Philosophy Department
St. Olaf College
1520 St. Olaf Avenue
Northfield, MN 55057
507-646-3170
schanile@stolaf.edu
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Philosophy Courses
Interim 200558-118 Making Of Modern Mind HWC Manion M-F 1300-1500
We survey the development of historically significant conceptions of reality, knowledge, and ethics in the West from Socrates to modern times. We study, in their cultural context, major philosophers, emphasizing how they relate their explanations of the universe to their conceptions of morality and of a meaningful human life. Emphases on intellectual history, cultural literacy, self-examination, and philosophical skills of interpretation, analysis, and evaluation.
58-120 Philosophy and Lit WRI, ALS-L Harper M-F 300-1500
Philosophical issues are implicit in all human activities and expressions, not least in literary works. In this course we analyze formal properties of literary works as aesthetic treatments of philosophical themes such as the metaphysics and ethics of freedom, the problem of evil, and the role of character in choice and action. For example, we relate Camu/ The Plague to the general philosophical themes listed above, and explore specific ideas such as absurdity, lucidity, rebellion, and human solidarity through a study of plot, character, point of view, imagery and symbolism in the novel.
58-250 Biomedical Ethics EIN Gervais M-F 0800-1000
We will examine the main moral theories, principles, and approaches current in Western bioethics and apply them to such issues as the health care professional/patient relationship, research with human subjects, neuroscience, human embryo use in stem cell research, the definition of death, end of life decision-making, euthanasia and physician assisted suicide, justice, rationing and access to health care.
We will distinguish the empirical, metaphysical, conceptual, and normative (i.e., religious, cultural, social, and ethical) dimensions of these issues, seeking to refine our capacities for analysis, reflection, and argument; clarify such concepts as person, autonomy, rights, community, health, life, and death. We will relate philosophical and medical discussions central to religious and theological concerns in the Judeo-Christian tradition and discuss how we can combine firm personal commitments on issues in biomedical ethics with appropriate tolerance and respect for the alternative commitments of other members of our pluralistic society.
58-254 Law, Politics, and Morality EIN Rudd M-F 1040-1240
What are the purposes of law and government? Should they be more concerned with the protection of individual rights, or with the general good of the community? Should they be based on objective moral principles, or should they try to be neutral as between the different moral or religious principles held by individual citizens? What legal or moral constraints should operate in international politics, in regulating the behavior of different countries to one another? This course will consider various attempts by political philosophers, legal theorists and theologians to answer these and related questions, and will consider the implications they may have for such practical political issues as war and peace, welfare provision and freedom of speech.
58-261 Freud/Human Behavior HBS-E Marino M-F 1040-1240
In the early 20th century, Freud introduced the novel thesis that the springs of our thoughts and actions are to be found in the darkness of our unconscious. Controversial as this view remains, Freudian theory has exerted an enormous impact on our self-understanding. The primary aim of this course, "Freud and the study of behavior " will be to acquaint students with Freud's theory of personality and behavior. As students will quickly come to see, Freud based his theory on a relatively small sample of case histories. We will examine this qualitative data and the place of case histories in the study of human behavior.
Freud and his heirs have had many philosophical critics, some of whom have complained that appeals to unconscious forces do not help us understand behavior. We will evaluate some of these criticisms. We shall also consider more general questions concerning the scientific status of Freudian theory.
Semester II, 200558-118 A Making of Modern Mind WRI, HWC Rudd MWF 1045-1140
58-118 B Making of Modern Mind WRI, HWC Rudd MWF 1255-1350
This course is an introduction to philosophy through a consideration of some important thinkers and texts from the history of philosophy. We will be looking at the ways in which Plato, Augustine, Descartes, William James and others have dealt with questions about truth and value, the nature of the mind, how--if at all--we can really know things, the existence of God and the significance of religious belief. Emphasis will be placed both on the historical/cultural background of the thinkers we will consider and on the influence and continuing relevance of their ideas. The course is also intended to develop fundamental philosophical skills--in the interpretation and close reading of complex texts and the critical analysis of philosophical arguments.
58-118 C Making of Modern Mind WRI, HWC Manion T 0935-1100 Th 0930-1050
We survey the development of historically significant conceptions of reality, knowledge, and ethics in the West from Socrates to modern times. We study, in their cultural context, major philosophers, emphasizing how they relate their explanations of the universe to their conceptions of morality and of a meaningful human life. Emphasis on intellectual history, cultural literacy, self-examination, and philosophical skills of interpretation, analysis, and evaluation.
58-231 Phil Of Mind/Behavior WRI, HBS-E Rudd T 1320-1445
Th 1415-1535
What is the relationship of the mind, or soul, to the body? Is the mind really distinct from the brain, or are we just complex physical machines? Is there anything about us that cannot in principle be understood scientifically? This course will look at recent and contemporary philosophical attempts to answer those questions and will consider the relation between such philosophical theories of mind and developments in psychology. Students will critically examine approaches such as dualism, behaviorism, mind-brain identity theory, functionalism, eliminative materialism and panpsychism, and will consider whether there may be limits in principle to our capacity to understand the beings that we are. We will also be considering the possible moral and social implications of these theories with respect to questions of free will, and our responsibility for our actions.
58-236 Modern Philosophy WRI, HWC Grenberg MWF 1255-1350
In this course, we will study the development of philosophy from the opening of the 17th century through the dawning of the 19th century, with particular focus on issues in epistemology and metaphysics. Figures to be studied include: Descartes, Spinoza, Leibniz, Locke, Hume and Kant.
58-240 Formal Logic & Philosophy Harper MWF 1150-1245
Students explore propositional and predicate logic developed in a philosophical context with attention to such issues as truth and knowledge in logic, the existence of abstract entities, paradoxes, multi-valued logics and the use of logic in philosophy.
58-243 Aesthetics WRI, ALS-A Harper MWF 1400-1455
Contemplating art in relation to aesthetic as well as religious and moral values, students address such issues as the nature of creation and creativity, the character of visual metaphor and the meaning of selected historical and contemporary works of art. While developing a more informed appreciation of aesthetic properties of art, students analyze major texts in philosophy of art and art criticism.
58-245 Philosophy & Feminism MCS-D Gervais T 0800-0925
Th 0800-0920
This course will be anchored in two large feminist concerns: justice for women under American law (feminist jurisprudence), and social justice for women globally. Topics will include the impacts of legal and societal arrangements on women's opportunities and experiences, with emphasis on forms of oppression and violence that have historically been directed primarily at women: e.g., employment and reproductive roles, rape, domestic violence, pornography, and prostitution. We will inquire into the relation between the oppression of women and of other groups on the basis of race or ethnicity, and we'll explore multiple perspectives on the question of what conditions are necessary for legal justice for women in the U.S. and social justice for women globally. Course requirements: several short papers, leading class discussion on one major reading, and a final position paper.
58-250 Biomedical Ethics EIN Gervais MWF 0800-0855
We will examine the main moral theories, principles, and approaches current in Western bioethics and apply them to such issues as the health care professional/patient relationship, research with human subjects, neuroscience, human embryo use in stem cell research, the definition of death, end of life decision-making, euthanasia and physician assisted suicide, justice, rationing and access to health care. We will distinguish the empirical, metaphysical, conceptual, and normative (i.e., religious, cultural, social, and ethical) dimensions of these issues, seeking to refine our capacities for analysis, reflection, and argument; clarify such concepts as person, autonomy, rights, community, health, life, and death. We will relate philosophical and medical discussions central to religious and theological concerns in the Judeo-Christian tradition and discuss how we can combine firm personal commitments on issues in biomedical ethics with appropriate tolerance and respect for the alternative commitments of other members of our pluralistic society
58-252 A Ethics/The Good Life EIN Grenberg MWF 0905-1000
58-252 B Ethics/The Good Life EIN Grenberg MWF 1045-1140
In this class, we will consider the three main ways that philosophers go about answering the question"What is good?" (utilitarianism, deontology and virtue ethics), and then apply them to various ethical situations, particularly to the question of world hunger. Always in the back of our minds, we want to remember the question of relativism, i.e., the possibility that there is no one answer across individuals and/or cultures to the question of how to be a good person or how to engage in good acts. The class will culminate in student presentations which take up these three main approaches to ethics and apply them to a specific ethical decision-making situation.
58-252 C Ethics/The Good Life WRI, EIN Langerak MWF 1255-1350
What is the good life? Is it the same as the happy life? The fulfilled life? A life of service? The moral life? What is a good person? What are the virtues and principles that inform the moral life? How do they relate to religious values? To political values? How can one have commitments that provide structure and meaning to one's life and still get along with those who flatly disagree? Can one avoid rigid dogmatism without accepting wishy-washy relativism? What are the main normative perspectives in today's ethical debates, where did they come from, and what are their notable strengths and weaknesses? Using philosophical methods such as conceptual analysis, creative thinking, sound argument, coherent development of ideas, and dialectical inquiry, we will integrate historical survey with personal experience and reflection, while applying what we learn to practical ethical issues. Student participation includes discussions, papers, and exams.
58-254 Law, Politics, Morality WRI, EIN Kindred T 1320-1445 Th 1415-1535
This course will address the role of morality and value theory in contemporary legal and political issues. We will look at various political and legal controversies in relation to some of the theoretical discussions on these matters that occupy philosophers and theologians. We will work to uncover the value claims made by the different perspectives we encounter in the media in an effort to get a more general, philosophical understanding of the role of law and government in helping humans create just and sustainable societies. Some of the specific issues we will address include environmental issues, the death penalty, and taxes. Some of the general questions we will ask are: What are the purposes of law and government? Should they act only to resolve disputes or should they act to improve society and individual well-being? Do they guide moral action or merely reflect the common view? If they guide moral action, what is the role of religion in government? Should government act primarily in the interests of the individual or for the common good? What is the common good?
58-256 Friendship Love/Gd Lf WRI, EIN Swain T 1145-1310 Th 1245
This course is an introduction to ethics and value theory. Moral issues arising in connection with friendship and love are analyzed from the perspective of various classical and contemporary theories of value. Since loving is itself a form of valuing, value theory is approached by investigating philosophical and theological works concerning the basic types of love: philia (friendly love), eros (erotic love), and agape love. The value of love and friendship and their roles in a good life are also investigated from a variety of normative perspectives. Requirements include a short paper, a philosophical journal, one exam, participation in a panel discussion, and a final position paper.
58-375 Top: American Philosop WRI Kindred T 145-1310 Th 1245-1405
John Dewey (1859-1952) was one of America's most prolific, prominent, and important philosophers. He is one of the three main Pragmatists (along with William James and C.S. Peirce) and is a central figure in Classic American Philosophy. In this class we will read three of his important later works, starting with The Quest for Certainty. In this text Dewey tackles the tradition of epistemology in Western philosophy and argues that it has systematically neglected the connection between thought and action. If we acknowledge the role action (or practice) has in the development of knowledge, our theory of knowledge will look very different from much of what the tradition takes as true. We will then read Dewey's Experience and Nature, sometimes called his most significant work, and one that tackles the tradition of both metaphysics and epistemology. Dewey's understanding of experience is significantly different from the tradition in philosophy and is the source of much debate among scholars. Finally, we will tackle Dewey's longest and most dense work, his Logic: The Theory of Inquiry, where he refines both his theory of knowledge and his understanding of experience. This challenging and rewarding work is the focus of much current scholarship. One final note of interest: this particular course has not been offered at St. Olaf before and will not likely be offered again in the near future.
58-399 Seminar WRI Swain T 0935-1100 Th 0930-1050
Intended as a capstone course for the major, the seminar studies a selected topic, figure, or movement in philosophy. The first part of the course will be shared readings and discussion. The latter part will focus on independent research and student presentations. This year's topic will be decided in negotiations between students who plan to enroll in the course and Professor Swain. Among the topics under consideration are: the philosophy of David Hume, personal identity, different varieties of scepticism, metaphysical realism, and semantic externalism. Students who plan to enroll should e-mail Professor Swain at swain@stolaf.edu as soon as possible. Prerequisite: upper level philosophy major (junior or senior) or consent of instructor.
Great Conversation27-310 Great Conversation WRI, EIN Langerak T 1145-1310
Th 1245-1405
This course is for Great Conversation students in the 2001-03 cycle. We will begin with Alasdair MacIntyre's seminal book, After Virtue, which resuscitates for purposes of conversation such folks as Homer, Sophocles, Aristotle, St. Benedict, Abelaard, Aquinas, Machiavelli, Hume, Kant, Kierkegaard, Mill, Kamehameha II (remember?), Nietzsche, Austin, Marx, and others. These interviews build on much of what we have studied and will lead to discussions about such topics as the use of emotions and of narratives in ethics, the viability of classical liberalism in politics, and the relevance of post-modern critiques of Enlightenment notions of truth and progress. Special attention will be given to pluralism and to the tensions involved in personal commitments that avoid both dogmatic mule-headedness and wishy-washy relativism. Students will have an opportunity to develop and present a project on topics of their choice. Counts toward EIN and Philosophy major.
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