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SYLLABUS
Summer 2005
Russell G. (Greg) Moses, Ph.D.
INTRODUCTION TO PHILOSOPHY
PHIL 1301
Austin Community College
CONTACT INFORMATION
Deleted from web 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 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 pages or assignments missing or “late”); and the student has produced work that is frequently noted as remarkable for further reading, detailed argumentation, interesting applications, etc.
B = all materials are complete (no more than five pages or 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 = nine or more assignments missing or late.
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.
During Summer Term, attendance will be taken twice per day.
In saying that “A” work may include up to two 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, 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
May 23 (Mon.)
FIRST DAY—Welcome, Finding Books, Reading the Syllabus, What’s due next
May 25 (Wed.)
INTRODUCTION: TO COURSE METHODS, EACH OTHER, AND PHILOSOPHY
Follow-up Questions on Syllabus?
A. First Hour: 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
B. Second Hour: (1 page typed)
Plato’s Meno, pp. 3-6.
First paragraph: What are the key quotes in this passage and why are they important to understanding the meaning of the reading?
Second paragraph: How do you respond to the claims and issues set forth in the reading? Why do you respond that way?
Jun. 1 (Wed.)
A. First Hour (1 page typed)
Plato’s Meno, pp. 7-19.
Explication and clarification: What are the key quotes in this passage and why are they important to understanding the meaning of the reading? Be sure to practice careful citations, with quote marks and page numbers where appropriate.
B. Second Hour (1 page typed)
Critical Response: How do you respond to key claims and issues of the reading? If you disagree, why? If you agree, what reasons would you add to the ones already posed?
Jun. 6 (Mon.)
A. First Hour (1 page typed)
Aristotle On the Soul, pp. 203-212.
Explication and clarification: What are the key quotes in this passage and why are they important to understanding the meaning of the reading? Be sure to practice careful citations, with quote marks and page numbers where appropriate.
B. Second Hour (1 page typed)
Critical Response: How do you respond to key claims and issues of the reading? If you disagree, why? If you agree, what reasons would you add to the ones already posed?
Jun. 8 (Wed.)
A. First Hour (1 page typed)
Aristotle On the Soul, pp. 213-217.
Explication and clarification: What are the key quotes in this passage and why are they important to understanding the meaning of the reading? Be sure to practice careful citations, with quote marks and page numbers where appropriate.
B. Second Hour (1 page typed)
Critical Response: How do you respond to key claims and issues of the reading? If you disagree, why? If you agree, what reasons would you add to the ones already posed?
Jun. 13 (Mon.)
A. First Hour (1 page typed)
Epicurus Selections, pp. 296-301.
Explication and clarification: What are the key quotes in this passage and why are they important to understanding the meaning of the reading? Be sure to practice careful citations, with quote marks and page numbers where appropriate.
B. Second Hour (1 page typed)
Critical Response: How do you respond to key claims and issues of the reading? If you disagree, why? If you agree, what reasons would you add to the ones already posed?
C. Identifying Themes (for class discussion at the end of the second hour.) What themes and topics have we covered in this section of the course?
Jun. 15 (Wed.)
A. First Hour (1 page typed)
Epictetus Encheiridion, pp. 304-315.
Explication and clarification: What are the key quotes in this passage and why are they important to understanding the meaning of the reading? Be sure to practice careful citations, with quote marks and page numbers where appropriate.
B. Second Hour (1 page typed)
Critical Response: How do you respond to key claims and issues of the reading? If you disagree, why? If you agree, what reasons would you add to the ones already posed?
C. Selecting a Film (for class discussion at the end of the second hour.) Based on themes and topics that we have covered in this section of the course, what film would be helpful to view and discuss?
Jun. 20 (Mon.)
RESEARCH DAY: Based on topics raised in the first four weeks of class, please extend your interest through outside research. Instructor will be available for assistance at the library during regular class time.
Jun. 22 (Wed.)
A. First Hour (Film Selection: first 25 minutes.)
Workshops (next 25 minutes)
Your Research Source (select 30 pages of reading, prepare 2 pages typed)
Page One: Explication and clarification: What are the key quotes in this passage and why are they important to understanding the meaning of the reading? Be sure to practice careful citations, with quote marks and page numbers where appropriate.
Page Two: Critical Response: How do you respond to key claims and issues of the reading? If you disagree, why? If you agree, what reasons would you add to the ones already posed?
B. Second Hour
Selected Reports on Research
Remaining time: Film Selection
Jun. 27 (Mon.)
A. First Hour
For class discussion: what concepts would you choose to explore using this film as material? A list for the board. [Ground rules for all film discussion: refer only to scenes viewed in class, remember we are doing conceptual analysis not plot summary.]
(Film Selection: up to 25 minutes.)
Workshops (next 25 minutes)
Your Research Source (select 30 pages of reading, prepare 2 pages typed)
Page One: Explication and clarification: What are the key quotes in this passage and why are they important to understanding the meaning of the reading? Be sure to practice careful citations, with quote marks and page numbers where appropriate.
Page Two: Critical Response: How do you respond to key claims and issues of the reading? If you disagree, why? If you agree, what reasons would you add to the ones already posed?
B. Second Hour
Selected Reports on Research
Remaining time: Film Selection
Jun. 29 (Wed.)
A. First Hour Workshops & Discussions (2 pages)
B. Second Hour
Film Selection
Jul. 6 (Wed.)
A. First Hour (1 page typed)
Maimonides Guide of the Perplexed, pp. 403-407.
Explication and clarification: What are the key quotes in this passage and why are they important to understanding the meaning of the reading? Be sure to practice careful citations, with quote marks and page numbers where appropriate.
B. Second Hour (1 page typed)
Critical Response: How do you respond to key claims and issues of the reading? If you disagree, why? If you agree, what reasons would you add to the ones already posed?
Jul. 11 (Mon.)
A. First Hour (1 page typed)
Aquinas on Sacred Doctrine, pp. 409-416. (reading tip: begin each question with “I answer that:”)
Explication and clarification: What are the key quotes in this passage and why are they important to understanding the meaning of the reading? Be sure to practice careful citations, with quote marks and page numbers where appropriate.
B. Second Hour (1 page typed)
Critical Response: How do you respond to key claims and issues of the reading? If you disagree, why? If you agree, what reasons would you add to the ones already posed?
Jul. 13 (Wed.)
A. First Hour (1 page typed)
Ockham Summa Logicae, pp. 445-451.
Explication and clarification: What are the key quotes in this passage and why are they important to understanding the meaning of the reading? Be sure to practice careful citations, with quote marks and page numbers where appropriate.
B. Second Hour (1 page typed)
Critical Response: How do you respond to key claims and issues of the reading? If you disagree, why? If you agree, what reasons would you add to the ones already posed?
Jul. 18 (Mon.)
A. First Hour (1 page typed)
Descartes Meditations, pp. 454-459.
Explication and clarification: What are the key quotes in this passage and why are they important to understanding the meaning of the reading? Be sure to practice careful citations, with quote marks and page numbers where appropriate.
B. Second Hour (1 page typed)
Critical Response: How do you respond to key claims and issues of the reading? If you disagree, why? If you agree, what reasons would you add to the ones already posed?
Jul. 20 (Wed.)
RESEARCH DAY: Based on topics raised in the past few weeks of class, please extend your interest through outside research. Instructor will be available for assistance at the library during regular class time.
Jul. 25 (Mon.)
Your Research Source (select 30 pages of reading, prepare 2 pages typed)
Page One: Explication and clarification: What are the key quotes in this passage and why are they important to understanding the meaning of the reading? Be sure to practice careful citations, with quote marks and page numbers where appropriate.
Page Two: Critical Response: How do you respond to key claims and issues of the reading? If you disagree, why? If you agree, what reasons would you add to the ones already posed?
Jul. 27 (Wed.)
A. First Hour (1 page typed)
Locke Essay, pp. 601-668. (in this assignment we will practice the art of survey)
Explication and clarification: What are the key quotes in this passage and why are they important to understanding the meaning of the reading? Be sure to practice careful citations, with quote marks and page numbers where appropriate.
B. Second Hour (1 page typed)
Critical Response: How do you respond to key claims and issues of the reading? If you disagree, why? If you agree, what reasons would you add to the ones already posed?
Aug. 1 (Mon.)
A. First Hour (1 page typed)
Hegel Phenomenology, pp. 996-1006.
Explication and clarification: What are the key quotes in this passage and why are they important to understanding the meaning of the reading? Be sure to practice careful citations, with quote marks and page numbers where appropriate.
B. Second Hour (1 page typed)
Critical Response: How do you respond to key claims and issues of the reading? If you disagree, why? If you agree, what reasons would you add to the ones already posed?
Aug. 3 (Wed.)
A. First Hour (1 page typed)
Nietzsche, pp. 1080-1094.
Explication and clarification: What are the key quotes in this passage and why are they important to understanding the meaning of the reading? Be sure to practice careful citations, with quote marks and page numbers where appropriate.
B. Second Hour (1 page typed)
Critical Response: How do you respond to key claims and issues of the reading? If you disagree, why? If you agree, what reasons would you add to the ones already posed?
Aug. 8 (Mon.)
RESEARCH DAY: Based on topics raised in the past few weeks of class, please extend your interest through outside research. Instructor will be available for assistance at the library during regular class time.
Aug. 10 (Wed.)
First Hour
Your Research Source (select 30 pages of reading, prepare 2 pages typed)
Page One: Explication and clarification: What are the key quotes in this passage and why are they important to understanding the meaning of the reading? Be sure to practice careful citations, with quote marks and page numbers where appropriate.
Page Two: Critical Response: How do you respond to key claims and issues of the reading? If you disagree, why? If you agree, what reasons would you add to the ones already posed?
Second Hour
One Page Final Reflection on Class
PORTFOLIO OF CLASS WORK DUE
HAVE A GOOD BREAKI!!
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