Page 345 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

Western views of personhood?” “Are there fun­ damental differences between Western and Eastern philosophies with respect to the meaning of life? If so, what are these differences?” “In what ways are Sartre’s views about the self similar to and different from those of Buddhist philosophers, who argue that the self is
an illusion?”
C2.3 evaluate the strengths and weaknesses of philosophical responses to some of the main questions in metaphysics
Teacher prompts: “What is Anselm’s ontologi­ cal argument for the existence of God? Are you persuaded by this argument? Why or why not?” “Has Hume proven that the existence of evil in the world disproves the existence of a personal God? Give reasons for your answer.” “How convincing are Conway’s arguments reconcil­ ing the existence of evil and suffering in the world with her belief in God?”
By the end of this course, students will:
C3.1 demonstrate an understanding of the influence that ideas related to metaphysics have on their everyday life
Teacher prompts: “What types of metaphysical ideas are reflected in popular culture? In poli­ tics? In folk wisdom? What impact do such ideas have on specific aspects of your life?” “In what ways do metaphysical ideas affect your concept of your own personal identity?”
C3.2 explain ways in which metaphysics draws from and influences other areas of philosophy
Teacher prompts: “Should a social/political philosopher developing a response to a question about freedom and authority consider meta­ physical questions about free will? How might responses to metaphysical questions affect responses to other social/political questions?” “How might a philosopher of ethics draw on metaphysical theories when formulating argu­ ments regarding the rights of animals?”
C3.3 describe forces that have helped shape the evolution of metaphysical thought over time, and analyse their impact (e.g., the impact of neuroscientific developments on understandings of self and consciousness; the impact of computers and developments in artificial intelligence on ideas about the mind and thought)
Teacher prompts: “How did the new science
of the seventeenth century influence Descartes’ approach to philosophy?” “What impact do you think the rise of modern neuroscience has had on theories about the relationship of mind to body?” ”What types of metaphysical questions have been raised by issues such as cloning, reproductive technologies, or the patenting
of life forms?”
C3.4 demonstrate an understanding of the influ­ ence of metaphysical ideas on other subject areas (e.g., how ideas about determinism influence notions of legal responsibility in law; how ideas about cosmology relate to the big bang theory
in physics; how views of the self influence discus­ sions of the relationship of people to nature in environmental studies)
Teacher prompts: “What influence do meta­ physical ideas about the mind and body have on how psychologists, physicians, or practi­ tioners of Chinese medicine approach their discipline?” “How do ideas about the freedom or determinism of human action influence our penal codes and courts?” “How do metaphysical arguments influence societies’ positions on the separation of church and state?”
By the end of this course, students will:
C4.1 formulate and explain, using philosophical reasoning skills, their own clear and cogent responses to some of the main questions
in metaphysics
C4.2 evaluate and defend, in philosophical exchanges with others, their own responses
to some of the main questions in metaphysics, and anticipate and respond logically to counter-arguments
C4.3 correctly use terminology related to meta­ physics (e.g., form, substance, existence, reality, materialism, personhood)
C3. Making Connections to Metaphysics
C4. Philosophical Reasoning in Metaphysics
CORE TOPICS: METAPHYSICS
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Philosophy: Questions and Theories
HZT4U