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1. Topic-
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| Existentialism and Philosophical Debate |
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2. Content-
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1. Free Will
2. Personal Responsibility
3. Choice
4. Authenticity
5. The Individual |
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3. Goals: Aims/Outcomes-
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1.Recognize common themes of Existentialism
2. Formulate debatable terms based on existential ideology
3.Understand that existentialism is a philosophy or way of thinking
in life |
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4. Objectives-
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| 1. After this lesson, students will be able to critically analyze
works by applying analytical, philosophical skills to the assignment.
Develop critical analysis skills to present information orally. Formulate
an analytical, debatable question on the basis of philosophy. Teach
students to create questions with an open mind. |
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5. Materials and Aids-
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| We will read and debate on passages from the text "Existentialism
is a Humanism" by French Existentialist philosopher, Jean-Paul Sartre. |
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6. Procedures/Methods-
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A. Introduction-
1. An introduction to choice: ask students why having a choice is
important. (i.e. let's say you have a moral choice to make, like acknowledging
an author in your paper. You have a choice to say that what the author
said is your words, however that will impede upon the free-will of
the other individual. Thus, although you have a choice, the need to
make a logical decision becomes necessary.)
2. Illustrate the principle that choice is ultimately a definitional
part of having free-will, according to Sartre. (i.e. the choice is
yours however you must choose with responsibility because what you
do will effect the other in some way, whether directly or indirectly.)
3. Ask students what are some choices they have made recently in school.
Ask them why they think it is an example of freewill or personal responsibility. |
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B. Development-
1. Define the concept of "Authenticity." "Coming to terms with oneself
and then living accordingly" (Paul Kleinman 25: Philosophy...).
2. Explain "Authenticity." Kleinman calls it basing it on your values,
however with responsibility. That means if you value something you
must make a responsible choice, a choice that will not make use of
personal background or history. It is a decision making process that
identifies you.
3. Create an example that relates to real life. Have students debate
on the issue of plagiarism and how it is an unethical choice that
infringes upon the freedom of others. |
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C. Practice-
1. Have students read the excerpt of Loren Eiseley's Star Thrower,�
an essay.
2. Have students debate on whether an individual's significance begins
with impacting a single life.
3. Attempt to persuade students to understand the concept in debate.
The choice the boy makes in the story is one with responsibility and
significance. |
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D. Independent Practice-
1. Assign students homework.
2. The homework will constitute of finding examples of plagiarism
stories on the web or library.
3. Assign students to make short journal arguments whether they agree
with the story's outcomes. |
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E. Accommodations (Differentiated Instruction)-
1. Make use of visuals such as writing on the marker board or displaying
a picture of Sartre and the text via PowerPoint.
2. Use handouts of the passages that we will be reading for tactile
learners.
3. Explain concepts with reinforcement by creating handouts with the
vocabulary terms to be given at the end of class to assist with the
homework. |
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F. Checking for understanding-
1. The assessment will be performed as students debate on the topics
outloud: understanding of the concepts will be checked for by seeing
if students can connect the vocabulary to the subject matter in the
discussions.
3. Debate Rubric:
1 - Response contains a fallacy or illogical assumption / goes off
topic
2 - Response not explained well, and may contain a fallacy
3 - Response is on topic / explained somewhat clearer
4 - Response is on topic / explained / answers the question
5 - Response is on topic / thoroughly explained / answers the question
and takes a side on the issue and defends it excellently |
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G. Closure-
| 1. Assign homework, ask students if they have any questions and
explain who we're studying next time in a nutshell. |
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7. Evaluation-
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1. Check for effective delivery of lesson through student's responses
and questions.
2. If students are asking more than the usual amount of questions,
a second review of the lesson may be required. |
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8. Teacher Reflection-
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Draw out opinions from your notes and use them as a starting point
for your own reflections on the course and how it relates to your
other courses. Reflection will help prevent ideas from being inert
and soon forgotten.
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