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SYLLABUS
Fall 2005
Russell G. (Greg) Moses, Ph.D.
INTRODUCTION TO PHILOSOPHY
PHIL 1301
Austin Community College
(Section info deleted from web version, students may consult Blackboard version.)
CONTACT INFORMATION
(Deleted from web version, students may consult Blackboard version.)
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 method used by the instructor may be viewed either as a Socratic method of self-discovery or as a Deweyan method of active learning. In either case, the method seeks to assist students in drawing their own lessons from materials through a daily process of reading, writing, and small group discussions. This method places responsibility on students to contribute their own motivations and interests to the development of the classroom experience.
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 cumulative review of comments made by the instructor on a portfolio of the student’s work.
A = all materials are complete (no more than three pages or assignments missing or “late”); and the student has produced work that is frequently noted by the instructor as remarkable for further reading, detailed argumentation, interesting applications, etc.
B = materials are nearly complete (no more than four pages or assignments missing or “late”); and the student has produced work that has been frequently noted as helpful or good (assigned readings, thorough citations, some argumentation, some application, etc.)
C = materials are fairly complete (up to six assignments missing or “late”), and while the student is making an effort to keep up, the student has produced work that includes comments from the instructor indicating that hints toward improvement are not being followed, etc.
D = materials are fairly incomplete (more than six assignments missing or “late”) or materials are frequently marked as “insufficient.”
F = nine or more assignments missing or late. (If for any combination of reasons you miss three weeks worth of class, please withdraw.)
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. (See “F” above: If for any combination of reasons, you miss three weeks worth of class, please withdraw.)
Withdrawal: The instructor has no stipulations other than what is allowable by the college, nor does the instructor initiate withdrawals.
Incompletes: The instructor discourages resort to “Incomplete” grades.
Scholastic Dishonesty: It is impossible to do great intellectual work without reading great work from others. Scholastic honesty is simply the practice of stipulating carefully who and what you have been borrowing from. There is never any shame in borrowing. In fact, philosophical schools are marked by patterns of borrowing. But if you borrow without carefully noting your source, then we have a problem with scholastic dishonesty.
Anytime a student borrows (for example, copies and pastes from a web site) exact words, phrases, or sentences, the material should be placed into quote marks with clear references.
Anytime a student borrows ideas or inspiration, but not the exact words, the source materials should be acknowledged and cited.
Citations may be in any format, but should include author, title, date, page number (or exact page URL – root directory is not sufficient.)
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."
"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)
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
Aug. 29 (Mon.)
FIRST DAY—Welcome, Finding Books, Reading the Syllabus, What’s due next
Aug. 31 (Wed.)
INTRODUCTION: TO COURSE METHODS, EACH OTHER, AND PHILOSOPHY
Follow-up Questions on Syllabus?
First Assignment Due: Introducing ourselves & our interests (1 page typed):
• Who we are, why we’re here, interests we bring to the table,
• What problems most concern us in this life
On the back of the paper, please write:
• Your contact info, Emergency contact info
• Statement & signature: “I have read and agree to the terms of the syllabus”
Initial workshops
Sept. 2 (Fri)
Plato’s Apology, pp. 29 - 32 (Socrates responds to his early accusers)
Due: Two paragraphs (all assignments typed and double-spaced)
First paragraph: What are some key quotes in this passage and how do they contribute to the overall point of the reading? (All assignments should contain careful page references in parentheses.)
Second paragraph: Identify a key concept or issue in the text; show how the text presents the concept or issue (with page reference). What is one related idea that would be helpful to connect to the concept or issue in order to understand it as the text seems to encourage.
Labor Day Holiday
Sept. 7 (Wed.)
Plato’s Apology, pp. 32 - 38 (Socrates responds to his contemporary accusers)
Due: Two paragraphs (all assignments typed and double-spaced)
First paragraph: What are some key quotes in this passage and how do they contribute to the overall point of the reading? (All assignments should contain careful page references in parentheses.)
Second paragraph: Identify a key concept or issue in the text; show how the text presents the concept or issue (with page reference). What is one related idea that would be helpful to connect to the concept or issue in order to understand it as the text seems to encourage.
Sept. 9 (Fri.)
Plato’s Apology, pp. 38 - 41 (Socrates responds to his conviction and sentence)
Due: Two paragraphs (all assignments typed and double-spaced)
First paragraph: What are some key quotes in this passage and how do they contribute to the overall point of the reading? (All assignments should contain careful page references in parentheses.)
Second paragraph: Identify a key concept or issue in the text; show how the text presents the concept or issue (with page reference). What is one related idea that would be helpful to connect to the concept or issue in order to understand it as the text seems to encourage.
Sept. 12 (Mon.)
Re-reading Plato’s Apology
Due: Two paragraphs
First paragraph: What for you is the most important concept or issue involved in this text. Where do you find it raised (with page reference). What idea do you find most helpful in trying to understand the intended meaning.
Second paragraph: How do you critically evaluate the worth of the concept and the idea it seems connected to? How does it challenge, reinforce, or qualify concepts and ideas important to you? Please be as precise as possible in selecting a concept and idea from your own mind to explore and develop, carefully showing how your own concepts and ideas stand in relation (contradiction, agreement, or qualification?)
Sept. 14 (Wed.)
Aristotle’s Physics, pp. 192 - 200
Two paragraphs in the form of the Plato assignments (Sept. 2 - 9) with summary and key concept.
Sept. 16 (Fri.)
Aristotle’s Physics, pp. 200 - 202
Two paragraphs in the form of the Plato assignments (Sept. 2 - 9) with summary and key concept. (Turn this in with Monday’s assignment, class will not meet.)
Sept. 19 (Mon.)
Rereading Aristotle’s Physics, pp. 192-202
Two paragraphs in the form of the Plato re-reading (Sept. 12) with concept and critical evaluation.
Sept. 21 (Wed.)
Augustine On Free Choice Book One, pp. 338 – 341
Two paragraphs in the form of readings for Plato & Aristotle.
Sept. 23 (Fri.)
Augustine On Free Choice Book Two, pp. 341 - 346
Two paragraphs in the form of readings for Plato & Aristotle.
Sept. 26 (Mon.)
Augustine On Free Choice Book Two, pp. 346 - 352
Two paragraphs in the form of readings for Plato & Aristotle.
Sept. 28 (Wed.)
Re-Reading Augustine On Free Choice, pp. 338 - 352
Two paragraphs in the form of re-readings for Plato & Aristotle.
Sept. 30 (Fri.)
Reflections on the first month of philosophy.
First paragraph: What for you emerges as a key concept of our first month of study? What materials have addressed or suggested the concept (citations)?
Second paragraph: How do the passages in the text (citations) suggest a way of understanding the concept?
Third paragraph: How does the concept challenge, reinforce, or qualify your own understanding?
Fourth paragraph: In the end, how would you sum up your own understanding of the concept and how would you begin to defend its value?
Oct. 3 (Mon.)
Levi Gersonides The Wars of the Lord, pp. 432 – 437 (up to Ch. III)
Two paragraphs in the form of reading reviews, summary and key concept.
Oct. 5 (Wed.)
Levi Gersonides The Wars of the Lord, pp. 437 – 441 (Ch. III - VI)
Two paragraphs in the form of reading reviews, summary and key concept.<\p>
Oct. 7 (Fri.)
Re-reading Levi Gersonides The Wars of the Lord, pp. 432 – 441
First paragraph: which of the several arguments presented in this text is for you the most interesting? What are the essential premises and conclusions of the argument?
Second paragraph: what is the weakest link in the argument? Why is it weak?
Third paragraph: what is the strongest defense of the weakest link?
Fourth paragraph: does the strongest defense of the weakest link hold or fail to hold? Why?
Oct. 10 (Mon.)
Argument research: locate an argument of any kind about any topic, but make sure that (like Levi) it not only puts forth its own case but considers alternatives, too.
First paragraph: What is the structure of the main argument?
Second paragraph: What is the structure of the alternative argument?
Third paragraph: Without saying how you decide the issue, what for you would be the decisive issue for deciding between arguments?
This is research day only. Class does not meet. Instructor will be available outside library for consultation if needed. Please bring papers to class Wednesday.
Oct. 12 (Wed.)
Workshops, argument presentation, part one. Selection of film for philosophical discussion.
Oct. 14 (Fri.)
Workshops, argument presentation, part two. Summary discussion: identifying philosophical arguments.
Oct. 17 (Mon.)
Ground rule for film discussions: please stick to scenes viewed in class only
Film selection & preliminary list of concepts.
Oct. 19 (Wed.)
First paragraph: what concept would be interesting to discuss in terms of the experience of the film so far? What is your definition of the concept?
Second paragraph: which scene or scenes would be interesting to explore with the concept?
Film selection continued
Oct. 21 (Fri.)
First paragraph: what concept would be interesting to discuss in terms of the experience of the film so far? What is your definition of the concept?
Second paragraph: describe the scene or scenes that would be interesting to explore with the concept?
Third paragraph: How is your experience of the scene transformed by means of the concept?
Fourth paragraph: How is your understanding of the concept transformed by means of the scene?
Oct. 24 (Mon.)
Hobbes Leviathan Chs. XI & XIII, 500 - 503
First paragraph: what is an important argument in this passage?
Second paragraph: what is a key term in the argument and in what sense does Hobbes use the term?
Oct 26 (Wed.)
Hobbes Leviathan Ch. XIV, 503 – 508
Two paragraphs as above
Oct. 28 (Fri.)
On Social Contract: If social contract is used as a normative measure of social life:
One paragraph: what is one thing not being done in the world around us that would be called for? Why?
Second paragraph: what is one thing being done in the world around us that would be called into question? Why?
Oct. 31 (Mon.)
Kant on Space, pp. 902 – 905
First Paragraph: What is the conclusion and how does he get there?
Second Paragraph: What is a key concept needed to understand the point? How do you understand that concept?
Nov. 2 (Wed.)
Kant on Unity of Apperception, pp. 932 - 933
One Paragraph: In your own words, what do you think Kant is trying to say?
Nov. 4 (Fri.)
Re-reading Kant
One paragraph: What is Kant saying, and if he is right, what difference would it make?
Nov. 7 (Mon.)
Mill On Liberty, Ch. I, pp. 1050 - 1057
First paragraph: What is a key argument in the passage and how is it developed?
Second paragraph: What is a key concept for understanding the argument and how do you understand that concept?
Nov. 9 (Wed.)
Mill On Liberty, Ch II, pp. 1057 – 1067 (up to the ‘second division’)
First paragraph: What is a key argument in the passage and how is it developed?
Second paragraph: What is a key concept for understanding the argument and how do you understand that concept?
Nov. 11 (Fri.)
Mill On Liberty, Ch II, pp. 1067 – 1077
First paragraph: What is a key argument in the passage and how is it developed?
Second paragraph: What is a key concept for understanding the argument and how do you understand that concept?
Nov. 14 (Mon.)
Re-reading Mill On Liberty, Part One
First paragraph: which of the several arguments presented in this text is for you the most interesting? What are the essential premises and conclusions of the argument?
Second paragraph: what is the weakest link in the argument? Why is it weak?
Third paragraph: what is the strongest defense of the weakest link?
Fourth paragraph: does the strongest defense of the weakest link hold or fail to hold? Why?
Nov. 16 (Wed.)
Re-reading Mill On Liberty, Part Two
An open forum On Liberty Today. Write 1-2 pages. How do you define liberty, what is a key idea that belongs to your concept, and how does your concept help to discern an important challenge in the critical development of liberty today?
Nov. 18 (Fri.)
Nietzsche selections, pp. 1080 – 1094
First paragraph: Cite a selection you find most interesting and explore a key concept that Nietzsche is offering.
Second paragraph: How does Nietzsche’s concept compare with the usual usage of the concept as you see it?
Nov. 21 (Mon.)
Re-reading Nietzsche
First paragraph: Compare and contrast one of Nietzsche’s concepts with a usual understanding of the concept.
Second paragraph: What difference would the choices between concepts make in the way one lives?
Nov. 23 (Wed.)
Research Day: Philosophical Research
Locate two scholarly articles or book chapters (about 20 pages) that focus on a philosophical concept of your interest. No class meeting. Instructor will be available outside campus library for consultation.
Thanksgiving Break
Nov. 28 (Mon.)
One page summary of first research source.
Nov. 30 (Wed.)
One page summary of second research source.
Dec. 2 (Fri.)
A trial hypothesis of your own
First paragraph: choosing your own concept (either from one of your research sources or a third one not quite covered in your research). How would you define it.
Second paragraph: how does this concept offer something not quite contained in the usual meaning, and why is the difference important to you.
Dec. 5, 7, 9 (Mon., Wed., Fri.)
Oral presentations (two per group per day)
One concept from the literature, your own concept, and how your concept offers something not quite covered by the usual.
Dec. 12 (Mon.)
Reviews of oral presentations: one page report reviewing a meaningful oral presentation: what did the speaker argue? How did it contribute to your own understanding?
Dec. 14 (Wed.)
James, What Pragmatism Means, 1119 – 1128
One page review
Dec. 16 (Fri.)
One page review of course.
PORTFOLIOS DUE
Have a good break!
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