Academic Diligence

You are expected to take the time to complete assignments fully and carefully. Your writing is expected to conform to the standards of higher-education generally and academic philosophy specifically.

You are expect­ed to use care­ful, accu­rate aca­d­e­m­ic lan­guage, both gen­er­al and philo­soph­i­cal, in com­plet­ing your assign­ments and in com­mu­ni­cat­ing with your instruc­tors.

If you make claims that are clear­ly false, or for which you have no evi­dence, you may lose points for aca­d­e­m­ic neg­li­gence.

Phi­los­o­phy cours­es, like any human­i­ties course, will present claims with which you might dis­agree. You are free to dif­fer with your instruc­tors’ opin­ions and the opin­ions of the schol­ars whose ideas are pre­sent­ed in your cours­es; how­ev­er, you are respon­si­ble for learn­ing ideas and argu­ments as the­o­ret­i­cal claims, and for using appro­pri­ate analy­sis and crit­i­cal think­ing either in agree­ing or in dis­agree­ing with them in your assign­ments. If your work shows a dis­mis­sive atti­tude or a refusal to con­sid­er the ideas pre­sent­ed with­in their own frame­work, you may lose points for aca­d­e­m­ic neg­li­gence.

You may use alter­na­tive terms and ratio­nales in your own analy­sis, as long as you show that you under­stand the terms and ratio­nales that are pre­sent­ed in your cours­es, and can both jus­ti­fy your own approach and com­pare it with the approach­es pre­sent­ed in this course. This is not a mat­ter of instruc­tor priv­i­lege. In some cas­es, your instruc­tors may present approach­es with which your instruc­tors them­selves do not ful­ly agree. By pre­sent­ing an approach, your instruc­tors are not say­ing that it is cor­rect, only that it is a valu­able and pro­duc­tive approach, argu­ment, or claim. Under no cir­cum­stances will you lose points for dis­agree­ing with your instruc­tors or any­body else. How­ev­er, whether you agree with your instruc­tors or not, you are respon­si­ble for being schol­ar­ly and dili­gent in your course­work.

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