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Philosophy
Diploma Programme
Guide
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IB learner profile
The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB learners strive to be: Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning . They actively enjoy learning and this love of learning will be sustained throughout their lives. They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.
Knowledgeable
Thinkers Communicators
Principled
Open-minded
Caring
Risk-takers
Balanced Reflective
Contents
Introduction
The Diploma Programme Nature of the subject Aims Objectives Guidance for teachers on delivery of the course
1
1 3 7 8 9
Syllabus
Syllabus outline Syllabus details
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12 14
Assessment
Assessment outline Assessment details Assessment criteria
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29 31 36
Appendices
Glossary of command terms
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Introduction
The Diploma Programme is a rigorous pre-university course of study designed for students in the 16 to 19 age range. It is a broad-based two-year course that aims to encourage students to be knowledgeable and inquiring, but also caring and compassionate. There is a strong emphasis on encouraging students to develop intercultural understanding, open-mindedness, and the attitudes necessary for them to respect and evaluate a range of points of view.
Introduction
Philosophy deals with issues that are profound, complex, challenging and important for humanity. The Diploma Programme philosophy course aims to be inclusive and to deal with a wide range of issues that can be approached in a philosophical way. A concern with clarity of understanding lies at the core of the philosophy course. This clarity is achieved through critical and systematic thinking, careful analysis of arguments, the study of philosophical themes and a close reading of texts. Through this examination of themes and texts, the philosophy course allows students to explore fundamental questions that people have asked throughout human history. For example: What is it to be a human being? How do I know what is the right thing to do? Moreover, it confronts new problems arising within contemporary society, including those that result from increasing international interaction. The emphasis of the philosophy course is very much on doing philosophy. Doing philosophy requires a willingness to attempt an understanding of alternative views by applying intellectual rigour and cultivating an open and critical mind. It also invites the development of perspectives that encompass cultural pluralism and an awareness of the international context within which it unfolds. This constitutes a new challenge for students doing philosophy within a worldwide perspectivean important feature that is reflected in the themes and activities of the course.
SL Course components and external assessment Core theme Paper 1 Study of the core theme: What is a human being?
HL
Answer one question from a choice Answer one question from a choice of of two two Optional theme(s) Paper 1 Study of one optional theme Study of two optional themes
Answer one question from a choice Answer two questions, each from a of two different theme; each theme has a choice of two questions 40% 40%
Answer one question from a choice Answer one question from a choice of of two set for each prescribed text two set for each prescribed text 30% 20%
Percentage component weight Exploring philosophical activity Paper 3 Percentage component weight Internal assessment
N/A
N/A
20%
Philosophical analysis A philosophical analysis of non-philosophical material containing 1,6002,000 words Percentage component weight 30%
External assessment criteria Core theme Paper 1 Four assessment criteria A: Expression B: Knowledge and understanding C: Identification and analysis of relevant material D: Development and evaluation Four assessment criteria A: Expression B: Knowledge and understanding C: Identification and analysis of relevant material D: Development and evaluation
SL Optional theme(s) Paper 1 Four assessment criteria A: Expression B: Knowledge and understanding C: Identification and analysis of relevant material D: Development and evaluation Prescribed text Paper 2 Four assessment criteria A: Expression
HL Four assessment criteria A: Expression B: Knowledge and understanding C: Identification and analysis of relevant material D: Development and evaluation Four assessment criteria A: Expression
B: Knowledge and understanding of B: Knowledge and understanding of the the text text C: Identification and analysis of relevant material D: Development and evaluation Exploring philosophical activity Paper 3 N/A C: Identification and analysis of relevant material D: Development and evaluation Four assessment criteria A: Expression B: Exploration C: Relevance of the response and understanding of philosophical activity D: Evaluation and personal response Internal assessment criteria Four assessment criteria A: Expression B: Knowledge and understanding C: Identification and analysis of relevant material D: Development and evaluation Four assessment criteria A: Expression B: Knowledge and understanding C: Identification and analysis of relevant material D: Development and evaluation
What activities are at work in the knowing process? Why and how does performing the activity of knowing constitute what we call knowledge? What do we actually know when we are engaged in the activity of knowing? How can I know myself, the other and understand my relations with others? How can I assess the truth claims of different knowledge pursuits (for example, the sciences, the arts, religion)? In what ways can I understand and evaluate patterns of behaviour I observe in the world around me?
Introduction
Aims
The aims of all subjects in group 3, individuals and societies, are to:
encourage the systematic and critical study of: human experience and behaviour; physical, economic and social environments; the history and development of social and cultural institutions develop in the student the capacity to identify, to analyse critically and to evaluate theories, concepts and arguments about the nature and activities of the individual and society enable the student to collect, describe and analyse data used in studies of society, to test hypotheses and interpret complex data and source material promote the appreciation of the way in which learning is relevant to both the culture in which the student lives, and the culture of other societies develop an awareness in the student that human attitudes and opinions are widely diverse and that a study of society requires an appreciation of such diversity enable the student to recognize that the content and methodologies of the subjects in group 3 are contestable and that their study requires the toleration of uncertainty.
The aims of the philosophy course at HL and SL are to enable students to:
develop an intellectually independent and creative way of thinking relate their philosophical understanding to other disciplines and to personal, social and civic life formulate arguments in a sound and purposeful way examine critically their own experience and their ideological and cultural perspectives appreciate the diversity of philosophical thinking appreciate the impact of cultural diversity upon philosophical thinking.
Introduction
Objectives
express ideas and develop arguments clearly and coherently, using language appropriate to philosophy demonstrate knowledge and understanding of philosophical concepts and arguments demonstrate familiarity with, along with knowledge and understanding of, the language, concepts and arguments of philosophical texts identify and analyse relevant material and supporting examples critically evaluate philosophical ideas and arguments.
Introduction
Teachers should discuss the relevant sections of this guide with their students throughout the course, to underline the nature of philosophy as both a subject and an activity. Helpful activities could include encouraging students to:
present arguments in an organized way use clear and precise language that is appropriate to philosophy identify assumptions in the arguments they encounter through the topics studied develop clear and focused arguments identify the strengths and weaknesses of different philosophical approaches identify possible counter-arguments and address them, if possible provide relevant supporting material, illustrations and/or examples when appropriate.
While students need to fulfill certain formal assessment requirements, the flexibility of the philosophy course allows for a variety of approaches and teaching styles. It should also allow students to make connections between the different components of the course (for example, using a philosophical text to understand the core theme, or seeing the relevance of an optional theme in the study of a prescribed text). Teachers might encourage their students to explore philosophically the issues and problems that are present in their local cultural and political settings to enhance their understanding of the course, and to challenge them to develop new perspectives. Furthermore, teachers may wish to use local resources (for example, art, architecture, libraries, local speakers, colleagues) in their delivery of the course. During the course, students should explore philosophical themes and issues by writing arguments. As the course culminates in written examination papers, students should be provided with adequate guidance, practice and assessment in writing philosophical arguments, as outlined here.
Students should be encouraged to focus on the philosophical issues concerned. They should also be aware that producing a plan or strategy for tackling philosophical issues is useful when they come to write philosophical arguments. Students should practise developing philosophical arguments in a clear, coherent and self-contained way, not assuming the reader will fill in any missing elements. They should be aware of the importance of having a clear, concise introduction, a structured argument and an effective conclusion. Teachers should emphasize the preference for personal engagement and critical discussion of a question over a mere demonstration of learned material. In this course, philosophy is considered an intellectual activity, not a memorization of information, nor a simple repetition of other peoples opinions. Students should make references to important and relevant philosophers and philosophical ideas to support their arguments, but this should not be done as a substitute for genuine philosophical reasoning.
Internal assessment Philosophical analysis of non-philosophical material (SL and HL, emphasized in criteria A and D) Demonstrate knowledge and understanding of philosophical concepts and arguments. Core theme Optional themes Prescribed philosophical text Internal assessment Exploring philosophical activity (HL) External assessment Paper 1: section A (emphasized in criteria B and C) and section B (emphasized in criterion B) Paper 2 (emphasized in criterion B) Paper 3 (HL only, emphasized in criterion C)
Internal assessment Philosophical analysis of non-philosophical material (SL and HL, emphasized in criterion B) Demonstrate familiarity with, along with knowledge and understanding of, the language, concepts and arguments of philosophical texts. Core theme Optional themes Prescribed philosophical text Internal assessment Exploring philosophical activity (HL) External assessment Paper 1: section A (emphasized in criterion C) Paper 2 (emphasized in criteria B and D) Paper 3 (HL only, emphasized in criteria B and C)
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Which assessment area addresses this objective? Core theme Optional themes Prescribed philosophical text
How is the objective addressed? External assessment Paper 1: section A (emphasized in criterion C) and section B (emphasized in criterion C) Paper 2 (emphasized in criterion C) Paper 3 (HL only, emphasized in criteria B and C)
Internal assessment Philosophical analysis of non-philosophical material (SL and HL, emphasized in criteria B and C) Critically evaluate philosophical ideas and arguments. Core theme Optional themes Prescribed philosophical text Internal assessment Exploring philosophical activity (HL) External assessment Paper 1: section A (emphasized in criterion D) and section B (emphasized in criterion D) Paper 2 (emphasized in criterion D) Paper 3 (HL only, emphasized in criterion D)
Internal assessment Philosophical analysis of non-philosophical material (SL and HL, emphasized in criterion D) (HL only) Core theme Optional themes Prescribed philosophical text Exploring philosophical activity External assessment Paper 3 (HL only emphasized in criteria B, C and D)
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Syllabus
Syllabus outline
Higher level
The philosophy syllabus at HL consists of four compulsory parts.
Part 1: Themes
Core theme: What is a human being?
The study of the core theme is compulsory.
Optional themes
Students are required to study two themes from the following list. 1. 2. 3. 4. 5. 6. 7. 8. Grounds of epistemology Theories and problems of ethics Philosophy of religion Philosophy of art Political philosophy Non-Western traditions and perspectives Contemporary social issues People, nations and cultures
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Syllabus outline
Standard level
The philosophy syllabus at SL consists of three compulsory parts.
Part 1: Themes
Core theme: What is a human being?
The study of the core theme is compulsory.
Optional themes
Students are required to study one theme from the following list. 1. 2. 3. 4. 5. 6. 7. 8. Grounds of epistemology Theories and problems of ethics Philosophy of religion Philosophy of art Political philosophy Non-Western traditions and perspectives Contemporary social issues People, nations and cultures
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Syllabus
Syllabus details
Essays on a theme Essay on a text Internal assessment exercise Response to an unseen text (HL only)
Formulating arguments
The philosophy course does not include logic as a specific topic for study. However, students should be familiar with the basic features of reasoning necessary to formulate their own philosophical arguments and to develop and evaluate those of others. Teachers should develop their students skills so that they are able to construct personal philosophical arguments. When formulating philosophical arguments students should:
identify the problem(s)/issue(s) and possible assumptions present in the activity ask themselves what they think about these problem(s)/issue(s), taking into account their own and other perspectives present reasons that support their position put forward possible objections or counter-arguments that could be levelled against their position suggest strategies for overcoming these objections or counter-arguments illustrate their position and counter-positions with supporting examples offer possible and consistent resolutions to the problem(s)/issue(s) present in the activity, evaluating the strengths and weaknesses of the positions they encounter.
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Syllabus details
Using texts
Students should adopt the same approach when they examine a classic philosophical issue or use a philosophical argument presented in a text. They should always be careful not to refer to the text or the author as an authority. In addition, students are expected to:
identify the philosophical problem(s)/issue(s) raised by the text identify the authors standpoint in the text state what they think about the authors standpoint develop and explore their own position on the authors standpoint by:
acknowledging alternative approaches to the text considering how different approaches to the text might enable them to extend their own thinking about the problem(s)/issue(s) posed.
This approach goes beyond the mere presentation of arguments and counter-arguments from philosophers texts, and insists on students developing their own line of reasoning. Students must always demonstrate how their own personal reasoning underpins their argument. Some common mistakes made by students include:
engaging in a superficial analysis focusing on description rather than argumentation failing to take into account personal and cultural influences in analysing the text.
While the course prescribes that one philosophical text (from a list of 12) must be studied, this does not preclude incorporating other philosophical texts into the study of the core theme and the optional themes.
Part 1: Themes
The purpose of studying themes is to enable students to wrestle with specific areas of philosophical problems and issues, and to gain experience in doing philosophy in the spirit of the aims of the course. Students at HL must study the core theme and two optional themes. Students at SL must study the core theme and one optional theme. Each theme offers students the chance to focus on an area of philosophy in depth and to increase their general awareness of the interconnectedness of philosophical problems. All themes (including the core theme) are free-standing and can be taught in any order to suit the needs of the teacher and the students. For the core theme and each of the optional themes, a number of possible topics for study are listed for guidance. These lists are neither prescriptive nor exhaustive, and teachers are encouraged to exercise flexibility, creativity and innovation in their delivery of the course. The same amount of time should be allocated to the study of the core theme and each optional theme, as no theme is more important than any other. Where appropriate, teachers are encouraged to examine themes from the perspectives of diverse world views. There is no prescribed supporting material for the themes and it is suggested that teachers use a wide range of sources.
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Syllabus details
Core theme
What is a human being?
One of the reasons we study philosophy is to search for a better understanding of ourselves, both as individuals and as members of groups and wider communities. The core theme offers students the opportunity to do this from a variety of perspectives. These perspectives ask quite different questions, for example: How can I be sure I really know the other? What specific meaning does our consciousness of being mortal give to our life? Is there such a thing as a self? Awareness of the human condition can inspire us to examine our characteristics and notions of person or identity. This then raises questions such as: Are we self-conscious beings? How do we use language? How and why do we make value judgments? Are we composed of mind and body? How do we combine reason, emotions and experiences in our understanding of ourselves, others and the environment? Possible topics for study Interpretations of the human condition from diverse world perspectives: for example, Eastern, African, Latin American, Western traditions What, if any, are the relationships between mind and body? Self-consciousness, language, agency, dreams, spirituality, imagination, intuition, passion, reason and emotion, aggression, moral values, empathy, creativity Could animals or machines be persons? Human nature: individuality, universality, diversity The question of self: Is it possible to know oneself? To know others? Solipsism and intersubjectivity Freedom and determinism Our existence in time and place; biological and social necessities; gender and social conditioning Existential anxiety; meaning and meaninglessness; responsibility and authenticity
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Syllabus details
Optional themes
Theme 1: Grounds of epistemology
Epistemology is the study of the nature, origin, scope and limits of human knowledge. This theme generally draws on a classical approach where rationalism and empiricism have played a leading role, but does not exclude other perspectives. This theme allows students to explore philosophically such questions as: Can I know anything at all? What role does experience and reason play in the acquisition of knowledge? What is the relationship between knowledge and certainty? Is certainty possible or is all knowledge relative? Is there an end to knowledge? Is knowledge culturally dependent? Does language determine fact or do facts speak for themselves? How important is the continuous development of knowledge for the advancement of humanity? Possible topics for study Knowledge, truth and certainty Challenges to knowledge and confirmation of knowledge Knowledge around the world How do we experience the world around us? Rationalism and empiricism Opinion, belief, knowledge Language and meaning Truth, coherence, correspondence and pragmatism Grammarian philosophies: a classical Indian approach Realism, scepticism and the arguments from illusion, mysticism Subjectivism, objectivism Causal theory, idealism, phenomenalism, perspectivism Theories of justification Access to knowledge Knowledge and technology Knowledge and power
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Syllabus details
Applied ethics
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Syllabus details
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Syllabus details
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Syllabus details
21
Syllabus details
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Syllabus details
Gender issues
Social organization
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Syllabus details
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Syllabus details
Possible topics for study Issues of internationalism The rise of internationalism Citizenship: local, national, global The basis of internationalism: humanism, Marxism, the Enlightenment, the contribution of religious belief, the concept of world peace Self-identity and self-expression from an international perspective Institutions as a vehicle for internationalism (for example, the United Nations) The political expression and impact of internationalism, federalism, localism, globalism
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Syllabus details
Simone de Beauvoir The Ethics of Ambiguity Charles Taylor The Ethics of Authenticity
their ability to choose appropriate stimulus material for analysis how non-philosophical material can challenge their philosophical reflection and be treated in a philosophical way how they can apply the skills of philosophical analysis to material of a non-philosophical nature their understanding of philosophical arguments, concepts and perspectives their ability to apply their philosophical knowledge and understanding to concrete examples or situations.
provide classroom time for the development and completion of this exercisesome teachers may encourage their students to complete more than one philosophical analysis and select the best for final submission direct students to meet the formal requirements of this assessment component.
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Syllabus details
A student studying the core theme might ask how and why philosophical activity, as contrasted with science and religion, contributes to the debate on the human condition. A student studying one of the optional themes might investigate the methods that philosophers use to formulate arguments. A student studying a prescribed text might consider how a philosopher formulates, poses and writes about philosophical problems or responds to the work of other philosophers. In handling any philosophical text, a student might explore why certain philosophers choose to write in dialogue form, prose, fiction, monologue, poetry, aphorism and so on.
formulate a concise description of the philosophical activity they encounter in the text demonstrate an understanding of what doing philosophy means in the text.
As a result of preparing for the unseen text, students should develop a greater understanding of how philosophers work, and a better appreciation of the philosophical activities they have encountered throughout the course.
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Syllabus details
Draw students attention to the skills involved in philosophical activity throughout the course. Show students how these skills are developed and employed in the various components of the course. Enable students, through discussion, classroom exercises, homework assignments, the reading of passages and any other activities, to reflect and comment on the philosophical activity in which they engage. Make available to students any materials where philosophers offer a chance to reflect on the nature of philosophical activity. Examples of these may include:
extracts from philosophical texts, for example, Platos Allegory of the Cave, Karl Jaspers Philosophizing starts with our situation, Bertrand Russells The Value of Philosophy, Meditations I and II from Ren Descartess Meditations on First Philosophy the general introduction/preface to any introductory volume on philosophy extracts from biographies and autobiographies of philosophers web sites offering descriptions of what doing philosophy involves media articles about the nature of philosophy.
Provide students with unseen texts that deal with philosophical activity, and offer guidance to them in constructing their responses.
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Assessment
Assessment outline
Higher level
First examinations 2009
External assessment
Three written papers are externally set and externally assessed.
80%
2 hours 40%
Paper 1
This paper contains two compulsory sections: section A and section B. Section A contains two questions based on the core theme. Students are required to answer one question. Section B contains two essay questions for each of the optional themes. Students are required to answer two questions, each from a different optional theme.
Paper 2
This paper consists of two essay questions for each of the prescribed philosophical texts. Students are required to answer one question.
1 hour
20%
Paper 3
This paper consists of one unseen text. Students are required to write a response to this text.
1 hours
20%
Internal assessment
Students are required to write a philosophical analysis of non-philosophical material. The philosophical analysis should contain 1,6002,000 words. This will be internally assessed by the teacher and externally moderated by the IBO.
20%
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Assessment outline
Standard level
First examinations 2009
External assessment
Two written papers are externally set and externally assessed.
70%
1 hours 40%
Paper 1
This paper consists of two compulsory sections: section A and section B. Section A contains two questions based on the core theme. Students are required to answer one question. Section B contains two essay questions for each of the optional themes. Students are required to answer one question.
Paper 2
This paper consists of two essay questions for each of the prescribed philosophical texts. Students are required to answer one question.
1 hour
30%
Internal assessment
Students are required to write a philosophical analysis of non-philosophical material. The philosophical analysis should contain 1,6002,000 words. This will be internally assessed by the teacher and externally moderated by the IBO.
30%
30
Assessment
Assessment details
External assessment
Higher level written papers
Paper 1
2 hours, 40% This paper consists of two sections: section A (based on the core theme) and section B (based on the optional themes). Section A The purpose of this section is to assess students knowledge and understanding of the core theme. Students are required to answer one from a choice of two questions based on the core theme. Each question will be based on stimulus material, which could take the form of a short extract from a text, or a visual piece such as a picture, a cartoon or an advertisement. The questions will ask for the identification, analysis, critical discussion, exploration and evaluation of a philosophical concept or issue arising from the core theme. In developing their answers students should:
identify a philosophical concept or issue arising from the core theme they will explore show an awareness of two philosophical perspectives regarding this concept or issue engage in critical discussion of the concept or issue identified develop a personal and relevant evaluation of the concept or issue identified.
Students should write approximately 7501,000 words in response to the question chosen. Each question is worth 30 marks. Section B The purpose of this section is to assess students knowledge and understanding of the optional themes. The questions will also assess students ability to identify and analyse material relevant to the specific question posed, and their ability to use language appropriate to philosophy as they develop arguments and counter-arguments. Two essay questions will be set for each optional theme. Students are required to answer two questions, each from a different optional theme. Students should write approximately 7501,000 words in response to each question chosen. Questions may take the form of a direct question, a quotation or a statement. Each question is worth 30 marks.
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Assessment details
Paper 2
1 hour, 20% This paper consists of essay questions based on the prescribed philosophical texts. Two questions will be set for each prescribed text. Students are required to answer one question. The purpose of this paper is to assess students knowledge and understanding of the prescribed text they have studied. The questions will also assess students ability to identify and analyse material relevant to the specific question posed on the text, and their ability to use language appropriate to philosophy and the prescribed text as they develop arguments and counter-arguments. Students should write approximately 7501,000 words in response to the question chosen. Questions may take the form of a direct question, a quotation or a statement. Each question is worth 30 marks.
Paper 3
1 hours, 20% This paper consists of an unseen text to which students are required to write a response. The unseen text will address general problems concerning the nature, function, methodology and meaning of philosophical activity. The purpose of this paper is to allow students to demonstrate an understanding of what doing philosophy means through a holistic application of knowledge, skills and ideas developed throughout the course. Students should formulate a response of approximately 800 words about philosophical activity. This should demonstrate their ability to reason, argue and take an independent position on the nature of philosophical activity itself. The response should draw upon the experience and skills gained by students throughout the course. It is recommended that students take approximately 2030 minutes to read and reflect upon the text carefully before formulating their response. This question is worth 30 marks.
identify a philosophical concept or issue arising from the core theme they will explore
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Assessment details
show an awareness of two philosophical perspectives regarding this concept or issue engage in critical discussion of the concept or issue identified develop a personal and relevant evaluation of the concept or issue identified.
Students should write approximately 7501,000 words in response to the question chosen. Each question is worth 30 marks. Section B The purpose of this section is to assess students knowledge and understanding of the optional themes. The questions will also assess students ability to identify and analyse material relevant to the specific question posed, and their ability to use language appropriate to philosophy as they develop arguments and counter-arguments. Two essay questions will be set for each optional theme. Students are required to answer one question. Students should write approximately 7501,000 words in response to the question chosen. Questions may take the form of a direct question, a quotation or a statement. Each question is worth 30 marks.
Paper 2
1 hour, 30% This paper consists of essay questions based on the prescribed philosophical texts. Two questions will be set for each prescribed text. Students are required to answer one question. The purpose of this paper is to assess students knowledge and understanding of the prescribed text they have studied. The questions will also assess students ability to identify and analyse material relevant to the specific question posed on the text, and their ability to use language appropriate to philosophy and the prescribed text as they develop arguments and counter-arguments. Students should write approximately 7501,000 words in response to the question chosen. Questions may take the form of a direct question, a quotation or a statement. Each question is worth 30 marks.
Internal assessment
Higher level (20%) and standard level (30%)
Introduction
Internal assessment is an integral part of the philosophy course at both HL and SL. The activity of writing a philosophical analysis of non-philosophical material has been chosen to reflect common activities used in teaching and doing philosophy. It allows students to explore what doing philosophy means. Through this activity, students will demonstrate their ability to apply their philosophical knowledge and understanding to real-life examples or situations, and how non-philosophical material can be treated in a philosophical way and challenge their philosophical reflection.
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Assessment details
novels, plays, poetry, song lyrics films/movies, television and radio shows cartoons, paintings, photographs or other visual images newspaper articles/letters Internet sites advertisements pamphlets propaganda.
Students should select a short piece of non-philosophical material to analyse. A newspaper article can stand alone but where novels or plays are used, no more than two pages should be selected for analysis, and in the case of a television or radio show, film/movie or play, no more than two scenes should be used. The emphasis should be on the depth and quality of the philosophical analysis, and not on the length or the intellectual level of the source material used. When the source material contains 200 words or fewer students must include a copy of this material. When the source material contains more than 200 words students must include a description of this material. Sources of 200 words or fewer may take the form of poems, pamphlets, song lyrics and newspaper articles/letters. Sources of over 200 words (poems, novels, newspaper articles) and film/movie scenes or television/radio shows (not the whole movie or show) must be described in no more than 200 words.
Time allocation
It is recommended that 20 hours of class time at both HL and SL should be allocated to this assessment component. During the suggested 20 hours, students may be able to complete more than one philosophical analysis. These students can then select their best piece to be submitted for final assessment.
Formal requirements
Students must adhere to the word limit and must provide the following information.
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Assessment details
Number of words. Bibliography and references. A copy or description of the source material used for their philosophical analysis. Texts of over 200 words (poems, novels, newspaper articles) and film/movie scenes or television scenes/radio shows (not the whole movie or show) must be described in no more than 200 words.
the formal requirements for the internal assessment exercise the assessment criteria that are used to assess their work the amount of guidance students are allowed to receive from their teacher regarding the development and presentation of the exercise.
Teachers must discuss the activity with their students before they start work on the philosophical analysis. Students should also be encouraged to initiate discussions with the teacher to obtain advice and information. However, if a student could not have completed the work without substantial support from the teacher, this should be recorded on the appropriate form from the Vade Mecum. As part of the learning process, teachers can give advice to students on a first draft of the philosophical analysis. Advice on improving the work can be given, but this first draft must not be heavily annotated or edited by the teacher. Constant drafting and redrafting is not allowed, and the next version handed to the teacher after the first draft must be the final one. Teachers must explain clearly to students that the internally assessed work must be entirely their own. When authenticity is in doubt, the teacher should first discuss this with the student. In addition, one or more of the following actions may be helpful.
Compare the style of writing in the philosophical analysis with work known to be that of the student. Check the references cited by the student and the original sources for the philosophical analysis. Interview the student in the presence of a third party. Use one of the many web sites set up to detect plagiarism.
Teachers are required to sign the IA coversheet in the Vade Mecum to confirm that the work of each student is his or her own unaided work.
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Assessment
Assessment criteria
General information
The method of assessment used by the IBO is criterion-related. That is to say, the method of assessment judges each student in relation to identified assessment criteria and not in relation to the work of other students. All components in the philosophy course are assessed according to sets of assessment criteria and achievement level descriptors. The internal assessment criteria are for the use of teachers; the external assessment criteria (used by external examiners) are provided for information only.
For each assessed component of the philosophy course, a number of assessment criteria have been identified that relate to the objectives established for the philosophy course. For each assessment criterion, there are a number of descriptors that each describe a specific level of achievement. The descriptors concentrate on positive achievement, although for the lower levels failure to achieve may be included in the description.
The aim is to find, for each criterion, the descriptor that conveys most adequately the achievement level attained by the student. The process, therefore, is one of approximation. In the light of any one criterion, a students work may contain features denoted by a high achievement level descriptor combined with features appropriate to a lower one. A professional judgment should be made in identifying the descriptor that approximates most closely to the work. Having scrutinized the work to be assessed, the descriptors for each criterion should be read, starting with level 0, until one is reached that describes an achievement level that the work being assessed does not match as well as the previous level. The work is, therefore, best described by the preceding achievement level descriptor and this level should be recorded. In cases where a single descriptor covers two levels, a further decision is needed as to whether the work fulfills the descriptor to a greater or lesser extent. Only whole numbers should be used, not partial points such as fractions or decimals. The highest descriptors do not imply faultless performance and assessors and teachers should not hesitate to use the extremes, including zero, if they are appropriate descriptions of the work being assessed.
36
Assessment criteria
Descriptors should not be considered as marks or percentages, although the descriptor levels are ultimately added together to obtain a total. It should not be assumed that there are other arithmetical relationships; for example, a level 4 performance is not necessarily twice as good as a level 2 performance. A student who attains a particular achievement level in relation to one criterion will not necessarily attain similar achievement levels in relation to the others. It should not be assumed that the overall assessment of the students will produce any particular distribution of scores. The assessment criteria should be available to students at all times.
Achievement level 0 1
Descriptor The student has not reached level 1. The student expresses some basic ideas but it is not always clear what the answer is trying to convey. The use of language is not appropriate to philosophy. The student presents some ideas in an organized way. There is some clarity of expression but the answer cannot always be followed. The use of language is not always appropriate to philosophy. The student presents ideas in an organized way and the answer can be easily followed. The use of language is appropriate to philosophy. The student presents ideas in an organized and coherent way and the answer is clearly articulated. The use of language is effective and appropriate to philosophy. The student presents ideas in an organized, coherent and incisive way, insights are clearly articulated and the answer is focused and sustained. The use of language is precise and appropriate to philosophy.
37
Assessment criteria
To what extent does the student demonstrate knowledge of philosophical issues arising from the core theme? How well has the student understood the philosophical arguments and concepts used?
Achievement level 0
Descriptor The student has not reached level 1. The student demonstrates a superficial knowledge of philosophical issues arising from the core theme. There is only a basic understanding of the philosophical arguments and concepts used. The student demonstrates some knowledge of philosophical issues arising from the core theme. There is a limited understanding of the philosophical arguments and concepts used. The student demonstrates satisfactory knowledge of philosophical issues arising from the core theme. Philosophical arguments and concepts are satisfactorily understood. The student demonstrates a good knowledge of philosophical issues arising from the core theme, which is used effectively to support the answer. Philosophical arguments and concepts are largely understood. The student demonstrates a comprehensive and in-depth knowledge of the philosophical issues arising from the core theme, which is used incisively to support the answer. Philosophical arguments and concepts are well understood.
38
Assessment criteria
Achievement level 0
Descriptor The student has not reached level 1. The student shows little awareness of a relevant philosophical issue arising from the core theme and identifies relevant material in only a limited way. There is little analysis and few or no examples are given. The student shows some awareness of a relevant philosophical issue arising from the core theme and identifies some relevant material. Some appropriate examples are given. The student shows an understanding of a relevant philosophical issue arising from the core theme and explores two different philosophical approaches to the issue. There is a satisfactory analysis of the material. Examples are generally appropriate and give some support to the answer. The student shows an effective understanding of a relevant philosophical issue arising from the core theme. The student explores two different philosophical approaches to the issue in a convincing way. There is a compelling critical discussion of the issue. Examples are appropriate in their support of the answer. Counter-arguments are identified. The student shows an in-depth understanding of a relevant philosophical issue arising from the core theme. The student explores two different philosophical approaches to the issue in a convincing, engaging and thoughtful way. There is an incisive and compelling critical discussion of the issue. Examples are appropriate and effective in their support of the answer. Counter-arguments are identified and analysed in a convincing way.
12
34
56
78
910
39
Assessment criteria
Does the student develop the argument in a coherent way? How well does the student develop and evaluate ideas and arguments? To what extent does the student express a relevant personal response?
Achievement level 0 12
Descriptor The student has not reached level 1. The student develops ideas and arguments in a basic way with little or no evaluation of them. The student develops some ideas and arguments but the development is simple, or is asserted without support or reference. There may be some basic evaluation of the ideas and arguments but it is not developed. The student develops ideas and arguments in a satisfactory way and evaluates them to some extent. There is some evidence of a relevant personal response. The student develops ideas and arguments from a consistently held perspective. Evaluation of the ideas and arguments is effective. There is good evidence of a relevant personal response. The student develops ideas and arguments from a consistently held and well-justified perspective. Evaluation of the ideas and arguments is compelling or subtle, and convincing. There is strong evidence of a relevant personal response.
34
56
78
910
40
Assessment criteria
Achievement level 0 1
Descriptor The student has not reached level 1. The student expresses some basic ideas but it is not always clear what the answer is trying to convey. The use of language is not appropriate to philosophy. The student presents some ideas in an organized way. There is some clarity of expression but the answer cannot always be followed. The use of language is not always appropriate to philosophy. The student presents ideas in an organized way and the answer can be easily followed. The use of language is appropriate to philosophy. The student presents ideas in a clear and organized way and the answer is clearly articulated. The use of language is effective and appropriate to philosophy. The student presents ideas in an organized, coherent and incisive way, insights are clearly articulated and the answer is focused and sustained. The use of language is precise and appropriate to philosophy.
41
Assessment criteria
To what extent does the student demonstrate knowledge of philosophical issues arising from the optional theme? How well has the student understood the philosophical arguments and concepts used?
Achievement level 0
Descriptor The student has not reached level 1. The student demonstrates a superficial knowledge of philosophical issues arising from the optional theme. There is only a basic understanding of the philosophical arguments and concepts used. The student demonstrates some knowledge of philosophical issues arising from the optional theme. There is a limited understanding of the philosophical arguments and concepts used. The student demonstrates satisfactory knowledge of philosophical issues arising from the optional theme. Philosophical arguments and concepts are satisfactorily understood. The student demonstrates a good knowledge of philosophical issues arising from the optional theme, which is used effectively to support the answer. Philosophical arguments and concepts are largely understood. The student demonstrates a comprehensive and in-depth knowledge of philosophical issues arising from the optional theme, which is used incisively to support the answer. Philosophical arguments and concepts are well understood.
42
Assessment criteria
Achievement level 0
Descriptor The student has not reached level 1. The student shows little understanding of the specific demands of the question and identifies relevant supporting material in only a limited way. There is little analysis and few or no examples are provided. The student shows some understanding of the specific demands of the question and identifies and analyses some relevant supporting material. Some appropriate examples are provided. The student shows a satisfactory understanding of the specific demands of the question and identifies supporting material that is nearly always relevant. There is a satisfactory analysis of this material. The examples provided are generally appropriate and give some support to the overall argument. The student shows an effective understanding of the specific demands of the question and identifies relevant supporting material that is analysed in a sound and thoughtful way. The examples provided are appropriate in their support of the overall argument. Counter-arguments are identified. The student shows an in-depth understanding of the specific demands of the question and identifies supporting material that is always relevant. The implications of this material are analysed in detail. The examples provided are well chosen and compelling in their support of the overall argument. Counter-arguments are identified and analysed in a convincing way.
12
34
56
78
910
43
Assessment criteria
Does the student develop the argument in a coherent way? How well does the student develop and evaluate ideas and arguments? To what extent does the student express a relevant personal response?
Achievement level 0 12
Descriptor The student has not reached level 1. The student develops ideas and arguments in a basic way with little or no evaluation of them. The student develops some ideas and arguments but the development is simple, or is asserted without support or reference. There may be some basic evaluation of the ideas and arguments but it is not developed. The student develops ideas and arguments in a satisfactory way and evaluates them to some extent. There is some evidence of a relevant personal response. The student develops ideas and arguments from a consistently held perspective. Evaluation of the ideas and arguments is effective. There is good evidence of a relevant personal response. The student develops ideas and arguments from a consistently held and well-justified perspective. Evaluation of the ideas and arguments is compelling or subtle, and convincing. There is strong evidence of a relevant personal response.
34
56
78
910
44
Assessment criteria
Achievement level 0 1
Descriptor The student has not reached level 1. The student expresses some basic ideas but it is not clear what the answer is trying to convey. The use of language is not appropriate to philosophy. The student presents some ideas in an organized way. There is some clarity of expression but the answer cannot always be followed. The use of language is not always appropriate to philosophy. The student shows some understanding of the authors use of specific terminology but only in a limited way. The student presents ideas in an organized way and the answer can be easily followed. The use of language is appropriate to philosophy and the authors use of specific terminology is satisfactorily understood. The student presents ideas in an organized and coherent way and insights are clearly articulated. The use of language is effective and appropriate to philosophy. The student shows a clear understanding and use of the authors specific terminology. The student presents ideas in an organized, coherent and incisive way, insights are clearly articulated and the answer is focused and sustained. The use of language is precise and appropriate to philosophy. The student shows an assured understanding and use of the authors specific terminology.
45
Assessment criteria
How well does the student know the text? To what extent has the student understood the authors ideas, arguments and key concepts?
Achievement level 0 1
Descriptor The student has not reached level 1. The student demonstrates a superficial knowledge of the text and there is only a basic understanding of the authors ideas, arguments and key concepts. The student demonstrates some knowledge of the text, with a limited understanding of the authors ideas, arguments and key concepts. The student demonstrates satisfactory knowledge of the text and the authors ideas, arguments and key concepts are satisfactorily understood. There is some insight into the authors arguments. The student demonstrates a good knowledge of the text and the authors ideas, arguments and key concepts are clearly understood. The student is able to show an understanding of some of the more difficult or subtle points of the authors arguments. The student demonstrates that the text has been thoroughly and carefully read. The student shows an in-depth understanding of the authors arguments, with a close attention to detail.
46
Assessment criteria
Achievement level 0
Descriptor The student has not reached level 1. The student shows little understanding of the specific demands of the question and identifies relevant supporting material in only a limited way. There is little analysis and few or no examples are given. The student shows some understanding of the specific demands of the question and identifies and analyses some relevant supporting material. Some appropriate examples are used. The student shows a satisfactory understanding of the specific demands of the question and identifies supporting material that is nearly always relevant. There is a satisfactory analysis of this material. Examples are appropriate and give some support to the argument. The student shows an effective understanding of the specific demands of the question and identifies relevant supporting material that is analysed in a sound and thoughtful way. Examples are appropriate in their support of the overall argument. Some counter-arguments are identified. The student shows an in-depth understanding of the specific demands of the question and identifies supporting material that is always relevant. The implications of this material are analysed in detail. Examples are well chosen and compelling in their support of the overall argument. Counter-arguments are identified and analysed in a convincing way.
12
34
56
78
910
47
Assessment criteria
Does the student develop the argument in a coherent way? How well does the student develop and evaluate the ideas and arguments of the text? To what extent does the student express a relevant personal response?
Achievement level 0 12
Descriptor The student has not reached level 1. The student develops ideas and arguments in a basic way and there is little or no evaluation of the text. The student develops some ideas and arguments but the development is simple, or is asserted without reference to the text. There may be some basic evaluation of the ideas and arguments of the text but it is not developed. The student develops ideas and arguments in a satisfactory way and evaluates them to some extent. A limited critique of the ideas and arguments of the text is offered. There is some evidence of a relevant personal response. The student develops ideas and arguments from a consistently held perspective, in close response to the ideas and arguments of the text. Evaluation is thoughtful and convincing and the student offers a critique of the text that goes beyond a statement of opinion or belief. There is good evidence of a relevant personal response. The student develops ideas and arguments in an incisive and coherent way in detailed response to the text. Evaluation is compelling or subtle, and convincing, and the student offers a critique of the text that shows strong evidence of a relevant personal response. The student shows an ability to challenge the assumptions made by the author and explores different approaches to the text.
34
56
78
910
48
Assessment criteria
Achievement level 0 1
Descriptor The student has not reached level 1. The student expresses some basic ideas but it is not always clear what the response is trying to convey. The use of language is not appropriate to philosophy. The student presents some ideas in an organized way. There is some clarity of expression but the response cannot always be followed. The use of language is not always appropriate to philosophy. The student presents ideas in an organized way and the response can be easily followed. The use of language is appropriate to philosophy. The student presents ideas in an organized and coherent way and the response is clearly articulated. The use of language is effective and appropriate to philosophy. The student presents ideas in an organized, coherent and incisive way, insights are clearly articulated and the response is focused and sustained. The use of language is precise and appropriate to philosophy.
49
Assessment criteria
B Exploration
How well does the student identify pertinent issues regarding the philosophical activity raised in the text? How effectively does the student explore the text and present appropriate examples and/or illustrations? How well does the student draw on the experience of doing philosophy throughout the whole course in exploring issues raised in the text?
Achievement level 0 1
Descriptor The student has not reached level 1. The student shows very little awareness of the issues raised in the text and makes few or no references to the course. The student identifies issues raised in the text in a limited way. The student gives a few examples or illustrations and makes a few basic references to the course. The student identifies issues raised in the text. Examples or illustrations are used in support of exploring the issues. The student incorporates some limited references to the course. The student identifies pertinent issues raised in the text. Appropriate examples or illustrations are used in support of exploring the issues. The student draws on some experience of doing philosophy throughout the course in exploring the issues. The student precisely identifies pertinent issues raised in the text. Examples or illustrations are well chosen and are compelling in support of exploring the issues. The student draws insightfully on the experience of doing philosophy throughout the whole course in exploring the issues.
50
Assessment criteria
Achievement level 0 12
Descriptor The student has not reached level 1. The student makes no references to the text. There is only a basic understanding of the way the text raises issues about philosophy as an activity. The student makes few relevant references to the text. There is a limited understanding of the way the text raises issues about philosophy as an activity and the beginnings of an awareness of how philosophical activity is carried out. The student makes some relevant references to the text. There is a satisfactory understanding of the way the text raises issues about philosophy as an activity and a limited awareness of how philosophical activity is carried out. The student makes effective references to the text. There is a good understanding of the way the text raises issues about philosophy as an activity and an awareness of how philosophical activity is carried out. The student makes compelling and convincing references to the text. There is an in-depth understanding of the way the text raises issues about philosophy as an activity and a clear awareness of how philosophical activity is carried out.
34
56
78
910
51
Assessment criteria
How well does the student evaluate the philosophical activity raised in the text? To what extent does the student express a relevant personal response?
Achievement level 0 12
Descriptor The student has not reached level 1. The student expresses little or no personal response. There is little or no evaluation of the philosophical activity raised in the text. The student expresses little personal response to the issues regarding philosophical activity raised in the text. There is a basic evaluation of the philosophical activity raised in the text. The student expresses some personal response to the issues regarding philosophical activity raised in the text. There is a satisfactory evaluation of the philosophical activity raised in the text. The student expresses a relevant personal response to the issues regarding philosophical activity raised in the text. There is a convincing evaluation of the philosophical activity raised in the text. The student expresses a thoughtful and insightful personal response to the issues regarding philosophical activity raised in the text. There is a compelling or subtle, and convincing, evaluation of the philosophical activity raised in the text.
34
56
78
910
52
Assessment criteria
Title Part of the syllabus to which the exercise relates Bibliography and references Number of words A copy or description of the source material used for the philosophical analysis. Texts of over 200 words (poems, novels, newspaper articles) and film/movie scenes or television scenes/radio shows (not the whole movie or show) must be described in no more than 200 words.
Achievement level
or All formal requirements have not been met. The student expresses some basic ideas but it is not always clear what the argument is trying to convey. The use of language is not appropriate to philosophy. All formal requirements have been met. The student presents some ideas in an organized way. There is some clarity of expression but the argument cannot always be followed. The use of language is not always appropriate to philosophy. All formal requirements have been met. The student presents ideas in an organized way and the argument can be easily followed. The use of language is appropriate to philosophy. All formal requirements have been met. The student presents ideas in an organized and coherent way and the argument is clearly articulated. The use of language is effective and appropriate to philosophy. All formal requirements have been met. The student presents ideas in an organized, coherent and incisive way, insights are clearly articulated and the argument is focused and sustained. The use of language is precise and appropriate to philosophy. All formal requirements have been met.
53
Assessment criteria
To what extent does the student demonstrate knowledge of philosophical issues? To what extent does the student apply the skills of philosophical analysis to material of a non-philosophical nature? How well does the student demonstrate an understanding of the philosophical arguments, concepts and perspectives used?
Achievement level 0
Descriptor The student has not reached level 1. The student demonstrates a superficial knowledge of philosophical issues. There is only a limited application of the skills of philosophical analysis to material of a non-philosophical nature. There is only a basic understanding of the arguments, concepts and perspectives used. The student demonstrates some knowledge of philosophical issues. There is a basic application of the skills of philosophical analysis to material of a non-philosophical nature. There is a limited understanding of the arguments, concepts and perspectives used. The student demonstrates satisfactory knowledge of philosophical issues. There is a satisfactory application of the skills of philosophical analysis to material of a non-philosophical nature. There is a satisfactory understanding of the arguments, concepts and perspectives used. The student demonstrates a good knowledge of philosophical issues, which is used effectively to support arguments. There is a convincing application of the skills of philosophical analysis to material of a non-philosophical nature. There is a convincing understanding of the arguments, concepts and perspectives used. The student demonstrates a comprehensive and in-depth knowledge of philosophical issues, which is used incisively to support arguments. There is a compelling application of the skills of philosophical analysis to material of a non-philosophical nature. There is a compelling understanding of the arguments, concepts and perspectives used.
54
Assessment criteria
Achievement level 0 12
Descriptor The student has not reached level 1. The student identifies appropriate stimulus material in only a limited way. There is little analysis and few or no examples are given. The student identifies and analyses some appropriate stimulus material and some appropriate examples are used. The student identifies stimulus material that is nearly always appropriate. There is a satisfactory analysis of this material. The examples used are appropriate and give some support to the argument. The student identifies stimulus material that is always appropriate. This material is analysed in a thoughtful way. The examples used are appropriate in their support of the argument. Counter-arguments are identified. The student identifies stimulus material that is clearly appropriate and the implications of this material are analysed in detail. The examples used are well chosen and compelling in their support of the argument. Counter-arguments are identified and analysed in a convincing way.
34
56
78
910
55
Assessment criteria
Does the student develop the argument in a coherent way? How well does the student develop and evaluate ideas and arguments? How well has the student demonstrated that non-philosophical material can be treated in a philosophical way? To what extent does the student express a relevant personal response?
Achievement level 0
Descriptor The student has not reached level 1. The student develops ideas and arguments in a basic way with little or no evaluation of them. There is little evidence of a philosophical treatment of non-philosophical material. The student develops some ideas and arguments but the development is simple, or is asserted without support or reference. There may be some basic evaluation of the ideas and arguments but it is not developed. There is some evidence of a philosophical treatment of non-philosophical material. The student develops ideas and arguments in a satisfactory way and evaluates them to some extent. There is evidence of a philosophical treatment of non-philosophical material. There is some evidence of a relevant personal response. The student develops ideas and arguments from a consistently held perspective. Evaluation of the ideas and arguments is effective. There is good evidence of a philosophical treatment of non-philosophical material. There is good evidence of a relevant personal response. The student develops ideas and arguments from a consistently held and well-justified perspective. Evaluation of the ideas and arguments is compelling or subtle, and convincing. There is a convincing philosophical treatment of non-philosophical material. There is strong evidence of a relevant personal response.
12
34
56
78
910
56
Appendices
Students should be familiar with the following key terms and phrases used in paper 1, paper 2 and paper 3 examination questions, which are to be understood as described below. Although these terms will be used frequently in examination questions, other terms may be used to direct students to present an argument in a specific way. Command term Definition Students are asked to do the following. Analyse Compare Contrast Define Describe Discuss Break down in order to bring out the essential elements, structure, underlying assumptions and any interrelationships involved. Describe two (or more) situations and present the similarities between them. Describe two (or more) situations and present the differences between them. Give a clear and precise meaning of a given word, term or concept. Present the characteristics of a particular topic. Offer a considered and balanced review of a particular topic. Opinions or conclusions should be presented clearly and supported by empirical evidence and sound argument. Make clear the differences between two or more concepts/terms. Make an appraisal by weighing up the strengths and limitations of different evidence and arguments. Consider an argument or concept in a way that uncovers the assumptions and interrelationships of the issue. Describe, giving reasons. Express precisely, clearly concept(s)/argument(s). and in a systematic manner the relevant
Recognize and state briefly a distinguishing fact or feature. Provide evidence to support or defend a choice, decision, strategy or course of action. Evaluate the success or otherwise of an argument or concept. Opinions and conclusions should be presented clearly and supported by empirical evidence and sound argument.
57