This is a list of courses offered in the current and upcoming semester, together with course descriptions specific to the instructors teaching the course.
For a list of course offerings generated by the university registrar, listing rooms, times, CRNs, and generic course descriptions from Course Explorer, click on the appropriate semester in the menu to the left.
For a list of all courses offered by the Philosophy Department, with information about how regularly they are offered, click here .
We will examine a variety of philosophical topics including: what a person is, whether we have free will, whether the universe has an intelligent designer, whether the existence of evil is compatible with the existence of God, whether one can truly have knowledge of the external world, whether it is rational to fear death, whether abortion is morally permissible, and whether it is wrong to eat meat.
Consideration of some main problems of philosophy concerning, for example, knowledge, God, mind and body, and human freedom. Course is identical to PHIL 101 except for the additional writing component. Credit is not given for both PHIL 100 and PHIL 101. Prerequisite: Completion of campus Composition I general education requirement.
We will examine a variety of philosophical topics including: what a person is, whether there can be free will, whether the universe has an intelligent designer, whether there can be morality if there is no God, whether the existence of evil is compatible with the existence of God, whether one can truly have knowledge of the external world, whether time travel is possible, whether it is rational to fear death, whether abortion is morally permissible, whether the war on drugs is unjust, and whether it is wrong to eat meat.
Practical study of logical reasoning. Involves studying informal fallacies and syllogistic logic and assessing the logical coherence of what we read and write.
Logic and Reasoning is an introductory logic course concerned with understanding the goodness (or badness) of various kinds of argument. The course is divided into four units: Zeroth-Order (Sentential) Logic, First-Order (Predicate) Logic, Set and Probability Theory, and Causal and Statistical Reasoning. The course takes a more formal, mathematical approach than PHIL 102, and so, it satisfies a level-two quantitative reasoning requirement (QRII).
It matters how we live our lives, and how we treat other people. It is important that we treat other people in the right way, and avoid treating other people in the wrong way. But what is "rightness" and "wrongness" anyway? The course is designed as an introduction to normative ethics. We will spend most of our time discussing three of the major traditions in ethical theory—Consequentialism, Deontology, and Virtue Ethics. Along the way, we will discuss some “applied” ethical questions concerning the morality of abortion, poverty, pornography, and the treatment of non-human animals. We will also explore some questions of moral motivation. An effort will be made to read primary (historical) texts, and to criticize the views of some authors in light of the views of others.
*This course satisfies the Advanced Composition General Education Requirement
Some basic questions of ethics, discussed in the light of influential ethical theories and with reference to specific moral problems, such as: what makes an action morally right? are moral standards absolute or relative? what is the relation between personal morality and social morality, and between social morality and law?
Examination of the moral aspects of social problems, and a survey of ethical principles formulated to validate social policy.
Political philosophy invites the student to reflect on what is, and what has been, really going on in our society and civilization beneath the surface of routine politics. It is a field of study flanked by moral philosophy, on the one hand, and by inquiry into human nature, on the other. The key task which distinguishes political philosophy from cognate fields is the appraisal of what is politically possible in any concrete historical setting. What ideals are imaginable and seem viable in a particular context? Is there a practical alternative to our existing civilization? How can we make a case in its favor and a case against it? This course begins with Thomas More's Utopia of 1516, a classic work which has entered our culture so deeply that its title has become an accepted term for dreams of a better future. The course then traces the subsequent historical evolution of central concepts: state and revolution, liberty and right, capitalism and communism, political corruption and virtue. There will be weekly reading assignments in selections from works by major thinkers. The required textbook is David Wootton, ed., Modern Political Thought: Readings from Machiavelli to Nietzsche (2nd edn, Indianapolis: Hackett, 2008).
Introduction to classic writers and texts in Western religious and social thought from the Enlightenment to the present, with emphasis on their social and historical contexts.
Survey of the leading living religions, including Hinduism, Buddhism, Confucianism, Taoism, Judaism, Christianity, and Islam; examination of basic texts and of philosophic theological elaborations of each religion.
Same as PHIL 110. This course can be used to fulfill either Western or Nonwestern general education categories, but not both.
Study of selected topics on an individually arranged basis. Open only to honors majors or to Cohn Scholars and Associates.
May be repeated one time. Prerequisite: Consent of departmental honors advisor.
This course will study the nature of deductive inference through the construction of a formal language in which such inferences may be expressed. The deductive forms we will consider, comprising what is called elementary logic or quantification theory, are versatile enough to encompass much of our reasoning about relations between objects. Part of the course will consist in applying these formal methods to concrete reasoning situations, and part of it will involve a study of questions about the scope and adequacy of these methods. The course requirements will include two hourly examinations and several shorter in class tests. Homework will be assigned on a weekly basis.
This course is an introduction to the philosophical thought of the ancient world. The course will concentrate on the Greeks, in particular, on the Pre-Socratics, Plato and Aristotle, concluding with Hellenistic philosophy, where we will read writings of the Stoics, Epicureans and Skeptics.
We will start right in by reading some of Plato’s lively early dialogues. There will be a good bit of reading required. Some of the readings will be great fun, even charming; some of the readings will be dark and obscure. I hope that my lectures will enlighten the latter and not detract from the former. Discussion and reasoned disagreement are encouraged.
There will be two papers, five on-line quizzes and a final:
Papers: An initial five page paper. A final paper of about ten pages.
Quizzes: five on-line quizzes will be spaced over the semester, examining recently covered material. These are not as intimidating as they sound. You will be given a copy of each quiz beforehand so you can go over them as you read the material.
Exams: There will be no midterm, but there will be a final.
Readings in Ancient Greek Philosophy: From Thales to Aristotle. S. Marc Cohen, Patricia Curd, and C.D.C. Reeve (eds). Paperback, 4th edition/Hackett Publishing Co., 2011
Ancient Philosophy: Volume 1 of A New History of Western Philosophy. Anthony Kenny. Paperback/Oxford University Press, 2006. Also available on Kindle.
Hellenistic philosophy: Introductory Readings, trans. by Brad Inwood and L.P. Gerson. Paperback 2nd edition Hackett Publishing Co., 1997
Course Booklet available on-line.
What is the relation between mind and world? What can we know with certainty and how reliable are our scientific explanations?What is the role of reason and of the senses in the attainment of knowledge?In this course, we will attempt to answer these metaphysical andepistemologicalquestions by focusing on the major philosophical figures of the 17thand 18thcenturies. The overarching theme of the course is an investigation into skepticism and the nature of human understanding as undertaken by the rationalists (Descartes and Leibniz), the empiricists (Locke, Berkeley, and Hume), and Kant.
Constant changes in healthcare settings, coupled with rapid advancements in technology, lead to increasingly complicated ethical dilemmas: Who decides what—patients, doctors or family members—and on what basis? What are the ends of the medical profession and how do they bear on what doctors can and cannot provide their patients? Can doctors refuse to provide treatment for conscientious reasons? Are abortions, physician assisted suicides, organ sales, and commercial surrogacies morally permissible? In this course, we will attempt to answer these (and other) pressing questions. We will commence the course by analyzing two key concepts that are utilized in medical ethics debates: autonomy and paternalism. We will then discuss the nature and sources of the ends of the medical profession, and the circumstances, if any, in which the physician can deviate from these ends (including physician conscientious objection). We will then proceed to examine specific medical ethical dilemmas surrounding the beginning and end of life:abortion, physician assisted suicide andeuthanasia, and the treatment of demented patients. We will conclude the course byanalyzing the moral limits of markets and utilize our analysis in order to understand the moral status of organ sales and commercial surrogacy.
In this course, we’ll discuss two key philosophical problems raised by human nature. First, we’ll consider whether there’s any connection between human nature and what makes for a good human life. Do human beings have natural goals or ends that determine what kind of life is best for them? Or are we free to make ourselves what we will? Second, we’ll consider questions about the relationship between human nature and social life. Are human beings naturally selfish or cooperative? Is justice something we’re naturally inclined toward or a standard that we must be forced by our institutions to meet?
Introduction to the theory of meaning for natural language, including techniques for the description of lexical meaning, compositional determination of phrase and sentence meaning, and pragmatic effects on interpretation in context.
(SAME AS ECE 316)
“Ethics and Engineering” is a broad-ranging course in moral theory and practice, open to all disciplines and all majors. The principles studied throughout the semester are applicable to all career paths, and all who are interested are welcome to be members of the class. The course will be structured in three interrelated parts — (1) an introduction to the central themes of the course, (2) a focused study of normative ethics, and (3) an exploration of ethical issues in the practice of a profession applied in the context of engineering, including safety and liability, professional responsibility to clients and employers, legal obligations, codes of ethics, and career choice. A primary objective of our journey in this course will be to explore the fundamental structure of human personhood, the grounding of moral action, and the development of moral character as the precondition of integral work in a profession. Case studies will provide an important methodological lens for our discussions together in class.
The course fulfills credit as an upperdivision class in advanced composition, for which the University of Illinois requires twenty to thirty pages of revised writing as a minimum standard. In order to fulfill this requirement, each member of the class will write and revise three response papers — an article analysis (three pages), a case study (three pages), and a paper on normative ethical theories (six pages) — a research paper on a topic of your own choosing (ten pages), and a personal mission statement reflecting on your life work and career path (three pages). All members of the course will also give a ten-minute presentation on their research project in class at the end of the semester. The research paper and class presentation function together as the final examination for the course. We will be using as a textbook the fourth edition of Engineering Ethics: Concepts and Cases by Harris, Pritchard, and Rabins (Belmont, CA: Wadsworth, 2009), together with an integrated three-volume set of readings in moral theory and applied ethics available through the Illini Union Bookstore.
Topic: Philosophy of Sex, Love, and Gender.
This course focuses on central themes explored in historical and current research on the philosophy of sex, love, and gender. We will look at a set of issues, namely embodiment, gender and sexual identity and orientation, marriage, sexual violence, trade in sexual services, and oppression. Among the philosophers whose works we will engage are Nancy Bauer, Talia Bettcher, Simone de Beauvoir, Judith Butler, Annie Cahill, Ann Cudd, Penelope Deutscher, Elizabeth Emens, Michel Foucault, Carol Hay, Barbara Herman, Cressida Heyes, Rae Langton, Rachel McKinnon, Martha Nussbaum, Laurie Shrage, Anita Superson, and Shay Welsh.
Readings in selected philosophical topics. Course may be taken by honors students in partial fulfillment of department honors requirements.
May be repeated to a maximum of 6 hours in separate terms. Prerequisite: Open to juniors and seniors with a grade-point average of 3.0 only by prior arrangement with a member of the faculty and with consent of the department director of undergraduate studies or the chair.
This course will be a close study of one of the most important works in the history of philosophy, Kant’s Critique of Pure Reason. We will attempt to understand its lasting significance by focusing on Kant’s own remarks about how his ‘Copernican revolution’ changed the way we think about the world and our place within it. Topics will include the specific way in which humans represent space and time, the role of self-consciousness and conceptual capacities in making experience possible, logic and its significance to philosophy, reason’s interest in complete knowledge, the limits of human knowledge, freedom of the will, appearances and things in themselves, and the demise of traditional metaphysics.
Topic: Hilary Putnam
Hilary Putnam, who died in March, 2016, was one of the most influential and sharply original of recent American philosophers. Putnam’s work transformed the philosophy of language, the philosophy of mind, and metaphysics, and played a central role in logic and the philosophy of science. This course will trace the development of the major themes in Putnam’s philosophy. Central to the discussion will be the intricate links between Putnam’s work and that of his Harvard colleague W.V.O. Quine: much of Putnam’s work can be seen as a reaction, positive or negative, to Quine’s, the early work largely negative and the middle to later work much more positive. Among the works of Putnam we shall consider are a number of articles from Putnam’s Philosophical Papers, volumes I-III, covering the period 1960-82 (Cambridge), Meaning and the Moral Sciences (Routledge, 1978), Reason, Truth and History (Cambridge, 1981), and The Threefold Cord (Columbia, 1999).
Course requirements: two 8-10 page papers and a course presentation.
Philosophical examination of some fundamental concepts and theories of the physical world, such as time, matter, space, and geometry; interpretation of quantum theory. Identical to PHYS 420 except for the additional writing component including a final term paper.
Philosophical examination of some fundamental concepts and theories of the physical world, such as time, matter, space, and geometry; interpretation of quantum theory.
We will examine two fundamental questions of meta-ethics and practical reason, namely the theoretical question of what makes moral judgments correct and incorrect and the practical question of why be moral. We will commence the course with a brief historical survey of ancient and modern positions regarding the status of value and the nature of practical reason. We will then proceed to discuss some early meta-ethical positions of the 20thcentury such as Moore’s "open question" argument, Stevenson’s emotivism, and Mackie’s error theory. We will continue by studying various contemporary realist and anti-realist positions about value as well as internalist and externalist positions about practical reasons.We will conclude the course with a detailed examination of the relations between normativity and agency (especially Korsgaard's project of self-constitution).
Arguing about gods: This course aims to guide students through a critical evaluation of contemporary arguments for atheism and arguments for both monotheistic and non-monotheistic deities, discussions of the coherence of theism, and various replies to arguments for the existence of deities.
Investigation of various metaphysical issues concerning, for example, abstract objects, existence, material objects, modality, personal identity, properties, and time.
Examination of issues in the philosophy of law, such as the nature of law, law and morality, justice, liberty and authority, punishment, and legal responsibility.
We shall discuss some basic issues in the foundations and philosophy of mathematics. The basic philosophical issues concern the nature of mathematical truth and the possibility and conditions of mathematical knowledge. Among the questions to be considered are the following: are the theorems of pure mathematics objectively true or false, independently of the mental? If so, what makes them true or false? In particular, are there specifically “mathematical” objects and, if so, how can we know about them? Are there properly basic concepts in mathematics – concepts from which all other mathematical notions can somehow be derived – and, if so, what are they? In particular, does a theory unfolding the concept of a set or class provide a satisfactory foundation for mathematics? Are there limits to our mathematical knowledge? Finally, we will join an ongoing discussion sparked by the logician Kurt Gödel, who famously claimed “Either mathematics is too big for the human mind, or the human mind is more than a machine.”
This course is intended to provide the logical foundation necessary for understanding, and engaging with, contemporary philosophical writing. Though the approach and content will be quite formal, many of the logical systems to be considered are motivated by philosophical concerns, and these will also be discussed. In addition to standard propositional and first-order logic, we will look at, for example, intuitionistic logics, multi-valued logics, modal logics, and logics for counterfactuals, as well as extensions thereof. Prerequisite: Phil 202 or permission of the instructor.
In this course, our focus will be on scientific method. In thinking about scientific method, we will consider three threads that run through the fabric of the philosophy of science. First, we will consider hypothesis formation, meaning, and testability. Second, we will look at induction and probability. Finally, we will look at causation and explanation. Throughout the course, we will be interested in the nature of evidence and in the relationship between evidence and theory choice.
In this course, we will take a look at the relation between skepticism and certainty. We'll begin with the Stoic conception of knowledge and the Ancient Skeptics' response through some early modern figures (Descartes, Locke, Hume (maybe Montaigne and Bayle)) and then move into some contemporary treatments (epistemological dogmatism, contextualism, and efforts generally to address issues of deductive closure).
The landscape of ontology is changing. Under the Quinean conception, ontology is primarily concerned with what exists. But many are beginning to think otherwise. The key questions of ontology are not, they say, existence questions (which are often times easily answered) but grounding questions. In this class, we will examine the nature and import of grounding and other related notions (such as fundamentality, ontological dependence, and truthmaking). What is grounding? What are its relata? What principles are true of it (it is irreflexive, asymmetric, and transitive)? How does grounding relate to modality? We will also look at some disputes over what grounds what. In particular, we will look into the dispute over fundamental mereology (are wholes grounded in their parts or is it the other way around). Questions concerning fundamentality will also be investigated. What things are fundamental? Is there a fundamental level or is it instead turtles all the way down?
The course will serve as a workshop in which advanced graduate students develop, present, and discuss material that will ultimately be included in their dissertations. One central objective of the course is to learn the necessary skills for developing papers and dissertation chapters into articles that are suitable for submission to conference and journals. Class meetings will be structured around conference-style presentations and intensive workshopping of the presented papers.