Philosophical Inquiry Classic and Contemporary Readings Chicago Citation

Associate Professor, Director of Undergraduate Studies (2021-22)

Stuart Hall, Room 231-A

Office Hours: Winter Quarter: Tuesdays, 3:30 - 5:30 pm

University of California, Berkeley PhD (2008); Academy of Chicago BA (1997)

Pedagogy at UChicago since 2008

Inquiry Interests: Ancient Philosophy and Ethics

Agnes Callard is an Associate Professor in Philosophy. She received her BA from the University of Chicago in 1997 and her PhD from Berkeley in 2008. Her master areas of specialization are Ancient Philosophy and Ideals.

Selected Publications

Aspiration (2017); (i) reviewed in the Times Literary Supplement by Adam Bales; (ii) Reviewed in On Riding the Dragon past Katherine Oct Matthews; (iii) Reviewed in Philosophical Quarterly by Robert J. Hartman; (4) reviewed in the New Yorker by Joshua Rothman; (v) reviewed in Essays in Philosophy by Krista Karbowski Thomason

"Transformative Activity in Elena Ferrante's My Vivid Friend," forthcoming in Transformative Feel, ed. John Schwenkler and Enoch Lambert (Oxford University Press)

Ignorance and Akrasia-Deprival in the Protagoras (Oxford Studies in Ancient Philosophyvol. 47)

" Enkratēs Phronimos "(Archiv für Geschichte Der Philosophie 99, no. 1, 2017)

"Everyone Desires the Good: Socrates' Protreptic Theory of Desire," Review of Metaphysics 70, no. 4 (2017)

"Aristotle on Deliberation," forthcoming in theRoutledge Handbook of Practical Reason, ed. Ruth Chang and Kurt Sylvan

"The Reason to Be Angry Forever," forthcoming inThe Moral Psychology of Anger, ed. Owen Flanagan and Myisha Cherry (part of Rowman and Littlefield's Moral Psychology of the Emotions serial, series editor Mark Alfano)

"Proleptic Reasons" (Oxford Studies in Meta-Ethics, vol. eleven)

"The Weaker Reason" (Harvard Review of Philosophy, vol. 22)

"Liberal Education and the Possibility of Valuational Progress," Social Philosophy and Policy 34, no. 2 (2017)

Public Philosophy

Media

Contempo Courses

PHIL 21834 Self-Cosmos as a Literary and Philosophical Problem

Tin can we choose who to be? We tend to feel that we have some ability to influence the kind of people we volition become; but the miracle of 'self-creation' is fraught with paradox: cosmos ex nihilo, vicious circularity, space regress. In this class, we volition read philosophical texts addressing these paradoxes against novels offer illustrations of self-cosmos. (A)

PHIL 29902 Senior Seminar II

Students writing senior essays register once for PHIL 29901, in the Autumn Quarter, and once for PHIL 29902, in the Winter Quarter. The Senior Seminar meets for ii quarters, and students writing essays are required to attend throughout.

Consent of Director of Undergraduate Studies. Required and only open to 4th-year students who take been accepted into the BA essay programme.

PHIL 23210/33210 The Chicago School

Before in that location was a "Chicago School" of neo-classical economics, the Schoolhouse of Chicago referred to a wide-ranging set of philosophical, psychological, and pedagogical doctrines produced, in collaboration, by such prominent members of the Academy's faculty equally the philosophers John Dewey and George Herbert Mead, and the psychologist and educator James Angell. In a 1904 entry in the Psychological Bulletin, William James announced the archway of the Chicago School onto the American intellectual scene, proclaiming: "Chicago has a Schoolhouse of Thought! a school of thought which, it is safe to predict, volition effigy in literature every bit the School of Chicago for years to come… Professor John Dewey, and at least ten of his disciples, take collectively put into the earth a statement, homogeneous in spite of so many cooperating minds, of a view of the globe, both theoretical and practical, which is and then elementary, massive, and positive that, in spite of the fact that many parts of information technology even so need to be worked out, information technology deserves the title of a new arrangement of philosophy."

At the cadre of this system was the simple idea that all thinking, in fifty-fifty its most theoretical guise, must ultimately exist viewed a grade of practical activeness. The abstract theories that are the terminate products of such thought, are, accordingly, null more than than cognitive tools deriving their significance entirely from the instrumental role that they play in addressing the concrete needs for which they were devised. Behind this simple conceit lay a more elaborate formulation of functionalist psychology and the logic of inquiry, according to which theory and practice, thinking and doing, are not to be viewed as dissever spheres of human life. Each is instead to be understood with reference to the service it renders the other then equally to effect a "continuous, uninterrupted, complimentary, and fluid passage from ordinary feel to abstract thinking… [One in which] observation passes into evolution of hypothesis; deductive methods laissez passer to use in description of the particular; inference passes into action with no sense of difficulty save those constitute in the item task in question." Upon such psychological and philosophical foundations, the theorists of the Chicago School attempted to erect a far-reaching campaign of educational reform, in which the purpose of a academy education was not to be conceived as the transmission of cognition to students, only rather every bit the sharing of communal social experiences through which immature people could exist successfully integrated into a deliberative autonomous lodge.

In this form, we volition undertake a disquisitional exam of the psychological, philosophical, and pedagogical writings comprising the piece of work of the Chicago School. The cardinal text for the grade will be Studies in Logical Theory, originally published in 1903, which collects together a number essays written past the original members of the faculty of the Department of Philosophy at the Academy of Chicago. (B)

PHIL 29901 Senior Seminar I

Students writing senior essays register once for PHIL 29901, in the Autumn Quarter, and once for PHIL 29902, in the Winter Quarter. The Senior Seminar meets for two quarters, and students writing essays are required to attend throughout.

Consent of Director of Undergraduate Studies. Required and only open to fourth-yr students who have been accepted into the BA essay program.

PHIL 59109 Plato

This will be a form on Plato's Gorgias. (Four)

PHIL 21834 Cocky-Creation equally a Literary and Philosophical Problem

Tin we choose who to exist? We tend to experience that nosotros have some ability to influence the kind of people we will become; but the phenomenon of 'cocky-creation' is fraught with paradox: creation ex nihilo, vicious circularity, infinite regress. In this class, we will read philosophical texts addressing these paradoxes against novels offering illustrations of self-creation.

Students who are not enrolled by the start of term but wish to enroll must (a) e-mail the instructor earlier the grade begins and (b) attend the beginning class.

PHIL 55504 The Socratic Elenchus

Socrates found himself surrounded by people who took themselves to know things: about the Gods; nigh statesmanship; about how to brainwash the youth; about friendship and justice and human excellence, etc. Socrates was inclined to trust those around him - but as well afraid that, by doing so, he would end upward taking himself to know what he in fact did non. So went around testing all those claims, attempting to refute them. Over and over again, he proved that his interlocutor did non know what he took himself to know, thereby successfully protecting himself from the illusion of knowledge. Forth the way, however, he made an interesting discovery: as his interlocutor pressed some point, and as he resisted information technology, the two of them were doing something together. The interlocutor'due south need to believe that he had an account of the way things are, coupled with Socrates' commitment to rejecting falsity, taken together, amounted to a shared pursuit of knowledge. This class investigates that discovery - arguably, of philosophy itself - by style of a close reading of some Socratic dialogues: Euthydemus, Protagoras, Meno, Euthyphro, Charmides. (Four)

Students who are not enrolled past the outset of term only wish to enroll must (a) electronic mail the instructor before the course begins and (b) nourish the first course.

PHIL 20102/30102 Irresolute, Resting, Living: Aristotle'due south Natural Philosophy

How can many things be ane thing? Aristotle's reply to this question treats living things - plants and animals - equally the paradigm cases of unified multiplicities. In this class, nosotros will investigate how such things are held together, and what makes it possible for them to change over fourth dimension. Readings will be from Aristotle's Physics, Metaphysics, De Anima, Parts of Animals, On Generation and Corruption and De Motu Animalium. (B)

Students who are non enrolled by the start of term but wish to enroll must (a) email the teacher before the course begins and (b) attend the first grade.

PHIL 21717/31717 Socrates, Plato & Aristotle on Backbone

What is courage? Is it: doing what you should do, even when you are afraid? Tin y'all exist courageous without being afraid? Tin yous be couragoues and know that you are doing the right thing? Can you exist courageous if y'all are not in fact doing the right affair? Can you have precisely the correct amount of fearfulness and even so fail to be courageous? Could you be mettlesome if you weren't afraid to die? Courage is, arguably, the queen of the virtues. In this course, we will use some Socratic dialogues (Laches, Protagoras, Democracy, Phaedo) and some Aristotelian treatises (Nicomachean Ethics, Eudemian Ethics) as partners in inquiry into the answers to the questions listed above. (A)

Students who are not enrolled by the commencement of term but wish to enroll must (a) email the teacher before the course begins and (b) attend the first class.

PHIL 54002 Moral Psychology of the Emotions

In addition to having reasons for belief (theoretical reasons) and reasons for action (practical reasons), we besides, sometimes, take reasons for feeling the fashion we practise. For instance: I feel aroused because of the injustice someone did, or pitiful because of the loss I suffered, or grateful because of the do good someone provided me. In this course nosotros will ask what kinds of reasons those are: what is a reason to feel? We will also desire to know how rational such emotions are: are there features that are central to our emotional life that we miss out on or misdescribe when we attend soley to its rational structure? We will likewise consider a puzzle that arises about the temporality of reasons for feeling: if my reason for existence angry (or sad or grateful) is what you did, and it volition always be true that you did it, practice I have a reason to be angry (or sad or grateful) forever? If not, why not? In improver to discussing what might be true of the rationality of emotions considered as a class, we volition likewise spend some time addressing questions specific to a given emotion. For example: What is an apology? Does gratitude require actual benefit or only positive intention? When we are sad near a loved one's expiry, do we mourn for ourselves, or for her? Are there reasons for feeling jealous, disgusted or stressed? (I)

Students who are non enrolled by the start of term but wish to enroll must (a) email the instructor before the grade begins and (b) nourish the first class.

2017-2018 Wintertime

PHIL 25000 History of Philosophy I: Ancient Philosophy

An test of ancient Greek philosophical texts that are foundational for Western philosophy, especially the piece of work of Plato and Aristotle. Topics will include: the nature and possibility of knowledge and its function in homo life; the nature of the soul; virtue; happiness and the homo good.

Completion of the general education requirement in humanities. Students who are non enrolled by the kickoff of term but wish to enroll must (a) email the instructor before the class begins and (b) attend the commencement class.

PHIL 21834 Cocky-Creation as a Philosophical and Literary Trouble

This is a class addressing the possibility of self-directed ethical alter. Tin you make yourself into a different person from the person that you lot are? Some readings from hist. of phil (Kant/ Nietzsche) but mostly contemporary readings from autonomy/moral psychology literature.

2016-2017 Leap

PHIL 26200 Intensive History of Philosophy, Office 2: Aristotle

In this grade, nosotros will read selections from Aristotle's major works in metaphysics, logic, psychology and ideals. Nosotros volition attempt to understand the import of his singled-out contributions in all of these central areas of philosophy, and we volition also work towards a synoptic view of his system as a whole. There are 3 questions we will keep in heed and seek to respond as readers of his treatises: (1) What questions is this passage/chapter trying to answer? (two) What is Aristotle's respond? (3) What is his argument that his reply is the correct 1?

This grade, together with introduction to Plato (25200) in the Winter quarter, substitutes for and fulfills the Ancient Philosophy History requirement for the Autumn quarter. Students tin can take these courses instead of taking PHIL 25000. Students must take them as a two quarter sequence in club to fulfill the requirement, only students who already have fulfilled or do non need to fulfill the Ancient Philosophy History requirement may accept the one quarter of the class without the other.

PHIL 25200 Intensive History of Philosophy, Part I: Plato

In this class, nosotros will read a number of Platonic dialogues and apply them to investigate the questions with which Socrates and Plato opened the door to the practice of philosophy. Here are some examples: What does a definition consist in? What is knowledge and how can information technology exist acquired? Why do people sometimes do and want what is bad? Is the world we sense with our 5 senses the existent world? What is courage and how is information technology continued to fear? Is the soul immortal? We will devote much of our time to clearly laying out the premises of Socrates' various arguments in social club to evaluate the arguments for validity.

This course, together with introduction to Aristotle (26200) in the Spring quarter, substitutes for and fulfills the Ancient Philosophy History requirement for the Autumn quarter. Students can take these courses instead of taking PHIL 25000. Students must take them as a two quarter sequence in order to fulfill the requirement, just students who already have fulfilled or do not demand to fulfill the Ancient Philosophy History requirement may take the one quarter of the grade without the other.

For total list of Agnes Callard's courses back to the 2012-13 academic twelvemonth, run into our searchable course database.

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Source: https://philosophy.uchicago.edu/faculty/a-callard