associate level faculty notes...

PHI/105Introduction to Philosophy

Version 5 05/15/12

PHI/105r5

PHI/105r5 Introduction to Philosophy

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Faculty Notes PHI/105r5


Faculty Materials

BOOKS, SOFTWARE, OR OTHER COURSE MATERIALS

Moore, B. N., & Bruder, K. Philosophy: The Power Of Ideas.8th ed. New York: McGraw Hill, 2011.

ELECTRONIC RESOURCES

Center for Writing Excellence, Writing Wizard: https://ecampus.phoenix.edu/secure/aapd/grammar/writingwizard.asp

McGraw Hill Philosophy: The Power of Ideas Student Resources http://highered.mcgraw-hill.com/sites/0073407461/student_view0/index.html

ASSOCIATE PROGRAM MATERIALS

The Associate Level Writing Style Handbook, available online at https://ecampus.phoenix.edu/secure/aapd/CWE/pdfs/Associate_level_writing_style_handbook.pdf

Faculty Notes

https://ecampus.phoenix.edu/secure/aapd/CWE/pdfs/Associate_level_writing_style_handbook.pdf

https://ecampus.phoenix.edu/secure/aapd/CWE/pdfs/Associate_level_writing_style_handbook.pdf

http://highered.mcgraw-hill.com/sites/0073407461/student_view0/index.html

https://ecampus.phoenix.edu/secure/aapd/grammar/writingwizard.asp


Course Overview

COURSE DESCRIPTION

In this course, philosophical thinking and reasoning are introduced through the evaluation of the historical development, key contributors, and principle issues of philosophy. Topical areas include both Western and Eastern philosophy, moral and political philosophy, religious philosophy, and feminism.

TOPICS AND OBJECTIVES

Week One: The Beginnings: The Nature of Philosophy and Early Greek Philosophers

Define philosophy, including the role of argument. Identify the major branches of philosophy. Identify the philosophical views of Pre-Socratic philosophers.

Week Two: Setting the Foundation: Exploring Socrates, Plato, and Aristotle

Describe the philosophical views of Socrates, Plato, and Aristotle.

Week Three: The Journey Continues: Hellenistic to Modern Philosophy

Discuss the philosophical views of the Hellenistic and Medieval philosophers. Compare key ideas of the Modern philosophical period.

Week Four: Reacting to Those Who Came Before: Continental, Analytic, and Pragmatic Philosophy

Explain the Continental, pragmatic, and analytic philosophical schools of thought.

Week Five: Thinking About How to Live: Ethics or Moral Philosophy

Compare the major ethical theories of the Western tradition. Describe the role of ethics or moral philosophy on individual ethical decision making.

Week Six: Thinking About Society: Political Philosophy

Compare the major political theories of the Western tradition. Describe the role of political theory in contemporary political issues.

Week Seven: Exploring Across the Seas: Philosophy of India, China, and Japan

Compare the principle schools of philosophy coming from India, China, and Japan.

Week Eight: Thinking About Reason and Faith

Describe the difference between philosophy and religion.

Week Nine: Reacting to Modern Philosophy: Feminism, Postcolonialism, and Contemporary Philosophy

Faculty Notes


Discuss the principles of the feminist, postcolonialist, and contemporary schools of thought.

Describe how feminist, postcolonialist, and contemporary schools of thought are a reaction to former schools of thought.

Faculty Notes


Week One Faculty Notes


The Beginnings: The Nature of Philosophy and Early Greek Philosophers

Define philosophy, including the role of argument. Identify the major branches of philosophy. Identify the philosophical views of Pre-Socratic philosophers.

Weekly Overview

In this week, students will learn the basics of philosophy, including what philosophy is and what its major branches are, as well as how people do philosophy (use of philosophical arguments) and what to avoid (fallacies). Students also will be introduced to early Greek philosophers and how their exploration of the world gave us early epistemology and metaphysics.

The thought experiment, another useful tool for philosophers, this week encourages students to apply philosophical theory—which sometimes seems distant and irrelevant to their lives—to contemporary issues and questions. Thought experiments may be used to promote further discussion or as supplemental activities. The discussion questions reinforce an understanding of the tools of philosophy—the philosophical argument—and encourages students to begin to see how relevant philosophy is to their world and their lives.

Students also begin their journals this week and start using the Good Thinker’s Tool Kit. Structured on Socratic method principles, the Good Thinker’s Tool Kit is a series of questions designed to push students to think more deeply and critically about their assertions, assumptions, and beliefs. Use of the Good Thinker’s Tool Kit promotes higher order thinking and can be a useful and effective tool for facilitators as well. You are strongly encouraged to post rubrics ahead of assignment due dates, as they provide students with useful assignment details.

Assignment Notes

Discussion questions are due this week.

A supplemental activity (thought experiment) is available this week.

Individual Assignment: Open-Book Philosophy Quiz

Purpose: Students are often confused and intimidated by philosophy. Philosophical writing is not like other writing and the lack of concrete answers can be disconcerting. This first exercise is designed to alleviate some of the fears that arise from the issue of “no right answer” and build student confidence. In addition, the “identify the argument” question will inform students of the importance of supporting their assertions. Throughout the course, you can return to this first exercise example to reiterate the need to support assertions in writing and in discussion questions.

Resources Required: Associate Level Material: Open-Book Philosophy Quiz, this week’s assigned readings

Faculty Notes


Grading Guide for Open-Book Philosophy Quiz, Due in Week OneContent and Development 7 Points

Points EarnedXX/7Additional Comments:

All key elements of the assignment are covered in a substantive way. Student has defined philosophy and included a

brief description of the different branches of philosophy.

Student has defined a philosophical argument. Student has identified which of the three

statements is not an argument and provided explanation for his or her position on each.

Student has identified and defined two fallacies. Student has given an example from personal

experience for each fallacy. Student has responded to why we attempt to

avoid fallacies. The content is comprehensive, accurate, and demonstrates student read text materials.The responses are appropriate to the questions and address what is asked.The responses link theory to relevant examples and use the vocabulary of the theory correctly.Major points are stated clearly; are supported by specific details, examples, or analysis; and are organized logically.

Readability and Style 2 Points


Each answer is logically constructed.The tone is appropriate to the content within each response. Sentences are complete, clear, and concise.Sentences are well constructed, strong, and varied.Sentence transitions are present and maintain the flow of thought.

Mechanics 1 Points


Intellectual property is recognized with in-text citations and a reference page.Rules of grammar, usage, and punctuation are followed.Spelling is correct.

Total 10 Points

Points EarnedXX/10

Overall Comments:

Faculty Notes


Individual Assignment: Short Essay: Pre-Socratic Philosopher

Purpose of Assignment: While the first assignment in Week One provided students with an introduction to the tools of philosophy (namely, argument), this assignment allows students to use those tools in describing the works of one Pre-Socratic philosopher. As with the first assignment, students must identify arguments and the evidence used to support those arguments. In addition, students are asked to critically think about how the chosen philosopher’s ideas might relate to their lives today.

Resources Required: Textbook chapters assigned this week

Grading Guide for Short Essay: Pre-Socratic Philosopher, Due in Week OneContent and Development 12 Points


All key elements of the assignment are covered in a substantive way. The essay is 350 to 700 words in length. The essay includes the following:

The selection of one pre-Socratic philosopher

A summary of the selected philosopher’s ideas

Evidence the philosopher used to support his or her arguments

An explanation of why you find your selected philosopher’s ideas compelling

At least one practical example of one of the philosopher’s idea

The content is comprehensive, accurate, and persuasive.The essay develops a central theme or idea directed toward the appropriate audience.The essay links theory to relevant examples and uses the vocabulary of the theory correctly.Major points are stated clearly; are supported by specific details, examples, or analysis; and are organized logically.The introduction provides sufficient background on the topic and previews major points, including presenting a thesis statement.The conclusion is logical, flows from the body of the paper, and reviews the major points.



Paragraph transitions are present, logical, and maintain the flow of thought throughout the essay.The tone is appropriate to the content and

Faculty Notes


assignment. Sentences are complete, clear, and concise.Sentences are well constructed, strong, and varied.Sentence transitions are present and maintain the flow of thought.

Mechanics 3 Points


The essay—including tables and graphs, headings, title page, and reference page—is consistent with APA formatting guidelines and meets course-level requirements.Intellectual property is recognized with in-text citations and a reference page.Rules of grammar, usage, and punctuation are followed.Spelling is correct.

Total 20 Points

Points EarnedXX/20

Overall Comments:

Faculty Notes


Week Two Faculty Notes


Setting the Foundation: Exploring Socrates, Plato, and Aristotle

Describe the philosophical views of Socrates, Plato, and Aristotle.

Weekly Overview

Ch. 2 builds on Ch. 1 by examining in some detail the philosophical views of Socrates, Plato, and Aristotle, considered the founders of Western philosophy. The terms Western and Eastern have been rejected by comparative philosophers who oppose the essentializing of these two varied traditions based on their geography. In other words, not all philosophy done in the geographical area of the “West” is identical or shares common principles.

This week also continues to introduce philosophical methods, namely, dialogue. Students sometimes are confused by the questions early philosophers asked, since they seem to be more in the realm of natural science than philosophy. As such, it may be useful to remind students that up until relatively recently (the 1800s or so) philosophers were natural scientists, asking questions both about what things were and how they came to be. Thus, we have Aristotle’s categories and his four causes. An important thing to remember about this period, as with now, is that philosophers were looking around their world and trying to figure out what things were, how things worked and how we come to know and understand the world.

While this week’s discussion questions focus on this component for the week, the thought experiment focuses on another aspect of what the world is: What are humans? How should we live? Are we inherently good and just? Or do we need some exterior motivation to make us so?

Assignment Notes



Individual Assignment (Options): Socrates Essay

Purpose of Assignment: The first essay for this week focuses on Socrates, allowing students to choose Socrates’ views of the afterlife and the “soul” or Socrates’ views of knowledge. In addition to describing the views, students are asked to engage in a preliminary dialogue with Socrates by asking him one Socratic question. As such, it may be useful to remind students that the Socratic method of questioning was designed to expose fallacies or hidden assumptions as well as to push the thinker to think more deeply about the topic and to become aware of implications of their decisions.

You may find it useful to remind students that Socrates lived before the time of Christ and Christianity. At this time in Greek history, citizens of different city states worshiped state gods. In fact, one of the claims against Socrates at his trial was that he created and worshipped false gods. Additionally, the term soul is loosely translated and does not refer to the Christian soul.

Faculty Notes


Other translations of this word include “mind” or “consciousness.” This exercise further encourages students to avoid viewing the world through a contemporary Western lens and strive to understand the philosophers and their theories in their times.

Resources Required: Textbook chapters assigned this week; Associate Level Material: Assignment Options: Socrates Essay

Grading Guide for Option 1: Socrates and the Afterlife EssayContent and Development 12 Points


All key elements of the assignment are covered in a substantive way. The essay is 350 to 700 words in length. The essay demonstrates the student has read

The Phaedo by including responses to the following questions: Why does Socrates not fear death? What are his views on death and the

afterlife? The essay includes a discussion of why the

student agrees or disagrees with Socrates on this topic.

The essay includes at least one student question, formulated by using the Socratic Method and The Good Thinkers’ Tool Kit, that he/she would ask Socrates about his views on the afterlife.

The content is comprehensive, accurate, and persuasive.The essay develops a central theme or idea directed toward the appropriate audience.The essay links theory to relevant examples and uses the vocabulary of the theory correctly.Major points are stated clearly; are supported by specific details, examples, or analysis; and are organized logically.The introduction provides sufficient background on the topic, previews major points, and provides a thesis statement.The conclusion is logical, flows from the body of the paper, and reviews the major points.



Paragraph transitions are present, logical, and maintain the flow of thought throughout the essay.The tone is appropriate to the content and assignment. Sentences are complete, clear, and concise.Sentences are well constructed, strong, and varied.Sentence transitions are present and maintain the flow of thought.

Faculty Notes


Mechanics 3 Points


The paper—including tables and graphs, headings, title page, and reference page— is consistent with APA formatting guidelines and meets course-level requirements.Intellectual property is recognized with in-text citations and a reference page.Rules of grammar, usage, and punctuation are followed.Spelling is correct.

Total 20 Points

Points EarnedXX/20

Overall Comments:

Grading Guide for Option 2: Socrates and Knowledge Essay Content and Development 12 Points


All key elements of the assignment are covered in a substantive way. The essay is 350 to 700 words in length. The essay demonstrates the student has read

The Meno by including responses to the following questions: What are Socrates’ ideas on how we “come

to know?” What example does Socrates use to prove

his point? The essay includes a discussion of why the

student agrees or disagrees with Socrates on this topic.

The essay includes at least one student question, formulated by using the Socratic method and The Good Thinker’s Tool Kit, that he or she would ask Socrates about his views on his theory of how we acquire knowledge.

The content is comprehensive, accurate, and persuasive.The essay develops a central theme or idea directed toward the appropriate audience.The essay links theory to relevant examples and uses the vocabulary of the theory correctly.Major points are stated clearly; are supported by specific details, examples, or analysis; and are organized logically.The introduction provides sufficient background on the topic, previews major points, and provides a thesis statement.

Faculty Notes


The conclusion is logical, flows from the body of the essay, and reviews the major points.




Mechanics 3 Points



Total 20 Points

Points EarnedXX/20

Overall Comments:

Individual Assignment: Dialogue Between Plato and Aristotle

Purpose of Assignment: This assignment allows students to engage with the dialectic method in the form of dialogue, one of the key philosophical methods of discussion. In order to adequately complete this assignment, students must understand the differing theories of Plato and Aristotle on the topics of the Theory of Knowledge and the Theory of Forms, choose a side, and write the dialogue.

The discussion question “Aristotle believed that if individual horses did not exist, there would be no such thing as the form horse? Do you agree? Why or why not?” may be a good starting point for students to think about the differences in thought between Aristotle and Plato on the topic of the Theory of Forms.


Faculty Notes


Resources Recommended: Philosophy: The Power of Ideas, pp. 49–61 (examples of dialogue writing)

Grading Guide for Dialogue Between Plato and Aristotle, Due in Week TwoContent and Development 55 Points


All key elements of the assignment are covered in a substantive way. The dialogue is 700 to 1,400 words in length. The dialogue sufficiently illustrates the

ideas of Plato and Aristotle by responding to the following for the Theory of Forms: What would Plato argue? What would Aristotle argue? With whom would you side and why?

The dialogue sufficiently illustrates the ideas of Plato and Aristotle by responding to the following for the Theory of Knowledge:

What would Plato argue? What would Aristotle argue? With whom would you side and why?

The content is comprehensive, accurate, and persuasive.The essay develops a central theme or idea directed toward the appropriate audience.The essay links theory to relevant examples and uses the vocabulary of the theory correctly.Major points are stated clearly; are supported by specific details, examples, or analysis; and are organized logically.The introduction provides sufficient background on the topic, previews major points, and includes a thesis statement.The conclusion is logical, flows from the body of the essay, and reviews the major points.




Mechanics 10 Points


The essay—including tables and graphs, headings, title page, and reference page— is consistent with APA formatting guidelines and meets course-level

Faculty Notes


requirements.Intellectual property is recognized with in-text citations and a reference page.Rules of grammar, usage, and punctuation are followed.Spelling is correct.

Total 80 Points

Points EarnedXX/80

Overall Comments:

Faculty Notes


Week Three Faculty Notes


Week Three: The Journey Continues: Hellenistic to Modern Philosophy

Discuss the philosophical views of the Hellenistic and Medieval philosophers. Compare key ideas of the Modern philosophical period.

Weekly Overview

This week’s material briefly covers Hellenistic and Medieval philosophers, with an assignment focused on St. Augustine, and introduces students to key ideas of the Modern philosophical period. Students may find it useful to understand the idea of mind-dependence and mind-independence, two terms used in the book that are helpful in understanding the differing metaphysical and epistemological theories presented in this week. In addition, the philosophers in Week Four (the continentals, pragmatics, and analytics) as well as the philosophers in Week Nine (the contemporary or post-modern, postcolonials, and feminists) are all reacting to, in one way or another, the philosophical theories set forth in the modern period.

The discussion questions and thought experiment for this week will help students’ understanding of the key metaphysical and epistemological theories promoted at this time: dualism, materialism, rationalism, idealism, and empiricism.

Assignment Notes



Individual Assignment: Augustine and Skepticism

Purpose of Assignment: This assignment focuses students on Augustine’s three refutations of total skepticism, introducing students to a basic concept within epistemology (Can I know anything?) and building on their skills in identifying and analyzing arguments.


Grading Guide for Augustine and Skepticism, Due in Week ThreeContent and Development 12 Points


All key elements of the assignment are covered in a substantive way. The essay is 350 to 700 words in length. The essay provides a description of all three

refutations.

Faculty Notes


The essay includes the student’s opinion on the strength of each refutation.

The essay includes the student’s opinion on the validity of each refutation.





Mechanics 3 Points


The essay—including tables and graphs, headings, title page, and reference page— is consistent with APA formatting guidelines and meets course-level requirements.Intellectual property is recognized with in-text citations and a reference page.Rules of grammar, usage, and punctuation are followed.Spelling is correct.

Total 20 Points

Points EarnedXX/20

Overall Comments:

Individual Assignment: Modern Metaphysics and Epistemology Promotional Brochure

Purpose of Assignment: This assignment gives students the opportunity to summarize and compare the main metaphysical theories of the time (see pp. 98–99 of the textbook). The text

Faculty Notes


uses Descartes as representative of dualism (p. 100), Hobbes as representative of materialism (p. 106), Conway, Spinoza, and Leibniz as representative of alternative views (p. 107), and Locke and Berkeley as representative of idealism (p. 113). Resources Required: Textbook chapters assigned this week, Brochure Builder

Grading Guide for Modern Metaphysics and Epistemology Promotional Brochure, due in Week ThreeContent and Development 55 Points


All key elements of the assignment are covered in a substantive way.

The brochure includes a description of each metaphysical position

The brochure presents one position as superior to others

The brochure includes evidence to support the chosen position, including a refutation of the positions not chosen.

The content is comprehensive, accurate, and persuasive.The brochure develops a central theme or idea directed toward the appropriate audience.The brochure links theory to relevant examples and uses the vocabulary of the theory correctly.Major points are stated clearly; are supported by specific details, examples, or analysis; and are organized logically.The introduction provides sufficient background on the topic and previews major points.The conclusion is logical, flows from the body of the brochure, and reviews the major points.



Transitions between sentences, paragraphs, and sections are present, logical, and maintain the flow of the brochure. The tone is appropriate to the content and assignment. Sentences are complete, clear, and concise.Sentences are well constructed, strong, and varied.Sentence transitions are present and maintain the flow of thought.

Mechanics 10 Points


The brochure—including tables and graphs, headings, title page, and reference page—is consistent with APA formatting guidelines and meets course-level requirements.Intellectual property is recognized with in-text

Faculty Notes


citations and a reference page.Rules of grammar, usage, and punctuation are followed.Spelling is correct.

Total 80 Points

Points EarnedXX/80

Overall Comments:

Faculty Notes


Week Four Faculty Notes


Week Four: Reacting to Those Who Came Before: Continental, Analytic, and Pragmatic Philosophy

Explain the Continental, pragmatic, and analytic philosophical schools of thought.

Weekly Overview

This week begins the first of two weeks that are a reaction to the philosophical theories of Modern philosophy. All of these theories continue to play a role in contemporary philosophical discussion.

The discussion questions and the thought experiment encourage students to explore existential thought. Two discussion questions also encourage students to return to the initial questions in Week One and think again about the nature of philosophy in general and philosophical analysis in particular.

Assignment Notes



Individual Assignment: Comparison Essay

Purpose of Assignment: The assignment requires students to read and understand the three major philosophical theories and compare and contrast the schools of thought. By identifying an example of a philosophical concept or notion whose treatment differs among the three schools, the student will better the differences and similarities between the schools. Examples of possible concepts and notions might be “truth” or “meaning.”


Grading Guide for Comparison Essay, Due in Week FourContent and Development 12 Points


All key elements of the assignment are covered in a substantive way. The essay is 350 to 700 words in length. The essay defines each of the three schools of

thought. The essay compares each of the three schools

of thought. The essay includes an example from each of

Faculty Notes


the three schools of thought that adequately describes that school’s position on some topic.





Mechanics 3 Points


The essay —including tables and graphs, headings, title page, and reference page— is consistent with APA formatting guidelines and meets course-level requirements.Intellectual property is recognized with in-text citations and a reference page.Rules of grammar, usage, and punctuation are followed.Spelling is correct.

Total 20 Points

Points EarnedXX/20

Overall Comments:

Individual Assignment: Letter to a Philosopher

Purpose of Assignment: This assignment allows students to engage with the material in a more personal and specific way. Summary ideas from each school are provided to guide students to address the key underlying notions of each school in a detailed and informative way. Because not

Faculty Notes


all philosophers in a given tradition will unequivocally support the representative statement for each tradition, this exercise also exposes students to disagreements within traditions and further hones the analytical skills necessary to identify those disagreements.


Grading Guide for Letter to Philosopher, due in Week FourContent and Development 55 Points


All key elements of the assignment are covered in a substantive way. The letter is 700 to 1400 words in length. The letter identifies the one concept listed in

the assignment that has been chosen. The letter identifies a corresponding

representative philosopher. The letter explains the meaning of the concept; The letter identifies the selected philosopher’s

position on the concept (agree, disagree, supplemented view).

The letter presents supported argument as to why student agrees or disagrees with the philosopher’s position on the concept.

The content is comprehensive, accurate, and persuasive.The letter develops a central theme or idea directed toward the appropriate audience.The essay links theory to relevant examples and uses the vocabulary of the theory correctly.Major points are stated clearly; are supported by specific details, examples, or analysis; and are organized logically.The introductory paragraph of the letter provides sufficient background on the topic, previews major points, and provides a thesis statement.The concluding paragraph of the letter is logical, flows from the body of the essay, and reviews the major points.




Mechanics 10 Points


Faculty Notes


The letter is consistent with APA formatting guidelines and meets course-level requirements.Intellectual property is recognized with in-text citations and a reference page.Rules of grammar, usage, and punctuation are followed.Spelling is correct.

Total 80 Points

Points EarnedXX/80

Overall Comments:

Faculty Notes


Week Five Faculty Notes


Week Five: Thinking About How to Live: Ethics or Moral Philosophy

Compare the major ethical theories of the Western tradition. Describe the role of moral philosophy on individual ethical decision-making.

Weekly Overview

This week begins the first discussion of big questions in philosophy: What do right and wrong, good and bad mean? How should we live? To remain consistent with the text, the terms ethics and moral philosophy are used interchangeably. While building on earlier philosophical ideas, this week also lays a foundation to extend these questions to society and justice in Week Six and ultimately in Week Nine.

The assignments this week require students to identify the major Western ethical theories and critically reflect on their own ethical decision-making process. The thought experiment—the Heinz Dilemma, which is taken from Kholberg’s and Gilligan’s studies on moral decision making—allows students to explore whether their ethical decisions are more rule-based or more context- or relational-based, thus highlighting the two major modes of ethical decision-making. The discussion questions also explore the difference between rule-based and context-based decision making and encourage students to explore what is meant by “the good.”

Assignment Notes



Individual Assignment: Ethical Theory Comparison Chart

Purpose of Assignment: This assignment requires students to identify the basic components of the major Western philosophical theories, arrange these components, and formulate examples of the theories. This assignment provides a foundational basis for the Individual Ethical Decision-Making Analysis due later in the week.

Resources Required: Associate Level Material: Ethical Theory Comparison Chart; textbook chapters and ERRs assigned this week

Grading Guide: See the Associate Level Faculty Material: Ethical Theory Comparison Chart Example Responses.

Individual Assignment: Individual Ethical Decision-Making Analysis

Faculty Notes


Purpose of Assignment: People make ethical decisions every day, ranging from life-changing (divorce, embezzlement, and so on) to the humdrum (Should I brush my teeth? Should I do my homework?). Students should use the ethics chart they created earlier in the week to identify the ethical theory they seem to follow the most. By requiring a description of context, students can begin to think about whether their decisions are universal or rule-based or whether they do take context into consideration. Requiring students to identify values also directs them to distinguish between values and ethics. The final questions of the assignment encourage students to reflect critically on themselves, their values, and the moral views they hold.

Resources Required: Textbook chapters and ERRs assigned this week

Grading Guide for Individual Ethical Decision-Making Analysis, Due in Week FiveContent and Development 55 Points



The essay is 700 to 1400 words in length. Five ethical decisions recently made have been

chosen. Each ethical decision’s description includes the

following:o A brief description of the cause or situation

surrounding the need to make a decision. o A description of how the student came to

make the decision. The essay identifies the ethical theory best fitted

to the student’s ethical decision-making process at the time.

The essay includes a list of the values reflected in the decisions the student made.

The essay includes consideration of whether the student would have used a different ethical theory to make each of the five decisions.

The essay includes an answer to the following two questions:o Is there one ethical theory that the student

seems to follow most of the time? o Why does the student think this is?


Readability and Style Points Earned

Faculty Notes


15 Points XX/15Additional Comments:


Mechanics 10 Points


The essay—including tables and graphs, headings, title page, and reference page— is consistent with APA formatting guidelines and meets course-level requirements.Intellectual property is recognized with in-text citations and a reference page.Rules of grammar, usage, and punctuation are followed.Spelling is correct.

Total 80 Points

Points EarnedXX/80

Overall Comments:

Faculty Notes


Week Six Faculty Notes


Week Six: Thinking About Society: Political Philosophy

Compare the major political theories of the Western tradition. Describe the role of political theory in contemporary political issues.

Weekly Overview

Week Six expands on Week Five by asking another big question: What should society look like? Should it be just? What is justice? The readings for this week reflect social and political philosophy as done in the dominant Western tradition (which, again, refers to a geographical area where the dominant philosophy traces its roots back to Greece and Rome).

The discussion questions and the thought experiment encourage students to think about the connections between individual actions and the common good. Students also identify their final project topic this week; they can choose either a local, national, or global controversy to address. Students should be directed to the assignment description and rubric for their final presentation and encouraged to find a controversy that allows them to meet the requirements of the assignment.

Assignment Notes



Individual Assignment: Comparing Political Philosophy Theories

Purpose of Assignment: This assignment is part reading guide and part evaluative assignment. Students demonstrate their factual knowledge and understanding of the major Western political theories by identifying theories and respective philosophers, and comparing and contrasting the theories. Students are also asked to evaluate the theories by choosing a compelling theory and defending their choice.


Grading Guide for Comparing Political Philosophy Theories Essay, Due in Week SixContent and Development 17 Points


All key elements of the assignment are covered in a substantive way. The essay is 350 to 700 words in length.

Faculty Notes


The essay describes the following political theorieso Social contract/contractarian theory

- At least two philosophers are used in the description

o Classic liberalism/libertarianism - At least two philosophers are used

in the description)o Marxism

- At least one philosopher is used in the description

o Communitarians - At least one philosopher is used in

the descriptiono Capabilities Approach

- At least one philosopher is used in the description

The essay responds to the following questions:o How are these theories similar to one

another? o How are they different from one another? o Is one philosophy more compelling to the

student than the others? If so, why?The content is comprehensive, accurate, and persuasive.The essay develops a central theme or idea directed toward the appropriate audience.The essay links theory to relevant examples and uses the vocabulary of the theory correctly.Major points are stated clearly; are supported by specific details, examples, or analysis; and are organized logically.The introduction provides sufficient background on the topic, previews major points, and includes a thesis.The conclusion is logical, flows from the body of the essay, and reviews the major points.




Mechanics 5 Points


The essay—including tables and graphs, headings,

Faculty Notes


title page, and reference page— is consistent with APA formatting guidelines and meets course-level requirements.Intellectual property is recognized with in-text citations and a reference page.Rules of grammar, usage, and punctuation are followed.Spelling is correct.

Total 30 Points

Points EarnedXX/30

Overall Comments:

Individual Assignment: Final Project Proposal

Purpose of Assignment: The assignment requires the student to identify some issue in controversy to philosophically analyze for the final project. Students can choose a topic in controversy from any locale—local, state, nation, the world—but the controversy must be one that allows for philosophical analysis. You can direct students to some excellent resources in the University Library for help selecting a topic: Issues & Controversies, Issues & Controversies in American History, and Global Issues in Context.

Student proposal essays likely will not contain a discussion of feminism and postcolonialism, as those topics have not yet been addressed. However, students should be able to discuss relevant political and ethical theories and begin to identify a solution to the controversy and why the solution will work. The final step of the proposal essay and the final project is to evaluate whether the solution will work by analyzing its strengths and weaknesses compared to current approaches to the problem.

The proposal essay is relatively short, so you should not expect details on all of these components; however, students should indicate that they have at least begun thinking about the controversy, its roots, and a solution.

Resources Required: Textbook chapters and ERRs assigned throughout this course

Grading Guide for Finding and Resolving Controversy Proposal Essay, Due in Week SixContent and Development 50 Points


All key elements of the assignment are covered in a substantive way. The proposal essay is 350 to 700 words in

length. The proposal essay includes the following

Identification and short description of the controversy the student has chosen

Discussion of the political and ethical theories that are in evidence in the controversy

Proposed solution to the controversy, as the student presently understands it

Faculty Notes


Proposed evaluation of the solution At least 2 peer reviewed resources citedThe content is comprehensive, accurate, and persuasive.The proposal essay develops a central theme or idea directed toward the appropriate audience.The proposal essay links theory to relevant examples and uses the vocabulary of the theory correctly.Major points are stated clearly; are supported by specific details, examples, or analysis; and are organized logically.The introduction provides sufficient background on the topic, previews major points and includes a thesis statement.The conclusion is logical, flows from the body of the essay, and reviews the major points.




Mechanics 8 Points


The proposal essay—including tables and graphs, headings, title page, and reference page—is consistent with APA formatting guidelines and meets course-level requirements.Intellectual property is recognized with in-text citations and a reference page.Rules of grammar, usage, and punctuation are followed.Spelling is correct.

Total 70 Points

Points EarnedXX/70

Overall Comments:

Faculty Notes


Week Seven Faculty Notes


Week Seven: Exploring Across the Seas: Philosophy of India, China, and Japan

Compare the principle schools of philosophy coming from India, China, and Japan.

Weekly Overview

The material for Week Seven allows students to explore a few of the philosophical traditions found in India, China, and Japan. Acceptance of these traditions as philosophical is relatively recent. Therefore, students may find materials indicating that these philosophical traditions are religious or mythical traditions as opposed to philosophical systems. This is an opportunity for you to discuss the importance of using credible resources, especially when searching on the Internet. You may also wish to reinforce the importance of studying these traditions. Just as students and facilitators gain new insight and understanding from the differing perspectives found in the classroom, so too do philosophers gain new insights when they examine the same problems (truth, justice, purpose, rationality, and logic) from different points of view.

Students should be encouraged to think about how these traditions might add to their own perspectives and how the philosophies might support or challenge deeply held beliefs and assumptions. The thought experiment for this week may help students to better understand both the similarities and differences between their beliefs and other beliefs of this tradition. Students should be encouraged to keep an open mind and avoid making broad generalizations about the differences between so-called Eastern and Western philosophies. Although many resources do make such generalizations, and they may seem useful for beginning philosophy students, such generalizations adversely limit student understanding. To allow time for working on the final project, students have only one assignment this week.

Assignment Notes



Individual Assignment: Comparison Essay

Purpose of Assignment: For this assignment, students demonstrate their factual knowledge and comprehension of one school of thought each from India, China, and Japan. In addition, students are asked to produce an outline of their essay. Students should understand the difference between a research plan, which is generally created before research is conducted and guides research, and an outline, which is generally created after research is conducted and guides the logical flow of writing and assists in argument development.

The Center for Writing Excellence Thesis Generator is an excellent resource for students beginning to understand the structure and purpose of an outline. While this is the first time in the

Faculty Notes


course an outline is required, you should encourage students to use outlines throughout the course, especially if they are having difficulty organizing and expressing their thoughts.

Resources Required: Textbook chapters assigned this week, Center for Writing Excellence Thesis Generator: http://corptrain.phoenix.edu/thesis_generator/thesis_generator.html

Grading Guide for Comparison Essay, Due in Week SevenEssay Outline20 Points

Points EarnedXX/20

Outline must include some the following items: Essay thesis statement Topic sentence for each paragraph that

supports the thesis statement and overall purpose of the essay

Itemized supportive arguments Conclusion statement

Student demonstrates effective use of the outline generator toolOutline logically leads into student’s essay developmentIn addition to the outline, student submits a screen shot of the thesis generator outline results

Content and Development 55 Points


All key elements of the essay are covered in a substantive way. The essay is 700 to 1400 words in length. One school of thought from China has been

selected.o One prominent philosopher from the chosen

school of thought has been identified. One school of thought from Japan has been


school of thought has been identified. One school of thought from India has been


school of thought has been identified. A description of each school of thought,

including the major principles of each school, is given.

A description of each of the three selected thinkers’ philosophies as applicable to his or her school of thought is given.

Student compares the three schools of thought chosen.

Essay identifies which school of thought more closely aligns with student’s own world view and provides reasons to support decision.

The content is comprehensive, accurate, and persuasive.The essay develops a central theme or idea

Faculty Notes

http://corptrain.phoenix.edu/thesis_generator/thesis_generator.html


directed toward the appropriate audience.The essay links theory to relevant examples and uses the vocabulary of the theory correctly.Major points are stated clearly; are supported by specific details, examples, or analysis; and are organized logically.The introduction provides sufficient background on the topic, previews major points, and includes a thesis statement.The conclusion is logical, flows from the body of the essay, and reviews the major points.




Mechanics 10 Points



Total 100 Points

Points EarnedXX/100

Overall Comments:

Faculty Notes


Week Eight Faculty Notes


Week Eight: Thinking About Reason and Faith

Describe the difference between philosophy and religion.

Weekly Overview

This week allows students to explore the differences between theology and philosophy. As well as being scientists, early philosophers were often also theologians. However, since at least the time of Aquinas, there has been a growing divide between theologians and philosophers. Even before the split, however, philosophy and religion have always been different. Religion takes ideas on faith, while philosophy seeks answers—perhaps not empirical answers, but well-reasoned answers.

A response to “Did God create us?” for a philosopher cannot be “Yes, because I believe that to be true.” Students may recall the philosophy quiz in Week One and the definition of an argument. Students may be tempted to argue that the existence of a god, in whatever form, cannot be proven, that it must be taken on faith, and that each person has his or her own beliefs. Again, while this may be a satisfactory position for a theologian it is not satisfactory for a philosopher.

As philosophers, students are encouraged to engage with the philosophical similarities between religions in this week’s thought experiment. The discussion questions this week also encourage students to reflect philosophically on their religious assumptions. This week has one assignment, giving students additional time to work on their final projects.

Assignment Notes



Individual Assignment: Persuasive Letter

Purpose of Assignment: This assignment requires students to demonstrate that they have read and understood the assigned materials by developing a persuasive letter to an individual of their choosing. The final part of the assignment requires students to critically reflect on their choice for the letter’s recipient. Examples of a persuasive letter can be found in the Center for Writing Excellence.

Resources Required: Textbook chapters and ERRs assigned this week

Grading Guide for Persuasive Letter, Due in Week EightContent and Development 55 Points


Faculty Notes


All key elements of the assignment are covered in a substantive way. The persuasive letter is 700 to 1400 words in

length. Students demonstrate familiarity with the readings

for this week by explaining how theology and philosophy are different.

Arguments from at least one Christian source, one Muslim source, and one Jewish source have been used.

An additional 150- to 300- word paragraph explaining why the student selected to address the letter to the chosen individual is provided.

The content is comprehensive, accurate, and persuasive.The letter develops a central theme or idea directed toward the appropriate audience.The letter links theory to relevant examples and uses the vocabulary of the theory correctly.Major points are stated clearly; are supported by specific details, examples, or analysis; and are organized logically.The introduction provides sufficient background on the topic, previews major points, and includes a thesis.The conclusion is logical, flows from the body of the essay, and reviews the major points.



Paragraph transitions are present, logical, and maintain the flow of thought throughout the letter.The tone is appropriate to the content and assignment. Sentences are complete, clear, and concise.Sentences are well constructed, strong, and varied.Sentence transitions are present and maintain the flow of thought.

Mechanics 10 Points


The letter—including tables and graphs, headings, title page, and reference page—is consistent with APA formatting guidelines and meets course-level requirements.Intellectual property is recognized with in-text citations and a reference page.Rules of grammar, usage, and punctuation are followed.Spelling is correct.

Total 80 Points

Points EarnedXX/80

Faculty Notes


Overall Comments:

Faculty Notes


Week Nine Faculty Notes


Week Nine: Reacting to Modern Philosophy: Feminism, Postcolonialism, and Contemporary Philosophy

Discuss the principles of the feminist, postcolonialist, and contemporary schools of thought.

Describe how feminist, postcolonialist, and contemporary schools of thought are a reaction to former schools of thought.

Weekly Overview

This week covers feminism and postcolonial thought. In addition, students are asked to return to Ch. 8 to review the work of postmodernists and Richard Rorty, who self-identifies as a pragmatist. As the book does not make extensive use of the term postmodernism, these philosophers are referred to as “contemporary” philosophers. Students may have misconceptions about both feminism and postcolonial thought. The key to these ideas, as well as those of the postmodern schools, is the focus on examining the structures, including language, that support current systems of thought and politics.

The thought experiment for this week encourages students to explore one of those structures—the notion of race. The discussion questions offer students the opportunity to reflect on material from Weeks Five and Six by encouraging them to think about what is “good” and whether this is a universal or common good. These questions are directly relevant to issues of self-determination raised by postcolonialists.

Assignment Notes



Individual Assignment: Reading Analysis

Purpose of Assignment: In this assignment, students demonstrate their ability to comprehend and synthesize primary philosophical material by identifying and understanding key principles of feminist and postcolonialist thought in the chapter readings and locating these principles in the primary readings.


Grading Guide for Comparison Essay, Due in Week NineContent and Development 12 Points



Faculty Notes


Each essay is 350 to 700 words in length. Student has selected a reading from the Ch. 14

list Student demonstrates understanding of the

content of the reading Student identifies and explains the key

principles of feminist thought found in the reading.

Student has selected a reading from the Ch. 16 list.

Student demonstrates understanding of the content of the reading

Student identifies and explains the key principles of post-colonial thought found in the reading.

The content is comprehensive, accurate, and persuasive.The essay develops central themes or ideas directed toward the appropriate audience.The essay links theory to relevant examples and use the vocabulary of the theory correctly.Major points are stated clearly; are supported by specific details, examples, or analysis; and are organized logically.The introduction provides sufficient background on the topic, previews major points, and includes a thesis statement.The conclusion is logical, flows from the body of the essay, and reviews the major points.




Mechanics 3 Points


The essay—including tables and graphs, headings, title page, and reference page—are consistent with APA formatting guidelines and meet course-level requirements.Intellectual property is recognized with in-text citations and a reference page.Rules of grammar, usage, and punctuation are followed.Spelling is correct.

Faculty Notes


Total 20 Points

Points EarnedXX/20

Overall Comments:

Individual: Final Project

Purpose of Assignment: This assignment is designed to be a culmination of everything students have learned in the course. Students are expected to formulate sound philosophical arguments and solutions (supported assertions and opinions) and to demonstrate an ability to identify philosophical theories within contemporary issues and conflict. Finally, students must demonstrate their ability to synthesize ideas to construct a solution to a problem.

Grading Guide for Final Project, Due in Week NineContent and Development 80 Points



The project is 10 to 15 slides in length and includes speaker notes

Presentation includes the following: A description of the issue of controversy. A discussion of how a feminist and/or

postcolonialist would describe the roots of the problem.

A discussion of the political and ethical theories that are in evidence in the controversy.

A discussion of the student’s proposed solution to the problem

Description of why the student thinks their approach would better solve the problem than current approaches.

References to readings and outside research, including at least 2 peer-reviewed articles.

The content is comprehensive, accurate, and persuasive.The slide show develops a central theme or idea directed toward the appropriate audience.The slide show links theory to relevant examples and uses the vocabulary of the theory correctly.Major points are stated clearly; are supported by specific details, examples, or analysis; and are organized logically.The introduction provides sufficient background on the topic, previews major points, and includes a thesis.The conclusion is logical and reviews the major points.

Readability and Style Points Earned

Faculty Notes


35 Points XX/35Additional Comments:

Slide transitions are present, logical, and maintain the flow of thought throughout the project.The tone is appropriate to the content and assignment. Points/Ideas are complete, clear, and concise.Points/Ideas are well constructed, strong, and varied.Idea transitions are present and maintain the flow of thought.

Mechanics 15 Points


The slide show is consistent with APA formatting guidelines and meets course-level requirements.Intellectual property is recognized with in-text citations and a reference page.Rules of grammar, usage, and punctuation are followed.Spelling is correct.

Total 125 Points

Points EarnedXX/125

Overall Comments:

Individual: Final Journal

Purpose of Assignment: In this final week, students submit their journal entries, which they have been writing throughout the course.

Grading Guide for Final Journal, Due in Week NineContent and Development 45 Points


All key elements of the assignment are covered in a substantive way. Journal entries are at least 700 words in length. The journal contains nine journal entries. Each journal entry uses at least one

letter/question from the Good Thinker’s Tool Kit.

The journal is submitted as one document with each new entry dated.

The journal shows evidence of philosophical thought.

Mechanics 5 Points


Faculty Notes


Intellectual property is recognized with in-text citations and a reference page.Rules of grammar, usage, and punctuation are followed.Spelling is correct.

Total 50 Points

Points EarnedXX/50

Overall Comments:

Faculty Notes


Associate Program Faculty Material

Instructions for Using the Written Assignment Grading Form

The grading form summarizes the points earned for a written assignment, usually focusing 70% for content and development and 30% for readability, style, and mechanics. The form also provides space in which you may comment on any area that needs special attention for remediation or reinforcement. It is not necessary to provide a comment for each section or bullet point.

In some cases, you may want to customize the form by adding or deleting lines to document particular features or ideas that you will look for while grading the paper. Each time you grade a student paper, copy the table and paste it at the end of the assignment. When the grading process is complete, return the student’s paper, which now contains the feedback form and score for the assignment.

1. Open the student’s attached Microsoft Word document.

2. Open a new Written Assignment Grading Form from the master file.

3. Copy and Paste the Written Assignment Grading Form at the end of the student paper.

4. Grade the paper, providing quality feedback on the content of the paper.

5. Complete the Written Assignment Grading Form, which is now in the student paper, providing comments when applicable. It is not necessary to record a comment for every item.

6. Enter the student’s score for each of the three main categories: content and development, readability and style, and mechanics. Optionally, you may enter points for each subcategory. Calculate and enter a total score.

Faculty Notes

associate level faculty notes...

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