Academic Affairs

While there is no principle of evil (archē kakou) for Plato, evil does exist in the Platonic framework in various ways, and the ways in which it exists help to illuminate other important and often overlooked features of Platonic thought—namely, human freedom and the ability to choose and act.  Plato’s holistic account of the cosmic order in the Timaeus affords the opportunity to examine evil in all of its aspects and with regard to the many points that may be illuminated as a result.  Using the Timaeus as the basis for the present investigation, this paper examines the construction of the world-soul and its relation to the human soul in order to understand Plato’s notion of congruency between parts and the whole, specifically highlighting the importance of the three fundamental characteristics of the cosmos—singularity, proportionalism, and completeness—and their ability to explain and define the human being.  Next, the paper looks at evil and the variation of existing evils in order to determine whether there is congruency among the various evils present in Plato’s thought.  The paper argues that Plato understands evil as basic incongruence on all levels, but specifically active incongruence on the human level.  The incongruence between the human level of evil and the levels of cosmic evil reveals perhaps the most important aspect of the Platonic framework, the possibility for progress toward the good.  Finally, the paper explores the aspects of human existence that are brought out by the examination of evil.  By exploring what the possibility of progress implies and entails, it is clear that the freedom of human action can, in fact, be incorporated into the Platonic framework in a meaningful way.  The paper suggests that in the Timaeus Plato is becoming more sensitive to the complexity of human psychology, potentially attempting to reconcile the problems inherent in the Greek tradition, and even interior to his theory of reality.  More intriguing, though, the paper suggests that Plato’s cosmological account in the Timaeus attempts to reconcile the tension between his ordered theory of reality and the ground for human freedom and action, and that the demiurge, as the active craftsman god of Plato’s mythos, appears to be the metaphoric example of a form of action.

This paper examines the basic premise that underlies the scientific definition of life, and then develops the position that a deeper understanding is necessary to understand the nature of human life.  Beginning with the notion that there is a real difference between what is meant by “human organism” and “human being,” the paper argues that the scientific definition of human life, since it pertains only to the human organism, is incomplete if not insufficient.  Because the most fundamental nature of the human being is centered on its being, the paper asserts that a complete, accurate, and grounded definition of human life cannot but proceed from an ontological explanation of human life, or an explanation that takes into account the unique way of human being.

This paper examines the basic premise that underlies the scientific definition of life, and then develops the position that a deeper understanding is necessary to understand the nature of human life.  Beginning with the notion that there is a real difference between what is meant by ‘human organism’ and ‘human being’, the paper argues that the scientific definition of human life, since it only pertains to the human organism, is incomplete if not insufficient.  Because the most fundamental nature of the human being is centered on its being, the paper asserts that a complete, accurate, and grounded definition of human life cannot but proceed from an ontological explanation of human life, or an explanation that takes into account the unique way of human being.

Course Description: This course critically examines the important ethical issues that are common in the healthcare and medical fields (e.g., autonomy and consent, abortion and bodily rights, patient access and disparities, euthanasia and advanced directives, etc.). To do this, we will consider factors that contribute to our understanding and decision-making ability, engage with ethical theories that offer perspectives on these issues, and examine the public policy ramifications of various ethical positions. This course is meant to identify and challenge biases, inform perspective on particular issues, support the development of rational ethical positions, and prepare students for the practical application of their ethics in a professional workspace.

Course Description: This course is meant to be an introduction to ancient philosophy in the Western tradition. It will utilize the history of philosophy and culture, and the texts of great philosophers in order to explain the structure and methodology of philosophical thinking. The course will begin by examining the cultural developments by studying the importance of the Homeric epics, the shift in poetry of the Archaic period, and the implications of great Greek tragedies; the course will then shift to focus on history of philosophy from the Pre-Socratics through Plato and Aristotle. The course will address important themes of ancient philosophy, and will encourage the students to immerse themselves in the thought of the ancients.

Course Description: An introduction to philosophy, using the original writings of several philosophers from the ancient and medieval periods, with a more general consideration of the history of philosophy. Offered both semesters.—This course is meant to be an introduction to the field of philosophy by way of certain canonic philosophic texts. Students in this course will not only become familiar with the texts, but will also begin to recognize and address some of the primary philosophic themes present in the development of Western Civilization. This course is the beginning of a sequence of philosophy classes that will encourage students to identify and wrestle with issues, concepts, and questions that are fundamental to all human beings.

Course Description: A continuation of the Classical Mind, the Modern Mind is an introduction to modern philosophy focusing on texts from selected early modern and modern thinkers. The class builds upon the history, thought concepts, and themes developed in the Classical Mind and traces the development of Western philosophical thought from the seventeenth to the twentieth century. In particular, this course deals with philosophers that consider the nature of thinking and reasoning, the idea of metaphysics and the foundations of human knowledge, the idea of a universal moral law, the nature of political society and the concept of right, and the idea and value of historical thinking. This course utilizes canonical philosophic texts situated in the history of philosophy to establish the structure and methodology of philosophical thinking. As the second course of the introductory sequence of philosophy classes, this class culminates not only in the identification of philosophic issues, concepts, and questions, but also the practical examination and analysis of fundamental human questions as preparation for students' continuing engagement with their liberal arts education. — Prerequisite for PHIL 202: successful completion of PHIL 201.