Philosophical Analysis - PHI00015C
Module summary
This module engages with topics from across the philosophical spectrum, from epistemology (the study of knowledge) to ethics, and from the philosophy of religion to metaphysics (the study of what there is, and what it is like). But it isn’t just a way of introducing you to lots of interesting philosophy. The texts are chosen because they provide examples of different kinds of arguments which philosophers often use, which you will be taught about in lectures for the module, and because they are interestingly different kinds of texts. The real point of the module is to help you to read and respond to a variety of philosophical texts (which is a skill that needs some work to develop, but which is important for studying philosophy), and to introduce you to various tools in the philosopher’s toolkit, including different forms of argument and different ideas about what arguments are for.
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Semester 1 2025-26 |
Module aims
The module teaches aspects of elementary logic and argumentation, via explanation of them in lectures and close reading of texts exemplifying them. It also serves a second, equally important purpose: it teaches close reading, and fosters an appreciation of the variety of ways in which philosophy is written.
Students will be encouraged to see each text as a text, with a context and style which you need to pay attention to in order to understand it properly. Students will also be encouraged to find examples in the texts of the more general points about logic and argumentation which the lectures explain. Emphasis will be placed upon the dual nature of these texts: as sources of ideas and arguments, the structure of which will be better understood by engaging with the logic/argumentation lectures; and as texts which require engagement on their own terms.
Module learning outcomes
By the end of this module, students should be able to:
- Identify and utilize basic forms of argument (e.g. deduction, induction and abduction) and logical tools (e.g. contraposition).
- Present clear and sympathetic interpretations of philosophical texts.
- Explain the various different things that philosophical texts or philosophical arguments might be trying to achieve.
Module content
Most weeks in Teaching Weeks 2-10 there will be one lecture on argument/logic and another setting the week’s essential seminar reading in context. Seminar readings will be chosen to illustrate the point about logic or argument explored in that week’s lecture. In seminars, students will be helped to identify the ways in which the text exemplifies the forms of argument discussed in that week’s lecture, as well as being encouraged to critically discuss the substantive arguments presented in the text, and to discuss the topics of those texts, which will range across various areas of philosophy. In this way, seminars will focus on close reading and philosophical discussion, while lectures will set students up with tools and contextual understanding to apply in that close reading and discussion.
Indicative assessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100.0 |
Special assessment rules
None
Indicative reassessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100.0 |
Module feedback
All formative and summative feedback will be returned in accordance with University and Departmental policy.
It is expected that students will have the opportunity to discuss a piece of formative (practice) work in a one-to-one feedback session with their module tutor.
Indicative reading
Texts might, but might not, include:
- David Hume, Enquiry Concerning Human Understanding, Book X (“Of Miracles”)
- William James, ‘The Will to Believe’
- Mary Midgley, selections from The Myths We Live By
- G. E. Moore, ‘Proof of an External World’
- Plato, The Republic, Book X (on the immortality of the soul)
- Judith Jarvis Thompson, ‘A Defense of Abortion’
- Selections from Berkeley, Cavendish, Descartes and Locke on ‘primary’ and ‘secondary’ qualities.