RP140:
Meeting Times, Location, & Course Delivery Details
Contact Information
Upon successful completion of this course…
1. The student will be able to examine the field of philosophy as preparation for further courses in the
Religion and Philosophy program.
2. The student will be able to recognize philosophical problems in their professional and personal
lives and introduce them to methods for solving them.
3. The student will be able to apply critical thinking skills in a way that is applicable in their other courses at
Wilmington College, in their careers, and in their lives as democratic citizens.
1.) Velasquez, Manuel. Philosophy: A Text with Readings. Thirteenth Edition. Cengage Learning, Boston: 2017.
Course Description: This course provides students with an opportunity to transformatively wrestle with “the big questions” by introducing them to the key themes, thinkers, and debates in Western Philosophy. How do we decide what is right and what is wrong? Does God exist? What is truth and how do we find it? Assuming no background in philosophy, this highly accessible class will help students think through these big questions in a practical way that connects to their lives and the ordinary problems we face every day. We will not only explore key issues in the history of philosophy, but actively work to apply them to urgent contemporary problems like fake news, social media, and the environmental crises.
Course Goals
This course will:
- Survey and critically analyze the history and development of Western Philosophy (ancient, modern, and post-modern).
- Introduce the fundamental topics and debates in the major branches of Western Philosophy (philosophical method, philosophical anthropology, metaphysics/ontology, the philosophy of religion, epistemology, ethics, and political philosophy).
- Introduce the thought and contributions of canonical figures in Western Philosophy (Socrates, Plato, Aristotle, Descartes, Kant, Hume, Kierkegaard, Nietzsche, etc.).
- Explore the relevance of Western Philosophy to contemporary social, cultural, and intellectual problems.
Learning Outcomes
By the end of this course, you should be able to:
- Demonstrate a basic knowledge of the major topics, debates, and figures in the history of Western Philosophy.
- Justify and think critically about your own beliefs, values, and commitments.
- Read and critically analyze complex philosophical texts.
- Write coherent and persuasive philosophical arguments.
- Philosophically analyze contemporary experience and problems.
Course Format and Policies:
Format: This course will meet in person on T/TH from 11:20-12:50PM at the Watson Library LB1. The class will be taught and approached as an interactive seminar. While each class will begin with a short lecture given by the instructor, the majority of the session will be dedicated to interactive conversation that all students are expected to actively participate in. Small groups and circle work led by the instructor and assigned student co-instructor will be strategically used to facilitate this interactive conversation.
Participation: Because of this, in-class participation is an essential and mandatory part of this course. As previously mentioned, students are expected to actively interact with each other and the professor on that day’s content. Participation will make up 20% of your final grade. You are expected to show up to class having carefully read the material and fully prepared to engage in substantial and quality conversation about it.
Attendance: Given this heavy emphasis on active participation, attendance is thereby absolutely essential to success in this course. Attendance will be taken every day. Students will be allowed two excused absences. Every absence outside of these excused absences will result in the final grade being dropped one point for every session missed.
Course Requirements
- Participation (20% of final grade)
- Co-instructing (5% of final grade)
- Five two-page Reflection papers (25% of final grade)
- Philosophy and Culture Project (10% of final grade)
- Midterm Exam (20% of final grade)
- Final Exam (20% of final grade)
This course requires a substantial amount of reading. As with the discipline of Philosophy in general, it is built around a critical engagement with texts. Learning how to read complex texts 2 and analyze difficult ideas/arguments is one of the most important skills you will learn in this class.
The required reading assignment for each day will be around 25 pages. A minimum of two hours of out-of-class student work is expected for each hour of in-class time. However, this is not mere reading for reading's sake. All of the graded work you will be turning in is directly related to these readings. As a result, if you do the readings, and do them well, you will inevitably be setting yourself up to succeed in each of the following course assignments (participation, reflection papers, exams, etc.). This class is intentionally set up so that every assignment you do is in some way a reflection on, or direct response to, the required readings. I do not assign meaningless busy work. This means that if you stay up with the readings, all of the following assignments will come quite easily and naturally to you. It’s simple: Do the readings and you will do well.
I am available to meet with you personally at any time throughout the semester to provide specific assistance and feedback on any of these assignments. Whether you want to discuss your grades, get feedback on a paper you are writing, or merely discuss any of the course content, please feel free to come to office hours or reach out to set up an appointment.
All assignments are to be turned in and submitted electronically via Blackboard.
Course Schedule
January 14th: Welcome, Introductions, Syllabus. Watch Video: Cornel West.
THE NATURE OF PHILOSOPHY - WHAT IS PHILOSOPHY? (PHILOSOPHICAL METHOD)
January 16th: What is Philosophy and The Traditional Divisions of Philosophy. Read Velasquez, pp. 2-18. Student co-instructor: Isabelle Brown.
January 21st: Socrates: A Philosopher in Action and The Value of Philosophy. Read Velasquez, pp. 19-41. Student co-instructor: Sydney Capen.
HUMAN NATURE - WHAT DOES IT MEAN TO BE HUMAN? (PHILOSOPHICAL ANTHROPOLOGY)
January 23rd: Why Does Your View of Human Nature Matter? and What is Human Nature 1? The Traditional View of Human Nature. Read Velasquez, pp. 50-69. Student co-instructor: Dominic Capocciama.
January 28th: What is Human Nature 2? Darwinian, Existentialist, and Feminist Challenges. Read Velasquez, pp. 70-85. Student co-instructor: DayJah Davis.
January 30th: The Mind Body Problem. How Do Your Mind and Body Relate? Read Velasquez, pp. 86-106. Student co-instructor: Ashley Doroda.
February 4th: Is There an Enduring Self? and Are We Independent Self-Sufficient Individuals? Read Velasquez, pp. 107-127. Student co-instructor: Christian Duniver.
February 6th: Historical Showcase: Plato. Aristotle, and Confucius. Read Velasquez, pp.133-49. Student co-instructor: Eli Eyrich.
REALITY AND BEING - WHAT IS REAL? (METAPHYSICS AND ONTOLOGY)
February 11th: What is Real? Materialism and Idealism. Read Velasquez, pp. 150-77. Student co-instructor: Blake Kanniard.
February 13th: Pragmatism, Logical Positivism, and Anti-Realism. Read Velasquez, pp. 178-99. Student co-instructor: Kameron Klercke.
February 18th: Freedom and Time. Read Velasquez, pp. 200-25. Student co-instructor: Stephen McCoy.
PHILOSOPHY, RELIGION, AND GOD (PHILOSOPHY OF RELIGION)
February 20th: Does God Exist? Classical Arguments. Read Velasquez, pp. 250-74. Student co-instructor: Thomas Rose.
February 25th: Atheism, Agnosticism, and The Problem of Evil. Read Velasquez, pp. 275-89. Student co-instructor: Nathan Schnell.
February 27th: Religious Experience (Traditional and Non-traditional). Read Velasquez, pp. 290-313. Student co-instructor: Mekhi Scott.
THE SOURCES OF KNOWLEDGE - HOW DO WE KNOW? (EPISTEMOLOGY I)
March 4th: Rationalism: Is Reason the Source of our Knowledge? Student co-instructor: Zoe Smith.
March 6th: Empiricism: Are Our Senses the Source of our Knowledge? Read Velasquez, pp. 359-82. Read Velasquez, pp. 336-58. Student co-instructor: Clayton Snavely.
March 11th: No Class: Spring Break.
March 13th: No Class: Spring Break.
March 18th:The Kantian Synthesis. Read Velasquez, pp. 383-97. Student co-instructor: Trey Sparks.
March 20th: Does Science Give us Knowledge? and Historical Showcase: Hume. Read Velasquez, pp. 398-408 and 419-25. Student co-instructor: Taylor Thomason.
TRUTH - WHAT IS TRUE? (EPISTEMOLOGY II)
March 25th: What is Truth? Correspondence, Coherence, and Pragmatic Theories. Read Velasquez, pp. 426-53. Student co-instructor: Brody Whitaker.
March 27th: Does Science Give us Truth? and Can Interpretations Be True? Read Velasquez, pp. 454-69. Student co-instructor: Hunter Yakes.
HOW SHOULD WE LIVE? (ETHICS)
April 1st: What is Ethics? and Consequentialism: Do Consequences Make an Action Right? Read Velasquez, pp. 486-509. Student co-instructor: Anesu Zviiteyi.
April 3rd: Deontology: Do Rules Define Morality? Read Velasquez, pp. 510-28. Student co-instructor: Lexus Reiley.
April 8th: Virtue Ethics: Is Ethics Based on Character? Read Velasquez, pp. 533-48
April 10th: Ethical Case Studies: Abortion and Euthanasia. Read Velasquez, pp. 549-63.
PHILOSOPHY, JUSTICE, AND THE STATE (POLITICAL PHILOSOPHY)
April 15th: What is Social and Political Philosophy? and What Justifies the State and Its Power? Read Velasquez, pp. 578-598.
April 17th: What is Justice? Read Velasquez, pp. 603-20.
April 22nd: Limits on the State. Read Velasquez, pp. 621-44.
April 24th: No Class: In Service/Professor Development Day
April 29th: Historical Showcase: Marx and Rawls. Read Velasquez, pp. 653-65.
May 1st: The Meaning of Life. Read Velasquez, pp. 666-81.
* This syllabus (course content, schedule, assignments, and gradings scale) is subject to change based on the instructor’s discretion.
Assignment Breakdown:
Participation (20%): See Above. This course will be taught as a seminar where the majority of each class will be spent in interactive conversation with each other discussing that day’s reading assignment. Student co-instruction, small groups, and circle work will be strategically utilized to ensure that each student has the opportunity to speak and participate. I am a firm believer that students learn best in active dialogue with each other.
Co-Instructing (5%): Each class will have an assigned student co-instructor to assist in facilitating that day’s interactive discussion. The co-instructor is NOT expected to teach the class or lead the discussion. They are simply expected to be the primary point-person that the instructor looks to for input, questions, and conversation topics. A successful co-instructor will show up extra familiar with that day’s content and ready to help guide our discussion with thoughtful questions and insights.
Reflection Papers (25%): Throughout the course of the semester you will be asked to complete five 500-750 word (2-3 page) response/reflection papers. These are not formal research papers but a chance for you to critically reflect on central topics addressed in the required readings and lectures. These papers will be a direct response to a specific prompt/question provided by the professor. More information and details will be provided on Blackboard at the time of the assignment. Late submissions will be accepted but the final grade will be lowered by half a letter grade (5 points) for each day the assignment is late.
Philosophy and Culture Project (10%): Drawing on a specific theory, idea, or figure from the course, each student will be required to provide a philosophical analysis of a cultural artifact 3 (song/movie), phenomenon (fake news, social media, climate denial), or issue (a specific ethical problem, justice issue, or cultural/political debate) of their choice. You will have the option to write up your analysis as a 2-3 page paper OR give a ten minute in-class presentation. Topics must be approved by the professor. More details will be provided at the time of the assignment.
Midterm Exam (20%): A midterm in-class exam made up of multiple choice, true/false, fill-in-the-blank, and short essay questions covering the big ideas discussed in the course readings and lectures from the first half of the semester. Study materials/guides will be provided but attention in class and careful readings of the required assignments should adequately prepare students for this exam.
Final Exam (20): A final in-class exam made up of multiple choice, true/false, fill-in-the-blank, and short essay questions covering the big ideas discussed in the course readings and lectures from the second half of the semester. Study materials/guides will be provided but attention in class and careful readings of the required assignments should adequately prepare students for this exam.
The grading scale will be as follows:
A 94-100
A- 90-93
B+ 87-89
B 83-86
B- 80-82
C+ 77-79
C 73-76
C- 70-72
D+ 65-69
D 60-64
F 59 and below
Instructor Course Policies
Inclusivity Statement
I am deeply committed to providing an atmosphere for learning that respects diversity and in which all students feel comfortable and safe to learn. While this is important for all classes, it is particularly so for courses on delicate topics like philosophy. Like politics and religion, this is a complex topic that we often have deep and passionate feelings about. Each of us brings our own unique stories, perspectives, and experiences to these conversations. This is a good thing. I encourage each one of you to think, write, and share from your own understanding. However, it is imperative that each of us do this in a self-critical and charitable way that is not only tolerant and respectful of, but willing to actively learn from and be challenged by, the equally valid experiences and opinions of others. This is not only the right thing to do. It is also where some of the most deep and transformative learning takes place. Consequently, in order to build a safe, respectful, and inclusive classroom community I ask that students:
- be open to the views of others
- share their unique experiences, values, and beliefs
- honor the uniqueness of their peers
- appreciate the opportunity that we have to learn from each other in this community
- communicate in a respectful manner
- keep confidential discussions that the community has of a personal (or professional) nature
- utilize this opportunity together to discuss ways in which we can create an inclusive environment in this course and across the Wilmington community
Statement of support for elective gender pronoun use and self-identification
Class rosters are provided to me with students’ legal name. I will gladly honor your request to address you by an alternate name or gender pronoun. Please advise me of this preference early in the semester so that I may make the necessary adjustments in my records.
Academic Integrity and Misconduct Policy
The pursuit of truth demands high standards of personal honesty. Academic and professional life requires a trust based upon integrity of the written and spoken word. Accordingly, violations of certain standards of ethical behavior will not be tolerated at Wilmington College. These include theft, cheating, plagiarism, unauthorized assistance in assignments and tests, unauthorized copying of computer software, the falsification of results and material submitted in reports or admission and registration documents, the falsification of any academic record including letters of recommendation, or use of artificial intelligence (such as ChatGPT). Artificial Intelligence is not to be used or referenced for any assignment. For purposes of this class, any use of this technology is considered plagiarism/cheating and will be penalized accordingly.
All work submitted for academic evaluation must be the student's own. Students cannot work together on assignments unless explicitly given permission from the instructor. Certainly, the activities of other scholars will influence all students. However, the direct and unattributed use of another's efforts is prohibited, as is the use of any work untruthfully submitted as one's own.
Penalties for violations of this policy may include a zero for that assignment/test or an “F” in the course. Your instructor may use plagiarism detecting software, such as Turn-It-In, to review your written assignments. See the current Student Handbook for the college's Academic Integrity policies as they pertain to examinations, plagiarism, classroom behavior, and the process for handling academic misconduct charges.
Blackboard Assistance
If you are experiencing difficulty using Blackboard, accessing content, submitting assignments, taking assessments, participating in discussion boards, viewing your grade, or using your technology device, you should contact the IT Helpdesk at helpdesk@wilmington.edu or call 937-481-2459.
Americans with Disabilities Act
If you have a documented disability that requires accommodations, contact the Director of Accessibility and Disability Services at 937- 481-2444, Robinson Communication Center.
Institutional and Program-Level Policies
All exams will follow the Final Exam Schedule. Students scheduled to take three or more final examinations on one day may request to arrange their examination schedule, so no more than two exams occur on one day.
Requests for early or late exams are considered only under extreme circumstances. Prior to the exam period, the student must file a written request on the Early/Late Exam Form available in the Student One Stop Center, Academic Records, and on the WC portal. The form must be signed by the Instructor and the Academic Dean, approving the alternate exam time. This process must be completed prior to the scheduled exam period.
Out-of-class Work Expectation A minimum of 2 hours of out-of-class student work is expected for each hour of in-class time for traditional face-to-face courses. For online and hybrid courses, the combination of face-to-face time and out-of-class work should be equal to 3 hours per credit hour per week. |
Instructional Course Delivery |
Academic Integrity Policy The use of generative AI is prohibited except where expressly allowed in assignment instructions. |
Academic Misconduct - Examples [10/24]
ACADEMIC CODE OF CONDUCT
This policy is directly related to the first Testimony, which is part of the Student Code of Conduct. “I will practice personal and academic integrity.” The initial responsibility for dealing with academic misconduct lies with the individual faculty member in whose classroom or course of study the offense occurs. The responsibility includes determination of the consequences for the offense. The goal is for faculty to confront cheating and plagiarism, to teach ethical behavior, and to provide an appropriate consequence based on the nature of the incident. Faculty are encouraged to explicitly address academic misconduct and its consequences in the course syllabus.
EXAMPLES OF ACADEMIC MISCONDUCT
A. Examination offenses include, but are not limited to, the following:
1.Taking unauthorized materials into or out of the examination room.
2.Leaving the examination room without authorization before completing an examination.
3.Talking in the examination room without authorization.
4.Discussing the examination outside the examination room during the course of the examination.
5.Attempting to observe the work of another student.
6.Taking an examination for another person or permitting someone else to do so.
7.Collaborating improperly by discussion, joint research, or joint effort in any way expressly prohibited by the instructor. This includes using a cell phone or other device to access information from another source or another student.
8.Improper knowledge of contents of an examination - No student shall knowingly acquire unauthorized knowledge of an examination or any part of an examination, or solicit, offer, or give information about any part of an examination.
B. Student work offenses include, but are not limited to, the following, which are expressly prohibited in the absence of prior written approval of the instructor or instructors involved:
1.Resubmission of work - Submitting work which has been previously submitted for credit.
2. Plagiarism - Submitting work done wholly or partly by another, including the unattributed copying of all or parts of a published work or internet document. Using generative Artificial Intelligence (AI) sources to produce work (when not expressly permitted) is also a form of plagiarism. Some instances of plagiarism are the result of ignorance rather than dishonesty. When plagiarism is encountered, the instructor should be sure that the student knows proper procedures for attributing content.
3.Prohibited sources - Consulting material or persons contrary to the directions of the instructor.
4.Improper collaboration - Engaging in any discussion, joint research, or joint effort of any kind expressly prohibited by the instructor.
5.Deception - Misrepresenting the authenticity of sources, citations, or principles in any written work.
6. Sharing work – Students who share their work with others are responsible for how that work is used. For example, if a student shares a paper with another student to help him or her understand an assignment, and that student submits the work as their own, the author of the paper shares responsibility for the plagiarism committed by the other student.
D. Other misconduct - Engaging in any other improper conduct as specified by the instructor.
E. Lying – deliberately providing false information relevant to academic matters, such as misrepresenting the inability to take an examination because of illness.
F. Disruptive or disrespectful classroom behavior – causing a disturbance in the classroom, interrupting instruction, speaking rudely or threatening students or faculty.
Class Attendance Policy |
ADA (Americans with Disabilities Act)
Students with Disabilities
In accordance with ADA (Americans with Disabilities Act Amendments Act of 2008 (ADA), Section 504 of the Rehabilitation Act of 1973), Wilmington College provides access through reasonable accommodations to students with documented physical and psychological disabilities.
Students who wish to access Services need to meet with the Director of Accessibility and Disability Services and provide verification of their disability. To register with Accessibility and Disability Services, students submit an Application for Services. In addition, the student must provide the Disability Verification form accompanied by current disability documentation from a licensed professional. For more information, contact the Director of Accessibility and Disability Services at accessibility@wilmington.edu or 937.481.2444, 114 Robinson Communcation Center.