DEPARTMENT OF RELIGION AND PHILOSOPHY

FLORIDA SOUTHERN COLLEGE

PHI 4998: Dungeons, Dragons, and Philosophy

Section 01
Days: TBD
Edge Hall 301
Dr. H.A. Nethery
Assistant Professor of Philosophy
Department of Religion and Philosophy
Edge Hall 313
Phone: 863-680-4949
E-Mail: hnethery@flsouthern.edu
Office Hours: Monday through Friday 2-3pm

Course Description
Two Hours. Prerequisite: Great Philosophers I and II, and two other courses in philosophy.
The goal of this course is to try and live as a philosopher – to take up their world-view and to see
things through their eyes. By walking in their shoes, so to speak, we will be engaging with their
philosophy in a different way than through lecture and discussion. You will be required to make the
kinds of decisions that your philosopher would make, which requires the active application of your
understanding of that philosopher and their concepts. Your understanding, hopefully, of that
philosopher will deepen each time you apply their works.

In order to do this, we will use Dungeons & Dragons 5th Edition as the medium for our engaged learning
experiment. D&D is, at its course, an interactive story in the form of a game. There is one person who
runs the game, the Dungeon Master (in this case me), and unfolds the basic narrative. Players decide
what they want to do and roll dice in order to see if they accomplished their goal. The Dungeon Master
then adjusts the story accordingly, and so on. However, in this story, the players are free to do whatever
they choose.

Texts
All relevant documents (including basic rules) will be made available electronically.

Course Student Learning Outcomes

Upon completion of the course, students should be able to:
1. Demonstrate a deep understanding about their chosen philosopher.
2. Contrast different philosophical viewpoints during gameplay.
3. Apply relevant philosophical theories to issues and problems of lasting concern at both the
social and individual level.

Specific Course Goals

The goals of this course are to:
1. Understand and analyze the approaches taken by these thinkers.
Statement of Engaged Learning
Engaged learning is an approach to teaching and learning in which students are responsible for
developing the skills, attitudes, and knowledge necessary for success in life. The role of the professor
is to empower students to achieve these outcomes. The engaged learning method of teaching
encourages learners to conduct meaningful inquiry, reflect, think critically, and develop learning
strategies for dealing with real-world challenges. Engaged learning may take place in a variety of
settings using approaches varying in complexity and tailored to diverse learning styles.

Philosophy by its very nature rooted in dialogue, and a good philosophy course must reflect these
roots. As such, our course will at times be led like a seminar, in which much of the class discussion
and debate will be led by students. As such, every student is expected to:
1. Come to class prepared and willing to actively engage in dialogue and debate
2. Engage freely in class discussion and debate with the professor and their peers

Technology in the Classroom

1. FSC Portal: Students are expected to use PORTAL for access to assignment, readings, and
grades.
2. Use of appropriate electronic and internet resources

Course Grading Scale

A: 100-91%; B: 90-81%; C: 80-71%; D: 70-60%; F: 59-0%

Assignments and Grading Policy

Students are required to think creatively and critically about the course material, and to articulate
themselves well for each of the following grade components:
1. Participation 80%
2. Reading Schedule 10%
3. Final Reflection Essay 10%

For the first three game sessions, your roleplaying will not be assessed. Instead, the first three weeks
will be spent learning how to roleplay and familiarizing ourselves with the basic game mechanics of
D&D using an introductory module entitled “The Prison of the Hated Pretender.”

During these first three weeks, your goal as a student is to develop an initial worldview for your
character based on the philosopher you choose. This will give you a solid footing to begin the real
campaign for the rest of the semester.

The philosopher you choose must be approved by me.

After these first three weeks, however, you will be assessed for how well you are (1) roleplaying your
character/philosopher and (2) how you are wrapping your weekly readings into the game session.

As for (1), you will be assessed along the following lines:

1. How well do you apply your philosopher’s theories and overall world view to problem solving?
2. How well do you apply your philosopher’s theories and overall world view to solving puzzles?
3. How well do you apply your philosopher’s theories and overall world view to interaction with
NPCs (non-player characters)?
 4. How well do you apply your philosopher’s theories and overall world view to interaction with
other PCs (player characters)?

In regards to (2), you are not expected to “shoehorn” something from your weeks reading into the
current session. Instead, these readings should be enriching and adding nuance to how you understand
your philosopher.
At the end of the semester, you are to write a three page reflection essay on your experience in the
course. What did you think you would learn when we started? What have you learned since? Is your
understanding of your philosopher any deeper? What was this process of deepening and enriching
like?

Clearing Up Grading Misconceptions

Students do not begin this course with 100% (an A), and then have points deducted from this score
over the semester. Instead, students start out with 0% (nothing) and earn the grade they receive.

Some students are tempted, at the end of the semester, to ask their professor to round their grade up
if they are on the borderline between grades (e.g. 89-90%). While tempting, students should stop
themselves from doing this. If a student works with me all semester, visiting my office hours to clear
up questions from class or to go over the rough draft of an essay, then I might be tempted to round
the grade up if sufficient progress is shown. However, I will never do this if prompted (even by those
that deserve it).

Florida Southern College Attendance Policy Statement

The college Academic Catalog states the following: “Students are expected to attend all class and
laboratory sessions on time and may be absent only for unavoidable documented reasons.”

As such, your first three absences are free, but the fourth will result in a 3% overall grade penalty, with
an additional 2% penalty for each additional absence thereafter. I will not notify you about the number
of absences you have accumulated. It is your job to keep track.

Cell Phone Policy

The use of cell phones and other electronic communication devices is not allowed in class. If you use
your cell phone to send or check messages in class, the entire class will be given a pop quiz .

The use of electronic devices in class is distracting, both for the user and for the rest of the class (including
your instructor). Even the presence of such devices is distracting, given our understandable temptation
to use them. It affects the whole atmosphere of the class when someone is seen to be texting, surfing
the internet, checking email, and so forth – even if they feel like they are still listening and participating.

Students with Disabilities Statement 2016-2017 (Revised 4/26/16)

Florida Southern College and Student Disability Services promote universal design practices in
facilities, communication, programs, and instruction. If you wish to document a disability and apply
for academic accommodations, please contact Dr. Marcie Pospichal, Coordinator of Student Disability
Services. Her office is in the Rogers Building Room 120. You may also call her at (863) 680-4197 or
e-mail at mpospichal@flsouthern.edu with any questions or concerns.

If you anticipate or experience any barriers to learning based on disability, please let Dr. Pospichal
know so solutions can be explored.
For more information on disability accommodations and access, please visit our website at
http://www.flsouthern.edu/campus-resources/student-disability-services.aspx.
Florida Southern College Honor Code
“I will practice academic and person integrity and excellence of character and expect the same from
others.”

As an academic community, Florida Southern College is firmly committed to honor and integrity in
the pursuit of knowledge. Therefore, as a member of this academic community, each student
acknowledges responsibility for his or her actions and commits to the highest standards of integrity.
In doing so through this Honor Code, each student makes a covenant with the college not to engage
in any form of academic dishonesty, fraud, cheating, or theft. Further information on the Honor Code
is available in the current Catalog.