Fall 2016

Tuesday 7-9:50pm

Philosophy 40
Introduction to Philosophy
Section: 9543

Instructor: Jennifer Smith

E-Mail: jsmith@losmedanos.edu
Class Website: philosophyclass.weebly.com
Office: TBA
Office Hours: Tuesday 6:30-7pm

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

Important Dates
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.

Requirements
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o
o
o
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Epistemology Exam: 20%

Philosophy of Mind Exam: 20%
Personal Identity Exam: 10%
Knowledge and Reality Paper: 20%
Minds, Bodies and Persons Paper: 20%
Group Presentation: 10%

August 12, 2016

Fall Classes Begin
September 3 and 5, 2016
Labor Day Holiday
September 23, 2016
Native American Holiday
November 11, 2016
Veterans Day Holiday
November 24-26, 2016
Veterans Day Holiday

Late Work and Makeup Exams

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: 9543

December 16, 2016

Fall Classes End

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: 9543

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: 9543

Classroom Topic:
Introduction to Class
Review Syllabus

Reading Due that Day:

Socrates
Knowledge and Reality: Plato and the Concept of
Knowledge

Plato: Apology: The Defense of Socrates

August 30

Knowledge and Reality: Descartes and the Problems of

Skepticism

Rene Descartes: Meditation on First Philosophy

(Read the Meditations 1-6)

September 6

Knowledge and Reality

(Class Website) John Locke: The Casual Theory of

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

September 13

Knowledge and Reality: Humes Problems and Some

Solutions

David Hume: Of Skepticism with Regard to the Senses

David Hume: An Enquiry Concerning Human
Understanding

August 16

August 23

September 20

Plato: Theaetetus

** Epistemology Exam **

September 27

Minds, Bodies, and Persons: The Traditional Problem

of Mind and Body

Bertrand Russell: The Argument from Analogy for Other

Minds
Gilbert Ryle: Descartes Myth

October 4

Minds, Bodies, and Persons: The Traditional Problem

of Mind and Body

David M. Armstrong: The Nature of Mind

Daniel Dennett: Intentional States

October 11

Minds, Bodies, and Persons: The Traditional Problem

of Mind and Body

Frank Jackson: What Mary Didn't Know

Franck Jackson: Epiphenomenal Qualia (Class Website)

October 18

Minds, Bodies, and Persons: Minds, Brains and

Machines

A.M. Turing: Computing Machinery and Intelligence

John R. Searle: Minds, Brains, and Programs

October 25

Philosophical Zombie

November 1

** Philosophy of Mind Exam **

November 8

Introduction to Personal Identity / Groups Created

November 15

Time for groups to meet in class

November 22

Group Presentations

Locke/Reid: Class Website

John Perry: "A Dialogue on Personal Identity and
Immortality"

November 29

Groups Presentations

Bernard Williams: "The Self and the Future"

Derek Parfit: "Personal Identity"

December 6

Group Presentations

J. David Velleman: "So It Goes"

Daniel Dennett: "Where Am I?"

December 13

Introduction to Philosophy
Section: 9543

** Personal Identity Exam **