PHILOSOPHY PROGRAM OBJECTIVES The basic objectives of the Philosophy Department, found in the Course Catalog, are: 1. To inspire the student to confront the philosophical problems implicit in the experience of self, others and the universe, together with the question of their relations to ultimate transcendence (God and immortality);
Students completing a BA in Philosophy should achieve the following competencies: Ability in critical thinking skills. This skill is carried through all Philosophy courses at lower and upper division levels. Understanding of concepts of right, wrong, good and bad; understanding of moral principles and their application in everyday life.
Our Objectives. By active participation in class discussions and by excellence evidenced in examinations and term papers, students are expected to achieve the following: clarity and coherence in explaining philosophical concepts, theories, and policies; ability to evaluate the adequacy and justifiability of concepts, theories, and policies; ability to synthesize results of …
Top Five Reasons to Study Philosophy 1. Fascinating subject matter 2. Wide variety of interesting classes taught by outstanding professors 3. Skill development 4. Great preparation for any career or graduate study 5. Personal development 1. Fascinating subject matter Philosophy seeks not simply knowledge, but deep understanding and wisdom.
The most important reason to study philosophy is that it is of enormous and enduring interest. All of us have to answer, for ourselves, the questions asked by philosophers. In this department, students can learn how to ask the questions well, and how we might begin to develop responses.
Philosophy provides training in the construction of good argumentation (reasoning from premises to a conclusion). Students learn to articulate and defend their own views, to understand and appreciate competing views, and to indicate clearly and forcefully why their views are preferable to alternatives.
Many aims have been proposed by philosophers and other educational theorists; they include the cultivation of curiosity and the disposition to inquire; the fostering of creativity; the production of knowledge and of knowledgeable students; the enhancement of understanding; the promotion of moral thinking, feeling, and ...
Learning objectives can include 3 components: performance, conditions, and criteria. Performance All SMART learning objectives contain a performance component. The performance statement describes what the learner will know or be able to do in specific, measurable terms. The statement should contain an action verb.
Objectives are inspirational and ambitious goals that should give the team direction and focus. First focus on understanding what your team needs to achieve. Try to write it out as descriptive as possible. Once you are clear about the focus area, you can phrase your Objective as a short inspirational statement.
Learning objectives are known to be made up of a number of components. The most known components are those identified by an educational theorist Robert Marger. The major components are audience, condition, standards and behavior.
Examples of objectives include: I will speak at five conferences in the next year. I will read one book about sales strategy every month....Objectives are:Narrow in scope.Specific steps.Associated with a schedule and time frame.The means to the end result.Easy to measure.Short term or medium term.
Ability in writing that reflects careful attention to language, logic, and subtleties of reasoning. The Philosophy major is writing intensive. Students are taught skills as to how to write succinctly, clearly, thoroughly, probingly. Writing assignments are prevalent in our History and Values sub-disciplines.
The Department of Philosophy at Cal State Long Beach is the primary agency of the university with respect to providing quality instruction in logic, critical reasoning, and ethics. Our curriculum is central in the GE ‘Humanities’ category.
The Philosophy Program promotes the development of the person as an individual and as a meaningful contributor to society. Towards that end, the following goals and objectives have been established. In general, critical analysis defines the general nature and purpose of philosophical inquiry.
"Philosophy" is a compound of two Greek elements, namely, "philo," meaning "loving" and "sophia," meaning "wisdom.". Philosophy, then, means the love of wisdom. What, however, constitutes the love of wisdom ?
What can you do with a degree in philosophy? Ask these former philosophy majors: 1 Robert Greenhill, President of Morgan Stanley 2 Dan Brownstein, Founder and Manager of a Hedge-fund 3 George Soros, Investor 4 Patrick Byrne, CEO of Overstock.com 5 Stephen Breyer and David Souter, Supreme Court Justices 6 Richard Riordan Mayor of Los Angeles 7 William Bennett, US Secretary of Education 8 Paul Martin, Jr., Prime Minister of Canada 9 Stone Phillips, Network Television Journalist 10 Studs Terkel, Pulitzer-Prize Winning Author 11 Alex Trebek, Host of an Iconic Game Show 12 Larry Sanger, Co-founder of Wikipedia 13 Ricky Gervais, Comedian/Actor/Producer 14 Ethan Coen, Academy-Award Winning Filmmaker 15 Jack Keane, Four-star General in the US Army 16 Steve Martin, Comedian/Actor 17 P.C. Chang and Charles Malik, Co-authors of the UN’s Universal Declaration of Human Rights 18 Popes John Paul II and Benedict XVI 19 Claude Levi-Straus, Seminal Anthropologist
develop good interpretive, comparative, argumentative, analytical, and descriptive writing skills that will allow you to communicate your ideas in a clear and powerful way. 4. Great preparation for any career or graduate study. Most students of philosophy don’t go on to become philosophy professors.
Far from being an abstract and useless field, philosophy is among the most practical courses of study. Taking philosophy courses imparts skills that will be useful not only in any career but also in your personal life.
Philosophy professors are dedicated teachers who are experts in their fields and who are genuinely interested in helping students to develop their understanding and skills. Our professors have won teaching awards and consistently earn high ratings on student evaluations. 3. Skill development.
The most important reason to study philosophy is that it is of enormous and enduring interest. All of us have to answer, for ourselves, the questions asked by philosophers.
The most important reason to study philosophy is that it is of enormous and enduring interest. All of us have to answer, for ourselves, the questions asked by philosophers. In this department, students can learn how to ask the questions well, and how we might begin to develop responses. Philosophy is important, but it is also enormously enjoyable, ...
Philosophy uses the tools of logic and reason to analyze the ways in which humans experience the world. It teaches critical thinking, close reading, clear writing, and logical analysis; it uses these to understand the language we use to describe the world, and our place within it.
… is that it will transform you. By turning your mind to the consideration of the most basic questions concerning reality, human existence, and God, you open yourself to a world of possibilities for understanding the world and our place in it. By exercising your mind in the disciplines ...
By exercising your mind in the disciplines of critical and logical thought, you gain the ability to imagine, debate, and clarify the nature of the good life. Philosophy encourages and empowers you to discover what really is true and good, and to distinguish it from what merely appears so. As Plato explained long ago, this is liberating.
To study Philosophy is to see the connection between ideas, and to explicate that connection in a reasoned and logical way. An ethicist, for example, might draw upon behavioral psychology to argue that humans should lead a certain kind of life.
Popularly, Philosophy is associated with stargazing and asking questions that are as vague as they are irrelevant, and to which there are no answers. To the contrary, Philosophy deals in a clear and precise manner with the real world, its complex social and material nature, and our place in it.
There are four pillars of philosophy: theoretical philosophy (metaphysics and epistemology), practical philosophy (ethics, social and political philosophy, aesthetics), logic, and history of philosophy.
A metaphysician or philosopher of science might help provide conceptual clarity and reason through the implications of competing quantum mechanical theories. All fields of inquiry are open to the philosopher’s refinement. Back to Philosophy Homepage.
Philosophy – the love of wisdom – is an activity of attempting to understand the world, in all its aspects.
At its core the study of metaphysics is the study of the nature of reality, of what exists in the world, what it is like, and how it is ordered. In metaphysics philosophers wrestle with such questions as: 1 Is there a God? 2 What is truth? 3 What is a person? What makes a person the same through time? 4 Is the world strictly composed of matter? 5 Do people have minds? If so, how is the mind related to the body? 6 Do people have free wills? 7 What is it for one event to cause another?
Epistemology is the study of knowledge. It is primarily concerned with what we can know about the world and how we can know it. Typical questions of concern in epistemology are:
The study of ethics often concerns what we ought to do and what it would be best to do. In struggling with this issue, larger questions about what is good and right arise. So, the ethicist attempts to answer such questions as: 1 What is good? What makes actions or people good? 2 What is right? What makes actions right? 3 Is morality objective or subjective? 4 How should I treat others?
Epistemology is the study of knowledge. It is primarily concerned with what we can know about the world and how we can know it. Typical questions of concern in epistemology are: 1 What is knowledge? 2 Do we know anything at all? 3 How do we know what we know? 4 Can we be justified in claiming to know certain things?
Learning Objectives. Learning objectives are statements of what you intend to teach or cover in a learning experience. They tend to be. More specific than learning goals. Not necessarily observable nor measurable. Instructor-centered rather than student-centered. Useful in helping you formulate more specific learning outcomes.
Learning goals are broad statements written from an instructor's or institution's perspective that give the general content and direction of a learning experience. They generally describe what an instructor or program aims to do; i.e., “The curriculum will introduce students to the major research methods of the discipline.”
Why Write Learning Outcomes? 1 describe to students what is expected of them 2 plan appropriate teaching strategies, materials and assessments 3 learn from and make changes to curriculum to improve student learning 4 assess how the outcomes of a single course align with larger outcomes for an entire program
What about Hard-to-Measure Outcomes? 1 appreciate the intangible benefits of art in society. 2 question one's own beliefs and recognize personal bias. 3 understand the value of ethics in business leadership.
Outcomes are used on many scales, from developing curriculum for a program of study to creating lessons for a single class activity. At the highest level, learning outcomes can be established at the university level. You can review the learning outcomes for DePaul graduates at the institutional level or program level.
The Center for Teaching and Learning supports the Assessment Certificate Program —a unique collaboration between DePaul and Loyola universities that provides professional development opportunities for faculty and staff in the field of assessment.
A teaching statement: conveys your teaching values, beliefs, and goals to a broader audience. provides a set of criteria and/or standards to judge the quality of your teaching. provides evidence of your teaching effectiveness.
Electronic portfolios. The electronic portfolio is a way to showcase your accomplishments, skills, and philosophy on the internet. You can write a personal profile; post your CV, resume, research statement, teaching philosophy statement; give links to published articles, work samples, etc.; and post photos and other images.
a syllabus (assignments, format, content, expectations, texts, assignments, grading and assessment) in-classroom environment (diversity of methods, level of interaction, quality of feedback, intercultural sensitivity ) connection to institutional mission and disciplinary trends.