Revolution of thought
Revolution of
Thought will focus on philosophical, ethical and current affair issues.
The Revolution of Thought course provides an opportunity for students to become critical thinkers and problem solvers using a wide range of technologies, processes and strategies. Students gain a greater understanding and self-awareness of how they learn and form their sense of self. Through their investigations deeper understandings of humanity, creativity, purposes and values are explored. Students gain project management, interpersonal and technological skills. They learn how to adapt, create and communicate effectively and use information more fluently and critically. It is designed to enhance the development of critical and reflective thinking skills essential for effective participation in work, higher learning and the broader community. The course fosters the ability of students to approach complex tasks flexibly, to analyse and synthesise data from new situations, to develop considered responses in accordance with a balanced methodology and to reflect on the processes in which they engage. These experiences are of particular value to those students intending to undertake tertiary study, by providing an introduction to the issues of how a discipline is structured and how it is learned.
Students are learning about how the motivations and ideas of philosophers, thinkers and people of influence arose from the context of their own environment and in turn how these paradigms have developed and influenced constantly changing current thought. This includes the specific role of women in the creation of worldviews and knowledge.
In the year 9 course students study five modules. They begin the course with an in-depth investigation of their learning style, and learn about research methodology and strategies of research. They evaluate a range of strategies to best gauge their personality traits and how they learn. Students then move onto researching about a contemporary individual of influence and how their context shaped his/ her theories, politics and motivations. Following this is an investigation of the Ancient World; specifically focussing on the Greek philosophers Socrates, Aristotle and Plato. In this unit students gain an understanding of how systems of education have influenced the modern world. This unit ties into a research project based on a ‘Futures Study’. Finally the year 9 course ends with a ‘micro-study’ of the Near East on the course of education, science and the arts with a specific focus on the major religions.
The year 10 course builds on the year 9 course in developing a more critical analysis of research methodologies and project development. The course begins with a survey of the Renaissance. Students study and research the impact of the Renaissance on the arts, sciences and literature. Students then engage in an investigation of psychological theories of ‘self’ as an off shoot of the Renaissance notion of humanism. Finally, students study in-depth a text using it as a stimulus, to promote independent research into various philosophical theories and worldviews. This then culminates in a self-interest project engaging in critical thinking and problem solving.
By the end of this course students will gain a deeper understanding of what shapes their self-identity and their worldviews.
Using a cross-disciplinary approach, this course aims to introduce students both theoretically and experientially to a wide range of philosophical, ethical and current affair issues. Through investigating their own learning styles and concerns students discover how other people through the ages have considered the world.
This course involves the retrieval, comprehension and interpretation of a variety of ‘texts’*, and students forming judgements based on evidence, but remains open to further debate and future reinterpretation. It develops in students the ability to recognise varying interpretations of ‘texts’ and to determine the difference between fact, opinion and bias. The course will introduce students to a variety of human experience, which will enable them to see the world through the eyes of others, and enrich their appreciation of the nature of change and how important this is in shaping their world views.
Students engage with critical thinking and problem solving strategies, following the premise: If students are to understand how the motivations and ideas of philosophers, thinkers and people of influence arose from the context in which they lived, they will first need to understand their own motivations and abilities in the context of their own environment. Utilising current technologies, students devise both individual and group projects to explore these motivations.
The Revolution of Thought course provides an opportunity for students to become critical thinkers and problem solvers using a wide range of technologies, processes and strategies. Students gain a greater understanding and self-awareness of how they learn and form their sense of self. Through their investigations deeper understandings of humanity, creativity, purposes and values are explored. Students gain project management, interpersonal and technological skills. They learn how to adapt, create and communicate effectively and use information more fluently and critically. It is designed to enhance the development of critical and reflective thinking skills essential for effective participation in work, higher learning and the broader community. The course fosters the ability of students to approach complex tasks flexibly, to analyse and synthesise data from new situations, to develop considered responses in accordance with a balanced methodology and to reflect on the processes in which they engage. These experiences are of particular value to those students intending to undertake tertiary study, by providing an introduction to the issues of how a discipline is structured and how it is learned.
Students are learning about how the motivations and ideas of philosophers, thinkers and people of influence arose from the context of their own environment and in turn how these paradigms have developed and influenced constantly changing current thought. This includes the specific role of women in the creation of worldviews and knowledge.
In the year 9 course students study five modules. They begin the course with an in-depth investigation of their learning style, and learn about research methodology and strategies of research. They evaluate a range of strategies to best gauge their personality traits and how they learn. Students then move onto researching about a contemporary individual of influence and how their context shaped his/ her theories, politics and motivations. Following this is an investigation of the Ancient World; specifically focussing on the Greek philosophers Socrates, Aristotle and Plato. In this unit students gain an understanding of how systems of education have influenced the modern world. This unit ties into a research project based on a ‘Futures Study’. Finally the year 9 course ends with a ‘micro-study’ of the Near East on the course of education, science and the arts with a specific focus on the major religions.
The year 10 course builds on the year 9 course in developing a more critical analysis of research methodologies and project development. The course begins with a survey of the Renaissance. Students study and research the impact of the Renaissance on the arts, sciences and literature. Students then engage in an investigation of psychological theories of ‘self’ as an off shoot of the Renaissance notion of humanism. Finally, students study in-depth a text using it as a stimulus, to promote independent research into various philosophical theories and worldviews. This then culminates in a self-interest project engaging in critical thinking and problem solving.
By the end of this course students will gain a deeper understanding of what shapes their self-identity and their worldviews.
Using a cross-disciplinary approach, this course aims to introduce students both theoretically and experientially to a wide range of philosophical, ethical and current affair issues. Through investigating their own learning styles and concerns students discover how other people through the ages have considered the world.
This course involves the retrieval, comprehension and interpretation of a variety of ‘texts’*, and students forming judgements based on evidence, but remains open to further debate and future reinterpretation. It develops in students the ability to recognise varying interpretations of ‘texts’ and to determine the difference between fact, opinion and bias. The course will introduce students to a variety of human experience, which will enable them to see the world through the eyes of others, and enrich their appreciation of the nature of change and how important this is in shaping their world views.
Students engage with critical thinking and problem solving strategies, following the premise: If students are to understand how the motivations and ideas of philosophers, thinkers and people of influence arose from the context in which they lived, they will first need to understand their own motivations and abilities in the context of their own environment. Utilising current technologies, students devise both individual and group projects to explore these motivations.