Women Philosophers

Lesson: Kantian Ethics and Angelina Grimké’s Letter 12 to Katherine Beecher

by Seth Robertson (Harvard University)

This lesson has two main purposes. The first is to illustrate to students how one could apply the Kantian argument that one should not treat others merely as means. This is done by introducing them to an open letter written by the early feminist and abolitionist writer and activist Angelina Grimké in 1838 in which she explicitly argues that men have treated women as mere means. The second is to draw attention, in a way meaningful for students, to the fact that when we think about right and wrong, we often fail to consider others in really problematic ways that later seem obviously mistaken.

Lesson: Understanding Oppression as a Critique of Hedonism

by Emily McRae (University of New Mexico)

After teaching the hedonism of Bentham and Mill in my Introduction to Ethics class, I often assign Marilyn Frye’s classic feminist essay “Oppression.” (I got this idea from the late, great Claudia Card). This serves two pedagogical purposes for me. First, it exposes my intro students to excellent feminist philosophy without relegating it to its own “feminist ethics” unit at the end of the semester. Second, it offers a fascinating critique of hedonism (even though that is not the main point of the essay).

Lesson: Theano II on Moral Education

by Jerry Green (University of Central Oklahoma)

This lesson focuses on a fragment of text from the late Pythagorean philosopher Theano (probably of Sparta, c. 4th-3rd century bce) on different kinds of value and their role in moral education. Theano approaches this topic through the lens of everyday moral advice.[1]

Lesson: Perictione II on Metaphysics

by Jerry Green (University of Central Oklahoma)

This lesson focuses on a fragment of text from the late Pythagorean philosopher Perictione II (probably of Sparta, c.3rd-2nd century bce) on metaphysics.[1]

Lesson: The Descartes & Princess Elisabeth Correspondence

by Liz Goodnick (Metropolitan State University of Denver)

Elisabeth objects to Descartes’ dualism by positing the “interaction problem”–since Descartes subscribes to the mechanical philosophy (that matter must be moved mechanically–through pushing or pulling), she argues that the soul (which is immaterial) cannot move the body since it cannot push or pull.

Lesson: Mary Shepard’s Criticism of Berkeley

by Liz Goodnick (Metropolitan State University of Denver)

Shepherd argues against Berkeley that our ideas of sensible things are “algebraic signs” giving evidence to their causes (matter).

Lesson: Phintys of Sparta on Role Virtues

by setharobertson

This lesson focuses on a fragment of text from the Pythagorean philosopher Phintys (probably of Sparta, c. 4 th -3 rd century BCE) on gender-specific virtues. This text can be fruitfully compared with other texts on the same topic.

Lesson: Aesara of Lucania on the Soul

by Jerry Green (University of Central Oklahoma)

This lesson focuses on a fragment of text from the Pythagorean philosopher Aesara of Lucania (c. 4 th -3 rd century BCE) on the parts and powers of the soul. This text can be fruitfully compared with other texts on the same topic.

Lesson: Catherine Trotter Cockburn’s Defense of Locke

by Liz Goodnick (Metropolitan State University of Denver)

Cockburn defends Locke’s Essay (in particular his treatment of personal identity) against Burnet’s criticisms. She also provides her own argument in favor of an afterlife.

Unit: Wollstonecraft

by Liz Goodnick (Metropolitan State University of Denver)

This unit provides a brief introduction to Wollstonecraft’s Vindication, exploring gender norms, sexism, and education.