Philosophy Unit 3: The Good Life

Prerequisites

There are no prerequisites for this unit.

Course Description

This unit considers the crucial question of what it is for a human to live well. It explores questions of relevance to our own good lives – what is happiness? What role should pleasure and self-discipline, friendship and love play in the good life? – as well questions regarding the good life as it may be understood within the context of our relationships with others beyond our immediate communities. Students consider the implications of adopting particular perspectives, viewpoints and arguments for questions of relevance to contemporary living, such as our relationship with those beyond our immediate communities, non-human animals and the broader natural world.

Students engage with the set texts to develop perspectives on questions relating to the good life, including questions of relevance to contemporary living. Through critical reflection on ideas, perspectives, viewpoints and arguments, students develop and defend their own philosophical positions.

Areas of Study

The Good Life and the Individual

In this area of study, students consider what a good life is by exploring their own and others’ responses to 4 general questions. Students use the concepts, arguments and viewpoints in the set texts as well as their own and others’ examples, to develop perspectives on these 4 questions and questions of relevance to contemporary living. Through critical reflection on these perspectives and their underpinning concepts, viewpoints and arguments, students develop and defend their own philosophical positions.

The good life and others

In this area of study, students broaden the scope of their examination of the good life from the individual to the individual’s relationship with others, including the wider community. Students use concepts, arguments and viewpoints in the set texts to develop perspectives on general questions relating to the nature of the good life as it is expressed through our relationships with others, and they re-examine their positions on the good life for the individual in light of this. Students develop perspectives on the implications of particular viewpoints, arguments and perspectives for questions of relevance to contemporary living with others. These questions might consider how we should organise our communities, our relationships with others beyond our immediate communities (including non-human animals and the natural world) and whether we have an obligation to help those beyond our immediate communities. Students develop and defend their own philosophical positions as they reflect on the merits and shortcomings of these perspectives and their underpinning concepts, viewpoints and arguments.

Assessment

Outcomes	Assessment Tasks	Marks Allocated
Outcomes	(school-assessed coursework)	Marks Allocated
On completion of this unit, the student should be able to discuss philosophical questions related to the good life and the individual.	short-answer responses extended responses	50
On completion of this unit, the student should be able to discuss philosophical questions relating to the good life and others.	short-answer responses extended responses an essay	50
Total Marks		100

Overall Final Assessment

Graded Assessment	Title	Assessment	Exam Duration	Contribution to Study Score (%)
1	Unit 3 Coursework	School-assessed		25
2	Unit 4 Coursework	School-assessed		25
3	Written Examination	November	2 hours	50