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Classroom Instruction: Ethics, Logic, Phil

Students who like structure, deadlines, interactive learning, and enjoy a combination of lecture and discussion may do better and have a more positive expereince (in general) in one of my campus-based courses.

A "Quick-Start Guide" and Orientation Instructions will be posted in the Course Blackboard four days before the semester begins. To log into the Course Blackboard, go to http://irt.austincc.edu/blackboard/stlogin.html. If you experience problems logging in, call 223-HELP.

This page contains the following information in the order presented:

  • Instructional strategies and learning modules
  • Course materials
  • Topical outine for the semester
 
INSTRUCTIONAL STRATEGIES FOR CLASS ROOM/CAMPUS-BASED LEARNING

Before most class sessions you will have completed and submitted an open-book on-line quiz and or survey. You can think of the quizzes and surveys as structured study time and reflection. The goal of the quizzes and surveys is to help you better understand the readings, lectures, and thinking activities. Sometimes I will lecture throughout an entire class session, but more often than not you will engage in minds-on thinking activities by yourself or with others that, when taken seriously, should effect deep internalization of key philosophical concepts, arguments, and methods.

 
TEXT BOOKS AND OTHER MATERIALS

Details about the readings will be announced the first day of class.  I make final decisions about the specific reading assignments shortly before the semester starts.

You need to acquire two CUSTOMIZED BOOKS from the ACC book store. 

First Book

Career Development (this contains readings on thinking critically within an academic discipline; the title is completely irrelevant to the content; the publisher didn't give me an option)

Phil 1301
Professor Alvarado
A Custom Edition for Austin Community College
ISBN 10: 1-256-20446-3
ISBN 13: 978-1-256-20446-6

Second Book

TBD.  I am currently working with a publisher of a 1200-page reader in philosophy for permission to create a customized book of 100 pages.  This will save you at least fifty percent of the actual cost of the original text.  You will also travel lighter!  I will update this page November 2011.  The customized book should also be availble in the ACC book store.

 TOPICAL OUTLINES FOR THE SEMESTER (Ethics, Logic, Intro)


ETHICS (Phil 2306)

Unit1 | Introduction to the Philosopher's Way and Learning with Dr. A.
How will I learn in this class?
What does "philosophy" refer to?
What does philosophy have to do with being a strong-sense critical thinker?

Unit 2 | Introduction to Meta-Ethics
What is is the origin and status of morality?
What does "good" refer to? What does "evil" refer to?
What does culture have to do with the reality of morality and the meaning of ethical concepts?
What does religion have to do with the reality of morality and the meaning of ethical concepts?
What does evolution have to do with the reality of morality?

Unit 3 | Introduction to Moral Argument
What is an argument? What distinguishes moral arguments from other arguments?
Why do I need to develop basic skills in logic when I am taking an ethics course?

Unit 4 | Introduction to Normative Ethics
What does it mean to say an action is obligatory, optional, or wrong?
On what basis might one recommend principles or rules for making decisions of moral signficance?
On what basis might one recommend particular virtues in the cultivation of character?
How might some link consequences to rules and principles for action?
How might someone link duty to rules and principles for action?
How might someone link virtue to rules and principles for action?

Unit 5 | Applied Ethics Presentations
Given that I teach ethics at a campus hosting health-related degrees, I focus on issues of human life when it comes to applied ethics. Students, in teams of two or three will use skills and knowledge fostered throughout the semester to present reasponses to real-life cases of moral signficance as it relates to the following contemporary moral issues:

  • Cloning
  • Genetic Enhancement
  • Stem Cell Research
  • Reproductive Technologies
  • Euthanasia
  • Physician Assisted Suicide
  • Health Care

     

LOGIC (Phil 2303)

Unit1 | Introduction to Logic
How does one learn logic (with Dr. A.)?
How is Logic related to philosophy and critical thinking?
What are some of the core concepts of logic?

Unit 2 | Analyzing Ordinary English Arguments
What distinguishes arguments from nonarguments?
How can I improve my ability to identify, critique, and construct arguments in general?
What is a well crafted argument?
How can I learn to map the structure of someone's reasoning in a more intuitive manner?

Unit 3 | Recognizing, Analyzing, and Evaluating Inductive Arguments
What are some common inductive forms?
What questions can I ask to critique such arguments?

Unit 4 | Recognizing, Analyzing, and Evaluating Categorical Arguments
What is statement logic?
What makes a statement categorical?
What is a categorial syllogism?
What does a well crafted categorical syllogism look like?

Unit 5 | Analyzing and Evaluating Deductive Arguments with Truth Tables and Proofs
What are some methods I can use to test arguments for validity?

Unit 6 | Recognizing and Analyzing Informal Fallacies
What is the difference between a formal fallacy and an informal fallacy?
What are some of the most common informal fallacies?

INTRODUCTION TO PHIL (Phil 1301)

Unit1 | Introduction to the Philosopher's Way and Learning with Dr. A.
How will I learn in this class?
What does "philosophy" refer to?
What does philosophy have to do with being a strong-sense critical thinker?


Unit 2 | The Metaphysician's Way
What does "self" refer to?
What is the nature of self?
How is my concept of self related to my concept of idenity?
Is it possible to remain the same self through out space and time?
Is the self an illusion?


Unit 3 | The Metaphysician's Way
What does "freedom" refer to?
What conditions must be met for a decision or action to be free?
How are my concepts of choice, individuality, and responsibility realted to my concept of freedom?


Unit 4 | The Epistemologist's Way
What is the link between appearance, reality, and the truth?
Given the dynamics of perception formation and belief formation, how certain can we be that anyone has access to the "truth" about reality?
If truth is elusive, is genuine knowledge possible?
What does "truth" refer to? What does "knowledge" refer to?