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JOHN CABOT UNIVERSITY

COURSE CODE: "PH 101-2"
COURSE NAME: "Introduction to Philosophical Thinking"
SEMESTER & YEAR: Spring 2022
SYLLABUS

INSTRUCTOR: Brunella Antomarini
EMAIL: [email protected]
HOURS: MW 11:30 AM 12:45 PM
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES:
OFFICE HOURS:

COURSE DESCRIPTION:
We all have opinions about what is true and false, right and wrong, what is just, divine, and beautiful, what the self, mind, and soul are, or what makes us free. But can we justify our opinions about such things? Have we given rational and open-minded consideration to criticisms and alternatives, or are our opinions perhaps based only on prejudices and assumptions? In this course you will learn to use philosophical thinking to test and improve your opinions and your ability to evaluate the claims of important philosophers. Through the study and discussion of philosophical texts, classic or contemporary, you will grapple with issues of fundamental human importance and develop your capacities for careful reading, clear writing and speaking, and logical argumentation.
SUMMARY OF COURSE CONTENT:

 

ABOUT NOT KNOWING

Part of the course will regard a general historical reconstruction of western philosophical movements and theories, with a special focus on some of the most influential currents (such as “idealism”, “materialism”, “rationalism”, “nihilism", "cybernetics"). Each session will be supported by the reading of some of the most representative thinkers in each historical frame. The course will focus on practical applications of philosophical thinking, in the main fields of ethics, metaphysics, politics and science.  One or more films are envisaged, depending on time schedule.

The purpose of this course is to give students an opportunity to understand and use the basic philosophical instruments of argumentation. In fact having and settling arguments is a basic function in any kind of intellectual or scientific discipline and research.  The choice of concepts leading the discussions allows students not only to understand where the history of philosophy finds its origins, but also enables them to open their conceptual analysis from classical to modern thinking.

Students are encouraged to focus on:

1. how philosophers use their arguments to support (scientific) theories or hypotheses;

2. what is a philosophical solution of a (scientific) problem;

3. how philosophers always go back to perennial questions.

The following areas will be examples of the function of philosophical thinking, examined through classical and modern philosophers:

 

These philosophers are studied in depth, through the reading of excerpts from:

H. Arendt, The Origins of Totalitarianism, The Human Condition, Thoughts on Politics

Aristotle, Metaphysics

R. Descartes, Meditations

T. Hobbes, Leviathan

I. Kant, Critique of Pure reason

J. Locke, Human Understanding

N. Machiavelli, The Prince

K. Marx, Manifesto of the Communist Party. Fragment on Machines

F. Nietzsche, Gay Science

Plato, Sophist, Phaedo

A. Smith, Wealth of Nations, Moral Sentiments

G. Vico, A New Science

Voltaire, Micromegas

 

Related to one or more philosophers, each class addresses a specific argument:

Plato: Do we need innate ideas to explain knowledge?

Aristotle: Is naturalism a realism? (slavery in Aristotle’s time).

Machiavelli: Why is it important to recognize and analyze the pragmatic intelligence of the governors?

Hobbes: Is a social contract a sign of progress or of conservatism?

Descartes: Are we rational beings?

Locke: Is experience is the only source of knowledge, how is science possible?

Smith: Is social psychology a relativism? Is free market justified by progress?

Vico: Do we know nature or history?

Voltaire: What is the place of humans in the universe?

Kant: Do we know the world as it is? Is there purpose in nature? Is there progress in history?

Marx: Is the critique of capitalism a battle for social justice or a constraint of freedom?

Nietzsche: If science is a human invention,  what is knowledge?

Arendt: Is work/politics emancipation or slavery?

 

Required course materials/study visits and expected expenditure for the students

All the material can be found in the library on reserve for this course, or online.

 

Reference texts:                        

Thomas Nagel, What does it all mean? A very short introduction to philosophy, 1987

G. Skirrbekk, History of Western Thought, Routledge 2001.

Stanford Encyclopedia of Philosophy

http://plato.stanford.edu/

Cambridge Dictionary of Philosophy

https://is.muni.cz/el/1421/podzim2014/LJMgrB07/um/Cambridge_Dictionary_of_Philosophy.pdf

Cosmolearning. General Introductions to philosophy.

http://www.cosmolearning.com/philosophy/

Videos:

Excerpts from

Modern Times by C.Chaplin

The Matrix by A. and L. Wachowsky

Enjoy Poverty, by Renzo Martens

 

 

LEARNING OUTCOMES:

 

By the end of the semester, through constant argumentative practice, students will be capable to argue about the major fields of philosophical analysis, and of critically constructing their own perspective on the related issues. They will be able to distinguish the necessary and right questions from the outdated or irrelevant questions, through conceptual clarification and examination of real life and real world problems. 

The argumentative character of philosophy entails strong motivation, constant attention, active participation in class and interaction with the professor.

 



TEXTBOOK:
NONE
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
- Mid-term presentation  20%
final exam  20%
1 paper at home 15%
Attendance participation 15%
Final presentation 30%

-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for t
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.

-ATTENDANCE REQUIREMENTS:

Students should plan to regularly attend the class, since we will often broaden the topics contained in the texts to contemporary issues, and since this class is mainly intended to the rousing of students’ personal thoughts and ideas.

Please refer to the university catalog for the attendance and absence policy.

Academic honesty

As stated in the university catalog, any student who commits an act of academic dishonesty will receive a failing grade on the work in which the dishonesty occurred. In addition, acts of academic dishonesty, irrespective of the weight of the assignment, may result in the student receiving a failing grade in the course.

The use of the computer is not allowed in class.

ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic dishonesty will receive a failing grade on the work in which the dishonesty occurred. In addition, acts of academic dishonesty, irrespective of the weight of the assignment, may result in the student receiving a failing grade in the course. Instances of academic dishonesty will be reported to the Dean of Academic Affairs. A student who is reported twice for academic dishonesty is subject to summary dismissal from the University. In such a case, the Academic Council will then make a recommendation to the President, who will make the final decision.
STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap. Students with approved accommodations must inform their professors at the beginning of the term. Please see the website for the complete policy.

SCHEDULE


Jan 21

Introduction: what is philosophy?

23

Read Voltaire

28

Socrates, Plato and ancient idealism (Matrix)

30

Aristotle and naturalism

Feb

Plato and Aristotle on politics

4

Machiavelli and political theory

6

Reading Machiavelli

11

Modern Philosophies, Galileo

13

make-up Hobbes

18

Descartes (Matrix)

20

Reading Descartes

25

Locke

27

A.Smith

Mar 3

Reading Smith

5

Review

9-13

SPRING BREAK

14

MID-TERM EXAM

17

Film

19

Vico and philosophy of language

24

Kant and science (Matrix)

26

Reading Kant on finality of nature

31

Kant on politics

Apr 2

Marx (C.Chaplin) 

7

Nietzsche

9

Reading Nietzsche

14

Arendt

16

Reading Arendt

21

Contemporary relativism

23

AI

28

Review

30

Review

May 4-8

FINAL EXAMINATION