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A survey of central topics in the field, including some or all of the following: reference, meaning, truth, analyticity, speech acts, pragmatics, verificationism, indeterminacy, innateness, metaphor, development of language in the species and the individual.
We will be addressing the following overarching questions: How does language work as a meaningful system of communication? How is it that names and descriptions refer to things in the world? How, in general, do words, phrases, and sentences get their meanings? What does it mean to assert that a sentence is true? How does the non-literal use of language work (e.g., sarcasm, metaphor)? How did language evolve in Homo sapiens? How does it develop in the individual?
Reading. You are expected to read the assigned material before it is presented in class. This does not mean skimming. This means reading critically—making an earnest effort to understand what the author is saying, noting where you have questions, disagreements, confusions, etc. Feel free to write in the margins of your books, or, if you plan on selling them back, keep reading notes. This will help you in understanding the reading, participating in discussion, and writing papers (see below). If you had difficulty with the reading it would be especially helpful to formulate a question or two (with an attempt at an answer) and hand them in at the start of class. You should always bring the relevant books to class.
Discussion Participation. This class will be a mix of both lecture and discussion (once in a while I shall lecture for extended periods, but hopefully not too often). Discussion will range from general class discussion to small-group activities. Even during the portions of class when I am lecturing, I encourage you to raise a hand, ask a question, and potentially start a class discussion. Consistent, thoughtful participation will gain you full credit for this portion of your grade. (Details below.) There are things I can do to ready you for discussion, but in the end it is up to you to read the material, think about it, and go for it—the more discussion we have, the more fun the class will be.
Grunts, Growls, & Screeches:
- A Grunt, Growl, or Screech (GGS) consists of 1 to 2 questions/comments/confusions you had regarding the reading or previous class discussion, with at least a short paragraph containing your attempt at an answer to your own question/confusion or an elaboration of your comment.
You must e-mail me the GGSs as a MS Word attachment at least an hour prior to class, though the earlier the better. The Word file should be named according to the following schema and example:
YourLastName, YourGroupWiseFirstName GGS# YYMMDD.doc
Smith, Allison GGS1 070119.doc
- These are a vehicle for communicating questions, thoughts, insights, elaborations, confusions which occur to you during reading, discussion, in the shower, or whatever.
- Your Grunts/Growls/Screeches will form a significant part of the day’s discussion.
- These will be graded. These are very informal and may be the result of a spur of the moment thought. They need not be long or elaborate (though they may be). I will be looking for evidence that you have read and are genuinely engaged with the texts and/or class discussion. If I find such evidence, you will receive a “check”, in some cases you may receive a “check plus”, some sorry souls have also received a “zero”...
- You must total at least 5 Grunts/Growls/Screeches. You may go above this, but you may not submit more than 2 per week. You must complete at least 2 prior to October 22.
- We will have two papers, one due around mid-term, one due during finals week. They will be approximately 8+ pages. We will discuss these in detail when the time comes (papers will be assigned at least 1˝ weeks prior to due date). I will offer a number of suggested topics, and in some cases a paper topic will grow out of your grunts, growls, and screeches.
- There may be some short or very short papers.
- There may be some in-class writings.
- There may be class presentations.
Late papers suffer a 1/3 grade penalty for each day they are late, unless other arrangements have been made.
Click here for the “Notes on Writing and Grading”, and here for “Policies on Quotation, Citation, and Plagiarism”. You must read these before sending your Syllabus Confirmation.
Critical Thinking. If you are doing well in the above three areas, then you are probably doing well with critical thinking, too. What I mean by ‘critical thinking’ is not just the expression of opinions, likes, and dislikes. Anyone can say what they believe, or react to what another believes. In some cases (hopefully many cases) you will have strong feelings about what we are reading or discussing. These strong reactions are good, but they are only the beginning. We want to do more than just express our reactions. Thinking critically requires: (1) clearly and accurately expressing the relevant claims, (2) examining and questioning (both the reasons for and consequences of) others’ and (especially) one’s own beliefs, (3) developing and being responsive to alternative views, (4) trying to support or reject such views on the basis of evidence and argument, and (5) being willing to accept the outcome of such inquiry.
Attendance. The only way you will do well in the four areas above is by consistently attending class. More than one or two absences will negatively affect your grade, both by impeding success in the areas above, and by negatively impacting my assignment of your participation grade. When you have good reason for being absent from class you should communicate with me as soon as possible concerning your circumstances.
Component % of Final Average Class Participation 20 Grunts, Growls, and Screeches 20 Paper 1 30 Paper 2 30
Final Grade will be based your Final Average and factors including improvement over the semester.
There are no extra credit assignments.
It may happen at some time during lecture, discussion, or your reading that you feel lost, or bored, and wonder ‘What’s the point of this reading [discussion, lecture]?’ or ‘What’s it got to do with anything?’ or ‘I don’t get it...’. Whenever this happens please feel free to raise your hand (or send me an e-mail, or come and see me) and ask me ‘What’s the point?’ Indeed I challenge you to do so. You might want to try to work out your worry (or lack thereof) in how you ask your question, but all you really need do is ask me ‘What’s the point?!’ or say ‘I don’t get it!’ (Times like these may produce a good grunt, growl, or screech.)
I do not pose this as a challenge because I have all the answers and will “beat” you by giving you one of them. I don’t have all the answers. Rather, I have found that many of the best discussions—in class and one on one—arise out of just such questions. At the same time, however, students have developed a fear of asking such questions, or a habit of suppressing them when they arise, because they are too focused on results, tangible products (including, but not restricted to, grades). In my class the process of thinking is of greater importance than the product. Do not hesitate to question the point, the importance, the value, of either the process or the product, this is simply more process—more critical thinking. This is what philosophy is about. It is a discipline in which everything is fair game for critical examination, even, and especially, philosophy itself.
You must complete the syllabus confirmation/student information form by midnight, Wednesday, September 12 to be eligible for class participation credit. If you have any questions or concerns about the policies, do not hesitate to contact me.
Click here for the “Notes on Writing and Grading”, here for “Notes On Class Participation”, and here for “Policies on Quotation, Citation, and Plagiarism”. You must read these before sending your Syllabus Confirmation.
Here is the statement you will be confirming when you submit the form after following the link:
I have read the Course Syllabus for the course in which I am enrolled, including the “Home” page, the “Class Schedule”, the “Notes on Writing and Grading”, the “Notes On Class Participation", and the “Policies on Quotation, Citation, and Plagiarism”, and I understand all policies contained therein.
To the Syllabus Confirmation/Student Information Form