Full file at http://testbank360.eu/test-bank-philosophers-way-3rd-edition-john-chaffee

Preface To the Instructor’s Manual

This Instructor’s Manual serves as a guide to the text The Philosopher’s Way: Thinking Critically About Profound Ideas. Moreover, it is designed to be used in conjunction with John Chaffee’s text. There have been some significant changes to the third edition. However, those professors that have used the previous editions will find the changes to be beneficial. The changes facilitate the teaching of an introductory course in philosophy or critical thinking. Given that the majority of students in introductory courses are not philosophy majors, the challenge to present the history of ideas can be daunting and sometimes burdensome. Chaffee’s text assists in alleviating some of this challenge due to the wonderful thinking philosophically exercises and reading critically exercises integrated with readings. The Instructor’s Manual is presented in three sections. The first section provides two alternative syllabi for two different types of courses: a small course (10-24 students), and a larger course (25-100 students). The second section provides a brief summary of the material covered in each chapter, with a list of key terms (definitions can be found in the margins of the text, the brief summaries, and the supplemental text “Common Philosophical Terms”). These brief summaries of the chapters are in the spirit of Chaffee’s intentions. Finally, the third section illustrates different strategies to present the material in an exciting fashion where the students recognize the benefit to learning the history of ideas, even though they may not be philosophy majors. Also, a general list of learning objectives is offered. This last section ought to be beneficial to first time professors and adjunct professors. I wish to thank the publishers at Pearson Prentice Hall, especially Sarah Holle and Nart Varoqua for their patience and support in completing this Instructor Manual. I also wish to thank John Chaffee for his diligence in research and the material he provides in this text. This text facilitates the teaching of an introductory course in philosophy or critical thinking. It has been long overdue.

Jaymes Buick Full file at http://testbank360.eu/test-bank-philosophers-way-3rd-edition-john-chaffee

Sample Syllabi

As all professors who have selected The Philosopher’s Way are aware, this text offers a broad and general introduction to philosophy and critical thinking, including major figures and thinkers in the history of philosophy. Thus, there seem to be two possible approaches: (i) provide students with a general introduction to many ideas in the history of philosophy or (ii) have the students study particular passages from the major thinkers presented in the text. The first approach lends itself to larger classes; the second approach would work well with smaller classes. What follows are two sample syllabi for the two approaches.

Syllabus One A Small Course (10- 24 students) A professor can assign essays and exams, with more emphasis on writing assignments.

Chapter One—What is Philosophy? Chapter Two—What is the Philosopher’s Way? Essay One and Exam One Chapter Three—Who are You? Chapter Four—Are You Free? Essay Two Chapter Five—How Can We Know the Nature of Reality? Chapter Six—What is Real? What is True? Chapter Seven—Is There a Spiritual Reality? Essay Three and Exam Two Chapter Eight—Are There Moral Truths? Chapter Nine—What Are Right Actions? Chapter Ten—What is Social Justice? Essay Four Final Exam

Professors can omit chapters seven and ten if necessary for time purposes. Assigning thinking philosophically and reading critically exercises is a great method in which to get students involved in class discussion, as well as essay assignments and preparation for exams. Some may prefer to present the chapters on ethics before those on metaphysics and epistemology. Moreover, professors can address personal identity and freedom after metaphysics and epistemology.

Syllabus Two A larger course (25+ students) Full file at http://testbank360.eu/test-bank-philosophers-way-3rd-edition-john-chaffee

A professor can assign shorter essays and exams, with more emphasis on exams.

Chapter One—What is Philosophy? Chapter Two—What is the Philosopher’s Way? Essay One and Exam One Chapter Three—Who are You? Chapter Four—Are You Free? Exam Two Chapter Five— How Can We Know the Nature of Reality? Chapter Six—What is Real? What is True? Chapter Seven—Is There a Spiritual Reality? Essay Two and Exam Three Chapter Eight—Are There Moral Truths? Chapter Nine—What Are Right Actions? Chapter Ten—What is Social Justice? Essay Three Final Exam

Professors can omit chapters seven and ten if necessary for time purposes. Assigning thinking philosophically and reading critically exercises is a great method in which to get students involved in class discussion, as well as shorter essay assignments and preparation for exams. Some may prefer to present the chapters on ethics before those on metaphysics and epistemology. Moreover, professors can address personal identity and freedom after metaphysics and epistemology. Full file at http://testbank360.eu/test-bank-philosophers-way-3rd-edition-john-chaffee

Chapter One

What is Philosophy? Thinking Philosophically About Life

1.1 Why Study Philosophy? (i) Philosophy allows one to confront the deeper questions of the world and life. (ii) Philosophy helps students enrich their understanding of the world and their own lives.

1.2 Defining Philosophy (i) Philosophy is the pursuit of wisdom. (ii) Philosophy beings with wonder. (iii) Philosophy is a dynamic process. (iv) The ultimate aim of philosophy is complete liberty of mind, independence of any prejudice, morality, freedom, and to answer “what is it all about?”

1.3 Thinking Philosophically: Becoming a Critical Thinker (i) There is a difference between “having” a philosophy and “doing” philosophy.

(ii) “Having” a philosophy is the set of beliefs one holds to guide their actions. (iii) “Doing” philosophy is critically thinking about one’s set of beliefs. (iv) Qualities of a critical thinker are: a. Open-minded b. Knowledgeable c. Mentally active d. Curious e. Independent thinkers f. Skilled discussants g. Insightful h. Self-aware i. Creative j. Passionate (v) Process of critical thinking: a. Develop your point of view b. Support your point of view c. Consider other points of view d. Arrive at a conclusion e. Consider the consequences

1.4 Understanding Arguments (i) The structure of an argument is a group of statements in which there are certain statements (premises or reasons) offered in support of another statement (conclusion). (ii) There is a difference between certain cue words that signal premises or reasons and certain cue words that signal conclusions. Full file at http://testbank360.eu/test-bank-philosophers-way-3rd-edition-john-chaffee

(iii) Evaluating arguments entails determining the truth of the supporting reasons and ensuring the premises or reasons support the conclusion. If the argument has true premises or reasons and is valid, the argument is sound. If not, the argument is unsound. (iv) Deductive argument forms: a. Categorical syllogism b. Modus ponens c. Modus tollens d. Disjunctive syllogism (v) Inductive arguments: a. Causal reasoning b. Empirical generalization (vi) Informal fallacies: a. Fallacies of false generalization i. Hasty generalizations ii. Sweeping generalizations iii. False dilemmas b. Causal fallacies i. Questionable cause ii. Misidentification of the cause iii. Post hoc ergo propter hoc iv. Slippery slope c. Fallacies of Relevance i. Appeal to authority/tradition/bandwagon ii. Appeal to emotion iii. Appeal to personal attack iv. Red herring

1.5 Branches of Philosophy (i) Metaphysics is the study of the ultimate characteristics of reality or existence. (ii) Epistemology is the study of knowledge, identifying and developing criteria and methodologies for what we know and why we know it. (iii) Ethics is the study of moral values and principles. (iv) Political and social philosophy is the study of social values and political forms of government and the nature of justice. (v) Aesthetics is the study of beauty, art, and taste. (vi) Logic is the branch of philosophy that seeks to establish the rules for correct reasoning, clear understanding, and valid arguments.

1.6 Reading Critically: Working with Primary Sources (i) If one wishes to think philosophically, one must develop their ability to think critically and analyze the ideas of great thinkers, present and past.

1.7 Making Connections: The Search for a Meaningful Life Full file at http://testbank360.eu/test-bank-philosophers-way-3rd-edition-john-chaffee

(i) Through the study of philosophy, students are able to enrich their understanding of the world and their lives. The study of philosophy allows one to search for the meaningful life.

Key Terms

Argument Reasons or Premises Conclusion Valid Argument Invalid Argument Sound Argument Unsound Argument Deductive Argument Syllogism Inductive Argument Causal Reasoning Empirical Generalization Fallacies

Thinking Philosophically Exercises Reading Critically Exercises What is Your Philosophy of Life? Analyzing Russell on the Value of Who are Your Models of Critical Thinking? Philosophy Applying the Critical Thinking Model Evaluating Arguments Are you willing to Question Your Beliefs? How do you what is True? Do you have a Moral Philosophy? What do you Hope to Learn?

Writing About Philosophy Analyzing Your Beliefs

Further Reading, Viewing, and Research See Chaffee’s text pages 38-39 for great suggestions for films and literature. Full file at http://testbank360.eu/test-bank-philosophers-way-3rd-edition-john-chaffee

Chapter Two

What is the Philosopher’s Way? Socrates and the Examined Life

2.1 Socrates: A Model for Humanity (i) Socrates exemplified the characteristics and qualities of a critical thinker. (ii) The pre-Socratic philosophers attempted to understand the world and life through reason and observation rather than superstition and myth. a. Thales argued that water is the primary substance. b. Anaximenes argued that air is the primary substance. c. Heraclitus argued that all things are in a constant state of change and the universe is governed by logos. d. Democritus argued that all matter is composed of indivisible atoms. e. Anaxagoras argued that the universe is composed of matter and governed by nous. f. Pythagoras argued that the fundamental principles of the universe are mathematical relations and the human soul is immortal. g. Parmenides argued that reality is unchanging and eternal, and the world of change is an illusion. (iii) The Socratic method investigates complex issues though a question and answer format. (iv) Socrates believed that, through the Socratic method, individuals can explore profound questions, enabling theme to “give birth” to their own understanding as a midwife assists those women in giving birth to infants. (v) The oracle at Delphi pronounced Socrates the wisest of men and Socrates spent most of his time trying to question the meaning of the oracle since he believed he was ignorant. Thus, Socrates concluded that wisdom is the recognition of the limit of one’s understanding of the world and life and remaining true to the qualities of a critical thinker.

2.2 The Socratic Method (i) The goal of dialectic (Greek for to argue or converse) is to achieve a deep, clear, rationally founded understanding of the most significant areas of human experience: knowledge, justice, morality, religion, beauty, goodness, and the traits of good character. (ii) Characteristics of the Sophists: a. Relativists b. Skeptics c. Rhetoriticians d. Egoists e. Pragmatists (iii) Socrates employed irony against the Sophists. Irony is a form of rhetoric that has at least two conflicting—not contradictory—levels of meaning; an obvious and a hidden meaning. Full file at http://testbank360.eu/test-bank-philosophers-way-3rd-edition-john-chaffee

2.3 Socrates Central Concern: The Soul (i) Psyche (Greek for soul) is the identity of a person; it is immortal and imperishable. (ii) Socrates proposed that to care for the soul is to adhere to the following principles: a. “the unexamined life is not worth living” b. “the truth lies within each of us” c. “we should strive for excellence in all areas of life” d. “no one knowingly does evil” e. “it is better to suffer wickedness than to commit it”

2.4 The Trial and Death of Socrates (i) The Apology is the account of Socrates trial in which he defended himself against the charges of “corrupting the youth” and “not believing in the gods whom the state believes in, but in other divinities.” (ii) Socrates was sentenced to death after his insistence that it is right to think independently and pursue truth.

2.5 Making Connections: Socrates Legacy (i) Considered the “father of Western philosophy” because: a. Socrates was the catalyst for a significant advancement in human consciousness. b. Socrates was an archetypal thinker, a quintessential model of rational inquiry. c. Socrates was committed to making our actions reflect our convictions. d. Socrates believed that philosophical inquiry was a social activity. e. Socrates was a heroic martyr to enlightened thinking and virtuous living. (ii) Socrates died for his beliefs. Moreover, Socrates appears to have died with great dignity and a smile on his face.

Key Terms

Dialectic Sophists Irony Psyche Arete Episteme Sophia Agora Socratic Method

Thinking Philosophically Exercises Reading Critically Exercises Countering Personal Attacks Analyzing Socrates on Wisdom and Socrates Relevant Today? Humility Analyzing a Socratic Dialogue Analyzing the Core Teachings of Socrates Analyzing Socrates on Trial

Writing About Philosophy A Socratic Dialogue Full file at http://testbank360.eu/test-bank-philosophers-way-3rd-edition-john-chaffee

Further Reading, Viewing, and Research See Chaffee’s text pages 84-85 for great suggestions for films and literature.