DEPARTMENT OF PHILOSOPHY
PHI 202: Sex, Values and Human Nature
Illinois
State University
Spring 2008
Instructor: Dr.
Christopher Horvath
Office: 156B
Turner Hall (temporary)
Email: chorvath@ilstu.edu
Office Hours: Monday and
Wednesday 2:00 – 3:00; and by appointment
Home Page: www.philosophy.ilstu.edu/horvath/welcome.htm
SCHEDULE
OF READINGS AND ASSIGNMENTS
COURSE DESCRIPTION
This course focuses on
contemporary biological and cultural issues surrounding human sex and
sexuality, and investigates the legal, political and ethical consequences of
these issues. The course will begin by raising general questions addressing the
biological and social aspects of sex and sexuality such as: Are males biologically determined to be
sexually aggressive, and females to be sexually passive? How much of our sex,
gender, and sexual orientation is biologically determined human nature, and how
much is socially constructed? Do
physiological differences between the sexes dictate different mate selection
strategies for each sex? Does
sexual violence have biological causes (and cures)?
Having raised these general
questions, the course then goes on to examine the moral, legal, and political
implications of answers to the questions above. Students will be asked to consider the legal status of sexual
behaviors such as marriage, reproduction, forms of sexual violence, and
homosexual sexual behaviors. We will also explore related ethical issues such
as whether all sexual activities between consenting adults should be considered
morally permissible. Political
issues may include explorations of reproductive rights, gay/lesbian/bisexual
rights, and the politics of sexual violence.
COURSE OBJECTIVES
¥ In
this course, you will learn to employ recognized methods in biology,
philosophy, and the social sciences that are commonly used to address both
factual and normative questions concerning sex, gender and sexuality.
¥ In
this course you will learn to employ rational argumentation techniques in order
to arrive at defensible positions concerning the role and value of sex, gender
and sexuality in individual and social life. In learning to support with reasons your views on
controversial issues, you will also be required to carefully consider opposing
views.
¥ In
this course, you will come to see how scientific knowledge not only shapes but
is also shaped by the normative dimension of human existence.
¥ In
this course, you will acquire an understanding of how the social and political
dimensions of our sexualities may be known scientifically. To the extent that human communities
are organized around our sexualities, such knowledge prepares students for
informed participation in present and future debates concerning the place of
sex, gender and sexuality in our society.
What to expect in class:
The class will be different from the classes most of you are used to. You will
do much of our work in the class, either in discussions with the whole class or
in small groups. The reason for
this is simple. Philosophical
problems are best understood by actively thinking about and grappling with them,
rather than simply listening to someone lecture about them. And, as a result, one most effectively
learns about philosophy by practicing it.
Virtually all of the assignments in the class will therefore ask you to
philosophize, i.e. to read difficult material, and then reason critically and
carefully about the hard intellectual problems it raises.
It is very important to
remember that most of you are studying philosophy for the first time. Like any new activity it will take you
time to familiarize yourself with it.
But remembering that philosophical problems are very tough and that there are rarely any simple or clear
answers.
Reading: You cannot
do well in this course if you do not do the reading!!! Philosophical material is very
difficult and often requires students to read selections at least twice. The first
reading should be a general comprehensive reading that charts the general
structure of the author's argument.
The second reading should be done with attention to filling in
the details of the author's position.
Reading assignments should be completed before coming to class. Lectures will include material not
covered in the assigned reading and for which you will be held
responsible. Students are expected
to exhibit a reflective understanding of the reading material in class
discussions and in written work.
Students should be in the habit of taking notes on the readings and on
all class lectures and discussions (what other members of the class are saying
is often as important as what the instructor is saying). Come to class with questions!!!
REQUIRED TEXTS:
Wright,
Robert The Moral Animal New York:
Vintage Press, 1994.
Course
Pack, available at Wright Printing, 203 W. North Street
Electronic
Reserve Readings made available by the instructor
ASSIGNMENTS AND GRADING
NO Make-up exams or quizzes will be given FOR ANY
REASON.
A : StudentsÕ work reveals mastery of the material, the
ability to apply concepts to problems beyond those covered in assigned readings
and lectures, as well as the ability to see interconnections between diverse
ideas. StudentÕs written work is
insightful and interesting.
B: StudentsÕ work reveals mastery of the material and
occasionally demonstrates an ability to extend concepts beyond assigned readings
and the ability to synthesize apparently disparate ideas.
C: StudentsÕ work reveals
that they have read the material and understood most of it, but are unable to
extend what they have read to other problems, or synthesize diverse ideas. Student usually simply repeats what
he/she has read or heard in lecture.
D: StudentsÕ work reveals
that they have not carefully read the assigned material and have little or no
understanding of the conceptual basis of the papers or lectures. StudentsÕ written work is usually Òoff
the cuffÓ, anecdotal, and ill-considered.
F: Student does not contribute and shows no evidence of
having read or understood the material.
ATTENDANCE:
Philosophy is a
ÒparticipatoryÓ discipline.
Philosophical work is done by engaging with other people in discussion
and experimenting with potential answers to complex questions by entertaining
criticism from peers. Thus,
attendance at every class meeting is vital. There is no such thing as an excused absence for this
class. If you cannot
attend this class regularly, you should NOT take it.
Plagiarism will
not be tolerated. Anyone caught plagiarizing will be prosecuted to the full
extent of the ISU policies on academic honesty. Plagiarism is "intentionally or knowingly representing
the words or ideas of another as one's own in any academic exercise." The Modern Language Association defines
plagiarism as follows:
You are
responsible for learning how to cite material properly. If you know how to use MLA, APA, or
Chicago style in your papers, then by all means use them. If you don't know how to cite written
or internet material, I would prefer that you use the Chicago (Turabian) style. Samples and instructions for citation
can be found on the Milner Library web page.
TENTATIVE COURSE OUTLINE:
See course web page for exact
reading assignments and due dates.
Christina, ÔAre We Having Sex
Now..Õ [Course-pack]
Sanders and Reinisch, ÔWould
You Say You 'Had Sex' If.?Õ [Course-pack]
II. HOW BIOLOGICAL DETERMINISM (BD) USES EVOLUTION TO EXPLAIN SEX, GENDER AND SEXUALITY
Wright, ÔIntroduction: Darwin
and UsÕ, and pp.21-6
Wright, Chapter 2 ÔMale and
FemaleÕ
Wright, Chapter 3 ÔMen and
WomenÕ
Wright, Chapter 4ÔThe
Marriage MarketÕ
Cowley, ÔThe Biology of
BeautyÕ [E-reserves]
Goldberg, ÔWhy Men RuleÕ [Course-pack]
III. HOW SOCIAL CONSTRUCTIONISM (SC) USES SELF-FULFILLING PROPHESY TO EXPLAIN SEX, GENDER AND SEXUALITY
Beall, ÔA Social Constructionist
View of GenderÕ [Course-pack]
Kimmel, ÔGendered
SexualitiesÕ [Course-pack]
Martin, ÔEgg and SpermÕ [E-reserves]
Lorber, ÔBelieving is Seeing:
Biology as IdeologyÕ [Course-pack]
Stein, ÒThe Essentials of
Constructionism and the Construction of Essentialism [Course-pack]
Fausto-Sterling, ÔThe Five
SexesÕ [E-reserves]
Fausto-Sterling, ÔThe Five
Sexes, RevisitedÕ [E-reserves]
Kessler, ÔThe Medical
Construction of GenderÕ [Course-pack]
LeVay and Hamer, ÔEvidence
for Biological Influence in Male HomosexualityÕ [E-reserves]
Wright, Chapter 7 ÒFamiliesÓ
pp. 155-65
Whitehead, ÔThe Bow and the
Burden StrapÕ [Course-pack]
V. POLITICIZING SEXUALITY?
Nava and Dawidoff, ÔThe Case
for Gay MarriageÕ
Warner, ÔBeyond Gay MarriageÕ
Longino,
ÒPornography Oppression and FreedomÓ
Lisdale,
ÒTalk Dirty to MeÓ