Unit 4 – Area of Study 1: Conceptions of the good life
Outcome 1:
Discuss concepts related to the good life, and analyse, compare and evaluate the philosophical viewpoints and arguments in the set texts in relation to the good life.
Examples of learning activities
- Construct a timeline that situates the set texts in their historical and philosophical context. Add a picture of each thinker and a brief summary of their main ideas on a card below their spot on the timeline. Throughout the unit revisit the timeline to reflect on similarities and differences.
- Develop a collaborative webpage or Wiki on each of the set text philosophers.
- Working in small groups, construct a mind map on the question: What is the good life? In the mind map, consider and add the following concepts as required by Unit 4 Area of Study 1: morality, happiness, human nature, values, hedonism, egoism, altruism, freedom, pleasure, pain, teleology, wisdom, self-restraint, justice, equality, praise, blame and duty. As an extension, this can be developed into a full essay relating the set texts or connections between some of the concepts could be highlighted.
- Use a variety of colour highlighters to identify the conceptions of human nature, relevant discussions of the role of morality in the good life, the role of happiness or pleasure in the good life and our obligations to others as discussed in the set texts.
- Consider to what extent the government is responsible for the good life of its citizens through discussion or a written reflection.
- In pairs or individually, represent an argument selected from one of the set texts in standard form. Swap this with another group or individual so that they might evaluate the argument.
- Summarise the major conclusions of the set texts on the good life onto post-it notes or cue cards. Put these up on a wall in the classroom. Link key ideas together by string and put post-it notes or cue cards on the string which explains the relationship. Alternatively, set up some butcher's paper on a wall and 'graffiti' the wall with summary notes from the set texts.
- Use an online program like
'Padlet' to construct a 'collage of conclusions'; a summary of the major conclusions from the set texts.
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Research and then write a journal entry reflecting on the importance of happiness in the good life.
- Summarise the key conclusions from the set texts in a set period of time. A prompt based on the concepts from Unit 4 Area of Study 1 can be used to begin the task. Responses are shared and assessed for their accuracy.
- In pairs, construct an argument using an online mapping tool. The argument should respond to the following prompt: 'Our conception of the good life is influenced by the social context of our lives.' As an extension, use hypertext, or even hyperlinks to evaluate the argument, providing annotations as necessary. Offer reflections on how the thinkers from the set text may respond to the argument.
'MindMap Free' or
Rationale might be useful for this activity.
- Take on the role of a philosopher from the set texts and construct a fictitious blog that outlines their view of the good life. In the blog make reference to current media issues.
- Write a dialogue that articulates an argument against a key viewpoint from the set texts. This can be performed as a role-play.
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Write a series of written reflections or participate in a discussion on the role of others in the good life.
- Consider the question: 'Are rights important for ensuring the good life?' Take an expression of human rights and question whether it achieves this or not. Read the Australian Human Rights Commission website article;
'Convention on the Rights of the Child' and examine and evaluate whether the rights outlined in the declaration are necessary or sufficient for the good life.
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Explore the definitions and relationships between the concepts of Unit 4 Area of Study 1 in relation to the discussion of the good life.
- On four large pieces of paper (one for each of the general questions on the role of happiness, morality, others and human nature in the good life), write the contributions of each set text to these questions. On a separate piece of paper, next to or below the main summary, evaluate the arguments. A third piece of paper can be used to make notes on the key similarities and differences between the set texts on each general question.
- Research the lives of people who represent an exemplar of someone living a good life. Individually or in small groups, research and present findings to the class as a presentation or individually as an essay. Consider, for example, the criteria of the good life encountered in the set texts from the philosophers studied.
- On an A4 piece of paper, summarise a key conclusion of a set text philosopher drawing on relevant concepts for Unit 4 Area of Study 1. Place on a wall or table. On a small strip of paper, 'build a bridge' to another philosopher's summarised contribution, indicating the similarity between the two ideas. The relationship should be written clearly on the 'bridge'.
- Design a front cover for each of the set texts, including appropriate visual reference and devices as they reflect the key arguments and viewpoints of the extracts.
- Create an H-chart of notes on a set text. In one corner (or stem), summarise the key values that underpin the arguments and viewpoints in the text. In another corner, write simple but key quotes. In another, add a few sentences indicating the context of the key arguments and, in the last corner, insert critical reflections on the key arguments and viewpoints.
Detailed example 1
Measuring happiness
Students investigate and consider the role of happiness in the good life. Using the internet, they research how organisations such as the UN or the OECD measure happiness; for example, by reading the The Earth Institute article;
'First World Happiness Report Launched at the United Nations' or
'World Happiness Report' found on the Issuu website. They read a news report summary and overview of the report, 'Australia, Ninth Happiest Country in the World' on
The Australian website.
After reflecting on the reports and researching the measurements used for happiness, students write a journal entry to reflect on the importance of happiness in the good life. Some example prompts might be:
- How is happiness defined and is this definition appropriate or useful?
- Can happiness be objectively measured or is it a subjective experience?
- Is there more to the good life than just happiness alone (for example, external goods, safety for coercion, etc.)?
- Might a measurement of happiness help people plan and achieve a good life?
Students consider: Whose responsibility is it to promote happiness (if it is essential in the good life)? Are others necessary or is it up to the individual alone? Should governments have 'happiness policies'?
Extension:
Students can also locate and reflect on a range of additional philosophical sources that discuss the role of happiness in the good life; for example, Mill's higher and lower pleasures argument. They complete a written exercise discussing the similarities and differences between a set text philosopher on the topic of happiness and Mill's argument.
Detailed example 2
The good life, other people and the role of society
This activity leads to an examination of whether or not there is an intrinsic conflict in the relationship between the individual and society in achieving the good life.
Activity 1: Research
Students find a range of stimulus material for use in class (sourcing them from the internet, newspapers and magazines) to illustrate their views on the role of others and society in the good life. For example, they might include articles discussing charity and aid. Teachers may wish to provide some curated examples as a stimulus for further research or to be used in the activity.
Activity 2: Reflection
Students use the researched or provided stimulus material to explore, analyse and evaluate the relationship we have with others and the impact this has on our conception of the good life. Consider, for example, questions such as:
- Do we have any duties towards others? If so, do these adversely or positively impact on our capacity to achieve the good life? If not, do other people have any role in the good life?
- Do individuals have rights and responsibilities to others? What role do these play in the good life?
- Can we pursue the good life if we are alone on a desert island?
- If others are necessary to the good life, what role do they play?
Students justify their answers for each response in a written reflection. These reflections can be shared and evaluated by students.
Students relate the viewpoints and arguments of the set texts to the researched or provided stimulus materials.
Activity 3: Discussion
A discussion on the role of others in the good life may turn into a discussion of a good society in general, and the general kinds of values, aims and role of society in securing the good life for its citizens. The activity can broaden to consider other values in the good life; for example, consumerism in society and the good life. Teachers use the concepts within Unit 4 Area of Study 1 to help focus the discussion. An example of stimulus material is the
YouTube clip
'The High Price of Materialism'. Or, on the topic of the rights of individuals to education, a useful website is
'Convention against Discrimination in Education'.
Students participate in a Community of Inquiry about the role of others and the function of society in the good life. Using the stimulus material above, some discussion prompts include:
- List the negative points the narrator makes about materialistic lives. Evaluate the claims made.
- Summarise the rights to education. Examine the role of individuals or society in securing these.
- What points are made in the video about the benefit we can derive from being with others?
- How do these stimuli relate to the role of society in leading a good life? The part others play?
A model explaining the
Community of Inquiry can be found at the 'Community of Inquiry Blog'.
Students' discussion about the role of others, or society, and the good life more broadly, should be linked to the set texts and the concepts of Unit 4 Area of Study 1 where possible.
Detailed example 3
Concepts related to the good life
The VCE Philosophy Study Design sets out a number of concepts that students can discuss and relate to arguments on the good life. They are: morality, happiness, human nature, values, hedonism, egoism, altruism, freedom, pleasure, pain, teleology, wisdom, self-restraint, justice, equality, praise, blame and duty.
Activity 1:
Students research and then write either a definition of each concept or a set of criteria for each concept. These can be discussed as a class and agreed upon, or individuals can write or post a definition or set of criteria (either online or on a card for a wall in the classroom). Other students can evaluate these concept definitions or criteria as appropriate.
Activity 2:
With different coloured stickers or with appropriate online notes, the class categorises the concepts that are related to the set texts and explains how they are related. As a further activity, students can evaluate the set text's argument on the perspective.
Activity 3:
In small groups, students discuss:
Extension:
Students draw an illustration depicting each concept. On the
United Nations website, an
'Illustrated version of the Universal Declaration of Human Rights' might offer some stimulus for the task.