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1 - 10 of 61 results for: PHIL

PHIL 2: Introduction to Moral Philosophy (ETHICSOC 20)

What should I do with my life? What kind of person should I be? How should we treat others? What makes actions right or wrong? What is good and what is bad? What should we value? How should we organize society? Is there any reason to be moral? Is morality relative or subjective? How, if at all, can such questions be answered? Intensive introduction to theories and techniques in contemporary moral philosophy.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-A-II, WAY-ER | Grading: Letter or Credit/No Credit
Instructors: Hussain, N. (PI)

PHIL 13: Humanities Core: Great Books, Big Ideas -- Europe, Modern (DLCL 13, FRENCH 13, HISTORY 239C, HUMCORE 13)

This three-quarter sequence asks big questions of major texts in the European and American tradition. What is a good life? How should society be organized? Who belongs? How should honor, love, sin, and similar abstractions govern our actions? What duty do we owe to the past and future? This third and final quarter focuses on the modern period, from the rise of revolutionary ideas to the experiences of totalitarianism and decolonization in the twentieth century. Authors include Locke, Mary Shelley, Marx, Nietzsche, Freud, Weber, Primo Levi, and Frantz Fanon.
Terms: Spr | Units: 3-4 | UG Reqs: WAY-A-II, WAY-ER | Grading: Letter or Credit/No Credit

PHIL 22K: Philosophy of time: history and debates

The philosophy of time has been a topic of discussion since the pre-Socratics, and thinking about time has been deeply implicated in our endeavor to understand what the world is really like. For instance, the Greek distinction between Being and Becoming - a temporal distinction as well as an ontological distinction - has been foundational in the development of (western) metaphysics. Given that temporality is a central feature of human experience, a theory of time is also indispensable for epistemological and psychological questions regarding what we may know and how we may know them.n This tutorial is an advanced introduction to the philosophy of time. Roughly the first half of the course will be the history of philosophy of time, and roughly the second half of the course will cover contemporary analytic philosophy of time as well as time-related debates in philosophy of physics, philosophy of religion, process philosophy, and philosophy+literature. Questions we'll cover include: Wheth more »
The philosophy of time has been a topic of discussion since the pre-Socratics, and thinking about time has been deeply implicated in our endeavor to understand what the world is really like. For instance, the Greek distinction between Being and Becoming - a temporal distinction as well as an ontological distinction - has been foundational in the development of (western) metaphysics. Given that temporality is a central feature of human experience, a theory of time is also indispensable for epistemological and psychological questions regarding what we may know and how we may know them.n This tutorial is an advanced introduction to the philosophy of time. Roughly the first half of the course will be the history of philosophy of time, and roughly the second half of the course will cover contemporary analytic philosophy of time as well as time-related debates in philosophy of physics, philosophy of religion, process philosophy, and philosophy+literature. Questions we'll cover include: Whether time (or the flow of time) is a real part of reality; whether time is a result of our epistemic limitations; whether time is an absolute feature of the world or a relational aspect of things in the world; whether tense and seriality are the same thing; whether literature can capture things about time that philosophy couldn't; and how temporal notions have shaped questions and answers in philosophy of religion.nPrevious coursework in philosophy strongly encouraged.
Terms: Spr | Units: 2 | Grading: Satisfactory/No Credit
Instructors: Kim, H. (PI)

PHIL 22W: Motivation, Obligation, and the Self

Grad-led tutorial. The aim of this tutorial is to clarify the role of the self within the philosophy of normativity. In particular we will look at theories that posit a necessary link between normativity and motivation and investigate together a) whether they represent the most plausible way of cashing out the intuition that our reasons substantively depend on who we are, and b) whether they are plausible in their own right.
Terms: Spr | Units: 2 | Grading: Satisfactory/No Credit

PHIL 36: DANGEROUS IDEAS (ARTHIST 36, EALC 36, ENGLISH 71, HISTORY 3D, MUSIC 36H)

Ideas matter. Concepts such as equality, progress, and tradition have inspired social movements, shaped political systems, and dramatically influenced the lives of individuals. Others, like freedom of the press, fact versus fiction, and citizenship play an important role in contemporary debates in the United States. All of these ideas are contested, and they have a real power to change lives, for better and for worse. In this one-unit class we will examine these dangerous ideas. Each week, a faculty member from a different department in the humanities and arts will explore a concept that has shaped human experience across time and space. Some weeks will have short reading assignments, but you are not required to purchase any materials.
Terms: Spr | Units: 1 | Grading: Satisfactory/No Credit
Instructors: Satz, D. (PI)

PHIL 49: Survey of Formal Methods

Survey of important formal methods used in philosophy. The course covers the basics of propositional and elementary predicate logic, probability and decision theory, game theory, and statistics, highlighting philosophical issues and applications. Specific topics include the languages of propositional and predicate logic and their interpretations, rationality arguments for the probability axioms, Nash equilibrium and dominance reasoning, and the meaning of statistical significance tests. Assessment is through a combination of problems designed to solidify competence with the mathematical tools and short-answer questions designed to test conceptual understanding.
Terms: Spr | Units: 4 | UG Reqs: GER:DB-Math, WAY-FR | Grading: Letter (ABCD/NP)
Instructors: Briggs, R. (PI)

PHIL 61: Philosophy and the Scientific Revolution (HPS 61)

Galileo's defense of the Copernican world-system that initiated the scientific revolution of the 17th century, led to conflict between science and religion, and influenced the development of modern philosophy. Readings focus on Galileo and Descartes.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-Hum | Grading: Letter or Credit/No Credit
Instructors: Friedman, M. (PI)

PHIL 72: Contemporary Moral Problems (ETHICSOC 185M, POLISCI 134P)

Conflict is a natural part of human life. As human beings we represent a rich diversity of conflicting personalities, preferences, experiences, needs, and moral viewpoints. How are we to resolve or otherwise address these conflicts in a way fair to all parties? In this course, we will consider the question as it arises across various domains of human life, beginning with the classroom. What are we to do when a set of ideas expressed in the classroom offends, threatens, or silences certain of its members? What is it for a classroom to be safe? What is it for a classroom to be just? We will then move from the classroom to the family, considering a difficult set of questions about how we are to square the autonomy rights of children, elderly parents, and the mentally ill with our desire as family members to keep them safe. Finally, we will turn to the conflicts of citizenship in a liberal democratic society in which the burdens and benefits of citizenship have not always been fairly distributed. We will consider, among others, the question of whether or not civil disobedience is ever morally permissible, of whether there is a right to healthcare, and of whether or not some citizens are owed reparations for past injustices.
Terms: Spr | Units: 4-5 | UG Reqs: GER:EC-EthicReas, WAY-ER | Grading: Letter (ABCD/NP)

PHIL 80: Mind, Matter, and Meaning

Intensive study of central topics in metaphysics, epistemology, philosophy of language and mind in preparation for advanced courses in philosophy. Emphasis on development of analytical writing skills. Prerequisite: one prior course in Philosophy or permission of instructor.
Terms: Aut, Spr | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)

PHIL 81: Philosophy and Literature (CLASSICS 42, COMPLIT 181, ENGLISH 81, FRENCH 181, GERMAN 181, ITALIAN 181, SLAVIC 181)

Required gateway course for Philosophical and Literary Thought; crosslisted in departments sponsoring the Philosophy and Literature track. Majors should register in their home department; non-majors may register in any sponsoring department. Introduction to major problems at the intersection of philosophy and literature, with particular focus on the question of value: what, if anything, does engagement with literary works do for our lives? Issues include aesthetic self-fashioning, the paradox of tragedy, the paradox of caring, the truth-value of fiction, metaphor, authorship, irony, make-believe, expression, edification, clarification, and training. Readings are drawn from literature and film, philosophical theories of art, and stylistically interesting works of philosophy. Authors may include Sophocles, Chaucer, Dickinson, Proust, Woolf, Borges, Beckett, Kundera, Charlie Kaufman; Barthes, Foucault, Nussbaum, Walton, Nehamas; Plato, Montaigne, Schopenhauer, Nietzsche, and Sartre. Taught in English.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
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