How do labor relationships and the social;construction of what work means affect our lives;as well as our communities? How do they;contribute to shape our identities? In which ways;can our gender, sexual orientation, race, social;class or migratory status define our working;possibilities? How do the concepts of marginality;and informality emerge to identify the precarious;Latin American labor conditions? Through Latin;American films, students will problematize the;idea of service, worker, industry, classic and;non-classic work, sexual and affective work, and;child labor, among others.

This course explores a diversity of religious;approaches to the meaning of childhood and the;nature of children. We critically examine;influential writings, rituals and liturgy,;fiction, and other types of literature to;understand the construction of childhood as;distinctive life stage that entails special;rights and responsibilities. We will also examine;how gender, power, race, social structures, and;economic arrangements produce divergent;understandings of what it means to be a;child.

This course explores a diversity of religious;approaches to the meaning of childhood and the;nature of children. We critically examine;influential writings, rituals and liturgy,;fiction, and other types of literature to;understand the construction of childhood as;distinctive life stage that entails special;rights and responsibilities. We will also examine;how gender, power, race, social structures, and;economic arrangements produce divergent;understandings of what it means to be a;child.

This course explores a diversity of religious;approaches to the meaning of childhood and the;nature of children. We critically examine;influential writings, rituals and liturgy,;fiction, and other types of literature to;understand the construction of childhood as;distinctive life stage that entails special;rights and responsibilities. We will also examine;how gender, power, race, social structures, and;economic arrangements produce divergent;understandings of what it means to be a;child.

For many, the "cyber-revolution" has;fundamentally altered all aspects of human;existence through the creation of a new space of;interaction: cyberspace. This course asks whether;and to what extent cyberspace has revolutionized;the nature of international politics. Are;traditional understandings of sovereignty,;deterrence, and diplomacy bunk? Rather than;engaging in speculation, this course will cover;the history of the development of both cyberspace;and the beliefs that it will revolutionize;politics.

Does time flow? What is the difference between;the future and the past? Is time travel possible?;This course will survey the major topics in the;philosophy of time from Augustine's;Confessions and the Leibniz-Clarke;correspondence to relativity theory. Along the;way we will take up philosophical issues;regarding the relevance of intuition, the nature;of causation, determinism, and freedom, and the;relationship between science and philosophy.

From Plato's attacks on Homer's poems to the;protests against D.W. Griffith's racist film;The Birth of a Nation to the recent;spotlight cast by the #metoo movement, it is;clear that the relationship between art and;morality is a difficult one. Are some works of;art inherently immoral? If so, why? What should;we say about works of art that are created by;immoral artists? Or works that have morally;troubling social effects? What is the;relationship between an artwork's moral status;and its value as a work of art? Are moral and;aesthetic judgments objective?

This course studies a wide range of writings that;aim to describe an ideal community. We begin with;ancient Greek philosophical works (Plato's;Republic and Aristotle's Politics),;examine the revival of the genre in the;Renaissance (Thomas More's Utopia) and;consider both modern and contemporary examples;that come from non-philosophical disciplines;(Edward Bellamy's Looking Backward, B.F.;Skinner's Walden Two, Marge Piercy's;Woman on the Edge of Time, and Ernest;Callenbach's Ecotopia).

The purpose, goal and shape of educational;institutions, policies and methods have been;central preoccupations for millennia. This course;considers a variety of questions concerning;education that are related to different parts of;philosophy: epistemology (What kind of;'knowledge' should be taught at different;educational levels? How do we differentiate;'truth' and 'education' from 'propaganda' and;'indoctrination'?), ethics (What is 'moral;virtue'? Can it be taught?

The purpose, goal and shape of educational;institutions, policies and methods have been;central preoccupations for millennia. This course;considers a variety of questions concerning;education that are related to different parts of;philosophy: epistemology (What kind of;'knowledge' should be taught at different;educational levels? How do we differentiate;'truth' and 'education' from 'propaganda' and;'indoctrination'?), ethics (What is 'moral;virtue'? Can it be taught?