Fall 2005 T/Th 1:30-2:45
Dr. Cynthia Chance Office: M273 884-9247
Office Hours: Tu/Th 9:15-10:15 and by appt. chancec@trinitydc.edu
Course Description:
This course introduces students to the beginning of philosophical reflection though the writings of Plato and Aristotle, paying particular attention to the problems that have engaged philosophers from the start. The primary purpose of the course is to generate in the student an appreciation of why questions philosophy raises perennially are problematic for the human being.
We will study the developments in ancient philosophy from the first Greek philosophers through Plato and Aristotle to learn about the nature of philosophical inquiry. In the process we will be asking the big questions people have been asking for over 2500 years. What is real and how can we know what is real? What is the world like? Who are we? What is it to be good? What is justice? Are we free? What are we responsible for? Ultimately we will see how human beings continue to ask the questions the ancients asked. We will explore contemporary responses to these questions through critical reflection on ancient texts.
Course Goals:
Students will begin to understand what counts as a philosophical question and why and will develop their abilities to engage in philosophical reflection through conversation and textual analysis. Students will engage in philosophical discourse.
Ancient Philosophy satisfies an Area III requirement in the Foundations for Leadership curriculum. The seminar aims to introduce the examination of ethical questions and behaviors in contexts of religious and moral knowledge and theory, especially with regard to the search for social justice. The course also aims to begin the process of teaching students to write clearly, coherently, persuasively and logically, to speak effectively and confidently, to develop respect for and understanding of cultural, racial, and gender differences; the concept of citizenship; and global diversity (FLC Area I). Ancient Philosophy also aims to begin to teach students to read with understanding and critical analysis, to explore modes of creative expression, and to understand the societal forces that have shaped and continue to shape our world (FLC Area II). This course also aims to introduce the concept of scientific inquiry (FLC Area IV).
Course Objectives:
Students will develop critical reading comprehension skills through detailed reading of challenging text. Students will hone their ability to engage in verbal argument through guided class discussions and through guiding discussions of children. Students’ argumentative writing skills will be developed by practicing with academic journals and papers requiring critical analysis. Students will develop skills in philosophical reflection through practice guiding discussion with children.
Course Requirements:
10% weekly reflections on community based learning
20% academic journal
60% three short papers
10% class participation
This course contains a community based learning component. We will be working, each week, with the children at Beacon House, an after school program in the Edgewood Community. Our goal will be to learn to engage the children in reflection on their projects while honing our skills in philosophical discourse and argumentation. Each student will be required to engage in community based learning at Beacon House for 20 hours this semester. You are strongly encouraged to commit to a weekly meeting with students at Beacon House at a regular time.
Philosophy is a conversation. You need to be in class to participate in the conversation. If you miss more than 3 classes, you will receive an “F” for your class participation grade. If you miss 1/3 or more of class meetings, you will receive an “F” for the course. The academic journal is a guided reflection on the readings and their practical applications. Your weekly reflections on your community based learning is an opportunity for you to reflect on the way the content of the class is reflected in your experiences with children at Beacon House. I will collect these before each class on which they are due in order to see if you are keeping up with them. I encourage you to go back to your academic journal after class to make any additional points that occur to you. These additions will also be reflected in your final grade. Failure to complete any assignment in a timely manner is grounds for failure of the course.
Statement of Academic Integrity:
The honor system has been a part of the Trinity community since 1913. Under the honor system, it is assumed that each individual is intellectually honest in her academic endeavors. The sense of trust underlying the honor system is the glue that holds our community together. The formal articulation of the honor code states:
“I realize the responsibility involved in membership in the Trinity College Community. I agree to abide by the rules and regulations of this community. I also affirm my intention to live according to the standards of honor, to which lying, stealing, and cheating are opposed. I will help others to maintain this responsibility in all matters essential to the common good of the community.”
You are responsible for upholding the honor code in all of your work for this course. If any questions arise in the course of your work concerning what counts as cheating, please contact me. I will pursue violations of the honor code vigorously, as is my duty.
Texts:
An Introduction to Greek Philosophy, J.V. Luce
Five Dialogues, Plato
Nichomachean Ethics, Aristotle
Additional readings will be provided.
Section I: The Presocratics
August 25: Introduction to the course: What we learn from community based learning.
August 30: Academic Journal Reflection Question: Luce says that the early philosophers “looked more like scientists than philosophers?” What do you take this to mean? How do you think of the difference between science and philosophy?
September 1:Community Based Learning Orientation at Beacon
House
September 6:Academic Journal Reflection Question: Do you think that Anaximander’s understanding of the world is more sophisticated than that of Thales? Explain.
September 8: Reading: Luce, “Anaximenes,” pp.27-30,
September 13: Academic Journal Reflection Question: What fundamental shift do you see occurring in the thought of Parmenides as compared with the philosophers we have already studied?
September 15: Reflection on working with the students at Beacon House. We will practice using questions to facilitate critical reflection on the theories behind the homework.
Paper I topic provided.
September 20: Discussion/Writing Seminar
September 22: Paper I due
Section II: Socrates and Plato
September 27: Academic Journal Reflection Question: In what way do our values reflect Greek humanism as it developed during the enlightenment period in Ancient Greece?
Reading: Luce, pp.79-84.
September 29: Reading: Luce, “Socrates,” pp.85-93.
October 4: Academic Journal Reflection Question: Does Socrates give his own opinion to Crito? What is his position? Do you think it is better to teach through questioning or through explicit instruction? Explain.
October 6: Reading: Plato Dialogues, “Meno,” pp. 58-68.
October 11: Academic Journal Reflection Question: What is Socrates’ reason for thinking that suicide is wrong? What reason might a contemporary of yours give? What reason might a student you are working with give?
October 13: reading: provided, Plato’s Republic, excerpts from Book I, “Thrasymachus’s’s Challenge,” section 338-346 pp. 14-21.
October 18: Academic Journal Reflection Question: What characterizes the good city according to Plato? What do your students think characterizes the good city?
October 20:
Paper II topics provided.
October 25: Academic Journal Reflection Question: How does the allegory of the cave describe the situation of people within Plato’s society? Do you think the people within our society are in a similar situation? Are the children at Beacon House like Plato’s cave dwellers in terms of their relationship to the truth? Explain.
October 27: Teaching and Writing Seminar: How can you design a better philosophical learning opportunity for some children at Beacon House?
Paper II due
Section III: Aristotle
November 1:
November 3:
November 8: Academic Journal Reflection Question: What is the difference between an intellectual and a moral virtue? Do you see some of your students as possessing or lacking these virtues? Explain.
November 10:
November 15: Academic Journal Reflection Question: What is Aristotle’s distinction between “voluntary” and “involuntary” actions? Do you agree with this distinction?
November 17: Thanksgiving
November 22:
November 24: Thanksgiving
November 29:
December 1: Final Discussion
Academic Journals Due
Paper
III will require you to reflect on what it means to have a philosophical
perspective on a big question. Topics to
be provided.
First week
December: Presentation of our work with Beacon House to the community