Contact time will comprise some or all of: lectures, seminars, small group work, individual or small group scheduled tutorials, whole or partial group workshops, student individual or group presentations, in-class tests or other in-class forms of assessment, student-led group discussions, student-requested or drop-in tutorials, telephone or other technology-assisted tutorials or conferences, visiting speakers, and on-line discussion, advice or feedback.

The Continuous and Formative Portfolio will consist of a set of elements, all of a formative (learn while doing) nature, and variously distributed throughout the teaching semester. There may also be diagnostic-formative assessments (learn while doing, but not formally assessed). The portfolio may include some or all of the following elements, among others: bibliographic exercises, PDP development diaries, quizzes, essay planning exercises, oral examinations, short answer or multiple choice in-class tests, self-evaluative exercises or reports, exposition essays, research essays, mentoring evaluations, individual or group oral presentations, presentation write-ups or evaluations, informal logic exercises, dissertations, field work reports and discussions, evaluation reports, literature reviews, on-line discussion forum contribution, continuous assessments of performance or contribution, on-line workshop write-ups, critical discussions, article or book reviews, research plans, methodological reviews and evaluations, career planning exercises and reports, take-away examinations, draft versions of any of the above, revised versions of any of the above. All elements of assessment within the portfolio must be passed for the module to be passed.

Key Information Set Data:
13% scheduled learning and teaching activities
87% guided independent learning

100% by continuous and formative portfolio. (7000 words)
[Learning outcomes 1 - 4]

Key Information Set Data:
Coursework 80%
Practical exams 20%

Figal, G. (2011) Objectivity. Trans., George. SUNY.
Gutting. (2004) Continental Philosophy of Science. Blackwell.
Hermberg and Vandevelde, eds. (2011) Variations on Truth. Continuum.
Medina and Wood, eds. (2008). Truth. Blackwell.
Schaff and Dusek, eds. (2002) Technology. Blackwell.
Scott-Baumann, A. (2011). Ricoeur and the Hermeneutics of Suspicion. Continuum.

Seminar/ workshop room with computer and projector; library resources; office space for tutorials; university computing facilities; Blackboard.

This module will pursue a philosophical theme or issue located within the broad philosophical disciplines of epistemology, philosophy of science or philosophy of technology. Indicative candidates for themes or issues to be chosen include: the epistemological implications of the concept of a historical a priori; hermeneutic's attempt to articulate a distinctive method for the human sciences; the role of imagination in the philosophy of science; the epistemological or political issues posed by technology.

Depending upon the topic chosen, students on the 30 credit version of the module will either pursue a greater variety of philosophical discussions, or look in more depth at something already covered, or a mixture of both,