PHIL 2290: Philosophy and Gender

   3 Credit Hours

   A&S Core: Human Diversity

   A&S Gen Ed: Distribution-Arts & Humanities, Diversity-Global Perspective, Diversity-U.S. Perspective

   Same as WGST 2290

Analyzes critically the concepts of sex and gender, and explores how these concepts may be used both to perpetuate injustice and combat it. This course has four units. Unit 1 introduces the skills of critical reasoning, analytic writing and philosophical dialogue. Unit 2 evaluates several biological interpretations of sex and gender, including the view that “sex is a binary" and the view that “sex is a spectrum". Unit 3 assumes a historical perspective, exploring the ways in which gender roles, sex roles and forms of oppression seem to be rooted in the concepts of sex and gender.  We will consider the ideas of figures such as Plato, John Stuart Mill, Harriet Taylor Mill, Sojourner Truth, Simone de Beauvoir and Judith Butler. Unit 4 outlines the so-called "Inclusion Problem" and considers the practical implications of rival solutions to this problem (from both inside and outside of the critical-theory feminism tradition).

Learning Objectives

  • Identify the three main components of a philosophical argument, evaluate arguments for validity and soundness, and create new arguments;
  • Follow the four maxims of The Cooperative Principle (P.H. Grice) and the four guidelines known as “Rapoport’s Rules” to facilitate respectful and fruitful disagreement with peers;
  • By the end of Unit 2, explain the “Problem of Sex” in evolutionary biology and use it as a lens to assess the debate over whether biological sex is a binary trait or spectrum trait;  
  • By the end of Unit 3, outline four waves of feminism, and their impact on the meaning of terms such as “sex”, “gender”, “man”, “woman” and “patriarchy”;
  • By the end of Unit 4, summarize the so-called “Inclusion Problem” and evaluate at least four candidate solutions to it;
  • By the end of the course, defend one’s own (tentative) solution to two gender-related debates in popular discourse, including the debate over the meaning of the term “woman” and the dispute over which notion of sex should be used to sex-based segregation in elite sports.

In this course, you will

   Be invited to share and develop your views about sex and gender in regular Canvas discussions with your peers;

   Learn directly from top scholars working on the topics of sex and gender through their video lectures. For instance, we will hear evolutionary biologist and trans woman Dr. Joan Roughgarden speak to the "is sex binary?" question, and we will also hear from critical-theorist, elite cyclist and trans woman Dr. Veronica Ivy on the question, "should trans women be allowed to compete in woman's sport?"

   Use the methods of analysis covered in this course and provide a summary and critical analysis of one popular video from an "influencer", either in the form of a written essay or a video presentation (with transcript). 

Meet Your Instructor 

Kristen Mickelson

  mickelkm@colorado.edu 

PHILOSOPHICAL PROFILE:

I think of myself as a philosopher who works in the Socratic tradition. I hold an MA and a PhD in Philosophy from CU «Ƶ (2006/2012) and completed a postdoctoral research position at the University of Gothenburg, Sweden (2016-2018). My academic publications have been primarily in the domain of metaphysics, especially free will and moral responsibility. As an undergraduate, I earned a BA in Philosophy, but I primarily studied biology and foreign languages; I was also a member of the University of Wisconsin-Madison Open Women’s Crew Team. These undergraduate experiences continue to fuel my exploration of the complex and socially important topics of sex and gender. 

TEACHING PROFILE:

I have taught a wide range of philosophical topics in a variety of venues over the last 15 years. At CU «Ƶ, I have taught both large lecture-hall style courses and (accelerated and non-accelerated) asynchronous online courses. I have also worked through CU «Ƶ outreach programs to bring philosophy to students in primary school (grades 5-12). During my time away from CU, I led intensive "flipped classroom" seminars at a small liberal arts college. In short, I simply love engaging philosophically with people of all ages, from all backgrounds, and through all modes of instruction.