INTRODUCTION TO PHILOSOPHY

PHIL 251

HARDING UNIVERSITY

SPRING 2009

 

MWF  10:00-10:50      MCIN 350

 

Instructor: Dr. K. Stanglin

Office phone: 279-4620

Email: kstanglin@harding.edu

Website: www.harding.edu/kstanglin and www.facebook.com

Office hours: MCIN 209, 1:00-5:00 (MW), 2:00-4:00 (F)

I want you to do well in this course, so please let me know if you are having difficulty with the class material.

Office phone, hours, and email should suffice for class business. 

 

Course Description (from catalog):

Philosophical problems, methods of approach, and modes of thought.  A brief survey of representative philosophies.

 

Core Values:

dia; ga;r to; qaumavzein oiJ a[nqrwpoi kai; nu`n kai; to; prw`ton h[rxanto filosofei`n. Aristotle Metaphysics A 2 9826 12f.

 

“Quamvis enim melius sit bene facere quam nosse, prius tamen est nosse quam facere.” Charlemagne, Epist. III, AD 787, in PL 98:895b

 

“It takes much more cleverness to understand a philosophy than to refute it.”

Etienne Gilson

 

Course Objectives:

In light of the university’s mission and objectives, the student who successfully completes this course will be able to:

1. Describe the prominent movements of classical philosophy.

2. Survey the great thinkers in the history of western philosophy.

3. Summarize key themes from Plato’s Republic.

4. Use basic logic and philosophical vocabulary to form and assess arguments.

5. Describe the main sub-disciplines of philosophical inquiry.

6. Discuss, understand, debate, and evaluate various positions on the most profound questions of life.

7. Articulate and defend your own worldview.

 

Required Course Textbooks:

Plato. Republic. Trans. Robin Waterfield. Oxford World’s Classics. Oxford: Oxford University Press, 1993.

 

Pojman, Louis P. and Lewis Vaughn. Philosophy: The Quest for Truth. Oxford: Oxford University Press, 2008.

 

Attendance Policy:

Students are expected to attend classes regularly.  In the event of illness, family emergency, a school-sponsored activity, or an extenuating circumstance, it is the responsibility of the student to notify the instructor as soon as possible of the reason for the absence.  With regard to excuses, I defer to the criteria set by Academic Affairs.  A doctor’s note is required for excusing personal illness.  Print a hard copy for my records.  N.B.: Excuses will not be accepted more than one week after returning to class.

 

The official policy of COBR states that the equivalent of one week of unexcused absences (3) is allowed in this class.  Each additional absence above 3 automatically reduces your final grade by three percentage points.

 

You will be considered tardy if you are not present when the roll is checked or if you leave during class.  3 tardies = 1 unexcused absence.  If you come in more than 10 minutes late, or leave before the end of class without telling me why, you will be counted absent, and will not be allowed to take the test or quiz.

 

Students with Disabilities:

It is the policy for Harding University to accommodate students with disabilities, pursuant to federal and state law.  Therefore, any student with a documented disability condition (e.g., physical, learning, psychological, vision, hearing, etc.) who needs to arrange reasonable accommodations, must contact the instructor and the Disabilities Office at the beginning of each semester.  (If the diagnosis of the disability occurs during the academic year, the student must self-identify with the Disabilities Director as soon as possible in order to get academic accommodations in place for the remainder of the semester.)  The Disabilities Office is located in Room 102 of the Lee Academic Center, telephone, (501) 279-4019.

 

Assessment:

Harding University, since its charter in 1924, has been strongly committed to providing the best resources and environment for the teaching-learning process. The board, administration, faculty, and staff are wholeheartedly committed to full compliance with all criteria of the Higher Learning Commission of the North Central Association of Colleges and Schools. The university values continuous, rigorous assessment at every level for its potential to improve student learning and achievement and for its centrality in fulfilling the stated mission of Harding. Thus, a comprehensive assessment program has been developed that includes both the Academic units and the Administrative and Educational Support (AES) units. Specifically, all academic units will be assessed in reference to the following Expanded Statement of Institutional Purpose: The University provides programs that enable students to acquire essential knowledge, skills, and dispositions in their academic disciplines for successful careers, advanced studies, and servant leadership.

 

Academic Honesty:

Harding University places a high priority on honesty and a biblical commitment to truth.  Incidents of cheating, plagiarism, or any other activities deemed dishonest will result in penalties.  These penalties may range from receiving a zero (0%) on the assignment to failing the course or dismissal from the school.  (According to Webster’s Collegiate Dictionary, to “plagiarize” is to steal and use as one’s own the ideas, words, etc., of another.  Collaborating on written assignments that should be done individually would fall under this category of dishonesty.)

 

Classroom Expectations and Decorum:

I expect your best effort and cooperation.  I also expect all students to behave in a Christian manner in and out of the classroom.  Appropriate behavior includes abiding by the conduct and dress codes set by the university.  Turn off all cell phones.  Do not even bring them on test or quiz days.  Do not eat food in the classroom. Only drinks in spill-proof containers are allowed in class.  If you make a mess, it is your responsibility to clean it up or pay for it to be cleaned.

 

If it looks to me like you are sleeping in class, I will ask you to leave and it will be counted as an unexcused absence.

 

You may use laptops only for taking notes.  If you use a laptop, you must sit on the front row.

 

Class will be dismissed when I finish, not necessarily when the bell rings.

 

Course Requirements:[1]

1. Daily reading, class preparation, and participation.  Every student should carefully read all required readings.  Philosophy takes a long time to read and comprehend, so plan accordingly.  It is hard work with a great reward.  The class time will depend on each student being prepared to ask and respond to questions connected with the readings.  In addition, many class periods will involve small group discussions.  (20 pts.)

 

2. The student should keep a notebook containing all lecture notes and handouts.

 

3. Pop quizzes.  Periodic quizzes will be given over the readings due each Monday.  These quizzes will generally cover objective questions and important vocabulary.  (Ca. 70 pts.)

 

4. Response papers.  You must give three formal, written responses to pre-selected sets of readings in preparation for small group discussion which will take place on the assigned due dates (see schedule).  (50 pts. each = 150 pts.)

            Each paper must be single-spaced, between 400 and 600 words total, and divided into two sections: a) understanding and b) evaluation.

            a) Write a summary paragraph of the author’s position.  What is the main issue being addressed, what is the author’s position, and how does he arrive at it?  Write in anticipation of defending your answers before your peers.

            b) The remainder of the paper consists of your personal response and assessment of the issue and argument raised in the reading.  What is your conclusion on the issue (one paragraph)?  How do you arrive at this conclusion (two paragraphs)?  Finally, how could (or does) this issue impact your life at all?

 

5. Geriatric interview.  At some point this semester, conduct a one-hour, face-to-face interview with an older person (55+).  In general, the older, the better.  The purpose of the interview is to gain practical wisdom that you might not find in our philosophy texts.  So formulate your own good questions prior to the interview.  Either record the interview or take thorough notes.  Then write a two page, single-spaced reflection paper that includes the following: brief biographical data about the interviewee, your prior relationship (if any) with interviewee, significant and memorable moments in the interview, what beneficial wisdom you took away/learned from the interview.  Paper due April 24.  (50 pts.)

 

6. Media clip presentation.  Anytime before Week 15, you must present to the class a media clip that relates to a topic in the week’s lectures or readings.  Look ahead in the syllabus and readings to get an idea of what is to come.  The “clip” can come from a newspaper or magazine article, a television or online news agency, or, in qualified cases, YouTube.  In the presentation, which will be 3 to 5 minutes long, you will summarize the clip, tell why you chose it and how it relates to a topic in the course.  Raise a question that will spark class discussion, which we will take up for the 5 minutes after the presentation. 

            It is important that, at least 24 hours before the presentation, you email the link (or a scan) to me and include an abstract of your presentation.  The clip must relate to a topic covered no earlier than the prior three class periods.  If I approve of the clip, I will then forward it to the class.  As a class member, you should check your email faithfully and be familiar with each student’s clip before coming to class.  (50 pts.)

 

7. Worldview paper.  Write a two page, single-spaced paper in which you articulate your worldview.  Specifically, you will respond to the questions I will give you before Week 15.  Due April 29.  (50 pts.)

 

8. Exams.  You will take two unit exams and one comprehensive final exam.  (100 pts. each = 300 pts.)

 

9. Ad hoc assignments.

 

Extra Credit: Preparation in pairs.  Pair up with another class member for one hour a week of outside class study (total of 12 weeks/hours).  The one hour together will be spent in discussion of the texts and lecture topics.  Both participants must have read the text(s) under discussion prior to the weekly meeting.  Each participant will write a full one page (single-spaced) original report (not one report for both participants) of each meeting that includes the following: time of meeting, texts and/or lecture topics under discussion, problems encountered and/or resolved, and positive benefits of the session.  These reports are due the next class period after each meeting.

            The rationale is that both students will benefit from the sessions.  It is fine if one student tends to know more answers than another, and they end up being a “tutoring” sessions.  The student who teaches and the one who learns in the sessions will both grasp the material better as a result.  Problems will be clarified, or perhaps unsolved problems can be brought before the class the next day.  The caution, however, is that both students must adequately prepare for their sessions.

            If twelve meetings are conducted and all reports are satisfactory and sent in on time, one’s final average may be raised up to 10 percentage points.

 

Grading Scale:      ca. 690 points total

 

90-100% = A     80-89 = B     70-79 = C     60-69 = D      0-59 = F

 

Although it is your responsibility to keep up with your grades and absences, I will periodically post them on my website.  Check your grades with your last name and password (H number).  If the numbers are incorrect, I will gladly correct them.  Otherwise, final grades are non-negotiable.

 

Course Schedule:

Wk. 1, 1/12                 Syllabus.  Introduction to the course.  Historical survey of philosophy.

 

1/19                            MLK Day.  No class.

 

Wk. 2, 1/21                 PV 1-3.  Topical survey of philosophy.  What is philosophy?

 

Wk. 3, 1/26                 PV Excursus.  Forms of argument and fallacies.

 

Wk. 4, 2/2                   Republic, Introduction.

 

Wk. 5, 2/9                   Republic, ch. 1.

 

Wk. 6, 2/16                 Republic, chs. 5, 7.

 

Wk. 7, 2/23                 Republic, chs. 8-9.  Response Paper 1 (3 similes) (W).

 

Wk. 8, 3/2                   Exam 1 (M).  Republic, ch. 11. 

 

3/9-13                         READING BREAK

 

Wk. 9, 3/16                 PV 22-25.  The question of knowledge, Cartesian doubt, Locke.

 

Wk. 10, 3/23               PV 27-30.  Response Paper 2 (PV 29-30) (W).  Truth, rationality.

 

Wk. 11, 3/30               PV 32, 34, 36.  The mind-body problem.  What am I?  Dualism.

 

Wk. 12, 4/6                 Exam 2 (M).  PV 40-41.  Who am I?  What defines the self?

 

Wk. 13, 4/13               PV 65-67.  Response Paper 3 (PV 65) (W).  Political philosophy.

 

Wk. 14, 4/20               PV 69-72, 74.  Geriatric interview due (F).  Meaning of life.

 

Wk. 15, 4/27               Worldview questions.  Worldview Paper (W).  Conclusion. 

 

 

 

 

INTRODUCTION TO PHILOSOPHY: BIBLIOGRAPHY

 

Avey, Albert E. Handbook in the History of Philosophy: A Chronological Survey of Western Thought, 3500 B.C. to the Present. 2nd ed. New York: Barnes and Noble, 1961.

 

Copleston, Frederick. A History of Philosophy. 9 vols. Garden City: Image Books, 1962–75.

 

Dummett, Michael. Origins of Analytic Philosophy. Cambridge, MA: Harvard University Press, 1993.

 

Grenz, Stanley J. A Primer on Postmodernism. Grand Rapids: Eerdmans, 1996.

 

Höffding, Harald. A History of Modern Philosophy: A Sketch of the History of Philosophy from the Close of the Renaissance to Our Own Day. 2 vols. Trans. B. E. Meyer. 1900; reprint, New York: Dover, 1955.

 

Moreland, J. P. and William Lane Craig. Philosophical Foundations for a Christian Worldview. Downers Grove: IVP Academic, 2003.

 

Morris, Thomas V. Making Sense of It All: Pascal and the Meaning of Life. Grand Rapids: Eerdmans, 1992.

 

Munson, Ronald and Andrew Black. The Elements of Reasoning. 5th ed. Belmont, CA: Thomson Wadsworth, 2006.

 

Plato. Republic. Trans. Robin Waterfield. Oxford World’s Classics. Oxford: Oxford University Press, 1993.

 

Pojman, Louis P. and Lewis Vaughn. Philosophy: The Quest for Truth. Oxford: Oxford University Press, 2008.

 

Rice, Daryl H. A Guide to Plato’s Republic. New York: Oxford University Press, 1998.

 

Rogers, Arthur Kenyon. A Student’s History of Philosophy. Rev. ed. New York: Macmillan, 1918.

 

Sire, James W. The Universe Next Door: A Basic Worldview Catalog. 4th ed. Downers Grove: InterVarsity Press, 2004.

 

Soccio, Douglas J. How to Get the Most out of Philosophy. 5th ed. Belmont, CA: Wadsworth, 2004.

 

Sprague, Elmer. What Is Philosophy? A Short Introduction. New York: Oxford University Press, 1961.

 

Stenmark, Mikael. Rationality in Science, Religion, and Everyday Life: A Critical Evaluation of Four Models of Rationality. Notre Dame: University of Notre Dame Press, 1995.

 


[1] Course requirements and schedule are subject to change.