INTRODUCTION TO PHILOSOPHY: Phil 1001, Section 90; 6:00-8:40 Mondays Cina 308, Fall 2005
Robert Evans, ABAH 305, Office Hours: M&T 1:30 to 2:30 & BY APPOINTMENT. revans@d.umn.edu; EMAIL question or comments please.
Web page: http://www.d.umn.edu/~revans/phil1001.htm
TEXT: Classic Questions and Contemporary Film, Dean Kowalski PLUS: ASSIGNED READINGS ON THE WEB SITE
ASSIGNMENTS: for the FIRST WEEK. TO BE READ BEFORE THE FIRST MEETING:
FOR SEPT 12th. READING ASSIGNMENT:
PREFACE: XI- to the Acknowledgments. Films will be used to illustrate points, and to show how ideas occur in popular medium. The focus of the course is on the reading material, and getting the ideas and arguments clear.
CHAPTER I.
A. READ pp. 1-11. I want you to have a reasonably good idea of what deductive arguments are; since this is not a logic course, skim or even skip pp. 11-19.
B. READ pp. 19-24 on Inductive Arguments. Skip the exercises.
C. READ pp. 24-40. The point here is that philosophers aim at the truth, or at least at positions which can be backed by the strongest evidence and reasons; it isn't that "any old opinion is just as good as any other." Kowalski discusses this in terms of subjective and objective truths, but I think he says some things which are misleading. I hope to be able to show the scene from Monty Python and the Holy Grail.
READ The Apology, pp. 41-47. Socrates is one of the most famous people in the western intellectual tradition. Like Jesus, he was put on trail and condemned to death. I find the extraction of the arguments, 48-50 a bit strained, but it will do your soul good to read these pages.
READ The Value of Philosophy, Bertrand Russell, pp. 50-51.
Handouts: I will give you summaries and extra readings. They will also be on the web site.You should read assignments carefully and ask questions about points or passages which you do not understand. The readings are not lengthy, but some are difficult; you will need to read them several times. Please feel free to make an appointment to discuss any of the issues in the course. You may prefer to write me a note asking me to go over some point in the readings or ask me to discuss some general issue. Specific readings will be made in class in order to adjust them to the pace of discussion; you are responsible for knowing the assignment. I will email assignments and post them on the web site.
COURSE REQUIREMENTS AND GRADING:
1. You will receive information about the class over email, so you must access your UMD address. There is a web site for the class where handouts and other material will be posted.
2. ASK QUESTIONS, QUESTIONS AND MORE QUESTIONS -- IN CLASS, OVER E-MAIL. IF YOU ARE EXCITED ABOUT AND ISSUE OR JUST CONFUSED, COME AND SEE ME. I'M GETTING PAID TO HELP YOU!
3. Class attendance is a duty, and I expect for you to do your duty. If you like consumer models then you have accepted employment in the class; as in a job, showing up for work on time is a reasonable expectation. I do not scrupulously take attendance, but your absence will be noticed. Lack of diligence with regard to attendance, taking exams, or meeting due dates can result in either a lower grades or a request that you drop the class.
4. A short illness can be accommodated; a long illness may require that you withdraw from the class.
5. Prohibitions: Do not leave class early unless you inform me ahead of time that it is necessary. Cell phones are one of the banes of human existence. TURN THEM OFF; BETTER, THROW THEM AWAY.
GRADING:
1. There will be two exams during the semester. (Samples on web.) Makeup exams only in emergencies; they will be longer and more difficult. 40%
2. There will be some sort of in-class activity nearly every week; a quiz, a group discussion or whatever. NO MAKE UPS! 30%
4. Class participation. I can't teach this course by myself. 10%
5. Final Examination: Monday December 19th covering the course 20%
Individuals with special disabilities which might affect their ability to do the work in this class should inform me within the first week. Reasonable accommodation will be made to provide equitable participation.
AIMS OF THE COURSE: Category 7 - Historical and Philosophical Foundations
1. A main aim of the course is to get you to think critically about your own beliefs and those of others. Some critical skills will be developed so that you can understand and critically examine views and opinions whether at a beer party, business conference or in a moment of introspection. Honing your critical and analytical skills involves at least:
a) learning to ask good questions.
b) reading and listening carefully to the views of others; understanding should come before criticism or belief! (Philosophers themselves do not always live up to this ideal!)
c) learning to identify premisses and conclusions of arguments.
d) being sensitive to the meaning of terms and to learn how to analyze complex terms
e) giving arguments and reasons for your own views.
2. A second aim is learn about some of the "classical" philosophical problems and something about the major philosophers. The problems are peculiar in the sense that you can get along from day to day and live a successful life without raising or reflecting on any of these problems. And yet these issues lie just below the surface in most of the theories of the human sciences as well as the natural sciences. In addition, most people have some sort of view on these issues even if it isn't fully conscious or particularly well thought out.
3. Finally to struggle with these issues and to attempt to find the truth about them is, in some sense, what it is to be a human being. Getting a little clearer may not make you rich and famous or even wise and happy, but you may "know your way around" some of issues which have been at the center of human thought.
1. Discussion. It is extremely important for you to discuss these issues and argue with others about them. Give thoughtful consideration to the shortcomings others find in your views. Try to discuss some of these issues with parents and friends, as well students in the class. Ask questions. If you object to things said in class by me or other students, speak up. I will try to make you defend your view; you ought to make me defend mine. Don't be afraid to defend views even if you do not fully endorse them, since you will learn the strengths and weaknesses of the view in this way.
2. Reading. Read the assignments carefully and critically several times. At least one way of learning how to argue is to read arguments.
a) Be sure to know the main thesis of the author or the position.
b) How are the main concepts (terms) used or defined?
c) What arguments or evidence is given in support of the view? Be especially sensitive to such words as "therefore," "because," "thus," "since," "if..then." These indicate that an argument is being given and that conclusion are being drawn. Be aware of the implications and consequences of the proposed view, e.g., if we are not free, then what?
d) Continually ask, "Is this true? How do I (or how does the author) know it is true?"
3. Writing. Just thinking about your beliefs is not enough. A first test is to write them down. Often you will find out that a view or belief which seems clear and true when just thought about turns to dust when you try to write it out in a precise way. Things may even get worse when you try to write out the reasons that support it or when you consider objections. Keep a diary or a philosophical journal. Keeping track of what you did can be interesting in the future; having a record of what you were thinking will probably be even more interesting.
EVALUATION OF YOUR WORK
1. Commit yourself to the course and commit to doing your best, most thoughtful and careful work. Although, there are points attached to the various assignments there is always a "plus factor" in any task. You can show your commitment by attendance, participation, doing any paper or presentation in a way which exceeds expectations.
2. There is a certain amount of basic factual information that you need to know; you may just need to memorize the definition of key concepts. What is X's position is on issue y. What is the definition of term p according to the ? What argument does X give in support of y; what counter-argument can be made? What example does X give?
3.. Essay questions. Obviously, it is necessary to make yourself understood, thus you have to write clearly and in complete sentences. Part of showing that you understand a position is to show that you understand its weak points; thus, you ought to know the standard criticisms of a view and be able to reply. Be sure you use key concepts correctly; often times it is helpful if you define them and explain them. Finally, show you understand write fully and completely; there is some virtue to length. In sum: be clear; give reasons and arguments; be sure that the reader can understand how you are using key terms; show the implications and ramifications of a view; and, be complete. You can practice for an essay exam in any course by asking yourself what the most obvious essay questions will be and then writing out answers. Even better do this with someone else in the class and then exchange essays and critique your answers.
YOU WILL BE RESPONSIBLE FOR THE MATERIAL IN THE READINGS, THE HANDOUTS AND THE LECTURES. I BELIEVE THAT YOU NEED TO ATTEND CLASS IN ORDER TO UNDERSTAND THE MATERIAL; IF YOU MISS CLASS YOU MUST MAKE THE EFFORT TO GET THE MATERIAL
PHILOSOPHY OF MISS MANNERS: Rules of civility
1. Please be on time. It is disconcerting to other students and to me to have people stringing into class for the first 10 minutes. And do not leave early unless you have informed me at the beginning of the class. If you do, I may ask you not to return.
2. If you are desperate to sleep or to read newspapers, love letters or even The Statesman please do so before or after class.
3. Some instructors do not care whether you attend class or not. I do. Attending your classes is important. Whatever you do, should you miss a class, do not ask that question, which is the bane of existence for teachers, "Did you do anything in class."
4. Exam times and due dates for papers must be heeded. Make up exams will be given in case of documented emergencies; they will be longer and more difficult than the regular examinations.
5. Philosophers are especially sensitive to lying, cheating and plagiarism.* Do your own work on examinations and quizzes and give proper citations when writing papers.
*To plagiarize is "To use and pass off as one's own (the ideas or writings of another.)" The American Heritage Dictionary. The most obvious way to plagiarize is to directly copy, but using another's thoughts or words even when paraphrased must be noted. A more positive way to think about this is that the purpose of writing is to convey information to the reader. References, footnotes and bibliographies direct the reader to sources where they can get more information and to make up their own mind if you have conveyed information correctly. Not using sufficient references is a way of failing to convey information and it cheats the reader. Web sites as well as books and articles must be given in a way that the reader can easily access the original sources.
6. Mobile telephones have become one of the more intrusive annoyances in modern society. Leave them in your room or throw them in the lake - well at least make sure they are turned off during class.
7. Buy the text. Read and reread the assignments. Take notes on the assignments. Ask questions about items you do not understand.
8. Take notes of some sort in class; it helps concentrate the mind!
To define philosophy in a neutral way is impossible, since to define philosophy is to take a philosophical stand. Philosophy as it will be done in this course is best defined as: critical reflection and analysis of the justification of commonly held beliefs, and analysis of the basic concepts in terms of which such beliefs are expressed. We are especially interested in the basic beliefs or presuppositions about religion, science, persons, nature, and our ordinary everyday framework. Critical analysis is carried out in at least two ways. First, pay careful attention to the meanings of word. A belief cannot even be understood unless the meanings of the basic terms are made clear. Therefore, we will spend a great deal of time listing (and arguing about the adequacies of) definitions of such words as `God,' `free,' `mind,' `law' etc. Secondly, critical analysis involves asking clear questions, that is , attempting to reformulate a problem so that the direction one has to go in solving it becomes clearer. For example, a question asked in the 16th and 17th centuries was: "What is the nature of man?" In that form one wouldn't know where to begin, but what if we tried to break the question down into more digestible bites? Do people have souls? Is the soul different than the mind? Is the mind the same as the brain? Does the human mind differ in any significant way from computers? Are humans free? What does it mean to say that we have free choice? This is just a beginning, but with these questions some tentative answers and arguments can be given. Having the courage to ask questions and having the skill to ask good ones are crucial abilities in life as well as in academic work.
Through critical analysis you should gain a better understanding of your own beliefs, and eventually lead you to some conception of our place in the universe. My favorite conception of philosophy is by Wilfrid Sellars: (Science, Perception and Reality)
The aim of philosophy...is to understand how things in the broadest possible sense of the term hang together in the broadest possible sese of the term. Under ‘things in the broadest possible sense of the term' I include such radically different items as not only ‘cabbages and kings,' but numbers and duties, possibilities and finger snaps, aesthetic experience and death. To achieve success in philosophy would be, to use a contemporary turn of phrase, ‘to know one's way around' with respect to all these things, not in that unreflective way in which the centipede of the story know its way around before it faced the question,'how do I walk,' but in that reflective way which means that not intellectual holds are barred. What is characteristic of philosophy is not a special subject-matter, but the aim of knowing one's way around with respect to the subject matter of all the special disciplines.