Page 336 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

Grade 11, University/College Preparation
C3. Developing Philosophical Responses
THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities
Aristotle promoted and criticized in the work of Islamic philosophers such as al-Kindi, Ibn Sina (Avicenna), and al-Farabi?” “Which ideas of Enlightenment philosophers such as Descartes or Locke were critiqued by existentialists such asSartre?Why?”“WhatcriticismsdidNietzsche level against traditional moral philosophy?
C2.2 analyse,usingtheirphilosophicalreasoning skills, the strengths and weaknesses of the main argumentsmadebymajorphilosophersorphilo­ sophical traditions in response to some of the big questions of philosophy
Teacher prompts: “In what ways do Marx, Mill, and Plato differ in their views of democracy? Whose argument do you think is the strongest? Why?” “Is Rousseau’s concept of the general will totalitarian or radically democratic?”
By the end of this course, students will:
C3.1 developanddefend,usingphilosophical reasoning and critical-thinking skills, their own response to one or more of the big questions of philosophy examined in this course
C3.2 applyphilosophicalreasoningandcritical- thinking skills to analyse arguments encoun­ tered in everyday life (e.g., in letters to the editor, newspaper editorials, news reports, formal debates, face-to-face or online discussions among peers) and to develop a response to them
Teacher prompt: “What fallacies of reasoning can you find in the remarks that readers have posted online in response to newspaper articles? What response might you develop to address the flawed reasoning and provide a different way of viewing the issue?”
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