SYLLABUS: The Modern Mind

1 The Catholic University of America School of Philosophy PHIL 202-xx (3 credit hrs.) The Modern Mind, First Year Experience Syllabus, Spring 20xx __________________________________________________________________________________________ Meeting Time: Classroom: Instructor: Office Hrs: Section 13: M-W-F 9:10-10:00am; Section 14: M-W-F, 10:10-11:00am Hannan Hall, Rm 103 Colin David Pears, The Center for Academic Success, Pryzbyla Center, Suite 202 Office Phone: (202) 319-5655 E-mail: [email protected] Monday-Friday 9am-5pm, by appointment Course Description: A continuation of the Classical Mind, the Modern Mind is an introduction to modern philosophy focusing on texts from selected early modern and modern thinkers. The class builds upon the history, thought concepts, and themes developed in the Classical Mind and traces the development of Western philosophical thought from the seventeenth to the twentieth century. In particular, this course deals with philosophers that consider the nature of thinking and reasoning, the idea of metaphysics and the foundations of human knowledge, the idea of a universal moral law, the nature of political society and the concept of right, and the idea and value of historical thinking. This course utilizes canonical philosophic texts situated in the history of philosophy to establish the structure and methodology of philosophical thinking. As the second course of the introductory sequence of philosophy classes, this class culminates not only in the identification of philosophic issues, concepts, and questions, but also the practical examination and analysis of fundamental human questions as preparation for students’ continuing engagement with their liberal arts education. — Prerequisite for PHIL 202: successful completion of PHIL 201. Course Goals: The broad goal of this course is to provide exposure to philosophy within the context of Western tradition and to begin to orient students to the crux of a liberal arts education; the intent is to utilize history and the texts of great philosophers to establish the structure and methodology of philosophical thinking. A central aim of this course is to help students develop clarity and precision in their thought, speech, and writing by attending to the central ideas of several texts in modern philosophy, many of which are central to the execution of a liberal arts education. But, in addition to helping students develop a sense of their humanity through an understanding of philosophy in the Western tradition, this course will help prepare first-year students for future studies in philosophy and other disciplines by focusing on the academic skills necessary to be successful at the university level of education. Ideally, the skills, abilities, and insights gained in this course will be transferrable to the students’ greater learning experiences. Students in this class will: § § § § § § Acquire a basic understanding of modern philosophy and culture and the origin of the Western tradition. Learn to engage with philosophic ideas and understand the logical arguments at work and their implications. Refine their ability to communicate ideas and arguments through both written and oral means. Develop their critical thinking ability by identifying, understanding, and evaluating an argument’s major assertions, its background assumptions and the evidence used to support its assertions, its explanatory utility, and its moral and ethical implications. Improve the clarity and precision of their thought, speech, and writing. Hone academic skills like essay development, argumentation, critical reading and thinking, oral communication, note-taking, and effective exam preparation. 2 Course Requirements: 1. 2. 3. 4. 5. Regular reading assignments specified below, as well as regular class attendance and participation. Short written responses (1-2 pgs double-spaced each). One final paper (5-7 double-spaced pgs), topic and outline approved by instructor. One mid-term exam and one final exam (see below for dates). D.C. excursion project (details to be discussed in class). Required Texts: 1. Bloom, Allan. Introduction to The Closing of the American Mind. New York: Simon and Schuster, 1987. (WILL BE PROVIDED) 2. Descartes, Rene. Discourse on Method and Meditations of First Philosophy. Translated by Donald Cress. Indianapolis: Hackett, 1993. 3. Kant, Immanuel. “Conjectural Beginning of Human History,” in On History. Edited by Lewis White Beck. New York: Macmillan Publishing Company, 1963. (WILL BE PROVIDED) 4. Locke, John. Second Treatise of Government. Edited by C. B. Macpherson. Indianapolis: Hackett, 1980. 5. Machiavelli, Niccolo. The Prince. Translated by Harvey Mansfield. Chicago: University of Chicago Press, 1985. (SELECTIONS WILL BE PROVIDED) 6. Rousseau, Jean-Jacques. Discourse on the Origin of Inequality. Translated by Donald Cress. Indianapolis: Hackett, 1992. 7. Rousseau, Jean-Jacques. “Fiction or Fragment on Revelation.” Translated by Christopher Kelly. In "Rousseau's Philosophic Dream." Interpretation, Vol. 23, No. 3 (Spring 1996): 417-444. (WILL BE PROVIDED) 8. Nietzsche, Friedrich. Advantage and Disadvantage of History for Life. Translated by Peter Preuss. Indianapolis: Hackett, 1980. Suggested Reading: 1. Cropsey, Joseph, and Leo Strauss, Eds. History of Political Philosophy, third edition. Chicago, IL: University of Chicago Press, 1987. 2. Rousseau, Jean-Jacques. The Discourses and Other Early Political Writings. Translated by Victor Gourevitch. Cambridge: Cambridge University Press, 1997. 3. Prufer, Thomas. Recapitulations: Essays in Philosophy. Studies in Philosophy and the History of Philosophy, v. 26. Washington, DC: The Catholic University of America Press, 1993. Grading (total of 100 points): Short Papers, quizzes, graded discussion: 30% Final Paper: 25% (including approved topic and outline) Mid-term exam: 10% Final exam: 25% Participation: 10% Schedule of Topics, Assignments, and Assessments: Week 1: The Modern Turn Monday (1/11): Introductions, Syllabus, and Administrative Info Wednesday (1/13): The Prince, Chapter XV Friday (1/15): The Prince, Chapter XXV Week 2: Descartes Monday (1/18): Rev. Martin Luther King, Jr. Day (NO CLASS) Wednesday (1/20): Discourse on Method, Parts 1 & 2 3 Friday (1/22): Discourse on Method, Parts 1 & 2 Week 3: Descartes Monday (1/25): Discourse on Method, Parts 3 & 4 Wednesday (1/27): Discourse on Method, Parts 3 & 4 Friday (1/29): Discourse on Method, Parts 5 & 6 Week 4: Descartes Monday (2/1): Discourse on Method, Parts 5 & 6 Wednesday (2/3): Discourse on Method, Parts 5 & 6 Friday (2/5): Descartes wrap-up and Discussion Week 5: Locke Monday (2/8): Second Treatise on Government, pp. 1-30 Wednesday (2/10): Second Treatise on Government, pp. 1-30 Friday (2/12): Second Treatise, pp. 30-69 Week 6: Locke Monday (2/15): Second Treatise, pp. 30-69 Wednesday (2/17): Second Treatise, pp. 69-90 Friday (2/19): Second Treatise, pp. 69-90 Week 7: Locke Monday (2/22): Second Treatise, pp. 90-end Tuesday (2/23): Second Treatise, pp. 90-end (Administrative Monday) Wednesday (2/24): Locke wrap-up and Discussion Friday (2/26): Midterm Exam Week 8: SPRING BREAK—NO CLASS Monday (2/29): NO CLASS Wednesday (3/1): NO CLASS Friday (3/3): NO CLASS Week 9: Jean-Jacques Rousseau Monday (3/7): Class Discussion on Rousseau’s Frontispieces Tuesday (3/8): FYE Keynote Speaker Wednesday (3/9): “Fiction or Allegorical Fragment on Revelation” Friday (3/11): “Fiction or Allegorical Fragment on Revelation” Week 10: Rousseau Monday (3/14): Discourse on the Origin of Inequality, or Second Discourse, Introduction and Part 1 Wednesday (3/16): Second Discourse, Part 1 Friday (3/18): Second Discourse, Part 1 Week 11: Rousseau Monday (3/21): Second Discourse, Parts 1 & 2 Wednesday (3/23): NO CLASS Friday (3/25): Good Friday, (NO CLASS) Week 12: Rousseau Monday (3/28): Easter Monday (NO CLASS) Wednesday (3/30): Second Discourse, Part 2 Friday (4/1): Second Discourse, Part 2 4 Week 13: Kant & Friedrich Nietzsche Monday (4/4): “Conjectural Beginning of Human History,” Wednesday (4/6): “Conjectural Beginning of Human History,” Friday (4/8): Advantage and Disadvantage of History for Life, secs. 1-4 Week 14: Nietzsche Monday (4/11): Advantage and Disadvantage, secs. 1-4 Wednesday (4/13): Advantage and Disadvantage, secs. 5-8 Friday (4/15): Research Day (NO CLASS) Week 15: Nietzsche Monday (4/18): Advantage and Disadvantage, secs. 5-8 Wednesday (4/20): Advantage and Disadvantage, secs. 9-10 Friday (4/22): Advantage and Disadvantage, secs. 9-10 Week 16: Our Present Concerns Monday (4/25): Introduction to The Closing of the American Mind Wednesday (4/27): Introduction to The Closing of the American Mind Friday (4/29): Discussion & Review ***FINAL PAPER DUE*** Week 17: FINAL EXAM: Wednesday, May 4th from 10:15am-12:15pm POLICIES: Reading Assignments and Due Dates: Students are expected to have each assigned reading prepared before coming to class—i.e., you must not only read the text at least once in its entirety, but you must have read it thoughtfully and/or critically. Use of Cliff Notes, Monarch Notes, Spark Notes, and other similar reading aids is emphatically discouraged. There are no substitutes for the required texts, and there is no substitute for the time and mental energy a student is to devote to them. Papers must be turned in by the beginning of the class in which they are due. Late papers will be marked down one whole letter grade (A to B, B to C, etc.) for each day they are late, unless explicit permission for an extension is given by the instructor. NOTE: extensions are only granted for truly exceptional circumstances, but it is always in your best interest to speak to your instructor directly, and sooner rather than later. Papers: All papers should be double-spaced and written in “Times New Roman” 12 pt. font, and should include your name, class and section, and the date. Final papers should include a “Title Page” with the title of the paper, your name, class and section, and the date ON THAT PAGE ONLY. Participation: Full credit will be awarded for the participation grade of students who are consistently attentive in class (indicated mainly by note-taking and question-asking), who successfully complete projects and assignments on time, and attend regular one-on-one meetings with the instructor. Each component that is incomplete may bring the participation grade down. Class disruptions will especially detract from the participation grade (i.e., cell phone calls, texting in class, and other class disruptions). School of Philosophy Attendance Policy: The School of Philosophy maintains a uniform attendance policy for all Phil 201-202 courses. Attendance is required and will be checked on a daily basis. Attendance counts toward the assessment of the final grade in the following way: for classes meeting two days per week (such as this course), three absences will be tolerated without academic penalty. Each absence after the third will result in a reduction of three points of the total 100 points for the course up until the seventh absence which results in failure for the course. For such a course (like this one), a maximum of six absences will be allowed without failure for the course due to absences. One absence is equivalent to one hour of class missed. No distinction in general is made between excused and unexcused absences. Please note that this policy is non-negotiable. Please also note that good attendance implies punctuality. If you are late to class and are marked absent, it is your responsibility to check with me in person after class to see that your attendance status is revised. 5 Three late marks will be deemed equivalent to one absence (exceptions may be granted to students with a class that meets immediately before this one in a building on the other side of campus). In-class computer policy: Except for students with special needs who benefit from one, students should not use laptops or other computing devices in class. However, students who wish to use one nevertheless must get permission from their instructor. Students found to be instant messaging, e-mailing, or looking at any material inappropriate for class will be considered disruptive, their participation grade will suffer, and they may lose their computer privileges. Students viewing offensive content may be subject to further disciplinary action. Make-up assessments: Make-up assignments and assessments are permitted only for serious reasons beyond the student’s control. For instance, sickness, family crisis, or other unforeseen circumstances may warrant consideration, whereas oversleeping or poor preparation may not. These circumstances are at the discretion of the instructor; please see your instructor in person if you may need special consideration. Academic Dishonesty policy: Academic honesty is expected of all CUA students. Faculty are required to initiate the imposition of sanctions when they find violations of academic honesty, such as plagiarism, improper use of one’s own work, cheating, and fabrication. For undergraduate students the presumed sanction for academic dishonesty will be failure for the course. Circumstances may warrant a more serious sanction, such as suspension or expulsion. In exceptional cases, mitigating circumstances may warrant a lesser sanction than the presumed sanction. For the complete texts of the University policy and procedures regarding Student Academic Dishonesty, including requirements for appeals, see http://policies.cua.edu. Also, consult the School of Philosophy “Statement on Plagiarism” which will be distributed in class. In other words, presenting someone else’s work as your own constitutes plagiarism (whether the work of a published author, a web site, another student, etc.). It is academically dishonest and indicates a student’s unwillingness to engage in college level work. Using a “cheat sheet” or any unpermitted resource during an exam also constitutes academic dishonesty because it misrepresents one’s work and completely undermines the value of the exam. Therefore, students who plagiarize or cheat will most likely fail the course, although a different penalty may be warranted in certain cases, as explained above. Grading scale (based on the university grading system): Grade Meaning A Excellent AB+ B Good BC+ Satisfactory C (minimum to graduate) CD Lowest Passing F Failing I Incomplete W Withdrawal F Administrative Failure GPA Equivalent 4.00 3.70 3.30 3.00 2.70 2.30 2.00 1.70 1.00 0.00 Corresponding Percentage 95-100% 93-94 90-92 83-89 80-82 77-79 70-76 66-69 60-65 Below 60% Support for students seeking additional assistance (These offices exist to help you!): The Center for Academic Success 204 Pryzbyla Center 202-319-5655 [email protected] Writing Center Located in CAS 202-319-4286 [email protected] Disability Support Services 207 Pryzbyla Center 202-319-5211 [email protected] 6 success.cua.edu english.cua.edu/wc/ disabilitysupport.cua.edu