Programme of Study Handbook

PROGRAMME OF STUDY HANDBOOK
MA PHILOSOPHY
MA APPLIED PHILOSOPHY
MA EUROPEAN PHILOSOPHY
SCHOOL OF CULTURAL STUDIES
FACULTY OF HUMANITIES
2013-2014
CONTENTS PAGE
............................................................ 0
CONTENTS PAGE ............................................................................................. 1
INTRODUCTION ......................................................................................................... 1
CURRENT MEMBERS OF STAFF ............................................................................. 2
Pastoral Support ......................................................................................................... 2
Administrative Contacts............................................................................................. 2
Canterbury Building................................................................................................... 2
ACADEMIC YEAR 2013/2014 ................................................................................ 3
Extenuating Circumstances ........................................................................................ 3
Special needs in terms of assessment......................................................................... 4
Programme of Study (course) .................................................................................... 4
Module ....................................................................................................................... 4
Module Credit Rating ................................................................................................ 4
Level of Study ............................................................................................................ 4
Credit and Qualification Framework for Wales Level Descriptors, February 2009.. 4
ASSESSMENT .............................................................................................................. 5
ETHICS STATEMENT ............................................................................................. 6
Programme Specification MA Philosophy ................................................................. 7
Programme Specification MA Applied Philosophy ................................................... 9
Programme Specification - MA European Philosophy................................................ 11
PROGRAMMES OF STUDY GRIDS ........................................................................ 12
VLE (VIRTUAL LEARNING ENVIRONMENT) ..................................................... 13
ADDITIONAL INFORMATION FOR STUDENTS TAKING THE MODULE
THROUGH DISTANCE LEARNING ........................................................................ 14
ASSESSMENT OF PART I ........................................................................................ 14
COURSEWORK DEADLINES .................................................................................. 15
DISSERTATION/PORTFOLIO PREPARATION AND ASSESSMENT ............. 15
DISSERTATION ..................................................................................................... 16
Module Descriptors ...................................................................................................... 16
TITLE:
Philosophy of Religion ....................................................................... 21
TITLE:
Mind and Body ................................................................................... 24
TITLE:
Moral Philosophy ................................................................................ 27
TITLE:
Social and Political Philosophy .......................................................... 29
TITLE:
Knowledge and Culture ...................................................................... 34
TITLE:
Self and Society .................................................................................. 36
TITLE:
Applied Ethics ..................................................................................... 39
TITLE:
19th Century Continental Philosophy .................................................. 41
TITLE:
20th Century Continental Philosophy .................................................. 43
TITLE:
Philosophical Methods and Approaches ............................................. 45
TITLE:
Dissertation ......................................................................................... 48
POLICIES .................................................................................................................... 50
UNIVERSITY ATTENDANCE POLICY (FOR FULL-TIME ON CAMPUS

STUDENTS) ............................................................................................................ 50
REFERENCING IN WRITTEN ASSIGNMENTS, CREATIVE WORK,
DISSERTATIONS AND BIBLIOGRAPHIES ........................................................... 50
PLAGIARISM ......................................................................................................... 50
Study Skills and Information Research Skills ......................................................... 52
Librarian ................................................................................................................... 53
GRADUATE SKILLS FOR EMPLOYMENT ........................................................... 53
Problem Solving....................................................................................................... 53
Managing/Organising .............................................................................................. 53
Team Work .............................................................................................................. 54
Communication ........................................................................................................ 54
EXTERNAL EXAMINER .......................................................................................... 55
INTRODUCTION
This handbook provides you with detailed information about your course, or
Programme of Study, and about the modules that will be offered for study in
the academic year 2013-2014.
The University has made every effort to make the information as full and as
accurate as possible, but you should note that minor changes in the
organisation of modules between the planning stage and the actual teaching
are inevitable. We shall try to keep any such changes to a minimum, and you
will receive plenty of advance warning in the event of any alteration. We
would also be grateful if you would let us know about any changes that you
think might be helpful if introduced into future handbooks.
Please read this Handbook in conjunction with other documents produced by

the Faculty and University:
Module Handbook
Postgraduate Student Guide (to include regulations)
Distance Learning Student Guide
Reference Guide
Faculty Policies
The above documents and the following useful documents can be found in the
following locations:
Assignment Submission Forms

Change of Module Form
Faculty of Humanities Moodle Page

Registry section of the Universitys
Website
Quality Assurance section of the
Universitys website
Faculty of Humanities Moodle page
Module page on Moodle.
Your
module tutor will help direct you to
this.
Extenuating Circumstances Form

Faculty Policies
Module Handbook
Reference Guides
Student Guide
CURRENT MEMBERS OF STAFF

Head of School: Dr Paul Wright
The following members of staff will be teaching on your Programme of Study:
Dr Tristan Nash
Dr James Luchte /
Dr David Morgans
Programme Director
MA Philosophy
Programme Director
MA Applied Philosophy
Programme Director
MA European Philosophy
Dr Rebekah Humphreys
Prof. David Cockburn
Lecturer in Philosophy
Lecturer in Philosophy
Dr David Morgans
01570
424846
01570
424800
01570
424715/
424800
t.nash@tsd.ac.uk
d.morgans@tsd.ac.uk
j.luchte@tsd.ac.uk
r.humphreys@tsd.ac.uk
cockburn.david@gmail.com
Pastoral Support
The Programme Director for your programme will act as a point of first contact
for all pastoral support issues. Details of the arrangements for Pastoral
Support are contained in the University Regulations Postgraduate Student
Guide, and reference is also made to it in the Student Survival Guide.
Administrative Contacts
The Faculty Office administrative contact for your School is Andrea Lewis
(andrea.lewis@tsd.ac.uk). The Faculty Office is based in the Canterbury
Building. Please get in touch with your administrative contact if you have any
general queries about your programme of study.
Canterbury Building
You will also find the following administrative support units within the
Canterbury Building:
Finance (mel.thomas@tsd.ac.uk)
Registry (registry@tsd.ac.uk)
Accommodation (a.harris@tsd.ac.uk)
Student Services and Student Support (student.support@tsd.ac.uk)
Careers/Go Wales
International Office (internationallc@tsd.ac.uk)
Postgraduate Research Office (pgro@tsd.ac.uk)
The Canterbury Building is open between 9 a.m. and 5.00 p.m., Monday to
Friday.
ACADEMIC YEAR 2013/2014

The academic year 2013/2014 will be divided up as follows:
For Carmarthen/Lampeter
Induction Session:
Week of 23 September 2013
Semester 1:
23/09/13 24/01/14
Semester 2:
27/01/14 11/07/14
Examination Boards:
normally September, December, March and June

annually
It is vitally important that the University Registry has an accurate record of

your personal details at all times. It is equally important to ensure that you are
registered on the correct Programme of Study and on the correct modules.
Each academic year, you will need to register as a student and you will need
to register on the modules that you will be studying during the academic year.
Failure to register properly or to inform the Registry of any changes to your
personal details is likely to cause some or all of the following problems:
failure to keep you generally informed;
not being able to borrow materials from the Learning Resources Centre;
not being able to use the Information Technology services;
failure to contact you in an emergency;
delay in progressing from Part I to Part II;
delay in graduation as a result of not completing sufficient credits at the
correct level;
general inefficiencies in administrative processes resulting in delays for
other students.
Extenuating Circumstances
If you believe that there are extenuating circumstances which may have
adversely affected your ability to complete coursework or examinations, you
should follow the Universitys procedures for Extenuating Circumstances for
Taught Provision. A copy of the form (appendix GA1) is available on the
Faculty of Humanities page on Moodle and on the Quality Assurance page of
the Intranet. Please be aware that your doctor may charge a fee for
producing a Medical Certificate if you have been ill for less than 7 days. Since
coursework assessment tasks are set at the start of each Semester, it should
be possible for you to plan your work in such a way that production of a
Medical Certificate is unnecessary unless you have been ill for more than 7
days. In other words, you should aim wherever possible to complete each
coursework assessment task at least a week before the hand in date. If you
need advice with completing the extenuating circumstances form please
contact your Programme Director.
Special needs in terms of assessment

If you have any special needs in terms of assessment, it is your responsibility
to liaise with Student Services regarding those needs at the start of the
academic year, so that a Statement of Compensatory Measures can be
drafted in line with the Universitys procedures for assessment of students
with special needs.
Programme of Study (course)
A Programme of Study or course is the collection of modules leading to a
particular award.
Module
A module is an academically coherent unit of learning activity with defined
aims/learning outcomes, content and assessment scheme.
Module Credit Rating
Every module has a credit rating. Credit is an award made to a learner in
recognition of the verified achievement of designated learning outcomes at a
specified level.
Level of Study
A level is assigned to each module to define the standard of its academic
demand. The basic characteristics of study at Masters level, which is called
Level 7 in the National Qualifications Framework, may be defined as follows:
Achievement at Level 7 reflects the ability to reformulate and use relevant
understanding, methodologies and approaches to address problematic
situations that involve many interacting factors. It includes taking responsibility
for planning and developing courses of action that initiate or underpin
substantial change or development, as well as exercising broad autonomy
and judgement. It also reflects an understanding of the relevant theoretical
and methodological perspectives and how they affect their area of study or
work.
Credit and Qualification Framework for Wales Level Descriptors, February 2009
Level Summary
Knowledge and
Understanding
Application
and Action
Reformulate and
use practical,
conceptual or
technological
understanding to
create ways
Conceptualise
and address
problematic
situations that
involve many
interacting
Achievement at
Level 7 reflects
the ability to
reformulate and
use relevant
understanding,
Autonomy
and
Accountability
Take
responsibility
for planning
and developing
courses of
action that
methodologies
and
approaches to
address
problematic
situations that
involve many
interacting
factors. It
includes taking
responsibility
for planning
and developing
courses of
action that
initiate or
underpin
substantial
change or
development,
as well as
exercising
broad
autonomy and
judgement. It
also reflects an
understanding
of the relevant
theoretical and
methodological
perspectives
and how they
affect their area
of study or
work.
forward in
contexts in which
there are many
interacting
factors.
factors.
Determine and
use
appropriate
methodologies
Critically
and
analyse, interpret approaches.
and evaluate
complex
Design and
information,
undertake
concepts and
research,
theories to
development
produce modified or strategic
conceptions.
activities to
inform the
Understand the
area of work or
wider contexts in study or
which the area of produce
study or work is
organisational
located.
or professional
change.
Understand
current
Critically
developments in evaluate
the area of study actions,
or work.
methods and
results and
Understand
their shortdifferent
and long-term
theoretical and
implications.
methodological
perspectives and
how they affect
the area of study
or work.
initiate or
underpin
substantial
changes or
developments
Exercise broad
autonomy and
judgement
across a
significant area
of work or
study.
Initiate and
lead complex
tasks and
processes,
taking
responsibility,
where relevant,
for the work
and roles of
others.
Students should note that the expectations and demands of work at Level 7 is
higher than those at undergraduate Levels 4-6, and that this will be reflected
in the assessment and marking of the module assessments.
ASSESSMENT
At the start of each module, tutors will provide full details of the means by
which you will be assessed in that module. This will include clear guidelines
on the criteria that will be used for marking your work.
If you have registered on Welsh-medium modules, you will normally be
required to complete the assessment through the medium of Welsh.
Whenever possible, and subject to the constraints of the programme aims,
students following modules delivered through the medium of English may be

assessed through the medium of Welsh if they wish to do so.
You will receive a transcript of your assessment marks at the end of each
academic year. Note that any marks released prior to formal approval by the
Progression / Award Examining Board are provisional.
ETHICS STATEMENT
Before beginning on an MA Dissertation, all Postgraduate students must
complete the relevant Ethics Form and submit back to their Programme
Director. This will be done as part of, and at the same time, as the process by
which Students reach agreement with their Programme Director over the
choice of their Dissertation topic. The Programme Director will need to sign
off the Ethics form and return to the student, before work on the dissertation
can commence. Alternatively the Programme Director may submit the Ethics
form to the Universitys Research Degrees Committee for authorisation. For
further details and advice please speak to your Programme Director. A copy
of the the relevant Ethics Form can be found on the Faculty of Humanities
Moodle Page.
Programme Specification MA Philosophy

Educational Aims
The aims of the programme are to:
Provide students with a systematic and critically aware understanding
of current problems and recent insights in key areas of Philosophy.
Provide students with a comprehensive knowledge of key texts in core
area of Philosophy (such as philosophy of mind and moral philosophy),
and the various methodologies used in constructing and/or criticising
philosophical ideas.
Develop students intellectual skills, including critical reasoning,
analysis, creativity and reflection.
Enhance students transferable skills of research, interpretation, and
critical assessment.
Programme Outcomes
The various learning outcomes for the MA Philosophy can be grouped under
four headings: Knowledge and Understanding, Intellectual Skills, Practical
Skills, and Transferable Skills.
Knowledge and Understanding
Upon successful completion of the programme of study, students should be
able to:
Demonstrate an advanced level of knowledge of key themes, debates
and thinking in modern Philosophy.
Demonstrate familiarity with, and an advanced understanding of, key
texts in modern Philosophy.
Demonstrate a systematic understanding of various philosophical
methodologies.
Intellectual Skills
able to:
Demonstrate the ability to evaluate critically concepts, arguments and
theories encountered in the programme, including those found at the
forefront of current philosophical research.
Demonstrate the ability to synthesise information and ideas from a
variety of philosophical sources.
Demonstrate the ability to interpret and critically analyse philosophical
texts.
Demonstrate the ability to defend hypotheses, interpretations or
analyses in Philosophy.
Practical Skills
able to:
Demonstrate the ability to apply philosophical theory to various aspects
of practical life.
Demonstrate self- direction in tackling and solving problems.
Transferable Skills
able to:
Demonstrate the ability to identify, gather, and make effective use of a
range of relevant primary and secondary sources.
Demonstrate the ability to communicate, in writing, complex information
in an effective way.
Demonstrate the ability to successfully plan and undertake (given
suitable supervision) a sizeable research project.
Demonstrate the ability to think independently, and to challenge
received ideas.
Programme Specification MA Applied Philosophy

Educational Aims
of current problems and recent insights in key areas of Philosophy.
Develop students ability to apply philosophical theory to various
aspects of practical life.
analysis, creatively and reflection.
Enhance students transferable skills of research, interpretation, and
critical assessment.
Programme Outcomes
The various learning outcomes for the MA Applied Philosophy can be grouped
under four headings: Knowledge and Understanding, Intellectual Skills,
Practical Skills, and Transferable Skills.
able to:
able to:
Demonstrate an advanced level knowledge of key themes, debates
Demonstrate familiarity with, and an advanced understanding of, key
Demonstrate critical understanding of everyday or real-life issues
from a philosophical perspective.
Intellectual Skills
able to:
Demonstrate the ability to synthesise information and ideas from a
Demonstrate the ability to interpret and critically analyse philosophical
texts.
Demonstrate the ability to defend hypotheses, interpretations or
Practical Skills
Upon successful completion of the programme of study, students should
be able to:
Demonstrate the ability to apply philosophical theory to various
aspects of practical life.
Demonstrate self-direction in tackling and solving problems.
Demonstrate the ability to engage in effective philosophical

reflection on their own ideas and practice.
Transferable Skills
able to:
Demonstrate the ability to identify, gather, and make effective use of a
Demonstrate the ability to communicate, in writing, complex information
Demonstrate the ability to successfully plan and undertake (given
suitable supervision) a sizeable research project.
received ideas.
10
Programme Specification - MA European Philosophy

Educational Aims
of current problems and recent insights in key areas of European
Philosophy.
Provide students with a comprehensive knowledge of key texts in core
areas of European Philosophy.
Provide students with a conceptual understanding that enables them to
evaluate critically current research in the field of European Philosophy.
Programme Outcomes
The various learning outcomes for the MA European Philosophy can be
grouped under four headings: Knowledge and Understanding, Intellectual
Skills, Practical Skills, and Transferable Skills.
able to:
1. Demonstrate an advanced level of knowledge of key themes, debates
2. Demonstrate familiarity with, and an advanced understanding of, key
3. Demonstrate critical understanding of everyday or real-life issues
from a philosophical perspective.
Intellectual Skills
able to:
1. Demonstrate the ability to evaluate critically concepts, arguments and
2. Demonstrate the ability to synthesise information and ideas from a
3. Demonstrate the ability to interpret and critically analyse philosophical
texts.
4. Demonstrate the ability to defend hypotheses, interpretations or
Practical Skills
able to:
1. Demonstrate self-direction in tackling and solving problems.
Transferable Skills
able to:
11
1. Demonstrate the ability to identify, gather, and make effective use of a

2. Demonstrate the ability to communicate, in writing, complex information
3. Demonstrate the ability to successfully plan and undertake (given
suitable supervision) a sizeable rsearch project.
4. Demonstrate the ability to think independently, and to challenge
received ideas.
PROGRAMMES OF STUDY GRIDS

LEVEL 7
All Masters students must normally pursue 180 credits at Level 7. The credit
rating of each module is specified in the module details.
MODULES
Table of module codes, titles and credit values of core, compulsory and
optional modules in Semester 1 and 2.
NB: Programme Teams may identify core modules which must be
passed before a student can progress to the next year of study. It is
possible for a module to be a core module for one Programme of Study
but a non-core module for another programme. Such modules must be
clearly identified in Programme of Study Handbooks.
MA IN PHILOSOPHY
MA PHILOSOPHY
Compulsory
CSPH7048
CSPH7024
CSPH7026
CSPH7023
CSPH7038
CSPH7010
CSPH7040
CSPH7049
Philosophical methods and Approaches

Mind and Body
Moral Philosophy
Philosophy of Religion
Part 1 Optional
Aesthetics
Environmental Philosophy
Knowledge and Culture
Part 2 Compulsory
Dissertation
12
20 credits
20 credits
20 credits
20 credits
1 or 2
1 or 2
1 or 2
1 or 2
20 credits
20 credits
20 credits
1 or 2
1 or 2
1 or 2
60 credits
1 or 2
MA IN APPLIED PHILOSOPHY
MA Applied Philosophy
Compulsory
CSPH7048
CSPH7041
CSPH7040
CSPH7026
CSPH7042
CSPH7010
CSPH7037
CSPH7049

Self and Society
Moral Philosophy
Applied Ethics
Part 1 Optional
Social and Political Philosophy
Part 2 - Compulsory
Dissertation
20 credits
20 credits
20 credits
20 credits
20 credits
1 or 2
1 or 2
1 or 2
1 or 2
1 or 2
20 credits
20 credits
1 or 2
1 or 2
60 credits
1 or 2
20 credits
20 credits
20 credits
20 credits
1 or 2
1 or 2
1
2
20 credits
20 credits
20 credits
1 or 2
1 or 2
1 or 2
MA European Philosophy
Compulsory
CSPH7048
CSPH7040
CSPH7046
CSPH7047
CSPH7038
CSPH7024
CSPH7041
CSPH7049

19th Century Continental Philosophy
Part 1 Optional
Aesthetics
Mind and Body
Self and Society
Part 2 - Compulsory
Dissertation
60 credits
1 or 2
The modules that are delivered each academic year will depend on a number
of factors, including the number of students that opt to study that module. All
the options on your Programme of Study will not necessarily be offered each
year.
Module details are correct on 1 September 2013, and will not normally be
changed during the year. In the unlikely event of the School having to make
changes to these details during the year, you will be notified in writing.
VLE (VIRTUAL LEARNING ENVIRONMENT)
Your module may be taught entirely or partly through the Universitys VLE,
Moodle. Information about how to access the VLE is contained in the
University Regulations Postgraduate Student Guide. Apart from information
13
relevant specifically to the modules and programme that you are studying, you
will also find a general postgraduate section on the VLE.
If you have any difficulties with regard to access to the VLE, please contact
the IT Service Desk via Email (itsd@tsd.ac.uk) or contact 0300 500 5055.
ADDITIONAL INFORMATION FOR STUDENTS TAKING THE MODULE
THROUGH DISTANCE LEARNING
If you are taking this programme of study by distance learning, additional
general information about studying through this mode of study is given to
students in the University Regulations Distance Student Guide.
The
distance learning regulatory framework can be found in Chapter 5 of the
Academic Quality Handbook (copy of the Handbook available from the Quality
Assurance page of the intranet).
A range of supporting materials are provided by the Module Tutor and
Programme Director to assist students in their learning on each module and
programme. These will be found on your module Moodle site and will include
a list of teaching sessions, guidance to further reading, and various
assessment details including deadlines, questions and submission details. In
addition to these, Tutors and Programme Directors may upload
supplementary teaching materials onto the module Moodle site which might
consist of some of the following: podcasts, short introductory video clips,
discussion forums on Moodle, details of tutorials, where relevant details of
skype and webinar sessions, and information booklets.
All Postgraduate students will be invited to the Postgraduate Summer School
which takes place on the Lampeter Campus at the beginning of July each
year.
ASSESSMENT OF PART I
Each module will be assessed independently in ways which reflect the
objectives and learning outcomes of the module and the programme of study
as a whole and the learning and teaching strategies employed within the
module.
Details of assignments, guidance on the objectives of the assessment and
criteria applied in marking will be provided at the beginning of each module.
Full information about the classification of results and regulations for
progression can be found in Chapter 6 of the Academic Quality Handbook.
Details of what constitutes satisfactory progress can be found in Chapter 7 of
the Academic Quality Handbook. For further information on progress see the
University Regulations Postgraduate Student Guide.
14
All work will normally be marked within the Universitys agreed turn-around
time for assessed coursework. You will be contacted by the module
co-ordinator if this is not possible.
COURSEWORK DEADLINES
For Part-Time students the Universitys expectation is that they will complete
60 credits per year, although 40 credits per year is permissible with the
agreement of your Programme Director.
If looking to complete 60 credits per year students should balance their
workload across the year, perhaps completing one 20 credit module in
Semester 1 and two 20 credit modules in Semester 2. Alternatively they
might like to complete one 20 credit module in Semester 1, another 20 credit
module in Semester 2 and a third 20 credit module in semester 3 (over the
summer).
For students taking 40 credits a year the University would recommend
balancing their workload by taking one 20 credit module in Semester 1 and
another 20 credit module in Semester 2.
Coursework deadlines are as follows for modules taken in the Faculty of
Humanities:
27 January 2014 for modules taken during the first semester;
26 May 2014 for modules taken during the second semester;
29 September 2014 for modules taken during the summer period
Please note that for modules with multiple assessment deadlines and / or
examinations, coursework deadlines and full information about examinations
is given in the module information booklet given to you at the start of the
module. Further information about assessment for distance learning students
is given in the Academic Quality Handbook (Chapter 5) and the University
Regulations Distance Student Guide (copy available on the Faculty of
Humanities page on Moodle).
All assessed coursework for programmes of study taken within the Faculty of
Humanities will be submitted via Moodle, unless otherwise instructed by your
Programme Director/Module Tutor.
DISSERTATION/PORTFOLIO PREPARATION AND ASSESSMENT
Each candidate accepted into Part II will be required to submit a
dissertation/portfolio not exceeding 15,000 words or the equivalent. (Any
student signed up for a Dissertation before September 2013 will be working
towards the old Dissertation regulation of 20,000 words.)
The word limit
does not include appendices (if any), essential footnotes, the formal
declarations and statements or the bibliography and index. The appendices
can act as a repository of raw data. It should be noted that examiners are not
obliged to read the appendices when examining a piece of work.
15
If a piece of work is clearly above the indicated word limit, then the student
should discuss editorial action with his/her supervisors before submission.
DISSERTATION
On the completion of Part 1 (120 credits), a student will be eligible to progress
to Part 2, the Dissertation.
It is expected that students reaching the
dissertation stage of a Masters Programme of Study will have acquired and
practised research skills relevant to the modules studied. Students will be
allocated a supervisor who will advise them on the issues arising at various
stages in the research project.
In addition to submitting two hard copies of the dissertation as required by the
University, students must also submit an electronic version of the dissertation.
The Dissertation should be submitted to your Administrative Contact in the
Faculty Office, Andrea Lewis.
The multimedia format selected should be
approved by the Programme Director. The electronic version of the
dissertation may subsequently be stored in an institutional repository, and
content will be made available on the Web. Students are advised that the
dissertation will then be "open access", i.e. freely available to be used in
accordance with copyright and end-user permissions. Further information
about how dissertations should be submitted can be found in the University
Regulations Postgraduate Student Guide.
Please note that if you would like to graduate in July, you should hand in your
dissertation no later than 31st March 2014 in order to make sure that all the
marking and examination procedures are completed in good time.
Details of the responsibilities of the student and dissertation support
entitlement can be found in Chapter 7 of the Academic Quality Handbook.
Module Descriptors
A Full list of all module descriptors follow from the next page.
16
MODULE CODE:
TITLE:
DATED:
CSPH7010
15/07/2013
MODULE CO-ORDINATOR:
LEVEL:
CREDITS:
7
20
TEACHING METHODS:
Tuition 10%
Directed Learning 90%
JACS CODE:
V500
AIM(S)
To provide students with a systematic and critically aware

understanding of current problems and recent insights in environmental
philosophy.
LEARNING OUTCOMES
By the end of the module students should be able to:
demonstrate an advanced level of knowledge of key themes, debates

and thinking in environmental philosophy;
display the ability to critically evaluate positions encountered within the

land ethic debate;
demonstrate a sophisticated critical awareness of competing models of

environmental value;
show a sophisticated critical awareness of rival models of

environmental thought.
CONTENT
This module will explore some key perspectives in the broad area of
environmental philosophy, beginning with one of modern environmentalisms
key writers: Aldo Leopold, and in particular his notion of a land ethic. The
module will cover some or all of the following:
normative stances in environmental ethics;
development ethics, population ethics, and ethical approaches to

climate change;
the concept of sustainable development;
obligations to future generations;
global citizenship and international co-operation;
allegiances and divergences between animal ethics and environmental

ethics.
17
ASSESSMENT
Coursework
1 x 2,500 word book review (50%)
1 x 2,500 word essay (50%)
Exemplars:
Example book review: Write a critical review of Robin Attfields Environmental
Ethics.
Example essay: What light does environmental ethics throw on the extent of
moral standing?
BIBILOGRAPHY
Essential reading
Attfield, Robin, Environmental Ethics (Cambridge and Malden, MA: Polity,
2003).
Beckerman, Wilfred, Sustainable Development: is it a useful concept?,
Environmental Values, 3, 1994.
Benson, John, Environmental Ethics: An Introduction with Readings (London:
Routledge, 2000), ch.1.
Callicott, J. Baird, Animal Liberation: A Triangular Affair, Environmental
Ethics, 2, Winter 1980, pp.311-38.
Daly, Herman, On Wilfred Beckermans Critique of Sustainable Development
, Environmental Values, 4, 1995.
Goodpaster, Kenneth, On Being Morally Considerable, in Journal of
Philosophy, 75, 1978, pp.308-25.
Leopold, Aldo, The Land Ethic [originally appeared in Leopolds A Sand
County
Almanac, 1949], in Environmental Philosophy: from animal rights to radical
ecology,
eds. Zimmerman et al (New Jersey: Prentice Hall, 1998).
18
Midgley, Mary, Beasts Versus the Biosphere?, Environmental Values, 1.2.,

1992, pp.113-21.
Naess, Arnes, The Deep Ecology Movement: Some Philosophical Aspects,

in Philosophical Inquiry, Vol. VIII, Nos.1-2, 1986, pp.9-31.
Naess, Arnes, The Shallow and the Deep, Long-Range Ecology Movement,
Inquiry, 16, 1, 1973, pp.95-100.
Paul, Taylor, The Ethics of Respect for Nature, in Environmental Philosophy:
from Animal Rights to Radical Ecology, eds. Michael E. Zimmerman et al
(Englewood Cliffs, New Jersey: Prentice Hall, 1998), pp.71-86.
Schmidtz, David, When Preservation Doesnt Preserve, Environmental
Values, 6, 1997, pp.327-39.
Sylvan, Richard, Is There a Need for a New, an Environmental Ethic?,
Proceedings of the World Congress of Philosophy, No.1, Varna, Bulgaria,
pp.205-10.
Recommended reading
Attfield, Global Warming, Justice and Future Generations, Philosophy of
Management, Vol.3, No.1, 2003, pp.17-23.
Attfield, Reply to Dower, in Creation, Ethics and Environment, eds. Rebekah
Humphreys and Sophie Vlacos (Cambridge: Cambridge Scholars Publishing,
2010).
Attfield, Robin, Beyond Anthropocentrism, Royal Institute of Philosophy
Supplement, 69, 2011, pp.29-46.
Attfield, Robin, The Good of Trees, in Environmental Philosophy: Principles
and Prospects (Aldershot: Averbury, 1994).
Dower, Nigel, Robin Attfield: Changing the Ethical Climate on Climate
Change, in Creation, Ethics and Environment, eds. Rebekah Humphreys and
Sophie Vlacos (Cambridge: Cambridge Scholars Publishing, 2010).
Feinberg, Joel, The Rights of Animals and Unborn Generations, in
Philosophy and Environmental Crisis, ed. William T. Blackstone (Athens:
University of Georgia, 1974).
Hunt, W. Murray, Are Mere Things Morally Considerable?, Environmental
Ethics, Vol.2, No.1, 1980, pp.59-65.
19
Leslie, John, The End of the World: The Science and Ethics of Human Extinction
(London: Routledge, 1996).
McShane, Katie, Anthropocentrism vs Nonanthropocentrism: Why Should We
Care?, Environmental Values, Vol.16, No.2, May 2007.
Norton, Bryan, Environmental Ethics and Weak Anthropocentrism,
Environmental Ethics, Vol.6, 1984.
Norton, Bryan, The Cultural Approach to Conservation Biology (1989), in
Benson, Environmental Ethics: An Introduction with Readings (London:
Routledge, 2000).
Richard Sikora, Is It Wrong to Prevent the Existence of Future Generations?, in
Sikora and Barry (eds.), Obligations to Future Generations (Philadelphia: Temple
University Press, 1978).
20
MODULE CODE:
TITLE:
DATED:
CSPH7023
Philosophy of Religion
July 2013
MODULE AUTHOR:
LEVEL:
CREDITS:
Dr Tristan Nash
7
20
TEACHING METHODS:
Tuition 10%
JACS CODE:
V500
AIM(S)

of current problems and recent insights in Philosophy of Religion
Develop students ability to apply philosophical theory to various

aspects or doctrines of Western religious traditions
To enable students to reflect critically on the nature and the scope of

the relationship between philosophy and these religious traditions, and
the appropriateness thereof
LEARNING OUTCOMES
By the end of this module students should be able to:
Demonstrate an advanced level of knowledge of traditional debates in

contemporary Philosophy of Religion about the existence/nonexistence of God
Demonstrate the ability to summarise, interpret and critically analyse

key texts in the Philosophy of Religion
Demonstrate a theoretically sophisticated understanding of various

aspects or doctrines of Western religious traditions such as faith,
religious experience, miracles, and the resurrection
Demonstrate the ability to engage in effective philosophical reflection

on their own religious beliefs and practice (or lack thereof)
CONTENT
This module focuses on a number of key topics and themes in the Philosophy
of Religion, as traditionally encountered in the Western tradition. The topics to
be covered include some or all of the following:
the traditional proofs or arguments for the existence of God (and

contemporary reworkings thereof)
the problem of evil and the associated projects of defence and theodicy
the rationality of faith
religious experience
21
miracles
resurrection / life and death
No matter what religious views a student may have, he/she will be

encouraged to explore the topics of the module with sensitivity and in a
balanced way, by giving full weight to the strengths of opposing viewpoints,
and considering issues from various theistic perspectives (e.g. theist, atheist,
agnostic).
ASSESSMENT
Course work
One assignment (2500 words)
One book review (2500 words)
50%
50%
Example assignment: Is this life a vale of soul-making?

Example book review: Write a review of Richard Swinburnes Faith and
Reason.
BIBLIOGRAPHY
Essential
Beverley Clack and Brian R. Clack, The Philosophy of Religion, 2nd edn
(Cambridge: Polity, 2008)
Nicholas Everitt, The Non-Existence of God (London: Routledge, 2004)
Chad Meister, Introducing Philosophy of Religion (London: Routledge, 2009)
Philosophy of Religion: Selected Readings, ed. by. Michael L. Peterson,
William Hasker, Bruce Reichenbach and David Basinger, 2nd edn (Oxford:
Oxford University Press, 2001)
Richard Swinburne, The Existence of God, rev edn (Oxford: Clarendon Press,
1991)
Richard Swinburne, Faith and Reason, 2nd edn (Oxford: Clarendon Press,
2005)
Charles Taliaferro, Contemporary Philosophy of Religion (Oxford: Blackwell,
1997)
Recommended
The Blackwell Guide to the Philosophy of Religion, ed. by. William E. Mann
(Oxford: Blackwell, 2005)
Timothy J. Crutcher, Proving God: The question of transcendence and the
limits of rationality, The Heythrop Journal, 51 (2010), 430-441
Joshua Hoffman and Gary S. Rosenkrantz, The Divine Attributes (Oxford:
Blackwell, 2002)
David Hume, Dialogues concerning Natural Religion (various editions)
New Waves in Philosophy of Religion, ed. by. Yujin Nagasawa and Erik
Wielenberg (New York: Palgrave Macmillan, 2008)
The Problem of Evil: A Reader, ed. by Mark Larrimore (Oxford: Blackwell,
2000)
Robin Le Poidevin, Arguing for Atheism (London: Routledge, 1996)
22
Journals
American Catholic Philosophical Quarterly
The Heythrop Journal
Religious Studies
Sophia
23
MODULE CODE:
TITLE:
DATED:
CSPH7024
Mind and Body
July 2013
MODULE AUTHOR:
LEVEL:
CREDITS:
7
20
TEACHING METHODS:
Tuition 10%
JACS CODE:
V560
AIM(S)
To provide students with a comprehensive understanding of a number

of key philosophical texts concerning mind and body
To enable students to undertake advanced analysis and interpretation

of key ideas and arguments found in these texts
To enable students to approach questions about mind and body from

various philosophical perspectives, and to engage with these questions
creatively and reflectively
LEARNING OUTCOMES
Demonstrate an advanced understanding of the works of Descartes

concerning mind and body
Demonstrate an advanced level of knowledge of various critiques of

Cartesian dualism
Demonstrate a sophisticated critical awareness of the basis of both

Cartesian dualism and the work of philosophers opposed to it

received ideas about, mind and body
CONTENT
This module focuses on various understandings, advanced in the Western
philosophical tradition, of mind, body, and the relation between the two. The
topics to be covered include some or all of the following:
The ancient Platonic belief that regards the body as the seat of all that
is base in human life, and as the temporary prison of a divine, rational
soul.
The development of this view in the 17th century by Ren Descartes,

who attempted to show through a series of arguments that there is a
radical distinction between mind (or soul) and body.
24
The subsequent critique of the Cartesian dualist scheme by various

Western thinkers.
Recent attempts to resist the conceptual separation of mind and body
ASSESSMENT
Course work
Two assignments (2,500 words each)
50% each
Example assignment: How should we respond to the suggestion that the
human body is a machine?
BIBLIOGRAPHY
Essential
Arguing about the Mind, ed. by Brie Gertier and Lawrence Shapiro (London:
Routledge, 2007)
The Blackwell Companion to Consciousness, ed. by Max Velmans and Susan
Schneider (Oxford: Blackwell, 2007)
Ren Descartes, Meditations on First Philosophy (various editions)
Colin Mcginn, Can we solve the mind-body problem?, Mind, 98 (1989), 349366
Personal Identity, ed. by John Perry (Berkeley: University of California Press,
1975)
Philosophy of Mind: Contemporary Readings, ed. by Timothy O Connor and
David Robb (London: Routledge, 2003)
Roy Porter, Flesh in the Age of Reason (London: Penguin, 2003)
Gilbert Ryle, The Concept of Mind, new edn (London: Penguin, 2000)
Ludwig Wittgenstein, Philosophical Investigations, ed. by. G. E. M. Anscombe
and R. Rhees, trans. G. E. M. Anscombe (Oxford: Blackwell, 1953)
Recommended
David Cockburn, An Introduction to the Philosophy of Mind (London:
Palgrave, 2001)
Anthony Kenny, Descartes: A Study of his Philosophy (New York: Random
House, 1968)
Fergus Kerr, Theology After Wittgenstein (Oxford: Blackwell, 1986)
Drew Leder, The Absent Body (Chicago: University of Chicago Press, 1990)
Drew Leder, A Tale of Two Bodies: the Cartesian Corpse and the Lived
Body, in Body and Flesh, ed. by Donn Welton (Oxford: Blackwell, 1998)
Keith Maslin, An Introduction to the Philosophy of Mind, rev edn (Cambridge:
Polity, 2007, revised edition)
Michael Pauen, Alexander Staudacher And Sven Walter, Epiphenomenalism:
Dead end or way out?, Journal Of Consciousness Studies, 13 (2006), 719
John Searle, Mind: A Brief Introduction (Oxford: Oxford University Press,
2004)
Janice Thomas, The Minds of the Moderns (Durham: Acumen, 2009)
Daniel M. Wegner, The Illusion of Conscious Will, new edn (London: MIT
Press, 2003)
Bernard Williams, Descartes: The Project of Pure Enquiry (Harmondsworth:
Pelican, 1978)
25
Ludwig Wittgenstein, Zettel, ed. by G.E.M. Anscombe and G.H. von Wright
Journals
Journal of Consciousness Studies
26
MODULE CODE:
TITLE:
DATED:
CSPH7026
Moral Philosophy
21/07/2011
LEVEL:
CREDITS:
Tristan Nash
7
20
TEACHING METHODS:
Tuition
10%
JACS CODE:
V520
AIM(S)

understanding of current problems and recent insights in key areas
of Moral Philosophy.
To provide students with a comprehensive understanding of key

texts in modern Moral Philosophy, and the various methodologies
used in constructing and/or criticising ideas in Moral Philosophy.
To develop students intellectual skills, including critical reasoning,

LEARNING OUTCOMES
demonstrate an advanced level of knowledge of various theoretical

frameworks developed for addressing moral issues;
demonstrate the ability to evaluate critically key philosophical

notions such as values, consequences, virtue, character and
duty, and their application within the aforementioned frameworks;
demonstrate the ability to engage in theoretically sophisticated

philosophical reflection upon their own moral ideas and practices;
demonstrate the ability to apply the frameworks of moral philosophy

to various aspects of practical life.
CONTENT
This module outlines and critically discusses a variety of theoretical
frameworks that have been developed by moral philosophers for addressing
moral issues. The topics to be addressed include some or all of the following:
Philosophy and theory in ethics
Consequences and moral mathematics
Facts and values
Kant and the nature of duty
27
Virtue and character
Double effect, and the distinction between acts and omissions.
ASSESSMENT
Course work
One assignment (5,000 words) 100%
Example assignment: Is there a form of the good life which is good for all
people, disregarding considerations of their cultural or historical context?
BIBLIOGRAPHY
Essential
Alasdair MacIntyre, After Virtue, 2nd edn (London: Duckworth, 1985)
Aristotle, The Nicomachean Ethics (London: Penguin, 1976)
Jeremy Bentham, An Introduction to the Principles of Morals and Legislation
(New York: Dover, 2009)
Immanuel Kant, Groundwork of the Metaphysics of Morals (Cambridge:
Cambridge University Press, 1997)
John Stuart Mill, Utilitarianism (Indianapolis: Hackett, 2001)
Recommended
G. E. M. Anscombe, Collected Philosophical Papers, vol. III (Oxford:
Blackwell, 1981)
A Companion to Ethics, ed by Peter Singer (Oxford: Blackwell, 1991)
Ethical Theory, ed by James Rachels (Oxford: Oxford University Press, 1998)
Ethics: The Big Questions, ed by James P Sterba (Oxford: Blackwell, 1998)
W. D. Hudson, Modern Moral Philosophy, 2nd edn (London: Macmillan, 1983)
Rosalind Hursthouse, On Virtue Ethics (Oxford: Oxford University Press,
1999)
J. L. Mackie, Ethics: Inventing Right and Wrong (Harmondsworth: Penguin
Books, 1977)
D.D. Raphael, Moral Philosophy (Oxford: Oxford University Press, 1994)
J. J. C. Smart and Bernard Williams, Utilitarianism: For and Against
(Cambridge: Cambridge University Press, 1971)
Virtue Ethics: A Critical Reader, ed by Daniel Statman (Edinburgh: Edinburgh
University Press, 1997)
Bernard Williams, Morality (Cambridge: Cambridge University Press, 1976)
Mary Warnock, Ethics Since 1900, 3rd edn (Oxford: Oxford University Press,
1978)
28
MODULE CODE:
TITLE:
DATED:
CSPH7037
Social and Political Philosophy
21/07/11
LEVEL:
CREDITS:
Dr David Morgans
7
20
TEACHING METHODS:
Tuition
10%
JACS CODE:
V540
AIM(S)
*
To provide students with a systematic and critical understanding of
political institutions and the social and political concepts obligation and
consent, freedom and coercion, justice and equality, democracy and
representation.
* To engage the student in the critical examination of the various
values and beliefs promoted (implicitly or explicitly) by different
groups and institutions within contemporary society
* To provide the student with an historical appreciation of the
development of contemporary political thought and the competing
nature of debates concerning social justice and social exclusion
LEARNING OUTCOMES
* Demonstrate a critical awareness of contemporary political and
social policy debate in the context of the relationship between
individual rights and democracy
* Demonstrate the ability to interpret and critically analyse texts in the
history of Western political thought
* Demonstrate a systematic understanding of the relationship between
social and political ethics and political processes and the
development of thought and debate.
* Demonstrate an advanced level of knowledge of social and political
intervention strategies are developed and implemented in part
through reference to different and competing social and political
strategies
CONTENT
This module will examine a number of the main figures, texts, and ideas in the
history of Western political thought. Initially it will examine Platos and
Aristotles classical conception of politics, before focusing mainly on the
political thought of the modern era (i.e., 16th century present), studying
29
some of the major figures in the development of Western liberalism (Hobbes,

Locke, Mill) and their different strategies of justification, as well as the more
radical democratic and socialist strains of thought (Rousseau, Marx),
concluding with a look at more contemporary thinkers concerned with
totalitarianism, social justice and the welfare state, and race and gender
inequality. The areas of focus will include some or all of the following:
* the relationship between individual rights and democracy
* the nature and extent of political obligations
* the value of freedom as compared to other potentially competing
goods (like community, progress, security, etc.)
* the role of political institutions in both perpetuating and overcoming
race, gender, and economic oppression
ASSESSMENT
Coursework
100%
Example assignment: Discuss how the notion of rights is important to the
delivery of welfare.
BIBLIOGRAPHY
Essential
Annas, J. An Introduction to Plato's Republic (Oxford: Clarendon Press,
1981), Chs.4 and 7
Aristotle, Politics (various editions)
Bertran, C. Rousseau and the Social Contract (London: Routledge, 2003)
Contemporary Political Philosophy, ed. by Robert Goodin and Philip Pettit
Thomas Hobbes, The Leviathon (various editions)
Will Kymlicka, Contemporary Political Philosophy, 2nd edn (Oxford: Oxford
John Locke, Selected Readings, ed by J. Dunn (Oxford University
Press,1984)
Readings in Social and Political Philosophy, ed. by Robert M. Stewart, 2nd
edn (Oxford: Oxford University Press, 1996)
Plato, The Republic (various editions)
Karl Marx and Friedrich Engels, The Communist Manifesto (various editions)
John Stuart Mill, On Liberty and other essays (Oxford University Press, 1991 or earlier editions)
Mulgan, R. G. Aristotles Political Theory: an Introduction for Students of
Political Theory (Oxford: Clarendon Press, 1977)
Stephen Mulhall and Adam Swift, Liberals and Communitarians, 2nd edn
R. Nozick, Anarchy, State and Utopia (Oxford: Blackwell, 1974)
J. Rawls, A Theory of Justice (Oxford: Oxford University Press, 1971).
30
Jean-Jacques Rousseau, The Social Contract (London: Wordsworth Classics

of World Literature, 1998)
Recommended
Contemporary Political Thought: a Reader and Guide, ed. by Alan Finlayson
(Edinburgh: Edinburgh University Press, 2003)
A Companion to Contemporary Political Philosophy, ed. by Robert E. Goodin
and Philip Pettit (Oxford: Blackwell, 1997)
Michael Walzer, Spheres of Justice: a Defence of Pluralism and Equality
(Oxford:
Blackwell, 1983)
31
MODULE CODE:
TITLE:
DATED:
CSPH7038
Aesthetics
June 2011
MODULE AUTHOR:
LEVEL:
CREDITS:
Dr James Luchte
7
20
TEACHING METHODS:
Tuition 10%
JACS CODE:
V500
AIM(S)
To provide students with a systematic and critically aware understanding of

current problems and recent insights in aesthetics
To enhance students skills in the interpretation and critical assessment of

philosophical works in aesthetics
LEARNING OUTCOMES
Demonstrate an advanced level of knowledge of key themes, debates and

thinking in philosophical aesthetics
Demonstrate the ability to critically evaluate philosophical positions regarding

the artwork and its relationship to social and cultural development
Demonstrate a sophisticated critical awareness of competing models of

aesthetic awareness and significance
Demonstrate a sophisticated critical awareness of the relationship between

aesthetics and the historical transformation in artistic movements.
CONTENT
This module explores the historical and ideological transformations that have
occurred between traditional and contemporary philosophical treatments of aesthetics
and art. The module will be divided into four units, each of which reflects a moment
in the transformation of aesthetics from a modernist concern for aesthetic experience
toward an ontological, phenomenological and critical/deconstructive enterprise, in the
context of broader social and cultural production.
Unit One: The Foundations of Aesthetics Kant and the Tradition
Unit Two: The Ontology of Art From Romanticism to Nietzsche
Unit Three: The Phenomenology of Art Heidegger and Krell
32
Unit Four: The Critical Theory and Deconstruction of Art Benjamin, Adorno and
Derrida
ASSESSMENT
Course work
100%
Example assignment: Philosophically interpret and critically analyse Heideggers
contention in The Origin of the Work of Art that art discloses the truth of Being.
BIBLIOGRAPHY
Essential
Theodore Adorno, The Culture Industry, edited by J.M. Bernstein, (Routledge, 2001)
Walter Benjamin, The Work of Art in the Age of Mechanical Reproduction,
Illuminations, (Schoken, 1969).
Jacques Derrida, The Truth in Painting, translated by Geoffrey Bennington and Ian
McLeod, (University of Chicago Press, 1987)
Martin Heidegger, The Origin of the Work of Art, Poetry, Language, Thought,
(Perennial, 2001)
Immanuael Kant, Critique of Judgement, translated by Paul Guyer, (Cambridge,
2001)
David Farrell Krell, The Tragic Absolute, (Indiana University Press, 2005)
Frederich Nietzsche, The Birth of Tragedy, (Modern Library, 2000)
Arthur Schopenhauer, The World as Will and Representation, Vol. 1, translated by E.
Payne, (Dover, 1969)
Recommended
Frederich Beiser, The Romantic Imperative, (Harvard University Press, 2006)
Arnold Berleant, Art and Engagement (Philadelphia: Temple University Press, 1993)
M. W. Rowe, The objectivity of aesthetic judgements, British Journal of Aesthetics,
39 (1999), 40-52
Sebastian Gardner, Aesthetics, in Philosophy: A Guide Through The Subject, ed. A.
C. Grayling (Oxford University Press, 1995), 585-600
Berys Gaut and Dominic McIver Lopes (eds.), The Routledge Companion to
Aesthetics (Routledge, 2005, 2nd ed.)
Richard Kearney, Continental Aesthetics: Romanticism to Postmodernism,
(Blackwell, 2001)
Peter Lamarque and Stein Haugom Olsen (eds.), Aesthetics and the Philosophy of Art,
(Blackwell, 2004)
Journals
British Journal of Aesthetics
Journal of Aesthetics and Art Criticism
33
MODULE CODE:
TITLE:
DATED:
CSPH7040
21/07/11
LEVEL:
CREDITS:
Dr David Morgans
7
20
TEACHING METHODS:
Tuition
10%
JACS CODE:
V500
AIM(S)
* To provide students with a systematic and critical awareness of modern
and contemporary epistemology.
LEARNING OUTCOMES
* Demonstrate a sophisticated critical awareness of various views on
truth, belief, knowledge, and the possibility of knowledge
* Demonstrate an advanced understanding of the importance of
epistemology in the development of cultural and social ideas
* Demonstrate an advanced level of knowledge of the ideas and
positions of contemporary epistemology
CONTENT
The module will undertake an in-depth exploration of knowledge of the main
issues, positions and arguments in the theory of knowledge and its effect on
culture and social life, and the relevant terminology. The topics to be studied
include some or all of the following:
* The vocabulary of modern philosophy (i.e. Descartes and after)
* The development of epistemology from the seventeenth and
eighteenth centuries to the present day
* The definition of knowledge
* The very possibility of knowledge, and our presumption that we are
to able to possess it
The focus on such topics will also facilitate an appreciation of the
epistemological implications or presuppositions of ideas and arguments in
other areas of philosophy and social theory and will enable the student to
understand more fully the importance of epistemology in the development of
cultural and social ideas.
ASSESSMENT
34
One assignment (5,000 words)

100%
Example assignment: Is the sceptic justified in making a distinction between
ordinary doubt and philosophical doubt?
BIBLIOGRAPHY
Essential
Jonathan Dancy & Ernest Sosa, A Companion to Epistemology (Oxford:
Blackwell, 1992)
Jonathan Dancy, An Introduction to Contemporary Epistemology (Oxford:
Blackwell, 1985)
D. W. Hamlyn The Theory of Knowledge (New York: Anchor Books, 1970),
chaps 1-5, 10
Adam Morton A Guide through the Theory of Knowledge, 3rd edn (Oxford:
Blackwell, 2002)
W. V. Quine & J. Ullian, The Web of Belief, 2nd edn (McGraw Hill, 1978)
Recommended
Robert Audi, Belief, Justification and Knowledge (London: Wadsworth, 1988)
Roderick Chisholm, Theory of Knowledge, 2nd edn (New Jersey: PrenticeHall, 1977)
D. J. OConnor & Brian Carr, Introduction to the Theory of Knowledge
(Minnesota: University of Minnesota Press, 1982)
Philosophy: A Guide Through the Subject, ed. by A.C. Grayling (Oxford:
35
MODULE CODE:
TITLE:
DATED:
CSPH7041
Self and Society
21/07/2011
LEVEL:
CREDITS:
Dr David Morgans
7
20
TEACHING METHODS:
Tuition
10%
JACS CODE:
V540
AIM(S)
*
To provide students with a systematic and critical awareness of human
selfhood, agency and identity.
* To enhance students skills in the interpretation and critical
assessment of everyday assumptions about the nature and sources
of our identity as individuals and how such assumptions may affect
views and practices across various spheres in society.
* To enable students to undertake advanced analysis of the ways in
which views of the relation between individual and society contribute
to understandings of social justice.
LEARNING OUTCOMES
* demonstrate a critical awareness of the complexities of debates
around the relation between nature, nurture and other factors in
explaining the formation of individual selfhood and identity, and
relations between self and other;
* demonstrate the ability to critically reflect on competing perspectives
in modern philosophy and theory on the relation between individual
and society;
* demonstrate the ability to critically evaluate the strengths and
shortcomings among diverse perspectives on the relation between
individual selfhood and factors such as class, culture and gender;
* demonstrate a systematic understanding of the relations between
self and other, social justice, on the nature of society, and on how
best to study social phenomena.
CONTENT
This module addresses the relation between individual and society from a
variety of angles afforded by modern theoretical traditions. Understandings of
the conditions, sources and determinants of selfhood and identity will lie at the
root of debates across social studies, as will assumptions about the nature of
36
the individual and its relation to those socializing factors class, culture,
gender and others which place a given individual within a particular set of
social relations. In taking a critical look at such concepts, this module will
explore some or all of the following:
* The themes and oppositions with which theories relating self and
society will deal: reason and emotion, structure and agency,
freedom and determinism, nature and nurture.
* The sources of selfhood and identity, as seen by such traditions as
Liberalism, Marxism, Feminism and Poststructuralism.
* Understandings of the relation between self and other,
understandings of social justice, and understandings of such terms
as agency, freedom, responsibility, and autonomy terms which
have wide application in social, ethical and political philosophy and
theory.
ASSESSMENT
Coursework
100%
Two assignments (2500 words each)
50% each
Example assignment: Some theorists claim that human behaviour involves

agency and thus presupposes mental states, and such mental dispositional
states can not be reduced to biological or physiological states. Discuss this in
relation to the idea of a self-image.
BIBLIOGRAPHY
Essential
Ren Descartes, Meditations on First Philosophy (various editions)
Michel Foucault, The Foucault Reader, ed. by P. Rabinow, (London: Penguin,
1984)
David Hume, A Treatise of Human Nature (various editions)
Identity and Difference, ed. by Kathryn Woodward (London: Sage Publications,
1998)
Immanuel Kant, Critique of Pure Reason (various editions)
Karl Marx, Early Writings, (London: Penguin, 1975)
John Stuart Mill, On Liberty (London: Penguin, 1974)
Stephen Mulhall and Adam Swift, Liberals and Communitarians, 2nd edn
John Rawls, A Theory of Justice, reissue edn (Harvard: Harvard University
Press, 2005)
Kate Soper, What is Nature? (Oxford: Blackwell, 1995)
Charles Taylor, Sources of the Self, new edn (Cambridge: Cambridge University
Press, 1992)
Recommended
Terry Eagleton, The Idea of Culture, (Oxford: Blackwell, 2000)
Terry Eagleton, The Illusions of Postmodernism (Oxford: Blackwell, 1996)
37
Norman Geras, Marx and Human Nature, (London: Verso, 1985)

G. W. F. Hegel, The Phenomenology of Spirit (various editions)
Christopher Norris, The Truth About Postmodernism (Oxford: Blackwell, 1993)
Michael J. Sandel, Liberalism and the Limits of Justice (Cambridge: Cambridge
Sean Sayers, Marxism and Human Nature (London: Routledge, 1998)
Jonathan Wolff, An Introduction to Political Philosophy, 2nd rev edn (Oxford:
Iris Marion Young, Justice and the Politics of Difference (New Jersey: Princeton
JOURNALS
Philosophy and Social Criticism
Political Theory (available on Infotrac)
Radical Philosophy
Res Publica
38
MODULE CODE:
TITLE:
DATED:
CSPH7042
Applied Ethics
June 2011
MODULE AUTHOR:
LEVEL:
CREDITS:
Tristan Nash
7
20
TEACHING METHODS:
Tuition 10%
JACS CODE:
V520
AIM(S)

understanding of problems and recent insights in Applied Ethics.
To develop students ability to apply moral theory to practical ethical

dilemmas.
LEARNING OUTCOMES
Demonstrate an advanced level of knowledge of key themes, debates

and thinking in Applied Ethics

theories encountered in the ongoing debates over such moral
dilemmas as abortion, euthanasia, and our treatment of animals
Demonstrate a sophisticated understanding of the ways in which

traditional moral theory might be applied to ethical dilemmas
Demonstrate a theoretically sophisticated understanding of the ethical

considerations that are involved in taking life.
CONTENT
This module will undertake an in-depth investigation of some of the central
issues in contemporary applied ethics. The topics to be studied include some
or all of the following:
Abortion
Euthanasia
War
Poverty
Punishment
Our treatment of animals
Killing and letting die
The moral relevance of personhood
39
The nature of moral obligation
The module will also provide a detailed examination of traditional moral theory
through their application to issues in applied ethics.
ASSESSMENT
Course work
Two assignments (2500 words each)
50% Each
Example assignment: If foetuses are not persons is abortion morally neutral?
BIBLIOGRAPHY
Essential
Jonathan Glover, Causing Death and Saving Lives (London: Penguin, 1997)
Hugh LaFollette, Ethics in Practice (Oxford: Wiley-Blackwell, 2006)
Peter Singer, Practical Ethics (Cambridge: Cambridge University Press, 1993)
Michael Walzer, Just and Unjust Wars, rev edn (New York: Basic Books,
2006)
Recommended
Elizabeth Anscombe, War And Murder, Ethics, Religion, and Politics (Oxford:
Wiley-Blackwell, 1991)
Robert Campbell and Diane Collinson, Ending Lives (Oxford: Blackwell, 1995)
Andrew I. Cohen and Christopher Wellman, Contemporary Debates in Applied
Ethics (Oxford: Blackwell, 2004)
Cora Diamond, Eating Meat and Eating People Philosophy 53 (1978)
Jonathan Glover, Humanity (London: Random House, 1999)
Rosalind Hursthouse, Beginning Lives (Oxford: Blackwell, 1987)
Thomas Nagel, War and Massacre Philosophy and Public Affairs, 1, (1972),
123-144
Tom Regan, The Case for Animal Rights (London: Routledge, 1983)
Peter Singer, Animal Liberation (London: Pimlico, 1995)
Peter Singer, Applied Ethics (Oxford: Oxford University Press, 1986)
Peter Unger, Living High and Letting Die, (Oxford: Oxford University Press,
1996)
Journals
Journal of Applied Philosophy
Theoretical and Applied Ethics
40
MODULE CODE:
TITLE:
DATED:
CSPH7046
21/07/11
LEVEL:
CREDITS:
Dr James Luchte
7
20
TEACHING METHODS:
Tuition
10%
JACS CODE:
V500
AIMS
*
understanding of current problems and recent insights in 19th century
Continental Philosophy
assessment of philosophical works in 19th century Continental
Philosophy.
LEARNING OUTCOMES
* Demonstrate an advanced level of knowledge of key themes,
debates and thinking in19th century Continental Philosophy.
* Demonstrate the ability to critically, evaluate concepts, arguments
and theories encountered in 19th century Continental Philosophy.
* Demonstrate the ability to identify the various approaches in 19 th
century continental philosophy and of the appropriations of the ideas
of this philosophy into other movements of thought.
* Demonstrate the ability to interpret and analyse the systematic
context of 19th century Continental Philosophy, and to communicate
this interpretation/analysis clearly and effectively
CONTENT
This module assesses 19th century continental thought historically,
methodologically and philosophically. Beginning with an examination of the
'context of emergence' for 19th century continental philosophy in Kant and
German Idealism (Fichte, Early German Romanticism, Schelling and Hegel),
the module will examine selected texts by Marx, Schopenhauer, Nietzsche,
and Kierkegaard with a view to acquainting students with the central themes
of their philosophies. The module offers students the possibility of
investigating the full range of philosophical problems, and the political, social
and phenomenological concerns of 19th century thinkers with respect to the
key problems of philosophy and their relation to the nature of political, cultural
and ethical thought.
41
ASSESSMENT
Coursework
100%
Example Assignment: In what sense is the phenomenon complex? How is

Kants notion different from the empirical object in Humes philosophy?
BIBLIOGRAPHY
Essential
Frederick C. Beiser, The Fate of Reason (Boston: Harvard, 1993)
Soren Kierkegaard, The Concept of Anxiety (London: Wiley-Blackwell 2001)
Friedrich Nietzsche, The Birth of Tragedy (London: Penguin, 1994)
James Luchte, Kants Critique of Pure Reason (London: Continuum, 2007)
Karl Marx, Early Writings (London: Penguin, 1992)
Terry Pinkard, German Philosophy (Cambridge: Cambridge University Press,
2002)
Recommended
H. Allison, Kants Transcendental Idealism (New Haven: Yale University
Press, 1983)
Frederick C. Beiser, German Idealism: The Struggle against Subjectivism
(Cambridge, Mass.: Harvard University Press, 2002)
E. Cassirer, Kants Life and Thought, trans. by James Haden (Yale: Yale
University
Press, 1981)
Manfred Frank, The Philosophical Foundations of Early German
Romanticism, trans. by Elizabeth Millan-Zaibert (Albany: State University of
New York Press, 2004)
Richard Kearney, Routledge History of Philosophy, Volume Eight Twentieth
Century Continental Philosophy (Routledge, 1993)
David Farrell Krell, The Tragic Absolute (Bloomington: Indiana, 2005)
Arthur Schopenhauer, The World as Will and Representation (London: Dover,
1966)
42
MODULE CODE:
TITLE:
DATED:
CSPH7047
21/07/11
LEVEL:
CREDITS:
Dr James Luchte
7
20
TEACHING METHODS:
Tuition
10%
JACS CODE:
V500
AIMS
*
understanding of current problems and recent insights in 20th century
Continental Philosophy
assessment of philosophical works in 20th century Continental
Philosophy.
LEARNING OUTCOMES
* Demonstrate an advanced level of knowledge of key themes,
debates and thinking in 20th century Continental Philosophy.
* Demonstrate the ability to critically evaluate concepts, arguments
and theories encountered in 20th century Continental Philosophy.
* Demonstrate the ability to identify the various approaches of 20th
century Continental Philosophy and of the appropriations of the
ideas of this age of philosophy into cultural and contemporary
thought.
* Demonstrate the ability to interpret and analyse the systematic
context of 20th century Continental Philosophy, and to communicate
this interpretation/analysis clearly and effectively
CONTENT
This module will examine the dominant movements in 20th century
continental philosophy. Beginning with the 1) Phenomenological Movement,
and its criticisms of Neo-Kantianism and Logical Positivism, the module with
examine, in turn, 2) Existentialism, 3) Critical Theory and 4) Poststructuralism. In this way, the module will consider selected texts from such
thinkers as Husserl, Heidegger, Sartre, Camus, Adorno, Habermas, Lacan,
Derrida and Foucault with a view to investigating the full range of
philosophical problems and perspectives of recent continental philosophy.
The module will close with a reflection upon the current movements and
trajectories of early 21st century continental philosophy.
43
ASSESSMENT
Coursework
100%
Example Assignment: What is the purpose of Derridas neo-logism
differance? How is this notion a criticism of the philosophy of the early
Heidegger? Does Derridas criticism rest upon an accurate interpretation of
Being and Time?
BIBLIOGRAPHY
Essential
Jacques Derrida, Differance, Margins of Philosophy (Chicago: University of
Chicago Press, 1985)
Michel Foucault, The Foucault Reader (New York: Pantheon Books, 1984)
Jrgen Habermas, Philosophical Discourse of Modernity (Cambridge: Polity
Press, 1987)
Martin Heidegger, Basic Writings (London: Harper Collins, 1993)
Edmund Husserl, Cartesian Meditations (Martinus Nijhoff, 1977)
James Luchte, Heideggers Early Philosophy: The Phenomenology of Ecstatic
Temporality (London: Continuum, 2008)
Jean Paul Sartre, Existentialism is a Humanism, Existentialism from
Dostoyevsky to Sartre, ed. Walter Kaufman, (Meridian Publishing Company,
1989)
Recommended
Theodore Adorno, Negative Dialectics, (London: Continuum, 1981)
Albert Camus, The Rebel: An Essay on Man in Revolt, (New York: Vintage,
1992)
Jacques Derrida, Margins of Philosophy, trans. Alan Bass (Harvester Press,
1982)
Michel Foucault, Discipline and Punish (New York: Vintage Press, 1990)
Martin Heidegger, History of the Concept of Time (Bloomington: Indiana
Martin Heidegger, Being and Time (London: Blackwell, 1962)
Martin Heidegger, Poetry, Language, Thought (London: Perennial, 2001)
Theodore Kisiel, The Genesis of Heideggers Being and Time (Berkeley:
University of California Press, 1992)
John Lechte, Fifty Key Contemporary Thinkers: From Structuralism to
Postmodernism (London: Routledge, 1997)
Otto Pggeler, Martin Heideggers Path of Thinking (Atlantic Highlands, NJ:
Humanities Press, 1987)
Ludwig Wittgenstein, Philosophical Investigations (London: Blackwell
Publishing, 2001)
44
MODULE CODE:
TITLE:
DATED:
CSPH7048
Philosophical Methods and Approaches
June 2013
MODULE AUTHOR:
LEVEL:
CREDITS:
7
20
TEACHING METHODS:
Tuition 10%
JACS CODE:
V500
AIM(S)

understanding of various approaches to Philosophy;
To engage the student in the critical examination of various

methodologies employed by philosophers.
LEARNING OUTCOMES
Demonstrate a critical awareness of various approaches to Philosophy;
Demonstrate a systematic understanding of various philosophical

methodologies;
Demonstrate the ability to critically examine a range of philosophical

topics;
Demonstrate the ability to interpret and critically analyse texts

concerned with establishing a particular approach to Philosophy.
CONTENT
Undoubtedly the most fundamental and challenging philosophical question is
What is philosophy? Since the first philosophers began practicing in ancient
Greece, numerous answers to this question have been proposed, e.g. that
philosophy is a way of life, a search for truth, conceptual analysis, a quest for
knowledge, a form of edifying conversation, and an activity that involves
rational argumentation. In this module students will consider all of these
suggestions along with a number of topics which bear on the nature of and
approaches to philosophy. These will include some or all of the following:
methods and aims of philosophy

philosophical dialogue
knowledge and rational justification
principles governing correct reasoning
45
In particular, and in line with various conceptions of philosophy, the module

will focus on issues, ideas, and papers related to epistemology, reasoning,
and logical argument.
A study of the nature of philosophy, its methods, and its aims, as well as an
examination of topics which bear on such a study is vital for any student of
philosophy.
ASSESSMENT
Course work
One assignment (5,000 words)
100%
Example assignment: Philosophy is not defined by what it is about. Critically

discuss.
BIBLIOGRAPHY
Essential
- Aristotle, The Metaphysics, translated with an introduction by Hugh LawsonTancred (London: Penguin Books, 2004), selected sections.
- A.J. Ayer [1956], The Problem of Knowledge (London: Penguin Books,
1990).
- Irving M. Copi, Introduction to Logic (London: The Macmillan Company,
1968), selected sections.
- Frederick Copleston, A History of Philosophy, Vol.1: Greece and Rome
(London: Burns Oates and Washbourne, 1946), selected chapters.
- Descartes, Meditations [1641], in Key Philosophical Writings, translated by
Elizabeth S. Haldane, edited and introduction by Enrique Chavez-Arvizo
(Hertfordshire: Wordsworth, 1997).
- Anthony Flew, Thinking about Thinking: (or, do I sincerely want to be right?)
(London: Fontana, 1989), selected sections.
- E. Gettier, Is Justified True Belief Knowledge, Analysis, Vol.23, 1963,
pp.121-23.
- David Hume, Sceptical Doubts concerning the Operation of the
Understanding, in Enquiry Concerning Human Understanding (1748), Part
1, Section 4.
- Neil Levy, Analytical and Continental Philosophy: Explaining the
Differences, Metaphilosophy, Vol.34, No.3, Apr. 2003.
- Anthony OHear (ed.), Conceptions of Philosophy, Royal Institute of
Philosophy Supplement, 65 (Cambridge and New York: Cambridge
University Press, 2009).
- G.E.L. Owen, Eleatic Questions, The Classical Quarterly, Vol.10, No.1, May
1960, pp.84-102.
- Plato, The Republic, translated with an introduction by Desmond Lee,
second edn. (London: Penguin Books, 1987), selected sections.
- Graham Priest, What is Philosophy?, Philosophy, 81, 2006, pp.189-207.
- Bertrand Russell, The Problems of Philosophy (Oxford and New York:
Oxford University Press, 1967).
46
Recommended
- Havi Carel and David Gamez (eds.), What Philosophy Is (London:
Continuum, 2004).
- Tim Crane, Philosophy, Logic, Science, History, in Metaphilosophy, Vol. 43,
Issue 1-2, 2012, pp.20-37.
- Anthony Gottlieb, The Dream of Reason (London: Penguin Books, 2001).
- Gary Gutting, Can philosophical beliefs be rationally justified?, American
Philosophical Quarterly, 19, 1982.
- William Jordan, Ancient Concepts of Philosophy (London: Routledge, 1990).
- Christopher W. Tindale, Fallacies and Argument Appraisal (Cambridge:
Cambridge University Press, 2007), selected sections.
47
MODULE CODE:
TITLE:
DATED:
CSPH7049
Dissertation
05/07/2013
LEVEL:
CREDITS:
Dr Lloyd Strickland
7
60
TEACHING METHODS:
Individual Supervision
Directed Learning
JACS CODE:
10%
90%
V500
AIM(S)
*
To provide an opportunity for students to undertake a major and
sustained critical and evaluative research project on a philosophical topic
germane to their particular programme of study.
LEARNING OUTCOMES
* Demonstrate an advanced level of knowledge of a defined area of
Philosophy
* Demonstrate the ability to defend hypotheses, interpretations or
analyses in Philosophy
* Demonstrate the ability to synthesise information and ideas from a
variety of philosophical sources
* Demonstrate self-direction in tackling and solving problems
connected with personal research
CONTENT
In this module, the student chooses a topic of special interest in Philosophy
and conducts research into this area of interest via reading and private study
under the auspices of the supervisor to whom they have been allocated. The
student then produces a systematic piece of written work, organized in
chapters/sections in the manner of professional and published work in
Philosophy, so as to show that the research referred to in the Aims has been
mastered in a way appropriate to someone with a grasp of the practice of
professional Philosophy.
ASSESSMENT
Course work
Dissertation (15,000 words)
100%
BIBLIOGRAPHY
48
The bibliography will be dependent upon the topic chosen by the student; the
supervising member of staff will offer guidance with regard to appropriate
books and articles.
49
POLICIES
UNIVERSITY ATTENDANCE POLICY (FOR FULL-TIME ON CAMPUS STUDENTS)
Each School or Faculty within the University has a policy on attendance. In
addition the University has a general policy on attendance monitoring of
students. This general policy also explains how the University carries out its
specific obligations for international students who hold a visa under Tier 4 of
the points-based immigration system (PBS) and for whom the University is
Sponsor. It includes the process for reporting failure to maintain appropriate
contact to the UK Border Agency. The particular requirements of the
discipline that a programme of study belongs to may mean that its attendance
policy is more stringent than what has been detailed in the general University
policy. In that case, the School or Faculty policy supersedes the general
policy, in all aspects other than those related to visa requirements.
STAFF-STUDENT REPRESENTATION
Each School will have Student Representatives elected to represent their
Programmes of Study. Student Representatives are elected during the
second week of term, which is arranged by the Student Union. Student
Representation will be at the following Boards/Committees:
Staff-Student Committee
Faculty Board
Annual Reviews/Board of Study
Staff-Student Estates Group
Staff-Student LRC Group
Staff-Student Research Group
Distance Learning students will have the opportunity to represent their
Programme of Study in the fora listed above via email, VLE or Skype.
REFERENCING IN WRITTEN ASSIGNMENTS,
DISSERTATIONS AND BIBLIOGRAPHIES
CREATIVE
WORK,
You must acknowledge all sources of information and ideas from which you
have drawn in the preparation of your work. Acknowledgments identify the
intellectual owners of the ideas you have used, and failure to provide them
constitutes a type of theft known as plagiarism. Plagiarism is a very serious
academic offence. Your School will provide you with a Reference Guidance
Handbook which will provide detailed guidelines on referencing.
PLAGIARISM
Plagiarism is passing off, or attempting to pass off, anothers work as your
own. It includes copying the words, ideas, images or research results of
another without acknowledgement, whether those words etc. are published
or unpublished. It is plagiarism, for example, to copy the work of another
50
student, of a member of staff or a published article without crediting the

author. Persons who allow their work to be plagiarised are also guilty.
Plagiarism is one of the worst offences in academic life, and its consequences
can be severe. It undermines the integrity of scholarship, research, and of the
examination and assessment process. The guidance that follows explains
what is meant by plagiarism, describes the Universitys regulations for dealing
with it, and provides help in avoiding it.
When registering as a student at the University of Wales: Trinity Saint David
you have consented to your work being scrutinised both electronically and in
person to check for cases of plagiarism. In many Schools your work will be
submitted electronically via Moodle. Academic Staff have been required, as
part of your Moodle induction to alert you to JISC Turnitin software, through
which both the student and the tutor can check for instances where the
assignment contains sections that exactly mirror material found elsewhere on
the internet. It is important that you use this system to check your work prior
to final submission. In this way you can ensure that you have properly
acknowledged all of your sources of information.
For submissions outside of the Moodle platform, it is equally important that
you reference your sources accurately. In some cases you will be expected
to submit both hard and electronic copies, which can be checked against the
database of the UK Higher Education Plagiarism Detection Service. For
handwritten, portfolio and process workbook submissions check with your
module tutor if you are in any doubt about whether you have infringed the
regulations. They are here to assist you; ensure that you take advantage of
their expertise.
PLAGIARISM: REGULATIONS, PROCEDURE, AND PENALTIES
Full details of the Universitys procedures and penalties for dealing with issues
of plagiarism can be found in Chapter 7 of the Academic Quality Handbook,
which can be seen on the University intranet and website or obtained from the
Faculty Offices. These details are also summarised in the University
Regulations Postgraduate Student Guide.
AVOIDING PLAGIARISM
Coursework, dissertations, or creative work are meant to be your own original
work. Obviously you will use the work of others. Not only is this inevitable, it
is expected. All scholarship builds on the work of others. The important thing
to remember is always to acknowledge your sources. Observe the following
guidelines:
Anything that is copied or quoted from another source, including electronic
sources such as the internet, must be in quotation marks and attributed to
the original author. This may be in the body of the text or as a footnote.
Full details of a source should be contained in a bibliography. Whatever
method is used, always acknowledge your source and give full details of it
(i.e. author, date, page number).
51
Synthesising the work of others involves putting their ideas into your words.
This is fine, but again, acknowledge your source. This can be done in a
number of ways depending on the context. For example: 'Hart (2003, 52)
maintains that... 'Hart (2003, 52) provides evidence for..: 'It is argued, or
submitted by Hart (2003, 52) that... Then give the source of the original
work.
Where you are generally indebted for your ideas to one or two main
sources, this can be a bit trickier. If the ideas or the way they are
presented come from one or two sources, make this clear. Do the same if
they come from lectures. It is important not to claim originality where it
does not exist but to indicate in general where the information comes from.
Full citations in timed unseen examinations are obviously not expected, but
you should indicate general indebtedness and always credit any quotations
you have managed to remember.
The golden rule is; `if in doubt, provide references'. Consult your tutors if
you have any problems, in particular with the method of citing books and
articles, which may differ from subject to subject. There are no penalties for
asking for advice and guidance; there are severe penalties for plagiarism!
Study Skills and Information Research Skills
All students have access to study skills and information research skills
support to assist them in their studies. Details of provision are available from
the Learning Resources Centre and Student Services.
Topics covered include:
Learning Resources Centre
Searching the Internet for academic resources
Using the LRC catalogue, electronic journals and e-books
Referencing and using reference management software
Using Moodle
Athens accounts
One-to-one, group and drop-in sessions available.
Student Services
Developing effective study strategies
Planning and writing assignments
Preparing presentations
Planning for seminars
Preparing for exams
Drop-in study skills sessions are available on both the Carmarthen and
Lampeter campuses during term time no appointment necessary. Distance
learning students are also able to access the Study Skills Distance service
using e-mail, telephone or Skype.
Please see the Student Services
webpages for further details.
52
Librarian
Librarians act as a contact point between students and the Learning Resource
Centre (LRC). Please feel free to contact a Librarian if you need help with
finding information for your assignments, or advice on locating, accessing or
searching library resources in both print and electronic formats.
The University has a number of Libraries across the different campuses. The
most relevant Library for your programme of study is Lampeter Campus
Library.
GRADUATE SKILLS FOR EMPLOYMENT

PDP (Personal Development Planning) is embedded throughout your
programme and enables you to reflect upon and analyse your personal
strengths and identify areas for future development. Four main categories of
such skills have been identified: problem solving, managing/organising, team
work and communication. Each Programme of Study has been designed to
include opportunities for you to acquire and develop your personal skills and
plan your professional development in readiness for graduation.
Examples are as follows:
Problem Solving
A great deal of your work in this School could be categorised under this
heading. It could require you to:
define and identify the core of a problem
investigate what resources are available to solve it
enquire of, and research into, the available resources
assess the relevance of data/information
analyse data/information
evaluate data/information
display independent judgement of data/information
relate data/information to a wider context
data appreciation: draw conclusions from complex arrays of data
organise and synthesise complex and disparate data
apply knowledge and theories
consider alternative strategies
show flexibility/versatility in approach
use observational/perceptive skills
show resourcefulness
Managing/Organising
53
This heading relates basically to time- and work-management. It is concerned

with the ability to:
identify which items need to be done and the time scales involved
evaluate each item
formulate objectives, bearing in mind those evaluations
plan work to achieve objectives/targets
carry out work required
cope and deal with change, i.e. new items
withstand and deal with pressures
ensure appropriate resources are available
organise resources available
show initiative
demonstrate sustained effort
make quick, appropriate decisions
show personal motivation
execute agreed plans
Team Work
Tutorials and seminars, and other methods of learning or assessment, give
scope to show a capacity to:
listen to others
be aware of ones own performance
observe others performance, and use perceptions gained
show assertiveness (set own agenda)
co-operate with others
constructively criticise
produce new ideas or proposals
clarify, test or probe others ideas or proposals
elaborate on own/others ideas or proposals
summarise: bring ideas together
Communication
This aspect of academic work is central. It places emphasis on such qualities
as the ability to:
explain clearly
deal effectively with conflicting points of view
develop a logical argument
present data clearly and effectively
take account of audience/reader in speech/writing
show evidence of having marshalled facts
give appropriate examples
show enthusiasm and interest
show critical reasoning
use appropriate presentation techniques
compare and contrast effectively
listen and query where necessary
54
discuss ideas, taking alternatives into account

EXTERNAL EXAMINER
All taught Programmes of Study which lead to a Higher Education award of
the University or the University of Wales have at least one External Examiner.
The principal purposes of the Universitys external examiner system are to
ensure that:
the standard of each award is maintained at the appropriate level;

the standards of student performance are comparable with
standards on similar programmes or subjects in other UK
institutions with which they are familiar;
the processes for assessment and the determination of awards are
sound and fairly conducted.
Students may request a copy of the previous years External Examiners

Report for their programme of study by contacting the Programme Director.
The current External Examiner for this Programme of Study is:
Name: Neil Gascoigne
Institution: Keele University
Please note that students are not permitted to make direct contact with the
External Examiner.
55

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SCHOOL OF CULTURAL STUDIES

UNIVERSITY ATTENDANCE POLICY (FOR FULL-TIME ON CAMPUS

Please read this Handbook in conjunction with other documents produced by

Assignment Submission Forms

Faculty of Humanities Moodle Page

Extenuating Circumstances Form

CURRENT MEMBERS OF STAFF

ACADEMIC YEAR 2013/2014

Week of 23 September 2013

normally September, December, March and June

It is vitally important that the University Registry has an accurate record of

Special needs in terms of assessment

students following modules delivered through the medium of English may be

Programme Specification MA Philosophy

Programme Specification MA Applied Philosophy

Demonstrate the ability to engage in effective philosophical

Programme Specification - MA European Philosophy

1. Demonstrate the ability to identify, gather, and make effective use of a

PROGRAMMES OF STUDY GRIDS

Philosophical methods and Approaches

Philosophical methods and Approaches

Philosophical methods and Approaches

To provide students with a systematic and critically aware

demonstrate an advanced level of knowledge of key themes, debates

display the ability to critically evaluate positions encountered within the

demonstrate a sophisticated critical awareness of competing models of

show a sophisticated critical awareness of rival models of

normative stances in environmental ethics;

development ethics, population ethics, and ethical approaches to

the concept of sustainable development;

obligations to future generations;

global citizenship and international co-operation;

allegiances and divergences between animal ethics and environmental

1 x 2,500 word book review (50%)

1 x 2,500 word essay (50%)

Midgley, Mary, Beasts Versus the Biosphere?, Environmental Values, 1.2.,

Naess, Arnes, The Deep Ecology Movement: Some Philosophical Aspects,

Provide students with a systematic and critically aware understanding

Develop students ability to apply philosophical theory to various

To enable students to reflect critically on the nature and the scope of

Demonstrate an advanced level of knowledge of traditional debates in

Demonstrate the ability to summarise, interpret and critically analyse

Demonstrate a theoretically sophisticated understanding of various

Demonstrate the ability to engage in effective philosophical reflection

the traditional proofs or arguments for the existence of God (and

No matter what religious views a student may have, he/she will be

Example assignment: Is this life a vale of soul-making?

To provide students with a comprehensive understanding of a number

To enable students to undertake advanced analysis and interpretation

To enable students to approach questions about mind and body from

Demonstrate an advanced understanding of the works of Descartes

Demonstrate an advanced level of knowledge of various critiques of

Demonstrate a sophisticated critical awareness of the basis of both

Demonstrate the ability to think independently, and to challenge

The development of this view in the 17th century by Ren Descartes,

The subsequent critique of the Cartesian dualist scheme by various

Recent attempts to resist the conceptual separation of mind and body

To provide students with a systematic and critically aware

To provide students with a comprehensive understanding of key

To develop students intellectual skills, including critical reasoning,

demonstrate an advanced level of knowledge of various theoretical

demonstrate the ability to evaluate critically key philosophical

demonstrate the ability to engage in theoretically sophisticated