This course discusses the question "What is Philosophy?" and the relationship of philosophy to science, art, religion and politics. We will read both classical and contemporary philosophy texts to study the different methods and problems of philosophy.

The course has three main goals:

• First, that students understand the subject matters of ancient Western philosophy, its historical development and social conditions.
• Second, that they learn to read and analyse philosophical texts from antiquity and use them to address contemporary problems.
• Third, that they become capable in writing philosophical texts based on readings from ancient philosophy.

Our emphasis will be in reading whole works in Icelandic translations, with special focus on Plato's Republic, and in class we try to analyse the main theories and arguments in the texts. The students work alone and in groups at solving specific tasks under the guidance of the teacher but a significant part of the course is devoted to reciprocal support among the students in solving problems.

The first class will be held Tuesday 31 August. There we will read through the study programme, learning outcomes and course assessment and students get the first written assignment. On three occasions (Friday afternoons) we host peer review exercises where students read and assess each other’s work. Participation in these exercises is an important part of the course assessment.

Icelandic translations can be bought with 25% discount at the store of the Icelandic Literary Society (by Hagatorg). It should be noted that some of the works are also used in other philosophy courses. It should also be easy to approach the texts in public libraries.

The aim of this course is to show students the importance of critical thinking by introducing its main concepts and methods as well as different understandings of the notion. Furthermore, the aim is to train students in critical thinking and argumentation, both in a philosophical and an everyday context. Special emphasis will be placed on analysing arguments. Common fallacies and stratagems will be discussed, with the aim of learning how to detect and avoid them. The relationship between critical thinking and ethics will be thoroughly examined.

The teaching involves both lectures and discussion sessions. Assignments will primarily be aimed at practical tasks relevant to everyday experiences.

In this course, we discuss a few selected contemporary issues in the field of social and political philosophy. We will discuss and analyse key concepts of relevance for a good society, such as liberty, equality, justice and democracy with a special reference to Icelandic society. 

Students will be introduced to the basics of philosophical and formal logic. The course focuses on propositional logic (truth-functional logic) and quantified logic (first-order logic). Additionally, a brief survey of informal logic will be given at the beginning of the course, and philosophical questions concerning the nature and status of logic will be addressed toward the end of the course.

This course provides an overview of three principal moral theories: Aristotle's virtue ethics as presented in his Nichomachean Ethics, Kant's deontoloical ethics as presented in his Groundwork for the Metaphysics of Morals and John Stuart Mill's rule ethics as presented in his Utilitarianism.

Description
A survey of Western philosophy in the 17th and 18th Centuries, with emphasis on selected topics in the epistomology and metaphysics of the period, based upon a close reading and comparison of primary texts. Descartes, Hume and Kant are the principal authors discussed.

Teaching
The teaching involves both lectures and discussions. Lectures will give an exposition of the subject and/or of its main topics. Discussions will adress more specific topics or questions.

In this course we will consider many of the most prominent problems in the philosophy of science of the 20^th and 21^st century. How are scientific theories confirmed by experiments and observations? What is it for something to be a law of nature? Why should we trust scientific research more than other methods for obtaining knowledge? Is scientific research value-laden? And what is involved in the claim that science is objective?

The course aims to give a brief survey of selected topics in the philosophy of art; to introduce students to particular discussions, questions, theories and arguments in the philosophy of art through selected readings, both historical and contemporary; and to enable students to discuss topics related to aesthetics.

In this course, 19th and 20th century ideas that had fundamental effects on Western philosophy and intellectual history, will be examined. These are socially transformative ideas such as freedom, secularism, equality, resistance, the relation between the individual and society, ideas concerning existence and the soul, oppression, injustice, the national state and capitalism. Perhaps last but not least ideas about history, time and evolution of humanity and the planet. 

Each week a new thinker or idea that transformed Western intellectual history is introduced and engaged with. Thinkers such as G.W.F. Hegel, Karl Marx, Sigmund Freud, Rosa Luxembourg and Emma Goldman are analysed and influential isms such as phenomenology, neoliberalism or postructuralism. The aim is to read these thinkers and isms in accordance with the zeitgeist of the historical period they belong to (to the extent that we, people in the 21st century can “read” zeitgeists of older periods). At the same time the aim is to dig deep into original texts and to acquire multi-dimensional understanding of the ideas. Important part of the course is also to look at these themes in relation to the present times and the issues happening at the moment in Western societies and all around the globe. 

In this course we will discuss and ask about the nature of knowledge and tackle problems that relate to knowledge. Why is knowledge important? Is understanding more important than knowledge? What is the difference between knowledge and true belief? What kind of justification is needed to change true belief into knowledge? Is is possible to investigate knowledge like digestion, i.e. with the methods of the natural sciences, or can we only approach it from within, i.e. by investigating our own consciousness? Can we trust the opinions of others? What conditions must be met to do people justice, irrespective of sex, race, age, gender etc? We will mainly read texts from the 20th and 21st century and use the methods of analytic philosophy in reading and analysing philosophical texts.

This course studies select philosophical texts. This time we will read the Laws Plato. The Laws are Plato’s longest dialogue as well as his last. It discusses political philosophy albeit in a different spirit from that of Plato’s older dialogue the Republic. In this course we will shed light on the political philosophy contained in the Laws and seek to place it in a wider Platonic context.

Knowledge of Greek and Latin is not required, but students of Classics may choose to work on a supervised independent study project (5 ECTS or 10 ECTS) centered on an original text in connection to the course. The supervised independent study projects which are available to students with reading knowledge of Ancient Greek and Latin are intended to strengthen their proficiency in Ancient Greek and/or Latin and train them in the reading of original texts.

This course is an introduction to the history of Ancient Greek civilization, with an emphasis on Ancient Greek culture and world view, from earliest times to the Roman period.

This course is a beginner’s course in Latin. No prior knowledge of Latin is assumed at the outset. It introduces the basics of Latin grammar and syntax. Chosen passages will be read in Latin, translated and thoroughly analysed. Teaching consists of 24 lectures on particular aspects of the Latin language and assigned readings.

This course is taught in Icelandic but students can get permission of the instructor to complete assignments and exams in English.

This course is a beginner’s course in Ancient Greek. It introduces the basics of grammar and syntax of the Attic dialect. No prior knowledge of Greek is assumed at the outset. Reading knowledge of Ancient Greek will be prioritized and chosen passages will be read in Greek, translated and thoroughly analysed. Teaching consists of both lectures on particular aspects of the Greek language and assigned readings. It is essential that students read the assigned materials before each lecture.

This course is taught in Icelandic but students can get permission of the instructor to complete assignments and exams in English.

The course is an introduction to Classical Studies. It will deal with the history of the discipline as well as its subject matter and methods: Students will be introduced to classical philology and the various branches of Classical Studies, such as the history, literature, and philosophy of classical antiquity. The course will, moreover, address issues concerning the use of sources, methodology, and conventions in Classics. Students will be introduced to major resources. Knowledge of the classical languages is not required.

Obstinance, pride and treachery can have disastrous consequences, nevermind matricide, patricide and incest. Sometimes it almost seems like fate is in charge and fate can be very ironic. All of this is quite familiar from Greek tragedy.

This course introduces the student to Greek tragedy as a genre. Students will read a number of Greek tragedies in (Icelandic) translation and will become familiar with both the form and content of Greek tragedies. Various aspects of the genre will be discussed, including interactions of mortals and immortals in Greek tragedy, fate and responsibility, gender issues, Greek self-identity and respresentation of the foreign.

Knowledge of Ancient Greek is not required, but students who are able to read Greek will be asked to submit a translation assignment.

The main objective of this course is to prepare students for a critical approach to ideas and methods in pedagogy and education. Students will be introduced to the main ideas that have shaped schools and education in the western tradition and made able to locate contemporary currents in an ideological context. The main objective of this course is to prepare students for a critical approach to ideas and methods in pedagogy and education. Students will be introduced to the main ideas that have shaped schools and education in the western tradition and made able to locate contemporary currents in an ideological context.

The course is organized around three basic topics: (i) The human being as a rational, sentient and ethical being, (i) the aims of education and (iii) freedom and democracy. Among the philosophers and educational theorists discussed in the course are Plato, Rousseau, Kant, Dewey, Key, Neill and Freire.

Philosophical thinking extends beyond mere critical, analytical, and logical reasoning. The mind is extended, embodied, embedded and ecological. Each mind is a manifestation of vast interactions environments, individually creative and intuitive. This seminar delves into the pioneers of embodied thinking within the modern to contemporary history of philosophy (from Schopenhauer, Nietzsche, Husserl, Merleau-Ponty, Dewey, James, Beauvoir, Arendt, Weil to Irigaray, Varela, Petitmengin, Gendlin, Noë and Tuana). Besides exploring, philosophies of embodied thinking, a special emphasis is on introducing methodologies derived from these philosophies, and to engage in practices. The objective of these methodologies is to become more aware of the rich backgrounds of lived experience participating in any idea and understanding. Engaging the embodied and ecological dimension of thinking strengthens students in their independent philosophical approach and fosters collaborative skills of understanding thinking together.
The seminar will include a weekend training workshop.

Direct study in seminar: Pioneers of Philosophical Embodied Thinking. Students must finish related seminar to finish the direct study.

In the seminar we will consider Mill´s lifelong struggle against dogmatism and how it informs his conception of logic, ethics, religion and social philosophy. We will give anti-dogmatic readings of some of his major works including  On Liberty, Utilitarianism, The Subjection of Women and System of Logic.  

Direct study in seminar: Philosophical Progress. Students must finish related seminar to finish the direct study.

This seminar will consider both philosophical questions about movies (e.g. "What is a movie?") and philosophical questions raised in movies (e.g. "What is real?", "What is a marriage?"). 

The course is taught in English.

In this course, some of the main themes in contemporary political philosophy will be discussed. Special emphasis will be laid on the egalitarian liberalism of John Rawls and that criticized from the perspectives of libertarianism, communitarianism, feminism, discourse democratic theory and post-structuralism.

A discussion of some controversial issues in the field of bioethics, in particular those relating to developments in genetics and their possible effects upon medical services and health care policy.

This course is dedicated to various issues in contemporary metaphysics as well as the history of metaphysics in the 20th and 21st centuries. Topics covered include personal identity; free will; realism, anti-realism, and nominalism; natural kinds and fictional characters; possible worlds; the relation between language and world; and the relation between mind and body. Furthermore, topics in social ontology will be introduced, such as the metaphysics of gender and race.

The course follows and continues KLM101G Latin I. Its main purpose is to reinforce the students knowledge and understanding og Latin grammar and syntax and enhance their reading comprehension. It is, moreover, supposed to introduce important authors of Classical Latin. A selection of Latin texts by various authors will be read. Students will read and prepare texts in the original language to be read and translated in class. Texts will be discussed with a view to grammar, syntax and style, and contextualized when required. 

This course is taught in Icelandic, but students may submit assignments and complete exams in English.

The course is a continuation of KLM102G Ancient Greek I. The first part of the course resumes coverage of grammar and syntax of Ancient Greek (Attic) where Ancient Greek I left off. During the second half of the course, students will read select Ancient Greek texts.

Students can get permission of the instructor to complete assignments and exams in English.

In this course we will read selections from medieval literature broadly conceived (from the end og the 4th century to the beginning of the 16th century): poetry and historiography, philosophy and theology. Texts will be analysed grammatically and discussed materially as needed.

The course will be taught in Icelandic, but students whose native language is not Icelandic may complete assignments and exams in English.

The course deals with interconnections between political radicalism, culture, tradition and power. We will focus on contemporary representations of dissent in particular, look at the discourse of democracy and cultural difference, reactions to and criticism of protest in the Western political tradition and dissent in more repressive political systems. The role of intellectuals and writers will be explored as well as the function of artistic expression and design in transforming cultural and social environments. We will also discuss media and social media discourse in connection with an attempt to understand the various and sometimes contradictory objectives of public institutions. A few points of conflict will be discussed that to some extent expose fundamental conflicts in liberal democratic societies such as questions about the wisdom and ignorance of publics, reactions to climate change, inequality, extreme poverty and war. Finally corruption and power will be discussed as well as social and cultural expression, the possibilities and limitations of freedom of speech, the use and abuse of information, disinformation, secrecy, fake and “fake news”.

In this course we will consider many of the most prominent problems in the philosophy of science of the 20^th and 21^st century. How are scientific theories confirmed by experiments and observations? What is it for something to be a law of nature? Why should we trust scientific research more than other methods for obtaining knowledge? Is scientific research value-laden? And what is involved in the claim that science is objective?

The course aims to give a brief survey of selected topics in the philosophy of art; to introduce students to particular discussions, questions, theories and arguments in the philosophy of art through selected readings, both historical and contemporary; and to enable students to discuss topics related to aesthetics.

In this course, 19th and 20th century ideas that had fundamental effects on Western philosophy and intellectual history, will be examined. These are socially transformative ideas such as freedom, secularism, equality, resistance, the relation between the individual and society, ideas concerning existence and the soul, oppression, injustice, the national state and capitalism. Perhaps last but not least ideas about history, time and evolution of humanity and the planet. 

Each week a new thinker or idea that transformed Western intellectual history is introduced and engaged with. Thinkers such as G.W.F. Hegel, Karl Marx, Sigmund Freud, Rosa Luxembourg and Emma Goldman are analysed and influential isms such as phenomenology, neoliberalism or postructuralism. The aim is to read these thinkers and isms in accordance with the zeitgeist of the historical period they belong to (to the extent that we, people in the 21st century can “read” zeitgeists of older periods). At the same time the aim is to dig deep into original texts and to acquire multi-dimensional understanding of the ideas. Important part of the course is also to look at these themes in relation to the present times and the issues happening at the moment in Western societies and all around the globe. 

This course studies select philosophical texts. This time we will read the Laws Plato. The Laws are Plato’s longest dialogue as well as his last. It discusses political philosophy albeit in a different spirit from that of Plato’s older dialogue the Republic. In this course we will shed light on the political philosophy contained in the Laws and seek to place it in a wider Platonic context.

Knowledge of Greek and Latin is not required, but students of Classics may choose to work on a supervised independent study project (5 ECTS or 10 ECTS) centered on an original text in connection to the course. The supervised independent study projects which are available to students with reading knowledge of Ancient Greek and Latin are intended to strengthen their proficiency in Ancient Greek and/or Latin and train them in the reading of original texts.

This course is an introduction to the history of Ancient Greek civilization, with an emphasis on Ancient Greek culture and world view, from earliest times to the Roman period.

This course is a beginner’s course in Latin. No prior knowledge of Latin is assumed at the outset. It introduces the basics of Latin grammar and syntax. Chosen passages will be read in Latin, translated and thoroughly analysed. Teaching consists of 24 lectures on particular aspects of the Latin language and assigned readings.

This course is taught in Icelandic but students can get permission of the instructor to complete assignments and exams in English.

This course is a beginner’s course in Ancient Greek. It introduces the basics of grammar and syntax of the Attic dialect. No prior knowledge of Greek is assumed at the outset. Reading knowledge of Ancient Greek will be prioritized and chosen passages will be read in Greek, translated and thoroughly analysed. Teaching consists of both lectures on particular aspects of the Greek language and assigned readings. It is essential that students read the assigned materials before each lecture.

This course is taught in Icelandic but students can get permission of the instructor to complete assignments and exams in English.

The course is an introduction to Classical Studies. It will deal with the history of the discipline as well as its subject matter and methods: Students will be introduced to classical philology and the various branches of Classical Studies, such as the history, literature, and philosophy of classical antiquity. The course will, moreover, address issues concerning the use of sources, methodology, and conventions in Classics. Students will be introduced to major resources. Knowledge of the classical languages is not required.

Obstinance, pride and treachery can have disastrous consequences, nevermind matricide, patricide and incest. Sometimes it almost seems like fate is in charge and fate can be very ironic. All of this is quite familiar from Greek tragedy.

This course introduces the student to Greek tragedy as a genre. Students will read a number of Greek tragedies in (Icelandic) translation and will become familiar with both the form and content of Greek tragedies. Various aspects of the genre will be discussed, including interactions of mortals and immortals in Greek tragedy, fate and responsibility, gender issues, Greek self-identity and respresentation of the foreign.

Knowledge of Ancient Greek is not required, but students who are able to read Greek will be asked to submit a translation assignment.

The main objective of this course is to prepare students for a critical approach to ideas and methods in pedagogy and education. Students will be introduced to the main ideas that have shaped schools and education in the western tradition and made able to locate contemporary currents in an ideological context. The main objective of this course is to prepare students for a critical approach to ideas and methods in pedagogy and education. Students will be introduced to the main ideas that have shaped schools and education in the western tradition and made able to locate contemporary currents in an ideological context.

The course is organized around three basic topics: (i) The human being as a rational, sentient and ethical being, (i) the aims of education and (iii) freedom and democracy. Among the philosophers and educational theorists discussed in the course are Plato, Rousseau, Kant, Dewey, Key, Neill and Freire.

An individual project on the ethics of nature.

The course focuses on philosophical themes in the history of ideas concerning peace and conflict. The concept of peace will be scrutinised according to how it has been framed within various political discourses and ideologies, such as de-colonialism, internationalism, nationalism, feminism, socialism, liberalism and capitalism. A specific focus will be on the gendered ideas about peace and war as well as philosophical discussions concerning the justification of methods of resistance, such as the use of violence in liberation struggles. We will read works by, among others, Immanuel Kant, Frantz Fanon, Elin Wägner, Hannah Arendt, Mahatma Gandhi and Carol Gilligan.

Direct study in seminar: Philosophy of peace and conflict in historical context. Students must finish related seminar to finish the direct study.

Humans have long been concerned with their own humanity, whether we call it human nature, the meaning of being human, or something else. Why do we consider it so important to be able to demarcate humanity and separate humans from non-humans? Should the emphasis perhaps be on something else? In this seminar we will consider several possible definitions of humanity, theories about them, and different approaches from the history of philosophy. We also consider another aspect, dehumanization, which involves the exclusion of individuals or groups from human society, often with horrendous results. Readings will include philosophical texts from different historical periods but the main emphasis will be on recent texts. Ideas about humanity, dehumanization, and the demarcation of humanity will be put in context with various aspects of social justice.

Direct study in seminar: Humanity and dehumanization. Students must finish related seminar to finish the direct study.

The BA dissertation in philosophy is intended to develop the student's ability to examine a chosen philosophical subject or work and to write about it in accepted scholarly fashion. The dissertation is written under the supervision of a member of the regular philosophy teaching staff. Students apply electronically for a supervisor, using a specific form. Further information on the BA dissertation in philosophy is available on the website of the Faculty of Philosophy, History, and Archaeology.

The course deals with the connection between Man and Nature from the viewpoint of Moral Philosophy. It discusses the main proponents of and theories within Environmental Ethics and describes the roots of differing views of Nature, as well as different ethical orientations, i.e. anthropocentric, ecocentric, and biocentric positions. The course also deals with the integration of environmental and developmental issues, and with the connection between environmentalism and democracy. Amongst central issues discussed are the following: Can Ethics provide guidance in the solution of environmental problems?, What type of beings are worthy of moral considerability?, Can natural phenomena possess intrinsic value?, Do animals have rights?, Is there any fundanmental difference in men's and women's relations to Nature?, and, What is the ethical basis of sustainable development?

The focus of this course is the application of ethics to pressing problems and debates in contemporary society. Possible methods for solving ethical dilemmas, both on an individual and social basis, are discussed. The selection of topics may change from year to year, but possible topics include free speech, the status of refugees, animal rights, poverty and economic inequality, gender discrimination, racial discrimination, environmental issues, and various issues in health care. The relation between theoretical and applied ethics is discussed. While instruction includes lectures, student participation in discussion is greatly emphasized.

Philosophical thinking extends beyond mere critical, analytical, and logical reasoning. The mind is extended, embodied, embedded and ecological. Each mind is a manifestation of vast interactions environments, individually creative and intuitive. This seminar delves into the pioneers of embodied thinking within the modern to contemporary history of philosophy (from Schopenhauer, Nietzsche, Husserl, Merleau-Ponty, Dewey, James, Beauvoir, Arendt, Weil to Irigaray, Varela, Petitmengin, Gendlin, Noë and Tuana). Besides exploring, philosophies of embodied thinking, a special emphasis is on introducing methodologies derived from these philosophies, and to engage in practices. The objective of these methodologies is to become more aware of the rich backgrounds of lived experience participating in any idea and understanding. Engaging the embodied and ecological dimension of thinking strengthens students in their independent philosophical approach and fosters collaborative skills of understanding thinking together.
The seminar will include a weekend training workshop.

Direct study in seminar: Pioneers of Philosophical Embodied Thinking. Students must finish related seminar to finish the direct study.

In the seminar we will consider Mill´s lifelong struggle against dogmatism and how it informs his conception of logic, ethics, religion and social philosophy. We will give anti-dogmatic readings of some of his major works including  On Liberty, Utilitarianism, The Subjection of Women and System of Logic.  

Direct study in seminar: Philosophical Progress. Students must finish related seminar to finish the direct study.

This seminar will consider both philosophical questions about movies (e.g. "What is a movie?") and philosophical questions raised in movies (e.g. "What is real?", "What is a marriage?"). 

The course is taught in English.

In this course, some of the main themes in contemporary political philosophy will be discussed. Special emphasis will be laid on the egalitarian liberalism of John Rawls and that criticized from the perspectives of libertarianism, communitarianism, feminism, discourse democratic theory and post-structuralism.

A discussion of some controversial issues in the field of bioethics, in particular those relating to developments in genetics and their possible effects upon medical services and health care policy.

The course follows and continues KLM101G Latin I. Its main purpose is to reinforce the students knowledge and understanding og Latin grammar and syntax and enhance their reading comprehension. It is, moreover, supposed to introduce important authors of Classical Latin. A selection of Latin texts by various authors will be read. Students will read and prepare texts in the original language to be read and translated in class. Texts will be discussed with a view to grammar, syntax and style, and contextualized when required. 

This course is taught in Icelandic, but students may submit assignments and complete exams in English.

The course is a continuation of KLM102G Ancient Greek I. The first part of the course resumes coverage of grammar and syntax of Ancient Greek (Attic) where Ancient Greek I left off. During the second half of the course, students will read select Ancient Greek texts.

Students can get permission of the instructor to complete assignments and exams in English.

In this course we will read selections from medieval literature broadly conceived (from the end og the 4th century to the beginning of the 16th century): poetry and historiography, philosophy and theology. Texts will be analysed grammatically and discussed materially as needed.

The course will be taught in Icelandic, but students whose native language is not Icelandic may complete assignments and exams in English.

The course deals with interconnections between political radicalism, culture, tradition and power. We will focus on contemporary representations of dissent in particular, look at the discourse of democracy and cultural difference, reactions to and criticism of protest in the Western political tradition and dissent in more repressive political systems. The role of intellectuals and writers will be explored as well as the function of artistic expression and design in transforming cultural and social environments. We will also discuss media and social media discourse in connection with an attempt to understand the various and sometimes contradictory objectives of public institutions. A few points of conflict will be discussed that to some extent expose fundamental conflicts in liberal democratic societies such as questions about the wisdom and ignorance of publics, reactions to climate change, inequality, extreme poverty and war. Finally corruption and power will be discussed as well as social and cultural expression, the possibilities and limitations of freedom of speech, the use and abuse of information, disinformation, secrecy, fake and “fake news”.

The BA dissertation in philosophy is intended to develop the student's ability to examine a chosen philosophical subject or work and to write about it in accepted scholarly fashion. The dissertation is written under the supervision of a member of the regular philosophy teaching staff. Students apply electronically for a supervisor, using a specific form. Further information on the BA dissertation in philosophy is available on the website of the Faculty of Philosophy, History, and Archaeology.

This course discusses the question "What is Philosophy?" and the relationship of philosophy to science, art, religion and politics. We will read both classical and contemporary philosophy texts to study the different methods and problems of philosophy.

The course has three main goals:

• First, that students understand the subject matters of ancient Western philosophy, its historical development and social conditions.
• Second, that they learn to read and analyse philosophical texts from antiquity and use them to address contemporary problems.
• Third, that they become capable in writing philosophical texts based on readings from ancient philosophy.

Our emphasis will be in reading whole works in Icelandic translations, with special focus on Plato's Republic, and in class we try to analyse the main theories and arguments in the texts. The students work alone and in groups at solving specific tasks under the guidance of the teacher but a significant part of the course is devoted to reciprocal support among the students in solving problems.

The first class will be held Tuesday 31 August. There we will read through the study programme, learning outcomes and course assessment and students get the first written assignment. On three occasions (Friday afternoons) we host peer review exercises where students read and assess each other’s work. Participation in these exercises is an important part of the course assessment.

Icelandic translations can be bought with 25% discount at the store of the Icelandic Literary Society (by Hagatorg). It should be noted that some of the works are also used in other philosophy courses. It should also be easy to approach the texts in public libraries.

The aim of this course is to show students the importance of critical thinking by introducing its main concepts and methods as well as different understandings of the notion. Furthermore, the aim is to train students in critical thinking and argumentation, both in a philosophical and an everyday context. Special emphasis will be placed on analysing arguments. Common fallacies and stratagems will be discussed, with the aim of learning how to detect and avoid them. The relationship between critical thinking and ethics will be thoroughly examined.

The teaching involves both lectures and discussion sessions. Assignments will primarily be aimed at practical tasks relevant to everyday experiences.

In this course, we discuss a few selected contemporary issues in the field of social and political philosophy. We will discuss and analyse key concepts of relevance for a good society, such as liberty, equality, justice and democracy with a special reference to Icelandic society. 

Students will be introduced to the basics of philosophical and formal logic. The course focuses on propositional logic (truth-functional logic) and quantified logic (first-order logic). Additionally, a brief survey of informal logic will be given at the beginning of the course, and philosophical questions concerning the nature and status of logic will be addressed toward the end of the course.

This course provides an overview of three principal moral theories: Aristotle's virtue ethics as presented in his Nichomachean Ethics, Kant's deontoloical ethics as presented in his Groundwork for the Metaphysics of Morals and John Stuart Mill's rule ethics as presented in his Utilitarianism.

Description
A survey of Western philosophy in the 17th and 18th Centuries, with emphasis on selected topics in the epistomology and metaphysics of the period, based upon a close reading and comparison of primary texts. Descartes, Hume and Kant are the principal authors discussed.

Teaching
The teaching involves both lectures and discussions. Lectures will give an exposition of the subject and/or of its main topics. Discussions will adress more specific topics or questions.

In this course we will consider many of the most prominent problems in the philosophy of science of the 20^th and 21^st century. How are scientific theories confirmed by experiments and observations? What is it for something to be a law of nature? Why should we trust scientific research more than other methods for obtaining knowledge? Is scientific research value-laden? And what is involved in the claim that science is objective?

The course aims to give a brief survey of selected topics in the philosophy of art; to introduce students to particular discussions, questions, theories and arguments in the philosophy of art through selected readings, both historical and contemporary; and to enable students to discuss topics related to aesthetics.

In this course, 19th and 20th century ideas that had fundamental effects on Western philosophy and intellectual history, will be examined. These are socially transformative ideas such as freedom, secularism, equality, resistance, the relation between the individual and society, ideas concerning existence and the soul, oppression, injustice, the national state and capitalism. Perhaps last but not least ideas about history, time and evolution of humanity and the planet. 

Each week a new thinker or idea that transformed Western intellectual history is introduced and engaged with. Thinkers such as G.W.F. Hegel, Karl Marx, Sigmund Freud, Rosa Luxembourg and Emma Goldman are analysed and influential isms such as phenomenology, neoliberalism or postructuralism. The aim is to read these thinkers and isms in accordance with the zeitgeist of the historical period they belong to (to the extent that we, people in the 21st century can “read” zeitgeists of older periods). At the same time the aim is to dig deep into original texts and to acquire multi-dimensional understanding of the ideas. Important part of the course is also to look at these themes in relation to the present times and the issues happening at the moment in Western societies and all around the globe. 

In this course we will discuss and ask about the nature of knowledge and tackle problems that relate to knowledge. Why is knowledge important? Is understanding more important than knowledge? What is the difference between knowledge and true belief? What kind of justification is needed to change true belief into knowledge? Is is possible to investigate knowledge like digestion, i.e. with the methods of the natural sciences, or can we only approach it from within, i.e. by investigating our own consciousness? Can we trust the opinions of others? What conditions must be met to do people justice, irrespective of sex, race, age, gender etc? We will mainly read texts from the 20th and 21st century and use the methods of analytic philosophy in reading and analysing philosophical texts.

This course studies select philosophical texts. This time we will read the Laws Plato. The Laws are Plato’s longest dialogue as well as his last. It discusses political philosophy albeit in a different spirit from that of Plato’s older dialogue the Republic. In this course we will shed light on the political philosophy contained in the Laws and seek to place it in a wider Platonic context.

Knowledge of Greek and Latin is not required, but students of Classics may choose to work on a supervised independent study project (5 ECTS or 10 ECTS) centered on an original text in connection to the course. The supervised independent study projects which are available to students with reading knowledge of Ancient Greek and Latin are intended to strengthen their proficiency in Ancient Greek and/or Latin and train them in the reading of original texts.

This course is an introduction to the history of Ancient Greek civilization, with an emphasis on Ancient Greek culture and world view, from earliest times to the Roman period.

This course is a beginner’s course in Latin. No prior knowledge of Latin is assumed at the outset. It introduces the basics of Latin grammar and syntax. Chosen passages will be read in Latin, translated and thoroughly analysed. Teaching consists of 24 lectures on particular aspects of the Latin language and assigned readings.

This course is taught in Icelandic but students can get permission of the instructor to complete assignments and exams in English.

This course is a beginner’s course in Ancient Greek. It introduces the basics of grammar and syntax of the Attic dialect. No prior knowledge of Greek is assumed at the outset. Reading knowledge of Ancient Greek will be prioritized and chosen passages will be read in Greek, translated and thoroughly analysed. Teaching consists of both lectures on particular aspects of the Greek language and assigned readings. It is essential that students read the assigned materials before each lecture.

This course is taught in Icelandic but students can get permission of the instructor to complete assignments and exams in English.

The course is an introduction to Classical Studies. It will deal with the history of the discipline as well as its subject matter and methods: Students will be introduced to classical philology and the various branches of Classical Studies, such as the history, literature, and philosophy of classical antiquity. The course will, moreover, address issues concerning the use of sources, methodology, and conventions in Classics. Students will be introduced to major resources. Knowledge of the classical languages is not required.

Obstinance, pride and treachery can have disastrous consequences, nevermind matricide, patricide and incest. Sometimes it almost seems like fate is in charge and fate can be very ironic. All of this is quite familiar from Greek tragedy.

This course introduces the student to Greek tragedy as a genre. Students will read a number of Greek tragedies in (Icelandic) translation and will become familiar with both the form and content of Greek tragedies. Various aspects of the genre will be discussed, including interactions of mortals and immortals in Greek tragedy, fate and responsibility, gender issues, Greek self-identity and respresentation of the foreign.

Knowledge of Ancient Greek is not required, but students who are able to read Greek will be asked to submit a translation assignment.

The main objective of this course is to prepare students for a critical approach to ideas and methods in pedagogy and education. Students will be introduced to the main ideas that have shaped schools and education in the western tradition and made able to locate contemporary currents in an ideological context. The main objective of this course is to prepare students for a critical approach to ideas and methods in pedagogy and education. Students will be introduced to the main ideas that have shaped schools and education in the western tradition and made able to locate contemporary currents in an ideological context.

The course is organized around three basic topics: (i) The human being as a rational, sentient and ethical being, (i) the aims of education and (iii) freedom and democracy. Among the philosophers and educational theorists discussed in the course are Plato, Rousseau, Kant, Dewey, Key, Neill and Freire.

Philosophical thinking extends beyond mere critical, analytical, and logical reasoning. The mind is extended, embodied, embedded and ecological. Each mind is a manifestation of vast interactions environments, individually creative and intuitive. This seminar delves into the pioneers of embodied thinking within the modern to contemporary history of philosophy (from Schopenhauer, Nietzsche, Husserl, Merleau-Ponty, Dewey, James, Beauvoir, Arendt, Weil to Irigaray, Varela, Petitmengin, Gendlin, Noë and Tuana). Besides exploring, philosophies of embodied thinking, a special emphasis is on introducing methodologies derived from these philosophies, and to engage in practices. The objective of these methodologies is to become more aware of the rich backgrounds of lived experience participating in any idea and understanding. Engaging the embodied and ecological dimension of thinking strengthens students in their independent philosophical approach and fosters collaborative skills of understanding thinking together.
The seminar will include a weekend training workshop.

Direct study in seminar: Pioneers of Philosophical Embodied Thinking. Students must finish related seminar to finish the direct study.

In the seminar we will consider Mill´s lifelong struggle against dogmatism and how it informs his conception of logic, ethics, religion and social philosophy. We will give anti-dogmatic readings of some of his major works including  On Liberty, Utilitarianism, The Subjection of Women and System of Logic.  

Direct study in seminar: Philosophical Progress. Students must finish related seminar to finish the direct study.

This seminar will consider both philosophical questions about movies (e.g. "What is a movie?") and philosophical questions raised in movies (e.g. "What is real?", "What is a marriage?"). 

The course is taught in English.

In this course, some of the main themes in contemporary political philosophy will be discussed. Special emphasis will be laid on the egalitarian liberalism of John Rawls and that criticized from the perspectives of libertarianism, communitarianism, feminism, discourse democratic theory and post-structuralism.

A discussion of some controversial issues in the field of bioethics, in particular those relating to developments in genetics and their possible effects upon medical services and health care policy.

This course is dedicated to various issues in contemporary metaphysics as well as the history of metaphysics in the 20th and 21st centuries. Topics covered include personal identity; free will; realism, anti-realism, and nominalism; natural kinds and fictional characters; possible worlds; the relation between language and world; and the relation between mind and body. Furthermore, topics in social ontology will be introduced, such as the metaphysics of gender and race.

The course follows and continues KLM101G Latin I. Its main purpose is to reinforce the students knowledge and understanding og Latin grammar and syntax and enhance their reading comprehension. It is, moreover, supposed to introduce important authors of Classical Latin. A selection of Latin texts by various authors will be read. Students will read and prepare texts in the original language to be read and translated in class. Texts will be discussed with a view to grammar, syntax and style, and contextualized when required. 

This course is taught in Icelandic, but students may submit assignments and complete exams in English.

The course is a continuation of KLM102G Ancient Greek I. The first part of the course resumes coverage of grammar and syntax of Ancient Greek (Attic) where Ancient Greek I left off. During the second half of the course, students will read select Ancient Greek texts.

Students can get permission of the instructor to complete assignments and exams in English.

In this course we will read selections from medieval literature broadly conceived (from the end og the 4th century to the beginning of the 16th century): poetry and historiography, philosophy and theology. Texts will be analysed grammatically and discussed materially as needed.

The course will be taught in Icelandic, but students whose native language is not Icelandic may complete assignments and exams in English.

The course deals with interconnections between political radicalism, culture, tradition and power. We will focus on contemporary representations of dissent in particular, look at the discourse of democracy and cultural difference, reactions to and criticism of protest in the Western political tradition and dissent in more repressive political systems. The role of intellectuals and writers will be explored as well as the function of artistic expression and design in transforming cultural and social environments. We will also discuss media and social media discourse in connection with an attempt to understand the various and sometimes contradictory objectives of public institutions. A few points of conflict will be discussed that to some extent expose fundamental conflicts in liberal democratic societies such as questions about the wisdom and ignorance of publics, reactions to climate change, inequality, extreme poverty and war. Finally corruption and power will be discussed as well as social and cultural expression, the possibilities and limitations of freedom of speech, the use and abuse of information, disinformation, secrecy, fake and “fake news”.

In this course we will consider many of the most prominent problems in the philosophy of science of the 20^th and 21^st century. How are scientific theories confirmed by experiments and observations? What is it for something to be a law of nature? Why should we trust scientific research more than other methods for obtaining knowledge? Is scientific research value-laden? And what is involved in the claim that science is objective?

The course aims to give a brief survey of selected topics in the philosophy of art; to introduce students to particular discussions, questions, theories and arguments in the philosophy of art through selected readings, both historical and contemporary; and to enable students to discuss topics related to aesthetics.

In this course, 19th and 20th century ideas that had fundamental effects on Western philosophy and intellectual history, will be examined. These are socially transformative ideas such as freedom, secularism, equality, resistance, the relation between the individual and society, ideas concerning existence and the soul, oppression, injustice, the national state and capitalism. Perhaps last but not least ideas about history, time and evolution of humanity and the planet. 

Each week a new thinker or idea that transformed Western intellectual history is introduced and engaged with. Thinkers such as G.W.F. Hegel, Karl Marx, Sigmund Freud, Rosa Luxembourg and Emma Goldman are analysed and influential isms such as phenomenology, neoliberalism or postructuralism. The aim is to read these thinkers and isms in accordance with the zeitgeist of the historical period they belong to (to the extent that we, people in the 21st century can “read” zeitgeists of older periods). At the same time the aim is to dig deep into original texts and to acquire multi-dimensional understanding of the ideas. Important part of the course is also to look at these themes in relation to the present times and the issues happening at the moment in Western societies and all around the globe. 

This course studies select philosophical texts. This time we will read the Laws Plato. The Laws are Plato’s longest dialogue as well as his last. It discusses political philosophy albeit in a different spirit from that of Plato’s older dialogue the Republic. In this course we will shed light on the political philosophy contained in the Laws and seek to place it in a wider Platonic context.

Knowledge of Greek and Latin is not required, but students of Classics may choose to work on a supervised independent study project (5 ECTS or 10 ECTS) centered on an original text in connection to the course. The supervised independent study projects which are available to students with reading knowledge of Ancient Greek and Latin are intended to strengthen their proficiency in Ancient Greek and/or Latin and train them in the reading of original texts.

This course is an introduction to the history of Ancient Greek civilization, with an emphasis on Ancient Greek culture and world view, from earliest times to the Roman period.

This course is a beginner’s course in Latin. No prior knowledge of Latin is assumed at the outset. It introduces the basics of Latin grammar and syntax. Chosen passages will be read in Latin, translated and thoroughly analysed. Teaching consists of 24 lectures on particular aspects of the Latin language and assigned readings.

This course is taught in Icelandic but students can get permission of the instructor to complete assignments and exams in English.

This course is a beginner’s course in Ancient Greek. It introduces the basics of grammar and syntax of the Attic dialect. No prior knowledge of Greek is assumed at the outset. Reading knowledge of Ancient Greek will be prioritized and chosen passages will be read in Greek, translated and thoroughly analysed. Teaching consists of both lectures on particular aspects of the Greek language and assigned readings. It is essential that students read the assigned materials before each lecture.

This course is taught in Icelandic but students can get permission of the instructor to complete assignments and exams in English.

The course is an introduction to Classical Studies. It will deal with the history of the discipline as well as its subject matter and methods: Students will be introduced to classical philology and the various branches of Classical Studies, such as the history, literature, and philosophy of classical antiquity. The course will, moreover, address issues concerning the use of sources, methodology, and conventions in Classics. Students will be introduced to major resources. Knowledge of the classical languages is not required.

Obstinance, pride and treachery can have disastrous consequences, nevermind matricide, patricide and incest. Sometimes it almost seems like fate is in charge and fate can be very ironic. All of this is quite familiar from Greek tragedy.

This course introduces the student to Greek tragedy as a genre. Students will read a number of Greek tragedies in (Icelandic) translation and will become familiar with both the form and content of Greek tragedies. Various aspects of the genre will be discussed, including interactions of mortals and immortals in Greek tragedy, fate and responsibility, gender issues, Greek self-identity and respresentation of the foreign.

Knowledge of Ancient Greek is not required, but students who are able to read Greek will be asked to submit a translation assignment.

The main objective of this course is to prepare students for a critical approach to ideas and methods in pedagogy and education. Students will be introduced to the main ideas that have shaped schools and education in the western tradition and made able to locate contemporary currents in an ideological context. The main objective of this course is to prepare students for a critical approach to ideas and methods in pedagogy and education. Students will be introduced to the main ideas that have shaped schools and education in the western tradition and made able to locate contemporary currents in an ideological context.

The course is organized around three basic topics: (i) The human being as a rational, sentient and ethical being, (i) the aims of education and (iii) freedom and democracy. Among the philosophers and educational theorists discussed in the course are Plato, Rousseau, Kant, Dewey, Key, Neill and Freire.

An individual project on the ethics of nature.

The course focuses on philosophical themes in the history of ideas concerning peace and conflict. The concept of peace will be scrutinised according to how it has been framed within various political discourses and ideologies, such as de-colonialism, internationalism, nationalism, feminism, socialism, liberalism and capitalism. A specific focus will be on the gendered ideas about peace and war as well as philosophical discussions concerning the justification of methods of resistance, such as the use of violence in liberation struggles. We will read works by, among others, Immanuel Kant, Frantz Fanon, Elin Wägner, Hannah Arendt, Mahatma Gandhi and Carol Gilligan.

Direct study in seminar: Philosophy of peace and conflict in historical context. Students must finish related seminar to finish the direct study.

Humans have long been concerned with their own humanity, whether we call it human nature, the meaning of being human, or something else. Why do we consider it so important to be able to demarcate humanity and separate humans from non-humans? Should the emphasis perhaps be on something else? In this seminar we will consider several possible definitions of humanity, theories about them, and different approaches from the history of philosophy. We also consider another aspect, dehumanization, which involves the exclusion of individuals or groups from human society, often with horrendous results. Readings will include philosophical texts from different historical periods but the main emphasis will be on recent texts. Ideas about humanity, dehumanization, and the demarcation of humanity will be put in context with various aspects of social justice.

Direct study in seminar: Humanity and dehumanization. Students must finish related seminar to finish the direct study.

The BA dissertation in philosophy is intended to develop the student's ability to examine a chosen philosophical subject or work and to write about it in accepted scholarly fashion. The dissertation is written under the supervision of a member of the regular philosophy teaching staff. Students apply electronically for a supervisor, using a specific form. Further information on the BA dissertation in philosophy is available on the website of the Faculty of Philosophy, History, and Archaeology.

The course deals with the connection between Man and Nature from the viewpoint of Moral Philosophy. It discusses the main proponents of and theories within Environmental Ethics and describes the roots of differing views of Nature, as well as different ethical orientations, i.e. anthropocentric, ecocentric, and biocentric positions. The course also deals with the integration of environmental and developmental issues, and with the connection between environmentalism and democracy. Amongst central issues discussed are the following: Can Ethics provide guidance in the solution of environmental problems?, What type of beings are worthy of moral considerability?, Can natural phenomena possess intrinsic value?, Do animals have rights?, Is there any fundanmental difference in men's and women's relations to Nature?, and, What is the ethical basis of sustainable development?

The focus of this course is the application of ethics to pressing problems and debates in contemporary society. Possible methods for solving ethical dilemmas, both on an individual and social basis, are discussed. The selection of topics may change from year to year, but possible topics include free speech, the status of refugees, animal rights, poverty and economic inequality, gender discrimination, racial discrimination, environmental issues, and various issues in health care. The relation between theoretical and applied ethics is discussed. While instruction includes lectures, student participation in discussion is greatly emphasized.

Philosophical thinking extends beyond mere critical, analytical, and logical reasoning. The mind is extended, embodied, embedded and ecological. Each mind is a manifestation of vast interactions environments, individually creative and intuitive. This seminar delves into the pioneers of embodied thinking within the modern to contemporary history of philosophy (from Schopenhauer, Nietzsche, Husserl, Merleau-Ponty, Dewey, James, Beauvoir, Arendt, Weil to Irigaray, Varela, Petitmengin, Gendlin, Noë and Tuana). Besides exploring, philosophies of embodied thinking, a special emphasis is on introducing methodologies derived from these philosophies, and to engage in practices. The objective of these methodologies is to become more aware of the rich backgrounds of lived experience participating in any idea and understanding. Engaging the embodied and ecological dimension of thinking strengthens students in their independent philosophical approach and fosters collaborative skills of understanding thinking together.
The seminar will include a weekend training workshop.

Direct study in seminar: Pioneers of Philosophical Embodied Thinking. Students must finish related seminar to finish the direct study.

In the seminar we will consider Mill´s lifelong struggle against dogmatism and how it informs his conception of logic, ethics, religion and social philosophy. We will give anti-dogmatic readings of some of his major works including  On Liberty, Utilitarianism, The Subjection of Women and System of Logic.  

Direct study in seminar: Philosophical Progress. Students must finish related seminar to finish the direct study.

This seminar will consider both philosophical questions about movies (e.g. "What is a movie?") and philosophical questions raised in movies (e.g. "What is real?", "What is a marriage?"). 

The course is taught in English.

In this course, some of the main themes in contemporary political philosophy will be discussed. Special emphasis will be laid on the egalitarian liberalism of John Rawls and that criticized from the perspectives of libertarianism, communitarianism, feminism, discourse democratic theory and post-structuralism.

A discussion of some controversial issues in the field of bioethics, in particular those relating to developments in genetics and their possible effects upon medical services and health care policy.

The course follows and continues KLM101G Latin I. Its main purpose is to reinforce the students knowledge and understanding og Latin grammar and syntax and enhance their reading comprehension. It is, moreover, supposed to introduce important authors of Classical Latin. A selection of Latin texts by various authors will be read. Students will read and prepare texts in the original language to be read and translated in class. Texts will be discussed with a view to grammar, syntax and style, and contextualized when required. 

This course is taught in Icelandic, but students may submit assignments and complete exams in English.

The course is a continuation of KLM102G Ancient Greek I. The first part of the course resumes coverage of grammar and syntax of Ancient Greek (Attic) where Ancient Greek I left off. During the second half of the course, students will read select Ancient Greek texts.

Students can get permission of the instructor to complete assignments and exams in English.

In this course we will read selections from medieval literature broadly conceived (from the end og the 4th century to the beginning of the 16th century): poetry and historiography, philosophy and theology. Texts will be analysed grammatically and discussed materially as needed.

The course will be taught in Icelandic, but students whose native language is not Icelandic may complete assignments and exams in English.

The course deals with interconnections between political radicalism, culture, tradition and power. We will focus on contemporary representations of dissent in particular, look at the discourse of democracy and cultural difference, reactions to and criticism of protest in the Western political tradition and dissent in more repressive political systems. The role of intellectuals and writers will be explored as well as the function of artistic expression and design in transforming cultural and social environments. We will also discuss media and social media discourse in connection with an attempt to understand the various and sometimes contradictory objectives of public institutions. A few points of conflict will be discussed that to some extent expose fundamental conflicts in liberal democratic societies such as questions about the wisdom and ignorance of publics, reactions to climate change, inequality, extreme poverty and war. Finally corruption and power will be discussed as well as social and cultural expression, the possibilities and limitations of freedom of speech, the use and abuse of information, disinformation, secrecy, fake and “fake news”.

The BA dissertation in philosophy is intended to develop the student's ability to examine a chosen philosophical subject or work and to write about it in accepted scholarly fashion. The dissertation is written under the supervision of a member of the regular philosophy teaching staff. Students apply electronically for a supervisor, using a specific form. Further information on the BA dissertation in philosophy is available on the website of the Faculty of Philosophy, History, and Archaeology.

This course discusses the question "What is Philosophy?" and the relationship of philosophy to science, art, religion and politics. We will read both classical and contemporary philosophy texts to study the different methods and problems of philosophy.

The course has three main goals:

• First, that students understand the subject matters of ancient Western philosophy, its historical development and social conditions.
• Second, that they learn to read and analyse philosophical texts from antiquity and use them to address contemporary problems.
• Third, that they become capable in writing philosophical texts based on readings from ancient philosophy.

Our emphasis will be in reading whole works in Icelandic translations, with special focus on Plato's Republic, and in class we try to analyse the main theories and arguments in the texts. The students work alone and in groups at solving specific tasks under the guidance of the teacher but a significant part of the course is devoted to reciprocal support among the students in solving problems.

The first class will be held Tuesday 31 August. There we will read through the study programme, learning outcomes and course assessment and students get the first written assignment. On three occasions (Friday afternoons) we host peer review exercises where students read and assess each other’s work. Participation in these exercises is an important part of the course assessment.

Icelandic translations can be bought with 25% discount at the store of the Icelandic Literary Society (by Hagatorg). It should be noted that some of the works are also used in other philosophy courses. It should also be easy to approach the texts in public libraries.

The aim of this course is to show students the importance of critical thinking by introducing its main concepts and methods as well as different understandings of the notion. Furthermore, the aim is to train students in critical thinking and argumentation, both in a philosophical and an everyday context. Special emphasis will be placed on analysing arguments. Common fallacies and stratagems will be discussed, with the aim of learning how to detect and avoid them. The relationship between critical thinking and ethics will be thoroughly examined.

The teaching involves both lectures and discussion sessions. Assignments will primarily be aimed at practical tasks relevant to everyday experiences.

In this course, we discuss a few selected contemporary issues in the field of social and political philosophy. We will discuss and analyse key concepts of relevance for a good society, such as liberty, equality, justice and democracy with a special reference to Icelandic society. 

Students will be introduced to the basics of philosophical and formal logic. The course focuses on propositional logic (truth-functional logic) and quantified logic (first-order logic). Additionally, a brief survey of informal logic will be given at the beginning of the course, and philosophical questions concerning the nature and status of logic will be addressed toward the end of the course.

This course provides an overview of three principal moral theories: Aristotle's virtue ethics as presented in his Nichomachean Ethics, Kant's deontoloical ethics as presented in his Groundwork for the Metaphysics of Morals and John Stuart Mill's rule ethics as presented in his Utilitarianism.

Description
A survey of Western philosophy in the 17th and 18th Centuries, with emphasis on selected topics in the epistomology and metaphysics of the period, based upon a close reading and comparison of primary texts. Descartes, Hume and Kant are the principal authors discussed.

Teaching
The teaching involves both lectures and discussions. Lectures will give an exposition of the subject and/or of its main topics. Discussions will adress more specific topics or questions.

In this course we will consider many of the most prominent problems in the philosophy of science of the 20^th and 21^st century. How are scientific theories confirmed by experiments and observations? What is it for something to be a law of nature? Why should we trust scientific research more than other methods for obtaining knowledge? Is scientific research value-laden? And what is involved in the claim that science is objective?

The course aims to give a brief survey of selected topics in the philosophy of art; to introduce students to particular discussions, questions, theories and arguments in the philosophy of art through selected readings, both historical and contemporary; and to enable students to discuss topics related to aesthetics.

In this course, 19th and 20th century ideas that had fundamental effects on Western philosophy and intellectual history, will be examined. These are socially transformative ideas such as freedom, secularism, equality, resistance, the relation between the individual and society, ideas concerning existence and the soul, oppression, injustice, the national state and capitalism. Perhaps last but not least ideas about history, time and evolution of humanity and the planet. 

Each week a new thinker or idea that transformed Western intellectual history is introduced and engaged with. Thinkers such as G.W.F. Hegel, Karl Marx, Sigmund Freud, Rosa Luxembourg and Emma Goldman are analysed and influential isms such as phenomenology, neoliberalism or postructuralism. The aim is to read these thinkers and isms in accordance with the zeitgeist of the historical period they belong to (to the extent that we, people in the 21st century can “read” zeitgeists of older periods). At the same time the aim is to dig deep into original texts and to acquire multi-dimensional understanding of the ideas. Important part of the course is also to look at these themes in relation to the present times and the issues happening at the moment in Western societies and all around the globe. 

In this course we will discuss and ask about the nature of knowledge and tackle problems that relate to knowledge. Why is knowledge important? Is understanding more important than knowledge? What is the difference between knowledge and true belief? What kind of justification is needed to change true belief into knowledge? Is is possible to investigate knowledge like digestion, i.e. with the methods of the natural sciences, or can we only approach it from within, i.e. by investigating our own consciousness? Can we trust the opinions of others? What conditions must be met to do people justice, irrespective of sex, race, age, gender etc? We will mainly read texts from the 20th and 21st century and use the methods of analytic philosophy in reading and analysing philosophical texts.

This course studies select philosophical texts. This time we will read the Laws Plato. The Laws are Plato’s longest dialogue as well as his last. It discusses political philosophy albeit in a different spirit from that of Plato’s older dialogue the Republic. In this course we will shed light on the political philosophy contained in the Laws and seek to place it in a wider Platonic context.

Knowledge of Greek and Latin is not required, but students of Classics may choose to work on a supervised independent study project (5 ECTS or 10 ECTS) centered on an original text in connection to the course. The supervised independent study projects which are available to students with reading knowledge of Ancient Greek and Latin are intended to strengthen their proficiency in Ancient Greek and/or Latin and train them in the reading of original texts.

This course is an introduction to the history of Ancient Greek civilization, with an emphasis on Ancient Greek culture and world view, from earliest times to the Roman period.

This course is a beginner’s course in Latin. No prior knowledge of Latin is assumed at the outset. It introduces the basics of Latin grammar and syntax. Chosen passages will be read in Latin, translated and thoroughly analysed. Teaching consists of 24 lectures on particular aspects of the Latin language and assigned readings.

This course is taught in Icelandic but students can get permission of the instructor to complete assignments and exams in English.

This course is a beginner’s course in Ancient Greek. It introduces the basics of grammar and syntax of the Attic dialect. No prior knowledge of Greek is assumed at the outset. Reading knowledge of Ancient Greek will be prioritized and chosen passages will be read in Greek, translated and thoroughly analysed. Teaching consists of both lectures on particular aspects of the Greek language and assigned readings. It is essential that students read the assigned materials before each lecture.

This course is taught in Icelandic but students can get permission of the instructor to complete assignments and exams in English.

The course is an introduction to Classical Studies. It will deal with the history of the discipline as well as its subject matter and methods: Students will be introduced to classical philology and the various branches of Classical Studies, such as the history, literature, and philosophy of classical antiquity. The course will, moreover, address issues concerning the use of sources, methodology, and conventions in Classics. Students will be introduced to major resources. Knowledge of the classical languages is not required.

Obstinance, pride and treachery can have disastrous consequences, nevermind matricide, patricide and incest. Sometimes it almost seems like fate is in charge and fate can be very ironic. All of this is quite familiar from Greek tragedy.

This course introduces the student to Greek tragedy as a genre. Students will read a number of Greek tragedies in (Icelandic) translation and will become familiar with both the form and content of Greek tragedies. Various aspects of the genre will be discussed, including interactions of mortals and immortals in Greek tragedy, fate and responsibility, gender issues, Greek self-identity and respresentation of the foreign.

Knowledge of Ancient Greek is not required, but students who are able to read Greek will be asked to submit a translation assignment.

The main objective of this course is to prepare students for a critical approach to ideas and methods in pedagogy and education. Students will be introduced to the main ideas that have shaped schools and education in the western tradition and made able to locate contemporary currents in an ideological context. The main objective of this course is to prepare students for a critical approach to ideas and methods in pedagogy and education. Students will be introduced to the main ideas that have shaped schools and education in the western tradition and made able to locate contemporary currents in an ideological context.

The course is organized around three basic topics: (i) The human being as a rational, sentient and ethical being, (i) the aims of education and (iii) freedom and democracy. Among the philosophers and educational theorists discussed in the course are Plato, Rousseau, Kant, Dewey, Key, Neill and Freire.

Philosophical thinking extends beyond mere critical, analytical, and logical reasoning. The mind is extended, embodied, embedded and ecological. Each mind is a manifestation of vast interactions environments, individually creative and intuitive. This seminar delves into the pioneers of embodied thinking within the modern to contemporary history of philosophy (from Schopenhauer, Nietzsche, Husserl, Merleau-Ponty, Dewey, James, Beauvoir, Arendt, Weil to Irigaray, Varela, Petitmengin, Gendlin, Noë and Tuana). Besides exploring, philosophies of embodied thinking, a special emphasis is on introducing methodologies derived from these philosophies, and to engage in practices. The objective of these methodologies is to become more aware of the rich backgrounds of lived experience participating in any idea and understanding. Engaging the embodied and ecological dimension of thinking strengthens students in their independent philosophical approach and fosters collaborative skills of understanding thinking together.
The seminar will include a weekend training workshop.

Direct study in seminar: Pioneers of Philosophical Embodied Thinking. Students must finish related seminar to finish the direct study.

In the seminar we will consider Mill´s lifelong struggle against dogmatism and how it informs his conception of logic, ethics, religion and social philosophy. We will give anti-dogmatic readings of some of his major works including  On Liberty, Utilitarianism, The Subjection of Women and System of Logic.  

Direct study in seminar: Philosophical Progress. Students must finish related seminar to finish the direct study.

This seminar will consider both philosophical questions about movies (e.g. "What is a movie?") and philosophical questions raised in movies (e.g. "What is real?", "What is a marriage?"). 

The course is taught in English.

In this course, some of the main themes in contemporary political philosophy will be discussed. Special emphasis will be laid on the egalitarian liberalism of John Rawls and that criticized from the perspectives of libertarianism, communitarianism, feminism, discourse democratic theory and post-structuralism.

A discussion of some controversial issues in the field of bioethics, in particular those relating to developments in genetics and their possible effects upon medical services and health care policy.

This course is dedicated to various issues in contemporary metaphysics as well as the history of metaphysics in the 20th and 21st centuries. Topics covered include personal identity; free will; realism, anti-realism, and nominalism; natural kinds and fictional characters; possible worlds; the relation between language and world; and the relation between mind and body. Furthermore, topics in social ontology will be introduced, such as the metaphysics of gender and race.

The course follows and continues KLM101G Latin I. Its main purpose is to reinforce the students knowledge and understanding og Latin grammar and syntax and enhance their reading comprehension. It is, moreover, supposed to introduce important authors of Classical Latin. A selection of Latin texts by various authors will be read. Students will read and prepare texts in the original language to be read and translated in class. Texts will be discussed with a view to grammar, syntax and style, and contextualized when required. 

This course is taught in Icelandic, but students may submit assignments and complete exams in English.

The course is a continuation of KLM102G Ancient Greek I. The first part of the course resumes coverage of grammar and syntax of Ancient Greek (Attic) where Ancient Greek I left off. During the second half of the course, students will read select Ancient Greek texts.

Students can get permission of the instructor to complete assignments and exams in English.

In this course we will read selections from medieval literature broadly conceived (from the end og the 4th century to the beginning of the 16th century): poetry and historiography, philosophy and theology. Texts will be analysed grammatically and discussed materially as needed.

The course will be taught in Icelandic, but students whose native language is not Icelandic may complete assignments and exams in English.

The course deals with interconnections between political radicalism, culture, tradition and power. We will focus on contemporary representations of dissent in particular, look at the discourse of democracy and cultural difference, reactions to and criticism of protest in the Western political tradition and dissent in more repressive political systems. The role of intellectuals and writers will be explored as well as the function of artistic expression and design in transforming cultural and social environments. We will also discuss media and social media discourse in connection with an attempt to understand the various and sometimes contradictory objectives of public institutions. A few points of conflict will be discussed that to some extent expose fundamental conflicts in liberal democratic societies such as questions about the wisdom and ignorance of publics, reactions to climate change, inequality, extreme poverty and war. Finally corruption and power will be discussed as well as social and cultural expression, the possibilities and limitations of freedom of speech, the use and abuse of information, disinformation, secrecy, fake and “fake news”.

In this course we will consider many of the most prominent problems in the philosophy of science of the 20^th and 21^st century. How are scientific theories confirmed by experiments and observations? What is it for something to be a law of nature? Why should we trust scientific research more than other methods for obtaining knowledge? Is scientific research value-laden? And what is involved in the claim that science is objective?

The course aims to give a brief survey of selected topics in the philosophy of art; to introduce students to particular discussions, questions, theories and arguments in the philosophy of art through selected readings, both historical and contemporary; and to enable students to discuss topics related to aesthetics.

In this course, 19th and 20th century ideas that had fundamental effects on Western philosophy and intellectual history, will be examined. These are socially transformative ideas such as freedom, secularism, equality, resistance, the relation between the individual and society, ideas concerning existence and the soul, oppression, injustice, the national state and capitalism. Perhaps last but not least ideas about history, time and evolution of humanity and the planet. 

Each week a new thinker or idea that transformed Western intellectual history is introduced and engaged with. Thinkers such as G.W.F. Hegel, Karl Marx, Sigmund Freud, Rosa Luxembourg and Emma Goldman are analysed and influential isms such as phenomenology, neoliberalism or postructuralism. The aim is to read these thinkers and isms in accordance with the zeitgeist of the historical period they belong to (to the extent that we, people in the 21st century can “read” zeitgeists of older periods). At the same time the aim is to dig deep into original texts and to acquire multi-dimensional understanding of the ideas. Important part of the course is also to look at these themes in relation to the present times and the issues happening at the moment in Western societies and all around the globe. 

This course studies select philosophical texts. This time we will read the Laws Plato. The Laws are Plato’s longest dialogue as well as his last. It discusses political philosophy albeit in a different spirit from that of Plato’s older dialogue the Republic. In this course we will shed light on the political philosophy contained in the Laws and seek to place it in a wider Platonic context.

Knowledge of Greek and Latin is not required, but students of Classics may choose to work on a supervised independent study project (5 ECTS or 10 ECTS) centered on an original text in connection to the course. The supervised independent study projects which are available to students with reading knowledge of Ancient Greek and Latin are intended to strengthen their proficiency in Ancient Greek and/or Latin and train them in the reading of original texts.

This course is an introduction to the history of Ancient Greek civilization, with an emphasis on Ancient Greek culture and world view, from earliest times to the Roman period.

This course is a beginner’s course in Latin. No prior knowledge of Latin is assumed at the outset. It introduces the basics of Latin grammar and syntax. Chosen passages will be read in Latin, translated and thoroughly analysed. Teaching consists of 24 lectures on particular aspects of the Latin language and assigned readings.

This course is taught in Icelandic but students can get permission of the instructor to complete assignments and exams in English.

This course is a beginner’s course in Ancient Greek. It introduces the basics of grammar and syntax of the Attic dialect. No prior knowledge of Greek is assumed at the outset. Reading knowledge of Ancient Greek will be prioritized and chosen passages will be read in Greek, translated and thoroughly analysed. Teaching consists of both lectures on particular aspects of the Greek language and assigned readings. It is essential that students read the assigned materials before each lecture.

This course is taught in Icelandic but students can get permission of the instructor to complete assignments and exams in English.

The course is an introduction to Classical Studies. It will deal with the history of the discipline as well as its subject matter and methods: Students will be introduced to classical philology and the various branches of Classical Studies, such as the history, literature, and philosophy of classical antiquity. The course will, moreover, address issues concerning the use of sources, methodology, and conventions in Classics. Students will be introduced to major resources. Knowledge of the classical languages is not required.

Obstinance, pride and treachery can have disastrous consequences, nevermind matricide, patricide and incest. Sometimes it almost seems like fate is in charge and fate can be very ironic. All of this is quite familiar from Greek tragedy.

This course introduces the student to Greek tragedy as a genre. Students will read a number of Greek tragedies in (Icelandic) translation and will become familiar with both the form and content of Greek tragedies. Various aspects of the genre will be discussed, including interactions of mortals and immortals in Greek tragedy, fate and responsibility, gender issues, Greek self-identity and respresentation of the foreign.

Knowledge of Ancient Greek is not required, but students who are able to read Greek will be asked to submit a translation assignment.

The main objective of this course is to prepare students for a critical approach to ideas and methods in pedagogy and education. Students will be introduced to the main ideas that have shaped schools and education in the western tradition and made able to locate contemporary currents in an ideological context. The main objective of this course is to prepare students for a critical approach to ideas and methods in pedagogy and education. Students will be introduced to the main ideas that have shaped schools and education in the western tradition and made able to locate contemporary currents in an ideological context.

The course is organized around three basic topics: (i) The human being as a rational, sentient and ethical being, (i) the aims of education and (iii) freedom and democracy. Among the philosophers and educational theorists discussed in the course are Plato, Rousseau, Kant, Dewey, Key, Neill and Freire.

An individual project on the ethics of nature.

The course focuses on philosophical themes in the history of ideas concerning peace and conflict. The concept of peace will be scrutinised according to how it has been framed within various political discourses and ideologies, such as de-colonialism, internationalism, nationalism, feminism, socialism, liberalism and capitalism. A specific focus will be on the gendered ideas about peace and war as well as philosophical discussions concerning the justification of methods of resistance, such as the use of violence in liberation struggles. We will read works by, among others, Immanuel Kant, Frantz Fanon, Elin Wägner, Hannah Arendt, Mahatma Gandhi and Carol Gilligan.

Direct study in seminar: Philosophy of peace and conflict in historical context. Students must finish related seminar to finish the direct study.

Humans have long been concerned with their own humanity, whether we call it human nature, the meaning of being human, or something else. Why do we consider it so important to be able to demarcate humanity and separate humans from non-humans? Should the emphasis perhaps be on something else? In this seminar we will consider several possible definitions of humanity, theories about them, and different approaches from the history of philosophy. We also consider another aspect, dehumanization, which involves the exclusion of individuals or groups from human society, often with horrendous results. Readings will include philosophical texts from different historical periods but the main emphasis will be on recent texts. Ideas about humanity, dehumanization, and the demarcation of humanity will be put in context with various aspects of social justice.

Direct study in seminar: Humanity and dehumanization. Students must finish related seminar to finish the direct study.

The BA dissertation in philosophy is intended to develop the student's ability to examine a chosen philosophical subject or work and to write about it in accepted scholarly fashion. The dissertation is written under the supervision of a member of the regular philosophy teaching staff. Students apply electronically for a supervisor, using a specific form. Further information on the BA dissertation in philosophy is available on the website of the Faculty of Philosophy, History, and Archaeology.

The course deals with the connection between Man and Nature from the viewpoint of Moral Philosophy. It discusses the main proponents of and theories within Environmental Ethics and describes the roots of differing views of Nature, as well as different ethical orientations, i.e. anthropocentric, ecocentric, and biocentric positions. The course also deals with the integration of environmental and developmental issues, and with the connection between environmentalism and democracy. Amongst central issues discussed are the following: Can Ethics provide guidance in the solution of environmental problems?, What type of beings are worthy of moral considerability?, Can natural phenomena possess intrinsic value?, Do animals have rights?, Is there any fundanmental difference in men's and women's relations to Nature?, and, What is the ethical basis of sustainable development?

The focus of this course is the application of ethics to pressing problems and debates in contemporary society. Possible methods for solving ethical dilemmas, both on an individual and social basis, are discussed. The selection of topics may change from year to year, but possible topics include free speech, the status of refugees, animal rights, poverty and economic inequality, gender discrimination, racial discrimination, environmental issues, and various issues in health care. The relation between theoretical and applied ethics is discussed. While instruction includes lectures, student participation in discussion is greatly emphasized.

Philosophical thinking extends beyond mere critical, analytical, and logical reasoning. The mind is extended, embodied, embedded and ecological. Each mind is a manifestation of vast interactions environments, individually creative and intuitive. This seminar delves into the pioneers of embodied thinking within the modern to contemporary history of philosophy (from Schopenhauer, Nietzsche, Husserl, Merleau-Ponty, Dewey, James, Beauvoir, Arendt, Weil to Irigaray, Varela, Petitmengin, Gendlin, Noë and Tuana). Besides exploring, philosophies of embodied thinking, a special emphasis is on introducing methodologies derived from these philosophies, and to engage in practices. The objective of these methodologies is to become more aware of the rich backgrounds of lived experience participating in any idea and understanding. Engaging the embodied and ecological dimension of thinking strengthens students in their independent philosophical approach and fosters collaborative skills of understanding thinking together.
The seminar will include a weekend training workshop.

Direct study in seminar: Pioneers of Philosophical Embodied Thinking. Students must finish related seminar to finish the direct study.

In the seminar we will consider Mill´s lifelong struggle against dogmatism and how it informs his conception of logic, ethics, religion and social philosophy. We will give anti-dogmatic readings of some of his major works including  On Liberty, Utilitarianism, The Subjection of Women and System of Logic.  

Direct study in seminar: Philosophical Progress. Students must finish related seminar to finish the direct study.

This seminar will consider both philosophical questions about movies (e.g. "What is a movie?") and philosophical questions raised in movies (e.g. "What is real?", "What is a marriage?"). 

The course is taught in English.

In this course, some of the main themes in contemporary political philosophy will be discussed. Special emphasis will be laid on the egalitarian liberalism of John Rawls and that criticized from the perspectives of libertarianism, communitarianism, feminism, discourse democratic theory and post-structuralism.

A discussion of some controversial issues in the field of bioethics, in particular those relating to developments in genetics and their possible effects upon medical services and health care policy.

The course follows and continues KLM101G Latin I. Its main purpose is to reinforce the students knowledge and understanding og Latin grammar and syntax and enhance their reading comprehension. It is, moreover, supposed to introduce important authors of Classical Latin. A selection of Latin texts by various authors will be read. Students will read and prepare texts in the original language to be read and translated in class. Texts will be discussed with a view to grammar, syntax and style, and contextualized when required. 

This course is taught in Icelandic, but students may submit assignments and complete exams in English.

The course is a continuation of KLM102G Ancient Greek I. The first part of the course resumes coverage of grammar and syntax of Ancient Greek (Attic) where Ancient Greek I left off. During the second half of the course, students will read select Ancient Greek texts.

Students can get permission of the instructor to complete assignments and exams in English.

In this course we will read selections from medieval literature broadly conceived (from the end og the 4th century to the beginning of the 16th century): poetry and historiography, philosophy and theology. Texts will be analysed grammatically and discussed materially as needed.

The course will be taught in Icelandic, but students whose native language is not Icelandic may complete assignments and exams in English.

The course deals with interconnections between political radicalism, culture, tradition and power. We will focus on contemporary representations of dissent in particular, look at the discourse of democracy and cultural difference, reactions to and criticism of protest in the Western political tradition and dissent in more repressive political systems. The role of intellectuals and writers will be explored as well as the function of artistic expression and design in transforming cultural and social environments. We will also discuss media and social media discourse in connection with an attempt to understand the various and sometimes contradictory objectives of public institutions. A few points of conflict will be discussed that to some extent expose fundamental conflicts in liberal democratic societies such as questions about the wisdom and ignorance of publics, reactions to climate change, inequality, extreme poverty and war. Finally corruption and power will be discussed as well as social and cultural expression, the possibilities and limitations of freedom of speech, the use and abuse of information, disinformation, secrecy, fake and “fake news”.

The BA dissertation in philosophy is intended to develop the student's ability to examine a chosen philosophical subject or work and to write about it in accepted scholarly fashion. The dissertation is written under the supervision of a member of the regular philosophy teaching staff. Students apply electronically for a supervisor, using a specific form. Further information on the BA dissertation in philosophy is available on the website of the Faculty of Philosophy, History, and Archaeology.