ÐÏà¡±á>þÿ äæþÿÿÿâãÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿì¥Á€ ð¿Øhbjbj´¢´¢ ýqÖÈÖÈºY ÿÿÿÿÿÿ·aaaaa”ÿÿÿÿõõõøí¤‘”õæ%(MMMMZÛL'(giiiiii$ò¢”!Z9aOOOaaMM4ÆO:aMaMgOgMÿÿÿÿÐ=%ÛlôÏõ‰FSÜ0î!Ï@î!î!aDOOOOOOOOOOOOOOÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿî!OOOOOOOOO ': Analytical Philosophy (PHP 4784) 4 Credit Hours Spring 2015 Course Logistics: Time: 11:30AM-1:20PM Classroom: GS 103 Instructor Information: Professor: Dr. Clevis Headley Office: SO 277 Office Hours: 3:30PM-4:30PM or by appointment Office Phone: 297-3878 Email: Headley@fau.edu Textbooks: Ian Hacking, Why Does Language Matter To Philosophy? (Cambridge: Cambridge University Press, 1997) Jaakko Hintikka, On Wittgenstein (Belmont, CA: Wadsworth, 2000) Lynn Hankinson and Jack Nelson, On Quine (Belmont, CA: Wadsworth, 2000) S. Jack Odell, On Russell (Belmont, CA: Wadsworth, 2000) Joseph Salerno, On Frege (Belmont, CA: Wadsworth, 2001) *Additional required readings are also available on Blackboard under “content”. Course Description: Although there is general agreement that analytic philosophy took root and became the dominant philosophical tradition within the English-speaking world in the twentieth century, there is no single, universally agreed-upon precise definition of the term “analytic philosophy”. Loosely construed, “analytic philosophy” designates a collection of differently oriented schools that share a number of points of overlap, affinity, and connections with one another. “Analytic philosophy” may be used to describe the kind of analysis practiced by G. E. Moore; the conception of logical analysis or logical atomism championed by Bertrand Russell; the main teachings of the logical positivists (e.g., Moritz Schlick, Rudolf Carnap, Hans Reichenbach, Alfred J. Ayer); the Oxford School of Ordinary Language philosophy as led by John Austin; the crucial types of conceptual analysis and conceptual elucidation characteristic of the work of Ludwig Wittgenstein; and the investigating of multiple semantic questions about reference and truth associated with the sphere of philosophical logic resulting from recent developments in formal logic and linguistics (e. g., the work of Gottlob Frege, Willard Van Orman Quine, Peter Strawson, Jaakko Kintikka, Saul Kripke, Donald Davidson, Michael Dummett). But despite the creative diversity which shapes the contours of the tradition of analytic philosophy, it is not too much of an exaggeration to claim that the one common feature that permeates all analytic philosophies is the careful attention paid to the use of language as the medium of communication of thought, as well as the assorted conditions and assets language provides for such examination. From another perspective, analytic philosophy has been distinctive to the extent that it advocates a radically new approach to philosophy. According to this view, the distinctive mark of analytical philosophy is its advocating of the method of analysis as the paradigm of good philosophy. Russell maintains that “the task of philosophy is the translation of grammatically misleading or defective expressions into their correct logical form.” The idea of philosophy as analysis encouraged the belief that philosophers should utilize an ideal logically perfect language that would protect against the blemishes2 of natural language, specifically, vagueness and defective referring terms. Again, Russell held that view that both the vocabulary and syntax of natural languages can easily mislead us into assuming that certain words in our vocabulary must refer to real entities when in fact they do not. The subject-predicate syntax of our language leads us to believe that the world has a structure corresponding to it. Prior to Russell, Gottlob Frege, the father of analytic philosophy, also championed the idea that philosophical problems are problems of logic and language. He defended the view that these problems can be adequately resolved by utilizing the technical methods of mathematical logic. At this point it bears mentioning that one strand of analytical philosophy has its origins in problems connected with the philosophy of mathematics. Frege’s attempt to place mathematics upon a secure foundation led to his involvement with issues centered on the use of language: meaning and reference. Course Objectives: The objectives of this course are as follow: (1) provide students with a coherent and critical understanding and appreciation of analytic philosophy; (2) pursue a study of the role of language in communication and thought, in particular, the problem of how to identify, achieve, or insure the presence of meaning in the use of language; and (3) pursue a philosophical examination of the resources of formal logic in its modern, revitalized forms, and the several ways in which these resources may be applied in helping to solve various philosophical problems. In addition to the objectives mentioned above, some of the major topics found in analytical philosophy will be also discussed in this course. They are as follows: definite descriptions, the descriptive theory of proper names, direct reference and the causal-historical theory of proper names, theories of meaning, verificationism, logical analysis, and truth-condition theories. Course Mechanics: This course will involve both lectures and discussions. All lectures will center primarily on the assigned texts. Students will be given the chance to participate in discussions regarding the subject-matter of the course. Students are strongly urged to complete all reading assignments before coming to class in order to be able to follow lectures and contribute meaningful to class discussions. Reading Assignments: All reading assignments will be announced in class ahead of time. These assignments will be given at the end of each week for the coming week. It is absolutely important that students come to class adequately prepared so as to benefit substantially from class lectures and discussions. Students should note that reading a philosophical text is quite challenging and demanding and, therefore, are strongly urged to spend quality time engaging with their texts. Course Evaluation: Students will be required to write at least five short analytical essays in this course. These essays will function as examinations for the course. All essays will be in the form of take home examinations. Students will be allowed to consult their notes and texts. However, they should not use the internet as a research source to write their essays. Essays will be carefully evaluated on the accuracy of the interpretation of assigned readings. They should express the student’s own ideas and not be descriptions of assigned readings. In addition to these short papers, there will also be a final examination. The short papers will count as 50% of your final grade and the final examination will also count as 50% of your final grade. The final examination is scheduled for Tuesday, April 1, 10:30Am-1:00PM. Grading Scale: 100-90: A 89-88: B+ð 87-80: B 79-78: C+ð 77-70: C3 69-60: D Below 60: F Final Grade: Your final grade will consists of your final examination grade and average of the five paper grades. The papers will count 50% of your final grade and the final examination will also count 50% of your final grade. Make-up Policy: There will be no make-up work permitted in this course. The only exceptions will be for students participating in University-approved activities, students participating in a religious observance, or students who provide formal notation of a doctor’s appointment. Classroom Etiquette Policy: The college or university classroom is a place for the conveyance of knowledge. Ideally, there is interaction between the professor and the students that helps facilitate the achievement of this goal. For this reason, there exists a set of customary rules of courtesy that apply to classroom situations, particularly at the college level. Both professors and students have rights and responsibilities, both should respect the other, both should do all they can do to help the educational process to achieve its maximum effectiveness and to help the classroom truly become an environment for learning. The rules of conduct below are not exhaustive of what constitutes proper behavior. However, they provide some of the specific expectations that are to be met by students in this class. Students are expected to come to class consistently, to be on time, and not to leave class early. Students coming to class late or leaving early will miss important information and will, as a consequence, jeopardize their own grade. The material discussed in this course is of a highly abstract and complex nature and cannot be immediately grasped without the assistance of the professor and, thus, without regular class attendance. Furthermore, class lectures may appear to be incomprehensible if the student has not read the material previously assigned. Thus, although attendance is not formally taken in this class, absences and lack of preparation will reflect negatively upon the student's final grade. Students are expected to come to class prepared, i.e., they are expected to have done the reading assigned during the previous class period. All lectures will be given using the reading as a reference, and having done the reading ahead of time will enable the students not only to follow the lecture but also to contribute constructively to the class discussion. Students should always communicate with the professor and with other students in a respectful manner. Standards of proper communication also apply to e-mail exchanges. E-mails should be courteous and respectful. Students should not expect an immediate response to their e-mails from the professor. However, under normal circumstance, a response to a student ‘s e-mail will be sent in a timely manner. Students are highly encouraged to speak with the professor during office hours, if they have any questions regarding the material being covered that require more time to answer than the time available in class. Students are expected to be attentive to lectures, to questions raised by other students, and to classroom discussions in general. Students should avoid monopolizing or interrupting classroom discussion. Eating and drinking in class, as well as the use any electronic devices, are not permitted. As well, video taping or recording of class lectures is not permitted. Cellular phones and pagers should be turned off. Students should wait until after class to return any calls received or to send text messages.4 Extra-Credit Policy: There will be no extra credit work permitted in this course to supplement the official course requirements. However, special opportunities to attend lectures will be announced in class. In order to receive credit for attending an officially sanctioned lecture, students are required to submit a critical review of the lecture. Attendance and University Absence Policy: Attendance will not be taken in this class. However, as mentioned above, students are strongly advised not to miss class, not to be late, and not to leave early. Students are expected to be familiar with and abide by the University’s absence policy and, in the case of University approved absences, to notify the professor as per University policy below (taken from the 2011-12 University Catalog): “Students are expected to attend all of their scheduled University classes and to satisfy all academic objectives as outlined by the instructor. The effect of absences upon grades is determined by the instructor, and the University reserves the right to deal at any time with individual cases of non- attendance. Students are responsible for arranging to make up work missed because of legitimate class absence, such as illness, family emergencies, military obligation, court-imposed legal obligations or participation in University-approved activities. Examples of University-approved reasons for absences include participating on an athletic or scholastic team, musical and theatrical performances and debate activities. It is the student’s responsibility to give the instructor notice prior to any anticipated absence and within a reasonable amount of time after an unanticipated absence, ordinarily by the next scheduled class meeting. Instructors must allow each student who is absent for a University-approved reason the opportunity to make up work missed without any reduction in the student’s final course grade as a direct result of such absence.” ( HYPERLINK "http://www.fau.edu/academic/registrar/FAUcatalog/academics.php" http://www.fau.edu/academic/registrar/FAUcatalog/academics.php) Policy on Incompletes: As a general rule, incompletes will not be given in this course. However, should there be a case in which I believe that a student genuinely merits receiving a grade of ‘I’, the following university policy must and will be followed: Should a student wish to receive an ‘I’ (Incomplete) grade for this course, that student must provide (a) a written request stating his/her reasons, and (b) evidence for these reasons to me. I will submit them the chairperson of the philosophy department, who will make the final judgment as to whether an ‘I’ is indeed appropriate. If the chairperson approves, the student must go to the philosophy department (SO281) to fill out the ‘I’ form which both the student and I must sign, and in which I will specify the deadline for completing the course work, and the default grade that the student will receive if he/she does not complete the work by the stated deadline. In all cases, university policy states that if the ‘I’ form is not completed and signed by both student and professor, the Registrar’s Office will automatically change the ‘I’ to an ‘F’, if the student has not completed the course work. After the student has turned in all of the work required to complete the course, he/she bears full responsibility for confirming that the ‘I’ has been changed to a grade. Absolutely no exceptions will be made to this.5 Policy on Plagiarism: Plagiarism, the presenting of the words or ideas of another person as one’s own, is a serious academic offense that may result in failure in a course or suspension from the University. Quotation of another person’s words must be indicated in one of the standard ways. This applies to all quoted material, including passages, sentences, and important parts of sentences used verbatim. Do not paraphrase or virtually quote passages by changing a few words or the word order. Relating the information in a quote by using different word or expressions, without paraphrasing, also requires citation. As well, the use of another person’s ideas, even without quoting or paraphrasing, requires citation. The source of all quoted matter and the source of all ideas and information that are taken from the work of another person and that are not a matter of general knowledge must be indicated by the proper use of reference notes. Remember this: When in doubt as to whether or not citation is required, it is better to be safe and use reference notes than not to use them. If not familiar with the proper use of reference notes, either consult with your professor or consult one of the many reference sources available in the library (such as the MLA manual of style, the Chicago manual of style, or the APA (American Psychological Association) manual of style). Always inquire whether your professor has a particular stylistic preference regarding citations (that is, either MLA, Chicago style, or APA). Remember this: Reference notes show that an idea or information came from a published source. Quotation marks show that the specific words of another person are being used. Students should be familiar with section 6C5-4.001 of the Florida Administrative Code (printed on p. 72 of the University Catalog), which describes the penalties incurred when students engage in academic irregularities such as plagiarism. Cheating: Cheating will not be tolerated in this course, and the students are expected to be familiar with the Florida Atlantic University Honor Code. Any student caught cheating will be submitted to the appropriate disciplinary measures as specified in the FAU code. Statement of Academic Integrity: Students at Florida Atlantic University are expected to maintain the highest ethical standards. Academic dishonesty, including cheating and plagiarism, is considered a serious breach of these ethical standards, because it interferes with the University mission to provide a high quality education in which no student enjoys an unfair advantage over any other. Academic dishonesty is also destructive of the University community, which is grounded in a system of mutual trust and places high value on personal integrity and individual responsibility. Harsh penalties are associated with academic dishonesty. For more information, see HYPERLINK "http://www.fau.edu/regulations/chapter4/4.001_Code_of_Academic_Integrity.pdf" http://www.fau.edu/regulations/chapter4/4.001_Code_of_Academic_Integrity.pdf Accommodations for Students with Disabilities: In compliance with the Americans with Disabilities Act (ADA), students who require special accommodations due to a disability to properly execute coursework must register with the Office for Students with Disabilities (OSD) located in Boca Raton -SU 133 (561-297-3880), in Davie -LA 203 (954-236-1222), in Jupiter -SR 139 (561-799-8585), or at the Treasure Coast -CO 128 (772-873-3305), andfollow all OSD procedures.6 Honor Code: Students at Florida Atlantic University are expected to maintain the highest ethical standards. Academic dishonesty, including cheating and plagiarism, is considered a serious breach of these ethical standards, because it interferes with the University mission to provide a high quality education in which no student enjoys an unfair advantage over any other. Academic dishonesty is also destructive of the University community, which is grounded in a system of mutual trust and places high value on personal integrity and individual responsibility. Harsh penalties are associated with academic dishonesty. For more information, see http://www.fau.edu/regulations/chapter4/4.001_Honor_Code.pdf. Drop-Dates: The students are advised to keep the following dates in mind: January 11: Last day to register/drop/add or withdraw with full refund. January 20: Last day to register/drop/add or withdraw without receiving a W. March 1: Last day to drop or withdraw without receiving F. Officially dropping a course is the student's responsibility. If, for whatever reason, a student stops attending class, completing the assignments, or taking the tests, that student should make sure he/she officially drops this course. Otherwise, he/she will receive an 'F' in the course. No exceptions will be made to this. Official Holidays and Breaks: January 21: M.L. King, Jr. Day. March 4-10: Spring Break. Other Important Dates: April 24: Last day of classes. April 25-May 1: Final examination week. May 3: Semester ends. May 6: Grades due in Registrar's office by 9:00 a.m. Date of Final Examination: The date of the final examination is Tuesday, April 30, 10:30AM-1:00PM. Course Outline (Tentative) Part 1: Introduction Dummett, “Can Analytic Philosophy Be Systematic, And Ought It To Be?” (Handout) Hacking, Why Does Language Matter to Philosophy? Essay #1 Part II: Early Analytic Philosophy Frege “On Sense and Reference” (Handout) “Introduction” to The Foundations of Arithmetic (Handout) “The Thought: A Logical Inquiry (Handout) Salerno, Chapters: 2, 3, 4 & 7. Essay #27 Part III: Early Analytic Philosophy Russell “On Denoting” (Handout) “Descriptions” (Handout) “Logic as the Essence of Philosophy” (Handout) “Knowledge by Acquaintance and Knowledge by Description,” (Handout) Odell: Chapters 2, 3 & 4. Essay #3 Part IV: Early Analytic Philosophy Wittgenstein Tractatus Logico-Philosophicus (selections) (Handout) Hintikka, Chapters: 2, 3 & 4. 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´â†r†r†âZFZFZF&hk8àB*CJRHX^JmHnHphu.hk8àB*CJOJQJRHX^JmHnHphu&hk8àB*CJRH`^JmHnHphu.hk8àB*CJOJQJRH`^JmHnHphuU&hk8àB*CJRH^^JmHnHphu.hk8àB*CJOJQJRH^^JmHnHphu*hk8àB*CJOJQJ^JmHnHphuhk8à1hk8à5B*CJOJQJRH^^JmHnHphuDogmas of Empiricism” (Handout) “Ontological Relativity” (Handout) Nelson and Nelson: Chapters 2, 3, 4, 5, 6, & 7. 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