This course asks questions about how humans think. We examine how emotion has been considered distinct from cognition, as well as the relationship between language and thought. Some time is spent looking at the differences between perception, action, and rationality, while examining the role of social interaction in the development of our minds. Additionally, the class looks at the evolution of cognition, the possibility that a mind could be realized on something other than a brain, and what the difference between the two might be. Cognitive science is an interdisciplinary field, and as such students are introduced to perspectives and methodologies from philosophy, psychology, biology, linguistics, and computer science.

• Frequency: Offered each year.

This course is an introduction to cognitive science through artificial intelligence. Readings include many of the classic science fiction stories of authors like Stanislaw Lem and Isaac Asimov, as well as interdisciplinary readings that introduce the student to the actual state of the field of artificial intelligence. This course juxtaposes the “what ifs” of science fiction with the “what is” from the field itself. We survey the field of AI from Alan Turing’s work in the 1950s through the current theoretical explorations of philosophers, psychologists, and computer scientists. The questions we ask involve what “intelligence” is, how it shows itself in human beings and other animals, and what it might look like in a machine.

• Frequency: Offered occasionally.
• Domains/Capstone: 3B
• Prerequisite: Psychology 100.
• Cross-list: Also listed as Psychology 240.

The human mind may be the last great mystery of the physical world: the thing that sets us apart from other animals and seems to defy physical law. In fact, consciousness holds the special title of “The Hard Problem.” Traditional philosophy of mind examines the mind-body problem, usually as it has been conceived and explored through analytic philosophy. This course looks at those texts that have defined and shaped the field historically, while including texts from other philosophical traditions that have only recently changed how the mind-body problem is understood. These include texts from phenomenologists, pragmatists, and linguists, among others. We survey many authors and perspectives, while remaining grounded in the classical texts of the field.

• Frequency: Offered even years, spring semester.
• Domains/Capstone: 5T
• Prerequisite: Philosophy 110 or 115.
• Cross-list: Also listed as Philosophy 241.

This course explores the ways that our bodies and brains absorb external technologies. We look at the mundane ways that our bodies and brains change with bodily technologies- eyeglasses, artificial limbs, pharmaceuticals- as well as more drastic alterations: advances that allow paraplegic individuals to control cursors with eye movements; and performance artist Stelarc, who has attached and used a prosthetic third arm alongside his two “natural” arms. Students discover and discuss ways in which the pop culture concept of the “cyborg” has emerged as a genuine cognitive theory. The theory of the”Extended Mind” in cognitive science is used as students explore the interaction between body, mind, and environment as one continuous process rather than three distinct objects. The political, ethical, philosophical, artistic, and scientific implications of this claim are viewed critically and in depth.

• Frequency: Offered odd years, fall semester.
• Prerequisite: Philosophy 110 or Psychology 100 or Cognitive Science 101 or consent of instructor.

• Domains/Capstone: CP
• Prerequisite: Senior standing, invitation only.

• Prerequisite: Cognitive Science 101 and one other Cognitive Science course. Other prerequisites may be required depending on topics.

• Prerequisite: sophomore standing.