HomeMy WebLinkAboutPHR-111BCC Syllabus Template May 20, 2024, Revised for PHR 111 February 2025
Bergen Community College
Division of Humanities
Department of Philosophy and Religion
Course Master Syllabus
PHR 111 Social and Political Philosophy
Basic Information About Course and Instructor
Semester and year:
Section Number:
Meeting Times:
Locations:
Instructor Name:
Office Location:
Phone:
Office Hours:
Email Address:
Departmental Secretary: Shailly Mahajan, A-328A, 201-879-3606
Course Description
PHR-111 Social and Political Philosophy is a general introduction to the broad themes of
political philosophy and social theory: How human life is and should be organized into
societies; the nature of political systems and different forms of government; the
relationship between the individual and the state; the nature of justice; the influence of
economy on society; how human nature influences social nature; and the meaning of
freedom and democracy.
Credits: 3 (3 lectures)
Prerequisites: None
Corequisites: None
General Education Humanities Course
Student Learning Outcomes
As a result of meeting the requirements in this course, students will be able to:
1
BCC Syllabus Template May 20, 2024, Revised for PHR 111 February 2025
Student Learning Outcome: Means of Assessment:
1. Identify, summarize, and explain central issues,
theories, and philosophers from the history of
social and political philosophy, demonstrating an
understanding of their contexts.
Examinations or quizzes
Critical summary essay
Argument analysis essay
Argument regimentation/reconstruction
Compare and contrast essays
2. Locate, evaluate, and integrate information from a
variety of sources to develop a refined
understanding of social and political philosophy.
Research project utilizing the Philosopher ’s Index
or other scholarly search engines of
peer-reviewed sources.
3. Develop and defend their own philosophical
positions on social and political issues through
clear, logical, and concise writing.
Reflection essays
Philosophy in the Wild project
4. Apply logical standards and good critical thinking
to assess the strengths and weaknesses of
philosophical arguments and proposed solutions
to political and social problems.
In-class debate
Argument analysis essay
Critical summary essay
5. Through active and respectful discussion,
critically engage with a variety of perspectives on
social and political philosophy.
Structured debate
Guided discussions
Essential Learning Outcomes
EL1 EL 2 EL 3 EL 4 EL 5 EL 6 EL 7 EL 8 EL 9 EL10 EL 11
SLO 1 X X X X X X
SLO 2 X X X X
SLO 3 X X X
SLO 4 X X X X
SLO 5 X X X
EL1-Effective Speaking
EL2-Effective Writing
EL3-Mathematical Reasoning
EL4-Scientific Reasoning
EL5-Technological Competency
EL6-Information Literacy
EL7-Social-Behavioral Analysis
EL8-Historical Analysis
EL9-Humanistic Analysis
EL10-Intercultural Awareness
EL11-Moral Literacy
*In accordance with the Standards for General Education Courses at Bergen Community College (2013), all Gen
Ed courses are required to address EL1, EL2, EL6, and EL11 (when appropriate), in addition to the ELO that
corresponds to its area of study (EL 3-5 and 7-9).
Signature Assignment:
The following assignment should be taught at least once in all sections.
Critical Summary Essay
The critical summary is a substantial and focused 3-page essay, written in MLA style, about a
specific philosophical argument in an assigned reading. The first two parts of this project are
analysis and the third part is evaluation:
1. Identify and “unpack” some specific supported claim made in the text—this is the
2
BCC Syllabus Template May 20, 2024, Revised for PHR 111 February 2025
conclusion of some argument in the reading. Students should briefly explain its
meaning through key terms or useful background information, and its importance by
how it relates to the rest of the text, or this course, or the philosophical subject matter
generally. They must correctly quote and cite the text, but quotations should not be
more than 20% of the text.
2. Explain the support for the conclusion—the premises of the argument. These could
be examples or analogies, common knowledge or special assumptions, definitions, rules
of science or logic, even ethical principles or moral theories—anything the author relies
on in supporting their claim. (Usually, the author is explicit about this, but sometimes
arguments contain important unstated assumptions). Quotes are required in this part of
the essay; however, quotes should not be more than 20% of the text, you do have to
write on your own here.
3. Evaluate the argument. Students should explain why we ought to accept or reject the
argument. Students might explain why this is a good philosophical argument, why any
reader ought to be convinced by it. They might also defend the argument against a
potential objection If the student thinks we should reject it, they need to explain what’s
wrong with the argument (which cannot be that you just disagree with the conclusion);
i.e., they need to explain why any reader ought to reject the argument. Quotes are not
required here. This is where the student’s ideas belong.
Course Content:
As an introduction to social and political philosophy, presupposing no student background,
the course can be organized topically or historically. Specific topics may include citizenship,
justifying state power, the social contract tradition or feminist political philosophy. Historical
courses might study relevant philosophical texts and ideas chronologically.
Original source material by political and social philosophers, both classical and
contemporary, can be read, including figures such as (but not limited to): Plato, Aristotle,
Augustine, Machiavelli, Hobbes, Locke, Rousseau, Hume, Smith, Hamilton, Wollstonecraft,
Burke, Marx, Mill, Rawls, Nozick, Nussbaum and Habermas. Historical institutions and
events, such as democracy in ancient Athens, the divine right of kings, the importance of
colonialism or globalization can be covered. Regardless of approach, the course must
include:
1. An at least minimal review of political philosophy’s major periods and locations, e.g.,
ancient Chinese, classical Greek, medieval or early modern European, contemporary,
etc.
2. Considerable review of the topics, problems and methods of social and political
philosophy.
Students are required to work on the following figures or texts:
1. Appropriate excerpts from at least one Ancient Greek or Roman text, preferably Plato’s
political works (e.g., Crito or Republic) or Aristotle’s Politics.
2. Appropriate excerpts from at least three of the following modern through contemporary
texts: Hobbes Leviathan; Locke's Second Treatise; Rousseau's Social Contract; The
Federalist Papers; selections from Marx or Engels; Mill's On Liberty; Rawls's A
Theory of Justice; Nozick's Anarchy, State, and Utopia.
This course may examine other philosophical issues as they relate to social and political
philosophy, for example personhood and the ethics of immigration or food scarcity, but should
contain no more than 20% of these issues, as they may overlap with PHR-101 Introduction to
Philosophy and PHR-102 Contemporary Moral Issues.
3
BCC Syllabus Template May 20, 2024, Revised for PHR 111 February 2025
Course Texts or Other Study Materials:
Students in PHR-111 Social and Political Philosophy must read mostly primary texts, not
textbooks that describe philosophical positions (though such can be used in addition to primary
texts). Instructors may also require inexpensive copies of primary texts, e.g., Hackett editions
of Plato’s dialogues. There are excellent textbook anthologies of primary readings. Instructors
may also choose Open Educational Resources (OER) for their courses, to keep student costs
minimal, or However, instructors should be selective about OER readings, which can
sometimes contain dated or inferior translations or excerpts. The following textbooks are
recommended by the Department of Philosophy and Religion:
● Steven M. Cahn editor. Political Philosophy: The Essential Texts. Oxford University
Press, 4th edition 2022.
● Gideon Rosen, et al., editors. The Norton Introduction to Philosophy. W.W. Norton,
2018.
Research, Writing, and/or Examination Requirement(s):
As a ‘General Education Humanities' course, PHR 111 requires students to complete a variety
of critical thinking, writing and speaking assignments. It also may require students to employ
techniques of scholarly research in some assignments, which may include class discussions and
debates requiring the application of critical thinking skills, short in-class essays, out-of-class
writing projects (journals, research papers, argument-analysis papers, book reviews, etc.), tests
and examinations containing essay components, and so forth. Instructors will respond to, or
comment on, student writing in detail.
Grading Policy:
A student’s final grade for the course is based primarily on performance on the required work
for the course (writing assignments, examinations, class presentations, etc.) and on overall
mastery of the material covered in the course. A student’s class participation may also be
evaluated, and the grade may be used as a factor in determining the student’s final grade for the
course; but a class participation grade will count for no more than twenty percent (20%) of the
final grade. A student's research and writing work will count at least fifty percent (50%) of the
final grade.
Philosophy and Religion Departmental Attendance Policy:
All students are expected to attend on time every scheduled meeting of each course in which
they are registered. Attendance, lateness policies and sanctions are to be determined by the
instructor for each section of each course. These will be established in writing on the
individual course outline. Attendance will be kept by the instructor for administrative and
counseling purposes. A reasonable makeup policy is left to the instructor's discretion, but
good excuses, serious and documented, should be accepted. Make-ups for examinations
should be allowed by the instructor if, in the instructor ’s judgment, the student has presented
a good excuse for missing the work. Instructors may penalize work which is late; however,
the instructor ’s policies for make-ups and late work must be clearly specified on the student
guide.
Statement on the BCC Philosophy Club:
The Philosophy Club has functioned continuously since the late 1980’s. It usually meets on
Tuesdays during the Activities Period, 12:30-1:25 PM, but sometimes also on different days
and at different times. Students are encouraged to join the club. For further information,
4
BCC Syllabus Template May 20, 2024, Revised for PHR 111 February 2025
contact the Office of Student Life, who can provide contacts for the current club executive
board and faculty advisor.
Other College, Divisional, and/or Departmental Policy Statements:
Statement on plagiarism and/or academic dishonesty:
Academic Matters - Bergen Community College - Acalog ACMS™
Statement on the appropriate use of AI (see the following link for guidance):
AI-Guidance-Resource-Page.pdf (bergen.edu)
ADA statement:
Disability Services (Office of Specialized Services) | Bergen Community College
Sexual Harassment statement:
HR-003-001.2018-Policy-Prohibiting-Sexual-Harassment.pdf (bergen.edu)
Statement on acceptable use of BCC technology:
Acceptable-Use-Policy.pdf (bergen.edu)
Recommended Syllabus Statements from the Office of Specialized Services:
Syllabus Statements | Bergen Community College
Statement on the purpose and value of faculty office hours.
Accessibility Statement
Bergen Community College is committed to ensuring the full participation of all students in its
programs. If you have a documented disability (or think you may have a disability) and, as a result,
need a reasonable accommodation to participate in this class, complete course requirements, or benefit
from the College’s programs or services, contact the Office of Special Services (OSS) as soon as
possible at 201-612-5270 or www.bergen.edu/oss. To receive any academic accommodation, you must
be appropriately registered with OSS. The OSS works with students confidentially and does not
disclose any disability-related information without their permission. The OSS serves as a clearinghouse
on disability issues and works in partnership with faculty and all other student service offices.
Student Support Services
Bergen Community College provides exemplary support to its students and offers a broad variety of
opportunities and services. A comprehensive array of student support services including advising,
tutoring, academic coaching, and more are available online at https://bergen.edu/currentstudents/.
Sidney Silverman Library Online Resources: Guides BY SUBJECT - LibGuides at Bergen Community College General Search and Databases: Library | Bergen Community College
Sample Course Schedule:
This sample version of PHR-111 is historically organized into distinct learning modules. The
5
BCC Syllabus Template May 20, 2024, Revised for PHR 111 February 2025
structure of modules is an opening discussion with a reflective in-class essay, followed by
readings in philosophy, an in-class debate and then an exam, considered summative for the
module. The final module is the critical summary project.
Week Topic/Activity/Assignments
1-2 Module 1: Classical Conceptions of Justice–Human Flourishing
Required Reading:
Plato Apology and Crito
Aristotle Politics
Assessments:
In-class reflective writing: Human Nature and the State
Canvas quiz on each assigned reading
Stand Where you Stand (class debate)
Exam 1, multiple choice and short essays
3-7 Module 2: The Modern Period–Political Liberalism and The Social Contract Tradition
Required Reading:
Machiavelli The Prince
Hobbes Leviathan
Locke Second Treatise on Government
Rousseau Of the Social Contract
Wollstonecraft A Vindication of the Rights of Women
The Federalist Papers and The US Constitution
Assessments:
In-class reflective writing: How much power should the state have?
Canvas quiz on each assigned reading
Stand Where you Stand (class debate)
Exam 2, multiple choice and short essays
8-14 Module 3: 19th - 21st Centuries–Freedom, Equality and Distribution
Required Reading:
Marx and Engels The Communist Manifesto or The Economic and Philosophic Manuscripts of
1844
Mill On Liberty
Arendt The Origins of Totalitarianism
Nozick Anarchy State and Utopia
Rawls Justice as Fairness
Charles Mills The Racial Contract
Nussbaum Feminist Critiques of Liberalism
Assessments:
In-class reflective writing: Should America care about income inequality?
Canvas quiz on each assigned reading
Stand Where you Stand (class debate)
Exam 3, multiple choice and short essays
15 Module 4: Critical Summary
Required Reading:
None, students should pick a text to work on, providing this to instructors.
Peer review in class
Assessments:
Critical Summary Project (out of class writing)
*All readings are from Cahn, Political Philosophy
Note to Students: This course outline and calendar is tentative and subject to change,
depending upon the progress of the class.
6