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This course considers destruction and the life and destiny of works of art. It investigates how we understand and describe the gestures or modes of destruction of works of art, a question that seems to arise from the more general problem of iconoclasm, defined as the refusal and destruction of images. It also considers other means of destruction: the effect of time and ruin, of a natural disaster, or the consequence of a voluntary gesture on the part of an artist, whether they are the producer or not. The course discusses how we can distinguish iconoclasm from “vandalism,” “attack” from artistic gesture by offering a philosophical history of the arts and an investigation into the different modes of existence of works of art.
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The goal of this course is to examine aesthetic topics and examine what kind of study aesthetics is. The course begins with an overview of the unique problems of aesthetics and how to approach them, followed by aesthetic judgment and aesthetic experience, the concept and essence of art, the ontology of works of art, imitation, expression, emotions, art and morality, and works of art. It deals with issues such as valuation. The latter half of the course focuses on the phenomenon of serious transformation in modern art and culture and examines the issues that arise when important themes of aesthetics meet modern art.
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COURSE DETAIL
In this course, Western ocularcentrism and the modernist segmentation of our sensory functions and sensorial experiences are questioned. Philosophical, artistic, and scientific ideas that question the supremacy of the eye, the modernist hierarchy of the senses, and the division of our sensory functions are reviewed. Through lectures, guest lectures, museum visits, experiments, discussions, and the intensive study of texts participants become more attentive to how our sensorium functions. Students learn to analyze contemporary art, film, fashion, design, consumer goods, and environments from a multisensorial perspective and identify interrelations that exist between the different senses into account in their scientific work. If there are excursions to museums, cities, or other art institutions, these may incur additional costs.
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This course explores the use of ChatGPT, a large language model, as a tool for engaging with philosophical questions and problems. The course instructs how to interact with ChatGPT to generate responses to philosophical questions and covers a range of topics on the philosophy of time. The course seeks to answer the questions: Do the past or future exist in the way the present exists? Are pastness, presentness, and futurity consistent notions? Do I have temporal parts as well as spatial parts if time is in many ways analogous to space? How can we mention the past if it’s already gone? How can we know this is the present moment? On the reunion of twins after a space journey, which one is older? Is time travel possible? Is it possible to kill one’s grandfather? Is presentness compatible with special relativity given that the latter allows no absolute simultaneity? Does space exist like a substance in its own right, or is it nothing but spatial relationships between objects?
Overall, this course develops students' critical thinking and analytical skills by providing them with a unique opportunity to engage with philosophical questions using cutting-edge technology.
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This course fosters critical thinking by discussing key philosophical questions and encouraging reflection upon the connections between the ontological, epistemological, and ethical aspects of those questions. The course follows a thematic approach, going back and forward in the history of thought. Different thinkers, such as Arendt, Benjamin, Heidegger, Kant, and Hadot, guide our discussions.
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This course looks at human nature and society and examines the lives and philosophies of Eastern thinkers. It discusses topics that are central to the design of a well-ordered society. Particular attention is given to the ways in which they contribute to a broader conversation about freedom, justice, virtue, democracy, citizenship, and so on.
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This course examines principles to tell science from pseudo-science, truth from falsehood, logic from rhetoric, sound reasoning from wishful thinking, effective medicine from quackery, and good evidence from lies, fraud and fakery. Topics covered include the fallibility of the senses, the fallibility of memory, the placebo effect, the tricks of the cold reader’s trade, confirmation bias, the Barnum effect, relativism, mind viruses, the basics of logic, formal and informal fallacies, and the scientific evaluation of competing hypotheses.
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This course examines practical questions of ethics and justice at the personal, professional, social and global levels. The course reflects on these topics in the light of philosophical theories about justice, liberty, rights, and different approaches to ethics that emphasize roles, rules, virtues and consequences.
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This course examines the origins of the environmental crisis and develop alternative models of thinking and acting. It covers key philosophical and ecological concepts (e.g., nature, culture, society, responsibility, biodiversity, sustainability), explores the possibility of an ethics beyond the human, and considers new conceptions of agency, responsibility and multi-species justice.
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