I shall endeavor to post more regularly now, but I make no promises as I will be at the House of Really Slow Satellite Internet Connection until January 10th. After that, regular posting shall commence. So, it has been a pretty slow news day and I haven’t quite finished Smith’s The Moral Problem so my philosophical posting will have to hold off until I am done with that. What to do….I know, I’ll evaluate my classes.
Semantics: An interesting class as I had no real experience with philosophy of language. It struck me as more as a kind of intellectual puzzle: a fascinating puzzle to spend one’s time on but not really all that important. Part of this feeling is, I think, an artifact of the class’s structure where we basically go through a bunch of deflationist accounts of the truth predicates. And since deflationists find the truth predicate comparatively unimportant, I can’t help but sometimes think “what’s the point?” Still, I really enjoyed the class, but I would have liked to have seen greater diversity of opinion. We were constantly hearing “Well most philosophers believe or do something else…” but we weren’t really taught what that meant in any great detail. Basically, we were told that Quine and Davidson rejected substantive theories of meaning as being hopelessly confused and unclear. We were then told that many, if not most, of the philosophers working on this stuff today worked on theories of meaning, but we weren't really introduced to anyone's work on the subject.
19th Century Philosophy: This class was pretty uneven. I enjoyed Kierkegaard for his craziness, and Mill and Marx are always worth reading. Still, I found most of the class frustrating. Professor Schacht’s "Hegel" is weird because what he says often plausible but it doesn’t sound like Hegel. Professor Schacht wants to remove the metaphysical element from Hegel entirely and turn him into a naturalist that is less skeptical about human beings than Nietzsche. While this is undoubtedly closer to a true account of reality, it isn’t Hegel and it makes Feuerbach’s and Marx’s criticisms seem really strange and overdrawn. The other discovery in the class was the sheer delight of reading Nietzsche. I just wish he was right, then he’d have the whole package. Ultimately, I did not find continental 19th century philosophy particularly useful, especially when compared to early modern philosophers like Kant and Hume though I would like to study more Nietzsche.
Ethics Seminar: This class was closest to my area of interest, but I found it oddly unsatisfying. Part of it is that Professor Moore’s unapologetically realist/intuitionist/naturalistic approach to ethics is very different from my own. On the one hand, Professor Moore is very sharp and knowledgeable, so listening to him is instructive and it is probably helpful for when I do interviews far down the road. On the other hand, you get the feeling that the responses are automatic, like the opening moves in a chess game between grandmasters. He has gone over this territory so often, and his positions are his positions, that he likes to reduce your objection to a previous one has heard and dealt with. Which is good if that was your objection but bad if it isn't.
All in all, I found that my classes suffered from a common ailment. They all focused overmuch on the specific research interests of the professor teaching them. This is, I suppose, to be expected and it isn’t too serious a criticism, but all the professors who taught the courses might have benefited from a wider discussion of opposing viewpoints. Something to keep in mind when I design my own course.
Intro to Ethics: TAing for this course was fun. And it was good to read some of the canonical ethics texts that I hadn’t before. My students were reasonably well engaged and we had some good discussions, but I think I could have improved when it came to commenting on papers. Further, the class may have benefited by switching practical issues and theory (with theory coming second instead of first) because then the students would see why we engage in theoretical discussions in the first place. One of the things they always emphasized in teacher school was you had to properly motivate what you were teaching for those who were being taught. I think that college is often light on that as people tend to say, "Well, you are in this class, of course you see why what I put on the syllabus is important." It doesn't work like that.
My Schedule for next semester (Spring 2006):
- Recent Developments in Ethics
- Philosophy of Law and the State (Also grader)
- Seminar: Plato’s Metaphysics
Auditing or sitting in:
- Philosophy of Art
- Seminar: Semantics
Looks good. Classes only on Tuesday and Thursday. Looks even better.
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