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General Admission Contact The New School for Social Research Office of Admission 72 Fifth Avenue, 1st floor New York, NY 10011 212.229.5600 or 800.523.5411 [email protected]

Admission Liaison Mariam Matar

Department of Philosophy 6 East 16th Street, room 1015A New York, NY 10003 212.229.5707 x3078

Mailing Address 79 Fifth Ave, room 1015A New York, NY 10003

Chair Chiara Bottici

Senior Secretary Despina Dontas

Student Advisors MA: Bryan Doniger PhD: Niklas Goldenthal

Philosophy Student Handbook

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The Philosophy department of The New School for Social Research has inherited a legacy of critical thinking and public social and political engagement from thinkers such as Hannah Arendt, Hans Jonas, and Agnes Heller and is rooted in the belief that philosophy reaches beyond academia. Our faculty and alumni are as likely to be found writing in the pages of the New York Times or protesting in the streets as they are publishing in academic journals or lecturing at Oxford and Frankfurt.

Our graduate degree programs in Philosophy are designed to be more creative and flexible than traditional programs. Founded on a fierce commitment to intellectual freedom, our vibrant intellectual community is a place where divisions between Continental and Analytic and philosophy and politics, anthropology, literature, and classics become obsolete.   The graduate curriculum centers on a mix of problems-based and historically oriented courses. Areas of particular strength for our faculty include ancient philosophy, critical theory, existentialism, German idealism, feminist thought, French structuralism, phenomenology, post-Analytic philosophy, pragmatism, psychoanalysis, social and political philosophy, and philosophies of art, language, mind, and nature.    Within the Philosophy department, MA and PhD students can study ancient Greek, Marxist critiques of capitalism, emerging scientific discoveries in artificial intelligence, and animal ethics and politics or spend a semester or year focusing deeply on a single classic philosophical text such as Kant’s Critique of Pure Reason or Spinoza’s Ethics . Students and faculty also develop independent studies on topics ranging from philosophical anthropology, philosophy of trust, and narrative to Leibniz, Hume, and Aristotle.

Philosophy Degrees

The department offers intellectually rigorous programs of study, each with its own requirements.

MA in Philosophy (optional specialization in Psychoanalysis)

Phd in philosophy.

Inquisitive, admired, and analytical-meet some of our faculty:

Featured Courses

The courses in Philosophy combine deep intellectual analyses of important philosophers with a robust and comprehensive survey of important ideas. Pairing an understanding of both thinker and thought creates a context in which to understand underlying concepts and examine bigger intellectual implications.

Scholars and Work

Look closer at our historically-informed, and intellectually-curious philosophical work:

A conversation with Simon Critchley, Hans Jonas Professor of Philosophy

Eric Godoy (Philosophy PhD, 2015) asks who bears responsibility

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Philosophy (PhD)

Program description, dual degree.

Philosophy strives to answer the most fundamental questions about the world and our place in it. While people often implicitly assume answers to many of these questions, philosophy as a discipline seeks to identify and answer them through rigorous and informed inquiry and reasoning.

These questions have been pursued for thousands of years, in many different ways and in many different cultures, and the study of this rich history is itself part of the increasingly global discipline of philosophy. Its main branches include metaphysics (questions about the structure of reality); ethics (questions about the good, the right, and the virtuous); epistemology (questions about knowledge, truth, and inquiry); philosophy of mind (questions about cognition, consciousness, and emotion); philosophy of language (questions about meaning and its linguistic expression); and political philosophy (questions about justice, liberty, and the state). At the same time, no field of inquiry or endeavor is without its own most fundamental and therefore philosophical questions; hence, philosophy encompasses a wide range of interdisciplinary areas such as philosophy of science (including philosophies of physics, biology, cognitive science, and the social sciences); philosophy of mathematics; aesthetics; philosophy of law; and philosophy of religion. Many academic disciplines that are now well established as mature fields of inquiry in their own right began as branches of philosophy. Among philosophy’s most important tools is logic—another field of inquiry originated by philosophers.

Faculty in NYU’s internationally recognized Department of Philosophy are deeply engaged in developing new philosophical knowledge; in training graduate students to become the next generation of leaders in philosophy; and in preparing undergraduates for the many professional pursuits that benefit from critical thinking, analysis, and argumentation (including education, law, medicine, politics, business, computer science, and publishing) and for the kind of life deepened by awareness and reflection that is most worth living.

The Philosophy Department offers a dual degree with the NYU School of Law: Philosophy PhD/Law JD.

See Philosophy for admission requirements and instructions specific to this program.

All applicants to the Graduate School of Arts and Science (GSAS) are required to submit the  general application requirements , which include:

• Academic Transcripts
• Test Scores  (if required)
• Applicant Statements
• Résumé or Curriculum Vitae
• Letters of Recommendation , and
• A non-refundable  application fee .

See Philosophy for admission requirements and instructions specific to this program. 

Basic Course Work

Third-year review, logic requirement, thesis prospectus, prospectus defense, thesis and oral examination, departmental approval, program requirements.

The program requires the completion of 72 credits. 20 of the total 72 credits may be in dissertation research, although the student may include other courses toward that total as well. No more than 8 basic credits taken while enrolled in the program can be satisfied through courses taken outside of the NYU Department of Philosophy.

This seminar is open to first year Philosophy PhD. students only. It includes frequent short writing assignments, and the mode of instruction emphasizes discussion rather than lecture. The topics are determined by the instructors but include basic texts and ideas in analytic philosophy.

See "Basic Course Work" below.

See "Third-Year Review" below.

Students are required to take at least one semester of PHIL-GA 3601 Work in Progress Seminar (4 credits), with the obligation usually to be fulfilled by the end of the student’s fourth year. The Work-in-Progress Seminar is devoted to the discussion of students’ work-in-progress under the supervision of a faculty member.

See "Logic Requirement" below.

These nine courses are drawn from advanced introduction courses, intermediate-level courses, topics or advanced seminar courses, and research seminar courses. In special circumstances, students may earn 4 points (but no more than 4 points) of basic coursework by completing an Independent Study with a faculty member, in which they read up on an area of interest and write a paper with faculty guidance. There are three distribution categories: value theory (ethics, aesthetics, philosophy of law, and political philosophy), metaphysics and epistemology broadly conceived (metaphysics, epistemology, philosophy of language, philosophy of mind, philosophy of science, philosophy of mathematics, and philosophy of logic), and history of philosophy (ancient, medieval, modern, 19th century, and early 20th century). Of the nine basic courses, at least two courses each must fall into two of these three distribution categories, and one course must fall into the other distribution category.

In the Third Year Review Preparation Course, students work with a faculty member to develop and refine an already existing paper or project. Except in special circumstances, it is expected that the Third Year Review Preparation Course paper will serve as the student’s Third Year Review submission.

By the date one week prior to the first day of the fifth semester in the program, students must submit one paper written while enrolled in the NYU Ph.D. program. To satisfy the requirement, the paper should be a substantial and polished piece of work that demonstrates that the student is able to take his or her philosophical research and writing to the high level appropriate for writing a dissertation.

The department’s logic requirement can be satisfied in four ways. Two ways are to take a graduate-level logic course in the NYU philosophy department or a graduate-level course elsewhere, but in both cases the appropriateness of the course must be approved by the Director of Graduate Studies. A third way is to satisfy the department that some course or courses taken previously meets the required standard. A fourth way is to schedule an oral examination covering an appropriate range of topics. In deciding whether to approve courses under the second and third headings, and in determining the content of the oral examination under the fourth heading, the department will be looking for competence in the following topics: formalization of English sentences in first-order logic; derivations within a proof system for first-order logic; formal definitions of models, truth in a model, and validity for first-order logic; basic meta-logical tools, including proof by mathematical induction and recursive definition; the statement of, and the basic methods for proving, basic meta-logical results, including soundness and completeness for systems of first-order or modal logic, and results concerning the decidability of some formal systems.

Additional Program Requirements

During their third year in the program, students develop a prospectus for their dissertation. The prospectus document, between five and a strict maximum of fifteen pages long, should not be a philosophy paper, but rather a thesis plan that clearly articulates an interesting philosophical project, situates the project in the space of philosophical ideas, and gives an indication of the main relevant literature.

While the prospectus defense takes the form of an oral examination, its principal purpose is to reach an agreement with prospective future members of the student’s thesis committee as to the shape and substance of the project. The thesis prospectus examination should satisfy the committee that the candidate can write a passing thesis meeting the description in the candidate’s submitted prospectus.

The dissertation can consist of a monograph or, alternatively, of three outstanding papers. The department envisions that, in most cases, the dissertation will grow out of work done for the topics or advanced seminars or while in PHIL-GA 3600 Third Year Review Preparation Course , and continued in PHIL-GA 3601 Work in Progress Seminar . Thus, there will be no sharp distinction between years of course work and years of dissertation writing. Students are expected to complete all degree requirements, including the dissertation, within six years.

All Graduate School of Arts & Science doctoral candidates must be approved for graduation by their department for the degree to be awarded.

Sample Plan of Study

Following completion of the required coursework for the PhD, students are expected to maintain active status at New York University by enrolling in a research/writing course or a Maintain Matriculation ( MAINT-GA 4747 ) course.  All non-course requirements must be fulfilled prior to degree conferral, although the specific timing of completion may vary from student-to-student.

Learning Outcomes

Upon successful completion of the program, graduates will have:

• The ability to conduct independent philosophical research, with emphasis on the ability to identify questions of philosophical significance, to master the philosophical literature surrounding a given question, and to analyze and critically assess that literature.
• The ability to make significant, original contributions to the field, whether by advancing an ongoing contemporary debate or by enhancing our understanding of the history of philosophy.
• A proficiency in written communication, with emphasis on the ability to write research articles meeting the highest professional standards, such that students will be able to publish their work in the most selective peer-reviewed journals in the field.
• A proficiency in oral communication, with emphasis on the ability to present papers, comments, and ideas in professional conference, seminar, and colloquium settings.
• A proficiency in the teaching of philosophy, with emphasis on the ability to function as a clear, effective, and stimulating teacher of philosophy at both the undergraduate and graduate level.
• A familiarity with a broad range of areas in contemporary philosophy, including exposure to value theory and to metaphysics and epistemology, broadly construed.
• A familiarity with one or more topics in the history of philosophy, and an ability to read, interpret, and critically assess texts from different eras and traditions.
• A competence in formal logic, including the formalization of English sentences; derivations within a system of predicate logic; formal definition of truth and validity for a first-order language; basic metalogical tools, including the use-mention distinction, the concept of rigor, and proof and definition by mathematical induction; and statement and proof of basic metalogical results, including the deduction theorem, and soundness and completeness for sentential and predicate logic.

NYU Policies

Graduate school of arts and science policies.

University-wide policies can be found on the New York University Policy pages .

Academic Policies for the Graduate School of Arts and Science can be found on the Academic Policies page . 

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Doctor of Philosophy

The Institute's PhD program is designed for students who are eager to investigate the role of the visual arts today and in the past. Through detailed, object-based study and historical and theoretical interpretation, our degree program provides a rigorous experience supported by interaction with the leading scholars of the Institute, New York University and exceptional access to museums, curators, conservators, and archaeologists in New York and world-wide.

To speak to someone about the PhD program or to learn more about the admissions process, contact: [email protected] .

Curatorial Studies

Students enrolled in the PhD program at the Institute can apply to receive the Certificate in Curatorial Studies offered jointly by the Institute and The Metropolitan Museum of Art

The curatorial studies program prepares students for curatorial careers in specialized fields in leading art institutions. The program requires two courses, led by Met curators in the museum, Exhibitions and Collection and Curating , and culminates in a nine-month residency in a curatorial department in the Met or at another local museum. Curatorial Studies Alumni have held leadership positions at some of the world’s foremost art institutions. Complete program information is available here .

Requirements for Admission

Each year the Institute receives over 200 applications to our PhD program, for an entering class of a maximum of twelve funded students.

• Candidates for a degree from the Institute of Fine Arts should have an excellent background in the liberal arts, normally including at least four courses of undergraduate art history. A major in art history is not required.

• Starting with the Fall 2022 admissions cycle, the Institute of Fine Arts will no longer accept GRE scores as part of the application. Candidates should not send their GREs scores as they cannot be recorded or included as part of the application.

• Applicants will submit a focused, 2-4 page, double-spaced Statement of Academic Purpose. Applicants must also submit a CV.

• The Institute requires at least three letters of recommendation that speak to the applicant's research and writing skills.

• One art history writing sample is required. Those PhD applicants who already hold an MA in art history must provide a copy of their thesis or another substantial research paper to be read by an appropriate member of the IFA faculty.

• The Graduate School requires applicants who are not native English speakers to submit official TOEFL or IELTS score results. The TOEFL/IELTS requirement is waived if your baccalaureate or master’s degree was (or will be) completed at an institution where the language of instruction is English.

Candidates wishing to be considered for admission to the Institute for Fall 2024 should submit their applications by December 1st, 2023 .

Applications are processed electronically by NYU's Graduate School of Arts and Science (GSAS) Office of Admissions,  [email protected] , 212-998-8050.

Applications to the Institute are submitted electronically here .

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A doctorate is the pinnacle of an arts and science education. Founded in 1886, the Graduate School of Arts and Science at NYU is among the oldest schools offering doctoral programs in the United States. Today NYU’s doctoral programs span the humanities, sciences, and social sciences, and students pursue cutting-edge research with the close supervision of NYU’s internationally recognized research faculty. New York City resources complement and enhance our vibrant intellectual communities. Use the links below to explore Doctor of Philosophy and dual advanced degrees at New York University.

Ph.D. Programs Dual Degree Programs

• World History, Doctor of Philosophy

The innovative Ph.D. in World History at St. John’s redefines and reclaims the vital roles that professionals with advanced humanities training play in our complex, global society.

• Majors and Programs of Study

Earn a Ph.D. in World History at St. John's University in New York City!

The innovative Ph.D. in World History at St. John’s redefines and reclaims the vital roles that professionals with advanced humanities training play in our complex, global society. It combines traditional academic rigor in research with an emphasis on new pedagogies, interdisciplinary study, technology, collaborative work, community engagement, and a unique approach to internship training.

Our program distinguishes itself with internship rotations that allow you to apply your knowledge and training in history to practice in the community. You have the opportunity to gain valuable professional experience in fields such as:

• Film-making and digital media
• Libraries and archives
• Museums and galleries
• Non-profit organizations, non-governmental organizations, and governmental agencies
• Parks and heritage tourism
• Publishing, editing, and production
• Secondary and post-secondary teaching

The Department of History’s full-time faculty members are active scholars with fields of expertise that include African, American, Asian, European, Latin American, and Middle Eastern studies. As a doctoral student at St. John’s, you will benefit from close mentoring relationships with these professors and be part of our vibrant and diverse intellectual community. We also offer flexibility to accommodate both traditional full-time doctoral students and working professionals seeking a degree part-time.

Department Faculty

Please see a list of our History faculty.

Department Contact

Philip Misevich, Ph.D. Associate Professor and Graduate Director 718-990-5238 [email protected]

• St. John's College of Liberal Arts and Sciences
• Queens Campus

To apply to the Ph.D. in World History, you must submit official transcripts showing conferral of your bachelor’s degree and at least 24 credits in history. You must also possess at least a cumulative GPA of 3.0 at the undergraduate level, with a 3.5 or higher in history courses.

In light of the impact of COVID-19, the GRE requirement has been suspended for the 2023-2024 admission cycle.

You must submit three letters of recommendation, at least one of which attests to your research ability. You must also submit a recent sample of written work, as well as a personal statement detailing your research agenda, professional goals, and experience.

Applicants who already hold a master’s degree in history may qualify for up to 18 credits of advanced standing with approval from the graduate director and the Dean’s office.

The deadlines for admission to the Ph.D. World History program are as follows:

• Fall: April 1 for admission and January 15 for fellowship/assistantship consideration
• Spring: November 1

Office of Graduate Admission 718-990-1601 [email protected]

Tuition and Financial Aid

Fellowships and assistantships.

The University awards a limited number of graduate assistantships and doctoral fellowships to highly-qualified students each year. These positions provide tuition remission and a stipend and involve assisting faculty with their research. The University also awards a limited number of University Doctoral Fellowships that offer tuition remission for students who work full-time and attend the Ph.D. program part-time. For more information, please visit Graduate Assistantships and Fellowships  and  Tuition and Financial Aid .

The Nickolas Davatzes Scholarship

The Department of History offers the Nickolas Davatzes Scholarship to qualified graduate students who are committed to teaching History in high school or community college, and who demonstrate high financial need. The  scholarship fund  was established in 2007 by Nickolas Davatzes ’62C, ’64G, ’95Hon, who established the A&E Network and the History Channel, and Dorothea Hayes Davatzes ’66Ed. Scholarships are granted by the department on a competitive basis and provide $5,000 for summer research or tuition assistance.

The Ph.D. requirements include 60 credits of coursework, internship, and dissertation research. The breakdown of program requirements is as follows:

HIS 401 Modern Historical Research (3 credits)

This course, which you will complete in your first semester of coursework, provides a general background in theory, historiography, research skills, and methodology.

Seminars (choose four, 12 credits):

• HIS 701 World History Seminar in Gender and Sexuality
• HIS 702 World History Seminar in War, Peace, and Revolution
• HIS 703 World History Seminar in State and Society
• HIS 704 World History Seminar in Historical Identities
• HIS 705 World History Seminar in Technology and Science
• HIS 706 World History Seminar in Production, Consumption, and Trade
• HIS 707 World History Seminar in Cities and Countryside
• HIS 708 World History Seminar in Diasporas, Migrations, and Borders
• HIS 709 World History Seminar in Ideas and Culture

Electives (15 credits)

You may choose your elective credits from a wide range of thematic and geographically-based offerings. You may also apply additional world history seminars as electives.

Concentration (12 credits)

With the approval of your advisor and the program director, you may complete an interdisciplinary area of concentration in the complementary fields of public history, library and information science, museum administration, or education. You may also use these credits to take additional history electives in a thematic or regional concentration.

Internship (two semesters, six credits)

In your first semester of internship, you’ll engage in six rotations in each of the following areas:

• Teaching high school and college history
• Non-profit, non-governmental organizations and governmental agencies

In the second semester, you’ll commit to one of these areas for another semester of supervised practical experience that may include teaching an undergraduate history course; working in a public history setting such as a museum, archive, or restoration project; a film-making, editing, or digital media project; or another approved activity that appropriately reflects your professional interests.

Foreign Language (non- credit requirement)

You must demonstrate reading proficiency in at least one foreign language appropriate to your dissertation research by translating a faculty-approved passage. You must complete the foreign language requirement before registering for dissertation research.

Annual Portfolio (non-credit requirement)

To help the faculty assess your progress toward degree candidacy and the dissertation, you will maintain an annual portfolio of departmentally-approved examples of your work, as well as evidence of your progress in developing professional skills and experiences. You will present the portfolio, along with a summary essay discussing your evolving body of work and professional interests, for annual review while in the program, and the final summary essay and oral presentation of your portfolio will constitute your dissertation prospectus.

Dissertation (12 credits)

Once you’ve met the above requirements, you’ll register for a three-credit, semester-long dissertation proposal workshop to develop a research project best suited to your professional aspirations, in collaboration with peers and faculty mentors from across and outside the department.

Unique to our program is the ability to combine a research specialization with teaching, public history, or other appropriate professional applications in the dissertation. We encourage a variety of original, high-quality dissertation formats, including: a digital media project; a museum exhibit and catalog; an archival project and guide; a website; a curriculum guide; and an oral history project. While the format of the project is flexible, we expect the dissertation to provide original in-depth research and demonstrate mastery of the field.

Internships

As a student in the Ph.D. World History program at St. John's, you have the opportunity to gain valuable internship experience with the following prestigious and dynamic institutions:

Career Outcomes

The communication skills, analytical thinking, and historical perspectives you gain through the Ph.D. program in World History will prepare you for tenure-track faculty positions in history as well as careers in museums, libraries, cultural agencies and institutions, consulting firms, and digital and traditional media companies. The distinctive socially-aware, problem-solving, and service-oriented education you receive at St. John’s will help you excel in the areas of teaching, public history, and public service. Thanks to the internship experience built in to the program, you will be entering the job market with not only an advanced degree and body of original research, but also professional experience in a field that suits your interests and goals.

You will meet once a month in our doctoral colloquium to present research and publications and gather for workshops and roundtable discussions. You’ll also be able to gain professional training through planning the History department's international World History Theory and Practice conference and through joining the World History Group that discusses teaching history in the core curriculum. For teaching experience, you may shadow faculty members teaching undergraduate courses. Through St. John’s Center for Teaching and Learning , you have access to professional development workshops in grant writing, fundraising, digital humanities, web and social media marketing, and organizational leadership. And you will always have the individual attention of the faculty members in the Department of History who will work with you on articulating and developing your career aspirations.

Interested in History , but not sure if World History, Doctor of Philosophy is right for you?

Explore opportunities at St. John's with our pathway generator.

Related Programs

The combined Bachelor of Arts (B.A.) and Master of Business Administration (M.B.A.) in History and Business Administration offers highly-motivated students the opportunity to complete both undergraduate and graduate degrees in five years of full-time study.

Earning a degree in history provides students with a comprehensive understanding of the issues and events that shape today’s global society. Studying history is also a proven way to develop the analytical and communication skills necessary for success in most fields, including business, law, journalism, public policy, and teaching.

Your history degree will provide you with a comprehensive understanding of the issues and events that shape today’s global society. Studying history is also a proven way to develop the analytical and communication skills necessary for success in most fields, including business, law, journalism, public policy and teaching. Jobs for history teachers alone are expected to rise 13 percent over the next few years.

The combined Bachelor of Arts (B.A.) / Master of Arts (M.A.) program in History offers highly-motivated students the opportunity to complete their undergraduate and graduate degrees in five years of full-time study.

In the Master of Arts (M.A.) program in History at St. John’s, you will enjoy seminar-style classes that build a broad knowledge of history’s main currents, along with the opportunity to specialize in an area of concentration.

Earn an ALA-accredited master's degree in Library and Information Science online!

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Doctor of Philosophy

Current students: looking for your degree requirements visit the academic resources on the registrar page ..

Apply Today

The program offers advanced study in the disciplines of theology with major specialization in one of the areas listed below. Additionally, students select a minor concentration in one of these areas or in an allied academic discipline such as philosophy, sociology, psychology, or religious studies.

• Theology/Ethics
• Interreligious Engagement
• Practical Theology

The major-minor structure in Union’s Ph.D. program enables interdisciplinary cross-fertilization and “mutual illumination” that is intended to generate original scholarship. This structure also equips graduates with academic versatility and expanded teaching competency that will serve to optimize their employability in a competitive market.

The interdisciplinary nature of the Union Ph.D. program is further enhanced by the doctoral seminar in which all students participate. By attending to the interplay between the methods of the theological disciplines and those of religious studies, the program cultivates in graduates a sense of the ongoing dialogue between Theology and Religious Studies that marks contemporary religious education; it prepares graduates to teach and to lead in the diverse, multi-religious, and multicultural contexts of today’s world.

Applying to Union’s Ph.D. Program Information Session

This information session, moderated by Dr. Jan Rehmann, Director of the Ph.D. Program, allowed prospective students to ask questions and gain more information about applying to Union Theological Seminary’s Ph.D. program. Panelists included:

• Olusola Adegbite, PhD student, New Testament
• Pamela Cooper-White, Academic Dean, Professor of Psychology & Religion
• Vanessa Hutchinson, Vice President of Admissions and Financial Aid
• Aliou Niang, Professor of New Testament
• John Thatamanil, Professor of Theology & World Religions

If you have any questions about Union’s Ph.D. Program, email Dr. Jan Rehmann at [email protected] .

Review the Application Procedures and Deadlines before you apply.

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Philosophy PhD

College of arts and sciences, program description.

The Department of Philosophy offers graduate study in various subfields, with notable strengths in two cross-disciplinary research areas that apply philosophical ideas and methods in the real world. The first is applied ontology, which links philosophical ideas and methods to the use of computers in managing data, for example in medical research or in intelligence analysis. The Department is the world's center for the academic study of theoretical and applied ontology. A second area where the Department has particular strengths is in the growing field of philosophy, politics and economics, which studies how the economy, political and social institutions, and questions of justice interact and draws on analytical tools and models from a range of disciplines to address pressing social problems. The Department also excels in philosophy of science, bioethics, and early modern philosophy. The Department is distinguished by its high-quality teaching, robust faculty-student interaction within a vibrant academic community, and the successful placement of our graduates in both academic and extra-academic positions.

Catherine Gaston 832 Clemens Hall Buffalo, NY 14260 Email:  [email protected] Phone: 716-645-9042

Instruction Method

• In Person   (100 percent of courses offered in person)

Full/Part Time Options

Credits required, time-to-degree, application fee, admission tests**.

This program is officially registered with the New York State Education Department (SED).

Online programs/courses may require students to come to campus on occasion. Time-to-degree and number of credit hours may vary based on full/part time status, degree, track and/or certification option chosen. Time-to-degree is based on calendar year(s). Contact the department for details.

** At least one of the admissions tests are required for admission. Test and score requirements/exceptions vary by program. Contact the department for details.

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Department of Geography

Doctor of Philosophy (Ph.D.)

The Ph.D. is a different kind of degree from the master’s degree. A doctoral candidate in geography must be capable of making original contributions to knowledge and scholarship. For the students to make such contributions, they must concentrate on a narrow and clearly defined field of study. We require, however, that doctoral candidates know more of geography than their particular specialties; thus, any aspirant for a doctorate must obtain master’s training or its equivalent before being admitted to doctoral candidacy. In short, admission to doctoral candidacy is official recognition that a student’s general foundation in the breadth of geography is satisfactory. Students then devote their attention to developing depth in chosen specialties.

The general requirements for a doctoral degree in geography are more rigorous than those for a master’s degree. At the same time, the greater flexibility of the doctoral program allows advanced students to pursue programs of study tailored to their special interests and needs.

Progress through the degree is marked by: 

• Successful performance in a verbal qualifying exam; 
• Four-day written comprehensive exam, with a verbal portion after the written answers have been assessed by the committee;  
• Formal dissertation proposal; and 
• Verbal defense of a completed dissertation.

The four-year Ph.D. program is reserved for students who have a master’s degree from another graduate program. That can be another geography program at another university, a non-geography program at another university, or a non-geography program at Penn State.

Students entering the four-year Ph.D. program must take the doctoral qualifying exam in their first year. A committee from three of the four fields of geography and formally appointed by the Graduate Program Officer will administer the qualifying exam. The qualifying exam can take place any time during the year, but students in the four-year Ph.D. program typically take it during spring semester.

Students in the four-year Ph.D. program complete a comprehensive exam and defend their dissertation proposal in the second year. Depending on the needs of their research, and in agreement with their doctoral committee, students can fulfill these two requirements in either order. Once students have successfully passed their comprehensive exam and defended their proposal, they typically take two years to research, write, and defend their dissertations.

Our online Graduate Student Handbook explains the program requirements for all degrees.

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Ross Perlin writes a love letter to New York — in Yiddish and 699 other languages

Years before “The Power Broker” started appearing on the shelves of every journalist giving a Zoom interview , I would enlighten (my wife would say “bore”) friends and family with my enthusiasm for Robert Caro’s monumental biography of New York City planner Robert Moses. I’d gush about how it completely transformed my view of the city and its suburbs, and showed me how the roads, beaches, parks, infrastructure and even values of the region where I grew up were shaped by one powerful man.

In recent months I’ve found a new obsession: Ross Perlin’s “Language City.” Perlin’s book traces the work of the Endangered Language Alliance, which he co-directs with Daniel Kaufman. It aims to document and preserve the 700 languages spoken across the five boroughs — perhaps the most language diversity in any city ever. Perlin reports that one in every 10 languages spoken on the planet has a speaker in New York City. 

Like “The Power Broker,” “Language City” cracks the city open like a geode. Perlin describes just one square mile in Brooklyn that “is home to a Ghanaian evangelical church, a Russian banya, a florist/bar for hipsters, a Juhuri-speaking synagogue for the Jews of Azerbaijan and Daghestan , Dominican hair salons, Pakistani auto body shops, Haitian dollar-van stops , an organization of Darfuri refugees, a Cambodian Buddhist wat, an Albanian mosque, a Panamanian bar, and a restaurant where Uzbek Uber drivers swig bottles of Jameson while savoring fine kebabs.”

It’s a portrait of New York, Perlin told me in an interview Tuesday, that makes us recognize “the linguistic diversity around us, the riches that it brings, and the advantages that it brings to this city and this country. It’s what makes it tick.” 

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“Language City” is also a story of loss: Perlin writes that few immigrant languages typically make it beyond the third generation, making New York a “Babel in reverse,” where dominant languages like English, Spanish and Mandarin threaten to smother NYC’s 300 or so endangered, indigenous and minority languages until few are left. This flattening extends to Jewish languages, which the ELA tracks in its role as a partner in Hebrew Union College-Jewish Institute of Religion’s Jewish Languages Project . In the book Perlin notes how Iraqi Jewish New Yorkers, with synagogues in Jamaica Estates and Great Neck, Long Island, once spoke Baghdadi Judeo-Arabic; “Today, every Jewish form of Arabic is almost gone,” he writes.

Out of a small headquarters in Manhattan, the ELA is doing what it can to reverse trends like these, first and foremost with a “ Languages of New York” map that includes over 1,200 sites around the city where those 700 languages are spoken. ELA also records languages and helps their speakers find resources to promote their use. During the pandemic, it worked with the city to make sure translations of important health information were available in languages other than the 10 “citywide” languages that count 100,000 or more speakers in the five boroughs.

On Wednesday, ELA is bringing awareness of NYC’s language diversity to an unusual venue: Little Island, the new public park built on piers just off the West Side Highway near 14 th Street. From Aug. 14-18, in collaboration with Gung Ho Projects, ELA will present free performances and music by speakers of endangered languages , including the Kuranko language of southwestern Africa, the Nahuatl of indigenous Mexico, Tibetan and Pontic Greek.

“They’re going to bring their languages,” Perlin said of the performers. “But they are going to perform [the themes of] the book and weave it all together into a story of the city and its languages.”

Perlin, who lectures in linguistics at Columbia University, earned his PhD in linguistics from the University of Bern in Switzerland for his work on Trung, an endangered language of southwest China. In 2001, while doing his research in China, he made videos in Yiddish under the title “A New York Jew in China.” The project was commissioned by Boris Sandler, then the Moldovan-born editor of the Yiddish Forward, to whom Perlin devotes a chapter in “Language City.” This year Perlin, 41, was named to the New York Jewish Week “36 to Watch” list . 

We spoke about the fate of Yiddish, why multilingualism is good for individuals and cities, and why “language justice” is necessary public policy.

Our interview has been edited for length and clarity.

I found your book to be a revelation, but I also want to ask questions that challenge some of its underlying assumptions. There are two strong threads in your book: The first is a celebration of New York’s linguistic diversity, and of linguistic diversity in general. You also have a mission to change the culture to make sure that these languages don’t die. So tell me a little bit about why that’s important, especially when it goes against the grain of, say, the American melting pot, which assumes that people come from everywhere but we all assimilate into a common culture of English-speaking Americans. 

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Celebration is a part of it and central to the story. We have to begin by recognizing the linguistic diversity around us, the riches that it brings, and the advantages that it brings to this city and this country. It’s what makes it tick.

And I think we have to realize the loss that can come with so-called straight line assimilation. Certainly, English is the lingua franca of the United States and of New York City. It’s essential in education and work and so on. But I don’t think that amnesia is a necessary condition. Research shows how New York City in particular, and other cities like it, as they’ve become more and more diverse over time, have functioned through multilingualism, even if that kind of overarching story that we’ve told ourselves has been about assimilation to English. That has never really been the full story on the ground.

And then there’s the concept of language justice, that what actually brings us together is making sure that those who need translation and interpretation can access it. It’s part of the challenge, but also the extraordinary opportunity, of this ever more globalized world and ever more globalized immigration story.

Ross Perlin lectures in linguistics at Columbia University and co-directs the Endangered Language Alliance. (Cecil Howell)

In your book you write, “only in the face of intense political, economic, religious or social pressures do people stop passing on their mother tongue.” But I keep going back to the American Jewish experience, where it felt like, in the interest of assimilation, Jews gave up Yiddish voluntarily because they were eager to embrace the American future, which was in English.

There’s more to the story than that. During the great migration that my family was part of in the late 19th, early 20th century, Yiddish strengthened and flourished on these shores more than ever before, and especially in New York and on the Lower East Side: the blossoming of Yiddish theater, of Yiddish journalism, of Yiddish literature. People were ready to give up some of the other languages of Eastern Europe that they spoke, including Polish, Russian, German and Ukrainian, which had never been their mother tongues. But Yiddish was held very dear. 

And they were able to freely speak it here and publish in it here, and do theater in it here, which led to this huge blossoming of Yiddish for a large portion of the population, and especially that initial immigrant generation and some of those who followed it. 

And we know what happens to Yiddish, including suppression in the Soviet Union, assimilation and of course the Holocaust — not to mention the extraordinary rise of modern Hebrew, which complicates the story. Yiddish is crushed by all of these forces, as well as the challenges of intergenerational transmission to an American-born generation. So I think the story lies more in that complex of forces, rather than in a kind of mythologized idea that people stepped off the boat at Ellis Island and wanted to forget Yiddish or change their names , which didn’t happen at Ellis Island, as I talk about in the book.

You tell stories in the book about many languages, including Seke — spoken by 700 people in Nepal and perhaps a hundred others in a single Brooklyn apartment building — Lenape, the New York area’s indigenous language, and the Central Asian minority language Wakhi. Forgive me for asking about Jewish languages but I was really blown away by the range of Jewish language diversity — or at least how diverse it once was.

We’re part of the Jewish Languages Project, and we’ve done what we can to document some of the vanishing Jewish linguistic diversity, which is nowhere more present than in Brooklyn. That’s the only place outside of Israel that has this great a concentration of Jewish languages. A lot of people may not have a sense of Jewish diversity in general. We’re not just talking about Ashkenazim and Sephardim. There are different forms of Judeo Arabic, the various languages spoken by the Jews of Iran, the language of the Bukharian Jews, and Juhuri, the language of the so-called mountain Jews of Azerbaijan and Dagestan, which has been a focus of our research. So there are all these Jewish languages which are now highly endangered because of the contraction of the Jewish Diaspora, because of all the various displacements and tragedies in Jewish life globally across the 20th century that are ongoing to some extent. There’s an extraordinary need to recognize as a part of Jewish history, and even contemporary Jewish life, this human cultural and linguistic diversity. 

Multilingualism has been a component of Jewish life for the last 2,000 years, at least, and American Jewish monolingualism in English is an outlier. Aside from the enormous benefits of multilingualism that linguists have been establishing through research, multilingualism is also part of the warp and woof of Jewish life. I think it’s something not just to celebrate, but to sustain.

You find a number of parallels between the challenges Yiddish speakers and people from other linguistic minorities face in preserving their languages. What are a few?

Yiddish was the mother tongue of all my great grandparents’ generation, but for my grandparents and parents, Yiddish became vestigial, even a punchline, the dirty words. And even when there was a real attachment to Yiddish — I grew up going to the Folksbiene Theatre , and the klezmer revival — there was no recognition that it was actually a full blown language with grammar, and in fact, some of the attitudes of shame and that Yiddish was somehow a broken language — a jargon — is familiar to speakers of endangered languages whose languages are not regarded as “real” languages either in their home countries or here.  And so it was extraordinary to discover really only in my 20s that Yiddish had an entire literature, that there were gigantic dictionaries and grammars, that there was YIVO , and that indeed there was this Hasidic revival as well as the world of secular Yiddishists I describe in my book. So I tried to immerse myself in that and learn Yiddish as a language, not just as a lot of individual words. 

A group of men hold signs in English and Yiddish at a labor rally on the Lower East Side, ca. 1910. The Yiddish sign reads, “All workers at Shushansky’s shop 117 Hester Street are going back to work. 50 hours, $50 treat.”(Collection: International Ladies Garment Workers Union Photographs)

It sounds like that is what ELA hopes to do for other minority languages — boost their status or their speakers’ self-confidence by preserving, promoting and celebrating these languages and connecting communities of speakers. What is your ultimate dream for the ELA?

In the dream scenario, there would be funding to have a real, full-time staff where we could do in-depth work on languages where there’s interest from the community, where there’s a need in terms of documentation: quality materials, textbooks, classes, literature, children’s books and other kinds of materials. There’s enormous interest among people who want to get involved in various ways, but we don’t have the capacity to support that.

Is there a policy ask you often find yourself making, whether it’s bilingual education in schools, translation of city information for different language groups or some other effort to promote linguistic diversity?

Language policy and language justice are emerging areas that people in government are thinking about, just given the enormous challenges of migration and diversity in cities today. Our urban language map goes well beyond what the Census captures in terms of language; we’ve documented the presence of something like five times the number of languages in New York that the Census captures. The Department of Education and the Mayor’s Office of Immigrant Affairs are leaders in its policies around multilingualism and bilingual education. There [are] 13 different dual-language programs in New York City schools. We support greater language access for everyone, so that people can have education in their mother tongues.

This is one of the great things about New York and other cities, that we have all of this knowledge and these linguistic riches here. How can we give people access to it? And then, of course, in courts and hospitals and other really crucial spaces, it’s life or death for people to be able to make themselves understood. We’re trying to provide the linguistic knowledge and experience to help policymakers navigate these issues.

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Study Postgraduate

Phd in philosophy (2023 entry).

Course code

2 October 2023

3-4 years full-time; Up to 7 years part-time

Qualification

University of Warwick

Find out more about our Philosophy PhD.

The Philosophy PhD is a leading programme , suiting students who thrive on independent study. You will undertake a substantial research project as part of an active research community, supervised by world-leading experts at the University of Warwick's Department of Philosophy.

Course overview

The Warwick PhD in Philosophy is aimed at outstanding students who wish to pursue advanced research in philosophy and prepare to become professional researchers in, and/or teachers of, philosophy.

As a PhD student, you will produce an 80,000 word thesis that can provide the basis for professional publication. You will contribute to the research environment in the department by taking part in work in progress seminars, and contributing to the activities of the department’s research centres. While many UK philosophy departments possess strength in analytic philosophy or continental philosophy, we are distinctive in having world-leading philosophers from both fields.

Teaching and learning

In addition to regular supervisions, in the first year you will also take our core PhD seminar, which engages you with a broad range of philosophical issues beyond your thesis topic that are central to different philosophical traditions. You will have the opportunity to undertake a range of professional development activities to support your research, your thesis writing, and to provide teacher training.

Additionally, you are expected to attend any relevant postgraduate seminars, including modules on our taught MA programmes.

General entry requirements

Minimum requirements.

A Master’s level degree in Philosophy or a Master’s degree (or equivalent) with a significant Philosophy component; a strong research proposal; a sample of academic writing on a philosophical topic relevant to your research proposal around 2,500 words in length.

See our departmental guidance Link opens in a new window .

English language requirements

You can find out more about our English language requirements Link opens in a new window . This course requires the following:

• IELTS overall score of 7.0, minimum component scores of two at 6.0/6.5 and the rest at 7.0 or above.

International qualifications

We welcome applications from students with other internationally recognised qualifications.

For more information, please visit the international entry requirements page Link opens in a new window .

Additional requirements

There are no additional entry requirements for this course.

Our research

The department has particular research strengths in:

• Philosophy of Mind and Psychology
• Epistemology
• The Philosophy of Art and Literature
• Moral and Political Philosophy
• 20th Century Continental Philosophy
• Kant and 19th Century Post-Kantian Philosophy

Full details of our research interests are listed on the Philosophy web pages .

You can also read our general University research proposal guidance.

Find a supervisor

Please see our Philosophy 'How to Apply' web page Link opens in a new window for guidance on completing your application form.

Before completing your application we encourage you to make contact with the convenor of the programme to discuss your application.

Tuition fees

Tuition fees are payable for each year of your course at the start of the academic year, or at the start of your course, if later. Academic fees cover the cost of tuition, examinations and registration and some student amenities.

Taught course fees   Research course fees

Fee Status Guidance

We carry out an initial fee status assessment based on the information you provide in your application. Students will be classified as Home or Overseas fee status. Your fee status determines tuition fees, and what financial support and scholarships may be available. If you receive an offer, your fee status will be clearly stated alongside the tuition fee information.

Do you need your fee classification to be reviewed?

If you believe that your fee status has been classified incorrectly, you can complete a fee status assessment questionnaire. Please follow the instructions in your offer information and provide the documents needed to reassess your status.

Find out more about how universities assess fee status

Additional course costs

As well as tuition fees and living expenses, some courses may require you to cover the cost of field trips or costs associated with travel abroad. Information about department specific costs should be considered in conjunction with the more general costs below, such as:

As well as tuition fees and living expenses, some courses may require you to cover the cost of field trips or costs associated with travel abroad.

For departmental specific costs, please see the Modules tab on the course web page for the list of core and optional core modules with hyperlinks to our  Module Catalogue  (please visit the Department’s website if the Module Catalogue hyperlinks are not provided).

Associated costs can be found on the Study tab for each module listed in the Module Catalogue (please note most of the module content applies to 2022/23 year of study). Information about module department specific costs should be considered in conjunction with the more general costs below:

• Core text books
• Printer credits
• Dissertation binding
• Robe hire for your degree ceremony

Scholarships and bursaries

Scholarships and financial support

Find out about the different funding routes available, including; postgraduate loans, scholarships, fee awards and academic department bursaries.

Living costs

Find out more about the cost of living as a postgraduate student at the University of Warwick.

Philosophy at Warwick

Philosophy at Warwick is recognised for our support of diverse philosophical traditions, including both analytic and continental philosophy. We have particular strengths in Philosophy of mind and epistemology, Post-Kantian European philosophy, Aesthetics, and Moral, political, and legal philosophy. We also collaborate extensively with academics and practitioners in other subjects and have long-standing collaborations with researchers and practitioners across all faculties.

At Warwick, you’ll be part of an inclusive staff and student community. We provide a vibrant and friendly environment where our students have dedicated support to explore their passion for philosophy and develop their skills as researchers.

Find out more about us on our website. Link opens in a new window

Our Postgraduate courses

• Continental Philosophy (MA)
• Philosophy (MA)
• Philosophy and Literature (PhD)
• Philosophy and the Arts (MA)
• Philosophy (MPhil)
• Philosophy (PhD)

Taught course applications

Here is our checklist on how to apply for taught postgraduate courses at Warwick.

Research course applications

Here is our checklist on how to apply for research postgraduate degrees at the University of Warwick.

After you’ve applied

Find out how we process your application.

Applicant Portal

Track your application and update your details.

Admissions statement

See Warwick’s postgraduate admissions policy.

Join a live chat

Ask questions and engage with Warwick.

Postgraduate Open Day

Postgraduate fairs.

Throughout the year we attend exhibitions and fairs online and in the UK. These events give you the chance to learn about our Master's and PhD study routes, and the wider context of postgraduate study.

Find out more

Every week, you can connect directly with representatives from Warwick, who will be answering your questions on applying to and studying postgraduate studies at Warwick.

Sign up for Live Chats

Departmental events

Some academic departments hold events for specific postgraduate programmes, these are fantastic opportunities to learn more about Warwick and your chosen department and course.

See our online departmental events

Connect with us

Want to hear more about postgraduate study at Warwick? Register your interest and find out more.

Learn more about Postgraduate study at the University of Warwick.

Why Warwick

Discover why Warwick is one of the best universities in the UK and renowned globally.

6th in the UK (The Guardian University Guide 2022) Link opens in a new window

64th in the world (QS World University Rankings 2023) Link opens in a new window

5th most targeted university by the UK's top 100 graduate employers Link opens in a new window

(The Graduate Market in 2023, High Fliers Research Ltd. Link opens in a new window )

About the information on this page

This information is applicable for 2023 entry. Given the interval between the publication of courses and enrolment, some of the information may change. It is important to check our website before you apply. Please read our terms and conditions to find out more.

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• CLA Tailgates 2024

CLA hosting 'Kick Six with Dean Hicks' tailgate at home football games

College of Liberal Arts Dean Jason Hicks invites CLA students, faculty, staff, alumni and friends to a tailgate during home games this football season.

"Kick Six with Dean Hicks" will be hosted in tent #612 near the amphitheater at the corner of Duncan Drive and the walkway behind the new Academic Classroom and Laboratory Complex.

Tailgates will be hosted during the following Auburn Tigers home games:

• August 31 | Alabama A&M
• September 7 | California
• September 14 | New Mexico (homecoming)
• September 21 | Arkansas
• September 28 | Oklahoma
• November 2 | Vanderbilt
• November 23 | Texas A&M

The tailgate opens three hours before kickoff and closes one hour before the game.

Admission is free, while food and beverages are available for registered attendees. For more information and to register, visit the Kick Six with Dean Hicks website .

Tags: Students Faculty Alumni

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