Module CLAS2261: STOICISM

Department: CLASSICS AND ANCIENT HISTORY

CLAS2261: STOICISM

Prerequisites

• Early Greek Philosophy (CLAS1101), OR Classical Theories of Soul (CLAS1531), OR Ethics and Values (PHIL1011) OR Knowledge and Reality (PHIL1021) OR Introduction to Logic (PHIL1031) OR Reading Philosophy (PHIL1041).

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To contribute to a range of modules on Greek philosophy at a level of moderate specialisation appropriate to students who have already been introduced to philosophical thinking.

Content

• Stoicism as a system is remarkable both for its intellectual coherence, and for its innovatory approaches to a variety of problems, which had profound influences not only on the thought of many later philosophers (notably Kant) in fields ranging from logic to ethics, but also on the practical politics of its many adherents under the Roman Empire.
• This module examines the entire Stoic system, including logic, ontology, epistemology, cosmic destruction and recurrence, God and nature, the concept of the material, determinism, good and bad, moral improvement, psychology and the role of emotions.
• It centres on early Stoic thought but also covers some later key developments.
• The module, suitable for anyone with a basic grounding in philosophy, is studied from selected texts (to be read in English), many taken from Long and Sedley, The 'Hellenistic Philosophers'.

Learning Outcomes

• Knowledge of the fragments which are most important for our understanding of Stoicism.
• Knowledge of differences with the school, for example between Zeno, Aristo, Cleanthes, and Chrysippus, where it possible to reconstruct them.
• Knowledge of differences among contemporary scholars in their interpretation of the evidence.

• The ability use the fragments available to us to support a philosophically plausible account of Stoic thought, in particular on matters of epistemology, physics, and ethics.
• The ability to use knowledge of philosophy and / or the history of philosophy acquired at level 1 in evaluating the evidence for Stoic thought.

• The capacity to present a well-researched, well-articulated, and well-balanced account of the evidence for a particular topic, which takes the views of other commentators into account.
• The capacity to identify and engage critically with arguments as set out in written texts of different genres.
• The capacity to reconstruct a plausible line of thought from imperfect evidence.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Lectures form the core of the module, being used to provide factual information and to give models for interpretative procedures in the selection and interpretation of fragments. Corresponding to this core is a 50% examination component and 20% coursework component in final assessment. The former tests general assimilation and understanding of material across the breadth of the course. The latter takes the form of ???Continuous Revision Sheets???, on which students collate the results of ongoing primary and secondary reading for their understanding of particular topics. As an element in summative assessment they demonstrate the level of understanding achieved in given areas, as well as showing how students have through their own work built on and consolidated the material fed to them in lectures.
• Seminars are used to give students practice in the manipulation of important concepts and the analysis of fragments, an opportunity to talk through areas of difficulty.
• Tutorials are for feedback on formative and coursework assessments. The assessed essay, which constitutes 30% of the final assessment, correspondingly tests students??? ability to locate, exploit and discuss sources available to them.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Two essays, 2000 words.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University