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Department of Philosophy

This is an archived copy of the 2012-13 catalog. To access the most recent version of the catalog, please visit


  • Candace Vogler

Director of Graduate Studies

  • Michael Kremer


  • Daniel Brudney
  • Ted Cohen
  • James Conant
  • Arnold Ira Davidson
  • Michael N. Forster
  • Michael Kremer
  • Gabriel Richardson Lear
  • Jonathan Lear, Social Thought
  • Martha C. Nussbaum, Law
  • Robert Pippin, Social Thought
  • Robert J. Richards, History
  • Josef J. Stern
  • Candace A. Vogler

Associate Professors

  • Jason Bridges
  • Kevin Davey (Director of Undergraduate Studies)
  • David Finkelstein

Assistant Professors

  • Agnes Callard
  • Anton Ford
  • Chris Frey
  • Ben Laurence
  • Marko Malink
  • Anat Schechtman
  • Anubav Vasudevan
  • Malte Willer


Emeritus Faculty

  • Howard Stein
  • William W. Tait
  • William C. Wimsatt

Full-time Lecturer and Philosophy/MAPH Coordinator

  • Benjamin Callard

Full-time Lecturer

  • Bart Schultz

The programs in philosophy are designed to develop skill in philosophical analysis, to enable the student to think clearly, systematically, and independently on philosophical issues, and to achieve a thorough acquaintance with major classics and contemporary works in philosophy. Philosophy classes are conducted so that students may develop philosophical skills by class discussions and by the writing of carefully directed papers.

The following is an outline of the main features of the graduate program. For full details, please write the Department of Philosophy directly.

Graduate Degrees

The graduate program in philosophy is primarily a doctoral program. Admission as a graduate student normally implies that, in the opinion of the department, the student is a promising candidate for the Ph.D. degree. The Master of Arts degree, however, may be awarded to students in the program who desire it and who meet the requirements specified below.

The Degree of Master of Arts

The Philosophy Department does not admit students directly into an M.A. program. Master’s degrees are awarded only to students who are enrolled in a Ph.D. program at the University of Chicago. These can be either:

  • Doctoral students in another discipline who seek a “secondary” M.A. in Philosophy, in conjunction with their doctoral studies in that other discipline; or
  • Doctoral students in Philosophy who want an M.A.

The requirements for the degree are the same in either case. The requirements can be satisfied entirely by course-work; no thesis is required. They are specified in five clauses:

  • Quality: No course for which the student received a grade lower than a B+ will satisfy any requirement for the M.A.
  • Level: Only courses taken at the graduate level (that is, with a course-number of 30000 or higher) can satisfy any requirement for the M.A.
  • Quantity: The student must complete at least eight courses in Philosophy at the University of Chicago. (Reading and research courses do not count toward satisfying this requirement, nor do courses taken pass/fail—except the first-year seminar, which counts as one course if passed.)
  • Distribution: The student must have taken at least one designated course in each of the Philosophy Department’s five “areas” — namely:
    • Area I: Value theory
    • Area II: Philosophy of science, philosophy of language, and logic
    • Area III: Epistemology and metaphysics
    • Area IV: Ancient or Medieval philosophy
    • Area V: Modern philosophy (17th-19th centuries)
  • Elementary Logic: The student must demonstrate competence in elementary logic. This can be achieved by an interview in which the candidate satisfies one of the Department’s logicians that he or she has the required competence, or by taking the Elementary Logic course (PHIL 30000 Elementary Logic), or any more advanced logic course offered by the Department. Philosophy 30000 can count as one of the minimum eight courses, but it does not satisfy the Area II requirement. A more advanced logic class does both.

Application Procedure

Doctoral Students in the Department of Philosophy may apply for the M.A. at any time after they have completed the requirements. 1. Contact the Department Coordinator so that the proper paperwork is submitted verifying your courses (above) and 2. contact the office of the Humanities Dean of Students in order to gain access to the degree application in cMore.  Keep your expected graduation date set to the date you anticipate receiving the Ph.D.

Students in a Ph.D. program at the University of Chicago in a department other than Philosophy who wish to receive a “secondary” M.A. in Philosophy must first apply for admission to the M.A. program in the department of Philosophy. No student can apply unless she has taken at least three Philosophy courses, and it is expected that the student will apply soon after completing that number of courses. To initiate the application process, the student should set up an appointment with the Dean of Students in the Division of Humanities who will direct the student through the required paperwork and obtain:

  • The applicant’s transcript of courses taken for the B.A.
  • His/Her GRE scores
  • A transcript of the applicant’s courses at the University of Chicago taken up to the time of the application.
  • A sample of her best philosophical writing. This may but need not be a paper written for one of the applicant’s already completed Philosophy courses at the University.
  • A brief letter from the chair or director of graduate studies of the applicant’s home department supporting the application. The letter should explain why the student is seeking an M.A. in philosophy to complement her doctoral studies.
  • Names of two faculty in the Dept. of Philosophy who can comment on work done by the applicant and on her philosophical potential.
  • A statement by the applicant that explains why she is seeking an M.A. in Philosophy.

The Degree of Doctor of Philosophy

The divisional and University requirements for the Ph.D. degree must be fulfilled. Departmental requirements are as follows:

Course Requirements

The Course Requirement has seven parts concerning:

  • The number of required courses
  • The distribution of required courses
  • The logic requirement
  • Required progress
  • Policies concerning incompletes
  • Grades
  • Transfer credits

Number of required courses

Students must complete at least thirteen courses in their first two years of study: the first year seminar and twelve graduate courses.

First-year students must enroll in the first-year seminar. The exact organization and scheduling varies from year to year according to the instructor’s discretion. It is graded on a pass-fail basis.

In addition, twelve graduate courses must be completed with a grade of B or better:

  • At least ten of these courses must be in the Philosophy Department listings;
  • Reading and research courses do not count among these twelve classes
  • At least one must be a graduate seminar in Philosophy

Distribution of required courses

Students are required to take one course in each of the following three areas of contemporary philosophy:

  • Value theory (listed in the course descriptions as I)
  • Philosophy of science, philosophy of language, and logic (listed in the course descriptions as II)
  • Epistemology and metaphysics (listed in the course descriptions as III)

and three courses on the history of philosophy as follows:

  • A figure or movement in either Ancient or Medieval Philosophy (listed in the course descriptions as IV)
  • A figure or movement in Modern Philosophy from the 17th through 19th centuries (listed in the course descriptions as V)
  • One additional course on a figure or movement in either IV or V.

It should be noted that not all graduate courses satisfy a field distribution requirement; those not classified in the published course descriptions as belonging to I-V cannot be used to satisfy the distribution requirement. Nor can Philosophy 30000 (Elementary Logic) be used to satisfy a field distribution requirement.

Logic requirement

There is a requirement in logic that can be satisfied in several ways.

  • By passing PHIL 30000 Elementary Logic with a grade of B or higher.
    Philosophy 30000 is offered every Autumn quarter. It counts toward the twelve course requirement but does not satisfy the field II distribution requirement.
  • By passing a course equivalent to or better than Philosophy 30000 (Elementary Logic), at another institution or in another department at Chicago, with a grade of B+ or higher. The equivalence of the course in question to Philosophy 30000 will be determined by the instructor in Philosophy 30000 in the year in question, on the basis of an interview with the student, and such evidence as the syllabus for the course, the textbook for the course, and any other course materials which the student can provide. Note that satisfying the logic requirement in this way will count neither towards one of the twelve required courses nor towards satisfying the field II distribution requirement.
  • By passing an advanced graduate course in logic with a grade of B or higher.
    Passing an advanced graduate course in logic would both satisfy the logic requirement and count towards the field II distribution requirement.

Required progress

Courses must be completed, with a grade of B or better, according to the following timetable.

  • Two courses should be completed by the beginning of the Winter quarter of the first year
  • Four courses (at least three in the Philosophy Department) should be completed by the beginning of the third quarter
  • Six courses should be completed by 30 September of the second year
  • Ten courses should be completed by the end of the fifth quarter
  • All thirteen courses (twelve plus the first year seminar) must be completed by 30 September following the sixth quarter.

In addition to this timetable, students should keep in mind that because they are expected to be working on their Preliminary Essay over the summer following their sixth quarter, they would be ill-advised not to have completed their course requirements by the early part of the summer.


At the discretion of the instructor, coursework not completed on time may be regarded as an “incomplete.” This means that the instructor will permit a student to complete the work for a course after the normal deadline.

The instructor sets the time period for completion of the incomplete, subject to the following limitation: all coursework must be submitted by September 30th following the quarter in which the course was taken in order to count toward fulfillment of the requirements for the M.A. and Ph.D. This date is an absolute deadline and is not subject to further extensions by individual faculty members.

Note: Students in their first year in the program are not permitted to take any incompletes in their first quarter.


Satisfactory grades for work toward the Ph.D. in Philosophy are A, A-, B+, and B.

For Philosophy faculty, those grades mean the following. A: pass with distinction; A-: high pass; B+: pass; B: low pass.

Transfer Credits

The following policy applies to the Philosophy Ph.D. program. Special requirements of joint programs take precedence over this policy.

  1. Of the required 12 graduate courses, no more than 2 can be taken at the University, but outside the Philosophy Department.
  2. Of the required 12 graduate courses, no more than 3 can be transferred from other institutions.
  3. Of the required 12 graduate courses, at least 9 must be taken within the Philosophy Department's course offerings.
  4. Only courses taken while enrolled in a doctoral program in Philosophy can be counted towards the required 12 graduate courses.

For example, a student might transfer 2 courses from another institution and take one course from another department within the University, with the remaining 9 courses taken within the Philosophy Department. Or a student might transfer 3 courses from another institution, with the remaining 9 courses taken within the Philosophy Department.  Students wishing to obtain credit for graduate courses taken from the listings of other departments within the University toward the required 12 course do not need to petition the department, within the two-course limit specified above.

Students wishing to obtain credit for graduate courses taken from the listings of other departments within the University toward the required 12 courses do not need to petition the department, within the two-course limit specified above.

Students wishing to obtain transfer credit for courses taken at other institutions must petition the Graduate Program Committee. Students should be prepared to provide evidence in support of their transfer application at the request of the Committee. Such evidence may include course descriptions, syllabi, assignments, written work completed for the course, and so on.  Students who are transferring from other graduate programs must make such a request upon their entry into the Philosophy Department. Students who take a course at another institution while enrolled in the PhD program should consult with the Director of Graduate Studies beforehand, but must still petition the Graduate Program Committee to have the course accepted for transfer credit upon completion of the course.

Note that elementary logic courses taken outside the department may fulfill the elementary logic requirement but may not be used to meet the 12 course requirement. See “Logic Requirement” above for further details.

Foreign Language Exam

All students must pass an examination in French, German, Latin, or Greek by the end of Spring quarter of the fourth year or before the topical examination, whichever comes first. (There is a special rule for students who wish to write theses on ancient Greek or Roman philosophy; this is detailed below).

There are two kinds of language examinations: those administered by the Department and those administered by the University. Departmental language exams will be given twice a year and may not be taken more than twice.

Students who take the University language examination must receive a “High Pass.” These are offered every quarter and there is a fee for taking them.

There is a special requirement for those working in ancient philosophy or German philosophy, since work in these fields depends heavily on one’s ability to use the relevant languages.

Any student intending to write a thesis on ancient philosophy must pass the Departmental or University exam in Greek (the latter with a “High Pass”). Any student intending to write a thesis on Hellenistic or Roman philosophy must also pass the Departmental or University exam in Latin (the latter with a “High Pass”). Any student intending to write a thesis on German philosophy must pass the Departmental or University exam in German with a "High Pass".

Such students may take the Departmental exam in Greek or Latin or German a maximum of three times (as opposed to two times, which is the rule for other languages).

Preliminary Essay

In the Spring quarter of their second year students will register for the first quarter of a two-quarter (Spring, Autumn) workshop on the preliminary essay. The workshop involves discussion of general issues in writing the essay and student presentations of their work. Although students do not register for the Summer quarter, they are expected to make significant progress on their preliminary essay over the summer.

By the end of the eighth week of the Spring quarter at the latest each student will submit to the Director of Graduate Studies a proposed topic and a ranked list of possible readers in the Philosophy Department. The Graduate Program Committee will evaluate proposed topics along the following lines:

  • Is the topic philosophically interesting?
  • Can a paper on the topic be completed within the given time?
  • Can a committee be formed to supervise an essay on the topic?

If the topic is approved, the Graduate Program Committee will form a preliminary essay committee for the student in question consisting of two faculty readers, each of whom the student is expected to consult regularly and each of whom have equal responsibility in directing the preliminary essay. The student's primary responsibility in this process is regularly to provide each of the faculty readers with a new draft of the essay and then rewrite the most recent draft in accordance with their instructions. The primary responsibility of the faculty readers is to provide the student with prompt and focused instructions about how to rewrite each draft, while ensuring that it remain within the page-length requirement. The preliminary essay should be no longer than 8,000 words in the body of the text, with an additional1000 words pf philosophical prose permitted in the footnotes. The word-count does not include bibliographical and philological footnotes or block quotations in the text.

In additon to the supervision furnished by the student's preliminary essay committee, further direction and structure is provided through participation in the Preliminary Essay Seminar, which runs for two quarters. Every student enrolled in the PhD program is required to take the Preliminary Essay Seminar for credit during the Spring Quarter of their second year and the Fall Quarter of their third year. The seminar is taught by the Director of Graduate Studies, who offers additional supervision and oversight throughout the entire preliminary essay process, from beginning to end. One of the primary purposes of the Preliminary Essay Seminar is to provide a forum in which students can present their ongoing work on the essay in a seminar-environment, in order to discuss it with their peers and receive additional oral feedback on their work.

From the point of view of the faculty, the aim of the exercise of the preliminary essay is to enable the student to acquire the following two skills before embarking upon a full-scale dissertation: (1) to learn to improve a piece of philosophical prose by subjecting it to many rounds of revision, without in the process permitting it to grow in length, and (2) to learn to work with a committee of faculty advisors whose distinct forms of supervision are to be synthesized and harmonized in that single piece of writing. From the point of view of the student, the exercise of the preliminary essay affords the following two opportunities: (1) to test out a possible dissertation topic, without having immediately to make a costly investment of time and effort in it, and (2) to test out a pair of possible dissertation advisors, without immediately having to commit to these individuals as final choices for members of the student's dissertation committee. If, after completing the preliminary essay, a student wishes to change (one or more of) their faculty advisors or their topic or both, then they are utterly free to do so.

The final draft of the Preliminary Essay must be submitted by the first day of the Winter quarter of the student's third year. Essays submitted late are penalized as follows: A letter grade is reduced by one notch if the essay is submitted after the deadline but before the first day of the sixth week of the Winter quarter (e.g. an 'A' is reduced to an 'A-'). A letter grade is reduced by two notches if the essay is submitted after the first day of the sixth week of the Winter quarter but by the end of Exam Week of the Winter quarter (e.g. an 'A' is reduced to a B+). Essays submitted after the end of the Winter quarter do not count toward satisfaction of the requirement.

Topical Examination

Following the Preliminary Essay, students begin work toward their dissertations. During the Winter and Spring quarters of their third year, they should be meeting with various faculty members to discuss and refine possible dissertation topics, and possible dissertation committees.

By the end of the seventh week of the spring quarter, each student should meet with a prospective committee for an informal "dissertation chat," based on a "dissertation sketch" submitted to those faculty and to the Graduate Program Committee. The character of that sketch will vary from case to case; but, in any case, is not expected to be long or elaborate. Some sketches may be more definitive than others; some may be seriously disjunctive; some students may submit more than one sketch. The point of the sketch and preliminary meetings is to provide some faculty guidance for the more independent research that begins over the summer. After the "dissertation chat" the student should submit to their committee a document that describes the work toward formulating a dissertation project and lays out a plan of research for the summer that will lead to a Topical by the beginning of the Winter quarter of their fourth year.

At the beginning of the following fall (fourth year), students will again meet with their advisors (optimally all together), to discuss progress and developments over the summer, and make concrete plans for the Dissertation Topical (to be held later that quarter, or, if necessary, early in the Winter quarter). Those plans will include a tentative timetable, a determination of the dissertation committee, and the expected character of the materials to be submitted by the student, and on which the exam/discussion will be based. Though the details will vary (depending on the subject matter, the state of the research, individual work habits, and so on), these materials must include a substantial piece of new written work by the student (something on the order of twenty-five double-spaced pages)-perhaps a draft of a chapter, an exposition of a central argument, a detailed abstract (or outline) of the whole dissertation, or whatever the committee as a whole agrees upon. (It is expected that students will abide by these agreements; but, if there are unanticipated problems, they may petition their advisors and the DGS, in writing, for a revision). The Topical Exam is an oral exam administered by the members of a student's dissertation committee with the aim of evaluating the viability of the proposed dissertation project and the student's ability to complete it within a reasonable amount of time. Students will be admitted to candidacy for the Ph.D., only once they have officially passed their Topical Exam.

Note: students must have scheduled their Topical Examination by the end of their sixth year to remain in the Program.

Students cannot take their topical until they have met all other program requirements including passing their foreign language exam or exams. Students must finish their language exams by the end of their fourth year in the program (independently of their status with regard to any other requirements)

The Department requires that each student submit a written progress report on his or her progress by the end of the winter quarter of each year, beginning with his or her fourth year in the program. The report should be submitted to the Director of Graduate Studies and (after the Topical) to the student's dissertation committee. Beginning in Winter 2013: In addition to this report, students who have advanced to candidacy must submit a substantial piece of new writing (25-30 pages in length) to the chair of their dissertation committee. The student will be notified whether or not he or she is making good progress following the annual review meetings in Spring.

It is very much in each student's own interest to be well along with his or her dissertation early in the fifth year, for several related reasons. First, of course, students with Century Fellowships are obligated to teach a stand-alone course that year, which is inevitably time and energy consuming. Second, all of those fellowships run out at the end of that year; and some students will not get any more support from the University. And, finally, such sixth-year support as there is from the University is systematically directed to those applicants whose work is not only of the best quality, but also the furthest along (as documented not only by faculty testimonials but also by submitted chapters). Keep in mind also that so-called "dissertation-year fellowships" are awarded competitively on a Division-wide basis, and there are not enough to go around. Though Philosophy students have often done well in this competition, there is no guarantee for the future; and, in any case, not all applications will be successful.

To be sure, supporting oneself without aid, while finishing up a dissertation, is a time-honored academic tradition. But, for most students, the available opportunities are far from deluxe (either inside or outside the University), and it is clearly wise to minimize one's dependence on them, if possible.

NOTE: The Department Coordinator must be informed of the date and time of your Topical Exam. This is so that department and university can record the exam and admit the student to candidacy.  Students need to email to the Department Coordinator the names of the members of the committee, the sample chapter on which the Topical examination is based, and the working title of the dissertation.

Teaching Requirements

The Philosophy Department views the development of teaching competence as an integral part of its overall Ph.D. program and takes various steps to train its doctoral students to become excellent teachers of philosophy. The first teaching opportunities come in the form of course assistantships. The professor responsible for the course in which a doctoral student serves as an assistant is also responsible for monitoring the doctoral student's teaching progress in that course and preparing a written report of her teaching performance therein. Once a doctoral student has proven herself as a teaching assistant, she is permitted to do stand-alone teaching. In these cases, too, however, the design of the syllabus of the course is developed in consultation with a member of the faculty. Here, too, that faculty member is responsible for further monitoring the doctoral student's teaching progress over the duration of the stand-alone course and preparing a written report of her teaching performance as a solo instructor.

The initial guaranteed funding for five years awarded to students admitted to the program includes a teaching obligation. That obligation standardly takes the form of the student serving four times as an instructor -- usually three times as a course assistant and once as an instructor of a stand-alone course. Normally, students complete one teaching assistantship in their third year, after completion of the Preliminary Essay, and two in their fourth year.  Normally, students give their stand-alone course in the fifth year.  These first four teaching stints are not further compensated: they are owed to the Division of Humanities in return for the initial five-year aid package. This four-time teaching obligation is a requirement of the Department of Philosophy's Ph.D. program.

These first four teaching opportunities are built into the basic requirements of the Ph.D. program in order to ensure that students in the program acquire a certain minimum degree of teaching competence. However, the Department views the teaching obligation as a bare minimum with regard to teaching preparation. Doctoral students in the program are encouraged to do more teaching than this.

The Department's first responsibility with respect to doctoral students is to support their work toward the doctoral degree. Teaching preparation is a crucial aspect of that, but additional teaching must be consistent with timely progress toward the doctoral degree.  Accordingly, the policy on teaching beyond the departmental teaching obligation is as follows:

  1. In Years 1 & 2, when doctoral students are expected to satisfy their course and logic requirements as well as to formulate topics, find readers, and begin research toward their Preliminary Essays, doctoral students are not given departmental teaching and will not be permitted to accept extra-departmental teaching.  The students may, however, complete the Training Course for Writing Interns and Lectors offered by the University of Chicago Writing Program before Autumn of Year 3.
  2. In Years 3-5, students may petition the DGS for permission to apply for extra teaching.  If, and only if, the following conditions are met, the Department (normally through the DGS) may petition the DOS and the Master of the HCD to allow the student to apply for extra-departmental teaching:
    1. The student is making exemplary progress toward the degree in Philosophy (that is, the student has met every deadline set in the time to degree expectations and the students' work toward the degree is strong).
    2. There is a sound pedagogic reason to allow the student to seek extra teaching.
  3. Students must make their petitions to the DGS by the second week of the term prior to the term in which they hope for extra-GAI teaching—students must make their petitions by the second week of Spring quarter for extra teaching in Autumn, by the second week of Autumn quarter for extra teaching in Winter, and by the second week in Winter quarter for extra teaching in Spring.  The Department must make its petition to the DOS and Master of the HCD by the end of the third week of the term prior to the term in which students seek extra-GAI teaching.
  4. If the DOS and the HCD approve the Department's petition, and if the students are offered extra teaching appointments, funding for these positions cannot be drawn from the students' fellowship teaching obligation monies.
  5. Extra teaching permissions may be withdrawn if students cease to make exemplary progress toward their degrees.

Petitions to the DOS and Master of the HCD will attest to the students' progress and provide the rationale for allowing these students to seek teaching beyond the departmental teaching obligation.

Students do not need departmental permission to seek extra teaching assignments after their fifth year of residence.

Over the course of a doctoral student's career, that student together with the Department builds a teaching dossier, containing the syllabuses of the courses that she has taught, written reports by faculty teaching mentors on those courses, and last but not least, undergraduate evaluations of those courses. When doctoral students prepare to go on the job market, the Department sees to it that one member of the faculty undertakes the responsibility of writing a teaching letter for the student that documents and surveys the highlights of her teaching career at the University of Chicago.

Dissertation and Final Oral Exam

When the Dissertation Committee judges that the dissertation is ready, it requests a final oral examination.

Note: Students must submit the dissertation to their committees at the beginning of the term PRIOR to the term in which they plan to request a defense.

Before taking the final exam, a student should submit, within the timeline noted, to the Department Coordinator:

  • the scheduled date, time, and the members of the committee, and any special room requirements, at least 3 weeks prior
  • an electronic copy (.doc or .docx) of a 1-2 paragraph abstract, at least 3 weeks prior
  • an electronic copy of a 10-page abstract of the dissertation, at least 2 weeks prior

The Philosophy Department asks its graduate students to adhere to the following two rules in requesting a date for a final defense: (1) that they make a rough draft of the entire dissertation available to the members of their dissertation committee prior to entering such a request, and (2) that the request come no later than the second week of the quarter prior to the one in which the student wishes to defend. This ensures that the members of the committee have a reasonable amount of time to study a draft of the dissertation and consult amongst themselves before arriving at a decision as to whether the dissertation is in sufficiently finished form to warrant the fixing of a date for the oral exam. An exam cannot be scheduled for at least two weeks after the Dissertation Committee's formal request and the candidate's materials have been submitted.

The final oral exam is a public event. The examining committee consists of the members of the dissertation committee, along with an appointed member of the Humanities Division faculty who serves as a representative of the Dean's Office. Other faculty and graduate students from the Philosophy Department may and generally do attend. Family members of the doctoral candidate and other members of the general public are also welcome.

If a student passes, then it is customary in the final phase of the exam for the members of the student's dissertation committee to request a final round of revisions to the dissertation. The final granting of the degree is conditional upon the completion of these final revisions.  These are to be made promptly after the exam and prior to the formal submission of the PhD document. After the dissertation is submitted, the student is required to provide each member of the dissertation committee with a bound hardcopy version of the document in its final form.

Philosophy Courses

PHIL 30000. Elementary Logic. 100 Units.

This course will examine historical and contemporary approaches to the relation of ontological dependence, focusing on Aristotle, Descartes, and among more recent authors, Kit Fine.  Questions to be discussed will include: What is ontological dependence and how does it differ from other dependence relations, e.g., causation or priority in definition? How does this relation bear on notions such as substance and essence, and vice versa? What is the historical trajectory from Aristotle onwards concerning these questions?

Instructor(s): M. Malink     Terms Offered: Autumn
Note(s): Course not for field credit.
Equivalent Course(s): PHIL 20100,CHSS 33500,HIPS 20700

PHIL 30120. Wittgenstein’s "Philosophical Investigations" 100 Units.

 We'll read and discuss Wittgenstein's Philosophical Investigations. Our central concerns will include: (1) Wittgenstein's metaphilosophy, (2) meaning and rule-following, (3) privacy and expression.(B) (III)

Instructor(s): D. Finkelstein     Terms Offered: Spring
Prerequisite(s): Two previous courses in the Philosophy Department required; Philosophical Perspectives does not qualify. 
Equivalent Course(s): PHIL 20120

PHIL 30640. Ontological Dependence. 100 Units.

 This course will examine historical and contemporary approaches to the relation of ontological dependence, focusing on Aristotle, Descartes, and among more recent authors, Kit Fine. Questions to be discussed will include: What is ontological dependence and how does it differ from other dependence relations, e.g., causation or priority in definition? How does this relation bear on notions such as substance and essence, and vice versa? What is the historical trajectory from Aristotle onwards concerning these questions? (B) (III) (IV) (V)

Instructor(s): M. Malink, A. Schechtman     Terms Offered: Spring
Equivalent Course(s): PHIL 20640

PHIL 30721. Dynamic Semantics. 100 Units.

 An introduction to the foundations and applications of dynamic approaches to natural language semantics. We will study the formal details and empirical motivations of various major dynamic semantic frameworks such as File Change Semantics, Discourse Representation Theory, Dynamic Predicate Logic, and Update Semantics, and see how they address a number of puzzling natural language phenomena such as donkey anaphora and presupposition projection. In parallel to the formal component, the empirical and theoretical advantages and drawbacks of dynamic semantics will come under scrutiny, and we will also pay close attention to the philosophical repercussions of a dynamic approach to discourse and reasoning. (B) (II)

Instructor(s): M. Willer     Terms Offered: Autumn
Prerequisite(s): Knowledge of first-order logic with identity strongly recommended. Students will benefit most if they have taken classes in semantics or philosophy of language before.
Equivalent Course(s): PHIL 20721,LING 20721,LING 30721

PHIL 31210. Philosophy and Literature. 100 Units.

This course is a reading of works by a variety of contemporary authors who deal with the question of whether, and how, fiction and philosophy are related to one another. (A) 

Instructor(s): T. Cohen     Terms Offered: Autumn
Equivalent Course(s): PHIL 21210

PHIL 31314. The Presocratics. 100 Units.

This is an advanced survey course on the Presocratics. The figures covered will include but will not be limited to Thales, Anaximander, Anaximenes, Heraclitus, Parmenides, Anaxagoras, Empedocles, and the Atomists. The focus will be primarily on issues of metaphysics, epistemology, and natural philosophy, though other topics will be discussed as they arise. (B) (IV)

Instructor(s): C. Frey     Terms Offered: Spring
Equivalent Course(s): PHIL 21314

PHIL 31414. MAPH Core Course: Contemporary Analytic Philosophy. 100 Units.

A survey of some of the central concerns in various areas of philosophy, pursued from the perspective of the analytic tradition. In epistemology, our topics will include the definition of knowledge, the challenge of skepticism, and the nature of justification. In the philosophy of mind, we will explore the mind-body problem and the nature and structure of intentional states. In the philosophy of language, we will address theories of truth and of speech acts, the sense/reference distinction, and the semantics of names and descriptions. In ethics, we will focus on the debate between utilitarians and Kantians.

Instructor(s): B. Callard     Terms Offered: Autumn
Prerequisite(s): This course is open only to MAPH students. MAPH students who wish to apply to Ph.D. programs in philosophy are strongly urged to take this course.

PHIL 31503. Ancient Metaphysics. 100 Units.

 In this course we shall study some of the very different accounts of the world developed by the ancient Greek philosophers. In particular we shall consider the following: Aristotle’s ontology of form and matter, actuality and potentiality; Epicurean atomism; the Stoic strange combination of rationalism and thoroughgoing physicalism of all-pervading pneuma; Platonic theories of a transcendent realm.    

Instructor(s): E. Emilsson
Equivalent Course(s): PHIL 21503,CLAS 37112,CLCV 27112

PHIL 31600. Human Rights I: Philosophical Foundations of Human Rights. 100 Units.

Human rights are claims of justice that hold merely in virtue of our shared humanity. In this course we will explore philosophical theories of this elementary and crucial form of justice. Among topics to be considered are the role that dignity and humanity play in grounding such rights, their relation to political and economic institutions, and the distinction between duties of justice and claims of charity or humanitarian aid. Finally we will consider the application of such theories to concrete, problematic and pressing problems, such as global poverty, torture and genocide.

Instructor(s): B. Laurence     Terms Offered: Autumn
Equivalent Course(s): HMRT 30100,PHIL 21700,HIST 29301,HIST 39301,INRE 31600,LAWS 41200,MAPH 40000,LLSO 25100,HMRT 20100

PHIL 31605. Justice. 100 Units.

This course will explore a tradition of thought about justice extending from Plato to Kant. We will read selections from Plato’s Gorgias and Republic, Aristotle’s Nicomachean Ethics and Politics, Aquinas’ Summa Theologica, Rousseau’s On the Social Contract, and Kant’s Groundwork of the Metaphysics of Morals. Open to College and graduate students. (A) 

Instructor(s): A. Ford     Terms Offered: Autumn
Equivalent Course(s): PHIL 21605

PHIL 31610. Medical Ethics: Who Decides and on What Basis? 100 Units.

Decisions about medical treatment take place in the context of changing health care systems, changing ideas about rights and obligations, and among doctors and patients who have diverse religious and cultural backgrounds. By means of historical, philosophical, and medical readings, this course examines such issues as paternalism, autonomy, the commodification of the body, and the enhancement of mental and/or physical characteristics.

Instructor(s): D. Brudney, L. Ross, A. Dudley Goldblatt.     Terms Offered: Winter
Prerequisite(s): Third- or fourth-year standing
Note(s): This course does not meet requirements for the biological science major.

PHIL 31713. Aristotle on Virtue. 100 Units.

Examination of Aristotle’s theory of moral virtue as it is developed in the Nicomachean Ethics, Eudemian Ethics, and Politics.  How does virtue differ from self-control? In what way is virtue a perfection of both our capacity for non-rational desire and our reason?  What does Aristotle mean by saying that virtuous people act for the sake of the beautiful?  How is virtue promoted and sustained by political community?  What is the relation between virtue and natural flourishing? (A) (IV)

Instructor(s): G. Lear     Terms Offered: Spring
Equivalent Course(s): FNDL 21715,PHIL 21713

PHIL 31900. Feminist Philosophy. 100 Units.

The course is an introduction to the major varieties of philosophical feminism: Liberal Feminism (Mill, Wollstonecraft, Okin, Nussbaum), Radical Feminism (MacKinnon, Andrea Dworkin), Difference Feminism (Gilligan, Held, Noddings), and Postmodern "Queer" Feminism (Rubin, Butler).  After studying each of these approaches, we will focus on political and ethical problems of contemporary international feminism, asking how well each of the approaches addresses these problems. (I)

Instructor(s): M. Nussbaum     Terms Offered: Spring
Prerequisite(s): Undergraduates by permission only.
Equivalent Course(s): GNSE 29600,HMRT 31900,LAWS 47701,PLSC 51900,RETH 41000

PHIL 32000. Introduction to the Philosophy of Science. 100 Units.

The natural sciences aim at discovering and explaining truths about the world. This enterprise gives rise to various philosophical questions, among them are: What distinguishes science from other forms of enquiry? Is there anything unique about the scientific method—in both its conceptual and experimental elements—that enables the discovery of different aspects of reality? Is science a progressive enterprise advancing towards uncovering truths about the world, or does it consist of one theory arbitrarily replacing its predecessor, without ever coming closer to a final truth? Is there such a thing as scientific objectivity, or are scientists trapped in their preexisting theoretical assumptions? What are the criteria for a scientific explanation? What are scientific laws? In discussing these questions, we will engage with some of the most influential views in the philosophy of science, and critically examine their arguments in light of important case-studies from the history of science. (B)(III)

Instructor(s): C. Bloch     Terms Offered: Autumn
Equivalent Course(s): PHIL 22000

PHIL 32200. Philosophy of Cognitive Science. 100 Units.

Cognitive science is an interdisciplinary field in which theories and methods from psychology, neuroscience, linguistics, artificial intelligence, and philosophy are used to study cognition. Computational models play an increasingly significant role in the understanding of cognitive phenomena such as perception, categorization, concept formation, and problem solving. In this course, students will become familiar with some of the methods and models used in cognitive science, and discuss philosophical issues pertaining to the methodology and basic premises of cognitive science

Instructor(s): C. Bloch     Terms Offered: Spring

PHIL 32500. Biological and Cultural Evolution. 100 Units.

Core background in evolution and genetics strongly recommended. This course draws on readings and examples form linguistics, evolutionary genetics, and the history and philosophy of science. We elaborate theory to understand and model cultural evolution, as well as explore analogies, differences, and relations to biological evolution. We also consider basic biological, cultural, and linguistic topics and case studies from an evolutionary perspective. Time is spent both on what we do know, and on determining what we don't. (B)

Instructor(s): W. Wimsatt, S. Mufwene     Terms Offered: Spring
Equivalent Course(s): PHIL 22500,NCDV 27400

PHIL 32610. Herder's Philosophy. 100 Units.

This course will attempt to provide a broad introduction to Herder's philosophical thought. Among the topics covered will be his philosophy of language (including his theories of interpretation and translation); his philosophy of mind; his aesthetic theory; his philosophy of history; and his political philosophy. The course will consist mainly of lectures, but discussion will also be encouraged. (V)

Instructor(s): M. Forster     Terms Offered: Autumn
Equivalent Course(s): GRMN 32612

PHIL 32810. History and Philosophy of Psychology. 100 Units.

This lecture-discussion course will trace the development of psychology from the early modern period through the establishment of behaviorism. In the early period, we will read Descartes and Berkeley, both of whom contributed to ideas about the psychology of perception. Then we will jump to the nineteenth centruy, especially examining the perceptual psychology of Wundt and Helmholtz. Next, we will turn to the origins of experimental psychology in the laboratory of Wundt, and follow some threads of the development of cognitive psychology in the work of William James. The course will conclude with the behavioristic revolution inaugurated by Chicago's own John Watson and expanded by B. F. Skinner.

Instructor(s): R. Richards     Terms Offered: Winter
Equivalent Course(s): HIST 25302,CHSS 36901,HIPS 26901,HIST 35302,PHIL 22810

PHIL 33015. Darwin's "On the Origin of Species" and "Descent of Man" 100 Units.

This lecture-discussion class will focus on a close reading of Darwin's two classic texts.  An initial class or two will explore the state of biology prior to Darwin's Beagle Voyage, and then consider the development of his theories before 1859.  Then we will turn to his two books.  Among the topics of central concern will be: the logical, epistemological, and rhetorical status of Darwin's several theories, especially his evolutionary ethics; the religious foundations of his ideas and the religious reaction to them; and the social-political consequences of his accomplishment.  2009 is the 200th anniversary of Darwin's birth and the 150th of the publication of the "Origin."

Instructor(s): R. Richards     Terms Offered: Autumn
Equivalent Course(s): HIST 24905,CHSS 38400,HIPS 24901,HIST 34905,PHIL 23015

PHIL 33305. History of Aesthetics. 100 Units.

  Readings from Plato, Aristotle, Hume, Kant, Nietsche, and Collingwood among others. (A) (II)

Instructor(s): T. Cohen     Terms Offered: Winter
Equivalent Course(s): PHIL 23305

PHIL 33502. Introduction to the Philosophy of Mind. 100 Units.

 Among the principal tasks of philosophy is to understand the position of our minds and our mental activities within the increasingly detailed account of the world that the physical and biological sciences provide. We will survey and critically examine the developments of this philosophical program in the twentieth century. Special emphasis will be given to the nature of consciousness and of mental content. (B)

Instructor(s): C. Frey     Terms Offered: Spring
Equivalent Course(s): PHIL 23502

PHIL 33801. Theory of Reference. 100 Units.

This course is a survey of recent theories of names, descriptions, and truth. We discuss the relation of reference to meaning, as well as the epistemological and metaphysical consequences drawn from theses about reference. After briefly reviewing classical sources (e.g., Frege, Russell, Tarski), we concentrate on current work by Searle, Kripke, Donnellan, Kaplan, Putnam, Evans, Davidson, and Burge. (II) (B)

Instructor(s): J. Stern     Terms Offered: Winter
Prerequisite(s): PHIL 30000 or equivalent required; prior exposure to analytic philosophy recommended.
Equivalent Course(s): DVPR 33800,LING 33801,PHIL 23801

PHIL 33900. Austin. 100 Units.

Our readings are in the works of J. L. Austin, mainly How to Do Things with Words, and essays related to those lectures. If time permits, we consider later developments in the works of Grice and Cavell, among others. (II) (B)

Instructor(s): T. Cohen     Terms Offered: Winter
Equivalent Course(s): PHIL 23900

PHIL 35111. Judaism and Philosophy of Religion in Contemporary Thought. 100 Units.

How do distinctive elements in the Jewish tradition contribute to more general issues in the philosophy of religion? We will approach this question through a study of three major twentieth-century Jewish thinkers: Joseph Soloveitchik, Yeshayahu Leibowitz, and Emmanuel Levinas. Topics to be discussed include the role of practice in religion, the nature of faith, the relations between ethics and law and between religion and politics, prayer and divine service, the status of tradition and sacred texts. Attention will be given both to debates within the Jewish tradition and to the framework of philosophical and theological issues that characterizes contemporary thought. The course will alternate between lectures and discussions. (I)

Instructor(s): A. Davidson     Terms Offered: Winter
Prerequisite(s): Undergraduates enroll in sections 01 and 02. Graduate students interested in taking this course for credit must attend the first class before registering, and priority will be given to those with reading knowledge of French.
Equivalent Course(s): PHIL 25111,DVPR 35111

PHIL 35402. Freud and Philosophy. 100 Units.

This course will introduce students to the basic ideas of psychoanalysis -- the unconscious, transference, fantasy, acting out, repetition -- in the context of the traditional philosophical questions of what it is to be a human being and what the good life is for humans.  Extensive reading from Freud as well as selections from Plato, Aristotle, Sartre and others.

Instructor(s): J. Lear     Terms Offered: Autumn
Prerequisite(s): This class is intended for undergraduate majors in Philosophy & Fundamentals, & graduate students in Philosophy & Social Thought. All others require consent of instructor.
Equivalent Course(s): PHIL 25402

PHIL 36100. The Philosophical Interpretation of Scripture in the Middle Ages: The Problems of Evil and the Book of Job. 100 Units.

An important genre of philosophical writing during the Middle Ages was the commentary, both commentaries on canonical philosophical works (e.g., Aristotle) and on Scripture. This course is an introduction to medieval philosophical exegesis of Scripture, concentrating on the Book of Job and the philosophical problems of evil and suffering. Authors will include Saadiah, Maimonides, and Aquinas, and readings will include both their commentaries on Job and their systematic philosophical discussions of the problems of evil. (IV)

Instructor(s): J. Stern     Terms Offered: Winter
Equivalent Course(s): PHIL 26100,HIJD 36100,JWSC 26250,RLST 25902

PHIL 36900. Phenomenon: From the Constitution of the Object to the Self-Manifestation of the Event. Kant, Husserl, Heidegger. 100 Units.

Instructor(s): J. Marion     Terms Offered: Spring
Equivalent Course(s): DVPR 36900,THEO 36900

PHIL 38301. Topics from Hegel's "Phenomenology of Spirit" 100 Units.

This course will attempt to give a general introduction to what is arguably Hegel's most exciting work. We will begin by spending some time discussing the overall project of the work, especially as articulated in the Preface and Introduction. After that, we will examine some of the most important sections of the work, such as "Sense-certainty" and "Lordship and Bondage" in more detail. (V)

Instructor(s): M. Forster     Terms Offered: Winter
Equivalent Course(s): GRMN 28213,GRMN 38213,PHIL 28201

PHIL 39400. Intermediate Logic. 100 Units.

In this course, we will prove the soundness and completeness of standard deductive systems for both sentential and first-order logic. We will also establish related results in elementary model theory, such as the compactness theorem for first-order logic, the Löwenheim-Skolem theorem and Lindström’s theorem. (B) (II)

Instructor(s): A. Vasudevan     Terms Offered: Winter
Equivalent Course(s): CHSS 33600,HIPS 20500,PHIL 29400

PHIL 39405. Advanced Logic. 100 Units.

In this course we will prove the Undecidability of Predicate Logic, and both Gödel’s First and Second Incompleteness Theorems. We will also examine the concept of interpretability, and will make some connections with broader issues in mathematics. Finally, we will discuss some uses and abuses of Gödel’s Theorems that can be found outside logic and mathematics. For instance, do Gödel’s Theorems entail that the mind is not a machine? (B) (II)

Instructor(s): K. Davey     Terms Offered: Spring
Prerequisite(s): Elementary Logic or equivalent
Equivalent Course(s): CHSS 39405,PHIL 29405

PHIL 41155. Kant’s "Doctrine of Right" 100 Units.

In this course we will study Kant’s Doctrine of Right, the first part of his Metaphysics of Morals. Where necessary and possible, we also consider some of his other moral and political writings. (I) (V)

Instructor(s): A. Ford, B. Laurence

PHIL 45391. Plato on Beauty and Truth. 100 Units.

Plato thinks that beautiful speech is truthful and that truthful speech is, in some way, beautiful.  Why does he think this and why does he think it important?  Readings will include portions of the Republic, Sophist, and Phaedrus so as to understand the beauty of philosophical dialectic by contrast with the false beauties of (some) poetry and rhetoric. (IV)

Instructor(s): G. Lear     Terms Offered: Autumn
Equivalent Course(s): PHIL 55391,SCTH 55391

PHIL 49700. Preliminary Essay Workshop. 100 Units.

A two-quarter (Spring, Autumn) workshop on the preliminary essay required for all doctoral students in the Spring of their second year and the Autumn of their third year. The workshop involves discussion of general issues in writing the essay and student presentations of their work. Although students do not register for the Summer quarter, they are expected to make significant progress on their preliminary essay over the summer.

Instructor(s): M. Kremer     Terms Offered: Spring, Autumn
Prerequisite(s): All and only philosophy graduate students in the relevant years.

PHIL 49900. Reading & Research. 100 Units.

Instructor(s): Staff     Terms Offered: Autumn, Winter, Spring

PHIL 50100. First-year Seminar. 100 Units.

This course meets in Autumn and Winter quarters.

Instructor(s): D. Finkelstein     Terms Offered: Autumn, Winter
Prerequisite(s): Enrollment limited to first-year graduate students.

PHIL 50111. Vagueness: its nature, its semantics, its logic. 100 Units.

In this class we will draw together work on vagueness that has been done, over the last forty years, within philosophy, linguistics and formal logic. The overarching aim is to develop a coherent picture of what may appear to be (increasingly) diverging approaches to a single central theme.  Among those from whose work we will draw are (in alphabetical, not thematic, order): Dummett, Edgington, Fine, Graff-Fara, Greenough, Raffman, Shapiro, Van Rooy, Varzi, Williamson, Wright.  The professor will also draw on his own work, distant as well as more recent.  Through much of the course the context dependence of vague predicates will play a prominent part.  Students enrolled in the course will be expected to write an essay (of about 3000 words), which will be due at the end of the quarter.

Instructor(s): H. Kamp     Terms Offered: Autumn 2012
Equivalent Course(s): LING 50111

PHIL 50211. Models of Philosophy/Religion as a Way of Life. Units.

In the first part of this course, we will examine Stoicism as a way of life through a reading of Pierre Hadot’s commentary (in French) on Epictetus’ Manual, supplemented by other writings of Hadot. The second part of the course will be devoted to the topic of Judaism as a way of life, focusing on the writings of Joseph Soloveitchik.  The third part of the course will consider a number of historically and theoretically heterogeneous essays that take up different aspects of our theme.  Depending on the interests of the seminar participants, texts for this part of the course may include the writings of Francis of Assisi, essays by Michel Foucault, Hilary Putnam, and Wittgenstein’s “Lectures on Religious Belief”. (I)

Instructor(s): A. Davidson     Terms Offered: Autumn
Prerequisite(s): Reading knowledge of French required. Limited enrollment; Students interested in taking for credit should attend 1st seminar before registering. Consent only.
Equivalent Course(s): CMLT 50511,DVPR 50211,FREN 40212,HIJD 50211

PHIL 51114. Being and Creation. 100 Units.

The distinction between essence and existence was introduced as part of metaphysical doctrine of creation in Islamic theology. This doctrine cannot be found among the ancient philosophers but became central to the Scholastics. In the seminar we shall read works by Avicenna, Averroes, and Thomas Aquinas. We shall compare Descartes' and Spinoza's receptions of the creation doctrine. I will propose that central concepts of contemporary philosophy such states of affairs or facts and notions of the mind and of the world that go with them can be traced to the doctrine of creation.

Instructor(s): I. Kimhi     Terms Offered: Autumn
Equivalent Course(s): SCTH 55603

PHIL 51200. Law-Philosophy Workshop. Units.

The Workshop will explore a broad range of topics that arise in ethics, philosophy of action, and philosophy of criminal law related to questions of freedom and responsibility:   what is it to act freely?  Is responsibility compatible with the causal determination of action?  Does the assignment of responsibility in the criminal law make philosophical sense?  How does addiction or mental illness affect ascriptions of responsibility in the law, and how should it?  Readings will be drawn from philosophy, psychology, and criminal law theory.  Coates and Leiter will meet with enrolled students for two two-hour sessions in October to go over some classic readings on the subject of freedom and responsibility.   We will then host six or seven outside speakers addressing these issues.  Coates or Leiter will meet with the students a week in advance for one hour to go over the readings.   Confirmed speakers so far include Pamela Hieryonmi (Philosophy, UCLA), Stephen Morse (Law & Psychiatry, Penn), Hanna Pickard (Philosophy, Oxford), Derk Pereboom (Philosophy, Cornell), and Gary Watson (Law & Philosophy, Southern California). Attendance at all sessions of the Workshop is a requirement.   JD students should contact with a resume and a brief statement of background and/or interest in the topic in order to secure permission to enroll.  Philosophy PhD students may enroll without submitting these materials.

Instructor(s): B. Laurence, B. Leiter, J. Coates     Terms Offered: Autumn
Prerequisite(s): Extends over more than one quarter. Continuing students only.
Equivalent Course(s): LAWS 61512,RETH 51301,GNSE 50101,HMRT 51301

PHIL 51403. Global Justice: Distributive Justice, Humanitarian Intervention. 100 Units.

What can justify one nation’s intervention in the affairs of another? And what can justify one nation arresting a citizen of another nation and prosecuting him or her for an act that was not against the law in the nation in which it occurred?  Indeed, what can justify one nation arresting the head of state of another and prosecuting him or her?  What is the conception of national sovereignty such that it could be consistent with such apparent violations of sovereignty?  These are questions that need to be answered if we are to understand when and why it is permissible or even obligatory for one state to interfere in the affairs of another in order to protect human rights or to punish their violation. (I)

Instructor(s): D. Brudney     Terms Offered: Autumn
Equivalent Course(s): HMRT 50200

PHIL 51404. Global Inequality. 100 Units.

Global income and wealth are highly concentrated. The richest 2% of the population own about half of the global assets. Per capita income in the United States is around $47,000 and in Europe it is around $30,500, while in India it is $3,400 and in Congo, it is $329. There are equally unsettling inequalities in longevity, health, and education. In this class, we ask what duties nations and individuals have to address these inequalities and what are the best strategies for doing so. What role must each country play in helping itself? What is the role of international agreements and agencies, of NGOs, and of corporations in addressing global poverty? How do we weigh policies that emphasize growth against policies that emphasize within-country equality, health, or education? In seeking answers to these questions, the class will combine readings on the law and economics of global development with readings on the philosophy of global justice. A particular focus will be on the role that legal institutions, both domestic and international, play in discharging these duties. For, example, we might focus on how a nation with natural resources can design legal institutions to ensure they are exploited for the benefit of the citizens of the country. Students will be expected to write a paper, which may qualify for substantial writing credit. (I)

Instructor(s): M. Nussbaum, D. Weisbach     Terms Offered: Winter
Equivalent Course(s): LAWS 92403

PHIL 51411. Freedom and Love in Psychoanalsyis (and Life) Units.

This seminar will take up the idea -- developed after Freud, but influenced by him -- that freedom and love are fundamental values in psychoanalysis.  And they are fundamental values of psychoanalysis because they are constitutive of flourishing human life.  We shall read carefully articles by Hans Loewald, Paul Gray and Heinz Kohut (as well as articles by Lear and Levenson) that try to show how freedom and love show up in the details of human life, often hidden as such, and how psychoanalytic treatment facilitates their development.  We shall concentrate on theory and technique: giving clinical vignettes that give concrete realization to these ideals.  Students should have previous acquaintance with the writings of Freud as well as Plato's Symposium.  The seminar is open to graduate students in Philosophy and Social Thought as well as to undergraduate majors in Philosophy and Fundamentals.  All others require permission of the instructors.

Instructor(s): J. Lear and Clinical Prof. L. Levenson (Yale), Visiting Kohut Professor in the Committee on Social Thought.     Terms Offered: Spring

PHIL 51508. Thomistic Moral Philosophy. 100 Units.

Vast areas of Anglophone practical philosophy have focused on Aristotle's ethics of late, and some new neo-Aristotelians have turned to work by Thomas Aquinas for help.  Our tasks in this seminar will be three: (1) to consider recent work in neo-Aristotelian ethics; (2) to see what contemporary neo-Aristotelians seek in turning to Aquinas; and three, to consider how far Thomistic thought about virtue, happiness, practical reason and practical wisdom are compatible with contemporary neo-Aristotelian practical philosophy more generally. (I) (IV)

Instructor(s): C. Vogler     Terms Offered: Spring
Prerequisite(s): Consent of Instructor.

PHIL 52201. The Concept of Institution: From Modern Political Philosophical to Social Philosophy. 100 Units.

Modern political philosophy is an inquiry into the legitimacy of political authority (why should I be submitted to a Sovereign?). Social philosophy is an inquiry into the meaning of social action : what does it take for an agent to be acting socially?
According to the French School of sociology (Durkheim, Mauss, Lévi-Strauss, Dumont), human beings are social beings insofar as their lifes are governed by collective representations and institutions. This view can be presented as a way of dealing with the paradoxes of a purely political view of social life as found in social contract theories of political sovereignty.
First, we will assess Durkheim’s reading of Jean-Jacques Rousseau Social Contract as having anticipated the sociological understanding of social life by overcoming a purely atomistic view of political associations (with the concept of a “general will” and its foundation in the “moral” constitution of the people, i.e. its collective habits and social institutions).
Then, we will consider contemporary proposals to locate the concept of institution within the framework of a philosophy of action (Anscombe, “On Brute Facts”; Castoriadis, The Imaginary Institution of Society).

Instructor(s): V. Descombes     Terms Offered: Autumn
Equivalent Course(s): SCTH 51301,FREN 41301

PHIL 52220. Marx's "Capital" 100 Units.

In this course we will read the first volume of Karl Marx’s Capital. (I) (V)

Instructor(s): A. Ford     Terms Offered: Spring

PHIL 53205. Perception and Intentionality. 100 Units.

This seminar concerns what it is for perceptual experience to possess intentionality. The course will be split into roughly three sections. The first section of the course will cover the nature of intentionality itself. I will discuss the two most prominent contemporary accounts of intentionality: representationalism and relationalism. I will also cover a third (broadly Aristotelian) view according to which intentionality consists in being or becoming what one is directed upon. The second section of the course will canvass attempts to give naturalistic accounts of intentionality (causal/informational accounts, teleo-functional accounts, etc.). The third section will cover the relationship between perceptual experience's intentional features and its phenomenal features including the thesis that there is a distinctive kind of phenomenal intentionality. (III)

Instructor(s): C. Frey     Terms Offered: Winter

PHIL 53341. Expressivism. Units.

Expressivism---the contemporary incarnation of the noncognitivist reaearch program of philosophers such as Ayer, Stevenson, and Hare---and its comprehensive view about the nature of both normative language and normative thought have recently been applied to many topics elsewhere in philosophy, including logic, probability, knowledge, belief, and modality. After reviewing the key motivations behind expressivism and its scope beyond the realm of the metaethical, the class will focus on the semantic commitments of expressivism. Of special interests will be the prospects of expressivism to resolve the Frege-Geach problem and, more generally, to arrive at a satisfying model of everyday discourse and reasoning. In addressing these questions, we will consider a number of non-classical semantic frameworks that have recently been proposed in philosophy of language, compare their vices and virtues, and see to what extent they are compatible with the key intuitions behind the expressivist agenda. (II)

Instructor(s): M. Willer     Terms Offered: Winter

PHIL 53610. The Meanings of “Theology”: Introduction to the History of the Concepts.,Probability and Inductive Logic. 100 Units.

,In this course, we will examine the most well-known attempts to develop a theory of inductive logic, i.e., a logic which defines the (probabilistic) relations of inductive support that obtain between sentences in a formal language.  In the first half of the course, we will examine, in detail, Carnap’s program in inductive logic. We will consider both the early “a prioristic” stage of Carnap’s work, in which it was held that the principles of inductive logic suffice to determine a unique methodology for inductive reasoning, as well as the subsequent weakening of these principles to allow for a continuum of inductive methods. In the second half of the course, we will examine the various philosophical objections leveled at Carnap’s program, as well as examine more recent attempts to assign probabilities to sentences in a first-order language. Readings for the course will include works by Carnap, Goodman, Putnam, Gaifman and Paris among others. (II)

Instructor(s): J. Marion,A. Vasudevan     Terms Offered: Spring
Prerequisite(s): ,Elementary Logic or equivalent.
Equivalent Course(s): THEO 51610,DVPR 51610

PHIL 54490. Russell. 100 Units.

An examination of the development of Russell’s interrelated logical, epistemological and metaphysical views, focusing on the period from the Principles of Mathematics (1903) to The Philosophy of Logical Atomism (1918). (III)

Instructor(s): M. Kremer     Terms Offered: Winter
Prerequisite(s): PQ: Students other than Philosophy PhD students need permission of instructor.

PHIL 55391. Plato on Beauty and Truth. 100 Units.

Plato thinks that beautiful speech is truthful and that truthful speech is, in some way, beautiful.  Why does he think this and why does he think it important?  Readings will include portions of the Republic, Sophist, and Phaedrus so as to understand the beauty of philosophical dialectic by contrast with the false beauties of (some) poetry and rhetoric. (IV)

Instructor(s): G. Lear     Terms Offered: Autumn
Equivalent Course(s): SCTH 55391,PHIL 45391

PHIL 55789. Aristotle on Substance and Essence: Metaphysics Zeta. 100 Units.

Book Zeta of the Metaphysics, sometimes characterized as ‘the Mount Everest of ancient philosophy’, is concerned with the question, What is substantial being (ousia)? Aristotle explores several potential answers to this question, specifying substantial being as subject, essence, universal, or genus. His discussion is based on the distinction between form and matter of composite beings. Further questions discussed in Zeta include: Do non-substantial beings have an essence or definition? Why do definitions constitute a unity? What role do essences play in scientific explanations? The seminar will be a close reading of Zeta.(III, IV).

Instructor(s): M. Malink     Terms Offered: Autumn
Note(s): Knowledge of Greek not required.

PHIL 55910. Aristotle and the origin of the ethical. 100 Units.

This class is a close reading of Aristotle’s Nicomachean Ethics, devoting two class sessions to each book.  We will be reading with the following line of questioning in mind: is Aristotle’s ethical theory consistent with our basic moral intuitions?  If not, are we willing to take seriously the possibility that our moral outlook could be fundamentally mistaken?  If not, can we take Aristotle seriously as an ethicist?  The aim of the class is not primarily exegetical; our goal is to figure out whether Aristotle is right, and to think about how and whether it is possible to engage philosophically with an ethically alien point of view. (I) (IV)

Instructor(s): A. Callard.     Terms Offered: Winter
Prerequisite(s): PQ: Undergraduates must email instructor for consent.
Note(s): Before the first class, students ought to carefully read book I, chapters 1-7. Note there are 2 class meeting times, plus required attendance of discussion section.

PHIL 59950. Workshop: Job Placement Seminar. 100 Units.

Course begins in late Spring quarter and continues in the Autumn quarter.

Instructor(s): G. Lear     Terms Offered: Spring, Autumn
Prerequisite(s): This workshop is open only to PhD Philosophy graduate students planning to go on the job market in the fall of 2012. Approval of dissertation committee is required.
Note(s): Pass/Fail.