54 courses with the subject PHIL, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
Traditional formal logic together with discursive logic, fallacies, and argument construction. (PTK - L&R)(Critical Reading)
Tasks and subject matters of philosophy, including major theories of reality, knowledge, religion, morality, and social justice. Attention to several classic philosophical texts as primary source readings. (M3) (PTK - L&R)(Critical Reading)
We will investigate how some Hip Hop music and Spoken Word works engage with classic Western philosophical themes and questions, including those of knowledge, metaphysics, ethics, love, and justice. How do some contribute to knowledge and some perpestuate injustice, sexism, and violence? How does Rakim relate to Augustine’s arguments on God, Gil Scot-Heron to Kant on punichment, Lil’ Kim to Sartre on ‘the objectifying gaze’? Students will be required to attend two spoekn word workshops or performances, and to view and listen to material outside of class.(PtK:HUM) (Equity aand Inclusion)(Ethical Deliberation)
A study of what is science, how it works, what distinguishes it from other disciplines, and what is the nature and value of scientific inquiry and scientific theories. (PtK:SCI) (Critical Reading)
A study of advanced topics in logic, including propositional and predicate logic.(PTK - L&R) (Critical Reading)
Study and examine historical and contemporary normative ethical theories of how to live rightly, including issues of social and political life. (M3)
Applied Ethics: The Ethics of Killing A study of the application of ethical theory to complex real and fictitious cases concerning contemporary moral issues such as euthanasia, abortion, capital punishment, animal rights, cloning, torture, same sex marriage, etc. (U2) Fall. (PTK - HUM) (Ethical Deliberation) (Critical Reading)
This course examines, within teams, ethical cases with the purpose of developing ethical positions supported by arguments, debated at the Intercollegiate Ethics Bowl Competition.(Public Speaking)
This course examines, within teams, ethical cases with the purpose of developing ethical positions supported by arguments, debated at the Intercollegiate Ethics Bowl Competition.(Public Speaking)
This course examines, within teams, ethical cases with the purpose of developing ethical positions supported by arguments, debated at the Intercollegiate Ethics Bowl Competition. Fall (Public Speaking)
This course examines, within teams, ethical cases with the purpose of developing ethical positions supported by arguments, debated at the Intercollegiate Ethics Bowl Competition. Fall, Cantens
This course introduces students to ethical concepts, theories, and methods through which they can reflectively analyze and perform ethical decision making in the realm of sports and recreation, within an evolving cultural, political and technological environment. A substantial part of the course will be devoted to case studies and the implementation of ethical theories to concrete cases.
This course analyzes the ethical issue of abortion through examination of philosophical pro-life and pro-choice arguments from a variety of perspectives. Our philosophical/ethical investigation includes address of abortion and public reproductive health, abortion in a changing legal justice landscape in the U.S., and the intersection of abortion and religious ideas and values.(Ethical Deliberation)
This course examines foundational philosophical questions about psychiatry and mental illness, including whether psychiatric disorders are best understood as medical diseases, social constructs, or hybrid phenomena. Students engage with major theoretical and empirical frameworks shaping contemporary debates about mental disorder, diagnosis, and psychiatric classification.
This course studies Aristotle’s conception of friendship as described in Books VIII and IX of the Nicomachean Ethics.
This course studies Aristotle’s conception of friendship as described in Books VIII and IX of the Nicomachean Ethics.
This course examines philosophical questions about knowledge, belief, and justification, with particular attention to the roles of power, social structure, and intellectual virtue in shaping what we know and how we come to know it. Students explore both traditional and contemporary approaches to epistemology, including virtue epistemology, ethical epistemology, feminist epistemology, and social epistemology.
A critical examination of the history of Greek philosophy including the pre-Socratics, Thales, Anaxagoras, Parmenides, Heraclitus, Empedocles, Plato, and Aristotle.
A study of the original works of philosophes in the Middle Ages such as Augustine, John Scotus Eriugena, Anselm of Canterbury, Avicenna, Bonaventure, Thomas Aquinas, John Duns Scotus, and William of Ockham.
Concepts of modern philosophy beginning with Bacon, Descartes, and Locke, ending with Kant and Hegel. Examines and evaluates the modern period’s turn to the study of knowledge and its increasing preference for reason and science over religion. (M3)
Trends in recent philosophy inaugurated by Nietzsche, Marx, and Kierkegaard and by Mill, Russell, and Ayer, through present. Manifestation of these trends in contemporary phenomenology and analytic philosophy. May emphasize Continental or British-American traditions in current philosophy. Writing-intensive. (M3)
A study of classical American philosophy with emphasis on the works of Charles S. Pierce, William James, and John Dewey. Spring, alternate years.
An overview of the ethical, metaphysical, cultural, and political issues involved in understanding humankind’s complex relationship with the natural world and with other-than-human animals. Examines positions and philosophies of radical environmentalists, environmental ethicists, animal-rights advocates, and political ecologists. (U2)
An examination of philosophical and empirical theories of the mind. Main questions will be: What is the mind? How does the mind relate to the brain and behavior? Can the mind be studied scientifically? What is the nature of conscious experience/ Different accounts of the nature of mind will be discussed such as behaviorism, materialism, and functionalism. In addition, we will survey main approaches to the mind found in contemporary cognitive science, a multi-disciplinary field consisting of (among other things) artifical intelligence, cognitive psychology, cognitive neuroscience, and philosophy. (Same as Psychology 251)(PtK:SCI)
An examination of how technology shapes our understanding of ourselves and our world as well as the moral dilemmas that it presents for us. Spring, (U1) (PtK:SCI)
A philosophical examination of nature of religion and beliefs concerned with the existence, nature, and knowledge of God, with alternative positions to theism. (U2)
An introduction to philosophy within Judaism, a field that asks the question: is a religion based on faith and tradition also rational and logical? Specific topics addressed will be: Can or should God’s existence be proven? Is God’s power infinite or limited? What should we make of the biblical descriptions of God being human-like? Does God perform miracles? Does God care about the small details of our lives? How can people become close to God? What is the role of the Jewish people in the world? Why is the Jewish religion distinctive among religions? No background in Judaism is need for this course; sufficient background information will be provided. (M3)(PtK:L&R)(Intercultural & Linguistic Competencies) (Critical Reading)
An examination of central issues in social political thought such as: What is justice? How can considerations of justice negotiate our great differences of culture, identity, and circumstance? How are non-Western and Western approaches to philosophy to engage productively, across such legacies as imperialism, colonialism, and neo-colonialism? (U2)
A historical and thematic approach to contemporary philosophy with an emphasis on introducing the student to the major moments and themes in Continental thought during the 19th, 20th, and 21st centuries until present.
A study of what is health, and how it relates to social justice issues, such as: How do such factors as income, race, and gender correlate with health? In health research and healthcare delivery how do lingering patterns of inequality get rewritten into the social fabric or transformed out of it? How can we learn from the legacies of unethical medical experimentation and other ugly parts of history? (U2)
An examination of the basic theory of bioethics as it is set in teh broader field of moral philosophy. Contemporary ethical issues in biomedicine will be examined, and the student will learn to think ethically about them within the context of the current ongoing debate. (U1)
A course designed for students to explore issues related to the The course explores key notions and figures in Islamic philosophy, theology, and mysticism. Some issues embedded in the enormous body of scholarship in Muslim intellectual heritage are employed to examine current global issues such as the struggle for justice and peace and the fight against violence and absolutism. Special attention is given to the structure of Being, the notion of the truth, and the way to attain the truth in the three systems. (M5) (Intercultural and Linguistic Competencies) (Critical Reading)
An examination of different aspects of philosophical thought related to Latin American nations and culture, and an examination of Hispanic/Latino identity in the U.S.
Feminist writings on questions such as: How do the legacies of gender inequality persist today? What would gender justice look like? Is there such a thing as a gender-neutral point of view? How do gender, race, class, and sexuality relate? (U2)
Through study of philosophical texts, writings, proverbs, and other sources, we shall explore West African values. The foci will be both traditional and contemporary, primarily oriented toward the Akan people of what is now Ghana. Among the first nations to achieve political independence in the decolonization movements, Ghana has kept traditional values alive, not in isolation from the rest of the world, but in active engagement with it. What do the values of the Akan have to teach us? (M5)
An examination of Islamic, Jewish, and Christian philosophical thought in Spain, ranging from the Middle Ages through the Renaissance. (M5)
A study of the relationships among identities, experiences, and moral knowledge. Some of the issues discussed are the following: How do our unique experiences shape our moral views? How are those experiences shaped by such differences as race, culture, gender, and family background? Can we gain moral knowledge from the testimonies of others, and, if so, how?
This course examines ethical and social justice issues within the health care profession and throughout the public health care industry, including health laws and policies that affect the development and delivery of health services in the US to the public. (U2)
Philosophy of law or jurisprudence is the application of the rational techniques of the discipline of a philosophy to the subject matter of law. In this course, on one hand, students study the meaning of such concepts as law, legal obligation, legal punishment, and so on. (What is known as “analytic jurisprudence.) Also they explore the relation between law and morally, or more specifically, they try to figure out whether legal institutions in general, or particular legal systems, or legal practices are morally acceptable- and if not, how to make them so. (What is known as “normative jurisprudence.) (PTK - HUM) (Ethical Deliberation) (Critical Reading)
This course addresses a variety of topics that change by semester in the areas of normative ethics, applied ethics and meta-ethics.
What does it mean to call something “right” or “wrong”? Are moral claims about objective truths, or are they expressions of our feelings and culture? This course introduces metaethics, the branch of philosophy that examines the foundations of morality itself. Instead of asking what we should do, we ask more fundamental questions: What is the nature of moral truth? Can moral judgments be “true” at all, and if so, what makes them true? What are we even doing when we make a moral argument?
A study of what is science, how it works, what distinguishes it from other disciplines, and what is the nature and value of scientific inquiry and scientific theories.(PtK:SCI)(Critical Reading)
A study of Tibetan Buddhist philosophy, worldview and spiritual practices. It examines Tibetan Buddhist answers to questions traditionally asked in Western philosophy, at times looking at contrasts and parallels to Continental and British-American traditions in Western philosophy.
This course analyzes the ethical issue of abortion through examination of philosophical pro-life and pro-choice arguments from a variety of perspectives. Our philosophical/ethical investigation includes address of abortion and public reproductive health, abortion in a changing legal justice landscape in the U.S., and the intersection of abortion and religious ideas and values. (U2) (Ethical Deliberation).
Philosophical inquiry into the nature of knowledge, kinds of experience, belief and truth, justification and verification. Writing-intensive.(WI)
A study of traditional and contemporary analytic metaphysics as the study of first causes and of being qua being, or as the most general discipline of all that studies the nature and structure of reality. Writing-intensive.(WI)
A study of the fundamental concepts of morality from metaphysical, epistemological, semantic, and psychological perspectives. Spring, Alternative Years.
Selected topics in philosophy. Non-majors require permission of instructor.
Source: Moravian University's catalog, linked per course · table learning_unit · CourseShelf publish 59
