Introduction to Philosophy (80-100) Spring 2014 Instructor: Mr. Norman Office: BH 161F anorman@cmu.

edu Office Hrs: MW 1:30-2:30 TR 1-2, & by appt

I. Description: In this course, we will explore some fascinating philosophical questions, including: What makes good things good? How is morality rooted in the world? How does knowledge differ from mere opinion? Is it ever rational to accept something on faith? What are minds, and what is their relationship to matter? Could a computer be made to think? How does morality relate to self-interest? Do our moral obligations have a common basis?

You will learn what many talented and well-respected philosophers have to say on these issues, but the class is designed to get you doing philosophy, not just learning about it. You will be asked to articulate your own views on these subjects, and challenged to see whether your views make sense in light of the arguments we encounter. The course will impart some knowledge of the history and methods of philosophy, but the real point is to introduce you to the art of testing ideas. The goal is to get you asking important questions, reasoning clearly and capably, and sharpening your critical thinking skillsdeveloping abilities, in other words, that will make a difference in your life long after specific content details have faded from memory. II. Required Texts:

Introduction to Philosophy: Classical and Contemporary Readings, 4th edition. Louis P. Pojman, Ed. Oxford University Press, 2004. A few readings will be posted on Blackboard.

III. Expectations & Grading: Six things will determine your grade for the course: an ideas journal, a set of argument sketches, two written essays, your participation, and a final exam. Each will be scored on a 100-point scale. They will be weighted as follows: assignment weight score ______________________________ journal 20% J sketches 15% S essay #1 15% E1 essay #2 20% E2 participation 10% P final exam 20% F ______________________________ total 100% T Your total points (T), in other words, will be calculated as follows: T = .20J + .15S + .15E1 + .20E2 + .10P + .20F A T-value in the 90-100 range will earn you an A for the course. One in the 80-89 range will earn you a B, 70-79 a C, etc.

I explain each of the requirements below, so you will know exactly what is expected of you.

80-100 syllabus, p. 2

IV. Policies, Procedures and Assignments (READ CAREFULLY!) Format- We will meet twice a week for interactive lectures. Once a week you will join a smaller group in recitation to discuss the weeks material with classmates and your TA. Each gathering will have the character of shared inquiry: a collaborative attempt to explore an interesting philosophical issue, idea, or argument. The aim is to examine ideas carefully, test the arguments offered for and against them, and see where reason leads us. Attendance- You cannot duplicate the learning experience of the course on your own, so you must attend both lectures and recitations to earn a passing grade. Though two unexcused absences over the course of the term is acceptable, three or more can result in a grade reduction. Five or more total absences is grounds for a failing grade, even if the work you submit is excellent. To be credited with having attended a lecture (or recitation), you must turn in a completed journal entry (or argument sketch) on the day it is due. Thus, late entries and sketches count as absences. Participation Incentive- We can create a much more stimulating learning environment together than any one of us can create alone. So bring your questions, ideas, and insights to class, and be prepared to share them. Quality counts for more than quantity, so make your contributions count. Outstanding contributors to class discussionthose who meet the highest standards of participation (see rubric on next page)can receive an automatic A on the final exam! Journal- Your ideas journal will be a collection of one-page entries, one for each of the required readings for the course. A good journal entry will display a concerted effort to develop a deep understanding of the reading. It takes about 2 hours to complete and involves (a) identifying the central question the author is attempting to answer, (b) summarizing the central claim in your own words, and (c) figuring out how the authors argument works. Doing this will prepare you to discuss the reading intelligently. A good journal entry is something you take pride in. Bring your completed journal entry to class on the day it is due. Your TA will initial it to signify that it was completed on time, look it over for signs of diligent effort, and return it in the following recitation with an indicator score of 4, 3, 2, 1 or 0. Your journal will thus constitute a record of your attendance and diligence in preparing for class. Sketches- Seven times during the semester you will produce a one-page sketch of a cogent critical reply to one of the readings for that week. The idea is to prototype an interesting argument, and sketch it in a kind of proposal. You start with an intriguing observation or insight, work it into a line of reasoning that might prove fruitful, and provide a summary description of the envisioned argument. How might your critical reply go? Can you show something interesting? Adequate sketches will be scored on a 20-point scale. Inadequate sketches will be returned with a score of 0, and may be resubmitted once each, though no later than the due date for your second paper (sketch 7 excepted). Your seven sketch scores will be averaged to determine an S-value. Essays- Your essays should be 3-4 typed, double-spaced pages. Typically, an essay will develop one of your most promising argument sketches. It should contribute something of value: understanding, clarity, illumination, insight, or the like. It should be carefully planned, organized, and edited. It should be clear, cogent, and persuasively argued. If you need a short (1-3 day) extension of a paper submission deadline, ask your TA in advance. We can offer some, but not unlimited, flexibility. Late submissions can be discounted a grade or more, so manage your obligations responsibly. Include a last page that has: (1) your name, (2) your thesis or main idea expressed in a single sentence, and (3) an outline that displays the structure and organization of your essay. Final Exam- The format of the final exam will be announced later in the term. It will cover significant ideas and arguments treated in the coursethose covered in readings, lectures and discussions. My aim in assigning this is to provide a clear incentive to do all the readings, attend lectures unfailingly, participate actively, and to strive throughout for understanding.

80-100 syllabus, p. 3

V. Evaluation Criteria When we evaluate your participation, your TAs and I will look at four things: (1) energy and enthusiasm for learning, (2) preparedness, (3) focus and attentiveness, and (4) clarity and insight. Participation Qualities Brings energy and enthusiasm for learning every day. Consistently well prepared. Focused and attentive in class. Makes especially insightful and interesting contributions. Shows energy and enthusiasm for learning, but intermittently. Usually prepared. Reasonably focused. Helpful but unspectacular contributions to discussion. Shows little enthusiasm for learning. Often unprepared to discuss material in depth. Contributions lack focus or tend not to advance the discussion in fruitful ways. Little apparent interest in learning. Unfamiliar with the readings. Inattentive in class. Contributes no clarity or insight.

A B C other

When we evaluate your journal entries, your TAs and I will look for signs that you: (1) engaged closely with the reading, (2) identified the authors central question and idea(s), (3) figured out how the argument works and (4) otherwise displayed hard-won understanding. To earn an A on the journal, you will need a preponderance of 4 scores. (Averaging a 3 on your journal entries adds up to a 75, or C, for the journal as a whole.) Journal Qualities Consistently engages the readings with care. Picks out main ideas and expresses them succinctly & in own words. Captures the argument. Clear, accurate & useful summary. Usually reads and reflects with care. Usually picks out important ideas. Usually gets the gist of the argument. Provides some insight into how the argument works. Missing entries. Distinct signs of careless or superficial reading. Often misses key ideas. Sheds little light on the argument. Entries only inconsistently useful. Significant numbers of missing entries. Sloppy work with few signs of having engaged closely with the readings. Fails to develop clear and accurate understanding.

A B C other

When we evaluate your sketches, your TAs and I will look for signs that you: (1) picked up on an intriguing observation or insight, (2) sketched a line of argument that might prove fruitful, (3) provided some reason for thinking that the proposed line of argument merits development, and (4) have done all of this in a clear and engaging way. Argument Sketch Qualities Selects strong concept for an argument paper. Based on a solid grasp of the selected reading. Provides a clear and engaging sketch of the envisioned argument. Intriguing. Relatively promising concept based on a reasonable grasp of the reading. Presents idea in a fairly compelling fashion. Could make for a good paper if developed. Idea for the paper is hard to discern or less than promising. Probably based on a misunderstanding of the reading. Dubious argument strategy. Not worth developing. Poorly thought out or sloppily executed. Betrays significant misunderstanding of the chosen reading. Argument strategy appears muddled or worse.

A B C other

When we grade your final exam, your TAs and I will look for signs that: (1) you have read and understood the course material, (2) you have learned what stances and arguments make sense i.e. what can be rationally defended, and what not, (3) that you can organize your thoughts and (4) express hard-won understanding clearly and succinctly.

80-100 syllabus, p. 4

When we evaluate your essays, your TAs and I will look at the basic virtues of good persuasive writing. Were looking for papers that are carefully crafted and: (1) have something interesting to say, (2) say it clearly and without clutter, (3) are well organized to accomplish their purpose, and (4) are persuasively presented and argued.

A B C other

Essay Qualities Essay is meticulously crafted and presents an interesting yet defensible thesis. Clear, engaging, and easy to read. Carefully organized, clutter-free, and persuasively argued. Makes a reasonably compelling case for a fairly interesting thesis. Organized and well edited. Accomplishes its purpose with little clutter. Not difficult to read. Some merit but confusing or difficult to read. Makes controversial claims without defending them. Argues ineffectively or fails to accomplish purpose. Sloppy work showing insufficient effort. Uninteresting or indefensible thesis. Poorly organized and argued, with grammatical and editing errors. Seriously lacking in clarity.

VI. Readings: Here is the schedule of assignments: Assignments Date Theme Readings/Assignments Due _____________________________________________________________________________________ 1/13 1/15 1/17 ___ 1/20 1/22 1/24 ____ 1/27 1/29 1/31 ____ 2/3 2/5 2/7 ____ 2/10 2/12 2/14 ____ 2/17 2/19 2/21 ____ 2/24 2/26 2/28 About the Course & Philosophy no reading due Russell, The Value of Philosophy (25-29)

none
MLK DAY- No class Chimp Fights and Trolley Rides (RadioLab podcast) Plato & the Socratic Method

sketch 1 due

Plato, The Theory of Forms (36-41) & Garlikov (Bb) Plato, The Divine Command Theory of Ethics (569-570) sketch 2 due Plato, Apology (11-19) Plato, Crito (506-512) How to Play the Reason-Giving Game (Bb)

(RGG exercises)

Morality & Self-Interest

Plato, Gyges Ring (from the Republic) (545-549) Rachels, Ethical Egoism (550-558) Mackie, The Law of the Jungle (559-565) Haidt, The Felicity of Virtue (Bb)

sketch 3 due

paper draft due

Ethical Theory Mill, Utilitarianism (611-615) Mill, Utilitarianism (615-616)

Paper 1 due

80-100 syllabus, p. 5

____ 3/3 3/5 3/7 ____ 3/10 3/12 3/14 ____ 3/17 Belief, Knowledge 3/19 & Reason 3/21 ____ 3/24 3/26 3/28 ____ 3/31 4/2 4/4 ____ 4/7 4/9 4/11 ____ 4/14 The Mysteries 4/16 of Mind 4/18 ____ 4/21 4/23 4/25 ____ 4/28 4/30 5/2 ____ 5/5-5/9

Kant, The Moral Law (617-622) Kant, The Moral Law (622-628) (no recitation) --------------------SPRING BREAK --------------------Peirce, The Fixation of Belief (Blackboard) Pascal, Faith is a Rational Wager (256-258) Clifford, The Ethics of Belief (259-263) James, The Will to Believe (264-269)

sketch 4 due

sketch 5 due

sketch 6 due

Plantinga, Religious Belief Without Evidence (270-280) Flew, Hare & Mitchell, A Debate on the Rationality (251-255) paper draft due Norman, The Unmaking of Wisdom (Bb) Norman, Why We Reason (Bb) CARNIVAL No recitation Descartes, Meditation 1&2 (49-56) Churchland, A Critique of Dualism (305-314) Armstrong, The Identity Theory (Bb) Nagel, What is it Like to Be a Bat? (329-335) Searle, Minds, Brains, & Computers (349-355) Pinker, The Fear of Nihilism (Bb) (Exam period)

Paper 2 due

no sketch due

sketch 7 due

no sketch due

Final exam & journal due Monday 5/5 at 4 PM