[Philosophy] RE: nico ethics too long.

Tue Feb 28 22:27:53 EST 2006

i managed it in 3 periods by using the attached questions.  each student (there are 17 in my class) had 2-3 questions to find the answers for and explain to the rest of the class in their own words, along with a key quote from their section.  they are currently typing up their answers for homework and will email them to me.  i'll edit them (if necessary) and then each student will get a copy for SAC revision.  i've also attached my calendar for unit 3, which may (?) be useful for those teaching year 12 for the first time.  ignore the stuff that is specific to willi high.
cheers,
lyn. renwood.
p.s. clare, i'm doing the school mag. this year.  aaaaaarrrrrghhhh!!!!

"Murphy, Clare I" <murphy.clare.i at edumail.vic.gov.au> on Tue, 28 Feb 2006 15:38:58 +1100 wrote:
> I can say that Nioho Ethics is just too long. They handled the Gorgias well enough. I'm in SAC this week for both theories to get to MLK next week. Oh and model for exam is needed about now.
> Very busy
> Clare
> 
> ________________________________
> 
> From: philosophy-bounces at edulists.com.au on behalf of Richard O'Donovan
> Sent: Thu 23-February-2006 8:05 PM
> To: Year 12 Philosophy Teachers' Mailing List
> Subject: RE: [Philosophy] and so it starts again...
> 
> 
> Two 12's - wow!  I'd love to hear your ideas on the course.
>  
> Re: MS I'm starting off with ethics essentially - working from the perspective of treatment of others and extending that to treatment of animals, aliens, and other variations on humanity (hence Freaks & Frankenstein).  It's interesting drawing out the various views, how outspoken those with very conventional ethical stances are, whilst other kids slowly gain confidence in their own positions.  I'm going to get them to do the morality play on philosophersnet as a way to start structuring their approach to ethics and help unpick the various factors they explore in the quiz.  Then I'm going to show them Groundhog Day to try and elicit a few themes; the morality of someone without responsibilities etc., but also as a way to bring the conversation around to the meaning of life so we can revisit the Frankenstein themes of being an immortal monster and other Sysiphusesque issues.  
>  
> I'm not familiar with Clinton Golding... any info welcome! 
>  
> Richard
>  
>  
> 
> ________________________________
> 
> From: philosophy-bounces at edulists.com.au on behalf of Murphy, Clare I
> Sent: Thu 23-Feb-06 3:40 PM
> To: Year 12 Philosophy Teachers' Mailing List
> Subject: RE: [Philosophy] and so it starts again...
> 
> 
> Okay,
> I have two 12 groups and one 11. The MS group is full at 25 and mid year a new class picks up the elective. This is helpful to the health of Philosophy, and I am mostly in focus with the younger thinkers, they are taking up most time!. I have
> 
> *	
> 	set up a community of inquiry in space. Full circle approach. Listening with care etc.
> *	
> 	first few weeks using the Consolations of Philosophy for the elevator music and introductory aspect to get the kids talking about what matters to them. What other media material could I use as the intro?
> *	
> 	Introducted idea of Big Ideas, Big Questions: hope to adapt some of Clinton Golding's work.
> *	
> 	Generally aiming to establish prior knowledge of philosophical concepts: ie fairness and justice
> *	
> 	Stidents have made happiness posters, engaged in whole class discussion, small group discussion, gone home with the question: Why do you live the life you live? to a connected adult, established their writing philosophy journals and they have responded to different types of questions: to a varying degree of success. They generally have a good approach to Philosophy and look forward to the classes.
> 
> To meet the VELS requirements I am prioritising thinking skills, and I have designed assessment to include an essay, a small group inquiry/presentation, philosophy writing and a debate. The oral component of language development is prioritised. Now I just need to make sure the Big concepts are relevant. 
> 
> *	Happiness 
> *	Self Confidence 
> *	Anger 
> *	etc
> 
>  What concepts are you exploring with your group? 
> 
> Clare
> 
> ________________________________
> 
> From: philosophy-bounces at edulists.com.au on behalf of Richard O'Donovan
> Sent: Wed 2/22/2006 10:01 AM
> To: Year 12 Philosophy Teachers' Mailing List
> Subject: RE: [Philosophy] and so it starts again...
> 
> 
> Love to!
> 
> ________________________________
> 
> From: philosophy-bounces at edulists.com.au on behalf of Murphy, Clare I
> Sent: Wed 22-Feb-06 9:06 AM
> To: Year 12 Philosophy Teachers' Mailing List
> Subject: RE: [Philosophy] and so it starts again...
> 
> 
> Richard,
> I am also teaching a MS Unit for the first time of a similar nature. Wanna share ideas?
> Clare McKay
> 
> ________________________________
> 
> From: philosophy-bounces at edulists.com.au on behalf of Richard O'Donovan
> Sent: Tue 1/31/2006 8:11 PM
> To: philosophy at edulists.com.au
> Subject: [Philosophy] and so it starts again...
> 
> 
> 
> Greetings fellow Wisdom Lovers (although I think I'm gradually becoming a Sophiaphobe instead...),
> 
> Well, I have now officially bitten off more than I can chew.  This year I've got a MS unit introducing philosophical concepts (and a blatant recruiting exercise for Yr 11), plus Units 1, 2, 3 & 4. 
> 
> This list has been a tad quiet of late, so I thought I'd kick it off afresh this year.  I've even added a new member without permission (sorry about that Ian, but I thought this might be a good resource for you) - call me desperate.
> 
> So, is there anybody out there?  Just nod if you can hear me... is there anyone home?
> 
> Richard
> 
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---
lr at willihigh.vic.edu.au
http://www.willihigh.vic.edu.au/
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