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Home , Early modern philosophy, Giambattista Vico, Moral absolutism, Western philosophy, Will (philosophy)

Designed by John Cornet, Phoenix HS (Ore) Western rev. September 2012

The very process of philosophy has been a driving force in the tranformation of the . From the figure who dwells upon how to achieve power, to the minister who contemplates the paradox of the only (their ) yet which is also stagnent, to the astronomers who are searching the stars for signs of other , to the revolutionaries who sought to construct a national which would protect the of the minority, the very exercise of philosophy and philosophical thought is at a core of . Philosophy addresses what are sometimes called the "big questions." These include questions of and , /faith,, politics, the truth of , the nature of , and the of human existance (...just to name a few!) ( addresses some of the same questions, but while philosophy and religion overlap in some questions, they can and do differ significantly in the approach they take to answering them.)

Subject Learning Outcomes Skills-Based Learning Outcomes Behavioral Expectations and Grading Policy Develop an appreciation for and enjoyment of Organize, maintain and learn how to study from a learning, particularly in how learning should subject-specific notebook Attendance, participation and cause us to question what we think we know Be able to demonstrate how to take notes (including prepared are daily and have a willingness to entertain new utilizing two-column format) expectations perspectives on issues. Be able to engage in meaningful, substantive discussion A classroom culture of respect and Students develop familiarity with major with others. tolorance is critical to create a concepts and theoretical perspectives in Be able to demonstrate effective and active reading comfortable environment for all to philosophy. habits (summarization, questioning, learn. Students will demonstrate how to examine a agreeing/disagreeing with the text, etc.) Digital and electronic devices will topic thorugh multiple perspectives. Be able to synthesize different facts to make broader not be in use during class Students will demonstrate reasonable conclusions. without teacher permission. and intellectual curiosity by asking questions Students will be able to identify learning strategies Do not hesitate to ask questions at about the foundation of assertions. which work for themselves. any time and for any relevant Students will recognize and respect the Be able to argue and defend a position in written and . diversity of opinion, and understand the verbal formats. intrinsic needs humans have to devote Be able to express themselves through fluent writing and themselves to an (in faith, politics, etc) with appropriate grammer and sentence structure. Students will learn how to prepare, structure and write a philosophy-orientated essay. Students will be able to offer a synopsis of a discussion topic, explain its relevence to philosophy and multiple perspectives in relation to it, while concurrently demonstrating solid, respectful discussion-interaction Please see supplimental handout on this topic for specifics on classroom

In the case of multiple instructors teaching the same subjects, while instructors proceed through lessons at their own pace - out of respect for the integrity of one another's classrooms, teaching styles and expertize - they will strive to never be more that ten days apart in curriculum and from time to time will use common written/essay/examination assessments which will be evaluated jointly. As admininstration supports, instructors hope to meet regularly to discuss their common courses.

Overarching Social Studies Thematic Approach Overarching The social discipline may be interpreted as a tug-of-war between the perspectives "Overarching Social Studies Thematic Approach"

Social Studies of moral and . This is an overarching approach for all courses in

Thematic Approach the Social Studies department

"Comprehensive Approach Toward The Course" This presents the broad approach and lens through Comprehensive Approach Toward The Course which material in this course will be examined. Comprehensive The practice of philosophy has driven change in the , yet in so doing every Western Philosophy idea has had to transform from a fringe thought to one accepted by a majority of the "Enduring Multi-Unit Themes" Thematic Approach populace. These are questions, themes or big ideas, framed as essay topics, which stretch across multiple,

sometimes overlaping, units. It provides an opportunity for students to connect historical and Enduring Multi-Unit Themes (framed as essay topics) contemporary dots over time. How prevalent is Aristotelian in the shaping of modern ?

" Instructional Units"

Is truly hostile toward , as Soviet and American politicians have maintained throughout the These are the targeted learning outcomes (Power twentieth century? Standards) per unit of instruction. They are amended by key learning targets, essential Was the pretext by which broke away from Continental (as epitomized by Descartes, vocabulary, and essential figures. This latter Spinoza and Leibniz) accurately reflected in his views toward morality? offers examples of figures who represent To what extent have tyrants found success when following a Machiavellian model? different poles on any given spectrum of perspectives for students to identify with. When Augustine, Aquinas, Anselm and others came along, their faith had grown stagnant. How prevalent was

In Other Words . . . the impact of these -Saints in facilitating the renewed health of their religion? The "Individual Instructional Assess the accuracy of Frederick Nietzsche’s assertion ‘ is Dead’, as applied to twenty-first century Western Units" allow a student to walk . into a bookstore, glance at a

book and have a sense of what How much credit should be given in her pursuit of inspiring a society of ultimate perfection, particularly in the sphere of gender equality? that book may be about before they even open it. "Enduring To what extent may we credit Hegel’s views of national self-determination and individual nationalism with Multi-Unit Themes" allow a revolutionary movements from 1776 America to twentieth century Zionism? student to finish the book, return to browse 50 titles remaining in To what extent did and challenge theories of government structure and organization, and were the theorists (Locke, etc) they pulled from taken out-of-context or were their views the bookstore and recognize accurately interpreted? these books all talk to each other; that is, that these books How dangerous are philosophical ideas to contemporary society? offer different focus, perspective Western Philosophy

ESSENCIAL FIGURES OTHER ESSENCIAL FIGURES (Thse will will be focused on (Those who will be covered in brief U N I T during the course) during the course) T O P I C S P O W E R S T A N D A R D Introduction to Philosophy 1. Identify what philosophy is, and explain the process of engaging in philosophical activity. 2. Identify the different branches of philosophy, and explain what topics and

Quarter1 themes fall within the auspices of each branch. Philosophical Discussions Be able to offer a synopsis of a discussion topic, explain its relevence to philosophy and multiple perspectives in relation to it, while concurrently demonstrating solid, respectful

discussion-interaction skills. Qtr.1-2 THE DISCUSSION TOPICS ARE WIDE-RANGING. ASK FOR SPECIFICS 1. Identify and explain the contributions of philosophers (key figures) to the of Miletus (585 bce to abt.300 ce) subjects they contemplated upon Georgias of Lentini 2. Identify and explain the affect philosophers (key figures) had upon their of Sinope culture and society. of 3. Identify and explain the contributions of the philosophers (secondary list) Clazomenae Anthisthenes of Athens

Quarter1 to their subjects of thought. of Zoroaster Thalz of Miletus (mid- 1. Identify and explain the contributions of philosophers (key figures) to the St.Augustine Moses Maimondes Fourth Century to the subjects they contemplated upon recovery and translation of 2. Identify and explain the affect philosophers (key figures) had upon their Marcus Aurelius works circa. culture and society.

Quarter1 Thirteenth Century) 3. Identify and explain the contributions of the philosophers (secondary list) to their subjects of thought.

Renaissance Philosophy 1. Identify and explain the contributions of philosophers (key figures) to the Niccolo Machiavelli (circa 1350-1650) subjects they contemplated upon Desiderius 2. Identify and explain the affect philosophers (key figures) had upon their Gottfried Leibniz culture and society.

Qtr.1-2 3. Identify and explain the contributions of the philosophers (secondary list) to their subjects of thought. Rene Descartes Early- 1. Identify and explain the contributions of philosophers (key figures) to the (circa.1650-1800) subjects they contemplated upon Mary Wollstonecraft Thomas R. Malthus 2. Identify and explain the affect philosophers (key figures) had upon their Thomas Payne Carl F. Gauss William Blake culture and society. Georg Hegel 3. Identify and explain the contributions of the philosophers (secondary list) Immanuel Kant Quarter2 to their subjects of thought. Jean-Jac. Rousseau Quarter 2 Quarter 2 Quarter 2 Victor Hugo 'Les Miserables' by (Book) Philosophical Issues Contemporary (circa.1800-1960) Later-Modern Philosophy RELATING THE TO LES MISERABLES ASSIGNMENT. ASK CORNET SPECIFICFOR ESSAY TOPICS AND SAMPLES PAPERSOF topics associated with this text) pieces of ever written! Please refer to the assignment sheet for specific essay philosophy covered in the course, all the while exposing students to one of the greatest (This book is being used a as medium through which to apply, interpret and the assess space. 4. Identify and explain the significance of potential discoveries in time and humanity, and the assess implications for the contemporary world. 3. Identify and explain the near-extinction events which confronted and impactits assess upon our understanding of humanity's . 2. Identify the human genome migration project, explain some of results,its world's and impactits assess upon our understanding of humanity. 1. Identify aspects of the study of linguistics, explain the evolution of the Hegel. 5. Identify and explain the nature of the dispute between Kierkeggard and interpreted these. faith, noting the mechanisms which were transformative and how they 4. Identify and explain the movement of Freud and Lewis toward - and from - to their subjects of thought. 3. Identify and explain the contributions of the philosophers (secondary list) culture and society. 2. Identify and explain the affect philosophers (key figures) had upon their subjects they contemplated upon 1. Identify and explain the contributions of philosophers (key figures) to the C.S.Lewis Soren Kierkegaard Freidrich Nietzsche Karl Mark

Societal stratification Crime Consciousness Capital punishment different structures of society nature of emotions Redemption Rehabilitation v.Punishment Bernard Russell Alfred J.Ayers Michael Foucault Jose Ortega Y Gasset Jugo Y WeberMax Charles Pierce Henry D.Thoreau Jeremy Bentham Ralph W.Emerson Simine de Beauvoir Werner Heisenberg Paul J. Tillich