Philosophy

The course provides a broad introduction to epistemology by way of a selection of representative topics, including core questions (the nature of knowledge, whether we know anything, when is it reasonable or justified to believe something), open problems (epistemic paradoxes), as well as more applied issues at the intersection of epistemology and philosophy of mind, philosophy of language, ethics, political philosophy and/or philosophy of religion (topics may vary from one year to another).

This course provides a partially integrated history of science and philosophy of science. Proceeding chronologically, through three different time periods, the course describes the actual practice of science and philosophical debates about what counts as science. Students relate both to each other and argue that both should be understood in the broader historical context of the time.  Three specific themes are considered for each of the three successive periods: the invention and rejection of tradition: 1200-1700; the individual and society: 1700-1850; and dealing with uncertainty: 1850-today.

This course is devoted to one of the most long-running and yet contested philosophical theories in the Western tradition, namely that of monism. This issue touches on several central themes in metaphysics and theoretical philosophy: the question of ground, the understanding of becoming and contingency, and the relationship between mind, language, and world, just to name a few. In order to delve into this rich and complex line of thought, the course uses the debate that ensued on the topic within analytic philosophy in the last decade. The contemporary debate has several merits that make it a wonderful introduction to the topic. After having considered the main tenets of the contemporary debate on analytic monism and its relation to the history of metaphysics within the analytic tradition, the course considers a few “traditional” authors that have defended or opposed different versions of monism in the history of philosophy (Parmenides, Spinoza, Hegel). Going from present to past, the course explores how authors from the traditions fit within the directives and presuppositions of the contemporary debate. Conversely, going from past to present the course assesses what authors from the tradition can contribute to today's metaphysical inquiry.

This course explores key philosophical questions relating to youth, young people, and children; considering their practical relevance. It does so by starting from the personal experiences of course members along with contrasting case studies of diverse life courses. What is it to be a child or a young person? How have these categories been applied to us, and by us, in our own lives, and how have they been applied elsewhere?

Oriental philosophy of life is mainly based on Confucianism, Taoism and Buddhism. Other than those well known classics in its tradition, there are still other less well known texts. They are very popular and influential in the Chinese society. Such as: Figures in the full translation: a book talking about personnel management; The Chinese Code of Success-Maxims by Zhu Zi: a paper Zhu Zi wrote for his family as life guiding; Records of Reflections on Things at Hand: a selected works or writings from four main philosophers at North Song Dynasty by Zhu Zi; The Roots of Wisdom: an aphorism writings expressing deep understandings of life; Liao-Fan's Four Lessons: four reminders for life and fate from the point of view of life circle theory. Standards for Being a Good Student and Child: rules for kids in terms of traditional Confucianism; The Family Instructions of Zeng Guofan: letters from Zeng Guofan for family about learning and behavior. This course aims to introduce the above papers and books.

This course explores the concepts of nation and identity in modern France via its cultural, political, and intellectual history. It examines key ideas developed by some of the most influential modern French thinkers. Each week students consider a handful of central ideas, contained in short slogans or quotations, which is then developed more fully in accompanying texts. Students discuss the ideas developed in these texts, relating them to broader course questions and to their own experience in contemporary Paris.

This course focuses on understanding and communicating philosophical ideas and arguments in English. The course is designed around two series of recorded video conversations with edited published texts. The first part of the class is devoted to earlier philosophers, while the second part focuses on philosophers and philosophies in the twentieth century. Course lectures include the works of: Plato, Aristotle, Descartes, Kant, Hegel and Marx, Husserl, Heidegger, and Wittgenstein. It also looks at logical positivism, linguistic philosophy, the philosophies of language and science, and free will. Texts: Magee, Bryan. MEN OF IDEAS: SOME CREATORS OF CONTEMPORARY PHILOSOPHY; Magee, Bryan, ed., THE GREAT PHILOSOPHERS: AN INTRODUCTION TO WESTERN PHILOSOPHY. Assessment: Class Participation (20%); bibliographic assignments (10%), reviews (40%) and essay (30%).