VCE PHILOSOPHY

Unit 2: Questions of Value

Area of Study 2
Further Problems in Value Theory
Sarah, Kate & Josh
Monday 5 October 2015

Unit 2, Area of Study 2

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

Key Questions
What are the foundations of our judgements
about value?
What are the relationships between different
types of values? (Family, friends, society, education, human
rights, property, public land, art, architecture)

How can particular value judgements be

defended or criticised?

Unit 2, Area of Study 2

Key Knowledge

Unit 2, Area of Study 2

Key Skills

Furthering value theory

Must study two of the four themes within AoS 2
1. Rights & Justice
2. Liberty & Anarchy
3. Aesthetic value
4. Interpretation of Artworks
Range of questions to be selected from SD with additional ability to
explore outside suggested questions
Must include at study of at least one primary text/s for either
theme

Philosophy Units

Unit 2, Area of Study 2

Furthering value theory
Student knowledge: (if U1 completed) Metaphysics, epistemology,
introduction to logic & reasoning
Student knowledge:

(U2, AoS1) ethics and moral philosophy

foundations of morality, moral psychology &/or right and wrong

AoS can be taught independently or parallel to each other. i.e. AoS

3 Techniques of reasoning can be taught in conjunction to AoS1
& 2.
Were focusing on two of the four themes. Rights & Justice and

THEME 1:
RIGHTS AND
JUSTICE

Questions

What is the basis and justification of

rights?

How are conflicts between rights to be

resolved?

If there are human rights, then there are

certain acts which should be considered
right or wrong in themselves
independently of their consequences.
what determines the content and extent

What is the relationship between law

and morality?
How are rights related to
responsibilities?

of human rights?
Are we justified in punishing criminals?
To what extent are there and should
there be constraints on our rights?

Is the state justified in enforcing moral

norms?

Can an individual, for example, infants,

Big Idea:
How are human rights understood
by philosophers and how does
human rights fit in the context of
social values?

Thinkers
Thinker:

Who were
they?

Viewpoint:

Legacy:

Primary
Text:

John Stuart
Mill

1806-1873

His writing of
Utilitarianism was to
justify the utilitarian
principle as the
foundation of morals.

Profoundly influenced
the shape of 19th
century British thought
and political discourse.

Utilitarianism

His writings were

heavily influenced by
his moral, political,
and social agenda.
Led the Philosophic
Radical

The principle of utility,

that - actions are right in
proportion as they tend to
promote happiness;
wrong as they tend to
produce the reverse of
happinesswas the
centerpiece of his ethical
philosophy
Focuses on consequences
of actions.

A System of logic
On Liberty
(Youtube video
11min)

The subjection of
women

Thinkers
Thinker:

Who were
they?

Viewpoint:

Legacy:

Primary
Text:

Mary
Woolstonecraf
t

1759-1797

Both women and men

were human beings have
rights to life, liberty, and
the pursuit of happiness.

Mary is regarded as
one of the founding
feminist philosophers.

Vindication of
the rights of
woman.

Considered the most

important political
philosopher of the
20th century.

A Theory of
Justice.

John Rawls

English writer,
philosopher and
advocate for
womens rights

1921-2002
American moral and
political philosopher

Women are not naturally

inferior to men, but
appear only to be
because of lack of
education.

Aimed to resolve the

competing claims of
freedom and equality.
Showed that notions of
freedom and equality
could be integrated into
a unity he called justice
as fairness.

His book. A Theory of

Justice is considered
to be the most
important work in
moral philosophy

Political
liberalism
The Laws of
peoples

Learning Activities:
Class Debate: On the question of freedom and
equality - possible question: Is it more important
that each individual have absolute freedom or that
all basic goods be distributed equally among all
people?
Case study: students look at the question are
we justified in punishing criminals? in regards
to a current affair
e.g Three teenagers in the Carrum Downs hit and run
incident.

Asylum Seeker case study: Are their human

Formative Assessment:
Popplet Activity

Students select one of the listed thinkers and create a popplet that
includes the following information:
Details of their thinker
Legacy of thinker
Historical context/Setting of their writing - explain how this could
have influenced their views
Description of their theory and key issues raised - include quotes
from primary text
Relevance of text today
A range of your own philosophical questions in response to theory.

Formative Assessment:
Popplet
Activity
Assesses:
Key Knowledge:
Debates and questions that arise from exploration of two of the value
theory themes
Central viewpoints and arguments associated with the chosen value
theory questions as represented in at least one primary text
Key Skills:
Formulate philosophical questions arising from the problems central to
the chosen themes
Analyse viewpoints and arguments presented in a primary
philosophical source and explore the implications of these
Offer justified critical responses to viewpoints and arguments relating
to value theory

Formative Assessment: on-going

Current Affairs
Aim: Application of real world situations to Philosophical Theory
Class discussion time, student driven, set once/week
2ppl/grp, 3-4 groups/week.
Answer questions in sheet:
o What is the issue? Where is it? What sides are there to the story?
o From what you know, what Philosophical Thought/Thinker can apply to
this scenario. Use examples, how does it apply?
This will become more in-depth as understanding of the content grows.
Allows flexibility
Complete 3 for unit, present 1 (in pair).

THEME 2:
ON LIBERTY
AND
ANARCHY

Key Questions
Is democracy the only justifiable form of polity?
Is freedom a fundamental human right?
What are the threats to freedom in the modern
world and to what extent should freedom be
protected?
What is the social contract?
What is the relationship between free markets and
free societies?
What is the distinction between positive and
negative liberty?

Thinkers
Thinker:

Who were they?:

Viewpoint:

Legacy:

Primary Text:

John Locke

1632-1704
From Somerset,
England
Went to Westminster
School and Christ
Church University of
Oxford

Believed in a
separation of
Church and State

Instrumental in the
separation of
Church and State,
huge influence on
the founding
Fathers of US

Two Treatises

Religious Freedom
Civil liberty
Conscience

Jean Jacques
Rousseau

1712-1778
From the city-state of
Geneva.

The noble savage

Humans are
innately moral
Separation from
nature is the cause

One of the
founders of modern
Western Philosophy
and the British
Whig party
His political
philosophy was a
huge influence on
French & European
enlightenment

Emilie, or On
Education 1762
The Social
Contract, or
Principles of
Political Right 1762

Thinkers
Thinker:

Who were they?:

Viewpoint:

Legacy:

Primary Text:

John Stuart
Mill

1806-1873
From London

Libertarian

Social theory

Liberty doesnt
extend to all
people

Political theory

Pro-colonialism

The most
influential english
speaking
philosopher of the
19th century

The Principles of
Political Economy:
with some of their
applications to
social philosophy
1848

Free market
economist

Political economy

On Liberty 1859
*two of many

Learning Activities
Charter of Human Rights: Class is broken into pairs and each pair
creates a list of what they believe to be fundamental human rights.
The lists are then presented to the class and compared with the
Universal Declaration of Human Rights and discussed as a class.
Vote Compass: Students fill out the ABC vote compass. Once their
results are given they create a table comparing their views with the
political philosophers they have studied including their similarities
and differences.
Case study: Are we justified in going to war for democracy?
Students can choose either side of the debate and then write a
response justifying their position with the use of at least one recent
conflict/war fought to instil democracy

Formative Assessment
Kahoot
https://create.kahoot.it/#quiz/a1cbb660-e194-4e31-851a-baafd364be43/done
Name: LittmannJ
On Liberty and Anarchy
Students are required to complete the
reading of Two Treatises by
John Locke & a Kahoot Quiz will follow.

Summative Assessment
Option:
i) Written reflection based on original text studied in
the unit
Each person possesses and inviolability founded on justice that even the welfare of
society as a whole cannot override. For this reason, justice denies that the loss of
freedom for some is made right by a greater good shared by others. It does not
allow that the sacrifices imposed on a few are outweighed by the larger sum of
advantages enjoyed by many. Therefore in a just society the liberties of equal
citizenship are taken as settled; the rights secured by justice are not subject to
political bargaining or to the calculus of social interests. The only thing that permits
us to acquiesce in an erroneous theory is the lack of a better one; analogously, an
injustice is tolerable only when it is necessary to avoid an even greater injustice.
Being first virtues of human activities, truth and justice are uncompromising.
John Rawls

Summative Assessment
John Rawls option continued
Q: Rawls claims that the concepts
ofjusticeandfairnessare one and the same. Discuss
the reasons you agree or disagree.
Answers must include:
- evidence from the text provided
- at lease one real-life example to support your
position

Summative Assessment
Option

ii) Choose a topical news story of interest to you.

(e.g. Hungarys call out to Australia to take more European asylum
seekers; denying visa to Chris Brown;
Traditional owners appeal to the UN regarding the Adani coal mine
project)

Q: a) Describe the issue of your topical news story.

b) Utilising a philosophical theory, apply this theory to your news
issue by first analysing how it applies to your news story. Follow
with an evaluation of the theory in relation to your news story.
Options for presentation: create own internet site; written piece

Resources for Philosophy

Teacher Resources:

Advice for VCE Philosophy Teachers https://www.luminpdf.com/viewer/QLxuwZJWPevC4u25F

AQA Philosophy by Atherton, M. et. al. (2008) Nelson Thornes
Mahoney, J (2006). The challenge of Human Right: Origin, Development and Significance. Wiley-Blackwell
Melbourne University, School of Historical & Philosophical Studies. Teacher Information sessions. http://
shaps.unimelb.edu.au/classics-archaeology/schools-vce
Museum Victoria. Relevant exhibitions applicable to various Areas of Study
http://museumvictoria.com.au/pages/18437/philosophy-guide-vce.pdf
Philosophy Meetups in Melbourne. Meetup group for philosophical enthusiasts in Melbourne.
Philosophy.meetup.com/cities/au/Melbourne
Philosophy Now. A magazine of ideas philosophynow.org
Victorian Association for Philosophy in Schools. Teacher and student resources available for Units 1 - 4. Sample Unit
outlines, learning activities etc. http://www.vaps.vic.edu.au/

Resources for Philosophy

Student Resources:

AQA Philosophy by Atherton, M. et. al. (2008) Nelson Thornes

Connect Education. Essay writing guides (for units 3 & 4), and other general advice for all VCE subjects. Specialises in
exam preparation. Excellent preparation for those wanting to continue with Philosophy and for those with a keen
interest in the content. https://www.connecteducation.com.au
Episteme Links. Various philosophy resources. www.epistimelinks.com
Mahoney, J (2006). The challenge of Human Right: Origin, Development and Significance. Wiley-Blackwell
Melbourne University, School of Historical & Philosophical Studies. Teacher Information sessions.
http://shaps.unimelb.edu.au/classics-archaeology/schools-vce
Mr Melicans VCE Philosophy site. Made by a Philosophy Teacher for his students.
https://melicanphilosophy.wordpress.com
Philosophy Foundation. A site for teachers and students. www.philosophy-foundation.org
The Cave: A Place for young people to exchange ideas about philosophy and the world outside
https://thekidscave.wordpress.com/