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Outcomes
The Department of Philosophy and Religion plays an important role in helping students meet the five major competencies of Gallaudet's new General Studies Curriculum:
- Language and Communication
- Critical Thinking
- Identity and Culture
- Knowledge and Inquiry
- Ethics and Social Responsibility
The Department has established student learning outcomes (SLOs) for the BA degree programs. The SLOs are available in Adobe Acrobat PDF format (Download Acrobat Reader).
Philosophy Goals and Learning Outcomes
Upon successfully completing our program, majors should be able to perform all of the following tasks. Minors and general studies students should be able to perform selected goals. (Numbers in parentheses refer to the Gallaudet University Undergraduate Student Learning Outcomes, attached.)
- Analyze and critique arguments. (Outcomes 1 and 2)
- Summarize the argument in a text or presentation.
- Identify the parts of the argument (premises, conclusion) and classify it on the basis of its logical structure.
- Evaluate the argument (good reasoning? accurate information?).
- Raise objections against the argument.
- Effectively argue in support of an opinion. (Outcomes 1 and 2)
- Clearly state the opinion to be defended.
- Provide compelling reasons in support of the opinion.
- Avoid common argument flaws, such as over-simplification, bias, jumping to conclusions, and straw-man arguments.
- Pose and thoughtfully respond to objections against the opinion.
- Intelligently discuss important philosophical problems and theories. (Outcomes 2 and 4)
- Identify philosophical questions, clarifying what is at issue and why the question is controversial.
- Describe significant attempts to answer these questions (i.e., theories, particular philosophers' responses).
- Discuss shortcomings in these attempted answers and how they might be refuted.
- Describe key developments in the history of philosophy. (Outcomes 2 and 4)
- Explain themes, theories and arguments involving philosophers from the ancient/medieval period.
- Explain themes, theories and arguments involving philosophers from the early modern period.
- Explain themes, theories and arguments involving philosophers from the late modern to contemporary period.
- Make reasoned decisions about ethical issues. (Outcomes 2, 3 and 5)
- Show awareness of multiple points of view on ethics and values.
- Apply ethical concepts and theories to debate controversial social issues.
- Apply ethical concepts and theories to evaluate actions one performs or observes in everyday life.
- Work meaningfully with primary sources. (Outcomes 1 and 2)
- Summarize major points from primary source excerpts.
- Analyze complex arguments within extended primary source texts.
- Integrate material from various sources into coherent written work and presentations.
- Perform high-quality independent research. (Outcomes 1, 2 and 4)
- Identify a clear and specific philosophical question and develop a research plan to address it.
- Select relevant, diverse, high quality information sources to apply to the question.
- Present arguments that build on other authors' work, but also include original analysis.
- Apply a - c to create a substantial scholarly document which explores a student-selected philosophical topic.
Gallaudet University Undergraduate Student Learning Outcomes
- Language & Communication-Students will use American Sign Language (ASL) and written English to communicate effectively with diverse audiences, for a variety of purposes, and in a variety of settings.
- Demonstrate competence in academic ASL:
- select and use appropriate register for the setting and participants (which includes signing space, articulation of signs, sign choice)
- use appropriate syntax, facial grammar, transitions, eye gaze (for engagement and for turn taking), pace
- Demonstrate competence in academic writing:
- choose appropriate words, phrases, and sentence and paragraph structure for the audience and purpose
- demonstrate adequate command of mechanical conventions, including English grammar
- Demonstrate competence in receptive communication, comprehending written and signed material.
- Present content coherently, which involves clarifying points, bringing together information in a well-organized way, and drawing logical connections among ideas.
- Express ideas and information effectively in a variety of formats, including one-on-one, group settings, and through appropriate use of media.
- Critical Thinking-Student will summarize, synthesize, and critically analyze ideas from multiple sources in order to draw well-supported conclusions and solve problems.
- Select relevant and varied sources of information, and accurately state their key points and supporting details.
- Bring together ideas, comparing, contrasting, and building on them to arrive at reasonable conclusions.
- Evaluate the logic of arguments and strength of evidence, using deductive and inductive methods.
- Provide cogent reasons in support of one's opinions, while taking possible objections seriously.
- Use critical thinking skills to analyze complex issues, make informed decisions and solve real-life problems, modifying one's approach as needed based on the requirements of particular situations.
- Identity & Culture-Students will understand themselves, complex social identities, including deaf identities, and the interrelations within and among diverse cultures and groups.
- Demonstrate an understanding of self, including one's multiple social identities and the factors that contribute to one's well-being.
- Compare and contrast the perspectives of multiple cultures, including deaf cultures, on various issues and practices.
- Show awareness of the range of diversity and universality in human history, societies, and ways of life.
- Analyze the interrelations within and among communities and cultures, including deaf communities, attending to the interconnectedness of global and local concerns.
- Operate with civility in a complex social world.
- Knowledge & Inquiry-Students will apply knowledge, modes of inquiry, and technological competence from a variety of disciplines in order to understand human experience and the natural world.
- Demonstrate competence in the fundamental concepts, methods, and technologies used in various fields of study, including scientific methods, quantitative reasoning, and interpretive frameworks.
- Apply the modes of inquiry of several disciplines to address issues and questions, comparing and contrasting these approaches.
- Demonstrate substantial knowledge of at least one field of study, i.e., one's major, while being able to discuss how this field fits into the larger picture of human knowledge.
- Derive meaning from multiple avenues of experience.
- Resolve complex problems by integrating knowledge of various types and employing multiple systems and tools.
- Ethics & Social Responsibility-Students will make reasoned ethical judgments, showing awareness of multiple value systems and taking responsibility for the consequences of their actions. They will apply these judgments, using collaboration and leadership skills, to promote social justice in their local, national, and global communities.
- Support ethical judgments with clear, cogent reasons.
- Describe how differences in values, beliefs, and priorities can lead to different conclusions about what is right or wrong.
- Assess the consequences of actions.
- Demonstrate intellectual honesty, respect and integrity.
- Work effectively in teams, including those of diverse composition.
- Participate actively in promoting social justice both locally and globally.
- Meet the professional standards of the academic community and one's major field.
Religion Goals and Learning Outcomes
Students are introduced to the study of religion either as minors or in choosing religion as an option in fulfilling a general studies requirement. Upon successfully completing a minor or a general studies course in religion, students should be able to demonstrate skills and knowledge from among the following goals: (Numbers in parentheses refer to the Gallaudet University Undergraduate Student Learning Outcomes, attached.)
- Become familiar with several of the worlds major and minor religious traditions. (Outcomes 1 and 3)
- Explain some of the different ways of encountering and understanding sacred reality.
- Recognize the major elements of religions including worship, sacred books, concepts of the deity, ritual, symbol, and myth.
- Explain the role of artistic creation through both written and visual media in religious traditions.
- Explain the similarities and differences among religions with regard to their historical and socio-cultural contexts.
- Introduce students to the core issues in the study of religion. (Outcomes 1, 2 and 4)
- Identify the meanings of important terms such as religion, mysticism, mystics, comparative religion, profane, sacred, immanent, transcendent, theistic, monotheistic, polytheistic, monistic, nontheistic, incarnations, atheism, agnosticism, phenomenology, rituals, symbols, allegories, myths, orthodox, absolutists, fundamentalism, liberals, heretics, redaction, scientific materialism, dogma, and charisma.
- Explain the differences of interpretation and practice within religious traditions, including the role of geography, historical context, economic context, and socio-cultural context.
- Describe science's relationship with religion through the centuries.
- Describe the historical and current role of women in religions.
- Recognize some of the negative aspects of organized religions.
- Introduce students to theoretical frameworks for understanding religious belief and practice.(Outcomes 1, 4, and 5)
- Demonstrate understanding and application of at least three of the following theoretical frameworks: the sacred and the profane, church-sect-cult theory (definitions of religion), phenomenology, functionalism, symbolic interactionism, conflict theory, psychoanalysis, and religious evolution.
- Explain the strengths and weaknesses of at least three of the theoretical frameworks using critical thinking.
- Provide opportunities for interreligious dialogue that encourage respect for beliefs other than one's own. (Outcomes 1, 3, and 5)
- Show awareness of multiple points of view on religious beliefs, ethics and values.
- Analyze religious responses on contemporary moral issues from at least two religious groups.
- Demonstrate respect for religious views other than one's own faith position.
- Demonstrate respect for those who are not religious believers: atheists, agnostics, materialists.
- Demonstrate respect for many kinds of religious groups, from major traditions to new religious movements.
- Encourage understanding of how the issues of race, ethnicity, and gender have an impact on religious teachings and practice. (Outcomes 3 and 5)
- Explain how different racial and ethnic groups interpret religious traditions in their own unique ways.
- Demonstrate awareness of the differences of religious practice between men and women.
- Demonstrate understanding of how a single religious tradition can affect men and women differently, and how concepts of male and female roles are taught by religions.
- Show how artistic creation through both written and visual media express specific meanings and interpretations for racial, ethnic, and gender specific groups in religious traditions.
- Show how religious traditions can both empower and oppress racial, ethnic, gender, and other minority groups.
- Emphasize the influence of religion historically and in our world today. (Outcomes 1, 3, and 4)
- Demonstrate knowledge of religious conflicts in history, choosing from among more than one geographic region and historical era.
- Explain current world conflicts in the name of religion using some of the theoretical frameworks listed in goal #3, above. Possible issues include: Northern Ireland, Israel-Palestine, Sunni-Shi'a conflicts in the Islamic World, religious pluralism in India, religions in communist and formerly communist countries (Russia, China, Cuba), the rise of fundamentalism, etc.
- Demonstrate understanding of religious syncretism and how religions have influenced one another both historically and currently.
Gallaudet University Undergraduate Student Learning Outcomes
- Language & Communication-Students will use American Sign Language (ASL) and written English to communicate effectively with diverse audiences, for a variety of purposes, and in a variety of settings.
- Demonstrate competence in academic ASL:
- select and use appropriate register for the setting and participants (which includes signing space, articulation of signs, sign choice)
- use appropriate syntax, facial grammar, transitions, eye gaze (for engagement and for turn taking), pace
- Demonstrate competence in academic writing:
- choose appropriate words, phrases, and sentence and paragraph structure for the audience and purpose
- demonstrate adequate command of mechanical conventions, including English grammar
- Demonstrate competence in receptive communication, comprehending written and signed material.
- Present content coherently, which involves clarifying points, bringing together information in a well-organized way, and drawing logical connections among ideas.
- Express ideas and information effectively in a variety of formats, including one-on-one, group settings, and through appropriate use of media.
- Critical Thinking-Student will summarize, synthesize, and critically analyze ideas from multiple sources in order to draw well-supported conclusions and solve problems.
- Select relevant and varied sources of information, and accurately state their key points and supporting details.
- Bring together ideas, comparing, contrasting, and building on them to arrive at reasonable conclusions.
- Evaluate the logic of arguments and strength of evidence, using deductive and inductive methods.
- Provide cogent reasons in support of one's opinions, while taking possible objections seriously.
- Use critical thinking skills to analyze complex issues, make informed decisions and solve real-life problems, modifying one's approach as needed based on the requirements of particular situations.
- Identity & Culture-Students will understand themselves, complex social identities, including deaf identities, and the interrelations within and among diverse cultures and groups.
- Demonstrate an understanding of self, including one's multiple social identities and the factors that contribute to one's well-being.
- Compare and contrast the perspectives of multiple cultures, including deaf cultures, on various issues and practices.
- Show awareness of the range of diversity and universality in human history, societies, and ways of life.
- Analyze the interrelations within and among communities and cultures, including deaf communities, attending to the interconnectedness of global and local concerns.
- Operate with civility in a complex social world.
- Knowledge & Inquiry-Students will apply knowledge, modes of inquiry, and technological competence from a variety of disciplines in order to understand human experience and the natural world.
- Demonstrate competence in the fundamental concepts, methods, and technologies used in various fields of study, including scientific methods, quantitative reasoning, and interpretive frameworks.
- Apply the modes of inquiry of several disciplines to address issues and questions, comparing and contrasting these approaches.
- Demonstrate substantial knowledge of at least one field of study, i.e., one's major, while being able to discuss how this field fits into the larger picture of human knowledge.
- Derive meaning from multiple avenues of experience.
- Resolve complex problems by integrating knowledge of various types and employing multiple systems and tools.
- Ethics & Social Responsibility-Students will make reasoned ethical judgments, showing awareness of multiple value systems and taking responsibility for the consequences of their actions. They will apply these judgments, using collaboration and leadership skills, to promote social justice in their local, national, and global communities.
- Support ethical judgments with clear, cogent reasons.
- Describe how differences in values, beliefs, and priorities can lead to different conclusions about what is right or wrong.
- Assess the consequences of actions.
- Demonstrate intellectual honesty, respect and integrity.
- Work effectively in teams, including those of diverse composition.
- Participate actively in promoting social justice both locally and globally.
- Meet the professional standards of the academic community and one's major field.
Careers
Go to work
While an undergraduate degree in philosophy does not train you for particular jobs, philosophy majors are good candidates for jobs requiring a solid liberal arts education. Employers like people who can solve problems and can write and think clearly - skills philosophy enhances. Examples of careers include: researcher, business person from entry level on up, archivist, technical writer, applied ethicist, communications, education, journalism, law, management, and politics.
Become a lawyer
At the national level, philosophy majors have scored very well on the LSAT (Law School Admission Test). Philosophy courses emphasize the skills which prepare students for both the LSAT and the typical law school curriculum: comprehending and analyzing complex texts; synthesizing information; drawing inferences; analyzing and evaluating arguments; and researching and writing papers.
Go to graduate school in another area
Obviously, if you want to go to graduate school in biology, you should major in biology. But most graduate programs respect the fact that philosophy is a challenging subject, and appreciate the analytical skills that philosophy majors develop. So, as a second major, philosophy may be ideal. Examples of areas in which philosophy students do well include education, psychology, and political science.
Teach philosophy
A B.A. in philosophy is not sufficient for getting a job teaching philosophy at a college/university. You would need to go on to graduate school to get an M.A. and Ph.D. And the job market is always tight. But if you love philosophy, this is a very rewarding life path.
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