Exploration & Discovery
(CORE 106-09)
Exploration & Discovery,
and their Discontents
Course Description | Course Schedule
Study Helps & Philosophy Links
Fall 2018
Monday-Wednesday-Friday 11:30-12:30
John R. Howard Hall 255
Email: fritzman@lclark.edu
Class Email: 18fa-core-106-09@lclark.edu
Office: John R. Howard Hall 223
Office Hours:
MWF 10:30-11:30
M 3:00-4:30
TTh 9:00-12:00 & 1:00-3:30
and by appointment
COURSE DESCRIPTION
Friedrich Nietzsche: “A very popular error: having the courage of one’s convictions; rather it is a matter of having the courage for an attack on one's convictions!”
Rainer Maria Rilke (as quoted by J. M. Coetzee): “We are born, so to speak, provisionally, it doesn’t matter where; it is only gradually that we compose, within ourselves, our true place of origin, so that we may be born there retrospectively.”
There are eight required texts, four common works and four others:
Plato
Five Dialogues
G. M. A. Grube, and John M. Cooper, translators
Hackett, 2002
Karl Marx & Friedrich Engels
The Communist Manifesto
Penguin (Signet Classics), 2011
Frederick Douglas
A Narrative of the Life of Frederick Douglass, an American Slave
Penguin Classics, 2014
Virginia Woolf
A Room of One’s Own
Harcourt, 2005
Bhagavad Gita: The Song of God
Swami Prabhavananda and Christopher Isherwood, translators
Vedanta Press & Bookshop, 1945
https://www.amazon.com/dp/0874810434/
Oscar Wilde
The Soul of Man Under Socialism and Selected Critical Prose
Penguin Classics, 2001
https://www.amazon.com/dp/0140433872/
W. E. B. Du Bois
The Souls of Black Folk
Oxford University Press, 2007
https://www.amazon.com/dp/B014S31KXA/
Angela Y. Davis
Women, Race, & Class
Vintage, 1983
https://www.amazon.com/dp/0394713516/
The Learning Outcomes for Exploration & Discovery are:
This course brings students together to read, discuss, and write about a group of texts and other works foundational to a liberal arts education. The course aims to engage students with some of the enduring questions that reverberate through all academic disciplines and that have shaped some of humanity’s great intellectual achievements. Engaging with such enduring questions requires engaging the materials, tasks, and assignments in this course, and doing so will afford students the opportunity to develop the following skills and capacities:
1. Work collaboratively and constructively in a group setting. (Demonstrate capacity to listen, respond reasonably to, and build on the intellectual positions staked out by course materials, instructors, and fellow students.)
2. Perform careful, critical reading of sophisticated texts. (Demonstrate understanding of form and contents of texts; discern patterns and anomalies in form and content; produce thoughtful informal and formal commentary on texts.)
3. Articulate in spoken and written word effective analysis and synthesis of texts and ideas. (Demonstrate capacity to collect, evaluate, and employ evidence for analytical, synthetic, or interpretive claims and to weigh the merits of competing arguments.)
4. Compose effective formal academic writing, both in class (during exams or other exercises) and outside of class (for take-home writing assignments). (Demonstrate capacity to compose clear and compelling prose, formulate persuasive arguments supported with evidence, and pursue creative and eloquent expression of ideas.)
In this section of Exploration & Discovery, we will closely read and discuss the course's four common works. Each is paired with another that variously complements and contests it. Specifically, Plato's Crito is paired with the Bhagavadgītā, Karl Marx & Friedrich Engels are paired with Oscar Wilde, Frederick Douglas with W. E. B. du Bois, and Virginia Woolf with Angela Y. Davis.
Through critically engaging with these works, we will learn to see, to think, and to speak and write, thereby developing a noble culture (what Germans call Bildung).
In preparation for each class meeting, you should have read the assigned material. You should arrive in class with prepared questions or comments.
A major goal of this section is to cultivate intellectual abilities which have general application. This course aims to provide the resources which will enable you to develop intellectual survival skills, question what passes as common knowledge and accepted wisdom, evaluate your own and others' positions, and formulate new ideas. Such skills consist in the ability to summarize the assigned material, and to write pieces in which ideas and arguments are articulated, criticized, defended. Such skills also involve developing the ability to think critically about the views of ourselves and others. Critical thinking consists in understanding several sides of a debate, and seeing both the advantages and limitations of an opinion. Learning to question your opinions is as crucial as arguing for them. If you only learn to give reasons for opinions already held, you merely are giving rationalizations for prejudices. You need to learn to think for yourself, developing, defending, and criticizing your beliefs.
In this connection, I am especially concerned that you develop the ability to discuss issues cogently and to write intelligent, reflective pieces in clear, grammatical English. It is important that you learn to think, in a disciplined way, about the books and issues they raise. Part of that discipline consists in being able to analyze, evaluate, and formulate arguments. This involves knowing how to identify basic assumptions, develop a line of reasoning, recognize the steps that lead to a conclusion, and determine whether an argument is sound. In this way, hopefully, you will develop intellectual curiosity and the competencies to reason logically, evaluate critically, communicate effectively, imagine creatively, and appreciate aesthetic and creative expressions of humanity.
You are encouraged to share your questions and observations with the rest of the class, and to engage critically with the material, myself, and each other. By participating in class discussions, you will encounter directly differing interpretations of the material, become aware of the history of these views, and be encouraged to develop your own critical perspectives. In interacting with the material and each other, you will acquire a knowledge and appreciation of self, society, human cultures, and the natural world. I intend that you discover what has been written and said concerning, in the words of Socrates, "the most important things" -- questions about human character and the conduct of life. Such skills will enable you to succeed in subsequent courses and in endeavors outside of the classroom. Those abilities also will contribute to your development as educated citizens in a democratic society.
Each student will write a précis for almost every reading assignment, and complete various research exercises that teach research skills. There will be four papers and one assessment. And there will be a midterm examination and a final examination.
The précis, research exercises, and class participation will be weighted together and will count for 20% of your final grade.
The four papers and assessment will each be 1300 words, or 5 pages minimum (see the conversion chart at https://wordcounter.net/blog/2015/09/18/10655_how-many-pages-is-2000-words.html). Each paper and the assessment will count for 10% of your final grade, and so they will together will count for 50% of your final grade.
The midterm examination will count for 10% of your final grade.
The final examination will count for 20% of your final grade.
The grading scale is as follows:
A = 93%-100%
A- = 90%-92%
B+ = 86%-89%
B = 83% 85%
B- = 80%-82%
C+ = 76%-79%
C = 73%-75%
C- = 70%-72%
D+ = 66%-69%
D = 60%-65%
F = 0%-59%.
A précis will be due almost every class session. Each précis will be one typed page -- never longer -- double-spaced, with 1 inch margins on the right & left sides and the top & bottom. It must be at least 3/4 of a page in length. Use a 12-point Times or Times Roman font. There will be no spelling or grammatical errors in your précis. Your name will be typed in the upper right-hand corner. In each précis, you will summarize -- in your own words, without using any quotes -- the assigned reading's main claims, as well as the reasons which are given to support those claims. You will not include any opinion, evaluation, or commentary. At the bottom of each précis, or on the back, you will write one question that you have about the reading. This question must written prior to, not during, class. I never will accept a late précis, but I will allow you to drop one.
An assessment should be approximately 1300 words, typed, double-spaced. Except for the length, the assessment should follow the same format requirement as the précis. You will sign up for a dates on which you will present your assessments. On the day you present, you will distribute copies to all of the persons in this class. This will require, of course, that you have enough copies made so that each member of the class has one. You first will read your assessment, and then you and I will serve as the main resource persons for fielding questions concerning the material. Since the class discussion will be centered around the assessment, it is crucial that you distribute the assessment the class session when you present it, and that you actually be in class to read your assessment.
The primary purpose of the assessment is to critically engage the assigned reading, through a sustained conversation with the relevant secondary literature, and to facilitate class discussion of the material. It is important that the assessment contextualize the reading by describing briefly both how the reading is a continuation and development of material which has come before, and how it contributes to the text's overall trajectory.
It is crucial that your assessment be argumentative, and that critically engage the reading, in conversation with the secondary literature. You might argue that a claim that the author makes is incorrect, for example, or that a criticism in the secondary literature is incorrect. Alternatively, you might argue that an interpretation advanced in the secondary literature is incorrect. The assessment should ben in conversation with the requisite secondary literature. This means that you must incorporate at least three secondary sources you consulted while writing your assessment.
A student presenting an assessment will not submit a précis of that material too.
The Arts & Humanities Citation Index, the Internet Encyclopedia of Philosophy, the Routledge Encyclopedia of Philosophy, and Stanford Encyclopedia of Philosophy will be useful.
The Philosopher's Index will be vital for the Assessment and Argumentative Research Paper.
The Chicago Manual of Style's Citation Quick Guide is online.
You're welcome to consult the Writing Center, located on the main floor of Watzek Library.
Also useful is the Online Writing Lab (OWL) at Purdue University.
If you would find it useful to create concept maps, to help write your assessment or argumentative research papers, you can download the software to create them from IHMC Cmap Tools.
All work must be submitted when it is due. Late work -- précis, assessments, papers -- will not be accepted and will receive no credit.
This class will be successful only if there is a high degree of participation and attendance, and so I want you in class participating. The final grade for the course will be lowered by a full-letter grade if you miss four unexcused class sessions, the final grade will be lowered by two full-letter grades if you miss five class sessions, etc. Serious illnesses and emergencies will be dealt with on a case-by-case basis.
Throughout the course you are expected to read carefully the assigned material. It is impossible to do well in this course without reading and studying the books. You should spend a minimum of three hours preparing for each class session. Read the assigned material at least twice and take notes on what you read. You are expected to attend all class sessions, come to class having read thoroughly the assigned material, and to contribute to the discussions.
While there may be few answers that can be know for certain, there are better and worse arguments and ideas, usually in direct proportion to thoughtfulness and care. What is important is that you think for yourself, and that you develop and defend your own ideas. It would be an excellent idea to write drafts or outlines of your précis and papers, and to have a comrade read them to check on spelling, grammar, development of arguments, and so forth.
You are strongly encouraged to discuss the class material, your ideas, your puzzles and difficulties with each other. A word to the wise: Find a study partner to discuss things with outside of class. (To see why this is effective for creativity and learning, read Malcolm Gladwell's article, Group Think: What Does "Saturday Night Live" Have in Common with German Philosophy?, The New Yorker, 2 December 2002, pages 102-107).
There's a Bollwood tune for every occasion. Click here.
When it comes to finally writing your précis and essays, though, do your own writing. That is the only way you will get the full benefit of your own efforts. I will be happy to discuss ideas with you, read outlines and rough drafts, and so forth. That is partly why I keep office hours.
A final word to the wise. It is not difficult to do well in this class, but it also is easy to do badly. Let me talk about the bad stuff first. You will receive a major grade reduction -- or fail this course -- if you do not read the material, seldom participate in class discussions, do not write your précis, assessment, or argumentative research paper, plagiarize, cheat, and so forth.
About plagiarizing and cheating. All students are expected to follow Lewis & Clark College's Academic Integrity Policy. Plagiarizers and cheaters will be given an "F" for the entire course (they will not be allowed to drop or withdraw from the course). I also will turn their cases over to the Honor Board; I will recommend that disciplinary penalties be assessed. It is never in your interest to plagiarize or cheat!
Now for the good stuff. With a concerted effort, you will do well in this class. To do well, you must participate in class discussions, read and study the assigned material, write the précis, assessment, argumentative research paper, be in class (almost) all of the time, etc. I do not grade on a curve, and so there is no good reason why you should not get an "A" for the course!
Course policy on disability accommodation. If you have a disability or learning difference that may impact your academic performance, you may request accommodations by submitting documentation to Student Support Services, located in Albany 206 (access@lclark.edu, 503-768-7156). They will notify me of the accommodations for which you are eligible.
COURSE SCHEDULE
Samuel Beckett: “Ever tried? Ever failed? No matter. Try again. Fail again. Fail better.”
Jean-François Lyotard: “There is in every text a principle of displaceability (Verschiebarbeit, says Freud), on account of which the written work induces other displacements here and there (within author and readers both), and can thus never be but the snapshot of a mobile, itself a deferred, secondary unity, under which currents flow in all directions.... What is important in a text is not what it means, but what it does and incites to do. What it does: the charge of affect it contains and transmits. What it incites to do: the metamorphoses of this potential energy into other things -- other texts, but also paintings, photographs, film sequences, political actions, decisions, erotic inspirations, acts of insubordination, economic initiatives, etc.”
Week 1-1=0
Monday, August 31, 1:30 PM:
Opening E&D Plenary Lecture in Flanagan Chapel
Plato & “This is America” video by Childish Gambino (aka Donald Glover)
Kim Cameron-Dominguez (SOAN) and Tremaine Johnson (writer & educator)
First class meeting in John R. Howard Hall 102.
Complete CRIP survey.
Read:
Critical Reading: The First Steps to Good Writing.
Malcolm Gladwell's "Group Think" in the New Yorker.
Ethan Watters, "We Aren't the World", Pacific Standard.
Joseph Henrich, Steven J. Heine, and Ara Norenzayan, "The Weirdest People in the World?", Behavioral and Brain Sciences, Volume 33:2-3, June 2010, pages 61-83.
Week 1
Monday, September 3:
Labor Day.
Plato
and
The Bhagavad Gita
Wednesday, September 5:
Plato, Euthyphro, pages 1-20; précis.
Discussion of research.
Friday, September 7:
Plato, Apology, pages 21-39; précis.
Discussion of research.
Week 2
Monday, September 10:
Plato, Apology, pages 39-44; précis.
Discussion of (annotated) bibliography, reasons for citations, proper quoting (block or in-line)
Sign-up for Assessments.
Wednesday, September 12:
Plato, Crito, pages 45-51; précis.
Discussion of (annotated) bibliography, reasons for citations, proper quoting (block or in-line).
Friday, September 14:
Plato, Crito, pages 52-57; précis.
Discussion of (annotated) bibliography, reasons for citations, proper quoting (block or in-line).
Exercise for Monday: Find one book and one article that will be relevant to your Assessment. Provide one block quote from the book and one in-line quote from the article. List the book and the article in proper format for bibliography.
Week 3
Monday, September 17:
Bhagavad Gita, pages 1-55; précis.
Discussion of search procedures for articles and books.
Wednesday, September 19:
Bhagavad Gita, pages 57-83; précis.
Discussion of search procedures for articles and books.
Friday, September 21:
Bhagavad Gita, pages 85-104; précis.
Discussion of search procedures for articles and books.
Exercise for Monday: In proper bibliographical format, list one additional article and one additional book that you found through the Arts & Humanities Citation Index or the Philosopher's Index that are relevant to your Assessment.
Week 4
Monday, September 24:
Bhagavad Gita, pages 105-124; précis.
Discussion on using the Arts & Humanities Citation Index and the Philosopher's Index.
Wednesday, September 26:
Bhagavad Gita, pages 125-142; précis.
Discussion on using the Arts & Humanities Citation Index and the Philosopher's Index.
Friday, September 28:
Bhagavad Gita, pages 143-164; précis.
Discussion on using the Arts & Humanities Citation Index and the Philosopher's Index.
Week 5
Monday, October 1:
Due: Paper on Plato and the Bhagavad Gita.
Frederick Douglass
and
W. E. B. Du Bois
Wednesday, October 3:
A Narrative of the Life of Frederick Douglass, pages 1-22; précis.
Discussion of annotated bibliography and reliability of sources.
Colloquium at 1:50-2:50:
Douglass & Structural Racism
Rachel Cole (English) and Judy Prosper (Deputy City Attorney, City of Portland)
Friday, October 5:
A Narrative of the Life of Frederick Douglass, pages 23-44; précis.
Discussion of annotated bibliography and reliability of source.
Week 6
Monday, October 8:
A Narrative of the Life of Frederick Douglass, pages 45-73; précis.
Discussion of note taking and perusing for content.
Wednesday, October 10:
A Narrative of the Life of Frederick Douglass, pages 73-93; précis.
Discussion of note taking and perusing for content.
Friday, October 12:
Fall Break.
Week 7
Monday, October 15:
A Narrative of the Life of Frederick Douglass, pages 95-115; précis.
Discussion of formulating a thesis: outlines, drafts, revisions.
Wednesday, October 17:
Du Bois, The Souls of Black Folk, pages, 1-44; précis.
Discussion of formulating a thesis: outlines, drafts, revisions.
Friday, October 19:
Midterm Examination.
Discussion of formulating a thesis: outlines, drafts, revisions.
Week 8
Monday, October 22:
Du Bois, The Souls of Black Folk, pages 45-92; précis.
Assessment: Isabella Lopez Dion.
Discussion of articulating a thesis: arguments, objections, replies.
Wednesday, October 24:
Du Bois, The Souls of Black Folk, pages, 93-139; précis.
Assessment: Harry Thoemmes.
Discussion of articulating a thesis: arguments, objections, replies.
Friday, October 26:
Du Bois, The Souls of Black Folk, pages 140-178; précis.
Discussion of articulating a thesis: arguments, objections, replies.
Week 9
Monday, October 29:
Due: Paper on Frederick Douglass and W. E. B. Du Bois.
Virginia Woolf
and
Angela Y. Davis
Wednesday, October 31:
Woolf, A Room of One’s Own, pages 1-24; précis.
Assessment: Caroline Karson.
Friday, November 2:
Woolf, A Room of One’s Own, pages 25-56; précis.
Assessment: Rachel Baril.
Week 10
Monday, November 5:
Woolf, A Room of One’s Own, pages 57-93; précis.
Assessment: Jake Soldera.
Wednesday, November 7:
Woolf, A Room of One’s Own, pages 94-112; précis.
Assessment: Aaron Lutz.
Friday, November 9:
Davis, Women, Race, & Class, pages 1-45; précis.
Assessment: Olivia Olson.
Week 11
Monday, November 12:
Davis, Women, Race, & Class, pages 46-98; précis.
Assessment: Olivia Brackin.
Wednesday, November 14:
Davis, Women, Race, & Class, pages 99-148; précis.
Assessment: Logan Kelly.
Colloquium at 1:50-2:50:
Woolf & #MeToo
Rishona Zimring (English), Charese Rohny (attorney), and Shadiin Garcia (educator, researcher, consultant)
Friday, November 16:
Davis, Women, Race, & Class, pages 149-201; précis.
Assessment: Elana Goff.
Week 12
Monday, November 19:
Davis, Women, Race, & Class, pages 202-244; précis.
Assessment: Eduardo Beltran.
Wednesday, November 21:
Due: Paper on Virginia Woolf and Angela Y. Davis.
Friday, November 23:
Thanksgiving Break.
Karl Marx & Friedrich Engels
and
Oscar Wilde
Week 13
Monday, November 26:
Marx & Engels, The Communist Manifesto, pages 39-60; précis.
Assessment: Nicolai Blood.
Wednesday, November 28:
Marx & Engels, The Communist Manifesto, pages 61-94; précis.
Assessment: Nils Andreasen.
Friday, November 30:
Marx & Engels, The Communist Manifesto, pages 94-111; précis.
Assessment: Gideon Salbato.
Week 14
Monday, December 3:
Wilde, The Soul of Man Under Socialism, pages 122-142; précis.
Assessment: Malcolm Arnott.
Wednesday, December 5:
Wilde, The Soul of Man Under Socialism, pages 142-160; précis.
Assessment: Chloe Levine.
Friday, December 7:
Wilde, The Decay of Lying, pages 163-192; précis.
Week 15
Monday, December 10:
Concluding discussion.
Wednesday, December 12:
Due: Paper on Karl Marx & Friedrich Engels and Oscar Wilde.
Friday, December 14:
Reading Day.
Week 16
Tuesday, December 18; 1:00-4:00 PM:
Final Examination.
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J. M. Fritzman
0615 SW Palatine Hill Road
Portland, OR 97219-7899
USA
503-768-7477