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Phil 1: Reality and Knowledge or Metaphysics and Epistemology: Distance Learning versionThis course is the same as Course 1, Reality and Knowledge or Metaphysics and Epistemology, but the classes for it are delivered as distance learning classes via tele-classes on TV and as video-streamed classes to your personal computer. How to gain access to the tele-classes and how to gain access to video-streaming can be had by clicking on the Distance Learning web site for classes found on the De Anza web site, and following instructions for Philosophy One Distance Learning Course.
In addition to the orientation for distance learning classes, a required orientation for this particular class asks you to read and print for yourself this entire ten (10) page orientation that serves as your specific orientation for Philosophy One. This orientation doubles as a Syllabus and is required information that identifies what you must know and do if you are to be in this class. It functions as "your green sheet" for this class because it is an explanation of everything you need to do to be successful in this class. The first thing you must know is that this class can now be taken completely on line. This option is intended for students who are outside the San Jose area and cannot make attendance on campus for the mid-term and final exams. This "on line" availability also includes the orientations, lectures, assignments, as well as the mid-term and final exams. This allows students outside the San Jose area the option of doing everythingl on line. The on line option does entail exams that are exclusively essay-type exams while the exams on campus, both mid-term and final, usually require only one essay plus objective identification questions (T or F, and multiple choice). The mid-term and final exams on campus are intended for all those students who live in the San Jose area and prefer a mixed type of exam. Everything else is the same. For example, all students must do the first Project One on a Multiple Intelligence Essay, take a mid-term, and a final exam.
Orientation
The orientation for all registered students requires reading and printing for yourself this ten page Syllabus, and it must be fulfilled on line by Sept. 21st, 2009. After Sept. 21st, there will be no more students added to this class. N.B. In times past, adds to this class could be extended into the end of the first week of the quarter, but this quarter, Fall 2009, is already at the total number of students for the class. As a result, there will be no additional adds after Monday Sept. 21, 2009 except for students already on the wait list. The orientation includes reading and remembering everything in this 10 page syllabus. It also requires every student to do Project One: Multiple Intelligence Essay on the left hand side of this web site. If a student fails to do the Multiple Intelligence essay on time (by Oct. 1, 2009) they will be dropped from the class.
Necessary Readings and Video Lectures
In addition to reading the information on multiple intelligences and doing the Multiple Intelligence Project, students must be sure that they get a copy of The Notes and Study Questions for Philosophy One. This reading material in the Notes and Study Questions covers all the video lectures on all the philosophers and will be along with the lectures the source of all your tests (mid-term and final). The Notes can be purchased from the Bookstore or they can be down-loaded by clicking on the Notes Phil 1 pdf found on the left hand side of this syllabus. N.B. Until 9/17/09 the pdf file was not operative, but it now has been corrected, and is available. In addition to the Notes and Study Questions,every student must have their own copy of this syllabus, a;; ten (10) pages), and is expected to do three requirements for their total grade; the requirements are: 1) Project One on Multiple Intelligences, 2) the Mid-term exam, and 3) the Final exam. There is no requirement in this Distance Learning class to do Project Two: Gandhi Essay.
Reviews for the exams are contained within this syllabus, under the title of Mid-term and Final Review Sessions, and are geared to help students prepare for both types of exams, the on campus objective questions exam and the take-home essay type exam. The lectures for the class can be viewed via "realplayer" on your computer at home once real player is down-loaded from the distance learning office, or via TV broadcasts delivered over educational TV, or via video tapes or disks of the broadcasts available in the learning center (library). In addition to the videos and video-streamed lectures, the Notes and Study Questions for Philosophy One 6/25/08,available from the bookstore or printed from the pdf file on this web site, has sample exams (both essay questions and objective questions). These Notes are required reading for every student, and are important tools for clarifying the lectures.
Project One: Multiple Intelligence Essay
When you click on Project One:Multiple Intelligence Essay, you will notice that there are four questions that you must answer about yourself based on your experience of your IQ skills up to now in your life. Those experiences are part of the wisdom you have already learned about yourself. That wisdom is part of the IQ skill called Intra-personal Intelligence. It is one of the psycho-biological skills that centers on self-understanding and reflects what you know about yourself in an initial way at least. It helps you identify the 2-3-4 basic skills that are predominant in your life, and they help identify what goals you may have set for yourself as of now about developing those skills. It is especially important for you to translate what you know about your intelligence skills into clear plans for your goals, courses and interests in your college choices and in your growth and development. Be sure to identify how you will make that translation from your present self understanding to your future. In addition, that translation from your basic skills to college and to work after college education may help to answer what you expect to be doing 15 years from now, and what resources you will need to face the obstacles you foresee. Try to do the essay in no more than 2 pages; be succinct and to the point; there are no wrong answers only better thought out and more precise answers that show clarity and motivation about where you want to develop your skills. Many times in the future you may change or modify some parts of this project for yourself; that is part of the development that everyone experiences as they grow. That growth is part of understanding yourself better, and better understanding is practical wisdom which is one major element in philosophy itself.
The information on Gardner's theory of Multiple Intelligences is included in Project One so that you can get an idea of why in his latest work, Intelligence Re-framed, Gardner has nine IQ's listed with the last two highly possible. Gardner contends that each one of us is a unique combination of 2-3 or 4 of the nine intelligences; try to ask yourself what are the 2-3-4 that are most "you" and how you came to know this about yourself. Then go to the other questions about your plans. Remember the essay is due via e-mail back to me @ burkelawrence@fhda.edu either by Rich Texr Format (RFT) if you have a PC or by ordinary e-mail if you have a Mac. It is due by Oct. 1, 2009
Distance Learning Version of Philosophy One
This Distance Learning version of Phil. One does have some unique features; besides the "Readings" in both the in-class version and distance learning version of the class, television videos in this distance learning class take the place of lectures. Viewing these lectures functions very much like regular class attendance and participation because the videos are actual lectures from one of my in-class versions in Phil 1. These "televideos" of the lectures are broadcast regularly and/or each can be viewed in the "Open Media Lab" at the Learning Center. In addition, we are streaming the class lectures to your computer. The distance learning office will be providing information to you about access for video-streaming. So you will have three options for attending the lectures. It is very important not to miss even one lecture because students cannot pass the course without the analysis and interpretation provided by me in the lectures .
The most important documents to read and study carefully are: 1) This syllabus which you should know in detail, 2) the summary of Multiple Intelligences found in Project One, and 3) your Notes and Study Questions on Philosophy One (rev.2008) which I have prepared and you can purchase in the bookstore or you can download a copy from the pdf.file on this web site. In addition, I recommend reading three books as primary sources,Plato's Phaedo, Descartes' Meditations, and James' Pragmatism. All three books are available in the bookstore. The Notes and Study Questions on Philosophy One that I have written interpret each of those books as well as other philosophers' works associated with the whole subject for the Quarter. For that reason, The Notes and Study Questions are very important. If the bookstore runs out of the Notes because of larger numbers of students than expected, let the bookstore know so they can order more copies, or go to the pdf file and print out for yurself the pages you need; there are 130 + pages in all. Each student should have a copy of Notes and Study Questions (rev) 2008). In addition, careful attention to the class lectures is essential because it is difficult for students to get passing grades without the kind of interpretation those videos reflect. It should be noted that if a student elects to take the essay type exam because he or she lives outside the San Jose area or for some other necessary reason, they will have to reflect more essay analysis skills in explaining than the on campus exam which usually requires only one essay analysis and more objective identification and precision about details. On all exams make certain your essays and objective identifications reflect your own insights and analysis of the material presented in the classes.
Mid-term and Final Review Sessions
Review sessions are in this syllabus. They are to help students prepare for the mid-term exam and for the final exam. These two exams, plus Project One on Multiple Intelligence are required and will make up the basis for your letter grade for the class. Remember the review sessions are to prepare you for the mid-term and final by helping you gain ahead of time the likely insights, clear concepts, and analytic questions you can expect. In addition, I use Jeopardy type games to help prepare for those exams that will have objective type questions. The Jeopardy games can be found in your Notes and Study Questions on page 71 for the mid-term and p.124 for the final. The review sessions for the mid-term in this syllabus are all essay questions posted under Review Session # 1 The review session for the final exam is under the heading Review Session # 2. Be certain that you can answer accurately and coherently any question in those reviews. I also give additional information in the discussion section on this web site, so be sure to check there for additional insight on the mid-term and final. Also, the Notes and Study Questions have sample exams that you may find helpful for the mid-term and final.
Distance Learning can be a more difficult form of learning, especially in a subject like Philosophy, because the delivery experience for the student is much more impersonal. That means the teacher's "nuances" get lost, interpretations go unnoticed, time for questions gets shortened, and special obstacles to learning can get in the way. All these can and often prevent success in a class where the option of "distance learning" does not work as well as it could. So be sure to use this syllabus attentively, focus on the questions asked in the Review sessions. And be sure to pay attention to the discussion section where you can find room to participate in questions, answers, and discussions about important issues.
Discussion Section
You will notice a discussion section on the left hand side of this web site; when you click on it, you should be able to enter your name. I will have to approve you based on name or e-mail, or both from the course list.I usually get this approval finished by the end of the first week; I recently approved the original 29 people who put their names in for the Fall 2009 quarter. On some quarters this discussion section did not operate; if that happens this quarter. As a member of the discussion section you may want to try your hand at answering questions I ask, or sharing your views in response to these questions, or you may want to raise some questions of your own in reply. The discussion session is to help you focus on participation by asking questions or explaining clearly what you do understand. I review and respond within the discussion section to students helping them clarify what the questions are about. I also provide helpful information on exams, essay questions, and other subjects that have been drawn to my attention as needed for student success. Participation in the discussion section is also a way to gain some extra credit points because I usually add a few additional points for participation that is insightful, clear, and thoughtful. If the discussion section does not seem to work well for you, be sure to look carefully at the study questions on the review sessions for mid-term and final because those are the discussion questions I actually use in the discussion section.
If you feel that you do not have 8 to 10 hours per week during the regular quarter session to review in detail the lectures, or that the Notes, and primary sources are unclear, or that you do not have "critical thinking analysis" skills, or that "reading and writing skills" are not habitual practices for you, you may have some difficulty that this "distance learning" delivery cannot address very well. If you feel that you cannot have time to pay close attention to all the lectures, you may want to sign up for a Philosophy class that is not offered via Distance Learning or wait until you have more time to devote to the attention that Philosophy via distance learning requires.
Exams
There will be a mid-term and a final exam; you must take both of these on campus or if you do not live in the San Jose area or cannot make the on-campus date you will have to make the take home essay exam notifying me at least two weeks ahead of time. The on campus mid-term for the Fall session is scheduled for Nov. 5 from 5 to 6:15 pm, in classroom G-1. You will need a Scantron, a blank sheet for essay writing, and you will be provided with an objective exam (TF, multiple choice, blanks, matching) to be marked on the Scantron. Be sure to bring a Scantron that is from the Scantron corporation; they are available in the bookstore and are brown in color. The scantron requires a #2 pencil. You will also be required to choose one (1) short essay from a selection of options. If you cannot make that date, you must notify me at least two weeks before that scheduled exam via e-mail, asking for a take-home essay exam that must be answered and returned via e-mail to me before or on the date of the on-campus mid-term. The take-home essay exam will involve several essays (about 8-10 from which you must choose 4 or 5 of them). Answers must be accurate, to the point, reflect insights from the lectures and readings, and be coherent in their analysis of the question asked. Both types of mid-term exams will cover material from the subject of Wisdom all the way through the Philosophy of Aristotle.
The final exam for the Fall quarter is scheduled for Dec. 10 @ 6-7:15 pm in G-1 . You will also need a scantron plus paper for essay writing, and a pencil for the scantron. You will also have one (1) essay in addition to the objective portion of the exam. The take-home final, for those who do not live in the San Jose area or who cannot make the on campus exam, must be requested 2 weeks prior to the date for the final on campus following the same procedure as for the mid-term. The final exam will cover only material from the Philosophy of Descartes through that of William James.
Grades
Grades will be determined by the points on the exams (mid-term and final) plus the points earned on Project One: Multiple Intelligence Essay. Usually a 10% difference in the grade points will be equivalent to a different letter grade; for example a mid-term or final worth a total of 75 points and a Multiple Intelligence Essay worth 25 points will total 100 points for an A letter grade. The letter grade for the A range will be 100-90, B range from 89-79 etc.
Additional points may be gained by participation in the discussion section of this syllabus. The results of the mid-term can be picked up from the Distance Learning Office 4 days after the mid term. For the final exams an e-mail request must be made to me immediately after the final exam so that I can return an answer as soon as grades are determined.
Access to Grades
The grades for the Intelligence Essay and mid-term can be obtained by going to the distance learning office where the tests and the Intelligence Essay can be picked up. Grades for those who live distantly from San Jose may obtain grades by e-mailing me for mid-term and final exam as well as intelligence essay.
Plagiarism
Each student must do their own exam and it must reflect their own answers to the questions asked; any copying from others will be regarded as a violation of the exam and will not receive a passing grade. This applies to each type of exam including the take-home essay exams. Independent work is needed for any independent grade; if you study together preparing for the exams be sure to think through what you understand in order to reflect your own independent thought. No teacher can grade a student accurately unless the grade clearly reflects what was independently communicated.
Outline
In the Notes and Study Questions, notice that we begin with a brief description of what Philosophy is. Don't let the word philosophy scare you; it means Wisdom and that, in turn, represents a kind of knowing that everyone already does even if they don't know it. You will notice five (5) types of wisdom that philosophers throughout history East and West have identified as subject areas connected with philosophical wisdom, and each philosopher falls under one or more of the 5 types. When you read the descriptions of each type, note that the 5th and most contemporary type is one that places philosophy in a conversation with many other disciplines all engaged in helping solve the major problems of our age. Issues like war, terrorism, ethnic cleansing, corruption, starvation, lack of health care, hopeless poverty, inadequate education, environmental destruction, and many others form a vast number of interconnected issues that call for a multi-disciplinary approach to solutions of these issues. In short, wisdom today is best understood as a social system of inquiry engaging experts from every known intellectual domain that has resources worth adopting. All the different multiple intelligences of Gardner and the ensuing domains that each intelligence generates forms experts that today are the sources of wisdom needed to resolve the problems that afflict human life today. As a result, Wisdom today is found active and growing in a wide range of experts from all over the world, offering perspectives in teams that work seriously at the serious issues that call for justice, freedom, and human development. There is no separate intelligence for Wisdom itself except the recognition that wisdom includes all the domains stemming from philosophy, history, economics, political science, religion, sociology, psychology, medical sciences, bankers, poets, artists, musicians, and many other domains.
In other words, today we look to social groups with many different wisdom skills from many different intelligence domains to help resolve the manifold problems of our world. All our Wisdom from many domains is open and porous. People all over the world working together in a collegial and cooperative manner form major Wisdom resources today that offer us a much better idea of wisdom as a vast complex problem-solving enterprise; that enterprise calls all of us to social cooperation. Philosophers are only one small group adding their talents to this serious work where serious thought from every useful IQ constitutes wisdom offering us a better and wiser way to live.
Besides this current reflection on wisdom as a focus on the major issues today, I explain the history of the idea of wisdom as a quality about ideas because this feature of wisdom is relevant today; it stands for ideas that are significant because they are connected with and fundamental to several other ideas. Wisdom is not just any idea or any number of ideas; it certainly is not an encyclopedic accumulation of a vast number of ideas, but is simply those main ideas that are so significant they connect with and support many of the most important ideas in human thought. We call these ideas "all-encompassing" because of their relevance to many other ideas. Both traditional philosophers, contemporary neuroscientists, and cognitive theorists on multiple intelligences help us locate domains of knowledge where we can find "all-encompassing" ideas functioning.
In addition, psychologists today have made a contribution to wisdom as a form of knowing that is specially important because it seems connected to creative people, and is found in lives of admirable people who have dedicated themselves to peace, science, cures for diseases, or to some needed benefit to human life. We will try to bring all these different descriptions of wisdom together in this course, and will see that wisdom is both a speculative (theoretical) knowing as well as a practical knowing (doing). Again the 5th type of philosophical wisdom is associated with the resolution of the most serious social, world-wide human problems; it marks wisdom as a quest for reconciliation of problems like starvation, racism, sexism, terrorism etc. In tune with a social perspective that cares about finding solutions to human suffering, contemprary wisdom reflects many intelligences and fields by which people can offer wisdom solutions. This kind of wisdom is located in a larger dialogue of inquiry about how to care and what to do about human development in our lifetime.
Knowledge and Reality
After focusing on wisdom, its types, and multiple intelligence, we will shift attention to Reality and Knowledge with a number of questions about what wisdom ideas they reflect. For example, is everything that we term "real" limited to only what we can sense or perceive? Is everything real visible or is there something real that is not visible or only in part visible? Is everything real always changing? Is there nothing real that is unchanging? Is there an unchanging and uncreated being? How do I know it if there is? Is there a single method for knowing? Can we know for certain? Is knowing for certain the same as knowing truth, or is knowing truth different from being certain? If we can know for certain, why is there so much disagreement? Does disagreement mean more than a difference in perspectives? What, if anything, must I know to live a flourishing life? What wisdom about human life and its purposes seems most worth my time? These questions and many others like them are called "existential" and make up the type of mind and interests associated with the "meta-physical" in philosophy. Notice they are questions that need to be asked by each generation because they are not easily resolvable and their importance lies in the knowing asociated with these questions about which every answer only makes the question more poignant. Don't mistake the final unresolvability on these questions as useless; more is learned from them than from any other questions that seem much more easily answered. That is the paradox about the value of knowing and not knowing combined in the answers to these questions. We will find that there is more to knowing and experience than what can be said clearly. Some of our knowing is "speech defying", beyond what we can say clearly. This vague kind of knowing may well turn out to be more important than any other kind because it helps us focus on "ways of living" what we cannot know clearly.
History of Knowing and Reality
We will go through both Animist or Native American Philosophy, Upanishads, Taoism, and Classical Western Philosophy. Both Animism and the Eastern Philosophies associated with the Upanishads (Buddhism and Taoism) show us a remarkable similarity in the history of philosophical ideas that continues today. After the Classical Animsts and Eastern philosophers we will turn to Western Philosophers (Socrates, Plato, and Aristotle); we will focus on how these key philosophers led to the Modern Western Philosophers (Descartes, Locke, Hume, Kant, Hegel); then we finish with Pragmatism of William James, and some contemporary philosophical movements critical of the failure of philosophy to help face honestly some problems of modern and contemporary people throughout the world. For example, issues like violence, terrorism, greed, AIDS, poverty, starvation, malnutrition, racism, sexism and many others have not always had the philosophical concern they deserve. What accounts for this apparent failure? Does our concentration on theoretical or purely academic issues in philosophy entail that we concentrated too much on speculative ideas and not enough on practical ideas? We will see, especially in our understanding of knowledge and wisdom today, that the concern for the urgent problems of everyday life world-wide call for intelligences devoted to resolving the often tragic issues that afflict human beings. In this view, metaphysics and epistemology are important not only for their theoretical values but for the practical consequences they have for promoting human development. Similarly, philosophy, economics, politics, diplomacy, poetry, history, social activism, psychology, and many other intelligence domains are marked by a common social concern today. A major theme of this course is that wisdom has been both speculative and practical throughout its long history in both Animism, Eastern Philosophy, and in Western Philosophy. Today especially we need to keep that practical orientation alive because wisdom itself seems to have shifted in our times to common inquiry for intelligent solutions to human suffering.
The important thing to remember is that no one philosopher has the final and completely acceptable answer to any of the wisdom issues or questions, but none of them is "silly" or "weird"; they all have something to contribute to the subject area and they all have serious ideas worth considering. You will notice if you have reviewed Course 1 in this same subject that the main metaphysical ideas are: self, soul, spirit, substance, human freedom, and the unconditioned or uncreated; in addition, some philosophers talk about immortality associated with soul or spirit while others think this is beyond the limits of philosophy, and is a religious issue. There is, however, a modern and contemporary insistence that the greatest metaphysical issue today is "freedom" or "autonomy" for the human person; we will have to face that issue as it grows and develops throughout human history and why it is most important in our contemporary world.
Study Questions
The study questions in the Notes and Study Questions are important for you to answer because they are like these review questions in this syllabus. Be sure to review "Notes and Study Questions" for the material covered in the Mid-term up to and including Aristotle. The Jeopardy Game on p. 71 in the "Notes and Study Questions" may be helpful for both essays and objective parts of the mid-term.
Review Session # 1 Mid-term Exam
This review for the mid-term covers the material all the way from the beginning of the class notes through Aristotle. Be sure to read, study, and be ready to answer the following questions.
1. What are the five major types of Philosophy (wisdom)? Explain which ones seem to you most important; why? Explain the "fifth type" of wisdom today and why it focuses on practical problems to be solved, and why this is important for multiple intelligences.(Cf. Orientation class and Notes pp. 11-12).
2. Explain how and why Atman, Brahman, and Tao are metaphysical ideas.
3. What kind of reasoning process about change made the Upanishads come up with the ideas of Atman and Brahman? Does that reasoning seem plausible? Why? If not, why not? Is Yoga another way besides reasoning that claims to yield experience of the metaphysical? Is it plausible? Why? Why not?
4. Explain how the Upanishads can be regarded as part of the Axial (Metaphysical) shift in human cultures. What significance does that shift have for human history?
5. Compare and contrast the main ideas in the metaphysics of Tao and Animism. Why are both found useful today? How does myth function in Animism and why is that of philosophical importance?
6. What does Socrates mean by "soul", "taking care of the soul", "cultivating virtue", and why is this another version of the axial revolution centered around freedom and human moral development?
7. Compare and contrast Socrates/Plato with Aristotle on the metaphysical idea of the self. Why is Socrates/Plato called a dualist, and Aristotle not?
8. Explain how Plato uses the doctrine of form to argue for the immortality of the human soul? Is it a cogent argument? Why?
9. Compare Plato and Aristotle on the subjects of the universal idea and intellectual knowledge. Which seems more plausible? Why?
10. How does Socrates use the idea of freedom in the Phaedo? And why is it regarded as metaphysical?
11. Compare and contrast Plato's dualism with Aristotle's psycho-somatic self. Which one appeals to you more? Why?
12. Explain Aristotle's theory about science and compare it with what you have experienced as science in your education.
13. What does Aristotle mean by a "good in itself", and why does John Rawls use it and Aristotle's virtue theory in his work on Justice in a democratic society today?
Jeopardy Game
On page 71 of your Notes and Study questions is a game of Jeopardy that is a very good way to prepare for the identity questions (T or F, Fill in the blanks) on your mid-term.
Make sure that you can answer these review questions before the mid-term; if you have difficulty, make sure you go to the discussion section of this web site where these questions and/or very similar ones and some answers will be located. Join in.
Review Session #2 for the Final Exam
Make sure that you read the website pages above that identify the date for the Final. The review questions that you must be able to answer are listed below; the actual questions on the final exam will be T or F, multiple choice, 1 short essay. The take-home exam for those who cannot make the regular in class mid-term must be requested 2 weeks before the final. Both types of the final will cover the material from Descartes through James. Again, the discussion section of this web site will have particular questions like these discussed so that you can compare your answers with others.
Review Session # 2 Final Exam
1. Summariaze and evaluate critically Descartes' ontological argument. Be sure to explain why his argument seems weak as a philosophical proof because it assumes, what he is trying to prove.
2. Why does Descartes' method lead to dualism, a quest for certainty in philosophy, and other characteristics that lead to intellectual anxieties in post-Cartesian philosophy?
3. Compare and contrast Locke and Hume on method, and on the ideas of substance, self, and how the idea of God came into human thought.
4. Explain Hume's way of forming the idea of a permanent self and why it was considered a metaphysical belief.
5. Explain as clearly as you can how Hume woke Kant from his dogmatic slumbers. How did Kant base his philosophy of mind on what he learned from Hume?
6. What did Kant mean by a priori? How were the a priori ideas of reason and understanding supposed to function? What was his "Copernican Revolution?"
7. What did Kant mean by a metaphysics of morals? How does this position of Kant make use of a priori ideas of reason, and why does he call these ideas "non-cognitive" ideas useful for a philosophy of religion?
8. Why was freedom so important for Kant and how did it form the basis for Kant's philosophy of religion as a version of Socrates insistence on ethics?
9. What did Hegel mean by a metaphysics or "spirituality" of "geist" and why was this so important in the romantic movement in Literature, Music, and other Humanities?
10. Why did James think Hegel's idealism presented a 20th century dilemma?
11. Summarize and evaluate Pragmatism's method and its impact on philosophy, science, religion, politics, and economics among progressives.
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11. How was James' theory of common sense a response to Kant's theory of mental activity and Hume's theory of knowledge?
12. How does critical feminism depend on the epistemology advanced by pragmatism?
13. Explain and evaluate James' philosophy of religion and God.
14. Why was Pragmatism so insistent that Philosophy had to be progressive and practical? What did James, Dewey, and other Pragmatists hope to achieve?
Pay special attention to these questions as you prepare. Notice that all these questions are essay type; my reason for proposing essays as a way to review for a final has to do with the kind of knowledge that all my exam questions require. In other words, if you can do a coherent essay covering each review question, you can field almost any objective ( T-F, Multiple Choice) question that will be on the final.
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