PHIL 20100. Elementary Logic. 100 Units.

This course will examine historical and contemporary approaches to the relation of ontological dependence, focusing on Aristotle, Descartes, and among more recent authors, Kit Fine.  Questions to be discussed will include: What is ontological dependence and how does it differ from other dependence relations, e.g., causation or priority in definition? How does this relation bear on notions such as substance and essence, and vice versa? What is the historical trajectory from Aristotle onwards concerning these questions?

Instructor(s): M. Malink     Terms Offered: Autumn
Note(s): Course not for field credit.
Equivalent Course(s): CHSS 33500,HIPS 20700,PHIL 30000

PHIL 20120. Wittgenstein’s "Philosophical Investigations" 100 Units.

 We'll read and discuss Wittgenstein's Philosophical Investigations. Our central concerns will include: (1) Wittgenstein's metaphilosophy, (2) meaning and rule-following, (3) privacy and expression.(B) (III)

Instructor(s): D. Finkelstein     Terms Offered: Spring
Prerequisite(s): Two previous courses in the Philosophy Department required; Philosophical Perspectives does not qualify. 
Equivalent Course(s): PHIL 30120

PHIL 20640. Ontological Dependence. 100 Units.

 This course will examine historical and contemporary approaches to the relation of ontological dependence, focusing on Aristotle, Descartes, and among more recent authors, Kit Fine. Questions to be discussed will include: What is ontological dependence and how does it differ from other dependence relations, e.g., causation or priority in definition? How does this relation bear on notions such as substance and essence, and vice versa? What is the historical trajectory from Aristotle onwards concerning these questions? (B) (III) (IV) (V)

Instructor(s): M. Malink, A. Schechtman     Terms Offered: Spring
Equivalent Course(s): PHIL 30640,PHIL 30640

PHIL 20721. Dynamic Semantics. 100 Units.

 An introduction to the foundations and applications of dynamic approaches to natural language semantics. We will study the formal details and empirical motivations of various major dynamic semantic frameworks such as File Change Semantics, Discourse Representation Theory, Dynamic Predicate Logic, and Update Semantics, and see how they address a number of puzzling natural language phenomena such as donkey anaphora and presupposition projection. In parallel to the formal component, the empirical and theoretical advantages and drawbacks of dynamic semantics will come under scrutiny, and we will also pay close attention to the philosophical repercussions of a dynamic approach to discourse and reasoning. (B) (II)

Instructor(s): M. Willer     Terms Offered: Autumn
Prerequisite(s): Knowledge of first-order logic with identity strongly recommended. Students will benefit most if they have taken classes in semantics or philosophy of language before.
Equivalent Course(s): LING 20721,LING 30721,PHIL 30721

PHIL 20725. Semantics of Counterfactuals. 100 Units.

This course will provide a general introduction to the most widely discussed proposals for how to analyze the meaning of counterfactual (or subjunctive) conditional claims, such as “If Oswald had not shot Kennedy, then somebody else would have.” In addition to the standard Stalnaker-Lewis “possible worlds” semantics for counterfactuals, we will also examine epistemic interpretations of counterfactuals, such as those proposed by Ramsey and Ginsberg. Readings for the course will include works by Goodman, Adams, Lewis, Fine, and Bennett, among others. (B)  

Instructor(s): A. Vasudevan     Terms Offered: Winter

PHIL 21000. Introduction to Ethics. 100 Units.

In this course, we will read, write, think, and talk about moral philosophy, focusing on two classic texts, Immanuel Kant's Groundwork of the Metaphysics of Morals and John Stuart Mill's Utilitarianism. We will work through both texts carefully and have a look at influential criticisms of utilitarianism and of Kant's ethics in the concluding weeks of the term. This course is intended as an introductory course in moral philosophy. Some prior work in philosophy is helpful, but not required. (A)

Instructor(s): C. Vogler     Terms Offered: Autumn
Equivalent Course(s): HIPS 21000

PHIL 21006. What Is Civic Knowledge? 100 Units.

What is civic knowledge? Although civic rights and duties are supposedly universal to all citizens in a "democratic" nation, their implementation often depends on the strength of community connections and the circulation of knowledge across racial, class, and social boundaries. Focusing on the city of Chicago, we ask how citizens (in their roles as citizens) forge communities, make urban plans, and participate in civic affairs. How does the city construct the public spheres of its residents? Are the social practices of Chicagoans truly "democratic?" Could they be? What does "Chicago" stand for, as a political and cultural symbol? For both Chicagoans and their representatives, the circulation of knowledge depends not only on conventional media but also on how the city is constructed and managed through digital media.

Instructor(s): R. Schultz, M. Browning     Terms Offered: Spring
Prerequisite(s): Third- or fourth-year standing
Equivalent Course(s): BPRO 21500,HUMA 24906,PBPL 21500

PHIL 21210. Philosophy and Literature. 100 Units.

This course is a reading of works by a variety of contemporary authors who deal with the question of whether, and how, fiction and philosophy are related to one another. (A) 

Instructor(s): T. Cohen     Terms Offered: Autumn
Equivalent Course(s): PHIL 31210

PHIL 21300. Tutorial. 100 Units.

Instructor(s): Staff     Terms Offered: Winter, Spring

PHIL 21314. The Presocratics. 100 Units.

This is an advanced survey course on the Presocratics. The figures covered will include but will not be limited to Thales, Anaximander, Anaximenes, Heraclitus, Parmenides, Anaxagoras, Empedocles, and the Atomists. The focus will be primarily on issues of metaphysics, epistemology, and natural philosophy, though other topics will be discussed as they arise. (B) (IV)

Instructor(s): C. Frey     Terms Offered: Spring
Equivalent Course(s): PHIL 31314

PHIL 21390. Philosophy of Poverty. 100 Units.

 Global poverty is a human tragedy on a massive scale, and it poses one of the most daunting challenges to achieving a just global order.  In recent decades, a significant number of philosophers have addressed this issue in new and profoundly important ways, overcoming the disciplinary limitations of narrowly economic or public policy oriented approaches.  Recent theories of justice have provided both crucial conceptual clarifications of the very notion of ‘poverty’—including new measures that are more informed by the voices of the global poor and better able to cover the full impact of poverty on human capabilities and welfare—and vital new theoretical frameworks for considering freedom from poverty as a basic human right and/or a demand of justice, both nationally and internationally.  Moreover, these philosophers have pointed to concrete, practical steps, at both the level of institutional design and the level of individual ethical/political action, for effectively combating poverty and moving the world closer to justice.   The readings covered in this course, from such philosophers as Peter Singer, Thomas Pogge, David Graeber, and Martha Nussbaum, will reveal, not only the injustice of global poverty, but also what is to be done about it.

Instructor(s): B. Schultz     Terms Offered: Autumn, Spring
Equivalent Course(s): HMRT 21390,PBPL 21390,PLSC 21390

PHIL 21503. Ancient Metaphysics. 100 Units.

 In this course we shall study some of the very different accounts of the world developed by the ancient Greek philosophers. In particular we shall consider the following: Aristotle’s ontology of form and matter, actuality and potentiality; Epicurean atomism; the Stoic strange combination of rationalism and thoroughgoing physicalism of all-pervading pneuma; Platonic theories of a transcendent realm.    

Instructor(s): E. Emilsson
Equivalent Course(s): CLAS 37112,CLCV 27112,PHIL 31503

PHIL 21505. Wonder, Magic, and Skepticism. 100 Units.

In the course of discussing how it is that a philosophical problem arises in the first place, Wittgenstein says, “The decisive movement in the conjuring trick has been made, and it was the very one that we thought quite innocent.” This isn’t the only place where Wittgenstein speaks as if being gripped by philosophical problems is a matter of succumbing to illusions--as if a philosophers are magicians who are taken in by their own tricks. In this course, we’ll discuss philosophy and magical performance, with the aim of coming to a deeper understanding of what both are about. We’ll be particularly concerned with Wittgenstein’s picture of what philosophy is and does. Another focus of the course will be the passion of wonder. In the Theatetus, Plato has Socrates say, “The sense of wonder is the mark of the philosopher. Philosophy indeed has no other origin.” And when magicians write about their aesthetic aims, they almost always describe themselves as trying to instill wonder in others. Does magic end where philosophy begins? And what becomes of wonder after philosophy is done with it? (B)

Instructor(s): D. Finkelstein     Terms Offered: Spring

PHIL 21590. Disagreement. 100 Units.

This course will examine three central areas of philosophy—epistemology, ethics, and political philosophy—through the lens of issues raised by persistent disagreement. We will consider questions such as the following. What is the connection between the possibility of disagreement and objective truth? When should disagreement with our peers lead us to doubt what we think we know? What is the line between intellectual arrogance and having the courage of our convictions? Does the persistence of moral disagreement show that morality is subjective? Should the political community be neutral between parties that disagree on basic questions of morality, religion and justice? When is and isn’t it acceptable to just agree to disagree? No prior knowledge of philosophy is necessary for this course. (A)

Instructor(s): B. Laurence     Terms Offered: Spring

PHIL 21605. Justice. 100 Units.

This course will explore a tradition of thought about justice extending from Plato to Kant. We will read selections from Plato’s Gorgias and Republic, Aristotle’s Nicomachean Ethics and Politics, Aquinas’ Summa Theologica, Rousseau’s On the Social Contract, and Kant’s Groundwork of the Metaphysics of Morals. Open to College and graduate students. (A) 

Instructor(s): A. Ford     Terms Offered: Autumn
Equivalent Course(s): PHIL 31605

PHIL 21610. Medical Ethics: Who Decides and on What Basis? 100 Units.

Decisions about medical treatment take place in the context of changing health care systems, changing ideas about rights and obligations, and among doctors and patients who have diverse religious and cultural backgrounds. By means of historical, philosophical, and medical readings, this course examines such issues as paternalism, autonomy, the commodification of the body, and the enhancement of mental and/or physical characteristics.

Instructor(s): D. Brudney, A. Dudley Goldblatt, L. Ross     Terms Offered: Winter
Prerequisite(s): Third- or fourth-year standing
Note(s): This course does not meet requirements for the biological science major.
Equivalent Course(s): BPRO 22610,BIOS 29313,HIPS 21911

PHIL 21700. Human Rights I: Philosophical Foundations of Human Rights. 100 Units.

Human rights are claims of justice that hold merely in virtue of our shared humanity. In this course we will explore philosophical theories of this elementary and crucial form of justice. Among topics to be considered are the role that dignity and humanity play in grounding such rights, their relation to political and economic institutions, and the distinction between duties of justice and claims of charity or humanitarian aid. Finally we will consider the application of such theories to concrete, problematic and pressing problems, such as global poverty, torture and genocide.

Instructor(s): B. Laurence     Terms Offered: Autumn
Equivalent Course(s): HMRT 30100,PHIL 31600,HIST 29301,HIST 39301,INRE 31600,LAWS 41200,MAPH 40000,LLSO 25100,HMRT 20100

PHIL 21713. Aristotle on Virtue. 100 Units.

Examination of Aristotle’s theory of moral virtue as it is developed in the Nicomachean Ethics, Eudemian Ethics, and Politics.  How does virtue differ from self-control? In what way is virtue a perfection of both our capacity for non-rational desire and our reason?  What does Aristotle mean by saying that virtuous people act for the sake of the beautiful?  How is virtue promoted and sustained by political community?  What is the relation between virtue and natural flourishing? (A) (IV)

Instructor(s): G. Lear     Terms Offered: Spring
Equivalent Course(s): FNDL 21715,PHIL 31713

PHIL 22000. Introduction to the Philosophy of Science. 100 Units.

The natural sciences aim at discovering and explaining truths about the world. This enterprise gives rise to various philosophical questions, among them are: What distinguishes science from other forms of enquiry? Is there anything unique about the scientific method—in both its conceptual and experimental elements—that enables the discovery of different aspects of reality? Is science a progressive enterprise advancing towards uncovering truths about the world, or does it consist of one theory arbitrarily replacing its predecessor, without ever coming closer to a final truth? Is there such a thing as scientific objectivity, or are scientists trapped in their preexisting theoretical assumptions? What are the criteria for a scientific explanation? What are scientific laws? In discussing these questions, we will engage with some of the most influential views in the philosophy of science, and critically examine their arguments in light of important case-studies from the history of science. (B)

Instructor(s): C. Bloch     Terms Offered: Autumn
Equivalent Course(s): CHSS 33300,HIST 25109,HIST 35109

PHIL 22200. Philosophy of Cognitive Science. 100 Units.

Cognitive science is an interdisciplinary field in which theories and methods from psychology, neuroscience, linguistics, artificial intelligence, and philosophy are used to study cognition. Computational models play an increasingly significant role in the understanding of cognitive phenomena such as perception, categorization, concept formation, and problem solving. In this course, students will become familiar with some of the methods and models used in cognitive science, and discuss philosophical issues pertaining to the methodology and basic premises of cognitive science. (B)

Instructor(s): C. Bloch     Terms Offered: Spring
Equivalent Course(s): CHSS 34914,HIST 24914,HIST 34914,PHIL 32200

PHIL 22500. Biological and Cultural Evolution. 100 Units.

Core background in evolution and genetics strongly recommended. This course draws on readings and examples form linguistics, evolutionary genetics, and the history and philosophy of science. We elaborate theory to understand and model cultural evolution, as well as explore analogies, differences, and relations to biological evolution. We also consider basic biological, cultural, and linguistic topics and case studies from an evolutionary perspective. Time is spent both on what we do know, and on determining what we don't. (B)

Instructor(s): W. Wimsatt, S. Mufwene     Terms Offered: Spring

PHIL 22810. History and Philosophy of Psychology. 100 Units.

This lecture-discussion course will trace the development of psychology from the early modern period through the establishment of behaviorism. In the early period, we will read Descartes and Berkeley, both of whom contributed to ideas about the psychology of perception. Then we will jump to the nineteenth centruy, especially examining the perceptual psychology of Wundt and Helmholtz. Next, we will turn to the origins of experimental psychology in the laboratory of Wundt, and follow some threads of the development of cognitive psychology in the work of William James. The course will conclude with the behavioristic revolution inaugurated by Chicago's own John Watson and expanded by B. F. Skinner.

Instructor(s): R. Richards     Terms Offered: Winter
Equivalent Course(s): HIST 25302,CHSS 36901,HIPS 26901,HIST 35302,PHIL 32810

PHIL 23000. Introduction to Epistemology and Metaphysics. 100 Units.

In this course we will explore some of the central questions in epistemology and metaphysics. In epistemology, these questions will include: What is knowledge? What facts or states justify a belief? How can the threat of skepticism be adequately answered? How do we know what we (seem to) know about mathematics and morality? In metaphysics, these questions will include: What is time? What is the best account of personal identity across time? Do we have free will? We will also discuss how the construction of a theory of knowledge ought to relate to the construction of a metaphysical theory—roughly speaking, what comes first, epistemology or metaphysics? (B)

Instructor(s): B. Callard     Terms Offered: Winter

PHIL 23002. Paradox. 100 Units.

 A paradox is a piece of reasoning that proceeds from reasonable assumptions and seems to be valid but which yields a conclusion that cannot be accepted. The analysis of paradoxes often teaches us something about what exists, what we can say, and how we should reason. In this course, we will explore some famous paradoxes of both deductive and non-deductive logic in order to see what we may learn from them about the nature and limits of deductive and non-deductive reasoning. Possible topics include the liar paradox, the paradox of the unexpected hanging, the so-called semantic paradoxes, the sorites paradox, Russell's paradox and some of the paradoxes associated with the concept of probability. (B)

Instructor(s): K. Davey     Terms Offered: Autumn

PHIL 23015. Darwin's "On the Origin of Species" and "Descent of Man" 100 Units.

This lecture-discussion class will focus on a close reading of Darwin's two classic texts.  An initial class or two will explore the state of biology prior to Darwin's Beagle Voyage, and then consider the development of his theories before 1859.  Then we will turn to his two books.  Among the topics of central concern will be: the logical, epistemological, and rhetorical status of Darwin's several theories, especially his evolutionary ethics; the religious foundations of his ideas and the religious reaction to them; and the social-political consequences of his accomplishment.  2009 is the 200th anniversary of Darwin's birth and the 150th of the publication of the "Origin."

Instructor(s): R. Richards     Terms Offered: Autumn
Equivalent Course(s): HIST 24905,CHSS 38400,HIPS 24901,HIST 34905,PHIL 33015

PHIL 23305. History of Aesthetics. 100 Units.

  Readings from Plato, Aristotle, Hume, Kant, Nietsche, and Collingwood among others. (A) (II)

Instructor(s): T. Cohen     Terms Offered: Winter
Equivalent Course(s): PHIL 33305

PHIL 23502. Introduction to the Philosophy of Mind. 100 Units.

 Among the principal tasks of philosophy is to understand the position of our minds and our mental activities within the increasingly detailed account of the world that the physical and biological sciences provide. We will survey and critically examine the developments of this philosophical program in the twentieth century. Special emphasis will be given to the nature of consciousness and of mental content. (B)

Instructor(s): C. Frey     Terms Offered: Spring
Equivalent Course(s): PHIL 33502

PHIL 23801. Theory of Reference. 100 Units.

This course is a survey of recent theories of names, descriptions, and truth. We discuss the relation of reference to meaning, as well as the epistemological and metaphysical consequences drawn from theses about reference. After briefly reviewing classical sources (e.g., Frege, Russell, Tarski), we concentrate on current work by Searle, Kripke, Donnellan, Kaplan, Putnam, Evans, Davidson, and Burge. (II) (B)

Instructor(s): J. Stern     Terms Offered: Winter
Prerequisite(s): PHIL 30000 or equivalent required; prior exposure to analytic philosophy recommended.
Equivalent Course(s): DVPR 33800,LING 33801,PHIL 33801

PHIL 23900. Austin. 100 Units.

Our readings are in the works of J. L. Austin, mainly How to Do Things with Words, and essays related to those lectures. If time permits, we consider later developments in the works of Grice and Cavell, among others. (II) (B)

Instructor(s): T. Cohen     Terms Offered: Winter
Equivalent Course(s): PHIL 33900

PHIL 24099. Kierkegaard and Nietzsche: Character, Agency, and Fate. 100 Units.

In this course, we will read selected texts by Kierkegaard and Nietzsche with an eye toward broaching certain fundamental questions in ethics and the metaphysics of human agency, such as: What are the limits of rational reflection? What consequences might these limits have for our notion of moral responsibility, and our understanding of how to live well? Is ethical persuasion possible, and if so, how? What does it mean to be a person, an agent—and in what sense are personhood and agency something valuable? We will be particularly interested in determining how the stylistic peculiarities of Kierkegaard’s and Nietzsche’s respective authorships afford us a distinctive way of approaching these questions.

Instructor(s): T. McKinney     Terms Offered: Winter

PHIL 24800. Foucault and The History of Sexuality. 100 Units.

 This course centers on a close reading of the first volume of Michel Foucault’s The History of Sexuality, with some attention to his writings on the history of ancient conceptualizations of sex. How should a history of sexuality take into account scientific theories, social relations of power, and different experiences of the self? We discuss the contrasting descriptions and conceptions of sexual behavior before and after the emergence of a science of sexuality. Other writers influenced by and critical of Foucault are also discussed.

Instructor(s): A. Davidson     Terms Offered: Autumn
Note(s): One prior philosophy course is strongly recommended.
Equivalent Course(s): CMLT 25001,FNDL 22001,GNSE 23100,HIPS 24300

PHIL 25000. History of Philosophy I: Ancient Philosophy. 100 Units.

This is a course in Ancient Greek Philosophy.  We will study major works by Plato and Aristotle, ones that introduced the philosophical questions we struggle with to this day: What are the goals of a life well-lived?  Why should we have friends? How do we explain weakness of will? What makes living things different from nonliving things? What is the difference between knowledge and belief? What is definition and what is capable of being defined?

Instructor(s): A. Callard     Terms Offered: Autumn
Prerequisite(s): Completion of the general education requirement in humanities
Equivalent Course(s): CLCV 22700

PHIL 25111. Judaism and Philosophy of Religion in Contemporary Thought. 100 Units.

How do distinctive elements in the Jewish tradition contribute to more general issues in the philosophy of religion? We will approach this question through a study of three major twentieth-century Jewish thinkers: Joseph Soloveitchik, Yeshayahu Leibowitz, and Emmanuel Levinas. Topics to be discussed include the role of practice in religion, the nature of faith, the relations between ethics and law and between religion and politics, prayer and divine service, the status of tradition and sacred texts. Attention will be given both to debates within the Jewish tradition and to the framework of philosophical and theological issues that characterizes contemporary thought. The course will alternate between lectures and discussions. (I)

Instructor(s): A. Davidson     Terms Offered: Winter
Prerequisite(s): Undergraduates enroll in sections 01 and 02. Graduate students interested in taking this course for credit must attend the first class before registering, and priority will be given to those with reading knowledge of French.
Equivalent Course(s): PHIL 35111,DVPR 35111

PHIL 25402. Freud and Philosophy. 100 Units.

This course will introduce students to the basic ideas of psychoanalysis -- the unconscious, transference, fantasy, acting out, repetition -- in the context of the traditional philosophical questions of what it is to be a human being and what the good life is for humans.  Extensive reading from Freud as well as selections from Plato, Aristotle, Sartre and others.

Instructor(s): J. Lear     Terms Offered: Autumn
Prerequisite(s): This class is intended for undergraduate majors in Philosophy & Fundamentals, & graduate students in Philosophy & Social Thought. All others require consent of instructor.
Equivalent Course(s): PHIL 35402

PHIL 26000. History of Philosophy II: Medieval and Early Modern Philosophy. 100 Units.

This course is an introduction to some of the major thinkers and movements in the philosophy of the medieval and early modern periods. This course will aim at providing a broad overview, with special attention to developments in metaphysics, epistemology and the philosophy of mind. Figures discussed will include Augustine, Anselm, Aquinas, Descartes, Leibniz, Locke and Hume.

Instructor(s): M. Kremer     Terms Offered: Winter
Prerequisite(s): Completion of the general education requirement in humanities required; PHIL 25000 recommended
Equivalent Course(s): HIPS 26000

PHIL 26100. The Philosophical Interpretation of Scripture in the Middle Ages: The Problems of Evil and the Book of Job. 100 Units.

An important genre of philosophical writing during the Middle Ages was the commentary, both commentaries on canonical philosophical works (e.g., Aristotle) and on Scripture. This course is an introduction to medieval philosophical exegesis of Scripture, concentrating on the Book of Job and the philosophical problems of evil and suffering. Authors will include Saadiah, Maimonides, and Aquinas, and readings will include both their commentaries on Job and their systematic philosophical discussions of the problems of evil. (IV)

Instructor(s): J. Stern     Terms Offered: Winter
Equivalent Course(s): HIJD 36100,JWSC 26250,PHIL 36100,RLST 25902

PHIL 27000. History of Philosophy III: Kant and the 19th Century. 100 Units.

This course attempts to provide a broad survey of German philosophy from the time of Kant into the nineteenth century. Topics include Kant's transcendental idealism, Herder's philosophy of language, Romantic theories of interpretation and translation, Hegel's project in the "Phenomenology of Spirit," Marx's theory of ideology and critique of religion, and Nietzsche's critiques of religion and traditional morality. The course consists mainly of lectures, but discussion is also encouraged.

Instructor(s): M. Forster     Terms Offered: Spring
Prerequisite(s): Completion of the general education requirement in humanities

PHIL 28201. Topics from Hegel's "Phenomenology of Spirit" 100 Units.

This course will attempt to give a general introduction to what is arguably Hegel's most exciting work. We will begin by spending some time discussing the overall project of the work, especially as articulated in the Preface and Introduction. After that, we will examine some of the most important sections of the work, such as "Sense-certainty" and "Lordship and Bondage" in more detail. (V)

Instructor(s): M. Forster     Terms Offered: Winter
Equivalent Course(s): PHIL 38301,GRMN 28213,GRMN 38213

PHIL 29100. Reading Course: Philosophy. 100 Units.

Instructor(s): Staff     Terms Offered: Winter
Prerequisite(s): Consent of instructor and director of undergraduate studies
Note(s): Students are required to submit the College Reading and Research Course Form

PHIL 29200. Junior Tutorial. 100 Units.

Section 01. Relativism and Universalism. Are our normative claims about what is good, what is right, even what is true, constrained to a particular culture, or way of life? Or, are there universal principles to which all people, of all places and times, either (implicitly or explicitly) adhere, or should adhere? In this course, we will examine the rich, complex relationship between these two views, relativism and universalism. Our readings will draw from both philosophy and anthropology, giving us the opportunity to consider closely the interplay between theory, examples and context. Authors include M. Krausz, D. Wong, C. Geertz, R. Shweder, and M. Nussbaum.
Instructor: A. Luboff
Term Offered: Autumn
Prerequisite: Consent of instructor. Open only to intensive-track majors.
Notes: Topics for this small, discussion-oriented seminar vary. No more than two tutorials may be used to meet program requirements. Course meets with PHIL 29300.

Section 02. Knowledge and the Concept of Mind. What is knowledge? How do we acquire it? Do we really have any? These are, typically, taken to be the central questions of epistemology, i.e., the theory of knowledge). But attempts to answer them are intimately connected with the arguably broader issue of how to understand the nature of the mind. Different conceptions of mind suggest different answers to these questions, different answers—indeed, even approaches—to these questions encourage different conceptions of mind. In this course, we will trace out some of the connections between epistemology and philosophy of mind as they appear in the history of epistemology, with a focus on the late 20th century. We will consider both the analytic approach to epistemology instituted by Edmund Gettier, including the now well-known criticisms of the approach due to Timothy Williamson, as well as the more historically oriented approach represented in the works of Wilfrid Sellars and his followers, including Donald Davidson and John McDowell.
Instructor: N. Koziolek
Term Offered: Autumn
Prerequisite: Consent of instructor. Open only to intensive-track majors.
Notes: Topics for this small, discussion-oriented seminar vary. No more than two tutorials may be used to meet program requirements. Course meets with PHIL 29300.

Section 01. Language, Time, and Nature. Many philosophers have thought that studying the way we speak can lead to philosophical insight—that investigating language can itself be a way of doing philosophy. This tutorial will investigate whether that is a viable endeavor. We will look at Quine's influential argument to the effect that one can draw philosophical conclusions from linguistic investigations, followed by one its most serious criticisms. Then, to answer that criticism, we will examine two topics in some depth. First, through texts by such authors as Leibniz, Russell, Kenny, and Emmon Bach, we will consider whether tense and grammatical aspect have anything to tell us about the nature of time. Second, through texts by such authors as Aristotle, Kripke, and Carlson, we will consider whether loose commonsense generalizations have anything to tell us about the status of natural or artificial kinds. We will conclude the course by revisiting the major line of criticism against linguistic philosophy and considering whether, based on these two case studies, there is anything to say in response.
Instructor: M. Teichman
Term Offered: Winter
Prerequisite: Consent of instructor. Open only to intensive-track majors.
Notes: Topics for this small, discussion-oriented seminar vary. No more than two tutorials may be used to meet program requirements. Course meets with PHIL 29300.

Section 02. Rationality and Animal Minds. The topic of animal minds has often proved divisive among philosophers. Rene Descartes claimed that believing brutes think is "the greatest of all prejudices we have retained from infancy," while David Hume found no truth more evident than that "beasts are endow'd with thought and reason as well as men." In this course we will be looking at a recent version of this controversy, one that stems from the idea that the concept of rationality should be central to our understanding of the mind and its place in nature. Our main concern will be where the minds of non-rational animals fit in this picture. Along the way we will consider such questions as what it is to have a mind and how we recognize another, how our intellectual capacities differ from those of other creatures, and why philosophers have been led to say seemingly implausible things about the minds of non-human animals. Authors we will read include Frege, Wittgenstein, Donald Davidson, Daniel Dennett, John McDowell, David Finkelstein, Jason Bridges, Susan Hurley, Elizabeth Camp, Alasdair MacIntrye, and Matthew Boyle.
Instructor: A. Browne
Term Offered: Winter
Prerequisite: Consent of instructor. Open only to intensive-track majors.
Notes: Topics for this small, discussion-oriented seminar vary. No more than two tutorials may be used to meet program requirements. Course meets with PHIL 29300.

Section 01. Rules, Autonomy, and Metaphysics of Normativity. It is a philosophical commonplace to use the expression 'space of reasons' to highlight the normative character of rationality in contrast to a notion of nature as a system of causal (or probabilistic) laws. Yet one may wonder whether this distinction entails a dualistic metaphysics, where two spheres of reality are so separated that a connection between them becomes unintelligible. In this course, we will examine a strategy to avoid such a dualism by explaining the normative standards of reasoning in terms of what is sometimes called 'attitude-dependence'. In other words, we will focus on the idea that subjects who reason also constitute the norms of reasoning by holding each other responsible to some standards of correctness in thought and action. In particular, we will examine and elaborate the explanatory resources of this strategy, whose emergence we will trace to Kant’s notion of autonomy, in connection with the following three challenges. (1) The normativity of reasoning cannot be generally understood in terms of a self-conscious activity of rule-following, because in that case any rule for the application of a rule would require another rule for its own application, and infinitely so. (2) It cannot be completely up to one to decide which normative standards one is bound to, because that would preclude the possibility of error and thus also obliterate normativity. (3) Proposals that seek to overcome these two challenges by modeling reasoning as a discursive practice, accounting for its normative structure on the basis of social statuses of commitment and entitlement, are incompatible with the traditional way of understanding freedom as rational constraint and power as constraint due to an external force. Finally, we will investigate the limits of the explanatory strategy that relies on attitude-dependence by asking to what extent the attitudes on which it makes norms depend can be plausibly understood as elements in the natural history of the human species. We will read texts by Rousseau, Kant, Sellars, Ryle, Brandom, McDowell, Foucault, Canguilhem, Dennett, and others.
Instructor: T. Tiisala
Term Offered: Spring
Prerequisite: Consent of instructor. Open only to intensive-track majors.
Notes: Topics for this small, discussion-oriented seminar vary. No more than two tutorials may be used to meet program requirements. Course meets with PHIL 29300.

Section 02. Reasons, Motivation, and Morality. We often say things like “he ought to do so-and-so” or “she has a reason to do such-and-such.” But what do we mean when we talk about what people ought to do or about their reasons for action? What is the relation between people’s reasons and their motivations? Are there reasons which exist independently of our motivations? Or are all reasons somehow dependent on the motivations which we happen to have or which we would have if we were fully rational? Related questions extend into the realm of morality: Are there reasons which are specifically moral in nature? If so, how are they related to our motivations? Finally, is one irrational or in error if one does not act on moral reasons, or can there be a perfectly coherent, non-mistaken villain? In this course we will discuss some of the central meta-normative and meta-ethical positions regarding the nature of normative and moral reasons: Thomas Nagel’s realism, Christine Korsgaard’s Kantian anti-realism, Sharon Street’s Humean anti-realism, and Michael Smith’s hybrid of Humean-Kantian realism. We will introduce these positions by discussing Hume’s and Kant’s views on motivation and moral motivation, as well as the distinction between internal and external reasons and between motivating and normative reasons. We will also consider the nature of specifically moral reasons—in particular, reasons stemming from the motive of duty—and their alleged categorical force. Additional authors include Donald Davidson, Philippa Foot, Barbara Herman, John McDowell, Derek Parfit, and Bernard Williams.
Instructor: N. Ben Moshe
Term Offered: Spring
Prerequisite: Consent of instructor. Open only to intensive-track majors.
Notes: Topics for this small, discussion-oriented seminar vary. No more than two tutorials may be used to meet program requirements. Course meets with PHIL 29300.

PHIL 29300. Senior Tutorial. 100 Units.

Section 01. Relativism and Universalism. Are our normative claims about what is good, what is right, even what is true, constrained to a particular culture, or way of life? Or, are there universal principles to which all people, of all places and times, either (implicitly or explicitly) adhere, or should adhere? In this course, we will examine the rich, complex relationship between these two views, relativism and universalism. Our readings will draw from both philosophy and anthropology, giving us the opportunity to consider closely the interplay between theory, examples and context. Authors include M. Krausz, D. Wong, C. Geertz, R. Shweder, and M. Nussbaum.
Instructor: A. Luboff
Term Offered: Autumn
Prerequisite: Consent of instructor. Open only to intensive-track majors.
Notes: Topics for this small, discussion-oriented seminar vary. No more than two tutorials may be used to meet program requirements. Course meets with PHIL 29200.

Section 02. Knowledge and the Concept of Mind. What is knowledge? How do we acquire it? Do we really have any? These are, typically, taken to be the central questions of epistemology, i.e., the theory of knowledge). But attempts to answer them are intimately connected with the arguably broader issue of how to understand the nature of the mind. Different conceptions of mind suggest different answers to these questions, different answers—indeed, even approaches—to these questions encourage different conceptions of mind. In this course, we will trace out some of the connections between epistemology and philosophy of mind as they appear in the history of epistemology, with a focus on the late 20th century. We will consider both the analytic approach to epistemology instituted by Edmund Gettier, including the now well-known criticisms of the approach due to Timothy Williamson, as well as the more historically oriented approach represented in the works of Wilfrid Sellars and his followers, including Donald Davidson and John McDowell.
Instructor: N. Koziolek
Term Offered: Autumn
Prerequisite: Consent of instructor. Open only to intensive-track majors.
Notes: Topics for this small, discussion-oriented seminar vary. No more than two tutorials may be used to meet program requirements. Course meets with PHIL 29200.

Section 01. Language, Time, and Nature. Many philosophers have thought that studying the way we speak can lead to philosophical insight—that investigating language can itself be a way of doing philosophy. This tutorial will investigate whether that is a viable endeavor. We will look at Quine's influential argument to the effect that one can draw philosophical conclusions from linguistic investigations, followed by one its most serious criticisms. Then, to answer that criticism, we will examine two topics in some depth. First, through texts by such authors as Leibniz, Russell, Kenny, and Emmon Bach, we will consider whether tense and grammatical aspect have anything to tell us about the nature of time. Second, through texts by such authors as Aristotle, Kripke, and Carlson, we will consider whether loose commonsense generalizations have anything to tell us about the status of natural or artificial kinds. We will conclude the course by revisiting the major line of criticism against linguistic philosophy and considering whether, based on these two case studies, there is anything to say in response.
Instructor: M. Teichman
Term Offered: Winter
Prerequisite: Consent of instructor. Open only to intensive-track majors.
Notes: Topics for this small, discussion-oriented seminar vary. No more than two tutorials may be used to meet program requirements. Course meets with PHIL 29200.

Section 02. Rationality and Animal Minds. The topic of animal minds has often proved divisive among philosophers. Rene Descartes claimed that believing brutes think is "the greatest of all prejudices we have retained from infancy," while David Hume found no truth more evident than that "beasts are endow'd with thought and reason as well as men." In this course we will be looking at a recent version of this controversy, one that stems from the idea that the concept of rationality should be central to our understanding of the mind and its place in nature. Our main concern will be where the minds of non-rational animals fit in this picture. Along the way we will consider such questions as what it is to have a mind and how we recognize another, how our intellectual capacities differ from those of other creatures, and why philosophers have been led to say seemingly implausible things about the minds of non-human animals. Authors we will read include Frege, Wittgenstein, Donald Davidson, Daniel Dennett, John McDowell, David Finkelstein, Jason Bridges, Susan Hurley, Elizabeth Camp, Alasdair MacIntrye, and Matthew Boyle.
Instructor: A. Browne
Term Offered: Winter
Prerequisite: Consent of instructor. Open only to intensive-track majors.
Notes: Topics for this small, discussion-oriented seminar vary. No more than two tutorials may be used to meet program requirements. Course meets with PHIL 29200.

Section 01. Rules, Autonomy, and Metaphysics of Normativity. It is a philosophical commonplace to use the expression 'space of reasons' to highlight the normative character of rationality in contrast to a notion of nature as a system of causal (or probabilistic) laws. Yet one may wonder whether this distinction entails a dualistic metaphysics, where two spheres of reality are so separated that a connection between them becomes unintelligible. In this course, we will examine a strategy to avoid such a dualism by explaining the normative standards of reasoning in terms of what is sometimes called 'attitude-dependence'. In other words, we will focus on the idea that subjects who reason also constitute the norms of reasoning by holding each other responsible to some standards of correctness in thought and action. In particular, we will examine and elaborate the explanatory resources of this strategy, whose emergence we will trace to Kant’s notion of autonomy, in connection with the following three challenges. (1) The normativity of reasoning cannot be generally understood in terms of a self-conscious activity of rule-following, because in that case any rule for the application of a rule would require another rule for its own application, and infinitely so. (2) It cannot be completely up to one to decide which normative standards one is bound to, because that would preclude the possibility of error and thus also obliterate normativity. (3) Proposals that seek to overcome these two challenges by modeling reasoning as a discursive practice, accounting for its normative structure on the basis of social statuses of commitment and entitlement, are incompatible with the traditional way of understanding freedom as rational constraint and power as constraint due to an external force. Finally, we will investigate the limits of the explanatory strategy that relies on attitude-dependence by asking to what extent the attitudes on which it makes norms depend can be plausibly understood as elements in the natural history of the human species. We will read texts by Rousseau, Kant, Sellars, Ryle, Brandom, McDowell, Foucault, Canguilhem, Dennett, and others.
Instructor: T. Tiisala
Term Offered: Spring
Prerequisite: Consent of instructor. Open only to intensive-track majors.
Notes: Topics for this small, discussion-oriented seminar vary. No more than two tutorials may be used to meet program requirements. Course meets with PHIL 29200.

Section 02. Reasons, Motivation, and Morality. We often say things like “he ought to do so-and-so” or “she has a reason to do such-and-such.” But what do we mean when we talk about what people ought to do or about their reasons for action? What is the relation between people’s reasons and their motivations? Are there reasons which exist independently of our motivations? Or are all reasons somehow dependent on the motivations which we happen to have or which we would have if we were fully rational? Related questions extend into the realm of morality: Are there reasons which are specifically moral in nature? If so, how are they related to our motivations? Finally, is one irrational or in error if one does not act on moral reasons, or can there be a perfectly coherent, non-mistaken villain? In this course we will discuss some of the central meta-normative and meta-ethical positions regarding the nature of normative and moral reasons: Thomas Nagel’s realism, Christine Korsgaard’s Kantian anti-realism, Sharon Street’s Humean anti-realism, and Michael Smith’s hybrid of Humean-Kantian realism. We will introduce these positions by discussing Hume’s and Kant’s views on motivation and moral motivation, as well as the distinction between internal and external reasons and between motivating and normative reasons. We will also consider the nature of specifically moral reasons—in particular, reasons stemming from the motive of duty—and their alleged categorical force. Additional authors include Donald Davidson, Philippa Foot, Barbara Herman, John McDowell, Derek Parfit, and Bernard Williams.
Instructor: N. Ben Moshe
Term Offered: Spring
Prerequisite: Consent of instructor. Open only to intensive-track majors.
Notes: Topics for this small, discussion-oriented seminar vary. No more than two tutorials may be used to meet program requirements. Course meets with PHIL 29200.

PHIL 29400. Intermediate Logic. 100 Units.

In this course, we will prove the soundness and completeness of standard deductive systems for both sentential and first-order logic. We will also establish related results in elementary model theory, such as the compactness theorem for first-order logic, the Löwenheim-Skolem theorem and Lindström’s theorem. (B) (II)

Instructor(s): A. Vasudevan     Terms Offered: Winter
Equivalent Course(s): PHIL 39400,CHSS 33600,HIPS 20500

PHIL 29405. Advanced Logic. 100 Units.

In this course we will prove the Undecidability of Predicate Logic, and both Gödel’s First and Second Incompleteness Theorems. We will also examine the concept of interpretability, and will make some connections with broader issues in mathematics. Finally, we will discuss some uses and abuses of Gödel’s Theorems that can be found outside logic and mathematics. For instance, do Gödel’s Theorems entail that the mind is not a machine? (B) (II)

Instructor(s): K. Davey     Terms Offered: Spring
Prerequisite(s): Elementary Logic or equivalent
Equivalent Course(s): PHIL 39405,CHSS 39405

PHIL 29601. Intensive Track Seminar. 100 Units.

Descartes' Meditations. This course will consist in a close reading and discussion of Descartes' Meditations. Our main aims will be to understand what Descartes attempts to achieve in this work, and to consider how successful he is in doing so. Topics to be discussed are doubt and certainty, the nature and existence of external objects, truth and error, and the alleged Cartesian circle. We will also study proofs for God's existence and veracity, the real distinction between mind and body, and the notion of mind-body union. 

Instructor(s): A. Schechtman     Terms Offered: Autumn
Prerequisite(s): Open only to third-year students who have been admitted to the intensive track program.

PHIL 29700. Reading Course: Philosophy. 100 Units.

Instructor(s): Staff     Terms Offered: Autumn

PHIL 29901. Senior Seminar I. 100 Units.

Students writing senior essays register once for PHIL 29901, in either the Autumn or Winter Quarter, and once for PHIL 29902, in either the Winter or Spring Quarter. (Students may not register for both PHIL 29901 and 29902 in the same quarter.) The senior seminar meets all three quarters, and students writing essays are required to attend throughout.

Instructor(s): M. Kremer, Staff     Terms Offered: Autumn, Winter
Prerequisite(s): Consent of director of undergraduate studies
Note(s): Required of fourth-year students who are writing a senior essay.

PHIL 29902. Senior Seminar II. 100 Units.

Students writing senior essays register once for PHIL 29901, in either the Autumn or Winter Quarter, and once for PHIL 29902, in either the Winter or Spring Quarter. (Students may not register for both PHIL 29901 and 29902 in the same quarter.) The senior seminar meets all three quarters, and students writing essays are required to attend throughout.

Instructor(s): Staff     Terms Offered: Winter, Spring
Prerequisite(s): Consent of director of undergraduate studies
Note(s): Required of fourth-year students who are writing a senior essay.

PHIL 30000. Elementary Logic. 100 Units.

This course will examine historical and contemporary approaches to the relation of ontological dependence, focusing on Aristotle, Descartes, and among more recent authors, Kit Fine.  Questions to be discussed will include: What is ontological dependence and how does it differ from other dependence relations, e.g., causation or priority in definition? How does this relation bear on notions such as substance and essence, and vice versa? What is the historical trajectory from Aristotle onwards concerning these questions?

Instructor(s): M. Malink     Terms Offered: Autumn
Note(s): Course not for field credit.
Equivalent Course(s): PHIL 20100,CHSS 33500,HIPS 20700

PHIL 30120. Wittgenstein’s "Philosophical Investigations" 100 Units.

 We'll read and discuss Wittgenstein's Philosophical Investigations. Our central concerns will include: (1) Wittgenstein's metaphilosophy, (2) meaning and rule-following, (3) privacy and expression.(B) (III)

Instructor(s): D. Finkelstein     Terms Offered: Spring
Prerequisite(s): Two previous courses in the Philosophy Department required; Philosophical Perspectives does not qualify. 
Equivalent Course(s): PHIL 20120

PHIL 30640. Ontological Dependence. 100 Units.

 This course will examine historical and contemporary approaches to the relation of ontological dependence, focusing on Aristotle, Descartes, and among more recent authors, Kit Fine. Questions to be discussed will include: What is ontological dependence and how does it differ from other dependence relations, e.g., causation or priority in definition? How does this relation bear on notions such as substance and essence, and vice versa? What is the historical trajectory from Aristotle onwards concerning these questions? (B) (III) (IV) (V)

Instructor(s): M. Malink, A. Schechtman     Terms Offered: Spring
Equivalent Course(s): PHIL 20640

PHIL 30721. Dynamic Semantics. 100 Units.

 An introduction to the foundations and applications of dynamic approaches to natural language semantics. We will study the formal details and empirical motivations of various major dynamic semantic frameworks such as File Change Semantics, Discourse Representation Theory, Dynamic Predicate Logic, and Update Semantics, and see how they address a number of puzzling natural language phenomena such as donkey anaphora and presupposition projection. In parallel to the formal component, the empirical and theoretical advantages and drawbacks of dynamic semantics will come under scrutiny, and we will also pay close attention to the philosophical repercussions of a dynamic approach to discourse and reasoning. (B) (II)

Instructor(s): M. Willer     Terms Offered: Autumn
Prerequisite(s): Knowledge of first-order logic with identity strongly recommended. Students will benefit most if they have taken classes in semantics or philosophy of language before.
Equivalent Course(s): PHIL 20721,LING 20721,LING 30721

PHIL 31210. Philosophy and Literature. 100 Units.

This course is a reading of works by a variety of contemporary authors who deal with the question of whether, and how, fiction and philosophy are related to one another. (A) 

Instructor(s): T. Cohen     Terms Offered: Autumn
Equivalent Course(s): PHIL 21210

PHIL 31314. The Presocratics. 100 Units.

This is an advanced survey course on the Presocratics. The figures covered will include but will not be limited to Thales, Anaximander, Anaximenes, Heraclitus, Parmenides, Anaxagoras, Empedocles, and the Atomists. The focus will be primarily on issues of metaphysics, epistemology, and natural philosophy, though other topics will be discussed as they arise. (B) (IV)

Instructor(s): C. Frey     Terms Offered: Spring
Equivalent Course(s): PHIL 21314

PHIL 31414. MAPH Core Course: Contemporary Analytic Philosophy. 100 Units.

A survey of some of the central concerns in various areas of philosophy, pursued from the perspective of the analytic tradition. In epistemology, our topics will include the definition of knowledge, the challenge of skepticism, and the nature of justification. In the philosophy of mind, we will explore the mind-body problem and the nature and structure of intentional states. In the philosophy of language, we will address theories of truth and of speech acts, the sense/reference distinction, and the semantics of names and descriptions. In ethics, we will focus on the debate between utilitarians and Kantians.

Instructor(s): B. Callard     Terms Offered: Autumn
Prerequisite(s): This course is open only to MAPH students. MAPH students who wish to apply to Ph.D. programs in philosophy are strongly urged to take this course.

PHIL 31503. Ancient Metaphysics. 100 Units.

 In this course we shall study some of the very different accounts of the world developed by the ancient Greek philosophers. In particular we shall consider the following: Aristotle’s ontology of form and matter, actuality and potentiality; Epicurean atomism; the Stoic strange combination of rationalism and thoroughgoing physicalism of all-pervading pneuma; Platonic theories of a transcendent realm.    

Instructor(s): E. Emilsson
Equivalent Course(s): PHIL 21503,CLAS 37112,CLCV 27112

PHIL 31600. Human Rights I: Philosophical Foundations of Human Rights. 100 Units.

Human rights are claims of justice that hold merely in virtue of our shared humanity. In this course we will explore philosophical theories of this elementary and crucial form of justice. Among topics to be considered are the role that dignity and humanity play in grounding such rights, their relation to political and economic institutions, and the distinction between duties of justice and claims of charity or humanitarian aid. Finally we will consider the application of such theories to concrete, problematic and pressing problems, such as global poverty, torture and genocide.

Instructor(s): B. Laurence     Terms Offered: Autumn
Equivalent Course(s): HMRT 30100,PHIL 21700,HIST 29301,HIST 39301,INRE 31600,LAWS 41200,MAPH 40000,LLSO 25100,HMRT 20100

PHIL 31605. Justice. 100 Units.

This course will explore a tradition of thought about justice extending from Plato to Kant. We will read selections from Plato’s Gorgias and Republic, Aristotle’s Nicomachean Ethics and Politics, Aquinas’ Summa Theologica, Rousseau’s On the Social Contract, and Kant’s Groundwork of the Metaphysics of Morals. Open to College and graduate students. (A) 

Instructor(s): A. Ford     Terms Offered: Autumn
Equivalent Course(s): PHIL 21605

PHIL 31610. Medical Ethics: Who Decides and on What Basis? 100 Units.

Decisions about medical treatment take place in the context of changing health care systems, changing ideas about rights and obligations, and among doctors and patients who have diverse religious and cultural backgrounds. By means of historical, philosophical, and medical readings, this course examines such issues as paternalism, autonomy, the commodification of the body, and the enhancement of mental and/or physical characteristics.

Instructor(s): D. Brudney, L. Ross, A. Dudley Goldblatt.     Terms Offered: Winter
Prerequisite(s): Third- or fourth-year standing
Note(s): This course does not meet requirements for the biological science major.

PHIL 31713. Aristotle on Virtue. 100 Units.

Examination of Aristotle’s theory of moral virtue as it is developed in the Nicomachean Ethics, Eudemian Ethics, and Politics.  How does virtue differ from self-control? In what way is virtue a perfection of both our capacity for non-rational desire and our reason?  What does Aristotle mean by saying that virtuous people act for the sake of the beautiful?  How is virtue promoted and sustained by political community?  What is the relation between virtue and natural flourishing? (A) (IV)

Instructor(s): G. Lear     Terms Offered: Spring
Equivalent Course(s): FNDL 21715,PHIL 21713

PHIL 31900. Feminist Philosophy. 100 Units.

The course is an introduction to the major varieties of philosophical feminism: Liberal Feminism (Mill, Wollstonecraft, Okin, Nussbaum), Radical Feminism (MacKinnon, Andrea Dworkin), Difference Feminism (Gilligan, Held, Noddings), and Postmodern "Queer" Feminism (Rubin, Butler).  After studying each of these approaches, we will focus on political and ethical problems of contemporary international feminism, asking how well each of the approaches addresses these problems. (I)

Instructor(s): M. Nussbaum     Terms Offered: Spring
Prerequisite(s): Undergraduates by permission only.
Equivalent Course(s): GNSE 29600,HMRT 31900,LAWS 47701,PLSC 51900,RETH 41000

PHIL 32000. Introduction to the Philosophy of Science. 100 Units.

The natural sciences aim at discovering and explaining truths about the world. This enterprise gives rise to various philosophical questions, among them are: What distinguishes science from other forms of enquiry? Is there anything unique about the scientific method—in both its conceptual and experimental elements—that enables the discovery of different aspects of reality? Is science a progressive enterprise advancing towards uncovering truths about the world, or does it consist of one theory arbitrarily replacing its predecessor, without ever coming closer to a final truth? Is there such a thing as scientific objectivity, or are scientists trapped in their preexisting theoretical assumptions? What are the criteria for a scientific explanation? What are scientific laws? In discussing these questions, we will engage with some of the most influential views in the philosophy of science, and critically examine their arguments in light of important case-studies from the history of science. (B)(III)

Instructor(s): C. Bloch     Terms Offered: Autumn
Equivalent Course(s): PHIL 22000

PHIL 32200. Philosophy of Cognitive Science. 100 Units.

Cognitive science is an interdisciplinary field in which theories and methods from psychology, neuroscience, linguistics, artificial intelligence, and philosophy are used to study cognition. Computational models play an increasingly significant role in the understanding of cognitive phenomena such as perception, categorization, concept formation, and problem solving. In this course, students will become familiar with some of the methods and models used in cognitive science, and discuss philosophical issues pertaining to the methodology and basic premises of cognitive science. 

Instructor(s): C. Bloch     Terms Offered: Spring

PHIL 32500. Biological and Cultural Evolution. 100 Units.

Core background in evolution and genetics strongly recommended. This course draws on readings and examples form linguistics, evolutionary genetics, and the history and philosophy of science. We elaborate theory to understand and model cultural evolution, as well as explore analogies, differences, and relations to biological evolution. We also consider basic biological, cultural, and linguistic topics and case studies from an evolutionary perspective. Time is spent both on what we do know, and on determining what we don't. (B)

Instructor(s): W. Wimsatt, S. Mufwene     Terms Offered: Spring
Equivalent Course(s): PHIL 22500,NCDV 27400

PHIL 32610. Herder's Philosophy. 100 Units.

This course will attempt to provide a broad introduction to Herder's philosophical thought. Among the topics covered will be his philosophy of language (including his theories of interpretation and translation); his philosophy of mind; his aesthetic theory; his philosophy of history; and his political philosophy. The course will consist mainly of lectures, but discussion will also be encouraged. (V)

Instructor(s): M. Forster     Terms Offered: Autumn
Equivalent Course(s): GRMN 32612

PHIL 32810. History and Philosophy of Psychology. 100 Units.

This lecture-discussion course will trace the development of psychology from the early modern period through the establishment of behaviorism. In the early period, we will read Descartes and Berkeley, both of whom contributed to ideas about the psychology of perception. Then we will jump to the nineteenth centruy, especially examining the perceptual psychology of Wundt and Helmholtz. Next, we will turn to the origins of experimental psychology in the laboratory of Wundt, and follow some threads of the development of cognitive psychology in the work of William James. The course will conclude with the behavioristic revolution inaugurated by Chicago's own John Watson and expanded by B. F. Skinner.

Instructor(s): R. Richards     Terms Offered: Winter
Equivalent Course(s): HIST 25302,CHSS 36901,HIPS 26901,HIST 35302,PHIL 22810

PHIL 33015. Darwin's "On the Origin of Species" and "Descent of Man" 100 Units.

This lecture-discussion class will focus on a close reading of Darwin's two classic texts.  An initial class or two will explore the state of biology prior to Darwin's Beagle Voyage, and then consider the development of his theories before 1859.  Then we will turn to his two books.  Among the topics of central concern will be: the logical, epistemological, and rhetorical status of Darwin's several theories, especially his evolutionary ethics; the religious foundations of his ideas and the religious reaction to them; and the social-political consequences of his accomplishment.  2009 is the 200th anniversary of Darwin's birth and the 150th of the publication of the "Origin."

Instructor(s): R. Richards     Terms Offered: Autumn
Equivalent Course(s): HIST 24905,CHSS 38400,HIPS 24901,HIST 34905,PHIL 23015

PHIL 33305. History of Aesthetics. 100 Units.

  Readings from Plato, Aristotle, Hume, Kant, Nietsche, and Collingwood among others. (A) (II)

Instructor(s): T. Cohen     Terms Offered: Winter
Equivalent Course(s): PHIL 23305

PHIL 33502. Introduction to the Philosophy of Mind. 100 Units.

 Among the principal tasks of philosophy is to understand the position of our minds and our mental activities within the increasingly detailed account of the world that the physical and biological sciences provide. We will survey and critically examine the developments of this philosophical program in the twentieth century. Special emphasis will be given to the nature of consciousness and of mental content. (B)

Instructor(s): C. Frey     Terms Offered: Spring
Equivalent Course(s): PHIL 23502

PHIL 33801. Theory of Reference. 100 Units.

This course is a survey of recent theories of names, descriptions, and truth. We discuss the relation of reference to meaning, as well as the epistemological and metaphysical consequences drawn from theses about reference. After briefly reviewing classical sources (e.g., Frege, Russell, Tarski), we concentrate on current work by Searle, Kripke, Donnellan, Kaplan, Putnam, Evans, Davidson, and Burge. (II) (B)

Instructor(s): J. Stern     Terms Offered: Winter
Prerequisite(s): PHIL 30000 or equivalent required; prior exposure to analytic philosophy recommended.
Equivalent Course(s): DVPR 33800,LING 33801,PHIL 23801

PHIL 33900. Austin. 100 Units.

Our readings are in the works of J. L. Austin, mainly How to Do Things with Words, and essays related to those lectures. If time permits, we consider later developments in the works of Grice and Cavell, among others. (II) (B)

Instructor(s): T. Cohen     Terms Offered: Winter
Equivalent Course(s): PHIL 23900

PHIL 35111. Judaism and Philosophy of Religion in Contemporary Thought. 100 Units.

How do distinctive elements in the Jewish tradition contribute to more general issues in the philosophy of religion? We will approach this question through a study of three major twentieth-century Jewish thinkers: Joseph Soloveitchik, Yeshayahu Leibowitz, and Emmanuel Levinas. Topics to be discussed include the role of practice in religion, the nature of faith, the relations between ethics and law and between religion and politics, prayer and divine service, the status of tradition and sacred texts. Attention will be given both to debates within the Jewish tradition and to the framework of philosophical and theological issues that characterizes contemporary thought. The course will alternate between lectures and discussions. (I)

Instructor(s): A. Davidson     Terms Offered: Winter
Prerequisite(s): Undergraduates enroll in sections 01 and 02. Graduate students interested in taking this course for credit must attend the first class before registering, and priority will be given to those with reading knowledge of French.
Equivalent Course(s): PHIL 25111,DVPR 35111

PHIL 35402. Freud and Philosophy. 100 Units.

This course will introduce students to the basic ideas of psychoanalysis -- the unconscious, transference, fantasy, acting out, repetition -- in the context of the traditional philosophical questions of what it is to be a human being and what the good life is for humans.  Extensive reading from Freud as well as selections from Plato, Aristotle, Sartre and others.

Instructor(s): J. Lear     Terms Offered: Autumn
Prerequisite(s): This class is intended for undergraduate majors in Philosophy & Fundamentals, & graduate students in Philosophy & Social Thought. All others require consent of instructor.
Equivalent Course(s): PHIL 25402

PHIL 36100. The Philosophical Interpretation of Scripture in the Middle Ages: The Problems of Evil and the Book of Job. 100 Units.

An important genre of philosophical writing during the Middle Ages was the commentary, both commentaries on canonical philosophical works (e.g., Aristotle) and on Scripture. This course is an introduction to medieval philosophical exegesis of Scripture, concentrating on the Book of Job and the philosophical problems of evil and suffering. Authors will include Saadiah, Maimonides, and Aquinas, and readings will include both their commentaries on Job and their systematic philosophical discussions of the problems of evil. (IV)

Instructor(s): J. Stern     Terms Offered: Winter
Equivalent Course(s): PHIL 26100,HIJD 36100,JWSC 26250,RLST 25902

PHIL 36900. Phenomenon: From the Constitution of the Object to the Self-Manifestation of the Event. Kant, Husserl, Heidegger. 100 Units.

Instructor(s): J. Marion     Terms Offered: Spring
Equivalent Course(s): DVPR 36900,THEO 36900

PHIL 38301. Topics from Hegel's "Phenomenology of Spirit" 100 Units.

This course will attempt to give a general introduction to what is arguably Hegel's most exciting work. We will begin by spending some time discussing the overall project of the work, especially as articulated in the Preface and Introduction. After that, we will examine some of the most important sections of the work, such as "Sense-certainty" and "Lordship and Bondage" in more detail. (V)

Instructor(s): M. Forster     Terms Offered: Winter
Equivalent Course(s): GRMN 28213,GRMN 38213,PHIL 28201

PHIL 39400. Intermediate Logic. 100 Units.

In this course, we will prove the soundness and completeness of standard deductive systems for both sentential and first-order logic. We will also establish related results in elementary model theory, such as the compactness theorem for first-order logic, the Löwenheim-Skolem theorem and Lindström’s theorem. (B) (II)

Instructor(s): A. Vasudevan     Terms Offered: Winter
Equivalent Course(s): CHSS 33600,HIPS 20500,PHIL 29400

PHIL 39405. Advanced Logic. 100 Units.

In this course we will prove the Undecidability of Predicate Logic, and both Gödel’s First and Second Incompleteness Theorems. We will also examine the concept of interpretability, and will make some connections with broader issues in mathematics. Finally, we will discuss some uses and abuses of Gödel’s Theorems that can be found outside logic and mathematics. For instance, do Gödel’s Theorems entail that the mind is not a machine? (B) (II)
,

Instructor(s): K. Davey     Terms Offered: Spring
Prerequisite(s): Elementary Logic or equivalent
Equivalent Course(s): CHSS 39405,PHIL 29405

PHIL 41155. Kant’s "Doctrine of Right" 100 Units.

In this course we will study Kant’s Doctrine of Right, the first part of his Metaphysics of Morals. Where necessary and possible, we also consider some of his other moral and political writings. (I) (V)

Instructor(s): A. Ford, B. Laurence

PHIL 45391. Plato on Beauty and Truth. 100 Units.

Plato thinks that beautiful speech is truthful and that truthful speech is, in some way, beautiful.  Why does he think this and why does he think it important?  Readings will include portions of the Republic, Sophist, and Phaedrus so as to understand the beauty of philosophical dialectic by contrast with the false beauties of (some) poetry and rhetoric. (IV)

Instructor(s): G. Lear     Terms Offered: Autumn
Equivalent Course(s): PHIL 55391,SCTH 55391

PHIL 49700. Preliminary Essay Workshop. 100 Units.

A two-quarter (Spring, Autumn) workshop on the preliminary essay required for all doctoral students in the Spring of their second year and the Autumn of their third year. The workshop involves discussion of general issues in writing the essay and student presentations of their work. Although students do not register for the Summer quarter, they are expected to make significant progress on their preliminary essay over the summer.

Instructor(s): M. Kremer     Terms Offered: Spring, Autumn
Prerequisite(s): All and only philosophy graduate students in the relevant years.

PHIL 49900. Reading & Research. 100 Units.

Instructor(s): Staff     Terms Offered: Autumn, Winter, Spring

PHIL 50100. First-year Seminar. 100 Units.

This course meets in Autumn and Winter quarters.

Instructor(s): D. Finkelstein     Terms Offered: Autumn, Winter
Prerequisite(s): Enrollment limited to first-year graduate students.

PHIL 50111. Vagueness: its nature, its semantics, its logic. 100 Units.

In this class we will draw together work on vagueness that has been done, over the last forty years, within philosophy, linguistics and formal logic. The overarching aim is to develop a coherent picture of what may appear to be (increasingly) diverging approaches to a single central theme.  Among those from whose work we will draw are (in alphabetical, not thematic, order): Dummett, Edgington, Fine, Graff-Fara, Greenough, Raffman, Shapiro, Van Rooy, Varzi, Williamson, Wright.  The professor will also draw on his own work, distant as well as more recent.  Through much of the course the context dependence of vague predicates will play a prominent part.  Students enrolled in the course will be expected to write an essay (of about 3000 words), which will be due at the end of the quarter.

Instructor(s): H. Kamp     Terms Offered: Autumn 2012
Equivalent Course(s): LING 50111

PHIL 50211. Models of Philosophy/Religion as a Way of Life. Units.

In the first part of this course, we will examine Stoicism as a way of life through a reading of Pierre Hadot’s commentary (in French) on Epictetus’ Manual, supplemented by other writings of Hadot. The second part of the course will be devoted to the topic of Judaism as a way of life, focusing on the writings of Joseph Soloveitchik.  The third part of the course will consider a number of historically and theoretically heterogeneous essays that take up different aspects of our theme.  Depending on the interests of the seminar participants, texts for this part of the course may include the writings of Francis of Assisi, essays by Michel Foucault, Hilary Putnam, and Wittgenstein’s “Lectures on Religious Belief”. (I)

Instructor(s): A. Davidson     Terms Offered: Autumn
Prerequisite(s): Reading knowledge of French required. Limited enrollment; Students interested in taking for credit should attend 1st seminar before registering. Consent only.
Equivalent Course(s): CMLT 50511,DVPR 50211,FREN 40212,HIJD 50211

PHIL 51114. Being and Creation. 100 Units.

The distinction between essence and existence was introduced as part of metaphysical doctrine of creation in Islamic theology. This doctrine cannot be found among the ancient philosophers but became central to the Scholastics. In the seminar we shall read works by Avicenna, Averroes, and Thomas Aquinas. We shall compare Descartes' and Spinoza's receptions of the creation doctrine. I will propose that central concepts of contemporary philosophy such states of affairs or facts and notions of the mind and of the world that go with them can be traced to the doctrine of creation.

Instructor(s): I. Kimhi     Terms Offered: Autumn
Equivalent Course(s): SCTH 55603

PHIL 51200. Law-Philosophy Workshop. Units.

The Workshop will explore a broad range of topics that arise in ethics, philosophy of action, and philosophy of criminal law related to questions of freedom and responsibility:   what is it to act freely?  Is responsibility compatible with the causal determination of action?  Does the assignment of responsibility in the criminal law make philosophical sense?  How does addiction or mental illness affect ascriptions of responsibility in the law, and how should it?  Readings will be drawn from philosophy, psychology, and criminal law theory.  Coates and Leiter will meet with enrolled students for two two-hour sessions in October to go over some classic readings on the subject of freedom and responsibility.   We will then host six or seven outside speakers addressing these issues.  Coates or Leiter will meet with the students a week in advance for one hour to go over the readings.   Confirmed speakers so far include Pamela Hieryonmi (Philosophy, UCLA), Stephen Morse (Law & Psychiatry, Penn), Hanna Pickard (Philosophy, Oxford), Derk Pereboom (Philosophy, Cornell), and Gary Watson (Law & Philosophy, Southern California). Attendance at all sessions of the Workshop is a requirement.   JD students should contact bleiter@uchicago.edu with a resume and a brief statement of background and/or interest in the topic in order to secure permission to enroll.  Philosophy PhD students may enroll without submitting these materials.

Instructor(s): B. Laurence, B. Leiter, J. Coates     Terms Offered: Autumn
Prerequisite(s): Extends over more than one quarter. Continuing students only.
Equivalent Course(s): LAWS 61512,RETH 51301,GNSE 50101,HMRT 51301

PHIL 51403. Global Justice: Distributive Justice, Humanitarian Intervention. 100 Units.

What can justify one nation’s intervention in the affairs of another? And what can justify one nation arresting a citizen of another nation and prosecuting him or her for an act that was not against the law in the nation in which it occurred?  Indeed, what can justify one nation arresting the head of state of another and prosecuting him or her?  What is the conception of national sovereignty such that it could be consistent with such apparent violations of sovereignty?  These are questions that need to be answered if we are to understand when and why it is permissible or even obligatory for one state to interfere in the affairs of another in order to protect human rights or to punish their violation. (I)

Instructor(s): D. Brudney     Terms Offered: Autumn
Equivalent Course(s): HMRT 50200

PHIL 51404. Global Inequality. 100 Units.

Global income and wealth are highly concentrated. The richest 2% of the population own about half of the global assets. Per capita income in the United States is around $47,000 and in Europe it is around $30,500, while in India it is $3,400 and in Congo, it is $329. There are equally unsettling inequalities in longevity, health, and education. In this class, we ask what duties nations and individuals have to address these inequalities and what are the best strategies for doing so. What role must each country play in helping itself? What is the role of international agreements and agencies, of NGOs, and of corporations in addressing global poverty? How do we weigh policies that emphasize growth against policies that emphasize within-country equality, health, or education? In seeking answers to these questions, the class will combine readings on the law and economics of global development with readings on the philosophy of global justice. A particular focus will be on the role that legal institutions, both domestic and international, play in discharging these duties. For, example, we might focus on how a nation with natural resources can design legal institutions to ensure they are exploited for the benefit of the citizens of the country. Students will be expected to write a paper, which may qualify for substantial writing credit. (I)

Instructor(s): M. Nussbaum, D. Weisbach     Terms Offered: Winter
Equivalent Course(s): LAWS 92403

PHIL 51411. Freedom and Love in Psychoanalsyis (and Life) Units.

This seminar will take up the idea -- developed after Freud, but influenced by him -- that freedom and love are fundamental values in psychoanalysis.  And they are fundamental values of psychoanalysis because they are constitutive of flourishing human life.  We shall read carefully articles by Hans Loewald, Paul Gray and Heinz Kohut (as well as articles by Lear and Levenson) that try to show how freedom and love show up in the details of human life, often hidden as such, and how psychoanalytic treatment facilitates their development.  We shall concentrate on theory and technique: giving clinical vignettes that give concrete realization to these ideals.  Students should have previous acquaintance with the writings of Freud as well as Plato's Symposium.  The seminar is open to graduate students in Philosophy and Social Thought as well as to undergraduate majors in Philosophy and Fundamentals.  All others require permission of the instructors.�

Instructor(s): J. Lear and Clinical Prof. L. Levenson (Yale), Visiting Kohut Professor in the Committee on Social Thought.     Terms Offered: Spring

PHIL 51508. Thomistic Moral Philosophy. 100 Units.

Vast areas of Anglophone practical philosophy have focused on Aristotle's ethics of late, and some new neo-Aristotelians have turned to work by Thomas Aquinas for help.  Our tasks in this seminar will be three: (1) to consider recent work in neo-Aristotelian ethics; (2) to see what contemporary neo-Aristotelians seek in turning to Aquinas; and three, to consider how far Thomistic thought about virtue, happiness, practical reason and practical wisdom are compatible with contemporary neo-Aristotelian practical philosophy more generally. (I) (IV)�

Instructor(s): C. Vogler     Terms Offered: Spring
Prerequisite(s): Consent of Instructor.

PHIL 52201. The Concept of Institution: From Modern Political Philosophical to Social Philosophy. 100 Units.

Modern political philosophy is an inquiry into the legitimacy of political authority (why should I be submitted to a Sovereign?). Social philosophy is an inquiry into the meaning of social action : what does it take for an agent to be acting socially?
According to the French School of sociology (Durkheim, Mauss, Lévi-Strauss, Dumont), human beings are social beings insofar as their lifes are governed by collective representations and institutions. This view can be presented as a way of dealing with the paradoxes of a purely political view of social life as found in social contract theories of political sovereignty.
First, we will assess Durkheim’s reading of Jean-Jacques Rousseau Social Contract as having anticipated the sociological understanding of social life by overcoming a purely atomistic view of political associations (with the concept of a “general will” and its foundation in the “moral” constitution of the people, i.e. its collective habits and social institutions).
Then, we will consider contemporary proposals to locate the concept of institution within the framework of a philosophy of action (Anscombe, “On Brute Facts”; Castoriadis, The Imaginary Institution of Society).

Instructor(s): V. Descombes     Terms Offered: Autumn
Equivalent Course(s): SCTH 51301,FREN 41301

PHIL 52220. Marx's "Capital" 100 Units.

In this course we will read the first volume of Karl Marx’s Capital. (I) (V)

Instructor(s): A. Ford     Terms Offered: Spring

PHIL 53205. Perception and Intentionality. 100 Units.

This seminar concerns what it is for perceptual experience to possess intentionality. The course will be split into roughly three sections. The first section of the course will cover the nature of intentionality itself. I will discuss the two most prominent contemporary accounts of intentionality: representationalism and relationalism. I will also cover a third (broadly Aristotelian) view according to which intentionality consists in being or becoming what one is directed upon. The second section of the course will canvass attempts to give naturalistic accounts of intentionality (causal/informational accounts, teleo-functional accounts, etc.). The third section will cover the relationship between perceptual experience's intentional features and its phenomenal features including the thesis that there is a distinctive kind of phenomenal intentionality. (III)

Instructor(s): C. Frey     Terms Offered: Winter

PHIL 53341. Expressivism. Units.

Expressivism---the contemporary incarnation of the noncognitivist reaearch program of philosophers such as Ayer, Stevenson, and Hare---and its comprehensive view about the nature of both normative language and normative thought have recently been applied to many topics elsewhere in philosophy, including logic, probability, knowledge, belief, and modality. After reviewing the key motivations behind expressivism and its scope beyond the realm of the metaethical, the class will focus on the semantic commitments of expressivism. Of special interests will be the prospects of expressivism to resolve the Frege-Geach problem and, more generally, to arrive at a satisfying model of everyday discourse and reasoning. In addressing these questions, we will consider a number of non-classical semantic frameworks that have recently been proposed in philosophy of language, compare their vices and virtues, and see to what extent they are compatible with the key intuitions behind the expressivist agenda. (II)

Instructor(s): M. Willer     Terms Offered: Winter

PHIL 53610. The Meanings of “Theology”: Introduction to the History of the Concepts.,Probability and Inductive Logic. 100 Units.

,In this course, we will examine the most well-known attempts to develop a theory of inductive logic, i.e., a logic which defines the (probabilistic) relations of inductive support that obtain between sentences in a formal language.  In the first half of the course, we will examine, in detail, Carnap’s program in inductive logic. We will consider both the early “a prioristic” stage of Carnap’s work, in which it was held that the principles of inductive logic suffice to determine a unique methodology for inductive reasoning, as well as the subsequent weakening of these principles to allow for a continuum of inductive methods. In the second half of the course, we will examine the various philosophical objections leveled at Carnap’s program, as well as examine more recent attempts to assign probabilities to sentences in a first-order language. Readings for the course will include works by Carnap, Goodman, Putnam, Gaifman and Paris among others. (II)

Instructor(s): J. Marion,A. Vasudevan     Terms Offered: Spring
Prerequisite(s): ,Elementary Logic or equivalent.
Equivalent Course(s): THEO 51610,DVPR 51610

PHIL 54490. Russell. 100 Units.

An examination of the development of Russell’s interrelated logical, epistemological and metaphysical views, focusing on the period from the Principles of Mathematics (1903) to The Philosophy of Logical Atomism (1918). (III)

Instructor(s): M. Kremer     Terms Offered: Winter
Prerequisite(s): PQ: Students other than Philosophy PhD students need permission of instructor.

PHIL 55391. Plato on Beauty and Truth. 100 Units.

Plato thinks that beautiful speech is truthful and that truthful speech is, in some way, beautiful.  Why does he think this and why does he think it important?  Readings will include portions of the Republic, Sophist, and Phaedrus so as to understand the beauty of philosophical dialectic by contrast with the false beauties of (some) poetry and rhetoric. (IV)

Instructor(s): G. Lear     Terms Offered: Autumn
Equivalent Course(s): SCTH 55391,PHIL 45391

PHIL 55789. Aristotle on Substance and Essence: Metaphysics Zeta. 100 Units.

Book Zeta of the Metaphysics, sometimes characterized as ‘the Mount Everest of ancient philosophy’, is concerned with the question, What is substantial being (ousia)? Aristotle explores several potential answers to this question, specifying substantial being as subject, essence, universal, or genus. His discussion is based on the distinction between form and matter of composite beings. Further questions discussed in Zeta include: Do non-substantial beings have an essence or definition? Why do definitions constitute a unity? What role do essences play in scientific explanations? The seminar will be a close reading of Zeta.(III, IV).

Instructor(s): M. Malink     Terms Offered: Autumn
Note(s): Knowledge of Greek not required.

PHIL 55910. Aristotle and the origin of the ethical. 100 Units.

This class is a close reading of Aristotle’s Nicomachean Ethics, devoting two class sessions to each book.  We will be reading with the following line of questioning in mind: is Aristotle’s ethical theory consistent with our basic moral intuitions?  If not, are we willing to take seriously the possibility that our moral outlook could be fundamentally mistaken?  If not, can we take Aristotle seriously as an ethicist?  The aim of the class is not primarily exegetical; our goal is to figure out whether Aristotle is right, and to think about how and whether it is possible to engage philosophically with an ethically alien point of view. (I) (IV)

Instructor(s): A. Callard.     Terms Offered: Winter
Prerequisite(s): PQ: Undergraduates must email instructor for consent.
Note(s): Before the first class, students ought to carefully read book I, chapters 1-7. Note there are 2 class meeting times, plus required attendance of discussion section.

PHIL 59950. Workshop: Job Placement Seminar. 100 Units.

Course begins in late Spring quarter and continues in the Autumn quarter.

Instructor(s): G. Lear     Terms Offered: Spring, Autumn
Prerequisite(s): This workshop is open only to PhD Philosophy graduate students planning to go on the job market in the fall of 2012. Approval of dissertation committee is required.
Note(s): Pass/Fail.