Author: User

Course of Study

1. Course Details

Lawrence Park C.I
TDSB

Teacher(s) : Ms. J. Irandoust
Faculty : Social Sciences/Humanities
Faculty Office Phone :
416 393 9500 ext. 20085
Name of ACL : Mr. E. Platt
ACL Contact :
416 393 9500 ext 20085
Textbooks : Philosophy: A Text with Readings

Date revised : June 2011
Course Name : Philosophy: Questions & Theories
Course Code : HZT4U
Prerequisite Course Code : Any university, university/college, or college preparation course in social sciences and humanities, English, or Canadian and world studies
Credit Value : 1

2. Overall Goals

Metaphysics
summarize the main questions, concepts, and theories of metaphysics;
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 the relevance of metaphysical questions and theories to everyday life;
illustrate how metaphysical theories are presupposed in other subjects
Logic and the Philosophy of Science
identify the main questions in formal and informal logic, and in the philosophy of science;
apply logical and critical thinking skills in practical contexts, and in detecting logical fallacies;
demonstrate an understanding of how philosophical questions apply to disciplines such as physics, mathematics, and psychology;
evaluate 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, and defend their own responses
Epistemology
identify the main questions, concepts, and theories of epistemology;
evaluate the strengths and weaknesses of responses to some of the main questions of epistemology defended by some major philosophers and schools of philosophy, and defend their own responses;
demonstrate the relevance of philosophical theories of epistemology to concrete problems in everyday life;
explain how different epistemological theories apply to subject areas such as psychology
Ethics
demonstrate an understanding of the main questions, concepts, and theories of ethics;
evaluate the strengths and weaknesses of responses to ethical questions and moral problems defended by some major philosophers and schools of philosophy, and defend their own responses;
illustrate the relevance of philosophical theories of ethics to concrete moral problems in everyday life;
demonstrate an understanding of how philosophical theories of ethics are implicit in other subjects
Social and Political Philosophy
demonstrate an understanding of the main questions, concepts, and theories of social and political philosophy;
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;
identify instances of theories of social and political philosophy that are presuppositions in everyday life;
demonstrate the relevance of social and political philosophy to other subjects
Aesthetics
demonstrate an understanding of the main questions, concepts, and theories of aesthetics;
evaluate the strengths and weaknesses of responses to some of the main questions of aesthetics defended by some major philosophers, and defend their own responses;
illustrate the relevance of aesthetics to other subjects
Research and Inquiry Skills
correctly use the terminology of philosophy;
identify the main areas of philosophy, and analyse 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

3. Learning Skills and Work Habits

Evaluated on Report Card as:
E (excellent); G (good); S (satisfactory); N (needs improvement)

The Learning Skills demonstrated by a student in every course are evaluated in the following six categories: Responsibility, Organization, Independent Work, Collaboration, Initiative, and Self-regulation. The Learning Skills are evaluated using a four-point scale. The goal for each student is to improve Learning Skills which will translate into improved student’s overall success.
In addition, completion of the assigned homework/assignments on time will contribute to student’s success. We also know that regular attendance in all classes is essential for success; please avoid scheduling appointments during school time.
Students are expected to demonstrate academic honesty on all assignments, presentations, tests, and examinations. Student who cheat or plagiarize will receive a mark of zero for the assignment, presentation, test, or examination.

Responsibility

The student:
• fulfils responsibilities and commitments within the learning environment;
• completes and submits class work, homework, and assignments according
to agreed-upon timelines;
• takes responsibility for and manages own behaviour.

Organization

The student:
• devises and follows a plan and process for completing work and tasks;
• establishes priorities and manages time to complete tasks and achieve goals;
• identifies, gathers, evaluates, and uses information, technology, and resources
to complete tasks.

Independent Work

The student:
• independently monitors, assesses, and revises plans to complete tasks and meet goals;
• uses class time appropriately to complete tasks;
• follows instructions with minimal supervision.

Collaboration

The student:
• accepts various roles and an equitable share of work in a group;
• responds positively to the ideas, opinions, values, and traditions of others;
• builds healthy peer-to-peer relationships through personal and media-assisted
interactions;
• works with others to resolve conflicts and build consensus to achieve group goals;
• shares information, resources, expertise and promotes critical thinking to solve
problems and make decisions.

Initiative

The student:
• looks for and acts on new ideas and opportunities for learning;
• demonstrates the capacity for innovation and a willingness to take risks;
• demonstrates curiosity and interest in learning;
• approaches new tasks with a positive attitude;
• recognizes and advocates appropriately for the rights of self and others.

Self-regulation

The student:
• sets own individual goals and monitors progress towards achieving them
• seeks clarification or assistance when needed
• assesses and reflects critically on own strengths, needs, and interests;
• identifies learning opportunities, choices, and strategies to meet personal goals.

4. Teaching/Assessment and Evaluation Strategies - Course Work (70%)

Students will demonstrate achievement of all the overall expectations of the course. Missed and/or incomplete assignments will have an impact on the final grade where there are a significant number of curriculum expectations that have not been evaluated because of missed assignments. Timelines and units may be adjusted to accommodate student needs.

Ch #
1
2
3
4
5
6
7
8

Culminating Tasks
TBA
TBA
TBA
TBA
TBA
TBA
TBA
TBA

Achievement Chart Focus
The Nature of Philosophy
Human Nature
Reality and Being
Philosophy & God
The Sources of Knowledge
Truth
Ethics
Social and Political Philosophy
Exam Review

Time Line
Sept - Oct
Nov
Dec
Jan
Feb
Mar
April
May
June

4. Teaching/Assessment and Evaluation Strategies - Final Evaluation (30%)

All Students must take part in the culminating activities for each course at every grade level of study

Summative Tasks
Final Examination

Achievement Chart Focus
All areas

Weighting
30% of final mark

5. Achievement Chart

Achievement
Categories
For Course Work
Knowledge/Understanding
Thinking
Communication
Application

Description
- knowledge of facts and terms
- understanding concepts, principles, and theories
- understanding of relationships between concepts
- critical thinking skills (analyzing, detecting bias)
- creative thinking (problem solving)
- inquiry skills (formulating questions; conducting research;
analyzing, interpreting and evaluating information; drawing
conclusions)
- communication of information and ideas
- use of visuals and technology - multimedia
- oral communication (debates, discussions, listening skills, role-playing)
- written communication (short essays, writing in role)
- application of concepts, skills, and procedures
- transfer of concepts, skills, and procedures to new ideas
- making logical conclusions or generalizations
- making predictions and planning courses of action
- making connections

Weighting
25 %
25 %
25 %
25 %

6. Term Grades for Provincial Reports

Term Grades for Provincial Reports throughout the Year
The grade for each term/reporting period is based on the evaluations that have been conducted to that point in the course and will be preliminary and tentative. They will be based on the most consistent level of achievement to that point in time, but some of the overall expectations, strands, and units will not have been addressed. The students’ grades will most likely change when the students’ entire work is evaluated by the end of the course.
Reporting Cycle
Reporting Cycle 1: September 6th - November 11th
Report Card - November 21st
Reporting Cycle 2: November 14th - January 24th
Report Card - February 16th
Reporting Cycle 3: January 25th - March 30th
Report Card - April 18th
Reporting Cycle 4: April 2nd - June 24th
Final Report Card pick up from July 4th-13th
Review Days: June 25th and 26th (9-11 am only)

7. Communication

In addition to class time, students can receive additional assistance from:
Subject teachers before/after school, during lunch hour or by appointment;
Homework Club - every Tuesday and Thursday from 3:20 - 4:30 pm in room 223;
FIFI - Find It Finish It from 8:35 - 9:35 am on November 9th, January 25th, March 28th and May 16th;
Web Site: www.Msirandoust.weebly.com