DP PHILOSOPHY CoURSE
Standard level
The Diploma programme
IB mission statement
The International Baccalaureate aims to develop IN_(1)__, KN__(2)__ and CA__(3)__ young people who
help to create a better and more peaceful world through IN__(4)__ understanding and RE__(5)__.
To this end the organization works with schools, governments and international organizations to develop CH__(6)__ programmes of international education and rigorous A__(7)__.
These programmes encourage students across the world to become active, compassionate and LI__(8)__
learners who understand that other people, with their DI__(9)__, can also be right.
The Diploma programme model
Individuals and societies: history, geography, PHILOSOPHY
The Diploma programme: the ib learner profile
the ib learner profile or how to become a responsible member of local, national and global communities.
The ten attributes
open-minded
inquirers
knowledgeable
caring
thinkers
risk-takers
balanced
communicators
reflective
pricipled
the ib learner profile or how to become a responsible member of local, national and global communities.
The ten attributes
We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
We act with integrity and honesty, with a strong sense of fairness
and justice, and with respect for the dignity and rights of people
everywhere. We take responsibility for our actions and their
consequences.
We develop and use conceptual understanding, exploring
knowledge across a range of disciplines. We engage with issues
and ideas that have local and global significance.
We show empathy, compassion and respect. We have a
commitment to service, and we act to make a positive difference
in the lives of others and in the world around us.
We use critical and creative thinking skills to analyse and take
responsible action on complex problems. We exercise initiative in
making reasoned, ethical decisions.
the ib learner profile or how to become a responsible member of local, national and global communities.
The ten attributes
We understand the importance of balancing different aspects of
our lives—intellectual, physical, and emotional—to achieve
well-being for ourselves and others. We recognize our interdependence
with other people and with the world in which we live.
We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others.We learn with enthusiasm and sustain our love of learning
throughout life.
We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
We thoughtfully consider the world and our own ideas and
experience. We work to understand our strengths and weaknesses
in order to support our learning and personal development.
We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.
nature of PHILOSOPHY
philosophy course
SOCRATES: I see, my dear Theaetetus, that Theodorus had a true insight into your nature when he said that you were a philosopher; for wonder is the feeling of a philosopher, and philosophy begins in wonder. (Plato, Theaetetus 155c-d)
IB Philosophy guide, p. 6
nature of PHILOSOPHY
philosophy course
Philosophy is a systematic critical inquiry into profound, fascinating and challenging questions, such as the
following: • What is it to be human? • Do we have free will? • What do we mean when we say something is right or wrong? • What are the principles on which knowledge is constructed? • What is the relationship between justice, freedom and equality? These abstract questions arise out of our everyday experiences, and philosophical tools such as critical and
systematic thinking, careful analysis, and construction of arguments provide the means of addressing such
questions. The practice of philosophy deepens and clarifies our understanding of these questions, as well as
our ability to formulate possible responses.
IB Philosophy guide, p. 6
nature of the subject
philosophy course
This course provides a great opportunity to engage with some of the world’s most interesting and influential thinkers. It also develops highly transferable skills* such as:
- the ability to formulate arguments clearly
- to make reasoned judgments
- to evaluate highly complex and multifaceted issues
The emphasis of the Diploma Programme philosophy course is on “doing philosophy”, that is, on actively engaging students in philosophical activity.
Adapted from the IB Philosophy guide.
nature of the subject
philosophy course
You will be challenged to develop your own philosophical voice and to grow into independent thinkers. You also will learn to apply your philosophical knowledge and skills to real-life situations and to explore how non-philosophical material can be treated in a philosophical way.
Adapted from the IB Philosophy guide.
philosophy course
"It is useful to know something of the manners of different nations, that we may be enabled to form a more correct judgment regarding our own, and be prevented from thinking that everything contrary to our customs is ridiculous and irrational, a conclusion usually come to by those whose experience has been limited to their own country."
René Descartes (1596-1650 ). Discourse on the Method of Rightly Conducting the Reason, and Seeking
Truth in the Sciences (1637)
Philosophy and international-mindedness
What is INTERNATIONAL MINDEDNESS?
Philosophy and international-mindedness
philosophy course
The DP philosophy course develops international-mindedness in students by encouraging them to:
- Engage with multiple perspectives
- Carefully consider alternative points of view
- Dialogue and debate
- Interpret competing and contestable claims
Philosophy aims
Standard level
The aim of the philosophy course at SL is to engage students in philosophical activity, enabling them to:
Syllabus outline
The core theme: being human (focused around 6 interrelated key concepts)
The core theme explores the fundamental question of what it is to be human. It is focused on the exploration of key concepts such as identity, freedom and human nature, and on consideration of questions such as what sets humans apart from other species and where the boundaries of being human lie. One of the reasons we study philosophy is to search for a better understanding of ourselves, both as individuals and as members of societies, and this search is at the heart of this element of the course. The exploration of this theme generates a wide range of potential discussion questions, such as the following. • What does it meanto be human? • What do we mean by consciousness and how does it relate to non-conscious aspects of reality? • Is there such a thing as the self? • Is how we interact with others what makes us human? • What do recent discoveries in neuroscience reveal about what it is to be human?
The optional theme: ethics (normative, meta-, applied ethics)
Ethics is an area of philosophy that explores the possible grounds for making moral decisions and examines
concepts such as freedom, values, responsibility and virtue. This theme allows students to explore questions
such as the following. • Are there fundamental moral principles that apply in every situation? • How do we decide if a particular action is right or wrong? • How should we treat people? • Are moral decisions culturally influenced? • What do we mean when we say something is right or wrong?
the prescribed text: on the genealogy of morals
This element of the course provides you an opportunity to gain an in-depth knowledge and understanding of a primary philosophical text. This is a challenging but rewarding part of the course, providing you an opportunity as a philosopher to engage in dialogue with another philosopher.
assessment model
assessment model
assessment at a glance
external assessment: paper 1 - section a: Stimulus-based
questions on core theme
Section A consists of two stimulus-based questions based on the core theme “Being human”. Students are
required to answer one question.
external assessment: paper 1 - section b: essay questions on
optional theme.
Section B consists of two essay questions for each of the optional themes. Students are required to answer
one question.
external assessment: paper 2 - questions on prescribed philosophical text
This paper consists of two questions for each of the prescribed philosophical texts. Each question is split
into two parts: part A and part B. Part A requires students to explain a key concept, idea or argument from
the text they have studied, and part B requires students to engage in critical discussion of that text. Students
are required to answer one question, and to answer both part A and part B of that question.
internal assessment: Philosophical analysis of a non-philosophical stimulus
Students at SL must produce a philosophical analysis of a non-philosophical stimulus (2.000 words, more or less). Students
should identify a philosophical issue raised by the stimulus and analyse it in a philosophical way.
Suitable stimuli for analysis include, but are not limited to: • novels, plays, or poems • song lyrics • cartoons, paintings, photographs or other visual images • films, television and radio programmes • advertisements • newspaper articles/letters • pamphlets.
internal assessment: Philosophical analysis of a non-philosophical stimulus
The internal assessment task is assessed on five criteria:
- A Identification of issue and justification (3 marks)
- B Clarity (4 marks)
- C Knowledge and understanding (4 marks)
- D Analysis (8 marks)
- E Evaluation (6 marks)
sources
bibliography
- DP philosophy guide (January 2014), from https://resources.ibo.org/data/d_3_philo_gui_1401_1_e.pdfhttps://resources.ibo.org/data/d_3_philo_gui_1401_1_e.pdf
- Philosophy teacher support material, from https://resources.ibo.org/dp/subject-group/Philosophy/resource/11162-occ-url-20140613-10-occurlx/?lang=enhttps://resources.ibo.org/dp/subject-group/Philosophy/resource/11162-occ-url-20140613-10-occurlx/?lang=en
- Philosophy specimen papers and markschemes, from https://resources.ibo.org/dp/subject-group/Philosophy/resource/11162-occ-url-20140613-10-occurlx/?lang=enhttps://resources.ibo.org/dp/subject-group/Philosophy/resource/11162-occ-url-20140613-10-occurlx/?lang=en
D'Angelo González
An education for international-mindedness; an education designed to break down the barriers of
race, religion and class; an education that extolled the benefits of cultural diversity; above all else,
an education for peace. (Walker, 2011, p. 19) Philosophy guide, p. 6
Diploma Programme Philosophy Course
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Transcript
DP PHILOSOPHY CoURSE
Standard level
The Diploma programme
IB mission statement
The International Baccalaureate aims to develop IN_(1)__, KN__(2)__ and CA__(3)__ young people who help to create a better and more peaceful world through IN__(4)__ understanding and RE__(5)__. To this end the organization works with schools, governments and international organizations to develop CH__(6)__ programmes of international education and rigorous A__(7)__. These programmes encourage students across the world to become active, compassionate and LI__(8)__ learners who understand that other people, with their DI__(9)__, can also be right.
The Diploma programme model
Individuals and societies: history, geography, PHILOSOPHY
The Diploma programme: the ib learner profile
the ib learner profile or how to become a responsible member of local, national and global communities.
The ten attributes
open-minded
inquirers
knowledgeable
caring
thinkers
risk-takers
balanced
communicators
reflective
pricipled
the ib learner profile or how to become a responsible member of local, national and global communities.
The ten attributes
We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.
We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.
We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
the ib learner profile or how to become a responsible member of local, national and global communities.
The ten attributes
We understand the importance of balancing different aspects of our lives—intellectual, physical, and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.
We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others.We learn with enthusiasm and sustain our love of learning throughout life.
We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.
We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.
nature of PHILOSOPHY
philosophy course
SOCRATES: I see, my dear Theaetetus, that Theodorus had a true insight into your nature when he said that you were a philosopher; for wonder is the feeling of a philosopher, and philosophy begins in wonder. (Plato, Theaetetus 155c-d)
IB Philosophy guide, p. 6
nature of PHILOSOPHY
philosophy course
Philosophy is a systematic critical inquiry into profound, fascinating and challenging questions, such as the following: • What is it to be human? • Do we have free will? • What do we mean when we say something is right or wrong? • What are the principles on which knowledge is constructed? • What is the relationship between justice, freedom and equality? These abstract questions arise out of our everyday experiences, and philosophical tools such as critical and systematic thinking, careful analysis, and construction of arguments provide the means of addressing such questions. The practice of philosophy deepens and clarifies our understanding of these questions, as well as our ability to formulate possible responses.
IB Philosophy guide, p. 6
nature of the subject
philosophy course
This course provides a great opportunity to engage with some of the world’s most interesting and influential thinkers. It also develops highly transferable skills* such as:
- the ability to formulate arguments clearly
- to make reasoned judgments
- to evaluate highly complex and multifaceted issues
The emphasis of the Diploma Programme philosophy course is on “doing philosophy”, that is, on actively engaging students in philosophical activity.Adapted from the IB Philosophy guide.
nature of the subject
philosophy course
You will be challenged to develop your own philosophical voice and to grow into independent thinkers. You also will learn to apply your philosophical knowledge and skills to real-life situations and to explore how non-philosophical material can be treated in a philosophical way.
Adapted from the IB Philosophy guide.
philosophy course
"It is useful to know something of the manners of different nations, that we may be enabled to form a more correct judgment regarding our own, and be prevented from thinking that everything contrary to our customs is ridiculous and irrational, a conclusion usually come to by those whose experience has been limited to their own country."
René Descartes (1596-1650 ). Discourse on the Method of Rightly Conducting the Reason, and Seeking Truth in the Sciences (1637)
Philosophy and international-mindedness
What is INTERNATIONAL MINDEDNESS?
Philosophy and international-mindedness
philosophy course
The DP philosophy course develops international-mindedness in students by encouraging them to:
Philosophy aims
Standard level
The aim of the philosophy course at SL is to engage students in philosophical activity, enabling them to:
Syllabus outline
The core theme: being human (focused around 6 interrelated key concepts)
The core theme explores the fundamental question of what it is to be human. It is focused on the exploration of key concepts such as identity, freedom and human nature, and on consideration of questions such as what sets humans apart from other species and where the boundaries of being human lie. One of the reasons we study philosophy is to search for a better understanding of ourselves, both as individuals and as members of societies, and this search is at the heart of this element of the course. The exploration of this theme generates a wide range of potential discussion questions, such as the following. • What does it meanto be human? • What do we mean by consciousness and how does it relate to non-conscious aspects of reality? • Is there such a thing as the self? • Is how we interact with others what makes us human? • What do recent discoveries in neuroscience reveal about what it is to be human?
The optional theme: ethics (normative, meta-, applied ethics)
Ethics is an area of philosophy that explores the possible grounds for making moral decisions and examines concepts such as freedom, values, responsibility and virtue. This theme allows students to explore questions such as the following. • Are there fundamental moral principles that apply in every situation? • How do we decide if a particular action is right or wrong? • How should we treat people? • Are moral decisions culturally influenced? • What do we mean when we say something is right or wrong?
the prescribed text: on the genealogy of morals
This element of the course provides you an opportunity to gain an in-depth knowledge and understanding of a primary philosophical text. This is a challenging but rewarding part of the course, providing you an opportunity as a philosopher to engage in dialogue with another philosopher.
assessment model
assessment model
assessment at a glance
external assessment: paper 1 - section a: Stimulus-based questions on core theme
Section A consists of two stimulus-based questions based on the core theme “Being human”. Students are required to answer one question.
external assessment: paper 1 - section b: essay questions on optional theme.
Section B consists of two essay questions for each of the optional themes. Students are required to answer one question.
external assessment: paper 2 - questions on prescribed philosophical text
This paper consists of two questions for each of the prescribed philosophical texts. Each question is split into two parts: part A and part B. Part A requires students to explain a key concept, idea or argument from the text they have studied, and part B requires students to engage in critical discussion of that text. Students are required to answer one question, and to answer both part A and part B of that question.
internal assessment: Philosophical analysis of a non-philosophical stimulus
Students at SL must produce a philosophical analysis of a non-philosophical stimulus (2.000 words, more or less). Students should identify a philosophical issue raised by the stimulus and analyse it in a philosophical way. Suitable stimuli for analysis include, but are not limited to: • novels, plays, or poems • song lyrics • cartoons, paintings, photographs or other visual images • films, television and radio programmes • advertisements • newspaper articles/letters • pamphlets.
internal assessment: Philosophical analysis of a non-philosophical stimulus
The internal assessment task is assessed on five criteria:
sources
bibliography
D'Angelo González
An education for international-mindedness; an education designed to break down the barriers of race, religion and class; an education that extolled the benefits of cultural diversity; above all else, an education for peace. (Walker, 2011, p. 19) Philosophy guide, p. 6