Module manager: Joshua Habgood-Coote
Email: J.Habgood-Coote@leeds.ac.uk
Taught: Semester 2 (Jan to Jun) View Timetable
Year running 2025/26
PHIL2121 Introduction to the Philosophy of Language
This module is not approved as a discovery module
In this module we will think about the philosophy of language as both a formal model of sentence meaning, and as a way to understand the joint activity of communication between rational agents. We will consider questions both about the meaning of different components of language (nouns, verbs, quantifiers), and about the nature of different communicative actions (refusal, propaganda, amelioration). This maps onto two ways we can think about philosophy of language: i) as the branch of philosophy that seeks to understand communication, and ii) as the branch of philosophy that offers us the formal and conceptual tools to understand the natural language sentences through which we formulate philosophical puzzles. Under the second description, philosophy of language has been used to address puzzles from the problem of non-existent objects to meaning of pornography, and the nature of propaganda. Please note this is an optional module and runs subject to enrolments. If a low number of students choose this module, then the module may not run and you may be asked to choose another module.
The aims of this module are to provide you with an understanding of:
a) the central tools within the philosophy of language (modelling meaning in predicate logic, quantifiers, speech acts, context-sensitivity, presupposition).
b) a range of debates about how to model the meaning of natural languages (what do names mean? do all speech acts have truth conditions? how should we model context-sensitivity?).
c) a range of debates which apply the tools of philosophy of language to other philosophical problems (when is it possible to consent to sex? how should we respond to propaganda? what are we doing when we do philosophy?).
These objectives will be achieved through a mix of lectures which introduce to core concepts, readings, and arguments (a, b, c), seminars where students read texts critically, analyse the arguments, discuss the material with their peers, and are encouraged to develop their own point of view (b, c).
On successful completion of the module students will have demonstrated the following learning outcomes relevant to the subject:
1. Accurately identify and explain some of the central theories, disagreements, problems, and arguments in the philosophy of language.
2. Critically analyse complex texts and be sensitive to issues of interpretation.
3. Demonstrate an independence of mind by cogently developing and defending your own stance on some on the issues studied.
Skills Learning Outcomes
On successful completion of the module students will have demonstrated the following skills learning outcomes:
4. Communicate ideas and understanding clearly and concisely, using appropriate academic language (Academic and Work Ready skill)
5. Critically analyse source material and demonstrate independence of thought (Academic and Work Ready skill)
6. Search for appropriate material to support knowledge and analysis of topics (Academic, Work Ready, Digital and Sustainability skill)
The syllabus will vary annually. Likely topics include:
- What is a language?
- What do names mean?
- What are speech acts?
- How should we think about context-sensitivity?
- What are presuppositions?
- What is a metaphor?
- Is it possible to refuse consent under patriarchy?
- When should we change the topic in a conversation?
- What is conceptual engineering?
- How does propaganda work?
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Lecture | 11 | 1 | 11 |
| Seminar | 10 | 1 | 10 |
| Private study hours | 179 | ||
| Total Contact hours | 21 | ||
| Total hours (100hr per 10 credits) | 200 | ||
In addition to the formative feedback available to students in student hours and seminar-based activities, each student is invited to complete ONE piece of formative work which will receive written feedback. Students are given a choice of three options: essay plan; exposition of a philosophical argument; objection and reply.
To ensure that students get the formative feedback that they need, they are asked to read and reflect on (i) the feedback they received in previous summative assessments, (ii) the PRHS marking criteria and (iii) the specific guidance provided on the summative assessment in this module. This requires students to critically engage with previous feedback, current expectations, and play an active role in honing their knowledge and skill development.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Coursework | Essay | 100 |
| Total percentage (Assessment Coursework) | 100 | |
Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated
The reading list is available from the Library website
Last updated: 08/05/2025
Errors, omissions, failed links etc should be notified to the Catalogue Team