Module PHIL41030: Phenomenology and the Sciences of Mind

Department: Philosophy

PHIL41030: Phenomenology and the Sciences of Mind

Prerequisites

• None.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To introduce students to a growing body of interdisciplinary research that seeks to unite themes in Continental phenomenology with recent work in the cognitive sciences, in order to cast new light on recalcitrant problems in areas such as the philosophy of mind, philosophy of action and related areas such as ethics.
• To introduce topics, debates and concepts that are central to this new field, through structured group discussion of influential journal articles, book chapters and books.
• To promote an advanced critical understanding of different conceptions of phenomenology-science interaction.
• To provide students with the knowledge and skills required to pursue self-directed research on a specific topic, under the direction of a member of staff.
• To enable students to critically reflect upon different views as to how research in philosophy of mind and philosophical psychology should be pursued.
• To enable students to participate in disciplined phenomenological reflection and to critically reflect upon descriptions of the structure of experience that others have offered.
• To introduce students to debates at the cutting edge of philosophical research, where there is much work to be done and considerable scope for original contributions, with a view to encouraging PhD research in the field.

Content

• The first seminar will provide students with an overview of recent work in phenomenology and philosophy of mind, broadly conceived. It will begin with a discussion of what is meant by the terms 'phenomenology' and, for example, 'cognitive science'. Following this, topics, questions and debates that are central to the field will be outlined. The remaining seminars will address topics that have been the focus of considerable recent attention. Topics may vary depending on staff expertise. A list of indicative topics is as follows:
• Experience and Embodiment
• Enactive Perception
• Emotion and Feeling
• Interpersonal Interaction and Social Context
• Phenomenology and Psychopathology
• Phenomenology, Science and Naturalism
• Phenomenology and ethics
• Phenomenology and philosophy of action
• One-to-one supervisions will provide more focused teaching on one of these topics, which students will explore in depth through their research and summative assignments.

Learning Outcomes

• Students will:
• Acquire an appreciation of contrasting views regarding how research in philosophy of mind and philosophical psychology ought to be pursued.
• Understand several broad issues that comprise a context for all recent research on phenomenology, cognitive science and philosophy of mind.
• Relate some of these issues to a more specific research question.
• Acquire an advanced, in-depth knowledge of recent research in at least one of the areas discussed.
• Recognise both the importance of interdisciplinary philosophical research and some of the difficulties it involves.

• Students will be able to:
• Identify key issues, questions and debates concerning phenomenology and cognitive science.
• Identify and make use of relevant literature.
• Critically review some recent work on phenomenology and philosophy of mind in a clear, structured fashion.
• Identify a philosophical problem, formulate a philosophical position and employ advanced critical skills and conceptual knowledge to address the problem and defend the position.
• Write an essay with an appropriately focused research question, a clear, knowledgeable discussion of the topic area, and a structured argument. Essays will display evidence of critical understanding and innovative philosophical thought.

• Students will be able to:
• Identify and locate research materials.
• Write in a clear, rigorous, argumentative style.
• Manage their time effectively.
• Pursue interdisciplinary research.
• Use their own initiative to choose a research topic.
• Exercise self-discipline, responsibility and autonomy in pursuing a research project.
• Engage in disciplined reflection upon the nature of their experiences.

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

• Seminars provide structured group teaching, addressing issues that are central to recent interdisciplinary research on phenomenology and cognitive science. Seminars also provide the opportunity for group discussion, allowing students to clarify points and refine their views, through interaction with the seminar leader and their peers. Through seminars, students will further develop their argumentative abilities and learn to put forward their views in a clear, structured manner.
• One-to-one supervisions are tailored specifically to the research projects of individual students, providing a valuable opportunity for them to clarify and discuss ideas. One-to-one supervisions will also assist students in locating relevant library resources, formulating appropriate and concise essay topics, and working out argument structures. Supervision sessions are also used to offer critical feedback on draft summative essays, prior to submission. Please note that supervisions will not be centrally timetabled and should be organised directly between students and tutors as schedules permit.
• Students are encouraged to attend relevant EIDOS (postgraduate philosophy society) talks and departmental Research Seminars.
• Feedback on draft work will assist students in preparing the summative assignment.
• For the summative essay, students will be required to focus on a specific research question, demonstrate advanced knowledge of the relevant literature, develop a critical understanding of relevant ideas and arguments and put forward a philosophical position in the form of a clear, structured philosophical argument.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

A draft essay of 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