PHIL

This lecture-discussion course will consider the main figures in the history of biology, from the Hippocratics and Aristotle to Darwin and Mendel. The philosophic issues will be the kinds of explanations appropriate to biology versus the other physical sciences, the status of teleological considerations, and the moral consequences for human beings. (B) (II)

There is perhaps no better introduction to Thomas Aquinas’s philosophy of human nature than his still influential commentary on Aristotle’s classic treatment of soul and its powers, the De anima. Writing the commentary was in fact part of Thomas’s preparation for the section on man in the Summa theologiae. Naturally he also had other sources, but he drew much of his method and many of his terms and principles from Aristotle’s work. Our default text consists of English translations of the commentary and of the nearly word-for-word Latin rendering of the De anima that Thomas used. We will work through the entire text; our main goal will be simply to understand it. (B) (IV)

Aquinas regards justice as the preeminent moral virtue, and in the Summa theologiae he devotes more Questions to it than to any other virtue (II-II, qq. 57-79). With occasional help from other passages of his, and with an eye to his sources (especially Aristotle) and to later thinkers, we will first work through his general accounts of the object of justice (ius—the just or the right), justice as a virtue, the nature of injustice, and the distinction between distributive and commutative justice. Then, as time permits, we will discuss selected texts on more specific topics such as judicature, restitution, partiality, murder, theft, verbal injuries, fraud, and usury. (A)

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)

Perhaps it is better to give than to receive, but exactly how much giving ought one to engage in and to whom or what?  Recent ethical and philosophical developments such as the effective altruism movement suggest that relatively affluent individuals are ethically bound to donate a very large percentage of their resources to worthy causes—for example, saving as many lives as they possibly can, wherever in the world those lives may be.  And charitable giving or philanthropy is not only a matter of individual giving, but also of giving by foundations, corporations, non-profits, non-governmental and various governmental agencies, and other organizational entities that play a very significant role in the modern world.  How, for example, does an institution like the University of Chicago engage in and justify its philanthropic activities?  Can one generalize about the various rationales for philanthropy, whether individual or institutional?  Why do individuals or organizations engage in philanthropy, and do they do so well or badly, for good reasons, bad reasons, or no coherent reasons?

This course will afford a broad, critical philosophical and historical overview of philanthropy, examining its various contexts and justifications, and contrasting charitable giving with other ethical demands, particularly the demands of justice. How do charity and justice relate to each other?  Would charity even be needed in a fully just world?  And does philanthropy in its current forms aid or hinder the pursuit of social justice, in both local and global contexts?  This course will feature a number of guest speakers and be developed in active conversation with the work of the UChicago Civic Knowledge Project and Office of Civic Engagement.  Students will also be presented with some practical opportunities to engage reflectively in deciding whether, why and how to donate a certain limited amount of (course provided) funding. (A)

From Plato to the present, notions of happiness have been at the core of heated debates in ethics and politics.  What is happiness?  Is it subjective or objective?  Is it a matter of pleasure or enjoyment?  Of getting what one most wants?  Of flourishing through the development of one’s human capabilities?  Of being satisfied with how one’s life is going overall?  Is happiness the ultimate good for human beings, the essence of the good life and tied up with virtue, or is morality somehow prior to it?  Can it be achieved by all, or only by a fortunate few?  Can it be measured, and perhaps made the basis of a science?  Should it be the aim of education?  What causes happiness?  Does the wrong notion of happiness lend itself to a politics of manipulation and surveillance?  What critical perspectives pose the deepest challenges to the idea that happiness matters?  These are some of the questions that this course addresses, with the help of both classic and contemporary texts from philosophy, literature, and the social sciences.  The approach will involve a lot of more or less Socratic questioning, which may or may not contribute your personal happiness. (A)

One of the major genres of philosophical writing during the Middle Ages was the commentary, both on Aristotle and other canonical philosophers and on Scripture.  This course will examine philosophical discussions of the problem of evil by three medieval philosophers through close reading and analysis of both their discursive expositions of the problem of evil and providence and their commentaries on the Book of Job. The three philosophers will be Saadia Gaon, Moses Maimonides, and Thomas Aquinas. Apart from close analysis of their different conceptions of the problem, their theodicies, and accounts of providence, we will also be concerned with ways in which the thinkers’ ‘straight’ philosophical discursive expositions differ from their commentaries, the sense in which Scripture might be a philosophical text that deserves philosophical commentary, and how the scriptural context influences the philosophy by which it is interpreted? (IV)

This course will undertake a critical review of the some of the seminal logical and metaphysical writings of the American pragmatist philosopher Charles Sanders Peirce. Peirce made numerous original contributions to the field of mathematical logic, particularly to the fields of relational and quantificational logic, and, in the first part of the course, we will carefully examine some of Peirce's most important writings on the subject. In the second half of the course, we will examine some of Peirce's most characteristic metaphysical doctrines. These include: triadism - the view that all experience may be classified within a tripartite scheme consisting of the categories of "firstness," "secondness," and "thirdness;" tychism - the view that objective chance is an operative feature of the cosmos; haecceitism - the view that individual substances have an essence de re and not merely de dicta; and synechism - the view that the cosmos is fundamentally a continuum, no part of which is fully separate or determinate. (II)

This is a workshop for 2nd year philosophy graduate students, in which students revise a piece of work to satisfy the PhD program requirements.

This is a workshop for 3rd year philosophy graduate students, in which students prepare and workshop materials for their Topical Exam.