sign in sign up
<<
Home , Medieval philosophy

Course ID: PHIL R105 Curriculum Committee Approval Date: 11/08/2017 Catalog Start Date: Fall 2018 COURSE OUTLINE

OXNARD COLLEGE

I. Course Identification and Justification: A. Proposed course id: PHIL R105 Banner title: Hist of Ancient/Medival Philos Full title: of Ancient and Medieval

Previous course id: PHIL R105 Banner title: Hist of Ancient/Medival Philos Full title: History of Ancient and Medieval Philosophy

B. (s) course is offered: This course offers general education in the history and contemporary use of philosophical concepts found in eastern religions, e.g. those religions that have developed in Asia. The course fulfills an AA/AS graduation requirement in General Education. Academic skills in reading primary sources, critical thinking, writing and discussion can be developed in this course. The course transfers to four year schools and is articulated on CSU and IGETC lists.

C. Reason(s) for current outline revision: Five-year update with minor modifications and (technical) corrections. Slight change in catalog description.

D. C-ID: 1. C-ID Descriptor: PHIL 130 2. C-ID Status: Approved

E. Co-listed as: Current: None Previous:

II. Catalog Information: A. Units: Current: 3.00 Previous: 3.00

B. Course Hours: 1. In-Class Contact Hours: Lecture: 52.5 Activity: 0 Lab: 0 2. Total In-Class Contact Hours: 52.5 3. Total Outside-of-Class Hours: 105 4. Total Student Learning Hours: 157.5

C. Prerequisites, Corequisites, Advisories, and Limitations on Enrollment: 1. Prerequisites Current: Previous: 2. Corequisites Current: Previous:

3. Advisories: Current: Previous:

4. Limitations on Enrollment: Current: Previous:

D. Catalog description: Current: This historical introduction to philosophy traces the development of from early Greece through the , with emphasis upon works of and . In addition, philosophical ideas which influenced the Roman Empire and helped shape the rise and development of Christianity and Medieval Europe be explored.

Previous, if different: This historical introduction to philosophy traces the development of Western philosophy from early Greece through the Middle Ages, with emphasis upon works of Plato and Aristotle. In addition, philosophical ideas which influenced the Roman Empire and helped shape the rise and development of Christianity and Medieval Europe will also be explored.

E. Fees: Current: $ None Previous, if different: $

F. Field trips: Current: Will be required: [ ] May be required: [ ] Will not be required: [X]

Previous, if different: Will be required: [ ] May be required: [ ] Will not be required: [ ]

G. Repeatability: Current: A - Not designed as repeatable Previous: 1 -

H. Credit basis: Current: Letter Graded Only [X] Pass/No Pass [ ] Student Option [ ]

Previous, if different: Letter Graded Only [ ] Pass/No Pass [ ] Student Option [ ]

I. Credit by exam: Current: Petitions may be granted: [ ] Petitions will not be granted: [X]

Previous, if different: Petitions may be granted: [ ] Petitions will not be granted: [ ]

III. Course Objectives: Upon successful completion of this course, the student should be able to: A. Identify the historical causes and conditions that led to the development of philosophy and led to methods used by . B. Recognize, compare, and contrast core questions and answers investigated by Pre- Socratic philosophers. C. Explain how Socrates fundamentally shifted the discussion and debate away from early science and toward a rational approach to . D. Analyze how the key questions raised by Socrates helped shape the future direction of Western philosophy. E. Explain how Plato transforms Socrates’ investigations of human nature into a broader systematic theory of and . F. Assess the significance of Aristotle’s reaction to Plato's thought in metaphysics, epistemology, ethics, and . G. Compare and contrast Plato’s with Aristotle’s . H. Compare and contrast Plato’s with Aristotle’s . I. Describe the transition from philosophy to the Hellenistic and Roman focus on practical and ethical matters. J. Identify the sources for and influences upon the life and work of St. Augustine and in particular the influence of Plato upon Augustine. K. Recognize the contributions of Islamic and Jewish philosophers during the Middle Ages upon the Christian Scholastic tradition and identify, in particular, the influence of Plato and Aristotle. L. Critique the arguments put forth by Scholastic Christian philosophers as proofs for the of . M. Describe how, alternately, and natural science impact the ideas of medieval .

IV. Student Learning Outcomes: A. Students will interpret, analyze, and evaluate ancient and medieval (primary) philosophy texts. B. Students will demonstrate familiarity with principal concepts, values and worldviews emphasized by ancient greek thinkers. C. Students will recognize and assess the methods of argumentation applied by nearly all ancient and medieval philosophers, such as deductive and inductive reasoning.

V. Course Content: Topics to be covered include, but are not limited to: A. General Introduction to Philosophy 1. Philosophical questions and content 2. Philosophical methods of analysis B. Pre-historical Background C. Pre-philosophical Sources 1. Hesiod and cosmogonical myths (of origin and creation) 2. Homer D. The Milesians and the Beginning of and Science 1. versus mythos 2. Rational discourse and (the) 3. Thales: All is water 4. Anaximander: is the indefinite 5. Anaximenes: All is air 6. Search for causes, principles, unchanging , and unchanging E. The Ionians 1. Pythagoras and Pythagoreans: Reality is number 2. : Change alone is unchanging F. The 1. Parmenides: What is, is (change is impossible) 2. Zeno of Elea: The illusion of motion G. The Pluralists and Atomists 1. Empedocles a. Four elements b. Love and strife 2. Anaxagoras a. Mind b. Imperishable elements 3. Democritus: Atoms in the void H. The 1. Protagoras: Mind as measuring stick of all things 2. Gorgias: Nothing can be known I. Socrates (and Plato) 1. Historical background: Socrates 2. Socrates in the Euthyphro: grappling with holiness 3. Socrates in the Apology: The on trial 4. Socrates in the Crito: The philosopher in prison 5. Socrates in the Phaedo: The philosopher facing death J. Plato’s Metaphysics: Divine Forms 1. Historical Background: Plato 2. Plato's answer to the Pre-socratics and the sophists: the theory of forms 3. The Republic: Books III, VI-VII (the rule of wisdom and the escape from ) 4. The Symposium: selections/(the ladder of Beauty) 5. The Phaedrus: selections/ (erotic love) K. Plato’s Epistemology: Remembering that you already know 1. The Republic:Books IV-V (organizing the three-part : mind, heart, body) 2. The Meno: selections/(Socrates helps the slave-boy to remember geometric proofs and innate ideas) 3. The Theatetus: selections/(What is knowable?) L. Plato’s Ethics: The Riddle of the Loved Tyrant and the Hated Philosopher 1. The Republic: Book II (“The Ring of Gyges”) 2. The Republic: Book VIII-IX (Corrupt regimes and philosopher kings) 3. The Republic: Book X (Dangerous poets and concluding thoughts about the ) M. Aristotle: Early/Proto-Scientific View of Reality 1. Historical Background: Aristotle 2. Influence on Christianity, Europe, and Western Civilization 3. Categorical thought, classification by divisions, and systematic reasoning 4. Metaphysics: material substance and it natural forms 5. The problem of change, (and its solution: the four causes) N. Aristotle: Science of the Good 1. Nichomachean Ethics: (selections) (Happiness and the mean) 2. Politics: (selections)/(the balanced constitution) 3. Poetics: (selections)/( and Greek tragedy) O. Concluding thoughts on the enduring influence of Socrates, Plato and Aristotle P. Hellenistic and Roman Philosophy 1. a. Unreflective hedonistic indulgence (Arristipus) b. Epicurus: Life’s purpose is the wise pursuit of pleasure 2. a. Epictetus: Life’s purpose as virtuous indifference b. Marcus Aurelius: Meditations, (selections) 3. Sextus Empiricus: The influence of skepticism Q. Early Medieval Philosophy 1. Plotinus and Neo-: Enneads, (selections) 2. : The Consolation of Philosophy, (selections) R. Christian Philosophy 1. Augustine and the early Christian Church a. Historical background b. Confessions, (selections) c. City of God vs. City of Man, (selections) 2. Anselm: Proslogion (innate proof of God) (selections) 3. and the a. Historical background of Aquinas and his contemporaries b. Summa Theologica, (selections) i. Giving Aristotle "a baptism" ii. Five Proofs (based on logic and empiricism) S. Islamic and 1. (Ibn Sina): “Essay on the Secret of Destiny” 2. Al-Ghazali: The Incoherence of Philosophers," (selections) 3. : "Commentaries on Aristotle, (selections) 4. : Guide for the Perplexed, (selections) T. Late Medieval Philosophy 1. Early modern science a. b. 2. Religion a. b. 3. Religious mysticism a. b. Catherine of Siena c.

VI. Lab Content: None VII. Methods of Instruction: Methods may include, but are not limited to: A. Lecture (e.g. on pre-Socratic theories of ) B. Text Analysis (e.g. on passages illustrating the ) C. Class discussion (e.g. on the respective worldviews put forth by Plato and Aristotle) D. Multi-media presentations (including computer-based presentations, video review, actual demonstrations, etc.) combined with interpretation and analysis. (e.g. reviewing a web page on Roman stoicism or watching a film that explores the life and thought of St. Augustine.) E. Small group discussions (e.g. small groups discussing the similarities and differences put forth by Judaic, Christian, and Islamic philosophers) F. In-class student presentations (e.g. a student creatively exploring ideas of mysticism circulating during the Middle Ages) G. Guest speakers (e.g. a professor explaining how his/her area of specialization within the field of classical studies is related to the broader analysis of intellectual history)

VIII. Methods of Evaluation and Assignments: A. Methods of evaluation for degree-applicable courses: Essays [X] Problem-Solving Assignments (Examples: Math-like problems, diagnosis & repair) [ ] Physical Skills Demonstrations (Examples: Performing arts, equipment operation) [ ]

For any course, if "Essays" above is not checked, explain why.

B. Typical graded assignments (methods of evaluation): 1. Critical Essays a. Students must demonstrate philosophical methodology such as critiquing arguments, comparing and contrasting differing and/or opposing points of view, developing one's own (rationally defensible) point of view on an issue, etc. b. Students' essays must recognize the significance of specific philosophical arguments and debates both within human history and intellectual history. c. Students must correctly construct and successfully defend arguments of their own (which should be responses to arguments or key concepts from the history of philosophy) 2. Exams (ex. List, identify, and compare terms and concepts employed by different ancient philosophers to answer a specific philosophical question, such as, What is "substance"?) 3. Quizzes (ex. Describe the Socratic Method in 50 words or less) 4. Class participation: (ex. Recreate proofs/debates for the either from different cutlural contexts and/or different historical epochs, up to 1500 c.e.).

C. Typical outside of classroom assignments: 1. Reading a. Students read texts from primary sources, such as: i. Philosophical "Fragments" (by a variety of Pre-Socratic philosophers) b. Plato’s early dialogues c. Excerpts from Plato’s middle period dialogues d. Excerpts from Aristotle’s e. Essays/letters from Epicurus and Epictetus f. Excerpts from Augustine’s City of God g. Excerpts from Aquinas’ Summa Theologica h. Chapters from a text describing the development of intellectual history in the West 2. Writing a. (Analyze a pair of philosophical quotes from an ancient debate): 1) “Change alone is unchanging.” -Heraclitus, 2) “Whatever is, is; whatever is not, is not.” -Parmenides (3-5 pg.) i. Describe the intellectual/historical context in which such statements were made. ii. Analyze what each philosopher probably meant by this statement (giving for your views). iii. Discuss what you think about the respective arguments/explanations provided. iv. Criticize/critique/defend your own analysis against possible objections (e.g. what are the assumptions you make, the strengths and weaknesses of your argument, etc.). b. (Short-answer writing for a quiz): Recount one or more of Socrates' (ethical/spiritual) arguments for not escaping from jail in 100 words or less. c. Compare and contrast the similarities and differences between Plato’s and Aristotle's views on two to three of the following areas: ethics, metaphysics, epistemology, social and , logic, and/or /theory of art. Discuss the methodology used by each, and develop/discuss/defend your own views along the way or in conclusion. (7-10 pg.) 3. Other a. Review video lectures on topics in philosophy (ex. university professor lecture on Plato’s dialogue, The Symposium) b. Research electronic databases for additional material on philosophy (ex. Yale University website on the topic of “The pre-Socratics”) c. Identify modern examples related to ancient inquiries.

IX. Textbooks and Instructional Materials: A. Textbooks/Resources: 1. Baird, Forrest E. and Kaufmann, Walter (2011). Volume I Prentice Hall Publishing. 2. Baird, Forrest E. and Kaufman, Walter (2011). Medieval Philosophy: Volume II Prentice Hall Publishing. 3. Rheins, Jason (2010). Text of Early Greek Philosophy: The Complete Fragments Cambridge University Press. B. Other instructional materials:

X. Minimum Qualifications and Additional Certifications: A. Minimum qualifications: 1. Philosophy (Masters Required) B. Additional certifications: 1. Description of certification requirement: 2. Name of statute, regulation, or licensing/certification organization requiring this certification: XI. Approval Dates Curriculum Committee Approval Date: 11/08/2017 Board of Trustees Approval Date: 11/08/2017 Approval Date: Catalog Start Date: Fall 2018

XII. Distance Learning Appendix A. Methods of Instruction Methods may include, but are not limited to: 1. District approved CMS would be used to achieve regularly scheduled contact hours, orientation, testing sessions, and to monitor and moderate discussion sessions. The required attendance of specifically scheduled participation in asynchronous discussion, objective exams and/or completion of online writing assignments would be comparable to the traditional classroom contact. Ongoing current material is added regular and discussion is required.

B. Information Transfer Methods may include, but are not limited to: 1. Chat/IM 2. Collaborative projects: group blogs, wikis 3. Course announcements 4. Discussion boards 5. E-Mail 6. Instructor-provided online materials 7. Lectures (recorded/streaming) 8. Messaging via the LMS 9. Modules on the LMS 10. Personalized feedback 11. Phone/voicemail 12. Podcasts/webinars/screencasts 13. Textbooks 14. Videoconferencing/CCCConfer/Skype

Course ID: 2318