PL 115: PHILOSOPHY OF THE PERSON
Dr. Lemmons
E-Mail: RMLEMMONS@STTHOMAS.EDU
Mail # JRC 241; x2-5357; Office in JRC Rm 237; MWF:
webpage: http://www.stthomas.edu/lemmons
INTRODUCTION:
Who are we? What makes life worth living? Is there anything worth the risk of death? What makes
friendship long lasting and invaluable? What is love? Is it what makes us human? What kind of
government is best for us? Is there a good God that cares about us? Is it possible to know for
sure whether animals think and whether computers are conscious? Would the answers to such
questions vary if we did not have immortal souls? Would they change if animals were our equals?
Is there any way to figure out real answers to these and like questions–or, are there no answers
but only opinions?
What are we? Are we primarily a body? Do we have immortal souls? If so, what happens after
death? How would having a soul affect the human understanding of happiness, love, and the
meaning of life? Would freedom be possible without a soul? Why is freedom important? What
makes religion important? Is freedom or truth more important?
Are human clones persons? What about human embryos?
Considering these and like questions sets one of our three key parameters for this course. The
second key parameter is set by a dialectic between contemporary thinkers and the perennial
wisdom of the ages as found in the keen insights of Confucius, Socrates, Plato, and Aquinas. The
third key parameter is the philosophical method. This method relies upon insight, logic, and
informed discussion.
COURSE OBJECTIVES
(1) To encounter diverse perspectives of the nature and meaning of personhood in western and
non-western thought. (2) To develop arguments about whether humans have immaterial and
immortal souls. (3) To consider how diverse views of person impacts morality, religion, and
politics. (4) To consider the materialistic, dualistic, and hylomorphic characterizations of human
nature in ancient, medieval, modern and contemporary western philosophy. (5) To acquire the
skills and background necessary for ethics. (6) To develop the skills of philosophical reflection,
analysis and disputation.
GRADING OBJECTIVES AND SCHEMA:
!
To promote the skills of analysis, understanding, and argument through reflection on
course materials and class discussion. Students should come to class prepared with
answers to the assigned questions. Excellent homework reports and attentive, or active,
participation is worth 10% of the course grade.
!
To promote the skills involved in respectfully arguing controversial issues with one’s
peers, that is, through student-centered web discussions. Portfolios are due on the last
class day of every month, i.e., 9/29; 10/27; 11/29; and 12/10. Excellent web portfolios will
include arguments, will pose interesting questions that spark or promote ongoing
discussions, and will respond respectfully and insightfully to the postings of others in
ways that are thoughtful and that rely on course materials. It may be helpful to focus on
answering these questions. (1) Does the posting attempt to argue a case or to describe a
key human characteristic? (2) What reasons or pieces of evidence are given to support the
author’s claims? (3) Are the arguments sound, that is, are they valid with true premises?
Are there pertinent counter-examples and opposing claims that need to be considered? If
so, what are they? Excellence requires ongoing participation in web discussions.
Adequate web postings, worth a C grade, will respond to one posting a week with an
argument that seeks either to advance the insightful truthfulness of that posting or to
persuade others in a respectful way to disagree with the position taken in that posting.
Excellent portfolios are worth 20% of the course grade.
!
To establish familiarity with the key ideas and arguments found in course materials.
Familiarity will be tested on 10/11; 11/8; and 12/10. These three exams are worth 40% of
the course grade.
!
To write two five-page papers that insightfully apply the skills of analysis and persuasion
to various key practical and theoretical issues in the philosophy of person. Criteria for
excellence include persuasiveness, insightfulness, coherence, utilization of course
materials, contemporary relevance, a short bibliography, and an appendix that outlines the
paper’s argument. Due 10/25 and Dec. 15th by 2:30 p.m. Excellent papers are worth 30% of
the course grade.
4
TEXTS:
A Rulebook for Arguments by Weston.
Great Dialogues of Plato.
Minds, Brains and Science by John Searle.
The Psychology of Self-Esteem by Nathaniel Branden.
Course Packet.
HELPFUL HINTS
1) Be patient with yourself. It takes time to develop new ways of thinking and new skills.
Philosophy is usually not studied in high school or grade school because it requires a degree of
maturity and sophistication; it is not for children.
2) Give yourself extra time and make the effort to learn how to think philosophically. This kind of
thinking involves a process of thinking “outside the box” which means determining whether
common assumptions are supported by good reasons and whether there are reasonable
alternatives. It also involves placing thought at the service of truth, beauty and goodness.
Philosophy means love of the wisdom gained from truth, beauty and goodness.
3) Practice being a good listener. Ask yourself whether the speaker is trying to make an emotional
connection, an investigation of possible alternatives, or a persuasive argument. If the argument is
unclear, try to give it the most charitable interpretation. Don’t forget that only fools are insulted
where no insult is intended. (Unintended insults reflect ignorance not ill will.) Charitable and
attentive listening to the spoken–or written–word is especially important in our Blackboard
discussion forums.
4) Practice making arguments with tact and insight. Try to persuade your fellow students of your
point of view in the Blackboard forums. Indeed, the forums are designed to facilitate your ability to
practice philosophizing and disputation. Every new skill needs practice. The more you post, the
more you learn.
5) Ask questions. Philosophy is best encountered through questions. Never read a philosophical
text without first formulating a question to focus your thinking. This question need not be
complicated; it could be simply to use the title or the subheading and ask why is the author
writing about this or why is this point important.
5
ANTICIPATED SEQUENCE OF READINGS AND MAIN TOPICS
*CP = course packet
INTRODUCTION TO MAIN QUESTIONS AND CONCERNS
Plato’s Republic in The Great Dialogues of Plato (1) Read pp. 125-9; Should Cephalos be afraid to die?
Why or why not? (2) Read pp. 135-154: Why did Thyrasymachos blush? What is the main reason Socrates
argues that justice is better than injustice both in the individual soul and the state?
Man for All Seasons. Preferred show time is Friday at 3- 5 p.m in JRC 126, the auditorium. Reflection
questions due Monday: 1) According to the movie, what were the most important beliefs of Thomas More?
2) Did he believe that he had an immortal soul? 3) Did More enjoy the good life as chancellor? 4) Was he a
true friend? 5) Those who took the oath held what belief about the proper relationship of political
authority to religious belief? 6) Why could not More take the oath? 7) Why did he consider prison and
death preferable to taking the oath? 8) Was the execution of More unjust? 9) Was Richard Rich an
admirable character? Why or why not? 10) Were More and Rich free to choose how they reacted to
events? 11) What do you consider the best three lines of the movie? (You can set your own criteria of the
best, e.g., funniest, wisest, saddest, most evil, most inspirational, most shocking, etcetera.)
First Knight (Richard Gere). Preferred show time is Monday afternoon at 3:00 pm in JRC auditorium.
Reflection questions: (1) Did Lancelot’s understanding of himself change once, twice, thrice or not at all in
this movie? (2) Did the movie begin with Lancelot holding false beliefs about his nature and his identity as
a human being? (3) Did Guinevere’s understanding of love and friendship change during this movie? (4)
Was King Arthur betrayed--as he thought–when he walked in on the embrace between Guinevere and
Lancelot? (5) Which was portrayed as more powerful: sexual desire or friendship? (6) What were the ideals
of Camelot? (7) How important was the belief in God? (8) What was the prayer used by King Arthur to open
meetings of the Knights of the Round Table? (9) What were King’s Arthur’s convictions about political
authority? (10) Why was the Round Table round? (11) What were Malagant’s convictions about political
authority, love, God, the self, human nature and freedom? (12) Whose convictions were right, Malagant’s
or Arthur’s? (13) What beliefs of King Arthur are revealed by his challenge to Malagant at the end of the
movie? (14) Why should we care?
Apology (Plato pp 423-446). Reading questions: (1) What were Socrates’ deepest convictions? (2) What did
he consider his mission to be? (3) Was he guilty of atheism? (4) What was his argument that he was not
guilty of corrupting Athenian youths? (5) Was he afraid to die? (6) Was he surprised by the verdict? (7)
Was he convinced beyond all doubt that the after-life would be pleasant? (8) Which truth was more
important to Socrates than freedom and life? (9) Why was it more important? (10) Was it unjust to
condemn Socrates to death? (11) If so, what should be the relationship of political authority to individuals
and their beliefs? (12) What are the similarities and differences between More and Socrates? (13) What are
the similarities and differences between the government of More’s England and Socrates’ Athens? (14optional) How does the way in which Socrates defend himself model the philosophical method and the
relationship between religious belief and philosophy?
Introduction to Logic
A Rulebook for Arguments pp. 1-45 ch. 1-5. If you have any questions about the reading, be sure to raise
them at the beginning of class. If you don’t have any questions about the reading, then do the following: a)
Review the Apology and identify either an argument by example or an argument by analogy used by
Socrates; (b) Write an argument of your own devising that is either an argument from authority or an
argument from causality.
A Rulebook for Arguments ch. 6, pp. 46-51. Use the interactive web link in Blackboard to practice testing
for validity.
6
Truth Expresses Being.
Is all truth relative? Is knowledge and perception the same? How are being and
truth related?
CP: 4-8; Thomas Nagel, "The Meaning of Words." Reflection questions: 1) What is the main point? 2) Does
Nagel think that the meaning of words is found in their sound or in how the words appear in print? 3) Why
or why not? 4) Re-express his tobacco example in terms of an argument by example to prove his main
point. 5) If Nagel is right, then can knowledge be perception? Why or why not?
In the Republic, Plato uses two famous images to illustrate the dependency of physical things upon their
N.B.
Plato writes
whoupon
havethe
notform
done
any philosophy
but who
are willing
to put
unchangeable
formsfor
andthose
especially
of goodness.
To understand
a nature
ultimately
means
to understand
its
goodness.
Rep.
505a:
“the
greatest
thing
is
[to
understand
goodness,
for
it
makes]
themselves into the dialogue and think along with Socrates and his interlocutors.just
It
things and all the rest become useful and beneficial.” This understanding cannot be drawn from
may
take
several
readings
to
get
the
feel
for
this
kind
of
discourse.
Plato
choose
the
considering how things change and are perceived. Nor is it accessible to those who seek pleasure and
dialogue
because
didn't
understanding
fromformat
changing
things. he
Why
not? want to tell the reader what he thought was true
but he
wanted
to get the
to discover
truth by entering into the conversation.
The
Soul:
Does
It Exist?
Is Itreader
Important?
Is Itthe
Immortal?
Read pp. 305-311 in Republic 505a-511e. Identify the similarities between the sun and the form of
Good
luck;
the
rewards
of
conquering
this
different
way of reading are immense.
Perspectives
goodness.Classical
N.B. The illustration
of the Divided Line should be vertical not horizontal.
a) CP: 9: “Socrates on Truth” [Plato's Theatetus (151d-152-e) pp. 856-857] Reading
questions:
1)holds
Socrates
truth
cannot
be relative
to
individuals
knowledge
Platonic
dualism
thatargues
matter
acts
chaotically
when
independent
ofthat
form,
that the
Read pp. 312-323
Rep.
514a-523c:
1) In that
what
way
is the firelight
in the
cave
like theand
sunlight
outside
of the
cannot
be the
same in
asthe
perception
because
that
would
make
everyone’s
perception
infallibly
right.
cave?
2)
Can
those
chained
cave
ever
discover
the
truth
about
the
shadows
by
the
study
of the
soul brings
life
and
physical
organization
to
the
body,
and
that
bodily
desires
need
to
be
But
why
cannot
everyone’s
perception
be
infallibly
correct?
2)
How
could
the
relativity
of
truth
shadows? 3) Does this mean that Plato was convinced that we can never discover the truth about physical
restrained
for
the
sake
of
the
soul
and
goodness.
Plato’s
Phaedo
pp.
460-472;
486-489.
Reading
that things
theirmust
own be
identity
and
distinctive natures?
Can the
youstatues
formulate
an argument
things byentail
studying
them? lack
4) What
known
to understand
the truth3)
about
carried
in the
example
to show
that
ifargument
truthtowere
relative,
then
a 2)
thing
would
lack
its own
identity/nature?
4) If
questions:
1)
What
Socrates’
against
suicide?
What
were
his arguments
against
indulging
cave? 5)by
What
mustwas
be
known
in order
understand
the
truth
about
the
physical
things
that
we encounter
things
[beings]
have
their
own
identities/natures,
then
can
truth
be
relative
to
individual
in
physical
pleasures
on
pp.
460-472
and
on
pp.
486-489?
3)
Do
these
two
arguments
differ
in
any
with our bodies? 6) Are any similarities between the Allegory of the Cave and the Divided Line? 7) Why
significant
ways? 4) Why
call asceticism
5) Does
treatment
of human
psychology
isn’t the perceptions?
philosopher’s
return
to the Cave“living
greeteddeath”?
with joy?
8) Is itthis
unjust
to require
the philosopher
to
consider
the
emotions
to
be
bodily?
6)
What
makes
courage
so
important
to
philosophers?
Should
return to the cave and rule? 9) Were King Henry, Thomas More (as chancellor), King Arthur, 7)
and
Malagant,
b)
CP: 10-11 kings?
“Socrates
Perception”
[Theatetus
(160c) pp. 866-868]
1) way
Whythat
would
the relativity of
philosophers
be warriors
in
thewe
cause
of
truth?
philosopher
10) on
Should
require
our rulers
to be163a
philosophers
in the
Plato
truth
entail
that
all
are
equally
wise?
2)
Are
you
convinced
by
this
argument
from
wisdom?
3) Can you
recommends?
think of an argument by example to show that all are not equal in wisdom? 4) Why does Socrates refer to
himself
as athings
midwife
and to
the ideasproperties.
given birth by
interlocutors
offspring
that are
alive
or are of
Identical
have
identical
a) his
Phaedo
Skim pp.as
490-499:
1) What
is the
argument
"wind-eggs"? 5) Does Socrates test the ideas given birth by his interlocutors or does he just accept them
Simmias that the soul could be the harmony of the body and perish with it? 2) What is the argument of
as
true?frees;
6) Do you think the point that men would be as wise as the gods proves or disproves the relativity
Truth
Cebes that
the soul is like a weaver of cloaks? 3) What is misology and how does Socrates argue against
of truth? Why or why not? 7) How does Socrates criticize the argument based on equality with the gods?
it? 4) Socrates
attempts
defeat the harmony
argument
arguing that
all soulsthat
arePlato
equalcharacterized
and that the
while
absolute
libertytocorrupts.
1) Read pp.
337-340by
(537e-540d).
Consider
soul
is able to
to be
oppose
the body.
what waythat
areisallput
souls
equal?of
Can
think
anthe
instance
philosophy
a method,
calledIndialectic,
in service
theyou
good;
to of
use
methodwhere
apartthe
from
c) Continue using the interactive web site to practice testing for validity.
soul
opposes
the body?
seeking
the good
corrupts those who would be philosophers and causes lawlessness – why?
b)
Continue
using(558d-564a)
the interactive
logic
site.
Read
Rulebook
ch. 7, pp. 53-58.
2) Read
pp. 360-3
. Why
does
Plato
argue
that democracy’s
emphasis upon freedom breeds
a) CP 12-16; “Socrates
on Truth and Being” [Theatetus (170d-171c) pp. 876-877]: (1) Can one believe that
licentiousness
and tyranny?
truth
is relative
without
C) Optional:
Phaedo
pp.self-contradiction?
500-511. These are difficult pages in which Socrates attempts to defeat Cebes’
argument
by talking
aboutof
the
importance
of causes
and aboutisthe
for a substratum
to underlie
3) Plato uses
the Allegory
the
Cave to argue
that education
notneed
the transfer
of knowledge
but a turning
B)
Theatetus
(171d-179b)
877-884:
(2) Ifaargues
truth
relative,
why
would
religion
and
laws
be
changes
between
opposites.
example,
cold is
pan
of the
water
turns
intomorality,
its
opposite
of hot
water
only
of the
soul’s
attention.
Do pp.
youFor
agree?
Plato
that
philosophical
soul
turns
from
the
life of
conventional?
3)
Why
does
Plato
digress
into
a
discussion
about
orators
and
the
foolishness
of
because
water
is
a
substratum
capable
of
being
hot
or
cold
and
because
water
does
not
cause
its
own
physicality to the life of the mind because it is puzzled by the ability of physical things to change. What is it
philosophers
courts
of
law?cause
4) Why
he
tell the
story
theunchangeable
philosopher
Thales?
What
doityou
temperature.
water
was
the
of does
its
own
heat,
then
theof
outside
temperature
would5)
not
make
cold.
about
changeIfin
that
is so
puzzling?
Why
does
change
require
the
forms?Thomas
Aquinas.
discover
about
Socrates'
beliefs
when
you consider
these
three
lines
onhot.
p. 881
(176a-c):
This would
mean
that water
would
not become
hot then
cold,
cold
then
It would
always be hot.
"Evils,
Theodorus,
can
never
done
away
with,
the good
always
have
its external
contrary;
nor
Likewise,
since the
soul Plato’s
is the
cause
of be
itsthat
ownthe
life,
the
soulfor
cannot
be
amust
substratum
capable
of
becoming
Aquinas disagrees
with
argument
truth
about
things
can
only be
known
from
have
they any
place
in
thedead.
divine
world,
but
they
must
needs
of
our moral
dead
then
alive,
alive
and then
argument
from
causality
refutesthis
theregion
earlier
argument
forms.and
Like
Aristotle,
Aquinas
argues
thatThis
the
truth
about
the
nature
of haunt
things
can
be
discovered
by from
nature.that
That
is sensed.
why we For
should
all Aquinas
speed to has
takean
flight
from thisepistemology.
world to the other,
that
opposites.
studying things
are
thismake
reason,
Aristotelian
Read and
in the
means
becoming
the divineAnswer
so far as
wequestion
can, andthat
thatintroduces
again is toeach
become
righteous
with the
course packet
“Aquinas
on like
Knowledge.”
the
article
and identify
the
helpthat
of wisdom.
But
is no such
to convince men that the reasons for avoiding
main premise
supports
theit answer
thateasy
you matter
identified.
wickedness and seeking after goodness are not those which the world gives."
A)
Rulebook
ch.
9, 10, pp.
59-78.
6)
Do
the lives
of8,Richard
Rich
and
Socratesweb
advance
Continue
practicing
logic on
the
interactive
site. the truthfulness of Socrates' last claim? If so, how
Hylomorphism
matter in
can
actKnight?
independently
of form;
it holds
that
so? 7) What about denies
Lancelotthat
as portrayed
First
Is it even possible
forhence,
a fictional
account
of athe
mythical
character
to
body
consists
of
anadvance
unionistruth?
between
matter
andBranden
form.B)in Course
packet pp.
“Introduction to
A contemporary
perspective
supplied by
Nathaniel
his Psychology
of 21-25
Self-Esteem.
Hylomorphism” and “On the Soul’s Immateriality and Existence.” In these articles, Thomas Aquinas used
c)
Reflect
upon the
following:
Platonic
to
counter
though of
he perceptual
disagreed with
PlatonicConceptual
dualism andawareness
adopted
Read
hisinsights
chapter
three.
Whatmaterialism–even
is the extreme limitation
awareness?
“There
are two patterns,
mythe
friend,
in the
unchangeable
natureyour
of things,
one
Aristotelian
hylomorphism
to
explain
soul-body
relationship.
Focus
reading
onof
answering
requires concept-formation
and
language.
What
is required
for concept-formation?
Why
isdivine
languagethe
the other
ofarticles,
godless
misery–a
truth
to which
their
folly
makes
them
utterly
blind,
questions
used
introduce
thepercepts
and
identify
the
key
reason
in support
of
your
answer.
N.B.
required? happiness,
Is theto
integration
of
into
concepts
automatic?
What
are the
unique
issues
that
confront
unaware
that
in doing
injustice
theyaare
growing
lessfrom
like one
these its
patterns
and The
more
like the
Aquinas
uses
the
that
we can
determine
thing’s
nature
considering
activities.
activity
human beings
dueidea
to their
rationality?
Determine
whether
Branden
has
aofPlatonic
or
Aristotelian
approach
other.
The
penalty
they
pay
is
the
life
that
they
lead,
answering
to
the
pattern
they
resemble.”
most
important
forconstruct
understanding
human to
beings
is our
conceptual
consciousness and our free choice.
to knowledge
and
an argument
support
your
determination.
C-1: Contrast the pattern for living followed by More, Socrates and King Arthur with the pattern for living
followed
by
Richard
Rich, the Athenian
jurors, and Malagant. C-2: What makes one pattern better than the
Continue
using
theisinteractive
web site.
Hylomorphism
hierarchical
with
things that can do more being more immaterial and
other?
7
a) Aquinas, “On the Will.” Answer the questions used to introduce the articles, and identify the key reason in
in support of Aquinas’ answer. Activities Reveal Natures.
a) Aquinas, “On the Will.” Answer the questions used to introduce the articles, and identify the key reason
in support of Aquinas’ answer. Activities Reveal Natures.
B) Construct
argument(s)
using
on human
freedom
to supportAnswer
the soul’s
Aquinas:
“TheanHuman
Soul As
BothAquinas’s
Form andideas
Intellect”
and “On
the Emotions.”
the immateriality,
questions
immortality,
and imperishability.
Is identify
your argument
different
fromanswer.
Plato’s arguments against
used to introduce
the articles, and
the key significantly
reason in support
of your
the materialism of Simmias and Cebes?
C)
Notice ch.
that5,Aquinas’s
free
choice
to humans
includes
acknowledging
thatmain
animals
make
Branden,
section 1:restriction
Emotions of
and
values;
sec.
2: Emotion
and actions.
Identify the
points
and
some
type
of
judgment
and
some
type
of
choices.
How
does
animal
judgment
and
choice
differ
from
the
determine whether Branden is hylomorphic or dualistic about the emotions.
free choice and free judgment of humans?
Course packet, “Aquinas on Love.” Answer the questions used to introduce the articles, and identify the
key reason in support of your answer. In addition, answer these questions in Thomistic terms: How can
love be free? What is the best form of love between human beings? Can love flourish when focused on the
body and/or self-gratification? What makes love endure?
A) John F. Kavanaugh: “The Drive to Give Oneself Away.” Identify the main themes and lines of argument.
B) F. D. Wilhelmsen: “The Metaphysics of Love.” Identify the main themes and lines of argument.
Reflection Question: Are the views of Kavanaugh and Wilhelmsen compatible with those of Aquinas and
the classical tradition?
Modern and Contemporary Perspectives on the Human Self
David Hume: “The Source of Knowledge is in the Senses;” “Reason as Passion’s Slave;” “Man Has No
Identical Self.” Identify the main themes and lines of argument. Reflection question: If Hume is right, then
what would be the impact upon the classical conceptions of morality and politics?
John Searle, Ch. 1: The Mind-Body Problem. Searle rejects the separation of mind from the body by
arguing that science can explain four characteristics of our mental life. What are those four
characteristics? In order to have science be able to explain these features, Searle claims that these
features are caused by the brain and realized in the brain. What evidence does he give for this claim? Are
there any significant similarities between his materialism and the ancient materialism of Simmias or
Cebes? Would Plato’s arguments against ancient materialism work for this kind of scientific materialism
that may be called “epiphenomenalism” or “functionalism?” Would any of Aquinas’s arguments work
against functionalism?
Searle, Ch. 6: Freedom of the Will. Searle is torn between determinism and freedom. Why is he convinced
that determinism is true? Why cannot he give up on the conviction that human beings are free? Searle’s
attempt to hold these two beliefs mark him as a compatibilist. One way that compatibilist can reject human
freedom while not denying the experience of human freedom is by equating human freedom with actions in
favor of one’s desires. Why wouldn’t Plato and Aquinas agree with this view of human freedom?
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Modern and Contemporary Perspectives on the Human Self
Branden, Ch. 4. How does the mode of human survival enable Branden to argue that volitional
consciousness is essential to understanding human beings? What is evasion? Does surrendering to the
emotions in non-acute situations have any impact on the ability to focus in acute situations? If
determinism is true, Branden argues that no conceptual knowledge would be possible; how does this
argument work? Why is it impossible to deny conceptual knowledge without self-contradiction? What is
the fallacy of self-exclusion? How does Branden argue that freedom is not a violation of the laws of
causality but a category of it? How does Branden argue that freedom is compatible with the science of
psychology and the possibility of predicting human behavior? If Branden and Searle were to meet, would
they agree about the nature of human freedom and volition?
Questions of Personhood
a) The Mechanics of Cloning
b) Robert George: Afterword on Embryos. Identify the main objections that George considers and identify
how he argues against them. Is it important to determine whether or not human embryos are also human
persons? Which of George’s many arguments is the strongest?
Searle, ch. 2 “Can Computers Think?” What is the distinction that advances Searle’s argument?
Selves, Politics and Governance: Diverse Visions
A) Confucius: “The Analects: An Excerpt.” Determine whether the Confucian view of person is primarily
relational or autonomous. Identify themes that are compatible with those expressed by Kavanaugh,
Socrates in the Apology, and Plato.
B) Mo Tzu: “Universal Love.” What’s the main argument? What are some of the advantages and
disadvantages of being ruled by love? Must the rule of love be based on a family model?
Kwasi Wiredu: “Akan Perspective on Human Rights.” Identify the main themes and lines of argument. Do
the Akans have a materialistic, dualistic, hylomorphic, relational or a no-self view of the person? What
impact does their view of the person have on their view of human happiness, government and human
rights?
Charles Darwin: “The Descent of Man: An Excerpt.” Identify the main themes and lines of argument.
Reflect upon whether evolution is compatible with the classical tradition of humans possessing immaterial
and immortal souls.
Edward O. Wilson: “On Human Nature: An Excerpt.” Identify the main themes and lines of argument.
Reflect upon whether the biologist would be a philosopher king. Construct an argument that defends your
view.
Thomas Hobbes: “The Leviathan: An Excerpt.” Identify the main themes and lines of argument. Would a
Leviathan be a philosopher king?
On God
9
On God
Aquinas, On the First Cause. See if you can reconstruct the main argument.
Descartes, “On Proving God’s Existence,” Excerpt of Meditation Three. Course packet. See if you can
reconstruct Descartes’ disjunctive argument for God’s existence.
Archibald Rutledge, “Life’s Extras.” course packet. How can the beauty of flowers, for instance, reveal the
existence of God? Does Rutledge’s argument from extras require God to be more than a creator? If
Rutledge is right, then what does his argument suggest about ways for contemplating God?
Plato’s Republic, (377e-383c) pp. 175-182. The goodness of God(s). Why can God neither be evil nor cause
evil? Why doesn’t God change? Why doesn’t God deceive us?
Aquinas on Dissatisfaction and the Need for God. Course packet. Why does intellectual satisfaction
requiring seeing God’s essence? Why do you suppose that Aquinas argued that human happiness
requires God on the basis of the intellect’s thirst to understand, rather than on some other basis–such as,
the will’s thirst for perfect goodness?