Course Syllabus
Download the syllabus here:
IH1_Syllabus_Brockman_Fall2025 9.30.pdf
IH 0851. Intellectual Heritage I: The Good Life
Intellectual Heritage [GY]
Philosophy, Section 035, Fall 2025
Tuesday/Thursday, 9:30 am - 10:50 am, Mazur Hall 00025
Basic Course Information
This course fulfills the General Education area of Intellectual Heritage I (GY).
Instructor Information
Elias Brockman
Instructor of Record, Philosophy
Please refer to me as Elias (Phonetic: Uh-Lye-Iss). My pronouns are He/Him/His.
Instructor Biography
Elias Brockman is an adjunct lecturer in philosophy and business ethics, currently pursuing a PhD in philosophy at Temple University. As the founder of the Mind on Fire Institute, he fosters discussion-based learning focused on classic literature, philosophy, and ethical issues. With a background in forensic accounting and organizational change, Elias integrates interdisciplinary insights into his teaching, encouraging students to explore the practical and philosophical dimensions of the "good life." He is excited to teach this course and looks forward to engaging with students on these profound topics.
My Contact Information
Please reach out to me at any time for assistance with the course or just to chat about the field or navigating university life. The best way to reach me is to send me a message through the Canvas inbox or email me at elias.brockman@temple.edu. I will generally respond within 24 hours. Please do not send a follow-up email before 24 hours have passed.
My Office
TBD: email me if you want to set up an appointment, in-person or remotely.
Purpose of the Course
Overall purpose
This General Education course expands the breadth of your knowledge and skills, complementing the depth acquired in your major. It emphasizes critical competencies such as critical thinking, oral/written communication, and information literacy, while exploring the philosophical and ethical dimensions of the "good life." By engaging with texts that span diverse cultures and eras, this course will encourage you to critically examine foundational ideas that shape our personal, professional, and societal lives.
Overview of the Course
Students will read important works of world literature, philosophy, and religion, from ancient epics to contemporary novels, with a focus on individual well-being. We will ask questions like: What do we value, and why? What makes for happiness? What's right and wrong? How is what's good for me defined by my relation to others? What is the purpose of life? Note: This course was formerly titled "Mosaic: Humanities Seminar I; students who received credit for this title will not receive additional credits.
3 Credit Hours
Course Learning Goals & Related Assessments |
||
Course Learning Goals |
Corresponding Assessments to Measure Goal Achievement |
|
1. |
Students will investigate fundamental questions of human experience from a variety of perspectives. |
Reading the course texts; participating in the classroom seminar discussions; giving the classroom presentation; and completing the oral examinations. |
2. |
Students will evaluate the historical, social, and cultural bases of prevailing beliefs. |
Reading the course texts; participating in the classroom seminar discussions; giving the classroom presentation; and completing the oral examinations. |
3. |
Students will make connections between historical texts about human existence and current moral, social, and political issues. |
Reading the course texts; participating in the classroom seminar discussions; giving the classroom presentation; and completing the oral examinations. |
4. |
Students will sharpen analysis and argumentation skills through a variety of expressive modes. |
Participating in the classroom seminar discussions; giving the classroom presentation; and completing the oral examinations. |
5. |
Students will share ideas, ask questions, and actively listen to peers in a free and honest exchange of multiple viewpoints. |
Participating in the classroom seminar discussions; giving the classroom presentation; and completing the oral examinations. |
Section Learning Goals:
- Students will analyze key themes of the "good life" from philosophical, literary, and ethical perspectives.
Related Assessments: Reading course texts, engaging in seminar discussions, oral examination questions, and hypothesis annotation assignments. - Students will develop their ability to critique and interpret texts that span diverse cultural and historical contexts.
Related Assessments: Reading course texts, seminar participation, oral examination questions, and hypothesis annotation assignments. - Students will evaluate and apply philosophical and literary arguments to contemporary moral, social, and political issues.
Related Assessments: Seminar discussions, oral examination questions, and hypothesis annotation assignments.
General Education Competencies and Area Learning Goals
Competencies:
- The seminar experience: Students will share ideas, ask questions, and actively listen to peers in a free and honest exchange of multiple viewpoints.
- Communication and critical thinking: Students will sharpen analysis and argumentation skills through a variety of expressive modes.
- Ethical reasoning: Students will evaluate the historical, social, and cultural bases of prevailing beliefs.
- Diversity & Universality: Students will investigate fundamental questions of human experience from a variety of perspectives.
- Connecting texts to world: Students will make connections between historical texts about human existence and current moral, social, and political issues.
Area Goals:
- The seminar experience: Students will share ideas, ask questions, and actively listen to peers in a free and honest exchange of multiple viewpoints.
- Communication and critical thinking: Students will sharpen analysis and argumentation skills through a variety of expressive modes.
- Ethical reasoning: Students will evaluate the historical, social, and cultural bases of prevailing beliefs.
- Diversity & Universality: Students will investigate fundamental questions of human experience from a variety of perspectives.
- Connecting texts to world: Students will make connections between historical texts about human existence and current moral, social, and political issues.
Materials
Required Materials
Alighieri, Dante (Author). John Ciardi (Translator). The Divine Comedy. Berkley, 2003. ISBN-10: 0451208633.
Butler, Octavia. Parable of the Sower. Grand Central Publishing, 2000. ISBN-10: 0446675504.
Helle, Sophus. Gilgamesh: a new translation of the ancient epic. Yale University Press, 2021. ISBN-10: 0300268092.
Laozi (Author), Philip J. Ivanhoe (Translator). The Daodejing of Laozi. Hackett Publishing, 2003. ISBN-10: 0872207013.
Wang, Esmé Weijun. The Collected Schizophrenias: Essays. Graywolf Press, 2019. ISBN-10: 1555978274.
Links to other required readings, videos, etc., will be supplied electronically in Canvas in the appropriate module. These items will be provided to you at no additional cost.
Software or Other Supplies
If you need access to basic software for creating documents, slideshows, or spreadsheets, you have free access to Microsoft 365.
Course Schedule
Table 1 - Week to Week Schedule
|
Week |
Dates |
Prepare for Class |
Assessments Due |
|
1 |
8/26, 8/28 |
William Blake, “Auguries of Innocence” Gilgamesh: Tablets 1 – 3 |
Annotate: Auguries of Innocence by Wednesday, August 27. |
|
2 |
9/2, 9/4 |
Gilgamesh, Tablets 4 – 7 Gilgamesh, Tablets 8 – 12 |
Post to the “Auguries of Gilgamesh” Discussion by Wednesday, September 3. |
|
3 |
9/9, 9/11 |
Borges, “The Immortal” |
Annotate: “The Immortal” with five comments by Wednesday, September 10. |
|
4 |
9/16, 9/18 |
Borges, “The Lottery in Babylon” + “The Aleph” |
Annotate: “The Aleph” with four comments by Wednesday, September 17. Thursday, September 18 |
|
5 |
9/23, 9/25 |
Dante’s Inferno, Cantos I - X |
Post to the Borges discussion by Monday, September 22
|
|
6 |
9/30, 10/2 |
Dante’s Inferno, Dante’s Inferno, Cantos XI-XXII |
Annotate Dante’s Inferno with four comments by Monday, September 29. |
|
7 |
10/7, 10/9 |
Dante’s Inferno, Cantos XXIII–XXXIV |
Submit your Midterm Engagement Self-Assessment by Monday, October 6 |
|
8 |
10/14, 10/16 |
Laozi, Daodejing, Chapters 1-5, 7-17, 19-37 |
Annotate Daodejing with four comments by Monday, October 13. |
|
9 |
10/21, 10/23 |
Laozi, Daodejing, Chapters 38-49, 52-59, 62-81 |
Post to Daodejing discussion board by Monday, October 20 |
|
10 |
10/28, 10/30 |
The Collected Schizophrenias, pp. 3-25 and 43-58 |
Dante project – Pre-writing activity due by Monday, October 27 |
|
11 |
11/4, 11/6 |
Dante Group Project Week |
|
|
12 |
11/11, 11/13 |
Parable of the Sower, pp. 1-46, 47-99 |
Annotate Parable of the Sower by Monday, November 10 |
|
13 |
11/18, 11/20 |
Parable of the Sower, pp. 100-152, 153-213 |
|
|
14 |
11/25, 11/27 |
Fall Break (no classes) |
|
|
15 |
12/2, 12/4 |
Required reading: Butler, Parable of the Sower, pp. 214-269, 270-329 |
|
|
Finals |
12/11 or 12/16 (TBD) |
Administered in class. |
Final Exam |
Grading & Assessment Guidelines
Grading Scale
Table 2 - Grade Percentage Breakdown
|
Percentage |
Letter Grade |
|
94-100 |
A |
|
90-93 |
A- |
|
87-89 |
B+ |
|
84-86 |
B |
|
80-83 |
B- |
|
77-79 |
C+ |
|
74-76 |
C |
|
70-73 |
C- |
|
67-69 |
D+ |
|
64-66 |
D |
|
61-63 |
D- |
|
0-60 |
F |
Course Minimum Grade
A grade of “C-” or better is required to satisfy a General Education requirement.
Assessment Summary
The assessments in this course have been created for two reasons: (1) For you to demonstrate your progress towards the learning goals for the course and receive useful feedback and, (2) For you to practice skills and develop ways of thinking that will be of use to you in the future.
Table 3 - Final Grade Calculation
|
Grading Item |
Due Dates |
Percentage of Final Grade |
|
Six Annotation Assignments |
8/27, 9/10, 9/18 9/29, 10/13, 11/10 |
20% |
|
Three Discussion Board Assignments |
9/3, 9/22, 10/20 |
10% |
|
Five Oral Examination Questions |
Each class, a handful of students will be orally evaluated at the start of class. |
20% |
|
One Group Project |
11/11 |
15% |
|
Participation Grade |
Attendance taken each class session. |
15% |
|
Final Exam |
12/11 |
20% |
Assessment #1: Six annotation assessments
Students will complete six online annotation assignments using Hypothesis over the course of the semester. For each assignment, you will read a designated text and post thoughtful annotations that engage with the material—highlighting key passages, raising questions, and responding to peers. Annotations should demonstrate careful reading, critical thinking, and respectful dialogue. Together, these six assignments account for 20% of your final grade.
Assessment #2: Three discussion board assignments
Over the semester, you will complete three discussion board assignments. Each assignment will involve posting an original response to a prompt and replying to at least two classmates. Your posts should demonstrate understanding of the course material, engage thoughtfully with others’ ideas, and contribute to a respectful and substantive exchange.
Assessment #3: Five Oral Assessment Questions
At the start of selected class sessions, a small group of students will be orally evaluated on assigned readings. Each student will answer five oral questions over the course of the semester. The purpose of these evaluations is to encourage consistent preparation, active engagement with the readings, and clear verbal articulation of ideas. If you are absent on the day you are called, you will receive a zero for that question. Responses will be graded on accuracy, depth of understanding, and clarity of expression.
Assessment #4: Group project
During one week of the course, you will work in small groups to create an original circle of Hell in the style of Dante. Using his poetic framework, your group will invent a sin, its punishment, a monster or guardian, a speaking soul who tells their story and names others who dwell there, and a transition to the next circle. Deliverables include a 2–3 page canto (in prose or verse), an optional visual representation, and a 5-minute group presentation in Week 9. The purpose of this project is to deepen your understanding of Dante’s structure and themes through creative adaptation to modern or speculative contexts. Rubric: Graded on creativity, adherence to Dante’s style and elements, clarity of presentation, and collaborative effort.
Assessment #4: Participation Grade
Attendance will be taken each class session, and active participation in discussion is expected. The purpose of this grade is to encourage steady engagement with the course and meaningful contributions to our shared learning environment. Based on consistent attendance, preparedness, and constructive participation in class dialogue.
Assessment #5: Final Exam
The final exam will assess your comprehension of key concepts, themes, and texts from the course. It may include short-answer, identification, and essay questions. The purpose of the exam is to evaluate your ability to synthesize course material and apply it to interpretive and analytical questions. Graded on accuracy, depth of understanding, and clarity of written expression.
When planning your semester, I recommend adding all due dates to your calendar. For the more extensive assessments, I recommend scheduling at least two separate hour-long work/study sessions per week for the two weeks before the due date. The final project will require more time. You should schedule time beginning just after the midterm.
Late Submissions/Missed Exams & Quizzes
Life gets in the way for all of us from time to time. Please notify me if you may miss a deadline or an exam/quiz as soon as possible. Please do not delay in informing; as soon as you suspect a problem, let me know. Depending on the timing and the specific assessment, I may ask you to give me a copy of your current draft. Whether you will be given an additional opportunity to complete the assessment will be decided on a case-by-case basis.
The Learning Environment
How Class Will be Conducted
Most class sessions will combine a brief lecture and one or more learning activities based upon the assigned reading for the day. On days with quizzes, the quiz will be administered at the start of the class session. You are expected to complete the preparatory reading, video, or podcast assignment before coming to class in order to ensure that we can all engage in an informed dialogue. I will generally be available for a few minutes after class to discuss individual issues, but, as a courtesy to the next class to use our space, we may defer lengthy and/or serious matters to an appointment in my office.
Classroom Civility
It is important to foster a respectful and productive learning environment that includes all students in our diverse community of learners. Our differences, some of which are outlined in the University's nondiscrimination statement, will add richness to this learning experience. Therefore, all opinions and experiences, no matter how different or controversial they may be perceived, must be respected in the tolerant spirit of academic discourse.
Treat your classmates and instructor with respect in all communication, class activities, and meetings. You are encouraged to comment, question, or critique an idea, but you are not to attack an individual. Please consider that sarcasm, humor, and slang can be misconstrued in online interactions and generate unintended disruptions. Profanity should be avoided as should the use of all capital letters when composing responses in discussion threads, which can be construed as “shouting” online. Remember to be careful with your own and others' privacy. In general, have your behavior mirror how you would like to be treated by others.
For more information, please visit the IDEAL website.
Class Attendance & Participation
Your attendance and participation are expected at all our class meetings. The classroom is an inherently social environment where we are all mutually responsible for each other’s learning. I encourage you to make friends so that, in the event that you must miss class, you can borrow someone’s notes for the session. Furthermore, if you miss class, we lose your perspective in classroom discussions and learning activities. If unforeseen circumstances cause you to miss multiple sessions, please contact me as soon as possible to discuss the situation.
School-Life Conflict
Many unpredictable things can happen over the course of a semester. If you find yourself struggling to balance your education and your other commitments, please reach out to me immediately so that we can work together to build a plan for your success. Some of the resources in the next section may also be of use to you.
Attendance and Your Health
To achieve course learning goals, students must attend and participate in classes, according to the course requirements. However, if you have tested positive for or are experiencing symptoms of a contagious illness, you should not come to campus or attend in-person classes or activities. It is your responsibility to contact me to create a plan for participation and engagement in the course as soon as you can do so, and to make a plan to complete all assignments in a timely fashion.
Religious Holidays
It is your right to observe religious holidays without impacting your opportunity to learn and succeed in this course. Please reach out to me at the start of the semester so that deadlines can be reviewed in advance of your religious observations. You will still be held responsible for course content and any assignments, but you will not lose points for attendance and participation on days important to your faith.
Caregiver Responsibilities
I have great respect for students who are pursuing their education while responsible for the care of children or other family members. Please contact me if you encounter challenges that require you to miss a class session, or if your caregiving responsibilities are interfering with your success in the course. Together we may be able to find some flexibility to support your learning.
Withdrawal
If you are considering withdrawing from the course after the add/drop date, please don’t make that decision alone! Withdrawing from the course without talking to me first eliminates the possibility of finding a path to success for you. Furthermore, it is extremely important that you consult your academic advisor before withdrawing. They will be able to walk you through how the withdrawal would impact your progress towards your degree and your graduation date.
Please check the academic calendar for the last day to withdraw from a course.
Incomplete
A student will be eligible for a grade of “Incomplete” only if the student: 1) has completed at least 51% of the work at a passing level, 2) is unable to complete the work for a serious reason beyond their control, and 3) files a signed agreement with the instructor outlining the work to be completed and the time frame in which that work will be completed. The student is responsible for initiating this process, and all incomplete forms must be sent to the Associate Dean for Academic Affairs prior to the start of study days in that semester.
Please refer to the following for further details: Temple University’s Incomplete Policy. (Policy #02.10.13).
Technology Guidelines
Technology Requirements
To participate in this course, you will need the equipment, software, and internet access necessary to reliably use Zoom and Canvas as well as “productivity tools” like word processors and slide show creators.
Limited resources are available for students who do not have the technology they need for class. Students with educational technology needs, including no computer or camera or insufficient Wifi access, should submit a Student Technology Assistance Application located in TUPortal and linked from the Dean of Students Support and Resources webpage. The university will endeavor to meet needs, such as with a long-term loan of a laptop or Mifi device, a refurbished computer, or subsidized internet access.
Note that there are technology resources available for students, including on-campus computers available for student use, the Tech Center computer labs and free laptop and battery borrowing at Charles Library, software that is available for free download and other specialty software that may be available for remote access through ITS.
Technical Support
For a listing of technical support services available to Temple University students, see the Tech Support page
Live Chat or Request Help: help.temple.edu
Phone: 215-204-8000
Email: help@temple.edu
Website: its.temple.edu
Location: The TECH Center, Room 106
No Device Policy
Excellence in any endeavor requires attention. To support focus and meaningful engagement, laptops, phones, and other electronic devices may not be used during class. All work will be done without the aid of personal devices unless explicitly permitted for a specific activity. If you must take a call or send a message in an urgent situation, please step outside and return when you are ready to rejoin the discussion.
Privacy and Data Protection
Please see the links below to become familiar with the privacy policies for each of the following:
AI Policies
The use of generative AI tools (such as ChatGPT, Gemini, Microsoft CoPilot, etc.) are not permitted in this class; therefore, any use of AI tools for work in this class may be considered a violation of Temple University’s Academic Honesty policy and Student Conduct Code since the work is not your own. The use of unauthorized AI tools will result in a zero for the assignment.
Remote Proctoring
Zoom, Proctorio or a similar proctoring tool may be used to proctor exams and quizzes in this course. These tools verify your identity and record online actions. It is the learner’s responsibility to have the necessary government or school issued ID, a laptop or desktop computer with a reliable internet connection, the Google Chrome and Proctorio extension, a webcam/built-in camera and microphone, and system requirements for using Proctorio, Zoom, or a similar proctoring tool.
Academic Guidelines
Academic Freedom
Freedom to teach and freedom to learn are inseparable facets of academic freedom. I have the freedom and responsibility to design and facilitate our learning environment to best achieve the promise of the course as outlined in its official description. You have the responsibility to engage with the course in good faith and freedom from mistreatment when your opinion differs from mine. Note that it is not abuse of this freedom for me to require that you support relevant opinions with clear argumentation and solid evidence. For more on academic freedom, consult the official Temple policy on the matter.
Academic Integrity
Temple University believes strongly in academic honesty and integrity. Plagiarism and academic cheating are, therefore, prohibited. All work you submit for assessment should be your own efforts. For more on this topic, consult the relevant portions of Temple Bulletin and the Student Conduct Code.
Accessibility
It is important to me that every student has the opportunity to succeed at this course. Please reach out to me if ANY obstacle is in the way of your success!
Any student who has a need for accommodations based on the impact of a documented disability or medical condition should contact Disability Resources and Services (DRS) located in the Howard Gittis Student Center South, 4th Floor at drs@temple.edu or 215-204-1280 to request accommodations and learn more about the resources available to you. If you have a DRS accommodation letter to share with me, or you would like to discuss your accommodations, please contact me as soon as practical. I will work with you and with DRS to coordinate reasonable accommodations for all students with documented disabilities. All discussions related to your accommodations will be confidential. Students can learn more about the accommodation process and pre-register on the DRS website. Students may register at any time during the semester, but accommodations are not active until you register, so I recommend doing so as early in the semester as possible.
Information regarding accessibility for additional technologies is provided below:
Resources and Support
Sometimes the biggest factors impacting student success are things happening beyond the scope of the individual classroom. Temple provides a wide array of resources both to help you overcome academic challenges and those not directly related to the educational challenges of the course. Please reach out to me if you need help deciding which resources might be right for you.
Undergraduate Research Support
Disability Resources and Services
If you are experiencing food insecurity or financial struggles, Temple provides resources and support. Notably, the Temple University Cherry Pantry is in operation as well as a variety of resources from the Division of Student Affairs.
Library Resources
As a key competency developed in all General Education courses is information literacy, Temple Libraries are an essential partner. Please check to see if your course has a dedicated library guide. https://guides.temple.edu/.
If you would like to create a library guide for your course, contact your discipline's specialist. https://library.temple.edu/people?specialists=true ]
Temple University Libraries provide resources to assist Temple students with their class projects and research needs. Visit the Libraries’ website to find millions of articles, books, video, and other resources, both in print and online.
The site also provides tutorials to help you start your research, as well as subject and course research guides to help you identify resources that may be particularly useful for this class.
Contact the library at any stage of the research process. You can chat with a librarian 24/7 or make an appointment with your subject librarian, who can help you explore a topic, craft a research question, and identify and cite sources.