It also falls within philosophy to examine the methods and practices of virtually all academic disciplines. Because of this breadth, a person can study philosophy in ways involving the styles and techniques of thought of most other fields of inquiry. For example, the work of a philosopher concentrating in logic is much like that of the student of mathematics. A philosopher primarily interested in the philosophy of religion will often be doing much the same things as a theologian or a student of the history of religion. Political philosophy is regarded by some as including political activity itself. Many other such examples exist. In addition, Philosophy examines the practices of other activities, such as the fine arts, that are sometimes thought of as different from typical academic disciplines. However, for the most part the activities characteristic of philosophy are peculiar to the discipline. The only way to know what it's really like is to give it a try.
In addition to a First-year Seminar (196), a number of philosophy courses that do not carry prerequisites are available in the Fall to first-year students: (A) general introductions designed to acquaint students with a representative sample of philosophical problems (157, 232, and 297); (B) introductions that focus on a particular branch of philosophy or area of human concern - e.g., science and physics, religion - designed for students who, having no previous background in philosophy, want to study these areas in a philosophical way (320 and 365); and (C) introductions to logic and reasoning (180 and 201).
(A) The general introductions deal, for example, with questions concerning the nature of reality, knowledge, the self and the mind, freedom, morality, society, and religion, but they differ in their instructional format and staffing. Philosophy 157 is taught by a faculty member, in a combination lecture/discussion format, limited to 50 students. In Philosophy 232, a faculty member delivers a lecture two hours per week, and students divide into groups of 25 for discussion sections led by graduate students. Finally, Philosophy 297, "Honors Introduction," is taught by faculty members to groups of 25 students.
(B) Fall courses not carrying prerequisites that focus on a specific area of human concern or philosophical thought include "The Worldview of Modern Science" (320) and "Problems of Religion" (365). Though these carry a 300-level number, they do not require previous work in philosophy. Philosophy 320 is taught by a member of the faculty, in a combination lecture/discussion format, limited to 50 students. In Philosophy 365, a faculty member delivers a lecture two hours per week, and students divide into groups of 25 for discussion sections led by graduate students.
(C) Among the introductions to logic, Philosophy 180 is designed both to improve critical reasoning skills, and to provide an introduction to formal logic. Philosophy 201, is designed to improve critical reasoning skills, through an introduction to informal logic. (The Department's offerings in formal or symbolic logic are not listed in this Handbook.) Philosophy 180 is taught by a faculty member, in a combination lecture/discussion format, limited to 50 students. Philosophy 201 is taught by advanced graduate student teaching assistants in independent sections of 25 students.
There is additional information about the Department's curriculum in "The Undergraduate Program in Philosophy." This brochure contains information intended for students interested in taking philosophy courses, whether or not they are considering a Philosophy concentration. To request a copy, call 764-6285.
157/Great Books 157. Great Books in Philosophy.
Students are strongly advised not to take more than two Philosophy
Introductions. (3). (HU).
This course is an introduction to Philosophy through analysis and discussion
of some of the great works in the western philosophical tradition. Students
will learn important approaches to central philosophical questions through
reading influential works which continue to inform and shape philosophy
today. In addition to the analysis of texts, the identification and understanding
of philosophical questions, and the evaluation of proposed answers, the
course will emphasize development of student skills, particularly skills
of argumentation, and of student understanding of the nature of intellectual
inquiry. Readings will be selections from texts by such figure as Plato,
Aristotle, Hobbes, Descartes, Hume, Kant, Mill, Nietzsche, Heidegger, Wittgenstein,
and Dewey. WL:4 (Meiland)
180. Introductory Logic. Credit is granted for only one of Phil.
180 or 201. (3). (N.Excl). (BS).
This course is designed both to improve critical reasoning skills that
could be of use in a wide range of disciplines and careers, and to provide
an introduction to formal logic. The course examines some of the problems
and fallacies which arise in informal reasoning, some of the elements of
formal (symbolic) logic, and logical concepts used in the analysis and criticism
of arguments. The course gives some attention to issues in branches of philosophy
germane to logic, for example, the theory of knowledge, philosophy of language,
and metaphysics. There will be lectures, demonstrations of problem-solving
techniques, and a variety of exercises. The course is limited to 50 students,
which should permit opportunity for discussion. Texts and methods of evaluation
to be determined. WL:4 (MacPherson)
196. First Year Seminar. First year students; second year students
with permission of instructor. (3). (HU).
Section 001. Philosophy and the Future of Work. What will work be like
in the next century? What jobs will have been automated away by then, and
in what areas will the new ones be created? And what is happening to work
overall? Is there an alternative to work becoming ever more frenetic and
demanding? Is it conceivable that the brilliant inventions of Hi-technology
could be used not to create ever greater pressures and more unemployment,
but instead a culture in which work for a far greater number could become
more nearly a vocation or a calling? What movements in various countries
have already taken steps in this direction? This course will address these
and similar questions quite directly, but it will also, and in large part,
ask these questions in the light of major philosophic writings. These will
include philosophers like Hegel, Nietzsche and Marx, but also Max Weber's
The Protestant Ethic and The Spirit of Capitalism, Henry David
Thoreau's Walden, and Paul Goodman's Growing Up Absurd. One
paper, one oral presentation and final examination. WL:1 (Bergmann)
201. Introduction to Logic. Credit is granted for only one of
Phil. 180 or 201. (3). (N.Excl). (BS).
This course aims to give students a thorough understanding of the fundamental
forms of reasoning and rational argument, and to improve critical reasoning
skills that could be of use in a wide range of disciplines and careers.
The course examines some of the problems and fallacies which arise in informal
reasoning and logical concepts used in the analysis and criticism of arguments.
Some elements of formal (symbolic) logic might be introduced. Though students
will be expected to master some technical detail, the course emphasizes
informal logical techniques applicable to problem solving and argument in
any area of inquiry. Both deductive and inductive patterns of argument will
be examined. The small sections size (usually about 25 students) is conducive
to informality and considerable student participation. There will also be
lectures, demonstrations of problem-solving techniques, and a variety of
exercises. Normally, there are weekly assignments, and short, periodic quizzes.
WL:4
230/Buddhist Studies 230/Asian Studies 230/Rel. 230. Introduction to
Buddhism. May not be included in a concentration plan in philosophy.
(4). (HU).
See Buddhist Studies 230. (Gomez)
232. Problems of Philosophy. No credit granted to those who have
completed or are enrolled in 181, 182, 202, 231, 234, or 297. (4). (HU).
This is a first course in philosophy assuming no background in the subject;
it is open to students from all areas of the University at any stage in
their studies. The course has two main goals. First, to give you a sense
of what philosophers think about and why. This will be done through consideration
of several historically important issues: the existence of God, skepticism
about the external world, knowledge of the future, personal identity, and
freedom vs. determinism. The second goal is to develop the philosophical
skill, and more generally the critical and argumentative skills, of those
enrolled. Philosophy 232 has two discussion meetings per week, and requires
three short papers and a final exam. The course has two texts: Anthony Weston,
Rulebook for Arguments (Hackett) and Joel Feinberg's anthology Reason
and Responsibility (Dickenson). Cost:2 WL:4 (Haslanger)
297. Honors Introduction to Philosophy. Honors students or permission
of instructor. No credit granted to those who have completed or are enrolled
in 181, 182, 202, 231, 232, or 234. (3). (HU).
Section 001. For very many people in our culture, questions like 'What
is the meaning of life?' and 'How should I live?' seem to lack justifiable
answers. In this course we will (i) begin to diagnose the philosophical
and cultural roots of this 'crisis of values,' and (ii) attempt to determine
whether such a dreary perspective on the 'Big Questions' is the only reasonable
one. Problems considered will be: the existence of God and the problem of
evil, free will and determinism, cultural relativism and ethical subjectivism,
and the nature of 'human nature.' We will develop and apply the techniques
of contemporary Anglo-American philosophy to a number of classic (and a
few not-quite-so-classic) texts in the Western philosophical tradition,
and carefully examine a variety of social phenomena from both 'Western'
and 'non-Western' cultures. Finally, (with a little luck) we may try to
experience value (that is, live our lives) more reflectively, sensitively,
and fully. (Doris)
Section 002. An introduction to philosophical problems and reasoning through the careful study and discussion of classic and contemporary readings. Issues may include: the existence of God, the possibility of knowledge, the nature of morality, evolutionism versus creationism, and the possibility of artificial intelligence. Two short papers, plus midterm and final exams. WL:4 (Crimmins)
320. The World-View of Modern Science. (3). (HU). (BS).
Contemporary science, especially contemporary physics, presents us with
a picture of the nature of the world that is, at first glance, very strange
indeed. Yet this scientific world view arises continuously out of our naive
everyday experience of the world and rests upon experimental evidence formed
in our ordinary concepts for dealing with the world. This course will examine
a number of examples of how the scientific conceptions arose, what kind
of world they describe for us and how the evidence of observation and experiment
supports these world views. Some topics to be discussed will be the overall
structure of the cosmos, the nature of space and time, the problem of motion,
the structure of matter and light, and the issues of law and chance in the
world. Throughout emphasis will be on what these historical examples tell
us about the philosophical assumptions and methodological rules of science.
Cost:2 WL:4 (Sklar)
365/Rel. 365. Problems of Religion. (4).
(HU).
This course will focus primarily on doctrines common to the major monotheistic
religions (Judaism, Christianity and Islam): that there is one God, a personal
being who created the universe, who has revealed himself to his creatures,
and who requires certain conduct of them. We will explore various questions
these doctrines raise: are there good reasons to believe in such a god?
Can his existence be reconciled with the existence of evil? Can we expect
a life after this life? Is belief in such a god essential to morality? And
how ought believers to treat those who hold very different religious beliefs?
There will be some attention to non-western religions, of which Buddhism
will be taken as representative. WL:4 (Curley)