TOK+Documents

** LICEO INTERNACIONAL ** ** P.C.I. ** Subject:Desarrollo del Pensamiento Filosófico ( TOK ) Cycle: Educación General Básica o Bachillerato Course: 1° de Bachillerato No. of hours: 3 Teacher: Walter Moore Academic year: 2011 - 2012 Upon completion of the course, students will be able to:
 * UNIDAD EDUCATIVA PARTICULAR BILINGÜE **
 * 1) ** GENERAL INFORMATION **
 * 1) ** EXIT PROFILE ****[1]**


 * Make critical judgments for evaluating the role of consciousness in the different life choices that are presented to every individual.
 * Understand the different aspects that have shaped human nature within the reflection of the philosophical branches.
 * Determine the contributions of modern science in building the West.
 * Identify the elements involved in the construction of modern political systems.
 * Judge the value of major philosophical categories that contribute to the understanding of Latin America.
 * 1) ** AREA OBJECTIVES ****[2]**
 * Think critically about the role of the subject and consciousness in the philosophical branches and its importance in the current worldview.
 * Recognize philosophical knowledge as a way of building the individual as well as collective society
 * Identify the role of science in the modern and postmodern eras as an essential element of progress in Latin America.
 * Analyze the relationship between ethics and politics as an essential element of integral human fulfillment.
 * Appreciate the importance of philosophy from Latin America as a means of seeking to improve the quality of life

Having followed the TOK course, students should be able to: In addition, students will be expected to:
 * 1) ** YEARLY OBJECTIVES ****[3]**
 * Critically analyze knowledge claims, their underlying assumptions and their implications
 * generate questions, explanations, conjectures, hypotheses, alternative ideas and possible solutions in response to knowledge issues concerning areas of knowledge, ways of knowing and students’ own experience as learners
 * demonstrate an understanding of different perspectives on knowledge issues
 * draw links and make effective comparisons between different approaches to knowledge issues that derive from areas of knowledge, ways of knowing, theoretical positions and cultural values
 * demonstrate an ability to give a personal, self-aware response to a knowledge issue
 * formulate and communicate ideas clearly with due regard for accuracy and academic honesty.
 * interact with intercultural environment in a reflexive, effective and efficient way with respect and honesty through the structured application of the English Language.


 * Interact properly with respect, honesty and responsibility, preserving the national identity with a functional, communicative approach, based on the development of the receptive and productive skills of the language.

• Human beings and consciousness.
 * 1) ** CURRICULAR DRIVING FORCE ****[4]**

• Knowledge and truth.

• Society, Politics and government.

“Sumak Kawsay” a) intercultural awareness; b) formation of a democratic citizen; c) protection of the environment; d) care of students’ health and recreational habits; e) sex education  ** BLOCK 1: The problem of knowledge and the nature of knowledge **   September 5- October 14   1.1.6.1 the role of judgement  1.1.6.2 the danger of gullibility  1.1.6.3 the danger of scepticism  1.1.6.4 reasonable knowledge
 * 1) ** INTERDISCIPLINARY THEME **
 * 1) ** CURRICULAR BLOCKS **
 * // 1.1 The Problem of Knowledge //**
 * 1.1.2 Introduction **
 * 1.1.3 Common Sense **
 * 1.1.4 Certainty **
 * 1.1.5 ** **Relativism**
 * 1.1.6 What should we believe? **
 * 1.1.7 Who cares? **
 * 1.1.8 Conclusion **

1.2.2.1 truth 1.2.2.2 belief 1.2.2.3 justification 1.2.4.1 cultural tradition 1.2.4.2 school 1.2.4.3 the Internet 1.2.4.4 expert opinion 1.2.4.5 the news media 1.2.4.6 the limitations of second-hand knowledge
 * // 1.2 The Nature of Knowledge //**
 * 1.2.1 Introduction **
 * 1.2.2 Knowledge as justified true belief **
 * 1.2.3 Levels of Knowledge **
 * 1.2.4 Second-hand knowledge **
 * 1.2.5 Conclusion **

October 17- November 25
 * BLOCK 2: Language as a way of knowing **


 * 2.1 What is language? **

2.1.1 language is rule-governed

2.1.2 language is intended

2.1.3 language is creative and open-ended

** 2.2 The Problem of Meaning **

2.2.1theories of meaning

//2.2.1.1 definition theory//

//2.2.1.2 denotation theory//

//2.2.1.3 image theory//

2.2.2 meaning as know-how

2.2.3 problematic meaning

//2.2.3.1 vagueness//

//2.2.3.2 ambiguity//

//2.2.3.3 secondary meaning//

//2.2.3.4 metaphor//

//2.2.3.5 irony//

//2.2.3.5 meaning and interpretation//

2.2.4 why should we care about the meaning of words?

** 2.3 Language and Translation **

2.3.1 problems of translation

//2.3.1.1 context//

//2.3.1.2 untranslatable words//

//2.3.1.3 idioms//

2.3.2 lost in translation

** 2.4 Labels and stereotypes **

2.4.1 labels

2.4.2 stereotypes

** 2.5 Language and Thought **

2.5.1 the Sapir-Whorf hypothesis

2.5.2 testing the hypothesis

** 2.6 Language and Values **

2.6.1 using language to influence and persuade

2.6.2 emotionally laden language

//2.6.2.1 weasel words//

//2.6.2.2 grammar//

//2.6.2.3 revealing and concealing//

2.6.3 language at war

2.6.4 language is power

** 2.7 Conclusion **

December 3- February 3
 * BLOCK 3: Perception as a way of knowing **


 * 3.1 Introduction **

**3.2 Perceptual Illusions**

3.2.1 context

3.2.2 figure and ground

3.2.3 visual grouping

3.2.4 expectations

3.2.5 role of the unconscious

**3.3 Selectivity of perception**

**3.4 Seeing and believing**

**3.5 Distinguishing appearance from reality**

3.5.1 confirmation by another sense

3.5.2 coherence

3.5.2 independent testimony

**3.6 Ultimate reality**

3.6.1 psychology of perception

3.6.2 what is really out there?

//3.6.2.1 pain, taste and color//

//3.6.2.2 the tree in the forest//

//3.6.2.3 the tables in the classroom//

3.6.3 theories of reality

//3.6.3.1 common-sense realism//

//3.6.3.2 scientific realism//

//3.6.3.3 phenomenalism//

3.6.4 what should we believe?

Feburary 6- March 23
 * BLOCK 4: Reason as a way of knowing **


 * 4.1 Introduction **

**4.2 Deductive Reasoning**

4.2.1 syllogisms

4.2.2 truth and validity

4.2.3 the structure of arguments

4.2.4 using Venn diagrams

4.2.5 deductive reasoning preserves truth

**4.3 Inductive Reasoning**

4.3.1 deduction and induction compared

4.3.2 how reliable is inductive reasoning?

4.3.3 what distinguishes good generalizations?

**4.4 Informal Reasoning**

4.4.1 post hoc ergo propter hoc

4.4.2 ad hominem fallacy

4.4.3 circular reasoning

4.4.4 special pleading

4.4.5 equivocation

4.4.6 argument ad ignorantiam

4.4.7 false analogy

4.4.8 false dilemma

4.4.9 loaded questions

4.4.10 causes of bad reasoning

**4.5 Reason and Certainty**

4.5.1 can deductive reasoning be doubted

4.5.2 can inductive reasoning be doubted?


 * 4.6 Lateral Thinking **

April 9- May 11
 * BLOCK 5: Reason as a way of knowing **


 * 5.1 Introduction **

**5.2 The nature of emotions**

5.2.1 primary emotions

5.2.2 the James-Lange theory

5.2.3 the role of beliefs

5.2.4 emotional energy

5.2.5 emotions as a way of knowing

**5.3 Emotions as an obstacle of knowledge**

5.3.1 rationalization

//5.3.1.1 biased perception//

//5.3.1.2 fallacious reasoning//

//5.3.1.3 emotive language//

5.3.2 irrational behavior

**5.4 Emotions as a source of knowledge**

**5.5 Intuition**

5.5.1core intuitions

5.5.1.2 reason

5.5.1.3 perception

5.5.1.4 romanticism

5.5.2 subject-specific intuitions

5.5.3 social intuitions

5.5.4 natural and educated intuitions

5.5.5 how reliable is intuition?


 * 5.6 Conclusion **

May 14- June 17
 * BLOCK 6: Propositions and Paradigms **

**// 6.1Propositions //** ** 6.1.1 Introduction ** // 6.1.2.1analytic statements // // 6.1.2.2 empirical statements // // 6.1.2.3 value-judgements // // 6.1.2.4 metaphysical statements // // 6.1.4.1 factual disputes // // 6.1.4.2 verbal disputes //
 * 6.1.2 Four kinds of Proposition **
 * 6.1.3 Importance **
 * 6.1.4 Complications **
 * 6.1.5 Facts and Values **
 * 6.1.6 Empirical propositions and metaphysics **
 * 6.1.7 Conclusion **

The purpose of this course is for students to gain a greater appreciation of the nature of knowledge, to analyze their own pre-existing views of the pursuit of knowledge, to question these assumptions, and to formulate an answer to the question “how do you know?” After exploring the problem and nature of knowledge, students will explore the diverse ways of knowing (language, perception, reason, emotion), critically examining each one and linking it to knowledge, and, peripherally, to the areas of knowledge. This will be accomplished by means, first and foremost, of maieutics, a pedagogical method wherein truth is taken to be latent in all humans and can be “given birth” by responding to intelligently proposed questions or problems. Student participation and interaction is central in the learning process. There will be extensive readings in class, giving students the opportunities to pose their own questions to their instructor and peers to clarify the concepts under study. Students will be required to respond to comprehension questions, in written form, once a week. They will also be required to respond in written form to linking questions that relate the topic of study (the nature of knowledge and ways of knowing) to the problem of knowledge or to the areas of knowledge. The students will be formally assessed through weekly quizzes and unit tests. Quizzes may be oral or written, and tests will be written and will often include a composition or essay requirement. All assessments will be taken as instruments of learning and teaching opportunities. Dombrowski, Eileen, et al. //Theory of Knowledge Course Companion//. Oxford: Oxford University Press, 2007. van de Lagemaat, Richard. //Theory of Knowledge for the IB Diploma//. Cambridge: Cambridge University Press, 2005. Appendix: The Ministry of Education has outlined the following curricular blocks and skills/ performance standards in their general description of the pedagogical strategies for teaching the philosophical branches. They will be taken as general guidelines, with a focus on the development of an understanding of the epistemological process (block 2).
 * // 6.2 Paradigms //**
 * 6.2.1 What is a paradigm? **
 * 6.2.2 Paradigms as knowledge filters **
 * 6.2.3 Paradigm shifts **
 * 6.2.4 Conclusion **
 * 1) ** METHODOLOGICAL RECOMMENDATIONS **
 * 1) ** BIBLIOGRAPHY **
 * ** CURRICULAR BLOCKS ** ||  ** Skills with performance standards **  ||
 * Anthropological ||  To characterize the essential elements of human beings that provide the framework of the fundamental reflection of their dignity

Classify human beings as a means of providing value and dignity for human beings.

Analyze the constituent elements of human beings that give them dignity and distinguish them from other beings in the Universe. ||
 * The question of being human ||  Characterize the question of God as a fundamental question of human beings in the context of a theocentric society.

Explain the structuralist elements in Foucault's thought in archeology of the human sciences. ||
 * Epistemological: The construction of thought ||  Apply Plato´s dialectic as a knowledge resource used in antiquity and today.

Relate the role of experience and

understanding in knowledge

according to St. Thomas Aquinas, with current ways of knowing

Identify the elements that bestow validity to reasoning from abstraction of given elements in a determined discourse

Explain induction and deduction as

methods of gaining knowledge of reality.

Argue about the elements that bestow a judgement with coherence and consistency within a given text.

Assess analysis, synthesis and abstraction as rational processes

necessary for the understanding of the

particular and the universal in the surrounding reality and in different discourses.

Criticize the process of methodical doubt as a method of self-knowledge in

the modern era. Discuss and dispute the role of experience as a source of knowledge Assess the search for knowledge, from doubt to discovery of the truth, as the foundation of the cognitive development of human beings. Identify and analyze the sensorial (empirical) and abstract knowledge as foundational sources of knowledge. || Describe the characteristics of the structure of scientific revolutions, within the framework of contemporary development Identify the characteristics of epistemological paradigms as categories for the comprehension of science Describe the qualities of scientific logic based on the comprehension of Popper´s epistemological proposal ||
 * Modern science and postmodernism ||  Identify the crisis of modernity, with basis in epistemology, as a prerequisite for the crisis of modern science
 * Philosophy in the Latin American paradigm || Compare the study of history in the context of the Western paradigm

with a view of it from

Latin American perspective, as

a paradox of philosophy.

Assess the role of philosophy in the construction of Latin American society.

Characterize the role of thought in the construction of Latin American society.

Evaluate the role of identity and universality as alternative issues in the philosophical work in Latin America || Details for the teaching-learning exchange: The focus of the course of the development of philosophical thought (theory of knowledge) consists of three overarching thematic blocks: anthropological, epistemological, and political. The ultimate objective of the course, as in Philosophy, is for the student to acquire an honest and rigorous understanding of the world through systematic work and dedication. The student will gain an understanding of and appreciation for the intellectual predecessors in the pursuit of knowledge and dedicate herself or himself to the disinterested pursuit of wisdom. The student will reflect on the “Project of Modernity” (characterized by the primacy of the subject, the hegemony of reason, the longing for perpetual peace, and the domination of science). It is expected that the student will adopt a critical attitude towards this project and the irreversible crisis that accompanies it, one which affects all dimensions and spheres of modern life. Within this framework, the student will contribute insights into the construction of an alternative modern era for Latin America and beyond. As opposed to a training that emphasizes learning authors over the ideas that the authors developed, this course approaches its questions from a perspective based on the overarching themes, adopting as a central axis the construction of thought. Respect for ideas and opinions expressed by others, assuming the role of a responsible and dedicated citizen who is committed to their country as evidenced by ideas and actions, as well as the development of intellectual honesty, are core values ​​that this course aims to develop. The skills exercised in this course demand significant work in the development of mental processes, as well as attention and dedication. Processes such as abstraction, formulation of hypotheses, prediction of possible scenarios, among others, are activities that the student should be able to perform. ** BLOCK 1: ANTHROPOLOGICAL ** The major work of this block consists of the historical-philosophical reflection of the human being. The question of being human and the “discovery” of the consciousness are the first step. Dynamics of awareness, as well as activities of introspection that encourage the development of self-evaluation also contribute to this process. This provides the appropriate space for the pursuit of knowledge by maieutic dialogue. Philosophy is meaningless if it does not respond to profound questions that humans face today. This is an appropriate time to reinforce a conception of man as unique and irreplicable, areas that, in addition to being places of assessment of consciousness and human freedom, are fundamental to affirm human dignity. An assessment of the macrocosm and other living organisms serves a dual purpose: to affirm the vital quality of all existence (as opposed to a culture of commodification and instrumentalization of reality), while affirming the humility of the human being given the magnitude of the Universe. It is important to remember that the value of humility, apart from being deeply Socratic (I only know that I know nothing) is the foundation of philosophy. The question of God is a question that has been at all times but it finds its fullness and wholeness in the Middle Ages. Faced with this question it is important to avoid proselytizing or making value judgments (for or against) on the positions of non-religious or believers. Respect is a value that should be promoted by the teacher as a prerequisite of the manifestation of the freedom and vitality of human thought.

There are currently plenty of cinematic productions that would allow an understanding of the theocentric world and the role of Christianity in the context of the Middle Ages. It is important to put this issue in the context of the course: the question of human beings about God, but not a course on a particular religion or about the importance or not having a religion. ** BLOCK 2: EPISTEMOLOGY ** Taking Platonic idealism and Aristotelian realism as a starting point allows for extensive discussion of these branches and their influence on current thinking. Learning the fundamental characteristics of these currents will allow the student to recognize idealistic and realistic postures in their daily lives and the current world (the idealism of the guerrillas, platonic love, and, on the contrary, the realism of modern capitalist society, or certain positions that the teenager should take to address the problems with "realism"). The exercises in logic (syllogisms, paradoxes, inferences, deductions) in the context of Greek and medieval thought, will allow students to recognize one of the major scientific contributions to the philosophical movement, contributed considerably in the construction of thought. ** BLOCK 3: POLITICAL ANALYSIS ** From the Ecuadorian context and, there exists the Latin American alternative known as "Baroque ethos." This proposal, offered by the Ecuadorian Bolívar Echeverría, is a valuable analysis of the situation in Ecuador and Latin America, while providing a foundation for understanding and discussing the possibility of an alternative modernity on the continent. In order to effectively understand this concept, it is necessary that the student identify the traits of the cultural //mestizaje// extant in Ecuador. Visits to museums, churches, cultural centers (physical or virtual tours) as well as the development of class work to show this reality are aspects that promote learning.

[1] Exit profile and area objectives are based on those created by the Ecuadorian Ministry of Education in their description of the pedagogical aims for teaching the philosopical branches, found at http://bachillerato.educacion.gob.ec/portal/images/NBE/asignaturas%20/corrientes/pro_corr.pdf [2] //ibid// [3] The Yearly Objectives are based on those proposed by the International Baccalaureate Organization, published in the 2008 TOK Guide [4] Taken from Ministry of Education description of the teaching of the philosophical branches

** UNIDAD EDUCATIVA PARTICULAR EXPERIMENTAL BILINGÜE ** ** LICEO INTERNACIONAL ** ** PROGRAMA SINTÉTICO **


 * 1. **** DATOS GENERALES **

Subject:Desarrollo del Pensamiento Filosófico ( TOK ) Cycle: Educación General Básica o Bachillerato Course: 1° de Bachillerato No. of hours: 3 Teacher: Walter Moore Academic year: 2011 – 2012

The purpose of this course is for students to gain a greater appreciation of the nature of knowledge, to analyze their own pre-existing views of the pursuit of knowledge, to question these assumptions, and to formulate an answer to the question “how do you know?” After exploring the problem and nature of knowledge, students will explore the diverse ways of knowing (language, perception, reason, emotion), critically examining each one and linking it to knowledge, and, peripherally, to the areas of knowledge.
 * 2 ** . **INTRODUCCIÓN**

Having followed the TOK course, students should be able to:
 * 3. OBJETIVOS DEL CURSO **
 * Critically analyze knowledge claims, their underlying assumptions and their implications
 * generate questions, explanations, conjectures, hypotheses, alternative ideas and possible solutions in response to knowledge issues concerning areas of knowledge, ways of knowing and students’ own experience as learners
 * demonstrate an understanding of different perspectives on knowledge issues
 * draw links and make effective comparisons between different approaches to knowledge issues that derive from areas of knowledge, ways of knowing, theoretical positions and cultural values
 * demonstrate an ability to give a personal, self-aware response to a knowledge issue
 * formulate and communicate ideas clearly with due regard for accuracy and academic honesty.


 * 4. SÍNTESIS DE LOS CONTENIDOS **

PART I: Knowers and Knowing 1. The problem of knowledge 2. The Nature of knowledge

PART II: Ways of Knowing 3. Language 4. Perception 5. Reason 6. Emotion

Appendices: Appendix A: Propositions Appendix B: Paradigms

Conclusion: Truth and Wisdom

Course assessment: The TOK presentation


 * 5. METODOLOGÍA DE TRABAJO Y DE ESTUDIO **

The purpose and objectives will be accomplished by means, first and foremost, of maieutics, a pedagogical method wherein truth is taken to be latent in all humans and can be “given birth” by responding to intelligently proposed questions or problems. Student participation and interaction is central in the learning process. There will be extensive readings in class, giving students the opportunities to pose their own questions to their instructor and peers to clarify the concepts under study. Students will be required to respond to comprehension questions, in written form, once a week. They will also be required to respond in written form to linking questions that relate the topic of study (the nature of knowledge and ways of knowing) to the problem of knowledge or to the areas of knowledge. The students will be formally assessed through weekly quizzes and unit tests. Quizzes may be oral or written, and tests will be written and will often include a composition or essay requirement. All assessments will be taken as instruments of learning and teaching opportunities. For the final parcial, the student will create and present a scaled-down version of a TOK presentation. It will be structured as an opinion essay in that it is expected to present two or more sides of an issue of the student´s choice. This presentation will count as the third trimester exam.

Class participation: 10% Written responses: 10% Journal entries: 10% Quizzes: 10% tests: 50%
 * 6. SISTEMA DE EVALUACIÓN **

Classroom expectations: -It is respectful to arrive to class on time, with materials necessary for adequate participation. -Plagiarism is strictly prohibited. If it is detected, the work will be graded over a 0. -Late work will be graded over 10. -Be respectful of your classmates and instructor.
 * 7. NORMAS OPERATIVAS Y DISCIPLINARIAS PARA UN ADECUADO DESARROLLO DEL CURSO **

Dombrowski, Eileen, et al. //Theory of Knowledge Course Companion//. Oxford: Oxford University Press, 2007. van de Lagemaat, Richard. //Theory of Knowledge for the IB Diploma//. Cambridge: Cambridge University Press, 2005.
 * 8. BIBLIOGRAFÍA **

(plan microcurricular)

UNIDAD EDUCATIVA PARTICULAR BILINGÜE LICEO INTERNACIONAL
a) Students interact with intercultural environment in a reflexive, effective and efficient way with respect and honesty through the structured application of the English Language.     b) Interact properly with respect, honesty and responsibility, preserving the national identity with a functional, communicative approach, based on the development of the receptive and productive skills of the language. c) draw links and make effective comparisons between different approaches to knowledge issues that derive from areas of knowledge, ways of knowing, theoretical positions and cultural values d) demonstrate an ability to give a personal, self-aware response to a knowledge issue e) formulate and communicate ideas clearly with due regard for accuracy and academic honesty. || **__ 1.1 The Problem of Knowledge __**    ** 1.1.2 Introduction **    ** 1.1.3 Common Sense **    ** 1.1.4 Certainty **    ** 1.1.5 ** **Relativism**     ** 1.1.6 What should we believe? **     1.1.6.1 the role of judgement      1.1.6.2 the danger of gullibility      1.1.6.3 the danger of scepticism      1.1.6.4 reasonable knowledge     ** 1.1.7 Who cares? **    ** 1.1.8 Conclusion **    **__ 1.2 The Nature of Knowledge __**    ** 1.2.1 Introduction **    ** 1.2.2 Knowledge as justified true belief **     1.2.2.1 truth      1.2.2.2 belief      1.2.2.3 justification     ** 1.2.3 Levels of Knowledge **    ** 1.2.4 Second-hand knowledge **     1.2.4.1 cultural tradition      1.2.4.2 school      1.2.4.3 the Internet      1.2.4.4 expert opinion      1.2.4.5 the news media      1.2.4.6 the limitations of second-hand knowledge ** 1.2.5 Conclusion **
 * curricular BLOCK PLANS (2011-2012) **
 * ** INFORMATION ** ||
 * ** ÁREA: Desarrollo del pensamiento filosófico ** ||||  ** YEAR: 1ro de BACH **  ||||  ** TEACHER: Walter Moore **  ||||  ** LENGTH OF UNIT: ** September 5- October 14   ||
 * ** CURRICULAR BLOCK: Block 1: The problem of knowledge and the nature of knowledge ** ||
 * ** CURRICULAR DRIVING FORCE: ** •a) Human beings and consciousness; b)Knowledge and truth; c)Society, Politics and government.  ||
 * ** EJE DEL APRENDIZAJE ** : Explore the nature of knowledge and its relationship to belief and the search for the truth  ||
 * ** INTERDISCIPLINARY THEME: ** “Sumak Kawsay” a) intercultural awareness; b) formation of a democratic citizen  ||
 * ** OBJECTIVES **
 * ** CURRICULAR BLOCK **

|||| ** PERFORMANCE SKILLS ** (the problem of knowledge) - develop a working definition of knowledge – question this definition - analyze their concept of common sense and what it is based on     - appraise common maps of the world as an illustration of what is right and wrong with common sense - examine the concept of certainty - evaluate the extent to which we can be certain about anything that we think we know - integrate prior experience and knowledge to determine the ways of knowing - compare and contrast the ways of knowing - explore the extent to which truth is relative, the advantages and disadvantages of this view - interpret the role that judgement plays in deciding what to believe - compare and contrast gullibility and scepticism in belief -devise the criteria for determining whether or not a knowledge claim is reasonable - assess the importance of examining your beliefs (the nature of knowledge) -re-evaluate the definition of knowledge, keeping in mind the previous chapter - compare and contrast truth and belief, and their roles in the definition of knowledge - evaluate the role that justification plays in knowledge - question the difference between facts and values -distinguish between knowledge and information - rate the reliability of the sources of second-hand knowledge - inventory the limitations of second-hand knowledge  |||| ** METHODOLOGICAL STRATEGIES ** (the problem of knowledge) I read to the class, the introduction p4, first paragraph. How is knowledge related to reality? Does knowledge always stay the same (ask for examples)? Finish reading introduction. What is common sense? Solicit ideas and definitions. Write them on the board in a cognitive map. Read to p5. Do activity in Dombrowski p11. Ask follow-up questions. Do activity Lagemot p6. Then continue reading Lagemot pp6-7. Activity p7. We’ve talked about common sense. Now focus on certainty. Tell students, I am certain that the sky is blue. Ask for other examples. Then have them list 5 things they are certain of, and put them in pairs to compare. Agreement? Read pp8-9. Explain we will be studying these ways of knowing for a while. Read about radical doubt p10, and do activity. What does it mean when I say “all truth is relative”? Do you agree with that? Do you think some people are wrong in their beliefs? Read pp10 – 11. Take a poll: What is more important – What you believe, or How you believe something? Read about judgement, gullibility and skepticism pp12-13. Activity. What does it mean for knowledge to be reasonable? Read about evidence p14, do activity. What is a confirmation bias? Read about coherence and discuss using activity p15. Is it important to occasionally examine your beliefs? Read and discuss questions p16. (the nature of knowledge) The author begins to define knowledge as justified true belief. What does that mean? In groups of four, discuss and explain what you think it means. Read p24. Do we know things without being aware that we know them? Read about belief pp25-26, activity p26. Then read about justification. What does it take to be an expert on something? Read about levels of knowledge and about information pp28-29. Use questions to discuss. Ask question about trust. Then read about second-hand knowledge p30. Cultural tradition p31, and activity. School p32 and activity. Internet and follow-up activity for homework. Expert opinion p34 and follow-up. The news media p35 and activity. P36, the limitations of second-hand knowledge and follow-up. |||| ** MATERIALS-RESOURCES ** ** Van de Lagemot, pp. 3 - 44 ** || ** EVALUATION INDICATORS ** Class participation: During class discussions, a number of questions will be posed which encourage the students to analyze their own concept of the nature of knowledge. In order to demonstrate understanding of the material being presented, as well as to assist their classmates in gaining a more profound understanding of the nature of language as a way of knowing, students must actively discuss, debate and share their ideas during class. Written responses: Students will be required to respond to comprehension questions, in written form, on a regular basis Journal entries: They will also be required to respond in written form to linking questions that relate the topic of study (the nature of knowledge and ways of knowing) to the problem of knowledge or to the areas of knowledge. Quizzes: These may be oral or written, as a teaching tool, their purpose is to evaluate students’ knowledge of the content, and will generally be a vocabulary or identification exercise Tests: A written test will be given at the end of each curricular unit, in order to determine the extent of the student’s comprehension of the material being studied as it relates to the topic of knowledge. There will generally be a composition or essay requirement included. Reading: Students will generally be assigned 4 – 5 pages of textbook reading per week. It is essential that some material be read outside of class in order to facilitate effective debate and discussion. We will also read as much or more during class, in order to ensure comprehension. ||

|||||||||||||||||||||||||||||| ** INFORMATION ** a) Students interact with intercultural environment in a reflexive, effective and efficient way with respect and honesty through the structured application of the English Language.     b) Interact properly with respect, honesty and responsibility, preserving the national identity with a functional, communicative approach, based on the development of the receptive and productive skills of the language. c) draw links and make effective comparisons between different approaches to knowledge issues that derive from areas of knowledge, ways of knowing, theoretical positions and cultural values d) demonstrate an ability to give a personal, self-aware response to a knowledge issue e) formulate and communicate ideas clearly with due regard for accuracy and academic honesty. || ** 2.1 What is language? **
 * ** ÁREA: Desarrollo del pensamiento filosófico ** ||||||||  ** YEAR: 1ro de bachillerato **  ||||||  ** TEACHER: Walter Mooe **  ||||||||  ** LENGTH OF UNIT: ** October 17- November 25   ||
 * ** CURRICULAR BLOCK: Block 2: Language as a way of knowing ** ||
 * ** CURRICULAR DRIVING FORCE: ** •a) Human beings and consciousness; b)Knowledge and truth; c)Society, Politics and government.  ||
 * ** EJE DEL APRENDIZAJE ** : Explore language as a way of knowing  ||
 * ** INTERDISCIPLINARY THEME: ** “Sumak Kawsay” a) intercultural awareness; b) formation of a democratic citizen  ||
 * ** OBJECTIVES **
 * ** OBJECTIVES **
 * ** CURRICULAR BLOCK **

2.1.1 language is rule-governed

2.1.2 language is intended

2.1.3 language is creative and open-ended

** 2.2 The Problem of Meaning **

2.2.1theories of meaning

2.2.1.1 definition theory

2.2.1.2 denotation theory

2.2.1.3 image theory

2.2.2 meaning as know-how

2.2.3 problematic meaning

2.2.3.1 vagueness

2.2.3.2 ambiguity

2.2.3.3 secondary meaning

2.2.3.4 metaphor

2.2.3.5 irony

meaning and interpretation

2.2.4 why should we care about the meaning of words?

** 2.3 Language and Translation **

2.3.1 problems of translation

2.3.1.1 context

2.3.1.2 untranslatable words

2.3.1.3 idioms

2.3.2 lost in translation

** 2.4 Labels and stereotypes **

2.4.1 labels

2.4.2 stereotypes

** 2.5 Language and Thought **

2.5.1 the Sapir-Whorf hypothesis

2.5.2 testing the hypothesis

** 2.6 Language and Values **

2.6.1 using language to influence and persuade

2.6.2 emotionally laden language

2.6.2.1 weasel words

2.6.2.2 grammar

2.6.2.3 revealing and concealing

2.6.3 language at war

2.6.4 language is power

** 2.7 Conclusion **

|||||| ** PERFORMANCE SKILLS ** -**develop** an initial working definition of language

-**analyze** the role of language in the acquisition of knowledge

-**relate** the various theories of meaning, comparing and contrasting their criticisms

-**construct** a functioning idea of meaning in knowledge and communication

-**distinguish** five kinds of problematic meaning and summarize their effect on communication

-**evaluate** the problems of translation in transmitting knowledge

-**examine** the tendency to label (generalize)

-**analyze** the effect of labeling when applied to groups of people

-**reflect** on how one’s native language affects one’s thoughts, views and values

-**characterize** how language can be used to influence, persuade and mislead  |||||||||| ** METHODOLOGICAL STRATEGIES ** ** What would you say, right from the outset, is the role of language in knowing? How does it influence what we know and how we know it? **

Begin reading introduction p48. Discuss what our knowledge would be like if we had no language or means of communication with others. Finish intro.

Does language have any key features? Read pp48-51, completing activities when appropriate.

For in-depth study of language as symbolic system: Activity p.36 Dombrowski et al.

Use activity p51 to start to talk about meaning. Can you understand the passage? Do words always have an obvious meaning that everyone agrees on?

Read pp52-54, completing activities along the way. Given the criticisms, do these theories give a clear idea of how the meaning of words is created and used in communication?

Solicit an example of a literal statement (it is 11 degrees outside) and a non-literal statement (it is freezing outside). Do we always say exactly what we mean?

Start reading about vagueness p55, completing activities, finishing readings, summarizing the advantages and disadvantages of vagueness.

Read about ambiguity p56 then analyze ambiguous sentences and/or jokes.

What is the difference between denotation and connotation? Read and answer questions p56.

What is a metaphor? Ask for examples from students. Read a passage (maybe the poem on page 40 Dombrowski et al), and try to id the metaphors contained. Read p57-58.

Make a sarcastic comment to the class (you seem really excited to be here!). Explain that this is irony. It creates ambiguity.

Continue reading p59. What types of problems are encountered in interpreting the sentences?

Read to p60 to explore the value of meaning. We could carry out the horoscope experiment and have the students rate it. (it uses vague, general descriptions that could be applied to anybody)

Write on the board: learning a foreign language. Have students brainstorm benefits to learning another language. Read beginning p60, answer question p61. What are some possible problems that could arise in translating one language to another? Read to p62, discussing questions about idioms.

Read lost in translation p63-64. Translate Lewis Carroll's poem "Jabberwocky." How is this difficult? How do you decide which word(s) to use?

How are words in language used? (to label things) What predictions (generalizations) can be made from the labels p64? Divide objects p65 into two groups each with four items. Read to p66. Do you think most labels are cultural or natural?

What is a stereotype? Discuss how the people p67 are stereotyped. Do the other 4 activities. Read to p67.

Explain Sapir-Whorf hypothesis. Ask students to debate on how true it is. Read the description, then translate something into English. How does it sound? How do you think differently when you switch between languages? Read about Newspeak. Do you understand what's going on here? (language is being used to manipulate how people think and behave)

Read about the hypothesis further. Is thought possible without language?

Values. What is a value? Give an example or two. (hard work, patience, punctuality, lots of sleep?). When you say something like "Matt went back on his word", instead of "Matt changed his mind", what are you saying about Matt and his values? Students brainstorm other ways to say the verbs p72 that change the values involved. Read and discuss how values are used in advertisement to persuade people to buy products.

How is language used to mislead people? Look at word pairs p73, analyze how language is used. Read about weasel words. Identify and explain weasel words in cases p74, then try to give your own examples.

Read about grammar and revealing/concealing. Have you ever used language to reveal or conceal certain aspects of reality? What is PC? What are arguments for and against it?

Read p75. Why is warspeak used? Do you recognize any of those words?

Wrap-up and read conclusion. |||||| ** MATERIALS-RESOURCES ** ** Van de Lagemat pp 47 - 83 ** |||| ** EVALUATION INDICATORS ** Class participation: During class discussions, a number of questions will be posed which encourage the students to analyze their own concept of the nature of knowledge. In order to demonstrate understanding of the material being presented, as well as to assist their classmates in gaining a more profound understanding of the nature of language as a way of knowing, students must actively discuss, debate and share their ideas during class. Written responses: Students will be required to respond to comprehension questions, in written form, on a regular basis Journal entries: They will also be required to respond in written form to linking questions that relate the topic of study (the nature of knowledge and ways of knowing) to the problem of knowledge or to the areas of knowledge. Quizzes: These may be oral or written, as a teaching tool, their purpose is to evaluate students’ knowledge of the content, and will generally be a vocabulary or identification exercise Tests: A written test will be given at the end of each curricular unit, in order to determine the extent of the student’s comprehension of the material being studied as it relates to the topic of knowledge. There will generally be a composition or essay requirement included. Reading: Students will generally be assigned 4 – 5 pages of textbook reading per week. It is essential that some material be read outside of class in order to facilitate effective debate and discussion. We will also read as much or more during class, in order to ensure comprehension. ||  a) Students interact with intercultural environment in a reflexive, effective and efficient way with respect and honesty through the structured application of the English Language.      b) Interact properly with respect, honesty and responsibility, preserving the national identity with a functional, communicative approach, based on the development of the receptive and productive skills of the language. c) Critically analyze knowledge claims, their underlying assumptions and their implications d) generate questions, explanations, conjectures, hypotheses, alternative ideas and possible solutions in response to knowledge issues concerning areas of knowledge, ways of knowing and students’ own experience as learners e) demonstrate an understanding of different perspectives on knowledge issues || ** 3.1 Introduction **
 * ** INFORMATION ** ||
 * ** ÁREA: Desarrollo del pensamiento filosófico ** ||||||||  ** YEAR: 1ro de BACH **  ||||||||||  ** TEACHER: Walter Moore **  |||||| ** LENGTH OF UNIT: ** December 3- February 3  ||
 * ** CURRICULAR BLOCK: Block 3: Perception as a way of knowing ** ||
 * ** CURRICULAR DRIVING FORCE: ** •a) Human beings and consciousness; b)Knowledge and truth; c)Society, Politics and government.  ||
 * ** EJE DEL APRENDIZAJE ** : Analyze Perception as a way of Knowing  ||
 * ** INTERDISCIPLINARY THEME: ** “Sumak Kawsay” a) intercultural awareness; b) formation of a democratic citizen  ||
 * ** OBJECTIVES **
 * ** CURRICULAR BLOCK **

**3.2 Perceptual Illusions**

3.2.1 context

3.2.2 figure and ground

3.2.3 visual grouping

3.2.4 expectations

3.2.5 role of the unconscious

**3.3 Selectivity of perception**

**3.4 Seeing and believing**

**3.5 Distinguishing appearance from reality**

3.5.1 confirmation by another sense

3.5.2 coherence

3.5.2 independent testimony

**3.6 Ultimate reality**

3.6.1 psychology of perception

3.6.2 what is really out there?

3.6.2.1 pain, taste and color

3.6.2.2 the tree in the forest

3.6.2.3 the tables in the classroom

3.6.3 theories of reality

3.6.3.1 common-sense realism

3.6.3.2 scientific realism

3.6.3.3 phenomenalism

3.6.4 what should we believe?

|||||||||| ** PERFORMANCE SKILLS ** -develop an initial working definition of perception as a way of knowing

-differentiate among the various senses and examine their roles in perception

-examine perceptual illusions and analyze the extent that sensation and interpretation are involved in their perception

-test the role the unconscious plays in how we interpret what we perceive

-prepare criteria for determining how perception can be selective

-formulate scenarios in which emotions affect how we perceive reality

-evaluate how beliefs can affect perception

-compose methods for distinguishing appearance and reality in everyday life

-examine the limitations of our senses and devise a concept of ultimate reality

-compare and contrast the theories about the relationship between perception and reality and judge the empirical view of reality

-appraise the role that intuition plays in conceiving of an independently existing reality  |||||| ** METHODOLOGICAL STRATEGIES ** -in small groups, students come up with working definition of perception and how it relates to knowledge, then debate the meaning as a class

- Read introduction, pp. 86-87, explain concept of empiricism. Complete activity p. 87. Ask class if they think there is more to perception than meets the eye.

-Read about perceptual illusions, pp. 87-90. Discuss visual illusions. Activity p. 91. Read about the unconscious p. 91.

-Ask students if they think they always notice everything that they see. Read about selectivity pp. 91-92, use questions p. 92 as point of discussion. Finish reading, then discuss questions p. 93.

- Discuss how beliefs affect the way we see things. Read pp. 93-94. Students analyze the question.

-Ask students if they think that appearance and reality are the same thing. Then, ask how it is possible to distinguish between appearance and reality in everyday life. Read pp. 95-96. Which of the three ways of distinguishing appearance from reality is most effective?

-Ask students if they think they can hear or smell everything a dog does. Can they see as well as a condor? Knowing this, how does this affect how they see reality? How do we know what is really out there? Read pp. 96-99. Do students think that colors, sounds and tastes exist independent of our experience of them? Does it matter? (no)

-Explain that the students will explore three theories about the relationship between perception and reality. Read pp. 99-100. Use questions p.101 as discussion points. Then ask students which of the three theories makes the most sense to them.

- Can the students see how reason and intuition can influence the extent that we believe our perceptions? Read conclusion pp. 101-102 |||||||||| ** MATERIALS-RESOURCES ** ** Van de Lagemot, pp. 85 - 110 ** ** Dombrowski, pp. 21-32 ** || ** EVALUATION INDICATORS ** Class participation: During class discussions, a number of questions will be posed which encourage the students to analyze their own concept of the nature of knowledge. In order to demonstrate understanding of the material being presented, as well as to assist their classmates in gaining a more profound understanding of the nature of language as a way of knowing, students must actively discuss, debate and share their ideas during class. Written responses: Students will be required to respond to comprehension questions, in written form, on a regular basis Journal entries: They will also be required to respond in written form to linking questions that relate the topic of study (the nature of knowledge and ways of knowing) to the problem of knowledge or to the areas of knowledge. Quizzes: These may be oral or written, as a teaching tool, their purpose is to evaluate students’ knowledge of the content, and will generally be a vocabulary or identification exercise Tests: A written test will be given at the end of each curricular unit, in order to determine the extent of the student’s comprehension of the material being studied as it relates to the topic of knowledge. There will generally be a composition or essay requirement included. Reading: Students will generally be assigned 4 – 5 pages of textbook reading per week. It is essential that some material be read outside of class in order to facilitate effective debate and discussion. We will also read as much or more during class, in order to ensure comprehension. ||        ||||||||||||||||  ** INFORMATION ** a) Students interact with intercultural environment in a reflexive, effective and efficient way with respect and honesty through the structured application of the English Language.     b) Interact properly with respect, honesty and responsibility, preserving the national identity with a functional, communicative approach, based on the development of the receptive and productive skills of the language. c) Critically analyze knowledge claims, their underlying assumptions and their implications d) generate questions, explanations, conjectures, hypotheses, alternative ideas and possible solutions in response to knowledge issues concerning areas of knowledge, ways of knowing and students’ own experience as learners e) demonstrate an understanding of different perspectives on knowledge issues || ** 4.1 Introduction **
 * ** ÁREA: Desarrollo del pensamiento filosófico ** ||||  ** YEAR: 1ro de BACH **  ||||  ** TEACHER: Walter Moore **  ||||  ** LENGTH OF UNIT: ** Feburary 6- March 23   ||
 * ** CURRICULAR BLOCK: Block 4: Reason as a way of knowing ** ||
 * ** CURRICULAR DRIVING FORCE: ** •a) Human beings and consciousness; b)Knowledge and truth; c)Society, Politics and government.  ||
 * ** EJE DEL APRENDIZAJE ** : Analyze Reason as a way of Knowing  ||
 * ** INTERDISCIPLINARY THEME: ** “Sumak Kawsay” a) intercultural awareness; b) formation of a democratic citizen  ||
 * ** OBJECTIVES **
 * ** OBJECTIVES **
 * ** CURRICULAR BLOCK **

**4.2 Deductive Reasoning**

4.2.1 syllogisms

4.2.2 truth and validity

4.2.3 the structure of arguments

4.2.4 using Venn diagrams

4.2.5 deductive reasoning preserves truth

**4.3 Inductive Reasoning**

4.3.1 deduction and induction compared

4.3.2 how reliable is inductive reasoning?

4.3.3 what distinguishes good generalizations?

**4.4 Informal Reasoning**

4.4.1 post hoc ergo propter hoc

4.4.2 ad hominem fallacy

4.4.3 circular reasoning

4.4.4 special pleading

4.4.5 equivocation

4.4.6 argument ad ignorantiam

4.4.7 false analogy

4.4.8 false dilemma

4.4.9 loaded questions

4.4.10 causes of bad reasoning

**4.5 Reason and Certainty**

4.5.1 can deductive reasoning be doubted

4.5.2 can inductive reasoning be doubted?

** 4.6 Lateral Thinking **

|||| ** PERFORMANCE SKILLS ** -develop an initial working definition of logic/reason

-distinguish between three common types of reasoning (deductive reasoning, inductive reasoning, informal reasoning)

-construct a syllogism, recognize a valid syllogism, explore the value of syllogism in the areas of knowledge

-distinguish between truth and validity

-analyze how deductive reasoning preserves truth

-compare deduction and induction

-analyze the reliability of inductive reasoning

-explore fallacies and identify examples of their application

-connect the laws of thought (identity, non-contradiction, excluded middle) to doubts of deductive reasoning

-apply the strategy of lateral thinking in order to "question your convictions", to avoid becoming trapped in the "prison of consistency"  |||| ** METHODOLOGICAL STRATEGIES ** Read Lagemaat pp. 112-113 in class, use questions as point of discussion to compare reason and perception. Have two students read Calvin's dialogue. Is it consistent? Have students summarize what a premise (an assumption in logic) is and what rationalism means (school of philosophy that says that reason is the most important source of knowledge).

Read pp. 114-115. Give some examples of syllogisms (below) and have class analyze them for validity and truth. Continue learning about Venn diagrams p116, using a diagram to analyze a couple of syllogisms. in groups do validity activity on p. 117. Review meaning and use of syllogism. Look at examples of enthymemes and supply missing premises p. 119 (are you sure you will die? what evidence do you have?)

Before reading, ask class why the statement "You should never generalize" contradicts itself in a way. Read pp. 119-120, use activities p. 120 to discuss as a group.

Ask students to summarizing differences between deduction and induction. Ask for definition, example and value. Read pp. 121-122, activities p. 122.

Given that people tend to make hasty generalizations and are influenced by the phenomenon of confirmation bias, what are some criteria that distinguish good generalizations from bad ones? Brainstorm and read p123.

Begin reading about fallacies (homework pp. 124-129).

Review in class, then activities p. 130

Why do people sometimes reason poorly and commit fallacies? p131

Ask class "Why should I be logical?" Read in class p. 132. What are the laws of thought and how are they useful? (they seem self-evident and provide the basis for meaningful communication). Read pp133-134. In what way do humans behave as turkeys?

What does it mean to think outside the box? Read about lateral thinking, complete activities p136.

Wrap-up and conclusion. |||| ** MATERIALS-RESOURCES ** ** Van de Lagemot, pp. 111 - 145 ** ** Dombrowski, pp. 64 - 82 ** || ** EVALUATION INDICATORS ** Class participation: During class discussions, a number of questions will be posed which encourage the students to analyze their own concept of the nature of knowledge. In order to demonstrate understanding of the material being presented, as well as to assist their classmates in gaining a more profound understanding of the nature of language as a way of knowing, students must actively discuss, debate and share their ideas during class. Written responses: Students will be required to respond to comprehension questions, in written form, on a regular basis Journal entries: They will also be required to respond in written form to linking questions that relate the topic of study (the nature of knowledge and ways of knowing) to the problem of knowledge or to the areas of knowledge. Quizzes: These may be oral or written, as a teaching tool, their purpose is to evaluate students’ knowledge of the content, and will generally be a vocabulary or identification exercise Tests: A written test will be given at the end of each curricular unit, in order to determine the extent of the student’s comprehension of the material being studied as it relates to the topic of knowledge. There will generally be a composition or essay requirement included. Reading: Students will generally be assigned 4 – 5 pages of textbook reading per week. It is essential that some material be read outside of class in order to facilitate effective debate and discussion. We will also read as much or more during class, in order to ensure comprehension. ||        ||||||||||||||||  ** INFORMATION ** a) Students interact with intercultural environment in a reflexive, effective and efficient way with respect and honesty through the structured application of the English Language.     b) Interact properly with respect, honesty and responsibility, preserving the national identity with a functional, communicative approach, based on the development of the receptive and productive skills of the language. c) Critically analyze knowledge claims, their underlying assumptions and their implications d) generate questions, explanations, conjectures, hypotheses, alternative ideas and possible solutions in response to knowledge issues concerning areas of knowledge, ways of knowing and students’ own experience as learners e) demonstrate an understanding of different perspectives on knowledge issues || ** 5.1 Introduction **
 * ** ÁREA: Desarrollo del pensamiento filosófico ** ||||  ** YEAR: 1ro de BACH **  ||||  ** TEACHER: Walter Moore **  ||||  ** LENGTH OF UNIT: ** April 9- May 11   ||
 * ** CURRICULAR BLOCK: Block 5: Emotions as a way of knowing ** ||
 * ** CURRICULAR DRIVING FORCE: ** •a) Human beings and consciousness; b)Knowledge and truth; c)Society, Politics and government.  ||
 * ** EJE DEL APRENDIZAJE ** : Analyze Emotions as a way of Knowing  ||
 * ** INTERDISCIPLINARY THEME: ** “Sumak Kawsay” a) intercultural awareness; b) formation of a democratic citizen  ||
 * ** OBJECTIVES **
 * ** OBJECTIVES **
 * ** CURRICULAR BLOCK **

**5.2 The nature of emotions**

5.2.1 primary emotions

5.2.2 the James-Lange theory

5.2.3 the role of beliefs

5.2.4 emotional energy

5.2.5 emotions as a way of knowing

**5.3 Emotions as an obstacle of knowledge**

5.3.1 rationalization

5.3.1.1 biased perception

5.3.1.2 fallacious reasoning

5.3.1.3 emotive language

5.3.2 irrational behavior

**5.4 Emotions as a source of knowledge**

**5.5 Intuition**

5.5.1core intuitions

5.5.1.2 reason

5.5.1.3 perception

5.5.1.4 romanticism

5.5.2 subject-specific intuitions

5.5.3 social intuitions

5.5.4 natural and educated intuitions

5.5.5 how reliable is intuition?

** 5.6 Conclusion **

|||| ** PERFORMANCE SKILLS ** -develop a working definition of emotions as a way of knowing

-compare and contrast emotions with reason as an obstacle of knowledge

-appraise the six primary emotions and their effect on human behavior, explore the extent that they are inborn or learned

-inspect the extent to which emotions are physical in nature

-explore the role that empathy plays in knowing other people's feelings

-summarize how emotions are affected by beliefs

-distinguish human emotions from the emotions of other animals

-explore how emotions motivate people to carry out the search for knowledge

-evaluate the extent to which emotion is an obstacle to knowledge and a source of knowledge

-rate the ways in which emotion distorts the other ways of knowing (perception, reason and language)

-inventory the ways that rationalization plays in developing an illusory belief system

-construct an explanation of the role that emotions play in making poor decisions

-illustrate the relation between reason and emotion, devise a personal response to the roles of each in behavior

-interpret the role of intuition as a source of knowledge, when it is seen as a sixth sense

-appraise the extent to which our knowledge is based on intuition, and how reason and perception depend on intuition

-formulate a personal description of how intuition is used to justify knowledge claims in various areas of knowledge

-devise a way to develop intuition as a reliable way of knowing and developing effective ideas  |||| ** METHODOLOGICAL STRATEGIES ** Ask a student who enjoys acting to come to the front of class and act out various emotions. Divide class into pairs. Have them come up with a definition of emotion as a way of knowing. Debate various definitions as a class. Read introduction p146.

To begin to distinguish between reason and emotion, carry out activity p147. Read to page 149. Do activities p148, 149. How are emotions physical? How is empathy important in carrying out cooperative activities?

Do you have a dog? Do you think dogs have emotions? How do you think human emotions differ from the kinds of emotions a dog can feel? Look at the picture "The Scream" p149. What is your response? What would be your response if the person was a dog instead? Read pp. 149-150. Discuss two-way relationship between beliefs and emotions.

Read pp. 150-151. Use discussion questions p151 to talk about the role of emotions in the search for knowledge and carrying out intellectual activity.

Write on board three columns (perception, reason, language). Have students brainstorm ways that these ways of knowing can be distorted by emotion. Read pp. 151-153.

Read pp152-153. Use questions to talk about rationalizing. Ask students if they have ever rationalized and how. Talk about factors that reinforce prejudices (biased perception, fallacious reasoning, emotive language - all resulting from and reinforcing powerful emotions).

What is better, to be irrational or to be without emotions. Read p154 and then work on questions.

Show a picture of Spock. What is he known for? Read p155, work on questions. Students should decide how important they think emotions are in making decisions.

Use questions p156 to start discussion between reason and emotion. Aristotle's quote. Read until the questions p157.

Watch movie "Hotel Rwanda". Answer questions p157.

Are emotions ever irrational? Do you have irrational emotions, and could you change them if you tried? Finish reading p157.

What is intuition? Have you heard of the sixth sense? Can you give an example of when you felt you had an intuition?

Read pp158-159, up to questions. Do you know the answers to these questions? Finish reading to p160. Can intuition be trusted? Do some people have better sense of intuition than others?

Is intuition used in knowledge claims (in areas of knowledge)? How? Discuss questions p160 as a class. Would education help us to better answer these questions? Read pp161-162. Activity p163.

Can intuition be taught or refined or made better? Read pp163-164. Use questions for guided discussion.

After reading all this, what role does intuition play in decision-making. Finish reading p164. |||| ** MATERIALS-RESOURCES ** ** Van de Lagemot, pp. 145 - 173 ** ** Dombrowski, pp. 21-32 ** || ** EVALUATION INDICATORS ** Class participation: During class discussions, a number of questions will be posed which encourage the students to analyze their own concept of the nature of knowledge. In order to demonstrate understanding of the material being presented, as well as to assist their classmates in gaining a more profound understanding of the nature of language as a way of knowing, students must actively discuss, debate and share their ideas during class. Written responses: Students will be required to respond to comprehension questions, in written form, on a regular basis Journal entries: They will also be required to respond in written form to linking questions that relate the topic of study (the nature of knowledge and ways of knowing) to the problem of knowledge or to the areas of knowledge. Quizzes: These may be oral or written, as a teaching tool, their purpose is to evaluate students’ knowledge of the content, and will generally be a vocabulary or identification exercise Tests: A written test will be given at the end of each curricular unit, in order to determine the extent of the student’s comprehension of the material being studied as it relates to the topic of knowledge. There will generally be a composition or essay requirement included. Reading: Students will generally be assigned 4 – 5 pages of textbook reading per week. It is essential that some material be read outside of class in order to facilitate effective debate and discussion. We will also read as much or more during class, in order to ensure comprehension.

|| ||||||||||||||||  ** INFORMATION ** a) Students interact with intercultural environment in a reflexive, effective and efficient way with respect and honesty through the structured application of the English Language.     b) Interact properly with respect, honesty and responsibility, preserving the national identity with a functional, communicative approach, based on the development of the receptive and productive skills of the language. c) Critically analyze knowledge claims, their underlying assumptions and their implications d) generate questions, explanations, conjectures, hypotheses, alternative ideas and possible solutions in response to knowledge issues concerning areas of knowledge, ways of knowing and students’ own experience as learners e) demonstrate an understanding of different perspectives on knowledge issues || **__ 6.1Propositions __** ** 6.1.1Introduction **   ** 6.1.2Four kinds of Proposition **     6.1.2.1analytic statements      6.1.2.2 empirical statements      6.1.2.3 value-judgements      6.1.2.4metaphysical statements     ** 6.1.3 Importance **    ** 6.1.4 Complications **     6.1.4.1 f actual disputes 6.1.4.2 verbal disputes     ** 6.1.5 Facts and Values **    ** 6.1.6 Empirical propositions and metaphysics **    ** 6.1.7 Conclusion **    **__ 6.2 Paradigms __**    ** 6.2.1 What is a paradigm? **    ** 6.2.2 Paradigms as knowledge filters **    ** 6.2.3 Paradigm shifts **    ** 6.2.4 Conclusion **
 * ** ÁREA: Desarrollo del pensamiento filosófico ** ||||  ** YEAR: 1ro de BACH **  ||||  ** TEACHER: Walter Moore **  ||||  ** LENGTH OF UNIT: ** May 14- June 17   ||
 * ** CURRICULAR BLOCK: Block 6 part I: Propositions and Paradigms ** ||
 * ** CURRICULAR DRIVING FORCE: ** •a) Human beings and consciousness; b)Knowledge and truth; c)Society, Politics and government.  ||
 * ** EJE DEL APRENDIZAJE ** : Analyze the role that Propositions and Paradigms play in the areas of knowledge  ||
 * ** INTERDISCIPLINARY THEME: ** “Sumak Kawsay” a) intercultural awareness; b) formation of a democratic citizen  ||
 * ** OBJECTIVES **
 * ** OBJECTIVES **
 * ** CURRICULAR BLOCK **

|||| ** PERFORMANCE SKILLS ** (propositions) -develop a working definition of a proposition in the study of the nature of knowledge - determine the degree that a statement must be true in order to be a proposition - compare and contrast the four kinds of proposition - summarize how each type of proposition is justified - explore the extent of the ambiguity of language interferes with the practical consequences of a factual or verbal dispute - distinguish between a genuine explanation and a nominal fallacy - explore the relationship between facts and values as they relate to empirical propositions and value-judgements - appraise how empirical facts may be relevant to the justification of metaphysical beliefs - reflect on background assumptions that we take for granted and the role they play in our beliefs and metaphysical speculation (paradigms) -develop a working definition of paradigm in the study of the nature of knowledge - explore how paradigm is derived from the Greek word for pattern and applied to the areas of knowledge - formulate a description of the relationship between paradigms and propositions - classify the paradigms found in the areas of knowledge into four main groupings - compare and contrast the role that the master paradigms play in making sense of the world and reality - explore the ways in which paradigms limit how we see the world - evaluate how certain aspects of the ways of knowing contribute to a paradigm - analyze the extent to which a change in perspective contributes to a paradigm shift - begin to analyze the assumptions on which the various areas of knowledge are based, and examine those assumptions with a critical eye |||| ** METHODOLOGICAL STRATEGIES ** (propositions) Ask students to make statements. Give a couple of examples: The Battle of Pichincha took place on 24 May 1822. The Black Eyed Peas makes catchy music that’s fun the dance to. Garbage smells bad. Explain that they are (probably) all propositions. Divide class into pairs, have them define what a proposition is, discuss definitions. Read p174. As we read about the four types of proposition, do activity p175. Can students give more examples of each type of proposition? Check for comprehension. Ask how this is important in studying the nature of knowledge. Ask class which are based most on fact, which are based most on opinion. Check for understanding, do activity p176. What is the difference between a factual dispute and a verbal dispute? Read and do activity p177. Say to the students: (student) is an intelligent person because s/he gets good grades without working very hard. Does this really explain why s/he gets good grades? No, it just restate what intelligence means. Read to p178 and ask them what type of fallacy this is. Activity p178 for further examples. Re-visit value-judgements. What is the difference between a fact and a value? Do we generally need empirical facts in order to make a value-judgement? Read p178. Re-visit metaphysical beliefs. Are empirical facts necessary in justifying metaphysical beliefs? Remember the lesson on intuition – how reliable are intuitive beliefs as a source of knowledge? Read pp178 – 179. How is metaphysical speculation important in the areas of knowledge? (paradigms) Write on the board: Newtonian physics, the atom, evolution. Mention that these are all paradigms. What is a paradigm? Begin writing definitions. Explain that it is a model of reality. Can anybody offer any more examples? Read introduction p180. Write the areas of knowledge on the board. In groups of 4, students divide the areas into four groups based on the type of paradigm that represents them. Share results, read to p181. Do different cultures have different “maps of meaning”? Why? Is a paradigm the ultimate truth? Read to p182. Use activities to discuss how paradigms act as knowledge filters. A paradigm shift represents a change in the way people see the world. Ask for examples. To illustrate, read pp182-183. Homework = activity p183. Discuss the great thinkers and the paradigm shift they helped bring about. Finish reading p184. |||| ** MATERIALS-RESOURCES ** ** Van de Lagemot, pp. 174 - 184 ** || ** EVALUATION INDICATORS ** Class participation: During class discussions, a number of questions will be posed which encourage the students to analyze their own concept of the nature of knowledge. In order to demonstrate understanding of the material being presented, as well as to assist their classmates in gaining a more profound understanding of the nature of language as a way of knowing, students must actively discuss, debate and share their ideas during class. Written responses: Students will be required to respond to comprehension questions, in written form, on a regular basis Journal entries: They will also be required to respond in written form to linking questions that relate the topic of study (the nature of knowledge and ways of knowing) to the problem of knowledge or to the areas of knowledge. Quizzes: These may be oral or written, as a teaching tool, their purpose is to evaluate students’ knowledge of the content, and will generally be a vocabulary or identification exercise Tests: A written test will be given at the end of each curricular unit, in order to determine the extent of the student’s comprehension of the material being studied as it relates to the topic of knowledge. There will generally be a composition or essay requirement included. Reading: Students will generally be assigned 4 – 5 pages of textbook reading per week. It is essential that some material be read outside of class in order to facilitate effective debate and discussion. We will also read as much or more during class, in order to ensure comprehension. ||