Program

Monday, 22 July

15:00 - 15:45	Welcome
15:45 - 16:00	Information session on the Master’s program
16:00 - 17:00	Introductions
18:00	Evening Lecture by Barbar Vetter: First-generation philosophers: why they matter, and how to support them

Tuesday, 23 July

10:00 - 11:00	Lecture I.1
11:00 - 11:30	Coffee Break
11:30 - 12:30	Lecture I.2
12:30 - 14:00	Lunch break
14:00 - 14:50	Exercise/Discussion I.1
15:00 - 17:00	Fellow's Talks

 Wednesday, 24 July

10:00 - 11:00	Lecture I.3
11:00 - 11:30	Coffee Break
11:30 - 12:30	Lecture I.4
12:30 - 14:00	Lunch break
14:00 - 14:50	Exercise/Discussion I.2
15:00 - 17:00	Posters

Thursday, 25 July

10:00 - 11:00	Lecture II.1
11:00 - 11:30	Coffee Break
11:30 - 12:30	Lecture II.2
12:30 - 14:30	Lunch break
	Free Afternoon

Friday, 26 July

10:00 - 11:00	Lecture II.3
11:00 - 11:30	Coffee Break
12:00 - 12:30	Lecture II.4
12:30 - 14:00	Lunch break
12:20 - 14:00	Excercise/Discussion II.2
15:00 - 17:00	Posters

Barbara Vetter: First-generation philosophers: why they matter, and how to support them

Abstract: Academia holds many obstacles to those who are the first in their family to go to university, especially when they come from socially and economically disadvantaged backgrounds. Yet it is crucial for philosophy to be inclusive of first-generation students - not only for the obvious reasons of justice, but also for its own sake, to avoid losing or ignoring important perspectives. But to succeed in being inclusive, we must better understand the nature of the obstacles that first-generation philosophers are facing, and potential measures that may help overcome or remove those obstacles. In this talk, I will point out some philosophical debates where inclusion matters, and discuss the situation of first-generation philosophers within Germany at present, as well as some projects that aim to better support them.

Sara Uckelman: Why We Should Do Historical Logic: What the History of Logic Can Teach Us About the Future of Logic

Abstract: The goal of this course is to demonstrate how research into historical logic can feed into contemporary logic research by providing students with the formal tools they need to understand texts and developments in the history of logic, with the aim of understanding, further, how the history of logic can teach us about the future of logic.

This course will start from a tension in present-day state of logic, a field which is ever expanding and becoming more inclusive and yet which still presents systemic barriers of access to certain groups of people. As logicians we think there is value in the study and practice of logic, so patterns of exclusion should concern us. These patterns of exclusion do not exist in a vacuum, but are rooted in historical events and developments, which means that if we wish to understand where these exclusionary structures come form and how we can get rid of them, we must understand the history of our field.

This is not a history of logic seminar, but rather a seminar on how to use tools of modern formal logic to understand developments in historical logic and the history of logic. In this class we will cover these main topics: (1) Why does it matter that the field of logic is often exclusionary? What are the ways in which it is exclusionary, and could be made more inclusive? (2) How does the history of logic help us understand the future of logic? And who are the ones who should be doing this history? (3) Historical logic in different eras and contexts: ancient Greece; medieval Europe; medieval India; the 19th century. Throughout the four lectures, we will identify, discuss, and use tools of contemporary logic -- modal (temporal, epistemic, dynamic) logic, multi-agent systems; and other non-classical (paraconsistent, relevant, connexive, substructural) logics. These lectures will be supplemented by philosophical, historical, and logical exercises and opportunities for discussion.

Jingyi Wu: Models of Diversity and Injustice

How do social identities and social injustice impact the production of knowledge in a group? Does diversity improve group learning? If so, in what ways? In this course, we will investigate these questions from the lens of computer simulation models of group learning. No prior knowledge of coding is required or expected.