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Colloquium: Friday, October 26, 2018 at 3:30 pm
in Dewey 2110E classroom
Elizabeth Camp (Rutgers)
“Agency in Understanding: Perspectives, Complicity, and Complacency”

Colloquium: Friday, February 15, 2019 at 3:30 pm
in Dewey 2110E classroom
Professor Jason Stanley (Yale)
"Toward a Non-Ideal Philosophy of Language"

Colloquium: Friday, March 22, 2019 at 3:30 pm
in Dewey 2110E classroom
Professor Maya Eddon (University of Massachusetts Amherst)
"the Humean objection to "unHumean" laws"

Colloquium: Friday, April 5, 2019 at 3:30 pm
in Dewey 2110E classroom
Professor David Braun (University at Buffalo)
"Questions are not Answers"


Friday, October 19th at 11:00 am -12:30 pm, Humanities Center Conference Room D

David Fleming, Professor and Director of Undergraduate Studies from University of Massachusetts Amherst presents: Argumentation in Political and Academic Contexts: What Disciplinary Traditions and Contemporary Research Tell Us. In this lecture, he will survey the history of argument studies through the often competing discourses of rhetoric and philosophy. He will talk about dominant theories and pedagogical traditions, and discuss the long-standing problem of argument’s difficulty. To learn to argue well, students have to surmount formidable socio-cognitive obstacles, ineffective schooling practices, and a culture that does not always provide worthy models. Rhetoric remains, he believes, the most expansive, sympathetic, and effective teaching tradition for helping young people develop skill and virtue in argument, but there remains deep and understandable suspicion of its historical association with persuasion, especially now, in an era that can seem hostile to reason and truth. And it’s not always clear how a discipline long tied to politics can edify the practices of academic communities, dedicated above all else to knowledge. What does all this mean for teaching argument in post-secondary institutions today?

Friday, October 19th at 3:00-5:00 pm, Humanities Center Conference Room D

Dr. Fleming presents: Strategies for Helping College Students Read and Write Arguments Effectively and Responsibly. In this workshop, he will turn from the mostly abstract, theoretical discussion of the lecture, focused on the problems of arguing well, to concrete strategies postsecondary teachers can employ in the classroom to help students develop strong argument skills, habits, and self-awareness. He will look especially at methods for inculcating reflective practice, exercises for improving critical thinking, and ways to use classroom community (via peer response, social support, and debate) to improve students’ arguments.


Friday, April 12, 2019 - The Philosophy Department and Center for Language Studies present Bernhard Nickel (Harvard University).