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$25

weekly
or $400 for 16 classes
Class

Contemporary Philosophy (Live)

Ages 14-18
Live Group Course
In this semester-long live course, students will get an overview of philosophy. They will read segments of contemporary texts from a variety of subfields, and we will discuss them using the Socratic method during class meetings.
Live video meetings
1x per week, 16 weeks
1-18 learners per class
50 min

What's included

16 live meetings
13 hrs 20 mins in-class hours
Assignments
2-4 hours per week. Reading assignments will be required prior to each class meeting. Weekly optional writing assignments of around 250 words will also be offered. I will provide grading and feedback on these assignments if it is desired. In order to receive a grade for the course, students must complete at least eight of these assignments. They can complete another assignment to replace a grade if they wish, for up to sixteen completed assignments. A student who only completes four assignments may receive a certificate of completion for the course if they choose. Written assignments are entirely optional. The only requirement for the course is reading and participating in class discussions.
Letter Grade
Letter grades will be offered as an option for students who complete at least eight written assignments.
Certificate of Completion
A certificate of completion will be offered as an option for students who complete at least four written assignments.

Class Experience

US Grade 9 - 12
Course Description:

In this sixteen-week class, students will read and discuss a variety of primary texts from the history of philosophy, including the classical, medieval, and early modern eras. Class meetings will utilize a Socratic format where the instructor facilitates a discussion using guided questions. This enables students to interact with each other, the instructor, and the content more actively than in a traditional lecture-style course.

Please note that this course will explore a variety of potentially difficult topics, ideas, and events from divergent perspectives. It is the responsibility of the parent or guardian to review the overview section below in order to determine if they want their child to analyze and discuss this content. I’m happy to answer any questions you may have.

*****All learners will be required to have their cameras on for the duration of the live class meetings. This promotes an engaged learning environment for all students.*****

Assignments and Grading Policies:

Each class meeting will have an assigned reading of a segment from a philosophical text. Students are free to read more of each text if they so choose, but the class discussion and optional written assignments will focus on the assigned passages. 

It is important that students do the assigned readings in order to get the most out of the course. Given the difficulty of these texts, I only expect that students have made a good faith effort to understand the content before each class meeting, not that they have successfully done so. 

Additionally, students will have the opportunity to submit written work for feedback and grading if they so choose. In order to obtain a grade, students will have to complete eight of the optional written assignments. If a student completes four of the assignments, they are eligible to receive a certificate of completion for the course.

Students may write more than eight written assignments if they so choose. They may also write an additional assignment if they wish to replace a previous grade. I will grade up to sixteen assignments for each student. The use or aid of any AI tools or large language models is prohibited for written assignments in this course.

Students who do not wish to receive a grade or a certificate are welcome to do as much or as little written work as they like. The only requirement for enrollment is participation in weekly Socratic discussions about the assigned readings.

*****Readings and written assignments are placed on the date that they are due on the syllabus, not the date that they are assigned.*****

Learning Goals

Students will hone their critical thinking and analytical skills, practice actively participating in group discussions, and gain an understanding of several introductory philosophical concepts.
Students will come away having read portions of a variety of texts that give them a better understanding of ethics, politics, knowledge, and being.

Syllabus

Curriculum
Follows Teacher-Created Curriculum
16 Lessons
over 16 Weeks
Lesson 1:
Lifeboat Ethics
 Students will read a segment from Garrett Hardin's "Living within Limits." We will go over the reading in class and the instructor will contextualize it. Then we will have a Socratic discussion based on guided reading questions.

There will also be an optional written assignment. 
50 mins online live lesson
Lesson 2:
Moral Obligations
 Students will read a segment from Peter Singer's "Famine, Affluence, and Morality." We will go over the reading in class and the instructor will contextualize it. Then we will have a Socratic discussion based on guided reading questions.

There will also be an optional written assignment. 
50 mins online live lesson
Lesson 3:
The Experience Machine
 Students will read a segment from Robert Nozick's "Anarchy, State, and Utopia." We will go over the reading in class and the instructor will contextualize it. Then we will have a Socratic discussion based on guided reading questions.

There will also be an optional written assignment. 
50 mins online live lesson
Lesson 4:
Medical Ethics
 Students will read a segment from Thomas L. Beauchamp and James F. Childress' "Principles of Biomedical Ethics." We will go over the reading in class and the instructor will contextualize it. Then we will have a Socratic discussion based on guided reading questions.

There will also be an optional written assignment. 
50 mins online live lesson

Other Details

Parental Guidance
Please note that this course will explore a variety of potentially difficult topics, ideas, and events from divergent perspectives. It is the responsibility of the parent or guardian to review the syllabus in order to determine if they wish their child to analyze and discuss this content. I’m happy to answer any questions you may have.
Supply List
If your student wishes to read more than the assigned portions of each text, or if you prefer to have physical copies of the books themselves, below is a comprehensive list of the editions we will be using in this course:

Anscombe, GEM. Human Life, Action, and Ethics: Essays by GEM Anscombe. Edited by Mary Geach and Luke Gormally. Exeter: Imprint Academic, 2006.

Armstrong, DM. Universals: An Opinionated Introduction. Boulder: Westview Press, 1989.

Beauchamp, Thomas L. and James F. Childress. Principles of Biomedical Ethics. Oxford: Oxford University Press, 2019.

Cohen, GA. Self-Ownership, Freedom, and Equality. Cambridge: Cambridge University Press, 1995.

Dworkin, Ronald. Sovereign Virtue: The Theory and Practice of Equality. Cambridge: Harvard University Press, 2002.

Epistemology: Contemporary Readings. Edited by Michael Huemer. New York: Routledge, 2002.

Floridi, Luciano. The Ethics of Artificial Intelligence: Principles, Challenges, and Opportunities. Oxford: Oxford University Press, 2023.

Hardin, Garrett. Living within Limits: Ecology, Economics, and Population Taboos. Oxford: Oxford University Press, 1995.

Lewis, David. On the Plurality of Worlds. Malden: Wiley-Blackwell, 2001.

Nozick, Robert. Anarchy, State, and Utopia. New York: Basic Books, 2013.

Nussbaum, Martha C. Creating Capabilities: The Human Development Approach. Cambridge: Harvard University Press, 2011.

Parfit, Derek. Reasons and Persons. Oxford: Oxford University Press, 1987.

Plantinga, Alvin. God and Other Minds: A Study of the Rational Justification of Belief in God. Ithaca: Cornell University Press, 1990.

Rawls, John. Justice as Fairness: A Restatement. Cambridge: Harvard University Press, 2001.

Singer, Peter. Famine, Affluence, and Morality. Oxford: Oxford University Press, 2016.

There’s Something About Mary: Essays on Phenomenal Consciousness and Frank Jackson’s Knowledge Argument. Edited by Peter Ludlow, Yujin Nagasawa, and Daniel Stoljar. Cambridge: The MIT Press, 2004.
External Resources
Learners will not need to use any apps or websites beyond the standard Outschool tools.
Sources
Anscombe, GEM. Human Life, Action, and Ethics: Essays by GEM Anscombe. Edited by Mary Geach and Luke Gormally. Exeter: Imprint Academic, 2006. Armstrong, DM. Universals: An Opinionated Introduction. Boulder: Westview Press, 1989. Beauchamp, Thomas L. and James F. Childress. Principles of Biomedical Ethics. Oxford: Oxford University Press, 2019. Cohen, GA. Self-Ownership, Freedom, and Equality. Cambridge: Cambridge University Press, 1995. Dworkin, Ronald. Sovereign Virtue: The Theory and Practice of Equality. Cambridge: Harvard University Press, 2002. Epistemology: Contemporary Readings. Edited by Michael Huemer. New York: Routledge, 2002. Floridi, Luciano. The Ethics of Artificial Intelligence: Principles, Challenges, and Opportunities. Oxford: Oxford University Press, 2023. Hardin, Garrett. Living within Limits: Ecology, Economics, and Population Taboos. Oxford: Oxford University Press, 1995. Lewis, David. On the Plurality of Worlds. Malden: Wiley-Blackwell, 2001. Nozick, Robert. Anarchy, State, and Utopia. New York: Basic Books, 2013. Nussbaum, Martha C. Creating Capabilities: The Human Development Approach. Cambridge: Harvard University Press, 2011. Parfit, Derek. Reasons and Persons. Oxford: Oxford University Press, 1987. Plantinga, Alvin. God and Other Minds: A Study of the Rational Justification of Belief in God. Ithaca: Cornell University Press, 1990. Rawls, John. Justice as Fairness: A Restatement. Cambridge: Harvard University Press, 2001. Singer, Peter. Famine, Affluence, and Morality. Oxford: Oxford University Press, 2016. There’s Something About Mary: Essays on Phenomenal Consciousness and Frank Jackson’s Knowledge Argument. Edited by Peter Ludlow, Yujin Nagasawa, and Daniel Stoljar. Cambridge: The MIT Press, 2004.

Meet the teacher

Joined June, 2024
Profile
Teacher expertise and credentials
Master's Degree in Philosophy from Northern Illinois University
Bachelor's Degree in Philosophy from Illinois Wesleyan University
I have a BA in Philosophy with minors in Political Science and Greek and Roman Studies, as well as an MA in Philosophy with a concentration in Ethics and Political Philosophy. I’m the head coach of a competitive high school debate team and teach the liberal arts at a classical school. I’m also a professional creative writer and journalist.

I love helping students of all ages understand and interpret difficult subjects and learn how to crystallize their thoughts in writing and oral communication. I believe studying difficult texts is a wonderful way to facilitate this kind of growth and learning.

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