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Fulfills GE Requirement: Civilization 2
Sec. 4 Gordy Mower
This class meets the current GE standards for a modern Western Civilization class by surveying some of the outstanding cultural accomplishments in the modern period from about 1500 AD through the nineteenth century. It puts greatest emphasis on philosophical achievements. To meet the current standards, we read from a variety of sources beginning with Machiavelli and running through Hegel and Marx and beyond. We read from the Essays of Montaigne both as a prelude to reading The Tempest by Shakespeare and reading Meditations by Descartes. We read Locke, Hume, Kant, and Hegel. We cover other philosophers in lecture presentations. We close out the nineteenth century with an American novel: Democracy, by Henry Adams (great grandson of one US president, and grandson of another, son of Lincoln’s ambassador to England during the Civil War, and preeminent Harvard historian). The GE requirements stipulate that we read another novel. An array of philosophical twentieth century choices is offered that emphasize political ideas. Students work through one of these novels on their own. Alongside the philosophy and literature, we also attend to other cultural works in visual art, architecture, and music. Since the GE requirements stress that it is important to maintain a sense of overall historical trajectory, we also read, alongside our primary texts, the modern portion of a contemporary history of Western Civilization. Students demonstrate their knowledge of the topics of this course with four writing opportunities: a midterm, a term paper, a book review on a twentieth century novel, and a final exam. Much of the lecture material is given in video form to be viewed outside of the classroom, which leaves lots of class time for in-class learning activities to reinforce what students have learned on their own. Students, for instance, work together to formulate the questions that they would like to see on the midterm and final. The test questions are taken from these assignments, so the students know what questions will be on the tests, and they are the questions that they have made up themselves. Students come away from this class learning a great deal about Western Civilization in the modern era especially with respect to trends in modern philosophical thought.
Sec. 4 Gordy Mower
This class meets the current GE standards for a modern Western Civilization class by surveying some of the outstanding cultural accomplishments in the modern period from about 1500 AD through the nineteenth century. It puts greatest emphasis on philosophical achievements. To meet the current standards, we read from a variety of sources beginning with Machiavelli and running through Hegel and Marx and beyond. We read from the Essays of Montaigne both as a prelude to reading The Tempest by Shakespeare and reading Meditations by Descartes. We read Locke, Hume, Kant, and Hegel. We cover other philosophers in lecture presentations. We close out the nineteenth century with an American novel: Democracy, by Henry Adams (great grandson of one US president, and grandson of another, son of Lincoln’s ambassador to England during the Civil War, and preeminent Harvard historian). The GE requirements stipulate that we read another novel. An array of philosophical twentieth century choices is offered that emphasize political ideas. Students work through one of these novels on their own. Alongside the philosophy and literature, we also attend to other cultural works in visual art, architecture, and music. Since the GE requirements stress that it is important to maintain a sense of overall historical trajectory, we also read, alongside our primary texts, the modern portion of a contemporary history of Western Civilization. Students demonstrate their knowledge of the topics of this course with four writing opportunities: a midterm, a term paper, a book review on a twentieth century novel, and a final exam. Much of the lecture material is given in video form to be viewed outside of the classroom, which leaves lots of class time for in-class learning activities to reinforce what students have learned on their own. Students, for instance, work together to formulate the questions that they would like to see on the midterm and final. The test questions are taken from these assignments, so the students know what questions will be on the tests, and they are the questions that they have made up themselves. Students come away from this class learning a great deal about Western Civilization in the modern era especially with respect to trends in modern philosophical thought.
Fulfills GE Requirement: Civilization 1
Fulfills GE Requirement: Letters
Sec. 7, 8 Katharina Paxman
This course covers the history of western philosophy from approximately 700 B.C. to 1500 A.D. Naturally, there is far too much that went on over that 2000 plus year period to cover in one semester. We will aim to consider some key texts, figures, and ideas linked by one possible historical narrative that may be used to connect them. In doing so, we will not only gain an appreciation for particular philosophers and philosophical movements as they have contributed to the history of Western thought, but we will also gain an appreciation for the act of cobbling together one particular perspective on the immense reality that is the history of human civilization. We will build our story of the development of classical Western thought around a particular question: What is truth? This question will serve as a focal point to which we will return frequently as we examine particular thinkers and philosophies.
The class begins by investigating the Greek pre-Socratic philosophers, then explores the giants of Greek philosophy: Socrates and Plato in the early dialogues that lead to Aristotle’s Nicomachean ethics and politics.
Fulfills GE Requirement: Letters
Sec. 7, 8 Katharina Paxman
This course covers the history of western philosophy from approximately 700 B.C. to 1500 A.D. Naturally, there is far too much that went on over that 2000 plus year period to cover in one semester. We will aim to consider some key texts, figures, and ideas linked by one possible historical narrative that may be used to connect them. In doing so, we will not only gain an appreciation for particular philosophers and philosophical movements as they have contributed to the history of Western thought, but we will also gain an appreciation for the act of cobbling together one particular perspective on the immense reality that is the history of human civilization. We will build our story of the development of classical Western thought around a particular question: What is truth? This question will serve as a focal point to which we will return frequently as we examine particular thinkers and philosophies.
The class begins by investigating the Greek pre-Socratic philosophers, then explores the giants of Greek philosophy: Socrates and Plato in the early dialogues that lead to Aristotle’s Nicomachean ethics and politics.
Sec 7 Chad Conrad
Our section of philosophy 110 is a little different from traditional introductory classes. The units we cover are philosophy of education, epistemology, ethics, and philosophy of religion. There are many short readings and short writing assignments, along with some creative assignments (art, poetry, etc.). Considerable student input is encouraged and even required.
Our section of philosophy 110 is a little different from traditional introductory classes. The units we cover are philosophy of education, epistemology, ethics, and philosophy of religion. There are many short readings and short writing assignments, along with some creative assignments (art, poetry, etc.). Considerable student input is encouraged and even required.
David Jensen
Our unifying theme in Philosophy 420 will be reference and representation, in particular with regard to names and descriptions. This has been one of the most important and vibrant areas of discussion in the philosophy of language during the past century. We will approach these topics by reading Frege, Russell, Strawson, Donnellan, Kripke, and Putnam. We will conclude with some discussion of "applied" issues in the Philosophy of Language (e.g. offensive language. . .)
Our unifying theme in Philosophy 420 will be reference and representation, in particular with regard to names and descriptions. This has been one of the most important and vibrant areas of discussion in the philosophy of language during the past century. We will approach these topics by reading Frege, Russell, Strawson, Donnellan, Kripke, and Putnam. We will conclude with some discussion of "applied" issues in the Philosophy of Language (e.g. offensive language. . .)
Travis Anderson
This Advanced Topics in Ethics course will focus on the emergent field of Care Ethics and its intersection with Virtue Ethics and Contractarianism (Social Contract Theory). Many prominent advocates of contemporary Care Ethics have also written widely in either Virtue Ethics or Contractarianism, and accordingly take an Aristotelian or contractarian approach when theorizing the merits of an ethics built around love, empathy, and caregiving—especially the kind of caregiving practiced in the home (and exemplified by Jesus in the New Testament). We will read key texts to date in all three ethical theories with an eye to identifying their shared commitments and values, and to evaluating their respective strengths and weaknesses. Throughout the course we will also discuss religious views of morality, and how Care Ethics might embody a secular, universalist approach to implementing religiously affirmed moral values.
This Advanced Topics in Ethics course will focus on the emergent field of Care Ethics and its intersection with Virtue Ethics and Contractarianism (Social Contract Theory). Many prominent advocates of contemporary Care Ethics have also written widely in either Virtue Ethics or Contractarianism, and accordingly take an Aristotelian or contractarian approach when theorizing the merits of an ethics built around love, empathy, and caregiving—especially the kind of caregiving practiced in the home (and exemplified by Jesus in the New Testament). We will read key texts to date in all three ethical theories with an eye to identifying their shared commitments and values, and to evaluating their respective strengths and weaknesses. Throughout the course we will also discuss religious views of morality, and how Care Ethics might embody a secular, universalist approach to implementing religiously affirmed moral values.
Justin White
Maurice Merleau-Ponty (1908–1961) is a major figure in the phenomenological tradition and one of the most important philosophers of the 20th century. He is certainly one of the most important figures in so-called continental philosophy, but he also has influenced many who identify with analytic, Anglo-American philosophy (in particular in philosophy of mind and cognitive science). In this class, we will focus on Phenomenology of Perception, in which he analyzes the nature of perception and embodiment and such topics as spatiality, freedom, and subjectivity. In addition to engaging with Edmund Husserl, Martin Heidegger, and Jean-Paul Sartre in the phenomenological tradition and others in the history of philosophy, Merleau-Ponty engages with contemporary research in psychology and neurology. In addition to his influence on phenomenology, his work continues to influence contemporary work in philosophy of mind and neurophenomenology, philosophy of art, feminist philosophy, and more, as well as in other scientific and humanistic fields, such as political theory, literature, film studies, and cognitive science.
His work does not have the public notoriety of many of his contemporaries, such as Hannah Arendt, Simone de Beauvoir, Jacques Derrida, Emmanuel Levinas, Jean-Paul Sartre. There are various explanations for this. One is his premature death. He died by a stroke at the age of 53 and left behind substantial and significant unfinished work. Another factor is likely what Dermot Moran describes as his “retiring personality,” including the fact that he did not collaborate with others. Even so, his influence has been felt in much subsequent philosophical work, as listed above, and in the work of people like Oliver Sacks. His work also ranges broadly—ranging from more traditional existential phenomenology to work on politics, art, and literature—and is interesting in its own right, but also for how it influences later discussions.
Maurice Merleau-Ponty (1908–1961) is a major figure in the phenomenological tradition and one of the most important philosophers of the 20th century. He is certainly one of the most important figures in so-called continental philosophy, but he also has influenced many who identify with analytic, Anglo-American philosophy (in particular in philosophy of mind and cognitive science). In this class, we will focus on Phenomenology of Perception, in which he analyzes the nature of perception and embodiment and such topics as spatiality, freedom, and subjectivity. In addition to engaging with Edmund Husserl, Martin Heidegger, and Jean-Paul Sartre in the phenomenological tradition and others in the history of philosophy, Merleau-Ponty engages with contemporary research in psychology and neurology. In addition to his influence on phenomenology, his work continues to influence contemporary work in philosophy of mind and neurophenomenology, philosophy of art, feminist philosophy, and more, as well as in other scientific and humanistic fields, such as political theory, literature, film studies, and cognitive science.
His work does not have the public notoriety of many of his contemporaries, such as Hannah Arendt, Simone de Beauvoir, Jacques Derrida, Emmanuel Levinas, Jean-Paul Sartre. There are various explanations for this. One is his premature death. He died by a stroke at the age of 53 and left behind substantial and significant unfinished work. Another factor is likely what Dermot Moran describes as his “retiring personality,” including the fact that he did not collaborate with others. Even so, his influence has been felt in much subsequent philosophical work, as listed above, and in the work of people like Oliver Sacks. His work also ranges broadly—ranging from more traditional existential phenomenology to work on politics, art, and literature—and is interesting in its own right, but also for how it influences later discussions.
Gordon Mower
This class is a survey of ethical theory in the classical world running from the Sophists through Markus Aurelius. We will read primary readings from early and middle Plato, Aristotle, the Stoics, Epicurus, and Cicero. Alasdair MacIntyre will be our tour guide with his secondary reader, A Short History of Ethics. Students in this class will write on and come away with an understanding of classical virtue, eudaimonia, classical natural law, etc.
This class is a survey of ethical theory in the classical world running from the Sophists through Markus Aurelius. We will read primary readings from early and middle Plato, Aristotle, the Stoics, Epicurus, and Cicero. Alasdair MacIntyre will be our tour guide with his secondary reader, A Short History of Ethics. Students in this class will write on and come away with an understanding of classical virtue, eudaimonia, classical natural law, etc.
Gordon Mower
This class surveys the thought of the seven major pre-Qin classical Chinese philosophers: Confucius, Mozi, Mencius, Laozi, Zhuangzi, Xunzi, and Han Feizi. We read an anthology of their primary writings, and contemporary philosopher, Bryan W. Van Norden, gives us secondary guidance with his Introduction to Classical Chinese Philosophy. Students navigate the thinking of an ancient and alien culture on topics of virtue, ritual, government, self, Dao, etc.
This class surveys the thought of the seven major pre-Qin classical Chinese philosophers: Confucius, Mozi, Mencius, Laozi, Zhuangzi, Xunzi, and Han Feizi. We read an anthology of their primary writings, and contemporary philosopher, Bryan W. Van Norden, gives us secondary guidance with his Introduction to Classical Chinese Philosophy. Students navigate the thinking of an ancient and alien culture on topics of virtue, ritual, government, self, Dao, etc.
Travis Anderson
Phil 300 is an intensive survey of all critical aspects of persuasive expository writing. The course begins with a brief overview of logic and critical thinking basics (deductive and inductive reasoning, argument strategies, fallacies, etc.), since every expository essay is essentially an argument in prose form. We will subsequently review key grammar and writing fundamentals, with an emphasis on learning to avoid and fix common grammatical errors and problems with concision and clarity. The course will then turn to exercises in critical reading and writing, mastering the skills involved in identifying and summarizing arguments in all their forms, progressing from paragraph-length texts and editorial cartoons, to opinion pieces and entire chapters and essays. Finally, the course will teach students the dominant rhetorical strategies of expository prose (thesis-defense arguments, compare and contrast arguments, research papers, etc.). Phil 300 culminates with a research paper involving all the skills covered by the course.
Phil 300 is an intensive survey of all critical aspects of persuasive expository writing. The course begins with a brief overview of logic and critical thinking basics (deductive and inductive reasoning, argument strategies, fallacies, etc.), since every expository essay is essentially an argument in prose form. We will subsequently review key grammar and writing fundamentals, with an emphasis on learning to avoid and fix common grammatical errors and problems with concision and clarity. The course will then turn to exercises in critical reading and writing, mastering the skills involved in identifying and summarizing arguments in all their forms, progressing from paragraph-length texts and editorial cartoons, to opinion pieces and entire chapters and essays. Finally, the course will teach students the dominant rhetorical strategies of expository prose (thesis-defense arguments, compare and contrast arguments, research papers, etc.). Phil 300 culminates with a research paper involving all the skills covered by the course.
Angela Faulconer
Do you have a body? Do the people you love have bodies? Then you are someone who will inevitably face questions at some of the key junctures of life: birth, reproduction, and death. If you live in society with others (and we all do), then you may have questions about what should be legal and what is moral for others to do with their bodies, and what is moral for you to do if you disagree with them or think they aren’t competent to decide. If you are a member of the Church of Jesus Christ of Latter-day Saints, you may want to learn more about why the Church opposes physician-assisted suicide, surrogate motherhood, and egg and sperm donation. If you lived through the pandemic, you may be interested in questions about rationing and how we should allocate scarce medical resources. Finally, it’s critical that we think about the coming questions about gene editing and genetic enhancement. Medical Ethics is applicable to everyone! Take this course to think through these controversial topics in a rigorous way. Expect a heavily participatory class. You should be prepared to share your thoughts and questions every class period. A great elective! Also fills the Core Topics in Western Philosophy requirement
Do you have a body? Do the people you love have bodies? Then you are someone who will inevitably face questions at some of the key junctures of life: birth, reproduction, and death. If you live in society with others (and we all do), then you may have questions about what should be legal and what is moral for others to do with their bodies, and what is moral for you to do if you disagree with them or think they aren’t competent to decide. If you are a member of the Church of Jesus Christ of Latter-day Saints, you may want to learn more about why the Church opposes physician-assisted suicide, surrogate motherhood, and egg and sperm donation. If you lived through the pandemic, you may be interested in questions about rationing and how we should allocate scarce medical resources. Finally, it’s critical that we think about the coming questions about gene editing and genetic enhancement. Medical Ethics is applicable to everyone! Take this course to think through these controversial topics in a rigorous way. Expect a heavily participatory class. You should be prepared to share your thoughts and questions every class period. A great elective! Also fills the Core Topics in Western Philosophy requirement