Part 1: Introduction
What Is Philosophy?
Monroe C. Beardsley and Elizabeth Lane Beardsley
The Value of Philosophy
Bertrand Russell
Biography
Bertrand Arthur William Russell, 3rd Earl Russell, 18 May 1872 – 2 February 1970) was a British philosopher, logician, mathematician, historian, writer, social critic, political activist and Nobel laureate. At various points in his life he considered himself a liberal, a socialist, and a pacifist, but he also admitted that he had "never been any of these things, in any profound sense". He was born in Monmouthshire into one of the most prominent aristocratic families in the United Kingdom.
In the early 20th century, Russell led the British "revolt against idealism". He is considered one of the founders of analytic philosophy along with his predecessor Gottlob Frege, colleague G. E. Moore, and protégé Ludwig Wittgenstein. He is widely held to be one of the 20th century's premier logicians. With A. N. Whitehead he wrote Principia Mathematica, an attempt to create a logical basis for mathematics. His philosophical essay "On Denoting" has been considered a "paradigm of philosophy". His work has had a considerable influence on mathematics, logic, set theory, linguistics, artificial intelligence, cognitive science, computer science (see type theory and type system), and philosophy, especially the philosophy of language, epistemology, and metaphysics.
Russell was a prominent anti-war activist; he championed anti-imperialism. Occasionally, he advocated preventive nuclear war, before the opportunity provided by the atomic monopoly had passed, and "welcomed with enthusiasm" world government. He went to prison for his pacifism during World War I. Later, he concluded war against Adolf Hitler was a necessary "lesser of two evils". He criticized Stalinist totalitarianism, attacked the involvement of the United States in the Vietnam War, and was an outspoken proponent of nuclear disarmament. In 1950 Russell was awarded the Nobel Prize in Literature "in recognition of his varied and significant writings in which he champions humanitarian ideals and freedom of thought".
Russell's paradox represents either of two interrelated logical antinomies. The most commonly discussed form is a contradiction arising in the logic of sets or classes. Some classes (or sets) seem to be members of themselves, while some do not. The class of all classes is itself a class, and so it seems to be in itself. The null or empty class, however, must not be a member of itself. However, suppose that we can form a class of all classes (or sets) that, like the null class, are not included in themselves. The paradox arises from asking the question of whether this class is in itself. It is if and only if it is not. The other form is a contradiction involving properties. Some properties seem to apply to themselves, while others do not. The property of being a property is itself a property, while the property of being a cat is not itself a cat. Consider the property that something has just in case it is a property (like that of being a cat) that does not apply to itself. Does this property apply to itself? Once again, from either assumption, the opposite follows. The paradox was named after Bertrand Russell (1872-1970), who discovered it in 1901.
Mathematics - Russell's Paradox, 3:02 In the foundations of mathematics, Russell's paradox (also known as Russell's antinomy), discovered by Bertrand Russell in 1901, showed that some attempted formalizations of the naive set theory created by Georg Cantor led to a contradiction. The same paradox had been discovered a year before by Ernst Zermelo but he did not publish the idea, which remained known only to David Hilbert, Edmund Husserl, and other members of the University of Göttingen. According to naive set theory, any definable collection is a set. Let R be the set of all sets that are not members of themselves. If R is not a member of itself, then its definition dictates that it must contain itself, and if it contains itself, then it contradicts its own definition as the set of all sets that are not members of themselves. This contradiction is Russell's paradox. Symbolically:
https://youtu.be/GpVRePLMLbU
Russell's Paradox
Russell's paradox represents either of two interrelated logical antinomies. The most commonly discussed form is a contradiction arising in the logic of sets or classes. Some classes (or sets) seem to be members of themselves, while some do not. The class of all classes is itself a class, and so it seems to be in itself. The null or empty class, however, must not be a member of itself. However, suppose that we can form a class of all classes (or sets) that, like the null class, are not included in themselves. The paradox arises from asking the question of whether this class is in itself. It is if and only if it is not. The other form is a contradiction involving properties. Some properties seem to apply to themselves, while others do not. The property of being a property is itself a property, while the property of being a cat is not itself a cat. Consider the property that something has just in case it is a property (like that of being a cat) that does not apply to itself. Does this property apply to itself? Once again, from either assumption, the opposite follows. The paradox was named after Bertrand Russell (1872-1970), who discovered it in 1901.
Mathematics - Russell's Paradox, 3:02 In the foundations of mathematics, Russell's paradox (also known as Russell's antinomy), discovered by Bertrand Russell in 1901, showed that some attempted formalizations of the naive set theory created by Georg Cantor led to a contradiction. The same paradox had been discovered a year before by Ernst Zermelo but he did not publish the idea, which remained known only to David Hilbert, Edmund Husserl, and other members of the University of Göttingen. According to naive set theory, any definable collection is a set. Let R be the set of all sets that are not members of themselves. If R is not a member of itself, then its definition dictates that it must contain itself, and if it contains itself, then it contradicts its own definition as the set of all sets that are not members of themselves. This contradiction is Russell's paradox. Symbolically:
https://youtu.be/GpVRePLMLbU
Defence of Socrates The Apology of Socrates (Greek: Ἀπολογία Σωκράτους, Apologia Sokratous, Latin: Apologia Socratis), by Plato, is the Socratic dialogue that presents the speech of legal self-defence, which Socrates presented at his trial for impiety and corruption, in 399 BC. Specifically, the Apology of Socrates is a defence against the charges of “corrupting the young” and “not believing in the gods in whom the city believes, but in other daimonia that are novel” to Athens (24b). Among the primary sources about the trial and death of the philosopher Socrates (469–399 BC), the Apology of Socrates is the dialogue that depicts the trial, and is one of four Socratic dialogues, along with Euthyphro, Phaedo, and Crito, through which Plato details the final days of the philosopher Socrates.
Socrates' Apology in 2 minutes, 2:07 https://youtu.be/okZHInakSYo
Plato
PLATO: A Very Short Introduction | Animated Book Summary, 4:38
https://youtu.be/i5JVqp-qlic
Inductive, deductive, premise
Plato's Allegory of the Cave, 3:10
Plato
What are values?
What are your values?
CRITICAL THINKING - Fundamentals: Intrinsic vs. Instrumental Value [HD] 2:35
What sort of things do we value and why? In this video Kelley Schiffman (Yale University) distinguishes two different kinds of value: (1) Intrinsic value--the value that something has in itself--and (2) instrumental value--the value that something has because it helps us to get or achieve some other thing. This philosophically and practically useful distinction is illuminated through the use of plenty of examples and ordinary language glosses.
https://youtu.be/DR42xdsLWkc
Lord Of The Flies (Conch in first Minute) | nerdswillwin, 4:10
https://youtu.be/IRUcKBeOzIo
Introduction to Philosophy
Dr. Smith
Rowan College at
Burlington County
Fall/2017
Fall/2017
Liberal Arts Division
2017FA 8/30/2017
-12/18/2017 PHI-101-101 Introduction to Philosophy, Laurel Hall, Room 209, Mon/Wed 11:00 AM - 12:20PM
2017FA 8/30/2017 -12/18/2017 PHI-101-101 Introduction to Philosophy, Mount Laurel Campus, Votta, Room 144, Mon/Wed 12:30PM- 01:50PM
2017FA 8/30/2017 -12/18/2017 PHI-101-101 Introduction to Philosophy, Mount Laurel Campus, Votta, Room 144, Mon/Wed 12:30PM- 01:50PM
Dr. G. Mick Smith
Contact Information:
(email, TBA, Text (only) 1 (484) 702-9288
Office Hours (contact
directly to make arrangements to meet outside of class)
SECTION 1: Course Information
Course Description
This course examines
some of the fundamental questions concerning knowledge existence and value.
Does God exist? What constitutes good and evil? Is there an afterlife? What is
free will? It emphasizes examining the original works of important
philosophers.
Required Text and other Materials
Exploring Philosophy: An Introductory Anthology 5th Edition by Steven M. Cahn
Exploring Philosophy: An Introductory Anthology 5th Edition by Steven M. Cahn
Course Learning Outcomes
Upon completion of this course, students will be able to:
- Demonstrate an awareness of philosophical issues
- Exhibit familiarity with philosophers who have spoken to these issues
- Think critically about the topics discussed
- Formulate and articulate their personal
- views on a range of philosophical areas
- Disclose an aptitude for thinking about contemporary problems in light of larger
- philosophical theories
General Education Outcomes
Written and Oral Communication:
Communication
- Students will logically and persuasively support their points of view or findings.
- Students will communicate meaningfully with a chosen audience while demonstrating critical thought.
Humanistic
Perspective:
Humanities
PHILOSOPHY: Students
will demonstrate an understanding of fundamental philosophical questions and
the contributions of major philosophers to resolve them.
Core Course Content
What is Philosophy?
What is Philosophy?
Ethics
Metaphysics
Epistemology
Continental and
global philosophy
SECTION 2: Course Structure
Course and Classroom Policies
In a disputatious
environment classroom civility will be important. We will engage in a learning
environment of mutual respect. Attendance and participation is paramount.
Notify me of any absence in advance of class if possible. Expect points to be
deducted for late work. There is no extra credit. Cell phone distractions
should be kept to a minimum. Communicate with me for any missed assignments.
Criteria for Grade Determination
A = Mastery of
essential elements and related concepts, plus demonstrated excellence or
originality.
B+ = Mastery of
essential elements and related concepts, showing higher level understanding.
B = Mastery of
essential elements and related concepts.
C+ = Above average
knowledge of essential elements and related concepts.
C = Acceptable
knowledge of essential elements and related concepts.
D = Minimal
knowledge of related concepts.
F = Unsatisfactory
progress.
This grade may also
be assigned in cases of academic misconduct, such as cheating or plagiarism,
and/or excessive absences. For other grades, see the current BCC catalog.
Assessment Methods and Grading
Assignment
|
Total Points
|
% of
Grade
|
Weekly Assignments
and Participation (weekly discussions)
|
520
|
52%
|
Assignment 1.1:
Conflicting Viewpoints Essay – Part I
|
30
|
3%
|
Assignment 1.2:
Conflicting Viewpoints Essay – Part II
|
100
|
10%
|
Assignment 2:
Problem Solving
|
150
|
15%
|
Mid Term Exam 1:
(open book, 25 questions, worth 4 points apiece)
|
100
|
10%
|
Final: (open book,
25 questions, worth 4 points apiece)
|
100
|
10%
|
Totals
|
1,000
|
100%
|
- Week 2 Assignment 1.1 Conflicting Viewpoints Essay - Part I
- Week 6 Assignment 1.2 Conflicting Viewpoints Essay - Part II
- Mid Term Exam
- Week 9 Assignment 2 Problem Solving
- Final
Course Schedule or Calendar
Each part of the textbook will be presented weekly in order and the topics that will be discussed correspond to the topic headings weekly. Assignments are due the last day of the week listed.
Each part of the textbook will be presented weekly in order and the topics that will be discussed correspond to the topic headings weekly. Assignments are due the last day of the week listed.
Type of activities that students will
participate in:
Writing assignments
students will
analyze current issues in the field using current articles from the popular
press as well as library research including electronic resources databases.
Speaking
assignments
students will
present research individually or in groups using current technology to support
the presentation (e.g., Power Point presentation); students will participate in
discussions and debates related to the topics in the lessons. Discussions may
also focus on cross-cultural and legal-ethical dilemmas as they relate to the
course content.
Simulation
activities
Trends and issues
will analyzed for their ethical as well as social or legal significance.
Students might role-play common situations for classmates to analyze. Current
news articles may be used to generate discussion.
Case Studies
Complex situations
and scenarios will be analyzed in cooperative group settings or as homework
assignments.
Lectures:
This format will
include question and answer sessions to provide interactivity between students and
instructor.
Speakers
Representatives
from various related fields may be invited to speak.
Videos
Related topics will
provide impetus for discussion.
SECTION 3: College Resources
EDUCATIONAL TECHNOLOGY
Rowan College at
Burlington County advocates a technology enhanced teaching and learning
environment. Advanced technological tools may be used in any course section to
facilitate instruction. Many of our sections are web-enhanced, which means that
some of your work will be submitted or completed online. Web enhancements may
include on-line materials, grade books, testing and quizzes and assignment
submission. Many students enjoy the flexibility and convenience that these
online enhancements have provided, however if you have concerns about the
technology involved, please speak to your instructor immediately
College Policies
In order for students to know their rights and
responsibilities, all students are expected to review and adhere to all
regulations and policies as listed in the College Catalog and Handbook.
These documents can be accessed at http://www.rcbc.edu/publications.
Important policies and regulations include, but are not limited, to the
following:
- College Attendance Policy
- Grading Standards
- · Withdraw (W) and Incomplete Grades (I & X)
·
Withdrawal date for this
semester
- Student Code of Conduct
·
Academic Dishonesty/Plagiarism
and Civility
- Use of Communication and Information Technology
Office of Student Support and Disability
Services
RCBC welcomes students with disabilities into
the college’s educational programs. Access to accommodations and support
services for students with learning and other disabilities is facilitated by
staff in the Office of Student Support (OSS). To receive accommodations,
a student must contact the OSS, self-identify as having a disability, provide
appropriate documentation, and participate in an intake appointment. If the
documentation supports the request for reasonable accommodations, the OSS will
provide the student with an Accommodation Plan to give to instructors.
For additional information, please contact the Office of Student Support
at 609-894-9311, ext. 1208, disabilityservices@rcbc.edu, or http://www.rcbc.edu/studentsupport.
Educational Technology Statement
Rowan College at
Burlington County (RCBC) advocates the use of technology to enhance
instruction. Students should assume that classroom and online technology will be used throughout their coursework at RCBC, as it will
most certainly be used in their future education and careers. The College
provides on-campus facilities for the convenience of the RCBC community.
Various college departments, including the Office of Information Technology and
the Office of Distance Education, provide technology training and assistance to
faculty and students.
Student Success Services
RCBC offers a variety of free services for its
students including those listed below. Descriptions of these services, as well
as many others, can be found in the College Catalog and Handbook and on the
RCBC website at http://www.rcbc.edu/students.
- Academic Advisement (http://www.rcbc.edu/advising)
- Career Services (http://www.rcbc.edu/careers)
- Educational Opportunity Fund (EOF) (http://www.rcbc.edu/eof)
- Financial Aid (http://www.rcbc.edu/financialaid)
- International Students Office (http://www.rcbc.edu/international)
- Library/Integrated Learning Resource Center (ILRC) (http://www.rcbc.edu/library)
- Office of Veteran Services (http://www.rcbc.edu/vets)
- Student Support Counseling (http://www.rcbc.edu/cpit)
- Tutoring Center (http://www.rcbc.edu/tutoring)
- Test Center (http://www.rcbc.edu/testcenter)
- Transfer Services (http://www.rcbc.edu/transfer)
This syllabus is subject
to change at the instructor’s discretion.
