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.
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
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.
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.
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.
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.
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
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.
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
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.