Syllabus for
Philosophy 210:  THE AMERICAN MIND
Instructor:  Kenneth W. Stikkers, Ph.D. (Professor)
Summer Intersession, 2005 (May 16 - June 10)
Mondays, Tuesdays, Thursdays, and Fridays, 1:20 p.m. – 3:50 p.m.

Description
What does it mean to be “American”?  What, if anything, is distinct about the ways Americans tend to think and to view the world?  This course presents an historical and cultural exploration of the emergence and continuing development of ideas and traditions in the United States.  It imparts an awareness of the richness and diversity of our heritage, which from early on dealt with issues of race, ethnicity, political empowerment, religious belief, gender, and class.  This course aims a) to identify what, if any, are some of the distinct ways in which American culture interprets itself and the world by examining some of the central myths of American history and American life, e.g., i) America’s myth of origins, ii) its myth of exceptionalism, iii) its myth of work and “success,” iv) its myth of individualism, and v) its myth of pluralism; b) to examine how such myths affect how Americans view themselves, others, and the world, their senses of meaning and purpose, and American public and foreign policy; and c) to examine the roles of race, gender, religious affiliation, and class in these myths and in the ways in which Americans understand themselves, others, and the world.

The course is organized thematically and chronologically.  The first half of the course will introduce each of the above myths, showing their origins and impact upon American culture to the present-day.  The second half of the course will examine some of the conflicting visions of American democracy and pluralism that have developed in light of these myths, with special consideration of the roles of race, gender, religious affiliation, and class, inviting students to develop their own understandings of the meaning of American democracy and pluralism and visions for the future of our democratic, pluralistic society.

Student Learning Objectives
Through this course students will:  (a) gain an historically-based understanding of major intellectual trends in the United States which constitute the main touchstones for determining our identities; (b) learn that a multitude of "voices" have contributed to this history; (c) acquire a greater understanding and appreciation for the ongoing creativity of American culture; and (d) participate in the ongoing project of framing and cultivating a democratic, pluralistic society.

Requirements
1.	Attendance and Class Participation.  All students are expected to attend class regularly and to participate thoughtfully in class discussions.  Each student is permitted two (2) absences, regardless of the reason, without adverse consequences to his or her attendance grade.  It is not sufficient for students merely to attend class:  they are expected to prepare for each class, by conscientiously completing the reading assignments and thinking about the issues and questions put before the class, and to participate regularly in class discussion.  For each hour of class students should spend an average of two hours outside of class preparing, or approximately five hours for each two-and-a-half- hour class.  Hence, since this is a condensed course, students must be prepared to commit approximately 30 hours per week to it--10 hours of class time, plus 20 hours of preparation for class.
2.  Reading and Discussion.  All students are expected to read carefully and critically and to discuss thoughtfully assigned sections of the following required texts:
a.	Robert N. Bellah, The Broken Covenant:  American Civil Religion in Time of Trial, 2nd edition; and
b.	Leonard Harris, Scott Pratt, and Anne Waters (editors), American Philosophies:  An Anthology.
3.	Writing Exercises.  To assist students to understand better the assigned readings and to prepare better for class discussions, there will be regular, brief writing assignments (two-to-three pages).  These exercises should be typed/computer-printed.  Late assignments will be penalized one full letter grade.
4.	Take-home, essay final examination.

Evaluation
Final grades will be based upon the following:  attendance and class participation (25%); writing exercises (60%); and final examination (15%).

Policy on Academic Dishonesty
This instructor has zero tolerance for academic dishonesty, e.g., plagiarism.  Any violation will result in a minimum of a failure grade for the course and possible expulsion from the university.

Contacting the Instructor
Office hours:	Wednesdays, 10:00-11:30 a.m. and 1:30-2:30 p.m., after class, and by appointment.
Office:		Faner 3022
Telephone:	536-6641
E-mail:		kstikker@siu.edu
Mailbox:	Leave messages and papers with Department of Philosophy staff in Faner 3065.

Tentative Calendar (subject to revision)
Dates indicated are dates assignments are due.  Students are expected to keep themselves informed of assignment due-dates, without reminders from the instructor and should read assignments in the order listed.  Since the lengths of assignments vary, students are encouraged to work ahead when possible.  Students need to bring the assigned texts to class so that they can be properly discussed.

Mon, May 16	-	Introduction:  On Being American

Tues., May 17	-	Puritan Sources of the American Mind
Writing Exercise:	What do you think it means to be “American”?  What do you associate with being “American”?  Does “American” mean anything more than a geographical designation?  If you are American, what does being so mean to you?  In what way(s) is being “American” a source of pride?  In what way(s) is it a source of embarrassment?  If you are not American, what do you associate with “American“?  What are some common stereotypes that non-Americans have of Americans?  Are these stereotypes warranted?  Why, or why not?

Thurs., May 19	-	Myths of Origin and Exceptionalism:  America as a Chosen People
	Reading:	King Ferdinand, in American Philosophies, pp. 9-10
	Bellah, Chapters I and II
	Ronald Reagan, “State of the Union Address, 1987,” http://www.presidentreagan.info/speeches/reagan_sotu_1987.cfm, and “Farewell Speech,” http://www.presidentreagan.info/speeches/farewell.cfm
John F. Harris, “God Gave U.S. 'What We Deserve,' Falwell Says,” Washington Post, September 14, 2001, p. C3, http://www.washingtonpost.com/ac2/wp-dyn/A28620-2001Sep14?language=printer	
“For Some Voters, God and Morality Trump All Issues,” Southern Illinoisan, December 20, 2004 (photocopy) 
	Washington Irving, in American Philosophies, pp. 32-42
Writing Exercise:	a) In what ways did President Regan express America’s myths of origin and exceptionalism, as described by Bellah?  Were his appeals to these myths effective in enhancing his ability to lead America?  Why, or why not?
b) How does Washington Irving satirize the American myth of being a chosen people?  Is his satire effective in making its point?
c) In what ways and to what extent do America’s myths of origin and exceptionalism continue to shape the American mind today?  E.g., to what extent does it affect current American foreign policy?  To what extent did it enter into last November’s election?  Are these healthy myths?  Why, or why not?  Do these myths enhance or hinder America’s ability to grow and develop as a nation?  Explain.

Fri., May 20	-	Native American Religion and Responses to Christianity
Reading:	Arthur C. Parker, Don Antonio de Otermin, Sa-Go-Ye-Wat-Ha, and Zit Kala Sa, in American Philosophies, pp. 15-21, 289-94, 11-14, 65-72
Writing Exercise:	a) Compare and contrast Native American religions, as presented in the readings, to Christianity.  How did Native Americans view the differences between the Europeans’ Christianity and their own religions?  In particular, compare and contrast the Seneca account of creation, as reported by Parker and to which Sa-Go-Ye-Wat-Ha refers, to the Judeo-Christian account.
b) What sorts of impressions did Christians make on these Native Americans?  What did these Native Americans come to think of Christianity as a result of their encounters with Christians?  Why?

Mon., May 23	-	American Myths of Work, Salvation, and Success
Enlightenment Sources of the American Mind
Reading:	Bellah, Chapter III, pp. 61-86
Benjamin Franklin, in American Philosophies, pp. 262-69
Writing Exercise:	a) In what ways does Franklin illustrate the American myth of success described by Bellah?  In what ways is this myth “Christian”?  In what ways and to what extent would you describe Franklin as “religious” and “Christian”?
b) In what ways and to what extent does the myth of success described by Bellah continue to influence the American mind today?  Provide some examples.  Is this a healthy myth for America?  I.e., does it contribute to or detract from the quality of life in America?  Why, or why not?

Tues., May 24	-	American Selves:  Religion, Race, and Personal Identity
Reading:	Jonathan Edwards, “Original Sin,” Olaudah Equiano, and W. E. B. DuBois, in American Philosophies, pp. 75-87, 22-30, 134-48
Writing Exercise:	a) How do Edwards’s religious beliefs, viz., his belief in original sin, affect his view of human nature and his sense of “self,” or personal identity?  What do you think of it?  Is it a healthy belief?  Why, or why not?
b) How would you characterize Zit Kala Sa’s sense of “self,” viz., her sense of who she was and of her self-worth?  What sort of “self” was instilled in her by her native culture?  E.g., was it a health sense of self?  Why, or why not?  What effect did her attending missionary school, especially her new dress and the cutting of her hair, have on her sense of self and self-worth?  That is, how did she come to think about herself and her people as a result of being at the missionary school?  Was it for the better or for the worse?  Why do you think so?
c) How would you characterize Olaudah Equiano’s sense of “self” and self-worth, as it was instilled in him by his native, African culture?  What effect did his enslavement have upon his sense of self and self-worth?  I.e., how did he come to think about himself?  In particular, what was the significance of his name changes?
d) What is the significance of race in DuBois’s sense of self and self-worth?  In particular, what is the significance of his French and his African ancestry in the formation of his personal identity?  What does each mean to him?

Thurs., May 26	-	Visions of American Democracy
Reading:	Committee of the Chiefs, “The Federalist Papers,” and Mercy Otis Warren, in American Philosophies, pp. 239-61, 270-86
Writing Exercise:	a) Both the chiefs of the nations forming the Iroquois Confederacy and the framers of the United States Constitution faced the problems of creating unity out of diversity (e pluribus unum) and preserving difference within unity.  Compare and contrast how each group attempted to solve these problems.
b) What were Warren’s opinions of the new U.S. Constitution?  Were her opinions well founded?  Why, or why not?

Fri., May 27	-	Race, Christianity, and Democracy:  Native and African American Perspectives
Reading:	John Wannuaucon Quinney, Luther Standing Bear, David Walker, and Frederick Douglass, in American Philosophies, pp. 295-97, 420-22, 298-312, 337-46
Writing Exercise:	What was the meaning of America to these Native and African American authors?  How did they view Christianity and American democracy?  Were their views justified?  Why, or why not?

Mon., May 30	-	No class.  Memorial Day.

Tues., May 31	-	Feminism
Reading:	Frances Wright and Charlotte Perkins Gilman, in American Philosophies, pp. 165-75, 122-33
Writing Exercise:	Assess what Wright and Gilman claim has been done to women, their sense of self and self-worth.  I.e., were they justified in their complaints?  To what extent are their complaints still valid today?

Thurs., June 2	-	Nature, Democracy, and Literature
Reading:	Ralph Waldo Emerson, Robert Bunge, and Walt Whitman, in American Philosophies, pp. 43-61, 223-36, 374-88
Writing Exercise:	a) Compare and contrast Emerson’s and Bunge’s views of nature and of the relationship of “spirit” to nature.  Do you agree with either of their views?  Why, or why not?
b) What was Whitman’s understanding of “democracy”?  Do you agree with his conception?  Why, or why not?  What did he think should be the future of American democracy?  What do you think of his suggestion?
c) What was Whitman’s assessment of the state of American democracy and of the character of the American people?  To what extent is his assessment true today?

Fri., June 3	-	Socialism and Democracy
Reading:	Bellah, Ch. V, pp. 112-38
Writing Exercise:	What does Bellah mean when he makes the following claims?
[T]here is far more tension between basic American values and the capitalist economic system than is usually assumed (116).
[T]he economic system of late industrial America cannot be reconciled with the fundamental American ideology of economic independence as the basis of political order (121).
It is certain that such corporate management of the economy has made us richer than when the economy was largely in individual hands.  But has it not, as Jefferson and Brownson and Whitman feared, undermined the moral basis of our republican institutions?
	Correlative with the decline of private property, at least private property as the founding fathers knew it and meant it, has come the great concentration of political power in corporate hands, power that is not easily brought to account by any form of democratic process (131-32).
What are Bellah’s reasons for the above claims?  Do you agree with his assessment of the tension between American democracy and American capitalism and his claim that, while corporate capitalism “has made us richer,” it has also “undermined the moral basis of our republican institutions“?  If not, why not?  If so, do you find that tension troublesome?  Why, or why not?
Mon., June 6	-	Perfectionism, Socialism, Anarchism, Christianity, and Democracy
Reading:	John Humphrey Noyes, George Washington Woodbey, Henry David Thoreau, and Emma Goldman, in American Philosophies,  pp. 361-73, 412-19, 325-36, 403-11
Writing Exercise:	a) Compare and contrast the “Bible Communism” of Noyes’s Oneida community to the socialism proposed by Woodbey.
b) As the editors of American Philosophies note (412), Woodbey, in 1908, was the vice presidential running-mate of Eugene Debs, whose socialism Bellah discusses (127-28) .  What do you make of Noye’s, Debs’s, and Woodbey’s appeals to Christianity in their advocacies of communism and socialism?  Are they correct in suggesting that socialism is more in line with Christian values than is capitalism?  Explain.  If so, how is it that the American mind identifies itself with capitalism and eschews socialism, despite its deep Christian roots?
c) Compare and contrast Thoreau’s and Goldman’s oppositions to government.
d) Thoreau suggests that there are times when we a obligated to break the law.  Do you agree?  Under what conditions, if any, are we morally obligated to break the law?  Although Thoreau is no Puritan, are there nonetheless traces of Puritanism in his thinking?
d) Compare and contrast Woodbey’s and Goldman’s criticisms of the economic conditions of their day and their socialistic and anarchistic remedies, respectively, for these conditions.  In what ways and to what extent are their criticisms valid today?  

Tues., June 7	-	Patriotism, Pluralism, and Democracy
Reading:	Jane Addams, in American Philosophies, pp. 389-404
Bellah, Ch. IV, pp. 87-111
Alain Locke, in American Philosophies, pp. 433-45
Writing Exercise:	a) What are the two types of “patriotism” described by Addams?  Viz., what was the old understanding of “patriotism,” according to Addams?  What was the “new patriotism,” which she proposed (393)?  Do you agree with Addams’s call for a “new patriotism”?  Why, or why not?  What might Addams say about the current debate over “patriotism” with respect to the war in Iraq?  E.g., would she think it “unpatriotic” to criticize that war?  Do you agree?  Why, or why not?  Who was more of a patriot, Senator John McCane, for fighting in Viet Nam and braving captivity as a POW, or Martin Luther King, for his public criticism of the Viet Nam War?  John Kerry when he enlisted and fought bravely in Viet Nam or John Kerry when he later opposed the Viet Nam War and courageously testified before the U.S. Senate?  Some Viet Nam veterans have called Kerry a “traitor” for his testimony regarding atrocities committed by U.S. troops.  Are they justified in their criticisms?  Why, or why not?  Are the “Minutemen,“ presently patrolling the U.S. border with Mexico, “patriots,“ as they claim to be, or “traitors” to the ideal of America inscribed on the pedestal of the Statue of Liberty, and quoted by Bellah (89)?  In each example, what would Addams say?  What do you think?  Why?  Is “patriotism” obsolete in the present age of globalization?  Why, or why not?
b) What does Bellah mean when he claims, “nowhere more than in America has a universal conception of man existed side by side with such harsh and brutal exclusions” (88)?  What do you make of his claim?  Where do we see today the clash between nativism and pluralism in America?
c) What do Bellah and Locke mean by “pluralism”?  How does pluralism contrast with the notion of America as a “melting pot,” as described by Bellah on page 94?  Locke suggests that there is “a vital connection between pluralism and democracy.”   What is that connection?  Do you agree?  Why, or why not?  How does Locke’s pluralistic vision for America aim to create “a unity in diversity” (434)?

Thurs., June 9	-	American Democracy, Present and Future
Reading:	Bellah, Ch. VI and “Afterward,” pp. 139-88

Fri., June 10	-	Summary and Conclusions
Take-home final examinations due