Plato and Aristotle: Categories and Conceptions of Being

Syllabus*

Spring 2012. Humanities 502. Mondays 3:25pm-6:20pm.

Pamela Hood San Francisco State University Ofﬁce: Humanities 359 Email: [email protected] Web: http://profhood.com Course Web: https://ilearn.sfsu.edu

1 Course Description

This is a graduate seminar examining the categories and varieties of being in Plato’s and Aristo- tle’s philosophy and the metametaphysical positions each philosopher takes in constructing his metaphysics and ontology. By necessity, our discussions will range through many philosophical disciplines: logic, ontology, metaphysics, epistemology, philosophy of language and philosophy of mind. We will proceed on two simultaneous tracks. The task on one track will be to locate and explicate the various categories and conceptions of “being" and “beings" Plato and Aristo- tle describe. We will be raising such questions as: What is “being", what sorts of beings there are, the ways of being a “being", how do beings exist, and how do we conceptualize these various entities and ways of being? We will pay close attention to understanding, comparing and contrasting Plato’s and Aristotle’s philosophical motivations for conceiving the various kinds of categories of being they recognize. The task on the other track will be to use contemporary work in metametaphysics as a means to delve even deeper into the issues we examine on the former track. As David Manley puts it:

*This syllabus is subject to revision. The latest version of this syllabus will be posted on iLearn. Please inform me of any errors or discrepancies in this document: [email protected]

1 Spring 2012 PHIL 770: Plato and Aristotle Dr. Pamela Hood

Metametaphysics is concerned with the foundations of metaphysics. It asks: Do the questions of metaphysics really have answers? If so, are these answers substantive or just a matter of how we use words? And what is the best procedure for arriving at themcommon sense? Conceptual analysis? Or assessing competing hypotheses with quasi-scientiﬁc criteria?

The readings in metametaphysics will include contemporary (and not so contemporary) philosophers such as Rudolph Carnap, David Chalmers, David Lewis, G.E. Moore, W.V. Quine, Scott Soames, Peter van Inwagen, and Stephen Yablo. While I am sure there will be plenty of op- portunity to criticize Plato’s and Aristotle’s views, our intent is not to use contemporary work in metaphysics and metametaphysics to refute or to advocate any particular view or approach Plato or Aristotle takes. Rather, our ultimate goal in the seminar is to be better poised to assess (a) the scope of Plato’s and Aristotle’s categories and conceptions of being and (b) the metametaphysical (or theoretical) utility of their views.

2 Course Objectives and Learning Outcomes

Students will gain advanced knowledge of Plato’s and Aristotle’s philosophy and how contemporary philosophers and scholars of Ancient philosophy are engaging with the topics under consideration in the seminar. By engaging both primary and secondary texts students will attain and demonstrate an advanced understanding of philosophical issues and the ways in which scholars address them today. By writing seven short papers and one long paper, students will develop the capacity to apply philosophical methods (including advanced analytic and interpre- tive skills) to the problems under discussion. This will allow students to demonstrate mastery in contemporary philosophical research methods, in conducting comparative critical analyses of philosophical ﬁgures, and in critical, creative, and reﬂective philosophical writing. By partic- ipating actively in class discussion and giving a formal presentation, students will also develop substantial verbal skills necessary for thriving in the profession. All of the above skills will support students in their future graduate work at the PhD level or in conducting their own under- graduate classes.

3 Overview of Course Content

The course is divided into four (4) units of approximately four to ﬁve weeks each. A full schedule with all readings will be posted on iLearn.

UNIT 1 Fundamentals: Category theory and metametaphysical concepts. This unit begins by examining the philosophical terminology used in the study of metametaphysics, metaphysics, ontology and category theory. Topics include: distinction between different senses of “being"/“Being",

2 Spring 2012 PHIL 770: Plato and Aristotle Dr. Pamela Hood implications of existence, definition and uses of categories and concepts, notions of realism and anti-realism, deflation, quantification, nominalism, universals, particulars, trope/type distinction, paradigms, classes, and states of affairs.

Secondary Reading: Metametaphysics: New Essays on the Foundations of Ontology Chapters 1, 2, 3, and 4. Routledge Philosophy Guidebook to Aristotle and the Metaphysics Chapters 1 and 2.

UNIT 2 Plato and Aristotle: The metaphysical framework. The unit addresses (a) Plato’s “two world" (appearance/reality) view and grades of being. Readings are drawn principally from the Repub- lic, Parmenides, Phaedo, and Timaeus. We then turn to (b) Aristotle’s meta-ontological frame- works (substance/accident, form/matter, essence). Readings will be drawn from the Categories, Physics, and Metaphysics. Of particular interest will be an examination of Platonic Ideas and Aristotelian essence as they relate to the status of the conceptual being(s).

Secondary Reading: Metametaphysics: New Essays on the Foundations of Ontology Chapters 5, 6, 7, 8, and 9. Routledge Philosophy Guidebook to Aristotle and the Metaphysics Chapters 3, 4, and 5.

UNIT 3 Plato and Aristotle: The epistemological considerations of the various categories of being. This unit deals with the epistemic status of different kinds of beings: Are they knowable? If so, to what degree? How are they known? What counts as knowledge of them? For Plato’s views we turn mainly to the Theatetus, Meno, and Republic. For Aristotle’s views we will read excerpts from the Posterior Analytics, De Anima and Metaphysics.

Secondary Reading: Metametaphysics: New Essays on the Foundations of Ontology Chapters 10, 11, 12, and 13. Routledge Philosophy Guidebook to Aristotle and the Metaphysics Chapters 6 and 7.

UNIT 4 Plato and Aristotle: Categories and deﬁnitions as conceptual units of meaning. This unit fo- cuses on issues relating to the philosophy of language. We will address the utility of categories and deﬁnitions as bearers of meaning. We will explore Plato’s Cratylus, and Sophist for insights into his philosophy of language. For Aristotle’s views we will read excerpts from the Categories, De Interpretatione, and Topics. The seminar ends with an evaluative examination of Platonic and Aristotelian strategies for conceptualizing and categorizing Being/being(s).

Secondary Reading: Metametaphysics: New Essays on the Foundations of Ontology Chapters 14, 15, 16, and 17.

3 Spring 2012 PHIL 770: Plato and Aristotle Dr. Pamela Hood

Routledge Philosophy Guidebook to Aristotle and the Metaphysics Chapters 8 and 9.

4 Instructional Methods and Materials

While the instructor will also present lectures throughout the semester on topics in each unit, the course will be conducted as a seminar with opportunities for additional online discussion. Students are expected to participate actively in every session. Students are expected to have read, read well, and well before the class session, the primary texts and assigned secondary literature in order. This level of preparation makes it possible to participate and contribute to the exchange of ideas and level of learning that is the hallmark of a graduate seminar course.

5 Required Texts

1. Barnes, The Collected Works of Aristotle (Princeton, 1984) 2. Chalmers, Metametaphysics: New Essays on the Foundations of Ontology (Oxford, 2009) 3. Cooper, The Complete Works of Plato (Hackett, 1997) 4. Politis, Routledge Philosophy Guidebook to Aristotle and the Metaphysics (Routledge, 2004) Optional, but highly recommended Booth, et al, The Craft of Research (University Of Chicago Press, 2008)

NB: You may substitute the Barnes Aristotle with McKeon’s much less expensive Basic Works of Aristotle. Ackrill’s New Aristotle Reader is another inexpensive option which also has a Kindle version available. I will make available to you texts that are not in the Ackrill or McKeon texts.

5.1 Required Secondary Reading

Numerous articles and book chapters from sources other than the above will be required of all students. Most selections will be available on JSTOR, Project Muse, EBSCO or another Univer- sity database. You are responsible for bringing all assigned reading material to each seminar meeting in addition to the two required texts.

6 Course Requirements

Prerequisites: Graduate standing in Philosophy or the consent of the instructor. Reading knowledge of Greek is a plus, but is not required. All four course requirements and observance of

4 Spring 2012 PHIL 770: Plato and Aristotle Dr. Pamela Hood course policies must be met in order to pass this course. For example, turning in a great term paper without sufﬁcient class participation will result in a “not passing" grade, or D-. 1. Class Attendance and Participation 10% 2. Class oral presentation on term paper 10% 3. Eight short papers (3-4 pages) 40% 4. Final term paper (15 pages) 40%

6.1 Seminar Discussion & Discussion Leaders

Discussion Leaders Each session, three students will be responsible for leading class discussion on the assigned readings: Plato (leader 1), Aristotle (leader 2), and one article or chapter from the assigned secondary literature (leader 3). The signups for discussion leader will be on iLearn. Each leader is responsible for preparing and posting a 1-2 page handout for the class discussion on iLearn no later than Friday at 5pm. All students not leading a discussion, are required to read the three handouts and post comments or questions regarding the handouts.

Seminar discussion leaders should aim for a 15-20 minute (maximum) seminar presentation. The point of the presentation is not simply to repeat what we all have read. You are to present a philosophical argument that is motivated by your assigned texts. This could take the form of (a) an analysis and evaluation of an argument within the text in relation to another text(s) or (b) an argument about a philosophical thesis motivated by the issues raised in the texts. There are other possibilities as well. If you have any question about the presentation topic consult with me.

Discussion Questions from Non-Discussion Leaders Each session you are to submit two discussion questions on iLearn prior to Sunday 5pm. Each student will introduce those questions at the beginning of each seminar session. Prepare one question based on the Plate text were reading and one on the Aristotle text. These are discussion questions, not clarifying questions, i.e., not just material you didnt understand. The former dont yield simple “yes” or “no” answers. Rather, they are issues you believe need to be addressed which will make for an interesting exchange of ideas or will enrich our understanding of the text(s). Base your questions on the relevant texts were reading and not just your personal opin- ion.

6.2 Post-seminar Discussion

After each class session, a discussion forum will be posted on iLearn. Students may use this forum to continue seminar discussion.

5 Spring 2012 PHIL 770: Plato and Aristotle Dr. Pamela Hood

6.3 Written Course Assignments

You will write eight (8) papers (3-4 pages each), a draft of your term paper, and a ﬁnal term paper (15 pages).

Short papers After the second week of the seminar, and for the following eight weeks, a short paper will be due each week. These short papers are brief summaries and argument analyses of either the chapters in Metametaphysics: New Essays on the Foundations of Ontology or other assigned secondary literature. The structure of the short paper is as follows: First, present a brief (a short paragraph or two) overview of the piece. Next, identify the main arguments or points and para- phrase them. End the summary by offering your comments in the form of an evaluation of the argument or article, and by noting points for us to consider in class discussion. Please upload the short papers on ilearn. They are due on the designated Friday afternoon by 5 pm. You will receive feedback on your papers by 8am Saturday. This will give us all the oppor- tunity to discuss issues, questions, or concerns that may have come to light in your papers or my comments on your papers. You may upload papers before the due date. Absolutely no late work will be accepted.

Term Paper Please discuss with me in advance possible topics for your term papers. Students must meet with me at least once before March 5 to discuss their progress in the course and term paper topic. A rough draft (5-7 pages) of the term paper is due on April 9. Final paper is dues May 18, at 5pm. Submit all papers on iLearn.

NB: Keep a hard copy of all your papers, short papers, draft of term paper, and ﬁnal paper.

7 Course Policies

The following course policies must be observed as a necessary condition for passing the seminar: 1. Students must regularly check their sfsu e-mail accounts and the iLearn website for this class. Students will have to upload assignments onto the iLearn website. 2. Students must submit all papers and do so on time. 3. Students must arrive at each seminar on time and remain for the duration of each class. Absences because of medical reasons or other such emergencies will be excused with a doctor’s note. Please contact me by email before class meets if you know you will have to miss a class. More than two unexcused absences will result in a reduction in your grade. 4. Students must bring to each seminar the assigned readings.

6 Spring 2012 PHIL 770: Plato and Aristotle Dr. Pamela Hood

5. Students must engage in positive participation in class discussions and activities. These activities include coming to class on time, bringing the required texts, reading texts when called upon, asking questions pertinent to the material under consideration, taking notes, etc. Negative participation will result a zero grade for participation, and may result in removal from the classroom. Negative participation includes such behavior as arriving late to class, not bringing texts to class, discussing irrelevant material in class, excessively dominating class discussions, or otherwise being disruptive. (For more information on classroom behavior, please see SFSU’s Schedule of Classes and the Academic Policy Man- ual.)

7.1 University Policies

Statement on Cheating and Plagiarism Don’t do it! Incidents of cheating and/or plagiarism will result in an F on the assignment for all students involved, and will be reported to the College of Humanities. Review the University and College policy at: http://www.sfsu.edu/ collhum/?q=node/851

Americans with Disabilities Act Accommodation The University is committed to providing reasonable academic accommodation to students with disabilities. The Disabilities Programs and Resources Center provides university academic support services and specialized assistance to students with disabilities. Individuals with physical, perceptual, or learning disabilities as addressed by the Americans with Disabilities Act should contact Services for Students with Disabilities for information regarding accommoda- tions. Please notify me so that reasonable efforts can be made to accommodate you. If you expect accommodation through ADA, you must make a formal request through DPRC in the Student Services Building (One Stop) SB110. Their phone number is (415) 338-2472.

SFSU Policy on the Observance of Religious Holidays The faculty of San Francisco State University shall accommodate students wishing to observe religious holidays when such observances require students to be absent from class activities. It is the responsibility of the student to inform the instructor, in writing, about such holidays during the ﬁrst two weeks of the class each semester. If such holidays occur during the ﬁrst two weeks of the semester, the student must notify the instructor, in writing, at least three days before the date that he/she will be absent. It is the responsibility of the instructor to make every reasonable effort to honor the student request without penalty, and of the student to make up the work missed.

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8 Ofﬁce Hours

Students are encouraged to meet with me as needed to discuss class material. But plan on meeting with me at least twice during the semester: (1) once before March 2 to discuss your progress in the course and (2) once during the weeks of April 16 and 23 to discuss the drafts of their final papers. My office hours for the seminar are Mondays from 6:30 to 7:30pm. These times are not posted because I am scheduling them specifically for students in this class. If you cannot make this time, please let me know and we can set up another time to meet. You may also schedule a meeting during my open office hours: Mondays 11am-3pm. You may also email me. I will respond within 24 hours.