=
PHILOSOP=
HY
night section
Term: Fall,
2010
Course Number: PHIL
200
Instructor: Dr.
Joan Crist
Phone: (219) 473-4304; 932-2706 (home). Please l=
eave a
message, with a phone number, if I do not answer!
E-mail:
jcrist@ccsj.edu
Office Hours<=
/span>: Room
513. Mon & Wed 9:00--11:3=
0 and
1:30--about 3:00; Tue & Thur 9--10:00 and 1:30--about 3:00; most Friday
mornings. If you can’t =
find
me, call me.
Course Time: day section: Tue/Thur 10:15—12:00; =
night
section: Wed. 7:00—10:00 pm
Instructor Background:
BA, classics –
MA, Ph.D., systematic theology –
University of Notre Dame, IN
Course Description:
This course is both an historical treatment of philosophers and an i=
nterpretation
of their original literature.
Students will study ancient through modern philosophers and will dis=
cuss
major philosophical issues.
Prerequisites: ENG
103
GOALs: <=
span
style=3D'letter-spacing:-.15pt'>Through this course, you will be able to:
<=
span
style=3D'font-size:14.0pt;line-height:115%;font-family:"Courier New";mso-fa=
reast-font-family:
"Courier New"'>o
Focus
your mind,
<=
span
style=3D'font-size:14.0pt;line-height:115%;font-family:"Courier New";mso-fa=
reast-font-family:
"Courier New"'>o
Comprehend
challenging texts,
<=
span
style=3D'font-size:14.0pt;line-height:115%;font-family:"Courier New";mso-fa=
reast-font-family:
"Courier New"'>o
Interpret
texts as you read,
<=
span
style=3D'font-size:14.0pt;line-height:115%;font-family:"Courier New";mso-fa=
reast-font-family:
"Courier New"'>o
Question
and judge ideas for yourself,
<=
span
style=3D'font-size:14.0pt;line-height:115%;font-family:"Courier New";mso-fa=
reast-font-family:
"Courier New"'>o
Discern
the implications of ideas and convictions,
<=
span
style=3D'font-size:14.0pt;line-height:115%;font-family:"Courier New";mso-fa=
reast-font-family:
"Courier New"'>o
Refer
to details and sources,
<=
span
style=3D'font-size:14.0pt;line-height:115%;font-family:"Courier New";mso-fa=
reast-font-family:
"Courier New"'>o
Support
your views with reasoning,
<=
span
style=3D'font-size:14.0pt;line-height:115%;font-family:"Courier New";mso-fa=
reast-font-family:
"Courier New"'>o
Speak
confidently and clearly in a public setting,
<=
span
style=3D'font-size:14.0pt;line-height:115%;font-family:"Courier New";mso-fa=
reast-font-family:
"Courier New"'>o
Listen
and respond to others in a respectful conversation,
<=
span
style=3D'font-size:14.0pt;line-height:115%;font-family:"Courier New";mso-fa=
reast-font-family:
"Courier New"'>o
Respond
calmly and thoughtfully to questions in a public setting.
Textbook: Primary
source handouts; a binder; a class notebook; a journal; Blackboard onlin=
e.
Course
schedule. Prepare for cla=
ss by
completing the reading assignment for each class day. Come prepared to discuss the readi=
ng and
to respond verbally to the discussion questions. It is your responsibility to follo=
w the
syllabus and to come to class prepared.
____________=
_______________________________________________________________
9/8
What is philosophy and why do you need =
to do it?
After class =
today,
read the detailed guidelines for the paper and the defense; bring any quest=
ions
you have to next class.
From Myth to Natural Philosophy: introducing the ancient period and the =
Ionian
Philosophers
9/15
the IONIAN PHILOSOPHERS
Read the tex=
t of
your assigned philosopher and prepare to respond to the discussion question=
s.
“That’s So Retarded:”=
When is it necessary to stand up for wh=
at you
believe in?
During the b=
reak,
you will read the story in your packet and think about how you will respond=
to
the discussion questions.
9/22
SOCRATES
Read Plato’s dialogue, Crito and prepare to respond to the discussion questions.
9/22 –=
9/29
Read the
definitions, common notions, and postulates: prepare to explain what these =
mean
in your own words, using the chalkboard as a help. In class, we will demonstrate the
propositions, for extra credit, and get as far as we can toward proposition
1.47.
=
“Getting
saved”
During the b=
reak on
9/29, you will read the story in your packet and think about how you will
respond to the discussion questions.
Plato, Allegory of the Cave in class.
10/6
PLATO
Read your as=
signed
part of Symposium.
According to=
your
speaker, what is love? Do you=
agree
or disagree? Why?
What is Happiness?
10/13
ARISTOTLE
Read Nicomache= an Ethics 107-113.
The late paper: How do you handle the challenges life t=
hrows
your way?
During the b=
reak, read
the story in your packet and think about how you will respond to the discus=
sion
questions.
10/20
The Stoics: EPICTETUS and MARCUS AURELI=
US
Read selecti=
ons from
the Manual of Epictetus and the=
Meditations of Marcus Aurelius.
Stoic stu=
dents: prepare responses to the following
questions. You may split the 2
philosophers among yourselves, if you wish.
Epicurean students: participate in class by ask= ing questions of the Stoics to clarify and to defend what they say.
The Epicureans: LUCRETIUS
Read selecti=
ons from
On the Nature of Things.
Epicurean
students: prepare resp=
onses
to the following questions. Y=
ou may
split the questions and sections of the reading among yourselves, if you wi=
sh.
Stoic students: participate in class by asking questions of the Epicureans to clarify and to defend what they say.
10/27
Choosing between heritage and basketbal=
l: A
role play
Read the art=
icle in
your packet and think about the discussion question at the end of it.
11/3
THOMAS AQUINAS (via C.S. Lewis)
Read C.S. Lewis, The Case for Christianity. Le= wis is basically explaining Thomas’ idea of the natural law. = ;
“Why Bonaventure was a better theologian than Thomas Aquinas” Lecture & critique
11/10
BONAVENTURE, =
the LIFE of ST. FRANCIS
Read your assigned chapter in the Life of St. Francis.=
Introduce the=
MODERN
WORLD
11/17
THOMAS HOBBES and JOHN LOCKE
Hobbesian students, read Thomas Hobbes’ Leviathan 304-310.
Lockian students, read John Locke’s Second Treatise of Civil Government, = 347-351.
All, by the end of class: Whose philosophy make= s more sense to you? Why?
11/24
FRIEDRICH NIETZSCHE
Read Thus Spoke Zarathustra and The Anti-Christ
Happy Thanksg=
iving! Take
your journal home to work on your paper.
12/1 PAPER DRAFT DUE, begin defense sessions if needed due to =
the
size of the class. Bri=
ng two
paper copies. You will work in
pairs, exchanging papers and assessing one another’s papers. I will make every effort to return=
your
paper to you, with an assessment, as soon as possible, so that you may revi=
se
it if you choose. Turn in =
your
final draft through safe-assign in Blackboard by exam day.
Dec. 8 and= exam day: Defend your papers in class.&n= bsp; If we have a large number of students in the class, we may need to schedule defense sessions outside of class. If we have extra time, we will use= class time for you to meet with me to discuss your paper drafts.
Outside of class, work on your paper. You are also welcome to meet with = me outside of class to discuss your paper, if you feel the need, but it will n= ot be required. You may also exc= hange ideas with me through e-mail.
Assessment: cumulative
1. Participation: 30% of grade
2. Journal writing: 30% of grade
3. Paper: 20% of grade
4. Defense: 20% of grade
1. Participation =3D 30% of grade<= o:p>
Show up and speak up! Active involvement is the most imp=
ortant
part of this class!
To earn an A in parti=
cipation
=3D 7 points, you must do =
all
of the following.
·
Be on time =
and
stay for the whole class.
·
Participate=
in
any activity or discussion we are doing.
If we are discussing =
the
writings of a philosopher:
·
Quote from =
the
reading. Help the class to fi=
nd
your quote.
·
Explain the=
quote
in your own words.
·
Explain whe=
ther you
agree or disagree and why?
·
Respond to =
any
follow-up questions which I or other students may ask.
·
Listen and
respond to the ideas of others.
Find their quotes in the text.
Ask them follow-up questions.
If you ar=
e late for class or leave in the middle of cl=
ass,
you will lose one point. If y=
ou do
not speak up at all, that is 1/7 points (a very low F). Absence equals zero points.
2 excused=
absences
(1 for the night class) for any
personal reason will be allowed.
Participation will not count on that day. Journal work may be made up for fu=
ll
credit.
See me to take an excused absence and t=
o make
up the work. In case of college athletics or jury du=
ty,
additional excused absences may be taken with confirmation.
Please tu=
rn off
and remove all cell-ph=
ones,
pagers, and other electronic devices for the duration of the class – =
unless you are the primary caregiv=
er of
a dependent (child, ill or aging relative).
Do not use them during class. You may use them during breaks.
If you ha=
ve any
medical or personal issues
that are likely to affect your class participation, talk with me. These standards will not be lowere=
d or
changed; I will work with you to help you meet them to the best of your
ability.
2. Journal =3D 30% of grade
During class=
, you
will do journal writing based on the class discussion held that day. The purpose of the journal is for =
you
to:
1)&n=
bsp;
Re=
flect
on and to find meaning in what we are doing in class;
2)&n=
bsp;
St=
rengthen
the skills of interpreting texts and practicing critical thinking;
3)&n=
bsp;
Re=
cord
and to develop your ideas for your final paper.
4)&n=
bsp;
Pr=
ovide
a basis for you to practice for your defense in the following class.
The journal = is not a notebook: please keep your class notes separate. What you write is confidential: I = will not share it or ask you to share it without your permission. You will pick up your journal at t= he beginning of each class, and hand it in at the end of each class. The assignment is due at the end of class: do not take it home. I= will record your journal and participati= on grade in it for each day. Points off for late journals or make-ups from an unexcused absence.<= o:p>
To earn an A=3D7 poin=
ts for
your journal assignment, you need to:
· =
Quote from =
the
text of the philosopher we are studying.
· =
Include an
accurate page reference.
· =
Explain the
meaning of the quote in your own words.
· =
Explain whe=
ther you
agree or disagree with the philosopher and why?
· =
Respond to =
the
conversation we have had in class.
· =
Develop your
ideas through the use of critical thinking skills, such as:
o&nb=
sp;
Explain the
meaning of a key term.
o&nb=
sp;
Describe a =
relevant
real-life example or experience.
o&nb=
sp;
Use a train=
of
reasoning (logic) to argue for your point.
o&nb=
sp;
Explore the
implications of ideas: “So what” “What difference does th=
is
make in my life?”
· =
Write at le=
ast 7
complete and meaningful sentences in your own words, in addition to your qu=
ote.
3. Paper: 20% of grade:
Write your phil=
osophy
of life in conversation with the best and/or worst of the philosophers we h=
ave
studied. See p. 9 for detailed
guidelines. Submit a hard cop=
y by
Nov. 30. Submit the final dra=
ft of
your paper through safe-assign in Blackboard by exam day.
4. Defense: 20% of grade.
You will defend your paper orally in class.=
I will ask you a question about yo=
ur
paper. You will explain, deve=
lop,
or argue for your thinking. Y=
ou
will speak clearly and calmly, in complete sentences, using critical thinki=
ng
skills, for about 15 minutes. I may
ask follow-up questions if needed, but you need to sustain most of the
discussion. See p. 12 for det=
ailed
guidelines. Your defense may =
be
audio-taped to be sure it is graded fairly.
Grading Scale:
|
Grade |
Points |
Grade |
Points |
Grade |
Points |
|
A |
100-92 |
C+ |
79-78 |
D- |
61-60 |
|
A- |
91-90 |
C |
77-72 |
F |
59 and bel=
ow |
|
B+ |
89-88 |
C- |
71-70 |
|
|
|
B |
87-82 |
D+ |
69-68 |
|
|
|
B- |
81-80 |
D |
67-62 |
|
|
Tutoring
Center:
Statement
of Plagiarism:
If
an instructor or other Calumet College of St. Joseph personnel find that a
student has plagiarized or been involved in another form of academic
dishonesty, the instructor or other personnel may elect to bring the matter=
up
for judicial review. The maximum penalty for any form of academic dishonest=
y is
dismissal from the College. The procedures for judicial review are listed u=
nder
the section of CCSJ handbook that addresses student grievances.
Please note:
Citation
Guidelines:
Calumet
College of St. Joseph adheres to citation guidelines as prescribed by the
particular discipline (i.e., MLA, APA, and Chicago Manual of Style or
Turabian.). All of these guid=
elines
are available in the Calumet College of St. Joseph library or bookstore.
Withdrawal
from Classes Policy:
After
the last day for class changes has passed (see College calendar), students =
may
withdraw from a course in which they are registered with permission from the
faculty member conducting the course. A written request detailing the reaso=
n(s)
for the withdrawal must be filed with the Registrar. The Registrar must rec=
eive
written request for withdrawal by the last day of classes prior to the final
examination dates specified in the catalogue. Written requests may be maile=
d to
the Registrar or faxed to the College fax number 219-473-4259. Students are=
to
make note of the refund schedule when withdrawing from courses. The request=
is
forwarded to the faculty member, who makes the final determination to accep=
t or
deny the request. If the request is honored, the student will receive
notification of official withdrawal; if denied, the notification will indic=
ate
why the withdrawal is disallowed.
An
official withdrawal is recorded as a "W" grade on the student's
transcript. Dropping a course without written permission automatically incu=
rs
an "F" grade for the course (see Refund Schedule).
Student Support Services:
Among its other services, the Student Support
Services Office guides, counsels and assists students with disabilities.
If a student believes that he or she needs a “reasonable
accommodation” of some kind because of a physical, psychological, or
mental condition (e.g., additional time needed for tests, note taking
assistance, special testing arrangements, etc.), he or she should contact t=
he
Student Support Services Office at 473-4388. Staff there will secure
documentation pertinent to the disability and work with faculty and staff, =
if
necessary, to address the matter.
CCSJ Alert:
Calumet
College of St. Joseph utilizes an emergency communications system that
transmits messages via text, email, and voice platforms. In the event of an emergency, of we=
ather
related closings, or of other incidents, those students who are registered =
for
the system shall receive incident specific message(s) notifying them of the
situation. Please sign-up for=
this
important service at any time on the College’s website. Alternatively, you can register at =
the
time you register for classes. This
service requires each user to register once per academic year. Therefore, at
the beginning of each academic year, please remember to re-register for the
system.
School Closing Information:
&n=
bsp; =
; Internet:
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nbsp; &nbs=
p; &=
nbsp; &nbs=
p; =
http://www.ccsj.edu
&n=
bsp; =
;
http://www.EmergencyClosings.com
Facility:
Phone:
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&n=
bsp; =
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Guidelines for Sophomore-Level
Philosophy Paper:
Purpose: To express your Philosophy o=
f Life
in conversation with one or more of the philosophers. You will summarize the thoughts of=
the
philosopher/s, discuss their texts, and respond. You may choose philosophers whom y=
ou
liked, or whom you hated!
Thi=
s is not
a research paper. You are
encouraged to read more of the philosophers’ original texts. You may want to learn more about t=
heir
lives. You do not need to do =
extra
research, however, to earn full credit.
Foc=
us on some
topic or question that interests you.
This may emerge after several weeks of reading, discussion, and writ=
ing
in your journal. Examples cou=
ld
include: love, death, truth, integrity, the soul, God, social justice,
politics, sports, the nature of the human personality, the meaning of happi=
ness,
the personal journey of life…the possibilities are endless! Your journal writing can and should
become the seeds of your paper. The
more you write in your journal, the more ideas you will have to work with in
writing your paper. You will =
each
have a one-on-one meeting with me, during class time, at some point early in
the semester to get your thoughts started.=
You are welcome to schedule additional meetings outside of class time
and/or to exchange drafts with me via e-mail.
Organization: organize your paper into a f=
ive-paragraph
format according to the checklist below.&n=
bsp;
The length of the paper does not matter; the length of each paragraph
does not matter. What matters=
is
what you do in the paper. You
should earn 44 points total fo=
r the
final paper as a whole.
The=
HEART of the paper is the texts, =
and
your conversation with them – this takes place in the body paragraphs:
therefore these points in the guidelines below are in bold. These point=
s can
come from your journal assignments and the rest of the paper should grow fr=
om
them. You should START=
your
writing with these parts of the paper.
Format : Times New Roman font,
12-point. One-inch
margins. Use quotation marks,=
the
title of the text, and a page number in parentheses to cite any quotations =
you
use.
Submit t=
he final
draft through safe-assign in Blackboard, under “assignments”.
continue=
d next
page
PAPER
GUIDELINES: 44 POINTS TOTAL
Introduction&#= 8212;6 points (write the introduction and conclusion last!)
|
Guideline |
1 point each=
/
comments |
|
Do you introduce the topic or ques= tion clearly and sufficiently for a reader who is familiar with the texts to understand? |
|
|
Do you describe the philosopher/s who engage this question, giving relevant details about their life/lives? |
3 points pos=
sible |
|
Do you describe the importance or significance of the question? Why does this mat= ter? |
|
|
Do you state a thesis? – One sentence summing up your view. |
|
“Body= 221; – three paragraphs—31 points total (write these paragraphs first!)
|
Organization: Do you unfold your thesis in a set of general main ideas stated in topic sentences? |
|
|
Paragraph 1.= Is the main idea stated clea= rly? |
|
|
Does the main idea of this paragraph in some way rela= te to your thesis? |
|
|
Quote from a
primary source, that is, a text of a philosopher. |
|
|
Include an
accurate page reference for the quote. |
|
|
Explain
the meaning of the quote in your own words: your explanation is thorough =
and accurate
yet also original. |
|
|
Explain whet=
her
you agree or disagree and why? |
|
|
Develop your thinking fully through at least two of t= he following: = a. Specific details or life examples. = b. A train of reasoning. = c. Explaining the meaning of a key term. = d. Exploring the implications of ideas: “So what?” “What difference = does this make” “How does this affect my life?” “Why does this matter?R= 21; |
2 points pos=
sible |
|
Is each paragraph unified, that is, constructed around
one main idea? |
&nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp;
|
|
Is each paragraph coherent: does it hang together or =
move
gracefully from one idea to the next? |
|
Paragraph 2.= Is the main idea stated clea= rly? |
|
|
Does the main idea of this paragraph in some way rela=
te
to your thesis? |
|
|
Quote
from a primary source, that is, a text of a philosopher. |
|
|
Include an
accurate page reference for the quote. |
|
|
Explain
the meaning of the quote in your own words: your explanation is thorough =
and accurate
yet also original. |
|
|
Explain whet=
her
you agree or disagree and why? |
|
|
Develop your thinking fully throug= h at least two of the following: a. Specific details or lif= e examples. b. A train of reasoning. <= /p> c. Explaining the meaning = of a key term. d. Exploring the implicati= ons of ideas: “So what?” “What difference does this make” “How does this affect my life?” “Why does this matter?R= 21; |
2 points pos=
sible |
|
Is each paragraph unified, that is,
constructed around one main idea? |
|
|
Is each paragraph coherent: does it
hang together or move gracefully from one idea to the next? |
|
|
Paragraph 3.= Is the main idea stated clea= rly? |
|
|
Does the main idea of this paragra=
ph
in some way relate to your thesis? |
|
|
Quote
from a primary source, that is, a text of a philosopher. |
|
|
Include an
accurate page reference for the quote. |
|
|
Explain
the meaning of the quote in your own words: your explanation is thorough =
and accurate
yet also original. |
|
|
Explain whet=
her
you agree or disagree and why? |
|
|
Develop your thinking fully throug= h at least two of the following: a. Specific details or lif= e examples. b. A train of reasoning. <= /p> c. Explaining the meaning = of a key term. d. Exploring the implicati= ons of ideas: “So what?” “What difference does this make” “How does this affect my life?” “Why does this matter?” |
2 points pos=
sible |
|
Is each paragraph unified, that is,
constructed around one main idea? |
|
|
Is each paragraph coherent: does it
hang together or move gracefully from one idea to the next? |
|
Conclusion=
212;3
points
|
Restate
your thesis in a fresh and lively way. |
|
|
Return
to introduction and the significance of the topic you established at firs=
t. Why does this matter? |
|
|
Look
to the future and summarize the overall implications of your ideas. What would your life or the worl=
d be
like if these ideas prevailed? |
|
Sentences—4 points
|
Are you writing in complete sentences? |
|
|
Are you writing in a variet=
y of
sentence types: simple, compound, complex? |
|
|
Is this your original work?= |
|
|
Is your writing lively, engaging, and expressive of your unique personality and views? |
|
|
Do you avoid grammar, spell=
ing,
and punctuation errors? |
A point off for each error if more than two. |
DEFENSE GUIDELINES—12 POI=
NTS
|
Student
speaks extemporaneously for most of the 15 minutes, without too many long
pauses, repetition, or BS!
Prompting OK. |
|
|
Responds
thoroughly to the original question. |
|
|
Speaks accura=
tely
about the chosen philosopher/s. |
&nbs=
p; &=
nbsp;
1 point off for each inaccuracy |
|
Restates
ideas from the paper consistently without sounding memorized. |
|
|
Expands
on ideas from the paper by making connections with new examples, quotes, =
or
questions raised by the interviewer. |
|
|
Uses
at least one of the following critical thinking skills: = a. Specific details or life examples. = b. A train of reasoning. = c. Explaining the meaning of a key term. d. Exploring the implicati=
ons of
ideas: “So what?” “What difference does this make”
“Why does this matter?” |
|
|
Speaks
coherently, that is, ideas hang together or move gracefully from one idea=
to
the next. |
|
|
Avoids
fillers, such as “um,” “like,” “you know=
221; |
|
|
Speaks
in complete sentences. |
|
|
Speaks
slowly, clearly, and loudly enough to be understood. |
|
|
Establishes
and maintains eye contact, at least 50% of the time. |
|
|
Dresses
so as to help, not hinder, speech.[1] |
|
[1] No T-shirts, sweats, zip jackets, or jeans.&n= bsp; Guys, wear a shirt with a collar, and shave.