COURSE GUIDE Philosophical Semantics Teacher: Pau Sanchis Matoses Philosophy Degree 2nd Year PHILOSOPHICAL SEMANTICS Preliminary remarks: The teaching on this course is online. As specified in the Methodology section of this guide, it is interactive e‐learning that is undertaken using audiovisual resources. 1.‐ COURSE DETAILS Course Name ECTS Credits Type of Learning Calendar Module Name Course Requirements Lecturer Philosophical Semantics 6 Basic Second semester Philosophy of Language None Pau Sanchis Matoses. ([email protected]) 2.‐ BRIEF DESCRIPTION OF COURSE CONTENTS This course provides an introduction to the ideas and concepts developed in the field of philosophy of language and, more specifically, in the field of philosophical semantics. To do this we will discuss some of the main authors who are the basis of this discipline, directly addressing his texts to promote an explanatory analysis thereof. Finally, we will study the French semantics that will help us understand other types of analysis as well as the rise of French post‐structuralism. 3.‐ COURSE PROGRAM AND CALENDAR (2012‐2013) 1.
Meaning, Sense, and Reference January, February and March
1.1 Frege: “On Sense and Reference” 1.2 Russell: “Descriptions and Incompleted symbols” 1.2.1 What is a definite description? 2. Wittgenstein: language‐game and private language 2.1 Wittgenstein: Philosophical investigations  Practice April
May
3. French Semantics: Saussure and Course in General Linguistics 3.1 The study of the sign and 3.2 Saussure as the base of the structuralism. May
4. Brake the sign, an approach to Jacques Derrida 4.1 Critique of the sign and the difference 4.‐ REFERENCES 4.2 Basic bibliography Reference b1 COMPULSORY READINGS: Part 1: 

Frege “On Sense and Reference” (online: http://en.wikisource.org/wiki/On_Sense_and_Reference) Russell, B. The philosophy of Logical Atomism, “Descriptions and Incomplete symbols”.(online: http://www.ualberta.ca/~francisp/NewPhil448/RussellPhilLogicalAtomismPe
ars.pdf) chapter 6 Part 2 
Wittgenstein, L. Philosophical Investigations (online:http://gormendizer.co.za/wp‐
content/uploads/2010/06/Ludwig.Wittgenstein.‐
.Philosophical.Investigations.pdf) Part 3: 
Saussure, F. Course in General Linguistics, Philosophical Lybrary, 1959 (online: http://archive.org/stream/courseingenerall00saus#page/n5/mode/2up) Part 4: 
Reference b2: Derrida, J. Différance, (online: http://es.scribd.com/doc/37301432/derrida‐
differance) Bibliography about Frege: 

Thiel, Chr. Sense and Reference in Frege’s Logic, Acero, J.J. Filosofía y análisis del lenguaje, Cincel, 1985, capítulo 2.  Kenny, A. Frege, Penguin Books, 1995. Bibliography about Russell: 


Passmore, J. A Hundred Years of Philosophy, Pelican, 1956. Acero, J.J. Filosofía y análisis del lenguaje, Cincel, 1985, capítulo 3. García Suárez, A. Modos de significar. Una introducción temática a la filosofía del lenguaje, Tecnos, Madrid, 1997. Capítulos 1 y 2. Bibliography about Wittgenstein: 

Fann, K. T. Wittgenstein´s Conception of Philosophy, Basil Blackwell, 1969. Kenny, A, Wittgenstein, Harvard Univ. Press, 1973. Bibliography about post‐structuralism and Derrida: 

G. Bennington y J. Derrida, Jacques Derrida, Seuil, 1991. Descombes, V Modern French Philosophy, Cambridge University Press, 1980 4.3 Further reading Referencia c1: Referencia c2: Manuales: ‐ Acero, J.J. Filosofía y análisis del lenguaje, Cincel,1985. José Hierro. Significado y verdad. Ensayos de semántica filosófica, Alianza, 1990. 5. METHODOLOGY The teaching on this course uses three online resources: 1) Reading and analyze the fundamental texts about philosophical semantics. Dynamic textbook or workbook, to facilitate learning and reflexion; 2) webinars, through which master classes, guided activities (practices, text comments, seminars, …), and group tutorials are carried out. All the Web conferences are interactive; 3) video‐lessons on crucial issues. MASTER CLASSES CREDITS: 1.2 METHODOLOGY OF TEACHING AND LEARNING: a) With the real‐time participation of students: Synchronous learning (in principle this means that both students and teachers are simultaneously connected through their respective computers) using multimedia resources via interactive web conferencing. Synchronous learning has the obvious advantage of providing immediate access and feedback from the lecturer. Moreover, web conference attendance provides excellent teaching and learning opportunities. The rewards include deeper learning, constructive interactions, and a sense of community and shared experience. Although the activity is synchronous, the webinar is recorded and stored in the Virtual Classroom and therefore can be watched 24 hours a day, 365 days a year. b) Without the real‐time participation of students: Asynchronous learning using videotaped lectures by the lecturer or an invited expert. GUIDED ACTIVITIES (EXCEPT SEMINARS) CREDITS: 1,2 METHODOLOGY OF TEACHING AND LEARNING: Synchronous learning using multimedia resources via interactive web conferencing. Understanding theories and concepts is the key aim of these practical classes. Although the activity is synchronous, the webinar is recorded and stored in the Virtual Classroom and therefore can be watched 24 hours a day, 365 days a year. (INDIVIDUAL OR GROUP) TUTORIALS CREDITS: 0.4 METHODOLOGY OF TEACHING AND LEARNING: • Individual interview via skype. • Virtual group interactions via web conferencing: a) for the analysis of the literature; b) for the reparation of assessments; c) for the monitoring of the course progress. STUDY, TASK PREPARATION AND TESTING. CREDITS: 3.2 METHODOLOGY OF TEACHING AND LEARNING: SELF‐STUDY. 6.‐ COMPETENCIES TO BE ACQUIRED BY THE STUDENT (The figures refer to the officially approved (by ANECA) list of competencies of this Online Degree in Philosophy) GENERAL COMPETENCIES [GC] INSTRUMENTAL 1 Organization and planning (0,1 credits) 2 Basic computer skills (0,1 credits) 3 Problem‐solving (0,2 credits) Instrumental Competence
s
General
Competences
IInterperson
al
Competence
s
Systemic Competence
s
INTERPERSONAL 6 Intra‐ and interdisciplinary team work (0,2 credits) SYSTEMIC 11 Ability to learn and teach (0,2 credits) SPECIFIC COMPETENCES [SC] 17 To be able to pose philosophical questions (0,4 credits) 18 To be able to relate different philosophical topics (0,4 credits) 23 To write philosophical essays and show evidence of analytical and synthetic skills (1,4 credits) 25 To be able to understand and evaluate philosophical arguments (0,4 credits) 26 To be able to construct philosophical arguments (0,4 credits) 31 To be able to analyze the logic of the languages and their various uses (0,4 credits) 32 To be able to search, select and quote bibliography related to philosophy (0,2 credits) 35 To be able to understand texts belonging to different periods or cultures and to be able to connect them with others texts (0,4 credits) 40 Ability to participate in philosophy conferences, cultural activities, meetings and academic debates (0,4 credits) 41 To recognize and describe the major stages, figures and works of philosophy (0,4 credits) 42 To achieve a good knowledge about logical and metalogical concepts (0,4 credits) 7.‐ LEARNING OUTCOMES RA1. To achieve the knowledge of the principal thesis developped by different authors of philosophy of language  Competences CG: 1, 11 CE: 18, 35, 42 RA.2. To achieve the ability to write a philosophical essay  Competences CG: 3, 6 CE: 17, 23, 26, 31, 32, 35, 41 RA.3. To understand the relationship between the philosophy of language and other parts of philosophy.  Competences CG: 6, 11 CE: 18, 25, 35, 41, 42 8.‐ STUDENT WORKLOAD Student workload is the amount of time spent by students on university study, including both scheduled contact time (lectures, tutorials, practical classes, workshops, etc.) and individual (or group) study, and it is measured through the allocation of ECTS credits. Item Hours Attendance at master classes 12 Attendance at practical classes 12 Attendance at tutorials 4 Preparation of master classes (1.5 x12) +1 18 Preparation of practical classes (1.5 x6) +1 18 Exam Preparation (3 days x 7 hours.) 21 Making final exam 3 Self‐evaluations 2 90 9.‐ ASSESSMENT Students should self‐access following the development of each topic. There will be and assessment of the content of each theory and practical lecture. The table below refers to the marks of each part of the course that is going to be evaluated by the teacher Assessment Tool Attendance and participation in synchronic sessions Submission of requested assignments and periodic practices Final evaluation through practical and written essay Type of Learning Online Allocated Percentage 10% Home 30% Face‐to‐Face 60%