PHIL

Theme: Advanced Topics in General Jurisprudence

The Workshop will explore in more depth issues touched upon in the basic course on “general jurisprudence” at the Law School.  General jurisprudence is that part of philosophy of law concerned with the central questions about the nature of law, the relationship between law and morality, and the nature of legal reasoning.   Students who have taken Leiter’s “Jurisprudence I” course at the law school are welcome to enroll.  Students who have not taken Jurisprudence I must contact the Professor Leiter with information about their prior study of legal philosophy.   Detailed familiarity with Hart’s The Concept of Law and Dworkin’s criticisms of Hart is essential.   Scheduled speakers for the Workshop include Thomas Adams (Oxford), Mark Greenberg (UCLA), Giorgio Pino (Rome III), Louis Duarte D’Almeida (Lisbon), Daniel Wodak (Penn), and the Law & Philosophy Fellow Alma Diamond, among others.

Theme: Advanced Topics in General Jurisprudence

The Workshop will explore in more depth issues touched upon in the basic course on “general jurisprudence” at the Law School.  General jurisprudence is that part of philosophy of law concerned with the central questions about the nature of law, the relationship between law and morality, and the nature of legal reasoning.   Students who have taken Leiter’s “Jurisprudence I” course at the law school are welcome to enroll.  Students who have not taken Jurisprudence I must contact the Professor Leiter with information about their prior study of legal philosophy.   Detailed familiarity with Hart’s The Concept of Law and Dworkin’s criticisms of Hart is essential.   Scheduled speakers for the Workshop include Thomas Adams (Oxford), Mark Greenberg (UCLA), Giorgio Pino (Rome III), Louis Duarte D’Almeida (Lisbon), Daniel Wodak (Penn), and the Law & Philosophy Fellow Alma Diamond, among others.

Theme: Advanced Topics in General Jurisprudence

The Workshop will explore in more depth issues touched upon in the basic course on “general jurisprudence” at the Law School.  General jurisprudence is that part of philosophy of law concerned with the central questions about the nature of law, the relationship between law and morality, and the nature of legal reasoning.   Students who have taken Leiter’s “Jurisprudence I” course at the law school are welcome to enroll.  Students who have not taken Jurisprudence I must contact the Professor Leiter with information about their prior study of legal philosophy.   Detailed familiarity with Hart’s The Concept of Law and Dworkin’s criticisms of Hart is essential.   Scheduled speakers for the Workshop include Thomas Adams (Oxford), Mark Greenberg (UCLA), Giorgio Pino (Rome III), Louis Duarte D’Almeida (Lisbon), Daniel Wodak (Penn), and the Law & Philosophy Fellow Alma Diamond, among others.

Advanced Study: Philosophy

Advanced Study: Philosophy

Advanced Study: Philosophy

In this class we explore the philosophical foundations of human rights, investigating theories of how our shared humanity in the context of an interdependent world gives rise to obligations of justice. Webegin by asking what rights are, how they are distinguished from other part of morality, and what role they play in our social and political life. But rights come in many varieties, and we are interested in human rights in particular. In later weeks, we will ask what makes something a human right, and how are human rights different from other kinds of rights. We will consider a number of contemporary philosophers (and one historian) who attempt to answer this question, including James Griffin, Joseph Raz, John Rawls, John Tasioulas, Samuel Moyn, Jiewuh Song, and Martha Nussbaum. Throughout we will be asking questions such as, "What makes something a human right?" "What role does human dignity play in grounding our human rights?" "Are human rights historical?" "What role does the nation and the individual play in our account of human rights?" "When can one nation legitimately intervene in the affairs of another nation?" "How can we respect the demands of justice while also respecting cultural difference?" "How do human rights relate to global inequality and markets?" (A) (I)

The seminar will explore aspects of Nietzsche’s theory of value, especially regarding morality and aesthetics, in the context of two major intellectual 19th-century influences on his thought:  naturalism (especially through Schopenhauer and German Materialism) and Romanticism.  The first half of the seminar (led by Leiter) will emphasize naturalistic themes in his understanding of morality in On the Genealogy of Morality and excerpts from Beyond Good and Evil.  The second half (led by Forster) will examine the influence of Romanticism, including in The Birth of Tragedy and selections from later works.  

The aim of this course is to explore the tensions and convergences between two of the most profoundly important areas of environmental philosophy. "Ecocentrism" is the view that holistic systems such as ecosystems can be ethically considerable or "count" in a way somewhat comparable to human persons, and such a philosophical perspective has been shared by many prominent forms of environmentalism, from Aldo Leopold's Land Ethic to Deep Ecology to the worldviews of many Native American and Indigenous peoples. For some prominent environmental philosophers, a commitment to ecocentrism is the defining test of whether one is truly an environmental philosopher. "Environmental Racism" is one of the defining elements of environmental injustice, the way in which environmental crises and existential threats often reflect systemic discrimination, oppression, and domination in their disproportionate adverse impact on peoples of color, women, the global poor, LGBTQ populations, and Indigenous Peoples. Although historically, some have claimed that ecocentric organizations such as Greenpeace have neglected the problems of environmental injustice and racism in their quest to, e.g., "save the whales," a deeper analysis reveals a far more complicated picture, with many affinities and alliances between ecocentrists and activists seeking environmental justice. (A)

What are the aims of education? Are they what they should be, for purposes of cultivating flourishing citizens of a liberal democracy? What are the biggest challenges—philosophical, political, cultural, and ethical—confronting educators today, in the U.S. and across the globe? How can philosophy help address these? In dealing with such questions, this course will provide an introductory overview of both the philosophy of education and various educational programs in philosophy, critically surveying a few of the leading ways in which philosophers past and present have framed the aims of education and the educational significance of philosophy. From Plato to the present, philosophers have contributed to articulating the aims of education and developing curricula to be used in various educational contexts, for diverse groups and educational levels. This course will draw on both classic and contemporary works, but considerable attention will be devoted to the work and legacy of philosopher/educator John Dewey, a founding figure at the University of Chicago and a crucial resource for educators concerned with cultivating critical thinking, creativity, character, and ethical reflection. The course will also feature field trips, distinguished guest speakers, and opportunities for experiential learning. (A)