2. Course Description: (as in the university bulletin):

This course provides an introduction to philosophy through the examination of philosophical problems in the classic divisions of philosophy of ethics, metaphysics, and epistemology. Students are encouraged to learn to "do" philosophy. Prerequisite: Co-requisite: ENG101.

3. Required Text/Materials:

Chaffee, John. 2011. The Philosopher's Way: Thinking Critically About Profound Ideas NY/NJ, Pearson/Prentice-Hall (Required).

4. Student Learning Outcomes (What student should be able to do at the end of course): 1. Define basic or introductory level philosophical terms. 2. Clearly articulate or identify philosophical points of view and arguments. 3. Apply philosophical ideas to issues in their own lives through developing a philosophy of life. 4. Identify the subfields of philosophy and the doctrines of representative philosophers. 5. Critically assess the validity or soundness of philosophical claims or arguments.

Course SLO	Program SLO	Core SLO	Direct and Indirect Assessment Measures
1. Define basic or introductory level philosophical terms.	Interpret and appraise major texts and philosophical systems in the history of philosophy. (Program SLO 5)	Apply information literacy/research skills to assist their systematic process of critical thought; articulating the problem; gather information from multiple sources and venues; evaluating the accuracy/thoroughness/timeliness of the collected data, and determining when/if the problem has been satisfactorily resolved (Core SLO 3).	Course and homework assignments Examinations and quizzes Term papers and reports
2. Clearly articulate or identify philosophical points of view and arguments.	Critically evaluate arguments and claims in philosophical and non-philosophical contexts. (Program SLO 3)	Think critically via classifying, analyzing, comparing, contrasting, hypothesizing, synthesizing, extrapolating and evaluating ideas (Core SLO 2).	Examinations and quizzes Term papers and reports Class discussion participation
3. Apply philosophical ideas to issues in their own lives through developing a philosophy of life.	Apply philosophical theories and normative principles to current events and broader issues pertaining to the individual and society. (Program SLO 4)	Apply information literacy/research skills to assist their systematic process of critical thought; articulating the problem; gather information from multiple sources and venues; evaluating the accuracy/thoroughness/timeliness of the collected data, and determining when/if the problem has been satisfactorily resolved (Core SLO 3).	Course and homework assignments Examinations and quizzes Term papers and reports Class discussion participation
4. Identify the subfields of philosophy and the doctrines of representative philosophers.	Analyze philosophical and logical problems. (Program SLO 1)	Apply information literacy/research skills to assist their systematic process of critical thought; articulating the problem; gather information from multiple sources and venues; evaluating the accuracy/thoroughness/timeliness of the collected data, and determining when/if the problem has been satisfactorily resolved (Core SLO 3).	Course and homework assignments Examinations and quizzes Term papers and reports Class discussion participation
5. Critically assess the validity or soundness of philosophical claims or arguments.	Create clear and cogent oral and written presentations. (Program SLO 2)	Think critically via classifying, analyzing, comparing, contrasting, hypothesizing, synthesizing, extrapolating and evaluating ideas (Core SLO 2).	Course and homework assignments Examinations and quizzes Term papers and reports Class discussion participation

5. Schedule of Learning Opportunities (Assignments):

Day	Date	Discussion Topic/Learning Opportunities
Thu	01/12/2012	Prologue: Introduction.
Tue	01/17/2012	Read Section 1.1 Thinking Critically about Life: Why Study Philosophy? pages 3-5 before today's class.
Thu	01/19/2012	Read Section 1.2 Defining Philosophy 6-9 before today's class: Philosophy Is the Pursuit of Wisdom 6, Philosophy Begins with Wonder 8, Philosophy Is a Dynamic Process 8, The Ultimate Aim of Philosophy 9.
Tue	01/24/2012	Read Section 1.3 Thinking Philosophically: Becoming a Critical Thinker pages 9-16 before today's class: Thinking Philosophically What Is Your Philosophy of Life? 11, Qualities of a Critical Thinker 12, Thinking Philosophically Who Are Your Models of Critical Thinking? 12, The Process of Critical Thinking 13, Thinking Philosophically Applying the Critical Thinking Model 16.
Thu	01/26/2012	Read Section 1.4 Understanding Arguments pages 16-24 before today's class: The Structure of Arguments 17, Evaluating Arguments 18, Deductive Arguments 20, Inductive Arguments 21, Informal Fallacies 22, Thinking Philosophically Evaluating Arguments 24.
Tue	01/31/2012	Read Section 1.5 Branches of Philosophy pages 24-31 before today's class: Metaphysics 26, Thinking Philosophically Are You Willing to Question Your Beliefs? 27, Thinking Philosophically How Do You Know What Is True? 28, Epistemology 28, Ethics 28, Thinking Philosophically Do You Have a Moral Philosophy? 29, Political and Social Philosophy 30, Aesthetics 31.
Thu	02/02/2012	Classwork 1: Quiz on Text and Classes.
Tue	02/07/2012	Read Section 1.6 Reading Critically: Working with Primary Sources pages 31-34 before today's class: Bertrand Russell, from The Value of Philosophy 32, Reading Critically Analyzing Russell on the Value of Philosophy 34.
Thu	02/09/2012	Read Section 1.7 Making Connections pages 34-37 before today's class: The Search for a Meaningful Life 34, Thinking Philosophically What Do You Hope to Learn? 37, Writing About Philosophy Analyzing Your Beliefs 37.
Tue	02/14/2012	Read Section 2.1 Socrates & the Examined Life: A Model for Humanity 41-48 before today's class: A Man of Greece 42, A Midwife of Ideas 45, The Wisest of Men? 46, Plato, from The Apology 47, Reading Critically Analyzing Socrates on Wisdom and Humility 48.
Thu	02/16/2012	Read Section 2.2 The Socratic Method pages 48-54 before today's class: Plato, from The Republic 50, Reading Critically Analyzing a Socratic Dialogue 54.
Tue	02/21/2012	Read Section 2.3 Socrates’ Central Concern: The Soul pages 55-59 before today's class: Plato, from The Apology 55, Reading Critically Analyzing the Core Teachings of Socrates 59.
Thu	02/23/2012	Comprehensive Midterm Exam.
Tue	02/28/2012	Read Section 2.4 The Trial and Death of Socrates pages 59-70 before today's class: Plato, from The Apology 60, Thinking Philosophically Countering Personal Attacks 62, Reading Critically Analyzing Socrates on Trial 70.
Thu	03/01/2012	Read Section 2.5 Making Connections: Socrates’ Legacy pages 78-80 before today's class: Thinking Philosophically Is Socrates Relevant Today? 79, Writing About Philosophy A Socratic Dialogue 80.
Tue	03/06/2012	Read Section 3.3 Michael Jackson & Descartes’ Modern Perspective on the Self pages 92 & 97-105 before today's class: Renй Descartes, from Meditations on First Philosophy 99, Thinking Philosophically Are You a Seeker After Truth? 101, Reading Critically Analyzing Descartes on the Mind/Body Problem 105.
Thu	03/08/2012	Read Section 5.4 Can Reality Be Known? Descartes pages 215-231 before today's class: Renй Descartes, from Meditations on First Philosophy 216, Reading Critically Analyzing Descartes’ Radical Doubt 227.
Tue	03/13/2012	Read Section 5.5 Making Connections pages 227-231 before today's class: Your Beliefs About the World 227, Thinking Philosophically Evaluating the Accuracy of Your Beliefs 230, Writing About Philosophy Analyzing Philosophical Themes in a Fictional Work 231.
Thu	03/15/2012	Read Section 6.1 Questioning Independent Reality pages 239-292 before today's class: Bertrand Russell, from Appearance and Reality 241, Reading Critically How Do You Know What Is “Real”? 245, Three Accounts of the Assassination of Malcolm X 292.
Tue	03/20/2012	Read Section 7.4 Can We Prove the Existence of God? pages 334-345 before today's class: The Ontological Argument 335, Saint Anselm and Gaunilo, from The Ontological Argument 335, Reading Critically Analyzing the Ontological Argument 338, The Cosmological Argument 338, Saint Thomas Aquinas, from Summa Theologica 339, Reading Critically Analyzing the Cosmological Argument 341, The Argument from Gradations of Perfection 341, The Argument from Design 341, William Paley, from Natural Theology 342, Reading Critically Analyzing the Argument from Design 342, The Argument from Morality 343, Immanuel Kant, from Critique of Practical Reason 344, Reading Critically Analyzing the Argument from Morality 345.
Thu	03/22/2012	Read Section 7.5 The Problem of Evil pages 346-350 before today's class: John Hick, from Philosophy of Religion 347, Reading Critically Analyzing Hick on the Problem of Evil 350.
Tue	03/27/2012	Read Section 7.6 Faith and Religious Experience pages 351-359 before today's class: Religious Faith as a Wager: Pascal 352, Blaise Pascal, “A Wager” from Thoughts on Religion 352, Reading Critically Analyzing “Pascal’s Wager” 354, Religious Beliefs Require Sufficient Evidence: Clifford 355, W. K. Clifford, from The Ethics of Belief 355, Reading Critically Analyzing Clifford on the Ethics of Belief 359, Religious Belief Is Legitimate and Compelling: James 359.
Thu	03/29/2012	Classwork 2: Quiz on Text and Classes.
Tue	04/03/2012	Read Section 8.1 Thinking about Ethics & Your Moral Compass pages 377-419 before today's class: Ethics and Values 379, Thinking Philosophically What Are Your Moral Values? 381, Thinking Philosophically About Ethics 381, Thinking Philosophically Making Moral Decisions 383, Martin Luther King Jr., from Letter from a Birmingham Jail 418, Reading Critically Analyzing King on Universal Values 419.
Thu	04/05/2012	Read Section 8.6 Making Connections: On Becoming an Ethical Person pages 420-423 before today's class: Robert Coles, from The Disparity Between Intellect and Character 420, Thinking Philosophically Can Morality Be Learned in College? 422, Writing About Philosophy Moral Issues in Multiculturalism 423.
Tue	04/10/2012	Read Section 9.1 Constructing an Ethical Theory & Expanding Your Knowledge of Moral Philosophy pages 427-428 before today's class.
Thu	04/12/2012	Read Section 9.4 Consequences: Utilitarianism pages 452-468 before today's class: The Greatest Happiness for the Greatest Number: Bentham 453, Jeremy Bentham, from An Introduction to the Principles of Morals and Legislation 454, Thinking Philosophically Applying the Hedonistic Calculus 459, Higher Pleasures Have Greater Worth: Mill 460, John Stuart Mill, from Utilitarianism 462, Reading Critically Analyzing Utilitarianism 464, Consider the Interests of Animals: Singer 464, Peter Singer, from Animal Liberation 465, Reading Critically Analyzing Singer on Animal Rights 468.
T-F	4/17-4/20/12	Final Exam may be on Friday 4/20/12 at 6 pm. See Registrar's Exam Schedule. You cannot take it earlier than scheduled or with another class.

6. Calculation of Final Grades:

Mid-term grade will be determined by a mid-term exam and semester grade determined by final examination (50%), midterm exam (30%), term paper on your philosophy of life using or applying all the relevant readings in our textbook (10%) and class participation/presentation (10%) minus absences or lack of attendance and/or poor participation -- unless stated otherwise on supplementary details. Unless you officially withdraw or formally request an incomplete (in writing) and submit appropriate documentation before the end of the semester, you will receive a passing or failing grade based on performance and attendance. Grading Scale: A=100-90, B=89-80, C=79-70, D=69-60, F=59-0 or for difficult exams A=100-80%, B=70-60%, C=50-40%, D=30-20%, F=10-0%. (+/- determined by curve.)

7. Attendance Policy:

Lincoln University uses the method of teaching, which assumes that each student has something to contribute and something to gain by attending class. It further assumes that there is much more instruction absorbed in the classroom than can be tested on examinations. Therefore, students are expected to attend all regularly scheduled class meetings and should exhibit good faith in this regard. For the control of absences, the faculty adopted the following regulations: 1. Four absences may result in an automatic failure in the course. 2. Three tardy arrivals may be counted as one absence. 3. Absences will be counted starting with whatever day is specified by the instructor but not later than the deadline for adding or dropping courses. 4. In case of illness, death in the family, or other extenuating circumstances, the student must present documented evidence of inability to attend classes to the Vice President for Student Affairs and Enrollment Management. However, in such cases the student is responsible for all work missed during those absences. 5. Departments offering courses with less than full-course credit will develop and submit to the Vice President for Student Affairs and Enrollment Management a class attendance policy in keeping with the above. 6. Students representing the University in athletic events or other University sanctioned activities will be excused from class with the responsibility of making up all work and examinations. The Registrar will issue the excused format to the faculty member in charge of the off- or on-campus activity for delivery by the student(s) to their instructors. Save your documents or ‘excuses’ and submit copies to your instructor at the end of the semester.

8. Students with Disabilities Statement:

Lincoln University is committed to non-discrimination of students with disabilities and therefore ensures that they have equal access to higher education, programs, activities, and services in order to achieve full participation and integration into the University. In keeping with the philosophies of the mission and vision of the University, the Office of Student Support Services, through the Services for Students with Disabilities (SSD) Program, provides an array of support services and reasonable accommodations for students with special needs and/or disabilities as defined by Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. The Services for Students with Disabilities Program seeks to promote awareness and a campus environment in which accommodating students with special needs and/or disabilities is natural extension of the University’s goal.

9. University Academic Integrity Statement:

Students are responsible for proper conduct and integrity in all of their scholastic work. They must follow a professor's instructions when completing tests, homework, and laboratory reports, and must ask for clarification if the instructions are not clear. In general, students should not give or receive aid when taking exams, or exceed the time limitations specified by the professor. In seeking the truth, in learning to think critically, and in preparing for a life of constructive service, honesty is imperative. Honesty in the classroom and in the preparation of papers is therefore expected of all students. Each student has the responsibility to submit work that is uniquely his or her own. All of this work must be done in accordance with established principles of academic integrity. 1. Acts of Academic Dishonesty (Cheating): Specific violations of this responsibility include, but are not limited to, the following: * Copying, offering and/or receiving unauthorized assistance or information in examinations, tests, quizzes; in the writing of reports, assigned papers, or special assignments, as in computer programming; and in the preparation of creative works (i.e. music, studio work, art). * The fabrication or falsification of data, results, or sources for papers or reports. * The use of unauthorized materials and/or persons during testing. * The unauthorized possession of tests or examinations. * The physical theft, duplication, unauthorized distribution, use or sale of tests, examinations, papers, or computer programs. * Any action which destroys or alters the work of another student. * Tampering with grades, grade books or otherwise attempting to alter grades assigned by the instructor. * The multiple submission of the same paper or report for assignments in more than one course without the prior written permission of each instructor. 2. Plagiarism: If a student represents "another person's ideas or scholarship as his/her own," that student is committing an act of plagiarism. The most common form of plagiarism among college students is the unintentional use of others' published ideas in their own work, and representing these ideas as their own by neglecting to acknowledge the sources of such materials. Plagiarism includes downloads, copies and purchase of papers and essays from the internet. Students are expected to cite all sources used in the preparation of written work, including examinations. It is each student's responsibility to find out exactly what each of his/her professors expects in terms of acknowledging sources of information on papers, exams, and assignments. It is the responsibility of each faculty person to state clearly in the syllabus for the course all expectations pertaining to academic integrity and plagiarism. 3. Sanctions: A: Warning - A written notice that repetitions of misconduct will result in more severe disciplinary action. The warning becomes part of the student's file in the Office of the Registrar and, if there is no other example of misconduct, is removed at the time of graduation. B: Failure for project (exam, paper, experiment). C: Failure of course. For serious and repeat offenses, the University reserves the right to suspend or expel. Imposition of Sanctions: First Offense - A and/or B. Second and Subsequent offenses - B or C. Students failing a course because of an instance of academic dishonesty may not drop the course. The student may appeal a charge of academic dishonesty within ten days of receiving notice of same. The appeal will be heard by an Academic Hearing Board (AHB) consisting of the chairs of each division of study (or their designees). Files on violations of this academic integrity code will be kept in the Office of the Registrar.

10. Standards of Classroom Behavior (from Lincoln University Student Handbook):

The primary responsibility for managing the classroom environment rests with the faculty. Students who engage in acts that result in disruption of a class may be directed by the faculty member to leave the class for the remainder of the class period. The faculty member should, in the event such action is necessary, immediately report the incident to the chair of their department and the Dean of Students. Cell phones are not to be used in the classroom during instructional time. Cell phones that ring and/or answered during classroom instruction are subject to confiscation by the Professor. Confiscated cell phones will be turned over to the Dean of Students.

11. Miscellaneous Expectations: (a) Classwork consists of in-class quizzes for which there is no make-up. If your name is not printed in capital letters throughout or your cell phone rings or is used in class, half-a-point (5%) or more will be taken off your final grade or score. When graded, papers or quizzes will be distributed at the end (not the beginning) of class. You are required to save all your quizzes and papers. If your attendance and participation are excellent, you may petition to use your classworks in place of your final exam. If you leave in the middle of a quiz or exam, for whatever reason, you will have to answer a different set of questions when you return. (b) Papers: All papers should explain the main question and evaluate the arguments on all sides and be submitted in both electronic and hard copies (i.e. printed on paper and also sent as e-mail). Papers should be typed and accompanied by an abstract (summary of main points, facts and arguments) and bibliography. Use "Save As" to save you paper as plain text and attach it to your e-mail with Philosophy in the subject line. E-mail attachments (in Microsoft Word or Works or WordPerfect or compressed or zipped) which are not in plain text (i.e. txt format) are unacceptable. Late extra-credit papers won't be accepted. Late required papers will be dropped by 1 letter grade. (c) Attendance: Signing the attendance sheet for someone else or missing a class, for whatever reason, may cost you up to 5% on your final grade for each occurrence. According to University regulations, 4 absences may result in a failure and 3 tardy arrivals or departures may count as an absence. (d) Extra-Credit: Extra-credit papers, if permitted, should be on an assigned project (see website), due in class on the day of the last quiz, and count as one quiz. At best, 3 philosophy club meetings (you must participate and sign attendance) or a class-presentation (which is an oral critique of a reading/topic, not used for paper, with a written abstract), if permitted, will push 1 classwork up by 1 letter grade.

12. Class/Course Website: http://www.lincoln.edu/philosophy/kwame/teachast.htm or http://philosophydepartment.tripod.com/ or http://www.kwame.50webs.com/ or http://kwame.atspace.com/ D2L: http://www.lincoln.edu/d2l/ To check your grade on the computer or internet, go to any one of the websites listed above and follow the instructions there. Note that some of the websites may be down and not updated.

13. How to Check and Monitor Your Grade in This Class

Your semester grade will be determined by your class participation, mid-term examination, final examination and paper, if any, minus absences or lack of attendance and/or poor participation. Note that students are expected to attend classes regularly and participate in class discussions. Points are taken off for absences or lack of attendance and/or poor participation. Extra-credits, if available for this particular class or course (check syllabus), are applied to your mid-term or final examination grade or score. See details and percentages, above, in section on Calculation of Final Grades.

14. Frequently Asked Questions (FAQ):

(a) Do I need the textbook? Answer: Yes. Class discussion, quizzes, tests and examinations are based on the readings from the textbook.

(b) How can I get a good grade in this class? Answer: You will have to attend classes regularly, do all of the readings and show that you understand them and can apply them. Reading the textbook is necessary. There is no substitute for reading the textbook yourself, however difficulty it may be; but it is not sufficient.

(c) What is your policy on the use of personal technology in the classroom? Answer: All kinds of phones are banned. The use of phones – whether cell phones, smart phones, iphones, head phones or ear phones – can fail you in this class. Neither of them should be on your desk, hand or ears during classes, quizzes, tests or examinations.

(d) What is your policy on attendance? Answer: I strictly enforce the university policy (i) Four absences may result in an automatic failure in the course. (ii) Students representing the University in athletic events or other University sanctioned activities will be excused from class with the responsibility of making up all work and examinations. (iii) All absences are listed as unexcused and may appear in Grades-First and elsewhere as such, until they are verified at the end of the semester.

(e) May I borrow your textbook? Answer: No. My textbook has personal and private information which may not be shared with students.

(f) May I have copies of your powerpoint? Answer: No. My powerpoint contains a lot of material taken directly from the textbook. Copyright laws allow the use of copyrighted material for use in the classroom, but prohibit making copies to avoid the purchase of a textbook or consumable material.

(g) How can I improve my grade on your quizzes, tests and examinations? Answer: While the answers to my questions are usually found in the readings, in order to avoid unnecessary disputes about the answers and grades, my quizzes, tests and examinations are deliberately set to get you to think deeply and critically. To do well on them, you will have to understand the readings rather than memorize them. They assume that one cannot and should not memorize all of the readings and that, if one understands the readings very well and thinks carefully about the questions and answers, one can answer most of the questions, however they are worded or arranged.

(h) Why is our textbook so boring? Answer: This is a typical college textbook for adults with primary sources. These days, many textbook are modeled on children’s textbooks to include colors and pictures and hence are not challenging and, often, are inappropriate as college textbooks. Further, you need to distinguish between primary sources which are original material from classics and secondary sources which are other people’s opinions of the classics or original works and, as such, are interpretations or second-hand material.

(i) Why are your classes boring? Answer: Do not confuse education with entertainment. Professors are educators and not comedians or entertainers. While some of them may be funny or entertaining, depending on their style or presentation, that is not their job or function. There are cheaper ways of getting entertained than going to college.

15. Absence and Excuses Form. See below:

ABSENCE AND EXCUSES FORM. Which absences do you want to be excused and why?

Name: ____________________________ Class: _____________________________

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