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PHIL41640

Academic Year 2024/2025

Development of Analytical Philosophy (TCD) (PHIL41640)

Subject:
Philosophy
College:
Social Sciences & Law
School:
Philosophy
Level:
4 (Masters)
Credits:
10
Module Coordinator:
Professor Rowland Stout
Trimester:
Spring
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

First, we will look at some basic issues regarding propositions—including what they are, how they are individuated, and what the “analysis” of a proposition involves. We will identify certain differences between Frege’s views and Russell’s regarding propositions and will consider how the different approaches of Frege and Russell are related to the views of more recent philosophers, including W. V. Quine, Robert Stalnaker, and Jeffrey King.

Second, we will look at some similarities and differences between Frege’s philosophy of mathematics and Russell’s. While both endorse the logicist view that arithmetic is reducible to logic, they interpret their shared logicism in different ways: Frege takes it as supporting the view that arithmetic is analytic and that numbers are “self-subsistent object”, Russell takes it as supporting the view that logic is synthetic and a priori and that numbers are “fictions”. We will relate these differences between their views of arithmetic to differences between their views of propositions and analysis and will relate issues that arise in their philosophy of mathematics relate to more recent developments, including the attempt by Crispin Wright and Bob Hale to defend a version of Frege’s logicism, issues regarding reference to mathematical entities raised by Paul Benacerraf and Quine, and structuralist approaches to the philosophy of mathematics.

Third, we will look at some aspects of the views of Frege and Russell that have played a central role in the development of the philosophy of language—in particular, Frege’s theory of sense and reference (Sinn and Bedeutung) and Russell’s theory of definite descriptions. We will consider reasons why Frege and Russell introduce these competing theories, how they have been understood and debated by subsequent philosophers of language, and how they influenced the early Wittgenstein.

Finally, we will consider some aspects of Wittgenstein’s early philosophy, as reflected in his Tractatus Logico-Philosophicus, focusing on issues it raises regarding the limits of thought and the status of metaphysics, considering differences between Wittgenstein’s approach to these issues and Russell’s, and considering also how these differences between Wittgenstein and Russell are related to the views of more recent philosophers including Donald Davidson, Thomas Nagel, and Thomas Hofweber.

About this Module

Learning Outcomes:

To be supplied by TCD Lecturer - Prof Jim Levine

Indicative Module Content:

The purpose of this course is to examine some aspects of the development of analytic philosophy—specifically, to examine how some issues regarding the nature of analysis, the philosophy of mathematics, and the philosophy of language that arose for early analytic philosophers (primarily Bertrand Russell and Gottlob Frege, but also, to some extent, the early Wittgenstein) have played out in more recent analytic philosophy.

Student Effort Hours:
Student Effort Type Hours
Seminar (or Webinar)

22

Project Supervision

4

Autonomous Student Learning

174

Total

200


Approaches to Teaching and Learning:
To be supplied by TCD Lecturer

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy  
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Assignment(Including Essay): The assessment for this course will be the final essay, with a word limit of 3,000 words (including footnotes but not bibliography). Students will choose the topic of their essay. Week 15 Standard conversion grade scale 40% No

100

Yes

Carry forward of passed components
No
 

Remediation Type Remediation Timing
In-Module Resit Prior to relevant Programme Exam Board
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment

How will my Feedback be Delivered?

Feedback individually to students, post-assessment This can be through different approaches such as oral, audio, video and/or written/annotated feedback, either in-class, out of class, in meetings, through the VLE, by email, using rubrics, etc.