Philosophy Talk

If beliefs can be described as having a goal or purpose, then surely that is something like aiming at the truth. Yet we all hold many false beliefs too. Do these false beliefs fail to meet their goal? Or are there some things we believe simply because they make us feel good? Could the goal of beliefs sometimes be to provide comfort? Or must all beliefs—unlike, say, desires and wishes—be based on some kind of justification or evidence? Josh and Ken truly believe their guest is Ray Briggs from Stanford University.

In our healthcare system, parents normally make medical decisions for their kids because, we think, children are not competent to make such decisions for themselves. Similarly, we permit doctors to violate or defer consent for mentally incompetent adults. But where do we draw the line for what constitutes ‘incompetence’? Should severely depressed patients, for example, have the right to decide for themselves whether or not they want treatment? What makes a patient so incompetent, they should be precluded from making their own decisions? Ken and guest host Laura Maguire consent to talk to Jodi Halpern from the UC Berkeley School of Public Health, author of From Detached Concern to Empathy: Humanizing Medical Practice.

Phenomenology is the philosophical study of experience and consciousness, performed by philosophers ranging from Sartre and Heidegger to contemporary analytic philosophers of mind. But what methods do phenomenologists use to study the mind and experience in general? How can phenomenology help us understand a range of human experiences from agency to awe? And why does neuroscience and cognitive science need phenomenology? John and Ken learn what it’s like to talk to Shaun Gallagher from the University of Memphis, author of How the Body Shapes the Mind.

Strange things are said about time: that it’s illusory, that it has no direction. But what about space, or the space-time continuum? What exactly is space-time? Are space and time fundamental features of the world? How do Einstein’s special and general theories of relativity change our understanding of space-time? Is there a distinction to be made between space and time, or must the two concepts be united into a single interwoven continuum? John and Ken expand their space-time with Tim Maudlin from NYU, author of Philosophy of Physics: Space and Time. Part of our series A Philosophical Guide to the Cosmos.

It seems like we know many facts about ourselves and the world around us, even if there vastly many others we know that we don’t know. But how do we know if what we believe to be true is really knowledge? Can our beliefs be both justified and true, yet still not count as genuine knowledge? If so, then how much confidence should we really have in our beliefs? Is there a way to strike a balance between paralyzing skepticism, on the one hand, and dogmatic conviction, on the other? John and Ken know that their guest is Baron Reed from Northwestern University, co-editor of Skepticism: From Antiquity to the Present. Part of a six-part series on Intellectual Humility.

Lesbian, Gay, Bisexual, Transgender, Transsexual… it is safe to say that new ideas of gender and sexuality have broken into mainstream consciousness within the past few decades. What underlies each of these identities, however, is the notion of Queerness. But what defines what it means to be queer? Is it as much a political identity as it is a sexual or gender identity? How does ‘queerness’ subvert or challenge our notions of gender and sexuality? John and Ken welcome Susan Stryker from the University of Arizona, author of Transgender History: The Roots of Today’s Revolution.

In the last few years, conservatives and liberals alike have accused activists on college campuses of silencing contrary opinions. Many have argued—quite vociferously—that activists’ unwillingness to hear from people with opposing opinions endangers freedom of speech in higher education. But is there really an Orwellian threat to free speech on college campuses? Are activists’ demands for respect actually quashing freedom of thought? And when does one person’s freedom of speech impinge on another’s? John and Ken create a safe space for Greg Lukianoff, co-author of The Coddling of the American Mind.

In 1994, Congress eliminated federal funding for college education in prisons. It was, they argued, unjust for prisoners to be eligible for Pell grants when ordinary citizens could not afford higher education. However, research suggests that education in prisons has positive consequences, such as lower recidivism rates and an improved prison environment. So should we have education programs in prisons? Or is the point of prison to punish inmates for their crimes rather than giving them the education many non-felons never receive? John and Ken take a lesson from Jennifer Lackey, who teaches philosophy at Northwestern University and at Stateville Correctional Center near Chicago.

The United States brutally enslaved African Americans for its first hundred or so years of existence. For the next hundred years, black Americans were lynched, deprived of basic rights, and widely discriminated against. Now, while there are still certainly racial injustices to deal with, how are we to respond to the racial injustices of the past? Does time really heal all wounds? Could it ever be legitimate to compensate the descendants of slaves for burdens they themselves did not bear? Likewise, why should the descendants of slave-owners be made to pay for crimes they did not commit? John and Ken welcome Michael Dawson from the University of Chicago, author of Not in Our Lifetimes: The Future of Black Politics.

With 43.3 million Americans burdened with a total of $1.3 trillion in student loan debt, high school students thinking about attending college are faced with a daunting decision. Should they risk joining the ranks of the indebted in order to get a college degree? The answer depends on the value of a college education. Are college graduates happier, or better prepared for life? Is it the government’s job to ensure that investing in college is worth it for students? Should public colleges be free? Or would that decrease their value? And would studying philosophy increase or decrease the value of a college education? John and Ken get collegial with former Stanford president John Hennessy, in a program recorded live at De Anza High School in Richmond, California.