Both idealism and pragmatism are important. Idealism helps us dream big and aim for a better future, while pragmatism helps us make practical changes and achieve those dreams step by step.
This lesson for students in Stage 3 introduces the concepts of idealism and pragmatism with simple definitions and examples. See blog post here to help you introduce the topic
Curriculum Alignment (ACARA)
Lesson Structure
1. Introduction (10 minutes)
- Explain the objectives of the lesson.
- Introduce the concepts of idealism and pragmatism with simple definitions and examples.
2. Group Activity (20 minutes)
- Divide the class into small groups.
- Provide each group with a scenario that requires decision-making.
- Ask one group to approach the scenario as idealists and another as pragmatists.
- Have them discuss their approaches and outcomes.
3. Class Discussion (20 minutes)
- Each group presents their approach and outcomes.
- Discuss the differences and similarities between idealist and pragmatist approaches.
- Highlight the importance of balancing both approaches.
4. Reflection (10 minutes)
- Ask students to reflect on a personal goal or project.
- Have them write down how they can apply both idealism and pragmatism to achieve their goal.
- Encourage sharing reflections with the class if they feel comfortable.
5. Conclusion (10 minutes)
- Summarize key points.
- Reinforce the importance of both idealism and pragmatism in decision-making.
- Provide examples of famous figures who balanced both approaches successfully.
Resources Needed
- Scenario cards for group activities.
- Whiteboard and markers for discussions.
- Reflection sheets for individual student work.
Assessment
- Participation in group discussions and activities.
- Quality of reflections and the ability to apply concepts of idealism and pragmatism.
- Contribution to class discussions demonstrating understanding of the lesson’s objectives.
Curriculum Alignment (ACARA)
| Descriptor Code | ACARA Content Descriptor | Examples |
|---|---|---|
| EU1.1 | Identify and clarify relevant ethical concepts and issues | Discussing moral implications in various scenarios. |
| EU1.2 | Examine, explain and apply ethical concepts such as equality, respect and connectedness, and describe situations where they are, or are not, demonstrated | Reflecting on personal and societal values. |
| CCT1.1 | Pose questions and identify and clarify information and ideas | Engaging in critical thinking exercises to solve problems. |
| CCT1.2 | Generate ideas, possibilities and actions by considering alternatives | Encouraging creative thinking to balance idealism and pragmatism. |
| PSC1.1 | Develop respectful relationships through understanding and valuing diversity | Building social capabilities through group discussions and activities. |
| PSC1.2 | Contribute to civil society by applying personal values and perspectives | Developing personal values aligned with ethical considerations. |
Alignment with Sustainable Development Goals (SDGs)
| SDG Number | SDG | Alignment |
|---|---|---|
| 4 | Quality Education | Promoting critical thinking and ethical understanding in students. |
| 8 | Decent Work and Economic Growth | Encouraging pragmatic solutions for economic stability and personal development. |
| 10 | Reduced Inequalities | Teaching the importance of balancing idealism with practical actions to create fair societies. |
This lesson plan helps stage three students reflect on the balance between idealism and pragmatism, providing a practical framework for ethical and effective decision-making.
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