| Week 1 |
| Class: Syllabus; The 5 Whys Activity; what is philosophy; what is Critical Thinking; when do we employ critical thinking most; why do we employ critical thinking; what is an echo chamber; are echo chambers bad things; how do we grow; and what’s your personal philosophy? Homework: Read pages 1-10 of Lewis Gordon’s An Introduction to African Philosophy (IAP) and Chapters 1 and 2 of Nigel Warburton’s A Little History of Philosophy. Discussion question: Why do these texts frame the genesis of philosophy in radically different ways? What are the motivations, benefits of framing philosophy in such ways? How do these ideas shape current structures and create systems of oppression? Write a 100-350 word response to the question to be submitted in Blackboard under Discussion Questions. Due 2-1-22 ALL RESPONSES TO DISCUSSION QUESTIONS MUST DIRECTLY REFERENCE AND CITE THE ASSIGNED TEXT(S). |
| Week 2 |
| Class: Review pages 1-10 of IAP and Chapter 1 of CGCT. Answer any questions. Why do these contemporary philosophy textbooks provide radically different views of philosophy’s genesis? What are the differences? What are the material consequences for various demographic groups? What does the western dominant, Eurocentric philosophy genesis narrative –and the logic that it gives way to — do in terms of sports, education, career, social networks, for women? Homework: Watch Where to Invade Next for at least 3 countries, read chapter 2 of CGCT, and …? Discussion question: Is America the best country in the world? Provide a detailed critique of America and at least 2 other countries that include references to Where to Invade Next in your response. Write a 100-350 word response to the question to be submitted in Blackboard under Discussion Questions. Due 2-8-22. |
| Week 3 |
| Class: Review Where to Invade Next. Discuss American values versus European values, and introduce the idea of axiology (value systems); traceback and discuss the American ontological foundation; discuss the Puritan work ethic; and discuss the American dream and why so many people come to America. What are immigrant experiences? Discuss in groups. What are philosophical challenges/obstacles to critical thinking, and what are psychological obstacles to critical thinking? Introduce the idea of a hidden premise. Provide a practice exercise with examples of hidden premises, and play the implicit premise video. What hidden premises exist in going to college, particularly in attending college in a digital space? Class exercise about philosophical vs psychological obstacles to critical thinking. Homework: Read about WEB DuBois p73-80 in IAP, chapter 1 of the Souls of Black Folk, and chapter 3 in CGCT. Discussion question: What philosophical or psychological obstacle to critical thinking is most impeding your personal growth and development? More importantly, what actionable steps can you take to disrupt that pattern? Write a 100-350 word response to the question to be submitted in Blackboard under Discussion Questions. Due by 2-15-22. First quiz: Write a 2-3 page paper where you frame an argument as to what the true genesis of philosophy is. You must cite at least 2 sources you’ve been exposed to in class. Please feel free to use whatever argument suits you, for I’m grading you based upon how effectively you frame your argument, how you apply your critical thinking skills, and how you display your ability to note any obstacles to critical thinking in your disrupting and perpetuating of a philosophy genesis narrative. In case you’re not aware, this quiz is an amalgamation of your first three weeks in class, as it encompasses chapter 1 of IAP, chapters 1-2 of A Little History of Philosophy, and chapters 2-3 of CGCT. First quiz due by 2-18-22 in the Blackboard Assignment Dropbox. |
| Week 4 |
| Class: Review DuBois and chapter 3 in CGCT. Show Trevor Noah Video of how to deconstruct or win an argument. Show a video on DuBois being the father of American sociology. What is sociology, and why it is valued? Relate the articles and videos to axiological beliefs and antecedents. Homework: Read Sylvia Wynter’s “NHI.” You need to read “NHI” because it is used for your midterm exam, which is worth 20% of your grade. Discussion question: why is W.E.B. DuBois considered the father of American sociology, and what are the implications of him being the father of sociology? Write a 1-paragraph to 100-350 word response to the question to be submitted in Blackboard under Discussion Questions. Due by 2-22-22. |
| Week 5 |
| Class: Review “NHI” and take the entire class to unpack it and ideas such as, “sphere of obligation,” “racial caste system,” and others. Explain the midterm exam. Midterm exam due 3-11-22. Homework: Read the Combahee River Collective’s, “a Black Feminist Statement.” Discussion question: What are the genealogical foundations of your “sphere of obligations,” and do they need to be disrupted? If so, what actionable step will you take to disrupt them? If not, why do they not need to be disrupted? Write a 100-350 word response to the question to be submitted in Blackboard under Discussion Questions. Due by 3-1-22. |
| Week 6 |
| Class: Review the CRC. Discuss the history of Black feminism. Reference stonewall and Ms. Major. Show a video about stonewall and link it all the way to BLM. Discuss the obstacles to Black feminism. Why it is inherently radical? Homework: Read chapter 6 in CGCT and Baldwin’s 1984 Essence article. Watch Baldwin’s, I’m Not Your Negro (Netflix link, so you must sign in, and the video is available on Hulu. If none of those resources is available to you, please contact the library for assistance) video. Discussion question: Why is Black feminism inherently radical, and what are the benefits of expressing Black feminist activism through a collective structure instead of more traditional leadership structures? Write a 100-350 word response to the question to be submitted in Blackboard under Discussion Questions. Due 3-8-22. |
| Week 7 |
| Class: Review chapter 6 and who and what is an expert. What are the metrics of an expert? Provide Baldwin biography. Discuss his radicalism and his move to France and what he learned in France. He is one of the predecessors to, and architects of, Critical Race Theory. What is Critical Race Theory (CRT)? Is CRT something good, bad, or…? Should it be taught in schools? Join in breakout groups to discuss who is the best or most important expert(s) group members know, have them explain why these people are experts, and then do a class poll on who is the biggest expert. Homework: Read Fanon in IAP, p80-91; Black Skin, White Maks chapter 1, p17-40; and CGCT, chapter 10. Discussion question: if you could be an expert in anything in the world, what would you be an expert in and why? Write a 100-350 word response to the question to be submitted in Blackboard under Discussion Questions. Due 3-15-22. |
| Week 8 |
| Class: Review Frantz Fanon in IAP, p80-91; Black Skin, White Maks chapter 1, p17-40; and CGCT, chapter 10; show Ben Shapiro and Jordan Peterson videos and deconstruct their arguments; class will be centered on these discussions both in their own context and in relation to Fanon; show video of Fanon as the godfather of Black psychology; and discuss him being an antithesis to Freud. Homework: read this Melanie Klein work, “Melanie Klein and Objects Relations Theory,” and this Queer Theory work. Discussion question: A, is Fanon or Klein on par with Freud, or does Fanon/Klein display the same level of expertise as Freud? B, What can Queer Theory be used for beyond the realm of gender or sexuality; in particular when studying the politics class identity or creating binaries (e.g. good/bad; right/wrong; Democrat/Republican? In other words, why would someone wish to “queer the subject” by writing about identity as fluid rather than as rigid or binary subject? Choose A or B. Write a 100-350 word response to the question to be submitted in Blackboard under Discussion Questions. Due 3-22-22. Quiz 2, Logical Fallacies and Black Philosophy: Write a 2-4 page as to how Fanon, Du Bois, or Baldwin (choose only one figure) stand as both physical and textual representations of epistemological disruption to the dominant narrative? In other words, how do their ideas not align with traditionally taught and espoused philosophy ideas? For example, why do we hear about Plato, Aristotle, Nietzsche, Kant, Derrida, Hume as philosophical figures, but we never hear about Fanon, Du Bois, or Baldwin? What are the implications and consequences of the traditional philosophy narratives? How do these narratives create or disrupt systems and philosophies of intelligence or oppression? You may cite at least 3 sources from class and use at least 2 fallacies identified in chapter 10 of CGCT to show how Fanon, Du Bois, or Baldwin disrupted dominant epistemological narratives. Due 4-1-22. |
| Week 9 |
| Class: Review Klein and Queer Theory. How does the Queer Theory epistemological construction of gender as always becoming challenge gender norms? In other words, how do Queer Theory tenets challenge gender norms? Why, if at all, should gender norms be challenged? Is gender a fixed identity? If not, then why? Do an exercise in gender construction. Homework: Read chapters 5 & 6 of Angela Davis’ Women, Race, Class. Discussion question: How does the Queer Theory epistemological construction of gender as always becoming challenge gender norms? In other words, how does a Queer Theory of knowledge challenge gender norms? Write a 100-350 word response to the question to be submitted in Blackboard under Discussion Questions. Due 3-29-22. |
| Week 10 |
| Class: Review and unpack Angela Davis’ work. Show a video about indigenous time constructs, and is time real? Homework: Read chapters 11 and 12 in CGCT. Discussion question: How do Black women construct or conceptualize Freedom differently than most Americans? Why do they frame liberty in such a way? How does this version of freedom align or disalign with the tenets of the BLM movement? Write a 100-350 word response to the question to be submitted in Blackboard under Discussion Questions. Due 4-5-22. |
| Week 11 |
| Class: Review chapters 11 and 12 from CGCT. Explain fallacies and then join in groups to identify fallacies on worksheet. Homework: Read Eve Tuck’s, “Suspending Damage.” Discussion questions: How does Avery Gordon’s (1997) “complex personhood” manifest in your life? Write a 100-350 word response to the question to be submitted in Blackboard under Discussion Questions. Due by 4-12-22. Quiz 3 Fallacies, Female Philosophers, and Queer Theory: Write a 2-4 page paper as to how Melanie Klein, Eve Tuck, or Queer Theory (choose only one figure or theory) stands as both physical and textual representations of epistemological disruption to the dominant narrative? In other words, how do their ideas not align with traditionally taught and espoused philosophy ideas? For example, why do we hear about Plato, Aristotle, Nietzsche, Kant, Derrida, Hume as philosophical figures, but we never hear about Klein, Tuck, or Queer Theorists (such as Judith Butler)? What are the implications and consequences of the traditional philosophy narratives perpetually being taught to students? How do these narratives create or disrupt systems and philosophies of intelligence or oppression? You may cite at least 3 sources from class and use at least 2 fallacies identified in chapters 9 and 10 of CGCT to show how Klein, Tuck, or Queer Theory disrupted dominant epistemological narratives. In other words, identify how flawed logic was wielded against Klein or Tuck. Due 4-22-22. |
| Week 12 |
| Class: Review and unpack “Suspending Damage.” Explain and discuss settler-colonialism. Explain What decolonizing is and how it has become a catchphrase that people don’t know how to apply. Explain Culturally Responsive and Sustaining Education (CR-SE). Discuss Final Exam. Reading assignment: no reading Discussion question: no question Final Exam. Due 5-6-22. |
| Week 13 |
| Class: Introduce the Western Lens and Orientalism; Summarize and discuss Did Maslow steal the “Hierarchy of Needs” framework from the Blackfoot (Siksika) Nation? Introduce and discuss existentialism vs essentialism; and Foucault’s panopticon. How are we living in a contemporary panopticon? Reading assignment: no reading Discussion question: no question |
| Week 14 |
| Class: Final exam support week. Reading assignment: no reading Discussion question: no question |
| Week 15 |
| Final Exam Due 5-6-22 by 11:59 pm. Final exam: Write a 5-page essay where you choose any song or album you like and frame an argument through a critical theory lens to reveal your critical thinking skills. You must cite both the texts you’ve been exposed to in class and the song or album you’ve chosen. Please feel free to use logical fallacies, no more than 3, in rationalizing as to why your piece of art is operationalized as X, or is a vehicle for X, or is an act of resistance against X, or is a contemporary musical representation of X ideology or concept that we’ve been exposed to in class. Here are some concrete examples to help get you thinking: NAS’ Illmatic as an urban musical act of resistance that challenges and disrupts societies constructions of HOPE and SUCCESS (the American Dream); Cardi B’s, “WAP” as a lyrical representation of anti-patriarchy manifesto and creation of WAP Wave Feminism; Lauryn Hill’s, Miseducation of Lauryn Hill as a model of and for Black feminist thought and practice; and Taylor Swift’s, “Shake it Off” as either a contemporary model of cultural appropriation or cultural appreciation. |
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