PHL 303 Human Nature

1. PHL303Human Nature Spring ‘05 TuTh 9:30-10:45 GSB 2.124

2. Prof. Robert Koons • Office Hours: • WAG 405 • Wed. 3-4 • Thurs. 2-3 pm, and by appt. • koons@mail.utexas.edu • 471-5530

3. Graders • Mr. Steven Lee stevenlee155@yahoo.com • Mr. Bryan Pickelbpickel@mail.utexas.edu

4. Today's Lecture • I. Course Mechanics • II. Human Nature and the "Culture Wars" • III. The Ethics of the Course • IV. Worldviews and Philosophy • V. Introduction to Plato

5. Requirements • Examinations: 75% • Two midterms (each 25%) • Comprehensive final (50% - replaces low midterm grade) • Non-comprehensive final -- 25% • Short discussion papers: 10% • Must turn in at least 8. • 8--100%, 7-- 90%, etc.

6. Class attendance and participation -- 15% • Sign in at beginning of class. • Sit in assigned seats. • Discussion section participation also counts.

7. Course web site http://www.utexas.edu/courses/phl303/

8. Texts • Thomas Aquinas, Treatise on Happiness • C. S. Lewis, The Abolition of Man • Virginia Woolf, Three Guineas • Sigmund Freud, Civilization and its Discontents • Friedrich Nietzsche, Beyond Good and Evil/ The Anti-Chrrst

9. Supplemental Readings • Available at Longhorn Copies, 26th & Guadalupe..

10. Human Nature and the "Culture Wars" • American society is divided fundamentally along issues of value and meaning as never before. • James Davison Hunter, Culture Wars (Basic Books, 1991) • Divisions along denominational lines (incl. Prot./Cath./Jew) are fading. Intra-religious conflict, between traditionalists and non-traditionalists, growing.

11. Controversies • The nature and definition of the family • The purpose and boundaries of proper human sexuality • The fundamental aims of education: information vs. discipline, character vs. free development • The permissible and impermissible in dealing with life and death: abortion, euthanasia, assisted suicide. • Purpose and meaning of human life

12. My purpose • In this course, I want us to dig deeper -- uncovering the philosophical roots of these controversies. • My aim: help to transform the culture wars into the culture conversation.

13. Reason and civility • Too often -- the academic community has acted solely as a partisan in the culture wars, taking up the non-traditional side, treating the other side as benighted and ignorant. • I want a genuine conversation -- both sides are fairly represented.

14. The Ethics of the Course • What are our aims, and how are we going to achieve them? • The central value of the course: truth seeking. Eschew: • nihilism (there's no such thing as truth) • emotivism (belieiving what make you feel good) • populism (avoiding "weird" beliefs)

15. Main constraints on how we pursue truth • Rationality • Mutual respect • Civility

16. Rationality You must be prepared to give reasons for what you believe, reasons that are at least understandable to your audience

17. Mutual Respect • Each of us as human beings has a natural aptitude for truth-seeking. • Moreover, we are naturally social beings -- we need each other in order to fully realize this aptitude. • This does not require us to blunt the edge of disagreement, or lapse into an easygoing relativism.

18. Civility • This mutual express expresses itself in deference and humility. • Criticize the ideas, not the person. • We don't accuse each other of evil (racism, sexism, impiety,etc.) on the basis of sincere expressions of ideas.

19. Worldviews and Philosophies • An unprecedented social and cultural decline: crime, family breakdown, teen suicide, educational failure. • Mystery: why such decline, in face of scientific advancement, economic progress? • Key: understanding human nature.

20. How do we grow in our understanding of human nature? • Two answers; • 1. Through an application of the scientific method. Experimentation, quantification, analysis into forces and components. • 2. Through metaphysics and the exercise of the moral imagination. Literature, philosophy, theology. • Answers reflect two competing "worldviews".

21. What is a worldview? • A worldview is a set of life-shaping beliefs and attitudes about who we are and what is our place in the cosmos. • Every normal adult has a worldview.

22. Worldviews vs. philosophies • A worldview becomes a philosophy after it has been refined through extensive discussion, examination, criticism. • Philosophy is a conversation between worldviews, carried out over many generations, with continuing reference to written records of earlier stages of the conversation.

23. Philosophy is a basic human need • Sooner or later, you will do philosophy. • The only question is: will you do it well or badly? • The formal study of philosophy brings you up to date in the Great Conversation, provides you with information about what the greatest minds of the past have had to say.

24. Built-in purposes Absolute values Virtue its own reward Related to a spiritual world Self-discipline Character No built-in purposes Values all relative Virtue depends on social rewards Part of the material world Freedom Information Traditional vs. Non-traditional

25. Introduction to Plato • Parallel to modern times: • 1. Traditional morals, religion (Homer, Hesiod, Aristophanes). • 2. Scientific revolution in physics (Thales, Democritus). • 3. Creation of social sciences, sociology, anthropology (Sophists). • 4. Cultural relativism, ethical nihilism. • 5.Neo-conservative reaction (Plato, Aristotle).

26. Plato’s Threefold Goal • 1. Articulate a position according to which there are absolute, eternal values. • 2. Demonstrate that these values include traditional virtues (as their own reward, not justified on pragmatic grounds alone). • 3. Argue that this view is not only compatible with mature science -- it is supported by science, rightly understood.

27. Plato's Dialogues • Socrates was a real person, Plato's mentor. • In the Dialogues, Socrates is a character, through whom Plato expresses his own views. • The dialogue represents a kind of ideal discussion: typically, truth triumphs in the end.

28. The Socratic Method • "My method is to call in support of my statements the evidence of a single witness, the man I am arguing with." • Asking questions, and guiding the reasoning of the participant, step by step.

29. The Issue of The Gorgias • Which is worse, to suffer wrong or to do wrong? • Socrates claims: it is worse to do wrong, and still worse than that to do wrong and escape punishment. • The person most to be pitied (not envied!) is the person who does wrong and gets away with it.

30. Distinction: doing what one pleases vs. doing what one wills. • If I go to a quack to be healed, then I am doing what I please (going to the quack), but not what I will (being healed). • The dictator/demagogue does as he pleases (killing and coercing at will), but not as he wills (thriving as a human being).

31. Plato vs. the Sophists Plato is attacking 3 theses of the Sophists: • 1. Value is relative: if something seems right/good to you, it is right/good for you. No gap between reality and appearance. • 2. Virtue is a second-best option, valuable only as a means to greater social reward. The very best option: prosperous immorality. • 3. Moral norms are social constructs, purely conventional in nature.

32. Analogy between physical health and health of the soul/mind • Both are anchored in facts about human nature. • Both can be studied scientifically, objectively. • Both are valued for their own sake.

33. Distinction between appearance and reality • Appearing healthy vs. really being healthy. • Pleasure is the appearance of health, not the underlying reality.

34. The reality/appearance distinction leads to a second distinction • Doing what one pleases • Doing what one wills

35. We willthe ultimate object of our acts • When we take medicine, we will to be healthy. • When we enter business, we will to make profit. • We can make mistakes. Then we do what we please, but not what we will.

36. Doing what we please, not what we will • Taking a quack cure. • Investing in dotcom stock futures. • Living an immoral life.

37. What we will • Ultimately,we all will to be happy, to lead a good life, to live well ("eudaemonia") • What is happiness?

38. Plato’s Radical Claim • To be virtuous,even with torture, ignominy, and death, is to live better than to be vicious with prosperity and long life. • One should pity the wicked, especially if they escape punishment!