PHI-30036 - Module Specification
School of Social Sciences
Faculty of Humanities and Social Sciences

Programme/Approved Electives for 2024/25

Available as a Free Standing Elective

Co-requisites

None

Prerequisites

EITHER successful completion of the core Level 2 modules in Philosophy OR by permission of the module convener.

Barred Combinations

N/A

Description for 2024/25

"Is metaphysics possible?" asked Kant. Why should such a question even be asked given that metaphysics is one of the most important areas of philosophy? This module explores both why Kant felt that metaphysics needed to be defended and also why, in order to be viable, it had to undergo some important modifications. In order to do this we will look at the views of Kant's predecessors, Leibniz and Hume, and how Kant engaged with them. You will learn about Leibniz and how his rationalist metaphysics led him to the counterintuitive claim that the world in which we live is "the best possible world". You will find out about Hume's scathing critique of Leibniz's rationalist metaphysics, and how Kant sought to rescue metaphysics from the bonfire in which Hume wanted to throw all metaphysical treatises. In the process of considering the dialogue between these great philosophers we will reflect on the key characteristics of different philosophical traditions, how they constrain what can and cannot be consistently said by their adherents, and how the rejection of certain key fundamental principles drives change in the history of philosophy.
The module is taught in 16 interactive lectures and 8 seminars and it is assessed by one 3000 essay.

The module aims to introduce a number of issues in epistemology and metaphysics through the study of key figures in the history of modern philosophy.

Intended Learning Outcomes

Critically reflect on the fundamental principles which govern rationalist metaphysics: 1
Assess early modern criticisms of metaphysics and evaluate the assumptions which govern them: 1
Identify the key characteristics of the philosophical school to which a philosopher belongs and critically evaluate how such a tradition/school constrains what they can and cannot say: 1
Evaluate the effectiveness of a particular claim towards the solution of a philosophical problem in its historical context: 1
Apply hermeneutic skills and operationalise the principle of interpretative charity (whenever possible): 1

Study hours

Active Learning Hours: 84
16 x 1 hour interactive lectures. Plenty of time has been allowed for lectures so that ample opportunity can be given to students to ask questions concerning the material that is being presented. The interaction in the lectures will be predominantly between students and lecturer as the students are asked to express their views and comment on the material presented as it is presented and fresh in their minds.
8 x 1 hour seminars. The interaction in the seminars differs from that of the lectures because seminars involve interaction between students who will have been asked to answer certain questions and set certain tasks prior to the seminars
60 hours preparation for seminars and engagement with online resources
Independent Study Hours: 66
46 hours preparation for essay
20 hours independent research

School Rules

None

Description of Module Assessment