PHIL 100 D
INTRODUCTION TO PHILOSOPHY
PROF. RICHARD PITRE
HARBORVIEW 201
SYLLABUS
Required Text
PHILOSOPHY: THE QUEST FOR TRUTH, 9th edition, Louis P. Pojman (ISBN: 9780199981083) or
PHILOSOPHY: THE QUEST FOR TRUTH, 8th edition, Louis P. Pojman (ISBN: 9780199751792)
Course Description
This course is an introduction to the “basics” of philosophy. It will feature the fundamental questions, frame the basic
arguments these questions have engendered, and introduce students to major figures in the history of philosophy who
have both raised these questions and sought to answer them. The course will seek to define philosophy and determine its
parameters. It will attempt to answer the question, “Why philosophize?” The course
will include lecture and discussion. Readings will be assigned from a required text, which will be supplemented by
occasional hand-outs.
Course Objectives
Students who complete this course will be able to:
1. Identify major figures in the history of philosophy and their key ideas.
2. Analyze philosophical arguments for logic and coherence.
3. Articulate major debates of philosophy throughout history.
4. Use the terminology of philosophy in an informed and consistent manner.
5. Write philosophical essays.
Time Requirements
Approximately 5 to 9 hours will be required per week to complete weekly course assignments:
2-4 hours – reading assignment(s)
1 hour – online quizzes
3 hours – discussion
1 hour – Philosophy Talk audio program (two required, others optional)
Using Technology
This course assumes that you have sufficient computer skills to fulfill all requirements. If you have difficulty using the
Blackboard system, it is your responsibility to contact the Help Desk or Michael Hart to resolve the problem within the first
two weeks. After that time, no late or otherwise defective work will be accepted on the grounds that you had “computer”
or “Blackboard” problems.
Student Evaluation and Grading
Attendance Policy:
Participation in online discussions is the largest percentage of your grade and is mandatory for successful completion of
the course. Students who do not receive a passing participation grade for a total of three weeks will receive an
administrative (attendance) failure. Students who fail to submit a weekly participation self-evaluation will fail for that
week. It is SMCC policy that students who do not show substantial progress in the course by the second day following
the end of the drop/add period will receive an administrative (no show) failure. Exceptional circumstances should be
communicated to me immediately via Blackboard email.
Grade Distribution
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Quizzes (17%)
2 Philosophy Talk Responses: (8% each; due at the end of Week 3 and at the end of Week 6)
Reflective Essay (10% due at the end of Week 9)
Participation (40%)
Final Exam: (10%; due Wednesday of Week 12)
Photo (1%)
Orientation (2%)
Citizenship: (5%)
Working with “Blackboard”
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Familiarity with all the relevant aspects of the Blackboard system is essential to your success in this course. You
may be assessed on your knowledge of Blackboard during the first week of class.
Be sure to check Blackboard email, and announcements regularly! I will use these to help give the course the sort
of flexibility we also find in my live classes. Announcements will be archived in the “Announcements” tab. It is your
responsibility to direct any queries to me immediately via Blackboard email. Once the course begins, communication
with me will be via Blackboard email exclusively. The “Blackboard email” tab is in the sidebar of the course content
page. Emails sent via regular SMCC email will be returned to you unanswered. On the other hand, you are well advised
to check your SMCC email daily as that often includes important communications from the college.
Note that only work submitted in the required format and via the appropriate assessment, assignment, or
discussion link is considered acceptable. Work submitted by other means will be listed as not having been done.
Discussions
The purpose of the discussions is twofold. On the one hand, I want us to have interesting conversations about the
readings and to share individual, well thought-out reflections. On the other hand, the discussions are also an
opportunity for students to get clarification on the readings, especially as the latter relate to the study questions
(which in turn become the quiz questions). Your participation in discussion constitutes a significant part of your grade.
For this reason, I devote considerable space to it here.
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Note that you should have put up a substantial posting no later than Thursday of a given week so that everyone will
have a chance to respond to what you have said. Timeliness in this regard is a significant part of your participation
grade. The posting used to meet the timeliness benchmark need not be your “best posting” for the week, but as a
substantial posting, it needs to consist of at least 100 words. Best posting needs a minimum of 250 words. See below.
You should plan on spending about as much time in online discussion each week as you would attending a live class.
However, the time will be distributed differently than in a live class as the most active students tend to log on daily.
You can count the time it takes to compose a thoughtful posting as discussion time. Stay on line while you are doing
this. However, I’d advise you to do any writing longer than a few words in a program other than Blackboard and then
to paste it into Blackboard. This will avoid the danger of your losing your connection (and all your work) should there
be a problem with the internet or with Blackboard.
I try to keep up with all the discussion postings, but can easily miss specific questions. So if you have a particular
question you want to bring to my attention, the best thing to do is to send me an email via Blackboard. If you want to
address questions to the class as a whole, a bulletin board posting will suffice. Note that a “best posting” which begins
“I didn’t understand this week’s reading” simply indicates that you did not consult me or your peers about your
quandaries – not the behavior of a responsible student and not a convincing way to show us your “best” work. On the
other hand, a posting consisting of insightful questions leading us to a deeper understanding of the reading might not
be a bad idea!
Philosophy is the art of words. So, excellent language usage is essential. You are expected to use proper academic
English grammar, spelling, and syntax at all times. Do not use slang, vulgarities, obscenities, profanities, or other
inappropriate language. Do not use text message abbreviations such as "gtg," "imho," etc. Again, proper, academic
English is expected at all times otherwise, or, like omg, you won’t be lol ! (On the other hand, as you can see from
what I just did, you may use emoticons in your postings. This helps compensate for the 85% of human communication
that is non-verbal and may otherwise be lost on line.)
Observe online etiquette. When we are engaged in class discussions I expect that we will respect each other’s ideas
and views. Just because someone disagrees with you does not mean you need to be disagreeable. When a student
posts a message to a discussion, he/she is speaking to all of us, not just to me, the instructor. Part of class participation
is being an active listener. Finally, bullying or rudeness of any sort will not be tolerated and violations of the student
code of conduct will be reported to the judicial officer.
Simply telling somebody that you like what s/he has posted doesn't count as a legitimate posting of your own.
Your participation in online discussions will be self-graded according to the rubric found below. If the grade you
assign yourself is realistic and “in the ball park”, then I will honor it. I will, however, revise unrealistic grades.
Repeatedly posting unrealistic self-evaluations is poor citizenship and will lead to a lower grade in the course.
Falsifying information on your self-evaluation constitutes cheating and will be reported to the dean’s office.
Note that your participation grade is based exclusively on online discussion. Do not consider time spent on reading,
assignments, quizzes, etc. in evaluating your participation. Similarly, your participation grade is based on performance,
not effort. Telling me that you did your best may be evidence of moral courage on your part, however, such an
assertion cannot count as a basis for evaluation.
You will also be required to paste a copy of your best posting for the week into your self-assessment. Obviously, you
will want a minimum of one “best” posting per week. Best postings must meet minimum length requirements and are
graded on a scale of 1 – 40 depending on length and quality. Best postings should consist substantially of your original
work. Extensive use of citations or paraphrases is not an acceptable way to meet length requirements.
Discussion/Participation Rubic
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I will post participation self-evaluation quizzes weekly. During Week Two, you will evaluate your participation for
Week One, during Week Three, you will evaluate your participation for Week Two, etc.
In order to assess your work accurately, you will need to keep track of the elements of your work listed below in
hard copy. Blackboard used to do this for you, but the new “improved version” does not do so as far as I can see.
Gotta love it!
Again, note that you will also be required to paste a copy of your best posting for the week into your selfassessment. Obviously, you will want a minimum of one “best” posting per week.
Does not meet
expectations
Meets expectations
Exceeds Expectations
Percentage of
Grade
Number of days logged
on for discussion
1
2
3 or more
10
Number of hours in
discussion
1
2
3 or more
10
Substantial posting
before Thursday
midnight
0
Posting of at least 100
words
N/A
10
Number of original
postings
1
2
3
10
Number of responses to
other’s postings
1
2
3 or more
10
Number of threads in
which you participating
1
2
3
10
Fewer than 250
words/Adequate
English and
comprehension
Minimum length:
Minimum length:
250 words
300 words
Best posting
Grade yourself on a scale
of 1 – 40
200-249 words = 24
150-199 words = 20
125-149 words = 16
100-124 words = 12
50-99 words = 8
25-49 words = 4
Total possible points
Shows adequate
comprehension of
material/Adequate
English =28
hows adequate
comprehension of
material/Adequate English
= 36
Shows exceptional
insight or relevant
extra
research/excellent
English= 32
Shows exceptional insight
or relevant extra
research/excellent
English= 40
40
100
Philosophy Talk Responses
Philosophy Talk is a radio program out of Stanford University. Each learning module (or lesson) contains a link to at
least one relevant episode. Over the course of the term, you are required to listen to two episodes of your own
choosing. After listening, write a response of approximately 300 words in which you reflect on the content of the
program.
Responses due at the end of weeks 3 and 7
Note: Philosophy Talk has always been free. However, this has changed recently. Each episode now costs $1.29.
This will hardly break the bank if you listen to the required minimum of two. I’d recommend listening to as many as
possible. These Talks are really fine pieces of work and well worth your time and effort. Listening to them will
significantly enhance your learning experience. You can buy a reasonably priced subscription that will give you access
to all episodes. There are also some free downloads available on a weekly basis on the home page:
http://philosophytalk.org/ . While these freebies may not always be relevant to the course, feel free to use them as
they are free and can only serve to expand your horizons!.
Philosophy Talk Rubric: (minimum 2 pages typed)
Performance Indicators
Objective/Criteria
Needs
Improvement
Meets
Expectations
Exceptional
No submission
Spelling and
Grammar
(12 points)
(15 points)
(20 points)
(0 points)
Able to identify
key points,
passages and
questions raised
by the podcast
(14 points)
(15 points)
(20 points)
(0 points)
Able to make
connections to
the podcast and
reflect upon it in
original and
creative ways
(14 points)
(15 points)
(20 points)
(0 points)
Exhibits an effort
to enhance one's
own learning
(original
research, etc.)
(12 points)
(15 points)
(20 points)
(0 points)
Meets length
requirement
(12 points)
(17 points)
(20 points)
(0 points)
Reflective Essay: (4-6 pages typed)
An in-depth reflection on the questions and issues raised in one of our readings. Articulate the author's position,
discuss how the subject matter of the reading relates to your own life. Did the reading allow you to see a past
experience in a new light? Has your own viewpoint changed? Will you approach future problems and decisions
differently? Is there a central question that you see yourself continuing to study? A complete essay rubric is posted in
the “Getting Started” Folder.
Essay due at the end of Week 9
“A”:
• Able to identify the key points and questions raised by the reading(s);
• Able to identify key passages of a text, make connections to it and offer personal reflection wherever possible;
• Grammatically error-free;
• Exhibits a sincere effort to enhance one’s own learning;
• Goes above and beyond basic expectations through such elements as: surprising or refreshing thoughts; stylistically
strong writing; additional research, knowledge, or “delving” into the subject matter.
“B”:
• Some insight, revealing an effort to go beyond the “obvious”;
• Some text support, enough to illustrate an understanding of the reading(s);
• Few errors in grammar and usage;
• A sincere effort to enhance one’s own learning.
“C”:
• Little depth of insight, but mostly focused on the surface-level information;
• Little to no textual support/reference;
• Grammar/usage errors that interfere with a fluent reading of the assignment;
• Little evidence of effort to enhance one’s own learning.
“D”:
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Fails to meet length requirement.
Shows little or no knowledge of the text
Grammar and usage poor throughout
No evidence of any effort to enhance one’s own learning
“F”
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Significantly fails to meet length requirement
Shows little or no knowledge of the text
Grammar and usage poor throughout
No evidence of any effort to enhance one’s own learning
Final Exam:
The final exam will review basic matters of fact and ask you to present an original synthesis of some of the major
ideas of the course.
The Final Exam is due Wednesday of Week 12
Scaling:
Note that I may, at my sole discretion, scale grades if I believe that scaling would benefit the class as a whole. In
this case, the proportions indicated above may vary.
Citizenship:
Philosophy is a passion to get into the guts of things exercised conversationally in the company of friends in an
atmosphere of leisure. Therefore, your overall contribution to a positive learning environment in the “classroom”
and to the philosophical process as a whole is an essential part of your mastery of the philosophical process. Students
who participate regularly, who are prepared for discussion, and who submit timely assignments, as well as students
who are polite, realistic in their self-assessments, and who exhibit a positive “can do” attitude will do well in this
category. On the other hand, students with a record of poor attendance or participation, whose discussion postings
are routinely off topic or do not show familiarity with the reading, or who routinely submit inflated participation
grades, who are rude, who disrupt the learning process in any way, who do not pay attention to directions, and who
ask the instructor to repeat information already provided for them thus showing a lack of responsibility for their own
learning, etc. are apt to receive low citizenship grades.
Contacting the Instructor:
While I'm happy to talk with you over the phone or to meet with you on campus when circumstances require, all
contact should be initiated through Blackboard. If you need to arrange a time to talk or meet, send me a Blackboard
email. I read and respond to Blackboard email daily M - F. I do not check email Sat-Sun.
Do not use SMCC email to communicate with me once the course has begun. Use Blackboard email exclusively.
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When you compose an e mail, make sure that you use a header that makes it possible for me to identify
your concerns when looking at a list of incoming emails. For example, sending an e mail with heading
“Question” is not helpful in identifying your needs or in tracking your email. On the other hand, a
heading such as “Questions concerning p. 27, paragraph 2” will be more helpful to us all.
Do not use the “reply” option on an old email to address a new topic. Change the header to reflect the
new topic and then proceed to write your email.
It is my experience that students who do poorly do not ask for help. Ask for help as soon as you need it
and learn to ask the sort of question that will help others to help you. We will have more on how to ask
this sort of question early on in the course.
Please don’t wait until a small problem becomes a major crisis before contacting me!
Places to go for help:
 Tutoring and Academic Assistance
Once again, note that, generally, students who do poorly are students who do not ask for help. So, ASK FOR HELP
when you need it!
I am always available to help you with questions about philosophy, writing, etc.
Beyond that, The Academic Achievement Center at Southern Maine Community College provides professional
tutoring by faculty and teaching assistants with a personal approach to academic success through individual tutoring
and other resources. More information about the Academic Achievement Center can be found at
http://www.smccme.edu/academics-a-registration/student-resources/academic-achievement-center.html
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Problems with Technology or Blackboard
For Blackboard problems, call Michael Hart at 207-741-5898 or email blackboard@smccme.edu. For more general
computer problems, call the help desk at 207-741-5696 or email helpdesk@smccme.edu
Early Alert Letter:
After a few weeks have passed, alert letters will be sent to those students who are in danger of failing. This notice
could be due to attendance issues, incomplete work, or a combination of both. If a student receives this letter, he or
she still has a chance to be successful in the class. However, a major improvement in performance will be called for.
Contact me immediately if you receive an early alert or academic alert letter.
Americans with Disabilities Act (ADA) Notification:
Southern Maine Community College is an equal opportunity/affirmative action institution and employer. For more
information, please call 207-741-5798. If you have a disabling condition and wish to request accommodations in order
to have reasonable access to the programs and services offered by SMCC, you must register with the disability
services coordinator, Mark Krogman, who can be reached at 741-5629 (TTD 207-741-5667). Further information
about services for students with disabilities and the accommodation process is available upon request at this number.
Pitfalls to avoid
Late work: Participation self-assessments may not be submitted late as they are used not only to track your progress
in the course, but also to assess your eligibility for financial aid. While some work may be accepted up to two weeks
late with a penalty at the instructor’s discretion, no work more than two weeks late will be accepted under any
circumstances and no late work whatsoever is accepted in the last two weeks of the course.
Some students have problems with online technology. Typically, this is due to a failure to do the browser tune up or
to simple things such as forgetting to click on “submit” when doing a quiz, or not downloading software as needed.
As indicated on p. 2 above, I can allow for some of these problems during the first two weeks, provided that you
notify me promptly of any difficulty. After that, I’m sorry, but limited time means that I can make no allowances for
software problems which cause either defective, late or missing work.
Plagiarism: is a serious offense and will result, minimally in an “F” for the assignment and possibly in an “F” for the
course and in your being reported to the Dean’s office. You must annotate all citations and paraphrases.1 The
Student Handbook states:
“Adherence to ethical academic standards is obligatory. Cheating is a serious offense, whether it consists of taking
credit for work done by another person or doing work for which another person will receive credit. Taking and using
the ideas or writings of another person without clearly and fully crediting the source is plagiarism and violates the
academic code as well as the Student Code of Conduct. If it is suspected that a student in any course in which s/he is
enrolled has knowingly committed such a violation, the faculty member should refer the matter to the College’s
Disciplinary Officer and appropriate action will be taken under the Student Code of Conduct. Sanctions may include
suspension from the course and a failing grade in the course. Students have the right to appeal these actions to the
Disciplinary Committee under the terms outlined in the Student Code of Conduct.”
Add-Drop Policy
Students who drop a course during the one-week “add/drop” period in the fall and spring semesters and the first
three days of summer sessions receive a 100% refund of the tuition and associated fees for that course. Please note
any course that meets for less than the traditional semester length, i.e., 15 weeks, has a pro-rated add/drop period.
There is no refund for non-attendance.
Withdrawal Policy
A student may withdraw from a course only during the semester in which s/he is registered for that course. The
withdrawal period is the second through twelfth week of the fall and spring semesters and the second through ninth
week of twelve-week summer courses. This period is pro-rated for shorter-length courses. To withdraw from a
course, a student must complete and submit the appropriate course withdrawal form, available at the Enrollment
Service Center (no phone calls, please). The designation “W” will appear on the transcript after a student has officially
withdrawn. A course withdrawal is an uncompleted course and may adversely affect financial aid eligibility. Failure to
attend or ceasing to attend class does not constitute withdrawal from the course. There is no refund associated with
a withdrawal.
1
Sorry, but telling me that it’s not your fault because your roommate did the assignment for you won’t cut it. 
Tentative Reading and Assignment Schedule2
WHAT IS PHILOSOPHY? WHY PHILOSOPHIZE?
Week 1a: What is the Meaning of Life?
Week 1b: The Value of Philosophy
What is Philosophy? - pp. 2-5 (2-5)
The Value of Philosophy - Bertrand Russell, pp. 27-32 (27-32)
Week 2: The Numbers Game
Elements - Euclid
Discourse on Method - René Descartes
Weeks 3: "All Philosophy is a footnote to Plato."
Meno – Plato
First Philosophy Talk Response Due
KNOWLEDGE
Week 4: "I doubt, therefore I am," or "My senses are deceiving me."
Cartesian Doubt and The Search for Foundational Knowledge - Descartes, pp. 198-204 (188-194)
Week 5: Sense and Sensibility
The Empiricist Theory of Knowledge - John Locke,pp.204-216 (194 – 206)
The Origin of our Ideas and Skepticism About Causal Reasoning - David Hume, pp. 21225-228, 265-276 (215-218; 259270)
Week 6: The truth is out there. The truth is overrated.
The Correspondence Theory of Truth – Bertrand Russell, pp. 233-238 (228 – 232)
Dismantling Truth: Solidarity versus Objectivity – Richard Rorty, pp. 247-255 (241-249)
Second Philosophy Talk Response Due
PHILOSOPHY OF RELIGION
Week 7: That which nothing greater than can be conceived
The Ontological Argument: St. Anselm and Gaunilo, pp. 100-103 (100 – 103)
The Cosmological Argument: The Five Ways - Thomas Aquinas, pp. 58-61 (58 – 61)
The Teleological Argument: The Watch and The Watchmaker - William Paley, pp.90-92 (90 – 92)
Critique of the Teleological Argument: “Dialogues Concerning Natural Religion” – David Hume, pp. 93 – 100 ( 93 - 100)
Week 8a: You buy the ticket, you take the ride.
Why is There Evil? - Fyodor Doestoevski, pp.116-120 (116 – 120)
There is a Reason Why God Allows Evil - John Hick, pp.125-130 (125 – 130)
2
Numbers in parentheses are from the 2008 edition. All others are from the 2009 edition. Items without page numbers are
accessed via hotlinks in the assignment folders.
Week 8b: All Alone and Free to Choose
Existentialist Ethics – Jean-Paul Sartre, pp. 560-567 (544 – 550)
LAW, POLITICS AND SOCIETY
Week 9: What is government for anyway?
In Defense of Anarchism – Robert Paul Wolff, pp. 575-579 (559 – 563)
Reflective Essay Due
Week 10: Nasty, Brutish and Short
The Absolutist Answer: The Justification of the State is the Security it Affords - Thomas Hobbes, pp. 580-590 (564 –
574)
Week 11: Give me liberty or give me death!
A Classic Liberal Answer: Government Must Promote Freedom - John Stuart Mill, pp. 596-602 (580 – 586)
Week 12: Final Exam due Wednesday