Philosophy
Fall Semester 2015
Mr. Anton, Room 211
Description: What is the meaning of life? What is the nature of the universe? Is humanity inherently good or evil? These are the questions philosophers have wrestled with for centuries, and which will be explored in this advanced-level Social Studies course for Seniors. This course will introduce students to the prominent people, movements, and methods of Western philosophy from ancient times to the present. We will examine the fundamental questions and problems that philosophers have dealt with, studying logic and reasoning to discuss ethics, justice, morality, humanity, and many other issues. Students will become familiar with the terminology used in philosophical discourse, learn about the historical development of the discipline, and develop their own skills for philosophical argumentation. This course will be largely discussion and writing based, and require every student to come prepared each day.
Unit Outline:
Introduction to Philosophy What is philosophy? Why should we study it?
Unit 1: Foundational Philosophy Major philosophers and their ideas
Unit 2: Epistemology and Metaphysics The search for truth, knowledge, and ultimate reality
Unit 3: Ethics and Morality The search for what is good and right
Unit 4: Political and Social Philosophy The search for wellbeing and justice for everyone
Course Website: Throughout the semester the students should have access to Mr. Anton’s website, found here: http://anton-hhs.weebly.com/. This website contains a calendar of important due dates and class activities, a page of resources that will commonly be used in the course, and a blog and discussion forum that will occasionally be required to complete homework assignments. It is understood that not all students have access to a computer and/or the internet at home, however computer access can easily be found at the high school during H-block and before or after school. If any student or parent has any concerns, please contact me.
Unit Assessments: Each of the units outlined above will contain multiple unit assessments, usually towards the end of the unit. These assessments are designed to provide students with an opportunity to demonstrate their mastery of the skills and knowledge learned in the unit (these will be outlined in the unit guides). Unit assessments will include some traditional assessments such as tests and essays, but additionally will include debates, oral presentations, role plays, group projects, websites/blogs, podcasts, etc.
Grading: The grading system is outlined as follows:
Classwork/Homework/Quizzes: 20%
Class Discussion: 20%
Written Work: 40%
Midterm: 10%
Final: 10%
Self-Assessment: To facilitate and enhance student learning, there will be many opportunities for students to self-assess their own work. This will sometimes be simply to encourage students to reflect upon their learning, but other times it will count for points in the gradebook. The purpose of this is for students to take responsibility for their learning, taking ownership of their education. Most importantly, this will be applied to a weekly discussion rubric completed by both the student and instructor.
Late Work: As the most important purpose of this class is the facilitation of learning, not simply the ability to meet deadlines, late work will almost always be accepted for partial credit. Students are encouraged to utilize the Late/Missing Work Form. The amount of credit received will be determined by the teacher, often through a discussion with the student.
Electronic Device Use: As a general rule, students should always ask before using their phone, MP3 player, or other device. There will be times when I encourage students to use their phones to look something up, and there will also be times when it is appropriate to listen to music while working quietly. However, the most important concept here is awareness. Students will need to demonstrate an awareness of when it is appropriate to use their device, and students who are unable to do so may have their devices taken by the teacher until the end of class.
Student Expectations: As an advanced-level class, there are some critical expectations for all students outlined below:
Students in this course will:
Academic Honesty: All work that students turn in is expected to be their own. Plagiarism, copying, cheating, and all other forms of academic dishonesty are unacceptable. Students found to be in violation will receive a 0 on the assignment, and their parents will be notified. Second offenses will necessitate the involvement of the school administration, and a meeting with the parents will be requested.
Respect: Some of the material in this course will touch on sensitive subjects such as religion, politics, and sexuality. If you are in any way uncomfortable reading or discussing any of the material, please let me know and I will try to arrange an alternative assignment. Sometimes in presentations or discussions I may use outrageous or extreme examples to clarify points or provoke discussion; if you are offended by something that is said, please accept my apologies in advance and express your concern to me after class. I will not share your concerns with the class without your permission, but I will try to respond to them. While we will encourage informal discussion, I will insist that you always speak to others in the class in a respectful way, and to avoid comments and behaviors that disparage individuals. It is OK to attack another’s ideas, but not them personally. Speaking informally but respectfully about sensitive subjects is an important skill, and this class will help you learn it.
Grading Objectivity: Unlike typical high school courses, we will be tackling many diverse topics that do not have simple “right” or “wrong” answers. However, a significant portion of this course’s content will deal in the correct application of a philosophical concept, the effective justification of a belief or position, or an appropriate analysis of a philosopher’s work. It is important to note that you will never lose points or be otherwise penalized for saying, writing, or answering something that disagrees with the instructor’s personal beliefs or values. All written grading will be done as objectively as possible, based upon rubrics that students will be exposed to prior to beginning the assignment. If a student feels at any time he or she was unfairly graded because of teacher subjectivity, please see the teacher or the department chairperson.
Contact: Doug Anton,
Social Studies Department/Honors Program Director
Hartford High School, Room 211
[email protected]
802-295-8610 ext. 2211
Learning Outcomes
Throughout this course, students of Philosophy will:
Fall Semester 2015
Mr. Anton, Room 211
Description: What is the meaning of life? What is the nature of the universe? Is humanity inherently good or evil? These are the questions philosophers have wrestled with for centuries, and which will be explored in this advanced-level Social Studies course for Seniors. This course will introduce students to the prominent people, movements, and methods of Western philosophy from ancient times to the present. We will examine the fundamental questions and problems that philosophers have dealt with, studying logic and reasoning to discuss ethics, justice, morality, humanity, and many other issues. Students will become familiar with the terminology used in philosophical discourse, learn about the historical development of the discipline, and develop their own skills for philosophical argumentation. This course will be largely discussion and writing based, and require every student to come prepared each day.
Unit Outline:
Introduction to Philosophy What is philosophy? Why should we study it?
Unit 1: Foundational Philosophy Major philosophers and their ideas
Unit 2: Epistemology and Metaphysics The search for truth, knowledge, and ultimate reality
Unit 3: Ethics and Morality The search for what is good and right
Unit 4: Political and Social Philosophy The search for wellbeing and justice for everyone
Course Website: Throughout the semester the students should have access to Mr. Anton’s website, found here: http://anton-hhs.weebly.com/. This website contains a calendar of important due dates and class activities, a page of resources that will commonly be used in the course, and a blog and discussion forum that will occasionally be required to complete homework assignments. It is understood that not all students have access to a computer and/or the internet at home, however computer access can easily be found at the high school during H-block and before or after school. If any student or parent has any concerns, please contact me.
Unit Assessments: Each of the units outlined above will contain multiple unit assessments, usually towards the end of the unit. These assessments are designed to provide students with an opportunity to demonstrate their mastery of the skills and knowledge learned in the unit (these will be outlined in the unit guides). Unit assessments will include some traditional assessments such as tests and essays, but additionally will include debates, oral presentations, role plays, group projects, websites/blogs, podcasts, etc.
Grading: The grading system is outlined as follows:
Classwork/Homework/Quizzes: 20%
Class Discussion: 20%
Written Work: 40%
Midterm: 10%
Final: 10%
Self-Assessment: To facilitate and enhance student learning, there will be many opportunities for students to self-assess their own work. This will sometimes be simply to encourage students to reflect upon their learning, but other times it will count for points in the gradebook. The purpose of this is for students to take responsibility for their learning, taking ownership of their education. Most importantly, this will be applied to a weekly discussion rubric completed by both the student and instructor.
Late Work: As the most important purpose of this class is the facilitation of learning, not simply the ability to meet deadlines, late work will almost always be accepted for partial credit. Students are encouraged to utilize the Late/Missing Work Form. The amount of credit received will be determined by the teacher, often through a discussion with the student.
Electronic Device Use: As a general rule, students should always ask before using their phone, MP3 player, or other device. There will be times when I encourage students to use their phones to look something up, and there will also be times when it is appropriate to listen to music while working quietly. However, the most important concept here is awareness. Students will need to demonstrate an awareness of when it is appropriate to use their device, and students who are unable to do so may have their devices taken by the teacher until the end of class.
Student Expectations: As an advanced-level class, there are some critical expectations for all students outlined below:
Students in this course will:
- Be independent learners
- Manage their own time and assignments
- Strive for a level of quality above average
- Act as leaders both within the class and the school community
- Engage and challenge their peers intellectually
- Actively seek out new knowledge and learning opportunities
- Communicate effectively and respectfully
Academic Honesty: All work that students turn in is expected to be their own. Plagiarism, copying, cheating, and all other forms of academic dishonesty are unacceptable. Students found to be in violation will receive a 0 on the assignment, and their parents will be notified. Second offenses will necessitate the involvement of the school administration, and a meeting with the parents will be requested.
Respect: Some of the material in this course will touch on sensitive subjects such as religion, politics, and sexuality. If you are in any way uncomfortable reading or discussing any of the material, please let me know and I will try to arrange an alternative assignment. Sometimes in presentations or discussions I may use outrageous or extreme examples to clarify points or provoke discussion; if you are offended by something that is said, please accept my apologies in advance and express your concern to me after class. I will not share your concerns with the class without your permission, but I will try to respond to them. While we will encourage informal discussion, I will insist that you always speak to others in the class in a respectful way, and to avoid comments and behaviors that disparage individuals. It is OK to attack another’s ideas, but not them personally. Speaking informally but respectfully about sensitive subjects is an important skill, and this class will help you learn it.
Grading Objectivity: Unlike typical high school courses, we will be tackling many diverse topics that do not have simple “right” or “wrong” answers. However, a significant portion of this course’s content will deal in the correct application of a philosophical concept, the effective justification of a belief or position, or an appropriate analysis of a philosopher’s work. It is important to note that you will never lose points or be otherwise penalized for saying, writing, or answering something that disagrees with the instructor’s personal beliefs or values. All written grading will be done as objectively as possible, based upon rubrics that students will be exposed to prior to beginning the assignment. If a student feels at any time he or she was unfairly graded because of teacher subjectivity, please see the teacher or the department chairperson.
Contact: Doug Anton,
Social Studies Department/Honors Program Director
Hartford High School, Room 211
[email protected]
802-295-8610 ext. 2211
Learning Outcomes
Throughout this course, students of Philosophy will:
- Gain an understanding of and appreciation for the field of philosophy.
- Learn and be able to apply the terms and vocabulary of philosophy and associated fields.
- Be exposed to eternal and essential philosophical concepts and apply them to their own life.
- Practice various comprehension and analytical strategies while reading philosophical and informational texts, as well as film and other media.
- Be prepared to justify and defend their beliefs, attitudes, and positions using logic, reasoning, and other evidence.
- Expand and improve their ability to think critically about dynamic and abstract issues.
- Apply a philosophical toolkit and analytical mindset to complex and essential questions as demonstrated through discussion, presentation, and writing.
