Philosophy requires imagination and careful attention to standards of argument. From the start of your studies, you have a chance to develop both these skills in courses ranging across time from the Ancient Greeks to the most up-to-the-minute research. Themes distinctive to UEA include philosophy and film, unusual opportunities to explore ancient philosophy and several modules with a literary focus. The important thing about philosophy is that most of it has nothing to do with finding answers, though it has a lot to do with testing possible answers, and often discovering why they are not the answers. Rather, it is about learning to ask more, and better, questions.
Course Structure
In the first year, you take four introductory philosophy modules – designed to equip every student, with previous experience of philosophy or not, with the necessary skills to succeed at honours level – and add two options from other Schools, normally history, literature, world art, linguistics, politics or economics.
In years two and three, the selection of core and optional modules in philosophy allows you to design a coherent programme around your own interests. You must do a certain number of subject-based modules, eg mind or ethics, and a certain number of historically-based modules, eg Kant or empiricism (philosophy comes alive through its history, which we study because it is useful to engage in critical dialogue with great minds of the past). Outside of these requirements, your choice of philosophy modules is entirely free. Some choose the dissertation module in the final year: any student who qualifies through a sufficiently strong performance in their second year may substitute for one of their taught modules a module in which they are supervised to write a 10,000-word dissertation on a philosophical subject of their own choosing.
This is especially recommended for students thinking of going on to do postgraduate study. In year 2 you are also entitled to study two free choice modules, which can be chosen from any eligible module within the University. You may do more philosophy, or may broaden your interests by taking other modules from the humanities, or from sciences or the social sciences. Or you can take a language or a practical career-based module, in preparation for employment after university.
In this way, within the general framework of the degree, every student can build up a degree programme that best suits their own skills and interests.
Teaching and Assessment
Philosophy thrives on discussion and the exchange of views. Only some parts of it can be done in large lecture classes. So we do have some of those—but when we do, they are designed to set you thinking, not to tell you facts. It's about learning how to think, and how to express what you think, not learning what to say. All the units have small group seminars or tutorials in which you work on the problems with a member of staff.
During the year your written work is marked by the seminar tutors. They give you comments and feedback to help you improve. Time is set aside for you to call on the lecturers to discuss your work or to get individual guidance.
Assessment is by a mixture of essays, longer projects or dissertation, and examinations. Each unit has its own mix of assessment. The degree result is calculated from the results of all the units in your final two years. You can find more information on the modules available on this course on the 'Course Profile' page.
Prof John Collins
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‘What makes a stuffed shark a work of art?'
‘Is morality just a matter of taste?’
‘Is everything we do determined by our genes and our environment, or do we have genuine free will?’
‘Is it possible to prove (or to disprove) the existence of God?’
‘Can I know that what I take to be the real world is not just an illusion (as in The Matrix)?’
‘What's the difference between a logical argument and an illogical one?’
‘Is my mind the same thing as my brain, or does my mind have a non-physical aspect?’
‘Can machines think?’
‘Are there any good arguments against cloning people?’
Degrees in philosophy are designed to make you think. They tend to include a mixture of historical reflection—exploring questions that earlier philosophers have raised and testing the value of their answers—and cutting-edge work on questions that seem new and theories that seem fashionable. In fact the history often shows that the new theories have an interesting past as well.
Philosophy also requires an acute and critical mind. You don't just muse on possible answers to the questions: you challenge them. You demonstrate that some answers can't be right. This requires strict and rigorous reasoning.
Because of this rigour and logical precision, a degree in philosophy delivers powerful intellectual strengths, comparable with the outcomes of a science degree, but combined with the sensitivity and well-developed communication skills typical of an arts degree.
This introductory unit for first year students is designed to invite you into philosophical enquiry by way of a detailed study of two or three of the most famous books by the founding fathers of Western Philosophy. The set texts will include a classic work by Plato, from the birth of philosophy in Classical Greece, and a classic work by Descartes, the father of modern philosophy Both texts are studied in modern English. No prior knowledge of philosophy is required, and this unit is suitable for students from other disciplines who are taking no other philosophy units. The unit is taught annually.
In ‘Great Books’, students will read three or four of the greatest books that the world has ever seen. The module will normally be team-taught, with experts on the books in question lecturing on them and seminars following in which the books will be close-read. ‘Great Books’ will be themed each year: possible examples of themes include “Literary masterpieces on existential and spiritual need” (e.g. a Greek tragedy, Augustine’s City of God, Nietzsche’s Thus spoke Zarathustra, and Coetzee’s Disgrace); or “Great books of science” (e.g. Galileo’s Dialogues, Darwin’s Origin of Species, Freud’s Interpretation of Dreams); or “The essence of religion” (e.g. Feuerbach’s The essence of religion, Buber’s I and thou, Tolstoy’s The gospel in brief and Gandhi’s Hind Swaraj); or “War and philosophy” (e.g. Sun-Tze’s The art of war, Machiavelli’s The Prince, Kant’s Perpetual peace, Primo Levi’s, If this is a man). The module is assessed on the basis of two essays. ‘Great Books’ is suitable for students from across the university.
This unit introduces students to the history of modern philosophy by studying the work of a number of major philosophers, including Spinoza, Locke, Hume, Kant, Schopenhauer, Nietzsche and Wittgenstein. We look at the different answers they give to a common set of problems, beginning with problems in epistemology, i.e. problems about the nature and limits of human knowledge, about what we can know and how we can know it. These problems then connect with questions about what the world must be like in order for us to know it and what we (our minds) must be like in order to know the world.
This first-year introductory module assumes no prior acquaintance with philosophy. It focuses on five central topics: the relationship between mind and body, the problem of free will and determinism, the nature of morality, the existence of God, and the possibility of knowledge. In each case we will consider a variety of possible answers rather than presenting one prescribed solution.
Philosophy is the study of arguments. But what exactly are philosophical arguments and how can we handle them? How should we read, understand and interpret philosophical texts? And how can we develop arguments ourselves? This module is designed to equip students with basic philosophical skills for answering these questions. The module is taught annually.
Option A Study (20 credits)
Students will select 20 credits from the following modules:
This module introduces key themes in early modern history: witchcraft, gender, rebellion, religious conflict, the reformation, warfare, state formation and other key aspects of the period 1500-1750.
Language is not only central to our lives but is also acquired and used with effortless ease. Since no other species is even remotely capable of doing anything similar, this aspect of our minds truly distinguishes us from the rest of the animal kingdom. Investigating the linguistic mind, therefore, offers insights into the very heart of what it is to be human. This is interesting enough in itself but research over the last few decades has shown that this mental capacity is, in fact, far more complex, surprising and intriguing than might at first appear. This module is a non-technical introduction to some of the themes and findings of current work into the nature of the linguistic mind.
This module provides the opportunity to work closely on selected texts within the contexts of a small group. It aims to develop and explore modes of textual analysis. By the end of the module the students will have highly developed reading skills, a sense of the implications of interpreting texts and the individual research skills essential for a university degree. Not available to Visiting Students.
This module introduces some of the key texts in contemporary social and political debate through the discussion of the ideologies in which they have been expressed. Western ideologies such as socialism and conservatism are discussed and evaluated alongside more radical doctrines such as anarchism and libertarianism, feminism and the new ecological thinking. We focus upon liberal dilemmas.
Compulsory Study (20 credits)
Students must study the following modules for 20 credits:
Twentieth century philosophy is characterised by a preoccupation with language. This attention involved a great deal of reflection on language itself and also on the possibility that traditional philosophical problems might be resolved or dissolved by thinking about the language in which the problems are posed. The period also witnessed great upheavals, with the rise and fall of logical positivism and ordinary language philosophy, the development of formal theories of meaning, and the eventual resurgence of pragmaticism and metaphysics. The module will explore these major themes through consideration of the work of major thinkers from the last fifty years, including Quine, Davidson, Putnam, and Kripke. This is a compulsory module for all students taking V500 Philosophy, and is available as an option for all other Philosophy students.
Option A Study (40 credits)
Students will select 40 credits from the following modules:
The module provides a problem-focused introduction to epistemology. It explores how some simple and compelling arguments led to the view that whenever we perceive (see or hear, etc.) anything we (also) perceive ‘ideas’ or ‘perceptions’ in our minds, how this lastingly influential view led to some mind-boggling paradoxes that question the possibility of knowledge, and how the struggle with that view and its consequences led to the major philosophical theories of perception and to attempts to properly understand the concept of ‘knowledge’ and related notions like ‘justification’. The module is assessed primarily by examination, but students must also give a seminar presentation. This module will be offered biennially.
What is morality? What is it to be a moral agent and to engage in moral deliberation? What is it to justify moral judgments and is there such a thing as a justification of moral practices themselves? What does it mean to be or try to become a good person? In this module we take a look at various theories about the nature of morality as well as examine critically the idea that what one needs to understand the phenomenon of morality or to engage successfully in moral thinking is a moral theory. This module is offered biennially.
The module focuses on the claims of theistic religion. It seeks to clarify the concept of God and to examine the standard arguments for and against the existence of God. This module is offered biennially.
As any intellectual enterprise, natural science poses fascinating and deep problems. Think e.g. of mechanics: in order to describe observable motion it appeals to such unobservable entities as forces, and in order to talk about real bodies it refers to ideal entities like points endowed with a mass. These facts lead to challenging questions: what is the role of unobservable entities within a scientific theory? Why do we need to resort to ideal hypotheses in order to study the real world? Is there a fundamental divide between theoretical science and experimental science? We will explore these issues by looking at scientific practice from a philosophical standpoint. This module is self-contained and presupposes no previous knowledge of physics or other sciences. It is offered biennially.
Option B Study (20 credits)
Students will select 20 credits from the following modules:
2500 years ago Parmenides invented metaphysics by arguing that there is one thing that never changes. Plato responded with a theory of Forms, stable realities quite unlike the world of appearances. But later in his life he attacked that theory. Why? And did Aristotle have a better answer to how reality relates to other things in this world? This module explores some of the most influential texts in the field and provides a sound foundation in central themes from classical philosophy. This module is offered biennially.
Ludwig Wittgenstein was one of the most influential philosophers in the 20th century. This module focuses on his early philosophy, especially as articulated in his 'Tractatus', and its background in the thought of Frege and Russell. Central topics discussed are the 'Tractatus' conception of logic and language as well as the nature of philosophical problems and philosophical inquiry, including ethics. Students will benefit most from this module if they are already taken one or both of the following: Philosophy of Mind, Logic and Language. This module is offered biennially.
Friedrich Nietzsche (1844-1900) radically challenged traditional ideas of what philosophising involves and has had an enormous influence on subsequent thinkers. This module will explore some of Nietzsche's key writings, situating them in the context of Post-Kantian philosophy. Some or all of the following themes will be explored: appearance and reality, genealogy, truth, naturalism, nihilism, aesthetics and the critique of morality and religion. This module is offered biennially.
The 18th century saw a radical change take place in European culture. A new value was placed upon knowledge, new views of the ways in which society should be run were formed, new attitudes towards religion occurred, new theories of art and culture arose. This module looks at these changes and the effects they had upon epistemology, political philosophy and aesthetics. Enlightenment figures studied include Diderot, d’Alembert, Voltaire, David and Condorcet in France, Kant in Germany, Hume in Scotland. As a counterpoint to this we study some of the works of Jean-Jacques Rousseau, both an Enlightenment figure and yet perhaps its greatest critic. This module is offered biennially.
The great rationalist philosophers Descartes (1596-1650), Spinoza (1632-77) and Leibniz (1646-1716) were preoccupied by the same themes: substance, God and the relationship between mind and body. All of them were in the vanguard of the new scientific culture of the XVII century, but all were also concerned to reconcile science with religion. We shall explore the different paths taken by the three thinkers from a shared starting point, rooted in reason and commitment to method. This module is offered biennially.
Free Choice Study (40 credits)
Students will select modules worth 40 credits from the course catalogue with the approval of their School
Option A Study (120 credits)
Students will select 120 credits from the following modules:
2500 years ago Parmenides invented metaphysics by arguing that there is one thing that never changes. Plato responded with a theory of Forms, stable realities quite unlike the world of appearances. But later in his life he attacked that theory. Why? And did Aristotle have a better answer to how reality relates to the things in this world? This module explores some of the most influential texts in the field. In addition Level 3 students move beyond the basics to do an advanced project on Aristotle, or a topic in Stoic or Epicurean metaphysics. This module is offered biennially.
Advanced Theories of Knowledge covers the same topics as Theories of Knowledge, but differs from the latter in two respects. First, it requires coursework instead of an examination. All students must also give a seminar presentation. Secondly, the Advanced version demands more sophisticated work, so both the coursework and presentation are marked at a higher standard (hence the Level 3 rating). Students on the Level 2 version and the Advanced Level 3 version attend the same lectures, but Advanced students have separate seminars, and also have some tutorial contact in relation to their written work. This module will be offered biennially.
Advanced Philosophy of Religion covers the same topics as Philosophy of Religion but differs in two respects. First it requires coursework as well as the 2 hour exam taken by students on the Level 2 version, hence the 30 credit rating. Secondly, the Advanced version demands more sophisticated work marked at a higher standard, hence the Level 3 rating. Students on the Level 2 and the Advanced Level 3 version attend the same lectures, but Advanced students have separate seminars, and also have some tutorial contact in relation to their written work. This module is offered biennially.
As any intellectual enterprise, natural science poses fascinating and deep problems. Think e.g. of mechanics: in order to describe observable motion it appeals to such unobservable entities as forces, and in order to talk about real bodies it refers to ideal entities like points endowed with a mass. These facts lead to challenging questions: what is the role of unobservable entities within a scientific theory? Why do we need to resort to ideal hypotheses in order to study the real world? Is there a fundamental divide between theoretical science and experimental science? We will explore these issues by looking at scientific practice from a philosophical standpoint. This module is self-contained and presupposes no previous knowledge of physics or other sciences. It is offered biennially.
Friedrich Nietzsche (1844-1900) radically challenged traditional ideas of what philosophising involves and has had an enormous influence on subsequent thinkers. This module will explore some of Nietzsche's key writings, situating them in the context of Post-Kantian philosophy. Some or all of the following themes will be explored: appearance and reality, genealogy, truth, naturalism, nihilism, aesthetics and the critique of morality and religion. Students on this advanced version will not sit an exam but will submit a piece of coursework and an advanced project. This module is offered biennially.
Advanced Studies in the Enlightenment and Its Critics covers the same topics as PHI-2A44. However it requires more work than the latter (hence the 30 credit rating), and it also requires more sophisticated work (hence the Level 3 rating). Students on the Level 2 and Level 3 modules attend the same lectures, but Level 3 students have separate seminars and some tutorial contact in relation to their written work. The module is offered biennially.
This module explores the same ground of Wittgenstein’s early work as the level 2 version, but at a more advanced level. Students on both modules attend the same lectures but Advanced students attend their own seminars and are required to meet higher standards. Unlike the level 2 version, there is no assessment by examination: students will be required to submit coursework and an advanced level project. The module is biennial, and alternates with Wittgenstein: Later Writings.
This module covers the same topics as Level 2 Philosophy of History, but differs from that unit in two respects: it has an advanced reading list, and requires more sophisticated work which is marked at a higher standard. Hence the Level 3 and 30 credit rating. Students on the Advanced module attend the same lectures, but have separate seminars and possible tutorials relating to their written work. Students will produce two pieces of work: a 2000-word essay (worth 33%), and a 4000-word project (worth 67%). This module is offered biennially.
This module covers the same topics as Level 2 The Rationalists, but differs from that module in two respects: it has an advanced reading list, and requires more sophisticated work which is marked at a higher standard. Hence the Level 3 and 30 credit rating. Students on the Advanced module attend the same lectures, but have separate seminars and possible tutorials relating to their written work. Students will produce two large-scale pieces of coursework. This module is offered biennially.
The module explores a selected area of Classical Philosophy with detailed attention to selected texts and issues. The topic will be chosen by the lecturer from the following: (a) Mind & Perception; (b) Reality; (c) Image and Illusion. Syllabus for (a): Plato, 'Republic', 'Phaedrus'; Aristotle, 'De Anima'. Syllabus for (b): Plato, 'Cratylus', 'Sophist'; Augustine, 'Confessions' I; Aristotle, 'Categories'. Syllabus for (c): Primary/secondary qualities in Democritus; Plato, 'Republic'10, 'Sophist'; Epicurean perception theory. Other suitable experience may be accepted in lieu of the pre-requisites, after consultation with the module organiser. The module is offered annually.
What is language? Following on from the work of Noam Chomsky, many linguists, philosophers and psychologists answer: an innate faculty of mind. This module will explore the arguments for and against this position. Topics to be covered include: innateness, the idea that the mind is a computer, the possibility of ape linguistic competence, and the relation between syntax and meaning. The module will close by considering what significance Chomsky’s work might have for our conception of human nature, both morally and theoretically. This module is offered annually.
What is morality? What is it to be a moral agent and to engage in moral deliberation? What is it to justify moral judgments and is there such a thing as a justification of moral practices themselves? What does it mean to be or try to become a good person? In this module we take a look at various theories about the nature of morality as well as examine critically the idea that what one needs to understand the phenomenon of morality or to engage successfully in moral thinking is a moral theory. Students on this Level 3 version pursue a more advanced project in meta-ethics for their extended essay. This module is offered biennially.
This module is open only to students who have achieved an overall second-year mark of 60% or above. When enrolling you must include a second choice on your enrolment form, so that if your marks are below 60% you can transfer smoothly to another module. Before enrolling, you MUST also complete a special application form available from the Philosophy Office, room 3.68. The module enables Philosophy majors and joint majors to pursue a topic of their own choosing under the individual supervision of a member of faculty. It is assessed as a project on the basis of an extended essay of about 10,000 words. There is no specific timetable slot for the module, arrangements for tutorial meetings being made between the individual tutor and student.
This module is open only to students who have achieved an overall second-year mark of 60% or above. When enrolling you must include a second choice on your enrolment form, so that if your marks are below 60% you can transfer smoothly to another module. Before enrolling, you MUST also complete a special application form available from the Philosophy Office, room 3.68. The module enables Philosophy majors and joint majors to pursue a topic of their own choosing under the individual supervision of a member of faculty. It is assessed as a project on the basis of an extended essay of about 10,000 words. There is no specific timetable slot for the module, arrangements for tutorial meetings being made between the individual tutor and student.
This unit examines different approaches to understanding the social world, tracing their philosophical presuppositions and their implications for the study of economics and politics. It focuses on two contrasts: between the positivist and the hermeneutic approaches, and between individualistic and holistic styles of explanation. This unit is compulsory for PPE students, but can also be taken by students on other courses. There is also a 30 credit version of this unit (PHI-3A09) "available for non-PPE students".
This module examines different approaches to understanding the social world, tracing their philosophical presuppositions and their implications for the study of economics and politics. It focuses on two contrasts: between the positivist and the hermeneutic approaches, and between individualistic and holistic styles of explanation. This module is a 30 credit version of PHI-3A23 and is not suitable for PPE students.
Disclaimer
Whilst the University will make every effort to offer the modules listed, changes may sometimes be made arising from the annual monitoring, review and update of modules and regular (five-yearly) review of course programmes. Where this activity leads to significant (but not minor) changes to programmes and their constituent modules, there will normally be prior consultation of students and others. It is also possible that the University may not be able to offer a module for reasons outside of its control, such as the illness of a member of staff or sabbatical leave. Where this is the case, the University will endeavour to inform students.
Year Abroad
One semester can be spent in Finland, Germany or Greece on the ERASMUS exchange programme. Further details can be found on our Study Abroad pages.
Entry Requirements
A Level:
ABB-BBB
International Baccalaureate:
32-31 points
Scottish Highers:
Must have at least one Advanced Higher
Scottish Advanced Highers:
ABB-BBB
Irish Leaving Certificate:
AABBBB-BBBBBB
Access Course:
Please contact the university for further information.
HND:
Please contact the university for further information.
European Baccalaureate:
75-70%
Students for whom English is a Foreign language
We welcome applications from students from all academic backgrounds. We require evidence of proficiency in English (including writing, speaking, listening and reading). Recognised English Language qualifications include:
IELTS: 6.5 overall (minimum 6.0 in Reading and Writing with no less than 5.5 in any component)
TOEFL: Internet-based score of 88 overall (minimum 20 in Reading and Speaking components, 19 in Writing component and 17 in Listening components.
PTE: 62 overall (minimum 55 in Reading and Writing components with no less than 51 in any component).
If you do not meet the University's entry requirements, our INTO Language Learning Centre offers a range of university preparation courses to help you develop the high level of academic and English skills necessary for successful undergraduate study.
Interviews
The School does not currently interview all applicants for undergraduate entry as standard, however we may interview mature students, those returning to study or applicants with alternative qualifications. All applicants who are made an offer are given the opportunity to meet with an academic on a Visit Day in order to gain a deeper insight into the course(s) you have applied for.
Gap Year
Normally there is not a problem in deferring entry for a year. Offers are made in the usual way to applicants who ask for deferred entry.
Special Entry Requirements
There are no specific subjects that are required in order to take up Philosophy, and it is not necessary to have studied any Philosophy before. We are keen to see some arts or humanities subjects that involve academic work, including writing essays and reading texts. Good results in Mathematics, Music or Latin are also an indicator for doing well in Philosophy - because of the kind of rigour which they instil.
Intakes
The School's annual intake is in September of each year.
Alternative Qualifications
If you have alternative qualifications that have not been mentioned above, then please contact university directly for further information.
GCSE Offer
Students are required to have GCSE Mathematics and GCSE English Language at grade C or above.
Assessment
For the majority of candidates the most important factors in assessing the application will be past and future achievement in examinations, academic interest in the subject being applied for, personal interest and extra-curricular activities and the confidential reference.
We consider applicants as individuals and accept students from a very wide range of educational backgrounds and spend time considering your application in order to reach an informed decision relating to your application. Typical offers are indicated above. Please note, there may be additional subject entry requirements specific to individual degree courses.
Fees and Funding
University Fees and Financial Support: UK/EU Students
UCAS Apply is a secure online application system that allows you to apply for full-time Undergraduate courses at universities and colleges in the United Kingdom. It is made up of different sections that you need to complete. Your application does not have to be completed all at once. The system allows you to leave a section partially completed so you can return to it later and add to or edit any information you have entered. Once your application is complete, it must be sent to UCAS so that they can process it and send it to your chosen universities and colleges.
The UCAS code name and number for the University of East Anglia is EANGL E14.
Further Information
If you would like to discuss your individual circumstances with the Admissions Office prior to applying please do contact us:
Philosophy requires imagination and careful attention to standards of argument. From the start of your studies, you have a chance to develop both these skills in courses ranging across time from the Ancient Greeks to the most up-to-the-minute research. Themes distinctive to UEA include philosophy and film, unusual opportunities to explore ancient philosophy and several modules with a literary focus. The important thing about philosophy is that most of it has nothing to do with finding answers, though it has a lot to do with testing possible answers, and often discovering why they are not the answers. Rather, it is about learning to ask more, and better, questions.
‘What makes a stuffed shark a work of art?'