AREA SOCIAL STUDIES

SUBJECT PHILOSOPHY

GRADE 8th

HOURS PER WEEK 1

TEACHER Santiago Andrés Torres Gómez

JUSTIFICATION

Society's educative purpose, in each moment of history, depends on the cultural, political, and economic
context which surrounds values and ideas its constitution. Nevertheless, the drive of education has not
been the same for all societies, neither for all social groups, because it has always been encouraged by
the interest of building a human being that has within it the values of its age, so it could be a symbol of
excellence and virtue. Even though there has been a change of paradigms between the educative
purposes of different societies that had come about one after another in the “history of humanity”, is
possible to track a structural element inherent to the process of human formation, for instance, the search
of meaning, contemplation, and wonder. This genealogist introspection has a great utility not only to
realize the importance of philosophy in the education of new generations of citizens but also to
comprehend the philosophical component of pedagogy, which is a challenge. The challenge is huge in
the context of Colombian education. For instance, it is a challenge that the guidelines can accurately fit
the signature to the reality and the necessities of the Colombian society. Also, it is a challenge that gives
answers to the current discussions in philosophy, and, that it also accomplishes the goal of shaping the
human being and build critical thinking in it, which is the main historic fundamental purpose of
philosophizing. Everything, having in the eye as well the common being and the cultural development.

OBJECTIVES

GENERAL OBJECTIVE
To incentive the students to develop critical and propositive thinking, using the philosophical discourse.

SPECIFIC OBJECTIVES

To comprehend the philosophy as a common and necessary activity for every area of knowledge.

To understand the philosophical exercise as a constant learning process.

To motivate the student to analyze, through the philosophical study, the importance of the theories of
knowledge to understand de reality and use the knowledge in their own reality.

THEMATIC CONTENT

TERM TOPIC
Thematic question:
Why is important to understand the origin, history, and ancient philosophical
process?
1. Thinkers, schools, and theories
1. Socrates, Plato, Aristotle
FIRST 2. Socratic problem
TRIMESTER 1.3 Dialectic – is a form of reasoning based upon dialogue of arguments and
counterarguments.
2 Methods of argumentation
2.1 logic
2.2 Syllogism

SECOND
TRIMESTER Construction and argumentation about reality

1. Allegory of the cave

1.1 Myth and reality
2. True and reality
 2.2 Belief, truth, and justification
3. Plato's epistemology
Theaetetus
4. Category of being

Ethic and political point of view in the Greek philosophy

THIRD
1. The happiness
TRIMESTER 2. What is virtue?
3. Being political or be a political subject or is the subject a political being?

Schedule First trimester

WEEK DATE ACTIVITY TOPIC COMMENTS

2 Start I
Term
The teacher will present the class Class rules
February rules, the thematic question of
1st the 1st Term of the philosophy Introduction
area and then will indagate about philosophy class.
the student's philosophy
knowledge asking them some
questions about it

The teacher will follow the

following order

Discussion about the origin and

the important of the
philosophical process.

The students will try to answer

the following questions: why
study philosophy at school?
Why is important to real life?
 What do you know about
philosophical problems?

The students can recognize the The philosophy

conception of theories and origen
argumentation.

The class explanation is given by

the teacher who show some of
February the most representative
3 conceptions about the origin of
8th
knowledge, thinkers, and
philosophical structures.

Class debate: Students must

debate around the following
question: What theory of
philosophy origin is more
convincing for you?

The students can identify the origin

of wisdom and will discover the
important method to discover and Who was
understand our world Socrates?

February The class explanation is given by

4
15th the teacher who explains some of
the most representative ideas and
culture around this philosopher.

Class debate: the students must

debate around the following
question: Where is knowledge?

5 February
22nd
The students practice and discuss What is the
 the Socratic method and discover Socratic method?
by themselves the importance of
arguing.

Exercise: “Maieutic method”

Classwork: the students work in

groups, the teacher give different
words, and then they try to
explain the different meanings of
the words.

(This exercise will be evaluated).

The teacher explains the theory's Socrates like a

life and the importance to Plato invention
understand Socrates' philosophy.
6 March 1st
after that, the teacher explains
the most representative ideas
about Plato's philosophy.

7 March 8th

The group analyzes the principle Class exercise:

common origin, the different “origin of my
aspects, and some of the most world”
important conceptions given by
Greek philosophers.

Workshop: the students will

explain -The origin of
philosophy- writing a Short
fictional story where they give
reasons for the most
representatives topics shown in
class
 (This activity will be evaluated).

The students discover the Who was

difference between Socrates, Aristoteles?
Plato, and Aristoteles.

The class explanation is given by

8 March 15 th the teacher who presents some of
the most representative ideas and
culture around this philosopher.

Class debate: Students must

debate around the following
question: What is the difference
between Aristoteles and Plato?

The clarity to
writing and the
importance of
10 April 5th
The students will debate arguments
according to the guiding question
about truth and shall discover
the importance of logic to talk
and explain ideas

The teacher exposes the most Aristotelian Logic

11 April 12 th important argumentation and
logic terms. Besides, explains the
importance of having clarity in
our ideas.

Class explanation, review topics Prepare and

th
12 April 19 and get prepared for the final discuss questions
term-test and doubts
 This class will be
dedicated to
clarifying doubts of
the topics seen
during the 1st Term.

The students use

their creativity to
synthesize the
13 April 26th Assessment topics seen during
the 1st term to
analyze the ability
of argumentation

SCHEDULE – SECOND TRIMESTER

COMMEN
WEEK
DATE ACTIVITY TOPIC TS

14 May 6th Who was What is the Platonic

Plato? philosophy?

Class Phaedrus
explanation
given by the
teacher
showing
some of the
most
representati
ve ideas and
culture
 around this
philosopher.

Class
debate:
Students
must debate
around the
following
question:
Aristoteles
and Plato,
what the
difference is?

Continue
Phaedrus
story, and
we reflect
about love
experience,
and which is Love and
th
May 10 true love?
15 “platonic love”
13th Students
answer the Phaedrus
question
¿why we do
not talk
about love
in
philosophy?

16 May 20th Class Myth of the cave

discussion
about Republic IV
homework 488
and the
teacher try to
explain the
 myth of the
cave. We are
going to firm
up that theory
with our
reality.
Teacher use
some pictures
and
PowerPoint.

The teacher
explains
poises, art
and love
meaning
and the
importance
to
understand
geek
philosophy.
Knowledge and reality
May 24 th Workshop:
17 “in the
27th
shadows”
the students
are going to
write a short
text
describing
and imagine
the most
interesting
inside the
cave (myth
of the cave)

18 May 31st The students Poiesis, mimesis creation and

 will debate
according to
the guiding
question
about
(poiesis) and
shall discover
the
importance to
bring
something
into being
that did not
June 3rd exist before. true
Like ideas or
arguments.

Workshop:
the students
are going to
create a free
drawing. (5
minutes) then
we try to
describe the
poiesis
activity

19 June 10th The group Platonic idealism

analyzes the
true, reality
and the
platonic
idealism and
discuss
about the
“human
body as a
prison for
 the soul.”

Students are
going to
discuss
according to
the video
below, and
the question
why Plato
said the
human body
is a prison?

(26) Body
and Soul
(Aquinas
101) -
YouTube

Review
platonic
concepts and
teacher
explanation
about
Aristoteles Dialectic process, spirit, and
th immortality
20 June 17 Philosophy.
Students are
going to read
a Timeo
pages 13 &
26 and then
answer a quiz
by kahoot

21 July 12th The students Word text

July 15th are going to
 read and
discover the
concepts
like Platonic
epistemolog
y and
relationship
to sensible
world.

The students
are going to
read word
document
and answer
2 questions.

What is the
main idea?

How can we
understand
Plato
epistemolog
y?

22 July19th July The students Being and cathegories

22nd try to
describe the
categories in
the actuality
to understand
different
ways to
explain our
world.

Students are
going to
watch a video
 (26) 10 Ten
Categories of
Being -
YouTube and
then the
teacher going
to explain
“categories
of being”
(power point)

The students
will describe
5 substance
and 5
accidents

23 July 26th The students Aristotelian soul

July 29th Will discover
the difference
between
platonic
idealism to
Aristotle
philosophy.

The students
going to
investigate in
a
bibliographic
PDF (teacher
upload PDF
on Eva´s
platform) and
then the
students will
make a
comparison
between both
thinkers.
 PDF On
aristotle on
the soul

Class
explanation,
review topics
and get
prepared for
the final
term-test.
Teacher will
prepare a
Prepare and discussions
kahoot quiz questions and doubts.
to check
This class will be dedicated to
24 August 2nd philosophy
clarifying doubts of the topics
information.
seen during the 2nd Term.
Workshop:
The students
are going to
do a mind
map
describing
the most
important
concepts
 The students
use their
creativity to
synthesize
the topics
seen during
25 August 10th Assessment
the 2nd term
to analyze
the ability
of
argumentati
on
Class
explanation,
teacher ask
the
difference
between Prepare and
Ethics and discussions
August 19th moral issues. questions
26
- 23rd Students and doubts.
could
identify the
difference
between
public and
private
sphere

Reinforceme
27 August 26th
nt test

SCHEDULE – THIRD TRIMESTER

28 August Class explanation by Canva pictures, Why be moral?
30th teacher ask different questions
September according to the several behaviors.
2nd Teacher describe social behaviors:
personal and community. Then
students should be answers these
questions and, we will be discussing
about it
What are the rules to be?
How are we to learn of them?
Why do we need them?

29 September Students should watch a video about Stoicism and

6th Stoicism and video about Cynicism. Cynicism
September Then teacher explains the most
9th important think about both
philosophies.

30 September Students will make an activity in Class work

13nd class. According to the last class,
September students must answer word
16th document and then upload before the
end of the class.

31 September Teachers explain main idea about Greek Virtue

20nd virtue and the steps to get it.
September Students should read a text taken
23rd form “History of philosophy” by
Giovanni Reale. Page number 341
and 334
Then students will analyze the
importance in their life.
32 September Students must write a short story, Class work
27th 400 words. They could describe the
September story of an ideal person who lives in
30nd a rude world. I think the possible
title of that would be:
· Handsome man in evil
world
33 October Franciscan week Franciscan week Franciscan week
4th
October
7th
October Rest week Rest week Rest week
11th
October
14th
34 October Teachers explain Plato´s regime and Festivo e izada de
18th talk about city and citizen. State and Different kind of bandera
October different meanings government, good
21th We can use philosophical text. Pages and bad teams
number: 132, 113, 337, 338, 339 Plato´s regime
Homework:
Students will send homework before
October 27th.

35 October True aleteia, is other point of view Happiness, moral, Coloquio de

25th to refer true. Teachers explain the virtu. filosofía “filosofía
October other point of view, Philosophical Aleteia como forma de
28th point of view to describe virtue and vida”
true.
Students will discover the
importance to be happy, moral a etic
in our social word.

36 November Class explanation, review topics and Evaluaciones

1st get prepared for the final term-test. trimestrales
November Teacher will prepare a kahoot quiz
4th to check philosophy information.
Workshop: The students are going to
do a mind map describing the most
important concepts
37 November The students use
8th their creativity to
November Assessment synthesize the
11th topics seen during
the 3rd term to
analyze the ability
of argumentation
according to
 ethics and moral
values in our
society
38 November Some students will
1st retake assessments
November
1st

METODOLOGY – EVALUATION

The philosophy class seeks to foment the critical and argumentative thought of the students, giving them
tools to construct this critical thought about their own reality. With the right tools they will be able to
question their reality and to formulate possible solutions to the problems in their context, which implies
the construction of a personal perspective.

For this reason, is necessary the comprehension and apprehension of different theories through the
reading and the writing, abilities that the student will practice constantly. In this process the teacher
guides the student and gives them the necessary tools to comprehend and construct new knowledge.

SCHOOL EVALUATION CRITERIA

PERFORMANC DESCRIPTION PERCENTA

E GE

FINAL EXAM Final Exam (20 %) 20%

 School-wide Project (10 %)

ASSESSMENTS Quizzes, Presentations, Oral Quizzes, and other

30%
(COGNITIVE) evaluation methods.

ASSIGNMENTS Homework, classwork, workshops, essays, and

(PSYCHOMOTO any other education development strategies. 40%
R)

LEARNING Self-Evaluation, Punctuality, Responsibility,

HABITS Attitude, Participation, Behavior, Uniform 10%
(AFFECTIVE)

Total 100%

REFERENCES

- Ministerio de Educación. Estándares básicos de competencias de lenguaje, matemáticas, ciencias

y ciudadanas (2006).
Retrieved from https://www.mineducacion.gov.co/1621/articles340021_recurso_1.pdf

- Copleston, F. (2001). “Historia de la filosofía. Tomo 5: De Hobbes a Hume”. Ariel. España.

- Chatelet, F. (1982). “Historia de la filosofía. Tomo 3”. Espasa Calpe. España.
- Marías, J. (1968). “Historia de la filosofía”. Alianza. España.
- More, T. (2005). “Utopia”. URL: http://www.gutenberg.org/files/2130/2130-h/2130-h.htm
- Plato. The Republic. San Diego CA: icon, 2005.
- Platon. Timeo. 15 de 05 de 2021.
- Epistemology, URL taken on May 15th 2021 Epistemology (Stanford Encyclopedia of
Philosophy)
- Plato & Aristotle, URL taken on May 15th 2021(38) (PDF) Epistemology in Plato and Aristotle |
John Russon - Academia.edu