Office hours: Weds 9:30-11:00am or other times by appointment.
Format: This is a seminar. Participation is expected, and a significant portion of your grade will be based on participation. We will be working through the material together in a joint effort to explore the main concepts at play. In other words, this is not a normal lecture-based course that I have taught repeatedly in the past. It is an opportunity for me to do research with you. Please see below for further information.
Some course information that you are less likely to use throughout the semester are included here. Scroll down for stuff you’re more likely to use throughout, including a section on Assessments and Grading and the Reading List.
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COURSE DESCRIPTION
We often worry that others do not see us as we truly are, that the way they experience us may be biased in various ways. Conversely, we may believe that we know more about ourselves than others do. But is this true? If so, to what extent? If not, why? What can we say about the nature of selfhood and self-knowledge? In this course we will explore these questions, drawing primarily (though not exclusively) from non-Western sources.
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LEARNING GOALS
Students will, upon completion of this course, be able to:
articulate various theories of the self, drawn from the history of philosophy
explain the relevance of findings from cognitive science in understanding the concepts of selfhood and self-knowledge
identify how culture can affect self understanding
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CLASS POLICIES
Laptops will be permitted, with the following caveats
I reserve the right to ask you to email me, at the end of class, the notes you’ve taken with your laptop.
You sit at the back of the class, if possible, so as not to distract those without laptops.
You understand and sign off on a statement, acknowledging the way that laptops hinder understanding and course performance.
Phone use is not permitted
There is no attendance policy. Failing to attend will only affect the participation portion of your grade (see below)
To ask for exemptions to any of the above, you must contact me by February 4. After that I will not consider exceptions.
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STUDENT COUNSELING
At Baruch, we acknowledge that as a student you are balancing many demands. During the semester, if you start to experience personal difficulties or stressors that are interfering with your academic performance or day to day functioning, please consider seeking free and confidential support at the Baruch College Counseling Center. For more information or to make an appointment, please visit their website at  or call 646-312-2155. If it's outside of business hours (Monday-Friday 9-5pm) and you need immediate assistance, please call 1-888-NYC-WELL (888-692-9355). If you are concerned about one of your classmates, please share that concern by filling out a Campus Intervention Team form at https://studentaffairs.baruch.cuny.edu/campus-intervention-team.
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ACCESSIBILITY
Baruch has a continuing commitment to providing reasonable accommodations for students with disabilities. Like so many things this fall, the need for accommodations and the process for arranging them have been altered by COVID-19 and the safety protocols currently in place. Students with disabilities who may need some accommodation in order to fully participate in this class should contact Student Disability Services as soon as possible at disability.services@baruch.cuny.edu or call 646-312-4590.
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PLAGIARISM
It is your responsibility to fully understand the academic policies of the College and its rules and regulations on grades, dropping courses, cheating and plagiarism, deadlines, etc. Knowing them well allows you to proceed to graduation efficiently and with a strong transcript. Study everything in Baruch's brochure on Academic Honesty carefully, or read it online. In an academic environment, borrowed or stolen work (as well as certain kinds of shared work) are regarded as cheating or fraud. Protect yourself in all your courses by understanding academic expectations clearly and avoiding any behaviors that might possibly be interpreted as cheating. And remember that giving improper help is as clearly a violation as taking it. You may also consult Baruch’s online tutorial for avoiding plagiarism.
I will report any suspected instance of cheating or plagiarism to Baruch’s disciplinary committee for action.
ASSESSMENTS AND GRADING
I need to assess how you’re doing in the course. I will do so through the following methods. Click on toggle at the left to expand.
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Reading Quizzes = (10%)
I will give out up to 8 of these during the semester. Your top 5 scores will count. They will consist of 5 super basic questions about the readings. You will complete them at the beginning of class.
I know not everyone is equally comfortable participating in class discussions. Some of you are garrulous, others are naturally reserved. But you have to participate in a seminar-type class. I think 20% is enough to incentivize people to participate but not so much as to unfairly penalize those of you who do not like participating.
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Weekly comment on Notion = 10%
Each week starting February 7, you should leave one comment or question on Notion pertaining to one of the readings we do that week. For example:
This is a pass-or-fail assignment. So long as you leave a question or comment that makes sense and is at least 100 words in length you’ll pass. Be sure to leave your comment by midnight the day before we discuss those readings. The minimum requirement is to post for 10 separate weeks.
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Presenting (2x) = 20%
Two students will summarize either a) the central thesis of the article for that session or b) some central passages from the primary readings, whichever is applicable.
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Abstracts for final paper = 20%
Consists of a presentation (10%) and written 300 word abstract post-presentation (5%) and feedback on others’ presentations (5%). Details in due course.
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Final paper = 30%
Minimum 4000 words on a course related paper of your own choosing. Details in due course.
