Philosophy 1ST High School - 2ND Partial

NOMBRE DEL DOCUMENTO:
CÓDIGO:GP-JA- GDE--F-008
GUIA DE ESTUDIO AÑO LECTIVO 2023-2024
PROCEDIMIENTO: Plan modular de unidades didácticas. REVISIÓN: 1

Página 1 de 19
1. IDENTIFICACIÓN
BGU: PRIMERO
CÓDIGO: PHILOSOPHY,2023
PROFESOR: LCDO. OSCAR EDUARDO BAILÓN DELGADO
2. NOMBRE DE LA ASIGNATURA
PHILOSOPHY IN ENGLISH
3. IMPORTANCIA DE LA ASIGNATURA
Philosophy is a broad field of study that explores fundamental questions about existence,
knowledge, values, reason, and ethics. It seeks to understand the world and our place in
it through critical thinking, argumentation, and reflection. Philosophical inquiry can
involve a wide range of topics, such as the nature of reality, the meaning of life, the origins
of morality, the nature of human consciousness, and more. It is a discipline that
encourages people to think deeply and critically about complex issues, and to develop
their own perspectives and beliefs based on reasoned arguments and evidence.
4. OBJETIVO GENERAL DE LA ASIGNATURA

Al terminar el ciclo lectivo el alumno será capaz de:
To develop critical thinking skills, deepen understanding of knowledge acquisition and

justification, and foster an appreciation for the complexity of knowledge across different
areas of knowledge and ways of knowing. By engaging in rigorous analysis and
reflection, students will explore the nature of knowledge, evaluate knowledge claims, and
develop a nuanced understanding of how knowledge is constructed, communicated, and
evaluated in various contexts. Ultimately, the objective is to cultivate intellectually
curious and open-minded individuals who actively question, analyze, and engage with
the world around them, while recognizing the importance of intellectual integrity and
humility in the pursuit of knowledge.
5. ABOUT THE BOOK

"Philosophy is a timeless and endlessly fascinating field of study that seeks to uncover
the deepest truths about ourselves and the world around us. From the earliest thinkers in
ancient Greece to the present day, philosophers have grappled with questions of existence,
knowledge, ethics, and reason, pushing the boundaries of human understanding and
challenging our assumptions about reality. This book aims to explore some of the most
profound and enduring questions in philosophy, drawing on the insights of some of the
most influential thinkers throughout history.
Elaborado por: Lcdo. Oscar Eduardo Bailon Delgado. April 2023-2024(ASESORIA ACADEMICA)
NAME: ________________________________________________________DATE:__________________________

Página 2 de 19
6. SISTEMA DE VALORES:
RESPONSABILIDAD, ORDEN, DISCIPLINA, RESPETO, HONESTIDAD Y SOLIDARIDAD.
7. TEMAS DEL SUBNIVEL:

7.1 KNOWLEDGE
7.2 EPISTEMOLOGY
7.3 RELATIVISM
7.4 SUBJECTIVISM
8. OBJECTIVE OF THE UNIT:
To develop critical thinking skills, deepen understanding of knowledge acquisition and

justification, and foster an appreciation for the complexity of knowledge across different
areas of knowledge and ways of knowing. By engaging in rigorous analysis and
reflection, students will explore the nature of knowledge, evaluate knowledge claims, and
develop a nuanced understanding of how knowledge is constructed, communicated, and
evaluated in various contexts. Ultimately, the objective is to cultivate intellectually
curious and open-minded individuals who actively question, analyze, and engage with
the world around them, while recognizing the importance of intellectual integrity and
humility in the pursuit of knowledge.
NAME: ________________________________________________________DATE:__________________________

Página 3 de 19
NAME: ________________________________________________________DATE:__________________________

Página 4 de 19
NAME: ________________________________________________________DATE:__________________________

Página 5 de 19
General aim:
The objective is to delve into the intricate relationship between metaphysics,

consciousness, and realism in order to gain a deeper understanding of the fundamental
nature of reality. By examining the philosophical underpinnings and scientific
perspectives, this objective seeks to explore how metaphysical concepts, such as the
nature of existence, consciousness, and the external world, can intersect with our
subjective experiences and empirical observations.
AIC#1 Topic: Definition of Knowledge - Reading out loud!

Prompts: Read the whole text in order to understand the definition of Knowledge Try
to highlight the unknown words to your teacher.
Is "the fact or condition of
knowing something with
familiarity gained through
experience or association".
In practice, though, there
are many possible, equally
plausible definitions of
knowledge. A frequently
used definition of
knowledge is "the ideas or
understandings which an
entity possesses that are used to take effective action to achieve the entity's goal(s). This
knowledge is specific to the entity which created it."
An understanding of knowledge requires some grasp of its relationship to information.

In everyday language, it has long been the practice to distinguish between information
— data arranged in meaningful patterns — and knowledge — which has historically
been regarded as something that is believed, that is true (for pragmatic knowledge, that
works) and that is reliable.
AIC#1 Topic: Definition of KNOWLEDGE.
Prompts: Create your own definition of knowledge. This must be uploaded to Canvas.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
NAME: ________________________________________________________DATE:__________________________

Página 6 de 19
NAME: ________________________________________________________DATE:__________________________

Página 7 de 19
NAME: ________________________________________________________DATE:__________________________

Página 8 de 19
TAI#1 Answer the next questions
Prompts: The reader is instructed to answer the following set of questions. These
questions cover basic questions about Knowledge.
1. What is the definition of knowledge?

________________________________________________________________
________________________________________________________________
________________________________________________________________
2. How is knowledge different from information?
________________________________________________________________
________________________________________________________________
________________________________________________________________
3. What are the different types or forms of knowledge?
________________________________________________________________
________________________________________________________________
________________________________________________________________
4. How is knowledge acquired?
________________________________________________________________
________________________________________________________________
________________________________________________________________
5. What role does experience play in the acquisition of knowledge?
________________________________________________________________
________________________________________________________________
________________________________________________________________
6. How can knowledge be organized and classified?
________________________________________________________________
________________________________________________________________
________________________________________________________________
7. How does knowledge influence decision-making and problem-solving?
________________________________________________________________
________________________________________________________________
________________________________________________________________
8. What are some challenges or limitations in acquiring and applying knowledge?
________________________________________________________________
________________________________________________________________
________________________________________________________________
NAME: ________________________________________________________DATE:__________________________

Página 9 de 19
Goal: To understand the definition of the Theory of knowledge through various ways of
learning.
AGC#1 Make a powerpoint presentation
Theory of knowledge (TOK) is an area

of philosophical speculation that plays a
crucial role in the International
Baccalaureate (IB) Diploma Programme
(DP). It concentrates on the nature of
knowledge and how genuine knowledge
is achieved. It provides an opportunity
for learners to reflect on the nature of
knowledge, and on how people know
what they claim to know.
According to Philosophy and
Phenomenological Research, the Theory
of knowledge is related to the conditions,
nature, or/and first principles of genuine
knowledge and also, according to some
experts, with the reliability or truth-
value, of knowledge attributions. Some
authors have used the term
formal epistemology interchangeably
with the expression "theory of
knowledge". Research reveals that
the Theory of knowledge is one of the
most controversial topics of philosophy,
as there is a significant disagreement
among the different philosophical traditions over correct formulation and selection of
the problems to be analyzed. There is also disagreement over the subject of whether
the theory of knowledge needs to control and precede or it must be controlled
by psychology and metaphysics.
AGC# LECC#1 Make a PowerPoint presentation
Create a presentation exploring the Theory of Knowledge (TOK), a core component of

the International Baccalaureate (IB) Diploma Program. Your presentation should include
the following elements:
Provide a brief overview of the Theory of Knowledge. Explain its purpose and
significance within the IB Diploma Program. Highlight the key concepts and objectives
of TOK.
NAME: ________________________________________________________DATE:__________________________

Página 10 de 19
Goal: To understand the definition of the Theory of knowledge through various ways of
learning.
Topic: Definition of EPISTEMOLOGY- Reading out loud!
Between the epistemological

currents most important stand out
skepticism, dogmatism, rationalism,
relativism or empiricism.
Epistemology is the branch of
philosophy responsible for studying
knowledge as a phenomenon. From
this discipline, theories are generated
as the origin of knowledge, its
meaning and its relationship with the
subject.
Beyond the philosophical scope,
epistemology has had an important
impact in the scientific and academic
world, starting from the attempt to
define the limits and possibilities of
creation and production of new
knowledge.
Likewise, they have been applied to disciplines such as mathematical logic, statistics,
linguistics and other academic areas.
As in many other philosophical disciplines, theories and discussions on this subject have
been present for thousands of years.
However, it has not been until the modern era where these approaches have penetrated
strongly and raised concerns that have led to new proposals as methods and structures of
knowledge.
The basic premise about knowledge is that it comes from the coincidence of a belief
with"reality". However, starting from this point there are many variations and questions
about it.
Epistemology aims to answer a wide range of questions and determine, among other
things, what we can know (the facts), the difference between believing and knowing and
what it is to know something.
Based on this, different theories have been formulated to attack each of these areas,
starting from the most basic, the approach of the subject to the object of knowledge.
AIC#2 EPISTEMOLOGY
Write your own definition of epistemology
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
NAME: ________________________________________________________DATE:__________________________

Página 11 de 19
Goal: To demonstrate an understanding of relativism and subjectivism.
Topic: RELATIVISM AND SUBJECTIVISM
Relativism is the
philosophical position
that holds that truth,
knowledge, or morality
are not absolute or
objective, but rather
depend on subjective
factors such as individual
perspectives, cultural
norms, or historical
contexts. Relativism
suggests that there are no
universal or timeless
truths and that what is
true or morally right can
vary from person to person, culture to culture, or situation to situation.
There are different forms of relativism, including:

➢ Cultural Relativism: Cultural relativism asserts that ethical or moral principles
are relative to specific cultures or societies. It argues that moral judgments
should be based on the values and norms of a particular culture, and there is
no absolute standard for assessing right or wrong.
➢ Moral Relativism: Moral relativism extends the idea of cultural relativism to
the individual level. It posits that moral judgments are subjective and vary
from person to person based on their personal beliefs, values, and cultural
backgrounds. According to moral relativism, there are no universally valid
moral principles.
➢ Epistemic Relativism: Epistemic relativism deals with knowledge and truth.
It suggests that knowledge or truth is relative and depends on individual or
cultural perspectives. It asserts that different people or cultures may have their
own truths or ways of knowing, and there is no objective standard for
determining the truth.
➢ Cognitive Relativism: Cognitive relativism argues that conceptual schemes or
systems of thought are relative and vary across different cultures or historical
periods. It suggests that different cultures or languages may have distinct ways
of conceptualizing the world, and there is no universally valid framework for
understanding reality.
➢ Critics of relativism often argue that it leads to problems such as moral
relativism undermining universal ethical principles or epistemic relativism
denying the possibility of objective truth. They contend that certain truths can
be objectively grounded or that universal moral principles can be derived
through reason or other means.
➢ It is important to note that while relativism challenges the idea of absolute or
universal truths, it is a complex and debated topic within philosophy, and there
are various interpretations and critiques of relativistic positions.
NAME: ________________________________________________________DATE:__________________________

Página 12 de 19
Subjectivism is a philosophical position

that emphasizes the role of individual
subjectivity in the determination of truth,
knowledge, or morality. It holds that these
concepts are dependent on personal
perspectives, feelings, beliefs, or
experiences. Subjectivism places the
individual subject at the center of
understanding reality and rejects the
notion of objective or universal standards.
There are different forms of subjectivism, including:
➢ Epistemic Subjectivism: Epistemic subjectivism is concerned with knowledge

and truth. It suggests that truth is determined by individual subjective experiences
or beliefs. According to epistemic subjectivism, truth is a matter of personal
perspective or interpretation, and there is no objective reality or universally valid
truth.
➢ Ethical Subjectivism: Ethical subjectivism focuses on morality and ethical
judgments. It asserts that moral values and principles are relative to individual
subjective opinions or emotions. Ethical subjectivists argue that moral judgments
are expressions of personal preferences or attitudes, and there are no universally
applicable moral standards.
➢ Aesthetic Subjectivism: Aesthetic subjectivism deals with judgments of beauty
and artistic value. It maintains that aesthetic judgments are subjective and depend
on individual taste or personal preferences. According to aesthetic subjectivism,
beauty is in the eye of the beholder, and there are no objective criteria for assessing
aesthetic quality.
➢ Subjectivism is often contrasted with objectivism, which posits that truth,
knowledge, or morality exist independently of individual subjectivity and are
grounded in objective reality or universal principles. Critics of subjectivism argue
that it can lead to relativism, where each person's subjective views are considered
equally valid, potentially undermining the notion of objective truth or moral
standards.
➢ It is important to note that subjectivism is a complex and debated topic within
philosophy, and there are various interpretations and criticisms of subjectivist
positions. Philosophers continue to explore the relationship between subjectivity
and objectivity in different areas of knowledge and ethical reasoning.
NAME: ________________________________________________________DATE:__________________________

Página 13 de 19
AGC#2 Topic: Relativism and subjectivism

Prompts:
Students must complete the next activity: compare and contrast chart.
NAME: ________________________________________________________DATE:__________________________

Página 14 de 19
LECC#2 Topic: Relativism and subjectivism – MIND MAP
Prompts: STUDENTS MUST CREATE THEIR OWN MIND MAP OF

RELATIVISM OR SUBJECTIVISM.
NAME: ________________________________________________________DATE:__________________________

Página 15 de 19
9. TAREAS DE UNIDAD:
TAI: 5-11
AIC:4-9
AGC:6-15
QUIZ:8-14
10. FUENTES BIBLIOGRAFICAS
• https://prezi.com/p/iddg6m-3avzm/metaphysics-mind-map/
• https://www.verywellmind.com/what-is-consciousness-
2795922#:~:text=Consciousness%20is%20your%20individual%20awareness,subjective
%20and%20unique%20to%20you.
11. CRONOGRAMA
CLASES DÍAS SEMANA ACTIVIDADES

S
JUNE KNOWLEDGE
DÍA 1 - 2
JULY SEMANA AIC1

THEORY OF DÍA 3 - 4 AGC1
1 +
KNOWLEDGE A LA 4 TAI1
JULY THEORY OF
DÍA 5 - 6
KNOWLEDGE
JULY EPISTEMOLOGY
DÍA 7 - 8 TAI 2
AUGUST SUBJECTIVISM SEMAN /lecc1
DÍA 9 - 10 AGC2 /lecc
A5 A
1
LA 8 LECC 1
AUGUST RELATIVISM DÍA 11
NAME: ________________________________________________________DATE:__________________________

Página 16 de 19
RUBRIC FOR TAI

Excellent Very Satisfactory Basic Poor
Advanced
Almost all Most Few Most of the
All answers on responses responses responses answers were
Accuracy In the topic with develop on the develop the develop the not developed
Answers clarity, topic with topic with topic with clearly and
precision and clarity, clarity, clarity, with precision
consistency. precision, and precision, and precision, and and
consistency. consistency. consistency. consistency.
Almost all Most of the Few Most of the
All responses
responses are responses are responses are answers are
Presentation are presented
presented presented presented not presented
neatly and
neatly and neatly and neatly and neatly and
cleanly.
cleanly. cleanly. cleanly. cleanly.
There are
There are no There are There are two There are
more than
grammatical, almost no grammatical, three
three
grammar, spelling or grammar,
Grammar & spelling or grammar,
spelling or punctuation spelling or
spelling punctuation spelling or
errors and the punctuation errors, and the punctuation
punctuation
text reads errors and the text has some errors, the text
errors, and the
text reads difficulty to is difficult to
fluently. text is not
fluently. understand. understand.
understood.
NAME: ________________________________________________________DATE:__________________________

Página 17 de 19
RUBRIC FOR AIC
Excelle Satisfacto Below Average Unsatisfacto
nt ry ry
2 1.5 1 0.5
I always brought my
materials and
I usually brought all I frequently forget to
assignments to class. I I frequently have to ask
materials bring required materials
am always ready to to borrow materials. I
Preparation for class an to class. (And/Or) am
work without being am rarely ready to
d assignments to class I often not ready to begin
reminded by the begin when the bell
am usually ready work when the bell rings.
teacher. I always arrive rings.
and when the bell rings.
on time and have
no unexcused
absences.
I showed interest in
I actively participated in activities My participation during
I seldom put forth any
all activities and an class activities was
class activities was
discussions with a d usually minimal. I
Frequency effort during activities.
positive attitude. I took participated, though showed little interest
of My presence in class
risks. My presence sometimes during class activities. I
Participatio had little or not impact
made a positive impact passivel took few risks. My
n on accomplishing tasks
on getting tasks done. y rather than actively. I contribution to the class
sometimes took risks. was minimal.
My presence generally
made a positive
impact on
getting tasks done.
I sometimes need to be
I give minimum effort
I am always on task I complete most group reminded to stay on
Focused / on-task during pair and group
during pair and group and pair activities in task during group or
during activities activities, and I am
activities the whole allotted time. pair activities OR I
often off task.
time. carelessly rush through
activities.
The pages required by

The pages required by The pages required by The pages required by
Used of Student’s my teacher in both
my teacher in both my teacher in both my teacher are not ANY
book books are just a few of
books are ALL of them books are most of them of them filled out.
and workbook. them filled out.
filled out. filled out.
I almost exclusively use

I stayed in English the I occasionally used I generally used more
Spanish when talking
whole class period. I Spanish without Spanish than English
with the teacher and
volunteered to speak attempting to express and needed to be
classmates or I speak
Used of English in and regularly answered myself in English first. I reminded to speak
as little English as
class. questions in English. I volunteered to speak English. (And/Or) I did
possible during class,
respond in English to and answer questions not volunteer or
pair (And/Or) group
everyone in class. in English. answer questions
activities
much. or I don't speak at all.
TOTAL
NAME: ________________________________________________________DATE:__________________________

Página 18 de 19
RUBRIC FOR AGC & LECC
Partially
CATEGORY Exemplary Proficient Unsatisfactory POINTS
Proficient
Ability to 2 points 1.5 points 1 point 0.5 points /2

understand and
communicate the Fully articulated Understood the Understood a few Did not understand
rules of the game all rules and majority of the rules rules and does the rules of the
knows where to and knows where to not know where game nor where to
verify rules. find the rules in to find the rules in find the rules of the
question. question. game.
Motivation 2 points 1.5 points 1 point 0.5 points /2

towards the
activity Showed a Didn’t like the activity Looked boring Didn’t want to
positive attitude but was willing to and stopped participate in the
in and was collaborate the playing before the activity.
happy to do the activity. activity ends.
activity.
Use of creative 2 points 1.5 points 1 point 0.5 points /2

thinking
strategies in the Used a large Used several original Rarely used Did not use any
game-making or number of ideas and strategies original ideas to original ideas to
problem-solving original ideas to solve the game solve the game solve the game
challenge and strategies challenge. challenges. challenges.
to solve the
game
challenge.
Ability to act on 2 points 1.5 points 1 point 0.5 points /2

constructive
feedback Readily Made changes with Hesitated to make Did not consider
adapted some changes when new and relevant
changes when encouragement. new and relevant ideas and
new and ideas and information.
relevant ideas information were
and new presented.
information was
presented.
Group/partner 2 points 1.5 points 1 point 0.5 points /2

teamwork
All team Assisted Finished Contributed little to
members group/partner in the individual task but the group effort
contributed activity’s objective. did not assist during the activity.
equally to the group/partner
activity’s during the activity.
objective.
TOTAL POINTS /10
NAME: ________________________________________________________DATE:__________________________

Philosophy 1ST High School - 2ND Partial

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Philosophy 1ST High School - 2ND Partial

Uploaded by

Copyright:

Available Formats

NOMBRE DEL DOCUMENTO:

PROCEDIMIENTO: Plan modular de unidades didácticas. REVISIÓN: 1

4. OBJETIVO GENERAL DE LA ASIGNATURA

To develop critical thinking skills, deepen understanding of knowledge acquisition and

5. ABOUT THE BOOK

PROCEDIMIENTO: Plan modular de unidades didácticas. REVISIÓN: 1

7. TEMAS DEL SUBNIVEL:

8. OBJECTIVE OF THE UNIT:

To develop critical thinking skills, deepen understanding of knowledge acquisition and

PROCEDIMIENTO: Plan modular de unidades didácticas. REVISIÓN: 1

PROCEDIMIENTO: Plan modular de unidades didácticas. REVISIÓN: 1

PROCEDIMIENTO: Plan modular de unidades didácticas. REVISIÓN: 1

The objective is to delve into the intricate relationship between metaphysics,

AIC#1 Topic: Definition of Knowledge - Reading out loud!

An understanding of knowledge requires some grasp of its relationship to information.

AIC#1 Topic: Definition of KNOWLEDGE.

PROCEDIMIENTO: Plan modular de unidades didácticas. REVISIÓN: 1

PROCEDIMIENTO: Plan modular de unidades didácticas. REVISIÓN: 1

PROCEDIMIENTO: Plan modular de unidades didácticas. REVISIÓN: 1

TAI#1 Answer the next questions

1. What is the definition of knowledge?

PROCEDIMIENTO: Plan modular de unidades didácticas. REVISIÓN: 1

AGC#1 Make a powerpoint presentation

Theory of knowledge (TOK) is an area

AGC# LECC#1 Make a PowerPoint presentation

Create a presentation exploring the Theory of Knowledge (TOK), a core component of

PROCEDIMIENTO: Plan modular de unidades didácticas. REVISIÓN: 1

Topic: Definition of EPISTEMOLOGY- Reading out loud!

Between the epistemological

PROCEDIMIENTO: Plan modular de unidades didácticas. REVISIÓN: 1

Topic: RELATIVISM AND SUBJECTIVISM

There are different forms of relativism, including:

PROCEDIMIENTO: Plan modular de unidades didácticas. REVISIÓN: 1

Subjectivism is a philosophical position

There are different forms of subjectivism, including:

➢ Epistemic Subjectivism: Epistemic subjectivism is concerned with knowledge

PROCEDIMIENTO: Plan modular de unidades didácticas. REVISIÓN: 1

AGC#2 Topic: Relativism and subjectivism

PROCEDIMIENTO: Plan modular de unidades didácticas. REVISIÓN: 1

Prompts: STUDENTS MUST CREATE THEIR OWN MIND MAP OF

PROCEDIMIENTO: Plan modular de unidades didácticas. REVISIÓN: 1

10. FUENTES BIBLIOGRAFICAS

CLASES DÍAS SEMANA ACTIVIDADES

JULY SEMANA AIC1

PROCEDIMIENTO: Plan modular de unidades didácticas. REVISIÓN: 1

RUBRIC FOR TAI

PROCEDIMIENTO: Plan modular de unidades didácticas. REVISIÓN: 1

The pages required by

I almost exclusively use

PROCEDIMIENTO: Plan modular de unidades didácticas. REVISIÓN: 1

Ability to 2 points 1.5 points 1 point 0.5 points /2

Motivation 2 points 1.5 points 1 point 0.5 points /2

Use of creative 2 points 1.5 points 1 point 0.5 points /2

Ability to act on 2 points 1.5 points 1 point 0.5 points /2

Group/partner 2 points 1.5 points 1 point 0.5 points /2

You might also like