Philosophy 127B

Philosophy 127A Spring 2006

Ethics: Introduction to Moral Philosophy

Time of Classes:	9 AM M T Th
Place of Classes:	Olin 211
Instructor:	Prof. Carey
Office:	Olin 153
Office Hours:	2-4 M W and by appt.
e-mail (Monday-Friday):	carey@whitman.edu

Course description: This course consists of the careful reading and discussion of several classical texts of moral philosophy (Epicurus, Epictetus, Aristotle, Plato). The aim is to introduce students to philosophy, rather than to solve practical problems in ethics (abortion, euthanasia, unjust discrimination, overconsumption or waste of resources, etc.) as important as these are. Nonetheless, this philosophical study should, as a by-product, enhance the students' capacity to deal intelligently with ethical issues in their personal and social lives. The strategy is to explore a major area of philosophy (namely, ethics) in its beginnings in an environment ("Antiquity") familiar to the student from Core. The course is intended primarily for freshmen, either to prepare them to do further work in philosophy or to learn something of philosophy as part of their general education.

Required Texts:

to buy:

1. Plato's Republic, tr. Reeve (Indianapolis: Hackett 1992) ISBN 0-87220-136-8.

2. Aristotle, Nicomachean Ethics (tr. Irwin), 2nd ed. (Indianapolis: Hackett, 1985) (ISBN 0-87220-464-2.

3. Epictetus, The Handbook (The Encheiridion), tr. N. P. White, (Indianapolis: Hackett, 1983) (ISBN 0-915145-69-3)

on reserve in Penrose Library: Robert J. Spitzer,

Healing the Culture (San Francisco: Ignatius,2000), Chap. 3

GOALS FOR THE COURSE

GOALS

GIVING

RECEIVING

INDIVIDUAL

WRITING

--writing expressively and clearly

READING

--reading interpretively and carefully

--teaching yourself

GROUP

SPEAKING

--explaining your ideas in a group

--asking helpful questions

--teaching others

--admitting errors

LISTENING

--listening better

--taking correction & criticism

--learning from your peers

WRITING

Short writing assignments, taken together, count for 15% of the total grade. Likewise, a single midterm paper on Aristotle, due Mar. 9, is worth 15%. The final paper, due May 15, counts for 30% of the total grade.

All writing assignments require two elements: (1) quotation, paraphrase, or other reference to details of the text(s) and (2) your own reflection on the text(s).

The questions for reading (given below) are also a guide for writing. A general topic, applicable to many writing assignments is this: What is happiness, according to this text? How is it attained?

All writing assignments require standard English grammar, punctuation, and spelling. Use Hacker's A Pocket Style Manual as your arbiter and guide for matters of style; for spelling, use a dictionary. (A computerized spell-checker is useful but will not catch the difference between homonyms like "there" and "their.") As a general rule, whatever Hacker permits, I permit; what she forbids, I forbid. Study her carefully; follow her religiously. Short assignments may be handwritten, but anything longer than a paragraph is to be typed or printed, double-spaced, on 8.5" x 11" paper.

Be sure to cite any source that you quote (or even paraphrase) so as to indicate exactly what words or ideas come from that source. Then list all works cited, with full bibliographical information, at the end of your paper, on a separate sheet with the heading "Works Cited." See Hacker p. 141 for the model.

READING

Reading assignments should be thoroughly studied prior to the class for which they are assigned. Often, thorough study requires several readings, so schedule for yourselves sufficient time to prepare the assignments.

12 QUESTIONS TO GUIDE YOUR READING[1]

I. ANALYSIS

1. What kind of writing is it?

2. What's it about (summary)?

3. What are the parts (outline)?

4. What are the questions?

II. INTERPRETATION

1. What are the key terms?

2. What are the key propositions?

3. What are the arguments for those propositions?

4. What are the answers to the questions?

III. CRITICISM

1. Is the author uninformed?

2. Is the author misinformed?

3. Is the author illogical?

4. Is the work complete?

Or Does the work move me emotionally or imaginatively? What in the details of the work explains its effect on me?

CLASS DISCUSSION (SPEAKING & LISTENING)

Attendance and participation in each discussion is required. The discussion portion of the grade will be based on the consistent quality of classroom contributions. (40% of total grade). A good question can be as valuable as a wise comment. So even if you can't think of anything brilliant to say, ask questions as they arise -- for example, if somebody just said something that is unclear or puzzling to you, ask that person a question to elicit more explanation.

In general, follow these rules[2]:

1. READ IN ADVANCE. You must complete the reading before class in order to participate.

2. READ CAREFULLY. You will not get much out of the class unless you remember accurately what you have read. Read the entire assignment, or at least portions of it, more than once. (Three times is a good rule; see the three levels of reading listed above under "12 QUESTIONS TO GUIDE YOUR READING.")

3. TAKE TIME TO REFLECT. Immediately after you have read the assignment, pick out a few ideas or situations that interest you the most. Try to increase your understanding of them by stating them in your own words or by imagining how you would think or act in their regard. Write something down--a response to the daily question, if one is assigned, or your own thinking that results from this reflection.

4. DISCUSS ONLY THE READING. Every moment of class is needed to cover even a few of the ideas in the assignment. Don't introduce ideas or personal experiences, no matter how interesting, that have nothing to do with the assignment. By discussing only what everyone has just read, everyone will be able to follow and participate in the discussion at all times. Don't introduce facts about the author's life or times unless they are mentioned in the assignment. Leave the names of critics and experts out of the discussion. In this class you will learn by arriving at ideas through your own inquiry; no one can save you this effort.

5. BACK UP YOUR STATEMENTS. Don't judge a statement by who makes it or how many participants agree with it, but by how well it is supported. Statements are supported in discussion by: (a) reading from the book; (b) giving an accurate summary of what the book says; or (c) offering reasons or examples you think of yourself. If you repeat an opinion, definition, or idea you have heard or read elsewhere, you will be expected to back it up as if it were your own.

6. STICK TO THE SUBJECT UNDER DISCUSSION. You and your classmates should work together to explore each question fully. Try to find new ideas about what is being discussed. Don't continue to talk after you have made your point. Don't make a comment that no longer fits into the discussion; perhaps it will fit into the discussion at some later point. Don't jump from one idea to another until the first idea is fully explored.

7. SPEAK UP FREELY. Say what you think about the reading, and be ready to support your opinion by the three methods listed in rule #5. You may agree or disagree with anything said by your classmates, but make your statements or ask your questions to them, not to the instructor. You need not wait to be called upon to speak.

8. LISTEN CAREFULLY. When others speak, do not pay so much attention to your own thoughts that you fail to hear what is said. Question them about any remark that you do not understand before you contribute your own ideas.

9. BE COURTEOUS. Be on time for class. Speak clearly so that you may be heard by everyone in the room. Don't interrupt when someone else is speaking. Be willing to withhold your comments if you start to speak at the same time as others. Don't engage in private conversations. Give others the same respect and attention you would like for yourself.

COURSE SCHEDULE

Week 1

Intro to Course

Epicurus

Week 2

Epictetus

Epictetus cont’d

Spitzer, Chap. 3 pp. 64-77

Week 3

Aristotle's Nicomachean Ethics I

Student discussion-starters

Nicomachean Ethics I cont’d

Week 4

Tu Th

Aristotle's Nicomachean Ethics II

Student discussion-starters

Nicomachean Ethics II cont’d

Week 5

Mo Tu

Aristotle's Nicomachean Ethics VI

Student discussion-starters

Aristotle's Nicomachean Ethics VII

Week 6

NO CLASS (Feb. 20)

Nicomachean Ethics VII cont’d

Nicomachean Ethics VIII-IX

Week 7

Nicomachean Ethics VIII-IX cont’d

Student discussion-starters

Nicomachean Ethics X

Week 8

Nicomachean Ethics X concluded

Spitzer, Chap. 3 pp. 77-94

4-5pp. PAPER DUE IN CLASS March 9

Spring Break

Week 9

Tu Th

Plato's Republic I

Student discussion-starters

Plato's Republic II

Week 10

Plato's Republic II cont’d

NO CLASS (April 4)

Plato's Republic III

Week 11

Plato's Republic IV

Student discussion-starters

Plato's Republic V

Week 12

Plato's Republic VI

Student discussion-starters

Plato's Republic VII

Week 13

Plato's Republic VIII

Student discussion-starters

Plato's Republic IX

Week 14

Plato's Republic X

Spitzer, Chap. 3 pp. 94-108

Spitzer, Chap. 3 pp. 117-119

May 15:

9 AM 8-9PP. FINAL PAPER DUE IN MY OFFICE (OLIN 153)

[1] based on Mortimer Adler & Charles Van Doren, How to Read a Book (New York: Simon & Schuster, 1940, revised 1972).

[2] quoted or adapted from "Guide for Participants," published by the Great Books Foundation, Chicago, IL. (no date).