Philosophical Perspectives II: Central Texts in Analytical Philosophy

7.5 credits

Syllabus, Master's level, 5FT157

Education cycle
Second cycle
Main field(s) of study and in-depth level
Practical Philosophy A1N, Theoretical Philosophy A1N
Grading system
Fail (U), Pass (G), Pass with distinction (VG)
Finalised by
The Department Board, 25 August 2021
Responsible department
Department of Philosophy

Entry requirements

Fulfilment of the requirements for a Bachelor's degree in the humanities

Learning outcomes

After completing the course the students are expected to:

  • have good knowledge of a number of important positions and arguments in recent and contemporary analytic philosophy
  • have good knowledge and understanding of the philosophical tools used to assess these positions and arguments
  • have the ability to read and analyze recent and contemporary texts in analytic philosophy
  • have the ability to independently apply philosophical tools to develop and assess positions and arguments.


The aim of the course is to introduce the students to certain central philosophical texts and problems, with a focus on philosophy from the 20th century and later. In the course a number of different central themes in analytic philosophy will be brought up, within, for example, philosophy of language, metaethics and metaphysics. The course is not organized around any particular theme. Instead each section will focus on a canonical text, both from the early years of analytic philosophy and more contemporary texts. The focus is on texts that transcend the particular debate they most immediately contribute to, either because the conclusions reached generalize to other areas, or because the philosophical tools do.


The instruction is in the form of lectures, but the lectures are to a significant extent interactive.


The examination is in written form through three shorter writing assignments (around 600 words each) and a take-home examination (an essay of around 4000-4500 words).

If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the University's disability coordinator.

No reading list found.