To consolidate the academic skills and knowledge necessary for the critical reading and writing of philosophy.

To introduce students to key debates in policy-relevant philosophy of science and social science.

To introduce students to key debates in the evidence-based policy movement.

To consolidate students’ interdisciplinary research skills.

To equip students with the skills to evaluate policy decisions and reports.

(LO1) Students will be able to critically engage with policy.

(LO2) Students will be able to write a policy report.

(LO3) Students will be able to integrate philosophical insights into policy debates.

(LO4) Students will be introduced to key debates in policy relevant philosophy of science and social science.

(S1) Students will enhance their ability to conduct interdisciplinary research.

(S2) Students will enhance their abilities in reading and understanding texts and in comprehending abstract material.

(S3) Students will enhance their ability to marshal arguments and present them orally and in writing.

(S4) Students will develop the ability to perform bibliographical searches, and (to include to professional standard) citations and bibliographies in their work.

(S5) Students will enhance their oral and written communications skills and develop skill in explaining complex material in a precise manner.

(S6) Students will develop their ability to work independently.

(S7) Students will develop their ability to sift through information, assessing the relevance and importance of the information to what is at issue.

(S8) Students will develop their skills in making appropriate use of information technology, information on the World Wide Web and relevant reference works and databases.

(S9) Students will develop the ability to write to a professional standard.

(S10) Students will enhance their capacity to participate, in a dispassionate and respectful manner, in debates about controversial and socially important matters.

(S11) Through developing their analytical and critical skills and observing good standards of academic practice, students will develop their intellectual honesty.

This syllabus may shift year to year, depending on what is interesting and relevant in evidence-based policy debates. But the focus will remain on how philosophy of science and social science can improve the process of policy development. Topics may include the following:

What is the evidence in evidence-based policy?

What “works” for policy development?

How do you move evidence from one context to another?

What is “context” and why does it matter?

Is good evidence “objective”? What is objectivity for policy? What role can and should values play?

How do you know if an intervention is causing an effect? What kind of evidence do you need to infer causation?

How do you combine very different types of evidence?

Teaching Method 1 - Lecture 
Description: 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) reflecting on and responding to questions posed to them; (iii) producing questions and notes on issues for subsequent group discussion in seminars.

Lectures may take place online if required.

Attendance Recorded: No 
 
Teaching Method 2 - Seminar 
Description: Seminars are formative spaces of applied and enquiry-led learning based on pre-set readings and facilitated by the tutor. Seminars thus offer opportunities for students to respond to tutor- and peer-set questions, deepen understanding, apply ideas, develop arguments and build confidence through group discussion.

Seminars may take place online if required.