h. bacon teaching statement€¦ · as a framework for my pedagogical practice. at the beginning of...

Teaching Statement

Hannah Bacon

I teach philosophy because it provides the necessary scaffolding for the transformation of self and society through critique. A philosophical education provides a framework to question our positions, to reconceive what is meaningful, and, most importantly, to change the way we think and see the world. For these reasons, a philosophical education is of vital importance. Through pedagogy, I invigorate students to embrace the difficult task of critical thinking.

Philosophy is often maligned as an esoteric or useless discipline. The majority of my students do not enroll in my courses for the pure pursuit of knowledge, but because it fulfills a distribution requirement. What they don’t realize is that philosophy is a deepening of modes of inquiry that they are already employing. I reinforce my students’ nascent philosophical tendencies and capacities by enacting three pedagogical principles. Everyone is hard-wired to think philosophically. As an educator, I find it important to demystify philosophy by facilitating students’ recognition of the myriad of ways that they are already thinking philosophically. I then provide the tools and frameworks to develop their philosophical approach. In my students, I see the person that I was when I was first introduced to philosophy: torn between the exhilaration of the new ideas and questioning whether I could succeed in such a rigorous field. Because many of my students are intimidated by abstract thinking, I often begin a course by pairing narrative texts—a style that is more familiar—with philosophical texts such as having them read Sophocles’ Antigone alongside Plato’s Apology. These texts are excellent barometers for me to assess what philosophical strengths and weaknesses each student bring to the classroom. I have them identify concepts and motifs that were present in both, and then use those abstract ideas to locate relevancies in contemporary political life. By beginning with rich but less intimidating texts, students can relate philosophical concepts and terms to other texts and view philosophy as a tool as well as a discursive field. I also tailor my syllabus to the class. Students need to recognize themselves not just in the works they read but in the authors themselves. I am diligent in ensuring that the authors on my syllabus are as diverse as the classrooms in which I teach.

Learning philosophy is akin to learning a language. I draw on the stages of language development as a framework for my pedagogical practice. At the beginning of courses, I spend a significant amount of time practicing close-reading, explaining new philosophical terms, breaking up difficult passages, and translating philosophical arguments in their own words. I assign mini-writing exercises, journaling, and in-class group assignments. By having students explain passages and ideas in their own words and to each other I can more accurately assess their level of comprehension. Fluency is being able to articulate concepts in one’s own idioms. I have successfully adapted this method to online teaching through blog posts and student-led discussions, and in larger classes through group work. This pointed emphasis on having students do the hard work of explicating passages prevents students from merely regurgitating the lectures without demonstrating a deeper understanding in their papers. I solicit feedback on an ongoing basis to see which concepts or aspects of a text are still unclear so that I can address these before major assignments are due. Students learn best when they consider themselves stakeholders in a diverse classroom community. This means that students can and should profoundly disagree, but they must do so respectfully. I apply this pedagogical principle by balancing my lectures with small discussions, assigning students to work together in and outside of the classroom, and having students do staged feedback on each others work. This creates an environment where students can learn from each other but also gain confidence in their capacities as knowers and teachers. One semester I asked

students to take their most successful work and turn it into a journal article for a class journal. I had them read each other’s work and discuss it. At the end of the term, they each got a copy of this journal that contained their fellow students’ art, ideas, and writing.

In one of my end of term discussions, a student said, "This class made me think about things I never thought about before, and now I can't stop.” Other students nodded in agreement. Just because philosophical thought is a fruitful process does not mean it is easy. Philosophy helps us to dwell in the sometimes uncomfortable and hard task of reflection. To be open to this level of engagement the classroom dynamic must be comfortable enough to pursue uncomfortable ideas. Philosophy summons us to think further together than we can individually. I teach to challenge students to reach their philosophical potential, to challenge themselves and each other, and most importantly to pursue critical lines of thought that can be at once meaningful and transformative.

Evidence of Teaching Effectiveness Hannah Bacon

My Teaching Ratings Versus the University

*Although I have also taught three online courses the data is too scant to be statistically significant (between 2 and 4 students filled out evaluations per each online course). Instructor of Record at Stony Brook University

2018 Politics and Society: Online

2018 Writing & Rhetoric: Intermediate Writing Workshop: Lecture

2017 Philosophy and Literature in a Social Context: Lecture


2017 Concepts of the Person: Lecture

2016 Concepts of the Person: Lecture


Teaching Assistant at Stony Brook University

2016 Politics and Society

2015 Logical and Critical Reasoning

2015 Introduction to Modern Philosophy 17th and 18th Century

2014 Early Modern Philosophy

Teaching Assistant at Earlham College

2007 Existentialism

3.8

4

4.2

4.4

4.6

4.8

5

Overall EffectiveTeaching

InstructorExpectations

Category4

2018University2017Fall2017Spring2016

10/18/2019 - Campus Labs

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PHI 100 (04-END): CONCEPTS OF THE PERSONFall 2016 | Hannah Bacon

32 |

17 |

53.13% |

Students Enrolled

Students Responded

Response Rate

Quantitative A B C D F MSDDNAN

Overall Grade 52.94% (9) 47.06% (8) 0% (0) 0% (0) 0% (0) 4.530.5017

StronglyAgree

Agree Neutral Disagree StronglyDisagree

MSDDNAN

The instructor was e�ective in teachingthe subject matter.

64.71% (11) 35.29% (6) 0% (0) 0% (0) 0% (0) 4.650.48017

StronglyAgree


MSDDNAN

Instructor Expectations 70.59% (12) 23.53% (4) 5.88% (1) 0% (0) 0% (0) 4.650.59017

Agree Grading didnot matchthe syllabus

There wasno syllabus

I did notread thesyllabus

I don't know MSDDNAN

Grading Matched Syllabus 100% (17) 0% (0) 0% (0) 0% (0) 0% (0) --017

Agree Disagree I did notread the re-quiredmaterials

No text,readings orresourceswererequired

MSDDNAN

Text/Resources Valuable 94.12% (16) 5.88% (1) 0% (0) 0% (0) --017

Agree Su�cientlyused but notworth thecost

Not su�-ciently used

No costrequired

I did notread the re-quiredmaterials

MSDDNAN

Text/Resources Worth Cost 52.94% (9) 0% (0) 17.65% (3) 29.41% (5) 0% (0) --017

SBCrequirement

MajorRequirement

MinorRequirement

Upper-Divi-sion Credit

PersonalInterest

Other(pleasespecify)

MSDDNAN

Reason for Taking Course 43.75% (7) 31.25% (5) 0% (0) 0% (0) 18.75% (3) 6.25% (1) --0

16

O�ce Hours Before or Af-ter Class

Email Telephone I Never Con-tacted theInstructor


MSDDNAN

Best Way to Contact Instructor 24.24% (8) 30.3% (10) 45.45% (15) 0% (0) 0% (0) 0% (0) --0

33

0-3 Hours 4-6 Hours 7-9 Hours 10+ Hours MSDDNAN

Hours Spent Studying 37.5% (6) 56.25% (9) 6.25% (1) 0% (0) --016

A B C D F P SU I Don't Know MSDDNAN

Anticipated Grade 62.5% (10) 31.25% (5) 0% (0) 0% (0) 0% (0) 0% (0) 0% (0)

0% (0) 6.25% (1) --016

Always Most of thetime

About halfthe time

Beforeexams

Veryinfrequently

MSDDNAN

Attendance 81.25% (13) 18.75% (3) 0% (0) 0% (0) 0% (0) --016

Qualitative


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What is your reason for taking this course? - Other (please specify)

Other (please specify) SBC Requirement

What, if anything, did you �nd most valuable about this course? -

Teacher was willing to work with students in case of setbacks, such as joining mid-semester and helping formulate an alternate essay question.Learn many interesting thoughts.the discussions that everyone got intoVery thought-provoking. Good professor. She knows her stu� and the class runs smoothly with room for �exibility on her part, which was always nice.EverythingBeing forced to think about the world outside of my own experiences.The readings and topics were really eye-opening and made me a better critical thinker, I think. Really enjoyed this course. Hannah Bacon is really good at teach-ing and being interesting. You can tell that she loves what she does and likes to interact with her students.Everything we learned was so interesting and it all came together perfectly. All the readings connected to all the ideas we shared and it was just very well struc-tured. I loved the discussions too because they opened up di�erent opinions among our classmates which was very interesting. Overall a great class!

In what ways, if any, could the course be improved? -

Not much. Maybe with the very very few quizzes we had, sometimes I felt that the reading was hard to understand until we picked it apart as a class so I didn'tdo that well on one or two because I was confused. But really that was so minor and the class was great!More productive discussions would've made the course much more interesting. And I think more time spent on certain topics to really �esh them out would'vebeen nice. I think we went from topic to topic too quickly.I would have liked to spend more time talking about oppression and privilegeNo suggestionsSome of the text selections were a bit repetitive.It was a good course. No improvement needed.the professor did a wonderful job improving her class along the way by asking for evaluations, and i think that is the best way to continue improving the classAll the readings except for one were printouts, I don't understand why we had to buy a book for a single short story instead of a printout of that one as well.


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PHI 100 (02-END): CONCEPTS OF THE PERSONSpring 2017 | Hannah Bacon

26 |

16 |

61.54% |

Students Enrolled

Students Responded

Response Rate


Overall Grade 87.5% (14) 12.5% (2) 0% (0) 0% (0) 0% (0) 4.880.33016

StronglyAgree


MSDDNAN


56.25% (9) 43.75% (7) 0% (0) 0% (0) 0% (0) 4.560.5016

StronglyAgree


MSDDNAN

Instructor Expectations 62.5% (10) 31.25% (5) 6.25% (1) 0% (0) 0% (0) 4.560.61016








MSDDNAN

Text/Resources Valuable 100% (16) 0% (0) 0% (0) 0% (0) --016



No costrequired


MSDDNAN

Text/Resources Worth Cost 43.75% (7) 6.25% (1) 0% (0) 50% (8) 0% (0) --016

SBCrequirement

MajorRequirement

MinorRequirement


PersonalInterest


MSDDNAN

Reason for Taking Course 50% (8) 31.25% (5) 0% (0) 0% (0) 6.25% (1) 12.5% (2) --0

16




MSDDNAN

Best Way to Contact Instructor 25.81% (8) 25.81% (8) 45.16% (14) 3.23% (1) 0% (0) 0% (0) --0

31


Hours Spent Studying 31.25% (5) 56.25% (9) 12.5% (2) 0% (0) --016



0% (0) 12.5% (2) --016


About halfthe time

Beforeexams

Veryinfrequently

MSDDNAN

Attendance 68.75% (11) 31.25% (5) 0% (0) 0% (0) 0% (0) --016

Qualitative


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What is your reason for taking this course? - Other (please specify)

Other (please specify) SBCOther (please specify) Credit Placeholder


Learning about di�erent philosophy's was extremely eye opening and interestingThe professor's passion about what she was teaching.Professor was knowledgeable about the topics in the course and allowed for interesting group discussions.In class discussions are very interesting. I walked into philosophy not knowing what to expect, but in the end I was satis�ed with the class.Professor Bacon's explanation of the complex readings was really helpful, without her discussions, whether it be circle discussions between the class or smallergroup discussions.It's very interesting, and she's passionate about the subject. I've learned more in this class than any of others this semester. Lots of info to think about.This course gives a person perspective about who they are and also makes them able to ask questions about how we view things and how that a�ects us.The readings were a bit di�cult to grasp at �rst so the group discussions were very e�ective in breaking down the material. I learned about human behavior andstarted to ask my own questions.The class discussion professor Bacon had us engage in. It mad eit easier to gain an overall knowledge of the readings.Some of the less dense readings are actually quite interesting and if you actually read the material the class discussion are very eye opening. She likes groupwork a lot and she gives opportunities for paper rewrites if you didn't do as well as you'd hoped.How it opened my mind. Such a great and fun class.My most interesting course this semester that really opened up my thinking. Exposed me to new ideas and new thoughts which pushes me to overall think morefreely and question the reality and ideals that have been set as correct or fact in our society.


I believe Hannah Bacon does a great job at teaching the material, connecting with students and getting the students to connect with each other.I thought it was taught great, enjoyed it A LOT.I wish the grades were more divided up among class participation and group work and not just the papers.N/Aeverything is �neI feel like she expects too much for a 100 level class.Perhaps the readings could be shorter, or we could spend more days in class going over certain readings/philosophers.there were too many readings for a 100 level class. sometimes, it would be di�cult to cover a 40 page reading in one class time. Professor should divide read-ings up so students are able to catch up with the readings.Less reading or more time to read and discuss certain philosophers


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PHI 109 (01-END): PHIL AND LIT IN SOCIAL CONTEXTFall 2017 | Hannah Bacon

18 |

10 |

55.56% |

Students Enrolled

Students Responded

Response Rate


Overall Grade 90% (9) 10% (1) 0% (0) 0% (0) 0% (0) 4.90.3010

StronglyAgree


MSDDNAN


90% (9) 10% (1) 0% (0) 0% (0) 0% (0) 4.90.3010

StronglyAgree


MSDDNAN

Instructor Expectations 90% (9) 10% (1) 0% (0) 0% (0) 0% (0) 4.90.3010








MSDDNAN

Text/Resources Valuable 100% (10) 0% (0) 0% (0) 0% (0) --010



No costrequired


MSDDNAN

Text/Resources Worth Cost 70% (7) 10% (1) 0% (0) 20% (2) 0% (0) --010

SBCrequirement

MajorRequirement

MinorRequirement


PersonalInterest


MSDDNAN

Reason for Taking Course 44.44% (4) 44.44% (4) 0% (0) 0% (0) 11.11% (1) 0% (0) --0

9




MSDDNAN

Best Way to Contact Instructor 28.57% (4) 14.29% (2) 57.14% (8) 0% (0) 0% (0) 0% (0) --0

14


Hours Spent Studying 66.67% (6) 33.33% (3) 0% (0) 0% (0) --09



0% (0) 11.11% (1) --09


About halfthe time

Beforeexams

Veryinfrequently

MSDDNAN

Attendance 77.78% (7) 22.22% (2) 0% (0) 0% (0) 0% (0) --09


https://stonybrook.campuslabs.com/faculty/FacultyReports/PrintableReports?courseSectionId=efa573e6-9398-e711-80c2-0004ffa07762&termId=de822e21-bd52-e71… 2/2

A great deal A lot A moderate

amount

A little Nothing I don't know MSDDNA

N

How much did you learn from this

course?55.56% (5) 33.33% (3) 11.11% (1) 0% (0) 0% (0) 0% (0) 4.440.680

9

Extremely

well

Very well Moderately

well

Slightly well Not well at

all

I don't know MSDDNA

N

How well did you achieve the learning

goal(s) in this course?44.44% (4) 44.44% (4) 11.11% (1) 0% (0) 0% (0) 0% (0) 4.330.670

9

Qualitative


Di�erent philosophies and thought-provoking readings

The course isnt only interesting but the texts read also apply to real life. It makes you think of the readings and how they regard to your personal life

Getting to know the connection between philosophy and literature in a deeper sense than what is obvious,

Coming into this class, I had never learned philosophy prior and did not really care about philosophy, but coming out of the class I learned a great deal and have

a new found interest in philosophy

Very philosophical, there were no exams just essays that counted as our midterm and �nal.

The curriculum in general is valuable.

the lessons learned about theory, and literature GREAT PROFESSOR


Participate in discussions because that will help your essays.

course is perfect

I think the class is good the way it is.

Readings could be simpler. Some pieces of literature were hard to understand, and consequently the philosophical principles in them went over our heads.

PHI 105.01 1

Course Bulletin Description: Politics & Society (II): An historical introduction to philosophy through an analysis of political theories, theories of action, and styles of political life. Main themes include the relation of the individual to the state, the scope of social responsibility, and the nature of human freedom. Detailed Course Description: This course is a critical introduction to political philosophy. Our basic theme is the relationship between the individual, the state and society, and how this is understood during three major historical phases in the Western tradition, namely, the ancient (Sophocles, Plato), modern (Hobbes, Rousseau) and contemporary periods (Young, hooks, Held, Mills, Davis). We will be considering questions such as: ‘What duties or obligations does the individual owe to society?’, ‘What power(s) can society legitimately exercise in enforcing them?’, ‘How much and what kind of rights and freedoms do individuals have?’. Course Learning Objectives: This course aims to introduce and develop the basic intellectual tools of the philosophical discipline: close reading, analytical writing and critical discussion. Course materials will present a variety of philosophical perspectives on the relationship between the individual, the state and society. By the end of the course, students should have a broad understanding of different approaches to this issue found in the ancient, modern and contemporary contexts. Course Prerequisites: This course has no previous prerequisites. Degree Requirements: SBC: HUM: Critical Analysis and Methods of the Humanities, CER: Practical and Respect Critical & Ethical Reasoning; DEC: G. Office Hours & Communication: Email is fastest and easiest way to reach me. However, please consult the syllabus before directing any questions about course administration or policies to me. I will not answer a question if the answer is on the syllabus. I encourage students to add me on Skype and contact me during the office hours stated above. If you need to talk with me outside of that time period, please email me and we can set up an appointment. Required Texts: All readings will be posted on blackboard as PDF files under ‘Documents’. You need to do the reading watch/listen to the blackboard lectures and presentations. Technically I cannot know if you do this but it will be pretty apparent if you do not. Technical Requirements: Most aspects of the course simply require a computer and an internet connection sufficient for the use of blackboard. It is recommended that students are equipped to use Skype or a chat function on gmail in order to contact the course instructor if needed. Assistance with blackboard can be found at this link: http://it.stonybrook.edu/services/blackboard/blackboard-students. Alternatively, students can always contact the Open SUNY Help Desk at 1-800-875-6269 or [email protected].

Assignment Policy: Late assignments are subject to a 5% deduction per day. Extensions will not be granted except in cases of exceptional personal circumstances or illnesses documented by a doctor’s note or equivalent. All assignments are due by 11:59pm on the date specified.

PHI 105.01 ONLINE Summer 2017: Politics & Society Instructor: Hannah Bacon

Email: [email protected]

Skype or Chat availability on request (hannahrbacon)

PHI 105.01 2 Grade Scale: A (93-100%), A- (90-92%), B+ (87-89%), B (83-86%), B- (80-82%), C+ (77-79%), C (73-76%), C- (70-72%), D+ (67-69%), D (63-66%), D- (60-62%), F (>60%) Student “Netiquette”: Students are required to interact with one another and with the instructor through blackboard. All internet interaction should be respectful and conducive to the learning of all students. No racist, sexist, homophobic or otherwise discriminatory comments will be tolerated. If you post something offensive in the discussions you will be a) called out for it and b) given a zero. Pacing: As a 3.0 credit course, this online class is suppose to replicate an in-person undergraduate course, which typically involves roughly 37 hours of class over a fifteen week period. We therefore are tasked with covering about two weeks worth of material each week. This is difficult and condensed but not impossible. Students are strongly advised to stick very closely to the schedule below in order to not fall behind. Regular participation and attention to the requirements and expectations of the course will be needed to succeed. Stony Brook University Policy on Plagiarism: Intellectual honesty is a cornerstone of all academic and scholarly work. Therefore, the faculty view any form of academic dishonesty as a very serious matter. The AJC and CEAS-CASA are responsible for the establishment of general guidelines for dealing with academic dishonesty in the colleges and for the consideration of individual complaints as outlined below. Further information regarding functions of the committees is available from the Office of Undergraduate Academic Affairs in the College of Arts and Sciences and the Undergraduate Student Office in the College of Engineering and Applied Sciences. • Definition: Academic dishonesty includes any act that is designed to obtain fraudulently, either for oneself

or for someone else, academic credit, grades, or other recognition that is not properly earned or that adversely affects another's grade. The following represents examples of this and does not constitute an exhaustive list:

o Cheating on exams or assignments by the use of books, electronic devices, notes, or other aids when these are not permitted, or by copying from another student.

o Collusion: two or more students helping one another on an exam or assignment when it is not permitted.

o Ringers: taking an exam for someone else, or permitting someone else to take one's exam. o Submitting the same paper in more than one course without permission of the instructors. o Plagiarizing: copying someone else's writing or paraphrasing it too closely, even if it constitutes only

some of your written assignment, without proper citation, even instructor notes & presentation slides.

o Falsifying documents or records related to credit, grades, status (e.g., adds and drops, P/NC grading, transcripts), or other academic matters.

o Altering an exam or paper after it has been graded in order to request a grade change. o Stealing, concealing, destroying, or inappropriately modifying classroom or other instructional

material, such as posted exams, library materials, laboratory supplies, or computer programs. o Preventing relevant material from being subjected to academic evaluation. o Presenting fabricated excuses for missed assignments or tests. o Unauthorized clicker use: using someone else's clicker, falsifying attendance roster, signing in for

someone.

Disability Services Statement: If you have a physical, psychological, medical or learning disability that may impact your course work, please contact Disability Support Services, 128 ECC Building (631) 632-6748. They will determine with you what accommodations are necessary and appropriate. All information and documentation is confidential.

PHI 105.01 3

Evaluation: Student grades will be broken down in the following manner:

Quizzes Six short, timed (roughly 5 min.) multiple choice quizzes administered on blackboard. Discussion Students are required to generate thoughtful discussions of the course material through the ‘Discussion’ function on blackboard. Students will be assigned to one of two groups and on assigned weeks respond to one another. Each member of the group leading discussion must give a brief (a paragraph) summary of an argument presented in the text and pose at least one question to the responding group, the leading group must also respond to the responding group. The responding group must respond to at least two of the questions. Respond to questions without responses before responding to a question that already has a response. All posts are due at 11:59pm on the date specified on the syllabus. Responses to the response are due 11:59pm on the Monday following the discussion. Late posts will be penalized.

• Leading and responding to discussions is the minimum level of participation required for the course.

• From your response/ leading I need to be able to tell that you read the text (not the Spark Notes or Cliff notes or Antigone for dummies) and thought about it. It is a good idea to read what you wrote and ask yourself, could someone who did not read or only skimmed could have made this same argument. If so try and go deeper.

Reading Responses: a short paragraph in response to a question I pose. I may post some of these responses to the rest of the group. Please indicate if you are uncomfortable with either me posting it, or if me posting it with your name attached. Essays 3 short essays (750-1,000 words). These will be in response to a prompt. Essays will go through the SafeAssign anti-plagiarism technology. Grading Breakdown Quizzes: 10% calculated as an average Discussion: 30% calculated as an average Reading Responses 20% calculated as an average Essays 40%: Each Essay is worth 20% your lowest essay grade will be dropped. This means technically you only have to write two out of the three essays.

PHI 105.01 4

Course Schedule (subject to revision)

• Note: Please have the reading finished at least by the end of the day on which it is assigned. • For each reading, I will upload either a video or audio file to blackboard, as well as a PowerPoint, under

‘Lectures’. • All assignments must be completed by 11:59pm on the date specified below

• Unit Monday Tuesday Wednesday Thursday Friday

Ancient 1 7/10

Please introduce

yourself on the

discussion section of

Blackboard

7/11

Sophocles:

Antigone

pp. 138-161

7/12

Quiz 1

7/13

Sophocles:

Antigone

pp. 161-188

7/14

1st Reading

Response

Ancient 2 7/17

Plato: Apology

7/18

Quiz 2

7/19

Plato: Crito

1st Discussion

Leading: A

7/20

Responding: B

7/21

Essay writing tips!

Modern 1 7/24

Essay 1 Due

Hobbes: Leviathan,

Ch. 13, 14 §§1-11

7/25

Quiz 3

7/26

Hobbes: Leviathan,

Ch. 17, 18

7/27

2nd Reading

Response

7/28

PHI 105.01 5

Modern 2 8/31

Rousseau:

Discourse on

Inequality

pp. 33-60, p. 106

8/1

Quiz 4

8/2

Rousseau:

Discourse on

Inequality

pp. 60-81

8/3

2nd Discussion

Leading B

8/4

Responding A

Essay 2 due 11:59

on 8/6

Contemporary

1

8/7

I. M. Young: “Five

Faces of Oppression”

A. Davis:

“Race, Class &

Gender”

8/8

Quiz 5

8/9

Mills:

Racial Contract

pp. 1-7, 19-23, 120-

133

8/10

3rd Reading

Response 3rd

Discussion

Leading: A

8/11

Responding B

Contemporary

2

8/14

Davis:

Are Prisons

Obsolete?

pp. 9-39

8/15

Quiz 6

4th Discussion

Leading B

8/16

Responding A

8/17

8/18

Final Paper due

1

Spring 2017

PHI 100.02 Concepts of a Person Meeting on M W 5:30-6:50 Room: Chemistry 128

“The purpose of art is to lay bare the questions that have been hidden by the answers.”--James Baldwin,

Course Instructor: Hannah Bacon Email: [email protected]

Office Hours: Mondays 2:30-5:30 (or by appointment on Wednesday) at 147 Harriman Hall. Please email or confirm appointment ahead of time if possible.

I. Course Description: An historical introduction to philosophy through readings and discussion on topics

such as human identity, human understanding, and human values.

This class will examine the historical ways in which philosophy posed and responded to the question of what is a person? The course will examine canonical texts and philosophers from three different philosophical periods (ancient, the existentialism that emerged in the 20th Century, and contemporary thought). Overarching themes and recurrent motifs include: The capacity of society and political structures to shape identity through recognition or marginalization, the role of concepts of the person in ideas concerning morality and ethics and the relationships and responsibilities to others as conditioning who we are, the interrelation of collective and individual identities. Are there such things as good humans and bad humans and what grounds this distinction? What decides whose personhood is recognized and how should those who are marginalized or excluded from ‘personhood’ be treated? Can one ‘authentically’ be or know themselves? How is the conceptual question of personhood yoked to our self-understanding, to our historical situated-ness, to our ideas of what it means to live and think as human beings? What is the correspondence of the question of what a person is to what a person should be? Has the concept or concepts of a person changed and why?

II. Course Aims:

1. To encourage philosophical enjoyment, discussion, and curiosity. 2. To think deeply about the concepts of personhood that already inform our lived experience of the world we share and our operating frameworks. 3. As this is an introductory course, our aim is to build the scaffolding of philosophical practices of thinking, writing, and meaningful dialogue. 4. To acquire the critical skills of assessment, reconstruction of an argument, exegesis, critique, articulation, and use of a philosophical vocabulary, etc. 5. By the completion of the course, students will possess a firm grasp on several philosophical frameworks and be able to interrogate these in relation to each other.

2

III. Course Requirements and Evaluation

1. Written in-class assignments and homework (10%) This encompasses in class work such as writing assignments, quizzes, close readings, short homework assignments, question sheets, and short written reflections done in the class. The aim of these assignments is to encourage deep engagements with the text. 2. Text Responses (10%) In this class you will be responsible for giving a two page (double-spaced) written summation of the reading assigned for the day. You must email me your written response by 11 pm the night before class and bring a printed copy to class. The 1st Paragraph: will be a brief summary of the author’s thesis, and their argument (if you write on Antigone or The Metamorphosis it will be a summary of the events, themes, and an analysis. 2nd Paragraph: raise any questions you had, define any terms or concepts that were new or unclear. What does the author’s argument imply and what must be true for it to be true? Write one potential question or activity that could clarify a central theme or question. 3rd Paragraph: Frame this text either within the overall motifs or questions of the course or give an example of its current relevance. From your response, I need to be able to tell that you have read and thought about the text. You will lose 2% if your response is late and an additional 2% for each additional late day. You must print out your contributions before class. 2. Participation (20%) It is of the utmost importance that you do the reading for each class. Skipping the reading will result in a zero for participation for that day. For this class being a warm body in the room is not enough. You will also need to participate in class discussion as active listeners and contributors. This includes participation in group projects and activities rooted in cultivating a philosophical vocabulary, an understanding of complex concepts, as well as practicing philosophical critique and empathy. If you are intimidated by the idea of talking in class we can meet during office hours or correspond over email to ensure other ways for you to earn your participation grade 3. Papers/Final (20% each) You will have two ‘papers’ (each 3-7 pages) and a final take-home exam/project.

Included in each paper is 5% of your grade for paper preparation assignments: There will be a series of preparatory assignments designed to facilitate you working up to your papers (including, free-writing, close-reading, and an outline with one section finished.

10% In-class Work/Homework 10% Text Responses

20% Participation 15% ‘Paper 1’ 15% ‘Paper 2’ 10% Paper Prep 20% ‘Final’

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IV. Class Policies: Your registration for this course represents your commitment to attend and to abide by the syllabus.

● Attendance: Students may have up to three absences with no consequences. 3% will be subtracted from the final grade for each subsequent absence. Exceptions will be made on a case-by-case basis for serious and unavoidable reasons i.e. emergencies, serious illnesses etc., with appropriate and timely documentation. If the event is foreseeable, documentation must be provided ahead of time. You must:

A. Be on time. B. Printed out and have the reading with you Complete the assigned reading before class. C. Stay for the duration.

If any of these conditions are not filled you will only receive partial credit for attendance, such that being late two days is the same as being absent for a full class, not having the reading for two days is the same as missing a class. Similarly, you will be held accountable for everything that happens during class time, including changes to the syllabus, in-class participation assignments, etc.

● No electronics (i.e. use of iPads, computers, phones, etc.) are

permitted in class unless otherwise noted. No screens, no texting, no computers, no technology, if the reading was available on Blackboard you must bring a printed copy to class. Silence your cellphone (not vibrate) before class. If you are caught texting, fiddle-faddling with your electronics, or using another device this will be the same as being late and your attendance grade will suffer. The only exception to this policy is if you have and present to me the necessary and sufficient documentation from Disability Support Services (DSS) on campus.

● You will need to do the assigned reading, and print it out before

coming to class. If you haven’t done the reading it will be obvious and you will get only partial credit for participation that day. Some of the reading will be difficult and you may need to read passages more than once. Come to class with key passages marked out and questions on the material that you do not understand. You may be asked to turn in these highlighted passages or reading questions.

● You do not have to agree with the others in the classroom but you do

need to debate with them in a respectful manner. The classroom is a community for collaborative work. Each of us has a responsibility to cultivate this class as a place where everyone can freely participate. You may not agree with all of the ideas presented in class. This is a good thing, and it

4

is important to recognize when your ideas are being challenged. However, you need to respond in an appropriate and respectful manner. If you are disruptive, sleeping, texting, interrupting other students or in any way distracting you may be asked to leave and you will need to speak to me outside of class. Racist, sexist, classist, or homophobic/transphobic comments will not be tolerated. Because you do not know your colleagues’ experiences it is best to not make statements about people’s life experiences that you do not share. You need to be able to back up your assertions with arguments and facts from reliable sources.

● Late work If a paper or homework is turned in late but within 24 hours you

will lose 5%. Each additional day late I will take 5% off. If you have a documented medical emergency or exceptional personal circumstance then we can make arrangements but you must contact me as soon as possible.

● Plagiarized work will result in a zero with no chance to re-write.

I am required to report such incidents to the academic judiciary. V. Grading.

Grade Scale: A (93-100%), A- (90-92%), B+ (87-89%), B (83-86%), B- (80-82%), C+ (77-79%), C (73-76%), C- (70-72%), D+ (67-69%), D (63-66%), D- (60-62%), F (>60%)

CONTESTING/DISCUSSING A GRADE: I only discuss grades in person, never over e-mail. Exceptions to this policy can be made for final grades/exam. I am willing to look back over an assignment, but if I see that I was initially too generous, this will result in a lower grade, rather than a higher one. This is the risk you take in contesting a grade.

VI. Important warnings, stipulations, small print, etc.

Course Aims According to HUM DEC B:

Learning Outcomes for ”Address Problems Using Cri t i ca l Analys is and the Methods o f the Humanit i es” (Stony Brook College category HUM) 1. Understand the major principles and concepts that form the basis of knowledge in the humanities. 2. Understand the theoretical concepts that undergird one or more of the humanities. 3. Develop an awareness of some of the key historical themes of one or more of the humanities. 4. Develop an awareness of the multi- or interdisciplinary nature of issues within the humanities. 5. Develop an awareness of the contexts (historical, social, geographical, moral) in which these issues emerged.

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6. Develop the verbal and written skills to articulate valid arguments on these issues.

Academic Integrity: Each student must pursue his or her academic goals honestly and be personally accountable for all submitted work. Representing another person's work as your own is always wrong. Faculty are required to report any suspected instances of academic dishonesty to the Academic Judiciary. Faculty in the Health Sciences Center (School of Health Technology & Management, Nursing, Social Welfare, Dental Medicine) and School of Medicine are required to follow their school-specific procedures. For more comprehensive information on academic integrity, including categories of academic dishonesty, please refer to the academic judiciary website at http://www.stonybrook.edu/uaa/academicjudiciary/ Critical Incident Management: Stony Brook University expects students to respect the rights, privileges, and property of other people. Faculty are required to report to the Office of Judicial Affairs any disruptive behavior that interrupts their ability to teach, compromises the safety of the learning environment, or inhibits students' ability to learn. Faculty in the HSC Schools and the School of Medicine are required to follow their school-specific procedures. Americans with Disabi l i t i es Act

If you have a physical, psychological, medical, intellectual, or learning disability that may impact your course work, please contact Disability Support Services, ECC (Educational Communications Center) Building, room 128, (631) 632-6748. They will determine with you what accommodations, if any, are necessary and appropriate. All information and documentation are confidential.

* The syllabus and schedule are subject to revision See Separate Reading List and Homework

1

This Schedule like everything in life is subject to change and most likely will. Unit 1: Ancient Monday Wednesday Week 1: 1/23/17 1/25/15 Antigone Introductions In Class: Antigone Part 1

Syllabus Homework read Antigone Homework read Antigone Pages 138-161 161-188

Week 2: 1/30/17 2/1/17 In Class: Antigone II In Class: Apology Antigone/ Homework: Homework: Plato/Socrates Apology Part I Apology II / The Allegory of the Cave

Paper Prompts Distributed Week 3: 2/6/17 2/8/17 Apology In Class: Apology II/Cave Must bring outline to class

Free Write Discuss paper writing Homework: OUTLINE Homework: Sartre Existentialism is a Humanism 31-37

Week 4: 2/13/17 2/15/17 Existentialism What is Existentialism? In Class: Existentialism is a Humanism First Paper due In class: Sartre Existentialism Homework: The Myth of Sisyphus 2/12/17 (Sunday) is a Humanism 11:59 PM Homework: Sartre Existentialism… Sartre-> Camus 37-61

2

Week 5: 2/20/17 2/22/17 Camus-> In Class: The Myth of The Metamorphosis Kafka Sisyphus Chapter 1

Homework: Chapter 1 Essay 2 Questions Distributed The Metamorphosis Homework Chapter 2 Week 6: 2/27/17 3/1/17 Mid-semester Evaluations Kafka The Metamorphosis The Metamorphosis

Chapter 2 Chapter 3 Free Write Homework: Simone de Beauvoir

Homework Chapt. 3 Ethics of Ambiguity

Week 7 3/6/17 3/8/17 Simone de The Ethics of Ambiguity Finish The Ethics of Ambiguity Beauvoir OUTLINE Bring Outline to Class Homework: Nietzsche: The Genealogy of Morals Week 8 No School Spring Break

Week 9 3/20/17 3/22/17 Paper due 3/19/17 Nietzsche Nietzsche 11:59 PM The Genealogy of Morals The Genealogy of Morals cont. Contemporary I: Homework: Arendt Organized Guilt Universal The root of Evil, Responsibilty Guilt, and Punishment

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Week 10 3/27/17 3/29/17

Arendt Samara Esmeir: On Making Dehumanization Possible Homework: Esmeir Homework: Foucault Panopticism Week 11 4/3/17 4/5/17 Foucault Angela Davis Panopticism Are Prisons Obsolete Intro Homework: Angela Davis Homework: Are Prisons Obsolete Chapt. 1 Are Prisons Obsolete Intro Week 12 4/10/17 4/12/17 Are Prisons Obsolete Said Orientalism Homework Said Orientalism Homework: Five Faces of Oppression Week 13 4/17/17 4/19/17 Contemporary II Iris Marion Young Iris Marion Young Race, Class, Gender, Five Faces of Oppression Five Faces of Oppression cont. & Privilege Week 14 4/24/17 4/26/17

Sally Haslanger Sally Haslanger Final Questions Distributed Week 15 5/1/17 5/3/17 Last Week of Classes T.B.A. Last Day Party

1

Fall 2017

Philosophy & Literature PHI 109.01 Meeting on M 2:30-3:50 W 2:30-3:50 Room: Physics 130

“The purpose of art is to lay bare the questions that have been hidden by the answers.”--James

Baldwin, Course Instructor: Hannah Bacon Email: [email protected]

Office Hours: Mondays or Wednesdays 1:20-2:20 by appointment at 144 Harriman Hall.

I. Course Description by DEC: The role of literature and philosophy in understanding and critically assessing personal experience and social life. The links among literary texts, philosophical issues, and political and social commitments are explored. Topics include the relations between language and experience, the role of philosophical thinking through literary texts, and the significance of literary expression in different cultural and historical situations. This course is offered as both CLT 109 and PHI 109.01

II. Course Aims:

1. To encourage philosophical, literary, and critical inquiry, enjoyment, discussion, and curiosity. 2. To explore the philosophical resonances of literature and the literary tendencies within philosophy that enhance, trouble, and further each field. 2. As this is an introductory course, our aim is to build the scaffolding of academic practices of abstract thinking, writing, and meaningful dialogue. 3. To acquire the critical skills of assessment, reconstruction of an argument, exegesis, and the hermeneutics and use of a philosophical and comparative literature vocabulary. 4. By the completion of the course students will possess a firm grasp on several texts, literary tropes, and interpretations and will be able to interrogate these in relation to each other.

III. Course Requirements and Evaluation

1. Written in class work and homework (15%) This encompasses in class work such as writing assignments, quizzes, close readings, short homework assignments, question sheets, and short written reflections done in the class. The aim of these assignments is to encourage a deep engagement with the text. If there is in class work and you miss that class day you will get a zero for that work. If you miss a day in which homework is turned in your can either email it or drop it off at my office by the day it is due. 2. Protocol (15%) In this class you will be responsible for giving a one to two page (single- spaced) write up of the discussion and material of the previous weeks class’s

2

discussion and readings. This will include most importantly a summation but also you should raise any lingering questions you had, define any terms or concepts that were new or unclear, and outline the broader importance or significance of the material. End with at least two questions or themes you would like to keep alive moving forward or that you are not quite clear on. The protocol should not and cannot be a word for word retelling but summate the broad themes of the classes and discussion. When more than one person is assigned to a week’s protocol it is expected that you will collaborate. Missing either the day you are summarizing or the day you are presenting will result in a zero with no opportunity for make-up unless there are unforeseen and overwhelming extenuating circumstances. If you are collaborating you will both receive the same grade unless one person did not contribute at all. You must email your paper to the instructor and class by 10:30 am the day of class. You should print out a copy to read from and bring enough copies so the class and instructor can follow along. 3. Participation (20%) It is of the utmost importance that you do the reading for each class. For this class being a warm body in the room is not enough. You will also need to participate in class discussion as active listeners and contributors. This includes participation in group projects and activities rooted in cultivating a philosophical or literary vocabulary, an understanding of complex concepts, as well as practicing philosophical critique and empathy. If you are clearly checked out or did not do the reading or print it out before class you will get a zero for that day. If you are intimidated by the idea of talking in class we can meet during office hours or correspond over email to ensure other ways for you to earn your participation grade. 4. Papers/Final (20% each) You will have two ‘papers’ (each 4-7 pages) and a final project to produce an ‘article’ to share with the class. There will be a series of preparatory assignments designed to facilitate you working up to these larger projects (including, free writing, close-reading, and an outline with one section finished). 5. The only book not provided on Blackboard will be The Death of Ivan Ilych

ISBN9781933633541 You can order it here: https://www.mhpbooks.com/books/the-death-of-ivan-ilych/

15% In-class Work/Homework

15% Protocol 20% Participation 15% ‘Paper 1’ 15% ‘Paper 2’ 20% ‘Final’ IV. Class Policies:

3

Your registration for this course represents your commitment to attend and to abide by the syllabus.

● Attendance: Students may have up to 3 absences with no consequences. 4% will be subtracted from the final grade for each subsequent absence. Exceptions will be made on a case-by-case basis for serious and unavoidable reasons i.e. emergencies, serious illnesses etc. with appropriate and timely documentation. If the event is foreseeable, documentation must be provided ahead of time. If you are late or obviously unprepared two days this is the same as being absent for a full class. Similarly, you will be held accountable for everything that happens during class time, including changes to the syllabus, in-class participation assignments, etc.

● Absolutely no electronics (i.e. use of I pads, computers, phones, etc.)

are permitted in class unless otherwise stipulated. No screens, no texting, no computers, no technology, if the reading was available on blackboard you must bring a printed copy to class. If this is a problem please speak to me. Silence your cellphone (not vibrate) before class. If you are caught texting, fiddle-faddling with your electronics, or using another device this will be the same as being late and your attendance grade will suffer. The only exception to this policy is if you have and present to me the necessary and sufficient documentation from Disability Support Services (DSS) on campus.

● You will need to do the assigned reading, and print it out before

coming to class. Some of the reading will be difficult and you may need to read passages more than once. Come to class with key passages marked out and questions on the material that you do not understand. You may be asked to turn in these highlighted passages or questions.

● You do not have to agree with the others in the classroom but you do

need to debate with them in a respectful manner. The classroom is a community for collaborative work. Each of us has a responsibility to cultivate this class as a place where everyone can freely participate. You may not agree with all of the ideas presented in class. This is a good thing, and it is important to recognize when your ideas are being challenged. However, you need to respond in an appropriate and respectful manner. If you are disruptive, sleeping, texting, interrupting other students or in anyway distracting you may be asked to leave and you will need to speak to me outside of class. Racist, sexist, classist, overwhelmingly ignorant, or homophobic/transphobic comments will not be tolerated. Because you do not know your colleagues experiences it is best to not make statements about people’s life experiences that you do not share. You need to be able to back up your assertions with arguments and facts from reliable sources.

● Late work If a paper or homework is turned in late but within 24 hours you

will lose 5%. Each additional day late I will take 5% off. If you have a

4

documented medical emergency or exceptional personal circumstance then we can make arrangements but you must contact me as soon as possible. If you knew ahead of time that a deadline would be impossible to meet you should meet with me ahead of time.

● Plagiarized work will result in a zero with no chance to re-write.

I am required to report such incidents to the academic judiciary committee and their punishment can be quite harsh (You can lose funding get an F in the course etc. bottom line don’t do it. It is not worth it.)

V. Grading.

Grade Scale: A (93-100%), A- (90-92%), B+ (88-89%), B (83-87%), B- (80-82%), C+ (78-79%), C (73-77%), C- (70-72%), D+ (68-69%), D (63-66%), D- (60-62%), F (>60%)

CONTESTING/DISCUSSING A GRADE: I only discuss grades in person, never over e-mail. Exceptions to this policy can be made for final grades/exam. I am willing to look back over an assignment, but if I see that I was initially too generous, this will result in a lower grade, rather than a higher one. This is the risk you take in contesting a grade.

VI. Important warnings, stipulations, small print, etc.

Course aims according to HUM DEC B:

Learning Outcomes for ”Address Problems Using Cri t i ca l Analys is and the Methods o f the Humanit i es” (Stony Brook College category HUM) 1. Understand the major principles and concepts that form the basis of knowledge in the humanities. 2. Understand the theoretical concepts that undergird one or more of the humanities. 3. Develop an awareness of some of the key historical themes of one or more of the humanities. 4. Develop an awareness of the multi- or interdisciplinary nature of issues within the humanities. 5. Develop an awareness of the contexts (historical, social, geographical, moral) in which these issues emerged. 6. Develop the verbal and written skills to articulate valid arguments on these issues.

Academic Integrity: Each student must pursue his or her academic goals honestly and be personally accountable for all submitted work. Representing another person's work as your own is always wrong. Faculty are required to report any suspected instances of academic dishonesty to the Academic Judiciary. Faculty in the Health Sciences Center (School of Health Technology & Management, Nursing, Social Welfare, Dental Medicine) and School of Medicine are required to follow their

5

school-specific procedures. For more comprehensive information on academic integrity, including categories of academic dishonesty, please refer to the academic judiciary website at http://www.stonybrook.edu/uaa/academicjudiciary/ Critical Incident Management: Stony Brook University expects students to respect the rights, privileges, and property of other people. Faculty are required to report to the Office of Judicial Affairs any disruptive behavior that interrupts their ability to teach, compromises the safety of the learning environment, or inhibits students' ability to learn. Faculty in the HSC Schools and the School of Medicine are required to follow their school-specific procedures. Americans with Disabi l i t i es Act

If you have a physical, psychological, medical, intellectual, or learning disability that may impact your course work, please contact Disability Support Services, ECC (Educational Communications Center) Building, room 128, (631) 632-6748. They will determine with you what accommodations, if any, are necessary and appropriate. All information and documentation is confidential. The text listed on the day must be read by that day and will be the subject of the discussion of that day.

• The syllabus and schedule are subject to revision •

Reading and Class Schedule Week Monday Wednesday

1What is it exactly that we are doing here?

Mini Unit: Lit, Theory, Philosophy what does it all

mean:

August 28th Introductions

August 30th What is literature

Eagleton 1-14 What is theory? 4-8

and list on 14-15 Jonathan Culler

2

September 4th No Classes Happy

Labor Day

September 6th “What is literature and does it matter?” Jonathan Culler

3: September 12th is the last day to drop add etc

September 11th The Allegory of the Cave Plato Book 7

Online Article Republic

In Class: Aristotle

September 13th Kafka “Penal

Colony” “Before the Law”

4 Monsters/Horror/Cruelty:

September 18th Benjamin, “Some

Reflections on Kafka”

“Franz Kafka A revaluation”

September 20th LeGuin “The Ones

who Walk away from Omelas”

Nietzsche: “Chapter 2 Genealogy of

Morals

“Beware that, when fighting monsters, you

yourself do not become a monster... for when you gaze long into the abyss. The abyss gazes

also into you.” -Nietzsche

6

5

September 25th “The Body of the

Condemned”-Foucault

September 27th “Monstro”-Junot

Diaz HAND OUT TEST

QUESTIONS

October 2nd Foucault: “The

Carceral” Eugene Thacker

October 4th "Apocalyptic Discourse" After the End".

1st paper due October 12th 11:59pm on Blackboard

7 6 Death: “To Study

Philosophy is to learn how to die”-Montaigne

October 9th: The Death of Ivan

Illych -Tolstoy

October 11th The Death of Ivan

Illych- Tolstoy

8

October 16th

“ October 18th

Existentialism and Death” –Walter

Kaufman

9 (Witnessing)

October 23rd Lydia Davis, “Grammar Questions”

Berger “Woven Sir”

October 25th Derrida: The Gift of

Death

Haunting Subjects “ The Return of the Dead” Colin Davis

10

October 30th Barthes: The Death

of the Author

November 1st Camus: The Myth of

Sisyphus

2nd Paper Due Nov. 3rd Friday

5pm

11 Identity & Meaning

November 6 Todd May: “A

Meaningful Life?” In Class: The

Century of the Self”

November 8th “The Alienation of

Modern Man” - Pappenheim

“The Man of The Crowd” -Poe “

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November 13th

“Story-Shaped Selves” Guigon

November 15th “The Origins of National Consciousness” Benedict Anderson

13 November 20th “Notes Towards a

Politics of Location” Adrienne Rich or “Hometactics” Mariana Ortega

November 22nd No Classes

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14 November 27th Audre Lorde: “Age

Race Class Sex” Rankine, “The

Condition of Black Life is one of Mourning”

November 29th FINAL PAPERS Workshop ETC.

Sara Ahmed “Intro to Happiness”

Friday Dec 1st 5pm Finals Due

15 December 4th: “Sara Ahmed “Intro: Happiness” continued

December 6th Last Class

The syllabus is accompanied by a list of the various local resources both on campus and off for students. If you do not need these resources please share them with other students who do. Resource list is also posted online.