Page 337 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

D. THERELEVANCEOFPHILOSOPHY OVERALL EXPECTATIONS
By the end of this course, students will:
D1. TheRelevancetoEverydayLifeandSociety:demonstrateanunderstandingoftherelevance of philosophical questions, theories, and skills to their everyday life and to the community and broader society;
D2. TheRelevancetoEducationandCareers:demonstrateanunderstandingoftherelevanceof philosophy to other subject areas and careers.
SPECIFIC EXPECTATIONS
By the end of this course, students will:
D1.1 explain the relevance of some of the big questions of philosophy to their own experi­ ences in everyday life (e.g., questions about power in relation to the issue of bullying, about social responsibility in decisions to engage in social action, about the existence of a supreme being and their approach to religion, about the self and others in their relationships with family and friends)
Teacher prompts: “How do you determine whether an action is right or wrong?” “Have you ever felt justified in telling a lie? Why or why not?” “In what ways do your beliefs about the nature of men and women and their role in society affect your relationships and plans for the future?”
D1.2 explain the relevance of some of the big questions of philosophy to their community and the broader society (e.g., questions about
the obligations of citizens and governments in Canadian and global politics; about equality and justice in policies regarding women, poor people, and ethnocultural minorities, including Aboriginal people; about ethics in debates about issues such as abortion, euthanasia, genetically modified organisms; about the relationship between nature and human beings in debates about environmental policy; about aesthetics and censorship in cultural industries)
Teacher prompts: “What philosophical questions arise in relation to research into and the manu­ facturing of genetically modified organisms?”
“What is the relationship between questions of freedom, ethics, and social responsibility
in anti–hate crime legislation?” “What ethical and metaphysical questions underlie the issue of human responsibility to protect the environ­ ment or endangered species?” “What philo­ sophical ideas underlie politics in Canada? How do these differ from those that underlie politics in China?”
D1.3 demonstrate an understanding of how they can apply philosophical theories and skills to enhance their understanding of popular culture (e.g., movies; music; music videos; books such as fiction, graphic novels, pop psychology; television shows, including talk shows, reality shows)
Teacher prompts: “What type of argument
is being made in this advertisement? Is a fallacy implicit in the argument? How is it being used to influence the consumer?” “What does this music video imply about the role of women? What aspects of the video led you to that conclusion?” “Do reality TV shows reflect ‘reality’? Give reasons for your answer.”
By the end of this course, students will:
D2.1 demonstrate an understanding of ways in which skills developed and used in philosophy, such as critical thinking, argumentation, and effective listening skills, can be used in other subjects (e.g., when engaged in formal and informal debating, weighing evidence to reach a conclusion,
THE RELEVANCE OF PHILOSOPHY
D1. The Relevance to Everyday Life and Society
D2. The Relevance to Education and Careers
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