Philosophy of Action

PHIL70552 Philosophy of Action 15 Semester 2 Postgraduate Taught Level 7 Thomas Smith Unit coordinator 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 7.5 Whenever you say hello to someone, or shake their hand, you perform an action. But what sort of thing is an action? How does doing something differ from undergoing something, or having something done to you? What makes one action the same as, or different from, another action? (If you smile and say hello, is this one action or two?) Many actions involve bodily movements, but are actions identical with bodily movements? Could it be that some actions consist in less than a bodily movement, whereas others consist in more? Are there rational justifications for performing some actions rather than others? If so, what sorts of justifications are they, and what sort of practical thinking or deliberation can enable us to appreciate them? Under what circumstances, if any, is an action either (i) voluntary, (ii) intentional, or (iii) free? What sorts of explanations are explanations of people's actions? Are all actions performed by individuals, or can an action be performed by a group? Whenever you say hello to someone, or shake their hand, you perform an action. But what sort of thing is an action? How does doing something differ from undergoing something, or having something done to you? What makes one action the same as, or different from, another action? (If you smile and say hello, is this one action or two?) Many actions involve bodily movements, but are actions identical with bodily movements? Could it be that some actions consist in less than a bodily movement, whereas others consist in more? Are there rational justifications for performing some actions rather than others? If so, what sorts of justifications are they, and what sort of practical thinking or deliberation can enable us to appreciate them? Under what circumstances, if any, is an action either (i) voluntary, (ii) intentional, or (iii) free? What sorts of explanations are explanations of people's actions? Are all actions performed by individuals, or can an action be performed by a group? In this course, we will focus on these and other questions of the philosophy of action. Indicative plan  Wk. 1   Practical reasoningWk. 2   Action explanationWk. 3   IntentionWk. 4   Intentional actionWk. 5   Weakness of willWk. 6  Strength of willWk. 7   Practical knowledgeWk. 8   Bodily movementsWk. 9   The individuation of actionWk. 10 Collective action           The course unit aims to <ul> <li style="text-align:justify">Enable students critically to engage with issues in the philosophy of action; </li> <li style="text-align:justify">Familiarise students with some important writings in contemporary philosophy of action;</li> <li style="text-align:justify">Enhance students' ability to present and discuss philosophical issues orally, and their ability to present and evaluate philosophical ideas and arguments in written work.</li></ul> <a name="_Hlk95390184">Student is able to</a> <ul> <li style="margin-bottom:8px"><a name="_Hlk10556429">Understand and contextualize some key issues in the philosophy of action;</a></li> <li style="margin-bottom:8px"><a name="_Hlk10556400">Read and interpret philosophical texts critically yet charitably;</a></li> <li style="margin-bottom:8px">Apply philosophical reasoning critically to examine the issues covered;</li> <li style="margin-bottom:8px">Develop and present cogent and sustained arguments on the issues covered, based on relevant background research;</li> <li style="margin-bottom:8px">Engage with others respectfully but robustly in philosophical discussions.</li></ul><ul> <li style="margin-bottom:8px">Give detailed comparative evaluations of seminal or cutting-edge literature in the philosophy of action; </li> <li style="margin-bottom:8px">Conduct independent research.</li></ul> On successful completion of this course unit, participants should have developed:<ul> <li style="margin-bottom:1px">Problem solving skills;</li> <li style="margin-bottom:1px">Analytic and critical skills; </li> <li style="margin-bottom:1px">The ability to argue from evidence; </li> <li style="margin-bottom:1px">The ability to communicate ideas effectively; </li> <li>The ability to set appropriate goals and to work independently and cooperatively; </li> <li>Respect, charity, curiosity, caution and tenacity.</li> <li style="margin-bottom:8px; text-align:justify">Advanced research and presentational skills.</li> <li style="margin-bottom:8px; text-align:justify">Dialectical thinking skills. </li></ul> Lectures and seminars Full use of Blackboard will be made, and guidance on access to and effective use of electronic texts will be given. 2 Written assignment (inc essay) 100% Formative feedback on an essay pan. Written feedback on essay and additional oral feedback on request. Y Ford, Anton (2014). ‘Action and Passion’. Philosophical Topics 42 (1):13-42.Campbell, Lucy (2018). ‘An epistemology for practical knowledge’. Canadian Journal of Philosophy 48 (2):159-177. Lectures 10 Seminars 10 130 At least 20% of required reading will be by female authors, and at least 10% by ethnic minority authors. In addition, a textbook by Sarah Paul and a monograph by Elizabeth Anscombe (both female) will be frequently referred to throughout the course unit.