Philosophy 25: 20th Century Philosophy

Fall 2007 T/TH 9:40 – 11:05 Toyon 2

Instructor: Dr. Timothy Elizondo

Office Hours: M/W 10:00 – 11:15

T/TH 1:00 – 2: 30

I. Course Description:

The Columbia College Course catalog describes this course as “a brief survey of nineteenth and twentieth century philosophy emphasizing the contributions of various thinkers to our understanding of what it is to be human, the nature of society and the relationship of the individual to it, science, technology and human values, and the meaning of life itself.” The range of topics and areas possible under this description is significantly large in scope. As a result, this course will focus primarily on the “postmodern” school of thought. Particular attention will be given to the relationship modernity has with contemporary culture, the role language plays in culture and contemporary theory, and the ways that postmodernism challenges contemporary notions of the self.

II. Course Objectives:

By the end of this course, students should be able to identify and critically evaluate major issues involved in postmodern thought. Students should be able to understand the relationship postmodernism has with modernity, language, and the self. In addition, students should be able to coherently articulate these sets of themes in a written manner. This course is designed to develop your critical thinking skills through written assignments, critical thinking exercises, and class discussions.

III. Required Readings:

Teach Your Self Postmodernism by Glen Ward. McGraw-Hill 2003.

The Matrix and Philosophy. Ed. William Irwin. Open Court P, 2002.

The Simpsons and Philosophy. Eds. William Irwin, Mark T. Conrad, and Aeon J. Skoble. Open Court P, 2003.

IV. Examinations:

There will be three (3) examinations, including the final exam. The first two exams will be take-home examinations, each worth 100 points. The final may be a take-home exam. The final exam is worth 150 points. Exams will be in essay format. Students will receive the essay questions well ahead (at least four weeks) of the exam due date.

V. Examination Procedure:

The significant issues in each of the three sections of the course are reflected in the exam questions. Class dialogue will be designed around these issues and to the possible linkages to the exam questions. Students are urged to work on these questions throughout the time spent in any given area. Students will prepare outlines for each essay question (students need to know how to do this upon entering the class). The specific question assignment will be made several days prior to the due date. This procedure gives students the opportunity to be equally prepared to respond to all of the essay questions. I will assist with the preparation of outlines to exam questions and will provide ‘preliminary grading’ to students wishing to turn in practice exams/outlines. We will answer any and all questions about exam questions inside or outside of class up through the assignment of the specific exam question

VI. Grading Criteria

A. Exams

The following are the criteria we use to evaluate student essays. For each item, allocate a score of 1-10 points. To score “10” on any item clearly indicates that you performed perfectly in that endeavor.

*Students are urged to keep in mind that there is usually more than one right answer to the essay questions. However, this does not mean that there are no wrong answers. The four or five weeks available for preparation are therefore very helpful when used wisely. Audio/visual material presented in class has the same value as reading assignments.

*In reviewing your preparation, ask yourself the following questions:

Did I answer the question, all of the question, and all that was implied by the question?

Did I present a solid thesis, a reasonable progression of ideas, and an appropriate conclusion?

Did I allocate my time and presentation appropriately, developing all parts of the question in balance?

Did I include the best examples and illustrations to demonstrate the validity of my ideas?

Did I use the most effective presentation techniques – are maps, tables, special features of the readings used most effectively?

Did I include and cite specific examples from the appropriate reading material?

Did I include the most significant and appropriate ideas from class sessions?

Did I include my own original ideas?

Are there factual inaccuracies in my presentation?

Could/should my essay be used as a positive example for teaching others?

B. Graphic Presentations

CRITERIA FOR GRADING GRAPHIC PRESENTATIONS

*20% FOR EACH ELEMENT

Concise and appropriate title;

Coherent and comprehensive organization;

Clear symbolic communication system;

Evidence of integration and citing of sources (i.e. readings, class dialogue);

Concise summation or conclusion

VII.

Question Outlines (75 points):

Each student is to meet with the instructor in order to get outlines approved. Outlines approved before the “materials due date” will earn 5 points each.

VIII. Academic Integrity.

Most college courses provide students ample opportunities to plagiarize; that is, to use the ideas or statements of others without giving them proper credit. Please do not exercise these opportunities. If you borrow an idea from anyone, you MUST identify the source of that idea. Every information source you use during oral presentations in this course must be verbally identified. Fabricating information or evidence sources is also a form of plagiarism. Cheating and plagiarism are essentially stealing what belongs to another and/or lying about its authorship. Any cheating on tests, or plagiarism on written or oral work, will result in a course grade of "F," and a report of the incident will be filed with the school.

*Due to the nature of this course, course content will contain language/ideas that may be considered either politically, morally, or culturally controversial.

X. American with Disabilities Act:

In compliance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act, reasonable accommodation will be provided to students with documented disabilities on a case by case basis. Students must register with Academic Support Services and provide appropriate documentation to the college before any academic adjustment will be provided.

XI. Instructor reserved right to amend course schedule or course syllabus.

XI. Course Schedule

Week Date Assignment Due

5 Sept 20th Materials for Exam 1 due

6. Sept 24h Exam #1Assigned

Sept 26th Exam Due

10. Oct 26th Materials for Exam 2 due

11. Oct 31st Exam Assigned

Nov. 2nd Exam #2 Due

15. Dec 7th Last Day of Class

Dec 14th Final Exam @ 8:00 am

If Outlines are not approved by the due date, the student may still receive full credit if they are appropriately modified before the time of the Exam due date (although they will not receive choice of Exam Questions).

“All materials due” means that on or before 8:00 am on the stated date, readings, notes, and outlines must be approved for choice and credit.

“Exam due” means that the exam must be received on or before class on the stated date.

XI. Grading Criteria

Exam 1 100 points A=

Exam 2 100 points B=

Final Exam 150 points C=

Outlines 150 points D=

F = 254 or Below

Total 425 points

Computing Final Grades:

Final course grades are computed in two ways. This grading system is designed to minimize penalty for early performance and encourage improvement over time.

If the average grade on the first two exams is less than a ‘C’, the Final Course Grade is an arithmetic average of three exam grades. Example – Exam #1 (worth 100 points) = 60, Exam #2 (worth 100 points) = 66, Final Exam (worth 200 points) = 160; Total points = 286. Using the calculations below, this would constitute a final (letter) course grade of, ‘C’. *Improvement of Grade Option: This second option is available to those students earning at least a ‘C’ average on the first two exams. Students with at least a ‘C’ average prior to the Final Exam retain the possibility of earning a ‘B’ or ‘A’ as a Final Course Grade, depending on their performance on the Final Examination. Example – Exam #1 (worth 100 points) = 75, Exam #2 (worth 100 points) = 79, Final Exam (worth 200 points) = 180; Total points = 334. In the instance, the final (letter) course grade would be, ‘A’.

XII. Course Questions

UNIT 1

1. List and define the major characteristics associated with “modernity.” Categorize these characteristics according to the importance they have had in shaping “modern thought.” Identify the significant philosophers attributed to the characteristics you see as imperative to this philosophic movement.

2. Is it possible that we live in “the Matrix”? Defend your position utilizing the ideas and contributions found in modern philosophy. Explain the criteria needed to address this question. Where does one find ontological certainty? Is it possible to step outside of “the Matrix?”

3. Critically investigate the relationship between postmodern art and existentialism. What are the most important arguments from the existentialists that help establish an ideological justification for “postmodern art?” Is postmodern art accessible to everyone? If so, how does this shape the high vs. low culture debate?

4. Is the Matrix Trilogy an example of postmodern art? Defend your rational by explaining how the films meet or do not meet your criteria. Illustrate how the politics of the film and the medium of film shape your criteria.

5. You must choose between the red pill and the blue pill. Explain the criteria for making this decision. Identify the relationship this criterion has with the purpose of individual life. What do you foresee as the social or political consequences if everyone made the same decision as you?

UNIT 2-

1. If television is a postmodernism medium, select the three most significant texts from television in order to support this assumption. Explain why each text was selected and how it highlights or reflects a major idea associated with the relationship media texts have with postmodern culture.

2. Central to postmodernism is the “death of the real.” Evaluate “the death of the real” and provide a critical analysis of the difference between the “real” and “the artificial.” Can postmodernism function without the “real?”

3. Critique and evaluate the most significant ideas related to Baudrillard’s ideas on simulation. Offer nuance and insight vis-à-vis a persuasive argument designed to support the claim “the current gulf war is simulated.” Responses should address the role the media has in simulation.

4. Create a visual graphic that illustrates each of the major differences between structuralism and post-structuralism. Graphic should identify major themes, questions, and thinkers associated with these movements.

5. Select the one piece of media text that best illustrates the usefulness of “deconstruction.” How does the text illustrate the relationship between center and margins? What are the philosophical consequences for the binaries the text privileges?

UNIT 3

1. Identify and locate existentialism within the “linguistic turn.” Trace the flow of the existentialist’s ideas on the self with postmodern concerns. Where is the cultural residue of the existential school? Identify the cultural sphere where you see it having the most significant impact.

2. Demonstrate the relationship “difference” has with language. Identify the political consequences of this type of thinking by using two examples from the current media that illustrate your position.

3. Provide an analytical investigation of Myspace using Kellner’s ideas on the self. What are the most significant ways that Myspace illustrates postmodern ideas of the self?

4. Utilizing Foucault’s ideas on discourse, identify seven different media sources and synthesize the consequences these texts have for the subject. Responses should draw from themes evident in Foucault’s previous work.

5. In order to construct meaning, why must there be a “death of the author?” Identify and locate the privileged position of meaning. Is it necessary for the author to die? What are the requirements of meaning?