FDN112/PHI 150:
Basic Philosophy: Women and Philosophy
Dr. Erin C. Tarver
Pawling Hall 312, 502-863-8214
Erin_Tarver@georgetowncollege.edu
Georgetown College, Spring 2012 [Proposed]
Course Catalog Description: Introduction to typical methods and problems of philosophic
thought, with emphasis on forming and evaluating a personal world view.
This version of Basic Philosophy maintains a central interest in examining the classical
methods and problems of the discipline of philosophy while paying particular attention to
the critical, yet often neglected, developments by and about women in dominant
conceptions of the human and the good. Many of the writers we will study offer accounts of
the human (or critiques of the most prevalent accounts) that make clear how importantly
connected the social phenomena of gender relations are to seemingly abstract or ‘neutral’
philosophical problems. Moreover, this class will draw out the interdisciplinary
implications of its subject matter by studying such philosophical texts in conjunction with
the historical and contemporary social movements for which they have laid the theoretical
groundwork.
Required Texts
COURSE PACK
Addams, Jane. “The Long Road of Women’s Memory”
Aristotle. Selections from Parts of Animals.
Bordo, Susan. Selections from Unbearable Weight
Cooper, Anna Julia. Selections from A Voice from the South.
Davis, Angela Y. Selections from Women, Race and Class.
Elizabeth of Bohemia, Correspondence with René Descartes.
Kant, Immanuel. “What is Enlightenment?”
Mill, Harriet Taylor. Correspondence with John Stuart Mill.
Rousseau, Jean-Jacques. Selections from Emile.
Tuana, Nancy. Selections from Women and the History of Philosophy
de Beauvoir, Simone. The Second Sex, trans. Borde & Malovany-Chevalier.
Mill, John Stuart. The Subjection of Women.
Plato. The Republic, trans. Joe Sachs. Focus.
Wollstonecraft, Mary. A Vindication of the Rights of Woman.
Learning Outcomes
- Students will understand and be able to articulate the significance and historical
development of major philosophical problems.
- Students will develop a basic understanding of the unique contributions of women
to the history of philosophy, as well as philosophy’s ongoing difficulty in coming to
grips with those contributions.
-
Students will develop basic skills in analyzing and critiquing complex philosophical
arguments and texts.
Students will develop basic skills in verbally communicating philosophical positions
and in using collaborative discussions to advance philosophical knowledge.
Students will develop basic skills in critiquing their own and others’ philosophical
writing.
Students will understand and be able to articulate the applicability of philosophical
reasoning to contemporary life, particularly to issues in gender justice.
Grading
Exams (2)
Term Paper
Discussion Participation
Group Project
Paper Workshop
Reading Quizzes (10)
30%
25%
15%
10%
10%
10%
Grading Scale
92 – 100 = A
87 – 92 = A/B
82 – 87 = B
77 – 82 = B/C
70 – 77 = C
60 – 70 = D
< 60 = F
Assignments
Quizzes
Each day, you will have assigned reading that needs to be done before you come to class.
There will be unannounced reading quizzes (on that day’s assigned material) over the
course of the semester, the highest 10 of which will be counted toward your grade. Note
that I do not schedule make-up quizzes unless you are absent for an official university
event (athletics, debate, etc.) or documented illness.
Exams
There will be two exams in this class: a mid-term and a final. All exams are cumulative.
Missed exams may only be made up in the case of an absence for an official university event
or documented illness.
Term Paper
Think of this as an opportunity to be a philosopher yourself. Now, you’ll learn over the
course of the semester that this is more difficult than it sounds, and involves much, much
more than just stating your opinions or writing in over-the-top, flowery prose. A good
philosophy paper does two things: it clearly and accurately describes the details of the
philosophical argument that is its topic, and it clearly and persuasively offers a wellreasoned, critical position on that topic. A good paper in this particular course will also
address in some way the general theme of women and philosophy. As the term moves
along, I’ll offer more detailed instructions on crafting, drafting, and re-writing (yes!) your
paper. In general, it is important to note that this paper will require the most independent
thought on your part than any other assignment in this course, and will absolutely not be
done well if left to the last minute. Thus, you’ll do this work in stages, which will include a
draft conference with me.
Discussion Participation
Because Philosophy is best done conversationally, it’s incredibly important that everyone
in this class think of themselves as semester-long conversation partners, rather than
simply as students who come to sit in (or, heaven forbid, hide in the back of) class. It’s also
important to note that the best conversations happen when we all take care to prepare for
them—which means that your job in this class is not just to speak up, but to come prepared
(i.e., having done the reading) to contribute helpfully to our general classroom experience.
Thus, to get good marks in this component, you’ll need to do the following things:
- Come to class regularly, and do not miss more than 3 classes.
- Contribute positively to the general class discussion
- Complete one day of Begin The Discussion duties
- Abide by the Classroom Conduct policy (see below)
Group Project: Applied Philosophy
In the course of our reading of each major text this semester, one group will be responsible
for giving a presentation or leading an activity that demonstrates how that text and its
ideas might be usefully applied to contemporary life today, particularly in issues related to
the place of women in contemporary society. Unconventional presentations or activities
are encouraged; the only restriction is that your presentation/activity should take between
20 and 30 minutes.
Schedule
Week 1: What is Philosophy? Why “Women and Philosophy”? –Kant, Wollstonecraft
Week 2-4: Women, Philosophy and the Ancient World –Plato, Aristotle and Tuana
Week 5: Elizabeth of Bohemia and René Descartes
Week 6: Rousseau and Wollstonecraft
Week 7: Wollstonecraft, contd.
Week 8-10: Harriet Taylor Mill and John Stuart Mill
Week 11: Anna Julia Cooper, Jane Addams and Education for Social Justice
Week 12: Beauvoir and the movement for “Women’s Liberation”
Week 13: Beauvoir, Bordo & What is it Like to Be a Woman in Philosophy? [blog]
Week 14: Beauvoir, Davis, and the Collegium of Black Women Philosophers
Week 15: Epistemology, Group Identities and Women in American Politics
Classroom Conduct
We’re going to talk quite a bit about arguments in this class—and we’ll definitely have a
few of our own!—but that doesn’t mean that we don’t have ground rules. In fact, being
respectful of one another, even when we disagree, is absolutely crucial to making this an
environment in which everyone can learn. There are several ways we can show one
another respect; the following are the ones I insist upon:
-
We may attack ideas, but never people.
Listen to others when they’re talking.
Don’t use cell phones or computers in the classroom.
Any other ground rules we agree upon as a group
Academic Honesty
Academic Honesty is extremely important, and so violations of the Georgetown College
Honor System will not be tolerated. I will not hesitate to fail a student for the course for
such violations. Infractions of the Honor System include plagiarism, cheating, stealing, and
lying related to academic matters. Definitions of these infractions are available in the
Georgetown College Student Handbook.
Disability Access
I encourage any students with disabilities that may impact their access to or performance
in any component of this course to talk with me or Disability Support Services as soon as
possible. Disability Support Services is located in the Student Wellness Center.