Philosophy Study Notes

In this area of study, students consider what a good life is by exploring their own and others’ responses to four general questions. Students use the concepts, arguments and viewpoints in the set texts as well as their own and others’ examples, to develop perspectives on these four questions and questions of relevance to contemporary living. Through critical reflection on these perspectives and their underpinning concepts, viewpoints and arguments, students develop and defend their own philosophical positions.

In this area of study, students broaden the scope of their examination of the good life from the individual to the individual’s relationship with others, including the wider community. Students use concepts, arguments and viewpoints in the set texts to develop perspectives on general questions relating to the nature of the good life as it is expressed through our relationships with others, and they re-examine their positions on the good life for the individual in light of this. Students develop perspectives on the implications of particular viewpoints, arguments and perspectives for questions of relevance to contemporary living with others. These questions might consider how we should organise our communities, our relationships with those beyond our immediate communities (including non-human animals and the natural world) and whether we have an obligation to help those beyond our immediate communities. Students develop and defend their own philosophical positions as they reflect on the merits and shortcomings of these perspectives and their underpinning concepts, viewpoints and arguments.

In this area of study, students explore philosophical questions relating to the interpersonal aspects of belief formation and the interrelationship between believing well and living well. Students use the concepts, arguments and viewpoints from the set texts to develop perspectives on these questions. As they reflect on the merits and shortcomings of these perspectives and the underpinning concepts, viewpoints and arguments, they formulate and defend their own philosophical positions.

In this area of study, students examine two case studies drawn from two contexts. They examine the case studies in light of the general questions and associated concepts, arguments and viewpoints found in the set texts in Area of Study 1. The contexts are used to help identify a case study that involves epistemological issues. For example, students could explore how social media has been used in election campaigns, which is a case study suggested by one of the following contexts: misinformation, disinformation and echo chambers. Students use the concepts, general questions, arguments and viewpoints from Area of Study 1 to illuminate and explore the epistemological issues relating to the case study. Two contexts with one case study for each must be selected. The contexts for study are: • silencing, exclusion and cancelling • misinformation, disinformation and echo chambers • truth, trust, credibility and expertise.