PHL 191 Section 001: Honors Intro Philosophy

Survey of the main topics of philosophy, which may include God, souls, free will, the nature of right and wrong, just government, truth, and knowledge. 3 credit hours. [From Undergraduate Catalog]

At the conclusion of the course, students who have mastered the course material should be better able to formulate and evaluate reasoned views regarding several classic philosophical problems, including the justification of government, the nature of right and wrong, free will, the nature of mind, and the existence of God.

No prerequisites, but not open to students who have taken PHL 100.

1. Philosophical Essay (20%). Students will write an essay explicating a philosophical argument and/or objection found in an assigned reading; for each topic, there is a specific due date that falls prior to class discussion of the topic. Topics will be distributed on the first day of class, and each student will submit a rank-ordered list of four preferred topics no later than 3 PM on January 18. The instructor will assign topics to students in random order, honoring student requests insofar as doing so is possible. (After 3 PM on January 18, the instructor will assign topics without benefit of a student’s request.)  

Each essay should be at least three double?spaced pages (excluding title page and any endnotes); use Courier New, size 12. Pages should be numbered, and margins must not exceed 1". The instructor’s rubric for scoring philosophical essays is found at the end of this syllabus. A writing guide (with tips) can be found under the Essay folder on the Blackboard Learn website.

On your title page, identify your essay by CWID only to insure that essay hard copies can be graded anonymously. Consistent with the University policy below, each students must submit electronic copies of their essays to Turnitin.com by the times and dates that they are due:

The University of Alabama is committed to helping students to uphold the ethical standards of academic integrity in all areas of study. Students agree that their enrollment in this course allows the instructor the right to use electronic devices to help prevent plagiarism. All course materials are subject to submission to Turnitin.com for the purpose of detecting textual similarities. Turnitin.com will be used as a source document to help students avoid plagiarism in written documents. 

Later papers. Any essay submitted after the time it is due will be penalized ten points every two calendar days, but no  are encouraged to use The Writing Center (322 Lloyd), scheduling appointments through TWC’s website at least five days in advance.

2.   Four examinations (80%).

	% of course grade	Exam date
First Exam	20%	January 30  (tentative)
Second Exam	20%	February 22 (tentative)
Third Exam	20%	March 22   (tentative)
Final Exam	20%	Thursday, May 2; 11:30 AM

A zero will be recorded for any examination not taken for whatever reason. Note: students will need No. 2 pencils for each examination.

There is no attendance requirement, but students will likely find great utility in attending class regularly, prepared to discuss critically the assigned readings. If ever the class fails to prepare an assignment, the instructor assumes that students have chosen to master it without the benefit of classroom discussion. 

Make-up examinations on April 10. The only opportunity to make up an examination is at 4:30 PM on Wednesday, April 10 in 352-A ten Hoor Hall. At this time, students may make up one or more of the first three exams not taken for whatever reason. Students who have extraordinary excuses (e.g. a death in the immediate family, hospitalization, court subpoena) for having missed both the original exam and make?up exam may petition for special consideration. Such petitions must be submitted in writing and accompanied by appropriate documentation. Make?up final examinations will be given on the date officially scheduled by the Office of Records and Testing.

97-100 = A+       87-89 = B+      77-79 = C+       67-69 = D+        <60 = F

93-96   = A         83-86 = B         73-76 = C         63-66 = D

90-92   = A-        80-82 = B-       70-72 = C-        60-62 = D-

After March 20, students must have the dean's approval to drop this course. If asked for a grade determination, the instructor will average the student's grades on record; examinations not taken for whatever reason will be averaged as zero.

Laptops during class: The use of a laptop is permitted during class unless the use is disruptive to others.

During class: All cell phones, beepers, and PDA alarms must be turned off before class begins. If a student's electronic device sounds during class, the student must leave the classroom immediately and must not return until the class ends. A student expecting an emergency message may petition before class begins to leave a cell phone on vibrate mode.

During exams: All cell phones, beepers, and PDA alarms must be turned off before an exam begins. If a student's electronic device sounds during an exam or if a student uses such a device during an exam, the student thereby forfeits the right to complete the exam; the student may make up the exam at the scheduled time for make-up exams (on November 20), but that exam score will be penalized fifteen points.

If you are registered with the Office of Disability Services, please make an appointment with me as soon as possible to discuss any course accommodations that may be necessary. If you have a disability, but have not contacted the Office of Disability Services, please call 348-4285 or visit 133-B Martha Parham Hall East to register for services. Students who may need course adaptations because of a disability are welcome to make an appointment to see me during office hours. Students with disabilities must be registered with the Office of Disability Services, 133-B Martha Parham Hall East, before receiving academic adjustments.

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The Academic Misconduct Disciplinary Policy will be followed in the event of academic misconduct.

COURSE SYLLABUS

I.   Introduction to Philosophy

Handouts 1 & 2

PQT: 1-6 (Russell)

II.  Introduction to Logic

Handout 3

PQT: do readings as assigned in Handout 3

 

III. Political Philosophy

A.  Anarchism

Handout 4

PQT: 27-31  (Wolff)

B.  Classical Liberalism

Handout 5

PQT: 32-38  (Locke)

FIRST EXAMINATION

IV.   Ethics

A.  Ethical Objectivism versus Ethical Relativism

1.  The dispute between objectivists and relativists

Handout 6, Sections I-VII

PQT: 44-47.L.8       (Rachels)

2.  Arguments for ethical relativism

Handout 6, Section VIII

PQT: 39-44              (Benedict)

PQT: 47.L.9-48.L.4 (Rachels)

3.  Ethical Objectivism

Handout 6, Section IX

PQT: 48.R.1-49.R.2 (Rachels)

 

B.  If EO is correct, what makes right actions right?

Handout 7

PQT: 56.R.1-61.R.4     (Bedau)

IV.  Free Will

A. Hard Determinism

1.  Handout 8, Section I

  PQT: 70.L.1-R.1 (Section 1 of Chisholm’s essay)

  Handout 8, Sections II-III

  PQT: 64-69  (d'Holbach)

2.  Handout 8, Section IV

B. Libertarianism [Freewillism]

1.   Handout 8, Section V

PQT: 72.R.3-73.R.2 (Sections 4-6 of Chisholm’s essay)

2.   Handout 8, Section VI

 

C.  Compatibilism [Soft Determinism]

Handout 8, Section VII

SECOND EXAMINATION

V.   Philosophy of Mind

A.  Interactionism (Descartes)

1.  Skepticism

Handout 9, Sections I?II

PQT: 79-84.L.2

2.  Souls

Handout 9, Sections III-IV

PQT: 84.L.3-85.R.2, 86-92.R.2

3.  God, matter, and causal interaction

Handout 9, Sections V?VII

Review PQT: 92.L.1-92.R.2

PQT: 92.R.3-93.R.3

4.  Is interactionism correct?

B.  Reductive Materialism

1.  The Identity Theory

a.  Handout 10, Sections I-III

 PQT: 94-96.R.3 (Churchland)

b.  Handout 10, Section IV.A.

 PQT: 97.L.1-2

2  Functionalism and the functionalist objection to the Identity Theory

Handout 10, Sections IV.B & V

PQT: 100.R.3-102.L.2

C.  Can computers think?

Handout 10, Section VI

PQT: 110-115.R.4, 117.R.1-2 (Searle)

D.  Nonreductive Materialism

Handout 10, Sections VII & VIII

PQT: 119-121 (Chalmers)

PQT: 122-124.L.1; 124.R.2-126.R.2; 128.L.1-2 (Nagel)

 

THIRD EXAMINATION

 VI.  Philosophy of Religion

A.  Evidence that God exists

1.  The cosmological argument

a.  Handout 11, Introduction & Sections I-III

  PQT: 133.L.2  (Thomas Aquinas; The Second Way)

b.  PQT: 136.R.2-137.R.2  (Edwards)

2.  The argument from design

a.  Handout 12, Sections I & II

  PQT: 145-147   (Paley)

b.  Handout 12, Sections III & IV

   PQT: 148-154  (Hume)

c.  Handout 12, Sections V & VI

3.  The ontological argument

a.  Handout 13, Section I

PQT: 155-157.L.2   (Anselm)

b.  Handout 13, Sections II & III

  PQT: 157.L.3-158  (Gaunilo & Anselm)

B.  Evidence that God does not exist

1.  Is it impossible that God exists?

2.  The problem of evil

a.   Handout 14, Sections I-IV.A.

b.   Handout 14, Sections IV.B-G.

PQT: 159-161.R.1  (Hick on the Augustinian view)

PQT: 165-169        (Dostoevsky)

PQT: 169-174        (Johnson)

c.   Handout 14, Section IV.H.

PQT: 161.R.2-164 (Hick)

d.   Handout 14, Section V

VII. Overview

Review Handout 1

Reread  PQT: 1-6 (Russell)

FINAL EXAMINATION

SCORING RUBRIC FOR PHILOSOPHICAL ESSAYS[i]
Category	Poor	Acceptable	Good
Mechanics	a. Essay is identified by student’s name. b. The citations are not produced in a uniform style that is standard (or user-friendly). c. The paper is less than three double-spaced pages long and has margins in excess of one inch. d. Essay lacks a title page and text does not begin at the top of the next page. e. Pages are not numbered.	a. Essay is identified by CWID, but authorship is nonetheless revealed. b. The citations are not produced in a uniform style or the style is not user-friendly, but not both. c. The paper is at least three double-spaced pages long, but has margins in excess of one inch. d. Essay has a title page, but text does not begin at the top of the next page.	a. Essay is submitted for blind reviewing: it is not identified by student’s name, and the author’s identity is not revealed. b. Citations are produced in a uniform style that is a standard (or user-friendly) style. c. The paper is at least three pages long, double-spaced with one-inch margins. d. Essay has a title page with text beginning at the top of the next page. e. Pages are numbered.
Organization	a. Paper lacks a title or the title obscures the paper’s topic or thesis. b. Topic and thesis of the paper are not identified in the introductory paragraphs. c. The paper follows no coherent plan. It is random-seeming collection of statements that leaves the reader guessing how they are related to one another. d. In the final paragraphs, there is no clear, succinct summary (that may make note of unresolved objections, avenues for further research, etc.).	a. Paper title makes topic or thesis of the paper clear, but not both. b. Although the topic and thesis of the paper are described in the introductory paragraphs, they remain vague or otherwise unclear. c. The paper follows a coherent plan, but it could be significantly improved by rearranging the pieces. d. There is something of a summary in the final paragraphs, but it isn’t clear and succinct.	a. Paper title makes the topic and thesis of the paper clear. b. Topic and thesis of the paper are clearly and precisely stated in the introductory paragraphs. c. The paper follows a coherent plan. The structure is appropriate to the assignment. d. In the final paragraphs, there is a clear, succinct summary (that may make note of unresolved objections, avenues for further research, etc.).
Clarity of Exposition	a. Even readers familiar with your sources[ii] would have trouble following and understanding your discussion. b. The reader[iii] never or only occasionally can tell when you are speaking for yourself and when you are speaking for one of your sources. c. There are many (i) excessively long sentences or paragraphs, (ii) undefined obscure terms, or (iii) cases in which you say something unintelligible and then explain what you meant.	a. Only readers already familiar with your sources could easily follow and understand your discussion. b. The reader occasionally wonders whether you are speaking for yourself or for one of your sources. c. There are a few (i) excessively long sentences or paragraphs, (ii) undefined obscure terms, or (iii) cases in which you first say something unintelligible and then explain what you meant.	a. A reader unfamiliar with your sources would have no trouble following and understanding your discussion. b. There is never any doubt when you are speaking on your own behalf and when you are speaking on behalf of one of your sources. c. There are almost no (i) excessively long sentences or paragraphs, (ii) undefined obscure terms, or (iii) cases in which you say first something unintelligible and then explain what you meant.
Accuracy of Exposition	a. Your presentation of your sources’ views and arguments contains major errors or many minor errors. b. There is significant relevant information missing from your presentation of your sources’ views and arguments, or a significant amount of irrelevant information included. c. Few or no attributions of views to your sources are supported with appropriate citations and quotations.	a. There are a few, minor errors in your presentation of your sources’ views and arguments. b. A small amount of relevant information is omitted from your presentation of your sources’ views and arguments, or a small amount of irrelevant information included. c. Most attributions of views to your sources are supported with appropriate citations and quotations.	a. There are almost no noteworthy errors in your presentation of your sources’ views and arguments. b. Your sources’ views and arguments are presented completely, without omitting relevant information or including irrelevant information. c. All attributions of views to your sources are supported with appropriate citations and quotations.
Precision	a. The paper seems sloppily thrown together, with little or no thought, probably in a single draft. b. Much of the paper is formulated vaguely or ambiguously. The reader can often and easily misinterpret what you have said. c. Many statements are highly inexact; what you say is clearly incorrect.	a. The paper seems carefully written, but it could be significantly improved by further editing and revision. b. Very little of the paper is formulated vaguely or ambiguously. The reader can only occasionally misinterpret what you have said. c. Some statements are slightly inexact; strictly speaking, they are incorrect.	a. The reader gets the impression that the paper has been carefully crafted, through multiple drafts, with almost every word undergoing serious scrutiny and consideration. b. Nothing is formulated vaguely or ambiguously. The reader can seldom misinterpret what you have said. c. Everything is stated exactly. Every statement could be correct strictly speaking, even if in fact it is not.
Concision	a. The paper is highly repetitive. b. The writing is frequently wordy and inefficient. c. There are lengthy or multiple digressions.	a. The paper is somewhat repetitive. b. The writing is occasionally wordy. c. There are a few short digressions.	a. The paper avoids unnecessary repetition. b. The writing is compact and not wordy. c. There are almost no digressions. Every sentence makes a positive contribution to the paper’s overall direction.
Use of Language	a. They style is inappropriate for a scholarly paper—too impassioned, flowery or impressionistic, e.g. b. There are so many grammatical, stylistic, or punctuation mistakes that they distract the reader and make the paper harder to understand.	a. The style of writing is scholarly but dry and not engaging. b. There are some grammatical, stylistic or punctuation mistakes.	a. The style of writing is scholarly but engaging and not overly dry. b. There are almost no grammatical, stylistic, or punctuation mistakes.