PHI 101: Introduction to Philosophy

Syllabus: Spring 2001

Contact

Orientation

Philosophy, as an activity, is the quest for wisdom. Moreover, as the editor of our principal text stresses, philosophizing is a global pursuit. In this course we will learn philosophy by doing it. This involves reading the work of a number of philosophers (past and present, Western and non-Western) and developing our considered responses to their ideas.

The central question to be addressed in this course is this: What is the good life for human beings? There are a number of related questions we may encounter along the way: What is good? What is best? What is evil? How does one know if a thing or action is good? Is this relative to our history or culture? What is it to be a human being? How is a human different from other beings? Is there a God? What kinds of life have been proposed as good? What kind of society promotes the best life? What is the relation of the individual to society?

The answers are not obvious -- wars have been fought over these matters. One might even make a case for seeing the history of human cultures as an ongoing attempt to answer such questions as these. This semester, we will join in that effort. The British philosopher Bertrand Russell offers the following advice to us as we join the quest:

Philosophy is to be studied, not for the sake of any definite answers to its questions, since no definite answers can, as a rule, be known to be true, but rather for the sake of the questions themselves; because these questions enlarge our conception of what is possible, enrich our intellectual imagination and diminish the dogmatic assurance which closes the mind against speculation. . . . (The Problems of Philosophy)

Texts

Required:

Gary E. Kessler, Voices of Wisdom, fourth edition (Wadsworth, 2001)

Plato, Gorgias, translated from Greek by Donald Zeyl (Hackett, 1987)

Recommended:

Gibaldi, Joseph and Phyllis Franklin, MLA Handbook for Writers of Research Papers, fifth edition (Modern Language Association of America, 1999).

Assignments

Discussion Papers (9 papers, 1-2 pages each)

The discussion papers are the backbone of the course. The object of these papers is to help you comprehend the material assigned for each class session, and to prepare the ground for productive class discussion. To make things run smoothly, we will follow some established procedures.

I will provide a "Discussion Question" for each class. You will bring a typed draft answer for the Discussion Question to class. Type your name, the date, and the Discussion Question itself at the top of the page. Put your answer below. The answer need not be very long -- one to two double-spaced pages should be fine in most cases.

In class, we will divide into groups. Each member of the group will read his or her answer to the others. Everyone gets an uninterrupted say here: no one is to make responses or comments until all members of the group have read their answers. After that, discussion within the group is wide open (within the bounds of civility).

After discussion, the groups will break up and we will allow some time for you to write a short addition to your discussion paper. You may want to make no change. In that case, write "No Change" at the top of your paper. You may want to make some addition or alteration, or delete something from your answer. Make such changes on your paper. On the other hand, you may want to do the whole thing over. In that case, write "MTB" at the top of the page (for "Missed the Boat") and plan to rewrite your discussion paper for the next class.

We will reassemble to discuss the material as a class. When the time seems ripe, we will take a fifteen to twenty minute break. The break time may be used to finish your revisions, if needed. All discussion papers are to be handed in after the break. "MTB" papers will be returned to you before the end of class, and will be turned in, along with the rewrite, at the beginning of the following class.

Philosophy in Public Discourse Project: Evaluation and Report

The project is designed to help us relate current events and public discussions to the subjects and techniques studied in class. Each student will be responsible to locate a contribution to such a debate, write a brief evaluation of its philosophical aspects, and report the results to the class.

Final Exam

The final exam will consist of short-answer and essay questions. I will provide a study guide for the final no later than a week before the exam day.

Attendance

Regular attendance is necessary to receive full credit for your discussion papers. See the Attendance Policy below.

Grading

• Discussion Papers
  • 5 Graded Papers: (5 x 10% each = 50%) Discussion Papers #1, #2, #3, and two others of your choice will be turned in for a grade.
  • 6 Draft Papers: (6 x 2% each = 12%)
    2% credit for each typed draft brought to class on the designated day for Discussion Papers #4-9.
• Report and Evaluation: Philosophy in Public Discourse (13%)
• Final Exam (25%)

Grade Definitions

[ A ] Outstanding. Work displays thorough mastery of material, exceptionally good writing, and genuine engagement with the subject-matter. This grade is reserved for those students who attain the highest levels of excellence in thought and scholarship. 

[ B ] Good. Work displays accurate understanding of the material, writing is clear and free of mechanical errors.

[ C ] Fair. Work displays basic grasp of material, though there may be the occasional misunderstanding or inaccuracy. Writing quality acceptable.

[ D ] Marginal. Work displays a grasp of the material adequate for credit, but quality of work indicates lack of effort or aptitude.

[ F ] Unacceptable. Excessive absences, assignments not completed, or assignments unworthy of credit. Cheating or plagiarism will earn an automatic F for the assignment and/or the course.

Grading Scale: Numeric Equivalences

A   10	B-   6	D   2
A-   9	C+   5	D-   1
B+   8	C-   4	F   0
B   7	D+   3

Attendance Policy

If you miss the part of class devoted to discussion papers, I will still accept your discussion paper for that class. However, there will be a 3 point penalty assessed, and there is no opportunity to rewrite the paper. There will be no opportunity to make up the Final Exam.

We have a total of 12 class meetings; more than three absences will result in an automatic grade of "No Credit" (F).

Schedule

PART A: INTRODUCTION TO PHILOSOPHICAL THINKING

I. Introductory discussion (First class session)

Kessler, ch. 1

II. Nature and Goals of Philosophy: The Eastern Paradigm (Classes 2-3)

A. Buddhism The Buddha and Rahula in Kessler, ch. 3.2

B. Confucianism Lau and Confucius in Kessler, ch. 3.3 & handout

III. Nature and Goals of Philosophy: The Western Paradigm (Classes 4-6)

Plato, Gorgias

PART B: EXPLORATION OF SOME PHILOSOPHICAL ISSUES

IV. Reality (Class 7)

Laozi, Plato, Borges in Kessler, ch. 9.1, 9.2, 9.3, 9.8

V. Concepts of Justice (Class 8)

Khadduri, Rawls, King in Kessler, ch. 5.1, 5.2, 5.4, 5.6

VI. Human Rights (Class 9)

Trujillo, UN Declaration of Human Rights, Li in Kessler, ch. 6.1, 6.2, 6.3

VII. Freedom and Determinism (Class 10)

Blatchford, Sartre, Radhakrishnan in Kessler, ch. 10.1, 10.2, 10.3, 10.4

VIII. Knowledge and Belief (Class 11)

Al-Ghazali, Descartes, James in Kessler, ch. 7.1, 7.2, 7.3, 7.5

Important Dates

Drop Deadline w/Full Refund 5 pm Fri 5/11

Drop Deadline w/75% Refund 5 pm Fri 5/18

Withdrawal Deadline 5 pm Fri 6/8

Final Exam Tue 6/19

PHI 101 satisfies the General Education Philosophy and Literature Foundation Requirement.

Fulfillment of General Education Skills Goals

The General Education Skills Goals are the following:

1. To engage in articulate expression through effective writing and speaking.
   • Discussion Papers, Philosophy in Public Discourse Project, and the Final Exam all emphasize writing skills. In-class discussion of readings and discussion paper reponses, along with the oral report in the Philosophy in Public Discourse Project, emphasize effective speaking.

2. To think critically and creatively.
   • PHI 101 focuses in large part on the use of logic, argument, and imagination in philosophy. Discussion Papers and the Philosophy in Public Discourse Project are intended to develop the students' critical and creative thinking skills.

3. To locate, evaluate, and use information effectively.
   • The Philosophy in Public Discourse Project requires that students locate an article, essay, opinion piece, or other example of current public discourse, and evaluate both its content and the author's presentation from a philosophical perspective.

4. To integrate different areas of knowledge and view ideas from multiple perspectives.
   • This version of PHI 101 focuses on various central philosophical questions, which, due to their generality, draw upon virtually all areas of human inquiry. We explore multiple responses to each question, including both traditional and contemporary, Western and non-Western perspectives.