Philosophy 1501-30

CRN: 20251

Introduction to Philosophy

Distance Learning Off-line

3.0 semester units

Spring 2015

Dr. John D. Eigenauer

Course Syllabus

Please read the following before starting the class.

General Information

All of your assignments will be based upon the book Doubt: A History by Jennifer Michael Hecht.Plan to spend approximately 9 hours per week on the course.

Catalog Description

Catalog Description: A theoretical and practical treatment of the types and problems of Philosophy is studied with particular concerns for issues confronting the modern age. Included are studies relating to the value systems found in the intellectual, religious, ethical and political areas of man’s development. Emphasis is placed throughout the course on the art and science of critical thinking. Advisory: Eligibility for English 50 & 54 strongly recommended.

Learning Outcomes

Upon successful course completion, the student will be able to:

  1. think critically about the role of objective thought in personal decisions, social life, and culture.
  2. respond effectively to questions with which philosophy deals.
  3. evaluate objectively the results of critical inquiry.
  4. demonstrate understanding of the relationships among various philosophical traditions.

Instructor Contact Information/Office Hours

E-mail:

Telephone/Voice mail: (661) 763-7722

On-campus office: GYM

Office hours: MF 9:00 until 11:00 AM, Tuesdays 9:00 until 11:00 AM and by appointment.

Textbook and Course Materials

Textbook: Doubt: A Historyby Jennifer Michael Hecht. The text is available in the college bookstore and on-line from a number of sources. You will need to purchase the text.

Grading Policy

Your grade in this class is based upon the following assessments:

Projects: Five assignments of approximately 60-90 points each and one final exam worth 100 points. (Point totals vary slightly, based upon the number of questions per assignment).

No points are available for extra credit activities. Your course grade will be determined by the percentage of the points you earn divided by the total number of points possible.

I do not accept late papers. All papers are due by 6:00 PM on the date indicated. Late papers receive a score of “0”. There are no exceptions to this policy.

Grading Scale
A / 90-100%
B / 80-89%
C / 70-79%
D / 60-69%
F / 0-59%

Incomplete Policy

I will assign a grade of Incomplete (“I”) ONLY when extenuating circumstances beyond your control prevent you from completing the course AND you have made satisfactory progress prior to the event. Extenuating circumstances include personal illness, accidents, death in the family, etc. Please contact me if any of these circumstances apply.

Academic honesty policy

All instances of academic dishonesty are reported to the Vice President of Student Services for disciplinary action. Historically, such infractions are punished harshly and may result in being permanently expelled from Taft College.

You may not use any material of any kind from someone else that is not yours without giving proper credit. This means that if you take three or more words from any article, newspaper, magazine, book, television program, radio program, audio file, video file, journal, or Internet page without putting quotes around those words and citing where those words came from, you will have committed an act of academic dishonesty and you will be disciplined.Let me make this perfectly clear: if you copy ANYTHING without using quotes and proper citations, you will fail the class and be kicked out of Taft College.

You will be disciplined if you copy someone’s homework or any part of someone else’s paper or someone else’s assignment.

You will be disciplined if you use someone’s homework or paper to do your own paper or homework.

You will be disciplined for submitting a paper that was purchased through an Internet site, or which was submitted in any other class by someone else. This is true even if you make changes to the paper.

You will be disciplined if you use anyone’s paper as a model for your own.

You will be disciplined if any assignment resembles closely that of another student (current or past).

Course Procedures

Answer all questions for the reading assignments to the best of your ability. Number each answer to correspond to each question. Include the original question before each answer. Answers to questions must be submitted in typed or clearly printed format. Include at the top of each assignment your name, the assignment number, the chapter number, and contact information (such as email).

SEE THE COURSE CALENDAR ON THE NEXT PAGE

Course Calendar

PLEASE NOTE: THE NUMBER OF DAYS BETWEEN ASSIGNMENTS VARIES!!!! YOU ARE RESPONSIBLE FOR KNOWING WHEN THE ASSIGNMENTS ARE DUE.

Unit / Day / Date / Assignment due
1 / Friday / 2/6/2015 / Chapter 1 questions
2 / Friday / 2/27/2015 / Chapter 4 questions
3 / Friday / 3/20/2015 / Chapter 6 questions
4 / Friday / 4/10/2015 / Chapter 7 questions
5 / Friday / 5/1/2015 / Chapter 8 questions
6 / Friday / 5/15/2015 / Chapter 9 essay

Course Calendar

Assignment 1: Greek Doubt

Reading assignment: chapter 1, Greek Doubt, pages 1-44.

Assignment 2: Roman Doubt

Reading assignment: chapter 4, Empire of Reason, pages 125-168.

Assignment 3: Medieval Doubt

Reading assignment: chapter 6, Muslims to Jews to Christians, pages 216-263.

Assignment 4: Renaissance Doubt

Reading assignment: chapter 7, Renaissance and Inquisition, pages 264-314.

Assignment 5: Enlightenment Doubt

Reading assignment: chapter 8, Revolutions in the Authority of Reason, pages 315-370.

Assignment 6: Final Exam:Doubt in the Age of Science

Reading assignment: chapter 9, Freethinking in the Age of Science and Reform, pages 371-427.

Please note: I identify below those pages of the chapters that may be skipped. There aren’t many, but you may find it helpful to know which pages are not required reading.

Remember: All assignments are due via email or other means by 6:00 on the above dates. All of the questions for all of the chapters, including the final exam, are on the following pages.

Course Calendar and Questions

This section of Introduction to Philosophy uses the concept of DOUBT as a unifying thesis of Philosophy to teach the most important philosophical ideas. It requires very careful reading; don’t be surprised if you have to read sections two or three times to understand them. This is a normal part of the philosophical process itself—struggling to understand what great thinkers are arguing.

You will have the privilege of reading one of the best introductions to Philosophy ever written: Doubt: A History. You will need to read it carefully, going over important passages several times, and thinking hard about what they mean.

You will have two to three weeks to complete each reading and answer the questions for one unit (a chapter). [You will have less time for the final exam]. Since the chapters average 40+ pages and the questions are fairly challenging, you should read every day. I must restate this clearly: do not attempt to read the assigned chapter in one sitting—much less a night or two before the assignment is due; it is much too challenging. If you want to succeed in this course, read the book a little every day and try to answer questions a few at a time.

None of the questions have objective answers. This means that you will never be asked a question such as, “Who was Socrates’ most famous student?” However, the fact that there are no objective questions does not mean that there are no right answers. It simply means that you will have to think hard to create answers that are reasonable and make sense within the context of the reading.

All assignments submitted by email must be in Microsoft Word format in 12 point Verdana font. DO NOT submit answers in the body of an email. Make sure that you submit the question with the answer: put the question first, followed by your answer to the question.

Be very, very, very careful NOT to include information that does not answer the question. This is very difficult for students. Let me give you an example. Suppose I ask you to critique the flaws in Descartes reasoning. DO NOT, I repeat, DO NOT write, “Descartes was a famous French philosopher who believed that…” I will NEVER ask a question whose answer involves merely finding information in the book. I guarantee that if your answer ONLY contains information that comes directly from the book, it is WRONG. This does not mean that you should not use information from the book; it means that you use the information in the book to support your argument and your logic.

This is by far the most difficult matter for my students. Many students are accustomed to questions that require that they find answers to questions in the book. I cannot stress this point enough: don’t try this strategy in this course; you will almost certainly fail.

Most answers require a fully developed paragraph; some require a half page (single spaced) of writing. Create full arguments with a thesis statement, clear evidence and logic to support your claim, and clear explanations of your points. One sentence answers will almost certainly be failing answers. Remember this.

Due Dates and Times

Please note that the first assignment is due on Friday, February 6, 2015 at 6:00 PM. READ THE SYLLABUS CAREFULLY. PAY CAREFUL ATTENTION TO DUE DATES. I DO NOT ACCEPT LATE ASSIGNMENTS.YOU WILL BE DROPPED FROM THE COURSE IF THE FIRST ASSIGNMENT IS NOT DELIVERED ON TIME.

Unit 1: Greek Doubt

Reading assignment: chapter 1, Greek Doubt, pages 1-44. [You may skip the section titled “The Hellenistic Age and Euhemerus”, pp. 24-30].

6 questions x 10 points each = 60 points possible.

Chapter One Questions

  1. Anaximandros, Heraclitus, Protagoras, and Thales were among the world’s first “scientific thinkers”. Explain which of them was the closest to our modern conception of a “scientific thinker” and why. Which was the furthest from our modern conception of “scientific thinker” and why?
  2. Read the section on Plato (pages 11-20). Defend with logic and examples the idea that Plato was a doubter. Hint: many things indicate that Plato was a believer in things divine; your job is to prove that despite this appearance, Plato doubted religious claims.
  3. Why would it be so hard to imitate the Cynics in our modern world? [The question is about the difficulty of adopting their philosophy, not about the physical inconveniences of wearing few clothes, sleeping outdoors, and the like]. Second, if one did adopt their philosophy, what would be good about it?
  1. Epicurus was in some ways a rationalist doubter and in some ways a traditional believer. Demonstrate how his rationalism and his traditionalism conflicted. (Hint: Find ways in which Epicurus seems like a doubter and ways in which he seems like a believer and demonstrate how these ideas conflict with one another.)
  1. Why would it be difficult for most people to accept Pyrrho’s extreme skeptical position (that we can know nothing)?
  1. Please explain WHY and HOW Aristotle might have influenced Carneades.

Unit 2: Roman Doubt

Reading assignment: chapter 4, Empire of Reason, pages 125-168.

7 questions x 10 points each = 70 points possible.

Chapter Four Questions

  1. Imagine someone arguing that the Roman religion is the one true religion on earth. Argue why this is probably not so. [Note: VERY IMPORTANT: YOU CANNOT ARGUE that Roman religion cannot be true because ANOTHER religion is the true religion. That would not be an argument: that would be a mere statement of faith]. [Obviously, this is not a trick question; don’t answer with something like “The Roman Empire doesn’t exist any more.”
  2. Cicero thought that if belief in religion were removed, much of social structure would collapse. Create an argument supported by examples, of why this is not necessarily true.
  1. Which of Cicero’s characters could most likely be considered to be an “atheist”? Why is this so? (Provide an argument with supporting evidence).
  1. Create an argument refuting Balbus’ “argument from design”. Make sure that you address all the particulars of Balbus’ argument.
  1. In what ways were Lucretius’ ideas more extreme than Epicurus’ ideas?
  1. How would Marcus Aurelius respond to the statement, “Life has no meaning”? (The answer will require a full argument in paragraph format).
  1. Why is SextusEmpiricus unlike any thinker you have read thus far in the book? (This requires a detailed argument, not a mere statement or opinion).

Unit 3: Medieval Doubt

Reading assignment: chapter 6, Muslims to Jews to Christians, pages 216-263. (Skip the section titled “The First Rabbi on the Moon” [pages 239-250]).

Chapter Six Questions

7 questions x 10 points each = 70 points possible.

  1. Based upon your readings, were Christianity’s beginnings or Islam’s beginnings more influenced by rationalism? Why did this happen? What was the result of the influence of rationalism?
  1. What did Ibn al-Rawandi and Muhammad al-Warraqhave in common with many Greek skeptics?What are the ways that they were unlike Greek skeptics?
  2. The Faylasufs considered themselves to believe in Islam. Why were they considered to be unbelievers by some? (This answer requires an argument, not a statement of fact).
  1. Defend whether you think Al-Razi or Ibn al-Rawandi was the more radical thinker (pages 225-230). (Before you answer this question, make sure that you understand “radical”).Hint: It is important that explain precisely why one was a more radical thinker than the other. Do not write: “Al-Razi was a more radical thinker than al-Rawandi because Al-Razi doubted god’s existence.” That type of explanation does not properly compare the two. You must focus on proving why one was more radical than the other.
  2. Al-Ghazzali (pp. 233-237) is one of the most interesting doubters of the Middle Ages. Which thinker from our book does he most resemble? Prove your point with an argument and thorough comparisons.
  3. In the section on the Scholastic rationalists, Hecht outlines the West’s acceptance of Aristotle. Accepting and teaching Aristotle should have promoted science and reduced mystical thinking. It did not. Why did Scholasticism fail to become a modern scientific method?
  4. In the final pages of the chapters, we meet a few “Christian skeptics”—or perhaps “Medieval skeptics”. How do you think that they reconciled their Christianity with their skepticism?

Unit 4: Renaissance Doubt

Reading assignment: chapter 7, Renaissance and Inquisition, pages 264-314. [Skip the section called “The Historical Problem Called Rabelais, pp. 278-285. Skip the section called “Jesuits in China”, pp. 310-314].

7 questions x 10 points each = 70 points possible.

Chapter Seven Questions

  1. Read the section, “Zen and Other Eastern Doubt”. How is the doubt spoken of in this section different from traditional Western philosophical doubt? Hint: To answer this question well, you must make comparisons. Hint 2: Students sometimes confuse BELIEF with DOUBT. Be careful about this!
  2. Why would have Pomponazzi made a good Greek philosopher? Give specific details and provide a complete argument.
  3. Whose doubt is more threatening, Luther’s or Erasmus’—and WHY?
  1. Hecht discusses the Inquisition and atheism in this chapter. Using your own logic, and any other information, explain why we no longer have institutions such as the Inquisition in the Western world.[Make sure that you phrase this in terms of the issues the book has presented, such as the progress of philosophy].
  2. Read the section on the Inquisition (pages 285-296). Inquisition records show us real instances of common people—not philosophers or scientists—who doubted various religious ideas. As Hecht points out, this was a first. Why is this phenomenon (of common people doubting) so important? In other words, what does it show us?
  1. Who is the most sophisticated doubter from the section on the Inquisition… and WHY? Hint: Make sure that you support your idea with solid reasons. You may want to demonstrate that one doubter was more sophisticated than another and WHY. It is a very good idea to compare several thinkers. (Make sure you pay attention to the meaning of the word “sophisticated”).
  2. Some scholars think that Montaigne was an atheist; others think that he was a believer; others choose middle ground. Defend the statement, “Montaigne was not an atheist” with a logical argument backed up by examples to prove your point. Hint: defense and evidence are essential to doing well on this question.

Unit 5: Enlightenment Doubt

Reading assignment: chapter 8, Revolutions in the Authority of Reason, pages 315-370.

9 questions x 10 points each = 90 points possible.

Chapter Eight Questions

  1. Descartes (pronounced day-CART) is one of the most important philosophers in the Western tradition. Even so, his ideas have received much criticism. Focusing on page 317, the paragraph that begins, “He then claims…”, explain some flaws in Descartes’ reasoning. Include more than one. Explain precisely what is wrong with his arguments. Give details and a logical explanation.
  1. From pages 319-322, Hecht discusses one of the 17th Century’s most radical thinkers: Spinoza. What in this section could lead you to believe that Spinoza was an atheist, other than direct statements by his contemporaries? Use logical arguments and evidence to prove your point. Hint: This question should be answered by defending the thesis: “Spinoza was an atheist”, assuming that you are trying to convince someone who does not think that he was an atheist.
  2. Deism (pp. 333+) is the tenet that god exists, and that he is the ultimate moral judge of the Universe, but that is all we can know. Given that deism is a religious tenet, why was deism such an important step (or transition, or period) in the history of doubt? (Pages 333-339).[Another way to ask this question would be: “In moving from a world of true believers to a world of atheists, how and why was deism a necessary intermediate step?]
  1. How was the philosophy of Voltaire and Diderot different from any that we have seen thus far in the book?
  2. I would argue that the great Scottish Skeptic, David Hume, didn’t care very much one way or another whether god exists (even though I think he had a rather strong and obvious opinion), but he did care very much about religion and about philosophy. Why did Hume care so much about religion and philosophy but less about god’s existence?
  3. It is a widely held belief that the United States was “founded on Christian Principles”. Using the information in this chapter (pp. 355-362), argue that this is not the case.
  4. Argue that, based upon his ideas in this chapter, the Jewish philosopher Moses Mendelssohn could have been one of the Founding Fathers. (Obviously, this question refers only to ideas, not to the practicality of working with the Founding Father of the US).

Unit 6