Spring 2016

Thursday 7-9:50pm

Philosophy 40
Introduction to Philosophy
Section: 9652

Instructor: Jennifer Smith

E-Mail: jsmith@losmedanos.edu
Class Website: philosophyclass.weebly.com
Office: TBA
Office Hours: 6:20 6:50pm

Overview

Required Materials

This course examines some of the central problems of philosophy, using both
contemporary readings and historical texts. Students will be introduced to
philosophys tool kit as well as its greatest hits. Topics include: epistemology,
personal identity, human knowledge and the philosophy of mind. Further details
are contained in the syllabus below. There are no prerequisites for this class.

An Introduction to Philosophy:
Classical and Contemporary
Readings. Sixth Edition. John Perry,
Michael Bratman and John Martin
Fischer.
ISBN: 978-0-19-981299-8

Goals

Analyze and evaluate the issues and possible solutions to the "Great Questions"
asked by philosophers.
Synthesize a world view based on an array of the possible solutions to the "Great
Questions" asked by philosophers. Construct arguments in support of, and in opposition to, the worldviews
generated by the possible solutions to the questions asked by philosophers.

Important Dates
January 22, 2016

Spring Classes Begin

February 12, 2016

Lincoln Holiday

Requirements
o
o
o
o
o

Participation and Homework: 10%

Midterm Exam: 20%
Final Exam: 20%
Papers #1: 25%
Paper #2: 25%

Late Work and Makeup Exams

February 15, 2016

Washington Holiday
March 21-27, 2016

Spring Recess
May 27, 2016

Spring Classes End

I do not accept late papers or give makeup exams. You will be informed in class
well in advance of each deadline and exam date and I will remind you
frequently. Should you miss class, it is your responsibility to find out what was
missed and know when papers are due.

Introduction to Philosophy
Section: 9652

Class Policies
COURSE PHILOSOPHY: Philosophy is a difficult but rewarding discipline. Like life, which at times can be frustrating and hard to figure out (e.g.,
what should I do with my life, what happens when I die, is there a God, etc.) but which at times can also be exhilarating and fun, philosophizing can have
these qualities. The only way to get better at living or philosophizing is to actively deal with the relevant issues and put an honest effort into attempting to
understand them. I look at philosophy as a skill that one cannot learn without actively participating. I do not want you to memorize names and dates
and definitions and leave the class forgetting what material we covered. I want us to create an atmosphere where we are a team (even though I might
know more about philosophy, I do not know everything), trying to sort out what the best view on these issues is, and where you're an essential part of the
team. We need open and honest dialogue that includes respect (i.e., no name calling, accusations, verbal attacks, keeping the discussion and comments
on the topic and not on the individual), keeping in mind that it is OK to disagree with each other.
PROMISES (WHAT I PROMISE YOU): I promise you that I will (1) Be on time, (2) Teach the course unless I have a temperature higher than
102, (3) Be enthused about philosophy and the class material every class session, (4) Help you understand the material to the best of my ability, (5) Be
available outside of class in the form of e-mail communication and office hours, (6) Treat you with respect, (7) Grade fairly and promptly (I will have
grades on papers returned no later than one week from when they were turned in), (8) Lay out course expectations and requirements clearly, (9) Be
organized and use class time well, and (10) Inject as much humor as philosophically possible so that we can have fun!
EXPECTATIONS (WHAT I EXPECT YOU TO DO): I expect you to (1) Do the work (e.g., the reading and papers) honestly and promptly, (2)
Come to class, (3) Be on time, (4) Participate actively, (5) Ask a question whenever something is confusing or unclear, (6) Respect each other, (7)
Support/share with each other, (8) Learn a lot, and (9) Have fun!
ADDING AND DROPPING: Students are responsible for registering for classes and for verifying their class schedules on WebAdvisor.
CELL PHONE AND LAPTOP POLICY: Silence all cell phones before class starts. Use of electronic devices for purposes not relevant to the
course must be limited to emergency use only. Notify the instructor if you are expecting an important call that may require you to step out of the
room during class time. Laptops, iPads, and other electronic devices may only be used to support disabled students who require a note taker or
for scheduled in-class activities unless permission has been given for other uses. Please help to respect the learning environment by being
courteous to others around you and observing good classroom etiquette at all times.
ACADEMIC INTEGRITY: Successful students always make sure that their work is original. This is important because the instructor must be
able to gauge what the student has learned; therefore, copying the work of another person, whether an essay or answers during a test, is
considered plagiarism. If you are suspected of plagiarism, you will bear the burden of proof. You must be able to present rough drafts or related
materials and discuss the topic intelligently. Research papers will be submitted to an anti-plagiarism website to provide an originality report as
part of the grading process.
Cheating or plagiarism demonstrates a failure to complete the most basic requirement of any course. Thus, the instructor may administer
academic consequences for violating the Academic Integrity Policy ranging from partial or no credit on an exam or assignment to an F in the
course. The instructor may also consider that a students violation of academic integrity should be a consideration for disciplinary measures, such
as suspension or removal from the course or the College. Disciplinary action for violating academic integrity is administered through the office of
the Dean of Counseling and Student Services.

DISABILITY SERVICE: I will make every effort to work with students with disabilities. If you have a learning or other disability you should let
me know and as well sign up with the LMC Disability Services Center if you have not already done so. Disability Services will assist students
with disabilities in participating in college activities, securing financial aid, scheduling classes and examinations, and planning careers.
MAKE-UP/LATE WORK: I do not accept late work.

Introduction to Philosophy
Section: 9652

GRADING GUIDELINES:
What The Grades Indicate An A paper has these characteristics:
It focuses directly on the assigned topic.
It has a clearly stated thesis and statement of procedure.
It accurately explains the pertinent background ideas, arguments, concepts and debates. It successfully focuses on precisely those background
details that really matter for the paper, and provides a clear explication in the writers own voice.
It develops an interesting and original line of argument. The argument need not succeed, ultimately, but it demonstrates considerable
reflection and insight. The author explains his or her own position clearly, and makes a lucid and compelling case for it. Examples and
analogies are germane and properly incorporated in the argument. If the paper considers a counter-argument (and most A papers do),
the counter-argument focuses upon a real weakness of the main argument, to which the writer then provides a compelling rebuttal.
The paper is well organized and individual paragraphs have clear and distinct roles in the development of the papers thesis. The paper
progresses in a coherent and lucid manner.
There are virtually no mechanical errors; i.e, the spelling, punctuation, grammar, etc. is all fine.
A B paper has these characteristics:
It often lacks one of the central characteristics of an A paper. For example, a typical B paper will explain everything accurately and be
well-organized and have few mechanical problems, but it will lack originality it mostly rehashes the lectures and the readings. Or a
B paper will have an interesting and original idea, but it will be somewhat unclear how the idea is to be understood and/or the
argument for it is not very cogent. Or a B paper might be well-organized and offer a good argument, but the author makes a major
mistake in explaining the ideas of others. It is possible to get a B on a paper by simply not providing a thesis for the paper, or by not
sufficiently proofreading an otherwise quality paper. Occasionally a student will get a B on a paper that is excellent but does not
follow the assignment (papers of this nature will often trigger plagiarism alarms).
A C paper has these characteristics:
It often lacks two of the central characteristics of an A paper. It might be poorly organized and mis-describe some aspect of the background
material. Or it might lack a thesis and also be unoriginal.
Alternatively, a C paper may do many things in a second-rate way. For example, it may have a somewhat unclear thesis, devote too much
space to irrelevant background material, have an argument that is only slightly original and somewhat unclear, and have more than just
a few spelling and punctuation problems.
A D paper has these characteristics:
It often lacks three or four of the characteristics of an A paper. It might lack a thesis, fail to accurately explain background material, and
offer an unoriginal argument that simply rehashes the lectures.
Alternatively, a D papers may just be an extremely poorly written paper, with little organization and structure and a very significant number
of mechanical errors. Many papers written the night before wind up as D papers because there is no time for required proof-reading
and re-writing.
An " F paper has these characteristics:
It fails to do much of anything seen in an A paper.
It is turned in too late.

Introduction to Philosophy
Section: 9652

Philo 40
Thursday
January 28

Classroom Topic:

Reading Due that Day:

February 4

Socrates

Plato: Apology: The Defense of Socrates

Knowledge and Reality: Plato and the

Concept of Knowledge

Plato: Theaetetus

February 11

Knowledge and Reality: Descartes and the

Problems of Skepticism

Rene Descartes: Meditation on First Philosophy

(Read the Meditations 1-3)

February 18

Knowledge and Reality: Descartes and the

Problems of Skepticism

Rene Descartes: Meditation on First Philosophy

(Read the Meditations 4-6)

February 25

Knowledge and Reality

(Class Website) John Locke: The Casual Theory

of Perception
(Class Website) George Berkeley: Of the
Principles of Human Knowledge

March 3

Knowledge and Reality: Humes Problems

and Some Solutions

David Hume: Of Skepticism with Regard to the

Senses
David Hume: An Enquiry Concerning Human
Understanding

March 10

Knowledge and Reality: Humes Problems

and Some Solutions

Salmon: The Problem of Induction

Introduction to Class
Review Syllabus

Review for Exam

March 17

**Midterm Exam**

March 24

Spring Break No Class

March 31

Minds, Bodies, and Persons: The Traditional

Problem of Mind and Body

Introduction to Minds, Bodies and Persons

(239-244)
Bertrand Russell: The Argument from Analogy for
Other Minds

April 7

Minds, Bodies, and Persons: The Traditional

Problem of Mind and Body

Gilbert Ryle: Descartes Myth

(Class Website) Analytical Behaviorism
Chapter Reading

April 14

Minds, Bodies, and Persons: The Traditional

Problem of Mind and Body

David M. Armstrong: The Nature of Mind

Daniel Dennett: Intentional States

Introduction to Philosophy
Section: 9652

April 21

Minds, Bodies, and Persons: The Traditional

Problem of Mind and Body
Philosophical Zombie

Paul M. Churchland: Eliminative Materialism

April 28

Minds, Bodies, and Persons: The Traditional

Problem of Mind and Body

Frank Jackson: What Mary Didn't Know

Franck Jackson: Epiphenomenal Qualia (Class
Website)

May 5

Minds, Bodies, and Persons: Minds, Brains

and Machines

A.M. Turing: Computing Machinery and

Intelligence
John R. Searle: Minds, Brains, and Programs

May 12

Review For Exam

May 19

Final Exam 7pm

May 26

Introduction to Philosophy
Section: 9652

No Class