Spring 2011 Courses

University of Chicago undergraduates make the acquaintance of Dasein.

Listed below are the courses the Department plans to offer in the Winter 2011 quarter. This course list may change.

The Registrar's office has up to date scheduling information for all University of Chicago graduate and undergraduate courses.

Note: College students may only enroll in courses whose first number is 2. Graduate students may only enroll in courses whose first number is 3 or higher.

Note: Letters A and B refer to undergraduate field designations; Roman numerals I-V refer to graduate field designations.

Click to go directly to:

If you click on the image or link below, you will find an enlargeable image of a chart which perspicuously represents the weekly meeting times of our Spring 2011 Courses. Once the chart has opened in a new window, you can enlarge the image to whatever size you like in order to make it easier to read.

Open to Undergraduates:

21006. What is Civic Knowledge? (=BPRO 21500, HUMA 24906, PBPL 21500, LLSO 24906). PQ: Third- or fourth-year standing. B. Schultz, M. Browning (Humanities) What is civic knowledge? Although civic rights and duties are supposedly universal to all citizens in a “democratic” nation, their implementation often depends on the strength of community connections and the circulation of knowledge across racial, class, and social boundaries. Focusing on the city of Chicago, we ask how citizens (in their roles as citizens) forge communities, make urban plans, and participate in civic affairs. How does the city construct the public spheres of its residents? Are the social practices of Chicagoans truly “democratic?” Could they be? What does “Chicago” stand for, as a political and cultural symbol? For both Chicagoans and their representatives, the circulation of knowledge depends not only on conventional media but also on how the city is constructed and managed through digital media. R. Schultz, M. Browning.

21505. Wonder, Magic, and Skepticism. Open only to College students; enrollment capped at 30. Wittgenstein sometimes spoke as if being gripped by philosophical problems is a matter of succumbing to illusions—as if philosophers are magicians who are taken in by their own tricks. The aim of this course is to come to a deeper understanding of what both philosophy and magical performance are about. We are particularly concerned with Wittgenstein’s picture of what philosophy is and does. The passion of wonder is another focus. In the Theatetus, Plato has Socrates say, “The sense of wonder is the mark of the philosopher. Philosophy indeed has no other origin.” Does magic end where philosophy begins? And what becomes of wonder after philosophy is done with it? D. Finkelstein. (B)

23011. Faith and Reason. (=RLST 23011) Recently, a number of best-selling books, by professional philosophers like Daniel Dennett (Breaking the Spell), scientists like Richard Dawkins (The God Delusion), and popular writers like Sam Harris (The End of Faith) have argued that modern science shows that religious faith is fundamentally irrational. This argument has not gone unanswered (for example by Francis Collins in The Language of God and by Pope Benedict XVI, in his Regensburg lecture). This course will examine the relationship between religious faith and reason. We will discuss four positions: (1) reason and faith are in conflict, and it is best to abandon science in favor of faith (religious fundamentalism); (2) reason and faith are in conflict, and it is best to abandon faith in favor of science (scientific atheism); (3) reason and faith do not make cognitive contact, and one can freely choose faith without conflict with reason ("non-overlapping magisteria," fideism); (4) reason and faith do make cognitive contact but are mutually supporting, not in conflict (harmonious compatibilism). We will focus on contemporary debates but also consider their historical roots (for example, Aquinas, Leibniz, Voltaire, Hume, William James). Among the topics to be discussed will be the nature of reason and faith, arguments for and against the existence of God, the problem of evil, evolution and intelligent design, cosmology and the origin of the universe, the rationality of belief in miracles and the supernatural, and evolutionary and neuroscientific explanations of religious belief and religious experience. M. Kremer. (B)

27000. History of Philosophy III: Kant and the Nineteenth Century. PQ: Completion of the general education requirement in humanities. This course attempts to provide a broad survey of German philosophy from the time of Kant into the nineteenth century. Topics covered include: Kant's transcendental idealism; Herder's philosophy of language; Romantic theories of interpretation and translation; Hegel's project in the "Phenomenology of Spirit"; Marx's theory of ideology and critique of religion; and Nietzsche's critiques of religion and traditional morality. The course consists mainly of lectures, but discussion is also encouraged. M. Forster.

29902.  Senior Seminar II. PQ: Consent of director of undergraduate studies. Required of fourth-year students who are writing a senior essay. Students writing senior essays register once for Phil 29901, in either the Autumn or Winter quarter, and once for Phil 29902,  in either the Winter or Spring quarter.  (Students may not register for both PHIL 29901 and 29902 in the same quarter.) The senior seminar will in fact meet in all three quarters, and students writing essays are required to attend throughout.  J. Bridges, B. Callard, staff. Winter, Spring.

29200/29300. Junior/Senior Tutorial. Equality and Justice. No more than two tutorials may be used to meet program requirements. This course will first focus on the contemporary philosophical debate over the nature of equality, and then consider how competing egalitarian theories handle specific cases. As we progress through the term we will shift focus from highly theoretical topics to more applied and concrete issues.
We begin with the contemporary literature on the nature and value of equality. Is equality merely everyone having the same negative liberties? Is it something more substantive? If so, is equality fundamentally about each person's condition (measured in terms of the distribution of some good), or is it about each person's status (understood in terms of their social relationships to others)? If equality has to do with condition, how ought we measure equality? Should it be measured in terms of welfare, resources, capabilities, freedoms, opportunities, primary goods, or something else entirely? If equality has to do with status, what types of social relationships are required for equality, and what material conditions must be present for those relationships to be possible? In answering these questions we will pay special attention to the current debate over the roles of choice, responsibility, and luck in our understanding of what a society of equals would look like. The central authors in this unit include John Rawls, Robert Nozick, Gerald Cohen, Ronald Dworkin, Richard Arneson, Elizabeth Anderson, Thomas Scanlon, Samuel Scheffler, Amartya Sen, and Martha Nussbaum.
We will then investigate whether equality should be understood in cosmopolitan terms, as directly applying to all persons, or in national terms, as applying to citizens within the same society. We will ask whether equality is best handled by a single theory, or whether domestic and international contexts require different theoretical accounts. In thinking through these problems we will apply the various theories discussed in Unit 1 to several actual cases including disability, global poverty, and the distribution of health care resources. R. Long.

29200/29300. Junior/Senior Tutorial. Where does my mind end, and the world begin?: Topics in externalism. No more than two tutorials may be used to meet program requirements. Content externalism is now a dominant view in the Philosophy of Mind and language. Put simply, externalism about mental content is the view that what thoughts an agent thinks are partially determined by factors outside of her skin. There are good reasons to think that some form of externalism is true, in the form of well-known arguments that purport to show that the existence and identity of thoughts are partially determined by relational facts (facts about an agent’s relations to her environment, peers and language). What is not always clear is how relational facts determine the existence and identity of our thoughts, and the extent to which an explanation of what thoughts we think can legitimately appeal to these facts.

The starting point for this class is that these questions call out for careful answers, and that these answers are largely underdetermined by a basic commitment for some form of externalism about content. The overriding question of the course is therefore: what are the possible varieties of externalism about the mind, and which (if any) should we adopt? In particular, we will focus our discussion on the role of causation in the determination of content. R. Goodman.

29700. Reading Course. Consent of Instructor & Director of Undergraduate Studies; Students are required to submit the college reading & research course form.  Staff.

back to top

Open to Graduates and Undergraduates:

21610/31610. Medical Ethics:  Who Decides and on What Basis? (=BPRO 22610,  BIOS 29313, HIPS 2911, HIST 25009/35009) PQ: Third or Fourth year standing. This course does not meet requirements for the biological science major. Decisions about medical treatment take place in the context of changing health care systems, changing ideas about rights and obligations, and among doctors and patients who have diverse religious and cultural backgrounds.  By means of historical, philosophical, and medical readings, this course will examine such issues as paternalism, autonomy, the commodification of the body, and the enhancement of mental and/or physical characteristics. D. Brudney, A. Winter, J. Lantos. (A)

22710/32710.   Philosophical Issues in Quantum Mechanics. (=CHSS 32710) In this class we examine some of the conceptual problems associated with quantum mechanics. We will critically discuss many of the common interpretations of quantum mechanics, such as the Copenhagen interpretation, the many-worlds interpretation, Bohmian mechanics, and decoherence. We will also discuss Bell's Theorem, and other issues depending on the interest of the class. Prior knowledge of quantum mechanics is not essential, but confidence with matrices and freshman calculus will be presupposed.  K. Davey. (B) (II)

23015/33015. Darwin's Origin of Species and Descent of Man. (=HIST 24905, HIST 34905, HIPS 24901, CHSS 38400) This seminar will focus on a close reading of Darwin's two classic texts. An initial class or two will explore the state of biology prior to Darwin's Beagle Voyage, and then consider the development of his theories before 1859. Then we will turn to his two books. Among the topics of central concern will be: the logical, epistemological, and rhetorical status of Darwin's several theories; the religious foundations of his ideas and the religious reaction to them; and the social-political consequences of his accomplishment. C. Haufe.

23900/33900. J.L. Austin. Our readings are in the works of J. L. Austin, mainly How to Do Things with Words, and essays related to those lectures. T. Cohen. (B) (III)

24020/34020. Word Meaning and Context. This course aims to explore the question of how elements of our language manage to make contact with elements of the non-linguistic world and discover what impact features drawn from a context of utterance can have upon the meaning of linguistic items (words, sentences, and utterances). It aims to provide a historical perspective on the understanding of different kinds noun phrases (e.g. names like ‘Fido’ and phrases like ‘the dog’ or ‘that cat’), beginning with theorists like Mill, Frege and Russell. However, ultimately the aim is to arrive at a contemporary statement of the problems in this area (as voiced in theories like semantic minimalism, contextualism and relativism). There will be two classes per week. The first class will be more lecture based, the second more seminar based, though there will be opportunities for discussion in both classes. For the second class each week students must have done the set reading and come ready to discuss it. E. Borg.

26110/36110. Introduction to Scientific and Technological Change. (HIPS 26204, CHSS 36110) We start with Kuhn’s Structure of Scientific Revolutions and test its claims against a number of scientific revolutions that differed in character: Darwin’s Origin, The Emergence of Classical Genetics, and Alvarez’s “asteroid hypothesis”. We will also consider technological revolutions and the Nature of Technological Change. What are the relations between technology and science? Is the problem of progress the same in both cases? What are the causes, nature, and extent of incommensurability? Are there other ways of characterizing revolution? How do scientific and technological change resemble and differ from biological evolution? How important are material culture to each? There will be a mix of scientific, historical and philosophical readings, with a few short assignments in class and a term paper at the end.  W. Wimsatt. (B)

27505. Kant’s Theoretical Philosophy. (MAPH 34119). PQ: At least one prior course in philosophy; History of Philosophy II preferred, but not required. Consent of instructor required. This course provides an introduction to the Critique of Pure Reason, one of the central texts in the history of philosophy. Its guiding theme is Kant’s attempt to vindicate the idea that metaphysics provides us with a special kind of non-empirical knowledge. Kant is convinced (i) that any genuinely philosophical knowledge is metaphysical knowledge; (ii) that the very possibility of such knowledge is called into doubt by prevalent conceptions of the human mind (such as those of Descartes, Locke, Leibniz, and Hume); and (iii) that assuaging this doubt (and thus vindicating metaphysical knowledge) requires a careful analysis of human cognitive capacities. In this course we study the account of our cognitive capacities that Kant proposes and ask whether he succeeds in vindicating metaphysical knowledge. In particular, we consider Kant’s claim that the two most basic capacities, sense-perception and conceptual thought, are distinct in nature and yet are required to cooperate in a particular way if there is to be any knowledge at all. In considering this claim we will discuss the following topics: spatial representation; concepts; the relation between empirical knowledge and a priori knowledge; self-consciousness; and causality. The focus will be on a close study of Kant’s text, but we will also draw on recent secondary literature by Allison, Beck, Engstrom, Longuenesse, and Strawson, among others. T. Land.

28990/38990. Introduction to History and Philosophy of Biology. (=CHSS 38901, HIPS 28903, BIOS 29320) In this course we will (1) use the history of biological science to help us identify and solve philosophical problems in biology, and (2) use the tools of philosophical analysis to help us understand the importance of particular episodes in the history of biology.  Among other things, we will examine historical and philosophical issues associated with the theory of natural selection, macroevolution, and developmental biology.  C. Haufe. (B) (II)

29420/39420. Intermediate Logic---Non-classical Logic. PQ: Elementary Logic or equivalent. We will study various non-classical logics, including (non)-normal and first-order modal logic, intuitionistic logic, and multi-valued logic. Throughout, we will focus on trying to understand the philosophical motivations behind non-classical logics, and on gaining insights into the analytic virtues (and vices) that come with them. The course also offers a friendly introduction to soundness and completeness proofs, which will be of relevance for many advanced classes in logic. M. Willer. (II) (B)

back to top

Open to Graduate Students:

31900. Feminist Philosophy. (=GNDR 29600, LAWS 47701, HMRT 31900, PLSC 51900, RETH 41000) Undergraduates may enroll only with the permission of the instructor. The course is an introduction to the major varieties of philosophical feminism: Liberal Feminism (Mill, Wollstonecraft, Okin, Nussbaum), Radical Feminism (MacKinnon, Andrea Dworkin), Difference Feminism (Gilligan, Held, Noddings), and Postmodern "Queer" Feminism (Rubin, Butler).  After studying each of these approaches, we will focus on political and ethical problems of contemporary international feminism, asking how well each of the approaches addresses these problems.  M. Nussbaum. This seminar will take place during the first five weeks of the term (March 28-April 27, 2011).

33500. Montaigne, Pascal, Malbranche, Hume (and Others) on the proofs of the Existence of God. (=DVPR 33500, SCTH 34516). After studying in Spring 2010 Descartes and Kant as the two main figures of what could be seen as a system of the proofs of the existence of God in modern metaphysics(with the organization of the three proofs, according to three metaphysical names of God; infinite, ens summe perfectum and causa sui), this seminar will focus on the resistance to that system either by skeptical Christians, focusing on the transcendence of God (Montaigne, Pascal), or by more systematic thinkers who want to unify the threefold system (Malebranche), or by skeptical natural theologians (Locke and Hume). Some other authors may be added, as Fenelon and Bossuet. (This course will be co-taught with Vincent Carraud of the University of Caen). J. Marion

37313. Leo Strauss: Thoughts on Machiavelli.  (=SCT 37313,  FNDL 27313) This seminar will take place during the first five weeks of the term (March 28-April 27, 2011). In this seminar I shall present a discussion of one of the most demanding books of Leo Strauss and one of the great philosophical works of the 20th century. THOUGHTS ON MACHIAVELLI, published in 1958, is the most engaging interpretation we have of Machiavelli's thought. At the same time it is Strauss's most carefully written treatise on revealed religion. My interpretation will focus on "the problem of Machiavelli" and on the challenge of revealed religion to philosophy. It will pay special attention to the problem of any philosophical tradition and to the problem of philosophy's capacity to change the world. H. Meier.

49700. Preliminary Essay Workshop. PQ: All and only philosophy graduate students in the relevant years. A two-quarter (Spring, Autumn) workshop on the preliminary essay required for all doctoral students in the Spring of their second year and the Autumn of their third year. The workshop involves discussion of general issues in writing the essay and student presentations of their work. Although students do not register for the Summer quarter, they are expected to make significant progress on their preliminary essay over the summer. C. Vogler.

49900. Reading & Research. Staff.

50320.  Distribution, Taxes, and Social Justice (=LAWS 98703) Non-law students should apply to the instructors by November 1, 2010.  This interdisciplinary seminar will examine normative theories of social justice (Rawls, Sen, and others) in the context of a focus on tax policy and other practical strategies for addressing inequality (education, affirmative action).  The focus throughout will be on inequality in the United States.  Students enrolled will write a seminar paper (20-25 pages).  M.  Nussbaum, D. Weisbach (Law).

51200. Law-Philosophy Workshop. (=LAWS 61512, RETH 51301, GNDR 50101, HMRT 51301) This is a seminar/workshop most of whose participants are faculty from various area institutions.  It admits approximately ten students by permission of the instructors.  Its aim is to study, each year, a topic that arises in both philosophy and the law and to ask how bringing the two fields together may yield mutual illumination.  There are twelve meetings throughout the year, always on Mondays from 4 to 6 PM.  Half of the sessions are led by local faculty, half by visiting speakers.   The leader assigns readings for the session (which may be by that person, by other contemporaries, or by major historical figures), and the session consists of a brief introduction by the leader, followed by structured questioning by the two faculty coordinators, followed by general discussion.   Students write a 20-25 page seminar paper at the end of the year.  The course satisfies the Law School Writing Requirement.  The schedule of meetings will be announced by mid-September, and prospective students should submit their credentials to both instructors by September 20.  Past themes have included: practical reason; equality; privacy; autonomy; global justice; pluralism and toleration; war; sexuality and family.

Students are admitted by permission of the instructors.  They should submit a c.v. and a statement (reasons for interest in the course, relevant background in law and/or philosophy) by September 20 to the instructors by e mail.  Usual participants include graduate students in philosophy, political science, and divinity, and law students. B. Leiter (Law), M. Nussbaum.

51490. Topics from Anscombe. (=SCTH 51901) G. E. M. Anscombe is now recognized to be one of the leading philosophical minds in the 2nd half of the 20th century. The class will be devoted to central themes of her philosophy: Reference and substance / Assertion, negation, truth and reality / Causation and necessity / Time and memory / Knowledge and certainty / Theoretical and practical reasoning / Intention and Action / Intentionality and psychological concepts / Private ostensive definition and the First Person / Brute facts and the creation of institutions / Practical necessity and morality / Utilitarianism and Double Effect / Murder, sex and religion. The aim is to understand relevant texts, assess their claims, and pursue the problems raised by them. A. Mueller.

51830. Topics in Moral, Political & Legal Philosophy (=LAWS 78603) The topic will be an examination of philosophical and empirical issues raised by Nietzsche’s moral psychology, including his account of the will, motivation, the sources of moral judgment, and related topics.   We will look at both at selections from Nietzsche’s texts, as well as pertinent secondary literature on Nietzsche, and recent work in philosophy and psychology. M. Forster, B. Leiter.

52601. Heidegger on Presence and the Thing. (=DVPR 52601, SCTH 54602). Starting with Die Frage nach dem Ding, 1062 (What is a thing? American translator W.B. Barton & V. Deutsch, Chicago, 1967), the seminar will follow up the inquiry into the way of presence of the phenomenon, as not reduced to objectivity (nor even to utensibility). After reading Der spruch Anaximander (1946, in Holzwege, G.A. 5), we shall focus on the Bremen and Freiburger Vortrage (in G.A. 79) with the parallels in Bortage und Aufsatze (G.A. 11). Although using the standard translations (e.g. “The Thing”, in the questions concerning Technology and other essays, W. Lovitt, Harper & Row, 1968; “The Turn” and “The Question on Technique” in Poetry, Hofstadter, Harper & Row, 1971; etc.); the seminar will be based on the German text. Hence, a good reading knowledge of German is required for this reading class. J. Marion.

53000. Frege. (CHSS 53001) Gottlob Frege was a mathematician by training, whose philosophical work was not widely known during his lifetime. His main philosophical project, the logicist reduction of arithmetic, collapsed at the height of his career with the discovery of Russell's paradox. Yet Michael Dummett credits Frege with a revolution in philosophy comparable to Descartes's. His innovations in logic and the philosophy of language have had a lasting influence on analytic philosophy, shaping thinkers asdiverse as Russell, Wittgstein, Carnap, and Ryle. Recent years have seen attempts to revive his logicist project, fueled by careful attention to the details of his technical achievements in logic. We will study closely Frege's major writings: his innovative logic (Begriffsschrift, 1879); his logicist manifesto (Foundations of Arithmetic, 1884); his mature philosophy of logic and language ("Function and Concept," "On Sense and Meaning," "On Concept and Object," 1891-2); the final form of his logicist project (Basic Laws of Arithmetic, 1893, 1903); and his post-paradox writings (Logical Investigations, 1918-26) - supplemented from minor published works, correspondence, and unpublished writings. While major interpretations of Frege's thought will be discussed, the emphasis will remain on Frege's writings throughout. Time permitting, there may be a brief discussion of Frege's influence on the development of analytic philosophy.  *Special note: The requirement for the course will be a term paper. Interpretative and critical essays, as well as essays developing some aspect of Frege's thought in relation to contemporary issues, will be accepted. M. Kremer. (II)

53350. The Semantics-Pragmatics Divide (=LING 53350) This course aims to explore the divide between the literal meaning of linguistic items (semantic content) and what may be conveyed by utterances of these items (pragmatic content), focusing on the very recent debate around this issue in contemporary philosophy of language. We will look at opposing positions on how and where to draw the divide, looking in detail at the answers offered by semantic minimalism (Borg 2004, Cappelen and Lepore 2005), contextualism (Carston 2002, Recanati 2004) and occasionalism (Travis 1989), and will explore the kind of model of the mind and the world which these opposing theories provide. E. Borg.

53920. Wittgenstein's Later Philosophy. In this course, we’ll be discussing Wittgenstein’s treatments of skepticism—with an eye toward getting in focus how his approach toward skepticism about meaning (and rule-following) is related to what he thinks about more traditional forms of skepticism—e.g., skepticism about induction or about the existence of an external world. Much of our reading will come from two books: Philosophical Investigations and On Certainty. D. Finkelstein.

55650. What is Poetical Philosophy? (=SCTH 55650) There is a traditional division of philosophy into theoretical and practical philosophy. In this seminar we shall study the idea of poetical philosophy as an activity that is distinguished from both by method, subject matter and aim.  Poetical philosophy purports to be an activity of the imagination in quest of an understanding of the creative character of men or of the logos. Like mysticism, poetical philosophy purports to fill in the 'incompleteness' of the space of reasons. In order to get an adequate notion of poetical philosophy, different philosophical pictures of the 'incompleteness' of rational life should be carefully scrutinized. One can say poetical philosophy deals with images or signifiers rather than concepts. We shall discuss the difference between concepts and images and signifiers in the context of a discussion of the relation between poetical philosophy and philosophical activity understood as the clarification of fundamental concepts.We shall see why psychoanalysis plays nowadays a central role within poetical philosophy.  We shall also touch on questions concerning the future organization of the humanities in university.
We shall read selections from: Plato, Aristotle, Philo and Church Fathers, Dante, Shakespeare, Vico, Kant and German Romanticism, Freud and Lacan, Wallace Stevens. I. Kimhi.

55710. Aristotle on Life. (=CLAS 45710) The seminar will discuss Aristotle's views on life, the soul, organic unity, and the relationship between the animate and the inanimate. It will be devoted to a close reading of the second book of Aristotle's De Anima but will include relevant readings from throughout Aristotle's corpus. C. Frey. (IV)

57501. Ethics and Literature: The Strange Case of Edgar A. Poe. (=ENGL 57501) Edgar A. Poe is an improbable moralist.  Poe's fiction takes no interest in character, for example.  "In the tale proper," he noted, "there is no space for development of character." That's why he wrote tales.  If there is no space for character-development, then there is no space for character at all.  Instead, his households crumble around masculine figures notable for groundless, but still goal-directed surges of volition, affection and thought.  Strange and beautiful women, when in evidence, only come into their own post-mortem.  Unsurprisingly, there are almost no children, except a nameless daughter gradually overtaken by whatever is left of her dead mother, Morella. And when we turn from individual and household to civil society, things are no better.  Poe's cities—most notably, a London and several Parises that bear striking resemblances to antebellum New York—are scenes of crimes.  And so the twin pillars of most morality tales—character and society—will not support the weight of ethical narrative in Poe.  Nevertheless, Poe writes morality tales.  In this course, we will read, write, and think about those tales with an eye toward understanding what ethics comes to in Poe's corpus, what kind of work the tales do in setting our problems for ethics, and how working on Poe illuminates crucial issues at the intersection of philosophy and literature. J. Schleusener,  C. Vogler.

59950. Job Placement Workshop. This workshop is open only to PhD Philosophy graduate students planning to go on the job market in the fall of 2011.  Approval of dissertation committee is required. Course begins in late Spring quarter and continues in the Autumn quarter. Pass/Fail. D. Finkelstein.

back to top


53900. Wittgenstein Workshop. James Conant, Michael Kremer

59920. Formal Philosophy Workshop. Kevin Davey, William Tait.

59909. Practical Philosophy Workshop. Agnes Callard, Dan Brudney

Semantics and Philosophy of Language Workshop. Josef Stern, Malte Willer, Chris Kennedy (Linguistics) and Anastasia Giannakidou (Linguistics)

59900. Contemporary Philosophy Workshop. Ben Laurenece

59910. Ancient Greek and Roman Philosophy Workshop. Agnes Callard, Elizabeth Asmis

59100.. German Philosophy Workshop. James Conant, Robert Pippin

51200. Law Philosophy Workshop. Ben Laurence, Brian Leiter (Law)

58609. Contemporary European Philosophy.  Ryan Coyne (Divinity)

59200. (=SCTH 59200). Literature and Philosophy Workshop. Robert Pippin.