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Critical Thinking
Philosophy and
Phil 1301:
Description
This class is an introduction to the central topics of philosophy: logic, knowledge, mind-body relation, moral freedom, and God. In addition to learning what distinguishes philosophy from other disciplines and what makes philosophy worthwhile, here you will develop the skills needed to think analytically and charitably about the central questions of these topics. What is an argument? What makes for a successful argument? What are some effective tools for assessing whether the reasons provided for a claim adequately support that claim? What is knowledge? Is knowledge possible? Does knowledge come from reason or experience? What is free will? Do humans have free will? Is free will compatible with determinism? Are mind and body identical? Are they different entities entirely? Is the mind-body relation like that between software and hardware? What is the nature of God? Does God exist? Is God’s existence compatible with the extreme suffering of innocent creatures? The goal of this course, in effect, is for you (1) to understand the merits and resourcefulness of the various positions on these and related questions, (2) to develop arguments for positions while accommodating the insights of competing positions, (3) to consider objections to your arguments, and (4) to formulate replies to those objections.
Learning Outcomes
• Acquaintance with common rules of inference (modus ponens, modus tollens, hypothetical syllogism, and so on), the basic concepts of argument evaluation (valid, sound, deductive, and so on), and the basic concepts of philosophy (a priori, a posteriori, teleology, and so on).
• Understanding of (1) philosophy and its relation to other areas of inquiry, (2) the central topics of philosophy, (3) the central questions involved in these topics, (4) the main competing views on such questions, (5) the main arguments for such views, and (6) the strengths and weaknesses of such views and arguments.
• Appreciation of the relevance that many philosophical problems may have for each other. For example, what bearing questions concerning God have on questions concerning knowledge.
• Insight into the philosophical methods employed by contemporary analytic philosophers.
• Familiarity with the main factors for deciding between metaphysical positions: parsimony, explanatory power, predictive power, commonsensicality, and so on.
• Awareness of philosophy as a discipline interesting to study in its own right, not just for the sake of improving one’s power to think analytically, critically, creatively, and charitably.
• Preparation for (1) courses probing deeper into the topics surveyed here, (2) entrance exams to graduate or professional school (LSAT, GRE, MCAT), (3) careers where reasoning skills are prerequisite for success, and (4) responsible and intelligent participation in community affairs.
Daily Discussion Questions
Philosophy Day 1: Intro to the course
What are the goals for the course?
How do you succeed in the course?
How will grades be evaluated?
What is philosophy?
Philosophy Day 2: What is philosophy?
What is philosophy (continued)?
What are some misconceptions about philosophy?
What are the branches of philosophy?
Logic Day 1: Deductive Logic #1
What are the basic concepts of logic: premises, conclusion, argument, statements, validity, logical possibility, deduction, induction?
Logic Day 2: Deductive Logic #2
What is a sound argument and how does it differ from an unsound argument?
Logic Day 3: Deductive Logic #3
What are some of the most common valid argument forms?
What is the famous forms method for assessing deductive arguments and what are its limitations?
Logic Day 4: Deductive Logic #4
What are some of the most common invalid argument forms?
What is the counterexample method for assessing deductive arguments and what are its limitations?
Logic Day 5: Inductive Logic
What are the basic concepts of inductive logic: strong argument, weak argument, cogent argument, uncogent argument?
What are some of the most common inductive argument forms and what makes for successful substitution instances of those forms?
Logic Day 6: Logic Test Review
Knowledge Day 1: Traditional Definition of Knowledge
How does propositional knowledge differ from other forms of knowledge?
How does a real definition of a concept differ from a lexical definition of a concept?
How does one go about finding the real definition of a concept?
What is the traditional definition of knowledge and why does it seem to be a real definition?
What is Gettier’s challenge to the traditional definition of knowledge
Knowledge Day 2: Response to Gettier and Skepticism #1
What is the infallibilist response to the Gettier problem and what drawbacks does it have?
What is the defeasibility response to the Gettier problem and what drawbacks does it have?
What is the truth-tracking response to the Gettier problem?
What is the difference between global skepticism and local skepticism?
What are some objections to global skepticism? Are they effectual?
What is the argument from ignorance and what is the rationale behind its premises?
Knowledge Day 3: Skepticism #2
What is the Moorean solution to the argument from ignorance and does it work?
What is the Contextualist solution to the argument from ignorance and does it work?
What is the Truth-Tracking solution to the argument from ignorance and does it work?
Why do most philosophers agree that, even if the argument from ignorance is sound, global skepticism would not follow?
What are the three main strategies to deal with skepticism’s onslaught and how does Descartes carry out one of these strategies?
Why does it seem reasonable to lower the standard of justification down from the evil-demon standard?
Knowledge Day 4: Empiricism #1
What is empiricism?
What makes empiricism attractive as a theory of justification?
What is the theories-of-perception problem for empiricism?
What would be the problem with empiricism adopting naïve realism as its theory of perception?
What would be the problem with empiricism adopting sophisticated realism as its theory of perception?
Knowledge Day 5: Empiricism #2
What would be the problem with empiricism adopting idealism as its theory of perception?
What is the so-called “problem of induction” that empiricism faces?
Knowledge Day 6: Rationalism
What is rationalism?
What makes rationalism attractive as a theory of justification?
What are the main problems for rationalism and how might rationalism respond?
Mind-Body Problem Day 1: Options in the Debate
What is the mind-body problem?
Why is the mind-body problem even considered a problem?
What are the main options in the debate?
What are main forms of dualism and what are the main forms of antidualism?
Mind-Body Day 2: Problems for Dualistic Interactionism #1
Why does it seem that mental-material interaction is impossible if dualistic interactionism is true, and what are some ways that dualistic interactionism might respond to such a problem?
Why does it seem that dualistic interactionism violates the principle of the conservation of energy, and what are some of the ways that dualistic interactionism might respond?
Mind-Body Day 3: Problems for Dualistic Interactionism #2
Why does it seem that the role of the mental in bringing about material happenings is superfluous on dualistic interactionism if physical determinism is true, and how might dualistic interactionism deny this?
Why does it seem that the role of the mental in bringing about material happenings is superfluous on dualistic interactionism if physical determinism is false, and how might dualistic interactionism deny this?
Mind-Body Day 4: Noneliminative Materialism #1
What are the main forms of materialism and how do they differ from one another?
What are the main forms of reductive materialism and how do they differ from one another?
What is identity theory, what are some problems that it faces, and how might identity theory respond?
What is behaviorism, what are some problems that it faces, and how might behaviorism respond?
What is functionalism?
Mind-Body Day 5: Noneliminative and Eliminative Materialism
What are the problems that functionalism faces and how might functionalism respond?
Why does it seem that all forms of reductive materialism fail to account for qualia, and how might reductive materialism respond?
What is nonreductive materialism and what problem does it face?
What is eliminative materialism and what problem does it face?
Mind-Body Day 6: Panpsychism
What is panpsychism?
What makes panpsychism attractive?
What problems does panpsychism face?
Moral Freedom Day 1: Hard Chronological Determinism
What is freedom?
What is determinism?
What is the rationale for each premise of the argument for Hard Chronological Determinism?
Moral Freedom Day 2: Compatibilism
What is compatibilism and how does it respond to the HCD argument?
What are the main arguments for compatibilism?
What is the difference between the main types of compatibilism?
What problems does compatibilism face?
Moral Freedom Day 3: Incompatibilism
What is incompatibilism?
What is the main argument for incompatibilism?
What is the difference between the two versions of the consequence argument?
What are the main problems that incompatibilism faces?
Moral Freedom Day 4: Libertarianism
What is libertarianism and how does it respond to the HCD argument?
What is the difference between simple libertarianism and decision libertarianism?
What are the main problems that these two forms of libertarianism face?
What is agent libertarianism and how does it differ from the two previous forms?
What are the main problems for agent libertarianism and how might agent libertarianism respond?
Moral Freedom Day 5: Hard Chronological Determinism Revisited
What are the main problems for HCD?
How might HCD respond to these problems?
God Day 1: Divine Experience
What is God and what is the proper understanding of the features attributed to God?
How might one argue for the existence of God based on experience?
What are some problems with arguing for the existence of God on the basis of experience?
God Day 2: Cosmological Argument Part 1
What is the Kalam cosmological arguments for the existence of God?
What is the Past-Agnostic cosmological arguments for the existence of God?
What problems do these arguments face?
God Day 3: Cosmological Argument Part 2 and Teleological Argument
What is the necessitarian cosmological argument?
What is the design argument for the existence of God and what problems does it face?
What is the fine-tuning argument for the existence of God and what problems does it face?
God Day 4: Ontological Argument
What is Descartes’s version of the ontological argument, what is the rationale for each premise, and what problems does it face?
What is Anselm’s version of the ontological argument, what is the rationale for each premise, and what problems does it face?
What is the Modal version of the ontological argument, what is the rationale for each premise, and what problems does it face?
God Day 5: Cosmo-Ontological Case for the God of Classical Theism
What reasons are there for thinking that there is a self-necessary being serving as the sufficient condition for all of reality?
What reasons are there for thinking that a self-necessary being serving as the sufficient condition for all of reality has the most perfect collection of whatever attributes of perfection there are?
What reasons are there for thinking that a self-necessary being serving as the sufficient condition for all of reality has the attributes commonly ascribed to the God of classical theism?
God Day 6: Problem of Suffering
Why does the existence of suffering seem to serve as evidence against the existence of God?
What are some of the common theodicies and what problems do they face?
What is Pascal’s Wager and what are some problems that it faces?
ethics
Phil 2306:
formal logic
Phil 2303:
metaphysics
Phil 361:
intro to logic
Phil 240:
19th century
Phil 414:
17th century
Phil 412:
moral issues
Phil 111:
engineering
Phil 482:
ethics
medical ethics
Phil 480:
classes
FAQ
These [engravings] are really good things. You have before you the works of very fair talents, who have learned something, and have acquired no little taste and art. Still, something is wanting in all these pictures—the Manly. Take notice of this word, and underscore it. The pictures lack a certain urgent power, which in former ages was generally expressed, but in which the present age is deficient, and that with respect not only to painting, but to all the other arts. We have a more weakly race, of which we cannot say whether it is so by its. origin, or by a more weakly training and diet.—Goethe (Conversations with Eckermann)
Featured Blog Posts
plastic figurines from the film coming soon
as puff-eyed parents, bedside, pray for time


"Crank Shaft" is a study in the irreducibility of fractured consciousness. Its narrator sits immobile on a curb in the aftermath of a child's death — a death he witnessed, could not prevent, and is implicated in by the precise act through which he was prevented from acting. The piece does not pursue his guilt as a legal or even moral verdict. It pursues something harder: the way consciousness, under the pressure of catastrophic self-implication, does not consolidate into remorse or clarity or collapse, but continues generating its ordinary traffic — desire, calculation, self-interest, animal solidarity, spiritual hunger, mortality, artistic ambition — at the same frequency it always did, except now without the possibility of relief or discharge.
The title operates at multiple levels simultaneously, and its multiplicity is the piece's thesis in compressed form. "Crank shaft" is, mechanically, the component that converts reciprocal piston motion into rotational force — the machine's engine of transformation, turning one kind of movement into another. Cars have crankshafts. The car that kills the boy is driven by one. But "crank" as verb is also slang for masturbation, and "shaft" carries its own phallic register. The narrator was cranking when the shaft of the car's wheel passed over the boy's skull. The title fuses these two motions — the man's reciprocal autoerotic action and the mechanical rotation of the killing wheel — into a single mechanism, implying that the two chains of causality the narrator watches converge are not coincidental but structurally linked: joined in the crankshaft of the title before the event even occurs.
The opening paragraph achieves its effects through deliberate impoverishment cut with a single startling sensory intrusion. "I have not gotten up from the curb. The ambulance had taken the body long ago. I just sit here." The sentences are meager, sequential, declarative. But into this minimalism arrives the smell of the officer's menstruation — "the copper sourdough of her menstruation" — a detail whose precision is as shocking as its placement. The narrator's erotic register is operational even here, even now, even with the police beside him taking his words about a dead child. The smell is gone but he keeps sensing her presence. His consciousness cannot exempt even this moment from its ordinary appetitive attention. This is the piece's central psychological claim established in its first paragraph: the machinery does not stop for catastrophe.
The expanded stillness passage is the revision's most significant formal achievement. The earlier version's quiet neighborhood hush is here given a specific and devastating genealogy: the children whispering in the wake of a parental spat that escalated from screams and shattered glass into something else entirely — "throttled taunts gushing out from the pretzeled mound of mommy on the floor ('Beat it up, nigga! Beat that asshole up!')" — with the children deliberately kept as audience: "Keep it open! Let em see the shit." The neighborhood hush is now rhymed explicitly with the hush of children who have witnessed their mother's orgiastic absorption in violence and sex simultaneously, kept watching by adult insistence. This is the Gonzo Domestic Squabble template transposed into the narrator's own street: the children made witnesses to adult intensity they cannot process, the animals registering what the humans cannot. The dogs have stopped their chronic digging and whining. The stillness is the stillness of a neighborhood that has absorbed too much.
The Georgie passage is the piece's single most accomplished writing, and it earns that designation through the specificity of its attention. Georgie is fully named, fully individuated — a runt found two summers back, a feral cat whose forced adulthood in New York extremes has left him with "needs neglected," who seeks the narrator's hand "with a crying desperation" even as that same hand triggers in him the "spiritual bind between having to make biscuits and having to maintain the sleepless guard." The Bach comparison — the braced sidewinding walk described as "the haunted-castle organ opening of Bach's 'Toccata and Fugue in D minor, BWV 565'" — is the piece's most extravagant simile, and it earns its extravagance because the precision is exact: every muscle fiber fighting itself, the body contorted enough to produce a specific, unmistakable sound in the observer's imagination. Georgie does not come to the narrator today. He slinks back into coverage. The cat that has always permitted the narrator's touch has read something in the scene, in the man, that warrants withdrawal. The piece does not explain what Georgie knows. It asks the question — "What does he know?" — and leaves it open.
The retrospective account of the mother's ass and the boy's death proceeds as in earlier versions, but two revisions sharpen the psychological argument. First, the interior monologue during the voyeurism is now more explicitly voiced — "Bet that shit taste so fuckin good" — making the erotic consciousness more audible, more present, less retrospectively constructed. Second, the crucial exculpatory move of the marathon analogy now concludes with "People masturbate" — a sentence of devastating baldness. Having built the logical case that bodily states do not disqualify action, the narrator collapses the case into its simplest possible statement. The argument reaches its terminal point and the terminal point is nothing more than a declaration of ordinariness. People masturbate. The child is dead.
The unreleased load comparison — "The unreleased load has befuddled my loins like Georgie" — is the revision's most darkly comic and most psychologically precise detail. The narrator's physically unresolved state is compared to the cat's psychic rack: both bodies in a bind between competing needs, neither able to fully discharge or fully guard. The comparison refuses the dignity of clean suffering. The narrator on the curb is not a man in grief; he is a man in an unresolved physiological state that the afternoon's events have made unresolvable, compared to a feral cat with a complicated relationship to being touched. The loins and the cat belong in the same sentence. The piece knows this.
The mortality passage is the revision's most significant addition and it transforms the piece's meaning at its deepest level. The narrator has chosen art over family — "I have chosen the pursuit of glory over family" — and has chosen not merely glory but the most demanding and least rewarded form of it: to stand on an astral plane alongside Nietzsche and Emerson, which "requires enough truth telling to be hated while alive." The physical inventory that follows — the hip flexibility declining, the sparse crown, the nighttime urination, the coming day when seated breathing will require rest — is not self-pity but accounting. The narrator is taking stock of what his choices have produced and what they have cost. "Who now is left at my side to tolerate my repetitions and back my tall tales? Will there be anyone even to fake like they are interested? What hand will guide me back to before the womb?" These are not rhetorical questions. They are the questions of a man who has organized his life around solitude and art and is now sitting on a curb with no one coming for him, understanding perhaps for the first time the full cost of that organization. His son is present but the narrator notes it and immediately returns: "But I cannot stop working." The addiction to art is the crankshaft that has been running beneath everything else. The child's death is not the piece's only subject. The narrator's life is.
The intrusive sexual fantasy — slurping the mother, whispering "I'm gonna give you another baby" — returns and is if anything more devastating in this version because it follows directly from the mortality passage. The man who has just inventoried his aging body and his chosen solitude now fantasizes about giving a grieving mother another baby. The libidinal unconscious's attempt at reparation — giving back what the crankshaft took — is continuous with the piece's larger argument about what the narrator has cost himself and others through his chosen mode of existence.
The closing movement achieves its effect through the replacement of sitting with lying. "I lie back." The earlier version held the narrator upright on the curb; this version surrenders him to the ground. "I can feel the planet's core latched to my bones, its implacable suckle — all draw, no release." The gravitational image gives the inertia a cosmic dimension: the narrator is not merely tired or numb but held by a force operating at the level of mass and planetary attraction, a force that is all draw and no release, which is the piece's final description of the crankshaft mechanism. Everything has been drawn in — desire, guilt, mortality, art, the dead child, the unreleased load, the cat's knowledge — and nothing has been released. The sun bothers his face. He has reason to get up. But how can I? The question is not rhetorical. It is genuine. The piece ends where the crankshaft has always been: turning without being able to stop, unable to convert its motion into anything that would allow rest.
Formally, the piece's syntax continues to move between meager declarative sentences and long recursive clauses in a rhythm that mimics the narrator's oscillation between numbness and eruption. The Georgie passage is the piece's longest and most syntactically elaborate, and its elaborateness is earned: the cat's complexity of being — the spiritual bind, the braced sidewinding walk, the Bach comparison — requires the long sentence because the cat cannot be rendered in the short one. Everything else tends toward the short sentence because the narrator's consciousness, in its catastrophic state, cannot sustain elaboration for long before the elaboration collapses back into the declarative. The prose thinks and stops. Thinks and stops. The crankshaft turning.
Meta Description
A revised and deepened prose piece in which a narrator's vigil on a curb after a child's death — caused by his masturbation — accumulates new dimensions: the cop's menstrual smell, the neighborhood's orgiastic backstory, Georgie the cat rendered in Bach, a mortality passage about art chosen over family, and a gravitational closing image of a body held to the ground with all draw and no release.
Keywords
Crank Shaft, psychological fragmentation, trauma prose, erotic consciousness and catastrophe, moral culpability literature, Georgie the cat, Bach Toccata and Fugue, art versus family, mortality and artistic ambition, masturbation and catastrophe, intrusive fantasy, gravitational inertia, close reading, Hypocorism, crankshaft mechanism