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Philosophy

First examinations 2009

Diploma Programme

Guide



Diploma Programme
Philosophy
Guide

First examinations 2009

International Baccalaureate Organization

Buenos Aires Cardiff Geneva New York Singapore

Diploma Programme
Philosophy—guide

Published March 2007

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© International Baccalaureate Organization 2007

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3064

IBO mission statement

The International Baccalaureate Organization aims to develop inquiring,
knowledgeable and caring young people who help to create a better and more
peaceful world through intercultural understanding and respect.

To this end the IBO works with schools, governments and international
organizations to develop challenging programmes of international education
and rigorous assessment.

These programmes encourage students across the world to become active,
compassionate and lifelong learners who understand that other people, with
their differences, can also be right.



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
Knowledgeable inquiry and research and show independence in learning. They actively enjoy
Thinkers learning and this love of learning will be sustained throughout their lives.
Communicators
Principled They explore concepts, ideas and issues that have local and global significance. In so
Open-minded doing, they acquire in-depth knowledge and develop understanding across a broad
and balanced range of disciplines.
Caring
Risk-takers They exercise initiative in applying thinking skills critically and creatively to recognize
Balanced and approach complex problems, and make reasoned, ethical decisions.
Reflective
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.



Contents 1

Introduction 1
3
The Diploma Programme 7
Nature of the subject 8
Aims 9
Objectives
Guidance for teachers on delivery of the course 12

Syllabus 12
14
Syllabus outline
Syllabus details 29

Assessment 29
31
Assessment outline 36
Assessment details
Assessment criteria 57

Appendices 57

Glossary of command terms



Introduction

The Diploma Programme

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.

The Diploma Programme hexagon

The course is presented as six academic areas enclosing a central core. It encourages the concurrent
study of a broad range of academic areas. Students study: two modern languages (or a modern language
and a classical language); a humanities or social science subject; an experimental science; mathematics;
one of the creative arts. It is this comprehensive range of subjects that makes the Diploma Programme
a demanding course of study designed to prepare students effectively for university entrance. In each
of the academic areas students have flexibility in making their choices, which means they can choose
subjects that particularly interest them and that they may wish to study further at university.

© International Baccalaureate Organization 2007 1

The Diploma Programme

Choosing the right combination

Students are required to choose one subject from each of the six academic areas, although they can
choose a second subject from groups 1 to 5 instead of a group 6 subject. Normally, three subjects (and
not more than four) are taken at higher level (HL), and the others are taken at standard level (SL). The
IBO recommends 240 teaching hours for HL subjects and 150 hours for SL. Subjects at HL are studied in
greater depth and breadth than at SL.
At both levels, many skills are developed, especially those of critical thinking and analysis. At the end of
the course, students’ abilities are measured by means of external assessment. Many subjects contain
some element of coursework assessed by teachers. The course is available for examinations in English,
French and Spanish.

The core of the hexagon

All Diploma Programme students participate in the three course requirements that make up the core of
the hexagon. Reflection on all these activities is a principle that lies at the heart of the thinking behind
the Diploma Programme.
The theory of knowledge (TOK) course encourages students to think about the nature of knowledge, to
reflect on the process of learning in all the subjects they study as part of their Diploma Programme course,
and to make connections across the academic areas. The extended essay, a substantial piece of writing
of up to 4,000 words, enables students to investigate a topic of special interest that they have chosen
themselves. It also encourages them to develop the skills of independent research that will be expected
at university. Creativity, action, service (CAS) involves students in experiential learning through a range
of artistic, sporting, physical and service activities.

The IBO mission statement and the IB learner profile

The Diploma Programme aims to develop in students the knowledge, skills and attitudes they will need
to fulfill the aims of the IBO, as expressed in the organization’s mission statement and the learner profile.
Teaching and learning in the Diploma Programme represent the reality in daily practice of the
organization’s educational philosophy.

First examinations 2009

2 © International Baccalaureate Organization 2007

Introduction

Nature of the subject

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 perspective—an important feature
that is reflected in the themes and activities of the course.

Difference between SL and HL

Philosophy students at SL and HL are presented with a common syllabus that encourages the development
of certain skills, attributes and attitudes, as described in the “Objectives” section of this guide. The common
core syllabus involves the study of the core theme, one optional theme and one prescribed philosophical
text, as well as the completion of the internal assessment exercise. In addition, students at HL must study
one further optional theme.

Due to the nature of the philosophy course, and its emphasis on doing philosophy, it is expected that
students at HL will spend time, as part of the course, reflecting on their experience of doing philosophy
as an activity—as encountered in all the components of the course. This is assessed specifically in the
paper 3 exercise, which is taken by HL students only.

There may be no great difference in the quality of the work produced by students at SL or HL, however
the difference in recommended teaching times at SL and HL signals a clear distinction between the
demands made on students. Students at HL are further required to demonstrate an understanding of
philosophy as an activity by means of a holistic application of the philosophical skills, knowledge and
ideas they have developed to the various components of the course. Students at HL will accomplish this
by critically reflecting upon and evaluating the nature, methodology and purpose of philosophy, and by
formally demonstrating a comprehensive appreciation of philosophy as an activity, as well as of the
nature of the different methodologies and approaches they encounter in philosophical activity. The
differences between the requirements of the philosophy course at SL and HL are outlined in the following
table.

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Nature of the subject

SL HL

Course components and external assessment

Core theme Study of the core theme: What is a Study of core theme: What is a human
Paper 1
human being? being?

Answer one question from a choice Answer one question from a choice of

of two two

Optional theme(s) Study of one optional theme Study of two optional themes
Paper 1
Answer one question from a choice Answer two questions, each from a

of two different theme; each theme has a choice

of two questions

Percentage 40% 40%
component weight

Prescribed Study of one text from the list of Study of one text from the list of
philosophical text 12 prescribed texts 12 prescribed texts

Paper 2 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

Percentage 30% 20%
component weight

Exploring N/A Response to an unseen text about
philosophical activity
philosophical activity

Paper 3

Percentage N/A 20%
component weight

Internal assessment

Philosophical analysis A philosophical analysis of A philosophical analysis of
non-philosophical material non-philosophical material containing
containing 1,600–2,000 words 1,600–2,000 words

Percentage 30% 20%
component weight

External assessment criteria

Core theme Four assessment criteria Four assessment criteria
Paper 1 A: Expression A: Expression
B: Knowledge and understanding B: Knowledge and understanding
C: Identification and analysis of C: Identification and analysis of relevant
relevant material material
D: Development and evaluation D: Development and evaluation

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Nature of the subject

SL HL

Optional theme(s) Four assessment criteria Four assessment criteria
Paper 1 A: Expression A: Expression
B: Knowledge and understanding B: Knowledge and understanding
C: Identification and analysis of C: Identification and analysis of relevant
relevant material material
D: Development and evaluation D: Development and evaluation

Prescribed text Four assessment criteria Four assessment criteria
Paper 2
A: Expression A: Expression

B: Knowledge and understanding of B: Knowledge and understanding of the

the text text

C: Identification and analysis of C: Identification and analysis of relevant
relevant material material

D: Development and evaluation D: Development and evaluation

Exploring N/A Four assessment criteria
A: Expression
philosophical activity B: Exploration
C: Relevance of the response and
Paper 3 understanding of philosophical activity
D: Evaluation and personal response

Internal assessment criteria

Four assessment criteria Four assessment criteria
A: Expression A: Expression
B: Knowledge and understanding B: Knowledge and understanding
C: Identification and analysis of C: Identification and analysis of relevant
relevant material material
D: Development and evaluation D: Development and evaluation

Philosophy and prior learning

The philosophy course at both HL and SL requires no previous formal experience in philosophy. No
particular background in terms of specific subjects studied for national or international qualifications is
expected or required of students. The specific skills required by the philosophy course are developed in
the various components of the course.

© International Baccalaureate Organization 2007 5

Nature of the subject

Philosophy and the MYP

Although philosophy is not usually offered as one of the disciplines within the humanities subject group
of the IB Middle Years Programme (MYP), the fundamental concepts of MYP humanities can provide a
useful foundation for students who go on to study Diploma Programme philosophy. Basic issues that are
raised within the ”concepts” area of the MYP humanities objectives (that is, time, place and space, change,
systems and global awareness) could be encountered within the philosophy course, but treated in more
advanced ways that are described in this guide. Doing philosophy naturally extends the key skills (technical,
analytical, decision-making and investigative) developed in humanities. Equally, students’ organization
and presentation strategies begun in MYP humanities will become more sophisticated while undertaking
the Diploma Programme philosophy course.

Philosophy and TOK

Students of group 3 subjects study individuals and societies. This means that they explore the interactions
between humans and their environment in time and place. As a result, these subjects are often known
collectively as the “human sciences” or “social sciences”.

As with other subject areas, there is a variety of ways of gaining knowledge in group 3 subjects. For
example, archival evidence, data collection, experimentation, observation, inductive and deductive
reasoning can all be used to help explain patterns of behaviour and lead to knowledge claims. Students
of group 3 subjects are required to evaluate these knowledge claims by exploring knowledge issues such
as validity, reliability, credibility, certainty, and individual as well as cultural perspectives.

The relationship between group 3 subjects and theory of knowledge (TOK) is of crucial importance and
fundamental to the Diploma Programme. Having followed a course of study in group 3, students should
be able to reflect critically on the various ways of knowing and methods used in human sciences, and,
in doing so, become “inquiring, knowledgeable and caring young people” (IBO mission statement).

Philosophy allows us to explore and reflect on the nature and meaning of being human. By doing this,
philosophy helps us to understand ourselves, analyse and assess our relations with others, and evaluate
our patterns of behaviour. By presenting an opportunity to engage in these activities, philosophy shares
common concerns and interests with TOK, including epistemology. Philosophy raises specific questions
and invites ways of exploring these questions as they relate to the human condition. This involves a
consideration of the ways that knowledge claims could be formulated and the role that knowledge plays
within the area of reflecting on human activity. In the philosophy course the emphasis is on a classical
and contemporary philosophical investigation into the grounds and basis of knowledge.

Questions related to TOK activities, which a philosophy student might consider, include the following.

· 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?

6 © International Baccalaureate Organization 2007

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.

© International Baccalaureate Organization 2007 7

Introduction

Objectives

Having followed the philosophy course at HL or SL students will be expected to:

· 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.

In addition, students at HL will be expected to:

· formulate and demonstrate an understanding of doing philosophy as an activity.

8 © International Baccalaureate Organization 2007

Introduction

Guidance for teachers on delivery of the course

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 people’s
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.

© International Baccalaureate Organization 2007 9

Guidance for teachers on delivery of the course

Mapping the course

Objective Which assessment area How is the objective addressed?
addresses this objective?
Express ideas and
develop arguments · Core theme External assessment
clearly and coherently,
using language · Optional themes · Paper 1: section A (emphasized in
appropriate to
philosophy. criteria A and D) and section B

· Prescribed philosophical (emphasized in criteria A and D)

text
· Paper 2 (emphasized in criteria A and D)

· Internal assessment

· Paper 3 (HL only, emphasized in

· Exploring philosophical criterion A)

activity (HL)

Internal assessment

· Philosophical analysis of

non-philosophical material (SL and HL,

emphasized in criteria A and D)

Demonstrate knowledge · Core theme External assessment
and understanding of ·
philosophical concepts · Optional themes · Paper 1: section A (emphasized in
and arguments. criteria B and C) and section B
Prescribed philosophical (emphasized in criterion B)
· text
· · Paper 2 (emphasized in criterion B)
Internal assessment
· Paper 3 (HL only, emphasized in
Exploring philosophical criterion C)
activity (HL)
Internal assessment
· Philosophical analysis of

non-philosophical material (SL and HL,
emphasized in criterion B)

Demonstrate familiarity · Core theme External assessment

with, along with · Optional themes · Paper 1: section A (emphasized in
knowledge and criterion C)

understanding of, the · Prescribed philosophical · Paper 2 (emphasized in criteria B and D)
language, concepts and text

arguments of · Paper 3 (HL only, emphasized in criteria

philosophical texts. · Internal assessment B and C)

· Exploring philosophical
activity (HL)

10 © International Baccalaureate Organization 2007

Guidance for teachers on delivery of the course

Objective Which assessment area How is the objective addressed?
addresses this objective?
Identify and analyse
relevant material and · Core theme External assessment
supporting examples.
· Optional themes · Paper 1: section A (emphasized in

criterion C) and section B (emphasized

· Prescribed philosophical in criterion C)

text

· Paper 2 (emphasized in criterion C)

· Internal assessment

· Paper 3 (HL only, emphasized in criteria

· Exploring philosophical B and C)

activity (HL)

Internal assessment

· Philosophical analysis of

non-philosophical material (SL and HL,

emphasized in criteria B and C)

Critically evaluate · Core theme External assessment

philosophical ideas and · Optional themes · Paper 1: section A (emphasized in
criterion D) and section B (emphasized
arguments.

· Prescribed philosophical in criterion D)

text

· Paper 2 (emphasized in criterion D)

· Internal assessment

· Paper 3 (HL only, emphasized in

· Exploring philosophical criterion D)

activity (HL)

Internal assessment

· Philosophical analysis of

non-philosophical material (SL and HL,

emphasized in criterion D)

(HL only) · Core theme External assessment
Optional themes · Paper 3 (HL only emphasized in criteria
Formulate and ·
demonstrate an · B, C and D)
understanding of doing
philosophy as an activity. Prescribed philosophical
text

· Exploring philosophical
activity

© International Baccalaureate Organization 2007 11

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. Grounds of epistemology
2. Theories and problems of ethics
3. Philosophy of religion
4. Philosophy of art
5. Political philosophy
6. Non-Western traditions and perspectives
7. Contemporary social issues
8. People, nations and cultures

Part 2: Prescribed philosophical text

Students are required to study one text from the “IBO list of prescribed philosophical texts”.

Part 3: Internal assessment

Students are required to produce a philosophical analysis of non-philosophical material, to demonstrate
their philosophical skills.

Part 4: Unseen text—exploring philosophical activity

Students are required to develop a philosophical response to an unseen text that demonstrates what
doing philosophy means, and shows a holistic appreciation of the skills, material and ideas developed
throughout the course.

12 © International Baccalaureate Organization 2007

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. Grounds of epistemology
2. Theories and problems of ethics
3. Philosophy of religion
4. Philosophy of art
5. Political philosophy
6. Non-Western traditions and perspectives
7. Contemporary social issues
8. People, nations and cultures

Part 2: Prescribed philosophical text

Students are required to study one text from the “IBO list of prescribed philosophical texts”.

Part 3: Internal assessment

Students are required to produce a philosophical analysis of non-philosophical material, to demonstrate
their philosophical skills.

© International Baccalaureate Organization 2007 13

Syllabus

Syllabus details

Doing philosophy—an independent approach

Learning philosophy can be achieved through a study of the history of philosophy or by doing philosophy.
The emphasis of the Diploma Programme philosophy course is on doing philosophy within an international
context. The aim is to encourage students to develop the ability to reason and argue and to take a personal
and independent position on philosophical issues. Below is a suggested approach that will enable students
to study themes or texts in a consistent way. It is not the only approach available, but it provides a starting
point from which students can develop into independent thinkers. This approach is suitable for all the
tasks included in the syllabus.

· 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 author’s standpoint in the text
· state what they think about the author’s standpoint
· develop and explore their own position on the author’s 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.

© International Baccalaureate Organization 2007 15

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

16 © International Baccalaureate Organization 2007

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 · How do we experience the world around us?
certainty · Rationalism and empiricism

· Opinion, belief, knowledge

· Language and meaning

· Truth, coherence, correspondence and pragmatism

· Grammarian philosophies: a classical Indian approach

Challenges to knowledge · Realism, scepticism and the arguments from illusion, mysticism
and confirmation of · Subjectivism, objectivism
knowledge · Causal theory, idealism, phenomenalism, perspectivism
· Theories of justification

Knowledge around the · Access to knowledge
world · Knowledge and technology
· Knowledge and power

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Syllabus details

Theme 2: Theories and problems of ethics

This theme deals with ethical questions from a variety of perspectives. It is concerned with practical
decision-making and the way people think they ought to lead their lives. Ethics explores the possible
grounds for making moral decisions and examines notions such as freedom, values, responsibility and
virtue. Ethics also entails a reflection upon experiences such as friendship, hospitality and love. A study
of applied ethics explores approaches to important issues, some of which may be of international concern.

This theme allows students to explore philosophically such questions as: Are there fundamental moral
principles that apply in every situation? How do we decide if a particular action is right or wrong? How
should we treat people? Are moral decisions culturally influenced? What do we mean when we say
something is right or wrong?

Possible topics for study

Principles for moral · Do moral principles exist? Are they universal or relative to a particular

action—normative ethics situation or culture?

· Are some virtues more important than others?

· Self-interest versus the interests of others (ethical egoism)

· Doing the ”right thing” and doing the ”best thing” (deontological
versus teleological theories)

· The greatest good of the greatest number

· Duty, dharma

The nature of moral · The origins and nature of moral values
judgment—meta-ethics
· Is moral sense natural or cultural? Relative or universal? Subjective
or objective?

· What is the significance of calling something right or wrong?

· Is moral behaviour found only in human beings?

· Foundations for moral judgments: belief in a higher being, rationality,
emotion, natural law, gender, environment

Applied ethics · Bio-medical ethics
· Environmental ethics
· Distribution of wealth—ethical responsibilities to humanity

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Theme 3: Philosophy of religion

Philosophy of religion examines the nature of religion, explores rational arguments for and against various
religious views, analyses the nature of religious language and explores the variety of human religious
experience.

This theme allows students to explore philosophically such questions as: Can we prove the existence of
a higher being through reasoning or experience? Can morality be based on religious experience? What
is the nature and scope of religious language? Can religion give meaning to life? Is spirituality possible
without religion or belief in a higher being? Could religion be seen as only a social phenomenon?

Possible topics for study
Concepts of a higher being · What does the word ”God” mean? The diversity of conceptions of

the divine
· Nihilism, atheism, agnosticism, post-theism
· Arguments for and against the existence of God
· Problems of evil and suffering
· Religious language, ritual and symbol

Religious experience and · The nature and value of religious experiences: from social conformity
behaviour to personal commitment

· The pragmatic view of faith: indoctrination, illusion, projection
· Faith and motivation for belief, the post-modern view of faith
· The human experience of evil: moral evil, natural evil
· Sin, alienation and salvation

Religion around the world · Religion and politics
· Religion and gender issues
· Religion in a multicultural environment

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Syllabus details

Theme 4: Philosophy of art

Philosophy of art raises questions about the artist, the relations between art and society, aesthetic
judgment and the very nature of a work of art from a multicultural perspective. It covers art in all its
different forms, for example, music, painting, sculpture, literature, photography, film and drama.

This theme allows students to explore philosophically such questions as: What is art? What is an artist?
Are we all born artists? Do all works of art arise from the same artistic impulse? Can we identify works of
art outside what a given society calls art? Should art have any religious, moral or political message? How
do we explain the fact that works of art are sometimes so expensive? Is it because they are unique, because
they have intrinsic value? How do we define what is beautiful and what is ugly? Is beauty always in the
eye of the beholder? Why should we be concerned with works of art when they might not seem to have
any direct utility?

Possible topics for study

The artist · Is the notion of ”the artist” a construct of Western civilization?

· The artist versus the craftsperson

· Creative licence: conformity, censorship, sponsorship

· Accountability: to oneself, to a cause, to moral, political or social ends

· The artist as a reflector of existing values or as an agent of change

· The beholder as an artist

The artistic process · The nature of creativity

· The artistic process around the world: function, form and content

· Is art a means to an end or an end in itself?

· The artistic process as imitation, transformation, creation

· The artistic process as a means of expression, communication,
education, propaganda, indoctrination

· The impact of various technologies on the production and concept
of art

· Is art always the product of human activity?

Art, aesthetic experience · ”Great works of art”, artefacts, crafts, pop art, reproductions
and artistic judgment
· Is it valid to classify forms of art? Does the diversity of forms of art
imply there is no universal message?

· Can we make a judgment about a work of art? Must art endure to be
art?

· Aesthetic experience: pleasure, beauty, ugliness, perfection, the
sublime, spontaneity, provocation

· Art as a consumer good

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Theme 5: Political philosophy

Political philosophy is the study of people in societies, focusing on the claims they have on each other
in the form of rights and obligations, and their demands for justice, equality and liberty. Political philosophy
is also concerned with the analysis of the state and its institutions.

This theme deals with issues about sovereignty and political obligation, allowing students to explore
philosophically such questions as: Under which conditions can political obligation arise and what is its
extent? Are freedom and equality compatible? Can justice be an ideal as well as a process? How are laws
justified and are there aspects of human life that laws should not attempt to regulate? Can it be assumed
that democracy is the best form of government? What is the relationship between international institutions
and national sovereignty?

Possible topics for study

Civil society, the state and · Distinctions between state, nation, government and civil society:

government authority, sovereignty, power and corruption

· Social-contract theories of civil society and government: consent;
revolution

· Forms of government: one-party democracy, multi-party democracy,
oligarchy, monarchy, authoritarian and totalitarian rule, tribalism,
theocracy

· Ideologies of government: liberalism, conservatism, Marxism and
socialism

· Civil duties

· Anarchism

· “Just war” theory, the concept of jihad

· Terrorism and the use of violence for political ends

Liberty and rights · Positive and negative liberty
· Legal and human rights: duties and responsibilities
· Liberty and equality: needs, merit, entitlement and social justice
· Degrees of censorship and freedom of information

Justice · The distinction between distributive and retributive justice: the right
or will of the strong; substantive versus procedural justice; relations
to fairness; truth; the moral and positive law

· Notions of punishment

· Gender politics

· National and international law

· Crimes against humanity

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Theme 6: Non-Western traditions and perspectives

This theme explores some philosophical understandings about individuals, their relationship to other
living and non-living things, and the nature and scope of social or political involvement, from the
perspectives of a number of non-Western traditions. It involves a philosophical consideration and
evaluation of some of the fundamental and traditional beliefs of these perspectives, including such issues
as: the changing nature of hierarchies in society; the impact of materialism on the metaphysical; the
interrelationship of the non-living and living; evolution of identity; the ethical consequences of
self-extinction; and the dilemma of different notions of peace and justice in multicultural environments.
This analysis encourages a critical assessment of how these beliefs and traditions are expressed in the
contemporary, multicultural world.

This theme allows students to investigate one or more non-Western tradition(s). Some of these traditions
could include: Indian traditions (for example, Buddhism, Hinduism, Jainism), Chinese traditions (for
example, Taoism, Confucianism), African traditions (for example, Kongo, Ifa, Vodun, Orisha), Japanese
traditions (for example, Shinto, Tenrikyo), Australasian traditions (for example, Maori, Aboriginal), Native
North, South and Central American traditions (for example, Hopi, Inuit, Mayan, Aztec, Incan).

While the traditions of Judaism, Christianity and Islam are excluded from detailed investigation, reference
to their influence on non-Western traditions and perspectives may be acknowledged.

Possible topics for study

The individual · The self/non-self

· Subjectivity/objectivity

· Selflessness

· Identity, self-fulfillment, self-denial

· Self-expression versus self-extinction

· The journey of the self

Ethics · The nature of human and non-human beings

· The distinction between living and non-living objects; the scope of
the animate/inanimate

· Relations to other beings/objects

· The meanings of life; moral/ethical possibilities

Society and culture · Adaptation and coexistence with modern societies/cultures
· Relevance in political, economic, social and cultural contexts
· The community/the collective
· The role of culture on knowledge, meaning and value

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Theme 7: Contemporary social issues

This theme explores work, nature, technology, media culture(s), political and social organization, and
their possible interrelationships. The focus is on exploring dilemmas, issues and themes in contemporary
society and their impact upon the world humans inhabit. It encourages a critical evaluation of the
judgments we make about the value of these phenomena and how we arrive at such judgments.

This theme allows students to explore philosophically such questions as: Why do/should we work? Is
unemployment necessarily a social evil? How is labour organized? Do human beings come to consider
themselves as independent from their natural environment and to regard it as an object they can use as
they wish? What is the impact of technology on society? What is the significance of gender difference in
contemporary society? Does the media have an impact on our view of social justice? What issues are
raised by social organization and civil unrest?

Possible topics for study

Work, nature and · The value and conditions of work
technology
· The working environment: alienation, exploitation, rights, equal
opportunity

· Labour markets: globalization, migrant labour, child labour

· Nature and humans: dependence, stewardship, domination,
exploitation

· A holistic approach: human activity as part of nature

· Technological progress and the impact on the environment and
human activity

· Is technology a means to an end or an end in itself?

Gender issues · Sexual politics: constructs of femininity and masculinity

· Equality and discrimination

· Identity: the impact of gender differences on human
self-understanding

· Role identification and role distribution

Social organization · Media and information in the modern world
· Media culture
· Domination, oppression and liberation
· Racial and multiracial awareness
· Social justice
· Social discontent; civil disobedience and protest

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Syllabus details

Theme 8: People, nations and cultures

This theme explores the philosophical aspects of people, nations and cultures from a variety of
perspectives. This incorporates notions of cultural development and the interaction of individuals in a
local or global setting. It involves an analysis of the present international situation and its impact on our
understanding of how we live in the world. It invites the possibility of new philosophical thinking in the
light of new international relations, and challenges us to consider the cultural implications of this approach.
It examines the methods, symbols and tokens, and philosophical perspectives that underpin cultural
judgments. It also encourages students to reflect on elements of stability in diversity, and unity in
multiplicity.

This theme allows students to explore philosophically such questions as: What is the impact of immigration
and emigration on established societies? Is the breakdown of cultural and national boundaries possible
and/or desirable? How do the role and responsibility of the individual change with the growth of
internationalism? What is the value and impact of world institutions? Is internationalism an inevitable
human development? How do we make cultural judgments? What challenges exist when we undertake
a critique of internationalism, cultural diversity and cultural change?

Possible topics for study

Dimensions of culture · The emergence of cultures: cultural evolution or cultural revolution;
new cultural forms in the present day

· Cultural change, interaction and integration; factors that create such
activity

· Multiculturalism, global culture, globalization, cosmopolitanism

· The role of tradition and the establishment; the preservation and/or
loss of cultural identity

The challenge of diversity · Cultural superiority/inferiority: what criteria could we use to make
such judgments?

· Cultural relativisms or absolutism; attitudes to other cultures

· Nationalism, patriotism, loyalty/duty/honour, immigration, emigration

· Ethnicity, multi-ethnicity

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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

Part 2: Prescribed philosophical text

The purpose of studying a prescribed philosophical text is to allow students to achieve an in-depth
knowledge and understanding of a challenging work, and to extend their overall comprehension of
philosophy. The detailed study of a philosophical text can be seen as another way in which students learn
to do philosophy by entering into dialogue with another philosopher.

The text studied must be chosen from the 12 works on the “IBO list of prescribed philosophical texts”.
Students at both HL and SL are required to study one text. The teacher should select the text that is most
suited to the students, enabling them to offer a personal response to the text.

In studying the prescribed text, students should develop their ability to present a philosophical argument
by testing their own position against the standpoint of the author, and using the author’s ideas to expand
their own thinking on the issue(s) under discussion. Students are expected to develop the skills required
to undertake a critical analysis of the text.

The study of a prescribed text should be from the text itself and not from a commentary on it. Furthermore,
it is advisable that the study be conducted in class under the teacher’s instruction. Teachers are also
encouraged to use philosophical texts other than the one chosen as the prescribed text in support of
teaching the core and optional themes.

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Syllabus details

IBO list of prescribed philosophical texts

N/A Bhagavad Gita

Confucius The Analects

Lao Tzu Tao Te Ching

Plato The Republic, Books IV–IX

René Descartes Meditations

John Locke Second Treatise on Government

John Stuart Mill On Liberty

Friedrich Nietzsche The Genealogy of Morals

Bertrand Russell The Problems of Philosophy

Hannah Arendt The Human Condition

Simone de Beauvoir The Ethics of Ambiguity

Charles Taylor The Ethics of Authenticity

Part 3: Internal assessment

The internal assessment exercise takes the form of a philosophical analysis of non-philosophical material,
which allows students to be rewarded for doing philosophy under ordinary conditions, without the time
constraints associated with written examinations. It reflects common activities used in teaching and
doing philosophy.

The purpose of the internal assessment exercise is to allow students to develop their philosophical skills
by applying knowledge and understanding of philosophical ideas and concepts through the analysis of
non-philosophical material. In doing this students will demonstrate:

· 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.

It is the teacher’s responsibility to:

· provide classroom time for the development and completion of this exercise—some 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

Part 4: Unseen text—exploring philosophical activity
(HL only)

Purpose and nature of the unseen text

The purpose of the unseen text in the paper 3 examination is to allow students to demonstrate an
understanding of philosophy as an activity by means of a holistic application of the philosophical skills,
knowledge and ideas they have developed throughout the course. The text will be chosen to reflect the
nature, function, methodology and meaning of philosophy as a reflective activity. To help students
prepare for the exercise, these aspects of doing philosophy can be addressed when developing the core
and optional themes, the prescribed text and the internal assessment exercise. These can be introduced
by asking how philosophical methodologies and types of philosophical argumentation contribute to the
understanding of issues from different themes and texts.

The emphasis of this exercise is on students’ understanding of philosophy as an activity, and on their
appreciation of the nature of the different methodologies and approaches they encounter in philosophical
activity. Examples of ways this can be developed during the course include the following.

· 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.

When responding to the unseen text, students should be able to:

· 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

The role of the teacher

To prepare students for this exercise, teachers should do the following.

· 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, Plato’s “Allegory of the Cave”, Karl Jasper’s

“Philosophizing starts with our situation”, Bertrand Russell’s “The Value of Philosophy”, Meditations
I and II from René Descartes’s 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 80%

Three written papers are externally set and externally assessed. 40%

Paper 1 2½ hours 20%
20%
This paper contains two compulsory sections: section A and section B.
20%
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 1 hour

This paper consists of two essay questions for each of the prescribed
philosophical texts. Students are required to answer one question.

Paper 3 1½ hours

This paper consists of one unseen text. Students are required to write a

response to this text.

Internal assessment

Students are required to write a philosophical analysis of
non-philosophical material. The philosophical analysis should contain
1,600–2,000 words. This will be internally assessed by the teacher and
externally moderated by the IBO.

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Assessment outline

Standard level

First examinations 2009

External assessment 70%

Two written papers are externally set and externally assessed. 40%

Paper 1 1¾ hours 30%

This paper consists of two compulsory sections: section A and section B. 30%

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 1 hour

This paper consists of two essay questions for each of the prescribed
philosophical texts. Students are required to answer one question.

Internal assessment

Students are required to write a philosophical analysis of
non-philosophical material. The philosophical analysis should contain
1,600–2,000 words. This will be internally assessed by the teacher and
externally moderated by the IBO.

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Assessment

Assessment details

External assessment

Higher level written papers

Paper 1

2½ 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 750–1,000 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 750–1,000 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 750–1,000 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

1½ 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 20–30 minutes to read and reflect upon the text
carefully before formulating their response.

This question is worth 30 marks.

Standard level written papers

Paper 1

1¾ 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

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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 750–1,000 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 750–1,000 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 750–1,000 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%)

The internal assessment exercise is worth 30 marks.

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

Nature of the internal assessment

Students at both HL and SL must produce a philosophical analysis of 1,600–2,000 words. This word limit
does not include the bibliography or references. It also does not include the 200-word description that
is necessary for lengthier non-philosophical material (for example, texts containing over 200 words,
play/film/movie scenes, television scenes, radio shows, lengthier extracts from novels).

Students should identify an issue raised by the non-philosophical material and analyse it in a philosophical
way. This analysis must relate to a philosophical issue or argument raised by the study of the course.

Suitable material for analysis includes:

· 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.

Management of internal assessment

Integration into classroom activities

The philosophical analysis should be completed during the course. Work for the exercise should be
incorporated into normal classroom activities and be related to one of the themes or a text being studied
as part of the philosophy syllabus.

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.

· Title.

· Part of the syllabus to which the exercise relates.

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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.

Guidance and authenticity

The teacher plays an important role in advising students on the philosophical analysis. In particular, it is
the responsibility of the teacher to ensure that students are familiar with:

· 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.

Submission of internal assessment

Teachers must assess the work students submit using the internal assessment criteria. The mark for each
criterion for the exercise should be written on the appropriate form from the Vade Mecum.

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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.

Using the internal assessment criteria

Teachers should judge the internal assessment exercise against the descriptors for each criterion. The
same internal assessment criteria are used for both HL and SL.

· 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 student’s 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.

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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.

External assessment criteria

Paper 1 Section A: Core theme (HL and SL)

A Expression
· Has the student presented the answer in an organized way?
· How clear and precise is the language used by the student?
· To what extent is the language appropriate to philosophy?

Achievement Descriptor
level
0 The student has not reached level 1.
1
The student expresses some basic ideas but it is not always clear what the answer
2 is trying to convey. The use of language is not appropriate to philosophy.

3 The student presents some ideas in an organized way. There is some clarity of
4 expression but the answer cannot always be followed. The use of language is not
always appropriate to philosophy.
5
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.

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Assessment criteria

B Knowledge and understanding

· 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 Descriptor
level
0 The student has not reached level 1.
1
The student demonstrates a superficial knowledge of philosophical issues arising
2 from the core theme. There is only a basic understanding of the philosophical
arguments and concepts used.
3
The student demonstrates some knowledge of philosophical issues arising from
4 the core theme. There is a limited understanding of the philosophical arguments
and concepts used.
5
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.

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Assessment criteria

C Identification and analysis of relevant material

· How clearly has the student identified a relevant philosophical issue arising from the core theme?
· To what extent does the student present and explore two different philosophical approaches to the

issue arising from the core theme?

· How effectively does the student critically discuss the issue arising from the core theme?
· How effectively does the student identify and analyse relevant counter-arguments?

Achievement Descriptor
level
0 The student has not reached level 1.
1–2
3–4 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
5–6 analysis and few or no examples are given.

7–8 The student shows some awareness of a relevant philosophical issue arising from
the core theme and identifies some relevant material. Some appropriate examples
9–10 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.

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Assessment criteria

D Development and evaluation
· 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 Descriptor
level
0 The student has not reached level 1.
1–2
The student develops ideas and arguments in a basic way with little or no
3–4 evaluation of them.

5–6 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
7–8 of the ideas and arguments but it is not developed.

9–10 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.

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