The Colloquium in Philosophy and Education (A&HF 5600) is intended for all masters and doctoral students in the program in Philosophy and Education. Others who are interested in attending a session should contact the coordinator, Professor Megan Laverty.
January 26 Chu Hsi’s Ethics of Reading: for the Recovery of Humanistic Pedagogies of Learning
Duck-Joo Kwak, Professor, Department of Education, Seoul National
University, South Korea & Wsiting Scholar, Philosophy Department, CU
February 9 A Quest for Freedom In Colonial limes: Sor Juana lnes de la Cruz on Liberty
Virginia Aspe, Researcher, Philosophy Faculty, Panamericana University, Mexico
February 16 The Dignity of Difference: Toward a Metaphysical Justification of Care for the Other
Eli Vinokur, Teaching Fellow, University of Haifa, Israel and Wsiting
Scholar in the Philosophy and Education Program, Teachers College, CU
location: Horace Mann 332
February 23 Passion and imagination: Where Poetry, Philosophy and Life Intersect
Edward Mooney, Professor Emeritus of Religion and Philosophy, Syracuse University
Location: Horace Mann 332
March 9 Pedagogy, Knowledge and Possibility in the Experience of the Self
Rosa Hong Chen, Sessional Instructor, Simon Fraser University, Canada
and Visiting Scholar, Philosophy and Education Program, Teachers College, CU
March 23 Stanley Cavell and Philosophy as Translation
Naoko Saito, Associate Professor at the Graduate School of Education,
Univeristy of Kyoto, Japan
Paul Standish, Professor and Chair of Philosphy Education,
University College London, Institiute of Education, United Kingdom
Location: Horace Mann 332
March 30 Backroads Pragmatists: John Dewey and the Scientific Ethic in Mexico and the
United States
Ruben Flores, Associate Professor, Department of American Studies,
The University of Kansas
Note: This event is cohosted with the History and Education Program,
Teachers College, Columbia University
April 13 Masters Students Thesis Presentations
Philosophy and Education Program, Teachers College, CU
Location: Horace Mann 332
April 20 Some Notes on the Label “Educationally Disadvantaged”
Roland Reichenbach, Professor of Education, University of ZUrich,
Switzerland
May 4 The Miseducation of the Indebted Student
Jason Wozniak PhD. Candidate, Philosophy and Education Program,
Teachers College, CU
For more information about the Philosophy and Education Colloquium Series, please contact
the Colloquium Coordinator, Megan Laverty, at Laverty@tc.edu
Teachers College, Columbia University | Philosophy and Education program | http://tc.columbia.edu/philosophy
The Colloquium in Philosophy and Education (A&HF 5600) is intended for all masters and doctoral students in the program in Philosophy and Education. Others who are interested in attending a session should contact the coordinator, Professor Megan Laverty.
January 26 Chu Hsi’s Ethics of Reading: for the Recovery of Humanistic Pedagogies of Learning
Duck-Joo Kwak, Professor, Department of Education, Seoul National
University, South Korea & Wsiting Scholar, Philosophy Department, CU
February 9 A Quest for Freedom In Colonial limes: Sor Juana lnes de la Cruz on Liberty
Virginia Aspe, Researcher, Philosophy Faculty, Panamericana University, Mexico
February 16 The Dignity of Difference: Toward a Metaphysical Justification of Care for the Other
Eli Vinokur, Teaching Fellow, University of Haifa, Israel and Wsiting
Scholar in the Philosophy and Education Program, Teachers College, CU
location: Horace Mann 332
February 23 Passion and imagination: Where Poetry, Philosophy and Life Intersect
Edward Mooney, Professor Emeritus of Religion and Philosophy, Syracuse University
Location: Horace Mann 332
March 9 Pedagogy, Knowledge and Possibility in the Experience of the Self
Rosa Hong Chen, Sessional Instructor, Simon Fraser University, Canada
and Visiting Scholar, Philosophy and Education Program, Teachers College, CU
March 23 Stanley Cavell and Philosophy as Translation
Naoko Saito, Associate Professor at the Graduate School of Education,
Univeristy of Kyoto, Japan
Paul Standish, Professor and Chair of Philosphy Education,
University College London, Institiute of Education, United Kingdom
Location: Horace Mann 332
March 30 Backroads Pragmatists: John Dewey and the Scientific Ethic in Mexico and the
United States
Ruben Flores, Associate Professor, Department of American Studies,
The University of Kansas
Note: This event is cohosted with the History and Education Program,
Teachers College, Columbia University
April 13 Masters Students Thesis Presentations
Philosophy and Education Program, Teachers College, CU
Location: Horace Mann 332
April 20 Some Notes on the Label “Educationally Disadvantaged”
Roland Reichenbach, Professor of Education, University of ZUrich,
Switzerland
May 4 The Miseducation of the Indebted Student
Jason Wozniak PhD. Candidate, Philosophy and Education Program,
Teachers College, CU
For more information about the Philosophy and Education Colloquium Series, please contact
the Colloquium Coordinator, Megan Laverty, at Laverty@tc.edu
Teachers College, Columbia University | Philosophy and Education program | http://tc.columbia.edu/philosophy
The Colloquium in Philosophy and Education (A&HF 5600) is intended for all masters and doctoral students in the program in Philosophy and Education. Others who are interested in attending a session should contact the coordinator, Professor Megan Laverty.
January 26 Chu Hsi’s Ethics of Reading: for the Recovery of Humanistic Pedagogies of Learning
Duck-Joo Kwak, Professor, Department of Education, Seoul National
University, South Korea & Wsiting Scholar, Philosophy Department, CU
February 9 A Quest for Freedom In Colonial limes: Sor Juana lnes de la Cruz on Liberty
Virginia Aspe, Researcher, Philosophy Faculty, Panamericana University, Mexico
February 16 The Dignity of Difference: Toward a Metaphysical Justification of Care for the Other
Eli Vinokur, Teaching Fellow, University of Haifa, Israel and Wsiting
Scholar in the Philosophy and Education Program, Teachers College, CU
location: Horace Mann 332
February 23 Passion and imagination: Where Poetry, Philosophy and Life Intersect
Edward Mooney, Professor Emeritus of Religion and Philosophy, Syracuse University
Location: Horace Mann 332
March 9 Pedagogy, Knowledge and Possibility in the Experience of the Self
Rosa Hong Chen, Sessional Instructor, Simon Fraser University, Canada
and Visiting Scholar, Philosophy and Education Program, Teachers College, CU
March 23 Stanley Cavell and Philosophy as Translation
Naoko Saito, Associate Professor at the Graduate School of Education,
Univeristy of Kyoto, Japan
Paul Standish, Professor and Chair of Philosphy Education,
University College London, Institiute of Education, United Kingdom
Location: Horace Mann 332
March 30 Backroads Pragmatists: John Dewey and the Scientific Ethic in Mexico and the
United States
Ruben Flores, Associate Professor, Department of American Studies,
The University of Kansas
Note: This event is cohosted with the History and Education Program,
Teachers College, Columbia University
April 13 Masters Students Thesis Presentations
Philosophy and Education Program, Teachers College, CU
Location: Horace Mann 332
April 20 Some Notes on the Label “Educationally Disadvantaged”
Roland Reichenbach, Professor of Education, University of ZUrich,
Switzerland
May 4 The Miseducation of the Indebted Student
Jason Wozniak PhD. Candidate, Philosophy and Education Program,
Teachers College, CU
For more information about the Philosophy and Education Colloquium Series, please contact
the Colloquium Coordinator, Megan Laverty, at Laverty@tc.edu
Teachers College, Columbia University | Philosophy and Education program | http://tc.columbia.edu/philosophy
I’ve argued that the Indian Buddhist tradition, broadly construed, has tended to endorse a unique view of freedom and responsibility, a view I’ve called Buddhist Perspectivalism. According to this view, we should always regard ourselves as genuinely free and responsible agents, because we have good reason to do so, while we should never regard others in this way, because we have equally good reason to see them as neither free nor responsible. In this talk, I clarify Buddhist Perspectivalism as a theory of moral responsibility and defend it against some concerns that scholars like Christopher Gowans and Charles Goodman have raised.
With a response from:
Rick Repetti (Kingsborough Community College, CUNY)
Columbia Society for Comparative Philosophy:
Oct. 6: Jake Davis (New York University)
Nov. 3: Daniel Breyer (Illinois State University)
Dec. 8: Nico Silins (Cornell University) and Susanna Siegel (Harvard University)
Randomized acts play a marginal role in traditional Bayesian decision theory, essentially only one of tie-breaking. Meanwhile, rationales for randomized decisions have been offered in a number of areas, including game theory, experimental design, and machine learning. A common and plausible way of accommodating some (but not all) of these ideas from a Bayesian perspective is by appeal to a decision maker’s bounded computational resources. Making this suggestion both precise and compelling is surprisingly difficult. We propose a distinction between interesting and uninteresting cases where randomization can help a decision maker, with the eventual aim of achieving a unified story about the rational role of randomization. The interesting cases, we claim, all arise from constraints on memory.
UNIVERSITY SEMINAR ON LOGIC, PROBABILITY, AND GAMES
On the Rational Role of Randomization
Thomas Icard (Stanford)
State-dependent utility is a problem for decision theory under uncertainty. It questions the very possibility that beliefs be revealed by choice data. According to the current literature, all models of beliefs are equally exposed to the problem. Moreover, the problem is solvable only when the decision-maker can influence the resolution of uncertainty. This paper shows that these two views must be abandoned. The various models of beliefs are unequally exposed to the problem of state-dependent utility. The problem is solvable even when the decision-maker has no influence over the resolution of uncertainty. The implications of such reappraisal for a philosophical appreciation of the revealed preference methodology are discussed.
Jean Baccelli (Munich Center for Mathematical Philosophy).
A standard way to challenge convergence-based accounts of inductive success is to claim that they are too weak to constrain inductive inferences in the short run. We respond to such a challenge by answering some questions raised by Juhl (1994). When it comes to predicting limiting relative frequencies in the framework of Reichenbach, we show that speed-optimal convergence—a long-run success condition—induces dynamic coherence in the short run. This is joint work with Eric Wofsey.
Michael Nielsen (Columbia University).
4:10 pm, Friday, November 16th, 2018
Faculty House, Columbia University
How is the ancient exhortation to “know thyself” related to consolation, virtue, and the study of nature? How did the commitment to self-knowledge shift over the centuries in writings by Islamic, Jewish, Christian, and early modern natural philosophers? How did medieval women contribute to modern notions of self, self-knowledge, and knowledge of nature? This conference explores the meditative “reflective methodology” from its ancient roots, through medieval Christian, Muslim, and Jewish traditions to the so-called “new” methodologies of early modern science. Speakers include Souleymane Bachir Diagne, Pierre Force, Clémence Boulouque, Christia Mercer, and Pamela Smith.
Points of focus will be: (1) the relation between the ancient imperative to “know thyself” and medieval concerns to reflect on one’s self as a means to find ultimate truths; (2) the meditative genre as it developed from Augustine’s Confessions through Christian and Islamic spiritual exercises to late medieval Christian meditations and early modern kabbalist writings; (3) the continuity between medieval meditations and the reflective methodology of early modern science; and (4) the meditative genre’s afterlife in Freud, Foucault, Arendt, and contemporary science.
Conference co-sponsored by the Center for New Narratives in Philosophy, the Institute for Social and Economic Research and Policy, the Departments of Philosophy, French, English and Comparative Literature and the Maison Française
To download a PDF about this event click here.
There are two approaches to life. The first one, which we are identifying with Sir Karl Popper, is to think before we act and to let our hypotheses die in our stead when the overall outcome is likely to be negative. We act now for a better future, and we think now which action will bring the best future. Both decision theory and backward induction are technical versions of this train of thought. The second approach, which we will identify with the Buddha, is to live in the present and not allow the future to pull us away from living in the ever present Now. The Buddha’s approach is echoed in many others who came after him, Jelaluddin Rumi, Kahlil Gibran, and even perhaps Jesus. It occurs in many contemporary teachers like Eckhart Tolle and Thich Nhat Hanh. We may call Popper’s approach “futurism” and the Buddha’s approach “presentism.”
In this talk, we will discuss various aspects of the discourse on presentism and futurism. The purpose is to contrast one with the other. We will not attempt to side with one against the other, and instead leave it as a future project to find a prescriptive action-guiding choice between the two. We merely conjecture that a better optimal choice between these two positions may be somewhere in between. (This is joint work with Jongjin Kim.)