Programme Specification
MA Philosophy
Academic Year 2023/24
A programme specification is required for any programme on which a student may be registered. All programmes of the University are subject to the University's Quality Assurance processes. All degrees are awarded by Queen's University Belfast.
Programme Title | MA Philosophy | Final Award (exit route if applicable for Postgraduate Taught Programmes) |
Master of Arts | |||||||||||
Programme Code | PHL-MA-PL | UCAS Code | HECoS Code |
100337 - Philosophy - 100 |
ATAS Clearance Required | No | |||||||||||||
Mode of Study | Full Time | |||||||||||||
Type of Programme | Postgraduate | Length of Programme |
Full Time - 1 Academic Year |
Total Credits for Programme | 180 | |||||||||
Exit Awards available | No |
Institute Information
Teaching Institution |
Queen's University Belfast |
School/Department |
History, Anthropology, Philosophy and Politics |
Quality Code Higher Education Credit Framework for England |
Level 7 |
Subject Benchmark Statements The Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies |
Philosophy (2019) |
Accreditations (PSRB) |
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No accreditations (PSRB) found. |
Regulation Information
Does the Programme have any approved exemptions from the University General Regulations N/A |
Programme Specific Regulations N/A |
Students with protected characteristics N/A |
Are students subject to Fitness to Practise Regulations (Please see General Regulations) No |
Educational Aims Of Programme
This MA gives students the opportunity to engage with core theories, concepts, issues and debates in philosophy. In this programme students will have the opportunity to study key issues in ethics, epistemology, metaphysics, political philosophy, the history of philosophy, and the philosophy of science (depending on module choice). In addition, students will develop their independent research skills through the MA dissertation. This will allow students to use their advanced qualification in this field (a) to strongly increase their opportunities to gain relevant graduate employment, and (b) as a foundation for doctoral research, having developed an advanced knowledge and understanding of:
•the core theories, issues, concepts and scholarly debates in philosophy
•a variety of interdisciplinary perspectives and intellectual contexts in which philosophical research has been and can be pursued
•a range of theoretical perspectives, traditions, and methodologies in philosophy and how they have changed over time
Learning Outcomes
Learning Outcomes: Cognitive SkillsOn the completion of this course successful students will be able to: |
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Identify and solve, resolve or dissolve conceptual problems; read and critically assess relevant academic sources; analyse and criticise arguments, identifying fallacies therein. |
Teaching/Learning Methods and Strategies The modules within the programme are laid out to foster the development of the above cognitive skills, and are delivered through a variety of teaching methods including formal lectures, small group tutorials and seminars, many of which will be enhanced by learning aids such as power point presentations and handouts. Methods of Assessment Assessment is by individual and group presentations, and seminar and tutorial reports and contributions. |
Synthesise relevant information and exercise critical judgement, primarily through essay writing; identify, investigate, analyse, formulate and advocate solutions to problems; gather, organise and deploy evidence and information from a variety of secondary and some primary sources, so as to formulate and support a line of reasoning, or argument. |
Teaching/Learning Methods and Strategies The learner will enhance their skills and confidence through oral and written assignments, discussion groups, team tasks and independent research. Methods of Assessment Assessment is by research papers, public philosophy writing such as blogs, podcasts, or short essays, alongside individual and group presentations. |
Make judgments on the basis of varied and problematic evidence and according to the persuasiveness of the arguments or the reliability of the evidence used; evaluate sources critically in their context; discriminate between what is central and what is peripheral to the issue in question; assess and appraise differing views on significant areas of academic debate. |
Teaching/Learning Methods and Strategies Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses. Methods of Assessment Assessment is by individual and group presentations, seminar and tutorial reports and contributions. |
Structure, manage and adapt strategies for self-directed independent research; work autonomously; reflect on their own learning and seek and make use of constructive feedback; produce intellectually coherent academic analysis under time-managed conditions and within word limits. |
Teaching/Learning Methods and Strategies Dissertation work is a programme of independent study agreed between student and supervisor, leading to the writing and submission of an extended essay (thesis). Methods of Assessment Assessment is by research paper drafting, revision, and production of a final polished extended dissertation. |
Learning Outcomes: Knowledge & UnderstandingOn the completion of this course successful students will be able to: |
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Demonstrate advanced knowledge of a range of sub-fields in the discipline including ethics, epistemology, philosophy of science, political philosophy, and history of philosophy. |
Teaching/Learning Methods and Strategies These sub-fields are covered in core and optional modules. Methods of Assessment Assessment is by research papers, public philosophy writing such as blogs, podcasts, or short essays, individual and group presentations, and seminar and tutorial reports and contributions. |
Apply philosophy to practical issues, for example in the area of applied ethics. |
Teaching/Learning Methods and Strategies Practical and applied aspects are covered throughout the curriculum, and there is a core Applied Philosophy module in semester 1. Methods of Assessment Assessment is by research papers, public philosophy writing such as blogs, podcasts, or short essays, individual and group presentations, and seminar and tutorial reports and contributions. |
Critically discuss some of the central problems and issues in contemporary philosophy. |
Teaching/Learning Methods and Strategies All of our modules engage with active debates and open questions in contemporary philosophy. Methods of Assessment Assessment is by individual and group presentations, and seminar and tutorial reports and contributions. |
Critically discuss key texts and ideas in the global history of philosophy, along with an appreciation of the plurality of global traditions and histories of philosophy and how the contemporary discipline has developed out of those histories. |
Teaching/Learning Methods and Strategies There is a dedicated module on Global Histories of Philosophy, and debates covered in our other modules including the core Applied Philosophy module may begin with classic or historical texts. Methods of Assessment Assessment is by individual and group presentations, seminar and tutorial reports and contributions. |
Employ key concepts and tools that are used in philosophical reasoning, with an informed understanding of the strengths and weaknesses of multiple approaches and methodologies. |
Teaching/Learning Methods and Strategies Multiple methodologies are employed across our modules, and our teaching directs conscious attention to methodological choices in philosophy. Methods of Assessment Assessment is by research papers, public philosophy writing such as blogs, podcasts, or short essays, individual and group presentations, and seminar and tutorial reports and contributions. |
Learning Outcomes: Subject SpecificOn the completion of this course successful students will be able to: |
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Read and interact with seminal philosophical texts, in appreciation of their philosophical insights and modes of argument; research philosophical topics using appropriate tools and resources. |
Teaching/Learning Methods and Strategies Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills. Methods of Assessment Assessment is by individual and group presentations, and seminar and tutorial reports and contributions. |
Solve problems, process and prioritize a wide variety of information, and express arguments and positions in oral and written form. |
Teaching/Learning Methods and Strategies Formative written work assists the development of understanding, critical judgment, and independent thought, both through the feedback given, and through the process of writing itself. Methods of Assessment Assessment is by research papers and public philosophy writing such as blogs, podcasts, or short essays. |
Demonstrate an awareness of key debates arising out of philosophical inquiry, conducted in its various domains. |
Teaching/Learning Methods and Strategies Class presentations and student interaction in small group sessions (e.g. tutorials or seminars) hone communication and rhetorical skills. Methods of Assessment Assessment is by individual and group presentations, and seminar and tutorial reports and contributions. |
Engage with influential primary and secondary sources in philosophy, according to contemporary canons of academic debate and critical analysis. |
Teaching/Learning Methods and Strategies Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses. Methods of Assessment Assessment is by individual and group presentations, and seminar and tutorial reports and contributions. |
Learning Outcomes: Transferable SkillsOn the completion of this course successful students will be able to: |
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Use libraries and online resources; use IT skills (word processing, use of internet resources); take notes and summarise accurately and effectively; |
Teaching/Learning Methods and Strategies Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills. Methods of Assessment Assessment is by individual and group presentations, and seminar and tutorial reports and contributions. |
Respond constructively to criticism; manage time efficiently; show self-reliance, initiative, adaptability and flexibility; work effectively both independently and in a team setting; |
Teaching/Learning Methods and Strategies Formative written work assists the development of understanding, critical judgment, and independent thought, both through the feedback given, and through the process of writing itself. Methods of Assessment Assessment is by research papers and public philosophy writing such as blogs, podcasts, or short essays. |
Communicate and interact effectively; present ideas and arguments orally in both formal and informal contexts; present high-quality analysis cogently and succinctly; and make oral and group presentations using appropriate skills |
Teaching/Learning Methods and Strategies Class presentations and student interaction in small group sessions (e.g. tutorials or seminars) hone communication and rhetorical skills. Methods of Assessment Assessment is by individual and group presentations, and seminar and tutorial reports and contributions. |
Evaluate and judge evidence and the quality of information; digest material from various sources; collate and process information from an array of sources, including electronic media |
Teaching/Learning Methods and Strategies Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses. Methods of Assessment Assessment is by individual and group presentations, and seminar and tutorial reports and contributions. |
Module Information
Stages and Modules
Module Title | Module Code | Level/ stage | Credits | Availability |
Duration | Pre-requisite | Assessment |
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S1 | S2 | Core | Option | Coursework % | Practical % | Examination % | ||||||
Knowledge and Ignorance | PHL7063 | 7 | 20 | -- | YES | 12 weeks | N | -- | YES | 100% | 0% | 0% |
Philosophy Dissertation | PHL9099 | 7 | 60 | YES | YES | 24 weeks | N | YES | -- | 100% | 0% | 0% |
Philosophies of Habit and Addiction | PHL7064 | 7 | 20 | -- | YES | 12 weeks | N | -- | YES | 100% | 0% | 0% |
Ethics, Law, and Responsibility | PHL7062 | 7 | 20 | -- | YES | 12 weeks | N | -- | YES | 100% | 0% | 0% |
Individually Negotiated Topic | PHL7061 | 7 | 20 | -- | YES | 12 weeks | N | -- | YES | 90% | 10% | 0% |
Social Injustice | PHL7057 | 7 | 20 | YES | -- | 12 weeks | N | -- | YES | 100% | 0% | 0% |
Global Histories of Philosophy | PHL7058 | 7 | 20 | YES | -- | 12 weeks | N | -- | YES | 100% | 0% | 0% |
Applied Philosophy | PHL7060 | 7 | 20 | YES | -- | 12 weeks | N | YES | -- | 100% | 0% | 0% |
APPROACHES TO RESEARCH DESIGN | HAP7001 | 7 | 20 | YES | -- | 12 weeks | N | YES | -- | 100% | 0% | 0% |
Notes
Students must take 180 credits - 6 modules (THREE in Semester 1 and THREE in Semester 2 (120 credits) PLUS the MA Dissertation (60 credits).
Students are require to take THREE CORE modules (TWO Core modules in Autumn PLUS the Dissertation). Students are required to take THREE OPTIONAL modules from the list provided. Students will also be able to choose from a list of modules across the School and Faculty to support their specialisation.
Students should normally have passed all taught modules prior to progression to the dissertation.
“Students will be notified each academic year of the optional modules being offered in the following academic year. Students are advised that not all optional modules will necessarily be offered in each academic year. Also, the delivery of a module may be subject to a minimum number of enrolments as well as unforeseen circumstances (e.g. illness of a member of staff). The range and content of optional modules will change over time as degree programmes develop and students’ choice of optional modules may also be limited due to timetabling constraints.“