1. 1Introduction to Philosophy Washington Bible College
Instructor: J. D. Head Spring 2005
Email: jdandshannon@juno.com Thursday 6:30-9:30
Phone: 301-499-4243
Professor of Record: Julie Bayon
“The history of philosophy exhibits man’s search for Truth by the way of
discursive reason. A Neo-Thomist, developing St. Thomas’ words,
Omnia cognoscetia cognoscunt imlicite Deum in quolibet cognito, has
maintained that the judgment always points beyond itself, always
contains an implicit reference to Absolute Truth, Absolute Being. At any
rate we may say that the search for truth is ultimately the search for
Absolute Truth, God, and even those systems of philosophy which
appear to refute this statement, e.g. Historic Materialism, are
nevertheless examples of it, for they are all seeking, even if
unconsciously, even if they wouldn’t recognize the fact, for the ultimate
Ground, the supremely Real.”
- from the Introduction to
A History of Philosophy,
Frederick Coppleston (I, 6)
I Purpose and Objectives:
A. The primary purpose of this or any introductory course is, obviously, to introduce you to the
major ideas and writings in the particular field. In this course, you will be introduced to the
millennia-spanning conversations on knowledge (or Knowledge), the soul, free will, ethics,
government, and aesthetics, with a view to understanding the foundations of each particular
view, and the implications of the same. What you do with the introduction is up to you.
B. A secondary purpose is to enable you to intelligently, respectfully, and confidently engage in
this conversation, both in class and, eventually, with others outside it, in order to articulate a
view of the world that is oriented toward Christ.
C. A tertiary purpose is to encourage you to think through the implications of your ideas and
beliefs, with a view to critically refining those views and constructing a more stable, coherent,
and truly Biblical worldview.
D. My final purpose is to encourage you to read with understanding and write with clarity, and to
be able think, speak, and write with originality, intelligence, and confidence.
II. Course Requirements:
A. You will be expected to read 2-3 hours a week in preparation for this class. Re-reading is
encouraged - it’s practically required by the material, which has a tendency to be dense. In
addition, reading is measured by the quality of the answers to questions about the reading.
B. Questions are to be answered, typed and double-spaced, for each excerpt read, according to
the stipulations delineated below, and are due at the beginning of each class period. Writing
should be at a college level; if you need help, avail yourself of the college writing center. Please.
C. Class participation is expected. The discipline of philosophy (and it is a discipline) is rooted in

2. constructive, sometimes boisterous, conversation, and the layout of our course pays homage to
this conversation which has lasted thousands of years. As part of this, make sure that you do
bring your book to class, so that we may turn to the words of the philosophers themselves.
NOTE: Each absence counts as a zero for class participation, for obvious reasons.
D. With that in view, you are expected to maintain some sense of decorum and respect, even
when listening to opinions that you disagree with strenuously. I do not expect that each person
who leaves this class will share the same opinion; however, I do expect that we will be able to
disagree in love, and to carefully vocalize our disagreements as critiques, not attacks, and to
receive critiques in the same light.
E. The first of two papers for the course will deal with the topic of Epistemology, and will be due
on February 17th
at the beginning of class. For the second paper, you have a choice of a paper
on either Aesthetics (due March 24th
) or Ethics (due April 28th
), also at the beginning of class.
Each of the papers will be a minimum 1000 words. More specific guidelines will be handed out
closer to the due-date; suffice it to say, however that creativity and interaction are a must.
F. Two books outside the text will also be read, both philosophical classics in their own right:
Mere Christianity by C. S. Lewis, and Fear and Trembling by Soren Kierkegaard. Both men are
Christians, and philosophers, among other things. Specimen questions for each will be
distributed in class, and will be due in lieu of the normal homework, and according to the same
grading guidelines, but are weighted at a higher value overall than a normal homework. Students
are encouraged to begin their reading early.
G. The mid-term will cover the topics of philosophical basics, epistemology, the mind-body
problem, and aesthetics, as well as questions from Mere Christianity. Approximately 20%-30%
of the test will be matching pertinent quotes with their philosopher, and the rest will consist of
essay questions over the topics we have discussed in class. The homework is excellent practice
for these kind of questions.
H. The final exam will cover the topics of freedom and determinism, proofs for the existence of
God, government, and ethical theory and problems, as well as questions dealing with Fear and
Trembling. Approximately 20%-30% of the test will be matching pertinent quotes with their
philosopher, and the rest will consist of essay questions over the topics we have discussed in
class.
I. Tardiness/ Absence: If you arrive ½ hour after class has begun, you are tardy, and your class
participation grade can be no higher than “C.” Three tardies count as an absence, and three
absences will count as failing. Attendance is of utmost importance to a class that thrives on class
discussion. Class participation for absence will count as a zero; homework not handed in
BEFORE an absence will count as late, by the following stipulations.
J. Late homework: Late homework counts for -10% for each ½ hour late you are to class, and
automatically comes in as a maximum of 50% of the grade otherwise if it is late for the week.
Assignments due prior to the midterm are no longer accepted after the midterm for grade.

3. K. Late papers: Late papers lose 30% the first week, and cap off at 50% of the grade otherwise
after that. They lose 10% if not handed in before 7pm, but before class is over the day it is due.
L. All papers are to be written in MLA format, with an outline and a bibliography - even if the
only book you use is the book you read. All assignments are to be typed.
M. Plagiarism is enthusiastically enforced. If in doubt, give credit and cite the source - it coutns
toward your overall word-count, anyway. You must cite your sources whether you quote exactly
or paraphrase. WBC policy is an “F” on the paper in which plagiarism is found, and, if you
plagiarize again, an “F” for the course.
III. Grading Breakdown:
Mid-Term Exam 20%
Final Exam 20%
Weekly Reading and Homework 15%
Paper #2 - Aesthetics or Ethics 15%
Paper #1 - Epistemology 10%
Class Participation 10%
Papers on Mere Christianity, Fear 10%
and Trembling
IV. Weekly Homework Grading
Note: Each question for the week will be graded by this scale, or a translation thereof. The
grades for each question will be added up and the average for the week’s set will count as that
week’s single grade. ** All homework answers should be typed and double-spaced. **
A - Well-organized, clear answer of the question or analysis of the passage with a strong thesis/
topic sentence; appropriate use of quotations from the passage; original thoughts which
demonstrate a clear understanding of the implications of the passage; clearly articulated
criticism or support for the ideas - or a proper mix of both; synthesis and analysis of the
ideas according to a developing Christian worldview; minimal or no grammatical or
structural errors; a junior philosopher - maybe you should switch majors.
B - Well-organized, clear answer of the question or analysis of the passage with a strong thesis/
topic sentence; clearly articulated criticism or support for the ideas; synthesis and
analysis of the ideas according to a developing Christian worldview; minimal or no
grammatical or structural errors.
C - An organized answer to the question at hand, demonstrating that the passage was read with
some comprehension, and that thought was expended in understanding the idea; able to
answer the ideas of the passage reasonably and logically without attacking them; some
grammatical problems, but no glaring ones.
D - A short, disorganized, or incomplete answer to the question; an answer that is demonstrably
wrong, but which stems from a reasonable misunderstanding; attacks rather than
critiques; many grammatical and/or structural problems; illegible writing.
F - A short, disorganized, or incomplete answer to the question; an answer that is demonstrably
wrong; attacks rather than critiques; many grammatical and/or structural problems;
illegible writing.

4. V. Weekly Participation grading - with Homework
Note: Because outside reading and thinking is integral to the discussion in class, there will be no
participation grade higher than a “C” given if the homework is not handed in at the beginning of
class. Positive participation is defined loosely as “advancing the conversation of class without
dominating it, being respectful to peers, even though they are clearly wrong and/or ignorant, and
maintaining an atmosphere of attention and respect - asking questions, answering, and thinking.”
A - Participates positively at least 4 times during the class session.
B - Participates positively at least 3 times during the class session.
C - Participates positively at least 2 times during the class session.
D - Participates positively at least 1 time during the class session.
F - Does not participate.
VI Required Texts
Kierkegaard, Soren. Fear and Trembling. Penguin, 1985.
Lewis, C. S. Mere Christianity. HarperSanfrancisco, 1952.
Western Philosophy: An Anthology. Ed John Cottingham. Blackwell, 1996.
Selected Bibliography
Copleston, Frederick. A History of Philosophy, Volumes I-IX. Image, 1993.
Dennett, Daniel. Consciousness Explained. Little-Brown, 1991.
Grenz, Stanley J. and John R. Franke. Beyond Foundationalism: Shaping Theology in a
Postmodern Context. Westminister John Knox Press, 2001.
Hume, David. An Inquiry Concerning Human Understanding. Bobbs-Merrill, 1955.
Kierkegaard, Soren. Fear and Trembling. Penguin, 1985.
Lewis, C. S. Mere Christianity. HarperSanfrancisco, 1952.
Moore, Noel Brooke and Richard Parker. Critical Thinking. McGraw-Hill, 2004.
The Philosophy of Artificial Intelligence. Ed. Margaret A. Boden. Oxford, 1990.
Palmer, Donald D. Kierkegaard for Beginners. Writers and Readers, 1996.
Percesepe, Gary. Philosophy: An Introduction to the Labor of Reason. Macmillan, 1991.
Philosophic Classics, Volumes I-V. Ed by Forrest E. Baird and Walter Kauffman. Prentice
Hall,1997.
Rorty, Richard. Contingency, Irony, and Solidarity. Cambridge University Press, 1989.
Russell, Bertrand. The Problems of Philosophy. Oxford, 1979.
Taylor, Daniel. The Myth of Certainty. Intervarsity Press, 1986.
Werhane, Patricia. Philosophical Issues in Art. Prentice Hall, 1984.
Western Philosophy: An Anthology. Ed John Cottingham. Blackwell, 1996.