Module PHIL3011: REVOLUTIONS IN MODERN PHILOSOPHY: KANT AND OTHER TRAILBLAZERS

Department: Philosophy

PHIL3011: REVOLUTIONS IN MODERN PHILOSOPHY: KANT AND OTHER TRAILBLAZERS

Prerequisites

• At least one 'Year 2' module in Philosophy.

Corequisites

Excluded Combination of Modules

• None.

Aims

• To introduce students to the work of the influential philosopher of modernity, Immanuel Kant, and to the work of 19th c. philosophers who were strongly influenced by Kant and critically responded to him.

Content

• The module begins with a detailed examination of Kant's critical philosophy.
• The module continues with examinations of the philosophies of later nineteenth-century thinkers whose work was influenced by Kant. The second term will be dedicated to one of the following tasks depending on staff availability and interests:
• A detailed examination of either Hegel's Phenomenology of Spirit or Philosophy of Right
• An examination of a selection of works by German Post-Kantian thinkers, such as Schelling, Fichte, and Nietzsche.
• An examination of a selection of works by Pragmatist philosophers, such as William James, C.S. Peirce, and Jane Addams.

Learning Outcomes

• The module will have provided students with knowledge, continuous with that acquired on the Early Modern Philosophy module, of the main tendencies in the modern Western philosophy up to and including the 20th century. Students will have been equipped with an understanding, based on first hand acquaintance with seminal texts, of how several central philosophical issues - those of realism versus idealism, for example, and the objectivity or otherwise of truth - have been addressed by extremely influential philosophers.

• locate, understand, assess and utilise pertinent philosophical (and, where appropriate, historical) sources
• interpret and criticise relevant texts

• express themselves clearly and succinctly in writing
• comprehend complex ideas, propositions and theories
• defend their opinions by reasoned argument
• seek out and identify appropriate sources of evidence and information
• tackle problems in a clear-sighted and logical fashion. .

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

• Lectures provide module-specific information and help students to understand and read a number of difficult texts.
• Discussion groups provide opportunities for students to seek clarification of written and lecture material, to test their own understanding of the authors and issues discussed, and to defend and debate their own points of view.
• Guided reading helps students acquaint themselves with relevant learning resources and to widen their knowledge beyond that acquired through lectures and tutorials.
• The Formative essays enable students to express and test their understanding of the texts and issues examined in the module.
• The unseen examination tests students' familiarity with set texts and their ability to bring to bear the knowledge acquired on the module upon particular topics under pressure of time

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

One essay one in Michaelmasapproximately 2000 words and a one hour-long mock exam in the Easter term.

■ 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