1.
COURSE DATA
PHILOSOPHY 102
Introduction to Philosophy
Metaphysics & Epistemology
SPRING 2011,TTH 9:30-10:45am, SH-248 (sect 2; 22330)
DR. S. A. WAWRYTKO
2.
COURSE
DESCRIPTION
3.
CONTACTS
4.
COURSE
REQUIREMENTS
5.
STUDENT
LEARNING
OUTCOMES
“Not to have knowledge of what happened before you were born
is to be condemned to live forever as a child.” Cicero
To avoid such a dire fate, this course provides a solid grounding in
historical unfolding of the philosophical enterprise across cultures, with
a focus on metaphysics (theories of reality) and epistemology (theories
of knowledge). We will encounter the leading lights of multiple
traditions, including Plato, Shakyamuni Buddha, Descartes, Hume, and
Kant, along with influential contemporary thinkers.
office AL428; 619-594-5455
MW 2:45-3:45 TTH 11-12, 2-2:30 or by appointment
email
wawrytko@mail.sdsu.edu
EMAIL ETIQUETTE: include your official NAME as it appears in class
records, the CLASS in which you are enrolled, the SEMESTER
enrolled; DO NOT expect a long response
FILE ATTACHMENTS REQUIRE PRIOR APPROVAL
—regular attendance, reflected in weekly "Philosophical Commentaries"
(10% of final grade)
ASSIGNED READINGS SHOULD BE READ PRIOR TO CLASS; BE
PREPARED TO DISCUSS THE CONTENTS
—four section Assessments (take-home)—600 points total (60%)
—comprehensive, in-class final—300 points (30%)
REVIEW ALL GUIDELINES FOR ASSIGNMENTS CAREFULLY!
RESUBMISSIONS OF ASSESSMENTS MUST BE RECEIVED IN CLASS NO
LATER THAN THE LAST DAY OF CLASS
—present a chronological overview of the evolution of philosophy
in multiple cultures
— encourage an open-minded approach to new and challenging
views of reality and knowledge
— develop skills of critical thinking, including self-criticism
—provide written exercises to polish communication skills in the
presentation of abstract thought
—help students to rise above social conditioning and personal
biases to engage in ongoing creativity and self-discovery
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PHIL102, Spring 2011
6.
We begin in Part I with Metaphysics, asking What Can Be
Known? (definitions of the real) and Who is the Knower? (issues
of self and self-identity)
ORGANIZATIONAL
RATIONALE
We then move on in Part II to a consideration of Epistemology,
inquiring Is Knowledge Possible? (the philosophically significant
option of skepticism) and exploring Possible Paths to Knowledge
7.
MATERIALS AND
RESOURCES
REQUIRED TEXTS
Most of the class readings are available online. Visit the course
Blackboard site under Assignments to locate either the reading
(in some cases in pdf format) or a link to the reading, numbered
from 1 to 39. A file containing notes for each reading also can be
found there
Other relevant materials will be posted on Blackboard
periodically. Online forums also can be set up as required.
IF INTERNET ACCESS IS A PROBLEM PLEASE SPEAK WITH
THE INSTRUCTOR EARLY IN THE SEMESTER!
Blackboard also contains files describing the Assessments
assignment and the required self-evaluation form.
8.
OVERVIEW OF
VENUES,
ENVIRONMENTS,
MEDIA
The objective is to supplement lectures with active discussion
sessions concerning scheduled readings.
Free writing exercises on assigned readings will be incorporated
on a weekly basis. Class attendance is assessed based on these
in class exercises.
Assessments for the four sections of the course are due one
week after the completion of that section:
I. Feb 22
II. March 17
III. April 12
IV. May 17
DID YOU KNOW?
Scientists have now identified educational level as the single most important factor in
predicting longevity across cultures around the world.
(source: “A Surprising Secret to a Long Life: Stay in School,”
The New York Times, January 3, 2007)
PHIL102, Spring 2011
Evaluative Criteria for Assessments
9.
ASSESSMENT
AND GRADING
D D+ C- C C+ B- B B+ AA
1 2 3
4 5
6
7 8 9
10
1# nearly non-existent// 5 # average// 10 # exceptional
C—you came to class and took adequate NOTES (you tell me what I
told you)
B—you came to class, took adequate notes AND demonstrate
comprehension of the class MATERIALS
A—you came to class, took adequate notes, demonstrate
comprehension of class materials, AND show evidence of ORIGINAL
THINKING
COMPREHENSIVENESS
did you answer the question?
the whole question?
and nothing but the question?
CLARITY
have you expressed yourself clearly?
how well have you communicated your points?
TEXTUAL SUPPORT
have you demonstrated that you have read
and understand class readings and other materials?
CREATIVE INSIGHT
have you gone beyond class discussions,
contributing your own original thought?
STRUCTURE/ORGANIZATION
have you planned out your discussion?
have you offered logical arguments for your views?
have you included evidence from the texts?
ACCURACY/ANALYSIS
have you given a faithful
presentation of class material?
(not factored into the evaluation)
PHYSICAL PRESENTATION
have you checked your spelling, grammar, syntax?
is your paper readable and orderly?
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PHIL102, Spring 2011
SUBMISSIONS going paperless to respect the environment!!!
The ability to express oneself clearly and persuasively in the English is a very
valuable marketable skill, especially since so few people possess such an
ability. Constant practice and refinement is required to acquire such a skill.
PROCEDURE
1. Digital dropbox on Blackboard preferred, submit a SINGLE file
2. The file name should include ONLY your surname first then the course
number and the number of the exam
3. Format—Microsoft XP or rich text
CONTENTS
1. Label your responses to correspond to the number of the question being
answered.
2. Include page references for your text citations.
3. INCLUDE A COMPLETED EVALUATION FORM AT THE END OF THE
EXAM
THIS IS NOT A CORRESPONDENCE CLASS!
Papers dropped off at the beginning of class by students who subsequently
leave will be consigned to the waste basket. Papers left in the instructor's
departmental box or office will be similarly disposed of, registering as a grade
of F. Using class time to complete your assignment is a sign of poor planning
(in other words, do not show up at the end of class beaming with the news that
you have just completed your assignment).
EXTENSIONS Each student is entitled to ONE emergency extension of the
due date, not to exceed one week from the original due date, again by prior
arrangement with the instructor. Try to avoid contacting the instructor the day
the assignment is due. A completed "Extension Certificate" should be turned
in on the due date (one per customer) in lieu of the actual exam.
RE-SUBMISSIONS In the interest of pedagogical perfection, essays may be
re-submitted for a change of grade. This policy is not intended to produce
rewrites, but rather to allow for responses to questions raised in your original
presentation.
1. Do NOT rewrite the original essay; no change of grade will be
forthcoming if you simply correct grammatical inconsistencies and
misspellings;
2. DO include the original essay, as corrected by the instructor, with your
new submissions;
3. DO respond to points raised in the instructor's comments and supply
any additional information requested to substantiate your arguments;
4. DO make use of class texts as evidence for your arguments.
Prior to reworking your essay, it is recommended that you speak with the
instructor to clarify what needs to be done in your particular case. There is no
double jeopardy in force, meaning that your grade will not be lowered
(although it may remain unchanged).
Re-submissions of all essays will be accepted up until and including the last
day of classes
NO RESUBMISSIONS WILL BE ACCEPTED AFTER THAT TIME.
Keep a copy of all work, in the unlikely event that your paper is mislaid.
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PHIL102, Spring 2011
10.
ACCOMMODATION
FOR STUDENTS
WITH DISABILITIES
11.
SUPPORT FOR
GENERAL
ACADEMIC
DEVELOPMENT
AND SKILLS
TRAINING
Any students with special needs due to a documented medical
condition should avail themselves of the resources of the Disabled
Students Services Office, SS 1661 (619-594-6473). Students who
have such concerns that might prevent them from otherwise doing well
in this course should discuss this with the instructor so that proper
arrangements may be made to accommodate their conditions.
CHECK-LIST FOR ESSAY EXAMINATIONS
This class is structured on the self-power principle!!!
If you have difficulties completing the take-home assignments! and/or
are disappointed in your grade, pose the following questions to
yourself and respond candidly. If you can honestly answer “yes” to all
of them, we have something to talk about. If not, you need to work on
your study habits.
I. Have I read the assigned articles AT LEAST once PRIOR TO
class discussions?
2. Did I READ and FOLLOW the various Guidelines included in
the Appendix of the main text? Did you keep in mind the
Evaluative Criteria as you constructed your essay?
3. Did I MARK places in readings that were unclear or confusing?
4. Did I ASK for clarification of these points in class OR outside of
class?
5. Did I REREAD the articles PRIOR TO attempting to answer
the exam questions?
6. Did I understand WHAT the exam was asking of me and HOW
to accomplish these tasks? If not, did I ASK for clarification?
7. Did I OUTLINE my arguments prior to sitting down to write the
exam?
8. Did I REVIEW and EDIT my rough draft(s) before turning in the
assignment?
9. Did I start working on the exam in a TIMELY manner?
GUIDELINES FOR READING PHILOSOPHICAL TEXTS
I. WHAT is the subject under discussion, what problem or
question is the author addressing?
2. WHY is this a problem or open question?
WHY is the author concerned with the problem/question?
3. What solution is being proposed to the problem/question?
4. HOW has the author arrived at that solution? What arguments
and evidence have been advanced?
5. Can we ACCEPT this solution? Why or why not?
The critical method is the distinguishing mark of philosophy!
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PHIL102, Spring 2011
6
GUIDELINES FOR WRITING ESSAY EXAMINATIONS
ANSWER THE QUESTION,
THE WHOLE QUESTION,
AND NOTHING BUT THE QUESTION
I. SOURCES
course texts class notes
discussions/ both in and outside of class
CREATIVE THINKING!!!
Other sources, such an encyclopedias and websites, are NOT
recommended, as they tend to result in added confusion for
students. Concentrate on the class text—this is your most reliable
resource and what I will be looking for as I read your work.
II. FORMAT
outline your material beforehand
WHAT do you want to say?
HOW can it best be stated?
WHY do you hold these views?
ORGANIZE the material in argument form: "given these facts, X
must be true".
CREDIT your sources, using page references from the text; don't
misrepresent the ideas of others as your own.
There is a word for that—PLAGIARISM!!!
III. CONTENT
There are no absolutely right or wrong answers to the questions
asked, only sound (true premises combined with validly drawn
conclusions) or unsound arguments, that is, arguments that make
varying degrees of sense and those that are nonsense. The aim
of these kinds of questions is to give students the opportunity to
deal with the theoretical and practical issues of philosophy, and in
so doing demonstrate their ability to apply their knowledge of the
subject. In short, the aim is to invite you to PHILOSOPHIZE!
12.
ACTIVITIES AND
ASSIGNMENTS
As befits a course in Philosophy, assignments are oriented
toward an essay format. However questions are often phrased in
such a way as to engage the writer’s imagination and intuition
along with intellectual acumen.
PHIL102, Spring 2011
13.
STUDENT
PRIVACY AND
INTELLECTUAL
PROPERTY
14.
SOCIAL
“CONTRACT”
6
Every effort will be made to respect your privacy and intellectual
property in the course of the semester and beyond. Students will
be asked for their approval before any work done for the class is
made available to anyone other than the instructor. If students do
not retrieve their papers, they are kept for a period of one year
from the end of the semester and then disposed of in an
ecologically friendly manner.
THE LI OF THE CLASSROOM
A civilized means to the end of promoting efficacious
interchanges in a classroom environment, thereby maximizing
your increasingly large tuition investment as well as the likelihood
that you will (a) learn something from the class and (b) actually
pass the class with a decent grade
1. ALWAYS check to be certain your CELL PHONE is
disengaged and will not disturb the class
2. If you MUST ARRIVE LATE OR LEAVE EARLY please
enter or exit the room in the least obtrusive manner, using a
back entrance if possible and keeping disruptive noise to a
minimum
3. ALWAYS ask permission to TAPE CLASS LECTURES;
not to do so is a violation of the speaker’s intellectual
property; if permission is granted it is made on the
assumption that the recording will be for your personal use
only
4. Avoid PERSONAL CONVERSATIONS during class time
5. Please RESIST THE TEMPTATION TO LEAVE BEFORE
CLASS IS OVER, which creates disruptions that do not
allow your fellow students to hear the instructor's closing
remarks
Additional suggestions welcomed
PHIL102, Spring 2011
7
CLASS SCHEDULE
Jan 20
INTRODUCTION AND OVERVIEW
getting real with reality and knowledge
PMP (Personal Metaphysical Profile)
METAPHYSICS
What can be KNOWN? The “object” of “external” reality
Jan 25, 27
BIZARRE AND BEYOND
1. Jorge L. Borges, “Tlön, Uqbar, Orbis Tertius,” Labyrinths
http://www.coldbacon.com/writing/borges-tlon.html
2. Nagarjuna, Mūlamadhyamakakārikā (Buddhism)
Feb 1, 3
EARLY RUMINATIONS IN THE EAST
3. Lao Zi, Dao De Jing, selections (Daoism)
4. Upanishads:
http://www.sacred-texts.com/hin/sbe15/sbe15004.htm
Feb 8, 10, 15
FROM THE ANCIENT GREEKS TO MODERN SCIENCE
5. Heraclitus, “Fragments”
http://community.middlebury.edu/~harris/Philosophy/heraclitus.pdf
6. Parmenides, “On Nature”
7. Zeno, “Paradoxes”
http://www.anselm.edu/homepage/dbanach/zeno.htm
8. Plato, “The Allegory of the Cave,” The Republic
http://classics.mit.edu/Plato/republic.html
9. Hugh Elliot, “Modern Science and Materialism,” selection
Who is the KNOWER? The “subject” of “internal” reality
Feb 17, 22
THE SOCIAL CONTEXT
10. Voltaire “Micromegas,” Collected Works
http://wondersmith.com/scifi/micro.htm
11. Mitchell Stephens, “To Thine Own Selves Be True,” LA Times Magazine
PHIL102, Spring 2011
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http://www.nyu.edu/classes/stephens/Postmodern%20psych%20page.htm
12. Confucian Meng Zi/Mencius, selections from the Meng Zi/Mencius
Feb 24, March 1
MIND/BODY
13. Marcus Aurelius, Meditations, selections
http://classics.mit.edu/Antoninus/meditations.html
14. René Descartes, “Meditation II,” Meditations on First Philosophy
http://oregonstate.edu/instruct/phl302/texts/descartes/meditations/Meditation2.html
15. VIRTUAL IDENTITY? Rob Walker, “Things To Do in Cyberspace When
You’re Dead,” New York Times Magazine, January 9, 2011
http://www.nytimes.com/2011/01/09/magazine/09Immortality-t.html?scp=1&sq=things
%20to%20do%20in%20cyberspace&st=cse
March 3, 8
THE SELF DECONSTRUCTED
16. Daoism’s True Self; Lao Zi, Dao De Jing, selections
17. Buddhism’s Deconstructed (Ego) Self; Thich Nhat Hanh, “Pippala Leaf,”
Old Path White Clouds
18. Chan’s Mind of No-Mind (wu-xin); Thich Nhat Hanh, “One is All, All is
One: The Five Aggregates,” The Miracle of Mindfulness
March 10
Metaphysics review and overview
19. Wawrytko, “An Exceedingly Brief History of ‘Reality’”
EPISTEMOLOGY
Is KNOWLEDGE Possible?
March 15, 17
THE SKEPTIC’S CASE
20. Luigi Pirandello, “Right you are . . .”
http://www.ibiblio.org/eldritch/lp/itisso.htm
21. Sextus Empiricus, “Outline of Pyrrhonism,” Book I
http://evans-experientialism.freewebspace.com/sextus_empiricus02.htm
22. David Hume, “Of scepticism with regard to reason”;
“Of scepticism with regard to the senses,”A Treatise of Human Nature
http://www.gutenberg.org/cache/epub/4705/pg4705.txt
PHIL102, Spring 2011
March 22
9
SKEPTICISM REVISITED
23. Norman Malcolm, “Knowledge and Belief”
24. Peter Unger, “Ignorance: A Case for Skepticism”
http://books.google.com/books?id=h1xI9RoOgi0C&pg=PA105&lpg=PA105&dq=peter+
unger+what+attitude+is+involved+in+one's+being+absolutely+certain?&source=bl&ot
s=CtE7llv38N&sig=hRa56qOZ17-NSJuaYaXtl00tLd8&hl=en&ei=fds0TZP6EYe-sQPu3PSD
Bg&sa=X&oi=book_result&ct=result&resnum=1&ved=0CBMQ6AEwAA#v=onepage&q&
f=false
Possible PATHS to Knowledge Hume’s Fork and Beyond
March 24, April 5 INDUCTION AND EMPIRICISM
25. Quine and Ullian, “Observation,” Web of Belief [outline]
26. Karl Popper, “Knowledge without Authority”
http://dieoff.org/page126.htm
March 31-April 4 SPRING BREAK
April 7, 12
27. Jean-Paul Sartre, “Tuesday at Bouville,” Nausea
http://books.google.com/books?id=mxH354gAqQMC&lpg=PA156&ots=tDtvjsWbzG&dq
=SARTRE%20TUESDAY%20AT%20BOUVILLE&pg=PA156#v=onepage&q&f=false
28. Karl Popper, “The Problem of Induction”
http://dieoff.org/page126.htm
Bertrand Russell and Paul Edwards on the Problem of Induction [outline]
April 14, 19
DEDUCTION AND RATIONALISM
29. Immanuel Kant, “Preface,” Critique of Pure Reason
http://ebooks.adelaide.edu.au/k/kant/immanuel/k16p/preface2.html
April 21
April 26, 28
30. Quine and Ullian, “Self-Evidence,” Web of Belief [outline]
peer discussion
DEEPER WISDOM?
31. Wawrytko, “Emptying Out ‘Reality’: Towards Trans-Epistemology”
32. Jelaluddin Rumi, “Sohbet: Who You Talking To?,” Rumi, the Book of Love:
Poems of Ecstasy and Longing, pp. 10-17 (Islamic Sufism)
http://sufibooks.info/Rumi/Rumi_The_Book_of_Love_Coleman_Barks.pdf
33. Mahāyāna Buddhism, “Expedient Means,” chapter 2, The Lotus Sutra
PHIL102, Spring 2011
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http://www.nmrk.com/sutra/Chapters2_16.pdf
34. Benedict Spinoza, “Of Human Freedom,” Ethics, prop. XXIV-XLII
http://frank.mtsu.edu/~rbombard/RB/Spinoza/ethica5.html
35. Dalai Lama, “Emptiness, Relativity and Quantum Physics,” excerpts
http://www.neurohackers.com/index.php/fr/menu-top-neurotheque/68-cat-nh-spiritualit
y/95-emptiness-relativity-a-quantum-physics-dalai-lama
“Questions of Method” chart
May 3, 5
COMPLETING THE CIRCLE
36. Dōgen, “The Mind Itself is the Buddha,” Shobo-genzo
http://www.thezensite.com/ZenTeachings/Dogen_Teachings/Shobogenzo/006sokuShin
ZeButsu.pdf
37. Krishnamurti, “Truth and Actuality,” On Truth
http://www.jiddu-krishnamurti.net/en/truth-and-actuality/1975-05-18-jiddu-krishnamurt
i-truth-and-actuality-rality-actuality-truth
38. Seung Sahn, “The Moon of Clear Mind,” Dropping Ashes on the
Buddha’s Head http://mingkok.buddhistdoor.com/en/news/d/8582
39. POST-MODERN SCIENCE—BRIAN GREENE, “Darkness on the Edge of
the Universe”
http://www.nytimes.com/2011/01/16/opinion/16greene.html?_r=1&scp=1&sq=darknes
s%20on%20the%20edge%20of%20the%20universe&st=cse
May 10
May 17
Review and Overview
FINAL EXAMINATION, 8-10 a.m.
PHIL102, Spring 2011
11
Assessments of Philosophers
60% OF GRADE
MAKE SPECIFIC REFERENCES TO CLASS TEXTS AND OTHER CLASS MATERIALS!!!
I. WHAT CAN BE KNOWN? Readings 1-9
1. SELF-ASSESSMENT tracking the evolution of your comprehension
Initial thoughts, prior to the readings
A.
what did you know or assume about this topic or philosopher?
B.
what had you heard about the topic or philosopher?
Second thoughts, following class readings and discussions
A.
what surprised you about the reading?
B.
what facts have you learned that have changed or reinforced
your initial assumptions about what can be known? Explain why.
PREPARE ONE ASSESSMENT FOR EACH OF THE 9 READINGS
2. REDRAFT your original PMP (Personal Metaphysical Profile) based on the
views presented in this section, indicating how the readings influenced the
changes.
Evaluate the conflicting positions offered in the readings—where do you stand?
II. WHO IS THE KNOWER? Readings 10-19
1. SELF-ASSESSMENT tracking the evolution of your comprehension
Initial thoughts, prior to the readings
A. what did you know or assume about this topic or philosopher?
B. what had you heard about the topic or philosopher?
Second thoughts, following class readings and discussions
A. what surprised you about the reading?
B. what facts have you learned that have changed or reinforced your
initial assumptions about who the knower is? Explain why.
2. DISCUSS the basis of identity in self and others; is there something beneath the
veneer of self or soul? Revisit your commentary on “Who are you?” and explain any
PHIL102, Spring 2011
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revisions.
Evaluate the conflicting positions offered in the readings-- where do you stand?
What items do you want to include on your “identity menu” and why?
III. THE SKEPTIC’S CASE Readings 20-26
1. SELF-ASSESSMENT tracking the evolution of your comprehension
Initial thoughts, prior to the readings
A. what did you know or assume about this topic or philosopher?
B. what had you heard about the topic or philosopher?
Second thoughts, following class readings and discussions
A. what surprised you about the reading?
B. what facts have you learned that have changed or reinforced your
initial assumptions about skepticism? Explain why.
2. CONSIDER whether we can really know anything, or only assert varying
degrees of belief in our claims. Evaluate the conflicting positions offered in
the readings-- where do you stand?
IV. POSSIBLE PATHS TO KNOWLEDGE Readings 27-39; 40 your review &
overview
1. SELF-ASSESSMENT tracking the evolution of your comprehension
Initial thoughts, prior to the readings
A. what did you know or assume about this topic or philosopher?
B. what had you heard about the topic or philosopher?
Second thoughts, following class readings and discussions
A. what surprised you about the reading?
B. what facts have you learned that have changed or reinforced your
initial assumptions about possible paths to knowledge? Explain why.
2. ASSUMING knowledge is possible, what is the most reliable and effective
method of attaining it? Evaluate the conflicting positions offered in the
readings-- where do you stand?
PAPERS THAT DO NOT FOLLOW THE SPECIFIED FORMAT,
OR LACK SPECIFIC REFERENCES TO CLASS MATERIALS
WILL NOT BE ACCEPTED!!!
PHIL102, Spring 2011
13
THE WEB IS NOT A LEGITIMATE SOURCE UNLESS OTHERWISE NOTED.
102 ASSIGNMENT TEMPLATE
1. SELF-ASSESSMENT tracking the evolution of your comprehension
Initial thoughts, prior to the readings
A. what did you know or assume about this topic or philosopher?
B. what had you heard about the topic or philosopher?
Second thoughts, following class readings and discussions
A. what surprised you about the reading?
B. what facts have you learned that have changed or reinforced your initial
assumptions about possible paths to knowledge? Explain why.
2.
I.
II.
III.
IV.
REDRAFT
DISCUSS
CONSIDER
ASSUMING
Evaluate the conflicting positions offered in the readings-- where do you
stand?
PHIL102, Spring 2011
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