國立清華大學101學年（下）課程大綱
<br>科    號		組別		學分	3	人數限制	無
<br>科目中文名稱	專題研究：意義理論	教室	
<br>科目英文名稱	Special Topics in Theory of Meaning
<br>任 課 教 師	趙之振
<br>上 課 時 間	週三9:00-12:00
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<br>（一）課程說明：
<br>我非常歡迎任何同學選修這門課；然而，如果您是哲學研究所的同學則請注意：本課程是屬於哲學所之「專題研究」類的課程。選修這門課的哲學研究所同學，如果其成績及格，固然可以獲得三學分，但是，這三學分卻不能計入哲學所畢業要求之學分數之內。因此，哲學所的同學在選修本課程之前，務必三思。
<br>本課程主要分兩部份：第一部份是一般地介紹瑟爾（Searle）的意義理論，此理論是屬於瑟爾的Speech Act理論之一部份，而後者之基礎則是他的意向性（Intentionality）理論。第二部份則是要探討瑟爾的意義理論是如何來看待以下兩個問題：（1）翻譯/詮釋之不確定性（indeterminacy）問題；（2）依循規則（rule-following）之問題。我們的工作是：一方面要精確地掌握瑟爾對這兩個問題的看法；另一方面則是評估他的看法是否站得住腳，此中牽涉到理論立場與瑟爾相異的其他哲學家，如Quine、Davidson、Kripke、Putnam、McDowell等等。
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<br>（一）	指定用書：
<br>本課程主要是研讀以下文獻（篇幅過長者，則節錄重要的相關部份。）：
<br>Paul A. Boghossian, (1989) “The Rule-Following Considerations,” Mind 98, pp.507-49.
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<br>Paul A. Boghossian, (1993) “Sense, Reference and Rule-Following,” Philosophical Issues 4, pp.135-141.
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<br>Tyler Burge, (1991) “Vision and Intentional Content,” in Ernest LePore & Robert Van Gulick (eds.), John Searle and His Critics. Blackwell, pp.195-213.
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<br>Donald Davidson, (1984) “Truth and Meaning,” in his Inquiries into Truth and Interpretation, Oxford University Press, pp.17-36.
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<br>Donald Davidson, (1984) “Radical Interpretation,” in his Inquiries into Truth and Interpretation, Oxford University Press, pp.125-139.
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<br>Donald Davidson, (1984) “Belief and the Basis of Meaning,” in his Inquiries into Truth and Interpretation, Oxford University Press, pp.141-154.
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<br>Donald Davidson, (2005) “Meaning, Truth and Evidence”, in his Truth, Language, and History, Oxford: Clarendon Press, pp.47-62.
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<br>Saul Kripke, (1982) Wittgenstein on Rules and Private Language, Harvard University Press.
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<br>John McDowell, (1984) “Wittgenstein on Following a Rule,” Synthese, 58, pp.325-364. 
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<br>Hilary Putnam, (1975) “Meaning of ‘Meaning’,“ in his Mind, Language and Reality, Cambridge University Press, pp.215-271.
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<br>W. V. Quine, (1960) “Translation and Meaning,” in his Word and Object, MIT Press, pp.26-79.
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<br>W. V. Quine, (1970) “On the Reasons for Indeterminacy of Translation,” The Journal of Philosophy, 67, pp.178-183.
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<br>W. V. Quine, (1987) “Indeterminacy of Translation Again,” The Journal of Philosophy, 84, pp.5-10. 
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<br>W. V. Quine, (1990). ‘Three Indeterminacies’, in Perspectives on Quine, edited by Barrett and Gibson, Blackwell, pp. 1-16.
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<br>John Searle, (1969) “Expressions, Meaning and Speech Acts,” in his Speech Acts: An Essay in the Philosophy of Language, Cambridge University Press, pp.22-53.
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<br>John Searle, (1979) “Literal Meaning,” in his Expression and Meaning: Studies in the Theory of Speech Acts, Cambridge University Press, pp.117-136.
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<br>John Searle, (1983) “Meaning,” in his Intentionality: An Essay in the Philosophy of Mind, Cambridge University Press, pp.160-179.
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<br>John Searle, (1983) “Are Meanings in the Head?” in his Intentionality: An Essay in the Philosophy of Mind, Cambridge University Press, pp.197-230.
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<br>John Searle, (2002) “Indeterminacy, Empiricism and the First Person,” in his Consciousness and Language, Cambridge University Press, pp.226-250.
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<br>John Searle, (2002) “Skepticism about Rules and Intentionality,” in his Consciousness and Language, Cambridge University Press, pp250-264.
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<br>Barry Stroud, (1991) “The Background of Thought,” in Ernest LePore & Robert Van Gulick (eds.), John Searle and His Critics. Blackwell, pp.245-258.
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<br>（三）參考書籍：
<br>George Wilson, (2006) “Rule-Following, Meaning, and Normativity,” in The Oxford Handbook of Philosophy of Language, edited by Ernest Lepore and Barry C. Smith, Oxford University Press, pp.151-174. 
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<br>W. V. Quine, (1953) “The Problem of Meaning in Linguistics”, in his From a Logical Point of View, Harvard University Press, pp.47-64.
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<br>John McDowell, (1991) “Intentionality De Re,” in Ernest LePore & Robert Van Gulick (eds.), John Searle and His Critics. Blackwell, pp.215-225.
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<br>Catherine Z. Elgin, (1990) “Fact That Don’t Matter,” in Meaning and Method: Essays in Honor of Hilary Putnam, Cambridge University Press, pp.17-29.
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<br>Michael Devitt, (1990) ”Meaning Just Aren’t in the Head,” in Meaning and Method: Essays in Honor of Hilary Putnam, Cambridge University Press, pp.79-104.
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<br>（四）教學方式：
<br>以講解與討論為主。
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<br>（五）教學進度：
<br>我們首先研讀瑟爾的論文，然後再研讀其餘的文獻，此中暫訂先行處理翻譯/詮釋之不確定性問題，然後再處理依循規則之問題。
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<br>（六）成績考核：
<br>翻譯作業20％； 課堂報告20％； 期末報告60％
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