Probability plays a fundamental role in many sciences. But philosophers and scientists alike disagree about what probabilities are and what role they ought to play in scientific reasoning. In this course, we will discuss these questions from a philosophical perspective. In particular, we will discuss the main interpretations of probability (objective, subjective and logical), how they might relate and which role they play in scientific practice and philosophy of science.
For an introductory reading on the topic, I recommend:
Hájek, Alan. ‘Interpretations of probability’. In Edward N. Zalta, editor, The Stanford Encyclopedia of Philosophy. Fall 2019 edition, 2019.
Please note: We will reschedule the sessions currently scheduled for May 01, May 08, June 19 and July 17. The tentative alternative dates are April 28, May 12, June 16, and July 14. That said, we will aim to find alternative dates and times suitable for all attendees in the first session.
- Teacher: Ina Jäntgen
- Teacher: Karen Arlt
- Teacher: Andreas Becker
- Teacher: Ingo Binder
- Teacher: Stefanie Dallmeier
- Teacher: Ursula Danninger
- Teacher: Matthias Fuchs
- Teacher: Roland Haberkorn
- Teacher: Regina Heindl
- Teacher: Daniela Hodapp
- Teacher: Henrike Klinker
- Teacher: Ljubica Lozo
- Teacher: Christiane Mateus Brinck
- Teacher: Michael Meil
- Teacher: Ali Özbay
- Teacher: Benita Paraschoudis
- Teacher: Hartmut Plehn
- Teacher: Samira Rosenbaum
- Teacher: Christian Steinherr
Applied philosophy of language is a relatively new research area. Roughly speaking, applied philosophy of language applies methods and insights from (pure) philosophy of language on real-life problems. The aim of this seminar is to introduce the students to this research area by reading selected papers generally referred to as applied philosophy of language. The topics covered are, among others: the semantics and pragmatics of slurs and insults, hate speech and freedom of expression, feminism and speech act theory, lying vs. misleading, and the language of political speech. In so doing, we will read, among others, papers by Timothy Williamson (Reference, Inference and the Semantics of Pejoratives), Luvell Anderson and Ernie Lepore (Slurring Words), Caroline West (Freedom of Expression and Derogatory Words), Mary Kate McGowan, Rae Langton (Speech Acts and Unspeakable Acts), Jennifer Saul (Lying, Misleading and What is Said), and Jason Stanley (How Propaganda Works). The students will read the papers in advance of each seminar session. The seminar sessions themselves will be used to help the students in understanding the papers and for their critical discussion. There will also be the possibility to give small presentations on a paper of one's choice.
- Teacher: Stefan Rinner
In this course we will look into contemporary approaches to the theory of knowledge, focusing on some of the central discussions on the structure of knowledge, the nature of justification and other epistemic notions. After a selection of introductory topics, we will look into opposing sides of various debates (such as those belonging to the collection by Steup, Turri, and Sosa, 2013). Students are expected to read the assigned articles before each class.
- Teacher: Dunja Seselja