Course Description: This course is designed as an upper-level seminar, with heavy emphasis on reading and writing. The reading materials are all from contemporary sources. We will cover topics such as the definitions of 'consciousness,' the neurophysiological basis of consciousness, the explanation of consciousness, and the possibility of forming a unified theory of consciousness. Student participation in class discussion is greatly encouraged.

We need a revolution in education, from five year olds onwards, so that exploration of problems is at the heart of the enterprise.

For the last several years I have made the daily newspaper the pedagogical center piece of my philosophy seminar. This essay begins by describing the variations, themes, and logistics of this approach. The essay then offers several arguments in support of the value of this approach. The first argument references measurable indicators of success. A second argument contends that by “going live” with philosophical concepts, the newspaper-centered approach is uniquely well-positioned to motivate and excite the philosophy student. (...) A third argument claims that the newspaper-centered approach is well-positioned to construct an individualized bridge between the student and the world of philosophy. (shrink)

Description of the High School Philosophy Seminar, a philosophy outreach program run by undergraduate philosophy students at The George Washington University.

Description of the High School Philosophy Seminar, a philosophy outreach program run by undergraduate philosophy students at The George Washington University.

The cultivation of intellectual character is an important goal within university education. This article focusses on cultivating intellectual humility. It first explores an account of intellectual humility from recent literature on the intellectual virtues. Then, it considers one recent pedagogical approach – Making Thinking Visible – as a means of teaching intellectual virtue. It assesses one particular technique for cultivating intellectual humility arising from this pedagogical literature, and applies it to the teaching of political philosophy. Finally, there is a (...) discussion concerning how to supplement these techniques to best teach political philosophy generally, and for the purposes of cultivating intellectual humility in particular. It is argued that, by introducing the technique of the Circle of Viewpoints, supplemented by techniques from the Compassion in Education literature, the modules I teach can better cultivate intellectual humility in my students. (shrink)

In recent years, the educational-system development specialization of the MA program in the University of Haifa’s Faculty of Education has held an annual seminar on Philosophy for/with Children (P4wC). Under my guidance, Jewish, Muslim, Christian, Druze, and Circassian students have formed a group embodying a living and breathing dialogical space. Despite the global spread of P4wC principles following the emergence of the P4C movement promoted by the International Council of Philosophical Inquiry and its practice in dozens of national (...) and regional centers, neither approach is formally taught in Israeli universities and colleges. Both thus remain outside the pedagogical mainstream, the University of Haifa—where I teach—being the only institution at which they can be studied at an MA level. I have also established the Israeli Academic Forum for Philosophy with Children, which conducts seminars and offers professional development, etc. (shrink)

Designing a successful graduate seminar should account for more than just the content to be conveyed and the completion of the standard seminar paper. This article dissects the seminar structure, revealing some of what is obscured by the “hidden curriculum” of graduate education, with an eye toward transforming the climate in philosophy. I begin with a brief review of literature on graduate teaching and inclusive teaching in philosophy. I then examine four components of a typical (...) graduate seminar: the faculty instructor of graduate courses, the graduate students themselves, the material selection, and the course requirements. Reflecting on the graduate seminar compels revisiting learning goals, ensuring inclusivity and accessibility, and adopting a more intentional approach to graduate course design that ties course goals to specific activities and assessments for the life of the professional philosopher. (shrink)

The article reviews the Philosophy of Culture Seminar (lead by V.A. Konev) as a cultural and philosophical phenomenon. The article discusses the seminar’s research program, its basic scientific principles, as well as the content of books published as a result of the seminar. The Philosophy of Culture Seminar became the basis for the formation of a philosophical community in Samara. Thanks to the constant work of the theoretical seminar, Samara philosophers found themselves in (...) a situation of compulsion to fundamental philosophical practices – reading and discussing philosophical texts, polemics, debates. Reading and discussing the fundamental works of contemporary philosophy has become a good school for many Samara philosophers, allowing them to clarify or redevelop their methodological position. The Philosophy of Culture Seminar in Samara gives us an example of how the existence and development of philosophy is possible not only in Russia but in the whole culture, of how a very rich environment of philosophical communication and living philosophical thought are vital for philosophy. (shrink)

Arnold Burms: Professor Williams has said that he is willing to answer some of our questions about his work. Given the amount of work he has to do here in a few days, this was a generous decision for which we are genuinely grateful. Professor Van de Putte will start the discussion with some questions about the relation between theory and practice.André Van de Putte: In Ethics and the Limits of Philosophy you situate ethical thought in the context of (...) a movement of reflection. To quote from page 112: “It is too late at this stage to raise the prior question: `Why reflection?' — too late in terms of this inquiry, and always too late in terms of the question itself, since one could answer it without prejudice only by not considering it.” And just before that quotation you also said that “the drive to theory has roots in ethical thought itself” and a little bit further you say: “The important question at this point is why reflection should be taken to require theory.” Now I would like to elaborate a little bit on these remarks and ask you to comment on what I'm going to say.Three things should be stressed concerning ethical reflection which are important for moral philosophy and for our understanding of moral philosophy. The first one is this: the person who is reflecting is already part of a concrete society when he or she starts reflecting. That means that he or she has been socialized in a concrete ethos and has already an experience of a substantive ethical life. In this sense he or she does not need to invent ethical life.The second remark is this: ethical reflection is in itself already the expression of an ethical intention. By asking the question `How should one live?', one shows that one is interested in living an ethical life. In this sense I can agree with what I think you say in Ethics, namely that the question `Why should I be moral?' is not meaningful for a moral thinker. The answer to the moral question, the results of his reflection are not meant to convince him or his readers to be moral. On the contrary, he starts precisely from this interest in morality and tries to understand what it means to be moral, what his wish to be moral implies.My third point is the most important. In starting his reflection the thinker has as it were decided that his answer will only be acceptable if it is valid for all, if it can be justified for all. In the moral question itself, a norm of universality is implied. And given the fact that the moral question is itself the expression of an ethical intention, this is important. If he would not assume this norm, he would in my view not really be posing the question. We can immediately understand this if we consider the alternative.Suppose a moral thinker who assumes that an answer to the moral question will be valid only when it suits him. Would we say in this case that this person is really asking the moral question? I do not think so. To put this another way, my thesis is that in the reflection the person who reflects is subjecting himself to the law of thinking itself, to the law of reason, in other words, to the law of universality, of non-contradiction. In the question he discovers this law as a norm for himself asking the moral question and thus as a norm inherent in moral intention. I think that this is precisely what Kant discovered and why for so many there is an important link between ethics and reason and why we are, as you say, driven to theory: since we want a universal answer, since a moral norm implies universality, we are looking for a theory, for a universal justification. But this is not yet the full story. All that I have said only becomes visible on the reflective level. It is only visible, as it were, once one starts reflecting.This means that the norm of universality cannot and must not be understood as a concrete norm which can and should replace the norms of the concrete ethos we all already live in when we start reflecting. I think rationalism in ethics is precisely that: the belief that this norm and what one hopes to deduce from it can and should replace the concrete ethos. I think it must be clear that this cannot be done. As we all know the Kantian imperative is formal and negative and does not produce any content. If we need content — and of course we need it — it should come from our historical ethos. (shrink)

Bart Pattyn: Needless to say, we are more than pleased with the willingness of Michael Walzer to be here in Leuven. After the stimulating lecture yesterday we now have the opportunity to pose some questions to Michael Walzer in the same room where we talked with his friend, Harry Frankfurt, as well as with Bernard Williams. I have asked Professor Selling to moderate this discussion which I am sure he will do with a firm hand.Joseph Selling: We have two papers (...) which Prof. Walzer, and many of you, have read in advance. Perhaps we can take the questions from the authors of those papers and then take other questions. (shrink)

Kyiv-Mohyla Seminar on the History of Philosophy was established by the Kyiv-Mohyla Academy’s Department of Philosophy and Religious Studies (in co-operation with Ukrainian Philosophical Foundation) in 2003. In this yearly seminar, the Department’s members as well as the historians of philosophy from other academic institutions regularly take part. Since 2003, 16 meetings of the seminar took place. They were focused on such topics as “Historiography of Philosophy in Ukraine: Current State and Perspectives” (2003), (...) “Actual Problems of the Source Studies in the Historiography of Philosophy” (2004), “The Problem of Text Interpretation in the Historiography of Philosophy” (2005), “Dmytro Chyzhevskyi as a Historian of Philosophy” (2006), “Historiography of Philosophy in Ukraine: Current State and Perspectives” (2007), “The Problem of Method in the Historiography of Philosophy” (2007), “Oleksii Losiev: Personality and Heritage (to the 115 th Anniversary of His Birth)” (2008), “Methodology of the Historiography of Philosophy: Actual Strategies” (2008), “Wilhelm Windelband as a Philosopher and Historian of Philosophy (to the 160 th Anniversary of His Birth)” (2008), “Hegel’s Heritage in the Mirror of Interpretations” (2009), “The Studies on the History of Philosophy: New Generation” (2010, 2011), “Kant’s Criticism from the perspective of Wolf’s dogmatism” (2012), “The Reception of Indian Philosophy in Ukraine: 1840s–1930s” (2013), “Did Kant Answer the Question on What a Man Is?” (2016). The proceedings of the early three meetings were published in a special volume (Tkachuk, 2006). The current issue of “NaUKMA Research Papers in Philosophy and Religious Studies” contains the proceedings of the sixteenth meeting of Kyiv-Mohyla Seminar on the History of Philosophy, which took place at the National University of Kyiv-Mohyla Academy on February 1, 2017. The main speaker was Dr. Taras Lyuty, while the co-speakers included Dr. Mykhailo Minakov and Dr. Vakhtang Kebuladze. The meeting was conducted by Prof. Vadym Menzhulin. The audio recording of the meeting was deciphered by a PhD-student Taras Fostiak. (shrink)

Contributed articles on Nimbarka Sect and the contribution of Swami Dhanañjayadāsa, Hindu philosopher and scholar belonging to the sect; papers presented at the seminar, held in Uttara Cabbiśa Paragaṇā, India in 2001 and organized by Sukhchar Kathiababa Ashram; centenary commemorative volume in honor of Swami Dhanañjayadāsa.

In lieu of an abstract, here is a brief excerpt of the content:From Politics to Philosophy and Theology:Some Remarks about Foucault's Interpretation of Parrêsia in Two Recently Published SeminarsCarlos LévyAt the beginning of his seminar entitled Le courage de la vérité, Foucault gives a first definition of parrêsia (2009, 10–12), which I take as my point of departure.Parrêsia is a fundamental political concept; it denotes outspokenness, and Foucault distinguishes between two versions of it, one negative, the other positive. (...) The first meaning implies the articulation of everything, "n'importe quoi" (whatever), an expression that in French is indeed derogatory. For Foucault this meaning finds an illustration in a passage from Plato's Republic in which the philosopher describes the appalling state of the democratic city, where everyone tries to impose their own desires on others.1 The positive meaning implies that truth will be stated "without dissimulation, reservation, set clause, or rhetorical ornament that could encode or hide it" (2009, 11). But Foucault says that to effectuate this positive meaning it is not enough to merely state everything and state it truthfully. It is also necessary for the speaker of parrêsia, the parrêsiastês, to personally involve himself in what he says and to take a risk. As Foucault says himself, this is to speak "truth while taking the risk of violence" (2009, 12). [End Page 313] This risk is nonetheless attenuated by what Foucault calls "the parrêsiastic play," that is, the capacity of the interlocutor (assembly, tyrant) to tolerate outspokenness.Even though Foucault never sets the problem out in these terms, one may construe parrêsia as both a passion, since it entails an emotional investment, and a virtue, insofar as it is still linked to courage. It is common to say that somebody has "a passion for the truth" or that he has "the courage of his convictions." However, Foucault uses the term "passion" very sparingly. An analysis of word frequency in his seminars for the period 1982 to 1984 reveals that the term "virtue" occurs often, while "passion" is almost entirely absent, except about tragedy (2008, 105–35). By refraining from speaking of the "passion of truth," Foucault rejects the possibility of analyzing the concept of parrêsia in a more unitary way. For him, there is a good and a bad parrêsia, a situation that emphasizes the difficulties usually inherent in dualism: how can two opposite realities coexist, especially within the same concept? These difficulties are carefully analyzed in the seminars, but there is also a methodological difficulty: do historical sources force us to accept the dualistic interpretation or, better, the reconstruction proposed by Foucault in such a persuasive way? Or do they prompt us to introduce the notion of passion, somehow or other, as being present even in the "good" parrêsia?In my view, one does not compromise Foucault's position by saying that, for him, the dualism inherent in political parrêsia has a functional nature. It is linked to what he calls the right functioning and the worsening functioning of democracy, as they are articulated in his seminar of 2 February 1983 (2008, 157–69). In his exposé some postulates are expounded using the metaphor of the rectangle: the existence of parrêsia requires democracy, and thus democracy forms the first vertex of this rectangle. But one of the most interesting elements in Foucault's subsequent seminars is his effort to demonstrate that parrêsia can nevertheless exist under tyranny without its most essential features being undermined.Democracy, in Foucault's opinion, can't be lively and dynamic without the second vertex, which he calls "le pôle de l'ascendant"—the pole of ascending leadership; that is, in his own words, "the problem of those who, speaking before others and above them, are heard by them, persuade them, lead them, and have control over them" (2008, 157). Foucault's use of the term "problem" is itself somewhat... problematic. It is not clear why the existence of this ascendancy is a problem to the extent that it can be seen as the condition of a democratic and parrêsiastic functioning. In Foucault's [End Page 314] own words, the... (shrink)

This is the first English translation of the seminar Martin Heidegger gave during the Winter of 1934-35, which dealt with Hegel's Philosophy of Right. This remarkable text is the only one in which Heidegger interprets Hegel's masterpiece in the tradition of Continental political philosophy while offering a glimpse into Heidegger's own political thought following his engagement with Nazism. It also confronts the ideas of Carl Schmitt, allowing readers to reconstruct the relation between politics and ontology. The book (...) is enriched by a collection of interpretations of the seminar, written by select European and North American political thinkers and philosophers. Their essays aim to make the seminar accessible to students of political theory and philosophy, as well as to open new directions for debating the relation between the two disciplines. A unique contribution, this volume makes available key lectures by Heidegger that will interest a wide readership of students and scholars. (shrink)

This paper describes the use of Philosophy for Children materials and methodologies in the restructuring of the Graduate Seminar in Art and Design at Purdue University.

What is Hinduism? Who is a Hindu? What form should Hinduism take in this day and age? This book proposes serious answers to these important challenging questions and presents them in an engaging way. Four men and four women, committed Hindus from different walks of life, gather under the format of a seminar to discuss these questions. They engage in the hard thinking necessary to develop a four-point definition of Hinduism. They construct foundations of a moderate viable Hinduism using (...) the definition. They show how different structures can be built on the foundations allowing expression of individual creativity and freedom. The book is the dialog of the eight diverse Hindus who show human emotions and passion along with acute reasoning, evolving a fascinating discourse. They traverse far and wide over the panorama of world religions as well as Eastern and Western philosophy. The result is a comprehensive philosophy of life that can inspire and empower not only Hindus but also all humans deeply interested in universal humanistic spirituality with competitive intellectual underpinning relevant for today. (shrink)

A one-credit seminar devoted to theological issues. Can be taken three times for credit. This semester, we'll be discussing Thomas Morris's highly readable book on Pascal and the meaning of life. To give you a quick sense of what this book is about, here are the chapter titles, followed by a few paragraphs from the first chapter.

Among the “Ernest Nagel Papers 1930–1988” at Columbia University’s Rare Book & Manuscript Library, there is a file at Box 7, entitled “The Philosophy of Science: University of Delaware 1961”. This is the edited text with some editorial comments and polishing.