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SYLLABUS

Spring 2005

Russell G. (Greg) Moses, Ph.D.

INTRODUCTION TO PHILOSOPHY

PHIL 1301

Austin Community College: All Sections MWF

8:00am-8:50am

10:00am-10:50am

11:00am-11:50am

CONTACT INFORMATION

Not included in web syllabus

COURSE DESCRIPTION

Students will be introduced to various significant philosophical issues and thinkers and to the practice of philosophical analysis.

There are no course prerequisites for Introduction to Philosophy. A passing score or the equivalent on the reading and writing portions of the TASP is required.

Daily writing assignments require computer printing.

COURSE MATERIALS

Steven M. Cahn, Ed. Classics of Western Philosophy 6th Edition (Indianapolis: Hackett, 2002)

INSTRUCTIONAL METHODOLOGY

The instructor uses a Socratic or “discovery” method of instruction, designed to assist the student in drawing her or his own lessons from materials through a daily process of reading, writing, and small group discussions.

Reading and writing assignments have been carefully selected with a view to providing manageable challenges that slowly increase a student’s ability as an active participant in a philosophical process of inquiry.

Small group discussions provide space and time for students to explore with each other developing meanings that emerge from inquiry and dialogue. The instructor will expect students to take responsibility for carrying forward these discussions through respectful listening and experimental speaking (in other words, you may not know exactly what you’re about to say as you explore intuitions about the materials at hand, but you try to work something out.)

Following these preparatory exercises, the instructor will facilitate class discussions in order to further explore student understanding.

The instructor will seek to ensure that all students participate in class discussions. This means that students should be prepared to answer questions at any time when called upon.

COURSE RATIONALE

Philosophy is one of the principal forces that have shaped Western civilization and history, so a basic understanding of the methods and subject matter of philosophy affords a deeper understanding of ourselves and an informed grasp of the present. In addition, critical thinking skills are so central to the methods of philosophy that the study of philosophy provides an excellent opportunity to learn and practice those skills in a focused way.

COURSE OBJECTIVES

Departmental Objectives/Outcomes

Students will demonstrate improved critical reading, thinking, and writing skills.

Students will be able to reason philosophically about issues of both personal and universal significance.

Students will be able to identify major divisions and concepts in philosophy.

Professor Objectives/Outcomes

Students will learn how to identify and approach philosophical materials with increased confidence in their own ability to make the experience meaningful to themselves.

COURSE EVALUATION / GRADING SYSTEM

Final grade will be based on a portfolio of the semester’s work

A = all materials are complete (no more than three assignments missing or “late”); and the student has produced work that is frequently noted as beyond the call of the regular assignments (further reading, detailed argumentation, interesting applications, etc.)

B = all materials are complete (no more than five assignments missing or “late”); and the student has produced work that meets the call for regular assignments (assigned readings, thorough citations, some argumentation, some application, etc.)

C = materials are nearly complete (up to seven assignments missing or “late”), and the student has produced work that often includes repetitive comments from the instructor, indicating that hints toward improvement are not being followed, etc.

D = materials are incomplete (eight assignments missing or “late”) or materials are frequently marked as “insufficient.”

F = more than nine assignments missing or late (three weeks).

In order to count for full credit in the portfolio, students must bring the work to class on time the day it is due and return the marked paper to the instructor in the final portfolio. A missed class usually results in an assignment being marked “late” or “absent”, even if the paper arrives in the absence of the student (this is because the paper is intended as a preparation for class development, not simply as an end in itself). Excused absences can be made up, if they are properly documented within one week.

The instructor does not aim to achieve a grade distribution curve. All students who share a level of achievement will get the grade, no matter how many or how few.

COURSE POLICIES

Attendance: It is essential that students come to class prepared. Failing to attend or prepare will result in loss of grade points as explained above in the grading system. Excused absences must be documented within one week. Two late marks on the attendance sheet will convert to one absence.

In saying that “A” work may include up to three absences, etc., the instructor is acknowledging that things come up, accidents happen, and life rhythms ebb. It is not necessary to have an “excused” absence every time to do very well in this course. Some flex time is built in. However, students who use up their flex time early in the semester may find that accidents continue to happen, etc., and this will begin to affect grades. In the end, it is only fair that students who attend regularly should be able to earn higher grades, especially in a classroom pedagogy that emphasizes dialogue between students. When a student does not attend class, possibilities for fruitful discussion decrease.

Withdrawal: The instructor has no stipulations other than what is allowable by the college.

Incompletes: The instructor discourages resort to “Incomplete” grades.

Scholastic Dishonesty: "Acts prohibited by the college for which discipline may be administered include scholastic dishonesty, including but not limited to cheating on an exam or quiz, plagiarizing, and unauthorized collaboration with another in preparing outside work. Academic work submitted by students shall be the result of their thought, research, or self-expression. Academic work is defined as, but not limited to tests, quizzes, whether taken electronically or on paper; projects, either individual or group; classroom presentations, and homework." (Student Handbook, 2002-2003, p. 32)

Cases of scholastic dishonesty will be pursued according to the procedure set forth in the Student Handbook, “Student Rights and Responsibilities,” Section J, “Academic Dishonesty." Academic Freedom: Students have the right to believe whatever they happen to believe and, within the appropriate constraints that follow from the organization of a course and its class meetings, to express those beliefs. Grades will never be based on the beliefs that a student maintains, but only on the quality of the philosophical work performed by a student in conjunction with the course.

Student Discipline: Students at the College have the rights accorded to all persons under the Constitution to Freedom of speech, peaceful assembly, petition, and association. These rights carry with them the responsibility for each individual to accord the same rights to others in the College community and not to interfere with or disrupt the educational process. As willing partners in learning, it is expected that students will comply with College rules and procedures. ACC students are recognized as responsible persons who neither lose the rights nor escape the responsibilities of citizenship. Enrollment in the College indicates acceptance of the rules set forth in this policy, administered through the office of the Campus Dean of Student Services. Due process, through an investigation and appeal process, is assured to any student involved in disciplinary action. (See the "Student Discipline Policy" in the Student Handbook, http://www.austincc.edu/handbook/policies4.htm for details.)

Office of Students with Disabilities: "Each ACC campus offers support services for students with documented physical or psychological disabilities. Students with disabilities must request reasonable accommodations through the Office for Students with Disabilities on the campus where they expect to take the majority of their classes. Students are encouraged to do this three weeks before the start of the semester." (Student Handbook, 2002-2003, p. 14)

COURSE OUTLINE/CALENDAR

Jan, 10 (Monday)

FIRST DAY—Welcome, Finding Books, Reading the Syllabus, What’s due next

Jan. 12 (Wednesday)

INTRODUCTION: TO COURSE METHODS, EACH OTHER, AND PHILOSOPHY

Follow-up Questions on Syllabus?

First Assignment Due: Introducing ourselves & our interests (1-2 pages typed):

• Who we are, why we’re here, interests we bring to the table,
• What problems most concern us in this life
• Your contact info, Emergency contact info
• Statement & signature: “I have read and agree to the terms of the syllabus”

Initial workshops

Jan. 14 (Friday)

PART ONE: FRIENDSHIP

In this section of the course, we will read Aristotle’s Books on Friendship and Plato’s dialogue Phaedo, in which friends have a final conversation about the ultimate meaning of life. In addition, we will research other sources on Friendship and select a film that might help stimulate exploration of concepts relating to Friendship. On Valentine’s Day, we’ll have a little fun with essays on Love.

READ
Aristotle (pp. 276-279)
Nicomachean Ethics, Book VIII - “Friendship”

WRITE (always typed, double spaced, 12 point font)
Two paragraphs (1-2 pages)

First Paragraph: Summarizing key claims from the reading (with careful page references, scholarship)

Second Paragraph: Working up a response (What do you want to say in response to this material? Why do you say it? Why do you think your reasons add up? Can you anticipate how someone might object? What would you say to that objection?)

Small Group Discussion: Take time for each to share their impressions of the reading and their response.

Instructor Question: What form of friendship is appropriate to this class?

Jan. 17 (Monday) Holiday: Martin Luther King, Jr.

Jan. 19 (Wednesday)

READ
Aristotle (pp. 279-284)
Nicomachean Ethics, Book IX – “Friendship”

WRITE (as above)
Two paragraphs
First: Summarizing key claims (with careful page references)
Second: Responding (with careful attention to reasons and possible objections)

Jan. 21 (Friday)

RE-READ
Aristotle

WRITE
Two pages on Friendship

A. First setting forth and defending a thesis that you think is important to the topic of friendship.

B. Examining Aristotle’s writings for passages (if any) that support your thesis.

C. Examining Aristotle’s writings for passages (if any) that contradict or challenge your thesis.

D. Responding to Aristotle, making sure to give your own reasons why you agree (if you agree) and why you disagree (if you disagree) and why you think your own reasons add up.

PLEASE READ VERBATIM IN GROUPS, NOMINATE ONE TO SHARE

Jan. 24 (Monday)

READ
Plato (pp. 49-54)
Phaedo (margin numbers 57a-67e)

WRITE
Two paragraphs
First: Summarizing key claims (with careful page references)
Second: Responding (with careful attention to reasons and possible objections)

Jan. 26 (Wednesday)

READ
Plato (pp. 55-60)
Phaedo (margin numbers 68a-77e)

WRITE
Two paragraphs
First: Summarizing key claims (with careful page references)
Second: Responding (with careful attention to reasons and possible objections)

Jan. 28 (Friday)

READ Plato (pp. 61-67) Phaedo (margin numbers 78a-91b)

WRITE
Two paragraphs
First: Summarizing key claims (with careful page references)
Second: Responding (with careful attention to reasons and possible objections)

Jan. 31 (Monday)

Select movie for next week—pertinent to issues (friendship, etc)

READ
Plato (pp. 68-76)
Phaedo (margin numbers 91c-107b)

WRITE
Two paragraphs
First: Summarizing key claims (with careful page references)
Second: Responding (with careful attention to reasons and possible objections)

Feb. 2 (Wednesday)

READ
Plato (pp. 76-81)
Phaedo (margin numbers 107c-118a)

WRITE
Two paragraphs
First: Summarizing key claims (with careful page references)
Second: Responding (with careful attention to reasons and possible objections)

Feb. 4 (Friday)

RE-READ Plato

WRITE Two pages:
A. Setting forth and defending a thesis that you think is important to friendship or any of the topics discussed in the dialogue.
B. Examining the dialogue for passages (if any) that support your thesis.
C. Examining the dialogue for passages (if any) that contradict or challenge your thesis.
D. Responding to Plato, making sure to give your own reasons why you agree (if you agree) and why you disagree (if you disagree) and why you think your own reasons add up.
PLEASE READ VERBATIM IN GROUPS, NOMINATE ONE TO SHARE

Feb. 7 (Monday)

RESEARCH DAY (I will be at the library, meet me there if you need help.)

Feb. 9 (Wednesday)

Film clip

RESEARCH REPORT

WRITE
Statement of interest and
Bibliography: Identifying five possible sources on friendship or other topic of interest (MLA style).

Group work: new groups, sharing sources & interests

Feb. 11 (Friday)

Film clip

RESEARCH REPORT

Review of a key passage (at least five pages) from one of your sources.

WRITE
Two paragraphs
First: Summarizing key claims (with careful page references)
Second: Responding (with careful attention to reasons and possible objections)

Group work: sharing sources & interests

Feb. 14 (Monday)

A Symposium on Love

WRITE
Two pages to share with class (just have fun with it)

Feb. 16 (Wednesday)

Film clip

RESEARCH REPORT

Review of a key passage (at least five pages) from one of your sources.

WRITE
Two paragraphs
First: Summarizing key claims (with careful page references)
Second: Responding (with careful attention to reasons and possible objections)

Group work: sharing sources & interests

Feb. 18 (Friday)

Film clip

Film Discussion

WRITE Two pages
What concept might be explored using the experience of this film?
What scenes especially draw you into contemplation of the concept?
What questions are raised concerning the concept?
How do you answer those questions for yourself?

PLEASE READ VERBATIM IN GROUPS, NOMINATE ONE TO SHARE

Feb. 21 (Monday)

WRITE two pages
As a result of your research, what is the most significant thing that needs to be said about the topic as far as you are concerned?
How do your materials support the claim?
How do your materials challenge your claim?
How do you respond to the materials and why do you think your reasons add up?

PLEASE READ VERBATIM IN GROUPS, NOMINATE ONE TO SHARE

Feb. 23 (Wednesday)

PART TWO: REALITY

In this section of the course we examine philosophical approaches to reality, sometimes called metaphysics (or even anti-metaphysics). We will begin by looking back on previous materials to see how they might already be working with concepts of reality in their approaches to friendship. Then we will take a look at one of the more original and enigmatic metaphysical systems, the one developed by Spinoza, whose treatment of Nature and God has often earned him the reputation of pantheist. Again, students will be asked to research other theories of reality, choose a film that explores reality, and write up their own arguments concerning what’s true about reality.

WRITE one page

How have any of the sources about friendship involved concepts of reality? What is one concept of reality being drawn upon? What is your opinion about the validity of such a concept of reality? Why do you think your opinion stands up?



Feb. 25 (Friday)

READ
Spinoza (p. 522)
Ethics, Part One, Concerning God, Definitions 1-6.

WRITE

Prior to determining whether God exists, one must have a clear idea about what to look for. In this passage, Spinoza makes no claims about whether God exists, but he does clearly define what kind of existence God would be. Please write two paragraphs: (1) what is Spinoza’s definition of God and how do you understand it? (2) Given what you understand about the definition of God, how does it compare with your own definition? How do you define God, whether you define God for the purpose of affirming or refuting existence?

DISCUSS

Whether we assert or refute the existence of God, how do we conceive the thing in question, i.e. what sort of reality would we be looking for? This question can be answered equally well by those who affirm or deny the existence of God, since even those who deny the existence of God must have some idea of what they are denying.

Feb. 28 (Monday)

READ
Spinoza (pp. 523-530)
Ethics, Part One, Concerning God, up to (but not including) Prop. 18.

WRITE
One paragraph exploring passages that you find most meaningful (with cites & quotes) in Spinoza’s language.
One paragraph translating Spinoza’s work into your own language.
One paragraph exploring whether Spinoza’s claims about reality make sense to you or not, and why you think your reasons hold up.
Note: the process asks you to clarify Spinoza’s position in his words and yours before you reply.

Mar. 2 (Wednesday)

Choose a film

WRITE one page
So what do we think about when we think about reality? How would you prefer to think about reality?

DISCUSS
Circle up to three words in your essay that would serve as key terms for your own theory of reality.

Mar. 4 (Friday)

RESEARCH DAY
I will be in the library (during class time) if you need help.

Mar. 7 (Monday)

Film clip

RESEARCH
Google “Philosophy of ______,” where you fill in the blank with each one of your own key words.

WRITE annotated bibliography
Five possible sources of helpful reading about your own philosophy of reality, with brief notes about what’s to be found in each.

Mar. 9 (Wednesday)

Film clip

READ
One of your own sources on reality.

WRITE
Two paragraphs
-Summarizing the part of the discussion that you find most interesting (with cites & quotes)
-Responding to the discussion from your own point of view (reflecting on possible objections and replies)

Mar. 14-20 (Spring Break)

Mar. 21 (Monday)

Film clip

READ One of your own sources on reality.

WRITE
Two paragraphs
-Summarizing the part of the discussion that you find most interesting (with cites & quotes)
-Responding to the discussion from your own point of view (reflecting on possible objections and replies)

Mar. 23 (Wednesday)

Film clip

WRITE 1-2 pages (1) What concept for you can be fruitfully explored through this film
(2) What scene is especially rich in imagery for this concept
(3) How do you explore the concept with the imagery?


GROUPS NOMINATE SOMEONE TO SHARE

Mar. 25 (Friday)

WRITE 2 pages
From your research into concepts of reality, what emerges for you as the most important thesis or claim?
How do your materials support the thesis?
How do your materials challenge the thesis?
How do you respond to the challenges and why do you think your reasons add up?

PLEASE READ VERBATIM IN GROUPS, NOMINATE ONE TO SHARE

Mar. 28 (Monday)

PART THREE: Social Justice

In this part of the course we will explore the Leviathan of Thomas Hobbes, a classic account of how justice emerges from human activity. And students will be asked to do some independent research on other sources of justice as we once again select a film. In the end, students will be encouraged to develop their own views of justice.

READ: Hobbes (pp. 489-495)
Leviathan Intro & PART ONE, Chs. !-III

WRITE
Summary of key argument (with cites & quotes)
Preparing your response. What in your words does he say, what do you think about it, why, what objections might be posed against your view, and why do you think your reasons stand up.

Mar. 30 (Wednesday)

READ
Hobbes (pp. 495-501)
Leviathan, PART ONE, Chs. VI & XI

WRITE
Summary of key argument (with cites & quotes)
Preparing your response. What in your words does he say, what do you think about it, why, what objections might be posed against your view, and why do you think your reasons stand up.

April 1 (Friday)

READ
Hobbes (pp. 501-508)
Leviathan, PART ONE, Chs. XIII & XIV

WRITE
Summary of key argument (with cites & quotes)
Preparing your response. What in your words does he say, what do you think about it, why, what objections might be posed against your view, and why do you think your reasons stand up.

April 4 (Monday)

READ
Hobbes (pp. 508-513)
Leviathan, PART ONE, Ch. XV

WRITE
Summary of key argument (with cites & quotes)
Preparing your response. What in your words does he say, what do you think about it, why, what objections might be posed against your view, and why do you think your reasons stand up.

April 6 (Wednesday)

Choose film

READ
Hobbes (pp. 514-519)
Leviathan, PART TWO, Ch. XVII-XVIII

WRITE
Summary of key argument (with cites & quotes)
Preparing your response. What in your words does he say, what do you think about it, why, what objections might be posed against your view, and why do you think your reasons stand up.

April 8 (Friday)

RE-READ
Hobbes

WRITE two pages
Considering the complete work, what to you is the most important thesis, where do you find it argued (cites & quotes).
What in your own words does the thesis mean, what do you think about it, why, what objections might be posed against your view, and why do you think your reasons stand up.

PLEASE READ VERBATIM IN GROUPS, NOMINATE ONE TO SHARE

April 11 (Monday)

RESEARCH DAY (I will be in the library if you need help)

April 13 (Wednesday)

Film clip

RESEARCH
Google “Philosophy of ______,” where you fill in the blank with each one of your own key words. Check the library catalogue.

WRITE annotated bibliography
Five possible sources of helpful reading about your own philosophy of reality, with brief notes about what’s to be found in each. (3 from Google, 2 from the Library)

April 15 (Friday)

Film clip

READ
One of your own sources on social justice.

WRITE
Two paragraphs
-Summarizing the part of the discussion that you find most interesting (with cites & quotes)
-Responding to the discussion from your own point of view (reflecting on possible objections and replies)

April 18 (Monday

Film clip

READ One of your own sources on social justice.

WRITE
Two paragraphs
-Summarizing the part of the discussion that you find most interesting (with cites & quotes)
-Responding to the discussion from your own point of view (reflecting on possible objections and replies)

April 20 (Wednesday)

Film clip

WRITE 1-2 pages
What concept for you can be fruitfully explored through this film
What scene is especially rich in imagery for this concept
How do you explore the concept with the imagery?

GROUPS NOMINATE SOMEONE TO SHARE

April 22 (Friday)

PART FOUR: CONTEMPORARY MOVEMENTS IN PHILOSOPHY

In this section of the course we will look at Pragmatism and Existentialism, two contemporary movements in Philosophy. Students will also be encouraged to research other contemporary movements of interest.

READ
William James (1119-1128)
“What Pragmatism Means”

WRITE
Summary of key argument (with cites & quotes)
Preparation for response (as in examples above)

April 25 (Monday)

READ
Cornel West (any selection)
http://www.pragmatism.org/library/west/

WRITE
Summary of key argument (with cites & quotes)
Preparation for response (as in examples above)

April 27 (Wednesday)

READ
Sartre (1169-1173)
“The Humanism of Existentialism”

WRITE
Summary of key argument (with cites & quotes)
Preparation for response (as in examples above)

April 29 (Friday)

READ
Sartre (1174-1181)
“The Humanism of Existentialism”

WRITE
Summary of key argument (with cites & quotes)
Preparation for response (as in examples above)

May 2 (Monday)

RESEARCH DAY (I will be at the library if you need help) Possible keywords (in addition to Pragmatism and Existentialism): Feminism, Socialism, Postmodernism, Objectivism, Phenomenology, Critical Theory, Peace Studies

May 4 (Wednesday)

Reports on contemporary philosophy

May 6 (Friday)

Two pages: final thoughts

PORTFOLIO OF CLASS WORK DUE

HAVE A GOOD SUMMER!!

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