Tullmann teaching portfolio

Katherine Tullmann

Union College

Teaching portfolio

T u l l m a n n t e a c h i n g p o r t f o l i o | 1

Table of ContentsTeaching Statement..........................................................2

Teaching observations.......................................................4Statistical summary of teaching observations, Fall 2011—Spring 2014........4Teaching observation select comments.......................................6

Student evaluations.........................................................7Student evaluation rating summary, Spring 2014.............................7Student Comments..........................................................10

List of courses taught & future courses....................................12

Syllabus for Art & Ethics..................................................13

Syllabus for Art, Media & Society..........................................20

Syllabus for Intro to Ethics...............................................26

Sample syllabi.............................................................34Moral Psychology..........................................................34Philosophy of Mind........................................................36


Teaching Statement

I was approached individually by several students during myfirst semester teaching at Brooklyn College, each of whom wereeach worried about their first writing assignments. To mysurprise, they were not simply struggling to understand thechallenging philosophy texts or even having difficulty developingthesis statements. They simply believed that they couldn’t dophilosophy: they weren’t “that kind of thinker,” they were morepragmatically oriented, or they weren’t talented enough students.The overarching message was that philosophy students are born,not made and most students lacked the right natural philosophicabilities.

This has become a repeat occurrence at every school whereI’ve taught: University of Missouri-St. Louis (Spring 2009-Summer2010), the College of Staten Island (Fall 2013), Brooklyn College(Fall 2011-Spring 2014), and Western Connecticut State University(Spring 2015). Students approach me every semester, belittlingtheir academic skills and giving up on philosophy before thesemester really began. I have had experiences like this as aphilosophy student myself. Philosophy classrooms can, at times,seem cold, disconnected from everyday life and concerns, anddesigned for a particular type of thinker.

Philosophy professors are faced with these challenges fromthe moment their students enter the classroom. We must developways in which we can make our students comfortable engaging inphilosophical thought and argumentation. We should also helpstudents become confident enough to place themselves in thephilosophic conversation. I have developed my own teachingphilosophy to help combat my students’ negative perspective ofanalytic philosophy. My chief goal is to help each of my studentsdevelop her own writing voice through a variety of differenttypes of written and in-class projects.

My class sessions are practice grounds for honing and


refining the critical thinking skills that are required forsuccessful analytic philosophers. I emphasize critical readingand writing in every class. Each class revolves around aparticular theme: personal identity, a theory of knowledge, aquestion about how we evaluate artworks, etc. I develop in-class,low-pressure writing activities to help the students think moredeeply on the daily theme. I also try to show how the topicapplies to their daily lives. For example, during the personalidentity unit I ask the students to consider whether they wouldconsider themselves to be literally the same person now as theywere when they were five years old. This leads to an engagingdiscussion about the importance of the body, mind, and memoriesto one’s personal identity. It also serves as the backbone forone of their graded writing assignments. Students develop skillsduring the discussions that are important for both introductorylevel students and those who are more familiar with philosophycourses. They learn to critically analyze a topic during aconversation and how to express their own opinions.

The in-class and low-stake writing exercises are designed tobuild the student’s writing skills and confidence. Used in aclass-room setting, the low-stakes writing exercises are veryeffective in engendering classroom discussions in which they canvoice their own opinions and perspectives and engage with thoseof their peers. My goal is to lower the student’s writing anxietyas well as to show them the significance of critical thinking foreveryday use. I see my role in the students’ intellectualdevelopment as a kind of coach or guide; I encourage certainskills, help them practice those that are underdeveloped, andprovide encouragement where needed. I also recognize thatphilosophy is not always a subject that students will immediatelyfind interesting or pertinent to their daily lives. I try tocombat this attitude by relating philosophical issues to currentevents—from serious news stories to sporting events—and popularculture (I am a big fan of discussing Star Wars wheneverpossible!). My classes are not about “ivory tower” philosophy,but rather function as a critical thinking boot-camp that they


can apply to their work, other classes, and even their personallives.

I use longer writing assignments to encourage personalreflection and critical thinking. These assignments also helpthem apply the skills that are important in analytic philosophy,such as strong argumentation and structural clarity. This isespecially important for more experienced philosophy students. Itis just as important for them to learn how to develop theirindividual philosophy voices as it is for new students. I assignreadings that will engage and challenge upper level philosophymajors and minors. This includes both full-length primary textsand secondary critical essays. Students learn how to developstrong, effective thesis statements and how to construct essaysin the analytic tradition. Philosophy is a conversation; my goalis to help students to see how they, too, can be a part of thatconversation.

I am dedicated to encouraging and helping all studentsexpress their own philosophical perspectives. I have beenextremely fortunate to teach at four institutions that havediverse student bodies, boasting students from a variety ofreligious, racial, cultural, sexual, and socio-economicbackgrounds. Having these students in my class has been alearning experience for both me and them. In the beginning ofeach semester, I emphasize that building intellectual open-mindedness and tolerance is paramount in a philosophy (or any)classroom. This means that students must learn to respectfullylisten and respond to others who have viewpoints that may be verydifferent from their own. It also means that I have to developassignments and discussion points that promote a respectfulexchange of ideas.


Teaching observations

Statistical summary of teaching observations, Fall 2011—Spring2014

The following chart shows the average scores I received from my sixteaching observations at Brooklyn College for the PHIL 2101 course.

I was evaluated along six different aspects of my teaching abilities:1) knowledge of subject matter, 2) organization of subject matter, 3)ability to explain, 4) speaking ability and presence, 5) attitudetowards students and 6) stimulating critical thinking. Observee’scould receive a score from 1 (lowest) to 4 (highest) in each category.


3.2

3.33.43.53.6

3.73.8

3.94

4.1

Summary of teaching observation statistics, Fall 2011-Spring 2014

Breakdown of scores:

Knowledge of subject matter—3.54= Very knowledgeable, displays a thorough grasp of the material3= Well-informed, quite adequate command of the material.

Organization of subject matter—3.54= Systematic and thorough organization, pacing was excellent3=Adequately organized and paced

Ability to explain—3.74= Clear, precise, to the point3=Generally good

Speaking ability and presence—3.84=Skilled, presence excellent3= Good, generally adequate

Attitude towards students—44=Sensitive and attentive, encourages questions and discussion


Stimulating critical thinking—3.84= Employs effective and creative methods to stimulate independent, critical thinking3= Regularly attempts to stimulate independent, critical thinking

Teaching observation select comments


Below are select quotations from the notes of professors at Brooklyn

College who have observed me teach the PHIL 2101 course, from Fall

2011 to Spring 2014.

Fall 2011:Prof. Mike Menser: “This was one of the most engaging class sessionsof an intro to philosophy course that I have observed in 15 years ofdoing observations…the content was well chosen and the powerpointpresentation was used effectively, not as show or a distractingafterthought.”

Spring 2012:Prof. Anna Gotlib: “Katherine obviously knows the material verywell!...This was a well-run class…Katherine is a gifted public speakerand has great classroom presence. Katherine is very friendly and open,and has great rapport with the students…Katherine is a very giftedteacher. I think that her students are very fortunate to have her inthe classroom.”

Fall 2012:Prof. Justin Steinberg: “The topic of the class that I observed wasthe relationship between determinism and moral responsibility.Professor Tullmann demonstrated a solid command of thematerial….Professor Tullmann balances mini-lectures with discussionquestions, which keeps the students engaged and informed. She alsoeffectively incorporates multi-media technology into the classroom. Ithought that she balanced these components well.”

Spring 2013:Prof. Matthew Moore: “The topic for most of this class session was theobjectivity of aesthetic judgments…Ms. Tullmann’s knowledge of thesubject matter was excellent, at exactly the right level for anintroductory class of this sort. The presentation was very wellorganized, making very effective use of PowerPoint, and of theblackboard. The presentation was not at all “dumbed down,” but wastailored to the audience. Ms. Tullmann’s explanations were very clearand accessible. Ms. Tullmann’s classroom presence is first-rate. Shehas a relaxed, friendly bearing and a good sense of humor. She wasfirmly but quite unobtrusively in control of the classroom at alltimes. The atmosphere in the classroom was excellent. Ms. Tullmannengages with her students in a very open and natural manner, highly


conducive to learning and dialogue…The level of participation in theclass was very high. This was a very well conducted class by aninstructor with a bright future in the classroom.”

Fal1 2013 & Spring 2014Prof. Penny Reppetti: “[Ms. Tullmann] uses excellent examples tofurther explain concepts [and] is extremely enthusiastic as sheexplained difficult concepts. Throughout her lecture, Ms. Tullmanneffectively explained difficult concepts with creative and interestingexamples… When answering student questions, Ms. Tullmann was veryclear and questioned her students in order to make sure that theyunderstood her explanations….The class participation was excellent andat a fairly high level for an introductory course. Throughout thelecture, it was apparent to me that Ms. Tullmann had developed a nicerapport with her students…Overall, this was a very interestingclass….Ms. Tullmann’s wonderful personality puts students at ease andoverall, it was a very successful class.”

Student evaluations

Student evaluation rating summary, Spring 2014

The charts below represent my students’ evaluation of my teachingperformance for the spring 2014 section of PHIL 2101: MajorQuestions in Philosophy. There were 22 questions in all, rangingfrom the individual student’s interest in the course to anindication of how difficult they found it. 30 of my studentsresponded to the anonymous questionnaire. The last chart sows myindividual scores vs. the philosophy department scores alongseveral different variables for the Fall 2012 semester (2013 and2014 data unavailable).

Excelle

nt

Good Fair Poor Unaccepta

ble

N/A

Instructor’s ability to

organize ideas and

68.97% 27.59

%

3.45% 0% 0% 0%


materials for classInstructor’s ability to

stimulate interest in the

topic

55.17% 37.93

%

6.90% 0% 0% 0%


encourage independent

thinking

44.83% 44.83

%

10.34

%

0% 0% 0%


generate effective class

discussion

72.41% 20.69

%

6.90% 0% 0% 0%


communicate clearly

65.52% 24.14

%

6.90% 0% 0% 0%

Instructor’s openness to

students’ comments,

questions, and viewpoints

concerning class topics

67.86% 25.00

%

7.14% 0% 0% 0%

Instructor’s knowledge of

the subject matter of the

class

79.31% 17.24

%

3.45% 0% 0% 0%


keep to the time and

schedule requirements for

the class

72.41% 20.69

%

6.90% 3.45

%

0% 0%

Instructor’s availability

to students outside of

class

57.14% 35.71

%

7.14% 0.0% 0.0% 0.0%

Clarity of information

provided about the course

requirements and

75.86% 13.79

%

6.90% 3.5% 0.0% 0.0%


assignmentsPromptness with which tests

and assignments are graded

and returned

68.97% 24.14

%

6.90% 0.0% 0.0% 0.0%

Too many Just

right

Too few N/A

Number of

assignments/projects/creati

ve works in this class

17.24% 82.76% 0.0% 0.0%

Very

challenging

Challengin

g

Somewhat

challengin

g

Not

challeng

ingHow challenging the class


ve works were

3.45% 51. 0.0%

Very useful Useful Somewhat

useful

Not

usefulUsefulness of


ve works

20.69% 62.07% 10.34% 6.9%

Very difficult Difficult Somewhat

difficult

Not

difficul

tDifficulty of examinations

in this class0.0% 13.79% 65.52% 20.69%


Very fair Fair Somewhat

fair

Unfair

Fairness of examinations in

this class42.86% 53.57% 3.57% 0.0%

Very

likely

Somewha

t

likely

Don’t

know

Somewha

t

unlikely

Very

unlikel

yHow likely are you to

recommend this instructor to

a friend?

62.07% 27.59% 3.45% 6.90% 0.0%

A lot A

fair

amoun

t

Some A

littl

e

Hardly

anythin

g

N/A

How much general knowledge

about the subject have you

gained?

41.38

%

44.83

%

10.34

%

0.0% 3.45% 0.0%

How much ability to analyze and

solve problems have you gained?

27.59

%

55.17

%

10.34

%

0.0% 0.0% 3.45%


How much ability to find and

use information on your own

have you gained?

31.03

%

51.72

%

13.79

%

0.0% 0.0% 3.45%

How much ability to express

your ideas verbally have you

gained from this class?

57.14

%

28.57

%

10.71

%

3.57% 0.0% 0.0%

How much ability to develop and

express your ideas through

artistic/creative means have

you gained from this class?

35.71

%

35.71

%

10.71

%

3.57% 3.57% 10.71

%

Individual vs. department scores

Individual’s % difference

above or below department

average scoresInstructor Performance +7.8Course difficulty +0.34Course usefulness/fairness +7.17Learning attained +2.84Recommend instructor +0.32


Student Comments

Below is a selection of anonymous quotes from students’evaluations from my six semesters teaching PHIL 2101 at BrooklynCollege.

“The prof was very open minded and makes the class enjoyable and

interesting.”

“If you want to explore morality in a non-religious context this

is a great class. In fact it would help in analyzing and

understanding religion.”

“It was a helpful class to learn philosophies that have developed

through the ages, learn to express opinions, and to hone skills

in response to others’ thoughts.”

“While I felt like philosophy was going to be another Gen Ed

waster of my time, Professor Tullmann really made the class

applicable to real life with a whimsical twist. She is an

absolute breath of fresh air and a nerd to boot. I really enjoy

her incorporation of nerd culture into her power points.”

“The class is not too hard, but the work has to be put in in

order to receive the grade you want.”

“Prof. Tullmann is a fair professor and teaches very well.

Philosophy is a great subject and made me think about all aspects

of philosophical situations.”


“The class is very informative and interesting. Prof. Tullmann is

a fair grader and takes interest in your thoughts and feedback

during class discussions. [I] would take another class with her.

The work load was extremely fair as well.”

“Guys, this class was awesome. At least my professor made it

awesome. [The] professor is the most friendly person ever and

every class she got us so engrossed in the topic.”

“I had a good experience with this class because my professor was

always open to discuss respectfully any point of view.”

“I thought the class was interesting and engaging. It stimulates

thought about philosophical concepts and helps you organize ideas

and arguments in a logical framework.”

“She loves to teach you can tell, more importantly she loves this

subject. [I] would definitely recommend her. Also she is very

easy to approach, super friendly, and understanding. She explains

all the readings thoroughly and gives very fair tests.”

“It is a very interesting course and by far my favorite class

since starting college.”


List of courses taught & future courses

Past courses taught:

Contemporary Moral Issues, Western Connecticut State University,

Spring 2015.

Intro to Philosophy, College of Staten Island, Fall 2013.

Knowledge, Value and Reality, Brooklyn College, Fall 2011-

Spring 2014.


Humanities through the Arts, University of Missouri-St. Louis,

Spring 2009—Spring 2010.

Current courses:

First Year Preceptorial: Art & Ethics, Union College, Fall 2015

Art, Media & Society, Union College, Fall 2015

Philosophy & Film, Union College, Winter 2015

Philosophy & Literature, Union College, Winter 2015

Potential future classes:

Value theory:

Topics in Ethics (intermediate to advanced ethics courses)

Moral Psychology

Moral Perception

Intro to Aesthetics

Philosophy of Literature

Philosophy of Film

Art & Emotions

The Semantics & Ontology of Fiction

Mind:

Intro to Philosophy of Mind

Philosophy of Psychology


Topics in Philosophy of Mind: Consciousness, Social Cognition,

The Self, Emotions, Perception, Perception/Cognition, Mental

Architecture

Syllabus for Art & Ethics

First Year Preceptorial: Art & Ethics

Union College, Fall 2015

Dr. Katherine Tullmann

[email protected]

[LOCATION]

MWF, 10:30 to 11:35 a.m.

Office: Lamont House 307

Office hours: MWF, 1:00-3:00 p.m. and by apt.

Course description

Every art form, from film to photography, has the power to move

us. Because of this, art is the perfect medium for promoting

moral values and raising awareness about immoral issues. This

course explores the relationship between art and ethics. We will

consider such questions as: what is the relationship between the

quality of art and its portrayal of morality? Can artworks teach

us about how to be better people? Is it ok for us to feel

sympathy for fictional “devils,” such as Walter White or Dexter


Morgan? Students will be asked to explain their own examples of

artworks that raise ethical issues and watch morally significant

films and TV shows. We will read both historical and contemporary

work by artists, art theorists, and philosophers of art on the

topic of morality, and write about topics like the connection

between art and religion, portrayals of race and violence in

film, and the ethical implications of pornography.

*Disclaimer: Please note that you will be asked to watch,

discuss, and write about artworks that are morally sensitive in

nature, including portrayals of violence, racial and cultural

slurs, and sexual content. Please let me know if you are

uncomfortable with any of this material and keep in mind that all

such content is intended for a genuine educational purpose!

Course material

All reading will be provided for you in a dropbox account (so

make sure that you have dropbox!). You are expected to complete

each reading assignment before the class date for which it is

assigned. This includes the required films that you must watch on

your own time. All of them can be found on either Netflix,

Netflix Instant, or Amazon Instant Video.

Course objectives


This course is designed to help you develop and fine-tune the

writing, discussion, and presenting skills that you will need to

do well in any college course. The following objectives are

intended to help you achieve these goals:

1) Students will improve writing skills by explaining, exploring,

and critically examining aesthetic and moral theories, issues,

concepts, and arguments.

2) Students will improve skills of interpreting and evaluating

scholarly writings and artworks.

3) Students will develop an openness to having their beliefs

challenged, will learn to hear and comprehend the views of

others, and to entertain objections to their own views.

4) Students will be able to explain several classic moral and

aesthetic theories, to compare and contrast these theories, and

to apply these to justify conclusions relating to concrete

artistic and moral issues.

5) Students will be able to show that issues may be regarded from

multiple viewpoints, and will be able to present reasons in

support of each viewpoint.

6) Students will improve reasoning skills and ethical decision

making skills by acquiring an understanding of aesthetic and

ethical theories that will enable them to develop their own

opinions on conceptions and practices of moral and artistic

engagement.


Assignments

1. Syllabus quiz. We will be going over the syllabus together in

class. You will also be required to submit a syllabus quiz

on the second class session. This will be worth 10 pts. The

quiz covers information in this syllabus.

2. Reading reflection papers. You will be required to submit 4 reading

reflection papers during the first half of the term. These

papers are intended to get you to carefully read and engage

with the assigned reading. I will pass out reflection

assignments as I assign the corresponding reading (so, for

instance, when I assign a selection of Plato’s Republic to

read, I will also give you the reflection assignment on

Plato’s Republic. The papers will be due one week later

(e.g., if I assign the paper on a Wednesday, the paper will

be due the following Wednesday).

Each paper should be at least 1 page single spaced or 2

pages double spaced, at most 2 pages single spaced or 4


pages double spaced. They will be graded according to the

effort that you put into them. They will each be worth 30

points.

3. Art examples. This is a class about art!! Ideally you will be

able to make connections between the assigned reading and

actual artworks (broadly construed!). To get you thinking

about this, I ask that you email me with an example of an

artwork that pertains to the assigned reading, along with a

picture, sound, or video clipš that I can show in class. You

will then be expected to explain this example at the next

class session. The example is due by 10:00pm the night

before the class session. You can do this at any point

throughout the term. Each one is worth 10 points.

4. Scaffolded final assignment. We will dedicate a large portion of

the term to a scaffolded final assignment. “Scaffolding”

simply means that we will build up to the final project in

steps, starting about halfway through the semester. You will

work on these steps on your own and in class during Friday

workshop days. You cannot complete the following step until

the previous ones are completed. The scaffolded steps

include:

a. Brainstorming map (10 points)


b. Thesis statement (10 points)

c. Paper proposal (20 points)

d. Paper outline + 3 annotated sources (30 points)

e. Peer review day (30 points)

f. Final project, with cover letter (50 points)

g. In-class presentation (20 points)

The final project can be as creative or traditional as you

like! You can either write a standard research paper that’s

approximately 8 to 10 pages or do something more creative: a

short film, a painting, a dance, song or poem collection,

short story, blog—think outside the box! You will also have to

complete a 4 to 5 page “artist’s statement” if you choose to

do the creative project. I will be giving you more details

about the assignment as the semester progresses!

You will also be expected to schedule a meeting with me during

the early stages of the scaffolded assignment to discuss your

project, life, the universe, and everything

5. Class participation. You are expected to show up to class. You

are also expected to engage with the class—not play on your

phone or your computer! I will assign a grade to you based

on you participation in discussion, opening class

activities, and participation in group work.


Grade breakdown:

Syllabus quiz……………..……. 10 pts.

Reflection papers (4)………120 pts.

Art examples (3)………………..30 pts.

Scaffolded final project…… 170 pts.

Class participation………………50 pts.

Total: 380 pts.

Attendance & late work

Your attendance is required. You may have up to two unexcused

absences before your grade is penalized. An excused absence is a

missed class that has been approved by me before the class

begins, either in person or via email. An unexcused absence is a

missed class that has not been previously approved by me.

All late work will be penalized by a full letter grade off for

each weekday late, unless the lateness has been previously

approved by me either in person or via email.

Bottom line: please contact me if you think that you are going to

miss class or are unable to turn an assignment in on time!


Workshop days

Monday and Wednesday courses will be traditional courses: a

mixture of discussion, lecture, and in class activities. All

Fridays after the first week will be a workshop day. You will

break up into discussion groups of 3 or 4 that you will work with

all semester. The first few weeks you will work on the reflection

papers or in-class activities that I assign. Groups will work on

the scaffolded assignment after that.

Academic integrity

I have zero tolerance for plagiarism. This includes:

-not citing material from texts, online, or any other source

that did not originate from you.

-copying sentences, paragraphs, or whole papers from any

source without quotation and citation.

You *do not* need to use any outside sources (besides the

assigned reading) for the reflection papers since I am only

looking for your thoughts and opinions about the readings. You

will be expected to do outside research for the final project. I

will report any and all cases of suspected plagiarism and that

assignment will receive a zero.


Tentative reading schedule

*all readings are subject to change!

Week 1: Historical Perspective, pt. 1: Plato’s Republic, Book X &

review of Chris Ofili’s The Holy Virgin Mary.

Week 2: Historical Perspective, pt. 2: David Hume, “Of the

Standard of Taste”; bring in a critical review of a film or

TV show of your choosing (ideally a film that portrays an

ethical issue, broadly construed).

*Reflection paper #1

Week 3: Aestheticism: J.M. Whistler, “Ten O’Clock Lecture” and

Oscar Wilde, Salome

*Reflection paper #2 due

Week 4: Immoralism: Matthew Kieran, “Art, Morality, and Ethics”;

clips from Triumph of the Will (in-class)


Week 5: Sympathy for the Devil: Noël Carroll “Sympathy for

Soprano”; watch The Sopranos, Season 1, episode 1

*In-class brainstorming map



*Schedule a meeting with me sometime during Week 5-7.

This is required!

Week 6: Portrayals of Violence: David Trend, selection from The

Myth of Media Violence & Dena Shottinkirk “Kitsch is a Funny

Thing” (blog post, see below); watch Pulp Fiction

https://denashottenkirk.wordpress.com/2013/10/02/gta5-

kitsch-is-a-funny-thing/

*Thesis statement due Wednesday

Week 7: Portrayals of Race: Harry Bensoff & Sean Griffin,

selection from America on Film: Race, Class, Gender, and Sexuality at the Movies

[reading subject to change] & watch Django Unchained

*Paper proposals due Wednesday

Week 8: Cultural Relativism: Jesse Prinz, “Morality is a

Culturally Conditioned Response”; watch A Separation

*Paper outline + 3 annotated sources due

Week 9: Pornography: Catherine McKinnon “Sexuality, Pornography,

and Method: “Pleasure under Patriarchy” & D.H. Lawrence “The

Horse-Dealer’s Daughter.”

*Peer review day; 4 copies of draft of paper due in

class


Week 10: In-class presentations

*Final draft of paper due w/ scaffolding material and

cover letter due on Monday.

Syllabus for Art, Media & Society

Art, Media, & Society

Union College, Fall 2015

Dr. Katherine Tullmann

[email protected]

[LOCATION]

MWF, 3:05 to 4:10 pm.

Office: Lamont House 307

Office hours: MWF, 1:00-3:00 pm and by apt.

Course description

Course material


All reading can be found in the required text Aesthetics: A

Comprehensive Anthology, eds. Steven Cahn & Aaron Meskin or in the

class dropbox—so make sure you have a dropbox account! You are

expected to complete each reading assignment before the class

date for which it is assigned. You are also expected to bring the

text to every class session.

Course objectives

This course is designed to help you develop and fine-tune the

writing, discussion, and presenting skills that you will need to

do well in any college course. The following objectives are

intended to help you achieve these goals:

1) Students will improve writing skills by explaining, exploring,

and critically examining aesthetic and moral theories, issues,

concepts, and arguments.

2) Students will improve skills of interpreting and evaluating

scholarly writings and artworks.

3) Students will develop an openness to having their beliefs

challenged, will learn to hear and comprehend the views of

others, and to entertain objections to their own views.

4) Students will be able to explain several classic moral and

aesthetic theories, to compare and contrast these theories, and


to apply these to justify conclusions relating to concrete

artistic and moral issues.

5) Students will be able to show that issues may be regarded from

multiple viewpoints, and will be able to present reasons in

support of each viewpoint.

6) Students will improve reasoning skills and ethical decision

making skills by acquiring an understanding of aesthetic and

ethical theories that will enable them to develop their own

opinions on conceptions and practices of moral and artistic

engagement.

Assignments

1. Syllabus quiz & course contract. We will be going over the syllabus

together in class. You will also be required to submit a

syllabus quiz on the second class session. This will be

worth 10 pts. The quiz covers information in this syllabus.

2. Reading reflection papers. You will be required to submit 4 reading

reflection papers during the first half of the term. These

papers are intended to get you to carefully read and engage

with the assigned reading. I will pass out reflection

assignments as I assign the corresponding reading (so, for


instance, when I assign a selection of Plato’s Republic to

read, I will also give you the reflection assignment on

Plato’s Republic. The papers will be due one week later

(e.g., if I assign the paper on a Wednesday, the paper will

be due the following Wednesday).

Each paper should be at least 1 page single spaced or 2

pages double spaced, at most 2 pages single spaced or 4

pages double spaced. They will be graded according to the

effort that you put into them. They will each be worth 30

points.

3. Art examples. This is a class about art! Ideally you will be

able to make connections between the assigned reading and

actual artworks (broadly construed!). To get you thinking

about this, I ask that you email me with an example of an

artwork that pertains to the assigned reading, along with a

picture, sound, or video clip that I can show in class. You

will then be expected to explain this example at the next

class session. The example is due by 10:00pm the night

before the class session. You can do this at any point

throughout the term. Each one is worth 10 points.

4. Scaffolded final paper. We will dedicate a large portion of the

term to a scaffolded final paper. “Scaffolding” simply means


that we will build up to the final project in steps,

starting about halfway through the semester. You will work

on these steps on your own and in class during Friday

workshop days. You cannot complete the following step until

the previous ones are completed. The scaffolded steps

include:

a. Brainstorming map (10 points)

b. Thesis statement (10 points)

c. Paper proposal (20 points)

d. Paper outline + 3 annotated sources (20 points)

e. Peer review day (30 points)

f. Final project, with cover letter (50 points)

g. In-class presentation (20 points)

This is a standard research paper that’s approximately 8 to 10

pages in length. I will be giving you more details about the

assignment as the semester progresses!

5. Class participation. You are expected to show up to class. You

are also expected to engage with the class—not play on your

phone or your computer! I will assign a grade to you based

on you participation in discussion, opening class

activities, and participation in group work. I don’t want to

see cell phones during class sessions and I will penalize


your grade if I do. Please leave the classroom quietly if

you need to make/take a call, or for any other reason.

Grade breakdown:

Syllabus quiz……. 10 pts.

Reflection papers (4)………120 pts.

Art examples (3)………….. 30 pts.

Scaffolded final paper…… 170 pts.

Class participation………….50 pts.

Total: 380 pts.

Attendance & late work

Your attendance is required. You may have up to two unexcused

absences before your grade is penalized. An excused absence is a

missed class that has been approved by me before the class

begins, either in person or via email. An unexcused absence is a

missed class that has not been previously approved by me.

All late work will be penalized by a full letter grade off for

each weekday late, unless the lateness has been previously

approved by me either in person or via email.

Bottom line: please contact me if you think that you are going to

miss class or are unable to turn an assignment in on time!


Workshop days

Monday and Wednesday courses will be traditional courses: a

mixture of discussion, lecture, and in class activities. All

Fridays after the first week will be a workshop day. You will

break up into discussion groups of 3 or 4 that you will work with

all semester. The first few weeks you will work on the reflection

papers or in-class activities that I assign. Groups will work on

the scaffolded assignments after that.

Academic integrity


-not citing material from texts, online, or any other source

that did not originate from you.

-copying sentences, paragraphs, or whole papers from any

source without quotation and citation.

You *do not* need to use any outside sources (besides the

assigned reading) for the reflection papers since I am only

looking for your thoughts and opinions about the readings. You

will be expected to do outside research for the final project. I

will report any and all cases of suspected plagiarism and that

assignment will receive a zero.


Tentative reading schedule

*all readings are subject to change! Please complete the assigned reading by the

assigned day listed below.

Week 1: Plato’s Republic Book X & review of Chris Ofili’s The Holy

Virgin Mary

*Syllabus quiz due

Week 2: David Hume, “Of the Standard of Taste”; bring in a

critical review of a film or TV show of your choosing

(ideally a film that portrays a social issue, broadly

construed).


Week 3: Friedrich Nietzsche, “The Birth of Tragedy”


Week 4: J.M. Whistler, “Ten O’Clock Lecture” & Leo Tolstoy, “What

is art?”



Week 5: Walter Benjamin, “The Work of Art in the Age of

Mechanical Reproduction”


* In-class brainstorming map

Week 6: Martin Heidegger, “The Origin of the Work of Art”

*Thesis statement due

Week 7: Arthur Danto, “The Artworld”

*Paper proposals due

Week 8: Berys Gaut, “The Ethical Criticism of Art”

*Paper outline + 3 annotated sources due

Week 9: Mary Devereaux, “Oppressive Texts, Resisting Readers, and

the Gendered Spectator: The ‘New’ Aesthetics”

*Peer review day; 4 copies of draft of paper due in class

Week 10: In-class presentations

*Final draft of paper due w/ scaffolding material and cover

letter due on Monday.

Syllabus for Intro to Ethics


Contemporary Issues in Moral Philosophy

WCSU, HUM 110

Prof. Katherine Tullmann

[email protected]

Course overview

Historically, the study of morality has been concerned with answering

three questions: what kind of person should I be? How should I behave?

Are moral values universal, or relative to persons or cultures? In

this online class, students will learn the basics of ethical theory

and questions concerning moral philosophy. We will examine portions

of philosophical texts from ancient Greece to contemporary times. We

will also discuss various issues in contemporary applied ethics,

including euthanasia/physician assisted dying, distributive justice,

animal rights, same-sex marriage, gun control, and more.

Required reading

Course lectures will be based on Russ Schafer-Landau’s text, The

Fundamentals of Ethics, 3rd edition and James Rachels’ The Elements of Moral

Philosophy. These books are optional. You are required to have Russ

Schafer-Landau’s The Ethical Life: Fundamental Readings in Ethics and Moral

Problems, either 2nd or 3rd edition. I will post the first few readings on

Blackboard to give you a chance to purchase the text. Other required

class readings will be made available to you on Blackboard. You are

responsible for keeping track of which readings to do and when.

Student learning outcomes

mailto:[email protected]


1) Students will improve writing skills by explaining, exploring, and critically examining philosophical theories, issues, concepts, and arguments relating to the philosophical areas of epistemology, metaphysics, and ethics clearly in writing.

2) Students will improve skills of interpreting and evaluating philosophical writings.

3) Students will develop an openness to having their beliefs challenged, will learn to hear and comprehend the views of others, andto entertain objections to their own views.

4) Students will be able to explain several classic ethical theories, to compare and contrast ethical theories, and to apply these to justify conclusions relating to concrete moral issues.

5) Students will be able to show that issues may be regarded from multiple viewpoints, and will be able to present reasons in support ofeach viewpoint.

6) Students will improve reasoning skills and ethical decision making skills by acquiring an understanding of ethical theories and philosophical concepts that will enable them to develop their own opinions on conceptions and practices of moral interaction.

Attendance

Since there is no classroom meeting for this class, I cannot grade you

on in-class attendance. However, I can see if you have accessed the BB

website and assignments, and assignments are due on a regular basis. I

will count your “attendance” based on whether you have done the

required assignments.

Assignments

All assignments should be emailed to me with a subject line with your

LAST name and unit title. (e.g., “Tullmann, Hedonism”). The document

title (how you save the document) should be the same. You will be

marked off points for not formatting documents this way.


Your grade for this online course will be based on 4 factors: a

syllabus quiz, participation in the online discussion boards, response

papers, and lecture responses (see below for details). There is no

midterm or final exam. I have broken the semester into 11 units (see

the course schedule below). For each unit, I will assign 2 readings, 1

discussion board forum to which you must post two times, 1 interactive

lecture, and 1 reading response assignment.

Some of you may be tempted to put off all the work for the semester

until late spring. I have designed the course so that this is not an

option. All assignments will be due by 11:59 pm the last day of the

unit. New units will be available at 12:01 a.m. the following day.

I will try to make the all of the course readings available in the

beginning of the semester; most assignments will also be available

ahead of schedule. You can work ahead if you’d like.

I will not accept late work unless it has been previously approved by

me. Make sure to email me if, for some reason, you do not think that

you will be able to submit an assignment on time. I will accept late

work at my discretion.

Syllabus quiz

The first unit includes a syllabus quiz. You should read the entire

syllabus before or while taking the quiz. Answers can be found

directly on the syllabus. The quiz will be available on BB until 11:59

pm on Friday, January 16th. Late quizzes will not be accepted, so be


sure to submit it on time.

Unit lectures

I have broken the semester into 11 units, most lasting 1 week with a

few lasting two weeks. Each unit requires that you read through the

posted Power Point presentation. Some of the slides will ask for your

response. For instance, I may ask you to come up with an example that

pertains to a particular theory or point a philosopher makes. Or, I

may ask you to try to explain a point from the reading in your own

words. Write out your individual responses to each of these

questions/prompts. There will be about 5 to 6 prompts per lecture. You

must complete each the lecture responses for all 11 units and email me

your responses in .doc or .docx format by the end of the unit combined

with your reading response if you chose to do one that week (see list

of dates below).

Your responses will be graded for completion and effort, not

correctness! Make sure to put some thought into your responses. Each

one should be about 1 paragraph long.

Discussion boards

Each unit will have 1 discussion board based on the lecture and/or the

reading. For full points (10/unit) you must respond to the board at

least twice. You must complete any 9 of the total 11 discussion boards

during the semester. One of these posts must be in response to the

original prompt. The other must be in response to a point made by

another student. So, for example, your first post can simply answer

the prompt and say whether you agree or disagree with the position

presented. This is entirely based on your reasoned opinion. In the


second posting, you should read through your classmates’ responses,

choose one that you either agree or disagree with, and explain why.

Make sure to give reasons to support your point in both postings. Do

not simply repeat or summarize the prompt.

I will grade discussion board postings based on the quality of your

participation. Very short or incomplete posts will receive no or

reduced points. For example: “I agree with X” (and that’s it) won’t

earn any points. “I agree with X, and here’s why….” will earn points.

You should try to be as specific as possible and give evidence and

reasons for your response. Three sentences should be a good goal to

strive for (more is fine; less would probably be incomplete).

The discussion boards provide the only opportunities for you to

interact with the other students in your class, so make the most of

it! Be respectful, friendly, and willing to engage. Feel free to

introduce yourself and put your name on the posts. This will make for

an interesting and lively discussion.

Reading response papers

I will post a reading response paper prompt for each unit. You must

complete a reading response paper for 3 of the 10 units that have

reading response options. Each paper should be about 2 pages long,

size 12 font, with 1 inch margins. The header should not be more than

a few lines long and include your name. Email me the response paper by

the end of each unit, combined with your lecture responses. I will

grade and respond to your response paper within 1 week.

The reading response prompts will ask for you to give *your* opinion


about a particular ethical problem or point in the reading. You should

not use outside material to help

How you will be graded:

-I will be looking for your argument. You must take a stance on

the issue or question, not just describe it. Include a thesis

statement in the first paragraph of the response.

-I don’t really care if your answer is right. I’m looking to see

that you have thought about the question and put some effort into your

response.

-Edit your responses for grammar, organization, and clarity. You

will be graded on this.

-Each prompt will include several points that you must address.

Make sure to address each of them for full points.

I’d recommend that you don’t wait until the last four units to

complete your response papers. Spread them out through the semester,

if possible, and try to give yourself a few days to complete each one.

Please be sure to refer to my plagiarism policy (below).

Grade breakdown

I will post grades for each assignment on Blackboard approximately 1

week after the assignments for each unit are due (this includes

discussion boards, response papers, and lecture responses). I ask that

you please do not email me about grades until at least 10 days have

passed after the assignment is due.

Here is the grade breakdown for the course:


1. Syllabus quiz……………………………………………………10 pts.

2. Discussion board participation (9)…………………...90 pts. total

3. Lecture responses (11)…………………………………..220 pts. total

4. Reading responses (3)……………………………………90 pts. total

Total: 410 pts.You can easily calculate your semester grade by dividing how many

points you have earned on the assignments by the total points you

could have earned.

About me

My name is Katherine Tullmann, I am a Ph.D. candidate at the City

University of New York Graduate Center. I study moral philosophy,

philosophy of mind, and philosophy of art. I live in Brooklyn (I’ll be

grading, reading, and posting lectures from the comfort of my tiny New

York apartment!) but I am originally from St. Louis, MO. Luckily for

you, this is the spring semester so you don’t have to witness my agony

over whether the St. Louis Cardinals do well in the postseason

How to contact me

Please do not hesitate to email me with any questions about the

course! My email is [email protected]. Try not to use my

WCSU email address as I will not check that as often. I do ask that

you consult the syllabus and/or assignment document about assignment

due dates and requirements before emailing me. But please feel free to

ask if any assignments are unclear or you need help. I am here for

you!

mailto:[email protected]


In additional to normal email checks, I will hold “virtual office

hours” every Sunday evening from 7 pm to 10 pm (unless otherwise

noted). During this time, I will be available for gchat. Please feel

free to ask me questions about the reading, lectures, discussion

boards, reading responses, or to just say ‘hello.’ Email me during

that time if you don’t have gmail and I will respond as quickly as

possible.

Please have an up-to-date email account registered with Blackboard. I

will periodically contact you during the semester with assignment

updates and changes, so it’s important for these emails to reach you!

Please be sure to check your registered email on a regular basis.

How to do well in this course

Complete all of the assignments on time! This is the single most

important thing that you can do for your grade. Furthermore, most of

your grades are based on effort and completion. The readings and some

of the concepts in the lectures can be quite challenging; I ask that

you attempt to answer the prompts to the best of your ability. Hard

work will be rewarded; lack of effort will be penalized.

Here’s how I recommend that you work:

1. Do the reading.

2. Go through the lecture. The lecture often builds off the

reading, so it’s important to read first.

3. Respond to the discussion board. The prompts will be

based on concepts from the reading.


4. Complete the reading response. The prompt will often be

based on a point made in the lecture and require you to

draw upon the reading.

5. Submit a document with the lecture responses + reading

response by 11:59 pm the day the assignment is due.

Plagiarism policy


-not citing material from texts, online, or any other source that

did not originate from you.

-copying sentences, paragraphs, or whole papers from any source

without quotation and citation.

You *do not* need to use any outside sources for the reading response

papers since I am looking for your thoughts and opinions about the

readings. Hopefully, this means that plagiarism will not be an issue.

I will report any and all cases of suspected plagiarism.

Course schedule

Each unit will have its own folder containing the reading or link to

the reading, lecture ppt, and reading response prompt. You can find

these under the “course documents” tab. You can find all the

discussion forums under the “discussion board” tab. The reading

response prompts will be under the “course assignments” tab. Remember

to email the assignments to me by 11:59 pm on the last day of each

unit. The first unit will open on January 12th. All readings not in The

Ethical Life will be posted on Blackboard.


Reading schedule (note: individual readings are subject to change):

1. Intro to Ethics (1 week)Read course syllabus and submit quiz; Intro to Ethics lecture; discussion boardReading: watch “How philosophy can save your life” on Youtube (link on BB).Assignments due: syllabus quiz due Friday January 16th; lecture and db due January 20th

2. The Good Life (1 week)Reading: Plato’s Apology (link on BB).Assignments due: Jan 27th

3. Hedonism (1 week)Reading: Epicurus “Letter to Menoeceus” and Robert Nozick “The Experience Machine”; Optional: Aldus Huxley, excerpt from Brave New World (useful for reading response!)Assignments due: February 3rd

4. Morality & religion (1 week)Reading: Plato, “Euthyphro” and John Corvino “Why shouldn’t Jimmy and Tommy Have Sex? A Defense of Homosexuality”Assignments due: February 10th

5. Natural law (1 week)Reading: Phillippa Foot, “Natural goodness” and Stephen Pinker “History of Violence” (posted on BB)Assignments due: February 17th

6. Relativism & objectivity (2 weeks)Reading: Jesse Prinz “Morality is a Culturally Conditional Response” and James Rachels “The Challenge of Cultural Relativism” (both BB)


Assignments due: March 3rd

***Midterm grades due, March 6th***

7. Egoism (2 weeks)Reading: James Rachels, “Egoism and Moral Skepticism” and Julian Savulescu “Genetic Interventions and the Ethics of Enhancements of Human Beings”Assignments due: March 17th

**Spring break, March 16th –21st

8. Consequentialism (2 weeks)Reading: J.J.C. Smart “Extreme and Restricted Utilitarianism" and Peter Singer “The Singer Solution to World Poverty”Assignments due: April 7th

9. Deontology (2 weeks)Reading: Immanuel Kant “The Good will and the Categorical Imperative” and Alan Dershowitz, “Should the Ticking Bomb Terrorist be Tortured?”Assignments due: April 21st

10. Virtue ethics (1week)Reading: Aristotle Nicomachean Ethics and TBAAssignments due: April 28th

11. Feminist ethics (1 week)Reading: Hilde Lindemann “What is feminist ethics?” and Judith Jarvis Thompson “A Defense of Abortion”


Assignments due: May 5th

Sample syllabi

Below are several sample course descriptions and reading lists

for classes that I have the capability and desire to teach in the

future. There are also other courses that I have considered

teaching; I would be happy to discuss them with the search

commitee.

Moral Psychology

Course description:

This class explores the psychological foundations of our moral values

and moral judgments. We will investigate which mental states are

involved in make moral judgments, where moral values originate, and

the kinds of mental processes we utilize in moral situations. We will

begin with historical philosophical perspectives on the debate between


rationalism and sentimentalism before moving on to contemporary

theories and issues. Although we will primarily focus on readings by

philosophers, the course is decidedly interdisciplinary, utilizing

resources from all areas of cognitive science. The second half of the

course will focus on traditional philosophical issues like freedom of

will and moral motivation from the perspective of experimental

philosophy and social psychology.

This course is designed for the intermediate philosophy and psychology

student who wishes to gain a better understanding of the theoretical

and basic empirical work in moral issues. Students will be evaluated

on class participation, three medium length (3-6 pg) papers, and an

in-class group presentation.

Course readings:

Most readings can be found in Moral Psychology: Historical and Contemporary

Readings, Thomas Nadelhoffer, Eddy Nahmias, & Shaun Nichols (Eds.),

except when noted by an asterisk (*). These readings will be made

available electronically.

Week 1. Historical perspectives, pt 1: Emotions and moral judgments

Francis Hutcheson, An Inquiry into the Original of our Ideas of Beauty and Virtue

(selections), 21-23 & An Essay on the Nature and Conduct of the Passions and

Affections, with Illustrations on the Moral Sense (selections), 24-31.

David Hume, Enquiries Concerning the Principles of Morals (selections), 32-36.

Week 2 & 3. Historical perspectives, pt. 2: Reason and moral judgments

*Immanuel Kant, Groundwork for the Metaphysics of Morals: Introduction, Part 1

& 2


Week 3 & 4. Contemporary rationalism

Lawrence Kohlberg, “The Claim to Moral Adequacy of Highest Stage of

Moral Development,” 40-47.

*Response: Carol Gilligan, In a Different Voice (selections)

Michael Smith, selections from The Moral Problem, 64-72.

Weeks 5 & 6. Neosentimentalism

R.J.R. Blair, “A Cognitive Developmental Approach to Morality:

Investigating the Psychopath,” 48-63.

Shaun Nichols, “How psychopaths threaten moral rationalism: Is it

rational to be moral?” 73-84.

*S. Schnall et al. “Disgust as embodied moral judgment”

*Jesse Prinz, “The emotional basis of moral judgments”

Weeks 7 & 8 Moral intuitionism

W.D. Ross, selections from The Right and the Good, 321-326.

Judith Jarvis Thompson, “The trolley problem,” 327-334.

Jonathan Haidt, “The emotional dog and its rational tail,” 343-358.

Joshua Greene, “The secret joke of Kant’s soul,” 359-372.

Weeks 9 & 10 Altruism & moral nativism

C. Daniel Batson, “How social an animal: The human capacity for

caring,” 117-123.

Robert L. Trivers, “The evolution of reciprocal altruism,” 124-134.

Barry Schwartz, “Why altruism is impossible…and ubiquitous,” 148-160.

*Edouard Machery & Ron Mallon, “The evolution of morality.”

Weeks 11, 12, & 13 Moral responsibility, moral luck, and character


Harry Frankfurt, “The freedom of will and the concept of a person”

Daniel M. Wegner & Thalia Wheatley, “Apparent mental causation:

Sources of experiences of the will,” 274-275.

*Shaun Nichols & Joshua Knobe “Moral Responsibility and Determinism.”

Alfred R. Mele, “Scientific skepticism about free will,” 295-305.

Aristotle, selections from Nichomachean Ethics, 239-245.

John Doris, “Persons, situations, and virtue ethics,” 197-209.

*John Doris & Dominic Murphy, “From Mai Lai to Abu Graib: The moral

psychology of atrocity.”

*Kwuame Anthony Appiah, “Experiments in Ethics.”

Weeks 14 & 15 Moral motivation

*Michael Smith, “The Humean Theory of Motivation”

*R. Jay Wallace, “How to Argue about Practical Reason”

*Michael Smith, “The Externalist Challenge”

*Adina Roskies, “Are Ethical Judgments Intrinsically Motivational?


Philosophy of Mind

Course description:

The study of philosophy of mind is dedicated to understanding the

nature of the mind. We will mainly be focused on questions concerning

what the mind is: what relationship the mind has to the body, the

nature of conscious and sensory states, mental content, etc. We will

examine both historical and contemporary perspectives on dualism and

physicalism, arguments for and against behaviorism, mind-brain

identity theory, functionalism, and eliminativism. After discussing

the nature of the mind, we will consider questions concerning its

content, specifically propositional attitudes and sensory states. This

will lead into a discussion of one of the hottest topics in

contemporary philosophy: the nature of consciousness. Along the way,

we will consider whether or not animals have consciousness, whether

computers have minds, and whether Martians can feel as we do. We will

utilize traditional philosophical texts, intriguing thought

experiments, and empirical work from cognitive science to inform our

investigation,

This course is intended as an intermediate level, survey

introduction to philosophy of mind. Students will be evaluated on


three, 3-5 page papers, reading quizzes, an in-class group

presentation, and classroom discussion.

Course readings:

This is a tentative, weekly reading schedule. Students are expected to read all

of the selections and bring them to class with them. Most of the readings are from

The Nature of Mind (ed. David Rosenthal). All others are marked with an

asterisk (*). These readings will be made available to the student by

the professor.

Dualism, historical perspectives

René Descartes, selections from Meditations on First Philosophy (pp. 21-29)

René Descartes, selections from Principles of Philosophy (pp. 30-33)

John Locke, selections from Essay Concerning Human Understanding (pp. 38-45)

Dualism, contemporary debates

Frank Jackson, “What Mary Didn’t Know” (pp. 392-394)

Thomas Nagel, “What Is It Like to Be a Bat?” (pp. 422-428)

Arguments for behaviorism

Gilbert Ryle, “Descartes’ Myth” (pp. 51-57)

*Andre Kukla, Joel Walmsley, “Psychology Loses Its Mind: The Behavioral Revolution” (29pp)

Arguments Against Behaviorism

*B. F. Skinner: “The Causes of Behavior” (6pp)*Noam Chomsky, “Review of B. F. Skinner’s Verbal Behavior” (excerpt, 7pp)

*Daniel C. Dennett, “Skinner Skinned” (18pp)


The Mind-Brain Identity Theory

J. J. C. Smart: “Sensations and Brain Processes” (pp. 169-176)

*U. T. Place: “Is Consciousness a Brain Function?”

Saul Kripke: from Naming and Necessity (236-246)

Functionalism, Part I

*Jerry A. Fodor “The Mind-Body Problem” (12pp)

David M. Armstrong, “The Causal Theory of Mind,” (pp. 181-188)

Hilary Putnam, “The Nature of Mental States” (pp. 197-203)

Functionalism, Part II

David K. Lewis, “Psychophysical and Theoretical Identifications” (pp. 204-210)

Ned Block “Troubles with Functionalism” (pp. 211-228)

David K. Lewis, “Mad Pain and Martian Pain” (pp. 229-235)

Eliminative Materialism

Paul Churchland “Eliminative Materialism and the Propositional Attitudes” (pp. 601-612)

Paul K. Feyerabend, “Mental Events and the Brain” (pp. 266-267)

Propositional Attitudes and Intentional Content

Jerry A. Fodor, “Propositional Attitudes” (pp. 325-338)

Daniel C. Dennett, “True Believers: The Intentional Strategy and Why it Works” (pp. 339-353)


Computational Psychology, Artificial Intelligence, and The Chinese Room

John Searle, “Minds, Brains and Programs” (pp. 509-519)

Jerry A. Fodor and John Searle, An exchange in four parts (pp. 520-526)

Sensations, Part I: “Qualia” and the Inverted Spectrum

*Daniel C. Dennett, “Qualia Disqualified,” ch. 12 in Consciousness Explained (pp. 369-411)

*Alex Byrne, “Inverted Qualia,” available at http://plato.stanford.edu/entries/qualia-inverted/

Sensations, Part II: Qualitative Character and Representationalism

*Paul Churchland, “Cognitive Neurobiology and Sensory Coding” from M&C(pp. 146-155)

*Michael Tye, “The Subjective Qualities of Experience” (17pp)

Consciousness, Part I: The Hard Problem

*David Chalmers, “Facing up to the Problem of Consciousness” (with a reply by D. C. Dennett)

David M. Rosenthal, “Two Concepts of Consciousness” (pp. 462-477)

Consciousness, Part II: Phenomenal Consciousness and Access Consciousness

*Ned Block, “On a Confusion about a Function of Consciousness” (excerpt, 6pp)

*David M. Rosenthal, “How Many Kinds of Consciousness?” (12pp)

http://plato.stanford.edu/entries/qualia-inverted/

Tullmann teaching portfolio

Documents

Transcript of Tullmann teaching portfolio