Charles Mills Blog

Write a 1-2 paragraph response/reflection on one of the Mills readings.  You may write about the "Overview" from The Racial Contract or "Intersecting Contracts" in Contract and Domination.

Carole Pateman Blog

Write a 1-2 paragraph response/reflection on one of the Pateman readings.  You may choose from one of the chapters from The Sexual Contract or from "Race, Sex, and Indifference" in Contract and Domination.

White Privilege Blog

Guidelines/Requirements:

1)   Write a 50 - 100 word exegetical sentence (critical analysis, explanation, interpretation) that captures the essence of the readings.  Which of the three reading stood out most to you and why?

2)   Cognitive and Emotional Response: Describe both your cognitive and emotional responses to the reading(s).  What did these readings bring up for you?  Where there statements made that you could connect to and agree with?  Where there claims that made you uncomfortable?  Why?

3)   Identifying any significant insights that you took away from the reading and/or class discussion (e.g. something you learned, a comment made in class that left an impression, a paradigm shift, etc.).  

RAWLS Blog

Guidelines/Requirements:

1)   Write a 50 - 100 word exegetical sentence (critical analysis, explanation, interpretation) that captures the essence of the readings.  Consider the following:  What are the main arguments (explicit and implicit)?  What is the point? Why has the author tried to communicate something, in that way, and at that time, to his/her audience?

2)   Assumptions/Presuppositions: FIRST, what were YOUR assumptions and presuppositions coming to this reading?  Then consider: Where does the author stand? What is assumed or taken for granted in this piece of writing? Who is the assumed audience of this piece? As a reader, work to pay attention to and discover the values, beliefs, biases, and assumptions (sometimes overt, sometimes subtle) underlying what you read.

3)   Identifying any significant insights that you took away from the reading and/or class discussion (e.g. something you learned, a comment made in class that left an impression, a paradigm shift, etc.).  

Students are encouraged to think about Rawls, Mills' critique of Rawls, AND Wilson's response to Mills' critique

Students are also encouraged to read other student's posts and offer comments.  (You do not have to read every post in the class, but try to read 2-3 and offer comments/feedback.

Rousseau Blog

PHIL 108H~FALL 2012

Exegetical Blog Assignment

ROUSSEAU

Guidelines/Requirements:

1)   Write a 50 - 100 word exegetical sentence (critical analysis, explanation, interpretation) that captures the essence of the readings.  Consider the following:  What are the main arguments (explicit and implicit)?  What is the point? Why has the author tried to communicate something, in that way, and at that time, to his/her audience?

2)   Assumptions/Presuppositions: FIRST, what were YOUR assumptions and presuppositions coming to this reading?  Then consider: Where does the author stand? What is assumed or taken for granted in this piece of writing? Who is the assumed audience of this piece? As a reader, work to pay attention to and discover the values, beliefs, biases, and assumptions (sometimes overt, sometimes subtle) underlying what you read.

3)   Identifying any significant insights that you took away from the reading and/or class discussion (e.g. something you learned, a comment made in class that left an impression, a paradigm shift, etc.).  

Students are encouraged to think about Rousseau in relation to the other readings in the class (e.g. Hobbes and Locke).  For example, how would you compare their accounts of the state of nature, the social contract, the sovereign, etc.?

Students are also encouraged to read other student's posts and offer comments.  (You do not have to read every post in the class, but try to read 2-3 and offer comments/feedback.

Locke - Exegetical Blog

PHIL 108H~FALL 2012

Exegetical Blog Assignment

LOCKE

Guidelines/Requirements:

1)   Write a 50 - 100 word exegetical sentence (critical analysis, explanation, interpretation) that captures the essence of the readings.  Consider the following:  What are the main arguments (explicit and implicit)?  What is the point? Why has the author tried to communicate something, in that way, and at that time, to his/her audience?

2)   Assumptions/Presuppositions: FIRST, what were YOUR assumptions and presuppositions coming to this reading?  Then consider: Where does the author stand? What is assumed or taken for granted in this piece of writing? Who is the assumed audience of this piece? As a reader, work to pay attention to and discover the values, beliefs, biases, and assumptions (sometimes overt, sometimes subtle) underlying what you read.

3)   Identifying any significant insights that you took away from the reading and/or class discussion (e.g. something you learned, a comment made in class that left an impression, a paradigm shift, etc.).  

Students are encouraged to think about Locke in relation to the other readings in the class (e.g. Bernasconi, Mann Taylor, Blume).  For example, how did any of the other readings impact your thoughts about Hobbes' account of the state of nature, state of war, laws of nature, the sovereign, etc.?

Students are also encouraged to read other student's posts and offer comments.  (You do not have to read every post in the class, but try to read 2-3 and offer comments/feedback.

HOBBES - Exegetical Blog

PHIL 108H~FALL 2012

Exegetical Blog Assignment

HOBBES

Guidelines/Requirements:

1)   Write a 50 - 100 word exegetical sentence (critical analysis, explanation, interpretation) that captures the essence of the readings.  Consider the following:  What are the main arguments (explicit and implicit)?  What is the point? Why has the author tried to communicate something, in that way, and at that time, to his/her audience?

2)   Assumptions/Presuppositions: FIRST, what were YOUR assumptions and presuppositions coming to this reading?  Then consider: Where does the author stand? What is assumed or taken for granted in this piece of writing? Who is the assumed audience of this piece? As a reader, work to pay attention to and discover the values, beliefs, biases, and assumptions (sometimes overt, sometimes subtle) underlying what you read.

3)   Identifying any significant insights that you took away from the reading and/or class discussion (e.g. something you learned, a comment made in class that left an impression, a paradigm shift, etc.).  

Students are encouraged to think about Hobbes in relation to the other readings in the class (e.g. James, Emerson, Anderson, Hall).  For example, how did any of the other readings impact your thoughts about Hobbes' account of the state of nature, state of war, laws of nature, the sovereign, etc.?

Students are also encouraged to read other student's posts and offer comments.  (You do not have to read every post in the class, but try to read 2-3 and offer comments/feedback.