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 | Philosophical Problem-Solving | ||
Code | PHIL241 | ||
Coordinator |
Dr RJ McKenna Philosophy R.J.Mckenna@liverpool.ac.uk |
||
Year | CATS Level | Semester | CATS Value |
Session 2021-22 | Level 5 FHEQ | Second Semester | 15 |
Aims |
|
This module aims to support students in developing their skills to critically evaluate arguments and find, articulate, and present, in collaboration with others, original and viable solutions to challenging intellectual problems. |
Learning Outcomes |
|
(LO1) Students will develop their problem-solving skills in relation to selected philosophical challenges. |
|
(LO2) Students will be able to research problems, propose solutions and identify rigorous and convincing arguments in support of these. |
|
(LO3) Students will develop skills in working collaboratively to present team responses to philosophical problems, articulating and defining their positions. |
|
(LO4) Students will be able, working independently, to apply their skills to a specified philosophical problem and argue for a solution in writing. |
|
(S1) Students will enhance their ability to exercise skills of creative and critical thinking in proposing solutions to philosophical problems |
|
(S2) Students will develop their problem-solving and analytical skills. |
|
(S3) Students will develop their ability to work effectively in teams to produce, defend and present solutions to philosophical problems |
|
(S4) Students will develop confidence in considering and responding to previously unfamiliar challenges. |
|
(S5) Students will enhance their oral and written communications skills and develop skills in explaining complex material in a precise manner. |
|
(S6) Students will develop the ability to engage in research, both independently and collaboratively. |
|
(S7) Students will develop their ability to sift through information, assessing its relevance and importance to what is at issue. |
|
(S8) Students will develop skills in peer assessment and the balanced consideration of each other’s work. |
|
(S9) Students will develop their skills in making appropriate use of information technology, including use of online sources and visual presentation aids. |
Syllabus |
|
Which problems will be addressed depends on the expertise of the staff involved in introducing the problems. As far as possible, the tutor will be a member of staff with an active research interest in the problems discussed. Here is an indicative and non-exhaustive list of relevant philosophical problems that may feature in the module: With the exception of an introductory session, there won’t be any lectures, just two-hour seminars in groups of (up to) 20 students, which will be taught on campus or online, depending on circumstances. Stud ents are expected to do their own research and identify relevant additional sources. Each three-week section starts with the lecturer (or in this case moderator) introducing the problem (which students will have had the chance to read up on beforehand, the problems and primary sources being known at the beginning of the course). Students will then be put into groups of four (randomly assigned, the groups changing in every new session). The groups are then given two weeks to develop an answer or solution to the problem, using any resources they can find and deem relevant. A ‘solution’ consists in an attempted refutation of the argument at hand. It is meant to give an answer to the question ‘What is wrong with that argument?’. The groups will meet in the second week with the tutor to discuss their progress, answer questions, and get formative feedback on their ideas for possible solutions. In the third week of each section, the groups present their solutions ( 15 minutes each). A brief discussion of the presented solutions will follow (5 minutes). Then each group will deliberate and decide which of the other four presented solutions they think is the best (most convincing, most interesting or original), and which the second, third, and fourth best. The scores are then compared and the presented solutions ranked accordingly. The section leader will then mark the presentations taking into account the students’ ranking. This process is repeated three times (each time focusing on a different problem), so that the learner will gain in confidence with each new attempt right up to the final exam. Active learning is at the heart of this module. Students are assessed through their presentations (three presentations, each counting for 15%) and a final exam (55%). Students are credited each third week with the mark that their group has achieved for their presentation, unless there is clear evidence that a student has not contributed to their group’s efforts to find a solution, in which case they receive a mark of zero for that session. This creates a strong incentive not only to attend the seminars, but also to actively contribute to finding a good solution to the problem discussed. The second part of the assessment is an exam, in which each student is now finally on their own to apply the skills that they have honed over the course of the module. In the exam they will be confronted with a new philosophical problem (one that was not discussed in the seminars and that they will be informed about two weeks before the exam) that they are now tasked to find a solution to. Exams are assessed and marked in accordance with the usual marking guidelines. Both assessments are authentic in the sense that they require students to develop and apply general problem-solving skills, critical thinking, collaboration with others, and the clear articulation of their ideas. |
Teaching and Learning Strategies |
|
Lecture-Seminar- There will be one introductory lecture and a revision session at the end. In addition, the first week’s session in each three-week period will be used to introduce and discuss a particular philosophical problem. This session provides a framework for the independent enquiry-led research that students are asked to conduct during the following two weeks. Group Work - Small groups of four work together on finding a solution to the problem introduced in the first week. Scheduled meetings in weeks 3, 6, and 9 will be an opportunity for students to receive formative feedback on their progress. It is expected that groups have at least four hours of unscheduled and unsupervised meetings in which they develop their solution. Group Presentation - In the third week of each three-week period, student groups present and evaluate their solutions. Delivery Notes: |
Teaching Schedule |
Lectures | Seminars | Tutorials | Lab Practicals | Fieldwork Placement | Other | TOTAL | |
Study Hours |
10 |
12 |
22 | ||||
Timetable (if known) | |||||||
Private Study | 128 | ||||||
TOTAL HOURS | 150 |
Assessment |
||||||
EXAM | Duration | Timing (Semester) |
% of final mark |
Resit/resubmission opportunity |
Penalty for late submission |
Notes |
Seen Exam. This is a take-home exam, submitted digitally. There is a resit opportunity. This is an anonymous assessment. | 2 | 60 | ||||
CONTINUOUS | Duration | Timing (Semester) |
% of final mark |
Resit/resubmission opportunity |
Penalty for late submission |
Notes |
Group presentation 1 | 15 | 10 | ||||
Group presentation 2 | 15 | 15 | ||||
Group presentation 3 | 15 | 15 |
Recommended Texts |
|
Reading lists are managed at readinglists.liverpool.ac.uk. Click here to access the reading lists for this module. |