| Unit name | Emotions |
|---|---|
| Unit code | PHIL30147 |
| Credit points | 20 |
| Level of study | H/6 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Dr. Pearson |
| 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?
We all experience emotions every day. We might be angered by a bad piece of driving, fearful when walking home in the dark, embarrassed by something inadvertently blurted out, and so on. And we experience powerful emotions in response to sporting events, films, books, music, etc. Emotions are thus a pervasive and fundamental aspect of our lives. But what are emotions? This unit addresses this question by critically examining various philosophical theories of emotions in contemporary literature (judgmentalist, perceptualist, motivational, response accounts, etc.). Two further topics will be brought to bear on the question. (1) Explaining our emotional responses to fictional scenarios. (2) Explaining our ability to form emotional states that conflict with our rational judgments; e.g. fear a spider we know to be harmless. The unit will also contrast philosophical theories of the emotions with those in psychology and neuroscience.
How does this unit fit into your programme of study?
This optional H/6 unit is only available to joint and single-honours philosophy students (and liberal arts students on the philosophy pathway). It assumes as background the general philosophical skills developed in mandatory units at Level C/4 and in philosophy units at Level I/5. It enables students to apply these skills to the analysis of emotions. Emotions will typically be invoked in various C/4 and I/5 units that focus on issues in ethics, value theory, normativity, aesthetics and philosophy of mind. The unit thereby provides students with the opportunity to deepen their knowledge, but it will not presuppose knowledge of the content of any previous optional units. The unit complements other Level H/6 Philosophy units that focus on issues relating to ethics, wellbeing, and controversies in the sciences of the mind.
An overview of content
The unit will investigate philosophical theories of what emotions are. Different theories of will be critically examined emotions (judgmentatlist, perceptualist, quasi-judgmentalist, motivational, response views). Two general topics will also be brought to bear on the question: recalcitrant emotions and emotional responses to fiction. The unit will also contrast philosophical theories of emotions with those in psychology and neuroscience.
How will students, personally, be different as a result of the unit
Students completing the unit will have gained significant insight into a key feature of our lives: emotions. They will have learnt various philosophical theories of the emotions and be able to engage with them critically. They will have a better understanding of recalcitrant emotions and our emotional responses to fiction. And they will be able to understand the different approaches to emotions in philosophy, psychology and neuroscience.
Learning outcomes
On successful completion of this unit, students will be able to:
1. provide clear and precise explanations that demonstrate detailed knowledge and in-depth understanding of various philosophical theories of emotions and various issues about our philosophical understanding of emotions (e.g. recalcitrant emotions, emotional responses to fiction).
2. engage critically with philosophical theories of emotions and attempts to resolve various issues about our philosophical understanding of emotions.
3. analyse and engage critically with the relevant core philosophical texts and literature, to a standard appropriate for level H/6.
4. communicate philosophical ideas, positions, and arguments, in clear, fluent writing of a standard appropriate to level H/6.
5. conduct independent research of a standard appropriate to level I/5.
Lectures, small group work, individual exercises, seminars and virtual learning environment.
Tasks which help you learn and prepare you for summative tasks (formative):
Formative essay (1500 words) [ILOs 1, 2, 4]
Tasks which do not count towards your unit mark but are required for credit (zero-weighted):
None
Tasks which count towards your unit mark (summative):
Timed Assessment (100%) [ILOs 1-5]
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.
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. PHIL30147).
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.
