Philosophy

This course investigates the basic logical tools standardly assumed in philosophical research. It covers modal extensions of classical propositional and predicate logics, and non-classical logics. They are motivated and applied to traditional topics in philosophical logic such as vagueness, semantic and logical paradoxes, puzzles about modal, and epistemic notions.

This course explores the theories and arguments presented by philosophers who have addressed questions such as: Is art purely cultural or partly biological? Is art old or an invention of 18th-century Europe? What definitions are plausible and if none are, how does the concept cohere? How does the philosophy of art differ from aesthetics as traditionally conceived? In what manner do works of art exist? What constraints are there on the interpretation of art? Do artistic evaluations always contain a personal element? How does an abstract art form express emotion? Why are we moved by the fate of characters we know to be fictional? Why are we drawn to tragedies when we know the experience of them is unpleasant? How do paintings represent what they picture? Can we learn from art truths about the actual world?

This course focuses on the reading and analysis of Parmenides' poem. In lecture, students discuss the poem's literary meaning and value, analyze its philosophical content, and unpack its arguments. In section, students complete reading and discussion of secondary authors, mostly philosophers and contemporaries of Parmenides who write on his arguments and philosophy.

What does it mean to live a worthy life? This is one of the most fundamental questions of human existence and this course addresses the relevant issues through an engagement with various philosophical and religious traditions, such as Buddhism, Taoism, Confucianism, Hinduism, Christianity, Islam and Secular Humanism. The course discusses how the teachings of important historical figures from these traditions have influenced the choices of people over the centuries, and how they have been contextualized and adopted in contemporary society; examines how these figures regard the place of bodily pleasures, intellectual pursuits, power, status, possessions, accomplishments, virtues, relationship with other human beings and the relationship (or not) with the transcendent in their vision of a good life; explores the resources they offer for dealing with stress, temptations, disappointments and failures, social oppression, the loss of possessions and of loved ones, and with one's own death. The course helps students connect across different disciplines and cultures, and develop the ability to examine controversial issues from multiple perspectives. Students will achieve these aims through interactive learning and high impact practices such as group debates and interviewing contemporary advocates of different worldviews concerning the question of “What makes a worthy life?”

This course is an introduction to logic. The course uses formal methods to make the notion of "validity" precise in two systems of logic: propositional logic and predicate logic. It covers how to identify the logical form of arguments and then learn how to check their validity. The course also covers basic concepts in meta-logic, set theory, and modal logic. It considers issues in philosophical logic, employing formal methods to serve philosophical ends. Students look at how logic can aid us in reckoning with philosophical puzzles, such as, vagueness, indeterminacy, identity, and existence.

This course focuses on technological developments in various fields of application. The course discusses these technological developments in terms of their ethical legitimacy and uses them to reflect on interesting philosophical concepts from fields of moral psychology and anthropology. The course explores questions such as: Does AI influence our view on technology and humanity? What impact does datafication have on our social networks and autonomous self? What should we think of persuasive technologies (like nudging)? How do our views on the self, others, and technology change our views on democracy as well? Students gain insight into ethical debates in the context of research and technology and apply philosophical concepts in normal theories, moral psychology, and anthropology. Students reflect on the notion of responsible innovation and develop an independent position on ethics and technology.

The class will explore a range of topics in the philosophy of mind, such as the nature of consciousness and thought, the nature of human action and the problem of determinism, the relation between mind (or mental phenomena) and body (or physical phenomena), and the possibility of artificial intelligence. Students will gain a deeper understanding of the interplay between philosophical research in these areas and research across a broad range of scientific disciplines, such as neuroscience, life sciences, medicine and computing. By comparing the work of thinkers as diverse as Dennett, Davidson, Putnam, the Churchlands, Fodor, Ryle, Wittgenstein and Heidegger, students will encounter and critically evaluate the cutting edge of modern thinking about the mind, and to the issues that must be resolved before embarking on any scientific exploration of the mind.