Course Profile - Curriculum Services Canada

7. Place students in groups of three. Ask students to number off from one to 3. The one’s form a group,
the two’s form another group, and the three’s form a third group. Assign the one’s a reading about
Rene Descartes’ view on the mind-body dilemma, the two’s a reading about George Berkeley’s view,
and the three’s a reading about Thales’ view. Readings need to be straightforward, readable
summaries. They may be found in a philosophy text or prepared by the teacher. Other philosophers
could be chosen as long as a monist, dualist, and idealist viewpoint is represented.
8. Each group reads and discusses the assigned viewpoint. It is essential that all members of the groups
understand and can explain the ideas as they will be returning to their original (home) group and
explaining the ideas to their group members.
9. Once the three groups have read and discussed their assigned reading, students return to their original
group. Each member of the home group explains a reading. Students record the main ideas on the
graphic organizer supplied.
10. Once the three contrasting views are explained, students should have completed their graphic
organizer. Based on the ideas expressed by the philosophers, students should reflect on their earlier
position regarding are they a monist, dualist, or idealist? They revise and finalize this section of the
organizer.
11. A final class discussion should be held to clarify any questions or concerns. Students submit their
completed graphic organizer to be assessed by the teacher.
12. Once students receive their graphic organizer back and make any necessary revisions, they write a
paragraph in which they clearly explain why they consider themselves a monist, dualist, or idealist.
Their paragraph is peer assessed and revised before being placed in their portfolio.
Assessment & Evaluation of Student Achievement
Students complete a graphic organizer, which defines the terms dualist, monist, and idealist; summarize
key ideas of various philosophers; and reflect their views of the mind-body question. Once complete,
students submit their organizer to the teacher to be assessed. Based on the complete organizer, students
write a clear paragraph in which they explain why they consider themselves to be either a dualist, a
monist, or an idealist. The paragraph is peer assessed using the rubric provided. Based on the peer
assessment, students revise and polish their paragraph before placing it in their portfolio.
Accommodations
• Write key ideas on the board to assist students in zeroing in on what to include in their organizer.
• If students are struggling with abstract ideas, reduce the focus of the lesson to the mind-body
dilemma without considering the contrasting viewpoints
• Provide students the option of explaining their viewpoint orally, either in a small-group discussion or
on audio tape.
Resources
Blackburn, Simon. Think. Oxford: Oxford University Press, 1999.
Descartes, Rene. Meditations IV.
Miller, Ed L. Questions That Matter. New York: McGraw-Hill, 1996.
Video
Are the Mind and the Brain Distinct? Magic Lantern.
Websites
www.oise.utoronto.ca/~hsphil/
Unit 1 - Page 11
• Philosophy: The Big Questions - Open