Aims

The Module has two strands: Philosophical Theories, and Critical Reasoning. The first introduces students to fundamental philosophical schemes. The second introduces students to fundamental methods in philosophy.

Strand 1:
The course aims to survey various philosophical theories to explanation and interpretation through the combination of an online archive of encyclopaedic introductions to thinkers and theories from across faculties and schools, and the application of these theories to fields of research and disciplines.

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

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


Strand 2:
The module aims to foster independent, critical and analytical thinking. This is achieved by allowing students to develop basic skills in critical reasoning, informal logic and the analysis and evaluation of argument.

These skills are, like mathematics, best taught through repeated examples, from learning at one’s own pace and from one’s mistakes. This is not conducive to the lecture environment, due to its repetitive nature and the varied pace of student learning. As such, a blended approach is being adopted.

Students will come to appreciate the importance of critical reasoning and learn to reconstruct, analyse and evaluate argument. This will be achieved by developing key skills and competence in informal logic, the identification and understanding of logical fallacies and principles of justification.

Outline Of Syllabus

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

Strand 1:
Introduction to philosophical thinking

Scientific method, empiricism, Positivism,

Rationalism

Historicism

Marxism

Psychoanalysis

Cultural Studies

Structuralism.

Semiotics

Post structuralism, Deconstruction

Phenomenology

Hermeneutics

Feminism

Post-colonialism



Theme (0) Reason, argument and justification (Week 1)      




Strand 2:
Introductory lecture examining the importance and meaning of reason, argument and justification; induction and deduction; outlining the course structure and student expectations.

Theme (1) Basic principles (Week 2-4)      

Content: The law of non-contradiction; the principle of sufficient reason; necessary and sufficient conditions; definition, precision and conceptual clarification.


Theme (2) Facts and values (Week 5-7)
Online assessment exercise 1      


Content: Relativism and subjectivism; facts and values; the naturalistic fallacy; the is-ought problem; rhetoric and authority.



Theme (3) Justification (Week 8-11)      
Online assessment exercise 2      

Content: Justification; circularity; infinite regress; begging the question; ad hominem; straw person; appeal to ignorance; questionable cause.

Online assessment exercise 3

Teaching Rationale And Relationship

Strand 1:

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

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

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

An introductory lecture will introduce the themes, aims and structure of the module.


Strand 2:

Each week, the online learning material will include several short (~20 mins) videos and a written component. These will introduce the key ideas for each week’s teaching and discuss their wider importance. In preparation for reviewing the lecture material, students will be provided with a guided reading. Depending on content of the week’s teaching, this might involve academic material, ‘real world’ examples drawn from the media etc. or a mixture of both.

This lecture material will also be supplemented with online practise exercises for students to complete at their own pace. By completing both the lecture material and the exercises, students will gain an understanding of the importance of the skills they are developing and be able to practice those skills through repetition, which is appropriate to the development of key skills in informal logic, the identification of fallacies and the reconstruction, analysis and evaluation of argument.

Workshops / seminars will incorporate both of these elements. They will encourage students to apply the skills they have learnt to ‘real life’ examples and provide a forum in which the importance of these skills and their relevance to academic practice can be explored.

Assessment Rationale And Relationship

The three computer based assessments will encourage engagement throughout the course of the module. Computer assessment (multiple choice / highlight text style questions) is widely used by other institutions to assess critical reasoning modules intended to develop skills in critical reasoning, informal logic and the nature of argument.

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

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