CollegeTransfer.Net

Course Criteria

Add courses to your favorites to save, share, and find your best transfer school.

  • 80 198: Research Training

    9.00 - 12.00 Credits
    Carnegie Mellon University

    No course description available.
    Share80 198 - Research Training
    Favorite

  • 80 201: Epistemology

    9.00 Credits
    Carnegie Mellon University

    Epistemology, one of the cornerstones of philosophy since ancient times, concerns the relationships between belief, truth, and knowledge. This course will explore fundamental issues in epistemology, such as the analysis of the concept of knowledge, epistemic justification and scientific method, a priori knowledge, theories of truth, skepticism, reliabilism, and coherentism. Both classic texts and contemporary journal articles will be discussed. There are no prerequisites, but students with some philosophical sophistication and/or formal ability will be more comfortable with the material.
    Share80 201 - Epistemology
    Favorite

  • 80 208: Critical Thinking

    9.00 Credits
    Carnegie Mellon University

    This course is an introduction to practical reasoning. The course will contain an elementary introduction to concepts important for reasoning and decision making, such as validity, probability, and utilities. Students will extensively practice critically analyzing and evaluating a wide variety of arguments found in newspapers, magazines, and elementary accounts of scientific reasoning. In order to help students develop the skills to analyze and evaluate arguments, the course will introduce several software packages recently developed at CMU that help students diagram arguments and causal reasoning; these packages have been shown to improve students critical reasoning skills. In addition, students will learn about a wide variety of statistical, logical, psychological, and causal fallacies that are used to mislead people.
    Share80 208 - Critical Thinking
    Favorite

  • 80 210: Logic and Proofs

    9.00 Credits
    Carnegie Mellon University

    This web-based course introduces students to central issues in logic and develops their ability for constructing and refuting arguments. It addresses the question: How can one analyze the structure of rational discourse or, more specifically, the logical structure of argumentation? An answer to this question requires: (i) uncovering the logical form of statements; (ii) defining the correctness of logical steps; (iii) formulating inference rules for the logical forms; (iv) designing strategies for argumentation with the inference rules. The course takes these steps for both sentential and quantificational logic. Presentation: The material is presented on-line, though some exercises must be done with pen and paper. Additional reading of historical and philosophical character complements the systematic on-line presentation. Weekly small discussion meetings with collaborative reviews, substantive discussions and critical reflections supplement the on-line material.
    Share80 210 - Logic and Proofs
    Favorite

  • 80 211: Logic and Mathematical Inquiry

    9.00 Credits
    Carnegie Mellon University

    Since ancient times, those searching for truth have looked to mathematical arguments as a paradigm of rational inquiry. We study the structure of such arguments and their application. In the first half of the course, we develop the syntax and semantics of sentential and quantificational logic while in the second, we apply this logic to examine the axiomatic method in set theory and introduce formal models of computation. This course prepares students to take the 310-311 series on the fundamental (in)completeness and (un)decidability theorems of modern logic.
    Share80 211 - Logic and Mathematical Inquiry
    Favorite

  • 80 220: Philosophy of Science

    9.00 Credits
    Carnegie Mellon University

    In this course, we will examine some historical case studies (e.g., the Copernican revolution in astronomy) against which we will assess views pertaining to the significance, justification, and production of scientific knowledge. For example, should scientific theories be understood literally or as computational devices for deriving new predictions? How can universal conclusions ever be justified by a finite data set? Does explanation contribute to a theory's confirmation by the evidence? Does science aim to find the truth? Is probability in the world or only in our minds? Is explanation a matter of finding causes or are causes whatever it is that explains? Is scientific rationality objective or culture-relative?
    Share80 220 - Philosophy of Science
    Favorite

  • 80 221: Philosophy of Social Science

    9.00 Credits
    Carnegie Mellon University

    Can the behavior of societies be studied using the methods of natural science? This course takes a critical-historical approach to the question, which reveals that there have been interactions between natural science and the study of societies in both directions. Hobbes approached the study of man and society in the 17th century using the newer methods of natural science of the time, and his analysis is the foundation for many approaches in the social sciences today. Rousseau's work raised a question about the order of explanation: does the behavior of societies arise from the nature of man, or is the nature of man formed by society? We then examine the development of methods for the social sciences which were later imported into the natural sciences: the statistics of populations. With this historical background as a backdrop, we consider more contemporary views of philosophers of sociology and the social sciences and methods employed in the social sciences. This course provides a philosophical background to more formal courses in the social sciences and more advanced courses in philosophy of the social sciences. It also serves as an overview to anyone interested in the topic.
    Share80 221 - Philosophy of Social Science
    Favorite

  • 80 226: Revolutions in Science

    9.00 Credits
    Carnegie Mellon University

    Contemporary science emerged in the 17th century from a series of dramatic innovations in theory and method that has come to be called the Scientific Revolution. Since then, science has been punctuated by repeated ?revolutions? in which scientists have been forced to select among dramatically different frameworks for explaining the world: is the Earth or the sun at the center of the solar system? Do kinds of organisms develop from other kinds, or is each created independently? Is matter infinitely divisible or are all things made of atoms in a void? The way scientists choose one framework over another can tell us something about the nature of science. In this course, we will focus on episodes of scientific change to gain insight into a range of questions: Is scientific change governed by a single method or does each new revolution involve the invention of a new scientific method? How do scientists argue for the existence of unobservable processes, properties, or objects like atoms? In what way do these arguments differ from those of their ancient predecessors? What makes them compelling? We?ll begin our investigation by examining the overthrow of ancient Greek astronomy and physics by Galileo, Kepler, and Newton. We will then turn to a number of subsequent revolutions in other areas of science such as chemistry, geology, and evolutionary biology. Students will work with original texts by Galileo, Newton, Darwin, and others.
    Share80 226 - Revolutions in Science
    Favorite

  • 80 230: Ethical Theory

    9.00 Credits
    Carnegie Mellon University

    Every day, even in very subtle ways, we make judgments of value that shape our lives and our conduct. This course will examine four influential attempts at providing a systematic account of the source and nature of moral value, its relationship to other kinds of value, and the practical implications of different answers to these questions. This focus on the fundamental structure of moral value will frequently engage topics such as the nature of the good, subjectivist and objectivist accounts of value, forms of moral naturalism verses attempts at moral constructivism, and will draw on historical as well as more contemporary sources. Particular attention will be paid to articulating the specific sources of disagreement that distinguish competing moral theories in order to facilitate our ability to adjudicate between them on a reasoned basis.
    Share80 230 - Ethical Theory
    Favorite

  • 80 235: Political Philosophy

    9.00 Credits
    Carnegie Mellon University

    At the heart of political philosophy lie fundamental questions such as: What constitutes a just society? How, and under what circumstances do individuals incur special political obligations to a particular state? What are the limits of the legitimate authority of the state and how are they defined? This course provides a systematic investigation of the way such questions are answered by dominant schools of liberal political theory, such as the social contract tradition, utilitarianism and libertarianism. Because the liberal political tradition is also strongly egalitarian in nature, the course will examine different conceptions of political equality and conflicting views about the respects in which community members may have a just claim to equal treatment. Readings are drawn from classic works by authors such as Hobbes, Locke, Kant, and Mill, and from the works of contemporary theorists like Rawls, Nozick and others.
    Share80 235 - Political Philosophy
    Favorite
To find college, community college and university courses by keyword, enter some or all of the following, then select the Search button.
(Type the name of a College, University, Exam, or Corporation)
(For example: Accounting, Psychology)
(For example: ACCT 101, where Course Prefix is ACCT, and Course Number is 101)
(For example: Introduction To Accounting)
(For example: Sine waves, Hemingway, or Impressionism)
Distance:
of
(For example: Find all institutions within 5 miles of the selected Zip Code)