Recent Continental Philosophy
PHIL 307
Embedded Files
Study Helps & Philosophy Links
Fall 2025
9:10-10:10 Monday-Wednesday-Friday
John R. Howard Hall, Room 122
Email: fritzman@lclark.edu
Class Email: 25fa-phil-307-01@lclark.edu
Office: John R. Howard Hall, Room 223
Office meetings, no appointment needed:
10:30-12:00 Monday-Wednesday-Friday
3:00-4:00 Monday
Zoom meetings, by appointment:
Tuesday-Thursday at
https://zoom.us/j/3469350737
PRELIMINARY MATTERS
Borrowed from: Arianna Falbo and Heather Stewart, 2025, "Belonging and Estrangement: Supporting First-Generation and Low-Income Students in Academic Philosophy", American Association of Philosophy Teachers Studies in Pedagogy 10: 96-125, https://doi.org/10.5840/aaptstudies202531899.
How Should You Address Me?
Call me "Professor Fritzman," "Dr. Fritzman, or "Fritzman"—whatever you are most comfortable with.
I use my last name, "Fritzman," as my first. None of your other professors do that. Do not call them by their last names!
"Mr." and "Ms." are inappropriate titles for anyone with a PhD, which includes many of your professors. If you do not know how they want to be addreesed, it is okay to ask them.
How professors really want to be addressed:
https://www.youtube.com/watch?v=bokNt-6u2Vc
What professors really think:
https://www.youtube.com/watch?v=wWfacULP1o0
What Are Office Hours?
Every week, I have several hours to talk to students. You do not need to have an appointment. Just show up! And you do not need to have any specific questions.
Here are examples of what we can do in office hours:
Go over the instructions for an assignment.
Brainstorm how you might approach an assignment.
Discuss chat about your thoughts and ideas concerning the readings or class discussion.
Consider your progress in the class.
Discuss strategies for improvement.
Email Etiquette
Keep all emails professional.
In the subject line, include: PHIL 307.
Include a greeting (for example: "Hi Dr. Fritzman," "Hi Fritzman," or "Dear Professor").
Use complete sentences.
Email anytime you have questions or concerns about the class, want to meet, or need support.
COURSE DESCRIPTION
Samuel Beckett: "Ever tried? Ever failed? No matter. Try again. Fail again. Fail better."
Emmanuel Levinas: "The fact that philosophy cannot finally totalize the alterity of meaning in some final presence or simultaneity is not for me a deficiency or fault. Or to put it another way, the best thing about philosophy is that it fails."
Here is the required text:
Continental Philosophy: An Anthology
Edited by William McNeill and Karen S. Feldman
Wiley-Blackwell, 1998
ISBN-13: 978-1557865618
ISBN-10: 1557865612
Continental Philosophy is available through the College Bookstore, Amazon.com, Barnes & Noble, and Watzek Library's Course Reserves.
Download a free copy of Microsoft's Office 365 Education, which includes Word, Excel, PowerPoint, OneNote, and Teams. Instructions are at https://www.lclark.edu/information_technology/client_services/supported_software/office/.
All material must be submitted as a Microsoft docx file. No other format—such as PDFs, Google docs, or pages—is acceptable.
In this course, we will study recent German and French philosophy. There are also learning outcomes for students who graduate with a major in Philosophy.
Presenting your Assessment (which is a draft of your Argumentative Research Paper) in class and then responding to questions are learning outcomes of this course.
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.
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 (which is a draft of your Argumentative Research Paper that is presented in class), and a Final Rewrite.
The Précis, Research Exercises, and Class Participation will be weighted together and will count for 10% of your final grade, the Prospectus will count for 5%, the Assessment will count for 25%, and the Final Rewrite will count for 60%.
The Final Rewrite of your Argumentative Research Paper must be a significant revision, responding to my suggestions and comments on your Assessment.
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 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 Paperthat is presented in classs.
The Argumentative Research Paper must be approximately 2500 words, typed, double-spaced.
To receive credit, the Assessment and Argumentative Research Paper must each be at least 2400 words and no more than 2600 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.
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 ChatGPT , Grammarly, or any other artificial intelligence or chatbot (for a fulsome justification of this policy, see Patrick Lin's article, "Why We’re Not Using AI in This Course, Despite Its Obvious Benefits"). 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). 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, located on the main floor of Watzek Library, is available throughout the semester for additional support and tutoring as you work on your papers. Peer Tutors will hold drop-in hours Sundays through Thursdays, 3:00-10:00 pm, beginning on September 21. They are talented and experienced writers, but not necessarily experts. Their goal is to be helpful, encouraging, and non-judgmental conversation partners as you work on your writing. Please feel free to visit at any point in your writing process—including early stages of brainstorming or developing an outline before you have begun drafting. For additional help, you may also book appointments with the Center's director, John Holzwarth <holzwrth@lclark.edu>.
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
Gilles Deleuze: "Philosophy's sole aim is to become worthy of the event."
Week 1
Wednesday, September 3:
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. 2010. "The Weirdest People in the World?" Behavioral and Brain Sciences (33)2-3: 61-83.
Available online at
https://www2.psych.ubc.ca/~henrich/pdfs/WeirdPeople.pdf
Subjectivity in Question: Existentialism, Phenomenology, and Hermeneutics
Friday, September 5:
Henri Bergson, "The Perception of Change", 89-96; précis.
For Monday:
Sign-up for an Assessment (which is also the topic of your Argumentative Research Paper).
By 9:10 AM Monday, email me if you prefer a specific chapter and date. Otherwise, I'll assign one to you.
Week 2
Monday, September 8:
Edmund Husserl, "Cartesian Meditations", 97-106; précis.
Sign up for Assessment.
Wednesday, September 10:
Martin Heidegger, "Being and Time", 107-122; précis.
Friday, September 12:
Précis on the Topic of your Assessment and Argumentative Research Paper.
Week 3
Monday, September 15:
Max Scheler, "Man's Place in Nature", 123-131; précis.
Wednesday, September 17:
Karl Jaspers, "Philosophy of Existence", 132-140; précis.
Friday, September 19:
Alexandre Kojève, "Introduction to the Reading of Hegel", 141-152; précis.
Exercise for Monday: Submit a 1-3 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 3 books or articles, with a brief paragraph discussing the relevance of each work to your project).
Week 4
Monday, September 22:
Due at 12:40 PM:
Prospectus.
Title your docx file this way:
PHIL307_YourLastNameYourFirstName_Prospectus.docx
for example:
PHIL307_ArendtHannah_Prospectus.docx
Wednesday, September 24:
Jean-Paul Sartre, "Being and Nothingness", 153-160; précis.
Friday, September 26:
Simone de Beauvoir, "The Second Sex", 161-166; précis.
Week 5
September 29 - October 3:
Environmental Studies Symposium
Monday, September 29:
Maurice Merleau-Ponty, "The Visible and the Invisible", 167-175; précis.
Wednesday, October 1:
Emmanuel Levinas, "The Trace of the Other", 176-185; précis.
Friday, October 3:
Hans-Georg Gadamer, "The Universality of the Hermeneutical Problem", 186-193; précis.
Week 6
Monday, October 6:
Paul Ricoeur, "Metaphor and the Central Problem of Hermeneutics", 194-202; précis.
Political Thought: Marxism and Critical Theory
Wednesday, October 8:
Rosa Luxemburg, "Democracy and Dictatorship", 226-228; précis.
Friday, October 10:
Fall Break.
Week 7
Monday, October 13:
György Lukács, "History and Class Consciousness", 229-239; précis.
Wednesday, October 15:
Antonio Gramsci, "What is Man?", 240-243; précis.
Friday, October 17:
Walter Benjamin, "The Work of Art in the Age of Mechanical Reproduction", 244-252; précis.
Week 8
Monday, October 20:
Theodor Adorno and Max Horkheimer, "Dialectic of Enlightenment", 253-259; précis.
Wednesday, October 22:
Hannah Arendt, "The Human Condition", 260-270; précis.
Assessment: .
Friday, October 24:
Louis Althusser, "For Marx", 271-278; précis.
Assessment: .
Week 9
Monday, October 27:
Herbert Marcuse, "One-Dimensional Man", 279-285; précis.
Assessment: .
Wednesday, October 29:
Jürgen Habermas, "Knowledge and Human Interests", 286-294; précis.
Assessment: .
Friday, October 31:
Class canceled:
Northwest Philosophy Conference
Week 10
Monday, November 3:
Roland Barthes, "The Structuralist Activity", 311-315; précis.
Assessment: .
Deconstruction, Feminism, and Postmodernism
Wednesday, November 5:
Georges Bataille, "The Use Value of D. A. F. de Sade", 341-347; précis.
Assessment: .
Friday, November 7:
Maurice Blanchot, "The Space of Literature", 348-353; précis.
Assessment: .
Week 11
Monday, November 10:
Jacques Derrida, "Of Grammatology", 354-364; précis.
Assessment: .
November 12-14:
Ray Warren Symposium on Race and Ethnic Studies
Wednesday, November 12:
Gilles Deleuze and Félix Guattari, "Anti-Oedipus: Capitalism and Schizophrenia", 365-373; précis.
Assessment: .
Friday, November 14:
Hélène Cixous, "Sorties: Out and Out: Attacks/Ways Out/Forays", 374-379; précis.
Assessment: .
Week 12
Monday, November 17:
Michel Foucault, "The History of Sexuality", 380-390; précis.
Assessment: .
Wednesday, November 19:
Jean-François Lyotard, "The Postmodern Condition: A Report on Knowledge", 391-405; précis.
Assessment: .
Friday, November 21:
Julia Kristeva, "Women's Time", 406-415; précis.
Assessment: .
Week 13
Monday, November 24:
Sarah Kofman, "The Enigma of Woman", 416-420; précis.
Assessment: .
Wednesday, November 26:
In-class consultations on Argumentative Research Projects.
Friday, November 28:
Thanksgiving Break
Week 14
Monday, December 1:
Luce Irigaray, "Sexual Difference", 421-428; précis.
Wednesday, December 3:
Jean-Luc Nancy, "The Inoperative Community", 429-440; précis.
Friday, December 5:
Jean Baudrillard, "The Ecstasy of Communication", 441-446; précis.
Week 15
Monday, December 8:
Slavoj Žižek, "The Nation-Thing", 447-452; précis.
Wednesday, December 10:
Concluding discussion and in-class consultations on Argumentative Research Projects.
Friday, December 12:
Reading Day.
Week 16
Wednesday, December 17:
Due at 8:30 AM:
Argumentative Research Paper.
Title your docx file this way:
PHIL307_YourLastNameYourFirstName_Paper.docx
Recent Continental Philosophy is a Bibliographic Research in Writing course. Students in Bibliographic Research in Writing courses are eligible to apply for the James J. Kopp Library Research Award, which recognizes excellence and development in student research across the curriculum. Two winners are chosen every year, each receiving $200. To apply, students submit their final research project as well as a short essay (no more than 1000 words) reflecting on their process and growth as researchers. Applications are accepted during December 11-21. Complete guidelines may be found at https://library.lclark.edu/awards/kopp.
Updated: 4 September 2025
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