Calendar

In ethics, in epistemology, in philosophy of mind and even (Searlean protestations notwithstanding) in ontology interest has steadily been growing in the idea that intersubjectivity is a central concept for understanding various aspects of our world. Similarly, the concept of interpretation has come to attention in a new light as a key means by which the interactions between subjectivities is mediated. This line of research raises a number of philosophical questions:

– What is intersubjectivity? Can it be given ‘a clear explanation’? In what relation does it stand to objectivity? In what relation does it stand to the first-person and second-person perspectives?

– What is interpretation? What is it to interpret another person’s behaviour as that of a genuine subject of experience? Is this notion of interpretation the same as that which we employ when speaking of interpreting language, rules, art, or data?

– Does intersubjectivity require interpretation? Must we rely on interpretive practices in order to make sense of others as subjects? If so, what implications might this have for the concept of intersubjectivity, and those practices and entities that might depend upon it?

– Does interpretation require intersubjectivity? Is there a sense of interpretation for which one cannot genuinely interpret something without taking it to be the result of intentional action on the part of a subject, produced for other subjects? And if so, what implications might that have for our understanding of interpretive practices?

– How do these questions connect with issues in areas of philosophy such as epistemology, aesthetics, phenomenology, philosophy of mind, social philosophy, ethics, metaphysics, political theory?

The keynote speaker will be Jay Garfield, who will deliver a talk on “The Second Person: Reflexivity and Reflection”.

We are pleased to invite abstracts sufficiently in the spirit of the project theme of no more than 1,000 words. Abstracts should:

– Outline the paper’s principal argument(s).

– Give a good sense of the paper’s philosophical contribution(s).

– Be anonymized.

The deadline for abstracts is January 19th, 2019. Abstracts should be e-mailed to 2019cunygradconference@gmail.com. Please include with your submission a cover page that includes your name, affiliated institution, contact information, and title of paper.

We will accept submissions from any area of philosophy, and from any philosophical tradition. We strongly encourage participants from groups whose voices are disproportionately excluded from philosophical discourse to submit abstracts.

https://philevents.org/event/show/68066

This workshop will provide a forum for researchers doing work on emotions and related states. The goal is to share new ideas and lines of inquiry, to develop new reflections, and to foster communication between those of us who are investigating emotions in the New York area, and beyond.

*** The event is free but registration is required for those attending on Saturday. To register, send an email with your name by May 2, to Sarah Arnaud: sarnaud@gc.cuny.edu ***

Program (download printable flyer)

Friday, May 3

9:45-10:30

• Introduction by Jesse Prinz

9:45-10:30

• Sarah Arnaud
  “What are unconscious emotions?”

10:30-10:45: Break

10:45-11:30

• Katherine Rickus
  “1st and 3rd person knowledge of emotions”

11:30-12:15

• Hilla Jacobson
  “Pain and mere tastes”

12:15-1:45: Break – lunch

1:45-2:30

• Kathryn Pendoley
  “Nagging Guilt, Tentative Fear: Uncertain Emotions and the Problem of Recalcitrance”

2:30-3:15

• Alexandra Gustafson
  “Love Alters Not: A Study of Unrequited Love”

3:15-3:30: Break

3:30-4:15

• Justin Leonard Clardy
  “A New Challenge for Romantic Love as Union”

4:15-5:00

• Adam Lerner
  “Empathy is evidence”

5:00-6:00: Reception

Saturday, May 4

9:45-10:30

• Federico Lauria
  “What does emotion teach us about self-deception?”

10:30-10:45: Break

10:45-11:30

• Hyunseop Kim
  “Meaningfulness as Correct Fulfillment”

11:30-12:15

• Sergio Gallegos
  “Emilio Uranga’s analysis of zozobra (anguish)”

12:15-1:45: Break – lunch

1:45-2:30

• Xiaoyu Ke
  “Virtue Responsibilism, Epistemic Emotions, and Epistemic Situationism”

2:30-3:15

• Michael Zhao
  “Guilt without perceived wrongdoing”

3:15-3:30: Break

3:30-4:15

• Shawn Tinghao Wang
  “Moral agency account of shame” 

4:15-5:00

• Daniel Shargel
  “Lol: What we can learn from forced laughter”

5:00-6:00: Reception

Please R.S.V.P.

The City University of New York, Graduate Center, is hosting its second Emotion Workshop. This semester, we are profiling the work of local scholars and visitors to New York.  Topics relate to mind, social philosophy, epistemology, aesthetics, experimental philosophy, and psychology.     The workshop will be 1 day long.  Participants should not feel obligated to attend every session, but we do ask you to RSVP (this is to make sure everyone is allowed Saturday building access).   If you think there is a chance you will join us for any part of the day, please send your name to Sarah Arnaud, postdoc in the Philosophy Program and co-organizer: sarnaud@gc.cuny.edu

PROGRAM

10:00-10:15 Introduction

10:15-11:00 Jesse Prinz (CUNY, Philosophy), “Are emotions socially constructed?”

11:00-11:15 Break

11:15-12:00 Rodrigo Díaz (Bern, Philosophy), “Folk emotion concepts”

12:00-12:45 Juliette Vazard (NYU / Institut Jean Nicod, Paris / University of Geneva), “Epistemic anxiety”

12:45-2:15 Break (lunch)

2:15-3:00 S. Arnaud & K. Pendoley (CUNY, Philosophy), “Intentionalism and the understanding of emotion experience”

3:00-3:15 Break

3:15-4:00 Jonathan Gilmore (CUNY, Philosophy), “Emotion, absorption, and experiential imagining”

4:00-4:45 Jordan Wylie (CUNY, Psychology), “Investigating the influences of emotion on object recognition”

4:45-6:00 Reception

The 23rd Annual CUNY Graduate Student Philosophy Conference invites graduate students to submit their work engaging with philosophical topics and traditions that consider or bridge the analytic/continental divide. The analytic/continental division typically assumes contrasting notions of what philosophy ‘is’ and what it ought to be. The divide also describes the varying methodologies employed when we practice philosophy. Whether it refers to meta-philosophical commitments or strategies used, the divide can do exactly that – divide. When concerned with the nature of philosophy and how one ought to conceive of the practice the stakes can be high; when we ask, “What counts as philosophy?” we implicitly ask, “What doesn’t ‘count’ as philosophy?” This conference aims to explore issues that need to be explored by the philosophical community at large, especially when the legitimacy of certain practices are under scrutiny. The conference also aims to create a space where we can learn to ask better questions concerning the nature of our academic practices, the traditions we draw from, the methodologies we employ, and the topics we consider.

Keynote speaker: Talia Mae Bettcher (California State University, Los Angeles)

We are particularly interested in papers from all areas of philosophy that:

• explore the meta-philosophical or sociological questions concerning the analytical/continental divide without exclusionary border-policing. Is such a divide legitimate? What has motivated this divide? What are the advantages and disadvantages of maintaining the divide? How can we bridge or dismantle the divide? Etc.
• broadly engage with the question of “what can philosophy be?” How can philosophy establish fewer borders and more bridges?
• engage with philosophers (i.e. Rorty, Badiou, Williams, etc.), philosophical topics (i.e. race, gender, coloniality, etc.), and/or traditions (i.e. critical race theory, feminist philosophy, queer theory, postcolonial/decolonial theory, etc.) that have always or currently do bridge the analytic/continental divide, again without exclusionary border-policing.
• explore the analytic/continental divide in an interdisciplinary manner drawing from sociology, critical psychology, gender studies, race studies, literature, history, the arts, etc.

The conference is committed to providing a platform for marginalized persons and topics in the discipline. In answering some of the questions presented we highly encourage papers regarding, among other topics: critical race theory, feminist philosophy, queer theory, trans philosophy, and disabilities studies. Speakers from marginalized groups in the discipline are strongly encouraged to submit. Any abstracts that aim to discredit already marginalized philosophers or philosophies are strongly discouraged.

This conference celebrates the 50th anniversary of the first publication of Saul Kripke’s masterpiece, Naming and Necessity, by showcasing new work on a range of topics on which it has had a lasting influence. These topics include, but are not limited to: the nature of names and natural kind terms; the failure of the description or cluster/description theories; the distinction between metaphysical necessity and epistemic apriority; empty names; the metaphysics of essence and origin; the nature of modality and possible worlds; conceivability and the epistemology of modality; the role of philosophical intuition; and the mind-body problem.

Dates: 12th and 13th December, from 9am to 5pm.

Venue: The CUNY Graduate Center, 365 5th Avenue, New York, New York.

Format: hybrid

Registration: for both online and in person attendance, please register by the 28th of November, 2022 at https://forms.gle/Jbr3uaFx1ZwRxJpZ7.

Speakers:

Organisers:

After the stimulating discussion at the Conference on Philosophy in the Pandemic Generation, participants decided then and there to begin something bigger: The Society for Philosophers of the Pandemic Generation. This group is open to any and all who feel that the pandemic influenced them during their formative years of philosophical training.

The First Conference of the Society for Philosophers of the Pandemic Generation welcomes abstracts:

That explicitly engage with the role of pandemics, epidemics, and the unique challenges, academic or otherwise, of 2020-2023.

That are the result of a research project in philosophy conceived or written during, or affected by, said challenges.

That may be on a range of topics that need not be limited by content, this includes topics on the crossroads of philosophy and another discipline.

We encourage PhD students and early career researchers to submit an abstract, particularly those whose philosophical research overlaps with the timing of the pandemic. The objective of the conference is to provide a platform for graduate and postgraduate philosophers to present their work to peers, and to discuss experiences and research from the past three years. Ideas do not have to be finished or perfect; it can be work in progress. We also encourage undergraduate students of philosophy affected by the pandemic to submit research for a special showcase portion of the conference.

Formal requirements:

Abstracts should be suitable for a 30-minute presentation.

Abstracts should be written in English.

Abstracts for papers should be fully anonymised.

Abstracts should not exceed 500 words, including references.

Your abstract will be anonymously reviewed.

There is no registration fee for this conference. However, travel and stay costs cannot be reimbursed.

The deadline for submissions is

15 August 2023 to: pandemicgenerationphilosophy@gmail.com

The conference will be held:

September 1 and 2, the CUNY Graduate Center

Organizers:

V Alexis Peluce

Liam D. Ryan

Keynote: Harry Brighouse (University of Wisconsin-Madison)

Pedagogy Workshop Leader: TBA

Location: The Graduate Center, CUNY—New York, New York

Abstracts & Workshop Applications due: July 31st 2023

Responses: August 31st 2023

Organizers: Michael Greer (CUNY), Maria Salazar (CUNY)

Contact email: gscope.committee@gmail.com

The committee for the Graduate Student Conference on Philosophy of Education (GSCOPE) invites abstracts for papers on the topic of Higher Education, Democracy, and Controversy. The theme of the conference & post-conference pedagogy workshop reflects the difficulty in creating and maintaining respectful discourse in higher-education classrooms, especially surrounding controversial empirical, moral, and political issues. Some argue that this is an equity issue. Undergraduate students who come from rural and/or underprivileged areas are more likely to experience alienation on campus, sometimes because they have never been exposed to certain “politically correct” language or ideas, and sometimes simply because they lack the financial and social capital that their peers have. It seems crucial (and follows from democratic and civic values) to foster safe learning environments for all students, especially those students who are more likely to feel alienated on college campuses and in elite spaces. At the same time, some argue that the aim of higher education is purely epistemological, and not civic or democratic. Proponents of this view might hold that free speech and academic freedom must be properly protected for higher education to perform its proper social function: education. What is the appropriate relationship between higher education, knowledge-production, teaching, free speech, and democracy? How can higher education instructors and professors be effective teachers in the light of these relationships?

Papers must pertain to higher educationbut maybe about anything from interpersonal classroom dynamicstoinstitutional policies to campus controversy. We are particularly interested in papers that explore the following topics:

• Philosophical issues around teaching controversy

• Navigating different identities in the classroom and on campus
• Free speech and controversial issues in classrooms and on campus
• Differential roles of various higher education actors when it comes to protecting free speech (administration, tenured professors, students, residential life)

• Training (or lack thereof) of graduate students to be teachers and the impact of this on teaching in our current political moment

• Theright relationship(s) between democracy, knowledge,free speech, and higher education

• The role of controversy in democracy
• The relationship between controversy and equality

• Teaching as an equity issue – how education might foster or impede different kinds of equity (class equity, racial equity, urban/rural equity, gender equity)

• Disagreement in classrooms

• Epistemological issues around disagreement and understanding
• Trust in classrooms
• Pedagogical tools to cope with disagreement in classrooms
• Philosophical views on coming to understanding from different social locations, epistemic commitments, and material circumstances

We especially welcome contributions that:

• Think about universities outside of the “top 50” and the “top 500” — we want our conversation to reflect issues found across the entire spectrum of international higher ed institutions
• Engage with CUNY-specific issues and offer CUNY-specific solutions

Abstracts should:
– Outline the paper’s principal argument(s).
– Give a good sense of the paper’s philosophical and/or empirical contributions and methods.
– Be anonymized.

Proposal Guidelines:

Please submit abstracts of up to 500 words by midnight EST on Monday, July 31, 2023.

PDF or DOC.X by email to gscope.committee@gmail.com

Post-Conference Pedagogy Workshop

The theme of our conference Higher Education, Democracy, and Controversy is relevant to graduate student educators, who are routinely under-trained and under-equipped to engage with real-life problems they may encounter in the classroom. The lack of training for higher education teachers is a growing iue in philosophy of education.

This workshop attends to this issue by facilitating a space for graduate student educators to reflect on how to foster good teaching environments for controversial issues, and be good interlocutors with each other on controversial issues. The workshop will also touch on promoting equity in classrooms. We will provide workshop participants with a certificate of completion.

https://philevents.org/event/show/112546