Concepts of the Person
PHI 100.2
MWF 9:35-10:30
Fall Semester 2010
Location: TBD
Professor: Rachel Tillman
Office:
Office hours:
Email:
This is a course about reasoning philosophically about human nature. It is designed to be
accessible and enjoyable for students of all majors, though it is reading, and writing, and
talking intensive. We will explore key historical and contemporary discussions about what it
means to be human, focusing on questions about the relationships between knowledge, human
growth and the good life, minds and bodies, freedom and determinism, and the individual and
society. All along, we will be working to learn more about what it means to be fully human, in
the hopes of gathering tools and building frameworks for lifelong growth and happiness.
Course Description
Course Objectives
This course is designed to help students achieve a number of goals. At the end of this course,
students will have grown significantly in their ability to:
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Remember the names and ideas of some key Western philosophical thinkers.
Be able to reconstruct a philosophical argument and identify its main point.
Analyze the strengths and weaknesses of a philosophical argument, including their own.
Express philosophical ideas in language that is clear, succinct, and adequately
complex.
Use an argument from a philosophical text to clarify or illuminate a contemporary issue
or debate.
Integrate philosophical thinking into the study and practice of their own majors.
Identify and analyze the philosophical bases of various opinions, including their own.
Develop and articulate a thoughtful, coherent concept of what it means to be human
and identify implications of this concept in their lives and/or for society.
Engage productively with others about philosophical ideas and their consequences.
Recognize the impact that philosophical concepts of the person have on the world.
Course Requirements
Required Texts
Available at the University Bookstore and at Stony Books (across the street from the train
station on Rte 25A). You are expected to bring your book to every class!
● Abel, Donald C. (1992). Theories of human nature: Classical and contemporary
readings. New York: McGraw-Hill. ISBN # 978-0-07-000050-6
Course Outline
We will begin and end with ancient Greek philosophy (starting with Plato and ending with Aristotle), and
read a variety of texts, mostly written by philosophers, in between. Along the way, you will develop your
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abilities to read philosophical texts, talk about and engage with philosophical ideas, and write your own
philosophical paper that articulates a philosophical position of your own.
Assignments and Grading
To demonstrate your progress toward the objectives of this course, you will be completing a
variety of written and oral assignments. These assignments function both as tools to help you
learn, and as tools for helping me see what and how you are learning. Your grade in this course
is based on your successful and timely completion of these assignments.
You will make progress in the course by preparing thoroughly, by reading carefully and interactively, and
by approaching thinking philosophically as a process of developing ideas and communicating them clearly.
You also need to come to class ready to be fully present and engaged with the material and with your
classmates. If you are not willing or ready to do these things, then this is not the class for you. Grading in
this course also reflects your success in practicing these important learning habits.
Grading
Grades are assigned as follows:
Reading Comprehension Checks....………………..
Participation and Peer Reviews (2)..………..…….
Argument Analysis Papers (2) .…………………
Argument Analysis Paper Rewrite.………………..
Fallacy Presentation
Final Paper .……………………………………………………
Portfolio.………………………………………………………..
30%
10%
20%
10%
5%
15%
10%
Assignments (I will give more details about all of these assignments when I assign them)
Reading Comprehension Checks (25%)
Because reading actively and consistently is such an important foundation for your learning in this course,
I will use a variety of sorts of assessments to check that you have done so. These checks will take place
near the beginning of each class session, and will most often take the form of a short written response or
quiz to see how well you have understood the reading for that day. I will drop the three lowest grades in
this category, which means that you can only miss up to three classes without penalty.
Participation and Peer Reviews (15%)
This reflects your attentive listening, active participation in class activities, and regular thoughtful spoken
contributions in class. It also includes two short responses in which you give thoughtful, clear feedback on
a classmate’s paper.
Argument Analysis Papers (20%)
Early in the semester you will write two short papers that will help you learn to summarize and evaluate
an argument from a philosophical text. Once you have written a first (not rough) draft, we will have a
peer-review session in which you get feedback from one of your classmates. You will also turn in the first
draft to me and get feedback from me.
Argument Analysis Paper Rewrite (10%)
You will choose one of the two argument analysis papers that you have written, and rewrite it based on
the feedback that you got from your classmate(s) and from me. This draft will be graded largely on how
well you incorporate the feedback to improve your writing and your analysis.
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Fallacy presentation (5%)
On your own or with a partner, present a fallacy from a popular news source to the class. Bring copies of
the fallacy for all to have, and lead a discussion about what the fallacy is and why it might have been
committed by its author. Around 5 minutes is plenty long. See BB for more details instructions.
Final paper (10%)
In this 2-3 page paper, you will either explain and highlight the importance of a specific philosophical
concept of the person for a contemporary issue, or explain and defend your own, coherent philosophical
concept of the person. This paper will be a way for you to tie together in writing some key themes that
you have learned about over the course of the semester.
Portfolio (10%)
All your work in this course is cumulative, building on what came before. To help you build your
learning in this way, I will ask you to collect the work you have done in a portfolio. You will organize and
present the philosophical work you have done at the end of the semester. As part of the portfolio, you
will write a two short reflection papers in which you evaluate your own learning process, including what
you learned, and the ways in which you learned it. The portfolio will be due on Monday, December 13 at
11:15 (our final exam time). Please plan to bring it with you to this final class period.
Attendance and Make up Policy
Attendance is taken via the Reading Comprehension Checks. After three missed classes, you must show
me an official note from your doctor or coach (or other authority) in a timely manner or you will receive a
zero for that day’s participation and reading comprehension grades. If you miss a class, you are still
responsible for handing in any assignments due that day, as well as preparing yourself for the following
class. Any late assignment will lose 10% of the received grade per day it is late, so if you know you will be
absent, I would suggest that you find a way to turn in the assignment by its due date. You may also turn in
assignments early if you know you will be absent. Please make every effort to let me know ahead of time
if you will be gone. You are responsible for getting caught up on any course discussion or lecture you miss.
Class Protocol
A classroom is a community of respect. We must respect each other and the subject we are studying. We
show our respect by making our fellow classmates, our instructor, and the subject under study our top
priority at this time. The class requires our undivided attention. In order to maintain this community of
respect, you must TURN OFF YOUR CELL PHONE BEFORE YOU ENTER THE CLASSROOM.
I also ask that you not use laptops during class. These devices isolate you from the rest of the group and
divide your attention. We will be collaborating and learning as a group, and we all must give our full
attention to each other and to the subject of study when we are together. Being distracted by or
distracting others with an electronic device will lead to a lower participation grade. Snacks and drinks are
permitted as long as they aren’t consumed in a manner that is disruptive to others. If it will enhance the
classroom community you may also bring snacks to share with all!
Just a note on email correspondence: I welcome your conversation about the ideas we talk about in class.
However, email is not to place to ask general clarification or review questions about the material we cover
in class. In fact, I ask that you try to limit your email communication with me to logistical concerns. If you
will not be in class, for example, or if you have a question about assignment dates or part of an
assignment is unclear, you may let me know by email. If you have a content-related question, please try to
come to my office hours or ask in class where other people can benefit from the review or clarification.
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Class Resources
● My office hours – The most efficient learning method, guaranteed! You bring your specific
questions and concerns, and we will work through them together. Comes with free tea and
possibly cookies.
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Blackboard – This course has a Blackboard site, which you can access by going to
http://blackboard.stonybrook.edu and entering your NetID and password. Important course
documents, such as the syllabus, supplemental class readings, and class assignments will be
posted there. If you do not have easy access to the Internet, it is your responsibility to let me
know in the first two weeks of class.
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The Writing Center – The writing center is a great, free way for you to get additional feedback
from some very capable thinkers and writers about your projects. If you go in for an
appointment, they’ll help you focus and improve whatever you are working on. Their website is:
http://www.stonybrook.edu/writrhet/writingcenter.shtml
Disability Support Services (DSS) Statement
If you have a physical, psychological, medical, or learning disability that may impact your course work,
please contact Disability Support Services (631) 632-6748 or http://studentaffairs.stonybrook.edu/dss.
They will determine with you what accommodations are necessary and appropriate. All information and
documentation is confidential.
Students who require assistance during emergency evacuation are encouraged to discuss their needs with
their professors and Disability Support Services. For procedures and information go to the following
website: http://www.stonybrook.edu/ehs/fire/disabilities/asp.
Academic Integrity Statement
Each student must pursue his or her academic goals honestly and be personally accountable for all
submitted work. Representing another person's work as your own is always wrong. Faculty are required
to report any suspected instance of academic dishonesty to the Academic Judiciary. For more
comprehensive information on academic integrity, including categories of academic dishonesty, please
refer to the academic judiciary website at http://www.stonybrook.edu/uaa/academicjudiciary.
Critical Incident Management
Stony Brook University expects students to respect the rights, privileges, and property of other people.
Faculty are required to report to the Office of Judicial Affairs any disruptive behavior that interrupts their
ability to teach, compromises the safety of the learning environment, and/or inhibits students' ability to
learn.
THN = Theories of Human Nature
BB = posted on Blackboard under “Course Documents”
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TBA = to be announced (depends on where our discussions lead us)
Note: Page numbers on the meeting schedule (see next following) refer to the required reading for that
class. Additional readings not listed below may be assigned; they will be posted on Blackboard under
“Course Documents” at least one class in advance.
Meeting Schedule
This schedule is subject to change! See Blackboard under “Assignments” for up-to-date information.
Date
Monday, 30 Aug
Wednesday, 1Sept
Friday, 3-Sep
Topic
Reading
Introduction to Persons None
Basic orientation:
Philosophizing &
Arguing
Class Syllabus, BB;
What is philosophy?
How do we know what
to believe?
Are you sure?
Russell, “The Value of
Philosophy” BB
Selections, How to
5-Sep: Drop, Withdraw
Think Logically, BB
(Without Tuition Liability)
deadline
Mon, 6-Sep
Labor Day, No Class
Wednesday, 8-Sep What are the basics of Selections, How to
Think Logically, BB
argument analysis?
Friday, 10-Sep
Rosh Hashanah, No class
Knowledge, Growth,
and the Good Life
Monday, 13-Sep Dewey, Selections from Chapter 1 BB
Experience and
Education
How do people learn?
Chapter 2 BB
Wednesday, 15- What role does
Sep
experience play in
learning?
Friday, 17-Sep
Monday, 20-Sep
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What makes an
experience educative?
Plato, Meno
What is virtue?
Notes
Are you in the right class?
Bring in a pop culture argument to
analyze
Last day to drop or withdraw
without W; Deadline to Add or
Swap Classes
Turn in Article Analysis
Assignment.
Chapter 3 BB
Introductory Material; First Self-Reflection Paper due
70a1-76e3, handout
Wednesday, 22Sep
How do we inquire into 76e3-80d2, BB
virtue?
Friday, 24-Sep
Monday, 27-Sep
Wednesday, 29Sep
Friday, 1-Oct
What is the good?
APA article, BB
How do we learn?
80d3-86c3 BB
How do we learn? (cont’d) TBA
Monday, 4-Oct
Wednesday, 6-Oct
Friday, 8-Oct
Monday, 11-Oct
Wednesday, 13Oct
Friday, 15-Oct
Monday, 18-Oct
Wednesday, 20Oct
Friday, 22-Oct
Monday, 25-Oct
Wednesday, 27Oct
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Start working on Argument
Analysis Paper 1
Can virtue be taught? 86c4-96d1, BB
Minds and Bodies
96d1-end, BB
How is knowledge
related to the good life?
TBA
Bring two copies of Argument
Analysis Paper 1 to class
THN, pp. 175-185
Descartes, Selections
from Meditations on
First Philosophy
How do we know what is
true?
THN, pp. 185-191
How is consciousness
related to materiality?
How do we resolve the Churchland, “A
Critique of Dualism,
mind-body problem?
BB
Nagel, “What Is It Like
To Be a Bat?”, and
What are some other
ways to think about
minds and bodies?
Freedom and
Determinism
Skinner, Selections from THN, pp. 353-375
About Behaviorism
How is human behavior
determined?
Wilson, Selections from THN, pp. 381-388,
402-408
On Human Nature
Is there anything beyond
material determinism?
TBA
De Beauvoir, Selections THN, pp. 333-342
from The Ethics of
Ambiguity
How do we experience
freedom?
Bring two copies of Argument
Analysis Paper 2 to class
Deadline for Pass / No Credit
switch
Friday, 29-Oct
Monday, 1-Nov
Friday, 5-Nov
Monday, 8-Nov
Wednesday, 10Nov
Friday, 12-Nov
Monday, 15-Nov
Wednesday, 17Nov
Friday, 19-Nov
Monday, 22-Nov
Wednesday, 24Nov
What do we do with
freedom?
Sartre, Selections from
“Existentialism Is a
Humanism”
What is existentialism?
What are the results of
existentialism?
Nietzsche Selections
from Human, All Too
Human
How do we learn about
human nature?
What is morality?
THN, pp. 342-348
TBA
THN, pp. 311-321
THN, pp. 321-328
THN, pp. 251-258,
Aphs. 35-39, 45-51
THN, pp. 266-270,
Aphs. 92-102
What are the sources of THN, pp. 260, 275
Aphs 56, 107, and
morality?
ten other aphs, BB
The Individual and
Society
Arendt, Selections from
Speech and action,
“The Human Condition”,
BB
How do we make
ourselves known among
others?
How are we empowered Power and
to be known in society? Appearance, BB
Peer Review of Final Bring a rough draft of your final
Papers
paper
What do we do with our Irreversibility and Final draft of Final Paper due
power in society?
Forgiveness,
BB
25-Nov-28 Nov
Thanksgiving Break
Pulling It All Together
Aristotle Selections from THN, pp. 45-50
the Nicomachean Ethics
What is the highest aim
or good of human life?
Wednesday, 1-Dec Is happiness the highest THN, pp. 50-53
good?
Monday, 29-Nov
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Portfolio version one due
What is happiness and THN, pp. 53-58
how is it related to
virtue?
Monday, 6-Dec
How can we be happy? THN, pp. 58-63
THN, pp. 63-68
Wednesday, 8-Dec How are virtue and
happiness connected to
life with others?
TBA
Friday, 10-Dec
Monday, 13-Dec
Friday, 3-Dec
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Final Portfolio, including second
Self-Reflection paper, due no later
than 11:15 AM; must be
submitted in class