PHI 3300 (U01)
Epistemology [90260] Fall 2013
Dr. Hauptli
Mondays,
Wednesdays, and Fridays 11:00-11:50
PC 438
Copyright © 2013
Bruce W. Hauptli
Course Web-site:
www2.fiu.edu/~hauptli/PHI3300.html
The web-site has a copy of the syllabus, extensive lecture
supplements for each of the readings and lectures, and other information
relevant to the course. It will be
updated throughout the semester.
Students are encouraged to provide me with suggestions and comments about the
content, links and sources they have found helpful which I can post for other
students, and I am grateful for help in correcting the inevitable typos and
grammatical errors!
Expectations for Students:
I expect that students will carefully and critically read
and master the assigned material—it will usually take more than a single reading
to master the material, and I strongly
recommend that students endeavor to complete a single reading prior to the
lecture on the reading assignment.
Subsequent to the lecture(s) on the material, it is usually advisable for
students to re-read the material.
Reading, especially in philosophy, should be an active and interactive endeavor.
Students should not simply race through the material, they should
endeavor to critically understand and interact with it.
I also expect (and require) that students attend the
lectures (see below). The purpose
of the lectures is two-fold: to facilitate the students' mastery of the
material, and to facilitate their critical skills.
Just as reading is an active and interactive endeavor in philosophy, so
listening should be. The lectures
are meant to be an interactive experience, and students are strongly encouraged
to raise questions, offer criticisms, and challenge the interpretations being
offered.
In this course students are required to write two critical,
analytical philosophy papers. A
supplement entitled “Writing Philosophy
Papers” is available on this web-site—it describes in detail what my
expectations are as well as clarifying what critical, analytical or expository
philosophy papers are like. In
order to facilitate my goals (see below) of enhancing each student's ability to
provide balanced exposition and examination of philosophical problems,
positions, and methodologies, I provide detailed comments regarding the
compositional, expository, and the critical elements of students' papers.
I review the comments from earlier papers prior to reading later ones so
that I can assess continuing progress and problems.
Where students take multiple courses from me, I review my comments on
papers from prior semesters prior to reading the first paper for additional
courses so that I can more carefully assess their continuing progress and
identify any continuing problems.
As students write their papers (and, of course, while they
are reading and thinking about the current readings, lectures, and discussions),
I encourage them to endeavor to integrate the knowledge they have acquired in
their other philosophy courses (both those taken with me, and those taken with
my colleagues), and from the other courses they have taken with the material
they are currently studying in my courses.
Part of what is involved in developing a critical perspective is the
ability to integrate and inter-relate materials from a variety of sources,
disciplines, and areas. In class
(and outside of class) I am happy to attempt to answer questions which are
related to such integrative attempts, and I am generally willing to seriously
consider paper proposals which attempt this activity in lieu of one of the
assigned topics in my courses.
In addition to writing the papers, students are required to
take two in-class objective essay exams.
They are designed to assess the students’ understanding of the
philosophical theories, positions, topics, and methodologies studied.
Sample study questions are distributed in advance of the exams so that
students have an opportunity to organize their thoughts and integrate the
readings and lectures around sample questions designed to indicate what they are
expected to have mastered. A
supplement entitled “Writing
Essay Exams for Professor Hauptli” is available on the course web-site.
The web-site also has a copy of the syllabus, extensive
lecture supplements for each of the readings and lectures, and other information
relevant to the course. It will be
updated throughout the semester.
Students are encouraged to provide me with suggestions and comments about the
content, links and sources they have found helpful which I can post for other
students, and I am grateful for help in correcting the inevitable typos and
grammatical errors!
Course Description:
This is a basic upper division course in the theory of
knowledge. It addresses skepticism,
the nature of knowledge, epistemic justification (what is requisite if we are to
support our claims to knowledge), and alternative orientations within
contemporary epistemology.
Course Objectives:
In this course students should become familiar with the
problems, positions, and methodologies of the philosophers studied.
Students should also become familiar with the interpretation texts; they
should enhance their ability to provide balanced exposition and examination of
philosophical problems, positions, and methodologies; and they should come to
understand the philosophical activity of criticism of doctrines and things
commonly taken for granted. In
addition to introducing students to various philosophical thinkers, this course
is intended to help students enhance their critical reading, writing, and
speaking skills.
The course focus attention on inquiry and analysis; seeks
to develop the students’ abilities to adopt critical perspectives; and endeavors
to connect the philosophical problems, positions and methodologies studied with
the concerns and methodologies of other disciplines and our culture generally.
The readings, lectures, papers, and exams are integrated in a manner
intended to promote these objectives.
In all of these activities students will be encouraged to interact
analytically with, and respond critically to, the primary and secondary texts
studied. Students will also be
encouraged to endeavor to assimilate the ideas studied with those they have
previously studied.
Texts:
Knowledge: Readings In
Contemporary Epistemology, eds. Sven Bernecker and Fred Dretske (N.Y.:
Oxford U.P., 2000); ISBN: 9780198752615.
Referred to as “B&D” in the Readings Section below; ISBN: 9780198752615
The Structure of Empirical Knowledge,
Laurence BonJour (Cambridge: Harvard Univ. Press, 1985); ISBN: 9780674843813
Readings:
I.
Skepticism:
1.
“Introduction to Skepticism,” Bernecker and Dretske [B&D, p. 301
ff.]
2. “A Defense
of Skepticism,” Peter Unger [B&D, p. 324
ff.]
3.
“Understanding Human Knowledge In General.” Barry Stroud [B&D, p.307
ff.]
Supplementary Recommended Readings on Skepticism:
“Other
Minds,” J.L. Austin [B&D, p. 339 ff.]
“Knowledge
and Scepticism,” Robert Nozick [B&D, p.347
ff.]
“Elusive
Knowledge,” David Lewis [B&D, p. 366 ff.]
“Brains In A
Vat,” Hilary Putnam [B&D, p. 385 ff.]
“The
Epistemology of Belief,” Fred Dretske [B&D, p. 400
ff.]
“A Coherence
Theory of Truth and Knowledge,” Donald Davidson [B&D, p. 413
ff.]
II. What
Is Knowledge?
4.
“Introduction to Justified Belief,” Bernecker and Dretske [B&D, p. 3
ff.]
5. “Knowing
As Having the Right To Be Sure,” A.J. Ayer [B&D, p. 7
ff.]
6. “Is
Justified True Belief Knowledge?” Edmund Gettier [B&D, p. 13
ff.]
7. “A Causal
Theory of Knowing,” Alvin Goldman [B&D, p. 18
ff.]
8.
“Discrimination and Perceptual Knowledge,” Alvin Goldman [B&D, p. 86
ff.]
9.
“Knowledge: Undefeated True Justified Belief,” Keith Lehrer and Thomas Paxson
[B&D, p. 31 ff.]
Supplementary Reading on the Analysis of Knowledge:
“An Alleged
Defect in Gettier Counter-Examples,” Richard Feldman [B&D, p. 16
ff.]
“Conclusive
Reasons,” Fred Dretske [B&D, p. 42 ff.]
III. A
Sustained Defense of An Epistemic Position:
10.
The Structure of Empirical Knowledge
by Laurence BonJour
“Introduction
to Externalism and Internalism,” Bernecker and Dretske [B&D, p. 65
ff.]
Supplementary Readings on BonJour and Epistemic Justification:
“The Given,”
H.H. Price [B&D, p. 235 ff.]
“The Directly
Evident,” Roderick Chisholm [B&D, p. 245
ff.]
“A Rationale
for Reliabilism,” Kent Bach [B&D, p. 199
ff.]
Recommended Additional Readings on the
Sources of Knowledge:
“Introduction
to Sources of Knowledge,” Bernecker and Dretske [B&D, p. 431
ff.]
“Remembering,” C.B. Martin and Max
Deutscher [B&D, p. 512 ff.]
“Testimony
and Observation,” C.A.J. Coady [B&D, p. 537
ff.]
“A Priori
Knowledge,” Phillip Kitcher [B&D, p. 574
ff.]
Requirements and
Policies: the following requirements and policies will apply for this
course, and students should read them carefully.
I do not accept claims to ignorance in their regard.
1. Regular class attendance is required: after the
first three class meetings attendance will be taken
via a roll sheet which will be passed
around the class ten minutes after class has begun—the roll sheet will quickly
circulate and students who arrive later than ten minutes into the class period
will need to explain (immediately after class) their lateness to have their
attendance count that day. Students
must attend for the whole class period, and those who leave before the class
period is over may be counted as absent.
Students who have no more than one unexcused absence will have their
course grade raised by one third of a
letter grade (B to B+, etc.).
Students who have three unexcused absences will have their course grade
lowered by one third of a letter
grade (C+ to C, etc.), students who have five unexcused absences will have their
course grade lowered by two thirds of a letter grade (C+ to C-, etc.), students
who ha e seven unexcused absences will have their course grade lowered by one
letter grade (C to D, etc.), additional absences will be treated according to
this progression. Students arriving
after the roll has circulated will (unless their excuse is accepted after class)
be treated as either two-thirds or one-third absent for that day (depending upon
the extent of their tardiness).
Excuses will only rarely be accepted for the first absence,
and only extraordinary excuses will be accepted for any third or subsequent
absences. In short, multiple
excuses for any individual are viewed with ever-increasing skepticism.
Only verifiable excuses will be allowed, and they must be presented to me
in person—messages on my voice mail do not count as excuses.
Excuses should be presented as soon after the absence as possible
(students who wait till the end of the semester to offer excuses for early
absences need to meet a high burden of verification for the absence to be
excused). Please note that I check
with Doctors’ offices, hospitals and funeral homes; and I will only rarely
accept work-related excuses (which should be offered before the absence).
2. Appropriate conduct is expected in class: I
expect students to turn off portable phones and mute any distracting alarms or
laptop generated noises (including opening greetings and message announcements).
Courteous consideration others is a fundamental element in the classroom.
I expect students to refrain from engaging in private conversations,
noisy snacking, and only in the case of emergencies should students momentarily
leave the classroom while class is in session.
In short, students are expected to comport themselves in a manner which
does not interfere with instruction and learning.
Disruptive behavior will not be tolerated.
3. Regular reading is assumed: students who do not
do their readings will have difficulty with the requirements and students who do
not attend class will have difficulty with their readings.
I strongly recommend that students do the readings several times—at least
once before the class in which they will be discussed and once after the class.
Extensive lecture supplements are available on-line through my web-site,
and I am available in my office to discuss readings, paper topics, etc.
4. Papers, examinations, and deadlines: because
writing is important to philosophy, students in this course will be required to
write two critical, analytical or expository philosophy papers each of which
should be approximately 2,000 words long (equivalent to eight double-spaced
typewritten pages of 250 words per page).
This indication of length is meant as a guide to the student—papers much
shorter than the indicated length are unlikely to have adequately addressed one
of the assigned topics. Papers may,
of course, be longer than the indicated length.
The papers should
address an
assigned topic in a manner that clearly displays its purpose, thesis, or
controlling idea,
clarify the
relevant elements of the philosopher’s theory so that they can be understood by
other students taking such philosophy courses,
support the
thesis with adequate reasons and evidence,
show
sustained analysis and critical thought,
be organized
clearly and logically, and
show
knowledge of conventions of standard written English.
The papers should be typed and are due in class on:
Monday, October 28; and
Monday, December 2.
A supplement entitled “Writing Philosophy Papers” is
available on the course web-site.
It describes in detail what my expectations are as well as clarifying what
critical, analytical or expository philosophy papers are like.
This supplement also provides a list of “grader’s marks” which I employ
in grading papers and exams. I
provide detailed comments regarding the compositional, expository, and the
critical elements of such papers, and I review the comments from earlier papers
prior to reading later ones so that I can assess continuing progress and
problems. Paper topics will be
distributed so that students have at least two weekends to work on their papers,
and the topics will be directly related to the readings, lectures, and
discussions in the course prior to the assignments.
There will also be two closed-book and closed-notes
in-class objective essay exams on
Friday October 25 (during the normal
class period), and a Final Exam during the period designated by Registration and
Records for this class. They will
be designed to assess the students’ understanding of the philosophical theories,
positions, topics, and methodologies studied.
Sample study questions will be distributed in advance of the exams so
that students have an opportunity to organize their thoughts and integrate the
readings and lectures around sample questions designed to indicate what they are
expected to have mastered. A
supplement entitled “Writing
Essay Exams for Professor Hauptli” is available on the course web-site.
Together the papers are worth 60% of the grade (30% each)
and the exams are worth 40% (20% each).
Students must submit all papers and take all exams to pass the
course—that is, failure to complete any of the course requirements will result
in a grade of F for the course.
Therefore, students who do not turn in a paper or take an exam on time must
nonetheless submit that paper or take a make-up exam if they wish to pass the
course (grades higher than an F are given only for performance and
accomplishment; and late papers and make-up exams may demonstrate these, while
unfulfilled requirements demonstrate neither).
An incomplete will not be assigned simply because work is late.
5. Grading Scale: in grading papers and exams, and
in calculating the course grade, I use the following scale:
A
4.00
|
C+
2.33 |
A-
3.67 |
C/C+
2.16 |
B+/A- 3.49 |
C
2.00
|
B+
3.33
|
C-/C
1.83 |
B/B+
3.16 |
C-
1.67 |
B
3.00
|
D+
1.33 |
B-/B
2.83 |
D
1.00
|
B-
2.67 |
D-
0.67 |
C+/B- 2.49 |
|
The “split” grades (B+/A-, for example) are assigned when
the work is between the indicated grades.
Of course, these split grades can not be used for the ultimate course
grade, and thus the grades for the various individual papers and exams are
calculated using the percentages indicated above (and adding or subtracting the
appropriate fractional consideration in accordance with the attendance policy).
For the overall course grade the above point equivalents constitute the
minimum necessary to receive the indicated grade (thus students must earn at
least a 3.67 to receive an A-).
6. Extensions and late work: I indicate the due
dates for the papers and the exam dates above.
Moreover, I hand out paper topics so that students generally have at two
weekends to work on their papers, and I hand out sample exam questions in
advance of examinations. There
should, then, be little call for extensions.
Before the due date I will
consider reasonable requests for extensions.
Note, however, that excuses do not guarantee extensions, and excuses
offered after due dates are far, far
less successful than those offered before due dates.
If I grant an extension to a student, that extension will establish a new
due date, and that date must be met (or in extraordinary circumstances, an
additional extension may be arranged [but only when it is requested prior to the
(extended) due date]). Please note
that requests for extensions must be made directly to me—neither my secretary
nor your doctor may grant extensions for this course, and last minute calls to
my voice-mail provide no assurance of extensions.
On and after the due date, only an extraordinary request will be accepted
(acceptable examples: hospitalization on due date, extremely serious personal
problem, death in the immediate family; unacceptable examples: running out of
time and flat tires).
Papers are due in class on the due date—papers turned in
after class will be treated as if they were turned in the next day.
Students who turn their papers in at the Philosophy Department office
rather than in class should give them to the Department secretary so that the
date and time may be noted on the papers.
Papers submitted after class but before 4:30 P.M. the next day will
receive a one-third decrease in grade (example: B+ changes to a B), papers
turned in two days late will receive a two-thirds grade decrease, additional
days will be treated according to this progression, but papers turned in between
4:30 on Fridays and 9:00 on Mondays will be counted as turned in on Monday
morning, and will be assessed a “double
penalty” for each weekend day).
A paper turned in one week late, then, would receive a 9/3 grade
reduction (an A paper would receive a D).
Clearly, students have a strong incentive to contact me if they are going
to be unable to turn their papers in on time—failure to do so may have serious
consequences in terms of the course grade.
If your paper is late, then, it makes sense to speak with me (after
class, in my office, or on the phone)—when I am provided with a good reason, I
will stop the penalties from continuing to pile on to those already assessed for
the lateness. Note that unless I
have explicitly granted you an incomplete, all late papers and midterms must be
turned in by the last class of the semester (prior to Finals Week)—assignments
which are not turned in as of that time will be considered undone, and the
penalty for having not done any of the requirements for the course is a course
grade of “F.” Note, also, that I
will not accept any but the most extraordinary of excuses for missing or being
late for the Final Exam.
7. Pass/Fail” grades: in the absence of a
University-wide policy, students in my courses must earn a grade of C- or better
to receive a “Pass” if they have selected the Pass/Fail grading option.
8. Plagiarism and academic misconduct:
when you engage in plagiarism you present as your work the opinions or arguments
of someone else. Plagiarism is
dishonest since the plagiarist offers for credit what is not her or his own.
It is also counter-productive because it defeats a purpose of
education—the improvement of the student’s own powers of thinking, reasoning,
and expression. Plagiarism may even
occur when one expresses another’s sequence of ideas, arrangement of material,
or pattern of thought in one’s own words.
We have a case of plagiarism when a sequence of ideas is transferred from
a source to a paper without a process of digestion, integration, criticism, and
inquiry in the writer’s mind and without acknowledgment (I have borrowed this
statement, to a large extent, from the FIU English and Sociology/Anthropology
Departments’ descriptions of plagiarism).
Academic misconduct occurs when the norms of inquiry are violated.
Examples include students who present false Doctors’ notes, who pretend
that they have a family or medical emergency, or who seriously hinder other
students’ scholarly activities. I
assign a course grade of F when I confront cases of plagiarism or
academic misconduct, and I bring such students before the appropriate
disciplinary body (the processes are set forth in the
Student Handbook).
The minimal penalty for students found guilty of plagiarism through the
process is an F in the course, the provision that the University’s “Forgiveness
Policy” may not be used to expunge that grade, and such students are placed on
Academic Probation for the remainder of their undergraduate careers at FIU (so
that a second such act usually results in expulsion from the University).
Students should be aware that it is not hard for professors
to spot many cases of plagiarism.
In the Fall 2011 semester, for example, I caught and charged two students
plagiarizing, and all it took to catch this was a simple web search!
The University’s policies on Academic Misconduct and Code of Academic
Integrity may be found on the FIU web-site at:
https://ugrad.fiu.edu/academic_misconduct/Pages/Home.aspx
Contemporary web-based search engines make it easier than
it was ever before to detect such activities, and I routinely filter passages I
am suspicious of through one or more such filters.
9. A Note To Students Taking Multiple Courses With
Professor Hauptli: as you know, I provide detailed comments regarding the
compositional, expository, and the critical elements of your papers.
In order to facilitate my goal of enhancing your ability to provide
balanced exposition and examination of philosophical problems, positions, and
methodologies; in an individual course I review the comments from earlier papers
prior to reading later ones so that I can assess continuing progress and
problems. Since you have already
taken a course (or several courses) from me, I generally review my comments on
your earlier papers from prior semesters prior to reading your first paper for
this course so that I can more carefully assess your continuing progress and
identify any continuing problems.
As you write your papers for this course (and, of course, while you are reading and thinking about the current readings, lectures, and discussions), I encourage you to endeavor to integrate the knowledge you have acquired in your other philosophy courses (both those taken with me, and those taken with my colleagues), and from the other courses you have taken outside the Department with the material you are currently studying. Part of what is involved in developing a critical perspective is the ability to integrate and inter-relate materials from a variety of sources, disciplines, and areas. In class (and outside of class) I am happy to attempt to answer questions which are related to such integrative attempts, and I am willing to seriously consider paper proposals which attempt this activity in lieu of one of the assigned topics in this course.
Office Hours:
Mondays and Fridays, 2:30-4:00,
and by appointment.
Office: DM 341D
Mail Box Location: DM 340A (the
room is open 9:00-5:00).
Phone/Voice Mail: 305-348-3350
E-Mail:
hauptli@fiu.edu
I check both voice and E-Mail
regularly, and I return my calls.
Suggested
Supplementary Readings:
J.W. Bender, ed.,
The
Marjorie Clay and Keith Lehrer, eds.,
Knowledge and Skepticism (Bolder:
Westview, 1989). On reserve in the
Library: BD161 K59 1989. See
especially Barry Stroud’s “Understanding Knowledge in General” which critiques
externalism.
D.H. Mellor, ed.,
Prospects for Pragmatism (Cambridge: Cambridge U.P., 1980).
On reserve in the Library: B1649 R254 P76.
George Pappas and Marshall Swain, eds.,
Essays on Knowledge and Justification
(Ithaca: Cornell Univ. Press, 1978).
On reserve in the Library: BD161 E7.
Numerous helpful essays (especially Swain’s “Knowledge, Causality, and
Justification” which critiques Goldman’s “A Causal Theory of Knowing;” and
Turner’s “Why Scepticism” which is a critique of Lehrer’s defense of skepticism.
Jonathan Dancy and Ernest Sosa, eds.,
A Companion to Epistemology (Oxford:
Oxford U.P., 1992). On reserve in
the Library: BD161 C637 1992.
Numerous helpful entries (also available in the Bookstore).
Peter French, ed.,
Studies in Epistemology (Minneapolis: Univ of Minnesota, 1980).
On reserve in the Library: BD161 S717.
Cf., especially A.I. Goldman’s
“The Internalist Conception of Justification.”
File revised on 12/02/2013.