Module Descriptors
RECENT EUROPEAN PHILOSOPHICAL TEXTS LEVEL 5
PHIL50221
Key Facts
School of Creative Arts and Engineering
Level 5
15 credits
Contact
Leader: Hugh Burnham
Email: H.D.Burnham@staffs.ac.uk
Hours of Study
Scheduled Learning and Teaching Activities: 24
Independent Study Hours: 126
Total Learning Hours: 150
Assessment
- COURSEWORK -ESSAY weighted at 30%
- COURSEWORK - SECOND ESSAY weighted at 70%
Module Details
Module Additional Assessment Details
One essay 800 words [Learning Outcomes 1, 2, 3]
One essay of 2200 words [Learning Outcomes 1,2,3,4,5]
One essay of 2200 words [Learning Outcomes 1,2,3,4,5]
Module Indicative Content
These modules are core for all philosophy students. This is because they provide a set of philosophical skills and knowledge without which a philosophy degree would be stunted or fragmentary. In particular, these modules aim to fulfil three key elements of a good philosophical education:
ONE, a historical sense, by which a philosopher is able to maximise the fecundity of philosophical concepts or analyses encountered;
TWO, a capacity to read, by which a philosopher is able to penetrate a way of thought deeply and see it as part of a coherent overarching movement of thinking;
THREE, the ability to build a philosophical case, by representing in prose just such a coherent movement.
These broad ends are achieved by close textual analysis and philosophical investigation of a small number of representative philosophical texts from the history of philosophy. The texts in question will be chosen insofar as they represent a least some of the concerns and styles of their age, while also contributing to the historical development of the discipline.
Within these aims, and within the learning outcomes given above, the choice of texts will not be fixed. Indicative texts would be:
Heidegger, Being and Time
Faucault, The Archaeology of Knowledge
Husserl Cartesian Meditations
Sartre Being and Nothingness
Derrida Of Grammatology
Ricoeur Oneself as Another.
ONE, a historical sense, by which a philosopher is able to maximise the fecundity of philosophical concepts or analyses encountered;
TWO, a capacity to read, by which a philosopher is able to penetrate a way of thought deeply and see it as part of a coherent overarching movement of thinking;
THREE, the ability to build a philosophical case, by representing in prose just such a coherent movement.
These broad ends are achieved by close textual analysis and philosophical investigation of a small number of representative philosophical texts from the history of philosophy. The texts in question will be chosen insofar as they represent a least some of the concerns and styles of their age, while also contributing to the historical development of the discipline.
Within these aims, and within the learning outcomes given above, the choice of texts will not be fixed. Indicative texts would be:
Heidegger, Being and Time
Faucault, The Archaeology of Knowledge
Husserl Cartesian Meditations
Sartre Being and Nothingness
Derrida Of Grammatology
Ricoeur Oneself as Another.
Module Learning Strategies
Lecture and seminar. The lecture would aim to introduce the week's topic and indicate key issues to look out for in reading. The seminar would aim to establish clarity in interpretation, and to offer a model of contextualised philosophical interpretative technique.
Module Texts
Texts will vary depending on the theme of the module at a given time.
They may include:
W. Large, Guide to Heidegger's Being and Time (Edinburgh UP, 2006)
D. Webb, Foucault's Archaeology: Science and Transformation (EUP, 207)
T. Flynn, Sartre, Farcault and Historical Reason: Toward an Existentialist Theory of History Vol. 1 (University of Chicago Press, 1995)
T. Flynn, Sartre, Farcault and Historical Reason: Toward an Existentialist Theory of History Vol. 2 (University of Chicago Press, 2000)
They may include:
W. Large, Guide to Heidegger's Being and Time (Edinburgh UP, 2006)
D. Webb, Foucault's Archaeology: Science and Transformation (EUP, 207)
T. Flynn, Sartre, Farcault and Historical Reason: Toward an Existentialist Theory of History Vol. 1 (University of Chicago Press, 1995)
T. Flynn, Sartre, Farcault and Historical Reason: Toward an Existentialist Theory of History Vol. 2 (University of Chicago Press, 2000)
Module Resources
Lecture room, seminar room, white or blackboard facilities, library and IT facilities.