📚 Year 12 CCEA Philosophy: A Comprehensive Syllabus Breakdown | Year 12 CCEA 哲学：课程大纲全面解析
CCEA's A Level Philosophy offers students in Northern Ireland a rigorous introduction to foundational questions in epistemology, ethics, metaphysics, and aesthetics. Year 12, corresponding to the AS level, covers two examined units: AS 1 Introduction to Philosophy and AS 2 Philosophical Themes. This syllabus breakdown explains the assessment structure, content requirements, and key concepts for each section, helping students to navigate the course effectively.
CCEA 的 A Level 哲学课程为北爱尔兰学生提供了一个关于认识论、伦理学、形而上学和美学等基础问题的严谨入门。Year 12（对应 AS 阶段）涵盖两个考试单元：AS 1 哲学导论和 AS 2 哲学主题。本大纲解析将说明评估结构、内容要求及各部分的核心概念，帮助学生高效掌握课程。
1. Course Overview | 课程概述
The CCEA GCE Philosophy specification (first teaching from 2016) is designed to develop critical thinking, analysis, and argumentation skills. At AS level, students engage with key philosophical texts and debates, constructing reasoned responses. The AS units contribute 40% of the overall A Level grade.
CCEA GCE 哲学大纲（2016 年起首次教学）旨在培养批判性思维、分析和论证能力。在 AS 阶段，学生需要接触关键的哲学文本与论辩，并进行有理有据的回应。AS 单元占整个 A Level 总成绩的 40%。
2. Assessment Structure | 评估结构
AS Philosophy is assessed through two written examinations, each lasting 1 hour 30 minutes. AS 1 is worth 60% of the AS, and AS 2 is worth 40%. Both examinations require essay-based responses. The papers assess knowledge, understanding, and the ability to evaluate philosophical arguments.
AS 哲学通过两次笔试进行评估，每次考试时长 1 小时 30 分钟。AS 1 占 AS 成绩的 60%，AS 2 占 40%。两份试卷均要求以论文形式作答，重点考查知识、理解以及对哲学论证的评价能力。
| Unit | Assessment Method | Weighting (AS) | Weighting (A Level) |
|---|---|---|---|
| AS 1: An Introduction to Philosophy | Written exam: 1h 30m | 60% | 24% |
| AS 2: Philosophical Themes | Written exam: 1h 30m | 40% | 16% |
AS 1 consists of three compulsory sections: Reason and Experience, The Value of Art, and Persons. Students must answer one question from each section. AS 2 offers a choice of four themes; students select two themes and answer one question on each.
AS 1 包含三个必修部分：理性与经验、艺术的价值以及人格。学生需要从每个部分回答一题。AS 2 提供四个哲学主题供选择；学生选取其中两个主题，各回答一题。
3. AS 1: Reason and Experience | AS 1：理性与经验
This section addresses the sources of knowledge. Students explore rationalism, which holds that reason and innate ideas are fundamental, and empiricism, which argues that all knowledge derives from sense experience. They examine the concepts of a priori and a posteriori knowledge, as well as the distinction between necessary and contingent truths.
本部分探讨知识的来源。学生将学习理性主义（认为理性和天赋观念是基础）和经验主义（主张所有知识来源于感官经验）。他们需要分析先天知识与后天知识的概念，以及必然真理与偶然真理之间的区别。
Plato's theory of Forms and his argument from recollection provide a classic rationalist case, while John Locke's attack on innate ideas and his description of the mind as a tabula rasa represent the empiricist challenge. David Hume's fork – dividing all meaningful statements into relations of ideas and matters of fact – further sharpens the debate.
柏拉图的形式理论和回忆论证提供了经典的理性主义论据，而约翰·洛克对天赋观念的批判以及他将心灵描述为“白板”则代表了经验主义的挑战。大卫·休谟的“叉子”——将所有有意义的陈述分为观念关系与事实——进一步激化了这一辩论。
Students are expected to evaluate arguments for and against innate ideas, discuss the strengths and limitations of rationalism and empiricism, and consider whether all a priori knowledge is analytic.
学生需要评价支持或反对天赋观念的论证，讨论理性主义与经验主义的优缺点，并思考是否所有先天知识都是分析命题。
4. AS 1: The Value of Art | AS 1：艺术的价值
In this section, students investigate aesthetic questions: What makes something art? Can aesthetic judgments be objective, or are they purely subjective? Key theories include emotionalism, formalism, and the institutional theory of art. The problem of forgery and the relevance of an artist's intentions are also examined.
在本部分中，学生将探究美学问题：什么使某物成为艺术品？审美判断可以是客观的，还是纯粹主观的？关键理论包括情感主义、形式主义以及艺术惯例论。赝品问题以及艺术家意图的相关性也在考查范围之内。
The intentional fallacy, introduced by W. K. Wimsatt and Monroe Beardsley, argues that an author's intention is neither available nor desirable as a standard for judging a work. Students must critically discuss this view alongside alternative positions, such as the expression theory of Leo Tolstoy or the significant form advocated by Clive Bell.
由维姆萨特和比尔兹利提出的“意图谬误”认为，作者意图既不可得也不宜作为评判作品的标准。学生需要结合其他立场（如托尔斯泰的表达理论或克莱夫·贝尔倡导的“有意味的形式”）进行批判性讨论。
5. AS 1: Persons | AS 1：人格
The final section of AS 1 explores personal identity. What does it mean to be a person? How do we persist over time despite physical and psychological changes? Students encounter theories such as the bodily continuity criterion, psychological continuity theories (including memory and character), and animalist views.
AS 1 的最后一个部分探讨人格同一性。成为一个人意味着什么？尽管身体和心理发生变化，我们如何随时间持续存在？学生将接触到身体连续性标准、心理连续性理论（包括记忆与性格）以及动物主义观点等。
John Locke's memory criterion, later challenged by Thomas Reid's brave officer paradox, forms a central debate. Derek Parfit's influential thought experiments on fission and fusion push students to question whether personal identity is what matters for survival. Candidates are expected to evaluate the strengths and weaknesses of each approach.
洛克的记忆标准（后来受到托马斯·里德的“勇敢军官悖论”的挑战）构成了核心辩论。德里克·帕菲特关于分裂与融合的思想实验促使学生质疑人格同一性是否对生存至关重要。考生需评估每种方法的优势与局限。
6. AS 2: Philosophical Themes – Overview | AS 2：哲学主题 – 概述
AS 2 offers a choice of four philosophical themes. Students must study two of these in depth. The themes are: God and the World, Knowledge and Scepticism, Moral Philosophy, and Philosophy of Mind. Each theme contains a range of classic and contemporary arguments, and questions are designed to test analytical and evaluative skills.
AS 2 提供四个哲学主题供选择。学生必须深入学习其中两个主题。这些主题是：神与世界、知识与怀疑论、道德哲学以及心灵哲学。每个主题包含一系列经典与当代论辩，问题旨在考查分析与评价能力。
Teachers often select themes based on the interests and strengths of the cohort, but all combinations are possible. The syllabus requires engagement with set texts and encourages building a personal, well-reasoned philosophical standpoint.
教师通常会根据学生的兴趣和优势来选择主题，但所有组合均可。大纲要求研读指定文本，并鼓励形成独立思考、论证充分的哲学立场。
7. Theme
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