Philosophy & Literature: What is Justice?

Philosophy 3750
Mondays, Wednesdays, & Fridays, FASB 101,12:55pm - 1:45pm
Spring 2018

Instructor: Erin Beeghly Email: erin.beeghly@utah.edu.

Office Hours—Wednesdays 2:00 - 3:-00pm & by appointment
Office—CTIHB 419

Course Description: What is justice? Where do the mandates of justice come from and why do they have
authority over us? How do we know what is just? When and how should wrongdoers be punished? Is it
better to be just than unjust? Philosophers throughout history have asked these questions. Though they
often disagree wildly, their exploration of the questions tends to take a similar form. An author articulates
a view, presents objections to that view, then defends the view. Fiction, poetry, and autobiography work
differently. Pairing pieces of literature with philosophical texts, we will examine how different kinds of
writers explore questions about justice, the answers that they offer us (if any), and the extent to which litera-
ture and philosophy can be brought into conversation. We will pay special attention to the way in which
gender, social class, race, and ethnicity feature (or fail to feature) in different accounts of a just society.

Theoretical goals:
Students will understand…
 different ways of conceptualizing justice
 historical variation in questions of justice.
 how literature enhances, as well as provides challenges to philosophical concep-
tions of justice.
 understand the Euthyphro dilemma, Marx’s theory of justice, objections to racial
inequality, as well as arguments for racial integration as a political ideal.
 understand the way in which different visions of a just society pay attention (or fail
to pay attention) to gender, social class, race, and ethnicity.

Practical goals:
Students will improve their ability…
 to read and interpret philosophical & literary texts.
 to recognize and evaluate arguments
 to communicate ideas clearly in speech and writing
 to engage respectfully with conflicting points of view

Course Requirements:
1. Class participation: 74 points (2 X 37)
2. Weekly journal entries: 80 points (5 X 16)
3. Two papers (5 pages): 100 points (50 X 2)
4. In-class presentation: 50 points (50 X 1)
Total: 304 points

GRADING SCALE
A+ (98% and up) B- (82%-80%)
A (97%-95%) C+ (79%-78%)
A- (94%-90%) C (77%-75%)

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 B+ (89%-88%) C- (74%-70%)
B (87-85%) D+ (69%-68%)

The Details:

1. Participation:
 Each day, your participation is worth 2 points. If you ask questions each day during
class or participate in reading passages aloud or significantly contribute to discussion,
you receive all 2 points. If you do not contribute, you receive 0 points. I assure you
that there are no stupid questions! If you are wondering about something, someone
else is likely too. The class typically has lively discussions. Please raise your hand, and
I will call on you.
 You can miss two classes without penalty. You do not receive extra credit if you show
up for all classes. The first two times you are absent, I will automatically give you credit
for participation for those days and will note it on your participation score comments.
If you’ve run out of "free" excused absences, please do get in touch with me and let me
know why you’re missing class. I will excuse additional absences for sickness, family
emergencies, etc.

2. Weekly journal entries:

 Each week, you must write at least one journal entry (some weeks two journal entries
are due) and submit it via Canvas. Entries in “Discussions” are public. You are also
(sometimes) required to read at least one other student’s journal entry and write a brief
comment on it.
 Submission requirements: as a general rule, all journal entries are due on 12pm
(noon) before class starts. Your comment on someone else’s journal entry can be made
after the initial submission period but before class begins. We can see how this works
in practice and adjust the timing if necessary.
 Grading: each journal entry is worth 5 points. If you submit a journal entry and write
a response to someone, you will receive at least 4.5 points (A-), so long as you put some
effort into it. Writing one sentence or question does not count as sufficient effort!
Journal entries should be at least one paragraph and at most three or four paragraphs.
Comments on other people’s entries can be a few sentences up to a few paragraphs.
Excellent journal entries will receive a grade of A (4.75) or A+ (5).
 You can choose to opt out of two journal entries without penalty. You pick which
ones. You will ultimately do 15/17. Only 15 are required, and you don’t get extra cred-
it for doing extra entries.
 The point of the journal entries is to prepare you for class discussion and to get some
of your thoughts down about the reading in a preliminary way. The entries can also be
a way to build conversation between students.
 If there is a special topic on which I would like you to write, I will announce it and
post it on Canvas. Most weeks I give you a specific topic on which to write. DO NOT
SUBMIT A PLOT SUMMARY.

3. Two papers:
 There are two 5-page, double-spaced papers due for the class.
 Topics & instructions for the papers will be announced on the date specified on the
syllabus. All due dates are marked on the syllabus.

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  Submission requirements: all papers are due via Canvas and can be submitted in the
“Assignments” section of the course website. All papers are graded anonymously and
are run through the Turn-It-In website. Never put your name on your paper. SID only,
please.
 Grading: all papers are worth 50 points and will receive written comments.
 Note: we will also have an in-class writing workshop, where you will be able to work-
shop a draft of your papers. I also hold special office hours in advance of each paper’s
due date, during which I read drafts of student papers. I do not read drafts over
email. I will announce the office hours in class and on Canvas. Appointments for the
special office hours are encouraged. Appointments are typically 10-15 minutes, de-
pending on the number of students.
 Late papers are not accepted, save for exceptional situations. Get in touch with me as
soon as possible if you believe that you will have to turn in a paper late.
 There are no rewrites for the papers.

4. In-class Presentation:
 There is one in-class presentation required for this course.
 Presenters are required to prepare a presentation to discuss that week’s materials (aided
by presentation questions, which I provide) and will be responsible for running class
for that day.
 In addition to the presentation, groups will be responsible for answering a list of pre-
set questions and submitting those for credit.
 Presentations are worth fifty points.
 Detailed instructions will be given closer to the date in class & via Canvas.

Frequently Asked Questions:

 What if I Have Questions About The Comments on My Papers or My Grade? I am happy to dis-
cuss the grades for your papers or to clarify your written comments. Just get in touch with me, and
I will set up an appointment with you. I will, as a matter of policy, wait 24 hours until after the
comments and grades to set up appointments. Grades are almost never changed, but we do en-
courage people to meet with us to get a better sense of how they can improve.

 What if I Want to Challenge My Grade on a Paper? I am very conscientious about grading stu-
dent work, and I very rarely make mistakes. However, if you believe that there is an error in your
grade, you should make an appointment with me to review your paper. I will explain the grade. If
you still believe that the paper has not been graded correctly, you must write a letter explaining
your reasons for believing that your paper has not been accurately graded and email it to me, as well
as to the philosophy department chair, Stephen Downes. He will find a faculty member to re-grade
the paper. The grade can go up or down.

 Can I Check My Grades Via Canvas? Your grades are always accessible via Canvas.

 When Is Reading for the Class Due? You should always do the assigned reading before you
come to class.

 Should I Bring My Books to Class? YES! Always.

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Class Policies:

 Plagiarism, Cheating, and Misrepresentation of One’s Work: Anyone that plagiarizes, cheats, or
misrepresents their work will automatically the assignment and, possibly, the course. It is your re-
sponsibility to know what counts as plagiarism, cheating, and misrepresentation. Please familiarize
yourself with relevant standards here: http://regulations.utah.edu/academics/6-400.php.

 Electronics Policy: Please turn off your cellphones in class. Also, no laptops are permitted in class.
Seriously!

 Email Policy: I am available by email to answer course-related questions. Please give me at least 24
hours to respond to your message. Note that I do not answer philosophical questions about course
material over email! Philosophical questions are better addressed in person during office hours and
in class. If you have a substantive question about lecture, please come see me in person! If it helps
you to write me with your question in advance, that’s fine! Know that I cannot respond to the
question over email but I will read it carefully, and we can talk about it in person or, if appropriate,
raise the question for the class as a whole to discuss.

 Respect in the Classroom: I aim to make the classroom a place where people with conflicting
points of view can respectfully engage with one another. I require that people are polite. Raise
your hand when you have a question. No interrupting other students or the professor. Be aware of
the time that you spend talking. No one student or group of students should be dominating dis-
cussion.

 Learning Styles: Your wellbeing and success in this course are important to me. I recognize that
there are *multiple* ways to learn and that this multiplicity should be acknowledged in the design
and structure of university courses and the evaluation of their participants. Thus, I encourage stu-
dents registered in the course to discuss their learning styles and comprehension requirements with
me during my office hours or, if necessary, at another arranged time. Every student is entitled to a
meaningful and stimulating learning experience.

 Accommodations: The University of Utah seeks to provide equal access to its programs, services
and activities for people with disabilities. If you will need accommodations in the class, reasonable
prior notice needs to be given to the Center for Disability Services, 162 Olpin Union Building,
801.581.5020 (V/TDD). CDS will work with you and the professor to make arrangements for ac-
commodations. All written information in this course can be made available in alternative format
with prior notification to the Center for Disability Services.

 Food: No messy/smelly food in class, please! Eat before or after class.

Flexibility of the Syllabus: The syllabus is subject to change! I will announce changes in lecture and in the
course website.

Books to Purchase (Required): The Oresteia, Aeschylus

A Tale of Two Cities, Charles Dickens
The Bluest Eye, Toni Morrison

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 **Make sure you buy the correct version of the texts! These are all
available at the campus bookstore.
All other readings are available on the course website.

LECTURE AND READING SCHEDULE

Monday, January 8 Course introduction

Wednesday, January 10 What is the point of philosophy?

Required before class:
 Graham Priest, “What is Philosophy?”
Due before class:
 Journal Entry 1

Friday, January 12 What is the point of philosophy?

Required before class:
 Pierre Hadot, Philosophy as a Way of Life, Excerpt.
 Robert Solomon, The Joys of Philosophy, Excerpt.

Monday, January 15 NO CLASS—MARTIN LUTHER KING DAY

1. JUSTICE IN ANCIENT GREECE

Wednesday, January 17 What is the point of fiction, poetry, and autobiography?

Required before class (22 pages):
 Rebecca Solnit, A Field Guide to Getting Lost, 3-25.
 Toni Morrison, Online interview
Due before class:
 Journal Entry 2

Friday, January 19 Introduction to Aeschylus

Required before class:
 Edith Hall, Introducing the Ancient Greeks, 135-140.
 Josiah Ober, Noami Norman, and Mark Carnes, The
Threshold of Democracy: Athens in 403 BCE, 32-35, 44-51.
 Biographical sketch of Aeschylus.

Monday, January 22 Justice and injustice in Ancient Greek plays: Aeschylus

Required before class (18 pages):
 Aeschylus, Agamemnon, p. 44-61 (Lines 1-553)
Due before class:
 Journal entry 3

Wednesday, January 24 Justice and Injustice in Ancient Greek plays: Aeschylus

Required before class (18 pages):

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  Aeschylus, Agamemnon, p. 61-79 (Lines 557-1174)

Friday, January 26 Justice and Injustice in Ancient Greek plays: Aeschylus

Required before class (23 pages):
 Aeschylus, Agamemnon, p. 79-103 (Lines 1175-end)
Due before class:
 Journal entry 4

Monday, January 29 NO CLASS: READ AT HOME DAY

Required before class (22 pages):
 Aeschylus, The Libation Bearers, p. 106-128, (Lines 1-668)

Wednesday, January 31 NO CLASS: READ AT HOME DAY

Required reading (18 pages)
 Aeschylus, The Libation Bearers, 128-146 (Lines 669-end)
 Alan Shapiro & Peter Burian, “Introduction,” The Com-
plete Aeschylus p. 3-17.
Due after class:
 Journal entry 5

Friday, February 2 Justice and injustice in Ancient Greek plays: Aeschylus

Required before class (16 pages):
 Aeschylus, The Eumenides, p. 148-164 (Lines 1-479)

Monday, February 5 Justice and injustice in Ancient Greek plays: Aeschylus

Required before class (44 pages):
 Aeschylus, The Eumenides, p. 164-188 (Lines 480 to end)
 Alan Shapiro & Peter Burian “Introduction,” The Com-
plete Aeschylus, p.17-37
Due before class:
 Journal entry 6

Wednesday, February 7 Justice and injustice in Ancient Greek philosophy: Plato

Required before class:
 Plato, Euthyphro

Friday, February 9 Justice and injustice in Ancient Greek philosophy: Plato

Required before class:
 Plato, Euthyphro
Due before class:
 Journal entry 7

Monday, February 12 Justice and injustice in Ancient Greek philosophy: Plato

Required before class:
 Plato’s Crito
Due before class:
 Journal entry 8

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Wednesday, February 14 Justice and injustice in Ancient Greek philosophy: Plato
Required before class:
 Plato’s Republic, Excerpt

Friday, February 16 WRITING WORKSHOP

Monday, February 19 NO CLASS—President’s Day

SECTION 2: JUSTICE IN 18th and 19th Century Europe

Wednesday, February 21 Justice and social equality: Rousseau

Required before class:
 J.J. Rousseau, The Social Contract, Excerpt
Due before class:
 Paper 1

Friday, February 23 Justice and injustice in Victorian fiction: Dickens

Required before class (39 pages):
 Charles Dickens, A Tale of Two Cities, 1-39.
Due before class:
 Journal entry 9

Monday, February 26 Justice and injustice in Victorian fiction: Dickens

Required before class (40 pages):
 Charles Dickens, A Tale of Two Cities, 40 - 80

Wednesday, February 28 Justice and injustice in Victorian fiction: Dickens

Required before class (36 pages):
 Charles Dickens, A Tale of Two Cities, 81 - 117
Due before class:
 Journal entry 10

Friday, March 2 Justice and injustice in Victorian fiction: Dickens

Required before class (43 pages):
 Charles Dickens, A Tale of Two Cities, 118 -161

Monday, March 5 Justice and injustice in Victorian fiction: Dickens

Required before class (42 pages):
 Charles Dickens, A Tale of Two Cities, 162 - 196.
Due before class:
 Journal entry 11

Wednesday, March 7 NO CLASS: READ AT HOME DAY

Required before class (42 pages)
 Charles Dickens, A Tale of Two Cities, 197-239

Friday, March 9 Justice and injustice in Victorian fiction: Dickens

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 Required before class (101 pages):
 Charles Dickens, A Tale of Two Cities, 240 - 341
Due before class:
 Journal entry 12

Monday, March 12 Justice and injustice in Victorian fiction: Dickens

Required before class (62 pages):
 Charles Dickens, A Tale of Two Cities, 342 – 404
Due before class:
 Journal entry 13

Wednesday, March 14 Justice and social class: Marx’s view of justice

Required before class:
 Karl Marx, The Communist Manifesto, sections 1 & 2

Friday, March 16 Justice and social class: Marx’s view of justice

Required before class:
 Karl Marx, The Communist Manifesto, sections 3 & 4
Due before class:
 Journal entry 14

Monday, March 19 NO CLASS—Spring Break

Wednesday, March 21 NO CLASS—Spring Break

Friday, March 23 NO CLASS—Spring Break

Monday, March 26 WRITING WORKSHOP

Wednesday, March 28 NO CLASS—Your Revision Time

SECTION 4: JUSTICE IN THE 20TH AND 21st CENTURY US

Friday, March 30 Racial justice & injustice in fiction: Morrison

Required before class:
 Toni Morrison, The Bluest Eye, p. 1-37
 The Baby Doll Test Video
 Brief Biography of Kenneth & Mamie Clark
Due before class:
 Paper 2

Monday, April 2 Racial justice & injustice in fiction: Morrison

Required before class:
 Toni Morrison, The Bluest Eye, p. 38-93
 Read forward of The Bluest Eye
 Watch Morrison interview again

Wednesday, April 4 Racial justice & injustice in fiction: Morrison

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Friday, April 6
Monday, April 9
Taylor
Wednesday, April 11
Friday, April 13
Monday, April 16 Racial justice and injustice in 21st century philosophy:
Anderson
Wednesday, April 18
Friday, April 20
Monday, April 23
Required before class:
 Toni Morrison, The Bluest Eye, p. 97-132
Racial justice & injustice in fiction: Morrison
Required before class:
 Toni Morrison, The Bluest Eye, 132-206
Due before class:
 Journal entry 15
Racial justice & injustice in 21st century philosophy:
Required before class:
 Paul C. Taylor, “Malcom’s Conk & Danto’s Colors, or,
Four Logical Petitions Concerning Race, Beauty, and Aes-
thetics”
Racial justice & injustice in 21st century philosophy: Tate
Required before class:
 Anne Tate, “‘Beauty Comes From Within’ Or Does It?”
Due before class:
 Journal entry 16
Racial justice and injustice in 21st century philosophy:
Anderson
Required before class:
 Elizabeth Anderson, The Imperative of Integration,
Ch. 1 & 2, Excerpt
Required before class:
 Elizabeth Anderson, The Imperative of Integration, Ch. 6.
Due before class:
 Journal entry 17
Racial justice & injustice in 20th century autobiography:
Shakur
Required before class:
 Assata Shakur, Assata: An Autobiography, Excerpt
Racial justice & injustice in 21st century poetry: Rankine
Required before class
 Claudia Rankine, Citizen, Excerpt
In-class reflection exercise
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