Philosophy
(PHIL)
100—Introduction to Ethics, 3 Cr.
The purpose of this course is to
introduce students to the practice of responsible ethical reflection and
judgment. Students will learn about the practice of moral analysis, examine
many influential moral theories, such as, Virtue ethics, Deontological ethics,
and Utilitarianism, and look at many contemporary moral debates in applied
ethics, such as the issue of capital punishment, euthanasia, animal rights, and
abortion.
101—Introduction to Philosophy, 3 Cr.
This course considers the origin,
nature and value of philosophy as a discipline unique in its method of exposing
the underlying values in the human experience. With specific regard to the
history of the Western philosophical tradition, this course aims at the
development of a broad and coherent world-view.
105—Critical Thinking, 3 Cr.
This
course will examine different forms of reasoning, such as deductive and
inductive arguments, syllogisms, informal fallacies, explanation,
justification, and basic logical proofs, in order to enable students to better
evaluate and compose good arguments.
244—Teaching, Thinking, and
Community: Philosophy for Children, 3 Cr.
The course “Teaching, Thinking, and
Community” explores one of the most innovative forms of pedagogy to develop in
the last 50 years, which unites together the educational philosophy of John
Dewey with social learning theories to create a novel approach to reasoning,
communication and reading comprehension that uses philosophical themes and
interests as the cornerstone of its pedagogical approach. The name of the
pedagogy is Philosophy for Children (PFC), and the goal of the class is to
introduce students to both the educational theory and practice of Philosophy
for Children. The principle pedagogical approach of Philosophy for Children is
termed the “Community of Inquiry,” which focuses on facilitating dialogues with
children that invite them to reflect on the logical, ethical and aesthetic
dimensions of their experience. There is a service-learning component embedded
in the course, which will give students the opportunity to implement Philosophy
for Children with local middle school-age youth.
302—Environmental Ethics, 3 Cr.
This course is an introduction to the
study of the philosophy of nature as articulated in terms of the relationship
between humans and the environment in which they live. Philosophical,
scientific, and religious perspectives on the environment will provide the
context for a discussion of the ethics of environmental philosophy.
310—Philosophy of Religion, 3 Cr.
Philosophical
examination of the assumptions of religion. Possibility of proofs for the
existence of the Divine. Western and Oriental concepts of God. The contemporary
scene: belief and unbelief. An examination of relations among God, humans, and
nature. Prerequisite: 160, 342, VUSM 126, or 127.
(See RLST 310)
311—Philosophical Readings— Ancient,
3 Cr.
Students will cover selections from
original and/or secondary texts on philosophers from a given historical period,
learning the contrasts and developments of great ideas pertaining to such
questions (among many others) as the existence or non-existence of God, the
relationship between faith, skepticism, and reason, basis of human ethics, the
nature of the mind/soul, and the role of senses versus reason in the origin of
human knowledge. Time period covered is Pre-Socratics, Plato, Aristotle, and
later philosophers through about 100 A.D. Students are strongly encouraged to
have had either 100 or 101 prior to taking this course.
312—Philosophical Readings—
Medieval, 3 Cr.
Students will cover selections from
original and/or secondary texts on philosophers from a given historical period,
learning the contrasts and developments of great ideas pertaining to such questions
(among many others) as the existence or non-existence of God, the relationship
between faith, skepticism, and reason, free will and determinism, relationship
between philosophy and the origins of science, the basis of human ethics, the
nature of the mind/soul, and the role of senses versus reason in the origin of
human knowledge. Covers medieval philosophy touching on Franciscan and other
Catholic sources, as well as Islamic sources. Students are strongly encouraged
to have had either 100 or 101 prior to taking this course.
313—Philosophical Readings— Modern,
3 Cr.
Students
will cover selections from original and/or secondary texts on philosophers from
a given historical period, learning the contrasts and developments of great
ideas pertaining to such questions (among many others) as the existence or
non-existence of God, the relationship between faith, skepticism, and reason,
free will and determinism, relationship between philosophy and the origins of
science, the basis of human ethics, the nature of the mind/soul, and the role
of senses versus reason in the origin of human knowledge. Time period covered
is 16th through early 19th century with readings from some of the following
thinkers: Descartes, Pascal, Hume, Locke, Leibniz, Spinoza, Kant, Hegel,
Nietzsche, Kierkegaard. Students are strongly encouraged to have had either 100
or 101 prior to taking this course.
315—Ethics and the Law, 3 Cr.
This course will examine the concept of
law as a directive human enterprise from a historical and philosophical
perspective, focusing on the American legal tradition. Natural Law and Legal
Positivistic approaches to law will be discussed. Philosophical questions to be
addressed may include views on the propriety and impropriety of judges
interpreting laws in terms of social values, the intent of legislators,
particular moral codes, and/or the intentions of Constitutional authors. This
may also include discussions about the advantages and disadvantages of
approaches such as strict constructionism, judicial activism, and intermediate
approaches to law. Some analysis of historically significant U.S. Supreme Court
cases on a variety of subjects is likely. Offered every other fall.
316—Philosophy in Literature, 3 Cr.
This course will examine philosophical
ideas about such topics as love, community, success, and death, using
literature which examines these issues as a focus for the discussion.
317—Philosophy of Science, 3 Cr.
The goal of the course “Philosophy of
Science” is to introduce students to many of the underlying assumptions,
conceptual foundations, and implications of science as a distinctive approach
to understanding the world. There is much contemporary debate on the different
methodologies and types of reasoning used in science, and the extent to which
science provides ‘objective’ knowledge of the ‘real’ world. Some of the
specific themes the class will address are as follows: the presuppositions of
scientific reasoning, the nature of scientific explanation, the problems of
reductionism, induction and scientific realism, the question of how science
progresses, the social character of science and whether science has any
obligations to larger society. We will explore these themes both in a general
way as well as through the lens of particular disciplines. For example: biology
and the evolution/intelligent design debate, cognitive psychology and the
nature of consciousness debate, physics (quantum mechanics) and the nature of
reality debate, and astronomy/cosmology on the big bang and the question of
‘fine-tuning.’ The aim of the course is to show students that although science
is clearly seen as separable from philosophy, deep philosophical assumptions
continue to shape the character of scientific investigation in virtually all
its manifestations.
320—Logic, 3 Cr.
Introduction of the basic concepts and
techniques of both Aristotelian syllogism and Modern symbolic logic, designed
to equip students to analyze and evaluate arguments employed in scientific and
non-scientific discourse.
321—Ethics, Life Decision, and
Medicine, 3 Cr.
The ethical issues of health care are
some of the most controversial and interesting of our day. In this course,
ethical theory is critically examined and applied to moral problems in health
care, sometimes using the medium of films and case studies. Moral problems in
contemporary medical practice and public policy such as informed consent,
euthanasia, confidentiality, termination of treatment, HIV/AIDS, genetics, the
allocation of scarce resources, surrogate decision making, advance directives,
paternalism, and research involving human and animal subjects are analyzed and
discussed. The early part of the course is organized around the principles of
respect and autonomy, justice, nonmaleficence, and beneficence. Recommended for
non-health care professionals.
333—Philosophical Readings— 19th
to 20th Century, 3 Cr.
Critical examination of the most
important philosophical trends of the 19th and 20th centuries. Pragmatism,
positivism, Marxism, existentialism, linguistic analysis, and process
philosophy. May be repeated for credit.
340—Philosophy of the Human Person,
3 Cr.
Philosophical examination of the
nature, development, and destiny of the human person.
346—Asian Philosophy, 3 Cr.
Asian Philosophy is a course designed
to acquaint students with the diversity of Asian philosophy and thought. It
will include the many variant and competing philosophies within Hinduism,
Buddhism, Confucianism, and Taoism. The purpose of this course will be to
acquire an appreciation for the richness and depth of Asian thought, both
historically and conceptually. Furthermore, conceptual comparisons will be made
with Western philosophy to include points of historical interface between the
two.
360—Political Philosophy, 3 Cr.
A critical historical exploration of
timeless political questions through the classical works of thinkers such as
Plato, Aristotle, Locke, Machiavelli, Marx, and others. Central themes may
include the moral/personal versus economic/social dimensions of justice, the
dangers and advantages of various forms of government, the
nature of human rights, the dangers and
advantages of private property, the role of the family, religion, and money in
society, the basis and limitations of governmental power, and the relationship
of politics and ethics. This includes some application to contemporary
political issues and theories. Offered every other spring. Students are
strongly encouraged to have had either 100 or 101 prior to taking this
course.
365—Philosophy in Latin America, 3 Cr.
The purpose of the course “Philosophy
in Latin America” is to introduce students to the depth and diversity of
philosophy in Latin America. The course examines how philosophy in Latin
America develops in response to the larger socio-political context, re-thinking
European ideas to make sense of the unique realities of Latin America. The
course is designed historically, spending the first few weeks looking at the
early reception of academic philosophy in Latin America in the 16th century,
while the rest of the semester focuses on the major intellectual trends of the
19th and 20th centuries (Positivism, Marxism, Philosophies of cultural identity
and liberation philosophy). Because the philosophical diversity in Latin
America is so extensive, the course will largely focus on how philosophy is
employed in the analysis of cultural institutions, racial identity, ideologies
of subjugation, and dialogues of colonized resistance. In examining the
different ways that philosophy is pursued in Latin America, students will also
discuss the extent to which Latin American philosophy changes the nature of
‘doing’ philosophy.
370—Aesthetics, 3 Cr.
Approaches to aesthetic value as
expressed in art forms and the creative process. Critical analysis of the
resulting aesthetic theories.
375—Philosophy and Film, 3 Cr.
This course explores the relationship
between philosophy and film by examining the ways that philosophy helps us
understand film as a unique artistic medium, as well as how film helps us grasp
complicated philosophical problems with newfound clarity. The first few weeks
of the course use philosophy to analyze the deeper aesthetic foundations and
socio-political implications of film as an artistic medium that ‘represents’
‘reality.’ The remainder of the course uses films like the Matrix, Inceptions,
The Dark Knight, Memento, Minority Report, and Contact to unpack traditional
philosophical problems, such as, the distinction between appearance and
reality, the problem of free-will, the conflict between faith and reason, the
problem of self-identity, and issues of moral choice and obligation. The
overall goals of the class are to deepen students’ appreciation for film as a
mode of intellectual inquiry, broaden the relevancy of philosophy as a way of
thinking about the world and enhance critical and creative reasoning.
381—Philosophy of History, 3 Cr.
A survey of influential interpretations
of history from the Greeks to Foucault and Fukuyama. We will trace and analyze
the major interpreters of history and historical knowledge through the influential
Greek, Roman, and European epochs to finally globalization.
400—Seminar: Ethics, 3 Cr.
This seminar will examine various
problems in ethical theory, with a view to explaining how they can be resolved
within the framework of a virtue ethics. Readings will include classical texts
such as Aristotle, Aquinas or Hume, as well as modern virtue theorists and
their critics.
490—Practicum, 1–3 Cr.
A community service-based experience
arranged interdepartmentally which focuses on the actual application of ethical
frameworks in a job-related setting. Permission of instructor required.