October 14 - 17 (10.00 - 11.40 and 16.00 - 17.40)

The course introduces the paradigm in the study of language having developed after Noam Chomsky's breakup with behaviorism, which resulted in what is today known as the "cognitive revolution". We discuss the importance of linguistics for studies in psychology and cognitive science, the possible innate and learned elements of the language faculty, psychological and neurobiological bases of language perception and production, and important issues of language acquisition in both normal and unusual circumstances (e.g. neurological or developmental disorders). The course therefore aims to familiarize the students with the basic ideas of post-structuralist approaches to language science. After the completed course, the student should be able to comprehend the basic problems of modern Anglo-American theoretical linguistics; realize its importance among other disciplines studying the mind and human nature (e.g. the philosophy of mind, cognitive psychology, neuroscience); gain some elementary epistemological background against which they may assess the importance of particular branches of linguistics they have or will study in their program (e.g. phonology, syntax, semantics); adopt some elementary concepts of modern cognitivistic approaches to linguistics, from both the generative/Chomskian and cognitive/Lakoffian paradigms (e.g. nativism, universal grammar, poverty of stimulus, deep and surface structure, transformations / constructivism, prototypes, cross-domain mapping). Topics to be covered include issues of the position of linguistics within psychology and cognitive science throughout the 20th century; Chomskian universal and mental grammar; conflicts between nativist and constructivist approaches to language acquisition, in both normal and unusual circumstances (e.g. neurological disorders, genetic mutations, late or no exposure to language, including psychological abuse, physical trauma or brain damage); possible ways to approach phonological, syntactic and semantic structure (though semantics will be covered extremely briefly); possible ways to test hypotheses in linguistics experimentally.

Timetable
Mon 23. 9. 12:00–13:40 G03
Tue 24. 9. 12:00–13:40 G03, 14:00–15:40 B2.41
Wed 25. 9. 10:00–11:40 G03, 12:00–13:40 B2.34
Thu 26. 9. 12:00–13:40 G03, 14:00–15:40 D51
Fri 27. 9. 12:00–13:40 G03, 14:00–15:40 B2.43

The intensive course focuses on recognizing, interpreting, and discussing aesthetic intensities found in the selected films by contemporary English, Canadian, and American filmmakers. The selected works, which the filmmakers in question not only directed but also wrote and produced, all in their own way present highly stylized, thematically involved, and vividly expressive aesthetics. The assigned films are chosen for the intensity with which they enfold and envelop their reflection of reality in the genre-defining aesthetic evocation of anxiety. The assigned readings accompanying the films are chosen as thematic supplements, suggesting a connection to the anglophone literary history of aesthetic thematization of aesthetic intensity. The overarching aim of this intensive course is to cultivate the student’s sensitivity to thematic structure and emergent meaning by way of drawing attention to the aesthetic intensity of the imagery which expresses them. The intensive course format will be employed in order to confront the students with aesthetically intense films and to invite and encourage them to react and produce sensible commentary in the shortly following discussion session. This should enhance the student’s ability to comfortably produce sensible commentary in future studies, research, publications, and teaching practice.