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Mannkostamenntun og efling dygða í gegnum ljóðmennt: Kennsluefni

Icelandic

Lessons Plans

The lesson plans largely encorporates the methodology of Philosophy for Children (P4C).

Lesson 1

Philosophy in Poetry: In this lesson, we read a poem by Birgitta Jónsdóttir and engage in a philosophical dialogue.

Lesson 2

Poems about pride, empathy and shame will be read.

Lesson 3

The topics of the lesson are war, experience, and love. Individual assignments will be completed based on the poems read. If time permits, group work will be conducted.

Lesson 4

The lesson will discuss pride. What is the difference between national pride and nationalism?

Lesson 5

A Creative Writing Worskhop. Various techniques are used in poetry creation and philosophical dialogue, enabling students to explore and utilize their own creative power. This includes everything from poetry writing to the application of philosophical ideas.

Competence Aims

Lesson Plan/Ideas 5

Assessment

Sparks

First Exercise: The Deacon of Dark River

Lesson 6

A Creative Writing Workshop. When students learn to write texts (and discover their success) based on precise instructions, they learn to activate their own creative power. Short assignments with direct instructions have a tremendous effect on this activation, whether or not the student has previously attempted to compose poetry.

Competence Aims

Lesson Plan/Ideas 6

Assessment

What is Virtue?

Virtue can be described as the motor behind our actions. Let us first take into consideration the concept of flourishing, which amounts to living a good life and, thus, constitutes an ongoing activity, and such an activity comprises, most crucially, the realisation of specifically human excellences. We call those excellences virtues, and they are typically considered necessary conditions of flourishing (Kristjánsson, 2015, p. 14). Virtue is, therefore, a trait of excellence encompassing a ‘moral quality that is considered desirable or right’ (Jubilee Centre for Character and Virtues, 2016). The contrary trait, as found in ‘bad character’, is called vice. In the context of this thesis, virtues are understood in Aristotelian terms. They are ‘character traits’ that guide our actions in morally commendable ways. It is already clear that the definitions that have been put forth are interwoven. Virtues are part of one’s character, i.e. one’s character inheres in the virtues one possesses. Virtue contributes to one’s moral connoisseurship of life – living excellently. Virtues are dispositions rooted in the ability to make good choices (Aristotle, 1992, II.1 1103a25), and learning to.


Character Education

Character education is based on the ideal that certain qualities or character traits can, and should be, developed to a positive effect within the school system. The idea of character education is grounded on the theory that students can be assisted or guided into understanding and wanting to acquire such virtues.

Competence Aims

In short, they are fundamental sets of intellectual, personal, social, and emotional skills that all students need to engage meaningfully in lifelong learning and thrive as individuals and citizens.

Assessment

Assessment is the process of evaluating how well students have learned specific skills, knowledge, or competencies. It goes beyond traditional testing by focusing on practical demonstration of abilities and understanding.