Rich Pitre
Office Hours: T.,R. 4:30 p.m. – 5: 30 p.m.
and by appointment
Haborview 201
rpitre@smccme.edu
(207) 741-5657
PHIL 100 INTRODUCTION TO PHILOSOPHY
Required Texts
Rene Descartes. "Meditations on First Philosophy: with Selections from the Objections and Replies" (Michael
Moriarty, translator) Oxford University Press, ISBN 978-0-19-280696-3
"Plato's Republic" (Jowett Translation) Vintage Books, ISBN: 0-679-73387-6.
"Getting into the Guts of Things, An SMCC Philosophy Reader" (Ed. Pitre, SMCC publication)
Highly Recommended
“The Philosophy Book.” Will Buckingham et al. London: DK Publishing, 2011. ISBN: 9780756668617
Course Description
This course is an introduction to the “basics” of philosophy. It will feature the fundamental questions, frame the
basic arguments these questions have engendered, and introduce students to major figures in the history of
philosophy who have both raised these questions and sought to answer them. The course will seek to define
philosophy and determine its parameters. It will attempt to answer the question, “Why philosophize?” The
course will include lecture and discussion. Readings will be assigned from a required text, which will be
supplemented by occasional hand-outs.
Course Objectives
Students who complete this course will be able to:
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Identify major figures in the history of philosophy and their key ideas.
Analyze philosophical arguments for logic and coherence.
Articulate major debates of philosophy throughout history.
Use the terminology of philosophy in an informed and consistent manner.
Write philosophical essays.
Skills-related Learning Outcomes
Besides the main course objectives listed above, we will also focus on skills development in the following areas:
note taking, test taking, college level active learning, academic writing style, reading and structuring difficult
texts.
Prerequisites: ENGL-050, ENGL-075
Co-requisites: None
Grading
Classroom Participation: 30%
Reflective Class Diaries: 25%
Final Exam: 10%
Assignments: 8%
Quizzes: 10%
Short essay: 10%
Citizenship: 5%
Blackboard Orientation: 2 %
Grading Details
Classroom Participation:
Goals: This component is at the heart of the course and addresses the very nature of philosophy as a
conversational art and of our classroom as a “living textbook.” Participation also addresses active learning as
critical to success in higher education.
Remarks: “Philosophy is a passion to get into the guts of things exercised conversationally in an atmosphere
of leisure in the company of friends.” Your presence and participation are imperative on two counts: first,
because of the essential nature of philosophy, and second because our class discussions are our textbook which
you, in effect, help to create. Students will conduct a weekly participation self-evaluation on a scale of 1 – 5. I
will generally accept grades which are “in the ball park,” but will revise grossly inaccurate self-assessments.
Students who were present, but inattentive and who did not take substantial notes should give themselves a
“1”. Students who were present, attentive, and who took substantial notes, but did not speak up should give
themselves a baseline grade of “2”. Students who spoke up at least once, were attentive and took substantial
notes merit a “3”. Students who have met the requirements for a “3” and who spoke up more than once, but
not often, merit a “4”. A “5” is reserved for the most frequent and enthusiastic participants who were also
attentive and who took substantial notes. Students who are absent get a “0” for participation which cannot be
made up. This latter provision applies to all, including those who join the course after instruction has begun.
Helpful hints:
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The only “stupid question” is the one you didn’t ask. Be proactive about asking for the meanings of
words with which you may not be familiar. Similarly, ask about items which went by “too fast” for you
to grasp. Others may feel the same way and asking questions improves your participation score. It is
your responsibility to fill in the holes in your knowledge!
If you’re “shy,” this is a great time to overcome your shyness! Talking to me may help!
Remember that, ideally, philosophy is exercised in an atmosphere of leisure in the company of friends.
We may not all become best friends, but we will get to know each other fairly well and, hopefully, to be
very comfortable with each other. Speaking here in a small group in the company of friends will be
considerably less threatening than speaking in front of a room full of people whom you don’t know. So,
relax, speak up, and enjoy the friendly atmosphere.
I will often begin class by asking questions based on the assigned reading or on your notes from the
previous class. Your ability to answer these questions is a good measure of your classroom citizenship
and is a good chance to earn easy participation points.
Class Diaries:
Goals: This component addresses note taking, creative thinking, independent learning, and personal integration
of class material. It also assesses your ability to express yourself philosophically in proper academic style.
Remarks: Your classroom is your primary textbook. It is expected that you will take very thorough and complete
notes and that you be able to use these notes to write a weekly reflective class summary showing that you have
carefully organized, fully comprehended, and creatively reintegrated the classroom material. Reflective
summaries also give you the chance to step up to the plate as independent, self-directed learners by doing extra
research on your own. Peer review of this component helps students to learn from each other. Grossly
inaccurate peer-reviews can lead to a reduction in the reviewer’s grade.
Helpful hints:
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Well-written reflective summaries done with diligence and insight will form the basis of your preparation for midterm and final exams.
Similarly, we will also use the reflective summaries as a way to help you improve your academic writing style prior
to undertaking the essay.
Students are well-advised to find study partners or form study groups with whom to share notes and from whom
they can borrow notes should they (perish the thought!) have to be absent from class.
Some students will find it useful to use a sound recorder and to listen to the class a second time as they prepare
their class summaries.
I’d rather not hear you say “I studied 4 hours for the final.” I’d rather hear you say “I studied four hours for today’s
class.” Students who put in regular weekly study hours will do well in the course and probably need not worry
excessively about exams. Students who think only in terms of exams or of the essay, and not in terms of weekly
class work and reading will likely do poorly.
If you are absent from class, and don’t have a note-partner, send an email to your classmates via Blackboard asking
if someone his/her notes to share with you.
Final Exam
Goal: This component addresses the test-taking standard of the skills-related learning outcomes. We will work
on how to prepare for a major essay exam in a humanities course. This standard therefore addresses your
ability to do independent long-term work as required on the college level.
Remarks: A lengthy final exam will require you to produce a creative, original synthesis of course materials. We
will prepare questions and sample answers together two classes before the final exam. The final exam will be
administered during the penultimate class. Taking the final exam and being present at the last class to review
the results of the exam are mandatory and omitting either will lead to a significant deduction from your
citizenship grade.
Helpful hints:
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Students who have been good classroom participants, and who have diligently and creatively prepared their class
summaries and reading logs will be best prepared for the final.
As indicated above, we will do a “dry run” for the final when the midterm is administered. Procedures for both will
be the same.
Midterm Exam
Goal: To prepare for the final by building basic skills for taking a comprehensive humanities exam.
Remarks: The midterm counts as three assignments.
Reading Assignments
Goal: This component addresses your ability to structure and analyze difficult texts.
Remarks: It is expected that you master each reading in depth. Mastery implies a complete knowledge of the
relevant vocabulary, of the structure, and of the logic of the reading. Mastery will be assessed by class
participation, take-home vocabulary quizzes, and reading comprehension quizzes.
Helpful Hints:
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In philosophy, everything is connected to everything else. Successful students will reread an assignment
several times after various classes and will show mastery of it from a variety of perspectives. Successful
students will also pursue questions and lines of inquiry independently and assume responsibility for
forming their own philosophical stance. This, after all, is active learning.
Students who have done a good job on their reading logs will be in an excellent position to prepare for
the exams as well as for class discussion.
Quizzes:
Goal: Quizzes assess basic reading comprehension as well as your knowledge of the relevant vocabulary and
cultural information. They also assess note taking skills. Reading comprehension quizzes assess the bare
minimum fact that you have actually read through the assignment. Take advantage of these to get started on
your work and to improve your grade. Finally “philosopher of the day” quizzes assess independent research
Remarks: “Philosophy,” wrote Xenophon, the student and biographer of Socrates, “is the art of words.” One
cannot master the words or the content of the readings any faster than one can get from one word to the next.
Therefore, quizzes will assess your knowledge of reading vocabulary. Similarly, one cannot grasp philosophical
concepts that exceed the depth of one’s general cultural knowledge. Therefore, we will place considerable
emphasis on cultural enrichment in the classroom. Your grasp of classroom cultural “factoids” and historical
context will be essential in taking routine assessments.
Helpful Hints:
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Because of the conversational nature of the course, I will determine ongoing assignments at the end of a
given class and post them to Blackboard by 5:00 p.m. the next day. It is your responsibility to check
Blackboard regularly (2 – 3 times/week) to make sure you are up to date.
Again, when it comes to culture and history, if you don’t know what I’m talking about, ASK!
You should go to “The Philosophy Book” and look up any philosopher mentioned in class. Take notes on
what you read. I will “spot” check your research during the following class by asking for individual live
reports on these philosophers in “philosopher of the day” quizzes. You may use notes, but not the book
to respond.
Short Essay
Goal: This assignment addresses your ability to convey philosophical ideas cogently using proper academic style.
Remarks: A 4 – 6 page essay will provide you with a further opportunity to hone your writing skills and to
reflect critically and creatively on the course material.
Helpful Hints:
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The essay rubric can be found in the “Getting Started” folder on the course homepage.
Students who have paid careful attention to my comments on their class logs should significantly
improve their ability to write a quality essay.
Written Assignments
Goal: Written assignments will hone your ability to structure and analyze classical texts with the ultimate goal of
making you an independent self-directed scholar.
Remarks: We will be doing several “dry runs” of this type of assignment in class. Students who are attentive
and who ask questions as needed should do well when asked to structure or analyze a text on their own. Note
that there is no mechanical process which will guarantee success and a certain amount of wrestling with the text
is unavoidable. Do not be discouraged at this. Even seasoned scholars go through the same process.
Helpful Hints:
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Learn to find clues which will help you determine the underlying organization of a text.
Learn to outline the concepts and logical flow of a text and not just the words as they exist on the
surface.
Class citizenship
Goal: Philosophy is a social art. Class citizenship assesses your overall contribution to a positive learning
environment in the classroom and to the philosophical process as a whole.
Remarks: Students who exhibit a positive attitude, who attend class regularly, who are prepared for discussion,
and who submit timely assignments as well as students who are polite, realistic in their self-assessments, and
who exhibit a positive “can do” attitude, are good citizens will do well in this category. On the other hand,
students with a record of poor attendance or of routine tardiness, who come to class without having done the
reading, who use electronic devices in class, or who routinely submit inflated participation grades, who are rude,
inattentive, or disruptive, or who are absent from the last-class presentations, do not have the text in hand for
class discussion, etc. will receive low citizenship grades.
Helpful Hints:
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Be proactive in addressing any challenges you face. Allowing yourself to grind to a halt when faced with
a problem is not helpful. Winners never quit, quitters never win!
Students who do well ask questions, network with their classmates, participate actively in class, and
promote a positive learning environment.
Honors option
Students who show exceptional promise in the first few weeks of the course may be invited to
participate in the honors option to be discussed with the professor.
Traditional option
Students may select to follow a more traditional college grading format at the start of the semester:
Participation: 40%
15 – 20 page essay, due Week 13 of the course: 35%
Final Exam: 20%
Citizenship: 5%
Policies
Late work:
Late work is not accepted. The following are the only exceptions and may be invoked only once.
1. Participation is in real time, therefore, missed discussions may not be made up.
2. At the discretion of the professor, some late work may be accepted with a penalty applied, provided
that the student has provided prior notification and that a plausible, documented reason for lateness is
provided.
3. No late work whatsoever is accepted more than two weeks after the due date.
4. No late work whatsoever is accepted for any reason during the last three weeks of the course.
Attendance
“Philosophy is a passion to get into the guts of things pursued conversationally, in an atmosphere of leisure, in
the company of friends.” Philosophy is a conversational art. Therefore, your presence in class and your active
participation are essential. I will be strictly enforcing college attendance policies. Three consecutive absences
without contacting the instructor or a total of four absences overall result in an attendance failure for the
course. If you are running afoul of this rule for a very good reason, you need to contact me immediately to
discuss the matter. Students who advise me of impending absences or who contact me after having been
unable to attend build credibility concerning attendance.
Cheating and Plagiarism
Cheating and plagiarism are serious offenses and will result, minimally in an “F” for the assignment and possibly in an
“F” for the course and referral to the Dean’s office. You must annotate all citations and paraphrases. 1 You must not
do work for others or claim others’ work as your own. The Student Handbook is clear on this matter:
“Adherence to ethical academic standards is obligatory. Cheating is a serious offense, whether it consists of taking
credit for work done by another person or doing work for which another person will receive credit. Taking and using
the ideas or writings of another person without clearly and fully crediting the source is plagiarism and violates the
academic code as well as the Student Code of Conduct. If it is suspected that a student in any course in which s/he is
enrolled has knowingly committed such a violation, the faculty member should refer the matter to the College’s
Disciplinary Officer and appropriate action will be taken under the Student Code of Conduct. Sanctions may include
suspension from the course and a failing grade in the course. Students have the right to appeal these actions to the
Disciplinary Committee under the terms outlined in the “Student Code of Conduct.”
Work Missing Due to Computer Difficulties and Errors
Problems may arise in doing online work. I can allow for difficulties and errors working with the software during
the first two weeks only and then only if you have given me a timely notification of the problem. After this grace
period, your record will stand as if appears on the system and no allowances will be made for revision due to
errors on your part or your inability to use software appropriately.
Scaling
Note that I may, at my sole discretion, scale grades if I believe that scaling would benefit the class as a whole. In
this case, the proportions indicated above may vary.
Electronic devices in class:
You will have my complete attention for the duration of the class. I expect the same from you. Therefore, any
use whatsoever of electronic devices is strictly prohibited. Such use includes but is not limited to: lap tops,
iPods, cell phones, pagers, calculators, etc. If, for any reason, you must receive an emergency phone call (e.g.,
sick child, elderly parent, babysitter in quandary, etc.) you can discuss the matter with me before class. Students
using an electronic device during class will receive an automatic “0” for participation on that day. This is not
negotiable. Students with accommodations concerning keyboard use should present the appropriate
documentation at the start of the course. Students wishing to record the class are encouraged to do so.
General Considerations
Active participation and reading
Active participation presupposes that you have done the reading thoroughly, so please come to class prepared!
Active participation also means active learning! While, in technical courses, assessment can often take the form
of multiple choice exams which reflect a pedagogical style in which factual material is presented in a highly
structured way, requiring little or no creative integration on your part, this approach is not particularly effective
Sorry, but telling me that it’s not your fault because your roommate did the assignment for you won’t cut it!  The same
holds true for such excuses as “I submitted my notes by mistake,” etc.
1
in philosophy. Philosophy doesn’t tell us how to put the right things in the right boxes. It asks why there are any
boxes at all. Philosophy isn’t about technique, it’s about being human. It is open-ended and creative while at
the same time seeking to go beyond mere opinion to reasonable positions. It requires that you wrestle with
yourself and with the material. Chew your own food! Take an active role in organizing the material for yourself
and in discussing it with others. I believe that the time taken to do this is sufficiently important that I keep
reading assignments to a minimum. However, you are expected to take the extra time at your disposal to
review and reorganize classroom material and to create your own personal vision of what we are doing. The
successful student also asks questions about anything unfamiliar or incomprehensible and takes the initiative to
look up the information (such as unusual words or references) needed to thoroughly understand the readings.
Students who do not ask questions as needed prior to an assignment due date, and who then say that didn’t do
the assignment because they didn’t understand it are simply irresponsible. Such excuses will not be accepted.
ASK QUESTIONS as needed!
Web Enhanced Course
Because we proceed in a relatively flexible fashion, and because so many fine materials are available gratis
online, we will make extensive use of SMCC’s “Blackboard”, an online learning platform. Please be sure that you
are fully informed about Blackboard and ready to use it, as this is essential to doing well in this course. Be sure
to check Blackboard regularly for announcements and the current status of assignments, especially if you have
missed a class. Please note that reasonable computer literacy and adequate online access are presupposed
throughout the course.
Teacher availability
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Once the course begins, all communication to me outside of class should be via Blackboard email. I will
check this email daily and strive to answer questions or set up appointments promptly.
My office is in Harborview 201
My office hours are T,R 4:30 – 5:30, after class, and at other times by appointment.
Please do not hesitate to contact me if help is needed. I want to help you do well in this course!
Some practical matters
Other places to go for help
Tutoring and academic assistance
Note that, generally, students who do poorly are students who do not ask for help. However, I am always
available to help you. Beyond that, The Academic Achievement Center at Southern Maine Community College
provides professional tutoring by faculty and teaching assistants with a personal approach to academic success
through individual tutoring and other resources. More information about the Academic Achievement Center can
be found at http://www.smccme.edu/academics-a-registration/student-resources/academic-achievementcenter.html. Tutoring is also available on line through “Smart Thinking.”
SMARTHINKING currently provides online support in a variety of Math, Writing, Science, IT and Business
subjects (a full list is herehttp://www.smarthinking.com/m/pdf/uploads/Smarthinking%20%20Tutoring%20Hours%20of%20Service.pdf) up to 24 hours a day, 7 days a week. They have a staff of over
1500 tutors worldwide who are trained to provide high quality learning assistance to
students. SMARTHINKING is not a homework answering or editing service. Instead, they strive to assist
students in developing successful learning and problem-solving strategies that will help them succeed in
the classroom. Feel free to check outwww.smarthinking.com and run through the flash demos to learn
more before the presentation. There is also a link to Smart Thinking in “My SMCC.”
Problems with technology or Blackboard
Some students have problems with online technology. I can allow for some of these problems during the first
two weeks, provided that you notify me promptly of any difficulty. After that, I’m sorry, but limited time means
that I can make no allowances for software problems which cause either defective, late or missing assignments.
For Blackboard problems, call Michael For help with Black Board, call Michael Hart at 207-741-5898 or email
blackboard@smccme.edu. For more general computer problems, call the help desk at 207-741-5696 or email
helpdesk@smccme.edu
Early Warning/Academic Alert Letters
After the first few weeks of instruction have passed, alert letters will be sent to those students who are in
danger of failing the class. Your being in danger of failing could be due to participation issues, incomplete or
poor work, or to a combination of these. Students who receive this letter still have a chance to be successful in
the class. However, due diligence is also required and getting in touch with me immediately is imperative. A
similar letter will be sent in the 9th week of the semester.
Americans with Disabilities Act (ADA) Notification
Southern Maine Community College is an equal opportunity/affirmative action institution and employer. For
more information, please call 207-741-5798. If you have a disabling condition and wish to request
accommodations in order to have reasonable access to the programs and services offered by SMCC, you must
register with the Disability Services Coordinator, Sandra Lynham, who can be reached at 741-5923. Further
information about services for students with disabilities and the accommodation process is available upon
request at this number. Course policies about online testing are modified to suit each individual’s
accommodations
Add/Drop
Students may alter their schedules by adding or dropping courses during the Drop/Add period at the beginning
of the fall and spring semesters and the summer term (please refer to the Academic Calendar for dates).
Students who officially drop during this timeframe receive a refund of the tuition and technology fees for that
course (please see our website for refund policy details). Please note that any course that meets for less than
the traditional semester length, i.e. 15 weeks, has a pro-rated drop/add period. There is no refund for
nonattendance.
Withdrawal from the College
A student withdrawing from the College prior to the twelfth week of classes (pro-rated for shorter courses) will
be assigned grades of W in all courses. If a student withdraws from school after the twelfth week, the student’s
instructors will assign letter grades. A student who has discontinued his/her enrollment at the college for a total
of one full calendar year will be officially withdrawn from the college. If the student wishes to return to the
college after being withdrawn, the student will be expected to follow the program curriculum for the academic
year in which the readmission becomes effective.
TENTATIVE OUTLINE OF INSTRUCTION
Note: This is a list of possible topics. It is not likely or even desirable that we will cover all these topics, or even
most of them. Rather, our goal is to learn to become philosophical thinkers and this is not accomplished by
treating a large number of items superficially, nor is it accomplished by eschewing the conversational nature of
the discipline. The complexity of human affairs (and of our readings, for that matter) is best viewed at a
leisurely, contemplative pace and in great depth! As the medieval mystic, Thomas à Kempis wrote: “It is not
much knowledge which fills the soul, but tasting and savoring.” Therefore, we will take the time to mull over
each topic thoroughly before we move on to something else. Since there is no set chronology to the syllabus, it
is your responsibility to stay on top of what we will cover in a given class.
Traditionally, the study of philosophy is divided into the history of philosophy and five major fields. The major
fields are: metaphysics, ethics, politics, the philosophy of the person, and philosophy of God. Some of the minor
fields are aesthetics, logic, and various metadisciplines such as philosophy of science, philosophy of history,
philosophy of religion, etc. Most any great text, particularly from ancient or medieval philosophy will involve us
in most of these fields regardless of the specific topic under discussion. Everything is connected to everything
else. In addition, we will pay special attention to how people’s presuppositions and the age in which they live
affects the way they think.
We will begin with a study of one of the founding figures of Western philosophy as we read about the trial and
death of Socrates. Then in view of the fact that, as the great Anglo-American philosopher and mathematician,
A.N. Whitehead wrote, “all philosophy is series of footnotes to Plato,” we will proceed to other readings from
Plato. Our study of these texts will continue to establish basic methodology and to raise the fundamental issues
of Western Philosophy. Our reading of Plato will be followed by audio presentations on the work of Aristotle.
Next, we will consider the work of Saints Augustine of Hippo, Anselm of Canterbury and Thomas Aquinas.
Modern thinkers to be studied will include the mathematicians Blaise Pascal, René Descartes, Gottfried Leibniz,
David Hume, and Karl Marx. Contemporary thought will be represented by Bertrand Russell, Henri Bergson,
Martin Heidegger, Jean Paul Sartre, Hannah Arendt, and Maurice Merleau-Ponty. Due to time constraints, the
work of ancient and medieval philosophers will be addressed through texts. The work of modern and
contemporary philosophers will likely be summarized by the professor as their work becomes relevant.
Tentative Schedule of Topics, Texts, and Assignments
Week One: Overview and General Considerations:
What is Philosophy?:
Philosophy and its times:
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Philosophy as Conversation – The Socratic Stage
Philosophy as Debate - The Forensic Stage
Philosophy as Commodity – The Bourgeois Stage and Beyond
Does history walk on its head or think on its feet?
Reading Assignment: The Trial and Execution of Socrates, selections 1,2,4.
Quizzes: T.E.S. Comprehension, Apology Vocab.
Written Assignment: Class Diary, Week 1
Essay due week 4: Plato’s Apology and Xenophon’s Memorabilia
Week Two: The Apology of Socrates
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Peer Review of Diaries
Drama in the Dialogue
Fundamental Forms of Socratic Argumentation
Structuring the Reading and the Importance of Structure for Comprehension
The Hermeneutic Triangle
The Dialogue and Life Today
False Testimony from Socrates?
Written Assignments: Outline of the Apology; Class Diary, Week 2
Reading Assignment: Plato on Knowledge
Quizzes: Plato on Knowledge Vocab and Comprehension
Essay due week 4: Plato’s Apology and Xenophon’s Memorabilia
Week Three: Apology wrap-up, Plato on Knowledge
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Peer Review of Diaries
Review of Apology Outlines, loose ends
Parmenides, Zeno, and the Problem of Perception
Plato on Knowledge
Plato’s Theory of Reminiscence and the Problem of Induction
Written Assignments: Outline of the Plato on Knowledge; Class Diary, Week 3
Reading Assignment: Plato on Virtue
Quizzes: Plato on Virtue vocabulary and reading quizzes
Essay due week 4: Plato’s Apology and Xenophon’s Memorabilia
Week Four: Plato on Virtue, The Human Soul needs Good Music and a Sound
Gymnastic
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Peer Review of Diaries
Tripartite Theory of the Soul, the Enneagram
The Soul and Its Relation to the Body
The Soul and Immortality
Plato’s Concepts of Virtue
The Types of State
The Whole Point of the Republic
Written Assignments: Class Diary, Week 4; Prepare Essay Questions for Midterm
Essay Due by Sunday Night of this Week
Week Five: Plato Wrap-up, Midterm Exam Preparation
Week Six: Midterm Exam (1.25 hours)
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Peer Review of Class Diaries
Take Exam
Review Week Four Essay with Teacher prior to Departure
Reading Assignment: Augustine of Hippo, Confessions, Bk. 12, Chpts. 1 -13
Quizzes: Confessions vocabulary and comprehension
Week Seven: Plotinus, Augustine of Hippo and the Beginning of the Christian Era.
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Plotinus as the Mediator of the Platonic Tradition
Augustine the Pagan/Augustine the Christian
Philosophy as Dialogue with God: Scripture as Multivalent Metaphor
Structuring the Text
Augustine’s Concept of Time
Augustine and Music
Reading Assignment: Confessions XII 1 – 13, Proslogion, 1 - IV
Quiz: Proslogion vocabulary
Written Assignments: Class Diary, Week 7, Outline Confessions XII, 1 - 13
Week Eight: Augustine Continued, Anselm of Canterbury and the Platonic Heritage
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Peer Review of Diaries
Final Thoughts on Augustine of Hippo
Anselm’s Life and Times – The Christian Era in Transition, Henry IV at Canossa
Presuppositions of the Ontological Argument, Philosophy as Dialogue with God (II)
The Ontological Argument
Reading Assignment: Proslogion I – VIII, Aquinas on God
Written Assignments: Class Diary, Week 8, Outline Proslogion I – VIII
Viewing Assignment: Four Videos on Aristotle
Week Nine: Anselm of Canterbury Continued, A Look Back at Aristotle
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Peer Review of Diaries
Final Thoughts on Anselm’s Ontological Argument
Aristotle: “THE” Philosopher
Scholasticism, the Systematization of Knowledge and the Quantification of Reality: The Fuggers, the Medici, and
Beyond, Philosophy as Debate
Reading Assignment: Aquinas on God
Quizzes: Aquinas on God comprehension and vocabulary
Written Assignments: Class Diary, Week 9
Week Ten: Aquinas on God and the Triumph of the New Method
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Peer Review of Diaries
“The Five Ways”
The New Method
Week Eleven: Hume on God and the Arguments for Atheism
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Peer Review of Diaries
Discussion of “Hume on God”
Empiricism as a bourgeois philosophy, “dethroning reason”
Reading Assignment: Hume on God
Quizzes: Hume on God vocabulary and comprehension
Week Twelve: Putting Descartes before the horse
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Peer Review of Diaries
Discussion of “Cartesianism”
Reading Assignment: Descartes, Mediations on First Philosophy
Quizzes: T.B.A.
Week Thirteen: Exam Prep, The “Other” Marx Brother
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Peer Review of Diaries
Discussion of “Communist Manifesto”
Marxism as anti-bourgeois philosophy
Reading Assignment: Communist Manifesto
Quizzes: Communist Manifesto vocabulary and comprehension
Week 14 The “Other” Marx Brother continued
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Peer Review of Diaries
Dethroning “science” and back to Plato
Creating the final Exam
Reading Assignment: Communist Manifesto
Quizzes: Communist Manifesto vocabulary and comprehension
Weeks 15 Final Exam
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Peer Review of Diaries
Wrapping up loose ends
Exam
Week 16 Exam, Exam follow-through, Course Summary.
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Final Exam Review
Closing conversations
It is essential that you attend this class in order to receive a passing citizenship grade.