Netherlands

One of the greatest and most influential ancient philosophers, Aristotle once remarked, “Wonder is the beginning of philosophy”.  What he was referring to is our habit of asking fundamental questions about our everyday life, such as, “Suppose I am certain that I am right about something, what is that certainty based upon?”; “Suppose I am engaged in a discussion with someone regarding a controversial matter, what can objectively guarantee the stringency of my argument?” Thinking about and discussing such questions forces us to reconsider the things we have always taken for granted and ultimately, lead us to more fundamental questions about the proper nature of truth and knowledge as such. Assignments during the course include the following: the nature of philosophical inquiry, problems of knowledge and truth (including the understanding and evaluation of arguments), and ethics.

This course presents original feminist texts from the first and second wave of the women's movement in a historiographical perspective. The course familiarizes students with traditions of modern feminist thought that are central to feminist theory. The course explores the scientific relevance of feminist texts in terms of their critique of culture, politics, and knowledge, and introduces students to the efforts made by feminist scholars to systematize these texts in a critical tradition of its own. Notions such as canon-formation and historiography are introduced by making reference to second-wave feminism. Special emphasis is placed on the idea of which criteria of selection are adopted in order to define certain texts as "feminist classics" and to assess their relevance, especially for the so-called "third feminist wave."
 

This course introduces how to design research projects on a question having to do with law and/or justice. Students begin by exploring how gaps in the existing knowledge about a topic can be identified and how a research question can be formulated to fill such a gap. Students explore various types of questions as well as the kinds of data, sources, and research methods that develop arguments in response. Students further examine ways in which data can be collected as well as how sources can be usefully drawn upon. Students are expected to participate by raising questions and sharing ideas during class meetings and on a discussion forum, and by writing reflections on designing a research project.

This course closely reviews the significance of myths by exploring several topics, such as the relation of myth to ritual or the hero’s quest. The focus is on ‘Classical’ mythology that is, the myths of the ancient Greeks and Romans. Classical traditions are explored within the broader context of myths from all over the world. The primary focus is the questions of what mythology is and what its purpose and significance in society. What are the differences and similarities between myths and fairy tales? What role did mythological stories play in the religious and ritual contexts in which they originally functioned? How can we understand the significance of these seemingly bizarre and often gruesome stories?

In this course, students learn to use neuroscience methods to study the cognitive development of infants, children, and adolescents. The course begins with the various methods used in developmental cognitive neuroscience, such as pediatric and infant MRI, EEG, and fNIRS. In this context, students uncover and discuss the benefits and challenges of each approach and the feasibility of studying different age ranges. The course then examines typical brain development as assessed with in vivo MRI (including trajectories of white & gray matter over the life span). Next, are more specific aspects of cognitive development such as the development of visual processes where students learn how learning to read affects the brain and how regions involved in face processing develop throughout childhood to support important social functions such as face recognition. Topics are approached using a mix of formats including active participation, working in subgroups, presentations, short lectures, and videos.