PLEASE SCROLL DOWN THE PAGE TO VIEW THE ORIENTATION LETTER FOR YOUR CLASS. THE LETTERS ARE IN THE FOLLOWING ORDER: PHILOS 120, 106, 101, AND 220. PLEASE E-MAIL ME AT ANDREW.JONES-CATHCART@CANYONS.EDU IF YOU HAVE QUESTIONS.
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Note: There are several letters below for each of the classes I teach during the SUMMER 2017 semester. Please be sure to scroll down to the view the appropriate letter for your particular class section.
Note that your class will NOT appear in your list of CANVAS courses and be available in CANVAS at coc.instructure.com until the first day of the semester.
Students that do not sign into the course and complete the instructions on the first day of class will be dropped from the class, per COC policy.
PHILOS 120, INTRODUCTION
SUMMER 2017 JUNE 5 - JULY 8
Dr. Andrew Jones-Cathcart
students should usually contact me through the Canvas
messaging feature contained within the course, should
problems arise please contact me at email@example.com
"Men are born ignorant, not
stupid. They are made stupid by education."
This course introduces students to ethics, the philosophical study of morality. Ethics seeks to understand what morality is and how we ought to go about making moral decisions. For these reasons, an introductory course in ethics tries to answer the following sorts of questions:
This course attempts to answer these sorts of questions through the use of lectures, classroom discussions, critical writing and readings. To this end, we shall study the key concepts and theories in ethics in detail. These concepts and theories include, but are by no means limited to, relativism, egoism, utilitarianism, deontological ethics, natural law, and virtue-based ethics. Studying these concepts and theories will give us a general framework for coming to grips with particular issues of interest to contemporary ethicists. Specific issues typically dealt with in this course include terrorism, pornography, censorship, abortion, euthanasia, capital punishment, job discrimination, and animal or environmental rights.
Our main goal is not necessarily to discover the right answers to particular moral problems, e.g. whether or not abortion is morally justifiable; instead, we shall strive to gain a more heightened, reflective awareness of what is at stake when we are faced with moral problems and to learn how we might go about justifying the kinds of choices we might decide to make in response to these challenging moral problems.
Sandel, Michael. Justice: What is the Right Thing to Do? Farrar, Straus and Giroux. 2010. 978-0374532505
Other readings will be accessible as on-line links.
Overall Student Learning Outcome
Identify important moral problems, articulate the morally significant aspects of such problems, and apply philosophical concepts from major ethical theories in order to analyze the strength of competing solutions to such problems.
1) Describe the basic method of inquiry used in philosophy, and apply this method in the investigation of the problems of moral philosophy.
2) Evaluate the adequacy of competing moral theories.
3) Articulate and offer justification for their moral reasoning on contemporary ethical issues that are prominent in the newspapers, media, and the culture at-large.
4) Employ philosophical concepts from major ethical theories in order to analyze and evaluate viewpoints and assumptions.
-Test 1 - June 16-17 (100 points) (The test will be opened on Thursday, but will be available until 11:59 p.m. on the 19th.)
-Midterm - June 30 - July 1 (100 points)
-Final - July 7-8 (150 points)
The final is cumulative. (Note that all material on exams must be in your own words. No copying or pasting from sources.)
Papers: 130 points total
-Paper #1 - June 18 (50 points)
-Paper #2 - July 2 (80 points)
Class Discussions, Class Participation -- 100 points.
There will be five discussions this semester, each of which will be valued at 20 points.
Discussion Dates: June: 7-9, 13-15, 20-22, 27-29; July 5-7
(Note: Participation in discussions is expected during the whole discussion period. Do not begin to post on the last day.)
Total Points = 580
See your course schedule and announcements for further instructions and details, including specific dates.
Some Advice on Taking On-line Courses
Some students think that taking a course on-line is preferable to taking a "real" course, i.e. one where you actually have to show up several times a week at a physical location on campus. For this reason, on-line courses are perceived as being more "flexible" or "student-friendly." Although it is true that on-line course are more convenient in this sense, it is a misconception to believe that on-line courses are easier than normal courses or that they require less work. In fact, in some cases the opposite is true, since you do not have the benefit of being in an actual classroom setting where the instructor and your classmates are by your side helping you learn the material through lectures and class participation. Ideally, what a good on-line course should do (and what we will do in this course) is to find ways of reproducing these elements found in the normal classroom situation in an electronic format. This means that in place of an actual "physical" class discussion and meetings, we will haveother tasks, such as participating in threaded discussions and handing in various exercises. So please do not forget that this is a real course
M-F, I will typically check my Canvas e-mail once a day. You can usually expect a response within 24-48 hours of sending me mail. This will vary to some extent, however, depending on the nature of your question, e.g. how complex, urgent, or technical it is. In many cases, I will need to work on technical problems with the course in order to effectively to answer some questions, e.g. 'Why won't the site let me take the exam?' or 'Is this hyperlink supposed to work?' In any case, I will always try to get back to you as quickly as I can, and prior to exam times, you can be sure that the turn-around time will always be as quick and efficient as possible (teachers have to sleep too sometimes!). Weekends will tend to be slightly slower and you can be assured that you will hear back from me bright and early Monday morning. The main thing is not to panic if you don't immediately hear back from me. I will get to your questions and concerns in the order I receive them and be assured that we will work out whatever the problem is regardless of timing or other restraints.
A Word About Pacing
Some web-based courses are designed to allow students to pace themselves, i.e. each student decides when he or she will take an exam or complete an assignment and determines how fast (or slowly) to work through the material. This is NOT the way this course is designed. There are two good reasons for this. First, this course requires participation in discussions, and this means that each of us needs to be as up to date as possible with the course materials in order to participate effectively. Consequently, we all need to stay focused and not fall behind. And second, this is the sort of material that is best learned through constant practice and repetition , and this means that following a homework, reading, and testing schedule is the best way to insure that we all learn the material as effectively as possible.
Philosophy is a difficult subject to learn, and these readings require very careful reading (and re-reading). Although some of the assignments may appear short or easy, students are forewarned that simply passively reading assignments without taking notes, logging in to class, asking questions, and reflecting on the content are not sufficient for doing well in the class.
Time Management and Technical Ability
Normally, I require students to sign in at least 3-4 times a week. Since this is a compressed summer class, students ought to check into the course and, in particular, check their e-mail, noting any changes in the schedule, at least 4-5 times per week. Students are expected to spend a good 2 hours inside the course reading lectures, getting assignments, participating in discussions, and asking questions. (In many cases, students will of course simply print out lectures and read them at other times.) In addition to spending time inside the course itself, students will need to spend several hours each week reading your textbook, studying for quizzes and completing their assignments (just like any other 3 credit course). This adds up to 3-6 hours a week that you need to have consistently free each week to succeed in this course. We keep to a weekly schedule in this course. I do not accept late work. So please plan accordingly.
You will need to have some computer and online technical ability to do this course. You will also need to have Microsoft Word software (or know how to save a file in Works as an .rtf (rich text file)). Students must know or be able to learn minimally the following things:
I have had many first time on-line students. It is absolutely possible for all of you to learn all the technical things necessary to succeed in this course. It will take some effort and patience on your part and most importantly you must not give up! I am available along with technical support to get you through all your on-line technical difficulties. You CAN do it! If you have no computer or on-line ability then this is not the course for you.
The tasks which you are required to complete upon beginning the course, walk you step-by-step through most of the technical aspects of the course. If you can get through all the tasks listed and feel reasonably confident that you can replicate them on your own then you should do fine in this course (on a technical level).
Students with Disabilities
Any student with a disability or any other special condition should immediately contact the appropriate person in Disabled Student Programs and Services (D.S.P.S.) in SCOH-103 in order to obtain a letter of accommodation to be presented to the instructor. Please do this at the beginning of the semester. D.S.P.S. can also be reached via phone at (661) 362-3341. Other information may be obtained hereLinks to an external site..
Policy Regarding Late Work and Make-Ups
I will not accept late work. This is non-negotiable. I just don't do it. I won't grade or look at any work that is dated late or turned in after its due date. Paper and discussion due dates will be posted at the beginning of the semester so plan accordingly and know now that if turned in late you will not receive a grade.
No form of academic
dishonesty, e.g. cheating, plagiarism, etc., will be
tolerated. Here is the COC statement on academic dishonesty:http://www.canyons.edu/Faculty/jonesa/coc_statement_on_academic_integr.htmLinks
to an external site.
If you do not understand what constitutes dishonesty in an academic setting, please consult your instructor. Here is a recommended internetlink resource about one form of academic dishonesty, plagiarism:
This link is included here because every student is expected to understand what plagiarism is and how to avoid it. According to C.O.C. policy, it does not matter whether or not a student commits plagiarism or cheats knowingly; if you are a student at the college-level, you are responsible for insuring that your work is really your work, and not someone else’s. Although completely unnecessary and avoidable, academic dishonesty is a sad reality for some students. All cases of academic dishonesty will be reported to the philosophy department chair, as well as the appropriate C.O.C. dean(s) who will determine what consequences will follow. Plagiarism and/or cheating of any kind typically results in a failing grade for the assignment or course, probation, or even explulsion from the school.
Note: All papers you submit for this class must be properly cited according to a recognized and accepted style. The most common styles for humanities courses are the M.L.A format, the Chicago style, or the Turabian style. A good online resource for styles can be found at:
The specifics of this course syllabus is, like the schedule, subject to change to reflect the needs of this specific class. Any changes will be announced prior to going into effect.
NOTE: THE FOLLOWING PROVIDE GENERAL INFORMATION BUT ARE NOT COMPLETE SYLLABI.
PHILOS 106 ONLINE: CRITICAL REASONING
COC SUMMER 2017
SECTION 27858: 6/5 - 7/8
SECTION: 27855: 7/10 - 8/12
Professor: Dr. Andrew Jones-Cathcart
Office: On-line (Essentially, students will contact me through Canvas e-mail, discussions, and chat (if applicable). In addition, students may visit me during my office hours on the COC main campus. These will be posted at the start of the semester.)
email me within the course via Canvas mail (Click on INBOX in
Canvas, which is located on the course menu on the left-hand
WHEN SENDING E-MAIL TO MY CANYONS.EDU ADDRESS, MAKE SURE YOU SPECIFY YOUR NAME, CLASS, AND SECTION NUMBER SOMEWHERE IN YOUR E-MAIL OR SUBJECT LINE.)
Are you a good thinker? Are you certain that the reasons you have for believing what you do are good ones? How can you tell? What sets you apart from those whom you might see as “bad” or “irrational” thinkers?
Certainly, all of us have different opinions on a wide variety of subjects, whether they have to do with moral and political problems (e.g. reproductive rights, gay marriage, the justification to go to war), religious questions, (e.g. “Only Jesus saves,” “There is no God”), aesthetic concerns (e.g. “That haircut looks horrible on you!”, “ Picasso is a great painter”), and general issues in our culture (e.g. “The First Amendment protects my right to burn the flag during war time,” “No one should eat meat,” or “Buy Crest: it’s better!”). These opinions are not just conveyed through personal contact, but also through books, political pamphlets, advertisements, lobbying, telemarketing, e-mails, radio and television broadcasts, movies, and video games. But whose opinions should we believe and why? Is it the case that every person’s opinion is just as good as another’s? Or is there a way of differentiating between good and bad opinions? What, if anything, might help us figure out which opinions to accept and which to disregard? How do we avoid being taken advantage of in our everyday lives?
Generally, good critical thinking requires that our beliefs be adequately supported by good evidence. Another way of putting this is to say that we ought ideally to base our convictions on facts, not hearsay, arguments and not irrational conjecture or feeling.
This course aims to develop our critical thinking skills and help us understand what it means to be a rational being in an increasingly complex and confusing world. We will look at the different--and sometimes confusing ways--we use language to think, reason, and communicate. We will learn various techniques to read and analyze English language texts, e.g. newspapers, letters to the editor, court decisions, etc. In particular, we will become more adept at identifying and critically evaluating different types of arguments (both deductive and inductive) which are often used to influence our numerous beliefs about the world. In addition, we will spend a good deal of time studying examples of bad reasoning (formal and informal fallacies) so that we might not only become more efficient at spottingother people's bad reasoning, but also so that we can begin to recognize (and overcome) ourown. We will also gain a general understanding of the different ways in which reasoning is used in different fields of study, such as law, politics, and the various sciences.
Bassham et al. Critical Thinking: A Student’s Introduction. 5th Ed. McGraw Hill,, 2012.
(The fourth edition is also acceptable.)
Other required texts will be assigned as handouts, webpages, etc.
Note: The Bassham text has a
web-component which we will be using:
Some homework assignments will be accessible through this website.
STUDENT LEARNING OUTCOME
Students will be expected to apply these critical thinking skills in their writing and to construct a thesis offering evidence in support of their thesis in various writing assignments in this course.
PHILOS 101, INTRODUCTION TO PHILOSOPHY
SECTION 27211 - 6/5 - 7/8
- 7/10 - 8/12
College of the Canyons
Note: Although students should usually
contact me through the Canvas messaging feature contained within the course,
should problems arise please contact me at firstname.lastname@example.org
(SENDING E-MAIL TO MY CANYONS.EDU ADDRESS, MAKE SURE YOU SPECIFY YOUR NAME, CLASS, AND SECTION NUMBER SOMEWHERE IN YOUR E-MAIL OR SUBJECT LINE.)
"Men are born ignorant, not stupid. They are
made stupid by education."
This course will introduce you to philosophical reasoning and the kinds of problems that have fascinated philosophers for well over 2500 years. These problems can be grasped most easily in the form of different questions which philosophers ask about the world and try to answer in a rational manner. Examples of these sorts of questions include:
These questions have proved to be difficult to resolve to any satisfactory degree in other disciplines, such as the natural sciences, mathematics, and social sciences, which you may have studied already or will study in the future. Nevertheless, these are the sorts of questions which human begins have always asked out of a sense of philosophic wonder or curiosity, and as long as human beings exist, there will be a need to go on looking for answers to questions such as these.
Philosophy is the rational search for a resolution to these questions, and in this class we shall look at a number of philosophical readings which attempt to resolve some of them. In particular, we shall concentrate on three major areas of philosophy: epistemology (which asks what knowledge is and how we know anything at all),metaphysics (which asks about the nature of reality), and ethics(which asks about the nature of morality).
The readings will be drawn from a variety of contemporary as well as historical sources. Although the bulk of the readings are from the Western philosophical canon, whenever possible, we shall point out similarities and differences between Western and Eastern traditions. Thinkers and historical periods in philosophy typically explored in this course include: ancient philosophy (Socrates and Plato), mediaeval philosophy (Anselm and Thomas Aquinas), modern philosophy (Descartes, Locke, Berkeley, Hume, Paley, Holbach, Kant), late modern/nineteenth-century philosophy (Mill, Kierkegaard, and Nietzsche), and twentieth-century/contemporary philosophy (James, Stace, Russell, Taylor, Benedict, Rachels, Lamont, Moreland, Churchland, and Searle).
Other readings will be accessible as on-line links.
Overall Student Learning Outcome
Evaluate (using rational argument) competing philosophical views in order to synthesize and justify their own philosophical viewpoints in relation to the philosophical questions that are being investigated.
INTRODUCTION TO COMPARATIVE RELIGION
SUMMER 2017, 6/12 - 8/5
Office: On-line (Essentially, students will contact me through Canvas e-mail and discussions.
E-mail: Please e-mail me within the course via Canvas mail. (If necessary, I can also be reached by e-mail at email@example.com)
This course introduces students to the study of comparative religion, which is an attempt to analyze, compare and contrast the key themes and ideas found in the religious traditions of different cultures, historical periods, and ethnic groups. Examples of these traditions include Judaism, Christianity, Islam, Hinduism, Jainism, Buddhism, Sikhism, Taoism, Confucianism, Zen, Shinto, Zoroastrianism, and the native traditions of Africa, Australasia, and the Americas. In addition to exploring the religious beliefs of these traditions, we will also study the philosophical implications and assumptions found within them. Questions addressed in this course typically include:
- What is religion? How does religion differ from other concepts and practices such as science, philosophy, and culture?
- How does myth function within religion? How does myth differ from logos?
- What is sacred space? How does it differ from profane space?
- How do life circumstances, such as historical setting, economics, language, and culture, shape--and, in turn, get shaped by--religious practices and beliefs?
- What is religious experience? How do religious experiences differ from non-religious ones? How, if at all, is it possible to know whether one's religious experiences are "true"?
- What evidence might be used to support belief in the divine? What evidence might be used to weaken such beliefs? What are miracles? Is there any good evidence for or against the existence of miracles?
- What are the many ways in which the divine can be understood? To be religious, must one believe in only one god? Must one believe in any god at all? Must there be only one "right" path to god? Or can the divine be approached equally well through a diverse number of faiths?
- What is the relation between morality and the divine? Can one be moral without god?
- How do the various religions of the world--including so-called bygone religions that are no longer practiced--compare and contrast with one another? What beliefs and practices overlap in different religious traditions? What differences exist among different religious traditions? How does each tradition understand the natural world and human nature? How does each define concepts such as "soul," self, the afterlife, the divine, morality, and so on?
- What are the main scriptural and historical sources for the religions of the world, e.g. the Koran, the Bible, the Vedas, etc.?
- How does the presence of evil in the world affect our perspectives on the divine? Would an all-good, all-powerful god allow evil to exist? Why or why not? (The problem of evil)
- If god exists, can humans still have free will? Or would the existence of such a being make free choice an impossibility? (The problem of free will)
- Given the sheer diversity of religious beliefs and practices in the contemporary world, does enough common ground among these traditions exist to allow humans to live in peace with one another, respecting a shared sense of moral values, including a respect for the sacredness of life? Or does religion by its nature lead to inevitable conflict and violence? Is tolerance in a religiously pluralistic world possible or even desirable?
Student Learning Objectives
At the conclusion of this course, students should be able to
1. Explain the origin, practices, worldview, and goals of each religion studied;
2. Compare and contrast the
different religions studied with regard to historical development, view of God
or the Divine, and how each religion's view of what is ultimate about reality
informs its teachings, doctrines, and practices; and
3. Analyze and assess differing religious viewpoints in relation to how well they address the underlying religious-philosophical problems of reality, self, knowledge, religious experience, ethics, and death.
Molloy, Michael. Experiencing the World's
Religions. 6th ed. McGraw-Hill, 2012.
Grading, Expectations, and Requirements
The course grade is worth 690 points total. This is comprised of the following
assignments and point-values.
Quizzes: 260 points total
You will have five chapter quizzes. Unlike the tests, these quizzes may be taken more than once (a total of TWO times, with your higher score counted). Each quiz is based on material from chapters and lectures from a specific week in the course. The quizzes will be available all week. The quizzes are worth the following:
Tests: 350 points
You will have two major on-line tests containing essay and short answer questions. The tests may also contain multiple-choice or other types of questions. The first test is the midterm, while the second is the final. The midterm is worth 150 points, while the final is worth 200 points.
Discussions (10 points each; total = 80 points -- ONE PER WEEK):
Note: students must participate during the whole discussion period to insure full credit.