NZAPT 2014

DAY 1:– Recent Developments– Co-Curricular Philosophy– NCEA philosophy Sampler (Level 1 -3) + show and tell from other

schools– Global Citizenship– Student Voice

DAY 2:– Extra-Curricular Philosophy: David Legg– Non-NCEA topics (junior & senior)– Sample Screenings:

The Pervert’s Guide to Ideology (2012) and/or Is the Man Who is Tall Happy? (2013)

– Student conference 2015– Western Springs HOD position – Pro-forma letter requesting support

– AGM

Focus

Consolidating and distributing a shared database of NCEA units for teaching Philosophy in NZ secondary schools.

NCEA updates

Committee on University Academic Programmes (CUAP)

• Sub-Committee on University EntranceCUAP established a sub-committee on university entrance to coordinate advice from universities to NZQA to define a common standard of entrance to universities.

Committee on University Academic ProgrammesSub-Committee on University Entrance

• Executive Members

• Other Members

NCEA updates

Emeritus Professor Dugald Scott; CHAIR Victoria University of Wellington

Professor Sheelagh Matear Lincoln University

Susan Laurenson The University of Auckland

Dr Ineke Kranenburg Auckland University of Technology

Associate Professor Stephen Joe The University of Waikato - Maths Stats

Dr Kathleen Vossler Massey University

Professor Peter Whiteford Victoria University of Wellington

Dr Hamish Cochrane University of Canterbury Forestry

John Price University of Otago

Completion of 2011’s two-year strategy

Refined use of AS from other subjects + Resources = Subject maturity • Evidence of programmes• Student numbers • teacher expertise • Clear and tangible links with NZC

Persistent public profile

June 1, 2014

June 3, 2014

Persistent public profile

Oct 27, 2013

Oct 23, 2013

Press Coverage 2013-2014

Press Coverage 2013-2014

Co-Curricula and Inter-school Philosophy

Co-Curricula and Inter-school Philosophy

S.T.A.R. Philosophy

Co-Curricula and Inter-school Philosophy

Philosophy Awrds

NZAPT Inc.

Hot topics in Philosophy

Level 1-3 NCEA

Level 3 – Income InequalitySocial Studies AS91600: Examine a campaign of social action(s) to

influence policy change(s) rights.

Neoliberal economics and growing divide between New Zealand’s poorest and wealthiest

• Bryan Bruce: INSIDE NEW ZEALAND - Mind The Gap (2013)

• Max Rashbrooke (2013) Inequality: A New Zealand Crisis,

Describe the issue from different points of view, values and perspectives

• Taxation • Michael Sandal’s What’s the right thing to do?

Episode 03, Part 1 • Robert Nozick on Taxation: Anarchy, State, and Utopia• Diogenes of Sinope: Cosmopolitanism• Pierre Bourdieu: cultural/social reporduction• Peter Singer - Practical Ethics• George Orwell: Road to Wigan Pier, • Tom Regan: Regan’s Lifeboat,

Explain the aims of the campaign

Critiquing Neoliberal ideology in NZ.Marx – alienation

Philosophy free zones

• Explain of the differing reasons for individuals and/or groups involvement in the campaign

• Explain the reasons for individuals and/or groups selecting the actions within the campaign.

• Critically evaluate the effectiveness of the campaign.

Level 1 – Protest Art and Civil Disobedience Social Studies AS91043:

Describe a social justice and human rights action

• Slavoj Zizek: correspondence with Nadezhda Tolokonnikova of Pussy Riot

• Leo Tolstoy: What is Art? • ‘Oppositional/Protest art’ • civic activism /engagement• Feminist Philosophy: Feminism in Russia, Simone de

Beauvoir• Henry D. Thoreau and John Rawls - ‘Civil Disobedience’,

Conscience• Socrates/Plato—Crito: Social Contract theory + Thomas

Hobbes,

Level 2 – Animal Ethics/RightsSocial Studies AS91600: Examine a campaign of social action(s) to

influence policy change(s) rights

• Peter Singer: Animal Liberation,• Paul Snowdon – on Persons and Animals;

‘Non-human Persons’)• Michael Freeden – political philosophy, (the

nature and extent of rights)• Gary L. Francione• Charles Darwin: The Descent of Man, • Joseph Raz: The Morality of Freedom, • Stephen Law – The Philosophy Gym,

Level 3 – CapitalismSocial Studies AS91598: Demonstrate understanding of how ideologies shape society.

AND,Religious Studies AS 90826: Examine the response of a religious tradition to a

contemporary ethical issue

• Karl Marx: Das Kapital• Georg Hegel (+Steven Pinker: The Better Angels of Our

Nature)• Plato: The Republic• Heidegger: ‘enframing’ • Thomas Hobbes : Leviathan and the Social contract, • John Locke: Natural reason, natural law, natural rights

to private property• Slavoj Zizek: The Pervert’s Guide to Ideology.• Jean-Paul Sartre –libertarianism

USERNAME:j.sloss

PASSWORD:password

Non-NCEA: Intermediate school

Non-NCEA: Junior Social Studies

1. Continuity and Change: – Philosophy of technology – Human Rights

Philosophy of technology

1. Identity, Culture and Organisation: – personal identity– Plato’s Republic

Non-NCEA: Junior Social Studies

Plato wouldn’t like Dan Carter either

1. Place and Environment & 4. The Economic World:– Dr. Suess’ the Lorax viz. Capitalist Philosophy

(Locke) – Heidegger: ‘enframing’

Non-NCEA: Junior Social Studies

Non-NCEA Senior School

• Year 11: Aesthetics

• Year 11/12: Philosophy of technology

• Year 12: Philosophy of Mind/Epistemology

• Year 12/13: Safe relationships (Sartre on sex and love)

• Year 13: Existentialism and the Meaning of life

Philosophical Moments

Philosophical Moments

Genis Carreras: Philographics

DAY 2:– Student lead social action for NCEA Philosophy (AS91599) – Extra-Curricular Philosophy: David Legg

– Student conference 2015 (cf. Arlis)– Non-NCEA topics (junior & senior)– Sample Screening:

Is the Man Who is Tall Happy? (2013)– AGM

Social Action on NCEA Philosophy

AS91599: Examine personal involvement in a social action(s) that aims to influence policy change(s)

Using social studies concepts:

• Human Rights• Social Justice: an outcome of social action taken to develop fair treatment

and equity for all.

• Multiculturalism• Secularisation

• Values: Deeply held beliefs about what is important or desirable.• Change: The cause or effect of human actions and interactions, which may

be positive or negative, short term or long term

Specific Links to Human Rights and Social Justice

1) Inequity, in that there is already space to explore contemporary ethical issues in NCEA through religious based ethical thinking, but not to do so through secular ethical thinking.

2) Inequity in that there is already space to explore religious based belief systems through NCEA, but not space to do so through secular ones.

3) Right to education impaired as key aspects such as logic, critical thinking, ethical theory etc. are not being fully catered for in the senior school years under NCEA. %%Frazier/Bebe?

Examine personal involvement in a social action(s) that aims to influence policy change(s) involves using social studies concepts and giving specific

evidence to:

1. describe an issue and the policy the action aims to influence

2. develop a plan for a social action(s) that considers ethical implications

3. justify the selected social action(s) taking into account the points of view, values and perspectives of self and others

4. give an account of personal participation in planning and carrying out the social action(s).

Using social studies concepts and giving specific evidence to:

1. Describe an issue and the policy the action aims to influence

%%%Issue: dedicated NCEA Achievement Standards for Philosophy

%%%Policy = principle of action -- proposition that serves as the foundation for a belief or behaviour. MoE policy on Philosophy:

Philosophy is an orphan subject (Vs. trans-disciplinary subject)Philosophy has not yet matured as a subject in schools in terms of:

• Evidence of programmes• Student numbers • teacher expertise • Clear and tangible links with NZC • Links with Maori and Pacifica students

2. Develop a plan for a social action(s) that considers ethical implications

%%%NZAPT centric agenda

Using social studies concepts and giving specific evidence to:

3. Justify the selected social action(s) taking into account the points of view, values and perspectives of self and others.

%%%MoE perspective: over-crowded curriculum, limited financial resources (viz. externals)

Using social studies concepts and giving specific evidence to:

4. Give an account of personal participation in planning and carrying out the social action(s).

Possible Actions: • Write to the Ministry of Education or the Minister of Education.• Leverage off Vice Chancellor committee • Organise parents to write to the Ministry of Education or Minister of Education.• Write to MPs, political parties, education spokespeople.• Request to meet with your school principal and/or Board of Trustees and ask them to

write to the Ministry of Education or Minister of Education about this issue.• Organise a petition to the Ministry of Education inside your school. – change.org `• Organise a petition to Ministry of Education from outside of your school – philosophy in

the streets.• Set up a blog, Webpage, Facebook page, Tweet to publicise or campaign.

#giveusstandards• Coordinate actions with students from other schools.• Write to local national, community or iwi newspapers.• Contact local, national community or iwi radio.• Contact TV channels.• MoE line – you’re already doing it!

Using social studies concepts and giving specific evidence to:

Resources

1) Create campaigns page on NZAPT website.

2) Create NCEA Philosophy Action Facebook Page

3) Set up Google Drive/classroom network