Philosophical Analysis
A.Y. 2019/2020
Learning objectives
The aim of the course is to provide students with in-depth knowledge of modal epistemology as a highly relevant subfield of epistemology and the philosophy of mind. They will be familiar with the methods used to address questions of possibility and to metaphilosophically reflect on our ways of addressing them.
Expected learning outcomes
Knowledge and Understanding
The students will know the relevant most recent literature on modal epistemology. They will be aware of the problems besetting modal epistemology and have an overview of potential solutions and objections to them.
Ability to Apply Knowledge and Understanding
At the end of the course the students will have acquired the capacity of precisely formulating epistemological problems pertaining to our knowledge of possibility and necessity, of assessing the most relevant possible solutions to these problems, and of tackling objections to them. They can identify unsolved issues in the debate and envisage innovative solutions
The students will know the relevant most recent literature on modal epistemology. They will be aware of the problems besetting modal epistemology and have an overview of potential solutions and objections to them.
Ability to Apply Knowledge and Understanding
At the end of the course the students will have acquired the capacity of precisely formulating epistemological problems pertaining to our knowledge of possibility and necessity, of assessing the most relevant possible solutions to these problems, and of tackling objections to them. They can identify unsolved issues in the debate and envisage innovative solutions
Lesson period: Second semester
Assessment methods: Esame
Assessment result: voto verbalizzato in trentesimi
Single course
This course cannot be attended as a single course. Please check our list of single courses to find the ones available for enrolment.
Course syllabus and organization
Single session
Responsible
Lesson period
Second semester
Course syllabus
Teaching Unit A (20 hours, 3 cfu): The historical roots of the debate
Teaching Unit B (20 hours, 3 cfu): Imagination and possibility
Teaching Unit C (20 hours, 3 cfu): Alternative approaches to modal epistemology
Teaching Unit B (20 hours, 3 cfu): Imagination and possibility
Teaching Unit C (20 hours, 3 cfu): Alternative approaches to modal epistemology
Prerequisites for admission
Knowledge of English (Teaching will be in English)
Teaching methods
Seminar, Classroom discussion
Teaching Resources
Bibliography
Teaching Unit A:
Gendler, T.S., Hawthorne, J. 2002. Introduction: Conceivability and Possibility?. In Gendler, T.S., Hawthorne, J. (eds.), Conceivability and Possibility, 1-70. Oxford: Clarendon Press: 1-26
Yablo, S. 1993. Is Conceivability a Guide to Possibility?. Philosophy and Phenomenological Research 53, 1-42: 16
Dohrn, D. 2010. Hume on Knowledge of Metaphysical Modalities, Logical Analysis and History of Philosophy 13, 38-59
Teaching Unit B:
Yablo, S. 1993. Is Conceivability a Guide to Possibility?. Philosophy and Phenomenological Research 53, 1-42.
Van Inwagen, P. 1998. Modal Epistemology. Philosophical Studies 92, 67-84.
Dohrn, D. forthcoming: Modal Epistemology Made Concrete, Philosophical Studies
https://doi.org/10.1007/s11098-018-1135-2
Teaching Unit C: Alternative approaches to modal epistemology
Williamson, T. 2007. The Philosophy of Philosophy. Oxford: Blackwell, chapter 5
Krödel, T. 2012. Counterfactuals and the Epistemology of Modality. Philosophers' Imprint 12.
-Modal Knowledge, Evolution and Counterfactuals, In: Fischer, B. Leon, F. (eds.) Modal Epistemology after Rationalism,Cham: Springer, chapter 10
Dohrn D. forthcoming: Counterfactuals and Non-Exceptionalism about Modal Knowledge,
Erkenntnis. https://doi.org/10.1007/s10670-018-0086-5
Kment, B. forthcoming: Essence and modal knowledge. Synthese. https://doi.org/10.1007/s11229-018-01903-1
Teaching Unit A:
Gendler, T.S., Hawthorne, J. 2002. Introduction: Conceivability and Possibility?. In Gendler, T.S., Hawthorne, J. (eds.), Conceivability and Possibility, 1-70. Oxford: Clarendon Press: 1-26
Yablo, S. 1993. Is Conceivability a Guide to Possibility?. Philosophy and Phenomenological Research 53, 1-42: 16
Dohrn, D. 2010. Hume on Knowledge of Metaphysical Modalities, Logical Analysis and History of Philosophy 13, 38-59
Teaching Unit B:
Yablo, S. 1993. Is Conceivability a Guide to Possibility?. Philosophy and Phenomenological Research 53, 1-42.
Van Inwagen, P. 1998. Modal Epistemology. Philosophical Studies 92, 67-84.
Dohrn, D. forthcoming: Modal Epistemology Made Concrete, Philosophical Studies
https://doi.org/10.1007/s11098-018-1135-2
Teaching Unit C: Alternative approaches to modal epistemology
Williamson, T. 2007. The Philosophy of Philosophy. Oxford: Blackwell, chapter 5
Krödel, T. 2012. Counterfactuals and the Epistemology of Modality. Philosophers' Imprint 12.
-Modal Knowledge, Evolution and Counterfactuals, In: Fischer, B. Leon, F. (eds.) Modal Epistemology after Rationalism,Cham: Springer, chapter 10
Dohrn D. forthcoming: Counterfactuals and Non-Exceptionalism about Modal Knowledge,
Erkenntnis. https://doi.org/10.1007/s10670-018-0086-5
Kment, B. forthcoming: Essence and modal knowledge. Synthese. https://doi.org/10.1007/s11229-018-01903-1
Assessment methods and Criteria
The final grade will be based to 30% on regular contributions to the classroom debate and to 70% on a term paper, 15 pages maximum, to be turned in approximately 15 days after the end of classes.
Unita' didattica A
M-FIL/05 - PHILOSOPHY AND THEORY OF LANGUAGE - University credits: 3
Lessons: 20 hours
Unita' didattica B
M-FIL/05 - PHILOSOPHY AND THEORY OF LANGUAGE - University credits: 3
Lessons: 20 hours
Unita' didattica C
M-FIL/05 - PHILOSOPHY AND THEORY OF LANGUAGE - University credits: 3
Lessons: 20 hours
Professor(s)
Reception:
Monday 16.30- 19.30, office or online upon prenotation by email.