Authorised by Academic Registrar, April 1996
Objectives Upon successful completion of this subject, students should have gained a working knowledge, through guided reading, of the broad areas of philosophical interest which are logic, epistemology, metaphysics and ethics; be able to articulate coherent rationales for the inclusion of philosophy in school curriculums; have a working knowledge of existing materials for philosophy in schools; have demonstrated their ability to design their own materials for philosophy in schools.
Synopsis In this subject importance is attached to philosophy as an activity rather than a body of facts. Consequently, our approach to philosophy in schools will be pupil-oriented with the classroom emphasis being on pupil participation in philosophising. The subject will provide students with methods, strategies and resources for facilitating philosophical development in pupils from grades P-10. It will give students ideas on how to convey simultaneously the excitement of intellectual adventure and logical rigour. Moreover, attention will be given to the way that philosophising enhances the learners' understanding across the school curriculum. So, not only will students be introduced to published philosophy curriculum materials, they will also adapt materials from other curriculum areas and make up their own resources. Although there is a place for teaching philosophy through its history, our activity-based approach will orient us towards problem-solving through themes. Examples of themes include moral dilemmas, problems of truth in scientific claims, the `real' world and the world we perceive. Beginning with first-order situations, students will develop methods to help pupils explore the second-order disciplines of logic, epistemology, metaphysics and ethics as means of analysing (and sometimes resolving) the topical problems. The subject is taught by study guides, readings, tutorials, workshops and simulation games.
Assessment Essay: 50% + Curriculum kit: 50%