PHILOS 1 STUDY GUIDES  

DOING PHILOSOPHY:  POSITION PAPERS FOR DEBATES

In this course we will be doing what the philosophers do: debating speculative question regarding reality, knowledge and ethics. In addition to preparing you for debates, these six one-page (single-spaced okay) papers will provide the foundation for your written final. Hence, it is important to take them seriously, but also as part of a larger work-in-progress. Each one should be written in preparation to be read aloud in class on days we are scheduled to be seated in debate formation. During a debate, if at any time one is so moved by force or reason, one may move to a seat on the other side. The winning side will be decided on the basis of the best arguments. Each paper should include a header with: your full name, position paper #, date due, class time. No cover pages. Please type (11 or 12 font) and single space your answers to save paper. LIMIT: use only one sheet of paper. Keep back up copies of everything. Late penalties begin on the day it is due at the beginning of the period.

The 90% Deal: Anyone who is prepared and willing to read their paper aloud in the debate will earn no less than 36/40 points (90%) and may earn up to 100%. If you are ready to read please sign in on the 90% deal sheet at the beginning of class. Even if there is not enough time to read your paper, you still earn at least 90% IF your name is on the sheet. If you do not sign in on the 90% deal sheet, your paper will be graded on its philosophical merits only. 6 papers x 40 pts. each = 200 points = 20% final grade.

 The Merits of Good Arguments:

· Clearly stated, on target, conclusion/thesis

· Key terms defined and concepts explained

· Accurate presentation and use of relevant philosopher’s arguments

· Supporting original arguments with rational argumentation

· Giving due consideration and response to opposition’s arguments

· Absence of confusion, contradiction, fallacy, and/or digression

 ASSIGNMENTS:

 What’s the point of these assignments? To exercise the mind by actively preparing for open class discussions and debates of philosophical issues and problems. The assignments are designed to challenge, not only you reading abilities, but also to provoke you to write. The writing you will do to complete these study guides will be largely self-directed. At times you may spin off a free-write in an uncharted direction, writing with reckless abandon for hours. That’s if you get lucky. Basic completion earns you full credit, but mastery of the material, and the skills needed for friendly debate will demand more of you than a normal effort. Doing the assignments before class, and making time to do them well, will serve you well in the philosophical journey are about to embark upon.  The more you pour into it, the better the learning will taste.

 ALL ASSIGNMENTS should include a header with: your full name, assignment #, date due, class time. No cover pages. Please type (11 or 12 font) and single space your answers to save paper. Try to keep assignments to one sheet of paper, but when more are necessary, please staple loose pages together. Keep back up copies of everything. Late penalties begin on the day it is due, at the beginning of the period.

 #1 -- Plato’s “Allegory of the Cave” Online: http://www.age-of-the-sage.org/greek/philosopher/myth_allegory_cave_plato.html

Instructions: Interpret the allegory in order to reveal something about contemporary society. Be sure to say what each of the following might symbolize in today’s world: Inside cave, prisoners, shadows, puppeteers, pathway out, outside of cave, sun. Be ready to read your interpretation to the class. (1 typed page)

 #2 -- Guide for Taking Notes on Plato’s “Apology”     

Instructions: You may answer some of the questions with direct quotations from the text if you use proper citation, i.e. quotation marks and Stephanus page numbers and letters. For example, In his defense, Socrates claims, “… the unexamined life is not worth living…” (Apology, 38a) You can find an online version of The Apology at the following URL: [http://socrates.clarke.edu/aplg0100.htm] However, you should keep your quotations to a minimum. Select quotes that you think you might want to use in the debate on the question, “Is the unexamined life worth living?” There are other questions, indicated by “THINK”, that will require your thoughtful opinions. Feel free to free-write in response to the thinking challenges. To earn full credit on this assignment you must answer ALL the questions.

1. What does Socrates claim in response to his accuser’s lie that he is “an accomplished speaker”? And, what does he request of the jury on this topic? THINK: What is the subtext here in terms of the conflict between sophist and philosopher?
2. What is Socrates accused of? Make a list of everything he mentions.
3. What story does Socrates tell to explain how he has acquired a bad reputation? Since Socrates claims he is not wise at all, what meaning does he find in the oracle’s claim that he is the wisest?
4. In his “investigation” of the oracle’s claim Socrates proceeds systematically to question “all those who had any reputation for knowledge.” Who is included among those he questions? THINK: Who, in contemporary society, would be on a questioner’s list?
5. THINK: If Socrates came to you and revealed your unwisdom in a public place, how might you respond? Has anyone ever challenged you to examine what you claim to know? Or, have you ever witnessed someone being challenged in this way? What was the outcome? How did, or might, it make you feel? Act? What did, or might, it make you assume about the challenger? How should one challenge another when the issue is ethical? Political? Epistemological?
6. What does Socrates claim motivates the slanderous accusations against him?
7. How does Socrates counter the charge that he has “corrupted the youth”? THINK: What does it mean to “corrupt the youth”? What is the opposite of corrupting the youth? Try to identify the chain of ideas Socrates uses to defend himself against the charge.
8. How does Socrates counter the charge that he teaches the youth “not to believe in the gods in whom the city believes but in other new divinities”? THINK: What was the dominant Religion of Ancient Athens? Try to identify the chain of ideas Socrates uses to defend himself against the charge.
9. How does Socrates reply to the question, “Are you not ashamed, Socrates, to have followed the kind of occupation that has led to your now being in danger of death?” (28b)
10. Socrates claims he does not fear death, why? (29b) THINK: Do you fear death? Why?
11. What “blessing” does Socrates claim to bestow upon the city of Athens? (30b)
12. If Socrates cares so much for his fellow citizens, why didn’t he advise the city by joining the assembly or becoming a public servant? (32a) THINK: Is his response to this question a “cop out” or is it valid? Give a reason to support your answer.
13. THINK: Why does the jury of democratic Athens find Socrates guilty? Explain why a democratic government find guilt and puts to death this original “gadfly” who is known for living the examined life and demanding the same of others.
14. Meletus proposes the penalty of death. What counter-assessment does Socrates propose? On what grounds? Why doesn’t he propose a fine or imprisonment instead of death?
15. Why does Socrates reject the proposed punishment that he could live if he agreed to live quietly without talking publicly to others in the ways that earned him his bad reputation? (38a) 
16. What responses does Socrates have to the jury’s death sentence?
17. THINK: Do you believe he did the right thing or was he foolish in his own defense? Would you have done what he did? Why? Or, would you have done something different? If so, what? Do you agree that “the unexamined life is not worth living”? (See assignment #5 below and notice that this question challenges you to prepare for our debate.)

 #3 – REFLECTION: Who is in the cave today?

Read: Addicted to War by Joel Andreas.

1.      Use Plato’s allegory of the cave to re-present the main storyline in Addicted to War. Write an interpretation of the allegory that is consistent with Andreas’s position. (1 paragraph)

2.      REFLECT and FREE-WRITE at will: What was 9-11 really all about from your perspective? What is the truth of what happened? What are we -- and should we -- be thinking and doing on the fifth anniversary of this “terrorist” attack on the World Trade Center? Think for yourself.

 #4 – REFLECTION: Plato’s or Aristotle’s model of the “examined life’?

Re-read the Palmer text chapters on Plato and Aristotle.

1.              What is Plato’s model of the examined life? (Include his metaphysics, epistemology, and ethics/politics.)

2.              What is Aristotle’s model of the examined life?

3.              How are they the same?

4.              How are they different?

5.              Which one, if either, makes more sense to you as a model way to live your life? Weigh the stakes and take a stand.

 #5 – Renaissance Philosophy

Instructions: Interpret the philosophy of the Renaissance using Plato’s allegory of the cave. Be sure to say what each of the following might symbolize during the Renaissance: Inside cave, prisoners, shadows, puppeteers, pathway out, outside of cave, sun. Be ready to read your interpretation to the class. (1 typed page)

 #6 – Study Guide on “Evolutionary Psychology: A Primer” (via eCompanion)

Read: Leda Cosmides & John Tooby http://www.psych.ucsb.edu/research/cep/primer.html

 #7 -- Study Guide on Sartre’s “No Exit”

READING: But be aware that you must have a copy of it in class with you on the day it is due. http://www.nyu.edu/classes/keefer/hell/sart.html

1. Key Quote Search: Identify 3 or 4 of the most important quotes in the play. Look especially for those quotes that contain insight into Sartre’s philosophy.
2. For each of the 3 characters in the play (Garcin, Estelle, Inez) identify the explanation each gives for why they ended up in hell.
3. Metaphysics: What is Sartre saying in the play about the nature of humans and about reality in general?
4. Ethics: What is Sartre saying in the play about how we should live together? Which of the characters, if any, is offered as an example of ethical “living”?
5. Do you agree or disagree with Sartre’s conclusion about human existence, “hell is other people”? Give reasons for your position.

 Existentialist Dialogue (100 points)  Please bring 2 copies of your paper to class.

 Late Penalty: If you are not in class with you paper at the beginning of class = -10%.

 Write a 2 page DIALGUE between you and someone else (parent, teacher, friend, God, philosopher, President, stranger, etc.) that:

 (1)     Demonstrates your understanding of a particular Existentialist theme, e.g. “God is Dead” or “Blaming others is ‘bad faith’” or “Will to Power”.

(2)     Reflects your philosophy on the true nature of human relations. Let the conclusion of your dialogue reflect whether you agree or disagree with Sartre’s claim that “hell is other people.’