History of Philosophy
| Module title | History of Philosophy |
|---|---|
| Module code | PHL3053 |
| Academic year | 2025/6 |
| Credits | 15 |
| Module staff | Dr Kirsten Walsh (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 |
| Number students taking module (anticipated) | 40 |
|---|
Module description
Early Modern Philosophers contributed to huge advances in science and technology, while at the same time witnessing, and sometimes causing, political and social upheaval on a grand scale. In this module, we shall track the philosophical thoughts and motivations behind some of these advances and upheavals. We shall proceed via a close reading of primary texts, drawing on additional material by scholars, background material and influential responses. The particular themes and figures addressed in this module varies from year-to-year, depending on the expertise and research interests of the module convenor. It may focus on the writings of a particular philosopher, or be structured around problems and topics of inquiry. Students should expect to become familiar with the writings of influential philosophers such as (but not necessarily) Bacon, Descartes, Hobbes, Rousseau and Leibniz, while also examining the less well-known philosophical ideas of figures such as Anne Conway, Robert Boyle, Isaac Newton, Margaret Cavendish, Damaris Cudworth Masham and Robert Hooke.
Module aims - intentions of the module
You will gain a good understanding of some key problems addressed by early modern philosophers, including their rationale and various attempts at solving them. By making a critical study of these topics, focusing on primary texts, your skills in the analysis, evaluation and presentation of arguments will be enhanced.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Identify and cogently discuss the questions, themes and topics addressed by some early modern philosophers.
- 2. Critically distinguish and evaluate certain positions and arguments within early modern philosophy.
- 3. Conduct in-depth analysis of early modern philosophical texts in their historical and philosophical context.
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 4. Demonstrate a high level of understanding of the interrelation between historical events and philosophical developments.
- 5. Demonstrate in-depth knowledge of different types of historical and philosophical analysis.
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 6. Demonstrate a significantly expanded philosophical vocabulary and understanding with respect to key ideas in early modern philosophy and how they relate to central ideas and theme in present-day philosophy.
- 7. Conduct research independently engaging in complex ideas and problems while developing original research insights.
- 8. Engage in complex and high level argumentation both orally and through writing.
Syllabus plan
Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following topics in early modern philosophy:
- Natural philosophy, including questions about methodology, natural laws, the nature of space and time, and God’s place in the universe.
- Early modern epistemology, including a variety of scepticisms, as well as questions regarding the existence of innate ideas and the notion of a tabula rasa, theories of perception, and knowledge of substance.
- Early modern philosophy of mind, including questions about the relationship between mind and body and whether or not animals have cognition, as well as problems of personal identity.
- Early modern moral philosophy, including questions of belief, freedom, will, and the existence of God.
- Early modern political philosophy, including questions of rights, the relationship between state and polis, and property ownership.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 22 | 128 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activities | 22 | Weekly 2-hour lectures/seminars or 1 hour lecture + 1 hour seminar |
| Guided Independent Study | 45 | Preparation for class participation including reading, and preparing reading reports and answers to tutorial questions. |
| Guided Independent Study | 83 | Independent research for the first and final essays. |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Tutorial Participation | Fortnightly | 1-8 | Oral |
| Final Essay draft | Draft of final essay | 1-8 | Peer review |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Reading reports* | 10 | 5 reports x 150 words | 1-3 | Oral |
| Essay | 30 | 1000 words | 1-7 | Written Feedback |
| Essay | 60 | 2000 words | 1-8 | Written Feedback |
| 0 | ||||
| 0 | ||||
| 0 |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Reading reports* | Literature summary (750 words) | 1-3 | August/September reassessment period |
| Essay | Essay (1000 words) | 1-7 | August/September reassessment period |
| Essay | Essay (2000 words) | 1-8 | August/September reassessment period |
Re-assessment notes
*The mark will be an overall mark for the set: you will have 8 chances to submit a reading report, and if you submit at least 5 reports over the semester, you’ll get the full 10% (each report is worth 2%, up to a total of 10%). You will get feedback on these assignments in three ways: (1) Reading reports will form the basis of tutorial discussion, so you will receive (and offer) feedback from your peers during class; (2) I’ll provide general feedback during classes; (3) Students can receive individual feedback on request.
Indicative learning resources - Basic reading
Readings will primarily come from the following two anthologies:
- Ariew, Roger & Watkins, Eric (eds.) (2009), Modern Philosophy: An Anthology of Primary Sources, 2nd edition, Hackett Pub Co.
- Atherton, Margaret (ed.) (1994), Women philosophers of the early modern period, Hackett Pub Co.
Key words search
Early Modern Philosophy, 17th-century philosophy, 18th-century philosophy, Bacon, Descartes, Hobbes, Leibniz, Conway, Boyle, Newton, Cavendish, Hooke.
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 6 |
| Available as distance learning? | No |
| Origin date | 26/02/2018 |
| Last revision date | 01/01/2022 |
