PHIL20280

Learning Outcomes:

On completion of the module, students should be able to:

Demonstrate a solid understanding of the central metaphysical concepts and questions covered in the module.

Explain selected metaphysical positions and arguments in their own words.

Identify the central philosophical question within a metaphysical debate and explain why that question matters.

Use relevant examples, cases or thought experiments to illustrate a metaphysical problem.

Develop clear, well-supported responses to metaphysical questions.

Communicate their understanding through short written reflections, in-class tests and a group presentation.

Contribute to the preparation and delivery of a collaborative presentation on an assigned topic.

Reflect on their presentation choices, their contribution to the group and the development of their understanding and their personal development as a philosophy student across the module.

Indicative Module Content:

The module addresses central questions about existence and the structure of reality. Topics in the first part include the existence of fictional characters; properties and what two objects with the same property have in common; the division of reality into kinds; metaphysical dependence and the nature of social entities such as universities; and possibility, necessity and the question of whether an object could have had a different history or location.
The second part focuses on the identity of objects and persons. Topics include the relationship between qualitative and numerical identity; whether distinct objects can share all their properties; change in an object’s parts; persistence through time; the conditions under which a person remains the same person; whether the self has a metaphysical essence; and questions about objects, organisms and parthood. These topics will be explored through questions such as whether Hermione Granger exists, what two red objects have in common, whether there is a correct way to divide the world into kinds, whether a university is anything over and above the people and practices on which it depends, whether the Eiffel Tower could have been built in London, and whether a person is the same person they were twenty years ago.

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


 

Student Effort Hours:

Approaches to Teaching and Learning:

The module uses a combination of lectures, guided philosophical discussion, assigned readings, student presentations, philosophical exercises, in-class tests and short written reflections. Weekly classes last approximately 100 minutes. Students are expected to complete the assigned reading before class and to prepare any questions or other work specified on Brightspace.

Lectures provide the conceptual and argumentative foundations required to understand each topic. Discussion and philosophical exercises allow students to examine examples, test intuitions, compare positions and assess arguments. In-class reflections require students to explain concepts, respond to arguments, identify difficulties and record changes in their understanding. Group presentations require students to introduce a metaphysical question, explain why it deserves philosophical attention and generate genuine interest in the relevant debate. The individual presentation-and-learning commentary allows each student to assess the philosophical choices made in the group presentation and reflect critically on their intellectual development across the module.

Only very limited use of generative AI may be permitted where it supports learning and does not replace the student’s own engagement with the readings, arguments or philosophical reasoning. Generative AI may not be used during in-class reflections or in-class tests. Any use connected with the group presentation or individual commentary must be disclosed to the lecturers in writing before the presentation and documented fully in the individual commentary. The documentation must include the exact prompts, the complete responses produced by the model, a link to the conversation and a clear explanation of how the material was used. Undisclosed or inadequately documented use may be addressed under the University’s academic integrity procedures. Students should consult the lecturers before using generative AI if they are uncertain whether a proposed use is permitted.

Requirements, Exclusions and Recommendations

Not applicable to this module.

Module Requisites and Incompatibles

Not applicable to this module.
 

Assessment Strategy

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.

 

Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment

How will my Feedback be Delivered?

Not yet recorded.

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.