Assignment #11

Final Exam

1. Write a 3-4-page, highly polished and thoughtful, essay describing and defending your current understanding of philosophy -- its nature, aims, and purpose.  Necessary components include:

i. substantive uses and (formal) references to at least 2 author's I have assigned this semester.
ii. a substantive reference to one philosophical issue -- and your take on it -- from Rebecca Skloot's book.
iii. proper and substantive uses of the following terms: metaphysics, ethics, and epistemology.

2. Due: on the day of our final.  Each student will briefly explain his or her view on the discipline and take questions from his or her peers.

Assignment #10: Time & Quiz II

1. Read: The SEP entry on "Time"

http://plato.stanford.edu/entries/time/

2. Write 2 substantive, unambiguously true or false statements on each of our units over the past semester.  I will write quiz #2 from the best of those I receive.  Due: Wednesday after Thanksgiving recess.  Reminder: We have scheduled the quiz for Friday after Thanksgiving recess.

Q&A #9 Realism or Antirealism?

"Radical Constructivism"

1. Read E. von Glasersfeld's essay, "An Introduction to Radical Constructivism."

2. In this essay, von G. writes: "we cannot possibly conceive of an unexperienced world" (p. 1). Later he applies this line of thought to apples (p. 5). Here's my question: Can we conceive of an unexperienced apple?

3. Write two questions of your own.

Extra reading: here's one of my many responses to von Glasersfeld: http://www.kjf.ca/75-TAJOH.htm

 

Q&A #8: Socialism and Human Nature

1. Read:
http://www.isreview.org/issues/47/wdss-humnature.shtml

2. Question: What does Marx mean when he writes: " people make their own history but not in circumstances of their own choosing"?

3. Write two questions of your own.

Q&A #7: Envy and Egalitarianism

Social theorists frequently argue that envy rests at the heart of egalitarian notions of justice (including the "socialistic" impulse to tax the rich).

Here's an example (the Internet is literally littered with these):

http://www.newsmax.com/HerbertLondon/obama-socialism-Nazis/2009/09/30/id/335284

1. But let's take a closer look at the nature of human envy.  Read:

http://plato.stanford.edu/entries/envy/

2. Question: is egalitarianism based on envy?

3. Write 2 questions of your own.

Q&A #6 Free Will & Determinism

1. Read Paul Newall's article entitled "Free Will and Determinism":

http://www.galilean-library.org/site/index.php/page/index.html/_/essays/introducingphilosophy/13-free-will-and-determinism-r29

2. Research further as necessary the two concepts.

3. Question: are you a "compatibilist" or "incompatibilist"?  Explain.

4. Write 2 questions of your own.

Q&A #5 Patriotism

1. Read: Robert Jenson, “Goodbye to Patriotism":

http://www.globalissues.org/Geopolitics/MiddleEast/TerrorInUSA/Patriotism.asp

Supplemental reading:

http://plato.stanford.edu/entries/patriotism/

2. Q: Do you agree or disagree with Jenson’s position?

3. Write two questions of your own.

Q&A #4 Naturalism v. Supernaturalism

1. Reading: Thomas Clark, “Naturalism vs. supernaturalism: how to survive the culture wars.”

http://www.thefreelibrary.com/Naturalism+vs.+supernaturalism:+how+to+survive+the+culture+wars-a0147057303.

2. Do you agree with Clark that naturalism and supernaturalism can “coexist peacefully”?

3. Write two questions of your own.

Q&A #3 Miller: Science, Ethics, and Moral Status

1. Read: Miller, "Science, Ethics, and Moral Status."

2. Question: What is the "moral status" of nonhuman, mammalian animals?

3. Write 2 questions of your own.

Note: This Q&A is due Wednesday.  There will be no class Friday, October 4.

Q&A #2 Critical Thinking/Pedagogy

1. Read:  Barbules & Berk, "Critical Thinking and Critical Pedagogy"

2. Question: Can "critical thinking" and "critical pedagogy" be made consistent with each other?

3. Write 2 questions of your own.

or

 

1. Many educational theorists maintain that critical thinking (CT) is – or ought to be – a (if not the) central aim of education; that effective learning and teaching rest on our capacities for and disposition to engage CT.  Others place it nearer to the margins, with disciplinary content, moral lessons, vocational training, assessment, or some other goal taking CT’s place.  For a brief overview of a variety of positions on CT, read the Institute for Critical Thinking’s “Regarding a Definition of Critical Thinking.”

http://www.criticalthinking.org/data/pages/55/e702cc63463484eedcabfa81b1fc115f519e8886aeca6.pdf

For an applied paper on the power of CT, read also, Nel Noddings, “War, Critical Thinking, and Self-understanding.”

http://coedpages.uncc.edu/theafner/Advanced%20SS%20methods/War%20and%20Critical%20Thinking.pdf

2. Question: What is the role of critical thinking in education?  [Your answer should, of course, take the form of a 2-3 page, CRITO-based, argumentative essay that defends your position (“claim”) by reference to reasons you supply and against at least one substantive objection to your position; that contains outside research and appends two student-generated questions to the end of the essay – all as outlined in minute detail in Handout QAHO.]

Q&A #1 Defining Philosophy and Handout CL

1. Research the term "philosophy."  Find a definition that strikes you as inclusive and instructive and bring it to class.

2. Read Handout CL.

3. Purchase a copy of the text.