Syllabus Fall 2014 PHIL 2010: Introduction to Philosophy 11:30-12:45 TR, Allgood Hall 257

Transcription

1 Syllabus Fall 2014 PHIL 2010: Introduction to Philosophy 11:30-12:45 TR, Allgood Hall 257 Professor: Steven D. Weiss, Ph.D., Dept. of History, Anthropology and Philosophy Office: Allgood Hall, E215. Office hours: 10:30-11:30 am, TR; 4:00-5:30 pm, MW; and by appointment. Office phone: (706) ; dept. phone: (706) ; fax: (706) Required Text: Co., 2002). Plato, Five Dialogues, trans. Grube, 2 nd edition (Hackett Publishing 1999). Aristotle, Nichomachean Ethics, 2 nd edition (Hackett Publishing Co., 1994). Hobbes, Leviathan, edited by Edwin Curley (Hackett Publishing Co., Woodhouse, A Preface to Philosophy, 8 th edition (Wadsworth 1

2 Publishing, 2006) 1974) Nietzsche, The Gay Science, trans. Walter Kaufmann (Random House, Sandal, The Case Against Perfection, Harvard University Press, 2007) Course Description & Goals: The overarching goal of the course is to introduce students to practice of critical, analytic thinking. By the end of the semester, students should be able to answer the question What does it mean to think like a philosopher? We begin by thinking about the various intellectual traits or virtues that the philosophical mind set embodies. Students will additionally learn to identify philosophical questions and ideas, distinguish between different types of statements (empirical, a priori and normative statements), and identify different types of definitions. Thinking philosophically also involves learning how to test philosophical definitions and theories; students will additionally learn how to distinguish between assumptions and consequences of philosophical beliefs and theories. Students will further learn about logical validity, valid and invalid logical forms, and common informal logical fallacies. In addition to displaying different modes of philosophical thinking, Plato, Aristotle, Hobbes, and Nietzsche will provide the philosophical backdrop for the course as we focus on a cluster of related philosophical questions: What do we mean by the concept of human nature? What is a good human being and what 2

3 does it mean to live a good life? The final portion of the course turn to a discussion of the quest for human enhancement and will examine the ethical issues related to the use of various biomedical technologies, e.g., cognitive enhancement drugs and genetic engineering. Students will be urged to consider how Plato, Aristotle, Hobbes and Nietzsche would respond to the quest for human enhancement Course Requirements: unannounced in-class or take home assignments (10 points each) will be given throughout the semester; take home assignments will be due the next class period. No late assignments will be accepted; the professor is not responsible for ing students the assignment should they miss class. 2. In class midterm exam and final exam (100 points each): identification, matching, short answer and mini-essay questions page paper (typed, double-space, one inch margins) is due in class on the day indicated below; no ed papers will be accepted. A letter grade (10 points) will be deducted for each day the paper is turned in late; any paper more than two class dates late will not be accepted. Course Policies: 1. Attendance is required and roll will be taken every class meeting; those who arrive late or leave early may be marked absent. More than 4 unexcused absences will result in withdrawal from the course per university policy. An excused absence must be documented (e.g., doctor s 3

4 note) and approved by the professor. An excused absence from class/exams will be granted only under extreme l circumstances e.g., medical appointments (work-related conflicts are not excused). All excused absences must be documented with corroborating evidence and will only be permitted after review by the professor. 2. Avoid late arrivals and early departures as they disrupt class. Except for emergencies, do not leave class early unless you have talked to the professor beforehand. Excessive late arrivals and early departures will result in withdrawal from the course. Students are also required to check their university account prior to class in the event that the professor needs to update students on assignments, class activities or class cancellation. 3. Success in this course requires regular attendance and careful, timely reading of all assignments and good note taking. Hard and intelligent work will be rewarded with good grades and an understanding of ideas that can be used and enjoyed throughout your life. Mediocre work will be rewarded with half-knowledge and poor grades. Earning an A requires consistently excellent work; this is distinctly possible but requires regular attendance, hard work, keeping up with the reading, and taking notes. 4. Academic integrity is more important than receiving a good grade in the course. Please review the Academic Conduct Policy (3.1.4) available at 5. Debate and discussion are encouraged in class, but no one has the right to monopolize the discussion and each of us is expected to respond thoughtfully and respectfully to those who express points of view different from our own. Consistently thoughtful and constructive participation in 4

5 class will be taken into consideration when determining the final course grade; disruptive or disrespectful behavior that impedes classroom learning may result in course withdrawal. 6. Proper classroom decorum is the standard in higher education. According to university policy, eating is not allowed in the classroom; sleeping, cell phone use, and texting are also verboten. Laptop use is restricted to class-related work. Failure to comply with these rules is disruptive and may result in withdrawal from the course. 7. Students with disabilities who qualify for services will receive the accommodations for which they are legally entitled. It is the responsibility of the student to register with the Office of Testing and Disability Services and follow their procedures for obtaining assistance. For more information: disabilities/ Grading scare:. Grades will be calculated according to the following scales: %...A points...a 89-80%...B B 79-70%...C C 69-60%...D D Below 60%...F Below F Course Objectives: The assignments require careful reading and re-reading. The first step in tackling a reading is to understand the philosophical problems, questions and issues at stake. The next step is to determine the 5

6 philosopher s considered response. What assertions or claims does he make? How does he argue for or defend his view? What are the premises and conclusion of his arguments? The final step is to evaluate critically the philosopher s assertions. Are the premises true or plausible and are they sufficient to justify the conclusion? Has the philosopher overlooked alternative ways of thinking about the problem or question under discussion. You should also consider your own beliefs and ideas and ask how you would modify or defend them in light of our discussion. Students are therefore expected to: 1. Gain an understanding of the major areas of philosophic thought and the issues, questions and problems that define them. 2. Develop a general familiarity with some of the major thinkers covered in the course and acquire a basic understanding of their beliefs, ideas and theories. 3. Learn how to recognize, analyze and critically evaluate philosophical beliefs and arguments. 4. Learn basic valid and invalid argument forms within deductive logic; learn common fallacies in informal logic. 5. Develop good reading and writing skills, i.e., learn how to read a text with attention to nuance and detail; learn to write clearly and cogently. 6. Develop one s own philosophical beliefs and ideas by testing them against competing points of view. Course Schedule: Week #1 6

7 Aug. 19: Introduction - what is the philosophical mind set? Aug. 21: The New Yorker, April, 27, 2009 Brain Gain, Margaret Talbot, see: Week #2: Aug. 26: A Preface to Philosophy, ch. I, Recognizing Philosophical Issues, pp. 1-19; ch. 2, Why Philosophize? ch. II, pp Aug. 28: A Preface to Philosophy, ch. III, Thinking Critically: Clearing Up Some Misconceptions, pp ; ch. IV, Doing Philosophy: Getting Started, pp Week #3: Sept. 2: A Preface to Philosophy, ch. V, Doing Philosophy: Further Considerations, pp Sept. 4: Ch. V continued. Week #4: Sept. 9: Sept. 11: Plato s Meno Meno continued. Week #5: Sept. 16: Sept. 18: Meno continued. s Nichomachean Ethics, Book I,. Week #6: Sept. 23: Aristotle, Book I continued.. 7

8 Sept. 25: Aristotle, Book II, Week #7: Sept. 30: Oct. 2: Aristotle, Book III. Midterm exam Week #8: Oct. 7: Oct. 9: Aristotle, Book III continued. Aristotle, Book VI. Week #9: Oct. 14: Aristotle, Book X. Oct. 16: Hobbes, Leviathan, selected passages. Week #10: Oct. 21: Oct. 23: Hobbes, selected passages. Hobbes, selected passages. Week #11: Oct. 28: Oct. 30: Hobbes, selected passages. Selected passages from Nietzsche s The Gay Science. Week #12: Nov. 4: Nov. 6: continued. continued. 8

9 Week #13: Nov. 11: Nov. 13: Nietzsche continued. Nietzsche continued. Week #14: Nov. 18: The Case Against Perfection, pp Nov. 20: The Case Against Perfection, pp Week #15: Nov. 25: Nov. 27: Paper due in class Thanksgiving break. Week #16: Dec. 2: Dec. 4: Movie: The Examined Life Finish movie; course evaluation Final exam: Thurs., Dec. 11, 1:00-3:00 pm. 9