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Programme Information & PLOs
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Title of the new programme – including any year abroad/ in industry variants
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Philosophy
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Level of qualification
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Please select:Level 6
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Please indicate if the programme is offered with any year abroad / in industry variants Year in Industry
Please select Y/N		No
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Year Abroad
Please select Y/N		No
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Department(s):
Where more than one department is involved, indicate the lead department
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Lead Department Philosophy
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Other contributing Departments: N/A
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Programme Leader
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Barry Lee
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Purpose and learning outcomes of the programme
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Statement of purpose for applicants to the programme
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Philosophers investigate fundamental questions about reality, experience, thought, and value. Studying philosophy involves getting to grips with deep and difficult problems and trying to find answers, engaging constructively with the ideas of others and developing your own. It combines imagination and creativity (in coming up with potential solutions) with sharp critical reasoning (in evaluating the options through systematic logical argument). Philosophy is a distinctive discipline which subjects fundamental ideas and principles to critical scrutiny and carefully maps out the possible views on particular issues with care and precision. Over the course of the programme you'll grow intellectually and develop skills in reasoning, creative problem solving, and communication that have wide applicability outside the discipline.

The department offers a wide selection of modules covering topics from ethics to metaphysics, Aristotle to Nietzsche, philosophy of art to logic, philosophy of Christianity to Philosophy of Science. (Specific module selection will vary from year to year.) Our academic staff are committed to teaching: friendly and open, enthusiastic about discussing philosophy with students, and constantly exploring new ways to enrich the learning experience. Staff are active in research—developing new ideas and presenting them in journal articles and books—and their engagement with cutting-edge philosophical debates brings richness and excitement to lectures and seminars.

The programme is designed to introduce you to a wide range of debates and approaches and develop your skills and abilities step by step, supporting you as you face increasingly difficult intellectual challenges. In your first year, you'll sample the main areas of philosophy and work on key skills: reading and reflecting on texts that address fascinating questions and mind-stretching puzzles; discussing ideas and laying out arguments; and sharpening your writing. In your second year, you'll develop breadth of knowledge and understanding in a number of key areas of philosophy, building up a stock of ideas and approaches you can apply to new problems, and you'll do more advanced work on writing, learning how to structure extended, in-depth discussions of difficult problems. In your third year, you’ll take research-led modules, working alongside staff as they work on new ideas and try to tackle cutting-edge questions, and do your own independent work, investigating an issue or issues that fascinate you.

Completing the programme successfully will equip you with a powerful range of skills and abilities, putting you in a position to think in a creative and systematic way about new problems, and communicate your ideas clearly and forcefully; it will also enrich your thinking and develop your sense of curiosity and wonder at the world and our place in it.
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Programme Learning Outcomes
Please provide six to eight statements of what a graduate of the programme can be expected to do.
Taken together, these outcomes should capture the distinctive features of the programme. They should also be outcomes for which progressive achievement through the course of the programme can be articulated, and which will therefore be reflected in the design of the whole programme.
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PLOOn successful completion of the programme, graduates will be able to:
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1Understand and explain key problems, issues, and debates across a wide range of areas of philosophy and its history—including some at the forefront of contemporary work—and communicate complex and difficult ideas in clear, precise, and accessible terms in a variety of formats;
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2Develop and articulate ranges of alternative solutions to problems and issues in an open-minded and imaginative way, and establish ways of making progress in answering questions even where it is unclear in the first instance how to proceed or what the standards for a good answer to the question might be;
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3Develop and articulate systematic, logical arguments for and against the alternative solutions considered in relation to a particular problem, subjecting key concepts and principles to critical scrutiny and presenting the best case that can be made for each proposal;
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4Make a measured judgement about what is the best view on a particular problem and present a sustained line of argument in defence of this judgement based on careful consideration of what can be said for and against the proposed solutions;
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5Work effectively and productively as a thinker and learner, individually and in collaboration with others—planning and scheduling, seeking help where appropriate, initiating and pursuing projects, and working collaboratively with others in the pursuit of knowledge and understanding;
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6Amend and develop their practice as thinkers and learners in the light of critical reflection, advice, and feedback—identifying their strengths and weaknesses, and developing strategies for making improvements in performance;
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7Demonstrate informed sensitivity to cultural and historical context in interpreting and responding to the work and ideas of others;
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8Critically engage with social, political, cultural, ethical, and value issues to contribute to the solution of key contemporary problems by applying philosophical methods and insights.
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Programme Learning Outcome for year in industry (where applicable)
For programmes which lead to the title ‘with a Year in Industry’ – typically involving an additional year – please provide either a) amended versions of some (at least one, but not necessarily all) of the standard PLOs listed above, showing how these are changed and enhanced by the additional year in industry b) an additional PLO, if and only if it is not possible to capture a key ability developed by the year in industry by alteration of the standard PLOs.
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n/a
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Programme Learning Outcome for year abroad programmes (where applicable)
For programmes which lead to the title ‘with a Year Abroad’ – typically involving an additional year – please provide either a) amended versions of some (at least one, but not necessarily all) of the standard PLOs listed above, showing how these are changed and enhanced by the additional year abroad or b) an additional PLO, if and only if it is not possible to capture a key ability developed by the year abroad by alteration of the standard PLOs.
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n/a
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Explanation of the choice of Programme Learning Outcomes
Please explain your rationale for choosing these PLOs in a statement that can be used for students (such as in a student handbook). Please include brief reference to:
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i) Why the PLOs are considered ambitious or stretching?
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Our Programme Learning Outcomes are ambitious and stretching. PLOs 1 to 4 in particular identify the key skills in critical thinking that sustained study in philosophy does so much to develop: understanding and explaining problems; developing solutions; laying out arguments; making a judgement on the basis of evidence. The systematic, logical, and even-handed consideration of difficult conceptual problems—with careful and fair hearings given to alternative proposals—is the core business of philosophy, and these PLOs spell this out. The abilities mentioned here are related, but we feel it’s important to distinguish them and see how they fit together in someone capable of powerful analytic critical thinking and problem-solving. Distinguishing them helps students to have a clear view of the different tasks and skills involved in philosophical enquiry—so they can target work on their parallel development—and also allows us to highlight the degree to which philosophy involves imagination and creativity (something we feel it's otherwise easy for potential applicants, current students, and prospective employers to overlook).

PLO 1 focuses on understanding, explanation, and communication. What’s aimed at here goes a long way beyond just being able to absorb what others have said and repeat it: it’s a matter of being able to form a deep understanding of an issue and call on that understanding in articulating the issues to be addressed. Getting a clear view of the true nature of a problem, and being able to lay out that view for yourself and others, can be a big step towards a solution. The PLO is ambitious in that you’ll be expected (in your third year) to get to grips with some problems and debates at the forefront of contemporary work in research-led modules engaging with debates where academic staff are active in developing new ideas. The PLO also highlights strong communication skills and is ambitious in requiring you to present your ideas in a range of formats.

PLO 2 aims not just at a creative and open-minded approach to problem solving, but an ability to push forward and find a way through an issue where it's not clear how to make progress. Philosophers often map out the range of potential solutions to problems, and this is a demanding and useful skill: being able to identify the options, distinguish them clearly, and spot any ‘gaps’ in the range of solutions offered previously, can help you and others see an issue in a whole new light and find powerful solutions.

PLO 3 highlights the role of sharp but even-handed argument in philosophy, and the questioning and investigation of key concepts and basic principles which is so characteristic of the discipline. The PLO is demanding in requiring you both to lay out in a precise way what can be said for and against the solutions you consider and to probe ideas, principles, and preconceptions in a critical way.

PLO 4 requires you to make judgements on issues and lay out a detailed cases in favour of those judgements based on the considerations you've noted for and against the various options available. This is ambitious and stretching in that it pushes you not just to present an argument for a solution or view but to work to find the solution or view that comes out best in the light of detailed consideration of the evidence.

Overall, the programme designed around the PLOs will drive you to develop into a resourceful, creative, flexible, and reflective thinker, capable of tackling difficult problems in a rigorous and systematic way.
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ii) The ways in which these outcomes are distinctive or particularly advantageous to the student:
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Our Programme Learning Outcomes carefully articulate the central distinctive features of philosophy: insightful explication of problems (PLO 1); open-minded development and mapping out of possible solutions (PLO 2); sharp articulation of arguments for and against particular solutions (PLO 3); and measured judgement on what's the best view, based on the considerations raised (PLO 4). The skills and abilities that students gain through the achievement of these PLOs are highly prized by employers (see below), and also enable philosophy graduates to be thoughtful citizens and effective agents for positive change in society.
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iii) How the programme learning outcomes develop students’ digital literacy and will make appropriate use of technology-enhanced learning (such as lecture recordings, online resources, simulations, online assessment, ‘flipped classrooms’ etc)?
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Our PLOs do not make explicit mention of digital literacy, but the programme makes extensive use of technology-enhanced learning. A large proportion of lectures are available in online recordings. Modules are supported with extensive online resources, including module outlines, lecture notes, seminar guidance, readings, and supplementary notes. Online submission is used regularly and some modules feature online assessments (e.g. Beginning Philosophy).
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iv) How the PLOs support and enhance the students’ employability (for example, opportunities for students to apply their learning in a real world setting)?
The programme's employability objectives should be informed by the University's Employability Strategy:
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http://www.york.ac.uk/about/departments/support-and-admin/careers/staff/
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The PLOs focus attention on valuable skills developed by study in philosophy in a way that will be (a) clear and motivating for students and (b) clearly understood by and appealing to prospective employers. There is a very good match between the skills highlighted and what research shows employers want university-level education to emphasize: evidence-based evaluation and judgement (PLO 4); problem solving (PLO 2); analysis and critical reflection on key concepts and principles (PLO 3); logical argument and dispassionate laying out of pros and cons (PLOs 3 and 4); communication skills (PLO 1); recovery and organization of complex information (PLO 1); creativity (PLO 2); capacity to innovate and adapt as a reflective practitioner (PLO 6); capacity for collaboration (PLO 5); cultural awareness and sensitivity (PLO 7); ethical awareness and application of skills to real-world issues (PLO 8). (Compare the list of areas employers said required most emphasis in 'Employer Priorities' (Hart Research Associates, 2013, <https://aacu.org/sites/default/files/files/LEAP/2013_EmployerSurvey.pdf>): Critical thinking and analytical reasoning skills, 82%; the ability to analyze and solve complex problems, 81%; effective communication 80%; application of skills and knowledge to real-world issues, 78%; extraction and organization of information, 72%; the ability to innovate and be creative, 71%; teamwork skills applicable to diverse settings, 67%; ethical awareness, 64%.)

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vi) How will students who need additional support for academic and transferable skills be identified and supported by the Department?
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We give significant support to students who need additional support in developing academic and transferable skills. Our Director of First Year Programme helps to monitor performance in first year and support students who need it. Our first year Beginning Philosophy module highlights basic skills and its online component emphasizes key points. Work in taught modules throughout the year develops key skills: in Autumn, the emphasis is on close reading and skills in discussing ideas and arguments with peers; in Spring, the focus is on writing skills 'from word to paragraph'; and in Summer, we turn to planning and writing essays. This skills work is largely integrated into seminar task and is pitched to help all students, not just those who need additional support, to enhance their skills in these areas. Students are warmly encouraged to make use of module tutors’ office hours where they are struggling with material. Supervisors identify students in difficulty by reviewing attendance (through email notifications from seminar tutors), looking at feedback and Personal Development Planning forms (recently redesigned to highlight thinking about skills), and through supervision discussions. This is followed up, where appropriate, in office-hour meetings and specially made appointments. (Where disabilities are an issue, appropriate arrangements are made in line with the recommendations on the support plan and in consultation with the student. We are also looking to enhance our practice in this area. Potential developments include (a) using mid-term supervision meetings in Spring to provide an early opportunity to review marks and feedback, check whether these are in line with the student’s aspirations, and plan action on any issues, and (b) asking out administrative staff to provide supervisors with stage mark averages (which e:vision does not currently supply) to help them to identify students who need additional support.
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vii) How is teaching informed and led by research in the department/ centre/ University?
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Research in philosophy informs our teaching, especially in our third year modules which focus on topics in which the module tutor is active in research. Our departmental teaching skills workshops feature participation by staff from ASO who ensure our discussions and work take contemporary pedagogical research into account.
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Stage-level progression
Please complete the table below, to summarise students’ progressive development towards the achievement of PLOs, in terms of the characteristics that you expect students to demonstrate at the end of each year. This summary may be particularly helpful to students and the programme team where there is a high proportion of option modules.

Note: it is not expected that a position statement is written for each PLO, but this can be done if preferred (please add information in the 'individual statement' boxes). For a statement that applies across all PLOs in the stage fill in the 'Global statement' box.
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Stage 1
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On progression from the first year (Stage 1), students will be able to:
Note on ‘Staged Challenges’ approach to stage outcomes: Students are expected to work in increasingly sophisticated, complex, and autonomous ways as they progress through the programme. The differences between the stages of the programme can be understood in terms of ‘staged challenges’: progressively more difficult materials are addressed; the quantity of basic-level guidance and analysis provided by academic staff is reduced; and expectations of students rise. There is a path of progression and increased challenge through the programme, from participation, examination and discussion in Stage 1, though more contextually considered and critically reflective work in Stage 2, to a focus on research specialisms and increased independence in Stage 3. (The following characterizations of the staged challenges should be read in conjunction with the PLOs.)

Year 1: Students are exposed to carefully framed presentations of issues and debates with selected readings (of an appropriate level of difficulty) that they are not required to go beyond (as the aim at this stage is to focus attention and get to grips with those readings), with significant support from introductory material and guiding questions. Students are expected to be able to recognize and articulate key differences between the positions considered, to rehearse arguments accurately with a reasonable level of understanding, and to be able to make evaluative judgements about positions and arguments based on the evidence, showing sensitivity to key features of arguments such as validity and plausibility of premisses. Students are expected to be able to engage in discussions of philosophical texts: expressing their responses to study questions, listening carefully to the contributions of others and responding constructively. The first year of the programme is classed as probationary and students are expected to be able to demonstrate understanding of academic integrity—e.g. the need to avoid plagiarism and collusion—and to work on the programme with integrity.
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PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
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Understand and explain the main features of some key problems, issues, and debates presented in module materials.

Understand and explain some key fundamental concepts, terminology, and notation required for understanding philosophical texts and discussions.

State key ideas and arguments in clear and straightforward terms, in writing and orally.
In relation to particular problems and issues, be able to articulate some alternative solutions laid out in central module materials (including set readings, lecture slides, and handouts).Articulate arguments laid out in central module materials for and against the alternative solutions considered in relation to a particular problem.Make a judgement about what is the best view on a particular problem, relating this to the evidence considered, showing sensitivity to key features of arguments including validity and plausibility of premisses.—Be able to read and make notes on module materials using study guidance questions.
—Be able to apply some basic strategies for approaching philosophical texts with a view to understanding and evaluating them.
—Be able to schedule work on set module materials effectively.
—Be able to formulate responses to basic study questions and present these orally.
—Be able to listen attentively to the oral contributions of others and give a brief summary of what is said.
Be able to identify strengths and weaknesses on the basis of considering feedback, and seek help with improving performance on that basis.Show some awareness of the relevance of cultural and historical context in approaching module materials.Critically engage with social, political, cultural, ethical, and value issues.
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Stage 2
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On progression from the second year (Stage 2), students will be able to:Year 2: Students are expected to develop reasonable depth and breadth of knowledge and understanding in a number of key topic areas in philosophy. They are given key readings and introduced to the issues, but they are expected to tackle more difficult puzzles and materials and/or are expected to do more in terms of developing their own understanding and exploring the relevant literature than in Year 1. They are expected to express their understanding of key problems, issues, positions, and arguments in clear and concise terms. They are expected to argue for their view on a question or issue, and to consider and weigh objections to central arguments and potential responses to those objections. They are expected to be able to engage in critical discussion and offer constructive feedback on the work of others.

[Note on PLOs 7 and 8: It might seem odd that PLOs 7 and 8 are expected to be achieved by the end of Stage 2. There is, however, a good reason for this. PLO 7 concerns, broadly, issues which will relate to study in the history of philosophy (and, if staffing in the future allows this, world philosophies). PLO 8 concerns, broadly, issues which will relate to study in value (ethics and related fields). In the second year programme laid out here, students are required to engage with issues of value and the history of philosophy: single subject students will be expected to take at least one Key Ideas module in each of the three bands (Value; Theoretical Philosophy; History of Philosophy). We do not want, however, to oblige students to take an Ethics or History of Philosophy module in their third year. Many will—and the modules they take will continue to develop these PLOs explicitly into the third year—but at least some will choose not to. (It is important to allow students in their third year to follow their interests and pursue what really engages and excites them.) Even where students do not take Ethics or HoP modules in their third year, their abilities to respond sensitively and empathetically to the work and ideas of others, and their abilities to think about difficult issues, such as ethical, social, and political problems, will be enhanced by their Stage 3 work. We felt, however, that it was best to be clear and honest here about the way that work in the programme relates to the PLOs.]
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PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
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Understand and explain key problems, issues, and debates across a wide range of areas of philosophy and its history and communicate complex and difficult ideas in clear, precise, and accessible terms in a variety of formats.Develop and articulate ranges of alternative solutions to problems and issues in an open-minded way, drawing on module materials and seeking out novel alternatives through research, extrapolation, and analogy—applying lessons from previous study to novel problems.
Articulate arguments for and against the alternative solutions considered in relation to a particular problem, drawing on module materials, and identify some points of weakness and some potential options for development.
Make a judgement about what is the best view on a particular problem and argue in defence of this judgement, weighing objections to arguments and responses to these objections.—Be able to read and make notes on philosophical texts, identifying key claims and arguments.
—Be able to make cogent notes on lecture presentations.
—Be able to apply some strategies for approaching novel philosophical texts with a view to understanding and evaluating them.
—Be able to schedule independent work relating to extended module reading lists and a relatively demanding schedule for completion of tasks.
—Be able to formulate summaries of sections of philosophical texts and present these orally.
—Be able to listen to the oral contributions of others and identify key points of what is said.
—Be able to give and receive constructive criticism calmly and tactfully.
—Be able to engage in constructive dialogue on a philosophical topic.
Apply strategies for improving work, based on a critical reflection, advice, and feedback, and evaluate one’s own work and the work of others in relation to stated criteria.[FINAL OUTCOME TO BE ACHIEVED BY END YEAR 2].[FINAL OUTCOME TO BE ACHIEVED BY END YEAR 2].
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Stage 3
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(For Integrated Masters) On progression from the third year (Stage 3), students will be able to:Year 3: Students are expected to engage with difficult issues and material—including some at the forefront of contemporary work—and work autonomously to develop understanding. They are expected to work autonomously to arrive at a view on particular questions/issues, and present a sustained line of argument in defence of this judgement. They are expected to have a more sophisticated appreciation of the ways in which their position and initial arguments might be resisted: identifying objections and responses, and evaluating their relative strength.
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PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
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Understand and explain key problems, issues, and debates across a wide range of areas of philosophy and its history—including some at the forefront of contemporary work—and communicate complex and difficult ideas in clear, precise, and accessible terms in a variety of formats.
Develop and articulate ranges of alternative solutions to problems and issues in an open-minded and imaginative way, and establish ways of making progress in answering questions even where it is unclear in the first instance how to proceed or what the standards for a good answer to the question might be.
Develop and articulate systematic, logical arguments for and against the alternative solutions considered in relation to a particular problem, subjecting key concepts and principles to critical scrutiny and presenting the best case that can be made for each proposal.Make a measured judgement about what is the best view on a particular problem and present a sustained line of argument in defence of this judgement based on careful consideration of what can be said for and against the proposed solutions.Work effectively and productively as a thinker and learner, individually and in collaboration with others—planning and scheduling, seeking help where appropriate, initiating and pursuing projects, and working collaboratively with others in the pursuit of knowledge and understanding.Amend and develop their practice as thinkers and learners in the light of critical reflection, advice, and feedback—identifying their strengths and weaknesses, and developing strategies for making improvements in performance.Demonstrate informed sensitivity to cultural and historical context in interpreting and responding to the work and ideas of others.Critically engage with social, political, cultural, ethical, and value issues to contribute to the solution of key contemporary problems by applying philosophical methods and insights.
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Programme Structure
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Module Structure and Summative Assessment Map
Please complete the summary table below which shows the module structure and the pattern of summative assessment through the programme.

‘Option module’ can be used in place of a specific named option. If the programme requires students to select option modules from specific lists these lists should be provided in the next section.

From the drop-down select 'S' to indicate the start of the module, 'A' to indicate the timing of each distinct summative assessment point (eg. essay submission/ exam), and 'E' to indicate the end of the module (if the end of the module coincides with the summative assessment select 'EA') . It is not expected that each summative task will be listed where an overall module might be assessed cumulatively (for example weekly problem sheets).

If summative assessment by exams will be scheduled in the summer Common Assessment period (weeks 5-7) a single ‘A’ can be used within the shaded cells as it is understood that you will not know in which week of the CAP the examination will take place.
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Stage 1
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CreditsModuleAutumn TermSpring Term Summer Term
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CodeTitle123456789101234567891012345678910
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10PHI00001CBeginning PhilosophySAEA
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10PHI00004CFirst Year Project*SAEA
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20PHI00013CEarly Modern Philosophy ASEAA
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20PHI00005CReason and Argument ASEAA
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20PHI00007CEthicsSEA
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20PHI00008CKnowledge and PerceptionSEA
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10PHI00010CIntroduction to Ancient PhilosophySEA
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10PHI00003CMetaphysicsSEA
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* Students may take a Languages for All (LFA) module or a 20 credit elective in another department as an alternative to the Project and one of the summer term modules. Please consult with Philosophy Department Administrators for details.
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Stage 2
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CreditsModuleAutumn TermSpring Term Summer Term
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CodeTitle123456789101234567891012345678910
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Students take 120 credits including at least 4 Key Ideas Modules (20 credits each)

Students must take at least one Key Ideas module from each of three bands: (i) Value (List A); (ii) Theoretical Philosophy (List B); (iii) History of Philosophy (List C)

Students must take at least one 10 credit Option Module in Summer Term.

Students take modules in one of the following combinations:
—5 Key Ideas Modules plus 2 x 10 credit Option Modules, LFA, or electives; or
—4 Key Ideas Modules plus History of Political Thought or Contemporary Political Philosophy (30 Credits) plus one 10 credit option module, LFA, or elective

Example schedules for Key Ideas are shown in the table below.

A representative example list of Option modules is given below (List D).
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20 eachVariousKey Ideas Module – AutumnSEA
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20 eachVariousKey Ideas Module – SpringSAEA
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10 eachVariousOption Module – AutumnSEA
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10 eachVariousOption Module – Spring (Reading Group, Essay assessed)SEA
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10 eachVariousOption Module – Spring (Lecture-based, Exam assessed)SEA
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10 eachVariousOption Module – Summer (both types)SEA
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30 eachPOL00004I / POL00005IContemporary Political Philosophy OR History of Political Thought (Politics Modules)SAEA
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Stage 3
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CreditsModuleAutumn TermSpring Term Summer Term
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CodeTitle123456789101234567891012345678910
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20 eachVarious2 or 3 Year 3 Research-led Taught Modules (see Note below, and Option List E)SEA
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20 eachVarious2 or 3 Year 3 Research-led Taught Modules (see Note below, and Option List E)SEA
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10VariousAdvanced Module (Core, except where Long Dissertation is taken)SEA
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10VariousAdvanced Module (Core, except where Long Dissertation is taken)SEA
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20PHI00041H (A)Short Dissertation (Autumn) (Optional)SEA
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20PHI00041H (B)Short Dissertation (Spring) (Optional)SEA
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40PHI00101HLong Dissertation (Optional)SAEA
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Note:

(1) Students must take 120 credits, AND must take 2 Advanced Modules (unless they take a Long Dissertation—see below); they may substitute up to 20 credits of third year 20-credit Taught Modules with 20 credits of second year option modules, electives, or LFA modules

(2) Students may, with the approval of their project proposal by BoS, substitute a 20-credit, 1-term Short Dissertation (independent study) module in place of a Research-led Taught Module—note that the Short Dissertation does not replace Advanced Modules

(3) Students may, with the approval of their project proposal by BoS, and only where they have a Stage 2 average of 60 or higher, take a 40-credit, year-long Long Dissertation; in this case they do not take Advanced Modules
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Optional module lists

If the programme requires students to select option modules from specific lists these lists should be provided below. If you need more space, use the toggles on the left to reveal ten further hidden rows.
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Option List A
Note: Key Ideas Value Modules (examples only—modules offered may vary from year to year)		Option List B
Note: Key Ideas Theoretical Philosophy Modules (examples only—modules offered may vary from year to year)		Option List C
Note: Key Ideas History of Philosophy Modules (examples only—modules offered may vary from year to year)		Option List D
Note: 10-credit Options Modules (examples only—modules offered may vary from year to year)		Option List E
Note: Year 3 Research-Led Taught Modules (example selection only—modules offered may vary from year to year)		Option List F
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Aesthetics PHI00091IIntermediate Logic PHI00096IAristotle PHI00066ICausation and Laws (L) PHI00013IConsciousness PHI00018HN/A
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Applied Ethics PHI00079IMetaphysics PHI00074IHume PHI00081IImagination (L) PHI00042IContemporary Issues in Bioethics PHI00002H
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Ethical Theory PHI00082IPhilosophy of Language PHI00073IKant PHI00097IPhilosophy of Social Science (L) PHI00105IFoundations of Mathematics PHI00017H
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History of Ethics PHI00076IPhilosophy of Mind PHI00078INietzsche PHI00075IPhilosophy of Time (L) PHI00008IFrom Marx to Critical Theory PHI00105H
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Religious Ethics PHI00072IPhilosophy of Science PHI00080ISpinoza and Leibniz PHI00077IEffective Altruism (R) PHI00056IGerman Idealism: Moral, Legal, and Political Philosophy PHI00073H
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N/AEpistemic Normativity (R) PHI00048ILanguage and Mind PHI00046H