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ESF 14A: Education as Self-Fashioning: The Challenge of Choice

The Challenge of Choice addresses these questions by engaging key texts from the liberal arts tradition that explore decisions and their consequences, exposing the multi-faceted nature of choice. By representing characters with whom we sympathize, as well as those whose experience seems worlds away from our own, artists (novelists, playwrights, filmmakers) ask us to consider the web of circumstance that influences a character to choose one course over another. Distance from our own subjectivity the stories are not ours, but they could be allows these works to shed light on the dilemmas that face us as we go about `choosing the life we think we would like to live. Confronting these works, we find that the kinds of choices we make grow in depth, magnitude, and significance.
Terms: Aut | Units: 7 | UG Reqs: THINK, WAY-A-II

ESF 15: Education as Self-Fashioning: College and the Good Life

Academic study was once concerned with one overriding question: what is the best way to live our lives? What are the ultimate goals and values we should privilege over others? Today we often assume that value choices are personal. But many teachers in Antiquity (and beyond) thought that these choices needed to be debated, and that education demanded that we debate and think them through. In this class, we ask questions about the good life, but we also consider whether college is still designed to raise such questions. We will read thought-provoking, influential texts from Antiquity and modern times, by such writers as Plato, Marcus Aurelius, Montaigne, Voltaire, DuBois, and Martha Nussbaum.nFriday lectures will be held 9:30am-10:50am in Bishop Auditorium.
Terms: Aut | Units: 7 | UG Reqs: THINK, WAY-A-II, Writing 1

ESF 15A: Education as Self-Fashioning: College and The Good Life

Academic study was once concerned with one overriding question: what is the best way to live our lives? What are the ultimate goals and values we should privilege over others? Today we often assume that value choices are personal. But many teachers in Antiquity (and beyond) thought that these choices needed to be debated, and that education demanded that we debate and think them through. In this class, we ask questions about the good life, but we also consider whether college is still designed to raise such questions. We will read thought-provoking, influential texts from Antiquity and modern times, by such writers as Plato, Marcus Aurelius, Montaigne, Voltaire, DuBois, and Martha Nussbaum.
Terms: Aut | Units: 7 | UG Reqs: THINK, WAY-A-II

ESF 16: Education as Self-Fashioning: Curiosity

Curiosity is a personal interest about something that often has no specific application in the real world or is not part of an overarching goal. Curiosity is often dismissed as irrelevant, useless, and even unethical, but it is just as often touted as the foundation to an intellectually rich life. Albert Einstein once remarked, "I have no special talents. I am only passionately curious," and he insisted that only curiosity makes life worth living. Thomas Fuller, by contrast, warned: "Curiosity is a kernel of the forbidden fruit, which still sticks in the throat of a natural man, sometimes to the danger of his choking." Is it possible to reconcile these opposing views on curiosity? What role does curiosity play in a liberal education? What is the role of curiosity in technology and "progress?" What is the relationship between curiosity and individualism? How does curiosity help us develop as critical thinkers? How does curiosity coexist with (or enable) intellectualism? In this course w more »
Curiosity is a personal interest about something that often has no specific application in the real world or is not part of an overarching goal. Curiosity is often dismissed as irrelevant, useless, and even unethical, but it is just as often touted as the foundation to an intellectually rich life. Albert Einstein once remarked, "I have no special talents. I am only passionately curious," and he insisted that only curiosity makes life worth living. Thomas Fuller, by contrast, warned: "Curiosity is a kernel of the forbidden fruit, which still sticks in the throat of a natural man, sometimes to the danger of his choking." Is it possible to reconcile these opposing views on curiosity? What role does curiosity play in a liberal education? What is the role of curiosity in technology and "progress?" What is the relationship between curiosity and individualism? How does curiosity help us develop as critical thinkers? How does curiosity coexist with (or enable) intellectualism? In this course we¿ll examine cabinets of curiosities, and read a wide variety of texts spanning from Antiquity to today, including the legend of Faust, and texts by Goethe, Kafka, Hoffmann, Aristotle, Plato, and Augustine, that explore the nature of curiosity, its pitfalls and possibilities, as well as its importance for living a fulfilled and interesting life.
Terms: Aut | Units: 7 | UG Reqs: WAY-A-II

ESF 16A: Education as Self-Fashioning: Curiosity

Curiosity is a personal interest about something that often has no specific application in the real world or is not part of an overarching goal. Curiosity is often dismissed as irrelevant, useless, and even unethical, but it is just as often touted as the foundation to an intellectually rich life. Albert Einstein once remarked, "I have no special talents. I am only passionately curious," and he insisted that only curiosity makes life worth living. Thomas Fuller, by contrast, warned: "Curiosity is a kernel of the forbidden fruit, which still sticks in the throat of a natural man, sometimes to the danger of his choking." Is it possible to reconcile these opposing views on curiosity? What role does curiosity play in a liberal education? What is the role of curiosity in technology and "progress?" What is the relationship between curiosity and individualism? How does curiosity help us develop as critical thinkers? How does curiosity coexist with (or enable) intellectualism? In this course w more »
Curiosity is a personal interest about something that often has no specific application in the real world or is not part of an overarching goal. Curiosity is often dismissed as irrelevant, useless, and even unethical, but it is just as often touted as the foundation to an intellectually rich life. Albert Einstein once remarked, "I have no special talents. I am only passionately curious," and he insisted that only curiosity makes life worth living. Thomas Fuller, by contrast, warned: "Curiosity is a kernel of the forbidden fruit, which still sticks in the throat of a natural man, sometimes to the danger of his choking." Is it possible to reconcile these opposing views on curiosity? What role does curiosity play in a liberal education? What is the role of curiosity in technology and "progress?" What is the relationship between curiosity and individualism? How does curiosity help us develop as critical thinkers? How does curiosity coexist with (or enable) intellectualism? In this course we¿ll examine cabinets of curiosities, and read a wide variety of texts spanning from Antiquity to today, including the legend of Faust, and texts by Goethe, Kafka, Hoffmann, Aristotle, Plato, and Augustine, that explore the nature of curiosity, its pitfalls and possibilities, as well as its importance for living a fulfilled and interesting life.
Terms: Aut | Units: 7 | UG Reqs: WAY-A-II

ETHICSOC 20: Introduction to Moral Philosophy (PHIL 2)

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
Instructors: Maguire, B. (PI)

ETHICSOC 130A: Classical Seminar: Origins of Political Thought (CLASSICS 181, CLASSICS 381, PHIL 176A, PHIL 276A, POLISCI 230A, POLISCI 330A)

Political philosophy in classical antiquity, centered on reading canonical works of Thucydides, Plato, Aristotle against other texts and against the political and historical background. Topics include: interdependence, legitimacy, justice; political obligation, citizenship, and leadership; origins and development of democracy; law, civic strife, and constitutional change.
Terms: Win | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ER

ETHICSOC 131S: Modern Political Thought: Machiavelli to Marx and Mill (POLISCI 131L)

This course offers an introduction to the history of Western political thought from the late fifteenth through the nineteenth centuries. We will consider the development of ideas like individual rights, government by consent, and the protection of private property. We will also explore the ways in which these ideas continue to animate contemporary political debates. Thinkers covered will include: Niccolò Machiavelli, Thomas Hobbes, John Locke, Jean-Jacques Rousseau, Edmund Burke, John Stuart Mill, and Karl Marx.
Terms: Spr | Units: 5 | UG Reqs: GER:EC-EthicReas, WAY-A-II, WAY-ER

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

This course explores some major topics/themes in ethical theory from the middle of the 20th century through the present. We'll read philosophy by John Rawls, Thomas Nagel, Bernard Williams, Christine Korsgaard, G.E.M. Anscombe, Philipa Foot, and others. Substantial background in moral philosophy will be assumed. Students should have completed Philosophy 2 (or its equivalent ¿ if you have questions, please contact the instructor).
Terms: Win, Spr | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-A-II, WAY-ER

ETHICSOC 172: History of Moral Philosophy (PHIL 172)

prerequisites: Phil 2 and Phil 80. Not for graduate students.
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ER
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