100 Introduction to Philosophy
This course seeks
to provide an understanding of what philosophy is
by discussing some of the main problems that
philosophers examine and by developing skills in
the methods used in philosophy. Among the kinds
of problems considered in this course are: Can we
prove God’s existence? What distinguishes
knowledge from mere belief? Is it always wrong to
break the law? (Staff, offered annually) Typical readings: Plato, The Trial and Death of
Socrates; King, Letter From a Birmingham City Jail;
Dworkin, Civil Disobedience; Perry, Dialogue on
Immorality and Personal Identity; Cahn, Classics of
Western Philosophy
100 Introduction to Philosophy
Wonder about the
existence of God, or life after death? Argue with
friends about right and wrong, and wonder if there’s
an answer? What gives humans free will, and could
animals or machines have it? Students who are
fascinated by these questions have the prerequisites
to take this class. There are two sides to every issue,
and the heart of critical thinking is understanding
both sides. This is the skill students in this course
hone. Students do this by reading classic and
contemporary dialogues that represent both sides of
these issues. Readings are short, focusing on depth
and complexity. Course work consists mostly of
very short essays that will be revised. There is a
strong emphasis on precise writing and critical
argumentation. (Barnes, offered annually) Typical readings: Plato, The Trial and Death of
Socrates; Perry, A Dialogue on Personal Identity and
Immortality; Hume, Dialogues on Natural Religion;
Williams, A Dialogue on Free Will
120 Critical Thinking and Argumentative Writing
This course is designed to improve a
person’s ability to think critically. While any
course in philosophy does this, this course
explicitly examines the principles of good
reasoning. Emphasis is placed on the evaluation,
the understanding, and the formulation of
arguments. Instruction is given in the detection
and correction of fallacies of reasoning and in the
writing of argumentative essays. (Offered annually)
Typical readings: Wright, Critical Thinking; Lee, What is the Argument?
125 Oral Argumentation and Debate
Effective
oral communication is essential for success in
life. This course introduces students to the theory
and practice of oral argumentation and debate.
Students read classic and contemporary texts on
rhetoric to understand the basis of effective
speaking in the face of an opposing viewpoint.
Students come to understand the basic structures
and tools of argument construction and
deconstruction. There is some written work, but
most graded work is in the form of oral debates,
including required competition in two intercollegiate
weekend (usually Friday to Saturday)
debate tournaments. Lab fee: ($100 or less,
depending on expenses); permission of instructor
is required (first-years accepted). Crosslisted as
WRRH 125.
Typical readings: Aristotle, Rhetoric; Meany, Art, Argument & Debate
130 Moral Dilemmas: Limiting Liberty
The
fundamental question addressed in this course is:
To what extent is it morally justifiable to limit a
person’s liberty? The two topics in connection with
which this question is considered are pornography
and hate speech. Both of these topics concern
contents of expression that some people think are
justifiably restrained. Others think that however
abhorrent the contents of expression in those areas
may be, freedom of expression should be abridged
in very limited kinds of cases, and that the topics in
question do not fall within that limited class. This
course attempts to reach an understanding of the
concerns that underlie both positions, the
arguments that may be presented for and against
both positions, and how to evaluate those
arguments in order to reach a judgment that can be
shown to be satisfactory. (Daise, offered alternate
yesrs) Typical reading: Bonevac, Today’s Moral Issues
130 Moral Dilemmas: Doing the Right Thing
A
moral dilemma is a situation in which there are
good reasons to do something and apparently
equally good reasons for not doing it. In this
course students address one question from the
moral point of view: Did a certain character in a
novel do the morally right thing? While that
particular question is of no special significance, by addressing it, students explore what enters
into consideration of a question from a moral
point of view—how different aspects of human
relationships come into play. By virtue of that
exploration, students see what kind of reflection
is appropriate when we are confronted with a
moral dilemma. The work for the course will
include (1) understanding different moral
theories, (2) applying theories to the “facts” of
the case, (3) evaluating different moral theories,
(4) understanding, constructing, and evaluating
arguments. Students acquire an understanding of
moral concepts and how to make use of those
concepts in everyday situations. Students
develop the skills for making intelligent
judgments about which of alternative courses of
action is the morally right one. Typical reading: Robert Waller, The Bridges of
Madison County; A. I. Melden, Rights and Persons
140 Introduction to Value Theory
Values are
embodied in our interpretations, in personal and
collective perspectival stances we take on issues of
everyday life. They become manifest in actions
and words, when we state our opinion on, say,
U.S. foreign policy, the role of parenting, the role
of women in religion, the value of higher
education etc. Values are generally acted out,
most of them unconsciously. But some of them
can be raised into our awareness and can be
talked and written about. Although this process of
consciousness-raising is not without its problems,
this is precisely what this course tries to
undertake. This course is an occasion for students
to examine their personal beliefs surrounding the
meaning or lack of meaning they encounter in
major issues around the globe, both past and
contemporary. Students begin by studying and
writing about values in the form of aphorisms,
anecdotes, short paragraphs. Then they aim at
larger texts such as parables, fables, myths,
manifestos, poems, and entire books. Students
have as their main project to arrive at an overall
narrative embodying some of their values. All
writing in the course is oriented toward that final
project.(Baer, offered occasionally Typical readings: Nietzsche, Beyond Good and
Evil; Euripides, Bacchae; Nietzsche, Birth of
Tragedy; Freud, Civilization and Its Discontents;
Marx/Engels, Communist Manifesto; Price, Three
Gospels; Price, A Serious Way of Wondering;
Kierkegaard, Works of Love
150 Philosophy and Contemporary Issues: Justice
and Equality
This course treats two topics
that are of current social concern: the moral
permissibility of abortion and the justification of
affirmative action. Students learn how to apply
the tools of philosophical analysis in attempting
to resolve these issues. (Daise, offered annually)
Typical readings: Joel Feinberg, The Problem of
Abortion; Ezorsky, Racism and Justice
151 Philosophy and Contemporary Issues: Crime and Punishment
This course explores the
relationship between moral responsibility and
criminal responsibility. It looks at some perennial
problems in ethical theory, such as: What makes
an act wrong? When is a person morally
responsible for their actions? When is punishment
an appropriate response to behavior that violates
social norms? It also looks at some problems in
legal theory and in public policy, such as: What
sorts of acts ought to be criminal? When is a
person legally responsible for her actions? Why
should insanity be a defense to criminal charges?
The following general question links all these
problems: Which forms of behavior control are
morally justifiable responses to which forms of
social deviance? (Brophy, offered annually) Typical readings: Macklin, Man, Mind, and
Morality: The Ethics of Behavior Control; Morris, The
Brothel Boy and Other Parables of the Law; Murphy
(ed.), Punishment and Rehabilitation, 3rd ed.; Katz,
Bad Acts and Guilty Minds; Butler, Erewhon
152 Philosophy and Contemporary Issues: Philosophy
and Feminism
This course
examines both the ways in which philosophical
concepts and methodologies have influenced
contemporary thinking about gender and the
ways in which feminist viewpoints have
challenged many traditional philosophical
ideas. Among the topics discussed are: marriage
and motherhood, justice within families,
prostitution, rape, sexual harassment, abortion,
and reproductive technologies. (Staff, offered
alternate years) Typical readings: Okin, Justice, Gender, and the
Family; Minas (ed.), Gender Basics; Kourany et
al., (ed.), Feminist Philosophies
153 Philosophy and Contemporary Issues: Economic Justice
This course explores the
question of distributive justice: How should
social wealth be divided among the members of
society? Since our world is one of scarcity, people
often will not get everything they want, and
some may not get everything they need. What
should determine who gets what? What role
should the market play in the achievement of
distributive justice? Should the North feast while
the South survives on crumbs? This course
explores the question of economic or distributive
justice as it arises both among the members of
our own society and between the First and Third
Worlds. (Lee, offered every third year) Typical readings: Arthur and Shaw, Justice and
Economic Distribution; Luper-Foy, Problems of
International Justice; Okin, Justice, Gender, and the
Family
154 Philosophy and Contemporary Issues: Environmental
Ethics
This course explores the
ethical and philosophical issues that arise when
we consider the relation between humans and
the natural environment—issues made urgent by
our current environmental crisis. Among
questions examined are: Is the value of nature
intrinsic or only instrumental? Do humans have
obligations toward nonhuman animals? Why are
animal species worth preserving? Is it individual
animals or ecosystems that should be of moral
concern? What can feminism tell us about our
treatment of nature? Are economic efficiency
and cost/benefit analysis adequate criteria for
assessing our relation to the environment? (Lee,
offered alternate years) Typical readings: VanDeVeer and Pierce, (eds.),
People, Penguins, and Plastic Trees; McKibben, The
End of Nature; Regan, Earthbound
155 Philosophy and Contemporary Issues: The Morality
of War and Nuclear Weapons
This
course explores the phenomenon of war from a
moral point of view. Among the questions
considered are: When, if ever, is it morally justified
to fight a war? What, if any, are the moral limits on
how one may fight a war? What difference have
nuclear weapons made in our moral understanding
of war? Among the topics considered are: just war
theory, pacifism, realism, Hiroshima, and nuclear
deterrence. (Lee, offered every three years) Typical readings: Walzer, Just and Unjust Wars; Beckman, et al.,
The Nuclear Predicament
156 Contemporary Issues: Biomedical Ethics
This course examines ethical issues that arise in the practice of medicine,
in the delivery of health care, and in biomedical research. Ethical issues
arise in all areas of human activity, but they arise in medicine with
special urgency. Some reasons for this are the special nature of the physician/patient
relationship, the importance of the matters of life and death involved,
the difficulty in distributing health care in a just manner, and the many
recent technological advances in medical treatment that exacerbate all
of these problems. Among the issues considered are informed consent, patient
autonomy, confidentiality and privacy, genetic intervention, medical experimentation,
reproductive control, allocation of scarce medical resources, and justice
in health care delivery. (Lee, offered alternate years) Typical readings: Munson (ed.), Intervention and Reflection:
Basic Issues in Medical Ethics ed. 5; Pence, Classic Cases in Medical
Ethics
156 Contemporary Issues: Biomedical Ethics
This course examines ethical
issues that arise in the practice of medicine, in
the delivery of health care, and in biomedical
research. Ethical issues arise in all areas of human
activity, but they arise in medicine with special
urgency. Some reasons for this are the special
nature of the physician/patient relationship, the
importance of the matters of life and death
involved, the difficulty in distributing health
care in a just manner, and the many recent
technological advances in medical treatment
that exacerbate all of these problems. Among the
issues considered are informed consent, patient
autonomy, confidentiality and privacy, genetic
intervention, medical experimentation,
reproductive control, allocation of scarce
medical resources, and justice in health care
delivery. (Lee, offered alternate years) Typical readings: Munson (ed.), Intervention
and Reflection: Basic Issues in Medical Ethics ed. 5;
Pence, Classic Cases in Medical Ethics
156 Contemporary Issues: Biomedical Ethics
National health care policy is
determined by economic, social, moral and
political considerations. Students focus on three contemporary issues in health care policy. First,
which patients should be allowed to die, who
should decide, and should physicians assist
patients in dying? Second, should human cloning
or genetic engineering be legal? Third, how should
society distribute our limited medical resources
and should insurance be nationalized? A
satisfactory public policy must confront all these
hard questions in a way that has not yet been
done. Students grapple with these issues
individually and in small groups, working to
develop and defend a coherent stance. Mostly
work is very short essays that are revised. Expect a
strong emphasis on precise writing and critical
argumentation. The course includes three required
film screenings outside of regularly scheduled class
time. (Barnes, offered alternate years) Typical readings: Kuhse & Singer, Bioethics: An Anthology; Selected articles from The Journal of Medical Ethics
157 Ethical Inquiry: A Multicultural Approach
This course considers some specific ethical issues
from global and multicultural perspectives. Topics
include issues such as human rights, gender roles
and morality, world hunger and poverty,
euthanasia, and racial and ethnic discrimination.
In addition to examining these issues using a
variety of Western philosophical traditions,
students consider approaches that come from
Chinese, African, Indian, Native American,
feminist, Buddhist, and Islamic cultures and
perspectives. (Oberbrunner, offered occasionally)
158 Philosophy and Contemporary Issues: Debating Public Policy
Effectively advocating
for one’s plan of action, when it’s opposed, is
what makes the difference between just a cool
idea and an implemented policy. However,
respectfully and persuasively selling one’s ideas
requires knowledge and skills that most people
lack. This course develops students’ theoretical
knowledge of policy analysis tools and their
practical skills (especially oral communication
skills) to improve their advocacy. Students work
in teams to develop public policy positions on
current political, moral, and legal issues—
domestic and international. Teams then formally
debate these positions while other students vote
on them. Strong emphasis is placed on anticipating
problems with one’s own public policy
positions. Students learn about the general
structure and tools of advocacy and opposition, as
well as particular issues of current concern.
(Barnes, offered annually) Typical readings: classic and contemporary
texts in philosophy, regular reading of The New
York Times and extensive group research on
several debated issues
159 Philosophy and Contemporary Issues: Global Justice
This course examines a set of
ethical issues arising from the relations among
nations and their peoples in the light of increasing
global interdependence. What does global justice
require of us? What is the moral significance of
national borders? Are we justified in treating our
compatriots as more important morally than those
in other lands? What are the obligations of those of
us in wealthy nations to the hundreds of millions
on our planet in extreme poverty, especially when
some of this poverty is the result of our own
activities? Are our obligations to those in other
lands negative only (not to harm), or are they also
positive (to provide needed help)? In seeking to
answer these questions, the course examines realist,
statist, and cosmopolitan normative theories of
international relations. (Offered alternate years) Typical readings: Charles Beitz, Political Theory
and International Relations; Henry Shue, Basic
Rights; Thomas Pogge, World Poverty and Human
Rights; John Rawls, The Law of Peoples
159 Global Justice
This course examines a set of
ethical issues arising from the relations among
nations and their peoples in the light of
increasing global interdependence and widespread
global poverty. What does global justice require of
us? What is the moral significance of national
borders? Are we justified in treating our
compatriots as morally more important than
foreigners? What are the obligations of the
wealthy individuals and nations to the hundreds
of millions in extreme poverty? Are our
obligations to those in other lands only not to
harm them, or also to provide them needed help?
In seeking to answer such questions, students
examine realist, statist, and cosmopolitan
normative theories of international relations.
(Lee, Fall)
170 Philosophy of Human Nature
All our social,
legal, and political institutions depend on
assumptions about human nature, as does each of
us in everyday life. This course examines these
assumptions. Are we purely material entities
conditioned by our environment? Can we change
human nature? Might we be the sole authors of
our own identity? Are we basically good? Should
society take precedence over the individual? Did
Freud understand humans correctly? Did Marx?
Do feminists? Students begin with readings from
the world’s great wisdom traditions from India
and China, then our culture’s Judeo-Christian
foundations, followed by influential thinkers from
Western philosophy and science. (Oberbrunner,
offered every three years) Typical readings: Leslie Stevenson (ed.) The
Study of Human Nature: A Reader (2nd ed.;
Leslie Stevenson and David L. Haberman, Ten
Theories of Human Nature (3rd ed.)
190 Facts and Values
This course examines a
variety of issues relevant to an understanding of
facts and values. What is the difference between
a factual claim and a value claim? Does it make
sense to think of facts as objective, and therefore
the same for everyone, and values as subjective,
and therefore relative to individuals, families,
races, genders, classes, and cultures? What is the
relationship between values and religion? How
are values related to emotions? Is it possible, or
even desirable, to put aside value preferences
when we seek knowledge? In what ways can
knowledge seeking inquiries be biased? (Offered
alternate years) Typical readings: Rachels, Elements of Moral
Philosophy; Quine and Ullan, The Web of Belief;
Feinberg (ed.), Reason and Responsibility
220 Semiotics
This is an introductory course to
semiotics, the doctrine of sign in all forms and
shapes. Signs are processes of interpretation.
Anything (object, idea, feeling, action) can
become a sign by being interpreted. But
interpretation is itself a sign in need of being
interpreted, and so semiotics quickly becomes a
labyrinth in which the concept of the sign
becomes more, rather than less, problematic, as
the inquiry into its nature proceeds. A wide
variety of approaches to semiotics are presented,
and applications to literature, art, architecture,
dance, history, anthropology, film studies, women
studies, photography, sociology, psychology, and
biology are encouraged. (Baer, offered annually) Typical readings: Plato, Cratylus; Berger,
Introduction to Semiotics; Lakoff and Johnson,
Metaphors We Live By; Frank, The Wounded
Storyteller; Bal, Meaning Making
230 Aesthetics
This course addresses a variety of
philosophical issues relating to the arts. Some of
the questions that the course considers are: What
does the term “beautiful” mean? Are there other
measures of aesthetic value besides “beauty?”
What is the nature of artistic creativity? What is
originality in art? Is there a role for art critics?
What is the purpose of art museums? How are
interpretations and evaluations of art influenced
by race, gender, class, etc.? What value do the
arts have for society? (Oberbrunner, offered
annually) Typical readings: Korsmeyer (ed.), Aesthetics:
The Big Questions, Neill and Ridley, Arguing
About Art; Neill and Ridley, The Philosophy of
Art; Battin et al., Puzzles About Art
232 Liberty and Community
This is a basic
course in political philosophy. The focus is on
striking a balance in a political order between the
freedom of the individual and the demands of
community. The central question is whether the
state is merely instrumental to the fostering of individuality or instead is valuable because of the
community it represents. A related question is
whether social relations are best understood as
created by contract among persons or as
constitutive of personhood. What is at issue is the
adequacy of liberalism. (Lee, offered alternate years)
Typical readings: Morgan, Classics of Moral and
Political Theory; Avineri, Communitarianism and
Individualism
235 Morality and Self Interest
How should we
act? Morality and individual self interest are
often thought to give conflicting answers to this
question. This course examines basic issues in
moral theory by focusing on the question of
whether acting in one’s own interests is
incompatible with acting as morality requires.
The course has a community service component.
(Lee, offered alternate years) Typical readings: Morgan, Classics in Moral and
Political Theory; Nelson, Morality—What’s in it for
Me?
236 Philosophy of Law
Study of the law raises
many problems for which philosophy can help
provide solutions. At the same time, the law
provides valuable source material bearing on
many traditional issues in philosophy. This
course studies these problems and issues by
examining both philosophical writings on the
law and legal opinions. Tort and contract law are
examined, as well as criminal and constitutional
law. Some of the questions to be considered are:
What is law? What is the relation between law
and morality? To what extent is the state
justified in interfering with a person’s liberty?
When are persons responsible for their actions?
What is justice? When is a person liable for harm
caused to others? When is it morally justified to
punish a person? (Lee, offered alternate years) Typical readings: Arthur and Shaw, Readings in
Philosophy of Law; Scalia, A Matter of Interpretation
237 Philosophy of Religion
After reviewing
some world religions, this course examines
philosophically a variety fundamental questions
about religion. Can we honor both the global
diversity of religions and our common humanity?
Can rational thought help us? The Western
tradition, both classical and contemporary,
includes a fascinating set of arguments to prove
God’s existence. Are they successful? Students
address the Problem of Evil, a perennial question
about why there is so much human suffering. Is
religion patriarchal? What are some different
ways of understanding the nature of divinity?
Can we understand personal immortality? What
is the relationship between religion and science?
Students look at several perspectives on religious
truth and ways of knowing it. (Oberbrunner,
offered alternate years) Typical readings: Huston Smith, The World’s
Religions; Louis P. Pojman, Philosophy of Religion;
Yeager Hudson, The Philosophy of Religion
238 Philosophy of Natural Science: A Contemporary
Introduction
This course focuses on several
questions: What is “scientific method?” What is
“inductive reasoning?” When is data evidence for a
theory? How well can different sciences explain and
predict the natural world? What is the relationship
between explanation and prediction? What is the
process by which a scientific community rejects one
theory and replaces it with another? (Brophy, offered
every three years) Typical readings: Hacking, Representing and
Intervening; Casti, Searching for Certainty: What
Scientists Can Know About the Future; Boyd,
Gasper, and Trout, (eds.), The Philosophy of
Science
240 Symbolic Logic
This course is an introduction
to the techniques and theories of formal logic. It
involves logic games and very user friendly
instructional software in the Macintosh computer
laboratory. Topics include translation to artificial
languages; formal techniques and procedures
(natural deduction and trees); the concepts of
validity, soundness, completeness, and consistency;
and the theory of deductive reasoning.
(Brophy, offered every three years) Typical readings: Barwise and Etchemendy, The
Language of First Order Logic, including the
program, “Tarski’s World”
242 Experiencing and Knowing
How trustworthy
are our sense organs for giving us information
about the world? Is there any other good source
of knowledge besides sensory experience? How
reliable are the inductive methods of science?
How can we tell when we have achieved
knowledge? What is the scope of human
knowledge? What are its limits? This course
examines some 20th century discussions of these
and similar questions that have long intrigued
thinkers wishing to understand the capacities of
the human mind. (Offered alternate years) Typical readings: Alcoff (ed.), Epistemology:
The Big Questions, Pojman (ed.,) The Theory of
Knowledge
250 Feminism: Ethics and Knowledge
This
course examines various feminist critiques of
traditional approaches to ethics and to knowledge.
The first half of the course addresses moral
issues. Are traditional moral theories adequate for
addressing the problems that women face? Do
women tend to think about morality differently
than men do? What is “feminist ethics?” What
moral obligations does it assign to individuals?
What are its implications for governments and
social policy? The second half of the course discusses issues in science and epistemology (i.e.,
theory of knowledge). Historically, how has
science contributed to the subordination of
women? Are social and political considerations
relevant to science? Is it possible for science to
be “objective?” What can be done to make
science less biased? (Offered alternate years) Typical readings: Kant, Grounding for the
Metaphysics of Morals; Mill, Utilitarianism; Held
(ed.), Justice and Care; Sherwin, No Longer
Patient; Kourany (ed.), The Gender of Science
260 Mind and Language
This course explores
one of the newest theories of mind and language
and applies it to one of the oldest philosophic
texts. The circle linking Lakoff and Johnson
(1999) to the work of Chuang Tzu (4th century
B.C.) does not only enclose some 2,500 years of
philosophy but also attempts to build a bridge
between a U.S. version of a philosophy of
cognitive science with a version of Chinese
Taoism. Specifically, students study a method of
cognitive linguistics which states that the mind
is inherently embodied and articulates itself
mostly in metaphors in ways that remain largely
unconscious. (Baer, offered annually) Typical readings: Lakoff and Johnson,
Philosophy in the Flesh; Mair, Wandering on the
Way; Mote, Intellectual Foundations of China
370 Ancient Philosophy
This course gives
careful attention to Plato’s arguments on
questions of morality. It explores Plato’s view of
the proper relationship between the individual
and society and the relationship between that
view and Plato’s theory of knowledge. The views
of the Sophists are examined, and Aristotle’s
views in Metaphysics are also considered. (Daise,
offered annually) Typical readings: Plato, Meno; Protagoras,
Republic; Aristotle, Metaphysics
372 Early Modern Philosophy
This course is an
introduction to the principal works and central
theories of the early modern period (1600-1750).
The philosophical thought of this period was
closely tied to the newly developing sciences and
also to profound changes in religion, politics, and
morality. Accompanying the transformation of
thinking in all of these areas was a renewed interest
in skeptical theories from ancient sources, and
what emerged was the beginning of uniquely
modern approaches to philosophy. Each year this
course focuses on a handful of texts from this
period, to be selected from the works of
Montaigne, Bacon, Galileo, Descartes, Hobbes,
Bayle, Arnauld, Gassendi, Mersenne, Leibniz,
Spinoza, Boyle, Butler, Malbranche, Pascal,
Newton, Locke, Berkeley, and Hume. (Brophy,
offered annually)
373 Kant
Kant’s critical and transcendental
investigations of the limits of the ability of the
human mind to resolve issues of what we can know
and how we should act have been enormously
influential for all subsequent philosophical inquiry.
This course is devoted to understanding the
problems Kant faced, the answers he advanced, and
the difficult and intriguing arguments he provided
to support his views. Because understanding Kant’s
empirical realism and transcendental idealism is
incomplete without critical scrutiny of his
argument, objections are introduced and discussed.
(Baer, offered annually) Typical readings: Kant, Critique of Pure Reason,
Foundations of the Metaphysics of Morals, Religion
within the Limits of Reason Alone
390 Contemporary Philosophy
This course traces
the development of contemporary philosophy in
the analytic Anglo-American tradition from
Charles Peirce and Bertrand Russell through
Ludwig Wittgenstein and Willard Quine, and
beyond. Among the philosophical movements
considered are pragmatism, naturalism, realism,
intuitionism, positivism, emotivism, linguistic
philosophy, conventionalism, and the return to
normative theory. Special attention is paid to the
development of analytic philosophy within ethics.
At the end, an important recent book in analytic
philosophy is studied. (Lee, offered annually) Typical readings: Lindberg, Analytic Philosophy;
Cahn and Haber, Twentieth Century Ethical Thought
460 Senior Seminar
This course has variable
content. Each year a central philosophical issue
or the work of an important philosophical figure
is examined. (Offered annually)
Courses Offered Occasionally:*
140 Introduction to Value Theory
153 Philosophy and Contemporary Issues: Economic Justice
160 Philosophy of Medicine
205 Ideas of Self
225 Versions of Verity
237 Philosophy of Religion
271 Medieval Philosophy
274 German Idealism
380 Experience and Consciousness: Introduction to Phenomenology
381 Existentialism
*Frequency as determined by student demand and faculty availability
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