Graduate

(NOTE: This course will take place during the last 8 weeks of the quarter).Language is for imparting information, but it is equally a tool for communicating ignorance. This course aims to do three things: (i) introduce some of the more well-known ways that what we say depends upon uncertain or incomplete information, (ii) survey some basic tools for representing uncertainty and show how they can fit into a general semantic theory, and (iii) push the boundaries on aims (i) and (ii).

In this seminar and a second seminar to be taught in 2015 I shall present a new reading of Nietzsche’s most famous work. Thus Spoke Zarathustra combines philosophy and poetry, wisdom and prophecy, solitude and politics, speech and deed, preaching in riddles and parody of the Gospel. The work is a challenge to faith in revelation and a task for philosophical interpretation. In the spring of 2014 I shall interpret books I and II. Books III and IV I shall teach in the spring of 2015. This procedure may be justified in light of Nietzsche’s own procedure: He published each of the books before the following book was written and in fact without announcing that one, two or even three books would follow the first one. I shall use the English translation by Graham Parkes, Oxford World’s Classics (ISBN 0199537097). Those who can read the text in German should know that I use the Colli/Montinari edition (Kritische Studienausgabe, Bd. 4, DTV, ISBN 3423301546). The seminar will take place in Foster 505 on Monday/Wednesday, 10:30am-12:50pm during the first five weeks of the term (March 31-April 30, 2014).

This course will study topics in philosophy of mind in the writings of various figures from the early modern period. Topics to be discussed may include: theories of ideas, representation, consciousness, and affects (or passions). (V)

Our goal in this course will be to read through and understand at least the first five chapters of Hegel’s revolutionary book. Main topics will include Hegel’s new conception of philosophy and philosophical methodology, his agreements and disagreements with Kant, and the nature of self-consciousness. Undergraduates should have some background in philosophy; a knowledge of Kant would be especially helpful. (V)

The study of logic in the second half of the 19th century was dominated by an algebraic approach to the subject. This tradition, as exemplified in George Boole’s Laws of Thought, aimed to develop a calculus of deductive reasoning based on the standard algebraic techniques employed in mathematics. In this course, we will trace the historical development of the algebraic tradition in logic, beginning with the early attempts of Leibniz to formulate a calculus ratiocinator. We will consider the various systems of algebraic logic developed in the 19th century in the works of De Morgan, Boole, Jevons, Peirce, and Schroder, and conclude by examining Frege’s critique of Boole’s system in relation to Frege’s own Begriffsschrift. (B) (II) (V)

This class will look at old and new attempts to develop formal theories of the concept of truth. After a presentation of the paradoxes of disquotation, we will do a fairly close reading of Tarski's 'The Concept of Truth in Formalized Languages'. We will follow this with a close examination of Kripke's formal theory of truth, and will then look at Hartry Field's recent work on truth and the liar paradox. If time permits, we will briefly survey some other modern approaches, including those that revolve around the idea of so-called 'indefinite extensibility' (Glanzberg et al.) (II)

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.

This is a seminar/workshop many of whose participants are faculty from various related disciplines. It admits approximately ten students. 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. Most sessions are led by visiting speakers, from either outside institutions or our own faculty, who circulate their papers in advance. The session consists of a brief introduction by the speaker, followed by initial questioning by the two faculty coordinators, followed by general discussion, in which students are given priority. Several sessions involve students only, and are led by the instructors. Students write a 20-25 page seminar paper at the end of the year. The course satisfies the Law School Substantial Writing Requirement. There are approximately four meetings in each of the three quarters. Students must therefore enroll for all three quarters. Autumn, Winter, Spring.

An attempt to locate psychoanalytic theory and practice within the philosophical and religious contexts of "I-Thou" relationships. Readings from psychoanalytic thinking on the nature of the psychoanalytic relationship (for example, Loewald, Stone, Freud, Lacan) as well as contemporary philosophical work on second-person relations (Michael Thompson, Sebastian Rödl, Stephen Darwall), and on certain Jewish philosophers (Rosenzweig, Levinas).