Questions in and about economics that are of philosophical interest arise in at least three areas. First, there are questions about the scientific status of economics. E.g., if economic models are literally false representations of reality, how can they aid understanding?

Second, there are puzzles arising within economic theory, especially concerning the notion of rationality. E.g., why model economic agents as homo economicus if such a being would be a 'rational fool'? And third, there are matters concerning the relation between economics and normative questions of economic policy. E.g., what would be an optimal savings rate in very long run? Such questions are conceptually challenging and there is no consensus on answers. This course explores a selection of such questions.

For textbook information, please visit the ECON Textbook Information Website. Information will be posted for each class as soon as it is available.

Enforced Prerequisites:

ECON 401 with a C- or better.

Traditional philosophical questions about the nature of time and space have been strikingly influenced in the twentieth century by the results of contemporary physical science. At the same time, the important current physical theories of space and time rest explicitly or implicitly on deep-rooted philosophical assumptions. The purpose of this course is to study the mutual interaction between science and philosophy as illustrated in problems about space and time. Typical topics to be considered include the status of knowledge about the structure of space and time, substantial versus relational theories of space-time, spatio-temporal order and causal order, and the so-called problem of the direction of time. This course can be appreciated by students who have either a background in philosophy — especially logic and philosophy of science, metaphysics, epistemology — or background in physical science or mathematics. An attempt is made in this course to introduce the fundamental ideas of both philosophy and science at a level which can be understood by those without extensive background so students need not be proficient in both science and philosophy to benefit from the course. The primary text is L. Sklar's Space, Time, and Spacetime. There are additional readings from such authors as Reichenbach, Poincaré, Grunbaum, Smart, Wheeler, and others.

Advisory Prerequisites:

One logic introduction and either one other philosophy course or 12 credits of science.

Epistemology of science concerns itself with the nature and possibility of scientific knowledge. Science is a human practice and takes place in a social context. But do we need to think about the social situatedness of scientific practice to understand what scientific knowledge is? Is good science necessarily uncontaminated by its social context? Is the ideal of socially uncontaminated science itself socially contaminated? Whether it is or not, is socially uncontaminated science even possible? Focusing largely (but not exclusively) on the phenomenon of gender, we'll examine a variety of responses to (and responses to responses to) these questions. We'll draw upon the writings of both traditional epistemologists and their feminist critics, as well as upon historical case studies of particular sciences (including genetics, chemistry, primatology, sociology, endocrinology, and quantum physics).

Suggested background: Two prior courses in some combination of philosophy, science or women's studies.

Advisory Prerequisites:

Nine credits of Philosophy, Science or Women's Studies.

There has been a long, intellectual tradition in thinking about the moral justification of war, ranging at least from Thomas Aquinas’s writings in the 13th century to Michael Walzer’s instant classic, Just and Unjust Wars. The contemporary advent of terrorism arguably challenges central tenets of the just war tradition, replacing the doctrine of preemption with that of prevention, blurring the distinction between civilians and combatants, accelerating both the speed and potential damage of attacks, and so on. How, if at all, should these features of terrorism lead to a revision of just war principles?

Enforced Prerequisites:

PHIL 361 or 366 with a grade of C- or better, or graduate.

A course on topics in epistemology. Content varies by term and instructor.

Advisory Prerequisites:

PHIL,Graduate standing in Philosophy or permission of instructor.

The proseminar provides first-year graduate students with an opportunity to engage as a group with a range of issues.

Enforced Prerequisites:

With permission of instructor.

Advisory Prerequisites:

Graduate standing and permission of instructor.

A faculty-directed candidacy reading course in which a student – having already successfully completed an independent literature survey in the area of his or her projected dissertation – works toward identifying a specific thesis topic and writing a dissertation prospectus, and begins to write material which can be expected to represent some component of the dissertation. If the reading course is to commence in the Fall, students should arrange for faculty direction the preceding April; if it is to commence in the Winter, students should arrange for faculty direction no later than the preceding November. Faculty service in this capacity does not commit the student to asking the faculty member to serve on his or her dissertation committee, nor does it commit the faculty member to agreeing to do so. A student wishing to elect PHIL 599 must submit a proposed plan of study no later than the beginning of the term for which the course is elected. (Students are urged to consult with their advisors and prospective faculty sponsors as early as possible during the planning of their Reading Course). The plan must be accepted by the faculty sponsor of the course within a week of the beginning of the term. A plan will normally not be acceptable if it overlaps significantly with a departmental course.

Enforced Prerequisites:

With permission of instructor.

Advisory Prerequisites:

Graduate standing and permission of instructor.

In this seminar we will focus on the topic of causation in early modern philosophy, giving special attention to the writings of Descartes, Malebranche, and Leibniz. We will begin with a consideration of scholastic views of causation (with particular focus on the work of Suárez), and then turn to the discussions of this topic in our three philosophers, taking into account relevant secondary literature. A question from scholasticism that dominates the work of the early modern philosophers is whether and, if so, how God's role in sustaining created beings in existence can be reconciled with granting creatures real causal efficacy. The seminar will be structured around three main answers to this question, namely (concurrentist or conservationist) interactionism, occasionalism, and pre-established harmony.

Advisory Prerequisites:

Graduate standing.

In this seminar I propose that we look together at a number of accounts of the nature of action — and of associated mental attitudes and states, e.g., belief, desire, emotion, motivation — and think about their relation to fundamental questions in morality and the theory of value. We will be looking at empirical as well as philosophical research, and inquiring into questions about how empirical research and philosophy bear upon one another. Students enrolled for credit will be expected to take part in presenting material to the seminar, to write several short discussion notes, and to complete a research paper.

Advisory Prerequisites:

Graduate standing.

A seminar for all beginning graduate student instructors, consisting of a two day orientation before the term starts and periodic workshops/meetings during the Fall Term. Beginning graduate student instructors are required to register for this class.

Enforced Prerequisites:

With permission of instructor.

Advisory Prerequisites:

Must have Teaching Assistant award. Graduate standing.