WESTERN CAROLINA UNIVERSITY ASSOCIATED AREA OF PHILOSOPHY AND RELIGION
MISSION STATEMENT, PROGRAM GOALS, PRACTICES, & ASSESSMENT CRITERIA
Assessment Coordinator: Daryl L. Hale
I.
Procedures
Spring 2008
Critical Vision of Education:
"For every study and investigation, there are two ways of being competent: one is
a scientific or technical knowledge of the subject, and the other is a liberal
education or broad acquaintance with the subject. For a liberally educated
person should be able to judge critically the fitness or unfitness of the methods
used by a professor in his exposition. Thus, we only ascribe liberal education to
one who in his own person is critical in all, or nearly all, branches of knowledge,
and not to one who has a similar ability merely in some special subject."
[Aristotle, On the Parts of Animals]
A.
Mission Statement
The Associated Area of Philosophy and Religion is part of the College of Arts and
Sciences, and takes the embedded wisdom of this passage as the proper means for
interpreting the University mission statement. Our primary mission, like that of the
University, is to provide excellence in teaching and learning that is consistent with “the
highest standards of knowledge and practice” in the discipline of Philosophy. We
accomplish this mission by promoting student proficiency in logical analysis of
arguments/texts, systematic moral reflection, historical discernment, inter-disciplinary
and integrative learning. By expanding their philosophical proficiencies, knowledgebases, and dispositions, students develop and enhance the cumulative philosophical
habit of criticism, which is our secondary mission – promoting that general intellectual
disposition of reflection that emerges from logical analysis, moral judgment, historical
consciousness, critical evaluation of academic disciplines, and integrative learning.
This secondary mission dovetails with the University’s aspiration for the “free exchange
of ideas, intellectual challenge, and high standards of scholarship” that prevail in
philosophical criticism. In this way, students become critical judges of the varied
modes of inquiry and knowledge-claims which concern all humans in the areas of the
fine arts, history, cultural institutions, and sciences offered in the Academy. Hence,
when our missions are accomplished, students become liberally educated, well-rounded
critical reasoners, not narrowly-trained technicians, thus realizing Aristotle's critical
vision of learning.
To accomplish our primary and secondary missions, we divide the Philosophy &
Religion program into 4 broad areas: logic, ethics, history-of-philosophy, and criticism
of academic disciplines and professions. The primary aim of logic is to gain knowledge
of the varied forms/criteria of argumentation, so that one can evaluate critically forms
of reasoning in everyday life (journals, newspapers, ads, and political speeches). The
main goal of ethics is to acquire reflectively critical knowledge of fundamental moral
concepts (the right, the good, and the just), and to relate these to human and
environmental flourishing; by critical analyses of pivotal moral theories, students learn
to identify, assess, and apply ethical claims and arguments. The basic purpose of the
study of history of philosophy is to make students conversant with other historical
periods, thinkers, ideas, and cultures, hence making them more globally aware and
responsible. The fourth area, the foundations of academic disciplines and professional
practices, enables students to apply the basic insights gained in logic, ethics, and
history of philosophy to theoretical issues in the foundations and practices of art, film,
law, literature, medicine, religion, and science. Not only are these objectives in our
Philosophy & Religion program supportive and complementary of the university's
Liberal Studies Program, but they are also integral to the educational goals and
practices of other academic disciplines. After becoming conversant in this fourth area,
students display their dexterity in critical judgment through a cumulative senior
research project.
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B.
Program Goals and Outcomes
From our Critical Vision of Education, derived from Aristotle and amplified in
our Mission Statement, we can ascertain several goals. The Associated Area of
Philosophy and Religion prepares students to:
1.
Demonstrate proficiency in critical reading/reasoning about
complex issues by identifying philosophical arguments, uncovering and
challenging hidden assumptions, evaluating adequate/inadequate solutions;
2.
Demonstrate proficiency in systematic moral reflection through
the study of a wide array of moral theories, analysis of their
content/implications, and the application of those theories to contemporary
moral problems, especially those regarding the environment and social justice;
3.
Develop or enhance the academic habits of historical discernment
and cultural diversity by recognizing the historical origins, continuities or gaps,
and cultural conditions characterizing texts, theories, individuals, and
institutions in the Western and non-Western philosophical traditions that
developed over time;
4.
Develop systematically the philosophical habit of critical
assessment of a cultural practice (art, law, literature, , religion, science); in so
doing, one learns of the knowledge-claims, methods/evidences of justification,
and practices of other modes of inquiry, and demonstrates a proficiency in
relating Philosophy to other human cultural endeavors;
5.
Examine intensively one particular philosopher or philosophical
movement, thus learning the strengths/weaknesses of systematic, multiperspectival character of philosophical reflection by integrating the logical-moral
foundations, historical discernment, multi-disciplinary connections, and
systematic theorizing acquired in one’s earlier philosophical training.
C.
Educational Practices or Experiences for Attaining Program Goals
1.
Students initially acquire proficiency in critical reading/reasoning
(Goal B1) by taking a course in Logic, ‘Legal, Scientific, and Critical Reasoning’
(PAR 230), and subsequently enhance this competency through other courses
that build on this logical facility for assessing arguments. Students must assess
popular cultural artifacts (newspapers, magazines, commercials, political
speeches) for hidden assumptions, epistemic claims, and logical validity and/or
fallacies contained therein.
2.
Students initially acquire proficiency in systematic moral
reflection (Goal B2) by taking a course in Ethics, ‘Western Moral Traditions’ (PAR
102), and subsequently enhance this competency through later courses that
define, analyze, compare, and contrast divergent moral principles, theories, and
traditions. Ethics is not concerned with inculcating “values” in students; nor is
it concerned with attaining agreement about the nature of the good life or moral
principles. Rather, acquiring proficiency in moral reflection merely requires that
one study the great moral traditions (e.g. Aristotle, Kant, Mill, feminist ethics),
and determine their applicability to current moral concerns regarding human
nature, the environment, and issues of social justice. Accordingly, through a
basic course in Ethics, and subsequent courses in cultural criticism, or upperlevel moral theory, students reinforce and refine their basic knowledge of these
central moral thinkers and their traditions.
3.
Students initially develop their historical discernment (Goal B3) in
an Ancient Philosophy course, and then further enhance that historical
judgment incrementally by taking a series of courses in the history of Western
Philosophy. Cultural diversity is achieved by taking a course in Ancient Greek
Philosophy and through the Modern Foreign Language requirement (6 hours).
The Ancient course is taken early in the program, similarly the Modern course
before the Contemporary course (PAR 304; PAR 306-308). The intent of this
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sequencing is to enable students to read closely complex ancient and modern
texts, comprehend theories developed in diverse cultural settings, and
appreciate institutions with ideals contrasting sharply with their own. In this
structured historical sequence, students gain a more complete understanding of
the historical/cultural continuities & discontinuities among thinkers and ideas;
this provides students with a profound historical and cultural awareness.
4.
Students develop the habit of meta-critically examining the
theoretical foundations (knowledge-claims, methods of inquiry/argument, and
practices) of other disciplines & professions in the Academy (Goal B4) through
completing at least two courses in cultural criticism: Art (PAR 310), Science
(PAR 311), Religion (PAR 312), Law (PAR 313), Literature (PAR 314), or Public
Policy Issues (Biomedical, Environmental Ethics). These courses analyze overt
and covert theoretical, practical, and moral assumptions/implications made by
other academic disciplines.
5.
Students learn to think systematically, multi-perspectivally, and
historical-critically (Goal B5) by taking a Senior Seminar (PAR 495) in a pivotal
historical figure (e.g. Kant, Dewey, Sartre) or philosophical movement or topic.
This requires a lengthy research paper on an original philosophical topic, guided
by a faculty mentor, and this paper represents the culmination of one's
philosophical development in logic, ethics, historical reasoning, and integration
of diverse areas of learning. They are urged to prepare for this by our
requirement that they take a course in philosophical topics (PAR 393), an
intensive study of particular philosophical thinkers.
D.
Outcomes Assessment Criteria and Measures
Philosophers are not governed by any external accrediting agencies; thus, there
are no quantitative, pre-assigned measures for evaluating proficiency in philosophical
reflection. However, there is a national body to which most philosophers belong, the
American Philosophical Association; at the APA annual convention (and regional and
state conferences), philosophical papers are scrutinized rigorously, objectively, and
critically. Furthermore, there is a lengthy and demanding graduate school training in
the areas of logic, ethics, history-of-philosophy, and cultural criticism that constitutes
the philosophical tradition; all persons earning Ph. D.s in Philosophy undergo the rigors
of this philosophical tradition and pass on this tradition in their teaching careers.
1.
Logic studies recognized valid forms of argument (as well as
singling out invalid, fallacious forms) and specific rules of inference.
Professional consensus dictates that course-based tests, written analyses of
arguments, and required syntheses of basic argument forms are objective, easily
assessable methods of determining student proficiency in critical reasoning
(Practice C1).
2.
Course-based tests, research papers, written argument analyses,
and oral debates on contemporary moral issues are the means for assessing
proficiency in moral reflection. Ethical/political theories are also studied in the
Ancient Philosophy, Philosophy of Law, and Environmental & Biomedical Ethics
courses; so, course-based exams and papers in those courses guarantee further
critical reflection on ancient and modern moral theories and applications
(Practice C2). Also, we added a new course, Morality, Conflict & Community
(PAR 392) that examines current philosophers working in the area of social and
political theory to bring students up-to-date with current ethical debates.
3.
Through comprehensive historical comparison-final examination
questions/papers in the history-of-philosophy courses, and a reading checklist
that students complete at the end of the Contemporary Philosophy course,
students demonstrate their broad knowledge of the history of Western
Philosophy (Practice C3). By passing a sequence of courses in a Modern Foreign
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Language, students demonstrate their familiarity with a diverse contemporary
culture, its ideas, customs, and values (Practice C3).
4.
Through inter-disciplinary course-based test questions, and
meta-critical paper topics, students demonstrate the ability to examine metacritically other disciplines/professions. After philosophical examination of a
particular discipline/profession, students will be expected to provide a definition
or explanation of that area (Art, Law, Literature, Medicine, Religion, Science) in
light of a preferred philosophical theory that makes sense of the practices of that
discipline/profession (Practice C4).
5.
To demonstrate systematic, historical-critical, integrated
philosophical reflection (C5), a Senior Seminar (PAR 495) is taken at the end of
one's undergraduate career. It demands advanced synthesis of material gleaned
from diverse sources. Since it is the culmination of the student's learning
experiences in the Philosophy program, and a preparation for future prospects,
we require the following portfolio:
a. The student’s grade transcripts;
b. A copy of a paper written in one of the Public Policy areas
(Environment, Medicine, Law, Art, Film, Science), recently rewritten with
extensive, critical revisions, so that student now has stated, clarified,
and defended the thesis (including objections and replies to the thesis)
that the earlier version yearned to express (this provides self-criticism of
student work, and a departmental measure of student progress);
c. A copy of the student’s research prospectus, clearly outlined and
detailing the main points of the thesis;
d. A lengthy paper (minimum of 30 pages) that shows the student's
ability to integrate the diverse areas of logic, ethics, history of
philosophy, and systematic cultural criticism of a non-philosophical area
(Practice C5). This paper will be read by the student’s faculty mentor to
assure consensus about the student's having integrated the key areas of
philosophical study and having attained senior-level writing proficiencies.
e. As part of the Senior Seminar requirements, students will also
construct a resumé so as to prepare them for future prospects.
6.
Finally, annual evaluation and discussion by faculty of course
syllabi and the Philosophy curriculum will insure that students are exposed to
pivotal areas of logic, ethics, history of philosophy, and inter-disciplinary
learning. Also, a Graduating Senior Survey and an Alumni Survey are now
developed that will provide feedback information that should prove helpful in
self-assessment and improvement of the department.
E.
Findings from the Outcome Criteria and Measures
1.
Two Philosophy majors in the Logic course in the fall of 2007
compiled averages of 95.49 and 95.67, thus excelling in the area of
critical reasoning.
2.
Senior Philosophy majors did very well in the new upperlevel
Ethics course (PAR 392) of Spring 2008, compiling a class average of
3.73 quality points.
3.
Philosophy majors also excelled in the Ancient and Modern
Philosophy courses (required historical philosophy courses), compiling an
3.67 cumulative average in the Modern course, and 3.36 for the Ancient
course. For the Modern Foreign Language requirement, we accept MFL
instructors’ assessments of passing grades in the students’ chosen
language (for the 2- or 4-semester sequence, or its equivalent, as decided
by the Head of MFL). All our majors have passed the MFL course.
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4.
The Philosophy of Law course has not been taught for several
years, but is offered next fall, and will be assessed on next year’s
academic cycle.
5.
Senior Seminar topics vary, but all student papers must follow
the rules of an official thesis-style research paper, must be 30 pages
long, must incorporate logical analysis, moral reflection, and systematic
synthesis). All graduating majors, excepting those in the Humanities
double major program, completed a senior seminar paper. For the
resumè preparation, we now have a Career Services associate talk to
seniors enrolled in PAR 495, showing them the services available for
preparing job applications and dossiers.
6.
Bi-annual evaluation of Philosophy course syllabi, checking for
coverage of the four areas (logic, ethics, historical/cultural diversity, and
inter-disciplinary learning) has begun this year.
II.
Spring 2008 Findings
A.
Narrative Interpretation of Findings obtained by Assessment
We graduated 3 students at the end of December 2007. We graduated 7
students in May 2008, and we will graduate 1 student in August 2008. This is a
tremendous improvement, graduating 11 majors in one year. This shows that
our re-designed curriculum, hiring of challenging & interesting new faculty and
areas, and our expansion of Religion courses and work in the Humanities
program has paid off. This is a huge increase even from the 7 students we
graduated in 2004-5. During the AY 2007-8, we had between 50-55 majors; this
is a significant increase from previous years, and we anticipate drawing more
majors on the basis of recent changes in the program.
Both the Logic and Ethics course grades support our contention that
Philosophy majors outperform others in these key areas of philosophical study,
and this further supports the national data that Philosophy better prepares
students for graduate and professional schools than most other disciplines. Our
comprehensive history-of-philosophy courses better connect diverse historical
areas of study for students. New courses in Philosophy of Law, Art, Science, etc.
should better enable students to integrate several key areas of inter-disciplinary
study. And our Graduating Senior and Alumni Surveys should provide us with
much-needed ways of tracking the attainment of departmental goals and the
careers of our graduates.
B.
Systematic Analysis of Assessment Findings
We have hired a new Department Head for fall 2008, who should help us
keep a more systematic record of our majors and graduates. Also, we also
recently hired an outstanding office manager, who is excellent at keeping better
organization to our filing system. In the next year, we should be able to revise
and send out more complete alumni surveys that will enable us to keep close
tabs on occupations, graduate/professional schools, and other endeavors that
our majors pursue. We have already discontinued offering low-enrolled, upperlevel 'specialist' courses. The Senior Seminar course has been successful, since
all graduating seniors have completed it, and all agree it is central for preparing
them for future careers and professions. However, we hope to refine it a bit by
incorporating some research tools in a lowerlevel course that will better prepare
students for the rigors of PAR 495. And the Dept. Head, in consultation with
faculty, bi-annually examines course syllabi to guarantee that the four areas of
philosophical thought are covered in the courses and curriculum.
III.
Program Improvements Resulting from Assessment
A.
In recent years, we began development of a Website for our program.
This year, we greatly improved the site by listing many of the improvements in
curriculum (descriptions of traditional, re-titled courses; new, appealing courses in
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Religion, Ethics & Society), links to instructors' course pages/syllabi, research projects,
access to the undergraduate publication, The Gadfly, and faculty reflections on
philosophical education. We have received many compliments on the attractive,
interesting format, and our new Dept Head (and other applicants) made the comments
that they felt like they already knew us personally as well as professionally before they
ever met us on-campus. But we still have much to do. Fortunately, our office manager
is learning the website development template and Prof. Hoyt has a strong background
in website development; so we hope to improve our web presence further this next year.
B.
After the Stillwell renovation, PAR was given a new departmental office
and new faculty offices. We have now grown to 7 fulltime faculty, and it is exciting to
see the growth in the program. We now a seminar room for visiting lecturers and our
own program’s needs. Also, our majors hold Philosophy Club meetings there; so this
new facility continues to build morale for our program and community within the
College.
C.
In our graduate survey, we are tracking employment positions and
graduate/professional school admissions (and scores on standardized exams) offered
our graduates, thus keeping better records and more continuous contact with them.
D.
The Senior Seminar has now been restructured to serve several purposes
-- faculty interests, curriculum diversity, senior preparedness, and program assessment
-- and hence gives seniors the chance to do in-depth research and writing with a
fulltime faculty member who helps prepare them for graduate, professional schools,
and/or future careers. We now require seniors in the seminar to buy a book, Writing
Philosophy Papers, by Zachary Seech, to help them as they prepare the seminar paper
for final completion.
E.
Course syllabi and curriculum analysis will be continuing responsibilities
of the Dept. Head in consultation with faculty. In this way, we can assure program
consistency across courses.
F.
As a result of recent changes to the program, and even more recent
Assessment reports, such as that of 2004, we noticed some emphases we will work to
correct. In 2004, we tended to stress a few individual students who did outstanding
work. While that seems natural in the beginning of a growing program, it now seems
more helpful to stress how many students excel in our program. So one way to stress
this new measure is to underline the number of Philosophy majors who now present at
the National Undergraduate Research Program, as well as the Undergraduate Expo here
at WCU. A total of 9 PAR majors had their papers accepted by NCUR in 2008; and 7
PAR majors read their papers at the Undergrad Expo at WCU: for a relatively small
program, this is an impressive accomplishment that speaks highly of the quality of the
PAR program.
G.
In our last cycle of assessment, a new program in Humanities had been
inaugurated under the initiation of Prof. Dane Scott, Daryl Hale, both from PAR, and
Dr. Brian Railsback, Honors Dean. Under that program, students could complete 27
hours in 2 majors in Humanities disciplines. Out of the 9 spring graduates in PAR, 5 of
our majors completed the Humanities double-major program. So this has been a very
successful new option for Western students. Also, our most recent faculty hire, John
Whitmire, has worked closely with Dr. Railsback and the Honors Assoc. Dean at
refining the Humanities program in our major, and creating a future possibility in preLaw that the Honors College would support.
H.
Finally, we have not had our program reviewed since 1997, and we
lament this delay. This year, we had to concentrate on hiring a new Dept Head and a
new Environmental Ethicist. So under the new Dept Head’s leadership in fall of 2008,
we should be able to bring in an external reviewer to help us fairly and objectively
analyze the strengths and weaknesses of our program.