1
Phil 265A
American Philosophy in Transition to the Modern World:1890-1950
Block 12: 2:50-4:20pm on Tuesdays and Thursday
Dr. Paul R. Hinlicky, Tise Professor
Office hours: Wed 9-12
Office: West Hall 111
Phone: x2454
Email:
Description:
From its origins in the transition from Puritanism to a secular Republic, American philosophy has been informed by contending traditions of religion and democracy riven by slavery, racism and the catastrophe of civil war. In the modern period this contention was complicated especially by the rise of evolutionary science. “Pragmatism,” aka “anti-foundationalism,” is the claim that ideas are not representations mirroring a fixed, static, so-called ‘real world’ on which truth claims are “founded,” but tools for coping in a world that is in constant flux of becoming. This characteristic American philosophical stance emerged from earlier American forms of Calvinism and draughts of 19TH century German idealism to argue that, whether or not the world is the result of an idea (i.e., God), our human ideas of it are at best probable and more often little more than socially interested responses to the ideas of other human beings. The need to act puts even the best-informed person in a position of faith or opinion rather than certitude as also in an ethical position of social responsibility. In this course we examine classic texts representing important chapters in this history of thought.
Objectives:
1. To acquire historical knowledge of a leading debate in American thought in the past century and a half.2. To join this debate on the future vocation of philosophy as “interpretation” or “hermeneutics” (Royce).3. To gain understanding of the philosophical and religious sources this debate.4. To practice interpretative and formal writing skills
Requirements:
Preparation and Attendance policy
Philosophers read and they write about what they have read. That is how they think. The reading assignments in this class are calculated to require of an average student at least two and a half hours of preparation for each classroom hour, thus, at least five hours of concentrated reading for each session. This is an average. It means that half the students in the class may need to take more than five hours in preparation. In any case, regular class attendance and informed participation, based upon the assigned reading, constitute the minimal, core requirement. Absenteeism in an intellectually demanding course such as this is intolerable. Participation in terms of active pursuit of the meaning of the texts and dialogue over the possibilities of interpretation are an essential part of the learning experience in philosophy. This is measured by the daily reading quiz, which cannot be made up later, except for medically verifiable reasons or personal emergencies as determined at the discretion of the instructor.Students are expected to come to class with a short list of questions or comments about the reading.
Text Analysis Papers
At the conclusion of each author studied in this course, each student will write an expository analysis up to 750 words of a text selected by the instructor. At the end of the semester the student will write an interpretative paper up to 5000 words about the extended argument that runs through the readings about the nature and task of philosophy in relation to American culture.
How writing assignments are graded:
F: A paper which shows no evidence of having read or understood the assigned text, with spelling and grammatical errors. Example: “Aristotle was a aristocrat who thohgt he was better than other’s cause he got character.”
D: A paper which does not explain the sense of the assigned reading but simply agrees or disagrees with it with no deeper questions. Example: “I agree with Aristile that character counts, because in a democracy everones equal.”
C: A paper which presents a plausible interpretation of the sense of the reading by correctly citing passages and relating them to the author’s position in a coherent way. No spelling or grammatical errors. Example: “Aristotle is called the father of character ethics. He observed that human beings are not born morally good, but only potentially good. Thus moral education which forms character is essential to the good life and the good society.”
B: A paper which in addition to providing a plausible interpretation also delves into the complexities of the text and the issues raised. The “B” paper is critically engaged with the reading, putting questions back to the author and wondering how the topic or argument might work in our present circumstances. No spelling or grammatical errors and stylistically clear and pleasant to read. Example: “Aristotle’s character ethic has much to commend it, since he clearly sees the necessity of the moral education of the young. But his rationalistic notion of human nature is a problem for us today, because, in accord with his understanding of the relation of reason and passion, he excluded slaves and women from the purview of the moral life.”
A: A paper which in addition to plausible interpretation, critical engagement and good style evinces the student’s own creative engagement with the issue raised by the reading. An “A” paper goes one step beyond (but does not skip over!) how the reading is to be interpreted, and speaks to the issue itself which is raised by the reading. Example: “Aristotle’s view of character formation, if it can be decoupled from his rationalistic notion of human nature, can be integrated with a more historical and holistic view. We would then understand that the formation of human character always reflects some social narrative which tells us how the world is and so guides us into the unknown future. The primary question in ethics is: What narrative do I belong to? How does it inform my life and form my character?”
Calculating the Grade
The 22 reading quizzes will count for 44% of the total grace. The five text analysis papers will count for 40% of the grace. The comprehensive final exam will count for 16% of the grade. The comprehensive final exam is based upon the readings, classroom lectures and discussion. A study guide will be distributed prior to the exam, listing topics (e.g., “Royce on loyality”) to be tested. The format may include true and false, multiple choice, match and short essay questions. In calculating your grade, the following grading scale: is employed A: 100-94; A- 93-90; B+ 89-87; B 86-83; B- 82-80; C+ 79-77’ C 76-73; C- 72-70; D 69-65; F less than 65.
Late assignments: assignments are due at the beginning of class on the day they are due. For every 24 hours that your assignment is late, the assignment grade drops one full letter. Weekend days count.Cell phones and pagers must be turned off prior to entering the classroom.The use of any electronic device during a quiz or exam is strictly prohibited. This includes Palm Pilots, Pocket PCs, and Blackberries. Any use of such devices during a quiz or exam will be considered a breach of academic integrity. Laptops in class may only be used for note-taking. Logging onto the Internet or an email server is forbidden.
The RoanokeCollege Integrity System will be observed at all times and in all circumstances.
Required Reading:
William James,Varieties of Religious Experience
Josiah Royce, The Problem of Christianity
John Dewey, Experience and Nature
Reinhold Niebuhr, Moral Man and Immoral Society
Reinhold Niebuhr, The Irony of American History
Schedule of Lectures, Discussions and Exams
Aug 28: Introduction
Sep 2: Reading and Quiz: James, 1-126
Sep 4: Reading and Quiz: James, 127-258
Sep 9: Reading and Quiz: James, 259-378
Sep 11: Reading and Quiz: James, 379-429
Sep 16: Reading and Quiz: James, 430-527
Text Analysis Distributed
Sep 18: Reading and Quiz: Royce, 57-164
James Text Analysis Due
Sep 23: Reading and Quiz: Royce, 165-228
Sep 30: Reading and Quiz: Royce, 229-320
Oct 2: Reading and Quiz: Royce, 321-406
Text Analysis Distributed
Oct 7: Reading and Quiz: Dewey, 1-77
Oct 9: Reading and Quiz: Dewey, 78-165
Royce Text Analysis Due
FALL BREAK
Oct 21: Reading and Quiz: Dewey, 166-297
Oct 22: Reading and Quiz: Dewey, 298-353
Oct 28: Reading and Quiz: Dewey, 354-438
Text Analysis Distributed
Oct 30: Reading and Quiz: Niebuhr, Moral Man xi-82
Nov 4: Reading and Quiz: Niebuhr, Moral Man 83-141
Dewey Text Analysis due
Nov 6: Reading and Quiz: Niebuhr, Moral Man 142-199
Nov 11: Reading and Quiz: Niebuhr, Moral Man200-278
Text Analysis Distributed
Nov 13: Reading and Quiz: Niebuhr, Irony, Preface, Chaps 1 & 2
Nov 18 No Class
Nov 20: Reading and Quiz: Niebuhr, Irony, Chaps. 3 & 4
Niebuhr I Text Analysis Due
Nov 25: Reading and Quiz: Niebuhr, Irony, Chaps 5 & 6
Nov 27 Thanksgiving Break
Dec 2: Reading and Quiz: Niebuhr, Irony, Chaps. 7 &8
Text Analysis Distributed
Dec 4: Summation
Niebuhr II Text Analysis Due
Final Exam