(in Polish) Philosophical Problems of Time Travel 3800-PPTT26-S
The seminar is devoted to the analysis of the idea of time travel and the philosophical
problems it generates. We will begin with David Lewis’s classic account of time travel,
placing it against the background of selected philosophical theories of time. We will then
discuss branching timeline and hypertime models of time travel. In the later part of the
seminar, we will examine selected paradoxes of time travel, including the grandfather
paradox, the counterfactual paradox, and problems connected with the idea of self-visitation.
The analysis of these issues will allow us to connect the topic of time travel with broader
philosophical questions, such as the explication of the concepts of ability and causation, the
analysis of counterfactual conditionals, and the definition of the notion of a temporal part. In
this way, we will show that the seemingly exotic topic of time travel can be of considerable
significance for classical philosophical debates.
Course coordinators
Type of course
Learning outcomes
Students acquire comprehensive, well-structured knowledge of:
– analyses and critiques of the idea of time travel;
– the fundamentals of contemporary theories of time and models of time travel;
– selected paradoxes of time travel and of their broader philosophical implications for debates
concerning ability, causation, counterfactual conditionals, and temporal parts;
– research methodologies in the humanities.
Students are able to:
– effectively search for, analyze, evaluate, select, and use information from both traditional
and electronic sources;
– read and interpret scholarly articles on philosophical problems of time travel;
– understand oral presentations of philosophical ideas and arguments in debates on
philosophical problems of time travel;
– accurately use newly acquired philosophical terminology;
– analyze arguments for and against the possibility of time travel, identifying their key
assumptions and theses;
– identify relationships between different philosophical claims and theories;
– select appropriate argumentative strategies, construct critical arguments, and respond to
counterarguments;
– apply interdisciplinary knowledge from various branches of the humanities to creatively
identify, formulate, and solve complex problems; in particular, formulate research hypotheses
and draw conclusions based on the results of philosophical inquiry;
– critically assess the outcomes of philosophical research and other creative works, including
their contribution to the advancement of knowledge;
– actively participate in academic discourse in the humanities;
– initiate and lead debates.
Students:
– are aware of the scope of their knowledge and skills and recognize the need for continuous
learning and professional development;
– are prepared to critically assess their own contributions to the field of philosophy;
– are open to new ideas and willing to revise their views in light of evidence and argument,
while respecting those who hold opposing opinions;
– organize their work effectively and critically evaluate its progress;
– recognize the primacy of knowledge in addressing research, cognitive, and practical
problems in the humanities.
Assessment criteria
Regular attendance is a prerequisite for receiving credit for the seminar. To obtain a grade of
3.0, the student must submit a report on a paper assigned by the tutor. Doctoral students are
required to deliver a presentation and actively participate in seminar discussions. To receive a
grade of 4.0, the student must submit a report and give a presentation on one of the assigned
seminar readings. To earn a grade of 5.0, the student must deliver a presentation and submit
an essay on a topic closely related to the main themes of the seminar.
Number of absences allowed during a semester: 2