PHI1101 : Philosophical Approaches: Thinking and Interpreting


Your programme is made up of credits, the total differs on programme to programme.

Semester 1 Credit Value: 10
ECTS Credits: 5.0
European Credit Transfer System


The course aims to survey various philosophical theories to explanation and interpretation through the combination of an online archive of encyclopaedic introductions to thinkers and theories from across faculties and schools, and the application of these theories to fields of research and disciplines.

To introduce a wide range of basic theories which will be encountered throughout the three years of a degree programme in the humanities.

To encourage students to think reflectively about the assumptions and approaches appropriate to their disciplines.

Outline Of Syllabus

Module leaders and seminar leaders will determine content, but areas and theories will probably consist of:

Introduction to philosophical thinking
Scientific method, empiricism, Positivism,
Cultural Studies
Post structuralism, Deconstruction

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Structured Guided LearningLecture materials81:008:00The number is not fixed
Scheduled Learning And Teaching ActivitiesLecture31:003:00Introductory, mid and end lecture for the course given by module leader
Guided Independent StudyAssessment preparation and completion201:0020:00N/A
Guided Independent StudyDirected research and reading104:0040:00N/A
Structured Guided LearningStructured research and reading activities82:0016:00N/A
Scheduled Learning And Teaching ActivitiesSmall group teaching131:0013:00Seminars
Teaching Rationale And Relationship

Recorded material and guided self-study through blended online learning units will introduce key theories and seminars (K1) and reinforcement in seminars overseen by module leader (K2).

The main material will be encyclopaedic presentations of various thinkers and theories by current members of staff (a one-off commitment and revised periodically) from the unit but also across Schools and Faculties. These videos will remain accessible for all three years and act as a resource for students in future modules. The module leader in collaboration with all participants would decide on the plan of in person seminars, loosely following the above, which would use these provisions as a resource.

Weekly meetings between module leader and seminar leaders would involve debriefs and weekly panning. Given the fluid nature of the cohort, the flexibility to reflect current student interests in the seminars is important.

Assessment Methods

The format of resits will be determined by the Board of Examiners

Other Assessment
Description Semester When Set Percentage Comment
Written exercise1M15Essay plan (300 words). To help stage 1 students with structuring, referencing etc.
Essay1M70Application of a theory to an object of study, explaining clearly, showing how it is appropriate and critically examining its limits
Prof skill assessmnt1A5Seminar attendance, will recieve a mark
Prof skill assessmnt1A5Peer group mark for contribution to seminars. To instil good pracrice adn demonstrate effectiveness and importance of attendance
Prof skill assessmnt1A5Engagement with online materials & discussion. To develop effective prep skills & confidence via participation & reflective practice
Formative Assessments

Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.

Description Semester When Set Comment
Prof skill assessmnt1MPeer group mark for contribution to seminars. Instils good practice & demonstrate effectiveness & importance of attendance. Engagement w/ online material & discussion. To develop effective prep skills & confidence via participation & reflective practice
Assessment Rationale And Relationship

The professional skills assessments are set to instil good practice in seminar participation from stage 1 and to have students reflect on their practice.

The essay plan is to work as a scaffolding exercise for new stage 1 students to help them develop any skills needed for essay writing, such as planning, referencing etc.

The written essay (1500 words) demonstrates subject competence and evaluation how far they have met the learning objectives of the course.

Reading Lists