1. NZAPT 2014

2. 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

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

4. NCEA updates Committee on University Academic Programmes (CUAP) Sub-Committee on University Entrance CUAP established a sub-committee on university entrance to coordinate advice from universities to NZQA to define a common standard of entrance to universities.

5. Committee on University Academic Programmes Sub-Committee on University Entrance Executive Members Other Members NCEA updates Emeritus Professor Dugald Scott; CHAIRVictoria University of Wellington Professor Sheelagh MatearLincoln University Susan LaurensonThe University of Auckland Dr Ineke KranenburgAuckland University of Technology Associate Professor Stephen JoeThe University of Waikato - Maths Stats Dr Kathleen VosslerMassey University Professor Peter WhitefordVictoria University of Wellington Dr Hamish CochraneUniversity of Canterbury Forestry John PriceUniversity of Otago

6. 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

7. Persistent public profile June 1, 2014

8. June 3, 2014 Persistent public profile

9. Oct 27, 2013 Oct 23, 2013 Press Coverage 2013-2014

11. Co-Curricula and Inter-school Philosophy

13. S.T.A.R. Philosophy

14. Co-Curricula and Inter-school Philosophy

15. Philosophy Awrds

16. NZAPT Inc.

17. Hot topics in Philosophy

18. Level 1-3 NCEA

19. Level 3 – Income Inequality Social 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,

20. 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,

21. Explain the aims of the campaign Critiquing Neoliberal ideology in NZ. Marx – alienation

22. 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.

23. 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,

24. Level 2 – Animal Ethics/Rights Social 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,

25. Level 3 – Capitalism Social 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

26. USERNAME: j.sloss PASSWORD: password

28. Non-NCEA: Intermediate school

30. Non-NCEA: Junior Social Studies 1.Continuity and Change: – Philosophy of technology – Human Rights

31. Philosophy of technology

32. 1.Identity, Culture and Organisation: – personal identity – Plato’s Republic Non-NCEA: Junior Social Studies

33. Plato wouldn’t like Dan Carter either

34. 1.Place and Environment & 4. The Economic World: – Dr. Suess’ the Lorax viz. Capitalist Philosophy (Locke) – Heidegger: ‘enframing’ Non-NCEA: Junior Social Studies

35. 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

36. Philosophical Moments

38. Genis Carreras: Philographics

39. 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

40. 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

41. 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?

42. 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).

43. 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

44. 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:

45. 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:

46. 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:

47. Resources 1)Create campaigns page on NZAPT website. 2) Create NCEA Philosophy Action Facebook Page 3) Set up Google Drive/classroom network