Introduction to Philosophy
Fall 2005
Preliminary Syllabus
MW
10:00 – 11:35, F 10:00 – 10:40
Instructor: Dr.
Ashley McDowell
Office: Humphrey House 202
Office
phone: 337-7077
email: mcdowell@kzoo.edu or ashley.mcdowell@gmail.com
Office
hours:
Intro
coffee hour:
Texts
and readings: Rauhut, Ultimate Questions:
Thinking About Philosophy
Rauhut and Smith, eds., Readings
on the Ultimate Questions: An Introduction to Philosophy
Tittle, What If… : Collected
Thought Experiments in Philosophy
Readings on reserve as announced
This course is an
introduction to philosophy course. It
will introduce you to philosophy as a discipline and area of inquiry, to
specific philosophical problems and issues, to philosophical readings and
style, and to philosophical skills and abilities.
In particular, we’ll be focusing
on a few key issues, once we get a good background in philosophical tools: the
question of what we know; the “mind/body problem”; the question of what we can
know about whether God exists; and issues to do with what we ought to do
morally.
Throughout this course, you will be learning how to
think for yourself – open-mindedly but critically – about philosophical ideas
and their applications. To do this, you
will learn about specific strategies, theories, concepts, and methods that are
the special emphasis of philosophy. You
may not have come to final conclusions about these particular issues by the end
of this course, or by the end of your life, for that matter. But you will almost certainly have made
progress in thinking well about the issues and their applications.
Unless you have plans to become
a professional philosopher, which I expect few of you do, the most important
things you will gain from this course will not be detailed retention of
specific philosophical positions.
Rather, you should hope and strive to gain abilities in three main
areas:
Theoretical
learning:
-
appreciation
of philosophical issues and their importance, and the ability to recognize
philosophical problems and considerations in many contexts.
-
the
ability to recall, articulate and apply various approaches to particular
philosophical problems, and to appraise for yourself the routes for dealing
with important issues
Practical
learning:
-
the
ability to reproduce and compare various approaches to solving problems such as
moral ones.
-
applying
philosophical thinking to the “real world” – to everyday living, to specific
problems and puzzles, to social issues, to challenges in your career, and so
forth.
-
constructing
a personal methodology based on discoveries made during this class.
Philosophical
methodology: These skills fall into three main sub-areas:
-
extracting
the main points from difficult material, following and reconstructing
arguments, and thinking questions through.
-
learning
to analyze and solve problems, considering them from many points of view and
assessing the pros and cons of different proposals.
-
learning
to express yourself clearly and persuasively.
-
skills
in making decisions and then justifying your position in a clear, logical, and
compelling way.
-
proficiency
at conducting investigations - learning to ask the right questions, and to
develop and assess methods and standards for answering those questions.
-
solving
problems using careful but innovative techniques and basing your conclusions on
reliable evidence.
As the course goes on, I will
expect different things out of you in terms of mastery and achievement. At first, assignments will be designed to
help you gain skills in understanding basic philosophical concepts and their
significance. You will learn about
various theories, principles, and tools, and learn how to apply all those
things for yourself on cases and issues.
I will expect you to be able to identify relevant factual, linguistic,
and inferential aspects of problems and situations.
As we study specific philosophical problems, I will
expect you not just to understand the tools, but see how philosophical thinking
plays out in rigorous argumentation on particular issues of importance. I will assess your achievements in grasping
the issues the philosophers are trying to resolve, and comprehending the
differences between approaches and the advantages and disadvantages of
different approaches. By the end of the
course, I will expect you to be pulling everything together – in particular,
using the tools to become enabled to participate in philosophical debates and
decision-making processes. You will be
able to evaluate others’ positions and arguments, assess their strengths, and
select a reasoned response, whether that involves formulating an original
position, reaching compromise, or reaching a deeper understanding. You will be able to distinguish different legitimate
stances on the topics we’ll cover, compare and contrast the arguments and
principles underlying them, and be prepared to defend your choice of the most
reasonable positions and views.
By the end of this course, I will expect you to
locate yourself in the world of philosophical concerns, becoming a participant,
assessor and defender rather than a passive regurgitator. In other words, the assignments and my
assessment criteria in this course will incrementally guide you to
become not a student of philosophy but a practitioner.
Classes
will consist of a mixture of lecture, discussion, and in-class work, either
individual or in groups. You will learn
what others have said on these issues as well as developing your own views.
It will be expected that you
will have done the reading, thoroughly, before class (see the section on
“recommendations for gaining the most you can from this course” below for more
on what this means). I will also expect
you to have looked over any study guides I might have given you, when that occurs. Class time will not be spent merely
repeating in lecture format what the readings have already said. Of course it’s to be expected that there
will be aspects of the readings that you will need guidance with after the
fact; for that reason, it’s best to read the material carefully so that you
know what to ask for more explanation about.
Lectures, discussion, groupwork, and in-class work will be done under
the assumption that everyone has made a sincere effort to understand the
reading, so doing so will make these activities much more fruitful for you and
your classmates.
You must bring with you to class
whatever text we are working on for that day, as well as a copy of any
assignment you are to have completed for that day.
Interaction
outside of class
Office hours: My office hours are posted above. They will be conducted on a first-come, first-served basis, and by appointment, with appointments taking precedence. You should feel absolutely free to come to them and discuss the course, the material, the assignments, or philosophy.
Coffee hour: This is a weekly or biweekly
opportunity – probably at a local coffee shop – to hang out and talk philosophy
with whichever members of the class feel like joining in. This is an informal way to do more
philosophy, in a more relaxed setting, than we can do in class. These get-togethers are strictly voluntary,
and guaranteed to have no impact on your grade either way.
Email: This can be a great way to get a question answered
or run something by me. Feel free to
email me with questions; be aware I am less likely to answer email on the
weekend than during the week
(for
policies on all assignments and on specific assignments, see “Policies” section
below)
Participation is expected. In a philosophy class of this kind, discussion is absolutely
essential, and may be the way you learn most about the material. I know that participation is difficult for
some people, but you can consider this a safe place to practice contributing to
a group discussion, which you will surely need to do throughout your life. The rules for classroom civility and
discourse (see below) will help make this an inviting place to contribute your
voice.
I will keep general track of your contributions in
class. Keep in mind that contributions
can take various forms, including asking for clarification, participation in
group work, and giving helpful examples.
Keep in mind also that more does not necessarily mean better: those who
excessively dominate discussions, speak disrespectfully, or otherwise use their
voices in a negative way may be penalized for doing so. If you are in doubt, or if you are interested
in advice about how to participate more effectively or more easily, ask me.
Your conduct in this class includes improvement and
effort. It also includes issues of
respectful behavior, such as tardiness, distracting behavior, or disrespectful
behavior towards members of the class.
See the “policies” section below for more information.
The majority of this portion of your grade will be determined by your completion of various low-intensity assignments. You should expect one or two of these a week. These assignments will take various forms, with different purposes and grading criteria.
Graded homework assignments
may include 1- to 2-page “response papers” on a specific topic relating to
recent readings. The purpose of these
is to integrate your academic learning of the material into your personal life
and thinking, and to have the experience of constructing statements of your own
reactions to the topics studied. They
are meant to help you see the material as relevant to your life, and to see
yourself as able to take a place in the ongoing debate about philosophical
issues. I will grade these on the basis
of how well I see you trying to do those things, not on the basis of your
ability to regurgitate facts from the readings, or parrot back to me thoughts I
or the philosophers studied have expressed.
Ungraded but required
homework assignments may include things like an answer to a study question
for a reading, a short “free writing” assignment responding to a reading, a
brainstorming session for an upcoming paper or exam, some of your notes on the
reading, one or more question on the reading, or outside material illustrating
an important point in the readings or an application of them. These assignments serve a couple of
purposes. Most importantly, they are
designed to help you get more out of the material and progress more easily
toward the course goals. For instance,
“free writing” for a few minutes on a text you’ve just read can be a great way
to absorb what you’ve read and become aware of your reaction to it (and what
you did and didn’t get in it). This, in
turn, can give the class great material to begin discussion of the reading
during the next class. That leads to the
second purpose ungraded assignments serve, which is to help me. They help me guide you, give the class
something in common to use in our meetings, and help me see what you are
understanding, thinking, focusing on, and wondering about. The assignments I will designate as ungraded
are those I think it would be unfair and unhelpful to assign a grade to.
Graded and ungraded in-class
assignments may include things like the above homework assignments, as well
as one-minute papers, reading response mini-essays, summaries, concept maps,
oral presentations such as summaries of the last class’s main points or
presentations of homework, or speaking-intensive activities like role-plays or
debates. These serve the same purposes
as homework assignments, for you as individuals and as a class and for me. Again, I will decide which to grade based on
fairness and helpfulness. Graded
assignments will be graded based on criteria drawn from the expectations
outlined above, in “What you can learn about and gain from this course” and
“What I expect you to achieve.”
I will assign homework in class,
and will send out the assignment over email as well. In rare cases I may assign a minimal homework project
after the class before the project is due, in which case I will email you. For instance, I may email you asking you to
send me a copy of one of your answers to the study questions for the next day’s
readings. Please check your email 24
hours before each class meeting just in case.
For all homework assignments, you must email a copy to me before class
as well as bringing a hard copy with you to class.
Although ungraded assignments
are ungraded, missing them has an adverse effect on your grade. For every two ungraded assignments missed,
your “Participation, conduct, and miscellaneous assignments” grade will be reduced
by half a grade (e.g., 85 to 80).
I will always let you know
whether an assignment is a graded or ungraded one. If you are unclear on this, do not hesitate to ask!
Homework assignments must be
emailed to me before the beginning of class on the day they are due; in
addition, a hard copy must be brought to class (if a hard copy must also be
turned in, I will let you know). See
“Policies” section below for the penalties for late assignments. I strongly encourage you to do homework
assignments on time, since their main purpose is strongly tied to engaging with
material in a precise way at a precise time.
In-class assignments missed
because of a legitimate excuse (for instance, an official sports event) can be
made up; it is your responsibility to see me and find out what you may have missed
and arrange a make-up assignment.
This
exam will cover the material in Rauhut Ch. 1 and associated readings. The purpose is to demonstrate your
understanding of the components and underlying framework of philosophical methodology
and argumentation, your grasp of the significance of these things, and your
ability to apply philosophical tools for yourself. Without a proficiency in these areas, you wouldn’t be able to go
on to gain the skills and abilities this course ultimately aims to give you,
since you would lack the necessary framework, recognition of motivations, and
basic philosophical tools.
The exam will be a combination
of “objective” questions (true/false, multiple choice, identification, mapping,
short answer, and so on) and probably some short essay questions as well. I will give you a study guide ahead of time,
and conduct a study session outside of class.
I will be grading this exam primarily on the basis of whether you have
accurately, clearly, and thoroughly performed tasks such as recognition,
classification, illustration, and application of terms, concepts, and tools
studied.
This
will be a relatively long paper with a specific and detailed set of tasks to
perform.
I will grade this paper based on
several main areas of assessment. The
most important thing is that it perform the goals it’s meant to perform
adequately, but there are various aspects of a paper that make that happen. These include organization, accuracy,
thoroughness, clarity, accessibility, depth of interpretation, success of
illustration by example, and strength of reasons presented.
In
the course of the quarter, we will hold four panel discussions by groups whose
members will have met and constructed a strategy for the sessions. These sessions will last half of a class
period each, and each session will have a quarter of the class members in
it. The panels will be divided in half,
with half defending one position on an issue and the other half defending an
opposing position – the issues and basic positions will be assigned, but many
of the details will be worked out by the group members. Each group will read, in advance, one extra
article that will not be read by the rest of the class.
These “debates” will function to
help you grasp the differences between competitors on particular issues. It will give you an opportunity to construct
reasoned arguments about the merits and deficiencies of opposing positions, and
to consider possible objections and responses to those objections. Truly understanding a philosophical issue –
or any issue – involves the possession of a thorough understanding of the
underlying motivations, assumptions, commitments, and argumentative strategies
of contrasting viewpoints. Furthermore,
mastering the issue involves familiarity with the strengths and weaknesses of
the two sides. Participating in and
watching panel discussions like these can be truly broadening – oh, yeah, and
fun, too.
Team members will evaluate their
own and each other’s performance on the following dimensions: organization,
acceptance of responsibility, initiative/motivation, creativity, task
completion, attendance, collaboration, participation, attitude, independence,
communication, and responsiveness. I
will evaluate the discussions based on the following dimensions: appropriate
incorporation of reading material, accuracy of representation of others’ views,
clarity, quality of presentation of arguments, helpfulness of examples or
illustrations (if any), overall mastery of the subject, depth of discussion,
cooperation among team members, engagingness of presentation, success in
getting the “audience” on board, organization, effectiveness, thoroughness,
(appropriate) creativity or imagination, choice of most important aspects to
focus on, handling of objections, division of labor.
Be aware that I may choose to
videotape these panel discussions, for grading purposes only.
This
will be a comprehensive examination, pulling together everything we will
have done throughout the quarter. It
will be an essay exam, with the tasks going deeper and involving more mastery
than any of the assignments before. The
questions will not merely ask you to present views or define terms. Rather, they will ask you to really show off
the skills and abilities you’ve gained, as described above in “What you can
learn about and gain from this course” and “What I expect you to achieve.” I may ask you to compare various approaches
to solving common problems; predict how one view would respond to another; or
integrate topics, theories, or problems.
I may ask you to contrast various assumptions or principles. And I may have you do deeply engaged and
personal type of things such as applying philosophical thinking to your own life
or appraising and criticizing views definitively. These tasks are not necessarily more difficult than
earlier tasks, but they engage your deeper understanding and absorption of the
material. They are tasks that could
only be performed by someone from the confident and competent position of
having worked their way up to earning the privilege of analyzing, synthesizing,
and evaluating.
I will give you study materials
before the exam, and hold a separate exam review session.
Attendance policy: Attendance is expected: three or more unexcused
absences will result in a full grade reduction for the course. Absences will only be excused for required
sports activities or practices or for a dire personal circumstance. Two late arrivals to class will be
considered equivalent to one absence.
Assignment responsibilities:
-
It
is your responsibility to retain copies of all assignments you turn in, in a
reliable format.
-
You must turn in every assignment to me by email or Moodle before
class. If you email the assignment, the “subject”
line must include your name and a unique name for the assignment
(e.g., “Sept16 homework”) – I’ll probably tell you the name for each assignment
as I give it. You can either attach the
file or cut-and-paste it into the body of your email. If you use anything other than Microsoft Word, please submit by
cut-and-paste rather than attachment.
If you want to say anything else to me or ask me anything, send me a
separate email with a different subject line!
-
You
must turn in every graded assignment to me in class, with your name on the
back, written legibly. This is so
no biases of mine interfere with my grading of your work.
-
You
must bring a hard copy of every ungraded assignment with you to class the day
it is due. We may go over it in class,
or I may have people read theirs, or other things might happen that you’ll want
to have it for.
-
Although
ungraded assignments are ungraded, missing them has an adverse effect on your
grade. For every two ungraded
assignments missed, your “Participation, conduct, and miscellaneous
assignments” grade will be reduced by half a grade (e.g., 85 to 80).
-
In-class
assignments missed because of a legitimate excuse (for instance, an official
sports event) can be made up; it is your responsibility to see me and find out
what you may have missed and arrange a make-up assignment.
-
When
you turn in your paper, you must turn in a copy of a rough draft and an
outline of the paper (with your name written on the back of each). I cannot recommend outlining and revising
philosophy papers enough, and so I want to make absolutely sure you’re doing
both. An outline also sometimes helps
me understand the intentions of your paper better.
-
Your
paper will be subject to the following policy regarding Edited Standard Written
English (ESWE). Your final draft must
have no more than an average of two departures from ESWE per page, in any
combination of various areas to be delineated beforehand (e.g., nontrivial
grammatical errors, punctuation errors, misuse of apostrophes or quotation
marks, misspellings or typos). I will
provide you with a list of resources for working on ESWE as I will for working
on the content of your paper. I also
encourage you to visit the Writing Center to review your paper. Any paper that fails this ESWE gateway
criteria policy will be assessed a grade of F.
If this happens to you, you will have an opportunity to revise the paper
for resubmission with a penalty of half a grade (e.g., 90 to 85).
Late assignment policy: A copy of each of your assignments is due by email before
class on the day that it is due. For
papers and graded assignments, a hard copy must also be turned in during class
(you must bring hard copies of ungraded assignments with you to class also; I
may ask for them as well).
An
assignment that is between one hour and 24 hours late will receive a ½ grade
reduction. An assignment that is
between one day and two weeks late will receive a full grade reduction. Assignments will not be accepted more than
two weeks late.
You will be permitted one “freebie”: an assignment turned in as
much as two days late, no questions asked, as long as you let me know you’re
taking your freebie. Be mindful not to
use it lightly. When you turn in
your “freebie,” have me mark it as such.
If you are turning it in at my office, write “freebie” conspicuously on
it.
Changing grades: if you feel you have been assigned a grade unfairly
or inaccurately, you should by all means talk to me about it. My only requirement is that you prepare an
argument (a set of reasons and facts) before you do so.
In
this course, you will be expected to behave like what I’m sure you are – a
civil person interested in entering into an atmosphere that is maintained to be
courteous and respectful. Just so that
my expectations are clear, let me express some specific guidelines. In order to create a smooth and harmonious
learning community,
-
take
care not to disrupt class; please
o
wait
until class is over to pack up
o
turn
off cell phones
o
do
not look at any material other than class material
o
stay
awake during class
o
arrive
on time
§
if
you must arrive late, please
·
take
a seat quietly near the door
·
see
me after class to record your lateness, so I do not record you absent
§
Note: two late arrivals to class will be considered the equivalent of
one absence.
-
to
allow everyone to stay focused on the class lecture or discussion,
o
only
one person at a time in the class should be speaking. Side conversations are distracting for surrounding students and
for me.
-
to
ensure the best possible environment for discussion, please
o
no
“hogging the floor”
o
no
blaming or shaming
o
no
personal attacks
o
always
respect the confidentiality of the classroom
o
keep
your contributions aimed at our common goals: discovery, progress, and learning,
not winning, making the “other side” look bad, or getting attention.
§
If
you violate one of these discussion rules, I will likely point it out to you in
class or afterwards.
§
If
you think someone else is violating one of these discussion rules, I encourage
you to raise the issue (without blaming, shaming, or personal attack!)
“It
is always important to think of the intellectual world as a community of mutual
dependence, mutual helpfulness, mutual protectiveness, and common delight. We take ideas from others and we give them
to others. We are indebted to others,
and others are indebted to us. In
sharing and acknowledging the community, we define ourselves more certainly as
individuals. The ability to describe
our sources is also an ability to define our own originality and our own
selves. All communities depend on
generosity, trust, definition, and the proper use of sources is part of the
mortar that holds the community of the mind together.”
-
Richard
Marius, Expository Writing Program, Harvard University
In this class, as in all classes at Kalamazoo
College, we will be operating under the Honor System. It is important that you familiarize yourself with that
system. You should also familiarize
yourself with proper procedures for collaborating, doing research, and citing
sources. I expect each of you to visit
my webpage and read the essay there called “Plagiarism and How to Avoid It”
(http://kzoo.edu/~mcdowell/Academic_integrity_and_plagiarism.htm). Should you
have any questions about citations, plagiarism, or honor system issues, please
visit or contact me.
Any assignment you turn in that I find to violate
academic integrity, either through dishonesty, plagiarism, lack of appropriate
citations, or unauthorized collaboration, will receive a grade of 0. Any further instance of a violation of
academic integrity will be punished by a failing grade in the class as a minimum
sanction.[1]
A note on reading: don’t
succumb to the misconception that in order to read something you only have to
move your eyes over the lines, or “read it out loud in your head,” so to
speak. What I expect is that you will
read the material in a more sophisticated way, thinking as you go. You should be asking yourself the main
points, making sure you understand the structure of the reading, thinking about
how this reading relates to others you’ve done, and otherwise working to comprehend
the material, not just to complete a technical “reading” of it. You might try highlighting, underlining,
making marginal notes, or outlining – whatever helps you focus and
understand. For many people, reading
both before and after the lecture makes it much easier to understand the
material. If you don’t want to read the
whole selection again, at least skim it after you’ve heard about it; it will
help it sink in. It probably saves time
over trying to understand it weeks later before the exam if you didn’t do
enough to really comprehend it at the time it was being taught.
Reading
tips: When
I construct study questions for readings, here are some of the questions I’m
always tempted to include. Ask them of
yourself when you do readings (especially academic papers).
More class tips:
-
talk to other people about
what you’re studying.
Organize
a study group; go to coffee hours; corral your roommate and make him or her
hang out and talk some philosophy with you.
Doing philosophy out loud helps you learn it much better.
-
make good notes.
Not just in class, which is essential, but it can
also help to take notes on what you read.
If you’re having to sum up what you’ve read in a few phrases, you’re
having to pay attention and make yourself get the gist of the reading. Try to take good notes in class – what seems
clear at the time can be baffling or fade away after a little time.
-
explain philosophical ideas
to someone else.
You
know that you really understand something if you can explain it to someone
else. If you can’t find someone to try
to explain an argument or theory to, pretend.
Use a dog, mirror or wall and act like it just offered you a million
dollars to explain this philosophical concept in your own words (hey, it could
happen!).
-
on assignments, learn to
explain your answers.
The shortest answer is almost never the best one on
an essay philosophy test or paper. You
will usually be expected to say something
about what makes that the right answer, even if it’s a matter of fact. For example, if you’re asked to reconstruct
an argument that you’ve studied, remember to define philosophical terms and
make sure each point is getting across loud and clear. This may mean saying the same thing in more
than one way – that’s okay as long as you’re not just saying it over and over
to fill space. Think of yourself as
telling the reader why the answer
you’ve given is the right answer; what it is about it that makes it right.
-
do your best to see what’s
good about each view.
Even if your gut is telling you a philosophical
theory is dead wrong, you’ll understand it better if you try to figure out why
someone might think it’s right. Then
you can do a better job of deciding what’s wrong about it. You could pretend that you really want this theory or argument to be right
– that it’s your mom’s great idea or if it were right world peace would
happen. Whatever – before you knock an
idea make sure you’ve tried it out thoroughly.
-
try to make it real to
yourself.
Think about how a philosophical issue might apply to
your interests or your life. Imagine
situations where the answer to a philosophical question matters. Make up your own examples to test theories. Use your creative and imaginative abilities
to try to engage the topic, and you’ll find it more fun than if you think of it
as memorization. And what’s more fun is
easier to learn.
In
this class, we will be discussing issues that most people find important, and
on which many people have strong opinions.
We will not be merely exchanging opinions, but will be seeking the
truth. In that spirit, everyone’s
contributions will be both respected and open to thoughtful criticism. We will
be approaching other views – and our own – with an open-minded but critical
eye. The focus will be on providing and
assessing arguments for positions, to try to come to the most thoughtful
position possible on these questions.
Be careful not to take it personally if a view that you put forward is
criticized; this is helpful if what we’re after is really solving the
problems.
First,
I recommend you visit the library’s philosophy research guide, at http://www.kzoo.edu/is/library/depts/phil/index.html
Some especially recommended links:
A
philosophical glossary for beginners: http://www.princeton.edu/%7Ejimpryor/general/vocab/glossary.html
Routledge Encyclopedia of
Philosophy: http://www.rep.routledge.com/
(can reach through library website, “databases and indexes”)
Philosophical
dictionary: http://www.philosophypages.com/dy/
Stanford
Encyclopedia of Philosophy: http://plato.stanford.edu/
Guide
to Philosophy on the Internet: http://www.earlham.edu/%7Epeters/philinks.htm
Guide
to the Study of Philosophy: http://www.philosophypages.com/sy.htm
Taking
Notes on Philosophical Texts: http://www.earlham.edu/~peters/courses/notes.htm
Guide
to Grammar and Style, with links: http://newark.rutgers.edu/~jlynch/Writing/
Writing
Tools (Harvard): http://www.fas.harvard.edu/~wricntr/html/tools.htm
If
you have any special needs that I can accommodate, please let me know as soon
as possible.
WEEK
ONE
UQ
Ch. 1 pgs. 1 –25
Readings
on the UQ: Kant, Spinoza, Mele, Plato
WEEK
TWO
UQ
Ch. 1 pgs. 25 – 43
Readings
on the UQ: Russell, Earl
UQ
Ch. 2 pgs. 44 – 63
Readings
on the UQ: Descartes, Grau, Ayer
WEEK
THREE
UQ
Ch. 2 pgs. 63 – 83
Readings
on the UQ: Gettier, Feldman, Stace, Moore, Hospers, Kahane and Tidman
WEEK
FOUR
UQ
Ch. 5 pgs. 135 – 158
Readings
on the UQ: Churchland, Heil
Other
readings: Elizabeth of Bohemia, ?
WEEK
FIVE
UQ
Ch. 5 pgs. 158 – 169
Readings
on the UQ: Armstrong, Lewis, Horgan, Minsky, Searle, Jackson
WEEK
SIX
UQ
Ch. 6 pgs. 170 – 191
Readings
on the UQ: Clifford, James, Taylor
WEEK
SEVEN
UQ
Ch. 6 pgs. 191 – 200
Readings
on the UQ: Rowe, Schlesinger, Behe, Kitcher
WEEK
EIGHT
Does
God Exist? (The Problem of Evil)
UQ
Ch. 6 pgs. 200 – 210
Readings
on the UQ: Mackie, Swinburne, Mathieu
UQ
Ch. 7 pgs. 211 – 225
Readings
on the UQ: Pojman
WEEK
NINE
UQ
Ch. 7 pgs. 225 – 247
Readings
on the UQ: Rachels, Mill, Kant
WEEK
TEN
UQ
Ch. 7 pgs. 247 – 254
Readings
on the UQ: Aristotle, Skoble, Friedman, Regan, Cohen