25 US$
weeklyor 400 US$ for 16 classes
Filosofía contemporánea (en vivo)
Edades 14-18
Curso grupal en vivo
Videoconferencias en vivo
1 x por semana, 16 semanas
1-18 alumnos por clase
50 min
Qué está incluido
16 reuniones en vivo
13 horas 20 minutos horas presencialesTareas
2-4 horas por semana. 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.Letra de calificación
Letter grades will be offered as an option for students who complete at least eight written assignments.Certificado de finalización
A certificate of completion will be offered as an option for students who complete at least four written assignments.Experiencia de clase
Nivel de inglés: desconocido
Grado de EE. UU. 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.*****
Metas de aprendizaje
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.
Programa de estudios
Plan de estudios
Sigue en plan de estudios Teacher-Created16 Lecciones
más de 16 semanasLección 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 minutos de lección en vivo en línea
Lección 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 minutos de lección en vivo en línea
Lección 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 minutos de lección en vivo en línea
Lección 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 minutos de lección en vivo en línea
Otros detalles
Orientación para padres
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.
Lista de útiles escolares
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.
Recursos externos
Los estudiantes no necesitarán utilizar ninguna aplicación o sitio web más allá de las herramientas estándar de Outschool.
Fuentes
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.
Conoce al profesor
Experiencia y certificaciones del docente
2 Grado
Maestría en Filosofía desde Northern Illinois University
Licenciatura en Filosofía desde 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.
Reseñas
Ms. Schultz, MA sugiere esta clase a continuación...
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