• Douglas J. Soccio. Philosophy in Context, ed., Thomson-Wadsworth, 2006. ISBN: 0495009121

• T. Z. Lavine. From Socrates to Sartre: Philosophic Quest - consult your instructor before buying this text, ed., Bantam Dell Publishing, 1985. ISBN: 0553251619

The student should become familiar with the major problems that 
philosophy has concerned itself with during the last 2600 years.

Additionally, the student should gain some sense of both the history 
of philosophy and the discipline's contemporary relevance.  The 
course is presented so that students are stimulated to lead more 
thoughtful lives.
    
Global Learning Outcomes:

I.  CRITICAL THINKING: Students will evaluate the validity of their 
own and others’ ideas through questioning, analyzing, and 
synthesizing results into the creative process.
	
	A.  Collect, organize, classify, correlate, analyze, and
         present materials and data from variety of academic
         disciplines and sources, distinguishing between facts and 
         opinions, judgments and inferences, and the objective and 
         subjective. The student may be required to critically
         evaluate, as well as compare and contrast differing 
 	philosophic theories.

	B. Discriminate between inductive and deductive reasoning 
         and recognize the structure of arguments. Student may be 
         shown how to apply these skills to the course readings. This
         may be done following the lead of the instructor.

	C.  Consciously raise questions, suspending judgment and
         remaining open to new information, methods, cultural
         systems, values, and beliefs. Student may be taught the
         difference between “learning” a theory and “believing” a
         theory. This supports the student’s ability to approach the
         material, relativistically. 


V.	CULTURAL LITERACY: Students will develop an appreciation of 
human culture and its diversity and the role of the creative arts in 
society.
	
	A. Demonstrate an understanding of cultural, national,
         ethnic, religious, and gender differences among peoples of
         the world. The student may be required to read theories from
         authors of varying time periods as well as historical-
         geographical location.

	B. Critically analyze and discuss literature as it reflects
	diverse cultures and world views. The student will be 
         exposed to belief systems representative of diverse cultures
         and world views with respect for difference.

	C. Assess mass media messages, derive important news and
         other essential information from a variety of sources, and
	thoughtfully use this knowledge as a responsible citizen.
	The student may be required to review films that are 	
	theoretically relevant for the sake of practical
         application.

VI.	SOCIAL SKILLS: Students will develop and use skills and 
attitudes that integrate individuals into society. 

	A. Demonstrate appropriate social skills, language, and
         emotions in different situations, showing respect for
         others’ opinions. Students may be assigned to work in groups
         where difference is expected and cooperation is required.

	C. Recognize unethical behavior such as plagiarism and its
	implications. The student will be required to provide
	independent thoughts and demonstrate them through writing
	assignments.

	D. Work both alone and with others, understanding the roles
         of leadership and teamwork, to achieve goals. The work
         groups formed in class may periodically be rearranged with
         respect to group membership and individual responsibility 
         inside the group.
        
              

The student should demonstrate, through her/his writing, the ability 
to clearly articulate the philosophical theories covered in the 
course.  This philosophical background should enhance the student's 
independent philosophical thinking.  In general, the course should 
improve the student's reading and writing skills.