phil207_2024f

Study Helps & Philosophy Links

Fall 2024

12:40-1:40 PM, Monday-Wednesday-Friday

John R Howard Hall, Room 259

Email: fritzman@lclark.edu

Class Email: 24fa-phil-207-f1@lclark.edu

Office: John R. Howard Hall, room 223

Office Hours:

Office meetings, no appointment needed:
10:30-12:00 Monday-Wednesday-Friday,
3:00-4:00 Monday.

Zoom meetings, by prior appointment only:
Tuesday-Thursday at
https://zoom.us/j/3469350737

COURSE DESCRIPTION

His trip to India was a failure (so he judged). Yet one onlooker, studying Isherwood's behavior, saw in that supposed failure a quiet success. Prabhavananda observed that Isherwood failed to have a great life-changing experience in India because in him India and America, East and West, were no longer separate worlds. And, in truth, if Isherwood was not at home in India, nor was he at home in his birth-land England. He was most at ease, perhaps, not at but on the drive to the Vedanta Temple on Ivar Avenue, while the car radio blared, horns honked, and a Hindu and an Enlightenment worldview swirled together in his head. Beguiling charlatans like Madame Blavatsky or Paul Brunton could feel at home in India, for they had only to open their mouths and out spouted eastern wisdom. Isherwood's whining discomfort in India, if its syntax is straightened out, was saying something more complex and more original. His was the new voice of an almost visionary ambivalence that could hover between opposing viewpoints and combine a religious and a secular outlook. The question that had vexed Isherwood as he had exited a Europe toppling into destruction and ruin—"How does one live now?"—had eked out a response somewhere in alien India. How live? By willing to, even when you don't want to; by fudging nothing about yourself, not even what is distasteful; by holding on, if by the thinnest, barest thread, to some ideal; by accepting the discovery that Prabhavananda's spiritual goodwill to others and his own lustful attractions were two sides of the only coin you can pay for the privilege of being in the world—that's how Isherwood did it in India.

Jeffery Paine, Father India: Westerners
Under the Spell of an Ancient Culture,
(New York: HarperPerennial, 1998),
pages 216-217.

This is an introductory course on the philosophies of India. There are two required texts:

Sue Hamilton,
Indian Philosophy: A Very Short Introduction
Oxford University Press, 2001.
Retail: $11.95
New: Starting at $4.11
Used: Starting at $2.32

Indian Philosophy: A Very Short Introduction is available through the College Bookstore, Amazon.com, Barnes & Noble, and Course Reserves at Watzek Library.

Sarvepalli Radhakrishnan and Charles A. Moore, editors,
A Sourcebook in Indian Philosophy
Princeton University Press, 1967.
Retail: $42.00
New: Starting at $22.98
Used: Starting at $4.32

A Sourcebook in Indian Philosophy is available through the College Bookstore, Amazon.com, Barnes & Noble, and Course Reserves at Watzek Library.

Download a free copy of Microsoft's Office 365 Education— which includes Word, Excel, PowerPoint, OneNote, and Teams—at https://products.office.com/en-us/student/office-in-education.

This is an introductory course on the philosophies of India. This course will introduce you to the six classical philosophies of India: Nyāya, Vaiśeṣika, Yoga, Sāṅkhya, Purva Mīmāṃsā, and Vedānta. You will also learn about the Védas, the Upaniṣads, Cārvāka, Jainism, and Buddhism. In addition, you will read essays by two recent Indian philosophers, Sri Aurobindo and Sarvepalli Radhakrishnan.

In order to have some understanding of the social and cultural context in which Indian philosophies arose, you will receive a brief overview of Indian history. Next, you will read a short introduction to Indian Philosophy. You will then have the resources to study India's philosophies in Radhakrishnan and Moore's Sourcebook in Indian Philosophy.

Indian Philosophy will enable you to consider how the philosophies of India are similar to, and differ from, those in the West. That will allow you to inquire about the nature and pertinence of demarcations between the West and non-West. This is a course on the philosophies of India, and so its focus is on the study of a culture outside of the United States.

This course will discuss the cultural contexts of Indian philosophies by situating them within Indian history (which will be related to world history, where relevant). It will consider their developments of, and departures from, early Indian religions, Hinduism, Jainism, and Buddhism. It will also investigate the extent to which Indian philosophies themselves become the cultural contexts for subsequent artistic, historical, intellectual, and literary developments.

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 the assigned reading.

In addition to learning about the philosophies of India, 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.

You will write a Précis for almost every reading assignment and complete various Research Exercises that teach research skills. There will be one Argumentative Research Project that includes a Prospectus, an Assessment (a draft that is presented in class, and a Final Rewrite.

The Précis, Research Exercises, and Class Participation will be weighted together and will count for 20% of your final grade, the Prospectus will count for 5%, the Assessment will count for 20%, and the Final Rewrite will count for 55%.

The grading scale is:

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 side of 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 type one question that you have about the reading. This question must written prior to, not during, class.

The Assessment is a draft of the Argumentative Research Paper that is presented in classs. It must be approximately 2000 words, typed, double-spaced.

The Argumentative Research Paper must be approximately 2000 words, typed, double-spaced.

To receive credit, the Assessment and Argumentative Research Paper must each be at least 1900 words and no more than 2100 words.

It is crucial that you critically engage with the material. You might argue that a claim that an 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. Your paper must reflect an acquaintance with the secondary literature.

Watzek Library is an essential resource for the work you will do in this couse. Jim Bunnelle, the librarian for Philosophy, can help you throughout your research process. You can arrange a one-on-one appointment with Jim by emailing him at bunnelle@lclark.edu. You may also want to explore the Datebase and Reference Resources on the Philosophy subject guide for https://library.lclark.edu/philosophy.

The Internet Encyclopedia of Philosophy, the Routledge Encyclopedia of Philosophy, and Stanford Encyclopedia of Philosophy will be useful.

Google Scholar and 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 will not be accepted and will receive no credit.

I will not accept late précis. You may be excuse from three précis.

However, your final grade for the course will be lowered by a full-letter grade if you do not submit four précis when they are due, the final grade will be lowered by two full-letter grades if you do not submit five précis when they are due, and you will be fail the course if you do not submit six précis when they are due.

This class will be successful only if there is a high degree of participation and attendance. Further, you will partially transition from being a student who only consumes knowledge to a scholar who also produces knowledge. So, you must be in class participating.

Your final grade for the course will be lowered by a full-letter grade if you have three unexcused absences, the final grade will be lowered by two full-letter grades if you have four unexcused absences, and you will receive an F for the course from the course if you have five unexcused absences.

Your 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 fail the course if you miss six or more class sessions.

You may not arrive late to class. You will not be admitted if you are late and that will count as an absence.

You should be prepared to remain in class for the entire hour. Although there may be an occasion when there is a legitimate need to leave during class, this should happen only rarely. If you have to leave, you must minimize any disruption.

If you experience emergent health issues, mental or physical, communicate with me before class.

Serious illnesses and emergencies will be dealt with on a case-by-case basis.

Prior to class, you must power down your phones and other electronic devises.

You may use a computer during class only for work that is directly related to the course.

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 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.

There's a Bollwood tune for every occasion. Click here.

When it comes to writing, though, do your own. 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 assessment or argumentative research paper, plagiarize, cheat, and so forth.

About plagiarizing and cheating. You must follow Lewis & Clark College's Academic Integrity Policy. You may never use ChatGPTor any other artificial intelligence or chatbot. If you plagiarize, cheat, or use AI, you will receive an "F" for the entire course (you will not be allowed to drop or withdraw from the course). I also will turn your case 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 assessment and 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!

Academic Support and Resources is the one-stop website for academic support offices. It has links to resources for Research and Writing, Advising and Accommodations, the Career Center, and Tutoring.

The Writing Center is available for remote consultations on Zoom all semester. There are two ways to work with the Center:

Drop in Peer Tutoring. Tutoring hours will be 3:00-10:00 PM on Sundays-Thursdays. No appointment is needed—just sign in through the website and you can usually see a tutor right away.

Appointments with the Director. You can book consultation appointments with John Holzwarth throughout the semester. Appointments are often available on short notice.

Course policy on disability accommodation. If you have a disability or learning difference that may impact your academic performance, you should request accommodations by submitting documentation to The Office of Student Accessibility. They will notify me of any 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.

Approximate Chronology of Indian Philosophers

Week 1

Wednesday, September 4:

Introduction to the course.

Read:

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

Indian Philosophy and Hindu Philosophy in Wikipedia.

Friday, September 6:

Hamilton's Indian Philosophy, Chapter 1: "Reason and Belief: Richness and Diversity in Indian Thought", pages 1-17; précis.

Week 2

Monday, September 9:

History of Indian Thought, A Sourcebook in Indian Philosophy, pages xvii-xxxi; précis.

Also read: Hindu Philosophy in the Internet Encyclopedia of Philosophy.

The Vedas
and
Upaniṣads

Wednesday, September 11:

Hamilton's Indian Philosophy, Chapter 2: "The Brahminical Beginnings: Sacrifice, Cosmic Speculation, Oneness", pages 18-33; précis.

Friday, September 13:

Précis on the Topic of your Assessment and Argumentative Research Paper.

Exercise for Monday: Find two articles that will be relevant to your Assessment. Provide one block quote and one in-line quote with proper citation. List the articles in proper format for bibliography.

Week 3

Monday, September 16:

The Védas, A Sourcebook in Indian Philosophy, pages 3-36; précis.