Introduction to Philosophy

Introduction to Philosophy

GET THINKING STUDENT INFORMATION 1. Different people use the same words for colours but their experience of that colour is not the same. Colours you see depend on the precise structure of your brain and everyone s brain is unique. 2. Our life after death depends on what we did throughout our whole life, not just what we did just before our death. If someone has a car accident and her personality changes from a nice one to a nasty one and she dies a year later, it seems unfair that she should be punished for this. 3. Scientific theories change all the time so in the future scientists could believe almost anything, even go back to thinking the sun goes round the earth. With all the discoveries being made in science now, it is impossible to know just what they will discover next. 4. Most of what we believe, including beliefs about right and wrong, is unscientific rubbish. We get ideas about right and wrong from our parents but there is very little evidence to prove that they are true. This is ***** In centuries to come, people will look at what we believe as superstitious nonsense. Philosophy: Introduction to Philosophy 1

GET THINKING This task will get you thinking for yourself and show you that people all think in very different ways. Read the sheet with the 4 claims on it. Think about each of them. After you have found your reactions; see which of the 4 reactions (a) to (d) is nearest to what you think. Write down your answers e.g. 1 (b) 2 (c) (a) Silly: Does not make sense (b) Impossible: There is no way this could be right. (c) On the way to Although I don t agree with how it is The truth: written here, there could be good reasons for believing this. (d) True: I agree with this. This activity adapted from an activity in Morton,A Philosophy in Practice Blackwell (Oxford 1996) Philosophy: Introduction to Philosophy 2

What I Believe The beliefs that you have, will influence what you think the purpose of life is (if anything!). This task allows you to look at what is important in your life. Instructions Look at the following list and choose the 10 most important beliefs for you. Write them down in order of importance. Having time alone Having time to use my imagination and creativity Being healthy Being liked by other people Earning and having money Loving and being loved Having free time Getting to know myself better Having a happy family Doing well in school Appearance (dressing and looking good) Being a responsible person and feeling in control Being smart and intelligent Philosophy: Introduction to Philosophy 3

THE MEANING OF LIFE This task will help you to reflect on what you think life is about and hear the ideas of other people in your group. Read the following quotes and decide which ones you Agree with Disagree with Be prepared to give reasons for your answers. Life is like a box of chocolates.you never know what you are going to get Life s a bitch..and then you die Life is love, joy and valuing each other Life is full of ups and downs Life is what you make it Philosophy: Introduction to Philosophy 4

Taking notes * Read the following information * Take notes in the boxes provided T.Nagel What does it all mean? Chapter on the purpose of life. Why do some say that nothing matters? Why is it hard to find a point to life? Why can t we just say we matter to others? What does he think about us serving God? Why does Nagel think we shouldn t worry about finding the meaning of life? Philosophy: Introduction to Philosophy 5

ANALYSING ARGUMENTS STUDENT INFORMATION One of the most important skills in philosophy is being able to see whether an argument is a good one or a bad one. You will learn this skill so read on! WHAT IS AN ARGUMENT? This might seem like a silly question obviously an argument is when 2 or more people disagree about something e.g. You can t stay out till 11pm I will if I want to! The definition above is true but it is a limited definition. Look at this example and compare it to the first. What is different about it? You can t stay out till 11pm. Why not? Everyone else can! The first example is just two people disagreeing. In the second example the girl gives a reason for her point of view. This means her dad will have to think of a response. His response should try and give her a reason to justify his position. An argument must include one reason and one conclusion with the reason intended to support the conclusion. Giving reasons to support a conclusion is crucial in an argument. Philosophy: Introduction to Philosophy 6

Exercise on finding arguments Which of the following passages are arguments and which are not? 1. Banning the sale of fur would not be a good idea. It would mean the price of fur on the black market would increase enormously. 2. Cigarette makers in Britain have to put health warnings on their adverts. Young people are most likely to buy cigarettes that are heavily advertised. Cigarette advertising has been banned in some countries. 3. Local councillors are there to serve everyone in the community. The only way to do this properly is to be independent of any political party. Local councillors should be independent of any political party. How can learning about arguments improve our thinking? They are used in every area of life at work, in education, at home. It also helps if you are arguing with a friend you might actually be able to keep calm! When people argue, they often have bad habits, which make their argument weak. If you can spot these you can argue against them without having to put forward any of your own arguments. Being aware of bad arguing habits will also help you to make better arguments. Philosophy: Introduction to Philosophy 7

CRITICAL THINKING SITUATIONS: Critically examine a popular film. Critically examine a television show. Critically examine a magazine advert. CRITICAL THINKING PROCESS 1. Choose your subject. 2. Ask questions about the subject: get some headings. What are the positive characteristics of this subject? What are the negative characteristics of this subject? 3. Gather information for your headings. 4. Review the information: Are there more positive than negative characteristics? 5. Decide how you react to the subject. Philosophy: Introduction to Philosophy 8

CRITICAL THINKING SITUATIONS: Critically examine the idea that life has a purpose. CRITICAL THINKING PROCESS 1. Choose your subject. 2. Ask questions about the subject: get some headings. What are the positive characteristics of this subject? What are the negative characteristics of this subject? 3. Gather information for your headings. 4. Review the information: Are there more positive than negative characteristics? 5. Decide how you react to the subject. Philosophy: Introduction to Philosophy 9

IS EATING PEOPLE WRONG? Discuss. What is your initial reaction to the idea of eating another human being? Could you ever eat human flesh? Are there any circumstances in which you think it might be acceptable to eat human flesh? If someone had to be killed so that others could live by eating their flesh, what kinds of factors should be taken into consideration to decide whom it should be? Philosophy: Introduction to Philosophy 10

The Queen v Dudley & Stephens (Queen s Bench Division 1884) STUDENT INFORMATION In November 1884, Thomas Dudley and Edward Stephens were charged with the murder of Richard Parker. The jury couldn t reach a firm verdict. These are the facts of the case: On 5 th July 1884, Dudley, Stephens, another man Brooks and a cabin boy called Parker, were the crew of a registered English vessel which was caught in a storm 1600 miles from the Cape of Good Hope. The men had to abandon ship and use the lifeboat. They had no supply of water and no supply of food except two pounds of turnips. For three days they had nothing else to live on. On the 4 th day they caught a small turtle which was the only food they had up to the 20 th day when the act now in question was committed. The turtle lasted till day 12 and for the next 8 days they had no food. The only fresh water they had was any they collected in their capes from the rain. They were 1000 miles away from land. On the 18 th day, when the men had been without food for 7 days and without water for 5, the 3 men Dudley, Stephens and Brooks had a meeting. It was suggested that someone should be sacrificed to save the rest. Brook said no and the boy, to whom they were understood to refer, was not consulted. On the 19 th day, Dudley and Stephens talked about their families and suggested that it would be better to kill the cabin boy and save their own lives. Dudley proposed that if there was no rescue ship in sight, they should kill the boy. The next day no ship appeared and Dudley killed the cabin boy. The boy was extremely weak and unable to resist. Stephens agreed with what Dudley did, Brooks did not. The three men fed on the body and the blood of the boy for 4 days and on this 4 th day a passing vessel picked up the boat. The three men were still alive but only just. They were taken to Falmouth and committed for trial. If the men had not fed on the body of the cabin boy, they probably would not have survived to be rescued. The boy, being in a much weaker condition, was likely to have died before them. At the time of the act in question, there was no other boat in sight. Under those circumstances it seemed to Dudley and Stephens that they were all going to die of starvation. There was no chance of saving life except by killing someone for the others to eat 1. 1 The men were found guilty of murder and sentenced to death. This sentence was then commuted to 6 months in prison. Philosophy: Introduction to Philosophy 11

Think about the case you have just read. Imagine you were on the Jury for the case. Would you have voted to acquit? If you would, is this because you think they were justified in doing what they did or because you think they should be excused for what was a wrongful action. If you would not wish to acquit, why not? Think about the 3 men - Dudley, Stephens and Brooks, in turn. What do you think of the behaviour of each of the men? What was right/ wrong about the way each of them acted? Why? Which one do you agree with most? Philosophy: Introduction to Philosophy 12

THE QUEEN VS DUDLEY AND STEPHENS 1884 Imagine. That you are one of the 3 men on the boat Dudley, Stephens or Brooks. You will play his role in a group discussion. What arguments can you use to convince the others that you are right? What arguments might they use against you? How would you respond to these? Make some notes to help you make your case. Philosophy: Introduction to Philosophy 13