Autumn

The seminar will explore the fundamental issues in Hegel’s philosophy by means of attention to the texts where he most clearly states his ambitions: his early essay, "The Difference Between Fichte’s and Schelling’s Systems of Philosophy"; The Introduction to his "Phenomenology of Spirit"; The long Introduction to his "Encyclopedia Logic"; The Preface and Introduction to his "Philosophy of Right," and the Introduction to his "Lectures on Fine Art."

The aim of the course is to understand and assess central aspects of Aristotle's account of actions and agency. We will locate his views within the context of his discussion of (a) the relation between psychological and physical states, processes, and activities and (b) the value of acting well.

In this course, we will engage with one of the fundamental texts of practical philosophy, Aristotle’s Nicomachean Ethics. In addition to reading the text closely, we will critically discuss secondary literature, as well as contemporary attempts to revive and enlist Aristotle, with the aim of familiarizing ourselves with the work’s themes, understanding major fault lines in its interpretation, and appreciating its enduring significance. Topics to be considered include happiness and the good life, virtue, and practical reasoning. (A)

This will be an introductory course on Wittgenstein’s Tractatus. The seminar will be organized around the follow proposal: the book is meant to reveal the sort of understanding that is at stake whenever a philosophical problem arises. It teaches that such understanding is not a form of knowledge — and in particular not scientific knowledge— of whether or why something is the case. Its clarification of the sort of understanding at issue here allows for a reading according to which the Tractatus, contrary to what most commentators assume, seeks to affirm rather than to cancel philosophy. It affirms it as a fundamental concern with understanding distinct from science or from reason.

We will read selections from, and secondary literature on, some early Socratic dialogues in order to engage with a set of Socratic theses on desire, motivation, and value: (1) Everyone desires the good (or: what he believes to be good?) (Meno, Gorgias, Lysis) ; (2) Everyone does what he believes (or knows?) to be best (Protagoras, Apology) (3)  It is better to be wronged than to do wrong (Gorgias, Apology) (4) Only good men do wrong voluntarily (Hippias Minor) (5) Courage/Moderation is Wisdom (Laches, Protagoras, Charmides). We will want to examine these views both for consistency; for their individual merits; and in order to see whether we can put them together into a distinctively Socratic ethical point of view. (III) 

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

Course begins in late Spring quarter and continues in the Autumn quarter.

Advanced Study: Philosophy