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PHH 3700:
American Philosophy
Syllabus - Spring Term 2004/T-Th 1:30-2:45, CL1 308
Assignments, message board, calendar and other utilities and
requirements appear also at http://reach.ucf.edu/~phh3700a
.
|
Dr. Nancy
Stanlick |
Department
Office: 407-823-2273 |
|
Office: CNH
411-I/Phone: 407-823-5459 |
e-mail: stanlick@pegasus.cc.ucf.edu |
|
Hours: T
& Th. 11:30-12:15 & 3:15-4:00, Wed online 9:00
–10:00 p.m. and by appt. |
|
Links to Syllabus
Contents
Course Description and Objective: American Philosophy is a course in the history of
philosophy with significant focus on the American spirit of individualism and reform and emphasis on American optimism in ethical, metaphysical and political contexts. American
philosophy begins with Jonathan Edwards, a theologian and philosopher of the
Great Awakening, and moves through the "New American Republic,"
American Transcendentalism, evolutionary theory, Pragmatism, the women's rights
and civil rights movements, American feminist theory, and classical and
contemporary developments in ethics and politics with a distinctively American
emphasis. Although American philosophy obviously begins in the United
States (or the "Colonies" of Britain prior to the American Revolution),
it actually begins before it begins with developments from the thought of
philosophers such as Hobbes, Locke, Leibniz, Hume and Kant and continues to
this day to be heavily influenced by classic British and European philosophical
trends and theories. Since that is the case, there will be attention paid
to non-American works in philosophy where they are useful and relevant. Furthermore, since
the University’s common theme is Integration/Desegregation/Brown vs. Board of
Education, and since this theme fits exceptionally well in the content of this
course (consider diversity, reform, individual rights, for example), a
component of the course will be based on the Brown vs. Board of Education case.
The objectives of the course are at least the following. First,
you will become familiar with the history
of American philosophy and be able to write
about and discuss critically its development and specific points of
emphasis. Second, you will develop and sharpen skills in research and critical/analytical reading and
writing. Third, because the course is designed for collaborative written
and graded assignments, you will work closely with at least three other
students in the course on the development
of one major research paper on a theme, argument, or trend in American
philosophy. Fourth, I hope you will see that American philosophy is as
rich in content and meaning as the
American experience itself.
1. Nancy A. Stanlick and Bruce S. Silver, Philosophy in America: Primary Readings, Volume I (Prentice Hall,
2004) – An anthology of primary sources in the history of American philosophy
covering American metaphysics, epistemology and the philosophy of religion and
American ethics, social and political thought.
2.
Bruce S. Silver and Nancy A. Stanlick, Philosophy in America: Interpretive Essays,
Volume II (Prentice Hall, 2004) – a collection of original essays by the
authors on ideas, themes, arguments, figures and trends in the history of
American philosophy.
3.
On-line texts, works, excerpts as
noted.
Requirements and Grades: USE OF WEBCT IS A
COURSE REQUIREMENT. ALL COURSE
ASSIGNMENTS (EXCEPT AS NOTED AS “IN CLASS”) ARE TO BE SUBMITTED VIA WEBCT INCLUDING THE FINAL GROUP RESEARCH
PAPER. A mid-term and final examination as well as individual assignments
or quizzes and a collaborative term paper are required for the course.
See the chart below for assignments, objectives, and percentages.
Objectives
|
Assignment/Assessment |
History of American Philosophy |
Critical/Analytical Reading and Writing on course content |
Research Skills |
Collaboration |
Percent of Grade |
Due Date – |
|
Info Form |
|
|
X |
X |
2% |
January 15th.
Get the form
here. |
|
Interest Assessment – used to determine groups for research papers |
X |
X |
|
|
3% |
January 20th.
Get
the form here. |
|
Midterm Exam |
X |
X |
|
|
15% |
February 26 |
|
Final Exam |
X |
X |
|
|
20% |
Apr 20, 1:00pm |
|
Short Papers (# TBA) |
X |
X |
|
X (selected,
some are individual) |
15% |
Varied, return
here for dates. Get the
topics here. |
|
Draft of Individual Section of Collaborative Paper Preparation |
X |
X |
X |
X |
10% |
March 30 |
|
Evaluation of individual participation in group |
X |
X |
X |
X |
5% |
April 8, Get the form
here |
|
Final Collaborative Research Paper. Note: The person assigned or chosen to be “chair” of the
group will submit the paper in WebCT. |
X |
X |
X |
X |
20% (Group Grade
= 10%, Individual Grade = 10%) |
Thursday April 15 |
|
Other in-class assignments/”Minute” papers |
X |
X |
|
X (selected,
some may be collaborative) |
10% |
Varied, see WebCT
and the schedule |
Explanation of individual assignments/assessments.
1. Information form. Designed to
provide general information regarding your interests and background, why you
are taking this course, and your experience with upper level courses and
writing research papers.
2. Interest Assessment. Provide
information regarding elements of this course you find most interesting and
about which you would be interested in researching and writing.
3. Midterm and Final Exams. Determine grasp
of course content and ability to evaluate and compare/contrast arguments and
positions in the history of American philosophy.
4. Short Papers – may be collaborative or individual and can deal with any
aspect of course content.
5. Draft of individual section of
collaborative paper preparation and final collaborative paper. The final research
paper will be a collaborative project written by all the members of the group
to which you are assigned. One or
two people will write the summary of a position, argument or problem. All group members will be responsible
for writing the introduction and conclusion. Others will write individual critical analyses of the
position, argument or problem that is the subject of the paper. Each person will submit a draft of his
or her contribution to the paper individually. Groups may consist of 4-6
members. One person (who is
appointed “chair” of the group) will submit the final paper over WebCT for the
group. Note that the grade for the
final paper is split evenly between the group grade and the individual grade.
6. Evaluation of individual participation
in the group.
Every person will evaluate all others (as well as themselves) in the
group. The average of all
evaluations of each individual will determine your group participation grade.
7. Other in-class assignments/”Minute”
papers.
From time to time, very short “1-minute,” “2-minute,” or “3-minute”
papers will be done in class. They
are timed (hence the name “minute” papers) and constitute, collectively, 10% of
your grade. So be sure to attend
regularly. They cannot be made up
if they are missed.
No grades are dropped. Be sure
to attend class regularly since you are responsible for meeting all obligations
for the course. Make-up examinations and assignments are given only with
good, legitimate and verifiable reasons. Papers are due absolutely no
later than the date listed in the schedule, or calendar or
"assignments" link in WebCT. Late papers are not
accepted. Incomplete grades are given only in cases of extreme hardship
or verifiable emergencies and are subject to conditions as appropriate.
Any late exam or assignment must be made up within 3 class meeting days of its
initial administration. If you will miss and examination or assignment
due to a recognized religious observance, you must provide at least 2 weeks
notice in writing to be able to make up what you miss. There is no extra
credit offered or available in this course. Grades are earned, not given.
Explanation of Collaborative Research Paper
The
research paper is a major component of this course, and between preparation for
it, peer evaluations, and the final product, it accounts for 35% of your grade
for the course (see draft, evaluation, and final paper, above). So it is very important that you define
your interests very early in the course, that you work cooperatively and productively
with others, that you submit your element of the paper to the other members of
your group at a reasonable time, and that you read the entire work before the
final version is submitted. Every
member of the group is responsible for finding and correcting errors in
content, critical analysis, and grammar, spelling and punctuation in the final
product. Use MLA style for the
paper.
The
collaborative paper will consist of the following parts:
1. Introduction – the section of the paper
explaining the problem to be addressed and briefly outlining the approach to be
taken in examining, solving, or analyzing the problem. (Usually 1-2 pages – All group members
write this section.)
2. Summary of the main argument or position
– the section of the paper summarizing the original work/problem that is the
subject of the critical analyses in the next section. (Usually 2-3 pages. One or two people write separate
versions of this section that will ultimately be combined into one in the final
paper. This is the “factual” AND
interpretive element of an original work or problem.)
3. Individual critical analyses – the
section of the paper devoted to your critical appraisal of the argument or
position summarized in section 2.
(Usually 2-3 pages. At
least two group members will write two separate critical analyses – one per
person.)
4. Conclusion – the section of the paper
summarizing the connection between the critical analyses in section 3 and the
summary of the argument or position in section 2. (Usually 1-2 pages –All group members write this section.)
5. Bibliography – alphabetical listing of
sources used. MLA Format.
Topics for the Collaborative Paper
There
will be 11-13 groups of 3-5 people per group. Each group will write ONE paper with contributions from all
the members of the group. The
topics for the paper (general) are the following:
1. Jonathan Edwards’ position on the
problem of free will/determinism.
2. Jonathan Edwards’ conception of theodicy
in “Sinners in the Hands of an Angry God.”
3. Thomas Paine’s arguments against religion/religious
belief in The Age of Reason.
4. Thomas Paine’s arguments against
absolute monarchy in “Common Sense” and “The Rights of Man” or his
arguments concerning the necessity for government or his position on
human nature.
5. Chauncey Wright and/or John Dewey on
Darwinism/Theory of Evolution and its Relationship to Philosophy.
6. Emerson and/or Thoreau on individualism
or the limitations on the power or function of government.
7. Peirce and James on the relationship
between knowledge and belief
8. Josiah Royce on the nature of Loyalty
9. Brown vs. Board of Education decision
and its relationship to the ethical/social/political theory of Paine, Emerson,
Thoreau, Jefferson, Dewey, or Rawls.
10.The relationship between the abolitionist argumentation of the Grimke
sisters and Frederick Douglass or the application of Bernard Boxill’s position
on self respect and protest to abolitionism.
11.An aspect of Elizabeth Cady Stanton’s arguments concerning the
subordination and subjection of women in The Bible.
12.The feminist ethics and/or politics of Elizabeth Cady Stanton
and/or Marilyn Frye or Virginia Held or an aspect of one of their
positions.
13.The quality of Michael Sandel’s arguments against political
liberalism or how Thomas Paine would reply to Sandel.
14.Martin Luther King, Jr.’s philosophy of love/relationship to the
concept of human dignity in the civil rights movement.
15.Generic: How X would
reply to Z regarding Y.
Groups will be determined based on interest and explanation of
interest provided by each person.
You should discuss among your group members, as soon as possible after
assignment in groups, whether you are interested in altering in some way the
topic listed above to specify it more particularly. You need to let me know about this and have changes in the topic
approved.
Procedures for the Collaborative Paper
Remember
that this is a group project that is graded both individually and as a
group. So make sure that you work
closely with each other on the production of the paper.
During
the first week of classes, we will discuss some of the major features of all of
the topics for the course in overview form. During the second week, everyone needs to fill out the form
on WebCT indicating their interests, choosing their top four generic topic
choices above and explaining briefly why you are interested in the topic.
From
that point, you should begin to read the primary works related to your topic
that appear in volume I of the text and the authors’ interpretive essays on or
about that topic in volume II. You
should use the discussion area of WebCT to talk to the members of your group
about the topic, about your interpretation of the problem, and so on. You also need to decide among
yourselves which people will do which sections (section 2 or section 3) of the
paper. Then, you need to start
looking at secondary sources and even additional primary sources (works written
by the person on whom you are working or on whose problem you are writing) and
begin writing your section of the paper.
Remember that all group members write the introduction and conclusion,
and these elements of the paper cannot be written properly (or at all) without
the summary(ies) and critical analyses being done first.
Your
individual draft version of your contribution to the paper is due on the date
listed in WebCT. You need to
provide all the people in your group with a copy of your draft.
Grades and Grading Scale:
Grades are based on the following numerical values and are assigned using the
+/- grading system.
Grading Scale and Policies
|
A = Superior, far exceeds average understanding as evidenced in
course work and goes significantly beyond the basics. |
95-100% |
C = Average, meets minimum expectations and satisfies course
requirements. |
74-76.x% |
|
A- = Excellent, exceeds average understanding as evidenced in
course work and goes well beyond the basics. |
90-94.x% |
C- = Slightly below average, meets bare minimum expectations and
satisfies course requirements. |
70-73.x% |
|
B+ = Far above average, meets or exceeds average understanding as
evidenced in course work and fully understands the basics and goes somewhat
beyond that level. |
87-89.x% |
D+ = Below average, meets most minimum expectations and satisfies
all or most course requirements. |
67-69.x% |
|
B = Far above average, fully meets average understanding as
evidenced in course work and fully understands the basics and can deal with
concepts somewhat beyond that level. |
84-86.x% |
D = Below average, meets many minimum expectations and satisfies
all or most course requirements. |
64-66.x% |
|
B- = Just above average, fully meets expectations for basic
understanding as evidenced in coursework and fully understands the basics and
can deal with concepts at that level. |
80-83.x% |
D- = Far below average, but meets most minimum expectations and
satisfies most course requirements with minimal understanding evidenced in
course work. |
60-63.x% |
|
C+ = Slightly above average, fully meets expectations for basic
understanding as evidenced in coursework and understands the basics. |
77-79.x% |
F = Fails to meet minimum expectations in understanding and
course work as evidenced by performance and submission of graded elements. |
0-59.x% |
I will not take attendance
in this course. It is up to you to
keep track of yourself. If you do
not intend to attend on a regular basis, you may wish to re-think taking this
course. You do not get "credit" for showing up for class. Being
in class, one would think, is a given. Although attendance will not be
taken, you are responsible for meeting all the course requirements, being
present for examinations, quizzes, and assignments, and submitting all required
coursework on time. Graded
assignments for this course can be made up only
with good, legitimate, and verifiable reason. Otherwise, missed examinations or any graded element may not
be made up. There is no extra credit available in this course. Also keep in mind that grades are
earned, they are not "given." Changes of grade are made only for legitimate reasons (e.g.,
clerical errors) after the semester has ended.
Plagiarism of any kind is a violation
of the "Golden Rule" as published in the UCF Catalog. Academic
honesty and integrity are expected of everyone all the time. In other
words, don't cheat. Academic dishonesty results in at least an “F” for
the particular assignment concerned and may be subject to further action as
appropriate. Visit the UCF Website for information on the "Golden Rule."
Your papers and other written work are all subject to submission to
"turnitin.com." Remember
that the group is responsible for ensuring the accuracy of papers and the
integrity of research. In other
words, each person in a group working on a group paper should carefully read
the work of others, and evaluate that work honestly and with care. Evaluations of group work and
individual participation are part of your grade for the course.
Common courtesy is expected at all
times. Wandering in late is disruptive and impolite - so are ringing,
singing, and musical cell phones and screeching beepers. Please turn them
off, or set them to a silent alarm. I prefer that you not record
lectures.
You are responsible for being in
class and for any exams or assignments you may miss. Much of the material
covered in class may not appear in the text or in any notes in the syllabus or
website. If you miss a class, you are responsible for obtaining any notes
or information you missed. Office hours are not held to repeat a lecture
already given in class. They are held to clarify points, provide
assistance, and otherwise attend to academic matters relevant to this
course.
Schedule &
Other Information:
From time to time, course materials beyond the texts may appear in this
syllabus or in WebCT (or both). Watch for them. Review questions
for exams appear at the ends of chapters in Volume I of Philosophy in America and are also part of your participation in
the course. Make sure to keep up
with the readings since, from time to time (and usually unannounced), there
will be “minute” papers that, collectively, count as 10% of your grade.
A message board and e-mail appear in
WebCT. The message board is for on-line review and discussion of topics,
issues, and collaborative papers. You should use it or e-mail for posting
questions to other people registered in this course and for studying for
exams. It may also prove useful in completing course assignments.
The schedule is meant only as a
guide. Changes and alterations in
the schedule of topics, examination dates, paper due dates, assignments and
other schedule-related information may be made from time to time to facilitate
completion of all major sections listed.
Schedule
|
Date |
Topic |
Chapter in V. I |
Chapter in V. II |
Online Readings or Notes and Study Questions/Optional Readings |
Other Info |
|
Tue Jan. 6 |
General course information, major branches of philosophy, trends
in American philosophy (optimism, individualism, reform) |
Introductory Meeting, Course Requirements, WebCT use, etc. |
|
Note: Use the study questions at the ends of
the chapters in volume I for review for exams and possible content of
“minute” papers. Optional: General Website on American
Philosophy from Erratic Impact Optional: Some Useful
Online Books in American Philosophy (NetLibrary): ·
John Edwin Smith, The
Spirit of American Philosophy ·
Robert Roth, British
Empiricism and American Pragmatism ·
Anita Allen, Debating
Democracy’s Discontent ·
David Fott, John Dewey:
America’s Philosopher of Democracy ·
Michael Eldridge, Transforming
Experience (Dewey) ·
Martha Watson, A Voice of
Their Own (Woman Suffrage) ·
Ida Harper, Elizabeth
Cady Stanton ·
Frederick Douglass, Narrative
of the Life of F. Douglass ·
Frederick Douglass, My
Escape from Slavery |
|
|
Thur Jan. 8 |
More information on background information on American philosophy |
Background information on topics in American philosophy |
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Tue Jan 13 |
Jonathan Edwards – Philosophy of Religion, Metaphysics,
Epistemology |
Chapter 1 ·
“A Divine and Supernatural Light,” ·
“Sinners in the Hands of an Angry God,” ·
“Freedom of the Will” |
Essay 1, Introduction and commentary on ·
“The Spider Letter,” ·
“Sinners,” ·
“Religious Affections” ·
“Freedom of the Will” |
Spider Letter text
at jonatanedwards.com: http://www.jonathanedwards.com/text/Spider.htm |
|
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Thur Jan 15 |
J. Edwards Continued |
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|
Optional
Readings: http://www.jonathanedwards.org and
http://www.jonathanedwards.com |
Assignment 1 is due today –
information form. Get the form
here. |
|
Tue Jan 20 |
Edwards Continued |
|
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|
Assignment 2 is due today –
interest survey to establish groups for final papers and other collaborative
work. Get
the survey here. |
|
Thur Jan 22 |
Class Cancelled |
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Tue Jan 27 |
Benjamin Franklin, and Thomas Paine’s The Age of Reason – Colonial American self-reliance and
philosophy/critique of religion. |
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|
Groups will be
assigned here at this link.
Check this page to find out the group to which you have been assigned,
who is chair of the group, and who will do which sections of the paper. |
|
|
Thur Jan 29 |
Franklin & Paine Continued. |
Chapter 2, Franklin’s Autobiography |
Essay 2 on Franklin |
Notes page
on Edwards and Paine Notes
on Paine and Religious Liberalism Suggested: Works
of Paine |
|
|
Tue Feb 3 |
Paine Continued and Begin Emerson and Thoreau – New England
Transcendentalism |
Chapter 3, Emerson’s ·
“American Scholar,” ·
“Divinity College Address,” ·
“Self-Reliance” and ·
Thoreau’s “Walden” |
Essay 4, New England Transcendentalism |
Suggested: The Works of Emerson Suggested: The Writings of Henry
David Thoreau |
See the link on January 27 for group research paper assignments. |
|
Thur Feb 5 |
Transcendentalism Continued and begin Chauncey Wright –
Positivism, Evolutionary Theory Wright Continued and begin Chapter 5 on the Pragmatists |
Chapter 4, ·
“Natural Theology as a Positive
Science” and “Evolution of Self-Consciousness” |
Essay 5, Wright |
Suggested: Chauncey Wright
Papers from the American Philosophical Society |
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Tue Feb 10 |
Evolution/Background and some commentary from Daniel Dennett from Darwin’s Dangerous Idea |
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Thur Feb 12 |
Evolution continued (no pun intended), and Chauncey Wright,
completed |
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The American
Pragmatists – Peirce, James and Dewey – Knowing, Believing, Verifying |
Chapter 5 |
Essay 6 |
Suggested: Pragmatism
Archive |
|
|
Tue Feb 17 |
C.S. Peirce |
·
“The Fixation of Belief” and ·
“What Pragmatism is” |
Essay 6, pp. 104-114 on Peirce |
NEW INFORMATION:
UPDATE AND CLARIFICATION ON COLLABORATIVE PAPERS. GO TO http://pegasus.cc.ucf.edu/~stanlick/finalcollabpaper.html |
|
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Thur Feb 19 |
William James |
·
“What Pragmatism Means,” ·
“The Will to Believe” |
Essay 6, pp. 114-126 on James |
|
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Tue Feb 24 & Thur Feb 26 |
William James Continued |
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Tue Mar 2 |
MIDTERM EXAM |
James, “The Dilemma of Determinism” will be on the final exam |
|
Review
for the midterm exam – posted at 12:52 a.m., Monday Mar. 1, 2004 |
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Thur Mar 4 |
Overview of Term Paper Requirements, Details on Submission of
papers |
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American Ethics,
Social and Political Philosophy |
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Tue Mar 9 and Thur Mar 11 |
SPRING BREAK |
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Tue Mar 16 |
Review of Midterm Exam |
·
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Tue Mar 16 |
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Thur Mar 18 |
John Dewey |
“The Influence of Darwin on Philosophy” and “The Quest for Certainty” |
Essay 6, pp. 126-137 on Dewey |
|
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Tue Mar 23 |
begin Thomas Paine Revolutionary Ideas and Canonical Documents Madison Continue Paine, Documents, and Madison Adams and Jefferson |
Chapter 9, ·
Paine’s “Common Sense,” ·
U.S. Dec. of Independence, ·
U.S. Constitution, Federalist Papers 10 and 51 Chapter 9, ·
Paine’s “The Rights of Man,” Adams’s “Defense of the Constitutions” and Jefferson’s “Notes on
the State of Virginia” |
Essay 3, “Philosophies of Revolution and Resolution” Essay 3 cntd. ·
|
Suggested:
Background: John
Locke, esp. Second Treatise of
Government (rel. to Dec. of Indep., Constitution, Paine, Jefferson Common Sense , Intro, Chs. 1, 2, 3 and The American Crisis, Chs. 1, 2 -The American Crisis at http://libertyonline.hypermall.com/Paine/Crisis/Crisis-TOC.html Optional:
Film/History Channel Information – “Founding Brothers” based on J.J. Ellis’s
book, Founding Brothers – see http://www.historychannel.com Optional: Thomas
Jefferson’s Works Optional: Emma
Goldman’s Works Optional: James
Madison’s Works (rel. Fed. Papers) Optional: John Adams Optional: Library
of Congress “Thomas” Website |
|
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|
The Continuing
Revolution: American Women’s Rights, Abolitionism, and Civil Rights |
Chapter 10 |
Essay 10 |
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Thur Mar 25 |
Revolutionary Documents, Paine, Jefferson, Adams Continued |
|
|
Optional: Film –
Amistad w/Matthew McConaughey Optional: PBS site on William Lloyd
Garrison Optional: The
Grimke Sisters Brown vs. Board of
Education – desegregation. See UCF Common Reader
under “Schell” (instructor). Suggested: Not for Ourselves Alone (Stanton and
Anthony) – the video is in the UCF Library Suggested: Frederick Douglass at
Library of Congress A note on The
Woman's Bible and more.... Optional: Stanton’s
Works Suggested: Stanton’s
Speech on the Dangers of Religion Suggested: E.C.
Stanton and Susan B. Anthony Project @ Rutgers |
|
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Tue Mar 30 |
Revolutionary documents, Paine, Jefferson, Adams Continued |
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DRAFTS OF INDIVIDUAL
SECTIONS OF FINAL PAPERS ARE DUE.
E-mail or submit papers on WebCT. |
|
Thur Apr 1 |
Class is cancelled |
|
|
I’ll be attending a conference. See http://www.teachlearn.org |
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Tue Apr 6 |
Jefferson, Garrison, and the Grimkes Stanton, Douglass |
Ch. 10, ·
Jefferson, “Notes … on Va,” ·
Garrison, “Anti-Slavery Society,” and the Grimke sisters on slavery and the equality of the sexes ·
Stanton’s Seneca Falls Convention, ·
Douglass’s “What to the Slave is the 4th
of July,” Stanton on Solitude and the Woman’s Bible |
Essay 10, pp. 230-238 Essay 10, pp. 221-230 on Jefferson, Garrison and the Grimkes |
|
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Thur Apr 8 |
The Grimke Sisters, Stanton
and Douglas Continued. Martin Luther King, Jr. and Marilyn Frye |
Ch. 10, ·
King’s “Letter from Birmingham Jail”
and Frye’s “In and Out of Harm’s Way |
Essay 10, pp. 238-248 and endnotes |
Suggested: Stanford University’s MLK Papers
Project Optional: Film – The Long Walk Home w/Whoopi
Goldberg and Sissy Spacek |
COLLABORATION
EVALUATION FORMS ARE DUE. Get the form
here. |
|
Tue Apr 13 |
Emerson & Thoreau Royce has been
omitted from the schedule James & Dewey |
Ch. 11, ·
Emerson’s “Politics,” Thoreau’s “Civ. Disobedience ·
James’ “What Makes a Life Signficant,”
and Dewey’s “The Search for the Great Community |
See sections of Essay 4 See sections of Essay 6, esp. 137-141 on Dewey and democracy |
Optional: See listing, above, on the
Transcendentalists Optional/Suggested: See listing, above, on the
Pragmatists Suggested: Richard Rorty’s homepage at
Stanford |
|
|
Thur Apr 15 |
John Rawls & Robert Nozick Michael Sandel Virginia Held |
Ch. 11, ·
Rawls’s “Justice as Fairness” and Nozick on distributive justice Ch. 11, Sandel from “The Procedural Republic and the Unencumbered Self” Ch. 11, ·
Held, “Feminist Transformations of
Moral Theory” |
Essay 11, ·
sections on Rawls and Nozick ·
Essay 11, section on Sandel Essay 11, ·
Section on Held and conclusion |
Optional: Michael Sandel’s
webpage at Harvard Optional: Resources on
Sandel from Baylor Univ Suggested: Virginia Held, “Feminist Moral
Inquiry: The Role of Experience” |
FINAL GROUP PAPER IS
DUE. THE CHAIR OF THE GROUP
SUBMITS THE PAPER ON WEBCT. |
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Final Exam Week |
APRIL 20TH,
1:00 P.M. |
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Your final exam is
on April 20th at 1:00 p.m.
The final is not cumulative, and you will not need 3 hours to take it,
so it will end at 2:30 p.m. |
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Additional Resources/Links
