[PHIL G4501] Epistemology
Professor Helzner is brilliant at what he does, I'm sure. I think he would be a great professor for a logic course, or for probability or rational choice, etc. I felt like in this class, however, he was not very effective. For one thing, I was not happy with the readings on the syllabus. The class was taught almost exclusively out of a textbook, each class's reading simply following the last two readings from Huemer's "Epistemology." Some of the excerpts from that book were interesting and important works, but others were not. In a survey course, I prefer not to read some obscure 20th century analytic philosophers, especially since we didn't read even a short excerpt of Kant! I also found his lectures to be hit-or-miss. Sometimes, especially towards the beginning of the course, we would really dig into one of the subjects of our readings and explore all of its possibilities. Prof. Helzner is extremely thorough and when we stayed on topic, this was extremely helpful. Other times, though, this thoroughness would be directed at totally irrelevant exercises. Frequently, students would raise their hand with, in my opinion, stupid questions that Helzner would take almost the whole lecture responding to. We also spent an inordinate amount of time on digressions about probability or technology-related scenarios. I eventually stopped going to lecture. I think the class was a useful exercise but hopelessly disappointing.
Four short assignments and a 10-12 page final paper. Readings for each class 5-20 pages, usually pretty straightforward.
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This man is hilarious, engaging, intelligent, and knows how to lecture. He clearly enjoys what he does and I enjoyed listening to him lecture.
This course went rather slowly, belaboring details, but Collins could make almost any subject at least somewhat interesting.
There is rarely any reading or syllabus, and there are opportunities in class for discussion.
He quoted a student as saying to him, "Now that I've completed your course, I know even less than when I began", and pointed to that as one of his proudest moments. He follows a slightly-combative, discussion-based pedagogical style which I enjoyed but may turn some people off.
He invented the word "comundial" on the fly, meaning, "in the same world".
Very light. Tough but fair grader.
Early in the semester (Fall 05), Collins regaled the class with the story of a professor he once had in Australia. This professor would like to go on walks in the bush with no map, plan, compass, or anything, get lost, and find his way out again.
This, Collins said, is how he liked to teach.
I don't think I could imagine a worse class. There was no syllabus and no plan and my blood boils when I think about it. Epistemology is such a fascinating field of philosophy and Collins butchered it. Terrible.
Slater is a nice guy and a good teacher. He assigns great papers to read and leads discussion well but occasionally it would be helpful if he'd zoom out and summarize the different positions on key topics -- I found that students who'd taken Epistemology with other instructors didn't have the grasp of a number of specific areas I did, sometimes tough ones (I'm not sure, but I don't think Quine's _Two Dogmas_ is usually the sort of thing you get in an introductory class) but they could summarize things off the top of their heads that I had to sit down and think through and occasionally check other sources to be sure I had the full view of.
Some instructors in Philosophy give short take-home questions meant to force the students to work through this kind of issue. Something like that might have fixed the one minor complaint I have with Slater's teaching style -- as hard as it is to really suggest that an instructor give more work!
All in all a good teacher.
Two short papers or one long one. A question about the reading before every class.
Helzner is a very knowledgeable, smart professor. He enjoys the socratic style of teaching - sitting in a chair posing questions and poking holes in answers. That's a great technique but he doesn't often go beyond it and present lecture material to supplement the questioning. That means you won't often have a comprehensive treatment of a concept or material in class, which you may or may not prefer.
He is a brilliant professor who respects answers and students. His give and take in class is always generous and enjoyable. His math background makes him vulnerable to describing everything in math terms and symbols.
Excellent professor if you like his approach. Clearly brilliant.
Regular readings, midterm and final paper. Not too heavy but challenging material and enjoyable to think through.
...For all the reviewers who think he is a "brilliant philosopher" try taking a real philosophy course with a real philosopher not someone who simply tries to speak and act like one. If you want to do well in his class, you have to sort out what's really going on from his mess and actually learn something. To Collins: try thinking from now on and not going out of your way to create non-sense out of something intelligble. The former not the latter is what philosophy is all about.
A few writing assignments, a paper, midterm, and final. All easy if you have a brain.
Ah, Collins. ItÂ’s like being in class with Socrates. He will construct a beautiful argument over the course of days, meticulously leading you by the nose through the finer points of modal logic or what have you, and then, just as you are feeling good that you can actually claim to Â“knowÂ” something, He counterexamples himself and sends you back to the drawing board. But isnÂ’t that just the way theory of knowledge is? You just know more about why you know nothing. As for CollinsÂ’s presentation of it, it could use some organization. But he more than makes up for that in charm.
Midterm, Final, Final paper. There were supposed to be a number of short writing assingments, but they fell by the wayside. Collins is a fair grader of philosophical content, though he could care less about how many references to Kant you can make in a page. Midterm and Final require actual original thought (gasp).
|PHIL / PHIL||PHIL PHIL G4501: Epistemology||John Collins||2010||Spring||R / 9:00-10:50 AM||1|
|PHIL / PHIL||PHIL PHIL G4501: Epistemology||Jeffrey Helzner||2008||Fall||T / 4:10- 6:00 PM||1|
|PHIL / PHIL||PHIL PHIL W4501: Epistemology||Anthony Corsentino||2006||Fall||MW / 11:00-12:15 PM||1|
|PHIL / PHIL||PHIL PHIL W4501: Epistemology||John Collins||2005||Fall||TR / 10:35-11:50 AM||1|
|PHIL / PHIL||PHIL PHIL W4501: Epistemology-Thry of Knowledge: Epistemology||Jeffrey Helzner||2004||Fall||MW / 6:10- 7:25 PM||1|
|PHIL / PHIL||PHIL PHIL W4501: Epistemology-Thry of Knowledge||John Collins||2003||Spring||TR / 1:10- 2:25 PM||1|