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Course Criteria
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4.00 Credits
What's the best way to live For pleasure or for virtue For oneself or for others By the conventions of one's time or by some timeless truths The fascination the ancient Greeks had with this question launched Western philosophy on the trajectory it still travels today. In their minds the question was inextricably linked with others: What is the nature of the universe in which we live What is the status of our knowledge of this universe How can we understand the processes of change we see everywhere, including in ourselves And what is the nature of philosophy itself This course will explore the emergence of Western thought out of and in contrast with earlier mythological worldviews. We will focus most on the person who most famously asked this question, Socrates, and on the writings in which he is most vividly portrayed, namely the dialogues of his student Plato. We will continue to pursue these questions through the writings of Plato's student, Aristotle, as well as the famous schools of ancient philosophy, the Stoics, the Epicureans, and the Skeptics. No prior familiarity with philosophy is assumed; indeed, because these thinkers came first, this is a perfect place to begin one's study of philosophy. Offered every two years. Credit: 4
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4.00 Credits
With the scientific worldview having been turned upside down (literally) by the Copernican Revolution, and the political world having been rocked by the English Civil War, Europeans of the 17th and 18th Centuries were looking for some sort of certainty in their lives. In the world of science, this meant looking for some way to determine what was reliable in our knowledge of the physical world. In the political realm, it meant exploring the foundations of society so as to uncover what it was that made governmental authority legitimate. This course presents the leading philosophers of the period Descartes, Spinoza, Hobbes, Locke, Rousseau, Hume, and Kant as engaged in an ongoing historical dialogue to work out the dual problems of knowledge and politics; the obvious relevance of their thinking to contemporary life will be discussed as well. Note: This is the second course in our History of Philosophy sequence (120H-160H); courses in this sequence may be taken in any order since no previous philosophy experience is necessary for any one of them. Every two years in Spring. Every two years in spring. Credit: 4
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4.00 Credits
At the end of the 18th Century, Kant addressed the problem of skepticism by re-conceiving knowledge as a matter of human beings projecting our categories of understanding onto the world. In this course we will follow out the implications of this idea through the works of such Nineteenth-century European philosophers as Hegel, Marx, Kierkegaard, Schopenhauer, and Nietzsche. In particular, we will explore the ways in which several of these thinkers came to believe that we might well construct ourselves in the same way that we construct our world, thus paving the way for the Existentialist movement of the 20th Century. Note: This is the third course in our four-semester History of Philsophy sequence (120H-160H). Courses in this sequence may be taken in any order; no previous philosophy experience is necessary. Every two years in Fall. Credit: 4
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4.00 Credits
Twentieth-century European philosophy began, with Edmund Husserl, by exploring human consciousness as the key to understanding the world. The phenomenological school, as it was known, then gave rise to the existentialist movement, as figures such as Heidegger and Sartre took the category of human existence as the fundamental principle of philosophy. Later thinkers such as Merleau-Ponty deepened the analysis of the way consciousness derives from human experience and thus paved the way for movements such as post-modernism. Depending on the instructor, this course will also explore (in addition to those already named) thinkers such as Buber, Derrida, Foucault, Lacan, Levinas, and Lyotard. Connections between philosophy and psychology, literature, and the arts will be emphasized. Note: This is the final course in our four-semester History of Philosophy sequence (PHI 120H-160H). However, these courses may be taken in any order, and no background is assumed. Students seeking courses in Twentieth-century Anglo-American Analytic philosophy should look for PHI 200H, 201H, and 202H. (Pass/Fail option) Every two years in the Spring. Credit: 4
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4.00 Credits
An introduction to the philosophical study of human knowledge. Topics include the role of sense-perception in knowledge; the nature of human reason; the status of scientific, ethical, and religious knowledge claims; rules of evidence; and the challenges of subjectivism and skepticism. Every two years. Credit: 4
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4.00 Credits
An introduction to the principal concepts and theories relevant to the study of the general nature of reality. Topics include the existence of God, the mind-body problem, the problem of freewill, the nature of time and space, the problem of universals, and the philosophical implications of contemporary physics. Every two years. Credit: 4
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4.00 Credits
Critical study of major ethical problems that arise in the context of modern medicine and medical/biological research. Problems to be examined include abortion, euthanasia, patient-nurse/physician relations, the allocation of scarce medical resources, and genetic research. Every two years Credit: 4
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4.00 Credits
Critical study of methods, goals, and presuppositions of Western science and its applications in contemporary life. Topics include the distinction of formal from empirical science, the nature of laws and theories, the role of observation and experiment, and the problem of induction. Every two years. Credit: 4
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4.00 Credits
An investigation of several core issues in Philosophy in Education (including the goals of education and the nature of teaching) by means of several classic authors in Philosophy of Education, focusing especially on the political and moral character, ramifications, and significance of education. Prerequisite(s): One course in Philosophy or professional standing in education. Every two years. Credit: 4
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4.00 Credits
Intensive study of a single philosophical author of topic. Prerequisite(s): Determined each term as appropriate. Every two years. Credit: 4
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