Module Catalogue 2024/25

Pre Requisite Comment

N/A

Co Requisite Comment

Revised as part of curriculum review and as a response to need for dedicated reasoning and critical thinking module for stage 1 philosophy students: a survey course of philosophical theories for various degrees, a technologically enhanced learning experience and a course to contribute to a possible Liberal Arts degree, It was felt this could only be achieved by a restructuring of the current one course into three components (PHI1101, PHI1102). This element will form the joint introduction to philosophical theories before students can stream into either a more advanced critical reasoning module (PHI1003) or an interdisciplinary collaborative project module (PHI1102). Philosophy students must do PHI1003. Other students have the choice.

Aims

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,
Rationalism
Historicism
Marxism
Psychoanalysis
Cultural Studies
Structuralism.
Semiotics
Post structuralism, Deconstruction
Phenomenology
Hermeneutics
Feminism
Post-colonialism

Intended Knowledge Outcomes

The aim of the module is:

1.       to familiarize students with a selection of theories likely to be encountered in the human, cultural and social sciences (from a non-inclusive and non-exclusive list of scientific rationalism, hermeneutics, Marxism, structuralism, psychoanalysis, feminism...)
2.       to demonstrate the application of conceptual thinking to pertinent issues and topics
3.       to analyse the axiomatic presuppositions of accepted theoretical positions.

Intended Skill Outcomes

By the end of the module, students will:

1.       to develop critical thinking in relation to putative explanations in the human, cultural and social sciences
2.       to aid the transition from the dependent nature of secondary education to the independent nature of tertiary education through:
a.       fostering confidence in reading difficult texts
b.       guiding students in techniques in independent research and personal learning
c.       fostering confidence in group discussions and seminar participation
d.       developing essay planning techniques and writing skills

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 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.

General Notes

N/A