PHIL 141 FORMS OF REASONING [3]
Prof. Cargile (Sect 1: M W F 0900-0950)
Prof. Cargile (Sect 2: M W F 1100-1150)
A philosophy course with a practical aim: to develop the student's
ability
to recognize and evaluate arguments. The course will not cover symbolic
logic in any detail (for this take PHIL l42 or PHIL 242), but will
concentrate
on actual arguments given in ordinary language. Some time will be
spent
studying those fallacies, or errors in reasoning, which occur most
frequently
in discussion and argument. The goal of this course is to give the
student a working knowledge of logic which has an application to daily
life.
PHIL 154 ISSUES OF LIFE AND DEATH [3]
Prof. Arras (M W 1200-1250 + disc sec)
This course explores a number of philosophical themes bearing on life
and death: e.g., what is the significance of death and the value of
human life? Is it rational to fear death? Would immortality be
desirable? Should medical research aim at extending the natural human
life span? Much of the course will focus on recent challenges to a
so-called "sanctity of life ethic" in such areas as abortion, brain
death, suicide, euthanasia, and the withholding life-sustaining
treatments. We will also address the question of our obligations, if
any, to prevent people from starving or dying of preventable diseases
in distant lands. While the course engages such substantive issues, it
also attempts to sharpen studentsâ skills in practical reasoning
through argument analysis, analogical reasoning, application of theory
and principles to cases, etc. There will be 2 papers and final exam.
This course is designed both as an
introduction to philosophy and as a required introductory course in the
Bioethics Minor
Program.
PHIL 162 PHILOSOPHY OF LOVE AND SEX [3]
Mr. Gregory (T R 0930-1045)
The word 'love,' is a part of our everyday vocabulary, but what does a
declaration of love mean (philosophically) and entail (ethically)? The
Philosophy of Love and Sex examines the treatment of the concepts of
love and sex by historical and contemporary philosophers (e.g., Plato,
Aristotle, Hildegard of Bingen, Schopenhauer, Kierkegaard, Sartre,
DeBeauvoir, Foucault, Nussbaum, Feinberg, Vlastos, Nagel). It asks,
whether the concept of love concerns meta-physics, ethics, or both.
What expectations follow from the claim 'I love...?' What is self-love?
The course will also tackle ethical questions that derive from sexual
involvements such as perversions, pornography, adultery, etc. The
coursework includes an in-class exam (25%), an in-class presentation
(10%), two papers--one short (25%) and one longer (35%), and class
participation (5%).
PHIL 163 EMOTION, MORALITY, & CHARACTER [3]
Mr. Moseley (T R 1100-1215)
This course will examine topics in fields of philosophy of mind,
philosophy of psychology, and moral philosophy. We will begin with a
historical overview of theories of the emotions: the views of
Descartes, Spinoza, Darwin, James, Dewey, and others will be discussed.
A general understand-ing of the emotions will enable us to understand
some contemporary theories about the relation between desire, choice
and emotion. We will also investigate the nature of certain moral
emotions. Specifically, we will try to uncover the nature of love,
pride, and shame. This analysis will reveal interesting relations
between character and emotion. The course will conclude with a
re-evaluation of the classic dichotomy between reasonand the emotions.
PHIL 164 ETHICS & INTERNATIONAL RELATIONS [3]
Mr. Tabachnick (T R 1230-1345)
This course centers around the moral problems which arise in the
context of and in the preparation for international violence,
particularly war. The main focus will be on what, if any conditions may
justify nations in going to or preparing for war. The course will
address the moral debate between just war theorists and philosophical
pacifists. The course will philosophically examine problems of
political and institutionalized violence, political realism, political
and moral responsibility for acts of war, national and self-defence,
nuclear deterrence, and the concept of innocence. Before turning to
these problems, there will be a brief introduction to western moral
theories and thinking. Finally, the course will conclude by looking at
alternatives to war, as well as possible plans for the limitation of
political violence.
PHIL 165 ARGUMENTS,PROOFS & MATHEMATICS [3]
Mr. Stoltz (T R 1400-1515)
This course aims to familiarize students with the study of arguments
and proofs. Comparisons will be drawn between ordinary, everyday
applications of the notion of proof and mathematical conceptions of
proofs. This study will enable us to see if and how a better
understanding of paradigmatic proofs in mathematics can help us
understand the nature of argumentation and proof in broader
philosophical contexts. The goal of the course is to help students
become better equipped to recognize the worth of arguments and the
value of a good proof.
PHIL 206 PHILOSOPHICAL PROBLEMS IN LAW [3]
Prof. Doyle (M W 1100-1150 + disc sec)
An examination and evaluation of some basic practices and principles of
Anglo-American law. The course will focus on such problems as: the
nature and extent of legal liability, strict liability statutes, "Good
Samaritan" laws, the legal enforcement of community moral standards,
and the justifi-cation of punishment and capital punishment. We will
examine prominent legal cases and their underlying principles, but the
emphasis will be on philosophical analysis and moral evaluation of the
law in these areas.
There will be two lectures and one
discussion section each week. Readings will be drawn from both
classical and contemporary sources. Required written work will be two
short papers, a midterm, and a final examination. This course is
suitable for students who have done little or no previous work in
philosophy.
PHIL 210 GOD [3]
Prof. Doyle ( M W 1300-1350 + dis sec)
An examination of the philosophical concept of God and of diverse
arguments for and against His existence, including various ontological
arguments, causal arguments, the argument from design, and the argument
from evil. Studied texts will include works by St. Anselm of
Canterbury, St. Thomas Aquinas, Descartes, Kant, and Bertrand Russell.
This is an introductory course suitable for students with no prior
background in philosophy as well as for philosophy and religious
studies majors and minors. Course requirements will include one or two
papers.
PHIL 212 HIST OF PHILOSOPHY: MODERN [3]
Prof. Griffin (M W 0900-0950 + disc sect)
In this course we will critically examine the works of the central
figures of 17th and 18th century philosophy: Descartes, Spinoza,
Leibniz, Locke, Berkeley, Hume and Kant. We will evaluate the views of
these philosophers on such topics as the origin and extent of human
knowledge, the nature of material objects, the relation between mind
and body, the existence of God, freedom and determinism. This course is
suited for those who have a general interest in philosophy as well as
those who seek a foundation for their further study of philosophy.
PHIL 245 PHILOSOPHY OF SCIENCE [3]
Prof. Humphreys (M W 1100-1150 + disc sec)
The course will focus on scientific methodology as a route to
knowledge. Typical topics to be investigated are: how scientific claims
can be demarcated from other types of knowledge: why science appears to
progress while other fields do not; scientific explanations; the
contrast between natural and social sciences; scientific realism and
instrumentalism; the relationship between the philosophy and the
history of science. Topics will be illustrated with historical
examples, ranging from Greek astronomy to contemporary social sciences,
but no background in any particular science will be presupposed.
Requirements include weekly assignments, a term paper, and a final
examination.
PHIL 255 DEMOCRACY[3]
Prof. Brewer (T R 1100-1150)
We all believe in democracy, or so we say. But what exactly does the
democratic ideal require? Does it require merely that political leaders
be selected by majoritarian voting? Or does it also require that
electoral campaigns take place in the context of a free and lively
public political debate, on a playing field that does not unduly favor
candidates whose supporters are wealthy? And why exactly is democracy a
good thing, supposing for a moment that it is? Is it good only because
it tends to produce the best laws, or would democracy be choiceworthy
even if there were some better method of producing good laws? Is it
anti-democratic to vest unelected judges with the power to review and
strike down laws produced by a democratically elected legislature? If
we think that judges ought to have such powers, does this mean that we
think a nation can be too democratic? If so, how much democracy is too
much, and what are the dangers of excessive democracy? Should the
democratic ideal be pursued only in the political arena, or would it be
desirable for workplaces to have a democratic structure as well? These
and other questions concerning the nature and value of democracy will
be examined through a reading of historic and contemporary
philosophical texts on the subject. The course presupposes no prior
experience in philosophy.
PHIL 3l2 ARISTOTLE [3]
Prof. Devereux (T R 0930-1045)
An introduction to the philosophy of Aristotle, focusing on the
theories and ideas of lasting importance in the history of Western
philosophy. Readings will be drawn from his works on metaphysics,
theory of science, natural philosophy, ethics, and political
philosophy. A couple of weeks at the end of the semester will be
devoted to the philosophical schools (Epicureanism, Stoicism,
Skepticism) that developed after the death of Aristotle.
PHIL 316 LOCKE, BERKELEY, HUME [3]
Prof. Griffin (M W 1100-1150)
In this course we will examine the work of three of the most important
figures of 17th and 18th century philosophy. While the primary focus of
this course will be epistemological--all three of these philosophers
believe that knowledge is, in some sense, grounded in, and limited by,
experience--we will also discuss the metaphysical consequences they
draw from their epistemological doctrines (for example, concerning the
nature and existence of bodies, the nature of mind, the existence of
the self, the nature of causation and freedom of the will). Readings
will be selected from Locke's Essay concerning Human Understanding;
Berkeleyâs Three Dialogues between Hylas and Philonous and
Treatise concerning the Principles of Human Knowledge; and Humeâs
Treatise of Human Nature and Enquiry concerning Human Understanding.
PHIL 329 CONTEMPORARY PHILOSOPHY [3]
Prof. Cargile (T R 0930-1045)
Readings in works of contemporary philosophy.
PHIL 331 METAPHYSICS [3]
Prof. Merricks (T R 0930-1045)
This survey course will examine a vareity of issues central to
contemporary analytic metaphysics. We shall consider, among other
things, possibility and necessity, identity over time, and personal
identity. This course is meant for third- and fourth-year philosophy
majors only.
PHIL 334 PHILOSOPHY OF MIND [3]
Prof. Langsam (T R 1230-1345)
What is the nature of the mind and why do we find its nature so
puzzling? We shall critically examine various theories about the nature
of the mind; we shall also discuss the nature of particular kinds of
mental states and events, such as beliefs, desires, feelings, sensory
experiences, and others. We shall be especially concerned with the
relations between the mind and the body, and, more generally, between
the mental and the physical. Most of the readings will be by
contemporary philosophers. (This course satisfies the major
concentration requirement in Metaphysics and Epistemology.)
PHIL 352 CONTEMPORARY ETHICS [3]
Mr. Marshall (T R 1100-1215)
Can our moral principles and judgements be justified objectively? Or is
it that these principles and judgments express only our subjective
preferences and attitudes? Are there, over and above our moral
sentiments, objective moral facts, and, if so, can we reasonably aspire
to knowledge of these facts? Say, for example, I have a moral reason
not to harm another, do I necessarily have a good reason not to harm?
Or is this a good reason only relative to my desires or interests? In
short, are moral reasons objectively valid, or are they not? These and
related questions will be explored through reading a selection of texts
from contemporary writers. Two 2000- word essays are required. There
will be a five-minute quiz each day and a final exam.
PHIL 356 CLASSICAL POLITICAL PHILOSOPHY [3]
Prof. Lomasky (M W 1400-1515)
How may we effectively lead our lives among others attempting to do the
same? This is the central question of political philosophy, a
discipline now some 2500 years old but as relevant and timely as
yesterdayâs attempts to bring some measure of order from chaos in
Baghdad. This course will explore some of the peaks of that tradition.
We begin with Hobbes, Locke, Kant, and Mill. They are key
representatives of so-called political liberalism. The course concludes
with an examination of two major critics of political liberalism: Plato
and Aristotle.
PHIL 358 REPRODUCTIVE ETHICS [3]
Prof. Arras (M W 1400-1515)
The focus of the course will be the exploration of various moral, legal
and policy issues posed by efforts to curtail or enhance fertility
through contraception, abortion, and recent advances in reproductive
technology. Topics for discussion include: recent work on abortion
(e.g., by Ronald Dworkin and David Boonin), roral status of embryos in
research (including stem cell research), assisted reproductive
technologies (including the right to reproduce and its limits, in vitro
fertilization, contract pregnancy, gamete donation, and cloning), rhe
concept of reproductive responsibility, harming future persons and
Parfit's 'non-identity problem,' exploitation, coercion, and
commodification in the deployment of new technologies, and the
disabilities rights critique of genetic screening and selective
abortion.
This course is open to all undergrads,
second year or higher, who have taken at least one prior course in
ethics or political philosophy from any department (this includes RELG
265). Each student will take two exams (midterm and final) and write
two papers (one very short 4-5 pp., and a longer term paper 10-15 pp.)
Instructor permission.
PHIL 361 AESTHETICS [3]
Prof. Green (M W 1400-1515)
The course will examine some central philosophical issues raised by
artistic activity. We shall pursue such questions as whether there is
an 'aesthetic attitude' that differentiates our approach to works of
art from the approach we take to other things; whether artistic value
is entirely in the eye of the beholder or whether there is such a thing
as being wrong in one's judgment concerning an artwork; what, if there
is any such objectivity in aesthetic evaluation, the criteria might be
for arriving at proper evaluations; whether an interpretation of an
artwork can ever be said to be incorrect, and, if it can, whether
artistâs intentions are ever relevant to that interpretation;
whether the artistâs representation of the world is in conflict
with, or complements, that of the scientist; what role the metaphors in
which artists often deal play in transfiguring our understanding of
ourselves and environment; what our treatment of art objects can tell
us about objects, and about the constituents of the world more
generally.
Readings from philosophers, historians of
art, and philosophically minded practitioners of the arts. Among our
authors will be Aristotle, M. Beardsley, O.K. Bouwsma, S. Cavell, R.
Collingwood, A. Danto, G. Dickie, M. Duchamp, N. Frye, E.H. Gombrich,
N. Goodman, E. Hanslick, D. Hume, I. Kant, P. Kivy, Plato, A.
Schopenhauer, L. Tolstoy, K. Walton, H. Wolfflin, R. Wollheim, and P.
Ziff.
Course requirements: Three papers, two
shorter (5 to 8 pages) and one longer (8 to 12 pages), and an in-class
final examination. The studentâs participation in class
discussion will be a factor in grading.
PHIL 386 STRATEGY ACROSS THE DISCIPLINE [3]
Prof. Humphreys (T R 1230-1345)
Evolutionary adaptation of living organisms, behavioral change among
men and other advanced animals, and critical reflection followed by
decision making in a wide variety of human endeavors are all
manifestations of the pursuit of competitive advantage. The quest for
advantage is strategic if it must overcome obstacles, if resources must
be committed in the face of uncertainty and if, in particular, it is
likely to encounter intelligent opposition. The purpose of this course
taught by an interdisciplinary group of faculty is to familiarize
students with the dynamics and key concepts of strategic interaction,
and--based on that shared under-standing--to give them an opportunity
to hone their strategic skills. The primary prerequisite for this
course is an intensive and wide ranging curiosity as we will cover a
wide range of fields--from philosophy to biology, from business to
warfare and from economics to architecture. There will be some external
guest speakers and a trip to D.C. to the Corcoran Gallery of Art.
This class is one of the 'Common Courses'
funded by the Dean of Arts and Sciences. Admission is by instructor
permission and prospective students should contact Paul Humphreys
(pwh2a) if they wish to enroll through PHIL 386 or Doug Taylor (drt3b)
if they wish to enroll through BIOL 386. Expression of interest in the
course should be accompanied by a) a one paragraph explanation of why
you want to take the class b) your academic background [major, if any;
GPA; relevant courses taken]; c) a brief statement of what expertise
you would bring to the course.
PHIL 402 SEMINAR FOR MAJORS [3]
Prof. Brewer (T R 1400-1515) This seminar, open only to philosophy
majors, will take up selected themes in contemporary ethical theory,
possibly including the 'dirty hands' problem, the 'paradox of
deontology', the nature and reason-giving force of desires and
pleasures, the role of emotions in moral character, the place of rules
in proper moral reasoning, the nature and preconditions of moral
responsibility, and the possibility of 'moral luck' (i.e. variations in
moral blameworthiness that owe entirely to luck).
PHIL 490H HONORS PROGRAM [15]
Prof. Devereux (TBA)
PHIL 493,494 INDEPENDENT STUDY [3,3]
Prof. Brewer (TBA)
PHIL 498T SENIOR THESIS [3]
Prof. Brewer
PHIL 517 KANT: CRITIQUE OF PURE REASON [3]
Prof. Lomasky (M 1800-2030)
Kant's Critique of Pure Reason is universally acknowledged to be one of
the most profound and influential philosophical works ever produced. It
is also a very demanding work, one that makes few concessions to
readers. Kant, alas, never took a UVA writing course, and so ideas that
under the best of conditions are inherently difficult receive from him
a prose expression that often obscures. But with all due regard to the
hurdles, this is a work that contains so much terrific philosophy that
to avoid is more costly than to embrace. This course will be a close,
comprehensive and cooperative reading of the entire text. Participants
are free to consult whatever commentaries they may wish, but the
primary source (in translation!) is our sole official charge.
PHIL 547 PHILOSOPHY OF MATHEMATICS [3]
Mr. Cargile (T R l400-l5l5)
A comparison of various schools in the philosophy of mathematics
(including logicism, formalism, and conceptualism) and their answers to
such questions as "Do numbers exist?" and "How is mathematical
knowledge possible?" Prerequisite: Some familiarity with quantifier
logic [PHIL 242] or permission of instructor.
PHIL 550 PHILOSOPHY OF LANGUAGE [3]
Prof. Green (T 0930-1200)
Philosophical problems can often be either solved or dissolved by
scrutiny of the language in which they are couched. What is more,
language and linguistic interaction themselves raise questions of the
deepest conceptual kind, answers to which illuminate cognition and
social interaction. For these reasons language has been the premier
area of inquiry among philosophers in the last century. This course
will examine, from a non-technical point of view, topics that have been
given the most intense treatment, all of which flow from the question,
In virtue of what is language meaningful? Topics to be covered include
the relation between thought and language; the possibility of an
essentially private discursive realm; the view that oneâs
linguistic framework somehow 'structures' reality; the method of
solving or dissolving traditional philosophical problems by scrutiny of
the language in which they are couched; the nature of linguistic
meaning and the relation thereof to truth and to 'language games,' the
relation between what is said in a given utterance and what is
conveyed; the nature of interpretation and the role that it plays in
organizing our understanding of the world.
The course should be of interest not only
to philosophy students, but also to those in linguistics, psychology,
cognitive science, literature, anthropology, and computer science.
Expected enrollment: 15
Prerequisites: (i) At least one course in
Philosophy at the undergraduate level or above. A knowledge of first
order predicate logic and basic metatheory is a plus but not essential.
Course requirements: One midterm paper (6
to 8 pages) and one end-of-term paper (10-12 pages), a final
examination, and active participation in class discussion. Problem sets
may also be assigned at the discretion of the instructor.
PHIL 558 REPRODUCTIVE ETHICS [3]
Prof. Arras (M W 1400-1515)
This graduate seminar is a spin-off from the undergraduate course on
Reproductive Ethics (See course description for PHIL 365). Graduate
students will read additional materials, write a 25-30 page paper, and
meet as a separate group roughly two out of every three weeks. No
exams. Instructor permission.
GRADUATE COURSES | BACK TO UNDERGRADUATE COURSES
PHIL 517 KANT: CRITIQUE OF PURE REASON [3]
Prof. Lomasky (M 1800-2030)
Kant's Critique of Pure Reason is universally acknowledged to be one of
the most profound and influential philosophical works ever produced. It
is also a very demanding work, one that makes few concessions to
readers. Kant, alas, never took a UVA writing course, and so ideas that
under the best of conditions are inherently difficult receive from him
a prose expression that often obscures. But with all due regard to the
hurdles, this is a work that contains so much terrific philosophy that
to avoid is more costly than to embrace. This course will be a close,
comprehensive and cooperative reading of the entire text. Participants
are free to consult whatever commentaries they may wish, but the
primary source (in translation!) is our sole official charge.
PHIL 547 PHILOSOPHY OF MATHEMATICS [3]
Mr. Cargile (T R l400-l5l5)
A comparison of various schools in the philosophy of mathematics
(including logicism, formalism, and conceptualism) and their answers to
such questions as "Do numbers exist?" and "How is mathematical
knowledge possible?" Prerequisite: Some familiarity with quantifier
logic [PHIL 242] or permission of instructor.
PHIL 550 PHILOSOPHY OF LANGUAGE [3]
Prof. Green (T 0930-1200)
Philosophical problems can often be either solved or dissolved by
scrutiny of the language in which they are couched. What is more,
language and linguistic interaction themselves raise questions of the
deepest conceptual kind, answers to which illuminate cognition and
social interaction. For these reasons language has been the premier
area of inquiry among philosophers in the last century. This course
will examine, from a non-technical point of view, topics that have been
given the most intense treatment, all of which flow from the question,
In virtue of what is language meaningful? Topics to be covered include
the relation between thought and language; the possibility of an
essentially private discursive realm; the view that oneâs
linguistic framework somehow 'structures' reality; the method of
solving or dissolving traditional philosophical problems by scrutiny of
the language in which they are couched; the nature of linguistic
meaning and the relation thereof to truth and to 'language games,' the
relation between what is said in a given utterance and what is
conveyed; the nature of interpretation and the role that it plays in
organizing our understanding of the world.
The course should be of interest not only
to philosophy students, but also to those in linguistics, psychology,
cognitive science, literature, anthropology, and computer science.
Expected enrollment: 15
Prerequisites: (i) At least one course in
Philosophy at the undergraduate level or above. A knowledge of first
order predicate logic and basic metatheory is a plus but not essential.
Course requirements: One midterm paper (6
to 8 pages) and one end-of-term paper (10-12 pages), a final
examination, and active participation in class discussion. Problem sets
may also be assigned at the discretion of the instructor.
PHIL 558 REPRODUCTIVE ETHICS [3]
Prof. Arras (M W 1400-1515)
This graduate seminar is a spin-off from the undergraduate course on
Reproductive Ethics (See course description for PHIL 365). Graduate
students will read additional materials, write a 25-30 page paper, and
meet as a separate group roughly two out of every three weeks. No
exams. Instructor permission.
PHIL 716 LOCKE'S ESSAY [3]
Prof. Griffin (Time: TBA - possibly R 12:30-15:00)
This course will involve a close reading of Locke's masterpiece, "An
Essay Concerning Human Understanding." Topics will include innate ideas
and knowledge of necessary truths, the primary/secondary quality
distinction, substance, personal identity, free will, essence, language
and mind. Readings will also be drawn from contemporary scholarly
literature, in particular the current debate concerning Locke's views
on the scope and limits of mechanistic explanation.
PHIL 752 CONTEMPORARY ETHICS [3]
Prof. Doyle (T 1530-1800)
It is widely believed, contra Socrates, that moral dispositions cannot
be inculcated by intellectual persuasion, no matter how rational the
agent. This is commonly thought to rule out moral rationalism, the view
that moral precepts are a species of rational principle. In this
seminar, we shall explore the possibility that, despite appearances to
the contrary, moral rationalism is consistent with the anti-Socratic
view, and that the plausibility of the latter derives, not from the
falsity of rationalism, but from features of morality that get ignored
when it is thought of as something like a theory. These features
include the element of commitment demanded of its adherents by morality
as part of its essence. We shall investigate similar kinds of
commitment, arguably not at odds with practical reason, such as certain
kinds of human trust and certain forms of religious belief. Authors
studied will include Plato, Aristotle, Pascal, Kant, Kierkegaard and
Robert Adams. Interested students may get a more detailed conception of
these ideas from James Doyle, "Moral Rationalism and Moral Commitment,"
Philosophy and Phenomenological Research, January 2000.
PHIL 795 RESEARCH [3]
PHIL 811 PLATO'S ETHICS [3]
Prof. Devereux (M 1530-1800)
The theme of the seminar will be the development of Plato's ethical
theory. We will begin with a careful look at some of Plato's early
dialogues (e.g. the Apology, Protagoras, Laches, Charmides, Euthydemus)
focusing on Socrates' intellectualist conception of virtue and his
denial of weakness of will. We will then examine the Lysis and Gorgias
in which we can discern (at least I will argue that we can) the
earliest instances of Plato diverging from Socratic views and
formulating his own ideas regarding the nature of virtue, the kind of
value it possesses, and its relationship to happiness. In the second
half of the semester we will try to work out a comprehensive
understanding of the ethical theory of the Republic, bringing out
distinctive features by comparing it with the views of Aristotle. If
there is time, we will have a quick look at later developments in the
Philebus, Statesman, and Laws. Useful books to look at prior to the
beginning of the semester are: (1) G. Vlastos, Socrates, Ironist and
Moral Philosopher; (2) T. Irwin, Plato's Ethics; and (3) J. Annas,
Introduction to Plato's Republic.
PHIL 831 VAGUENESS [3]
Prof. Merricks (T 1300-1530)
This course will focus on the ontology of physical objects. Authors
read will almost certainly include Armstrong, Lewis, Merricks, Sider,
and van Inwagen, among many others.
PHIL 833 PERCEPTION [3]
Prof. Langsam (R 1530-1800)
The topic of the seminar is the debate between direct realists,
representationalists, and idealists about the nature of perception.
This venerable topic is worth revisiting in light of the recent
publication of two wonderful books: John Foster's The Nature of
Perception (Oxford, 2000), which argues for idealism, and A.D. Smith's
The Problem of Perception (Harvard, 2002), which defends direct
realism. In the seminar we shall read these two books and some related
articles.
PHIL 894 RESEARCH [3]
PHIL 895 SUPERVISED RESEARCH [3]
PHIL 897, 898, 997, 999 NON-TOPICAL RES [3-12]
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