ARELLANO UNIVERSITY



ARELLANO UNIVERSITY

COLLEGE OF ARTS AND SCIENCES

Academic Year 2007 – 2008

SYLLABUS

SUBJECT : PHILOSOPHY OF MAN

COURSE CODE : PHILO 000

COURSE DESCRIPTION : This course utilizes the methods of philosophical inquiry (Critical Thinking, Critical Reading, and Critical Writing) into the nature of man as a natural, rational, moral, spiritual, and social person. This course will introduce students to philosophy both historically and thematically thereby gaining a better understanding of the development of philosophical consciousness. It explores the most important questions that human persons encounter throughout their lifetime.

PRE- REQUISITE : None

COURSE CREDIT : 3 Units

GENERAL OBJETIVES : By the end of this course, the students will be able to recognize how all aspects of living are rationally and causally interrelated, to gain skills in asking productive and insightful questions, to evaluate, counter, and construct good arguments, to be reflective about the beliefs that they have developed, to apply usefully the several methods of philosophical reasoning in everyday life, and to appreciate the uniqueness of man.

TEXTBOOK : Padilla, R. Philosophy of Man for Nursing. Rex Bookstore, Inc. 2006

REFERENCES : 1. Bowie, Robert. Ethical Studies. UK: Nelson Thornes Ltd. 2004

2. Clarke, Patrick. Examining Philosophy and Ethics. UK. Nelson Thornes Ltd. 2002

3. Theodore, Denise, et al. Great Traditions in Ethics. USA. Wadsworth. 2002

4. Woodhouse, Mark B. A Preface to Philosophy. USA. Wadsworh. 2003

COURSE OUTLINE

|EARNER’S OUTCOME/ | | |METHODOLOGY/ | |SERVICE LEARNING PROGRAM | |

|OBJECTIVES |TOPIC |TIME TABLE |STRATEGIES |EVALUATION | |VALUES |

| |PRELIMINARIES | | | |Adopt a group of | |

| |AU Vision and Mission | | | |out-of-school youth and | |

|To recognize the nature, relevance, value and scope of |Review of Course Syllabus | |Socratic Questioning |Short Philosophical Paper |explain that all together |Critical Thinking |

|philosophy. |Class Rules and Policies | | | |the group is going to make| |

| | | | | |up a story about someone | |

| |PART I | | | |they all know. Each person| |

| |THINKING AND TALKING ABOUT PHILOSOPHY | | |Journal Entry |in turn adds a sentence to| |

|To demonstrate basic understanding of the various |Defining Philosophy | | | |the story. Begin for |Respect |

|branches of philosophy |(Subject Matter and Method) | |Group Dynamics | |instance: “One day, | |

| |Relevance and Value of Philosophy | | | |Spiderman was walking with| |

| | | | | |MJ…” | |

| |MAN’S BASIC QUESTIONS |Four Weeks | |Recitation | | |

|To acquire an initial command of the language of |Branches of Philosophy | | | |Guide Questions: | |

|philosophy. |Fundamental Questions |(Twelve Hours) | | | | |

| |Historical Outline | | | |Did we make up a good |Openness |

| |Pre-Socratic Philosophers | |Guided Class Discussion | |story? | |

| |Greek Triumvirates (Socrates / Plato / Aristotle) | | |Essay Examination | | |

|To become familiar with the major philosophical problems.|Various Philosophical Theories | | | |What made it good / bad? | |

| | | | | | | |

| |MAN’S NATURE | | | |How could it have been | |

| |Man according to the Scholastics | | |Quarterly Examination |better? |Truth |

|To initially adopt a philosophical attitude. |Man according to the Modern Philosophers | |Philosophical Discussion | | | |

| |Man according to the Contemporary Philosophers | | | | | |

| | | | | | | |

| | | | | | | |

| | | | |Prelim Examination | | |

| | | | | | | |

| | | | | | | |

|LEARNER’S OUTCOME/ | | |METHODOLOGY/ | |SERVICE LEARNING PROGRAM | |

|OBJECTIVES |TOPIC |TIME TABLE |STRATEGIES |EVALUATION | |VALUES |

| | | | | | | |

| |PART II | | | | | |

|To gain an understanding of the variety of answers that |MAN, TRUTH, & KNOWLEDGE | |Group Dynamics |Quizzes |With a group of children, |Respect for the dignity|

|have been given to questions concerning the relationship |Theories of Perception | | | |present a drawing or |of man |

|between religion and rationality. |Sources of Knowledge | | | |visual representation of | |

| |Tests of Truth | | | |God and use it as a | |

| | | | | |springboard for a | |

| |MAN AND GOD | | |Short Story Analysis |philosophical discussion. | |

|To gain a more complete and refined understanding of |Ontological Argument | | | | | |

|one’s own intersection with religious issues. |Cosmological | | | |GUIDE the children to pose|Tactfulness |

| |Aquinas Five Ways | |Philosophical Discussion | |questions like: | |

| |Argument from Contingency |Four Weeks | |Essay Examination | | |

| |Teleological Argument | | | |Who is in the picture? | |

|To clearly see the connection between philosophical |Design Argument |(Twelve Hours) | | | | |

|thought and life’s questions. |Argument from Religious Experience | | | |Who is God to you? | |

| |Pascal’s Wager | | | | |Acceptance of new ideas|

| |The Problem of Evil | |Socratic Teaching |Philosophical Paper |What are the pieces of |or values |

| |Faith and Subjectivity | | | |evidence to prove God’s | |

|To demonstrate an understanding of the relationships | | | | |existence? | |

|between political and social forces and their impact on |MAN AND THE STATE | | | | | |

|human behavior. |State, Government, Sovereignty, and Related Concepts | | |Quarterly Examination |Do you believe in Him? |Open-mindedness |

| |Political and Social Thinkers | | | | | |

| | | |Film Showing | | | |

| | | | | | | |

|To demonstrate an understanding of the processes and | | | |Midterm Examination | | |

|components of societies and states. | | | | | |Objectivity |

| | | | | | | |

|LEARNER’S OUTCOME/ | | |METHODOLOGY/ | |SERVICE LEARNING PROGRAM | |

|OBJECTIVES |TOPIC |TIME TABLE |STRATEGIES |EVALUATION | |VALUES |

| | | | | |Go round the group of | |

| |PART III | | | |elementary children from | |

|To demonstrate mastery of basic ethical theories / |MAN AND MORALITY | |Case Analysis |Quizzes |the barangay and ask each |Accountability for |

|principles. |Morality | | | |child to say something |Actions |

| |Values | | | |true about themselves. | |

| | | | | |Then, go round and ask | |

| |MAN AND ETHICS | | | |each child to say | |

|To understand and critically evaluate arguments |Ethics | | |Recitation |something true about | |

|concerning ethical issues. |Various Ethical Theories | |Problem Solving | |themselves. |Autonomy |

| |Fundamental Ethical Concepts / Principles | | | | | |

| |Jeremy Bentham | | | |Discussion Guide: | |

| |John Stuart Mill |Four Weeks | | | | |

|To construct and articulate arguments on ethical and |Immanuel Kant | | |Philosophical Paper |When you say something | |

|bioethical issues. |Aristotle |(Twelve Hours) | | |false about yourself are | |

| |Applied and Practical Ethics (Decision Making and | |Philosophical Paper | |you lying? |Beneficence |

| |Constructing Standards in Bioethics) | | | | | |

| | | | | |Your mother asks you who | |

|To acquaint students with the need to apply ethical | | | |Essay Examination |took the last slice of | |

|theories to case studies taken from clinical and medical | | | | |cake, and you did but u | |

|practice. | | | | |say nothing. | |

| | | |Philosophical Discussion | | |Keeping our Promises |

| | | | | | | |

|To facilitate the utilization of basic critical thinking | | | |Worksheet | | |

|skills including logical assessment of ethical positions.| | | | | | |

| | | | | | | |

| | | | | | |Commitment to |

| | | |Film Showing | | |Excellence |

| | | | |Semi-Final Examination | | |

|LEARNER’S OUTCOME/ | | |METHODOLOGY/ | |SERVICE LEARNING PROGRAM | |

|OBJECTIVES |TOPIC |TIME TABLE |STRATEGIES |EVALUATION | |VALUES |

| | | | | | | |

| |PART IV | | | | | |

|To develop intellectual skills of reading, comprehending,|MAN AND THE MEANING OF LIFE | |Socratic Questioning |Recitation/Quizzes |Have a group of little |Acceptance, tolerance |

|analyzing, and evaluating representative texts and major |Existentialism | | | |children from the barangay|and respect for others |

|themes associated with the philosophy of Existentialism. |Soren Kierkegaard | | | |stand spaced out around a | |

| |Friedrich Nietzsche | | | |room and ask them to make | |

| |Jean-Paul Sartre | | | |believe that they are , | |

| |Simone de Beavoir | |Film Showing |Philosophical Paper |for instance: a rabbit, a | |

|To enhance students’ understanding of how philosophers |Albert Camus | | | |dog, a balloon floating in| |

|think. |Theses | | | |the sky, a seed that first|Trust |

| |Meaning of Life | | | |send shoots above the | |

| |Factors that Give Meaning |Four Weeks | | |ground, grows into a | |

| |Death, Temporality, and After-Life | | | |sapling, then a beautiful | |

|To identify and explain the major philosophical views | |(Twelve Hours) |Lecture |Journal Entry |tree, etc. | |

|about personal identity, freedom, determinism, and |MAN, IDENTITY, AND FREEDOM | | | | | |

|responsibility. |Personal Identity | | | |Discussion Guide: |Respect |

| |Freedom, Determinism, and Responsibility | | | | | |

| | | | | |Could someone make believe| |

| | | |Philosophical Discussion |Quarterly Examination |all the time? | |

|To show an awareness of contemporary philosophical trends| | | | | | |

|and conflicts. | | | | |Can you make believe that |Critical Thinking |

| | | | | |you are you? | |

| | | | | | | |

| | | | | | | |

|To formulate a philosophy reflecting what the student | | |Testimonials or sharing of | | | |

|learned from the course. | | |personal experiences | | | |

| | | | | | | |

| | | | | | | |

| | | | |Final Examination | | |

GRADING SYSTEM : To use the official class grading system of the College.

Quizzes / Long / Chapter Exam 30%

Class Participation/Projects/Assignments 30%

Periodical Examination 40%

100%

COURSE REQUIREMENTS : 1. Philosophical Papers

2. Movie Reviews

3. Worksheets

4. Class Participation

5. Quarterly Examinations

PREPARED BY : Alvaro F. Fabon, Jr.

Faculty

REVIEWED AND CHECKED BY : Prof. Rosyl Arlene Alfuente

Head

DATE : April 2005

APPROVED BY : Dr. Maria Teresa N. Rivera

Dean

DATE : April 2005

REVISED : June 12, 2007

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