Study Helps & Philosophy Links

Spring 2023

9:10-10:10 Mondays-Wednesdays-Fridays

John R. Howard Hall, Room 258

Email:
fritzman@lclark.edu

Class Email:
23sp-phil-313-01@lclark.edu

Office:
John R. Howard Hall, Room 223

Office Hours:
11:30-12:00 Mondays-Wednesdays-Fridays
1:00-4:00 Mondays and Wednesdays
1:00-3:00 Fridays

COURSE DESCRIPTION

Abhinavagupta: "The free power of self-consciousness (vimarsa) can do everything.  It can turn the other into its own self, it can turn the self into an other, it can identify the two, and it can leave aside and ignore even this unification of the self and the other....  This self-synthesis is nothing other than inner dialogue—a speech that is not ruled by artificial semantic conventions, but is an uninterruptedly self-relishing use of natural signs like inward noddings."

This is an introductory course in philosophy of religion. There is one required text:

Philosophy of Mind: Classical and Contemporary Readings, Second Edition
Edited by David Chalmers
Oxford University Press, 2021
ISBN-10: 0190640855
ISBN-13: 978-0190640859

Philosophy of Mind is available through the College Bookstore, Amazon.com, and Barnes & Noble.

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.

All material must be submitted as a docx file. Other file formats, such as PDFs, Google docs, and Pages, are not acceptable.

In this course, we will examine such issues in the philosophy of mind as the mind-body problem, mental causation, consciousness, intentionality, the content of experience, internalism and externalism about content, and perception.

There are also learning outcomes for students who 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.

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, 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, one of which is the Assessment, 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 10% of your final grade. The Assessment will count for 20% of your final grade.  The Prospectus will count for 5%, the Draft will count for 10%, and the Final Rewrite will count for 50% of your final grade.  The Presentation will count for 5% of your final grade.

In order to receive credit for the Assessment, Draft, and the Argumentative Reserach Paper, each must be a significant revision, responding to my suggestions and comments on the previous one.

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.

An Assessment should be approximately 2500 words, typed, double-spaced.  An Assessment is an draft of your Argumentative Research Paper (discussed below) that you present in class. 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.

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, 2500 words, typed, double-spaced. Your Assessment is a draft of the Argumentative Research Paper which is presented in class.

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, and so I want you in class participating.

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 only rarely occur. If you have to leave, you must minimize any disruption.

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 not use a computer or other devise during class.

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. 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 outlines or rough drafts of your papers, and to have a friend 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 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. All students are expected to follow Lewis & Clark College's Academic Integrity Policy. Never use ChatGPT or any other artificial intelligence or chatbot. 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 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!

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 are 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 may request accommodations by submitting documentation to The Office of Student Accessibility. They will notify me of the accommodations for which you are eligible.

COURSE SCHEDULE

Hegel: "A mended sock [is] better than a torn one; not so self-consciousness."

Week 1

Wednesday, January 18:

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.

Foundations: Dualism

Friday, January 20:

René Descartes, "Meditations on First Philosophy (II and VI)", 9-20; précis.

You may instead read Descartes' Second and Sixth Meditations at
https://earlymoderntexts.com/authors/descartes. 

Discussion of research.

Sign-up for an Assessment on Monday.

Week 2

Monday, January 23:

René Descartes:
"Passions of the Soul" 20-22
and
"Correspondence" with Princess Elisabeth of Bohemia, 23-29;
précis on 20-29.

You may instead read Descartes' "Passions of the Soul" and his "Correspondence" with Princess Elisabeth at
https://earlymoderntexts.com/authors/descartes.

Sign-up for an Assessment (which is also the topic of your Argumentative Research Paper).

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

Wednesday, January 25:

Kwame Gyekye, "The Akan Concept of a Person", 30-36
and
Avicenna, "On the Soul: The Floating Man", 36-38; précis on 30-38.

Friday, January 27:

Précis on the article that will be the focus of your Assessment and Argumentative Research Paper.

Discussion on using the Philosopher's Index.

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

Week 3

Foundations: Behaviorism

Monday, January 30:

Gilbert Ryle, "Descartes' Myth", 46-52; précis.

Discussion of search procedures for articles and books.

Wednesday, February 1:

Carl G. Hempel, "The Logical Analysis of Psychology", 53-60; précis.

Discussion of search procedures for articles and books. 

Friday, February 3:

Hilary Putnam, "Brains and Behavior", 61-70; précis.

Exercise for Monday: Find two additional articles (or one book and one article) that will be relevant to your Assessment. Provide one block quote and one in-line quote. List the articles (or the book and the article) in proper format for bibliography.

Week 4

Foundations: The Identity
Theory and Functionalism

Monday, February 6:

J. J. C. Smart, "Sensations and Brain Processes", 71-78; précis.

Wednesday, February 8:

Hilary Putnam, "The Nature of Mental States", 79-85; précis.

Friday, February 10:

David M. Armstrong, "The Causal Theory of the Mind", 86-93; 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 six books or articles, with at least a paragraph discussing the relevance of each work to your project).

Week 5

Monday, February 13:

Prospectus of Argumentative Research Paper due at 9:10 AM in class.

Also, by 9:10, submit your Prospectus as a .docx file, attached to an email.

Title your .docx file this way:

PHIL313_YourLastNameYourFirstName_Prospectus.docx

for example:

PHIL313_ArendtHannah_Prospectus.docx

Wednesday, February 15:

David Lewis, "Mad Pain and Martian Pain", 93-98; précis.

Friday, February 17:

Ned Block, "Troubles with Functionalism", 99-103; précis.

Week 6

Monday, February 20:

Martine Nida-Rümelin, "Pseudonormal Vision: An Actual Case of Qualia Inversion?", 103-109; précis.

Foundations: Other Psychophysical Relations 

Wednesday, February 22:

Donald Davidson, "Mental Events", 110-119; précis.

Friday, February 24:

Jerry A. Fodor, "Special Sciences (or, The Disunity of Science as a Working Hypothesis)", 120-129; précis.

Week 7

Monday, February 27:

Frank Jackson, "Finding the Mind in the Natural World", 129-136; précis.

Assessment: Clayton Etulain.

Wednesday, March 1:

Jaegwon Kim, "The Many Problems of Mental Causation", 137-146; précis.

Friday, March 3:

Jonardon Ganeri, "Emergentisms, Ancient and Modern", 146-158; précis.

Week 8

Monday, March 6:

Barbara Montero, "Post-Physicalism", 158-172; précis.

Consciousness

Wednesday, March 8:

Ned Block, "Concepts of Consciousness", 179-191; précis.

Friday, March 10:

Thomas Nagel, "What Is It Like to Be a Bat?", 192-199; précis.

Assessment: Miles Voenell.

Week 9

Monday, March 13:

Daniel C. Dennett, "Quining Qualia", 199-219; précis.

Assessment: Ryan Schonhoff.

Wednesday, March 15:

David Rosenthal, "Explaining Consciousness", 219-234; précis.

Friday, March 17:

Michael Tye, "Visual Qualia and Visual Content Revisited", 235-244; précis.

Week 10

Monday, March 20:

Keith Frankish, "Illusionism as a Theory of Consciousness", 245-259; précis.

Consciousness and Materialism

Wednesday, March 22:

David J. Chalmers, "Consciousness and Its Place in Nature", 260-282; précis.

Friday, March 24:

Draft of your Argumentative Research Paper due at 10:10 AM.

Submit your First Draft as a .docx file, attached to an email. Title your .docx file this way:

PHIL313_YourLastNameYourFirstName_Draft.docx

Week 11

Monday, March 27:

Spring Break

Wednesday, March 29:

Spring Break

Friday, April 31:

Spring Break.

Week 12

Monday, April 3:

Frank Jackson, "Epiphenomenal Qualia", 283-290; précis.

Wednesday, April 5:

Class cancelled: Pacific APA.

Friday, April 7:

Class cancelled: Pacific APA.

Week 13

Monday, April 10:

Hedda Hassel Mørch, "Is Matter Conscious?", 325-329; précis.

Assessment: Emma Ramsey.

Content: Internalism, Externalism,
and Embodiment

Wednesday, April 12:

Hilary Putnam, "The Meaning of 'Meaning'", 479-494; précis.

Friday, April 14:

The Festival of Scholars and Artists.

The Festival of Scholars and Artists is a campus-wide celebration of student work. It is an opportunity to discuss research, to exhibit, perform, appreciate art, and cross disciplinary boundaries. Although classes are cancelled, you are required to participate in the Festival, either by presenting your work or attending presentations.

Week 14

Monday, April 17:

Tyler Burge, "Individualism and the Mental", 494-505; précis.

Wednesday, April 19:

Andy Clark and David J. Chalmers, "The Extended Mind", 505-513; précis.

Assessment: Hazel Gill.

Friday, April 21:

Brie Gertler, "Overextending the Mind", 513-522; précis.

Week 15

Monday, April 24:

Shaun Gallagher and Dan Zahavi, "The Embodied Mind", 522-537; précis.

Wednesday, April 26:

Susan James, "Feminism in Philosophy of Mind: The Question of Personal Identity", 711-722; précis.

Friday, April 28:

Reading Day.

Week 16

Thursday, May 4, 8:30 AM:

Due: Argumentative Research Papers.

Submit your Final version as a .docx file, attached to an email. Title your .docx file this way:

PHIL313_YourLastNameYourFirstName_Final.docx

Presentation of Argumentative Research Paper.

Update 12 April 2023