I. ASCRC General Education Form (revised 2/8/13)
Use to propose new general education courses (except writing courses), to change or
renew existing gen ed courses and to remove designations for existing gen ed courses.
Note: One-time-only general education designation may be requested for experimental courses
(X91-previously X95), granted only for the semester taught. A NEW request must be
submitted for the course to receive subsequent general education status.
Group
II. Mathematics
VII: Social Sciences
(submit
III. Language
VIII: Ethics & Human Values
separate forms
III Exception: Symbolic Systems * IX: American & European
X
if requesting
IV: Expressive Arts
X: Indigenous & Global
more than one
V: Literary & Artistic Studies
XI: Natural Sciences
general
w/ lab  w/out lab 
education
VI: Historical & Cultural Studies
group
*Courses proposed for this designation must be standing requirements of
designation)
majors that qualify for exceptions to the modern and classical language
requirement
Dept/Program Philosophy
Course #
262Y
Course Title
Prerequisite
History of Modern Philosophy
N/A
Credits
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
3
Date
2/19/14
Instructor
Soazig Le Bihan
Phone / Email
Program Chair Paul Muench
2/19/14
Dean
Jenny McNulty, CHS
III. Type of request
New
One-time Only
Renew X
Change
Remove
Reason for Gen Ed inclusion, change or deletion
Description of change
Renew Group IX Designation
IV. Description and purpose of the general education course: General Education courses
must be introductory and foundational within the offering department or within the General
Education Group. They must emphasize breadth, context, and connectedness; and relate course
content to students’ future lives: See Preamble:
http://umt.edu/facultysenate/archives/minutes/gened/GE_preamble.aspx
This course is a survey of the history of European philosophy from Descartes through Kant. Its
aim is to introduce students to the basic philosophical ideas that held sway in Europe, both in
the British Isles and on the continent, from roughly 1640 through 1790. An understanding of
these ideas is crucial for the purpose of making sense of Western intellectual history and how it
bears not just on contemporary thought but also on contemporary affairs in both Europe and the
United States, given that many of its principles are the antecedents of contemporary ones and
help to make sense of the norms and actions of many American and European institutions.
V. Criteria: Briefly explain how this course meets the criteria for the group. See:
http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
Courses focus on either area and can be
In this course students will closely examine
comparative in content or approach. The
the fundamental commitments of continental
courses are broad in theme, geography, or
rationalism and British empiricism. They
chronology. They are foundational and prepare will closely examine the internal movement
students for further study by raising core
of both traditions—i.e., the movement from
questions of an academic discipline.
Descartes through Spinoza to Leibniz on the
continent and from Locke through Berkeley
to Hume in Great Britain—and they will
compare their philosophical commitments.
They will then examine Kant’s attempted
synthesis of the two traditions.
Knowledge of these two traditions is crucial
for fully understanding the basic theoretical
commitments of European and American
institutions, cultures, and traditions. So, too,
this course raises many of the core questions
in philosophy (which is the reason that it is a
prerequisite for many of the department’s
upper-level courses).
VI. Student Learning Goals: Briefly explain how this course will meet the applicable learning
goals. See: http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
Upon completion of this perspective, students
Students will be expected to demonstrate
will be able to:
that they understand the genesis and
1. Demonstrate informed and reasoned
development of the ideas that are
understanding of American and/or European
represented by these two European
historical and contemporary behavior, ideas,
traditions. (These ideas were tied to the
institutions, and culture; and
scientific and political revolutions of the
2. Analyze and evaluate what is distinctive and
times, and they found expression both in the
significant about the American and/or European western approach to natural science and to
experience and legacy.
the particularly western form of ethicopolitical reasoning as reflected in many of
the debates and historical documents of the
American founders.) Moreover, students
will be expected to demonstrate that they
understand the limitations of each tradition.
Finally, as the ideas that are expressed by
these two traditions are part and parcel of
the Western Enlightenment as such, students
should be able to articulate what is
distinctive about the modern project.
VII. Justification: Normally, general education courses will not carry pre-requisites, will carry
at least 3 credits, and will be numbered at the 100-200 level. If the course has more than one
pre-requisite, carries fewer than three credits, or is upper division (numbered above the 200
level), provide rationale for exception(s).
N/A
VIII. Syllabus: Paste syllabus below or attach and send digital copy with form.  The syllabus
should clearly describe how the above criteria are satisfied. For assistance on syllabus
preparation see: http://teaching.berkeley.edu/bgd/syllabus.html
See attached document.
Please note: Approved general education changes will take effect next fall.
General education instructors will be expected to provide sample assessment items and
corresponding responses to the Assessment Advisory Committee.