See Tertullian, De baptismo, ch. 17.See K. Holzey in Die Theklaakten, Munster, 1905.

Vol. 3: 1600-1900 (1991)

1623-16731. Margaret Cavendish, Duchess of Newcastle

Materialism, later admitted the possibility of eternal, omnipotent author of nature

1626-16892. Kristina Wasa, Queen of Sweden

Philosophy of religion--skepticism, corresponded with Descartes

1631-16793. Anne Finch Conway, Viscountess Conway: self taught

Vitalism; was a strong influence on Leibniz

1648-16954. Sor Juana Ines de la Cruz: Mexico, self-educated, poet, playwright

Late scholasticism; phil. of religion - neoplatonic mysticism, Augustinian

Entered religious order which encouraged study.

“Architectual representation of the nature of human knowledge” - discursive reasoning

2 mysteries of her own experience that she refers to:

1) an insatiable desire to understand everything thoroughly

2) the widespread opinion that women are inferior to men, is a social or cultural one as well.

p. 64: She studies not to write or to teach, but only because by studying she becomes less ignorant.

First cause

Interior pyramids of \Dream reality

consciousness\

Go from inanimate to\

animate\

Five senses and imagina-\Corporal foundation for knowledge

tion

p. 68: “I try to set beauty in my understanding and not set my understandin on beauty.”

1659-17085. Damaris Cudworth Masham

Locke and Cambridge Platonist school, anti-Calvinist

Relationship between faith and reason, and the morality of worldly pursuits, virtue in social intercourse

1666-17316. Mary Astell: Newcastle, England, self-educated

Locke; recognized philosopher by rulers, Locke and Leibniz

“God necessarily has defined moral good and evil according to the nature he has given us.”

1706-17498. Gabrielle Emilie Le Tounelier de Breteuil du Chatelet-Lomont (E. du Chatelet)

Metaphysics and phil. of science; Newtonian physics - metaphysical foundation

1759-17979. Mary Wollstonecraft: England

Phil. of education; social and political philosophy

1823-?10. Clarisse Coignet

last pub. 1911Women morally superior to men; rejected rationalism

Glorified womanhood; supported public education.Man is an end in himself.

1825-192111. Antoinette Brown Blackwell: American, suffragist, novelist, poet,

First woman minister in the U.S.

women morally superior to men; rejected rationalism, glorified womanhood

“synthesized aspects of evolution and a natural philosophy informed by Newtonian physics and inspired by Christian faith.”

1834-189612. Julie Velten Favre: France, recieved teacher’s degree

1881 asked to head Ecole Normale Superieure

women morally superior to men; rejected rationalism; moral philosophy

*glorified motherhood - women’s virtue is to inculcate moral virtue through precept and example; citizens of the world first, of family and state second.

p. 198: Other countries, men taught the advanced classes, but not in Fr. in secondary

After dinner, students gathered in her dining room where she read philosophy, literature and moral conduct books, “Stopping at striking passages to ask the students what they thought.”

Each of her books discusses God, then the study of soul and moral culture.Some titles: La Morale de Socrate (Paris: Alcan, 1888), Aristotle ((1889), Ciceron (Paris: Fischbacher, 1891), Plutarque (Paris: Paulin et Cie, 1909), des Stoiciens (Paris: Alcan, 1888).

P.copy p. 201

Woman is the complement of man, occupying a separate moral sphere and exercizing different innate capabilities.“Who would dream of complaining of a weakness from which it is possible to draw so many advantages.” ie. forsee danger, be watchful, economic to prepare for the future, vigilant and tender to keep evil at a distance.

p. 203: being so adequate a ruler of oneself that one is able to rule others as well “Man belongs neither to himself, nor to his family, not to his friends: God made him a more extended society to which each of its members owes his heart, his well-being and his life.”La Morale de Socrate, p. 246.

What one must fear in education is not confidence in the strength of the will, but the inertia of a weak or self-satisfied will.

17th Century, also-rans

1607-1678Anne Marie Von Schurman: Dutch, born in Germany, studied Seneca age 11

Leanrin, argued that women were capable of scholarship

1612- ?Bathsua Pell Makin: England, served in court

Learning, called for liberal education for women (separate from men)

p. 212: B.B. Makin argues that advanced education in the liberal arts and sciences will not only advantage women and their families, but that it will have a trickle-down effect for the entire English nation as well.For, she says, a generation of intelligent, well-educated women will advance the general level of education of their children, who will in turn foster a higher degree of learning in subsequent generations...Education can provide insurance against impoverished old age for unmarried as well as married women.

Basic education = Latin with English grammar, French and other Latin-based languages, Gk, Heb., botany & geology and their apps in med, food preservation and cooking; astronomy and geography, arithmetics, history and philosophy.

1618-1680Elisabeth of Bohemia, Princess Palatine: exiled after dad died, Catholic convert

Nun and abbess; critiqued Descates, but they were friends

1646-1684Helena Lucretia Cornaro Piscopia: father educated, joined a religious order

Aristotelian; Dr. at age 32

18th Century, also rans

1711-1778Laura Bassi Verati: Bologna, Italy

Aristotelian; Dr. at 20 1/2, had 5 kids; taught physics, woman in male academia

1731-1791Catharine Sawbridge Macaulay-Graham: England, traveled to US and France

Critiqued Hume, Hobbes and Rousseau; political history;

Education - encouraged PE and care of pets, men and women together

Sophia, a person of quality (pseud.)

argued for equality based on previous male illogical arguments.

1748-1793(Maria) Olympe de Gouges (de Gouzes) : French playwright

1785-1848Anna Doyle Wheeler: Irish, activist

Charles Fourier, Robert Owen and Saint-Simon synthesis

Utilitarian society - consistent with female social and political equality

19th Century, also-rans

1800-1878Catherine Ward Beecher: US, older sis of Harriet, PK, est. Home Ec., activist

Female moral superiority due to more virtue; Puritan “common sense” (Scots) phil

p. 238: To live in the world and be of it: the challenge is to overcome temptations through suffering, self-sacrifice, and self-denial and to lead others through education and example to a life of social and spiritual virtue.

Concept of morally praiseworthy act - the action must not only have good (juust and utilitous) consequences and be self-sacrificial, it must also be motivated by intentions and desires to achieve justice.

p. 240: She claims that respecting Southern culture while criticizing slavery and working to make emancipation socially and economically feasible for the South is morally virtuous.Imposing Northern culture, norms and mores is not.Such imposition is not only arrogant, but it has morally wrong consequences [My note: China and US].

1802-1876Harriet Martineau: English, much illness, went deaf

Auguste Comte’s positivist phi.; spiritual maturation

1807-1858Harriet Hardy Taylor Mill: English; collaborated with John Stuart Mill

Abolition of slavery and enfranchisement (equality) of women-- incl. employ while married

1809-1875Jenny Poinsard d’Heucourt: French, doctor of obstetrics

Moved to Chicago, worked with Susan B. Anthony et al.Wanted to legalize divorce in France

p. 254: on Genesis - What Genesis teaches us “is that both man and woman are equally created creatures of God....But Michelet and other misogynists read Genesis without realizing that woman is not created in man’s image and likeness, but God’s.

1819-1880George Eliot (Marian Evans): English, little formal ed., writer

Romantic humanist; closely affiliated with Herbert Spencer and George H. Lewes

1830-1902Clemence Royer: Nantes, Fr.

Translated Darwin; “moral anthropology”

1836-1936Juliette Lambert La Messine Adam

1847-1930Christine Ladd-Franklin: Connecticut, phil-scientist, Helmholtz psych.

Recieved PhD 44 yrs after completion

Added to theories of perception and color, and logic.

Hortense Allart de Meritens: French

Phil. of religion and moral phil.

p. 263: “The concept of God becomes great with each of our [scientific] discoveries.” (in Novem Organum, ou Saintete Philosophique. Paris: Garnier Freres, 1857, p. 18-19. Trans. MEW)

They held different view of women’s social rights.

1600-1900:

Change from religious to secular

Early in this period, only Italian universities ever made exceptions and admitted women.

With the closing of convents and the wholesale transfer of convent libraries to male monasteries and to male universities, women’s need to obtain an education required new approaches.

18-19th cent. women formed salons

last half of 19th cent. - women’s colleges

3 women-led reform movements in the US: abolition, temperance, and suffrage.

p. 220: Schiebinger has so adequately demonstrated, science, particularly anatomical studies and medical biology, have been grounded on sex complementarianist assumptions [Rousseau] which in turn have led to sexist and racist interpretations of empirical dat.(from Londa Schiebinger, The Mind Has No Sex?Women in the origins of modern science, Cambridge and London: Harvard University Press, 1989). **

vol. 4: 1900-today

1837-19121. Victoria, Lady Welby: self-educated

Phil. of language

1) simpliest form of knowledge is the physical evidence needed to test scientific hypothesis.

2) knowledge requires interpretation

c) the contextual sense

d) the import of the text

Science confusingly uses the word “sense”

1) “sense” as in sensory perception

2) meaning of a term or the judgment about an observation

3) making sense as in the philosophical significance

which she identifies as “significs”

Significs emphssizes the relation of the sign to its referent, to the volitional meaning or intent of the person employing the sign, and to the moral significance, emotional force, social value or appal of the sign.

1848-19222. E.E. Constance Jones: English, analytic phil., lecturer in logic at Cambridge

Played a leadership role in the phil. development.

Teacher of B. Russel - he may have stolen her ideas

1860-19353. Charlotte Perkins Gilman: American, self-educated, utilitarian, socialist,

Radical feminist, explored the sexist nature of phil.

Promoted economic independence of women, communal child-raising, divorce reform, and morality of suicide (she committed suicide/euthanasia)

Androcentric philosophy = praises rationality to the exclusion of induction and insight, dominance to the exclusion of cooperation, and deprecation of all that is traditionally identified with the feminine.

Human philosophy = committed to the social service of caring for the needs of others, promoting for example educational reform over the expansion of institutions of punishment, nurturance over mere procedural justice.

Religion (neg.) power of the individual over the value of the group.And disvalue and subjugate women and the nurturing emotions.Fail to advance human needs.

The oppression of women is the greatest obstacle to social progress.

*The true role of mother hood is the progress of the civilization, yet most women lack anything approaching professional, scientific training in childbearing, nurturance, and education.

1861-19374. Lou Andreas Salome’: Russian, studied in Zurich, phenomenology

Knew Paul Ree’, Friederich Neitzsche, Freud and poet Rainer Marie Rilke.

Phil. of sex and love (erotic spirituality)

It is in the experience of love that true self- knowledge becomes possible, love offers the means of transcending consciousness

Fits with Freud’s own demythologizing of religion and his emphasis on sexuality as the key to self-knowledge

Narcissism = creative and unifying

1863-19305. Mary Whiton Calkins: American, 1st fem. pres of APhilA and ApsychA

1885-19436. Lizzie Susan Stebbing: English, analytic phil., Pres. of Aristotelian soc.

The role of individual virtue in the development of a collective public will implement political ideals that are morally praiseworthy.

1891-19427. Edith Stein (Sr. Teresia Benedicta a Cruce, Carmelite): Jew, Poland, Germany

Died in the gas chambers of Auschwitz.Her teacher was Hesserl

Phenomenology and Thomastic (Aquinas) phil.

Question of knowledge of other persons

Nature of woman and in the experience of living in community and in society.

*She distinguished the ideas of living in community where the individual sees others as fellow personal subjects, and living in society where the individual sees self as personal subject and others as objects.

Phen. and Thomas = objectively valid nature of scientific knowledge, the affirmation of the intelligible “logos” in all that is, and the power of reason to attain this intelligibility.

1897-19778. Gerda Walther: German, Marxist/socialist political agitator;

Was in E. Stein’s kindergarden

Phenomenological interests in mental and spiritual phenomena.

Direct inner connection between humans.Mystical experience as a basic, irreducipble phenomenon.

Prejudices [against mystical] include an often unspoken assumption that human minds cannot experience the divine directly, and an empirical bias that favors dismissing non-sensory experiences.

1905-19829. Ayn Rand: Russian emigrate to US, “Ayn” Fin for author, “Rand” = typewriter

Objectivist phil.