In this course, we will strike a balance between discussing a variety of philosophical topics, thinking about what philosophy is and how best to practice it, and putting our theoretical work to practice by doing philosophy with kids in a school together. We'll begin the course by focusing on metaphilosophical and pedagogical readings, putting together a picture of what it is we're doing when we do philosophy and how we can do that best with children. Then we'll take that picture and put it to work, going into an elementary school together to do philosophy with children.

This course examines the varieties of, and arguments for and against, ethical consequentialism -- the theory according to which what one is morally required to do is whatever will bring about the best consequences.

The mind-body problem breaks down into two questions: how can mere matter think, and how can it be conscious? We will investigate both of these issues through a critical evaluation of the principal contemporary theories of mind.

An introduction to the main themes of Existentialism through seminal writing by Kierkegaard, Nietzsche, Heidegger, and Sartre. (Gen.Ed. AL)

Introduction to the history of modern philosophy; emphasis on Descartes, Leibniz, Locke, and Hume. Prerequisite: One course in Philosophy. (Gen.Ed. HS)

Introduction to the history of modern philosophy; emphasis on Descartes, Leibniz, Locke, and Hume. Prerequisite: One course in Philosophy. (Gen.Ed. HS)

Introduction to the history of modern philosophy; emphasis on Descartes, Leibniz, Locke, and Hume. Prerequisite: One course in Philosophy. (Gen.Ed. HS)

Continuation of PHIL 110. Three new logical systems examined: 1) Function Logic, 2) Identity Logic, 3) Description Logic. Work divided between translating English sentences into symbolic notation and constructing formal derivations. Prerequisite: PHIL 110 or consent of instructor.

This is a stand-alone independent study designed by the student and faculty sponsor that involves frequent interaction between instructor and student. Qualitative and quantitative enrichment must be evident on the proposed contract before consent is given to undertake the study.

Not available at this time