Undergraduate Degrees

BA Philosophy (Part time)

Attendance:: Part Time
Award:: Degree of Bachelor of Arts
School of Study:: Philosophy
Brochure:: School of Philosophy Undergraduate Brochure (PDF)
Typical A-Level Offer:: ABB-BBB

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Course Profile
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BA Philosophy (Part time) 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

The part-time degree in Philosophy enables you to do a version of the full-time Philosophy course as a part-time student. The modules taken are the same as those which form the full-time programme, but the programme of study is spread over not less than five and not more than seven years. The first two years of your course are largely taken up by the foundation programme which occupies the first year of the full-time course. After that, your career as a student is largely shaped by your own choices, though of course you do take the compulsory units, and observe the overall structure of the full-time programme.

In any one year, you are normally expected to do at least 40 and not more than 80 credits; in any one semester, the maximum is 40, but there is no set minimum. You may complete your course in Year 5, Year 6 or Year 7, depending on how quickly you have been accumulating the required credits. The example below assumes a student takes 60 credits a year.

In the first year (year 1 and 2 of the part-time programme), 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 (years 3 to 6 of the part-time programme), 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.

Course Organiser:Prof John Collins

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Why choose us ‘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.

Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Year 7

This is the first year of your level 1 study.

Compulsory Study (80 credits)

Students must study the following modules for 80 credits:

Name	Code	Credits
CLASSIC READINGS IN PHILOSOPHY	PHI-1A01	20
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.
MODERN READINGS IN PHILOSOPHY	PHI-1A04	20
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.
PHILOSOPHICAL PROBLEMS	PHI-1A03	20
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.
REASONING AND LOGIC	PHI-1A06	20
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.

This is the second year of your level 1 study. Students should take a minimum of 40 and a maximum of 80 credits during the year.

Compulsory Study (20 credits)

Students must study the following modules for 20 credits:

Name	Code	Credits
GREAT BOOKS	PHI-1A08	20
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.

Option A Study (20 credits)

Students will select 20 credits from the following modules:

Name	Code	Credits
FORM AND FUNCTION	ART-1L08	20
Most art objects, artefacts and buildings are designed to serve a set of purposes. These may be straightforward and practical or very complex, elusive and difficult to account for. Drawing on a range of case studies from a broad geographical and chronological spectrum, this compulsory lecture module examines how use and function helps to explain why art objects, artefacts and buildings look the way they do. Building on this, the module then considers whether meaning is rooted in original, intended functions or in later changes in use or somewhere else entirely.
INTRODUCTION TO ART HISTORY	ART-1A09	20
This module provides an introduction to the academic study of art history by looking at how writers primarily in the European tradition have sought to analyse, record and evaluate works of art. We will examine texts from ancient Rome to the 20th century, and consider how accounts of artists�� lives, descriptions of art works and attempts to trace a historical development of art have all informed the way that art historians think about their subject. In this seminar, we will also consider the problems of relating texts to visual art and ask what themes are relevant to art historians today.
INTRODUCTION TO CONTEMPORARY POLITICS	PSI-1A02	20
This module introduces students to some key issues in the development of European Politics and Government in the latter part of the twentieth century. The module focuses on the development of liberal democracy in Europe, its different forms and the challenges to it. The module also examines the changing nature of the European nation- state and the development of supranational organisations, particularly the EU and the impact of globalisation for both liberal democracy and the state. During the module ample use is made of country-specific case studies to illustrate general points.
INTRODUCTION TO EARLY MODERN STUDIES	HIS-1A15	20
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: LOOKING INTO THE HUMAN MIND	LCS-1L15	20
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.
LITERATURE IN HISTORY 1	LDCE1F01	20
This is the main introductory module to the study of literature. It aims to help new students to read historically, by offering a range of models of the relationship between literature and history, as well as focussing on some key transitional moments in the history of literature. The module is taught by lectures, with an accompanying seminar.
LITERATURE IN HISTORY II	LDCE1F10	20
This module follows on from Literature in History I, taking in more recent history, and exploring how writers of the present make use of the past. The module is taught by lectures, with an accompanying seminar. Attendance at both lectures and seminars is compulsory.
SOCIAL AND POLITICAL THEORY	PSI-1A01	20
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.
WITCHCRAFT, MAGIC AND BELIEF IN EARLY MODERN EUROPE	HIS-1A22	20
This module looks at the changing character of magical belief between the late medieval period and the early industrial revolution. It pays particular attention to: gender; popular culture; sexual politics; drama; witchcraft; and the cultural, social and intellectual world of early modern communities.

Option B Study (40 credits)

Students will select 40 credits from the following modules:

Name	Code	Credits
KNOWLEDGE AND PERCEPTION	PHI-2A66	20
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.
MORAL PHILOSOPHY - THE BASICS	PHI-2A25	20
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.
PHILOSOPHY OF RELIGION	PHI-2A18	20
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.
PHILOSOPHY OF SCIENCE	PHI-2A78	20
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.

This is the first year of your level 2 study. Students should take a minimum of 40 and a maximum of 80 credits during the year. At the end of stage 2, students must take a further 120 credits of Philosophy modules, of which two modules must be at Level 3.

Compulsory Study (20 credits)

Students must study the following modules for 20 credits:

Name	Code	Credits
LANGUAGE AND REALITY	PHI-2A55	20
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 (20 credits)

Students will select 20 credits from the following modules:

Name	Code	Credits
"SPACE, TIME AND REALITY AMONG THE GREEKS"	PHI-2A39	20
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.
EARLY ANALYTICAL PHILOSOPHY AND WITTGENSTEIN	PHI-2A76	20
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.
NIETZSCHE AND POST-KANTIAN PHILOSOPHY	PHI-2A46	20
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 ENLIGHTENMENT AND ITS CRITICS	PHI-2A44	20
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 RATIONALISTS	PHI-2A29	20
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.

Option B Study (20 credits)

Students will select 20 credits from the following modules:

Name	Code	Credits
"SPACE, TIME AND REALITY AMONG THE GREEKS"	PHI-2A39	20
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.
EARLY ANALYTICAL PHILOSOPHY AND WITTGENSTEIN	PHI-2A76	20
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.
KNOWLEDGE AND PERCEPTION	PHI-2A66	20
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.
LANGUAGE AND REALITY	PHI-2A55	20
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.
MORAL PHILOSOPHY - THE BASICS	PHI-2A25	20
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.
NIETZSCHE AND POST-KANTIAN PHILOSOPHY	PHI-2A46	20
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.
PHILOSOPHY OF HISTORY	PHI-2A31	20
What is history? Is it reasonable to apply moral criteria to the historical process? Can or even must we conceive of history as progress? Are there laws in history? From the 18th century enlightenment to Marxist historical materialism, strong claims have been made in response to these questions. They have come under severe attack from the later 19th century on to the present. The module will examine the arguments and concepts employed in this debate. It is suitable as a first honours module in Philosophy. This module is offered biennially.
PHILOSOPHY OF RELIGION	PHI-2A18	20
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.
PHILOSOPHY OF SCIENCE	PHI-2A78	20
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.
SEMESTER ABROAD - AUTUMN	PHI-2A21	60
The School of Philosophy has various ERASMUS arrangements with European Universities where it is possible to spend a semester abroad. For more information on this please contact the ERASMUS Director, Dr O Kuusela.
SEMESTER ABROAD - SPRING	PHI-2A24	60
The School of Philosophy has various ERASMUS arrangements with European Universities where it is possible to spend a semester abroad. For more information on this please contact the ERASMUS Director, Dr O. Kuusela.
THE ENLIGHTENMENT AND ITS CRITICS	PHI-2A44	20
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 RATIONALISTS	PHI-2A29	20
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.
THE RATIONALISTS (CW)	PHI-2A29C	20
This is a CW only variant of PHI-2A29 and is only available for students taking a semester abroad.

Free Choice Study (20 credits)

Students will select modules worth 20 credits from the course catalogue with the approval of their School

This is the second year of your level 2 study. Students should take a minimum of 40 and a maximum of 80 credits during the year. At the end of stage 2, students must take a further 120 credits of Philosophy modules, of which two modules must be at Level 3.

Option A Study (60 credits)

Students will select 60 credits from the following modules:

Name	Code	Credits
"SPACE, TIME & REALITY AMONG THE GREEKS - ADVANCED THEMES"	PHI-3A59	30
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.
"SPACE, TIME AND REALITY AMONG THE GREEKS"	PHI-2A39	20
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.
ADVANCED KNOWLEDGE AND PERCEPTION	PHI-3A66	30
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	PHI-3A18	30
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.
ADVANCED PHILOSOPHY OF SCIENCE	PHI-3A78	30
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.
ADVANCED STUDIES IN NIETZSCHE AND POST-KANTIAN PHILOSOPHY	PHI-3A46	30
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	PHI-3A44	30
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.
ADVANCED THEMES IN EARLY ANALYTICAL PHILOSOPHY AND WITTGENSTEIN	PHI-3A76	30
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.
ADVANCED THEMES IN THE PHILOSOPHY OF HISTORY	PHI-3A31	30
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.
ADVANCED THEMES IN THE RATIONALISTS	PHI-3A29	30
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.
CLASSICAL PHILOSOPHY SPECIAL SUBJECT	PHI-3A68	30
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.
EARLY ANALYTICAL PHILOSOPHY AND WITTGENSTEIN	PHI-2A76	20
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.
KNOWLEDGE AND PERCEPTION	PHI-2A66	20
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.
LANGUAGE AND REALITY	PHI-2A55	20
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.
LANGUAGE IN MIND	PHI-3A41	30
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.
MORAL PHILOSOPHY - THE BASICS	PHI-2A25	20
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.
MORAL PHILOSOPHY WITH ADDITIONAL META-ETHICS	PHI-3A25	30
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.
NIETZSCHE AND POST-KANTIAN PHILOSOPHY	PHI-2A46	20
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.
PHILOSOPHY DISSERTATION MODULE	PHI-3A21	30
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.
PHILOSOPHY DISSERTATION MODULE	PHI-3A24	30
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.
PHILOSOPHY OF HISTORY	PHI-2A31	20
What is history? Is it reasonable to apply moral criteria to the historical process? Can or even must we conceive of history as progress? Are there laws in history? From the 18th century enlightenment to Marxist historical materialism, strong claims have been made in response to these questions. They have come under severe attack from the later 19th century on to the present. The module will examine the arguments and concepts employed in this debate. It is suitable as a first honours module in Philosophy. This module is offered biennially.
PHILOSOPHY OF RELIGION	PHI-2A18	20
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.
PHILOSOPHY OF SCIENCE	PHI-2A78	20
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.
PHILOSOPHY OF SOCIAL SCIENCE	PHI-3A23	20
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".
PHILOSOPHY OF SOCIAL SCIENCE	PHI-3A57	30
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.
SEMESTER ABROAD - AUTUMN	PHI-2A21	60
The School of Philosophy has various ERASMUS arrangements with European Universities where it is possible to spend a semester abroad. For more information on this please contact the ERASMUS Director, Dr O Kuusela.
SEMESTER ABROAD - SPRING	PHI-2A24	60
The School of Philosophy has various ERASMUS arrangements with European Universities where it is possible to spend a semester abroad. For more information on this please contact the ERASMUS Director, Dr O. Kuusela.
THE ENLIGHTENMENT AND ITS CRITICS	PHI-2A44	20
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 RATIONALISTS	PHI-2A29	20
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.
THE RATIONALISTS (CW)	PHI-2A29C	20
This is a CW only variant of PHI-2A29 and is only available for students taking a semester abroad.

Free Choice Study (20 credits)

Students will select modules worth 20 credits from the course catalogue with the approval of their School

This is the first year of your level 3 study. Students should take a minimum of 40 and a maximum of 80 credits during the year. At the end of stage 2, students must take a further 120 credits of Philosophy modules, of which two modules must be at Level 3.

Option A Study (80 credits)

Students will select 80 credits from the following modules:

Name	Code	Credits
"SPACE, TIME & REALITY AMONG THE GREEKS - ADVANCED THEMES"	PHI-3A59	30
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.
"SPACE, TIME AND REALITY AMONG THE GREEKS"	PHI-2A39	20
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.
ADVANCED KNOWLEDGE AND PERCEPTION	PHI-3A66	30
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	PHI-3A18	30
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.
ADVANCED PHILOSOPHY OF SCIENCE	PHI-3A78	30
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.
ADVANCED STUDIES IN NIETZSCHE AND POST-KANTIAN PHILOSOPHY	PHI-3A46	30
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	PHI-3A44	30
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.
ADVANCED THEMES IN EARLY ANALYTICAL PHILOSOPHY AND WITTGENSTEIN	PHI-3A76	30
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.
ADVANCED THEMES IN THE PHILOSOPHY OF HISTORY	PHI-3A31	30
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.
ADVANCED THEMES IN THE RATIONALISTS	PHI-3A29	30
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.
CLASSICAL PHILOSOPHY SPECIAL SUBJECT	PHI-3A68	30
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.
EARLY ANALYTICAL PHILOSOPHY AND WITTGENSTEIN	PHI-2A76	20
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.
KNOWLEDGE AND PERCEPTION	PHI-2A66	20
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.
LANGUAGE AND REALITY	PHI-2A55	20
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.
LANGUAGE IN MIND	PHI-3A41	30
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.
MORAL PHILOSOPHY - THE BASICS	PHI-2A25	20
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.
MORAL PHILOSOPHY WITH ADDITIONAL META-ETHICS	PHI-3A25	30
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.
NIETZSCHE AND POST-KANTIAN PHILOSOPHY	PHI-2A46	20
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.
PHILOSOPHY DISSERTATION MODULE	PHI-3A21	30
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.
PHILOSOPHY DISSERTATION MODULE	PHI-3A24	30
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.
PHILOSOPHY OF HISTORY	PHI-2A31	20
What is history? Is it reasonable to apply moral criteria to the historical process? Can or even must we conceive of history as progress? Are there laws in history? From the 18th century enlightenment to Marxist historical materialism, strong claims have been made in response to these questions. They have come under severe attack from the later 19th century on to the present. The module will examine the arguments and concepts employed in this debate. It is suitable as a first honours module in Philosophy. This module is offered biennially.
PHILOSOPHY OF RELIGION	PHI-2A18	20
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.
PHILOSOPHY OF SCIENCE	PHI-2A78	20
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.
PHILOSOPHY OF SOCIAL SCIENCE	PHI-3A23	20
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".
PHILOSOPHY OF SOCIAL SCIENCE	PHI-3A57	30
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.
SEMESTER ABROAD - AUTUMN	PHI-2A21	60
The School of Philosophy has various ERASMUS arrangements with European Universities where it is possible to spend a semester abroad. For more information on this please contact the ERASMUS Director, Dr O Kuusela.
SEMESTER ABROAD - SPRING	PHI-2A24	60
The School of Philosophy has various ERASMUS arrangements with European Universities where it is possible to spend a semester abroad. For more information on this please contact the ERASMUS Director, Dr O. Kuusela.
THE ENLIGHTENMENT AND ITS CRITICS	PHI-2A44	20
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 RATIONALISTS	PHI-2A29	20
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.
THE RATIONALISTS (CW)	PHI-2A29C	20
This is a CW only variant of PHI-2A29 and is only available for students taking a semester abroad.

This is the second year of your level 3 study. Students should take a minimum of 40 and a maximum of 80 credits during the year. At the end of stage 2, students must take a further 120 credits of Philosophy modules, of which two modules must be at Level 3.

Option A Study (80 credits)

Students will select 80 credits from the following modules:

Name	Code	Credits
"SPACE, TIME & REALITY AMONG THE GREEKS - ADVANCED THEMES"	PHI-3A59	30
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.
"SPACE, TIME AND REALITY AMONG THE GREEKS"	PHI-2A39	20
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.
ADVANCED KNOWLEDGE AND PERCEPTION	PHI-3A66	30
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	PHI-3A18	30
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.
ADVANCED PHILOSOPHY OF SCIENCE	PHI-3A78	30
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.
ADVANCED STUDIES IN NIETZSCHE AND POST-KANTIAN PHILOSOPHY	PHI-3A46	30
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	PHI-3A44	30
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.
ADVANCED THEMES IN EARLY ANALYTICAL PHILOSOPHY AND WITTGENSTEIN	PHI-3A76	30
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.
ADVANCED THEMES IN THE PHILOSOPHY OF HISTORY	PHI-3A31	30
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.
ADVANCED THEMES IN THE RATIONALISTS	PHI-3A29	30
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.
CLASSICAL PHILOSOPHY SPECIAL SUBJECT	PHI-3A68	30
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.
EARLY ANALYTICAL PHILOSOPHY AND WITTGENSTEIN	PHI-2A76	20
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.
KNOWLEDGE AND PERCEPTION	PHI-2A66	20
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.
LANGUAGE AND REALITY	PHI-2A55	20
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.
LANGUAGE IN MIND	PHI-3A41	30
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.
MORAL PHILOSOPHY - THE BASICS	PHI-2A25	20
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.
MORAL PHILOSOPHY WITH ADDITIONAL META-ETHICS	PHI-3A25	30
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.
NIETZSCHE AND POST-KANTIAN PHILOSOPHY	PHI-2A46	20
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.
PHILOSOPHY DISSERTATION MODULE	PHI-3A21	30
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.
PHILOSOPHY DISSERTATION MODULE	PHI-3A24	30
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.
PHILOSOPHY OF HISTORY	PHI-2A31	20
What is history? Is it reasonable to apply moral criteria to the historical process? Can or even must we conceive of history as progress? Are there laws in history? From the 18th century enlightenment to Marxist historical materialism, strong claims have been made in response to these questions. They have come under severe attack from the later 19th century on to the present. The module will examine the arguments and concepts employed in this debate. It is suitable as a first honours module in Philosophy. This module is offered biennially.
PHILOSOPHY OF RELIGION	PHI-2A18	20
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.
PHILOSOPHY OF SCIENCE	PHI-2A78	20
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.
PHILOSOPHY OF SOCIAL SCIENCE	PHI-3A23	20
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".
PHILOSOPHY OF SOCIAL SCIENCE	PHI-3A57	30
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.
SEMESTER ABROAD - AUTUMN	PHI-2A21	60
The School of Philosophy has various ERASMUS arrangements with European Universities where it is possible to spend a semester abroad. For more information on this please contact the ERASMUS Director, Dr O Kuusela.
SEMESTER ABROAD - SPRING	PHI-2A24	60
The School of Philosophy has various ERASMUS arrangements with European Universities where it is possible to spend a semester abroad. For more information on this please contact the ERASMUS Director, Dr O. Kuusela.
THE ENLIGHTENMENT AND ITS CRITICS	PHI-2A44	20
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 RATIONALISTS	PHI-2A29	20
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.
THE RATIONALISTS (CW)	PHI-2A29C	20
This is a CW only variant of PHI-2A29 and is only available for students taking a semester abroad.

Students should take a minimum of 40 and a maximum of 80 credits during the year. At the end of stage 2, students must take a further 120 credits of Philosophy modules, of which two modules must be at Level 3.

Option A Study (80 credits)

Students will select 80 credits from the following modules:

Name	Code	Credits
"SPACE, TIME & REALITY AMONG THE GREEKS - ADVANCED THEMES"	PHI-3A59	30
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.
"SPACE, TIME AND REALITY AMONG THE GREEKS"	PHI-2A39	20
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.
ADVANCED KNOWLEDGE AND PERCEPTION	PHI-3A66	30
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	PHI-3A18	30
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.
ADVANCED PHILOSOPHY OF SCIENCE	PHI-3A78	30
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.
ADVANCED STUDIES IN NIETZSCHE AND POST-KANTIAN PHILOSOPHY	PHI-3A46	30
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	PHI-3A44	30
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.
ADVANCED THEMES IN EARLY ANALYTICAL PHILOSOPHY AND WITTGENSTEIN	PHI-3A76	30
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.
ADVANCED THEMES IN THE PHILOSOPHY OF HISTORY	PHI-3A31	30
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.
ADVANCED THEMES IN THE RATIONALISTS	PHI-3A29	30
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.
CLASSICAL PHILOSOPHY SPECIAL SUBJECT	PHI-3A68	30
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.
EARLY ANALYTICAL PHILOSOPHY AND WITTGENSTEIN	PHI-2A76	20
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.
KNOWLEDGE AND PERCEPTION	PHI-2A66	20
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.
LANGUAGE AND REALITY	PHI-2A55	20
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.
LANGUAGE IN MIND	PHI-3A41	30
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.
MORAL PHILOSOPHY - THE BASICS	PHI-2A25	20
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.
MORAL PHILOSOPHY WITH ADDITIONAL META-ETHICS	PHI-3A25	30
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.
NIETZSCHE AND POST-KANTIAN PHILOSOPHY	PHI-2A46	20
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.
PHILOSOPHY DISSERTATION MODULE	PHI-3A21	30
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.
PHILOSOPHY DISSERTATION MODULE	PHI-3A24	30
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.
PHILOSOPHY OF HISTORY	PHI-2A31	20
What is history? Is it reasonable to apply moral criteria to the historical process? Can or even must we conceive of history as progress? Are there laws in history? From the 18th century enlightenment to Marxist historical materialism, strong claims have been made in response to these questions. They have come under severe attack from the later 19th century on to the present. The module will examine the arguments and concepts employed in this debate. It is suitable as a first honours module in Philosophy. This module is offered biennially.
PHILOSOPHY OF RELIGION	PHI-2A18	20
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.
PHILOSOPHY OF SCIENCE	PHI-2A78	20
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.
PHILOSOPHY OF SOCIAL SCIENCE	PHI-3A23	20
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".
PHILOSOPHY OF SOCIAL SCIENCE	PHI-3A57	30
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.
SEMESTER ABROAD - AUTUMN	PHI-2A21	60
The School of Philosophy has various ERASMUS arrangements with European Universities where it is possible to spend a semester abroad. For more information on this please contact the ERASMUS Director, Dr O Kuusela.
SEMESTER ABROAD - SPRING	PHI-2A24	60
The School of Philosophy has various ERASMUS arrangements with European Universities where it is possible to spend a semester abroad. For more information on this please contact the ERASMUS Director, Dr O. Kuusela.
THE ENLIGHTENMENT AND ITS CRITICS	PHI-2A44	20
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 RATIONALISTS	PHI-2A29	20
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.
THE RATIONALISTS (CW)	PHI-2A29C	20
This is a CW only variant of PHI-2A29 and is only available for students taking a semester abroad.

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%

Entry Requirement

The School of Philosophy always welcomes applications from mature students and and those returning to study and values the work and life experience they bring with them. We do ask, however, that applicants have some relevant and recent academic study to prepare them for the demands and challenges of undergraduate work. By this we mean study in the Humanities at A-Level equivalent standard within the last 3 or 4 years. So, applicants who do not already hold acceptable qualifications may consider taking an A-Level (some colleges and adult education centres offer these as evening courses), an Access to Higher Education Diploma course (most local colleges offer these) or some Open University study. For the OU we would ask for around 60 credits at Level 2 or 3 in the Humanities. For further information on the grades required, or to discuss whether your current qualifications meet the entry requirements, please contact the Admissions Office (admissions@uea.ac.uk).

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

Candidates applying for part-time study are often called for interview. Interviews are an opportunity for us to discuss your academic background to date, and for candidates to ask any questions about the course. The interview is normally quite informal and generally covers topics such as your current studies, reasons for choosing the course and your personal interests and extra-curricular activities.

Intakes

The School's annual intake is in September of each year.

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. We often ask applicants to interview. Typical entry requirements are indicated above.

Fees and Funding

University Fees and Financial Support: UK/EU Students

https://www.uea.ac.uk/study/undergraduate/finance

Applying for Part-Time Degrees

The University of East Anglia offers some of its undergraduate degrees on a part-time basis. Applications are made directly to the University: More information and an application form can be found at our Part-Time Study pages. For further information on the part-time application process, please contact our Admissions Office at admissions@uea.ac.uk.

Each year we hold a series of Open Days, where potential applicants to our Undergraduate courses can come and visit the university to learn more about the courses they are interested in, meet current students and staff and tour our campus. If you decide to apply for a course and are made an offer, you will be invited to a School specific Visit Day. Applicants may be invited for interview or audition for some courses.

For enquiries about the content of the degree or your qualifications please contact Admissions at 01603 591515 or email admissions@uea.ac.uk We can then direct your enquiry to the relevant department to assist you.