philosophy

Philosophy &101/Spring 2019 Homework #2: 45 Points

Shapiro Submit Canvas by 5/1/19 at 11:59PM

This assignment is intended to get you thinking more about personal identity, the mind-body problem, and

the nature of knowledge and truth. It sounds like a lot, but I think it can be done well in about 3 pages; if

you can do it more concisely, that’s fine. If you need more space, that’s acceptable, too. Also, please be

prepared to discuss your answers in class.

1) Undertake a little “experiment in consciousness.” Do something (or nothing) for 30 minutes. The

main thing is that you are alone with your thoughts: no phone, no computer, no one else to talk

to. During that time, observe your “self.” Who/What is that self you are observing? Say a little bit

about it. What theory of personal identity does your answer incline you toward? Be sure to explain

whether you subscribe to the “illusion theory,” the “body theory,” the “soul theory,” or the “memory

theory,” and why. What does your answer say about your position on the mind-body problem? Are

you a dualist, a physicalist, or an idealist? Why? 


2) Now, examine what you claim to know about yourself light of Descartes’ process of doubting. Is your

piece of knowledge subject to doubt by the Dream Argument? Explain. Is it subject to doubt by the

Evil Demon Argument? Explain. Having subjected your piece of knowledge to Cartesian doubt, do

you still know it? Why or why not? 


3) Finally, consider something you claim to know as a result of your experiment about the external

world. (Of course, you’re entitled to say you know nothing, but if so, explain why.) Say what that

claim is and how you claim to know it. Is your knowledge is justified on rationalist or empiricist

grounds? That is, is it a priori or empirical? Explain. What does this imply regarding the certainty of

this knowledge? Be sure to talk about how empiricism is seen to only yield probability and not

certainty and why. (Good answers here will refer, at least in part, to the Salmon article). 


Outcome rubric for this assignment:

Component Advanced (14—15 pts.) Developed (12-13 points Emerging (11 and under

Personal

Identity/

experiment

Student takes the experiment seriously

and describes it well. Student clearly

describes knowledge about the self he

or she has. Clearly explains how it

connects to a theory of personal

identity. Addresses the mind-body

problem specifically and thoughtfully.

Student engages with the experiment

and describes it. Student generally

describes knowledge of the self he or

she has. Generally explains how it

connects to a theory of personal identity.

Generally addresses the mind-body

problem.

Student hasn’t show full

engagement with the experiment or

lacks descriptions of it. Student

needs to do more to describe

knowledge of the self he or she has.

Hasn’t really connected to a theory

of personal identity. Hasn’t really

addressed the mind-body problem.

Dream and

Demon

Arguments

Subjects it carefully to both the Demon

and the Dream arguments. Makes

appropriate and specific references to

the text.

Subjects it generally to both the Demon

and the Dream arguments, or may

concentrate more on one than other.

Makes general references to the text.

Hasn’t really subjected it to both

the Demon and the Dream

arguments, or confuses them.

Needs more references to the text.

External

World

Student explains clearly how his or her

knowledge is a priori or empirical.

Explains the distinction clearly.

Carefully explains why empirical

knowledge can be seen as uncertain.

Makes specific and appropriate

references to Salmon and/or in-class

activities.

Student explains generally how his or

her knowledge is a priori or empirical.

Explains the distinction generally.

Generally explains why empirical

knowledge can be seen as uncertain.

Makes general references to Salmon

and/or in-class activities.

Student needs to do more to explain

how his or her knowledge is a priori

or empirical. Hasn’t really nailed

the distinction. Needs to say more

to explain why empirical

knowledge can be seen as

uncertain. Needs more reference to

Salmon and/or in-class activities.