Students are not expected to be persuaded by the doctrines of any one school or tradition. Rather, we seek to deepen the understanding of a variety of different world views. Students are encouraged to express any conclusions that they themselves may have reached concerning foundational questions, but they are also expected to try to understand some of the influential conclusions that others have reached. Furthermore, it is essential that students try to understand what reasons people have had for reaching those conclusions. Thus, we require students to study the theory of reasoning (logic) as a core topic.
The following are other areas of study which are central to philosophy. Metaphysics is the study of what sorts of things exist in the world, and how they are related: for instance, whether there is a mind or soul and if so, how it is related to the body. Epistemology is the study of what constitutes knowledge of the world, and of what methods can be used to obtain it. Ethics and aesthetics investigate what it is to make value judgements, and how such judgements can be justified. Political philosophy investigates the principles which underlie the structure of a good society.
Every human inquiry rests on general assumptions which we take for granted while we pursue more particular goals. At times however, in any discipline, foundational questions arise. Anyone facing such questions, in any discipline, is doing philosophy. Thus for any discipline there is an area of study appropriately described as the philosophy of that discipline. There is the philosophy of history, of psychology, of biology, of science, of law, of mathematics, and so on.
Sometimes these foundational questions within a discipline can profitably be explored by philosophers as well as by specialists in that discipline. Philosophers can draw connections between the foundational problems arising in one discipline and those arising in other disciplines. Philosophers can also attempt to integrate different disciplines, at a foundational level, into a coherent overall world-view.
Thus, the focus of philosophical concerns varies enormously. Consequently we provide a wide range of options for study while at the same time attempting to ensure that every student has some acquaintance with the central problems and traditions in philosophy.
For an indication of some of the most central issues in current philosophy, read What does it all mean? by Thomas Nagel, OUP, 1987.
Teaching and learning objectives
Philosophy has a long and proud history, and continues to have pervasive and widespread influence. The teaching program in philosophy makes available, to students in many disciplines, an acquaintance with influential writings and traditions, from ancient times through to the cutting edge of current work in the discipline. Courses are offered on a wide range of subject matter, and a wide variety of philosophers and traditions. For students who choose to major in the discipline, cumulative sequences of subjects are offered which aim to equip them with a deep and extensive mastery of current work and its historical perspective in different areas of the discipline.
Courses in philosophy aim to equip students not only with an acquaintance with a variety of world views but also with an understanding of the reasons which can be offered in justification of those views. Students are encouraged to develop capabilities of mounting and assessing coherent arguments for or against a position, discriminating among rival interpretations of difficult materials, and effectively articulating a viewpoint. They are also expected to acquire skills in the use of original sources and secondary literature. The courses aim to foster attitudes that are highly prized in a liberal society: a disposition to ask profitable questions and to adopt a positive but critical attitude to the answers, and to seek to understand not only what other people think but also what rational grounds can be given for their views.
Students are also encouraged to adopt a positive but critical stance towards their own positions, acknowledging any contributions of others, and seeking as far as possible to find or reach a measure of rational agreement.
Our wide-ranging teaching programs are designed to help students achieve these objectives by (i) concentrating on works of acknowledged importance, and striking a good balance between contemporary writings and influential historical contributions in the same area; (ii) aiming to give students prompt feeback on assessment tasks which are designed to develop relevant understanding, skills and attitudes; and (iii) providing cumulative sequences of subjects leading to a major in different areas of the discipline.
The objectives of the teaching program in philosophy are traditional for the discipline. Students are set achievable goals of recognised value in a rapidly changing liberal democracy. Pursuit of these goals is of personal value, in fostering a healthy balance of enthusiasm and rational scepticism, and in seeing other studies and pursuits in the wider perspective of fundamental, abiding human concerns.
Year coordinators
Students wanting advice should first approach their tutors or lecturers in individual subjects. If problems persist the students should approach the appropriate year coordinator. Year coordinators for 1994 will be:
First year: Jeanette Kennett
Second and third years: Edward Khamara
Fourth year: Richard Holton
Graduates: John Bigelow
Resource base teaching and the Keller Plan
Some philosophy units are now offered in open learning mode: PHL1070, PHL1080, PHL2110 and PHL2150 all have open learning equivalents. Where this is the case, an alternative teaching strategy is available which makes use of the resource materials prepared for the open learning courses. We call this approach `resource base teaching'.
Closely associated with resource base teaching is an alternative assessment program. The Keller Plan is used in most open learning philosophy courses. In the plan, a series of assessment tasks are completed in a specified order. Typically, the series involves short exercises, an essay, and tests. Each task has to be completed at a satisfactory standard before moving on to the next, but students nominate the standard to count as satisfactory (pass, credit or distinction) and can retry on any task until that standard is achieved.
Where units are offered with the resource base teaching approach, the Keller Plan is also recommended. For first-year units it is compulsory; for second-year units it is an optional alternative.
Pass degree
The normal minor sequence in philosophy comprises a first-year sequence (typically PHL1010 and PHL1020) followed by second-year philosophy subjects to the value of sixteen points. In special circumstances a minor sequence may be completed without including a first-year sequence. In such cases, second and third-year level subjects to the value of at least twenty-eight points must be completed, including at least twelve points of third-year level subjects.
A major sequence in philosophy comprises a first-year sequence followed by second and third-year level subjects to the value of at least forty points, including at least sixteen points at third-year level.
Honours degree
A fourth or honours year offers an opportunity for more specialised and advanced work in philosophy leading to the degree of BA(Hons). The fourth year can also serve as the first part of a two-year MA by coursework program in philosophy.
Intending honours students are required to have completed a major sequence in philosophy with credit grades in subjects to the value of at least twenty-four points at second or third-year level, including at least sixteen points at third-year level.
Science students who have completed a Bachelor of Science degree with at least sixteen points of philosophy at each of second and third-year levels may seek approval from the chairperson of the department to count up to eight points of relevant science subjects towards a philosophy major.
The department suggests that the above requirements should be seen very much as minimum requirements only. Intending honours students are strongly recommended to:
(i) take an extra philosophy subject at either second or third year level, worth at least eight points, in addition to a major sequence in philosophy;
(ii) take at least two of the following four subjects at second-year level:
* PHL2110 Origins of modern philosophy
* PHL2130 Greek philosophy
* PHL2150 Ethics
* PHL2170 Symbolic logic
(iii) take at least one of the following two subjects at third-year level:
* PHL3310 Recent philosophy
* PHL3410 Theory of knowledge
(note that a prerequisite for these two subjects is PHL2110 or PHL2130 or PHL2170);
(iv) plan their undergraduate course so as to prepare themselves adequately to take six of the department's fourth-year subjects (see the relevant section in this handbook).
Graduate work
The department can provide supervision in most areas of philosophy. A full two-year MA by coursework program is available, the first year of which may be exempted for students with an honours degree.
First-year level
Coordinator: Jeanette Kennett
The department offers nine first-year subjects:
First semester
* PHL1010 Introduction to philosophy A
* PHL1050 Philosophy of science A
* PHL1070 Philosophy: life, death and morality
Second semester
* PHL1020 Introduction to philosophy B
* PHL1040 Introduction to philosophy C
* PHL1060 Philosophy of science B
* PHL1080 Philosophy: time, self and freedom
PHL0010 and PHL0020 are for engineering students only; details appear in the handbook for the Faculty of Engineering.
PHL1050 and PHL1060 are primarily intended for science students, though others may enrol; details appear in the handbook for the Faculty of Science as well as here (below).
PHL1070 and PHL1080 employ the resource base teaching strategy explained above. These subjects are not available on the Clayton campus.
Students may enrol in one subject (in either semester) or in an approved pair of subjects (usually, one in first semester, the other in second semester) to form a first-year sequence in philosophy. The latter would be the normal first-year enrolment in philosophy. Any student may enrol in two philosophy subjects in second semester, provided that the second subject is PHL1040. Approved first-year sequences in philosophy are:
* PHL1010 Introduction to philosophy A and PHL1020 Introduction to philosophy B
* PHL1050 Philosophy of science A and PHL1060 Philosophy of science B
* PHL1070 Philosophy: life, death and morality and PHL1080 Philosophy: time, self and freedom
* a combination of two first-year subjects approved as a first-year sequence in philosophy by the first-year coordinator.
A first-year sequence in philosophy is the normal prerequisite for later-year philosophy subjects. However, some later-year subjects have only one (semester) philosophy subject as a prerequisite, and some others have no philosophy prerequisite at all.