CURRICULUM VITAE January, 2018 DANIEL GARBER
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Western Philosophy Rev
Designed by John Cornet, Phoenix HS (Ore) Western Philosophy rev. September 2012 The very process of philosophy has been a driving force in the tranformation of the world. From the figure who dwells upon how to achieve power, to the minister who contemplates the paradox of the only truth (their faith) yet which is also stagnent, to the astronomers who are searching the stars for signs of other civilizations, to the revolutionaries who sought to construct a national government which would protect the rights of the minority, the very exercise of philosophy and philosophical thought is at a core of human nature. Philosophy addresses what are sometimes called the "big questions." These include questions of morality and ethics, ideology/faith,, politics, the truth of knowledge, the nature of reality, and the meaning of human existance (...just to name a few!) (Religion addresses some of the same questions, but while philosophy and religion overlap in some questions, they can and do differ significantly in the approach they take to answering them.) Subject Learning Outcomes Skills-Based Learning Outcomes Behavioral Expectations and Grading Policy Develop an appreciation for and enjoyment of Organize, maintain and learn how to study from a learning, particularly in how learning should subject-specific notebook Attendance, participation and cause us to question what we think we know Be able to demonstrate how to take notes (including being prepared are daily and have a willingness to entertain new utilizing two-column format) expectations perspectives on issues. Be able to engage in meaningful, substantive discussion A classroom culture of respect and Students will develop familiarity with major with others. -
Would ''Direct Realism'' Resolve the Classical Problem of Induction?
NOU^S 38:2 (2004) 197–232 Would ‘‘Direct Realism’’ Resolve the Classical Problem of Induction? MARC LANGE University of North Carolina at Chapel Hill I Recently, there has been a modest resurgence of interest in the ‘‘Humean’’ problem of induction. For several decades following the recognized failure of Strawsonian ‘‘ordinary-language’’ dissolutions and of Wesley Salmon’s elaboration of Reichenbach’s pragmatic vindication of induction, work on the problem of induction languished. Attention turned instead toward con- firmation theory, as philosophers sensibly tried to understand precisely what it is that a justification of induction should aim to justify. Now, however, in light of Bayesian confirmation theory and other developments in epistemology, several philosophers have begun to reconsider the classical problem of induction. In section 2, I shall review a few of these developments. Though some of them will turn out to be unilluminating, others will profitably suggest that we not meet inductive scepticism by trying to justify some alleged general principle of ampliative reasoning. Accordingly, in section 3, I shall examine how the problem of induction arises in the context of one particular ‘‘inductive leap’’: the confirmation, most famously by Henrietta Leavitt and Harlow Shapley about a century ago, that a period-luminosity relation governs all Cepheid variable stars. This is a good example for the inductive sceptic’s purposes, since it is difficult to see how the sparse background knowledge available at the time could have entitled stellar astronomers to regard their observations as justifying this grand inductive generalization. I shall argue that the observation reports that confirmed the Cepheid period- luminosity law were themselves ‘‘thick’’ with expectations regarding as yet unknown laws of nature. -
May 12, 2017 Department of Philosophy Undergraduate Course Descriptions
UB Spring Session January 30 - May 12, 2017 Department of Philosophy Undergraduate Course Descriptions PHI 101 Introduction to Philosophy K. Cho M, W, F, 9:00 AM-9:50 AM Class # 24095 This is an introductory philosophy course with a compact and yet global design. Instead of the frequently adopted but seldom fully utilized textbooks averaging 630 pates we have chosen a text with only 130 ages but packed with content that is literally “Global”. Text: John Dewey, Confucius and Global Philosophy, by Joseph Grange, 2004, SUNY Press; Plus Occasional Handouts in class. The choice of the two names Dewey and Confucius is more symbolic. Nobody would think these two embody the Western half and The Eastern half of the world; philosophy it is rather in terms of “working connections” they reveal to each other that we perceive them as representatives of our age it its needs. Dewey was certainly a typical American philosopher, who like no one else. Advanced the cause of Pragmatism. But he was also the American philosopher who was the most open to the world. He lectured in Beijing and promoted talented Chinese scholars who came to seek his guidance. And who remembers today that Dewey was thoroughly at home in Kant’s, Kant's Critique and was a skilled Hegelian dialectician? “Breathing is an affair as much as it is an affair of the air”. Or “Walking is an affair of legs as much as it is an affair of the earth.” In these simple words, Dewy translated the speculative language of German Idealism and made philosophy an affair of living. -
Jon Rick Curriculum Vitae
JON RICK CURRICULUM VITAE 204 Hill St. Department of Philosophy Chapel Hill, NC 27514 UNC Chapel Hill Phone: 917-301-6659 CB # 3125 Email: [email protected] 240 East Cameron St. Chapel Hill, NC 27599 Dept. Phone: 919-962-2280 Dept. Fax: 919-843-3929 EMPLOYMENT The University of North Carolina, Chapel Hill Visiting Assistant Professor, 2009-10 EDUCATION Ph.D. Philosophy, Columbia University, 2009 M.Phil. Philosophy, Columbia University, 2005 M.A. Philosophy, Columbia University, 2003 B.A. Philosophy, Columbia University, 2001 Senior Honors Thesis: ‘Might There Be Normative Internal Reasons?’ Advisor: Akeel Bilgrami, 2001 Columbia University’s Oxford/Cambridge Scholars Program, St. Peter’s College, Oxford, 1999-2000. AREAS OF SPECIALIZATION Moral, Social, and Political Philosophy, History of Modern Moral Philosophy AREAS OF COMPETENCE Practical Reason & Value Theory, Metaethics, Philosophy of Economics FELLOWSHIPS AND AWARDS MELLON AMERICAN COUNCIL OF LEARNED SOCIETIES DISSERTATION COMPLETION FELLOWSHIP, 2008-2009, National dissertation write-up fellowship WHITING FELLOWSHIP, Columbia University, 2008-2009 (declined to accept Mellon/ACLS) Dissertation write-up fellowship awarded to 11 (on average) Columbia students in the humanities WOLSTEIN FELLOWSHIP, Columbia University, 2007-2008 Awarded for scholarship in value theory TOBY STROBER MEMORIAL FELLOWSHIP, Columbia University, 2005-2006 Awarded for scholarship in moral or scientific theory JONATHAN LEIBERSON MEMORIAL PRIZE, Columbia University, 2004 Awarded for the best essay showing the applicability of moral or scientific theory to a social or historical issue. Page 1. Curriculum Vitae: Jon Rick PUBLICATIONS “Hume’s and Smith’s Partial Sympathies and Impartial Stances,” Journal of Scottish Philosophy, vol. 5.2 (October 2007). PRESENTATIONS Invited Panelist for a public discussion sponsored by the UNC Economics Club entitled, “What Defines Fairness? Theories of Justice and Inequality,” Chapel Hill, NC, December 2009. -
Department of Philosophy California State Polytechnic University, Pomona 3801 W
ALEX MADVA CURRICULUM VITAE CONTACT INFORMATION Department of Philosophy California State Polytechnic University, Pomona 3801 W. Temple Blvd. Pomona, CA 91768 Office: (909) 869-3847 Office Location: Building 1, Room 329 [email protected], [email protected] http://alexmadva.com AREAS OF SPECIALIZATION Philosophy of Mind and Cognitive Science, Philosophy of Race and Feminism, Applied Ethics (esp. Prejudice and Discrimination) AREAS OF COMPETENCE Philosophy of Social Science, Phenomenology and Existentialism, Social and Political Philosophy, Introduction to Philosophy through Classic Western Literature EMPLOYMENT 2016- California State Polytechnic University, Pomona Assistant Professor 2015-2016 California State Polytechnic University, Pomona Visiting Assistant Professor 2014-2015 Vassar College Visiting Assistant Professor 2012-2014 University of California, Berkeley Mellon Postdoctoral Fellow EDUCATION 2004-2012 Columbia University (New York) 2012 (Oct) PhD, Philosophy Dissertation: The Hidden Mechanisms of Prejudice: Implicit Bias & Interpersonal Fluency (Committee: Christia Mercer (adviser), Patricia Kitcher, Taylor Carman, Tamar Szabó Gendler, Virginia Valian) 2009 MPhil, Philosophy 2005 MA, Philosophy 2000-2004 Tufts University (Medford, MA) 2004 BA, Philosophy and English, Summa Cum Laude Phi Beta Kappa Madva 1 PUBLICATIONS “Biased against Debiasing: On the Role of (Institutionally Sponsored) Self-Transformation in the Struggle against Prejudice,” (Forthcoming), Ergo. “Stereotypes, Conceptual Centrality and Gender Bias: An Empirical Investigation” (Forthcoming), with Guillermo Del Pinal and Kevin Reuter, Ratio. “A Plea for Anti-Anti-Individualism: How Oversimple Psychology Misleads Social Policy,” (November 2016), Ergo. “Stereotypes, Prejudice, and the Taxonomy of the Implicit Social Mind,” (Forthcoming), co-authored with Michael Brownstein (Assistant Professor, John Jay College of Criminal Justice), Noûs. “Why Implicit Attitudes Are (Probably) not Beliefs,” (2016), Synthese, 193, 2659–2684. -
HURON UNIVERSITY COLLEGE Philosophy 2202G: Early Modern Philosophy 2017-2018
HURON UNIVERSITY COLLEGE Philosophy 2202G: Early Modern Philosophy 2017-2018 Winter Term, 2018 Instructor: Dr. Steve Bland Prerequisites: none Office: A304 Tuesdays, 10:30-12:30pm, V207 Office hours: Thursdays, 12:30-2:30pm Thursdays, 11:30-12:30pm, V207 Email: [email protected] The Early Modern period (ca. 1600-1800) was one of the most fruitful and exciting eras in the history of philosophy and science. New methods of inquiry and theories of the universe and the mind marked a radical shift away from medieval philosophy and towards a novel philosophical landscape of ideas. This course will provide an introductory survey of the philosophical theories of some of the most well known and influential thinkers of the Early Modern age, including: Descartes, Spinoza, Leibniz, Locke, Berkeley, and Hume. In reading and discussing some of the classic primary works of these philosophers, we will become engaged in the following topics: scepticism, the nature of reality and the mind, the existence of god, free will, and personal identity. More generally, this course will focus on the crucially important rationalism- empiricism debate, which concerned not only the source of knowledge, but the proper method of answering philosophical questions. In other words, we will canvass Early Modern philosophical theories in an effort to answer the question: how should philosophy be done? COURSE LEARNING OBJECTIVES On successful completion of this course, students will be able to: 1. Clearly formulate and explain the central philosophical theories discussed in this course. 2. Reformulate complex arguments found within primary sources. 3. Defend a plausible position on the question of the origins of philosophical knowledge. -
“Modern” Philosophy: Introduction
“Modern” Philosophy: Introduction [from Debates in Modern Philosophy by Stewart Duncan and Antonia LoLordo (Routledge, 2013)] This course discusses the views of various European of his contemporaries (e.g. Thomas Hobbes) did see philosophers of the seventeenth century. Along with themselves as engaged in a new project in philosophy the thinkers of the eighteenth century, they are con- and the sciences, which somehow contained a new sidered “modern” philosophers. That might not seem way of explaining how the world worked. So, what terribly modern. René Descartes was writing in the was this new project? And what, if anything, did all 1630s and 1640s, and Immanuel Kant died in 1804. these modern philosophers have in common? By many standards, that was a long time ago. So, why is the work of Descartes, Kant, and their contempor- Two themes emerge when you read what Des- aries called modern philosophy? cartes and Hobbes say about their new philosophies. First, they think that earlier philosophers, particu- In one way this question has a trivial answer. larly so-called Scholastic Aristotelians—medieval “Modern” is being used here to describe a period of European philosophers who were influenced by time, and to contrast it with other periods of time. So, Aristotle—were mistaken about many issues, and modern philosophy is not the philosophy of today as that the new, modern way is better. (They say nicer contrasted with the philosophy of the 2020s or even things about Aristotle himself, and about some other the 1950s. Rather it’s the philosophy of the 1600s previous philosophers.) This view was shared by and onwards, as opposed to ancient and medieval many modern philosophers, but not all of them. -
Paul Feyerabend
Against Method Fourth Edition Paul Feyerabend VERSO London • New York Analytical Index Being a Sketch of the Main Argument Introdnction 1 Science is an essentially anarchic enterprise: theoretical anarchism is more humanitarian and more likely to encourage progress than its law-and-order alternatives. 1 7 This is shown both by an examination of historical episodes and by an abstract analysis of the relation between idea and action. The only principle that does not inhibit progress is: anything goes. 2 13 For example, we may use hypotheses that contradict well-confirmed theories and/or well-established experimental results. We may advance science by proceeding counterinductively. 3 17 The consistency condition which demands that new hypotheses agree with accepted theories is unreasonable because it preserves the older theory, and not the better theory. Hypotheses contradicting well-confirmed theories give us evidence that cannot be obtained in any other way. Proliferation of theories is beneficial for science, while uniformity impairs its critical power. Uniformity also endangers the free development of the individual. 4 ~ There is no idea, however ancient and absurd, that is not capable of improving our knowledge. The whole history of thought is absorbed into science and is used for improving every single theory. Nor is political interference rejected. It may be needed to overcome the chauvinism of science that resists alternatives to the status quo. xxx ANAL YTICAL INDEX 5 33 No theory ever agrees with all the facts in its domain, yet it is not always the theory that is to blame. Facts are constituted by older ideologies, and a clash between facts and theories may be proof ofprogress. -
2202F: Early Modern Philosophy
THE UNIVERSITY OF WESTERN ONTARIO DEPARTMENT OF PHILOSOPHY Undergraduate Course Outline Philosophy 2202F: Early Modern Philosophy Fall 2019 Instructor: Prof. Corey W. Dyck MWF 12:30-1:30 StH 4138, Office Hours: MW 1:30-2:30 Classroom: SSC 2036 661-2111 x85749 [email protected] DESCRIPTION The early Modern period (roughly 1600-1800) was an intellectually rich and immensely influential chapter in the history of philosophy. In this course, we will survey some of its key figures and ideas, including Descartes, Spinoza, Leibniz, Locke, Berkeley, and Hume, with special attention to topics in metaphysics and epistemology. We will also consider a number of contributions by marginalized thinkers in the period. TEXT Modern Philosophy: An Anthology of Primary Sources Ariew and Watkins, eds. (3rd ed. Hackett Publishing) OBJECTIVES Students completing this course successfully will: (1) be familiar with some of the principal themes and arguments of the philosophers of the early Modern period, as well as a number of minor and marginalized figures; (2) have demonstrated an ability to comprehend and reflect upon complex philosophical arguments; (3) be able to write a longer argumentative essay exhibiting writing, researching, and critical skills. REQUIREMENTS Assignment Due Date Value Study Question Responses in-class on Fridays 15% Mid-Term TBD 20% Term Paper (Multi-stage assignment) 25% Final Exam TBD 40% Study Question Responses Most weeks, you will be provided with 4-5 study questions designed to focus your attention to key points in the reading and lectures. During the last class of the week, you will provide a brief written response to one of the questions (of my choosing). -
The Epistemology of Testimony
Pergamon Stud. His. Phil. Sci., Vol. 29, No. 1, pp. 1-31, 1998 0 1998 Elsevier Science Ltd. All rights reserved Printed in Great Britain 0039-3681/98 $19.004-0.00 The Epistemology of Testimony Peter Lipton * 1. Introduction Is there anything you know entirely off your own bat? Your knowledge depends pervasively on the word of others. Knowledge of events before you were born or outside your immediate neighborhood are the obvious cases, but your epistemic dependence on testimony goes far deeper that this. Mundane beliefs-such as that the earth is round or that you think with your brain-almost invariably depend on testimony, and even quite personal facts-such as your birthday or the identity of your biological parents--can only be known with the help of others. Science is no refuge from the ubiquity of testimony. At least most of the theories that a scientist accepts, she accepts because of what others say. The same goes for almost all the data, since she didn’t perform those experiments herself. Even in those experiments she did perform, she relied on testimony hand over fist: just think of all those labels on the chemicals. Even her personal observations may have depended on testimony, if observation is theory-laden, since those theories with which it is laden were themselves accepted on testimony. Even if observation were not theory-laden, the testimony-ladenness of knowledge should be beyond dispute. We live in a sea of assertions and little if any of our knowledge would exist without it. If the role of testimony in knowledge is so vast, why is its role in the history of epistemology so slight? Why doesn’t the philosophical canon sparkle with titles such as Meditations on Testimony, A Treatise Concerning Human Testimony, and Language, Truth and Testimony? The answer is unclear. -
The Idea of a Religious Social Science
The Idea Of A Religious Social Science Professor Khosrow Bagheri Noaparast University of Tehran Distributed by Alhoda International Publication and Distribution No 766 Vali-e-Asr Ave. Tehran, Iran Tel: 0098 21 88897661 www.alhoda.ir email: [email protected] Copywright 2009 by Alhoda All rights reserved First edition 2009 ISBN 978-964-439-064-7 2 Contents Preface Chapter 1: Science: Positivist and Post-positivist Views Introduction 1.1. Positivist Account of Science 1.2. Post-positivist Challenges 1.2.1. Integration of Science and Metaphysics 1.2.2. Extent of Metaphysics’ Impact on Science 1.2.3. Integration of Theory and Observation 1.2.4. Integration of Fact and Value 1.2.5. Non-linear Progress of Science 1.2.6. Impact of Science on Metaphysics Chapter 2: Religion 2.1. Encyclopedic Theory of Religion 2.2. Functional Theory of Religion 2.3. Theory of Selectivity of Religion 2.3.1. Distinctive Nature of Religious Knowledge 2.3.2. Characteristics of Religion and Religious Knowledge Chapter 3: Meaninglessness and Meaningfulness in Religious Science Introduction 3.1. Epistemological Monism and Religious Science 3.1.1. Logical Positivism: Meaninglessness of Religious Science 3.1.2. The Significance of Positivists’ View 3.1.3. Pragmatism: Meaninglessness of Religious Science 3.1.4. The Significance of Pragmatists’ View 3.2. Pluralism and Religious Science 3.2.1. Contrastive Pluralism: Meaninglessness of Religious Science 3.2.2. Significance of Contrastive Pluralism 3.2.3 Overlap Pluralism: Meaningfulness of Religious Science Chapter 4: True and False in Religious Science Introduction 4.1. The Inferential Approach and its Critique 4.1.1. -
Fetishizing Science
International Conference Fetishizing Science Views of science differ widely even among relatively similar cultures – just consider the many differences between Humanities and Geisteswissenschaften. But since the early 20th century, there has been general agreement about the priority of the natural sciences – in truth-value, in independence from ideology, and in funding. At the same time, the rise of the history of science as a discipline has cast doubt on most of the myths that make natural science a priority. Recent studies have called into question hard distinctions between reason and nature, while enriching our notions of objectivity, observation, and rationality itself. Leading historians of science, as well as other historians, philosophers and critics will discuss the extent to which the imperialism of the natural sciences can be justified. Einstein Forum Am Neuen Markt 7 14467 Potsdam Tel.: 0331 271 78 0 Fax: 0331 271 78 27 http://www.einsteinforum.de [email protected] Speakers and Themes Lorraine Daston, Berlin When Science Went Modern – and Why Starting circa 1920, commentators on the modern condition – philosophers like Alfred North Whitehead and Edmund Husserl, sociologists like Max Weber and Georg Simmel, and historians like E.A. Burtt and Herbert Butterfield – link modernity with science, more specifically with the Scientific Revolution. It was not any specific discovery of theory or even science-based technology that had wrought this transformation; it was the creation of the "modern mind". Triumphal versions of this narrative celebrated it as the prime mover of the Enlightenment and progress; tragic versions mourned the loss of the cozy medieval cosmos and an enchanted world.