Philosophy 431 Macallister 5055 Course Syllabus Office:

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1 Seminar in Rationalism and Empiricism Dr. James A. Stieb Philosophy 431 Macallister 5055 Course Syllabus Office: Spring 2007 Hours: MWF 11-12pm Course Information: Seminar in Rationalism and Empiricism -Phil M 6:00-9:00pm. Required Texts: Rene Descartes.: 1999, Discourse on Method and Meditations on First Philosophy, Donald Cress (ed.) (Hackett). ISBN-10: ISBN-13: John Locke.: 1996, An Essay Concerning Human Understanding (Abridged), Kenneth Winkler (ed.) (Hackett). ISBN-10: X ISBN-13: George Berkeley.: 1982, A Treatise Concerning the Principles of Knowledge. Kenneth Winkler (ed.) (Hackett). ISBN-10: ISBN-13: David Hume.: 1993, An Enquiry concerning Human Understanding. Eric Steinberg (ed.) (Hackett). ISBN-10: ISBN-13: Immanuel Kant.: 2004, Prolegomena to Any Future Metaphysics: with Selections from the Critique of Pure Reason. Gary Hatfield (trans.) (Cambridge). ISBN-10: ISBN-13: Recommended Texts: R. S. Woolhouse.: 1988, The Empiricists. (Oxford). ISBN-10: X ISBN-13: John Cottingham.: 1988, The Rationalists. (Oxford). ISBN-10: ISBN-13: *Some material will be on reserve or available through Drexel s databases. Course Description:

2 Descartes held that the human mind has certain innate ideas (the self and God for example). John Locke argued that the mind is a tabula rasa (blank slate). George Berkeley argued that esse est percipi (all existence is perception by somebody or something). David Hume held (skeptically) that most everything is a bundle of perceptions (including causality and identity) and that our passions should rule our reason. Immanual Kant reversed Hume (and virtually all other empiricists) by arguing that objects must conform to our knowledge (Kantian constructivism) and that Ethics should be absolute. Who is right? Our task is to cull from these debates useful arguments for modern (and/or postmodern) discussions of personal identity, causality and scientific method, constructivism in art, ethics, education and science, politics, religion and realism and antirealism. Hence, this course aims to provide a useful theoretical discussion for anyone in the arts or sciences however applied. Course Objectives: At the end of this course try to be able to 1) Appreciate and distinguish empiricist and rationalist approaches in areas such as science, education, mathematics and art. 2) Have a repository of definitions and examples constituting the history of the debate. 3) Formulate the basis for your own working model for topics such as personal identity, causality, scientific method, art theory, realism and antirealism, and mathematics. How do these work? Course Requirements: 1. Class Participation and Attendance 10% 2. One (min 5-10 page) paper 45% 3. Two brief examinations (one final) 45% 1. Class Participation and Attendance. This really doesn t make much difference unless you miss more than the allotted beach days (2), or you fail or totally miss your presentation/discussion. Then class participation and attendance, or your lack of them matter to a degree proportional to the lack. For presentations, I always have one or (probably) two students begin and lead the week s readings, except for the first week which is all me. The point is to have a number of questions (5-10) about the readings or that tie in with other readings. (You may discuss these in advance with me). In class the students will then search through the text and/or discuss (seminar style) answers to the questions, with the presenters most able to respond if need be. I will also respond and ask questions, but I will not give formal lectures. I am also hoping that we will have the ability to watch short videos (for example youtube clips) and also look at outlines of key concepts or short powerpoint arguments,

3 though these would be acceptable on handouts as well. Please consult the course s webct page for a running commentary and a number of possible videos and outside sources. 2. The papers. Choose a paper topic amongst the questions covered in the course. The main requirement is that your paper has to do with the rationalist or empiricist tradition (or both) and our texts. They should be at least (50%) from our text sources. I favor taking copious notes in your texts (the bookstore doesn t give you much back anyway), underline, doodle, scrawl, so that you have a lot of objections to turn into a paper. In this paper you should try to argue your conclusion against opposition. So, get to the point right away. For example, the first couple of lines: According to <opposition> <conclusion>. I disagree. In this paper I will argue: <opposite conclusion>. Above all, have and start with at least one perspective or set of arguments you disagree with. After an explicit introduction (in this paper I will argue,etc.), spend 1-2 pgs simply explaining and QUOTING your opposition. Then start ARGUING against them. No just saying I disagree isn t good enough. For this course, if you don t know, can t explain, or just have bad reasons for disagreeing; then you don t disagree. You should talk about something that is a real issue: a controversy with at least two sides. You should TAKE A SIDE, and in doing so you are not representing any given author YOU ARE REPRESENTING YOURSELF. I want YOUR ARGUMENT, though you can use whomever (even an outside source or two) to help you out. USE ACTUAL REAL LIFE EXAMPLES from the arts or sciences if possible rather than hypothetical or personal examples. Everyone will probably have to make at least some revisions to the paper. I welcome drafts as soon as you can write them. 3. The exams. I give you several leading questions that help you with your reading and are possible paper topics (though I leave topics up to you). As always, I never claim to tell you everything you need to know. You should also read the texts carefully, consult with your roommate or outside faculty, or whatever you have to do (short of something unethical) to get the answers. Yes, there is a lot of reading and writing in this class. It is a philosophy class. Feel free to go to the Writing Center, or use the wonderful world wide web. Here s a few sites you might check out.

4 1. The Radical Academy 2. Readings in Modern Philosophy 3. Modern Philosophy at Erratic Impact 4. History of Western Philosophy at Philosophy Pages 5. Bill Uzgalis History of Philosophy page at Tentative Schedule. Information from the two optional books, websites etc may be discussed in class. There is no hope of discussing everything in each week, we will do what we can to construct something nice and useful. Week 1. The Context of Early Modern Philosophy: British. Rennaissance Thought from Philosophy Pages Francis Bacon New Organon Preface and Book 1 at Hobbes from Leviathan Chapter 1 Of Sense, Chapters 13 and 14, The Natural Condition of Mankind and The Contracts from Week 2. The Context of Early Modern Philosophy: French. Pascal Pensees I-III and VI at Voltaire Selections from Candide esp chapter 1 and 30 at Rousseau selections from Social Contract at Week 3. Descartes Discourse on Method, Pts. 3, 4 at ; Meditations. Week 4. John Locke: Essay, as much as possible but especially bk. 2, chap. 27. bk. 4, chs. 1-3, 11, 15. Week 5. Midterm. Week 6. Berkeley Treatise 1-115, Leibniz The Monodology at Week 7. Hume, Enquiry, esp secs. 4, 5, 12.

5 Week 8. Kant Prolegomena esp the Preface and the Distinction between Analytic and Synthetic judgments and 1-5, 14-21, Critique esp Preface, Synthetic A Priori Truths and Paralogisms and Antinomies, Transcendental Aesthetic and Third Antinomy. Kant Grounding for the Metaphysics of Morals Preface at Week 9. Newton, De gravitatione; Principia, Scholium (on ereserve), See also ; Leibniz, Letters to Clarke at Berkeley Principles Galileo letter to the Duchess Christina at Also see a general outline of the Scientific Revolution in the 17th Century at and Galileo Resources at Week 10. Catch-up and review for final or TBA. Instructor Profile: James Stieb is currently an Adjunct Associate Professor of Philosophy at Drexel University. He has nearly 10 years of experience teaching Ethics, Applied Ethics, Logic and Critical Reasoning. Dr. Stieb received his undergraduate degree in liberal arts from St. John s College, and in philosophy from the University of Colorado at Boulder and his doctoral degree in philosophy from Temple University. His current research interests include supporting the equation of virtue ethics and ethical egoism, showing that there are no inevitable conflicts in loyalty, and in general showing the relevance of philosophy and metaphysics to large organizations. He recently authored an article titled On Bettering Humanity in Science and Engineering Education which appeared in Science and Engineering Ethics. Americans with Disabilities Act: Students with documented disabilities, who need course accommodations, have emergency medical information or require special arrangements for building evacuation should contact the instructor within the first two weeks of class. Verification of any special arrangements needs to be made through the Office of Equality and Disability Services, Suite 210, 3201 Arch St, phone Further information on this can also be obtained at: Academic Honesty Policy:

6 Drexel University is committed to a learning environment that embraces academic honesty. In order to protect members of our community from results of dishonest conduct, the University has adopted policies to deal with cases of academic dishonesty. Please read, understand, and follow the Academic Honesty Policy as written in the Official Student Handbook: Student s Responsibilities: Incomplete Policy: At the discretion of an instructor, the grade of "INC" (Incomplete) may be reported in place of a letter grade for any course in which the instructor deems that the work has not been completed and that the student can complete the work within an agreed upon time, which must be in accordance with University policy and the statute of limitations governing grade changes. The conditions and terms for the completion of the course are at the discretion of the instructor and are to be mutally agreed up on by the instructor of the course and the student. If a final grade is not submitted within one year, the "INC" will turn into an "F" on the student's record and will be reflected in the students GPA. The grade of "F" will be considered a permanent grade unless there are extenuating circumstances. Dropping a course or withdrawing from a course: Once a student is registered, it is his/her responsibility to attend the course, drop the course, or withdraw from the course. Dropping and withdrawing are distinct actions governed by different policies and impact a student s course enrollment status. Dropping a course causes the name of the course to disappear from the student s transcript. Withdrawing from a course causes both the name of the course and the grade of W to appear on the student s transcript. Before withdrawing from a course, students should consult the instructor. In either case, a signed form is required. There are billing consequences and academic record impact during this process; therefore, the student must attend to the proper procedure when dropping or withdrawing from a course. All students must obtain the instructor s and the Academic Advisor s signature on the Add/ Drop/Withdraw form, which is available online at or in the lobby of Goodwin College. Financial/academic record impact for Drop/Withdrawal:

7 Dropping or withdrawing from courses can have serious financial and academic implications, possibly affecting billing, financial aid, VA benefits, eligibility to participate in NCAA athletic events, and for foreign students, immigration status. Students are strongly encouraged to consult with their Academic Advisor and financial aid counselor before withdrawing. Students are considered the responsible parties for any/all transactions processed against their academic record. Below is the financial and academic record impact of course drop/withdrawal. DROP/WITHDRAW PROCEDURES To drop or withdraw a course for which you have paid or contracted: Complete drop/withdraw form and obtain instructor and Academic Advisor signatures Notify your funding source (if appropriate) REFUND SCHEDULE 6 week course drop/withdraw period Before1 st class begins By 5pm of day of 1 st class By 5pm of day of 2 nd class N/A By 5pm of day of 3 rd class 8&10 wk course drop/withdraw period Before 1 st class begins By 5pm of day of 1 st or 2 nd class By 5pm of day of 3 rd class By 5pm of day of 4 th and 5 th class By 5pm of day of 6 th class Tuition Refund Record Impact Academic Rec 100% No Record Tuition Refun 100% No Record Tuition Refun 50% W on Record 25% W on Record 0% W on Record Course withdraws will not be processed after the 3 rd class of a 6- week course or after the 6 th class of an 8- and 10-week course. As shown above, withdrawal has financial and academic implications. Tuition Refun Tuition Refun Financial Obligations:

8 Students who do not satisfy financial obligations to Drexel University are not entitled to a grade by the instructor or the University. The instructor reserves the right to change this syllabus if circumstances warrant. All changes will be provided to students in writing.