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Ib philosophy syllabus

The document provides an overview of the International Baccalaureate Diploma Programme and its philosophy guide. It describes the IB as a rigorous pre-university program aimed at developing inquiring, knowledgeable and caring students. The philosophy course focuses on clarity of understanding through critical thinking, analysis of arguments, and close reading of philosophical themes and texts. It examines fundamental human questions and contemporary issues to develop international perspectives with cultural awareness.

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Philosophy guide First examinations 2009 Diploma Programme
Diploma Programme Philosophy guide First examinations 2009
3064Printed in the United Kingdom by Antony Rowe Ltd, Chippenham, Wiltshire First published March 2007 Revised edition published January 2010 International Baccalaureate Peterson House, Malthouse Avenue, Cardiff Gate Cardiff, Wales GB CF23 8GL United Kingdom Phone: +44 29 2054 7777 Fax: +44 29 2054 7778 Website: http://www.ibo.org © International Baccalaureate Organization 2007 The International Baccalaureate (IB) offers three high quality and challenging educational programmes for a worldwide community of schools, aiming to create a better, more peaceful world. The IB is grateful for permission to reproduce and/or translate any copyright material used in this publication. Acknowledgments are included, where appropriate, and, if notified, the IB will be pleased to rectify any errors or omissions at the earliest opportunity. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior written permission of the IB, or as expressly permitted by law or by the IB’s own rules and policy. See http://www.ibo.org/copyright. IB merchandise and publications can be purchased through the IB store at http://store.ibo.org. General ordering queries should be directed to the sales and marketing department in Cardiff. Phone: +44 29 2054 7746 Fax: +44 29 2054 7779 Email: sales@ibo.org Diploma Programme Philosophy guide
IB mission statement The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. IB learner profile The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB learners strive to be: Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development. © International Baccalaureate Organization 2007
Philosophy guide Contents Introduction 1 The Diploma Programme 1 Nature of the subject 3 Aims 7 Objectives 8 Guidance for teachers on delivery of the course 9 Syllabus 12 Syllabus outline 12 Syllabus details 14 Assessment 27 Assessment outline 27 Assessment details 29 Assessment criteria 34 Appendices 55 Glossary of command terms 55
Philosophy guide 1 Introduction The Diploma Programme The Diploma Programme is a rigorous pre-university course of study designed for students in the 16 to 19 age range. It is a broad-based two-year course that aims to encourage students to be knowledgeable and inquiring, but also caring and compassionate. There is a strong emphasis on encouraging students to develop intercultural understanding, open-mindedness, and the attitudes necessary for them to respect and evaluate a range of points of view. The Diploma Programme hexagon The course is presented as six academic areas enclosing a central core. It encourages the concurrent study of a broad range of academic areas. Students study: two modern languages (or a modern language and a classical language); a humanities or social science subject; an experimental science; mathematics; one of the creative arts. It is this comprehensive range of subjects that makes the Diploma Programme a demanding course of study designed to prepare students effectively for university entrance. In each of the academic areas students have flexibility in making their choices, which means they can choose subjects that particularly interest them and that they may wish to study further at university.
The Diploma Programme Philosophy guide2 Choosing the right combination Students are required to choose one subject from each of the six academic areas, although they can choose a second subject from groups 1 to 5 instead of a group 6 subject. Normally, three subjects (and not more than four) are taken at higher level (HL), and the others are taken at standard level (SL). The IB recommends 240 teaching hours for HL subjects and 150 hours for SL. Subjects at HL are studied in greater depth and breadth than at SL. At both levels, many skills are developed, especially those of critical thinking and analysis. At the end of the course, students’ abilities are measured by means of external assessment. Many subjects contain some element of coursework assessed by teachers. The course is available for examinations in English, French and Spanish. The core of the hexagon All Diploma Programme students participate in the three course requirements that make up the core of the hexagon. Reflection on all these activities is a principle that lies at the heart of the thinking behind the Diploma Programme. The theory of knowledge (TOK) course encourages students to think about the nature of knowledge, to reflect on the process of learning in all the subjects they study as part of their Diploma Programme course, and to make connections across the academic areas. The extended essay, a substantial piece of writing of up to 4,000 words, enables students to investigate a topic of special interest that they have chosen themselves. It also encourages them to develop the skills of independent research that will be expected at university. Creativity, action, service (CAS) involves students in experiential learning through a range of artistic, sporting, physical and service activities. The IB mission statement and the IB learner profile The Diploma Programme aims to develop in students the knowledge, skills and attitudes they will need to fulfill the aims of the IB, as expressed in the organization’s mission statement and the learner profile. Teaching and learning in the Diploma Programme represent the reality in daily practice of the organization’s educational philosophy. First examinations 2009
Philosophy guide 3 Introduction Nature of the subject Philosophy deals with issues that are profound, complex, challenging and important for humanity. The Diploma Programme philosophy course aims to be inclusive and to deal with a wide range of issues that can be approached in a philosophical way. A concern with clarity of understanding lies at the core of the philosophy course. This clarity is achieved through critical and systematic thinking, careful analysis of arguments, the study of philosophical themes and a close reading of texts. Through this examination of themes and texts, the philosophy course allows students to explore fundamental questions that people have asked throughout human history. For example: What is it to be a human being? How do I know what is the right thing to do? Moreover, it confronts new problems arising within contemporary society, including those that result from increasing international interaction. The emphasis of the philosophy course is very much on “doing” philosophy. Doing philosophy requires a willingness to attempt an understanding of alternative views by applying intellectual rigour and cultivating an open and critical mind. It also invites the development of perspectives that encompass cultural pluralism and an awareness of the international context within which it unfolds. This constitutes a new challenge for students doing philosophy within a worldwide perspective—an important feature that is reflected in the themes and activities of the course. Difference between SL and HL Philosophy students at SL and HL are presented with a common syllabus that encourages the development of certain skills, attributes and attitudes, as described in the “Objectives” section of this guide. The common core syllabus involves the study of the core theme, one optional theme and one prescribed philosophical text, as well as the completion of the internal assessment exercise. In addition, students at HL must study one further optional theme. Due to the nature of the philosophy course, and its emphasis on doing philosophy, it is expected that students at HL will spend time, as part of the course, reflecting on their experience of doing philosophy as an activity—as encountered in all the components of the course. This is assessed specifically in the paper 3 exercise, which is taken by HL students only. There may be no great difference in the quality of the work produced by students at SL or HL, however the difference in recommended teaching times at SL and HL signals a clear distinction between the demands made on students. Students at HL are further required to demonstrate an understanding of philosophy as an activity by means of a holistic application of the philosophical skills, knowledge and ideas they have developed to the various components of the course. Students at HL will accomplish this by critically reflecting upon and evaluating the nature, methodology and purpose of philosophy, and by formally demonstrating a comprehensive appreciation of philosophy as an activity, as well as of the nature of the different methodologies and approaches they encounter in philosophical activity. The differences between the requirements of the philosophy course at SL and HL are outlined in the following table.
Nature of the subject Philosophy guide4 SL HL Course components and external assessment Core theme Paper 1 Study of the core theme: What is a human being? Answer one question from a choice of two Study of core theme: What is a human being? Answer one question from a choice of two Optional theme(s) Paper 1 Study of one optional theme Answer one question from a choice of two Study of two optional themes Answer two questions, each from a different theme; each theme has a choice of two questions Percentage component weight 40% 40% Prescribed philosophical text Paper 2 Study of one text from the list of 12 prescribed texts Answer one question from a choice of two set for each prescribed text Study of one text from the list of 12 prescribed texts Answer one question from a choice of two set for each prescribed text Percentage component weight 30% 20% Exploring philosophical activity Paper 3 N/A Response to an unseen text about philosophical activity Percentage component weight N/A 20% Internal assessment Philosophical analysis A philosophical analysis of non- philosophical material containing 1,600–2,000 words A philosophical analysis of non- philosophical material containing 1,600–2,000 words Percentage component weight 30% 20% External assessment criteria Core theme Paper 1 Four assessment criteria A: Expression B: Knowledge and understanding C: Identification and analysis of relevant material D: Development and evaluation Four assessment criteria A: Expression B: Knowledge and understanding C: Identification and analysis of relevant material D: Development and evaluation
Nature of the subject Philosophy guide 5 SL HL Optional theme(s) Paper 1 Four assessment criteria A: Expression B: Knowledge and understanding C: Identification and analysis of relevant material D: Development and evaluation Four assessment criteria A: Expression B: Knowledge and understanding C: Identification and analysis of relevant material D: Development and evaluation Prescribed text Paper 2 Four assessment criteria A: Expression B: Knowledge and understanding of the text C: Identification and analysis of relevant material D: Development and evaluation Four assessment criteria A: Expression B: Knowledge and understanding of the text C: Identification and analysis of relevant material D: Development and evaluation Exploring philosophical activity Paper 3 N/A Four assessment criteria A: Expression B: Exploration C: Relevance of the response and understanding of philosophical activity D: Evaluation and personal response Internal assessment criteria Four assessment criteria A: Expression B: Knowledge and understanding C: Identification and analysis of relevant material D: Development and evaluation Four assessment criteria A: Expression B: Knowledge and understanding C: Identification and analysis of relevant material D: Development and evaluation Philosophy and prior learning The philosophy course at both HL and SL requires no previous formal experience in philosophy. No particular background in terms of specific subjects studied for national or international qualifications is expected or required of students. The specific skills required by the philosophy course are developed in the various components of the course.
Nature of the subject Philosophy guide6 Philosophy and the MYP Although philosophy is not usually offered as one of the disciplines within the humanities subject group of the IB Middle Years Programme (MYP), the fundamental concepts of MYP humanities can provide a useful foundation for students who go on to study Diploma Programme philosophy. Basic issues that are raised within the ”concepts” area of the MYP humanities objectives (that is, time, place and space, change, systems and global awareness) could be encountered within the philosophy course, but treated in more advanced ways that are described in this guide. Doing philosophy naturally extends the key skills (technical, analytical, decision-making and investigative) developed in humanities. Equally, students’ organization and presentation strategies begun in MYP humanities will become more sophisticated while undertaking the Diploma Programme philosophy course. Philosophy and TOK Students of group 3 subjects study individuals and societies. This means that they explore the interactions between humans and their environment in time and place. As a result, these subjects are often known collectively as the “human sciences” or “social sciences”. As with other subject areas, there is a variety of ways of gaining knowledge in group 3 subjects. For example, archival evidence, data collection, experimentation, observation, inductive and deductive reasoning can all be used to help explain patterns of behaviour and lead to knowledge claims. Students of group 3 subjects are required to evaluate these knowledge claims by exploring knowledge issues such as validity, reliability, credibility, certainty, and individual as well as cultural perspectives. The relationship between group 3 subjects and theory of knowledge (TOK) is of crucial importance and fundamental to the Diploma Programme. Having followed a course of study in group 3, students should be able to reflect critically on the various ways of knowing and methods used in human sciences, and, in doing so, become “inquiring, knowledgeable and caring young people” (IB mission statement). Philosophy allows us to explore and reflect on the nature and meaning of being human. By doing this, philosophy helps us to understand ourselves, analyse and assess our relations with others, and evaluate our patterns of behaviour. By presenting an opportunity to engage in these activities, philosophy shares common concerns and interests with TOK, including epistemology. Philosophy raises specific questions and invites ways of exploring these questions as they relate to the human condition. This involves a consideration of the ways that knowledge claims could be formulated and the role that knowledge plays within the area of reflecting on human activity. In the philosophy course the emphasis is on a classical and contemporary philosophical investigation into the grounds and basis of knowledge. Questions related to TOK activities, which a philosophy student might consider, include the following. • What activities are at work in the knowing process? • Why and how does performing the activity of knowing constitute what we call “knowledge”? • What do we actually know when we are engaged in the activity of knowing? • How can I know myself, the other and understand my relations with others? • How can I assess the truth claims of different knowledge pursuits (for example, the sciences, the arts, religion)? • In what ways can I understand and evaluate patterns of behaviour I observe in the world around me?
Philosophy guide 7 Introduction Aims The aims of all subjects in group 3, individuals and societies, are to: • encourage the systematic and critical study of: human experience and behaviour; physical, economic and social environments; the history and development of social and cultural institutions • develop in the student the capacity to identify, to analyse critically and to evaluate theories, concepts and arguments about the nature and activities of the individual and society • enable the student to collect, describe and analyse data used in studies of society, to test hypotheses and interpret complex data and source material • promote the appreciation of the way in which learning is relevant to both the culture in which the student lives, and the culture of other societies • develop an awareness in the student that human attitudes and opinions are widely diverse and that a study of society requires an appreciation of such diversity • enable the student to recognize that the content and methodologies of the subjects in group 3 are contestable and that their study requires the toleration of uncertainty. The aims of the philosophy course at HL and SL are to enable students to: • develop an intellectually independent and creative way of thinking • relate their philosophical understanding to other disciplines and to personal, social and civic life • formulate arguments in a sound and purposeful way • examine critically their own experience and their ideological and cultural perspectives • appreciate the diversity of philosophical thinking • appreciate the impact of cultural diversity upon philosophical thinking.
Philosophy guide8 Introduction Objectives Having followed the philosophy course at HL or SL students will be expected to: • express ideas and develop arguments clearly and coherently, using language appropriate to philosophy • demonstrate knowledge and understanding of philosophical concepts and arguments • demonstrate familiarity with, along with knowledge and understanding of, the language, concepts and arguments of philosophical texts • identify and analyse relevant material and supporting examples • critically evaluate philosophical ideas and arguments. In addition, students at HL will be expected to: • formulate and demonstrate an understanding of doing philosophy as an activity.
Philosophy guide 9 Introduction Guidance for teachers on delivery of the course Teachers should discuss the relevant sections of this guide with their students throughout the course, to underline the nature of philosophy as both a subject and an activity. Helpful activities could include encouraging students to: • present arguments in an organized way • use clear and precise language that is appropriate to philosophy • identify assumptions in the arguments they encounter through the topics studied • develop clear and focused arguments • identify the strengths and weaknesses of different philosophical approaches • identify possible counter-arguments and address them, if possible • provide relevant supporting material, illustrations and/or examples when appropriate. While students need to fulfill certain formal assessment requirements, the flexibility of the philosophy course allows for a variety of approaches and teaching styles. It should also allow students to make connections between the different components of the course (for example, using a philosophical text to understand the core theme, or seeing the relevance of an optional theme in the study of a prescribed text). Teachers might encourage their students to explore philosophically the issues and problems that are present in their local cultural and political settings to enhance their understanding of the course, and to challenge them to develop new perspectives. Furthermore, teachers may wish to use local resources (for example, art, architecture, libraries, local speakers, colleagues) in their delivery of the course. During the course, students should explore philosophical themes and issues by writing arguments. As the course culminates in written examination papers, students should be provided with adequate guidance, practice and assessment in writing philosophical arguments, as outlined here. • Students should be encouraged to focus on the philosophical issues concerned. They should also be aware that producing a plan or strategy for tackling philosophical issues is useful when they come to write philosophical arguments. • Students should practise developing philosophical arguments in a clear, coherent and self-contained way, not assuming the reader will fill in any missing elements. They should be aware of the importance of having a clear, concise introduction, a structured argument and an effective conclusion. • Teachers should emphasize the preference for personal engagement and critical discussion of a question over a mere demonstration of learned material. In this course, philosophy is considered an intellectual activity, not a memorization of information, nor a simple repetition of other people’s opinions. Students should make references to important and relevant philosophers and philosophical ideas to support their arguments, but this should not be done as a substitute for genuine philosophical reasoning.
Guidance for teachers on delivery of the course Philosophy guide10 Mapping the course Objective Which assessment area addresses this objective? How is the objective addressed? Express ideas and develop arguments clearly and coherently, using language appropriate to philosophy. • Core theme • Optional themes • Prescribed philosophical text • Internal assessment • Exploring philosophical activity (HL) External assessment • Paper 1: section A (emphasized in criteria A and D) and section B (emphasized in criteria A and D) • Paper 2 (emphasized in criteria A and D) • Paper 3 (HL only, emphasized in criterion A) Internal assessment • Philosophical analysis of non-philosophical material (SL and HL, emphasized in criteria A and D) Demonstrate knowledge and understanding of philosophical concepts and arguments. • Core theme • Optional themes • Prescribed philosophical text • Internal assessment • Exploring philosophical activity (HL) External assessment • Paper 1: section A (emphasized in criteria B and C) and section B (emphasized in criterion B) • Paper 2 (emphasized in criterion B) • Paper 3 (HL only, emphasized in criterion C) Internal assessment • Philosophical analysis of non-philosophical material (SL and HL, emphasized in criterion B) Demonstrate familiarity with, along with knowledge and understanding of, the language, concepts and arguments of philosophical texts. • Core theme • Optional themes • Prescribed philosophical text • Internal assessment • Exploring philosophical activity (HL) External assessment • Paper 1: section A (emphasized in criterion C) • Paper 2 (emphasized in criteria B and D) • Paper 3 (HL only, emphasized in criteria B and C)
Guidance for teachers on delivery of the course Philosophy guide 11 Objective Which assessment area addresses this objective? How is the objective addressed? Identify and analyse relevant material and supporting examples. • Core theme • Optional themes • Prescribed philosophical text • Internal assessment • Exploring philosophical activity (HL) External assessment • Paper 1: section A (emphasized in criterion C) and section B (emphasized in criterion C) • Paper 2 (emphasized in criterion C) • Paper 3 (HL only, emphasized in criteria B and C) Internal assessment • Philosophical analysis of non-philosophical material (SL and HL, emphasized in criteria B and C) Critically evaluate philosophical ideas and arguments. • Core theme • Optional themes • Prescribed philosophical text • Internal assessment • Exploring philosophical activity (HL) External assessment • Paper 1: section A (emphasized in criterion D) and section B (emphasized in criterion D) • Paper 2 (emphasized in criterion D) • Paper 3 (HL only, emphasized in criterion D) Internal assessment • Philosophical analysis of non-philosophical material (SL and HL, emphasized in criterion D) (HL only) Formulate and demonstrate an understanding of doing philosophy as an activity. • Core theme • Optional themes • Prescribed philosophical text • Exploring philosophical activity External assessment • Paper 3 (HL only emphasized in criteria B, C and D)
Philosophy guide12 Syllabus Syllabus outline Higher level The philosophy syllabus at HL consists of four compulsory parts. Part 1: Themes Core theme: What is a human being? The study of the core theme is compulsory. Optional themes Students are required to study two themes from the following list. 1. Grounds of epistemology 2. Theories and problems of ethics 3. Philosophy of religion 4. Philosophy of art 5. Political philosophy 6. Non-Western traditions and perspectives 7. Contemporary social issues 8. People, nations and cultures Part 2: Prescribed philosophical text Students are required to study one text from the “IB list of prescribed philosophical texts”. Part 3: Internal assessment Students are required to produce a philosophical analysis of non-philosophical material, to demonstrate their philosophical skills. Part 4: Unseen text—exploring philosophical activity Students are required to develop a philosophical response to an unseen text that demonstrates what doing philosophy means, and shows a holistic appreciation of the skills, material and ideas developed throughout the course.
Syllabus outline Philosophy guide 13 Standard level The philosophy syllabus at SL consists of three compulsory parts. Part 1: Themes Core theme: What is a human being? The study of the core theme is compulsory. Optional themes Students are required to study one theme from the following list. 1. Grounds of epistemology 2. Theories and problems of ethics 3. Philosophy of religion 4. Philosophy of art 5. Political philosophy 6. Non-Western traditions and perspectives 7. Contemporary social issues 8. People, nations and cultures Part 2: Prescribed philosophical text Students are required to study one text from the “IB list of prescribed philosophical texts”. Part 3: Internal assessment Students are required to produce a philosophical analysis of non-philosophical material, to demonstrate their philosophical skills.
Philosophy guide14 Syllabus Syllabus details Doing philosophy—an independent approach Learning philosophy can be achieved through a study of the history of philosophy or by doing philosophy. The emphasis of the Diploma Programme philosophy course is on doing philosophy within an international context. The aim is to encourage students to develop the ability to reason and argue and to take a personal and independent position on philosophical issues. Below is a suggested approach that will enable students to study themes or texts in a consistent way. It is not the only approach available, but it provides a starting point from which students can develop into independent thinkers. This approach is suitable for all the tasks included in the syllabus. • Essays on a theme • Essay on a text • Internal assessment exercise • Response to an unseen text (HL only) Formulating arguments The philosophy course does not include logic as a specific topic for study. However, students should be familiar with the basic features of reasoning necessary to formulate their own philosophical arguments and to develop and evaluate those of others. Teachers should develop their students’ skills so that they are able to construct personal philosophical arguments. When formulating philosophical arguments students should: • identify the problem(s)/issue(s) and possible assumptions present in the activity • ask themselves what they think about these problem(s)/issue(s), taking into account their own and other perspectives • present reasons that support their position • put forward possible objections or counter-arguments that could be levelled against their position • suggest strategies for overcoming these objections or counter-arguments • illustrate their position and counter-positions with supporting examples • offer possible and consistent resolutions to the problem(s)/issue(s) present in the activity, evaluating the strengths and weaknesses of the positions they encounter. Using texts Students should adopt the same approach when they examine a classic philosophical issue or use a philosophical argument presented in a text. They should always be careful not to refer to the text or the author as an authority. In addition, students are expected to: • identify the philosophical problem(s)/issue(s) raised by the text • identify the author’s standpoint in the text
Syllabus details Philosophy guide 15 • state what they think about the author’s standpoint • develop and explore their own position on the author’s standpoint by: –– acknowledging alternative approaches to the text –– considering how different approaches to the text might enable them to extend their own thinking about the problem(s)/issue(s) posed. This approach goes beyond the mere presentation of arguments and counter-arguments from philosophers’ texts, and insists on students developing their own line of reasoning. Students must always demonstrate how their own personal reasoning underpins their argument. Some common mistakes made by students include: • engaging in a superficial analysis • focusing on description rather than argumentation • failing to take into account personal and cultural influences in analysing the text. While the course prescribes that one philosophical text (from a list of 12) must be studied, this does not preclude incorporating other philosophical texts into the study of the core theme and the optional themes. Part 1: Themes The purpose of studying themes is to enable students to wrestle with specific areas of philosophical problems and issues, and to gain experience in doing philosophy in the spirit of the aims of the course. Students at HL must study the core theme and two optional themes. Students at SL must study the core theme and one optional theme. Each theme offers students the chance to focus on an area of philosophy in depth and to increase their general awareness of the interconnectedness of philosophical problems. All themes (including the core theme) are free-standing and can be taught in any order to suit the needs of the teacher and the students. For the core theme and each of the optional themes, a number of possible topics for study are listed for guidance. These lists are neither prescriptive nor exhaustive, and teachers are encouraged to exercise flexibility, creativity and innovation in their delivery of the course. The same amount of time should be allocated to the study of the core theme and each optional theme, as no theme is more important than any other. Where appropriate, teachers are encouraged to examine themes from the perspectives of diverse world views. There is no prescribed supporting material for the themes and it is suggested that teachers use a wide range of sources. Core theme What is a human being? One of the reasons we study philosophy is to search for a better understanding of ourselves, both as individuals and as members of groups and wider communities. The core theme offers students the opportunity to do this from a variety of perspectives. These perspectives ask quite different questions, for example: How can I be sure I really know the other? What specific meaning does our consciousness of being mortal give to our life? Is there such a thing as a self?
Syllabus details Philosophy guide16 Awareness of the human condition can inspire us to examine our characteristics and notions of “person” or “identity”. This then raises questions such as: Are we self-conscious beings? How do we use language? How and why do we make value judgments? Are we composed of mind and body? How do we combine reason, emotions and experiences in our understanding of ourselves, others and the environment? Possible topics for study • Interpretations of the human condition from diverse world perspectives: for example, Eastern, African, Latin American, Western traditions • What, if any, are the relationships between mind and body? • Self-consciousness, language, agency, dreams, spirituality, imagination, intuition, passion, reason and emotion, aggression, moral values, empathy, creativity • Could animals or machines be persons? • Human nature: individuality, universality, diversity • The question of self: Is it possible to know oneself? To know others? Solipsism and intersubjectivity • Freedom and determinism • Our existence in time and place; biological and social necessities; gender and social conditioning • Existential anxiety; meaning and meaninglessness; responsibility and authenticity Optional themes Theme 1: Grounds of epistemology Epistemology is the study of the nature, origin, scope and limits of human knowledge. This theme generally draws on a classical approach where rationalism and empiricism have played a leading role, but does not exclude other perspectives. This theme allows students to explore philosophically such questions as: Can I know anything at all? What role does experience and reason play in the acquisition of knowledge? What is the relationship between knowledge and certainty? Is certainty possible or is all knowledge relative? Is there an end to knowledge? Is knowledge culturally dependent? Does language determine fact or do facts speak for themselves? How important is the continuous development of knowledge for the advancement of humanity? Possible topics for study Knowledge, truth and certainty • How do we experience the world around us? • Rationalism and empiricism • Opinion, belief, knowledge • Language and meaning • Truth, coherence, correspondence and pragmatism • Grammarian philosophies: a classical Indian approach Challenges to knowledge and confirmation of knowledge • Realism, scepticism and the arguments from illusion, mysticism • Subjectivism, objectivism • Causal theory, idealism, phenomenalism, perspectivism • Theories of justification Knowledge around the world • Access to knowledge • Knowledge and technology • Knowledge and power
Syllabus details Philosophy guide 17 Theme 2: Theories and problems of ethics This theme deals with ethical questions from a variety of perspectives. It is concerned with practical decision- making and the way people think they ought to lead their lives. Ethics explores the possible grounds for making moral decisions and examines notions such as freedom, values, responsibility and virtue. Ethics also entails a reflection upon experiences such as friendship, hospitality and love. A study of applied ethics explores approaches to important issues, some of which may be of international concern. This theme allows students to explore philosophically such questions as: 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? Possible topics for study Principles for moral action— normative ethics • Do moral principles exist? Are they universal or relative to a particular situation or culture? • Are some virtues more important than others? • Self-interest versus the interests of others (ethical egoism) • Doing the ”right thing” and doing the ”best thing” (deontological versus teleological theories) • The greatest good of the greatest number • Duty, dharma The nature of moral judgment—meta-ethics • The origins and nature of moral values • Is moral sense natural or cultural? Relative or universal? Subjective or objective? • What is the significance of calling something right or wrong? • Is moral behaviour found only in human beings? • Foundations for moral judgments: belief in a higher being, rationality, emotion, natural law, gender, environment Applied ethics • Bio-medical ethics • Environmental ethics • Distribution of wealth—ethical responsibilities to humanity
Syllabus details Philosophy guide18 Theme 3: Philosophy of religion Philosophy of religion examines the nature of religion, explores rational arguments for and against various religious views, analyses the nature of religious language and explores the variety of human religious experience. This theme allows students to explore philosophically such questions as: Can we prove the existence of a higher being through reasoning or experience? Can morality be based on religious experience? What is the nature and scope of religious language? Can religion give meaning to life? Is spirituality possible without religion or belief in a higher being? Could religion be seen as only a social phenomenon? Possible topics for study Concepts of a higher being • What does the word ”God” mean? The diversity of conceptions of the divine • Nihilism, atheism, agnosticism, post-theism • Arguments for and against the existence of God • Problems of evil and suffering • Religious language, ritual and symbol Religious experience and behaviour • The nature and value of religious experiences: from social conformity to personal commitment • The pragmatic view of faith: indoctrination, illusion, projection • Faith and motivation for belief, the post-modern view of faith • The human experience of evil: moral evil, natural evil • Sin, alienation and salvation Religion around the world • Religion and politics • Religion and gender issues • Religion in a multicultural environment
Syllabus details Philosophy guide 19 Theme 4: Philosophy of art Philosophy of art raises questions about the artist, the relations between art and society, aesthetic judgment and the very nature of a work of art from a multicultural perspective. It covers art in all its different forms, for example, music, painting, sculpture, literature, photography, film and drama. This theme allows students to explore philosophically such questions as: What is art? What is an artist? Are we all born artists? Do all works of art arise from the same artistic impulse? Can we identify works of art outside what a given society calls art? Should art have any religious, moral or political message? How do we explain the fact that works of art are sometimes so expensive? Is it because they are unique, because they have intrinsic value? How do we define what is beautiful and what is ugly? Is beauty always in the eye of the beholder? Why should we be concerned with works of art when they might not seem to have any direct utility? Possible topics for study The artist • Is the notion of ”the artist” a construct of Western civilization? • The artist versus the craftsperson • Creative licence: conformity, censorship, sponsorship • Accountability: to oneself, to a cause, to moral, political or social ends • The artist as a reflector of existing values or as an agent of change • The beholder as an artist The artistic process • The nature of creativity • The artistic process around the world: function, form and content • Is art a means to an end or an end in itself? • The artistic process as imitation, transformation, creation • The artistic process as a means of expression, communication, education, propaganda, indoctrination • The impact of various technologies on the production and concept of art • Is art always the product of human activity? Art, aesthetic experience and artistic judgment • ”Great works of art”, artefacts, crafts, pop art, reproductions • Is it valid to classify forms of art? Does the diversity of forms of art imply there is no universal message? • Can we make a judgment about a work of art? Must art endure to be art? • Aesthetic experience: pleasure, beauty, ugliness, perfection, the sublime, spontaneity, provocation • Art as a consumer good
Syllabus details Philosophy guide20 Theme 5: Political philosophy Political philosophy is the study of people in societies, focusing on the claims they have on each other in the form of rights and obligations, and their demands for justice, equality and liberty. Political philosophy is also concerned with the analysis of the state and its institutions. This theme deals with issues about sovereignty and political obligation, allowing students to explore philosophically such questions as: Under which conditions can political obligation arise and what is its extent? Are freedom and equality compatible? Can justice be an ideal as well as a process? How are laws justified and are there aspects of human life that laws should not attempt to regulate? Can it be assumed that democracy is the best form of government? What is the relationship between international institutions and national sovereignty? Possible topics for study Civil society, the state and government • Distinctions between state, nation, government and civil society: authority, sovereignty, power and corruption • Social-contract theories of civil society and government: consent; revolution • Forms of government: one-party democracy, multi-party democracy, oligarchy, monarchy, authoritarian and totalitarian rule, tribalism, theocracy • Ideologies of government: liberalism, conservatism, Marxism and socialism • Civil duties • Anarchism • “Just war” theory, the concept of jihad • Terrorism and the use of violence for political ends Liberty and rights • Positive and negative liberty • Legal and human rights: duties and responsibilities • Liberty and equality: needs, merit, entitlement and social justice • Degrees of censorship and freedom of information Justice • The distinction between distributive and retributive justice: the right or will of the strong; substantive versus procedural justice; relations to fairness; truth; the moral and positive law • Notions of punishment • Gender politics • National and international law • Crimes against humanity
Syllabus details Philosophy guide 21 Theme 6: Non-Western traditions and perspectives This theme explores some philosophical understandings about individuals, their relationship to other living and non-living things, and the nature and scope of social or political involvement, from the perspectives of a number of non-Western traditions. It involves a philosophical consideration and evaluation of some of the fundamental and traditional beliefs of these perspectives, including such issues as: the changing nature of hierarchies in society; the impact of materialism on the metaphysical; the interrelationship of the non-living and living; evolution of identity; the ethical consequences of self-extinction; and the dilemma of different notions of peace and justice in multicultural environments. This analysis encourages a critical assessment of how these beliefs and traditions are expressed in the contemporary, multicultural world. This theme allows students to investigate one or more non-Western tradition(s). Some of these traditions could include: Indian traditions (for example, Buddhism, Hinduism, Jainism), Chinese traditions (for example, Taoism, Confucianism), African traditions (for example, Kongo, Ifa, Vodun, Orisha), Japanese traditions (for example, Shinto, Tenrikyo), Australasian traditions (for example, Maori, Aboriginal), Native North, South and Central American traditions (for example, Hopi, Inuit, Mayan, Aztec, Incan). While the traditions of Judaism, Christianity and Islam are excluded from detailed investigation, reference to their influence on non-Western traditions and perspectives may be acknowledged. Possible topics for study The individual • The self/non-self • Subjectivity/objectivity • Selflessness • Identity, self-fulfillment, self-denial • Self-expression versus self-extinction • The journey of the self Ethics • The nature of human and non-human beings • The distinction between living and non-living objects; the scope of the animate/inanimate • Relations to other beings/objects • The meanings of life; moral/ethical possibilities Society and culture • Adaptation and coexistence with modern societies/cultures • Relevance in political, economic, social and cultural contexts • The community/the collective • The role of culture on knowledge, meaning and value
Syllabus details Philosophy guide22 Theme 7: Contemporary social issues This theme explores work, nature, technology, media culture(s), political and social organization, and their possible interrelationships. The focus is on exploring dilemmas, issues and themes in contemporary society and their impact upon the world humans inhabit. It encourages a critical evaluation of the judgments we make about the value of these phenomena and how we arrive at such judgments. This theme allows students to explore philosophically such questions as: Why do/should we work? Is unemployment necessarily a social evil? How is labour organized? Do human beings come to consider themselves as independent from their natural environment and to regard it as an object they can use as they wish? What is the impact of technology on society? What is the significance of gender difference in contemporary society? Does the media have an impact on our view of social justice? What issues are raised by social organization and civil unrest? Possible topics for study Work, nature and technology • The value and conditions of work • The working environment: alienation, exploitation, rights, equal opportunity • Labour markets: globalization, migrant labour, child labour • Nature and humans: dependence, stewardship, domination, exploitation • A holistic approach: human activity as part of nature • Technological progress and the impact on the environment and human activity • Is technology a means to an end or an end in itself? Gender issues • Sexual politics: constructs of femininity and masculinity • Equality and discrimination • Identity: the impact of gender differences on human self- understanding • Role identification and role distribution Social organization • Media and information in the modern world • Media culture • Domination, oppression and liberation • Racial and multiracial awareness • Social justice • Social discontent; civil disobedience and protest
Syllabus details Philosophy guide 23 Theme 8: People, nations and cultures This theme explores the philosophical aspects of people, nations and cultures from a variety of perspectives. This incorporates notions of cultural development and the interaction of individuals in a local or global setting. It involves an analysis of the present international situation and its impact on our understanding of how we live in the world. It invites the possibility of new philosophical thinking in the light of new international relations, and challenges us to consider the cultural implications of this approach. It examines the methods, symbols and tokens, and philosophical perspectives that underpin cultural judgments. It also encourages students to reflect on elements of stability in diversity, and unity in multiplicity. This theme allows students to explore philosophically such questions as: What is the impact of immigration and emigration on established societies? Is the breakdown of cultural and national boundaries possible and/or desirable? How do the role and responsibility of the individual change with the growth of internationalism? What is the value and impact of world institutions? Is internationalism an inevitable human development? How do we make cultural judgments? What challenges exist when we undertake a critique of internationalism, cultural diversity and cultural change? Possible topics for study Dimensions of culture • The emergence of cultures: cultural evolution or cultural revolution; new cultural forms in the present day • Cultural change, interaction and integration; factors that create such activity • Multiculturalism, global culture, globalization, cosmopolitanism • The role of tradition and the establishment; the preservation and/or loss of cultural identity The challenge of diversity • Cultural superiority/inferiority: what criteria could we use to make such judgments? • Cultural relativisms or absolutism; attitudes to other cultures • Nationalism, patriotism, loyalty/duty/honour, immigration, emigration • Ethnicity, multi-ethnicity Issues of internationalism • The rise of internationalism • Citizenship: local, national, global • The basis of internationalism: humanism, Marxism, the Enlightenment, the contribution of religious belief, the concept of world peace • Self-identity and self-expression from an international perspective • Institutions as a vehicle for internationalism (for example, the United Nations) • The political expression and impact of internationalism, federalism, localism, globalism
Syllabus details Philosophy guide24 Part 2: Prescribed philosophical text The purpose of studying a prescribed philosophical text is to allow students to achieve an in-depth knowledge and understanding of a challenging work, and to extend their overall comprehension of philosophy. The detailed study of a philosophical text can be seen as another way in which students learn to do philosophy by entering into dialogue with another philosopher. The text studied must be chosen from the 12 works on the “IB list of prescribed philosophical texts”. Students at both HL and SL are required to study one text. The teacher should select the text that is most suited to the students, enabling them to offer a personal response to the text. In studying the prescribed text, students should develop their ability to present a philosophical argument by testing their own position against the standpoint of the author, and using the author’s ideas to expand their own thinking on the issue(s) under discussion. Students are expected to develop the skills required to undertake a critical analysis of the text. The study of a prescribed text should be from the text itself and not from a commentary on it. Furthermore, it is advisable that the study be conducted in class under the teacher’s instruction. Teachers are also encouraged to use philosophical texts other than the one chosen as the prescribed text in support of teaching the core and optional themes. IB list of prescribed philosophical texts N/A Bhagavad Gita Confucius The Analects Lao Tzu Tao Te Ching Plato The Republic, Books IV–IX René Descartes Meditations John Locke Second Treatise on Government John Stuart Mill On Liberty Friedrich Nietzsche The Genealogy of Morals Bertrand Russell The Problems of Philosophy Hannah Arendt The Human Condition Simone de Beauvoir The Ethics of Ambiguity Charles Taylor The Ethics of Authenticity Part 3: Internal assessment The internal assessment exercise takes the form of a philosophical analysis of non-philosophical material, which allows students to be rewarded for doing philosophy under ordinary conditions, without the time constraints associated with written examinations. It reflects common activities used in teaching and doing philosophy.
Syllabus details Philosophy guide 25 The purpose of the internal assessment exercise is to allow students to develop their philosophical skills by applying knowledge and understanding of philosophical ideas and concepts through the analysis of non- philosophical material. In doing this students will demonstrate: • their ability to choose appropriate stimulus material for analysis • how non-philosophical material can challenge their philosophical reflection and be treated in a philosophical way • how they can apply the skills of philosophical analysis to material of a non-philosophical nature • their understanding of philosophical arguments, concepts and perspectives • their ability to apply their philosophical knowledge and understanding to concrete examples or situations. It is the teacher’s responsibility to: • provide classroom time for the development and completion of this exercise—some teachers may encourage their students to complete more than one philosophical analysis and select the best for final submission • direct students to meet the formal requirements of this assessment component. Part 4: Unseen text—exploring philosophical activity (HL only) Purpose and nature of the unseen text The purpose of the unseen text in the paper 3 examination is to allow students to demonstrate an understanding of philosophy as an activity by means of a holistic application of the philosophical skills, knowledge and ideas they have developed throughout the course. The text will be chosen to reflect the nature, function, methodology and meaning of philosophy as a reflective activity. To help students prepare for the exercise, these aspects of doing philosophy can be addressed when developing the core and optional themes, the prescribed text and the internal assessment exercise. These can be introduced by asking how philosophical methodologies and types of philosophical argumentation contribute to the understanding of issues from different themes and texts. The emphasis of this exercise is on students’ understanding of philosophy as an activity, and on their appreciation of the nature of the different methodologies and approaches they encounter in philosophical activity. Examples of ways this can be developed during the course include the following. • A student studying the core theme might ask how and why philosophical activity, as contrasted with science and religion, contributes to the debate on the human condition. • A student studying one of the optional themes might investigate the methods that philosophers use to formulate arguments. • A student studying a prescribed text might consider how a philosopher formulates, poses and writes about philosophical problems or responds to the work of other philosophers. • In handling any philosophical text, a student might explore why certain philosophers choose to write in dialogue form, prose, fiction, monologue, poetry, aphorism and so on.
Syllabus details Philosophy guide26 When responding to the unseen text, students should be able to: • formulate a concise description of the philosophical activity they encounter in the text • demonstrate an understanding of what doing philosophy means in the text. As a result of preparing for the unseen text, students should develop a greater understanding of how philosophers work, and a better appreciation of the philosophical activities they have encountered throughout the course. The role of the teacher To prepare students for this exercise, teachers should do the following. • Draw students’ attention to the skills involved in philosophical activity throughout the course. • Show students how these skills are developed and employed in the various components of the course. • Enable students, through discussion, classroom exercises, homework assignments, the reading of passages and any other activities, to reflect and comment on the philosophical activity in which they engage. • Make available to students any materials where philosophers offer a chance to reflect on the nature of philosophical activity. Examples of these may include: –– extracts from philosophical texts, for example, Plato’s “Allegory of the Cave”, Karl Jasper’s “Philosophizing starts with our situation”, Bertrand Russell’s “The Value of Philosophy”, Meditations I and II from René Descartes’s Meditations on First Philosophy –– the general introduction/preface to any introductory volume on philosophy –– extracts from biographies and autobiographies of philosophers –– websites offering descriptions of what doing philosophy involves –– media articles about the nature of philosophy. • Provide students with unseen texts that deal with philosophical activity, and offer guidance to them in constructing their responses.
Philosophy guide 27 Assessment Assessment outline Higher level First examinations 2009 External assessment Three written papers are externally set and externally assessed. 80% Paper 1 This paper contains two compulsory sections: section A and section B. 2½ hours 40% Section A contains two questions based on the core theme. Students are required to answer one question. Section B contains two essay questions for each of the optional themes. Students are required to answer two questions, each from a different optional theme. Paper 2 This paper consists of two essay questions for each of the prescribed philosophical texts. Students are required to answer one question. 1 hour 20% Paper 3 This paper consists of one unseen text. Students are required to write a response to this text. 1½ hours 20% Internal assessment Students are required to write a philosophical analysis of non-philosophical material. The philosophical analysis should contain 1,600–2,000 words. This will be internally assessed by the teacher and externally moderated by the IB. 20%
Assessment outline Philosophy guide28 Standard level First examinations 2009 External assessment Two written papers are externally set and externally assessed. 70% Paper 1 This paper consists of two compulsory sections: section A and section B. 1¾ hours 40% Section A contains two questions based on the core theme. Students are required to answer one question. Section B contains two essay questions for each of the optional themes. Students are required to answer one question. Paper 2 This paper consists of two essay questions for each of the prescribed philosophical texts. Students are required to answer one question. 1 hour 30% Internal assessment Students are required to write a philosophical analysis of non-philosophical material. The philosophical analysis should contain 1,600–2,000 words. This will be internally assessed by the teacher and externally moderated by the IB. 30%
Philosophy guide 29 Assessment Assessment details External assessment Higher level written papers Paper 1 2½ hours, 40% This paper consists of two sections: section A (based on the core theme) and section B (based on the optional themes). Section A The purpose of this section is to assess students’ knowledge and understanding of the core theme. Students are required to answer one from a choice of two questions based on the core theme. Each question will be based on stimulus material, which could take the form of a short extract from a text, or a visual piece such as a picture, a cartoon or an advertisement. The questions will ask for the identification, analysis, critical discussion, exploration and evaluation of a philosophical concept or issue arising from the core theme. In developing their answers students should: • identify a philosophical concept or issue arising from the core theme they will explore • show an awareness of two philosophical perspectives regarding this concept or issue • engage in critical discussion of the concept or issue identified • develop a personal and relevant evaluation of the concept or issue identified. Students should write approximately 750–1,000 words in response to the question chosen. Each question is worth 30 marks. Section B The purpose of this section is to assess students’ knowledge and understanding of the optional themes. The questions will also assess students’ ability to identify and analyse material relevant to the specific question posed, and their ability to use language appropriate to philosophy as they develop arguments and counter- arguments. Two essay questions will be set for each optional theme. Students are required to answer two questions, each from a different optional theme. Students should write approximately 750–1,000 words in response to each question chosen. Questions may take the form of a direct question, a quotation or a statement. Each question is worth 30 marks.
Assessment details Philosophy guide30 Paper 2 1 hour, 20% This paper consists of essay questions based on the prescribed philosophical texts. Two questions will be set for each prescribed text. Students are required to answer one question. The purpose of this paper is to assess students’ knowledge and understanding of the prescribed text they have studied. The questions will also assess students’ ability to identify and analyse material relevant to the specific question posed on the text, and their ability to use language appropriate to philosophy and the prescribed text as they develop arguments and counter-arguments. Students should write approximately 750–1,000 words in response to the question chosen. Questions may take the form of a direct question, a quotation or a statement. Each question is worth 30 marks. Paper 3 1½ hours, 20% This paper consists of an unseen text to which students are required to write a response. The unseen text will address general problems concerning the nature, function, methodology and meaning of philosophical activity. The purpose of this paper is to allow students to demonstrate an understanding of what doing philosophy means through a holistic application of knowledge, skills and ideas developed throughout the course. Students should formulate a response of approximately 800 words about philosophical activity. This should demonstrate their ability to reason, argue and take an independent position on the nature of philosophical activity itself. The response should draw upon the experience and skills gained by students throughout the course. It is recommended that students take approximately 20–30 minutes to read and reflect upon the text carefully before formulating their response. This question is worth 30 marks. Standard level written papers Paper 1 1¾ hours, 40% This paper consists of two sections: section A (based on the core theme) and section B (based on the optional themes). Section A The purpose of this section is to assess students’ knowledge and understanding of the core theme. Students are required to answer one from a choice of two questions based on the core theme. Each question will be based on stimulus material, which could take the form of a short extract from a text, or a visual piece such as a picture, a cartoon or an advertisement. The questions will ask for the identification, analysis, critical discussion, exploration and evaluation of a philosophical concept or issue arising from the core theme. In developing their answers students should: • identify a philosophical concept or issue arising from the core theme they will explore • show an awareness of two philosophical perspectives regarding this concept or issue
Assessment details Philosophy guide 31 • engage in critical discussion of the concept or issue identified • develop a personal and relevant evaluation of the concept or issue identified. Students should write approximately 750–1,000 words in response to the question chosen. Each question is worth 30 marks. Section B The purpose of this section is to assess students’ knowledge and understanding of the optional themes. The questions will also assess students’ ability to identify and analyse material relevant to the specific question posed, and their ability to use language appropriate to philosophy as they develop arguments and counter- arguments. Two essay questions will be set for each optional theme. Students are required to answer one question. Students should write approximately 750–1,000 words in response to the question chosen. Questions may take the form of a direct question, a quotation or a statement. Each question is worth 30 marks. Paper 2 1 hour, 30% This paper consists of essay questions based on the prescribed philosophical texts. Two questions will be set for each prescribed text. Students are required to answer one question. The purpose of this paper is to assess students’ knowledge and understanding of the prescribed text they have studied. The questions will also assess students’ ability to identify and analyse material relevant to the specific question posed on the text, and their ability to use language appropriate to philosophy and the prescribed text as they develop arguments and counter-arguments. Students should write approximately 750–1,000 words in response to the question chosen. Questions may take the form of a direct question, a quotation or a statement. Each question is worth 30 marks. Internal assessment Higher level (20%) and standard level (30%) The internal assessment exercise is worth 30 marks. Introduction Internal assessment is an integral part of the philosophy course at both HL and SL. The activity of writing a philosophical analysis of non-philosophical material has been chosen to reflect common activities used in teaching and doing philosophy. It allows students to explore what doing philosophy means. Through this activity, students will demonstrate their ability to apply their philosophical knowledge and understanding to real-life examples or situations, and how non-philosophical material can be treated in a philosophical way and challenge their philosophical reflection.
Assessment details Philosophy guide32 Nature of the internal assessment Students at both HL and SL must produce a philosophical analysis of 1,600–2,000 words. This word limit does not include the bibliography or references. It also does not include the 200-word description that is necessary for lengthier non-philosophical material (for example, texts containing over 200 words, play/film/ movie scenes, television scenes, radio shows, lengthier extracts from novels). Students should identify an issue raised by the non-philosophical material and analyse it in a philosophical way. This analysis must relate to a philosophical issue or argument raised by the study of the course. Suitable material for analysis includes: • novels, plays, poetry, song lyrics • films/movies, television and radio shows • cartoons, paintings, photographs or other visual images • newspaper articles/letters • Internet sites • advertisements • pamphlets • propaganda. Students should select a short piece of non-philosophical material to analyse. A newspaper article can stand alone but where novels or plays are used, no more than two pages should be selected for analysis, and in the case of a television or radio show, film/movie or play, no more than two scenes should be used. The emphasis should be on the depth and quality of the philosophical analysis, and not on the length or the intellectual level of the source material used. When the source material contains 200 words or fewer students must include a copy of this material. When the source material contains more than 200 words students must include a description of this material. Sources of 200 words or fewer may take the form of poems, pamphlets, song lyrics and newspaper articles/ letters. Sources of over 200 words (poems, novels, newspaper articles) and film/movie scenes or television/ radio shows (not the whole movie or show) must be described in no more than 200 words. All stimulus material must be accurately referenced. Management of internal assessment Integration into classroom activities The philosophical analysis should be completed during the course. Work for the exercise should be incorporated into normal classroom activities and be related to one of the themes or a text being studied as part of the philosophy syllabus. Time allocation It is recommended that 20 hours of class time at both HL and SL should be allocated to this assessment component. During the suggested 20 hours, students may be able to complete more than one philosophical analysis. These students can then select their best piece to be submitted for final assessment. Formal requirements Students must adhere to the word limit and must provide the following information. • Title. • Part of the syllabus to which the exercise relates.
Assessment details Philosophy guide 33 • Number of words. • Bibliography and references. • A copy or description of the source material used for their philosophical analysis. Texts of over 200 words (poems, novels, newspaper articles) and film/movie scenes or television scenes/radio shows (not the whole movie or show) must be described in no more than 200 words. Guidance and authenticity The teacher plays an important role in advising students on the philosophical analysis. In particular, it is the responsibility of the teacher to ensure that students are familiar with: • the formal requirements for the internal assessment exercise • the assessment criteria that are used to assess their work • the amount of guidance students are allowed to receive from their teacher regarding the development and presentation of the exercise. Teachers must discuss the activity with their students before they start work on the philosophical analysis. Students should also be encouraged to initiate discussions with the teacher to obtain advice and information. However, if a student could not have completed the work without substantial support from the teacher, this should be recorded on the appropriate form from the Vade Mecum. As part of the learning process, teachers can give advice to students on a first draft of the philosophical analysis. Advice on improving the work can be given, but this first draft must not be heavily annotated or edited by the teacher. Constant drafting and redrafting is not allowed, and the next version handed to the teacher after the first draft must be the final one. Teachers must explain clearly to students that the internally assessed work must be entirely their own. When authenticity is in doubt, the teacher should first discuss this with the student. In addition, one or more of the following actions may be helpful. • Compare the style of writing in the philosophical analysis with work known to be that of the student. • Check the references cited by the student and the original sources for the philosophical analysis. • Interview the student in the presence of a third party. • Use one of the many websites set up to detect plagiarism. Teachers are required to sign the IA coversheet in the Vade Mecum to confirm that the work of each student is his or her own unaided work. Submission of internal assessment Teachers must assess the work students submit using the internal assessment criteria. The mark for each criterion for the exercise should be written on the appropriate form from the Vade Mecum.
Philosophy guide34 Assessment Assessment criteria General information The method of assessment used by the IB is criterion-related. That is to say, the method of assessment judges each student in relation to identified assessment criteria and not in relation to the work of other students. All components in the philosophy course are assessed according to sets of assessment criteria and achievement level descriptors. The internal assessment criteria are for the use of teachers; the external assessment criteria (used by external examiners) are provided for information only. • For each assessed component of the philosophy course, a number of assessment criteria have been identified that relate to the objectives established for the philosophy course. • For each assessment criterion, there are a number of descriptors that each describe a specific level of achievement. • The descriptors concentrate on positive achievement, although for the lower levels failure to achieve may be included in the description. Using the internal assessment criteria Teachers should judge the internal assessment exercise against the descriptors for each criterion. The same internal assessment criteria are used for both HL and SL. • The aim is to find, for each criterion, the descriptor that conveys most adequately the achievement level attained by the student. The process, therefore, is one of approximation. In the light of any one criterion, a student’s work may contain features denoted by a high achievement level descriptor combined with features appropriate to a lower one. A professional judgment should be made in identifying the descriptor that approximates most closely to the work. • Having scrutinized the work to be assessed, the descriptors for each criterion should be read, starting with level 0, until one is reached that describes an achievement level that the work being assessed does not match as well as the previous level. The work is, therefore, best described by the preceding achievement level descriptor and this level should be recorded. In cases where a single descriptor covers two levels, a further decision is needed as to whether the work fulfills the descriptor to a greater or lesser extent. • Only whole numbers should be used, not partial points such as fractions or decimals. • The highest descriptors do not imply faultless performance and assessors and teachers should not hesitate to use the extremes, including zero, if they are appropriate descriptions of the work being assessed. • Descriptors should not be considered as marks or percentages, although the descriptor levels are ultimately added together to obtain a total. It should not be assumed that there are other arithmetical relationships; for example, a level 4 performance is not necessarily twice as good as a level 2 performance.
Assessment criteria Philosophy guide 35 • A student who attains a particular achievement level in relation to one criterion will not necessarily attain similar achievement levels in relation to the others. It should not be assumed that the overall assessment of the students will produce any particular distribution of scores. • The assessment criteria should be available to students at all times. External assessment criteria Paper 1 Section A: Core theme (HL and SL) A Expression • Has the student presented the answer in an organized way? • How clear and precise is the language used by the student? • To what extent is the language appropriate to philosophy? Achievement level Descriptor 0 The student has not reached level 1. 1 The student expresses some basic ideas but it is not always clear what the answer is trying to convey. The use of language is not appropriate to philosophy. 2 The student presents some ideas in an organized way. There is some clarity of expression but the answer cannot always be followed. The use of language is not always appropriate to philosophy. 3 The student presents ideas in an organized way and the answer can be easily followed. The use of language is appropriate to philosophy. 4 The student presents ideas in an organized and coherent way and the answer is clearly articulated. The use of language is effective and appropriate to philosophy. 5 The student presents ideas in an organized, coherent and incisive way, insights are clearly articulated and the answer is focused and sustained. The use of language is precise and appropriate to philosophy.
Assessment criteria Philosophy guide36 B Knowledge and understanding • To what extent does the student demonstrate knowledge of philosophical issues arising from the core theme? • How well has the student understood the philosophical arguments and concepts used? Achievement level Descriptor 0 The student has not reached level 1. 1 The student demonstrates a superficial knowledge of philosophical issues arising from the core theme. There is only a basic understanding of the philosophical arguments and concepts used. 2 The student demonstrates some knowledge of philosophical issues arising from the core theme. There is a limited understanding of the philosophical arguments and concepts used. 3 The student demonstrates satisfactory knowledge of philosophical issues arising from the core theme. Philosophical arguments and concepts are satisfactorily understood. 4 The student demonstrates a good knowledge of philosophical issues arising from the core theme, which is used effectively to support the answer. Philosophical arguments and concepts are largely understood. 5 The student demonstrates a comprehensive and in-depth knowledge of the philosophical issues arising from the core theme, which is used incisively to support the answer. Philosophical arguments and concepts are well understood.
Assessment criteria Philosophy guide 37 C Identification and analysis of relevant material • How clearly has the student identified a relevant philosophical issue arising from the core theme? • To what extent does the student present and explore two different philosophical approaches to the issue arising from the core theme? • How effectively does the student critically discuss the issue arising from the core theme? • How effectively does the student identify and analyse relevant counter-arguments? Achievement level Descriptor 0 The student has not reached level 1. 1–2 The student shows little awareness of a relevant philosophical issue arising from the core theme and identifies relevant material in only a limited way. There is little analysis and few or no examples are given. 3–4 The student shows some awareness of a relevant philosophical issue arising from the core theme and identifies some relevant material. Some appropriate examples are given. 5–6 The student shows an understanding of a relevant philosophical issue arising from the core theme and explores two different philosophical approaches to the issue. There is a satisfactory analysis of the material. Examples are generally appropriate and give some support to the answer. 7–8 The student shows an effective understanding of a relevant philosophical issue arising from the core theme. The student explores two different philosophical approaches to the issue in a convincing way. There is a compelling critical discussion of the issue. Examples are appropriate in their support of the answer. Counter-arguments are identified. 9–10 The student shows an in-depth understanding of a relevant philosophical issue arising from the core theme. The student explores two different philosophical approaches to the issue in a convincing, engaging and thoughtful way. There is an incisive and compelling critical discussion of the issue. Examples are appropriate and effective in their support of the answer. Counter-arguments are identified and analysed in a convincing way.
Assessment criteria Philosophy guide38 D Development and evaluation • Does the student develop the argument in a coherent way? • How well does the student develop and evaluate ideas and arguments? • To what extent does the student express a relevant personal response? Achievement level Descriptor 0 The student has not reached level 1. 1–2 The student develops ideas and arguments in a basic way with little or no evaluation of them. 3–4 The student develops some ideas and arguments but the development is simple, or is asserted without support or reference. There may be some basic evaluation of the ideas and arguments but it is not developed. 5–6 The student develops ideas and arguments in a satisfactory way and evaluates them to some extent. There is some evidence of a relevant personal response. 7–8 The student develops ideas and arguments from a consistently held perspective. Evaluation of the ideas and arguments is effective. There is good evidence of a relevant personal response. 9–10 The student develops ideas and arguments from a consistently held and well- justified perspective. Evaluation of the ideas and arguments is compelling or subtle, and convincing. There is strong evidence of a relevant personal response.
Assessment criteria Philosophy guide 39 Paper 1 Section B: Optional themes (HL and SL) A Expression • Has the student presented the answer in an organized way? • How clear and precise is the language used by the student? • To what extent is the language appropriate to philosophy? Achievement level Descriptor 0 The student has not reached level 1. 1 The student expresses some basic ideas but it is not always clear what the answer is trying to convey. The use of language is not appropriate to philosophy. 2 The student presents some ideas in an organized way. There is some clarity of expression but the answer cannot always be followed. The use of language is not always appropriate to philosophy. 3 The student presents ideas in an organized way and the answer can be easily followed. The use of language is appropriate to philosophy. 4 The student presents ideas in a clear and organized way and the answer is clearly articulated. The use of language is effective and appropriate to philosophy. 5 The student presents ideas in an organized, coherent and incisive way, insights are clearly articulated and the answer is focused and sustained. The use of language is precise and appropriate to philosophy.
Assessment criteria Philosophy guide40 B Knowledge and understanding • To what extent does the student demonstrate knowledge of philosophical issues arising from the optional theme? • How well has the student understood the philosophical arguments and concepts used? Achievement level Descriptor 0 The student has not reached level 1. 1 The student demonstrates a superficial knowledge of philosophical issues arising from the optional theme. There is only a basic understanding of the philosophical arguments and concepts used. 2 The student demonstrates some knowledge of philosophical issues arising from the optional theme. There is a limited understanding of the philosophical arguments and concepts used. 3 The student demonstrates satisfactory knowledge of philosophical issues arising from the optional theme. Philosophical arguments and concepts are satisfactorily understood. 4 The student demonstrates a good knowledge of philosophical issues arising from the optional theme, which is used effectively to support the answer. Philosophical arguments and concepts are largely understood. 5 The student demonstrates a comprehensive and in-depth knowledge of philosophical issues arising from the optional theme, which is used incisively to support the answer. Philosophical arguments and concepts are well understood.
Assessment criteria Philosophy guide 41 C Identification and analysis of relevant material • How well has the student understood the specific demands of the question? • To what extent does the student identify and analyse relevant supporting material? • To what extent does the student provide appropriate examples and use them to support the overall argument? • How effectively does the student identify and analyse relevant counter-arguments? Achievement level Descriptor 0 The student has not reached level 1. 1–2 The student shows little understanding of the specific demands of the question and identifies relevant supporting material in only a limited way. There is little analysis and few or no examples are provided. 3–4 The student shows some understanding of the specific demands of the question and identifies and analyses some relevant supporting material. Some appropriate examples are provided. 5–6 The student shows a satisfactory understanding of the specific demands of the question and identifies supporting material that is nearly always relevant. There is a satisfactory analysis of this material. The examples provided are generally appropriate and give some support to the overall argument. 7–8 The student shows an effective understanding of the specific demands of the question and identifies relevant supporting material that is analysed in a sound and thoughtful way. The examples provided are appropriate in their support of the overall argument. Counter-arguments are identified. 9–10 The student shows an in-depth understanding of the specific demands of the question and identifies supporting material that is always relevant. The implications of this material are analysed in detail. The examples provided are well chosen and compelling in their support of the overall argument. Counter- arguments are identified and analysed in a convincing way.
Assessment criteria Philosophy guide42 D Development and evaluation • Does the student develop the argument in a coherent way? • How well does the student develop and evaluate ideas and arguments? • To what extent does the student express a relevant personal response? Achievement level Descriptor 0 The student has not reached level 1. 1–2 The student develops ideas and arguments in a basic way with little or no evaluation of them. 3–4 The student develops some ideas and arguments but the development is simple, or is asserted without support or reference. There may be some basic evaluation of the ideas and arguments but it is not developed. 5–6 The student develops ideas and arguments in a satisfactory way and evaluates them to some extent. There is some evidence of a relevant personal response. 7–8 The student develops ideas and arguments from a consistently held perspective. Evaluation of the ideas and arguments is effective. There is good evidence of a relevant personal response. 9–10 The student develops ideas and arguments from a consistently held and well- justified perspective. Evaluation of the ideas and arguments is compelling or subtle, and convincing. There is strong evidence of a relevant personal response.
Assessment criteria Philosophy guide 43 Paper 2 Prescribed text (HL and SL) A Expression • Has the student presented ideas in an organized way? • How clear and precise is the language used by the student? • To what extent is the language appropriate to philosophy? • To what extent has the student understood the author’s use of specific terminology? Achievement level Descriptor 0 The student has not reached level 1. 1 The student expresses some basic ideas but it is not clear what the answer is trying to convey. The use of language is not appropriate to philosophy. 2 The student presents some ideas in an organized way. There is some clarity of expression but the answer cannot always be followed. The use of language is not always appropriate to philosophy. The student shows some understanding of the author’s use of specific terminology but only in a limited way. 3 The student presents ideas in an organized way and the answer can be easily followed. The use of language is appropriate to philosophy and the author’s use of specific terminology is satisfactorily understood. 4 The student presents ideas in an organized and coherent way and insights are clearly articulated. The use of language is effective and appropriate to philosophy. The student shows a clear understanding and use of the author’s specific terminology. 5 The student presents ideas in an organized, coherent and incisive way, insights are clearly articulated and the answer is focused and sustained. The use of language is precise and appropriate to philosophy. The student shows an assured understanding and use of the author’s specific terminology.
Assessment criteria Philosophy guide44 B Knowledge and understanding of the text • How well does the student know the text? • To what extent has the student understood the author’s ideas, arguments and key concepts? Achievement level Descriptor 0 The student has not reached level 1. 1 The student demonstrates a superficial knowledge of the text and there is only a basic understanding of the author’s ideas, arguments and key concepts. 2 The student demonstrates some knowledge of the text, with a limited understanding of the author’s ideas, arguments and key concepts. 3 The student demonstrates satisfactory knowledge of the text and the author’s ideas, arguments and key concepts are satisfactorily understood. There is some insight into the author’s arguments. 4 The student demonstrates a good knowledge of the text and the author’s ideas, arguments and key concepts are clearly understood. The student is able to show an understanding of some of the more difficult or subtle points of the author’s arguments. 5 The student demonstrates that the text has been thoroughly and carefully read. The student shows an in-depth understanding of the author’s arguments, with a close attention to detail.
Assessment criteria Philosophy guide 45 C Identification and analysis of relevant material • How well has the student understood the specific demands of the question? • To what extent does the student identify and analyse relevant supporting material? • How effectively does the student analyse the supporting material, examples and counter-arguments? Achievement level Descriptor 0 The student has not reached level 1. 1–2 The student shows little understanding of the specific demands of the question and identifies relevant supporting material in only a limited way. There is little analysis and few or no examples are given. 3–4 The student shows some understanding of the specific demands of the question and identifies and analyses some relevant supporting material. Some appropriate examples are used. 5–6 The student shows a satisfactory understanding of the specific demands of the question and identifies supporting material that is nearly always relevant. There is a satisfactory analysis of this material. Examples are appropriate and give some support to the argument. 7–8 The student shows an effective understanding of the specific demands of the question and identifies relevant supporting material that is analysed in a sound and thoughtful way. Examples are appropriate in their support of the overall argument. Some counter-arguments are identified. 9–10 The student shows an in-depth understanding of the specific demands of the question and identifies supporting material that is always relevant. The implications of this material are analysed in detail. Examples are well chosen and compelling in their support of the overall argument. Counter-arguments are identified and analysed in a convincing way.
Assessment criteria Philosophy guide46 D Development and evaluation • Does the student develop the argument in a coherent way? • How well does the student develop and evaluate the ideas and arguments of the text? • To what extent does the student express a relevant personal response? Achievement level Descriptor 0 The student has not reached level 1. 1–2 The student develops ideas and arguments in a basic way and there is little or no evaluation of the text. 3–4 The student develops some ideas and arguments but the development is simple, or is asserted without reference to the text. There may be some basic evaluation of the ideas and arguments of the text but it is not developed. 5–6 The student develops ideas and arguments in a satisfactory way and evaluates them to some extent. A limited critique of the ideas and arguments of the text is offered. There is some evidence of a relevant personal response. 7–8 The student develops ideas and arguments from a consistently held perspective, in close response to the ideas and arguments of the text. Evaluation is thoughtful and convincing and the student offers a critique of the text that goes beyond a statement of opinion or belief. There is good evidence of a relevant personal response. 9–10 The student develops ideas and arguments in an incisive and coherent way in detailed response to the text. Evaluation is compelling or subtle, and convincing, and the student offers a critique of the text that shows strong evidence of a relevant personal response. The student shows an ability to challenge the assumptions made by the author and explores different approaches to the text.
Assessment criteria Philosophy guide 47 Paper 3 Unseen text—exploring philosophical activity (HL only) A Expression • Has the student formulated the response in an organized way? • How clear and precise is the language used by the student? • To what extent is the language appropriate to philosophy? Achievement level Descriptor 0 The student has not reached level 1. 1 The student expresses some basic ideas but it is not always clear what the response is trying to convey. The use of language is not appropriate to philosophy. 2 The student presents some ideas in an organized way. There is some clarity of expression but the response cannot always be followed. The use of language is not always appropriate to philosophy. 3 The student presents ideas in an organized way and the response can be easily followed. The use of language is appropriate to philosophy. 4 The student presents ideas in an organized and coherent way and the response is clearly articulated. The use of language is effective and appropriate to philosophy. 5 The student presents ideas in an organized, coherent and incisive way, insights are clearly articulated and the response is focused and sustained. The use of language is precise and appropriate to philosophy.
Assessment criteria Philosophy guide48 B Exploration • How well does the student identify pertinent issues regarding the philosophical activity raised in the text? • How effectively does the student explore the text and present appropriate examples and/or illustrations? • How well does the student draw on the experience of doing philosophy throughout the whole course in exploring issues raised in the text? Achievement level Descriptor 0 The student has not reached level 1. 1 The student demonstrates little or no evidence of identifying pertinent issues raised in the text. 2 The student demonstrates some evidence of identifying pertinent issues raised in the text. 3 The student demonstrates satisfactory evidence of identifying pertinent issues raised in the text. Examples or illustrations are used in support of exploring the issues. 4 The student demonstrates good evidence of indentifying pertinent issues raised in the text. Appropriate examples or illustrations are used in support of exploring the issues. The student draws on some experience of doing philosophy throughout the course in exploring the issues raised in the text. 5 The student demonstrates precise evidence of identifying pertinent issues raised in the text. Examples or illustrations are well chosen and are compelling in support of exploring the issues. The student draws insightfully on the experience of doing philosophy throughout the whole course in exploring the issues raised in the text.
Assessment criteria Philosophy guide 49 C Relevance of the response and understanding of philosophical activity • How detailed and appropriate are the student’s references to the text? • How relevant is the response to the text? • How well does the response demonstrate an understanding of philosophical activity? Achievement level Descriptor 0 The student has not reached level 1. 1–2 The student makes no references to the text. There is only a basic understanding of the way the text raises issues about philosophy as an activity. 3–4 The student makes few relevant references to the text. There is a limited understanding of the way the text raises issues about philosophy as an activity and the beginnings of an awareness of how philosophical activity is carried out. 5–6 The student makes some relevant references to the text. There is a satisfactory understanding of the way the text raises issues about philosophy as an activity and a limited awareness of how philosophical activity is carried out. 7–8 The student makes effective references to the text. There is a good understanding of the way the text raises issues about philosophy as an activity and an awareness of how philosophical activity is carried out. 9–10 The student makes compelling and convincing references to the text. There is an in-depth understanding of the way the text raises issues about philosophy as an activity and a clear awareness of how philosophical activity is carried out.
Assessment criteria Philosophy guide50 D Evaluation and personal response • How well does the student evaluate the philosophical activity raised in the text? • To what extent does the student express a relevant personal response? Achievement level Descriptor 0 The student has not reached level 1. 1–2 The student expresses little or no personal response. There is little or no evaluation of the philosophical activity raised in the text. 3–4 The student expresses little personal response to the issues regarding philosophical activity raised in the text. There is a basic evaluation of the philosophical activity raised in the text. 5–6 The student expresses some personal response to the issues regarding philosophical activity raised in the text. There is a satisfactory evaluation of the philosophical activity raised in the text. 7–8 The student expresses a relevant personal response to the issues regarding philosophical activity raised in the text. There is a convincing evaluation of the philosophical activity raised in the text. 9–10 The student expresses a thoughtful and insightful personal response to the issues regarding philosophical activity raised in the text. There is a compelling or subtle, and convincing, evaluation of the philosophical activity raised in the text.
Assessment criteria Philosophy guide 51 Internal assessment criteria Philosophical analysis (HL and SL) A Expression • Has the student presented ideas and arguments in an organized way? • How clear and precise is the language used by the student? • To what extent is the language appropriate to philosophy? • Has the student met all the formal requirements (that is, has the student stayed within the 1,600– 2,000-word limit and provided the following information)? –– Title –– Part of the syllabus to which the exercise relates –– Bibliography and references –– Number of words –– A copy or description of the source material used for the philosophical analysis. Texts of over 200 words (poems, novels, newspaper articles) and film/movie scenes or television scenes/radio shows (not the whole movie or show) must be described in no more than 200 words. Achievement level Descriptor 0 The student has not reached level 1. or All formal requirements have not been met. 1 The student expresses some basic ideas but it is not always clear what the argument is trying to convey. The use of language is not appropriate to philosophy. All formal requirements have been met. 2 The student presents some ideas in an organized way. There is some clarity of expression but the argument cannot always be followed. The use of language is not always appropriate to philosophy. All formal requirements have been met. 3 The student presents ideas in an organized way and the argument can be easily followed. The use of language is appropriate to philosophy. All formal requirements have been met. 4 The student presents ideas in an organized and coherent way and the argument is clearly articulated. The use of language is effective and appropriate to philosophy. All formal requirements have been met. 5 The student presents ideas in an organized, coherent and incisive way, insights are clearly articulated and the argument is focused and sustained. The use of language is precise and appropriate to philosophy. All formal requirements have been met.
Assessment criteria Philosophy guide52 B Knowledge and understanding • To what extent does the student understand philosophically the material of a non-philosophical nature? • How well does the student demonstrate knowledge and understanding of the philosophical arguments, concepts and perspectives used? Achievement level Descriptor 0 The student has not reached level 1. 1 The student demonstrates a superficial knowledge of philosophical arguments, concepts and perspectives used. The student understands philosophically the material of a non-philosophical nature only in a superficial way. There is only a superficial understanding of the arguments, concepts and perspectives used. 2 The student demonstrates some knowledge of philosophical arguments, concepts and perspectives used. The student understands philosophically the material of a non-philosophical nature only in a limited way. There is a limited understanding of the arguments, concepts and perspectives used. 3 The student demonstrates satisfactory knowledge of philosophical arguments, concepts and perspectives used. The student understands philosophically the material of a non-philosophical nature in a satisfactory way. There is a satisfactory understanding of the arguments, concepts and perspectives used. 4 The student demonstrates a good knowledge of philosophical arguments, concepts and perspectives used, which is used effectively to support arguments. The student understands philosphically the material of a non- philosophical nature in a convincing way. There is a convincing understanding of the arguments, concepts and perspectives used. 5 The student demonstrates a comprehensive and in-depth knowledge of philosophical arguments, concepts and perspectives used, which is used incisively to support arguments. The student understands philosophically the material of a non-philosophical nature in a compelling way. There is a compelling understanding of the arguments, concepts and perspectives used.
Assessment criteria Philosophy guide 53 C Identification and analysis of relevant material • To what extent does the student identify stimulus material that is appropriate for philosophical analysis? • How effectively does the student analyse the stimulus material with the aid of supporting material from other areas of the course? • To what extent does the student identify and analyse appropriate examples and counter-arguments? Achievement level Descriptor 0 The student has not reached level 1. 1–2 The student identifies appropriate stimulus material in only a limited way. There is little analysis and few or no examples are given. 3–4 The student identifies and analyses some appropriate stimulus material and some appropriate examples are used. 5–6 The student identifies stimulus material that is nearly always appropriate. There is a satisfactory analysis of this material. The examples used are appropriate and give some support to the argument. 7–8 The student identifies stimulus material that is always appropriate. This material is analysed in a thoughtful way. The examples used are appropriate in their support of the argument. Counter-arguments are identified. 9–10 The student identifies stimulus material that is clearly appropriate and the implications of this material are analysed in detail. The examples used are well chosen and compelling in their support of the argument. Counter-arguments are identified and analysed in a convincing way.
Assessment criteria Philosophy guide54 D Development and evaluation • Does the student develop the argument in a coherent way? • How well does the student develop and evaluate ideas and arguments? • To what extent does the student express a relevant personal response? Achievement level Descriptor 0 The student has not reached level 1. 1–2 The student develops ideas and arguments in a basic way with little or no evaluation of them. There is little or no evidence of a relevant personal response. 3–4 The student develops some ideas and arguments but the development is simple, or is asserted without support or reference. There is limited evaluation of the ideas and arguments but it is not developed. There is some evidence of a relevant personal response. 5–6 The student develops ideas and arguments in a satisfactory way and evaluates them to some extent. There is satisfactory evidence of a relevant personal response. 7–8 The student develops ideas and arguments from a consistently held perspective. Evaluation of the ideas and arguments is effective. There is good evidence of a relevant personal response. 9–10 The student develops ideas and arguments from a consistently held and well- justified perspective. Evaluation of the ideas and arguments is compelling or subtle, and convincing. There is strong evidence of a relevant personal response.
Philosophy guide 55 Appendices Glossary of command terms Students should be familiar with the following key terms and phrases used in paper 1, paper 2 and paper 3 examination questions, which are to be understood as described below. Although these terms will be used frequently in examination questions, other terms may be used to direct students to present an argument in a specific way. Command term Definition Students are asked to do the following. Analyse Break down in order to bring out the essential elements, structure, underlying assumptions and any interrelationships involved. Compare Describe two (or more) situations and present the similarities between them. Contrast Describe two (or more) situations and present the differences between them. Define Give a clear and precise meaning of a given word, term or concept. Describe Present the characteristics of a particular topic. Discuss Offer a considered and balanced review of a particular topic. Opinions or conclusions should be presented clearly and supported by empirical evidence and sound argument. Distinguish Make clear the differences between two or more concepts/terms. Evaluate Make an appraisal by weighing up the strengths and limitations of different evidence and arguments. Examine Consider an argument or concept in a way that uncovers the assumptions and interrelationships of the issue. Explain Describe, giving reasons. Formulate Express precisely, clearly and in a systematic manner the relevant concept(s)/ argument(s). Identify Recognize and state briefly a distinguishing fact or feature. Justify Provide evidence to support or defend a choice, decision, strategy or course of action. To what extent Evaluate the success or otherwise of an argument or concept. Opinions and conclusions should be presented clearly and supported by empirical evidence and sound argument.

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Introduction to the Philosophy guide for the International Baccalaureate's Diploma Programme, first examinations in 2009.

Introduction to the Philosophy guide for the International Baccalaureate's Diploma Programme, first examinations in 2009.

Details the IB mission to develop caring, knowledgeable learners and outlines the IB learner profile attributes.

Overview of the Diploma Programme structure, including core courses and flexible subject choices for students.

Overview of the Diploma Programme structure, including core courses and flexible subject choices for students.

Explores the philosophy course's focus on critical inquiry, differences between SL and HL, and connections to the Middle Years Programme and Theory of Knowledge.

Aims of group 3 subjects emphasizing critical study of human experience and specific objectives for philosophy students.

Advises teachers on course delivery, encouraging philosophical discussions, organized presentations, and analysis.

Breakdown of syllabus for HL and SL, including core themes and optional topics for study in the philosophy course.

Assessment structure for HL and SL students, detailing written papers, internal assessments, and their respective weightings.

Describes assessment criteria across various components, including expression, knowledge, identification, and evaluation.

Describes assessment criteria across various components, including expression, knowledge, identification, and evaluation.

Describes assessment criteria across various components, including expression, knowledge, identification, and evaluation.

Describes assessment criteria across various components, including expression, knowledge, identification, and evaluation.

Describes assessment criteria across various components, including expression, knowledge, identification, and evaluation.

Glossary of command terms essential for paper examination questions.

Ib philosophy syllabus

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    3064Printed in theUnited Kingdom by Antony Rowe Ltd, Chippenham, Wiltshire First published March 2007 Revised edition published January 2010 International Baccalaureate Peterson House, Malthouse Avenue, Cardiff Gate Cardiff, Wales GB CF23 8GL United Kingdom Phone: +44 29 2054 7777 Fax: +44 29 2054 7778 Website: http://www.ibo.org © International Baccalaureate Organization 2007 The International Baccalaureate (IB) offers three high quality and challenging educational programmes for a worldwide community of schools, aiming to create a better, more peaceful world. The IB is grateful for permission to reproduce and/or translate any copyright material used in this publication. Acknowledgments are included, where appropriate, and, if notified, the IB will be pleased to rectify any errors or omissions at the earliest opportunity. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior written permission of the IB, or as expressly permitted by law or by the IB’s own rules and policy. See http://www.ibo.org/copyright. IB merchandise and publications can be purchased through the IB store at http://store.ibo.org. General ordering queries should be directed to the sales and marketing department in Cardiff. Phone: +44 29 2054 7746 Fax: +44 29 2054 7779 Email: [email protected] Diploma Programme Philosophy guide
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    IB mission statement TheInternational Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. IB learner profile The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB learners strive to be: Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development. © International Baccalaureate Organization 2007
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    Philosophy guide Contents Introduction 1 TheDiploma Programme 1 Nature of the subject 3 Aims 7 Objectives 8 Guidance for teachers on delivery of the course 9 Syllabus 12 Syllabus outline 12 Syllabus details 14 Assessment 27 Assessment outline 27 Assessment details 29 Assessment criteria 34 Appendices 55 Glossary of command terms 55
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    Philosophy guide 1 Introduction TheDiploma Programme The Diploma Programme is a rigorous pre-university course of study designed for students in the 16 to 19 age range. It is a broad-based two-year course that aims to encourage students to be knowledgeable and inquiring, but also caring and compassionate. There is a strong emphasis on encouraging students to develop intercultural understanding, open-mindedness, and the attitudes necessary for them to respect and evaluate a range of points of view. The Diploma Programme hexagon The course is presented as six academic areas enclosing a central core. It encourages the concurrent study of a broad range of academic areas. Students study: two modern languages (or a modern language and a classical language); a humanities or social science subject; an experimental science; mathematics; one of the creative arts. It is this comprehensive range of subjects that makes the Diploma Programme a demanding course of study designed to prepare students effectively for university entrance. In each of the academic areas students have flexibility in making their choices, which means they can choose subjects that particularly interest them and that they may wish to study further at university.
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    The Diploma Programme Philosophyguide2 Choosing the right combination Students are required to choose one subject from each of the six academic areas, although they can choose a second subject from groups 1 to 5 instead of a group 6 subject. Normally, three subjects (and not more than four) are taken at higher level (HL), and the others are taken at standard level (SL). The IB recommends 240 teaching hours for HL subjects and 150 hours for SL. Subjects at HL are studied in greater depth and breadth than at SL. At both levels, many skills are developed, especially those of critical thinking and analysis. At the end of the course, students’ abilities are measured by means of external assessment. Many subjects contain some element of coursework assessed by teachers. The course is available for examinations in English, French and Spanish. The core of the hexagon All Diploma Programme students participate in the three course requirements that make up the core of the hexagon. Reflection on all these activities is a principle that lies at the heart of the thinking behind the Diploma Programme. The theory of knowledge (TOK) course encourages students to think about the nature of knowledge, to reflect on the process of learning in all the subjects they study as part of their Diploma Programme course, and to make connections across the academic areas. The extended essay, a substantial piece of writing of up to 4,000 words, enables students to investigate a topic of special interest that they have chosen themselves. It also encourages them to develop the skills of independent research that will be expected at university. Creativity, action, service (CAS) involves students in experiential learning through a range of artistic, sporting, physical and service activities. The IB mission statement and the IB learner profile The Diploma Programme aims to develop in students the knowledge, skills and attitudes they will need to fulfill the aims of the IB, as expressed in the organization’s mission statement and the learner profile. Teaching and learning in the Diploma Programme represent the reality in daily practice of the organization’s educational philosophy. First examinations 2009
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    Philosophy guide 3 Introduction Natureof the subject Philosophy deals with issues that are profound, complex, challenging and important for humanity. The Diploma Programme philosophy course aims to be inclusive and to deal with a wide range of issues that can be approached in a philosophical way. A concern with clarity of understanding lies at the core of the philosophy course. This clarity is achieved through critical and systematic thinking, careful analysis of arguments, the study of philosophical themes and a close reading of texts. Through this examination of themes and texts, the philosophy course allows students to explore fundamental questions that people have asked throughout human history. For example: What is it to be a human being? How do I know what is the right thing to do? Moreover, it confronts new problems arising within contemporary society, including those that result from increasing international interaction. The emphasis of the philosophy course is very much on “doing” philosophy. Doing philosophy requires a willingness to attempt an understanding of alternative views by applying intellectual rigour and cultivating an open and critical mind. It also invites the development of perspectives that encompass cultural pluralism and an awareness of the international context within which it unfolds. This constitutes a new challenge for students doing philosophy within a worldwide perspective—an important feature that is reflected in the themes and activities of the course. Difference between SL and HL Philosophy students at SL and HL are presented with a common syllabus that encourages the development of certain skills, attributes and attitudes, as described in the “Objectives” section of this guide. The common core syllabus involves the study of the core theme, one optional theme and one prescribed philosophical text, as well as the completion of the internal assessment exercise. In addition, students at HL must study one further optional theme. Due to the nature of the philosophy course, and its emphasis on doing philosophy, it is expected that students at HL will spend time, as part of the course, reflecting on their experience of doing philosophy as an activity—as encountered in all the components of the course. This is assessed specifically in the paper 3 exercise, which is taken by HL students only. There may be no great difference in the quality of the work produced by students at SL or HL, however the difference in recommended teaching times at SL and HL signals a clear distinction between the demands made on students. Students at HL are further required to demonstrate an understanding of philosophy as an activity by means of a holistic application of the philosophical skills, knowledge and ideas they have developed to the various components of the course. Students at HL will accomplish this by critically reflecting upon and evaluating the nature, methodology and purpose of philosophy, and by formally demonstrating a comprehensive appreciation of philosophy as an activity, as well as of the nature of the different methodologies and approaches they encounter in philosophical activity. The differences between the requirements of the philosophy course at SL and HL are outlined in the following table.
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    Nature of thesubject Philosophy guide4 SL HL Course components and external assessment Core theme Paper 1 Study of the core theme: What is a human being? Answer one question from a choice of two Study of core theme: What is a human being? Answer one question from a choice of two Optional theme(s) Paper 1 Study of one optional theme Answer one question from a choice of two Study of two optional themes Answer two questions, each from a different theme; each theme has a choice of two questions Percentage component weight 40% 40% Prescribed philosophical text Paper 2 Study of one text from the list of 12 prescribed texts Answer one question from a choice of two set for each prescribed text Study of one text from the list of 12 prescribed texts Answer one question from a choice of two set for each prescribed text Percentage component weight 30% 20% Exploring philosophical activity Paper 3 N/A Response to an unseen text about philosophical activity Percentage component weight N/A 20% Internal assessment Philosophical analysis A philosophical analysis of non- philosophical material containing 1,600–2,000 words A philosophical analysis of non- philosophical material containing 1,600–2,000 words Percentage component weight 30% 20% External assessment criteria Core theme Paper 1 Four assessment criteria A: Expression B: Knowledge and understanding C: Identification and analysis of relevant material D: Development and evaluation Four assessment criteria A: Expression B: Knowledge and understanding C: Identification and analysis of relevant material D: Development and evaluation
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    Nature of thesubject Philosophy guide 5 SL HL Optional theme(s) Paper 1 Four assessment criteria A: Expression B: Knowledge and understanding C: Identification and analysis of relevant material D: Development and evaluation Four assessment criteria A: Expression B: Knowledge and understanding C: Identification and analysis of relevant material D: Development and evaluation Prescribed text Paper 2 Four assessment criteria A: Expression B: Knowledge and understanding of the text C: Identification and analysis of relevant material D: Development and evaluation Four assessment criteria A: Expression B: Knowledge and understanding of the text C: Identification and analysis of relevant material D: Development and evaluation Exploring philosophical activity Paper 3 N/A Four assessment criteria A: Expression B: Exploration C: Relevance of the response and understanding of philosophical activity D: Evaluation and personal response Internal assessment criteria Four assessment criteria A: Expression B: Knowledge and understanding C: Identification and analysis of relevant material D: Development and evaluation Four assessment criteria A: Expression B: Knowledge and understanding C: Identification and analysis of relevant material D: Development and evaluation Philosophy and prior learning The philosophy course at both HL and SL requires no previous formal experience in philosophy. No particular background in terms of specific subjects studied for national or international qualifications is expected or required of students. The specific skills required by the philosophy course are developed in the various components of the course.
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    Nature of thesubject Philosophy guide6 Philosophy and the MYP Although philosophy is not usually offered as one of the disciplines within the humanities subject group of the IB Middle Years Programme (MYP), the fundamental concepts of MYP humanities can provide a useful foundation for students who go on to study Diploma Programme philosophy. Basic issues that are raised within the ”concepts” area of the MYP humanities objectives (that is, time, place and space, change, systems and global awareness) could be encountered within the philosophy course, but treated in more advanced ways that are described in this guide. Doing philosophy naturally extends the key skills (technical, analytical, decision-making and investigative) developed in humanities. Equally, students’ organization and presentation strategies begun in MYP humanities will become more sophisticated while undertaking the Diploma Programme philosophy course. Philosophy and TOK Students of group 3 subjects study individuals and societies. This means that they explore the interactions between humans and their environment in time and place. As a result, these subjects are often known collectively as the “human sciences” or “social sciences”. As with other subject areas, there is a variety of ways of gaining knowledge in group 3 subjects. For example, archival evidence, data collection, experimentation, observation, inductive and deductive reasoning can all be used to help explain patterns of behaviour and lead to knowledge claims. Students of group 3 subjects are required to evaluate these knowledge claims by exploring knowledge issues such as validity, reliability, credibility, certainty, and individual as well as cultural perspectives. The relationship between group 3 subjects and theory of knowledge (TOK) is of crucial importance and fundamental to the Diploma Programme. Having followed a course of study in group 3, students should be able to reflect critically on the various ways of knowing and methods used in human sciences, and, in doing so, become “inquiring, knowledgeable and caring young people” (IB mission statement). Philosophy allows us to explore and reflect on the nature and meaning of being human. By doing this, philosophy helps us to understand ourselves, analyse and assess our relations with others, and evaluate our patterns of behaviour. By presenting an opportunity to engage in these activities, philosophy shares common concerns and interests with TOK, including epistemology. Philosophy raises specific questions and invites ways of exploring these questions as they relate to the human condition. This involves a consideration of the ways that knowledge claims could be formulated and the role that knowledge plays within the area of reflecting on human activity. In the philosophy course the emphasis is on a classical and contemporary philosophical investigation into the grounds and basis of knowledge. Questions related to TOK activities, which a philosophy student might consider, include the following. • What activities are at work in the knowing process? • Why and how does performing the activity of knowing constitute what we call “knowledge”? • What do we actually know when we are engaged in the activity of knowing? • How can I know myself, the other and understand my relations with others? • How can I assess the truth claims of different knowledge pursuits (for example, the sciences, the arts, religion)? • In what ways can I understand and evaluate patterns of behaviour I observe in the world around me?
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    Philosophy guide 7 Introduction Aims Theaims of all subjects in group 3, individuals and societies, are to: • encourage the systematic and critical study of: human experience and behaviour; physical, economic and social environments; the history and development of social and cultural institutions • develop in the student the capacity to identify, to analyse critically and to evaluate theories, concepts and arguments about the nature and activities of the individual and society • enable the student to collect, describe and analyse data used in studies of society, to test hypotheses and interpret complex data and source material • promote the appreciation of the way in which learning is relevant to both the culture in which the student lives, and the culture of other societies • develop an awareness in the student that human attitudes and opinions are widely diverse and that a study of society requires an appreciation of such diversity • enable the student to recognize that the content and methodologies of the subjects in group 3 are contestable and that their study requires the toleration of uncertainty. The aims of the philosophy course at HL and SL are to enable students to: • develop an intellectually independent and creative way of thinking • relate their philosophical understanding to other disciplines and to personal, social and civic life • formulate arguments in a sound and purposeful way • examine critically their own experience and their ideological and cultural perspectives • appreciate the diversity of philosophical thinking • appreciate the impact of cultural diversity upon philosophical thinking.
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    Philosophy guide8 Introduction Objectives Having followedthe philosophy course at HL or SL students will be expected to: • express ideas and develop arguments clearly and coherently, using language appropriate to philosophy • demonstrate knowledge and understanding of philosophical concepts and arguments • demonstrate familiarity with, along with knowledge and understanding of, the language, concepts and arguments of philosophical texts • identify and analyse relevant material and supporting examples • critically evaluate philosophical ideas and arguments. In addition, students at HL will be expected to: • formulate and demonstrate an understanding of doing philosophy as an activity.
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    Philosophy guide 9 Introduction Guidancefor teachers on delivery of the course Teachers should discuss the relevant sections of this guide with their students throughout the course, to underline the nature of philosophy as both a subject and an activity. Helpful activities could include encouraging students to: • present arguments in an organized way • use clear and precise language that is appropriate to philosophy • identify assumptions in the arguments they encounter through the topics studied • develop clear and focused arguments • identify the strengths and weaknesses of different philosophical approaches • identify possible counter-arguments and address them, if possible • provide relevant supporting material, illustrations and/or examples when appropriate. While students need to fulfill certain formal assessment requirements, the flexibility of the philosophy course allows for a variety of approaches and teaching styles. It should also allow students to make connections between the different components of the course (for example, using a philosophical text to understand the core theme, or seeing the relevance of an optional theme in the study of a prescribed text). Teachers might encourage their students to explore philosophically the issues and problems that are present in their local cultural and political settings to enhance their understanding of the course, and to challenge them to develop new perspectives. Furthermore, teachers may wish to use local resources (for example, art, architecture, libraries, local speakers, colleagues) in their delivery of the course. During the course, students should explore philosophical themes and issues by writing arguments. As the course culminates in written examination papers, students should be provided with adequate guidance, practice and assessment in writing philosophical arguments, as outlined here. • Students should be encouraged to focus on the philosophical issues concerned. They should also be aware that producing a plan or strategy for tackling philosophical issues is useful when they come to write philosophical arguments. • Students should practise developing philosophical arguments in a clear, coherent and self-contained way, not assuming the reader will fill in any missing elements. They should be aware of the importance of having a clear, concise introduction, a structured argument and an effective conclusion. • Teachers should emphasize the preference for personal engagement and critical discussion of a question over a mere demonstration of learned material. In this course, philosophy is considered an intellectual activity, not a memorization of information, nor a simple repetition of other people’s opinions. Students should make references to important and relevant philosophers and philosophical ideas to support their arguments, but this should not be done as a substitute for genuine philosophical reasoning.
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    Guidance for teacherson delivery of the course Philosophy guide10 Mapping the course Objective Which assessment area addresses this objective? How is the objective addressed? Express ideas and develop arguments clearly and coherently, using language appropriate to philosophy. • Core theme • Optional themes • Prescribed philosophical text • Internal assessment • Exploring philosophical activity (HL) External assessment • Paper 1: section A (emphasized in criteria A and D) and section B (emphasized in criteria A and D) • Paper 2 (emphasized in criteria A and D) • Paper 3 (HL only, emphasized in criterion A) Internal assessment • Philosophical analysis of non-philosophical material (SL and HL, emphasized in criteria A and D) Demonstrate knowledge and understanding of philosophical concepts and arguments. • Core theme • Optional themes • Prescribed philosophical text • Internal assessment • Exploring philosophical activity (HL) External assessment • Paper 1: section A (emphasized in criteria B and C) and section B (emphasized in criterion B) • Paper 2 (emphasized in criterion B) • Paper 3 (HL only, emphasized in criterion C) Internal assessment • Philosophical analysis of non-philosophical material (SL and HL, emphasized in criterion B) Demonstrate familiarity with, along with knowledge and understanding of, the language, concepts and arguments of philosophical texts. • Core theme • Optional themes • Prescribed philosophical text • Internal assessment • Exploring philosophical activity (HL) External assessment • Paper 1: section A (emphasized in criterion C) • Paper 2 (emphasized in criteria B and D) • Paper 3 (HL only, emphasized in criteria B and C)
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    Guidance for teacherson delivery of the course Philosophy guide 11 Objective Which assessment area addresses this objective? How is the objective addressed? Identify and analyse relevant material and supporting examples. • Core theme • Optional themes • Prescribed philosophical text • Internal assessment • Exploring philosophical activity (HL) External assessment • Paper 1: section A (emphasized in criterion C) and section B (emphasized in criterion C) • Paper 2 (emphasized in criterion C) • Paper 3 (HL only, emphasized in criteria B and C) Internal assessment • Philosophical analysis of non-philosophical material (SL and HL, emphasized in criteria B and C) Critically evaluate philosophical ideas and arguments. • Core theme • Optional themes • Prescribed philosophical text • Internal assessment • Exploring philosophical activity (HL) External assessment • Paper 1: section A (emphasized in criterion D) and section B (emphasized in criterion D) • Paper 2 (emphasized in criterion D) • Paper 3 (HL only, emphasized in criterion D) Internal assessment • Philosophical analysis of non-philosophical material (SL and HL, emphasized in criterion D) (HL only) Formulate and demonstrate an understanding of doing philosophy as an activity. • Core theme • Optional themes • Prescribed philosophical text • Exploring philosophical activity External assessment • Paper 3 (HL only emphasized in criteria B, C and D)
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    Philosophy guide12 Syllabus Syllabus outline Higherlevel The philosophy syllabus at HL consists of four compulsory parts. Part 1: Themes Core theme: What is a human being? The study of the core theme is compulsory. Optional themes Students are required to study two themes from the following list. 1. Grounds of epistemology 2. Theories and problems of ethics 3. Philosophy of religion 4. Philosophy of art 5. Political philosophy 6. Non-Western traditions and perspectives 7. Contemporary social issues 8. People, nations and cultures Part 2: Prescribed philosophical text Students are required to study one text from the “IB list of prescribed philosophical texts”. Part 3: Internal assessment Students are required to produce a philosophical analysis of non-philosophical material, to demonstrate their philosophical skills. Part 4: Unseen text—exploring philosophical activity Students are required to develop a philosophical response to an unseen text that demonstrates what doing philosophy means, and shows a holistic appreciation of the skills, material and ideas developed throughout the course.
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    Syllabus outline Philosophy guide13 Standard level The philosophy syllabus at SL consists of three compulsory parts. Part 1: Themes Core theme: What is a human being? The study of the core theme is compulsory. Optional themes Students are required to study one theme from the following list. 1. Grounds of epistemology 2. Theories and problems of ethics 3. Philosophy of religion 4. Philosophy of art 5. Political philosophy 6. Non-Western traditions and perspectives 7. Contemporary social issues 8. People, nations and cultures Part 2: Prescribed philosophical text Students are required to study one text from the “IB list of prescribed philosophical texts”. Part 3: Internal assessment Students are required to produce a philosophical analysis of non-philosophical material, to demonstrate their philosophical skills.
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    Philosophy guide14 Syllabus Syllabus details Doingphilosophy—an independent approach Learning philosophy can be achieved through a study of the history of philosophy or by doing philosophy. The emphasis of the Diploma Programme philosophy course is on doing philosophy within an international context. The aim is to encourage students to develop the ability to reason and argue and to take a personal and independent position on philosophical issues. Below is a suggested approach that will enable students to study themes or texts in a consistent way. It is not the only approach available, but it provides a starting point from which students can develop into independent thinkers. This approach is suitable for all the tasks included in the syllabus. • Essays on a theme • Essay on a text • Internal assessment exercise • Response to an unseen text (HL only) Formulating arguments The philosophy course does not include logic as a specific topic for study. However, students should be familiar with the basic features of reasoning necessary to formulate their own philosophical arguments and to develop and evaluate those of others. Teachers should develop their students’ skills so that they are able to construct personal philosophical arguments. When formulating philosophical arguments students should: • identify the problem(s)/issue(s) and possible assumptions present in the activity • ask themselves what they think about these problem(s)/issue(s), taking into account their own and other perspectives • present reasons that support their position • put forward possible objections or counter-arguments that could be levelled against their position • suggest strategies for overcoming these objections or counter-arguments • illustrate their position and counter-positions with supporting examples • offer possible and consistent resolutions to the problem(s)/issue(s) present in the activity, evaluating the strengths and weaknesses of the positions they encounter. Using texts Students should adopt the same approach when they examine a classic philosophical issue or use a philosophical argument presented in a text. They should always be careful not to refer to the text or the author as an authority. In addition, students are expected to: • identify the philosophical problem(s)/issue(s) raised by the text • identify the author’s standpoint in the text
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    Syllabus details Philosophy guide15 • state what they think about the author’s standpoint • develop and explore their own position on the author’s standpoint by: –– acknowledging alternative approaches to the text –– considering how different approaches to the text might enable them to extend their own thinking about the problem(s)/issue(s) posed. This approach goes beyond the mere presentation of arguments and counter-arguments from philosophers’ texts, and insists on students developing their own line of reasoning. Students must always demonstrate how their own personal reasoning underpins their argument. Some common mistakes made by students include: • engaging in a superficial analysis • focusing on description rather than argumentation • failing to take into account personal and cultural influences in analysing the text. While the course prescribes that one philosophical text (from a list of 12) must be studied, this does not preclude incorporating other philosophical texts into the study of the core theme and the optional themes. Part 1: Themes The purpose of studying themes is to enable students to wrestle with specific areas of philosophical problems and issues, and to gain experience in doing philosophy in the spirit of the aims of the course. Students at HL must study the core theme and two optional themes. Students at SL must study the core theme and one optional theme. Each theme offers students the chance to focus on an area of philosophy in depth and to increase their general awareness of the interconnectedness of philosophical problems. All themes (including the core theme) are free-standing and can be taught in any order to suit the needs of the teacher and the students. For the core theme and each of the optional themes, a number of possible topics for study are listed for guidance. These lists are neither prescriptive nor exhaustive, and teachers are encouraged to exercise flexibility, creativity and innovation in their delivery of the course. The same amount of time should be allocated to the study of the core theme and each optional theme, as no theme is more important than any other. Where appropriate, teachers are encouraged to examine themes from the perspectives of diverse world views. There is no prescribed supporting material for the themes and it is suggested that teachers use a wide range of sources. Core theme What is a human being? One of the reasons we study philosophy is to search for a better understanding of ourselves, both as individuals and as members of groups and wider communities. The core theme offers students the opportunity to do this from a variety of perspectives. These perspectives ask quite different questions, for example: How can I be sure I really know the other? What specific meaning does our consciousness of being mortal give to our life? Is there such a thing as a self?
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    Syllabus details Philosophy guide16 Awarenessof the human condition can inspire us to examine our characteristics and notions of “person” or “identity”. This then raises questions such as: Are we self-conscious beings? How do we use language? How and why do we make value judgments? Are we composed of mind and body? How do we combine reason, emotions and experiences in our understanding of ourselves, others and the environment? Possible topics for study • Interpretations of the human condition from diverse world perspectives: for example, Eastern, African, Latin American, Western traditions • What, if any, are the relationships between mind and body? • Self-consciousness, language, agency, dreams, spirituality, imagination, intuition, passion, reason and emotion, aggression, moral values, empathy, creativity • Could animals or machines be persons? • Human nature: individuality, universality, diversity • The question of self: Is it possible to know oneself? To know others? Solipsism and intersubjectivity • Freedom and determinism • Our existence in time and place; biological and social necessities; gender and social conditioning • Existential anxiety; meaning and meaninglessness; responsibility and authenticity Optional themes Theme 1: Grounds of epistemology Epistemology is the study of the nature, origin, scope and limits of human knowledge. This theme generally draws on a classical approach where rationalism and empiricism have played a leading role, but does not exclude other perspectives. This theme allows students to explore philosophically such questions as: Can I know anything at all? What role does experience and reason play in the acquisition of knowledge? What is the relationship between knowledge and certainty? Is certainty possible or is all knowledge relative? Is there an end to knowledge? Is knowledge culturally dependent? Does language determine fact or do facts speak for themselves? How important is the continuous development of knowledge for the advancement of humanity? Possible topics for study Knowledge, truth and certainty • How do we experience the world around us? • Rationalism and empiricism • Opinion, belief, knowledge • Language and meaning • Truth, coherence, correspondence and pragmatism • Grammarian philosophies: a classical Indian approach Challenges to knowledge and confirmation of knowledge • Realism, scepticism and the arguments from illusion, mysticism • Subjectivism, objectivism • Causal theory, idealism, phenomenalism, perspectivism • Theories of justification Knowledge around the world • Access to knowledge • Knowledge and technology • Knowledge and power
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    Syllabus details Philosophy guide17 Theme 2: Theories and problems of ethics This theme deals with ethical questions from a variety of perspectives. It is concerned with practical decision- making and the way people think they ought to lead their lives. Ethics explores the possible grounds for making moral decisions and examines notions such as freedom, values, responsibility and virtue. Ethics also entails a reflection upon experiences such as friendship, hospitality and love. A study of applied ethics explores approaches to important issues, some of which may be of international concern. This theme allows students to explore philosophically such questions as: 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? Possible topics for study Principles for moral action— normative ethics • Do moral principles exist? Are they universal or relative to a particular situation or culture? • Are some virtues more important than others? • Self-interest versus the interests of others (ethical egoism) • Doing the ”right thing” and doing the ”best thing” (deontological versus teleological theories) • The greatest good of the greatest number • Duty, dharma The nature of moral judgment—meta-ethics • The origins and nature of moral values • Is moral sense natural or cultural? Relative or universal? Subjective or objective? • What is the significance of calling something right or wrong? • Is moral behaviour found only in human beings? • Foundations for moral judgments: belief in a higher being, rationality, emotion, natural law, gender, environment Applied ethics • Bio-medical ethics • Environmental ethics • Distribution of wealth—ethical responsibilities to humanity
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    Syllabus details Philosophy guide18 Theme3: Philosophy of religion Philosophy of religion examines the nature of religion, explores rational arguments for and against various religious views, analyses the nature of religious language and explores the variety of human religious experience. This theme allows students to explore philosophically such questions as: Can we prove the existence of a higher being through reasoning or experience? Can morality be based on religious experience? What is the nature and scope of religious language? Can religion give meaning to life? Is spirituality possible without religion or belief in a higher being? Could religion be seen as only a social phenomenon? Possible topics for study Concepts of a higher being • What does the word ”God” mean? The diversity of conceptions of the divine • Nihilism, atheism, agnosticism, post-theism • Arguments for and against the existence of God • Problems of evil and suffering • Religious language, ritual and symbol Religious experience and behaviour • The nature and value of religious experiences: from social conformity to personal commitment • The pragmatic view of faith: indoctrination, illusion, projection • Faith and motivation for belief, the post-modern view of faith • The human experience of evil: moral evil, natural evil • Sin, alienation and salvation Religion around the world • Religion and politics • Religion and gender issues • Religion in a multicultural environment
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    Syllabus details Philosophy guide19 Theme 4: Philosophy of art Philosophy of art raises questions about the artist, the relations between art and society, aesthetic judgment and the very nature of a work of art from a multicultural perspective. It covers art in all its different forms, for example, music, painting, sculpture, literature, photography, film and drama. This theme allows students to explore philosophically such questions as: What is art? What is an artist? Are we all born artists? Do all works of art arise from the same artistic impulse? Can we identify works of art outside what a given society calls art? Should art have any religious, moral or political message? How do we explain the fact that works of art are sometimes so expensive? Is it because they are unique, because they have intrinsic value? How do we define what is beautiful and what is ugly? Is beauty always in the eye of the beholder? Why should we be concerned with works of art when they might not seem to have any direct utility? Possible topics for study The artist • Is the notion of ”the artist” a construct of Western civilization? • The artist versus the craftsperson • Creative licence: conformity, censorship, sponsorship • Accountability: to oneself, to a cause, to moral, political or social ends • The artist as a reflector of existing values or as an agent of change • The beholder as an artist The artistic process • The nature of creativity • The artistic process around the world: function, form and content • Is art a means to an end or an end in itself? • The artistic process as imitation, transformation, creation • The artistic process as a means of expression, communication, education, propaganda, indoctrination • The impact of various technologies on the production and concept of art • Is art always the product of human activity? Art, aesthetic experience and artistic judgment • ”Great works of art”, artefacts, crafts, pop art, reproductions • Is it valid to classify forms of art? Does the diversity of forms of art imply there is no universal message? • Can we make a judgment about a work of art? Must art endure to be art? • Aesthetic experience: pleasure, beauty, ugliness, perfection, the sublime, spontaneity, provocation • Art as a consumer good
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    Syllabus details Philosophy guide20 Theme5: Political philosophy Political philosophy is the study of people in societies, focusing on the claims they have on each other in the form of rights and obligations, and their demands for justice, equality and liberty. Political philosophy is also concerned with the analysis of the state and its institutions. This theme deals with issues about sovereignty and political obligation, allowing students to explore philosophically such questions as: Under which conditions can political obligation arise and what is its extent? Are freedom and equality compatible? Can justice be an ideal as well as a process? How are laws justified and are there aspects of human life that laws should not attempt to regulate? Can it be assumed that democracy is the best form of government? What is the relationship between international institutions and national sovereignty? Possible topics for study Civil society, the state and government • Distinctions between state, nation, government and civil society: authority, sovereignty, power and corruption • Social-contract theories of civil society and government: consent; revolution • Forms of government: one-party democracy, multi-party democracy, oligarchy, monarchy, authoritarian and totalitarian rule, tribalism, theocracy • Ideologies of government: liberalism, conservatism, Marxism and socialism • Civil duties • Anarchism • “Just war” theory, the concept of jihad • Terrorism and the use of violence for political ends Liberty and rights • Positive and negative liberty • Legal and human rights: duties and responsibilities • Liberty and equality: needs, merit, entitlement and social justice • Degrees of censorship and freedom of information Justice • The distinction between distributive and retributive justice: the right or will of the strong; substantive versus procedural justice; relations to fairness; truth; the moral and positive law • Notions of punishment • Gender politics • National and international law • Crimes against humanity
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    Syllabus details Philosophy guide21 Theme 6: Non-Western traditions and perspectives This theme explores some philosophical understandings about individuals, their relationship to other living and non-living things, and the nature and scope of social or political involvement, from the perspectives of a number of non-Western traditions. It involves a philosophical consideration and evaluation of some of the fundamental and traditional beliefs of these perspectives, including such issues as: the changing nature of hierarchies in society; the impact of materialism on the metaphysical; the interrelationship of the non-living and living; evolution of identity; the ethical consequences of self-extinction; and the dilemma of different notions of peace and justice in multicultural environments. This analysis encourages a critical assessment of how these beliefs and traditions are expressed in the contemporary, multicultural world. This theme allows students to investigate one or more non-Western tradition(s). Some of these traditions could include: Indian traditions (for example, Buddhism, Hinduism, Jainism), Chinese traditions (for example, Taoism, Confucianism), African traditions (for example, Kongo, Ifa, Vodun, Orisha), Japanese traditions (for example, Shinto, Tenrikyo), Australasian traditions (for example, Maori, Aboriginal), Native North, South and Central American traditions (for example, Hopi, Inuit, Mayan, Aztec, Incan). While the traditions of Judaism, Christianity and Islam are excluded from detailed investigation, reference to their influence on non-Western traditions and perspectives may be acknowledged. Possible topics for study The individual • The self/non-self • Subjectivity/objectivity • Selflessness • Identity, self-fulfillment, self-denial • Self-expression versus self-extinction • The journey of the self Ethics • The nature of human and non-human beings • The distinction between living and non-living objects; the scope of the animate/inanimate • Relations to other beings/objects • The meanings of life; moral/ethical possibilities Society and culture • Adaptation and coexistence with modern societies/cultures • Relevance in political, economic, social and cultural contexts • The community/the collective • The role of culture on knowledge, meaning and value
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    Syllabus details Philosophy guide22 Theme7: Contemporary social issues This theme explores work, nature, technology, media culture(s), political and social organization, and their possible interrelationships. The focus is on exploring dilemmas, issues and themes in contemporary society and their impact upon the world humans inhabit. It encourages a critical evaluation of the judgments we make about the value of these phenomena and how we arrive at such judgments. This theme allows students to explore philosophically such questions as: Why do/should we work? Is unemployment necessarily a social evil? How is labour organized? Do human beings come to consider themselves as independent from their natural environment and to regard it as an object they can use as they wish? What is the impact of technology on society? What is the significance of gender difference in contemporary society? Does the media have an impact on our view of social justice? What issues are raised by social organization and civil unrest? Possible topics for study Work, nature and technology • The value and conditions of work • The working environment: alienation, exploitation, rights, equal opportunity • Labour markets: globalization, migrant labour, child labour • Nature and humans: dependence, stewardship, domination, exploitation • A holistic approach: human activity as part of nature • Technological progress and the impact on the environment and human activity • Is technology a means to an end or an end in itself? Gender issues • Sexual politics: constructs of femininity and masculinity • Equality and discrimination • Identity: the impact of gender differences on human self- understanding • Role identification and role distribution Social organization • Media and information in the modern world • Media culture • Domination, oppression and liberation • Racial and multiracial awareness • Social justice • Social discontent; civil disobedience and protest
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    Syllabus details Philosophy guide23 Theme 8: People, nations and cultures This theme explores the philosophical aspects of people, nations and cultures from a variety of perspectives. This incorporates notions of cultural development and the interaction of individuals in a local or global setting. It involves an analysis of the present international situation and its impact on our understanding of how we live in the world. It invites the possibility of new philosophical thinking in the light of new international relations, and challenges us to consider the cultural implications of this approach. It examines the methods, symbols and tokens, and philosophical perspectives that underpin cultural judgments. It also encourages students to reflect on elements of stability in diversity, and unity in multiplicity. This theme allows students to explore philosophically such questions as: What is the impact of immigration and emigration on established societies? Is the breakdown of cultural and national boundaries possible and/or desirable? How do the role and responsibility of the individual change with the growth of internationalism? What is the value and impact of world institutions? Is internationalism an inevitable human development? How do we make cultural judgments? What challenges exist when we undertake a critique of internationalism, cultural diversity and cultural change? Possible topics for study Dimensions of culture • The emergence of cultures: cultural evolution or cultural revolution; new cultural forms in the present day • Cultural change, interaction and integration; factors that create such activity • Multiculturalism, global culture, globalization, cosmopolitanism • The role of tradition and the establishment; the preservation and/or loss of cultural identity The challenge of diversity • Cultural superiority/inferiority: what criteria could we use to make such judgments? • Cultural relativisms or absolutism; attitudes to other cultures • Nationalism, patriotism, loyalty/duty/honour, immigration, emigration • Ethnicity, multi-ethnicity Issues of internationalism • The rise of internationalism • Citizenship: local, national, global • The basis of internationalism: humanism, Marxism, the Enlightenment, the contribution of religious belief, the concept of world peace • Self-identity and self-expression from an international perspective • Institutions as a vehicle for internationalism (for example, the United Nations) • The political expression and impact of internationalism, federalism, localism, globalism
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    Syllabus details Philosophy guide24 Part2: Prescribed philosophical text The purpose of studying a prescribed philosophical text is to allow students to achieve an in-depth knowledge and understanding of a challenging work, and to extend their overall comprehension of philosophy. The detailed study of a philosophical text can be seen as another way in which students learn to do philosophy by entering into dialogue with another philosopher. The text studied must be chosen from the 12 works on the “IB list of prescribed philosophical texts”. Students at both HL and SL are required to study one text. The teacher should select the text that is most suited to the students, enabling them to offer a personal response to the text. In studying the prescribed text, students should develop their ability to present a philosophical argument by testing their own position against the standpoint of the author, and using the author’s ideas to expand their own thinking on the issue(s) under discussion. Students are expected to develop the skills required to undertake a critical analysis of the text. The study of a prescribed text should be from the text itself and not from a commentary on it. Furthermore, it is advisable that the study be conducted in class under the teacher’s instruction. Teachers are also encouraged to use philosophical texts other than the one chosen as the prescribed text in support of teaching the core and optional themes. IB list of prescribed philosophical texts N/A Bhagavad Gita Confucius The Analects Lao Tzu Tao Te Ching Plato The Republic, Books IV–IX René Descartes Meditations John Locke Second Treatise on Government John Stuart Mill On Liberty Friedrich Nietzsche The Genealogy of Morals Bertrand Russell The Problems of Philosophy Hannah Arendt The Human Condition Simone de Beauvoir The Ethics of Ambiguity Charles Taylor The Ethics of Authenticity Part 3: Internal assessment The internal assessment exercise takes the form of a philosophical analysis of non-philosophical material, which allows students to be rewarded for doing philosophy under ordinary conditions, without the time constraints associated with written examinations. It reflects common activities used in teaching and doing philosophy.
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    Syllabus details Philosophy guide25 The purpose of the internal assessment exercise is to allow students to develop their philosophical skills by applying knowledge and understanding of philosophical ideas and concepts through the analysis of non- philosophical material. In doing this students will demonstrate: • their ability to choose appropriate stimulus material for analysis • how non-philosophical material can challenge their philosophical reflection and be treated in a philosophical way • how they can apply the skills of philosophical analysis to material of a non-philosophical nature • their understanding of philosophical arguments, concepts and perspectives • their ability to apply their philosophical knowledge and understanding to concrete examples or situations. It is the teacher’s responsibility to: • provide classroom time for the development and completion of this exercise—some teachers may encourage their students to complete more than one philosophical analysis and select the best for final submission • direct students to meet the formal requirements of this assessment component. Part 4: Unseen text—exploring philosophical activity (HL only) Purpose and nature of the unseen text The purpose of the unseen text in the paper 3 examination is to allow students to demonstrate an understanding of philosophy as an activity by means of a holistic application of the philosophical skills, knowledge and ideas they have developed throughout the course. The text will be chosen to reflect the nature, function, methodology and meaning of philosophy as a reflective activity. To help students prepare for the exercise, these aspects of doing philosophy can be addressed when developing the core and optional themes, the prescribed text and the internal assessment exercise. These can be introduced by asking how philosophical methodologies and types of philosophical argumentation contribute to the understanding of issues from different themes and texts. The emphasis of this exercise is on students’ understanding of philosophy as an activity, and on their appreciation of the nature of the different methodologies and approaches they encounter in philosophical activity. Examples of ways this can be developed during the course include the following. • A student studying the core theme might ask how and why philosophical activity, as contrasted with science and religion, contributes to the debate on the human condition. • A student studying one of the optional themes might investigate the methods that philosophers use to formulate arguments. • A student studying a prescribed text might consider how a philosopher formulates, poses and writes about philosophical problems or responds to the work of other philosophers. • In handling any philosophical text, a student might explore why certain philosophers choose to write in dialogue form, prose, fiction, monologue, poetry, aphorism and so on.
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    Syllabus details Philosophy guide26 Whenresponding to the unseen text, students should be able to: • formulate a concise description of the philosophical activity they encounter in the text • demonstrate an understanding of what doing philosophy means in the text. As a result of preparing for the unseen text, students should develop a greater understanding of how philosophers work, and a better appreciation of the philosophical activities they have encountered throughout the course. The role of the teacher To prepare students for this exercise, teachers should do the following. • Draw students’ attention to the skills involved in philosophical activity throughout the course. • Show students how these skills are developed and employed in the various components of the course. • Enable students, through discussion, classroom exercises, homework assignments, the reading of passages and any other activities, to reflect and comment on the philosophical activity in which they engage. • Make available to students any materials where philosophers offer a chance to reflect on the nature of philosophical activity. Examples of these may include: –– extracts from philosophical texts, for example, Plato’s “Allegory of the Cave”, Karl Jasper’s “Philosophizing starts with our situation”, Bertrand Russell’s “The Value of Philosophy”, Meditations I and II from René Descartes’s Meditations on First Philosophy –– the general introduction/preface to any introductory volume on philosophy –– extracts from biographies and autobiographies of philosophers –– websites offering descriptions of what doing philosophy involves –– media articles about the nature of philosophy. • Provide students with unseen texts that deal with philosophical activity, and offer guidance to them in constructing their responses.
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    Philosophy guide 27 Assessment Assessmentoutline Higher level First examinations 2009 External assessment Three written papers are externally set and externally assessed. 80% Paper 1 This paper contains two compulsory sections: section A and section B. 2½ hours 40% Section A contains two questions based on the core theme. Students are required to answer one question. Section B contains two essay questions for each of the optional themes. Students are required to answer two questions, each from a different optional theme. Paper 2 This paper consists of two essay questions for each of the prescribed philosophical texts. Students are required to answer one question. 1 hour 20% Paper 3 This paper consists of one unseen text. Students are required to write a response to this text. 1½ hours 20% Internal assessment Students are required to write a philosophical analysis of non-philosophical material. The philosophical analysis should contain 1,600–2,000 words. This will be internally assessed by the teacher and externally moderated by the IB. 20%
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    Assessment outline Philosophy guide28 Standardlevel First examinations 2009 External assessment Two written papers are externally set and externally assessed. 70% Paper 1 This paper consists of two compulsory sections: section A and section B. 1¾ hours 40% Section A contains two questions based on the core theme. Students are required to answer one question. Section B contains two essay questions for each of the optional themes. Students are required to answer one question. Paper 2 This paper consists of two essay questions for each of the prescribed philosophical texts. Students are required to answer one question. 1 hour 30% Internal assessment Students are required to write a philosophical analysis of non-philosophical material. The philosophical analysis should contain 1,600–2,000 words. This will be internally assessed by the teacher and externally moderated by the IB. 30%
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    Philosophy guide 29 Assessment Assessmentdetails External assessment Higher level written papers Paper 1 2½ hours, 40% This paper consists of two sections: section A (based on the core theme) and section B (based on the optional themes). Section A The purpose of this section is to assess students’ knowledge and understanding of the core theme. Students are required to answer one from a choice of two questions based on the core theme. Each question will be based on stimulus material, which could take the form of a short extract from a text, or a visual piece such as a picture, a cartoon or an advertisement. The questions will ask for the identification, analysis, critical discussion, exploration and evaluation of a philosophical concept or issue arising from the core theme. In developing their answers students should: • identify a philosophical concept or issue arising from the core theme they will explore • show an awareness of two philosophical perspectives regarding this concept or issue • engage in critical discussion of the concept or issue identified • develop a personal and relevant evaluation of the concept or issue identified. Students should write approximately 750–1,000 words in response to the question chosen. Each question is worth 30 marks. Section B The purpose of this section is to assess students’ knowledge and understanding of the optional themes. The questions will also assess students’ ability to identify and analyse material relevant to the specific question posed, and their ability to use language appropriate to philosophy as they develop arguments and counter- arguments. Two essay questions will be set for each optional theme. Students are required to answer two questions, each from a different optional theme. Students should write approximately 750–1,000 words in response to each question chosen. Questions may take the form of a direct question, a quotation or a statement. Each question is worth 30 marks.
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    Assessment details Philosophy guide30 Paper2 1 hour, 20% This paper consists of essay questions based on the prescribed philosophical texts. Two questions will be set for each prescribed text. Students are required to answer one question. The purpose of this paper is to assess students’ knowledge and understanding of the prescribed text they have studied. The questions will also assess students’ ability to identify and analyse material relevant to the specific question posed on the text, and their ability to use language appropriate to philosophy and the prescribed text as they develop arguments and counter-arguments. Students should write approximately 750–1,000 words in response to the question chosen. Questions may take the form of a direct question, a quotation or a statement. Each question is worth 30 marks. Paper 3 1½ hours, 20% This paper consists of an unseen text to which students are required to write a response. The unseen text will address general problems concerning the nature, function, methodology and meaning of philosophical activity. The purpose of this paper is to allow students to demonstrate an understanding of what doing philosophy means through a holistic application of knowledge, skills and ideas developed throughout the course. Students should formulate a response of approximately 800 words about philosophical activity. This should demonstrate their ability to reason, argue and take an independent position on the nature of philosophical activity itself. The response should draw upon the experience and skills gained by students throughout the course. It is recommended that students take approximately 20–30 minutes to read and reflect upon the text carefully before formulating their response. This question is worth 30 marks. Standard level written papers Paper 1 1¾ hours, 40% This paper consists of two sections: section A (based on the core theme) and section B (based on the optional themes). Section A The purpose of this section is to assess students’ knowledge and understanding of the core theme. Students are required to answer one from a choice of two questions based on the core theme. Each question will be based on stimulus material, which could take the form of a short extract from a text, or a visual piece such as a picture, a cartoon or an advertisement. The questions will ask for the identification, analysis, critical discussion, exploration and evaluation of a philosophical concept or issue arising from the core theme. In developing their answers students should: • identify a philosophical concept or issue arising from the core theme they will explore • show an awareness of two philosophical perspectives regarding this concept or issue
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    Assessment details Philosophy guide31 • engage in critical discussion of the concept or issue identified • develop a personal and relevant evaluation of the concept or issue identified. Students should write approximately 750–1,000 words in response to the question chosen. Each question is worth 30 marks. Section B The purpose of this section is to assess students’ knowledge and understanding of the optional themes. The questions will also assess students’ ability to identify and analyse material relevant to the specific question posed, and their ability to use language appropriate to philosophy as they develop arguments and counter- arguments. Two essay questions will be set for each optional theme. Students are required to answer one question. Students should write approximately 750–1,000 words in response to the question chosen. Questions may take the form of a direct question, a quotation or a statement. Each question is worth 30 marks. Paper 2 1 hour, 30% This paper consists of essay questions based on the prescribed philosophical texts. Two questions will be set for each prescribed text. Students are required to answer one question. The purpose of this paper is to assess students’ knowledge and understanding of the prescribed text they have studied. The questions will also assess students’ ability to identify and analyse material relevant to the specific question posed on the text, and their ability to use language appropriate to philosophy and the prescribed text as they develop arguments and counter-arguments. Students should write approximately 750–1,000 words in response to the question chosen. Questions may take the form of a direct question, a quotation or a statement. Each question is worth 30 marks. Internal assessment Higher level (20%) and standard level (30%) The internal assessment exercise is worth 30 marks. Introduction Internal assessment is an integral part of the philosophy course at both HL and SL. The activity of writing a philosophical analysis of non-philosophical material has been chosen to reflect common activities used in teaching and doing philosophy. It allows students to explore what doing philosophy means. Through this activity, students will demonstrate their ability to apply their philosophical knowledge and understanding to real-life examples or situations, and how non-philosophical material can be treated in a philosophical way and challenge their philosophical reflection.
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    Assessment details Philosophy guide32 Natureof the internal assessment Students at both HL and SL must produce a philosophical analysis of 1,600–2,000 words. This word limit does not include the bibliography or references. It also does not include the 200-word description that is necessary for lengthier non-philosophical material (for example, texts containing over 200 words, play/film/ movie scenes, television scenes, radio shows, lengthier extracts from novels). Students should identify an issue raised by the non-philosophical material and analyse it in a philosophical way. This analysis must relate to a philosophical issue or argument raised by the study of the course. Suitable material for analysis includes: • novels, plays, poetry, song lyrics • films/movies, television and radio shows • cartoons, paintings, photographs or other visual images • newspaper articles/letters • Internet sites • advertisements • pamphlets • propaganda. Students should select a short piece of non-philosophical material to analyse. A newspaper article can stand alone but where novels or plays are used, no more than two pages should be selected for analysis, and in the case of a television or radio show, film/movie or play, no more than two scenes should be used. The emphasis should be on the depth and quality of the philosophical analysis, and not on the length or the intellectual level of the source material used. When the source material contains 200 words or fewer students must include a copy of this material. When the source material contains more than 200 words students must include a description of this material. Sources of 200 words or fewer may take the form of poems, pamphlets, song lyrics and newspaper articles/ letters. Sources of over 200 words (poems, novels, newspaper articles) and film/movie scenes or television/ radio shows (not the whole movie or show) must be described in no more than 200 words. All stimulus material must be accurately referenced. Management of internal assessment Integration into classroom activities The philosophical analysis should be completed during the course. Work for the exercise should be incorporated into normal classroom activities and be related to one of the themes or a text being studied as part of the philosophy syllabus. Time allocation It is recommended that 20 hours of class time at both HL and SL should be allocated to this assessment component. During the suggested 20 hours, students may be able to complete more than one philosophical analysis. These students can then select their best piece to be submitted for final assessment. Formal requirements Students must adhere to the word limit and must provide the following information. • Title. • Part of the syllabus to which the exercise relates.
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    Assessment details Philosophy guide33 • Number of words. • Bibliography and references. • A copy or description of the source material used for their philosophical analysis. Texts of over 200 words (poems, novels, newspaper articles) and film/movie scenes or television scenes/radio shows (not the whole movie or show) must be described in no more than 200 words. Guidance and authenticity The teacher plays an important role in advising students on the philosophical analysis. In particular, it is the responsibility of the teacher to ensure that students are familiar with: • the formal requirements for the internal assessment exercise • the assessment criteria that are used to assess their work • the amount of guidance students are allowed to receive from their teacher regarding the development and presentation of the exercise. Teachers must discuss the activity with their students before they start work on the philosophical analysis. Students should also be encouraged to initiate discussions with the teacher to obtain advice and information. However, if a student could not have completed the work without substantial support from the teacher, this should be recorded on the appropriate form from the Vade Mecum. As part of the learning process, teachers can give advice to students on a first draft of the philosophical analysis. Advice on improving the work can be given, but this first draft must not be heavily annotated or edited by the teacher. Constant drafting and redrafting is not allowed, and the next version handed to the teacher after the first draft must be the final one. Teachers must explain clearly to students that the internally assessed work must be entirely their own. When authenticity is in doubt, the teacher should first discuss this with the student. In addition, one or more of the following actions may be helpful. • Compare the style of writing in the philosophical analysis with work known to be that of the student. • Check the references cited by the student and the original sources for the philosophical analysis. • Interview the student in the presence of a third party. • Use one of the many websites set up to detect plagiarism. Teachers are required to sign the IA coversheet in the Vade Mecum to confirm that the work of each student is his or her own unaided work. Submission of internal assessment Teachers must assess the work students submit using the internal assessment criteria. The mark for each criterion for the exercise should be written on the appropriate form from the Vade Mecum.
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    Philosophy guide34 Assessment Assessment criteria Generalinformation The method of assessment used by the IB is criterion-related. That is to say, the method of assessment judges each student in relation to identified assessment criteria and not in relation to the work of other students. All components in the philosophy course are assessed according to sets of assessment criteria and achievement level descriptors. The internal assessment criteria are for the use of teachers; the external assessment criteria (used by external examiners) are provided for information only. • For each assessed component of the philosophy course, a number of assessment criteria have been identified that relate to the objectives established for the philosophy course. • For each assessment criterion, there are a number of descriptors that each describe a specific level of achievement. • The descriptors concentrate on positive achievement, although for the lower levels failure to achieve may be included in the description. Using the internal assessment criteria Teachers should judge the internal assessment exercise against the descriptors for each criterion. The same internal assessment criteria are used for both HL and SL. • The aim is to find, for each criterion, the descriptor that conveys most adequately the achievement level attained by the student. The process, therefore, is one of approximation. In the light of any one criterion, a student’s work may contain features denoted by a high achievement level descriptor combined with features appropriate to a lower one. A professional judgment should be made in identifying the descriptor that approximates most closely to the work. • Having scrutinized the work to be assessed, the descriptors for each criterion should be read, starting with level 0, until one is reached that describes an achievement level that the work being assessed does not match as well as the previous level. The work is, therefore, best described by the preceding achievement level descriptor and this level should be recorded. In cases where a single descriptor covers two levels, a further decision is needed as to whether the work fulfills the descriptor to a greater or lesser extent. • Only whole numbers should be used, not partial points such as fractions or decimals. • The highest descriptors do not imply faultless performance and assessors and teachers should not hesitate to use the extremes, including zero, if they are appropriate descriptions of the work being assessed. • Descriptors should not be considered as marks or percentages, although the descriptor levels are ultimately added together to obtain a total. It should not be assumed that there are other arithmetical relationships; for example, a level 4 performance is not necessarily twice as good as a level 2 performance.
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    Assessment criteria Philosophy guide35 • A student who attains a particular achievement level in relation to one criterion will not necessarily attain similar achievement levels in relation to the others. It should not be assumed that the overall assessment of the students will produce any particular distribution of scores. • The assessment criteria should be available to students at all times. External assessment criteria Paper 1 Section A: Core theme (HL and SL) A Expression • Has the student presented the answer in an organized way? • How clear and precise is the language used by the student? • To what extent is the language appropriate to philosophy? Achievement level Descriptor 0 The student has not reached level 1. 1 The student expresses some basic ideas but it is not always clear what the answer is trying to convey. The use of language is not appropriate to philosophy. 2 The student presents some ideas in an organized way. There is some clarity of expression but the answer cannot always be followed. The use of language is not always appropriate to philosophy. 3 The student presents ideas in an organized way and the answer can be easily followed. The use of language is appropriate to philosophy. 4 The student presents ideas in an organized and coherent way and the answer is clearly articulated. The use of language is effective and appropriate to philosophy. 5 The student presents ideas in an organized, coherent and incisive way, insights are clearly articulated and the answer is focused and sustained. The use of language is precise and appropriate to philosophy.
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    Assessment criteria Philosophy guide36 B Knowledge and understanding • To what extent does the student demonstrate knowledge of philosophical issues arising from the core theme? • How well has the student understood the philosophical arguments and concepts used? Achievement level Descriptor 0 The student has not reached level 1. 1 The student demonstrates a superficial knowledge of philosophical issues arising from the core theme. There is only a basic understanding of the philosophical arguments and concepts used. 2 The student demonstrates some knowledge of philosophical issues arising from the core theme. There is a limited understanding of the philosophical arguments and concepts used. 3 The student demonstrates satisfactory knowledge of philosophical issues arising from the core theme. Philosophical arguments and concepts are satisfactorily understood. 4 The student demonstrates a good knowledge of philosophical issues arising from the core theme, which is used effectively to support the answer. Philosophical arguments and concepts are largely understood. 5 The student demonstrates a comprehensive and in-depth knowledge of the philosophical issues arising from the core theme, which is used incisively to support the answer. Philosophical arguments and concepts are well understood.
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    Assessment criteria Philosophy guide37 C Identification and analysis of relevant material • How clearly has the student identified a relevant philosophical issue arising from the core theme? • To what extent does the student present and explore two different philosophical approaches to the issue arising from the core theme? • How effectively does the student critically discuss the issue arising from the core theme? • How effectively does the student identify and analyse relevant counter-arguments? Achievement level Descriptor 0 The student has not reached level 1. 1–2 The student shows little awareness of a relevant philosophical issue arising from the core theme and identifies relevant material in only a limited way. There is little analysis and few or no examples are given. 3–4 The student shows some awareness of a relevant philosophical issue arising from the core theme and identifies some relevant material. Some appropriate examples are given. 5–6 The student shows an understanding of a relevant philosophical issue arising from the core theme and explores two different philosophical approaches to the issue. There is a satisfactory analysis of the material. Examples are generally appropriate and give some support to the answer. 7–8 The student shows an effective understanding of a relevant philosophical issue arising from the core theme. The student explores two different philosophical approaches to the issue in a convincing way. There is a compelling critical discussion of the issue. Examples are appropriate in their support of the answer. Counter-arguments are identified. 9–10 The student shows an in-depth understanding of a relevant philosophical issue arising from the core theme. The student explores two different philosophical approaches to the issue in a convincing, engaging and thoughtful way. There is an incisive and compelling critical discussion of the issue. Examples are appropriate and effective in their support of the answer. Counter-arguments are identified and analysed in a convincing way.
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    Assessment criteria Philosophy guide38 D Development and evaluation • Does the student develop the argument in a coherent way? • How well does the student develop and evaluate ideas and arguments? • To what extent does the student express a relevant personal response? Achievement level Descriptor 0 The student has not reached level 1. 1–2 The student develops ideas and arguments in a basic way with little or no evaluation of them. 3–4 The student develops some ideas and arguments but the development is simple, or is asserted without support or reference. There may be some basic evaluation of the ideas and arguments but it is not developed. 5–6 The student develops ideas and arguments in a satisfactory way and evaluates them to some extent. There is some evidence of a relevant personal response. 7–8 The student develops ideas and arguments from a consistently held perspective. Evaluation of the ideas and arguments is effective. There is good evidence of a relevant personal response. 9–10 The student develops ideas and arguments from a consistently held and well- justified perspective. Evaluation of the ideas and arguments is compelling or subtle, and convincing. There is strong evidence of a relevant personal response.
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    Assessment criteria Philosophy guide39 Paper 1 Section B: Optional themes (HL and SL) A Expression • Has the student presented the answer in an organized way? • How clear and precise is the language used by the student? • To what extent is the language appropriate to philosophy? Achievement level Descriptor 0 The student has not reached level 1. 1 The student expresses some basic ideas but it is not always clear what the answer is trying to convey. The use of language is not appropriate to philosophy. 2 The student presents some ideas in an organized way. There is some clarity of expression but the answer cannot always be followed. The use of language is not always appropriate to philosophy. 3 The student presents ideas in an organized way and the answer can be easily followed. The use of language is appropriate to philosophy. 4 The student presents ideas in a clear and organized way and the answer is clearly articulated. The use of language is effective and appropriate to philosophy. 5 The student presents ideas in an organized, coherent and incisive way, insights are clearly articulated and the answer is focused and sustained. The use of language is precise and appropriate to philosophy.
  • 48.
    Assessment criteria Philosophy guide40 B Knowledge and understanding • To what extent does the student demonstrate knowledge of philosophical issues arising from the optional theme? • How well has the student understood the philosophical arguments and concepts used? Achievement level Descriptor 0 The student has not reached level 1. 1 The student demonstrates a superficial knowledge of philosophical issues arising from the optional theme. There is only a basic understanding of the philosophical arguments and concepts used. 2 The student demonstrates some knowledge of philosophical issues arising from the optional theme. There is a limited understanding of the philosophical arguments and concepts used. 3 The student demonstrates satisfactory knowledge of philosophical issues arising from the optional theme. Philosophical arguments and concepts are satisfactorily understood. 4 The student demonstrates a good knowledge of philosophical issues arising from the optional theme, which is used effectively to support the answer. Philosophical arguments and concepts are largely understood. 5 The student demonstrates a comprehensive and in-depth knowledge of philosophical issues arising from the optional theme, which is used incisively to support the answer. Philosophical arguments and concepts are well understood.
  • 49.
    Assessment criteria Philosophy guide41 C Identification and analysis of relevant material • How well has the student understood the specific demands of the question? • To what extent does the student identify and analyse relevant supporting material? • To what extent does the student provide appropriate examples and use them to support the overall argument? • How effectively does the student identify and analyse relevant counter-arguments? Achievement level Descriptor 0 The student has not reached level 1. 1–2 The student shows little understanding of the specific demands of the question and identifies relevant supporting material in only a limited way. There is little analysis and few or no examples are provided. 3–4 The student shows some understanding of the specific demands of the question and identifies and analyses some relevant supporting material. Some appropriate examples are provided. 5–6 The student shows a satisfactory understanding of the specific demands of the question and identifies supporting material that is nearly always relevant. There is a satisfactory analysis of this material. The examples provided are generally appropriate and give some support to the overall argument. 7–8 The student shows an effective understanding of the specific demands of the question and identifies relevant supporting material that is analysed in a sound and thoughtful way. The examples provided are appropriate in their support of the overall argument. Counter-arguments are identified. 9–10 The student shows an in-depth understanding of the specific demands of the question and identifies supporting material that is always relevant. The implications of this material are analysed in detail. The examples provided are well chosen and compelling in their support of the overall argument. Counter- arguments are identified and analysed in a convincing way.
  • 50.
    Assessment criteria Philosophy guide42 D Development and evaluation • Does the student develop the argument in a coherent way? • How well does the student develop and evaluate ideas and arguments? • To what extent does the student express a relevant personal response? Achievement level Descriptor 0 The student has not reached level 1. 1–2 The student develops ideas and arguments in a basic way with little or no evaluation of them. 3–4 The student develops some ideas and arguments but the development is simple, or is asserted without support or reference. There may be some basic evaluation of the ideas and arguments but it is not developed. 5–6 The student develops ideas and arguments in a satisfactory way and evaluates them to some extent. There is some evidence of a relevant personal response. 7–8 The student develops ideas and arguments from a consistently held perspective. Evaluation of the ideas and arguments is effective. There is good evidence of a relevant personal response. 9–10 The student develops ideas and arguments from a consistently held and well- justified perspective. Evaluation of the ideas and arguments is compelling or subtle, and convincing. There is strong evidence of a relevant personal response.
  • 51.
    Assessment criteria Philosophy guide43 Paper 2 Prescribed text (HL and SL) A Expression • Has the student presented ideas in an organized way? • How clear and precise is the language used by the student? • To what extent is the language appropriate to philosophy? • To what extent has the student understood the author’s use of specific terminology? Achievement level Descriptor 0 The student has not reached level 1. 1 The student expresses some basic ideas but it is not clear what the answer is trying to convey. The use of language is not appropriate to philosophy. 2 The student presents some ideas in an organized way. There is some clarity of expression but the answer cannot always be followed. The use of language is not always appropriate to philosophy. The student shows some understanding of the author’s use of specific terminology but only in a limited way. 3 The student presents ideas in an organized way and the answer can be easily followed. The use of language is appropriate to philosophy and the author’s use of specific terminology is satisfactorily understood. 4 The student presents ideas in an organized and coherent way and insights are clearly articulated. The use of language is effective and appropriate to philosophy. The student shows a clear understanding and use of the author’s specific terminology. 5 The student presents ideas in an organized, coherent and incisive way, insights are clearly articulated and the answer is focused and sustained. The use of language is precise and appropriate to philosophy. The student shows an assured understanding and use of the author’s specific terminology.
  • 52.
    Assessment criteria Philosophy guide44 B Knowledge and understanding of the text • How well does the student know the text? • To what extent has the student understood the author’s ideas, arguments and key concepts? Achievement level Descriptor 0 The student has not reached level 1. 1 The student demonstrates a superficial knowledge of the text and there is only a basic understanding of the author’s ideas, arguments and key concepts. 2 The student demonstrates some knowledge of the text, with a limited understanding of the author’s ideas, arguments and key concepts. 3 The student demonstrates satisfactory knowledge of the text and the author’s ideas, arguments and key concepts are satisfactorily understood. There is some insight into the author’s arguments. 4 The student demonstrates a good knowledge of the text and the author’s ideas, arguments and key concepts are clearly understood. The student is able to show an understanding of some of the more difficult or subtle points of the author’s arguments. 5 The student demonstrates that the text has been thoroughly and carefully read. The student shows an in-depth understanding of the author’s arguments, with a close attention to detail.
  • 53.
    Assessment criteria Philosophy guide45 C Identification and analysis of relevant material • How well has the student understood the specific demands of the question? • To what extent does the student identify and analyse relevant supporting material? • How effectively does the student analyse the supporting material, examples and counter-arguments? Achievement level Descriptor 0 The student has not reached level 1. 1–2 The student shows little understanding of the specific demands of the question and identifies relevant supporting material in only a limited way. There is little analysis and few or no examples are given. 3–4 The student shows some understanding of the specific demands of the question and identifies and analyses some relevant supporting material. Some appropriate examples are used. 5–6 The student shows a satisfactory understanding of the specific demands of the question and identifies supporting material that is nearly always relevant. There is a satisfactory analysis of this material. Examples are appropriate and give some support to the argument. 7–8 The student shows an effective understanding of the specific demands of the question and identifies relevant supporting material that is analysed in a sound and thoughtful way. Examples are appropriate in their support of the overall argument. Some counter-arguments are identified. 9–10 The student shows an in-depth understanding of the specific demands of the question and identifies supporting material that is always relevant. The implications of this material are analysed in detail. Examples are well chosen and compelling in their support of the overall argument. Counter-arguments are identified and analysed in a convincing way.
  • 54.
    Assessment criteria Philosophy guide46 D Development and evaluation • Does the student develop the argument in a coherent way? • How well does the student develop and evaluate the ideas and arguments of the text? • To what extent does the student express a relevant personal response? Achievement level Descriptor 0 The student has not reached level 1. 1–2 The student develops ideas and arguments in a basic way and there is little or no evaluation of the text. 3–4 The student develops some ideas and arguments but the development is simple, or is asserted without reference to the text. There may be some basic evaluation of the ideas and arguments of the text but it is not developed. 5–6 The student develops ideas and arguments in a satisfactory way and evaluates them to some extent. A limited critique of the ideas and arguments of the text is offered. There is some evidence of a relevant personal response. 7–8 The student develops ideas and arguments from a consistently held perspective, in close response to the ideas and arguments of the text. Evaluation is thoughtful and convincing and the student offers a critique of the text that goes beyond a statement of opinion or belief. There is good evidence of a relevant personal response. 9–10 The student develops ideas and arguments in an incisive and coherent way in detailed response to the text. Evaluation is compelling or subtle, and convincing, and the student offers a critique of the text that shows strong evidence of a relevant personal response. The student shows an ability to challenge the assumptions made by the author and explores different approaches to the text.
  • 55.
    Assessment criteria Philosophy guide47 Paper 3 Unseen text—exploring philosophical activity (HL only) A Expression • Has the student formulated the response in an organized way? • How clear and precise is the language used by the student? • To what extent is the language appropriate to philosophy? Achievement level Descriptor 0 The student has not reached level 1. 1 The student expresses some basic ideas but it is not always clear what the response is trying to convey. The use of language is not appropriate to philosophy. 2 The student presents some ideas in an organized way. There is some clarity of expression but the response cannot always be followed. The use of language is not always appropriate to philosophy. 3 The student presents ideas in an organized way and the response can be easily followed. The use of language is appropriate to philosophy. 4 The student presents ideas in an organized and coherent way and the response is clearly articulated. The use of language is effective and appropriate to philosophy. 5 The student presents ideas in an organized, coherent and incisive way, insights are clearly articulated and the response is focused and sustained. The use of language is precise and appropriate to philosophy.
  • 56.
    Assessment criteria Philosophy guide48 B Exploration • How well does the student identify pertinent issues regarding the philosophical activity raised in the text? • How effectively does the student explore the text and present appropriate examples and/or illustrations? • How well does the student draw on the experience of doing philosophy throughout the whole course in exploring issues raised in the text? Achievement level Descriptor 0 The student has not reached level 1. 1 The student demonstrates little or no evidence of identifying pertinent issues raised in the text. 2 The student demonstrates some evidence of identifying pertinent issues raised in the text. 3 The student demonstrates satisfactory evidence of identifying pertinent issues raised in the text. Examples or illustrations are used in support of exploring the issues. 4 The student demonstrates good evidence of indentifying pertinent issues raised in the text. Appropriate examples or illustrations are used in support of exploring the issues. The student draws on some experience of doing philosophy throughout the course in exploring the issues raised in the text. 5 The student demonstrates precise evidence of identifying pertinent issues raised in the text. Examples or illustrations are well chosen and are compelling in support of exploring the issues. The student draws insightfully on the experience of doing philosophy throughout the whole course in exploring the issues raised in the text.
  • 57.
    Assessment criteria Philosophy guide49 C Relevance of the response and understanding of philosophical activity • How detailed and appropriate are the student’s references to the text? • How relevant is the response to the text? • How well does the response demonstrate an understanding of philosophical activity? Achievement level Descriptor 0 The student has not reached level 1. 1–2 The student makes no references to the text. There is only a basic understanding of the way the text raises issues about philosophy as an activity. 3–4 The student makes few relevant references to the text. There is a limited understanding of the way the text raises issues about philosophy as an activity and the beginnings of an awareness of how philosophical activity is carried out. 5–6 The student makes some relevant references to the text. There is a satisfactory understanding of the way the text raises issues about philosophy as an activity and a limited awareness of how philosophical activity is carried out. 7–8 The student makes effective references to the text. There is a good understanding of the way the text raises issues about philosophy as an activity and an awareness of how philosophical activity is carried out. 9–10 The student makes compelling and convincing references to the text. There is an in-depth understanding of the way the text raises issues about philosophy as an activity and a clear awareness of how philosophical activity is carried out.
  • 58.
    Assessment criteria Philosophy guide50 D Evaluation and personal response • How well does the student evaluate the philosophical activity raised in the text? • To what extent does the student express a relevant personal response? Achievement level Descriptor 0 The student has not reached level 1. 1–2 The student expresses little or no personal response. There is little or no evaluation of the philosophical activity raised in the text. 3–4 The student expresses little personal response to the issues regarding philosophical activity raised in the text. There is a basic evaluation of the philosophical activity raised in the text. 5–6 The student expresses some personal response to the issues regarding philosophical activity raised in the text. There is a satisfactory evaluation of the philosophical activity raised in the text. 7–8 The student expresses a relevant personal response to the issues regarding philosophical activity raised in the text. There is a convincing evaluation of the philosophical activity raised in the text. 9–10 The student expresses a thoughtful and insightful personal response to the issues regarding philosophical activity raised in the text. There is a compelling or subtle, and convincing, evaluation of the philosophical activity raised in the text.
  • 59.
    Assessment criteria Philosophy guide51 Internal assessment criteria Philosophical analysis (HL and SL) A Expression • Has the student presented ideas and arguments in an organized way? • How clear and precise is the language used by the student? • To what extent is the language appropriate to philosophy? • Has the student met all the formal requirements (that is, has the student stayed within the 1,600– 2,000-word limit and provided the following information)? –– Title –– Part of the syllabus to which the exercise relates –– Bibliography and references –– Number of words –– A copy or description of the source material used for the philosophical analysis. Texts of over 200 words (poems, novels, newspaper articles) and film/movie scenes or television scenes/radio shows (not the whole movie or show) must be described in no more than 200 words. Achievement level Descriptor 0 The student has not reached level 1. or All formal requirements have not been met. 1 The student expresses some basic ideas but it is not always clear what the argument is trying to convey. The use of language is not appropriate to philosophy. All formal requirements have been met. 2 The student presents some ideas in an organized way. There is some clarity of expression but the argument cannot always be followed. The use of language is not always appropriate to philosophy. All formal requirements have been met. 3 The student presents ideas in an organized way and the argument can be easily followed. The use of language is appropriate to philosophy. All formal requirements have been met. 4 The student presents ideas in an organized and coherent way and the argument is clearly articulated. The use of language is effective and appropriate to philosophy. All formal requirements have been met. 5 The student presents ideas in an organized, coherent and incisive way, insights are clearly articulated and the argument is focused and sustained. The use of language is precise and appropriate to philosophy. All formal requirements have been met.
  • 60.
    Assessment criteria Philosophy guide52 B Knowledge and understanding • To what extent does the student understand philosophically the material of a non-philosophical nature? • How well does the student demonstrate knowledge and understanding of the philosophical arguments, concepts and perspectives used? Achievement level Descriptor 0 The student has not reached level 1. 1 The student demonstrates a superficial knowledge of philosophical arguments, concepts and perspectives used. The student understands philosophically the material of a non-philosophical nature only in a superficial way. There is only a superficial understanding of the arguments, concepts and perspectives used. 2 The student demonstrates some knowledge of philosophical arguments, concepts and perspectives used. The student understands philosophically the material of a non-philosophical nature only in a limited way. There is a limited understanding of the arguments, concepts and perspectives used. 3 The student demonstrates satisfactory knowledge of philosophical arguments, concepts and perspectives used. The student understands philosophically the material of a non-philosophical nature in a satisfactory way. There is a satisfactory understanding of the arguments, concepts and perspectives used. 4 The student demonstrates a good knowledge of philosophical arguments, concepts and perspectives used, which is used effectively to support arguments. The student understands philosphically the material of a non- philosophical nature in a convincing way. There is a convincing understanding of the arguments, concepts and perspectives used. 5 The student demonstrates a comprehensive and in-depth knowledge of philosophical arguments, concepts and perspectives used, which is used incisively to support arguments. The student understands philosophically the material of a non-philosophical nature in a compelling way. There is a compelling understanding of the arguments, concepts and perspectives used.
  • 61.
    Assessment criteria Philosophy guide53 C Identification and analysis of relevant material • To what extent does the student identify stimulus material that is appropriate for philosophical analysis? • How effectively does the student analyse the stimulus material with the aid of supporting material from other areas of the course? • To what extent does the student identify and analyse appropriate examples and counter-arguments? Achievement level Descriptor 0 The student has not reached level 1. 1–2 The student identifies appropriate stimulus material in only a limited way. There is little analysis and few or no examples are given. 3–4 The student identifies and analyses some appropriate stimulus material and some appropriate examples are used. 5–6 The student identifies stimulus material that is nearly always appropriate. There is a satisfactory analysis of this material. The examples used are appropriate and give some support to the argument. 7–8 The student identifies stimulus material that is always appropriate. This material is analysed in a thoughtful way. The examples used are appropriate in their support of the argument. Counter-arguments are identified. 9–10 The student identifies stimulus material that is clearly appropriate and the implications of this material are analysed in detail. The examples used are well chosen and compelling in their support of the argument. Counter-arguments are identified and analysed in a convincing way.
  • 62.
    Assessment criteria Philosophy guide54 D Development and evaluation • Does the student develop the argument in a coherent way? • How well does the student develop and evaluate ideas and arguments? • To what extent does the student express a relevant personal response? Achievement level Descriptor 0 The student has not reached level 1. 1–2 The student develops ideas and arguments in a basic way with little or no evaluation of them. There is little or no evidence of a relevant personal response. 3–4 The student develops some ideas and arguments but the development is simple, or is asserted without support or reference. There is limited evaluation of the ideas and arguments but it is not developed. There is some evidence of a relevant personal response. 5–6 The student develops ideas and arguments in a satisfactory way and evaluates them to some extent. There is satisfactory evidence of a relevant personal response. 7–8 The student develops ideas and arguments from a consistently held perspective. Evaluation of the ideas and arguments is effective. There is good evidence of a relevant personal response. 9–10 The student develops ideas and arguments from a consistently held and well- justified perspective. Evaluation of the ideas and arguments is compelling or subtle, and convincing. There is strong evidence of a relevant personal response.
  • 63.
    Philosophy guide 55 Appendices Glossaryof command terms Students should be familiar with the following key terms and phrases used in paper 1, paper 2 and paper 3 examination questions, which are to be understood as described below. Although these terms will be used frequently in examination questions, other terms may be used to direct students to present an argument in a specific way. Command term Definition Students are asked to do the following. Analyse Break down in order to bring out the essential elements, structure, underlying assumptions and any interrelationships involved. Compare Describe two (or more) situations and present the similarities between them. Contrast Describe two (or more) situations and present the differences between them. Define Give a clear and precise meaning of a given word, term or concept. Describe Present the characteristics of a particular topic. Discuss Offer a considered and balanced review of a particular topic. Opinions or conclusions should be presented clearly and supported by empirical evidence and sound argument. Distinguish Make clear the differences between two or more concepts/terms. Evaluate Make an appraisal by weighing up the strengths and limitations of different evidence and arguments. Examine Consider an argument or concept in a way that uncovers the assumptions and interrelationships of the issue. Explain Describe, giving reasons. Formulate Express precisely, clearly and in a systematic manner the relevant concept(s)/ argument(s). Identify Recognize and state briefly a distinguishing fact or feature. Justify Provide evidence to support or defend a choice, decision, strategy or course of action. To what extent Evaluate the success or otherwise of an argument or concept. Opinions and conclusions should be presented clearly and supported by empirical evidence and sound argument.