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PHI 300: Introduction to Philosophy
A Cinematic Approach
Dr. Tanya Rodriguez Assistant Professor of Philosophy Office: FFA-‐114 Office Hours: MW 1:30-‐2:30 and TTH 10:30-‐11:30 Phone: (916) 558-‐2109 E-‐mail: [email protected]
Course Website: https://thinkingbeings.wordpress.com/
This course uses critical thinking techniques to analyze and evaluate the positions, arguments, and methods of different thinkers as expressed in primary texts. Typical topics include human freedom, the belief in God, the nature and limits of scientific knowledge, the basis of moral judgments.
Course Goals and Objectives The goals of the course are to provide students with no previous background in philosophy with an introduction to the method of analytic inquiry and to equip them to critically read, assess, and write philosophical prose that draws upon film for demonstration and clarification. The objectives of this course are to develop ability and skills in:
a) Interpreting texts by accurately and fully describing concepts and arguments
b) Reasoning about ideas by (i) evaluating the content, structure, and strategies of philosophical works and (ii) applying concepts and arguments to contemporary issues and their own lives, and
c) Collaborating with other students, and presenting and supporting their ideas in public through class participation.
d) Applying the contributions of Epistemology, Philosophy of Mind, and Value Theory to our understanding of ourselves and the meaning of life.
e) Utilizing film analysis as method and application of philosophical theory.
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All required readings are available online at https://thinkingbeings.wordpress.com/readings/
password: PHIL300
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Learning Outcomes:
1. demonstrate familiarity with the basic issues and elementary concepts, and some positions and arguments, in epistemology, metaphysics, ethics, and theories of justice;
2. demonstrate familiarity with some example(s) of ancient Greek philosophical writing and with the three main types of normative ethical theory: deontology, consequentialism, and virtue ethics;
3. identify arguments and their premise(s) and conclusion(s), implicit assumptions, and make basic distinctions between strong and weak arguments;
4. present elementary philosophical positions and arguments in public both verbally and in writing; 5. apply basic philosophical concepts and arguments to contemporary issues and to their own lives.
No Excuse Policy
• If you are absent, I always assume it is for a good reason. As such, it is pointless to provide any explanation for a missed class. However, consider that class participation is vital to your success in this course and that excessive absences cannot help but negatively affect your grade.
• I usually begin class without introductions or announcements. It is your responsibility to keep abreast of our schedule and other course information via BlackBoard.
Statement on Plagiarism
• Plagiarism is the presentation of someone else’s ideas, words, or artistic, scientific, or technical work as one’s own creation. Using the ideas or work of another is permissible only when the original author is identified. Paraphrasing and summarizing, as well as direct quotations, require citations to the original source.
• Plagiarism may be intentional or unintentional. Lack of dishonest intent does not necessarily absolve a student of responsibility for plagiarism.
• It is the student’s responsibility to recognize the difference between statements that are common knowledge (which do not require documentation) and restatements of the ideas of others. Paraphrase, summary, and direct quotation are acceptable forms of restatement, as long as the source is cited.
• Students who are unsure how and when to provide documentation are advised to consult with their instructors. The Library has free guides designed to help students with problems of documentation.
Classroom Etiquette
Leaving/Entering during class
Once a student has entered the classroom, s/he is expected to stay until the class period has ended. If a student should leave the classroom for any reason after the class period has begun, the student will upon the first infraction be issued a verbal warning at the time the infraction occurs or warned outside of class; thereafter, each infraction will result in a one (1) point deduction from the student’s participation grade. Each time a student violates this policy after the initial
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infraction and subsequent warning, the one (1) point deduction will be made without notification to the student. Electronic devices
The use of electronic devices during class time is prohibited. All electronic devices must be turned off and stored out of the instructor’s sight. Should a student make use of an electronic device of any kind, in any way, during class time without permission from the instructor, the student will lose one (1) point from her/his participation grade for every infraction past the first, which will constitute the student’s sole warning. If, at any time, the instructor observes a student's electronic device (whether or not it is in use), one (1) point will be deducted from the student’s participation grade. For example, if a student has headphones in her/his ears for a device such as an iPod, or a Bluetooth headset, even if the device in question is not in use, the student will lose one (1) point from her/his participation grade.
Talking
If a student engages in conversation or talking of any sort while the instructor or any other member of the class has the floor, that student will be assessed a one (1) point penalty to her/his participation grade.
Assignments
Grading: Your grade for the course is determined by your final portfolio (80%) and your class participation (20%). Blog Assignment 1. Ten are required on time, posted to your portfolio before class, minimum 300 words (not including quotes). 2. Final length should be 300-‐600 words. 3. Drafts may be revised as long as the initial post is on time. 4. Read the assigned pages carefully and choose at least one passage from the reading for analysis. Always cite
specific page and/or paragraph number. 5. Prompts are usually provided for guidance, but if not you should outline your ideas with respect to the following:
§ State and evaluate your chosen passage’s thesis. § Pose interesting questions with respect to the passage. § Give original examples that support or undermine claims made in the passage. § Suggest how the passage ties in with other course readings.
WordPress e-‐portfolios (80% of final grade): Sample and links at prettydeep.wordpress.com 1. Home: Weekly blog entries, 300-‐600 words 2. Glossary of philosophical terms 3. My Comments: Comments on other student blogs 4. About Me: Introduce yourself. 5. Assessment: A statement concerning your class participation and the grade you feel you have earned for the
course as a whole. Please justify your grade expectation with respect to the specific expectations for this class. Classroom Activities These activities count for your participation and are not on the schedule. They cannot be made up for any reason. I take notes on performance during every class. No credit is awarded for your mere presence in the classroom. You
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may consult me at any time if you are unsure of your performance. I will provide examples and coach you during these activities.
Participation (20% of the final grade): Participation means more than simply talking, but saying intelligent and helpful things that demonstrate your familiarity with the assigned reading. You will be assessed on quality (not mere quantity) of discussion. In-‐class writing, group projects and informal blog presentations (instructions below) count for participation. These may not be made up outside of class.
Think/Pair/Share
1. Read the assigned passage quietly to yourself. Underline important points and make interpretive notes in the margin. (10 minutes).
2. Discuss the passage with your partner. Come to some conclusion about its meaning and think of a simple way to explain it to the rest of the class. (15 minutes).
3. I will choose which partner will present your findings to the rest of the class, but both partners are responsible for the content of the share.
Learning Circle Sometimes, I will put the entire class in a circle. Those students who have written blogs for that day, will give an informal summary of their writing. Questions or comments are not permitted. during blog presentation. After the blog summaries are finished, the circle opens to discussion. Only one person may speak at a time. Philosophy is not a blood sport in my classroom,, and discussion is expected to be a cooperative exploration of the material
Deep Reading 1. Read the passage. 2. Re-‐read the passage and sketch a rough outline. 3. Refine the basic argument presented in standard form.
§ Sometimes I will ask you to write step three on the board when you finish it. 4. Pose interesting questions or illustrate the point original examples.
§ Steps 3-‐5 should be written on the provided index cards and turned in after discussion.
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This is only a very rough outline of our reading schedule, subject to frequent revision. KEEP UP TO DATE via thinkingBeings.wordpress.com
Week 1 Introductions & Syllabus
• Sign up with WordPress.com
• Set up your e-‐portfolio at wordpress.com according to the guidelines on the assignments page.
• Email Dr. T with your blog address (say which class/time/day/section you are in) … DUE BY MONDAY, 8/31
• Follow me on the course website: thinkingbeings.wordpress.com.
• Read the syllabus carefully and explore the website.
• See blog examples athttps://thinkingbeings.wordpress.com/blogroll/
Philosophical Argumentation
Week 2
• In class: review student blogs, WordPress Q & A
"Informal Logic"
Blog Prompt: o Give your own, original example of a valid argument with a false conclusion. o Give your own, original example of a valid argument with a true conclusion. o Give your own, original example of a sound argument. o Give your own, original example of a persuasive argument based on induction.
Week 3 "Fallacy Database"
Blog Prompt: o Give your own, original examples for the following ten fallacies, plus two of your own choice.
1) Begging the Question 2) Ad Hominem 3) Equivocation 4) Slippery Slope 5) Straw Man 6) Tu Quoque 7) Non-‐sequitur
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8) False Dichotomy 9) Argument from ignorance 10) Red Herring
*Hint: These would also be good definitions to add to your portfolio glossary.
Knowledge and Faith Week 4 Clifford, "THE ETHICS OF BELIEF" Blog Prompt:
• Do you see any fallacies in Clifford's reasoning? Reconstruct one of his arguments in standard form. Then evaluate that argument for soundness and validity. What practical significance does Clifford's thesis have?
William James, “The Will to Believe”
Week 5 Film Screening and Discussion
Week 6 Mill, “Utilitarianism”
Blog Prompt: o What is Mill’s principle of utility? What does he mean by “utility?” o How does Mill explain the fact that some people choose lower pleasures over higher pleasures?
Do you agree with his assessment? Kant, “The Categorical Imperative” (sections 5 & 6)
Blog Prompt: • o The Golden Rule says that you should do unto others as you would have them do unto you. What is
the difference between the Golden Rule and the categorical imperative? Explain.
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Week 7
• Portfolio Review Week!!!
Art and Reality Week 8 Plato, The Republic: Book X
Blog Prompt: o Plato's concept of "forms" or "ideas" is introduced beginning at paragraph 16. What is the
difference between "beds in the world" and "the idea of a bed." Where does "art" fit into his hierarchical scheme of reality?
o Plato criticizes art for being "deceptive." How does art deceive us, according to Plato? Do you agree with this criticism?
Plato, “The Allegory of the Cave”
Blog Prompt: o Is there a parallel between the status of the prisoners in Plato’s cave and the spectators in a
cinema?
Week 9 Film Screening
Week 10 Aristotle's Poetics
Blog Prompt: • What kinds of imitation does Aristotle identify in poetry and tragedy? Does Aristotle convey a
positive sense of the role of imitation in art? Do you think that his understanding of art in terms of imitation provide a useful way to understand what art is?
Week 11
Tolstoy “What Is Art?” Blog Prompt: • Tolstoy uses the test of infectiousness, not only as a descriptive measure for what should count as
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art, but also as a standard for good art (#28-‐32). What does he mean by this standard? How does he suggest we apply this test to evaluate art? Is this a useful proposal for evaluating the quality of art? If you disagree with this proposal, how would you challenge it?
Mind, Body, Identity
Week 12 Descartes, Meditations on First Philosophy (read I-‐III)
Blog Prompt:
o Descartes finally arrives at something he takes to be known with absolute certainty. What is it? How does he claim to know it? Do you think he has proven anything?
o What does Descartes demonstrate with the wax example? How does it fit into his main argument?
Week 13
Hume, Of Personal Identity Blog Prompt:
o Hume believes that the self is an illusion or a fiction. What is his argument? Do you find it convincing? Why or why not?
MacIntyre, The Storytelling Animal (read pages 8-‐11) Here is the Unity of a Human Life.PDF if you use MacIntyre for your paper.
Blog Prompt:
o Choose a passage from the McIntyre reading that describes a particular aspect of persons as the subject of a narrative. Quote the passage, explain it, and tell a specific, personal, life experience that illustrates its significance with respect to identity (your identity).
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Week 14 Film Screening: Memento
Blog Prompt
o Leonard relies upon scribbled notes to connect him to his past. He says that eyewitness testimony is worthless: "Memory can change the shape of a room..." Is he right? Do you think our memories are more reliable than his notes? Hume says identity is just a habit we have. Do
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you think Hume would see Leonard's condition as any different from our own? Film Screening: Memento
Blog Prompt o Do you agree with Leonard’s statement that we all need mirrors to remind us who we are? In the
movie the mirrors were his notes, the photographs, and tattoos. What has he become by relying upon them? What would you become without your own mirrors?
Freedom and Justice Week 15
David Hume, "The Obviousness of the Truth of Determinism"
Blog Prompt: o Some philosophers assert that one of the consequences of the argument against free will is that
we are not responsible for our actions. Would Hume agree? o Would you feel any differently about your life in general—and your actions, thoughts, and
feelings, in particular—if determinism were true? Why or why not? Frankfurt, "Freedom of the Will and the Concept of a Person"
Blog Prompt: o What does it mean to be a person, according to Frankfurt? o Explain the order of desires, and how they are related to freedom of will.
The Meaning of Life
Week 16
Sartre, "Existentialism is a Humanism"
Blog Prompt: o Explain Sartre’s belief that we are we are responsible for the creation of morality and for
prescribing morality to everyone else. Give your own example that demonstrates this view in addition to Sartre’s own example of marriage.
Portfolio Review!
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