Undergraduate

We will study this work in its entirety, chiefly from a philosophical point of view.  The more popular, more autobiographical Books (I-IX) already offer a good deal of philosophical material; themes treated include the will, friendship, good and evil, knowledge, truth, incorporeal reality, and divine providence.  Then come the more impersonal Books (X-XIII), which present extended and sometimes impassioned inquiries into the natures of memory, time, eternity, and creation.  Latin would be helpful, but it is not required. (A)

Students writing senior essays register once for PHIL 29901, in the Autumn Quarter, and once for PHIL 29902, in the Winter Quarter. The Senior Seminar meets for two quarters, and students writing essays are required to attend throughout.

Students writing senior essays register once for PHIL 29901, in the Autumn Quarter, and once for PHIL 29902, in the Winter Quarter. The Senior Seminar meets for two quarters, and students writing essays are required to attend throughout.

In one of his most widely read pieces of writing—the chapter of his Essay Concerning Human Understanding called “Of Identity and Diversity”—John Locke writes: “[S]ince consciousness always accompanies thinking, and ‘tis that, that makes every one to be, what he calls self; and thereby distinguishes himself from all other thinking things, in this alone consists personal Identity, i.e. the sameness of rational Being: And as far as this consciousness can be extended backwards to any past Action or Thought, so far reaches the Identity of that Person…”  Locke’s theory of personal identity has puzzled, annoyed, and inspired readers since it was published in the second edition of his Essay, in 1694. The main aim of this course will be to arrive at a reading of it that (1) situates it in the context of earlier philosophers’ writings about selves and souls, (2) is informed by an understanding of Locke’s own views concerning consciousness and memory, among other things, and (3) carefully considers objections that later writers—most famously Butler and Reid—made to Locke’s theory. In this endeavor, we’ll be aided by two excellent recent books: Udo Theil’s The Early Modern Subject (2011) and Galen Strawson’s Locke on Personal Identity (2011). Along the way, we’ll devote some time to considering one or two recent neo-Lockean accounts of personal identity. (B)

Philosophers have long drawn inspiration for their views about the nature of human cognition, the structure of language, and the foundations of knowledge, from developments in the field of artificial intelligence. In recent years, the study of artificial intelligence has undergone a remarkable resurgence, in large part owing to the invention of so-called “deep” neural networks, which attempt to instantiate models of cognitive neurological development in a computational setting. Deep neural networks have been successfully deployed to perform a wide variety of machine learning tasks, including image recognition, natural language processing, financial fraud detection, social network filtering, drug discovery, and cancer diagnoses, to name just a few. While, at present, the ethical implications of these new and powerful systems are a topic of much philosophical scrutiny, the epistemological significance of deep learning has garnered significantly less attention.

In this course, we will attempt to understand and assess some of the bold epistemological claims that have been made on behalf of deep neural networks. To what extent can deep learning be represented within the framework of existing theories of statistical and causal inference, and to what extent does it represent a new epistemological paradigm? Are deep neural networks genuinely theory-neutral, as it is sometimes claimed, or does the underlying architecture of these systems encode substantive theoretical assumptions and biases? Without the aid of a background theory or statistical model, how can we, the users of a deep neural network, be in a position to trust the reliability of its predictions? In principle, are there any cognitive tasks with respect to which deep neural networks are incapable of outperforming human expertise? Do recent developments in artificial intelligence shed any new light on traditional philosophical questions about the capacity of machines to act intelligently, or the computational and mechanistic bases of human cognition? (B) (II)

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 look at other writings by Cavell insofar as they directly assist in an understanding of this central work of his. In particular, 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.

This course will survey Aristotle’s ethics and politics with a view to understanding their relation to one another.  

The philosophical ideas and methods of Immanuel Kant's “critical” philosophy set off a revolution that reverberated through 19th-century philosophy.  We will trace the effects of this revolution and the responses to it, focusing on the changing conception of what philosophical ethics might hope to achieve.  We will begin with a consideration of Kant's famous Groundwork of the Metaphysics of Morals, in which the project of grounding all ethical obligations in the very idea of rational freedom is announced.  We will then consider Hegel's radicalization of this project in his Philosophy of Right, which seeks to derive from the idea of rational freedom, not just formal constraints on right action, but a substantive conception of the proper organization of our social and political lives.  We will conclude by examining some important critics of the Kantian/Hegelian project in ethical theory: Karl Marx, John Stuart Mill, Frederick Douglass, and Friedrich Nietzsche.

In this course we will explore some of the central questions in epistemology and metaphysics. In epistemology, these questions will include: What is knowledge? What facts or states justify a belief? How can the threat of skepticism be adequately answered? How do we know what we (seem to) know about mathematics and morality? In metaphysics, these questions will include: What is time? What is the best account of personal identity across time? Do we have free will? We will also discuss how the construction of a theory of knowledge ought to relate to the construction of a metaphysical theory-roughly speaking, what comes first, epistemology or metaphysics? (B)

What is death, and what is its significance for our lives and how we lead them? In this course we will tack back and forth between the metaphysics of death (What is nonexistence? Are death and pre-birth metaphysically symmetrical?) and the ethical questions raised by death (Is death a misfortune-something we should fear or lament? Should we be glad not to be immortal? How should we understand the ethics of abortion and capital punishment?) Our exploration of these issues will take us through the work of many figures in the Western philosophical tradition (Plato, Augustine, Descartes, Schopenhauer, Nietzsche, Heidegger), but we will be concentrating on the recent and dramatic flowering of work on the subject.