Introduction to Philosophy
Think_different 2.png. Wkimedia Commons. Oct. 2009. Web. 01/02/2012.
Who
are we? What does it mean to be human? Does God exist? Are there universal
moral values? What is "good reasoning"? You might have thought
about similar questions before and speculated about possible answers.
In the above picture, the Iranian philosopher Avicenna (980-1037 C.
E.) presents a diagram of the human mind, an early attempt to understand
how knowledge is formed. The question how human knowledge is possible
has been pursued by philosophers throughout history. Yet this question
is just one among many raised. Exploring philosophical topics in this
course will sharpen your interest in some of the puzzling questions
human beings face. The course will expand your horizon of understanding
of diverse topics, and enhance your sensibility to ask questions about
humankind's most basic assumptions, beliefs, values and ideas.
We will explore why we think what we think and
why we value what we value in conversation with philosophical texts.
It is quite likely that you might have certain thoughts and follow
common sense notions regarding many of the topics we will consider
in class since these arise from human life experience. Yet, the goal
of this class is not to simply restate what you already think and
value but to discover, rationalize, and explore a variety of possible
perspectives on questions and topics that have been raised regarding
humanity and the cosmos. Therefore, it is helpful to get to know what
others have thought before us. To consider the perspectives of various
philosophers, their thinking, reasoning, and judgment is a first step
in understanding the topics. This requires a serious attempt to recognize
philosophical arguments and to examine ideas that will come from diverse
and multicultural contexts.
Identifying questions and exploring perspectives
and ideas will prepare you for another important step, your critical
assessment of philosophical arguments. This means you will evaluate
your own position on the discussed issues and ultimately defend and
justify your philosophical views on the topics explored with your
argument. Such a learning process includes the possible challenge
to preconceptions and the willingness to be open to "listen"
to concepts that might be unusual and unfamiliar. It requires the
ability to question, rethink, and modify notions in the light of others
who present different perspectives on issues often taken for granted
in everyday life experience.
Accordingly, Philosophy 1100 introduces students to examine human nature and the world through the study of knowledge, reality, and human conduct. Designed to increase the student's self-awareness and ability to think, the central focus in this honors course will be on the question what it means to be human. Throughout history, this question has been asked, has challenged the minds of famous thinkers, and has been answered in various ways by philosophers. In this course, students will be provided with a body of philosophical writings that introduce them to a broad range of possible models on how to think about humanity and the human being. Acquiring comprehensive knowledge of these models, analyzing ideas and concepts and ultimately responding critically to these is therefore not just an exercise in reading, writing, and research. The work should allow honors students to critically investigate multifaceted perspectives with the goal to ultimately reach sound judgments about questions that are central to their own lives.
Objectives:
Upon successful completion of the course the
student should be able to do the following:
1. Recognize the meaning and purpose of philosophy as people have
pursued it in various ways
2. Define the various areas of philosophy and introduce the student
to the basic questions and problems these areas address
3. Describe some of the answers to these questions as proposed by
major thinkers and to assess them
4. Identify major types of philosophies which have emerged from the
past and the present and which are still affecting the world today
5. Make original and unexpected inferences and present new avenues
of thought
Requirements:
Readings and Responses:
Please follow the reading schedule in Blackboard and always bring the texts to class. You should have performed an initial reading, having noted questions, and underlined important passages. Philosophical texts are often challenging. I do not expect that students master the context when coming to class. As a matter of fact such a comprehensive understanding of the materials is unlikely to happen immediately. What is required of this first reading, however, is a serious effort to prepare a first reading of the material.
I will grade your reading responses twice during the semester. These responses are an important part of your overall grade in the class. Make a distinction whether the questions requires an analysis or a critical response. See the following guidelines:./Introduction to the Art of Constructive Criticism.docx which will be used as the basis for grading your responses. Please include the topic of the reading and the date for each set of responses. All responses to the questions must be in type format. I will give no points for handwritten notes.
Mid-Term:
Students also have to submit a draft analysis (mid-term) of a philosophical argument of their choice based on a selection from the various readings in class.
The analysis must include the following:
a) Title
b) Source for the philosophical argument (primary text)
c) Brief introduction to the topic in which the proposition is identified
d) Analysis of the argument selected for the paper which offers a fair representation of the problem
e) Premises
f) Conclusion
g) Bibliography including primary and secondary sources
Class Presentation: During the second half of the quarter, all students will be required to present a brief version of the argument which they plan to use as their critical response to the philosophical argument which they chose for their mid-term analysis. The content of the discussion should include the proposition and brief outline of the argument planned as the critical response to the chosen philosophical argument.
For the presentation, students should raise questions to initiate a lively dialog in the class room. The argument needs to be fairly described (analysis of the argument) to allow students who are not as familiar with it to be able to discuss it intelligently. The goal of the discussion in class is that the presenter receives constructive criticism from the instructor and peers in addition to the research performed on the topic. There will be an introduction to library resources. Check Blackboard for important dates.
Term Paper: In the final paper students are required to offer a
a) complete analysis of the chosen philosophical argument (including revisions based on the mid-term comments) and b) a critical response to the philosopher’s argument. See Grading Rubric for Philosophy Papers (Analysis and Critical Response)(1).pdf for details.
Please do not plagiarize. Keep in mind that this class follows the COD Student Code of Conduct . The assignments must be your own work. The parenthetical references, bibliography, and work cited should follow MLA style formats for all written submissions including the responses to the questions. Please think about your choices seriously. Proven plagiarism will earn you an F for the class, possibly a meeting with the Associate Vice President for Student Affairs, including a formal report and/or an appearance before a Judicial Board.
Participation - Practicing argumentative skills in class discussion is vital in philosophy. Lively discussions make this a much more interesting class. The most important preparation for the class discussion is a thorough reading of the assigned texts and response to the questions posted on Blackboard.
Attendance - Students are allowed two unexcused absences yet are responsible to keep up with what they missed and should be in contact with the instructor. Blackberries, cell-phones or other electronic devices are not permitted to be used in class. Students disregarding this rule will be dropped from the attendance list for the class period. Respect for others will make this class a much more enjoyable and dynamic place for exploring, thinking, and learning.
Course
Material
- Simon
Blackburn. Think . Oxford: Oxford University Press, 1999.
- Zen Master Dogen . Moon in a
Dewdrop: Writings by Zen Master Dogen.
Kazuaki Tanahashi ed.
I promise to give every effort
and knowledge to stimulate your interest in and curiosity about the
topics. I will meet with you to give guidance and will respond to
your work as promptly and honestly as possible. Please do not hesitate
to visit me in my office, ask questions, provide suggestions or inquire
about any other matters that seem of importance to you. If you participate
in the course, I expect you to attend classes regularly, be prepared
with your readings to make discussions profitable, and deliver your
written essays on time. In case you cannot participate in the course
any longer, you are responsible to withdraw from the course. There are also no incomplete grades given in this class.
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