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  • 80 314: Logic and Artificial Intelligence

    9.00 Credits
    Carnegie Mellon University

    An introduction to several formalisms used in knowledge representation and database theory. The emphasis is placed on non-monotonic logic, conditional logic and belief revision methods. We will also study recent issues in the logics of knowledge and belief and consider applications in distributed AI. Several methodological problems in AI are discussed.
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  • 80 315: Modal Logic

    9.00 Credits
    Carnegie Mellon University

    An introduction to first-order modal logic. The course considers several modalities aside from the so-called alethic ones (necessity, possibility). Epistemic, temporal or deontic modalities are studied, as well as computationally motivated modals (like 'after the computation terminates'). Several conceptual problems in formal ontology that motivated the field are reviewed, as well as more recent applications in computer science and linguistics. Kripke models are used throughout the course, but we also study recent Kripkean-style systematizations of the modals without using possible worlds. Special attention is devoted to Scott-Montague models of the so-called `classical' modalities.
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  • 80 322: Philosophy of Physics

    9.00 Credits
    Carnegie Mellon University

    Philosophical problems in the development of modern physics. Topics include the philosophical significance of Einstein's theory of relativity, interpretations of quantum mechanics, and the relationship between these two theories. Other topics may include the philosophy of space and time, the epistemology of geometry, the significance of modern cosmology, and chaos theory.
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  • 80 335: Deliberative Democracy: Theory and Practice

    9.00 Credits
    Carnegie Mellon University

    This course will explore the theory and practice of deliberative democracy. Topics and concepts to be discussed include distinctions between aggregative and deliberative models of democracy, the notions of Reciprocity, Publicity, and Accountability as they apply to policy discussions, and recent work in Citizenship Theory. We will also look at various practices that utilize the theories of deliberative democracy, such as Participatory Strategic Planning, Deliberative Polls?, and Action Forums.
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  • 80 337: Philosophy Politics & Economics

    9.00 Credits
    Carnegie Mellon University

    The course is split between two broad topics. First, we explore issues pertaining to Individual Decision Theory, mainly the postulate of rationality and its implications. We then proceed to discuss collective decision making by a group of rational agents. We discuss methods of aggregating individual preferences and, in particular, measures of social welfare, in an effort to associate the evaluation of policy with ethical principles.
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  • 80 341: Computers, Society and Ethics

    9.00 Credits
    Carnegie Mellon University

    This course explores many of the social and ethical issues that have emerged in the wake of the significant advances that we have witnessed in computer science and information technology (IT). Computers and communications technologies have had an increasing impact on the whole of society and have raised new and difficult ethical questions. In turn, these ethical issues have spurred the need for a consideration of new policies and regulations. In this new world of IT, some are concerned about the protection of their privacy while others find problems of censorship and, more generally, restrictions on information access to be their main focus as a problematic social issue. This course will address these and other issues such as: questions of free speech, surveillance in the workplace, intellectual property and copyright, information acquisition and ethics and the Internet.
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  • 80 348: Health Development and Human Rights

    9.00 Credits
    Carnegie Mellon University

    Approximately 1.1 billion people live on less than $1 a day in a condition the World Bank refers to as extreme poverty. Those who live in extreme poverty frequently lack effective access to proper nutrition, adequate shelter, safe drinking water, and sanitation. As a result, they also bear the greatest burdens of famine and epidemic disease and frequently face social and political conditions of unrest and systematic oppression. This course examines the question of what, if anything, we in the technologically and economically developed world owe to the global poor. It therefore focuses considerable attention on competing theories of global distributive justice and the relationship between poverty, poor health, and human rights. We will critically examine different strategies for international development that emphasize one or more of these variables and we will consider how information about the complex interrelationship of these variables should be factored into the development process.
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  • 80 371: Philosophy of Perception

    9.00 Credits
    Carnegie Mellon University

    This course addresses questions concerning the nature of perception. We?ll attempt to answer a variety of questions including (but not limited to): What is perception? How is it different from thought? Must perception be conscious? Can there by unconscious perception? Do we perceive the world directly? Do we see only images? Does perception represent the world? How many senses are there and how do we divide them? How is vision different from touch or audition? Is taste a sense? Is smell? Is proprioception or the sense of pain? What are hallucinations? Is imagination a form of perception? What are colors, sounds as objects of perception? Is there a difference between silence and deafness? Do we perceive only what we attend? How can understanding the brain help us understand perception? At every point, we will keep touch with the empirical literature.
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  • 80 381: Meaning in Language

    9.00 Credits
    Carnegie Mellon University

    This course is an introduction to the study of meaning from a linguistic perspective. Linguists studying meaning need to be able to say what the meanings of sentences are, and to explain how those meanings are constructed from the meanings of sentence parts: words, morphemes and syntactic structure. In this course, we'll focus on developing a vocabulary for talking about the truth conditional content of sentences: the part of meaning that has to do with representing the world as being a particular way. We'll also investigate how particular words and constructions affect the appropriateness conditions of sentences in which they occur, that is, the conditions under which those sentences can be appropriately used in discourse. As we'll see, many linguistic items affect sentence meaning in both of these ways simultaneously. The semantic contributions of a wide range of linguistic forms will be covered in the course. By the end of the semester, you will be able to state clearly what the difference is between the noun phrases "a dog" and ?the dog?; you'll understand the difference between the sentence "All dogs have tails" and the sentence "Dogs have tails"; and you?ll know why the sentence "John left yesterday" sounds fine but the sentence "John has left yesterday" doesn't. You?ll know how to talk about the meanings of sentences with modals, like "John might have left", and you'll understand what the difference is between saying "JOHN didn't see Bill" and saying "John didn't see BILL". All this, and more. While the course will develop precise ways of talking about meaning, it will not be particularly technical. (The amount of technical material to be introduced will be determined on the basis of the skills and interests of students.) Material in the course will presuppose a basic knowledge of linguistic notions, as covered in 80-180 Nature of Language.
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  • 80 382: Linguistics of Germanic Languages

    9.00 Credits
    Carnegie Mellon University

    In this course we will look at phonology and syntax within a single language family, Germanic. The Germanic languages include English, Dutch, Frisian, German, Pennsylvanisch, Afrikaans, Yiddish, Icelandic and the Scandinavian languages, excluding Finnish. Similarities and differences in the sound systems of these closely related languages will be studied, and we will also look comparatively at various syntactic structures, including noun phrases, verb complements, main and relative clauses, as well as mood and modality. The approach is student-centered, with groups of students concentrating on topics in a few most-closely related languages. The course will provide an extended case-study for application of concepts and analytical strategies taught in Nature of Language, Phonetics and Phonology, Linguistic Analysis, and other relevant courses. The approach should also help bring out the relevance of diachronic factors in the synchronic study of language, with historical forms of English being open to investigation, as these often reflect patterns found in contemporary Germanic languages.
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