by Joseph Shieber
In a few more months I’ll be teaching my course in the history of 20th century analytic philosophy. In that course we begin with Frege and Russell and end with topics covered in the 1980s and ’90s that interest the students. This means that the course covers a wide range of subject areas in philosophy. We begin with philosophy of language, but we can conclude the semester with political philosophy or analytic feminism or the metaphysics of race.
Because of the richness of analytic philosophy in the 20th century, there is of course no way that a one-semester undergraduate course could cover its entire scope comprehensively. This is particularly true if the instructor has the goal of not just doing intellectual history, but actually doing philosophy: formulating the arguments that philosophers gave for their positions and evaluating those arguments.
So one of the challenges of teaching a course like this is striking a balance between covering of some of the major discussions and movements in 20th century analytic philosophy and providing opportunities for students actually to engage with the arguments that make 20th century analytic philosophy so rich.
Another challenge with which I’ve wrestled is what to do about some of the flawed people who create beautiful philosophical arguments. With the rise of the #metoo movement, this challenge is one that has assumed a new urgency. But the challenge is actually not a new one. Consider, for example, the case of Frege, one of the giants of late-19th century philosophy who is now widely regarded as one of the forefathers of 20th century analytic philosophy. Read more »