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課程名稱 |
維根斯坦的思想根源與影響
Wittgenstein’s Thought & Its Roots and Impact |
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開課學期 |
103-1 |
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授課對象 |
文學院 外國語文學研究所 |
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授課教師 |
唐格理 |
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課號 |
FL8056 |
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課程識別碼 |
122ED2140 |
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班次 |
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學分 |
3 |
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全/半年 |
半年 |
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必/選修 |
選修 |
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上課時間 |
星期四7,8,9(14:20~17:20) |
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上課地點 |
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備註 |
本課程以英語授課。教室:高研院會議室(國發所一樓)
限博士班
總人數上限：5人 |
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課程簡介影片 |
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核心能力關聯 |
核心能力與課程規劃關聯圖 |
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課程大綱
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課程概述 |
Course Description
This seminar will examine the three main periods of Wittgenstein’s thought in light of cultural and intellectual backgrounds, and explore his impact in philosophy, literature, religion, design, etc. His early thought was an amalgam of seeking the form & function of cognitively significant language in order to preserve the authenticity of religion, value, literature. His notion of picturing and modeling is still vital in science, engineering, and design. LW’s evolving middle period thought broke through the logical stencils of cognitive discourse to view language in the stream of human life. This caused a rethinking of how language means, human psychology, etc., which impacted our understanding all areas of human expression, including literature and culture. In his final period, LW tackled questions of knowledge, skepticism, and certainty, which were neglected in his middle period. These questions resonate through all fields of academic research. Moreover, Wittgenstein’s creative ways of posing and treating the questions invite literary and cross-cultural reflection. One immediately things of parallel themes in Waiting for Godot and in several chapters of the Zhuangzi.
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課程目標 |
Course Objectives
The seminar has several objectives, the first of which is to provide the students with a working mastery of Wittgenstein’s thought by guiding them in reading Wittgenstein texts and passages from his three periods in light of their cultural, intellectual and literary backgrounds. This task is essential because while Wittgenstein’s sentences are clear on the surface, they allude to deep issues and hint at solutions that are invisible to the untrained reader. Moreover, so much of the secondary literature is deeply problematic. The second is to show the richness of Wittgenstein’s cultural-intellectual background of Vienna a century ago and his philosophical roots in Russell’s logic. The third is to show the radical evolution of Wittgenstein’s thought and its wide-ranging impact in many fields, including linguistics, psychology, and literature (notably through Stanley Cavell and David Foster Wallace).
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課程要求 |
Requirements: Students must prepare and attend class each week. The materials demand alert and thoughtful reading and seminar discussion. The students will prepare and present several short reports on passages and topics during the semester, and do a research project, presentation and paper as the principal course requirement. |
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預期每週課後學習時數 |
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Office Hours |
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指定閱讀 |
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參考書目 |
References: Kenny, The Witt Reader 2/e. Oxford: Blackwell, 2006. Witt, The Blue and Brown Books Oxford: Basil Blackwell, 1958, Witt, Culture and Value. London: Basil Blackwell, 1980, Mounce, Witt’s Tractatus: An Introduction. Chicago: U of Chicago Press, 1981, Peterson, Witt’s Early Philosophy New York: Harvester: 1990. Landini, Witt’s Apprenticeship with Russell (Cambridge: Cambridge U Press, 2007), Kuusela ed. The Oxford Handbook of Witt. Oxford U Press, 2011, Marques, Witt on Forms of Life and the Nature of Experience. Bern: Lang, 2011, Litwack, Witt and Value: the Quest for Meaning. New York: Continuum, 2009, Klein, Witt and the Metaphysics of Grace. Oxford: Oxford U Press, 2009. Wisnewsky, Wittgenstein and Ethical Inquiry: a Defense of Ethics as Clarification. New York: Continuum, 2007, Sluga, The Cambridge Companion to Witt. Cambridge: Cambridge U Press, 2006. Boswell, Understanding David Foster Wallace. Columbia: U of South Carolina Press, 2003. (This is only a sampling of the secondary literature both at NTU library and in the world.)
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評量方式
(僅供參考) |
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