| Unit name | Death, dying and disease |
|---|---|
| Unit code | PHIL30115 |
| Credit points | 20 |
| Level of study | H/6 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Professor. Carel |
| 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?
Most human beings become aware of their own mortality and have to face the prospect of dying and of their death and non-existence. Also, most human beings, at various times, will suffer from acute and perhaps chronic ill health, often due to the fact of human senescence (“ageing”). This unit tackles both of these issues and so is of importance to all of us. The vast array of works of fiction and art that relate to death and disease reflect the importance of the subject matter and we will often use these to illustrate the
issue.
How does this unit fit into your programme of study?
Philosophy of medicine and of death and disease encompasses multiple traditions and areas of philosophy and so connects with many programme units. For example, we will draw on literature from both “Anglo”/”analytic”, “continental” and ancient Greek philosophical traditions. We will examine material from philosophy of science and medicine,
ethics and social/political philosophy, philosophy of psychology, metaphysics and others. Other units are not required but we will refer to many issues examined elsewhere, in different contexts.
An overview of content
We consider a range of interconnected philosophical questions that are raised by our death and dying and by disease and illness. Topics and readings may change from year to year but we will typically cover the
following questions, and others: Is it rational to fear our own death? Is death bad for the one who dies? What do we care about in our survival? What gives value to life? Why is it bad to never have existed at all? Should we desire immortality? What is it genuinely to know that you are mortal? What is the significance of having a vulnerable, finite body? How do concepts of stigmatisation, pathologisation and epistemic injustice apply to the context of disease? How should we view ageing? What can we learn from the Covid
19 pandemic? We draw on literature from multiple traditions, eras and disciplines and on works of fiction.
How will students, personally, be different as a result of the unit?
You will be able to argue philosophically about commonly held positions on the harm of death. You will be able to engage philosophically with important debates about the nature of disease and disability and the way in which they are portrayed and dealt with by contemporary society.
Learning Outcome
On successful completion of this unit, students will be able to:
(1) provide clear and precise explanations, demonstrating advanced and detailed knowledge of the main philosophical literature ondeath, dying, and illness, including deprivation theory, Epicureanism, and phenomenology;
(2) critically engage with the central concepts in the literature on death and disease, e.g. immortality, posthumous harm, being-towards-death, ; illness,medicalisation, disability;
(3) philosophically analyse and critically appraise the main arguments in the literature;
(4) develop, on depth, philosophical ideas and argumentations;
(5) communicate philosophical arguments in a manner that is accessible to a wider audience.
Lectures, small group work, during seminars, study question seminar preparation (not assessed) and virtual learning environment (for further literature).
Tasks which help you learn and prepare you for summative tasks (formative):
None
Tasks which count towards your unit mark (summative):
Individual Digital Presentation (20%) [ILOs 1-2,5]
Coursework Essay (4500 words) (80%) [ILOs 1-4]
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. PHIL30115).
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.
