Undergraduate Courses

2332.02-30: Engineering Ethics for a Diverse and Just World with Research Inquiry (4 credit hours) 
Instructor: Lecturer 
LEC+REC: TR 12:00:00 AM-5:15:00 PM F 9:10-10:05AM
in person 

This course provides students in engineering and technology fields analytical and critical tools to help them design and build for a diverse and just world. Codes of ethics—such as the NSPE Code of Ethics for Engineers—encapsulate the demands of citizenship on engineers in their professional capacities. These codes prioritize safety, health, and welfare—but what do these require in a diverse world marked by racial, ethnic, gender, and other inequalities? How has technology and its regulation shaped our society and environment, domestically and globally? What ethical and professional responsibilities do engineers in the United States have to diverse communities at home and abroad, and how can they work collaboratively and inclusively? This course will provide students the ability to understand and critically engage racial equity and social justice challenges, to identify and analyze moral problems from different ethical perspectives, and to navigate relationships between personal values and the demands of citizenship in a diverse and just world. Over the course of the semester, students undertake original research about an ethical situation experienced by engineering professionals in their lives as citizens who promote and sustain justice in a diverse world. 

GE: Citizenship for a Just and Diverse World Theme 
Prerequisites/Restrictions: GE Foundation in Writing and Information Literacy. 
 

2025 Course Descriptions

Summer            Autumn

Summer 2025 
 

1332-20: Engineering Ethics 
Instructor: Layne Garrelts 
LEC: asynchronous online  
May 6-Jun 27
DL 

Imagine you, an engineer at a large company, are given the task of working on a project that will come to bring about harm to society. Are you responsible for this harm to any extent? Is the company? If you know about the future harm ahead of time, what ought you to do? Should we proceed on projects that may result in harm? How much harm matters? These questions showcase the kinds of unique ethical considerations engineers routinely face. In this course, we will explore the ethical considerations that arise in engineering contexts such as: whistleblowing, risk and responsibility, AI ethics, authorship, leadership, and more. 

GE: Cultures and Ideas; and Historical and Cultural Studies Foundation 
Prerequisites/Restrictions: Not open to students with credit for 1300. 
 

1332-30: Engineering Ethics 
Instructor: Nathan Dowell 
LEC: asynchronous online 
May 6-Jul 25
DL 

The purpose of this course is to equip engineering students with the skills necessary for resolving moral issues that are likely to arise in professional contexts. We will begin the course with a brief introduction to ethics and will then turn to contemporary issues in engineering ethics. We will discuss issues such as whistleblowing, chatbots, addictive technologies, privacy and surveillance, sustainability, and the ethics of artificial intelligence. 

GE: Cultures and Ideas; and Historical and Cultural Studies Foundation 
Prerequisites/Restrictions: Not open to students with credit for 1300. 
 

1332-40: Engineering Ethics 
Instructor: Dylan Flint 
LEC: asynchronous online - 
Jun 16-Jul 25
DL 

In Philosophy 1332--Engineering Ethics--we get to explore some of the ethical dimensions of the engineering profession. In this class, we will first become familiar with the big three normative theories (Utilitarianism, Deontology, and Virtue Ethics). We will then examine the National Society of Professional Engineers (NSPE) Code of Ethics in light of these theoretical frameworks. We will then turn to some contemporary applied ethical issues that face the engineering profession. By taking this course, you will become sensitive to, and better equipped to navigate, ethical concerns that may face you in your career as an engineer! 

GE: Cultures and Ideas; and Historical and Cultural Studies Foundation 
Prerequisites/Restrictions: Not open to students with credit for 1300. 
 

1332-50: Engineering Ethics 
Instructor: Owain Griffin 
LEC: asynchronous online - 
Jun 2-Jul 25
DL 

The purpose of this course is to equip engineering students with the skills necessary for resolving moral issues that are likely to arise in professional contexts. We will begin the course with a brief introduction to ethics and will then turn to contemporary issues in engineering ethics. We will discuss whistleblowing, conflicts of interest, diversity in the workplace, risk and uncertainty, privacy and surveillance, sustainability, autonomous weapons systems, and the ethics of artificial intelligence. 

GE: Cultures and Ideas; and Historical and Cultural Studies Foundation 
Prerequisites/Restrictions: Not open to students with credit for 1300. 
 

1420-10: Philosophical Approaches to Racism and Sexism 
Instructor: Jake Beardsley 
LEC: MWF 9:50:00 AM-11:25:00 AM 
Jun 2-Jul 25
in person 

Do your gender and race define you? Our identities have profound and often negative consequences, but they also create opportunities for solidarity and play with other people. In this class, we will develop the skills to critically evaluate the role that gender and race play in public and private life. What are the best arguments against racism and sexism, and what do those arguments ask us to do? Should we embrace gender and race as positive aspects of identity, treat them as necessary evils, or strive to eliminate them altogether? 

GE: Race, Ethnicity, and Gender Diversity Foundation 
Prerequisites/Restrictions: None. 
 

1500-10: Intro to Logic 
Instructor: Anand Ekbote 
LEC: asynchronous online  
May 6-Jul 25
DL 

“Then you should say what you mean," the March Hare went on. "I do," Alice hastily replied; "at least-at least I mean what I say-that's the same thing, you know." "Not the same thing a bit!" said the Hatter. "Why, you might just as well say that 'I see what I eat' is the same thing as 'I eat what I see'!" "You might just as well say," added the March Hare, "that 'I like what I get' is the same thing as 'I get what I like'!" "You might just as well say," added the Dormouse, which seemed to be talking in its sleep, "that 'I breathe when I sleep' is the same thing as 'I sleep when I breathe'!" "It is the same thing with you." said the Hatter,” ― Lewis Carroll, Alice in Wonderland What kind of logical error did Alice make? We will join Alice in her adventures in Wonderland to learn about reasoning, sound and valid arguments, logical fallacies, and critical thinking. The course will prepare you for courses in logic such as PHILOS 2500 Symbolic Logic, but more importantly for life! You will be able to reason well, be better informed, and make choices based on sound reasoning. 

GE: Quantitative Reasons: Math and Logical Analysis and Math & Quant Reasoning or Data Analysis Foundation 
Prerequisites/Restrictions: Math 1060 or 1075 or equiv; or an ACT Math subscore of 22 or higher; or Math Placement Level R or better. Not open to students with credit for 1500.01, 1500.02, or 1501. 
 

2367-10: Contemporary Social and Moral Problems 
Instructor: Instructor TBA 
LEC: MTR 5:10:00 PM-6:45:00 PM
Jun 2-Jul 25 
in person 

In this course, we will consider a number of controversial issues that arise in our contemporary moral and political lives. In doing so, we will learn how to analyze moral arguments and civilly debate contentious topics. We will also hone our ability to defend our own positions with careful reasoning and to sharpen our skills at writing, communicating, and critical thinking. 

GE: Diversity: Social Diversity in the US; Writing and Communication: Level 2; Writing and Informational Literacy Foundation 
Prerequisites/Restrictions: EduTL 1902, 1902.04, IELP WRITE score of 80, or English Placement Level 4. 
 

2455-10: Philosophy and Video Games 
Instructor: Erich Jones 
LEC: asynchronous online 
May 6-Jul 25
DL 

In this course we will conduct a philosophical exploration of video games. What is a game, and what is a video game? Are video games art and are they a distinct form of art? Are achievements in video games real achievements? Is pursuing these achievements a waste of time? Is it wrong to perform a virtual action that would be wrong to perform in real life? Is it wrong to modify one’s computer in order to have an advantage in multiplayer games? Is it wrong for tech companies to develop and market video games that are highly addictive? Is utopia a life full of games? 

GE: Historical and Cultural Studies Foundation; and Literary, Visual and Performing Arts Foundation 
Prerequisites/Restrictions: None. 
 

2465-10: Death and the Meaning of Life 
Instructor: Jacob MacDavid 
LEC: asynchronous online - 
Jun 2-Jul 25
DL 

Humans are prone to existential crises. That is, we worry that our lives lack purpose, that nothing really matters, or that nothing makes sense. In short, we worry that our lives specifically, or human life generally, has no meaning. This course examines the question: what is it we want when we want to have a meaningful life? We then ask: are existential crises justified? Is there meaning to life? We’ll look at various potential sources of meaningfulness, such as religion, immortality, and personal values. We’ll also look at potential threats to the meaning of life, such as the absence of god(s), the fact that we all die, and the profound injustice in our world. 

GE: Literature; Health and Well-Being Theme 
Prerequisites/Restrictions: None. 
 

2465-10: Death and the Meaning of Life 
Instructor: Lyla Hestand 
LEC: asynchronous online 
 Jun 2-Jul 25
DL 

In this course we will explore philosophical questions concerning the nature of death and life. Questions such as: Should we fear death? What even is death? Is death the end, or is there something after? If there is nothing after death, does that make life more or less meaningful? Would endless life be eternal bliss or an unbearably meaningless existence? Does any life have meaning? If so, where does that meaning come from? Do we create it? Does God? Are some ways to die more meaningful than others? We will consider answers to these questions and more to help you cultivate your own philosophical views on death and the meaning of life. 

GE: Literature; Health and Well-Being Theme 
Prerequisites/Restrictions: None. 

Autumn  (back to top)
 

1100-10: Introduction to Philosophy 
Instructor: Steven Brown 
LEC+ REC: MW 1:50:00 PM-2:45:00 PM (F 12:40-1:25 PM OR 1:50-2:45 PM)
in person 

What is the ultimate nature of right and wrong? Can values be objective? Why is there something rather than nothing? Does God exist? Do we have free will? Does it matter? Does anything matter, really? Believe it or not, these are all serious philosophical questions that have important implications for how we should live our lives. This class will strive to engage them using historical and contemporary philosophical sources from around the globe. 

GE: Historical and Cultural Studies Foundation 
Prerequisites/Restrictions: None. 
 

1100-20: Introduction to Philosophy 
Instructor: Jacob MacDavid 
LEC: TR 11:10:00 AM-12:30:00 PM 
in person 

We can all think of lives that seem to go well for the person living it, and lives that seem to go poorly for the person living it. But what is it, in general, that makes a life good to live? Is this a subjective or an objective issue? Also, which actions are moral, and which actions are immoral? How moral do we need to be? Does God exist? What do convincing arguments for or against theism look like? What’s the difference between knowledge and mere opinion, and do we have an obligation to believe responsibly? Do we have free will? What is the meaning of life? Each of these are philosophical questions, which we will address in this class. You will also develop philosophical skills, such as conceptual analysis, identifying the structure of arguments, and writing convincing essay. 

GE: Historical and Cultural Studies Foundation 
Prerequisites/Restrictions: None. 
 

1100H-10: Honors Introduction to Philosophy 
Instructor: Colin Smith 
LEC: WF 12:45:00 PM-2:05:00 PM 
in person 

Given that everything changes, what exactly makes an individual self-same over a lifetime? Is thinking an inherently private matter, or do we somehow share collectively in thinking and knowing? What is time, and must we move in time at only one direction and one speed? What is the existential nature of that which is not but could be? Are race, sex, and gender biological, or social, or merely a fiction? How does answering these questions help us to distinguish "natural reality" from social construction, and understand the power structures that affect our lives and communities? In this course, we will ask and try to answer these perennial philosophical questions. The goal is to derive a deeper understanding of reality, existence, and ourselves that will help guide us toward becoming better people and improving our world. The method will be to challenge our most basic assumptions as best we can, ultimately allowing us to speak truth to power. 

GE: Historical and Cultural Studies Foundation 
Prerequisites/Restrictions: Honors standing, or permission of instructor. 
 

1300-10: Introduction to Ethics 
Instructor: Justin D'Arms 
LEC+REC: MW 11:30:00 AM-12:25:00 PM (11:30 AM - 12:25 PM OR 12:40 - 1:35 PM)
in person 

What is the source of morality, and what makes an action right or wrong? Does it depend on God’s commands? Is it relative to the views of an individual or culture? Can we rationally debate moral questions at all, and if so how? This course introduces students to philosophical approaches to these sorts of broad foundational questions. Then we consider how such approaches are relevant to controversial social questions, some of which will be chosen by student interest, including: What is the point of a college education? What is a person, and how does this bear on AI ethics and the abortion debate? What do we owe to sentient non-human creatures and how does this bear on the ethics of eating animals or keeping them as pets? When and why is punishment justified, and how does this bear on the American penal system? What is the moral justification for national borders, and how does this bear on immigration debates? What is the difference between killing someone intentionally and doing something intentionally that leads to their death, and how does this bear on the ethics of war and on end-of-life medical care? We will read selections from a few of the most historically influential philosophers, including Plato, Immanuel Kant, and John Stuart Mill, and many more contemporary thinkers. 

GE: Historical and Cultural Studies Foundation 
Prerequisites/Restrictions: None. 
 

1300-20: Introduction to Ethics 
Instructor: Seungsoo Lee 
LEC: TR 2:20:00 PM-3:40:00 PM 
in person 

Ethics is the area of philosophy that deals with questions about right and wrong. This course introduces you to ethics through some central questions and key texts thereof. We will begin by briefly considering some widespread doubts about morality: Are there any objective truths about right and wrong worth figuring out? Aren't our convictions about right and wrong merely products of cultural bias or personality? We will then spend a good amount of time discussing various concrete issues that we face in everyday life, such as: Is it permissible to eat meat? Can abortion be justified? How much, if any, should one donate to charity? We will finish by discussing whether and how to react to wrongdoers: Can we blame a wrongdoer who didn't know she was doing wrong? When, if at all, can it make sense to forgive wrongdoing that already happened? What is it to apologize and why does it matter? Along the way, you will be practicing how to read critically, write clearly, and reason carefully. 

GE: Historical and Cultural Studies Foundation 
Prerequisites/Restrictions: None. 
 

1332-10: Engineering Ethics 
Instructor: Lecturer 
ASYNC - DL 

The purpose of this course is to equip engineering students with the skills necessary for resolving moral issues that are likely to arise in professional contexts. We will begin the course with a brief introduction to ethics and will then turn to contemporary issues in engineering ethics. We will discuss whistleblowing, conflicts of interest, diversity in the workplace, risk and uncertainty, privacy and surveillance, sustainability, autonomous weapons systems, and the ethics of artificial intelligence. 

GE: Historical and Cultural Studies Foundation 
Prerequisites/Restrictions: Not open to students with credit for 1300. 
 

1332-50: Engineering Ethics 
Instructor: Lecturer 
Various times
in person 

The purpose of this course is to equip engineering students with the skills necessary for resolving moral issues that are likely to arise in professional contexts. We will begin the course with a brief introduction to ethics and will then turn to contemporary issues in engineering ethics. We will discuss whistleblowing, conflicts of interest, diversity in the workplace, risk and uncertainty, privacy and surveillance, sustainability, autonomous weapons systems, and the ethics of artificial intelligence. 

GE: Historical and Cultural Studies Foundation 
Prerequisites/Restrictions: Not open to students with credit for 1300. 
 

1420-10: Philosophical Approaches to Racism and Sexism 
Instructor: Amy Shuster 
LEC+REC: MW 12:40:00 PM-1:35:00 PM (F 11:30 AM - 12:25 PM OR 12:40 - 1:35 PM)
in person 

How should terms like ‘racism’ and ‘sexism’ be defined, especially given the complicated, intersectional nature of lived experience? Can racism or sexism exist without racists or sexists? Is reverse racism or anti-white racism a thing? Given the intersectional nature of oppression, can gender justice be achieved and promoted without racial justice (and vice versa)? Do we need to get clear about the nature of gender in order to understand and counter-act sexism? And similarly, do we need to clarify the nature of race to be effective anti-racists? How does ethnicity differ from race, if at all? The dominant position in philosophical literature is that categories like race, ethnicity and gender are “socially constructed.” But what does this mean, and how do socially constructed categories fit into a broader picture of reality? We will explore these questions in part by studying the views of academic philosophers. We will also explore and assess the implications of these views for the “real world.” Race, ethnicity and gender have important connections to our identities, perceptions of others, and opportunities in life. How does philosophy help us to better understand the impact of race, ethnicity and gender in our own lives, the lives of others, and on broader social phenomena? How can philosophy help us to live better, more ethical lives? 

GE: Race, Ethnicity and Gender Diversity Foundation 
Prerequisites/Restrictions: None. 
 

1500-10: Introduction to Logic 
Instructor: Shao An Hsu 
LEC: WF 12:45:00 PM-2:05:00 PM 
in person 

Looking for thinking skills that help you tackle everyday challenges? Whether it is salespersons trying to convince you to buy a product; negotiating with your classmates about how to organize an event; deciding whether to trust editorials in newspapers; making decisions on important issues in your life; or just writing a term paper, you often need to think things through and use reasoning to find solutions. Through practicing critical thinking skills in this course, you'll learn to identify fallacies in arguments, avoid common thinking traps, make better decisions, and communicate more effectively. This course is great for anyone looking to boost their reasoning power in a straightforward and accessible way. Join us and start thinking smarter today! 

GE: Mathematical and Quantitative Reasoning (or Data Analysis) Foundation 
Prerequisites/Restrictions: Math 1060 or 1075 or equiv; or an ACT Math subscore of 22 or higher; or Math Placement Level R or better. Not open to students with credit for 1501. 
 

1500-20: Introduction to Logic 
Instructor: Inchul Yum 
LEC: WF 11:10:00 AM-12:30:00 PM 
in person 

There are many ways to get others to believe what you say: using statistics selectively, appealing to authority figures, or triggering emotional responses. These approaches can be useful and sometimes necessary. However, they're essentially deceptive - if discovered, your audience will rightfully challenge your methods. Moreover, these tactics fail against those trained to spot them. As speakers, we want to rely on sound reasoning rather than rhetorical tricks. As listeners, we want to be able to distinguish rhetoric from reason. In this course, we'll explore what it takes to reason well and how to distinguish between good and bad arguments. By examining sources from politics, popular culture, and advertisements, we'll demonstrate the wide applicability of these skills. This will enable you to both persuade informed audiences and detect flawed reasoning that may initially seem compelling. 

GE: Mathematical and Quantitative Reasoning (or Data Analysis) Foundation 
Prerequisites/Restrictions: Math 1060 or 1075 or equiv; or an ACT Math subscore of 22 or higher; or Math Placement Level R or better. Not open to students with credit for 1500.01, 1500.02, or 1501. 
 

1500-30: Introduction to Logic 
Instructor: Lecturer 
ASYNC - DL 

Deduction and induction; principles of clear statement and valid reasoning; fallacies; and the methods by which theories and laws are established.

GE: Mathematical and Quantitative Reasoning (or Data Analysis) Foundation 
Prerequisites/Restrictions: Math 1060 or 1075 or equiv; or an ACT Math subscore of 22 or higher; or Math Placement Level R or better. Not open to students with credit for 1501. 
  

1501-10: Introduction to Logic and Legal Reasoning 
Instructor: Lecturer 
LEC: TR 2:20:00 PM-3:40:00 PM 
in person 

This course equips students with the tools of logic and critical thinking especially as they apply to the assessment of legal reasoning. By examining court cases and legal materials, students will learn to assess the strength and validity of legal reasoning, and thus to be able to evaluate and weigh legal evidence and testimony to reach justified conclusions. The critical reasoning practiced in the legal context will generalize to other domains. 

GE: Mathematical and Quantitative Reasoning (or Data Analysis) Foundation 
Prerequisites/Restrictions: Math 1075 or equiv, or an ACT Math subscore of 22 or higher, or Math Placement Level R or better. Not open to students with credit for 1500. 
 

1520-10: Probability, Data and Decision-Making 
Instructor: Anand Ekbote 
LEC: WF 9:35:00 AM-10:55:00 AM 
in person 

Suppose you had to choose between buying a lottery ticket with a jackpot of $ 2 Billion (the jackpot really did get this big!) or betting on a (fair) coin toss which would double your bet if you called correctly. Which option would you choose? Imagine what you could do with two billion dollars! Not only you, but your next several generations will be well provided for (if you choose to leave anything for them ). But the odds of winning the jackpot are really really low – about one in 300 million. That is almost the total population of the US! Betting on a fair coin toss only gets you twice what you put in if you win, but the odds of winning are much higher at ½! What if there was a way to guarantee a win in the coin toss game if you could play it any number of times in succession? (There is such a way!) So, you have a chance of winning a VERY large amount but almost no chance of winning it, or a guarantee of winning a small amount. One offers a high risk but a high reward, the other no (or low) risk and low reward. In life we will come across many such situations where we will need to make a choice between two such options. Should you join a start-up upon graduating, which could you make you rich quickly, or the start-up could go bust and you would have several years of your life with not much to show for. Or should you join a staid old-fashioned company which may not pay you much, but you will have (relatively more) job security. What choice should you make? Is there a rational basis to make such choices? There is such a basis, and in this course you will learn about such rational decision making! 

GE: Mathematical and Quantitative Reasoning (or Data Analysis) Foundation 
Prerequisites/Restrictions: Math 1075 or equiv, or an ACT Mathematics Subscore of 22 or higher, or Math Placement Level R or better. 
 

2120-10: Asian Philosophies 
Instructor: Steven Brown 
LEC: TR 11:10:00 AM-12:30:00 PM 
in person 

This class will explore the main philosophical traditions that underlie the cultures of India, China, Korea, Japan, and a number of other countries in south and east Asia. Specifically, we will work toward understanding some of the essential texts from Hinduism, Buddhism, Jainism, Confucianism, and Daoism. However, we will not be approaching these texts merely for their historical value. We will be engaging them as potential sources of wisdom and insight into the nature of the world around us and our place within it.  

GE: Literary, Visual & Performing Arts Foundation; and Historical and Cultural Studies Foundation 
Prerequisites/Restrictions: None. 
 

2120-20: Asian Philosophies 
Instructor: Erich Jones 
LEC: WF 12:45:00 PM-2:05:00 PM 
in person 

This class will explore the philosophical tradition of Buddhism and trace its course from India to China, then to Korea, and finally Japan culminating in the Kyoto School, discussing the evolution that Buddhist philosophy underwent during its history as well as devoting attention to other philosophical traditions that influenced it, particularly Daoism. We’ll focus on questions such as “what does it mean to have no self?”, “what do buddhists mean when they say that everything is empty?”, as well as “what is nirvana/enlightenment like?” and “what does Buddhism have to say about contemporary moral problems?”. While we will be engaging this philosophical tradition on its own terms, we will also be interrogating it with Western concerns in mind, coming to see the value of cross-cultural philosophy and the syncretic methodology of East Asian Philosophy. 

GE: Literary, Visual & Performing Arts Foundation; and Historical and Cultural Studies Foundation 
Prerequisites/Restrictions: None. 
 

2332.01-10: Engineering Ethics for a Diverse and Just World (3 credit hours) 
Instructor: Lecturer 
LEC + Rec: Various times 
in person 

What does it mean to be an ethical engineer in a world shaped by inequality? This course explores how engineering intersects with social justice, focusing on ethical challenges such as environmental racism, algorithmic bias, and global responsibility. You'll learn to critically engage with real-world problems and consider the role of engineers in promoting equity and fairness. By the end of this course, you'll be better equipped to navigate the professional responsibilities of engineering in a world of diverse communities. This course fulfills the GE requirement for Citizenship for a Just and Diverse World. 

GE: Citizenship for a Just and Diverse World Theme 
Prerequisites/Restrictions: None. 

2332.02-10: Engineering Ethics for a Diverse and Just World with Research Inquiry (4 credit hours)
Instructor: Lecturer 
LEC + Rec: Various times 
in person 

This course provides students in engineering and technology fields analytical and critical tools to help them design and build for a diverse and just world. Codes of ethics—such as the NSPE Code of Ethics for Engineers—encapsulate the demands of citizenship on engineers in their professional capacities. These codes prioritize safety, health, and welfare—but what do these require in a diverse world marked by racial, ethnic, gender, and other inequalities? How has technology and its regulation shaped our society and environment, domestically and globally? What ethical and professional responsibilities do engineers in the United States have to diverse communities at home and abroad, and how can they work collaboratively and inclusively? This course will provide students the ability to understand and critically engage racial equity and social justice challenges, to identify and analyze moral problems from different ethical perspectives, and to navigate relationships between personal values and the demands of citizenship in a diverse and just world. Over the course of the semester, students undertake original research about an ethical situation experienced by engineering professionals in their lives as citizens who promote and sustain justice in a diverse world. 

GE: Citizenship for a Just and Diverse World Theme

2340-10: The Future of Humanity 
Instructor: Eden Lin 
LEC: TR 2:20:00 PM-3:40:00 PM 
in person 

What will life be like in a hundred, two hundred, or five hundred years? Some believe that further advances in technology will make human life unimaginably joyous and prosperous. Others have a much darker vision of our future—one in which our descendants are left with a depleted planet, and in which they face extinction at the hands of technological forces they cannot control. The future of humanity raises important philosophical and ethical questions. Why should we act more sustainably for the sake of future people? How large should the human population become? Should we use technology to enhance ourselves? Will we someday be able to transcend our physical bodies by uploading ourselves into computers—and if so, would this be a desirable thing to do? How might artificial superintelligence change human life—and could it destroy it? These are some of the questions that we will consider in this course. 

GE: Sustainability Theme 
Prerequisites/Restrictions: None. 
 

2342-10: Environmental Ethics 
Instructor: Lecturer 
LEC: WF 9:35:00 AM-10:55:00 AM 
in person 

This course surveys major ethical issues concerning our treatment of, and reliance on, the natural environment. Questions include: What is the moral status of non-human animals, plants, and ecosystems? Is climate change a justice issue? What constitutes human well-being? And what does sustainability mean for our obligations to future generations? 

GE: Sustainability Theme 
Prerequisites/Restrictions: None 
 

2367-10: Contemporary Social & Moral Problems 
Instructor: Lecturer 
LEC: TR 11:10:00 AM-12:30:00 PM 
in person 

An introductory philosophy course designed to develop fundamental writing and information literacy skills through a careful examination of a contemporary matter of social and moral concern. 

GE: Writing and Information Literacy Foundation 
Prerequisites/Restrictions: EduTL 1902, 1902.04, IELP WRITE score of 80, or English Placement Level 4. 
 

2390-10: Ethics and Leadership in a Diverse World 
Instructor: Christa Johnson 
LEC: TR 12:45:00 PM-2:05:00 PM 
in person 

Many courses concerning leadership work to teach students how to be a leader. They focus on understanding individual psychology, team building, and how to get people to do what is required, as if the individuals one leads are a single monolith. Yet, we do not live in such a uniform society with one unique psychology or viewpoint that yields one particular way of leading. We are citizens of a pluralistic and diverse, democratic society. This changes not only how one must lead, but also the responsibilities a leader has. In this course, students examine what is required of leaders who are also citizens in a pluralistic, democratic society. How do difference and disagreement shape leaders’ responsibilities? How do responsibilities differ within their organizations and as democratic citizens navigating broader social, political, legal, and economic challenges? These questions have individual and institutional aspects: they concern personal choices as well as group dynamics and general rules. Students will engage with leading scholarship on the justification of authority, democratic citizenship, morally responsible decision-making, and virtue ethics to understand how citizenship in a just and diverse society shapes our ideals and practices of ethical leadership. 

GE: Citizenship for a Just and Diverse World Theme 
Prerequisites/Restrictions: None. 
 

2390-20: Ethics and Leadership in a Diverse World 
Instructor: Lecturer 
LEC: WF 9:35:00 AM-10:55:00 AM 
in person 

Many courses concerning leadership work to teach students how to be a leader. They focus on understanding individual psychology, team building, and how to get people to do what is required, as if the individuals one leads are a single monolith. Yet, we do not live in such a uniform society with one unique psychology or viewpoint that yields one particular way of leading. We are citizens of a pluralistic and diverse, democratic society. This changes not only how one must lead, but also the responsibilities a leader has. In this course, students examine what is required of leaders who are also citizens in a pluralistic, democratic society. How do difference and disagreement shape leaders’ responsibilities? How do responsibilities differ within their organizations and as democratic citizens navigating broader social, political, legal, and economic challenges? These questions have individual and institutional aspects: they concern personal choices as well as group dynamics and general rules. Students will engage with leading scholarship on the justification of authority, democratic citizenship, morally responsible decision-making, and virtue ethics to understand how citizenship in a just and diverse society shapes our ideals and practices of ethical leadership. 

GE: Citizenship for a Just and Diverse World Theme 
Prerequisites/Restrictions: None. 
 

2400-10: Political & Social Philosophy 
Instructor: Christa Johnson 
LEC: TR 9:35:00 AM-10:55:00 AM 
in person 

The course will investigate one of the central questions of philosophy: How should we, as human beings, live together? Given that social and political institutions both shape us and are shaped by us, what values should we adopt so that we may best fulfill our natures as individual and social beings? This general question reveals the normative character of the philosophical approach to social issues. Philosophy does not just describe and analyze social structures and ways of thinking. It asks whether these are what they should be. It poses the questions: "what sort of society should we be aiming for," and "how can this goal be attained." In particular, we will focus on questions surrounding how and whether a state can be justified, what it means to be free, what justice entails, and what equality is for, as well as contemporary issues, such as race and gender in society, the protection and violation of human rights, immigration, epistemic injustice, and global poverty. 

GE: None. 
Prerequisites/Restrictions: None. 
 

2450-10: Philosophical Problems in the Arts 
Instructor: Steven Brown 
LEC: WF 11:10:00 AM-12:30:00 PM 
in person 

What is art? How should we feel about images, music, and video created by artificial intelligence? Is that art too or is it something else entirely? Is artistic value merely subjective or is there some substantial difference between good and bad art? What role does creativity play in the good life and should we keep making art even if we aren't particularly good at it? This class will engage the complex interactions between the history and the philosophy of art as we strive to understand the nature of art itself and why we value it. 

GE: Literary, Visual & Performing Arts Foundation 
Prerequisites/Restrictions: None. 
 

2455-10: Philosophy & Videogames 
Instructor: Lecturer 
LEC: TR 12:45:00 PM-2:05:00 PM 
in person 

This course examines video games from a philosophical perspective. In our course, we will explore central questions related to the philosophy of video games. What is a game in the first place, and what is a videogame? Are video games art and if so, are they a distinct form of art from movies or other visual arts? Are achievements that you are awarded in video games real achievements. Do these achievements have much value or are videogames largely a waste of time? Is it ever wrong to perform an action in a video game that would be wrong to perform in real life? Is it wrong to modify, for example, one’s computer or gaming console in order to have an unfair advantage in online multiplayer games? Is it wrong for tech companies to develop and market video games that are highly addictive for users? What connection is there between video games and utopia, if any? Throughout our course, we will also examine philosophical issues in broader philosophy that arise in the creation and play of videogames. For example, what can we learn from video games about the nature of personal identity or free will? 

GE: Historical and Cultural Studies Foundation; and Literary, Visual and Performing Arts Foundation 
Prerequisites/Restrictions: None. 
 

2456-10: Philosophy of Sport 
Instructor: Owain Griffin 
LEC: TR 9:35:00 AM-10:55:00 AM 
in person 

Sport is a central part of many people's lives, but despite the popularity and ubiquity across cultures and histories, there are still a number of questions about it that we've yet to answer. In this course, we'll be investigating the philosophy of sport in a broadly thematic way. Unit one begins with the nature of sport: what constitutes a sport? How is sport different from games? In unit two we look at the value of sport and its relationship to wellbeing: why does sport contribute so highly to the wellbeing of so many people? What role does sport have within a happy and flourishing life? In unit three we'll spend some time looking at ethical issues that seem to arise uniquely within sport: how should we understand fairness and cheating? How do these considerations bear on drug use in sport? Should sport be politicized or is it by its very nature political? How do considerations of sex, gender, race, ethnicity, and discrimination intersect with sport? In addressing these questions we'll draw on insights from a wide range of subjects including philosophy, psychology, and exercise science. 

GE: Health and Well-Being Theme 
Prerequisites/Restrictions: None. 
 

2456-20: Philosophy of Sport 
Instructor: Lecturer 
LEC: TR 3:55:00 PM-5:15:00 PM 
in person 

Are college athletes exploited? How does sport impact health and wellbeing, and are all such impacts acceptable? Are doping bans justifiable? In what way does sport impact gender equity, and how should we improve such situations? Are esports even sports? Answering these questions requires knowing a lot of facts and it helps to have some direct experiences with sport, but we also need philosophical knowledge of moral terms (like exploitation, justification, and obligation) and philosophical skill (such as moral evaluation). As it turns out, philosophical knowledge and skill also can help with other important parts of our lives. This course offers an introductory engagement with philosophy through a focus on issues that arise in and around sport. 

GE: Health and Well-Being Theme 
Prerequisites/Restrictions: None. 
 

2465-10: Death and the Meaning of Life 
Instructor: Lyla Hestand 
LEC: TR 11:10:00 AM-12:30:00 PM 
in person 

What is a meaningful life? What role, if any, does the afterlife play in conceptions of meaningfulness? Can things like achievement, happiness, and engaging in valuable projects give meaning to our lives?   Would immortality or an extraordinarily long life increase or decrease the likelihood of a meaningful life? The course will explore these and related questions.  

GE: Health and Well-Being Theme 
Prerequisites/Restrictions: None. 
 

2465-20: Death and the Meaning of Life 
Instructor: Jacob Caldwell 
LEC: TR 2:20:00 PM-3:40:00 PM 
in person 

In the novel The Children of Men, humanity faces extinction due to sudden, mass-infertility. Governments turn to authoritarianism in order to preserve social order despite the population stagnating and dying off. But might “social order” be a pointless goal in these circumstances? How could one justify any future projects (public or individual) if humanity’s end is imminent? And if this question is difficult, why should it be made any easier by reminding ourselves we—as a society and as individuals—are not going to die just yet? 

GE: Health and Well-Being Theme 
Prerequisites/Restrictions: None. 
 

2465-30: Death and the Meaning of Life 
Instructor: Jake Beardsley 
LEC: WF 12:45:00 PM-2:05:00 PM 
in person 

What is a meaningful life? What role, if any, does the afterlife play in conceptions of meaningfulness? Can things like achievement, happiness, and engaging in valuable projects give meaning to our lives?   Would immortality or an extraordinarily long life increase or decrease the likelihood of a meaningful life? The course will explore these and related questions.  

GE: Health and Well-Being Theme 
Prerequisites/Restrictions: None. 
 

2465-40: Death and the Meaning of Life 
Instructor: Lecturer 
LEC: MW 3:55:00 PM-5:15:00 PM 
in person 

What is a meaningful life? What role, if any, does the afterlife play in conceptions of meaningfulness? Can things like achievement, happiness, and engaging in valuable projects give meaning to our lives?   Would immortality or an extraordinarily long life increase or decrease the likelihood of a meaningful life? The course will explore these and related questions.  

GE: Health and Well-Being Theme 
Prerequisites/Restrictions: None. 
 

2500-10: Symbolic Logic 
Instructor: Chris Pincock 
LEC+REC: MW 10:20:00 AM-11:15:00 AM F 10:20-11:15 AM OR 11:30 AM - 12:25 PM
in person 

How should we evaluate the arguments that people give for controversial conclusions? Symbolic logic answers this question by developing the tools needed to clarify and criticize arguments based on their form. The form of an argument involves how the parts of the argument are arranged. We start by considering arguments whose form just involves whole sentences and sentential connectives like “and” or “if … then …”. Our class concludes by evaluating arguments based on how sentences are internally structured. Here we focus on words like “all” and “some.” Students will develop a clearer grasp of the forms of these arguments and how to best respond to them. 

GE: Mathematical and Quantitative Reasoning (or Data Analysis) Foundation 
Prerequisites/Restrictions: Math 1075 or equiv, or an ACT Math subscore of 22 or higher that is less than 2 years old. 
 

2540-10: Introduction to the Philosophy of Rational Choice 
Instructor: Lecturer 
LEC: WF 2:20:00 PM-3:40:00 PM 
in person 

This course is a brief introduction to rational choice theory and its philosophical, political, and economic significance. It surveys dominant views of rationality and the normative constrains they impose on actions and decisions including decision and game theories. We will also discuss the relationship between individual rationality and the emergence of norms, conventions, and institutions. 

GE: None. 
Prerequisites/Restrictions: None. 
 

2660-10: Metaphysics, Magic and the Scientific Revolution 
Instructor: Lecturer 
LEC: WF 2:20:00 PM-3:40:00 PM 
in person 

The seventeenth century saw revolutionary developments in natural science, specifically, in matter theory, mechanics, chemistry, and astronomy.  These developments were intertwined with magical traditions, religious doctrines and disputes, and, especially, philosophical theories and arguments.  This course will examine some of these connections in the works of some of the most influential natural philosophers of the period.  Our main goal is a richer understanding of this crucial period in the development of modern science.  In addition, as with any philosophy class, we will evaluate the cogency of the arguments and the consistency and plausibility of the views we encounter.  

GE: Number Nature Mind Theme 
Prerequisites/Restrictions: None. 
 

3000-10: Gateway Seminar 
Instructor: Declan Smithies 
LEC: TR 2:20:00 PM-3:40:00 PM 
in person 

The Gateway Seminar is designed to introduce new students to the philosophy major. The main aim of the course is to help you develop the intellectual skills you’ll need to succeed in upper-level philosophy courses. As a result, we’ll spend time talking about how to read a philosophy paper, how to write a philosophy paper, how to evaluate arguments, and how to design counterexamples. We’ll develop these skills through an exploration of some central problems in ethics, epistemology, and philosophical methodology. 

GE: None. 
Prerequisites/Restrictions: Philosophy major or permission of instructor 
 

3210-10: Ancient Philosophy 
Instructor: Colin Smith 
LEC: WF 9:35:00 AM-10:55:00 AM 
in person 

This course entails a study of the major texts in ancient Greek philosophy, including the best and most influential writing by the Presocratics, the Sophists, Plato, and Aristotle. Questions we will ask include, what is the world made of most fundamentally and where did it come from? Is everything in constant flux, or are some things permanent throughout eternity? Is truth something common to everyone, or instead is truth merely "up to the individual?" What is a good human life, and how can we achieve this? Our goal throughout is to understand how and why Western philosophy began and developed as it did, and to recover its valuable early insights, many of which are lost to us in our own day. 

GE: Traditions, Culture and Transformations Theme 
Prerequisites/Restrictions: 3 cr hrs in Philos, or permission of instructor. 
 

3230-10: History of 17th Century Philosophy 
Instructor: Lisa Downing 
LEC: TR 12:45:00 PM-2:05:00 PM 
in person 

In this course, we will examine the transformation of western European philosophy in the 17th century. René Descartes developed a novel physics, metaphysics, and epistemology. In doing so, he radically changed the history of western philosophy by framing problems that his successors continued (and continue) to grapple with, even while they contested Descartes’ solutions to those problems. We will seek to understand and critically evaluate the varying solutions posed by Descartes, Elizabeth of Bohemia, Cavendish, Malebranche, Leibniz, and Locke to a range of connected problems including the nature of the physical world (hotly debated in the midst of the scientific revolution), self-knowledge, the relation between the human mind and the human body, whether and how our senses and our intellects give us knowledge, causation and the laws of nature, the existence of God and God’s role in the world. 

GE: None. 
Prerequisites/Restrictions: 3 cr hrs in Philos, or permission of instructor. 
 

3300-10: Moral Philosophy 
Instructor: Tristram McPherson 
LEC+REC: MW 12:40:00 PM-1:35:00 PM F 12:40-1:25 PM OR 1:50-2:45 PM
in person 

Almost everyone believes that some ethical claims are true. But it is much less clear whether we can have systematic understanding of ethics. In this course, we will critically examine arguments for and against the most prominent contemporary proposals in ethical theory (such as egoism, virtue theory, utilitarianism, Kantianism, and contractualism), which purport to provide systematic understanding of ethics. We will focus especially on how well these theories do two things: (1) Provide a unified and plausible explanation for why all of the various more specific true ethical claims are true, and (2) Provide a plausible explanation of why to act ethically, even when doing so seems unpleasant or costly. We will more briefly consider other deep theoretical questions about ethics, such as: whether there are ethical facts; if so, whether those facts are relative to perspectives; whether it is possible to have knowledge about ethics; and whether we could improve on the ethical concepts we currently use. 

GE: None. 
Prerequisites/Restrictions: 6 cr hrs of Philos course work, or enrollment in Philosophy, Politics, and Economics Major, or permission of instructor. 
 

3410-10: Philosophical Problems in the Law 
Instructor: Lecturer 
LEC: TR 3:55:00 PM-5:15:00 PM 
in person 

A shocking claim, to be sure. But criminal laws are not mere guidance; they are coercive threats. And the threats are severe—up to, and including, death. Is all this coercion justified and, if so, by what? What are the proper aims of criminal law? Are there limits to what can be justly criminalized? How should violations of the law be dealt with? 

GE: None. 
Prerequisites/Restrictions: None. 
 

3440-10: Theorizing Race 
Instructor: TBA 
LEC: - TBA
in person 

Introduction to issues of "race," consideration of the historical emergence and development of ideas of "race" and of racist practices, along with their contemporary formations. 

GE: Citizenship for a Just and Diverse World Theme 
Prerequisites/Restrictions: 3 credit hours in PHILOS or AAAS, or enrollment in Philosophy, Politics, and Economics Major, orenrollment in AAAS major, or enrollment in Philosophy major, or permission of instructor. 
 

3650-10: Philosophy of Science 
Instructor: Neil Tennant 
LEC: TR 2:20:00 PM-3:40:00 PM 
in person 

This course offers an advanced study of major concepts and controversies in the `general' philosophy of science (as opposed to its more specialized areas, such as the philosophy of quantum physics). The student will receive a thorough grounding in the logic of scientific method: the respective roles of induction, inference to the best explanation, and the hypothetico-deductive method of testing scientific hypotheses against the observational data. Central questions include: What kind of language is to be chosen for the formulation of theories about the external world? What are its logical operators? What logic governs it? Can there be a neutral observational language? What is the status of `theoretical' entities? What exactly are `laws of nature'? What is the relationship between theory and evidence? Does science really concern itself with causation and causal laws? How do the `special sciences' (such as psychology) relate to the `hard sciences' (such as physics)? Does science support a deterministic view of the universe? Can one characterize the notion of cognitive significance? Can one distinguish science from metaphysics? What role does mathematics play in scientific theorizing and explanation? 

GE: None. 
Prerequisites/Restrictions: 2500 and 6 cr hrs of Philos course work; or permission of instructor. 
 

3800-10: Introduction to Philosophy of Mind 
Instructor: Richard Samuels 
LEC: WF 11:10:00 AM-12:30:00 PM 
in person 

Over the last few decades, the philosophy of mind has become a central subfield of philosophy. The aim of this course is to provide a survey  of the major themes, theories and issues that have dominated this subfield. Specifically, we will focus on three fundamental issues:  the traditional mind-body problem (roughly, how mental and physical phenomena are related to each other); the problem of consciousness (roughly, what consciousness is and how physical organisms can have conscious experiences); and the problem of intentionality (roughly, how it is possible for our thoughts to represent the world). 

GE: None. 
Prerequisites/Restrictions: 6 cr hrs of Philos course work, or permission of instructor. 
 

3810-10: Philosophy of Action 
Instructor: Abe Roth 
LEC: WF 12:45:00 PM-2:05:00 PM 
in person 

We do many things, but not everything we do is done on purpose or intentionally. Intentional actions are special in that they are the ones for which we are most responsible. You’re more accountable for something you do intentionally than something done accidentally. But what makes an action intentional? Intentional action is often said to be done for reasons, and the agent typically has a special non-evidential way of knowing what it is that they are doing. But what is it to act for reasons, and how is this special knowledge possible? We’ll also consider intention as a distinctive mental state, its connection with reasons, its role in planning, as well as its relation to other attitudes such as belief and desire. Shared agency and group action might also be touched upon. Finally, we turn to the topic of free will and consider how human agency and moral responsibility might be reconciled with a more naturalistic world view. 

GE: None. 
Prerequisites/Restrictions: 6 cr hrs of Philos course work, or enrollment in Philosophy, Politics, and Economics Major, or permission of instructor. 
 

3820-10: Philosophy of Perception 
Instructor: Declan Smithies 
LEC: TR 11:10:00 AM-12:30:00 PM 
in person 

This course is an introduction to issues in the philosophy of perception. Here are some of the questions that we’ll discuss. How does perception represent the external world? And how does perception give us knowledge of the external world? Do we perceive things unconsciously as well as consciously? And if so, does conscious perception give us any advantage over unconscious perception? We will consider relevant empirical work in psychology and neuroscience as well as surveying the major philosophical theories of perception. 

GE: None. 
Prerequisites/Restrictions: Philos major, or 9 cr hrs of Philos course work exclusive of 1500, or permission of instructor. 
 

5212-10: Seminar in Ancient Philosophy - Aristotle 
Instructor: Colin Smith 
LEC: TR 9:35:00 AM-10:55:00 AM 
in person 

Aristotle's revolutionary significance in the history of philosophy, science, theology, and culture is difficult to overstate. He enacted breakthroughs in all the major philosophical subfields with his scientifically rigorous inquiry. His work had enormous influence on medieval, Renaissance-era, and post-Enlightenment thinking; but it also provides tools for understanding the world in ways that are quite different from, and offer critical resources for, our own thinking today. In this course, we will survey Aristotle’s most important works. We’ll begin by studying texts on language and logic like Categories and Posterior Analytics before turning to his major metaphysical writing: Physics, De Anima, and Metaphysics. We’ll conclude with a five-week study of Aristotle’s ethical and political writings. A central goal throughout will be to understand the unity of Aristotle’s thought, addressing recurrent themes like the distinction between activity and potency (often called "actuality" and "potentiality"), the connections between language and ontology, virtue ethics’ rootedness in metaphysical principles, and the central ontological function of nous (“mind” or “intelligence”). 

GE: None. 
Prerequisites/Restrictions: 3210 or 6 cr hrs at the 2000 level or above in Philos coursework, or Grad standing in Philos, or permission of instructor. 
 

5550-10: Advanced Logical Theory 
Instructor: Neil Tennant 
LEC: TR 11:10:00 AM-12:30:00 PM 
in person 

In 1931 Kurt Gödel proved his two famous incompleteness theorems: the truths of the language of arithmetic cannot be axiomatized; and no consistent theory of arithmetic can prove its own consistency. In 1936 Alonzo Church proved that logical theoremhood in the language of mathematics is not mechanically decidable. These are known as the major ‘limitative theorems’ of mathematical logic. They shattered the Leibnizian dream of a calculus ratiocinator, a mechanizable method of determining truths expressed in a characteristica universalis, or universal language. And they place inviolable limits on what can be known a priori by computational methods. PHIL 5550 will study these limitative theorems. Their proofs involve arithmetical coding of syntax (so-called ‘Gödel-numbering’) and the Cantorian method of diagonalization. Their philosophical ramifications include arguments from famous writers that human minds transcend all possible machines, and that we cannot know with a priori certainty that mathematics is consistent. 

Prerequisites/Restrictions:  2500 and 5500. Repeatable to a maximum of 9 cr hrs or 3 completions.
 

5750-10: Advanced Theory of Knowledge 
Instructor: Abe Roth 
LEC: WF 9:35:00 AM-10:55:00 AM 
in person 

The class starts by getting some epistemological concepts and concerns on the table with a look at several papers on internalist and externalist notions of epistemic warrant or justification. The main focus of the course, however, will be on epistemic issues as they arise in social situations where individuals relate to one another and with institutions. We will look at some literature on testimony, trust, and the epistemology of groups. A concern will be to reconcile practical and moral considerations regarding how to act with epistemic norms concerned with knowledge and truth. Recent literature in epistemology speaks of wronging, injustice, and accountability to one another. To what extent can properly epistemic sense be made of these notions? Or do they inevitably reflect a compromising of epistemic standards, something that must be done to get on with our (social) lives?5750 

GE: None. 
Prerequisites/Restrictions: 2500, and 6 cr hrs in Philos at or above 3000-level; or Grad standing; or permission of instructor.