PHIL 283: LATIN
AMERICAN PHILOSOPHY
TR 11:10AM-12:25PM HECC 200
Dr. Gregory F. Pappas
Office- Bltn 209d
Office hours-: 12:30--1:30 tth & by appt.
Course Description: This course is an introduction to the philosophical thought and experience of Latin America. It explores the relation between philosophy, identity, culture, and history. The emphasis is on contemporary thought and philosophical issues in relation to the "Latino/Hispanic" experience. We will study philosophical writings of some of the most important contemporary Latin American Philosophers as well as get acquainted with the common historical circumstances that have shaped the Latin American experience.
Evaluation:
30 % Test #1
30 % Test #2
10 % Participation (attendance + in-class and cyberspace discussion)
30 % 4 Critical Reactions (in cyberspace)
Test #1 and #2:
Each test will consist
of an
in-class “find the best match” exercise and 2 or 3 take-home essay questions.
Find the best match
exercise (30% of test grade):
For example:
I.
Find the letter (item) which best matches the numbers 1-22.
(there is only one
right answer per item)
1. Mackie’s “queer
argument”
2. Moral absolutism
(Strong Objectivism)
3. Subjectivism
a. moral principles are universal and cannot be
overridden.
b. moral principles are justified by virtue of
their cultural acceptance.
c. "God loves the good because it is
good".
Take-home essay questions (70% of test grade):
I will give you two or three essay questions at least a week before your essays are due. The fact that I am giving you the opportunity to answer questions at home means that I expect more from you than if you had to write the answer in the classroom. Your answers should impress me with your thoughtfulness and a deep understanding of the philosophical issues read and discussed in class. It is therefore not enough to quote directly from your class notes or from the texts. Philosophy is not about memorizing but about understanding and thinking. Be explicit, clear, and cover all the points that need to be covered to fully answer the questions. Try to use your own words and examples. You want to show me that you have thought about the issues and that you understand the arguments and concepts used in class. We go by the standard 90-100 is A, 80-89 is B, . .. etc. Upon grading test #1 a few samples of the best essays will be on library reserve.
This is a list of comments that you may find in your graded essay:
Good
point–on target! Keep this up! I can’t
understand the meaning of the sentence or phrase. Define what this word or
phrase means. Elaborate. Irrelevant to the point of the paragraph or the
questions I asked you.
Logic
is unclear or impossible. This just does
not follow from your premises. It is not clear what you mean or why you say
this (or just a “?”). True but
tangential to the question that was asked. The organization of your ideas could
be better. How do you get from the idea in the former sentence (or phrase) to
that of the latter? What is their relationship? The transition is unclear.
Repetition: you have already said this; move on. You need to explain this
concept, idea, or argument some more. I need to see more evidence that you
understand what you wrote.
Too
brief. You are on track but you have left out steps or important details. You
have left out important additional points that were discussed in class. Not
Clear. Too General. What you’ve said
makes sense, but you need to explain more–facts need to be more specific, or
supporting reasons need to be given. What you wrote is fine but there are
points, objections, arguments missing
(that we discussed in class). Incorrect. Either facts or argument are in error. This needs support. Why do you claim
this? It may be obvious to you that what
you said is true but not for many people. Why or how is what you have written
of use in your argument?
4 Critical Reactions:
These are short essays (try to keep them no longer than 1 page) by means of a list group on the Internet.
Please subscribe ASAP by sending an e-mail to:
LatinAmericanPhilosophy-subscribe@yahoogroups.com
To Post messages: LatinAmericanPhilosophy@yahoogroups.com
There are two kinds of Critical Reactions:
(1) Critical Reaction to text:
Required format
and content:
(a) Exposition: write
a brief summary of one of the key
ideas presented in what your read (from one of
the weekly assigned readings). The authors usually have one or more key
theses they want to explain, defend, prove.
What do you think is one of the main thesis or argument of the
author? What reasons does he/she uses to support his/her thesis? This could be done in no more than one
paragraph, but be clear and explicit. You want to show me that you read.
(b) Critical questions or objection: raise one
criticism or question about the
thesis or argument that you just explained, i.e., (a) above. For example: “This is what the author argues but someone
could find this to be false, dubious, vague, silly, nonsense because
.........”
(2) Critical
Reaction to Student or class discussion:
Required format and content:
Short essay that raises questions or a critical comment about the Critical reaction of other student’s Critical Reaction to text or about a particular class discussion. (Make sure that you are clear to whom or to what post you are making reference to in your essay). For example, “Bob wrote “……..” in his Critical Reaction but I disagree or it is not clear because …….”. Or “in class today it was said that “……” but I want to raise the following possible question or criticism……”.
You are required to post 2 Critical Reactions to text and 2 Critical Reactions to Student or class discussion. The fact that you have the entire semester to post four reactions does not mean that you can wait until the last week of class. Here are some important rules.
1. You are allowed no more than one text
reaction per week (Monday thru Sunday).
2. You have to post 2 of your 4 required reactions before March
2, otherwise they count as late. The
last day to post critical reactions is April 27.
3. Each critical reaction is worth 10 points. You get 7 points if it is okay and you do the very minimum that I asked you to do. You get 8 or 9 depending on how much thought you have put into the assignment. There is also not much value in a reaction that merely repeats exactly my own analysis of the text in class or what someone said. You can however come up with some new objections or ways to support a thesis. I will deduct points if, for example: a) what you write is only an outline (or summary) of the authors ideas, b) it is obvious that you have not read carefully, c) you do not justify nor explain enough your points, e) you are late or do not follow the above rules.
You will automatically receive the e-mails of everyone in the class. I am hoping the reactions will provoke cyberspace discussion which will in turn serve to enhance the in-class discussion.
Participation: “Participation” includes attendance, contributions to
in-class, and cyberspace discussion. The online discussion forum is not just
the place to post your required critical reactions. It is the place where
students can continue class discussions, raise new questions, help each other
with the reading and the writing assignments. The discussion forum is also
useful for students who are typically shy or prefer to use the online forum to
develop their opinions.
Required Texts:
Gracia & Millán-Zaibert, eds. Latin American Philosophy for the 21st Century, Amherst, NY:
Prometheus, 2004. (identified in outline as ‘G’)
Nuccetelli, Susan. Latin American Thought: Philosophical Problems and Arguments. Boulder, CO: Westview, 2002. (identified in outline as ‘N’)
Packet of readings (available at Notes & Quotes, University Ave)
(identified in outline as ‘P’)
OUTLINE OF THE COURSE:
(This is a tentative guideline. I am going to make changes as we move along. You are responsible for finding out where we are.)
Jan
15 Introduction
Jan 17 Philosophy in the History of the Americas
Introduction
pp.13-32 (G)
Jan 22 Chapter 5 “Thomistic Philosophy and the Conquest: Human Rights in the New World” (N), Las Casas, pp.31-50 (G)
Jan 24 Chapter 6 “Iberian Scholasticism and Its Critics: From Colonial Rule to Independence” (N) (no need to read pp-166-173 on Sarmiento in (N))
Jan 29 Sor Juana, pp.51-60 (G)
“The Erotic in Latin America”, Enrique Dussel (P)
I, The Worst of All (movie, 105 min)
Jan 31 Simon Bolivar, pp.61-74 (G)
Feb 5 I, The Worst of All
Feb 7 The Price of Freedom (video)
Feb 12 Chapter 7: “Latin Americans, North Americans, and the Rest of the World”
The Problem of Justice: pp.201-212 (N)
Jose Marti, pp.245-256 (G)
Jose Carlos Mariategui, pp. 257-265 (G)
Positivism: pp.179-193 (N)
Feb 14 Latin America and North America
Chapter 7: pp.193-201 (N)
Jose Enrique Rodo “Ariel”(P)
Feb 19 “The Hispanic Challenge” by Samuel P. Huntington, Foreign Policy (March/April 2004) (I will sent you this in an e-mail)
“The American Challenge: The Tension Between The Values of The Anglo And The Hispanics” by Gregory Pappas (P)
Feb 21 Philosophical Antropology (Human Nature)
Antonio Caso (Electronic Reserve, Library)
Samuel Ramos (Electronic Reserve, Library)
Feb 26 Values
Introduction, pp.161-166 (G)
Alejandro Korn, pp. 167-180 (G)
Alejandro Deustua, pp.181-192 (G)
Feb 28 Risieri Frondizi, “Value and Situation” (P)
March 4 continuation of Frodizi and values.
March 6 In-class portion of Test #1. Take home part is due.
March 18 Identity: What are Hispanics/Latinos?
Introduction, pp.219-229 (G)
Jorge J.E. Gracia, pp.287-310 (G)
March 20 Paula Moya, “Why I am Not Hispanic: An Argument with Jorge Gracia”
http://www.apa.udel.edu/apa/publications/newsletters/v00n2/hispanic/02.asp
March 25 Gregory Fernando Pappas, "Gracias’ ‘Philosophical Perspective on Hispanic Identity” by (P)
March 27 Border Cultures and Identity
Gloria Anzaldua “From Borderlands”(P)
Gregory Fernando Pappas, “Dewey and Latina Lesbians on the Quest for Purity” (P)
April 1 Ofelia Schutte, pp.335-354 (G)
April 3 Race and Identity
Drechsel “The Invalidity of the Concept of Race" (P)
(video?)
April 8 Linda Martin Alcoff, pp.311-334 (G)
April 10 Philosophy of Life and Education
Jose Ortega Y Gassett, Lessons I, II, & III from Some Lessons in Metaphysics
(P),
April 15 continuation
April
17 Video- Mirrors of the Heart
or Romero
April 22 Philosophy of Religion: Liberation Theology, “Homilies of Romero” (P)
April 24 continuation
May 2 Test #2 3-5 p.m.
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Academic Integrity
Statement: “An Aggie does not lie, cheat, or steal or tolerate those who do.”
For rules concerning
academic dishonesty, see that section under “Academic Rules” at
http://student-rules.tamu.edu/.
Please note that both cheating and helping another student cheat
both constitute academic
dishonesty.