The contemporary world poses the problem of extinction in a way unprecedented in human history.

From the variety of human languages, customs, and cultures already lost, to ancient ecosystems imperiled now that critical planetary thresholds have been breached; and from the planned obsolescence of vast technological systems, to the extermination of large sections of the human population made possible by modern weapons of war—today almost everything seems threatened by disappearance.

And while many realize that the prospect of climate breakdown and civilizational collapse are matters too urgent to ignore, important questions remain about our ability to respond to the scale and complexity of contemporary crises.

Are we prepared to face the unprecedented nature of contemporary challenges? And can the history of our responses to earlier threats provide meaningful models for action? Do the concepts and modes of thought inherited from previous generations still hold relevance today, or are we in need of new ways of thinking about extinction, disappearance and loss that better reflect our present conditions?

In this course, we will address these questions by discussing a wide range of related philosophical, historical, scientific and literary sources. In the process, we will deal with such pressing issues as climate change, nuclear weapons, ecological collapse, generational conflict, human extinction, technological utopianism, capitalism and nostalgia. Our aim throughout the course will be to develop a more critical and interdisciplinary philosophical perspective on the threats posed by the contemporary world, and better understand the possible ways of addressing them. 

Everyone interested is encouraged to participate and contribute. No prior knowledge of the subject is required.

Because ideas will be discussed in relation to specific historical conditions, and always in relation to the problems of the present, the course does not require any prior familiarity with philosophy. Instead, students are expected to regularly attend class meetings, and invited to reflect upon how the problems of the course might inform their own thinking and practice. Throughout the course, students will be expected to actively engage with the course material through reading, writing, discussion and related tasks.

This course continues the work we began in the Winter semester. For this Summer semester, we will follow the same set of thematic foci - but the topics and readings will change. Both new and continuing students are encouraged to participate.

During the Winter semester, our class had three distinct features. First, our readings were determined via weekly discussion about student interests and the larger direction of the course. Second, a system of regular writing and feedback was introduced for those wishing to develop their individual work. And third, a student-led forum/workshop was established, outside class, for anyone interested in further discussing course topics and student writing.

The last two efforts were entirely voluntary but many people participated, creating compelling individual work, weekly out-of-class meetings, and a collectively produced zine. These efforts succeeded, I think, because we turned the class into an opportunity for individual and collective inquiry, experiment and development. I am happy to continue that kind of work if people are interested - it's up to you.

During the previous semester, we read work from Anna Kornbluh, Reinhart Koselleck, William Gibson, Simone de Beauvoir, Jean Améry, Ilse Aichinger, Günther Anders, Roger Caillois, Svetlana Alexievich, Mahmoud Darwish and Stephen Jay Gould. I look forward to talking with course participants about potential authors for the Summer.