Unit 2 – Area of Study 2: Further problems in value theory

Outcome 2:

Analyse selected problems in value theory and evaluate viewpoints and arguments in response to these problems, and discuss philosophical issues in the context of relevant contemporary debates.

Examples of learning activities

• Engage in a debate on questions of freedom and equality; for example 'Is it more important that each individual have absolute freedom to accumulate and spend wealth or that all basic goods be distributed equally among all people?'
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  Use examples of speeches to stimulate consideration of the use of moral justifications for political positions and the significance of this.
• Conduct research and make a presentation on a political philosopher's view on human nature; for example, Locke and Hobbes on the state of nature.
• Write an analysis on the role of the state enforcing moral norms. The analysis should explore punishment and the courts, prisons and rehabilitation and the role of legislation.
• Construct a human figure on a chart. List on the left side the various rights that a human being ought to be entitled to. List on the right side the needs that are required for humans to achieve those rights. Discuss what might support and/or constrain the achievement of those rights. List below the figure the obligations of others and who bears these obligations. Consider whether obligations come prior to rights or whether rights come first.
• Examine a moral dilemma and then discuss the relationship between morality and the law.
• In pairs or small groups, use the internet to research and develop an overview of a primary text such as Mary Wollstonecraft's A Vindication of the Rights of Woman (1792). Explore elements such as Wollstonecraft's biography and the historical context of the book, the key issues raised, the critical reception of the book at the time and its relevance now.
• Write a reflection on the Universal Declaration of Human Rights.
• Conduct a classroom forum or dialogue on a question associated with democracy. For example: 'What is democracy?' 'Is democracy the best form of government?' 'How sustainable is democracy and what are the essential elements of a democracy?' 'How does democracy balance the needs of the individual with the needs of the community or society?' 'Are the minority always bound by the will of the majority?' For extension, pose various problems to test values: 'Are we justified in going to war for democracy?' or 'Does a government have a mandate to rule if only 51% of the populace voted for it?'
• Develop a PowerPoint presentation that outlines the viewpoints and arguments around the question of freedom of the individual in society and the role of the state. Specifically, explore whether there is a 'contract' between an individual and the society of which they are a part, where each has obligations and responsibilities towards the other. Make reference to philosophers such as Locke, Hobbes, Rawls and Nozick.
• Research contemporary case studies from the media and consider arguments for and against the legal and moral points of view. For example, consider the legality of live animal export and the moral position for and against this practice; or the legality and moral standing of codes of practice, such as for the media.
• Draw a concept map that defines and links the following concepts: rights, responsibilities, obligations, duties, law, morality, etc.
• Draw a large tree trunk. On the tree, draw (in the form of leaves, fruit, flowers, branches) those rights that the group believes are essential for a human to flourish. Draw in roots and label with the fundamentals necessary for a human to grow. Participants should explain their additions to the drawing. A useful reference is 'The Need for Roots' by Simone Weil.
• Take the 'Political Compass Test' and discuss the challenges that arise from people holding different positions.
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  Take part in a Philosophy Trail at the National Gallery of Victoria (NGV). Explore and examine a range of questions on the role of beauty in art. Discussion questions include: What is beauty? Is beauty necessary for art? Can beauty be objectively defined?
• Conduct an excursion to an art gallery and explore the question: Is art only ever found in an art gallery? On the way to the gallery, examine other visual representations such as advertising, tags and other graffiti and consider the reasons why they should or should not be included in an art gallery.
• Conduct an excursion to the Australian Centre for Contemporary Art (ACCA). Explore and examine a range of questions on the nature of art. Discussion questions include: What makes a piece of art an artwork? What is the purpose and value of art? Is there a distinction between high and low art?
• Write a reflection on whether an artist is a philosopher. For extension, construct an argument in standard form that characterises both occupations (artist and philosopher) and then a further argument on whether they are the same or not.
• Explore the various definitions of what makes an artefact a work of art. Some research may be required. Gather examples of works that accentuate the features of the various definitions.
• Explore the value of art by considering whether a forgery of a work of art provides the same viewer experience as the original.
• Explore the relationship between various examples of contemporary art: painting, sculpture, dance, music, architecture. Discuss the features of each and attempt to come to a clear conclusion about the nature of a work of art.
• Make the classroom into an art gallery with every student contributing at least one work. Each student presents reasons why that work is considered art, what appealed in the work and why it was included in the class gallery.
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  Write a dialogue with Plato arguing for or against his position on censorship. Alternatively, write an essay or complete a speech using this argument.
• Draw a concept map that explores the relationship between the following concepts: art, craft, skills, technique, public consumption, usefulness, communication, adornment, aesthetic appeal, and so on.
• Examine a current news dilemma surrounding art and explore the relevant aesthetic and/or moral issues involved. For example, controversies have arisen over provocative artistic representations of topics including: the human body, religious symbols, refugees, and so on.
• Present a dialogue on the importance of art galleries in society. Explore a range of philosophical issues in the dialogue, including the role of art in society. Compare this with museums or libraries.
• Discuss whether the consumption of art makes people better, happier or more moral people. Use a stimulus for discussion, such as Picasso's anti-war work Guernica.
• Discuss the reasons why someone learns a musical instrument, participates in drama productions or does art classes. What does this suggest about the value of art (or performance) in education or broader culture?
• Explore the difference between art and propaganda. Useful examples can be found in political or historical sources, such as posters from Nazi Germany or paintings completed for the USSR.

 

Detailed example 1

Human rights and freedom

In this activity, students consider the reasoning for human rights and freedom.

Students examine a speech by an influential person and identify the premises and justifications given in their speech to support their view of human rights and/or freedom. For example, watch the acceptance speech by the son of Aung San Suu Kyi on the Nobel Prize website and list the moral justification for the contention he presents. Then consider the significance of using moral justifications to strengthen a political position. Alternatively, see Martin Luther King Junior's 'I have a Dream' speech from the TeacherTube website.

Extension:

Students write their own speech responding to a political issue, incorporating their understanding of value theory.

 

Detailed example 2

Philosophy Trails

Students attend a Philosophy Trail at the National Gallery of Victoria (NGV). This excursion allows them to explore the nature of art. Developed by the Victorian Association for Philosophy in Schools (VAPS), a Philosophy Trail is a program of philosophical discovery and reflection that invites students to tour and explore public spaces in Melbourne and inquire into the values promoted within those public spaces. Students are led through a series of encounters at the venue that promote philosophical dialogue based on the Community of Inquiry methodology. Prior to the excursion, discuss the skills for participating in a Community of Inquiry. A model can be found at 'The Community of Inquiry Blog website'. Before participating in the Philosophy Trail, students develop responses, without prior research, to each of the following questions: What makes an artefact a work of art? What is the role of institutions such as the NGV in selecting and promoting art? Can beauty be objectively defined? Is beauty necessary in art?

After completing the Philosophy Trail, students discuss the experience: What was interesting or challenging? What ideas changed or remain the same after the experience? Ask students to identify further philosophical questions raised by the Philosophy Trail. Then consider the questions that were raised prior to the excursion and discuss how the Philosophy Trail contributed answers. Later, students can further evaluate their initial reflections after completing their study of the theme.

Philosophy Trails are also available at the following public venues: State Library of Victoria, Melbourne Museum (Bunjilaka exhibition and the Mind and Body Gallery), Burrinja, Peninsula Gallery, Melbourne Zoo, Werribee Zoo and Healesville Sanctuary.

 

Detailed example 3

Plato on censorship

Context:

Plato, in the Republic, offers a consistent argument for the importance of censorship of artwork. His arguments can be found in Books 3 and 10. Teachers may like to examine the primary text itself and then continue with the discussion below. Stephen Hicks offers a summary of Plato's main ideas as well as a standard form argument of Plato on censorship: 'Plato on censoring artists'. For a more contemporary discussion on Plato and censorship, see The New York Times 'Plato's Pop Culture Problem, and Ours' by Alexander Nehamas.

Activity:

Students write a dialogue with Plato arguing for or against his position on​ censorship. Alternatively, students could write an essay or complete a speech using this argument. In preparation, they draft their own questions in response to the Republic or use the following for discussion:

• Does censorship improve or diminish educational opportunity? Most schools censor racist and hate pages using filters on the internet but is this 'good' censorship?
• Should racist images used in art be censored?
• Is art educational?
• How should something like irony be responded to?
• Does censorship harm or protect societies? Is there a difference between 'light' or 'heavy' censorship?
• Do you think censorship violates freedom of speech? Should artists be treated as different or as ordinary citizens with regards to censorship of expression?
• Is it up to the government or other agencies to censor things? Or should censorship be self-regulated; for example, parents choosing what to censor for their children or an individual choosing not to watch particularly violent movies. What criteria could an artist use to self-regulate?
• What do you think censors should pay more attention to when monitoring content: print, songs, movies or content on the internet? Do you think musical lyrics need censoring? What about nudity in artworks? Or violence in movies?
• What things should never be censored? What would the world be like if there was no censorship at all?.