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PHIL 164: Central Topics in the Philosophy of Science: Theory and Evidence (PHIL 264)

(Graduate students register for 264.) Is reductionism opposed to emergence? Are they compatible? If so, how or in what sense? We consider methodological, epistemological, logical and metaphysical dimensions of contemporary discussions of reductionism and emergence in physics, in the ¿sciences of complexity¿, and in philosophy of mind.
Terms: Spr | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Repeatable for credit | Grading: Letter or Credit/No Credit

PHIL 165: Philosophy of Physics (PHIL 265)

Graduate students register for 265.) TOPICS: Absolute and relational theories of space, time, and motion: the problem of motion from Descartes, Newton and Leibniz to Einstein and beyond. The principle of relativity leads from space and time to space-time. Mach¿s attempt to `relativize¿ inertia and its influence on Einstein in formulating the general theory of relativity. Space-time substantivalism and relationism. The problem of determinism in Einstein¿s ¿Lochbetrachtung¿, and the physical meaning of general covariance. Background independence as a requirement for fundamental physical theory, including quantum gravity. May be repeated for credit if content is different.
Terms: Aut | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Repeatable for credit | Grading: Letter or Credit/No Credit

PHIL 167A: Philosophy of Biology (PHIL 267A)

(Graduate students register for 267A.) Evolutionary theory and in particular, on characterizing natural selection and how it operates. We examine debates about fitness, whether selection is a cause or force, the levels at which selection operates, and whether cultural evolution is a Darwinian process. Prerequisites:  one PHIL course and either one BIO course or Human Biology core; or equivalent with consent of instructor.
Terms: Win | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: Longino, H. (PI)

PHIL 167B: Philosophy, Biology, and Behavior (PHIL 267B)

(Graduate Students register for 267B) Philosophical study of key theoretical ideas in biology as deployed in the study of behavior. Topics to include genetic, neurobiological, ecological approaches to behavior; the classification and measurement of behaviors: reductionism, determinism, interactionism. Prerequisites: one PHIL course and either one BIO course or Human Biology core; or equivalent with consent of instructor.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit

PHIL 170: Ethical Theory (ETHICSOC 170, PHIL 270)

A more challenging version of Phil 2 designed primarily for juniors and seniors (may also be appropriate for some freshmen and sophomores - contact professor). Fulfills the Ethical Reasoning requirement. Graduate section (270) will include supplemental readings and discussion, geared for graduate students new to moral philosophy, as well as those with some background who would like more.
Terms: Spr | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-A-II, WAY-ER | Grading: Letter or Credit/No Credit

PHIL 170B: Metaphor (PHIL 270B)

In metaphor we think and talk about two things at once: two different subject matters are mingled to rich and unpredictable effect. A close critical study of the main modern accounts of metaphor's nature and interest, drawing on the work of writers, linguists, philosophers, and literary critics. Attention to how understanding, appreciation, and pleasure connect with one another in the experience of metaphor. Consideration of the possibility that metaphor or something very like it occurs in nonverbal medial: gesture, dance, painting, music.
Terms: Aut | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: Hills, D. (PI)

PHIL 172: History of Modern Moral Philosophy (PHIL 272)

A critical exploration of some of the main forms of systematic moral theorizing in Western philosophy from Hobbes onward and their roots in ancient ethical thought. Prerequistes are some prior familiarity with utilitarianism and Kantian ethics and a demonstrated interest in philosophy.
Terms: Win | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ER | Grading: Letter or Credit/No Credit
Instructors: Hills, D. (PI)

PHIL 172B: Recent Ethical Theory: Moral Obligation (PHIL 272B)

Some moral obligations are "relational," "directional," or "bipolar" in structure: in promising you to act in a certain way, for example, I incur an obligation to you to so act and you acquire a corresponding claim or right against me that I so act. This entails that if I violate my obligation to you, I will not merely be doing something that is morally wrong, but will be wronging you in particular. What does explain this? Do all moral obligations have this structure? We will discuss how different moral theories (consequentialist, deontological, contractualist) try to account for such obligations. Readings include Adams, Anscombe, Darwall, Feinberg, Hart, Parfit, Raz, Scanlon, Skorupski, Thompson, Thomson, Wallace, and Wolf.
Terms: Aut | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ER | Grading: Letter or Credit/No Credit

PHIL 173W: Aesthetics (PHIL 273W)

This course will investigate a cluster of varied but related philosophical issues concerning the arts - music, painting, literature, poetry, photography, theater, film, etc.- issues most of which are, at the same time, problems in philosophy of mind or language, value theory, or epistemology. We will address questions like the following (though probably not all of them): What, if anything, is distinctive about art and aesthetic experience?, What is aesthetic value, and how do aesthetic values relate to and interact with moral values and values of other kinds?, What is fiction and why are people interested in it?, In what ways are works of art expressive of feelings or emotions? What similarities and differences are there in the expressive qualities of music, literature, painting, poetry? How might we learn from works of art of one or another kind, and how might they work to change people's perspectives or attitudes?, In what ways do artworks serve as vehicles of communication? Are the more »
This course will investigate a cluster of varied but related philosophical issues concerning the arts - music, painting, literature, poetry, photography, theater, film, etc.- issues most of which are, at the same time, problems in philosophy of mind or language, value theory, or epistemology. We will address questions like the following (though probably not all of them): What, if anything, is distinctive about art and aesthetic experience?, What is aesthetic value, and how do aesthetic values relate to and interact with moral values and values of other kinds?, What is fiction and why are people interested in it?, In what ways are works of art expressive of feelings or emotions? What similarities and differences are there in the expressive qualities of music, literature, painting, poetry? How might we learn from works of art of one or another kind, and how might they work to change people's perspectives or attitudes?, In what ways do artworks serve as vehicles of communication? Are the values of works of art fundamentally different from those of beautiful natural objects? Along the way, we will bump into more specific questions such as: Why and in what ways is photography more (or less) 'realistic' than painting and drawing, or more or less revealing of reality? Does (instrumental) music have cognitive or semantic content? Is music representational in anything like the ways literature and figurative painting are?, Do all literary works have narrators? Is there ever (or always?) anything like narrators in paintings, films, music? Prerequisite: One course in philosophy, or permission of the instructor.
Terms: Spr | Units: 4 | UG Reqs: WAY-A-II | Grading: Letter or Credit/No Credit

PHIL 174A: Moral Limits of the Market (ETHICSOC 174A, PHIL 274A, POLISCI 135P)

Morally controversial uses of markets and market reasoning in areas such as organ sales, procreation, education, and child labor. Would a market for organ donation make saving lives more efficient; if it did, would it thereby be justified? Should a nation be permitted to buy the right to pollute? Readings include Walzer, Arrow, Rawls, Sen, Frey, Titmuss, and empirical cases.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-A-II, WAY-ER | Grading: Letter or Credit/No Credit
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