Page 353 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

and Chantal Mouffe differ in their views about conflict and consensus in politics?” “Which philosophers would argue that violent overthrow of an oppressive government is justified? Which would argue that only non-violent resistance to such a government is justified?” ”What are the similarities and differences in the social contracts proposed by Hobbes, Locke, and Rousseau? In what ways do Hobbes or Rousseau differ from Wollstonecraft or Okin in their view of a social contract and how it applies to women?” “How has the question of slavery been approached by various philosophers, including those seeking to justify slavery and those opposed to it?”
G2.3 evaluate the strengths and weaknesses of philosophical responses to some of the main questions in social and political philosophy
Teacher prompts: “Is Rawls’s ‘veil of ignorance’ strategy for identifying the basic principles of justice convincing? Do you agree with Nozick’s view that the best state is the state that governs least or with Rawls’s view that the state should intervene, as to rectify inequalities? Give rea­ sons for your answers.” “What is de Beauvoir’s argument regarding the reasons for the historical subordination of women? How compelling do you find her analysis?”
By the end of this course, students will:
G3.1 demonstrate an understanding of the influ­ ence that ideas related to social and political philosophy have on their everyday life
Teacher prompts: “What are some areas in your personal life in which you have to consider ques­ tions related to social and political philosophy?” “Should the voting age be lowered, and, if so, to what level? Give reasons to support your answer.” “Do the theories of political philoso­ phy relate to school governance? Why or why not?” “What assumptions related to social and political philosophy are reflected in the media?” “What social/political ideas underlie your views on human rights?” “What are the differences between a political ideology and a political phi­ losophy? To what extent might your political ideology affect your voting decisions at school, in clubs, or, if you are old enough, in formal elections? What other decisions do you make that are affected by your political ideology and your political philosophy?”
G3.2 explain ways in which social and political philosophy draws from and influences other areas of philosophy
Teacher prompt: “How do Plato’s metaphysical and epistemological ideas in The Republic under­ pin his political ideas, including his defence of a meritocratic and anti-democratic state?”
G3.3 describe forces that have helped shape the evolution of social and political philosophy over time, and analyse their impact (e.g., how Hobbes’s and Locke’s views of human nature and the ideal society were influenced by the civil wars through which they lived; how colonialism and imperialism influenced the thinking of Charles Mills, Taiaiake Alfred, and Amartya Sen; how
the French Revolution influenced Wollstonecraft’s views on oppressive political systems; how the feminist movement influenced philosophers’ views on the role of women)
Teacher prompts: “What sorts of historical events influenced the development of Marx’s philosophy?” “What social factors might help explain how philosophers as astute and attuned to morality as Aristotle and Locke could con­ done slavery?” “What was the social/political role of women in Europe during Rousseau’s lifetime? How do you think this reality influenced the development of his social/ political philosophy?”
G3.4 demonstrate an understanding of the influence that ideas in social and political philosophy have on other subject areas (e.g., the impact on law enactment and enforcement, on questions of the role of religion in the state, on dis­ cussions of power and propaganda in media studies, on assumptions about the forces shaping history, on questions about the political uses of science and art)
Teacher prompts: “What impact does social and political philosophy have on legal systems?” “According to different social/political philosophers, what primary forces are
at work in history?”
By the end of this course, students will:
G4.1 formulate and explain, using philosophical reasoning skills, their own clear and cogent responses to some of the main questions in social and political philosophy
SUPPLEMENTARY TOPICS: SOCIAL AND POLITICAL PHILOSOPHY
G3. Making Connections to Social and Political Philosophy
G4. Philosophical Reasoning in Social and Political Philosophy
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Philosophy: Questions and Theories
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