Empiricism vs. Rationalism: Classroom Philosophy Lesson for Middle & HS
Stones of Erasmus
105 Followers
Grade Levels
10th - 12th, Higher Education
Standards
CCSSRI.11-12.2
CCSSW.11-12.2f
CCSSCCRA.L.6
CCSSRST.11-12.9
Formats Included
- Google Drive™ folder
- Easel Activity
- Easel Assessment
Pages
11 pages
Stones of Erasmus
105 Followers
Made for Google Drive™
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Easel Activity Included
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Easel Assessment Included
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Description
How the mind works is an essential philosophical problem that forms the basis for a theory of knowledge. In this ready-to-go 45-minute jargon-free lesson, introduce your students to two famous theories - one touting that the mind is like a blank sheet of paper and the other that ideas are built-in to the mind like a muffin tin is pre-set with the shape of muffins (before you even bake 'em in the oven)! Which worldview makes the most sense? Introduce your students to this very important epistemological debate!
*The educational download contains PDF, Google Workspace, and Easel Activities and Assessment Files.*
Essential Question: What is the underlying foundation for all knowledge?
Topic: Epistemology, Theory of Knowledge
Duration: One 45-minute class period
This lesson resource includes the following features:
- 1 Classroom-tested Teacher's Guide for the Lesson
- 1 Entrance Ticket handout
- 2 Visuals
- 1 Note-taking template
- 1 Filled-in teacher's copy of the note-taking template
- Interactive Easel Activity & 10-Question Easel Assessment
- 10 useful links for further research on empiricism and rationalism
Suggested Classroom Use:
- TOK (International Baccalaureate Theory of Knowledge course)
- Introduction to Philosophy course
For other resources in my Philosophy in the Classroom series check out my popular resource on Plato's Allegory of the Cave. Navigate your web browser to my website to follow me on my journey. stonesoferasmus.com © 2023
Total Pages
11 pages
Answer Key
Does not apply
Teaching Duration
45 minutes
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Standards
to see state-specific standards (only available in the US).
CCSSRI.11-12.2
Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
CCSSW.11-12.2f
Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
CCSSCCRA.L.6
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
CCSSRST.11-12.9
Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
Reviews
Questions & Answers
105 Followers
