1. COURSE DESCRIPTION

Transcription

1 Course Number: PHH 650 Course Title: Recent Catholic Philosophy Term: Fall 2016 Instructor Dr. Alan Vincelette, x COURSE DESCRIPTION This course introduces important Catholic philosophers of the nineteenth and twentieth-centuries who responded to the cultural, scientific, philosophical, and theological ideas of the times, and defended the philosophical underpinnings of the Catholic faith. 2. ENVISIONED LEARNING OUTCOMES Students will be able to identify the schools of thought, principal ideas, and define the key terminology, of the major recent Catholic philosophers Students will demonstrate knowledge of the historical and cultural setting of these Catholic thinkers and the challenges to which they responded Students will able to appraise and critique the major ideas of these thinkers for validity of fundamental assumptions, logical consistency, solidity of argumentation, and logical and cultural consequences 3. COURSE SCHEDULE The course schedule below explains that along the way these philosophers also achieved much acclaim inside and outside the Catholic Church, including attaining major academic positions, winning academic prizes and election into academies, and receiving invitations to famous lecture series. Among the thinkers whose thought we will examine are Bautain, Günther, Chateaubriand, Schlegel, Lequier, Rosmini, Brownson, Kleutgen, Mercier, Gratry, Blondel, and Newman in the nineteenthcentury; and Scheler, Stein, Von Hildebrand, Henry, Spaemann, Gilson, Maritain, John Paul II, Rousselot, Rahner, Lonergan, de Lubac, Nédoncelle, Lavelle, Marcel, Guitton, Anscombe, Taylor, Rescher, MacIntyre, Haldane, Marion, Lacoste, and Desmond in the twentieth-century. 1

2 1. Traditionalism and Semi-Rationalism Watch video presentation on Bautain and Günther Bautain, Philosophy of Christianity (1835), Letter 14, translated by Joseph Fitzer, Romance and the Rock: Nineteenth-Century Catholics on Faith and Reason (Fortress Press, 1989): [electronic reserve] De Bonald, Philosophy Studies (1818), translated by Jules Baisnee, Readings in Natural Theology (The Newman Press, 1965): [electronic reserve] Lamennais, Essay on Indifference in Matters of Religion (1817), Chapter I, pp [external link] Günther, Propaedeutic to the Speculative Theology of Positive Christianity (1828), translated by Joseph Fitzer, Romance and the Rock: Nineteenth-Century Catholics on Faith and Reason (Fortress Press, 1989): [electronic reserve] Benedict XVI, ch. 4: Vincelette, Alan, Recent Catholic Philosophy: The Nineteenth Century, ch. 2-3: (optional) Introduce yourself to the class 2. Romanticism Watch video presentation on Chateaubriand and Schlegel Chateaubriand, The Genius of Christianity (1802), Part I, Book v, Chapter 1, pp ; Part I, Book vi, Chapter 4, pages [external link] Schlegel, The Philosophy of Life (1828), Lecture I, pp. 1-10; Lecture V, pp [external link] Benedict XVI, ch. 2-3: Vincelette, Alan, Recent Catholic Philosophy: The Nineteenth Century, ch. 1: (optional) 2

3 3. Spiritualism Watch video presentation on Lequier Lequier, The Search for a First Truth (1865), portions, translated by Alan Vincelette [electronic reserve] Ravaisson, Of Habit (1839), translated by Clare Carlisle and Mark Sinclair (Bloomsbury, 2009): 25-27, [electronic reserve] Vincelette, Alan, Recent Catholic Philosophy: The Nineteenth Century, ch. 4: (optional) 4. Ontologism Watch video presentation on Rosmini and Brownson Rosmini, New Essay on the Origin of Ideas (1830), Part II, Section v, Chapters 1-5 [external link] Brownson, The Conflict of Science and Faith (1875), Entire [external link] Vincelette, Alan, Recent Catholic Philosophy: The Nineteenth Century, ch. 5: (optional) 5. Thomism Watch video presentation on Kleutgen and Mercier 3

4 Mercier, Manual of Modern Scholastic Philosophy, Criteriology, I-II, IV: , [external link] Benedict XVI, ch. 6: Vincelette, Alan, Recent Catholic Philosophy: The Nineteenth Century, ch. 6: (optional) 6. Augustinianism Watch video presentation on Gratry and Blondel Gratry, Guide to the Knowledge of God, translated by Abby Alger (Roberts Brothers, 1892), Part I, Chapter 1, pp [external link] Blondel, Action, translated by Oliva Blanchette (University of Notre Dame Press, 2003), portions [electronic reserve] Benedict XVI, ch. 8: Vincelette, Alan, Recent Catholic Philosophy: The Nineteenth Century, ch. 7: (optional) 7. Integralism Watch video presentation on Newman 4

5 Newman, An Essay in Aid of a Grammar of Assent, Part II, Chapter viii, section 2, pp [external link] Vincelette, Alan, Recent Catholic Philosophy: The Nineteenth Century, ch. 8: (optional) 8. Phenomenology Watch video presentation on Stein and Von Hildebrand Stein, Philosophy of Psychology and the Humanities, translated Mary Catherine Baseheart (ICS Publications, 2000), portions [electronic reserve] Von Hildebrand, Ethics (Christian Herald Press, 1953): ch. 1: [electronic reserve] Henry, Phenomenology of Life, portions, translated in Angelaki 2:3 (2003): [electronic reserve] Scheler, Formalism in Ethics, translated by Manfred Frings (Northwestern University Press, 1973), ch 2: [electronic reserve] (optional) Spaemann, Persons: The Difference between Someone and Something, translated by Oliver O Donovan (Oxford University Press, 2006), ch. 5: (optional) Vincelette, Alan, Recent Catholic Philosophy: The Twentieth Century, ch. 1: 9-41 (optional) 9. Existentialism Watch video presentation on Lavelle and Marcel Watch video presentation on Nédoncelle (optional) 5

6 Lavelle, The Dilemma of Narcissus, translated by William Gairdner (Larson Publications, 1993) [electronic reserve] Marcel, The Mystery of Being, Volume I, chapter ii: 18-38) [external link] Guitton, My Philosophical Testament, ch. I-II [external link] (optional) Vincelette, Alan, Recent Catholic Philosophy: The Twentieth Century, ch. 5: (optional) Vincelette, Alan, Recent Catholic Philosophy: The Twentieth Century, ch. 4: (optional) 10. Neo-Thomism Watch video presentations on Gilson and Maritain Watch video presentations on John Paul II (optional) Gilson, Methodological Realism, ch. 5 [external link] Maritain, The Range of Reason, ch. 8 [external link] John Paul II [Karol Wojtyła], Love and Responsibility (Ignatius Press, 1993), ch. 2: [electronic reserve] (optional) Benedict XVI, ch. 7: and ch. 10: Vincelette, Alan, Recent Catholic Philosophy: The Twentieth Century, ch. 2: (optional) Paper Due 11. Transcendental Thomism Watch video presentation on Rousselot and Lonergan 6

7 Watch video presentation on Rahner (optional) Rousselot, The Problem of Love, translated by Alan Vincelette (Marquette University Press, 2001), ch. 1:1-15 Bernard Lonergan, Insight (University of Toronto Press, 1992): Preface: 3-7, ch. 9: and ch. 11: De Lubac, Supernatural, conclusion: , translated by David Coffey, Philosophy and Theology 11 (1999): Rahner, Spirit in the World (Continuum, 1994), ch. 3: , , (optional) Benedict XVI, ch. 9: Vincelette, Alan, Recent Catholic Philosophy: The Twentieth Century, ch. 3: (optional) 12. Analytic Philosophy I Watch video presentation on Anscombe and Taylor Watch video presentation on MacIntyre (optional) Anscombe, Mr. Truman s Degree [external link] Taylor, Sources of the Self (Cambridge University Press, 1992): ch. 1: 3-8, and ch. 4: [electronic reserve] MacIntyre, God, Philosophy, Universities: A Selective History of the Catholic Philosophical Tradition (Rowman & Littlefield, 2009), ch. 19: [electronic reserve] (optional) Vincelette, Alan, Recent Catholic Philosophy: The Twentieth Century, ch. 6: (optional) 7

8 13. Analytic Philosophy II Watch video presentation on Rescher and Haldane Rescher, Studies in Pragmatism (Ontos, 2005), ch. 2: [electronic reserve] Haldane, Reasonable Faith (Routledge, 2010), ch. 10: [electronic reserve] Benedict XVI, ch. 9: Postmodernism Watch video presentation on Marion Marion, God without Being (University of Chicago Press, 2012), III: [electronic reserve] Lacoste, Experience and the Absolute (Fordham University Press, 2004), III: [electronic reserve] Desmond, Consecrated Thought, [external link] Vincelette, Alan, Recent Catholic Philosophy: The Twentieth Century, ch. 7 and conclusion: (optional) 15. Final Exam Study for final exam (answering and learning answers to study questions) Take final exam 8

9 4. COURSE REQUIREMENTS i.e. Discussion Postings 33% i.e. Midterm Paper 33% i.e. Final Exam 34% 5. REQUIRED READINGS and RESOURCES: Benedict XVI (Liturgy Training Publications, 2011), $25, ISBN # Vincelette, Alan, Recent Catholic Philosophy: The Twentieth Century (Marquette University Press, 2011), $40, ISBN # SUGGESTED READINGS and RESOURCES: Flynn, Gabriel, and Paul Murray, eds., Ressourcement: A Movement for Renewal in Twentieth-Century Catholic Theology (Oxford University Press, 2012) Kerr, Fergus, Twentieth-Century Catholic Theologians (Blackwell, 2007) MacIntyre, Alasdair, God, Philosophy, and Universities: A Selective History of the Catholic Philosophical Tradition (Rowman & Littlefield, 2011) Swindal, James, and Harry Gensler, eds., The Sheed & Ward Anthology of Catholic Philosophy (Rowman and Littlefield, 2005) Thompson, Phillip, Between Science and Religion: The Engagement of Catholic Intellectuals with Science and Technology in the Twentieth Century (Lexington Books, 2009) Vincelette, Alan, Recent Catholic Philosophy: The Nineteenth Century (Marquette University Press, 2009), $40, ISBN # [Highly Recommended as material summarizes class content] 7. EVALUATION (Basis of evaluation with explanation regarding the nature of the assignment and the percentage of the grade assigned to each item below). Students who have difficulty with research and composition are encouraged to pursue assistance with the Online Writing Lab (available at GRADING SCALE: A ; A ; B ; B 84-86; B ; C ; C 74-76; C D 60-69; F 59 and below Grading Rubric for the Major Papers and Discussion Board (DB) Postings 0 pts. Paper 0 pts. DB 3 pts. Paper 2 pts. DB 6 pts. Paper 4 pts. DB 9 pts. Paper 6 pts. DB 12 pts. Paper 8 pts. DB 15 pts. Paper 10 pts. DB CONTENT Absence of Understanding Lack of Understanding Inadequate understanding Adequate understanding Solid Understanding Insightful understanding Analysis shows no awareness of the discipline or its methodologies as they relate to the topic. Analysis seems to misunderstand some basic concepts of the discipline or lacks ability to articulate them. Analysis is sometimes unclear in understanding or articulating concepts of the discipline. Analysis demonstrates an understanding of basic concepts of the discipline but could express them with greater clarity. Analysis demonstrates a clear understanding and articulation of concepts with some sense of their wider implications. Analysis clearly demonstrates an understanding and articulation of concepts of the discipline as they relate to the topic; highlights connections to other concepts; 9

10 integrates concepts into wider contexts. RESEARCH Missing Research Paper shows no evidence of research: citation of sources missing. Inadequate research and/or Over-reliance on few sources; spotty of facts in text; pattern of citation errors. Weak research and/or Inadequate number or quality of sources; many facts not referenced; several errors in citation format. Adequate research and but needs improvement Good choice of sources but could be improved with some additions or better selection; did not always cite sources; too many citation errors. Solid research and A number of relevant scholarly sources revealing solid research; sources appropriately referenced in paper; only a few minor citation errors. Excellent critical research and Critically selected and relevant scholarly sources demonstrating extensive, in-depth research; sources skillfully incorporated into paper at all necessary points; all citations follow standard bibliographic format. WRITING & EXPRESSION Incomplete writing Analysis is only partially written or completely misses the topic. Writing difficult to understand, serious improvement needed Analysis fails to address the topic; confusing organization or development; little elaboration of position; insufficient control of sentence structure and vocabulary; unacceptable number of errors in grammar, mechanics, and usage. Episodic writing, a mix of strengths and weaknesses. Analysis noticeably neglects or misinterprets the topic; simplistic or repetitive treatment, only partiallyinternalized; weak organization and development, some meandering; simple sentences, below-level diction; distracting errors in grammar, mechanics, and usage. Acceptable writing, but could use some sharpening of skill Analysis is an uneven response to parts of the topic; somewhat conventional treatment; satisfactory organization, but more development needed; adequate syntax and diction, but could use more vigor; overall control of grammar, mechanics, and usage, but some errors. Solid writing, with something interesting to say. Analysis is an adequate response to the topic; some depth and complexity in treatment; persuasive organization and development, with suitable reasons and examples; level-appropriate syntax and diction; mastery of grammar, mechanics, and usage, with hardly any error. Command-level writing, making a clear impression Analysis is a thorough response to the topic; thoughtful and insightful examination of issues; compelling organization and development; superior syntax and diction; errorfree grammar, mechanics, and usage. COMMUNITY INTERACTION (50-word response) Inadequate response Response merely provides laudatory encouragement for original post, e.g., Excellent post! You really Poor response Response misses the point of the original posting. Weak response Response summarizes original posting to which it responds. Acceptable response Response makes a contribution to the posting to which it responds. Individuallyconscious contributory response Response makes a contribution to the posting to which it responds and fosters Communityconscious contributory response Response makes a contribution to the learning community 10

11 have thought of something there. its development. and fosters its development. 8. ACADEMIC HONESTY POLICY Students at Holy Apostles College & Seminary are expected to practice academic honesty. Avoiding Plagiarism In its broadest sense, plagiarism is using someone else's work or ideas, presented or claimed as your own. At this stage in your academic career, you should be fully conscious of what it means to plagiarize. This is an inherently unethical activity because it entails the uncredited use of someone else's expression of ideas for another's personal advancement; that is, it entails the use of a person merely as a means to another person s ends. Students, where applicable: Should identify the title, author, page number/webpage address, and publication date of works when directly quoting small portions of texts, articles, interviews, or websites. Students should not copy more than two paragraphs from any source as a major component of papers or projects. Should appropriately identify the source of information when paraphrasing (restating) ideas from texts, interviews, articles, or websites. Should follow the Holy Apostles College & Seminary Stylesheet (available on the Online Writing Lab s website at Consequences of Academic Dishonesty: Because of the nature of this class, academic dishonesty is taken very seriously. Students participating in academic dishonesty may be removed from the course and from the program. 9. ATTENDANCE POLICY Even though you are not required to be logged in at any precise time or day, you are expected to login several times during each week. Because this class is being taught entirely in a technology-mediated forum, it is important to actively participate each week in the course. In a traditional classroom setting for a 3-credit course, students would be required to be in class 3 hours a week and prepare for class discussions 4.5 hours a week. Expect to devote at least 7 quality hours a week to this course. A failure on the student s part to actively participate in the life of the course may result in a reduction of the final grade. NB: An Incomplete may only be awarded to a student who has maintained a passing grade up to the point of the emergency. Incomplete grades will change to a grade of F unless the requirements stipulated on the incomplete form are met by the date listed. 10. ABOUT YOUR PROFESSOR Dr. Vincelette was educated at the University of California, Riverside and Marquette University. He came to philosophy by way of biology where he was previously a research assistant at the University of Illinois at Chicago in Molecular Biology (1989) and at the San Bernardino County Museum in Paleontology (1990). Dr. Vincelette previously taught biology at Chaffey College in Rancho Cucamonga, California (1999) before joining the faculty of St. John s Seminary in His areas of specialization include medieval theories of ethics and contemporary Catholic philosophy. Besides co-authoring a paper on fossil horses, and translating Pierre Rousselot s, The Problem of Love in the Middle Ages (Marquette University Press, 2001), Dr. Vincelette has also published entries on contemporary Anglican and Catholic philosophers for the Dictionary of Twentieth-Century British Philosophers (Thoemmes-Continuum, 2005), and articles on ethics for the Encyclopedia of Love in World Religions (CLIO, 2008) and the New Catholic Encyclopedia Philosophy Supplement (2013). His main publication though is his two-volume introduction to Recent Catholic Philosophy (Marquette University Press, ). Dr. Vincelette lives in Moorpark, California and enjoys teaching philosophy to seminarians and laity of the Catholic faith tradition. 11