ࡱ> tvs@ 0bjbjצצ 1j>>>>FB L  ----LZ- CD----(".///77777(8=HC$ FR]HXlCJ1./22DlC>>".".C4442>R".".74J17444["/5".- p-2F55,C0C'5H43<H/5 >>>>H2/5/vw/T4/D0;///lClC $$*$p4 * Being Human: Philosophical Perspectives PHIL 180 Spring, 2006  Instructor: Office: Office Phone: E-Mail: Office Hours: SUMMARY  Short Description: This course examines the way philosophy looks for fundamental characteristics that identify life as a properly human life, asks about its ultimate meaning or purpose, and raises questions about what counts as a good life. Outcome Statement: Students will be able to demonstrate understanding of the various approaches of the philosophical question of what it means to be human. THIS COURSE AND THE UNIVERSITY CORE CURRICULUM  Knowledge Area satisfied:Philosophical Knowledge Skills developed:Communication Skills and Sensitivities-Written, Critical Thinking Skills and Dispositions, Ethical Awareness and Decision-MakingValues requirements satisfied:None CORE LEARNING OBJECTIVES  Knowledge Area (Philosophical Knowledge):  The course addresses a question that has been a major issue for philosophers throughout the history of philosophical inquiry. Eastern thought brings out of its meditations on self-knowledge or on the fundamental inclination of human nature its reflections on the nature of the self, benevolent government, virtuous life, true relationships. In the West, philosophers of the ancient and medieval periods address the question of being human by looking for a form or essence that defines human life. Early modern philosophy absorbed the concern with what is characteristically human into a concern with the character of human knowledge, its nature and limits. Late modern and contemporary philosophy opened up the question by showing how relations to nature, other human subjects, and society play a fundamental role in what makes life a properly human life. Finally, the course has as an explicit aim the task of showing how the main issue it addresses, what identifies life as a properly human life, functions as a foundational issue in more specific areas of philosophical inquiry. In the process, it organizes around a common concern most of the major questions addressed by philosophy throughout its history: human knowledge, free action, ethics and social relations, philosophy of religion. Thus, this course promotes informed reflection on various areas, topics, and figures in philosophy, makes students familiar with influential philosophical questions, positions, and methods of inquiry, and helps them develop intellectual attitudes appropriate to philosophical reflection. Skills (Communication Skills and Sensitivities-Written):  Because philosophy expects students of philosophy to organize their thinking in an orderly way, philosophy courses improve students writing skills. Skills (Critical Thinking Skills and Dispositions): Aristotle says that philosophy begins with wonder. Wonder sees the familiar with new eyes, and thus liberates the mind to look at life in new ways. This is what makes critical thinking enriching and creative. This course elicits wonder by questioning the ultimate meaning of the most familiar thing of all, human life. It works with this perspective shift by entering into dialogue with great philosophers, paying close attention to their meaning, their reasons, their concerns, their vision, and by examining the way their different philosophically defended views challenge each other. In the process, it brings the students own reflections into the dialogue, and shows them how to recognize reasons supporting a view, identify unexamined presuppositions, appreciate astute insights, and expose vulnerabilities. In this way, the course reinforces the dispositions and skills involved in critical thinking. Skills (Ethical Awareness and Decision-Making):  This course contributes to ethical awareness by showing how moral concerns emerge in reflections on a meaningful human life. By encouraging good listening, and by showing how relations to others belong to fundamental human aspirations, the course fosters an expanded spirit toward other people. PROCEDURES  Full Course Description: The course examines the way philosophy looks for fundamental characteristics that identify life as a properly human life, asks about its ultimate meaning or purpose, and raises questions about what counts as a good life. This examination studies the positions taken on these issues by major philosophers representing different philosophical traditions or approaches and different periods in the history of philosophy. It explains and analyzes the way these philosophers justify their claims and focuses especially on how the different traditions or approaches use different principles and methodologies to support their view. This examination exposes several features of human living that seem to distinguish being human from other ways of being alive: something special about the way human beings seek and acquire knowledge, govern their actions, relate to nature and to each other, and raise questions about something above and beyond human life. Thus, the course organizes around a common concern fundamental questions that define specific areas of philosophical inquiry: knowledge questions, nature-spirit questions, freedom questions, moral and social issues, the transcendence issue; and it shows how these questions belong to and emerge from reflections on what defines human life or gives it meaning. Required and Recommended Readings:  Course Requirements:  Grading Policy:  Attendance Policy:  Statement on Plagiarism: Plagiarism on the part of a student in academic work or dishonest examination behavior will result minimally in the instructor assigning the grade of "F" for the assignment or examination. In addition, all instances of academic dishonesty must be reported to the chairperson of the department involved. The chairperson may constitute a hearing board to consider the imposition of sanctions in addition to those imposed by the instructor, including a recommendation of expulsion, depending upon the seriousness of the misconduct. Special Needs: Any student needing a special accommodation in this course due to a documented disability is asked to bring this to the attention of the instructor at the beginning of the semester so that needs can be appropriately addressed. Course Schedule:  Date Topic Readings Due Dates This template is ONLY for this course. Dont use it for any other course since the first part (about the Core Curriculum requirements) is different for each core course and of course doesnt apply to non-core courses at all. The following Short Description and Outcome Statement are taken from the Core Curriculum guidelines and should not be changed. For details go to  HYPERLINK "http://www.luc.edu/core/philosophicalcourses.shtml" http://www.luc.edu/core/philosophicalcourses.shtml and scroll down.  The following box is taken from the Core Curriculum guidelines and should not be changed.  The following objectives unpack the Outcome Statement given at the beginning of this page. You do not need to list all of these objectives nor do you need to use this exact wording. But you must select some of these objectives and explain them in a way that is consistent with the text shown here, which is taken from the Core Curriculum guidelines. As with the Knowledge Area objectives (previous section) you may revise the wording of this and the following objectives. However, you must select at least one objective for each of the categories shown here.  See previous comment.  See previous comment.  From this point on the syllabus corresponds to what the Core Curriculum guidelines call Learning Activities. The subheadings and other layout features are optional, but you should cover in one way or another the points shown here, not only because your students have a right to this information but also because doing so will make your own life much easier.  This description is taken from the Core Curriculum Model Syllabus for this course. You should replace it with your own text, making sure that it's consistent with the general ideas shown here.  You need not give full bibliographical information about books that are available in the bookstore unless you expect students to order some books online. Indicate if you plan to use a Blackboard web site.  Here you should specify things like term papers, midterms, or oral presentations. Be sure that these and other course requirements are linked clearly in your own mind to the outcome statement and learning objectives you have specified in the first part of this syllabus. This will make grading much easier for you.  Your tests and other evaluative procedures must include assessment of the objectives you have specified above for the core headings of Knowledge Area, Skills, and (where applicable) Values. The more precise you can be on this matter the better, especially when you are explaining to students why they received a certain grade. You should also indicate here or elsewhere how the final grade is determined (final exam is 60%, etc.) Note that you are subject to legitimate complaints if you change your grading system after the course begins.  Many teachers require attendance. If you do so, be sure to link attendance very explicitly to a Participation component that counts toward the final grade.  This sample statement is taken from the university web site on Academic Integrity (http://www.luc.edu/academics/catalog/undergrad/reg_academicintegrity.shtml), which also has other important information you might want to incorporate into your syllabus. Citing this statement is only one of many ways to anticipate plagiarism problems, but be sure to declare some policy so that students caught cheating cannot say they weren't warned.  You are required by law (and human decency) to accommodate individuals whose disabilities are documented in the Learning Assistance Center. Many universities require every syllabus to contain a statement such as the one shown here. You may want to refer disabled students to  HYPERLINK "http://www.luc.edu/depts/lac/disabilities" http://www.luc.edu/depts/lac/disabilities  Many teachers circulate their course calendars separately from the syllabus. 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