ࡱ> ~}@ 1bjbjצצ 1p:::: T  4444\4 R5555(5666FFFF7FvLR$URWWX*R8669|$:@*R::55?R<<<d::R55F<8F<<VB"eC55 ι4z:)C D,UR0R5C0W;BWeC  ::::eC`WPVC6v7T<o7D7;666*R*R d rv.$< rv. Social and Political Philosophy PHIL 182 Spring, 2006  Instructor: Office: Office Phone: E-Mail: Office Hours: SUMMARY  Short Description: This course will investigate one of the central questions of philosophy and social theory: How should we, as human beings, live together? Outcome Statement: Students will be able to demonstrate understanding of the major philosophical questions in the area of social philosophy with attention to the historical and conceptual development of these questions, and be able to articulate some of the major problems and responses central to this area of philosophy. THIS COURSE AND THE UNIVERSITY CORE CURRICULUM  Knowledge Area(s) satisfied:Societal and Cultural Knowledge, Philosophical Knowledge, EthicsSkill(s) Developed:Critical Thinking Skills and Dispositions, Ethical Awareness and Decision-MakingValues Requirement(s) satisfied:Understanding and Promoting Justice CORE LEARNING OBJECTIVES  First Knowledge Area (Societal and Cultural Knowledge): Loyola graduates should be able to demonstrate (a) understanding of the relationships among cultural, economic, political, and social forces, and their impact on human behavior. (b) understanding of the processes and components of societies, states and cultures. (c) understanding of the differences of class, gender and race in societies, states and cultures. (d) awareness that human values and behavior, ideas of justice, and methods of interpretation are influenced by culture and time (e) ability to differentiate among historical and contemporary perspectives about the world with a view to fashioning a humane and just world. (f) understanding of how our individual self concepts form as a complex interaction of the biological, familial, societal, and cultural contexts in which we develop Second Knowledge Area (Philosophical Knowledge): Students should also be able to demonstrate (a) understanding of the major philosophical questions in the area of social philosophy with attention to the historical and conceptual development of these questions (b) ability to articulate some of the major problems and responses central to this area of philosophy. Third Knowledge Area (Ethics): Students will learn to (a) recognize the way in which the basic principles governing how one ought to live are conditioned by one's involvement in and responsibilities toward the socially organized community in which one lives (b) understand different positions on this issue, to appreciate the concerns that account for these differences, to look for the reasons given in support of the different views, and to assess the forcefulness of the challenge that each poses for the others and for our own culture. Skills (Critical Thinking Skills and Dispositions): This course enables the student to (a) appreciate the profound issues involved in social relations, such as dignity and diversity (b) engage in dialogue with great philosophers, paying close attention to their meaning, their reasons, their concerns, their vision (c) examine the way different philosophically defended views challenge each other and see how they also challenge unexamined presuppositions in our own culture (d) include their own reflections into the dialogue (e) recognize reasons supporting a view, identify unexamined presuppositions, appreciate astute insights, expose vulnerabilities in established positions. Skills (Ethical Awareness and Decision-Making): This course enables the students to: (a) recognize the need for ethical judgment (b) distinguish alternative courses of action. (c) articulate the relevant ethical values, principles, rights, and virtues from the point of view of each stakeholder (d) formulate and support an ethical judgment (e) compare and contrast ethical theories and evaluate them in terms of strengths and weaknesses. (The above list is taken from the Skills Development section of the Ethical Awareness and Decision-Making component of the Values area.) Values Area (Understanding and Promoting Justice): Students will understand and be able to articulate their understanding of the following assumptions of social and political philosophy: (a) that justice issues belong to the larger philosophical question of what principles ought to govern relations among persons, and to see that justice questions focus especially on what a person can legitimately demand or expect from these relations (b) that there is a complicated set of issues involved in asking what principles ought to govern social relations, what role social existence plays in the life of individual human beings and in the development of human history, and what are the origins and characteristics of issues relating to economic, political, and social injustice. PROCEDURES  Full Course Description: This course will investigate one of the central questions of philosophy and social theory: How should we, as human beings, live together? That is to say, given that social and political institutions both shape us and are shaped by us, what values should we adopt so that we might best fulfill our natures as individual and social beings?To answer the main question of this course, several of the following issues will be examined: the nature of justice, what constitutes a good society, the role of morality in society, the tension between freedom and responsibility, the challenges of diversity and inclusion, individual and group rights, the nature of culture and cultural relativity, the role of history in the constitution of a society. Required and Recommended Readings:  Course Requirements:  Grading Policy:  Attendance Policy:  Statement on Plagiarism: Plagiarism on the part of a student in academic work or dishonest examination behavior will result minimally in the instructor assigning the grade of "F" for the assignment or examination. In addition, all instances of academic dishonesty must be reported to the chairperson of the department involved. The chairperson may constitute a hearing board to consider the imposition of sanctions in addition to those imposed by the instructor, including a recommendation of expulsion, depending upon the seriousness of the misconduct. Special Needs: Any student needing a special accommodation in this course due to a documented disability is asked to bring this to the attention of the instructor at the beginning of the semester so that needs can be appropriately addressed. Course Schedule:  Date Topic Readings Due Dates This template is ONLY for this course. Dont use it for any other course since the first part (about the Core Curriculum requirements) is different for each core course and of course doesnt apply to non-core courses at all.  The following Short Description and Outcome Statement are taken from the Core Curriculum guidelines and should not be changed. For details go to  HYPERLINK "http://www.luc.edu/core/philosophicalcourses.shtml" http://www.luc.edu/core/philosophicalcourses.shtml and scroll down.  The following box is taken from the Core Curriculum guidelines and should not be changed.  The following objectives unpack the Outcome Statement given at the beginning of this page. You do not need to list all of these objectives nor do you need to use this exact wording. But you must select some of these objectives and explain them in a way that is consistent with the text shown here, which is taken from the Core Curriculum guidelines. As with the Knowledge Area objectives (previous section) you may revise the wording of this and the following sections. However, you must select at least some of the categories shown here.  See previous comment.  See previous comment.  See previous comment.  See previous comment.  From this point on the syllabus corresponds to what the Core Curriculum guidelines call Learning Activities. The subheadings and other layout features are optional, but you should cover in one way or another the points shown here, not only because your students have a right to this information but also because doing so will make your own life much easier.  This description is taken from the Core Curriculum Model Syllabus for this course. You should replace it with your own text, making sure that it's consistent with the general ideas shown here.  You need not give full bibliographical information about books that are available in the bookstore unless you expect students to order some books online. Indicate if you plan to use a Blackboard web site. Here you should specify things like term papers, midterms, or oral presentations. Be sure that these and other course requirements are linked clearly in your own mind to the outcome statement and learning objectives you have specified in the first part of this syllabus. This will make grading much easier for you.  Your tests and other evaluative procedures must include assessment of the objectives you have specified above for the core headings of Knowledge Area, Skills, and (where applicable) Values. The more precise you can be on this matter the better, especially when you are explaining to students why they received a certain grade. You should also indicate here or elsewhere how the final grade is determined (final exam is 60%, etc.) Note that you are subject to legitimate complaints if you change your grading system after the course begins.  Many teachers require attendance. If you do so, be sure to link attendance very explicitly to a Participation component that counts toward the final grade.  This sample statement is taken from the university web site on Academic Integrity (http://www.luc.edu/academics/catalog/undergrad/reg_academicintegrity.shtml), which also has other important information you might want to incorporate into your syllabus. Citing this statement is only one of many ways to anticipate plagiarism problems, but be sure to declare some policy so that students caught cheating cannot say they weren't warned.  You are required by law (and human decency) to accommodate individuals whose disabilities are documented in the Learning Assistance Center. Many universities require every syllabus to contain a statement such as the one shown here. You may want to refer disabled students to  HYPERLINK "http://www.luc.edu/depts/lac/disabilities" http://www.luc.edu/depts/lac/disabilities .  Many teachers circulate their course calendars separately from the syllabus. Note that you would do well to indicate that your calendar is Tentative so that students cannot complain if you find it necessary to make changes. 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