Philosophy · 3rd Year · Philosophy in Action · 4.º Período

Philosophy of Technology

An exploration of how technology shapes human identity and society. Students discuss the ethical implications of social media, privacy, and biotechnology.

TL;DR:Identity and the Self explores the question: 'Who am I?' Students look at different theories of personal identity, such as the 'Body Theory' (I am my physical self), the 'Memory Theory' (I am my continuous thoughts), and the 'No-Self Theory'. This aligns with NCCA Philosophy LO 4.2 and supports the Junior Cycle 'SPHE' (Social, Personal and Health Education) curriculum.

• NCCA Curriculum Specifications
• NCCA Philosophy LO 4.3: Evaluate the ethical implications of emerging technologies.
• NCCA Philosophy LO 4.4: Explore the impact of technology on human identity and relationships.

About This Topic

Identity and the Self explores the question: 'Who am I?' Students look at different theories of personal identity, such as the 'Body Theory' (I am my physical self), the 'Memory Theory' (I am my continuous thoughts), and the 'No-Self Theory'. This aligns with NCCA Philosophy LO 4.2 and supports the Junior Cycle 'SPHE' (Social, Personal and Health Education) curriculum.

For teenagers in Ireland, who are actively forming their identities in both physical and digital spaces, this is a deeply personal topic. They consider how they change over time and what, if anything, remains the same. This topic is best explored through thought experiments and creative projects where students must 'map' their own identity across different stages of life.

Key Questions

1. How does technology change what it means to be human?
2. Is privacy a fundamental right in a hyper-connected world?
3. Should there be ethical limits on technological advancement?

Watch Out for These Misconceptions

Common Misconception

My identity is just my name and my face.

What to Teach Instead

Identity also involves psychological continuity and social recognition. Using 'Identity Web' diagrams helps students see the many layers (hobbies, values, relationships) that make up a 'self'.

Common Misconception

I am the exact same person I was when I was five.

What to Teach Instead

While we feel like the same person, almost everything about us has changed. Peer-teaching about 'Persistence over Time' helps students understand the philosophical puzzle of 'change vs. identity'.

Active Learning Ideas

Think-Pair-Share

The Ship of Theseus

Present the story of a ship where every plank is replaced over time. Is it the same ship? Students apply this to themselves: 'If every cell in your body is replaced every seven years, are you still the same person who was born?'

25 min·Pairs

Inquiry Circle

The Memory Box

Groups are given a 'case study' of someone with total amnesia. They must debate: 'Is this the same person as before?' They then present which 'theory of self' they are using to justify their answer.

40 min·Small Groups

Gallery Walk

Digital vs. Physical Self

Students create two 'avatars', one representing their physical self and one their online persona. They post these and walk around, discussing whether their 'true self' is one, the other, or the relationship between both.

45 min·Individual

Frequently Asked Questions

What is the 'Ship of Theseus' and why use it?

It's a classic paradox about whether an object that has had all its components replaced remains fundamentally the same. It's the perfect 'hook' for 3rd years because it's easy to visualize but incredibly difficult to solve, leading directly into questions about the human body and mind.

How does this connect to SPHE?

It provides the 'theoretical' side of self-esteem and self-image. While SPHE focuses on the *feeling* of identity and wellbeing, Philosophy asks the *logical* question of what a 'self' actually is, which can be very grounding for students.

How can active learning help students understand personal identity?

Identity is something students are 'doing' every day. Active learning strategies like 'Identity Mapping' or 'Future-Self Role Plays' allow them to externalize their internal thoughts. By debating 'The Ship of Theseus' in relation to their own lives, they move from abstract logic to personal reflection, making the philosophy feel vital and relevant.

Is the 'No-Self' theory too advanced?

Not if you frame it correctly. Use the analogy of a 'whirlpool', it has a shape and a name, but it's just water constantly moving through. This helps students grasp the idea of a 'process' rather than a 'thing' without needing complex terminology.