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PHIL20750

Academic Year 2024/2025

Intro to Premodern Thinking (PHIL20750)

Subject:
Philosophy
College:
Social Sciences & Law
School:
Philosophy
Level:
2 (Intermediate)
Credits:
5
Module Coordinator:
Assoc Professor Dragos Calma
Trimester:
Autumn
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

What is the point of studying philosophy from the past? Most people ignore them and numerous academics decide not to read them. Why should we care about another kind of philosophy than what is commonly taught in other universities? We can either 'answer' with a shrug of the shoulder and continue to remain in a comfort zone, the zone of answers provided by the mainstream; or we take the question seriously and choose to follow the path of learned curiosity. We want to understand our own tradition of thought, which most of the time we claim to know, but which is either a textbook cliché at best or a prejudice we've heard in various circumstances and assimilated without thinking critically. Some may simply want to adopt a position of resistance to the fashion effect: we want something else that everyone else does, because we want to know something else or something more. In the end, what was there before Descartes and modernity? Which authors did Descartes, Spinoza or Leibniz study? The answer is simple: authors from the Middle Ages. But what did these authors think? And what subjects were they interested in? Do we have the same questions as they did? And what language were they writing in? In Latin only? Who knows of authors who wrote in Arabic, Hebrew, Georgian or Greek? Did these authors of the past have anything in common? And if so, what exactly? And what did they have in common? Were they really controlled by the religious authorities of their time? Did they have independent rational thought, outside the theological tradition in which they lived? Ultimately, what was philosophy during the period we know as the Dark Ages of humanity?

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You may use generative Al for this assignment for certain purposes only under the guidance of your module coordinator and within academic integrity guidelines.

About this Module

Learning Outcomes:

* learn how to engage critically with unfamiliar theoretical concepts

* engage with texts rarely studied by scholars today

* reflect on philosophical themes from a long-term historical perspective

* appreciate the cultural diversity explored in these texts

Indicative Module Content:

The aim of the course is to show that the study of unduly ignored authors is not only important for understanding the conceptual (successful) innovations of thinking in general, but also essential for grasping the differences between these innovations in respect to their diverse background (paganism, Eastern and Western Christianity, Islam and Judaism).

The module will introduce key philosophical topics recovered by modern thinkers, such as primary and secondary causality, individual thinking, nominalism and realism, being, nothingness etc.

Student Effort Hours:
Student Effort Type Hours
Lectures

24

Tutorial

8

Autonomous Student Learning

93

Total

125


Approaches to Teaching and Learning:
Reading: an essential component of this module is *reading* and interpreting philosophical texts. Explaining and understanding seminal works is a necessary step to assimilate concepts and stimulate a solid and creative, personal thinking. Students will have to read between 2 to 5 pages every week.

Group projects: students learn when discussing and even contradicting one another. Collaborative work is also an effective way to negotiate or accommodate different opinions. Small groups will be encouraged to discuss in class various problems on the themes analyzed.

Essays: writing remains the most relevant way to structure personal thoughts and also how to engage with primary and secondary bibliographies.

Also:
* at least two hours of class and tutorial will be devoted entirely to preparing the exam, so that students can give their all and do their best to achieve good marks

* tutorials will be devoted to an in-depth study of the texts (a few short fragments), and will focus on students' questions about these texts

* attendance and active participation in courses and tutorials are not compulsory, but they are an aspect that can be taken into account for the final grades

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy  
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Quizzes/Short Exercises: The exams consist of a quiz in week 6 asking students to provide relatively short answers (two to three paragraphs) to specific questions related to the module.
Week 6 Graded No

50

No
Quizzes/Short Exercises: The exams consist of a quiz in week 12 asking students to provide relatively short answers (two to three paragraphs) to specific questions related to the module. Week 12 Graded No

50

No

Carry forward of passed components
No
 

Remediation Type Remediation Timing
In-Module Resit Prior to relevant Programme Exam Board
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment

How will my Feedback be Delivered?

One-on-one meetings with registered students in weeks 2 to 11 (upon their request) in order to identify problems of comprehension and enhance written / oral skills for the group project.

The detailed playlist (with explanations) will be provided during the first lesson. It will then be posted on Brightspace.
For an initial familiarisation with the themes and authors, we suggest:

John Marenbon, Medieval Philosophy: A Very Short Introduction, OUP, 2016.
Peter Adamson, Philosophy in the Islamic World: A Very Short Introduction, OUP, 2015.