Courses - Philosophy - Hofstra University

Current and Upcoming Courses

Fall 2011 | Summer 2011 | Spring 2011

Fall 2011

(HP) PHI 10, Introduction to Philosophy (multiple sections and instructors; please see Hofstra Online for information)

An introduction to philosophy through the study of classical and recent treatments of philosophical problems. Consideration of such topics as rationality, knowledge and certainty, aesthetic evaluation, the existence of God, the mind and its place in nature, freedom and determinism, responsibility, blame and punishment, morality and altruism. Course is designed to provide a foundation for more advanced study in philosophy.

(HP) PHI 14, Introduction to Ethics (multiple sections and instructors; please see Hofstra Online for information)

(HP) PHI 14F, Section 01: Law and Public Policy (Baehr)
MW 2:45–4:40 (4 credits)

This course engages students in philosophical reflection about law and public policy. We will explore the political philosophies and arguments that inform much current public policy debate. Students will be encouraged to develop their own points of view through serious consideration of the reasoned opinions of others. Participation in class discussion is essential, as is completing the reading assignments. Students will also complete several writing assignments and make presentations. First Year Seminars give students the opportunity to work in a seminar format with a member of the faculty in an area of the faculty member’s research interests. Only first-year students are permitted to enroll in this course. For details, see First-year Connections or contact the Office of Academic Advisement.

(HP) PHI 14F, Section A: The Ghost in the Machine: Thinking about the Soul (Dardis)
TR 4:30–6:25 (4 credits)

“The soul” seems like one of those things you can’t really argue or think about, like religion or politics. But philosophy’s business is to reason about everything. And it certainly has reasoned, and continues to reason, about the soul. Philosophy’s puzzle is this: On the one hand, the world around us is “physical” in the sense that it’s made up of nothing but physical matter. On the other hand, our own awareness of ourselves shows that somehow there’s more to us than just physical matter. This seminar takes a 2500–year wide look at this puzzle. We’ll read classical texts by Plato, Aristotle and Lucretius, and contemporary philosophical works about the mind/body problem, free will and cognitive neuroscience. Our goals will be to examine traditional and current thinking about what the soul and mind could be, and to see how it is possible to argue rationally about these things. First Year Seminars give students the opportunity to work in a seminar format with a member of the faculty in an area of the faculty member’s research interests. Only first-year students are permitted to enroll in this course. For details, see First-year Connections or contact the Office of Academic Advisement.

(HP) PHI 14F, Section B: Values and Leadership (Wallace)
MW4:50–6:45 (4 credits)

Do you think one person can change the world? What about a single community? This seminar will give students the opportunity to consider historical examples of people who left the world better than they found it through vision, leadership and social change. We may also look for examples closer to home—for example, at Hofstra (perhaps through involvement in student government). Students will examine the nature of leadership, the relationship between leaders and followers and the values that inform leadership in contrast to mere exercise of power. The course satisfies a university graduation requirement in the Social Sciences. First Year Seminars give students the opportunity to work in a seminar format with a member of the faculty in an area of the faculty member’s research interests. Only first-year students are permitted to enroll in this course. For details, see First-year Connections or contact the Office of Academic Advisement.

(HP) PHI 15, Law, Philosophy, and Public Life: An Introduction (Baehr)
MWF 10:10–11:05

Should government tax its citizens? If so, for what purposes? Should religious values influence law? Should all sex and race discrimination be illegal? How much toleration of cultural difference does justice require? Should prostitution be legal? Do we have obligations to future generations of citizens? Are the descendants of slaves entitled to reparations? Disagreements about how these questions should be answered have their roots in differences among political philosophies. This course engages students in discussion about questions such as these, and about the political philosophies that inform their answers. An introduction to philosophy through the study of classical and recent treatments of philosophical problems. Consideration of such topics as rationality, knowledge and certainty, aesthetic evaluation, the existence of God, the mind and its place in nature, freedom and determinism, responsibility, blame and punishment, morality and altruism. Course is designed to provide a foundation for more advanced study in philosophy.

(HP) PHI 20, Social and Political Philosophy (Baehr)
MF 11:15–12:40

An introduction to basic issues concerning society and politics. Some topics that may be discussed are the origins of society and its proper organization as well as perspectives on justice, rights, and obligations.

PHI 091/TPP 112, Technology and Human Values (McNamara)
TR 4:30–5:55

Investigation of the origin, nature, and status of human values in contemporary forms of technological civilization. The course combines three elements of coverage: survey of basic axiology (study of values); introduction to philosophy of technology (including its relations to science and society); examination of engineering ethics and/or aesthetics (including professional duty, cultural conscience, and environmental responsibility). Sophomore standing required.

(HP) PHI 131, Animal Ethics (Acampora)
MWF 1:55–2:50

Are most of us “speciesists”? Do we arbitrarily and illegitimately favor humanity, just as racists or sexists privilege their own group and prejudicially discriminate against others of different cultures or gender? Is the tradition of humanism venerable or violent? Are we living in the midst (and on the backs) of widespread animal slavery and massive “zoocide”? Is it crazy to speak of animal “liberation” or “rights”? Are those who promote them “terrorists”? These and related questions will be on the agenda for reading, reflection, and discussion in this course. Applications of relevant moral theories may include issues in agriculture and diet, science and education, nature and household, entertainment and fashion as well.

PHI 141, Ancient and Medieval Philosophy (Karofsky)
TR 2:20–3:45

In this course we will examine some major philosophical figures from the ancient and medieval periods, including: Thales, Heraclitus, Parmenides, Protagoras, Plato, Aristotle, Augustine, and Aquinas. We will examine the influence that these philosophers had upon each other and upon later philosophers. We will examine the influence that these philosophers had upon each other and upon later philosophers. We will focus particular attention on such questions as: What is really real? Can we know it? and, if so, how? What is the nature of the Good? and Does God exist? This course is a requirement for the Philosophy major. Prerequisite: At least one previous philosophy class (or the approval of the professor).

PHI 150, Practical Logic (Marino)
MWF 10:10–11:05

A study of informal logic which stresses the relationship between logic and language. The aim of the course is to increase the student’s skills in critical thinking: how to recognize unsupported assertions, how to analyze and assess arguments encountered in everyday life, and how to formulate and present cogent arguments of one’s own. The course will include a unit about the moral implications of critical reasoning.

PHI 154, Introduction to Symbolic Logic (McEvoy)
MW 2:55–4:20

In this course, we will study the following: How to tell valid arguments from invalid; How to translate arguments from everyday language into symbolic logic; Logical rules of inference; How to construct proofs in symbolic logic. The course is required for majors.

PHI 160, Philosophy of Arts (McGuire)
TR 11:10–12:35 

The purpose of this course is to introduce students to the philosophical study of art. By carefully and thoughtfully reading, discussing, and writing about classic (e.g. Plato, Hume, Kant) and more contemporary (e.g. Bell, Collingwood. Danto) philosophical theories of art, we will critically examine some fundamental questions pertaining to the nature and value of art. These questions will include: What is the nature of art generally? What is the nature and limits of some of the particular arts? What is the nature of artistic representation, expression, and form? How do artworks express psychological states? What is the nature of artistic experience: is it a peculiar kind of experience or pleasure? Can art afford us knowledge? What is the relation between art and truth? What is the value of art? Is there an art–specific value? Are moral standards/values relevant to artistic evaluation?

PHI 180A, Epistemology (McEvoy)
MW 4:30–5:55

Are all your experiences caused by an evil scientist electronically stimulating your brain, which he keeps in a jar in his laboratory? If a reliable psychic told you that you were going to die tomorrow, but admitted that she had no evidence for this claim, should you believe her? Would it be crazy to believe that the green emerald in the jeweler’s store window will turn blue tomorrow? Epistemology—the study of knowledge—is knee–deep in these and other fascinating questions about our beliefs and knowledge. This course will examine answers that various philosophers have offered to these, and other, questions.

PHI 181: Topics in Philosophy: Philosophy of Body (Acampora)
MF 11:15–12:40 

What’s the difference between an inanimate thing and a living body? Are you a body—or do you just have one? Where is your mind—just in the brain, or can the rest of your body have (self–)consciousness too? What is your body—just its organs/tissues/cells, or also a personal/environmental awareness, or rather a cultural object shaped by social forces? These are among the questions that philosophy of body explores; different answers to them suggest different conceptions of human nature and different visions of philosophy’s task. This course welcomes students from a multiplicity of majors—including philosophy, biology, psychology, anthropology, sociology, pre–med/vet, disability studies, and the arts among others.

Summer 2011

(HP) PHI 10, Introduction to Philosophy (Singer)
Summer Session I, MTWR 1:30–3:40

(HP) PHI 14, Introduction to Ethics
Summer Session I, Baehr, MTWR 11:00–1:10 and 1:30–3:40; Summer Session II, Isaacs, MTWR 11:00–1:10

PHI 16, Philosophic Themes in Film (Karofsky)
Summer Session III, MTWRF 1:30–5:15 (two week session)

In this course, students will explore some significant philosophical problems, using contemporary movies. By considering the themes and content of films like The Matrix, I Robot, Total Recall, Memento, and Blade Runner, students will be introduced to such philosophical issues as: personal identity, free will and determinism, the mind/body problem, our knowledge of the world and our place in it. Students will be taught skills in critical thinking and philosophical method and analysis. In addition, students will be encouraged to consider their own perspectives on some basic philosophical questions. This course has no prerequisites.

(CC) PHI 17, Introduction to Eastern Philosophy (Chang)
Summer Session II, MTWR 1:30–3:40

Survey course of the seven major schools of Indian philosophy, along with the Japanese school of Zen Buddhism and the Chinese philosophy of Taoism.

Spring 2011

(HP) PHI 10, Introduction to Philosophy
(multiple sections and instructors; please see Hofstra Online for information)

(HP) PHI 14, Introduction to Ethics
(multiple sections and instructors; please see Hofstra Online for information)

Critical examination of major theories in ethics with readings drawn from classical and contemporary sources. The aim is to clarify and illuminate the processes of evaluation, decision and ethical action through the study of important works in the history of ethics. Prerequisites: none.

(HP) PHI 14S 01, First-Year Seminar: Science, Pseudoscience, and the Bogus (Eliot)
MWF 9:50–11:05 (4 credit)

When we talk about science, we usually focus on what’s true, on what’s “scientific,” but that makes it easy to forget how many mistaken ideas scientists have produced and later abandoned as false. Then, there is also a fascinating, murky middle—ideas people disagree about, ideas which may or may not be true. In this course, we will use this murky middle as a starting point for examining what makes wrong ideas wrong and good ideas good. Often it is much more complicated—and interesting—than simply being true or false! We will explore philosophical ideas about knowledge, and use them to think about a series of cases from science, past and present, wrong and right, including recent debates about climate change and evolution. First Year Seminars give students the opportunity to work in a seminar format with a member of the faculty in an area of the faculty member’s research interests. Only first-year students are permitted to enroll in this course. For details, see First-year Connections or contact the Office of Academic Advisement.

(HP) PHI 14S 02, First-Year Seminar: The Good Life and the Good Future? (Wallace)
MW 2:45-4:40 (4 credit)

This course will consider the meaning of “the good life” by examining what role time plays in living well. We will consider such questions as, how should you value present and deferred gratification? If you have been happy early in life, but are unhappy later, have you had “a good life”? Or, do you have to have a “happy ending” for your life to be a good one? Is the future open or is it determined? If it is determined, is it permissible to pre-punish people for future crimes? If it’s not completely determined and you are free, how responsible are you for the choices you make? Are you responsible only for yourself or for others as well? If you are responsible for your own future life, do you also share in responsibility for the life of future generations when your actions have long term consequences? Or, is there a difference between our obligations to our personal futures and our obligations to our social or collective futures? Most of our readings will come from philosophy supplemented with contemporary readings of concrete moral dilemmas. The goal of the course is to provide us with guideposts for thinking through some of the values that are at stake when we consider our futures, whether our own personal futures or those of future generations. First Year Seminars give students the opportunity to work in a seminar format with a member of the faculty in an area of the faculty member’s research interests. Only first-year students are permitted to enroll in this course. For details, see First-year Connections or contact the Office of Academic Advisement.

(HP) PHI 14S 03, First-Year Seminar: God, Love, Freedom, and Identity: Philosophy Through Dialogue (Singer)
TR 2:15-4:10 (4 credit)

Philosophy, or the love of wisdom, takes place when people examine fundamental aspects of the world and human life by trading ideas with each other, challenging each other, and learning from each other. Dialogue, a literary form involving just such trading, challenging, and learning, is therefore ideally suited for exploring philosophical questions. Reading in this course will include Plato’s Symposium (which asks: what is love?); David Hume’s Dialogues Concerning Natural Religion (which asks: what is God like? can we prove that God exists?); and contemporary dialogues on the topics of free will and personal identity over time. First Year Seminars give students the opportunity to work in a seminar format with a member of the faculty in an area of the faculty member’s research interests. Only first-year students are permitted to enroll in this course. For details, see First-year Connections or contact the Office of Academic Advisement.

PHI 91/TPP 112, Technology and Human Values (Acampora)
TR 4:30–5:55

This course is designed to provide engineering students with a humanistic survey of their field broadly conceived, and to furnish for liberal arts students an opportunity to reflect on the technological character of modern civilization. In the past these two sets of students have learned a good deal from each other, and with a solicitous attitude you can expect the same experience. We start out with an introduction to the philosophy of technology, and then proceed to explore the moral values informing and expressing “technoculture.” Finally, we will track and assess the trajectory of humanity in light of our studies.

(HP) PHI 120, Philosophy of Law (Baehr)
MWF 9:05–10:00 or MWF 10:10–11:05

In this course students will engage in philosophical reflection about the law. It takes up some of the following questions: What is the relationship between law and morality? (Is an immoral law legally binding? Is there a moral obligation to obey the law?) How are legal texts to be interpreted? Are constitutions undemocratic? Can punishment be justified? What determines what kind and how much punishment is appropriate? Why should the state regulate contracts? Is there a right to privacy? If so, what does it entail? Is there a right to property? If so, what are its limits?

PHI 143, Classical Modern Philosophy (Singer)
TR 11:10–12:35

We will examine the views of 17th and 18th century philosophers about knowledge and the nature of reality—that is, about epistemology and metaphysics. Descartes, Spinoza, Leibniz, Locke, Berkeley, and Hume are the philosophers we will focus on (with some Montaigne, Bacon, and Kant thrown in for good measure). The topics we will discuss include perception, the limits and the justification of knowledge, substance, causality, secondary qualities, free will, personal identity, and the existence of God. We will also pay attention to the broader context for these philosophical views: the efforts all these philosophers made to accommodate and incorporate the new science, to deal with turmoil about religious authority and religious beliefs, and—directly or indirectly—to improve human life. Prerequisites: PHI 10 or permission of instructor; PHI 141 is recommended.

(HP) PHI 161, Philosophy of Science (Eliot)
MW 2:55–4:20

It is a commonplace that science, and changes in science, affect our lives profoundly and make our lives very different from those of our parents and recent ancestors. But what is science? That and its cousin “What is good science?” are the central questions of this course. They are questions as old as science, but worked on by philosophers long before the word “science” existed. Indeed, in the history of philosophy, it is only relatively recently that science was not a branch of philosophy. During the twentieth century, philosophy of science became a major growth area in philosophy. This course will take a historical approach to understanding philosophical thought about science, focusing on the twentieth century. Along the way we will consider many of the other central questions of the field, including: What is a theory? What is a scientific explanation? Is there a scientific method? Can we make pure observations? Is science part of culture? How are our language and our science related? Is knowledge cumulative? Can there be progress in science and what would indicate progress? What is the relationship between science and human values?

(HP) PHI 163, Philosophy of Religion (Karofsky)
TR 2:20–3:45

In this class we will explore various debates between theists, atheists, and agnostics. We will examine the following issues: Whether there is adequate proof of God’s existence; whether the existence of the universe can be explained if there is no God; whether God’s existence is necessary for morality; whether life can have meaning and purpose without God; and whether there can ever be adequate evidence for responses to any of these questions. We will read and examine the writings of several different philosophers, both theists and atheists, including: Thomas Aquinas, Anselm, David Hume, Bertrand Russell, Ernest Nagel, Walter Kaufmann, Anthony Flew, Kai Nelson, and Richard Dawkins.

As an introductory class, no prior knowledge of philosophy is necessary. The course is open to believers and non–believers alike.

PHI 164, Philosophy of Mind (Dardis)
TR 9:35–11:00

Your mind is what you think and feel with. Lots of things don’t have minds: cars, rocks, the rain. Lots of things do: people, babies, dogs, dolphins … even gerbils. What’s the difference? Since antiquity answers veer back and forth between “dualism” (we have a thinking part, a soul, and they don’t) and “materialism” (put the right kind of material stuff in the right arrangement, and matter has a mind). We’ll work on this question by thinking about animal minds: do animals have minds? what does that mean? how could we tell? do animals think about other minds?

PHI 166, Contemporary Social and Political Philosophy (Baehr)
MF 11:15–12:40

No philosopher has had a larger influence on political philosophy in the United States over the past 30 years than John Rawls. Rawls taught for over 30 years at Harvard, and was the recipient of the National Humanities Medal in 1999, presented by President Bill Clinton, in recognition of how his thought “helped a whole generation of learned Americans revive their faith in democracy itself.” Rawls was surely a strong defender of democracy, but his most lasting contribution to political thought is his articulation of, and argument to, the basic principles that must be secured in any liberal constitution. This semester, we will read (significant portions of) Rawls’ three books, A Theory of Justice, Political Liberalism, and The Law of Peoples, and a few of his papers. We will also read several papers by Rawls’ critics on both the left and the right.

PHI 180A, Epistemology: Evil Scientists, Psychics and Emeralds (McEvoy)
TR 4:30–5:55