Ecopoetics is the study of literature that is concerned with ecology and nature. However, beyond just literature about nature, this course will examine how ecology and nature have become complicated in the 21st century, the age of the Anthropocene, the age of the climate crisis and the 6th mass extinction (don‰Ûªt worry, we will define these and other key terms).
In the 21st century, humans are now confronted with a growing awareness of their destructive impact on the earth, its environments, and its human and non-human inhabitants. In this class we will examine how ecology and nature have become complicated in the 21st century, alongside many other questions that appear when we start to unravel that complication:
What do we even mean by nature? How do we think about interconnection? Interconnection between whom and what? How are authors writing about the climate crisis, ecological justice, and non-human beings? How can the study of ecopoetics actually help us think about the complicated, interconnected challenges of the twenty-first century at large?
We‰Ûªll look at poems written from the perspective of non-humans; we‰Ûªll consider those who have come before us and those who‰Ûªll come after; we‰Ûªll look at and think about the (supply) chain of associations between you and a cup of coffee; write along the path of NYC‰Ûªs watershed and waterways from source to tap; and invent new words to describe the challenges of this new century.
Ultimately, in this class, we will discuss the profound questions raised by the study of ecopoetics, questions of what it means to be human, to live in an organized society, on a finite earth, now, and 100 years from now.

This course will present advanced topics in Artificial Intelligence (AI), including inquiries into logic, artificial neural network and machine learning, and the Turing machine. Upon successful completion of this course, students will be able to: define the term 'intelligent agent,' list major problems in AI, and identify the major approaches to AI; translate problems into graphs and encode the procedures that search the solutions with the graph data structures; explain the differences between various types of logic and basic statistical tools used in AI; list the different types of learning algorithms and explain why they are different; list the most common methods of statistical learning and classification and explain the basic differences between them; describe the components of Turing machine; name the most important propositions in the philosophy of AI; list the major issues pertaining to the creation of machine consciousness; design a reasonable software agent with java code. (Computer Science 408)

This course will acquaint the student with some of the ancient Greek contributions to the Western philosophical and scientific tradition. We will examine a broad range of central philosophical themes concerning: nature, law, justice, knowledge, virtue, happiness, and death. There will be a strong emphasis on analyses of arguments found in the texts.

The Art of the Probable" addresses the history of scientific ideas, in particular the emergence and development of mathematical probability. But it is neither meant to be a history of the exact sciences per se nor an annex to, say, the Course 6 curriculum in probability and statistics. Rather, our objective is to focus on the formal, thematic, and rhetorical features that imaginative literature shares with texts in the history of probability. These shared issues include (but are not limited to): the attempt to quantify or otherwise explain the presence of chance, risk, and contingency in everyday life; the deduction of causes for phenomena that are knowable only in their effects; and, above all, the question of what it means to think and act rationally in an uncertain world. Our course therefore aims to broaden students’ appreciation for and understanding of how literature interacts with--both reflecting upon and contributing to--the scientific understanding of the world. We are just as centrally committed to encouraging students to regard imaginative literature as a unique contribution to knowledge in its own right, and to see literary works of art as objects that demand and richly repay close critical analysis. It is our hope that the course will serve students well if they elect to pursue further work in Literature or other discipline in SHASS, and also enrich or complement their understanding of probability and statistics in other scientific and engineering subjects they elect to take.

Baruch Logic is a complete course resource for Philosophy 1600: Logic and Moral Reasoning, an introductory logic course at Baruch College, City University of New York. The site includes a course text with accompanying videos, problem sets, and homework assignments. The instructional materials can be freely accessed but at this time the problem sets and homework can be viewed but not interacted with by anyone not registered in the course.

This is a syllabus for PHIL 103 a Zero-Cost Course, using an OER textbook.

This course hub website contains OER/ZTC (Open Educational Resources/Zero Textbook Cost) resources for faculty teaching Critical Thinking (CRT 100) at the Borough of Manhattan Community College (BMCC). These resources are freely available for use by BMCC faculty and beyond.

Concentrates on specific periods of Classical Greek and Roman Literature in translation with attention to cultural, political, and social influences. Topics vary from year to year chosen from among fifth-century Athens, the Golden Age of Latin Literature, the Silver Age, and Late Antiquity. Roman Literature of the Golden Age of Augustus Caesar, produced during the transition from Republican to Imperial forms of government, was to have a profound and defining influence on Western European and American societies. These writings ultimately established lasting models of aesthetic refinement, philosophical aspiration, and political ambition that continue to shape modern cultures. This class will be exploring the Golden Age of Latin Literature from an historical perspective in order to provide an intensive examination of the cultural contexts in which these monumental works of classical art were first produced. Readings will emphasize the transition from a Republican form of government to an Empire under the rule of Augustus Caesar and the diversity of responses among individual authors to the profound structural changes that Roman society was undergoing at this time. Particular attention will be devoted to the reorganization of society and the self through textuality, the changing dimensions of the public and the private, the roles of class and gender, and the relationship between art and pleasure. Writings covering a wide variety of literary genres will include the works of Caesar, Cicero, Catullus, Livy, Virgil, Horace, and Ovid, with additional readings from Cassius Dio for background.

This exercise provides opportunity for open philosophical discussion in the classroom, and promotes collaborative inquiry among students. It gives students direct experience of using the basic intellectual tools of philosophical inquiry. These include: clarifying what is at issue, seeking definitions, questioning definitions, spotting assumptions, evaluating inferential reasoning or moral judgments, presenting and examining evidence or explicit arguments.

Critical review of works, theories, and polemics in architecture in the aftermath of WWII. Aim is a historical understanding of the period and the development of a meaningful framework to assess contemporary issues in architecture. Special attention paid to historiographic questions of how architects construe the terms of their "present." Required of M.Arch. students.

Materials for the zero-textbook-cost course PHIL 110 - Critical Thinking, offered by the School of Professional Studies, City University of New York, designed by Michael FitzGerald, Robert Robinson, and Judit Torok. (CUNY Pathways Flexible Common Core - Individual and Society)The materials includethe syllabus,a course reader compiled by Robert Robinson,video lectures created by Michael FitzGerald, andinstructions for a scaffolded final project.All materials are CC BY-NC-SA, except the course reader which is CC BY-ND. Note that some of the original OER materials from which the reader is compiled may be licensed differently (see the reader acknowledgements page for details).

It is our hope that the successful student who completes a class using all or some of this text will have improved skills with application inside the discipline of philosophy, but also with application to work in other disciplines within academia. Our ultimate goal, however, is to help people develop techniques which support curiosity, open-mindedness, and an ability to collaborate successfully with others, across differences of experiences and background. Our dream is to help people “put their heads together.”

I‰Ûªve been teaching critical thinking for many years, and I‰Ûªve developed a short, free, Creative Commons-licensed text that‰Ûªs useful for a brief (maybe 3 week?) critical thinking section in any intro philosophy or composition course (or really, just about any course; it‰Ûªs been used at my college by professors from a number of departments.)

This goals of this activity are to facilitate team work, critical thinking, and presentation skills in the area of cybersecurity and fake news. Students will be grouped into two teams. As a team, they will choose and analyze cases and ethical questions about fake news through the questions presented in the activity. They will present their analysis to the class.

Humans are social animals; social demands, both cooperative and competitive, structure our development, our brain and our mind. This course covers social development, social behaviour, social cognition and social neuroscience, in both human and non-human social animals. Topics include altruism, empathy, communication, theory of mind, aggression, power, groups, mating, and morality. Methods include evolutionary biology, neuroscience, cognitive science, social psychology and anthropology.

Christian Kock’s essays show the essential interconnectedness of practical reasoning, rhetoric and deliberative democracy. They constitute a unique contribution to argumentation theory that draws on – and criticizes – the work of philosophers, rhetoricians, political scientists and other argumentation theorists. It puts rhetoric in the service of modern democracies by drawing attention to the obligations of politicians to articulate arguments and objections that citizens can weigh against each other in their deliberations about possible courses of action.

This syllabus is an adapted version of Professor Figel's 110 course at Queens College. The College Writing course is centered around the ideas of higher education and the philosophies behind it. All links to material required are included.

This syllabus was designed to create a ZTC/OER course for introductory literature course for college freshman.

"The Problem of the University" is a (largely) open education syllabus that marries a criticality of/with the university as a site and space of knowledge making and knowledge suppression with a metacognitive writing approach for undergraduate students. The syllabus' contents include texts from bell hooks, Paolo Freire, Derrida, Fred Moten and Stefano Harney, Eve Tuck and K. Wayne Yang, among others.
Complete and updated syllabus available at https://waboutw.commons.gc.cuny.edu/

A brief history of conflicting ideas about mankind's relation to the natural environment as exemplified in works of poetry, fiction, and discursive argument from ancient times to the present. What is the overall character of the natural world? Is mankind's relation to it one of stewardship and care, or of hostility and exploitation? Readings include Aristotle, The Book of Genesis, Shakespeare, Descartes, Robinson Crusoe, Swift, Rousseau, Wordsworth, Darwin, Thoreau, Faulkner, and Lovelock's Gaia. This subject offers a broad survey of texts (both literary and philosophical) drawn from the Western tradition and selected to trace the growth of ideas about nature and the natural environment of mankind. The term nature in this context has to do with the varying ways in which the physical world has been conceived as the habitation of mankind, a source of imperatives for the collective organization and conduct of human life. In this sense, nature is less the object of complex scientific investigation than the object of individual experience and direct observation. Using the term "nature" in this sense, we can say that modern reference to "the environment" owes much to three ideas about the relation of mankind to nature. In the first of these, which harks back to ancient medical theories and notions about weather, geographical nature was seen as a neutral agency affecting or transforming agent of mankind's character and institutions. In the second, which derives from religious and classical sources in the Western tradition, the earth was designed as a fit environment for mankind or, at the least, as adequately suited for its abode, and civic or political life was taken to be consonant with the natural world. In the third, which also makes its appearance in the ancient world but becomes important only much later, nature and mankind are regarded as antagonists, and one must conquer the other or be subjugated by it.