PHIL2221: World Philosophy

• At least one 'Year 1' module in Philosophy.

• None.

• None.

• To introduce students to a selection of world philosophies, through a detailed study of four thematically related philosophical areas which are less often taught in western philosophy departments.

• The four areas of content are to be culturally, geographically, and historically different and to exhibit contrasting styles of philosophical argument, but be linked by a common comparative method or theme, decided upon by the course instructors as a reflection of their expertise. These areas may include: Buddhist Philosophy, Ancient Chinese Metaphysics, Latin American Philosophy, Indigenous Philosophy of the Americas, Buddhist Logic, Political Philosophy of the Global South, Ubuntu Ethics, Multicultural Philosophy of Medicine, American Pragmatism, Revolutionary Political Philosophy of Latin America or others based on the expertise of the instructors. This list should only be used as a description of what is possible-many other areas which contribute to the above aims could be included.

Subject-specific Knowledge:

• By the end of the module students will have knowledge and understanding of central arguments in the areas, and of background information bearing on their interpretation.

Subject-specific Skills:

• grasp, analyse, evaluate and deploy subject-specific concepts and arguments;
• locate, understand, assess and utilise pertinent philosophical (and, where appropriate, historical) sources;
• interpret and criticise relevant texts.

Key Skills:

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

• Lectures deliver basic module-specific information, and provide a framework for further study.
• Discussion groups provide opportunities for students to test their own understanding of the material studies, and defend and debate different opinions.
• Guided reading provides a structure within which students exercise and extend their abilities to make use of available learning resources.
• The formative essays provide the opportunity for students to test their knowledge and understanding of the module content, and their ability to present and defend relevant arguments and theories, uninhibited by the need for summative assessment.
• The summative essay tests knowledge and understanding of the course material, and the ability to identify and explain issues covered in the module, and, using relevant research material, to present different approaches to those issues, and make reasoned judgement on the merits and demerits of such approaches.
• The unseen examination tests students' overall knowledge and understanding of the module content at the end of the module, and their ability to bring it to bear on new problems under pressure of time.

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