American Philosophy and Its Contemporary Relevance

American Philosophy and Its Contemporary Relevance Topics in the History of Philosophy (PHI 556)

Fall Semester 2020, Monday 1-3:40pm

Venue:

Registration: Class#: 24202

Instructors: Barry Smith and Jobst Landgrebe

Prerequisites: Open to all persons with an undergraduate degree and some knowledge of philosophy.

Office hours: By appointment via email at phismith@buffalo.edu

The Course

Course Description:

This course will address three goals:

Course Structure: This is a three credit hour graduate seminar.

The final sessions will be structured around powerpoint presentations by the students in the class. These presentations will be recorded.

Target Audience: The course is open to all interested students with an undergraduate degree and some knowledge of philosophy.

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Themes

Peirce's Ontology and the Metaphysics of Duns Scotus (Boler)

American Pragmatism and Its Reception in Germany: Scheler and Gehlem

The New Realism

E. B. Holt and J. J. Gibson

The Philosophy of Behaviorism

Wittgenstein and Behaviorism

Gibson's Theory of Perception

Roger Barker and the Ontology of Behavior Settings

Peirce's Theory of Dicisigns

Weber, Mead, Parsons: The Origins of Social Science

Talcott Parsons and Systems Theory

The Crisis of Psychology

Ecological Psychology in Context: James Gibson, Roger Barker, and the Legacy of William James's Radical Empiricism

Pragmatism and the Origin of Speech Act Theory

Rorty and the End of American Philosophy

Background Reading

Primary Sources

Dewey, John. (1884). The new psychology. Andover Review, 2, 278-289. [Possibly the first use of the phrase "new psychology."]

Dewey, John. (1894). The ego as cause. Philosophical Review, 3, 337-341.

Dewey, John. (1896) The reflex arc concept in psychology. Psychological Review, 3, 357-370. [The article that defined the modern concept of the reflex.]

Holt, Edwin Bissell (1931) Animal Drive and the Leaning Process. An Essay Toward Radical Empiricism

James, William. (1890). The Principles of Psychology. [Perhaps the most important English-language psychology text in history.]

Mead, George H. (1913). The social self. Journal of Philosophy, Psychology, and Scientific Methods, 10, 374-380. [Major article by the "social behaviorist."]

Skinner, B. F. (1935). Two types of conditioned reflex and a pseudo type. Journal of General Psychology, 12, 66-77. [Major statement of operant behaviorism.]

Skinner, B. F. (1937). Two types of conditioned reflex: A reply to Konorski and Miller. Journal of General Psychology, 16, 272-279. [Reply to major critique of Skinner (1935).]

Watson, John B. (1913). Psychology as the behaviorist views it. Psychological Review, 20, 158-177. [The classic manifesto of behaviorism.]

Introduction to Watson (1913) by Christopher D. Green

Commentary on Watson (1913) by Robert H. Wozniak

Parsons, Talcott. The Social System

Secondary Literature

Hierarchy from the perspective of Peirce

Matthieu Queloz, The Practical Origins of Ideas: Genealogy as Conceptual Reverse-Engineering (open access

Peter Hare, Neglected American Philosophers in the History of Symbolic Interactionism [on Mead's precursors]

E. P. Charles, [researchgate.net/publication/232520180_Seeing_Minds_in_Behavior_Descriptive_Mentalism Seeing Minds in Behavior: Descriptive Mentalism], August 2011, Review of General Psychology 15(3):267-276. Charles' other papers on Holt are listed here.

J. F. Boler, Charles Peirce and Scholastic Realism: A Study of Peirce's Relation to John Duns Scotus

J. F. Boler, Peirce on the Medievals: Realism, Power and Form

Bernard Guerin, Gibson, Skinner and Perceptual Responses, Behavior and Philosophy, Spring/Summer 1990, Vol. 18, Number 1

Harry Heft, Ecological Psychology in Context : James Gibson, Roger Barker, and the Legacy of William James's Radical Empiricism

Jorge Castro and Enrique Lafuente, “All You Need is Holt”—Is the Socio-cultural Phenomenon a Problem for a Neorealist Ecological Psychology?

Willem J. M. Levelt, Speech Acts and Functions, ch. 9 of [[A History of Psycholinguistics: The Pre-Chomskyan Era, Oxford University Press, 2013 [on Bühler and speech act theory]

Repositories

Mead Project Inventory: see especially items by Dewey, E. B. Holt, and Mead himself

Peirce resources

Munich Schedule of Lectures on Peirce

Student Learning Outcomes

Program Outcomes/Competencies	Instructional Method(s)	Assessment Method(s)
The student will acquire a knowledge of the history of American philosophy, of its influence on the development of psychology and the social sciences, and of its contemporary relevance.	Lectures and class discussions	Review of reading matter and associated online content and participation in class discussions
The student will acquire experience in using the methods employed in intellectual history, especially as applied to philosophical theories and systems	Participation in practical experiments	Review of results
The student will acquire experience in communicating the results of work in the history of philosophy in such a way as to demonstrate their contemporary relevance.	Creation of youtube presentation and of associated documentation	Review of results

How to Write an Essay

Jordan Peterson's Essay Writing Guide

Important Dates

Sep 7	- about now start to discuss by email the content of your essay or essays with Dr Smith
Sep 14	- submit proposed title and abstract
Sep 28	- submit a table of contents and 300 word summary plus draft of associated ppt slides
Oct 15	- submit first draft of essay (~1000 words) and associated powerpoint (~10 slides)
Nov 15	- submit second draft of essay (~2000 words) and associated powerpoint (~10 slides)
Dec7	- class presentation
Dec 11	- submit final version of essay and powerpoint and upload final version of video to youtube

Grading

Grading will be based on two factors:

I: understanding and criticism of the material presented in classes 1-13

All students are required to take an active part in class (and where relevant on-line) discussions throughout the semester.

II: preparation of an essay, and associated powerpoint slides and recorded presentation.

Content and structure of the essay should be discussed with Dr Smith.

Grading Policy: Grading follows standard Graduate School policies. Grades will be weighted according to the following breakdown:

Weighting Assignment

20% - class discussions

15% - youtube video presentation

15% - powerpoint slides

50% - essay

Final Grades

Percentages refer to sum of assignment grades as listed above

Grade Quality Percentage

A	4.0	90.0% -100.00%
A-	3.67	87.0% - 89.9%
B+	3.33	84.0% - 86.9%
B	3.00	80.0% - 83.9%
B-	2.67	77.0% - 79.9%
C+	2.33	74.0% - 76.9%
C	2.00	71.0% - 73.9%
C-	1.67	68.0% - 70.9%
D+	1.33	65.0% - 67.9%
D	1.00	62.0% - 64.9%
F	0	61.9% or below

An interim grade of Incomplete (I) may be assigned if the student has not completed all requirements for the course. An interim grade of 'I' shall not be assigned to a student who did not attend the course. The default grade accompanying an interim grade of 'I' shall be 'U' and will be displayed on the UB record as 'IU.' The default Unsatisfactory (U) grade shall become the permanent course grade of record if the 'IU' is not changed through formal notice by the instructor upon the student's completion of the course.

Assignment of an interim 'IU' is at the discretion of the instructor. A grade of 'IU' can be assigned only if successful completion of unfulfilled course requirements can result in a final grade better than the default 'U' grade. The student should have a passing average in the requirements already completed. The instructor shall provide the student specification, in writing, of the requirements to be fulfilled.

The university’s Graduate Incomplete Policy can be found here.

Related Policies and Services

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Accessibility resources: If you have any disability which requires reasonable accommodations to enable you to participate in this course, please contact the Office of Accessibility Resources in 60 Capen Hall, 645-2608 and also the instructor of this course during the first week of class. The office will provide you with information and review appropriate arrangements for reasonable accommodations, which can be found on the web here.

University suppert services: Students are often unaware of university support services. For example, the Center for Excellence in Writing provides support for written work, and several tutoring centers on campus provide academic success support and resources.

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