Panpsychism
PHIL 453
Embedded Files
Study Helps & Philosophy Links
Fall 2026
10:20-11:20, Monday-Wednesday-Friday
John R. Howard Hall, Room 255
Email: fritzman@lclark.edu
Class Email: 26fa-phil-453-01@lclark.edu
Office: John R. Howard Hall, Room 223
Office meetings, no appointment needed:
Mondays and Wednesdays
8:00-10:00, 11:30-1:30, 3:00-4:00
Fridays
8:00-10:00, 11:30-1:30
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 313.
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
Abhinavagupta: "The free power of self-consciousness (vimarśa) 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."
We will read various chapters on panpsychism in these two anthologies:
The Routledge Handbook of Panpsychism
Edited by William Seager
Routledge, 2021.
It is available at Amazon, Barnes & Noble, Routledge, and
https://www.panpsychism.com/handbook-panpsychism.pdf.
Panentheism and Panpsychism: Philosophy of Religion Meets Philosophy of Mind
Edited by Godehard Brüntrup, Benedikt Paul Göcke, and Ludwig Jaskolla
Brill, 20203
It is available at Amazon, Brill, and
https://library.oapen.org/handle/20.500.12657/40032
and
https://archive.org/details/oapen-20.500.12657-40032/mode/2up.
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 philosophy of mind, with a special emphasis on feminist philosophy of mind. 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 Paper that is presented in classs.
The Argumentative Research Paper must be approximately 3000 words, typed, double-spaced.
To receive credit, the Assessment and Argumentative Research Paper must each be at least 2900 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
Hegel: "A mended sock [is] better than a torn one; not so self-consciousness."
Week 1
Monday, August 31:
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
Wednesday, September 2:
Goff, Philip, William Seager, and Sean Allen-Hermanson, "Panpsychism", The Stanford Encyclopedia of Philosophy (Summer 2026 Edition), Edward N. Zalta and Uri Nodelman (eds.), https://plato.stanford.edu/archives/sum2026/entries/panpsychism/; précis.
If the above URL does not work, use
https://plato.stanford.edu/entries/panpsychism/
For Friday:
Sign-up for an Assessment (which is also the topic of your Argumentative Research Paper).
By 10:20 Friday, email me if you prefer a specific chapter and date. Otherwise, I'll assign one to you.
Friday, September 4:
William Seager, "Introduction: A Panpsychist Manifesto", The Routledge Handbook of Panpsychism, 1-11; précis.
Sign up for Assessment.
Week 2
Monday, September 7:
Labor Day.
Historical Reflections
Wednesday, September 9:
Monima Chadha, "Abhidharma Panprotopsychist Metaphysics of Consciousness", The Routledge Handbook of Panpsychism, 25-35; précis.
Friday, September 11:
Précis on the Topic of your Assessment and Argumentative Research Paper.
Week 3
Monday, September 14:
Martin Lin, "Spinoza's Panpsychism", The Routledge Handbook of Panpsychism, 36-43; précis.
Wednesday, September 16:
Graeme Hunter, "Many-Minded Leibniz's Many Minds", The Routledge Handbook of Panpsychism, 44-52; précis.
Friday, September 19:
David Skrbina, "Panpsychism in the 19th Century", The Routledge Handbook of Panpsychism, 53-65; précis.
Research 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 4
Monday, September 21:
Andrew Bailey, "William James, Pure Experience, and Panpsychism", The Routledge Handbook of Panpsychism; précis.
Research exercise: 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
Wednesday, September 23:
Class canceled:
World Congress on Logic and Religion
Friday, September 25:
Class canceled:
World Congress on Logic and Religion
You are encouraged, but not required, to read:
Pierfrancesco Basile, "Overcoming the Cartesian Legacy: Whitehead's Revisionary Metaphysics", The Routledge Handbook of Panpsychism, 78-86.
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 5
September 28 - October 2:
Environmental Studies Symposium
Monday, September 28:
Due at 9:10 AM:
Prospectus.
Title your docx file this way:
PHIL453_YourLastNameYourFirstName_Prospectus.docx
for example:
PHIL453_ArendtHannah_Prospectus.docx
Wednesday, September 30:
Donovan Wishon, "Russell's Neutral Monism and Panpsychism", The Routledge Handbook of Panpsychism, 87-102; précis.
Friday, October 2:
David Skrbina, "Panpsychism Reconsidered: A Historical and Philosophical Overview", The Routledge Handbook of Panpsychism, 103-115; précis.
Week 6
Forms of Panpsychism
Monday, October 5:
Miri Albahari, "Beyond Cosmopsychism and the Great I Am: How the World Might be Grounded in Universal 'Advaitic' Consciousness", The Routledge Handbook of Panpsychism, 119-130; précis.
Wednesday, October 7:
Freya Mathews, "Living Cosmos Panpsychism", The Routledge Handbook of Panpsychism, 131-143; précis.
Friday, October 9:
Fall Break.
Week 7
Monday, October 12:
Philip Goff, "Cosmopsychism, Micropsychism and the Grounding Relation", The Routledge Handbook of Panpsychism, 144-156; précis.
Wednesday, October 14:
Michael Blamauer, "The Crux of Subjectivity: The Subjective Dimension of Consciousness and Its Role in Panpsychism", The Routledge Handbook of Panpsychism, 157-167; précis.
Friday, October 16:
David Bourget, "Anomalous Dualism: A New Approach to the Mind-Body Problem", The Routledge Handbook of Panpsychism, 168-180; précis.
Week 8
Comparative Alternatives
Monday, October 19:
Robert J. Howell, "Subjective Physicalism and Panpsychism", The Routledge Handbook of Panpsychism, 183-191; précis.
Wednesday, October 21:
Steven Horst, "Panpsychism: A Cognitive Pluralist Perspective", The Routledge Handbook of Panpsychism, 192-203; précis.
Friday, October 23:
Michael Silberstein, "Neutral Monism Reborn: Breaking the Gridlock Between Emergence and Inherence", The Routledge Handbook of Panpsychism, 204-217; précis.
Week 9
Monday, October 26:
Daniel Stoljar, "Panpsychism and Non-Standard Materialism: Some Comparative Remarks", The Routledge Handbook of Panpsychism, 218-229; précis.
Assessment: .
Wednesday, October 28:
Torin Alter and Sam Coleman, "Panpsychism and Russellian Monism", The Routledge Handbook of Panpsychism, 230-242; précis.
Assessment: .
Friday, October 30:
Class canceled:
Northwest Philosophy Conference
Week 10
How Does Panpsychism Work?
Monday, November 2:
Luke Roelofs, "Can We Sum Subjects? Evaluating Panpsychism's Hard Problem,", The Routledge Handbook of Panpsychism 245-258; précis.
Assessment: .
Wednesday, November 4:
Yujin Nagasawa, "Panpsychism Versus Pantheism, Polytheism, and Cosmopsychism", The Routledge Handbook of Panpsychism, 259-268; précis.
Assessment: .
Friday, November 6:
Hedda Hassel Mørch, "The Argument for Panpsychism From Experience of Causation", The Routledge Handbook of Panpsychism, 269-284; précis.
Assessment: .
Week 11
Monday, November 9:
Paavo Pylkkänen, "A Quantum Cure for Panphobia", The Routledge Handbook of Panpsychism, 285-302; précis.
Assessment: .
November 11-13:
Ray Warren Symposium on Race and Ethnic Studies
Wednesday, November 11:
Angela Mendelovici, "Panpsychism's Combination Problem Is a Problem for Everyone", The Routledge Handbook of Panpsychism, 303-316; précis.
Assessment: .
Friday, November 13:
Galen Strawson, "What Does 'Physical' Mean? A Prolegomenon to Physicalist Panpsychism", The Routledge Handbook of Panpsychism, 317-339; précis.
Assessment: .
Week 12
Monday, November 16:
Terry Horgan, "Strawson on Panpsychism", The Routledge Handbook of Panpsychism, 340-352; précis.
Assessment: .
Wednesday, November 18:
David Chalmers, "Idealism and the Mind-Body Problem", The Routledge Handbook of Panpsychism, 353-373; précis.
Assessment: .
Panpsychism and Panentheism
Friday, November 20:
John Culp, "Panentheism", The Stanford Encyclopedia of Philosophy (Fall 2023 Edition), Edward N. Zalta and Uri Nodelman (eds.), https://plato.stanford.edu/archives/fall2023/entries/panentheism/; précis.
Week 13
Monday, November 23:
Consultations on Argumentative Research Projects.
Wednesday, November 25:
Thanksgiving Break
Friday, November 27:
Thanksgiving Break
Week 14
Monday, November 30:
Benedikt Paul Göcke, "Panpsychism and Panentheism", Panentheism and Panpsychism, 37-63; précis.
Wednesday, December 2:
Joanna Leidenhag, "Deploying Panpsychism for the Demarcation of Panentheism", Panentheism and Panpsychism, 65-90; précis.
Friday, December 4:
David Skrbina, "God as World-Mind: Some Theological Implications of Panpsychism", Panentheism and Panpsychism, 91-106; précis.
Week 15
Monday, December 7:
Philip Goff, "Universal Consciousness as the Ground of Logic", Panentheism and Panpsychism, 107-122; précis.
Wednesday, December 9:
Consultations on Argumentative Research Projects.
Friday, December 11:
Reading Day.
Week 16
Tuesday, December 15:
Due at 1:00:
Argumentative Research Paper.
Title your docx file this way:
PHIL453_YourLastNameYourFirstName_Final.docx
Consider submitting your paper to The Pacific University Undergraduate Philosophy Conference.
Updated: 8 April 2026
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