To study the later Wittgenstein. Topics will include: background in the Tractatus; the limits of language and the nature of ethical and religious discourse; rule following and the private; the limits of language and the nature of ethical and religious discourse; rule following and the private language argument; the nature and prospects of philosophy; epistemology and certainty.

(LO1) Students will be able to explain how the Tractatus influenced Wittgenstein's later philosophy.

(LO2) Students will be able to explain and assess both the Augustinian picture of language and Wittgenstein's criticism of it.

(LO3) Students will be able to explain the rule following considerations and their importance to Wittgenstein and contemporary philosophy of language.

(LO4) Students will be able to explain and assess the private language argument and its importance to contemporary philosophy of mind.

(LO5) Students will be able to explain and assess Wittgenstein's technical notion of 'criterion' and its philosophical significance.

(LO6) Students will be able to explain and assess Wittgenstein's later epistemology.

(S1) Students will enhance their ability to read complex texts.

(S2) Students will develop their analytical skills.

(S3) Students will enhance their ability to construct arguments.

(S4) Students will enhance their ability to work independently.

(S5) Students will develop the ability to make appropriate use of library resources and the internet.

Early Wittgenstein: World and Fact; Tractatus
Early Wittgenstein: The Limits of Language; Tractatus
Later Wittgenstein: The Augustinian Picture and the later ontology; Philosophical Investigations
Later Wittgenstein: Rule-Following; Philosophical Investigations
Later Wittgenstein: Grammar and Necessity; Philosophical Investigations
Later Wittgenstein: The Private Language Argument; Philosophical Investigations
Later Wittgenstein: The Role of Criteria; Philosophical Investigations
On Certainty: Knowledge and Certainty

Description: 11 x 1 hour lectures.
Lectures are tutor-led activities, offering a map of the syllabus and a framework for independent enquiry-led research. Students are encouraged to engage actively with lectures through, for example: (i) taking opportunities to ask questions during the session; (ii) reflecting on and responding to questions posed to them; (iii) producing questions and notes on issues for subsequent group discussion in seminars.
Attendance Recorded: No

Teaching Method 2 – Seminar Description: 11 x 1 hour seminars.
Seminars present an opportunity for formative, applied and enquiry-led learning based on pre-set readings, facilitated by the tutor. Seminars thus offer opportunities for students to respond to tutor- and peer-set questions, deepen understanding, apply ideas, develop arguments and build confidence through group discussion. One or two students take the lead each week through peer-teaching, delivering presentations based on th eir own enquiries.
Attendance Recorded: Yes

Delivery model scenarios:
a) mixed, hybrid delivery, with social distancing on campus: Lectures on-line; seminars on-campus

(b) fully online delivery and assessment: Lectures on-line; seminars on-line

(c) standard on campus delivery with minimal social distancing: Lectures on-campus; seminars on-campus