The course aims to study some of the leading references of one of the currents of thought that most contributed to the renewal of European philosophy in the 20th century: French spiritualism. To do so, we will begin by presenting the roots of this movement in the origins of modern thought, specifically as a reaction to Cartesian rationalism. We will then analyse the implications of the emergence of positivism in the mid-19th century and the origin of what is properly known as spiritualist philosophy. Finally, we will deal in greater depth with the proposals of two 20th century authors who, although they have often been understood in the same spiritual universe, in fact present notably divergent proposals in their common intention to vindicate the possibility and validity of metaphysical thought: Maurice Blondel and Henri Bergson.
UNIT 1. Genealogy of French spiritualism
Topic 1: Pascal and the anti-Cartesian reaction
Topic 2: The positivist paradigm
Topic 3: The spiritualism of the 19th century: Maine de Biran and Ravaisson
UNIT 2. Spiritualism in the 20th century (I): Maurice Blondel
Topic 4: Challenges: aestheticism, nihilism, positivism
Topic 5: Phenomenology of action. Openness to the supernatural
Topic 6: Metaphysics of action. Panchristism
Topic 7: The problem of extrinsicism
UNIT 3. Spiritualism in the 20th century: Henri Bergson
Topic 8: Time and space
Topic 9: The metaphysics of life. Between determinism and freedom.
Topic 10: Morality and mysticism
In-person methodology
The teaching methodology to be used in the teaching of the subject is as follows:
Classroom work:
1. Lectures. Lectures refer to a presentation by the lecturer of the theoretical contents of the subject, orientation of the students on basic and advanced readings, as well as complementary sources of information and the establishment of guidelines and keys for carrying out the theoretical-practical tasks.
2. Continuous assessment Assessment is an integrated part of the teaching-learning process. In this subject there will be continuous assessment that will combine the submission and presentation of assignments with the development of objective (written) tests throughout the semester. At the same time, the teacher will give feedback on the students progress.
Work or activities outside the classroom:
3. Autonomous work by students. The autonomous work of students consists, on the one hand, of reading selected texts and preparing outlines, summaries, concept maps, etc. based on them; and on the other hand, of preparing individual work , especially essays and oral presentations.
4. Tutorial sessions. All students will have the possibility of requesting individual or group tutorials, by appointment, from the teaching staff. These tutorials may be aimed at resolving doubts regarding both the content and the preparation of the assignments.
Written work or exam. The student will have the possibility to choose between two test models. The written work will deal with an issue, work or author related to the subject, by prior agreement with the teacher. Personal research, the appropriate use of textual sources, the approach taken to the work, the correct writing and application of the formal conventions of an academic work will be assessed. The exam will consist of either a commentary on a passage from one of the authors covered or the development of a general topic related to the problems of the course. 60%
Oral presentation. Classroom oral presentation on one of the texts of the course. The ability to defend ideas publicly, the ability to go deeper into the philosophical question addressed and the clarity of exposition will be assessed. 30%
Active participation in the classroom. Interaction between the students and the teacher will be assessed; the ability to listen, show empathy, understanding of other peoples positions; the ability to suggest questions, answers, alternatives, objections, with a sense of appropriateness; the ability for specifically philosophical dialogue and the correct use of philosophical vocabulary; and the ability to make contributions that mean progress in the development of the class and in relation to its objectives. 10%
EXTRAORDINARY EXAM SESSION:
The assessment criteria are the same as in the ordinary exam, so all the assessment activities considered in the course must be provided. Marks will be kept for all the activities carried out, pending the completion of any pending activities. The same weighting criteria will be applied in this assessment as in the ordinary assessment.
BERGSON, H., Essai sur les données immediates de la conscience, PUF, París, 2011 [trad. española: Ensayo sobre los datos inmediatos de la conciencia, Salamanca, Sígueme, 2020].
, Les deux sources de la morale et de la religion, PUF, París, 2013 [trad. española: Las dos fuentes de la moral y de la religión, Trotta, Madrid, 2020].
, La pensée et le mouvant, PUF, París, 2013 [trad. española: El pensamiento y lo moviente, Cactus, Buenos Aires, 2013].
BLONDEL, M., Laction (1893), París, PUF, 2013 [trad. española: La acción, BAC, Madrid, 1996].
, Lettre sur les exigences de la pensée contemporaine en matière dapologétique, París, PUF, 1944 [trad. catalana: Carta sobre lapologètica. Història i dogma, Pòrtic, Barcelona, 2012].
PASCAL, B., Pensées, Gallimard, París, 2004 [trad. catalana: Pensaments i opuscles, Adesiara, Barcelona, 2021].
MAINE DE BIRAN, De laperception immédiate, Livre de Poche, París, 2004.
RAVAISSON, F., De lhabitude, Allia, París, 200 [trad. española: Del hábito, Cactus, Buenos Aires, 2015].
BEAUFRET, J., Notes sur la philosophie en France au XIXe siècle Pocket, París, 2011.
BRÉHIER, É., Histoire de la philosophie, PUF, París, 2012
MARION, J.L., Sur le prisme métaphysique de Descartes, PUF, París, 2004.
MESNARD, J., Les Pensées de Pascal, Sedes, París, 1995.
VEILLARD-BARON, J.L., Le spiritualisme français, Cerf, París, 2021.
WORMS, F., La philosophie en France au XXe siècle, Gallimard, París, 2009.