Request for New Course
EASTERN MICHIGAN UNIVERSITY
DIVISION OF ACADEMIC AFFAIRS
REQUEST FOR NEW COURSE
DEPARTMENT/SCHOOL: ____HISTORY AND PHILOSOPHY___________COLLEGE:
CAS
CONTACT PERSON: ___KATE MEHURON________________________________________________________________________
CONTACT PHONE:
734-487-4348
CONTACT EMAIL:
KMEHURON@EMICH.EDU
REQUESTED START DATE: TERM__FALL___________YEAR__2013_________
A. Rationale/Justification for the Course
PHIL 575 Contemporary Philosophical Practices is part of the new M.A. program in philosophy. The focus of the
M.A. program is twofold: we emphasize philosophical methodology and issues of social justice. PHIL 575 contributes
to the methodology focus, as it examines the meta-philosophical viewpoint that philosophical expertise can be put to
practice use in a variety of life settings, using a variety of philosophical methods to do so.
The rise of contemporary philosophical practices have produced a global renaissance of philosophy as a discipline of
practical import. PHIL 575 will give graduate students in the Philosophy M.A. program the opportunity to study the
ways in which philosophical methods are applicable in a global, applied context, and the concomitant theoretical
critiques that inform these methods.
Specific topics may include: philosophical foundations of contemporary psychotherapy; philosophical counseling
practice and the critique of medical-pharmacological industries; the uses of philosophical methods in research
involving human subjects; philosophical practice in organizational contexts, e.g., prisons, elementary education,
business; and philosophical practice in health care contexts, e.g., bioethics boards, integrative health care approaches;
grant-writing for philosophers.
B. Course Information
1. Subject Code and Course Number:
PHIL 575
2. Course Title:
Contemporary Philosophical Practices
3. Credit Hours:
3
4. Repeatable for Credit? Yes_______
No__x____
If “Yes”, how many total credits may be earned?_______
5. Catalog Description (Limit to approximately 50 words.):
This course will focus on one or more of the following topic areas: philosophical foundations of contemporary
psychotherapy; philosophical counseling practice and the critique of medical-pharmacological industries; the uses of
philosophical methods in research involving human subjects; philosophical practice in organizational contexts;
philosophical practice in health care contexts; grant-writing for philosophers.
6. Method of Delivery (Check all that apply.)
a. Standard (lecture/lab)
On Campus
Miller, New Course
Sept. 09
x
Off Campus
New Course Form
b. Fully Online
c. Hybrid/ Web Enhanced
7. Grading Mode:
Normal (A-E)
x
Credit/No Credit
8. Prerequisites: Courses that MUST be completed before a student can take this course. (List by Subject Code, Number and Title.)
9. Concurrent Prerequisites:
Code, Number and Title.)
Courses listed in #5 that MAY also be taken at the same time as a student is taking this course. (List by Subject
10. Corequisites: Courses that MUST be taken at the same time as a student in taking this course.
(List by Subject Code, Number and
Title.)
11. Equivalent Courses. A student may not earn credit for both a course and its equivalent. A course will count as a repeat if an equivalent
course has already been taken. (List by Subject Code, Number and Title)
12. Course Restrictions:
a. Restriction by College. Is admission to a specific College Required?
College of Business
Yes
No
x
College of Education
Yes
No
x
b. Restriction by Major/Program. Will only students in certain majors/programs be allowed to take this course?
Yes
No
x
If “Yes”, list the majors/programs
c. Restriction by Class Level Check all those who will be allowed to take the course:
Undergraduate
All undergraduates_______
All graduate students__x__
Freshperson
Certificate
Sophomore
Masters
Junior
Specialist
Senior
Miller, New Course
Sept. ‘09
Graduate
x
Doctoral
Second Bachelor__x______
UG Degree Pending_____
Post-Bac. Tchr. Cert._____
Low GPA Admit_______
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Note: If this is a 400-level course to be offered for graduate credit, attach Approval Form for 400-level Course for Graduate
Credit. Only “Approved for Graduate Credit” undergraduate courses may be included on graduate programs of study.
Note: Only 500-level graduate courses can be taken by undergraduate students. Undergraduate students may not register for
600-level courses
d. Restriction by Permission. Will Departmental Permission be required?
Yes
No
(Note: Department permission requires the department to enter authorization for every student registering.)
13. Will the course be offered as part of the General Education Program?
Yes
No
x
x
If “Yes”, attach Request for Inclusion of a Course in the General Education Program: Education for Participation in the Global Community
form. Note: All new courses proposed for inclusion in this program will be reviewed by the General Education Advisory Committee. If this
course is NOT approved for inclusion in the General Education program, will it still be offered? Yes
No
C. Relationship to Existing Courses
Within the Department:
14. Will this course will be a requirement or restricted elective in any existing program(s)? Yes
No
x
If “Yes”, list the programs and attach a copy of the programs that clearly shows the place the new course will have in the curriculum.
Program
Required
Restricted Elective
Program
Required
Restricted Elective
15. Will this course replace an existing course? Yes
No
x
16. (Complete only if the answer to #15 is “Yes.”)
a. Subject Code, Number and Title of course to be replaced:
b. Will the course to be replaced be deleted?
Yes
No
17. (Complete only if the answer #16b is “Yes.”) If the replaced course is to be deleted, it is not necessary to submit a Request for
Graduate and Undergraduate Course Deletion.
a. When is the last time it will be offered?
Term
Year
b. Is the course to be deleted required by programs in other departments?
Contact the Course and Program Development Office if necessary.
Yes
No
c. If “Yes”, do the affected departments support this change?
Yes
No
If “Yes”, attach letters of support. If “No”, attach letters from the affected department explaining the lack of support, if available.
Outside the Department: The following information must be provided. Contact the Course and Program Development office for
assistance if necessary.
18. Are there similar courses offered in other University Departments?
If “Yes”, list courses by Subject Code, Number and Title
Miller, New Course
Sept. ‘09
Yes
No
x
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19. If similar courses exist, do the departments in which they are offered support the proposed course?
Yes
No
If “Yes”, attach letters of support from the affected departments. If “No”, attach letters from the affected department explaining the lack of
support, if available.
D. Course Requirements
20. Attach a detailed Sample Course Syllabus including:
a.
b.
c.
d.
e.
f.
g.
h.
Course goals, objectives and/or student learning outcomes
Outline of the content to be covered
Student assignments including presentations, research papers, exams, etc.
Method of evaluation
Grading scale (if a graduate course, include graduate grading scale)
Special requirements
Bibliography, supplemental reading list
Other pertinent information.
NOTE: COURSES BEING PROPOSED FOR INCLUSION IN THE EDUCATION FOR PARTICIPATION IN THE GLOBAL
COMMUNITY PROGRAM MUST USE THE SYLLABUS TEMPLATE PROVIDED BY THE GENERAL EDUCATION
ADVISORY COMMITTEE. THE TEMPLATE IS ATTACHED TO THE REQUEST FOR INCLUSION OF A COURSE IN THE
GENERAL EDUCATION PROGRAM: EDUCATION FOR PARTICIPATION IN THE GLOBAL COMMUNITY FORM.
E. Cost Analysis (Complete only if the course will require additional University resources.
Fill in Estimated Resources for the
sponsoring department(s). Attach separate estimates for other affected departments.)
Estimated Resources:
Year One
Year Two
Year Three
Faculty / Staff
$_________
$_________
$_________
SS&M
$_________
$_________
$_________
Equipment
$_________
$_________
$_________
Total
$_________
$_________
$_________
F. Action of the Department/School and College
1. Department/School
Vote of faculty: For ____6______
Against _____0_____
Abstentions _____0_____
(Enter the number of votes cast in each category.)
Richard Nation
Department Head/School Director Signature
10 September 2012
Date
2. College/Graduate School
A. College
College Dean Signature
B. Graduate School (if Graduate Course)
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Date
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Graduate Dean Signature
Date
G. Approval
Associate Vice-President for Academic Programming Signature
Miller, New Course
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Date
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Contemporary Philosophical Practices – Phil 575
Instructor:
Professor Kate Mehuron
Office:
214 Pray Harrold, Office of the Dean
Office Hours:
8-5, M-F or by appointment (easier)
Telephone:
734/487-4348;
E-Mail:
kmehuron@emich.edu (make appointments)
Mailbox:
Office of the Dean, 214 Pray-Harrold
Catalog Description
This course will focus on themes relevant to: philosophical foundations of contemporary psychotherapy; philosophical
counseling practice and the critique of bio-medical industries; the uses of philosophical methods in research involving
human subjects; philosophical practice in organizational contexts; philosophical practice in health care contexts, and
grant-writing for philosophers.
Course Description
We will examine the viewpoint that philosophical expertise can be put to practice use in a variety of life settings, using
a variety of philosophical methods to do so. The rise of contemporary philosophical practices has produced a global
renaissance of philosophy as a discipline of practical import. PHIL 575 studies the ways in which philosophical
methods are applicable in a global, applied context, and the concomitant theoretical critiques that inform these
methods.
Specific themes in this seminar will include: philosophical foundations of psychotherapy; philosophical counseling
practice and the critique of bio-medical mental health industries; philosophical practice in health care contexts with
critical surveys of the use of case studies in bioethics practice and the “recovered memory” debates in feminism,
philosophy, and psychiatry.
Course Objectives
At the conclusion of this course, students will
1. Understand the global scope and practical possibilities of philosophical practices
2. Master the current philosophical critiques of the medical-pharmacological mental health industries
3. Grasp the cultural and intellectual context of philosophical practice in some healthcare contexts
3. Develop a philosophical position and supporting argument (with clear ethical and social justice implications)
regarding a specific philosophical practice as it occurs in some practical context
4. Gain familiarity with the scholarly conventions and forms of expression used by philosophers to share research in
professional public philosophy contexts
5. Produce a scholarly presentation that would be acceptable in a targeted professional public philosophy context
eCompanion
Course materials and some readings will be available through eCompanion.
Getting Access
1. Open your web browser and go to the following URL: http://ecompanion.emich.edu
2. Click the Get Access link.
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3. Select the course that you need access to and complete the access form.
4. Within 24 hours (usually much sooner), you will receive an email notification that you have access to your
eCompanion. Upon notification go to http://ecompanion.emich.edu and retrieve your password. NOTE: Your
password will be the same if you have had an online course or eCompanion in the past.
5. Once you have your password, go to www.emuonline.edu and login to the system. Your User ID is your student
number (Example: E00123456). After you Login to EMU–Online, you have the option of changing the password
you’ve been issued. You do this by clicking on the “User Profile” link located on the left hand side of the screen.
Feel free to enter any other data that you want to share with the faculty member (telephone number, etc.)
Once you change your password you’ll need to select the “update” button to save those changes. The system will take
up to 30 minutes to update itself with the new information you submitted, so don’t exit and try to re-enter with the new
password right away.
Technical Support
Technical support/assistance is NOT your instructor’s responsibility. If you ever need technical assistance while using
your eCompanion, please utilize one of the following methods:
• Access http://ecompanion.emich.edu (You’ll find basic troubleshooting tips, contact information, free training session
schedules, and live online support.)
• Email: ecompanion@emich.edu
• Phone: 734.487.0307
Live help is currently scheduled for Mon.–Fri., 8 a.m.–6 p.m. Most often, email requests will be answered within 12
hours.
Required Texts
Assigned articles are posted in eCompanion.
Books
1. Ghaemi, S. Nasir. (2007) The Concepts of Psychiatry: A Pluralistic Approach to the Mind and Mental Illness. Johns
Hopkins University Press.
2. Lahav, Ran and Tillmans, Maria Da Venza, eds. (1995). Essays on Philosophical Counseling. Lanham, Maryland:
University Press of America, Inc.
3. Leys, Ruth. 2000. Trauma: A Genealogy. Chicago, Illinois: The University of Chicago Press.
4. Nussbaum, Martha C. (1994). The Therapy of Desire: Theory and Practice in Hellenistic Ethics. Princeton, NJ:
Princeton University Press.
5. Raabe, Peter B. (2001). Philosophical Counseling: Theory and Practice. (Westport, CT: Praeger Publishers).
6. Radden, Jennifer, ed. (2004) The Philosophy of Psychiatry: A Companion. New York, NY: Oxford University Press.
Course Requirements
Critiques. You will write 5 critiques over the course of the semester. These critical essays should be 1-2 pages in
length, and should analytically and critically approach a major argument or issue in the assigned reading for each unit.
You are required to post your critique in the “doc sharing” Tab of eCompanion so that the other student can review and
respond to your critique in threaded discussion. Your grade for these critiques constitutes 20% of your course grade.
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Term Project. You are responsible for a term project on a topic of your choice, cleared by the instructor. The topic may
be theoretical, or both theoretical and applied. If applied, you may choose to engage in an extracurricular learning
experience on a topic that is relevant to the catalog description of this course (approval of instructor). The purpose of
this assignment is to help you to produce a paper suitable for presentation at a philosophical conference or to engage in
a philosophical practice experience upon which you critically reflect. More detailed instructions for these options shall
be distributed by the third week of class. Your grade on project constitutes 40% of your course grade.
Seminar presentations. Each student is required to lead a discussion on a portion of the seminar material to the rest of
the class in 2 different class sessions. Assignments shall be made the first class session. These presentations shall be
analytical and critical, shall summarize the main argument or content of the readings assigned, and provide a list of
significant questions for class discussion. Seminar presentations will be based on your short essays (see above).
Seminar presentations constitute 20% of your course grade.
In-progress project presentation. You shall prepare an in-progress presentation of your term project that solicits
constructive feedback from the students and instructor. Due dates for your project presentation will be assigned by the
end of the third week of the course. Your in-progress presentation constitutes 10% of your course grade.
Online Discussion. A discussion thread for each unit will be set up in eCompanion. You are required to post your
analytical and critical comments on other students’ critiques per unit, as well as respond to others’ comments. The
threaded discussions constitute 10% of your course grade.
Assessment Summary
Required
Weight
Critiques (5)
20%
Term Project (1)
30%
Seminar presentation (2)
10%
In-progress project presentation (1)
20%
Online discussion
10%
Participation
10%
Total
100%
Grading Scale
A:
A-:
B+:
B:
B-:
93% - 100%
90% - 92%
88% - 89%
83% - 87%
80% - 82%
C+:
C:
C-:
F:
78% - 79%
73% - 77%
70% - 72%
69% and below
Reading Schedule
Unit 1 (Weeks 1-2). Philosophical Foundations of Psychotherapy
Mental health professionals agree that most psychotherapeutic and counseling approaches to mental health have their
conceptual foundations in philosophy. But most students of philosophy do not grasp the foundations of mental health
approaches.
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Articles (available on eCompanion)
Achenbach, Gerd.1995. “Philosophy, Philosophical Practice, and Psychotherapy,” in Essays on Philosophical
Counseling, eds. Ran Lahav and Maria Da Venza Tillmans.
Books
Ghaemi, S. Nasir. (2007) The Concepts of Psychiatry: A Pluralistic Approach to the Mind and Mental Illness. Johns
Hopkins University Press.
Nussbaum, Martha C. (1994). The Therapy of Desire: Theory and Practice in Hellenistic Ethics. Princeton, NJ:
Princeton University Press.
Unit 2 (Weeks 3-5). Philosophical Counseling Practices: International Perspectives
What are philosophical counseling practices, and what is the global landscape of these practices? What are the
debates within the field and what are the distinct critiques that the field levels at philosophy in higher education and
the mental health industry?
Articles (available on eCompanion)
Amir, Lydia. (2004) “Three Questionable Assumptions of Philosophical Counseling,” (2004) International Journal of
Philosophical Practice 2 (1).
Books
Raabe, Peter B. (2001). Philosophical Counseling: Theory and Practice. (Westport, CT: Praeger Publishers).
Lahav, Ran and Tillmans, Maria Da Venza, eds. (1995). Essays on Philosophical Counseling. Lanham, Maryland:
University Press of America, Inc.
Unit 3. (Weeks 6-9) Critiques of Bio-Medical Mental Health Industries
Clinical diagnosis is the oft-described culprit, viewed by heretical mental health professionals as a socially oppressive
tool of “biopower” (to use Foucault’s useful term), and by critical philosophers as based on an incoherent conceptual
framework. Yet everyone, it seems, commonly uses diagnostic labels (at least toward others) and consumes the
prescribed medication. It’s the elephant in the room that cannot be ignored by philosophical practitioners.
Articles (available on eCompanion)
Charland, Louis C. (2004). “Character: Moral Treatment and the Personality Disorders.” In J. Radden (ed.) The
Philosophy of Psychiatry: A Companion.
Foucault, Michel (1988) “The Dangerous Individual,” in Michel Foucault: Politics, Philosophy, Culture. Interviews
and Other Writings 1977-1984. New York: Routledge, Chapman & Hall, Inc., 125-151
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Jenkins, Fiona. 2001. “Care of the Self or Cult of the Self? How Philosophical Counseling Gets Political.”
International Journal of Philosophical Practice 1(1), 1-23.
Sadler, John Z. (2004). ”Diagnosis/Antidiagnosis.” In J. Radden (ed.) The Philosophy of Psychiatry: A Companion.
Books
Radden, Jennifer, ed. (2004) The Philosophy of Psychiatry: A Companion. New York, NY: Oxford University Press.
Unit 4 (Weeks 10-12). Philosophical Practice in Health Care Contexts: The Use of Case Studies
If philosophers attempt to teach other philosophers how to give philosophical care in health care settings, can or
should they use a case study approach? This unit examines the problems by looking at debates about case studies as
used by bioethicists (another group of philosophical practitioners).
Articles (available on eCompanion)
Howard Brody, “Who Gets to Tell the Story? Narrative in Postmodern Bioethics,” in Stories and Their Limits:
Narrative Approaches to Bioethics (ed.) H. L. Nelson (London, UK: Routledge), pp. 18-30
Chambers, Todd. (1999) “ Speaking for the Patient,” “From the Ethicist’s Point of View,” and “Distancing Oneself
From the Case,” in The Fiction of Bioethics: Cases as Literary Text (New York, NY: Routledge).
Hardwig, John (1997). “Autobiography, Biography, and Narrative Ethics,” in H. L. Nelson (ed.) Stories and Their
Limits: Narrative Approaches to Bioethics. (London, UK: Routledge), pp. 50-64
Murray, Thomas H. (1992) “What Do We Mean by ‘Narrative Ethics’?” H. L. Nelson (ed.) Stories and Their Limits:
Narrative Approaches to Bioethics. (London, UK: Routledge), pp. 3-17.
Books
Elliott, Carl. (1999) A Philosophical Disease: Bioethics, Culture and Identity (New York, NY: Routledge).
Unit 5. (Weeks 12-14) The “Recovered Memory” Debates: Feminist, Psychiatric, Philosophical Perspectives
Philosophical practitioners need ethical and social justice commitments to inform their practical work with individuals
and with organizations that provide health care to those who suffer trauma (yes, a diagnostic term). This in-depth look
at the “recovered memory” debates illustrates the need for these commitments.
Articles (available on eCompanion)
Brett, Elizabeth A., “The Classification of Posttraumatic Stress Disorder,” in Traumatic Stress: The Effects of
Overwhelming Experience on Mind, Body, and Society. Edited Bessel A. Van der Kolk, Alexander C. McFarlane, Lars
Weisaeth. New York: Guilford Press, 1996
Brison, Susan J., “The Uses of Narrative in the Aftermath of Violence,” in On Feminist Ethics and Politics, ed.
Claudia Card. Lawrence, KS: University Press of Kansas, 1999: 200-225
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Brown, Laura S., “Not Outside the Range: One Feminist Perspective on Psychic Trauma,” in Caruth 1995, 100-112
deVries, Marten, “Trauma in Cultural Perspective,” in van der Kolk 1996: 398-413
Haaken, Janice. 2010. “Transformative Remembering: Feminism, Psychoanalysis, and Recollections of Abuse,” in
Memory Matters: Contexts for Understanding Sexual Abuse Recollections. Eds. Janice Haaken and Paula Reavey.
Routledge, 216-229
Kirmayer, L.J., “Confusion of the Senses: Implications of Ethnocultural Variations in Somatoform and Dissociative
Disorders for PTSD”, in Marsella 1996.
Books
Leys, Ruth. 2000. Trauma: A Genealogy. Chicago, Illinois: The University of Chicago Press.
Course Policies
ABSENTEEISM
You are required to attend the seminar and to participate in the required ways listed above, as well as to participate in
critical inquiry. Missing a seminar is unacceptable, except in cases of religious holiday or health, family, weather, or
work emergencies. Be prepared to justify, with documentation, your absence. If you cannot prove the extenuating
circumstance, your participation grade will be lowered by .01 per class missed.
POLICY ON LATE ASSIGNMENTS
Late assignments will disrupt the seminar’s process of critical inquiry. If you know that you will be unable to meet an
assignment at the scheduled time, the best thing to do is to make arrangements with me to turn it in early. If a health,
family, weather, or work emergency prevents you from turning in the assignment at the scheduled time, please contact
me as soon as possible. Be prepared to prove the emergency, with documentation. I retain the right to refuse to accept
and to credit a late assignment if you are unable to provide such verification.
ACADEMIC INTEGRITY
Academic dishonesty, including all forms of cheating, falsification, and/or plagiarism, will not be tolerated in this
course. Penalties for an act of academic dishonesty may range from receiving a failing grade for a particular
assignment to receiving a failing grade for the entire course. In addition, you may be referred to the Office of Student
Conduct and Community Standards for discipline that can result in either a suspension or permanent dismissal. The
Student Conduct Code contains detailed definitions of what constitutes academic dishonesty but if you are not sure
about whether something you are doing would be considered academic dishonesty. You may access the Code online at:
www.emich.edu/student conduct/. “(Office of Student Conduct and Community Standards)
DISABILITIES RESOURCES
If you wish to be accommodated for your disability, EMU Board of Regents Policy 8.3 requires that you first register
with the Disabilities Resource Office (DRO) in 240 EMU Student Center. You may contact DRO by telephone
(734.487.2470). Students with disabilities are encouraged to register with the SDO promptly as this is the first step in
communicating with me about your needs for accommodation.
YOUR PRIVACY
The Family Educational Rights and Privacy Act (FERPA) is a Federal law designated to protect the privacy of a
student’s education records and academic work. The law applies to all schools and universities which receive funds
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under an applicable program of the U.S. Department of Education and is applicable to students at EMU. It is your right,
as a student in this course, to expect that any materials you submit in this course, as well as your name and other
identifying information, will not be viewable by guests or other individuals permitted access to the course. The
exception will be only when you have given explicit, written, signed consent.
RELIGIOUS HOLIDAYS
Current University policy recognizes the rights of students to observe religious holidays without penalty to the student.
You should provide advance notice to me in order to make up work you miss as a result of your absence from class due
to observance of religious holidays (University Policy 6.2.5)
GUIDELINES FOR CLASSROOM BEHAVIOR
Classroom civility is required. In order to insure that everyone feels free to voice his or her opinion in class, we must
take care not to intimidate anyone. Classroom civility also requires respecting the right of other students to learn. This
requires being on time for class and staying until the class is over, listening while others are speaking, refraining from
talking or making noise while others are speaking, and being careful not to monopolize the discussion or take it too far
afield.
All telephones and pagers and other electronic devices, except laptops, must be turned off during class. You may not
leave the room to answer the telephone unless it is an emergency. If you have an emergency, let me know before class.
If you must come in late or leave the room briefly during class, you should be as quiet as possible. Try to time your
bathroom breaks between classes. :) For example, do not walk in late and come to the front of the room, interrupting the
discussion or presentation in progress.
All devices that connect you with the internet or anything similar must be turned off during class, unless I ask you to
look up something for the class.
EMU WRITING SUPPORT
The University Writing Center (115 Halle Library) offers one-to-one writing consulting for both undergraduate and
graduate students. Students can make appointments or drop in between the hours of 10 a.m. and 6 p.m. Mondays
through Thursdays and from 11 a.m. to 4 p.m. on Fridays. Students should bring a draft of what they’re working on
and their assignment. The UWC opens for the Fall 2012 semester on Monday, September 10 and will close on
Wednesday, December 12.
The UWC also offers small group workshops on various topics related to writing (e.g., Reading in College: Tips and
Strategies; Incorporating Evidence; Revising Your Writing). Workshops are offered at different times in the UWC.
Visit the UWC page (http://www.emich.edu/english/writing-center) to see our workshop calendar. To register for a
workshop, click the link from the UWC page for the type of workshop you wish to attend.
The Pray-Harrold satellite is located in room 521 and is open for drop-in writing consultations from 10 a.m. to 2 p.m.
Monday through Thursday. The Owen satellite is in room 100 (the former COB bookstore) and is open for drop-in
writing consultations Mondays and Wednesdays from 1:30 p.m. to 6 p.m. and Tuesdays and Thursdays from 2:30 p.m.
to 6 p.m. The hours in Marshall and Porter for CHHS students will be Mondays 10 a.m. to 1 p.m., Wednesdays and
Fridays 12 p.m. to 2 p.m., and Thursdays 2 p.m. to 5 p.m. The rooms for Marshall and Porter, and the times and
locations of consulting for our other satellites, will be posted on the UWC web site in early September http://www.emich.edu/english/writing-center.
The Academic Projects Center (116 Halle Library) also offers one-to-one consulting for students on writing, in addition
to consulting on research and technology-related issues. The APC is open 11 a.m. to 5 p.m. Monday through Thursday
for drop-in consultations. Additional information about the APC can be found at http://www.emich.edu/apc. Students
visiting the Academic Projects Center, or any of the satellite locations of the University Writing Center, should also
bring with them a draft of what they’re working on and their assignment sheet.
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Bibliography for Contemporary Philosophical Practices
Philosophical Foundations of Psychotherapy and Counseling
Cohen, Elliot. (2007) The New Rational Therapy. Lanham, MD: Rowman & Littlefield.
Frankel, Victor. (1988) The Will to Meaning: Foundations and Applications of Logotherapy. Plume.
Ghaemi, S. Nasir. (2007) The Concepts of Psychiatry: A Pluralistic Approach to the Mind and Mental Illness. Johns
Hopkins University Press.
Lebon, Tim. (2003) Wise Therapy. United Kingdom: Sage Publications.
Nussbaum, Martha C. (1994). The Therapy of Desire: Theory and Practice in Hellenistic Ethics. Princeton, NJ:
Princeton University Press.
Yalom, Irvin (1980) Existential Psychotherapy. Basic Books.
Philosophical Counseling Practice
Lahav, Ran and Tillmans, Maria Da Venza (Eds). 1995. Essays on Philosophical Counseling. Lanham, Maryland:
University Press of America, Inc.
Marinoff, Lou. (2001) Philosophical Practice. Academic Press.
Raabe, Peter B. (2001). Philosophical Counseling: Theory and Practice. (Westport, CT: Praeger Publishers).
_____. (2002) Issues in Philosophical Counseling (Westport, CT: Praeger Publishers
_____. (2006) Philosophical Counselling and the Unconscious (Amherst, NY: Trivium Publications).
Schuster, Shlomit C. (1999) Philosophy Practice: An Alternative to Counseling and Psychotherapy. Westport, CT:
Praeger Publishers.
Critiques of Bio-Medical Mental Health Industries
Canguilhem, Georges (1991) The Normal and the Pathological, trans. Carolyn R. Fawcett. New York: Zone Books.
Elliott, Carl. (2003) Prozac as a Way of Life. The University of North Carolina Press.
_____. (2004) Better Than Well: American Medicine Meets the American Dream. W.W. Norton & Company.
Foucault, Michel (1988). Madness and Civilization: A History of Insanity in the Age of Reason (New York, NY:
Vintage Books)
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Philosophical Practice in Health Care Contexts: The Use of Case Studies by Bioethicists
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The “Recovered Memory” Debates
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