Philosophy · 2nd Year · Philosophy of Mind and Self · 4.º Período

Personal Identity

Students investigate what makes a person the same individual over time. They explore concepts of memory, consciousness, and physical continuity.

TL;DR:This topic introduces Aesthetics by asking the deceptively simple question: 'What is Art?' Following NCCA Strand 4.1, students explore the boundaries of artistic expression. They move from traditional definitions (art as beauty or skill) to modern and conceptual views (art as an idea or an institutional choice). This connects to the Junior Cycle Key Skill of Being Creative, as it encourages students to think outside the box and challenge their own preconceptions.

• NCCA Curriculum Specifications
• NCCA Philosophy Strand 3.1: Explore the concept of personal identity.
• NCCA Key Skill: Managing Myself.

About This Topic

This topic introduces Aesthetics by asking the deceptively simple question: 'What is Art?' Following NCCA Strand 4.1, students explore the boundaries of artistic expression. They move from traditional definitions (art as beauty or skill) to modern and conceptual views (art as an idea or an institutional choice). This connects to the Junior Cycle Key Skill of Being Creative, as it encourages students to think outside the box and challenge their own preconceptions.

In an Irish context, where art, from ancient passage tombs to modern street art, is central to our identity, this topic helps students value the 'purpose' of creativity. They examine famous 'boundary-pushing' works like Duchamp's 'Fountain' or Banksy's shredded painting. This topic comes alive when students are challenged to 'curate' their own gallery, forcing them to decide which objects 'deserve' the title of art and why.

Key Questions

1. What makes you, you?
2. Are you the same person you were five years ago?
3. How does memory shape identity?

Watch Out for These Misconceptions

Common Misconception

Art has to be 'pretty' or 'beautiful.'

What to Teach Instead

Many great works of art are intentionally ugly or disturbing to make a point. Active learning discussions about 'Goya' or 'War Art' help students see that 'expression' and 'truth' are often more important than 'beauty' in the art world.

Common Misconception

If I could do it, it's not art.

What to Teach Instead

This is the 'my five-year-old could paint that' argument. Through collaborative investigation, students learn that the 'art' is often in the *idea* or the *context* of the work, not just the technical difficulty of the execution.

Active Learning Ideas

Gallery Walk

The 'Is it Art?' Challenge

Place images around the room: a sunset, a child's drawing, a urinal, a pile of bricks, and a Renaissance painting. Students move in pairs, placing a 'Yes' or 'No' card by each and writing one 'rule' they used to decide.

30 min·Pairs

Simulation Game

The Gallery Curator

Small groups are given a 'budget' to buy one piece of art for a national gallery. They must choose between a 'highly skilled' traditional painting and a 'meaningful' modern installation, then present their 'Philosophy of Art' to the class to justify the purchase.

45 min·Small Groups

Think-Pair-Share

The AI Artist

Show students a beautiful image created by an AI. Ask: 'Is this art?' Students discuss with a partner whether 'Art' requires a human soul, a human hand, or just a human viewer to appreciate it.

20 min·Pairs

Frequently Asked Questions

What are the main 'theories' of art for Junior Cycle?

The three most common are: Mimetic (art should copy reality), Expressionist (art should communicate emotion), and Formalist (art is about the use of line, color, and shape). Introducing these as 'three different jobs art can have' helps students categorize what they see in galleries.

How can active learning help students understand conceptual art?

By making them 'Conceptual Artists.' Ask students to 'create' a piece of art using only three everyday objects from their school bags. When they have to explain the 'meaning' behind their arrangement, they realize that the 'art' is happening in their mind and the viewer's mind, not just in the objects themselves.

Why does the NCCA include Philosophy of Art?

It develops 'Aesthetic Literacy.' It helps students move beyond 'I like it' or 'I don't like it' to being able to explain *why* a piece of work is significant. This is a key part of 'Being Creative' and 'Communicating' in the Junior Cycle framework.

Does art have to be in a gallery to be art?

This is a great 'Institutional Theory' debate. Ask students: 'If a masterpiece is in a bin, is it still art?' This forces them to consider if 'Art' is a quality of the object itself, or a 'status' we give to things in certain places.