| Unit name | Realism and Normativity |
|---|---|
| Unit code | PHIL20046 |
| Credit points | 20 |
| Level of study | I/5 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Dr. Thompson |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | Department of Philosophy |
| Faculty | Faculty of Arts |
Why is this unit important?
Are there really any moral properties, numbers, or possible worlds? What about genders, fictional objects, or boarders between countries? Underpinning central questions in most areas of philosophy are questions about how to understand what it is to be realist about our object of study, and the different ways in which one might be an antirealist about it. In this mandatory unit we tackle these questions head on, learning about the different ways in which one might articulate and defend versions of realism and antirealism about various different kinds of things, including in the normative domain. We’ll investigate argumentative
strategies and develop skills that you will be able to apply, alongside your knowledge and understanding of the various positions we will consider, in all the other philosophy you will study. By the end of the unit you will have consolidated a range of philosophical skills, and will also have had the opportunity to think in some detail about particular philosophical debates that interest you.
How does this unit fit into your programme of study?
Much of what you learn here will be presupposed in your other units, as you will be developing core philosophical competencies. The positions you will learn about, the argumentative strategies you will use, and the philosophical devices you will investigate will all be applicable across your philosophical
studies. The unit will also give you an insight into core philosophical debates that you may wish to build on in your other units and in your Extended Essay.
An overview of content
After a general introduction to the realismand antirealism debate, this unit will proceed by each week considering a position one might take in that debate (e.g. platonic realism; fictionalism; social
constructivism), thinking about general motivations for and against such a position, and seeing how it might play out in one or more areas of philosophy. We will pay particular attention to the normative domain, investigating the nature of moral facts and properties, but also thinking about the nature of reasons more generally.
How will students, personally, be different as a result of the unit
This unit will teach you to sharpen your philosophical skills, and to employ various philosophical devices. You will learn about some interesting philosophical topics, but more importantly you will learn how
to apply arguments and positions outside of the context in which you have developed them. This skill is vital in philosophy but also outside of it.
Learning Outcomes
(1) Recognise key positions and arguments in debates about realism and antirealism as applied to various first-order questions.
(2) Develop the ability to apply the theoretical approaches and tools introduced and developed in the unit to novel philosophical problems and issues
Lectures, small group work, individual exercises, seminars and virtual learning environment.
Tasks which help you learn and prepare you for summative tasks (formative):
None
Tasks which count towards your unit mark (summative):
When assessment does not go to plan
When required by the Board of Examiners, you will normally complete reassessments in the same formats as those outlined above. However, the Board reserves the right to modify the form or number of reassessments required. Details of reassessments are normally confirmed by the School shortly after the notification of your results at the end of the academic year.
We will have weekly lectures that will primarily be focussed on delivering the core content you will need. Alongside these you will have a weekly seminar in which you will discuss questions that prompt you to reflect with your peers on the reading you have done based on the weekly topic, and to develop your skills in constructing arguments and applying them.
The continuous assessment will help to support you to keep up with the requirements of the unit, and will also allow you to practice your philosophical writing and receive some feedback in advance of the main
assessment for the unit.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. PHIL20046).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The assessment methods listed in this unit specification are designed to enable students to demonstrate the named learning outcomes (LOs). Where a disability prevents a student from undertaking a specific method of assessment, schools will make reasonable adjustments to support a student to demonstrate the LO by an alternative method or with additional resources.
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
