Viewing: PHI 331 : Philosophy of Language

Last approved: Wed, 10 Oct 2018 08:01:02 GMT

Last edit: Wed, 29 Aug 2018 12:09:40 GMT

Changes proposed by: n51ls801
Change Type
PHI (Philosophy)
Dual-Level Course
Cross-listed Course
Philosophy of Language
Phil of Language
College of Humanities and Social Sciences
Philosophy and Religion (16PHI)
Religion/Religious Studies.
Term Offering
Spring Only
Offered Alternate Years
Fall 2018
Previously taught as Special Topics?
Course Delivery
Face-to-Face (On Campus)

Grading Method
Graded with S/U option
Contact Hours
(Per Week)
Component TypeContact Hours
Course Attribute(s)
GEP (Gen Ed)

If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
Kevin Richardson
Assistant Professor of Philosophy

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
Prerequisite: One PHI course

Is the course required or an elective for a Curriculum?
SIS Program CodeProgram TitleRequired or Elective?
16PHILBA B. A. In Philosophy Elective
16PHILETH Philosophy-BA Sub-Plan Philosophy Ethics Concentration Elective
16PHILLAW Philosophy-BA Sub-Plan Philosophy of Law concentration Elective
16PHILBS Philosophy-BS Elective
16PHILLOG Philosophy-BS Sub-Plan Logic, Representation and Reason Elective
16PHM Minor in PhilosophyElective
16 CNMMinor in Cognitive ScienceElective
Introduction to traditional and modern accounts of the relations between language and reality, the nature of truth, problems of intentionality and propositional attitudes.

No revision. GEP-HUM review required.


Is this a GEP Course?
GEP Categories
Interdisciplinary Perspectives
Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
Students will be able to identify and analyze concepts of linguistic meaning in order to deconstruct common claims about the relation of language and reality.
Measure(s) for 1. Final paper topic Ex. “How can the tripartite distinction among syntax, semantics and pragmatics be used to defend Kripkean accounts of meaning and reference against the charge of psychological unreality? Does the strategy succeed?”
Students will be able to comprehend and generalize puzzles about belief to illustrate questions about self-knowledge and original intentionality as expressed using ‘essential indexicals’.
Measure(s) for 2. Final exam questions. Ex. “In what way is Austin’s Two Tubes Puzzle a refinement of Perry’s example of the messy shopper and Kripke’s example of Puzzling Pierre in the ‘London’/’Londres’ example? What questions about self-knowledge and intentionality can the Two Tubes Puzzle help more effectively to raise?”
Students will be able to appraise, revise and evaluate philosophical arguments about the nature of meaning and reference.
Measure(s) for 3. Problem set questions. Ex. “Present the Paradox of the Heap as a series of arguments. What according to Kamp is Sanford’s criticism of Fine’s ‘fractal dust’ approach to resolving the paradox?”
Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:




Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:




Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:






Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
Students will be able to distinguish the explanatory demands of linguistics for psychological reality from the rational reconstructions of meaning in early 20th century philosophy of language.
Measure(s) for 1.
Problem sets. (Ex. Did the Frege/Russell theory of names aim to provide a psychologically realistic account of name use?
Did Kripke's objections to that theory depend on demonstrating the theory's psychological unreality?)
Students will be able to Identify the methods of Montague grammar ("the Montagovian Vision" in linguistics) and Tarski's definition of truth (formal logic) to as applied in Kaplan's account of Indexicals and demonstratives.
Problem sets. (Ex. How does Kaplan's distinction between character and content rely on Montague's account of intenslonality and Tarski's definition of truth in formalized languages?)
Students will be able to evaluate application of formal methods In logic to systematic explanation of pragmatic phenomena in language.
Paper topic. (Ex. How does Stalnaker's use of the possible worlds framework allow a nuanced account of pragmatic presupposition?)
Philosophy and Linguistics primarily, both of which draw on Logic.
While few philosophers have worked in phonology, and linguists have been somewhat more concerned with syntactical theory than philosophers, linguists and philosophers have worked very closely on the development of formal semantics and pragmatics, and contemporary semantical and pragmatic theory would not exist without the late 19th and 20th century developments of logic. Thus logic provides a common framework for posing and resolving questions about the nature of meaningful utterance, the ability to refer, and the truth conditions for assertive utterances. Little more than the basics of first order logic is required to introduce students to the course material and Soames’ text is rigorous and clear without adverting unnecessarily to complex logical machinery. Nonetheless, the central concerns of linguistics and of philosophy (of language) involve different problems and methods. The two disciplines thus exhibit exemplary, advanced interdisciplinary integration and provide a positive model for interdisciplinarity, hard won over the last one hundred years or so.
Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:






Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:








Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:


Please complete at least 1 of the following student objectives.






US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.








Requisites and Scheduling
a. If seats are restricted, describe the restrictions being applied.
b. Is this restriction listed in the course catalog description for the course?
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
one PHI course
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
Title and author of any required text or publications.
A. P. Martinich and David Sosa, eds., The Philosophy of Language 6th Edition (Oxford University Press, 2012) $74.95 ISBN: 9780199795154
Scott Soames, Philosophy of Language (Princeton University Press, 2012) Paperback $17.95 ISBN: 9780691155975
Major topics to be covered and required readings including laboratory and studio topics.
See syllabus
List any required field trips, out of class activities, and/or guest speakers.
This course is part of Professor Richardson's standard load.

GEP suffices

Student Learning Outcomes

GEP suffices

Evaluation MethodWeighting/Points for EachDetails
Homework303 @ 10; see syllabus
Major Paper40See syllabus
Final Exam30See syllabus
TopicTime Devoted to Each TopicActivity
Names and Descriptions3 wksSee syllabus
Truth and Formal Semantics3 wksSee syllabus
Ascription of belief2 wksSee syllabus
Propositions and Possible Worlds1 wkSee syllabus
Context2 wksSee syllabus
Pragmatics and Communication2 wksSee syllabus
Methodological Issues in Linguistics1 wkSee syllabus
Vagueness1 wkSee syllabus
GER>GEP Providing last approved information
Last approved syllabus- 1994
GEP category- Interdisciplinary Perspective added 2012
Last university approved GEP information attached as additional document

CIM Notes:
Course objectives added from last approved syllabus
16 weeks added as course length based on university standards
GEP attribute indicated (box checked)
Course delivery needed in CIM
GEP Interdisciplinary outcomes and measures added from GEP document
Grading/evaluation method needed in CIM
Student Learning Outcomes needed in CIM
Humanities outcomes and measures needed in CIM

Syllabus Notes:

Syllabus review of last approved syllabus based on Syllabus Regulations page:

The following statements which can be found at the above link should be added to the syllabus:
-Students with Disabilities
-Academic Integrity
-Electronic Components

The following components should be added to the syllabus:
-Instructor information including office location, hours, and contact information
-Course prerequisites
-GEP information including categories, measures, and outcomes
-Student Learning Outcomes (measurable)
-Course description that includes catalog description as it is listed in CIM
-Any course components (labs, etc.)
-Projected schedule based on 16 week semester
-Grading/evaluation methods
-Instructor's policies on late work and attendance
-Required textbooks and expenses

RLB 07/02/2018
aeherget (Wed, 29 Aug 2018 12:09:40 GMT): AECHH: Updating program list at faculty request via email 8/28/2018.
Key: 4412
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