Course Profile - Curriculum Services Canada

lists based on their hypothesis. Students share their hypotheses. Students should see that List A is
material while List B is immaterial. Ask students which list represents reality. Can both be a part of
reality? Allow time for students to discuss this question in small groups.
List A
List B
chairs
dreams
trees
anger
cats
seeing
stones
God
atoms
happiness
Tester: time
you
2. After a debriefing in which the groups share ideas with the class, provide definitions for monism,
dualism, and idealism. Students should record them in the appropriate boxes on the graphic organizer
supplied by the teacher.
Idealism: The metaphysical theory that ideas (thoughts, concepts, minds) are ultimately real. (Be
careful not to confuse idealism as a moral theory.)
Dualism: The theory that reality is both material and immaterial. It leaves open the questions of the
relationship between the two. Is one more important than the other?
Monism: The theory that there is a single reality. One could be either materialist or idealist.
3. Students create a graphic organizer with three concentric circles. Have them place the word “Brain”
in the inner circle, “Mind” in the middle circle, and “Person” in the outer circle. Instruct students to
place words and phrases in each of the circles as the following discussion unfolds. Words/phrases
that make connections between any of these words should be placed on the organizer to reflect this
connection.
4. Carry out a Socratic discussion by asking these questions and allow time for responses. For this
activity, discourage digressions.
a) What is a brain? Describe it. Anticipate answers regarding its physical nature and location.
b) What is a mind? Describe it. Encourage answers like: ideas, thoughts, senses, and memories.
c) Is a mind physical? Is it physical in the same way that a brain is physical?
d) Is a mind part of the brain? Note that a mind may be part of a brain, but not the same thing as a
brain.
e) Is the brain a container for a mind?
f) Are the mind and the brain two aspects of the same thing?
g) If the mind and the brain are separate and distinct, how do they interact? (This is the heart of the
mind-body debate.)
h) What is a thought? Where/how does a thought arise?
i) Considering our earlier discussions on what it means to be a person, what is the relationship
between the mind and being a person?
5. Once the discussion is complete and students have finished placing words and phrases on their
graphic organizers, they consider the relationship between these contrasting views of reality and the
mind-body dilemma. They can do this by penciling in on the supplied graphic organizer why, at this
point they would consider themselves an idealist, monist, or dualist.
6. Show the video Are the Mind and the Brain Distinct? As students watch the video, they add relevant
notes to the organizer, helping them to understand the central issue and the contrasting philosophies.
Unit 1 - Page 10
• Philosophy: The Big Questions - Open