Lesson plan of Philosophical Schools: Ancient, Medieval, Modern, and Contemporary

Objectives (5 - 7 minutes)

1. Understand the main characteristics and differences between ancient, medieval, modern, and contemporary philosophical schools: The teacher should clarify to students what philosophical schools are and why they are important for the study of philosophy. They should also present the main points of each of these schools, highlighting their differences and how they relate to the historical context in which they emerged.

2. Identify the historical and cultural context of philosophical schools: Students should be able to place each philosophical school in its historical and cultural context, understanding how these factors influenced the development of philosophical thought in each period. To this end, the teacher should provide information on the main historical events and cultural characteristics of each era.

3. Analyze the relevance of the philosophical thought of each era for contemporary society: The teacher should encourage students to reflect on how the philosophical ideas of each era are still relevant to contemporary society. This can be done through classroom discussions, analysis of philosophical texts, and connections with current issues.

Secondary objectives

• Develop critical and analytical thinking skills: Through the study of philosophical schools, students will have the opportunity to improve their critical and analytical thinking skills. They will be challenged to understand and evaluate different philosophical perspectives, thus developing the ability to form their own opinions in a well-founded manner.

• Stimulate interest in philosophy: By presenting philosophy in a relevant and applied way, the teacher aims to arouse students' interest in the subject. This can be done through the use of practical examples, stimulating discussions, and the exploration of topics that are of interest to students.

• Promote active student participation: The teacher should encourage active student participation, whether through group discussions, individual or group presentations, or the completion of projects related to the topic. This will not only make the class more dynamic and interesting, but will also help students understand and internalize the concepts studied.

Introduction (10 - 15 minutes)

1. Review of content: The teacher should begin the class by briefly reviewing the main concepts and ideas already studied about philosophy, in order to prepare the ground for the new content that will be covered. This review may include a discussion about what philosophy is, its origin in Ancient Greece, and the role of philosophy in the search for knowledge and understanding of the world. In addition, the teacher can recall some philosophers and their ideas that were previously studied, such as Socrates, Plato, and Aristotle.

2. Problem situations: The teacher can present students with two situations that will serve as a starting point for the introduction of new content. One of them could be the discussion about free will and determinism, and how different philosophical schools throughout history have addressed this issue. The other situation could be the reflection on the nature of knowledge and how it is acquired, leading to a discussion of the different theories of knowledge proposed by philosophers from different eras.

3. Contextualization: The teacher should contextualize the importance of studying philosophical schools, highlighting how philosophical thought influences and shapes society and culture. You can discuss, for example, how the philosophy of the Enlightenment influenced the development of science and democracy, or how the ideas of Nietzsche and Existentialism influenced the art and literature of the 20th century.

4. Introduction of the topic: To introduce the topic in an engaging way, the teacher can share two curiosities. The first is that medieval philosophy, often regarded as an era of dogmatic and closed thinking, was in fact a period of intense philosophical activity, with the emergence of new theories and the revision of old ones. The second curiosity is that some of the most influential philosophical ideas in history, such as Descartes' concept of "cogito, ergo sum" or Nietzsche's theory of the "superman", were formulated by philosophers who were widely ignored or ridiculed in life.

5. Class expectations: Finally, the teacher should establish the expectations for the class, clearly explaining what the learning objectives are and what students should expect to achieve by the end of the class. In addition, the teacher can highlight the format of the class, explaining that the class will be largely expository, but that there will be opportunities for discussion and active student participation.

Development (20 - 25 minutes)

1. Ancient Philosophical Schools (5 - 7 minutes): The teacher should begin to develop the content by explaining the main characteristics of the ancient philosophical schools, focusing on Socrates, Plato, and Aristotle. The importance of the Socratic method, Plato's theory of Ideas, and Aristotle's ethics should be highlighted. The teacher can use slides, diagrams, or concept maps to illustrate the main ideas. In addition, practical examples can be used to make the content more concrete and understandable for students.

2. Medieval Philosophical Schools (5 - 7 minutes): Next, the teacher should move on to the medieval philosophical schools, focusing on Patristic and Scholastic Philosophy. The teacher should explain how Patristic Philosophy sought to reconcile Greco-Roman philosophical thought with the Christian faith, while Scholasticism sought to develop an autonomous Christian philosophy. The main ideas of philosophers such as Augustine of Hippo and Thomas Aquinas should be discussed, including the theory of knowledge, the theory of the soul, and the theory of God. The teacher can use original texts or excerpts of texts to illustrate the ideas and stimulate discussion.

3. Modern Philosophical Schools (5 - 7 minutes): Next, the teacher should address the modern philosophical schools, focusing on the Renaissance, the Enlightenment, and Rationalism. It should be discussed how the Renaissance brought a new appreciation for reason and human knowledge, how the Enlightenment advocated for the primacy of reason and individual freedom, and how Rationalism sought to establish a theory of knowledge based on reason. The teacher should discuss the main ideas of philosophers such as Descartes, Spinoza, Leibniz, Locke, Hume, and Kant, including the theory of knowledge, the theory of mind, and the theory of morals. The teacher can use historical or contemporary examples to illustrate the ideas and stimulate discussion.

4. Contemporary Philosophical Schools (5 - 7 minutes): Finally, the teacher should address the contemporary philosophical schools, focusing on Pragmatism, Existentialism, and Analytical Philosophy. It should be discussed how Pragmatism emphasizes the importance of the practical consequences of ideas, how Existentialism places the individual and his freedom at the center of philosophy, and how Analytical Philosophy seeks to clarify concepts and solve problems through logical analysis. The teacher should discuss the main ideas of philosophers such as Peirce, James, Dewey, Sartre, Beauvoir and Wittgenstein, including the theory of knowledge, the theory of existence, and the theory of language. The teacher can use contemporary or everyday examples to illustrate the ideas and stimulate discussion.

Throughout the development of the content, the teacher should encourage active student participation, promoting discussions, asking questions, and asking students to apply the ideas discussed to real-world situations. In addition, the teacher should be attentive to clarifying any doubts that students may have and to adapting the pace and depth of the lesson according to the needs and interests of the students.

Feedback (8 - 10 minutes)

1. Review of concepts (3 - 4 minutes): The teacher should begin the Feedback step by briefly reviewing the most important concepts that were covered during the lesson. This review can be done interactively, inviting students to recall the main ideas and theories that were discussed. The teacher should emphasize the importance of each of these ideas and theories, and how they relate to contemporary philosophical and social issues.

2. Learning check (2 - 3 minutes): The teacher should then check students' learning by proposing some reflection questions or practical exercises. For example, the teacher could ask students to identify which philosophical school they think best applies to their own worldview, or how they would apply a particular philosophical theory to a real-world situation. The teacher should encourage students to express their opinions and justify them based on the philosophical concepts that have been studied.

3. Connection with the real world (2 - 3 minutes): The teacher should then help students make the connection between the philosophical concepts and the real world. This can be done through the discussion of practical examples, the analysis of current news in light of philosophical theories, or the debate of social and ethical issues using the tools of philosophical thought. The teacher should emphasize the relevance and usefulness of philosophy for understanding the world and for forming a critical and informed view.

4. Feedback and reflection (1 - 2 minutes): Finally, the teacher should ask students to reflect on what they have learned. You can ask questions like: "What was the most important concept you learned today?" and "What questions have not yet been answered?" The teacher should be open to feedback from students and use this information to improve future classes.

Throughout the Feedback process, the teacher should create a safe and welcoming learning environment where students feel comfortable expressing their opinions and asking questions. The teacher should also be attentive to identify any learning difficulties that students may be facing, and offer the necessary support to help them overcome these difficulties.

Conclusion (5 - 7 minutes)

1. Summary of contents (2 - 3 minutes): The teacher should start the Conclusion of the lesson by summarizing the main points covered. This includes a recap of the main characteristics and ideas of each of the philosophical schools studied - ancient, medieval, modern and contemporary. The teacher can use slides, diagrams, or concept maps to reinforce the concepts and clarify any remaining doubts.

2. Connection between theory and practice (1 - 2 minutes): The teacher should then highlight how the lesson connected theory - the study of philosophical schools - with practice - the analysis and discussion of philosophical ideas. The teacher can take this opportunity to recall some of the practical examples or problem situations that were discussed, and how they helped to illustrate and deepen understanding of the theoretical concepts.

3. Extra materials (1 - 2 minutes): The teacher should then suggest additional materials for students who wish to deepen their knowledge of philosophical schools. This could include books, articles, videos, podcasts, or philosophy websites. The teacher can also suggest extra activities, such as writing an essay or doing a research project on a related topic.

4. Relevance of content (1 minute): Finally, the teacher should reinforce the importance of the content learned for the students' lives. It should be emphasized that the study of philosophical schools is not just about memorizing dates and names, but about developing critical, analytical and reflective thinking skills. The teacher can highlight how these skills are useful in many aspects of life, from decision-making to understanding complex issues in society and the world.

Throughout the Conclusion, the teacher should maintain a tone of encouragement and motivation, reminding students that philosophy is a rich and fascinating discipline that can provide not only a deeper understanding of the world, but also intellectual pleasure and personal satisfaction.