Language and Metaphisics
A.Y. 2021/2022
Learning objectives
The course aims at an in-depth understanding of a current debate or research topic at the intersection between the philosophy of language and metaphysics.
Expected learning outcomes
Knowledge and understanding
Students will acquire an in-depth knowledge of the main topics of the contemporary debate in the field of metaphysics and / or philosophy of language and the ability to critically discuss them.
Ability to apply knowledge and understanding
At the end of the course, students will be able to analyze complex problems in the fields of metaphysics and the philosophy of language and to identify possible solutions to these problems. They will be able to apply the skills and knowledge acquired to various research fields.
Students will acquire an in-depth knowledge of the main topics of the contemporary debate in the field of metaphysics and / or philosophy of language and the ability to critically discuss them.
Ability to apply knowledge and understanding
At the end of the course, students will be able to analyze complex problems in the fields of metaphysics and the philosophy of language and to identify possible solutions to these problems. They will be able to apply the skills and knowledge acquired to various research fields.
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
During the ongoing covid emergency, the course syllabus will be maintained with the following changes made to enhance the effectiveness of the online version of the course, which was originally designed for face-to-face teaching.
The lessons will be held in dual mode. The face-to-face lessons will allow the participation of students connected with MSTeams as well as students in the classroom.
The lessons will be recorded. The recordings of the lessons will remain available until automatic deletion by the MTeams program.
Online environments used:
Teams: g1ovulf
Students wishing to participate in face-to-face lessons must refer to the following University provisions: https://www.unimi.it/en/study/bachelor-and-master-study/following-your-programme-study/teaching-activities-campus
Students wishing to participate in MSTeams lessons must refer to the following technical guides: https://www.unimi.it/en/study/student-services/technology-and-online-services/microsoft-office-365-education
To participate in the exam sessions, students must refer to the following provisions:
https://www.unimi.it/en/study/bachelor-and-master-study/following-your-programme-study/sitting-exams
The lessons will be held in dual mode. The face-to-face lessons will allow the participation of students connected with MSTeams as well as students in the classroom.
The lessons will be recorded. The recordings of the lessons will remain available until automatic deletion by the MTeams program.
Online environments used:
Teams: g1ovulf
Students wishing to participate in face-to-face lessons must refer to the following University provisions: https://www.unimi.it/en/study/bachelor-and-master-study/following-your-programme-study/teaching-activities-campus
Students wishing to participate in MSTeams lessons must refer to the following technical guides: https://www.unimi.it/en/study/student-services/technology-and-online-services/microsoft-office-365-education
To participate in the exam sessions, students must refer to the following provisions:
https://www.unimi.it/en/study/bachelor-and-master-study/following-your-programme-study/sitting-exams
Course syllabus
The paradox of fiction
When we get involved in a fiction, we know that the objects, characters and events we are passionate about do not exist. This simple observation brings out the paradox of fiction because we normally consider it irrational to be passionate about non-existent people or events. The problems that the paradox brings up are the following: are we irrational when we get involved in fiction? Are our emotions in fiction different from those we have for objects and events in reality? The course aims to address various answers that have been provided to these questions.
When we get involved in a fiction, we know that the objects, characters and events we are passionate about do not exist. This simple observation brings out the paradox of fiction because we normally consider it irrational to be passionate about non-existent people or events. The problems that the paradox brings up are the following: are we irrational when we get involved in fiction? Are our emotions in fiction different from those we have for objects and events in reality? The course aims to address various answers that have been provided to these questions.
Prerequisites for admission
The course is in English. A B2 level of English is assumed.
Teaching methods
Frontal lessons
Discussions based on questions raised by students or the teacher
Student presentations
Discussions based on questions raised by students or the teacher
Student presentations
Teaching Resources
The final program will be made available on the Ariel website at the beginning of the course.
The program is the same for both attending and non-attending students.
The material for both 6 and 9 CFU:
1. Radford, C. 1975, How can we be moved by the fate of Anna Karenina? Proceedings of the Aristotelian Society, Supp. Vol. 49: 67-80.
2. Walton, K. L. 1978, Fearing Fictions, The Journal of Philosophy 75.1: 5-27.
3. Lamarque, P. 1981, How Can We Fear and Pity Fictions? The British Journal of Aesthetics 21.4: 291-304.
4. Carroll, N. 1990, The Philosophy of Horror, or Paradoxes of the Heart, New York and London: Routledge (ch. 2 "Metaphysics and Horror, or Relating to Fiction")
5. Yanal, R. 1994, The Paradox of Emotion and Fiction, Pacific Philosophical Quarterly 75.1: 54-75.
6. Smith, M. 1995, Film Spectatorship and the Institution of Fiction, The Journal of Aesthetics and Art Criticism 53.2: 113-127.
7. Walton, K. L. 1997, Spelunking, Simulation, and Slime: On Being Moved by Fiction, in M. Hjort and S. Laver (eds), Emotion and the Arts, New York: Oxford University Press, pp. 37-49.
8. Currie, G. 1997, The Paradox of Caring. Fiction and the Philosophy of Mind, in M. Hjort and S. Lavater (eds), Emotion and the Arts, New York: Oxford University Press, pp. 63-77.
9. Carroll, N. 1997, Art, Narrative, and Emotion, in M. Hjort and S. Lavater (eds), Emotion and the Arts, New York: Oxford University Press, pp. 190-211.
10. Livingston, P. and A. R. Mele, 1997, Evaluating Emotional Responses to Fiction, in M. Hjort and S. Lavater (eds), Emotion and the Arts, New York: Oxford University Press, pp. 157-176.
11. Joyce, R. 2000, Rational Fear of Monsters, The British Journal of Aesthetics 40.2: 209-224.
The material for 9 CFU additionally includes
12. Meskin, A. and J. M. Weinberg 2003, Emotions, Fiction, and Cognitive Architecture, The British Journal of Aesthetics 43(1): 18-34.
13. Kind, A. 2011, The Puzzle of Imaginative Desire, Australasian Journal of Philosophy 89.3: 421-439.
14. Doggett, T. and A. Egan 2012, How We Feel About Terrible, Non-Existent Mafiosi, Philosophy and Phenomenological Research 84.2: 277-306.
15. Spaulding, S. 2015, Imagination, Desire, and Rationality, The Journal of Philosophy 112.9: 457-476.
16. Teroni, F. 2019, Emotion, Fiction and Rationality, The British Journal of Aesthetics 59.2: 113-128.
The program is the same for both attending and non-attending students.
The material for both 6 and 9 CFU:
1. Radford, C. 1975, How can we be moved by the fate of Anna Karenina? Proceedings of the Aristotelian Society, Supp. Vol. 49: 67-80.
2. Walton, K. L. 1978, Fearing Fictions, The Journal of Philosophy 75.1: 5-27.
3. Lamarque, P. 1981, How Can We Fear and Pity Fictions? The British Journal of Aesthetics 21.4: 291-304.
4. Carroll, N. 1990, The Philosophy of Horror, or Paradoxes of the Heart, New York and London: Routledge (ch. 2 "Metaphysics and Horror, or Relating to Fiction")
5. Yanal, R. 1994, The Paradox of Emotion and Fiction, Pacific Philosophical Quarterly 75.1: 54-75.
6. Smith, M. 1995, Film Spectatorship and the Institution of Fiction, The Journal of Aesthetics and Art Criticism 53.2: 113-127.
7. Walton, K. L. 1997, Spelunking, Simulation, and Slime: On Being Moved by Fiction, in M. Hjort and S. Laver (eds), Emotion and the Arts, New York: Oxford University Press, pp. 37-49.
8. Currie, G. 1997, The Paradox of Caring. Fiction and the Philosophy of Mind, in M. Hjort and S. Lavater (eds), Emotion and the Arts, New York: Oxford University Press, pp. 63-77.
9. Carroll, N. 1997, Art, Narrative, and Emotion, in M. Hjort and S. Lavater (eds), Emotion and the Arts, New York: Oxford University Press, pp. 190-211.
10. Livingston, P. and A. R. Mele, 1997, Evaluating Emotional Responses to Fiction, in M. Hjort and S. Lavater (eds), Emotion and the Arts, New York: Oxford University Press, pp. 157-176.
11. Joyce, R. 2000, Rational Fear of Monsters, The British Journal of Aesthetics 40.2: 209-224.
The material for 9 CFU additionally includes
12. Meskin, A. and J. M. Weinberg 2003, Emotions, Fiction, and Cognitive Architecture, The British Journal of Aesthetics 43(1): 18-34.
13. Kind, A. 2011, The Puzzle of Imaginative Desire, Australasian Journal of Philosophy 89.3: 421-439.
14. Doggett, T. and A. Egan 2012, How We Feel About Terrible, Non-Existent Mafiosi, Philosophy and Phenomenological Research 84.2: 277-306.
15. Spaulding, S. 2015, Imagination, Desire, and Rationality, The Journal of Philosophy 112.9: 457-476.
16. Teroni, F. 2019, Emotion, Fiction and Rationality, The British Journal of Aesthetics 59.2: 113-128.
Assessment methods and Criteria
The exam includes at least three short written texts (500-word max each) to be agreed with the teacher in advance and an oral interview.
In the written texts the student will have to outline a particular position in the debate under consideration and analyze it critically. The written texts must be sent to the teacher by e-mail in .doc format at least 10 days before the date of the oral exam.
In the oral part the written texts will be discussed; the critical ability to reconstruct the debate under consideration and the reasons that are adopted in support of the different philosophical theses will be evaluated.
In the written texts the student will have to outline a particular position in the debate under consideration and analyze it critically. The written texts must be sent to the teacher by e-mail in .doc format at least 10 days before the date of the oral exam.
In the oral part the written texts will be discussed; the critical ability to reconstruct the debate under consideration and the reasons that are adopted in support of the different philosophical theses will be evaluated.
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:
Wednesday from 1 p.m. to 4 p.m.
Teams or Skype - Reception is by appointment by email