11fip1

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.

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

3. Critically evaluate arguments and claims in philosophical and non-philosophical contexts.

4. Apply philosophical theories and normative principles to current events and broader issues pertaining to the individual and society.

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.

2. Think critically via classifying, analyzing, comparing, contrasting, hypothesizing, synthesizing, extrapolating and evaluating ideas (Core SLO 2).

3. 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).

5. Demonstrate good citizenship and service to one's community and/or engage in free intellectual inquiry seeking truth, understanding and appreciating self as well as a readiness to learn from and about different cultural and/or linguistic perspectives (Core SLO 5).

8. Demonstrate positive interpersonal skills by adhering to the principles of freedom, justice, equality, fairness, tolerance, open dialogue and concern for the common good (Core SLO 8).

Program SLOs	Direct Measures	Indirect Measures
1. Analyze philosophical and logical problems.	Course and homework assignments Examinations and quizzes Term papers and reports Class discussion participation	Grades that are not based on explicit criteria related to clear learning goals
2. Create clear and cogent oral and written presentations.	Course and homework assignments Examinations and quizzes Term papers and reports Class discussion participation	Grades that are not based on explicit criteria related to clear learning goals
3. Critically evaluate arguments and claims in philosophical and non-philosophical contexts.	Course and homework assignments Examinations and quizzes Term papers and reports Class discussion participation	Grades that are not based on explicit criteria related to clear learning goals
4. Apply philosophical theories and normative principles to current events and broader issues pertaining to the individual and society.	Course and homework assignments Examinations and quizzes Term papers and reports Class discussion participation	Grades that are not based on explicit criteria related to clear learning goals
Course SLOs	Direct Measures	Indirect Measures
1. Define basic or introductory level philosophical terms.	Course and homework assignments Examinations and quizzes Term papers and reports	Grades that are not based on explicit criteria related to clear learning goals
2. Clearly articulate or identify philosophical points of view and arguments.	Examinations and quizzes Term papers and reports Class discussion participation	Grades that are not based on explicit criteria related to clear learning goals
3. Apply philosophical ideas to issues in their own lives through developing a philosophy of life.	Course and homework assignments Examinations and quizzes Term papers and reports Class discussion participation	Grades that are not based on explicit criteria related to clear learning goals
4. Identify the subfields of philosophy and the doctrines of representative philosophers.	Course and homework assignments Examinations and quizzes Term papers and reports Class discussion participation	Grades that are not based on explicit criteria related to clear learning goals
5. Critically assess the validity or soundness of philosophical claims or arguments.	Course and homework assignments Examinations and quizzes Term papers and reports Class discussion participation	Grades that are not based on explicit criteria related to clear learning goals
Core SLOs	Direct Measures	Indirect Measures
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	Grades that are not based on explicit criteria related to clear learning goals
3. 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	Course and homework assignments Examinations and quizzes Term papers and reports Class discussion participation	Course evaluations Grades that are not based on explicit criteria related to clear learning goals
5. Demonstrate good citizenship and service to one's community and/or engage in free intellectual inquiry seeking truth	Course and homework assignments Examinations and quizzes Term papers and reports Class discussion participation	Course evaluations Grades that are not based on explicit criteria related to clear learning goals
8. Demonstrate positive interpersonal skills by adhering to the principles of freedom	Term papers and reports Class discussion participation	Course evaluations Grades that are not based on explicit criteria related to clear learning goals

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.)

Day	Date	Discussion Topic/Learning Opportunities
Thu	08/25/2011	Prologue: Introduction.
Tue	08/30/2011	Read Section 1.1 Thinking Critically about Life: Why Study Philosophy? pages 3-5 before today's class.
Thu	09/01/2011	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	09/06/2011	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	09/08/2011	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	09/13/2011	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	09/15/2011	Classwork 1: Quiz on Text and Classes.
Tue	09/20/2011	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	09/22/2011	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	09/27/2011	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	09/29/2011	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	10/04/2011	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	10/06/2011	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.
Tue	10/11/2011	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.
Thu	10/13/2011	Comprehensive Midterm Exam.
Tue	10/18/2011	Read Section 3.3 Michael Jackson & Descartes’ Modern Perspective on the Self pages 92 & 97-105 before today's class: Rene 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	10/20/2011	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	10/25/2011	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	10/27/2011	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	11/01/2011	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	11/03/2011	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	11/08/2011	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	11/10/2011	Classwork 2: Quiz on Text and Classes.
Tue	11/15/2011	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	11/17/2011	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	11/22/2011	Read Section 9.1 Constructing an Ethical Theory & Expanding Your Knowledge of Moral Philosophy pages 427-428 before today's class.
Thu	11/24/2011	NO CLASS: Thanksgiving.
Tue	11/29/2011	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.
Thu	12/01/2011	Read Section 9.5 Authenticity: Existentialist Ethics pages 469-489 before today's class: “The Crowd Is Untruth”: Kierkegaard 470, Soren Kierkegaard, from On the Dedication to ‘That Single Individual’ 471, Soren Kierkegaard, from The Present Age 474, Reading Critically Analyzing Kierkegaard on Authenticity 476, Beyond Good and Evil: Nietzsche 476, Friedrich Nietzsche, from The Gay Science 478, Friedrich Nietzsche, from Beyond Good and Evil 479, Reading Critically Analyzing Nietzsche on Morality 480, Authenticity and Ethical Responsibility: Sartre 481, Jean-Paul Sartre, from Existentialism Is a Humanism 481, Reading Critically Analyzing Sartre on Moral Responsibility 486, Our Interplay with Others Defines Us: de Beauvoir 486, Simone de Beauvoir, from Ethics of Ambiguity 486, Reading Critically Analyzing de Beauvoir on Moral Choices 488, Courage Is the Highest Value: Camus 489, Camus, from The Myth of Sisyphus 489, Reading Critically Analyzing the Myth of Sisyphus 491.
T-F	12/06/11-12/09/11	Final Exam may be on Friday 12/09/11 at 6 pm. See Registrar's Exam Schedule. You cannot take it earlier than scheduled or with another class.

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.

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.

CLASS/COURSE HOMEPAGE: 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.

Your semester grade will be determined by your class participation and exercises or quizzes and the final examination minus absences or lack of attendance and/or poor participation. If a term paper is required for this course (check syllabus), your semester grade will be determined by your class participation and exercises or quizzes and the final examination and a typed paper as specified by your syllabus, minus absences or lack of attendance and/or poor participation.

Note that students are expected to attend classes regularly and participate in class discussions. Hence, no special points are given for attendance or class participation. Points, however, 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 quiz grade or score i.e. added to your quiz grade or score and not your final examination grade or score.

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