Intensional and hyperintensional logics, which have important applications in metaphysics and epistemology as well as in linguistics and computer science, are the subject of active and intense research. Teaching materials suitable for use in undergraduate philosophy courses, especially for hyperintensional logics, are, however, scarce. This research aims to support the development of new materials that will be more accessible and hence more broadly useful, allowing instructors to present these important ideas to upper-level undergraduates. The part of the project thatwould involve student researchers involves the gathering of information about how intensional and hyperintensional logic is taught in other philosophy departments, as well as producing an annotated inventory of existing teaching materials.
The student researchers would have three main tasks:
- Seek information about what is being taught in other philosophy departments (course descriptions, syllabi, materials used, etc.);
- Survey existing textbooks and related materials on these subjects;
- Synthesize and present the information gathered under (1) and (2).
A certain amount of preparatorywork will also be required to provide students with the background necessary to understand the materials they will be working with. It must be stressed that the student assistants will need a strong background in formal logic (for example, having completed Logic 1 and Logic 2, or at least Logic 1, with a minimum grade of A-).