PHILOSOPHY OF LANGUAGE

The course, offered among the core educational activities of the MA degree programme in Philosophical Sciences, is the second module in Philosophy of Language. It contributes to the learning objectives specific to theoretical-area courses by enabling students to acquire specialised knowledge and skills related to the central issues in philosophy of language, both as inherited from the tradition and as developed in contemporary debate. Through an in-depth study of authors, approaches, and theories within the discipline, it promotes a critical and informed engagement with philosophical-linguistic themes and problems, fostering the ability to integrate them with other areas of philosophical research and, more broadly, with cultural inquiry.

The course explores selected themes in Ludwig Wittgenstein’s philosophy, focusing on the period after 1945 and paying particular attention to the text known as the “second part” of the Philosophical Investigations. Its aim is to guide students toward an understanding of the main ideas and conceptions of Wittgenstein’s later thought, while encouraging a critical and informed analysis of the philosophical-linguistic problems they raise.
In particular, the course aims to develop:
• knowledge and understanding: students will acquire familiarity with the fundamental concepts of Wittgenstein’s philosophy and with his methodological insights;
• ability to apply knowledge and understanding: students will be able to use Wittgenstein’s ideas and methods to clarify and identify the underlying assumptions and implications of some of the issues that characterise contemporary philosophical reflection and scientific research;
• judgement skills: students will be able to critically assess Wittgenstein’s perspective, identify its main conceptual and methodological implications, and compare it with other philosophical approaches.

The course is aimed at MA students who have 12 CFU in Philosophy of Language included in their degree programme requirements.
No mandatory prerequisites. Some basic knowledge of the philosophy of language may, of course, be helpful.

The course offers an in-depth study of Wittgenstein’s philosophy during the period 1945–1951, with particular attention to the so-called “second part” of Philosophical Investigations and to contemporary writings that bring together reflections on themes and problems in the philosophy of psychology.
Main topics covered include:
- features and issues in the final phase of Wittgenstein’s philosophy (1945-1951);
- use, meaning, and the experience of meaning;
- description vs. explanation;
- the given and forms of life;
- understanding, intending, interpreting;
- seeing and seeing-as;
- grammar and grammatical vs. empirical;
- the internal/external distinction and its philosophical implications;
- psychological concepts: taxonomy and features;
- the relationship with the theories of Bertrand Russell and William James;
- Wittgenstein in contemporary philosophy of mind and language.

The exam syllabus is the same for both attending and non-attending students.

WITTGENSTEIN TEXTS
- Wittgenstein, L. (2009), Philosophical Investigations. Revised 4th edition by P.M.S. Hacker and J. Schulte. English transl. by G.E.M. Anscombe, P.M.S. Hacker and J. Schulte. Chichester: Wiley-Blackwell, in particular the “second part”.
- Wittgenstein, L. (1990a). Remarks on the Philosophy of Psychology, Volume 1. Ed. by G.E.M. Anscombe and G.H. von Wright, transl. by G.E.M. Anscombe. Oxford: Blackwell.
- Wittgenstein, L. (1990b). Remarks on the Philosophy of Psychology, Volume 2. Ed. by G.H. von Wright and H. Nyman, transl. by C.G. Luckhardt and M.A.E. Aue. Oxford: Blackwell.
- Wittgenstein L. (1988), Lectures on Philosophical Psychology 1946-1947. Ed. by P.T. Geach. Hemel Hempstead: Harvester Wheatsheaf.
A detailed list, including paragraphs and page numbers, will be made available during the course.

FURTHER TEXTS
- Chauvier, S. (2007). “Wittgensteinian Grammar and Philosophy of Mind” in Perspicuous Presentations. Essays on Wittgenstein’s Philosophy of Psychology. Ed. by D. Moyal-Sharrock. New York: Palgrave-Macmillan, pp. 28-49.
- Perissinotto, L. (2018). Introduzione a Wittgenstein. Bologna: il Mulino.
- Perissinotto, L. (2022). “Ancora su Wittgenstein, i suoi allievi e i rompicapi della psicologia filosofica” in Wittgenstein, L.. Lezioni di psicologia filosofica. Dagli appunti (1946-47) di Allan C. Jackson. Vol. 3. A cura di L. Perissinotto, trad. di E. Valeri. Milano-Udine: Mimesis, pp. 9-29.
- Valeri, E. (2024). “Wittgenstein on Use, Meaning and the Experience of Meaning”, JoLMA, 5 special issue, pp. 93-112. art-10.30687-Jolma-2723-9640-2024-03-005_fmgq0h2.pdf.
Additional readings will be indicated during the course.

Learning will be assessed through two alternative methods, from which students may choose:
1) a written assignment (approximately 20,000 characters) on a topic or issue addressed during the course, to be submitted to the lecturer no later than seven days before the assessment date;
2) a questionnaire consisting of 8-10 open-ended questions, to be completed within two hours.

written

The lecturer has a duty to ensure that the rules regarding the authenticity and originality of exam tests and papers are respected. Therefore, if there is suspicion of irregular conduct, an additional assessment may be conducted, which could differ from the original exam description.

• 18-22 range: cufficient knowledge and understanding of the course content, judgment, and communication skills.
• 23-26 range: fair knowledge and understanding of the course content, judgment, and communication skills.
• 27-30 range: good or very good knowledge and understanding of the course content, judgment, communication skills.
• 30 cum laude will be awarded to students who demonstrate excellent knowledge and understanding of the course content, judgment and communication skills.

• Face-to-face lectures.
• Reading of the core texts.
• Scheduled student presentations (encouraged).
• Contributions from external scholars (if any).
The lecturer will present the main topics of the course, also through the guided reading of selected texts. Students will be encouraged to participate with questions, requests for clarification, and objections, and invited to propose possible solutions to the issues discussed, to develop arguments, and to provide relevant examples.

Accessibility, Disability, and Inclusion.
Ca’ Foscari applies Italian Law (Law 17/1999; Law 170/2010) for support services and accommodations available to students with disabilities or specific language impairment. If you have a motor, visual, hearing, or other disability (Law 17/1999) or a specific learning disability (Law 170/2010) and require support (classroom assistance, technological aids for exams, individualized exams, accessible materials, note recovery, specialized tutoring to support your studies, interpreters, or other), please contact the Disability and SLI office at disabilita@unive.it.

This subject deals with topics related to the macro-area "Human capital, health, education" and contributes to the achievement of one or more goals of U. N. Agenda for Sustainable Development