This course will acquaint the student with some of the ancient Greek contributions to the Western philosophical and scientific tradition. We will examine a broad range of central philosophical themes concerning: nature, law, justice, knowledge, virtue, happiness, and death. There will be a strong emphasis on analyses of arguments found in the texts.
This book provides an overview of the current debates about the nature and extent of our moral obligations to animals. Which, if any, uses of animals are morally wrong, which are morally permissible (i.e., not wrong) and why? What, if any, moral obligations do we, individually and as a society (and a global community), have towards animals and why? How should animals be treated? Why?
We will explore the most influential and most developed answers to these questions – given by philosophers, scientists, and animal advocates and their critics – to try to determine which positions are supported by the best moral reasons.
Every applied ethics course requires some brief introduction, survey, or primer on ethical theory and moral decision making. At the same time, spending too much time on argumentation and normative ethical theory can take precious course time away from the applied issues that are the focus of the course. The Applied Ethics Primer offers a concise introduction to both basic argumentation and normative ethical theory. Somewhat more inclusive than many similar resources, this primer offers students a taste of the truly global history of ethics, while still being squarely focussed on providing practical tools for ethical decision making and is appropriate for any introductory applied ethics course.
This article explores different types of moral relativism and their strengths and weaknesses.
There is a quote that has been passed down many years and is most recently accounted to P.T. Barnum, “There is a sucker born every minute.” Are you that sucker? If you were, would you like to be “reborn?” The goal of this book is to help you through that “birthing” process. Critical thinking and standing up for your ideas and making decisions are important in both your personal and professional life. How good are we at making the decision to marry? According to the Centers for Disease Control, there is one divorce in America every 36 seconds. That is nearly 2,400 every day. And professionally, the Wall Street Journal predicts the average person will have 7 careers in their lifetime. Critical thinking skills are crucial.
The Art of the Probable" addresses the history of scientific ideas, in particular the emergence and development of mathematical probability. But it is neither meant to be a history of the exact sciences per se nor an annex to, say, the Course 6 curriculum in probability and statistics. Rather, our objective is to focus on the formal, thematic, and rhetorical features that imaginative literature shares with texts in the history of probability. These shared issues include (but are not limited to): the attempt to quantify or otherwise explain the presence of chance, risk, and contingency in everyday life; the deduction of causes for phenomena that are knowable only in their effects; and, above all, the question of what it means to think and act rationally in an uncertain world. Our course therefore aims to broaden students’ appreciation for and understanding of how literature interacts with--both reflecting upon and contributing to--the scientific understanding of the world. We are just as centrally committed to encouraging students to regard imaginative literature as a unique contribution to knowledge in its own right, and to see literary works of art as objects that demand and richly repay close critical analysis. It is our hope that the course will serve students well if they elect to pursue further work in Literature or other discipline in SHASS, and also enrich or complement their understanding of probability and statistics in other scientific and engineering subjects they elect to take.
An introduction to philosophy with selections on metaphysics, epistemology, ethics, and logic. The emphasis is on exposing students to important philosophers and issues in philosophy. Chapters include multiple choice questions to test reading comprehension.
This article introduces readers to divine command theory and natural law theory.
This course was designed to provide supplemental material to accompany "Introduction to Philosophy: Ethics," edited by George Matthews (2019). This textbook is available for free online and has also been uploaded to the OERTX Repository. Links to the relevant chapters have been provided at the start of each module. Please feel free to use as much of this supplemental material as you would like and to edit it as you see fit.
Within the Instructor Resources, we have included PowerPoints and study guides over each chapter.
In each module, we have created Pages covering the main topics from the chapter, along with a summary of the chapter. Each Page consists of a few slides from the relevant PowerPoint. These slides are embedded as JPEGS, and alt-text is provided for the visually impaired. The slides were embedded in this way to make the content from the PowerPoints more manageable for students and so that the slides would be more accessible on mobile devices.
Along with these Pages, we have also provided podcasts and videos in each module and in the Additional Resources that emphasize connections to the empirical sciences, such as moral psychology, neuroscience, and evolutionary biology.
Each module contains a quiz. These quizzes draw randomly from pools of questions covering the chapter and the additional podcasts and videos. These quizzes were intended to be completed before class discussion, and they have been set to allow unlimited attempts until the due date.
Finally, each module also contains a dilemma for class discussion and a suggested active learning activity.
For additional assessment, we have provided a set of scaffolded writing assignments with accompanying rubrics, designed to help students learn how to write a philosophy paper. We have also included a model for a service-learning project.
If you have any questions about this material, please feel free to reach out to us. The PowerPoints, Pages, and Quizzes for each chapter were written by Dr. Jeremy Byrd (firstname.lastname@example.org), with the exception of those in the module over Chapter 7, which were written by Dr. Jeffrey Herr (email@example.com). Dr. Herr also wrote the dilemmas and the active learning activities for each module. The scaffolded writing assignments and rubrics were designed by Dr. Byrd, while Dr. Herr put together the service-learning project.
Concentrates on specific periods of Classical Greek and Roman Literature in translation with attention to cultural, political, and social influences. Topics vary from year to year chosen from among fifth-century Athens, the Golden Age of Latin Literature, the Silver Age, and Late Antiquity. Roman Literature of the Golden Age of Augustus Caesar, produced during the transition from Republican to Imperial forms of government, was to have a profound and defining influence on Western European and American societies. These writings ultimately established lasting models of aesthetic refinement, philosophical aspiration, and political ambition that continue to shape modern cultures. This class will be exploring the Golden Age of Latin Literature from an historical perspective in order to provide an intensive examination of the cultural contexts in which these monumental works of classical art were first produced. Readings will emphasize the transition from a Republican form of government to an Empire under the rule of Augustus Caesar and the diversity of responses among individual authors to the profound structural changes that Roman society was undergoing at this time. Particular attention will be devoted to the reorganization of society and the self through textuality, the changing dimensions of the public and the private, the roles of class and gender, and the relationship between art and pleasure. Writings covering a wide variety of literary genres will include the works of Caesar, Cicero, Catullus, Livy, Virgil, Horace, and Ovid, with additional readings from Cassius Dio for background.
A Concise Introduction to Logic is an introduction to formal logic suitable for undergraduates taking a general education course in logic or critical thinking, and is accessible and useful to any interested in gaining a basic understanding of logic. This text takes the unique approach of teaching logic through intellectual history.
A Concise Introduction to Logic is an introduction to formal logic suitable for undergraduates taking a general education course in logic or critical thinking, and is accessible and useful to any interested in gaining a basic understanding of logic. This text takes the unique approach of teaching logic through intellectual history; the author uses examples from important and celebrated arguments in philosophy to illustrate logical principles. The text also includes a basic introduction to findings of advanced logic. As indicators of where the student could go next with logic, the book closes with an overview of advanced topics, such as the axiomatic method, set theory, Peano arithmetic, and modal logic. Throughout, the text uses brief, concise chapters that readers will find easy to read and to review.
Critical review of works, theories, and polemics in architecture in the aftermath of WWII. Aim is a historical understanding of the period and the development of a meaningful framework to assess contemporary issues in architecture. Special attention paid to historiographic questions of how architects construe the terms of their "present." Required of M.Arch. students.
Critical thinking is the ability to think clearly and rationally about what to do or what to believe. It includes the ability to engage in reflective and independent thinking. Someone with critical thinking skills is able to do the following:
Understand the logical connections between ideas.
Identify, construct, and evaluate arguments.
Detect inconsistencies and common mistakes in reasoning.
Solve problems systematically.
Identify the relevance and importance of ideas.
Reflect on the justification of one’s own beliefs and values.
Critical thinking is not simply a matter of accumulating information. A person with a good memory and who knows a lot of facts is not necessarily good at critical thinking. Critical thinkers are able to deduce consequences from what they know, make use of information to solve problems, and to seek relevant sources of information to inform themselves.
Critical thinking should not be confused with being argumentative or being critical of other people. Although critical thinking skills can be used in exposing fallacies and bad reasoning, critical thinking can also play an important role in cooperative reasoning and constructive tasks. Critical thinking can help us acquire knowledge, improve our theories, and strengthen arguments. We can also use critical thinking to enhance work processes and improve social institutions.
Some people believe that critical thinking hinders creativity because critical thinking requires following the rules of logic and rationality, whereas creativity might require breaking those rules. This is a misconception. Critical thinking is quite compatible with thinking “out-of-the-box,” challenging consensus views, and pursuing less popular approaches. If anything, critical thinking is an essential part of creativity because we need critical thinking to evaluate and improve our creative ideas.
Humans are social animals; social demands, both cooperative and competitive, structure our development, our brain and our mind. This course covers social development, social behaviour, social cognition and social neuroscience, in both human and non-human social animals. Topics include altruism, empathy, communication, theory of mind, aggression, power, groups, mating, and morality. Methods include evolutionary biology, neuroscience, cognitive science, social psychology and anthropology.
An open pedagogy project of student-authored essays to help readers develop a better understanding of the ways that narrative media like movies and television represent issues of difference, power, and discrimination in American culture, both today and in the past.
Une malle s’ouvre. De précieux vestiges s’en échappent : photos impeccablement conservées par la douce vigilance d’une épouse, ouvrages jadis passionnément annotés, polycopiés aux signatures illustres, agendas nimbés de la patine du temps. Voilà le matériau à partir duquel l’autrice construit l’épistémologie particulière de cette si longue lettre par laquelle, portée par la fratrie, une fille parle à son père. Et voici lancée non pas une saga familiale, mais une anthropographie du quotidien de leurs vies. Réflexivité et catharsis.
A brief history of conflicting ideas about mankind's relation to the natural environment as exemplified in works of poetry, fiction, and discursive argument from ancient times to the present. What is the overall character of the natural world? Is mankind's relation to it one of stewardship and care, or of hostility and exploitation? Readings include Aristotle, The Book of Genesis, Shakespeare, Descartes, Robinson Crusoe, Swift, Rousseau, Wordsworth, Darwin, Thoreau, Faulkner, and Lovelock's Gaia. This subject offers a broad survey of texts (both literary and philosophical) drawn from the Western tradition and selected to trace the growth of ideas about nature and the natural environment of mankind. The term nature in this context has to do with the varying ways in which the physical world has been conceived as the habitation of mankind, a source of imperatives for the collective organization and conduct of human life. In this sense, nature is less the object of complex scientific investigation than the object of individual experience and direct observation. Using the term "nature" in this sense, we can say that modern reference to "the environment" owes much to three ideas about the relation of mankind to nature. In the first of these, which harks back to ancient medical theories and notions about weather, geographical nature was seen as a neutral agency affecting or transforming agent of mankind's character and institutions. In the second, which derives from religious and classical sources in the Western tradition, the earth was designed as a fit environment for mankind or, at the least, as adequately suited for its abode, and civic or political life was taken to be consonant with the natural world. In the third, which also makes its appearance in the ancient world but becomes important only much later, nature and mankind are regarded as antagonists, and one must conquer the other or be subjugated by it.
Opportunity for individual or group study of advanced topics in Engineering Systems Division not otherwise included in the curriculum at MIT.: This course introduces the theory and the practice of engineering ethics using a multi-disciplinary and cross-cultural approach. Theory includes ethics and philosophy of engineering. Historical cases are taken primarily from the scholarly literatures on engineering ethics, and hypothetical cases are written by students. Each student will write a story by selecting an ancestor or mythic hero as a substitute for a character in a historical case. Students will compare these cases and recommend action.
This book is the result of a co-design project in a class in the Masters of Education program at the University of Calgary. The course, and the resulting book, focus primarily on the safe and ethical use of technology in digital learning environments. The course was organized according to four topics based on Farrow’s (2016) Framework for the Ethics of Open Education.
This class analyzes the theoretical and historical reasons why governments in latecomer countries have intervened with a wide array of policies to foster industrial development at various turning points: the initiation of industrial activity; the diversification of the industrial base; the restructuring of major industrial institutions; and the entry into high-technology sectors.
What does pleasure have to do with morality? What role, if any, should intuition have in the formation of moral theory? If something is ‘simulated', can it be immoral?
This accessible and wide-ranging textbook explores these questions and many more. Key ideas in the fields of normative ethics, metaethics and applied ethics are explained rigorously and systematically, with a vivid writing style that enlivens the topics with energy and wit. Individual theories are discussed in detail in the first part of the book, before these positions are applied to a wide range of contemporary situations including business ethics, sexual ethics, and the acceptability of eating animals. A wealth of real-life examples, set out with depth and care, illuminate the complexities of different ethical approaches while conveying their modern-day relevance.
This concise and highly engaging resource is tailored to the Ethics components of AQA Philosophy and OCR Religious Studies, with a clear and practical layout that includes end-of-chapter summaries, key terms, and common mistakes to avoid. It should also be of practical use for those teaching Philosophy as part of the International Baccalaureate.
Ethics for A-Level is of particular value to students and teachers, but Fisher and Dimmock's precise and scholarly approach will appeal to anyone seeking a rigorous and lively introduction to the challenging subject of ethics.
In this book, you will examine the moral and ethical issues that exist within law enforcement. This book will also familiarize you with the basic history, principles, and theories of ethics.
Seminar on the creativity in art, science, and technology. Discussion of how these pursuits are jointly dependent on affective as well as cognitive elements in human nature. Feeling and imagination studied in relation to principles of idealization, consummation, and the aesthetic values that give meaning to science and technology as well as literature and the other arts. Readings in philosophy, psychology, and literature.
This course examines problems in the philosophy of film as well as literature studied in relation to their making of myths. The readings and films that are discussed in this course draw upon classic myths of the western world. Emphasis is placed on meaning and technique as the basis of creative value in both media.
In this survey text, readers will explore the foundations of American education through a critical lens. Topics include the teaching profession, influences on student learning, philosophical and historical foundations, structures of schools, ethical and legal issues, curriculum, classroom environment, and the path forward.
Advances in cognitive science have resolved, clarified, and sometimes complicated some of the great questions of Western philosophy: what is the structure of the world and how do we come to know it; does everyone represent the world the same way; what is the best way for us to act in the world. Specific topics include color, objects, number, categories, similarity, inductive inference, space, time, causality, reasoning, decision-making, morality and consciousness. Readings and discussion include a brief philosophical history of each topic and focus on advances in cognitive and developmental psychology, computation, neuroscience, and related fields. At least one subject in cognitive science, psychology, philosophy, linguistics, or artificial intelligence is required. An additional project is required for graduate credit.
" As we read broadly from throughout the vast chronological period that is "Homer to Dante," we will pepper our readings of individual ancient and medieval texts with broader questions like: what images, themes, and philosophical questions recur through the period; are there distinctly "classical" or "medieval" ways of depicting or addressing them; and what do terms like "Antiquity" or "the Middle Ages" even mean? (What are the Middle Ages in the "middle" of, for example?) Our texts will include adventure tales of travel and self-discovery (Homer's Odyssey and Dante's Inferno); courtroom dramas of vengeance and reconciliation (Aeschylus's Oresteia and the Icelandic NjĚÁls saga); short poems of love and transformation (Ovid's Metamorphoses and the Lais of Marie de France); and epics of war, nation-construction, and empire (Homer's Iliad, Virgil's Aeneid, and the Anglo-Saxon Beowulf)."
This subject offers a broad survey of texts (both literary and philosophical) drawn from the Western tradition and selected to trace the growth of ideas about the nature of mankind's ethical and political life in the West since the renaissance It will deal with the change in perspective imposed by scientific ideas, the general loss of a supernatural or religious perspective upon human events, and the effects for good or ill of the increasing authority of an intelligence uninformed by religion as a guide to life. The readings are roughly complementary to the readings in 21L001, and classroom discussion will stress appreciation and analysis of texts that came to represent the cultural heritage of the modern world.
This course aims to introduce students to the rich diversity of human culture from antiquity to the early 17th century. In this course, we will explore human culture in its myriad expressions, focusing on the study of literary, religious and philosophical texts as ways of narrating, symbolizing, and commenting on all aspects of human social and material life. We will work comparatively, reading texts from various cultures: Mesopotamian, Greek, Judeo-Christian, Chinese, Indian, and Muslim. Throughout the semester, we will be asking questions like: How have different cultures imagined themselves? What are the rules that they draw up for human behavior? How do they represent the role of the individual in society? How do they imagine 'universal' concepts like love, family, duty? How have their writers and artists dealt with encounters with other cultures and other civilizations?
Fundamental Methods of Logic is suitable for a one-semester introduction to logic/critical reasoning course. It covers a variety of topics at an introductory level. Chapter One introduces basic notions, such as arguments and explanations, validity and soundness, deductive and inductive reasoning; it also covers basic analytical techniques, such as distinguishing premises from conclusions and diagramming arguments. Chapter Two discusses informal logical fallacies. Chapters Three and Four concern deductive logic, introducing the basics of Aristotelian and Sentential Logic, respectively. Chapter Five deals with analogical and causal reasoning, including a discussion of Mill's Methods. Chapter Six covers basic probability calculations, Bayesian inference, fundamental statistical concepts and techniques, and common statistical fallacies.
A Guide to Good Reasoning has been described by reviewers as “far superior to any other critical reasoning text.” It shows with both wit and philosophical care how students can become good at everyday reasoning. It starts with attitude—with alertness to judgmental heuristics and with the cultivation of intellectual virtues.
This open textbook is designed primarily for teacher candidates in Queen’s University’s Faculty of Education enrolled FOUN 102: Historical and Philosophical Foundations of Education. By using this open textbook to support learning in the course, we hope to free students from the costs of textbooks (and of the challenge of receiving textbooks in the midst of this global pandemic) and create a space that permits bounded exploration of what it means to think, live, and breathe philosophy and history in the multiverse that is education. This open textbook is supported financially by a grant made available by Open Library Services at the Queen’s University Library.
This course focuses on an in-depth reading of Principia Mathematica Philosophiae Naturalis by Isaac Newton, as well as several related commentaries and historical philosophical texts.
This course examines the history of MIT through the lens of the broader history of science and technology, and vice versa. The course covers the founding of MIT in 1861 and goes through the present, including such topics as William Barton Rogers, educational philosophy, biographies of MIT students and professors, intellectual and organizational development, the role of science, changing laboratories and practices, and MIT's relationship with Boston, the federal government, and industry. Assignments include short papers, presentations, and final paper. A number of classes are concurrent with the MIT150 Symposia.
This article explores virtue ethics, including the theories of Aristotle, Aquinas, Buddhism, Kongzi, and Laozi.