Phil.140 Introduction to Philosophy (Prof. Kevan Edwards, Spring 2007)
This course will be an introduction to some of the big ideas in the so-called
“western” philosophical tradition. The course will focus on
a selection of topics. Several of these topics are aptly described as
timeless philosophical problems; for example, questions about the existence
of God, the problem of free will and determinism, and how to make sense
of (or do without) our pre-theoretic notion of personal identity. Other
topics will be used to highlight a particularly important period in the
history of the tradition; namely the so-called Early Modern period associated
with such philosophers as Rene Descartes, John Locke, George Berkeley
and David Hume. Other topics will bridge the gap between the history of
philosophy and more contemporary work. Falling into this last category
is a section of the course that will be devoted to working through various
approaches to the nature of the mind, from Descartes' view that the mind
and body are fundamentally distinct substances up to approaches in contemporary
philosophy of mind and cognitive psychology.
Requirements for the course will be a combination
of exams and written papers. Students will be expected to read primary
philosophical texts and to make a substantial effort to engage with the
material. Students should expect to do a substantial amount of work
on a regular basis if they want to succeed in the class.
The main text for the course will be Fifty
Readings in Philosophy, Ed. Donald Abel (2nd edition).
Phil. 141: Introduction to Philosophy Honors (Prof. Scott Jenkins, Fall 2007, Spring 2008)
This course is an introduction to some of the central problems in metaphysics, epistemology, and ethics. Questions we will consider include: What is knowledge, and what can we know? How is the mind related to the body? Are we responsible for our actions in a deterministic world? What constitutes survival over time? What does morality demand of us, and with what right? We will consider approaches to these questions suggested by contemporary philosophers and by central figures in the history of Western philosophy. The class will consist of short lectures followed by class discussion, and evaluation will be based on class participation in addition to students' papers and exams.
Phil. 148: Reason and Argument (Prof. Ben Eggleston, Fall 2007, Spring 2008)
An introduction to the theory and practice of logical analysis. Special emphasis will be placed on the logical appraisal of everyday arguments.
Phil. 160 Introduction to Ethics (Prof. Ben Eggleston, Fall 2003, Spring
2004, Fall 2004)
This course provides an introduction to those problems of philosophy that
are problems of moral philosophy, or ethics. We will begin by examining
certain problems that arise when we try to make moral judgments: problems
such as cultural relativism ("What's right for us is not necessarily
right for them"), subjectivism ("What's right for me is not necessarily
right for you"), and the role of religion in morality (e.g., "What's
right is just what God says is right"). Second, we will consider several
historically important and still-prominent theoretical approaches to ethics
that purport (most of them, anyway) to provide systematic procedures for
answering questions about right and wrong. In the third and final part of
the course we will consider more concretely a wide variety of important
moral issues such as animal rights, abortion, euthanasia, and famine relief
by considering the work of the controversial contemporary philosopher Peter
Singer. Throughout, we will seek not so much to form judgments about specific
moral issues--most of us do that on our own anyway, albeit with varying
degrees of certitude--but to improve our thinking about the considerations
that may count as reasons for and against the moral judgments we are tempted
to make.
Phil. 161: Intro to Ethics Honors (Prof. Larry James, Spring 2008)
We shall investigate two central themes in ethics: ethical theory and applied ethics. Ethical theory concerns the following questions:
Phil. 161, Introduction to Ethics Honors (Prof. John Bricke,
Spring 2007, Fall 2007)
We shall investigate two central philosophical problems. The first is that of the nature of morality. Is morality an objective matter? Is
it simply a matter of individual, social, or cultural preference? Has
it – does it hinge on – religious foundations? Is it a matter
of rationality? What is the basis of moral significance or standing? The second concerns the structure and content of fundamental moral
principles. Is there a single fundamental principle? Are there irreducibly
many fundamental principles? What is the content of the fundamental principle(s)?
If there are many such principles, how deal with conflict of principle?
In pursuing these questions, we shall read widely
in classical (ancient and early modern) and contemporary philosophical
writings (Plato and Aristotle; Hobbes, Hume, Kant, and Mill; Rawls and
other contemporary authors.)
Particular moral issues will, of course, come
up at just about every point along the way. Towards the end of the semester,
however, we shall focus on a number of concrete (and controversial)
moral issues such as abortion, euthanasia, capital punishment, the obligations
of the affluent, and the treatment of animals.
We shall stick to a format of discussion based
on close, careful reading of the authors in question. Students will take
turn making presentations to initiate discussion. Grades will be based
on those presentations, on discussion, and on a set of three (perhaps
four) written assignments.
The paperback text for the course is Steven Cahn
and Peter Mackie (eds.), Ethics: History, Theory, and Contemporary
Issues. 3rd edition (New York: Oxford University Press, 2006)
Phil. 180: Intro to Social and Political Philosophy (Prof. Ann Cudd, Fall 2007)
Course Description: This course is an introductory study of some of the central issues of social and political philosophy. We begin with a study of the major forms of justification of governmental authority, and the conditions under which revolution, secession, and/or civil disobedience are justified. Then we will consider in turn the concepts of democracy, rights, freedom, equality, oppression, and privilege. The course will primarily focus on the philosophical and political heritage of Anglo-American liberal democracy, but as a basis for comparison and contrast, and because of their growing global importance, we will also be spending a significant portion of our time on the political philosophy and history of China, and on issues of special concern in Africa and the Middle East. There are no prerequisites for this course.
Course Objectives: The primary objective of the course is to introduce the student to the major topics, ideas, and thinkers of political philosophy, particularly the ones that form the foundation of the contemporary American political system. Students will improve their ability to identify and construct political arguments and critically engage with social and political ideas orally and in writing, while learning about the requirements of, and exercising, civility and public reason. Additional objectives are to introduce the student to the social and political philosophies of China and to contemporary issues in Africa.
Text: There is a custom anthology for this course available at the Bookstore, entitled Readings in Social and Political Philosophy. There are additional readings available through the on-line eReserve system and some will be made available in class and on the website. I recommend that you print them out and put them together in a binder to have convenient access to them and to bring them to class.
Phil. 181, Introduction to Social and Political Philosophy Honors (Prof. D. Darby, Spring 2008)
What is the basis of our obligation to obey the law? Are we ever justified in disobeying the law? What is the nature of justice and why is it important? When is society justified in interfering with individual liberty? How should we understand human nature? And how do conceptions of human nature inform political philosophy? We will gain insight into these and other perennial philosophical questions by studying one of the greatest works of Western philosophy, Plato’s Republic. We will also read selections from other canonical philosophical works by Aristotle, Hobbes, Locke, Rousseau, Mill, and Marx. No prerequisites. Open only to students in the Honors Program or by consent of the philosophy department. The required text is Classics of Moral and Political Theory, Fourth Edition (Hackett, 2005), edited by Michael L. Morgan.
Phil. 181: Introduction to Social and Political Philosophy, Honors
(Prof. Ann Cudd, Spring 2006)
This course is an introductory study of some of the central issues of social
and political philosophy. We will begin with a study the major forms of
justification of governmental authority, and the conditions under which
revolution, secession, and/or civil disobedience are justified. Then we
will consider the justification of rights. Next we will consider the justification
and problems of democracy. Finally we will consider the ideas of freedom
and equality, and correlative notions of social and economic oppression.
There are no prerequisites for this course.
Phil. 288: Ancient Philosophy (Yancy Dominick, Spring 2006)
In this class we will attempt an introductory exploration of Ancient Greek
philosophy. We will begin with some important Presocratic thinkers, and
then turn to Plato and Aristotle. We will focus our examination of these
authors around a few main concerns: conceptions of the nature of reality,
theories of knowledge, notions of moral excellence, and conceptions of and
approaches to the philosophical project.
Phil. 292: Modern Philosophy (Prof. A. C. Genova, Spring 2007)
This is a fairly large section, and consequently, the instructor will
be informally lecturing on the assignments and related material. The course
is designed to introduce students to the central problems of modern philosophy
as they primarily pertain to theory of knowledge and metaphysics. Since
the reading material focuses on the primary sources (and therefore is
difficult), it is absolutely imperative that students be regularly prepared
for each class session. The course will accordingly proceed on the assumption
that students are prepared and attend regularly. Consequently, students
are responsible for being aware of any announcements or changes that may
be made at class sessions.
REQUIRED TEXTS: (1) Philosophers Speak for
Themselves: Descartes to Locke, eds., Smith and Grene, University
of Chicago Press, and (2) Philosophers Speak for Themselves: Berkeley
to Kant, eds., Smith and Grene, University of Chicago Press.
EXAMINATIONS AND GRADING: There will be three,
closed book, multiple choice style exams: (1) first mid-term covering
Descartes and Hobbes (50 points); (2) second mid-term covering Spinoza,
Leibniz and Locke (50 points);(3) final exam covering Berkeley, Hume and
Kant (100 points) for a total of 200 points.
Phil. 310 Introduction to Symbolic Logic.
The principal goal is to provide the student with an account of the modern
logical concept of entailment. special emphasis is placed on the acquisition
of practical facility wiúth rules of inference by thoroughly mastering a
complete set of natural deduction inference rules for first order logic.
In addition, an extended example will be presented of the construction of
completely rigorous proofs by deducing a few of the rudimentary properties
of sets from the axioms and definitions of elementary axiomatic set theory.
No prerequisite. Text: Skidmore, Another introduction to logic. [course
packet].
Phil. 350: Philosophical Issues in Religion (Matt Waldschlagel, Summer 2007)
Philosophers seek clarification of important ideas and concepts. They also seek justification for our beliefs. In this course, we will approach the large topic of religion from a philosophical perspective. So, we will be seeking clarification of important religious ideas and concepts. We will also be seeking justification for religious beliefs. The primary purpose of this course is to help you develop your own thinking about religion and religious beliefs. These are some of the many topics and questions we will consider:
This is not a survey course in world religions or in the history of religion. This course does not assume that you have extensive knowledge about the religions of the world. Rather, it is a philosophy course that will examine a number of philosophical concerns that are inspired by rational reflection on religious belief and practice. (However, we will be viewing a number of videos about the history of religion in the West - in particular, Judaism, Christianity, and Islam - that will help to put into better context both Western religions and various Western worldviews that provide the intelligibility for the philosophy of religion.) Regardless of whether you identify yourself as a religious person, an agnostic, or an atheist, this course should be of interest to you, as long as you approach the course with an open mind and are willing to reflect upon and respond to the issues discussed.
The course will be taught through a combination of lecture and discussion, with an emphasis on direct student involvement. No previous coursework in philosophy is required to enroll in this course.
Phil. 360 Moral Issues in Business (Prof. R. De George, Fall 2006)
After surveying the nature of ethics and morality and learning some standard
techniques of moral argumentation, we shall discuss such questions as: Does
a corporation have a conscience? What are the moral responsibilities of
corporations and of those within them? What rights do employees have in
the workplace? We shall look at the morality of American and international
capitalism, and examine current issues, such as reverse discrimination,
corporate takeovers, truth in advertising, and multinational corporate practices,
among others. Approach: lectures, class discussion, debate, case studies.
Requirements: reading of the text, two short papers applying moral rreasoning
to cases, two in-class tests, and a final exam.
Phil. 365: Moral Issues in the Professions (Prof. Ingra
Schellenberg, Spring 2007)
In this course we will explore some of the unique moral challenges that
arise in professional contexts. In particular, we will consider
the ways in which moral decision-making from within a professional role
can be more complicated and thus more difficult than
“general” moral decision-making. Professional roles
generate moral claims and non-moral ends that can conflict with moral
claims that apply from outside the role. Some of the particular
issues we will consider are: confidentiality, informed consent,
deception, whistle-blowing and social responsibility. We will read
philosophical analyses about these issues and then discuss cases from
a variety of professions including journalism, engineering, law, medicine,
nursing and business. Our main text book will be Ethical Issues
in Professional Life, edited by Joan Callahan. The text will
be supplemented by additional readings.
Phil. 375 Moral Issues in Computer Technology (Prof. Richard De George, Fall
2005; Fall 2006; Fall 2007)
After surveying the nature of ethics and morality and learning some standard
techniques of moral argumentation, we shall examine ethical issues that
arise from the computer and its use, including the social dimensions of
its impact. Among the topics that will be discussed are: property and ownership
rights in computer programs and software; privacy in computer entry and
records; responsibility for computer use and failure; the 'big brother"
syndrome made possible by extensive personal data banks; censorship and
the world-wide web; computer illiteracy and social displacement; and ethical
limits to computer research.
Approach: lectures, class discussion, case studies. Requirements:
reading of texts, short quizzes, two short papers applying moral reasoning
to cases, two in-class tests, and a final exam. Participation in class is
encouraged.
Phil. 380 Environmental Ethics (S. Evans Kreider, Spring 2004)
Topics will include: a brief introduction to ethical theories and argumentation;
Western religious and cultural perspectives; the moral status of animals;
constructing an environmental ethic; economic aspects of environmental ethics;
environmental problems and policies; environmental activism. Text: The
Environmental Ethics and Policy Book--Philosophy, Ecology, Economics,
ed. Van De Veer and Pierce.
Phil 381: Feminism and Philosophy (Prof. Ingra Schellenberg, Summer 2007)
In this class we will consider a number of stereotypical representations of women. In general, we will consider whether or not these representations are harmful to women, and if so, in what way. The questions we will discuss include (but are not limited to) the following: What does it mean to claim that women are oppressed? What is the role of gender stereotypes and images in the oppression of women? For some of the typical roles available to women, are they helpful, harmful, both or neither?
Phil. 386: Modern Philosophy (Prof. Anthony C. Genova, Fall 2007)
This is a fairly large section, and consequently, the instructor will
be informally lecturing on the assignments and related material. The course
is designed to introduce students to the central problems of modern philosophy
as they primarily pertain to theory of knowledge and metaphysics. Since
the reading material focuses on the primary sources (and therefore is
difficult), it is absolutely imperative that students be regularly prepared
for each class session. The course will accordingly proceed on the assumption
that students are prepared and attend regularly. Consequently, students
are responsible for being aware of any announcements or changes that may
be made at class sessions.
REQUIRED TEXTS: (1) Philosophers Speak for
Themselves: Descartes to Locke, eds., Smith and Grene, University
of Chicago Press, and (2) Philosophers Speak for Themselves: Berkeley
to Kant, eds., Smith and Grene, University of Chicago Press.
EXAMINATIONS AND GRADING: There will be three,
closed book, multiple choice style exams: (1) first mid-term covering
Descartes and Hobbes (50 points); (2) second mid-term covering Spinoza,
Leibniz and Locke (50 points);(3) final exam covering Berkeley, Hume and
Kant (100 points) for a total of 200 points
Phil. 388: Analytic Philosophy: Frege to Quine. (Prof. A. C. Genova,
Fall 2005, Fall 2006)
This course is required of all philosophy majors, preferably to be taken
after some coursework in ancient and/or modern philosophy, and with a prerequisite
of symbolic logic (310 or 610) which can be taken concurrently with 388.
(Certain students who just have Introductory Logic (148) may also be admitted.)
The course is designed as a rigorous study
of the foundational ideas of 20th century, Anglo-American, analytic philosophy
beginning with Frege and ending with Quine. As we shall see, all of these
ideas are connected to philosophy of language. The course will consist exclusively
of primary source materials that require a very focused and careful examination.
Among other topics, the course will deal with (l) the basic features of
the general reorientation in philosophy commonly known as the 'linguistic
turn'; (2) the basic ideas behind the tradition of logical atomism and logical
positivism; (3) the basic ideas behind the development of 'ordinary language'
philosophy; and (4) the attempt to bridge the gap between (2) and (3) via
the work of Alfred Tarski and W. V. O. Quine. Accordingly, the course is
divided into three basic parts: I. The Foundations of 20th Century Analytic
Philosophy in the work of Gottlob Frege, Bertrand Russell, and Ludwig
Wittgenstein; II. The Development of Analytic Philosophy up to 1950
-- the debate between formalist and informalist conceptions of language
and meaning; and III. The Mid-Century Synthesis as instanced in the
work of Alfred Tarski and W. V. O. Quine. It is imperative that students
be prepared for discussion of the assigned readings at each class session;
the instructor will also lecture with a view to filling in important gaps
in the history of the analytic movement in philosophy. Students are expected
to be prepared, present, and attentive at all class sessions. If you are
not willing or cannot meet these expectations, do not take this class.
Required Text: The course will use a single
text consisting of primary sources: James Baille, ed., Contemporary
Analytic Philosophy, Second edition Prentice Hall (paperback)
PHIL 500 Studies in Philosophy: African American Philosophy. Topic: Race, Racism, and American Liberalism (Prof. Derrick Darby, Fall 2007)
We will begin our study by considering classical and contemporary theoretical perspectives on the nature of race and racism. What is race? What is racism? Are there any races? Our discussion will focus on how past and present philosophers have contributed to our understanding of race and racism. We will then consider three historical responses to race and racism in the political thought of Frederick Douglass, Booker T. Washington, and W. E. B. Du Bois. Their responses to the black inferiority thesis and the problem of racism afford us three distinctive perspectives on the promises and perils of American liberalism as a normative vehicle for addressing black oppression and promoting black uplift. Next we will consider two important contemporary philosophical debates about race and racism. Should we retain or reject the concept of race even if it is empirically unsound? Does racism still exist in post-civil rights America, or is the charge of racism a ploy used to defend persons that fail to take advantage of the American dream? As we will observe, the outcome of these debates have importance implications for our understanding of the relationship between race, racism, and liberalism. Finally, after surveying several ways of understanding the nature of liberalism within philosophy, we will turn to the question of whether liberalism is good or bad for blacks. Two recent books that offer distinct yet provocative interpretations of the relationship between race, racism, and American liberalism will inform our inquiry. David Carroll Cochran, The Color of Freedom: Race and Contemporary American Liberalism (SUNY, 1999), and Carol A. Horton, Race and the Making of American Liberalism (Oxford, 2005).
Philosophy 500: Sports Ethics. (Prof. Ann Cudd,
Fall 2005)
Drugs, sex, gambling, art, strategy, drama, fortune, fame, triumph, tragedy
– sport has it all. Sport is a major human activity; we spend an enormous
portion of our personal time and social resources on playing and watching
sports. Sport holds the possibility of developing virtue and joy, but can
also be the location of fraud and defeat for both individuals and groups
in society. In the past year alone we have seen drug scandals involving
several different sports, a Supreme Court case about the meaning of Title
IX for gender equity, a coach who instructed his player to hurt another,
a major sport season cancelled by lock-outs, but also transcendent performances
by a number of athletes from World Cup skiing to bicycle racing to baseball.
Thus, sport offers a prime case study for ethical thought in all its varieties.
In this course we will begin by considering
the nature of sport and the nature of ethics, and then go on to apply ethical
reasoning to important contemporary issues in sports, including Title IX,
gender equity, racism, sexism, cheating, violence, and drug use. The course
will be part lecture and part discussion, with some group work by students.
Students will be required to write essays and take a final essay exam.
Phil. 500 Studies in Philosophy: Themes in Ancient Philosophy. (Prof.
Richard Cole, Spring 1994)
An examination of primary texts, selected from the works of Plato and Aristotle,
dealing with the philosophy of nature, the nature of knowing, and nature
of mind and fundamental existence. Students will read the following works
of Plato: Thimaeus, Republic (selections), Theatetus, Sophist, and Parmenides.
Students will read the following works of Aristotle: Physics, Analytics
(selections), De Anima and Metaphysics (selections).
Phil. 500 Studies in Philosophy: Philosophy of Social Science. (Prof.
Ann Cudd, Spring 1994)
In this course we will explore the nature of social science. The first question
we shall address is whether the social sciences are sciences in the sense
in which the natural sciences are sciences, or even sciences at all. This
issue is the central issue of the philosophy of the social sciences, and
it will frame our discussion of the other issues. The second issue is the
varieties of explanatory models used in the social sciences. Three types
of models we will examine are the 'ideal type' model discussed by Weber
and used extensively in Economic theory; the probabilistic models used in
large-scale sociological and econometric theories; and the functionalist
model of societies used in Anthropological and Marxist economic studies.
We will examine the logical and epistemological status of these kinds of
explanation, and ask questions about their appropriateness in light of the
earlier issues studied. The third issue we shall address is reductionism,
in the form of the methodological individualism/holism debate. In discussing
this issue we shall look at some of the particular social sciences as this
debate arises in them. In Economics the desire to found macroeconomics on
microeconomics can be seen in this light, while in Psychology there are
several different kinds of reductionist efforts we can recognize including
Behaviorism and Artificial Intelligence, and in Political Science game theoretic
voter models can be seen to have similar reductionist aims. The last major
topic of the course is the debate on "value neutrality", and the role of
ideology in the social sciences. This will raise for us the issue of feminist
and race and class based critiques of social science research.
Phil. 500 Studies in Philosophy: Post-Kantian Continental Philosophy.
(Prof. Julie Maybee, Spring 1994)
The emphasis of this course will be on 19th Century Continental philosophers
who provide the background not only for modern Continental philosophy but
who have also gained currency in modern analytic philosophy. In particular,
we will study Hegel, Schopenhauer, Marx, Kierkegaard and Nietzsche with
an eye to their metaphysics, epistemologies and conceptions of the self.
Phil. 500 Studies in Philosophy: Greek Reading of Republic I. (Prof.
Thomas Tuozzo, Spring 1994)
In this class we shall engage in an intensive study of Plato, Republic I,
considering the arguments, characters, and their dramatic interplay. We
shall be using the Greek text; two years of Greek language study are a prerequisite.
Phil. 500 Studies in Philosophy: Philosophy of Physics. (J. Van Zandt,
Spring 1994)
This course will explore the philosophical background and impílications
of the foundations of modern physical theory. Topics covered will include
the nature of space/time in the theory of relativity, the problems posed
by quantum mechanics, the ramifications of chaos in a description of nature,
philosophical problems related to various cosmological models, and the prospects
for unification of physical theory. The stated prerequisite for this course
is the completion of PHIL 292 (History of Modern Philosophy), but this requirement
may be waived for students with a good science background. The course is
aimed at a more general level and will not presuppose a deep background
in either physics or philosophy, though students must be prepared to correct
any serious deficiencies in preparation. Bachelor of Science physics students
may use this course to meet one of their humanities requirements for that
degree; it may be used as an elective for Bachelor of Arts students, and
may be counted toward the philosophy major. It is hoped that students from
both disciplines will enroll in the course and contribute to our discussion
of the subject matter. At this time, there is no assigned text; articles
will be circulated regarding the topics to be addressed. Insofar as possible,
a seminar style will be employed in the class. Students should anticipate
making at least one presentation in class and completing a final research
paper on a topic to be agreed upon in advance.
Phil. 504, Philosophy of Sex and Love (Prof. Don Marquis, Spring 2007)
This course will be concerned with the philosophical analysis of controversial
issues concerning sex and love. After a critical examination of some traditional
attitudes toward sex and love in the Western philosophical tradition,
we will tackle contemporary controversial issues. Included will be: What
should be the connection between sex and love, between love and autonomy,
and between autonomy and marriage? What's wrong (if anything) with prostitution?
What's wrong (if anything) with pornography? What counts as sexual harassment
and why is it wrong? What's wrong with adultery? Should homosexual activity
be restricted in any way? What is sex? What is wrong with bestiality?
What exactly is it that makes rape wrong? What exactly counts as sexual
coercion? I certainly wish that there were an anthology adequate for this
course. Since there is not, readings for the course will be on e-reserve.
Course grades will be based on a term paper, a
comprehensive final examination, and two or three short answer examinations.
The term paper should be a major project. The exam questions will be drawn
from study questions distributed in advance. Phil. 508 Early Greek Philosophy (Prerequisite: Phil 288). (Prof. T.
Tuozzo, Fall 1994)
We shall study the major thinkers in Greek philosophy before Plato, and
in so doing we shall be examining the first steps in most branches of Western
philosophy. We shall look at the beginnings of speculative cosmology and
the philosophy of nature, epistemology, logic, and rational metaphysics
(the Ionians and Eleatics); the beginnings of moral, social, and political
philosophy (Pythagoreans, Democritus, the Sophists); and the beginnings
of reflections on the philosophy of science (the writers of the Hippocratic
treatises). As is well known, the work of Plato and Aristotle have exercised
a formative influence on the mainstream of Western philosophy since their
time. Starting in the late nineteenth century, philosophers of many different
allegiances, sharing only a dissatisfaction with the philosophical framework
that has dominated Western thought, have sought in the pre-Platonic thinkers
alternative ways of thinking about various philosophical problems. The present
course is conceived in that spirit: it is not an exercise in antiquarianism,
but an exploration of positions that contain real possibilities for fruitful
philosophical thought. Requirements: Midterm, final, one ten-page paper.
Phil. 555 Justice and Economic Systems. (Prof. Ben Eggleston, Spring
2004)
This course examines philosophical answers to the questions of how the wealth,
income, and other economic resources of a society ought to be distributed
to its members. Should the resources of the rich be redistributed to improve
the well-being of the poor? Should some people receive more than others,
because they need more (due to disability, expensive tastes, or other factors)
in order to be as happy as others? Should everyone simply take home whatever
he or she can earn in a free-market economy? Proposals such as these, along
with others, are developed and debated in the readings for this course.
Phil. 560: Nineteenth Century Philosophy (Prof. Scott Jenkins, Spring 2008)
This course is a survey of 19th Century European philosophy. We will begin with a brief examination of Kant’s critical philosophy, which underlies a broad spectrum of 19th century concerns. We will then consider the work of those regard Kant’s work as unfinished (Hegel, Marx, Schopenhauer), those who think his philosophical intentions are unrealizable (Kierkegaard), and those who find those intentions suspicious (Nietzsche). Topics to be considered include the nature of aesthetic experience, the grounds and limits of morality, the nature of religious faith, the importance of the social in an account of subjectivity, and questions of philosophical methodology.
Phil. 562, Kierkegaard (Prof. James Woelfel, Spring 2004)
The course is an examination of the thought of Søren Kierkegaard
through a chronological study of his writings. We will engage in a close
reading and discussion of the full texts of Fear and Trembling,
Philosophical Fragments, and The Sickness Unto Death,
together with a number of excerpted writings included in Hong and Hong's
anthology The Essential Kierkegaard. All the course readings are
from the Princeton University Press editions of the complete works of Kierkegaard.
These editions have excellent introductions and extensive scholarly apparatus.
Our aim will be to understand as clearly as possible Kierkegaard's purpose,
vision, main ideas, and arguments. We will do this always with an eye to
the late-eighteenth- and early-nineteenth-century intellectual context of
his work, and to his own highly influential role as a major source of twentieth-century
existentialist philosophy and theology.
Phil. 570, Nietzsche.
This course will trace and elucidate major themes in the thought of Friedrich
Nietzsche, with a particular eye toward Nietzsche's multifaceted attack on
his (and, I would argue, to a large degree, our) current culture and dominant
psychological impulses. We will examine, for example, Nietzsche's critique
of morality, of rationality, of the equal rights movements and so on. We will
also try to flesh out whatever positive pictures Nietzsche had to offer. In
the process, we will attempt to get a historical sense of the development
of Nietzsche's thought throughout his life, especially where that development
involves a working out of, or improvement on, his major themes.
Phil. 580 Marxism. (Prof. Richard De George, Fall 2005, Spring 2007)
The course will be a survey of the development of Marxist philosophy from
its Hegelian origins through the present-day. The line from Marx, through
Engels, Lenin, and Stalin will form the major thread. The emphsis will
be on the philosophical problems in Marxism. Themes rather than straight
chronology will be developed wherever possible. We shall consider the
present-day relevance of Marxism.
Approach will be lecture and class discussion.
There will be a midterm test, final exam, and term paper. Prerequisite:
A course in philosophy or a course in political science. Not recommended
for freshmen or sophomores.
Phil. 582 Existentialism. (Prof. James Woelfel, Fall 2005)
A study of the main themes and leading philosophers of the existentialist
movement. We will examine philosophical writings by Kierkegaard, Nietzsche,
Heidegger, Sartre, and Beauvoir, and literary texts by Dostoevsky, Tolstoy,
Kafka, Beckett, and Camus. Requirements will probably include four expository
and critical essays and a research paper. Prerequisite: two courses in philosophy.
Phil. 592 -- 20th Century European Philosophy. (Prof. Christian Lotz,
Fall 2004)
The 20th Century European attempts to investigate human issues philosophically
are highly complex, very detailed, and extremely rich. In opposition to
some Anglo-American tendencies, the European tradition generally conceives
itself as based in and derived from not only its historical,
but also its cultural context. However, while we will certainly “glimpse”
this development, the emphasis of this course will be on selected 20th Century
Continental philosophers, with the exclusion, for instance, of Phenomenological
thinkers, French Marxism, the Jewish tradition, French Feminism, Philosophical
Anthropologists, as well as some important others, such as Arendt, Jonas
and Bourdieu.
In terms of what we will cover, during the first
part of the class we will cover Critical Theory, while the second
part will focus on Deconstruction, the third part deals with Poststructuralism,
and the last part with Hermeneutics and Universal Pragmatics.
To cover these areas, we will study Adorno/Horkheimer’s Dialectic
of Enlightenment, Benjamin’s Theses on History and Critique
of Violence, Foucault’s Archaeology of Knowledge and
selected shorter writings, Derrida’s The Force of Law, selections
from Gadamer’s Truth and Method, as well as, finally, selections
from Habermas’ On the Pragmatics of Language.
Reading and intensively studying primary
texts is the main focus of this class. As such, it is hoped that students
learn to appreciate that the process of understanding thoughts
and ideas, and the texts within which these are expressed, is itself
a philosophical task.
For a basic overview of the historical network and
inner complexity of the Twentieth Century European Philosophical tradition,
students might consider reading Manfred Frank’s What is Neostructuralism?
and/or Jürgen Habermas’ The Philosophical Discourse of Modernity,
as they are extremely good sources for preparation.
Phil. 605: The Philosophy of Plato (Prof. Thomas Tuozzo, Fall 2007)
Philosophical questions may be timeless, but the social and intellectual practice of asking them and defending answers to them, a practice self-consciously conceived as distinct from other related social practices, has, in the Western tradition, a founder: Plato. In this class we shall examine a wide selection of Platonic dialogues with an eye both to the philosophical topics Plato's characters discuss and the positions for which they argue, and to Plato's self-conscious depiction of philosophy and its demarcation from other sorts of social and intellectual practices.
In the first third of the class we shall examine Plato's contrast of the philosophical life and philosophical intellectual activity with those of the sophist, the politician, the public speaker, and the poet. In the dialogues we examine in this section of the class there emerge the outlines of distinctive positions in ethics, moral psychology, political philosophy, epistemology, and metaphysics. In the second part of the course we examine the full flowering of these positions in the dialogues which set forth the "classical Platonism" of the theory of Forms. In the third part of the course we will look at what can be called Plato's "critical turn," in which he considers objections to the theory of Forms and wrestles with the figure he thought was his most formidable predecessor: Parmenides. In these last two-thirds of the course, though our main concern will be with the philosophical positions Plato develops and his characters' arguments for them, we will continue to keep an eye on the self-definition of philosophy that is a constant bass line in the Platonic corpus.
Dialogues to be read:
Phil. 607 The Philosophy of Aristotle. (Prof. Thomas Tuozzo, Spring
2007)
Aristotle’s philosophy is the first and arguably most influential
philosophical system in the Western tradition. We shall attempt to arrive
at a synoptic grasp of this system, spending approximately half the semester
on Aristotle’s theoretical philosophy (with readings from, among
other texts, Posterior Analytics, Physics, Metaphysics, De Anima) and half the semester on his practical and aesthetic
philosophy (Nicomachean and Eudemian Ethics, Politics, Poetics).
With the aid of select secondary sources, we will work towards an understanding
of Aristotle’s positions in the various major areas of philosophy
and of the overarching principles that unify his system.
Grades will be based on a term paper, midterm
and final examinations, and class-room participation.
Phil 608 Hellenistic Philosophy. (Prof. Thomas Tuozzo, Spring 2006)
Ancient philosophy did not stop with Aristotle. In fact, within two generations
of Aristotle’s death what we typically think of as the central philosophies
of antiquity, Platonism and Aristotelianism, had been relegated to the sidelines,
while three new philosophical positions or movements dominated the scene
of what has come to be called Hellenistic philosophy: Epicureanism, Stoicism,
and Scepticism (this latter championed in the Platonic Academy itself).
The two schools of positive philosophy, the Epicureans and Stoics, shared,
in opposition to Plato and Aristotle, an adherence to materialism in ontology
and to empiricism in epistemology; yet the theories they developed in these
areas, as well as in ethics and political philosophy, are about as opposed
to each other as could be. Philosophers from either camp sharpened and refined
their positions in response to criticisms from the other, and both had to
attend to the increasingly sophisticated criticisms from the Sceptics. This
intense period of philosophical exchange produced sophisticated arguments
for philosophically interesting positions in all the major areas of philosophy.
Because of the materialism and empiricism generally accepted by all parties,
many of these positions have interesting parallels with 20th-century positions
that share these basic assumptions.
In this course we will be concerned to investigate the
philosophical positions advanced, and the arguments given for and against
them, in the interplay among these three philosophical movements. But beyond
this argumentative dimension of Hellenistic philosophy, similar in many
ways to 20th-century academic philosophy, there is another dimension, captured
by the notions of philosophy as “care of the self’ and as “a
way of life.” We shall also be concerned to examine the relation between
the “lived” and the argumentative dimensions of Hellenistic
philosophy, in connection with all three of its “schools” or
movements.
Class will be conducted as a combination of lecture and
discussion. Grades for the course will be based on a mid-term, a final,
and two 8-10 page papers.
Prerequisite: PHIL 288 and another course in philosophy,
or consent of instructor.
Phil. 610: Symbolic Logic. (Prof. Kevin Davey, Spring 2005)
The aim of this course is to provide students with a basic understanding
of Godel's theorems. We'll go through proofs of the theorems, and discuss
what implications the theorems might have in other areas of philosophy.
We'll also work through some other related theorems of logic, such as the
Lowenheim-Skolem theorem. Time permitting, we will also do some modal logic,
and some classical proof theory.
Phil. 622 Philosophy of the Social Sciences (Prof. Ann Cudd, Spring
2008)
This course explores philosophical issues in the social sciences. We begin with an overview of the basic questions: Do social structures determine individual human actions, or are individuals' actions ontologically primary? Are laws of human behavior possible? Is human behavior guided by rationality or by other forces? Is social science possible? Can social science be objective and universal? How can social science answer normative questions? Next we will look at specific types of models used in the social sciences, such as: the rational choice model of human behavior, used extensively in economic theory and now in political science and sociology; statistical models used in large-scale sociological and econometric theories; functionalist models of societies and social behavior used in anthropological and Marxist economic studies; psychoanalytic models of behavior that are frequently used in psychological, historical, and sociological research; and sociobiological models of behavior. In order to compare these kinds of explanatory and interpretive models, we will be reading a few pieces by social scientists that employ these models on a single question: why do humans wage wars?
Phil. 630 Philosophy of Mathematics. (Prof. James Page, Spring 1994)
We will focus on two questions: (1) What makes a true mathematical statement
true? (2) Why, if a mathematical statement is true, must it be true? Readings
will be from classical sources (Frege, Cantor, Russell, Brouwer, Hilbert,
Godel, for example), as well as contemporary sources (Quine, Parsons Boolos,
Dummett, etc.). Prerequisite PHIL 310 or PHIL 610 or one course in mathematical
logic.
Phil. 638, Philosophy of Language, (Prof. Teresa Robertson, Spring
2006)
"When [the three lectures that Kripke gave under the general title
Naming and Necessity were published] they stood analytic philosophy
on its ear. Everybody was either furious, or exhilarated, or thoroughly
perplexed. No one was indifferent" (from the London Review of Books).
Even now, these lectures, which were given more than thirty years ago, provide
the starting place for much current work in the philosophy of language and
related areas of metaphysics. Consequently, these lectures will in a sense
be the core of the course. To fully appreciate Kripke's thought though,
we need to review the classical thories of meaning and reference given by
Frege and by Russell. However our study of Frege and Russell will not be
limited to the aim of providing background for Kripke's thought, and their
work will be studied in some depth. After we have a firm grasp on the work
of Frege, Russell, and Kripke, we will go on to read some recent work in
the philosophy of language and closely related areas of metaphysics. Two
topics I am particularly interested in pursuing are these: the prospects
and implications of a Millian theory of meaning of the sort suggested by
Kripke's work and issues concerning the nature of the objects of our beliefs.
Phil. 648 Theory of Knowledge. (Prof. A. C. Genova, Spring 2008)
This course satisfies one of the philosophy major requirements and can also be taken for graduate credit and to meet PhD distribution requirements. It focuses on one of the central, theoretical areas of philosophy, namely, Theory of Knowledge (Epistemology). Simply stated, in contrast to Metaphysics which focuses on what there is – what exists, Epistemology focuses on how we get to know what exists – how we achieve justified belief and knowledge.
Accordingly, the central problems that will concern us include the following:
Is knowledge possible at all? This is the challenge of skepticism.
What is knowledge? The problem of the analysis of knowledge.
What are the criteria and correct methods for epistemic justification? The major alternative theories of justification by means of which we achieve truth.
What counts as legitimate evidence for our beliefs? Perception, memory, reason, deduction, testimony?
What is the nature of truth? The major theories of truth.
Is complete certainty or necessary truth possible? The problem of a priori knowledge.
All of the assigned readings are from primary sources–selections from major philosophical works or journal articles–all of which are available in a single anthology. The course will be organized in terms of five modules consisting of approximately 250 pages in total:
I. THE CHALLENGE OF SKEPTICISM (72 pp)
II. KNOWLEDGE OF THE EXTERNAL WORLD (42 pp)
III. THE ANALYSIS OF KNOWLEDGE (30 pp)
IV. THEORIES OF JUSTIFICATION (106 pp)
V. THE PROBLEM OF A PRIORI KNOWLEDGE (71 pp)
Required Text: Louis P. Pojman, ed., The Theory of Knowledge: Classical and Contemporary Readings, paperback, Wadsworth Press, 2003, 3rd edition. (In addition, there will be some pass-outs distributed by the instructor.)
Phil. 650 Metaphysics. (Prof. Sarah Sawyer, Fall 2004)
Metaphysics is a philosophical enquiry into the most basic and general features
of reality. We will be concerned with such questions as the following. What
is it for something to exist? What is it for x to be identical to y? How
are we to understand the notions of possibility and necessity? What kinds
of things are properties? What is a fact? What is the nature of causation?
What is reduction? Answers to such questions are very often presupposed
by other branches of philosophy such as those of Mind, Language, and Science.
This gives metaphysics a fundamental importance within the philosophical
tradition.
Phil. 654, Philosophy of Mind (Prof. John Bricke, Fall 2007)
We shall examine the following central topics: the nature of consciousness; the relation of the mental to the physical; the character of perceptual awareness; the nature of propositional attitudes (thoughts); the relation between thought and language; the analysis of action and intention; the prospects for a scientific psychology; and (if time permits) personal identity. We shall use an introductory text (Colin McGinn’s The Character of Mind, 2nd edition) to provide a framework for our investigation, but shall also read closely, and discuss, a fair number of representative (and difficult) essays by such philosophers as Hilary Putnam, Donald Davidson, Jerry Fodor, Daniel Dennett, and Thomas Nagel (essays contained in David Chalmers (ed.), Philosophy of Mind: Classical and Contemporary Readings)
Phil. 662, Aesthetics.
Five general topics will be analyzed: (i) what is art?, (ii) What is an
aesthetic experience?, (iii) Can art offer any truth about reality, and
if so, how can art affect morality and social perspectives?, (iv) Can art
evaluation be objective?, and (v) Should the intentions of the artist determine
art criticism? In analyzing these topics, historical figures like Plato,
Hume, Schopenöhauer, marx and Kant will be considered, as well as recent
figures like Goodman, Sartre, Foucault, and especially Beardsley.
Phil. 666 Rational Choice Theory. (Prof. Ben Eggleston, Fall 2005, Fall 2007)
Assume a person has certain preferences over various possible outcomes of a situation in which she finds herself, and that one of the things determining which possible outcome will actually occur is a choice she is about to make. To what principles must her choice conform, in order for her choice to be a rational one? This question is the fundamental question of rational choice theory, and this course examines the main concepts and principles normally used to answer it. The first part of the course is devoted to utility theory, in which we imagine an agent choosing essentially in isolation from other agents (as in the case of an agent choosing which of several possible books to read or choosing which of several possible stocks to buy). The second part of the course is devoted to game theory, in which the paradigm situation is one in which the outcome that an agent obtains depends on the choices of other agents whose choices depend, in turn, on those other agents' reactions to, or predictions of, the agent's own choices (as in the case of an individual negotiating to buy a car, or a firm deciding whether to defect from a price-fixing cartel). The third and final part of the course is devoted to social choice theory, in which we consider the problem of how a set of individual preferences can be aggregated in such a way as to plausibly represent the preferences of the whole group (as in the case of a few people deciding where to have lunch, or a society deciding who its next president will be). Throughout the course, the methods of instruction and assessment are relatively formal, akin to those of mathematics, economics, and logic. The primary text is Choices, by Michael Resnik. Some material written by the instructor is also used.
Phil. 668: Political Philosophy and Pol. Sci. 501: Contemporary Political Thought (Rex Martin (Philosophy) & Paul Schumaker (Political Science), Fall 2007)
This course will be offered on a team-taught basis by the two instructors named above and can be taken under either of the two course numbers listed there. The joint class will meet twice a week, TuTh at 11-11:50 a.m. (in 114 Blake), for lectures. Besides the lecture class, there will also be three discussion sections available for students to choose from (one in 3097 Wescoe at 1-1:50 pm on Tu; and two sections in Blake, one at 2:30-3:20 pm on Tu and the other at 2:30-3:20 pm on Th). Philosophy students should plan to enroll in the discussion session in Wescoe (taught by RM), if that is convenient; if not, they should plan to enroll in one of the two sections in Blake (taught by PS).
There will be two one-hour examinations during the course. There will also be a paper, due at the end of the term (on the last day of class).
The catalogue description for Philosophy 668 reads as follows: "(3) H. A systematic analysis of the concepts of politics, with reference to representative political theories. Prerequisite: A course in philosophy and a course in political science." (Note: if there is any problem in this matter of prerequisites, please see the instructor.)
Textbooks for the course (see below) will be available for purchase from the Book Store. In addition, some xeroxed readings and readings from books and articles on library reserve will be assigned.
Course Themes: This course will focus on a variety of developments in political theory since the end of World War II. We will begin with some broad issues that have concerned theorists during the contemporary period, and will show how these have influenced political thought within the liberal, conservative, and Marxist traditions.
The defining moment in contemporary political theory was the publication in 1971 of John Rawls’s A Theory of Justice. We will read a considerable portion of Rawls’s masterpiece, using the revised version which he published in 1999. Then we will consider libertarian, communitarian, and other criticisms of (and alternatives to) A Theory of Justice, and Rawls’s response to these critics.
In the last part of the course we will turn to one of the more important developments in political theory since the end of World War Two: the emergence of what is often called a ‘culture of human rights.’ This culture has provided an important dimension to both constitutional development within individual countries and to international law and politics.
In addition to purchasing Rawls’ A Theory of Justice (revised edition, 1999), you should purchase:
Will Kymlicka, Contemporary Political Philosophy (2nd ed., 2002) and
James W. Nickel, Making Sense of Human Rights (2nd ed., 2007)
In sum, this course, in the Fall semester 2007, will take up the following topics:
a. course introduction
b. Rawlsian political liberalism
c. other themes in contemporary political theory: utilitarianism, libertarianism, Marxism, communitarianism, citizenship theory, multiculturalism, feminism
d. human rights
Phil. 670, Contemporary Ethical Theory, (Prof. Don Marquis, Spring
2006)
The purpose of this course is to examine issues in moral philosophy that
have been widely discussed in the past one hundred years. Louis Pojman’s
Ethical Theory: Classical and Contemporary Readings (Wadsworth) 4th ed.
is the anthology for the course. Topics to be covered if we don’t
get bogged down: some famous 20th century accounts of foundational issues
in ethical theory (Mackie, Ayer, Moore, Gauthier, and Ross), theories of
well-being, 20th Century discussions of utilitarianism, feminist care ethics,
ethical egoism, and virtue ethics.
Grades will be based upon a term paper, a comprehensive
final examination and two or three short answer examinations. The term paper
should be a major project. The examination questions are drawn from study
questions distributed in advance.
Phil. 672, History of Ethics (Prof. John Bricke, Spring 2008)
We shall make a close study - interpretative, comparative, and critical - of four classic texts in the history of ethical theory, Aristotle’s Nicomachean Ethics, Hume’s A Treatise of Human Nature (Book III, ‘Of Morals’) (1739), Kant’s Groundwork of the Metaphysics of Morals (1785) and Mill’s Utilitarianism (1861). We will keep an eye open for connections to contemporary ethical theory, both in normative ethics and in metaethics (and with this in view will use Bernard Williams’s Ethics and the Limits of Philosophy (1985) as a supplementary text). All going well, the format will be lecture-cum-discussion. There will be three essay-style exams (none of them comprehensive). A term paper of moderate length (8-10pp) will be due at the end of the semester.
Phil. 674: Philosophy of Law. (Prof. Ben Eggleston,
Spring 2005)
This course will be based on Andrew Altman's book Arguing about Law:
An Introduction to Legal Philosophy, supplemented by readings from
other sources. We will begin by thinking about the concept of the rule of
law and the relationship between law and morality, and we will then explore
legal reasoning in the context of constitutional interpretation and some
foundational issues in both private law (pertaining to torts, contracts,
and property) and criminal law. The remainder of the semester will be devoted
to contemporary topics such as the law and economics movement, feminism
and the law, race and American law, and critical legal studies.
Phil. 677, Medical Ethics: Professional Responsibilities, (Prof.
Don Marquis, Spring 2006, Spring 2007)
After a brief (approximately three weeks) survey of some standard general
approaches to ethics and their pros and cons, we shall examine some of the
more difficult issues in contemporary medical ethics. Issues concerning
death and dying will be excluded because they are covered in Phil 676, Medical
Ethics: Life and Death Issues. We shall discuss informed consent and medical
paternalism, medical confidentiality, especially in psychiatry, issues concerning
medical research and the conduct of randomized clinical trials, especially
as they concern disadvantaged populations, issues concerning justice in
the distribution of health care resources, and ethical issues concerning
reproductive technologies. Prerequisite: Two courses in biology or consent
of instructor.
There will be a term paper, a comprehensive final examination,
and two or three short answer examinations. The term paper should be a major
project. The exam questions will be drawn from study questions distributed
in advance.
Phil. 696/History 699 Philosophy of History. (Prof. Rex Martin)
There will be a one-hour examination during the first half of the course,
two short papers (one due during each half), and a second examination at
the end of the course, during the finals period. Topics will include: the
nature of historical knowledge; the problems of historical inquiry; a critique
of philosophies of history; and a study of history and related disciplines.
Prerequisite: A course in philosophy and a course in history. The course
will take up the following topics:
Textbooks: William H. Dray,
Philosophy of History, 2nd ed. (Englewood Cliffs, NJ: Prentice-Hall,
1993); Paperbound, Foundations of Philosophy series.
R. G. Collingwood, The Idea of History, ed. by T. M. Knox (New
York, NY: Oxford University Press, 1956); paperbound, GBI.
G. W. F. Hegel, Lectures on the Philosophy of World History: Introduction,
tr. by H. B. Nisbet (New York, NY: Cambridge University Press, 1975); paperbound.
Terrell Carver, Marx's Social Theory, OPUS Series (New York, NY:
Oxford University Press, 1982); paperbound.
Phil. 731 Hegel.
This course will involve reading very closely one or two of Hegel's major
texts in an attempt to get a good grounding in Hegel's system of thought
and to see something of how that system can be put to use in some modern
debates. With this in mind, I would like to begin the course with a close
reading of Hegel's Encyclopedia Logic (or the Lesser Logic, as it is sometimes
called). My own view is that it is difficult to understand what Hegel is
up to at all in any of his works without some grounding in the Logic (even
though this wasn't his first published work). I will then ask the students
to choose one of the following courses of action: (1) as a second text we
could read either The Phenomenology or The Philosophy of Right; or (2) we
could stay with the Logic but do more required secondary reading on the
Logic than I would ask if we were to do two texts. There are, it seems to
me, advantages and disadvantages to either choice,but the option would allow
the course to be tailored somewhat to student interests. Although the course
is numbered for graduate students, I would welcome most heartily advanced
undergraduate students who have some experience in Continental philosophy
(Post-Kantian Continental Philosophy or Contemporary Continental Philosophy,
for example).
Phil. 735 Frege. (Prof. James Page, Fall 1994)
Frege was the fonder of the analytic school of philosophy as well as the
most important logician since Aristotle. We shall read his central works
in logic, mathematics, and the philosophy of language, with an eye to evaluating
their current relevance. Prerequisites: Phil 310, 388 and either 630 or
638 or permission. This is a graduate seminar, but undergraduates with adequate
preparation may be admitted.
Phil. 754, Philosophy of Mind.
After a very brief glance at some early modern theories of mind (Descartes,
Locke, Hume) we shall examine (in the light of contemporary analytical theorizing
about these matters) the topics: consciousness, the relation of the mental
to the physical, the character of perceptual awareness, the nature of propositional
attitudes (beliefs, desires, etc.), the relation between thought and language,
the analysis of action and intention, and the prospects for a scientific
psychology. We shall use an introductory text (Colin McGinn's The Character
of Mind) to provide a framework for our investigation, but shall also read
a fair number of representative essays by such philosophers as Hilary Putnam,
Donald Davidson, Jerry Fodor, Daniel Dennett and Thomas Nagel. Course requirements
will include two intra-semester exams, a final exam, and a term paper of
8-10 pages. Phil 754 meets both an undergraduate major requirement and the
Ph.D. core requirement. Students will be much assisted by having had Phil
388 (Analytic Philosophy: Frege-Quine) prior to taking Phil 754.
Phil. 800: Graduate Tutorial (Prof. Richard De George, Spring 2006)
This course is designed to be an intensive course in philosophical skills
for new graduate students. The main aim will be to practice critical philosophical
reading, writing, and discussion of philosophical texts. The readings will
be relatively short, but students should read them deeply in order to ferret
out the authors' intentions, argument structures, and come up with a reasoned
critical response to each. Recognizing that there are other skills required
for success in our graduate program, we shall also spend some time learning,
exercising, and discussing library and other research skills that are specific
to philosophy. The topic for the course this year will be methods of doing
philosophy. We will examine both classical and contemporary texts. The course
will be run as a seminar, and will be almost entirely discussion, centered
on student papers. There will be written assignments each week that we have
class. The last part of the course will be student run and will include
presentations by each student of some independent research.
Phil 807 Aristotle: Moral Theory and Moral Psychology
(Prof. Thomas Tuozzo, Spring 2008)
In this course we shall examine Aristotle’s moral theory and his moral psychology. To that end we shall carefully read Aristotle’s Nicomachean Ethics and parts of his De Anima (On the Soul), Rhetoric, Eudemian Ethics, and Politics. Selected works of contemporary scholarship and neo-Aristotelian virtue ethics will also be read.
In connection with his ethics, we shall investigate the fundamental notions of Aristotle’s moral theory: eudaimonia or happiness, virtue, practical wisdom, and friendship. Some of the questions we shall consider are: (a) what is the overall shape of Aristotle’s moral theory? In particular, how does the notion of the “good”, and the various kinds of good that Aristotle recognizes, figure in that theory? What room, if any, is there for the notion of moral obligation in Aristotle’s ethics? (b) to what extent, if at all, is Aristotelian eudaimonism an egoistic theory? What role do the interests of others have in Aristotle’s theory? In particular, what is Aristotle’s theory of friendship, and what is its role in Aristotle’s overall theory? (c) to what extent is Aristotle’s theory subject to the charge of cultural relativism? In particular, does Aristotle offer anything like a rational defense or justification of the virtuous life? (d) does Aristotle’s theory give us much guidance for action? If not, how serious a deficiency is that in his theory?
In connection with his moral psychology, we will be concerned with the Aristotelian notions of desire (and its divisions: rational desire, spirit, and appetite), deliberation, choice, voluntariness, and pleasure. Some of the questions we shall consider are: (a) what are Aristotle’s conditions for moral responsibility, with respect to (i) actions and (ii) states of character? To what degree, if at all, does Aristotle endorse something like freedom of the will? (b) how are belief and desire operative in the production of action? In particular, does belief of any sort (e.g., about the good) have any motive power, independent of desire? (c) what sorts of desires does the virtuous person have? What sorts of pleasure does she experience? (d) how is pleasure related to action? In what sense, if at all, can we be said to aim at pleasure? What sort of value does pleasure have? (e) how large is the scope of deliberation? Are ends in any sense subject to deliberation? (f) what sorts of weakness of will does Aristotle recognize? What are his accounts of those types of weakness of will?
Participants will give one or two half-hour seminar presentations, and produce a 15-20 page term paper. Preparation, attendance and informed discussion at weekly seminar meetings required.
Phil. 820: Topics in the History of Philosophy: Nietzsche's Later Philosophy (Prof. Scott Jenkins, Fall 2007)
This course will examine the principal writings of Nietzsche's later period, including The Gay Science, Beyond Good and Evil, and On the Genealogy of Morals. While we will devote some time to Nietzsche's famous doctrines of will to power and eternal recurrence, the course will focus on Nietzsche's views on self-knowledge, moral psychology, value, and philosophical methodology. Secondary sources will include some Continental philosophy as well as recent work by Anglo-American philosophers such as Bernard Williams. The course will presuppose some acquaintance with Kant and post-Kantian German philosophy.
Phil. 820, Kant’s Critique of Judgment. (Prof. A. C.
Genova, Spring 2007)
Although the primary focus will be on Kant’s third Critique,
this is essentially an advanced seminar on the problem of the logical
interrelation among Kant’s three Critiques and the role of Transcendental
argument as a device to establish that logical interrelation. Accordingly,
although we certainly shall study Kant’s aesthetic theory, the goal will
be to understand how Kant’s aesthetics is the key to grasping the final
epistemological and metaphysical implications of the Critical Philosophy.
Consequently, familiarity with Kant’s theoretic and practical philosophy
is presupposed–at least to the extent that the student has a good grasp
of the argument of the Prologomena and the Foundations.
We shall begin the seminar with a review of Kant’s theoretic and practical
philosophy with a view to clarifying what can be called Kant’s ‘transcendental
context,’ and then move systematically through the two Introductions to
the third Critique and the Critique itself via assigned
student seminar presentations followed by general discussion. Typically,
each week we shall have two thirty minute student presentations (at which
the student is responsible for presenting an analysis of pre-designated
section of the text), and the remaining time will be devoted to informal
lecture/discussion by the instructor.
The single text will be Kant’s Critique of
Judgment (translated by Werner S. Pluhar), Hackett paperback, 1987.
This text also contains Kant’s two Introductions to the Critique,
an excellent updated bibliography of primary and secondary sources, recent
articles, etc., a glossary of relevant German-English terms, and a good
index.
Phil. 820, Mill's Practical Philosophy (Prof. Ann Cudd and Prof.
Ben Eggleston, Spring 2007)
An examination of the moral, political, and social philosophy of John
Stuart Mill. Works to be studied in depth include Utilitarianism, On Liberty, and The Subjection of Women. Some attention
will also be given to Mill's works on political economy and representative
government, and to complementary writings of Harriet Taylor Mill.
Phil. 820, Husserl and Heidegger. (Prof. Christian Lotz, Spring 2004)
The focus of this graduate course will involve a consideration of the movement
between transcendental and hermeneutical phenomenology, that is to say,
of the shift that took place between Husserl and Heidegger. In particular,
we will study key ideas in phenomenology, such as intentionality, perception,
consciousness, and world from each thinker's perspective. We will also pay
special attention to Husserl's and Heidegger's basic methodological assumptions
and general conceptions. In the first part of the class, we will cover introductory
themes that are of central importance for both Husserl and Heidegger, while
in the second part of the class, we will focus on the differences between
a transcendental and a hermeneutical approach to philosophy. Due to the
fact that Husserl's and Heidegger's oeuvre is far too complex to cover adequately
within one semester-long course, we will mainly pay attention to Husserl's
transcendental works (leaving aside his Logical Investigations and his Crisis)
and to Heidegger's early works, which were written during his Marburg period.
More specifically, we will study and discuss selections from Husserl's "Ideas
I" and his "Cartesian Meditations," as well as from Heidegger's
"The History of the Concept of Time" and "Being and Time."
Requirements: Protocol, final oral examination, essay.
Phil. 820 – Topics in the History of Philosophy: Augustine’s
Confessions and Contemporary Philosophy. (Prof. Christian Lotz, Spring
2005)
Augustine’s Confessions not
only is a major work of the Western tradition of thought; rather, in addition
to its religious dimension, it offers a fundamental attempt to understand
the human self, its identity and the possibility to reflect on it. As Wittgenstein
once remarked, Augustine's Confessions is the “most serious
book ever written” (Rhees, Rush, Recollection of Wittgenstein, Oxford
UP 1981, 85, 87, 90). Memory, time and otherness are three problems with
which Augustine centrally deals. Long before Descartes’ reduction
of the problem of the self to an epistemological problem, Augustine opened
up – founding the modern history of what we nowadays call “modern
inwardness” – an alternative of a hermeneutical approach to
the self that tries to grasp the latter within the unity of its life, and
it will lead us to consider Heidegger’s early Freiburg lectures on
the possibility of a “hermeneutics of factical life” in connection
with certain ideas that Dilthey developed at the end of the 19th Century.
Augustine’s text is a work of art, composed like a major symphony,
multifaceted with a myriad of intertextual references. We will try to reveal
the philosophical core in its hermeneutical relevance, leaving aside the
biblical layer of meaning, and the complex middle age background. In the
first part of the class, we will closely study the primary text in connection
with the question of a hermeneutic of the self. In the second part of the
class we will study selected contemporary reactions, such as those from
Heidegger, Ricoeur, Wittgenstein, as well as from Charles Taylor. By studying
Augustine we will perform a “step back,” that is to say, we
will not only try to understand something that is gone and belongs to the
past; rather, we will attempt to give a “diagnosis of what we are”
(Foucault).
Requirements: (1) Essay on Augustine in connection
with on one of the additional thinkers, (1.a.) presentation and discussion
of the first draft of the essay in class, (1.b.) paper conference, (2.)
protocol.
Phil. 820/Greek 704, Seminar in Ancient Philosophy: Plato's Symposium.
(Prof. Thomas Tuozzo, Spring 1996)
An intensive examination of the philosophical and literary dimensions of
Plato's Symposium. The text will be read in Greek; two years' study of Greek
required. The class will meet twice a week. One day will be devoted to translation
and discussion of questions arising from close interpretation of the text;
the second day will be devoted to student reports and discussion of broader
issues.
Requirements: Translation midterm, final, student reports, term paper.
Phil. 828, Kant. (Prof. A. C. Genova, Fall 2004)
This is a seminar in Kant's Critique of Pure Reason. An undergraduate
major is eligible with permission of the instructor. The seminar focuses
on the foundational, seminal work of Kant's 'Critical Philosophy.' The goal
is a systematic reading and interpretation of the primary source, not on
the secondary literature. As a seminar, there will be student presentations,
reports, etc., each week as well as informal lectures by the instructor
and discussion. It is imperative that all students attend every weekly session.
The grade will be determined by (1) quality of class participation, (2)
class presentations, (3) a brief book report on one secondary source, and
(4) a final research paper due on the last class day. The only required
text is Kant's Critique of Pure Reason, translated by Norman Kemp
Smith, N.Y.: St. Martin's Press; although there will be many pass-outs and
other materials distributed to the students.
Phil. 848: Topics in Philosophy of Language: Wittgenstein, 1889-1951
(Prof. A. C. Genova, Spring 2006)
The emphasis will be upon a detailed analysis of the arguments of the two
texts--about 4 weeks on the Tractatus and 7 weeks on the Investigations.
Although a fairly comprehensive bibliography of secondary sources will be
distributed, we shall restrict ourselves primarily to the primary texts
with a view to working up a coherent interpretation of Wittgenstein and
an appreciation of his philosophical significance. Our typical session will
be divided into one hour for student presentations/reports, and the remaining
time for discussion, informal lectures, etc.
There are basically three requirements for the seminar: (1)
Regular attendance and the presentation of about two or three twenty-minute
class presentations over the semester--depending upon how many students
are enrolled. Each presentation will focus on a short section of the assigned
text and your job will be to provide a tight, critical analysis of that
section--moving us from the end of the last section to the beginning of
the next session--and be prepared to respond to questions from the rest
of us. (Presentations = 20% of grade); (2) Each student will write a short
(2-3 pages), tightly written book report of one major secondary source on
Wittgenstein chosen from the bibliography from those books marked with a
double asterisk **. This should be typed and copies distributed to all of
us. These will provide all of us with valuable synopses of 10-12 recent
books. (Book report = 20% of grade); and (3) One substantial research paper
(about 15-20 pages) which should be designed as a possible journal article
for publication or for presentation at a conference. To do this, you need
to think about a worthwhile problem early so that you can work on the paper
and revise it prior to submittal. This will be due the last day of class.
No excuses. I will not welcome late papers and I do not want to give incompletes.
A late paper will be automatically reduced by one grade level. (Paper =
60% of grade.)
Required Texts: The texts with German original plus English
translations are preferable but not necessary. The English translation texts
are sufficient. (1) Tractatus Logico-Philosophicus (German text
with English translation), ed. D. F. Pears and B. G. McGuiness, 1971, edition
(Humanities Press or Routledge Kegan Paul) and (2) Philosophical Investigations
(German text with English translation), trans. G.E.M. Anscombe, 1967 third
edition (MacMillan or Blackwell's).
Phil. 850, Concept, Thought and Language.
A graduate-level seminar open to adequately prepared undergraduates with
permission. Recent developments in philosophical theories of mind and language
reveal an increasing interdependence between the two subjects. The seminar
will focus on four philosophical issues or questions generated by these
developments: the nature of concepts, philosophical issues in the foundations
of cognitive linguistics, the Wittgensteinian influence, and the metaphilosophical
question of truth and objectivity in theories of mind and language. Professors
Christopher Peacocke (Oxford), James Higginbotham (Oxford), and John McDowell
(Pittsburgh) will visit.
Prerequisites: Phil 310, 388, and either 638 or 754. Undergraduates interested
in taking this course should see one of the instructors.
Phil 855: Davidson. (Prof. John Bricke, Fall 2005)
Davidson’s formidable philosophical oeuvre is exceptionally broad
in scope, unusually demanding throughout. We shall, of course, look closely
at several landmark essays that have affected the course of analytic philosophy
since the 1960s (“Truth and Meaning”, “Radical Interpretation”,
“Actions Reasons, and Causes”, “The Logical Form of Action
Sentences”, “Mental Events”, “The Very Idea of a
Conceptual Scheme”, “A Coherence Theory of Truth and Knowledge”.)
Our central and continuing focus will be on the linked issues of interpretation,
mind, and language. With any luck, that will put us in a position, at the
end of the semester, to explore Davidson’s views about objectivity
and evaluation. We shall read as appropriate from Davidson’s four
collections of papers Essays on Actions and Events (1980/2001),
Inquiries into Truth and Interpretation (1984/2001), Subjective,
Intersubjective, Objective (2001), and Problems of Rationality
(2004), and shall look at a few of the as yet uncollected papers as well.
Phil. 860, Seminar in Scientific Realism.
This is a graduate level seminar which presupposes a background in both
science and philosophy. Upperclass double majors, e.g. Philosophy and Mathematics
or Philosophy and a natural science, are welcome to enroll if they are at
the advanced undergraduate level in both majors. The readings will include
readings from 19th and 20th century physicists, mathematicians, and philosophers
and will deal with the ontological and epistemological issues raised during
the period of transition between classical physical theory and the scientific
realism which characterizes 20th century natural science.
Phil. 860: Topics in the Philosophy of Science. (Prof. Kevin Davey,
Spring 2005)
In this course, we'll take a look at some of the big issues in the Philosophy
of Science, including Realism, Underdetermination, Induction, Evidence,
Confirmation, Explanation, Laws, and Reduction -- especially with an eye
to the modern literature. We'll also look at some historical figures, such
as Popper, Kuhn, and the positivists.
Phil. 870, Topics in Metaphysics: Laws of Nature and Natural Kinds
(Prof. Sarah Sawyer, Fall 2003)
Prerequisites: Phil. 388, and at least one of the following: Phil. 638,
Phil. 648, Phil. 650, or Phil. 654. If you do not satisfy the prerequisites
but have an interest in taking this course see the instuctor.
The thesis that there are 'natural kinds' is the thesis that there
is a natural, objective taxonomy that science purports to describe. Members
of a given natural kind are taken to have certain theoretically important
properties in common, posession of which is both necessary and sufficient
for membership of the kind. In addition, the theoretically important properties
are taken to feature in the laws of nature, and hence to account for the
typical behavior and causal powers of members of the kind. Examples include
the kinds of physics, chemistry and biology (e.g. electron, hydrogen,
human). In this course our main question will be: what is a law of
nature?
Phil. 872, Topics in the Theory of Knowledge. (Prof. Sarah Sawyer,
Spring 2000)
The course will be concerned with a number of arguments which purport to
demonstrate an incompatibility between two plausible claims about the mind:
privileged access to thought content, and semantic externalism. The claim
of privileged access is the claim that, typically, we know what we are thinking
in a direct, non-empirical way, in contraast to the way in which we come
to know the thoughts of others. The claim of semantic externalism is the
claim that the contents of our thoughts depend on facts external to us,
contingent facts about the kinds of things that populate our world.
The alleged incompatibility, and the arguments which
purport to establish that incompatibility, will serve to focus discussion
on the following four central epistemological issues: i) the alleged distinction
between empirical and non-empirical knowledge, ii) the possibility and status
of the knowledge we have of our own mental states, iii) the conditions for
transfer of epistemic warrant from the premises of an argument to its conclusion,
and iv) the legitimacy of certain skeptical hypotheses.
Phil. 872, Topics in the Theory of Knowledge: Contemporary Responses
to Traditional Problems. (Prof. Teresa Robertson, Fall 2004)
The main traditional issues in epistemology—our knowledge of the external
world, the problem of induction, and questions about the possibility of
a priori knowledge—have received a wide variety of contemporary responses.
After a brief review of the traditional (essentially Cartesian) perspective
on the problems themselves, we will go on to explore some contemporary responses
in the form of the debates between foundationalism and coherentism, foundationalism
and virtue epistemology, and internalism and externalism. Additional responses
such as naturalized epistemology and contextualism may be discussed. Undergraduates
with appropriate preparation are welcome to enroll. Prerequisite: Philosophy
648 or equivalent
Phil 880: Seminar in Ethics (Prof. John Bricke, Spring 2008)
The general topic with be metaethics. More specifically, we’ll focus on theories attempting to effect some significant connection between emotion (affective or conative states, or both) and truth in a characterization of moral judgments. (Having fairly recently done a seminar on Alan Gibbard’s norm-expressivism and Simon Blackburn’s projectivism, I propose not to focus on so-called expressivist theories of the kind they forward. I can’t believe, however, that expressivism will not come up for mention.)
More specifiically still, we shall focus on the work of David Wiggins (mainly essays from his volume Needs, Values, Truth (3rd ed., 1998)), John McDowell (essays from his Mind, Value, and Reality (1998)), and Donald Davidson (essays from his Problems of Rationality (2004)). After an initial survey of the terrain, participants in the seminar will take turns introducing the essays under consideration. A substantive term paper – reflective and critical – will be due at the end of the semester.
We shall start with Wiggins, and that will provide an opportunity for participants in the seminar to become familiar with his influential work prior to his coming as Lindley Lecturer in late March. (I hope we shall have an opportunity to have Wiggins participate in the seminar at that point.) Amongst the McDowell and Davidson papers we shall read are the Lindley Lectures for 1982 and 1987.
Phil. 884 Topics in Social and Political Philosophy (Prof. Derrick Darby, Spring 2008)
Man’s inhumanity to man is marked by a trail of historical injustices such as slavery, genocide, and theft of land by force and fraud. Among the unprecedented attempts to redress various kinds of historical injustices worldwide include efforts seeking reparations for slavery and Jim Crow segregation in the United States, for the forceful expropriation of aboriginal land in North America, Australia and New Zealand, as well as for the Jewish Holocaust, the illegal internment of Japanese-Americans during World War II, and for the legacy of racial apartheid in South Africa, and for the legacy of military dictatorship in Brazil and other Latin American countries. These efforts raise important theoretical and normative questions of interest to students of law, philosophy, and various other humanistic disciplines. How should we understand the nature and significance of historical injustices? What normative theoretical frameworks best enable us to capture what is wrong with them? What role should historical memory, law, and politics play in how we come to terms with historical injustices? Who is responsible for readdressing them and how should they be readdressed? Why and how should calls for reparation take gender into account? The seminar will address these important questions drawing on a range of historical injustices but paying special attention to slavery and colonialism. In addition to a term paper there may be collaborative seminar presentations.
Phil. 884:
Topics in Social and Political Philosophy: An Overview of Rawls's Theory of Justice--Its Development and Main Changes. (Prof. Rex Martin, Fall 2007)
The class is scheduled to meet on Thursday afternoons, 2:30 - 4:30 (roughly), in 3097 Wescoe. The course will be conducted on a seminar basis, with student paper presentations and discussion almost every time. For each seminar where there is a student presentation, the paper (intended for discussion that day) will be distributed to the entire group, by advance E-mail. (This paper should be rather short, 2,000 or so words.) There will also be a term paper (focusing on the material of the course but with choice as to specific topic); this paper (of not more than 5,000 words in length) will be due on the first day of exam week (Monday, 10 December 2007), before 4:30 pm in 3090 Wescoe.
In the thirty-five or so years since its original publication in 1971, Theory of Justice (TJ) by John Rawls (1921-2002) has been the dominant theory of justice in the English-speaking world and in much of western Europe. Somewhere in the 1980's (and clearly so by 1985) Rawls had begun to reconfigure rather radically the theory of justice found in TJ.
This new theory was given its fullest statement in Rawls's book Political Liberalism (PL: 1993/paperback edition 1996), and was summarized and developed further in his "The Idea of Public Reason Revisited" (1997). The very last book published by Rawls, Justice as Fairness (JasF, 2001), although substantially completed in the period just before PL, incorporates many features of PL and tries to describe, if you will, the arc of Rawls’s thinking from TJ through PL. Finally, it should be noted that Rawls revised the text of TJ itself in 1999.
My focus in this course is on the main changes Rawls’s introduced into his theory in the various reworkings he did of TJ, as noted in the preceding paragraph. I am of the view that these changes were fairly substantial but were well motivated, designed to meet problems in TJ and to improve its argument and exposition. For the most part I see the changes as improvements, but they leave us with a quite different theory in the end, from where we started. So we’ll want to assess the overall credibility and argumentative force of this revised version of Rawls’s political theory.
The seminar will take up the following topics in Fall 2007.
The main books in this course (see list below) will be available for purchase at the Bookstore. All of these should be purchased. Be sure to purchase the revised paperback edition of Theory of Justice (1999), the expanded edition in paperback of Political Liberalism (2005); it contains material not found in the earlier editions of PL (of 1993, 1996) and there is some difference of pagination as well. Please bring all four books to the first meeting of the seminar.
Copies of other relevant readings will have been placed on reserve in the Watson Library at the Reserve Book Desk. In addition, readings from xeroxed handouts will be assigned. At the first meeting of the class, further lists of relevant books and articles will be discussed or distributed.
Prerequisites: Philos. 555 or 668 or 674 or any advanced course in ethics (e. g., 672). If there is any problem on this matter of student preparation, please see the instructor before or at the first meeting of the class.
Students who have read parts of Theory of Justice in other courses or who have read parts (or all) of some of Rawls's other writings might, nonetheless, find this course of interest. They are cordially invited to enroll. They are welcome to consult with me before doing so, if they'd prefer.
MAIN COURSE TEXTS:
(1.) A Theory of Justice (TJ) by John Rawls. Revised Edition. Cambridge, MA: Harvard University Press, 1999 (paperback); (2.) Political Liberalism (PL) by John Rawls. Expanded Edition. New York: Columbia University Press, 2005 (paperback)--includes ‘The Idea of Public Reason Revisited’; (3.) Justice as Fairness: A Restatement (JasF), by John Rawls, ed. by Erin Kelly. Cambridge, MA: Harvard University Press, 2001 (paperback); (4)
John Rawls: His Life and Theory of Justice, by Thomas Pogge tr. by Michelle Kosch. Oxford: Oxford University Press, 2007. (A translation of Pogge’s book on Rawls, in German 1994. This new version has been extensively reworked and updated by Pogge and has an extensive and up-to-date bibliography in the Appendix.)
On Reserve (along with other items, including TJ 1971):. The Cambridge Companion to Rawls (CCR) Samuel Freeman, ed. Cambridge and New York: Cambridge University Press, 2002 (paperback).
Phil. 884/ Anthropology 501, 775/HWC 650, 850: Topics in Social
and Political Philosophy: Just War (Professors Rex Martin, Ann Cudd, Allan
Hanson, Spring 2006)
In this course, (1) we will first consider the anthropology of war, and
take something of a cross-cultural look at war. Then (2) we will examine
one of the most significant and influential theories of just war, as developed
by Michael Walzer and amended by John Rawls. What distinguishes this theory
is that it takes human rights to be the main ground of justifiability in
warfare (in the resort to war and, to some extent, in the conduct of war).
(3) Next we'll look at some of the main principles for jus ad bellum and jus in bello in western (or European) political culture. We'll
be concerned here both with the history of these principles and with their
current meaning. In connection with that we'll take a look at Islamic views
of just war. (4) An effort will be made to apply the traditional principles
of just war to some actual cases of recent warfare. (5) At this point we'll
turn to one of the most novel features of post-World War Two just war theory;
we'll look at what is called humanitarian intervention (and the related
ideas of occupation and reconstruction after such intervention has occurred).
And, again, some actual cases of recent interventions and reconstructive
efforts will be considered. Last of all, (6) an effort will be made to construct
a positive account of stable peace and of modes of conflict resolution (other
than military ones or their threat). Gender issues, as they bear on warfare
conduct and on interventions and occupations, will be taken up at appropriate
points in the course.
The course will be conducted on a seminar basis. Student
requirements include one seminar presentation and a term paper.
Prerequisites: (a) for Philosophy 884:
Philos. 555 or 666 or 668 or 674 or any advanced course in ethics (e. g.,
672), (b) for Anthropology 501/775: an upper-division course in cultural
anthropology, (c) for HWC 650 (a course intended as the 'capstone' course
for students completing the undergraduate minor in Peace and Conflict Studies),
the prerequisite is at least nine hours in the minor before enrolling in
HWC 650; for HWC 850 (a course intended for students enrolled for a graduate
certificate in Peace and Conflict Studies), the prerequisite is at least
six hours toward the Graduate Certificate, including HWC 801.
If there is any problem on this matter of student enrollment/preparation,
please see one of the instructors before or at the first meeting of the
class.
TEXTBOOKS: (1) Michael Walzer, Just and Unjust Wars.
3d ed. New York: Basic Books, 2000; paperbound and (2) Moral Constraints
on War. Bruno Coppieters and Nick Fotion (eds.). Lanham, MD: Lexington
Books, 2002; paperbound.
Phil. 884, Topics in Social and Political Philosophy: Rawls's New
Theory of Justice (Prof. Rex Martin, Spring 2004)
In the thirty or so years since its original publication in 1971, Theory
of Justice (TJ) by John Rawls (1921-2002) has been the dominant theory
of justice in the English-speaking world and in much of western Europe.
Somewhere in the 1980's (and clearly so by 1985) Rawls had begun to reconfigure
rather radically the theory of justice found in TJ. This new theory was
given its fullest statement in Rawls's book Political Liberalism (PL: New York: Columbia University Press, 1993/paperback edition 1996),
and was summarized and developed further in his "The Idea of Public
Reason Revisited" (1997). This PL theory of liberal political justice
(its institutions and practices) was then set within the international order
in Rawls's third book, The Law of Peoples (1999). Rawls's theory
as stated and developed in the period 1993-1999 is what I mean by Rawls's
new theory of justice.
The seminar will take up the following topics: (1) Introduction,
including bibliography and reading Freeman's "Introduction: John Rawls--An
Overview" from the Cambridge Companion to Rawls; (2) Political
Liberalism, intro to 1993 ed.; (3) Rawls's exchange with Habermas (1995)
which includes Political Liberalism (1996); (4) Rawls's preface
to the paperback ed. of Political Liberalism (1996) and Dreben's
article in the Cambridge Companion to Rawls and R. Martin article
"Rawls" (photocopy); (5) Rawls's paper on "The Idea of Public
Reason Revisited" in the University of Chicago Law Review (1997), as reprinted in Law of Peoples(1999); and (6) Rawls's book Law of Peoples (1999).
Required course texts: J. Rawls, Political Liberalism, Columbia UP, 1996 (paperback), J. Rawls, The Law of Peoples with 'The Idea of Public Reason Revisited',
Harvard UP, 1999 (paperback) and S. Freeman, ed., The Cambridge
Companion to Rawls, Cambridge UP, 2002 (paperback).
Phil. 886: Topics in Applied Ethics: The Ethics of Genetic Technology
(Prof. Ben Eggleston, Spring 2006)
This course examines some important ethical issues associated with the development
and use of technology for the detection and manipulation of humans’
genes and the human gene pool. Among these issues are whether efforts to
improve the human gene pool can be morally defensible (or, on the contrary,
whether they are necessarily no better than, say, the Nazis’ morally
reprehensible program of eugenics), and whether society is morally obligated
to provide gene-improving health care to its citizens. Additional questions
concern reproductive freedom: Does society have the right to limit individuals’
use of reproductive technology in order to pursue social goals such as equality
of opportunity? Does society have the right to limit individuals’
use of such technology in order to protect the interests of unborn children?
Other questions concerning cloning, genetic engineering, and genetic screening
(such as in the workplace) abound. The primary text for the course is From
Chance to Choice: Genetics and Justice, by Allen Buchanan, Dan Brock,
Norman Daniels, and Daniel Wikler; additionally, some complementary journal
articles are considered along the way.
Phil. 886, Topics in Applied Ethics: Abortion. (Prof. Don Marquis,
Fall 2005)
The purpose of this course is to become acquainted with and to discuss critically
as many different philosophical approaches to abortion as can be squeezed
into one semester. Requirements: one in-class presentation, one term paper,
and a comprehensive final examination. Michael Tooley of “Abortion
and Infanticide” fame has been invited to lead the discussion in one
class session. Which philosophical approaches to abortion will actually
be discussed in class will depend, in part, upon the preferences of member
of the class. We shall discuss many of the essays in the Louis Pojman and
Francis Beckwith anthology The Abortion Controversy. It should be purchased
by everyone. However, we shall read and discuss other essays with care.
Phil. 886: Topics in Applied Ethics: The Practical Turn. (Prof.
Richard De George, Spring 2005)
The past two decades have resulted in a large body of literature
in which major philosophers have turned their hands to the analysis of a
variety of moral issues from medical to computer-related, from global (e.g.,
issues of cosmopolitanism, human rights, and rich and poor nations) to personal.
The “turn” is clear in the way ethics courses are now structured
and taught, in the rise in applied courses in each of the professional schools,
and in the kinds of articles appearing in both the specialized and general
journals of ethics. The seminar will first examine how theories are actually
used in applications, with some attention paid to the analysis of methods
and difficulties in moral analysis. We will examine newly emerging moral
issues and how they are dealt with. It will then deal with questions of
the relation of theory and practice: Do applications supply tests of ethical
theories, and if so, how? Do they lead to modifications of theories, and
if so, how? Do they lead to new theories, to pluralistic instead of simply
monistic approaches to ethics? How does practical ethics relate to both
ethical theory and to metaethics? Third we will focus on a few representative
problems as test cases of the conclusions we have tentatively reached.
Readings will be from Sen, Nagel, and Singer
as well as journal articles on particular topics. Student interests (and
papers) will help determine specific cases.
Requirements: 1) Each week students will prepare
a short (one or two page) paper on the topic to be discussed, based on the
assigned readings. 2) Each student will present a paper (10-12 pages) in
class, related to the topic of the seminar. The paper will be duplicated
and distributed the week before it is to be discussed. 3) After the discussion
the student will revise and expand (20-25 pages) the paper as a final paper
for the course.
Although the course will not be a course in
a specified area of what is called applied ethics (e.g., medical ethics,
business ethics, etc.) it should help prepare student to develop and teach
such courses.
