Undergraduate Courses

Spring 2025 Courses

1100-0010: Introduction to Philosophy 
Instructor: Chris Pincock 
LEC: WF 2:20 PM-3:40 PM 
in person 

What kinds of things exist in our world and how are these things related to one another? Are people just physical objects or do we have some special mind or soul that makes us the individuals that we are? Different philosophers have answered these questions in very different ways. So it is unclear how we are supposed to know which answers are true. In this class we will consider these questions through a critical investigation of parts of the history of philosophy and contemporary philosophy. We will start by reading the ancient Greek philosopher Plato before turning to the eighteenth century Scottish philosopher David Hume. In the second half of the class we will move to the twentieth and twenty-first centuries by considering debates about persons and our knowledge more generally. When can we trust what others tell us about themselves, ourselves and the world? Here we will read work by John Perry, Jennifer Lackey, Miranda Fricker and Kate Abramson, among others. 

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

1100-0020: Introduction to Philosophy 
Instructor: Abe Roth 
LEC+ REC: MW 11:30 AM-12:25 PM F 11:30 AM - 12:25 PM or 12:40 PM - 1:35 PM
in person 

Is that a tree you see through the window? And is this a phone in your hand? Can you be sure that these experiences aren’t part of a dream and that at any moment you’ll be startled awake to a very different reality? And what are these experiences anyway? Might they – along with your hopes, desires, and conscious thoughts – be nothing more than states of your brain or body, or something that could just as well be had by a sophisticated computer, robot, or AI? Science aims to accurately depict the world, and it has yielded a powerful understanding of nature. But what can we say about scientific method that would account for its success? Can the scientific outlook be reconciled with our having free will and being morally responsible for what we do? Does God exist? And what bearing does this have on the nature of right and wrong, and leading a meaningful life? What parts of the world and ourselves are natural, and what parts socially constructed? These are some of the central questions that we’ll explore, employing the critical rationality distinctive of philosophy. We will be reading and discussing ancient, modern, and contemporary texts. Historical figures will include a number of Pre-Socratics, Socrates/Plato, Descartes, and Hume. 

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

1100-0030: Introduction to Philosophy 
Instructor: Lyla Turner 
LEC: WF 9:35 AM-10:55 AM 
in person 

Is that a tree you see through the window? And is this a phone in your hand? Can you be sure that these experiences aren’t part of a dream and that at any moment you’ll be startled awake to a very different reality? And what are these experiences anyway? Might they – along with your hopes, desires, and conscious thoughts – be nothing more than states of your brain or body, or something that could just as well be had by a sophisticated computer, robot, or AI? Does God exist? And what bearing does this have on the nature of right and wrong, and leading a meaningful life? How do we know what we should and shouldn't do? What does it even mean to know something, as opposed to merely believing it? What parts of the world and ourselves are natural, and what parts socially constructed? These are some of the central questions that we’ll explore, employing the critical rationality distinctive of philosophy. We will be reading and discussing texts spanning from the ancients, like Plato and Aristotle, to contemporary thinkers like Kaelin O'Connor. 

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

1100H-0010: Honors Introduction to Philosophy 
Instructor: Colin Smith 
LEC: TR 3:55 PM-5:15 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: 
Prerequisites/Restrictions: Honors standing, or permission of instructor. 
 

1300-0010: Introduction to Ethics 
Instructor: Alex Wolf-Root 
LEC+REC: MW 10:20 AM-11:15 AM F 10:20-11:15 AM or 11:30-12:25 PM
in person 

What makes an action right, or a person good? Are moral facts derived from our inherent rationality, feelings of pleasure, or something else? Or are moral claims merely a useful fiction? The first part of the course will be focused on understanding different views about these and related theoretical questions, not only to give you a better understanding of what various philosophers think about ethics, but, perhaps more importantly, to help you develop the ability to better reason ethically yourself. In the second part of the course we’ll grapple with some practical ethical issues that impact your world today. The applied ethical issues will be determined in part by your preferences during the semester, with some practical questions potentially including: Should free expression be unlimited? Is it ethically acceptable to eat non-human animals? When, if at all, can we justifiably enjoy art from ‘problematic’ artists? When, if ever, is the use of AI as a tool ethically acceptable, unacceptable, or neutral? 

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

1300-0020: Introduction to Ethics 
Instructor: Seungsoo Lee 
LEC: TR 11:10 AM-12:30 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? 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? When, if ever, is it okay to lie? How much, if any, should one donate to charity? We will finish by discussing whether and how to react to wrongdoers, especially: If everything that happens in the universe was determined to happen (as sciences might suggest), is there anyone who is genuinely to blame? Along the way, you will be practicing how to read critically, write clearly, and reason carefully. 

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

1332-0020: Engineering Ethics 
Instructor: Zoe Ashton 
LEC: ASYNC - 
DL 

Engineers are often on the very cutting edge of technological development. This position requires technical acumen but also attention to ethical issues. How do we prevent outcomes like the Challenger disaster, PFAS in our blood, or children addicted to apps? And are they an engineer's responsibility to prevent? This course helps you form considered positions on moral topics like these by introducing you to the three main ethical frameworks. Then you'll use your understanding of ethics to frame issues like whistleblowing, sustainability, and AI. 

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

1332-0030: Engineering Ethics 
Instructor: Zoe Ashton 
LEC: ASYNC - 
DL 

Engineers are often on the very cutting edge of technological development. This position requires technical acumen but also attention to ethical issues. How do we prevent outcomes like the Challenger disaster, PFAS in our blood, or children addicted to apps? And are they an engineer's responsibility to prevent? This course helps you form considered positions on moral topics like these by introducing you to the three main ethical frameworks. Then you'll use your understanding of ethics to frame issues like whistleblowing, sustainability, and AI. 

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

1332-0040: Engineering Ethics 
Instructor: Lecturer 
LEC: ASYNC - 
DL 

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

1332-0050: Engineering Ethics 
Instructor: Daniel Olson 
LEC: TR 11:10 AM-12:30 PM 
in person 

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

1332-0060: Engineering Ethics 
Instructor: Daniel Olson 
LEC: WF 11:10 AM-12:30 PM 
in person 

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

1332-0070: Engineering Ethics 
Instructor: Abe Wang 
LEC: WF 2:20 PM-3:40 PM 
in person 

Engineering brings changes to the world, and changes can potentially bring harm to people. Atomic bombs killed hundreds of thousands of people; addictive APPs like TikTok makes focusing increasingly hard; intentionally hiding crucial information about risk costs human lives in favor of profits. Engineers need to be sensitive to such moral issues in order to avoid doing unnecessary hard to others. This course aims to help engineering students to think philosophically about moral issues that they are likely to encounter in their careers. Potential topics include risk and responsibility, whistleblowing, privacy and surveillance, genetic engineering, addictive technologies, AI ethics, among others determined by student interests. 

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

1332-0100: Engineering Ethics 
Instructor: Eden Lin 
LEC+REC: ASYNC - F 10:20-11:15 AM or 11:30-12:25 PM
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. 
 

1420-0010: Philosophical Approaches to Racism and Sexism 
Instructor: Amy Shuster 
LEC+REC: MW 1:50 PM-2:45 PM F 12:40-1:35 PM or 1:50-2:45 PM
in person 

What makes racism and sexism wrong? What makes individuals and actions, structures and policies racist or sexist?  How can racism exist without racists, and sexism exist without sexists?  How does misogyny differ from and relate to sexism and racism? Is reverse racism possible?  What is required for racial and gender justice? Given the intersectional nature of oppression, can gender justice be achieved and promoted without racial justice (and vice versa)? Do we need to know what sort of existence “races” and “genders” have in order to pick out racism and sexism?  How does ethnic discrimination differ from and/or relate to racism?  We will explore these questions 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. 
 

1500-0010: Introduction to Logic 
Instructor: Anand Ekbote 
LEC: TR 11:10 AM-12:30 PM 
in person 

“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. 
 

1500-0020: Introduction to Logic 
Instructor: Zoe Ashton 
LEC: TR 2:20 PM-3:40 PM 
in person 

What makes for a good argument? Advertisers, politicians, friends, and even family try to make you believe things daily. Often, they aim to convince you by giving arguments, i.e. by providing reasons or evidence for accepting some claim. It’s our responsibility to work out which of these arguments are worth accepting and which are inadequate. This class focuses on developing the skills needed to satisfy this responsibility. Along the way, we'll examine some of the bad argument forms that have fueled everything from the opioid crisis to conspiracy theories. 

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. 
 

1500-0030: Introduction to Logic 
Instructor: Zoe Ashton 
LEC: WF 11:10 AM-12:30 PM 
in person 

What makes for a good argument? Advertisers, politicians, friends, and even family try to make you believe things daily. Often, they aim to convince you by giving arguments, i.e. by providing reasons or evidence for accepting some claim. It’s our responsibility to work out which of these arguments are worth accepting and which are inadequate. This class focuses on developing the skills needed to satisfy this responsibility. Along the way, we'll examine some of the bad argument forms that have fueled everything from the opioid crisis to conspiracy theories. 

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. 
 

1500-0040: Introduction to Logic 
Instructor: Evan Woods 
LEC: ASYNC - 
DL 

We're bombarded with arguments daily: influencers try to convince you to buy this product, politicians seek to persuade you that you should vote for them, your professors present reasons for believing some particular theory, and your friends argue about what to do this weekend. Some of these arguments are good, and some are bad. How can we tell the difference? In this course, we'll learn some different ways that arguments can be good or bad, and we'll develop the skills to evaluate and construct arguments. Along the way, we'll identify formal features of arguments as well as the social import of logic and argumentation. 

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. 
 

1500-0050: Introduction to Logic 
Instructor: Evan Woods 
LEC: ASYNC - 
DL 

We're bombarded with arguments daily: influencers try to convince you to buy this product, politicians seek to persuade you that you should vote for them, your professors present reasons for believing some particular theory, and your friends argue about what to do this weekend. Some of these arguments are good, and some are bad. How can we tell the difference? In this course, we'll learn some different ways that arguments can be good or bad, and we'll develop the skills to evaluate and construct arguments. Along the way, we'll identify formal features of arguments as well as the social import of logic and argumentation. 

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. 
 

1501-0010: Introduction to Logic and Legal Reasoning 
Instructor: Donny Soles 
LEC: WF 2:20 PM-3:40 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: Quantitative Reasons: Math and Logical Analysis and Math & Quant 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 (150) or 151. 
 

2120-0010: Asian Philosophies 
Instructor: Steven Brown 
LEC: WF 11:10 AM-12:30 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: Literature; Diversity: Global Studies and Literary, Visual & Performing Arts Foundation 
Prerequisites/Restrictions: None. 
 

2120-0020: Asian Philosophies 
Instructor: Erich Jones 
LEC: TR 9:35 AM-10:55 AM 
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: Literature; Diversity: Global Studies and Literary, Visual & Performing Arts Foundation 
Prerequisites/Restrictions: None. 
 

2332.01-0010: Engineering Ethics for a Diverse and Just World 
Instructor: Matt Willis 
LEC: TR 11:10 AM-12:30 PM 
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 Diverse and Just World Theme 
Prerequisites/Restrictions: None. 
 

2332.01-0020: Engineering Ethics for a Diverse and Just World 
Instructor: Matt Willis 
LEC: TR 2:20 PM-3:40 PM 
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 Diverse and Just World Theme 
Prerequisites/Restrictions: None. 
 

2332.01-0030: Engineering Ethics for a Diverse and Just World 
Instructor: Scott Harkema 
LEC: WF 9:35 AM-10:55 AM 
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. 

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

2332.01-0040: Engineering Ethics for a Diverse and Just World 
Instructor: Scott Harkema 
LEC: WF 11:10 AM-12:30 PM 
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. 

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

2332.01-0050: Engineering Ethics for a Diverse and Just World 
Instructor: Scott Harkema 
LEC: TR 3:55 PM-5:15 PM 
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. 

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

2338-0010: Computing Ethics for a Just and Diverse World 
Instructor: Scott Brown
LEC+REC: TR 9:35 AM-10:55 AM F 10:20-11:15 AM
in person 

Computers have made our world bigger, by making us all global citizens of an interconnected community, but also more intimate, by making it easy to directly interact with people from all walks of life. Living in a bigger, more intimate world lets us do many wonderful new things, but these new abilities come with new responsibilities. This course will help students understand and navigate the personal and professional responsibilities they have as citizens and engineers of a diverse, interconnected world. How can we design software to make the world more inclusive and just? How can we be good citizens of our local, national, and global communities at the same time? Throughout the course, students will complete a personalized, guided research project of their own design, eventually presenting their project at an end-of-the-semester conference celebrating their work. 

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

2338-0020: Computing Ethics for a Just and Diverse World 
Instructor: Scott Brown 
LEC+REC: TR 11:10 AM-12:30 PM F 11:30 AM-12:25 PM
in person 

Computers have made our world bigger, by making us all global citizens of an interconnected community, but also more intimate, by making it easy to directly interact with people from all walks of life. Living in a bigger, more intimate world lets us do many wonderful new things, but these new abilities come with new responsibilities. This course will help students understand and navigate the personal and professional responsibilities they have as citizens and engineers of a diverse, interconnected world. How can we design software to make the world more inclusive and just? How can we be good citizens of our local, national, and global communities at the same time? Throughout the course, students will complete a personalized, guided research project of their own design, eventually presenting their project at an end-of-the-semester conference celebrating their work. 

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

2338-0030: Computing Ethics for a Just and Diverse World 
Instructor: Scott Brown
LEC+REC: TR 2:20 PM-3:40 PM F 1:50-2:45 PM
in person 

Computers have made our world bigger, by making us all global citizens of an interconnected community, but also more intimate, by making it easy to directly interact with people from all walks of life. Living in a bigger, more intimate world lets us do many wonderful new things, but these new abilities come with new responsibilities. This course will help students understand and navigate the personal and professional responsibilities they have as citizens and engineers of a diverse, interconnected world. How can we design software to make the world more inclusive and just? How can we be good citizens of our local, national, and global communities at the same time? Throughout the course, students will complete a personalized, guided research project of their own design, eventually presenting their project at an end-of-the-semester conference celebrating their work. 

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

2338-0040: Computing Ethics for a Just and Diverse World 
Instructor: Evan Woods 
LEC+REC: MW 3:55 PM-5:15 PM F 3:00-3:55 PM
in person 

Choices made by companies and computing engineers exert increasing influence on our daily lives. They affect the content we see online, the products marketed to us, the ways that surveillance is carried out, and how AI is developed and where it is deployed. How can this power be used responsibly in a world with great inequality? In this course, we will focus on the demands of citizenship, justice and diversity as well as learn to think critically about global impacts and risks of computing solutions on individuals, organizations, and society. Using what we learn, students will undertake an original research project about an ethical situation that arises in computing to show how the situation can be addressed in a way that promotes and sustains justice in a diverse world. 

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

2340-0010: Future of Humanity 
Instructor: Jacob MacDavid 
LEC: WF 12:45 PM-2:05 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 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 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. 

GE: Cultures and Ideas; Sustainability Theme 
Prerequisites/Restrictions: None. 
 

2342-0010: Environmental Ethics 
Instructor: Aaron Yarmel 
LEC: TR 3:55 PM-5:15 PM 
in person 

This course explores the relationship between humans, our fellow creatures, and the environment we inhabit together. It addresses theoretical questions concerning the value of nature, our duties to future people, environmental justice, and animal rights, as well as practical debates about the ethics of consumption, ecological and animal rights activism, and the just distribution of climate change burdens. By the end of the semester, you will develop the skills needed to think critically about our current environmental challenges and apply ethical reasoning to novel environmental ethics puzzles that will surely emerge over the course of your life. 

GE: Sustainability Theme 
Prerequisites/Restrictions: None. 
 

2367-0010: Contemporary Social and Moral Problems in the US 
Instructor: Lecturer 
LEC: MW 3:55 PM-5:15 PM 
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. 
 

2367-0020: Contemporary Social and Moral Problems in the US 
Instructor: David Blanks 
LEC: TR 12:45 PM-2:05 PM 
in person 

Americans have become more divided on controversial social and moral issues than they have been for some time. Many beliefs and practices that have traditionally been accepted are being challenged. Should athletes only be allowed to compete in the sports category that aligns with their birth gender? Should society be colorblind, or should society give preference to members of certain races to correct for past discriminations? Many claim that abortion represents the greatest human rights violation of our day, but when do humans begin to have rights, and even if the unborn have rights, would that make abortion wrong? Is it always irrational to believe a conspiracy theory or must each conspiracy theory be evaluated in order to determine whether it is rational to believe it? Is there a moral obligation to have children or is it permissible to decide not to have them? Or is it wrong to have children? Are there right answers to these questions, and if there are, how are we supposed to find them? Adding to the challenge of answering these questions truthfully is the fact that there is a strong tendency for Americans to engage in tribal thinking. Often we care more about how the groups we’re in answer these questions than honestly trying to answer them ourselves. This course will operate under the assumption that the best way to make progress in answering these questions is to carefully consider diverse perspectives, which will help develop reading skills. Next we’ll use and hone critical thinking skills to evaluate each perspective, determining which is best. Finally, students will develop their writing abilities as they learn to better express their positions on these issues to others in a convincing manner. 

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. 
 

2367-0030: Contemporary Social and Moral Problems in the US 
Instructor: Lecturer 
LEC: TR 3:55 PM-5:15 PM 
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. 
 

2390-0010: Ethics and Leadership in a Diverse World 
Instructor: Christa Johnson 
LEC: TR 12:45 PM-2:05 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 Diverse and Just World Theme 
Prerequisites/Restrictions: None. 
 

2400-0010: Political and Social Philosophy 
Instructor: Christa Johnson 
LEC: TR 9:35 AM-10:55 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: Cultures and Ideas 
Prerequisites/Restrictions: None. 
 

2450-0010: Philosophical Problems in the Arts 
Instructor: Steven Brown 
LEC: TR 11:10 AM-12:30 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. 
 

2455-0010: Philosophy and Videogames 
Instructor: Daniel Olson 
LEC: WF 12:45 PM-2:05 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. 
 

2456-0010: Philosophy of Sport 
Instructor: Owain Griffin 
LEC: MW 3:55 PM-5:15 PM 
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. 
 

2458-0010: Animals and Philosophy 
Instructor: Colin Smith 
LEC: TR 11:10 AM-12:30 PM 
in person 

What exactly separates humans from non-human animals? Do non-human animals do anything that could rightly be called "knowing," and if so, how does their "knowing" relate to ours? How do non-human animals become parts of a larger world, and how (if at all) is that different from human worlding? How should we treat non-human animals? When, if ever, is it permissible to use non-human animals for food, products, or as participants in scientific research? Given their inability to consent verbally, into what roles can we reasonably and responsibly put non-human animals? In this course, we will ask and do our best to answer some of these difficult philosophical questions about the nature of non-human animal subjectivity and how we humans should live alongside our fellow animals. Special attention will be given to views that challenge our common assumptions, especially the alleged division between the human and non-human animal. 

GE: Cultures and Ideas 
Prerequisites/Restrictions: None. 
 

2465-0010: Death and the Meaning of Life 
Instructor: Abe Wang 
LEC: TR 11:10 AM-12:30 PM 
in person 

Some philosophers claim that if there is no afterlife, our lives are meaningless; all of our efforts are hopelessly and absurdly pointless.  Nothing we do in life, according to these authors, can have any genuine significance.  Others are far less pessimistic and argue that even without an afterlife, our existence can be meaningful.  They claim that things like achievement, happiness, and engaging in valuable projects can give meaning to our lives.  In fact, some philosophers even contend that death is a crucial feature of a meaningful life; immortality would inevitably drain our lives of meaning and undermine our happiness.  The course will explore these competing theories and attempt to determine which of them, if any, is correct. 

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

2465-0020: Death and the Meaning of Life 
Instructor: Vaughn Papenhausen 
LEC: TR 3:55 PM-5:15 PM 
in person 

Human beings are prone to existential crises. That is, we worry that our lives may be pointless, or meaningless. When we contemplate our own mortality, our physical and temporal tinyness compared to the universe, the evils of the world, the possibility of God’s non existence, and our potential lack of free will, we often worry whether we can attain meaning in life. This course will examine various views on the meaning of life, and consider whether the above kinds of worries are threats to our meaningfulness. 

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

2465-0030: Death and the Meaning of Life 
Instructor: Abe Wang 
LEC: WF 9:35 AM-10:55 AM 
in person 

Some philosophers claim that if there is no afterlife, our lives are meaningless; all of our efforts are hopelessly and absurdly pointless.  Nothing we do in life, according to these authors, can have any genuine significance.  Others are far less pessimistic and argue that even without an afterlife, our existence can be meaningful.  They claim that things like achievement, happiness, and engaging in valuable projects can give meaning to our lives.  In fact, some philosophers even contend that death is a crucial feature of a meaningful life; immortality would inevitably drain our lives of meaning and undermine our happiness.  The course will explore these competing theories and attempt to determine which of them, if any, is correct. 

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

2465-0040: Death and the Meaning of Life 
Instructor: Nathan Dowell 
LEC: WF 12:45 PM-2:05 PM 
in person 

There may be few areas where people are as divided and passionate about their positions on philosophical topics than death and the meaning of life. This is unsurprising given how central these things are to our lives. Obviously, some people claim that death is the end and there is nothing afterwards while others say that there is life after death. But even beyond this, there are many heated debates. Some people claim that life is completely meaningless if there is no God or an afterlife. Others claim that no afterlife actually makes our lives more meaningful, and God is unnecessary for meaning. Some claim that eternal life is eternal bliss or at least would be more desirable than nonexistence. Others claim eternal life would be inevitably and unbearably boring. Some claim that death is always a bad thing and should be avoided at all costs. Others claim that it is irrational to ever fear death. Some claim that we somehow “create the meaning” in our lives. Others claim that there are some ways to live that are better than others regardless of what people think. This raises still other questions. What makes for a meaningful life? Are some ways to die more meaningful than others? We will explore these debates and others in this course to help you think more clearly about your own views on them. 

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

2500-0010: Symbolic Logic 
Instructor: Robert Kraut 
LEC+REC: TR 1:50 PM-2:45 PM F 12:40-1:35 PM or 1:50-2:45 PM
in person 

Ordinary physical objects have a basic structure. Various natural sciences (physics, biology, chemistry, etc.) help us understand this structure, thereby enabling better prediction and control of the world around us. Analogously: ordinary language and ordinary arguments have a basic structure; part of the role of symbolic logic is to help us understand this structure, thereby facilitating more effective reasoning and argumentation. In this course we develop a theory of valid deducibility adequate to handle most deductive reasoning to be found in science, mathematics, and legal discourse. Along the way we will reflect upon such notions as logical truth, logical form, the nature of language, the relation between truth and derivability, the idea of a “correct logic,” and the very idea of a valid argument. Students should emerge from the course more sensitive to the structure of deductive arguments and better equipped to evaluate them. The course is self-contained and requires no special background beyond familiarity with the techniques of high school algebra. There will be three mid-term exams and a cumulative final exam. TEXT: E.J. Lemmon, Beginning Logic. 

GE: Quantitative Reasoning: Math and Logical Analysis; and Math & Quant 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. 
 

2540-0010: Introduction to Philosophy of Rational Choice 
Instructor: Sahar Heydari Fard 
LEC: TR 2:20 PM-3:40 PM 
in person 

An introduction to various ways of conceiving of rationality and its subsequent role in individual and collective decision-making, with an emphasis on rationality in ethics and how rationality might inform the evaluation of social norms and social conventions. 

GE: None. 
Prerequisites/Restrictions: None. 
 

2650-0010: Introduction to Phil Science 
Instructor: Jason DeWitt 
LEC: TR 9:35 AM-10:55 AM 
in person 

Are you interested in science and how it works? Many foundational questions about science are addressed in philosophy. This course is an introduction to such questions and the attempts scientists and philosophers have made at answering them. What is science, and how does it differ from pseudoscience and other non-scientific forms of enquiry? How can scientists know about what they have not observed? Do the unobservable things posited by our best scientific theories really exist? How should we understand scientific explanation? Can all of science be reduced to just the laws of physics? What even is a law of physics? These are just some of the deep questions about the nature of science that we will cover in this course. 

GE: Number, Nature, Mind Theme 
Prerequisites/Restrictions: 3 cr hrs in logic or Math above 1075, an ACT Math Subscore of 22 or higher, or Math Placement Level R or better, and 3 cr hrs in natural science, or permission of instructor. 
 

2670-0010: Science and Religion 
Instructor: Dylan Flint 
LEC: WF 2:20 PM-3:40 PM 
in person 

This course explores questions like the following. Are faith and scientific reason compatible? Is it ever okay to consider God as an explanation for some scientific phenomena? Is evolutionary theory compatible with God’s existence and certain religious claims? Is intelligent design a viable scientific theory? Is there scientific evidence that can actually point to God's existence? Are miracles possible, and if so, is it ever rational to believe that a miracle has occurred? 

GE: None. 
Prerequisites/Restrictions: Not open to students with credit for CompStd 2670 or RelStds 2670. 
 

2690-0010: Genes and Society 
Instructor: Jada Wiggleton-Little and Susan Cole 
LEC: TR 9:35 AM-10:55 AM 
in person 

How much of who you are is related to the genetic sequences that you inherited from your parents? Does it matter? The field of genetics was born in the early 1900s when Gregor Mendel defined inheritance patterns in peas. An explosion of research over the next century suggested that changes in DNA sequences affect traits and behaviors in all organisms. The completion of the human genome sequence in 2003 represented the height of genetic optimism, suggesting that if we knew gene sequences we could revolutionize science and medicine. However, our understandings (and misunderstandings) of genetic inheritance have had enormous societal impacts that must be discussed and understood by a broad population of scientists and citizens. We will discuss the science behind, and philosophy underlying issues like the genetic modifications of crops, animals and humans; the impacts of genetics on medicine; and the extent to which genetics influence critical social constructions like race, sex, and sexuality. This class will teach philosophers and ethicists some science, and teach scientists some ethical and philosophical framework so we can engage in robust discussions of the intersections of genetics and society. 

GE: None. 
Prerequisites/Restrictions: Not open to students with credit for MolGen 2690. 
 

2850-0010: Introduction to the Philosophy of Religion 
Instructor: Steven Brown 
LEC: TR 2:20 PM-3:40 PM 
in person 

Should we believe in God? The concept of God has been defined in many different ways throughout history, and a wide variety of arguments have been offered for and against believing in such a being. This class will provide an in-depth look at issues such as: possible explanations for the existence and complexity of the world, the nature of morality, the occurrence of apparently gratuitous evils, the role of faith and personal religious experience, and the challenge of religious diversity. 

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

3000-0010: Gateway Seminar 
Instructor: Matt Willis 
LEC: MW 3:55 PM-5:15 PM 
in person 

What does it mean to be a responsible thinker? In this seminar, philosophy majors will explore the concept of epistemic responsibility, which concerns the obligations that epistemic agents have as reasoners. We’ll explore questions like: Should we always defer to experts, or is independent critical engagement necessary for rational autonomy? Are echo chambers always epistemically unacceptable? Just how demanding are our duties as epistemic agents? And what, as well-mannered reasoners, do we owe other epistemic agents? Alongside these inquiries, this course will help you build the skills you need to read challenging philosophical texts, to construct stronger philosophical arguments, and to write more effective essays. 

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

3002-0010: PPE Core 2: Tradition, Progress, Utopia 
Instructor: Piers Turner 
LEC: TR 2:20 PM-3:40 PM 
in person 

This course examines three ways of thinking about social and political change, each of which captures something important about social and political life, and each of which has significant blind spots. The first focuses on “traditional” values or ways of life that should be protected and preserved. The second envisions a future of steady progress toward an identifiable social or political ideal. The third looks forward to a radical social transformation that allows us to transcend existing institutions and values. We will explore each of these ways of thinking by examining they can help us to think about the relationship between human beings and nature, and about the foundations of human societies. 

GE: None 
Prerequisites/Restrictions: Econ 2001.XX or 2002.01 or 2002.03H; and Philos 2400 or PolitSc 2400 or 2400H; and Econ 5001 or Philos 2500 or 2540 or PolitSc 3500 or 4553 or 4553H; and Philos 3300; and Econ 3400 or IntStds 3400 or PolitSc 3780 or 3780H; and PolitSc 3280 or 4280 or 3380 or 4380 or 4381. Not open to students with credit for Econ 3002 or PolitSc 3002. Cross-listed in Econ and PolitSc. 
 

3221-0010: Philosophy and the Just Society in the Classical Islamic World 
Instructor: Sean Anthony 
LEC: TR 12:45 PM-2:05 PM 
in person 

In the eighth-tenth centuries AD, Muslim elites living in the Abbasid Caliphate commissioned scholars of diverse confessional backgrounds to translate a vast corpus of Greek, Persian, and Indian philosophical and scientific works. This “Arabic Translation movement” set in motion a revolutionary synthesis of the diverse traditions of the early medieval Islamic empire with long-term ramifications for the region and world history. This course introduces students to the dynamic history of this era and uses the era as arena for exploring how major thinkers of diverse religious backgrounds in this era. In particular, we explore how this movement and its major figures transformed how societies from the Iberian Peninsula to the Central Asia would come to conceive of an array of foundational ideas: citizenship and political belonging, just versus unjust rule, the role of virtues and ethics in managing the domestic sphere as well as civil and political society, and the aims of the ethical life within political communities. In this course, students acquire a foundational understanding of core concepts of political and ethnical philosophy in the early medieval Islamic world and to engage in advanced, in-depth exploration of its key themes and ideas regarding just rulership and political belonging in regionally, ethnically, and confessionally diverse imperial system. Examples of some of themes include: the role of the city in human flourishing, the just ordering of a diverse society, how medieval political philosophers conceptualized political belonging (‘citizenship’) vis-à-vis confessional and ethnic diversity, and the justice in the relationship been men and women in society and at home This course is conducted entirely in English, and all required readings from Arabic text are assigned from English translations. 

GE: Citizenship for a Diverse and Just World Theme 
Prerequisites/Restrictions: Not open to students with credit for Arabic 3601. 
 

3240-0010: History of 18th Century Philosophy 
Instructor: Lisa Downing 
LEC: WF 2:20 PM-3:40 PM 
in person 

We will consider how some prominent 18^th century European philosophers grappled with some of the following questions:  Is the world as it appears to be?  If not, how should we distinguish appearance from reality?  What can we know?  Can we have justified belief where we lack knowledge?  Is natural science possible?  How should it be understood and conducted?  What about knowledge of God and God’s relation to the world?  Do we have free will?  (And how should we understand this question so that it is worth arguing about?)  Is metaphysics a project that makes sense?  If so, what sort of metaphysics?

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

3300-0010: Moral Philosophy 
Instructor: Alex Wolf-Root 
LEC: TR 11:10 AM-12:30 PM 
in person 

What does it mean to do wrong? To do good? To be good? Do only the consequences of an action matter? Do they even matter at all? Can we intentionally harm one person to help another? Can we be morally blameworthy for doing something good? Are we morally responsible for our inaction as well as our action? Who, or what, matters morally? How demanding are our moral obligations? Can we understand and discharge our moral obligations purely as individuals, or do we have to at least sometimes reason and act collectively? In this course, you’ll critically address morally important questions such as the above. In doing so, you’ll not only learn what some philosophers think about important aspects of moral theory, you’ll also develop your own moral reasoning skills to help you navigate the morally complex world you move through every day. 

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

3410-0010: Philosophical Problems in the Law 
Instructor: Alex Wolf-Root 
LEC: TR 3:55 PM-5:15 PM 
in person 

“You ought to obey the law, and, if you violate the law, you ought to be punished.” When understood as a legal ‘ought,’ this might seem uninterestingly true. But when understood as a moral ‘ought,’ things become less clear and far more interesting (even if ultimately still true). This class will focus on the morality of the state creating laws that demand our obedience and sanctioning violations of those laws. To do so, we’ll first investigate what, if anything, justifies a duty to obey the law. This requires, among other things, understanding what it means to ‘obey’ a command and investigating the (alleged) moral legitimacy of democracy. We’ll then look at some justifications for and challenges to the state’s practice of punishment. We’ll not only investigate the theoretical issues but also look at how well, if at all, various theories apply to the world we actually inhabit. In doing so, we’ll engage not only with mainstream analytic philosophy but also with legal scholarship, revolutionary anarchism, and contemporary empirical work on the criminal legal system today. 

GE: None 
Prerequisites/Restrictions: Not open to students with credit for 338. 
 

3430-0010: Philosophy of Sex and Love 
Instructor: Colin Smith 
LEC: TR 2:20 PM-3:40 PM 
in person 

How does sexuality affect ourselves and our world? What exactly is love, in the senses of both romantic communion and of care more broadly? How can thinking through these questions help us improve life quality for the marginalized and live freer, more authentic, and happier lives? In this course, we will examine historical and contemporary theories concerning the natures of sex and love, and their roles in constituting ourselves and our communities. Particular emphasis will be given to recent critiques of power structures and the roles of race, gender, sexual orientation, and class in such critiques. Applied ethical issues we may address include monogamy and non-monogamy, non-heterosexual marriage, non-traditional family structures (particularly insofar as they offer the possibility of liberation), the roles of technology in reproduction, pornography, consent, and the tension between individual freedoms and community values, particularly in the contemporary U.S. context. 

GE: Health and Well-Being Theme 
Prerequisites/Restrictions: GE Foundation Writing and Information Literacy course and GE Foundation Historical and Cultural Studies course, or permission of instructor. 
 

3440-0010: Theorizing Race 
Instructor: Kwaku Korang 
LEC: MW 11:10 AM-12:30 PM 
in person 

AAAS/PHILOS 3440 will address questions of the following sort: What is race? What conditions in history and society give rise to race—as acceptable definition and categorization of (human) identity? Who have been the preeminent (Enlightenment) philosopher-thinkers--and their followers--who have defined and refined race as a modern category of identity? When, where, and why does race come to be in the world? Of what use, and for what purpose, is race? What are the consequences of race—i.e., the lived experiences and conditions that race gives rise to? By and through these questions and more, this course will acquaint students with knowledge of the relations between different social and global groups—as found in America and elsewhere. Students will get to find out the manner in which these social and global relations of race have been shaped by power and knowledge. Additionally, students will learn about the bases and the terms in which, in the modern world, identities, cultures, and communities—and their ideologies—are formed. 

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

3440-0020: Theorizing Race 
Instructor: Michael Fisher, Jr.
LEC: TR 2:20 PM-3:40 PM 
in person 

AAAS/PHILOS 3440 will address questions of the following sort: What is race? What conditions in history and society give rise to race—as acceptable definition and categorization of (human) identity? Who have been the preeminent (Enlightenment) philosopher-thinkers--and their followers--who have defined and refined race as a modern category of identity? When, where, and why does race come to be in the world? Of what use, and for what purpose, is race? What are the consequences of race—i.e., the lived experiences and conditions that race gives rise to? By and through these questions and more, this course will acquaint students with knowledge of the relations between different social and global groups—as found in America and elsewhere. Students will get to find out the manner in which these social and global relations of race have been shaped by power and knowledge. Additionally, students will learn about the bases and the terms in which, in the modern world, identities, cultures, and communities—and their ideologies—are formed. 

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

3530-0010: Philosophy of Logic 
Instructor: Lisa Shabel 
LEC: TR 12:45 PM-2:05 PM 
in person 

What can Euclid's Elements teach us about the origins and nature of logical reasoning? High school geometry is based upon Euclid's discoveries. What more can we learn by reading and studying his definitions, postulates, axioms, propositions, and proofs directly? For instance: How does mathematical proof depend on logical reasoning? Can diagrams play a logical role in mathematical proof? We will supplement our study of Euclid with readings from Plato and Aristotle, and discussions of contemporary logic. This course is designed for students who are interested in mathematics and seek to uncover the origins of the kind of rigorous logical reasoning we all use as careful thinkers.

GE: None. 
Prerequisites/Restrictions:  Philosophy 2500
 

3700-0010: Introduction to Metaphysics 
Instructor: Robert Kraut 
LEC: MW 12:45 PM-2:05 PM 
in person 

The world is complex and mysterious. We will examine various metaphysical assumptions: that reality contains spiritual as well as physical entities; that consciousness is not a physical phenomenon; that there exist necessities in nature; that there exist abstract objects knowable through reason alone; that moral and aesthetic properties, like physical properties, are real; that finite beings can have knowledge of the world as it is in itself. Efforts will be made to clarify our concepts of possibility, necessity, causation, persistence, metaphysical dependency, identity, and mind-dependence. 

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

5230-0010: Studies in 17th Century Philosophy 
Instructor: Lisa Downing 
LEC: R 4:00 PM-6:45 PM 
in person 

In this course we will look at some seventeenth to early eighteenth century debates on the border between physics and metaphysics, focusing especially on questions about how to understand Newtonian gravity and its implications for the nature of matter.  Readings will include René Descartes, Isaac Newton, the Leibniz-Clarke correspondence, Émilie du Châtelet. 

GE: None 
Prerequisites/Restrictions: 6 cr hrs of Philos course work at the 2000 level or above, one of which is 3210, 3220, 3230 or 3240; or Grad standing in Philos; or permission of instructor. 
 

5420-0010: Philosophical Topics in Feminist Theory 
Instructor: Sahar Heydari Fard 
LEC: TR 11:10 AM-12:30 PM 
in person 

In today's complex social landscape, understanding the theoretical underpinnings of feminism is more crucial than ever. This course aims to explore core philosophical topics in feminist theory, offering a comprehensive deep dive into its multifaceted concerns. Students will examine key texts and philosophical debates that have shaped feminist thought, investigating issues related to social explanation, social change, metaphysics of gender, ethics and politics of care, gender performativity, intersectionality, reproductive rights, and more. We will engage with canonical feminist philosophers as well as contemporary voices, allowing for a nuanced understanding of the ongoing discussions within the feminist community. 

GE: None 
Prerequisites/Restrictions: 6 cr hrs of Philos course work at the 2000 level or above; or Grad standing; or permission of instructor. 
 

5440-0010: Race, Education and Citizenship 
Instructor: Winston Thompson 
LEC: M 4:30 PM-7:15 PM 
in person 

This course in philosophy of education presents its participants with a unique opportunity to engage in a close study of race and education within a political context. It takes seriously the large body of scholarship in philosophy and the social sciences that suggests that race functions within, across, and through educational institutions to confer dis/advantage of various sorts. This course will focus on the consequences of this idea, carefully investigating some of the underlying claims, implications, and normative obligations that accompany them. This course will allow participants to pursue many of the practical and conceptual questions that rest at the intersection of race and education. Among these are the following: How does education play a specific role in racialized patterns of benefit and detriment? What role, if any, should race play in our understanding of educational policy and practice? How does race affect our understanding of the ways that education might prepare persons for the complex work of citizenship (and what might this mean for you, at a university with the motto” Education for Citizenship”)? How does race impact the ways that educational experiences shape the persons that students are able to become? How does a historical study of approaches to these questions prepare us to deal well with race and education in our increasingly complicated present – and future? In what ways does a philosophical study of race and citizenship offer any clarity regarding other identity categories and their impact on education? How, if at all, does race intersect with other identity categories (gender, class, sexuality, etc.) in educationally significant ways? How does race present special challenges to abiding concerns within the field of philosophy of education? 

GE: None. 
Prerequisites/Restrictions: Not open to students with credit for ESPHE 5440. 
 

5500-0010: Advanced Symbolic Logic 
Instructor: Neil Tennant 
LEC: TR 2:20 PM-3:40 PM 
in person 

This course covers the metatheory of first-order logics and languages. It studies systems of natural deduction (and associated sequent calculi) for propositional and predicate logic, and relates these to appropriate kinds of formal semantics, via soundness and completeness theorems. Other philosophically and foundationally important results expose the fundamental tension between expressive power and deductive power in any language for mathematics; the existence of countable models for any consistent first-order theory; and the reducibility in principle of all of mathematics to a theory of sets that is based on first-order axioms that govern a single binary relation. 

GE: None 
Prerequisites/Restrictions: PHILOS 2500. 
 

5600-0010: Advanced Philosophy of Language 
Instructor: Stewart Shapiro 
LEC: TR 9:35 AM-10:55 AM 
in person 

Language can be thought of as a vehicle for communication and expression. In this context, a variety of philosophical questions arise. What is meaning, and to what extent is it compositional? What are definite descriptions, and how do they function in communication? How do proper names function? Are names rigid designators or disguised descriptions? What is pragmatics, and how does that facilitate (or impair) communication? Is there a relationship between semantics and logic—for instance, does one of those dominate the other? How should we understand semantic indeterminacy? This course includes readings and discussions that address these questions. Students will be evaluated through a series of short essays (2-3 pages) and a substantial term paper. In addition, each student will present a draft of their term paper to the class, and briefly comment on another student’s term paper. 

GE: None. 
Prerequisites/Restrictions: PHILOS 2500. 

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