PHIL 2035 - Foundations of Modern Philosophy
North Terrace Campus - Semester 2 - 2017
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General Course Information
Course Details
Course Code PHIL 2035 Course Foundations of Modern Philosophy Coordinating Unit Philosophy Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange Y Prerequisites At least 12 units of level 1 ARTS including 3 units of Philosophy Incompatible PHIL 2007 or PHIL 3007 Assessment Weekly online quizzes 10%, Essay 1 (500 words) 10%, Essay 2 (1,500 words) 30%, Essay 3 (2,500 words) 50% Course Staff
Course Coordinator: Associate Professor Antony Eagle
Course Timetable
The full timetable of all activities for this course can be accessed from .
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Learning Outcomes
Course Learning Outcomes
- Demonstrate familiarity with – specifically, to accurately restate and fluently discuss – the content and significance of selected views of at least three of these early modern philosophers: René Descartes, Princess Elizabeth of Bohemia, Margaret Cavendish, John Locke, George Berkeley, Gottfried Leibniz, Thomas Reid and David Hume
- Explain, differentiate, and classify early modern views on at least three of the following philosophical problems in the areas of epistemology, metaphysics and the philosophy of mind: mind-body dualism, external world scepticism, the nature of perceptual knowledge, the role of ideas in thought and knowledge, the nature of causation and necessity, the character of physical reality, and the question of freedom and determinism.
- Analyse and interpret written texts (original and translated) from a variety of European cultures in the early modern period in order to clarify their structure and express their main arguments and conclusions.
- Examine and evaluate (as valid and/or sound) the arguments and conclusions of early modern philosophers, with some reference to the contemporary significance of those arguments and conclusions.
- Prepare, refine, and express extended written arguments concerning the correct interpretation of early modern philosophical texts and the correctness of those texts thus interpreted, following disciplinary norms for the construction of such arguments.
- Present and defend oral opinions on philosophical and interpretative questions arising from engagement with early modern philosophical texts.
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1, 2 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1, 3, 4 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
5, 6 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
1 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
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Learning Resources
Required Resources
The course is primarily focused on the original texts. Some of them we pick bits out of, and the relevant portions will be made available electronically through MyUni.
But we will be reading almost the entirety of two short and extremely influential texts: Descartes’ Meditations, and Hume’s Enquiry. I recommend the following editions, though you will be able to get by with other editions too.- René Descartes (1641), Meditations on First Philosophy, with selections from the objections and replies. Edited and translated by John Cottingham, revised edition 1996, Cambridge University Press, ISBN-13: 9780521558181.
- David Hume (1748), An Enquiry Concerning Human Understanding. Edited by Tom L Beauchamp, 1999, Oxford University Press. ISBN-13: 9780198752486.
Recommended Resources
Students might the following companion books useful, especially if they are beginning reading some of the texts before semester begins:
- Hatfield, G. (2003) Descartes and the Meditations. London: Routledge.
- Noonan, H.W. (1999) Hume on Knowledge. London: Routledge.
- Bennett, J. (2001) Learning From Six Philosophers (Vols. 1 & 2). Oxford: Oxford University Press.
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Learning & Teaching Activities
Learning & Teaching Modes
The course meets once per week during semester for a 3-hour workshop. This will include a lecture component as well as opportunities for structured and unstructured discussion.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
WORKLOAD (per week) TOTAL HOURS (per semester) Structured learning 1 × 3 hour workshop 36 hours Self-directed learning 4 hours reading 48 hours 2 hours research 24 hours 3 hours assignment preparation 36 hours 1 hour lecture preparation 12 hours TOTAL = 156 hours Learning Activities Summary
WEEK TOPIC 1 Introduction; Descartes’ Meditations 1–2 2 Descartes’ Meditations 3-4 3 Descartes’ Meditations 5–6; Princess Elizabeth of Bohemia 4 Margaret Cavendish, Observations on Experimental Philosophy 5 John Locke, Essay Concerning Human Understanding I 6 John Locke, Essay Concerning Human Understanding II 7 George Berkeley, Principles of Human Knowledge 8 David Hume, Enquiry into Human Understanding I 9 David Hume, Enquiry into Human Understanding II 10 David Hume, Enquiry into Human Understanding III; Treatise of Human Nature 11 Thomas Reid, Essays 12 Gottfried Leibniz, Theodicy and Discourse of Metaphysics Small Group Discovery Experience
This course implements SGDE in every teaching session by means of the ‘jigsaw classroom’ technique (https://www.jigsaw.org/). Students will be assigned to 4 or 5 ‘topic groups’ (how many will depend on total enrolment), which determine the topic-prompt questions to which they have access prior to class. In each class period, students will congregate first in larger topic groups to discuss the topic question they answered and clarify opinions on the range of viable answers (15–30 minutes). After a short break, students will disperse into small jigsaw groups each containing 1 student for each topic group to discuss and exchange ideas on all the questions set for that week (30–45 mins). During all stages of group discussion, lecturers will circulate from group to group, offering feedback and intervening in discussion if needed.
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Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
ASSESSMENT TASK TASK TYPE WEIGHTING COURSE LEARNING OUTCOME(S) Weekly online quizzes Formative 10% 1, 3, 6 Essay 1 (500 words) Summative 10% 1–3, 4 Essay 2 (1500 words) Summative 30% 1–5 Essay 3 (2500 words) Summative 50% 1–5 Assessment Detail
Weekly online quizzes (and associated class and group discussion)
Students will be required to submit answers to discussion prompts prior to teaching sessions to inform and stimulate small and large group discussion during contact hours. Marks will be credited for participation in online activities rather than for quality of quiz or class discussion performance. (See relevant further details under SGDE below.)500 word essay
Students will be required to write a primarily exegetical essay focusing on a single significant passage from a philosophical text of their choice encountered in weeks 1–3 of the course.1500 word essay
Students will be required to write a short research essay explaining and evaluating the philosophical content and significance of a philosophical text of their choice encountered in the first half of the course.2500 word essay
Students will be required to write a longer research essay explaining and evaluating the philosophical content and significance of a philosophical text of their choice encountered in the second half of the course.Submission
No information currently available.
Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through .
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Student Feedback
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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