Philosophy is the study of fundamental ideas about the world we live in, about what would constitute a good life in such a world, and about what could be done to make it better.
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.
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 feedback 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.
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 1998 will be:
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 and allows more flexible scheduling of classes. It is possible for students to take any of these courses without need to attend regular classes on campus, and to take them in any semester or over the summer. Students interested in this option should contact the department.
Closely associated with resource-based 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.
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 twenty-four points at third-year level.
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:
Mid-year entry is offered by this department.
The department can provide supervision in most areas of philosophy.
Coordinator: Jeanette Kennett
The department offers five first-year subjects:
* PHL1070 and PHL1080 employ the resource-base teaching strategy explained above.
In order to undertake studies in PHL1020 (Introduction to philosophy B), students should have satisfactorily completed either PHL1010 (Introduction to philosophy A) or PHL1070 (Philosophy: life, death and morality) by the time the course commences.Alternatively PHL1020 may be taken concurrently with PHL1040 (Introduction to philosophy C) with the approval of the first-year coordinator. This combination of subjects (PHL1020 and PHL1040) may be accepted as comprising a first-year sequence in philosophy.
For a detailed description of these subjects consult First-year philosophy at Monash 1996, which is available from the Department of Philosophy and from enrolment advisers.
All students must go to the department during the week before the semester begins to arrange tutorials.
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:
Students may not take 1010 and 1070 without special permission from the head of the department.
** Students may not take 1020 and 1080 without special permission from the head of department.
Each second-year level subject is taught within a single semester and is valued at eight points (except PHL2090 which is valued at four points).
The normal prerequisite for each second-year subject is a first-year sequence in philosophy, but this may be waived in special circumstances and for some subjects. It is possible that a subject may be cancelled if there is difficulty in staffing. Any such decision will be announced before classes in the subject are due to begin.
Each third-year level subject is taught within a single semester, and is valued at eight points.
The normal prerequisite for a third-year level subject is a first-year level sequence in philosophy and any two second-year level subjects. In special circumstances this requirement may be waived. A subject may be cancelled if enrolments are small or there is difficulty in staffing. Any such decision will be announced before classes in the subject are due to begin.
In the fourth year, students must take
(a) in the first semester, three of the following subjects:
It is possible for part-time students to spread their work for honours over two years, normally by taking an approved twenty-four point selection of the subjects for fourth year in each of the two years. The research paper must in that case be taken in the second of the two years.
Assessment for philosophy honours is based on the year's work, taken as a whole. In arriving at a final grade, however, the department may give greater weight to especially distinguished work - particularly on the research paper - than would result from the allocation of a fixed percentage of marks. The research paper is to be 6000 words. Each of the other fourth-year subjects requires either a 6000-word essay or a 3000-word essay and a 3-hour examination.
The department may grant an extension of time for submission of the honours thesis or for final coursework up to the last day of the examination period of the semester in which the work is due. Applications for extensions beyond this date must be made to the Committee for Undergraduate Studies.
The selection of coursework and research paper topics must be approved by the head or the honours coordinator. Except with the special permission of the head, second semester `B' subjects have first-semester `A' subjects as a prerequisite.
Students who intend taking fourth-year honours level subjects should make an appointment with the honours coordinator to discuss their plans. More detailed information on fourth-year level subjects is available at the beginning of each year.
Combined honours may be taken in philosophy and another discipline, provided all honours requirements are met in both disciplines and subject to the approval of the heads of both departments/centres.
Mid-year entry is offered by this department.