Hidden Voices in Early Modern Philosophy
| Module title | Hidden Voices in Early Modern Philosophy |
|---|---|
| Module code | PHL3126 |
| Academic year | 2024/5 |
| Credits | 15 |
| Module staff | Dr Kirsten Walsh (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 |
| Number students taking module (anticipated) | 40 |
|---|
Module description
If you’ve studied even a little bit of early modern philosophy, you could be forgiven for thinking that traditionally philosophy was only practiced by wealthy white men. This couldn’t be further from the truth! In fact, the early modern period is significant for its high levels of philosophical activity, and diversity of philosophical thought. However, the tendency to focus on the work of the ‘Canonical Seven’, Descartes, Locke, Spinoza, Leibniz, Berkeley, Hume and Kant, has led to the marginalisation of many philosophers of the period. This module begins to redress this imbalance by showcasing the writings of some of the women and other minority philosophers who were silenced by the philosophical canon. We shall explore topics such as metaphysics, epistemology, morality, and feminism through the writings of philosophers such as Anne Conway, Margaret Cavendish, Damaris Cudworth Masham and Mary Astell—the hidden voices of early modern philosophy.
Module aims - intentions of the module
Students will gain name-recognition of, and appreciation for, some non-canonical early modern philosophers. They will gain some knowledge of why these philosophers have been largely ignored, as well as what we gain by studying them. Through the work of these non-canonical philosophers, students will gain a good understanding of some key philosophical problems addressed during the early modern period, including their rationale and various attempts at solving them. By making a critical study of these topics, focusing on primary texts, students’ skills in the analysis, evaluation and presentation of arguments will be enhanced
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Identify and cogently discuss the questions, themes and topics addressed by some early modern philosophers.
- 2. Critically distinguish and evaluate certain positions and arguments within early modern philosophy.
- 3. Conduct in-depth analysis of early modern philosophical texts in their historical and philosophical context.
- 4. Critically reflect on the methodological challenges of exploring the work of non-canonical philosophers.
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 5. Demonstrate high-level understanding of the interrelation between historical events and philosophical developments.
- 6. Demonstrate in-depth knowledge of different types of philosophical analysis.
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 7. Demonstrate a significantly expanded philosophical vocabulary and understanding with respect to key ideas in early modern philosophy.
- 8. Engage in complex arguments both orally and through writing.
- 9. Conduct research independently engaging in complex ideas and problems while developing original research insights.
Syllabus plan
Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some of the following topics:
1) Gender and the Philosophical Canon.
2) Margaret Cavendish and The Blazing World.
3) Anne Conway and Principles of Ancient and Modern Philosophy
4) Emilie Du Chatelet and Physical Institutions
5) Mary Astell and A Serious Proposal to the Ladies
6) Catharine Trotter Cockburn and A Defense of Mr. Locke’s Essay of Human Understanding
7) Lady Mary Shepherd and Essays on the Perception of an External Universe
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 22 | 128 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activities | 22 | Weekly 2-hour lectures/seminars or 1 hour lecture + 1 hour seminar |
| Guided Independent Study | 45 | Preparation for lectures and tutorial participation including reading, and preparing reading reports and answers to tutorial questions. |
| Guided Independent Study | 83 | Independent research for the first and final essays. |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Final Essay Draft | Draft of final essay | 1-9 | Peer review |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Reading reports | 10 | 750 words | 1-4 | Written and Oral |
| First Essay | 30 | 1000 words | 1-8 | Written |
| Final Essay | 60 | 2000 words | 1-9 | Written |
| 0 | ||||
| 0 | ||||
| 0 |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Reading reports | Literature summary (750 words) | 1-4 | August/September reassessment period |
| First Essay | Essay (1000 words) | 1-8 | August/September reassessment period |
| Final Essay | Essay (2000 words) | 1-9 | August/September reassessment period |
Re-assessment notes
For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.
Indicative learning resources - Basic reading
Basic reading:
- Atherton, Margaret (Ed.) (1994), Women Philosophers of the Early Modern Period, Hackett Publishing Company.
- Broad, Jacqueline (Ed.) (2020), Women Philosophers of Seventeenth-Century England: Selected Correspondence, Oxford University Press.
Indicative learning resources - Web based and electronic resources
ELE – College to provide hyperlink to appropriate pages
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 6 |
| Available as distance learning? | No |
| Origin date | 31/01/2022 |
| Last revision date | 17/02/2022 |
