University of the West of England

MODULE SPECIFICATION

(Revised October 2005)

Code: UPZPAA-30-1 Title: Introduction to Philosophical Studies

Version: 4

Level: 1 UWE credit rating: 30 ECTS credit rating: 15

Module type: Standard

Owning Faculty: SSH Field: Philosophy

Valid from: September 2008 Discontinued from: n/a

Contributes towards: Awards up to BA (Hons)

Pre-requisites: None

Co-requisites: None

Excluded combinations: None

Learning outcomes:

On completion of this module, students should normally:

• Have demonstrated an ability to use a range of logical, analytic and theoretical tools in the analysis of philosophical problems, (assessed through Component B)

• Have acquired verbal and written skills in the presentation and analysis of arguments, (assessed through all components of assessment.)

• Be able to apply philosophical reasoning to problems encountered in a variety of texts and contexts, (assessed through all components of assessment.)

• Have demonstrated an ability to assess the validity as well as the force of philosophical arguments (assessed through all components of assessment.)

Syllabus outline:

This module provides an introduction to philosophical studies in general, with particular emphasis on theoretical philosophy (epistemology, logical analysis, philosophy of mind, metaphysics). During the module, students will develop the analytic, logical and argumentational skills necessary to pursue more advanced work at the second and third level of philosophical studies. The module begins by studying how arguments are constructed, both in philosophical texts and in a variety of contemporary, more “worldly” contexts, and moves on to analyse a variety of “classical” philosophical problems in ethics and epistemology.

Teaching and learning methods:

Teaching will follow a lecture/seminar format, with lectures outlining the core problems, and seminars providing an environment for students to broaden their grasp of these problems through interrogation, analysis and presentations. To facilitate a student-led approach to the seminars, and to develop core analytic and argumentative skills, student presentations will play a major role in how the seminars are run. Since philosophical problems cannot be restricted to academic materials, students will be encouraged by example to locate such problems in a wider variety of texts and contexts than the primary readings.

Reading Strategy

The Module handbook (available to students in hard and electronic copy, available through UWEOnline) provides references for all essential readings, located in a single textbook. Further readings are also made available where possible as electronic resources through UWEOnline, or as print resources in the library, and details are provided in the module handbook.

Indicative sources:

The following list is offered to provide validation panels/accrediting bodies with an indication of the type and level of information students may be expected to consult. As such, its currency may wane during the life span of the module specification. However, as indicated above, CURRENT advice on readings will be available via other more frequently updated mechanisms.

Thomas Nagel, What does It all Mean? (Oxford University Press, 2001).

Plato, The Republic (Penguin; many editions).

René Descartes, Meditations (Penguin; many editions).

Douglas Hofstadter The Mind’s I (Penguin, 1981).

& Daniel Dennett

David J. Melling, Understanding Plato (Oxford University Press, 1992)

Jim Tiles & Mary Tiles, An Historical Introduction to Epistemology (Blackwell, 1994).

Jonathan Dancy, Contemporary Epistemology (Blackwell, 1985).

Jonathan Dancy and A Companion to Epistemology (Blackwell, 1994).

Ernest Sosa (eds)

Robert Audi, Epistemology: A Contemporary Introduction (Routledge, 2003).

Jaegwon Kim (ed) A Companion to Metaphysics (Blackwell, 1996).

Peter van Inwagen, Metaphysics, 2nd Edition (Westview, 2002).

Graham Priest, Logic: A Very Short Introduction (Oxford University Press, 2001).

Assessment

Weighting between components A and B (standard modules only) A: 50% B: 50%

ATTEMPT 1

First Assessment Opportunity

Component A

Description of each element Element weighting

1. Examination (3 hours) 50%

Component B

Description of each element Element weighting

1. Seen examination 25%

2. Essay (2000 words) 25%

Second Assessment Opportunity (further attendance at taught classes is not required)

Component A

Description of each element Element weighting

1. Examination (3 hours) 50%

Component B

Description of each element Element weighting

1. Essay (3000 words) 50%

SECOND (OR SUBSEQUENT) ATTEMPT Attendance at taught classes is not required.

Specification confirmed by ………………………………………………Date ………………

(Associate Dean/Programme Director)

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