Goethe: "The
highest would be: to understand that everything real is theory in
itself. The azure color of the sky reveals to us the basic law of
chromatics. Do not try to go behind the phenomena; they themselves
are the doctrine."
Hegel: "A
mended sock [is] better than a torn one; not so self-consciousness."
Novalis: "The
proper philosophical system must bring freedom and infinity, or,
to put it more paradoxically, systemlessness into a system."
Schelling:
"The beginning is the negation of that which begins with it."
Wilde: "It
seems to me that with the development of the critical spirit we
shall be able to realise, not merely our own lives, but the collective
life of the race, and so to make ourselves absolutely modern, in
the true meaning of the word modernity. For he to whom the present
is the only thing that is present, knows nothing of the age in which
he lives. To realise the nineteenth century, one must realise every
century that has preceded it and that has contributed to its making.
To know anything about oneself one must know all about others. There
must be no mood with which one cannot sympathise, no dead mode of
life that one cannot make alive."
In this course, we will
study nineteenth century philosophy, focusing on German idealism.
There are five required texts for this course:
Kant, Prolegomena
to Any Future Metaphysics.
Fichte, Introductions
to the Wissenschaftslehre.
Schelling, System
of Transcendental Idealism (1800).
Hegel, The Difference
Between Fichte's and Schelling's System of Philosophy.
Kierkegaard, The
Concept of Irony.
These books are listed
in the order in which they will be read. There are other translations
and editions of several of these books, and you may use any of them.
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.
Each student will be a
precis on almost every reading assignment. In addition,
you will write several take-home examinations and an argumentative
paper (which includes a prospectus, a draft, and
a mandatory rewrite). At the last class session, during finals
week, you will give a class presentation about your paper.
The precis will
be weighted equally, and together will count for 15% of your final
grade. The examinations will be weighted equally, and together will
count for 40% of your final grade. The argumentative paper will count
for 40% of your final grade. The class presentation will count for
5% of your final grade. Participation and attendance are mandatory.
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%, and F = 0%-59%.
A precis
will be due almost every class session. Each precis 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 precis. Your name will typed in the upper right-hand
corner. In each precis, 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 precis, or on the back, you will type one question
that you have about the reading. You will receive 1 point for each
precis which meets all of the above requirements, and
3 points if the precis is excellent. precis are due
at the beginning of class. I never will accept a late precis,
but I will allow you to drop one.
The examinations
will be essay tests on the assigned reading material and the lectures.
Each examination should be approximately 1500 words. Except for the
length, the examinations should follow the same format requirement
as the precis. Only under exceptional circumstances will you
be allowed to submit a late examination!
The argumentative paper
should be approximately 3000 words. Although you will select the topic
and thesis, your paper should include a substantial discussion of
the philosophies of at least two of the following: Fichte, Schelling,
Hegel, Kierkegaard. Except for the length, the paper should follow
the same format requirement as the precis (see the additional
helps at the end of this syllabus). There should be no spelling or
grammatical errors in your paper. It must employ argumentation. You
should carefully state the problem you intend to treat, explain its
significance, assess its possible solutions, propose an hypothesis,
argue convincingly for that hypothesis, and eliminate the major (published
or imagined) competing hypotheses. You should use three or more books
or articles. The
Philosopher's Index is online.
Several weeks before the
draft is due, you will submit a prospectus of this paper in which
you: (1) indicate the topic and thesis of your paper, (2) fully describe
the problem or issue to be treated, (3) outline your anticipated procedure
and probable conclusion, and (4) include an annotated bibliography
of works to be consulted (a minimum of three books or articles, with
at least a paragraph discussing the relevance of each work to your
project).
A word to the wise: it
would be a marvelous idea to begin thinking today about what your
thesis will be. I want you to succeed, and so I am requiring you to
make appointments to speak with me outside of class prior to submitting
your prospectus, your draft, and your rewrite. I will suggest useful
resources, and -- if necessary -- point out potential problems. When
submitting your rewrite, you must hand in both the rewrite and the
copy of your draft on which I have written comments. Except under
the most extraordinary circumstances, I will not accept a late prospectus,
draft, or rewrite.
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 three class
sessions, the final grade will be lowered by two full-letter grades
if you miss four class sessions, and you will be withdrawn from the
course if you miss five or more class sessions. Further, I will
not accept late 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.
No doubt you have realized
-- precis, examinations, and an argumentative paper that includes
a prospectus, draft, & rewrite -- that this course will require
a lot of writing. Why? Because writing can create knowledge, and reasons
often are found by writing. We write about what we already know, but
we also produce knowledge as we write. Not only do we write down our
thoughts, we also discover what we think as we write. Flannery O'Connor
observes, "I write because I don't know what I think until
I read what I have to say." The more you write, the more you
will know, and the more you will discover what you think. As Rebecca
West notes, "I really write to find out what I know about something
and what is to be known about something...." 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 3 hours preparing for each class session.
I suggest that you read the assigned material at least twice and that
you 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 precis, take-home examinations,
and paper (prospectus -- draft -- rewrite), 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. However, when it comes to finally
writing your thoughts down, do your own writing; it 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 precis, do not take the examinations, do not write your
paper, plagiarize, cheat, and so forth.
About plagiarizing
and cheating. All students are expected to follow Lewis &
Clark College's Academic
Integrity Policy. Except for highly unusual circumstances, 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; usually, I will
recommend that disciplinary penalties be assessed in addition to failing
grades. It is never in your interest to plagiarize or cheat!
Now for the good stuff.
With a concerted effort you can do well in this class. To do well,
you must participate in class discussions, read and study the assigned
material, write the precis and brief, take the examinations,
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 that may impact your academic
performance, you may request accommodations by submitting documentation
to the
Student Support Services Office, located on the ground floor of
Templeton Student Center, across from the Cashier (503-768-7191).
The Student Support Services Office will notify me of the accommodations
for which you are eligible.
Friedrich
Schlegel: "There are writers who drink the absolute like water;
and books in which even the dogs refer to the infinite."
T 9/2: Introduction to
the course.
Th 9/4: Kant's Prolegomena
to Any Future Metaphysics, pages 1-26; precis.
T 9/9: Kant's Prolegomena
to Any Future Metaphysics, pages 27-55; precis.
Th 9/11: Kant's Prolegomena
to Any Future Metaphysics, pages 55-80; precis.
T 9/16: Kant's Prolegomena
to Any Future Metaphysics, pages 81-104; precis.
Th 9/18: Kant's Prolegomena
to Any Future Metaphysics, pages 104-137; precis.
T 9/23: Fichte's Introductions to the Wissenschaftslehre,
pages 1-35; precis.
Th 9/25: Fichte's Introductions to the Wissenschaftslehre,
pages 36-76; precis.
T 9/30: Fichte's Introductions to the Wissenschaftslehre,
pages 76-105; precis.
Th 10/2: Schelling's System of Transcendental Idealism,
pages 1-31; precis.
T 10/7: Schelling's System of Transcendental Idealism,
pages 31-56; precis.
Th 10/9: Fall break.
T 10/14: Schelling's System of Transcendental Idealism,
pages 56-82; precis.
Th 10/16: Schelling's System of Transcendental Idealism,
pages 83-110; precis.
F 10/17: Take-home examination on Kant & Fichte due in my
mailbox by 5:00 PM.
T 10/21: Schelling's System of Transcendental Idealism, pages
110-133; precis.
Th 10/23: Schelling's System of Transcendental Idealism, pages
134-161; precis.
T 10/28: Schelling's System
of Transcendental Idealism, pages 161-185; precis.
Th 10/30: Schelling's
System of Transcendental Idealism, pages 185-214; precis.
T 11/4: Schelling's System
of Transcendental Idealism, pages 215-236; precis.
Prospectus due.
Th 11/6: Hegel's
Difference Between Fichte and Schelling, pages 77-109; precis.
T 11/11: Hegel's
Difference Between Fichte and Schelling, pages 109-135; precis.
Th 11/13: Hegel's
Difference Between Fichte and Schelling, pages 135-154; precis.
T 11/18: Hegel's Difference
Between Fichte and Schelling, pages 155-174; precis.
Take-home examination on Schelling due.
Th 11/20: Hegel's
Difference Between Fichte and Schelling, pages 174-195; precis.
M 11/24: Draft due in my mailbox by 5:00 PM.
T 11/25: Kierkegaard's
Concept of Irony, pages 239-258; precis.
Th 11/27: Thanksgiving.
T 12/2: Kierkegaard's
Concept of Irony, pages 258-271; precis.
Th 12/4: Kierkegaard's
Concept of Irony, pages 272-301; precis.
T 12/9: Kierkegaard's
Concept of Irony, pages 301-329; precis.
Th 12/11: Reading Day.
M 12/15: Rewrite due.
Presentation of papers, 8:30-11:30.
Wright Morris:
"You write -- and find you have something to say."
A philosophy paper is
argumentative rather than informative. A informative paper is one
which simply reports or presents the facts as either you or someone
else understands them. There are four primary rules you need to follow
in writing a argumentative philosophy paper: First, you should clarify
key ideas. For example, are the philosophically troublesome ideas
defined? Are the theories in question clearly stated and exemplified?
Second, you must test the soundness of the arguments for or against
the theories in question. Are the premises true? Third, you should
evaluate the theories. Are the assumptions correct? Are the consequences
plausible? Fourth, most importantly, you must support what you assert
with reasons! Are your claims backed with arguments? Do they follow
from other claims already established?
You should not support
your case merely by: labeling the case as your own; asserting the
case's superiority over the competition; citing an authority, whether
philosophical or scientific. You must never use ad hominum arguments
-- that is, attacking a person's character or circumstances, rather
than criticizing that person's arguments.
Your paper will be evaluated
on the following sorts of criteria: Is your case supported with arguments?
Is the paper clearly written? Have you fairly and accurately presented
other's views? Is your paper well organized? Have you tried to think
for yourself?
Organizational strategies:
Formulating the problem:
Focus the general topic you have decided to deal with into a specific
question or statement which will be the thesis of your paper. Clarify
key terms. Think through any assumption of the question or statement
you are attempting to answer or discuss -- how do these influence
the kind of answers that might be given?
Deciding on the format.
Some common formats are: Comparing and contrasting two or more theories
in order to determine the most adequate one for the problem. Criticizing
a single theory or argument. Defending another philosopher's view
against a mistaken criticism. Supporting an original theory of your
own.
Ways to incorporate
another philosopher's view: Restating a philosopher's argument or
theory in a clearer, more incisive way. Applying that argument or
theory to areas not discussed by its original proponent. Admitting
that the view is mistaken in places, but attempting to remedy those
deficiencies and thus producing a modified view.
Some features of a good
introduction: It should state the problem to which you will address
yourself. It should state what you intend to show -- for example,
that a theory should be modified or that one is preferable to another.
It should state how you propose to show what you have stated --
for example, by showing that one theory rests on highly questionable
assumptions.
To achieve coherence,
ask yourself the following questions as you re-read your first draft
sentence by sentence, paragraph by paragraph: What is the relevance
of this passage, and does it fit clearly here? Is the passage an
essential link in my argument? Is it used to clarify something?
Does it tell the reader where I am and where I am going? If it is
an argument, is it relevant to what I am trying to show? Does this
sentence add anything to the substance of my essay? Does my introduction
really state my main point?
Achieving clarity. Some
rules of thumb for presenting a clear statement of your ideas: Avoid
vagueness, particularly of key terms and sentences; a vague expression
is one which fails to specify exactly to what objects or circumstances
it should be applied -- give definitions, use examples, restate things
in different words, etc. Avoid ambiguity; ambiguity happens when the
reader is unsure which among several possible meanings of an expression
is intended. Minimize your use of technical or profound-sounding expressions
like "reality," "absolute," "subjective," or "cosmic." Do not rely
heavily on metaphors and analogies; metaphors can be used in addition
to, never in place of, argumentation. Make what you mean and what
you say harmonize; make sure that your words actually say what you
intend.
Using examples: Remember
that examples are not arguments, but illustrating devices. Think through
carefully the relation between the examples and what it is you wish
to illustrate.
Writing well: Keep your
sentences short! Use devices that tell your readers where you have
been and where you expect to go -- for example, "Let us now turn to
our first argument," or "Following my presentation of theory X, I
shall offer two criticisms of it." Do not pad your paper with too
many examples, restatements of the obvious, and extended quotations.
Use active voice rather than passive voice -- for example, instead
of writing "Theory X was earlier shown by me to be false," write "I
have demonstrated X to be false."
Guidelines for Submitting
Finished Papers: All papers must be typed, double-spaced. You should
number your pages. Your paper should not contain any spelling or grammatical
errors. Do not quadruple-space between paragraphs. If at all possible,
use a computer or a word-processor when writing your paper; this will
make revising much easier. Do not make corrections on your paper --
if you find a mistake, retype that page. The copy you submit must
be clean and printed with a dark ribbon. Margins should be 1 inch
at the top, bottom, and on the right & left sides. If you are
using a computer, use a size 12 Times or Times Roman font. Papers
must meet the required length. Papers must be titled. Do not include
a title page. In the upper-right corner of the first page, type your
name, the course number, and the date. Staple your pages once in the
upper-left corner. Do not use folders or those plastic things -- use
a stapler. You must keep an extra copy of your paper -- if I cannot
find your paper, I will assume that you did not submit one. When you
submit a rewrite, you must hand in both the rewrite and the copy of
your draft on which I have written comments. All papers must be turned
in on time!
Writing an excellent
paper can get you more than a good grade. It can serve as a writing
sample when applying to graduate schools. There is honor and glory
too! There are a number of philosophy journals for undergraduates.
Here is a list of some of them: Aporia, Carleton University
Student Journal of Philosophy, The Dialectic: University
of New Hampshire Undergraduate Philosophy Journal, Dialogue,
Discourse, The Dualist, Episteme, Exordium,
Hampshire College Journal of Philosophy, The Lyceum,
The Philosopher, Philosophika: The Internet Journal of
Philosophy, Public Sphere, Purdue Calumet Undergraduate
Conference in English and Philosophy, Santa Clara Undergraduate
Philosophy Conference, Student Philosophical Journal,
and Student Philosophy Online.
Also, there are philosophy
conferences for undergraduates. For information about undergraduate
conferences, visit http://www.earlham.edu/~phil/undjourn.htm
-- this site has information about undergraduate journals too.