Sample Syllabus PHI 110
PHI 110 GLOBAL PHILOSOPHY: ORIGINS
College: Arts and Science
Department: Philosophy
Fall 2004
Clock hours TBA
SLN TBA
3 credits
Prerequisites: None.
Instructor: George Rudebusch
306 Babbitt Academic Annex
Tel. 523-7091
George.Rudebusch@nau.edu
Office hours: TBA
Course description:
Philosophy tries to answer two main questions: What is there? And what should I
do? Every culture has origin stories answering the first question, and the course examines
representative Middle Eastern, European, African, and Native American origin stories as
accounts explaining what the world is and compares those accounts with the accounts
given by “the first philosophers” -- Thales, Anaximander, and Anaximenes.
Every culture also has collections of proverbs answering the question how one
should live. The course examines these proverbs as traditions of wisdom how each of us
should live and compares those wisdom traditions with the lack-of-wisdom, the
“philosophy,” taught by Socrates.
Three cultures -- Mediterranean, Chinese, and Indian -- developed written literary
traditions in ancient times. Each of the three has classics defining that tradition --such as
Plato’s account of Socrates’ trial and death, the Analects of Confucius, and the Bhagavad
Gita -- and subsequent histories of analysis, interpretation, and argumentation. The course
examines the above three classics for philosophical wisdom, rationally reconstructing the
teachings.
--LIBERAL STUDIES INFORMATION-Thematic focus: Valuing the Diversity of Human Experience.
Distribution block: Aesthetic and humanistic inquiry.
Essential skills: Critical reading and critical thinking.
Course objectives--thematic focus: The course will consider philosophy from a
global perspective. The majority of the readings, the majority of the class periods, and
the majority of test questions will concern non-western sources such as Asian (Chinese,
Indian, and Middle Eastern), African, and Native American writings that are not
descended from or influenced by Greek philosophy.
Course objectives--distribution block and essential skills: The student will
demonstrate the following skills, which are part of literary and philosophical -- that is,
humanistic -- inquiry:

Vocabulary recognition, both of terms used in translations of ancient texts, as well
as selected untranslated terms. (critical reading)
Sample question: In Enuma Elish (lines 1-10 of handout), ‘begetter’ means:
(a) ancestor
(b) father
(c) servant
(d) master.
PHI 110 Course information, p. 2 of 5

Reading comprehension of displayed passages. (critical reading)
Sample question: Since Anaximenes considers the sun, moon, and stars to be divine beings, the above
passage shows that:
(a)
His account uses divine beings to explain natural process.
(b)
His account uses natural processes to explain divine beings.
(c)
In his account, divine beings do not arise from anything natural.
(d)
His account is more mythological than scientific.

Identification of premises and conclusions of arguments in displayed passages.
(critical reading)
Sample question: Which of the following is NOT a reason Socrates uses to show what is wrong with
Euthyphro’s second definition (lines 23-120 of handout)?
(a)
The gods disagree with each other about some things.
(b)
The gods disagree about the just, beautiful, and good.
(c)
The same things would be god-loved and god-hated.
(d)
The gods dislike the things they consider just, beautiful, and good.

Identification of illustrations of statements. (critical thinking)
Sample question: All of the following are examples of acts within my control but performed with ignorance
of the object, instrument, or result EXCEPT:
(a) While hunting deer, I accidentally kill an eco-protestor disguised in a deer suit.
(b) While hunting deer, I get excited and shoot before I have a clear line of sight, killing a man by mistake.
(c) I continue to grow older and older, knowing that eventually I’ll die of old age, even though I don’t wish
it.
(d)
While driving home drunk, I negligently cross the center line and hit an oncoming car, killing its
driver.

Identification of counter-examples to statements. (critical thinking)
Sample question: Which of the following would be a counter-example to the claim that wrongdoing should
be prosecuted?
(a)
A terrorist who did wrong and should not be prosecuted.
(b)
A terrorist who did wrong and should be prosecuted.
(c)
A terrorist who did not do wrong and should not be prosecuted.
(d)
Anyone who did wrong and should be prosecuted.

Identification of objections to premises in displayed passages. (critical thinking)
Sample question: Which of the following is an objection to Socrates’ premise that, if there is not
consciousness but only something like a dreamless sleep, death must be a marvelous gain:
(a)
God is good.
(b)
Socrates did what the gods commanded.
(c)
Dreamless sleep is not a great pleasure but a deprivation.
(d)
Migration of the soul could be to hell, not heaven.

Identification of replies to objections. (critical thinking)
Sample question: Crito considers an objection and gives a reply in the above passage. What is the best
statement of the reply?
(a)
Crito can afford to bribe the guards and informers.
(b)
Crito might be punished for helping Socrates escape.
(c)
Crito might have trouble with informers if Socrates escapes.
(d)
Money is needed to deal with informers.
PHI 110 Course information, p. 3 of 5

Justifications for interpretations of texts. (critical thinking--optional)
In my experience in the ‘test run’ of this course, virtually every exam contains handwritten justifications for
at least one answer. These justifications can vary from one sentence to several paragraphs in length, and
often influence the grade I assign.
Outcome assessment and timeline: The instructor will use hand-graded
multiple-choice tests to assess learning outcomes for essential liberal studies skills of
critical reading and thinking applied to texts covering the thematic focus of diversity. See
sample test questions above. Tests and results will be given to students at least at the
three-week and mid-term points, in addition to the final exam.
Evaluation methods: The instructor will use hand-graded multiple-choice tests to
evaluate students. On every test there is an optional writing component, which often
affects student grades and which virtually every student uses.
EXAMPLE: There will be five exams, including the final. The exams will cover
the assigned readings and lectures in class. Make-ups for exams are at the discretion of
the instructor. If you miss an exam you must contact the instructor before the next class
session to discuss the possibility of making it up.
Each exam, including final, is worth 20 points. Grading is based on the following
scale:
90% = A, 80% = B, 70% = C, 60% = D, below 60% = F.
Course policy:
University policies on Safe Working and Learning Environment, Students with
Disabilities, Institutional Review Board, and Academic Integrity are in effect. Copies
available in department office.
No make-up tests unless arranged in advance. See me if your case is exceptional.
Required books (EXAMPLE)
1. Plato, The Last Days of Socrates (Euthyphro, Apology, Crito, Phaedo), translated by
Tredennick and Tarrant.
2. Confucius, The Analects of Confucius, translated by Ames and Rosemont.
3. Bhagavad Gita, translated by Easwaran.
4. Scholargy Coursepack, “PHI 101 Rudebusch” [Middle Eastern, African, and Native
American origin stories and proverbs].
Recommended (EXAMPLE)
1. Enuma Elish, edited by King.
2. Hesiod, Theogony, Works and Days, translated by West.
3. Bible (Good News Bible, Today’s English Version).
(These works are not required because I use only small portions, readily available online.)
PHI 110 Course information, p. 4 of 5
SAMPLE COURSE OUTLINE
I.
Global Wisdom and Cosmology
1.
Introduction to course
2.
Sumerian wisdom and cosmology
3.
Greek wisdom and cosmology
4.
Biblical wisdom and cosmology
5.
Native American wisdom and cosmology
6.
African wisdom and cosmology
7.
Exam
8.
Discuss exam
II.
Socrates on Piety and Desire for Wisdom
1. What the gods love
2. Cultural relativism, subjectivism
3. Piety and justice
4. Service to the gods
6. Wisdom, love of wisdom, and ignorance
7. Cross-examining a wisdom tradition
8. Exam
9. Discuss exam
III.
1.
Socrates on Moral Duty and Happiness
Socrates on trial
2. Virtue and death
3. Moral expertise
4. Duty to parents and state
5. Duty from agreement
6. Responsibility
7. Socrates’ and Jesus’ deaths
8. Exam
9. Discuss exam
PHI 110 Course information, p. 5 of 5
IV.
Confucius
1. Wisdom or philosophy?
2. Authoritative conduct (ren)
3. Complete activity (energeia)
4. Supreme good
5. Ritual activity (yi)
6. A single thread?
7. Exam
8. Discuss exam
V.
Bhagavad Gita
1. Non-attachment (asango)
2. Sacrifice (yajña) and invulnerability (avinasi)
3. Sense deception
4. Pleasure trap
5. Reincarnation
6. Liberation (moksa)
7. Knowledge of ultimate reality (brahmasamsparsam)
Final exam