Spring

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

Topic: Kant’s Transcendental Deduction of the Categories

The Transcendental Deduction of the Pure Concepts of Understanding is the focal point of Kant’s Critique of Pure Reason, and one of the most fascinating, puzzling, and suggestive passages in the history of philosophy. In it, Kant attempts to show that the a priori concepts of any finite thinker – the pure concepts of the understanding or ‘categories’ – necessarily apply to, and describe, empirical objects. Along the way Kant provides fascinating insights into such philosophical topics as self-consciousness and the self, judgment, knowledge, laws of nature, objectivity and subjectivity, perception, space, and time.      

This course will be a close reading of the B-edition Transcendental Deduction, along with other portions of the Critique of Pure Reason necessary for understanding the Transcendental Deduction. The early weeks of the course will be devoted to getting Kant’s program and problem into view; the remainder of the course will be spent slowly working through the B-edition Transcendental Deduction. Students should come away from the course with an understanding of the problem of the Transcendental Deduction, a grasp of Kant’s argumentative strategy, and a sense of the Transcendental Deduction’s place in the book as a whole.   

Topic: Consciousness and Language

Contemporary philosophers of mind often speak of the “phenomenal character” of different sorts of conscious experiences. This phrase is meant to express “what it’s like” to have an experience of a particular sort. For instance, when you see something red—a tomato, say—there’s something that it’s like to have an experience of the sort that you’re having. Someone who is color blind from birth might know a lot of things about how color vision works, but they won't know what it’s like to see something red; that is, they won’t know what the phenomenal character of an experience of seeing something red is.

In this class, we will explore both a negative and a positive thesis about the relationship between this aspect of conscious experience and language. We will start by considering the negative thesis that the phenomenal character of a conscious experience is really “ineffable”—we cannot express it in public language. We will consider both strategies for trying to make sense of this idea and arguments, both belonging to and influenced by Ludwig Wittgenstein, to the effect that there is no way to make sense of it. We will then turn to the corresponding positive thesis that we cannot make sense of the phenomenal character of a conscious experience apart from our ability to express it in public language, focusing particularly on the development of this thesis by Wilfrid Sellars and those influenced by him in various ways. In addition to Wittgenstein and Sellars, readings will be from contemporary philosophers including, among others, Frank Jackson, Thomas Nagel, David Chalmers, Paul Horwich, Daniel Dennett, John McDowell, Susanna Schellenberg, Robert Brandom, David Rosenthal, and Paul Churchland.

Topic: Aristotle’s On the Soul

Aristotle’s De Anima (On the Soul) contains his general account of soul, understood as the principle and cause of life. This text has been foundational to much of the philosophical and scientific reflections on life and the mind that have followed. Philosophers from Aquinas to Hegel have praised its richness and insight; contemporary psychologists, cognitive scientists, and biologists have found in it a predecessor to contemporary conceptions of mind, perception, and life. In reading De Anima, then, we can come face to face with the origins of our own conceptions of life. Yet it has also struck some modern readers as quite alien. De Anima’s scope doesn’t fit neatly within contemporary philosophy of mind, psychology, or biology; it instead offers an idiosyncratic ‘metaphysics of life’, which to some has appeared hopelessly antiquated in our post-Cartesian age.

In this class, we will engage in a close reading of the whole of De Anima. We will give particular attention to Aristotle’s greatest achievement in De Anima: his hylomorphic conception of soul, according to which the soul is ‘form’ and ‘actuality’, and the body is ‘matter’ and ‘potentiality’. We will use an understanding of this doctrine to address Aristotle’s most infamous and enigmatic claims in De Anima: that the soul and the body are one, that nutrition and reproduction are imitations of the divine, that perception is a reception of form, and that intellect is both nothing and everything. Our goal will be not only to understand Aristotle on his own terms, but also to see how modern philosophical problems about life and mindedness (e.g., AI, consciousness) look from an Aristotelian perspective.

Topic: Loving Animals

In this course we will read and discuss texts in the contemporary philosophical literature on love, asking questions such as What is the nature of love? What is the relation between love and morality? Do we love for reasons? Who can love? and What are the possible objects of love? Our overarching theme, though, will be one that has been largely neglected in this literature: loving animals. Alongside the philosophical literature on love, we will read/watch and discuss (scientific and anecdotal) studies in the emotional lives of animals, memoirs of human-animal relationships, and documentary films focusing on bonds between humans and animals. Drawing on these materials, we will take a critical approach to the mainstream philosophy of love and ask: Is it possible to love an animal? Can animals love (you back)? and What can love tell us about animals?

Topic: Creativity and the Logic of Discovery

In this course we will explore epistemological issues surrounding the process of discovery. Our investigation will be guided by three questions: (1) Does the stage of inquiry concerned with generating hypotheses or, broadly speaking, novel ideas possess a discernible rational structure? (2) What (if any) general rules, methods, cognitive attitudes, and epistemic standards might be appropriate to this activity across different domains? (3) How should insights about the discovery process inform the way we reason in our everyday contexts? We will think about, for example, what C.S. Peirce called “musement” or “pure play”, a creative activity that he thought to be crucially important for producing the ideas that are converted into scientific and philosophical study. The notion of creativity and the relation it bears to a logic of discovery will also loom large in our discussion of other related topics, which will include: concepts from Gestalt psychology; objectivity and bias in observation; tacit knowledge and know-how in theoretical contexts; usage of metaphor and analogy in representing phenomena in scientific reasoning; and strategic guesswork involved in mathematical problem-solving.

The theme for 2019-20 is “Migration and Citizenship.” Confirmed speakers as of 1/19 include David Miller, Joseph Carens, Ayelet Shachar, Adam Hosein, Adam Cox, Aziz Huq, and Seyla Benhabib, who will also be the Dewey Lecturer on January 15.

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. Students must enroll for all three quarters to receive credit.

We will study Hegel’s Elements of Philosophy of Right. The book is an absolute classic of practical philosophy. Its ambition is nothing less than to provide a systematic treatment of the unity of action theory, ethics and political philosophy. Hegel’s theory is considered by many as the highpoint and completion of practical philosophy in the post-Kantian German Idealism. And it is essential for the development Marxism and Critical Theory. It is a crucial treatise to study – not only for those interested of the history of ethics and political theory, but for anyone reflecting on the logic and origins of the kind of society we live in. At the same time, the book is hardy an easy read. For one, the genre of text is quite peculiar: it was written for as a condensed “Leitfaden”  for the students listening Hegel’s lectures. Moreover, the range of topics discussed under the heading of the Philosophy of Right – as well the order in which they are presented – seems quite from a contemporary perspective.

Hegel’s guiding thought is that the power of practical reason and freedom can only be understood through its actuality. What stands at center of his treatise is thus the idea of practical reality, encapsulated in his famous slogan that “the rational is actual and the actual is rational.” Hegel’s point is that the domain of the practical is a stratum of being that is not a reality given to the mind, but one that reason apprehends as its own work in virtue of bringing it into being. This thesis has two sides: On the one hand, it means that there are aspects of reality whose very existence depends on our understanding of them as rational. On the other hand, it means that the norms of rationality cannot be understood independently of their realization in practice. Various features of our contemporary intellectual climate make it difficult for us to grasp this idea. Hegel’s slogan is often taken as a peculiar excess of Absolute Idealism that just reflects a conservative attitude towards the status quo. However, the central topics for a Marxist critique of right and western liberalism – such as alienation, exploitation and imperialism – can already be found in Hegel’s account on bourgeois society. (V)

Literature:

G.W.F. Hegel, Elements of Philosophy of Right, ed. by A.W. Wood,, trans. by H.B. Nisbet, Cambridge University Press

Immanuel Kant’s “critical” turn set off a revolution in 19th-century philosophy. We will trace its effects and the reactions against it. Our focus will be the conception of ethics and the philosophy of right. Kant’s main project was to show that the laws of morality and right are internal to the very ideas of practical reason and autonomy. On the one hand, we will study Post-Kantian German Idealist attempt to complete the enlightment project: J.G. Fichte and G.W.F. Hegel argue that since the idea of freedom cannot be understood independently of its actuality, one has to give an account of the necessity of its realization in the material world. On the other hand, we will investigate the (constitutive(?)) blindspots of this tradition and its abstract conception of the subject. In this connection we will study the critical works of Karl Marx, Mary Wollstonecraft, Frederick Douglass and Friedrich Nietzsche.

Human rights are claims of justice that hold merely in virtue of our shared humanity. In this course we will explore philosophical theories of this elementary and crucial form of justice. Among topics to be considered are the role that dignity and humanity play in grounding such rights, their relation to political and economic institutions, and the distinction between duties of justice and claims of charity or humanitarian aid. Finally we will consider the application of such theories to concrete, problematic and pressing problems, such as global poverty, torture and genocide. (A) (I)