20th Century Analytical Philosophy

PHIL20242 20th Century Analytical Philosophy 20 Semester 2 Undergraduate Level 5 Fraser Macbride Unit coordinator Philosophy 1 FHEQ level (Framework for Higher Education Qualifications) ' Middle part of Bachelors ' European Credit Transfer & Accumulation System Rating : 10.0 What is analytic philosophy? What is its nature and what are its methods? In this course we will seek to answer these questions by examining key contributions from leading historical figures who shaped the evolution of the discipline. The overarching goals are to understand the realism that has for a long time accompanied analytic philosophy and the significance of analysis for analytic philosophy. The course will begin with the origins of the tradition in the early works of Russell and Moore, as a realist revolution designed to overcome the idealism of Berkeley and Bradley, before tracing the development of analytic philosophy until its metaphysical high-point in the logical atomism of Russell and the early Wittgenstein. From this high-point we follow metaphysics decline, or the decline of a certain conception of metaphysics, through the critiques of Ayer, Carnap, the later Wittgenstein and Quine and the valiant rear guard action of Dorothy Emmett’s which anticipates later developments.   What is analytic philosophy? What is its nature and what are its methods? In this course we will seek to answer these questions by examining key contributions from leading historical figures who shaped the evolution of the discipline. The overarching goals are to understand the realism that has for a long time accompanied analytic philosophy and the significance of analysis for analytic philosophy. The course will begin with the origins of the tradition in the early works of Russell and Moore, as a realist revolution designed to overcome the idealism of Berkeley and Bradley, before tracing the development of analytic philosophy until its metaphysical high-point in the logical atomism of Russell and the early Wittgenstein. From this high-point we follow metaphysics decline, or the decline of a certain conception of metaphysics, through the critiques of Ayer, Carnap, the later Wittgenstein and Quine and the valiant rear guard action of Dorothy Emmett’s which anticipates later developments.   The unit aims to:<ul><li>Provide an understanding of the nature and development of the analytic tradition in philosophy;</li><li>Provide historical background for some of the contemporary debates in the analytic tradition;</li><li>Introduce students to some of the key writings in the tradition;</li><li>Introduce students to some of the techniques and methods of analytic philosophy.</li></ul> Students should be able to:<ul><li>Identify the main philosophical problems which motivated the development of early analytic philosophy;</li><li>Clearly articulate the relevant doctrines of the early analytic philosophers and their critics.</li></ul> Students should be able to:<ul><li>Evaluate the claims and arguments of the early analytic philosophers and their critics;</li><li>Evaluate the lasting significance of early analytic philosophy and its developments;</li><li>Dissect, interpret and criticise both the original historical texts and commentaries on them.</li></ul> Students should be able to:<ul><li>Use research tools to effectively select resources in the preparation of assessments on early analytic philosophy;</li><li>Clearly communicate ideas about early analytic philosophy.</li></ul> Analytical skills Oral communication Problem solving Research Written communication One two-hour lecture and one one-hour tutorial per week. 0 Other 100% Essay (1750 words) 40%Exam (2 hours) 50%Online Multiple Choice Questionnaires (10 quizzes) 10% The School of Social Sciences (SoSS) is committed to providing timely and appropriate feedback to students on their academic progress and achievement, thereby enabling students to reflect on their progress and plan their academic and skills development effectively. Students are reminded that feedback is necessarily responsive: only when a student has done a certain amount of work and approaches us with it at the appropriate time is it possible for us to feed back on the student's work. The main forms of feedback on this course are written feedback responses to assessed essays and exam answers.We also draw your attention to the variety of generic forms of feedback available to you on this as on all SoSS courses. These include: meeting the lecturer/tutor during their office hours; e-mailing questions to the lecturer/tutor; asking questions from the lecturer (before and after lecture); presenting a question on the discussion board on Canvas; and obtaining feedback from your peers during tutorials. Y <ul><li>G. Berkeley Dialogues</li><li>F.H. Bradley Appearance and Reality</li><li>B. Russell Problems of Philosophy</li><li>B. Russell Lectures on the Philosophy of Logical Atomism</li><li>L. Wittgenstein Tractatus</li><li>A.J. Ayer Language Truth and Logic</li><li>Dorothy Emmet The Nature of Metaphysical Thinking</li><li>L. Wittgenstein Philosophical Investigations </li><li>W.V. Quine ‘Two Dogmas of Empiricism’.<o:p></o:p></li></ul> Lectures 20 Tutorials 10 0 170