PHILOSOPHY: AN INTRODUCTION Course Syllabus and Expectations
|
|
- Milton Houston
- 8 years ago
- Views:
Transcription
1 Aquinas High School Philosophy: An Introduction Mr. Jonathan Daniel Keck Room E-22 PHILOSOPHY: AN INTRODUCTION Course Syllabus and Expectations INTRODUCTION: In this course we shall examine and assess many different philosophical theories, comparing and contrasting them as we apply their views to different philosophical questions. After a brief introduction to what philosophy is, what an argument is, and the importance of philosophy, we will examine the views of many famous philosophers, including (but by no means limited to) the following: Plato, Aristotle, St. Thomas Aquinas, George Berkeley, Rene Descartes, John Locke, David Hume, Immanuel Kant, John Stuart Mill, Friedrich Nietzsche, and others (see Reading List below, and see the Presentation Schedule for the precise readings and schedule). COURSE DESCRIPTION General consideration of human nature and the nature of the universe Knowledge, perception, freedom and determinism, and the existence of God. This course also serves as an introduction to philosophical and critical thinking, providing the principles of good reasoning and logic. The course offers a survey of philosophical disciplines, their methods, doctrines, and leading ideas. Major emphasis will also be placed on understanding and being able to identify (and avoid) common fallacies used in thinking and argumentation. COURSE GOALS: To provide you with a general introduction to and understanding of philosophical views, issues, and arguments. It should also help you to appreciate what philosophy is and the way in which it is relevant to practical issues. To help you develop your critical thinking and writing skills. In order to develop your views on these issues, it is important to understand the difference between good and bad arguments, and to have the ability to critically and carefully analyze the arguments of others. This course should help you to write more sharply organized, focused and effective argumentative essays. This course does not aim to provide simple answers to questions such as, "Does God exist?" Although I have my own views on these issues, I shall not be concerned to "convert" anybody. This course will not preach a set of "correct" views; it will, however, assume rationality (consistency and having plausible reasons for one's view) and free will. What is important is that you attempt to carefully consider and examine the arguments with intellectual honesty and reconcile them with your convictions. This course should open your mind to many, as of yet unforeseen, possibilities and options that may be true of everything that exists or may exist. By the end of the semester, I wish for you to know the following general things about philosophy: 1. Philosophy is useful and valuable. 1
2 2. Philosophy is diverse. 3. There is such a thing as a good and a bad argument, whether or not you agree with its conclusion. 4. Your argument is only as good or sound as your consideration and/or answers to good objections against it. 5. There are many answers that have been given to the major philosophical questions, and every such answer is not equally as plausible as every other. Your "job" is to seek the most plausible answer. COURSE PHILOSOPHY: Philosophy is a difficult but rewarding discipline. Like life, which at times can be frustrating and hard to figure out (e.g., what should I do with my life, what happens when I die, is there a God, etc.) but which at times can also be exhilarating and fun, philosophizing can have these qualities. The only way to get better at living or philosophizing is to actively deal with the relevant issues and put an honest effort into attempting to understand them. I look at philosophy as a skill that one cannot learn without actively participating. I do not want you to memorize names and dates and definitions and leave the class forgetting what material we covered. In an attempt to engage you in the class, I will require that you present an article to the class (see below). I will be available to help you, and you are free to search the Internet to see if someone else has written something on the article you're reading, etc. I want us to create an atmosphere where we are a team (even though I might know more about philosophy, I do not know everything), trying to sort out what the best view on these issues is, and where you're an essential part of the team. We need open and honest dialogue that includes respect (i.e., no name calling, accusations, verbal attacks, keeping the discussion and comments on the topic and not on the individual), keeping in mind that it is OK to disagree with each other. PROMISES (WHAT I PROMISE YOU): I promise you that I will (1) Be on time, (3) Be enthused about philosophy and the class material every class session, (4) Help you understand the material to the best of my ability, (5) Be available outside of class in the form of communication and office hours, (6) Treat you with respect, (7) Grade fairly and promptly (I will have grades on papers returned no later than one week from when they were turned in), (8) Lay out course expectations and requirements clearly, (9) Be organized and use class time well, and (10) Inject as much humor as philosophically possible so that we can have fun! EXPECTATIONS (WHAT I EXPECT YOU TO DO): I expect you to (1) Do the work (e.g., the reading, summaries, etc) honestly and promptly, (2) Come to class, (3) Be on time, (4) Participate actively, (5) Ask a question whenever something is confusing or unclear, (6) Respect each other, (7) Support/share with each other, (8) Learn a lot, and (9) Have fun! COURSE MATERIAL Technology and ipad: It is the expectation that the ipad is brought to class every day and ready to be used. If the student is unable to participate in the class due to forgetting or not charging their ipad, one s grade may be significantly impacted. 2
3 Textbook: While there are numerous texts that introduce students to philosophy and philosophical thinking, as an advanced course, students are expected to interact with the primary sources and philosophers themselves. Other texts rely largely on the summarizing of the philosopher's arguments. You will be asked to read, analyze, and wrestle with the language and writing of these thinkers. Broad contextualization will be given in class lecture and discussion. To these ends, our text is a primary source reader (ALL PAGE NUMBERS GIVEN REFER TO THE ANTHOLOGY TEXT UNLESS OTHERWISE STATED) Cottingham, John. Et. Al. Western Philosophy: An Anthology Second Edition. Oxford, England: Blackwell Publishing, For a general survey, see Solomon, Robert C. and Kathleen M. Higgins. The Big Questions: A Short Introduction to Philosophy. Eighth Edition. Wadsworth Cengage Learning, CLASS PARTICIPATION: For this class to be as successful as possible, each student will play an important role in the development of ideas that are discussed. Therefore, class participation is very significant. It is the expectation that all students will participate in class in a variety of ways including: volunteering to read, answering questions, and sharing opinions. I understand that some students are not as comfortable with this as others, but such skills are incredibly important must be developed through practice. CLASS RULES AND BEHAVIOR GUIDELINES: Students should have all materials with them and ready to begin work on a daily basis. No unnecessary talking during the class period. Please be courteous and listen while others are talking. SINCE THE OBJECTIVE OF THIS CLASS IS DISCUSSION, ARGUMENTATION, AND CRITICAL THINKING, THE ABILITY TO LISTEN AND UNDERSTAND IS TANTAMOUNT TO THIS COURSE Allow others to grow without put downs or negative comments. Act responsible in all things. No eating or drinking in the classroom at any time unless given specific information All students will raise their hands when they wish to speak, ask a question, or otherwise be heard unless instructed differently. HOMEWORK AND ASSESSMENT: Projects will be assigned on a quarterly basis each student will be responsible for leading the class discussion concerning a relevant reading in the assigned unit. Thought questions and short essays will be completed and turned in via dropbox weekly. We will be learning a great deal of vocabulary, including different kinds of fallacies which you will need to commit to memory and on which you will be quizzed. Tests will be largely analytical and written essay asking you to critically evaluate arguments and subject matter. There will be room for you to share your view and perspective, but the primary objective is clearly understanding the various perspectives of these ancient writers and philosophers. 3
4 MAKE-UP WORK: Assignments are due on the date specified. Students with excused absences have one day to complete any missing in class assignments for each day that they are absent. Extensions are at the teacher s discretion. Additionally, projects, papers, or other long term assignments that are given more than a week in advance are due on the date specified, regardless if whether or not one is in school or not. If you know you are going to be absent, or if you are sick, it is your responsibility to submit your assignment via dropbox or to me or to have a family member/friend submit for you. CHEATING/PLAGIARISM: Cheating and plagiarism constitute an effort to deceive me and to cheat your peers who are working hard. As such, I have a zero tolerance policy in regards to cheating and plagiarism, and ANY form of cheating or plagiarism will result in a zero on said assignment with the possibility of further consequences. Keep in mind, if I get two papers where plagiarism is apparent, then BOTH students will receive zeroes. Plagiarism An act or instance of using or closely imitating the language and thoughts of another author without authorization and the representation of that author's work as one's own, as by not crediting the original author Dictionary.com GRADING: Tests 30% Quiz 10% Homework/Papers 40% Class Participation 10% Projects 10% The grade for the Semester will consist of the following: 40% First Quarter grade + 40% Second Quarter grade + 20% Semester Final Exam. Extra credit is available but shall not exceed a total of 3% of the entire year s grade and shall not exceed 1.5% of each semester. Extra credit will be earned for approved museum visits and other academic activities (check with me to get approval first). A+ = % A = 93-96% A- = 90-92% B+ = 87-89% B = 83-86% B- = 80-82% C+ = 77-79% C = 73-76% C- = 70-72% D+ = 67-69% D = 63-66% D- = 60-62% F = 59 and below CONTACT: I can be reached by at mkeck@aquinashs.net COURSE UNIT AND TENTATIVE READING LIST: The following calendar marks the general subject matter and the list of relevant readings for each week. The schedule represents the projections as far as we can tell at the beginning of the session. I reserve the right to make necessary changes based upon contingencies relevant to the scheduling of the course (special events, extended time on readings, building maintenance issues, etc.). I will sometimes make notes in the previous class indicating issues of emphasis and discussion questions to consider for the upcoming class. 4
5 A significant amount of reading/class discussion will be dedicated to analyzing several dozen texts which will be read very closely and analyzed, both at home and in class. We will cover eleven key areas of study which will be analyzed consecutively throughout the year. In each unit, a chronological discourse approach will be taken, looking at Plato through Postmodern philosophers concerning each topic. ON EACH DAILY TOPIC, A QUESTION IS PROVIDED WHICH WILL BE BOTH UNIT 1: ARGUMENTATION AND FALLACIOUS REASONING 1. DOING PHILOSOPHY. The Big Questions: A Short Introduction to Philosophy (pp. 3-14) 2. A LITTLE LOGIC. The Big Questions: A Short Introduction to Philosophy (pp ) 3. PHILOSOPHICAL QUESTIONS. The Big Questions: A Short Introduction to Philosophy (pp ) 4. WRITING PHILOSOPHY. The Big Questions: A Short Introduction to Philosophy (pp ) 5. COMMON INFORMAL FALLACIES. The Big Questions: A Short Introduction to Philosophy (pp ) [THEMES and OBJECTIVES: Introduction to the disciplines and sources of knowledge found in Philosophy; Contextualization on various fields of inquiry and particular questions asked by philosophers. Students will be familiar with the field of philosophy and its relationship with other disciplines (e.g. Social Science, Math, Science, etc.). Students will have a basic understanding of the laws of logic, particularly the Law of Non-contradiction. Students will hone their writing skills, particularly as it relates to the critical level required in philosophy (asking important questions and attempting to throughly answer them). Students will also be familiar with the concept of a fallacy and be able to identify common examples and uses of them.] [ACTIVITIES and ASSESSMENTS: Group discussion asking the question: What is Philosophy? ; Introduction to the analysis of philosophical Primary Source and the methods of interpretation; Short essays What is philosophy? ] UNIT 2: KNOWLEDGE AND CERTAINTY 1. Innate Knowledge : Plato, Meno (pp. 3-12) Class Reading Dialogue Discussion/Essay question: Why does Plato maintain, in the Meno, that what we call learning is really recollection 2. Knowledge versus Opinion : Plato, Republic (pp ) Class Reading Dialogue Discussion/Essay question: Explain Plato s contrast, the the Republic, between examples of visible beauty and the the beautiful itself. Why does he believe true knowledge must relate to the latter, not the former? 3. Demonstrative Knowledge and its Starting-points : Aristotle, Posterior Analytics (pp ) Discussion/Essay question: What does Aristotle mean by demonstrative knowledge? How does he think we grasp the starting-points for such knowledge? 4. New Foundations for Knowledge : Rene; Descartes, Meditations (pp ) Discussion/Essay question: What arguments does Descartes use to cast doubt on his previous beliefs? Is he right to claim that the proposition I exist has a special kind of certainty? 5. The Senses as the Basis of Knowledge : John Locke (pp ) Discussion/Essay question: What are Locke s main arguments against the doctrine of innate knowledge? Do you find them compelling? In what ways? 7. Skepticism versus Human Nature : David Hume (pp ) 5
6 Discussion/Essay question: Explain Hume s attitude to skepticism, and his reasons for thinking excessive doubt is ultimately pointless. 8. Experience and Understanding : Immanuel Kant, Critique of Pure Reason (pp ) Discussion/Essay question: How does Kant s theory of knowledge involve a synthesis of rationalist and empiricist elements? [THEMES and OBJECTIVES: Introduction to the problems of epistemology and knowing. Students will be able to compare and contrast different philosophical views with one another. Students will be able to identify weaknesses in arguments and provide criticism and critical questions of the sources. Students will be able to provide their own perspectives and views on classic philosophical problems. Students will be able to apply the questions of epistemology to other disciplines and fields of study.] on knowledge and knowing; Group reading and analysis of the relevant dialogue of Plato. Eight short philosophical arguments on Knowledge and Knowing and a Compare and Contrast essay between two selected UNIT 3: BEING AND REALITY 1. The Allegory of the Cave: Plato, Republic. (pp ) Class Reading Dialogue Discussion/Essay question: Why does Plato compare ordinary human existence to that of chained prisoners in a cave? 2. Individual Substance: Aristotle, Categories. (pp ) Discussion/Essay question: What does Aristotle mean by substance? How do his views on reality differ from Plato s? 3. Supreme Being and Created Things: Rene; Descartes, Principles of Philosophy. (pp ) Discussion/Essay question: Explain Descartes theory of matter as extended substance. Why was it suited to the new quantitative approach to science? 4. Qualities and Ideas: John Locke, Essay concerning Human Understanding. (pp ) Discussion/Essay question: Why does Locke maintain some of our ideas resemble qualities actually in objects, while others do not? Can his distinction be defended? 5. Substance, Life and Activity: Gottfried Leibniz, New System. (pp ) Discussion/Essay question: Explain why Leibniz thought a purely mathematical account of nature was inadequate. What special features of reality does his theory of substance try to explain? 6. Nothing Outside the Mind: George Berkeley, Principles of Human Knowledge. (pp ) Discussion/Essay question: Examine Berkeley s argument that house, mountains, and rivers do not have an existence apart from being perceived. Explain the role of God in his conception of reality. 7. The Limits of Metaphysical Speculation: David Hume, Enquiry concerning Human Understanding. (pp ) Discussion/Essay question: Explain Hume s distinction between relations of ideas and matters of fact. Why did he think much traditional metaphysics should be committed to the flames? 8. Metaphysics, Old and New: Immanuel Kant, Prolegomena. (pp ) Discussion/Essay question: Examine Kant s answer to the question: how is metaphysics as a science possible? 9. Being and Involvement: Martin Heidegger, Being and Time. (pp ) 6
7 Discussion/Essay question: What did Heidegger mean by saying that Dasein always understands itself in terms of its existence? What did he mean by saying that we understand the being of an object like a hammer in terms of its readiness-to-hand? 10. The End of Metaphysics?: Rudolf Carnap, The Elimination of Metaphysics. (pp ) Discussion/Essay question: Why did Carnap maintain that much traditional metaphysics was not just false but meaningless? Is his view defensible? 11. The Problem of Ontology: W. V. O. Quine, On What There Is. (pp ) Discussion/Essay question: How does Quine propose to solve the riddle of non-being? 12. Why Is There Anything?: Derek Parfit, The Puzzle of Reality. (pp ) Discussion/Essay question: Does Parfit succeed in dealing with, or at least reducing, the puzzle of existence? [THEMES and OBJECTIVES: Introduction to the problems of Being and Reality. Students will be able to compare and contrast different philosophical views with one another. Students will be able to identify weaknesses in arguments and provide criticism and critical questions of the sources. Students will be able to provide their own perspectives and views on classic philosophical problems. Students will be able to apply the questions of Being and Reality to other disciplines and fields of study.] on knowledge and knowing; Group reading and analysis of the relevant dialogue of Plato. Twelve short philosophical arguments on Being and Reality and a Compare and Contrast essay between two selected UNIT 4: LANGUAGE AND MEANING 1. The Meaning of Words: Plato, Cratylus. (pp ) Class Reading Dialogue Discussion/Essay question: Examine Socrates arguments against the view that the name of each thing is merely that which anybody agrees to call it. 2. Language and its Acquisition: Augustine, Confessions. (pp ) Discussion/Essay question: Critically discuss Agustine s view of how infants learn to speak. 3. Thought, Language and its Components: William of Ockham, Writings on Logic. (pp ) Discussion/Essay question: Explain what is meant by a term and a proposition. Evaluate Ockham s suggestion that there are mental propositions in addition to spoken and written ones. 4. Language, Reason and Animal Utterance: Rene; Descartes, Discourse on the Method. (pp ) Discussion/Essay question: Do you agree with Descartes that human speech is radically different from animal utterance? Explain your reasons for agreeing or disagreeing. 5. Abstract General Ideas: John Locke, Essay Concerning Human Understanding. (pp ) Discussion/Essay question: Since all things that exist are only particulars, how come we by general terms, or where find we those general natures they are supposed to stand for? What is Locke s answer to this question, and is it satisfactory? 6. Particular Ideas and General Meaning: George Berkeley, Principles of Human Knowledge. (pp ) Discussion/Essay question: Critically evaluate Berkeley s criticisms of Locke s theory of abstract general ideas. 7. Denotation versus Connotation: John Stuart Mill, A System of Logic. (pp ) Discussion/Essay question: Expound and evaluate Mill s distinction between denotation and connotation. 8. Names and their Meaning: Gottlob Frege, Sense and Reference. (pp ) 7
8 Discussion/Essay question: The Morning Star is the Evening Star. Do Frege s accounts of sense and of reference show how asserting this is not the same as asserting The Morning Star is the Morning Star? 9. Definite Descriptions: Bertrand Russell, Introduction to Mathematical Logic. (pp ) Discussion/Essay question: Set out Russell s account of definite and indefinite descriptions. What are the advantages of his analysis? 10. Non-descriptive Uses of Language: J. L. Austin, Performative Utterances. (pp ) Discussion/Essay question: Indicate what Austin means by performatives, and explain why they do not fit the descriptive model of language. 11. Language, Meaning and Context: Paul Grice, Logic and Conversation. (pp ) Discussion/Essay question: What does Grice mean by conversational implicature, and why is context so important for this dimension of meaning? 12. How the Reference of Terms is Fixed: Saul Kripke, Naming and Necessity. (pp ) Discussion/Essay question: What, according to Kripke, is going on when we identify heat with molecular motion? Is he right in saying that such identity statements are necessary truths, discovered by experience? [THEMES and OBJECTIVES: Introduction to the problems of Language and Meaning. Students will be able to compare and contrast different philosophical views with one another. Students will be able to identify weaknesses in arguments and provide criticism and critical questions of the sources. Students will be able to provide their own perspectives and views on classic philosophical problems. Students will be able to apply the questions of Language and Meaning to other disciplines and fields of study.] on knowledge and knowing; Group reading and analysis of the relevant dialogue of Plato. Twelve short philosophical arguments on Language and Meaning and a Compare and Contrast essay between two selected UNIT 5: MIND AND BODY 1. The Immortal Soul: Plato, Phaedo. (pp ) Class Reading Dialogue Discussion/Essay question: Does Plato convincingly show that the soul must be more than a mere harmony arising from bodily elements? 2. Soul and Body, Form and Matter: Aristotle, De Anima. (pp ) Discussion/Essay question: Explain what Aristotle means by saying the soul is the form of a natural body. Does his account rule out the soul s existing in separation from the body? 3. The Human Soul: Thomas Aquinas, Summa Theologiae. (pp ) Discussion/Essay question: Why does Aquinas maintain that the sensitive soul (of both humans and animals) depends on the body, and is destroyed with it, while the intellectual soul is immaterial and incorruptible? Can this view be defended? 4. The Incorporeal Mind: Rene; Descartes, Meditations. (pp ) Discussion/Essay question: How does Descartes try to prove that the mind or soul is, in its essential nature, entirely distinct from the body? Is he successful? 5. The Identity of Mind and Body: Benedict Spinoza, Ethics. (pp ) Discussion/Essay question: 6. Mind Body Correlations: Nicolas Malebranche, Dialogues on Metaphysics. (pp ) Discussion/Essay question: What are Malebranche s objections to Descartes doctrine of the union of soul and body? Does he have anything better to put in its place? 8
9 7. Body and Mind as Manifestations of Will: Arthur Schopenhauer, The World as Will and Idea. (pp ) Discussion/Essay question: Explain what Schopenhauer means by saying that an act of will and a movement of the body are one and the same thing given in entirely different ways. 8. The Problem of Other Minds: John Stuart Mill, An Examination of Sir William Hamilton's Philosophy. (pp ) Discussion/Essay question: What is Mill s argument from analogy for the existence of other minds? Does it correspond to the way we really know about the mental states of others? 9. The Hallmarks of Mental Phenomena: Franz Brentano, Psychology from an Empirical Standpoint. (pp ) Discussion/Essay question: What features does Brentano claim to be characteristic of mental as opposed to physical phenomena? Is he right? 10. The Myth of the Ghost in the Machine : Gilbert Ryle, The Concept of Mind. (pp ) Discussion/Essay question: Why does Ryle reject the notion of the mind as a private arena directly accessible only to the conscious subject? Do you find his arguments convincing? 11. Mental States as Functional States: Hilary Putnam, Psychological Predicates. (pp ) Discussion/Essay question: Explain Putnam s hypothesis that conscious states such as pain are functional states. Why does he think this is better than identifying conscious states with brain states, and is he right? 12. The Subjective Dimension of Consciousness: Thomas Nagel, What is it Like to be a Bat? (pp ) Discussion/Essay question: Critically examine Nagel s claim that it is a mystery how the facts concerning the subjective character of experience could be revealed by examining a creature s behavior or physiology. [THEMES and OBJECTIVES: Introduction to the problems of Mind and Body. Students will be able to compare and contrast different philosophical views with one another. Students will be able to identify weaknesses in arguments and provide criticism and critical questions of the sources. Students will be able to provide their own perspectives and views on classic philosophical problems. Students will be able to apply the questions of Mind and Body to other disciplines and fields of study.] on knowledge and knowing; Group reading and analysis of the relevant dialogue of Plato. Twelve short philosophical arguments on Mind and Body and a Compare and Contrast essay between two selected UNIT 6: FREEDOM 1. Human Freedom and Divine Providence: Augustine of Hippo, The City of God. (pp ) Discussion/Essay question: We are by no means compelled, either, retaining the prescience of God, to take away the freedom of the will, or, retaining the freedom of the will, to deny that He is prescient of future things, which is impious. But we embrace both (Augustine). Explain and critically discuss. 2. Freedom to Do What We Want: Thomas Hobbes, Liberty, Necessity and Chance. (pp ) Discussion/Essay question: Explain what Hobbes means by calling an action free, and why he maintains our freedom is not threatened by causal necessity. Do the concepts of praise, blame and responsibility pose a problem for Hobbes views? 3. Absolute Determinism: Pierre Simon de Laplace, Philosophical Essay on Probability. (pp ) 9
10 Discussion/Essay question: DO you accept Laplace s claim that, given all the antecedent causes leading up to a given event or action, the notion that there could be two possible alternative outcomes is an illusion of the mind due to ignorance? 4. Condemned to be Free: Jean-Paul Sartre, Being and Nothingness. (pp ) Discussion/Essay question: Why does Sartre say we are condemned to be free? Do you think he answers the challenge to human freedom posed by determinism? 5. Determinism and Our Attitudes to Others: Peter Strawson, Freedom and Resentment. (pp ) Discussion/Essay question: Strawson argues that it is practically inconceivable that the acceptance of determinism could lead to the decay or repudiation of participant reactive attitudes (such as resentment, anger, gratitude and forgiveness). Do you agree? 6. Freedom and the Ability to Do Otherwise: Harry G. Frankfurt, Alternate Possibilities and Moral Responsibility. (pp ) Discussion/Essay question: Examine the claim that someone is responsible for their actions only when he or she could have done otherwise. Are Frankfurt s counter-examples to this claim convincing? [THEMES and OBJECTIVES: Introduction to the problems of Freedom. Students will be able to compare and contrast different philosophical views with one another. Students will be able to identify weaknesses in arguments and provide criticism and critical questions of the sources. Students will be able to provide their own perspectives and views on classic philosophical problems. Students will be able to apply the questions of Freedom to other disciplines and fields of study.] on knowledge and knowing; Group reading and analysis of the relevant dialogue of Plato. Six short philosophical arguments on Freedom and a Compare and Contrast essay between two selected UNIT 7: GOD AND RELIGION 1. The Existence of God: Anselm of Canterbury, Proslogion. (pp ) Discussion/Essay question: Explain Anselm s argument for God s existence, showing how it depends on the premise that to exist in reality is greater than to exist in the mind alone. Is the premise acceptable? 2. The Five Proofs of God: Thomas Aquinas, Summa Theologiae. (pp ) Discussion/Essay question: Expound and critically assess any one of Aquinas five proofs of the existence of God. 3. God and the Idea of Perfection: Rene; Descartes, Meditations. (pp ) Discussion/Essay question: Evaluate Descartes argument that since I am imperfect I could not have within me the idea of a perfect being unless it were placed in my mind by God. 4. The Wager: Blaise Pascal (pp ) Discussion/Essay question: What is Pascal s wager? Do you agree that betting on the existence of God is the most prudent option? 5. The Problem of Evil: Gottfried Leibniz, Theodicy. (pp ) Discussion/Essay question: Critically discuss Leibniz s attempts to show the presence of evil in the world is compatible with the existence of a wholly good and wise creator. 6. The Argument from Design: David Hume, Dialogues concerning Natural Religion. (pp ) Discussion/Essay question: Are Hume s criticisms of the argument from design decisive? 7. Against Miracles: David Hume, Enquiry concerning Human Understanding. (pp ) 10
11 Discussion/Essay question: Evaluate Hume s claim that there could never be sound evidence for belief in miracles. 8. Faith and Subjectivity: Søren Kierkegaard, Concluding Unscientific Postscript. (pp ) Discussion/Essay question: What does Kierkegaard mean by saying that truth is subjectivity? Is his approach to the meaning and truth of religious claims persuasive? 9. Reason, Passion and the Religious Hypothesis: William James, The Will to Believe. (pp ) Discussion/Essay question: Critically discuss James thesis that our passional nature not only lawfully may, but must, decide an option between propositions, whenever it is a genuine option that cannot by its nature be decided on intellectual grounds 10. The Meaning of Religious Language: John Wisdom, Gods. (pp ) Discussion/Essay question: Can the answers to religious questions be determined in the way scientific or experimental issues are? If the answer, as Wisdom suggests, is no, in what sense can it be proper or reasonable to have religious beliefs? 11. God s Commands as the Foundation for Morality: Robert M. Adams, Moral Arguments for Theistic Belief. (pp ) Discussion/Essay question: Does Adams succeed in showing that rightness and wrongness can be identified with agreement or disagreement with teh commands of a loving God? 12. Against Evidentialism: Alvin Plantinga, Is Belief in God Properly Basic? (pp ) Discussion/Essay question: Can we hold any belief, including a religious belief, without evidence? Discuss with reference to Plantinga s conception of properly basic beliefs. [THEMES and OBJECTIVES: Introduction to the problems of God and Religion. Students will be able to compare and contrast different philosophical views with one another. Students will be able to identify weaknesses in arguments and provide criticism and critical questions of the sources. Students will be able to provide their own perspectives and views on classic philosophical problems. Students will be able to apply the questions of God and Religion to other disciplines and fields of study.] on knowledge and knowing; Group reading and analysis of the relevant dialogue of Plato. Twelve short philosophical arguments on God and Religion and a Compare and Contrast essay between two selected UNIT 8: SCIENCE AND METHOD 1. Four Types of Explanation: Aristotle, Physics. (pp ) Discussion/Essay question: Expound Aristotle s account of the Four Causes. Is he right in his belief in the importance of final causes for the understanding of the natural world? 2. Experimental Methods and True Causes: Francis Bacon, Novum Organum. (pp ) Discussion/Essay question: Explain the importance of the ideas of Francis Bacon for the development of modern scientific thinking. 3. Mathematical Science and the Control of Nature: Rene; Descartes, Discourse on the Method. (pp ) Discussion/Essay question: Given that Descartes holds we have a priori knowledge of the basic laws of physics, why does he insist on the need for observation and experiment? 4. The Limits of Scientific Explanation: George Berkeley, On Motion. (pp ) Discussion/Essay question: Why does Berkeley maintain that the explanation of force is beyond the scope of mathematical physics? 5. The Problem of Induction: David Hume, Enquiry concerning Human Understanding. (pp ) 11
12 Discussion/Essay question: What is the problem of induction, and why, according to Hime, does it represent an insuperable obstacle to the rationality of science? [THEMES and OBJECTIVES: Introduction to the problems of Science. Students will be able to compare and contrast different philosophical views with one another. Students will be able to identify weaknesses in arguments and provide criticism and critical questions of the sources. Students will be able to provide their own perspectives and views on classic philosophical problems. Students will be able to apply the questions of Science to other disciplines and fields of study.] on knowledge and knowing; Group reading and analysis of the relevant dialogue of Plato. Five short philosophical arguments on Science and a Compare and Contrast essay between two selected UNIT 9: MORALITY AND THE GOOD LIFE 1. Morality and Happiness: Plato, Republic. (pp ) Class Reading Dialogue Discussion/Essay question: Explain the philosophical point of Plato s story of Gyges and the magic ring. 2. Ethical Virtue: Aristotle, Nicomachean Ethics. (pp ) Discussion/Essay question: What is the importance of Aristotle's account of ethical virtue as a disposition of character? 3. Virtue, Reason and the Passions: Benedict Spinoza, Ethics. (pp ) Discussion/Essay question: Why do the passions make us slaves, according to Spinoza, and how can human beings achieve freedom? 4. Human Feeling as the Source of Ethics: David Hume, Enquiry concerning the Principles of Morals. (pp ) Discussion/Essay question: There is some benevolence, however small, infused into our bosom; some spark of friendship for human kind; some particle of the drove kneaded into our frame, along with the elements of the wolf and the serpent (Hume). Explain and discuss the importance of natural sentiments of benevolence in Hume s moral theory. 5. Duty and Reason as the Ultimate Principle: Immanuel Kant, Groundwork of the Metaphysic of Morals. (pp ) Discussion/Essay question: Critically evaluate Kant s claim that a good will is the only thing that is unconditionally good, or good in itself. 6. Happiness as the Foundation of Morality: John Stuart Mill, Utilitarianism. (pp ) Discussion/Essay question: Does Mill satisfactorily counter the objection against utilitarianism that it is a doctrine worthy of swine? 7. Utility and Common-sense Morality: Henry Sidgwick, Methods of Ethics. (pp ) Discussion/Essay question: Explain why Sidgwick thinks a conscientious utilitarian could only rarely justify violating a widely accepted rule whose observance is generally beneficial. Do you find his arguments convincing? 8. Against Conventional Morality: Friedrich Nietzsche, Beyond Good and Evil. (pp ) Discussion/Essay question: Expound and evaluate Nietzsche s attack on conventional morality. [THEMES and OBJECTIVES: Introduction to the problems of Morality. Students will be able to compare and contrast different philosophical views with one another. Students will be able to identify weaknesses in arguments and provide criticism and critical questions of the sources. Students will be able to provide their own perspectives and views on classic philosophical problems. Students will be able to 12
13 apply the questions of Morality to other disciplines and fields of study.] on knowledge and knowing; Group reading and analysis of the relevant dialogue of Plato. Eight short philosophical arguments on Morality and a Compare and Contrast essay between two selected UNIT 10: AUTHORITY AND THE STATE 1. Our Obligation to Respect the Laws of the State: Plato, Crito. (pp ) Class Reading Dialogue Discussion/Essay question: What arguments are presented in the Crito for the conclusion that Socrates would be acting unjustly if he escaped from prison and evaded his sentence? Do you find them convincing? 2. The Just Ruler: Thomas Aquinas, On Princely Government. (pp ) Discussion/Essay question: It is better for one to rule rather than many who must first reach agreement (Aquinas). How does Aquinas reach this conclusion? Are his arguments sound? 3. Sovereignty and Security: Thomas Hobbes, Leviathan. (pp ) Discussion/Essay question: So long as every man holds this right of doing anything he likes, so long are all men in the condition of war (Hobbes). Expound Hobbes account of this condition of war and evaluate his proposed remedy for it. 4. Consent and Political Obligation: John Locke, Second Treatise of Civil Government. (pp ) Discussion/Essay question: Summarize Locke s account of the transition from the state of nature to the beginning of political societies. Does he have a convincing case for suggesting this transition depends on the consent of each individual? 5. Against Contractarianism: David Hume, Of the Original Contract. (pp ) Discussion/Essay question: Explain and evaluate Hume s criticisms of the idea of the original contract, with special reference to his analogy of the passenger carried on board ship while asleep. 6. Society and the Individual: Jean-Jacques Rousseau, The Social Contract. (pp ) Discussion/Essay question: The problem is to find a form of association...in which each, while uniting himself with all, may still obey himself alone, and remain as free as before. Does Rousseau have a convincing solution to the problem he poses? [THEMES and OBJECTIVES: Introduction to the problems of Authority and the State. Students will be able to compare and contrast different philosophical views with one another. Students will be able to identify weaknesses in arguments and provide criticism and critical questions of the sources. Students will be able to provide their own perspectives and views on classic philosophical problems. Students will be able to apply the questions of Authority and the State to other disciplines and fields of study.] on knowledge and knowing; Group reading and analysis of the relevant dialogue of Plato. Six short essays answering the above questions; Two major essays: Continuity and Change concerning the philosophical arguments on Authority and the State and a Compare and Contrast essay between two selected UNIT 11: BEAUTY AND ART 1. Art and Imitation: Plato, Republic. (pp ) Class Reading Dialogue 13
14 Discussion/Essay question: What are Plato s reasons for disapproving of painting and poetry? Do you find them convincing? 2. The Nature and Function of Dramatic Art: Aristotle, Poetics. (pp ) Discussion/Essay question: A tragedy is the imitation of an action that is serious...with incidents arousing pity and fear, wherewith to accomplish its catharsis of such emotions. explain and evaluate Aristotle s definition of tragedy. 3. The Idea of Beauty: Francis Hutcheson, Inquiry concerning Beauty, Order, Harmony, Design. (pp ) Discussion/Essay question: Critically expound Hutcheson s account of the sense of beauty as an internal sense whereby certain ideas are excited by external objects. 4. Aesthetic Appreciation: David Hume, Of the Standard of Taste. (pp ) Discussion/Essay question: It is natural for us to seek a standard of taste; a rule by which the various sentiments of men may be reconciled (Hume). How far does Hume think such a standard may be found? 5. The Concept of the Beautiful: Immanuel Kant, Critique of Judgement. (pp ) Discussion/Essay question: Explain and discuss Kant s definition of the beautiful as an object of delight apart from any interest. [THEMES and OBJECTIVES: Introduction to the problems of Beauty. Students will be able to compare and contrast different philosophical views with one another. Students will be able to identify weaknesses in arguments and provide criticism and critical questions of the sources. Students will be able to provide their own perspectives and views on classic philosophical problems. Students will be able to apply the questions of Beauty to other disciplines and fields of study.] on knowledge and knowing; Group reading and analysis of the relevant dialogue of Plato. Five short philosophical arguments on Beauty and a Compare and Contrast essay between two selected 14
15 PHILOSOPHY: AN INTRODUCTION Student Name: Period PLEASE SIGN BELOW THAT YOU HAVE READ AND UNDERSTAND THE SYLLABUS. Student Signature: Parent Signature: Parent Activities: Goals for this class: Life Aspirations: Questions? 15
Program Level Learning Outcomes for the Department of Philosophy Page 1
Page 1 PHILOSOPHY General Major I. Depth and Breadth of Knowledge. A. Will be able to recall what a worldview is and recognize that we all possess one. B. Should recognize that philosophy is most broadly
More informationHonours programme in Philosophy
Honours programme in Philosophy Honours Programme in Philosophy The Honours Programme in Philosophy offers students a broad and in-depth introduction to the main areas of Western philosophy and the philosophy
More information#HUMN-104 INTRODUCTION TO PHILOSOPHY
Coffeyville Community College #HUMN-104 COURSE SYLLABUS FOR INTRODUCTION TO PHILOSOPHY Mike Arpin Instructor COURSE NUMBER: HUMN-104 COURSE TITLE: Introduction to Philosophy CREDIT HOURS: 3 INSTRUCTOR:
More informationPhilosophy 101: Introduction to Philosophy Section 4170 Online Course El Camino College Fall, 2015
Philosophy 101: Introduction to Philosophy Section 4170 Online Course El Camino College Fall, 2015 Instructor: Dr. Felipe Leon Phone: (310) 660-3593 ext.5742 Email: fleon@elcamino.edu Office: SOCS 108
More informationProgramme Regulations 2015-16 Philosophy (New Regulations)
Programme Regulations 2015-16 Philosophy (New Regulations) BA Diploma of Higher Education Certificate of Higher Education Important document please read This document contains important information that
More informationPHL 202 Introduction to Ethics Spring 2004
PHL 202 Introduction to Ethics Spring 2004 Course Goals: This course is designed to enhance your understanding of the moral dimensions of human experience and to provide you with the theoretical understanding
More informationCourse Syllabus Department of Philosophy and Religion Skidmore College. PH 101: Introduction to Philosophy TUTH 3:40-5:30 Spring, 2011
Course Syllabus Department of Philosophy and Religion Skidmore College PH 101: Introduction to Philosophy Reg Lilly TUTH 3:40-5:30 Spring, 2011 COURSE DESCRIPTION: This course is designed to introduce
More informationCourse Proposal: PHI 1000G Introduction to Philosophy
Course Proposal: PHI 1000G Introduction to Philosophy 1. Catalog Description: a. Course level: Philosophy 1000G b. Title: Introduction to Philosophy c. Meeting times and credits: (3-0-3) d. Terms offered:
More information1/9. Locke 1: Critique of Innate Ideas
1/9 Locke 1: Critique of Innate Ideas This week we are going to begin looking at a new area by turning our attention to the work of John Locke, who is probably the most famous English philosopher of all
More informationDOMINICAN UNIVERSITY COLLEGE
DOMINICAN UNIVERSITY COLLEGE PHILOSOPHY UNDERGRADUATE COURSES 2015-2016 COURSES FALL INTRODUCTION TO PHILOSOPHY (DPHY 1100) MONDAY, 1:30-4:30 PM This course will initiate students into the universe of
More informationLake-Sumter State College Course Syllabus. Contact Information. FA 138 Office Hours W: 4-6:30 and by appointment
Lake-Sumter State College Course Syllabus Course / Prefix Number PHI 2010 Course Title Introduction to Philosophy CRN 10179 Credit 3 Term Fall 2015 Course Catalog Description A study and critical evaluation
More informationAQA PHILOSOPHY SYLLABUS: USEFUL WEB LINKS
AQA PHILOSOPHY SYLLABUS: USEFUL WEB LINKS These web links could be used by you as teachers to help deepen your knowledge of the various topics on the A level syllabus. Many of them are too detailed to
More informationCourse description: A Living theory: Reading assignments: Quizzes: Exams: Attendance:
Political Science 7: Political Theory (3 units; 3 hours lecture) Recommended Preparation: eligibility for English 1A Credit, degree applicable Transfer CSU T/TR 2:00-3:25 Room SS 201 Instructor Van Chaney
More informationResources for Pre-College Level Philosophy Teachers
Resources for Pre-College Level Philosophy Teachers N. Clayton Duba Adlai E. Stevenson High School Lincolnshire, Illinois 1. Course Overview 2. Reading List 2. Final Presentations and Ethical Dilemma 3.
More informationPHIL 103-001: CRITICAL THINKING
PHIL103-001 Critical Thinking Dr. R. England - Syllabus subject to revision at instructor s discretion 1 PHIL 103-001: CRITICAL THINKING Dr. Richard England Philosophy House, Room 106 410-677-3718 Office
More informationHow To Teach Philosophy
PHILOSOPHY MAJOR/MINOR DISTRIBUTIVE REQUIREMENTS DEPARTMENT OF PHILOSOPHY UNIVERSITY OF MARYLAND, COLLEGE PARK METAPHYSICS AND EPISTEMOLOGY VALUE THEORY PHIL209I PHIL209K PHIL209N PHIL230 PHIL236 PHIL250
More informationLA Mission College Mark Pursley Spring 2015 Note:
LA Mission College Mark Pursley Spring 2015 Office IA 29 Tues. 3:50-6:50; Wed 1:40-2:40; Th. 1:30-3:30 E-mail: purslemr@lamission.edu; Phone: (818) 364-7677 Philosophy 1: Introduction to Philosophy Section
More informationA Major Matter: Minoring in Philosophy. Southeastern Louisiana University. The unexamined life is not worth living. Socrates, 470-399 B.C.E.
The unexamined life is not worth living. Socrates, 470-399 B.C.E., Apology A Major Matter: Minoring in Philosophy Department of History & Political Science SLU 10895 Hammond, LA 70402 Telephone (985) 549-2109
More informationIntroduction. Dear Leader,
Table of Contents Introduction...4 Meeting and Setting Goals...6 Week 1: The Great Human Questions...9 Week 2: Examining the Ways We Know...15 Week 3: The Christian Worldview...24 Appendix A: The Divine
More informationSkepticism about the external world & the problem of other minds
Skepticism about the external world & the problem of other minds So far in this course we have, broadly speaking, discussed two different sorts of issues: issues connected with the nature of persons (a
More informationThe Logical Way to Teach Introduction to Philosophy. Gabriel R. Camacho El Paso Community College, Transmountain Campus
1 The Logical Way to Teach Introduction to Philosophy Gabriel R. Camacho El Paso Community College, Transmountain Campus Correspondence concerning this article should be addressed to Gabriel R. Camacho,
More informationDepartment of Philosophy
246 Department of Philosophy Department of Philosophy Chairman: Brassier, Ray Professor Emeritus: Fakhry, Majid Professor: Haydar, Bashshar H. Associate Professors: Brassier, Ray; Muller, Hans D.; Nasr,
More informationGrande Prairie Regional College Department of Arts and Education Philosophy 1020 (UT) Introduction to Philosophy: Knowledge and Reality Winter 2012
Grande Prairie Regional College Department of Arts and Education Philosophy 1020 (UT) Introduction to Philosophy: Knowledge and Reality Winter 2012 Instructor: Tom Enders, PhD Office: C303 E-mail: tenders@gprc.ab.ca
More informationReality in the Eyes of Descartes and Berkeley. By: Nada Shokry 5/21/2013 AUC - Philosophy
Reality in the Eyes of Descartes and Berkeley By: Nada Shokry 5/21/2013 AUC - Philosophy Shokry, 2 One person's craziness is another person's reality. Tim Burton This quote best describes what one finds
More informationSchool for New Learning DePaul University The Examined Life: A Question of Philosophy
Faculty: R. Craig Sautter 7658 N. Rogers Avenue Chicago, Illinois 60626 (773) 262-5806 rcsautter@aol.com School for New Learning DePaul University The Examined Life: A Question of Philosophy Summer 2015
More informationINTRODUCTION TO ETHICS PHIL 160 Summer Session I
INTRODUCTION TO ETHICS PHIL 160 Summer Session I This is a draft syllabus. The finalized syllabus will be available one week before the beginning of Summer Session I. Kiran Bhardwaj kbhardwa@live.unc.edu
More informationCourse Catalog - Spring 2015
Course Catalog - Spring 2015 Philosophy Philosophy Chair of Department: Kirk Sanders Department Office: 105 Gregory Hall, 810 South Wright, Urbana Phone: 333-2889 www.philosophy.illinois.edu Note: Students
More informationKant s Fundamental Principles of the Metaphysic of Morals
Kant s Fundamental Principles of the Metaphysic of Morals G. J. Mattey Winter, 2015/ Philosophy 1 The Division of Philosophical Labor Kant generally endorses the ancient Greek division of philosophy into
More informationPsychology has been considered to have an autonomy from the other sciences (especially
THE AUTONOMY OF PSYCHOLOGY Tim Crane, University College London Psychology has been considered to have an autonomy from the other sciences (especially physical science) in at least two ways: in its subject-matter
More informationHillsdale College Van Andel Graduate School of Statesmanship. Degree Requirements Ph.D.
Hillsdale College Van Andel Graduate School of Statesmanship Degree Requirements Ph.D. Doctoral students are expected to develop a firm knowledge of the first principles of American constitutionalism and
More informationDEPARTMENT OF PHILOSOPHY
198 PHILOSOPHY (College of Arts and Sciences) DEPARTMENT OF PHILOSOPHY 341 0 DOWD HALL (248) 370-3390 Fax: (248) 370-3144 Chairperson: Paul R. Graves Professor emeritus: Richard W. Brooks Professors: David
More informationPHIL 101 - Introduction to Philosophy: Main Problems UNC Chapel Hill Sample Syllabus
PHIL 101 - Introduction to Philosophy: Main Problems UNC Chapel Hill Sample Syllabus Instructor Information Katherine Nolfi (please call me Kate) Email: knolfi@live.unc.edu Website: www.katenolfi.com Phone:
More informationPhilosophy 175: Theory of Knowledge, Section 003 Loyola University Chicago Ben Bayer Spring 2008
Philosophy 175: Theory of Knowledge, Section 003 Loyola University Chicago Ben Bayer Spring 2008 Course description Theory of knowledge, or epistemology, is one of the most central fields of philosophy.
More informationCritical Thinking. Philosophy 125
Philosophy 125 Critical Thinking Cuyamaca College Section: 9977 Room: F-710 Semester: Spring 2011 Day: T/Th Time: 8:00-9:15am Instructor: Bruce McGraw Email: brca@cox.net I. Course Description: This is
More informationPhilosophy 145, Critical Thinking
Philosophy 145, Critical Thinking Professor Nicholas Ray E-mail: nmray@uwaterloo.ca Lecture: Tuesdays, 7:00-9:50 (HH 1104) Office: HH 326 Office Hours: Thursdays, 10:00 12:00 DESCRIPTION Whether we are
More informationGeneral Philosophy. Dr Peter Millican, Hertford College. Lecture 3: Induction
General Philosophy Dr Peter Millican, Hertford College Lecture 3: Induction Hume s s Fork 2 Enquiry IV starts with a vital distinction between types of proposition: Relations of ideas can be known a priori
More informationTerm: Fall 2015 Course Title: Plato Course Number: Philosophy 6704 Section Times/Days: Monday 4:00-6:30 Instructor: Dr. Eric Perl
Term: Fall 2015 Course Title: Plato Course Number: Philosophy 6704 Section Times/Days: Monday 4:00-6:30 Instructor: Dr. Eric Perl Course Description/Principal Topics: Careful study of a range of Plato
More informationKant s Dialectic. Lecture 3 The Soul, part II John Filling jf582@cam.ac.uk
Kant s Dialectic Lecture 3 The Soul, part II John Filling jf582@cam.ac.uk Overview 1. Re-cap 2. Second paralogism 3. Third paralogism 4. Fourth paralogism 5. Summing-up Critique of Pure Reason Transcendental
More informationPHILOSOPHY 60: LOGIC AND CRITICAL THINKING REG ID 72117 TR 12:15PM 1:35PM GE 121
PHILOSOPHY 60: LOGIC AND CRITICAL THINKING REG ID 72117 TR 12:15PM 1:35PM GE 121 T. LE DEPARTMENT OF PHILOSOPHY SAN JOSE CITY COLLEGE 2100 MOORPARK AVE. SAN JOSE, CA 95128 E-MAIL: TLe@BayAreaPhilosophy.com
More informationHume on identity over time and persons
Hume on identity over time and persons phil 20208 Jeff Speaks October 3, 2006 1 Why we have no idea of the self........................... 1 2 Change and identity................................. 2 3 Hume
More informationDEPARTMENT OF PHILOSOPHY SILLIMAN UNIVERSITY MASTER OF ARTS IN PHILOSOPHY
DEPARTMENT OF PHILOSOPHY SILLIMAN UNIVERSITY MASTER OF ARTS IN PHILOSOPHY I. DESCRIPTION The MA PROGRAM primarily aims to nurture the philosophical interests and competence of each student, and to offer
More informationENLIGHTENMENT THINKERS AND GOVERNMENT MAN IS BORN FREE, BUT EVERYWHERE IS IN CHAINS.
ENLIGHTENMENT THINKERS AND GOVERNMENT MAN IS BORN FREE, BUT EVERYWHERE IS IN CHAINS. Relevant Questions: Are people born good or bad? Are all people born equal? What is government? Why do societies have
More informationMust be placed into college- level reading (or take Reading 0310) and be placed into collegelevel writing (or take ENGL 0310).
SYLLABUS ALVIN COMMUNITY COLLEGE,, PHILOSOPHY 1301-60- INTRODUCTION TO PHILOSOPHY GENERAL COURSE DATA: INSTRUCTOR : Dr. Jolanta W. Best TIME : Fall Semester of 2014 PLACE : TBA on campus meetings OFFICE
More informationDivine command theory
Today we will be discussing divine command theory. But first I will give a (very) brief overview of the semester, and the discipline of philosophy. Why do this? One of the functions of an introductory
More informationPHILOSOPHY Higher First edition published September 2006
PHILOSOPHY Higher First edition published September 2006 National Course Specification COURSE Philosophy (Higher) COURSE CODE C237 12 COURSE STRUCTURE This Course has four mandatory Units which are: DV55
More informationGCE Religious Studies Explanation of Terms Unit 1D: Religion, Philosophy and Science
hij Teacher Resource Bank GCE Religious Studies Explanation of s Unit 1D: Religion, Philosophy and Science The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered
More informationPhilosophy 203 History of Modern Western Philosophy. Russell Marcus Hamilton College Spring 2010
Philosophy 203 History of Modern Western Philosophy Russell Marcus Hamilton College Spring 2010 Class 2 - Meditation One Marcus, Modern Philosophy, Spring 2010, Slide 1 Five dogmas undermined by the new
More information281-499-6540 (home) Saturday: 9:00am-12:00pm PHIL 2306 INTRODUCTION TO ETHICS
Paul R. Shockley, Th.M, M.A. Houston Community College prshockley@juno.com Northwest Campus/Town & Country 281-499-6540 (home) Saturday: 9:00am-12:00pm Office Hours by Appointment Core Course-Humanities
More informationPhilosophy and Religious Studies Course Offerings
Philosophy and Religious Studies Course Offerings 100 Creating Meaning: Introduction to Existentialism emphasizing film and literature (3) Existentialism was one of the most influential intellectual currents
More informationThe Separability of Free Will and Moral Responsibility
254 Free Will: The Scandal in Philosophy Illusionism Determinism Hard Determinism Compatibilism Soft Determinism Hard Incompatibilism Impossibilism Valerian Model Soft Compatibilism The Separability of
More informationPHI 2600: Ethics and Critical Thinking Valencia College
PHI 2600: Ethics and Critical Thinking Valencia College Reference Number: 26729 COURSE SYLLABUS General Information Meeting Location and Times: Valencia College West Campus Bldg. 5 Rm. 229 Tuesday and
More information1 Must the universe have a cause?
1 Must the universe have a cause? Nothing will come of nothing. William Shakespeare, King Lear THE MYSTERIES OF EXISTENCE Why does the universe exist? Why do living things exist? Why do intelligent beings
More informationMILL. The principle of utility determines the rightness of acts (or rules of action?) by their effect on the total happiness.
MILL The principle of utility determines the rightness of acts (or rules of action?) by their effect on the total happiness. Mill s principle of utility Mill s principle combines theories of the right
More informationPHIL 1012- Introduction to Philosophy: Relationship of the Individual to the World
UCD PHILOSOPHY DEPARTMENT 2016 SPRING COURSE LISTINGS Undergraduate & Graduate For all online courses: $100 course fee Call 303-315-3700 for more information or visit HTTP://WWW.CUONLINE.EDU PHIL 1012-
More informationPOSC 110: Introduction to Politics Course Syllabus. Instructor: Edwin Kent Morris. Department of Political Science Radford University.
POSC 110: Introduction to Politics Course Syllabus Instructor: Edwin Kent Morris Department of Political Science Radford University Fall 2012 Time: MWF 8:00AM 8:50AM Location: 302 Young Hall Final Exam:
More informationNECESSARY AND SUFFICIENT CONDITIONS
Michael Lacewing Personal identity: Physical and psychological continuity theories A FIRST DISTINCTION In order to understand what is at issue in personal identity, it is important to distinguish between
More informationDelaware County Community College Fall 2010
Delaware County Community College Fall 2010 Phi 100 Introduction to Philosophy Instructor: Paul D.J. Harris M.A. Email: pharris10@dccc.edu Course Website: http://pauldjharris.wordpress.com Teaching hours:
More informationArgument Mapping 2: Claims and Reasons
#2 Claims and Reasons 1 Argument Mapping 2: Claims and Reasons We ll start with the very basics here, so be patient. It becomes far more challenging when we apply these basic rules to real arguments, as
More informationMcPhail, Ken and Diane Walters. Accounting and Business Ethics: An Introduction. Routledge, Taylor and Francis Group, 2009.
The University of North Carolina at Greensboro Bryan School of Business and Economics Accounting 450 Accounting, Ethics, and International Business Fall 2013 Dr. Bill Harden, Ph.D., CPA, ChFC Office Hours:
More informationIntroduction to General Psychology Spring 2014 PSY 1101-03, 30013 Mon. & Wed.: 6-7:15
Introduction to General Psychology Spring 2014 PSY 1101-03, 30013 Mon. & Wed.: 6-7:15 Instructor: Jen Wallin-Ruschman Office Hours in Bowen 216: Mon., Wed., & Fri. 1-2; Mon. & Wed. 3:15-5; Tues. & Thur.
More informationPhilosophy Undergraduate
Philosophy Undergraduate It took time for me to understand the value of studying something as abstract and non-specific as philosophy eventually I realised that my degree had given me an open mind, the
More informationLEGAL POSITIVISM vs. NATURAL LAW THEORY
LEGAL POSITIVISM vs. NATURAL LAW THEORY There are two natural law theories about two different things: i) a natural law theory of morality, or what s right and wrong, and ii) a natural law theory of positive
More informationPhilosophy 130: Introduction to Critical Thinking Fall 2010 Syllabus
Adapted from image Piotr Gryko under Creative Commons attribution/share alike Philosophy 130: Introduction to Critical Thinking Fall 2010 Syllabus Professor Colleen Boyle devushka99@gmail.com 510.235.7800
More informationCOURSE SYLLABUS PHILOSOPHY 001 CRITICAL THINKING AND WRITING SPRING 2012
1 COURSE SYLLABUS PHILOSOPHY 001 CRITICAL THINKING AND WRITING SPRING 2012 All students are required to read and have a thorough understanding of the syllabus. Any questions or concerns need to be addressed
More informationExistence Is Not a Predicate by Immanuel Kant
Existence Is Not a Predicate by Immanuel Kant Immanuel Kant, Thoemmes About the author.... Immanuel Kant (1724-1804) studied in Königsberg, East Prussia. Before he fully developed an interest in philosophy,
More informationPlease see current textbook prices at www.rcgc.bncollege.com
PSY213: CHILD PSYCHOLOGY SYLLABUS LECTURE HOURS/CREDITS: 3/3 CATALOG DESCRIPTION Prerequisite: PSY101 General Psychology Development and analysis of prenatal factors and, infant and child behavior are
More informationThe John Locke Lectures 2009. Being Realistic about Reasons. T. M. Scanlon. Lecture 3: Motivation and the Appeal of Expressivism
The John Locke Lectures 2009 Being Realistic about Reasons T. M. Scanlon Lecture 3: Motivation and the Appeal of Expressivism The cognitivist view I have been defending has two important features in common
More informationVersion 1.0. General Certificate of Education June 2013. Religious Studies Philosophy of Religion A2 Unit 3B. Final. Mark Scheme
Version 1.0 General Certificate of Education June 2013 Religious Studies Philosophy of Religion A2 Unit 3B RST3B Final Mark Scheme Mark schemes are prepared by the Principal Examiner and considered, together
More informationMISSISSIPPI STATE UNIVERSITY COLLEGE OF EDUCATION. DEPARTMENT of LEADERSHIP & FOUNDATIONS COURSE SYLLABUS. Three (3) semester hours
MISSISSIPPI STATE UNIVERSITY COLLEGE OF EDUCATION DEPARTMENT of LEADERSHIP & FOUNDATIONS COURSE SYLLABUS Course Prefix and Number: CCL 8383 Course Title: Credit Hours: Type of Course: Catalogue Description:
More informationPositive Philosophy by August Comte
Positive Philosophy by August Comte August Comte, Thoemmes About the author.... August Comte (1798-1857), a founder of sociology, believes aspects of our world can be known solely through observation and
More informationSocial & Political Philosophy. Karl Marx (1818-1883) Economic and Philosophic Manuscripts of 1844
Marx 1 Karl Marx (1818-1883) Economic and Philosophic Manuscripts of 1844 Estranged Labor Marx lays out here his theory on the alienation of labor Marx s thesis would advance the view put forth by Rousseau
More informationTHE AGE OF ENLIGHTENMENT
THE AGE OF ENLIGHTENMENT To view this PDF as a projectable presentation, save the file, click View in the top menu bar of the file, and select Full Screen Mode To request an editable PPT version of this
More informationReading Questions for Phil 412.200, Spring 2012 (Daniel)
Reading Questions for Phil 412.200, Spring 2012 (Daniel) Questions on Descartes Meditations I & II (Jan. 19) 1. For Descartes, why can t knowledge gained through sense experience be trusted as the basis
More informationExpository Essay Writing Student Name: Date: Period:
Expository Essay Writing Student Name: Date: Period: An expository essay is.... PROMPT: SAT Style Think carefully about the issue presented in the following excerpt and the assignment below. Families are
More informationAdam David Roth MESSAGE FROM THE BASIC COURSE DIRECTOR. Dear students:
MESSAGE FROM THE BASIC COURSE DIRECTOR Dear students: As the Director for this course, I d like to welcome you to what I hope will be one of the best classes you take at URI. Whether you re enrolled in
More informationCOM207: CREATIVE WRITING: FICTION SYLLABUS LECTURE HOURS/CREDITS: 3/3
COM207: CREATIVE WRITING: FICTION SYLLABUS LECTURE HOURS/CREDITS: 3/3 CATALOG DESCRIPTION Prerequisite: ENG101 English Composition I Students study a variety of short fiction for story structure and write
More informationPlease see current textbook prices at www.rcgc.bncollege.com
PSY101: GENERAL PSYCHOLOGY SYLLABUS LECTURE HOURS/CREDITS: 3/3 CATALOG DESCRIPTION Prerequisite: RDG099 Introduction to College Reading III This is an introduction to the study of behavior. The scientific
More informationPhil 420: Metaphysics Spring 2008. [Handout 4] Hilary Putnam: Why There Isn t A Ready-Made World
1 Putnam s Main Theses: 1. There is no ready-made world. Phil 420: Metaphysics Spring 2008 [Handout 4] Hilary Putnam: Why There Isn t A Ready-Made World * [A ready-made world]: The world itself has to
More informationLANGARA COLLEGE Course Outline. Course: Philosophy 1104: Critical Thinking Sections: 002 (W 18:30 21:20; Rm.: A322) Term: Fall 2010 CRN: 30990
Course Format: Four hours per week in a mix of instruction and tutorial work on problems as required. Course Prerequisites: None. LANGARA COLLEGE Course Outline Course: Philosophy 1104: Critical Thinking
More informationBIBLE-THEOLOGY AND PHILOSOPHY
BIBLE-THEOLOGY AND PHILOSOPHY Professor Miller, Chair Professors N. Anderson, Dickens, Kierstead, Peterson, Rightmire Associate Professor K. Anderson The BIBLE AND THEOLOGY PROGRAM offers an in-depth exploration
More informationAP Psychology Course Syllabus and Survival Guide
AP Psychology Course Syllabus and Survival Guide Mr. Koch dkoch@forestlake.k12.mn.us 651 982 8550 Course website: http://hs.forestlake.k12.mn.us/staff_sites/dan_koch_home/koch_ap_psychology/ Wiki page:
More informationRead this syllabus very carefully. If there are any reasons why you cannot comply with what I am requiring, then talk with me about this at once.
LOGIC AND CRITICAL THINKING PHIL 2020 Maymester Term, 2010 Daily, 9:30-12:15 Peabody Hall, room 105 Text: LOGIC AND RATIONAL THOUGHT by Frank R. Harrison, III Professor: Frank R. Harrison, III Office:
More informationThe Gospel & The Scholars. For most of us, our college days are a time in our lives centered around study, research,
1 The Gospel & The Scholars William K. Lewis Fairmont Presbyterian Church College Ministry Team For most of us, our college days are a time in our lives centered around study, research, and learning. We
More informationUNIVERSITY of the FRASER VALLEY COURSE OUTLINE
UNIVERSITY of the FRASER VALLEY COURSE OUTLINE Course: Philosophy 100: Critical Thinking Sections: AB6 (W 4:00 6:50; Rm.: A300) AB8 (F 11:30 2:20; Rm.: C1426) Term: Spring 2012 CRN: 13220, 13222 Instructor:
More informationA. Agnosticism: knowledge about God is impossible or unknown. 1. Hard agnosticism: knowledge about God (and/or ultimate reality) is impossible.
Phil 2301 Intro to Philosophy Knowing God "More consequences for thought and action follow from the affirmation or denial of God than from answering any other basic question. They follow for those who
More informationArgument for a Distinction Between the Mind/Soul and the Body. This is a prose summary of the diagrammed argument on the previous page:
Argument for a Distinction Between the Mind/Soul and the Body This is a prose summary of the diagrammed argument on the previous page: The goal of this argument is to show that there is a metaphysical
More informationResponding to Arguments against the Existence of God Based on Evil
Responding to Arguments against the Existence of God Based on Evil By INTRODUCTION Throughout the history of western thought, numerous philosophers and great thinkers have struggled with what is known
More informationBethany Bible College and Bethany Theological Seminary. Textbook: Introduction to Theology. Author: Geisler/Feinbert
Bethany Bible College and Bethany Theological Seminary Course Name: Introduction to Philosophy Course Number: Ph-531 Textbook: Introduction to Theology Author: Geisler/Feinbert Text The required text is
More informationThe Slate Is Not Empty: Descartes and Locke on Innate Ideas
The Slate Is Not Empty: Descartes and Locke on Innate Ideas René Descartes and John Locke, two of the principal philosophers who shaped modern philosophy, disagree on several topics; one of them concerns
More informationPhilosophy of Language
Philosophy of Language Phil 234, Winter 2013 Bates College Professor William Seeley (315 Hedge) Office Hours: T/Th 11-Noon Course Description: It has been argued that language is what sets us as human
More informationThe Wager by Blaise Pascal
The Wager by Blaise Pascal Blaise Pascal, Thoemmes About the author.... Early in life Blaise Pascal (1623-1662) pursued interests in physics and mathematics. His theory of conic sections and probability
More informationPlato gives another argument for this claiming, relating to the nature of knowledge, which we will return to in the next section.
Michael Lacewing Plato s theor y of Forms FROM SENSE EXPERIENCE TO THE FORMS In Book V (476f.) of The Republic, Plato argues that all objects we experience through our senses are particular things. We
More informationQuine on truth by convention
Quine on truth by convention March 8, 2005 1 Linguistic explanations of necessity and the a priori.............. 1 2 Relative and absolute truth by definition.................... 2 3 Is logic true by convention?...........................
More informationHUMN-218 COURSE SYLLABUS FOR LOGIC AND CRITICAL THINKING. Jill R. Wood Instructor
Coffeyville Community College HUMN-218 COURSE SYLLABUS FOR LOGIC AND CRITICAL THINKING Jill R. Wood Instructor COURSE NUMBER: HUMN-218 COURSE TITLE: Logic and Critical Thinking CREDIT HOURS: 3 INSTRUCTOR:
More informationMission Outcomes Major Requirements Bachelor of Arts (BA) Degree in Philosophy
228 Philosophy Mission The study of philosophy is based on the recognition that all human beings are engaged in a search for meaning and values with which to interpret their experiences and give order
More informationModern Political Thought (PSC-272) Fall 2015 TU-TH, 11:30am-12:45pm Johns Hall 212
Modern Political Thought (PSC-272) Fall 2015 TU-TH, 11:30am-12:45pm Johns Hall 212 Dr. Jenna Storey jenna.storey@furman.edu Office: Johns Hall 110 (across from the Riley Center) Office phone: 294-2254
More informationCommunication 170: Semester Interpersonal Communication Classroom: meeting day and time Stephen F. Austin State University
Communication 170: Semester Interpersonal Communication Classroom: meeting day and time Stephen F. Austin State University Instructor: Office: Phone: Office Hours: Department: Appointments: Languages,
More informationLast time we had arrived at the following provisional interpretation of Aquinas second way:
Aquinas Third Way Last time we had arrived at the following provisional interpretation of Aquinas second way: 1. 2. 3. 4. At least one thing has an efficient cause. Every causal chain must either be circular,
More information12 Step Worksheet Questions
12 Step Worksheet Questions STEP 1 We admitted we were powerless over alcohol that our lives had become unmanageable. The first time I took a drink I knew it wasn't for me. Every time I drank I got drunk
More informationPHIL 1010 Georgia State University Fall 2008 Critical Thinking Department of Philosophy George Rainbolt
PHIL 1010 Georgia State University Fall 2008 Critical Thinking Department of Philosophy George Rainbolt CRN 82845 34 Peachtree St., Suite 1100 TR 11-11:50 Revised August 19, 2008 CONTACT INFO Email: grainbolt@gsu.edu
More information