Autumn 2011 Courses


Student, with Josef Stern (making trouble, as usual).

Listed below are the courses the Department plans to offer in the Autumn 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 without prior permission from the instructor. A College student who has secured prior permission to sign up for a course from the instructor may, in that case and only in that case, enroll in a course whose first number is larger than 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.

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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 Autumn 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.

Autumn Courses at-a-glance - PDF

Open to Undergraduates:

21000. Introduction to Ethics. (=HIPS 21000) In this course, we will read, write, and think about central issues in moral philosophy. This survey course is designed to give a rapid introduction to philosophical ethics (largely in the Anglo-North American tradition (although not entirely as a product of Anglo-North American philosophers). We will begin with work by Immanuel Kant and Henry Sidgwick and conclude with important twentieth century work in metaethics and normative ethics (one thing that we will consider is the distinctions between metaethics, normative ethics, and the various fields united under the rubric 'applied ethics'). This course is intended as an introductory course in moral philosophy. Some prior work in philosophy is helpful, but not required. (A) C. Vogler.

21400. Happiness.(=GNDR 25200, HUMA 24900, PLSC 22700) From Plato to the present, notions of happiness have been at the core of heated debate in ethics and politics. Is happiness the ultimate good for human beings, the essence of the good life, or is morality somehow prior to it? Can it be achieved by all, or only by a fortunate few? These are some of the questions that this course engages, with the help of both classic and contemporary texts from philosophy, literature, and the social sciences. This course includes various video presentations and other materials stressing visual culture (A) B. Schutlz.

21423. Introduction to Marx. (=FNDL 21805) This course is an introduction to the thought of Karl Marx and that of his life-long collaborator, Friedrich Engels. It will divide into three roughly equal parts. In the first, we will consider Marx's theory of history. In the second, we will turn to his analysis of the present historical epoch, as expounded in the first volume of Capital. In the third and final part of the course, we will examine some of Marx's most important political ideas, including his views on reform and revolution, with special attention to his critique of so-called "utopian socialism." Along the way we will cover such topics as alienation, religion, the family, the state, ideology, the labor theory of value, exploitation, and revolution. Readings will be primarily from Marx and Engels. (A) A. Ford.

23709. Conceptual Change, Relativism, and Rationality. Sometimes we differ in our beliefs or judgments: what one person regards as true or correct, another person regards as false or incorrect. But the study of history and of distant communities appears to show that we may be separated by a much deeper sort of gulf: we may inhabit different conceptual schemes. What one person regards as true (or false) may be simply unintelligible to the other person; the two persons may reason according to different norms; they may see facts and be responsive to values that are simply invisible to the other; in the most radical cases, they seem to live in different worlds. According to some thinkers, the recognition of this sort of conceptual distance leads inevitably into conceptual relativism. Truth and correctness, they argue, is possible only within a given conceptual scheme. The constitutive norms of each conceptual scheme define what counts as “true” or “correct” within the framework; but the choice between different schemes is beyond the reach of rational assessment. The adoption of a new conceptual scheme is, rationally speaking, a leap into the void: it can be induced and achieved by means of “persuasion” and “conversion” (conceived as non-rational processes), but cannot be the result of a rational discussion. However, there are strong reasons to resist this form of relativism. Is there a way to do full justice to the phenomenon of conceptual change and conceptual distance, without falling into conceptual relativism? This is the guiding question of this class. In the first part of the course, we will discuss some examples of conceptual change taken from the history of the natural sciences (T. Kuhn), anthropology (P. Winch), the history of the human sciences (I. Hacking), and the history of psychiatry (A. Davidson). In the second part of the course, we will discuss a defense of conceptual relativism (R. Rorty). In the third and last part, we will examine the views of a number of contemporary philosophers who seek to resist conceptual relativism while doing full justice to the radical character of conceptual change (S. Cavell, C. Diamond, H. Putnam).S. Bronzo.

24790. Self-Transformation and Political Resistance:  Michel Foucault, Pierre Hadot, Primo Levi, Martin Luther King, Jr. (=CMLT 24790, JWSC 24790) How should we understand the connections between an ethics of self-transformation and a politics of resistance to established relations of power?  How are forms of the self and strategies of power intertwined?  We shall examine the philosophical frameworks of Michel Foucault and Pierre Hadot with respect to these questions and then study two particular cases:  Primo Levi’s account of Auschwitz and Martin Luther King Jr.’s account of the civil rights movement.  We will look at the ways in which these two historically specific cases allow us to develop and test the philosophical frameworks we have examined. A. Davidson.

25000. History of Philosophy I: Ancient Philosophy. (=CLCV 22700) PQ: Completion of the general education requirement in humanities. This course in ancient Greek philosophy examines some of the most important works by Plato and Aristotle. Topics include: the nature and possibility of knowledge, the distinction between the animate and the inanimate, what constitutes a flourishing human life, the nature of justice, change and coming to be in the natural world. C. Frey.

28711. Nietzsche. (=SCTH 28711, GRMN 28711, CMLT 28711). This course will provide, in lectures and discussion sections, an introduction to Nietzsche’s major writings from Birth of Tragedy to The Antichrist. Nietzsche’s evolving philosophical position as well as his cultural criticism and his literary and music criticism will be examined. Topics will include: the tragic, pessimism and affirmation, nihilism, antiquity and modernity, philosophical psychology, the critique of morality, and the interpretation of Christianity.  Nietzsche’s biography, the major influences on his thought, and his impact on twentieth-century culture will also be considered, if only in glimpses. The primary instructor of the course will be David Wellbery, but James Conant and Robert Pippin will also join the class to discuss certain aspects of Nietzsche's philosophy.  David Wellbery, James Conant, Robert Pippin  

29200/29300. Junior/Senior Tutorial. Topic: Love and the Good No more than two tutorials may be used to meet program requirements. Instructor consent required. Love is a complex and often contradictory phenomenon, but it is one that plays a central role in some of the classic works of western philosophy. In this class, we will read some of these texts – including Plato’s Symposium, in which Socrates’ speech on the lover’s ascent to the contemplation of the Beautiful is rudely interrupted by Alcibiades’ drunken complaint about the difficulty of persuading Socrates to go to bed with him, and Augustine’s Confessions, in which love draws a wayward young man back to God – alongside more recent works by Anglo-American philosophers (Robert Adams, Raimond Gaita, Iris Murdoch) influenced by this tradition. Along the way, we will be guided by the following questions: how do we reconcile the claim that “love is blind” with the claim that it represents a pure form of vision? What is the relationship between loving a particular good or beautiful thing, and loving Goodness or Beauty itself? How might we make sense of the idea that love is a way of responding to “the transcendent”?  M. Hopwood.

29601. Intensive Track Seminar: Descartes' Meditations.  PQ: Open only to third-year students who have been admitted to the intensive track program. This course will consist in a close reading and discussion of Descartes' Meditations. Our main aims will be to understand what Descartes attempts to achieve in this work, and to consider how successful he is in doing so. Topics to be discussed are doubt and certainty, the nature and existence of external objects, truth and error, and the alleged Cartesian circle. We will also study
proofs for God's existence and veracity, the real distinction between mind and body, and the notion of mind-body union. A. Schechtman.

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

29901.  Senior Seminar I. 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. Autumn, Winter.

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Open to Graduates and Undergraduates:

20100/30000. Elementary Logic. (=CHSS 33500, HIPS 20700) Course not for field credit. An introduction to the concepts and principles of symbolic logic. We learn the syntax and semantics of truth-functional and first-order quantificational logic, and apply the resultant conceptual framework to the analysis of valid and invalid arguments, the structure of formal languages, and logical relations among sentences of ordinary discourse. Occasionally we will venture into topics in philosophy of language and philosophical logic, but our primary focus is on acquiring a facility with symbolic logic as such. M. Willer.

20305/30305. Foundations of Probability: A Historical Approach. In this course, we will explore the conceptual origins of the dominant views in the philosophy of probability by conducting a careful historical survey of the seminal writings on the subject. Readings for the course will include writings by Cardano, Leibniz, Pascal, Fermat and Jacob Bernoulli, among others. In reading these texts we will try to address the following questions: Did these early thinkers conceive of probabilities as expressing objective facts about the world or did they interpret probabilities in epistemic terms? How did these early thinkers understand the relationship between probabilities and observed frequencies? How did they view the relationship between probabilistic reasoning and logic? In light of our survey of these early texts, we will attempt to assess the various claims made by contemporary historians of probability, such as Ian Hacking and Lorraine Daston. (B) (II) A. Vasudevan.

21110/31110. Ideal Theory:  Rawls and Marx. (=HMRT 21110/31110) This course will examine two important examples of ideal theory:  the well-ordered society of Rawls’s justice as fairness and the “true communism” of the young Marx.  The course will focus on both substance and method.  What are the two writers’ pictures of the good society?  What are their accounts of the rational justification of these pictures?  How does each understand the role of a picture of an ideal society at a time when reality falls far short of it? (A) D. Brudney.

21700/31600. Human Rights - 1. Topic: Philosophical Foundations of Human Rights. (=HMRT 20100/30100, HIST 29301/39301, LLSO 25100, INRE 31600, LAWS 41200, MAPH 40000) Human rights are claims of justice that hold merely in virtue of our shared humanity. In this course we will explore philosophical theories of this elementary and crucial form of justice. Among topics to be considered are the role that dignity and humanity play in grounding such rights, their relation to political and economic institutions, and the distinction between duties of justice and claims of charity or humanitarian aid. Finally we will consider the application of such theories to concrete, problematic and pressing problems, such as global poverty, torture and genocide. (A) B. Laurence.

21900/31300. Aesthetics of Hume and Kant. (=FNDL 22003) Prior knowledge of Hume's Treatise and Kant's Critique of Pure Reason is useful but not required. The theory of taste and one main line in modern philosophy of art begins with these authors. Principal readings are Hume's "Of the Standard of Taste" and "Of the Delicacy of Taste and Passion," and much of Kant's Critique of Judgment. (A) (I) T. Cohen.

22000/32000. Introduction to the Philosophy of Science. (=CHSS 33300 HIPS 22000). We will begin by trying to explicate the manner in which science is a rational response to observational facts. This will involve a discussion of inductivism, Popper’s deductivism, Lakatos and Kuhn.  After this, we will briefly survey some other important topics in the philosophy of science, including underdetermination, theories of evidence, Bayesianism, the problem of induction, explanation, and laws of nature. (B) (II) K. Davey.

28201/38201. Topics from Hegel's Phenomenology of Spirit. (FNDL 28203). This course will attempt to give a general introduction to what is arguably Hegel's most exciting work. We will begin by spending some time discussing the overall project of the work, especially as articulated in the Preface and Introduction. After that, we will examine some of the most important sections of the work, such as "Sense-certainty" and "Lordship and Bondage" in more detail. (V) M. Forster.

31414. MAPH Core Course: Contemporary Analytic Philosophy. This course is open only to MAPH students. MAPH students who wish to apply to Ph.D. programs in philosophy are strongly urged to take this course. A survey of some of the central concerns in various areas of philosophy, pursued from the perspective of the analytic tradition. In epistemology, our topics will include the definition of knowledge, the challenge of skepticism, and the nature of justification. In the philosophy of mind, we will explore the mind-body problem and the nature and structure of intentional states. In the philosophy of language, we will address theories of truth and of speech acts, the sense/reference distinction, and the semantics of names and descriptions. In ethics, we will focus on the debate between utilitarians and Kantians.  B. Callard.

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Open to Graduate Students:

47211. Cavell’s The Claim of Reason. (=GRMN 47211, SCTH 47211). This course is the first in a two-course sequence to be offered jointly by Professors James Conant and David Wellbery.  The second course will be titled Cavell on Literature and will take place in Winter Quarter, 2012.  Students may take either one of these courses for credit without taking the other for credit. The first course will be taught primarily by Prof. Conant and the second course primarily by Prof. Wellbery. The second half of the two-course sequence will begin where The Claim of Reason itself ends – broaching topics which touch on the relation between aesthetic and philosophical criticism, and, more broadly, on the relation between philosophical and literary writing.

The aim of this first course will be to offer a careful reading of three quarters of Stanley Cavell’s major philosophical work, The Claim of Reason. The course will concentrate on Parts I, II, & IV of the book (with only very cursory discussion of Part III). We will focus on Cavell’s treatment of the following topics: criteria, skepticism, agreement in judgment, speaking inside and outside language games, the distinction between specific and generic objects, the relation between meaning and use, our knowledge of the external world, our knowledge of other minds, the concept of a non-claim context, the distinction between knowledge and acknowledgment, and the relation between literary form and philosophical content. We will read background articles by authors whose work Cavell himself discusses in the book, as well as related articles by Cavell. We will also discuss several of the better pieces of secondary literature on the book to have appeared over the course of the last three decades. Though no separate time will be given over to an independent study of Wittgenstein’s philosophy, we will take the required time to understand those particular passages from Wittgenstein to which Cavell himself devotes extended attention in his book and upon which he builds his argument. The Claim of Reason is dedicated to J. L. Austin and Thompson Clarke and its treatment of skepticism seeks to steer a middle course between that found in the writings of these two authors. We will therefore also need to read the work of these two authors carefully.  The final two meetings of the course will focus on issues in Part IV of the book which set the stage for a broader consideration of Cavell’s views on topics in philosophical aesthetics and the relation between philosophy and literature. (III) J. Conant, D. Wellbery.

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. M. Kremer.

49900. Reading and Research. Staff.

50100. First-Year Seminar. PQ: Limited to first-year students in the Philosophy PhD program. Meets on even-numbered weeks. Over the course of the next two quarters, we will read, write, talk, and think about important work in 20th Century and recent Anglophone practical philosophy, focusing in a region of ethics called "moral theory."  Following John Rawls, most contemporary ethicists take it that Henry Sidgwick was the first great modern Anglophone moral theorist.  Moral theory is concerned with the justification of morality.  Morality is generally taken to be that region of ethics that concerns our obligations to others.  Justifying it is generally taken to require showing how it is rational to do what morality demands when it normally is more pleasant or profitable to do something else instead—in more traditional terms, it concerns looking at situations in which acting well appears to come apart from faring well.  There is a real question about siding with acting well when it looks to come apart from faring well because reason is supposed to help us to fare well.

The dominant approaches in moral theory these days are: neo-Kantianism, which argues, in various ways, that requirements of morality are requirements of reason, neo-Humeanism, which argues, in various ways, that morality and reason achieve rapprochement through the workings of custom, conscience, and sympathy (or some other suitably agreeable feeling); and neo-Aristotelianism, which argues that the proper operation of reason lines up with virtue, and that human nature makes this so.

This map of the contemporary landscape does not coincide perfectly with how things went in the first half of the last century, when the two dominant approaches were utilitarianism (nowadays treated as a variety of neo-Humeanism) and intuitionism (which nowadays might crop up as an element in neo-Humeanism or neo-Aristotelianism).  We will start early and work our way up toward work that has been significantly influential for faculty and students at Chicago. Autumn, Winter. C. Vogler.

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. M. Nussbaum, R. Long.

51511. Deliberation and Self-Knowledge. Deliberation is conscious, reflective activity aimed at making up one's mind. This seminar focuses on questions about the relationship between deliberation and self-knowledge, with a view toward three central issues: 1) the form of self-knowledge exhibited in deliberation, 2) the extent to which deliberative self-knowledge can serve as a model for self-knowledge more generally, and 3) the bearing of deliberative self-knowledge on practical self-knowledge. Readings are drawn primarily from contemporary sources. (III) J. Bridges, D. Finkelstein.

51515. Contemporary Virtue Ethics. (=Law 99202, RETH 51700, PLSC 52110, GNDR 51700, CLAS 42811). This graduate seminar will study the revival of a neo-Aristotelian ethics of virtue in contemporary moral philosophy, considering, among others, Iris Murdoch, John McDowell, Bernard Williams, Philippa Foot, Nancy Sherman, Henry Richardson, and Alasdair MacIntyre.  Is virtue ethics a single movement, with a single set of philosophical motivations and normative commitments, or is it a complicated plurality of positions, motivations, and debates?  What is the relationship of virtue ethics to the idea of ethical theory?  To the aspiration to put reason in charge of human life?  Is virtue ethics inherently conservative, deferring to socially formed passions and patterns of conduct, or is (some form of) it capable of radical criticism of entrenched social norms, e.g. of class, race, and gender?   And, if so, how, and with reference to what norms?

The seminar is listed in Philosophy, Law, Religious Ethics, Classics, and Political Science, but students from those units (and others) may enroll only if they have a very ample and solid background in philosophy, such as an undergraduate philosophy major or equivalent preparation, plus permission from me based on examination of written work.  MAPH students will need an email from their MAPH preceptor.  A written application for permission to enroll is due to me September 20.

We will be alluding to the Greeks throughout, so some background in ancient Greek ethics, particularly Aristotle, is highly desirable. Students should have a good translation of Aristotle’s Nicomachean Ethics (Barnes/Ross, or Terence Irwin, or Christopher Rowe) at all times, and if they know even some Greek, they should bring the Greek to class too.  

All students will write a 25 page seminar paper.   I am happy to grant an extension to the end of the first week of the winter quarter, but if you need a grade to be recorded sooner than that for some reasons having to do with your program, you will need to make arrangements with me.

In addition, at each seminar meeting after the first, we will hope to have one student presentation, so please think about what topic and date you’d like, as you prepare for the first meeting.  Presentation will occupy the final 30 minutes of class.  The presenter will circulate a short paper by Friday night prior to the class meeting, and the presentation can thus be a brief introduction of the paper, with an aim to maximize discussion.   (I) M. Nussbaum.

51990. Spiritual Exercises, Relations of Power, Practices of Freedom. (=DVPR 51990, HIJD 51990, CMLT 51990) Consent of instructor required. Priority will be given to students who can read texts in French. Students interested in taking for credit should attend the first seminar before registering.  How do ethical and political practices create new spaces of freedom?  What kinds of practices can effectively modify networks of power and provoke transformations in our relations to ourselves? What is the dynamic between freedom and resistance? What forms of disobedience/dissidence/counter-conduct are ethically and politically productive? These questions will be approached through philosophical, historical, literary, and musical analysis. Readings and music may come from Pierre Hadot, Michel Foucault, Stanley Cavell, Henry David Thoreau, Ralph Waldo Emerson, Primo Levi, Martin Luther King, Jr., Derek Bailey, George Lewis, and Cecil Taylor. A. Davidson.

51901. Science and Aesthetics in the 18th-21st Centuries (=HIST 77301,CHSS 59700)  One can distinguish four ways in which science and aesthetics are related during the last two centuries.  First, science has been the subject of artistic effort, in painting and photography, in poetry and novels (e.g., in Goethe’s poetry or in H. G. Wells’ Island of Dr. Moreau).  Second, science has been used to explain aesthetic effects (e.g., Helmholtz’s work on the way painters achieve visual effects or musicians achieve tonal effects).  Third, aesthetic means have been used to convey scientific conceptions (e.g., through illustrations in scientific volumes or through aesthetically affective and effective writing).  Finally philosophers have stepped back to consider the relationship between scientific knowing and aesthetic comprehension (e.g., Kant, Bas von Fraassen).  In this two-quarter seminar, we will consider these four modes of relationship.  The first part of the first quarter will be devoted to Kant, reading carefully his 3rd Critique; then we will turn to Goethe and Helmholtz, both feeling the impact of Kant, and to Wells, a student of T. H. Huxley.  The second quarter will run for six weeks; in that quarter we will consider more contemporary modes expressive of the relationship, especially the role of illustrations in science and the work of contemporary philosophers like von Fraassen.   The final four weeks will be for students to write a significant paper dealing with some aspect of the relationship.  Students will make a formal presentation of their papers at the end of the second quarter.  (II) R. Richards.

53105. Philosophy of Mathematics. (=CHSS 53105). The course will focus on the developments in the foundations of mathematics that occurred around the end of the 19th century and into the 20th century. We will focus on the rise and fall of logicism, and try to understand the way in which our modern conception of mathematics was shaped by the shortcomings of this approach to grounding mathematics. We will spend a good deal of time focusing on Frege's program, its failure, and Russell’s attempt to salvage Frege’s program. We will also examine the impact of Dedekind, Hilbert and Godel on the conception of mathematics of this time period. (II) K. Davey.

53356. Pragmatism and Religion. (=SCTH 50058/SOCI 50081/AASR 50081). The American philosopher William James is not only one of the founders of pragmatism, but also the inaugurator of a methodological revolution in the empirical study of religion, namely of an approach that deals with religion not so much as a set of doctrines or institutions, but as articulations of intense experiences of self-transcendence.
Starting with James' classical work "The Varieties of Religious Experience" of 1902, this class will also deal with the contributions of other pragmatist thinkers to the study of religion - ranging from classical authors (Peirce, Royce, Dewey) to contemporary thinkers (Putnam, Rorty, John Smith) and my own writings in this area. H. Joas.

55790. Aristotle: Metaphysics Gamma. In Metaphysics Gamma, Aristotle develops the conception of metaphysics as a science of being qua being. It is the task of this science, he argues, to investigate what he regards as the firmest principle of all: the principle of non-contradiction, according to which “it is impossible that the same thing should simultaneously belong and not belong to the same thing in the same respect”. Although this principle cannot be established by demonstration, Aristotle offers a series of arguments to the effect that it is impossible to disbelieve it. The seminar will be a close reading of Gamma. No Greek required. (IV) M. Malink.

56710. Descartes and First Philosophy. The title of Descartes' most celebrated work is Meditations on First Philosophy. This course will explore how and in what sense, according to Descartes, a given philosophy can be said to come first. We will also want to know what is this first philosophy: is it, for example, the kind of philosophy which engages the skeptical challenge and shows that we can know some things with certainty? Or is it rather that which answers ontological questions such as what exists or which entities are most fundamental? We will read from the Meditations, The Objections and Replies, and The Principles of Philosophy, as well as from lesser known works such as Rules for the Direction of the Mind and various letters. (V)  A. Schechtman.

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. G. Lear.

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Workshops

51200. Law Philosophy Workshop. Martha Nussbaum (Law & Philosophy), Ryan Long (Law & Philosophy)
53900. Wittgenstein Workshop. James Conant (Philosophy), Michael Kremer (Philosophy)
58609. Contemporary European Philosophy Workshop.  Arnold Davidson (Philosophy, Divinity, & Comp. Lit.), and Ryan Coyne (Divinity)
59100. German Philosophy Workshop. James Conant (Philosophy), Robert Pippin (Social Thought & Philosophy)
59200. Literature and Philosophy Workshop. (=SCTH 59200).Robert Pippin (Social Thought & Philosophy), David Wellbery (German & Social Thoght)
59220. Semantics and Philosophy of Language Workshop. (=LING 59220) Malte Willer (Philosophy), Chris Kennedy (Linguistics) and Anastasia Giannakidou (Linguistics)
59900. Contemporary Philosophy Workshop. Ben Laurence (Philosophy), David Finkelstein (Philosophy)
59909. Practical Philosophy Workshop. Dan Brudney (Philosophy), Anton Ford (Philosophy)
59910. Ancient Greek and Roman Philosophy Workshop. Gabriel Lear (Philosophy), Elizabeth Asmis (Classics)
59920. Formal Philosophy Workshop. Kevin Davey (Philosophy), Bill Tait (Philosophy)