Introductory description

PH998 Topics in Philosophy of Mind and Language

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

The two general questions that will guide us throughout are:

I. What does it take to support strongly anti individualist explanations of our mental lives?
II. What is the relation between claims in the philosophy of mind and ethics in giving shape to anti individualist accounts of the mind.

These general questions will be pursued by addressing particular questions, which will include:

1. What is the effect of adopting strong anti-individualism on the account we should give of, among other things: i. the nature of self-awareness and knowledge, and its relation to our awareness and knowledge of others; ii. the role of communication in enabling knowledge and understanding of others, and ourselves.
2. What is the nature of second person thought, and how does appeal to it
   i. Figure in accounts of our knowledge of others and ourselves?
   ii. Serve to make issues in ethics internal to the philosophy of mind.
3. How should we explain the sense in which episodes of joint attention, and joint action, involve the 'sharing ' of experiences and intentions? What is the role of joint attention and joint action in shaping our mental lives?
4. What role does appeal to developmental psychology play in justifying and giving form to anti individualism?

Learning outcomes

By the end of the module, students should be able to:

• By the end of the module the student should have advanced knowledge and understanding of some current key issues that arise in the areas of philosophy of mind and philosophy of language.
• By the end of the module the student should be able to demonstrate advanced knowledge and understanding of some complex texts in the areas of the philosophy of mind and language covered in the module.
• By the end of the module students should be able to present views and arguments and develop original critical assessments of those arguments orally and in writing.

Indicative reading list

Particular readings will be suggested for each session. Useful background reading:

Michael Tomasello. (2014) A Natural History of Human Thinking
Michael Tomasello. (2019) Becoming Human: A Theory of Ontogeny
Donaldson, D. (2001) Subjective, Intersubjective Objective.
Eilan, N., Hoerl, C., McCormack, T., & Roessler, J. (Eds.). (2005). Joint attention: Communication and other minds: Issues in philosophy and psychology. Clarendon Press/Oxford University
Moran, Richard. (2019)The Exchange of Words: Speech, Testimony, and Intersubjectivity OUP
Eilan, N. (2014). Special issue: The second person. Philosophical Explorations, 17(3), 265–387.

Interdisciplinary

Writings by a selection of developmetnal psychologists will be discussed in the seminar

Subject specific skills

i) The ability to understand philosophical issues and arguments
(ii) The ability to critically engage with philosophical ideas and arguments
(iii) The ability to articulate philosophical issues and arguments
(iv) The ability to read philosophical texts, including an ability to understand and explain technical philosophical vocabulary from these historical texts, and debates about interpretation of certain key terms.

Transferable skills

(i) The ability to communicate information (verbally and in written form) to people both expert and non-expert in the field.
(ii) The ability to analyse, evaluate, critique and apply complex information gathered from reading, reflection, reasoning or communication.
(iii) The ability to effectively manage schedules and deadlines