Philosophy (PHIL)
Courses
PHIL 121 Introduction to Philosophy (3 Hours)
Students will examine the basic questions of philosophical inquiry, such as the nature of being, and the ways humans acquire knowledge and moral, social, religious and political values. Emphasis is on the application of the study of traditional problems of philosophy to the study of contemporary society. 3 hrs. lecture/wk.
PHIL 121H HON: Introduction to Philosophy* (1 Hour)
Prerequisites: Honors department approval.
One-credit hour honors contract is available to qualified students who have an interest in a more thorough investigation of a topic related to this subject. An honors contract may incorporate research, a paper, or project and includes individual meetings with a faculty mentor. Student must be currently enrolled in the regular section of the courses or have completed it the previous semester. Contact the Honors Program Office, COM 201, for more information.
PHIL 124 Logic and Critical Thinking (3 Hours)
This course examines the basic elements of formal and informal reasoning. Topics include the elements of argumentative discourse, informal fallacies, inductive and deductive arguments, and propositional logic. The class also focuses on the analysis and evaluation of argumentative discourse in a variety of everyday and academic contexts. 3 hrs. lecture/wk.
PHIL 124H HON: Logic and Critical Thinking* (1 Hour)
Prerequisites: Honors department approval.
One-credit hour honors contract is available to qualified students who have an interest in a more thorough investigation of a topic related to this subject. An honors contract may incorporate research, a paper, or project and includes individual meetings with a faculty mentor. Student must be currently enrolled in the regular section of the courses or have completed it the previous semester. Contact the Honors Program Office, COM 201, for more information.
PHIL 128 Environmental Ethics (3 Hours)
This course provides a survey of environmental ethics. It focuses on the emergence of environmental issues as a topic of careful philosophical study and its connection to the political and legal considerations of environmental problems. It also examines various theories and traditional approaches developed in Western and Eastern philosophy as well as major world religions to understanding the value and status of nature. Lastly, this course looks at specific controversies pertaining to the conservation, use and value of natural resources. 3 hrs. lecture/wk.
PHIL 138 Business Ethics (1 Hour)
This course applies classical and contemporary theories of morality to problems, questions and dilemmas arising in business. Using the major concepts and principles of deontological, consequentialist and perfectionist theories, it examines and analyzes cases involving such areas as employer/employee relations, corporate responsibility, truth telling in business and workplace diversity. Emphasis is on the development of moral reasoning skills that allow for meaningful analysis and evaluation of moral situations. 1 hr. lecture/wk.
PHIL 142 History of Asian Philosophy (3 Hours)
This course provides a thorough exploration of the philosophical traditions of Asia with a focus on the classical philosophies of India and China. Covered are the origins of Indian philosophy in the Vedas and Upanishads, the development of various Vedic schools of thought. The origins of Buddhism and Jainism are also explored. The development and influence of Confucianism, Daoism and Chinese Buddhism are covered as well, as is the lasting influence of Asian philosophy outside of both India and China including its increasing relevance in the West. In the process, the class provides a comprehensive understanding of the distinctive philosophical foundations of the Asian world view. 3 hrs. lecture/wk.
PHIL 143 Ethics (3 Hours)
This course provides a systematic and critical study of values related to human conduct. It focuses on both traditional standards of ethical conduct and qualities of personal character. What we hold to be right or wrong, the basis for believing so, and what we consider to be virtues or vices are examined with an eye to understanding our current ethical situation. 3 hrs. lecture/wk.
PHIL 143H HON: Ethics* (1 Hour)
Prerequisites: Honors department approval.
One-credit hour honors contract is available to qualified students who have an interest in a more thorough investigation of a topic related to this subject. An honors contract may incorporate research, a paper, or project and includes individual meetings with a faculty mentor. Student must be currently enrolled in the regular section of the courses or have completed it the previous semester. Contact the Honors Program Office, COM 201, for more information.
PHIL 154 History of Ancient Philosophy (3 Hours)
This course provides a thorough exploration of ancient Greek and Roman philosophical thought from the original efforts of the Pre-Socratics to understand the fundamental operations of the natural world to concerns about the way a person might live successfully in nature and society. Also explored are the notable Athenians of the classical period, Protagoras, Socrates, Plato and Aristotle, and the later schools of thought such as cynicism, skepticism, hedonism and stoicism. In the process, it provides a comprehensive understanding of the philosophical foundations of the Western world view. 3 hrs. lecture/wk.
PHIL 155 Bioethics* (3 Hours)
Prerequisites: BIOL 121 or high school biology with department approval.
This course introduces students to the scientific, ethical and legal issues relevant to the discipline of biology and those raised by the rapid development of new biological technologies. Students will examine the major theories of ethics, including deontology, utilitarianism, and select others. Topics include: beginning of life issues such as contraception, abortion, and nontraditional methods of human reproduction; end of life issues such as advance healthcare directives and physician-assisted suicide; and other issues such as experimentation on human and animal subjects and human environmental impacts. 3 hrs. lecture/wk. BIOL 155 and PHIL 155 are the same courses; only enroll in one.
PHIL 176 Philosophy of Religion (3 Hours)
This course is an inquiry into the nature of religion, religious thought and religious language. It addresses philosophical topics such as the nature of religious belief, the apparent need of some people for religion, the arguments offered as proof for and against the existence of God, apparent contradictions between scientific and religious teachings, special problems raised by religious language, and the changes religion and philosophy of religion have made to accommodate a modern world view. 3 hrs. lecture/wk.
PHIL 210 History of Modern Philosophy* (3 Hours)
Prerequisites: PHIL 121 or PHIL 143 or HIST 125 or HIST 126.
This course takes a historical approach to the development of modern philosophy and covers the period from the Renaissance to the 20th-century. The course will cover the epistemological, metaphysical and relevant axiological issues of the major philosophers and philosophical movements of this period. The course will also examine the influence of modern philosophy on contemporary thought. 3 hrs. lecture/wk.
PHIL 210H HON: History of Modern Philosophy* (1 Hour)
Prerequisites: Honors department approval.
One-credit hour honors contract is available to qualified students who have an interest in a more thorough investigation of a topic related to this subject. An honors contract may incorporate research, a paper, or project and includes individual meetings with a faculty mentor. Student must be currently enrolled in the regular section of the courses or have completed it the previous semester. Contact the Honors Program Office, COM 201, for more information.
PHIL 292 Special Topics:* (3 Hours)
Prerequisites: The student must be currently enrolled in, or have successfully completed with a grade of 'C' or higher, any of the following core PHIL courses: PHIL 121, or PHIL 143.
This course periodically offers specialized or advanced discipline-specific content related to the study of philosophy not usually taught in the curriculum to interested and qualified students within the program.
PHIL 121
- Title: Introduction to Philosophy
- Number: PHIL 121
- Effective Term: 2016-17
- Credit Hours: 3
- Contact Hours: 3
- Lecture Hours: 3
Description:
Students will examine the basic questions of philosophical inquiry, such as the nature of being, and the ways humans acquire knowledge and moral, social, religious and political values. Emphasis is on the application of the study of traditional problems of philosophy to the study of contemporary society. 3 hrs. lecture/wk.
Textbooks:
http://bookstore.jccc.edu/Supplies:
Refer to the instructor's course syllabus for details about any supplies that may be required.Objectives
- Demonstrate familiarity with and understanding of basic philosophical terminology and concepts.
- Identify, analyze and explain classical theories of metaphysics, epistemology and ethics.
- Identify the major historical figures in the development of classical theories of metaphysics, epistemology and ethics, as well as important figures in contemporary debates in these areas.
- Demonstrate an ability to develop and evaluate philosophical analyses and arguments, showing an appreciation of the strengths and weaknesses of alternative points of view.
- Demonstrate an understanding of the issues, problems and practices involved in our effort to make philosophic sense of our beliefs about reality, knowledge and values.
- Demonstrate habits of character contributive of academic and philosophical excellence.
Content Outline and Competencies:
I. The Nature of Philosophy
A. Defining philosophy and its areas of inquiry
1. Explain the Socratic understanding of wisdom.
2. Define metaphysics, epistemology, ethics and logic.
B. The Critical Tradition
1. Explain the Socratic model of inquiry.
2. Explain the search for meaning.
II. Reality
A. The natural world
1. Explain the mind/body problem.
2. Identify and explain the philosophical significance of classical and modern theories of space and time.
3. Identify and explain the philosophical problems associated with matter and causality.
B. Transcendent reality
1. Explain the classical philosophical arguments for and against the existence of God.
2. Identify and explain the philosophical issues surrounding theism and atheism.
C. Consciousness
1. Explain the problem of free will.
2. Explain the problem of personal identity.
3. Identify and explain the philosophical problems associated with death.
III. Knowledge
A. Skepticism
1. Explain sophism.
2. Explain Cartesian skepticism.
B. The Rational Tradition
1. Explain classical rationalism.
2. Explain Cartesian rationalism.
C. The Empirical Tradition
1. Explain classical empiricism.
2. Explain the modern empiricism of Locke and Hume.
IV. Values
A. Problems of ethics
1. Explain egoism.
2. Explain moral relativism.
B. Theories of duty and value
1. Explain deontology.
2. Explain utilitarianism.
3. Explain virtue ethics.
4. Explain existentialism’s critique of modern moral theory.
NOTE: Individual instructors may vary the order of the outline as it appears here and may emphasize some subtopics of the outline to the exclusion of others. What is assured is that this list of major topics represents the topics that will be covered in the course.
Method of Evaluation and Competencies:
40-70% Written exams
30-60% Papers
0-30% Quizzes
0-30% Class participation
Total: 100%
Grade Criteria:
90 – 100% = A80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F
Caveats:
Student Responsibilities:
Disabilities:
JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).
PHIL 121H
No information found.PHIL 124
- Title: Logic and Critical Thinking
- Number: PHIL 124
- Effective Term: 2016-17
- Credit Hours: 3
- Contact Hours: 3
- Lecture Hours: 3
Description:
This course examines the basic elements of formal and informal reasoning. Topics include the elements of argumentative discourse, informal fallacies, inductive and deductive arguments, and propositional logic. The class also focuses on the analysis and evaluation of argumentative discourse in a variety of everyday and academic contexts. 3 hrs. lecture/wk.
Textbooks:
http://bookstore.jccc.edu/Supplies:
Refer to the instructor's course syllabus for details about any supplies that may be required.Objectives
Upon successful completion of this course, the student should be able to:
- Recognize the difference between arguments and non-arguments.
- Identify and explain the components of informal reasoning
- Identify and apply the basic concepts of logical discourse.
- Recognize the basic concepts of propositional logic.
Content Outline and Competencies:
I. Arguments
A. Distinguish arguments from non-arguments.
1. Identify the differences between an argument and an explanation, report, narration or illustration
2. Identify both premises and conclusions in arguments
3. Put arguments into standard form argument structure
B. Recognize components of language and language use relevant to reasoning.
1. Explain meaning as understood in logic
2. Distinguish the different types of definitions and describe the differences between each
3. Explain emotive force
4. Distinguish between vague language and ambiguous language
5. Distinguish denotation and connotation
6. Distinguish primary and secondary connotation
7. Distinguish prescriptive and descriptive language
II. Informal Reasoning
A. Understand the nature of both an informal fallacy and the types of argumentation that give rise to such fallacies.
B. Recognize common informal fallacies.
1. Distinguish between fallacies of relevance and fallacies of credibility
2. Identify common fallacies of relevance such as:
a. Appeal to force
b. Appeal to pity
c. Arguments from authority
d. The genetic fallacy
e. Ad hominem arguments
3. Identify common fallacies of credibility such as:
a. Amphiboly
b. Equivocation
c. False dilemma
d. Biased statistics
e. Circular reasoning
f. False analogy
g. Hasty generalization
h. Incomplete evidence
i. Slippery slope
j. Post hoc
k. Ignoring common cause and confusing cause and effect
l. Composition
III. Inductive Reasoning
A. Describe the salient features of inductive arguments.
1. Distinguish forcefulness (strength) and cogency
2. Explain the relationship between forcefulness (strength) and cogency
B. Identify and evaluate the force (strength) and cogency of Inductive Arguments in different types of discourse.
1. Evaluate the cogency of different types of inductive arguments such as:
a. Analogical arguments
b. Generalizations
c. Causal inferences
d. Probabilistic argument
2. Evaluate the cogency and merits of arguments in specialized areas such as:
a. Legal reasoning
b. Moral arguments
c. Scientific reasoning
d. Aesthetic reasoning
IV. Deductive Logic
A. Distinguish formal and informal arguments.
B. Describe the salient features of deductive arguments.
1. Distinguish validity and soundness
2. Recognize and deploy basic deductive argument forms such as:
a. Modus ponens
b. Modus tollens
c. Disjunctive syllogism
d. Chain
C. Propositional logic.
1. Translate Englishinto propositional form
2.Identify the symbolic connectors
3. Identify the structure of propositional arguments such as:
a. Hypothetical syllogisms
b. Dilemmas
4. Use truth tables to evaluate propositional arguments for validity
5. Demonstrate familiarity with and the ability to use logical operators
Method of Evaluation and Competencies:
60-90% Exams: At least three exams.
10-40% Additional assignments which may include homework, quizzes, papers and graded discussions.
Grade Criteria:
90 – 100% = A80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F
Caveats:
None
Student Responsibilities:
Disabilities:
JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).
PHIL 124H
No information found.PHIL 128
- Title: Environmental Ethics
- Number: PHIL 128
- Effective Term: 2016-17
- Credit Hours: 3
- Contact Hours: 3
- Lecture Hours: 3
Description:
This course provides a survey of environmental ethics. It focuses on the emergence of environmental issues as a topic of careful philosophical study and its connection to the political and legal considerations of environmental problems. It also examines various theories and traditional approaches developed in Western and Eastern philosophy as well as major world religions to understanding the value and status of nature. Lastly, this course looks at specific controversies pertaining to the conservation, use and value of natural resources. 3 hrs. lecture/wk.
Textbooks:
http://bookstore.jccc.edu/Supplies:
Refer to the instructor's course syllabus for details about any supplies that may be required.Objectives
-
Demonstrate familiarity with and understanding of basic terminology and concepts used in the study of ethics and the analysis of environmental issues.
-
Demonstrate an ability to develop and evaluate philosophical analyses and arguments at both the theoretical level and as they are applied in the study of the environment.
-
Identify, analyze and explain the core ethical concepts relevant to the study of environmental issues.
-
Identify the major historical figures and movements in Western philosophy, major world religions, and Eastern philosophical traditions as they apply to and impact environmental ethics.
-
Display habits of character contributive to academic and philosophical excellence, such as research and writing skills and critical thinking skills.
Content Outline and Competencies:
I. Explain the modern scientific understanding of the natural world
A. Review the emergence and tenets of modern scientific attitudes towards nature
1. Explain the idea that the natural world can be understood mechanistically
a. Describe the historical setting for the emergence of mechanical philosophy in the 17th century
i. Explain the claim that the natural world is composed of basic matter and operates according basic laws of nature
ii. Analyze Rene Descartes’ claim that animals are automata and only humans have minds
iii. Formulate the implications of Descartes’ claim that animals do not have consciousness
2. Describe Bacon’s claims about the value of understanding nature
a. Review Francis Bacon’s claim that we must force Nature to reveal her secrets
b. Explain Bacon’s claim that knowledge of the natural world would work to the betterment of humanity
c. Formulate the modern understanding of the relationship between technology and knowledge
B. Review the assumptions of the modern scientific method
1. Explain the idea of objectivity
a. Distinguish quantitative and qualitative research
b. Identify the fact/value distinction
2. Describe the role of experimental studies in modern science
II. Explain the basic features of environmental thought found in major world religions.
A. Review the basic features of the account of Creation in Genesis
1. Explain monotheism and the idea that God is the transcendent source of all things
a. Describe essential features of the Judeo-Christian God
b. Describe the centrality of God as a moral authority in Judeo-Christian thought
2. Identify the image of human privilege in Genesis
a. Explain the idea that humans are unique in being made in God’s image
b. Describe the place of humans in the natural world according to Genesis
c. Formulate the implications of the idea that the natural world was created for human use
d. Locate the idea of stewardship as it appears in Judeo-Christian thought about the environment
B. Review the distinctive features of Islamic environmental thought
1. Locate the foundation of Islamic thought in the Qur’an, Hadith, and Sunnah
2. Explain the idea of Shariah law and its place in Islamic thought
3. Describe the essential conceptual elements of Islamic environmental thought
a. Explain the idea of Khalaifa, or human trusteeship of the natural environment
b. Explain the idea of tawhid, or the unity of created world as an expression of Allah’s perfect will
c. Explain the idea of fitra, or the perfection of creation
C. Describe the basic features of the natural world as understood in Buddhism
1. Identify the core claims of Buddhism as expressed in the Four Noble Truths and the Noble Eightfold Path
a. Explain the idea of duhkha, or suffering, and its origin in cravings and ignorance
b. Describe the doctrines of dependent origination, karma and impermanence
2. Articulate the distinctive features of Buddhist environmental thought
a. Formulate the implications the idea of dependent origination for humans and our place in the natural world
b. Formulate the normative implications of the idea of karma as applied to our treatment of other animals.
c. Explain the relevance of the idea of impermanence to our understanding of the natural world
D. Review the basic features of the natural world as understood in Daoism
1. Explain the idea of the Dao
a. Describe the image of the Dao as presented in the Dao De Jing and Zhuangzi
b. Formulate the normative implications of the image living in accordance with the Dao
2. Explain the origin of the ‘myriad things’ offered by Daoism
a. Describe the process of immanent creation in Daoism
b. Explain the place of humans in the world as understood in Daosim
i. Explain the image of humans as ‘straw dogsii)
ii. Describe Daoist emphasis on spontaneity, harmony and wu wei, or non-coercive action
c. Describe the prevalence of naturalistic images in Daoist texts
i. Explain the importance of the image of flowing water in Daoist thought
ii. Explicate Zhuangzi’s use of stories of animals and plants in his moral texts
iii. Describe the normative force given to natural processes Daoism
E. Discuss the basic tenets of Native American beliefs as they pertain to the natural world
1. Explain the idea of Traditional Ecological Knowledge
2. Describe the Native American normative emphasis on holism and balance
III. Describe the basic ideas and claims of Anthropocentrism
A. Identify the idea and influence of anthropocentrism
1. Explain the idea that humans are morally more important than plants and other animals
2. Trace the idea of human uniqueness to its origins in earlier Christian and modern philosophical thought
3. Explain the idea that only humans are moral agents
B. Explain the difference between inherent and instrumental worth as applied to the natural world
1. Explain Kant’s distinction between persons as ends in themselves and things as mere means
2. Explain the idea that the natural world is valuable only as it useful to humans
3. Formulate the implications of the idea the natural world has only instrumental worth
a. Explain the idea of maximal pollution
b. Discuss the idea that we should not preserve nature at the cost of human welfare
c. Discuss the anthropocentric defense of the use animals for research and food
C. Describe the philosophical challenges to Anthropocentrism
1. Explain the arguments against human uniqueness
a. Describe the biological continuities between humans and other species as revealed in the theory of evolution
b. Explain the idea of speciesism and the arguments against it
i. Assess the analogy between speciesism and sexism and racism
ii. Formulate the implications of rejecting speciesism in regard to the use animals in experimentation and food
c. Explain non-utilitarian accounts of animal rights
2. Identify the non-anthropocentric tendencies of Buddhism, Daoism and Native American Religions
IV. Explain the basic ideas and claims of egocentrism
A. Identify the proposed components of a land ethic
1. Describe the concept of a biotic community
2. Explain the values of integrity, stability and beauty as values of biotic community
3. Distinguish conservation as the preservation of resource and as promotion of the health of ecosystems.
B. Identify the claims of deep ecology
1. Explain the idea that ecological diversity is an inherent good
2. Describe the limits on human rights entailed by deep ecology
3. Trace the connections between deep ecology and concerns about human population growth
C. Identify the claims of ecofeminism
1. Explain the feminist analysis of the structural and institutional oppression of women by men
a. Describe the idea of “patriarchy”
b. Explain the logic of domination that is said to underlie patriarchal institutions
2. Explain the claim there is a deep connection between patriarchy and the exploitation of the environment
a. Trace the historical connections made between reason and though and masculinity
b. Trace the historical connections made between feelings and the body and femininity
c. Explain how the historical privileging of reason and culture has denigrated both women and nature
3. Describe the basic claims of the feminist spirituality movement
a. Describe the image of the earth as a mother and its role in ecofeminism
b. Explain the claim that women are closer to nature than men
c. Explain the claim that focusing on the experiences of women can lead to a deepened appreciation of nature
4. Describe the most prevalent challenges to ecofeminism
a. Discuss the charge that ecofeminism draws on and reinforces traditional gender stereotypes
b. Evaluate the charge that ecofeminist uncritically accept women’s roles and experiences as structured by patriarchy
V. Identify the features of the most pressing problems and debates in environmental ethics
A. Describe the moral challenges posed by pollution
1. Explain the implications of adopting an ecocentric and anthropocentric approaches to thinking about pollution
a. Explain the idea of optimal pollution
b. Describe the anthropocentric arguments in favor of limiting pollution
c. Formulate the ecocentric rejection of optimal pollution
B. Describe the moral challenges posed by climate change
1. Explain the debate about the respective duties of developed countries and developing countries in combatting climate change
2. Trace the connections between the problems of anthropogenic climate change and human population growth
C. Explain the moral challenges posed by food production and consumption
1. Describe the environmental impact of the cattle industry
2. Explain the moral arguments in favor of vegetarianism
a. Discuss the moral arguments against vegetarianism
b. Explain the moral controversies attached to genetically modified organisms
VI. Describe the principle of sustainability
A. Explain the argument that current patterns of economic development and production are unsustainable
1. Describe the connections made between global economic trends and unsustainable consumption.
2. Discuss the argument that adopting sustainable practices will require radical changes in economic organization
B. Describe the problems and moral issues attached to unsustainable practices
Method of Evaluation and Competencies:
A minimum of three written exams which will constitute no less than 60% of the student’s grade. Additional exams, papers, reports, projects and quizzes may be used at the instructor’s discretion to assess mastery of the competencies and to facilitate achievement of the course objectives.
Grade Criteria:
90 – 100% = A80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F
Caveats:
None
Student Responsibilities:
Disabilities:
JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).
PHIL 138
- Title: Business Ethics
- Number: PHIL 138
- Effective Term: 2016-17
- Credit Hours: 1
- Contact Hours: 1
- Lecture Hours: 1
Description:
This course applies classical and contemporary theories of morality to problems, questions and dilemmas arising in business. Using the major concepts and principles of deontological, consequentialist and perfectionist theories, it examines and analyzes cases involving such areas as employer/employee relations, corporate responsibility, truth telling in business and workplace diversity. Emphasis is on the development of moral reasoning skills that allow for meaningful analysis and evaluation of moral situations. 1 hr. lecture/wk.
Textbooks:
http://bookstore.jccc.edu/Supplies:
Refer to the instructor's course syllabus for details about any supplies that may be required.Objectives
- Distinguish moral reasoning from practical, legal and economic reasoning.
- Define utilitarianism, deontology, ethical relativism, virtue ethics and other terms used in moral discourse.
- Recognize and use the basic principles and concepts of utilitarianism, deontology, ethical relativism and virtue ethics.
- Use the principles and concepts of utilitarianism, deontology, ethical relativism and virtue ethics in the analysis and evaluation of business cases.
- Develop and articulate careful and informed ethical analyses and evaluations of business cases that distinguish moral claims from other kinds of claims, isolate the relevant facts, explain the sources of moral problems, and address methods for their resolution.
- Use standard moral theories to recognize and criticize styles and patterns of moral reasoning displayed in arguments about specific business cases.
- Use the principles and standards of philosophical
Content Outline and Competencies:
I. Introduction A. Define ethics. B. Explain methods of justification. C. Distinguish types of agreement and disagreement. D. Explain basic moral concepts and terms. II. Deontology A. Kantian ethics 1. Explain the categorical imperative. 2. Distinguish acting out of duty and acting out of inclination. B. Rawls' justice as fairness 1. Explain the original position. 2. Explain veil of ignorance. C. Application to business cases 1. Apply deontological concepts to question of truth-telling in business. 2. Apply deontological concepts to question of whistle blowing. D. Critique 1. Explain the counter-intuitive results of deontology. III. Consequentialism and Utilitarianism A. Explain act utilitarianism. B. Explain rule utilitarianism. C. Application to business cases 1. Use utilitarianism to offer moral defense of profit motive. 2. Use utilitarianism to evaluate corporate responsibility for environmental safety. 3. Use utilitarianism to evaluate employer responsibility for employee safety and welfare. D. Critique 1. Explain counter-intuitive results of utilitarianism. IV. Virtue Ethics A. Explain Aristotle’s definition of virtue. B. Explain use of ideals of virtue and human potential in evaluating actions. C. Application to business cases 1. Apply virtue ethics to questions of management styles. 2. Apply virtue ethics to understanding nature and extent of businesses’ responsibility to consumers and communities. D. Critique 1. Explain limitations of virtue ethics. V. Moral Relativism A. Define and explain appeal of moral relativism. B. Application to business cases 1. Use moral relativism to evaluate business practices in other countries. 2. Use moral relativism to respond to dilemmas of adopting standards of other cultures. C. Critique 1. Explain the counter-intuitive results of moral relativism. NOTE: Individual instructors may vary the order of the outline as it appears here and may emphasize some subtopics of the outline to the exclusion of others. What is assured is that this list of major topics represents the topics that will be covered in the course.
Method of Evaluation and Competencies:
A minimum of two exams and evaluation of class participation. In addition, instructors may choose to use additional examinations or grading methods which may include research papers, class presentations, projects or case analyses.
Grade Criteria:
Caveats:
NoneStudent Responsibilities:
Disabilities:
JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).
PHIL 142
- Title: History of Asian Philosophy
- Number: PHIL 142
- Effective Term: 2016-17
- Credit Hours: 3
- Contact Hours: 3
- Lecture Hours: 3
Description:
This course provides a thorough exploration of the philosophical traditions of Asia with a focus on the classical philosophies of India and China. Covered are the origins of Indian philosophy in the Vedas and Upanishads, the development of various Vedic schools of thought. The origins of Buddhism and Jainism are also explored. The development and influence of Confucianism, Daoism and Chinese Buddhism are covered as well, as is the lasting influence of Asian philosophy outside of both India and China including its increasing relevance in the West. In the process, the class provides a comprehensive understanding of the distinctive philosophical foundations of the Asian world view. 3 hrs. lecture/wk.
Textbooks:
http://bookstore.jccc.edu/Supplies:
Refer to the instructor's course syllabus for details about any supplies that may be required.Objectives
- Describe the social and material conditions of ancient Indian and Chinese cultures that provided the context for the prevailing philosophical ideas of the period.
- Identify, describe, and explain the important philosophical positions of the major schools of classical Indian and Chinese philosophy.
- Display the ability to relate philosophical ideas from diverse traditions to ongoing philosophical controversies about the nature of the mind, knowledge and the good life.
- Display the ability to write expository and evaluative essays in a focused, informed, coherent, and thorough manner.
- Demonstrate the ability to read and interpret complex material.
Content Outline and Competencies:
I. Upanishadic and “Unorthodox” Schools of Indian Philosophy A. Describe the social and material conditions of ancient India that provided the context for the prevailing philosophical ideas of the period. B. Summarize the Vedic background to Indian philosophy and trace the emergence of Indian philosophy in the Upanishads. C. Discuss the basic concepts of Upanishadic philosophy. 1. Discern the previous meanings of the word karma and the emergence of a new meaning in the Upanishads. 2. Discuss the meanings of the concept of Brahman. 3. Discuss the identity of Atman and Brahman as asserted in the Chandogya Upanishad. 4. Explain the concept of liberation through the attainment of true knowledge D. Describe and evaluate the basic ontological and epistemological contentions of Lokayata/Charvaka materialism. E. Describe and evaluate the basic ontological and epistemological contentions of Jaina philosophy. 1. Explain the Jain meaning of jiva/atman, karma, samsara, dharma, pudgala, and skandha. 2. Analyze and evaluate the Jain concept of truth-values. 3. Describe the Jain method of ridding oneself of Karma and attaining kaivalya or absolute independence. II. Buddhist Philosophy and Practice A. Discuss the life and career of the Buddha, and describe and evaluate the basic ontological and epistemological contentions of early Buddhist philosophy. 1. Briefly recount the life and career of the Buddha. 2. List and evaluate the Four Noble Truths and the steps of the Eightfold Path as the means of attaining enlightenment. 3. Compare and contrast the ontological status of samsara and nirvana. 4. Analyze and evaluate the Buddhist contention that all things are impermanent. 5. Analyze and evaluate the Buddhist denial of self and its account of what constitutes rebirth. 6. Analyze and evaluate the concept of Dependent Origination as the cause of samsara. 7. Analyze and evaluate the Buddhist concepts of the five skandhas/khandas; how these account for perception; how they constitute dukkha, or suffering; and how they are affected by Dependent Origination. B. Mahayana Buddhist Schools of Philosophy. 1. Explain and evaluate the Mahayana concepts of Sunyata, or Emptiness; Non-Dualism; Tathagata, or universal Buddha Nature; the Buddha’s Three Bodies; and the Bodhisattva. 2. Describe and evaluate the basic ontological and epistemological contentions of the madhyamaka School of Nagarjuna. 3. Describe and evaluate the basic ontological and epistemological contentions of the Yogacara School. 4. Explain the key differences between Mahayana and “Hinayana” schools of Buddhism. III. Confucian Thought in Chinese Philosophy A. Describe the social and material conditions of ancient China that provided the context for the prevailing philosophical ideas of the period. B. Summarize the historical and cultural background of Confucianism in the Zhou dynasty and Warring States Period. C. Discuss the importance of Confucius’ teaching in the Lunyu, or Analects. 1. Describe what we know of Confucius’ life. 2. Identify Confucius’ understanding of the dao or way as a principle leading to social and natural harmony. 3. Discuss the emergence of the junzi, or exemplary person, as a moral ideal in Confucianism. 4. Discern the significance of mastering li, or ritual propriety, in Confucian moral education. 5. Discuss the centrality of xiao, or filial piety, and the emphasis on social roles and tradition in Confucian thought. a. Identify the use of familial relations as a model for social and political relations b. Explain the importance of the Wu Lun, or Five Relations of parent/child; husband/wife; older sibling/younger sibling; ruler/subject; and friend/friend in establishing and maintaining social hierarchies. 6. Discuss the centrality of jiao, or education, in Confucian ethics. 7. Discuss Confucius’ understanding of ren, or humanity or benevolence, or humaneness, yi, or righteousness, and zhi, or wisdom, and their roles in his moral thinking. 8. Discuss the role of the sheng, or sage, as the highest manifestation of humanity in Confucian thought. D. Discuss the development of Confucian thought in the Daxue, or The Great Learning. 1. Explain what is meant by ‘inborn luminous virtue’ and how it is preserved according to the Daxue. 2. Discuss the interplay of care for learning, thought, the mind, self-cultivation, family harmony, and good government in the Daxue. E. Discuss the development of Confucian thought in the Zhongyong or The Doctrine of the Mean. 1. Explain cheng, or integrity, as it is understood in the Zhongyong. 2. Discuss meanings of xing, or nature, and renxing, or human nature, in the Zhongyong. 3. Identify the contention of the Zhongyong that meaning in life is found in the moral practice of everyday affairs. F. Identify and explain the contributions of Mengzi (Mencius) in the development of Confucianism. 1. Discuss Mengzi’s account of renxing, or human nature. a. Explain his defense of the essential goodness of humans. b. Discern his account of the origins of evil. c. Discuss Menzi’s criticisms of Mozi’s ideal of ‘universal love’. 2. Discuss Mengzi’s moral psychology. a. Identify the four duan, or ‘sprouts’ or ‘stirrings’, in the xin (heart-mind) that are the basis of moral virtue as understood by Mengzi. b. Explain Mengzi’s correlation of the four duan with the virtues of ren (benevolence or humanity); yi (righteousness); li (ritual propriety); and zhi (wisdom). 3. Explain Mengzi’s account of moral development as rooted in xiao (filial piety) and li (ritual propriety). 4. Explain Mengzi’s theory of ‘good government’ as based on moral example and benevolence rather than power or coercion. G. Explain Xunzi’s challenge to Menzi’s optimistic theory of human nature 1. Discuss Xunzi’s claim that humans are inherently selfish and desire to enjoy pleasure and avoid pain. 2. Explain Xunzi’s contention that morality was invented by the ancient sages and is achieved through education. a. Discuss Xunzi’s distinction between renxing, or nature, and wei, or human artifice. b. Explain his claim that morality stems from wei, or “conscious striving”, and not renxing, or human nature. 3. Explain Xunzi’s account of the role of li (ritual propriety) in the development of ren (benevolence). 4. Discuss Zunzi’s view of Tian. 5. Show why the Rectification of Names is important in Zunxi’s thought. H. Explain the challenges to Confucianism presented by Mozi and the Legalists. 1. Discuss Mozi’s utilitarian philosophy and his idea of universal love. 2. Discuss the Legalists insistence on strict rules and harsh punishment in maintaining social harmony. IV. Daoism and its Influence on Chinese Thought A. Describe the emergence of Daoist thought as a response to the violence and uncertainty of the Warring States Period. B. Discuss traditional accounts of the life of Laozi and the authorship of the Daodejing. C. Explain the processional metaphysics and immanent cosmology of the Daodejing and contrast it with the essentialism and transcendent cosmology more typical of Western philosophy. 1. Explain the Daodejing’s naturalistic understanding of dao 2. Discuss the role of yin and yang processes in the emergence of the individual objects. 3. Explain the role of a thing’s de, or power, in the Daodejing’s metaphysics. D. Explain the Daodejing’s account of language. 1. Explain the claim that the dao that can be spoken of is not the eternal dao. 2. Analyze the claim that the named is the mother of the myriad things. 3. Describe the interdependence of opposites such as beautiful and ugly, good and bad in Daoist thought. 4. Evaluate the Daodejing social constructivist account of morality and its claim that conventional morality is corrupting. 5. Analyze the Daoist critique of Confucian ethics. E. Discuss the importance of the ideas of wuwei, or non-coercive action, wuzhi, or non-conceptualized knowing, and wuyu, or objectless desiring, in Daoism. 1. Discuss the importance of spontaneity and the processes of the natural world in Daoist aesthetics. 2. Discern the daoist endorsement of minimalist government. 3. Analyze the suggestion that renouncing political ambition and material wealth leads to greater happiness and social harmony. F. Discuss the Zhuangzi’s contributions to Daoism. 1. Describe the traditional claims about the life of Zhuangzi and the origins of the work that bears his name. 2. Describe and evaluate the skeptical attitude in the Zhuangzi regarding human knowledge and understanding. a. Explain the Zhuangzi’s skeptical argument based on the conflicting claims of Confucianism and Mohism. b. Explain the Zhuangzi’s skeptical argument based on the interdependence of all conceptual distinctions. c. Explain the Zhuangzi’s epistemological skepticism based on our limited perspectives when grasping reality as illustrated by the parable of Zhou dreaming he is a butterfly. 3. Discuss the Zhuangzi’s recommendations for alleviating the fear of death by recognizing the constant transformation of things. V. Neo-Confucianism A. Describe the innovations of Chinese Buddhism and its challenge to Confucianism. 1. Explain how the rich metaphysics of Buddhism revealed a lacuna in Confucian thought. a. Discuss the idea of Buddha Nature as understood in Huanyan Buddhism. b. Explain the idea that the illusory objects of everyday experience share the same fundamental Buddha nature. c. Discuss the claim that Enlightenment is the process by which we rediscover Buddha nature. d. Describe the focus on meditative techniques as route to sudden Enlightenment in Chan Buddhism. B. Describe the neo-Confucian response to the Buddhist challenge to Confucianism. C. Describe the neo-Confucian appropriation of Chinese Buddhist concepts and their translation into a Confucian idiom. 1. Explain Zhou Dunyi’s account of the origins of yin and yang in the Taiji, or Great Ultimate and his account of the origins of the five agencies or phases in the interaction of yin and yang. 2. Explain the significance of Zhang Zai’s The Western Inscription and the idea of human goodness. 3. Explain Zhang Zai’s understanding of qi as a psychophysical substance his account of the transformation of yin and yang according to li, or principle. 4. Describe Zhang Zai’s account sagehood as realizing the unity of all things in li, or principle and the role of ren understood as universal love as the means by which this unity is realized. D. Describe the development and central claims of the Cheng-Zhu or li xue school of neo-Confucianism 1. Discuss Cheng I’s emphasis on learning and knowledge of li or principle as the route to sagehood. 2. Discuss the significance of Zhu Xi’s synthesis of neo-Confucius ideas and his establishment of a Confucian canon. a. Explain Zhu Xi’s emphasis on intensive reading of the Classics b. Discuss Zhu Xi’s distinction between lesser and greater learning c. Describe Zhu Xi’s account of the unity of action and learning 3. Describe Zhu Xi’s idea of ge wu, or the investigation of things. 4. Explain Zhu Xi’s account of human goodness in li, or the principle of humanity, and the origins of evil in its embodiment in qi, or psychophysical substance. E. Discuss the development of the Lu-Wang or xin xue school of neo-Confucianism 1. Explain Wang Yangming’s slogan that mind is principle. 2. Explain Wang Yangming’s claim that learning involves overcoming selfish impulses and the recovery of our liangzhi, or original (innate) knowledge. 3. Describe Wang Yangming’s account of the ultimate unity of knowing, acting, love and ren, or benevolence.
Method of Evaluation and Competencies:
Written Examinations 50% of grade Critical Paper/Assignments 50% of grade Total 100% Grade Criteria: A = 90 – 100% B = 80 – 89% C = 70 – 79% D = 60 - 69% F = 0 – 59%
Grade Criteria:
Caveats:
NoneStudent Responsibilities:
Disabilities:
JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).
PHIL 143
- Title: Ethics
- Number: PHIL 143
- Effective Term: 2016-17
- Credit Hours: 3
- Contact Hours: 3
- Lecture Hours: 3
Description:
This course provides a systematic and critical study of values related to human conduct. It focuses on both traditional standards of ethical conduct and qualities of personal character. What we hold to be right or wrong, the basis for believing so, and what we consider to be virtues or vices are examined with an eye to understanding our current ethical situation. 3 hrs. lecture/wk.
Textbooks:
http://bookstore.jccc.edu/Supplies:
Refer to the instructor's course syllabus for details about any supplies that may be required.Objectives
- Demonstrate familiarity with and understanding of basic philosophical terminology and concepts.
- Explain the core concepts of important classical and contemporary theories of ethics.
- Identify the major historical figures in the development of classical and contemporary theories of ethics, as well as important figures in contemporary moral debates.
- Develop and evaluate philosophical analyses and arguments, showing an appreciation of the strengths and weaknesses of alternative points of view.
- Display habits of character contributive to academic and philosophical excellence.
Content Outline and Competencies:
I. Identify and Explain the Three Main Divisions of Ethics
A. Identify and explain the differences between meta-ethics, normative ethics and applied ethics
1. Identify the questions addressed by meta-ethics
2. Identify the questions addressed normative ethics
3. Identify examples of issues in applied ethics
II. Identify the Main Claims of and Debates Surrounding Moral Relativism
A. Describe the role of folkways and social customs in shaping the moral beliefs and practices of individuals and societies.
B. Outline the range of cultural diversity in moral beliefs and practices
1. Identify examples of diverse moral beliefs and practices
2. Identify examples of putatively universal moral standards
C. Analyze the idea that customs are what make actions right or wrong.
1. Explain the argument from cultural differences used to support ethical relativism and evaluate the argument’s adequacy.
2. Evaluate the objection that moral relativism entails tolerating demonstrable evil
III. Identify the Major Tenets of Religiously Grounded Moral Traditions
A. Explain and evaluate the basic claims of Divine Command Theory
1. Explain the idea that morality is determined by God’s will.
2. Describe the Euthyphro Dilemma and the problems it raises for Divine Command Theory
3. Identify and evaluate possible responses to the Euthyphro Dilemma
B. Describe and evaluate the basic claims of Natural Law Theory
1. Explain St. Thomas Aquinas’ understanding of the Law as a rule that tends a community toward its natural end.
2. Describe the Eternal Law and the Natural Law
3. Explain the fundamental precept that we should do good and avoid evil
a. Describe the four basic moral values of life, procreation, sociability and knowledge that emerge from the Natural Law, and their implications
b. Explain the two Qualifying Principles of the Natural Law
i. Describe the Principle of Forfeiture and the kinds of behaviors it would allow
ii. Describe the Principle of Double Effect and the kinds of acts it would allow.
4. Identify common objections to Natural Law Theory
C. Explain the basic components of Buddhist Ethics
1. Identify the Four Noble Truths and the Noble Eight Fold Path
2. Describe the Doctrines of No Self and Interdependent Arising
3. Evaluate the normative implications of Buddhist teachings
IV. Explain and Evaluate the Basic Claims of Kantian or Deontological Ethics
A. Explain Kant’s account of duty
1. Explain the difference between actions done in accordance with duty and actions done out of duty
2. Outline the difference between hypothetical and categorical imperatives.
3. Explain the difference between perfect and imperfect duties
B. Explain the Categorical Imperative
1. State and describe the application of the formulation of the Categorical Imperative in terms of willing our maxims to be a universal law.
a. Define what Kant means by “maxim” and “universal law.”
b. Explain and evaluate Kant’s claim the immoral acts cannot be willed to be universal laws.
C. State and describe the application of the formulation of the Categorical Imperative in terms of treating humanity as an end in itself.
1. Explain what Kant means by treating humanity as an end as opposed to a mere means.
2. Discuss the difference between persons and things
3. Describe what Kant means by acting as though we were constructing a Kingdom of Ends
V .Explain and Evaluate the Basic Claims of Consequentialist Moral Theories
A. Explain John Stuart Mill’s version of utilitarianism
1. Explain the Greatest Happiness Priniciple
2. State Mill’s definition of “happiness” and “unhappiness"
a. Analyze the objection that utilitarianism is a "doctrine worthy of swine"
b. Discuss the difference between higher and lower pleasures
c. Explain how the difference between higher and lower pleasures is supposed to show utilitarianism is not a doctrine worthy of swine.
B. Discuss the Difference between Act and Rule Utilitarianism
1. Define Act Utilitarianism
2. Define Rule Utilitarianism
3. State the objection that Utilitarianism is unable to allow for the protection of individual or minority rights
4. Explain the argument that holds that Rule Utilitarianism can allow for the protection of individual and minority rights.
C. Summarize some of the major differences between Consequentialist and Deontological Theories
1. Contrast consequentialist and deontological justifications of punishment.
2. Contrast consequentialist and deontological analyses of applied ethical questions such as the permissibility of euthanasia, embryonic stem cell research, abortion, etc.
VI. Describe the Emergence and Main Claims of Feminist Ethics
A. Explain the influence of Carol Gilligan’s work in moral development on feminist philosophers.
1. Discuss Gilligan’s distinction between a justice perspective on morality and a care perspective.
2. Analyze Gilligan’s charge that traditional moral thinking was dominated by a focus on justice and ignored issues of care.
B. Describe the natural sentiment of care as understood by care ethicists.
1. Explain the claim that basic human moral sentiments become ethical mandates.
2. Explain the importance of relationship in Care Ethics
a. Discuss the idea of a caring relationship
b. Describe the special importance of the mother/child relationship in Care Ethics
C. Identify and evaluate the challenges to care ethic
1. Explain the claim that the need to resist evil might pose a problem for an ethic based on care.
2. Explain the objection that moral responsibility toward strangers poses a problem for care.
3. Explain why some feminist ethicists see care as potentially limiting and exploiting of women.
VII. Explain and Evaluate the Basic Claims of Virtue Ethics
A. Describe the emergence of classical Virtue Ethics in Greek Philosophy
1. Discuss Aristotle’s definition of "eudaimonia" (“happiness” or “flourishing”)
2. Summarize how Aristotle derives an account of virtue in terms of human functioning.
a. Explain what Aristotle means by a thing’s "ergon" or “function”
b. Identify what Aristotle says is the function of humans
c. Describe how virtues and vices are understood in relation to a thing’s function
3. Identify the two types of virtue Aristotle defines
4. Explain the role the mean plays in Aristotle’s account of virtue and how it is to be determined.
a. Explain how Aristotle uses the idea of a mean to explain particular virtues such as bravery or temperance and vices such as cowardice or intemperance.
b. Describe the role of habituation in the acquisition of moral virtues.
B. Explain the basic tenets of Confucianism
1. Describe the "junzi," or exemplary person, and the role of this ideal in Confucain thought
a. Identify the virtues that describe the "junzi": "ren" (benevolence, consummate humanity), "yi" (appropriateness), "li" (propriety), and "zhi" (wisdom)
2. Summarize the basic elements of Confucian moral education
a. Explain the importance of "li" (ritual propriety) in Confucian moral education
b. Explain the importance of "xiao" (filial piety) in Confucian moral education
C. Describe the revival of Virtue Ethics as an alternative to Deontological and Consequentialist theories
1. Explain how an ethic of being differs from one of doing
2. Describe the advantages of virtue ethics over conduct-centered ethics.
D. Identify common objections to virtue ethics.
1. Explain how indeterminacy is a problem for virtue ethics.
2. Analyze the claim that virtue ethics must be assisted by law which requires some other ethical foundation than virtue.
3. Explain how changes in character count against virtue ethics.
VIII. Explain and Evaluate the Claims of Modern Social Contract Theories of Morality
A. Explain the basic claims of egoism.
1. Describe the differences between psychological and ethical egoism.
2. Identify arguments offered in favored of psychological and ethical egoism
3. Discuss the emergence of our duties to others according to egoism
a. Describe Glaucon’s account of the origins of justice in Book II of "Plato’s Republic"
b. Describe Hobbes' account of the emergence of civil society in "Leviathan."
4. Analyze the popular arguments against psychological and ethical egoism.
B. Summarize the Social Contract Theory of John Locke
1. Identify Locke’s account of the State of Nature and its role in this theory
2. Analyze the idea that we enjoy basic natural rights
3. Describe Locke’s claim that the function of government is to protect our basic rights
C. Explain John Rawls’ contemporary Social Contract Theory
1. Summarize the basic claims of Justice as Fairness
a. Explain the Liberty Principle
b. Explain the Difference Principle
2. Evaluate Rawls’ rejection of Utilitarianism and possible responses.
IX: Demonstrate an Ability to Apply Different Normative Ethical Theories to Applied Ethical Controversies
A. Evaluate the challenges to traditional moral thinking raised by contemporary research in evolutionary psychology, genetics and developmental psychology.
1. Discuss the relevance of current research into the biological and psychological sources of our moral intuitions to moral theory
2. Analyze arguments from the biological origins of our “moral sense” to anti-realist conclusions
3. Apply some combination of moral theories to moral problems such as abortion, capital punishment, euthanasia, embryonic stem cell research, GLBT issues, animal rights, obligations to the environment, world poverty, torture, etc.
4. Identity the divergent conclusions that deontological, consequentialist and virtue ethical theories tend toward on applied ethical questions
5. Discuss the philosophical merits of competing positions in current controversies in applied ethics
B. Contrast the judgments of different theories when applied to specific moral problems.
C. Evaluate the adequacy of the moral judgments of different moral theories when applied to specific moral problems.
Method of Evaluation and Competencies:
A minimum of three essay exams, which are primarily written, will constitute no less than 60% of the student’s grade. Additional exams, papers, reports, projects and quizzes may be used at the instructor’s discretion to assess mastery of the competencies and to facilitate achievement of the course objectives.
Grade Criteria:
90 – 100% = A80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F
Caveats:
Student Responsibilities:
Disabilities:
JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).
PHIL 143H
No information found.PHIL 154
- Title: History of Ancient Philosophy
- Number: PHIL 154
- Effective Term: 2016-17
- Credit Hours: 3
- Contact Hours: 3
- Lecture Hours: 3
Description:
This course provides a thorough exploration of ancient Greek and Roman philosophical thought from the original efforts of the Pre-Socratics to understand the fundamental operations of the natural world to concerns about the way a person might live successfully in nature and society. Also explored are the notable Athenians of the classical period, Protagoras, Socrates, Plato and Aristotle, and the later schools of thought such as cynicism, skepticism, hedonism and stoicism. In the process, it provides a comprehensive understanding of the philosophical foundations of the Western world view. 3 hrs. lecture/wk.
Textbooks:
http://bookstore.jccc.edu/Supplies:
Refer to the instructor's course syllabus for details about any supplies that may be required.Objectives
- Describe the social and material conditions of ancient Greek and Roman cultures that provided the context for the prevailing philosophical ideas of the period.
- Identify, describe, and explain the important philosophical positions of this period.
- Relate ideas and issues contained in ancient philosophy to later philosophical and cultural ideas.
- Display the ability to write expository and evaluative essays in a focused, informed, coherent, and thorough manner.
- Display the ability to read complex material interpretively.
- Display habits of character contributive to academic and philosophical excellence.
Content Outline and Competencies:
I. Pre-Socratic Philosophy A. The Milesians 1. Thales a. Explain the basis for regarding Thales as the first philosopher in the West. b. Describe what is known of Thales’ account of nature. 2. Anaximander a. Explain how Anaximander responded to Thales’ teachings in terms of what he accepted, what he rejected, and his basis for rejecting it. b. Describe Anaximander’s account of what exists and how change occurs. 3. Anaximenes a. Explain Anaximenes’ amendments to Anaximander’s account of nature. b. Identify the advancement Anaximenes is credited with introducing into natural philosophy. 4. The coherence and contributions of the Milesians. a. Identify the presuppositions made by all three of the early Milesians. b. Identify the conceptual innovations each of them contributed. B. The Transition Philosophers 1. Pythagoras and Pythagoreanism a. Explain the connection between mathematics and the soul made by the Pythagoreans. b. Explain the Pythagorean cosmology as summarized by their claim, "All things are numbers." c. Evaluate the adequacy of this account in explaining the origin of physical things. d. Connect Pythagorean cosmological beliefs with their ethical and political practices. e. Identify the innovations introduced in natural philosophy by this movement. f. Explain why the discovery of irrational numbers produced a crisis for Pythagoreanism. 2. Xenophanes a. Describe the scientific discoveries Xenophanes is credited with making. b. Explain Xenophanes’ religious views. 3. Heraclitus a. Explain the basis for Heraclitus’ rejection of Milesian accounts of what exists and how it undergoes change. b. Explain Heraclitus’ account of permanence and change. c. Assess the significance of Heraclitus’ contributions to philosophy. C. The Eleatics 1. Parmenides a. Explain the controversy regarding whether Parmenides should be seen as reacting to Heraclitus or Pythagoreanism. b. Explain how Parmenides’ poem may be read as a rejection of Pythagorean dualism. c. Explain how the Eleatics introduced logic to advance rationalism beyond its Pythagorean form. d. Explain how Parmenides finds a place for Pythagoreanism in his ‘Way of Opinion’ section of his poem. e. Formulate an explanation for Parmenides’ use of the poetic form in putting forth his account of reality. 2. Zeno a. Connect Zeno’s paradoxes with the issue between Parmenides and Pythagorean cosmology. b. Explain what a ‘reductio ad absurdum’ form of argument is and show how Zeno can be seen as reducing the Pythagorean account of space to absurdity. 3. Melissus a. Explain the two sides of the debate over the nature of being expressed by Melissus and Parmenides. b. Show how Einstein’s solution to this issue that he borrowed from Riemann is an attempt to reconcile these two sides. D. The Pluralists 1. Empedocles a. Explain how Empedocles uses four elements and two forces to account for reality. b. Connect Empedocles’ account with Parmenides’ basis for rejecting Pythagoreanism. 2. Anaxagoras a. Trace Anaxagoras’ pluralism to the Ionian accounts of reality. b. Identify the significant innovation Anaxagoras introduces in his account. 3. The Atomists a. Correlate Leucippus’ account of reality with Pythagorean cosmology. b. Explain how the world of sensory objects issues from the atoms. c. Explain how the Atomists’ account of knowledge led to the basis for skepticism. d. Assess the significance of atomism on subsequent science and philosophy. II. The Athenian Apex A. The Sophists & Socrates 1. Protagoras a. Trace Protagoras’ metaphysical agnosticism and epistemological skepticism to its roots in Atomism. b. Describe Protagoras’ ethical position. c. Explain why the Sophists were highly regarded in Greek culture during this period. 2. Gorgias a. Explain and evaluate the three claims and their supporting arguments that characterize Gorgias’ teachings. b. Compare Gorgias’ position with the modern period British empiricists. 3. Socrates a. Explain why the historical Socrates is an enigma based on the sources we have about his life and teachings. b. Explain why it is necessary to separate the historical Socrates from the character in Plato’s dialogues. c. Explain why Plato’s ‘Socrates’ has been so widely accepted. B. Plato 1. Euthyphro a. Identify the issue Plato is dealing with in the Euthyphro and what he seems to be rejecting. b. Show how the Euthyphro exemplifies the dialectic process or "Socratic method." c. Explain why the dialogue ends inconclusively. 2. Apology a. Contrast the old accusations against Socrates with the formal charges made by Meletus. b. Explain how Socrates acquired his divine mission and how this led to the old accusations. c. Explain what Plato seems to be trying to accomplish by manufacturing these old accusations. d. Summarize and evaluate Socrates’ defense against the formal charges brought against him by Meletus. e. Describe the facts the jurors would have been aware of which support the charge of corrupting the youth but which Plato omits any response to. f. Identify the political basis for the charges Plato appears to be emphasizing. g. Evaluate the reasonableness of the penalty Socrates proposed in Plato’s account against other alternatives available to him. 3. Crito a. Explain the reasons why Crito believes Socrates should escape from prison and avoid the death penalty. b. Summarize Socrates’ argument showing it would be unjust to avoid the penalty. 4. The trial dialogues as a philosophical trilogy. a. Describe the philosophical problem Plato is posing in the trial trilogy and explain how each dialogue contributes to the problem and to his proposed solution. b. Explain how this interpretation helps us to understand the apparently deliberate weaknesses in Socrates’ hypothetical defense in the Apology. c. Evaluate the solution Plato is proposing to the problem of the social value of the reformer. 5. Meno a. Diagram the dialectic examination of virtue in the first section of the dialogue. b. Describe the learner’s paradox and explain Socrates’ solution to it. c. Explain how the interrogation of the slave boy exemplifies the two stage structure of dialectic inquiry. d. Summarize the argument Socrates uses to establish that virtue cannot be taught, and explain why it must be seen as a satire of sophistic reasoning. e. Explain the satire involved in the conclusion that virtue must be acquired by divine dispensation. 6. Theaetetus a. Map the dialectic structure of the definition of knowledge through its three primary formulations and the key objections made to each. b. Explain how Plato uses the reality versus appearances motif in the dialogue. c. Identify the key error Plato believes is being made in Protagoras’ view that knowledge is simply perception. d. Relate Plato’s objection to the modern period British empiricists’ account of knowledge we examined in connection with Gorgias’ arguments for skepticism. 7. Republic a. Trace Plato’s justification in Book II for organizing the ideal state into two classes of people. b. Explain why in Book III Plato sees it necessary to add a third class and to employ a ‘noble lie.’ c. Explain how Plato uses the harmonious reconciliation of the tripartite soul to characterize justice in the ideal state in Book IV. d. Describe the ‘three waves’ that Plato sees threatening to swamp his proposal for the ideal state in Book V. e. Diagram Plato’s metaphor of the divided line given in Book VI, and identify the four states of mind he distinguishes along with their objects. f. Summarize the main features of the Allegory of the Cave given in Book VII, and explain what Plato uses it to accomplish. 8. Plato’s achievement. a. Explain how Plato’s Theory of Forms constitutes a synthesis of the pre-Socratic conflict over permanence and change. b. Explain how Plato’s philosophy constitutes a rejection of the Sophists’ skepticism and relativism. C. Aristotle 1. The Organon a. Identify the four areas of inquiry in Aristotle’s conception of philosophical thought. b. Identify the three basic laws of thought. c. Explain the key elements in Aristotle’s syllogistic logic that permits the determination of the validity of reasoning purely on a formal basis. d. Explain how this logical system along with a theory of rhetoric allowed Aristotle to confront the Sophists in a way not open to Plato. 2. Physics a. Explain Aristotle’s form-in-matter doctrine and relate it to Plato’s Theory of Forms. b. Explain Aristotle’s basis for rejecting monism. c. Describe the four causes of change Aristotle identifies and indicate which of these previous philosophers overlooked. d. Explain Aristotle’s account of nature. 3. Metaphysics a. Explain why Aristotle’s analysis of the views of his predecessors is both invaluable and unreliable. b. Summarize his objections to Plato’s Theory of Forms. c. Describe the four types of change Aristotle distinguishes and the three elements that exist. d. Explain Aristotle’s entelechy doctrine in terms of potentiality and actuality. e. Explain Aristotle’s argument for the existence of a prime mover. 4. On the Soul a. Distinguish the three types of souls Aristotle identifies. b. Explain the powers of the human soul in terms of these types of souls. c. Explain how Aristotle ties reflection and knowledge to his form-in-matter doctrine. 5. Ethics a. Explain how Aristotle’s definition of the good is a result of his empirical thesis on happiness and his metaphysical thesis on the nature of humanity. b. Identify the two types of virtue he distinguishes and explain how he believes each is acquired. c. Explain the role the mean plays in virtue for Aristotle and how he believes it is to be determined. d. Explain how his analysis of moral responsibility can be seen as superior to Plato’s. e. Describe the general conditions Aristotle believes might be morally excusing conditions for the responsibility of an act. f. Explain the influence Aristotle’s ethic has had on both bio-ethics and natural law ethics. III. Hellenistic and Roman Philosophy A. Conditions that changed philosophy. 1. Describe the political and social conditions following the break-up of the Alexandrian empire that caused the shift in philosophy to an emphasis upon personal satisfaction. B. Cynicism 1. Antisthenes a. Trace Antisthenes’ unconventional behavior to the example of Socrates. b. Describe the key elements in Antisthenes’ ethic. c. Explain the basis for Antisthenes’ anti-intellectual epistemology. 2. Diogenes a. Illustrate how Diogenes carried out the message of his mentor Antisthenes. b. Explain the claim that Diogenes was the second king of the empire. 3. Crates a. Describe the shift made in cynicism by Crates in his interpretation of natural living. C. Skepticism 1. Pyrrho a. Explain the claim that philosophical skepticism was originally an ethical position using the concept of ataraxy. b. Identify the three things Phyrro believed the person who would be happy ought to consider. 2. Sextus Empiricus a. Describe the skeptics account of ‘the way things are’ according to Sextus. b. Explain the state of mind the skeptics strived to adopt and how they proposed to achieve it. c. Identify the four things skeptics followed as operational guides and the attitude they held toward them. d. Explain how the skeptics hoped to avoid the two main sources of unhappiness. D. Hedonism 1. Aristippus of Cyrene a. Trace Aristippus’ hedonism to the influence of Socrates. b. Explain the basis for Aristippus’ sensationalism and the consequences this had for social conventions and theoretical knowledge. c. Explain why Aristippus’ view of pleasure requires him to regard the neutral state of quietude as undesirable. 2. Epicurus and Lucretius a. Explain why Epicurus was disinterested in science and mathematics but interested in metaphysics. b. Explain how Epicurus’ atomism avoided the main sources of unhappiness in people. c. Explain how Epicurus avoided the determinism in Democritus’ atomism and the advantage in doing so. d. Explain how he used Plato to avoid the subjectivism of Aristippus and the Sophists. e. Identify the three main positions Epicurus took on ethics and explain the consequences of each. f. Explain how the walled garden makes an apposite metaphor for Epicurus’ ethic. E. Stoicism 1. Early Stoa: Zeno, Cleanthes, and Chrysippus a. Identify the ideas the Stoics borrowed from other philosophers and philosophies in their eclectic position. b. Describe the Stoic account of reality and change. c. Explain how the Stoics responded to the two major problems with their world view; the existence of evil and determinism. d. Explain how these solutions lead to an ethic based on control of our desires and emotions. 2. Roman Stoics a. Describe the main contribution of Roman stoicism from Epictetus to Marcus Aurelius. F. Neoplatonism 1. Plotinus a. Identify the elements from Plato’s philosophy that Plotinus combined with monotheism. b. Explain how Plotinus’ metaphor of ‘emanation’ accounts for creation of things in succession and thus the creation of time itself. c. Describe Plotinus’ accounts of the nature of the human soul and of matter. d. Explain how Plotinus accounts for the existence of evil.
Method of Evaluation and Competencies:
A minimum of three essay exams which will constitute no less than 60% of the student’s grade. Additional exams, papers, reports, projects, and quizzes may be used at the instructors’ discretion to assess mastery of the competencies and to facilitate achievement of the course objectives.
Grade Criteria:
Caveats:
NoneStudent Responsibilities:
Disabilities:
JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).
PHIL 155
- Title: Bioethics*
- Number: PHIL 155
- Effective Term: 2016-17
- Credit Hours: 3
- Contact Hours: 3
- Lecture Hours: 3
Requirements:
Prerequisites: BIOL 121 or high school biology with department approval.
Description:
This course introduces students to the scientific, ethical and legal issues relevant to the discipline of biology and those raised by the rapid development of new biological technologies. Students will examine the major theories of ethics, including deontology, utilitarianism, and select others. Topics include: beginning of life issues such as contraception, abortion, and nontraditional methods of human reproduction; end of life issues such as advance healthcare directives and physician-assisted suicide; and other issues such as experimentation on human and animal subjects and human environmental impacts. 3 hrs. lecture/wk. BIOL 155 and PHIL 155 are the same courses; only enroll in one.
Textbooks:
http://bookstore.jccc.edu/Supplies:
Refer to the instructor's course syllabus for details about any supplies that may be required.Objectives
-
Describe a selection of the major ethical issues raised by biological research and development.
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Compare and contrast relevant ethical theories.
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Analyze an appropriate case and prepare a case study.
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Develop a reasoned ethical argument.
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Describe his/her operative ethical stance.
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Describe the nature of science and scientific methods.
Content Outline and Competencies:
I. Introduction to Biology
A. Compare and contrast science, pseudoscience, and non-science.
B. Describe the importance of scientific methodologies.
C. Describe the characteristics of life.
D. Describe the basic features of evolution and the importance of evolution to biology.
II. Introduction to Ethics
A. Compare and contrast morals and ethics.
B. Describe the basic motivations for reasoned ethical discourse.
C. Discuss primary secular ethical theories.
D. Describe deontology, in terms of its major points, including its strengths and weaknesses.
E. Describe utilitarianism, in terms of its major points, including its strengths and weaknesses.
F. Describe religious ethics, in terms of its major points, including its strengths and weaknesses.
G. Compare and contrast religious ethics and secular ethics as they relate to biological issues.
H. Compare and contrast natural law, virtue, natural rights, and feminist caring in terms of their major points, strengths and weaknesses.
I. Describe the influence of religion on the analysis of current biological issues .
III. Introduction to Case Study Analysis
A. Describe the use of case studies as a means of preparing a reasoned ethical argument .
B. Prepare a detailed outline of the six step analysis of an issue.
C. Examine and discuss the salient points of sample case studies using the six step analysis.
IV. Develop and Describe a Personal Ethical Stance for the Purpose of Examining the Provided Cases
V. Case Studies (for each of the provided cases):
A. Identify and describe the relevant biological facts.
B. List the salient ethical issues.
C. Describe the available non-biological facts.
D. Identify and describe the stakeholders.
E. Identify and describe the values at stake.
F. Identify and describe the possible solutions.
G. Choose and justify the best solution and probable outcomes.
Method of Evaluation and Competencies:
Evaluation of student mastery of course competencies will be accomplished using the following methods:
1. The semester grade will be determined as the points accumulated by the student as a percentage of the total points possible.
2. The values of assessments are as follows:
30-50% Examinations
25-35% Case study analyses
15-25% Explanation of the student’s personal ethical stance/worldview
10-20% Attendance and participation in discussions
Total: 100%
Grade Criteria:
90 – 100% = A80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F
Caveats:
-
Computer Literacy Expectations:
Students will need basic word processing and Internet searching
skills for the completion of some papers, exercises and projects.
Student Responsibilities:
Disabilities:
JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).
PHIL 176
- Title: Philosophy of Religion
- Number: PHIL 176
- Effective Term: 2016-17
- Credit Hours: 3
- Contact Hours: 3
- Lecture Hours: 3
Description:
This course is an inquiry into the nature of religion, religious thought and religious language. It addresses philosophical topics such as the nature of religious belief, the apparent need of some people for religion, the arguments offered as proof for and against the existence of God, apparent contradictions between scientific and religious teachings, special problems raised by religious language, and the changes religion and philosophy of religion have made to accommodate a modern world view. 3 hrs. lecture/wk.
Textbooks:
http://bookstore.jccc.edu/Supplies:
Refer to the instructor's course syllabus for details about any supplies that may be required.Objectives
- Discuss a variety of religious concepts and define the vocabulary that is appropriate to each of these concepts.
- Analyze and explain the dynamics fundamental to religious institutions and explain how theological postulates may be defended through a reasoned analysis.
- Identify, analyze and explain philosophical arguments offered to prove the existence of God.
- Identify, analyze and explain philosophical arguments offered to disprove the existence of God.
- Identify and explain multiple concepts of the nature of evil.
- Demonstrate the ability to initiate and maintain dialog on religious questions while maintaining an interest in and appreciation for alternative views.
- Describe and apply the philosophical understanding needed to meet the challenge posed by personal religious concerns and fundamental religious commitments.
- Identify and explain the traditional and contemporary perceived conflicts between science and religion.
- Explain possible resolutions of the perceived science/religion conflict.
- Describe and explain the relationship between religion and morality, and identify and explain at least two religion-based ethical theories.
- Explain how ethical theories can be developed without reference to religious convictions, and identify and explain at least two such theories.
- Define free will, and explain attempts made to make the concept of free will consistent with the concept of an omniscient God.
Content Outline and Competencies:
I. Introduction A. Philosophy and Philosophy of Religion 1. Identify questions which challenge the reasonableness of religious belief and commitment. 2. Formulate a working definition of religion. 3. Establish legitimate parameters of philosophical inquiry into questions related to religion. 4. Examine the nature of certainty and the reasonableness of faith based commitments. 5. Identify problems associated with religious language and critically evaluate proposed resolutions of those problems. 6. Compare the views of Aquinas and Hume on analogy. II. Arguments For and Against God’s Existence A. The Ontological Argument 1. Review and explain Anselm’s Formulation. 2. Review and explain the modal version of the ontological argument. 3. Critically examine weaknesses and strengths of both the traditional and contemporary ontological arguments. B. The Cosmological Argument 1. Explain and evaluate the validity of the principle of sufficient reason. 2. Review and explain the cosmological argument. 3. Explain and evaluate the concept of infinite regression. 3. Examine weaknesses and strengths of the cosmological argument. 4. Discuss the adequacy of uncaused first cause as definitive of God. C. The Teleological Argument 1. Traditional formulations a. Review and explain Paley’s Watch Analogy. b. Review Hume’s response and critically examine the measure and extent of its validity. D. The Moral Argument 1. Formulate and evaluate the Moral Argument for the existence of God. E. The Pragmatic Argument 1. Review Pascal’s Wager and evaluate its relevance. F. The Problem of Evil 1. Distinguish and evaluate the concepts of moral and physical evil. 2. Explain and evaluate the following traditional concepts of evil: a. Privation b. Punishment for sin c. Test of faith d. God’s warning e. A challenge necessary for the building of character G. The Argument from Miracles and Mystical Experience 1. Define miracle and evaluate the possibility of the existence of miracles. 2. Examine and evaluate Hume’s criticisms of miracles. 3. Evaluate the existence of miracles as a reasonable proof for the existence of God. H. The Argument from Mystical Experience 1. Review James’ explanation of mystical experience. 2. Weigh the reasonableness of the existence of mystical experience. Evaluate the value of such experience as a proof for the existence of God. III. Alternatives to Theism A. Explain and evaluate arguments for the conclusion that religion is an opiate of the people” and exposes individuals to unreasonable manipulation. B. Review the evolution of materialistic concepts fundamental to humanism. C. Evaluate the reasonableness of the suggestion that religion is possible without God and that non-theistic beliefs can satisfy religious needs. IV. Science and Religion A. Identify questions which have which have brought science and religion into conflict. B. Examine the religious and scientific perspectives at the root of the disagreements with a view to evaluating the compatibility of the apparently conflicting religious and scientific answers. V. Morality and Religion A. Explain the concept of free will and discuss the possibility logical compatibility of free will and an omniscient God. B. Address the question of the relationship of free will to morality. C. Explain religion based morality. 1. Explain and evaluate the divine command theory. 2. Explain and evaluate the natural law theory. D. Show how morality can exist without religion and discuss moral systems which deny the existence of God. NOTE: Individual instructors may vary the order of the outline as it appears here and may emphasize subtopics of the outline to the exclusion of others. What is assured is that this list of major topics presents the topics to be covered in the course.
Method of Evaluation and Competencies:
Administration of a minimum of three exams which will require students to write essays that demonstrate understanding of essential course material. These exams will determine at least 60% of the grade given in this course. In addition, quizzes, research papers, oral reports and other forms of objective evaluation may be used at the instructor's discretion. See individual instructor’s syllabus for grading scale.
Grade Criteria:
Caveats:
NoneStudent Responsibilities:
Disabilities:
JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).
PHIL 210
- Title: History of Modern Philosophy*
- Number: PHIL 210
- Effective Term: 2016-17
- Credit Hours: 3
- Contact Hours: 3
- Lecture Hours: 3
Requirements:
Prerequisites: PHIL 121 or PHIL 143 or HIST 125 or HIST 126.
Description:
This course takes a historical approach to the development of modern philosophy and covers the period from the Renaissance to the 20th-century. The course will cover the epistemological, metaphysical and relevant axiological issues of the major philosophers and philosophical movements of this period. The course will also examine the influence of modern philosophy on contemporary thought. 3 hrs. lecture/wk.
Textbooks:
http://bookstore.jccc.edu/Supplies:
Refer to the instructor's course syllabus for details about any supplies that may be required.Objectives
- Describe in detail the major issues of the modern period in philosophy and describe and explain the vocabulary in which those issues were discussed.
- Thoroughly describe the methods modern philosophers devised to try to resolve the major issues of their times.
- Trace historically the discussion of the main problems of modern philosophy as it develops from its origin in the Renaissance, through the major movements of the period, such as rationalism, empiricism, and idealism, to the influence of these movements on nineteenth century philosophy.
- Explain the relationship between modern philosophy and both twentieth century philosophy and the development of contemporary Western social, political, and religious institutions.
- Display the ability to write expository and evaluative essays in a focused, informed, coherent, and thorough manner.
- Display the ability to read complex philosophical material interpretively.
- Display habits of character which contribute to academic and philosophical excellence.
Content Outline and Competencies:
I. Concepts in the History of Philosophy A. Distinguish between the history of philosophy, the history of ideas and philosophy of history. B. Distinguish these terms and their methodologies: science, theology, and philosophy. C. Explain in what sense there is "progress" in philosophy and in what sense there is not "progress" in philosophy. D. Explain the basic features of Scholastic philosophy. II. Francis Bacon A. Define "idols" and identify Bacon’s types of idols described in Novum Organum and describe the ways they "meet and trouble us." B. Describe the features of Bacon's Novum Organum that qualify his writing as "modern" or analytical philosophy and not speculative philosophy. C. Give specific instances of Bacon's idols of (1) the cave, (2) the market place, (3) the theatre, and (4) the tribe. III. Rene Descartes A. Describe the features of Descartes’ rationalism and explain what personal experiences of his led him to adopt rationalism. B. Skepticism 1. Explain Descartes' dreaming argument. 2. Explain Descartes' evil genius argument. 3. Define Solipsism. 4. Explain Descartes' test for the truth of an idea. C. God's existence 1. Explain the cosmological argument. 2. Explain the teleological argument. 3. Explain the ontological argument. D. Explain the argument for the conclusion that material objects exist. E. Describe Descartes' analysis of the piece of wax. F. Explain Descartes' conclusions regarding the origin of sensory qualities (colors, smells, etc.) of material objects. G. Define substance and describe the types and number of substances in Descartes' theory of the physical universe. H. Evaluate the strength of Descartes' analysis of physical objects. IV. Baruch Spinoza A. Describe Spinoza’s two basic criticisms of Descartes’ cogito argument from the second Meditation. B. Describe Spinoza’s concept of substance and explain how Spinoza’s concept leads him to reject Descartes’ cogito and Descartes’ concept of extension. C. Describe Spinoza’s concepts of attribute and mode. D. Explain Spinoza’s rejection of the concept of final causality. E. Describe the levels or stages of human knowledge. F. Describe these concepts in Spinoza’s ethics: his account of human emotions, both passive and active, conatus, servitude, and freedom. V. Gottfried Leibniz A. Describe Liebniz’s theory of knowledge, including his thinking about: 1. Truths of reason 2. Truths of fact 3. Analytical propositions 4. Synthetic propositions B. Describe the relationships between Leibniz’s grammar of propositions and his metaphysics. C. Describe Leibniz’s conception of substance and explain how this conception differs from Descartes’ and Spinoza’s conceptions of substance. D. Explain these principles: 1. Principle of sufficient reason 2. Principle of noncontradiction 3. Principle of identity of indiscernibles E. Explain these concepts in Leibniz’s theory: 1. God 2. Freedom 3. Determinism VI. John Locke A. Define "empiricism." B. Describe the connection between the appearance of empiricism and the development of a comprehensive theory of language. C. Compare Hobbes’ account ofmeaning with Locke’s theory of linguistic meaning. D. Describe Locke’s disagreement with Leibniz over innate ideas. E. Describe Locke’s theory of abstract ideas and his account of how we acquire knowledge of the external world. F. Describe Locke’s theories of substance, causation, and personal identity. VII. George Berkeley A. Describe Berkeley’s position on causal relations among objects in the external world. B. Describe Berkeley’s theory of ideas and the theory’s implications for Locke’s conception of abstract ideas, Locke’s distinction between primary and secondary qualities, and Locke’s notion of substance. C. Describe Berkeley’s arguments against the existence of material substance. 1. Explain Berkeley’s conviction that belief in material objects entails skepticism. 2. Describe the chief features of the materialism which Berkeley sought to refute. 3. Provide the details of Berkeley’s arguments which were designed to refute each of these chief features. D. Describe Berkeley’s argument for God’s existence and the relationship between my mind, other minds, and God. VIII. David Hume A. Describe the principles of Hume’s empiricism and how Hume’s empiricism differs from that of Locke and Berkeley. B. Describe and explain Hume’s analysis of causation and explain how his analysis harms the classical conception of causality. C. Describe the problem of induction according to Hume. D. Relate Hume’s analysis of propositonal truths to this theory of knowledge. E. Apply Hume’s epistemology to his analysis of the concepts of soul and personal identity. F. Describe Hume’s arguments against God’s existence and the notion of miracles. G. Outline the principal features of Hume’s ethics. IX. Immanuel Kant A. Describe the basic goals of Kant's metaphysical system. B. Explain the meaning of the words "symthetic a priori knowledge." C. Explain the sense in which Kant's epistemology "transcendental." D. Define and explain the epistemological significance of Kant's "categories" of understanding. E. Describe these concepts in Kant: the "Transcendental Unity of Apperception" and "Transcendental Deduction." F. Describe Kant's distinction between "phenomena" and "noumena." G. Kantian ethics 1. Explain what a moral law is. 2. Define "categorical imperative." Give Kant's three formulations of the imperative and explain the difference between the formulations. 3. Distinguish hypothetical from categorical imperatives. 4. Describe the characteristics which make up "humanity" according to Kant. 5. Explain Kant's formulation "treat humanity as an end." 6. Distinguish between the concepts of "dignity" and "price." 7. Distinguish between "beneficence" and "duty." 8. Distinguish an act from duty from an act in accordance with duty. 9. Explain Kant's application of the categorical imperative to the: a. Suicide case b. Promising case c. Comfortable circumstances case d. Each-for-himself case X. G.W. F. Hegel A. Describe the criticisms which Hegel makes of Kant’s theory of the categories of understanding. B. Describe Hegel’s characterization of history as spirit. C. Discuss Hegel’s theory dialectic and the theory’s role explaining the character of reality. D. Explain the development of self-consciousness and this development’s relation to master-slave relationships. E. Explain the concept of the cunning of reason.
Method of Evaluation and Competencies:
At least one of the following methods: research paper, essay, short written answer, multiple choice questions, problem solving, or classroom presentations. A minimum of three examinations will be given which will constitute no less than 60% of a student’s grade.
Grade Criteria:
Caveats:
NoneStudent Responsibilities:
Disabilities:
JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).
PHIL 210H
No information found.PHIL 292
- Title: Special Topics:*
- Number: PHIL 292
- Effective Term: 2016-17
- Credit Hours: 3
- Contact Hours: 3
- Lecture Hours: 3
Requirements:
Prerequisites: The student must be currently enrolled in, or have successfully completed with a grade of 'C' or higher, any of the following core PHIL courses: PHIL 121, or PHIL 143.
Description:
This course periodically offers specialized or advanced discipline-specific content related to the study of philosophy not usually taught in the curriculum to interested and qualified students within the program.
Textbooks:
http://bookstore.jccc.edu/Supplies:
Refer to the instructor's course syllabus for details about any supplies that may be required.Objectives
- Undertake complex readings and research in the designated topic
- Define key terms and both explain and apply concepts within the scope of the topic
- Utilize research and analysis skills relevant to the area and issues of study
- Engage in a reasoned and scholarly discussion about the Special Topic
- Develop a personal point of view about the Special Topic that can be supported with textual evidence, research, and other means.
Content Outline and Competencies:
Because of the nature of a Special Topics course, the course Content Outline and Competencies will vary, depending on the Special Topic being offered. The Special Topics course outlines must be designed in the standard format for all JCCC-approved courses and must include the standard course objectives for a Special Topics class. The course Content Outline and Competencies must be written in outcome-based language. In order to maintain course consistency, rigor, and uniqueness, each section of this course first must be reviewed and approved by the Philosophy and Religion faculty prior to its being offered. The Arts, Humanities and Social Science Division Curriculum Committee and the Division Dean will review each Special Topics course to be offered and approve the course content. The AHSS Division will also determine when and if the course may be taught.Method of Evaluation and Competencies:
Evaluation of student mastery of course competencies will be accomplished using the following methods: Evaluation will be based on typical assignments such as readings, discussion, written assignments (such as critical reviews or research papers), web-based research, individual or group projects, etc., dependent upon the needs of the topic and the instructor.Grade Criteria:
A = 90 - 100%
B = 80 - 89%
C = 70 - 79%
D = 60 - 69%
F = below 60%Â
Grade Criteria:
Caveats:
- Course work may transfer to four-year institutions as elective credit.
- A student cannot take more than two Special Topics in Philosophy courses that are not cross-listed with HUM, REL, or HIST. This does not include unique and non-cross listed Special Topics
- A class offered as a Special Topics course may not be offered more than once every two years.
Student Responsibilities:
Disabilities:
JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).