PHILOS 101, SPRING 2013                                     Dr. Andrew Jones-Cathcart

Introduction to Philosophy                                         Andrew.Jones-Cathcart@canyons.edu

MW 8:00-9:20                                                            Office:  HSLH 326; Phone:  5378 

SCOH 201                                                                   Off.  Hours:  MW 10:55 - 12:25 and by appointment

Web:  www.canyons.edu/faculty/jonesa                                                            

"The unexamined life is not worth living."          

  - Socrates (470-399 B.C.E.), as reported in Plato’s Apology             

Course Description

This course introduces students to philosophical reasoning and the kinds of problems that have fascinated philosophers for over 2,500 years.  These problems can be grasped most easily in the form of different questions which philosophers ask about the world and try to answer in a rational manner.     

Examples of these sorts of questions include

·       What is the nature of reality?  What makes something real?  How can I know that what seems real to me is not an illusion?

·         Do I have free will?  Am I responsible for my decisions, or is my conduct predestined or programmed like a robot or a computer?

·         What is truth? How do I know that something is true? Is anything ever absolutely true (or false), or is truth a social construction, i.e. something created by our social circumstances?

·         What is the relation between the mind and the body?  Is there a "soul"?  Does "soul" exist after the body perishes? How do I know that other minds or people exist?

·         Am I the same person I was ten years ago or the same person I will be ten years from now? What makes me a person (or a self) in the first place?

·         Is anything ever right or wrong absolutely?  Is it ever right (or wrong) to judge other people's choices?  What makes an action good or bad in a moral sense?  Can we ever know that an action is morally good or bad?

·         What is the relation between religious faith and reason?  Is there a god?  Is it possible to prove that god exists?  If an all-powerful, all good god does exist, then why is there evil and suffering in the world?

·         Does life have a meaning, or is it a meaningless absurdity?  

These questions have proved to be difficult, if not impossible, to resolve to any satisfactory degree in other disciplines, such as the natural sciences, mathematics, and social sciences, which you may have studied already or will study in the future.  Nevertheless, these are the sorts of questions which human beings have always asked out of a sense of philosophic wonder or curiosity, and as long as human beings exist, there will be a need to go on looking for answers to questions such as these.

Philosophy is the rational search for a resolution to these questions, and in this class we shall look at a number of philosophical readings which attempt to resolve some of them.  In particular, we shall concentrate on three major areas of philosophy: epistemology (which asks what knowledge is and how we know anything at all), metaphysics (which asks about the nature of reality), and ethics (which asks about the nature of morality).  The readings will be drawn from a variety of contemporary as well as historical sources.  Although the bulk of the readings are from the Western philosophical canon, whenever possible, we shall point out similarities and differences between Western and Eastern traditions.  Thinkers and historical periods in philosophy typically explored in this course include: ancient philosophy (Socrates and Plato), mediaeval philosophy (Anselm and Thomas Aquinas), modern philosophy (Descartes, Locke, Berkeley, Hume, Paley, Holbach, and Kant), late modern/nineteenth-century philosophy (Mill, Kierkegaard, and Nietzsche), and twentieth-century/contemporary philosophy (James, Stace, Russell, Taylor, Benedict, Rachels, Sartre, and Singer).

Texts (all required)

Abel, Donald C. Fifty Readings in Philosophy. 3rd Ed. McGraw-Hill, 2008. (ISBN = 9780073535708)  (The 4th edition is fine, too.) 

Kierkegaard, Søren. The Seducer's Diary. Trans. Hong. Foreword by Updike. Princeton, NJ.: Princeton University Press, 1997. (ISBN = 691017379) 

Lavine, T.Z. From Socrates to Sartre. New York: Bantam Books, 1989. (ISBN = 0553251619) 

Plato. The Last Days of Socrates. Trans. Tredennick. Preface Harold Tarrant. Penguin, 1995 (ISBN= 014044582X) 

Sartre, Jean Paul. No Exit and Three Other Plays. Trans. Lionel Abel. Vintage International, 1989. (ISBN = 0679725164)

Overall Student Learning Outcomes

§  Students will be able to explain the core problems in philosophy and why they matter.

§  Students will be able to synthesize and justify their own viewpoints on philosophical problems studied.

§  Students will be able to critically evaluate competing viewpoints in relation to the philosophical questions that are being investigated. 

Students will learn how to apply these critical thinking skills at the college level.  This will require not only that students learn to read, understand, and reflect on material containing complex arguments, but also to write papers in which they defend a thesis using reasonable evidence.    

Course Requirements, Policies, and Grade Calculation

·         Students are expected to come to class prepared to discuss the material assigned for that class meeting.  This means that all students should read the day's assignment before coming to class.   This does not mean that students are expected to master all the material prior to coming to class.  In fact, the best philosophy students are often those who come to class with thoughtful questions or ideas about the readings.  So take notes when you read!  Read actively, not passively, and come to class ready to explore the material!  You should expect to read each assignment at least three times:  once before class, once again after we've gone over the material (when it's still fresh in your mind), and once again when writing a paper or preparing for a test. 

·         Class participation will be a factor in a student’s overall grade (see below).  Since students must attend class to participate, frequent lateness and/or absenteeism will result in a lower overall grade.  In addition, students who are ill-prepared for class, e.g. have not done the reading, do not bring books to class, etc., will have their final averages docked.  Furthermore, students who miss class will often find they miss pop-quizzes on the readings (see below), which cannot be made up.  Absenteeism is considered excessive if you miss more than three (3) classes.  Use these absences wisely; I do not accept excuses for any absences.  In addition, students who arrive late to class and wish to be counted as present should speak to the instructor at the end of the class period.  This will help avoid unnecessary interruptions of valuable class time.

·         Unless students fail to attend on the first day (in which case, you will be dropped from the class), your instructor will assume that you plan to continue with the course even in cases in which you are absent.  It is your responsibility to ensure that you are dropped from the course prior to the last drop date.   

·         If applicable, late papers will be docked one letter grade for each day of the week they are late, e.g. a “B” paper due on a Monday will become a “C” if handed in on that Monday, a “D” on that Wednesday, and so on.

·         The grade will be factored in the following manner:

2 EXAMS – 100 points each (200 points total)

FINAL – 150 points

PAPER - 50 points  (We may use Turnitin.com this semester.  Information will be given before the assignment is due.)

 Miscellaneous Pop-Quizzes and Class Participation – approx. 30-50 points

= approx. 450 points

Students should purchase a package of 3x5, white, lined notecards for pop-quizzes.  We’ll likely have between 15 and 25 quizzes, so purchase enough for this number of quizzes.

·         Students are expected to bring the book(s) and, when applicable, the relevant homework, handouts, and/or other printed materials to class.  Students who consistently fail to do this will have their final averages docked.  Participation requires interaction, preparation and class materials.  Students who are not prepared for class will have their final averages docked. 

·         Students will need to bring Scantron sheets and blue test booklets to class on exam days.

·         All tests, including the final, will be comprehensive.

 Make-Up Policy

      A verified medical emergency or a verified death in the immediate family are the only circumstances in which a makeup for any assignment will be allowed.  Students who know in advance that they cannot make it to an examination or hand in work on time must contact the instructor prior to the time the assignment is due in order to determine whether or not a make-up or extension can be granted.  Typical acceptable non-emergency situations include jury duty, religious observances, and military orders.   Failure to discuss your circumstances with the instructor will result either in a zero for the assignment (in the case of a test) or a reduction in the grade for the assignment (in the case of a late paper; see the section on requirements above). 

Academic Dishonesty

      No form of academic dishonesty, e.g. cheating, plagiarism, etc., will be tolerated.  Here is the COC statement on academic dishonesty: 

      http://www.canyons.edu/Faculty/jonesa/coc_statement_on_academic_integr.htm

      If you do not understand what constitutes dishonesty in an academic setting, please consult your instructor.  Here is a recommended internet link resource about one form of academic dishonesty, plagiarism:  www.glendale.cc.ca.us/library/research/plagiarism.html.

      This link is included here because every student is expected to understand what plagiarism is and how to avoid it.  According to C.O.C. policy, it does not matter whether or not a student commits plagiarism or cheats knowingly; if you are a student at the college-level, you are responsible for insuring that your work is really your work, and not someone else’s.  Although completely unnecessary and avoidable, academic dishonesty is a sad reality for some students.  All cases of academic dishonesty will be reported to the philosophy department chair, as well as the appropriate C.O.C. dean(s) who will determine what consequences will follow.  Plagiarism and/or cheating of any kind typically results in a failing grade for the assignment or course, probation, or even explulsion from the school.   

      Note: All papers you submit for this class must be properly cited according to a recognized and accepted style. The most common styles for humanities courses are the M.L.A. format, the Chicago style, or the Turabian style. A good online resource for styles can be found at:

                              http://www2.liu.edu/cwis/cwp/library/workshop/citmla.htm

      Any typed essay assignment that is turned in with numerous grammatical or spelling errors will be returned to the student ungraded.  The student may then turn in the essay after proper editing, but will be penalized the equivalent of one entire letter grade for each day it is late.   The TLC Lab is useful for help in this area.  (There are even philosophy tutors now!)  It's located in the newer part of the COC library.  http://www.canyons.edu/offices/tlc/

Disruptive Behavior

      No offensive or inappropriate behavior is allowed in class.  An atmosphere of mutual respect shall be accorded to all persons in the class at all times.  Consistent lateness, absenteeism, talking, eating,  sleeping, reading, using electronic devices, and other distracting behavior are all examples of inappropriate and disrespectful conduct.  If you have a cell-phone, please either turn it off for the duration of the class or do not bring it to class.  Students not observing these rules will be asked to leave class.

      What about electronic devices, e.g. mobile phones, iPods, and so on?

      If you have a cell-phone, please either turn it off for the duration of the class or do not bring it to class.  If I catch a student texting, surfing or using any electronic device in class, that student will need to leave class for the remainder of the class period.  If this occurs, any work done in that class, including pop-quizzes, will not be counted.  Students may use a computer to take notes with two provisos:  1) you may not sit in the back row with a computer, and 2) you may only use the computer to take notes, not to surf.  Again, a warning will be issued to students not following these rules.  Students not observing any of these rules will be asked to leave class.  On days on which there is a pop-quiz, a student who violates these rules and who is asked to leave class will receive a zero for the day.

      Disabilities Notice

      Any student with a disability or any other special condition should immediately contact the

      appropriate person in Disabled Student Programs and Services (D.S.P.S.) in Seco-103 in order

      to obtain a letter of accommodation to be presented to the instructor.  Please do this at the

      beginning of the semester.  D.S.P.S. can also be reached via phone at (661) 362-3341.  Other

      information may be obtained at http://www.canyons.edu/offices/dsps/.

Miscellaneous

Although I encourage students to contact me via email (by far the easiest way of reaching me), I do not accept assignments via email, nor do I accept anything via attachment.

All papers must be stapled and typed.  On each page of your papers, your first and last name should appear.

Philosophy is a difficult subject to learn, and these readings require very careful reading (and re-reading).  Although some of the assignments may appear short or easy, students are forewarned that simply passively reading assignments without taking notes, coming to class, asking questions, and reflecting on the content is not sufficient for doing well in the class.

Should change become necessary, this syllabus, including the course schedule, is subject to change in order to reflect the specific needs, pacing, and circumstances of this class.  Any changes will be announced in class prior to going into effect.

E-mail:  Your success in this course is important to me, and I encourage you to communicate with me whenever you have questions or concerns.  For this reason, I have office hours, I often talk with students after class, and I endeavour to answer questions via e-mail promptly.  Given the sheer volume of e-mail I receive each week, I try to balance the time spent responding to these messages with other responsibilities, such as preparing lectures and grading.  To this end, I will check e-mail usually twice (in the morning and in the early evening) each day Monday-Friday, and less frequently during the weekends.  Monday-Thursday after 7:00 p.m. I will typically not answer e-mail until the next day, and typically not until Monday if sent late on Friday or during the weekend.

COURSE SCHEDULE, SPRING 2013

Below you will find a list of topics for discussion, most of the reading assignments for particular days, and test and paper due dates.  Although we will endeavor to stay as close to this schedule as possible, it is sometimes the case that changes will need to be made in order to accommodate the needs of the class.  Any changes will be announced in class. 

This schedule is tentative and subject to change.  Readings/topics listed to the right of specific dates are scheduled to be discussed on that date.  We shall endeavour to stay as close to this schedule as possible.  Nevertheless, given the pace of this particular class, we may sometimes be ahead or behind this schedule, so students should always keep up with what has or has yet been covered in class.

Week One:

2/4:   Introduction to the Course and Syllabus

2/6:  The Euthyphro (Plato)

Week Two:

2/11:  Finish the Euthyphro.  Start the Apology (Plato).  The charges against Socrates and the nature of Socratic method.

2/13:   Finish the Apology; Russell’s “The Value of Philosophy” (Abel) and http://en.wikipedia.org/wiki/Milgram_experiment

Week Three:

2/18:  NO CLASS -- PRESIDENT'S DAY

2/20:  the classical branches of philosophy; Plato's Republic (Abel); Lavine 20-42

Week Four:

2/25:  Descartes’ “Meditations” (Abel) and Lavine pages 90-131 for Monday.

            2/27:  Continue Descartes

Week Five:

3/4:  finish Descartes

3/6:  Hume’s “An Enquiry Concerning Human Understanding” (Abel) and pages 134-169 in Lavine              

Week Six:

 3/11:  Hume cont’d

 3/13:  EXAM 1

Week Seven:

3/18:  d'Holbach's "The System of Human Freedom" (Abel)

3/20:  Stace's "The Problem of Morals" (Abel)

Week Eight:

3/25:  James’ “Dilemma of Determinism” (Abel)  

3/27:  T.B.A.   

Week Nine:  4/1-4/7  NO CLASS -- SPRING BREAK

Week Ten:

4/8:  “No Exit” by Sartre and pages 322-384 in Lavine 

4/10:  Sartre, cont’d

Week Eleven:

4/15:  Kierkegaard’s Seducer’s Diary (Updike preface, pages 1-50)

4/17:  Kierkegaard, cont’d

Week Twelve:

4/22:  finish Kierkegaard

4/24:  EXAM II

Week Thirteen:

4/29:  T.B.A.

5/1:    Hobbes' Leviathan (Abel)

Week Fourteen:

5/6:  PAPER DUE; read Locke’s “The Second Treatise of Government” (Abel)

5/8:  Marx’s and Engels’ “Manifesto of the Communist Party” (Abel)

Week Fifteen:

5/13:   Hume on personal identity  (Abel 259-264)

5/15:   T.B.A.

Week Sixteen:

             5/20:  T.B.A.

             5/22:  T.B.A.

Week Seventeen:

            5/27:  NO CLASS -- MEMORIAL DAY

            5/30:  FINAL