Module Details |
The information contained in this module specification was correct at the time of publication but may be subject to change, either during the session because of unforeseen circumstances, or following review of the module at the end of the session. Queries about the module should be directed to the member of staff with responsibility for the module. |
Title | KNOWLEDGE AND EPISTEMIC JUSTICE | ||
Code | PHIL212 | ||
Coordinator |
Dr D Hill Philosophy Djhill@liverpool.ac.uk |
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Year | CATS Level | Semester | CATS Value |
Session 2021-22 | Level 5 FHEQ | First Semester | 15 |
Aims |
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To introduce students to contemporary epistemology and to prepare them for more advanced study in this area. To enable students to address traditional issues in epistemology, such as the nature and sources of To enable students to engage with cutting-edge research in contemporary epistemology, including on topics (e.g., bias, epistemic justice, fake news) that are of wide social significance. To enable students to critically reflect on their own practices and methods of enquiry, in particular on how they access information online. |
Learning Outcomes |
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(LO1) Students will be able to discuss some of the main traditional philosophical questions concerning knowledge and its sources. |
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(LO2) Students will be able to discuss some topics in contemporary epistemology that are of wide social significance. |
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(LO3) Students will be able to discuss some philosophical issues relating to scientific and social-scientific knowledge. |
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(LO4) Students will be able to explain, and competently to employ, key terminology and concepts from traditional and contemporary epistemology. |
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(LO5) To enable students to critically reflect on their own practices and methods of enquiry, in particular how they access information online. |
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(S1) Students will enhance their abilities in reading and understanding texts and in comprehending abstract material. |
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(S2) Students will develop their skills in thinking critically, analysing problems and analysing and assessing arguments. |
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(S3) Students will enhance their ability to identify the issues that underlie debates. |
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(S4) Students will develop confidence in considering previously unfamiliar ideas and approaches, and their ability to identify presuppositions and to reflect critically upon them. |
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(S5) Students will enhance their ability to marshal arguments and present them orally and in writing. |
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(S6) Students will develop their ability to work independently. |
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(S7) Students will develop their ability to sift through information, assessing the relevance and importance of the information to what is at issue. |
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(S8) Students will develop their problem-solving skills. |
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(S9) Students will enhance their capacity to participate, in a dispassionate and respectful manner, in debates about controversial and profound matters. |
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(S10) Students will develop their willingness critically to evaluate and reflect upon arguments, beliefs, proposals and values, both their own and those of others. |
Syllabus |
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Indicative Lecture Schedule: |
Teaching and Learning Strategies |
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Teaching method: Lecture Lectures are tutor-led activities, offering a map of the syllabus and a framework for independent enquiry-led research. Students are encouraged to engage actively with lectures through, for example: (i) taking opportunities to ask questions during the session; (ii) carrying out short reading, listening and writing tasks set by the tutor during the lecture; (iii) reflecting on topics and issues presented in the lectures during short (1-2 minute) “solo reflective breaks”; (iv)producing questions and notes on issues for subsequent group discussion in seminars. Schedule directed student hours: 11 Teaching method: Seminar Seminars are formative spaces of applied and enquiry-led learning
based on pre-set readings, tasks and questions. They are facilitated by the tutor. Seminars offer opportunities for students to respond to tutor- and peer-set questions, deepen understanding, apply ideas, develop arguments and build confidence through group discussion. Schedule directed student hours: 11 Plan for the various scenarios: a) mixed, hybrid delivery, with social distancing on campus: Lectures on-line; seminars on-campus (b) fully online delivery and assessment: Lectures on-line; seminars on-line (c) standard on campus delivery with minimal social distancing: Lectures on-campus; seminars on-campus |
Teaching Schedule |
Lectures | Seminars | Tutorials | Lab Practicals | Fieldwork Placement | Other | TOTAL | |
Study Hours |
11 |
11 |
22 | ||||
Timetable (if known) | |||||||
Private Study | 128 | ||||||
TOTAL HOURS | 150 |
Assessment |
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EXAM | Duration | Timing (Semester) |
% of final mark |
Resit/resubmission opportunity |
Penalty for late submission |
Notes |
Take-home Examination. There is a resit opportunity. | 2000 words | 50 | ||||
CONTINUOUS | Duration | Timing (Semester) |
% of final mark |
Resit/resubmission opportunity |
Penalty for late submission |
Notes |
Online quizzes and short writing tasks. There is a resit opportunity. | 10-15 minutes per se | 10 | ||||
Essay There is a resit opportunity. | 2,000 words | 40 |
Recommended Texts |
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Reading lists are managed at readinglists.liverpool.ac.uk. Click here to access the reading lists for this module. |