STEFAN BERNARD BAUMRIN was a husband, father, philosopher, lawyer, colleague, teacher, and friend. As a professional philosopher, Baumrin wrote sparingly, but incisively, on moral and political philosophy, medical ethics, the history of philosophy, and on matters of both theoretical and practical import. We, his students, colleagues, and most importantly friends, celebrate his memory with this symposium on his philosophy.
THE PROGRAM
Welcome
Professors David Rosenthal and Manfred Philipp
Session I
I. “Baumrin’s Hobbes”: Rosamond Rhodes
II. “A possibility for Moore’s Faulty Fallacy” Mark Sheehan
Discussion
Break (Light Refreshments)
Session II
I.“Baumrin on Autonomy” Katherine Mendis
II. “‘Physician, Stay Thy Hand!’ Revisited” Kyle Ferguson
III. “Our Immorality” Joseph S. Biehl
Discussion
Farewell
PARTICIPANTS
DAVID ROSENTHAL, PhD, is professor of philosophy at the CUNY Graduate Center, and Coordinator of the Interdisciplinary Concentration in Cognitive Science there. He taught at Lehman College from 1971 to 2009. He works mainly in philosophy of mind.
MANFRED PHILIPP, PhD, is professor emeritus at the CUNY Graduate Center and at Lehman College. He was Chair of CUNY’s University Faculty Senate, and member of the CUNY Board of Trustees and of the CUNY Research Foundation Board of Directors. He was President of the CUNY Academy for the Humanities & Sciences, Board President of the Fulbright Association in Washington, and President of the US Alumni Association for the German Academic Exchange Service. At Lehman College he was a Department Chair and Chapter Chair of the Professional Staff Congress of CUNY. He currently serves as a Trustee of the Belle Zeller Scholarship Fund for CUNY.
ROSAMOND RHODES, PhD, is Professor of Medical Education and Director of Bioethics Education at Icahn School of Medicine at Mount Sinai, Professor of Philosophy at The Graduate Center, CUNY, and Professor of Bioethics and Associate Director of the Clarkson-Mount Sinai Bioethics Program. She writes on a broad array of issues in bioethics and has published more than 200 papers and chapters. She is co-editor of The Human Microbiome: Ethical, Legal and Social Concerns (Oxford University Press, 2013), The Blackwell Guide to Medical Ethics (Blackwell, 2007), Medicine and Social Justice: Essays on the Distribution of Health Care (Oxford University Press, first edition 2002; second edition 2012), Physician Assisted Suicide: Expanding the Debate (Routledge, 1998), and the author of the forthcoming monograph, The Trusted Doctor: Medical Ethics and Professionalism (Oxford University Press, 2019). Professor Rhodes also serves on the editorial board of the journal Hobbes Studies and as Sovereign of the International Hobbes Association (2013-2018).
MARK SHEEHAN, PhD, leads the Oxford Biomedical Research Centre (BRC) Ethics Group and is Oxford BRC Ethics Fellow at the Ethox Centre in the Nuffield Department of Population Health, University of Oxford. He is Senior Research Fellow in Philosophy at St. Benet’s Hall and a Research Fellow at the Uehiro Centre for Practical Ethics also in the University of Oxford. He is currently a member of the NICE’s Highly Specialised Technology Evaluation Committee, a member of the Health Research Authority’s National Research Ethics Advisors Panel, a member of the Thames Valley Healthcare Priorities Forum and Co-leader of the Ethical Analysis of Key Concepts GECiP sub-domain in the 100K Genome Project. He was a member of the Nuffield Council on Bioethics Working Party on research in children, a member of the Royal College of General Practitioners Ethics Committee and an Associate Editor of the Journal of Medical Ethics.
KATHERINE MENDIS is a doctoral candidate in the philosophy program at the CUNY Graduate Center and a Clinical Professor of Bioethics at the CUNY School of Medicine, where she serves on the St. Barnabas Hospital Ethics Committee. She has also been an Ethics Fellow at the Icahn School of Medicine at Mount Sinai for several years. She founded and for many years administered the CUNY Graduate Center Philosophy Program’s NCAA Men’s Basketball Tournament pool, in which Stefan Baumrin was the only faculty participant.
KYLE FERGUSON is a PhD candidate in philosophy at the CUNY Graduate Center. He also teaches philosophy at Hunter College, CUNY, and medical ethics at Icahn School of Medicine at Mount Sinai. He will soon defend his dissertation, “Metaethical Intentionalism and the Intersubjectivity of Morals,” a project he began with Stefan Baumrin and is completing under the supervision of Jesse Prinz. This summer, he begins a postdoctoral fellowship at the Division of Medical Ethics at NYU School of Medicine.
JOSEPH S. BIEHL, PhD, is the founder and Executive Director of the Gotham Philosophical Society, Inc., a non-profit organization that uses philosophy to transform the civil, political, and educational institutions of New York City. Through its youth program, Young Philosophers of New York, it encourages elementary, middle, high school students to think critically, imaginatively, and normatively about their lives and the city they call home. Stefan Baumrin, who supervised Biehl’s dissertation, “The Ways of Wrongdoing: The Cognitivist’s Conundrum,” served on the Gotham Philosophical Society’s Board of Directors. Dr. Biehl is the co-editor of the forthcoming Routledge Handbook of the Philosophy of the City (Routledge, 2019).
Presented by the Center for Global Ethics & Politics, The Ralph Bunche Institute for International Studies
Andrea Sangiovanni, European University Institute
Presented by Metro Area Philosophers of Science
Spring 2020 Schedule:
Anthony Aguirre (UCSC) – “Entropy in long-lived genuinely closed quantum systems”
6:30-8:30pm Tuesday Feb 4; NYU Philosophy Department (5 Washington Place), 3rd floor seminar room.
David Papineau (King’s College London & CUNY) – “The Nature of Representation”
4:30-6:30pm Tuesday March 3; CUNY Graduate Center (365 5th Ave, NYC), room 5307.
Jim Holt (Author of Why Does the World Exist?) – “Here, Now, Photon: Why Newton was closer to EM than Maudlin is”
4:30-6:30pm Tuesday April 7; CUNY Graduate Center (365 5th Ave, NYC), room 5307.
Deborah Mayo (Virginia Tech)
4:30-6:30pm Tuesday April 28; CUNY Graduate Center (365 5th Ave, NYC), room 5307.
Is feminism in crisis? Recently, in the United States and abroad, historic events rendered ever more precarious the lives and well-being of people marginalized by their sex, gender, race, and class, often in complexly intersecting and regionally specific ways. The rise of right-wing populism transnationally and attacks on reproductive rights, for example, exacerbate the challenges feminists confront. At the same time, as external conditions shift, feminism’s own faultlines continue to deepen. Feminism’s rising trans-exclusionary contingent, certain feminists’ hesitancy to reckon with complicity in racial and colonial violence, and the ongoing cooptation of feminism by neoliberalism signal serious internal fractures.
As feminism faces external and internal pressures, how can philosophy help us understand this moment of potential crisis and what, if anything, can philosophy do to address it? To devise answers to these urgent questions, we welcome contributions that focus on:
1. The relation between feminism and philosophy, including how feminism should intervene in philosophical debates, and how philosophy should intervene in feminist debates;
2. Questions concerning the nature and practice of gender, sex, sexuality, race, class, and disability that draw on feminist literatures or methodologies;
3. Perspectives that integrate different feminist traditions to build intersectional and transnational feminist coalitions;
4. Analyses of discourses on sex, gender, sexuality, race, class, and disability in media, law, and the sciences;
5. Translating feminist views on sex, gender, sexuality, race, class, and disability into public policy and social advocacy.
We welcome contributions from scholars working in philosophy and who draw on a variety of disciplinary perspectives. Scholars of all identities, especially those from groups underrepresented and/or marginalized in academia, are encouraged to submit contributions.
Please send anonymized abstracts of up to 500 words to cunygc.philosophy.conference@gmail.com, along with any questions you may have. The deadline for submissions is September 7th.
One of the most challenging aspects of the war in Ukraine is the way in which the conflict has been constantly shifting in its form. In the first place, there is a conventional ground war between Russia and Ukraine, in which the identity and will of the two peoples is at stake. Yet Russia has used weapons supplied by Iran, and Ukraine depends on NATO for its own supplies, indicating that this war depends on the maintenance and expansion of alliances. The stability of these alliances in turn depends on a combination of Realpolitik and shared values as the glue that holds them together. This logic of alliances motivates the energy war that Russia is waging with Europe, revealing that, unbeknownst to Europe, Russian energy policy over the last decade was an early form of the war. Similarly, the threat of nuclear war also tests the resolve of NATO, forcing it to consider the values at stake in the conflict. Is the war about Ukraine’s sovereignty or the principle of nation-state sovereignty itself? Is it about human rights for Ukrainians or the entire human rights project? For Russia, is it about self-defense or a pan-Slavic identity? Is it about the protection of Russian minorities in Ukraine or the threat of Western secularization?
The material form of the war—economic, conventional, nuclear—will depend on the way in which the participants on all sides and in all parts of the world come to an understanding about these questions concerning the moral and spiritual stakes in the war. If it is just a matter of giving up Ukraine, then the economic costs for Europe may not be worth the fight, and Russia’s victory in the energy war could lead to a general NATO capitulation. But if the freedom and security of central and western Europe are also at stake, then even a severe economic recession would be a small price to pay for the reestablishment of a NATO-dominated security order. Is freedom worth the risk of annihilation? Is peace worth the indignities and repression of authoritarianism? As the most serious global conflict since World War II, the war in Ukraine risks going beyond the bounds of all other forms of war before it. What are the resources that are necessary for meeting its challenges? How can the shifting forms of the war be contained and channeled toward a future lasting peace?
These types of questions are not specific to the war in Ukraine but arise in any situation of war. Every war forces us to reconsider the character of war and the forms that it can take. In the first place, the insight that leads to a war is one about the nature of a conflict. War only begins once the parties determine that there is an otherwise irresolvable conflict about the basis of order. The course of a war also results in a practical insight into the form of a postwar order. Peace and stability cannot arrive until all come to an agreement about the new understanding of order. This intertwining of practical and theoretical gains means that the time of war is also a time of shifting manifestations of the forms by which war is fought, as well as the forms of order to be established by the outcome of the war. The course of a war will be decided by our understanding of the kind of world we want to live in, the risks we are willing to take to establish such a world, and our belief in its practical possibility. A war will necessarily change in form depending upon where we are in the movement from the conflict of competing ideas to the victory of a particular conception of order. Since the result of the conflict would be an establishment of sovereignty based on some understanding of order, the conflict is not just a material one but also a theoretical and spiritual one about the metaphysical basis of order. In the process of war, insight leads to conflict, and conflict leads to insight.
At the 2023 Telos-Paul Piccone Institute conference on forms of war, we will consider different ways of understanding the relationship between conflict and insight in war as well as examples of how the conceptualization of conflict affects the outbreak, progress, and outcome of wars. On the one hand, we will consider the way in which the experience of war, both on the battlefield and on the home front, affects the outcome of the war. On the other hand, we will look at how this importance of the experience of war in turn affects the strategy of war. Such strategizing begins already at the nascent stages of conflict, before any actual fighting begins, but in which the possibility of conflict can already lead to concessions by one side or the other that lead to a transformation of the basis of order. Similarly, fears and hopes for the future also determine the course of a war, helping the participants to end a war by offering them a mutually acceptable vision of the terms of peace.
Questions include:
- What are the different causes of war in any particular case? How do these causes attain such significance that they become a casus belli? Were there alternatives to war that were not taken?
- In what situations does the refusal of war lead to an outcome that is tantamount to surrender in war? How can the threat of war be used as a political tool?
- To what extent is war a continuation of politics? Or is war the breakdown of politics?
- How have different wars been experienced on the battlefield and on the home front? How have the different experiences of war affected the outcomes?
- How does our understanding of world order affect the turn to war?
- What is the relationship between war and peace in terms of international order?
- How do fictional or historical representations of war affect the conduct of war?
- What is the relationship between war and the collective identity of a people?
- How are wars between nation-states linked to their domestic politics? In what situations does an external enemy create unity or division in domestic politics?
- How is war used as a tool in domestic politics, for instance, as a way to divert attention from domestic political problems?
- What are the characteristics of different types of war, such as limited war, absolute war, civil war, cold war, proxy war, phony war, trade war, guerilla war, war on terror, nuclear war? What factors lead to a war being fought in a particular way?
- To what extent can a representation of war replace a real war, for instance, when single combat is supposed to substitute for the combat of armies, or when war is televised?
- What is the relationship between spiritual concerns and the forms of war? Are all wars in some sense religious wars?
Conference Location
The conference will take place at the John D. Calandra Italian American Institute in New York City from Thursday, March 30, to Saturday, April 1, 2023.
Abstract Submissions
Please note: Abstracts for this conference will only be accepted from current Telos-Paul Piccone Institute members. In order to become a member, please visit our membership enrollment page. Telos-Paul Piccone Institute memberships are valid until the end of the annual New York City conference.
If you are interested in making a presentation, please submit a 200-word abstract and 50-word bio by December 15, 2022, to telosnyc2023@telosinstitute.net. Please place “The 2023 Telos Conference” in the email’s subject line.
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
The speaker will be Prof. Lewis Gordon of the University of Connecticut, on “From Harlem to the World: Philosophy from a Center of the Black World with Questions for the 21st Century.” Gordon will talk about worldliness and public aspects of philosophy, placing them in the context of Harlem both at City College and the public world of Africana philosophy from Du Bois to Malcolm X to contemporaries such as Nathalie Etoke. He will conclude with a set of questions for 21st century philosophy to consider.
Lewis R. Gordon is Professor and Head of the Department of Philosophy at UCONN-Storrs; Honorary President of the Global Center for Advanced Studies; Honorary Professor in the Unit for the Humanities at Rhodes University, South Africa; and Distinguished Scholar at The Most Honourable PJ Patterson Centre for Africa-Caribbean Advocacy at The University of the West Indies, Mona. He co-edits the journal Philosophy and Global Affairs, the Rowman & Littlefield book series Global Critical Caribbean Thought, and the Routledge-India book series Academics, Politics and Society in the Post-Covid World. He is the author of many books, including, most recently, Freedom, Justice, and Decolonization (Routledge, 2021) and Fear of Black Consciousness (hardcover, NY: Farrar, Straus and Giroux, 2022; in the UK, London: Penguin Books, 2022), Picador paperback 2023. He is the 2022 recipient of the Eminent Scholar Award from the Global Development Studies division of the International Studies Association.
This conference will be hosted in a hybrid format. Accepted presenters can choose to participate in person or virtually. We will provide a limited number of need-based travel awards for graduate students and underfunded scholars who wish to attend in person.
We invite paper and panel submissions from philosophers at all career stages. We highly encourage submissions from current graduate students, as well as recent Ph.D. graduates.
We welcome submissions from Latinx philosophers in any area of philosophy, including (but not limited to) Critical Theory, Epistemology, Ethics, Feminist Philosophy, History of Philosophy, Indigenous Philosophy, Latin American Philosophy, Metaphysics, Philosophy of Language, Philosophy of Mind, Philosophy of Race, Philosophy of Science, and Social and Political Philosophy.
In addition, we welcome submissions from non-Latinx philosophers working in Latin American Philosophy or whose work explicitly addresses issues relevant to Latinx and Latin American peoples.
Submission Instructions
Paper submissions require an 800–1000 word extended abstract (excluding notes and bibliography) prepared for anonymous review. The final version of the project should be suitable for a 25-minute presentation.
Panel proposals should be 1000–1500 words (excluding notes and bibliography) and should set out in some detail the focus of the proposed panel. Please only submit proposals if all proposed panelists have confirmed a willingness to attend if selected (either in person or online). Panels should include no more than three panelists and each panelist should plan to present for 20 minutes.
For both paper and panel proposals: submissions should be sent as a PDF file to latinxphilosophyconference@gmail.com. Below the submission title, include a word count and list the primary subfield(s) under which the submission falls, plus 1–3 keywords, e.g., epistemology (testimonial injustice, social epistemology). In a separate PDF file, please include your name(s), paper/panel submission title, academic affiliation (if applicable), career stage (e.g., graduate student, recent PhD graduate, associate professor), email address, preferred mode of attendance (in person or online), and whether you wish to be considered for a need-based travel award.