Course Syllabus:

Office Hours:

MW 1-2, and by appointment.

If you need to reach me outside of office hours please email me or call my office number and leave a voice message—be sure to leave a phone number or email address at which you can be reached.

Texts:

Matter and Consciousness - Paul M. Churchland
The Nature of Mind - David M. Rosenthal
Online readings and handouts

Course Schedule:

Click here or above to access Course Schedule.

Responsibilities:

Reading. You are expected to read the assigned material before it is presented in class. This does not mean skimming. This means reading critically—making an earnest effort to understand what the author is saying and how she is saying it, noting where you have questions, disagreements, confusions, etc. Feel free to write in the margins of your books, or, if you plan on selling them back, keep reading notes. This will help you in understanding the reading, participating in discussion, and writing papers. You should always bring the relevant books to class.

Writing. Often the best way to understand something (e.g.: an author’s ideas, your own ideas) is to try to clearly write it out in your own words. There will be various forms of graded writing assignments—all designed to enhance class discussion as well as allow you to demonstrate your understanding of the material and your ability to approach it critically. For more detail see the section on Assignments and Grading.

Discussion Participation. This class will be a balance of lecture and discussion, hopefully favoring discussion. On some topics I will have to lecture in order to build the background knowledge necessary for a good discussion. Even during the portions of class when I am lecturing, I encourage you to raise a hand, ask a question, and potentially start a class discussion. Occasionally we may split into small groups for discussion. Consistent, thoughtful participation will gain you full credit for this portion of your grade. There are things I can do to ready you for discussion, but in the end it is up to you to go for it—the more discussion we have, the more fun the class will be. You should always feel free to interrupt me, or pause the discussion to ask for clarification or contextualization. ‘What does that mean?’ or (my favorites) ‘Why the heck are we talking about this?’ ‘Why is this important?’ ‘How does this fit in?’ ‘What’s the point?’

Critical Thinking. If you are doing well in the above three areas, then you are probably doing well with critical thinking, too. What I mean by ‘critical thinking’ is not just the expression of opinions, likes, and dislikes. Anyone can say what they believe, or react to what another believes. In some cases (hopefully many cases) you will have strong feelings about what we are reading or discussing. These strong reactions are good, but they are only the beginning. We want to do more than just express our reactions. Thinking critically requires (1) clearly and accurately expressing the relevant claims, (2) examining and questioning (both the reasons for and consequences of) others’ and (especially) one’s own beliefs, (3) developing and being responsive to alternative views, (4) trying to support or reject such views on the basis of evidence and argument, and (5) being willing to accept the outcome of such inquiry.

Attendance. The only way you will do well in the four areas above is by consistently attending class. More than one or two absences will negatively affect your grade, both by impeding success in the areas above, and by negatively impacting my assignment of your final grade. When you have good reason for being absent from class you should communicate with me as soon as possible concerning your circumstances. Note, however, that having good reason for an absence does not, in itself, prevent the absence from negatively affecting your grade.

Assignments and Grading:

Questions. On at least 5 separate occasions during the course of the semester, you must formulate, and submit to me, 1 or more questions based on the reading or class discussion, including your thoughts about possible answers to those questions. These may range from 1 paragraph to 2 typewritten pages (most often they will be less than 1 page). There are no set due dates for these questions (though you might commit yourself to handing in 3 before midterm). Rather, you are to do them as an issue occurs to you. Perhaps something in the reading baffled or intrigued you, try to work it out; perhaps someone in class (maybe you) said something which spurred a thought, explore it further. These can be as informal, short, impromptu, and unpolished as you like, you will earn full credit so long as I can identify a genuine attempt to ask (and address) a good question, raise an issue, or struggle with a problem. These may be submitted by email, in class, or in my mailbox. Feel free to do many more than the required 5.

Responses. There will be a number (probably 4 or more) of slightly more formal (than Questions) short writing assignments. These may take the form of in-class writings or group projects, short take-home essays, or more formal and more fully worked out responses to a Question someone has raised. I will suggest topics, and set due dates for these, and they will be graded like mini-papers. You will be allowed to skip or drop 1 of these.

Papers. There will be 2 papers, one around midterm (6-10pp), one after (8+pp). I will inform you of the exact due date at least 2 weeks ahead of time. I will suggest a number of topics, and you may come up with one of your own to be approved by me. Though not required, you may submit a draft for us to discuss. Papers will not be accepted late. Click here for some notes concerning writing and grading.

Assignment	% of Final Average
Class Participation	10
Questions	15
Responses	20
Paper 1	25
Paper 2	30

Final Grade will be based on your Final Average and factors such as attendance and improvement over the semester.

Other Things:

Please be on time to class. It is impolite and distracting to walk into class once it has already begun. Please do not start putting your books and papers away until the class is actually over. This, too, is impolite and distracting. In fact, I really hate both of these behaviors, so if you want to stay on my good side… Having said that, I realize that people are sometimes late. It is likely that I will be late at least once. Keep it to a minimum. If ever you know that you will be late, miss class, or have to leave early, let me know ahead of time.

Use my office hours. I will be in my office, or in the P&R Department in Hascall Hall, during the allotted time. This time is set aside for you, do not be timid, do not feel as if you are intruding upon me. We can, of course, make appointments to meet at other times, days, or places.

The more you communicate with me—regarding how quickly the class is moving, how difficult the assignments are, whether you will be late or miss a class, whether you are having trouble, etc.—the more smoothly the semester will go for all of us. Never hesitate to ask a question in class, even if you must interrupt me to do so. Never hesitate to approach me before, after, or outside of class.

[ Top of Page |  Colgate Home |  P & R Home |  Course Schedule |  Dr. Gregory’s Home |  email Dr. Gregory ]