Objectives Learning Materials Grading Assignments Course Guide Hours Resources

Rationale
Since you are taking Philosophy 101 this semester, it is probably reasonable to assume that you have not studied philosophy before now, and you may not know exactly what it is or what we will be doing this semester. It may well be that you are taking this course because it partially satisfies the Humanities General Education requirement and seems preferable to the other possible courses, or it may be that you are looking forward to taking a course which is rarely offered prior to college and which is an entirely new subject. Or you may even be taking the course for the best reason of all: you want to learn to look at the world, other people, and yourself with more thought , depth and understanding by critically examining your own beliefs and ideas as well as the those of others. Some of those "others" will include many of the greatest thinkers who have ever lived, individuals who were profoundly interested in making sense of the world, human nature, and the human experience.

Philosophy is sometimes inaccurately caricatured as lofty and so theoretical that it is something that only the intellectual elite can (or would want to) study. And it is easy to then conclude that we don't "need" philosophy to function successfully. But this criticism fails to recognize that many of our "real world" decisions, and certainly the most important ones, are based on far more than practicality; it is our view of the world, who we are and what is worthwhile that underly many of our choices, and these critical beliefs and ideas are frequently "inherited" and unexamined. To be educated, we all need to be philosophers Thinking, really thinking, is very hard work, but if we are to be fully human, and fully alive, it is an essential ingredient of our lives.

My goal, therefore, is that by the end of the semester, you will not only be more familiar with the many of the most significant questions and ideas in philosophy, but that you also will have a greater ability and desire to examine and formulate your own beliefs and ideas. Philosophy is a life-long study, and I assure you that I will be on the same journey I will be asking you to take.

Goals and Objectives for Philosophy 101

Philosophy is , by its nature and history, a study which may focus on a variety of different individual philosophers, traditions, and issues but which is consistent in its concern for the development of sound reasoning and critical thinking ability, the recognition of the complexity, diversity and universality of human thought and experience, and increasing insight and sophistication in dealing with the perennial and critical questions of human existence. Although these questions may be examined from a variety of different perspectives, the central issues, methods and goals of a successful philosophy course are the same. Therefore, all sections of Philosophy 101 are designed to lead toward certain common outcomes, goals and objectives.

By the end of Philosophy 101, the successful student will be able to:

1. Demonstrate an ability to reason logically and critically;
2. Demonstrate an ability to recognize the assumptions and implications of specific philosophical positions;
3. Demonstrate an ability to evaluate, support and refute various philosophical
positions;
4. Demonstrate an ability to approach new ideas with an open mind;
5. Demonstrate an ability to present one's own position is a clear and coherent
manner;
6. Demonstrate an understanding of the terms, methods, issues and traditions in
philosophy;
7. Demonstrate a recognition and understanding of the ideas and contributions of
major philosophers and the strengths and weaknesses of their theories and
arguments;
8. Demonstrate an ability to apply principles, concepts and theories studied in
philosophy to contemporary problems.
9. Recognize, analyze and evaluate alternative views of the nature of knowledge;
10. Recognize, analyze and evaluate alternative views of the nature of reality and the
human person;
11. Recognize, define, compare/contrast , and evaluate alternative theories of ethics;
12. Demonstrate an understanding of alternative philosophic views on the meaning of
life.

The attainment of these objectives may be measured in a variety of ways, including objective tests, quizzes, journals and/or essays, and class discussion.

Students in all sections of Philosophy 101 will demonstrate their attainment of the above objectives by writing an essay, in class, during one class period, during the last third of the semester. In this essay, students will be expected to:

1. demonstrate an understanding of the task of metaphysics,
epistemology, or ethics;
2. demonstrate an understanding and grasp of two
alternative traditions or methodologies;
3. correctly characterize philosopher's views evaluate the
strength and or weakness of philosophical arguments.
4. evaluate the strength and/or weakness of philosophical
arguments.


Learning Materials
Philosophical Journey, Lawhead
Notebook
Looseleaf paper or writing tablet
Pens
#2 Pencils

Grading

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Your grades in this class will be determined as follows:
Test I = 10%
Test II = 20% (midterm)
Test III= 10%
Test IV= 20%
Essay I = 10%
Essay II = 10%
Class participation = 10%
Quizzes /Journals = 10%

The grading policy here at the College is the standard letter grade designation of A, B+, B, C+, C, D, and F. ( Students may also withdraw up until the end of the ninth week, if they choose). The grading scale that will be used is as follows:
A = 90-100
B+ = 86-89
B = 80-85
C+ = 76-79
C = 70-75
D = 60-69
F = below 60

Deadlines
I am generally strict about deadlines because I know how demanding my students' lives are, and it is unfair to "penalize" (by less study time) those students who meet their deadlines. Tests and assignments are "due" on the dates assigned. Tests that are missed must be made up promptly and will be downgraded one letter grade for every day that they are late (not every class - every day ) unless you have some serious reason for missing class and have contacted me in advance and received permission to be late. Retests may differ from original tests in specific content and form. "Pop" quizzes cannot be made up. I will drop the lowest of these quizzes which should cover you if you have to miss one quiz.

Attendance
It's very important. We will be covering material in classes which will often not be covered in the book, and it is hard to stay on top of the often demanding material if you miss class. There are no "excused" absences, and if you miss more than 3 hours of class, you may be considered excessively absent. Additionally, if you are not present, you cannot participate, and your grade for class participation will suffer. If you must miss class for some serious reason, please contact me or a classmate so that you come up-to-date and fully prepared for the next class.

Plagiarism
It should go without saying that you must do your own work. Plagiarism or other forms of cheating are taken very seriously by me and by the rest of the College, and will result in failing the course and possibly dismissal from the College.

Student Expectations
As a student who wants to succeed in Philosophy 101, you are expected to attend class regularly, complete all assignments (homework or "in-class"), spend at least six hours per week outside of class on the assigned work, listen attentively and thoughtfully to everyone in the class, and treat everyone with the same courtesy and respect that I will insist you be given. (For a more specific statement of my expectations, please see also Expectations of College Students)

A last word…

My teaching style tends to be fairly relaxed and given a choice between a lecture and discussion, I almost invariably prefer a discussion. It is my strong belief that if there is no laughter in the class, no involvement by the students, no free exchange of opinion, something is really wrong. To make this class a good one, I need your willingness to become involved. I, in turn, promise you my best effort to make this class one you will find valuable and hopefully, rewarding.

…and I truly mean tentative. I think it is particularly important in philosophy to maintain some flexibility that allows for the unexpected but valuable discussion that emerges spontaneously. Check with me or a study partner if you are unsure of the exact date of an assignment.

Week 1

Class #1
Questionnaire; Syllabus; Introductory Activities;
What is Philosophy?
Assignment for Class Two: Philosophical Journey, pp. 1-14
(Unless otherwise specified, all reading assignments will be in Philosophical Journey)

Class #2
Wisdom and common sense; "The Lottery";
Socrates and the Unexamined Life
"The Milgram Experiment"
Assignment for Class Three: pp. 14-32

Week 2

Class #3
Areas of Philosophy ; Socrates; Logic

Class #4
Logic (cont'd)
Intro to Epistemology;
Assignment for Class Five: pp. 74-84, pp. 109-116

Week 3
Class #5
Descartes : Skepticism to Rationalism
Assignment for Class Six: pp. 261-269, pp. 95-109

Class #6
"The Allegory of the Cave"
Plato and Rationalism
Assignment: Study for Test

Week 4

Class #7
Test I
Assignment for Class Eight: pp. 116-126

Class #8
John Locke and Empiricism
Assignment for Class Nine: pp. 85-95

Week 5
Class#9
David Hume and Skepticism
Assignment for Class Ten: pp. 406-424

Class#10
Philosophy of Religion
Cosmological Argument
Assignment for Class Eleven: pp. 425-436,

Week 6
Class #11
The Teleological Argument
Non-evidentialist theists
Pascal's Wager
Assignment for Class Twelve: pp.442-450

Class#12

Week 7
Class #13

Class#14
John Locke

Week 8
Class#15

John Locke and Hume


Class#16
In-class essay

Week 9
Class#17
Midterm
For next class: pp.190-206

Class#18
Intro to Metaphysics
Mind and Body
Assignment for next class: 205-214

Week 10
Class#19
Dualism
Assignment for next class:215-229

Class#20
Physicalism
Assignment for next class: 396-410

Week 11
Class #21
Intro to Ethics
Assignment for next class: 411-433

Class#22
Ethical Relativism
Assignment for next class: 449-468

Week 12
Class#23
Test 3
Utilitarianism
Assignment for next class:468-485

Class#24
Kantian Ethics

Week 13
Class#25
John Rawls

Week 14

Class#26
Ethics Summary

Class#27
In-class Essay

Class#28
Final Exam

Week 15
Conferences - mandatory




Course Objectives:
1. Demonstrate an ability to reason logically and critically;
2. Demonstrate an ability to recognize the assumptions and
implications of specific philosophical positions;
3. Demonstrate an ability to evaluate, support and refute various
philosophical positions;
4. Demonstrate an ability to approach new ideas with an open mind;
5. Demonstrate an ability to present one's own position is a clear and
coherent manner;
6. Demonstrate an understanding of the terms, methods, issues and
traditions in philosophy;
7. Demonstrate a recognition and understanding of the ideas and
contributions of major philosophers and the strengths and
weaknesses of their theories and arguments;
8. Demonstrate an ability to apply principles, concepts and theories
studied in philosophy to contemporary problems;
*9. Recognize, analyze and evaluate alternative views of the nature
of knowledge;
10. Recognize, analyze and evaluate alternative views of the nature of
reality and the human person;
11. Recognize, define, compare/contrast, and evaluate alternative theories
of ethics;
12. Demonstrate an understanding of alternative philosophies on the meaning
of life.
*Area of specific concentration for this unit

Part I
Introduction to Philosophy, Socrates and A Bit of Logic

By the time that the material from this section has been learned, students will be able to:

---demonstrate understanding of the role of Socrates in philosophy
(3,6,7,9,10,11)
---demonstrate understanding of Socrates' definition of wisdom and his view of
the task of the philosopher (2, 3, 6,7,12)
---distinguish the tasks of the various areas of philosophy(9-11)
---demonstrate understanding of the meaning of wisdom (6)
---define and explain deductive versus inductive reasoning and the
significance of each to knowledge (1, 6)
---demonstrate understanding of the parts of a syllogism(1)
---distinguish between sound and valid arguments (1)
---recognize the limits of generalizations (1)

- -Demonstrate an understanding of the following:
deductive
epistemology
argument
inductive
metaphysics
premise
logical consistency
axiology
conclusion
valid
aesthetics
logic
sound
contradiction
strong and weak arguments
syllogism
inference to the best explanation
Oracle at Delphi
wisdom for Socrates
Idealism Sophists

Part II Descartes: From Rationalism to Skepticism

By the time the material in this unit has been learned, the student will be able to:
---demonstrate understanding of Descartes' method and purpose (2,3,4,6,7,9)
---analyze the conclusion which Descartes reaches concerning what we
can know (1,2,3,4,6,7,9)
---recognize the strengths and weaknesses of Descartes theory of
knowledge (5,9)
---evaluate the claims of rationalism(3,7,9)

- -Demonstrate an understanding of the following:
Descartes
skepticism
global skepticism
methodological skepticism
rationalism
innate idea
clear and distinct ideas
mental substance
Cogito ergo sum
universal belief falsifiers
evil genius or demon

Part III
Plato , Knowledge and the Theory of Forms

After learning the material in this section, the student will be able to
---compare the rationalism of Plato to that of Descartes (7, 9)
---analyze the meaning of the Plato's "Allegory of the Cave"(3,6,5,7,9,10)
---demonstrate an understanding of Plato's Theory of Forms (3,5,6,7,9,10)
---demonstrate understanding of the concept of learning as "recollection"
(3,5,6,7,9,10)

---Demonstrate an understanding of the following:
Myth (or Allegory) of the Cave
The Divided Line
Theory of Forms
rationalism
transcendent
two-world theory
The Good
innate ideas
a priori

Part IV
Empiricism and Skepticism

After learning the material in this section, the student will be able to:
---demonstrate an understanding of empiricism as a theory of
knowledge and the way it differs from rationalism (2,6,9)
---distinguish between a priori and a posteriori knowledge (6,9)
---differentiate between Locke's primary and secondary qualities (7,9)
---analyze John Locke's empiricism, its strengths and weakness (7,9)
---analyze the reasons for David Hume's skepticism (7,9)
---recognize the implications of a theory of knowledge on
metaphysics (2,9)

---Demonstrate an understanding of the following:
a posteriori categories of the mind
empiricism thing-in-itself
primary qualities skepticism
secondary qualities John Locke
"Locked Room" response
David Hume
impressions
ideas
inference
cause and effect as sequence
simple and complex idea

"I do not feel obliged to believe that the same God who has endowed us with sense, reason and intellect has intended for us to forgo their use."- Galileo

Course Objectives
1. Demonstrate an ability to reason logically and critically;
2. Demonstrate an ability to recognize the assumptions and implications of specific
philosophical positions;
3. Demonstrate an ability to evaluate, support and refute various philosophical
positions;
4. Demonstrate an ability to approach new ideas with an open mind;
5. Demonstrate an ability to present one's own position is a clear and coherent
manner;
6. Demonstrate an understanding of the terms, methods, issues and traditions in
philosophy;
7. Demonstrate a recognition and understanding of the ideas and contributions of
major philosophers and the strengths and weaknesses of their theories and
arguments;
8. Demonstrate an ability to apply principles, concepts and theories studied in
philosophy to contemporary problems.
*10 Recognize, analyze and evaluate alternative views of the nature of reality and the
human person;
* Area of concentration

Part I
Arguments for the Existence of God

By the end of the section on the arguments for the existence of God, the student should be able to:
---discuss the significance of the existence or lack of existence of God
to human experience (1, 2, 7, 10, 12)
---demonstrate an understanding of Descartes' ontological argument,
its strengths and weaknesses (6, 7, 10)
---demonstrate an understanding of two forms of the cosmological
argument, the arguments from causality and contingency, their
strengths and weaknesses (4, 10)
---demonstrate an understanding of the teleological argument, its
strengths and weaknesses (2)
---evaluate the effect of the theory of evolution on the teleological
argument for the existence of God (3, 5, 8, 10)
---recognize the role of one's theory of knowledge in evaluating these
arguments (9, 10)
---evaluate the ontological, cosmological and teleological proofs for the
existence of God (1, 2, 3, 5, 7)
---distinguish between the roles of faith and reason (2, 6)
---evaluate religious experience as evidence for the existence of God (6, 7)
---evaluate Pascal's wager (3, 7, 8, 10)
---analyze and evaluate Kierkegard's position on the existence of God (3, 7, 10)
---evaluate the positions of Clifford and James on the ethics of belief (1, 2, 3, 7)

---Demonstrate an understanding of the following:
Descartes
Hume
first cause argument
St. Anselm
Richard Taylor
contingency argument
monotheism
theism
principle of sufficient reason
deism
atheist
agnostic
essence
cosmological argument St. Thomas Aquinas
teleological argument
Leibniz
ontological argument
William Paley
evolution
Swinburne
"ten leaky buckets"
Darwin
faith and reason
existentialism
W.K.Clifford
William James
"The will to believe"
anthropomorphic
Pascal's wager
Kierkegard
leap of faith
nonevidentialism

Part II

The Mind Body Problem

After learning the material on the mind-body problem, the student should be able to :
--- define the term "substance"(6,10)
---recognize, explain, and evaluate Descartes' argument for dualism, its
strengths and weakness (7, 10)
--- distinguish between different forms of dualism (6, 10)
--- define material monism(6)
--- recognize the implications of dualism and material monism (2,10)
--- define idealism (6, 10)
--- demonstrate an understanding of the identity theory of mind and
brain (3, 10)
---evaluate alternative mind-body theories (1, 3, 6, 7, 8, 10)

--- Demonstrate an understanding of the following:
Descartes
"The Chinese Room" objection
interactive dualism
material substance
mental substance
Occam's Razor
pineal gland
parallelism
epiphenomenalism
"the ghost in the machine"
material monism
identity theory of brain and mind
Jeffrey Olen's "Gremlin in the watch"
Gilbert Ryle
idealism
functionalism
Searle

Part III
The Problem of Free Will

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After completing the material in this section, the student should be able to do the following:
---explain the problem of freedom of the will (2, 6, 7, 10)
---demonstrate an understanding of the argument for determinism (3, 7, 10)
---demonstrate an understanding of the Argument from Introspection (3, 6)
---demonstrate an understanding of the Argument from Quantum Mechanics
---demonstrate an understanding of the Argument from Moral Responsibility
---compare, contrast and evaluate the various arguments for free will (10)

---Demonstrate an understanding of the following:
Materialism
Stace
Determinism
Roderick
Chisolm
Free will
Compatibilism
Argument from Introspection
Holbach
Argument from Quantum Mechanics
Clarence Darrow
Argument from Moral Responsibility
Libertarianism
Richard Taylor

Course Objectives:

1. Demonstrate an ability to reason logically and critically;
2. Demonstrate an ability to recognize the assumptions and implications of
specific philosophical positions;
3. Demonstrate and ability to evaluate, support and refute various
philosophical positions;
4. Demonstrate an ability to approach new ideas with an open mind;
5. Demonstrate an ability to present one's own position is a clear and
coherent manner;
6. Define and explain the meaning of the various divisions of
philosophy, i.e. epistemology, ethics, metaphysics, etc.
7. Demonstrate an understanding of the terms, methods, issues and
traditions in philosophy;
8. Demonstrate a recognition and understanding of the ideas and
contributions of major philosophers and the strengths and weaknesses
of their theories and arguments;
11. * Recognize, define, compare/contrast , and evaluate alternative
theories of ethics;
12. Demonstrate an ability to apply principles, concepts and theories studied
in philosophy to contemporary problems.
*Area of specific concentration

Ethical Theory
The student who has completed this unit should be able to do the
following:
---Distinguish between ethical relativism and subjectivism
---Demonstrate an understanding of ethical relativism, its appeal and
weaknesses
---Differentiate between cultural and ethical relativism
---Differentiate between psychological egoism and ethical egoism
understanding of ethical egoism, and evaluate ethical egoism as
an ethical theory
---Explain and evaluate utilitarianism
--- Distinguish between act and rule utilitarianism
---Demonstrate an understanding of deontological ethical theories, such
as that of Immanuel Kant
---Demonstrate an understanding of Rawl's theory of justice

--- Demonstrate an understanding of the following terms, concepts and
philosophers
normative
descriptive
kinds of ethical theories
consequentialist (teleological)
deontological
motive
ethical objectivist
ethical absolutist
Kant
egoism
psychological
ethical
subjectivism
cultural relativism or diversity thesis
ethical relativism
Ring of Gyges
Thomas Hobbes
Divine command theory
Plato's foundation of ethics
state of war
determinism
free will
G.E. Moore and intuition of good
Jeremy Bentham
John Stuart Mills
utilitarianism
act and rule utilitarianism
"pig philosophy"
virtue ethics
John Rawls
"veil of ignorance"

"I am sorry that I have had to leave so many problems unsolved. I always have to make this apology but the world really is rather puzzling and I cannot help it." - Bertrand Russell

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