Hawaii Pacific University
PHIL 1000 Introduction to World Philosophies Section ____
Semester and year, meeting times
Course description: A general introduction to world philosophies in which philosophical problems such
as the existence of God and the problem of evil, utilitarianism and justice, our knowledge of the external
world, the relationship of mind and matter, free will and determinism, and topics in applied ethics will
be considered.
Course prerequisite: None
General Education Requirement: This course is classified under the Values and Choices Theme and
meets the requirement for a course in Values and Choices C: Other Values and Choices Courses.
Instructor: Name, contact information and other relevant information about the instructor.
General Education Student Learning Outcomes and the Five Themes: HPU’s general education
curriculum is focused around five themes. This course emphasizes the Values and Choices Theme and
provides students with opportunities to achieve the following related general education student
learning outcomes.

Students will analyze the interrelationships among beliefs, choices and cultural, social and/or
scientific institutions and practices. One fundamental question addressed in the course: What is
a just society? Critical reflection on the concept of a just society implies at a minimum looking at
and evaluating existing societal institutions. For example, in this class students will have the
opportunity to judge for themselves whether the institution of the death penalty is essential to
a just society, and whether a just society should institutionalize euthanasia and affirmative
action. What kind of education institutions would harm or help create and maintain a just
society? Should economic or religious institutions form the foundation for a just society?

Students will recognize and value multiple perspectives and develop skills for mediating among
conflicting claims. Philosophy provides an abundance of competing metaphysical claims
concerning the nature of reality. Students will consider whether scientific institutions or the
wisdom traditions of Taoism, Platonism, Advaita Vedanta, provide a better foundation for
understanding reality. Student assessment is based on class discussions and tests that reflect
competence in understanding, communicating and critically evaluating competing views of
reality.

Students will articulate various ethical and moral questions and explore their own system of
values through examination and analysis of examples drawn from history, literature, popular
culture, or current events and controversies . The problem of evil is multifaceted. We examine
such concepts as wickedness, aggression, and cruelty, and relate them to the question of human
nature. In Chinese philosophy, we look at the dispute between Mencius and Hsun Tzu
concerning the question “Are humans good or evil by nature?” From the Buddhist perspective,
we consider the relationship between karma and evil. The African perspective provides an
understanding of some of the sources of evil. And the question of meaning in relation to evil is
explored in Fackenheim’s “Jewish Faith and the Holocaust: A Fragment.” Student assessment is
based on exam questions.
The course also addresses the Research and Epistemology Theme by providing students with
opportunities to achieve the following related general education student learning outcome:

Students will understand the concept of epistemology, i.e., that there are various systems of
gathering/organizing/analyzing/evaluating in the process of constructing knowledge as well as
multiple ways to solve a given problem. In this course we distinguish between sources of
knowledge and modes of knowledge; it is the contrast between knowledge as discovery vs.
knowledge as a human mental construct/model/representation. The comparative approach we
adopt in order to explore epistemological issues takes into consideration a unique Afrocentric
feminist perspective, Classical Indian theories of knowledge, mystical Sufism, and views found in
the Classical Western philosophical traditions of Cartesian rationalism, Humean British
empiricism and Jamesian Pragmatism. Student assessment is based on lecture, class
discussion/participation and tests.
Note: Purple text shows places where specific course information must be filled in. Red text provides
explanatory notes to the instructor which should be deleted before using the syllabus. Blue explanations
above should be rephrased by the individual instructor to reflect the specific approach in that section of
the course. Course-specific outcomes below are an example and may also be rephrased or modified by
the instructor.
Course-Specific Student Learning Outcomes for PHIL 1000 Introduction to World Philosophies
As a student in PHIL 1000 you will
o
o
o
o
o
read philosophical texts, in order to analyze their arguments and evaluate their answers
to the questions of the course;
become familiar with major philosophical problems and the methods of dealing them,
acquire an initial command of philosophical language.
Understand how philosophical concepts can help you understand practical dilemmas;
and
express your ideas through arguments--both verbal and written--which present your
reasons for holding your beliefs.
For the rest of these required syllabus items see the details in the faculty handbook. Delete this note
once the syllabus is complete. For online courses there are some additional requirements given at this
link. Please note that element 4 (relation of the course to the five themes) on the sample syllabus at the
link is not needed on general education syllabi because it is covered under the “General Education
Student Learning Outcomes and the Five Themes” section.
Texts
Assignments and mode of evaluation
Summary of important dates and deadlines (if the schedule is a separate document and due dates are
not given with the description of the assignments).
Class rules and policies (including regarding attendance, late work and academic dishonesty)
Schedule of events (may be attached separately)