Philosophy

What are people asking for when they say they want freedom? The class begins by considering what it means to be free. Is a person free when they can act without being interfered with? Or does freedom require abundant options? Or independence from the will of others? Then the class turns to the social aspect inherent in the initial question. When people demand freedom, they usually don’t just want it for themselves; they want freedom for everyone. The second part of the course explores the conditions in a free society. Is a society free when it’s members can act as they choose, compatibly with everyone else doing likewise? Or must a society provide its members with more or different freedoms? A particular emphasis is placed on the sources of, problems with, and responses to unfreedom.

This course builds upon an interpretation of the core text of the Zhouyi (the Book of Changes) and its commentaries (the I Ching (Yijing) and the Ten Wings (Yizhuan)). It progressively guides students to understand the foundational knowledge and key issues in Yixue. These include the historical context of the Zhouyi's emergence, the historical evolution of its doctrines, the various principles for interpreting the Book of Changes text, comprehending the philosophical spirit of the Ten Wings, examining the complex relationship between the Zhouyi and aesthetic culture, and reflecting on prominent issues within the cultural evolution of Zhouyi scholarship. With a focus on exploring the aesthetic and cultural dimensions of Zhouyi thought, the course aims to highlight its distinctive intellectual wisdom and conceptual allure, demonstrating the enduring and invaluable contributions this ancient classic has made to the course of human civilization.

This course introduces and investigates two interdisciplinary approaches that connect the arts and sciences. In the first part, we explore how scientific knowledge deepens our understanding and interpretation of the arts. Beginning with the formation of artistic conventions, we examine the fundamental cognitive mechanisms that shape perception and aesthetic appreciation. The second part of the course explores how the arts can serve as a lens for interpreting scientific concepts. By engaging with contemporary arts inspired by biotechnology, robotics, artificial intelligence, etc., students explore how the arts critique and complement scientific endeavors. The course provides students with a solid foundation for conducting further research at the intersection of arts and sciences, fostering a deeper engagement with interdisciplinary studies.

Topics include vision and its relation to artistic conventions, key factors about light and color, various artistic techniques (perspective, shading, etc.), perceiving motion in artwork, emotional responses to art, empirical methods and approaches in science, neuroscientific approaches, art through changes in science and technology, robotics and digital media in art, AI-generated art, and more. 

Through the study of this course, students can grasp the basic views of Marxism as a whole. Furthermore, based on Marxist philosophy, they can understand the general development laws of the capitalist economy, recognize the historical necessity of socialism replacing capitalism, and strengthen their communist ideals and beliefs. They can form a scientific world view, outlook on life, and values, and consciously devote themselves to the great practice of socialism with Chinese characteristics. It conducts education on a scientific world view, outlook on life, and values for students, and cultivates their scientific ability and thinking methods for analyzing and solving problems.

This course examines philosophical and conceptual issues in the life sciences. Topics may include the units and levels of selection, adaptationism, the evolution of altruism, biology and ethics, sociobiology and evolutionary psychology, cultural evolution, evolution versus creationism, and the origin and nature of life. It addresses questions including: What is life? Why do living things inevitably die? Could artificial life (for example, synthetic cells made in a laboratory) ever be genuinely alive? How should we understand the role of our genes in shaping who we are? We're told that it's important to conserve biodiversity, but what exactly is biodiversity, and should it be the main target of conservation efforts? How do (and how should) social values relate to life scientists' study of human behavior, sexuality, and other topics? How does our increasing knowledge of microbial life, including the bacteria and other microorganisms living inside our own bodies, affect our understanding of the living world and of what it means to be human?

This course examines the development of Romanticism as a major movement in 19th-century philosophy. Topics include the relation between art, nature, and scientific knowledge; the meaning of human freedom; skepticism; and the idea of a system of knowledge.

This introductory survey course is an exploration of the enduring philosophical and spiritual traditions of Asia, focusing on key ancient and modern texts that illuminate timeless human concerns. From the ethical teachings of Confucius to the contemplative insights of Buddhism and the flowing harmony of Taoist thought, this course invites students to engage deeply with foundational ideas that have shaped Eastern civilizations. We also consider how these traditions respond to and converse with global philosophical currents, offering a rich comparative perspective. Through close reading and discussion, students gain not only historical and cultural understanding but also personal insight into ways of living wisely in a complex world. 

The course tackles philosophical questions about legal systems and criminal justice. The first half of the course typically discusses big picture questions about the purpose of law and what, if anything, the criminal justice system achieves. For example, students might consider the moral obligation to obey the law, the viability of political anarchism, the justification of punishment, dispute-resolution without the state, and the moral status of civil or violent disobedience. The second half of the course usually takes a closer, critical look at how criminal justice works in practice. For example, students might discuss questions like: What is the fairest way to evaluate allegations of sexual criminality? Should we use algorithms to make decisions about parole or punishment severity? Should we defer to juries or instead use professional judges? Does it make sense to treat a corporation as morally responsible? What alternatives are there to prisons?

This course consults readings drawn from the social sciences, humanities, and the law; specifically, foundational texts in cultural and moral psychology, philosophical texts on value pluralism, and legal cases from psychological, anthropological, and sociological perspectives. These readings serve as an entry point into class discussions related to provocative cultural practices (polygamy, education quotas, circumcision, minarets, inequalities, honor killings). Each week, different students present assigned readings and have in-depth discussions based on the material. The course involves group work, debates, as well as final presentations, based on students emerging viewpoints.

This course, through the study of representative figures from the history of philosophy and its contemporary discourse, introduces the basic methods and aims of philosophical inquiry and develops the skills required for critical thinking. It opens the broad field of philosophical questions; but, more fundamentally, it is a course in questioning as such, as it cultivates the basic human desire to know. It is also about learning how to understand and how to be understood; it teaches students to listen to what others say, methodologically interpret what others have written, and take responsibility for their own words. This is accomplished through the close reading of texts of great intellectual distinction, patiently practicing the art of interpretation without easy answers, and carrying out a sustained effort to write thoughtfully. This course, thus, encourages students to think independently, responsibly, and critically. Prerequisites: first year writing course.