11 courses with the subject PHIL, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
PHIL 1110Introduction to Philosophy3
Contends with some of the basic issues in the history and problems of philosophy, such as theories of knowledge, reality, value and society. Major Content Areas Social and Political Philosophy: 15% Ethics: 25% Theory of reality: 30% Theory of knowledge: 30% Learning Outcomes Evaluate a few issues connected with the philosophy of religion Review various classical and contemporary ethical theorists Contend with basic problems in classical and contemporary philosophy, such as problems in theories of knowledge, reality and ethics Examine some of the interconnections between science and philosophy Examine the various theories of mind, truth, and free will/determinism Consider a few major political and social theories Minnesota Transfer Curriculum (MNTC) Goals 06 - Humanities/Fine Arts 02 - Critical Thinking
Examine major classical and contemporary ethical theories, and in light of these theories, addresses some current contentious topics. Major Content Areas Practical Ethics: 75% Theoretical Ethics: 25% Learning Outcomes Consider some moral issues relevant to human nature, such as egoism/altruism Review and assess the major classical and contemporary theories such as relativism, consequentialism (e.g., Utilitarian), no consequentialism (deontologism) Examine rights based ethics, virtue ethics, contractarianism, ethics of care, and feminist ethics Examine some contentious practical topics such as abortion, euthanasia, capital punishment, famine relief, welfare, health care and the environment Minnesota Transfer Curriculum (MNTC) Goals 09 - Ethical/Civic Resp 06 - Humanities/Fine Arts
PHIL 1115Introduction to Logic and Critical Reasoning3
Gives students an appreciation of logical concepts and methodology. Examines the basic principles of logic and critical thinking in a natural language context. Emphasis on different kinds of arguments, syllogisms, methods of argument evaluation, and the detection of common fallacies as they arise in contexts such as political debate, advertising, science, law, and ethics. Major Content Areas Evaluating inductive and deductive reasoning 20% Key concepts: validity and soundness 10% Deductive reasoning: examine distinct deductively valid argument forms 20% Applying logical toolkit to example(s) of extended arguments 10% Inductive reasoning: examples of different types 20% Identifying arguments and reasoning 10% Predicate Logic 10% Fallacies 10% Learning Outcomes Examine the meaning and standards of critical evaluations, the attitudes of a critical thinker, and the hindrances to critical thinking Analyze arguments from non-arguments and deductive from inductive arguments Analyze informal fallacies, and the persuasive uses of abuses of language Analyze and evaluate deductive arguments, noting some common valid and invalid forms Identify validity and soundness, strength and cogency, and examine the basic ways of provingvalidity Identify and evaluate inductive reasoning, including common inductive forms such as analogical and causal arguments Apply the various basic patterns of inference to ordinary discourse and evaluate some extended arguments Minnesota Transfer Curriculum (MNTC) Goals 04 - Mathematical/Logical Reasoning 02 - Critical Thinking
Uses propositional and predicate calculus to study deductive reasoning via the symbolic languages of propositional and predicate logic. Examines basic logical concepts (validity, logical truth, contradiction, entailment, equivalence), the symbolization of arguments expressed in natural language, and evaluates them via truth tables, formal proofs, or truth trees. This course is ideal for students interested in computer science, engineering, mathematics, or in pursuing further studies in philosophy. Major Content Areas Truth Tables: construction and use to demonstrate logical properties of sentences and the relations between sentences as well as a test for validity/invalidity 15% Predicate Logic 10% Basic Concepts, including deductive validity, invalidity, soundness, logical truth, contradiction, entailment, logical equivalence 20% Formal Proofs or Truth Trees: construction and use to demonstrate logical properties of sentences and their relations, including as proof of validity 30% Symbolization of natural language into symbolic logic 25% Learning Outcomes Identify and apply contemporary logical systems, including standard propositional logic Use an artificial language to model the logical form of natural language sentences Use truth tables to model logical relationships amongst declarative sentences Analyze and evaluate deductive arguments, noting some common valid and invalid forms Identify and distinguish validity and soundness Explain what constitutes a deductively valid argument; construct various forms of proof of validity (truth tables, formal proofs or truth trees) and explain why those constitute proofs of validity Understand and apply higher-order problem solving techniques used to construct formal proofs or truth trees Apply the various basic patterns of inference to ordinary discourse and evaluate some extended arguments Minnesota Transfer Curriculum (MNTC) Goals 04 - Mathematical/Logical Reasoning 02 - Critical Thinking
PHIL 1125Thinking Critically About Contemporary Issues3
An introduction to basic principles of informal logic and critical thinking. Emphasis on different kinds of arguments, methods of argument evaluation, and the analysis of arguments as they arise in various contexts such as political debate, advertising, science, law, and ethics. Each course will include a focus on some contemporary issue chosen by the instructor. Major Content Areas Analyze and evaluate inductive reasoning (25%) Common Fallacies (15%) Analyze and evaluate deductive reasoning (25%) Focus on specific contemporary issue from a philosophical/critical perspective (35%) Learning Outcomes Identify and articulate the main elements of arguments (premises and conclusions) in various contexts, as well as hidden assumptions Develop and demonstrate the ability to distinguish good argumentation from bad argumentation Identify and articulate common mistakes in reasoning (i.e. fallacies) Analyze and evaluate arguments from various contexts Demonstrate the ability to distinguish between inductive and deductive reasoning and the standards of evaluation relevant to each Minnesota Transfer Curriculum (MNTC) Goals 02 - Critical Thinking 09 - Ethical/Civic Resp
Introduces students to philosophical reflection on ethical issues that arise in the practice of medicine and health care. We will examine several major ethical theories, critiques of these theories, and alternative approaches to ethical decision-making. We will investigate a range of specific ethical issues/topics through the lens of these theories and approaches. Applied topics may include enhancement technologies, euthanasia and physician assisted death, end of life care, abortion, systemic injustice in healthcare, distribution of scarce resources, healthcare consumerism, research ethics, patient rights and consent, and reproductive technologies. Major Content Areas Introduction to culturally and religiously relevant considerations around medical treatment (such as perceptions around death and dying, medical intervention, and directives to physician). Introduction to key concepts employed in medical ethics such as patient rights (including confidentiality, consent, and directives), autonomy vs. paternalism, systemic injustice (in relation to race and other vulnerable groups), diverse criteria pertaining to personhood and death, acts of omission vs. acts of commission, ethical considerations for medical research, and patient advocacy. Survey of ethical theories (e.g. consequentialism, deontological theories, virtue ethics, care ethics). Moral issues in biomedical ethics (these will vary depending on individual instructor’s choices, but may include the professional-patient relationship, death and end of life decisions, suicide and physician-assisted suicide, genetics and human reproduction, human and animal research, social justice and access to health care, biotechnology and enhancement). Learning Outcomes Summarize and analyze ethical theories. Apply ethical theories and concepts to biomedical issues. Formulate, analyze, and assess one’s own ethical perspectives on biomedical issues. Identify the elements relevant to an ethical problem and generate and evaluate the ethical implications that follow from them. Engage in respectful dialogue about controversial and complex moral issues. Minnesota Transfer Curriculum (MNTC) Goals 06 - Humanities/Fine Arts 09 - Ethical/Civic Resp
Examines the historical and cultural development of the world’s major religions including, but not limited to: Judaism, Christianity, Islam, Buddhism, Hinduism, Confucianism, and Daoism. This course is intended to explore these religions in terms of philosophical questions such as the meaning of self-knowledge, virtue, justice, etc. Major Content Areas 20% Daoism 20% Buddhism 20% Confucianism 20% Hinduism 20% Other influences Learning Outcomes Critically evaluate the pragmatic roles of world religions. Analyze the role of diversity within world religions in terms of a global perspective. Examine key differences and similarities within world religions. Evaluate differing views of life and death within world religions. Minnesota Transfer Curriculum (MNTC) Goals 08 - Global Perspective 06 - Humanities/Fine Arts
Examines the question “what is science” by exploring philosophical issues concerning the nature of scientific knowledge. Topics may include the nature of scientific methodology and explanation, the confirmation and falsification of scientific theories, the status of unobservable entities in scientific theories, the relationships between different scientific fields, the relationship between science and other forms of knowledge, and the impact of science and technology on society. No specific background in a scientific field is required. Major Content Areas Examine the metaphysics and meaning of scientific results and claims such as what the nature of scientific laws is, how to understand unobservable, theoretical terms, and what the nature of explanation in science is. 25% Analyze and critique the impact of science on society. 25% Examine methodology: how science arrives at its claims and critical evaluation of the rationales for these methods. 25% Examine specific foundational questions in specific sciences (e.g. what is the nature of explanation in evolutionary biology; what is “information” or “causality” in biology, physics or psychology; what is the relationship between neuroscience and psychology? 25% Learning Outcomes Compare and contrast scientific knowledge with other forms of knowledge Analyze and critique the impact of science and technology on society and values Examine and evaluate different views on the nature and status of scientific knowledge Reconstruct and analyze scientific methodology in theory construction, experimentation, and testing Minnesota Transfer Curriculum (MNTC) Goals 02 - Critical Thinking 08 - Global Perspective
Examines current and traditional accounts of the environment including the impact of human activity, natural events, geographical changes, climate change, etc. This course will also explore a range of philosophical topics within the area of environmentalism and its role in human development. Major Content Areas Contemporary Issues/Concerns. Biodiversity and its role in the environment. Human impact, Global warming/climate change. History of the human approach to the environment. Learning Outcomes Explain the historical roots of environmental issues/concerns. Analyze arguments on differing sides of environmental issues. Critique the value of biodiversity and resource sustainability in terms of global human flourishing. Analyze issues such as population growth, pollution, pesticides, energy use/management, etc. and their relation to climate change. Minnesota Transfer Curriculum (MNTC) Goals 09 - Ethical/Civic Resp 10 - People/Environment
Critically engages and explores the rich tradition of Eastern philosophy. This course examines the wide range of Eastern thought, including but not limited to, Buddhism, Hinduism, Confucianism, and Daoism. Major Content Areas 20% Hinduism 20% Other Eastern influences 20% Daoism 20% Buddhism 20% Confucianism Learning Outcomes Examine key historical situations/issues in the development of Eastern philosophy. Describe important differences between core concepts within Eastern philosophy. Analyze core concepts within Eastern philosophy. Apply Eastern concepts to contemporary global concerns. Minnesota Transfer Curriculum (MNTC) Goals 08 - Global Perspective 06 - Humanities/Fine Arts
Variable Credits Y Studies prominent philosophers, themes, periods, or methods. Topics will be determined in advance by the instructor and published in the class schedule. This course may be repeated under different topics. Major Content Areas Topics and time allotments will vary by instructor but will include philosophical and ethical terms, arguments, and methods Learning Outcomes Define philosophical terms and apply them to describe philosophical arguments and methods Develop one’s own philosophical positionwith respect to a philosopher or theme and justify that position using some of the philosophical terms learned in the course Demonstrate understanding of a special topic in philosophy and explain its relationship to the discipline as a whole Name major philosphers and describe their works Minnesota Transfer Curriculum (MNTC) Goals 06 - Humanities/Fine Arts 09 - Ethical/Civic Resp
