Social/Political Philosophy

Are some acts wrong "whatever the consequences"? Do consequences matter when acting for the sake of duty, or virtue, or what is right? How do "consequentialist" ethical theories, such as utilitarianism, address such issues? This course will address these questions by critically examining some of the most provocative defenses of consequentialism in the history of philosophy, from the work of the classical utilitarians Bentham, Mill, and Sidgwick to that of Peter Singer, one of the world's most influential living philosophers and the founder of the animal liberation and effective altruism movements. Does consequentialism lend itself to the Panoptical nightmares of the surveillance state, or can it be a force for a genuinely emancipatory ethics and politics? (A) (B)

Some of the greatest ethical and political challenges confronting the world today are related to environmental issues: for example, climate change, loss of biodiversity, the unsustainable use of natural resources, and other threats to the well-being of both present and future generations. Using both classic and contemporary works, this course will highlight some of the fundamental and unavoidable philosophical questions informing such environmental issues. Can a plausible philosophical account of justice for future generations be developed? What counts as the ethical treatment of non-human animals? What does the term "natural" mean, and can natural environments as such have moral standing? (A) (B)

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.

Many of the toughest ethical and political challenges confronting the world today are related to environmental issues: for example, climate change, loss of biodiversity, the unsustainable use of natural resources, pollution, and other threats to the well-being of both present and future generations.  Using both classic and contemporary works, this course will highlight some of the fundamental and unavoidable philosophical questions presented by such environmental issues.  What do the terms “nature” and “wilderness” even mean, and can “natural” environments as such have ethical and/or legal standing?  Does the environmental crisis demand radically new forms of ethical and political philosophizing and practice?  Must an environmental ethic reject anthropocentrism?  If so, what are the most plausible non-anthropocentric alternatives?  What counts as the proper ethical treatment of non-human animals, living organisms, or ecosystems?  What fundamental ethical and political perspectives inform such approaches as the “Land Ethic,” ecofeminism, and deep ecology?  Is there a plausible account of justice for future generations?  Are we now in the Anthropocene?  Is “adaptation” the best strategy at this historical juncture?  How can the wild, the rural, and the urban all contribute to a better future for Planet Earth? (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 wealth 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?  Readings will include such works as Peter Singer’s The Life You Can Save and David Callahan’s The Givers: Wealth, Power, and Philanthropy in a New Gilded Age, and there will be a number of special guest speakers. The course will be developed in active conversation with the work of the UChicago Civic Knowledge Project and Office of Civic Engagement, and students will 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.