Unit 3 – Area of Study 1: Minds and bodies
Outcome 1:
Examine concepts relating to the mind and body, analyse, compare and evaluate viewpoints and arguments concerning the relationship between the mind and body found in the set texts, and discuss contemporary debates.
Examples of learning activities
- Prior to reading the set texts, draw a T-bar graph to list what you consider to be the qualities of 'mind' on one side and the qualities of 'brain' on the other. Then, use the graph to identify whether you are a dualist or a materialist and discuss the essential ideas of each.
- Outline the key arguments presented in each of the set texts in standard form. Gradually complete this over the course of Area of Study 1 as a folio of notes.
- Draw a concept map that explores the relationships between the concepts relevant to Unit 3 Area of Study 1.
- Write a series of notes evaluating the key arguments presented in each of the set texts and indicating important flaws in the logic or reasoning by the philosopher studied. For example, examine an analogy used.
-
Write a dialogue between two philosophers from the set texts in which they critically discuss the arguments they put forward in their text.
- Write a series of notes that relate the key arguments presented in each of the set texts to the relationship between the mind and body.
-
Read a set of curated, additional texts to support learning on the evaluations of positions on the relationship between the mind and body. Then create a series of notes that summarise findings and reflections.
- Listen to a speaker (or multiple speakers in a forum) before sharing and discussing your understanding of the relationship between mind and body and its relevance to a range of different fields. For example, speakers could be from areas such as literature, psychology or religion as well as philosophy. Ask questions of the panel.
- In pairs or individually, construct a presentation using PowerPoint or Prezi to introduce and provide an overview of a philosopher's case on the relationship between the mind and body. Evaluate the case through discussion.
- Construct a website or set up an online forum to discuss questions associated with a contemporary debate on the mind–body problem. For example, discuss the implications a physicalist conception of the mind has on our understanding of free will.
- Use a graphic organiser to explore the philosophical consequences and contemporary applications of physicalism or dualism. For example, the central claim could be: 'If the mind is physical then what are the consequences and implications of such a view?'
- Use the internet to research a contemporary debate relevant to a set text. Relevant debates may include: the cognitive status of animals, the existence of an after-life, the scientific exploration of consciousness, the existence of the soul. Share articles and discuss the relevance of the set texts to the debate.
- Create an oral presentation that evaluates a philosophical point of view on the mind–body problem and a relevant contemporary debate. For example: 'If we accepted a materialist view of the mind then where can we assign the responsibility for criminal action?'
- Source and read an article that overviews the relationship between the mind and body. Identify any concepts discussed that are relevant to Unit 3 Area of Study 1. Discuss whether the contention supports a materialist or dualist position and evaluate the argument.
-
Research a relevant contemporary debate or application and prepare a speech to present to the class.
- Write a blog or newspaper feature article that evaluates and argues for a philosophical position on the possibility of thinking machines.
- Research key developments in cognitive science and discuss their relevance to the mind and body problem.
- Write a series of notes that relate the key arguments presented in each of the set texts to a selected relevant contemporary debate or application.
- Read a story about artificial intelligence and discuss the philosophical implications with the class. Some suitable stories can be accessed on
The Verge website such as;
'The best four short stories about artificial intelligence you need to read' by Cassandra Khaw.
- Source and find an article about the current progress in developing artificial intelligence. Two sources are
'Can machines think?' by Peter Spinks (The Sydney Morning Herald) and 'Computer Machinery and Intelligence' by AM Turing (1950) in
Mind vol. 59, pp. 433–460. Discuss the questions that a dualist might raise in response to these as opposed to those raised by a physicalist.
Detailed example 1
Writing a dialogue
Context:
In a philosophical dialogue, the parties to the conversation seek a critical understanding of a topic. A dialogue is eliminative. This means that a proposition is constantly refined by removing and (re-)defining hypotheses related to the proposition under discussion. More broadly, a dialogue also needs to be exploratory.
In a dialogue, character voice is important. Think about the way the characters will discuss and act: aggressively, passively, indecisively, inquiringly, encouragingly, happily and so on. The representation of an argument is also crucial: both sides of the discussion need to present the best possible case for holding that view. The aim for all dialogues is to construct a fair and genuine conversation about the topic. One side of the discussion does not necessarily have to 'win' or completely overcome the challenges of the other.
Activity:
Students write a dialogue between two of the set text philosophers. They can each argue on a broad topic like 'The mind can be reduced to the functioning of the brain.' To expand the task and build in more complexity, students can consider a case study or contemporary debate in their dialogue which has to be discussed by their philosophers.
For extension, the dialogue can be written in pairs and performed to the class. A question-and-answer session at the end of the dialogue can enhance learning, reflection and the dramatic element of the task.
Detailed example 2
Dualist and monist arguments on the relationship between body and mind
Activity 1: Curated resources
Teachers prepare some extracts relevant to the mind and body debate using resources not prescribed by the VCAA. The purpose is to expose students to philosophical objections to some of the arguments in the set text. This is sometimes done in the form of thought experiments.
Some texts which are not prescribed by the course but which present a dualist critique of physicalism through the use of thought experiments are: Frank Jackson's 'Mary and the Black and White Room', John Searle's 'Chinese Room' and David Chalmer's 'Philosophical Zombies'. Summaries of each can be found on the internet.
Some physicalist responses to dualism can be found in the works of David Armstrong, Daniel Dennett, WVO Quine, Jerry Fodor or Galen Strawson's work on realistic physicalism.
Activity 2: PMI table
Students then summarise the major arguments for and against physicalism and dualism based on their additional reading. They construct a PMI chart (plus, minus and interesting) for the major arguments from physicalism or dualism. Students critically compare each argument and construct a reasoned response that evaluates each with supporting justifications.
Extension:
Students incorporate the set text philosophers where possible in the chart. Alternatively, they write a standard form representation of one argument for and against dualism and one for and against physicalism.
Detailed example 3
Contemporary debate or application
Context:
Before commencing the activity, provide students with an article or other source that presents a contemporary application or debate relevant to Unit 3 Area of Study 1. Model philosophical analysis by identifying and discussing the relevant concepts and their relationship with a set text, or by discussing the insight a set text philosopher could offer the provided source.
Activity:
Ask students to research a relevant contemporary debate or application. Sources can be found in libraries, in news media, in journals and relevant magazines and online (for example, in documentaries or TED Talks). Students should be encouraged to seek out materials using the following criteria:
- offers philosophical perspectives relevant to the concepts of Area of Study 1
- provides opportunity to consider the relationship between the perspective of the source and the arguments expressed in the set texts
- offers opportunity for a discussion about the implications of adopting positions expressed in the source and the set texts, for how that debate might be resolved and the consequences of this.
Teachers may prefer to curate a list of relevant sites for students for a selected topic area(s).
Relevant contemporary debates or applications include: animal rights, artificial intelligence, consciousness or perception research, other issues applicable to questions associated with mind and body.
Students write a series of notes that relate the key arguments presented in each of the set texts to the selected source.
Extension:
Ask students to give a speech on their chosen debate. The speech should include:
- a broad overview of the debate and how it is connected to philosophy on the relationship between the mind and body
- a brief outline of at least one set text philosopher's perspectives on the debate, including an account of the relevant arguments used to support these perspectives
- the implications of adopting certain perspectives on the debate or application topic
- an evaluation of these perspectives.