Type of Credit: Elective
Credit(s)
Number of Students
Transcendental idealism is a core part of Kant's Critical Philosophy. In contemporary metaphysics the view has been sidelined and heavily criticized since Strawson, but within the Kant scholarship the discussion has carried on and returned to influence the reception of transcendental idealism. What exactly is the view? To what extent is it a metaphysical view? What are Kant's arguments for it? What are the problems with it? This postgraduate course focuses on some of the contemporary debates and discussions in the interpretation of Kant's transcendental idealism. A number of research articles are selected and will be discussed.
能力項目說明
1. Demonstrate familiarity with the main theories and discussions in transcendental idealism.
2. In their papers, students are required to demonstrate their ability to identify and explicate issues involved in transcendental idealism, and to formulate their understanding and critical assessment in their own terms.
| 教學週次Course Week | 彈性補充教學週次Flexible Supplemental Instruction Week | 彈性補充教學類別Flexible Supplemental Instruction Type |
|---|---|---|
|
週次 Week |
課程主題 Topic |
課程內容與指定閱讀 Content and Reading Assignment |
教學活動與作業 Teaching Activities and Homework |
學習投入時間 Student workload expectation |
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|
課堂講授 In-class Hours |
課程前後 Outside-of-class Hours |
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1 |
Introduction |
Stanford Encyclopedia Entry on 'Kant's Transcendental Idealism' by Nick Stang |
Lecture & Discussion |
3 |
4.5 |
|
2 |
Introduction |
Stanford Encyclopedia Entry on 'Kant's Transcendental Idealism' by Nick Stang |
Lecture & Discussion |
3 |
4.5 |
|
3 |
Karl Ameriks |
‘Kantian Idealism Today’ |
Lecture & Discussion |
3 |
4.5 |
|
4 |
Eric Watkins |
‘Kant's Transcendental Idealism and the Categories’ |
Lecture & Discussion |
3 |
4.5 |
|
5 |
Holiday |
N/A |
N/A |
N/A |
N/A |
|
6 |
Lucy Allais |
‘Kant's Arguments for Transcendental Idealism in the Transcendental Aesthetic’ |
Lecture & Discussion |
3 |
4.5 |
|
7 |
Lucy Allais |
‘Transcendental Idealism and Metaphysics: Kant’s commitment to things as they are in themselves’ |
Lecture & Discussion |
3 |
4.5 |
|
8 |
Lucy Allais |
‘Transcendental idealism and the transcendental deduction’ |
Lecture & Discussion |
3 |
4.5 |
|
9 |
Mid-term |
N/A |
N/A |
N/A |
N/A |
|
10 |
Andrew F. Roche |
‘Allais on Transcendental Idealism’ |
Lecture & Discussion |
3 |
4.5 |
|
11 |
Andrew F. Roche |
‘Transcendental idealism_A proposal’ |
Lecture & Discussion |
3 |
4.5 |
|
12 |
R. Lanier Anderson |
‘Lucy Allais on transcendental idealism’ |
Lecture & Discussion |
3 |
4.5 |
|
13 |
R. Lanier Anderson |
‘Transcendental idealism as formal idealism’ |
Lecture & Discussion |
3 |
4.5 |
|
14 |
Robert Stern |
‘Explaining Synthetic A Priori Knowledge_The Achilles Heel of Transcendental Idealism’ |
Lecture & Discussion |
3 |
4.5 |
|
15 |
彈性補充教學 |
Self-Study |
N/A |
N/A |
4.5 |
|
16 |
彈性補充教學 |
Self-Study |
N/A |
N/A |
4.5 |
|
17 |
Holiday |
N/A |
N/A |
N/A |
N/A |
|
18 |
Final |
N/A |
N/A |
N/A |
N/A |
In-class Presentation & Discussion: 40%
Final Essay: 60%
Assessment Criteria
90-100: The student is familiar with the thinkers’ positions and elaborates on the arguments that support the positions. The student proves his/her independent thinking and understanding by critically examining the arguments and defending them against possible counter-arguments.
80-89: The student knows the thinkers’ positions to a certain extent and shows an approximate understanding of the arguments. The student tries to develop his/her own critique or his/her own response to a possible critique, but the attempt is not effective.
70-79: The student conveys the central ideas in the texts/ of the positions correctly, but does not present the arguments in an organized, systematic manner. Nor does he/she consider any critique or possible answers to objections.
60-69: The student fails to explain the thinkers’ positions or arguments and shows a seriously incomplete understanding.
Below 60: The student shows the problems mentioned above and fails to complete the assignment.