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BUILDING: LATT | ROOM: 531

This is a survey course in general philosophy of science, focussing on metaphysical questions concerning the nature of science. Representative questions include: Must a scientific theory work because the entities it posits exist in the real world? Or is there some other way of explaining the success of science? Should we believe our best current scientific theories even though all of our past theories have been false? How should we understand scientific laws? Do the laws of nature govern the world or simply encapsulate some interesting patterns in the world? What is the relationship between lower level and higher level laws, and between lower level and higher level scientific theories? Do scientific explanations work because they tell us about laws, or because they tell us about causes, or for some other reason?

BUILDING: MOREY | ROOM: 502

This is a survey course in general philosophy of science, focussing on metaphysical questions concerning the nature of science. Representative questions include: Must a scientific theory work because the entities it posits exist in the real world? Or is there some other way of explaining the success of science? Should we believe our best current scientific theories even though all of our past theories have been false? How should we understand scientific laws? Do the laws of nature govern the world or simply encapsulate some interesting patterns in the world? What is the relationship between lower level and higher level laws, and between lower level and higher level scientific theories? Do scientific explanations work because they tell us about laws, or because they tell us about causes, or for some other reason?

BUILDING: MOREY | ROOM: 502

This is a survey course in general philosophy of science, focussing on metaphysical questions concerning the nature of science. Representative questions include: Must a scientific theory work because the entities it posits exist in the real world? Or is there some other way of explaining the success of science? Should we believe our best current scientific theories even though all of our past theories have been false? How should we understand scientific laws? Do the laws of nature govern the world or simply encapsulate some interesting patterns in the world? What is the relationship between lower level and higher level laws, and between lower level and higher level scientific theories? Do scientific explanations work because they tell us about laws, or because they tell us about causes, or for some other reason?

BUILDING: MOREY | ROOM: 502

This course is an introduction to philosophy as a method of inquiry into the most abstract and fundamental questions. By investigating a range of central philosophical problems, focusing throughout on the arguments used to motivate different proposed solutions, students will work toward improving their ability to develop their own theories and arguments, while gaining an overview of some of the most important works of philosophy. Topics may include: freedom of the will, the relation of the mind and the body, personal identity, knowledge and skepticism.

BUILDING: MEL | ROOM: 203

This course is an introduction to the epistemological side of philosophy of science, focussing on questions concerning the nature of science. Epistemological questions in the philosophy of science are those concerning the nature of scientific knowledge: Is scientific knowledge different in principle from other forms of knowledge? If so, what makes it different? Should the history of science be seen as an ever-increasing advance of knowledge, or should we see the historical development of science in some other terms? Given that most scientific theories have turned out to be false, are we justified in believing that our current theories are true? We will examine these questions through readings drawn from both the history and philosophy of science.

BUILDING: HYLAN | ROOM: 101

Logic is the study of valid forms of argument. This course is an introduction to symbolic logic, a modern theory of logic that involves the construction of an artificial symbolic language within which the logical forms of sentences can be expressed and the validity of arguments can be proven. Students will learn two logical systems, Truth-Functional Logic and First-Order Logic. In addition to translating English arguments into symbolic form, and constructing interpretations to demonstrate the invalidity of arguments, students will also learn how to prove that an argument is valid using a set of rigorously defined implication rules for each logical system.

BUILDING: MEL | ROOM: 203

Nature and justification of government and democracy, conflict and revolution, relations between church and state, moral relations of individuals to government, individual freedom, economic justice. Classic and contemporary readings.

BUILDING: GAVET | ROOM: 208

Nature and justification of government and democracy, conflict and revolution, relations between church and state, moral relations of individuals to government, individual freedom, economic justice. Classic and contemporary readings.

BUILDING: GAVET | ROOM: 208

Nature and justification of government and democracy, conflict and revolution, relations between church and state, moral relations of individuals to government, individual freedom, economic justice. Classic and contemporary readings.

BUILDING: GAVET | ROOM: 208

Methods of identifying, interpreting, reconstructing, and evaluating reasoning found in speeches, essays, editorials, magazine articles, and scientific reports. Analytical methods mastered in this course do not include those of formal symbolic logic.

BUILDING: HUTCH | ROOM: 140

Topics include the existence of God, the nature of God, and the relation of God to the world. We will examine traditional arguments for and against God’s existence, we will consider divine attributes such as omnipotence and omniscience, and we will discuss such topics as miracles and the relation of faith and reason.

BUILDING: MOREY | ROOM: 525

Questions and principles of business ethics: moral responsibilities of corporations, truth in advertising, sales practices, bribery, environmental issues, economic justice, nature of the employment contract, whistle-blowing, affirmative action, sexual harassment, corporate organization.

BUILDING: HYLAN | ROOM: 201

Foundations of Ancient Greek philosophy from Presocratic to Hellenistic periods. Covers ancient Greek ethics, metaphysics and epistemology, philosophy of mind. Special attention to Plato and Aristotle.

BUILDING: LATT | ROOM: 531

Foundations of Ancient Greek philosophy from Presocratic to Hellenistic periods. Covers ancient Greek ethics, metaphysics and epistemology, philosophy of mind. Special attention to Plato and Aristotle.

BUILDING: LATT | ROOM: 531

Foundations of Ancient Greek philosophy from Presocratic to Hellenistic periods. Covers ancient Greek ethics, metaphysics and epistemology, philosophy of mind. Special attention to Plato and Aristotle.

BUILDING: LATT | ROOM: 531

Most health care ethics focuses on the individual decisions about health care, but many ethical questions have implications for society at large. The demands that individual health decisions make on the system may create collective problems, and conversely, the needs of society may limit the freedoms that individuals think they should have. Public health ethics then, lie at the intersection of medicine, political philosophy, and public policy. This course will examine the values of health, social needs, and freedom through a systematic examination of situations in which these conflicts arise.

BUILDING: MOREY | ROOM: 321

This is an advanced course in philosophy investigating current topics in the philosophy of physics with a focus on the metaphysics of physical theories. In Fall 2013, the topic will be space, time, and locality.

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This is an advanced course in philosophy investigating current topics in the philosophy of physics with a focus on the metaphysics of physical theories. In Fall 2013, the topic will be space, time, and locality.

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This is an advanced course in philosophy investigating current topics in the philosophy of physics with a focus on the metaphysics of physical theories. In Fall 2013, the topic will be space, time, and locality.

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This course is an introduction to the aims and techniques of several extensions and revisions to classical propositional logic, with emphasis on model theory ("possible world semantics") and application in philosophy. Topics to be covered include modal propositional logic and applications, e.g. logics of necessity and possibility, tense logic, the logic of counterfactuals, paraconsistent logic and relevance logics.

BUILDING: MOREY | ROOM: 501

Most health care ethics focuses on the individual decisions about health care, but many ethical questions have implications for society at large. The demands that individual health decisions make on the system may create collective problems, and conversely, the needs of society may limit the freedoms that individuals think they should have. Public health ethics then, lie at the intersection of medicine, political philosophy, and public policy. This course will examine the values of health, social needs, and freedom through a systematic examination of situations in which these conflicts arise.

BUILDING: MOREY | ROOM: 321

Most health care ethics focuses on the individual decisions about health care, but many ethical questions have implications for society at large. The demands that individual health decisions make on the system may create collective problems, and conversely, the needs of society may limit the freedoms that individuals think they should have. Public health ethics then, lie at the intersection of medicine, political philosophy, and public policy. This course will examine the values of health, social needs, and freedom through a systematic examination of situations in which these conflicts arise.

BUILDING: MOREY | ROOM: 321

An introduction to moral philosophy as applied to current topics. Some questions to be explored: Is torture morally permissible in the fight against terrorism? Is it okay to destroy embryos for stem cell research? Can abortion sometimes be justified? How? Is active euthanasia ever permissible? Is capital punishment justifiable in principle? In practice? How far does our moral duty to aid distant strangers extend? What sorts of political and socioeconomic principles are morally justifiable? Do animals have moral rights? How should we understand the meaning and value of life and death? We will also explore related general questions: Is it always possible for a good enough end to justify bad means? What is the relation, if any, between morality and religion? Are there objective facts about right or wrong, or is morality ultimately subjective or relative to cultures or times? Are there situations in which every available action is wrong?

BUILDING: LATT | ROOM: 201

This course is an introduction to the aims and techniques of several extensions and revisions to classical propositional logic, with emphasis on model theory ("possible world semantics") and application in philosophy. Topics to be covered include modal propositional logic and applications, e.g. logics of necessity and possibility, tense logic, the logic of counterfactuals, paraconsistent logic and relevance logics.

BUILDING: MOREY | ROOM: 501

This course is an introduction to the aims and techniques of several extensions and revisions to classical propositional logic, with emphasis on model theory ("possible world semantics") and application in philosophy. Topics to be covered include modal propositional logic and applications, e.g. logics of necessity and possibility, tense logic, the logic of counterfactuals, paraconsistent logic and relevance logics.

BUILDING: MOREY | ROOM: 501

Stem cell research is one of the most important and exciting fields of current biological research. But the use of stem cells created from human embryos raises a number of ethical issues, many of which are unique to stem cells. This course will explore some of those ethical issues, but to understand them, the course will also help students understand the science behind the research. The course is designed for non-science majors so that they can intelligently assess the debates about this new line of research. By the end of the course, students should be able to obtain accurate and up-to-date information on stem cell research; recognize and understand the different perspectives that many people hold about stem cell research; develop skills for critically evaluating media and Internet information on stem cell research; and develop decision making skills needed to integrate scientific information with an understanding of the ethical, legal, and social implications that emerge from stem cell technology.

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We will study Descartes, Spinoza, and Leibniz, three leading rationalist philosophers. Readings consist of some of their major works, concentrating on issues in metaphysics, epistemology, logic, and the philosophy of mind. The course consists of lectures and discussions.

BUILDING: LATT | ROOM: 531

In this course, we will examine the philosophical foundations of the American Revolution by examining the political theory which lies behind the revolution itself and which underlies the foundations of the Constitution, while keeping an eye at the historical contexts that shaped the philosophy. We will begin by looking at the important predecessors to the revolution, particularly the works of John Locke, Montesquieu, and David Hume. We will then consider important works from the period surrounding the revolution, including works by Thomas Paine and Thomas Jefferson. Finally, we will look at the debates surrounding the adoption of the U.S. Constitution, including the Federalist Papers and important anti-Federalist works.

BUILDING: B&L | ROOM: 269

We will study Descartes, Spinoza, and Leibniz, three leading rationalist philosophers. Readings consist of some of their major works, concentrating on issues in metaphysics, epistemology, logic, and the philosophy of mind. The course consists of lectures and discussions.

BUILDING: LATT | ROOM: 531

In this course, we will examine the philosophical foundations of the American Revolution by examining the political theory which lies behind the revolution itself and which underlies the foundations of the Constitution, while keeping an eye at the historical contexts that shaped the philosophy. We will begin by looking at the important predecessors to the revolution, particularly the works of John Locke, Montesquieu, and David Hume. We will then consider important works from the period surrounding the revolution, including works by Thomas Paine and Thomas Jefferson. Finally, we will look at the debates surrounding the adoption of the U.S. Constitution, including the Federalist Papers and important anti-Federalist works.

BUILDING: B&L | ROOM: 269

In this course, we will examine the philosophical foundations of the American Revolution by examining the political theory which lies behind the revolution itself and which underlies the foundations of the Constitution, while keeping an eye at the historical contexts that shaped the philosophy. We will begin by looking at the important predecessors to the revolution, particularly the works of John Locke, Montesquieu, and David Hume. We will then consider important works from the period surrounding the revolution, including works by Thomas Paine and Thomas Jefferson. Finally, we will look at the debates surrounding the adoption of the U.S. Constitution, including the Federalist Papers and important anti-Federalist works.

BUILDING: B&L | ROOM: 269

This course will investigate issues in contemporary metaphysics, including questions about the existence of abstract and material objects and the passage of time.

BUILDING: LCHAS | ROOM: 141

This course will investigate issues in contemporary metaphysics, including questions about the existence of abstract and material objects and the passage of time.

BUILDING: LCHAS | ROOM: 141

This course will investigate issues in contemporary metaphysics, including questions about the existence of abstract and material objects and the passage of time.

BUILDING: LCHAS | ROOM: 141

This course is an introduction to basic issues in the philosophical investigation of ethics. Topics include general theories of the nature of right and wrong and theories of the functions of ethical language. Classes are in the lecture and question format. The text is Introductory Ethics by Fred Feldman and there will readings that will be available electronically. Assignments are readings from these sources.

BUILDING: B&L | ROOM: 109

Provides a survey of the major Jewish philosophers from both the medieval period (e.g., Saadya Gaon, Judah Halevi, Moses Maimonides) and the modern period (e.g., Moses Mendelssohn, Hermann Cohen, Franz Rosenzweig, and Emmanuel Levinas).

BUILDING: MOREY | ROOM: 205

Survey of the origins of Western philosophy, from the Presocratics through Hellenistic philosophy six centuries later. The great philosophers of the Classical period, Socrates, Plato, Aristotle, are studied in detail.

BUILDING: HYLAN | ROOM: 102

There are several philosophical questions pertaining to knowledge that will be the subject matter of this course. These questions include: 1) What is knowledge? 2) Do people really know the sorts of things that we usually take ourselves to know? If not, why not? If so, how so? 3) What makes a belief justified or rational? Readings will be from contemporary philosophical sources. Texts: Feldman, Epistemology; Steup, Contemporary Debates in Epistemology.

BUILDING: LATT | ROOM: 210

There are several philosophical questions pertaining to knowledge that will be the subject matter of this course. These questions include: 1) What is knowledge? 2) Do people really know the sorts of things that we usually take ourselves to know? If not, why not? If so, how so? 3) What makes a belief justified or rational? Readings will be from contemporary philosophical sources. Texts: Feldman, Epistemology; Steup, Contemporary Debates in Epistemology.

BUILDING: LATT | ROOM: 210

There are several philosophical questions pertaining to knowledge that will be the subject matter of this course. These questions include: 1) What is knowledge? 2) Do people really know the sorts of things that we usually take ourselves to know? If not, why not? If so, how so? 3) What makes a belief justified or rational? Readings will be from contemporary philosophical sources. Texts: Feldman, Epistemology; Steup, Contemporary Debates in Epistemology.

BUILDING: LATT | ROOM: 210

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BUILDING: LATT | ROOM: 531

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The reading of philosophical literature under guidance, for seniors majoring in philosophy.

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Interns work with elementary school children, usually in the fourth and fifth grade, on thinking and writing strategies. Specific projects taken up in classes include organizing debates among students on contemporary issues, writing argumentative essays, and analyzing the persuasive techniques used in advertising. Interns spend several hours per week in their classes and attend biweekly internship meetings. Meetings will be scheduled at a mutually convenient time. Academic credit for the internship is based on a satisfactory report from the supervising teacher, participation in internship meetings, and a final paper which describes and reflects on the intern's classroom activities and examines the connections between those activities and selected readings.

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