Course Outline and Evaluation Summary

 Course Description

In this course, students will explore the origins and ongoing evolution of three (or more) of the main areas of philosophy: metaphysics, logic, epistemology, ethics, social and political philosophy, and aesthetics.  Students will learn critical-thinking skills, the main philosophic ideas from a variety of the world’s traditions, how to develop and explain their own philosophical ideas, and how to apply those ideas to contemporary social issues and personal experiences.

 Teacher

Mr. André Wittmann, B.A., M.A., B.Ed.

Earl Haig Secondary School, Social Science Office (room 328)

100 Princess Ave., North York, ON, M2N 3R7

Tel: (416) 395-3210 ext. 20075

Email: andre.wittmann@tdsb.on.ca

Mr. Michael Ricciardi

Email: michael.ricciardi@tdsb.on.ca

 Brightspace

Students MUST use their TDSB email account to access the Brightspace and for school communication.  All work MUST be submitted to Brightspace.  Students and parents will be invited to Brightspace at the beginning of the course...

https://tdsb.elearningontario.ca/d2l/home/29528973 

Overall Expections

Specific Unit 1 Expectations (2013 Ontario Curriculum Grades 11 and 12 Social Sciences and Humanities, p.338-340)

A1.  Exploring: explore topics related to philosophy, and formulate questions to guide their research; 

A2.  Investigating: create research plans, and locate and select information relevant to their chosen topics, using appropriate philosophical research and inquiry methods; 

A3.  Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry; 

A4.  Communicating and Reflecting: communicate the results of their research and inquiry clearly and effectively, and reflect on and evaluate their research, inquiry, and communication skills.

B1.  Nature of Philosophy: demonstrate an understanding of the main areas of philosophy, periods of philosophical development, and the differences between philosophy and other areas of inquiry; 

B2.  Philosophical Reasoning: demonstrate an understanding of philosophical reasoning and critical thinking skills, including skills required to identify and avoid common fallacies of reasoning, and demonstrate the ability to apply these skills in various contexts. 

Specific Unit 2 Expectations (2013 Ontario Curriculum Grades 11 and 12 Social Sciences and Humanities, p.331)

E1.  Understanding Epistemology: demonstrate an understanding of the main questions in epistemology, and of the positions of major philosophers and schools of philosophy with respect to some of these questions; 

E2.  Exploring Epistemology: demonstrate an understanding of epistemological theories, and evaluate responses to some of the main questions in epistemology by major philosophers and schools
of philosophy; 

E3.  Making Connections to Epistemology: demonstrate an understanding of connections between epistemology and other areas of philosophy, other subject areas, and various aspects of society, including everyday life; 

E4.  Philosophical Reasoning in Epistemology: use philosophical reasoning skills to develop, communicate, and defend their own responses to epistemological questions. 

Specific Unit 2 Expectations (2013 Ontario Curriculum Grades 11 and 12 Social Sciences and Humanities, p.338)

A1.  Exploring: explore topics related to philosophy, and formulate questions to guide their research; 

A2.  Investigating: create research plans, and locate and select information relevant to their chosen topics, using appropriate philosophical research and inquiry methods; 

A3.  Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry; 

A4.  Communicating and Reflecting: communicate the results of their research and inquiry clearly and effectively, and reflect on and evaluate their research, inquiry, and communication skills. 

Specific Unit 5 Expectations (2013 Ontario Curriculum Grades 11 and 12 Social Sciences and Humanities, p.342)

C1. Understanding Metaphysics: demonstrate an understanding of the main questions in metaphysics, and of the positions of major philosophers and schools of philosophy with respect to some of these questions; 

C2. Exploring Metaphysics: demonstrate an understanding of metaphysical theories, and evaluate responses to some of the main questions in metaphysics by major philosophers and schools of philosophy; 

C3. Making Connections to Metaphysics: demonstrate an understanding of connections between metaphysics and other areas of philosophy, other subject areas, and various aspects of society, including everyday life; 

C4. Philosophical Reasoning in Metaphysics: use philosophical reasoning skills to develop, communicate, and defend their own responses to metaphysical questions

Learning Skills

Learning skills provide Information to help students understand what skills, habits & behaviours are needed to work on to be successful. These are not connected with any numerical mark. A brief description of each skill can be found here. Responsibility, Organization, Independent Work, Collaboration, Initiative and Self-Regulation

E – Excellent    G – Good    S – Satisfactory    N – Needs Improvement

Required Materials

Students should have materials specified by the subject teacher at the beginning of the year.  There is no textbook for this course.  The course materials, evaluations and lessons will available on this course syllabus website...

School/Departmental/Classroom Expectations

Attendance: The student is expected to attend class on time. Parents/guardians will be contacted if lates/attendance becomes an issue/hindrance. If the student knows about an absence in advance, they should contact the teacher.

Plagiarism/Cheating: A mark of 0 will be assigned for any work submitted that does not belong to the student. A mark of 0 will be assigned to a student who was found to have cheated. Parents/guardians will be informed.

Missed Work: If a student is absent from class, (e.g. illness, sports team) it is their responsibility to find out what they have missed and to catch up. The student is responsible for completing all of the work that was missed due to an absence. If a student misses an assignment or test without a legitimate explanation and documentation, marks up to and including the full value of the evaluation may be deducted. Make-up tests must be arranged to be written.

Late Work: Late work may result in a deduction of marks up to and including the full value of the evaluation.

Academic Integrity

Plagiarism/Cheating: 

Plagiarism is defined as the use or close imitation of the language and thoughts of another without attribution, in order to represent them as one’s own original work.

It can take many forms, including the following:

(a) Submitting an essay/assignment written by someone else, e.g., buying an essay online, downloading an essay from a website, having someone else complete one’s assignment, or copying or using work including homework done by another student;

(b) Piecing together material from one or several sources and adding only linking sentences

(c) Quoting or paraphrasing material without citing the source of that material, including, but not limited to books, magazines, journals, websites, newspapers,television programs, radio programs, movies, videos, photographs, and drawings in print or electronic form;

(d) Copying and pasting from the internet or other electronic sites without citing the source; and

(e) Omitting quotation marks for direct quotations even if the sources have been cited. Take the ideas, writings or images of others and present them as if they were yours. Please see the Earl Haig Student Code of Conduct.

Use of Artificial Intelligence (AI): 

To help support students navigate the ever-changing landscape of technology, TDSB supports the use of GenAI as a valuable tool to enhance student learning and prepare for future success. Students may have the opportunity to use TDSB supported Generative AI tools to assist with their learning including research, brainstorming and planning processes. All submitted work must reflect the student’s own understanding. Students are expected to follow the TDSB Academic Honesty Procedure, and the expectations set out by their teacher regarding the use of Gen AI tools.

Missed Assessments/Evaluations:

If a student is absent from class, (e.g. illness, sports team) it is their responsibility to find out what they have missed and to catch up. The student is responsible for completing all of the work that was missed due to an absence. If a student misses an assignment or test without a legitimate explanation and documentation, marks up to and including the full value of the evaluation may be deducted.  Late work may result in a deduction of marks up to and including the full value of the evaluation.

Course Assessment Tasks

Class Discussion Performance (evaluation)

Instructions:

Seminars are designed as opportunities for discussion and debate of issues related to course material.  All students are required to actively participate in the discussions and will be assessed for participation according to this rubric.  Students divided into groups to discuss the reading and brainstorm questions for the rest of the class.  Students should connect the reading to a news item, current issue, life experience, historical event, readings, lectures, other courses.

Marking Scheme:

A. Knowledge/Understanding

How well your participation demonstrates your understanding of the material from the seminar readings, lectures and homework readings.

Incomplete  0 Needs Improvement  1 Satisfactory  2 Good  3 Excellent  4

B. Think/Inquiry

How well your participation connects your ideas & opinions to the topics, theories  and philosophers studied to the seminar topic.

Incomplete  0 Needs Improvement  1 Satisfactory  2 Good  3 Excellent  4

C. Application

How well your participation uses a news item, current issue, life experience, historical event, readings, lectures, and other subjects to explain your ideas & opinions about the topics, theories  and philosophers studied and seminar topic.

Incomplete  0 Needs Improvement  1 Satisfactory  2 Good  3 Excellent  4

D. Communication 

How well your participation effectively orally expressed all these connections in the discussion.

Incomplete  0 Needs Improvement  1 Satisfactory  2 Good  3 Excellent  4

Random Review Question (assessment)

Instructions:

Students should complete and submit to Brightspace the weekly review question.  Responses should be 100-300 words.

Marking Scheme:

A. Originality (knowledge/understanding)

Similarity to others according to Brightspace, appropriate sources

Incomplete  0 Needs Improvement  1 Satisfactory  2 Good  3 Excellent  4

B. Language & Length (communication)

How effectively you answered the question, proper citations

Incomplete  0 Needs Improvement  1 Satisfactory  2 Good  3 Excellent  4

C. Logic & Reasoning (application)

Clear, concise, appropriate arguments, submitted to Brightspace on time

Incomplete  0 Needs Improvement  1 Satisfactory  2 Good  3 Excellent  4

D. Philosophical Inquiry (think/inquiry)

Effectively connected your ideas & opinions to the topic & to philosophers studied

Incomplete  0 Needs Improvement  1 Satisfactory  2 Good  3 Excellent  4

Random Review Question Exemplar

Unit 1, Lesson 2, Reflection Question:  Define autonomy. How does philosophy promote autonomy?

Autonomy is the capacity for self-governance and independent thought, where an individual acts according to their own reasoned judgment rather than external coercion or unexamined biases. It signifies the ability to make choices and decisions based on one's own values, beliefs, and understanding, taking responsibility for the consequences of those actions. It necessitates a critical engagement with one's own assumptions and the prevailing societal norms.

Bertrand Russell's The Problems of Philosophy, illustrate how the study of philosophy can significantly promote autonomous thinking by fostering a critical and questioning mindset. He emphasizes the value of philosophical inquiry not for definitive answers, but for its ability to enlarge our understanding and liberate us from the confines of common sense and prejudice. He argues that philosophy, by questioning fundamental assumptions, "removes the somewhat arrogant dogmatism and it keeps alive our sense of wonder by showing familiar things in an unfamiliar aspect." This act of questioning is crucial for autonomous thought.

By engaging with philosophical problems, individuals are compelled to analyze arguments, identify logical fallacies, and construct coherent justifications for their own perspectives. This process of rigorous intellectual engagement strengthens the capacity for independent reasoning. Russell suggests that by exploring diverse philosophical perspectives, we transcend our limited personal viewpoints and consider a broader range of possibilities, thus becoming more capable of forming our own informed judgments. This expansion of intellectual horizons is essential for moving beyond simply accepting pre-existing ideas and instead, actively constructing one's own understanding of the world, a hallmark of autonomous thinking. Therefore, philosophy's encouragement of doubt, critical analysis, and the exploration of diverse viewpoints directly contributes to the development of an individual's capacity for genuine self-direction and independent thought.