Religious Studies Scheme of Work Yr9 Existentialism
|
|
- Thomasina Burns
- 6 years ago
- Views:
Transcription
1 Religious Studies Scheme of Work Yr9 Existentialism Lesson title, aim and outcomes Introduction to Existentialism Aim: What is existentialism? MUST be able to explain what the existential attitude is SHOULD be able to identify the difference between a scientific, religious and existential method of enquiry into an ultimate question COULD be able to analyse which method of enquiry that they believe to be more effective Key terms Existential attitude Method of enquiry Ultimate Question Suggested teaching and activities What is an ultimate question? Pupils in pairs to discuss the most important ultimate questions for them. Targeted feedback from some pairs. Teacher reminds of definition of ultimate questions and explains that existentialism is a philosophy driven by these questions and suggests a particular way to try and answer them. 1) Work in groups to try and agree on a way to attempt to find an answer to the following questions: How should you live your life? What is love? Why do you exist, here and now? What is the point of your life? Explain that there are scientific, religious or existential methods of attempting to find the answers. 2) Development of question - What is love? Use scientific explanation and existential examples of clips from 500 Days of Summer and Four Weddings and a Funeral. Can science alone really capture what it is to be in love? How might one try to answer the question using religion? It affects moods, behaviour, feelings, thinking, answers to our questions. In pairs, discuss which method of enquiry might be the most Stretch & Challenge Differentiation (G&T) Extension discussion tasks: Which method of enquiry is more effective? Can we ever find answers to our ultimate questions? Resources 500 Days of Summer you make my dreams Youtube clip Funeral blues Four Weddings and a Funeral Youtube clip Scientific explanation of love sheet What true love really is Youtube clip Anger Management the movie who you are scene Youtube clip. Bon Iver Skinny love live Youtube clip.
2 effective. Teacher proposes the idea that existential methods to answer the question seem to capture more, or a different element of what it is to be in love. Teacher explains that existentialism is an attitude, a way of looking at how to answer ultimate questions that says all attempts should begin with trying to analyse and understand ourselves and our experiences. E.g. What is love is best attempted to answer existentially, rather than scientifically or rationally. Written pair work. Choose at least one ultimate question and explain at least one way in which a scientist or religious person might attempt to answer it. How might an existentialist try to answer it? Complete the sentence The existential attitude is Targeted feedback. Explain the existential attitude using an ultimate question of your choice and referring to the scientific and religious methods of enquiry. How might it affect your life? Find a definition of existentialism and 5 facts about an existential philosopher of your choice. What is being? Aim: What is it to be a human being? MUST be able to explain the existential attitude towards what it is to be a human Pair discussion work. What does it mean to be a human being? How do you think an existentialist might attempt to answer this question? Targeted feedback from the class, referring back to the content from last lesson. Extension tasks: Is there anything else that defines your experience more than these things? Ranking card key terms
3 being SHOULD be able to interpret Heidegger s term Dasein COULD be able to analyse the impact of this on their own world view Key terms Being Dasein Experience Average everydayness Subjectivity Human Condition 1) Teacher proposes the idea that we already are human beings, so we need to analyse our experiences if we are to understand what it is to be one. Introduce the term Dasein from Heidegger. Ranking exercise which of these things defines/affects your experiences the most? Hand out key words and pupils work in groups to rank the key terms. Key terms Your mood, Your fears, Your worries, Your possibilities, Your choices, Your future, Your feelings, Your death, Your being honest with yourself. Model an example refer back to the character in love in 500 days of Summer, ask class what it was that affected his experiences? 2) The average everydayness of our lives. Heidegger argues that it is in this that we can find what it is to be human, nothing can tell us the answer but ourselves. Calvin and Hobbes sketch. Think, pair, share. Individually choose at least two from your list and think of a time when it affected your actions. Then explain to your partner before sharing some responses with the group. Teacher introduces key terms subjectivity and the human condition. All of our answers to our questions come from ourselves and we share certain common features on these lists that define what it is to be a human. Written task - explain what an existentialist attitude towards what it is to be a human being is, using the terms subjective and human condition in your answer. Give an example of how each of the key terms from the list has affected your actions at one time or other. Create a short story or piece of artwork that illustrates the human condition.
4 Given that existentialists argue that these are all part of the human condition, create an argument for which one you think affects human beings actions the most. Perspectivism Aim: What is perspectivism and how does it affect our search for answers to ultimate questions? MUST be able to explain and illustrate perspectivism SHOULD be able to suggest what effect perspectivism has on a belief that there is one right way to behave and live your life COULD evaluate Nietzsche s claim that all truth is a matter of perspective Key Terms Perspective Moral dilemma Subjective Truth Provide students an example of a moral dilemma to illicit responses the trolley problem. Which action is correct? Pair discussion and then share some answers with the class. 1) Introduce notion of perspective truth is a matter of perspective, there may not be one right answer to this moral question, it depends on the way you look at it. Discussion as a class show series of images: Necker Cube, Vase, Old/young Lady, Fried Chicken Picture, Natural Disaster, Miracle, Woman in Burqa, People at worship what is happening here? Targeted questioning. Teacher proposes the idea that it depends on your pre-existing ideas, your feelings, your mood, your fears etc. Refer back to list from last lesson the answers are subjective. Students to work in pairs to explain what it means to say that what we experience is subjective. Feedback to class. 2) Working in groups, they are given one of the images and have to explain how the list of aspects of the human condition might affect how you view it/think about it. Feedback in groups to the class. Teacher explains Nietzsche s claim that all of our claims about truth stem from our own subjective perspective there are no right answers. Extension tasks: Analyse another image and what subjective aspect may affect our experiences of it. Complete both of the suggestions the trolley problem Youtube clip.
5 Written work. Explain the idea of perspectivism using an example. Suggest what it might mean for someone who claims they know that there is a god OR that there is one right way to behave and live your life. Extra question - Do you agree with Nietzsche that ALL truth is a matter of perspective? Choose an event that has occurred recently in the news e.g. MH17 plane attack. Write a brief newspaper article from two different perspectives about the event. Explain what, if any, impact Nietzsche s ideas about truth could have on your views on what is right/wrong and religion. The absurd Aim: What is the existentialist notion of the absurd and how is it a part of our lives? MUST be able to explain the notion of the absurd and the feelings that it arouses SHOULD be able to illustrate the view that we invent rules in life in order to give ourselves a false sense of meaning COULD be able to analyse the view that life has no inherent meaning or purpose Students in pairs are given stimuli to discuss and try to form an ultimate question around. Stimuli include Calvin and Hobbes strips, the story of Sisyphus and a quote from Camus. Pairs offer their questions to the class, explaining their choices. Teacher explains that in today s lesson we will focus on the question of meaning to our lives. 1) Teacher asks class if they have ever questioned what the meaning of life is, or why they are here? 2 minute individual task to write down how considering that question makes them feel. Targeted feedback from teacher of these feelings. Teacher provides list to fill in of unease, anxiety, fear, confusion, concern, worry and frustration as common existential feelings related to this question and draws Extension discussion tasks What might a religious believer say that the meaning of their life is? Are there moments in life when the absurd is thought about more? Choose another game and use it to illustrate the idea that the rules in life are invented. Calvinball comic ctrip Calvin and Hobbes Strips Story of Sisyphus and Camus daily grind quote sheet. Rules of Whackbat Youtube clip.
6 Key Terms The absurd Anxiety Perspective Meaning Purpose Values Rules Invention connections to the class responses as the class completes the blanks. Drawing from previous lessons, pairs have two minutes to discuss what the existential attitude and idea of perspectivity might suggest to whether there is one, right answer to this question. Pairs to offer responses to the class. 2) Teacher introduces notion of absurdity. Explains that the question of meaning and purpose is the one we all seem to want the answer to the most, but can never get. Use Rules of Whackbat Youtube clip. Students work in groups to discuss the questions Why are there rules in whackbat? Are the rules completely made up? When playing whackbat does following the rules give you have a purpose and goals? Why are there rules e.g. social, moral, legal, in life? Are the rules completely made up? When playing the game of life does following the rules give you purposes and goals? Groups feedback their responses to the class. Teacher proposes the idea that all the rules in life aren t really true, but made up to try and give us a false sense of purpose or meaning because we so desperately want one even when it isn t there. Written work explain what the notion of the absurd is and what feelings it evokes in people. Why do existentialists think that we invent rules in life? Extra question How might the idea that human s invent our rules contradict what a religious person, such as a Christian, might think? Write a diary entry of someone who has just realised that example draw the connections here to our rules in life.
7 their life is absurd and all the rules that they have been following are made up. Why do you think that human beings want to know the meaning and purpose of their lives? Essence and Bad Faith Aim: Do human beings have an essence and what does it mean to say that people act out of bad faith? MUST be able to explain and illustrate the difference between existence preceding essence and essence preceding existence. SHOULD be able to draw connections between the notion of absurdity and our lack of essence COULD be able to analyse an example of bad faith Key Terms Essence Existence Being-in-itself Being-for-itself Bad Faith Group work give groups an object and ask them to discuss the following questions: What is it? What is it for? Is it free to do anything it wants? Did someone make it this way intentionally? Feedback from a few groups. Teacher puts up a picture of a person and asks students to then discuss the same questions. Feedback from a few groups. 1) Teacher explains difference between beings-in-themselves and beings-for-themselves. In pairs, students examine definitions of existence preceding essence and essence preceding existence and draw connections between these terms and beings-in-themselves and beings-for-themselves. Feedback to the class. Teacher reinforces idea that humans existences precede their essence and that bad faith is pretending like you have an essence. 2) Students individually look at a series of images in their workbook and list their essence and say how it shapes their existence. Teacher models one answer to illustrate first. Targeted questioning to feedback. In pairs, students have 2 minutes to make a connection between humans lack of essence and our feeling of absurdity. Pupils offer responses to class. Extension discussion tasks What could be an example of bad faith? Is it true that humans don t have any essence at all? Household objects for discussion Calvin and Hobbes strip
8 Individual written work explain the difference between a human and an object of your choice, using the key terms existence and essence. Extra question explain how believing in God might be considered to be bad faith by some existentialists. We are each the authors of our own lives Explain what you think this quote from Sartre means in relation to essence and existence. Do you agree? Say why. Explain why the Calvin and Hobbes strip is an example of bad faith. Authenticity Aim: What does it mean to be authentic and is it something we should value? MUST be able to explain what it means to be authentic SHOULD be able to argue for why existentialists suggest being authentic is something that we should value COULD be able to assess whether or not they are authentic Key Terms Authenticity Value Honesty Subjectivity Group discussions of these questions - Is it possible to be dishonest with yourself? Have you ever done something that you thought wasn t really you? Have you ever said you thought something that you didn t really think? Class feedback and teacher links their answers to notion of authenticity knowing yourself and being honest with yourself. 1) Teacher explains that being authentic means being honest with yourself and trying to understand your own existence. It is something that existentialists promote. Watch Let it go Youtube clip. Students discuss in pairs how the character is now choosing to be authentic having previously lived an inauthentic life. Targeted feedback with the group. 2) Why is being authentic valuable? In pairs, students should discuss this question. Then they should try to draw Extension discussion tasks Do you prefer to spend time with authentic or inauthentic people? What could you do to be more authentic? Why are people inauthentic? Let it go song from Frozen Youtube clip.
9 Essence The absurd connections between being authentic and subjectivity, the absurd, essence and bad faith. Teacher models connections to subjectivity as an illustration. Pupils offer feedback to the class. Written task what does it mean for someone to be authentic? Give an example of an inauthentic action in your answer. Why is being authentic something we might value? Extra question Are you authentic? Write a short story about someone who makes an inauthentic decision and regrets it. How do you think being truly authentic might change your life? Explain your answer. Development of Meaning Aim: Does existentialism offer any solutions to the search for meaning in our lives? MUST be able to explain how an existentialist can find meaning in their life SHOULD be able to illustrate Nietzsche s notion of sublimation COULD be able to evaluate this If everything is subjective, we have no essence and life is absurd then how can we get any meaning from our lives? Pupils discuss question in pairs and then feedback to the class. Teacher suggests the idea that you have to create your own meaning in life if you want one. 1) Show Batman clip and students discuss in groups how this might relate to creating meaning in your life. Feedback to class. Teacher links feedback to the idea that because you have no essence and you cannot get one right answer to your question about meaning, then you have to create your own Extension discussion questions Is batman being authentic? What could you do to sublimate and create meaning in your life? Its what you do that defines you Youtube clip from Batman Begins
10 proposed solution to the problem of meaning Key Terms Meaning Sublimation Creation Values Truth answer. 2) Teacher proposes Nietzsche s idea of sublimation - that to find meaning we need to channel our energies into a project that allows us to be creative and passionate and that will ultimately improve us and give us a meaning to work towards. Students to work in pairs to create examples of things that people have done/could do in this vein. Targeted feedback as a class. Teacher ties in this solution with the other existential notions on the course e.g. you create your own essence through what you do, with a view to explaining the first task. Written work how can an existentialist find meaning in their life? Give an example to help explain your answer and refer to sublimation if you can. Extra question do you think that this is a good answer to the question of meaning? Create a brief beginner s guide to existentialism and explain how it offers meaning in our lives Existentialism addresses questions about values, meaning and truth Do you agree? Explain your answer.
11
Existentialism Project Workbook
Existentialism Project Workbook Name: Form: 1. Introduction to Existentialism Aim: What is existentialism? Lesson Outcomes:: MUST be able to explain what the existential attitude is SHOULD be able to identify
More informationExistentialism. And the Absurd
Existentialism And the Absurd A human being is absolutely free and absolutely responsible. Anguish is the result. Jean-Paul Sartre Existentialists are concerned with ontology, which is the study of being.
More information11/23/2010 EXISTENTIALISM I EXISTENTIALISM. Existentialism is primarily interested in the following:
EXISTENTIALISM I Existentialism is primarily interested in the following: The question of existence What is it to exist? (what is it to live?) Questions about human existence Who am I? What am I? How should
More informationWhat Is Existentialism? COPYRIGHTED MATERIAL. Chapter 1. In This Chapter
In This Chapter Chapter 1 What Is Existentialism? Discovering what existentialism is Understanding that existentialism is a philosophy Seeing existentialism in an historical context Existentialism is the
More informationCHAPTER I INTRODUCTION. A. Research Background. being as opposed to society as a one organism (Macquarrie, 1973). Existentialism mainly finds
CHAPTER I INTRODUCTION A. Research Background Existentialism believes that philosophical thinking begins with a living, acting human being as opposed to society as a one organism (Macquarrie, 1973). Existentialism
More informationUnderstanding the burning question of the 1940s and beyond
Understanding the burning question of the 1940s and beyond This is a VERY SIMPLIFIED explanation of the existentialist philosophy. It is neither complete nor comprehensive. If existentialism intrigues
More informationIntroduction to Existentialism
Introduction to Existentialism Mr. Pogreba, Helena High School 2013-14 Historical Background of Existentialism 01 Historical Background While he never identified himself as an existentialist, the 19th
More informationExistentialism. Some main points. Mostly Sartre s views. Adapted from Ms. Moon s Existentialism Power Point.
Existentialism Some main points. Mostly Sartre s views. Adapted from Ms. Moon s Existentialism Power Point. Background Popular philosophy between 1940-1965 Reaction to disillusionment felt from WWII After
More informationExistentialism. Course number PHIL 291 section A1 Fall 2014 Tu-Th 9:30-10:50am ED 377
Existentialism Course number PHIL 291 section A1 Fall 2014 Tu-Th 9:30-10:50am ED 377 Instructor: Prof. Marie-Eve Morin Office Hours: Monday 1:00-3:00 p.m. or by appointment Office: 2-65 Assiniboia Hall
More information3. Humanism for Schools: Teaching Toolkits
3. Humanism for Schools: Teaching Toolkits The resources below can be found on the British Humanist Association s web pages at: http://www.humanismforschools.org.uk/index.php Each of the Teaching Toolkits
More informationRunning Head: ETHICAL BEHAVIOUR 1 ETHICAL BEHAVIOUR. Name: Institutional Affiliation: Date:
Running Head: ETHICAL BEHAVIOUR 1 ETHICAL BEHAVIOUR Name: Institutional Affiliation: Date: ETHICAL BEHAVIOUR 2 Emmanuel Kant is a voice to reckon with in the modern philosophy. Kant s ethical theory revolves
More informationStratford School Academy Schemes of Work
Number of weeks (between 6&8) Content of the unit Assumed prior learning (tested at the beginning of the unit) 6 Belief in God -Religious upbringing -Religious Experience -Science and design -Unanswered
More informationSection 4. Attainment Targets. About the attainment targets
Section 4 Attainment Targets About the attainment targets The attainment targets for religious education set out the knowledge, skills and understanding that pupils of different abilities and maturities
More informationPart 1 NIHILISM: Zero Point. CCW: Jacob Kaufman
Part 1 NIHILISM: Zero Point CCW: Jacob Kaufman Introduction Nihilism is more a feeling Nihilism is denial Nihilism is the negation of everything Marcel Dunchamp Fountian Introduction But for a growing
More informationReligious Education in the Early Years. Foundation Stage. RE is fun because we do a variety of different activities. We get a chance to discuss things
Religious Education in the Early Years Foundation Stage EYFS refers to Early Years Foundation Stage, with reference to standards for learning, development and care, from birth to five and is statutory
More informationExemplification of Levels: Level 5
Exemplification of Levels: Level 5 EXAMPLE 1 LEVELS EXEMPLIFIED BELOW: 5 & >6 UNIT OF WORK: Expressing Your Beliefs KEY QUESTION: How can faith inspire great courage? CONTEXT OF THE SET TASKS: Students
More informationExistentialism CTY Course Syllabus
Existentialism CTY Course Syllabus WEEK ONE: Day One (Monday): Introductions: Who are you? Where do you hail from? Where are you going? Discussion & signing of Honor Code; establish other classroom rules
More informationNietzsche s Philosophy as Background to an Examination of Tolkien s The Lord of the Rings
Nietzsche s Philosophy as Background to an Examination of Tolkien s The Lord of the Rings Friedrich Nietzsche Nietzsche once stated, God is dead. And we have killed him. He meant that no absolute truth
More informationPHILOSOPHY AND THEOLOGY
PHILOSOPHY AND THEOLOGY Paper 9774/01 Introduction to Philosophy and Theology Key Messages Most candidates gave equal treatment to three questions, displaying good time management and excellent control
More informationStratford School Academy RE year 10 curriculum-belief in God.
Number of weeks (between 6&8) Content of the unit Assumed prior learning (tested at the beginning of the unit) 7 -Nature of God -The Trinity -Worship -Salvation -Atonement -Life after death Why people
More informationEXISTENTIALISM. Wednesday, April 20, 16
EXISTENTIALISM DEFINITION... Philosophical, religious and artistic thought during and after World War II which emphasizes existence rather than essence, and recognizes the inadequacy of human reason to
More informationExemplification of Levels: Level 6
Exemplification of Levels: Level 6 EXAMPLE 1 LEVELS EXEMPLIFIED BELOW: 6 UNIT OF WORK: Understanding Sikhism KEY QUESTION: Is it possible to live a truly Sikh life in secular Britain today? CONTEXT OF
More informationThe Agreed Syllabus for Religious Education in Cambridgeshire. Year Group Y5/6
Title: What happens when we die? The Agreed Syllabus for Religious Education in Cambridgeshire Year Group: Y5/6 Year Group Y5/6 A Suggested Christianity School Development Unit 1 Materials to Support The
More informationEXISTENTIALISM. Course Number PHIL Meeting Times MW 2:00-3:15. Instructor John V. Garner, Ph.D.,
EXISTENTIALISM Course Description This course examines both atheistic and religious existentialism through thinkers such as Kierkegaard, Nietzsche, Sartre, Camus, Beauvoir, and Fanon. To provide relief,
More informationJanuary 11-12, The Woman at the Well. John 4:1-42 (Pg Adv. Bible) Jesus Knows Everything About Us
rd 3 5 th January 11-12, 2014 The Woman at the Well John 4:1-42 (Pg.1168-1170 Adv. Bible) Jesus Knows Everything About Us Connect Time (15 minutes): Five minutes after the service begins, split kids into
More informationYear 4 Miss Bingham Autumn Term 2 Why are some journeys and places special?
Key Question: Why are some journeys and places special? Supplementary Question (b): Why do people go on (pilgrimage and) special journeys? Learning objectives Suggested activities for teaching and learning
More informationbetter together 1. LEADER PREPARATION
better together Week 1: The First Church This includes: 1. Leader Preparation 2. Lesson Guide 1. LEADER PREPARATION LESSON OVERVIEW It s exciting to look back at the stories of the first followers of Jesus.
More informationTake Home Exam #2. PHI 1700: Global Ethics Prof. Lauren R. Alpert
PHI 1700: Global Ethics Prof. Lauren R. Alpert Name: Date: Take Home Exam #2 Instructions (Read Before Proceeding!) Material for this exam is from class sessions 8-15. Matching and fill-in-the-blank questions
More informationKey Vocab and Concepts. Ethics, Epistemology, Aesthetics, logic, social and political, religious, metaphysics
Students will demonstrate Key Vocab and Concepts Resources Assessment COURSE GOALS Students will Use logic and the analytical process to increase one's world: personal life, politics, learning, arts Display
More informationPlease refer to the IDL to see other curricular aims and E's and O's.
David and Goliath. This resource has been developed collaboratively over the past two years. The RME element has been led by Sue Thomson, Children's Ministry Leader, St Columba's Church of Scotland and
More informationJohn Haugeland. Dasein Disclosed: John Haugeland s Heidegger. Edited by Joseph Rouse. Cambridge: Harvard University Press, 2013.
book review John Haugeland s Dasein Disclosed: John Haugeland s Heidegger Hans Pedersen John Haugeland. Dasein Disclosed: John Haugeland s Heidegger. Edited by Joseph Rouse. Cambridge: Harvard University
More informationStratford School Academy Schemes of Work
Number of weeks (between 6&8) Content of the unit Assumed prior learning (tested at the beginning of the unit) 6 weeks Islam Introduction Beliefs Worship Sacred texts Muslims in Britain Much prior learning
More informationOutcomes Assessment of Oral Presentations in a Philosophy Course
Outcomes Assessment of Oral Presentations in a Philosophy Course Prepares students to develop key skills Lead reflective lives Critical thinking Historical development of human thought Cultural awareness
More informationRE Year 5: Pilgrimages and religious journeys
Key Question: Why are some journeys and places special? Supplementary Question (b): Why do people go on (pilgrimage and) special journeys? Learning objectives Suggested activities for teaching and learning
More informationPHILOSOPHY 211 Introduction to Existentialism
PHILOSOPHY 211 Introduction to Existentialism PHIL 211 Instructor: Nina Belmonte SPRING 2018 Office: Clearihue B318 T,W,F: 9:30-10:20 Office Hours: Tues: 1:30-2:30 Clearihue A203 Thursday: 1:30-2:30 Email:
More informationExistentialism Definition - What is Existentialism philosophy?
Albert Camus Camus, Albert (1913-1960), French- Algerian novelist, essayist, dramatist, and journalist, a Nobel laureate whose concepts of the absurd and of human revolt address and suggest solutions to
More informationStratford School Academy Schemes of Work
Number of weeks (between 6&8) Content of the unit Assumed prior learning (tested at the beginning of the unit) A 6 week unit of work Students learn how to make informed personal responses, use quotes to
More informationHOLINESS. (Background and Summary) (Given by a Layperson)
HOLINESS (Background and Summary) (Given by a Layperson) Background: The heart of the CEW is an exposition of what it is to be a Christian. The weekend stresses the three necessary elements of the Christian
More informationVOL. 1 ISSUE 12 MAY 2015 ISSN An International, Peer-Reviewed, Open Access, Monthly, Online Journal of English Language and Literature
LITERARY QUEST An International, Peer-Reviewed, Open Access, Monthly, Online Journal of English Language and Literature Existentialism in Albert Camus The Stranger Dr. V. Hema Assistant Professor, Department
More informationPhilosophy. Aim of the subject
Philosophy FIO Philosophy Philosophy is a humanistic subject with ramifications in all areas of human knowledge and activity, since it covers fundamental issues concerning the nature of reality, the possibility
More informationReligious Education Policy St Christopher s Primary School
Religious Education Policy St Christopher s Primary School Robert I really enjoy RE. I don t really mind if I get stuff a bit wrong sometimes, because I ll improve it next time. I just really enjoy RE.
More informationGeorgia Quality Core Curriculum 9 12 English/Language Arts Course: American Literature/Composition
Grade 11 correlated to the Georgia Quality Core Curriculum 9 12 English/Language Arts Course: 23.05100 American Literature/Composition C2 5/2003 2002 McDougal Littell The Language of Literature Grade 11
More informationthe Elect and the Reprobates, unconditional election, limited atonement, irresistible grace and perseverance of the elect.
1 AO1 Content: A: St Augustine and the Doctrine of Original Sin, John Calvin and the Doctrine of the Elect Including: concupiscence, massa peccati, liberium arbitrium, grace & atonement; the absolute power
More informationBust your limiting beliefs worksheet YOUR FREE GUIDE TO SUPERCHARGING YOUR CONFIDENCE LEVELS. Get more inspiring personal growth tips at
Bust your limiting beliefs worksheet YOUR FREE GUIDE TO SUPERCHARGING YOUR CONFIDENCE LEVELS Get more inspiring personal growth tips at WANT TO SUPERCHARGE YOUR CAREER CONFIDENCE? How to find and bust
More informationPHILOSOPHY. Written examination. Monday 17 November 2003
Victorian Certificate of Education 2003 PHILOSOPHY Written examination Monday 17 November 2003 Reading time: 11.45 am to 12.00 noon (15 minutes) Writing time: 12.00 noon to 2.00 pm (2 hours) QUESTION BOOK
More informationQué es la filosofía? What is philosophy? Philosophy
Philosophy PHILOSOPHY AS A WAY OF THINKING WHAT IS IT? WHO HAS IT? WHAT IS THE DIFFERENCE BETWEEN A WAY OF THINKING AND A DISCIPLINE? It is the propensity to seek out answers to the questions that we ask
More informationJournal Of Contemporary Trends In Business And Information Technology (JCTBIT) Vol.5, pp.1-6, December Existentialist s Model of Professionalism
Dr. Diwan Taskheer Khan Senior Lecturer, Business Studies Department Nizwa College of Technology, Nizwa Sultanate of Oman Arif Iftikhar Head of Academic Section, Human Resource Management, Business Studies
More informationReligious Education (KS3 and 4)
Religious Education (KS3 and 4) Introduction Religious education at The Christian School (Takeley) seeks to show pupils the value of a relationship with God through Jesus Christ. All of our teaching will
More informationEXAM PREP (Semester 2: 2018) Jules Khomo. Linguistic analysis is concerned with the following question:
PLEASE NOTE THAT THESE ARE MY PERSONAL EXAM PREP NOTES. ANSWERS ARE TAKEN FROM LECTURER MEMO S, STUDENT ANSWERS, DROP BOX, MY OWN, ETC. THIS DOCUMENT CAN NOT BE SOLD FOR PROFIT AS IT IS BEING SHARED AT
More informationAugust 9-10, Know God s Word. Psalm 139:13-14 Adventure Bible (p. 692)
rd 3 5 August 9-10, 2014 Psalm 139:13-14 Adventure Bible (p. 692) Connect Time (15 minutes): Five minutes after the service begins, split kids into groups and begin their activity. Large Group (30 minutes):
More informationWhy can holding beliefs be difficult?
Why can holding beliefs be difficult? (9-12 years) People of Faith: insights from inside the religion and belief traditions Subject Knowledge and links to further information Mystery: Should Iran fast?
More informationSubject: Religious Education Scheme of Work: (Year 8) Term: Topic / Unit(s) Overview / Context Assessment/Mastery Success criteria
Subject: Religious Education Scheme of Work: (Year 8) Term: Autumn/Spring/Summer Topic / Unit(s) Overview / Context Assessment/Mastery Success criteria What was so radical about Jesus? Students will suggest
More informationThe Abyss of Freedom
Friedrich Nietzsche (1844-1900) Jean-Paul Sartre (1905--1980) Simone de Beauvoir (1908-1986) Albert Camus (1913-1960) The Abyss of Freedom One is not born, but rather becomes, a woman. No biological, psychological
More informationVOL. 2 ISSUE 10 JULY 2016 ISSN An International, Peer-Reviewed, Open Access, Monthly, Online Journal of English Language and Literature
LITERARY QUEST An International, Peer-Reviewed, Open Access, Monthly, Online Journal of English Language and Literature Existentialism in Franz Kafka s The Metamorphosis Dr. V. Sekar Associate Professor,
More informationDaily Bible Reading. What?
What? Daily Bible Reading Sometimes we find it hard to read the Bible, don t we? At church we hear it all the time: read the Bible more. But how? Some of the devotionals on offer seem to have less Bible
More informationExistentialism From Dostoevsky To Sartre READ ONLINE
Existentialism From Dostoevsky To Sartre READ ONLINE If looking for the ebook Existentialism from Dostoevsky to Sartre in pdf form, then you have come on to correct site. We furnish utter option of this
More informationCottingham s On the Meaning of Life and Aronson s Gratitude
I. The Question (Ch. 1) A. The Question and Science (1-7) Cottingham s On the Meaning of Life and Aronson s Gratitude 1. In what sense are we formed of the stuff as the cosmos ( We are formed of stardust
More informationComparative Philosophical Analysis on Man s Existential Purpose: Camus vs. Marcel
Uy 1 Jan Lendl Uy Sir Jay Flores Introduction to Philosophy of the Human Person 1 April 2018 Comparative Philosophical Analysis on Man s Existential Purpose: Camus vs. Marcel The purpose of man s existence
More informationAn Analysis of Freedom and Rational Egoism in Notes From Underground
An Analysis of Freedom and Rational Egoism in Notes From Underground Michael Hannon It seems to me that the whole of human life can be summed up in the one statement that man only exists for the purpose
More informationKenn and Kenton Federation Religious Education Policy
Kenn and Kenton Federation Religious Education Policy Introduction The importance of religious education in the curriculum Religious education provokes challenging questions about the meaning and purpose
More informationFreedom & Existentialism
Freedom & Existentialism 1. Existence Precedes Essence: You ve probably heard of existentialism. But, what is it? Sartre explains that its central tenet is this: Existence precedes essence. What is Essence?
More informationEvaluating Heidegger s Fundamental Mood of Dread: Intentionality and Revealing
Colonial Academic Alliance Undergraduate Research Journal Volume 3 Article 11 2012 Evaluating Heidegger s Fundamental Mood of Dread: Intentionality and Revealing Casey R. Fowler Georgia State University,
More informationPHIL1110B Introduction to Philosophy 哲學概論 Course Outline
PHIL1110B Introduction to Philosophy 哲學概論 Course Outline Time: M 10:30-13:15 Location: YIA 403 Course overview This course will serve as an introduction to the basic problems and concepts of philosophy.
More informationIncarnation: How Would Christians Advertise Christmas To Show What Christmas Means Today?
Name of Unit: How Would Christians Advertise Christmas To Show What Christmas Means Today? Key Stage In Which This Unit Should Be Taught: KS2 Previous Learning: All Incarnation units in Key Stage 1and
More informationJohn Locke Institute 2018 Essay Competition (Philosophy)
John Locke Institute 2018 Essay Competition (Philosophy) Question 1: On 17 December 1903 Orville and Wilbur Wright's plane was airborne for twelve seconds, covering a distance of 36.5 metres. Just seven
More information1: MADE FOR GOD. Do you believe in God the Father Almighty, creator of heaven and earth?
1: MADE FOR GOD Do you believe in God the Father Almighty, creator of heaven and earth? Creation of Adam by Michelangelo Catechist Preparation YouCat 1-6, 20-24 For more details: CCC 27-49; 142-184 Further
More informationLETHBRIDGE PRIMARY SCHOOL RELIGIOUS EDUCATION POLICY
LETHBRIDGE PRIMARY SCHOOL RELIGIOUS EDUCATION POLICY BACKGROUND TO RELIGIOUS EDUCATION AT OUR SCHOOL Religious Education (RE) is not a National Curriculum subject, but must be taught to all pupils as part
More informationLESSON 12 GREEDY GEHAZI BEFORE YOU TEACH BIBLE TEXT BIBLE TRUTH LESSON OBJECTIVES MEMORY VERSE UNDERSTANDING YOUR STUDENTS PRAYER
LESSON 12 GREEDY GEHAZI BEFORE YOU TEACH BIBLE TEXT Talents During Elisha's time, there were no coins or paper money. Money came in the form of gold, silver, or bartered goods. In those days, a talent
More informationPHILOSOPHY. Written examination. Monday 18 November 2002
PHILOSOPHY Written examination Victorian Certificate of Education 2002 Monday 18 November 2002 Reading time: 11:45 am to 12:00 noon (15 minutes) Writing time: 12:00 noon to 2:00 pm (2 hours) QUESTION BOOK
More informationAGREED SYLLABUS for RELIGIOUS EDUCATION in SUNDERLAND
AGREED SYLLABUS for RELIGIOUS EDUCATION in SUNDERLAND September 2012 Page 3 of 182 COPYRIGHT Will be added to by Sunderland ASC (ASC to discuss) The Agreed Syllabus for Religious Education in Durham, May
More informationDefinition: The denial of the possibility of knowledge, philosophy, and value in anything.
Christoph Koehler Roundtable of Ideologies Spring 2009 Nihilism 1 Definition: The denial of the possibility of knowledge, philosophy, and value in anything. Prominent Philosophers: Friedrich Nietzsche,
More informationStudies in Literature and Politics
Studies in Literature and Politics Political Science 4234 Fall 2012 MWF 12:30-1:40 C. L. Eubanks I. What Does It Mean To Dwell Poetically? Is God unknown? Is he manifest as the sky? This I tend to believe.
More informationThis handout follows the handout on Determinism. You should read that handout first.
Michael Lacewing Compatibilism This handout follows the handout on Determinism. You should read that handout first. COMPATIBILISM I: VOLUNTARY ACTION AS DEFINED IN TERMS OF THE TYPE OF CAUSE FROM WHICH
More informationOUTSTANDING GOOD SATISFACTORY INADEQUATE
SIAMS grade descriptors: Christian Character OUTSTANDING GOOD SATISFACTORY INADEQUATE Distinctively Christian values Distinctively Christian values Most members of the school The distinctive Christian
More informationStep 1: Select a key question. Step 2: Select learning outcomes. 3.5: Why is there suffering? Are there any good solutions?
Key Question: 3.5: Why is there suffering? Are there any good solutions? This investigation enables pupils to learn in depth from different religious and spiritual ways of life about their view of suffering,
More informationMODULE 13: AWAKENED RELATIONSHIPS
MODULE 13: AWAKENED RELATIONSHIPS Module 13: Awakened Relationships Awakened Relationships Introduction Have you ever been in a relationship that just clicked: where you and the other person were like
More informationDepartment of Philosophy. Module descriptions 20118/19. Level C (i.e. normally 1 st Yr.) Modules
Department of Philosophy Module descriptions 20118/19 Level C (i.e. normally 1 st Yr.) Modules Please be aware that all modules are subject to availability. If you have any questions about the modules,
More informationApplying the Concept of Choice in the Nigerian Education: the Existentialist s Perspective
Applying the Concept of Choice in the Nigerian Education: the Existentialist s Perspective Dr. Chidi Omordu Department of Educational Foundations,Faculty of Education, University of Port Harcourt, Dr.
More informationK-2. Nicodemus. February 7-8, John 2:23-25, 3:1-21, John 3:16 Adventure Bible for Early Readers (pp ) Jesus Gives Us New Life
K-2 February 7-8, 2015 John 2:23-25, 3:1-21, John 3:16 Adventure Bible for Early Readers (pp. 1238-1239) Connect Time (15 minutes): Five minutes after the service begins, split kids into groups and begin
More informationTatyana P. Lifintseva, Professor at the School of Philosophy, NRU HSE Staraya Basmannaya ul., 21/4, office
WESTERN EXISTENTIAL TRADITION AND MAHAYANA BUDDHISM: COMPARATIVE ANALYSIS OF ONTOLOGICAL NEGATIVITY SYLLABUS Tatyana P. Lifintseva, Professor at the School of Philosophy, NRU HSE Staraya Basmannaya ul.,
More informationKey Stage: 2 Year: Lower Juniors Subject: Hindu gods and goddesses Time allocation: 1 hour per week
Key Stage: 2 Year: Lower Juniors Subject: Hindu gods and goddesses Time allocation: 1 hour per week Part Learning Objectives Activities and Experiences Key Questions 1 To learn about the story of Rama
More informationAGREED SYLLABUS for RELIGIOUS EDUCATION in SUNDERLAND 2014
AGREED SYLLABUS for RELIGIOUS EDUCATION in SUNDERLAND 2014 COPYRIGHT The Agreed Syllabus for Religious Education in Durham, May 2012, is published by Durham County Council, County Hall, Durham DH1 5UJ.
More informationPolicy For Religious Education
Date Of Policy: April 2016 Policy Prepared By: James Webb Policy For Religious Education Foreword To All School Policies: The separate document Foreword To All School Policies should be considered as part
More informationMy Mini Egyptology Journal Project
My Mini Egyptology Journal Project For our unit on Ancient Egypt, you will be creating a Mini Egyptology Journal that contains the various aspects of Ancient Egyptian culture that we will cover over the
More informationCoimisiún na Scrúduithe Stáit State Examinations Commission
Coimisiún na Scrúduithe Stáit State Examinations Commission Scéimeanna Marcála Scrúduithe Ardteistiméireachta, 2005 Oideachas Reiligiúnach Ardleibhéal Marking Scheme Leaving Certificate Examination, 2005
More informationExistentialism And Human Existence: An Account Of Five Major Philosophers (Existentialism & Human Existence) By Thomas Koenig READ ONLINE
Existentialism And Human Existence: An Account Of Five Major Philosophers (Existentialism & Human Existence) By Thomas Koenig READ ONLINE On Truth and Reality To me this is the religious spiritual side
More informationHOW TO FIND THE RIGHT MUSICIANS
HOW TO FIND THE RIGHT MUSICIANS WE WANT TO CREATE A COME-AND-SEE RESPONSE FROM OUR ATTENDERS. IN ORDER TO DO THAT, WE HAVE TO PAY ATTENTION TO FINDING THE RIGHT MUSICIANS THAT LL HELP CREATE THAT KIND
More informationKnow the Mysteries. Bible Study July 4, 2015 The Church of God, International (Philippines)
Know the Mysteries Bible Study July 4, 2015 The Church of God, International (Philippines) Introduction Today, we start a new Bible Study series entitled Understanding the Mysteries of the Bible. Introduction
More informationNottingham City and County City SACRE RE Syllabus: Non-statutory exemplification
TITLE: What Ultimate Questions can we think of to find out what people believe YEAR GROUP: 5 and 6 Nottingham City and County City SACRE RE Syllabus: Non-statutory exemplification 30/05/2009 Richard Linford/
More informationPHILOSOPHY DEPARTMENT FALL SEMESTER 2009 COURSE OFFERINGS
PHILOSOPHY DEPARTMENT FALL SEMESTER 2009 COURSE OFFERINGS INTRODUCTION TO PHILOSOPHY (PHIL 100W) MIND BODY PROBLEM (PHIL 101) LOGIC AND CRITICAL THINKING (PHIL 110) INTRODUCTION TO ETHICS (PHIL 120) CULTURE
More informationGROWING ON YOUR OWN Week 1: Hang Out With God/Studying Scripture/Bible Memorization 1. LEADER PREPARATION
GROWING ON YOUR OWN Week 1: Hang Out With God/Studying Scripture/Bible Memorization This includes: 1. Leader Preparation 2. Lesson Guide 1. LEADER PREPARATION LESSON OVERVIEW Moses was called to bring
More informationSIMONE DE BEAUVOIR: ARE WOMEN COMPLICIT IN THEIR OWN SUBJUGATION, IF SO HOW?
SIMONE DE BEAUVOIR: ARE WOMEN COMPLICIT IN THEIR OWN SUBJUGATION, IF SO HOW? Omar S. Alattas The Second Sex was the first book that I have read, in English, in regards to feminist philosophy. It immediately
More informationExistentialism Willem A. devries
Existentialism Willem A. devries Existentialism captures our interest today precisely because it is not about existence in general it is focused intensely on human existence. What is the meaning of human
More informationYear: 4 Term: Autumn 1 Theme: The Life of The Buddha
Teacher note: The Owl in the text is a prompt to allow him to ask the question or invite children s questions. Key Stage 2 Medium Term Planning Year: 4 Term: Autumn 1 Theme: The Life of The Buddha Religion:
More informationStructure of the Book of Job
Book of Job I. Overview and historical context II. III. IV. Structure Poet of Job What kind of book is this? a. wisdom literature b. existentialist narrative c. tragedy d. drama e. theodicy Structure of
More informationLet America Be America Again
Researching Images of America ACTIVITY 1.8 Learning Targets Analyze the use of imagery in a poem to see how it refers to the experience of being an American. Explain how a particular iconic American image
More informationHow To Read Kierkegaard (How To Read) PDF
How To Read Kierkegaard (How To Read) PDF Intent upon letting the reader experience the pleasure and intellectual stimulation in reading classic authors, the How to Read series will facilitate and enrich
More informationLIVING LIFE ON PURPOSE
LIVING LIFE ON PURPOSE None of us are an accident. God created us for a purpose: to live a purpose driven life. We are called to balance God's five purposes for our life: Worship: Planned for God's pleasure
More informationdoubt and fear 1. LEADER PREPARATION
doubt and fear Week 2: Jesus Will Help You Face Your Fear This includes: 1. Leader Preparation 2. Lesson Guide 1. LEADER PREPARATION LESSON OVERVIEW Life can bring some scary moments our way: a parent
More informationPicture Pack. assembly ideas. Ideal for upper primary and lower secondary RE and Citizenship lessons.
Picture Pack A set of 16 pictures showing The Salvation Army s work, with accompanying lesson and assembly ideas. Ideal for upper primary and lower secondary RE and Citizenship lessons. Picture Pack activities
More information