Summer 2017 - PHIL 467W D100
Seminar II (4)
Class Number: 3534
Delivery Method: In Person
Overview
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Course Times + Location:
May 8 – Aug 4, 2017: Mon, Wed, 2:30–4:20 p.m.
Burnaby
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Instructor:
Evan Tiffany
etiffany@sfu.ca
Office: WMC 5652
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Instructor:
Nicolas Fillion
nfillion@sfu.ca
Office: WMC 4614
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Prerequisites:
Two 300 division PHIL courses.
Description
CALENDAR DESCRIPTION:
May be repeated for credit. Writing.
COURSE DETAILS:
Selected Topics: Mathematics of Morality
[Note: this course is to be taught concurrently with PHIL 823.
The course is co-taught by Dr. Tiffany and Dr. Fillion.]
While it may be debatable whether all philosophy is better when done with mathematical symbols, formalization at least allows one to precisely systemize our various beliefs and to uncover hidden paradoxes and inconsistencies among those beliefs. Now suppose that we can successfully formalize a set of intuitively plausible principles regarding a set of deontic concepts and in so doing uncover an inconsistency. Deciding how best to resolve the paradox requires going beyond the formal properties of the concepts in question and inquiring into the content of those concepts. That is, we need to engage in some first-order normative theorizing. Likewise, any attempt at formalizing utility functions, or principles of rational choice, will necessarily require making a number of assumptions, and the value of the function will depend on the plausibility of those assumptions. For example, a utility function assumes that the various “inputs” are commensurable or comparable, but what if that assumption turns out to be false; what if there are different sources of value that are fundamentally incommensurable with each other?
Over the same period, metaethics has also borrowed heavily from logic, philosophy of language, and rational choice theory to clarify its fundamental concepts and methods. Examples of such development include questions about the nature of normative entailment, about criteria for the coherence of system of norms, and about idealization involved in the treatment of preferences and utility. The introduction of such concepts and methods into ethics and metaethics is a stimulating turn of events that presents new challenges and opportunities. Among other things, this development requires that ethicists now be familiar with a number of formal methods more customarily encountered in more mathematized areas of philosophy. Since philosophers working in more formal areas have manifested an interest in applying their methods in ethics while occasionally displaying a great deal of naiveté resulting from an insufficient knowledge of ethics, it appears that there is a need to improve collaboration to insure that putative applications of formal methods to ethics are meaningful and relevant. The two instructors will in this respect each bring a bit more than half the required skill set necessary for a fruitful collaboration on this topic.
COURSE-LEVEL EDUCATIONAL GOALS:
This course may be applied towards the Writing Requirement (and the upper division Writing Requirement for Philosophy majors).
Grading
- Participation (attendance and positive engagement) 5%
- Leading class discussion 5%
- Logic assignments (best 4 of 5) 20%
- Research project: presentation 5%, peer review 5%, final draft 60% 70%
NOTES:
This course is a seminar, not a lecture-based course. The governing pedagogical principle of such a seminar is that it is driven primarily by engaged, open, and informed discussion of the covered topics by students. Student participation is thus of paramount importance. Designated students will take turns leading the discussions, and attendance is mandatory.
Materials
REQUIRED READING:
All readings will be made available online.
Registrar Notes:
SFU’s Academic Integrity web site http://students.sfu.ca/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.
Each student is responsible for his or her conduct as it affects the University community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html
ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS