The Emotions: Philosophy and Psychoanalysis berg, Anastasia



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Committee on Social Thought SPRING 2016 Course Schedule -


20665. The Emotions: Philosophy and Psychoanalysis BERG, Anastasia 10:30a-1:20p F 305 xPHIL 20665/CHDV 20665

T

The emotions seem to have aspects of a variety of other types of mental states: they seem to disclose objective aspects of the world just as beliefs do. They seem to be motivating just as desires are. They seem to have a felt aspect just as perceptions do. And they seem to essentially involve the body, just as pains and itches do. Emotions are thus very much like Descartes’s pineal gland: the function where mind and body most closely and mysteriously interact. A topic of study in the Ancient, Medieval and Early Modern traditions, the emotions have been neglected in much of the twentieth century by philosophers of mind and cognitive scientists alike – perhaps because of the sheer variety of phenomena covered by the word “emotion” and perhaps precisely because of the resistance of the phenomena to disciplinary classification. In recent years, however, emotions have become the focus of vigorous interest in philosophy, as well as in cognitive science. In this course we will examine the nature of the emotions from three perspectives: Philosophical, Psychological-Psychoanalytic, and Natural Scientific. The following question will serve as our guide in this investigation: are these perspective, does the capacity to feel and freedom stand in necessary opposition? We will thereby not only gain preliminary insights into the nature of the emotions, but also an understanding of the power and limitations of these perspectives in the study of the emotions in particular, and the human being in general.


30102. The Being of Human Beings: Heidegger’s KIMHI, Irad 1:30-4:20p F 505 xPHIL 23415/PHIL 33415

Letter of Humanism R

We shall read “Letter on Humanism” and will discuss Heidegger’s understanding of the being of human beings by contrast to Sartre’s “Existentialism as Humanism” and some recent works by Michael Thompson and Matt Boyle on the nature human beings.


30107. An Advanced Introduction to Wittgenstein’s KIMHI, Irad & 1:30-4:20p xPHIL 30119

Tractatus Logico-Philosophicus CONANT, James T

This course will have three foci: 1) a close reading of some of the central parts of Wittgenstein’s difficult and puzzling early work, the Tractatus, alson with related writings by Wittgenstein, 2) an equally close reading of G.E.M. Anscombe’s under-appreciated classic An Introduction to Wittgenstein’s Tractatus, and 3) a discussion of some of the related recent secondary literature on the Tractatus, as well as on Anscombe’s reading of it. Readings will include texts by Conant, Diamond, Frege, Geach, Goldfarb, Kremer, Ramsey, Ricketts, and Sullivan.


30924. Science, Modernity, and Anti-Modernity DASTON, Lorraine 9:30a-12:20p F 305 xHIST 44905/CHSS 30924

M By consent of instructor

Since the eighteenth century science (and later science-based technology) has been protagonist of narratives about modernity – and anti-modernity. For the champions of modernity, science since the seventeenth century has been the driving force behind Enlightenment, economic development, and intellectual and political progress. For the critics of modernity science has destroyed religion, blighted poetry, and traded virtuous simplicity for military and industrial competition. This course examines the strongest versions of both narratives and tests them against the actual history of science.
31221. Antigone SLATKIN, Laura 1:30-4:20p F 305 xGREK 35808/CMLT 31221

MW

Antigone: heroine or harridan? political dissident or family loyalist? Harbinger of the free subject or captive of archaic gender norms? Speaking truth to power or preserving traditional privilege? Sophocles’ Antigone has been good to think with since its first production in the fifth century BCE. From ancient commentators through Hegel to contemporary gender theorists like Judith Butler, readers have grappled with what Butler calls “Antigone’s Claim.” The play’s exploration of gender, kinship, citizenship, law, resistance to authority, family vs. the state, and religion (among other issues) has proved especially compelling for modern thought. We will supplement our reading of the play with modern commentary grounded in literary interpretation and cultural poetics, as well as philosophy and political theory. We will end by considering three modern re-imaginings of Antigone: Jean Anouilh’s Antigone, Athol Fugard’s The Island, and Ellen McLaughlin’s Kissing the Floor. Although no knowledge of Greek is required for this course, there will be assignment options for those who wish to do reading in Greek.



Requirements: weekly readings and posting on Chalk; class presentation; final paper.

This course will be taught the first five weeks of the quarter.
36013. Contemporary Poems in English WARREN, Rosanna 10:30a-1:20p F 305 xENGL 36013

W Open to advanced undergrads

We will consider ten contemporary poets, reading one book of poems each week supplemented by essays. The poets represent widely varying aesthetics and different backgrounds: United States, Canada, England, Northern Ireland. Poets to be studied: Mark Strand, Louise Glück, Geoffrey Hill, Susan Howe, Yusef Komunyakaa, D.A. Powell, Alice Oswald, Henri Cole, Lisa Robertson, and Michael Longley.
37318. Friedrich Nietzsche’s Twilight of the Idols MEIER, Heinrich 10:30a-1:20p F 505 xFNDL 27318/GRMN 27316/

MW GRMN 37316/PHIL 24713/

PHIL 34713/PLSC 37318

In this seminar I shall present a new interpretation of the last book Nietzsche published himself. In Ecce homo he says about Twilight of the Idols: “there is nothing that is of more substance, that is more independent, more subversive, more evil.” The book is avowedly in the service of the “revaluation of all values.” On the other hand Nietzsche calls the book his “relaxation” from the “enormous task of the revaluation.” Twilight of the Idols, or How to Philosophize with a Hammer presents all the great themes of Nietzsche’s late philosophy and prepares the culminating dyad of his oeuvre, Ecce homo and The Anti-Christ.


I shall use the English translation by R.J. Hollingdale (Penguin Books, ISBN 978-0-14-044515-5). Those who can read the text in German should know that I use the Colli/Montinari edition (Kritische Studienausgabe, Band 6, DTV 30156).

The seminar will take place in Foster 505 on Monday/Wednesday, 10:30a-1:20p*, during the first five weeks of the term (March 28-April 27, 2016).

*The time may be changed after the first session to 10:00a-12:50p.
38112. Film Aesthetics PIPPIN, Robert & 1:30-2:50p xCMST 27205 & 37205/

CONANT, James MW PHIL 20208 & 30208

Upper division undergrads & grads

This course will examine two main questions: what bearing or importance does narrative film have on philosophy? Could film be said to be a form of philosophical thought? A form moral reflection? Of social critique? Second, what sort of aesthetic object is a film? This question opens on to several others: what is the goal of an interpretation of a film? Is there a distinct form of cinematic intelligibility? What difference does it make to such questions that Hollywood films are commercial products, made for mass consumer societies? What role does the “star” system play in our experience of a film? We will raise these questions by attempting close readings of the films of Alfred Hitchcock. Films to be discussed: Shadow of a Doubt; Notorious; Strangers on a Train; Rear Window; Vertigo; North by Northwest; Psycho; Marnie. Selected critical readings will also be discussed.
43201. Freud: Found in Translation SOLMS, Mark 3-5:50p F 505 xPHIL 43201

T

Bettelheim and Laplanche, among others, claim that Strachey “falsely scientized” Freud in English translation. The same argument is made about neuro-psychoanalysis, which translates Freud’s psychological concepts into neurological ones. Over ten weeks, this course will demonstrate that Freud’s project is completed rather than betrayed by Strachey and neuro-psychoanalysis. The ground to be covered is conveyed by the seminar topics:



Falsely scientizing Freud?

The meaning of metapsychology: from Kant to Freud to cognitive science.

Freud and the mind/body problem.

The conscious id and the unconscious ego.

Drives and instincts in neuroscience today.

If the id is conscious, then what and where is the Unconscious?

Reconsolidation and the mechanism of the talking cure.

The reflexive ego and the superego.

On narcissism: a conclusion.

The dreaming brain.

Scholars, scientists and clinicians seeking clarity about the current status of basic psychoanalytic concepts in the light of post-Freudian developments in psychology, philosophy, and neuroscience will benefit from this course.
49702. Reading Descarte’s Meditations de prima Philosophia MARON, Jean-Luc 3-5:50p S 106 xDVPR 54712/THEO 54712/

M PHIL 56712

Descartes was not (against an Anglo-Saxon bias) always all wrong. ON the contrary, his inaugural achievement in metaphysics not only has framed the whole subsequent development of early modern philosophy up to Kant included, but most (if not all) great modern philosophers have relied on him, in a positive as well as critical way (from Hegel and Schelling to Nietzsche, Husserl and Heidegger, even Wittgenstein to a certain extent). The seminar will aim to two directions. 1) Reading precisely the Meditationes, according to the recent bi-lingual J. Cottingham’s edition (Cambridge U.P., 2013) <>. Some capacity to read Latin is welcome, if not compulsory. Extended bibliography will be given inclass, but the background remains J.-L. Marion, On Descartes’ Metaphysical Prism and Cartesian Questions, Chicago U.P., both 1999, as well as On the Ego and on God. Further Cartesian Questions, Fordham University Press, New York, 2007).
49800. Reading Course: Non-Social Thought STAFF ARR ARR CONSENT REQUIRED

Open only to non-Social Thought Graduate Students.

Enter section from faculty list on web.
49900. Reading Course: Social Thought STAFF ARR ARR CONSENT REQUIRED

Open only to Social Thought Graduate Students.



Enter section from faculty list on web.
59900. Dissertation Research STAFF ARR ARR

PQ: Admission to Candidacy or Consent of Instructor.

Enter section from faculty list on web.


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