How have you already been taught the academic and civic virtues? If so, freedom may seem impossible since we're all deeply influenced by factors ranging from the general laws of nature to specific features of our genetic endowment and social environment (including religion, political ideology, and advertising). This raises the question whether a more complete account of the emergence of subjects must address both psychic, historical and social dimensions of subjectivity, the ways in which they are intertwined, and their importance for not only psychological well-being, but also relatively well-regulated socio-political relations. If time permits, we'll also look briefly at some recent post-Rawlsian debates about the nature of distributive justice (e.g., luck vs. relational egalitarianism, or global justice). Furthermore, many of the issues that Aristotle takes up in these books remain of central importance in contemporary philosophy. Throughout the course, our focus will be on three broad issues: Hume's conception of theoretical rationality, his conception of practical rationality, and his views about the role and relevance of non-rational (on some readings, irrational) elements in a good life of a wise person. The second portion of the course will use feminist philosophy to inform our understanding of the ways in which gender structures the individual's interactions with the health care system. Do we have any control over our emotions? In this course, we will spend the first third of the semester attempting to understand the metaphysics and epistemology in Plato's middle dialogues. We shall first explore the salient features of the pragmatic approaches to language, paying special attention to Austin's notion of illocutionary force and Grice's notion of non-natural meaning. We ordinarily claim that sentences are true or false, but are there other entities whose truth and falsity explains the truth and falsity of sentences? Ninah T. Pretto. How have you already been taught the academic and civic virtues? In particular, one must grasp that "three of them" picks out a subset of the group picked out by "every cookie", and that there's no such thing as a cookie that is both chocolate chip and oatmeal raisin. In the first unit of this course, we will consider the relationship between freedom and social order. use tab and shift-tab to navigate once expanded, Covid-19 is an ongoing concern in our region, including on campus. This introduction will be of use to students interested in language from a variety of perspectives, including philosophy, cognitive science, and computer science. From there, we will look at extensions of and/or alternatives to first-order logic. We will begin the course by looking at Hume's and Kant's discussion of causation. Pleasure? Type in your search terms and press enter or navigate down for suggested search results. This tutorial will bring to life the debate between Locke and Leibniz, and enable students to reach their own conclusions about Empiricism vs. Rationalism, Realism vs. Idealism, and related issues. The remainder of the course is devoted to political writings by other figures in the Western philosophical tradition (egs. Supt Bray said the domestic incident was a tragedy. Our discussions will range over historical and contemporary works in the Western tradition. Does being virtuous guarantee happiness? [more], No thinker has done more to shape the Western intellectual tradition than Augustine (354-430 CE), and no book displays Augustine's dynamic vision of reality more compellingly than the Confessions. and Augustine, and, from a political and theoretical point of view, selections from the Hebrew Bible and New Testament. Diamond investigated the methodology of moral philosophy, paying special attention to the role of literature. In this tutorial, will read works in critical theory from the 18th century to the present, some from the Frankfurt tradition, and some not. Safety measures are in place, and campus community members and guests are additionally advised to take personal precautions. This course argues that by reference to the historically specific modes of subjectivity and sociality that resulted from the Transatlantic Slave Trade and the Haitian Revolution, for instance, we can better understand and address long-standing questions in European Social Philosophy. It is at the same time the most intimately known fact of our humanity and science's most elusive puzzle. Conceptions of person are equally important in science (especially in psychology), law, and the arts. Students who have take PHIL 203 will have a good background for this class, but students who are generally comfortable with formal systems need not have taken PHIL 203. and Rationalism concerns whether all our knowledge derives from experience, or any is innate. [more], What is it for a novel, a story, a play or a film to be a philosophical narrative? The philosophical study of what we do in language, and how we understand one another, is called pragmatics; within the analytic tradition, the main philosophical contributions to the study of pragmatics in language came from Peirce, Wittgenstein, Austen, Grice and Searle. Must it be unaffected by any outside influences? In this course, relying on works by economists and philosophers, we examine the status of economics as an academic discipline, focusing on its assumptions, methods, and results. When, if ever, is paternalistic interference by the state into the lives of its citizens justified? You are very likely to be offended by some of the art we discuss. I may also pair some Nietzsche texts with readings from representatives of both the Anglo-American and European critical reception of his work (Bataille, Heidegger, Habermas, Foucault, Irigaray, Deleuze, Derrida Williams, Rorty, Reginster, Hussain, and so forth). We will examine a variety of philosophical and scientific theories of emotion, as well as some issues concerning normative aspects of emotions: the role of emotions in a good life, and the concept of emotional maturity. While answers to such questions are implicit in historically important accounts of morality, these issues became the topic of explicit, sustained debate in the twentieth and twenty-first century. Later Wittgenstein is a controversial, polarizing figure; but serious reading of his work is invariably intellectually enriching and fertile. In pursuing the answers to these questions, we will discuss both classic and contemporary theories from philosophy and linguistics. "The only thing that is different with this is that he has a high profile. We will pay special attention to the first amendment and questions concerning free speech and hate speech. Gulliver's Travels, Part III, chapter 10. See the college's. Or do our laws somehow enhance or enable our freedom? Understood in this way, critical theory is identified closely with the intellectual tradition of the Frankfurt School. For example, we will examine the ethics of disease surveillance, treatment and vaccine research, resource allocation and rationing, compulsion and voluntariness in public health measures, and social determinants of health outcomes, among other topics. We will begin by reading some of Plato's early dialogues and his, probing and intimate reflections on the meaning of human life, the nature of God and mind, time and eternity, will and world, good and evil, love and sexuality have challenged every generation since Augustine's own. Some of the questions we will consider are: Are moral standards relative to cultural frameworks? (Foot also invented the infamous trolley car thought experiment.) Is it possible to have systematic knowledge of subjective experience? Phil works at Keller Williams Realty, Inc. as Real Estate Broker. The picture that we find in the works of the tragedians, Aeschylus, Sophocles and Euripides is markedly different. For each argument, we will first look at historically important formulations and then turn to contemporary reformulations. How are conscious and unconscious emotions related to a person's action, character, and her social world? Now, ask yourself: who shaves the barber? New York: McGraw Hill, 2005. pp 307-323. Epistemologists don't seem to think that Hume's account of human psychology, morality and taste can in any way illuminate his treatment of skepticism and natural belief, while moral philosophers often neglect Hume's conclusions about the limits of our knowledge in analyzing his conception of motivation, action, obligation and virtue. Can we know anything through reason alone? Yet, other lesser known experiments are equally important landmarks in research ethics, as well, such as the Willowbrook experiment, in which residents of a state home for mentally impaired children were intentionally infected with a virus that causes hepatitis, and the Kennedy-Krieger Lead Abatement study, which tested the efficacy of a new lead paint removal procedure by housing young children in partially decontaminated homes and testing those children for lead exposure. In this course we address key themes and figures from two of the most influential movements in twentieth century European philosophy, namely, existentialism and phenomenology, a philosophical approach to which existentialism is indebted. What are the responsibilities of museum curators and theater producers when presenting art that might offend? Some of them explicitly engage meta-philosophical debates; others exemplify particular philosophical styles and methods. [more], Martinican psychiatrist, philosopher, and revolutionary Frantz Fanon was among the leading critical theorists and Africana thinkers of the twentieth century. Are there ethical considerations that should govern both film production and spectatorship? How is political power generated and exercised? Does offensive art harm? The aim of this course is to explore and evaluate a number of rival conceptions of persons and personal identity over time. Much of the moral philosophy produced in Greece and Rome remains as relevant today as when it was written. Logicians and mathematicians have done a good deal of work developing extensions of and alternatives to classical logic. Beyond this common ground, however, epistemologists are much divided. Is it moral for us to pass along these sorts of decisions to AI's? For clarification and discussion of the points made in Treatise, we will read parts of Hume's later works, especially the two Enquiries. From there it is a natural transition to Aldous Huxley's Brave New World. This course will offer a selective overview of the debates that characterized philosophy of film since the early 20th century. In the second part of the course, we will turn to the fundamental questions concerning the status and structure of logic. We will thus be led to discuss some of the concepts common to epistemology, metaphysics and ethics: reason, justification, objectivity, understanding, reality and truth. [more], The seminar involves a critical engagement with key Africana political leaders, theorists and liberationists. In addition, we will devote several class meetings interspersed throughout the semester to reading foundational sources in ethical theory. In a. move calling on those both within and outside of Europe to challenge the coloniality of the age and to forge a new vision of politics in the postcolonial period. For each argument, we will first look at historically important formulations and then turn to contemporary reformulations. The first portion of the course will be devoted to developing and understanding four moral principles which have come to be accepted as canonical: respect for autonomy, beneficence, nonmaleficence, and justice. If there aren't such things, how do we characterize meaningfulness instead? How does film generate meaning? The choice of literary works and films to be discussed will to some extent depend on students' interest. Commentators ranging from technology magnates to physics geniuses-not to mention decades of apocalyptic science fiction-have urged that that future is nothing short of an existential threat to human beings. [more], The touchstone of our course will be Plato's Republic: the first and perhaps greatest utopia as well as perhaps the greatest work in political philosophy. Does free inquiry clash with concern for others, or do they (or can they) work together? Aside from its overwhelming influence on 20th and 21st century philosophy and intellectual culture, any book which contains the remark, " if a lion could talk, we could not understand him," deserves serious attention. We will begin examining these questions by studying the history of controversies in American higher education, concentrating especially on debates about the curriculum. The course will, I hope, provide the students an opportunity and the tools to intellectually examine deeply emotional and contentious issues. 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