Does beauty lie in the eye of the beholder?

• Engels
• Secundair onderwijs

What is beauty?

a structured classroom debate

Lesson objectives:

WATCHING: 

- explain main ideas from a video

- prove deeper understanding of the topic discussed in the video

SPOKEN INTERACTION: participate in a structured debate

What do you think about these images? Answer the poll.

1/ Introduction

Visually striking / Stunning

Interesting / Creative

Indifferent / Ordinary

Distracting / Unpleasant

Visually striking / Stunning

Interesting / Creative

Indifferent / Ordinary

Distracting / Unpleasant

Visually striking / Stunning

Interesting / Creative

Indifferent / Ordinary

Distracting / Unpleasant

Visually striking / Stunning

Interesting / Creative

Indifferent / Ordinary

Distracting / Unpleasant

Visually striking / Stunning

Interesting / Creative

Indifferent / Ordinary

Distracting / Unpleasant

Visually striking / Stunning

Interesting / Creative

Indifferent / Ordinary

Distracting / Unpleasant

Visually striking / Stunning

Interesting / Creative

Indifferent / Ordinary

Distracting / Unpleasant

Visually striking / Stunning

Interesting / Creative

Indifferent / Ordinary

Distracting / Unpleasant

Visually striking / Stunning

Interesting / Creative

Indifferent / Ordinary

Distracting / Unpleasant

Visually striking / Stunning

Interesting / Creative

Indifferent / Ordinary

Distracting / Unpleasant

Visually striking / Stunning

Interesting / Creative

Indifferent / Ordinary

Distracting / Unpleasant

Visually striking / Stunning

Interesting / Creative

Indifferent / Ordinary

Distracting / Unpleasant

Discuss per two.

• What does "beauty" mean to you?
• Can something or someone be considered universally beautiful?
• Think of an example of a cultural or historical standard of beauty that might be different from others.

Watch the video.

Answer the questions.

2/ What is beauty?

• Why do most people not stop to think about why they find something beautiful?
• What is neuroaesthetics, and what does it study?
• Which part of the brain becomes active when people experience beauty?
• What chemical is released in the brain when we experience something beautiful?
• Why did researchers make sure that participants were not artists or musicians?

Part 1: general understanding

Why do most people not stop to think about why they find something beautiful?

Why do most people not stop to think about why they find something beautiful?

Because beauty feels intuitive; it is something people “just know” without analysing it.

What is neuroaesthetics, and what does it study?

What is neuroaesthetics, and what does it study?

Neuroaesthetics is a branch of neuroscience that studies how the brain perceives and responds to beauty, especially in art and music.

Which part of the brain becomes active when people experience beauty?

1. The amygdala
2. The hippocampus
3. The medial orbitofrontal cortex
4. The cerebellum

What chemical is released in the brain when we experience something beautiful?

What chemical is released in the brain when we experience something beautiful?

dopamine
 

Why did researchers make sure that participants were not artists or musicians?

Why did researchers make sure that participants were not artists or musicians?

To avoid bias caused by prior knowledge or expertise.

• According to the video, is beauty universal or culturally determined? Explain both sides.
• How does the 2007 study about colors support the idea of universal beauty?
• How does the 1999 marketing article challenge that idea?
• Why is the golden ratio important for global brands?
• How can social media both limit and expand our understanding of beauty?

Part 2: deeper understanding / analysis

According to the video, is beauty universal or culturally determined? Explain both sides.

According to the video, is beauty universal or culturally determined? Explain both sides.

Beauty is partly universal because the brain reacts in similar ways to pleasing images, but it is also culturally determined because different cultures and personal experiences influence what people find beautiful.

How does the 2007 study about colors support the idea of universal beauty?

How does the 2007 study about colours support the idea of universal beauty?

The 2007 study shows that colours cause consistent physiological responses, such as blue being calming and red causing anxiety, suggesting that some reactions to visual stimuli may be universal.

How does the 1999 marketing article challenge that idea?

How does the 1999 marketing article challenge that idea?

The 1999 article explains that colours have different meanings across cultures, such as red representing happiness in China but anxiety elsewhere, showing that cultural context affects perceptions of beauty.

Why is the golden ratio important for global brands?

Why is the golden ratio important for global brands?

The golden ratio helps global brands create designs and products that are visually harmonious and generally pleasing to people, which can appeal to audiences across different cultures.
 

How can social media both limit and expand our understanding of beauty?

How can social media both limit and expand our understanding of beauty?

Social media can limit our understanding by promoting uniform aesthetics and unrealistic standards, but it can also expand our appreciation by connecting people with diverse tastes and shared communities of beauty.

 Building a strong argument

3/ Debattle!

a) From arguments to rebuttals

Ex. 1

1. Watch the scene from the film The Great Debaters that portrays a typical American college debating contest.

a) Which resolution or statement is up for debate here?

b) Complete the table that outlines (part of) a possible structure for this type of debate.

(start at 3'36")

Ex. 1

a) Which resolution or statement is up for debate here?

Ex. 1

a) Which resolution or statement is up for debate here?

Resolved: Unemployment relief should be ended when the Depression ends.

Ex. 1

b) Complete the table that outlines (part of) a possible structure for this type of debate.

Ex. 1

1st speaker/argument:

Ex. 1

Ex. 1

2nd speaker/argument:

Ex. 1

Ex. 1

3rd speaker/argument:

Ex. 1

Ex. 1

4th speaker/argument:

Ex. 1

Ex. 1

5th speaker/argument:

Ex. 1

Ex. 1

6th speaker/argument:

Ex. 1

Ex. 2

2 Structured debates follow – as the word says so itself – a fixed structure. Watch the video and answer the questions.

a Complete the grid while watching.

(Start watching at 00':50")

Which side do you debate and prepare for? And how is it decided?

Which side do you debate and prepare for? And how is it decided?

You often have to prepare for both sides pro and con of the debate a coin flip typically determines which side you will actually debate.

What does academic debating teach you?

Basic components of a debate

Duration

Duration

20 minutes

Do all debates follow the same fixed structure and timing?

Do all debates follow the same fixed structure and timing?

No, the debates are different mostly in the length of each of these components and the order in which each component occurs.

b What is a rebuttal?

b What is a rebuttal?

The segment of a debate where you point out the weaknesses with your opponents’ case and emphasize your side’s relative strengths

3 Watch (part of) a CNN debate. Answer the questions.

a What is the theme / subject of the debate?

b What is the role of the debate leader. Do you think they are doing a good job? Why (not)?

c Is this an example of a good or a bad debate? 

d Write down at least 4 things that strike you about this debate and the way it is going.

a What is the theme / subject of the debate?

a What is the theme / subject of the debate?

rape culture

b What is the role of the debate leader. Do you think they are doing a good job? Why (not)?

b What is the role of the debate leader? Do you think they are doing a good job? Why (not)?

They are supposed to ask questions, to give the floor to all participants, to maintain order, … They are failing here.
 

c Is this an example of a good or a bad debate? A bad debate

c Is this an example of a good or a bad debate? 

d Write down at least 4 things that strike you about this debate and the way it is going.

d Write down at least 4 things that strike you about this debate and the way it is going.

- They do not let each other finish and constantly interrupt each other.

- They don’t really listen to each other.

- There is shouting.

- It gets personal.

- Not everyone gets the chance to speak their minds.

b) Build your argument

Ex. 1

To make a point, you will need to come up with strong arguments. Read the essay ‘The impressionable mind: why marketing food to children is unethical’ and answer

the questions 1 a-b-c-d-e

a Which problem does the statement address? What is the subject of the statement?

a Which problem does the statement address? What is the subject of the statement?

marketing food to children

 Why is this a problem?

 Why is this a problem?

It is contributing to many of the problems that America has with health and healthy eating, and is very unethical.

c Who is involved? What effect does it have on these people?

c Who is involved? What effect does it have on these people?

Children, especially pre-adolescents, parents and even schools are all involved. They cannot tackle this problem without stronger measures being taken (i.e. restricting advertising by junk food companies).

d What are the negative consequences of marketing junk food to children? Name 2.

d What are the negative consequences of marketing junk food to children? Name 2.

– Children begin to desire the marketed food and they lack the decision-making skills and autonomy necessary to make good personal choices about food.

– Children don’t understand the manipulative nature of marketing of usually heavily-processed food, which only contributes to America’s obesity problem.

e Which counterargument is also rebutted here?

(to rebut = to argue that a statement or claim is not true; 'weerleggen')

e Which counterargument is also rebutted here?

That it is the parents’ job to protect their children from untoward influences. But parents cannot be everywhere all the time.

f When writing such an argumentative essay, there are a few fundamental steps you can take to structure an argument effectively. Match these 5 steps to the corresponding paragraph. 

A

B

C

D

E

Ex. 2

Look at the statement below. 

Follow the step-by-step plan to build 3 strong 

arguments that defend the statement.

‘Schools should ban vending machines that sell unhealthy snacks and drinks.’

Work together!

a Which problem does the statement address? Why is it a problem?                 argument 1

b Who is involved? What effect does it have on these people?                                             argument 2

c What would be a positive consequence of 

banning these vending machines? 

                                     argument 3

suggested answers:

Ex. 3

Look at the conjunctions and phrases underlined in the essay in exercise 1 on p. 37.

Add them to the correct column.

When

First of all

while

however

Moreover

so that

Unlike

If ... then

(This is true,) but

for instance

In conclusion

When

First of all,

while

however

Moreover

so that

Unlike

If ... then

(This is true,) but

for instance

In conclusion

while

however

Unlike

(This is true,) but

for instance

when

so that

If...then

First of all,

Moreover,

In conclusion,

additionally

(such) as

as a result

also

alternatively

although

besides

to conclude

consequently

despite

equally

finally

first(ly), second(ly), third(ly)

for example

for this reason

furthermore

hence

to illustrate

 in addition

in contrast

in the same way

last(ly)

like

namely

on the contrary

on the other hand

similarly

since

summarising

to sum up

therefore

thus

yet 

Ex. 4 Add these phrases and conjunctions to the table too. Look them up online if necessary.

additionally

(such) as

as a result

also

alternatively

although

besides

to conclude

consequently

despite

equally

finally

while

however

Unlike

(This is true,) but

for instance

when

so that

If...then

First of all

Moreover

In conclusion

first(ly), second(ly), third(ly)

for example

for this reason

furthermore

hence

o illustrate

 in addition

in contrast

in the same way

last(ly)

like

namely

on the contrary

on the other hand

similarly

since

summarising

to sum up

therefore

thus

yet 

Ex. 5

Read part of the essay on sustainable eating below. Fill in an appropriate conjunction.

Choose from the box.

but – finally – however – in addition – in conclusion – such as – therefore – thus (2x)

Thus

Thus

However

Thus

However

In addition

Thus

However

In addition

 therefore

thus

thus

But

thus

But

 Finally

thus

But

 Finally

 such as

thus

But

 Finally

 such as

In conclusion

c) No room for logical fallacies

Ex. 1

When building a strong argument, you should make sure you respect the rules of logic.

Look at the arguments. Do you think they are valid or not? In other words, do they make sense? Are they logical? Tick the right box.

1 Eating meat is not unhealthy. Our family has been eating meat for centuries and none of us has been seriously ill.

1. valid
2. not valid

2 Lean meat, such as chicken or turkey, is not bad for you, because it’s a rich source of protein, which provides health benefits for the body.

1. valid
2. not valid

3 I don’t believe in global warming. My cousin is a top surgeon in South Africa, and he says the drought has not gotten worse at all.

1. valid
2. not valid

4 If you keep smoking cigarettes, your risk of developing coronary heart disease increases.

1. valid
2. not valid

5 –  Daughter: ‘Mom, I’m too full, I can’t eat anymore.’
–  Mother: ‘You have to eat everything on your plate; think of all the children in Africa who are starving every day.'

1. valid
2. not valid

6 If you don’t stop smoking cigarettes, you are going to start shooting heroin.

1. valid
2. not valid

7 Vegetables are bad for you! After all, the dinosaurs ate plants and we all know what happened to them, don’t we?

1. valid
2. not valid

8 Research does suggest that vegans have a lower risk of heart disease, but that same research also indicates they have a higher risk of strokes, possibly due to B12 deficiency.

1. valid
2. not valid

9 If we don’t order pizza for dinner, I guess we’ll just have to eat the week-old spaghetti in the fridge.

1. valid
2. not valid

10 You have no idea what you’re talking about; you’ve only lived here for 6 months.

1. valid
2. not valid

11 A group of teenagers vandalised the park downtown. Teenagers are irresponsible and destructive.

1. valid
2. not valid

12 80 % of people are for the death penalty, therefore, the death penalty is moral.

1. valid
2. not valid

13 –  ‘I believe we should spend less money on the military.’
–  ‘Can you believe this? My opponent wants to leave us defenceless. We all deserve better!’

1. valid
2. not valid

Ex. 2

Most of the arguments listed in exercise 1 are examples of ‘logical fallacies’.

Let’s focus on a few. Watch the video. Answer the questions.

a What is a logical fallacy?

b Write the names of the logical fallacies mentioned in the video next to their definition.

c Now add the names of these 4 common logical fallacies next to the corresponding definition.

Ex. 2

a What is a logical fallacy?

A logical fallacy is a faulty argument. A claim may sound convincing in the moment, but if you stop and examine it, it does not stand up to the test of logic.

(= een drogreden)

appeal to emotion 

hasty generalisation

slippery slopen

straw man argument

false causet

appeal to popularity/

common sense fallacy

false dilemma

personal attack

appeal to authority/

false authority

appeal to tradition

1

3

5

6

7

9

10

11

12

13

Ex. 3

Which logical fallacies from exercise 2 do you recognise in the videos?

slippery slope

slippery slope

personal attack

slippery slope

personal attack

false cause

slippery slope

personal attack

false cause

an appeal to authority/false authority

Ex. 4

What about this ad? 

Ex. 4

What about this ad? 

Structured debate

You are going to hold a structured debate on the concept of beauty: What makes something or someone beautiful?

Preparation:

Divide the class into two main positions:

Group A: Beauty is universal

Group B: beauty is cultural and personal

Re-watch the video, if necessary.

Structured debate

You are going to hold a structured debate on the concept of beauty: What makes something or someone beautiful?

Preparation:

Divide the class into two main positions:

Group A: Beauty is universal

- Beauty is based on biology and brain activity.

- The golden ratio proves universal standards exist.

- Certain colors and symmetry are naturally pleasing.

Group B: beauty is cultural and personal

- Colors have different meanings across cultures.

- Education and background influence what we appreciate.

- Social media shapes and changes beauty standards.

Each group must:

- Prepare at least 3 strong arguments.

- Use examples from the video.

- Look up other arguments to support your opinion.

- Prepare at least one counterargument against the opposing team.

 Action

Round 1: main arguments (6 minutes)

Each side presents 2 strongest arguments (3 min per team).

Do not react to the other party's statements yet!

Round 2: rebuttal (6 minutes)

Each side responds to the other team’s arguments.

• Challenge evidence
  
• Give counterexamples
  
• Refer explicitly to the video content (prepare and anticipate!)

 

Round 3: open floor exchange (3 minutes)

• Students may ask direct questions to the other team.
  
• Each student asks one short, clear question to the other team.
  
• Only one student speaks at a time.
  
• The other team must answer in 1–2 sentences.
  
• No long speeches—this is rapid, focused interaction.
• The goal is to challenge ideas, not the person.

IMPORTANT:

• Everyone takes a turn in speaking.
  
• Prepare well! Look for convincing arguments and elaborate.
  
• Do not read from a paper while speaking. Use key notes.
• No AI!

Key evaluation points

• Provide evidence from the video and other trustworthy sources.
• Stay within the allocated time.
• Avoid logical fallacies.
• Show true understanding of the topic.
• Use correct vocabulary.
• Use correct grammar.
  
• Pay attention to pronunciation.
  
• Speak fluently and make eye contact.
  
• Use strong body language.