Module PHIL43030: Women and the History of Philosophy

Department: Philosophy

PHIL43030: Women and the History of Philosophy

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• To introduce historiographical issues around neglect of women philosophers within the history of their discipline
• To explore the work of historical women philosophers, ranging widely through history
• To introduce issues pertaining to women within the history of philosophy, such as feminism

Content

• This research-led course will showcase Durham’s world-leading expertise around women and the history of philosophy. Traditionally, the history of philosophy has neglected women philosophers. Pioneering research trickled in from the late 1980s, and since the 2020s the field has exploded. This course is at the cutting-edge of that research.
• The module will open by explaining how new this field is, considering historiographical issues such as canon creation and exclusion. It will go on to explore a wide range of historical women philosophers, from ancient philosophy to the twentieth century. For each figure, we’ll briefly consider their historical context before digging into their philosophical theories and arguments. Examples include Aspasia on democracy, Margaret Cavendish on materialism, Anne Conway on vitalism, and Anna Julia Cooper on racial justice. Along the way, we’ll consider philosophical issues pertaining to women, such as feminism. This broad approach is designed to allow students to research the topics that interest them most (it could be, say, the process of canon creation; or Anne Conway’s monism; or an issue within the history of feminism).
• Dependent on staff availability and research interests, the module will be structured chronologically or thematically across Michaelmas and Epiphany. In any given year, the module leader will plan, and have oversight of, the wider structure; and clearly communicate it to students at the start of the course.
• The topics covered will change from year to year, but will include some selection of the following:
• Historiographical issues pertaining to women philosophers e.g. canon creation, methods of historical exclusion, approaches to these figures, what genres ‘count’ as philosophy
• Ancient philosophers, such as Aspasia, Diotima, or Hypatia
• Medieval philosophers, such as Dhuoda, Hildegard von Bingen, or Christine de Pizan
• Early modern philosophers, such as Anne Conway, Margaret Cavendish, or Émilie du Châtelet
• Late modern philosophers such as Anna Julia Cooper, Constance Naden, Simone de Beauvoir, Susan Stebbing, and the Oxford Quartet
• Philosophical issues pertaining to women, explored through a range of figures e.g. feminism through the work of Mary Wollstonecraft or John Stuart Mill

Learning Outcomes

• Knowledge of historical women’s philosophies; of pertinent historiographical issues; and of issues around women within the history of philosophy

• grasp, analyse, evaluate and deploy subject-specific concepts and arguments
• locate, understand, assess and utilise pertinent philosophical and 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

• Seminars provide module-specific information; and opportunities to discuss material, and defend and debate different opinions.
• Guided reading provides a structure within which students exercise and extend their abilities to make use of available learning resources.
• The summative essay plan provides the opportunity for students to test their knowledge and understanding of the module content, and their ability to present and defend relevant arguments and theories, prior to writing a full essay.
• The in-class summative presentation, and essay, tests knowledge and understanding of the course material, and the ability to identify and explain issues covered in the module

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

1 page essay outline, to be submitted in advance of presentation

■ Students who do not attend monitored activities shown under Teaching Methods and Learning Hours, or who fail to complete the summative or formative assessment(s) specified above, may be subject to the Academic Progress procedures defined in the University's General Regulation V, and may be required to leave the University.