PHIL20770 Emotions & Morality in 18th-century Philosophy

Academic Year 2024/2025

What role do emotions play in our personal and moral development? What role do emotions and reason play in moral decision making? Should emotions be regulated and controlled? Is education essential for personal and moral development? How can we grow and improve as moral agents? What is love? Are there different types of love? How do and can we empathize with other human beings? Are animals capable of emotional interaction like humans?

This module offers an introduction to philosophical debates concerning emotions and morality in the eighteenth century. We will discuss topics such as human nature and personal and moral development, love, and empathy.

We will read selected texts by philosophers such as Damaris Masham, Mary Astell, David Hume, Adam Smith, Sophie de Grouchy, and others.

Note: The philosophers whose texts we read collaborated with many thinkers. Just like these philosophers collaborated with others, you will also work collaboratively in teams throughout the trimester. Individual grades will be influenced (and nearly always improved!) by team performance on team-based assignments.

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Curricular information is subject to change

Learning Outcomes:

Students who successfully complete this module should be able to:
• REFLECT critically upon philosophical debates concerning emotions and morality in the eighteenth century and the philosophical problems that continue to influence present-day debates;
• IDENTIFY key philosophical concepts and show awareness of potential problems that led to the revision and refinement of these concepts in the historical debates;
• INTERPRET philosophical texts that were written in the eighteenth century;
• WRITE well-structured and well-argued essays that explain and critically assess philosophical views covered in this module;
• ARTICULATE their own responses to philosophical views, support them with evidence, and defend them in light of criticism;
• INTERACT effectively and respectfully with other students, listen to and learn from others.

Indicative Module Content:

This module offers an introduction to philosophical debates concerning emotions and morality in the eighteenth century. We will discuss topics such as human nature and personal and moral development, love, and empathy.

We will read selected texts by philosophers such as Damaris Masham, Mary Astell, David Hume, Adam Smith, Sophie de Grouchy, and others.

Student Effort Hours: 
Student Effort Type Hours
Lectures

24
Tutorial

10
Specified Learning Activities

20
Autonomous Student Learning

46
Total

100
Approaches to Teaching and Learning:
This module will give students the opportunity to actively engage with the module content during lectures and tutorials. We will regularly use class time for in-class learning activities that will allow students to acquire a deeper understanding of the readings and the core concepts and will provide opportunities to reflect critically upon the views we discuss. Some activities will be completed in teams. Lectures, tutorials, and learning activities will prepare students for written assignments that explain and critically assess philosophical views covered in this module. Students will be given detailed guidance on essay writings, a marking rubrics, and the opportunity to improve their writing in light of feedback from self-assessment and peer-assessment before they submit their work and from feedback after work has been submitted. 
Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Assignment(Including Essay): Written assignment (draft version due in week 4, final version due in week 5) n/a Alternative linear conversion grade scale 40% No

20
Exam (Take-Home): Take-Home Exam n/a Alternative linear conversion grade scale 40% No

35
Quizzes/Short Exercises: Continuous Assessment: Short quizzes and other learning activities that focus on understanding of content and developing philosophical skills with the aim of preparing students for longer assignments. n/a Alternative linear conversion grade scale 40% No

25
Assignment(Including Essay): Written assignment (draft version due in week 8, final version due in week 9) n/a Alternative linear conversion grade scale 40% No

20

Carry forward of passed components
Yes
 
Resit In Terminal Exam
Summer No
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Peer review activities
• Self-assessment activities

How will my Feedback be Delivered?

Not yet recorded.