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UNDERGRADUATE HANDBOOK
Consult Undergraduate Director for recent updates. THE PHILOSOPHY MAJOR AND MINOR:
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| "The most enduring value of philosophy lies in the habit of mind it breeds in those who have discovered its pleasures. It produces a vision of things large enough to generate a life plan, a direction, tempered by the nagging suspicion that the vision may be an illusion." — Arthur J. Minton (contemporary philosopher) |
However, this by no means exhausts the purpose of the philosophy major. The major is a valuable and indeed model "liberal education" major. It introduces students who are not interested in an academic career in philosophy to a field which can serve them well — both professionally and personally — in whatever they may go on to do after graduation.
Many careers and professions reward the skills that one learns in philosophy: the ability to think and write clearly and to work out successful resolutions of problems in committees or groups. A major (or minor) in philosophy is widely regarded as excellent preparation for law, medical, or divinity school. Other career options include: administrator, bank officer, computer systems analyst, consumer protection agent, development manager, diplomat, grant developer, high-school educator, intelligence research specialist, investment broker, management analyst, medical ethicist, policy and planning consultant, public information specialist, and technical writer. For further information, consult the material in the Career Center Library, located on the 6th floor of the BA building. This material is also listed on the career center website at
Philosophy as a field also possesses great personal value, even if the relationship to a future career is indirect. Philosophy is a popular choice for double majors or as a minor for students interested in personal enrichment. Study of philosophy does not really end at graduation, but usually stimulates a life-long commitment to reflection and research. Because of this feature, older and even retired students have selected philosophy as their subject when they return to, or even begin, their university study.
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The Philosophy Major: What
There are a variety of educational objectives reflected in the curriculum
offerings of the philosophy department. They are, and perhaps should be,
combined, though each has its particular advocates. The historical model
emphasizes the history of philosophy. As applied to the major as a whole,
it usually begins with the Presocratics or with Socrates and Plato.
| "However horrifying the record of the past, and it is horrifying, and however persistent into the present the habits engendered in that bad past, the hope that sustains the moral philosopher is the same hope that morality itself is built on, that by taking thought and using our powers of imagination and reflection we can do better, that we can identify the forces that make our lives gentler, more peaceable, and more responsive, and that we can separate out the forces that divide us, that make us angry and violent. Then perhaps we can work out the ways in which the forces that make us gentler might be strengthened, and how they might even inherit the strength of the forces which they have overcome." — Annette C. Baier (contemporary philosopher) |
The field model stresses coverage of central fields and various subfields of philosophical inquiry. They generally include metaphysics and the philosophy of mind, the theory of knowledge, logic, ethics, together with the history of philosophy. Beyond these fields, there are the areas of social and political philosophy and the philosophy of science, language, religion, and art. More recently, the practice of applying philosophy, above all in the field of ethics, has stimulated the development of medical ethics, business ethics, and professional ethics in general.
There is also a problems model. Its emphasis is on understanding major philosophical issues, such as the nature of religious belief, the mind-body problem, the nature of knowledge, the free will issue, and the problem of objectivity in ethics.
A related but alternative approach is represented by the skills model. The goal is the development of a critical mind. The goal is promoted by the development of analytic abilities with regard to problems and interpretive abilities with regard to philosophical texts.
Individual philosophy major programs vary considerably in accordance with aspiration and ambition. All four of these models express worthy ideals of philosophical training; a major program does well to reflect each of them in some way. In addition, the department also promotes the further general commitments: contact with original sources, not merely textbooks; opportunities for discussion as well as lectures; and experience in writing papers, in addition to examinations.
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Philosophy Major: How
No one kind of philosophy course — historical, field, problem,
or skills — must logically or pedagogically precede any other.
Philosophical development is a progressive integration of
appreciative and critical approaches to problems and texts in
introductory, intermediate, and advanced courses.
Introductory work cultivates the abilities to recognize philosophical questions and grasp philosophical arguments; to read philosophical texts critically; to engage in philosophical discussion; and to write philosophical papers involving interpretation, argument, and library research.
| "In my own work at universities I have been much struck by the paralysis of thought induced in pupils by the aimless accumulation of precise knowledge, inert and unutilised. It should by the chief aim of a university professor to exhibit himself in his own true character — that is, as an ignorant man thinking, actively utilising this small share of knowledge. In a sense, knowledge shrinks as wisdom grows ..." — Alfred North Whitehead (20th century philosopher) |
Beyond the introductory level, intermediate courses offer students the opportunity to become acquainted with various areas of philosophical inquiry and various periods of the history of philosophy. Courses on this level are electives and often offer opportunities for identifying the major fields of interest of philosophy majors and minors. Courses dealing with matters of interest to students majoring in other subjects are also usually placed at this level — e.g., courses concerned with philosophical perspectives on religion, science, history, the arts and literature.
Advanced courses deal with important figures in the history of philosophy and central problems of philosophical fields in more detail and with increasing sophistication. One advanced course on a historical period or figure and one course on a philosophical field are required, but the student elects what each of these two courses will be. The one specific requirement is a senior seminar for majors in their final year. The department seeks to choose challenging topics of broad interest for this "capstone" experience, and often the course is team taught.
Generally speaking, a number of introductory and intermediate courses should be taken before attempting the more advanced courses, and core courses (in logic and the history of philosophy) should be taken as early as possible after the decision to become a major.
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Double Majoring
An ambitious option for students is to complete the requirements
for two majors. A second baccalaureate degree is possible,
provided that the additional requirements for the second degree
include a minimum of 24 semester hours beyond those required
10
for the first degree and a minimum of 144 semester hours is met.
In addition, courses accepted toward any requirements for the
first degree may not be applied to the major requirements for the
second degree.
There are at least a couple of motivations for undertaking this rigorous option. First of all, there could be a strong complementarity of interests in the two major programs. The close relation between philosophy and other disciplines — e.g., majors in philosophy and religion, philosophy and history, or philosophy and psychology — may suggest the desirability of majoring in both programs.
A second motivation is, as already indicated, a strong commitment to personal enrichment. In this case, it is almost the lack of complementarity between what is more practical and what is more personally meaningful which is attractive. The department encourages such double majoring, and it is often chosen as an option by students who begin in philosophy but may feel the need to acquire other credentials. However, it is also made more difficult by the increasing number of major requirements in some of the more technical or professional-oriented majors. A student electing to double major must be advised each semester by advisors in both programs. We are happy to function in either the primary or secondary advisory role.
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The Philosophy Minor
Similar to the situation with regard to double majoring, a
philosophy minor is typically chosen for either its complementarity
regarding the elected major or for reasons of personal enrichment.
The philosophy department offers a general minor with very broad requirements to appeal to a variety of students. This general minor in philosophy is designed to provide an introduction to the subject, which will serve the student who has a personal interest in philosophy or who may desire to pursue graduate studies in the field or a related humanities field such as religious studies, classical studies, or history.
Minors must take 18 hours of philosophy at the 200-level or above. Consultation with the advisor is strongly recommended at an early time, so that a set or sequence of courses can be selected which is particularly relevant either to the major or a particular interest of the student. Each minor will be guaranteed to have full input in the selection of six courses which will greatly advance her or his philosophical knowledge and expertise. We invite you to discuss this option with Chris Tollefsen (7-3736) or Jerry Wallulis (7-3730) if it is attractive to you.
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Interdisciplinary Study, Including the Medical Humanities Minor
The Department of Philosophy encourages interdisciplinary
study in programs such as women's studies, African-American
studies, comparative literature, Latin American studies, contemporary
European studies, and Southern studies. Majors in these
areas are encouraged to take philosophy courses that relate to
their interests in topics such as the work of Malcolm X, aesthetics,
and continental or American or feminist philosophy. Philosophy
majors with interests in these philosophical areas are also
encouraged to take related courses in the relevant interdisciplinary
program.
In addition, faculty of the department team-teach interdisciplinary courses on a regular basis with faculty from departments both within and outside of the College of Arts and Sciences. Such courses are cross-listed under both departments or, for courses in the Honor's college, appear under the SCCC course listings.
The philosophy department is also proud that an interdisciplinary program in medical humanities has been developed by members of its department. This program has been designed primarily for premedical students in order to give them an understanding of the ethical issues as well the sociocultural, legal, economic, and political factors that condition medical knowledge and practice. The 18-credit hour program is also of interest for students in health law or other areas directly related to the health professions. For information about this program, please contact George Khushf either through the Department of Philosophy or the Center for Bioethics (7-7725).
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Advisement and Academic Progress in Philosophy
Descriptions of philosophy and the undergraduate program are not decisive
when it comes to what a major or minor in philosophy does or should involve
for you. Philosophy has meant and means many different things, and our
department is no exception, with a number of quite diverse traditions
represented in our ranks.
| "The ancient Chinese philosopher Chuang Tzu had a vivid dream that he was a butterfly. Afterwards he was puzzled: Was he a human being dreaming that he was a butterfly or a butterfly dreaming he was human?" |
While you should take into account the diversity of philosophical traditions and orientations of the department, you should be at least as concerned with depth or intensity of study and reflection. A good understanding of a few important philosophers and central problems is better than mere acquaintance with a great number. You should aim for an articulate understanding of at least some of the major philosophers, central philosophical problems, and methods of philosophical inquiry.
Beyond variety and depth, a good major program fits together, developing a sense of historical and intellectual continuities as well as changes and differences. Ideally your program of philosophical study should be integrated both internally in terms of the content of your philosophy courses and externally with regard to the nonphilosophy courses you will be taking.
Your guide in developing an integrated, diverse, and intensive program of philosophical study is your advisor. Departmental advisement seeks to be patient with new majors; competent, thorough, and knowledgeable with all students; and of particular assistance to graduating seniors.
There is no substitute for good and timely advising in the advancement of your academic study in philosophy. Each semester, advance notice of times for advisement is given to all majors by the director of advisement. It is clearly in your best interest and will advance your study if you sign up and appear for advisement during the official advisement period — late October or early November for the Spring term and late March for the Fall term.
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Philosophy Outside the Classroom
Philosophical development is aided immeasurably by participation
in a philosophical community — a group of students and
faculty engaging in inquiry together. Students of philosophy
should not be mere observers, but rather active participants in
departmental activities such as lectures and colloquia. The yearly
list of speakers and conferences is obtainable from either the
department's main office or the website. We strongly encourage
you to obtain the information and attend a talk given by one of
our Thursday or Friday afternoon speakers. Before and after the
colloquium and during a reception there are additional opportunities
for informal discussions with our guests.
A clear way to be an active participant is to give a talk oneself. The South Carolina Society for Philosophy welcomes undergraduate members. Each year, usually at the end of February, there is a three-day meeting at one of the state campuses. There is also a yearly competition for the best undergraduate essay. The winner receives a modest financial award and a place on the speaker program. Give it a try (or you may find an instructor encouraging you to submit one of your paper assignments).
Recently the department has hosted a pizza party for students in the Fall and Spring semesters prior to the advising period. Majors and minors are invited to attend to hear faculty describe their upcoming course offerings and to share pizza and soft drinks. Contact Chris Tollefsen for dates and times. Please let us know if you have suggestions for other fun social gatherings. In the past there have been picnics, brown bag lunches, happy hour receptions, and even philosophy clubs.
Also contact the undergraduate director if you have any other feedback about the undergraduate program. We want you to feel that you are active participants in a community educational effort. Tell us what courses you would like to see offered in the coming academic year, what speakers you would like to hear, what events you would like to see take place, and what you think about the curriculum and requirements. We promise to listen to what you have to say and act upon your requests when feasible and appropriate. We encourage you to visit the department web site for further information about department events:
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Major and Minor Requirements
1. The Philosophy Major: requires PHIL 102, 110, and 24 credit
hours in courses numbered 201 and above, which must include:
- History of Philosophy: PHIL 201, 202 and one course from
PHIL 501, 502, 503, 504, 505, 506, 507, 508, 509, 540, 571, 573 - Fields of Philosophy: one course from
PHIL 510, 511, 512, 513, 514, 515, 516, 517, 518, 519, 521, 523, 528, 532, 534, 536, 550 - Seminar in Philosophy: PHIL 490
2. The Philosophy Minor:
Prerequisite:
- Prerequisite: PHIL 110 Introduction to Logic I
(may be used to satisfy a portion of the General Education Requirement). - Required: Eighteen hours of courses at the 200-level or above.
- History of philosophy
- Ethics, aesthetics and value theory (including social and political philosophy)
- Logic, epistemology and metaphysics (including the philosophy of science)
Courses must have the approval of the student's advisor and an advisor in the Philosophy Department. The approval of the Philosophy advisor may come at any stage of the program, but an early stage is preferred.
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Requirements for the College of Arts and Sciences and the Honors College
Arts and Sciences Core Requirements
The logic course sequence, PHIL 110 (Deductive Logic) and PHIL 111 (Inductive Logic) is a popular way to satisfy the core requirement in mathematical/analytical reasoning. PHIL 110 can also be used in conjunction with Math 122 as an alternative way of satisfying this requirement. Another core requirement is a course in philosophical reasoning. Any philosophy course at the 100 to 300 level (other than the logic courses) can be used to satisfy this requirement. However, the department strongly recommends PHIL 102 (Introduction to Philosophy), PHIL 210 (Philosophical Themes in Literature), and PHIL 211 (Contemporary Moral Issues) as good choices for students without previous background in philosophy. Students with special interests may, however, want to consider such courses as PHIL 201 (Ancient Philosophy), PHIL 202 (Modern Philosophy), or any of the courses at the 300 level.
The South Carolina Honors College
Students enrolled in the Honors College have a variety of options for fulfilling any philosophy course requirements they have. Every term there are honors sections of such basic courses as Introduction to Philosophy, Introduction to Logic, or Contemporary Moral Issues. There are also standard philosophy courses such as Philosophy of Mind and Health Care Ethics that have offerings that can be taken for honors credit by special arrangement. Finally, there are special intermediate and upper-level courses developed specifically for honors students. Recent offerings include American Technology and Culture, The Mind of Dorothy L. Sayers, and Ominous Times: Three Social Critiques.
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Curriculum Offerings for Undergraduate Study at USC
102 • Introduction to Philosophy • (3) An introduction to the main problems of
philosophy and its methods of inquiry, analysis, and criticism. Works of
important philosophers will be read.
110 • Introduction to Logic I • (3) The nature of arguments; fallacies, criteria, and techniques of valid deductive inference; applications.
111 • Introduction to Logic II • (3) A continuation of PHIL 110. Inductive and decision-making arguments, and criteria of acceptability for them.
201 • History of Ancient Philosophy • (3) An introduction to the development of philosophy in the ancient world through study of the works of representative philosophers. PHIL 202 may be taken prior to this course.
202 • History of Modern Philosophy • (3) An introduction to the development of philosophic thought since the Renaissance through the study of the works of important philosophers. The chief emphasis is on the 17th and 18th centuries. This course may be taken prior to PHIL 201.
210 • Philosophical Themes in Literature • (3) Selected philosophical problems as they are presented in imaginative and theoretical literature. Works of fiction and philosophical treatments of issues involved in them will be read and discussed.
211 • Contemporary Moral Issues • (3) Moral issues confronting men and women in contemporary society. Topics will vary but may include discussion of problems related to abortion, drugs, euthanasia, war, social engineering, and punishment of criminals.
212 • Conflicting Images of Man • (3) Conflicting images of man in contemporary philosophy, literature, psychology, and religion and an evaluation of these images as norms for human conduct and social policy. Particular attention will be given to existentialist, Marxist, behaviorist, and mystical images of man.
214 • Science and Pseudo-Science • (3) Attempts to distinguish science from pseudo-science; inquiry into such cases as astrology, psychoanalysis, and parapsychology.
301 • Nineteenth- and Twentieth-Century Philosophy • (3) An introduction to Continental and British philosophy since Kant through study of the works of representative philosophers. Particular emphasis is placed on the development of Idealism, Marxism, Existentialism and Phenomenology, and Analytic Philosophy.
302 • American Philosophy • (3) The principal movements of philosophical thought from Colonial times to the present, with special emphasis on the 18th and 20th centuries.
303 • Greek and Roman Philosophy after Aristotle • (3) Problems such as hedonism, providence, belief and evidence, and mysticism, as they appear in the writings of the Epicureans, Stoics, Sceptics, and Plotinus.
304 • History of Medieval Philosophy • (3) Major philosophical traditions in the Middle Ages.
309 • Philosophy of Mind • (3) The concept of mind, selected theories of the mind-body relation, and of the uniqueness of man.
310 • Freedom and Human Action • (3) An examination of the nature of human action, agency, ability, intentions, reason, and free will.
311 • Ethics • (3) A study of the moral principles of conduct and the basic concepts underlying these principles, such as good, evil, right, wrong, justice, value, duty, and obligation. The ethical works of influential philosophers are analyzed in terms of these concepts.
312 • Medical Ethics • (3) The concepts of Person and Justice as they relate to biomedical sciences and technologies.
313 • Philosophy of Art • (3) Philosophical problems relating to the arts, with emphasis on questions pertaining to aesthetic experience.
314 • Social and Political Philosophy • (3) An examination of modern political philosophers, their responses to political, social, economic, and legal concepts, and the issues concerning liberties and rights in the authority-individual relationship.
315 • History and Philosophy of Science • (3) Philosophy and history of science and their interaction from ancient Greece to the present.
| "Outside of their own business, the ideas gained by men before they are twenty-five are practically the only ideas they shall have in their lives. They cannot get anything new. Disinterested curiosity is past, the mental grooves and channels set, the power of assimilation gone. If by chance we are ever to learn anything about some entirely new topic we are afflicted with a strange sense of insecurity and we fear to advance a resolute opinion. But with things learned in the plastic days of instinctive curiosity we never lose entirely our sense of being at home." — William James (19th century philosopher) |
316 • Crime and Justice • (3) The fundamental concepts of a criminal justice system and their philosophical bases. Rights, privacy, responsibility, and the problem of justification of state control of private behavior through punishment and therapy.
317 • Ethics of Science and Technology • (3) Role of ethical judgments in directing or curtailing scientific research; case studies from natural and social sciences.
318 • Business Ethics • (3) Ethical problems in business; application to business situations of philosophical theories of individual, corporate, and governmental rights and responsibilities.
319 • Knowledge and Reality • (3) Examination of skeptical attacks, critical defenses, and philosophical theories of what we know and what is to be taken as ultimate reality.
320 • Existentialism • (3) An introduction to existentialist themes in contemporary philosophy, literature, psychology, and religion. The writings of existentialists such as Kierkegaard, Nietzsche, Camus, Sartre, Buber, May, and Binswanger will be read and discussed.
325 • Philosophy of Education • (3) A critical examination of the theories of education of such philosophers as Plato, Rousseau, Dewey, Newman, and Whitehead. Emphasis is on the development of a philosophy of higher education.
328 • Contemporary Marxism and Society • (3) Recent Marxist-inspired critics of politics, science, technology, art, advertising, and other aspects of cultural life, with comparison both to Marx's philosophical and economic writings and to other types of contemporary criticisms.
335 • Feminist Philosophy • (3) Introduces feminist philosophy and applications to philosophical problems.
336 • Philosophy and Film • (3) Selected philosophical problems as they are presented in feature and documentary films.
341 • Environmental Ethics • (3) Examination of principles and arguments surrounding moral issues involving the environment.
360 • Classical Origins of Western Medical Ethics [=CLAS 360] • (3) Examination of ancient Greek and Roman philosophical, medical, and literary works (in English) as sources for the origins of medical ethics.
399 • Independent Study • (3-9) Contract approved by instructor, adviser and department chair is required for undergraduate students.
473 • Film Theory [=ENGL 473] • (3) (Prereq: FILM 240 or ENGL 280 or PHIL at the 200 level or above or consent of instructor) Classical and contemporary film theory; early debates over film aesthetics and more recent studies of how cinema shapes perceptions of reality, ideology, gender, and race.
490 • Seminar in Philosophy • (3) Review of central topics in philosophy serving as a capstone course for senior majors in philosophy.
501 • British Empiricism • (3) An historical and critical survey of the British philosophers of experience.
502 • Continental Rationalism • (3) A critical and historical study of the 17th century European philosophers.
503 • Analytic Philosophy • (3) A critical study of recent and contemporary works in philosophical analysis and an evaluation of the purposes, methods and results of this movement.
504 • Phenomenology & Existentialism • (3) A critical study of some fundamental themes inphenomenology and the philosophy of existence. Emphasis is placed on an intensive study of selected works of such writers as Kierkegaard, Jaspers, Husserl and Heidegger.
505 • Plato • (3) An intensive study of selected Dialogues.
506 • Aristotle • (3) An intensive study of some of the more important of Aristotle's works.
507 • Medieval Philosophy • (3) An historical and critical study of the works of the leading medieval philosophers.
508 • Hume • (3) An intensive study of the philosophical writings of Hume, especially A Treatise of Human Nature.
509 • Kant • (3) An intensive study of the work of Kant, especially The Critique of Pure Reason.
510 • Theory of Knowledge • (3) An examination of some representative theories of truth, meaning, probability, and perception.
511 • Symbolic Logic • (3) A presentation and philosophical examination of the fundamentals of modern symbolic logic.
512 • Philosophy of Science • (3) A critical examination of methods and concepts of the sciences. Topics include scientific revolutions, the unity of science, experimentation, explanation, and evidence.
513 • Philosophy of History • (3) A philosophical examination of historical inquiry. Theories of historical development. The logical problems of historical explanation.
514 • Recent Ethical Theory • (3) Recent developments in ethical theory with special emphasis on the meaning of ethical language and the forms of reasoning employed in discussing moral values.
515 • Philosophy of Religion • (3) A critical study of selected problems in the philosophy of religion. Emphasis is placed on problems relating to the existence of God, religious knowledge, and the language of religion.
516 • Advanced Aesthetics • (3) Detailed examination of the literature of aesthetics.
517 • Philosophy of Language • (3) An examination of concepts and problems such as meaning, reference, analyticity, definition, and the relation between logic and philosophy.
518 • Philosophy of the Social Sciences • (3) The goals of inquiry and problems such as objectivity, reduction, value freedom, and ideology.
519 • Metaphysics • (3) Major issues in classical and modern metaphysics.
521 • Mathematical Logic • (3) Axiomatic development of logic and the settheoretic foundations of mathematics.
523 • Advanced Topics in Logic • (3) Philosophical problems about logic, the development of philosophical logics, and the problems surrounding them.
527 • Virtues, Acts, and Consequences • (3) (Prereq: 3 hours in philosophy beyond the 100 level or instructor's consent) This course will introduce students to recent discussions between two types of ethical theory, chosen from: virtue theory and deontology, virtue theory and utilitarianism, or deontology and utilitarianism.
528 • Concepts of Evidence • (3) Systematic approaches to data analysis — Bayesian, Fisherian and decision theoretic — will be critically appraised. Applications of these theories to some problems of inductive logic; the paradoxes of confirmation, the role of simplicity, and the probability of inductive generalizations.
532 • Social Justice • (3) Recent theories of distributive justice and their application to such issues as redistribution of wealth, reverse discrimination, and the conflict between liberty and equality. Authors include Rawls, Nozick, Hayek, and Popper.
534 • Contemporary European Social Philosophy • (3) An examination of European social philosophy associated with either the Frankfurt School of Social Research or contemporary French poststructuralism.
535 • Ecofeminism [=WOST 535] • (3) (Prereq: 3 hours in philosophy beyond the 100 level or instructor's consent) An exploration of the connections between oppression of women and oppression of nature.
536 • Language and Interpretation in Contemporary European Philosophy • (3) Selected contemporary European philosophical movements, their views on language and their approach to interpretation: hermeneutics, structuralism, poststructuralism.
540 • Renaissance Philosophy • (3) Humanism (e.g., Petrarca), Platonism (e.g., Pico and Ficino), Aristotelianism (e.g., Pomponazzi), philosophies of nature (e.g., Telesio, Campanella, and Bruno), and Nicholas of Cusa, Erasmus, Montaigne, and Suarez.
550 • Health Care Ethics • (3) An exploration of the ethical dimensions of patient care in the clinical setting.
571 • Philosophies of India • (3) (Prereq: 6 credits in philosophy or consent of the instructor) Six classic systems of Hinduism and the "heterodox" schools of Jainism and Buddhism, with emphasis on the analysis of the concept of the self.
573 • History of Traditional Chinese Thought [=HIST 573] • (3) An introduction to the development of Chinese thought in relationship to the political and socioeconomic institutions of early China (6th century B.C. to 3rd century A.D.), with emphasis on Confucianism and Taoism.
598 • Readings in Philosophy • (3) (Prereq: 6 hours in philosophy beyond the 100 level).
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Awards
There are several awards offered by the department for which
undergraduates and graduate students are eligible:
Josiah Morse Fellowship: Awarded to new or continuing students in recognition of outstanding achievement. This fellowship is awarded specifically for undergraduate students. Priority is given to traditional disciplines, but most academic areas are eligible. The Josiah Morse Award is given in memory of the former chair of the (then) joint Department of Philosophy and Psychology. The award is given to the senior or seniors who have done outstanding work in philosophy as judged by the faculty in the Department of Philosophy. The award comes with a certificate and a check for $400.
The Edna W. and Foster E. Tait Scholarship in Philosophy: This award is intended for senior-year philosophy majors to assist a needy and worthy student in the final semester of study. Minority applicants will be given particular consideration.
Oliver Award: The James W. Oliver Prize in Logic and its Philosophical Applications is presented in honor of the former chair of the Department of Philosophy. This award is given to the graduate or undergraduate student(s) who has done the best work in formal logic and its applications to philosophy. The award comes with a certificate and a check for $400.
The university offers, of course, many awards for undergraduate students as well. Two which are particularly worth mentioning are: Rhude M. Patterson Fellowship (established through a bequest from the late Mrs. Patterson for women in the humanities and social sciences) and Elsie Taber Scholarship (awarded to a worthy student).
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Postgraduation
Departmental advisors will assist and wish to promote promising
philosophy students in the competition for entrance into
professional and graduate schools and for fellowships for graduate
study. In fact, all members of the department are willing to
offer advice and write recommendations for students wishing to
continue their education and training beyond graduation.
Information about graduate programs specifically in philosophy (including USC's own Ph.D. program) is available from the department.
| "I have to credit the professors in the department for largely taking whatever intellectual ability I was born with and molding it into something useful and productive. While I may not be trained in a specific marketable skill, they taught me how to think and exercise reasonable judgment. They vastly improved my learning skills and instilled in me wellreasoned ethical standards and life skills, if you will, which I consider of significantly greater value than simple vocational training. With that kind of background, I am confident that I can tackle pretty much anything that might come along with a reasonable degree of success." — W. Jefferson Bryson, Jr., Class of 1977. Former State Ombudsman and, at present, Program Manager for the Department of Health and Human Services |
Information about career placement is available from the Career Center, located on the sixth floor of the Close-Hipp (BA) building. There you can obtain, among other materials, the tape "What I Can Do With A Major In" (WICDWAMI) session on philosophy participated in by a political consultant, businessman, and high-school administrator.
Some general pointers for life after the ivory tower: Make it a point to think about your postgraduation plans well before your senior year. Bring them up during your advisement sessions with our department, other departments, or the college with which you are associated. Make sure that your plans fit with the academic progress you are making toward graduation.
A final word: Keep in touch after graduation. We would love to hear from you about how you are doing, both in work and in life.
Acknowledgments: Material for this handbook was taken from the APA publication,
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Contact Information
Interested in becoming a Philosophy major or minor? Or perhaps you
already are one? We'd like to hear from you. Please take a moment to
send a note to Professor
Tollefsen in the Philosophy Department. Include your name, address,
telephone number, and email address.
For more information, contact:
Director of Undergraduate Studies
Welsh Humanities Building, Office 605
University of South Carolina
Columbia, SC 29208
Phone: 803-777-3730
E-mail: wallulis@sc.edu
Professor Tollefsen
Department of Philosophy
Welsh Humanities Building, Office 605
University of South Carolina
Columbia, SC 29208
Phone: 803-777-3739
E-mail: tollefsen@sc.edu
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Last updated 5/24/08 4:22 PM
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burke@sc.edu
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© 2006 University of South Carolina Board of Trustees |