Introduces fundamental topics of philosophy (e.g., knowledge, truth, universals, self, the mind-body problem, time, God, and value). Approved for GT-AH3. Approved for arts and sciences core curriculum: ideals and values.
Develops three related themes: the emergence in antiquity of a peculiarly scientific mode of thinking Requisites: the place of religious belief within this developing scientific world view
Introduces several philosophical texts and doctrines of 17th and 18th century Europe. Gives special attention to the connection between philosophical ideas and the wider historical milieu--social, political, and literary. PHIL 1010 and 1020 may be taken in either order. Approved for GT-AH3. Approved for arts and sciences core curriculum: historical context.
Introductory study of major philosophies on the nature of the good for humanity, principles of evaluation, and moral choice as they apply to contemporary moral problems. Approved for GT-AH3. Approved for arts and sciences core curriculum: ideals and values.
Introduce students to topics in contemporary bioethics. No previous knowledge of science, philosophy, or bioethics will be presupposed. A primary goal will be to teach students how to think critically and write persuasively. Approved for arts and sciences core curriculum: ideals and values.
Introduces philosophical thought through critical analysis of our own society, its institutions, and principles. Approved for GT-AH3. Meets MAPS requirement for social science: general. Approved for arts and sciences core curriculum: United States context or ideals and values.
Considers philosophical topics and concepts related to the natural sciences, such as the following: science and pseudo-science; scientific method; the nature of explanation, theory, confirmation, and falsification; the effect of science on basic concepts like mind, freedom, time, and causality; ethics of experimentation; and the relation of science to society. Approved for GT-AH3. Approved for arts and sciences core curriculum: natural science.
Introductory study of definition, informal fallacies, and the principles and standards of correct reasoning. Provides practice in analyzing, evaluating, and constructing frequently encountered types of arguments. Does not fulfill major requirement in logic.
Teaches students how to write argumentative papers. Each seminar will focus narrowly on some controversial topic. For example, one seminar might focus on the existence of God, whereas another might question whether we have free will. In all cases, a significant portion of the course will be devoted to learning how to write cogent argumentative papers about controversial topics. Approved for arts and sciences core curriculum: written communication.
Philosophical introduction to some of the central concepts and beliefs of religious traditions, focusing particularly on the question of the existence of God and on the relation between religious beliefs and moral beliefs. Approved for GT-AH3. Approved for arts and sciences core curriculum: ideals and values.
Considers philosophic questions involved in the analysis and assessment of artistic experiences and of the objects with which the arts, including the literary arts, are concerned.
Introduces philosophy through literature. Selected novels, plays, and short stories that exemplify traditional problems in philosophy are read and discussed.
Traditional and contemporary theories of justice are employed in order to critically analyze social and political issues that have important environmental dimensions. Assesses the relationship of justice and equity to the presuppositions of national and global environmental issues and policies.
Introductory study of major philosophies of the past in relation to political, economic, and social issues. Approved for arts and sciences core curriculum: ideals and values.
Considers philosophical issues related to law in general and the U.S. system in particular. Topics to be covered may address such questions as the following: What is the nature of law? What kinds of acts should the law prohibit (e.g., abortion, drug use, pornography, cloning)? Is there a moral obligation to obey the law? Can civil disobedience be justified? Is there a justification for punishing people for breaking the law? Is capital punishment, in particular, morally justified? Approved for arts and sciences core curriculum: United States context.
Introduces students to topics and issues connected to the nature of food. Helps students investigate questions about our food choices, production and distribution, as well as connection food bears to culture and identity. No previous experience in philosophy required or presupposed.
Explores the historical relationship between western philosophy and race and investigates the ways in which philosophy can be used to address contemporary racial issues. Approved for arts and sciences core curriculum: human diversity.
Interdisciplinary course on issues where philosophy and psychology meet. For example, topics such as selfhood, motivation, psychotherapy, freedom, and human behavior are examined. Selected readings in philosophy and psychology are required.
First course in mathematical logic. Topics include sentential logic, the logic of quantification, and some of the basic concepts and results of metalogic (interpretations, validity, and soundness).
Offers a cultural history of Greek and Roman religion. Students read ancient text in translation and use evidence from archaeology to reconstruct the shift from paganism to Christianity in antiquity. Same as CLAS 2610. Approved for arts and sciences core curriculum: ideals and values.
Explores philosophical issues in science fiction literature and film. Topics may include time travel, artificial intelligence, free will, personal identity, and how scientific advances will change human life and society. Students may read science fiction stories and philosophical articles, and watch several movies.
