Western philosophy and theoretical mathematics were born together, and the cross-fertilization of ideas in the two disciplines was continuously acknowledged throughout antiquity. In this course, we read works of ancient Greek philosophy and mathematics, and investigate the way in which ideas of definition, reason, argument and proof, rationality and irrationality, number, quality and quantity, truth, and even the idea of an idea were shaped by the interplay of philosophic and mathematical inquiry.

" Western philosophy and theoretical mathematics were born together, and the cross-fertilization of ideas in the two disciplines was continuously acknowledged throughout antiquity. In this course, we read works of ancient Greek philosophy and mathematics, and investigate the way in which ideas of definition, reason, argument and proof, rationality and irrationality, number, quality and quantity, truth, and even the idea of an idea were shaped by the interplay of philosophic and mathematical inquiry."

Built around Plato's Symposium, Shakespeare (including A Midsummer Night's Dream), Catholic writings (including Humanae Vitae), and several movies, this course explores the nature of romance and erotic love. We will examine such topics as sexuality, marriage, and procreation with an eye towards how we can be better at being in love. The course generally tries to integrate the analytic approach of philosophy with the imaginative approach of literature.

This course will concentrate on major figures and persistent themes in ancient and medieval philosophy. A balance will be sought between scope and depth, the latter ensured by a close reading of selected texts.

This course will introduce you to the Western philosophical tradition, through the study of major figures such as Plato, Aristotle, Descartes, Hume, and Kant. You will get to grips with questions that have been significant to philosophy from its beginnings: questions about the nature of the mind or soul, the existence of God, the foundations of knowledge, ethics and the good life. In the process of evaluating the arguments of these philosophers, you will develop your own philosophical and analytical skills. You will also observe changes of intellectual outlook over time, and the effect of scientific, religious and political concerns on the development of philosophical ideas.

There is one thing I can be sure of: I am going to die. But what am I to make of that fact? This course will examine a number of issues that arise once we begin to reflect on our mortality. The possibility that death may not actually be the end is considered. Are we, in some sense, immortal? Would immortality be desirable? Also a clearer notion of what it is to die is examined. What does it mean to say that a person has died? What kind of fact is that? And, finally, different attitudes to death are evaluated. Is death an evil? How? Why? Is suicide morally permissible? Is it rational? How should the knowledge that I am going to die affect the way I live my life?

" As we read broadly from throughout the vast chronological period that is "Homer to Dante," we will pepper our readings of individual ancient and medieval texts with broader questions like: what images, themes, and philosophical questions recur through the period; are there distinctly "classical" or "medieval" ways of depicting or addressing them; and what do terms like "Antiquity" or "the Middle Ages" even mean? (What are the Middle Ages in the "middle" of, for example?) Our texts will include adventure tales of travel and self-discovery (Homer's Odyssey and Dante's Inferno); courtroom dramas of vengeance and reconciliation (Aeschylus's Oresteia and the Icelandic Njáls saga); short poems of love and transformation (Ovid's Metamorphoses and the Lais of Marie de France); and epics of war, nation-construction, and empire (Homer's Iliad, Virgil's Aeneid, and the Anglo-Saxon Beowulf)."

Studies a broad range of texts essential to understanding the two great sources of Western conceptions of the world and humanity's place within it: the ancient world of Greece and Rome and the Judeo-Christian world that challenged and absorbed it. Readings vary but usually include works by Homer, Sophocles, Aristotle, Plato, Virgil, St. Augustine, and Dante.

This course introduces students to the major topics, problems, and methods of philosophy and surveys the writings of a number of major historical figures in the field. Several of the core areas of philosophy are explored, including metaphysics, epistemology, political philosophy, ethics, and the philosophy of religion. Upon successful completion of this course, students will be able to: Identify and describe the major areas of philosophical inquiry, explain how those areas differ from and relate to one another, and place the views and arguments of major philosophical figures within those thematic categories; Use philosophical terminology correctly and consistently; Identify and describe the views of a number of major philosophers and articulate how these views are created in response to general philosophical problems or to the views of other philosophers; Explain the broad outlines of the history of philosophy as a framework that can be applied in more advanced courses; Identify strengths and weaknesses in the arguments philosophers have put forward for their views and formulate objections and counterarguments of your own invention; Apply critical thinking and reasoning skills in a wide range of career paths and courses of study. (Philosophy 101)

This is an introductory course to Philosophy, which is the study of general and fundamental problems such as those connected with existence, knowledge, values, reason, mind, and language. Students will be introduced to the primary branches of Philosophy - ethics, logic, metaphysics, and epistemology. The course considers philosophers and works of Western Philosophy, including Plato, Hebrew scripture, Schopenhauer, Swedenborg, Buber, Kant, Hume, Locke and Berkeley.

This course is intended as an introduction to political philosophy as seen through an examination of some of the major texts and thinkers of the Western political tradition. Three broad themes that are central to understanding political life are focused upon: the polis experience (Plato, Aristotle), the sovereign state (Machiavelli, Hobbes), constitutional government (Locke), and democracy (Rousseau, Tocqueville). The way in which different political philosophies have given expression to various forms of political institutions and our ways of life are examined throughout the course.

Subject examines major texts in the history of political thought and the questions they raise about the design of the political and social order. Students are required to critically engage with these texts and to write essays on such issues as whether government should be controlled by the many or by the expert few; whether a community should respect a diversity of religions and philosophical opinion; whether there are such things as human rights; why values like liberty and equality conflict, and whether these conflicts can be reconciled. This course examines major texts in the history of political thought and the questions they raise about the design of the political and social order. It considers the ways in which thinkers have responded to the particular political problems of their day, and the ways in which they contribute to a broader conversation about human goods and needs, justice, democracy, and the proper relationship of the individual to the state. One aim will be to understand the strengths and weaknesses of various regimes and philosophical approaches in order to gain a critical perspective on our own. Thinkers include Plato, Aristotle, Machiavelli, Hobbes, Locke, Rousseau, Marx, and Tocqueville.

Examines competing ethical concepts and the ethical implications of certain actions and commitments by close reading of literary works. Topics include: origins of morality, ideals of justice, the nature of the virtues, notions of responsibility, ethics and politics, and the ethics of extreme situations. Philosophic texts by Plato, Aristotle, Machiavelli, Hobbes, and Kant. Narrative and dramatic texts by Sophocles, Euripides, Shakespeare, Swift, Ibsen, Shaw, Dostoyevsky, and Conrad; plus some Biblical materials. The aim of this subject is to acquaint the student with some important works of systematic ethical philosophy and to bring to bear the viewpoint of those works on the study of classic works of literature. This subject will trace the history of ethical speculation in systematic philosophy by identifying four major positions: two from the ancient world and the two most important traditions of ethical philosophy since the renaissance. The two ancient positions will be represented by Plato and Aristotle, the two modern positions by Immanuel Kant and John Stuart Mill. We will try to understand these four positions as engaged in a rivalry with one another, and we will also engage with the philosophy of Thomas Hobbes, which offers a bridge between ancient and modern conceptions and provides a source for the rivalry between the viewpoints of Kant and Mill. Further, we will be mindful that the modern positions are subject to criticism today by new currents of philosophical speculation, some of which argue for a return to the positions of Plato and Aristotle.

Perseus is an evolving digital library, engineering interactions through time, space, and language. Our primary goal is to bring a wide range of source materials to as large an audience as possible. We anticipate that greater accessibility to the sources for the study of the humanities will strengthen the quality of questions, lead to new avenues of research, and connect more people through the connection of ideas.

This course provides an in-depth introduction to the philosophical problems surrounding death; it is organized around the lectures of Shelly Kagan, Professor of Philosophy at Yale University, who develops his own philosophy of death over the length of the course. Its major purpose, aside from familiarizing you with the writings of major philosophers on the subject of death, is to teach you how to think about death philosophically to decide for yourself what you believe about death and to provide careful and convincing arguments for those beliefs. Upon successful completion of this course, the student will be able to: Discuss the philosophical issues connected with death: what it is, whether it is good or bad, and its significance in terms of the way we choose to live; Explain the inter-relatedness of questions about death and questions about personal identity and the self; Differentiate between dualist and physicalist conceptions of death and specify the particular consequences of each approach; Describe the multiplicity of cultural, religious, and philosophical views about death and the soul; Discuss major philosophical arguments for and against the immortality of the soul; Articulate major theories of personal identity, and provide reasoned criticisms of these major theories of personal identity; Explain and evaluate the view of death presented in literary works such as Leo Tolstoy's The Death of Ivan Ilyich; Discuss in a philosophical way certain value-theoretic questions about death: whether it is inherently good or bad, whether it presents us with obligations to live our lives in a certain way, and whether it is permissible to end life prematurely; Describe the existentialist view of death and the notion that it gives life meaning by restricting its shape and scope; Explain the various ways in which this limiting feature of death has been interpreted. (Philosophy 201)

For students with a special interest in learning how to make forceful arguments in written form. Studies the forms and structures of argumentation, including organization of ideas, awareness of audience, methods of persuasion, evidence, factual vs emotional argument, figures of speech, and historical forms and uses of arguments.

Extensive reading of works by a few major poets. Emphasizes the evolution of each poet's work and the questions of poetic influence and literary tradition. Instruction and practice in oral and written communication. Topic for Fall: Does Poetry Matter? Topic for Spring: Gender and Lyric Poetry.

The course will explore the phenomenon of a priori knowledge. We'll consider some notable attempts to account for apriori knowledge in the history of philosophy (e.g., by Plato, Descartes, Hume, and Kant), some influential critiques of the notion; we will end by considering some contemporary approaches to the apriori.

The emergence of Western science: the systematization of natural knowledge in the ancient world, the transmission of the classical legacy to the Latin West, and the revolt from classical thought during the scientific revolution. Examines scientific concepts in light of their cultural and historical contexts.