Modern Philosophy Syllabus

Syllabus Professor Tom Atchison

Early Modern European Philosophy Office: 320 St. John’s Hall (St. Paul Campus)

Spring Semester 2009 Office hours: M 5-7, T 10-2, W 1-3

Phone: 651-793-1493

Email: Thomas.Atchison@metrostate.edu

Course Objectives

· To learn something about the philosophical views, ideas, and arguments put forward by a variety of philosophers of the 17^th, 18^th, and 19^th centuries.

· To consider various interpretations and understandings of their works.

· To improve students’ ability to develop and defend interpretations of their own.

· To improve students’ ability to criticize and assess the views of these philosophers.

Competence Statement

Students are acquainted with some of the philosophical views of selected philosophers of the 17^th, 18^th, and 19^th centuries, are able to analyze and criticize interpretations of those thinkers, and can begin (at least) to assess their views.

Course Materials

The only text I have ordered through the bookstore is The Great Conversation, Volume II (5^th edition) by Norman Melchert. This book provides an overview of the ideas and of some of the social context of the thinkers we will be studying. It also contains the entire text of Descartes’ Meditations on First Philosophy and many excerpts from other important works. But we will need to read more than what Melchert provides. Since virtually all the texts of the philosophers of this period are available online, it seemed to me better not to order a large number of those texts in book form (or a fat anthology). But those of you who don’t like to read things online might want to get hold of hard copies of those works. They are all available in inexpensive editions, and often can be found for pennies at the used bookstores near the University of Minnesota (or from online booksellers). There are excellent versions available at www.earlymoderntexts.com a website developed by Professor Jonathan Bennett. Prof. Bennett has devoted his retirement to rewriting these texts in modernized and somewhat simplified prose, so that they are easier for contemporary readers to understand. More conventional versions are available at http://www.class.uidaho.edu/mickelsen/readings.htm a website maintained by Professor J. Carl Michelson of the University of Idaho.

Please bring the assigned reading to class with you each week. (We will often spend a good deal of our class time looking at the texts.)

Please make sure your Metro State Netmail account is working and check regularly for class related emails.

Class website: I maintain a simple website where I post course handouts and information. The URL is http://www.woldww.net/classes/

Course Description

The philosophers of the early modern period represent a fairly major shift in the outlook of European culture. After many centuries in which the authority of the Church and the philosophy of Aristotle largely shaped people’s thinking, a revolutionary new science was developing, the Church was fragmenting, old skeptical ideas were being revived and new worlds were being discovered (geographically and astronomically). The philosophers of the period made heroic efforts to defeat skepticism, to provide new foundations for human knowledge, to reconcile the new scientific spirit with religious belief, to develop rigorous methods for the pursuit of science, and (eventually) to apply these new methods to the problems of ethics and politics. In the process they framed questions and developed concepts that still dominate philosophical inquiry and discussion – questions about the sources and limits of human knowledge, about the possibility of proving (or at least providing evidence for) the existence of God, about the relations of our minds to our bodies, about the grounds of moral judgment and of political authority.

Our first job will be simply to understand the discussions of these questions provided in their works. But I also want students to work on developing their own views about these issues and on articulating reasoned defenses of their opinions.

Conduct of the Course

Class time will be devoted largely to discussion, some in small groups, some all together. I will occasionally lecture, more often I will answer questions as they come up in discussion, and even more often I will try to help you figure out how to answer your questions yourself.

Much of our discussion will focus on understanding and evaluating the texts. This will work well only if you have done the assigned reading carefully -- often twice or three times -- and given it some thought. In philosophy we are interested not in the information that can be extracted from a text, nor simply in the conclusions or opinions that an author expresses; we are primarily interested in understanding and assessing the reasoning that an author uses to try to establish or support those conclusions. This requires a very careful sort of reading.

The point of reading these texts is not only to understand what some great minds have produced. A guided tour through the Museum of Great Ideas is a very good thing, but not the best thing that philosophy has to offer. Better is the opportunity to learn to think for yourself. The readings provide models of careful and/or creative thinking, challenges to our prejudices and assumptions, and starting points for our own reflections. But the only way to learn to philosophize is to enter the conversation yourself. In this way a course in philosophy is more like a course in drawing or sculpture -- a studio art course -- than like a course in art history or art appreciation. You can’t learn to draw by just watching other people draw, and you can’t learn to do philosophy by just listening and reading. You have to express your views and expose them to other people’s critical reactions.

Assignments and Grading

Reading assignments

I expect you to find time (several hours) to do the reading for each class and to come prepared to discuss it. Come to class ready to say what you found interesting, what you found confusing, questionable, or just plain wrong, what seemed to you to be the most important claims made, and what arguments or justifications were offered for those claims. Expect that you will need to read the assignments more than once to understand them adequately, and plan your time accordingly.

Reading response papers

20 % of your grade will be earned by submitting brief (a page or two, typed, double-spaced) responses to the readings for each class. These must be turned in at (or emailed by) the beginning of the class period to be counted. (If you must miss class, send in your response paper by e-mail.) They can contain questions, objections, observations and/or reactions to the reading for that class. I will not grade these, but I will reject any that do not seem to be based on a reasonably conscientious reading of the assignment for that week. You can miss one of these and still earn an ‘A’ for this part of the course work, but missing more will be penalized on the following schedule: 85% completed = A; 70% = B; 60% = C; 50% = D; less than 50% = F. I will also notice and reward particularly perceptive or thoughtful response papers.

Class discussion

20% of your grade will also be determined by my evaluation of the quality of your participation in class discussions. Just showing up and paying attention earns a C for this component; occasionally making helpful contributions earns a B; regularly making helpful contributions earns an A. Helpful contributions include: asking pertinent questions, answering questions asked by the instructor or by other students, expressing your views about the texts or topics we are discussing, responding (relevantly and respectfully) to the views expressed by others.

Position Papers

You will be asked to write 3 short (4-6 page) papers explaining and supporting your position on an interpretive or substantive question arising from one or more of the texts we study. I will provide topics for you to choose from. Each paper will count for 20% of your grade. Please keep copies of all the work you hand in.

Note: I try hard to base my evaluation of your work on your understanding of the reading, the quality of your reasoning and questioning, and the clarity and effectiveness of your expression of your thoughts, not on whether I agree with your philosophical theories, ideas, or opinions.

Time commitment outside of class

In accordance with Metropolitan State University guidelines, I've designed this course with the expectation that students will do 2-3 hours of course-related work outside of class for every hour spent in class. In other words, you should expect to spend 6-9 hours a week outside of class working on this course.

Needed reading and writing skills

Although there are no prerequisites for this course, it is an upper-division course. This means I assume you have the following reading and writing skills, and assignments are made with this expectation in mind:

· Ability to read and summarize the main points of analytical, abstract material such as Supreme Court decisions and academic journal articles;

· Ability to include appropriate citations of quoted and paraphrased sources in academic writing;

· Ability to construct short, analytical essays including stating and supporting a thesis, presenting and addressing objections to your thesis, and drawing conclusion

· Ability to edit written work well enough to eliminate most errors in grammar, punctuation and spelling.

Course Policies

Attendance

I do not require attendance per se, but part of your grade is determined by your participation in class discussion. I strongly advise regular attendance because the material in this course is relatively difficult and confusing, and few students are able to do well on the exams and papers without the explanations and practice provided in class.

Late work

Response papers must be turned in at (or before) the beginning of class to receive full credit. Late response papers will receive half credit. In fairness to students who turn their position papers in on time, I will subtract one grade (e.g., B+ to B) for each day that a postion paper is late.

Incompletes

I will give incomplete grades only to students who have satisfactorily completed most of the course work and who are unable to finish on time because of circumstances beyond their control.

Plagiarism

All work submitted for this course must be your own. Plagiarism is the academic ‘sin’ of presenting someone else’s work as your own. It is plagiarism if you copy something verbatim (word for word) from a published source, from the Internet, or from another student. It is still plagiarism if you rearrange, paraphrase, condense, or summarize someone else’s work without making clear to your reader what is your contribution and what is taken from your source. If the exact wording comes from your source, then use quotation marks. If the idea comes from someone else, give him or her credit for it. The way to do this is to cite your sources. There is a clear and detailed explanation of various forms of plagiarism and of proper citation practices at http://clover.slavic.pitt.edu/~tales/02-1/plagiarism.html. I will give a grade of ‘F’ to any student who submits plagiarized work for this course.

New University policy:

Be aware: New academic standing standards went into effect fall semester, 2008. To remain in good academic standing at Metropolitan State University students must meet two criteria: maintain a cumulative Metropolitan State GPA of at least 2.0; and successfully complete at least 66.66% of the cumulative Metropolitan State University credits attempted. Students who do not meet these standards will be put on academic probation. A student who continues to fall below standards will be dismissed for academic reasons.

Withdrawing from courses after the drop deadline (January 18) will result in a ‘W’ on your record and may bring your completion rate below this new standard. My advice is to determine quickly whether or not this is the right course for you and to drop before that deadline (just a few days away) if it is not. If you drop before August 31, this class will not be counted in determining your completion rate. If you withdraw after that date, it will.

Tentative schedule of Assignments

Date	Topic	Reading (Note: TGC = The Great Conversation by Norman Melchert; TBA means To Be Announced later)

Jan. 15	Introductory Session	None
Jan. 22	From Medieval to Modern: the revolution begins	TGC, Ch. 12, Ch 13 to page 346 (Includes the first three Meditations by Descartes)
Jan. 29	Descartes’ dualism and Hobbes’ materialism	TGC, Ch. 13, the rest (Includes Descartes Meditations 4-6), Ch. 14 to p. 369, Hobbes Leviathan Intro and Book 1 Chs. 1-6.; Princess Elizabeth, letters to Descartes
Feb. 5	Hobbes and Locke on the Social Contract	TGC 369-371; Leviathan Chs. 13-15, 17, 18, 21; TGC 382-385; Locke 2^nd Treatise of Government, Chs. 1-5, 7-11
Feb. 12	Locke’s theory of knowledge and Berkeley’s	TGC 372-382, 385-396; Locke, Essay Concerning Human Understanding, selections TBA; 1^st paper due
Feb. 19	Hume on knowledge and causality	TGC 397-409; Enquiry Concerning Human Understanding, Chs. 1-7
Feb. 26	Hume on God, soul, and freedom	TGC 409-419; Enquiry Concerning Human Understanding, Chs. 8-12
March 5	Hume on morality	TGC 419-425; Enquiry Concerning the Principles of Morals, selections (TBA)
March 12	Spring Break – no class
March 19	Rationalism after Descartes; Kant on knowledge	TGC 426-441; selections (TBA) from The Critique of Pure Reason and The Prolegomena to any Future Metaphysic
March 26	Kant on God, soul, and freedom	TGC 442-450; more selections from Kant (TBA); 2^nd paper due
April 2	Kant on morality	TGC 450-460; Kant, Groundwork of the Metaphysics of Morals
April 9	Mill	TGC Ch. 19; Selections (TBA) from Utilitarianism, The Subjection of Women, and On Liberty
April 16	From Hegel to Marx	TGC Ch. 17; selections from Hegel (TBA); TGC, pp.507-514; selections from Marx (TBA)
April 23	Nietzsche	TGC Ch. 20; Selections (TBA) from Twilight of the Idols and The Genealogy of Morals
April 30	Graduation day, no class?	3^rd paper due (send by email)