OEI Rubric: Example Course 2
Philosophy 101
PHIL 101, Section 1448, Spring 2018
Instructor: S. Hughes
Email: shughes@hiscollege.edu
Phone: (999) 777-1111
Contact Response Time: Within 24 hours
SYLLABUS
INTRODUCTION TO PHILOSOPHY SYLLABUS (Download Syllabus Download Download Syllabus)
PHIL 101, Section 1448, Spring 2018
Mt. San Jacinto College
Instructor: S. Hughes
Email: shughes@hiscollege.edu
Phone: (999) 777-1111
Contact Response Time: Within 24 hours
Welcome to Introduction to Philosophy!
THE KEY CONCEPT OF COURSE:
This course is designed to help you learn the logic of philosophy. Everything we do this semester will in some way, either broadly or narrowly, relate to your improving your understanding of and thinking critically about philosophical principles, theories, practice, and application. The primary goal is for you to think as a philosopher would think. This includes identifying and working through problems which philosophers address. The course will focus on different types of philosophers, different schools of philosophical thought, and the varying work that is done by philosophers. To think deeply about the field of philosophy, one must think clearly about the questions which face philosophers, one must gather relevant and valid information which relates to those questions, one must accurately analyze the value of information gathered.
TEXT (optional, all readings are online):
Readings on the Ultimate Questions: An Introduction to Philosophy, (3rd edition), Nils Ch. Rauhut and Renee Smith Eds.
COURSE REQUIREMENTS:
Discussion Board Posts: 30% of grade (150 points), due by 11:59pm on Saturdays.
Quizzes: 20% of grade (100 points), due by 11:59pm on Saturdays.
First Essay: 20% of grade (100 points), 4-6 pages, due by 11:59pm, Saturday, March 17th.
Second Essay: 30% of grade (150 points), 6-8 pages, due by 11:59pm, Thursday, May 24th.
GRADING POLICY:
A = 500-450, B = 449-400, C = 399-350, D = 349-300
THE GENERAL PLAN:
This course is designed much differently from most others you have been exposed to because you will be asked to think critically about the subject matter throughout the semester. All of your activities will focus on helping you to better understand the logic of philosophy, and to come to think like a rational philosopher. You will be asked to continually engage your mind during your studies. While you will learn some facts about philosophy, they will be learned in the context of learning about the logic of philosophy, rather than being memorized for test time. The class will focus on figuring out things using your own mind, not memorizing what is in a textbook. You will be regularly responsible for assessing your own work using the criteria found in this syllabus.
GENERAL INFORMATION:
- Always check the Announcements before you start your work online.
- If you have a question that is personal in nature, for example, a question about your grade, send me an email at shughes@msjc.edu.
- If you email me be sure to include your entire name, section # of the class, and the name of the class, (PHIL 101-1448).
- I will respond to all emails within 24 hours.
IMPORTANT STUFF:
Essays:
You will have a one week window to submit your essay (due dates are on the course schedule below). All essays should be in MLA format, double spaced, with a 12 point type. The essay prompts will be in the Announcements and the Module. Submit your essays before the dates given in this syllabus. No late essays allowed.
It is fine to use outside sources like the Stanford Encyclopedia of Philosophy (SEP online) when studying philosophers, but when you write your papers don’t directly use material from any source. Close all your books, put them away, and write your essay. Do not quote from sources in your essay. I can tell if you are rewriting a passage, lifting a passage, using something from another source. I want your words, not the words of somebody else. The more you write on your own, without sources, the quicker you will find your own voice and think more critically about the material you study. I would rather get a paper where you are working it out, struggling, than a smooth paper with canned quotes. Also, for essays only, don't use any first person pronouns (I, me, my, and mine). Your essays will be graded and feedback will be given on the Monday following the due date. You can use the feedback to improve your future work.
Posts:
Everyone must post at least once on each module and post at least on reply to another student's post. I expect your posts to reflect your careful study of the important issues the philosophers present. There is no set length for posts, however try to keep your posts between a half a page and a page in length. Your posts should make use of information and examples in the videos and/or in the readings. Your replies to other students should discuss the ideas presented in their posts. There is no set length for replies, but usually a paragraph will suffice. If you are not going into enough detail in your posts and replies, I'll let you know in the feedback section.
No late posts allowed. Your posts must be submitted during the time frame listed on the course schedule.
Always run your posts through spell-check before you post. Remember to check your word use and spelling with a dictionary and always use a thesaurus to achieve the precision fitting of a clear critical thinker. Posting and sending email is a formal endeavor with this professor. All forms of communication, in all my classes, require civility and respect. I will not tolerate disrespectful emails or posts and I insist that everyone be courteous to everyone else. I will immediately withdraw any student who does not adhere to the basics of civility required of cooperative learning. Do not hold personal conversations between each other through posts.
I will give you feedback on each of your posts and grade them on the Monday following the due date. What should I do with the feedback? You can use it to improve your future posts.
Quizzes:
There will be a total of 10 quizzes throughout the semester. Each quiz is worth 10 points and will consist of true/false, multiple choice, and fill in the blank questions on the readings and videos.
Student Lounge:
On the course homepage there is a tab for the Student Lounge. Here, you have the opportunity to ask and answer questions about the course and about technical issues. Remember, you are part of a community of learners. As such, you are expected to help each other out as the need arises. Keep in mind that an important part of college is meeting new people. So, feel free to socialize here - it's your lounge.
COURSE SCHEDULE:
What is Philosophy?
January 17th - 27th: Apology by Plato
What Do We Know?
January 29th - February 3rd: Meditations 1 and 2 by Rene Descartes
February 5th - 10th: A Skeptic's Manifesto by Michael Shermer
February 12th - 17th: Is Justified True Belief Knowledge? by Edmund Gettier
Do We Have Free Will?
February 19th - 24th: Determinism by Richard Taylor
February 26th - March 3rd: Compatibilism by W. T. Stace
Is There an Enduring Self?
March 5th - 10th: A Dialogue on Personal Identity and Immortality by John Perry
March 12th - 17th: First Essay Due
Spring Break, March 19th - 23rd
What is the Mind?
March 26th - 31st: A Critique of Dualism by Paul Churchland
April 2nd - 7th: Minds, Brains, and Programs by John Searle
Does God Exist?
April 9th - 14th: Religious Experience and Religious Belief by William Alston
April 16th - 21st: The Five Ways by Thomas Aquinas
April 23rd - 28th: Molecular Machines by Michael Behe
April 30th - May 5th: Allowing for Evil by John Hick
What is Moral?
May 7th - 12th: Relativism by Allen Wood
May 14th - 24th (Thursday): Second Essay Due
GRADING CRITERIA
What Each Grade Represents:
THE GRADE OF F:
Here are typical characteristics of the work of a student who receives an F.
A close examination reveals:
The student does not understand the basic nature of philosophical reasoning and argumentative writing, and in any case does not display the philosophical reasoning and argumentative writing skills and abilities which are at the heart of this course. The work at the end of the course is vague, imprecise, and unreasoned as it was in the beginning. There is little evidence that the student is genuinely engaged in the task of taking charge of his or her thinking. Many assignments appear to have been done pro forma, the student simply going through the motions without really putting any significant effort into thinking his or her way through them. Consequently, the student is not analyzing issues clearly, not formulating information clearly, not accurately distinguishing the relevant from the irrelevant, not identifying key questionable assumptions, not clarifying key concepts, not identifying relevant competing points of view, not reasoning carefully from clearly stated premises, or tracing implications and consequences. The student's work does not display discernible reasoning, problem solving, and argumentative writing skills.
THE GRADE OF D:
D level work shows only a minimal level of understanding of what philosophical reasoning and argumentative writing is, along with the development of some, but very little, philosophical reasoning and argumentative writing skills or abilities. D work at the end of the course, on the whole, shows only occasional philosophical reasoning skills, but frequent uncritical thinking. Most assignments are poorly done. There is little evidence that the student is reasoning through the assignment. Often the student seems to be merely going through the motions of the assignment, carrying out the form without getting into the spirit of it. D work rarely shows any effort to take charge of ideas, assumptions, inferences, and intellectual processes. In general, D level thinking lacks discipline and clarity. In D level work, the student rarely analyzes issues clearly and precisely, almost never formulates information clearly, rarely distinguishes the relevant from the irrelevant, rarely recognizes key questionable assumptions, almost never clarifies key concepts effectively, frequently fails to use language in keeping with educated usage, only rarely identifies relevant competing points of view, and almost never reasons carefully from clearly stated premises, or recognizes important implications and consequences. D level work does not show good reasoning and problem solving skills and frequently displays poor reasoning, problem solving, and argumentative writing skills.
THE GRADE OF C:
C level work illustrates some but inconsistent achievement in grasping what philosophical reasoning and argumentative writing is, along with the development of modest critical thinking and argumentative writing skills or abilities. C level work at the end of the course, it is true, shows some emerging philosophical reasoning and argumentative writing skills, but also pronounced weaknesses as well. Though some assignments are reasonably well done, others are poorly done; or at best are mediocre. There are more than occasional lapses in reasoning. Though philosophy terms and distinctions are sometimes used effectively, sometimes they are used quite ineffectively. Only on occasion does C level work display a mind taking charge of its own ideas, assumptions, inferences, and intellectual processes. Only occasionally does C level work display intellectual discipline and clarity. The C level student only occasionally analyzes issues clearly and precisely, formulates information clearly, distinguishes the relevant from the irrelevant, recognizes key questionable assumptions, clarifies key concepts effectively, uses language in keeping with educated usage, identifies relevant competing points of view, and reasons carefully from clearly stated premises, or recognizes important implications and consequences. Sometimes the C level student seems to be simply going through the motions of the assignment, carrying out the form without getting into the spirit of it. On the whole, C level work shows only modest and inconsistent reasoning, problem solving, and argumentative writing skills, and sometimes displays weak reasoning, problem solving, and argumentative writing skills.
THE GRADE OF B:
B-level work represents demonstrable achievement in grasping what philosophy and argumentative writing is, along with the clear demonstration of a range of specific philosophical reasoning and argumentative writing skills or abilities. B level work at the end of the course is, on the whole, clear, precise, and well-reasoned, though with occasional lapses into weak reasoning. On the whole, philosophy terms and distinctions are used effectively. The work demonstrates a mind beginning to take charge of its own ideas, assumptions, inferences, and intellectual processes. The student often analyzes issues clearly and precisely, often formulates information clearly, usually distinguishes the relevant from the irrelevant, often recognizes key questionable assumptions, usually clarifies key concepts effectively, typically uses language in keeping with educated usage, frequently identifies relevant competing points of view, and shows a general tendency to reason carefully from clearly stated premises, as well as noticeable sensitivity to important implications and consequences. B level work displays good reasoning, problem solving and argumentative writing skills.
THE GRADE OF A:
A level work demonstrates real achievement in grasping what philosophical reasoning and argumentative writing is, along with the clear development of a range of specific philosophical reasoning and argumentative writing skills or abilities. The work at the end of the course is, on the whole, clear, precise, and well-reasoned, though with occasional lapses into weak reasoning. In A-level work, philosophy terms and distinctions are used effectively. The work demonstrates a mind beginning to take charge of its own ideas, assumptions, inferences, and intellectual processes. The A-level student often analyzes issues clearly and precisely, often formulates information clearly, usually distinguishes the relevant from the irrelevant, often recognizes key questionable assumptions, usually clarifies key concepts effectively, typically uses language in keeping with educated usage, frequently identifies relevant competing points of view, and shows a general tendency to reason carefully from clearly stated premises, as well as noticeable sensitivity to important implications and consequences. A-level work displays excellent reasoning, problem - solving, and argumentative writing skills. The A student's work is consistently at a high level of excellence.
Disability Statement
Mt. San Jacinto College abides by the American with Disabilities Act and Section 504 of the Rehabilitation Act of 1973 that prohibits federal and state agencies or programs from discriminating against qualified individuals with disabilities. Students in this course who have a documented disability, that limits a major life activity which may have some impact on your work in this class and for which you may require accommodations should meet with a counselor in Disabled Students Programs and Services (DSP&S) as soon as possible.
Mt. San Jacinto College Institional Statements:
DLO’s- Philosophy
- Identify and assess the central figures, questions and themes of philosophy
- Analyze and assess arguments and approaches to philosophical problems
- Articulate and defend complex arguments using written and oral communication
Philosophy 101 – Introduction to Philosophy- SLO’s
- Identify and assess the central figures, questions and themes in the history of philosophy
- Access and analyze arguments and approaches to philosophical problems as found in assorted philosophical texts.
- Articulate and defend one's own stance on at least one philosophical problem pertaining to the nature of knowledge and reality.
Learning Objectives:
- Read and critically evaluate important works of philosophy.
- Illustrate the ability to do conceptual analysis.
- Demonstrate knowledge of the history of philosophy and the major contributors to the tradition.
- Understand the importance of logic and apply its methods to identify and analyze the structure of arguments.
- Demonstrate knowledge of metaphysics by analyzing and distinguishing the major theories of reality.
- Evaluate important theories of knowledge and understand the centrality of epistemology to philosophy.
- Illustrate understanding of aesthetic issues and critically judge important theories of beauty.
- Describe and critically distinguish the various major ethical theories.
- Translate and apply ethical theories to contemporary issues.
HELPFUL LINKS
Academic Support
MSJC Libraries Links to an external site.
MSJC Disabled Students Programs & Services Links to an external site.
MVC Math Center Links to an external site.
MVC Writing Center Links to an external site.
SJC Learning Resource Center Links to an external site.
SJC Math Center Links to an external site.
SJC Writing Center Links to an external site.
Institutional Policies
Student Conduct Links to an external site.
Academic Honesty and Plagiarism Links to an external site.
Technical Support
For technical issues at MSJC, troubleshooting guides and to file a Help Ticket - go to Academic Technology Services. Links to an external site.
New to Online?
If you are new to online, this "Getting Tech Ready" Links to an external site. video can help you prepare for the term ahead.
You can check your computer's readiness for the class with this "Computer Readiness Test" Links to an external site..
Canvas Help
If you're experiencing difficulty with Canvas, click the Help icon in your account navigation bar (at the very left of the Canvas page).
Free Apps for Word, PowerPoint and PDF Files
Libre OpenOffice Links to an external site. and Apache OpenOffice Links to an external site. are two similar resources that will provide you with a word processing program and will permit you to open Word documents (like our printable syllabus) and PowerPoint files.
Download Adobe Acrobat reader Links to an external site. for any PDF files.
Philosophy Links
Internet Encyclopedia of Philosophy Links to an external site. (IEP) – free online encyclopedia, but not as extensive as others (right now, at least).
Stanford Encyclopedia of Philosophy Links to an external site. (SEP) – free and very extensive encyclopedia available online.
Google Scholar Links to an external site. – extremely useful method for searching for academic articles and books with proxy access.
PhilPapers Links to an external site. – a database of philosophy articles and books.
Phil. Pages Philosophy Dictionary Links to an external site. – free way to search for philosophy vocabulary/lingo.
Runes Dictionary of Philosophy Links to an external site. – also free, but older (1942), Dagobert D. Runes, ed.
STUDENT LOUNGE Q & A
This is the place to ask and answer questions about the course and about technical issues. This is a lounge so anyone can ask or answer questions. Remember, you are part of a community of learners. As such, you are expected to help each other out as the need arises.
Q & A about Intro. to Philosophy
Ask and answer questions about the course here.
Help each other out with technical issues here.
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