Bachelor of Arts Honours in Philosophy

Purpose

The purpose of the Bachelor of Arts Honours in Philosophy qualification is to equip learners with in-depth theoretical knowledge and advanced practical and critical skills to become well-rounded, adaptable, conscientious, and skilful philosophical-informed practitioners who perform a vital function in a democratic society within changing global, political, technological, and social contexts.

The qualification aims to emphasise the interrelation between theory and practice and to equip learners with the knowledge and skills to have an in-depth knowledge of the discipline of philosophy and the ability to apply this knowledge practically, as well as a thorough understanding of theories, research methodologies, methods, and techniques relevant to the discipline of philosophy.

The qualification further aims to provide learners with the ability to select, apply and transfer appropriate knowledge to unfamiliar problems in philosophy, skills to engage with and make meaningful contributions within contemporary philosophical discourse to address current issues and debates in the South African and African context and finally, learners will learn the appropriate research ability to present and communicate academic, professional, or occupational ideas and texts effectively to a range of audiences, offering creative insights, rigorous interpretations and solutions to issues and problems appropriate to the context.

Upon completion of the qualification, qualifying learners will be able to

• Demonstrate an in-depth understanding of the key concepts in philosophy and the relevance of these concepts in current philosophical debates and other contexts.
• Demonstrate an understanding of the theories, methods, and techniques relevant to the discipline of philosophy at this level.
• Demonstrate the ability to interrogate and engage with multiple sources of knowledge in the discipline of philosophy at this level, which includes the ability to evaluate and creatively apply knowledge.
• Apply a range of critical skills to engage with and make meaningful contributions within contemporary philosophical discourse to address current issues and debates in the South African, African, and global context.

Rationale

In a complex and changing modern world, changing dynamics both nationally and internationally (globalisation) necessitate the curricula in philosophy to be responsive and reflexive. Philosophy as a postgraduate discipline is perfectly situated to prepare learners to interpret local and global problems against the background of a good understanding of the historical and contemporary nature of the problems that we are facing, without losing sight of the future that we are entering.

Philosophy helps to answer big questions and to understand the world that we live in, and to delve deeper and become independent thinkers.

The four modules and the research project in this qualification will prepare learners to have a good grasp of both the historical and systematic aspects of philosophy and how to make use of insights in this regard to address contemporary problems at a local and international level, as explained above. In this regard, learners will require skills at a postgraduate level, such as the ability to read a number of substantial, authoritative, and primary texts addressing abstract concepts and analyse philosophers' views and arguments using logical tools in assignments and research.

The skills that learners will acquire in this qualification will enable them to fill a variety of job, career and leadership positions in the diverse and changing political and socio-economic landscape of South Africa, Africa, and the wider world. Such skills can translate into a variety of public and private institutions, including civil societal institutions.

Possible jobs include the following

• Civil servants
• Leaders, managers, researchers and analysts
• Researchers, analysts and decision-makers
• Journalists
• Social work
• Ministry
• Academia

Regarding the latter, learners can continue to study further at a master's and later a doctoral level to aspire to become academics in the field of philosophy or any related discipline.

This qualification will provide learners with a well-rounded and broad education to address challenges locally and globally. In this process, learners will be equipped with the necessary historical interpretative, analytical, and critical skills in teaching, research, and community service that will prepare them for a wide range of professions (and further study) crucial to the welfare of society and the public good. It is envisaged that the qualification will guide learners to understand and apply the various aspects of contemporary life in a complex and multicultural society and world.

Recognition of Prior Learning (RPL)

The institution's RPL Policy has been aligned with the criteria set by the HEQC and SAQA. The institution recognises that potential learners may have previous training or experience for which they feel they can receive credit. The institution recognises that it may receive applications from learners studying towards other qualifications who wish to change qualification or institution, or who are working in the industry, have accumulated appropriate academic credits and work experience, and wish to study further. However, the prior learning or experience for which they wish to receive recognition, or credit must be assessed formally and credibly.

Learners who apply to enter any qualification at the institution will be assessed against the exit levels and learning outcomes of the qualification as mentioned in the RPL policy.

According to SAQA regulation 452, No 18787, March 1998:5: RPL is "the comparison of previous learning and experience of a learner, however obtained, against the learning outcomes required for a specific qualification and the acceptance of such learning for purposes of qualification of that which meets the requirements."

The principles are as follows

• RPL allows access to further study by granting status, but not the award of the prerequisite qualification.
• The institution does not accept any form of RPL assessment undertaken by any other institution.
• Any RPL granted is valid only for the period specified by the academic department.
• Admission to the institution, based on RPL, is subject to the rules and regulations of the institution.
• Recognition is given only for current competence, as determined by the relevant department.
• RPL is qualification-specific; recognition is given only for learning that is aligned to the learning outcomes and assessment criteria of a specific qualification or module, and not primarily the content.
• Applicants are exposed to a formal RPL process that usually involves a lengthy process > it is not a single event.
• The applicant must provide evidence (e.g. portfolios, challenge examinations, etc.) that must be assessed as relevant, sufficient, authentic, and current.
• Quality assurance processes guarantee the integrity and credibility of all aspects of the RPL process.
• If the applicant is not satisfied with the outcome of any stage of the RPL process, s/he can appeal to the Senate.
• Once registered for a qualification, the applicant becomes a member of the learner body and all academic rules and regulations.

Recognition of prior learning will be applied on an individual basis against the relevant exit-level outcomes of the qualification on a case-by-case basis and will be conducted in accordance with the institution's RPL Policy and HEQC guidelines. Status will be awarded in line with credits as they pertain to the relevant outcomes of the qualification.

The management and administration of the Qualification's (RPL) process functions within the information management framework. The Registrar is responsible for the reception of prior learning and credit applications from learners.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Arts, NQF Level 7.

Or

• Bachelor of Arts in the cognate field, NQF Level 7.

This qualification consists of the following compulsory modules at National Qualifications Framework, Level 8, totalling 120 Credits.

Compulsory Modules, Level 8, 120 Credits

• Critically interpreting a key work or works in philosophy, 20 Credits.
• Contemporary debates in philosophy, 20 Credits.
• Philosophy in South Africa, 20 Credits.
• Historical perspective on philosophical problems, 20 Credits.
• Research Methodology, 10 Credits.
• Research Project, 30 Credits.

1. Demonstrate an in-depth understanding of the key concepts in philosophy and the relevance of these concepts in current philosophical debates and other contexts.
2. Demonstrate an understanding of the theories, methods, and techniques relevant to the discipline of philosophy at this level.
3. Interrogate and engage with multiple sources of knowledge in the discipline of philosophy at this level, which includes the ability to evaluate and creatively apply knowledge.
4. Apply a range of critical skills to engage with and make meaningful contributions within contemporary philosophical discourse to address current issues and debates in the South African, African, and global context.
5. Identify appropriate issues in the philosophy field, to conduct research and disseminate findings.

Associated Assessment Criteria for Exit Level Outcome 1

• Critically discuss key sources, concepts, and figures in philosophy.
• Apply theoretical insights to create appropriate responses to contemporary debates and challenges in philosophy.

Associated Assessment Criteria for Exit Level Outcome 2

• Evaluate appropriate theories in Philosophy.
• Discern between various research methodologies and methods used in philosophy.
• Analyse and synthesize theoretical arguments to evaluate existing theories.

Associated Assessment Criteria for Exit Level Outcome 3

• Source information and interpret the appropriateness of the information.
• Critically evaluate key concepts and theories in multiple sources of knowledge in philosophy.
• Apply appropriate knowledge to provide solutions to unfamiliar problems in philosophy.

Associated Assessment Criteria for Exit Level Outcome 4

• Identify complex problems characteristic of the philosophical field.
• Select and apply appropriate methods to address the problem.
• Draw on theoretical knowledge to systematically conduct an analysis and formulate an appropriate solution to address contemporary issues in philosophy.
• Follow ethical guidelines when providing appropriate solutions
• Provide insightful feedback for philosophically related issues in South Africa and the wider context.

Associated Assessment Criteria for Exit Level Outcome 5

• Draw on theoretical knowledge to identify contemporary issues.
• Write a research proposal and have a verbal presentation.
• Select an appropriate research methodology and methods (research paradigm) to address a philosophical problem or issue.
• Present the findings of the research.

INTEGRATED ASSESSMENT

The following assessment strategy will be followed

Formative Assessment

Formative assessment is designed to ensure that it supports the teaching and learning process; provides constructive feedback to the learner on his or her progress; helps to make decisions on the readiness of learners to complete their summative assessment; is developmental in nature; and does not award credits or certification.

Formative assessment methods include

� assignment of 50 marks and a class test of 50 marks. These account for 60% of the final formative assessment mark.

� 3-6 continuous assessments or mini assignments (10 marks each), which account for 40% of the final formative assessment mark.

The formative assessment mark accounts for 60% of the final mark.

Formative assessment is useful in terms of assessment of critical cross-field outcomes, as these are often difficult to assess during summative assessments. Gaps in terms of knowledge and abilities can be identified with individuals at this stage, and appropriate action planned.

Summative Assessment

Summative assessment is making a judgement about achievement. Learner-readiness determines whether the learner will qualify for the respective examinations. It is required that the assignments be submitted to write an examination in each module.

Summative assessment occurs at the end of each study cycle of learning and is used to determine whether the learner is competent in the required knowledge and skills.

Summative assessments will be conducted continuously throughout the learning experience. Summative assessments are moderated for per module of learning, for all learners to be fairly assessed against the planned outcomes.

The summative assessment in each module accounts for 40% of the final mark.

The final mark for the Research Project module will be calculated as follows

� Research proposal (25%);

� Proposal defence (5%); and

� Research report / Mini dissertation (70%)

The final mark for the Research Project will be a mark out of 100.