HZT4U0 – Philosophy: Questions and Theories, University Preparation
Course Description
Prerequisite: Any university or
university/college preparation course in
Canadian and World Studies, English, or
Social Sciences and Humanities.
Text: Robert Paul Wolff, About Philosophy,
8th ed.
This course addresses 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 ideas expressed by philosophers 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. The course will also help
students refine skills used in researching and investigating topics in philosophy.
Replacement cost: $40.00
Assessments and Evaluation
Assessments will be based on both formative and summative processes.
Formative assessments are learning practices that provide important
feedback to student progress. Examples include: homework and
quizzes.
Summative assessments form the foundation for final mark allotment at
the end of a unit, term and semester. The following breakdown of types
and weightings per assessment category are listed below.
Student Requirements/ skills
Assessment Breakdown
By the end of this course, students will:

Evaluate the strengths and weaknesses of responses to some of
the main questions of metaphysics defended by some major
philosophers and schools of philosophy, and defend their own
responses

Demonstrate an understanding of how philosophical questions apply
to disciplines such as physics, mathematics, and psychology

Demonstrate the relevance of philosophical theories of
epistemology to concrete problems in everyday life;

Demonstrate an understanding of how philosophical theories of
ethics are implicit in other subjects

Evaluate the strengths and weaknesses of the responses to the
main questions of social and political philosophy defended by some
major philosophers and schools of philosophy, and defend their own
responses

Demonstrate an understanding of the main questions, concepts,
and theories of aesthetics

Demonstrate an understanding of the unique character of
philosophical questions;

Effectively use a variety of print and electronic sources and
telecommunications tools in research;

Effectively communicate the results of their inquiries
Unit
1: Metaphysics
2. Epistemology
3. Logic and the
Sciences
4. Ethics
5. Political and
Social Philosophy
Category
Examples of Summative
Assessments
Knowledge
Unit Tests, Précis
12.5
Thinking
Essays, Case Studies
12.5
Application
Case Studies
12.5
Communication
Essays, Responses,
Presentations
7.5
Philosophy Essay
Five Phases of the Essay
25
Exam
Formal Written
Examination
30
Unit breakdown
• The main questions, concepts, and theories of metaphysics;
• The strengths and weaknesses of responses to some of the main questions of metaphysics defended
by some major philosophers and schools of philosophy;
• The relevance of metaphysical questions and theories to everyday life;
• How metaphysical theories are presupposed in other subjects.
• The main questions, concepts, and theories of epistemology;
• The strengths and weaknesses of responses to some of the main questions of epistemology
defended by some major philosophers and schools of philosophy;
• The relevance of philosophical theories of epistemology to concrete problems in everyday life;
• How different epistemological theories apply to subject areas such as psychology.
• The main questions in formal and informal logic, and in the philosophy of science;
• Logical and critical thinking skills in practical contexts, and detecting logical fallacies;
• How philosophical questions apply to disciplines such as physics, mathematics, and psychology;
• The strengths and weaknesses of the responses to some questions of natural and social sciences
defended by some of the major philosophers and schools of philosophy.
• The main questions, concepts, and theories of ethics;
• The strengths and weaknesses of responses to ethical questions and moral problems defended by
some major philosophers and schools of philosophy;
• The relevance of philosophical theories of ethics to concrete moral problems in everyday life;
• An understanding of how philosophical theories of ethics are implicit in other subjects.
• The main questions, concepts, and theories of social and political philosophy;
• The strengths and weaknesses of the responses to the main questions of social and political
philosophy defended by some major philosophers and schools of philosophy;
• Instances of theories of social and political philosophy that are presuppositions in everyday life;
• The relevance of social and political philosophy to other subjects.
% Allotments
Summative Assessments /
approximate types
Unit Test
Debates
Précis
Unit Test
Topoi
Précis
Unit Test
Case Studies
Précis
Unit Test
Debates
Précis
Unit Test
Debates
Précis
6. Aesthetics
7. Research and
Inquiry Skills
• The main questions, concepts, and theories of aesthetics;
• The strengths and weaknesses of responses to some of the main questions of aesthetics defended
by some major philosophers;
• The relevance of aesthetics to other subjects.
• Correctly use the terminology of philosophy;
• Identify the main areas of philosophy, and analyze philosophical arguments within them;
• Demonstrate an understanding of the unique character of philosophical questions;
• Effectively use a variety of print and electronic sources and telecommunications tools in research;
• Effectively communicate the results of their inquiries.
Unit Test
Debates
Précis
Philosophy Essay
Audio-Visual Curriculum Delivery
Any Social Science curriculum has multi-media instruction as part of the delivery process. Peel District School Board Policy requires parental
permission for any media rated 14A-18A by the Ontario Film Board, regardless of the age of the student. By signing this course outline, parents
acknowledge that material up to and including 18A may be shown in the classroom. If you have any specific concerns, contact the individual
teacher.
Clarkson S.S. Assessment & Evaluation Policy
CHEATING:
Students are expected to demonstrate HONESTY and integrity and submit assessments that are reflective of their own work. Cheating is defined
as completing an assessment in a dishonest way through improper access to the answers. Examples include, but are not limited to; using another
student’s work as your own, using an unauthorized reference sheet during an assessment, receiving / sending an electronic message to another
student with test questions / answers, etc.
In order to ensure that all assessments are free from cheating:
Students will:

review school policy with regards to academic honesty

submit their own work for evaluation to show evidence of skill and knowledge

use only teacher approved materials during an evaluation

demonstrate the qualities of good character and good intention (honesty, caring, respectful, responsibility,)when preparing evidence of
their learning.
If a student cheats on an assessment:
Students may be:

required to complete an alternate evaluation under direct supervision in a timely manner

required to write a reflective piece which demonstrates an understanding of the character attribute of honesty.

assigned a mark deduction

referred to a vice-principal

assigned a zero
PLAGIARISM:
Students are expected to demonstrate HONESTY and use proper citations and referencing when completing assessments.
Plagiarism is defined as the unauthorized use or close imitation of the language and thoughts of another author and the representation of them as
one's own original work. Examples include, but are not limited to; copying another’s project (portions or whole) and paraphrasing parts of a book or
article without reference or citation.
In order to ensure that all assessments are free from plagiarism:
Students will:

Be required to complete a workshop in correct documentation

produce their own work

give credit through appropriate citations and referencing when quoting or paraphrasing the work of others

be diligent in maintaining and protecting their own work

seek clarification or assistance from teachers or other available resources
If an assessment is plagiarized:
Students may be:

required to rewrite or resubmit all or parts of the assignment

referred for remedial lessons on proper citation and references

required to do a reflection on the character attribute of honesty

referred to a vice-principal

required to sign a contract with the administration and teacher about commitment to academic honesty

assigned a zero.
LATE ASSIGNMENTS – assignments submitted after the due date and before the absolute deadline.
Students are expected to demonstrate RESPONSIBILITY and submit all assessments by the established due date. Students are responsible for
providing evidence of their achievement of the overall course expectations within the time frame specified by the teacher and in a form approved by
the teacher. There are consequences for not completing assignments for evaluation or for submitting those assignments late.
In order to ensure that all evaluations are submitted by the established due date:
Students will:

record due dates in personal organizers

consider other commitments including co-curricular activities in planning assignment completion

negotiate alternate due date well before due date, not last minute (a minimum of 24 hours in advance or at teachers discretion)

find out what they missed during absences

use school support systems (i.e. special education, counselors, extra help, …)
If an evaluation is submitted after the due date:
Students :

must notify the teacher and explain why the assignment was not submitted on the due date – in grades 9 & 10 a note from a
parent/guardian may be required

marks may be deducted for late assignments

may be required to complete the assignment with supervision

may be referred to a school based support team or a vice-principal

may be placed on a contract for assignment completion
MISSED ASSIGNMENTS – assignments either not submitted or submitted after the absolute deadline
In order to ensure that all evaluations are submitted:
Students will:

be responsible for meeting and knowing absolute deadlines for missed assignments

use personal organizers to manage time and meet deadlines

be responsible for maintaining on- going communication with their teacher

take responsibility for missed work during all absences
.
If an evaluation is submitted after the absolute deadline:
Students:

must notify the teacher and explain why the assignment was not submitted

students may be asked to provide a note from a parent/guardian

may be required to complete the assignment or an alternate assignment under supervision

may be referred to a school based support team or a vice-principal

may be placed on a contract for assignment completion

may be involved in an action plan to complete the required assignment within a given time frame

may be assigned a zero.
Student/Parent Acknowledgement
Please complete and return to your child/ward’s teacher this section to indicate that you have been made aware by your
child/ward of the basic academic and behavioural expectations of this course department and school.
To ensure regular and efficient communication between yourself and the course teacher, please provide a current phone
number and email address so that you may be made aware of any concerns regarding the academic success of your
ward/child.
If you have any comments, questions or concerns, please contact _____________________ at ____________________.
.
________________________________________________________________________________________
Student Name(Print)
Student Signature:
_________________________________________________________________________________________
Parent(s)/Guardian(s) Name (Print)
Parent(s)/Guardian(s) Signature(s)
__________________________________________
Parent(s)/Guardian(s)Contact Phone #
________________________________________________
Parent(s)/Guardian(s) Email