write a response paper on one of the theory philosophy before socrates

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timer Asked: Dec 3rd, 2018

Question Description

Studentname CourseName&Section

No.Date

Chapter4-ThetrialandDeathofSocrates

Summarybeginshere

Pleaselimitthissectiontoonlyafewsentencesorjustoneparagraph)

1.BriefdescriptionoftheTrial

b.Whowerehisaccusers?

c.BrieflysummarizedSocratesdefense/hisanswerstothechargesagainsthim

YourResponse

(Thissectionshouldcomprisethebulkofyourpaper)

  • WhatdoIthinkaboutthechargesleveledagainstSocrates?
  • DoIthinkSocratesreceivedafairtrial?
  • Whatverdictwouldyouhaverenderedandwhy?
  • WhatadvicewouldyouhaveofferedSocrates-escapeorstay?
    • Pleasebecertainsingle-spacedeachline

3.DoIagreewiththeverdict?

5.DoIagreewithSocrates’decisiontonotescapebutstayandaccepthispunishment?

7.WhatwouldIhavedoneifIwasSocratesplace?

(Pleaseuse12ptsizefont)

Ifyouuseanycitationsfromthetextbook,simplylistthepagenumberwherethecitationscomefromattheendofthesentence(p.34)

Allothercitationspleaselistthesourceinthefollowing order:Author(lastname,firstname),TitleofBook(orarticle),andpagenumber

Unformatted Attachment Preview

Eastfield College Social Science, Human Services & Business Division Fall 2018 Introduction to Philosophy PHIL-1301-41001 Room-G204 LEC Tuesday-Thursday 8:00am-9:20am Instructor: Garry Jackson Contact Information: Office: C236 (Adjunct Faculty Lounge) Phone: (972) 391-1047 Email address: GarryJackson@dcccd.edu Hours Available: by appointment Course Description: An introduction to the ideas about such things as the good life, reality, God, the acquisition and characteristics of knowledge, and the nature of humans. Students will evaluate both ancient and modern theories about issues in terms of their logic, historical significance, and meaning in everyday life, as they practice the methods for doing philosophy. Textbooks and Other Course Materials: Norman Melchert, Philosophical Conversations: A Concise Historical Introduction (New York, Oxford University Press, 2009, ISBN 978-0-19-532846-2) Course Objectives: Upon completion of this course, the student should be able to: • Read, analyze and critique philosophical texts • Demonstrate knowledge of key concepts, major arguments, problems, and terminology in philosophy • Present logically persuasive arguments both orally and in writing • Demonstrate critical thinking skills in evaluation and application of philosophical concepts to various aspects of life. • Evaluate the personal and social responsibilities of living in a diverse world Evaluation Procedures: 1 • • • • The student’s progress will be evaluated on the basis of attendance, completion of reading assignments, participation in class activities, short summary/response essays, and the final exams. The student is expected to attend class unless otherwise prevented by uncontrollable circumstances. It is the student’s responsibility to contact the professor to make arrangement to make up any loss class time and/or assignments. The student is expected to read the assigned sections from the textbook before coming to class. (see Course Schedule) The student is expected to compose a 1-2 paged 12pt font single-spaced typed Response Paper on ten (10) of the philosopher(s) and philosophical movement covered in the textbook. The student will briefly summarize the basic tenets of the philosopher(s) or philosophical movement’s ideas and thoughts and give a personal response/evaluation to the validity of those ideas and thoughts from the student perspective and understanding. The majority of this paper is the student’s personal response to the ideas and thoughts of the philosopher(s) or philosophical movement. The student is expected to write intelligently following the general rules of good English grammar and composition. The student is expected to complete a final exam at the end of the course. Final Course Grades Using eConnect Final Grade Reports are no longer mailed. Convenient access is available online at www.econnect.dcccd.edu. Use your identification number when you log onto eConnect, an online system developed by the DCCCD to provide you with timely information regarding your college record. Your grades will also be printed on your Student Advising Report, which is available in the Admissions Office. Eastfield College Email Policy Faculty and students must have and use a DCCCD account for all correspondence relating to academic coursework. For information on setting up a DCCCD student email account go to: http://www.dcccd.edu/netmail/home.html 2 Attendance Policy: To fully gain from and grasp the philosophical concepts presented in this class, attendance is a must. The student will not be accountable for any absenteeism in case of school closing due to severe weather or the absence of the instructor. Failure to attend at least two-thirds of the class Financial Aid Statement sessions will result in an automatic failing grade unless other arrangements are made. Classroom Etiquette • • • • Cell phones, pagers, and/or any other electronic devices that might disturb the class must be silenced before entering the classroom. No texting or emails are permitted during class time. Each student will respect the opinions and beliefs of the other students during discussions in class. No food, drinks, and tobacco products are permitted in Eastfield College classrooms Grading: • Each response may receive a total of 10 points each with a maximum 100 points (10 papers x 10 pts. Each = 100 total points) possible (the student will be graded according to logical argumentation, composition, grammar, spelling, and textual content) • Attendance and class participation will also factor in the determination of the final grade. • The final exam will consist of twenty-five (25) questions covering the entire chapters in the textbook with each correct answer receiving four (4) points for a possible maximum of 100 points. • The final grade will be calculated according to the average of the total points the student has earned during the semester for the Response papers and the Final Exam. The total points for the Response papers will added to the total points for Final exam and divided by two (2) to determine the final grade based upon the following scale: A = 90 -100 B = 80 -89 C = 70 – 79 D = 60 – 59 F = 50 –below Response Essays Policy • • • All essay papers that are turned in on-time on the date they are due will receive one (1+) bonus point equaling a total of ten (10+) extra points at the end of the term. Example: 60 regular points + 10 bonus points (on-time submissions) = 70 points, which turns a “D” into a “C”. All essay papers that are turned late (after the assigned due date) will receive one point taken away (-1) taken away equaling a total of ten (-10) points taken away at the end of the term. Example: 60 regular points – 10 points (removed) = 50, which turns a “D” into an “F” (-1) one point will be taken away for each of following: 3 1. Not one full page 2. Not single-spaced lines 3. Not 12pt font size 4. Not one inch headings BONUS POINTS • • • Students may acquire extra points/bonus points by successfully completing one or all of the POP Quizzes given during the course of this semester. The student will simply be asked to identify a particular philosophy with a particular philosopher (i.e. – Rene Descartes = rationalists and John Locke = empiricists, etc.) There will be no prior announcement or warning when these quizzes will be offered. They may be given at any time at the discretion of the instructor. Students are NOT required to take any of these quizzes as they are only for the purposes of offering an extra opportunity to gain bonus points. No student’s final grade will be harmed by not taking any of these quizzes but may be helped. This offer is only for those who are in attendance the day of the quiz. Any student who is absent at the time of quiz may be allowed to take it only at the discretion of the instructor. The TOTAL POINTS given for each quiz is ten (10) points. Students may also acquire extra points/bonus points by submitting addition essay papers above the required ten (10). Students may also have the opportunity to keep their bonus points or substitute in place of any of one or more of their essay papers. 4 Assignments submitted email Students have the option of submitting their assignments by email to the professor. Please note following requirements for these submissions to be accepted. 1. All documents must be submitted in WORD format only unless otherwise approved by the instructor. 2. All documents must be submitted as an email attachment not as an email. 3. All submissions will receive a reply notifying the student that their submission has been received. IF the student does not receive a reply from the instructor, most likely the submission, for some reason, was not received. 4. It is the student responsibility to check with the instructor if he or she does not receive a reply to their submission. 5. Any submission made on the weekends must be in the instructor’s email inbox postdated no later than Sunday morning or it will be considered late. 6. Technological difficulties in transmission of assignments will not be an acceptable excuse for ungraded or missing papers. 7. It is the student’s responsibility make certain that the instructor has received all submitted papers as soon as possible before the end of the semester. 8. It is highly recommended that the student do not delay or wait until the last minute to submit assignments. 9. If any problems occur in transmitting assignments by email, the student must submit a hardcopy either in person or leave in the instructor’s mailbox in the Adjunct Faculty lounge (C236) 10. The student must pay close attention to correct spelling and punctuation of the instructor’s email address to insure proper delivery. I GarryJackson@dcccd.edu 5 Garry Jackson PHIL 1301-41000 September 29, 2015 Socrates View of Wrongdoing Socrates, who lived approximately from 469 – 399 B.C, is viewed as one of titans of western philosophy. His moral ethic is based on a presupposition that all human beings are basically good. Therefore, in his mind, all wrongdoing is the result of ignorance- that is, ignorance of the good. He believes that people unintentionally do what is wrong thinking that their actions are good. But they would do right or good if they were only taught what the good or right is. I strongly disagree with this position and will argue in this paper that people do wrong or evil not because of ignorance but rather because of a depraved nature within them already bent towards evil or wrongdoing. Like a marching soldier that is out of step with the others in his company because he steps out on the wrong foot, Socrates ethical mistake is based on what I believe is his wrong supposition that all human beings are basically good. This leads to another erroneous position that human beings have the power within themselves to choose to do either the good or evil. And their evils acts are the result of willful choices performed in ignorance of the good. This in turn leads to another erroneous belief that all human beings would do good if only correctly taught what that good is. If Socrates view is correct than all of the millions of dollars spent by our government in public service ads warning Americans of the terrible consequences of their wrongful actions and/or behavior should have a dramatic effect on the public consciousness. For example, with all the ads warning people of the dangers of drunken driving, should we not see a large drop in traffic fatalities due to drunken driving? With all the warnings about the dangers of cigarette smoking should we not see a large drop in people who smoke? If Socrates is right, shouldn’t someone inform the terrorist that killing people is not good and end their murderous acts? I could go on easily but I hope you see my point. If Socrates is right and we just educate people of the good, should we not see more people doing good and have a much better world free from evil? Despite all the attempts to instruct people of the good and yet they continually do evil would seem, to me at least, to suggest that problem is not with the mind but with the heart- the very nature of man. If people are basically good than why are children taught how to be good and never taught how to be bad? Why does when little Johnny is dropped off at school each morning, he is given the admonition, “be good today!” Why isn’t he is given the warning, “don’t be bad today” instead? Could it possibly be that in the back of the mind of the parent is the realization that little Johnny already knows how to be bad? In other words, it is already in his human nature to do what is bad. 6 Finally, if Socrates is right and people have the moral ability within themselves to either choose the good or the evil, then why do people seem to choose the evil more often than the good? Even though they are strongly taught what the good is, and encouraged to make good choices why do they continuously seem to return to evil ways like a cleaned up pig to its pigpen? Once they learn what the good is should it not be a simple easy choice to do the good? If Socrates is right and people possess within themselves the moral power to either choose the good or bad, then why is there a continuous struggle to always choose the good? And why does the choice to do evil seems to always win out? The Christian Bible seems to make to following suggestions to answer this troubling dilemma. In Genesis 6:5, God summarizes the human condition this way, “Then the Lord saw that the wickedness of man was great in the earth and that every intent of the thoughts of his heart was only evil continuously”. Jeremiah the prophet then makes this observation of the human heart –“The heart is deceitful above all things, and desperately wicked; who can know it.”- Jeremiah 17:9. Finally the Bible seems to make this ultimate analysis of the humanity, “…they are (all) corrupt, they have (all) done abominable works, there is none who does good.” Psalms 14:1 (emphasis mine) This view in my opinion, which I’ll argue in later discussion on St. Augustine, is the best reason for the wrongdoing in our world today. 7 Student name No. Date Course Name & Section Chapter 4- The trial and Death of Socrates Summary begins here Please limit this section to only a few sentences or just one paragraph) 1. Brief description of the Trial a. What were the charges against Socrates? b. Who were his accusers? c. Briefly summarized Socrates defense/ his answers to the charges against him d. What was the verdict 2. Brief description of Socrates death Your Response (This section should comprise the bulk of your paper) 1. 2. 3. 4. 5. What do I think about the charges leveled against Socrates? Do I think Socrates received a fair trial? Do I agree with the verdict? What verdict would you have rendered and why? Do I agree with Socrates’ decision to not escape but stay and accept his punishment? 6. What advice would you have offered Socrates- escape or stay? 7. What would I have done if I was Socrates place? (Please use 12pt size font) • Please be certain single-spaced each line If you use any citations from the textbook, simply list the page number where the citations come from at the end of the sentence (p. 34) All other citations please list the source in the following order: Author (last name, first name), Title of Book (or article), and page number 8 MONTH August DAY DATE READINGS PAGE ASSIGNMENTS Tue. Thu. 28 30 Syllabus/Introduction Before Philosophy pp. 1-10 September Tue. Thu. Tue. Thu. Tue. Thu. Tue. Thu. 4 6 11 13 18 20 25 27 Philosophy Before Socrates Philosophy Before Socrates Socrates and the Sophists The Trial and Death of Socrates Plato Plato Aristotle Aristotle pp. 11-22 pp. 23-37 pp. 38-65 pp. 66-93 pp. 94-105 pp. 106-129 pp. 130-145 pp. 146-168 October Tue. Thu. Tue. Thu. Tue. Thu. Tue. Thu. Tue. 2 4 9 11 16 18 23 25 30 The Christians Augustine Anselm and Aquinas Moving from Medieval to Modern Descartes Descartes Locke Locke Hume pp. 172-180 pp. 181-211 pp. 212-227 pp. 228-247 pp. 248-269 pp. 270-276 pp. 277-283 pp. 284-294 pp. 295-307 Thu. Tue. Thu. Tue. Thu. Tue. Thu. Tue. Thu. 1 6 8 13 15 20 22 27 29 Hume Kant Kant Hegel and Marx Kierkegaard and Nietzsche The Utilitarians THANKSGIVING HOLIDAY The Pragmatists Wittgenstein pp. 308-322 pp.323-338 pp. 339-356 pp. 357-373 pp. 374-420 pp. 421-437 pp. 438-461 pp. 462-500 9th paper Tue. Thu. 4 6 pp. 501-546 pp.547-577 10th paper Tue. Thu. 11 13 The Existentialists Post Modernism/ Physical Realism/Finals Review Final Exams Final Exams November December 9 1st paper 2nd paper 3rd paper 4th paper 5th paper 6th paper 7th paper 8th paper 10
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