Module CLAS1531: CLASSICAL THEORIES OF SOUL

Department: Classics and Ancient History

CLAS1531: CLASSICAL THEORIES OF SOUL

Prerequisites

• None.

Corequisites

• For students in the Classics Department, please refer to the Regulations for your degree programme. For students in other Departments, there are no corequisites.

Excluded Combination of Modules

• None.

Aims

• To provide an introduction to ancient philosophy for those new to the subject, and to supplement the knowledge and skills of those who have taken the module 'Early Greek Philosophy'.
• It will do this through a study of Classical and Hellenistic models of human psychology, and of their implications for ethical theory.

Content

• Starting from Plato's critique of the Sophists, the module will look at the nature and purpose of Classical ethical theory, and the importance within it of a proper understanding of human psychology.
• It will examine the debate over the nature of the soul as it evolved through the work of Socrates, Plato, Aristotle, and the early Stoics, and look at the consequences of this debate for theories of human action and happiness.

Learning Outcomes

• Knowledge of the texts which are most important for our understanding of the psychological and ethical theory of Socrates, Plato, and Aristotle.

• The ability to identify and explain philosophical arguments in texts which are very different in their literary style.
• In particular, an ability to approach texts as multi-layered as those of Plato with some confidence.
• The ability to handle basic philosophical, especially ethical and psychological concepts, including hedonism, intellectualism, epiphenomenalism; hylomorphism.

• The capacity to present a well-researched, well-articulated, and well-balanced account of the evidence for a particular topic.
• The capacity to reconstruct a plausible line of thought from complex evidence.
• Increased clarity of thought and expression based on a more sophisticated analytical vocabulary.

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 70% examination component in the final assessment. This tests general assimilation and understanding of material across the breadth of the course.
• 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:

Essays/seminar contributions for the tutorials/seminars. No collections.

■ 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