PHILOSOPHY: AN INTRODUCTION Course Syllabus and Expectations

Aquinas High School Philosophy: An Introduction Mr. Jonathan Daniel Keck Email: mkeck@aquinashs.net 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. 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 e-mail 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

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, 2011. 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, 2010. 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

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 email 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+ = 97-100% 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 email 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

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. 15-26) 3. PHILOSOPHICAL QUESTIONS. The Big Questions: A Short Introduction to Philosophy (pp. 27-42) 4. WRITING PHILOSOPHY. The Big Questions: A Short Introduction to Philosophy (pp. 363-383) 5. COMMON INFORMAL FALLACIES. The Big Questions: A Short Introduction to Philosophy (pp. 391-396) [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. 12-18) 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. 18-21) 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. 21-25) 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. 25-31) 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. 35-39) 5

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. 40-43) 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. 69-75) 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. 76-79) 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. 80-85) 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. 86-90) 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. 91-96) 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. 97-101) 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. 102-107) 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. 108-114) 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. 115-120) 6

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. 121-126) 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. 127-131) 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. 132-136) 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. 143-149) 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. 150-151) 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. 152-154) 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. 155-156) 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. 157-160) 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. 161-164) 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. 165-169) Discussion/Essay question: Expound and evaluate Mill s distinction between denotation and connotation. 8. Names and their Meaning: Gottlob Frege, Sense and Reference. (pp. 170-173) 7

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. 174-179) 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. 180-184) 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. 185-190) 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. 191-197) 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. 203-210) 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. 210-214) 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. 214-221) 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. 221-227) 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. 227-230) Discussion/Essay question: 6. Mind Body Correlations: Nicolas Malebranche, Dialogues on Metaphysics. (pp. 230-236) 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

7. Body and Mind as Manifestations of Will: Arthur Schopenhauer, The World as Will and Idea. (pp. 236-240) 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. 240-244) 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. 244-251) 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. 251-256) 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. 256-263) 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. 263-268) 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. 307-312) 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. 312-318) 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. 318-320) 9

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. 320-326) 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. 326-332) 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. 332-339) 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. 345-348) 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. 348-351) 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. 351-356) 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. 356-359) 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. 359-365) 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. 365-370) Discussion/Essay question: Are Hume s criticisms of the argument from design decisive? 7. Against Miracles: David Hume, Enquiry concerning Human Understanding. (pp. 370-376) 10

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. 376-382) 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. 382-387) 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. 387-394) 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. 394-399) 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. 399-406) 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. 413-415) 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. 415-422) 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. 422-427) 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. 427-433) 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. 433-438) 11

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. 487-492) 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. 492-496) 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. 496-500) 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. 500-506) 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. 506-512) 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. 512-517) 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. 517-524) 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. 524-529) 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

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. 623-627) 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. 627-631) 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. 631-636) 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. 636-642) 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. 642-647) 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. 647-653) 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. 695-701) Class Reading Dialogue 13

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. 701-706) 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. 706-711) 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. 711-716) 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. 716-723) 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

PHILOSOPHY: AN INTRODUCTION 2013-2014 Student Name: Period PLEASE SIGN BELOW THAT YOU HAVE READ AND UNDERSTAND THE SYLLABUS. Student Signature: Parent Signature: Parent e-mail: Activities: Goals for this class: Life Aspirations: Questions? 15