Philosophy · Grade 11 · Social and Political Philosophy · 4.º Período

Social Contract Theories

Students investigate social contract theory through the works of Hobbes, Locke, and Rousseau. They evaluate the implicit agreements between citizens and the state.

TL;DR:Social contract theory explores the implicit agreement between individuals and the state. Students investigate the 'state of nature' as described by Hobbes, Locke, and Rousseau, and evaluate what we give up in exchange for the benefits of society. This topic is essential for understanding the legitimacy of government and the limits of political power.

• Ontario Curriculum Expectations
• HZB3M E3.1: Explain the concept of the social contract
• HZB3M E3.2: Evaluate the arguments for and against civil disobedience

About This Topic

Social contract theory explores the implicit agreement between individuals and the state. Students investigate the 'state of nature' as described by Hobbes, Locke, and Rousseau, and evaluate what we give up in exchange for the benefits of society. This topic is essential for understanding the legitimacy of government and the limits of political power.

In the Ontario curriculum, students also examine the concept of civil disobedience, when it is justified to break the 'contract.' This is a timely topic in Canada, from environmental protests to labor strikes. This topic benefits from role plays where students must negotiate a contract from scratch and debates on the ethics of breaking the law for a higher cause.

Key Questions

1. What is the state of nature?
2. What do citizens give up in exchange for state protection?
3. When is civil disobedience justified?

Watch Out for These Misconceptions

Common Misconception

The 'social contract' is a real piece of paper that someone signed.

What to Teach Instead

It is a philosophical metaphor for the relationship between citizens and the state. Active learning that focuses on 'implicit' agreements in their own lives (like in a classroom) can help students understand this abstract concept.

Common Misconception

Civil disobedience is just 'rioting' or 'law-breaking.'

What to Teach Instead

Philosophically, civil disobedience is a deliberate, non-violent act intended to highlight an injustice. Peer-led investigations into figures like Gandhi or Martin Luther King Jr. can help students see the 'principled' side of law-breaking.

Active Learning Ideas

Role Play

Negotiating the Contract

Divide students into groups representing different social interests (e.g., business owners, workers, parents). They must negotiate a 'social contract' that everyone can agree to, deciding which rights to give up and which to protect.

60 min·Small Groups

Formal Debate

Is Civil Disobedience Justified?

Using a real Canadian example (e.g., a pipeline protest), students debate whether the protesters are 'breaking the contract' or 'fixing a broken one.'

45 min·Whole Class

Think-Pair-Share

The State of Nature

Students imagine a world with no laws or police for one week. They write down three things they would do, then share with a partner to see if their 'state of nature' is more like Hobbes' (war) or Locke's (cooperation).

25 min·Pairs

Frequently Asked Questions

How can active learning help students understand social contract theory?

Social contract theory is about negotiation and consent. By having students actually 'negotiate' a contract in a role-play, they feel the tension between their individual desires and the needs of the group. This makes the theories of Hobbes and Locke feel like practical strategies for survival and cooperation, rather than just old ideas from a book.

How do I connect the 'state of nature' to the real world?

Look at examples of 'failed states' or areas after a natural disaster where the government has temporarily disappeared. This helps students visualize what the philosophers were trying to describe.

What is the 'Canadian' version of the social contract?

You could argue that the Canadian social contract is defined by 'Peace, Order, and Good Government' (POGG) and the idea of a 'social safety net.' Comparing this to the American 'Life, Liberty, and the Pursuit of Happiness' is a great philosophical exercise.

How do I teach civil disobedience without encouraging students to break school rules?

Focus on the *criteria* philosophers use to justify it: Is the law unjust? Have all other options been tried? Is the person willing to accept the punishment? This keeps the focus on the reasoning process.