Spring 2005 Course Offerings
Introductory Courses in Philosophy |
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PHILOS 101 Introduction to Philosophy
- Reflections on the Human Condition email hinchman@uwm.edu
Teaching Assistants for Philosophy 101: Jason Gough - jjgough@uwm.edu Patrick Fessenbecker - pathepoet@hotmail.com Alison Kerr - adkerr@uwm.edu Matt Priselac - priselac@uwm.edu
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This course is an introduction to Western Philosophy. Students need not have any background in philosophy, or any plans for further study. The course has three broad aims:
(1) to introduce students to the tradition of philosophical
argument in the West via primary texts, Since philosophy is simply informed public reflection on what we're up to as we try to do and believe what we ought to do and believe – as Socrates put it, "What we are talking about is how one should live" – I hope that by the end of the term the third aim of the course will have taken priority over the other two.
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PHILOS 101
Introduction to Philosophy Lec 003: Selected Topics and Issues tel 414-229-4081 email
mayerh@uwm.edu
Lec 004: Selected Topics and Issues Instructor: Elizabeth Scarbrough tel 414-229-4771 email scarbro2@uwm.edu
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We will look at a representative selection of topics from the history of philosophy and current philosophical debates: ethics, social and political philosophy, the scope and nature of our knowledge of the world, the nature of the self and mind.
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PHILOS 111 Informal Logic-Critical Reasoning
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This course involves the study of arguments on social issues and on issues in various academic fields. The basic goal is to learn how to construct and evaluate such arguments. Some of the particular topics considered are the structure of arguments, definition, vagueness and ambiguity, informal fallacies, and sufficiency of evidence. Please note: PHILOS 111 LEC 002 scheduled for MW 2:00-3:15 in Spring 2005 has been cancelled. LEC 001 will be the only section offered of PHILOS 111 in Spring 2005. |
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PHILOS 204 Introduction to Asian Religions END 107
Instructor:
Walter Neevel
Teaching Assistant for Philosophy 204: Saswata De - saswata@uwm.edu
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This course will be a historical and comparative introduction to Hindu and Buddhist religious life and thought. Special emphasis will be placed upon the development of the classical forms of these traditions within India. The Buddhist tradition will also be stressed as a missionary movement linking the various cultures of Asia and interacting with the indigenous traditions of East Asia. |
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PHILOS 204 Introduction to Asian Religions
Instructor:
James Lewis
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Emphasis in this course will be upon the philosophy and worldviews—the nature of the universe, human destiny, the problem of evil, etc.—of several forms of Hinduism and Buddhism, though some attention will also be given to Taoism and to a few contemporary Western new religions influenced by Asian religions. From time to time, representatives of these traditions will be invited in to dialog with the class. |
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PHILOS 207
Religion and Science
Instructor: David Luce email luce@uwm.edu
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Straight thinking and sloppy thinking about religion and science. A conservative evangelical theologian who urges Christians to return to their Biblical roots (Karl Barth) turns out to be one of the straight thinkers, and an eminent philosopher and historian of science (Norwood Russell Hanson) proves himself one of the sloppiest. And a well-known advocate of the so-called “identity” theory of the mind-body relation (J. J. C. Smart), writing on the question of survival after death and presuming a conflict between science and religion on that issue, reveals that he hasn’t read the relevant literature. Picking and choosing from the Bible exactly what one wants to believe: Creationists reject evolution but allow that the earth moves like a planet; Conservatives quote Leviticus against gay rights but ignore Isaiah’s insistent call for justice. We are obliged to look at the general question of the role of authority in moral decision-making. An entry-level course (no prerequisites). Topics and reading chosen for minimal overlap with other existing courses and maximal relevance for the pressing issues of our time.
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PHILOS 211 Elementary Logic
Instructor: Prof. Richard Tierney Teaching Assistants for Philosophy 211: Stephanie Allen - smallen2@uwm.edu Xenophon Bamiatzoglou- xenophon@uwm.edu Jason Jobes - jdjobes@uwm.edu Nataliya Palatnik - palatnik@uwm.edu
Lec 003 Instructor: Eduardo Villanueva tel 414-229-5982 email villanu5@uwm.edu
Lec 004 Instructor: Brett Bevers
tel 414-229-4081 |
The Island of Knights and Knaves is a place where only Knights and Knaves live. A Knight is a person who always tells the truth. Knaves, on the other hand, never tell the truth. Harry, who lives on the island, says: "If I am a Knight, then I'll eat my hat." Did you know that you can prove from the above information that Harry will eat his hat? Did you know: 1) Given that Sarah loves either Jim or Tom and that if she loves Jim then she loves Tom, you can prove that she loves Tom? 2) that if everyone loves a lover and there is even one lover in the world, then everyone loves everyone? Learn how to solve these and other puzzles in Philosophy 211, where we will study formal deductive logic – the science of what follows from what. The concepts and techniques encountered in the study of deductive logic are of central importance to any analysis of argument and inference. They reflect fundamental patterns of proof found in science and mathematics, they underlie the programs that enable computers to "reason" logically, and they provide tools for characterizing the formal structures of language. This is an introductory course intended for students who have had no previous work in logic. There will be 3 exams and weekly homework assignments. |
Intermediate and Advanced Courses |
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PHILOS 212 (UG) / 712 (G)
Modern Deductive Logic |
The task of the first logic course – Philosophy 211 – was to develop a means for evaluating deductive arguments. This task involved the use of a formal language for expressing the logical structure of English sentences and the use of various formal techniques, including truth tables and deductions, for evaluating arguments. Once an English argument was translated into the formal language, formal techniques were used to solve an apparently informal problem, i.e., the problem of finding out whether it is possible for the conclusion of the argument to be false while all its premises are true. In Philosophy 212 we will continue this inquiry into the evaluation of deductive arguments. We will concentrate on two central areas. First, we will deal with statements and arguments that are more quantificationally complex than those studied in Philosophy 211. Second, we will address the issue of the adequacy of the formal system. Explicit definitions of validity of arguments and formal systems will be used for the investigation, via informal reasoning and proof, of what can be achieved by a deductive system. Philosophy 211 with a grade of ‘C’ or better is a prerequisite for this class.
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PHILOS 215 Belief, Knowledge & Truth: An Introduction to the Theory of Knowledge |
People make all sorts of knowledge claims: “I know who fired the fatal shot,” I know that the universe is about fourteen billion years old,” “I know I should keep my promise to help cut down the tree.” Such claims are sometimes challenged: “You really don’t know that.” These everyday disputes lead to a reflective inquiry into knowledge. In developing a theory of knowledge in which these disputes can be resolved, we address issues such as how we know what we know, what the relation is between knowledge and belief, and what we can reasonably doubt. |
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PHILOS 217
Introduction to Metaphysics |
The course deals with the nature of metaphysical thinking and the issues arising from such thinking. Representative philosophers from ancient, medieval and modern philosophy are dealt with at length, e.g., Plato’s Phaedo, Avicenna’s identity theory and metaphysical scheme, Descartes’ Meditation, and Hume’s Dialogues concerning Natural Religion.
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PHILOS 232: Topics in Philosophy
Teaching Assistant for Philosophy 232: Bryan Weaver - brweaver@uwm.edu
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This course is intended to introduce the student to some perspectives on and assessments of socialism: its definition; various models of socialism both tried and untried, and what it might still promise with respect to a range of fundamental human concerns and practices including freedom, equality, democracy, community, efficiency, religion, science and technology, art and culture; and what new avenues for socialist practice and new conceptions of the socialist project should be considered in light of the socialist experience of the twentieth century and the current capitalist context.
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PHILOS 241: Introductory Ethics
Instructor: Julius Sensat
Teaching Assistant for Philosophy 241: Mark Herr - markherr@uwm.edu
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We shall study three basic approaches in moral philosophy: ethical rationalism, which takes moral principles to describe an independent order of values fixed in the nature of things, the ideal-spectator approach, which takes morally wrong actions to be those an impartial sympathetic observer would disapprove of, and contractualism, according to which the correct moral principles are those which would be agreed to by all reasonable beings as a basis for their community. We shall see how the second approach leads naturally to utilitarianism, while contractualism has important sources in Immanuel Kant’s moral philosophy. We shall see how the three basic approaches get reflected in theories of social and economic justice.
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PHILOS 244 Ethical Issues in Health Care
Instructor: Kristen Tym |
This course will provide a general overview of some of the ethical issues in health care. We will begin the course with an introduction to the basic ethical theories and approaches to moral decision making. These theories and approaches will then be applied to ethical problems currently confronting health care providers, patients and their families, and society at large. Issues we will consider include informed consent, decision-making capacity, confidentiality, futility and withdrawal of life sustaining treatment, euthanasia and assisted suicide, assisted reproduction, genetics, and research ethics. This course is taught off-campus at Whitefish Bay HS, 1200 E. Fairmont, Rm. 252
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PHILOS 245 Critical Thinking and the Law
Instructor: Paul Santilli |
The goals of critical thinking are to instill in the student an understanding of the fundamental principles of analysis, problem solving, and construction of an argument. In order to convey these principles, students are taught how to use contract law using legal materials, including but not limited to, the language used by the legal profession and legal resources. It is through the study of law that teachers hope to impart to their students a system for analytical thinking which they may use in their every-day lives. Texts used will include Murphy, Speidel and Ayres’ Studies in Contract Law, 5th Edition, and Restatement of Contracts (Second) and case law. This course is taught off-campus at the School of Continuing Education, 161 W. Wisconsin Ave., Room 7220
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PHILOS 250 Philosophy of Religion
Instructor: James Lewis
Teaching Assistant for Philosophy 250: Luke Cleavland - lsc@uwm.edu
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We shall analyze and discuss (a) some of the traditional arguments for the existence of God (the cosmological, teleological, and ontological arguments), (b) the so-called problem of Evil, (c) the question whether or not God's omniscience and human freedom are mutually consistent, (d) Pascal’s Wager and William James, and (e) the question of human immortality. |
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PHILOS 253
Philosophy of the Arts
Instructor: Michelle Mahlik |
Art differs from nature in being a human creation, and as our own creation art has something to say about how we view our selves, our world, and our relationship to the world. An objective of this course is to examine philosophically the nature of art and its relation to individuals and their environment. How do we distinguish works of art from natural objects? Is art merely an imitation of the natural world? Do works of art have intrinsic meaning, or do they have no meaning at all? Is the value of a work of art merely a matter of subjective judgment? Are there specific criteria by which to judge works of art? Are we to define art in terms of form, expressiveness, artistic intention, or social role? Is there a relationship between beauty and moral goodness? In this course, we will consider these questions and the answers provided by a variety of philosophers and artists, both ancient and modern. Although an interest in art is recommended, this course requires no previous experience in art or philosophy.
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PHILOS 271 Philosophical
Traditions:
Instructor: John Boatman
Teaching Assistant for Philosophy 271: Heather Phillips - hap2@uwm.edu
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A study of selected aspects of Western Great Lakes American Indian Philosophy from the perspective of some traditional Elders. Ontological and cosmological facets of the Metaphysics, including selected perceptions of the essential nature of “Being,” will be focused upon. Throughout the course, particular emphasis will be placed on the important and very special role of “Female Beings” in the universe. |
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PHILOS 317
Metaphysics
Instructor: Fabrizio Mondadori
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In this course we shall raise, discuss, and attempt to answer, the following (inter-related) questions: (1) whether or not it is possible to change the past (and what is meant by the claim that it can, or cannot, be changed); and (2) whether or not the effect can precede its cause, i.e., whether or not there can be such a thing as backward causation. We shall read texts by Aristotle, St. Thomas, Michael Dummett and David Lewis |
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PHILOS 335 Philosophy of
Biology
Instructor: Luca Ferrero |
Living organisms are remarkably different from inanimate things. They are purposeful, complex, and well adapted to their environment. These properties require more than scientific investigation. The phenomenon of life raises several intriguing philosophical questions. First, what is the nature of life? What makes living organisms different and why? Is it conceptually necessary that life is carbon-based, or could artificially created machines and programs be alive? Second, how can the variety of complex and well-adapted organisms come into existence in a universe of purposeless physical phenomena? Is an intelligent designer necessary to explain the emergence of life or in the process of natural selection sufficient? In this class, we will extensively examine the answer given by evolutionary theory and consider why it is claimed to be not only a scientific achievement, but also a great intellectual one. Some of the implications of evolutionary theory to be discussed are (a) whether the evolutionary process benefits species, organisms, or selfish genes - and the implications of this for the ontological question of the nature of individuals; (b) how altruism can be the product of the selfish behaviors apparently encouraged by natural selection - and the implications for this for moral philosophy; (c) whether evolutionary explanations can be applied to a variety of phenomena outside of biology, from human psychology to the human culture (as claimed by evolutionary psychology and memetics). Finally, we will consider the question of nature vs. nurture, especially the issue of how freedom and responsibility are affected, if at all, by the genes' role in the determination of our behavior, Readings: Sterelny & Griffiths's "Sex and Death"; Dennett's Darwin's Dangerous Idea" and a selection of recent paper. Further information available at http://www.uwm.edu/~ferrero. No biology background is required. Students majoring in biology or related disciplines should contact the instructor about waiving the philosophy credits requirement.
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PHILOS 355
Political Philosophy
Instructor: Bernard Gendron
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This course deals with the main classics of modern political philosophy and some important contemporary texts. The classic texts include: Thomas Hobbes, Leviathan, John Locke, The Second Treatise on Government, Jean-Jacques Rousseau, Discourse on the Origins of Inequality and The Social Contract, and various readings in Karl Marx, including The Jewish Question, “Alienated Labor,” The German Ideology, The Communist Manifesto, and “Wage, Price and Profit.” The contemporary texts are: John Rawls, Justice as Fairness and Michel Foucault, Discipline and Punish.
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PHILOS
381: Honors Seminar
Instructor: Scott Spiker |
What a strange and powerful thing the mind is. With it we can transport ourselves to lands we have never visited, times we have never inhabited, and worlds that do not exist. Such powers of the mind are so familiar to us by now that we scarcely notice, much less marvel at, our possession of them. Yet philosophy, as Bertrand Russell once noted, aims to "show the strangeness and wonder lying just below the surface even in the commonest things of daily life." Once we ask ourselves precisely how our minds are capable of doing these things a host of difficulties emerge. For instance, it seems possible for me to think about things that do not exist. Yet if the object in question e.g. the fountain of youth does not exist, then I seem to be thinking of nothing, and so, not to be thinking. Perhaps then I am just thinking about an idea in such cases. But when I wish that I could find the fountain of youth, am I then wishing I could find an idea of mine? How silly of me! It was there in my head all along. The focus of the present course will be the writings of seminal nineteenth and early twentieth century philosophers (such as Brentano, Meinong, Frege, and Russell) who grappled with issues, such as the one indicated above, lying at the very foundation of the study of mind, language, and the reality underlying them.
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PHILOS 432 History of
Modern Philosophy
Instructor: Margaret Atherton
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The course will study the history of European philosophy in the 17th and 18th centuries, also called the modern period. This is an astonishingly rich period in the history of philosophy as thinkers came to grips with devastating challenges to the authority of centuries of tradition in the areas of religion, natural science and social theory. We will be concentrating on a few of the philosophers working at this time in order to be able to explore their ideas in some detail. We will be reading selections from Descartes, Locke, Berkeley, and Hume. |
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PHILOS 435
Existentialism
Instructor: Sami Hawi
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This course will center on analysis of the thought of thinkers such as Kierkegaard, Nietzsche, Heidegger, Sartre, and Merleau-Ponty. Also, Husserl's phenomenological method will be discussed along with its influence on the existentialist movement.
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PHILOS
455: Recent Philosophy
Instructor: Bernard Gendron |
The focus will be on Heidegger’s work after Being and Time, primarily during the 1930s and 1940s, when apparently his philosophical project went through a transformation. This is characterized by an abandonment of system-building, an increased engagement with the history of philosophy (particularly with Plato and Nietzsche) and in general a preoccupation with the “historical,” an accentuation of the philosophical import of poetry and the arts (particularly the poetry of Hölderlin) and theorizing about the meaning of modern technology. He wrote no books during this period and published very few scholarly articles. His deliberations are captured mainly in university course lectures or lectures for a general public, all but a few published only after World War II. This period also encompasses those years (1932-35) when he was an active supporter of the Nazi state. We will be reading, in the main, The Essence of Truth (dealing mainly with Plato’s cave allegory), “Hölderlin and the Essence of Poetry” and other essays on that poet, Introduction to Metaphysics, “The Origin of the Work of Art,” two lectures courses on Nietzsche (on Art and on European Nihilism), “The Letter on Humanism” and “The Question Concerning Technology.” We will also read some of Heidegger’s pro-Nazi literature (e.g., “The Self Assertion of the German University,”) and will attempt to determine whether and to what extent his philosophy bears the mark of Nazism, especially after 1935 when he claims to have turned his back on Nazi politics.
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PHILOS 502
Phenomenology of Religion
email wgneevel@uwm.edu
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This course will consider the theoretical and epistemological problems and issues involved in the process of understanding for ourselves and interpreting for others the meaning of phenomena that appear as religious or sacred realities or symbols to still other human beings. We will analyze the appearances of the Holy or Sacred in human existence, seeking to assess the adequacy of Rudolf Otto’s and other scholars’ interpretations of the “essence” and structure of religious experience. Students will also follow their own interests in attempting to understand and interpret selected phenomena or types of religious experience and expression, e.g., creation myths, rituals (sacrifice, initiation, rites of passage), a god or goddess, a holy person (Buddha, Christ, Gandhi), Gnosticism, evil, “emptiness,” Shamanism, mysticism, meditation, revelation, N.D.E.s and O.B.E.s, trance, possession, pilgrimage, Holy War, martyrdom, etc. |
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PHILOS 511
Symbolic Logic
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Metamathematics, the study of mathematical theory, began as a part of philosophy and developed into a field of mathematics. One of the first major events in the metamorphosis was the publication of Kurt Gödel’s 1930 incompleteness results. Among these results was a proof that in any formal theory of arithmetic there are statements which are neither provable nor refutable. Thus the almost universal assumption that arithmetical truth could be understood as provability was destroyed and -- with it -- all hope of completing most of the metamathematical work in progress at the time. In this course we will work through Gödel’s results. If there is time we may also study some related topics in model theory, set theory or recursion theory.
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PHILOS 519: Special Problems in Metaphysics & Epistemology
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Modal realism is the view according to which – Lewis says – “there are more things than actually exist”. The “more things” Lewis alludes to here are so-called possibilia, i.e., possible worlds and possible individuals. On Lewis’s view, reference to possibilia must be taken literally: as literally, that is, as reference to our own actual world and its inhabitants. In the course, we shall bring out and discuss the metaphysical, modal, ontological, and moral implications of modal realism. Readings will include excerpts from Lewis’s On the Plurality of Worlds, and articles by A. Hazem, R. Stalnaker, and R. Adams.
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PHILOS 522: Special Topics in
the Philosophy of Science
Instructor: Robert Schwartz
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Human thought and action are dependent on and mediated by the knowledge and mental skills we possess. Perhaps the core topic in the study of cognition is to explain how this knowledge and skill base is stored or represented by our mind/brain. This course will explore conceptual and theoretical problems that lie at the heart of current debates in philosophy, psychology, linguistics, and computer science over the nature of mentality and mental representations. We will consider such questions as: is there a language of thought?, can we really think in images?, in what way may our behavior be guided by rules?, may a significant part of knowledge base be innate? Issues concerning animal and machine intelligence will be examined in these contexts.
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PHILOS 562: Special Topics in Ethics & Social and Political
Philosophy
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We will study the relations between morality and practical rationality. Questions to be answered include: Do the precepts of morality follow from the constraints on rational behavior? What sort of considerations must be considered by anyone making a rational decision? How can considerations of morality and rationality move us to act? Philosophers studied may include Hume, Kant, Bernard Williams, Christine Korsgaard, Elijah Millgram, John McDowell, Derek Parfit, and others.
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PHILOS 685:
Capstone Senior Seminar
Instructor: Julius Sensat |
The celebration of Hegel's 56th birthday received more play in the Berlin press than a party for the King of Prussia. Hegel was that notable because of the widespread belief that philosophy – indeed, his philosophy – was the quintessential intellectual discipline of modernity. On this view, modern philosophy does not merely articulate the rational elements of a historical movement realizing human freedom. It is the rational self-consciousness of that movement as well, and it is thereby essential to that movement, completing it as well as comprehending it. Hegel first articulates this vision in his masterful Phenomenology of Spirit. It is hard to overestimate the significance of this work for nineteenth and twentieth century philosophy. It will be our major focus. But as time permits we shall pay some attention to other works, particularly those that bring out his critique of Kant and his mature social and political philosophy. There will be a heavy discussion component.
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PHILOS 212 (UG) / 712 (G)
Modern Deductive Logic |
The task of the first logic course – Philosophy 211 – was to develop a means for evaluating deductive arguments. This task involved the use of a formal language for expressing the logical structure of English sentences and the use of various formal techniques, including truth tables and deductions, for evaluating arguments. Once an English argument was translated into the formal language, formal techniques were used to solve an apparently informal problem, i.e., the problem of finding out whether it is possible for the conclusion of the argument to be false while all its premises are true. In Philosophy 212 we will continue this inquiry into the evaluation of deductive arguments. We will concentrate on two central areas. First, we will deal with statements and arguments that are more quantificationally complex than those studied in Philosophy 211. Second, we will address the issue of the adequacy of the formal system. Explicit definitions of validity of arguments and formal systems will be used for the investigation, via informal reasoning and proof, of what can be achieved by a deductive system. Philosophy 211 with a grade of ‘C’ or better is a prerequisite for this class.
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PHILOS
920: Seminar in the Philosophy of Science
Instructor: Michael Liston |
Several disputes in contemporary philosophy of science are described as debated about scientific realism. These raise important metaphysical and epistemological questions about the nature of science and what it can or cannot tell us about the world. In the seminar we will explore what scientific realism might be by looking at the twists and turns the debate took in the 20th century. We will begin with Carnap's logical positivists views (or possibly with late 19th century objections by Duhem and Hertz tot he reality of atoms and forces) and move on to Putnams's and Boyd's realist -inspired objections to positivism. We will then take up Van Fraassen's view that we should limit our epistemic commitments to what theories say about observable and Cartwright's view that fundamental theories of mathematical physics are not believable because of unification and idealization problems. We'll end by discussing Fine's advocacy of a natural ontological attitude.
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PHILOS 960: Seminar in
Metaphysics
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The notion of reason is crucial to the distinction between actions and mere happenings. The questions that we can ask about mere happenings are only of the 'how?' kind—"how did this event come about?" For actions, however, we can always ask a different and distinctive why-question, "Why did the agent do so-and-so?" The latter is a request for the reason that led the agent to act as she did. It could be claimed (with good reasons...) that actions are the sort of events for which explanation in terms of reasons, rather than just causes, is in order. Mere physical occurrences are not to be interpreted, comprehended, justified or criticized, but actions are. Interpretation, understanding, justification and criticism are directed primarily at actions and make sense only because one takes that there are reasons for these actions.
In this seminar we will explore the nature of the relation between agency and reason. Among the questions that we will investigate are: what is it for an agent to have a reason and be guided by it? Is guidance by reason distinctive only of intentional conduct by adult human beings, or it is also present in the agency of either other animals or children? Are reasons objective matters of fact or rather psychological attitudes of the agent (such as her beliefs and desires)? How does the answer to the latter question bear on the distinction between objective and subjective reasons?
Are reasons for action primarily (if not exclusively) of the instrumental kind (i.e., reasons how to best achieve a given end, rather than reasons for the selections of ends)? How does the answer to the latter question affect our understanding of the guiding force of reasons on our conduct? Is there a distinction between reasons for action and rational or normative requirements?
Finally, if time permits, we might briefly consider how different rational considerations might come together to give the reason for a particular action, i.e., the all-things-considered reason for it.
The seminar is not specifically focused on moral agency, but on agency in its broadest sense. It should thus be of interest for anyone who is concerned with the relations between agency, reason, and normativity as they are currently discussed in a variety of fields (such as philosophy of mind, moral philosophy and epistemology).
Readings will be drawn from recent books and papers in the analytical tradition. More detailed information available at http://www.uwm.edu/~ferrero |
For a complete list of classes, please refer to the University of Wisconsin-Milwaukee Spring 2005 Schedule of Classes available at Enrollment Services (MEL 274) or on the web at http://www.uwm.edu/schedule/Spring2005. For more information about the Department of Philosophy, please visit our home page at http://www.uwm.edu/Dept/Philosophy/. To contact the Department of Philosophy, call 414-229-4719 or send us an email at philosophy@uwm.edu.
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