Introduction to Philosophy
Herculean Master. So-called Sappho, fourth style fresco; Pompeii, Region VI, Insula occidentalis. A young woman is shown with a pen (stylus) that is used to enscribe writing on the wax tablets she is holding. The net in her hair is made of golden threads and typical for the fashion of the Neronian period. Wikimedia Comons. Web. 12/31/2010.
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.
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:
Assignments - 20% of your accumulative grade will be determined by a number
of essays. In these essays, you need to write a summary of certain
philosophical arguments and discuss philosophical topics critically.
Please read the information how
to critically analyze arguments very carefully. Once every second
week, we will use a computer-lab. This will give you time to work
on summaries, interpretations and philosophical arguments (1-2 pages;
double spaced 12 point font). I will give you a critical response
and a letter-grade for four of these essays. You decide, which essays
you want to have graded (please indicate clearly on the top of your
paper). You need to turn in all your essays since those without a
letter grade account for 20% of your accumulative grade as long as
I can recognize a serious effort in your work.
During the second half of the quarter, all students will be required provide an argument which critically discusses a specific philosophical argument (see list for choices under tentative readings). For the presentation, students should raise questions to initiate a lively dialog in the class room. There will be a special discussion of the project, selection of groups and issues, including an introduction to library resources. Check Blackboard for important dates. Please begin early to consider which philosophical text you might be interested in. Select bibliographic sources and materials, study those, and develop your own argument. The key question in this project will be whether the chosen philosophical argument may or may not be of any relevance today, a question that should be discussed with your fellow students. Hence, two aspects are essential for a good class presentation. The argument needs to be fairly described to allow students who are not as familiar with it to be able to discuss it intelligently. In addition, offer a provocative response regarding the relevance or non-relevance of the argument in today’s society. All students will work in groups although everyone is graded according to their own argument. Be creative in your approach to present your topic in an interesting way and prepare questions that engage the students in a debate about the topic. You want to receive constructive criticism from your peers in preparation for your final paper. For additional details and topics see the directives on Blackboard.
Mid-Term: You will be required to hand in an outline of your argument (1-2 pages), a bibliography of your sources as well as materials you use to prepare your topic. You will not be expected to discuss a complete book of a philosopher but a particular part only (e.g. one chapter from Peter Singer’s Writings on an Ethical Life. Yet you need to study the context in order to gain a more comprehensive understanding of the particular argument. Note: a Goggle search on your topic will not be sufficient. You will need to use academic sources to receive a grade C or above.
The outline needs to include the following:
- Title
- Source for the philosophical argument (primary text)
- Thesis statement
- Analysis of the argument (only bullet points)
- Premises (only bullet points)
- Conclusion
Your secondary sources must at least include one academic book and at least two academic articles dealing with your philosopher's work/topic of the argument.
Final Term Paper: For the final paper, you need to write a complete analysis and critical response (no bullet points) initially proposed in the mid-term outline (3-4 pages). Use the constructive criticism from your peers during the discussion, and comments from your instructor as well as your academic sources accessed through the library as foundation for an informed and well structured analysis and a critical response. Check information here: http://www.cod.edu/people/faculty/raepple/philosophy/Structure%20of%20an%20argument.htm
The grading criteria will particularly focus on clarity, creativity, and depth of presentation in your analysis and critical response to a philosophical argument. I will also take into consideration in which ways the paper includes review suggestions provided in response to the outline.
Please do not plagiarize. Keep in mind that this class follows the COD Student Code of Conduct http://www.cod.edu/resources/studentaffairs/conduct.pdf . The assignments must be your own work. The following website offers a comprehensive insight and examples how to acknowledge your sources: http://www.dartmouth.edu/~sources/. 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 your argumentative
skills in class discussion is vital in philosophy. Lively discussions
make this a much more interesting class. You are required
to keep a notebook with the questions for each reading. Please include
the topic of the reading and the date. Since your thoughtful and critical
contribution in these discussions accounts for 30% of your grade,
please participate regularly! The questions need to be submitted with
the term paper at the end of the semester and will be part of your
participation grade. Missing more than two classes during the semester
will negatively influence your participation grade.
Attendance
- You are allowed three absences. Yet, you are responsible to keep
up with what you missed in particular the computer sessions and assignments!
I also assume you are not one of those students slamming doors, coming
late into class. Respect for others will make this class a much more
enjoyable and dynamic place for exploring, thinking, and learning.
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Class Discussion |
30% |
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Assignments
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20%
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Outline /Presentation |
25%
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Final Paper |
25%
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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.
Faculty/Student Commitments:
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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No portion of this work shall
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the consent of the author.
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