PHI 165
1
PHIL 165. THE EXAMINED LIFE: PHILOSOPHY THROUGH THE AGES Fall 2017 Monday & Wednesday: 11.00 – 12.15 (Oddfellows 105A) Instructor: Office: Telephone: E-mail: Office hours:
Dr. Steven Farrelly-Jackson Oddfellows 115 332-5323 [email protected] Mon & Wed: 12.15–1.30; Tues: 4.15–4.45; Thur: 11.00–11.30 & 4.15–4.45; Fri: 9.00–11.00.
COURSE DESCRIPTION Philosophy begins when we question and reflect upon the fundamental ideas, assumptions, values and concepts which shape our view of the world and ourselves within it. Unlike scientific questions, whose answers (in the form of hypotheses or theories) are usually developed and tested through observation and experiment, philosophical questions by their nature cannot generally be answered through empirical methods. Instead, while experience and imagination are of course important, philosophizing is characterized by its distinctive reliance on reason. It is when we challenge ourselves with philosophical questions and make a sincere effort to reason our way to answers that in effect we are living what Socrates called “the examined life” – the only sort of life he considered worthwhile. This course offers a broad introduction to western philosophy through exploration of some of the key questions that have challenged thinkers since the ancient Greek world. How should we live? What is of true value in life? What can we know? Does God exist? What is a human being? What is the relation between mind and body? Do we have free will? What makes life meaningful? We shall engage these issues (and others) through reading four important works from different points in the history of European philosophy and bringing these into conversation both with each other and also with a range of other philosophical voices. The aim is not so much to find definitive answers, as to give students the necessary conceptual and philosophical tools to begin serious thought and discussion about the questions for themselves – in short to make it possible for students to participate in the great philosophical conversations that have been ongoing for more than two thousand years. COURSE GOALS & LEARNING OBJECTIVES The fundamental aim of this course is to introduce students with no background in the subject at all to the fundamental questions, ideas and methods which have largely defined the intellectual discipline of philosophy, and to teach the basic skills – in terms of critical reading, analysis and logic – needed to engage in real philosophical thinking and writing. As such, the course is organized around several learning objectives. The themes presented in class and the assigned texts correspond to these objectives. By the end of the course students will be able to: understand what is distinctive about philosophical questions, philosophical thinking and philosophical argument. critically analyze philosophical texts, and use proper reasoning in developing philosophical arguments of their own. situate philosophical texts in their historic and cultural context, and understand how to engage ideas from the past with contemporary debates. identify and explain the most important issues and ideas in classical and contemporary philosophy in respect of questions about the existence of God, human knowledge, personal identity, the relation of mind and body, the possibility of free will, ethics and the meaning of life. understand and use fundamental principles and concepts of elementary logic/reasoning. During the course of the semester students: read a diverse range of texts from throughout the history of western philosophy, embracing a diversity of philosophical ideas and perspectives. engage in daily class discussion of philosophical questions. practice critical and analytical skills by writing philosophical papers on topics related to the course.
2 COURSE MATERIALS Plato, Gorgias (transl. Robin Waterfield), Oxford World’s Classics. R. Descartes, Meditations on First Philosophy (transl. Michael Moriarty), Oxford World’s Classics. J.S. Mill, Utilitarianism, Hackett. Simone De Beauvoir, The Ethics of Ambiguity, Citadel. Additional readings posted on Sakai. You may like to consult the following sources (mostly introductory works, all in Pelletier Library) for further help in understanding some of the fundamental issues and ideas: Simon Blackburn, Think: A Compelling Introduction to Philosophy. N. Bunnin & E. Tsui-James (eds), The Blackwell Companion to Philosophy. Thomas Flynn, Existentialism: A Very Short Introduction. Thomas Nagel, What Does It All Mean?: A Very Short Introduction to Philosophy. Roger Scruton, Modern Philosophy. John Shand, Philosophy and Philosophers: An Introduction to Western Philosophy. The following on-line resources are also worth consulting: Internet Encyclopedia of Philosophy at: http://www.iep.utm.edu. [Useful for beginning students.] Stanford Encyclopedia of Philosophy at: http://plato.stanford.edu. [Also useful, but in general the entries are very long, advanced and detailed. Only for philosophy specialists.] COURSE REQUIREMENTS Standard course requirements are: attendance at all classes, doing the assigned readings, participation in class discussion, keeping a course journal, and performance of assigned essays, quizzes and examinations. Please note that attendance at class is compulsory: attendance records are kept, and a portion of the course grade is dependent on this. Only documented medical, religious, serious family/personal, or official sports reasons qualify as acceptable reasons for missing class. In such cases, I will of course help you cover material from the relevant class missed. If you miss class for any other reason it is your responsibility to find out from other students what was done and about any announcements made. If you need to miss class due to a religious observance (see: www.allegheny.edu/news/inw/holidays.php) or Allegheny sports commitment, please speak to me in advance to make arrangements to cover material from that day. Classes Although we are a large group, class sessions will be oriented around prior reading of texts and active discussion of questions and ideas which arise from them. Do not expect “lectures” or “power-point presentations”! Reading Reading philosophy is not done in the same way as reading, say, a scientific text for information. When you read a philosophical text you are generally following the process of someone else’s thinking and reasoning on a philosophical question, and the main goal of the reading is ultimately to deepen your own understanding of the problem and to refine your own ability to think about it for yourself. This requires that you (a) try to understand what the writer is saying, (b) ask yourself whether you agree with his/her ideas, and why (or why not), and if not (c) try to think of alternative ideas you would argue for. Don’t worry if you find this difficult. Philosophical questions are not easy for anyone (professors included!), and rarely do philosophers come up with definitive answers, but this intellectual challenge is part of the pleasure of the subject. The important thing is to join the ongoing debate, do the thinking, and do your best to make some progress towards answers. IMPORTANT NOTE: It is impossible to gain/learn anything from reading philosophical texts quickly and superficially. So you cannot hope to make sense of the readings by “cramming” them at the last minute before classes, essays or exams. The only way to learn and make real progress in this course – as well as to enjoy it – is to
3 keep up with the readings as we go along and give yourself sufficient time to engage with the texts as described above. In this connection keep in mind that most philosophical texts need to be read at least twice in order to be properly understood. Journal You should keep a journal specifically for this course in which you regularly record (a) notes/ideas/questions made when you read, (b) notes/ideas/questions made during class, (c) any other relevant ideas/questions/jottings that occur to you at any time, and (d) responses to informal questions given in class. These journals are for your own benefit, and will not be assessed. But the more complete they are, the easier it will be for you to prepare for quizzes, essays and exams. COURSE ASSESSMENT 3 in-semester essays [due 27 Sep, 25 Oct, & 20 Nov] @ 15%, 15% and 20% respectively = 50% Reading responses, quizzes, and short written assignments = 15% Class participation (including attendance) = 10% Final exam essay [due Tues 19 Dec, 9.00 am] = 25% Detailed information about essay topics, readings, research advice and preparation of the writing assignments will be provided in due course. Please check the class Sakai site on a regular basis for this sort of information and any ad hoc announcements. ESSAY POLICIES, GUIDELINES AND GRADING CRITERIA Full information about the writing, delivery and grading of essays, avoidance of plagiarism, class attendance, and so on, may be found on the class Sakai site. SAKAI The class Sakai site will become a crucially important place for information and communication. All information about assignments, grading criteria, and anything else related to the course will be posted there. The site will also be the main route by which I communicate out-of-class announcements. Please make sure you learn to navigate our Sakai site effectively as soon as possible, and ensure you check it on a regular basis. FINAL NOTE I will be proceeding on the assumption that you are genuinely interested in this subject, that you aim to learn as much as possible, and that you are prepared to put the necessary time and effort into achieving true learning. I want to help you as much as possible in your endeavors, so please let me know if there is anything more I can be doing in this regard. In particular, if at any time you feel you are losing ground, losing your way, or experiencing any undue problems related to the course, please don’t hesitate to come and see me, and as early as possible. I am always glad to try and help, and the sooner we address any problems the better.
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4 CLASS SCHEDULE The following schedule is flexible and may be revised as the semester proceeds. As a rule, the readings specified below should be read BEFORE the associated class. Details of any additional readings will be announced in class.
DATE
CORE READING GUIDE
WEEK ONE Wed 30 Aug
WEEK TWO
Introduction.
PART I. THEMES: PHILOSOPHY, RHETORIC AND THE ART OF POLITICS. POWER, PLEASURE, AND LIVING WELL. JUSTICE AND THE GOOD LIFE.
Mon 4 Sep
Plato, Gorgias, 447a – 461a.
Wed 6 Sep
Plato, Gorgias, 461b – 472c.
WEEK THREE Mon 11 Sep
Plato, Gorgias, 472d – 481b.
Wed 13 Sep
Plato, Gorgias, 481b – 499b.
WEEK FOUR Mon 18 Sep
Plato, Gorgias, 499b – 509c.
Wed 20 Sep
Plato, Gorgias, 509c – 527e.
WEEK FIVE Mon 25 Sep
GENERAL REFLECTION PART II. THEMES: KNOWLEDGE OF OURSELVES AND THE EXTERNAL WORLD. THE NATURE OF THE MIND AND THE SELF. THE EXISTENCE OF GOD. TRUTH. MIND AND BODY.
Wed 27 Sep Descartes, Meditations I.
FIRST ESSAY DUE
5
WEEK SIX Mon 2 Oct
Descartes, Meditations II.
Wed 4 Oct
Descartes, Meditations III.
WEEK SEVEN Mon 9 Oct
Wed 11 Oct
FALL BREAK Descartes, Meditations IV.
WEEK EIGHT Mon 16 Oct
Descartes, Meditations V.
Wed 18 Oct
Descartes, Meditations VI.
WEEK NINE Mon 23 Oct
GENERAL REFLECTION
Wed 25 Oct
PART III. THEMES: THE FOUNDATIONS OF MORALITY. DEONTOLOGICAL VS CONSEQUENTIALIST APPROACHES TO ETHICS. MORAL MOTIVATION. SOCIAL PHILOSOPHY, RIGHTS AND JUSTICE. John Stuart Mill, Utilitarianism, Ch. 1.
SECOND ESSAY DUE
WEEK TEN Mon 30 Oct
John Stuart Mill, Utilitarianism, Ch. 2.
Wed 1 Nov
John Stuart Mill, Utilitarianism, Ch. 2 – cont.
WEEK ELEVEN Mon 6 Nov
John Stuart Mill, Utilitarianism, Ch. 3
6
Wed 8 Nov
John Stuart Mill, Utilitarianism, Ch. 4.
WEEK TWELVE Mon 13 Nov
John Stuart Mill, Utilitarianism, Ch. 5.
Wed 15 Nov
GENERAL REFLECTION
WEEK THIRTEEN Mon 20 Nov
PART IV. THEMES: EXISTENTIAL PHILOSOPHY. RADICAL FREEDOM, RESPONSIBILITY AND ETHICS. OPPRESSION AND LIBERATION. MEANING AND VALUE IN HUMAN LIFE. De Beauvoir, Ethics of Ambiguity, Ch. 1.
THIRD ESSAY DUE Wed 22 Nov
THANKSGIVING BREAK
WEEK FOURTEEN Mon 27 Nov
De Beauvoir, Ethics of Ambiguity, Ch. 1 – cont. & Ch. 2.
Wed 29 Nov
De Beauvoir, Ethics of Ambiguity, Ch. 2 – cont.
WEEK FIFTEEN Mon 4 Dec
De Beauvoir, Ethics of Ambiguity, Ch. 3.
Wed 6 Dec
De Beauvoir, Ethics of Ambiguity, Ch. 3 – cont.
WEEK SIXTEEN Mon 11 Dec
FINAL REFLECTION
EXAM PERIOD Tues 19 Dec, 9.00 am
FINAL ESSAY DUE
PHIL 165. THE EXAMINED LIFE: PHILOSOPHY THROUGH THE AGES Fall 2017 Monday & Wednesday: 11.00 – 12.15 (Oddfellows 105A) Instructor: Office: Telephone: E-mail: Office hours:
Dr. Steven Farrelly-Jackson Oddfellows 115 332-5323 [email protected] Mon & Wed: 12.15–1.30; Tues: 4.15–4.45; Thur: 11.00–11.30 & 4.15–4.45; Fri: 9.00–11.00.
COURSE DESCRIPTION Philosophy begins when we question and reflect upon the fundamental ideas, assumptions, values and concepts which shape our view of the world and ourselves within it. Unlike scientific questions, whose answers (in the form of hypotheses or theories) are usually developed and tested through observation and experiment, philosophical questions by their nature cannot generally be answered through empirical methods. Instead, while experience and imagination are of course important, philosophizing is characterized by its distinctive reliance on reason. It is when we challenge ourselves with philosophical questions and make a sincere effort to reason our way to answers that in effect we are living what Socrates called “the examined life” – the only sort of life he considered worthwhile. This course offers a broad introduction to western philosophy through exploration of some of the key questions that have challenged thinkers since the ancient Greek world. How should we live? What is of true value in life? What can we know? Does God exist? What is a human being? What is the relation between mind and body? Do we have free will? What makes life meaningful? We shall engage these issues (and others) through reading four important works from different points in the history of European philosophy and bringing these into conversation both with each other and also with a range of other philosophical voices. The aim is not so much to find definitive answers, as to give students the necessary conceptual and philosophical tools to begin serious thought and discussion about the questions for themselves – in short to make it possible for students to participate in the great philosophical conversations that have been ongoing for more than two thousand years. COURSE GOALS & LEARNING OBJECTIVES The fundamental aim of this course is to introduce students with no background in the subject at all to the fundamental questions, ideas and methods which have largely defined the intellectual discipline of philosophy, and to teach the basic skills – in terms of critical reading, analysis and logic – needed to engage in real philosophical thinking and writing. As such, the course is organized around several learning objectives. The themes presented in class and the assigned texts correspond to these objectives. By the end of the course students will be able to: understand what is distinctive about philosophical questions, philosophical thinking and philosophical argument. critically analyze philosophical texts, and use proper reasoning in developing philosophical arguments of their own. situate philosophical texts in their historic and cultural context, and understand how to engage ideas from the past with contemporary debates. identify and explain the most important issues and ideas in classical and contemporary philosophy in respect of questions about the existence of God, human knowledge, personal identity, the relation of mind and body, the possibility of free will, ethics and the meaning of life. understand and use fundamental principles and concepts of elementary logic/reasoning. During the course of the semester students: read a diverse range of texts from throughout the history of western philosophy, embracing a diversity of philosophical ideas and perspectives. engage in daily class discussion of philosophical questions. practice critical and analytical skills by writing philosophical papers on topics related to the course.
2 COURSE MATERIALS Plato, Gorgias (transl. Robin Waterfield), Oxford World’s Classics. R. Descartes, Meditations on First Philosophy (transl. Michael Moriarty), Oxford World’s Classics. J.S. Mill, Utilitarianism, Hackett. Simone De Beauvoir, The Ethics of Ambiguity, Citadel. Additional readings posted on Sakai. You may like to consult the following sources (mostly introductory works, all in Pelletier Library) for further help in understanding some of the fundamental issues and ideas: Simon Blackburn, Think: A Compelling Introduction to Philosophy. N. Bunnin & E. Tsui-James (eds), The Blackwell Companion to Philosophy. Thomas Flynn, Existentialism: A Very Short Introduction. Thomas Nagel, What Does It All Mean?: A Very Short Introduction to Philosophy. Roger Scruton, Modern Philosophy. John Shand, Philosophy and Philosophers: An Introduction to Western Philosophy. The following on-line resources are also worth consulting: Internet Encyclopedia of Philosophy at: http://www.iep.utm.edu. [Useful for beginning students.] Stanford Encyclopedia of Philosophy at: http://plato.stanford.edu. [Also useful, but in general the entries are very long, advanced and detailed. Only for philosophy specialists.] COURSE REQUIREMENTS Standard course requirements are: attendance at all classes, doing the assigned readings, participation in class discussion, keeping a course journal, and performance of assigned essays, quizzes and examinations. Please note that attendance at class is compulsory: attendance records are kept, and a portion of the course grade is dependent on this. Only documented medical, religious, serious family/personal, or official sports reasons qualify as acceptable reasons for missing class. In such cases, I will of course help you cover material from the relevant class missed. If you miss class for any other reason it is your responsibility to find out from other students what was done and about any announcements made. If you need to miss class due to a religious observance (see: www.allegheny.edu/news/inw/holidays.php) or Allegheny sports commitment, please speak to me in advance to make arrangements to cover material from that day. Classes Although we are a large group, class sessions will be oriented around prior reading of texts and active discussion of questions and ideas which arise from them. Do not expect “lectures” or “power-point presentations”! Reading Reading philosophy is not done in the same way as reading, say, a scientific text for information. When you read a philosophical text you are generally following the process of someone else’s thinking and reasoning on a philosophical question, and the main goal of the reading is ultimately to deepen your own understanding of the problem and to refine your own ability to think about it for yourself. This requires that you (a) try to understand what the writer is saying, (b) ask yourself whether you agree with his/her ideas, and why (or why not), and if not (c) try to think of alternative ideas you would argue for. Don’t worry if you find this difficult. Philosophical questions are not easy for anyone (professors included!), and rarely do philosophers come up with definitive answers, but this intellectual challenge is part of the pleasure of the subject. The important thing is to join the ongoing debate, do the thinking, and do your best to make some progress towards answers. IMPORTANT NOTE: It is impossible to gain/learn anything from reading philosophical texts quickly and superficially. So you cannot hope to make sense of the readings by “cramming” them at the last minute before classes, essays or exams. The only way to learn and make real progress in this course – as well as to enjoy it – is to
3 keep up with the readings as we go along and give yourself sufficient time to engage with the texts as described above. In this connection keep in mind that most philosophical texts need to be read at least twice in order to be properly understood. Journal You should keep a journal specifically for this course in which you regularly record (a) notes/ideas/questions made when you read, (b) notes/ideas/questions made during class, (c) any other relevant ideas/questions/jottings that occur to you at any time, and (d) responses to informal questions given in class. These journals are for your own benefit, and will not be assessed. But the more complete they are, the easier it will be for you to prepare for quizzes, essays and exams. COURSE ASSESSMENT 3 in-semester essays [due 27 Sep, 25 Oct, & 20 Nov] @ 15%, 15% and 20% respectively = 50% Reading responses, quizzes, and short written assignments = 15% Class participation (including attendance) = 10% Final exam essay [due Tues 19 Dec, 9.00 am] = 25% Detailed information about essay topics, readings, research advice and preparation of the writing assignments will be provided in due course. Please check the class Sakai site on a regular basis for this sort of information and any ad hoc announcements. ESSAY POLICIES, GUIDELINES AND GRADING CRITERIA Full information about the writing, delivery and grading of essays, avoidance of plagiarism, class attendance, and so on, may be found on the class Sakai site. SAKAI The class Sakai site will become a crucially important place for information and communication. All information about assignments, grading criteria, and anything else related to the course will be posted there. The site will also be the main route by which I communicate out-of-class announcements. Please make sure you learn to navigate our Sakai site effectively as soon as possible, and ensure you check it on a regular basis. FINAL NOTE I will be proceeding on the assumption that you are genuinely interested in this subject, that you aim to learn as much as possible, and that you are prepared to put the necessary time and effort into achieving true learning. I want to help you as much as possible in your endeavors, so please let me know if there is anything more I can be doing in this regard. In particular, if at any time you feel you are losing ground, losing your way, or experiencing any undue problems related to the course, please don’t hesitate to come and see me, and as early as possible. I am always glad to try and help, and the sooner we address any problems the better.
*
*
*
4 CLASS SCHEDULE The following schedule is flexible and may be revised as the semester proceeds. As a rule, the readings specified below should be read BEFORE the associated class. Details of any additional readings will be announced in class.
DATE
CORE READING GUIDE
WEEK ONE Wed 30 Aug
WEEK TWO
Introduction.
PART I. THEMES: PHILOSOPHY, RHETORIC AND THE ART OF POLITICS. POWER, PLEASURE, AND LIVING WELL. JUSTICE AND THE GOOD LIFE.
Mon 4 Sep
Plato, Gorgias, 447a – 461a.
Wed 6 Sep
Plato, Gorgias, 461b – 472c.
WEEK THREE Mon 11 Sep
Plato, Gorgias, 472d – 481b.
Wed 13 Sep
Plato, Gorgias, 481b – 499b.
WEEK FOUR Mon 18 Sep
Plato, Gorgias, 499b – 509c.
Wed 20 Sep
Plato, Gorgias, 509c – 527e.
WEEK FIVE Mon 25 Sep
GENERAL REFLECTION PART II. THEMES: KNOWLEDGE OF OURSELVES AND THE EXTERNAL WORLD. THE NATURE OF THE MIND AND THE SELF. THE EXISTENCE OF GOD. TRUTH. MIND AND BODY.
Wed 27 Sep Descartes, Meditations I.
FIRST ESSAY DUE
5
WEEK SIX Mon 2 Oct
Descartes, Meditations II.
Wed 4 Oct
Descartes, Meditations III.
WEEK SEVEN Mon 9 Oct
Wed 11 Oct
FALL BREAK Descartes, Meditations IV.
WEEK EIGHT Mon 16 Oct
Descartes, Meditations V.
Wed 18 Oct
Descartes, Meditations VI.
WEEK NINE Mon 23 Oct
GENERAL REFLECTION
Wed 25 Oct
PART III. THEMES: THE FOUNDATIONS OF MORALITY. DEONTOLOGICAL VS CONSEQUENTIALIST APPROACHES TO ETHICS. MORAL MOTIVATION. SOCIAL PHILOSOPHY, RIGHTS AND JUSTICE. John Stuart Mill, Utilitarianism, Ch. 1.
SECOND ESSAY DUE
WEEK TEN Mon 30 Oct
John Stuart Mill, Utilitarianism, Ch. 2.
Wed 1 Nov
John Stuart Mill, Utilitarianism, Ch. 2 – cont.
WEEK ELEVEN Mon 6 Nov
John Stuart Mill, Utilitarianism, Ch. 3
6
Wed 8 Nov
John Stuart Mill, Utilitarianism, Ch. 4.
WEEK TWELVE Mon 13 Nov
John Stuart Mill, Utilitarianism, Ch. 5.
Wed 15 Nov
GENERAL REFLECTION
WEEK THIRTEEN Mon 20 Nov
PART IV. THEMES: EXISTENTIAL PHILOSOPHY. RADICAL FREEDOM, RESPONSIBILITY AND ETHICS. OPPRESSION AND LIBERATION. MEANING AND VALUE IN HUMAN LIFE. De Beauvoir, Ethics of Ambiguity, Ch. 1.
THIRD ESSAY DUE Wed 22 Nov
THANKSGIVING BREAK
WEEK FOURTEEN Mon 27 Nov
De Beauvoir, Ethics of Ambiguity, Ch. 1 – cont. & Ch. 2.
Wed 29 Nov
De Beauvoir, Ethics of Ambiguity, Ch. 2 – cont.
WEEK FIFTEEN Mon 4 Dec
De Beauvoir, Ethics of Ambiguity, Ch. 3.
Wed 6 Dec
De Beauvoir, Ethics of Ambiguity, Ch. 3 – cont.
WEEK SIXTEEN Mon 11 Dec
FINAL REFLECTION
EXAM PERIOD Tues 19 Dec, 9.00 am
FINAL ESSAY DUE
