Last modified: 22 May 2019 17:07
This course aims to introduce students to three of the main theoretical approaches to the study of language and meaning through a focused study of three central figures in the literature: Ferdinand de Saussure, Paul Grice and Gottlob Frege. In studying these figures, we will focus on the distinct contribution philosophy has to make to the study of language, and on the wider philosophical applications of a proper understanding of linguistic meaning.
| Study Type | Undergraduate | Level | 4 |
|---|---|---|---|
| Term | First Term | Credit Points | 30 credits (15 ECTS credits) |
| Campus | Old Aberdeen | Sustained Study | No |
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This course has two distinct aims. Firstly, to introduce you to some extremely influential analyses of language and its workings. Secondly, through studying this material, to teach you a bit about what philosophical - as opposed to psychological, linguistic or literary - research is like and how it might contribute to the study of language and thought. We will cover three main approaches to language: analysing meaning in terms of truth; analysing meaning in terms of speakers' thoughts and intentions; analysing meaning in terms of linguistic structure. To do this, we will focus on the work of three central figures in 19th and 20th century philosophy of language: Gottlob Frege (1848-1925), Ferdinand de Saussure (1857-1913), and Paul Grice (1913-1988). These three figures, taken together, have had an immense influence on the study of language through the 20th century and up to the present day. A good grounding in the basics of their work will serve you well if you are interested in the study of language, whether it be in philosophy, psychology, sociology, anthropology, linguistics, or literature.
Information on contact teaching time is available from the course guide.
1st Attempt
Resit
There are no assessments for this course.
Informal oral feedback to all student in student-led section of every teaching session.
Informal feedback - oral and written - to leadership pair on classroom leadership and material produced.
Formal written feedback on all assessed work.
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