Philosophies of Life

This course will explore several of the most prominent historical and contemporary philosophies of life. These life philosophies constitute holistic worldviews that express their followers’ highest values and commitments. Some of these life philosophies are usually categorized as religions; others are more often associated with philosophy, ethics, politics, or even science. But what unites them is that each one provides for its adherents an all-encompassing lens through which to understand the world, as well as a powerful motive for living. These various “-isms” all provide their devotees with an answer to the question, “What is worth living for?”

There are countless additional philosophies of life that we cannot cover in this course, but those included have been chosen in part because they arguably represent what William James calls “live options” for contemporary denizens of Western culture. While these traditions have developed across centuries and in some cases even millennia (and we will encounter them in rough correspondence to their chronological development), each one retains a sizable subsection of followers within our society to this day. Each is therefore worth studying, not merely as historical relics of the past, but as relevant perspectives in the ongoing quest for meaning and insight. Broadly speaking, they represent the biggest ideas that we live by. In familiarizing ourselves with these philosophies of life, we will come to know both our neighbors and ourselves.

Course Objectives

1. That you will be able to understand and articulate the main distinguishing characteristics of several historically prominent philosophies, especially the ways that these philosophies have addressed perennial questions concerning meaning and value in life.
2. That you will grow in your ability to read complex texts, think critically about their philosophical significance and contemporary relevance, and clearly communicate your thought in speaking and writing.
3. That through engagement with the course texts and in-class discussions you will be challenged to consider afresh your own highest values and the practices that reflect them.

Course Topics

Throughout our exploration of these life philosophies, a handful of questions and themes will reappear, including (but certainly not limited to) the following:

• What does it mean to have a philosophy of life or worldview?
• What is the meaning of life (if there is one)? Is there some sort of larger purpose or whole that is worth dedicating our lives to?
• Is there one “right” answer to the prior question? Or are there many good answers?
• How should we make sense of, and respond to, suffering?
• Does / Would the existence of a God (or gods) determine the meaning of human lives?
• Is anything more valuable than to experience pleasure and avoid pain?
• How does seeking our own good relate to the good of others? Is a meaningful life primarily found in improving the lot of others?
• Is there an intrinsic human nature? And if so, does it place boundaries and limits on what sorts of values humans are capable of living for?
• How do (or should) our external circumstances in life relate to our internal emotional and psychological states? Is it possible to rise above our circumstances? Should we desire to?
• Do the social structures which we have inherited and in which we (perhaps unconsciously) participate alienate us from any possibility of a truly meaningful existence?
• What role does free will play in our efforts to choose higher values? Are we truly free to do so, or are our choices only an illusion?
• How well-founded can our knowledge ever be in the quest for meaning and values? Should we regard with skepticism or ironic distance any universal claims about truth and values?
• How do the claims of modern science relate to—constrict, or even expand—the possibilities concerning meaning and value in life?
• What is the future of the human species, and therefore also, of human values? Are we on the verge of being surpassed and replaced by something transhuman? Would this be a good thing?
• Is it true (as Socrates claimed) that “the unexamined life is not worth living”? What role does/can/might/should philosophical reflection play in the actual experience of living our lives?

We will explore these questions and more by investigating twelve more-or-less cohesive sets of answers that have developed across history, which we will interchangeably refer to as “philosophies,” “philosophies of life,” “worldviews,” or “traditions.” Organized into the twelve clusters labeled below (Weeks 2 through 13), we will read selections from authors and texts that we’ll take as representatives of these various traditions, bearing in mind that no single author or text can itself perfectly encapsulate or represent the tradition of which it’s a part. (Also, in a few cases, we’ll read an important text that critiques the view under discussion that week.) The overarching question you should bear in mind as you seek to understand these philosophies is this: “What difference would it make if this were my life philosophy? How would it shape my way of life—my aims, desires, thoughts, and behaviors?”

Assignments

Paper #1: Literary Analysis and Thesis Paper (12.5% of total grade)

You will choose some passage from one of the texts we’ve read by the time of the due date and you will provide a “close reading” or literary analysis of the passage. You need to argue a certain interpretation, a contestable thesis that the text should be read one way as opposed to another way. You must draw on textual clues as you make your case as to why your interpretation of the passage is correct. We will discuss the paper requirements further in class. The paper should be 700-750 words. Times New Roman font and 1.5 spacing is preferred. Provide page numbers. Update: this paper can just be submitted digitally on Canvas (but note below, not the other two).

Paper #2: Socratic Dialogue (12.5% of total grade)

For your second paper you will write a Socratic dialogue. Your dialogue will include two characters drawn from two of the authors that we’ve read in this course. They should represent two different philosophies of life—and you should choose two that are different from your own. The aim is to convey these authors’ ideas in a way that they themselves likely would, but written by you. This entails presenting their ideas in the best light possible. Write the way these authors might speak if you were having a casual (but deep!) conversation with them. In addition to these two voices, you will add a crucial third voice—your own. You will place yourself into this dialogue, articulating your own philosophy of life and evaluating the other two perspectives from your own point of view. The goal of this Socratic dialogue is for you to present your own perspective on the chosen subject matter as you participate in conversation with great voices from the past. The subject matter should revolve around one of the broad value-oriented themes we’ve discussed in the course, such as meaning, joy/pleasure, suffering, death, or the like. But you can and should use specific, concrete situations as a way of bringing up these larger themes. Format the paper like it’s a script or play. The dialogue should be 950-1000 words. Turn in both a physical printed (and stapled) copy in class and digital version on Canvas.

Paper #3: Personal Philosophy Paper (15% of total grade)

In this paper you will articulate your own philosophy of life, or some important aspect of it. You can address one of the questions listed under the “Course Topics” heading or another question of similar depth. You should use a minimum of six sources or texts: three texts that we have read in this course and three more that we haven’t. But the aim of the paper—more so than in the Socratic Dialogue paper—is to articulate your own personal philosophy, with sources used either as support or to highlight contrasts. This paper should be 1200-1250 words. Turn in both a physical printed (and stapled) copy in class and digital version on Canvas.