Research Methods in Analytic Philosophy (5 cr)
- 2016-10-03 - 2016-11-21
- Mon. 15:30-18:00. Additionally: 16-18/01/2017 (see section "Other Considerations" for times and rooms).
- Facultat de Filosofia, UB - Room 402
This course will provide an introduction to the methods, tools and skills that are necessary to engage in discussions in contemporary analytic philosophy.
The course will be divided in three parts. In the first part (5 sessions, during October-mid November), we will have a reading group where we will discuss recent papers on methodological issues in philosophy, and students will have to prepare questions and comments in advance. All students should email a substantive question or comment for discussion to the instructor the day before each session. In the second part (to be conducted online, during November-December), students will have to participate in a philosophy blog, run by the instructor specifically for this class (http://researchmethodsaphil.blogspot.com.es). Each student has to write at least 1 standing blog post, and at least 2 comments on someone else’s blog post. In the third part (to be held on January 16-18, 2017), we will have a small workshop, where each student will have to present a short paper and also comment on someone else’s presentation. Each student will have to send their paper to their commentator at least 3 weeks in advance, and the commentator should send their comments to the author at least 1 week prior to the presentation.
The final grade for the course will be obtained on the basis of the blog post and comments (30%), workshop presentation (30%), paper commentary (20%), and class participation (20%).
Topics for blog posts and workshop presentations: Each student can choose a topic based on their own coursework or research interests. The material for the blog post and the workshop presentation should not overlap. It is strongly recommended that students consult with the instructor in advance regarding the topics.
Intended Learning Outcomes:
CB8: Students should be able to integrate information and form complex judgements on the basis of limited or partial information, including reflections on the ethical and social implications related to their area of research in analytic philosophy.
CB9: Students should be able to communicate effectively their arguments and conclusions to a specialized audience in a clear and rigorous manner.
CB10: Students should be able to acquire learning skills that allow them to pursue their studies in an autonomous manner.
CG1: Students should be able to analyze, assess and construct valid arguments, and to identify formal and informal fallacies.
CG2: Students should be able to design, create and develop original research projects in their chosen areas of study in analytic philosophy.
CG4: Students should be able to work both autonomously and as part of a team, in order to provide arguments for and against different positions in analytic philosophy, and provide examples.
CE1: Students should be able to critically engage with the concepts and methods of contemporary analytic philosophy.
CE4. Students should be able to assess the writings of leading contemporary philosophers in the field of analytic philosophy.
CE5. Students should be able to identify and critically engage with the current state of a particular philosophical debate, and form a reasoned view, even if provisional, about it.
CE7. Students should be able to critically use specialized terminology in the field of analytic philosophy.
October 10: David Chalmers (2011) “Verbal Disputes”, Philosophical Review, 120(4), pp. 515-66.
October 17: Amie Thomasson (2016) “Metaphysical Disputes and Metalinguistic Negotiation”, Analytical Philosophy. DOI:10.1111/phib.12087
October 24: David Plunket (2015) “Which Concepts Should We Use?: Metalinguistic Negotiations and The Methodology of Philosophy”, Inquiry, 58(7-8), pp. 828-74.
October 31: No class.
November 7: No class.
November 14: Sally Haslanger (2016) “Theorizing with a Purpose: The Many Kinds of Sex”, in Natural Kinds and Classification in Scientific Practice, edited by Catherine Kendig, New York: Routledge.
November 21: Quayshawn Spencer (2012) “What ‘Biological Racial Realism’ Should Mean”, Philosophical Studies, 159(2), pp. 181-204.
Additional sessions in January 2017.
Monday 16: 11:00-17:20h Room 411
Tuesday 17: 10:00-13:50 Room 410
Wednesday 18: 10:00-13:50h Room 401