Philosophy 103 (Introduction to Philosophy) Syllabus

PHILOSOPHY DIVISION
ADDU-SCHOOL OF ARTS AND SCIENCES

PHILOSOPHY 103
Introduction to Philosophy

Instructor : Asst. Prof. Jose Ma. “Nonoy” Ybanez Tomacruz
Class Hours : MWF-Sched. – 8:45-9:45 (F-506); 11:05-12:05 (F-712); 12:25-1:25 (F-309); 2:35-3:35 (F-503)
TTh-Sched. - 11:00-12:30 (F-407); 1:00-2:30 (R-101);
2:35-4:05 (F-512)
Consultation : MWF-Sched. - 10:00-11; 1:30-2:30; 3:40-5:00
TTh-Sched. - 10:00-11:00
(For any emergency, please do feel free to come outside the aforementioned hours)
E-mail Addresses : tomacruz@addu.edu.ph ; azimuthal@lycos.com

________________________________________________________________________

COURSE SYLLABUS

Pre-requisite : Usually should be a College Junior Student
Units : 3
Sem./AY : 1st Semester, 2005-2006
No. of Contact Hrs. : 54
Grading Periods : 3

General
Description : The course, as its sub-title implies provides an initial, though substantial, exposure into what Philosophy is all about. Basically the contents of the course will be taken up thematically. As such, we shall bite into the general themes of human understanding/knowledge; human freedom and its related topics like subjectivity, search for existential meaning, and the like; and human relatedness.

Course Objective : The course seeks to instill on the students:
a. a deeper understanding:
a.i. of human existence as one of participative knowledge or understanding;
a.ii. of the nature and meaning of human freedom as expressed in his/her being someone who has a body and as, Heidegger says, “a being who in his being, this being itself is at issue” ;
a.iii. of co-existence, (i.e., existent among existents) or as a being-with, -through, -by-the-other;;
a.iv. of as to how the human being in such an inevitable predicament conducts and views him/herself;
b. a better perspective of their respective lives;
c. a deeper insight into themselves, into the other human beings and the other denizens of this world;
d. an eventual resolution that one is indeed a person-with-others, person-through-others, person-for-others;
e. and a firm conviction that indeed life (and of course, death) is what one makes of it.

Values Sought : The course seeks to develop and instill on the students, the values, among others, of:
a. intellectual curiosity;
b. intellectual and moral honesty;
c. love for hardwork;
d. mental toughness and robustness;
e. self-confidence;
f. that sense of awareness that life should be lived to the fullest in its every moment because of the certainty that it can to a definitive conclusion or end anytime;
g. widening of personal horizons;
h. love and appreciation of life despite and precisely because of its struggles;
i. respect for every person and his/her view/s;
j. punctuality and time-consciousness;
k. logical and sensical thinking;
l. appreciation for each one’s capacity for creativity;
m. appreciation for hardwork and labor as expressions of their humanity;
n. the sense of appreciation and gratitude out of the fact that even if life may end at any moment, one is very much alive and existing at this moment, and that is enough.

References : There will be one general theme in every grading period. The themes of the course will be taken up through reading of articles taken from works of multiple authors. There would be articles of whose complete bibliographies are still available, ergo the said bibliographies will be provided for. Otherwise, what is provided will be at least the author’s name and the article’s title. The list of references is ordered according to their priority in terms of themes and their place in the sequence of articles during any given grading period. (At the outset, let it also be noted that the aforementioned articles are taken verbatim from the said authors. However, any error in the printing of the articles are to be taken as typographical errors, and not as the fault of any of the said authors. In addendum, the Instructor, by using the said articles is, in no way making any copyright claim on the said original articles. The Instructor, by using the said articles is but at most a propagator or even an articulator of the said authors’ ideas, and by such, is therefore, not in any way a mercantile profiteer)

Class Readings:
1. “Insight”, Roque Ferriols, S. J.;
2. “The Allegory of the Cave”, (The Republic) Plato;
3. “Primary and Secondary Reflections”, Gabriel Marcel;
4. “Subjectivity and Freedom”, William Luijpen;
5. “On Human Freedom”, John Kavanaugh;
6. “Man’s Search for Meaning”, Viktor Frankl;
7. “Intersubjectivity”, William Luijpen;
8. “Love”, M. Scott Peck;
9. “On Forgiveness”, Lewis B. Smedes

Planned Film Viewings:
1. “The Matrix”, 1st Grading;
2. “Butchekik”, 1st Grading;
3. “First Time Movie”, 1st Grading;
4. “The Village”, 2nd Grading;
5. “As Good as it Gets”, 3rd Grading.

Supplementary Readings:
1. “Sophie’s World”, Jostein Gaarder;
2. “One Day in the Life of Ivan Denisovich”, Aleksandr I. Solzhenitsyn;
3. “The Soul and Barbed Wire”, (The Gulag Archipelago), Aleksandr I. Solzhenitsyn;
4. “The Proximity of the Other”, Emmanuel Levinas;
5. “Night”, Elie Wiesel;
6. “Violence of the Face”, Emmanuel Levinas;
7. “Dialogue on Thinking-of-the-Other”, Emmanuel Levinas;
8. “Forgive and Forget”, Lewis B. Smedes.


Course Requirements:
a. 3” x 5” index card;
b. Large size note filler (close-gapped);
c. 1 x 1 photo;
d. Faithfulness in class attendance;
e. Productive and creative participation in class activities;
f. Recitations;
g. Written Works;
h. Class activities other than items f and g;
i. Periodical Examinations.


Course Outline

I. FIRST GRADING PERIOD
Introduction
1.1. Prima Non Datur (not applied this semester due to late start of classes)
1.2. Students’ Expectations
1.3. Class Principles and Guidelines

II. HOMO: ESSE VERITATIS
2.1. Sessional Readings:
2.1.1. “Insight”, Roque Ferriols, S. J.;
2.1.2. “The Allegory of the Cave”, (The Republic) Plato;
2.1.3. “Primary and Secondary Reflections”, Gabriel Marcel.
First Grading Examination Days

III. 2nd Grading Period
HOMO: ESSE LIBERTATIS
3.1. Sessional Readings:
3.1.1. “Subjectivity and Freedom”, William Luijpen;
3.1.2. “On Human Freedom”, John Kavanaugh;
3.1.3. “Man’s Search for Meaning”, Viktor Frankl;
Second Grading Examination Days

IV. 3rd Grading Period
HOMO: ESSE AMORIS
4.1. Sessional Readings:
i. “Intersubjectivity”, William Luijpen
4.1.2. “Love”, M. Scott Peck;
4.1.3. “On Forgiveness”, Lewis B. Smedes .
Third Grading Examination Days


DETAILED COURSE SYLLABUS


Day 1 I. INTRODUCTION
1.1. Prima Non Datur Day
1.1.1. Basic Class Requirements
1.1.2. Initial Attendance Checking
1.1.3. Initial Presentation of Class Principles and Guidelines
1.1.4. Reading Announcement: Sessional Readings 2.1.1-
1.1.4.1. “Insight”, Roque Ferriols, S. J.;
1.1.4.2. “The Allegory of the Cave”, (The Republic) Plato;
1.1.4.3. “Primary and Secondary Reflections”, Gabriel Marcel.
1.1.5. Reading Assignment: Sessional Reading 2.1.1

Day 2
1.2. Students’ Expectations
1.3. Class Principles and Guidelines
1.4. Reading Announcement: Sessional Readings 2.1.1- 2.1.3
1.5. Reading Assignment: Sessional Reading 2.1.1

II. First Grading Period Proper
HOMO: ESSE VERITATIS
2.1.1. “Insight”, Roque Ferriols, S. J.;
2.1.2. “The Allegory of the Cave”, (The Republic) Plato;
2.1.3. “Primary and Secondary Reflections”, Gabriel Marcel.

Day 3
2.1. Sessional Reading: The Seatwork
>>> Write not less than 15 questions on S.R. 2.1.1 “Insight”. One can go beyond 15 qq. but not below. Otherwise, one gets an automatic zero(0);
>>> Questions already found in the article should not be used anymore;
>>> The seatwork is good for the whole class period;
>>> The first five (5) students to submit their work, provideed they followed all instructions will get plus five (5) points.
***** Reminder: be ready for S.R. 2.1.1

Day 4
Intra-class Discourse: An Initial Inventory of Human Intelligence

Day 5
2.1.1. “Insight”, Roque Ferriols, S. J.;
2.1.1.1 Basic Outline of S.R. 2.1.1
a. What is insight?;
b. The Juan episode;
c. Analyze 4;
d. Other possibilities of an insight;
e. The insight-philosophy relations
2.1.1.2. Intra-class Discourse;

Day 6
2.1.1.3. Review of Previous meeting;
2.1.1.4. Continuation of Intra-class Discourse;
2.1.1.5. Synthesis and Conclusion;
>>> “Butchekik”
2.1.1.6. Assign S.R. 2.1.2;
2.1.1.7. Homework: 1-page Essay: “Do I Really Need to Think?”

Day 7
2.1.1.8. Individual Graded Recitation on SRs 2.1.1;
2.1.1.9. Remind students on SRs 2.1.2 and 2.1.3;

Day 8
2.1.2. “Allegory of the Cave”, Plato (The Republic);
2.1.2.1. Pre-Discourse Exercise: Discuss Homework, 1-page Essay: “Do I Really Need to Think?”
2.1.2.2. Basic Outline of SR 2.1.2:
a. Backgrounds of Plato and Socrates and “The Republic”;
b. Inside the Cave;
c. The Unshackling;
d. Outside the Cave;
e. Allegory Defined;
f. Symbols and Meanings;
g. Truth and Dare?; Truth or Dare?;
h. The Allegory of the Cave
2.1.2.4. Intra-class Discourse;
2.1.2.5. Homework: 1-page Essay: “An unexamined life is a life not worth living”;
2.1.2.6. Assign SR 2.1.3;

Day 9
2.1.2.7. Review of Previous meeting;
2.1.2.8. Continuation of Intra-class Discourse on SR 2.1.2;
2.1.2.9. Synthesis and Conclusion;
2.1.2.9.1. Discussion of Homework: 1-page Essay: “An unexamined life is a life not worth living”;
2.1.2.9.2. Assign SR 2.1.3;
2.1.2.9.3. Reminder: 1st Grading Examination on 18 July 2001

Day 10
2.1.3. “Primary and Secondary Reflections”, Gabriel Marcel;
2.1.3.1. Basic Outline of SR 2.1.3
a. Reflection ;
b. Descriptions;
c. Primary Reflection;
d. Secondary Reflection;
e. Life vis-a-vis Reflection;
f. Reflection vis-a-vis Life;
2.1.3.2. Intra-class Discourse;
2.1.3.3. Synthesis and Conclusion;
2.1.3.4. Reminder: 1st Grading Examination;
2.1.3.5. Reminder: Second Grading Sessional Readings:
3.1.1. “Subjectivity and Freedom”, William Luijpen;
3.1.2. “On Human Freedom”, John Kavanaugh;
3.1.3. “Man’s Search for Meaning”, Viktor Frankl;

Day 11
2.1.4.5. Review of SRs 2.1.1-2.1.3;
2.1.4.7. Reminder: 1st Grading Examination ;
2.1.4.8. Repeat announcement on Readings for the 2nd Grading Period (SRs 3.1.1-3.1.3);
2.1.4.9. Assign SRs 3.1.1;
2.1.5.0. 1st Homework for 2nd Grading Period: 1-page Essay “Do I really need to be free?”

Day 12
2.2. First Periodical Examination


Day 13
ANNUAL FACULTY RETREAT (?)
(Time should be spent by students to do their homework and prepare for SR 3.1.1)

III. 2nd Grading Period
HOMO: ESSE LIBERTATIS
3.1. Sessional Readings:
3.1.1. “Subjectivity and Freedom”, William Luijpen;
3.1.2. “On Human Freedom”, John Kavanaugh;
3.1.3. “Man’s Search for Meaning”, Viktor Frankl;

Day 14
3.1.1. “Subjectivity and Freedom”, William Luijpen;
3.1.1.1. Discuss Homework, 1-page Essay: “Do I really need to be free?”
3.1.1.2 . Basic Outline of SR 3.1.1
a. Thing and the Human Differentiated;
b. The Subject;
c. The Subject/Person who has Freedom:
>>> is the one who gives meaning;
>>> affirms him/herself in the:
a. cognitive level;
b. affective level;
>>> is the “being for whom in his being this being itself is at issue”;
>>> is a “having to be”;
>>> is a “project”:
a. facticity;
b. potentiality;
>>> has “direction”;
>>> lives such freedom in the/a world;
3.1.1.3. Intra-class Discourse;

Day 15
3.1.1.4. Review of Previous meeting;
3.1.1.5. Continuation of Intra-class Discourse;
3.1.1.6. Synthesis and Conclusion;
3.1.1.7. Reminder: SR 3.1.2;
3.1.1.8. Homework: 1-page Essay: “Which is better, too little freedom or too much freedom?”

Day 16
3.1.2. “On Human Freedom”, John Kavanaugh;
3.1.2.1. Discuss Homework, 1-page Essay: “Which is better, too little freedom or too much freedom?”
3.1.2.2 . Basic Outline of SR 3.1.2
a. Skinnerian Determinism;
b. Sartrian Freedom;
c. Response to Skinner;
d. Response to Sartre;
e. Actual Human Freedom
f. Nota bene: Freedom and Anxiety
3.1.2.3. Intra-class Discourse;
3.1.2.4. Reminder: SR 3.1.3

Day 17
3.1.2.5. Review of Previous meeting;
3.1.2.6. Continuation of Intra-class Discourse;
3.1.2.7. Synthesis and Conclusion;
3.1.2.8. Reminder: SR 3.1.3;

Day 18
3.1.2.9. Graded Recitation on S. R.s 3.1.1 & 3.1.2
3.1.2.9.1. Homework: 1-page Essay “Is it true that life is what you make it?”

Day 19
3.1.3. “Man’s Search for Meaning”, Viktor Frankl;
3.1.3.1. Discuss Homework: 1-page Essay “Is it true that life is what you make it?”;
3.1.3.2. Basic outline of SR 3.1.3:
a. Background;
b. Mere product?;
c. Participative agent?;
d. Inner freedom;
3.1.3.3. Intra-class Discourse;

Day 20
3.1.3.4. Review of Previous meeting;
3.1.3.5. Continuation of Intra-class Discourse;
3.1.3.6. Synthesis and Conclusion;
3.1.3.7. Reminder: SRs 4.1.1-4.1.3;

Day 21
3.1.3.8. Graded Recitation on SRs 3.1.1-3.1.3
>>> Whole class period;
3.1.3.9. Reminder: SRs 4.1.1-4.1.3;

Day 22
3.1.3.9.1 Graded Recitation on SRs 3.1.1-3.1.3
>>> Whole class period;
3.1.3.9. 2. Reminder: SRs 4.1.1-4.1.3;

Day 23
3.1.3.9.3. Review for 2nd Grading Examination;

Day 24
3.1.3.9.4. Review for 2nd Grading Examination;
3.1.3.9.5. First Homework for 3rd Grading Period: 1- page Essay “Do I really need to love?”
>> to be submitted on 27 August 2001;
3.1.3.9.6. Assign S. R. 4.1.1

Day 25
3.1.3.9.7. Second Grading Periodical Examination

IV. 3rd Grading Period
HOMO: ESSE AMORIS
4.1. Sessional Readings:
4.1.1. “Intersubjectivity”, William Luijpen;
ii. “Love”, M. Scott Peck;
4.1.3. “On Forgiveness”, Lewis B. Smedes.
Third Grading Examination Days

Day 26
4.1.1. “Intersubjectivity”, William Luijpen;
4.1.1.1. Seatwork on SR 4.1.1;

Day 27
4.1.1.2. Basic Outline of SR 4.1.1:
a. The “we” of indifference;
b. Love is not:
>>> mere sentimentality;
>>> mere answer to request;
c. Intersubjectivity defined;
4.1.1.3. Class Discourse;

Day 28
4.1.1.4. Review of Previous Meeting;
1. Continuation of Intra-class Discourse;
2. Synthesis and Conclusion;
3. Reminder: SR 4.1.2

Day 29
4.1.2. “Love”, M. Scott Peck;
4.1.2.1. Discuss First Homework for 3rd Grading Period: 1- page Essay “Do I really need to love?”;
4.1.2.2. Basic Outline of “Love”, M. Scott Peck:
a. Love defined:
>>> willful;
>>> extension;
>>> with purpose;
>>> nurturing the other;
>>> nurturing oneself;
>>> growth as person;
b. Myth of romantic “love”;
c. “and they lived happily....”
4.1.2.3. Intra-class Discourse;

Day 30
1. Review of Previous meeting;
2. Continuation of Intra-class Discourse;
3. Synthesis and Conclusion;
4. Reminder: SRs 4.1.3;
5. Homework: 1-page Essay “Should I really forgive?”;

Day 31
4.1.3. “On Forgiveness”, Lewis B. Smedes.
1. Ante-Forgiveness;
2. Forgiveness defined;
3. Stages of Forgiveness;
4. Why Forgive?;

Day 32
1. Review of Previous meeting;
2. Continuation of Intra-class Discourse;
3. Synthesis and Conclusion;

Day 33
Graded Recitation on S.Rs. 4.1.1-4.1.3;
>>> Reminder: Film Viewing

Days 34, 35, 36
4.1.4. Film Viewing: “As Good as it Gets”;
4.1.4.1. Guide Questions:
a. Who were the principal characters?;
b. Describe each principal character;
c. Who were the secondary characters? Describe each;
d. How did each character’s life intertwine with the other characters?;
e. Why is the movie entitled as such?;
f. Relate the film to the topics taken up during the 3rd grading period;

Day 36
4.1.4.2. Review of Film Viewed;
4.1.4.3. Intra-class Discourse;
4.1.4.4. Synthesis and Conclusion;
4.1.4.5. Reminder: 3rd Grading Examination ;

Day 37
4.1.4.6. Graded Recitation for SR 4.1.3 & Film Viewed;
4.1.4.7. Reminder: 3rd Grading Examination ;

Day 38
4.1.4.7. Review of SRs 4.1.1-4.1.3 & Viewed Film;
4.1.4.8. Consultation for the 3rd Grading Examination;

Day 39
3rd Grading Examination

Day 40
3rd Grading Examination


Day 41
3rd Grading Examination

Day 42
3rd Grading Examination

Day 43
3rd Grading Examination

Day 44
3rd Grading Examination

Day 45
Checking of 3rd Grading Examination Papers;

Day 46
Checking of 3rd Grading Examination Papers;

Day 47
Checking of 3rd Grading Examination Papers;



Day 48
Computation of 3rd Grading Marks and Final Philosophy 103 Grades

Day 49
Computation of 3rd Grading Marks and Final Philosophy 103 Grades

Day 50
Submission of 3rd Grading Marks and Final Philosophy 103 Grades

Day 51-54
Last minute Consultations with Students



CLASS PRINCIPLES AND GUIDELINES
(Jose Ma. Ybanez Tomacruz)

1. Attendance is religiously checked. Attendance is checked immediately after the class’ opening prayer. Attending classes is but basic justice to whoever is spending for the student’s education. It is the duty of the student to check his/her attendance status inasmuch as it is the student who should primarily be responsible in attending his/her class.

2. Punctuality is given utmost premium whether it be in matters of attendance, or class activities, or any class requirement. Every student will always be given ample time to meet any requirement in class. Thus, any requirement submitted late will be accepted by the Teacher, but will however already get a failing mark.

3. Grading System:
3.1. Components of Grade per Grading Period:
WW - 30%
R - 30%
ME - 40%
a. Written Work (30%) - Anything put on paper with the exception of the Major Exam;
b. Recitation (30%) - Could either be in the midst of the class or a one-on-one with the Instructor;
c. Major Exam (40%) - Would only cover all the topics taken up during the grading period;
3.2. Components of the Subject’s Final Mark:
1st Grading + 2nd Grading + 3rd Grading = Final Mark
3
3.3. Highest Grade given in a Grading Period or Final Mark: as High as officially acceptable;
3.4. Lowest Grade given in a Grading period or Final Mark: as low as officially acceptable.
3.5. Grades and their Qualitative Interpretation:
a. 96-100 - Superior;
b. 93-95 - Excellent;
c. 90-92 - Very Good;
d. 87-89 - Good;
e. 84-86 - Satisfactory;
f. 80-83 - Fair;
g. 75-79 - Passed;
h. Below 75 - Failed.


4. It is the right of every student to make complaints, to question, to make queries regarding one’s grade or any matters pertaining to his/her subject. The Instructor in fact strongly encourages every student to exercise such right. The Instructor will be more than willing to show any student every detail of one’s grade. However, such right does not include rudeness, foul language, disrespect and other pejorative attitudes. In addition, the said complaints, questions, queries should be made within a prescribed period, otherwise, they will not be given official consideration anymore.

5. No amount of bribery, threat, seduction, and the like, will move the Teacher to change a properly and correctly computed Grade. Personally, the Teacher would want all his students to get passing grades. However, justice and righteousness dictate that one should only get what one deserves. Undoubtedly, the teacher will be guided by the call of cura personalis. However, this does not mean that the demands of justice and fairness will be compromised.

6. No surprise quizzes or recitations are given in class. By this, we mean, that everyone is expected to come to class always prepared, ergo, one shouldn’t be surprised if the Mentor gives a quiz or a recitation without prior announcement. The reason for this provision is not mere whim, but that it has been the Teacher’s observation through the years that such provision always finds students really participative and receptive in class.

7. Passing grade is ABSOLUTELY 75. And it is 75, not 74.999999999999n.

8. CHEATING will never be tolerated in class!!! CHEATING will be dealt with relentlessly and resolutely!!! CHEATING will be dealt with to the fullest force and extent of the law!!! This is not a threat. This a truth!!!

9. The Teacher humbly accepts the fact that he does not know everything. However, rest assured that things he knows and should know, he knows quite well.

10. As a matter of basic respect, one should listen to anybody who is called to speak in class.

11. Everyone is strongly encouraged to make questions, and to actively and effectively participate in class.

12. Medium of instruction is basically English. However, for the sake of the students’ better comprehension and expression , the Teacher would be willing to include Filipino-Tagalog, Cebuano-Bisaya, Ilonggo-Hiligaynon, Ilonggo Kinaray-a (the Teacher is fluent in the said languages) as acceptable linguistic forms of expression by both students and the Teacher. The Teacher deems that what is paramount in Philosophy is the effective expression and understanding of ideas, and such can be done even outside the parameters of the English language. However corrupted mixing-up of the said languages will not be allowed, i.e., one is required to at least finish one complete sentence in only one of the above languages before one shifts to another language orally, and should use only one language totally for any written requirement.

13. Every student is greatly encouraged to see the Teacher for Consultation.

14. Anyone who makes offense, including the Teacher, is expected to have the humility to apologize, learn from the said mistake, and make the necessary amends. Let everyone however note that there is a distinction between humility and being humiliated.

15. The Teacher if possible, would want the class to also be fun. However, he always keeps in mind that his primary purpose for being in the classroom is to facilitate and ensure learning. Students who want to be mainly entertained in class are advised to go somewhere else lest they be disappointed.

16. It is usually ideal to be both right and be well-liked. However, if the situation is such that one cannot be both, the Teacher, against all odds, will choose to simply be right.

17. Sleeping is allowed in class, provided:
a. one does not snore;
b. one does not make any untoward noise (e.g., moans, shrieks, etc.) when one has nightmares;
c. one is able to give the right answer to any question addressed to him/her.

18. As per Student Handbook, electronic gadgets like cellphones, pagers, etc. should at all times be not used, put off during the whole class period. Otherwise the said gadgets will be confiscated by the Teacher.

19. Just in case any student finds the requirements of the subject daunting, let him/her be conscious of the fact that this is not so, simply out of the Teacher’s caprice. In fact, the said requirements are so demanded because the Teacher has so much respect for the capacity of his students to meet the subject’s demands. The Teacher personally believes in the capacity for excellence, hardwork, competence of the Ateneo De Davao University Student.



Tips for Reading a Philosophical Paper/Article
(Jose Ma. Ybanez Tomacruz)

1. Forget that only weirdos, dorks, geeks, twerps read philosophy. Besides, not all of them read philosophy.

2. Come to accept the fact that philosophy is not a walk in the park, but neither is it mission impossible, nor mission improbable.

3. If at first reading, you don’t understand anything, don’t think that you’re the most stupid person in the world. You will be, if you immediately quit. Every philosopher, both the known and unknown surely have moments of ignorance, whether they accept it or not. Yet, Socrates himself said, “The first step towards real knowledge is to come to know and accept that at times you are ignorant.”

4. Based on experience, about 30-40 percent of questions regarding articles or readings are simple matters of better vocabulary. So, always have with you a good dictionary when you are reading philosophy. Everyone needs a dictionary in philosophy, sooner or later.

5. It is good that you either list, take note of, or highlight key words or terms in every paragraph that you read. Eventually, it would further help if you make your own outline of the article or reading.

6. Reading and striving to answer review or guide questions found in your articles will really help.

7. It is good to get to discuss the things that you read, and things you think you have understood, with other people. In this way, you will either have a wider perspective, or your errors can also be checked.

8. Read. Read. Read................................................................................

9. If you already get the hang of it, stop relying on secondary sources. Primary sources are still the best sources of ideas of any author. The original of the “Mona Lisa” will always be much much much better than its best photocopy in the world.

10. Philosophy is actually fun. However, it can only be so if you know how to enjoy it.