PHI 1930 HUMAN EXISTENCE, BEHAVIOR AND SOCIETY Instructor: Professor Simon Glynn, Dept. of Philosophy, Florida Atlantic University, (SO 278) e-mail: [email protected] Tel. # (561) 297-3879 Class Meeting Times and Place: Fall semester Tuesdays and Thursdays, 3.30- 4.50 FA 105 Office Hours: To be decided based on mutual convenience, and by appointment Prerequisites/Fulfillment: This writing intensive course serves as one of two "Gordon Rule" classes that must be taken after completing ENC 1101 and 1102 or their equivalents. This is an Honors Seminar, requiring a C or better to pass. Course Description and Learning Outcomes: Unlike traditional non-honors courses, the course will be run as a seminar, and will require students to familiarize themselves with original, rather than teaching, texts. Moreover, as a seminar, it will not depend upon the faculty member presenting a synopsis of the research, nor articulating a particular perspective. Students themselves will take it in turn to lead off discussion, by presenting an introductory paper, coherently outlining the issues defining and surrounding the topic, and, where appropriate, articulating their understanding of alternative points of view. The seminar group will, in the light of their own reading of the relevant texts, and with guidance from the faculty member, then reflect upon, analyze, and critically asses this presentation, clarifying, refining and adding to it, and critically evaluating the alternative perspectives where appropriate. Such an approach will foster collaborative teamwork. Furthermore in approaching the subject, (or should we say The Subject) from Religious, Psychological, Sociological, Cultural, Political, Linguistic, Moral and Biological, as well as from the broadly Philosophical, perspectives, and paying attention to the specific, often disciplinary based, justifications offered for particular approaches and points of view, the course will highlight the nature and advantages of interdisciplinary investigation and research. This will facilitate an understanding of, and appreciation for, a number of different, qualitative as well as quantitative, approaches afforded by the different disciplines. Where appropriate, students will be encouraged to submit papers for publication, and to give presentations at conferences, such as in student section of the Florida Philosophical Association for example. Course Objectives 1) To provide a general insight into the nature of the human subject, its relation to society, and the influences upon, and consequences of, human behavior. 2) To show how human subjectivity underlies and influences the concerns and activities of the humanities. 3) To give students the opportunity for independent study and research. 4) To teach students to think analytically, critically and creatively.

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5) To give students an appreciation of a number of different disciplinary perspectives upon an intellectual problem 6) To give students an appreciation of a number of different disciplinary methods offering alternative approaches to an intellectual problem. 7) To give students an appreciation of the nature of interdisciplinary thinking. 8) To show how intellectual collaboration may foster a more complete understanding. 9) To encourage students to formulate and articulate a clearly delineated opinions or beliefs, and an appreciation of how rational arguments and/or empirical evidence may refute or justify them. 10) To foster clear, concise and structured articulation or expression of thoughts and ideas, both verbally and in writing,

Course Requirements Students will be expected to have read and understood the assigned chapters. Each student will be called upon at least once during the semester to make a formal class presentation introducing one of the topics. All participants will be expected to contribute to STRUCTURED discussion and debate on topics and issues arising from these presentations. Emphasis will be placed upon the formation and clear expression of well founded opinions, and the capacity to present concise arguments for and against the views expressed, as well as upon creative development and critical evaluation of alternative perspectives, which is to say upon analytic thinking and expression. Furthermore, being a “Writing Across the Curriculum” (WAC) course, emphasis will be placed upon strengthening students’ writing abilities.

COURSE OUTLINE AND CLASS TOPICS With the exception of the introductory lecture, the course will be run as a seminar. Unlike lecture courses, this seminar course will begin with a presentation by one of the students, and the others will be called upon to contribute to a STRUCTURED analysis and discussion, based upon the readings set. Emphasis will be placed upon clarity of thought and expression. All students will be expected to have completed the relevant reading, and made clear notes upon it in a journal, BEFORE, the class, and the instructor will, from time to time collect and review these journals. In the context of the seminars, issues and questions that will be discussed will include: What, if anything is distinctive about human beings; awareness, rationality, reflectivity, sociality, tool use, soul etc.; What is the mind and what is consciousness? How do they differ and how are they related to the body? How, and in what way, despite the fact that I change, am I the same person now as I was in the past? What gives rise to Consciousness? (Consciousness, the nervous system and the brain) What role does language, and the linguistic community, play in constituting meaning and significance, and thus in the development of conscious capacities? What role does the fact that we are related to others play in the development of rudimentary reflection or self-consciousness. To what extent are our socio-cultural relations to others of different races, classes, genders etc., and to others in general, instrumental in constituting and shaping our sense of identity? What role does our socio-cultural and economic environment play 2

in constituting our values, attitudes and beliefs? Can we make sense of the unconscious, and what part, if any, does it play in human development? Given the roles of Nature (genetics) and Nurture (socio-cultural etc. environment) in constituting and shaping human consciousness and identity, to what extent, if at all, can I have free will, and to what extent are my choices determined? In light of the distinction between causation and influence, to what extent am I influenced by socio-cultural formations, and to what extent do I influence, and/or indeed constitute them? In light of the distinction between deterministic causes and freely chosen “reasons”, what role, if any, can behaviorism and/or cognitive neuroscience and other reductionist methodologies play in understanding, explaining and predicting human experiences, dispositions and/or behavior? How, if at all, does “society” differ from the totality of individuals who constitute it, and what implications does this have for understanding its relation to the individual? Should we fit society or should society fit us … or is this question predicated upon a misunderstanding of the nature and relations between these terms? What are ethics and moral responsibility, where do they come from, how may they differ, and can they be justified? What ought we to do? What is the meaning and purpose of life? Introductory Lecture a) The difference between Belief and Knowledge and the role of Reason and/or Experience as justifying one’s Beliefs. b) Language as a system of concepts, and the irreducible role of language in thought c) The role of language and analytical writing in Formulating, Presenting, Analyzing, Critiquing, Evaluating and/or Defending Beliefs. Seminar Topics: Please note some topics will only take one class, while others will be addressed over several classes, the exact timing of these topics being contingent upon student progress. 1) Confuscius: The Individual, Society and Ethical Life. 2) Hinduism: Cosmic Creation, Change and Destruction, Psychological Projection. Consciousness and its relation to the World. 3) Buddhism: Desire, Attachment and Human Suffering, The Wheel of Rebirth, the 4 Nobel Truths, and the 8 Fold Path….Nirvana and “re-incarnation”. The delusion of a permanent self. 4) Plato: The Rule of Reason, The Theory of Forms, Human Nature and the Soul, Individual and Society, The Philosopher Kings, Education and Government. 5) Aristotle: The Ideal of Human Fulfilment, Theory of Human Nature, Virtue and Vice, Political Expertise and Philosophical Contemplation. 6) The Bible: Judao-Christian Conception of God, Hebrew Conception of Human Nature, The New Testament, Human Nature and Sin, Christian Salvation. 7) Islam: Submission to God, The Qur’an as Third Testament? Islamic Conceptions of Human Nature.

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8) Faith, Reason and The Enlightenment. Reformation, The Rise of Scientific Understanding of Human Beings and Society. 9) Kant: Reasons and Causes, Free will and Determinism, Morality and Religion, Limits of Human Knowledge, Selfishness and Sociality. . 10) Marx: The Economic Basis of Human Societies. Economics, Society and Human Consciouisness, Materialist Theory of Historical Change, Alienation, Utopian and Scientific Socialism. 11) Freud: The Conscious and The Unconscious, Neuroscience, Determinism and Materialism, Human Nature, Unconscious Drives, Morality and Child Development, Repression and Neurosis, Psychoanalysis. 12) Sartre: Radical Freedom, Consciousness, Objects and Atheism, Existence and Essence, Freedom and Responsibility, Conflict with others, Bad Faith, Authenticity, Political Freedom. 13) Darwin: Random Mutation, Natural Selection and Evolution. Anti-Reductionism. 14) Social Darwinism, Sociology and Anthropology, Behaviorist Psychology, 14) Chomsky and Cognitive Psychology, Wilson and Socio-Biology, Cosmides/Tooby and the Integrated Causal Model. 15) Conclusion: A Synthesis of the Theories? Class Attendance/Absence Policy The professor is not running the seminars for his own amusement. Accordingly you may not unreasonably infer that their purpose is not unconnected to their effectiveness in improving student understanding and performance in general, and in educating students in philosophy in particular, and that consequently students are expected to attend regularly.

Reading Leslie Stevenson, David L. Haberman and Peter Mathews Wright, Twelve Theories of Human Nature 6th Edition, (Oxford: Oxford University Press) Writing Across the Curriculum This writing intensive course serves as one of two "Gordon Rule" classes that must be taken after completing ENC 1101 and 1102 or their equivalents. You must achieve a grade of "C" (not Cminus) or better to receive credit. Furthermore, this class meets the University-wide Writing Across the Curriculum (WAC) criteria, which expect you to improve your writing over the course of the term. The University’s WAC program promotes the teaching of writing across all levels and all disciplines. Writing-to-learn activities have proven effective in developing critical thinking skills, learning discipline-specific content, and understanding and building competence in the modes of inquiry and writing for various disciplines and professions.

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Evaluation Methods Students are required to write 5, 000+ words, and these will consist of each student’s initial formal class presentations, which will be worth up to 30% of the final overall grade, which will then be peer reviewed, and rewritten on the basis of substantial feedback from this review and the instructor’s comments, and resubmitted for a further maximum of 20%. Students will be expected to write a succinct synopsis of their final understanding of each of the class presentations, which will collectively be worth up to 35%, while a further maximum of 15% will be awarded on the basis of active and INFORMED class participation. Students must earn a grade of “C” or better to pass this course. If this class is selected to participate in the university wide WAC assessment program, you will be required to access an online assessment server, complete consent form and survey, and submit electronically the first and final draft of this paper. Formal Class Presentation: Exposition. 1. A clear, coherent, statement of the different facets of a particular issue, and where appropriate, of issues related thereto, and an exposition of alternative points of view. 2. Students will further be expected to articulate some of the justifications offered for these alternatives, and to compare and evaluate them, providing rational argument and/or empirical evidence for and against any view(s) they wish to dismiss or adopt, explaining why the position they adopt is justified. Emphasis will be upon clear, concise and complete articulation. Re-Writes. In addition to the above, students will be expected to display clear evidence of what they learned from the class discussion with other students and the instructor, which should be incorporated into the re-write. Class Synopses Following the completion of each topic, all students in the class will be expected to write a coherent synopsis of the major issues raised and debated, and of the analysis offered, and where appropriate give an account of, and justifications for, the view(s) they adopt. . Grading. 90 - 100 percent .........A 80 - 89 percent .........B 70 - 79 percent .........C 60 - 69 percent .........D Below 60 percent .........Fail ( + ) denotes marks within 3 percent of the top of a grade and ( - ) denotes marks within 3 percent of the bottom of a grade.

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Late Papers Written work handed in late without acceptable excuse will loose 10% for every day, class or otherwise, they are late. No late papers will be accepted in the last week of the semester. Make Up and Extra Credit Policy It is assumed that students will be making the greatest effort possible throughout the course. Accordingly there will be absolutely no make-up work or extra credit work. Incompletes: As a general rule, incompletes will not be given in this course. However, should there be a case in which I believe that a student genuinely merits receiving a grade of ‘I’, the following university policy must and will be followed: Should a student wish to receive an ‘I’ (Incomplete) grade for this course, that student must provide (1) a written request stating his/her reasons, and (2) written evidence for these reasons to me. I will then submit these and my recommendation to the chairperson of the philosophy department, who will make the final judgment as to whether an ‘I’ is indeed appropriate. If the chairperson approves of the student’s request, the student must go to the philosophy department (SO 283) to fill out the ‘Incomplete’ form, in which I will specify the deadline for completing the course work, and the default grade that the student will receive if he/she does not complete the work by the stated deadline. The student, the chairperson, and I must sign this form. In all cases, university policy states that if the ‘Incomplete’ form is not filled out and signed by student, professor, and chairperson, the Registrar’s Office will automatically change the ‘I’ to an ‘F’ after six months have expired (this is the default time allowed for an incomplete). The professor can choose to adopt the six-month deadline or to override it by making the deadline either shorter or longer than six months (one year is the maximum time allowed by the University). As well, if the form is filled out but the student has not completed the course work by the deadline stated by the professor, the Registrar’s Office will automatically change the ‘I’ to an ‘F’. Once the student has turned in all of the work required to complete the course by the stated deadline, he/she bears full responsibility for confirming that the ‘I’ has been changed to a grade. Absolutely no exceptions will be made to this. Writing Assignments All written work should be typed or written on a word processor, lines should be DOUBLE SPACED, and margins should be at least one inch on both sides, to allow adequate space for written comments. Written work should be presented to the instructor. e-mailed papers will not be accepted except under exceptional circumstances, that must have been agreed by the instructor.

Time allocated to Improve Student Writing In addition to an initial, introductory, lecture, explaining the irreducible role and significance of language in our understanding, and our quest for knowledge, substantial class time will be devoted to discussing the best strategies for understanding topics and clearly presenting and analyzing them. 6

Upon completion of the each presentation the seminar will spend substantial time critiquing, and thus discussing any shortcomings and difficulties the student may have encountered, and suggesting alternative, improved, analyses and strategies for presentation. During this time students will have an opportunity to confer with the instructor. Further, student’s papers will be subject to peer review, as a consequence of which students will receive significant additional feedback. Students will then be able to confer, both amongst themselves, and with the instructor, in pursuit of an understanding of the relationship between on the one hand the clarity of their linguistic articulation, and on the other, the clarity of their intellectual understanding, of issues related to their chosen topic. Ways to improve their linguistic presentation, and their intellectual analysis, will be suggested and explored, with the expectation of their being incorporated into the rewrite. Evaluation Criteria/Paper Writing Presentations will be graded in respect of both Writing/Expressive skills and Philosophical skills, which in addition to grammar, syntax and spelling, include critical or reflective understanding, clear analysis and expression, logical argumentation, and organization. Note however that while the elements outlined below give a fairly detailed indication of the skills that need to be commanded if one is to write good philosophy, their relative importance will vary depending on the sort of question being tackled. 1) Problem or Question being Addressed and Position being Presented. a) Clarity and Accuracy. The question being addressed and its relation to other issues should be clearly stated. Different facets of the issue, and different points of view should be carefully and clearly articulated, and the, where applicable, attributed to the correct source. b) Understanding. Rather than being simply “parroted” or even merely paraphrased, the material being presented should be exposited in the student’s own words, in such a manner as to demonstrate a clear understanding of the ideas being discussed. Further where appropriate it should be illustrated by concrete examples. c) Significance In addition to clearly and accurately stating, and demonstrating an understanding of the material, the paper should additionally indicate why it might be considered important or significant. d) Attribution Claims about what authors said should be adequately and appropriately documented with quotations, and/or endnotes and/or references etc. Modern Languages Association (MLA) or other standard reference and footnote format should be used. 2) Supporting Arguments and/or Evidence. Any claim, theory, point of view or concept that might in any way be questionable should be accompanied by arguments and/or evidence for and/or against it. And where appropriate alternative positions should be articulated, along with the arguments and/or evidence for and/or against them. Where judgments are made for or against any position, arguments and/or evidence 7

for and against them (and, where applicable, alternative positions) should be clearly articulated, and reasons for such judgments clearly stated. 3) Organization of the Paper a) Structure There should be an introduction, a main body and a conclusion, all of which serve their appropriate function. b) Coherence The connections between the parts of the paper should be clear, and transitions between paragraphs and between sections of the paper should also be smooth and clear. Does the paper as a whole present a clear exposition of the issue(s) and build towards a well supported conclusion? c) Paragraphing Each paragraph should be unified and coherent. d) Topic development The paper should focus on the issues, and avoid straying from them. The essay should meet the terms of the assignment, and make appropriate and effective use of course content. 4) Writing and Style a) Mechanics The paper should be relatively free of errors in spelling, grammar, punctuation and syntax or sentence structure, and should avoid awkward or confusing expression/structures. b) Diction The words chosen should be correctly used, precise, and appropriate in mood, and technical terms taught in class should be correctly used and explained clearly. The language should be concrete and specific, and an adequately developed vocabulary employed. c) Sentence Structure Sentences should be well constructed. Does the sentence structure display the relationship between the ideas? There should be sufficient variety in sentence structure. d) Fullness Ideas should, where appropriate, be filled out and developed as opposed to being little more than an outline or sketch, and the paper should be at least as long as assigned. e) The material should be presented in standard manuscript form, and the endnotes and/footnotes consistent and of a standard form. f) Rhetoric Does the style of the paper add to its persuasiveness? Is the paper persuasive without misrepresenting the facts and arguments, etc.?

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g) Expression Writing should be direct, honest and concise, and the paper should read smoothly and convincingly. h) Originality Does the essay say something original, or does it merely parrot the ideas of others? Have you drawn on your own conclusions, and presented adequate arguments and/or evidence to support any conclusions you have drawn? i) Audience Papers should not be written assuming the instructor’s background or knowledge, but rather addressed to an intelligent layperson unfamiliar with both the course and the field or material. Advice on the Use of Quotations Avoid excessive use of quotations. Digest Material and put it into your own words, giving credit for the ideas in reference notes. Use quotations only when the FORM in which an author says something is important or striking, or when the material is so technical it needs to be given verbatim. Use of quotations when there is no need gives the impression that the writer does not understand the material. If not familiar with the proper use of reference notes, consult one of the many reference manuals available in the library (such as the MLA manual of style, the Chicago manual of style, or the APA (American Psychological Association) manual of style). Any of these styles is acceptable. Plagiarism: Plagiarism, i.e., the presenting of the words or ideas of another person as one’s own, is a serious academic offense that may result in failure in a course or in suspension or expulsion from the University. The philosophy department and its faculty will, absolutely and without exception, enforce the University policy regarding plagiarism. Students at Florida Atlantic University are expected to maintain the highest ethical standards. Academic dishonesty, including cheating and plagiarism, is considered a serious breach of these ethical standards, because it interferes with the University mission to provide a high quality education in which no student enjoys an unfair advantage over any other. Academic dishonesty is also destructive of the University community, which is grounded in a system of mutual trust and places high value on personal integrity and individual responsibility. Harsh penalties are associated with academic dishonesty. For more information, see http://www.fau.edu/regulations/chapter4/4.001_Honor_Code.pdf.

Quotation of another person’s words must be indicated in one of the standard ways. This applies to all quoted material, including passages, sentences, and important parts of sentences that are used verbatim, i.e., word for word. Do not paraphrase or virtually quote passages by changing a few words or the word order. Paraphrasing or virtually quoting passages without proper citation also constitutes plagiarism. Relating the information in a quote by using different words or expressions, without paraphrasing, also requires citation. Also, the use of another person’s ideas, even without quoting or paraphrasing, requires citation.

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The source of all quoted matter and the source of all ideas and information that are taken from the work of another person and that are not a matter of general knowledge must be indicated by the proper use of reference notes. When in doubt as to whether or not citation is required, it is better to be safe and use reference notes than not to use them. Reference notes show that an idea or information came from a published source. Quotation marks show that the specific words of another person are being used. Students are expected to be familiar with section 6C5-4.001 of the Florida Administrative Code (printed on p. 72 of the University Catalog), which describes the penalties incurred by students when they engage in academic irregularities such as plagiarism. Code of Academic Integrity http://www.fau.edu/regulations/chapter4/4.001_Code_of_Academic_Integrity.pdf Classroom Behavior See FAU code of conduct http://www.fau.edu/regulations/chapter4/4.007_Code_of_Conduct.pdf Disabilities In compliance with the Americans with Disabilities Act (ADA), students who require special accommodations due to a disability to properly execute coursework must register with the Office for Students with Disabilities (OSD) located in Boca Raton - SU 133 (561-297-3880), in Davie - MOD I (954-236-1222), in Jupiter - SR 117 (561-799-8585), or at the Treasure Coast - CO 128 (772-873-3305), and follow all OSD procedures. www.osd.fau.edu

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