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This course helps students develop the foundational skills of critical reading, thinking, analysis, and writing. Students will analyze and evaluate different approaches to formal and informal arguments, reconstruct arguments from a range of sources, assess the quality of various types of evidence, and demonstrate careful use of statistics.

This course helps students develop the foundational skills of critical reading, thinking, analysis, and writing. Students will analyze and evaluate different approaches to formal and informal arguments, reconstruct arguments from a range of sources, assess the quality of various types of evidence, and demonstrate careful use of statistics.

Topic to be determined by faculty.

The First-Year Seminar (FYS) introduces new 91�Թ��� students to the University, the Core Curriculum, and 91�Թ���’s Jesuit mission and heritage. While the seminars will be taught by faculty with expertise in particular disciplines, topics will be addressed in a way that illustrates approaches and methods of different academic disciplines. The seminar format of the course highlights the participatory character of university life, emphasizing that learning is an active, collegial process.

Philosophical study of human nature, the human condition, the meaning and value of human life, and the human relationship to ultimate reality, with attention to such issues as the nature and possible existence of the soul, the relation between body and mind, belief and knowledge, freedom vs. determinism, and the possibility of human immortality. Fall and Spring.

Philosophical study of human nature, the human condition, the meaning and value of human life, and the human relationship to ultimate reality, with attention to such issues as the nature and possible existence of the soul, the relation between body and mind, belief and knowledge, freedom vs. determinism, and the possibility of human immortality. Fall. For Honors students.

Two basic dimensions of philosophical investigation are inquiry into the nature and meaning of our being human (the philosophy of human nature) and inquiry into the right life and conduct of a human being (ethics). This course undertakes these closely related investigations from a personalist perspective.

Topic to be determined by faculty.

A general theory of the goals of human life and the norms of moral behavior; the theory will be applied to several specific moral problems. Fall and Spring.

A general theory of the goals of human life and the norms of moral behavior; the theory will be applied to several specific moral problems. Spring.

A survey of major figures and developments in ancient Greek and Hellenistic philosophy from Thales to Plotinus, using texts in translation. Philosophy major, or minor status, or by permission of Department Chair. Fall.

A survey of the major philosophical movements in the Latin, Greek, and Arabic traditions from the seventh to the fourteenth centuries. Spring.

A survey from Descartes through Hegel. Spring.

A service learning seminar that may be taken in conjunction with specified sections of PHIL 301. Students discuss and apply ways by which to communicate with Spokane-area youth (primarily middle- and high-school age) what they are learning about ethics and character.

Through the internship, students will become familiar with the kinds of ethical issues that arise in a major medical facility such as Sacred Heart Medical Center and understand how those issues are addressed. Students will be asked to reflect on the difference between abstract, theoretical discussions of health care ethics and their concrete, particular manifestations in the lives of patients, families, and professional staff.

Topic to be determined by faculty.

A philosophical articulation of the Christian worldview is provided by classical metaphysics as developed in the Thomistic tradition. This seminar will study the hylomorphic principles of nature, the cosmological argument for the existence of God, the real distinction of being and essence, the nature of divine causality, the analogy of being, ontological participation, and the transcendental properties of being. Fall, every year.

Treatment of the nature and functional capacities of the mind and the philosophical problems raised by analysis of the mind, including mind and body, materialistic reductionism, other minds, freedom, and personality.

The concepts of knowledge and belief have been of central philosophical concern since the pre-Socratics. In this course, we will consider historical and contemporary contributions to answer the following questions: (1) What is the value of knowledge? (2) What can I know? (3) What can I learn from others? (4) What can I know of myself? (5) Can I know something without being able to say how I know it? (6) How does society shape what I and others know? Historical sources will include Plato, Aristotle, Augustine, Aquinas, Descartes, Reid, and Hume.

Many Modern theories of social justice rest upon models developed in classical antiquity. Similarly, many modern institutions and laws relating to justice have ancient precursors. This course examines major classical texts dealing with justice: selected Pre-Socratic texts; Plato, Republic; Thucydides, History of Peloponnesian war, Aristotle, Nicomachean Ethics, Book V, selections from Cicero; selections from other Hellenistic and late Roman authors (including Augustine).

Some major writings of Marx, the social and intellectual history of Marxism, the relationship between Marxist theory and revolutionary practice, and contemporary problems in Marxism.

Topics will be determined by the instructor.

Topics will be determined by the instructor.

A study of major figures in the American philosophical tradition.

Philosophers such as Bergson and Whitehead, who regard creative process as the essence of the real.

Some proponents of phenomenological philosophy stemming from Husserl.

An examination of the nature and norms of political life, with attention to major historical themes in the light of contemporary relevance.

An in-depth exploration of the work of a single figure or movement in the history of philosophy.

Allied with phenomenology, philosophical hermeneutics struggles not only with interpreting patterns of meaning in classical philosophical texts, but also with interpreting patterns of meaning in human existence, based on the model of the text.

Topic will be determined by the instructor.

The Core Integration Seminar (CIS) engages the Year Four Question: “Imagining the possible: What is our role in the world?” by offering students a culminating seminar experience in which students integrate the principles of Jesuit education, prior components of the Core, and their disciplinary expertise. Each section of the course will focus on a problem or issue raised by the contemporary world that encourages integration, collaboration, and problem solving. The topic for each section of the course will be proposed and developed by each faculty member in a way that clearly connects to the Jesuit Mission, to multiple disciplinary perspectives, and to our students’ future role in the world.

A survey of the history of Chinese philosophy focusing on the Confucian tradition and taking other traditions such as Taoism and Buddhism into account.

This course examines Lewis, the Christian intellectual, as his participation in the Christian theistic tradition and his philosophical training exhibit themselves in his fictional, philosophical and theological works.

This course looks at answering the question "What is time?" This is done by looking at ancient and modern arguments surrounding the structure, experience and models of time.

This philosophy course will address this question through an investigation of slave narratives, decolonial political theory, philosophy of religion and Black aesthetics. We will address questions such as: What does the emergence of the struggle for liberation by Black people around the world mean for the future of our planet? Students who take this course will wrestle with the challenges posed by various thinkers from Africa and the Diaspora to the dehumanizing systems of colonialism as well as the legacy of these traditions of resistance.

The study of modern symbolic logic (propositional and predicate). Metalogical issues (the syntax and semantics of formal systems) are discussed.

Analyzes the concepts of sex, sexuality, and gender by working with authors across traditions and disciplines. We will be particularly concerned with the roles that sex, sexuality and gender have on identity formation/subversion while also questioning whether some or all of these concepts are essential/natural or socially constructed.

This course is a core integration seminar that investigates the life, times, and leading ideas of Dorothy Day and the Catholic Working Movement in a variety of disciplinary contexts, including history, philosophy, and religions, women's, and social justices studies.

Philosophical inquiry into the historical relationship between Christian religious doctrine and the knowledge imparted by the sciences, with focus on particular episodes such as the Galileo affair and the Darwinian revolution.

The moral structure of the international community in the context of problems such as war, foreign aid, and transnational migration.

The movement from Kierkegaard to the present.

Ethical concepts and issues in the medical field: personhood, relationship between health care professional and patient, experimentation, rights to health care, and allocation of health care resources.

Explores women's experiences of oppression and some of the ways in which this has marginalized their concerns and their perceptions of the moral dimension. Feminist contributions to rethinking the concept of moral agency, the traditionally sharp distinction between the public and private domains, the relevance of personal relationships to ethics, and the process of moral development and moral decision-making are considered. Spring, odd years.

The detailed philosophical study of humanity's understanding of its relationship to the natural environment, concentrating on historically prominent conceptions of that relationship, and the philosophical foundation of the contemporary environmental movement. Fall and Spring.

An examination of ethical issues surrounding the consumption, production and transportation of food. Issues such as organic food, GMOs, vegetarianism, local and slow food movements, and hunger may be covered. Ethical issues surrounding both local and international food issues are treated.

Many have described global climate change as the defining challenge of the 21st century, noting that unless dramatic changes are made today, future generations will suffer terrible consequences, such as rising seas, wars over fresh water, tens of millions of environmental refugees, and the extinction of species such as the polar bear. This course will investigate the complex technological, historical, economic, scientific, political, and philosophical issues surrounding this issue. Global warming skeptics are especially encouraged to enroll. Spring and Summer.

This course is designed to fulfill one of the requirements of the Solidarity and Social Justice minor. It builds on the background provided by other courses in the SOSJ minor and the University Core by focusing more explicitly on the role public reason plays in the pursuit of solidarity and social justice. The course will ask “What is justice and how is it related to human solidarity? How do we ground claims about solidarity and social justice through an appeal to reason? What role should reason play in shaping our models of justice and what role can it play in the promotion of solidarity and social justice?”

A study of the nature of religious experience and practice, and how religious language and belief relate to science, morality and aesthetics. Included is also a study of what is meant by 'God,' divine attributes and proofs for and against God's existence.

In this class we shall be exploring the evolving nature of religions belief and practice in its symbiotic interdependence with humanity's evolving technologies. The course culminates in a month long exploration of the new religious needs of today's digital natives for whom literate institutional religion seems less and less inspiring or even relevant. Throughout the course students will be asked to reflect over and apply insights learned to their own lives and to contemporary society.

This course will address a cluster of fundamental problems of faith and reason--the nature of knowledge, especially in connection with religious claims, evidence for the existence of God, the relevance of recent advances in cosmology to the Christian world view, the problem of evil and suffering, and the challenge of atheism.

An analysis of beauty, creativity, and taste according to the theories of Plato, Aristotle, Aquinas, and selected contemporary philosophers. Several representative works from all areas of the fine arts are examined in the light of the aesthetic principles of classical philosophy.

This course in applied philosophy involves reflection and self-understanding of our technology-saturated world. Examinations of well-known philosophers' writings on technology will be covered. Course goals include a deeper, more reflective understanding of the nature of technology, its role in our lives, its ethical implications, its political ramifications and its relation to society.

An in-depth exploration of the work of a single figure or movement in the history of philosophy.

Many current films raise first-order philosophical questions or issues, though few films are particularly good at solving those same problems or resolving the conflict underlying the issues. This course seeks to explore many contemporary films (none older than "Blade Runner") and the philosophical issues they raise, both by their explicit content and by their implicit content. Metaphysical issues about the mind and body relationship, the nature and extent of free will, and the nature of personal identity will be included. Some epistemological issues having to do with how well we can expect to have access to reality, and what might be among the impediments to the access will also be included. The course generally avoids treating ethical or moral issues, but also takes an interest in the use of the emotions in films, the treatment of violence and human sexuality in films and the nature of comedy in films. Some attention will also be given to film techniques, especially from the point of view of the audience.

Topics and credit by arrangement. Spring or Fall.

Topics and credits by arrangement.

Topics to be determined by the instructor.

Topics will be determined by the instructor.

Topics will be determined by the instructor.

To be determined by the department.

Professional work experience in Philosophy-related field. Student is responsible for identifying an agency and faculty supervisor. Does not count towards program electives for the major or minor.

Course requires permission of instructor and Department Chair.

In order to prepare entry level graduate students for both 1) graduate level education before setting foot in the classroom in the fall and 2) the required Comprehensive Exam covering the material of the course, History of Philosophy I will cover the Ancient and Medieval portion of texts on the MA Reading List. This includes Plato’s Republic and Phaedo, Aristotle’s Metaphysics and Ethics as well as Augustine, Averroes, Aquinas and Anslem. The course will be a seminar and not lecture based with assessment via participation and daily in-class essays responding to questions that are likely to appear on the comprehensive exam.

In order to prepare entry level graduate students for both 1) graduate level education before setting foot in the classroom in the fall and 2) the required Comprehensive Exam covering the material of the course, History of Philosophy II will cover the Modern portion of texts on the MA Reading List. This includes Descartes, Hume, Kant, Mill and Nietzsche. The course will be a seminar and not lecture based with assessment via participation and daily in-class essays responding to questions that are likely to appear on the comprehensive exam.

Representative thought regarding educational agents, aims, and curricula.

A seminar will be scheduled for graduate students in philosophy each fall and spring semester. Topics will vary. Class size is limited to allow for greater student participation and writing.

A seminar will be scheduled for graduate students in philosophy each semester. Topics will vary. Class size is limited to allow for greater student participation and writing.

Topics will vary.

Topics will vary.

Topics will vary.

Required of all graduate students to maintain continuous enrollment in the program while completing their final project.

Credits and material to be arranged. Must have form completed before registering.

Students must register via ZAGWEB for comprehensive exams.

Students must register via ZAGWEB for Thesis credits.