This research-led module will explore a number of topics related to the nature of communication within contemporary philosophy of language and philosophy of mind. The module will focus on an emerging debate about whether, and to what extent, mind-reading (the ability to attribute mental states to others) is essential for human-like communication. This will be explored through a range of conceptual, theoretical and empirical research.

• Describe and critically assess contemporary epistemological theories
• Extract material relevant to a particular problem from a large body of literature
• Evaluate long chains of complex reasoning
• Work independently
• Construct arguments, both verbally and in written work, drawing on relevant philosophical work

The module will be primarily delivered through structured class or group discussion of the readings, during both lectures and seminars.

Transferable / Employability Skills:

It is worth bearing in mind that, even though the point of the module is to do philosophy, many of the skills you’ll be developing are also highly valued by graduate employers. These include:

• Critical Thinking: e.g. the ability to understand, structure and critically evaluate the key points and arguments made in written texts and discussions––achieved through e.g. reading, small group activities in lectures and seminars, plenary discussions in seminars, reflecting on lecture materials, essay and exam preparation and writing.
• Communication: the ability to formulate and articulate your critical thinking, both orally and on paper, in ways that others can grasp and engage with––achieved through e.g. small group work in seminars, seminar discussions, essay/exam writing.
• Organisation: the ability to organise and coordinate workloads––achieved through balancing e.g. reading, seminar preparation, essay/exam preparation.
• Working with others: e.g. co-constructing ideas, responding sensitively to others––achieved through e.g. small group work in seminars, group presentations.

How the module will be assessed

The summative assessment for this module will take the form of one essay of 1600 words (worth 40%), and one essay of 2400 words (worth 60%).

This module is assessed according to the Marking Criteria set out in the Philosophy Course Guide. There are otherwise no academic or competence standards which limit the availability of adjustments or alternative assessments for students with disabilities.

THE POTENTIAL FOR REASSESSMENT IN THIS MODULE:

In common with University regulations, students are allowed two attempts at retrieval of any failed coursework or exam, for a maximum module mark of 40%.  Resit assessments are held over the summer.

Topics covered on the module may include the following, with associated indicative readings. Note that while most of these readings are by philosophers, some are also by (philosophically inclined) linguists and cognitive scientists, whose work contributes to these debates.

Weeks 1-2: Introduction and Gricean communication

We will discuss what communication is, and what the cognitive requirements for communication are.

Indicative reading:

Sections from Scott-Phillips, T. 2015. Speaking our Minds. Palgrave Macmillan

Weeks 3-4: Infant and animal communication

We will evaluate different models of Gricean communication, focusing in particular on whether they are compatible with infant and animal communication.

Indicative readings:

Moore, R. (2016). Meaning and ostension in great ape gestural communication. Animal Cognition.

Moore, R. (2016). Gricean communication and cognitive development. Philosophical Quarterly

Weeks 5-8: Theoretical foundations

We look in more detail at the role that mind-reading plays in accounts of Gricean communication, whether mind-reading can play this role, and alternative models of communication.

Indicative readings:

Saul, J. M. (2002). What is said and psychological reality; Grice’s project and relevance theorists’ criticisms. Linguistics and Philosophy.

Zawidzki, T. W. (2008). The function of folk psychology: mind reading or mind shaping? Philosophical Explorations

Weeks 9-10: Conversation

We will evaluate the extent to which conversational structures make it possible to engage in human-like communication without mind-reading.

Dingemanse, M., et al. (2015). Universal Principles in the Repair of Communication Problems. PLoS One, 10(9): e0136100.

All primary and secondary readings will be made available to students at the beginning of the semester.

See the Stanford Encyclopedia of Philosophy entry on Pragmatics for relevant background reading: https://plato.stanford.edu/entries/pragmatics/