GLOBAL GOAL 1: THE STUDENT WILL ACQUIRE CRITICAL THINKING SKILLS. Instructional Learning objectives: The student will be able to...

Transcription

1 A B C D E F G H I PHL 100*#^ PHL 125#^ PHL 203 PHL Philosophy Major Program Applied Ethics Concentration Philosophy of Art & Culture Concentration Intro. to Philosophy Critical Reasoning Business Ethics Social Ethics DI DI DI DI GLBAL GAL 1: THE STUDENT WILL ACQUIRE CRITICAL THINKING SKILLS Instructional Learning objectives: The student will be able to... Formulate, critique, apply, and revise theories by... Developing adequate definitions and concepts When possible, producing counterexamples to definitions or concepts Formulating general principles Applying theories to new cases

2 J K L M N P Q R S T PHL 218 PHL 224 PHL 226* PHL 240N*#^ PHL 260N*#^ PHL 303 PHL 304 PHL 305 PHL 307*#^ PHL 308^ PHL 309A Medical Ethics Environmental Ethics Symbolic Logic I: Propositional Logic History of Western Philosophy I History of Western Philosophy II Philosophy of Religion Existentialism Social & Political Philosophy Ethics Aesthetics Alternatives to Violence DI DI DII DI DI DI DI DI, W DI DI DI, V

3 U V W Y Z AA AB AC AD AE AF PHL 310N PHL 312^ PHL313 PHL 314 PHL 315* PHL 320 PHL 326 PHL 350H PHL450 PHL 490* PHL 500 PL 231#^ 1 2 Philosophy & Religion of the Eastern World Philosophy of Philosophy of Love and Sex Mind Philosophy of Science Reality and Knowledge Philosophical Perspectives on Women Symbolic Logic II: Predicate Logic Topics in Ethics Special Topics Senior Seminar Tutorial, Readings and Research in Philosophy Intro. to Political Theory 3 DI, V DI DI DI DI DII DI DI, W DI, W

4 1 AG AH AI SC 201#^ ENG378, ENG480, HIS355, IDS255, PHL303, PHL310N, or SC316#^ EDU306, ENG255, ENG321, ENG360, HIS311, IDS250, IDS350, or PL290#^ Intro. to Sociology 2 3 DIII DI DI

5 Recognizing the implications of theories and producing counterexamples to theories Engaging in reflective equilibrium Synthesizing theories A B C D E F G H I Recognizing the consistency or inconsistency of a theory Comparing and contrasting theories, definitions, Distinguishing or concepts normative from descriptive judgments Identifying features of a case or situation that are relevant to normative judgments Distinguish arguments from explanations & other types of passages Recognize the structure of an argument by Distinguishing premises from conclusions Recognizing enthymemes and supplying implicit premises or conclusions Diagramming arguments 1.4 Define "valid argument" and "invalid argument"

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9 A B C D E F G H I Show that an argument in propositional logic is truth-functionally valid or invalid by... Using the counterexample method to show that an argument is invalid Recognizing some common, valid, simple inferences (e.g., Modus Ponens) Being able to symbolize arguments and then Use truth tables to test for validity/invalidity Use natural deduction to show that an argument is valid Use truth trees to test for validity/invalidity Show that an argument in predicate logic is quantificationally valid or invalid by... Using the counterexample method to show that an argument is invalid Symbolizing the argument and then Using the truth-functional expansion method to show that the argument is quantificationally invalid Using natural deduction to show that an argument is valid Using truth trees to test for validity/invalidity Show that a categorical syllogism is valid or invalid by using...

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13 A B C D E F G H I Venn diagrams Mood & figure A rule system Define "sound argument" and "unsound argument" and recognize instances of each Define "cogent argument" and "uncogent argument" (or synonymous terms) and recognize instances of each Understand how to recognize, evaluate, and properly use common types of non-deductive arguments, such as Abduction Analogical reasoning Argument from authority/expertise Causal reasoning Inductive generalization Statistical reasoning and probability theory 1.10 Recognize common informal fallacies 1.11 Recognize the uses and abuses of language, including Ambiguity Rhetorical or emotive uses of language Vagueness

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17 A B C D E F G H I Understand the purposes of different types of definitions and evaluate the contextual adequacy of definitions. See complicated issues from multiple perspectives Develop a reasonable interpretation of a written philosophical passage Have a basic understanding of how the news media work, what factors influence news reports, and how to evaluate these reports. Be familiar with common advertising techniques that exploit people's irrationality. GLBAL GAL 2: THE STUDENT WILL LEARN ABUT CENTRAL AREAS F PHILSPHY Instructional Learning objectives: The student will be able to... Understand major figures and schools of thought in the history of Western philosophy, including Pre-socratics Plato

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21 A B C D E F G H I Aristotle Epicureans Stoics Skeptics Augustine Aquinas Descartes Hobbes Locke Berkeley Hume Spinoza Leibniz Kant Hegel Mill Nietzsche Pragmatists Phenomenologists Existentialists Continental philosophers Analytic philosophers Understand important metaphysical theories and topics, such as The problem of universals Substance (e.g., dualism, physicalist monism, and idealism) The existence and nature of God

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25 A B C D E F G H I Possibility and necessity Personal identity (e.g., person as a soul, person as a body, person as a chain of memories) Free will and determinism Causation Mereology Time and space Understand important theories of ethics, such as Ethical relativism Consequentialist theories Ethical egoism Utilitarianism Deontological ethics Virtue ethics Theories of moral rights Moral pluralism & prima-facie duties Feminist ethics Non-cognitivist theories such as descriptivism and emotivism Buddhist ethics Understand important theories and 2.4 topics related to political philosophy, 110 such as Theories of justice, such as Utilitarianism Social contract theories, such as

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29 A B C D E F G H I Libertarianism (Lockean) Rawls' theory of justice Marxism Communitarianism Anarchism Multiculturalism Feminism Environmentalism Punishment Just war theory, pacifism, and other theories of the just use of violence Special topics (e.g., abortion, welfare state, taxation, affirmative action) 2.5 Understand important epistemological theories and topics, such as Skepticism... About induction About perception and the existence of the external world About memory About other minds The "structure" of justification, including... Foundationalism Coherentism Contextualism Confirmation holism

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33 A B C D E F G H I Empiricism Rationalism Internalist vs. externalist theories of justification A priori vs. a posteriori justification Analytic vs. synthetic judgments/statements Theories of perception, such as... Direct realism Indirect realism Idealism Truth Correspondence theories Coherence theories Pragmatist theories The scientific method GLBAL GAL 3: THE STUDENT WILL ACQUIRE CMMUNICATIN AND RESEARCH SKILLS Instructional Learning objectives: The student will be able to... Conduct research and be able to... Use library databases such as the Philosopher's Index

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37 155 Know when and how to cite materials using a standard style such as MLA, 156 Chicago, etc. Be familiar with and adhere to the College's policy on academic integrity Write well by... Writing grammatically rganizing an essay logically Writing clearly Giving effective classroom presentations A B C D E F G H I Evaluate sources and know the difference between peer-reviewed and non-peerreviewed sources ptional: Effectively communicate orally by... Participating effectively in classroom discussions Participating in symposia such as the SAS Undergraduate Research Symposium ptional: Make effective use of audiovisual materials GLBAL GAL 4: ETHICAL/AESTHETIC GALS

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41 A B C D E F G H I Instructional learning objectives: The student will value... Intellectual creativity Artistic creativity Tolerance and appreciation of ethically neutral differences Personal integrity 175 Good citizenship in a global community GLBAL GAL 5: THE STUDENT WILL LEARN ABUT THE INTERSECTIN F RELIGIN AND CULTURE Instructional learning objectives: The student will be able to... Explain how religions influence cultures' values. Explain how religions shape the creation of individual identities. Explain the mutual interplay of society and religion. 181

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45 A B C D E F G H I GLBAL GAL 6: THE STUDENT WILL LEARN AND CARE ABUT ISSUES SURRUNDING RACE, SE, R ETHNICITY Instructional learning objectives: The student will be able to... Explain how a person's race, gender, or ethnicity might inform individual identities Explain different theories of gender, race, or ethnicity Explain how stereotypes surrounding race, gender, or ethnicity might stifle a person's personal autonomy Talk intelligently about oppressive power structures Learn about strategies of resistance among oppressed groups

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49 A B C D E F G H I GLBAL GAL 7: THE STUDENT WILL LEARN AND CARE ABUT ISSUES SURRUNDING WRLD CULTURES GLBAL GAL 8: CNTENT AND SKILLS SPECIFIC T INDIVIDUAL CURSES [PTINAL] (This will be done as a series of appendices, one for each course, as required.) *Required course for the Philosophy Major. #Required course for the Applied Ethics Concentration ^Required course for the Philosophy of Art and Culture Concentration SYMBLIZATIN KEY : Learning objective is optional and may be featured in some sections of this course. The list of optional learning objectives for a course is not necessarily complete. : Learning objective is required for the course.

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53 A B C D E F G H I Feedback from Chris Fauske in November 2008: "The map looks as if it will lead to some interesting data, William. ne thing you might find is that there are some classes that appear to be trying to do too much--can a class really, for example, introduce students to 12 different concepts? nce this is complete and you get to look at what classes seem to do nothing, some to do too much, and some areas that are either over-taught or under-visited, you get to move on and look at the assessment instruments being used. You say, for example, that students will be expected to understand key figures. Are you really assessing for understanding in the exams / assignments in these classes, rather than merely for knowledge of?" 201