1. Professor E. M. Macierowski, Ph.D.
Benedictine College Spring 2012
PH 473A meets TR 1-2:15 p.m. in STB 406
2. Title of Course and Catalogue Description: PH 473 Modern Continental
Philoosphy. This course begins with the Kantian synthesis and some of the
major developments of and reactions to it (Hegel, Kierkegaard, Marx, and
Nietzsche). It continues with a consideration of phenomenology,
existentialism, and postmodernism and attempts to recover the philosophical
tradition (Maritain and Strauss). Prerequisite: PH 175 or PH 231 Philosophy
of Nature.
3. The objectives of the course:
(1) Each student shall become acquainted with the thought of two or three
key figures of modern continental European philosophy and have analytic and
critical familiarity with at least one major text on the selected thematic
issue of existence. Each student shall demonstrate his or her competence to
compare, contrast, and evaluate the assigned materials orally and in
writing.
(2) Each student will identify and evaluate arguments for validity and
soundness.
(3) Each student will critically engage in a discussion of the theoretical
and practical principles at issue in the major thinkers.
4. The teaching methods to be used: principally lecture; class
discussion, however, will be particularly appropriate for the over-view of
authors given in the textbook during the first portion of the semester.
5. Attendance Policy: Any student who is absent more than four times
(excused or not) may be withdrawn by the instructor from a course meeting
TR or more than six times from a course meeting MWF; a grade of "F" will be
recorded if this occurs after the official withdrawal period. Absences for
medical reasons will be excused by a note from a physician or nurse. All
other requests must be entered in my planner; if it is not written in my
planner, it is not excused. It is the responsibility of each student to
make sure that his or her school-required absences (athletics, etc.) be
entered in my planner at least two days in advance.
6.1 The basic text or texts that will be used:
Required: David Walsh, The Modern Philosophical Revolution: The
Luminosity of Existence. Cambridge: Cambridge University Press, 2008.
ISBN 978-0-521-72763-1 pbk.
Friedrich W. Schelling, Philosophical Inquiries into the Nature of
Human Freedom, tr. James Gutmann. Chicago: Open Court, 1936. ISBN 0-
87548-025-X pbk.
Recommended: Martin Heidegger, Schelling's Treatise on the Essence of
Human Freedom, trans. Joan Stambaugh. Athens: Ohio University Press,
1985. ISBN 0-8214-0691-4.
Reference Materials:
Mortimer J. Adler, The Idea of Freedom: A Dialectical Examination of
the Conceptions of Freedom, 2 vols.. Garden City, N.Y.: Doubleday,
1958-1961..
Frederick J. Copleston, S. J. A History of Philosophy, Modern
Philosophy: vol. 6 Part I: The French Englightenment to Kant; vol. 6,
Part II: Kant; vol. 7, Part I: Fichte to Hegel; vol. 7, Part II:
Schopenhauer to Nietzsche.
The Routledge Encyclopedia of Philosophy. articles on the authors
specified in the textbook or lectures. Its article on Leo Strauss
exhibits undisguised animus against him.
http://leostrausscenter.uchicago.edu/course/plato-meno-spring-quarter-
1966 introduces his seminar course with a sketch of the development of
modern philosophy by one of Heidegger's students, Jacob Klein, whose
penetrating study Greek Mathematical Thought and the Origin of
Algebra, trans. Eva T. H. Brann (Cambridge, MA: MIT Press, 1968) is
given singular praise.
Friedrich Wilhelm Joseph von Schellings sämmtliche Werke. Stuttgart;
Augsburge: J. G. Cotta, 1856-1861. The Benedictine College Library is
privileged to have a copy of this collected German edition, which
Heidegger in 1936 already called "so rare." Professional majors in
philosophy may note that the study of Latin or Greek is recommended by
the department; those intending to continue on to graduate school in
philosophy should also consider taking German or French. This course
will focus on the texts in English translation.
6.2 Recommended for all college students on techniques for close
reading:
Mortimer J. Adler and Charles Van Doren, How to Read a Book (Simon &
Schuster).
http://guides.hcl.harvard.edu/content.php?pid=262034&sid=2163191#730537
7
7. Course Requirements: For the First Cycle (the text book), each
student shall have read the assigned reading and have prepared a one-page
précis or summary of the assigned reading and emailed it to me at
[email protected] by 5 p.m. the day before each class. An additional
way to demonstrate positive active participation is to sign the daily
attendance sheet, and to ask or answer useful questions. Any student not
participating at all will receive a zero (0) for the day. Always give not
only your name, but also your course number and section so I can track your
work and assign proper credit. In addition, always identify the particular
reading you are treating. Generally, each class will begin with a brief
overview of the main points in the assigned reading, and an explanation of
the key issues.
For the Second Cycle (the text upon which the lectures will be based), each
student will sign the attendance sheet, and is expected to have read or re-
read the principal text in preparation for the lecture. In addition,
The average successful college student should spend two hours outside of
class preparing for each hour in class.
Students with special needs (including documented learning disabilities)
should set up an appointment with the professor during the first week of
class, or as soon as you notice any special problem, so that we can work
out appropriate accommodations. In accordance with the Benedictine charism
of hospitality, just as we would like to accommodate guests who may have
special dietary restrictions because of physical conditions or religious
obligations, so too at the intellectual banquet I need to know of any
conditions that need to be taken into account so I can evaluate each
student's performance fairly and accurately. In addition, in accordance
with the Americans with Disabilities Act, please be sure to have the
legally required documentation filed with Mrs. Camille Osborn
[email protected] and be sure to meet with me during the first week
of class so we can plan reasonable accommodations.
Academic honesty is required in all courses at Benedictine College;
sanctions for acts of academic dishonesty are specified in the Course
Catalogue 2010-12, p. 39. Even on-line quizzes and tests are to be taken on
your own, without collaboration.
The professor reserves the right to modify materials and exercises in his
best judgment to address the pedagogical needs of the class; proposed
modifications, if any, will be presented to the class for discussion prior
to implementation.
8. The number of examinations during the semester: three (3) tests
during term and a comprehensive final examination.
9. Grade determination:
Daily assignments and constructive class participation are to be
submitted via email by 5 p.m. the 50%
day BEFORE the class period scheduled to discuss the reading. Students will
sign in for each
class period and their constructive class participation will be tallied.
Test #1 10
Test #2 10
Test #3 10
Presentations or papers may be substituted for any test at the professor's
discretion.
Comprehensive final examination
20.
For oral presentations, at-board demonstrations, essay questions, and the
like, the following will give you an indication of my grading policy. You
will note that the college does not distinguish levels of F or D
performances, nor between A and A+ grades at the upper end.
"Grade "Presenter's Duties: Performance Rubric "
"F-- "0 "No-show. "
"F- "1-17 "Incompetent presentation oblivious even to the "
" " "existence of problems, showing no familiarity with the "
" " "assigned passage or its vocabulary, morphology, or "
" " "syntax. "
"F "18-35"The presentation exhibits little evidence of control "
" " "over the assigned text and cannot deal with questions. "
" " "When time is called and the presenter is asked for a "
" " "bottom-line summary, the response is unclear, "
" " "incoherent or incorrect. The presentation is missing "
" " "even rudimentary important points in the text itself "
" " "and is incompetent in dealing with questions. "
"F+ "36-55"Most of the main points are missed or misrepresented "
" " "and responses to questions are irrelevant or incorrect."
" " "Lack of control over the main topics is so great that "
" " "they are not dealt with in the allotted presentation "
" " "time. The discussion period is required to reframe the "
" " "original presentation. Classmates feel as though their "
" " "time was being wasted; the presenter seems unaware that"
" " "there are some problems. "
"D- "56-60"Some of relevant factual material is presented, but "
" " "logical connections are not noted, the presentation is "
" " "fuzzy, or the responses under questioning are inept; "
" " "the presentation begins to run off into time reserved "
" " "for discussion. Many significant errors of fact or "
" " "interpretation occur which need to be corrected. The "
" " "presenter seems to recognize the existence of problems "
" " "when they are brought to his or her attention. "
"D "61-69"The chief doctrinal points are identified, but in such "
" " "a way that clarity arises mainly through the questions "
" " "of others or the discussion rather than from the "
" " "presentation itself. "
"C- "70-73"Not only are the main facts clearly and correctly "
" " "presented, but also the chief questions or problems at "
" " "stake in the assigned text are explicitly posed. The "
" " "chief doctrinal points are stated, albeit with some "
" " "lack of clarity. The presenter has also identified the "
" " "selection clearly enough for everyone to locate the "
" " "passage under discussion easily. In the question "
" " "period, the presenter can clearly and correctly "
" " "distinguish between questions that fall within the "
" " "scope of his responsibility from those that do not. "
"C "74-76"In addition, the interpretation is accurate. The "
" " "evidence explicitly offered to justify the chief claims"
" " "is identified. The chief doctrinal points are stated, "
" " "along with the chief evidence justifying them, as "
" " "appropriate. The presentation is materially complete, "
" " "i.e. addresses all of the main issues, and expresses "
" " "the author's meaning accurately. "
"C+ "77-79"In addition, there is some effort to evaluate the "
" " "evidence in terms of relevance, appropriateness, and "
" " "adequacy. The presentation is effectively communicated "
" " "to the class; the handling of questions is competent. "
" " "The student is able to offer original apt examples or "
" " "applications of the main points at issue. "
"B- "80-83"In addition, the literary structure of the text is "
" " "exhibited, noting the chief divisions and the most "
" " "important secondary divisions. All the main points are "
" " "covered. Key terms are correctly pronounced and "
" " "explained. The presenter is able to respond competently"
" " "to elementary questions. "
"B "84-86"The presenter articulates the grammatical and logical "
" " "structure of the key arguments and competently handles "
" " "questions with due regard to doctrine, method, and "
" " "proportion. The presenter is obviously aware of how the"
" " "text addresses important issues in the world today and "
" " "how it is germane to how he or she lives life. The "
" " "presentation is brief and to the point. "
"B+ "87-89"In addition, responses to questions are clear, "
" " "accurate, and well informed. The presenter shows where "
" " "evidence is incomplete or where something is missing in"
" " "a valid argument. Even if the presenter does not know "
" " "the answer to a question, he provides some idea of what"
" " "it would take to get a good one. "
"A- "90-93"In addition to satisfying the criteria for a B, every "
" " "major point in the reading is sharply and correctly "
" " "explicated; secondary issues are dealt with "
" " "appropriately (not as much emphasis). Relevant outside "
" " "materials or applications are presented with excellent "
" " "focus and proportion. The argumentative structure is "
" " "clearly articulated and competently evaluated; logical "
" " "fallacies, if any, are identified. Excellent responses "
" " "to questions. "
"A "94-96"In addition to satisfying criteria for an A-, the "
" " "presentation is marked by superb handling of questions,"
" " "exhibiting mastery of the assigned material and grasp "
" " "of issues. The presenter exhibits how his selection "
" " "fits into the larger strategy of the book as a whole. "
" " "Are there any important difficulties that the author "
" " "has failed to meet in the assigned selection? If so, "
" " "what are they? Are they addressed elsewhere? If so, "
" " "where? Missing premises to valid arguments are "
" " "supplied; invalid arguments are not only identified, "
" " "but the presenter also explains what went wrong or asks"
" " "a telling question exhibiting the limits of the truth "
" " "of a claim. The presenter is aware of important "
" " "alternative interpretations and is capable of comparing"
" " "and contrasting them with the point at issue. "
" " "Outstanding responses to questions. "
"A+ "97-10"Besides satisfying criteria for an A, the presenter "
" "0 "exhibits familiarity with appropriate outside "
" " "resources, ability to engage both students and "
" " "professor both on the large scale and in detail at "
" " "every level. Not only is the presenter aware of key "
" " "alternatives, but also is able critically to evaluate "
" " "them. The audience would be able to formulate a final "
" " "examination question from the presentation, and to "
" " "sketch an answer. "
For Benedictine College, I report F as 0-59; D as 60-69; C- 70-73, C 74-76,
C+ 77-79; B- 80-83, B 84-86, B+ 87-89; A- as 90-93 and A as 94-100.
Your input is welcome in improving the grading rubric. Indeed, I hope that
we get to the point where we not only can come to agree on the quality of
performances, but also can gauge our own performances more accurately and
effectively. The better we can do this for ourselves, the more each of us
is likely to improve. Teaching happens only when learning takes place, and
so I am counting on your letting me know promptly when difficulties arise.
10. Location of Office and Office Hours.
Office: 322 STB TR Monday through Friday 12 noon-1 p.m.
Classroom STB MWF 9:50-10; 10:50-11; 11;50-12 noon.
Other times by appointment only; appointments preferred to
drop-ins.
Email:
[email protected]
Office telephone: 913-360-7497 (Equipped with voice mail.)
According to Federal law, viz. the Family Educational Rights and Privacy
Act, Benedictine College has established the following items as Directory
information; such information may be released to those requesting
information unless the student specifically requests otherwise by
submitting written notification to the Office of Academic Records: name,
local/permanent address, telephone number, email address, hometown, major
field of study, enrollment status, dates of attendance, degree(s)
conferred, participation in officially recognized activities and sports,
honors and awards, and photographs. No other information may be released
without written consent of the student. Information requested with written
consent will be mailed to the address noted on the consent form. No
information will be released over the telephone. If you wish to communicate
with me by email about grades or other educational records, you must use
the secure password-protected email account provided by the College.
11. This course satisfies the general education requirement for
Philosophical Inquiry: (1) Students will be able to evaluate philosophical
arguments (in terms of logical soundness) drawn from the subject matter of
the course; (2) students will understand the thought of two or three (2-3)
major philosophers (as distinct from historical, psychological, literary
understanding) influential in the area of the subject matter of the course;
(3) students will understand first principles and methodologies as
necessary to address philosophical problems related to the subject matter
of the course.
12. The College recognizes that the first of these three goals merits
credit in Foundations in Philosophical Inquiry. Specifically, students
will be familiar with the three acts of the intellect and their object:
simple apprehension using terms and definitions, the kinds and properties
of propositions or judgments, and the types of valid and invalid reasoning
expressed through the syllogism. Competency will be measured by chapter
exercises, quizzes, tests, and a final examination.
13. Outline of the material to be covered in class.
SPRING 2012 TR SCHEDULES
"Sessio"Dates "Reading Assignment "Written "Other "
"ns " " "Assignment " "
"Remain" " " " "
"-ing " " " " "
"MWF/TR" "Students learn better "First set of" "
" " "when they see the big "transcriptio" "
" " "picture, the importance "ns of " "
" " "of what they are "assigned " "
" " "learning, and how it is "exercises " "
" " "applicable to life." "due by email" "
" " "Review the course "on first day" "
" " "objectives. "of class. " "
"*/29 "R 12 Jan "Introduction. "Sign daily " "
" "2012 "Syllabus. "attendance " "
" " " "sheet. " "
" " "First Cycle: Readings "Précis/Quiz "Rules for "
" " "from David Walsh, The "5%: "Inspectional "
" " "Modern Philosophical "Using "Reading I: "
" " "Revolution: The "Adler's "Systematic "
" " "Luminosity of Existence."rules, give "Skimming or "
" " "Each of the eight "Walsh "Pre-reading "
" " "chapters contains "Inspectional"(Adler, "
" " "roughly 50 pages of "Reading I; "32-33): "
" " "text. For the first "your " "
" " "inspectional reading, do"assignment " "
" " "not put any marks in the"is to prove " "
" " "book; you may put your "that you " "
" " "notes on a separate "have done so" "
" " "sheet in your notebook. "in no more " "
" " " "than one " "
" " " "page;. email" "
" " " "it to me at " "
" " " "edwardm@bene" "
" " " "dictine.edu " "
" " " "by 5 p.m. " "
" " " "the night " "
" " " "BEFORE next " "
" " " "class " "
" " " "meeting " "
" " " "BE SURE TO ""1. Look at "
" " " "RECORD THE "the title "
" " " "TIME IT "page and, if "
" " " "TAKES TO "the book has "
" " " "ACCOMPLISH "one, at its "
" " " "EACH LEVEL "preface. "
" " " "OF READING " "
" " " "ASSIGNMENT. " "
"*/28 "T 17 Jan "Introduction to Walsh "Précis/Quiz "2. Study the"
" " " "5%: "table of "
" " " "Using "contents to "
" " " "Adler's "obtain a "
" " " "rules, give "general sense"
" " " "Walsh's "of the book's"
" " " "whole book "structure. "
" " " "Inspectional" "
" " " "Reading II; " "
" " " "and give it " "
" " " "a First " "
" " " "Stage " "
" " " "Analytical " "
" " " "Reading, " "
" " " "proving that" "
" " " "you've found" "
" " " "what the " "
" " " "book is " "
" " " "about. " "
" " " " "3. Check the"
" " " " "index ... the"
" " " " "range of "
" " " " "topics "
" " " " "covered and "
" " " " "the kinds of "
" " " " "books and "
" " " " "authors "
" " " " "referred to. "
" " " " "4. If the "
" " " " "book is a new"
" " " " "one with a "
" " " " "dust jacket, "
" " " " "read the "
" " " " "publisher's "
" " " " "blurb. "
" " " " "5. Look now "
" " " " "at the "
" " " " "chapters that"
" " " " "seem to be "
" " " " "pivotal to "
" " " " "the book's "
" " " " "argument. If "
" " " " "these "
" " " " "chapters have"
" " " " "summary "
" " " " "statements in"
" " " " "their opening"
" " " " "or closing "
" " " " "pages ... "
" " " " "read these "
" " " " "statements "
" " " " "carefully. "
"*/27 "R 19 Jan " " "6. Turn the "
" " " " "pages, "
" " " " "dipping in "
" " " " "here and "
" " " " "there, "
" " " " "reading a "
" " " " "paragraph or "
" " " " "two, "
" " " " "sometimes "
" " " " "several pages"
" " " " "in sequence, "
" " " " "never more "
" " " " "than that. Do"
" " " " "not fail to "
" " " " "read the last"
" " " " "two or three "
" " " " "pages." "
" " " " "Rule for "
" " " " "Inspectional "
" " " " "Reading II: "
" " " " "Superficial "
" " " " "Reading "
" " " " "(Adler, "
" " " " "36):"In "
" " " " "tackling a "
" " " " "difficult "
" " " " "book for the "
" " " " "first time, "
" " " " "read it "
" " " " "through "
" " " " "without ever "
" " " " "stopping to "
" " " " "look up or "
" " " " "ponder the "
" " " " "things you do"
" " " " "not "
" " " " "understand "
" " " " "right away." "
" " " " "(You can do a"
" " " " "second "
" " " " "reading of a "
" " " " "book only "
" " " " "after you "
" " " " "have done the"
" " " " "first.) "
" " " "Précis/Quiz " "
" " " "5%: Using " "
" " " "Adler's Four" "
" " " "Rules for " "
" " " "Interpreting" "
" " " "a Book's " "
" " " "Contents, " "
" " " "give Chapter" "
" " " "I an " "
" " " "Analytical " "
" " " "Reading at " "
" " " "the Second " "
" " " "Stage. " "
"*/26 "T 24 Jan "Chapter I: Kant's " "The First "
" " ""Copernican Revolution" " "Stage of "
" " "as Existential " "Analytical "
" " " " "Reading: "
" " " " "Four Rules "
" " " " "for Finding "
" " " " "What a Book "
" " " " "is About "
" " " " "(Adler, 163):"
" " " " ""1. Classify "
" " " " "the book "
" " " " "according to "
" " " " "kind and "
" " " " "subject "
" " " " "matter. "
" " " "Précis/Quiz "2. State what"
" " " "5%: Using "the whole "
" " " "Adler's Four"book is about"
" " " "Rules for "with the "
" " " "Interpreting"utmost "
" " " "a Book's "brevity. "
" " " "Contents, " "
" " " "give Chapter" "
" " " "II an " "
" " " "Analytical " "
" " " "Reading at " "
" " " "the Second " "
" " " "Stage. " "
"*/25 "R 26 Jan "Chapter II: Hegel's " "3. Enumerate "
" " "Inauguration of the " "its major "
" " "Language of Existence " "parts in "
" " "Chapter " "their order "
" " " " "and relation,"
" " " " "and outline "
" " " " "the parts as "
" " " " "you have "
" " " " "outlined the "
" " " " "whole. "
" " " "Schelling " 4. Define "
" " " "born in "the problem "
" " " "Leonberg 27 "or problems "
" " " "January 1775"the author "
" " " " "has tried to "
" " " " "solve." "
" " " " " "
" " " "Précis/Quiz "The Second "
" " " "5%: Using "Stage of "
" " " "Adler's Four"Analytical "
" " " "Rules for "Reading: Four"
" " " "Interpreting"Rules for "
" " " "a Book's "Interpreting "
" " " "Contents, "a "
" " " "give Chapter"Book's "
" " " "III an "Contents "
" " " "Analytical "(Adler, 163):"
" " " "Reading at " "
" " " "the Second " "
" " " "Stage. " "
"*/24 "T 31 Jan "Chapter III: Schelling " ""5. Come to "
" "2012 "on the Beyond of " "terms with "
" " "Existence " "the author by"
" " " " "interpreting "
" " " " "his key "
" " " " "words. "
" " " " "6. Grasp the "
" " " " "author's "
" " " " "leading "
" " " " "propositions "
" " " " "by dealing "
" " " " "with his most"
" " " " "important "
" " " " "sentences. "
" " " " "7. Know the "
" " " " "author's "
" " " " "arguments by "
" " " " "finding them "
" " " " "in, or "
" " " " "constructing "
" " " " "them out of "
" " " " "sequences of "
" " " " "sentences. "
" " " "Précis/Quiz "8. Determine "
" " " "5%: Using "which of his "
" " " "Adler's Four"problems the "
" " " "Rules for "author has "
" " " "Interpreting"solved and "
" " " "a Book's "which he has "
" " " "Contents, "not; and of "
" " " "give Chapter"the latter, "
" " " "IV an "decide which "
" " " "Analytical "the author "
" " " "Reading at "knew he had "
" " " "the Second "failed to "
" " " "Stage. "solve." "
"*/23 "R 2 Feb "IV: Nietzsche: " " "
" "2012 "Philosophy as Existence " " "
" " " " "The Third "
" " " " "Stage of "
" " " " "Analytical "
" " " " "Reading: "
" " " " "Rules for "
" " " " "Criticizing a"
" " " " "Book as a "
" " " " "Communication"
" " " " "of Knowledge "
" " " " "(Adler, p. "
" " " " "164). "
" " " " "A. Three "
" " " " "General "
" " " " "Maxims of "
" " " " "Intellectual "
" " " " "Etiquette "
" " " "Précis/Quiz " "9.Do not "
" " " "5%: Using "begin "
" " " "Adler's Four"criticism "
" " " "Rules for "until you "
" " " "Interpreting"have "
" " " "a Book's "completed "
" " " "Contents, "your outline "
" " " "give Chapter"and your "
" " " "V an "interpretatio"
" " " "Analytical "n of the "
" " " "Reading at "book. "
" " " "the Second " "
" " " "Stage. " "
"*/22 "T 7 Feb "Chapter V: Heidegger's " "(Don't say "
" " "Achievement Despite the " "you agree, "
" " "Betrayal of " "disagree, or "
" " "Philosophical Existence " "thought or "
" " " " "judgment "
" " " " "until you can"
" " " " "say "I "
" " " " "understand.")"
" " " " "10. Do not "
" " " " "disagree "
" " " " "disputatiousl"
" " " " "y or "
" " " " "contentiously"
" " " " ". "
" " " " "11. "
" " " " "Demonstrate "
" " " " "that you "
" " " " "recognize the"
" " " " "difference "
" " " " "between "
" " " " "knowledge and"
" " " " "mere personal"
" " " " "opinion by "
" " " " "presenting "
" " " " "good reasons "
" " " " "for any "
" " " " "critical "
" " " " "judgment you "
" " " " "make." "
" " " "Précis/Quiz "The Third "
" " " "5%: Using "Stage of "
" " " "Adler's Four"Analytical "
" " " "Rules for "Reading: "
" " " "Interpreting"Rules for "
" " " "a Book's "Criticizing a"
" " " "Contents, "Book as a "
" " " "give Chapter"Communi-catio"
" " " "VI an "n of "
" " " "Analytical "Knowledge "
" " " "Reading at "(Adler, 164 "
" " " "the Second "continued) "
" " " "Stage. " "
"*/21 "R 9 Feb "Chapter VI: Existence " "B. Four "
" " "Without Refuge as the " "Special "
" " "Response of Levinas " "Criteria for "
" " " " "Points of "
" " " " "Criticism "
" " " " " "12. Show "
" " " " "wherein the "
" " " " "author is "
" " " " "uninformed. "
" " " "(12 Feb 1804"13. Show "
" " " "death of "wherein the "
" " " "Immanuel "author is "
" " " "Kant) "misinformed. "
" " " "Précis/Quiz "14. Show "
" " " "5%: Using "wherein the "
" " " "Adler's Four"author is "
" " " "Rules for "illogical. "
" " " "Interpreting" "
" " " "a Book's " "
" " " "Contents, " "
" " " "give Chapter" "
" " " "VII an " "
" " " "Analytical " "
" " " "Reading at " "
" " " "the Second " "
" " " "Stage. " "
"*/20 "T 14 Feb "Chapter VII: Derrida's " "15.Show "
" " "Dissemination of " "wherein the "
" " "Existence as Différence " "author's "
" " " " "analysis or "
" " " " "account in "
" " " " "incomplete." "
" " " " " "
" " " " " "
" " " "Précis/Quiz " "
" " " "5%: Using " "
" " " "Adler's Four" "
" " " "Rules for " "
" " " "Interpreting" "
" " " "a Book's " "
" " " "Contents, " "
" " " "give Chapter" "
" " " "VIII an " "
" " " "Analytical " "
" " " "Reading at " "
" " " "the Second " "
" " " "Stage. " "
"*/19 "R 16 Feb "Chapter VIII: " " "
" " "Kierkegaard's " " "
" " "Prioritization of " " "
" " "Existence over " " "
" " "Philosophy " " "
" " " " " "
" " " " " "
"*/18 "T 21 Feb "Epilogue: Modernity as "Readings "Test I "
" " "Responsibility "from Cycle " "
" " " "I: " "
" " "Class Discussion: "Blackboard " "
" " "distribute one-page "Test I: " "
" " "philosophical "10%. " "
" " "position-papers based on"Summarize " "
" " "the posted chapter "your " "
" " "summaries of Walsh "analytical " "
" " "(target 5 minutes each) "reading of " "
" " " "Walsh as a " "
" " " "whole at " "
" " " "Level II, " "
" " " "and give a " "
" " " "third-stage " "
" " " "analytic " "
" " " "reading of " "
" " " "the book as " "
" " " "a whole. " "
" " " " " "
" " "Post the outlines by "Using "Your "
" " "Gutmann and by Heidegger"Adler's "assignment is"
" " "to aid student "rules, give "to prove that"
" " "insp[ectional reading of"Schelling's "you have done"
" " "Schelling. "Philosophica"so in no more"
" " " "l Inquiries "than one "
" " " "into the "page;. email "
" " " "Nature of "it to me at "
" " " "Human "edwardm@bened"
" " " "Freedom "ictine.edu "
" " " "Inspectional"by 5 p.m. the"
" " " "Reading I. "night BEFORE "
" " " " "next class "
" " " " "meeting "
"*/17 "R 23 Feb "Cycle II: Close Reading "BE SURE TO " "
" " "and Lecture on Primary "RECORD THE " "
" " "Text Schelling "TIME IT " "
" " "Philosophical Inquiries "TAKES TO " "
" " "into the Nature of Human"ACCOMPLISH " "
" " "Freedom "EACH LEVEL " "
" " " "OF READING " "
" " " "ASSIGNMENT. " "
" " " " " "
" " " " " "
" " " "Précis/Quiz "BE SURE TO "
" " " "5%: "RECORD AND "
" " " "Using "REPORT THE "
" " " "Adler's "TIME IT TAKES"
" " " "rules, give "TO ACCOMPLISH"
" " " "Schelling's "EACH LEVEL OF"
" " " "Philosophica"READING "
" " " "l Inquiries "ASSIGNMENT. "
" " " "into the " "
" " " "Nature of " "
" " " "Human " "
" " " "Freedom " "
" " " "Inspectional" "
" " " "Reading II. " "
"*/16 "T 28 Feb "Introduction to " " "
" "2012 "Schelling's " " "
" " "Philosophical Inquiries " " "
" " "into the Essence of " " "
" " "Human Freedom (Gutmann " " "
" " "tr. pp. 7-31; German " " "
" " "marginal pagination " " "
" " "336-357) " " "
" " " " " "
" " " "Précis/Quiz " "
" " " "5%: " "
" " " "Using " "
" " " "Adler's " "
" " " "rules, give " "
" " " "Schelling an" "
" " " "analytical " "
" " " "reading at " "
" " " "Level I. " "
"*/15 "R 1 Mar " " " "
" "2012 " " " "
" " " " " "
" " "Spring Break 5-9 March " " "
" " "2012 " " "
" " "No Classes. " " "
" " " "Précis/Quiz "BE SURE TO "
" " " "10%: "RECORD THE "
" " " "Using "TIME IT TAKES"
" " " "Adler's "TO ACCOMPLISH"
" " " "rules, give "EACH LEVEL OF"
" " " "Schelling an"READING "
" " " "analytical "ASSIGNMENT. "
" " " "reading at "You may use "
" " " "Level II, "TWO pages for"
" " " "due by email"this "
" " " "Mar 12. "assignment. "
"*/14 "T 13 Mar "The Main Part of the "By 5 p.m. " "
" " "Treatise: (Gutmann tr. "the day " "
" " "pp. 31-98; German "before the " "
" " "marginal pagination "next " "
" " "357-416) "lecture, " "
" " " "email any " "
" " " "questions " "
" " " "you may " "
" " " "have. " "
" " "I. The Possibility of " " "
" " "Evil (357ff.) " " "
" " " " " "
" " " " " "
"*/13 "R 15 Mar " "By 5 p.m. " "
" " " "the day " "
" " " "before the " "
" " " "next " "
" " " "lecture, " "
" " " "email any " "
" " " "questions " "
" " " "you may " "
" " " "have. " "
" " " " " "
"*/12 "T 20 Mar "II. The Actuality of "By 5 p.m. " "
" " "Evil (373 ff.) "the day " "
" " " "before the " "
" " " "next " "
" " " "lecture, " "
" " " "email any " "
" " " "questions " "
" " " "you may " "
" " " "have. " "
" " " " " "
"*/11 "R 22 Mar "III. The Process of the "By 5 p.m. " "
" " "Individuation of Real "the day " "
" " "Evil (382ff.) "before the " "
" " " "next " "
" " " "lecture, " "
" " " "email any " "
" " " "questions " "
" " " "you may " "
" " " "have. " "
" " " " " "
" " " " " "
"*/10 "T 27 Mar "IV. The Form of Evil "By 5 p.m. " "
" " "Appearing in Man "the day " "
" " "(389ff.) "before the " "
" " " "next " "
" " " "lecture, " "
" " " "email any " "
" " " "questions " "
" " " "you may " "
" " " "have. " "
" " " " " "
" " " " " "
"*/9 "R 29 Mar "V. The Justification of "By 5 p.m. " "
" " "God: Divinity in the "the day " "
" " "Face of Evil (394ff.) "before the " "
" " " "next " "
" " " "lecture, " "
" " " "email any " "
" " " "questions " "
" " " "you may " "
" " " "have. " "
" " " " " "
" " " " " "
" " " " " "
"*/8 "T 3 Apr "VI. Evil in the System "Term Paper: "BE SURE TO "
" "2012 "as a Whole (399ff.) "Discuss what"RECORD THE "
" " " "Schelling "TIME IT TAKES"
" " " "means by the"TO ACCOMPLISH"
" " " "copula "Is.""EACH "
" " " "10% "ASSIGNMENT. "
" " " " " "
" " "Easter Break 5-9 April " " "
" " "No Classes. " " "
" " " " " "
"*/7 "T 10 Apr "VII. The Highest Unity "By 5 p.m. " "
" " "of Beings as a Whole and"the day " "
" " "Human Freedom (406-416) "before the " "
" " " "next " "
" " " "lecture, " "
" " " "email any " "
" " " "questions " "
" " " "you may " "
" " " "have. " "
" " " " " "
"*/6 "R 12 Apr " "By 5 p.m. " "
" " " "the day " "
" " " "before the " "
" " " "next " "
" " " "lecture, " "
" " " "email any " "
" " " "questions " "
" " " "you may " "
" " " "have. " "
" " " " " "
" " " " " "
" " " " " "
"*/5 "T 17 Apr " "By 5 p.m. " "
" " " "the day " "
" " " "before the " "
" " " "next " "
" " " "lecture, " "
" " " "email any " "
" " " "questions " "
" " " "you may " "
" " " "have. " "
" " " " " "
"*/4 "R 19 Apr " "By 5 p.m. " "
" " " "the day " "
" " " "before the " "
" " " "next " "
" " " "lecture, " "
" " " "email any " "
" " " "questions " "
" " " "you may " "
" " " "have. " "
" " " " " "
" " " " " "
" " " " " "
"*/3 "T 24 Apr " "By 5 p.m. " "
" " " "the day " "
" " " "before the " "
" " " "next " "
" " " "lecture, " "
" " " "email any " "
" " " "questions " "
" " " "you may " "
" " " "have. " "
" " " " " "
"*/2 "R 26 Apr " "By 5 p.m. " "
" " " "the day " "
" " " "before the " "
" " " "next " "
" " " "lecture, " "
" " " "email any " "
" " " "questions " "
" " " "you may " "
" " " "have. " "
" " " " " "
" " " " " "
" " " " " "
"*/1 "T 1 May " " " "
" "2012 " " " "
" " " " " "
"0 " "Final Examinations "20% " "
" " " "See schedule" "
" " " "below. " "
Final Examinations are set in the regular classroom at times designated by
the Registrar.
CAUTION: Substitution of other times is prohibited except by permission of
the Registrar upon payment of a special fee with the consent of the
instructor.
Spring 2012 Final Exam Schedule
" "8:00-9:50 "10:00-11:50 "1:30-3:20 p.m. "3:30-5:20 "
" "a.m. "a.m. " "p.m. "
"Thurs, May 3"MWF 8:00 "TR 10:50 "MWF 11:00 "TR 9:25 "
"Fri, May 4 "TR 1:00 "MWF 10:00 "Applied Music "MWF 12:00 & "
" " " " "Applied "
" " " " "Music "
"Mon, May 7 "MWF 1:00 "TR 8:00 "MWF 2:00 "MWF 3:00 "
"Tues., May 8"MWF 9:00 "TR 2:25 "TR 3:50 "free "
"Evening "Mon. Classes – Mon "Tues. Classes – Thurs "
"Finals "5:30-7:20 p.m. "5:30-7:20 p.m. "
" "Wed. Classes – Mon "Thurs. Classes – Thurs "
" "7:30-9:20 p.m. "7:30-9:20 p.m. "
