Programme Specification: BSc Philosophy, Logic and Scientific Method

1. Awarding Body / LSE
2. Details of accreditation by a professional/statutory body, e.g. ESRC; BPS etc / N/A
3. Name of final award / BSc
4. Programme Title / Philosophy, Logic and Scientific Method
5. Duration of the course / 3 years full-time
6. Based in the Department/Institute: / Philosophy, Logic and Scientific Method
7. Relevant QAA subject benchmark statements / Philosophy (2007)
8. UCAS Code / BSc V503 BSc/Phil
9. First written/last amended / Amended November 2012
10.The programme aims to:
  • Provide an understanding of the main areas of contemporary analytic philosophy and especially those of logic, the philosophy of natural and social science and social philosophy;
  • Encourage the development and integration of philosophical and scientific skills, methods and concepts;
  • Prepare students for work in a wide range of professions requiring strong analytical skills and skills in writing and presenting ideas; prepare students for postgraduate study.

11. Programme outcomes: knowledge and understanding; skills and other attributes
Students completing this degree will have:
Subject knowledge.
  • Knowledge and understanding of some of the main issues and arguments in epistemology, metaphysics and social philosophy;
  • Mastery of elementary formal logic and the ability to use formal techniques in arguments;
  • Advanced level of knowledge in, and understanding of, scientific method and the philosophy of science and/or social science.
Subject skills. The ability to:
  • Integrate philosophical and scientific perspectives;
  • Read, understand and summarise philosophical texts;
  • Understand and use philosophical terminology and engage in philosophical debate;
  • Clearly and precisely formulate philosophical questions;
  • Present, analyse and critically evaluate philosophical arguments and positions (including their own), both verbally and in written form;
  • Develop philosophical positions and argue for them;
  • Recognise the soundness and pertinence (or otherwise) of philosophical arguments.
Transferable intellectual skills. The ability to:
  • Analyse complex problems and arguments;
  • Use formal techniques in arguments;
  • Master difficult texts and follow complex presentations;
  • Present ideas in clear fashion both orally and on paper;
  • Argue cogently and effectively for a position;
  • Evaluate positions from different points of view;
  • Integrate arguments and evidence from different domains and synthesise solutions to problems;
  • Make independent and balanced judgements;
  • Plan and undertake independent study.
For further information relating to careers.
12. Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated
Students are required to take four courses in each year. Teaching involves lectures and classes, with directed reading being the main additional source of learning. Lectures are typically used to introduce new material, concepts and techniques. Classes are typically used for small group discussion of issues arising from lectures and students’ reading.
On each course, students write several essays and/or do exercises in formal problems. Students receive feedback on these essays and exercises.
Assessment usually involves a written examination in each subject at the end of the academic year. Assessment may also partly be by coursework.
13. Programme structures and requirements, levels, modules and awards
See the BSc Philosophy, Logic and Scientific Method programme regulations.

Additional information

14. Criteria for admission to the programme
GCE A level: grades A A A.
GCSE pass at grade B or better in Mathematics is expected
International Baccalaureate: Diploma with 38 points including 7 6 6 at higher level.
Other qualifications are considered.
15. Indicators of quality:
  • Steady demand for the programme and high qualifications required for admission;
  • Consistently good examination results and very favourable remarks by External Examiners;
  • Student questionnaires and feedback via student liaison committees;
  • The LSE Careers Centre website provides data on career destinations of LSE graduates.

16. Methods for evaluating and improving the quality and standard of teaching and learning
  • Teaching Committee reviews all aspects of teaching and assessment annually;
  • The Staff Student Forum for undergraduate students monitors all aspects of undergraduate teaching and the Departmental Tutor is responsible for handling any problems that arise. Minutes go to the Departmental Meeting;
  • Student surveys. The Teaching Quality Assessment and Review Office conducts surveys of student opinion at least once a year in each course. Scores for individual lecturers and part-time teachers go to the Head of Department who will take action in the event of a problem. TQARO surveys feed into the Department’s procedures for monitoring and supporting lecturers and teachers (see below) as well as the School’s appointments and promotions procedures;
  • Class teaching. The Department runs an induction session for all class teachers at the beginning of Michaelmas term and a review session at the end of the Lent term. All new class teachers receive comprehensive training from the School’s Teaching and Learning Development Office. They are monitored during the Michaelmas Term, with the Teacher Responsible for the course observing at least one of the teacher’s classes and checking their marking of essays. Teachers are given feedback on their performance and we take remedial action if a teacher does not achieve an acceptable standard;
  • Academic staff: Peer review of academic staff on a regular basis. Interim Review of new faculty normally occurs in the third year after appointment and Major Review in the fifth year after appointment;
  • Departmental TLAC review once every five years;
  • The Teaching Learning and Assessment Committee which regulates all aspects of teaching quality;
  • The Undergraduate Studies Sub-Committee which oversees all undergraduate programmes and ensures that significant changes to programmes and courses pass through a sequence of formal stages so that curricular changes are appropriate and compatible with other developments;
  • The Teaching and Learning Centre offers advice and training towards enhancement of teaching skills.