Student Course Outline HZT4U

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HZT4U
PHILOSOPHY
Student Course Outline
MR. GILLIS
Room: 210
Text: Philosophy: Questions and Theories
Email: [email protected]
Web Page: http://schools.alcdsb.on.ca/hcss/teacherpages/gillis
The above is my school email address. Students are more than welcome to use it to send
me assignments or to ask for clarification on difficult topics or to get work missed due to
prolonged absence. I check it roughly 3 times a day.
Course Description
This course enables students to acquire an understanding of the nature of philosophy and
philosophical reasoning skills and to develop and apply their knowledge and skills while
exploring specialized branches of philosophy (the course will cover at least three of the
following branches: metaphysics, ethics, epistemology, philosophy of science, social and
political philosophy, aesthetics). Students will develop critical thinking and philosophical
reasoning skills as they formulate and evaluate arguments related to a variety of philosophical
questions and theories. They will also develop research and inquiry skills related to the study and
practice of philosophy.
Ontario Catholic School Graduate Expectations
This course supports the Ontario Catholic School Graduate Expectations by providing
students with the opportunity to explore the main areas of philosophy from the perspective of the
Catholic faith tradition and to apply philosophical methods of inquiry to this mode of study.
Each unit addresses the creative interaction between philosophy and the Catholic philosophical
tradition. The skills associated with philosophical inquiry allow for the development of cogent
arguments based on sound reasoning and effective communication. These skills are essential to
becoming a creative and reflective thinker. By raising these questions and developing these
skills, this course leads to a deeper understanding and appreciation of the relationship between
Catholic faith and philosophy.
Units: Titles and Time
Unit 1:
Unit 2:
Unit 3:
Unit 4:
Unit
Introduction to Philosophy and Critical Thinking
Metaphysics
Epistemology
Ethics/Social and Political Philosophy
Text Chapters
1, 3 & 4
6, 7 & 8
9, 10 & 11
2, 12 & 13
Length
18 Lessons
18 Lessons
18 Lessons
18 Lessons
Course Notes
The culminating activity for the course is intended to be an analysis of a philosopher’s
primary source writing. The student will have to read a primary source philosophical document
of at least 125 pages. The student will have to explain and evaluate the philosophical arguments
put forth by the author and then share their own personal views.
Evaluation
Term Work : Rubrics specific to the assigned task will determine the expectations for
each activity to be assessed and evaluated. Each Unit’s assessment will consist of a test, one or
two major assignments which will be used to calculate the 70% allotted to Term Work. Each test
and assignment will be weighted equally. An assortment of other assessments will be used to
monitor the student’s progress but will not be reflected in their overall mark.
Summative Evaluation: The summative evaluation should, wherever possible, provide
students with the opportunity to demonstrate learning in the four categories of achievement:
Knowledge and Skills, Thinking/Inquiry, Communication, Connection/Application. Thirty
percent of the Final Grade will be based on a combination of Summative tasks:


An analysis of a philosopher’s primary work (10%)
a Final Exam (20%)
Term Work: 70%
Category
Knowledge/Understanding
Thinking/Inquiry
Communication
Application
Total
Weight
15
15
20
20
70%
Final Evaluation: 30%
Task
Weight
Paper
10
Final Evaluation
20
Total
30%
Problem Evaluations (Extracts from School Board Evaluation Policy)
All summative evaluation activities are due on the date specified by the teacher. Once
assignments (class set) have been returned to the students, a teacher is under no obligation to
accept a late assignment. In cases of chronic lateness, a teacher may use small mark
penalties/deductions (i.e., one level, no more than 10 % of the final grade) which do not
distort achievement or motivation. If a student misses a summative evaluation, it is the
student’s responsibility to discuss the completion of the activity and subsequent consequences
with the teacher on the day of the student’s return to school. Extenuating circumstances may
warrant, at the teacher’s discretion, an extension or an alternative demonstration of the
expectations.
Where a student has missed or failed to submit an evaluation activity and therefore has provided
no evidence of achievement, the teacher can record a zero.
Revised Sept. 1, 2013
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