Philosophy of Religion
(PHIL 201)
Course Description | Course Schedule
Study Helps & Philosophy Links
Spring 2018
Monday-Wednesday-Friday 9:10-10:10
Miller Center 102
Email: fritzman@lclark.edu
Class Email: 18sp-phil-201-f1@lclark.edu
Office: John R. Howard Hall 223
Office Hours:
11:30-12:00 MWF
3:00-5:30 MW
and by appointment
COURSE DESCRIPTION
Thomas Jefferson: "We shall have our follies without doubt. Some one or more of them will always be afloat. But ours shall be the follies of enthusiasm, not of bigotry.... Bigotry is the disease of ignorance, of morbid minds; enthusiasm of the free and buoyant. Education and free discussion are the antidotes of both.... I like the dreams of the future better than the history of the past."
Oscar Wilde: "Religion is like a blind man looking in a black room for a black cat that isn't there, and finding it."
This is an introductory course in philosophy of religion. There are two required texts:
John Bowker
God: A Very Short Introduction
Paperback
Oxford University Press, 2014
ISBN-10: 0198708955
ISBN-13: 978-0198708957
$7.98-$8.40
God: A Very Short Introduction is available through the College Bookstore, Amazon, or Barnes & Noble.
Charles Hartshorne and William L. Reese, editors
Philosophers Speak of God
Paperback
University of Chicago Press, 1953
ISBN-10: 0226318621
ISBN-13: 978-0226318622
or
Humanity Books, 2000
ISBN-10: 1573928151
ISBN-13: 978-1573928151
$1-$33
Philosophers Speak of God is available through the College Bookstore, Amazon, or Barnes & Noble.
In this course, we will examine the various conceptions of God (or of the gods) that philosophers from different cultural, historical, and religious traditions have articulated, and the reasons these philosophers have offered to support those articulations.
Students will engage meaningfully with and demonstrate knowledge about a region or regions of the world other than the United States of America (through reading, writing, conversation, presentation and/or first-hand experiences). Topics of study include historical experience, cultural traditions, past and current social and economic realities, or transnational issues.
There are also learning outcomes for students who graduate with a major in Philosophy.
In preparation for each class meeting, you should have read the assigned material. You should arrive in class with prepared questions or comments about something in the assigned reading.
In addition to learning about the philosophy of religion, a major goal of this course 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, complete various research exercises that teach research skills, and write and present in class one assessment on a specific reading assignment. There also will be one argumentative research paper (which includes a prospectus, two drafts, and a mandatory rewrite). And a class presentation of the argumentative research paper on the Final Exam Day.
The précis, research exercises, and class participation will be weighted together and will count for 20% of your final grade. The assessment will count for 20% of your final grade. The prospectus will count for 5%, the first draft will count for 10%, the second draft will count for 15%, and the argumentative research paper will count for 25% of your final grade. The presentation will count for 5% 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 1500 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 summarize, consolidate, and explicate the central issues, main points, and key motifs of the assigned reading in order 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 overall trajectory of the thinker's thought.
It is crucial that you critically engage the reading. 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 reflect an acquaintance 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 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.
There will be an argumentative research paper, 2000 words, typed, double-spaced. It will be on the same topic as your assessment.
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 class sessions, the final grade will be lowered by two full-letter grades if you miss five class sessions, and you will be withdrawn from the course if you miss six or more class sessions. I will not accept make-up work unless you can document the reason for your absence. Documenting the reason for your absence means providing a note from, for example, your doctor explaining why you were absent. 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.
Gorgias of Leontini maintained that "those who neglect philosophy and spend their time on ordinary studies are like the suitors who desired Penelope but slept with her maids." In philosophy, unlike ordinary studies, there are few right and wrong answers. There are better and worse arguments and ideas, however, 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
As a high-school student, when I asked my Sanskrit teacher whether it would be permissible to say that the divine Krishna got away with an incomplete and unconvincing argument, he replied: "Maybe you could say that, but you must say it with adequate respect."
-- Amartya Sen, The Argumentative Indian:
Writings on Indian History, Culture
and Identity, (New York: Picador,
2005), page 5.
Week 1
Wednesday, January 17:
Introduction to the course.
Read:
Jim Pryor's Guidelines on Reading Philosophy.
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.
Friday, January 19:
God: A Very Short Introduction, pages 1-27; précis.
Week 2
Monday, January 22:
God: A Very Short Introduction, pages 28-39; précis.
Discussion of research.
Sign-up for Assessments.
Wednesday, January 24:
God: A Very Short Introduction, pages 40-54; précis.
Discussion of research.
Friday, January 26:
God: A Very Short Introduction, pages 55-71; précis.
Discussion of research.
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, January 29:
God: A Very Short Introduction, pages 72-83; précis.
Discussion of (annotated) bibliography, reasons for citations, proper quoting (block or in-line).
Wednesday, January 31:
God: A Very Short Introduction, pages 84-103; précis.
Discussion of (annotated) bibliography, reasons for citations, proper quoting (block or in-line).
Friday, February 2:
"Prologue", "Preface" and "Introduction", pages v-xi & 1-15; précis on "Introduction".
Discussion of (annotated) bibliography, reasons for citations, proper quoting (block or in-line).
Exercise for Monday: in proper bibliographical format, list three articles and two books that are relevant to your Assessment.
Week 4
Monday, February 5:
"Introduction", pages 15-25; précis.
Discussion of search procedures for articles and books.
Aristotelian Theism
Wednesday, February 7:
"Aristotle", pages 58-75; précis.
Assessment: Tristan Saldanha.
Discussion of search procedures for articles and books.
Classical Theism
Friday, February 9:
"Philo" and "Augustine", pages 76-96; précis.
Assessment: Brady Antonelli.
Discussion of search procedures for articles and books.
Exercise for Monday: In proper bibliographical format, list three additional articles that you found through the Arts & Humanities Citation Index or the Philosopher's Index that are relevant to your Assessment.
Week 5
Monday, February 12:
"Anselm" and "Al-Ghazzali", pages 96-111; précis.
Discussion on using the Arts & Humanities Citation Index and the Philosopher's Index.
Wednesday, February 14:
"Maimonides", pages 111-119; précis.
Assessment: Willa Zagerman.
Discussion on using the Arts & Humanities Citation Index and the Philosopher's Index.
Friday, February 16:
"Aquinas", pages 119-133; précis.
Assessment: Cole Petters.
Discussion on using the Arts & Humanities Citation Index and the Philosopher's Index.
Exercise for Monday: Submit a 3-5 page prospectus of your argumentative research paper in which you:
(1) indicate your topic and thesis.
(2) describe the problem or issue to be treated.
(3) outline your anticipated procedure and probable conclusion.
(4) include an annotated bibliography of works to be consulted (a minimum of six books or articles, with at least a paragraph discussing the relevance of each work to your project).
Week 6
Monday, February 19:
Due: Prospectus of Argumentative Research Paper
Wednesday, February 21:
"Descartes", "Leibniz", and "Kant", pages 133-150; précis.
Discussion of annotated bibliography and reliability of sources.
Friday, February 23:
"Channing", "von Hügel", and "Mysticism and Classical Theism", pages 150-164; précis.
Assessment: Summer Steinwald.
Discussion of annotated bibliography and reliability of source.
Classical Pantheism
Week 7
Monday, February 26:
"The Stoics", "Asvaghosha", and "Sankara", pages 165-177; précis.
Assessment: Maya Hatch.
Discussion of note taking and perusing for content.
Wednesday, February 28:
"Ramanuja", pages 177-189; précis.
Discussion of note taking and perusing for content.
Friday, March 2:
"Spinoza", pages 189-197; précis.
Discussion of note taking and perusing for content.
Week 8
Monday, March 5:
"Royce" and "Jeffers", pages 197-210; précis.
Assessment: William Lewis.
Discussion of formulating a thesis: outlines, drafts, revisions.
Emanation or Exclusive Monism
Wednesday, March 7:
"Plotinus", pages 211-224; précis.
Assessment: Claire Gordon.
Discussion of formulating a thesis: outlines, drafts, revisions.
Temporalistic Theism
Friday, March 9:
"Socinus" and "Lequier", pages 225-230; précis.
Assessment: Theodore Richards.
Discussion of formulating a thesis: outlines, drafts, revisions.
Modern Panentheism
Week 9
Monday, March 12:
"Schelling", pages 233-243; précis.
Assessment: Hannah Standish.
Discussion of articulating a thesis: arguments, objections, replies.
Wednesday, March 14:
"Fechner", pages 243-257; précis.
Assessment: Baird Feeney.
Discussion of articulating a thesis: arguments, objections, replies.
Friday, March 16:
"Peirce", "Pfleiderer", and "Varisco", pages 258-273; précis.
Assessment: Leah Paez.
Discussion of articulating a thesis: arguments, objections, replies.
Exercise for Wednesday: Submit the First Draft of your argumentative research paper.
Week 10
Monday, March 19:
"Whitehead", pages 273-285; précis.
Wednesday, March 21:
Due: First Draft of Argumentative Research Paper
Friday, March 23:
Class canceled: Midsouth Philosophy Conference.
Week 11
Monday, March 26:
Spring Break.
Wednesday, March 28:
Spring Break.
Friday, March 30:
Spring Break.
Week 12
Monday, April 2:
"Buber" and "Radhakrishnan", pages 302-310; précis.
Wednesday, April 4:
"Weiss", pages 310-324; précis.
Friday, April 6:
"Watts", pages 324-334; précis.
Limited Panentheism
Week 13
Monday, April 9:
"James", pages 335-352; précis.
Assessment: Diana Huefner.
Wednesday, April 11:
"Ehrenfels" and "Brightman", pages 352-364; précis.
Friday, April 13:
"Alexander" and "Berman", pages 365-379; précis.
Exercise for Monday: Submit the Second Draft of your argumentative research paper.
Week 14
Monday, April 16:
Due: Second Draft of Argumentative Research Paper
Submit copy to Fritzman and to a Peer Evaluator
Extreme Temporalistic Theism
Wednesday, April 18:
"Wieman", pages 395-408; précis.
Friday, April 20:
Class canceled: Festival of Scholars
The Festival of Scholars is a campus-wide celebration of student work. It is an opportunity to discuss research, to exhibit, perform, or appreciate art, and to cross disciplinary boundaries. You are required to participate, either by presenting your work or attending presentations by your fellow students.
Religio-Pragmatic Skepticism
Week 15
Monday, April 23:
"Buddhism", pages 411-415; précis.
Assessment: Isabelle Grant.
Logico-Metaphysical Skepticism
Wednesday, April 25:
"Feuerbach", pages 448-466; précis.
Assessment: Kenneth Leja.
Friday, April 27:
Reading Day
Week 16
Thursday, May 3:
Argumentative Research Paper due at 8:30 AM.
Submit four items:
(1) the final rewrite.
(2) the draft on which I wrote comments.
(3) the draft on which your peer evaluator wrote comments.
(4) the peer evaluation form.
Presentation of Argumentative Research Papers.
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503-768-7477