3a: The late 18th and early 19th centuries
Lesson 1 of 5: The Age of Reason: Enlightenment
Aim of the lesson
For the students to have:
· Knowledge and understanding of the background of 18th century Religion and Science debate.
· Knowledge and understanding of the Enlightenment and some critical aspects in the relation between Religion and Science.
· An opportunity to have made an evaluation of the outlined ideas.
Differentiation / Extension
Student Resource 1[LA]: The Age of Reason: Enlightenment
Assessment
Teacher/Peer; Plenary summing up ‘What have we learnt about the ‘Enlightenment’ based on mind maps.
Duration 1 hour
Timings
Starter: 20 minutes – introduction to the Enlightenment.
Main Activity 25 minutes – main characteristics of the period/positive and negative attitudes to Science and Religion. (Video option would take longer)
Plenary 15 minutes – summing up of ideas.
Intended Age 16 – 19
Previous Knowledge needed by teacher
The teacher must have read the resource sheet Student Resource 1[LA]: The Age of Reason: Enlightenment. It would be a help if they had also done research of the website in the Further Resources /Background Reading recommendation, and read any of the relevant books. ‘A Beginner’s Guide to Ideas’ Chapter 1 gives a succinct and accessible summary of the key ideas.
Previous Knowledge needed by students
Creative and Critical thinking skills. Any knowledge of the history of the late 18th and 19th centuries would naturally be an advantage but is not assumed.
Background Reading
· Student Resource 1: The Age of Enlightenment.
· http://www.historyguide.org/intellect/lecture9a.html
· A Beginner’s Guide to Ideas, Raeper and Smith, Lion Publisher. Ch. 1
Resources
· Student Resource 1: The Age of Enlightenment
· Student Resource 1[LA]: The Age of Enlightenment
Further resources
· http://www.historyguide.org/intellect/lecture9a.html
· A Beginner’s Guide to Ideas, Raeper and Smith, Lion Publisher. Ch. 1.
· The Philosophy Files, Stephen Law, Dolphin.
· The Simpsons and Philosophy; Irwin , Conard, Skoble; Open Court.
· Pooh and the Philosophers; J Tyerman Williams; Methuen Publisher.
· Philosophy of Religion for A level, A Jordan et al., Stanley Thornes
· Philosophy goes to the Movies; Ch. Falzon; Routledge in chapter 1 (pages 33 – 44) discusses the following relevant films:
a) Rear Window (A Hitchcock, 1954)
b) You Only Live Once (F Lang, 1937)
c) Cabaret (Bob Fosse, 1972)
d) Citizen Kane (O Welles, 1941)
e) He Said, She Said (K Kwapis)
f) Hilary and Jackie (A Tucker, 1998)
g) Rashomon (A Kurosawa, 1951)
h) Twelve Angry Men (S Lumet, 1957)
Introduction / Starter activity
Discuss Socrates’ statement: “An unexamined life is not worth living.”
(What kind of examination? What aspects of life?)
Read to the students the quote by Immanuel Kant (1724 – 1804) as to what ‘examined life’ could have meant to the 18th century (scholarly) world:
Enlightenment is man's emergence from his self-imposed nonage. Nonage is the inability to use one's understanding without another's guidance. This nonage is self-imposed if its cause lies not in lack of understanding but in indecision and lack of courage to use one's mind without another's guidance. Sapere Aude! Dare to Know! Have the courage to use your own understanding is therefore the motto of the Enlightenment. (c.f. Student Resource 1)
Introduce this unit of the Religion and Science debate in the 18th century with this quote and explain that the 18th century has been coined as the period of Enlightenment, the Age of Reason.
Enlightenment here is not to be confused with the Buddhist concept. In Buddhism enlightenment means a state of being, a state of total detachment, a state of peace of mind and freedom, the aim and purpose of Buddhist life which can only be achieved through meditation. Enlightenment in the 18th century means the use and predominance of reason (hence: the Age of Reason). Reason is the source for knowledge, for objectivity and truth. The use of reason indicates maturity, adulthood and sincerity.
Towards the end of the 18th century this predominance of reason resulted to some extend in a conflict between the mainstream religious views in the Christian churches and the new developments in science.
Brainstorm any ideas as to why this might have been the case (weakened church authority; independence of the human mind; conflict with religious ideas like the belief in a Creator God or the belief in miracles and revelation; the nature and role of the Bible etc.)
Main Activities
1. Use Student Resource 1: The Age of Reason: Enlightenment and read it in small groups (2-3 students)
Mind map the main characteristics of the period (Kant, Priestley, Locke, the role of nature and reason etc.) and how the relation between Science and Religion is seen (negatively: Religion becomes a more and more private affair without particular academic importance; positively: Religion is freed from superstition, focus on the reasonableness of religion etc.).
Alternatively you could watch one of the films suggested in the resource list and discuss it afterwards. However, these are not reflections on the history of the Enlightenment but suitable for a critical discussion on Rationalism and Empiricism. Watch the films first and/or read Christopher Falzon’s chapter.
Plenary
Sum up the results: What have we learnt about the ‘Enlightenment?’ and any comments from the students.
Science and Religion in Schools Project
Unit 3a: The late 18th and early 19th centuries