This syllabus engages dialogue about indigenous philosophical ideas and issues that frame contemporary global indigenous thought, perspective, and worldview. We explore how presuppositions of indigenous philosophy, including epistemology (how/what we know), metaphysics (what is), science (stories), and ethics (practices), affect global research programs, intellectual cultural property, economic policies, ecology, biodiversity, taxonomy, health, housing, food, employment, economic sustainability, peace negotiations, climate justice, human/treaty rights, colonial law, refugees and incarceration, self-determination, sovereignty, nation building, and digital information. Readings provide an understanding of (...) traditional and contemporary indigenous philosophical frameworks of interpretation, developments of the 1994-2004 United Nations Decade of Indigenous Peoples, the UN Permanent Forum of Indigenous Peoples, and the recent Indigenous Conference in Cancun (philosophical importance of the World Trade Organization [WTO], the World Bank [WB], the International Monetary Fund [IMF], and NAFTA). (shrink)

The syllabus presented here is designed for use in the training of researchers and research ethics committee members throughout the European Union and beyond. It is intended to be accessible to scientific and lay readers, including those with no previous experience of ethical theory and analysis. The syllabus will cover key issues in the ethics of research involving human participants, including the ethical issues associated with new technologies.

This paper reports a European Forum for Good Clinical Practice workshop held in 2011 to consider a research ethics committee training syllabus, subsequent training needs and resources. The syllabus that was developed was divided into four competencies: committee working; scientific method; ethical analysis and the regulatory framework. Appropriate training needs for each, with possible resources, were discussed. Lack of funding for training was reported as a major problem but affordable alternatives were debated. Strengths and weaknesses of this approach (...) were discussed and the resultant proposal will be disseminated through the European Forum for Good Clinical Practice and the research ethics committees of member states. (shrink)

There are many commonalities between the framework of roleplaying games such as Dungeons & Dragons and the way in which we design classes and assignments. The professor (the dungeon master) selects a number of readings with some end goal in mind (the campaign). Along the way the students are expected to be active participants (roleplay) and the professor designs progressively harder assignments (quests) in order to test the students’ abilities and to promote learning and growth (leveling up). This structural analogy (...) prompted me to investigate how such a framework could be implemented more explicitly in a class, and in this chapter I describe how I did so. (shrink)

This is probably an overly ambitious Syllabus for a ten week seminar. I regard the early part of the Syllabus (roughly, §§1-9) as pretty fixed. We may have to choose among the later topics (§§10- 12), and I welcome student input on these decisions. Required readings are preceded by `(A)`; recommended readings are preceded by `(B)`. Full references are available on the Select Bibliography. Most of the required readings come from the required texts. Required readings not found in (...) the required texts, and some recommended readings, can be found on Electronic Reserves. If you have trouble locating any of the recommended readings, let me know; I can try to help. (shrink)

Peirce’s Syllabus is examined and used to interpret metaphoric iconic stereotypes applied to Indigenous people: “noble savage,” “bloodthirsty savage,” “domestic dependent nation,” “vanishing race,” “Indian tribe,” and “ecological Indian.” Efforts on the part of the Indigenous to replace the these stereotypes with different icons such as “Native American,” “First Nations,” and, most recently, “water protectors,” are also examined. The usefulness of representamen categories from Peirce’s Syllabus, “rhematic,” “Argument,” “dicent,” “indexical,” “qualisign,” “legisign,” and “sinsign,” is demonstrated. Greimas’ observations about (...) the functions of modalities are brought in to explain how graphic images and portraiture, fictional and memoir narratives, legal discourses, and popular media representations implement various sections of the Syllabus. Putting Peirce’s Syllabus into action confirms its ability to perform dynamic, diachronic, and diagrammatic functions. (shrink)

Democratizing the syllabus has been discussed in the fields of sociology and political science but rarely in philosophy. In this paper I will draw upon my experience of teaching Philosophy of Love in an online modality to examine the impact on motivation when students fill in the gaps presented in a democratic syllabus.

Sep 17 Time travel in Special Relativity (1) Nahin 1999: 439-51 & 459-66; (2) Taylor & Wheeler 1992: 121-35; (3) Nahin 1999: 343-8. Sep 24 Time travel in General Relativity (1) Malament 1985: 91-5; (2) Thorne 1994: 483-90 & 498-521; (3) Gott 2001: 92-110. Oct 1 Time travel in Quantum Mechanics (1) Albert 1992: 17-38, 73-9, & 112-5; (2) Barrett 1999: 149-62; (3) Deutsch & Lockwood 1994.

SUÁREZ MOLANO, José Olimpo. Syllabus sobre filosofía política. Medellín: Colección Pensamiento Político Contemporáneo, Universidad Pontificia Bolivariana-Concejo de Medellín, No 3, 2003, 179 p.

This Is A New Release Of The Original 1899 Edition.

Oct. 14 Diapsalmata (E/O, Vol I) The Immediate Stages of the Erotic (E/O, Vol I) Oct. 21 The Rotation Method (E/O, Vol I) The Immediate Stages of the Erotic (continued) Oct. 28 The Diary of the Seducer (E/O, Vol I).

Ethical or moral assessments are ubiquitous, from the international political arena, where world leaders debate the morality of the U.S.’s invasion of Iraq, to private family interactions, where children accuse their parents of being unfair. In this class, we engage with this essential component of our lives philosophically. Our activity is philosophical in that we seek to understand moral questions before trying to answer them, and our primary aim is always to hone our critical reasoning skills. These skills will serve (...) you well, long after the details of this class have faded from memory. (shrink)

OBJECTIVE: To acquaint the student with the field of urban economics and to show how the principles of microeconomics and macroeconomics can be applied to the analysis of urban economic issues and problems. Such issues and problems include land issues, suburbanization versus central city development, housing availability and quality, racial discrimination, poverty, transportation, environmental quality, local public finance, and cities in less developed countries.

We will look at recent work on some topics at the intersection of semantics and pragmatics. First, we’ll begin surveying some foundational work in semantics and pragmatics. After this we’ll spend a few weeks each on: presupposition, scalar implicature, and unarticulated constituents. Two additional possible topics (if time permits) are: wide-scope indefinites and donkey anaphora. Anyone with particular interests in related areas are welcome to suggest topics or readings which can be substituted for existing topics.

This workshop brought together people who are interested in or concerned about the course syllabus. Participants’ concerns and discussion centered on issues such as: 1) the purpose of the syllabus; 2) writing objectives for the course; and 3) evaluation of a syllabus.

This workshop brought together people who are interested in or concerned about the course syllabus. Participants’ concerns and discussion centered on issues such as: 1) the purpose of the syllabus; 2) writing objectives for the course; and 3) evaluation of a syllabus.

We explored teachers? views and students? experiences of going beyond the syllabus in Advanced (A) level Mathematics. Questionnaires were sent to teachers and students in a sample of 200 schools and colleges. Teachers were asked about the necessity, importance and benefits of additional teaching. Students were asked about the extra activities they undertook. Forty-seven teacher questionnaires and 299 student questionnaires were completed. Over half of the students claimed to undertake at least some extra activities. Although a few teachers thought (...) teaching beyond the syllabus was unimportant and unnecessary, over 70% felt it should be undertaken if time allowed. Teaching efficacy was measured by comparing each teacher?s students? Mathematics results with those students? results in other A level subjects. Significantly more teachers with relatively high Mathematics results than with relatively low results believed teaching beyond the syllabus strengthens and expands students? existing knowledge and adds interest to the course. (shrink)

From industrial psychology and occupational therapy to the laboratory bench and scenes of “heroic” fieldwork, there are important connections between the science of labor and the labor of science. Participants in the 2022 Gordon Cain Conference explored how greater attention to these connections might deepen historical understanding of what constitutes “science” and what counts as “labor.” Our conversations circled around themes of vulnerability (of systems, individual bodies, historical testimony), affect (pertaining to historical actors and ourselves), and interdependence (e.g. across human (...) groups, species, political boundaries, and time). For the members of this group, which grew out of a panel discussion, these themes and motivations coalesced around a topical focus on invisibility, which helped us to articulate – in the form of a co-created syllabus – research questions about science and labor from multiple angles pertaining to practice, archival preservation, and scholarly representation. This syllabus is organized into six thematic modules that aim to challenge and historicize the concept of invisible labor by facilitating comparisons across geographic, temporal, conceptual, and disciplinary boundaries. The goals of this collaborative syllabus, in sum, are manifold: we seek to facilitate more inclusive histories of science through critical engagement with “invisibility” and thereby promote a more expansive understanding of what constitutes scientific labor; to highlight the constitutive role of gendered labor practices in the scientific enterprise; to draw attention to interdependencies that make all forms of production (knowledge or material) possible; to elucidate systems of remuneration for scientific labor over the longue durée and through pointed comparisons; and, finally, to promote self-reflexivity about the methods we use to narrate the history of science and make sense of our own labors. (shrink)

"Rather than bookish, it is much enjoyable to create and evaluate something from own centralizing the facts and thoughts of the contents only pervaded in the book.

This experiment uses quantitative and qualitative measures to address the effect of two syllabus statements on academic misconduct: one based on prohibitions and one on academic integrity. Students expressed favorable attitudes toward the statements, showed an increase in guilt compared to a control group, but showed no decrease in intentions to cheat. Including only a standard academic misconduct statement in one's syllabus is not sufficient to alter behavior, which should be acknowledged by faculty.

Plagiarism has been on the rise amongst university students in recent decades. This study puts university teachers in the spotlight and investigates their role in raising students’ awareness about plagiarism. To that end, plagiarism policies in 207 Iranian university TEFL teachers’ syllabuses were analyzed. The researchers analyzed the syllabuses to find out if they contain a plagiarism policy, and if so, how the term is defined; whether they approach the issue of plagiarism directly; if they offer students any guidelines on (...) how to avoid plagiarism; and if the consequences of committing plagiarism are specified. The results indicated that the majority of the syllabuses (83.6%) lacked a plagiarism policy and those that did include a policy were often vague in their definition of the phenomenon. However, when there was a plagiarism policy in the syllabuses, the teachers tried to address the issue directly half of the time and offered students brief guidelines on how to avoid plagiaristic behavior, which was a small step in the right direction. It is recommended that other higher education institutions make it obligatory for their academic staff to include a plagiarism policy in their syllabuses if they wish to cultivate academic integrity in students. (shrink)