Philosophy · 1st Year · Philosophy of Art and Beauty · 1.º Período

What is Art?

Debating the definition of art and who gets to decide what counts as a work of art.

TL;DR:The concept of the 'self' is one of the most intriguing areas of philosophy for teenagers. As 1st Year students are undergoing significant personal changes, exploring what makes them 'them' is highly relevant. This topic aligns with the NCCA Junior Cycle Key Skill of 'Managing Myself,' specifically 'Knowing myself' and 'Reflecting on my learning.'

• NCCA Curriculum Specifications
• NCCA Philosophy LO 4.1: Formulate questions about the nature of art
• NCCA Philosophy LO 4.2: Discuss different definitions of art

About This Topic

The concept of the 'self' is one of the most intriguing areas of philosophy for teenagers. As 1st Year students are undergoing significant personal changes, exploring what makes them 'them' is highly relevant. This topic aligns with the NCCA Junior Cycle Key Skill of 'Managing Myself,' specifically 'Knowing myself' and 'Reflecting on my learning.'

Students investigate the Ship of Theseus paradox: if every part of a ship is replaced over time, is it still the same ship? They apply this to themselves, considering whether they are defined by their physical body, their memories, their personality, or something else entirely (like a soul). This introduces the 'Mind-Body Problem' and different theories of personal identity.

This topic is best explored through thought experiments and collaborative investigations that allow students to 'test' their theories of identity against challenging scenarios, such as teleportation or memory loss.

Key Questions

1. Can anything be art?
2. Does art have to be beautiful?
3. What is the purpose of art?

Watch Out for These Misconceptions

Common Misconception

I am the same person because I look the same.

What to Teach Instead

Students often rely on physical appearance. By discussing how much our bodies change from infancy to old age, active learning helps them see that physical continuity might not be enough to explain why we feel like the 'same' person over time.

Common Misconception

My 'self' is just my brain.

What to Teach Instead

This is a common modern view. However, through peer debate about 'brain transplants' or 'digital uploads,' students can explore whether their identity also involves their experiences, relationships, and emotions, which might not be purely physical.

Active Learning Ideas

Inquiry Circle

The Ship of Theseus

Using a box of building blocks, students 'build' a ship. One by one, they replace the blocks with new ones. At each step, the group must vote: 'Is it still the same ship?' They then apply this logic to a human body whose cells are constantly being replaced.

40 min·Small Groups

Think-Pair-Share

The Teleporter Dilemma

Students imagine a teleporter that destroys your body here and rebuilds an exact copy on Mars. Is the person on Mars 'you' or a 'clone'? Students discuss in pairs and then share what they think is the 'essential' part of themselves that must travel for it to be them.

25 min·Pairs

Gallery Walk

What Makes a Self?

Posters around the room represent different theories: 'The Body Theory,' 'The Memory Theory,' and 'The Soul Theory.' Students move in groups to list one strength and one weakness for each theory based on a provided scenario (e.g., someone getting a heart transplant).

35 min·Small Groups

Frequently Asked Questions

What is the Ship of Theseus paradox?

It is a thought experiment that asks if an object that has had all of its components replaced remains fundamentally the same object. If you replace every plank on a ship, is it the same ship? If you use the old planks to build a second ship, which one is the 'real' one? It helps us think about what makes anything, including a person, stay the same over time.

What makes me the same person I was as a baby?

Philosophers have different answers. Some say it's 'biological continuity' (your living body). Others, like John Locke, say it's 'psychological continuity' (your memories and thoughts). Some believe there is a permanent 'self' or soul that doesn't change. In class, we explore which of these feels most convincing to us.

What is the mind-body problem?

This is the question of how our physical body (the brain) relates to our mental life (thoughts, feelings, consciousness). Are they two different things (Dualism), or is the mind just something the brain does (Physicalism)? It's one of the biggest mysteries in philosophy and science.

How can active learning help students understand the concept of self?

Active learning uses thought experiments like 'The Teleporter' or 'The Ship of Theseus' to make abstract identity theories feel personal. When students have to decide if 'they' would survive a specific scenario, the stakes become higher. Discussing these in small groups allows them to hear how others define themselves, which often challenges their own assumptions and leads to a deeper understanding of the complexity of the self.