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This is still a draft—I’ll still finetune some things about the assessments and reading list before the semester starts.
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Our capacity for modal thought is remarkable. We can think about where our phone might be, realize that we must abide by the law, and regret that we can’t (yet) knit. We engage in thought experiments about chasing light beams, weigh different sushi restaurants as options for dinner, and imagine how sad our life would be had we not gotten a dog. In fact, the ability to engage in modal thought seems to be so engrained in our everyday life that it is easy to forget just how astonishing this competence is. A central question, then, for anyone interested in the nature of minds—be it philosophers, psychologists, computer scientists, or linguists—is where this capacity comes from.
This class will be on modal thought: our capacity to represent not only what is actually the case, but also what might, must, and cannot be the case. Special attention will be given to learnability issues and the question of how modal cognition relates to other cognitive systems (e.g., core cognition, language, perception).
For each seminar, draft a one page (500 words maximum) reflection piece that (i) develops at least one important criticism of a paper; (ii) isolates a point or idea in the paper as important, astute, worth developing; and (iii) presents a question you want greater clarity on or that has been bypassed within the dialectic. Send it to us before midnight the night before the seminar. These pieces will not be formally graded, but will be distributed to others taking the course. You may skip two submissions for any reason. But you must turn in one prior to each of the other seminars to receive a grade in the course.
Students will give two presentations:
The term paper should be between 4,000 to 6,000 words. You can choose any topic in the course, including the topic that you did your presentation on. The paper should include both exposition of a theory, but also critical engagement. This can be either presenting novel considerations/evidence to support a theory, or theoretical modification or reconstruction of parts of a theory.
Alternatively, you can write a 2500 word paper in the middle of the semester and another paper by the end of the semester.
Academic Integrity: Each student in this course is expected to abide by The University of Massachusetts Amherst Academic Honesty Policy. DO NOT USE CHATGPT OR ANY OTHER AI TOOL FOR ANY OF THE ASSIGNMENTS.
Accommodations for students with disabilities: The University of Massachusetts Amherst is committed to making reasonable, effective and appropriate accommodations to meet the needs of students with disabilities and help create a barrier-free campus. If you have a documented disability on file with Disability Services (www.umass.edu/disability),) you may be eligible for reasonable accommodations in this course. If your disability requires an accommodation, please notify the instructor as early as possible in the course so that we may make arrangements in a timely manner.
Inclusivity statement: Our members represent a rich variety of backgrounds and perspectives. The Philosophy Department is committed to providing an atmosphere for learning that respects such diversity. While working together to build this community we ask all members to: (i) share their unique experiences, values and beliefs, (ii) be open to the views of others, (iii) honor the uniqueness of their colleagues, (iv) appreciate the opportunity that we have to learn from each other in this community, (v) value each other’s opinions and communicate in a respectful manner (vi) keep confidential discussions that the community has of a personal (or professional) nature,(vii) use this opportunity together to discuss ways in which we can create an inclusive environment in this course and across the UMass Amherst community.
Class Attendance Policy: Students are expected to attend classes regularly. Unless requested by UMass Amherst Disabilities Services, or consulted with the instructor before hand, the use of computers, phones, and tablets is not allowed in class, except for presentations, notes, etc. This requirement is not intended to be punitive, but rather to aid your understanding and the understanding of those around you of the content of Lectures and Discussions.