Metaphysics

PHIL30211 Metaphysics 20 Semester 1 Undergraduate Level 3 David Liggins Unit coordinator Philosophy 1 FHEQ level (Framework for Higher Education Qualifications) ' Last part of a Bachelors ' European Credit Transfer & Accumulation System Rating : 10.0 <p style="-webkit-text-stroke-width:0px;color:rgb(0, 0, 0);font-family:"Times New Roman";font-size:medium;font-style:normal;font-variant-caps:normal;font-variant-ligatures:normal;font-weight:400;letter-spacing:normal;orphans:2;text-align:start;text-decoration-color:initial;text-decoration-style:initial;text-decoration-thickness:initial;text-indent:0px;text-transform:none;white-space:normal;widows:2;word-spacing:0px;">This course will introduce students to some of the most lively debates in contemporary metaphysics. We will be considering the following questions. What is the nature of material objects? How do we deal with the paradoxes that they generate? Should we believe in properties (such as wisdom or triangularity)? How should we account for possibility and necessity? Are there such things as possible worlds or merely possible objects? This course will introduce students to some of the most lively debates in contemporary metaphysics. We will be considering the following questions. What is the nature of material objects? How do we deal with the paradoxes that they generate? Should we believe in properties (such as wisdom or triangularity)? How should we account for possibility and necessity? Are there such things as possible worlds or merely possible objects? This course aims to: (i) give a detailed understanding of some important debates within contemporary metaphysics; (ii) enable students to engage critically with some recent contributions to these debates; and (iii) enhance students' powers of critical analysis, reasoning and independent thought. On successful completion of this course unit, students will be able to understand in detail: (i)  some important debates within contemporary metaphysics. (ii)  engage critically with twentieth and twenty-first century contributions  knowledge of  to these debates;  (iii)  present carefully-argued and independent lines of thought and undertake independent research. Analytical skills Innovation/creativity Leadership Project management Oral communication Problem solving Research Written communication There will be a mixture of lectures and tutorials.Please note the information in scheduled activity hours are only a guidance and may change. 0 Other 100% 2000 word essay (50%)<o:p></o:p> <span style="font-family:"Aptos",sans-serif;font-size:12.0pt;mso-ansi-language:EN-GB;mso-ascii-theme-font:minor-latin;mso-bidi-font-family:"Times New Roman";mso-bidi-language:AR-SA;mso-bidi-theme-font:minor-bidi;mso-fareast-font-family:Aptos;mso-fareast-language:EN-US;mso-fareast-theme-font:minor-latin;mso-hansi-theme-font:minor-latin;">2000 word essay (50%) <span style="-webkit-text-stroke-width:0px;display:inline !important;float:none;font-family:"Times New Roman";font-size:medium;font-style:normal;font-variant-caps:normal;font-variant-ligatures:normal;font-weight:400;letter-spacing:normal;orphans:2;text-align:start;text-decoration-color:initial;text-decoration-style:initial;text-decoration-thickness:initial;text-indent:0px;text-transform:none;white-space:normal;widows:2;word-spacing:0px;">For each essay, you will have the opportunity to submit an essay plan and receive feedback on it. You will also receive written feedback on each essay once it has been marked. We also draw your attention to the variety of generic forms of feedback available to you on this as on all SoSS courses. These include: meeting the lecturer/tutor during their office hours; e-mailing questions to the lecturer/tutor; asking questions from the lecturer (before and after lectures); and obtaining feedback from your peers during tutorials. The School of Social Sciences (SoSS) is committed to providing timely and appropriate feedback to students on their academic progress and achievement, thereby enabling students to reflect on their progress and plan their academic and skills development effectively. Students are reminded that feedback is necessarily responsive: only when a student has done a certain amount of work and approaches us with it at the appropriate fora is it possible for us to feed back on the student's work. BSc(Hons) Maths & Philosophy BSc(Hons) Maths & Philosophy Third Year Optional BSc(Hons) Maths & Philosophy BSc(Hons) Maths & Philosophy P Third Year Optional N A gentle introduction to all of the course:Conee, Earl and Ted Sider 2005. Riddles of Existence: A Guided Tour of Metaphysics. See chapters 7, 8, 9, and 10. On material objects:Van Inwagen, Peter 1990. Material Beings. Ithaca and London: Cornell University Press. See chapters 1, 2, 3, 8, 9, 10, 11, 13, and 14. On properties:Loux, Michael J. 1998. Metaphysics: A Contemporary Introduction. See chapters headed 'The Problem of Universals I: Metaphysical Realism' and chapter 2, 'The Problem of Universals II:Nominalism On possibility and necessity:Melia, Joseph 2003. Modality. Chapters 1, 5, 6, and 7.  Lectures 20 Tutorials 10 0 170