- COURSE SYLLABUS -

INTRODUCTION TO PHILOSOPHY
DIVISION OF MULTIDISCIPLINARY STUDIES
29983- PHI 153 – 003
SPRING 2020

Dr. Paul R Shockley Location: Ferguson Bldg: G78

Email: [email protected] 4pm-6:30pm, Monday PM
www.prshockley.org Office location: Ferguson # G76
27 January 2020 – 4 May 2020 936-468-6105 (office number)
Office Hours: 10am-4pm Mondays & Tuesdays

“Philosophy begins in wonder.

And, at the end, when philosophic thought has done its best, the wonder remains.”
~ Alfred North Whitehead

I. COURSE DESCRIPTION:

In addition to a concern with the goals, nature, and methods of philosophy,

Introduction to Philosophy (PHI 153) course focuses on issues concerning
philosophical theories of knowledge and reality, drawing on ideas from a variety of
disciplines. Possible topics: the nature of philosophy, the problem of skepticism and
knowledge, mind and personal identity, and the nature and existence of God.
Emphasis is on the nature of philosophy and its relation to education, logic, and
critical thinking.

II. COGNITIVE AND AFFECTIVE OBJECTIVES:

A. Problem Learning Outcomes:

This is a general education core curriculum course with specific core

objectives. This course has been selected “personal responsibility” as
a core objective for assessment.

Personal responsibility is a problem learning outcome whereby

objective is to develop the ability to connect choices, actions and
consequences to ethical decision-making.

B. Exemplary Educational Objectives:

Awareness of the scope and variety of texts dealing with various

philosophical issues.

Understanding of the historical and social contexts of philosophical

movements.

Ability to respond critically to works in philosophy.

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Ability to formulate, express, and support opinions on the
philosophical issues covered in this course.

Knowledge of cross-cultural influence of philosophy.

III. GRADE POLICIES, COURSE REQUIREMENTS, & TESTING INFORMATION:

A. Course Policies and Requirements:

25% Exam 1: Philosophy to Assumptions (20 topics): 2 March

25% Exam 2: Descartes to Ayn Rand’s Objectivism (20 topics): 5

April

25% Exam 3: Blaise Pascal to Neil Postman’s Amusing Ourselves

to Death (25 topics): 4 May

25% Epistemology Paper (5-7 page paper excluding cover sheet &
bibliography/works cited): 26 April

10% Extra Credit: 5-7 page paper on video debate analysis will be
applied to your lowest grade in course: Due by 19 April

B. Attendance is expected. A complete attendance report may be filed with

the student’s dean and the registrar with the final course grade. In fact, you
can only miss one class. More than one missed class, whether excused or
unexcused, means you will receive a final grade of “F” for this course. Do not
miss class in view of academic excellence! Too much is at stake!

C. All students are required to be present for announced exams. Any missed
exam without a cogent documented excuse will be counted numerically as a
zero (00). This is considerably lower than an average F.

D. Because of the nature of these exams over assigned readings and lecture
material, it is in your best interest to attend class and proactively engage
material, especially since each exam counts 25% towards your final grade.

E. Required Books:

Brooke Noel Moore & Kenneth Bruder, Philosophy: The Power of Ideas,
9th edition (New York: McGraw Hill), 2014 . ISBN: 978-0-07-803835-8.
Free copy is located in library reserves.
Neil Postman, Amusing Ourselves to Death, revised edition (Penguin
Books), 2005. ISBN 978-0143036531. Kindle version is also available.
Free copy is located in library reserves.
Paul R. Shockley & Raul F. Prezas, Thinking with Excellence: Navigating
the College Journey & Beyond (New York: Two Creeks Publishing Group),
2019: ISBN-13: 978-0692194812; ISBN-10: 0692194819. Kindle version is
also available. Free copy is located in library reserves.

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1. These books will stimulate our thoughts regarding ultimate questions
like:
a. Where did we come from? (origin)
b. What are we? Who are we? (identity)
c. Why are we here? (meaning)
d. How should we then live? (morality)
e. What’s gone wrong with the world? (evil)
f. What can be done to fix the problems of the world? (hope)
2. Each exam will be derived from the philosophy study guide:

a. Exam 1: Philosophy to Assumptions

b Exam 2: Descartes to Ayn Rand’s Objectivism
c. Exam 3: Pascal to Neil Postman’s Amusing Ourselves to
Death

Each exam will cover topics per philosophy study guide. Know
everything you can about each topic, drawing from class lecture and
readings. From that list I will choose 10 topics to know-inside and
out a week before the exam. Then on each exam I will select 5 topics
of which you will write using a blue book. The exams are non-
cumulative but do build upon one another.

The questions will be essay prompts or/and short answers. Know

how to write a proper essay which is totally different from a short
answer. Check out: https://www.grammarly.com/blog/first-college-
essay/

I reserve the right to change the format of the exam upon review
following each exam.

Any plagiarism or cheating whatsoever committed on exams will

result in 00 and SFA policies will strictly be enforced.

There could also be additional required readings applied to any

exam and will be announced in class.

All grades will be posted on D2L.

Take good notes. Recordings of any sort are NOT allowed for class
lectures (except for ADA compliance).

Any student who has to miss any exam must personally contact me
with a cogent documented excuse to re-take the exam within two
class days. Otherwise, you will receive no credit (00). If you miss the
final exam, contact me to take the exam immediately; otherwise, you
receive no credit for the exam (00).

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It is critical to your success that you attend all classes. Moreover, if
you are having problems understanding the material, let me know
early. Meet with me; let’s brainstorm together. We also offer tutoring
at AARC (first floor of Steen library). I’m here for you.

http://www.sfasu.edu/policies/class-attendance-6.7.pdf

Here is rubric I will be using for all exams and papers:

GRADING RUBRIC:

G. Here is the way I will evaluate your philosophy papers & essays: An
excellent book report, essay, research paper, or any other paper (A) meets
or exceeds all of these criteria for both content and writing:

Content

● Demonstrates originality of thought, creativity, and particular insight

into the material
● Demonstrates excellent and thorough understanding of the material
● Uses primary and secondary sources in a way that demonstrates high
level of intellectual engagement with the text
● Uses primary and secondary sources in such a way that demonstrates
the ability to independently research, read, and assimilate material
relevant to the topic and to include it in the paper in a useful and
insightful way
● Demonstrates the ability to read texts from different perspectives,
traditions, cultures, and time periods with nuance and sensitivity,
understanding how context affects interpretation.
● Logical fallacies are completely avoided.
● Truth claims are cogently justified (e.g., logical reasoning; empirical
evidences; existential relevance; workability; livability; explanatory
power; ethical/aesthetic excellence)

Writing
● Includes excellent writing that is interesting to read, clear, correct,
polished, varied, and appropriate to the nature of the audience and goal;
directions were explicitly followed
● Demonstrates completely correct handling of the mechanics of citation,
attribution, and integration of quoted and paraphrased material
● Is well organized, with a choice of writing and paragraph structure that
guides readers through the work in a way that is well suited to the
particular aims, audience, and tone of the goals of assignment.
● Is copy-edited and polished at the sentence level to within an inch of its
life

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A good paper (B) meets or exceeds all of these criteria for both content and writing:

Content
o ● Demonstrates a good understanding of the material
o ● Uses primary and secondary sources in a way that demonstrates a high
level of intellectual engagement with the text
● Demonstrates the ability to read texts from different perspectives,
traditions, cultures, and time periods, with an understanding of how
context affects interpretation
● Logical fallacies are avoided.
● Truth claims are justified with good argumentation.
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Writing

● Includes good-quality paper that is interesting to read, clear, correct, and

appropriate to the nature of the assignment’s goal; directions were
followed in a commendable way.
● Demonstrates correct handling of the mechanics of citation, attribution,
and integration of quoted and paraphrased material
● Is well organized at the outline and paragraph level
● Is carefully copy-edited and almost entirely error-free

An average quality paper (C) meets all of these criteria for both content and writing:

Content
● Demonstrates solid understanding of the material; may sometimes not
show full understanding of how sources relate to other material in the
course
● Uses primary and secondary sources in a way that demonstrates
intellectual engagement with the text at a level appropriate to
undergraduate students
● May not demonstrate initiative in research; may sometimes show a
superficial understanding of the texts
● Demonstrates the ability to read texts from different perspectives,
traditions, cultures, and time periods with comprehension, but may have
difficulty in not reading the text from an exclusively modern- or culture-
specific position
● Logical fallacies are slightly evidenced.
● Truth claims are insufficiently justified (not argued very well)

Writing
● Includes average-quality writing that is correct and appropriate to the
nature of the assignment’s audience and goal; directions somewhat
followed.

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 ● Demonstrates an average handling of the mechanics of citation,
attribution, and integration of quoted and paraphrased material; may be
awkward in integration and attribution of sources
● Somewhat organized at the outline and paragraph level; may be
unfocused or somewhat not organized in the most effective order
● Is satisfactorily copy-edited, although some problems of language may
remain

An average (D or below):

Includes any one of these problems to a noticeable extent:

Content
o ● Demonstrates a deficient understanding of the material
o ● Does not engage with primary and secondary sources, or does so in a
superficial, proof-texting way
o ● Includes difficulty in comprehending or engaging with texts from
different perspectives, traditions, cultures, and time periods
o ● Logical fallacies are discovered.
o ● Truth-claims are not justified or are poorly justified.

Writing
o ● Includes writing that is not appropriate to the nature of the assignment’s
audience and goal (e.g., too casual or too jargonistic)
o ● Includes persistent problems with the mechanics of citation, attribution,
and integration of quoted and paraphrased material
o ● Lacks organization at the outline and paragraph level
o ● Includes persistent and/or systemic problems at the sentence level
(structure of sentences; appropriate word choice; spelling and punctuation;
other grammar issues; general clarity)

H. Additional Hints for Success on Essays, Papers, & Reports:

1. Always be thinking about the leading proponents and critics on any

particular idea or problem in philosophy. In other words, who embraced
what particular philosophical idea and who argued against it? Where do
these major ideas come out of (e.g., John Dewey’s Art as Experience)?
What was the context for the emergence of those ideas?

2. Introduction: be sure to clearly state the thesis to your work, the problem
you will work out, and how you will address that problem. Explain clearly
what the central idea is.

3. What are the criticisms made to this idea? What are the responses to those
criticisms?

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 4. Also, be able to critique philosophical ideas with your own worldview.
Using the sevenfold criterion, 5 ways of knowing, etc. in Thinking with
Excellence, you should be able to offer a critique of that philosophical idea
from your worldview.

5. What are the specific lessons you learned? The more specific you are with
the lessons, the better your conclusion will be.

6. What are you still missing? What have you left out? Think lateral
thinking?

7. Have you committed the fallacy of reductionism?

8. Have you written your work using proper grammar and spelling?
Remember: how you communicate is as important as what you
communicate.

9. Bibliography/works cited page. Proper citation used?

10. No plagiarism? When in doubt, document.

11. Using the sevenfold criteria, avoiding logical fallacies, and using the
fivefold view of evaluating what is true will be helpful to your success.

12. Regularly meet with me, especially if things are unclear to you. If you find
yourself struggling with a topic we are discussing in class, my door is
open to you; I want you to succeed. You will need to make sure you are
doing the required reading and are attending class.

13. Once again, no plagiarism whatsoever. No late papers will be accepted.

No extensions or exemptions granted. To be sure, all your work will be
taken seriously as a philosophical critique. So, I can't wait to see you apply
all that you are learning in this course! Go forth Lumberjacks!

“It is the mark of an educated mind to be able to entertain a thought

without accepting it.” ~ Aristotle

I. Questions to ask in every class: “Now, that’s a good question!”

Asking questions in class can be very intimidating. We are fearful of being embarrassed
or rejected. We don’t want to appear “dumb.” We push back from the idea of being
singled out by the professor whereby we are called upon repeatedly in class; we don’t
like the spotlight. We don’t want to be known as the “teacher’s pet.”

The situation becomes even more difficult. We come across those who like to argue, who
want to be the center of the class, or who redirect their questions in way that benefits

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them. Out of arrogance, hubris (which means excessive pride), and control, they want to
claim “superiority” over fellow classmates.

Sadly, we come across educators who don’t like questions. Some are hot-tempered,
cynical, and not easy to talk to or even learn from, and deem themselves “god-like” given
their background, degrees, and accomplishments. They can make us feel irrelevant,
uncomfortable, and worthless.

To be sure, many us don’t even know where to begin when it comes to asking good
questions. We’ve never been trained on the science and art of asking good questions. Yet,
we want to learn. We want to contribute to class. We want to seize our studies!

_____________

“Do one thing every day that scares you.” ~ Eleanor Roosevelt

_____________

What are we to do?

While there are difficult classes, professors, and classmates, thinking with excellence
invites you to ask good questions. Success in life demands good questioning. Most
professors we encounter love questions and long for rich classroom dialogue.
Outstanding professors, and there are many of them, will also protect you from students
who seek to disrupt you, try to take advantage of the classroom setting by showing off, or
attempt to “put you down.” They want you to learn and will do all they can to facilitate
those opportunities. If you can learn how to ask good questions, then you will have a
dynamic skill set that will last a lifetime, no matter your career, context, or relationships.

Thus, I encourage you to think about books, conversations, truth-claims made, and
worldviews like a detective by asking clarifying questions like “What do you mean by
that?” and “How did you come to that conclusion.” Here are seven types of questions you
should ask when it comes to truth-claims being made by authors, professors, and fellow
students:

1. “When you make this truth-claim, are you saying __________?” Here you
repeat your understanding of the truth-claim. This is an additional clarification
question to the two mentioned above.

2. “When you make this truth-claim, would this be an example of what you are
trying to say?” Here you give an example of the truth-claim made. This is an
example question.

3. “If I understand you correctly, your understanding of this truth-claim is

______________ [repeat interpretation]? Am I right? I wonder if the claim

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 could be interpreted this way [give alternative interpretation]?” These are
interpretation questions.

4. “What are the implications of this truth-claim?” Or would this be an

implication of this truth-claim _________________?” You can think about the
implications of the truth-claim in how it affects or impacts one’s life, community,
context, faith, family, other ideas, history, policy, science, or other types of
studies. These are implication questions.

5. “Can this truth-claim be true given what we know about ___________

[common sense; empirical data; historical facts; philosophical truths;
scientific evidence; other realms of studies such as sociology or other
inquiries]?” Here we are examining the consistency of the truth-claim with what
we already know is true and trustworthy. This is a consistency question.

6. “I agree/ disagree with you. Here’s why. I’ve had this experience [state
experience; remember to summarize; don’t be too wordy]…. What do you
think about this experience?” This is an agreement/disagreement question
rooted in personal experience.

7. “What other ways can we think about this truth-claim that may be foreign to
our own particular shared assumptions?” “Would __________[e.g., different
age; culture; gender; race; religion; time; place] interpret this truth-claim
the same way?” Here we are using lateral type of questioning; we are attempting
to think outside of the box.

These seven types of questions, namely, clarification, example, interpretation,

implication, consistency, agreement/disagreement, and lateral questions, will benefit you
in ways you can never imagine!

“Now if a man believes in the existence of beautiful things,

but not of Beauty itself, and cannot follow a guide who would lead him to a knowledge of it, is he not
living in a dream?" ~ Plato

J. Epistemology Paper (5-7 pages, excluding cover sheet and bibliography):

During the unit on Epistemology, students will construct a written assignment that will
dovetail with the specific epistemological theories covered in that section of the course. The
assignment will be a single essay that is step driven and may be described to the students in
the manner seen below. While the sample directions below break the assignment into
steps, this is a single essay and will be uploaded for each objective.

Following the unit on Epistemology, each student will complete and turn in a written
assignment. The stylistic requirements for the assignment will be the completion of a five-
seven page essay (excluding cover sheet and works cited page) that is stylistically clean and
displays academic citation of all source material. The work will be typed and will include a
works cited page. While the content requirements have been broken down into a series of

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steps that build upon one another and thus highlight our learning process (see below), this
is to be written as a single, cohesive essay. The content steps are:

Student Directions:

As you have been introduced to a number of epistemological theories during

the last several weeks, you are to choose TWO of those theories and provide
a critical evaluation of each theory. Upon identifying and explaining each
theory, you will then critically evaluate each theory.

Next, you will transition from a direct analysis of an epistemological theory to

an indirect analysis of a third theory. In this case, you are to either design your
own cartoon or find a cartoon online that you believe comments on a third
epistemological. After providing the cartoon, you will write an analysis of this
image in which you identify and explain how the cartoon, in terms of its context
and assumptions, comments on this third epistemological theory.

Finally, you will conclude your paper with a personal discussion in which you
identify the epistemological theory that you find most convincing and then
critically explore how your choosing that theory will impact your own ethical
self-awareness in different contexts and your cultural self-awareness as it is
tied to such issues as civic responsibility or understanding your role in a
regional, national, or global community.

Here you will need to demonstrate the ability to connect choices, actions,
and consequences to ethical decision-making.

This work is to be done in your words. All sources must be properly cited.
Plagiarism, which is your responsibility to know what it is and how to avoid it,
is totally unacceptable. Strict plagiarism policy is upheld. No “cut-in-paste”
from internet. This paper is due 17 November by 11:59pm (Sunday night) and
is to be uploaded to D2L.

By enrolling in Introduction to Philosophy you are also enrolling in a

Core Curriculum Course that fulfills the Personal Responsibility
requirement. You will see this course on your D2L list. This paper will
fulfill both the requirements of this course and the needs of Stephen F.
Austin State University‘s Core Curriculum Assessment Plan with the
Texas Higher Education Coordinating Board. When you complete this
one assignment, you need to upload the assignment to your standard
course dropbox & will be identified by the Objective for which work is
being collected. (Examples: Critical Thinking, Teamwork, Social
Responsibility Empirical & Quantitative Skills, Responsibility,
Communication Skills-Written, Communication Skills-Written & Visual,

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 and Communication Skills- Oral & Visual.) Please note that this only
applies to the approved assignment. All other assignments should be
submitted according to regular class operations. Do not plagiarize!

When you complete the assignment mentioned above, you will upload
assignment to dropbox on D2L. Please note that this only applies to the
specific assignment. All other assignments should be submitted
according to regular class operations.

K. Extra Credit Video Debate: Extra Credit

You may watch ONE of the following four video debates and offer a 5-7 page
critical review (excluding cover sheet/bibliography). Cover sheet is
required. 12 size font. Romans/New Times. Proper grammar, citations, and
punctuation are expected. If any other sources are consulted, bibliography is
required. Do not plagiarize!

Summarize each major argument from both sides and offer a thoughtful
response/critique using the philosophical tools you have gained in this class.
Look for logical fallacies as studied in chapter 1 and consider the seven-fold
criteria for evaluation:

Logical Coherence
Empirical Adequacy
Existential Relevance
Viability
Workability
Explanatory Power
Ethical and Aesthetic Values

You will also find resources from Thinking with Excellence to aid you in
doing the analysis.

This paper is to be in your own words; plagiarism is not acceptable

whatsoever.

All four debates are offered on youtube.com. Choose only one! You can use
the details below to find the youtube debates. This paper is due on Sunday
night by 11:59pm on 9 April on D2L. No late papers will be accepted. If you
have trouble accessing video on links provided, search youtube using title
names, and minutes for the following presentations. All are readily available:

The first debate is John Lennox vs. Richard Dawkins Debate: Has Science
Buried God? Oxford Museum of Natural History hosts this debate. John
Lennox of Oxford explains how science points to an intelligent creator and
Richard Dawkins of Oxford offers a counterargument. This paper is due 9
April by 11:59pm and is to be uploaded to D2L. This debate is 1.21 hours
long. https://www.youtube.com/watch?v=OVEuQg_Mglw.

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The second debate is theist William Lane Craig vs. atheist Paul Kurtz: Is
Goodness Without God Good Enough? This debate took place at Franklin &
Marshall College. This debate is 1:39 long. This paper is to be uploaded to
D2 L by 9 April by 11:59pm. Sunday night.
https://www.youtube.com/watch?v=sr_RzS-579o&t=5s.

Third debate is Does God Exist between William Lane Craig vs. late
antitheist Christopher Hitchens. This 4 April 2009 debate took place at Biola
University in California. This debate is 2.12 hours long. This paper is to be
uploaded to D2L by 9 April by 11:59pm.
https://www.youtube.com/watch?v=0tYm41hb48o&t=69s.

Fourth debate is “Is There a God?” between famed bioethics philosopher

Peter Singer vs. Oxford scholar John Lennox which took place in 2017
at the Town Hall at Melbourne, Australia with Fixed Point Foundation.
https://youtu.be/HoTILnpd3q8. The debate is 1:46 hours long. This paper
is to be uploaded to D2L by 9 April by 11:59pm. Sunday night.

Plagiarism is not acceptable whatsoever. Your review and critique is to be in

your own words.

Anticipate computer problems. Don’t wait till last minute to upload your
paper.

Save your papers repeatedly. Upload working copies to your electronic email
account in case something terrible happens to your computer.

Watch presentation early, write summary notes, and reflect upon

contrasting views presented.

IV. GENERAL RULES:

No use of cell-phones, text-messaging, games, I-Pods (or equivalent), social

utilities, or internet in class. No use of any technological device (unless ADA)
that may be a distraction to the learning process. Laptops used exclusively
for class-notes are acceptable. Please silence cell-phones before class. If you
use the computer for other purposes than taking notes, then you will
be asked to leave class.

No smoking or use of tobacco will be permitted in the classroom.

All university rules governing academic dishonesty will apply.

Lectures may not be taped, recorded, or video transcribed.

No reading of newspapers, magazine, kindle books, and other materials for

other classes.

Respect your classmates and professor.

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Do not bring visitors to class without express permission. We are limited in
our seats.

If you have to step out to the restroom be sure to do so quietly.

Do not bring attention to yourself.

No use of profanity.

Respect and tolerance for all views shared among us all. Let’s learn from
each other.

Attendance is expected. Given nature of class, you can only miss one class,
whether excused or unexcused. Otherwise, you will receive an F as final
grade if you miss more than one class. For any excused absence,
documentation will be required.

I will be taking attendance at beginning of class. It is imperative that you be

present and on-time.

If you are late to class you must inform me at end of class or you will be
counted as absent.

If you are more than fifteen minutes late to my class, then you will be
counted as absent.

If you are gone more than 15 minutes from class, then you will be counted as
absent.

For every three times you are tardy to class (under 15 minutes), your
excessive tardiness will be counted as one absence.

V. HOW TO DO WELL IN THIS COURSE:

Carefully read assigned work. Proactively bombard your assigned readings

with the following questions: why, where, what, when, who, and so what?

Consider making an outline of the major units of thought in your readings.

As you formulate your outline from the reading, ask yourself the following
question: “What do I see?” The more observations you make, the better your
interpretation of the author’s position or claim may be. Afterwards ask,
“What does it mean?”

After you outline the author’s position/claim go back and see what
arguments are being provided to support that position or claim. Keep asking
yourself, “What is the issue?” Then consider what objections can be raised
against that issue, position, or claim. Lastly, what replies can be given to
defend the position or claim?

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You should consult with me as often as possible to make sure you are
understanding the material. Do not wait until the day before a test to begin
studying. This is not the kind of course for which you can cram and expect to
do well. Take advantage of the office hours.

Consider forming study groups to prepare for exams.

Those who sit front and central statistically do better on their exams.

Try to read when you are at your best (e.g.., if you are a “morning person”,
then make a way to study philosophy in the morning and not late at night).

Make sure you are able to contact another student for lecture material in
case you happen to miss a class (es).

Eight Strategies for First-Rate Studying:

Read Thoughtfully
Read Repeatedly
Read Patiently
Read Selectively
Read Imaginatively
Read Purposefully
Read Acquisitively
Read Telescopically

If you want to improve your reading comprehension skills I would

encourage you to purchase Mortimer J. Adler’s informative work, How
to Read a Book.

10 maxims I encourage you to inculcate into your life in order to achieve

academic success:

1. Be focused! Your energy, time, and discipline need to be bent on

becoming the very best. Focus on what really counts. Do not allow
yourself to become diverted by the trivial and unimportant.

2. Be holistic! Pro-actively make decisions and pursue interests in your

daily life that will assist you in obtaining success. Your resources must
always be redirected to your goal.

3. Be undivided! Do not separate one are of your life from another.

Pursuing opposing interests may marginalize your success because it
divides up your energy, time, resources, and attention.

4. Be determined! Academic progress is rough, ever so time-consuming,

and ever so demanding. Meet every demand with a determination for
excellence. Learn from your mistakes. Pick yourself up when you fail
and press on!

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 5. Be resilient! Do not give up. You will perhaps fail some time or another
during your program. You may even become depress from the critical
feedback you receive from your professors and peers. When those times
come, and they do for most if not all, you must pick yourself up again-for
accomplishing the goal is worth facing seemingly insurmountable
obstacles.

6. Be sacrificial! Purposefully let go of those things that will hinder your

success. Willfully discard every hindrance and degenerative influence
that will keep you from achieving your goal with a passion for
excellence. Routinely examine your life and see what is encouraging or
discouraging you from reaching excellence.

7. Be healthy! Realize, as Aristotle states, that one area of your life impacts
all other areas, whether intellectual, physical, or moral. Take very tender
care of your mind, soul, and body. You need to strive to be holistically
healthy-for if you are not mentally, physically, and spiritually healthy,
then you may easily become fatigued, develop inner angst, regret,
disappointment, and waiver in the completion of your goals. Remember,
a good night sleep is one of the best things you can do for yourself.

8. Be supported! Cultivate a network of people who will exhort you to

succeed! Develop relationships with peers who are also bent on
achieving success.

9. Be excellent! Successful students realize the importance of cultivating a

disposition, i.e., an inner character, which desires intellectual and moral
excellence. Seek to desire excellence. Aristotle encourages us to do
deeds of excellence until excellence becomes habitual in our personhood.

10. Be balanced! Learn how to balance “having fun” with “hard work.”
Don’t ignore those opportunities to relax or play hard. In fact, pursue
them! But do not allow those opportunities to displace your study
opportunities. Remember, learning is pleasurable!

One of the dangers for those who do achieve success is the problem of malnourishment.
Successful people may reach their long-term goals, but so many of them starve themselves in the
process. Do not so focus on your goals that you miss out on dynamic opportunities that can
nourish your person, inform your circumstance, grow your character, and enlarge your world. In
other words, do not so focus on the future that you neglect the blessings that are right in front of
you.

VI. CLASS SCHEDULE, TOPICS, & ASSIGNED READING:

Depending upon class context, I may alter our readings and topics.
Notwithstanding, follow this outline unless otherwise directed by professor.
Sometimes I may ask you to re-read certain chapters or portions from
required readings or articles.

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 “When you look into an abyss, the abyss also looks into you.”
~Friedrich Nietzsche

I will be
introducing you to Reading Assignment
Class some important
Topic ideas from the
meeting Each reading is due by
following books beginning of class time.
and authors:
Power of Ideas:
Introduction to Class:
Chapters 1-2
27 What is Philosophy?
January What is a worldview?
Thinking with Excellence,
7 fold criteria for analysis
chapters 3-5

Plato’s Republic Power of Ideas,

3 Presocratic Chapters 3-4
Presocratic Philosophy
February Philosophy
Thinking with Excellence,
chapters
Metaphysics & Epistemology:
10
Plato’s Republic Power of Ideas,
February Ancient (Plato; Aristotle),
Chapters 5-6
Medieval (Plotinus; St.
Augustine; St. Aquinas)
Metaphysics & Epistemology
continued:
Power of Ideas,
Chapters 7-9.
Stoicism, Epicureanism,
17 February Descartes’
Skepticism, & Neo-Platonism
Meditations Review chapters 1-9 for
mid-term exam
Berkeley; Leibniz; Spinoza;
Locke; Hume; Kant; Reid
Review chapters 1-9 for
mid-term exam in Power of
Introduction to Continental
Ideas, Thinking With
Philosophy
24 February D2L Excellence: Chapters, 3-8,
11-12.
Class on D2L

2 March
First Exam
Essay due by 11:59 PM
Spring Break D2L
on March 9
Class on D2L

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 Power of Ideas, chapter 10
Introduction to Ethics:
Continue reading Thinking
Virtue, Deontological, &
Consequential Ethics:
Selection 10:6:
Utilitarianism (beginning
16 MARCH Consequential Ethics;
Nicomachean on pg. 299)
Utilitarianism (Jeremy
Ethics
Bentham; John Stuart Mill);
Selection 10.7
Egoism of Ayn Rand;
Friedrich Nietzsche:
Relativism; Ethics of Care vs.
Beyond Good and Evil
Ethics of Justice (Carol
(beginning on pg. 301).
Gilligan)

Re-read Power of Ideas,

23 March Ethics Continued
Chapter 10
Augustine
Pascal
Kierkegaard
Continuation of Ethics Power of Ideas,
30 March Camus
chapter 11
Sartre
Existentialism/
Jaspers
Nihilism
Heidegger
Nietzsche

Exam 2:
5 April Descartes to Ayn Rand’s D2L
Objectivism by 11:59 PM
Chapter 13 of Power of
Thomas Aquinas’ Ideas
Five Ways;
Introduction to Philosophy St. Augustine Read selection 13.2
of Religion: Anselm Summa Theologica by St.
Descartes
Thomas Aquinas
Leibniz
6 April Existence of God: Arguments; Pascal
Evidences; Existential; C.S. Lewis
Religious Experience William Lane Start reading Amusing
Craig Ourselves to Death
Alvin Plantinga by Neil Postman

Problem of Evil: Re-read Power of Ideas,

chapter 13
13 April Moral Evil:
Natural Evil: Continue reading Amusing
God as Origin of Evil; Ourselves to Death
Natural Evil; by Neil Postman
Pointless Evil

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 Extra Credit Video Analysis
19 April D2L
Paper Due by 11:59 PM

David Hume
Problem of Miracles:
20 April
---------------------
From Plato to
Introduction to Aesthetics
Kuspit

Epistemology Paper due by

26 April
11:59 PM D2L

Introduction to Aesthetics:
Read “Aesthetic Universals”
Historical Survey:
by Denis Dutton
From Plato to Kuspit
Make sure you finish
Read and discuss“ Aesthetic
27 April Amusing Ourselves to Death
Universals” by Denis Dutton
by Neil Postman
Dewey’s
Aesthetics continued: Art as
Re-read Power of Ideas,
Experience
chapter 9, pages 206-208
Objective/subjective beauty;
on Pragmatism
aesthetic value; aesthetic
experience
Power of Ideas: pages 566-
572 on “What is Art? And
Related Problems in
Aesthetics”

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 Non-Cumulative Final Exam
4pm-6:30pm
4 May In class Exam
Existentialism to Aesthetics
Bring bluebook to class.

VII. STUDENT ETHICS AND OTHER POLICY INFORMATION

A. Topics, Assignments, Tests, Reading Materials, and Office Hours are subject
to change per professor’s discretion.

B. Student Ethics and Other Policy Information can be found at

http://www.sfasu.edu/policies/

C. Class Attendance and Excused Absence: Policy 6.7:

1. Given nature of class, only one absence is allowed, whether excused

or unexcused. Official documentation will be required for excused
absence.

2. Regular, punctual attendance, documented participation, and, if

indicated in the syllabus, submission of completed assignments are
expected at all classes, laboratories, and other activities for which
the student is registered.

3. Based on university policy, failure of students to adhere to these

requirements shall influence the course grade, financial assistance,
and/or enrollment status. The instructor shall maintain an accurate
record of each student’s attendance and participation as well as note
this information in required reports (including the first 12 day
attendance report) and in determining final grades.

4. Students may be excused from attendance for reasons such as health,

family emergencies, or student participation in approved university-
sponsored events. However, students are responsible for notifying
their instructors in advance, when possible, for excusable absences.

5. Whether absences are excused or unexcused, a student is still

responsible for all course content and assignments. Students with
accepted excuses may be permitted to make up work for up to three
weeks of absences during a semester or one week of a summer term,

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 depending on the nature of the missed work. Make-up work must be
completed as soon as possible after returning from an absence.

D. Academic Accommodation for Students with Disabilities: Policy 6.1 and 6.6:

To obtain disability related accommodations, alternate formats and/or

auxiliary aids, students with disabilities must contact the Office of Disability
Services (ODS), Human Services Building, and Room 325, 936-468-3004 as
early as possible in the semester. Once verified, ODS will notify the course
instructor and outline the accommodation and/or auxiliary aids to be
provided. Failure to request services in a timely manner may delay your
accommodations. For additional information, go to
http://www.sfasu.edu/disabilityservices/

E. Student Academic Dishonesty: Policy 4.1:

Abiding by university policy on academic integrity is a responsibility of all

university faculty and students. Faculty members must promote the
components of academic integrity in their instruction, and course syllabi are
required to provide information about penalties for cheating and plagiarism,
as well as the appeal process.

F. Definition of Academic Dishonesty:

1. Academic dishonesty includes both cheating and plagiarism.

Cheating includes, but is not limited to: using or attempting to use
unauthorized materials on any class assignment or exam; falsifying
or inventing of any information, including citations, on an
assignment; helping or attempting to help another in an act of
cheating or plagiarism.

2. Plagiarism is presenting the words or ideas of another person as if

they were one’s own. Examples of plagiarism include, but are not
limited to:

a. submitting an assignment as one's own work when it is at

least partly the work of another person;
b. submitting a work that has been purchased or otherwise
obtained from the Internet or another source;
c. incorporating the words or ideas of an author into one's
paper or presentation without giving the author credit.

G. Penalties for Academic Dishonesty:

1. Penalties may include, but are not limited to, reprimand, no credit
for the assignment or exam, re-submission of the work, make-up
exam, failure of the course, or expulsion from the university.

H. Student Appeals:

20
 1. A student who wishes to appeal decisions related to academic
dishonesty should follow procedures outlined in Academic Appeals
by Students (6.3).

I. Withheld Grades: Policy 5.5:

At the discretion of the instructor of record and with the approval of the
academic unit head, a grade of WH will be assigned only if the student
cannot complete the course work because of unavoidable circumstances.
Students must complete the work within one calendar year from the end of
the semester in which they receive a WH, or the grade automatically
becomes an F, except as allowed through policy [i.e., Active Military Service
(6.14)]. If students register for the same course in future semesters, the WH
will automatically become an F and will be counted as a repeated course for
the purpose of computing the grade point average.

J. Student Code of Conduct: Policy 10.4:

Classroom behavior should not interfere with the instructor’s ability to

conduct the class or the ability of other students to learn from the
instructional program. Unacceptable or disruptive behavior will not be
tolerated. Students who disrupt the learning environment may be asked to
leave class and may be subject to judicial, academic or other penalties. This
policy applies to all instructional forums, including electronic, classroom,
labs, discussion groups, field trips, etc. The instructor shall have full
discretion over what behavior is appropriate/inappropriate in the
classroom. Students who do not attend class regularly or who perform
poorly on class projects/exams may be referred to the iCare: Early Alert
Program at SFA. Information regarding the iCare program is found at
http://www.sfasu.edu/judicial/earlyalert.asp or call the office at 936-468-
2703.

K. PHIL: 153: Typically meets three times each week

(Monday/Wednesday/Friday) in 50-minute segments for 15 weeks, and also
meets for a 2.5-hour final examination. Students have significant weekly
reading assignments, and typically complete multiple exams, a final exam,
and epistemology essay and discussion work. These activities average a
minimum of 6 hours of work per week to prepare outside of classroom
hours. Online (and hybrid) version of Introduction to Philosophy contains
extensive reading and written content which includes the same information
students in a face-to-face lecture course receive. Students engage in online
modules for at least three hours per week. Students typically complete four
discussion posts, multiple quizzes, four essays in addition to regular
homework assignments. For every hour engaging with content, students
spend at least two hours completing associated activities and assessments.

“Sometimes the questions are complicated and the answers are simple.”
~ Dr. Seuss

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