UNIVERSITY OF KENT - CODE OF PRACTICE FROR QUALITY ASSURANCE
MODULE SPECIFICATION TEMPLATE
1The title of the module: Karl Popper: Epistemology and Metaphysics
2The Department which will be responsible for management of the module: SECL (Philosophy)
3The Start Date of the module: Spring 2007
4The number of students expected to take the module: up to 40 students.
5Modules to be withdrawn on the introduction of this module and consultation with other relevant Departments regarding the withdrawal: none
6The level of the module (eg Certificate [C], Honours [H] or Postgraduate [M]): H
7The number of credits which the module represents: 15 credits
8Which terms the module is to be taught in (or other teaching pattern): the module will normally be taught in the Spring Term.
9Prerequisite and co-requisite modules: there are no prerequisite of co-requisite modules. The module may be taken by any student registered for Part II Philosophy.
10The programmes of study to which the module contributes: all Philosophy BA programmes (both Single and Joint Honours).
11The intended subject specific learning outcomes and, as appropriate, their relationship to programme learning outcomes:
Students who successfully complete the module will have:
(i)gained an understanding of the principal epistemological and metaphysical theses of one of the major twentieth-century philosophers;
(ii)they will also have gained (by subjecting these theories to critical scrutiny) a deeper appreciation of the philosophical problems which they address – notably, The Problem of Induction, The Mind-Body Problem, The Problem of Freewill and Determinism, the ontological status of abstract entities, the functions of language.
It may be noted that (i) and (ii) are duly consistent with the Educational Aims and Programme Outcomes which are set out (respectively) in sections 11 and 12 of the Programme Specification of the BA (Hons) in Philosophy (Single Honours). It may be noted, moreover, that the proposed module is especially conducive to: 11(i) and 12 A(iv) [in that students will be introduced to major questions pertaining to the status of scientific knowledge, the relationship between the natural sciences and the humanities, and the ontological status of works of art] and, also, to: 11(ii) and 12 A (i) and (ii) [in that Popper is a major twentieth-century philosopher in his own right, and has made important contributions to all the topics listed in 11,(ii)].
12 The intended generic learning outcomes and, as appropriate, their relationship to programme
learning outcomes :
Students who complete this module will have developed skills which have a general application, such as the ability:
(i)to engage in a close reading of texts
(ii)to analyse, and to criticise complex arguments/ideas, and to develop their own
(iii) to engage in argument (both orally and in writing)
(iv) to work alone and to take responsibility for their own learning
(v)to work with others (in seminar discussion and preparation of joint presentations)
(vi)to make effective use of information technology (in word-processing essays ,
consulting on-line sources of information, using email to for communication and
informal (on-line) discussion
13 A synopsis of the curriculum.
The module will consist in a study of the major epistemological and metaphysical theses of one of the major twentieth-century philosophers, namely, Sir Karl Popper. The approach will be philosophical and critical, and will involve close reading of the recommended texts. Students will be expected to engage critically with the works being studied and to formulate and argue for their own views on the issues which they raise.
Topics for discussion in seminars will include:
The Problem of Induction
Popper’s proposed solution of The Problem of Induction
The Problem of Demarcation
Popper vs Kuhn on the Natural Sciences
The Problem of Freewill and Determinism
Popper’s rejection of Determinism
Popper’s `Three Worlds’
Popper’s `Evolutionary Epistemology’
Popper’s Theory of Language
Popper’s Theory of the Social Sciences
I4 Indicative Reading List
The course will be based, principally, on the following selection of Popper’s works:
Objective Knowledge: An Evolutionary Approach ; (OUP,1972)
The Open Universe: An Argument for Indeterminism; (Hutchinson, 1982)
Knowledge and the Body-Mind problem: In Defence of Interaction;( Routledge, 1994)
The Self and its Brain ( co-author: Sir John Eccles); (RKP,1977)
The principal course text-books will be:
The Philosophy of Karl Popper, by Herbert Keuth (CUP,2005)
Understanding Philosophy of Science, by James Ladyman (Routledge, 2002)
Karl Popper and the Social Sciences, by William A. Gorton
(StateUniversity of New York Press, 2006)
Popper, by Bryan Magee (Fontana, 1985)
Supplementary works:
Karl Popper, by Anthony O’Hear (Routledge, 1992)
Karl Popper: Philosophy and Problems, edited by Anthony O’hear (CUP, 1995)
Criticism and the Growth of Knowledge, edited by I. Lakatos and A. Musgrave (CUP, 1970)
The Structure of Scientific Revolution, by Thomas Kuhn
(Third Edition, University of Chicago, 1996)
Kuhn: Philosopher of Scientific Revolution, by Wes Sharrock and Rupert Read
(Polity Press, 2002)
15 Learning and Teaching Methods, including the nature and number of contact hours and the total hours which will be expected of students, and how these relate to the intended learning
outcomes.
Students will attend a weekly two-hour seminar in which discussion is initiated either by a joint
presentation by students or an introductory talk/lecture by the seminar leader. Students will be
required to submit two essays, which will be returned with detailed criticism; if students wish to
discuss their essays, they are invited to do so in office hours.
Students will be expected to prepare for the seminars by (a) studying the recommended texts and (b) summarising what they take to be the main questions at issue, and the arguments and against the various responses. [v. 11 (i), (ii) and 12 (i), (ii), (iv), (vi), above.] Students will
(of course) be expected to participate fully in the seminar discussion itself, and may also be requested to prepare a joint presentation. [v. 11, (i), (ii) and 12,(iii), (v), above.]
Students will be expected to study for approx. 8 hours per week on the module (in addition to contact hours).
16Assessment methods and how these relate to testing achievement of the intended learning
Outcomes.
The module will be marked by continuous assessment only.
Students will be required to submit two essays , each of around 2500 words. The first essay will have to be submitted by the end of week 19, the second, by the end of the term. The mark for each essay will contribute 45% to the final mark for the course; the residual 10% will be contributed by the mark for seminar performance.
The essay-questions will be devised by the teacher in such a way as to test (a) the students knowledge and understanding of Popper’s principal epistemological and metaphysical theses (b) the student’s ability to give an informed critical appraisal of the philosophical value of these theses. (It is intended that the teacher’s commentary on the first essay will enable the student to improve his/her performance in the second. [v.11,(i),(ii) and 12,(i),(ii),(iii),(iv),(vi)] ).
17 Impliications for learning resources, including staff, library, IT and space.
Staffing will be provided from the existing resources of the Philosophy Section of SECL. The course will normally be taught by Mr Robin Taylor. The library has extensive holdings in the area covered by the course, but will need to order further copies of certain texts. No special implications for new IT or space resources are anticipated.
18 A statement confirming that, as far as can reasonably be anticipated, the curriculum, learning
And teaching methods and forms of assessment do not present any non-justifiable disadvantage to students with disabilities.
As far as can be reasonably foreseen, thee will be no non-justifiable disadvantages that students with disabilities will experience on this course. People with special needs will be asked to make themselves known to the teacher, by indicating on their essays, or by contacting the teacher in other ways, and to discuss with the teacher how best to meet their needs (for example\; by making special provisions when setting deadlines, marking written work, by allowing extra time and special conditions in which to complete examinations, etc.). Attempts will be made to ensure access in case of problems, and that communications are not problematic for students with sensory impairments. .
It is thus confirmed that, as far as can reasonably be anticipated, the curriculum, learning and teaching methods and forms of assessment do not present any non-justifiable disadvantage to students with disabilities.
Statement by director of Learning and Teaching: `I confirm I have been consulted on the above module proposal and have given advice on the correct procedures and required content of module proposals’.
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Director of Learning and Teaching Date
Statement by head of Department: `I confirm that the department has approved the introduction of the module and will be responsible for its resourcing’.
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Head of Department Date