SYL
LAB
US
Welcome! Step 1: Forget whatever you thought was going to happen in a Philosophy course. This will be different, I promise. We are going to explore life's big questions -- Who am I? What do I want? What do I need? What is love? What is justice? What is fair? What is virtue? -- and we’ll study some classic philosophers’ answers to those questions, but our focus will be on our own big questions (and our own big answers). Most uniquely perhaps, you’ll be exploring these questions with the people in your life -- family, friends, strangers, lovers, enemies...Philosophy will deepen your bonds with these people, and those bonds in turn will deepen your appreciation of philosophy. You’ll read and write, yes, but you’ll also play, experiment, make movies, eavesdrop on humanity, write letters you never send, and, well, you’ll see...
ASSIGNMENTS
You will complete a total of 10 assignments. Some assignments will be games -- just read the instructions and (usually) go play with someone. Others will be
conversations: go find someone to have a deep talk with. Some will just be observations. Some will be readings. Some will be writings. And after each assignment, you'll produce something -- maybe a video recording, maybe an audio recording, maybe a reflection. Each assignment will be worth either 5 or 10 points. Note that you'll do the "The And" exercises five times. The final paper due at the end of the course will be worth 15 points. All assignmens should be submitted through Canvas.
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1. Monsters, Inc. 10 points
2. The And (I) 5 points
3. Workplace Democracy 15 points
4. The And (II) 5 points
5. Meet Your Meat 10 points
6. The And III 5 points
7. Writing the UnSaid 15 points
8. 13th 10 points
9. The And (IV) 5 points
10. Final paper 20 points
Total = 100 points
DAYS WE WILL NOT MEET:
We will not meet on the following days:
Tuesday 10/8 (I'm out of town)
Thursday 10/10 (I'm out of town)
Tuesday 12/3 (Our last class session will be Tuesday 11/26)
Thursday 12/5 (Our last class session will be Tuesday 11/26)
WHEN ARE ASSIGNMENTS DUE?
WEEK 2: Monsters Inc DUE Friday 9/6
WEEK 1 NO ASSIGNMENT
WEEK 3: The And I DUE Friday 9/13
WEEK 4: Workplace Democracy DUE Friday 9/20
WEEK 5: NO ASSIGNMENT
WEEK 6: The AND II DUE Friday 10/4
WEEK 7: NO ASSIGNMENT
WEEK 8: Meet Your Meat DUE Friday 10/18
WEEK 9: NO ASSIGNMENT
WEEK 10: The AND III DUE Friday 11/1
WEEK 11: Writing the UnSaid DUE Friday 11/8
WEEK 12: 13th DUE Friday 11/15
WEEK 13: The AND IV DUE Friday 11/22
WEEK 14: Final Reflection DUE Friday 12/13
DAYS WE WILL NOT MEET:
We will not meet on the following days:
Tuesday 10/8 (I'm out of town)
Thursday 10/10 (I'm out of town)
Tuesday 12/3 (Our last class session will be Tuesday 11/26)
Thursday 12/5 (Our last class session will be Tuesday 11/26)
STUDENT LEARNING OUTCOMES TIED TO PROGRAM OR CORE OUTCOMES.
The successful student will be able:
1) To show awareness of the major ethical issues and values with which humans have struggled, and the different theories and solutions that have been influential about the nature of human existence and action, as well as the ability to discuss and evaluate competing perspectives. (core outcomes 1,2)
2) To use higher-level critical thinking and problem-solving skills, especially in ethical situations, including application of reason (analysis, synthesis, evaluation) and imagination (interpretation, intuition, creativity) to address and respond to complex problems involving ambiguity or multiple possibilities. (core outcome 5)
3) To demonstrate cognitive mastery of the many specific theories, thinkers, and themes found in an historical survey of various moral traditions and texts, including definitions, explanations and essays. (core outcomes 1, 3)
4) To accurately and persuasively apply those theories, to explain how a philosopher or argument would assess or dictate right and wrong conduct, or good and bad character, in a variety of situations -- personal, professional, hypothetical, actual, or artistic. (core outcomes 2, 3)
5) To articulate subjective beliefs and opinions (to “take a stand”) on ethical issues but in the philosophical spirit of always attempting to clarify and justify ourselves, to be assertive but also tolerant. (core outcomes 2, 5)
6) To gain respect for the complexity and ambiguity of human nature and behavior, and for the wide variety of ethical ideas, values, traditions, and practices in world history and culture. (core outcomes 2, 3)
7) To develop clarity, concision, cognitive depth, critical thought, and creativity in moral reasoning, reading, thinking, speaking and especially in written work. (core outcome 5)
8) To relate ethical ideas and arguments to correct problems which involve moral controversy and choices, such as Censorship, Euthanasia, Genetic Engineering, Animal Rights, etc. To research philosophers and these problems using computers and internet, to collaborate, communicate, and educate others through projects/reports. (core outcome 1)
attitude
try your best, when going through this course, to go as deep as you possibly can. then go deeper. in the process, reflect on what it meant that you just "went deeper" -- what do the words "deep" (or "deeper," or "deepest" (if there is such a thing...) mean to you? the deeper you go, the better your chances of figuring that out.
Try to avoid, the best you can, taking a"get 'er done" attitude. don't worry about just getting these assignment done so you can get on with your life. have you ever noticed that pretty much everything we do we do with a "get 'er done" mentality? get school done. get work done. we're all hurrying to get things done. sometimes i feel like we're hurrying to get life itself done already. take this class as an opportunity to get out of that mode. you're deepening your relationships in this class, and as a bonus, you're creating artifacts of memoranda -- recordings of deep conversations with loved ones that you'll be able to look back on in ten or twenty (or fifty) years, perhaps when some of these people will be gone. don't rush this. you'll thank me later when you have all this to listen to. you're also making, in these reflections, a kind of photograph of your own mind that you'll be able to look back on in the future.
grades.
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most assignments are worth 5 points. For those that are worth more, double or triple these values (e.g. For an assignment worth 10 points, a 5 becomes a 10, a 4 becomes an 8, etc.).
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Here's a rough rubric:
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5: Your reflection demonstrates that you took the assignment seriously. This could mean a few things. You made connections between your concrete personal life and abstract principles and ideas. Beyond this, the process sparked new ideas. Perhaps you made connections between this assignment and other assignments in the class, or topics you’ve learned in other classes. It was not written with the spirit of trying to get a good grade or to “get ‘er done,” but rather in that of a genuine inquiry into, and curiosity about, the subject matter. You considered alternative points of view. Perhaps your reflection takes us on a journey from not understanding to understanding, or perhaps it takes us on one from certainty about your beliefs to curiosity, mystery, and lack of certainty. Perhaps you change your mind part way through upon giving due consideration to opposing points of view. Perhaps a new question emerges. Perhaps an entirely different approach. Perhaps a proposal for a new assignment…
4: Your reflection demonstrates that you followed the instructions and worked hard on the assignment. You understood what was at stake and what it meant to your personal life.
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3: Your reflection demonstrates that you basically followed the instructions, but it’s not clear that you really understood what the point of it was, how it connects to your personal life, or to the overall trajectory of the course. It’s written in the spirit of “get ‘er done,” not in that of genuine inquiry into the mysteries of existence. You did it, moved on, and didn’t look back. It’s “fine.”
2: Your reflection demonstrates that you did not follow the material or the instructions for assignment. It’s likely too short, but it might have met the length-requirement with words that ring hollow, hurried, and incurious. You “got ‘er done.”
1: You submitted something vaguely connected to the intent of the assignment.
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e-mail me at kburak@northampton.edu if you're ever not sure what to do
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Late Assignment Policy
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To keep y'all on track, each day an assignment is late 1/2 point will be deducted.
