phil203_2020s

Philosophy of Art and Beauty

(PHIL 203)

Course Description | Course Schedule

Study Helps & Philosophy Links

Spring 2020

10:20-11:20 MWF

John R. Howard Hall 132

Email: fritzman@lclark.edu

Class Email: 20sp-phil-203-f1@lclark.edu

Office: John R. Howard Hall 223

Office Hours:

11:30-12:00 MWF

3:00-4:30 MW

and by appointment

COURSE DESCRIPTION

Friedrich Schlegel: "One of two things is usually lacking in the so-called Philosophy of Art: either philosophy or art."

This is an introductory course in aesthetics. We will study aesthetics from the modern period to the postmodern, as well as Indian aesthetics. We will begin by studying modern (18th & 19th Century) aesthetic theories; unfortunately we will not have time to read material from the ancient, medieval, renaissance, or early modern periods. Next, we will study analytic critiques of aesthetic experience, the problem of defining art, and the status of the work of art. Then, we will consider continental & contemporary theories regarding certain alleged myths of modernism, art & postmodernity, the critique of truth, cultural materialism, and the postmodern sublime. Finally, we will engage several articles on Indian aesthetics.

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 aesthetics, 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. 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; 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.

An assessment is not a summary of the reading. Rather, its primary purpose 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 must 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 withdrawals. You may drop this course on WebAdvisor by Friday of the second week of class, and no W grade will appear on your transcript.

After the second week and before 4:00 pm on Friday, April 24, you can withdraw from the course by submitting a Course Withdrawal form to the Registrar’s Office. In this case, a W grade will appear on your transcript.

The last day to withdraw is Friday, April 24. It is not possible for you to withdraw from the course after that date. At that point, you will need to complete the course, and receive whatever grade you have earned.

If you have questions or concerns about your performance in the course, please talk with me before April 24.

COURSE SCHEDULE

Oscar Wilde: "The egoistic note is, of course, and always has been to me, the primal and ultimate note of modern art, but to be an Egoist one must have an Ego. It is not everyone who says 'I, I' who can enter into the Kingdom of Art."

Week 1

Wednesday, January 22:

Introduction to the course.

Jim Pryor's Guidelines on Reading Philosophy.

Malcolm Gladwell's Group Think in the New Yorker.

Friday, January 24:

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; précis.

You neeed to sign into Watzek's website to access this article.

Week 2

The Modern (18th-Century and 19th-Century) Period

Monday, January 27:

Edmund Burke, A Philosophical Inquiry into the Origin of Our Ideas of the Sublime and Beautiful, pages 11-26; précis.

Discussion of research.

Sign-up for Assessments.

Wednesday, January 29:

David Hume, "The Standard of Taste", pages 7-19; précis.

Discussion of (annotated) bibliography, reasons for citations, proper quoting (block or in-line).

Friday, January 31:

Immanuel Kant, Critique of Judgment, pages 97-101; précis.

Discussion of (annotated) bibliography, reasons for citations, proper quoting (block or in-line).

Research Exercise for Monday: Write a précis on the topic of your Assessment (and Argumentative Research Paper).

Week 3

Monday, February 3:

Georg Hegel, "Aesthetics"; précis.

Discussion of search procedures for articles and books.

Wednesday, February 5:

Arthur Schopenhauer, The World as Will and Representation, pages 169, 178-180, 195-200; précis.

Discussion of search procedures for articles and books.

Friday, February 7:

Friedrich Nietzsche, "Art and the Will to Power", pages 61-68; précis.

Discussion of search procedures for articles and books.

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 4

The Analytic Critique of the Aesthetic

Monday, February 10:

Monroe C. Beardsley, "The Aesthetic Point of View"; précis.

Assessment: Jade Brant.

Discussion on using the Arts & Humanities Citation Index and the Philosopher's Index.

Wednesday, February 12:

George Dickie, "The Myth of the Aesthetic Attitude"; précis.

Assessment: Jalen Lowery.

Discussion on using the Arts & Humanities Citation Index and the Philosopher's Index.

Friday, February 14:

Arthur Danto, "The Artworld"; précis.

Assessment: Austin Schmidberger.

Discussion on using the Arts & Humanities Citation Index and the Philosopher's Index

Research 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 17:

Graham McFee, "Wollheim and the Institutional Theory of Art"; précis.

Assessment: Nicole Vannewkirk.

Discussion of annotated bibliography and reliability of sources.

Wednesday, February 19:

Jerrold Levinson, "What a Musical Work Is"; précis.

Assessment: Jeremiah Guerrero.

Discussion of annotated bibliography and reliability of sources.

Friday, February 21:

Jenefer Robinson, "The Expression and Arousal of Emotion in Music"; précis.

Assessment: Sabina Starin.

Discussion of annotated bibliography and reliability of sources.

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 24:

Due: Prospectus of Argumentative Research Paper

Wednesday, February 26:

Anita Silvers, "Letting the Sunshine In: Has Analysis Made Aesthetics Clear?"; précis.

Assessment: Chelsea Clarkson.

Discussion of note taking and perusing for content.

Friday, February 28:

Rosalind E. Krauss, "The Originality of the Avant Garde"; précis.

Assessment: Jones Kelly.

Discussion of note taking and perusing for content.

Week 7

Continental and Contemporary Theory

Monday, March 2:

Paul De Man, "The Resistence to Theory"; précis.

Assessment: Kyle Rauzi.

Discussion of note taking and perusing for content.

Wednesday, March 4:

Roland Barthes, "From Work to Text", pages 56-64; précis.

Assessment: Isabella Blair.

Discussion of formulating a thesis: outlines, drafts, revisions.

Friday, March 6:

Michel Foucault, This Is Not a Pipe, pages 15-31; précis.

Assessment: Sarah Borchelt and Aidan J. Whittemore.

Discussion of formulating a thesis: outlines, drafts, revisions.

Week 8

Monday, March 9:

Martin Heidegger, The Origin of the Work of Art, pages 1-23; précis.

Assessment: Sam Gilbertson.

Discussion of formulating a thesis: outlines, drafts, revisions.

Wednesday, March 11:

Meyer Schapiro, "The Still Life as a Personal Object—A Note on Heidegger and van Gogh"; précis.

Assessment: Brian Ramirez.

Discussion of articulating a thesis: arguments, objections, replies.

Friday, March 13:

Jacques Derrida, The Truth in Panting, pages 54-81, 291-371; précis.

Assessment: Daniel Newcomb.

Discussion of articulating a thesis: arguments, objections, replies.

Due on Monday: Submit the first draft of your argumentative research paper.

Week 9

Monday, March 16:

Due: First draft of your argumentative research paper.

Wednesday, March 18:

Walter Benjamin, "The Work of Art in the Age of Mechanical Reproduction".

Assessment: Jesse Maack.

Discussion of articulating a thesis: arguments, objections, replies.

Friday, March 20:

Class canceled: Midsouth Philosophy Conference

Week 10

Monday, March 23:

Spring Break

Wednesday, March 25:

Spring Break

Friday, March 27:

Spring Break

Week 11

Monday, March 30:

Theodor Adorno, Aesthetic Theory, pages 1-8.

Assessment: Burke Reichenbach.

Wednesday, April 1:

Fredric Jameson, Postmodernism, Or the Cultural Logic of Late. Capitalism, pages 58-64.

Assessment: Anthony Kolshorn.

Friday, April 3:

Jean-François Lyotard, "The Sublime and the Avant-Garde".

Assessment: Rachel Hartford.

Due on Monday: Submit the second draft of your argumentative research paper.

Week 12

Monday, April 6:

Due: Second Draft of Argumentative Research Paper

Wednesday, April 8:

Class canceled: Pacific APA

Friday, April 10:

Class canceled: Pacific APA

Week 13

Indian Aesthetics

Monday, April 13:

K. C. Pandey, "A Bird's-Eye View of Indian Aesthetics".

Assessment: Anna Haley.

Wednesday, April 15:

Troy Organ, "Indian Aesthetics: Its Techniques and Assumptions".

Assessment: Katie Clevenger.

Friday, April 17:

Class canceled: Festival of Scholars and Artists

This 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.

Week 14

Monday, April 20:

Radhakamal Mukerjee, "'Rasas' as Springs of Art in Indian Aesthetics".

Assessment: Miles Kenny.

Wednesday, April 22:

Lawrence McCrea, "'Resonance' and Its Reverberations: Two Cultures in Indian Epistemology of Aesthetic Meaning".

Assessment: Ann Niemann.

Friday, April 24:

Parul Dave-Mukherji, "Who is Afraid of Mimesis? Contesting the Common Sense of Indian Aesthetics through the Theory of 'Mimesis' or Anukaranavada".

Assessment: Denzel Baker.

Week 15

Monday, April 27: