Bachelor of Arts Honours in Philosophy

Purpose

The purpose of the qualification is to develop learners to become advanced, critical thinkers capable of making vibrant contributions to the intellectual life of a democratic society. Hence, the qualification outcomes meet some of the national and regional knowledge, labour market and other socio-cultural needs. The qualification is intellectually credible and the requirements of the needs of the learners, other stakeholders such as employers, academic peers of other institutions are taken into consideration.

In line with the university's mission, we aspire to provide

• Quality research.
• Quality learner support.
• Quality course materials.
• Excellent and motivated academic staff.
• Staff capacity-building programmes.
• Regular professional academic scholarship.
• Innovative and appropriate technological support.
• Quality administrative support.

This qualification aims to develop the theoretical competence of learners in depth by teaching them to analyse, interpret and apply the best philosophical theories from the history of philosophy up to the present. It further develops the intellectual, research, discussion, and presentation skills of the learners. The qualification prepares learners to participate meaningfully in philosophical debates anywhere and to continue toward pursuit of a professional career in that field and others in which analytical abilities are of use.

Rationale

The Department of Philosophy faces two challenges in its Postgraduate teaching: [1] to educate and prepare learners for an academic career, as most Postgraduate learners in Philosophy aim to become academic philosophers or researchers in cognate fields, and [2] the whole 2,600 year history of philosophy and all its disciplines are relevant to a career in teaching philosophy and becoming an expert researcher. Four or five teaching staff cannot cover the whole history and all the disciplines in philosophy; therefore the options of modules to be taught must be left open to fit the research expertise of the current staff and the interests of a given cohort of learners.

Teaching at Postgraduate level in Philosophy requires teaching material directly relevant to current, past or future research expertise. The wide range of electives makes it possible for the academic staff to responsibly guide our learners through expert teaching based on research excellence so that they can become good philosophers. Even those who do not eventually become professional philosophers will have been exposed to a much fuller variety of what philosophy has on offer than before.

This qualification does not lead to a professional qualification. There is no professional body with specific requirements to be taken into consideration but it is in line with internationally benchmarked requirements. The programmes of the best universities in South Africa and elsewhere in the world served as benchmark for the development of the content of the proposed programme. The Department makes use of external examiners from reputable South African universities to maintain the intellectual integrity of the programme.

Upon successful completion of the Honours degree in Philosophy, learners could apply for the Master's in Philosophy (or in cognate disciplines, with Recognition of Prior Learning). They would also have developed widely useful job-related skills such as the abilities to think logically, to write clearly and to speak effectively.

Recognition of Prior Learning (RPL)

The institution endorses the view that RPL constitutes an essential element of the transformation of access and admissions policies at education institutions in South Africa. Learners may apply in writing to the dean concerned for recognition or exemption of modules required for the qualification, the dean may grant recognition or exemption for no more than half the credits. An RPL process may be used to credit learners with credits in which they have developed the necessary competency because of workplace and work-integrated learning, for example, individuals with specialisation certificates could be awarded credits towards the qualification based on RPL assessment.

Entry Requirements

Learners must be in possession of the following to gain admission

• A Bachelor's Degree with Philosophy as a major subject.

The qualification consists of one compulsory research module worth 40 Credits and four elective modules worth 20 Credits each totalling 120 Credits.

Compulsory Module

• Research Essay.

Elective modules

• African Philosophy.
• Analytic Philosophy.
• Applied Ethics.
• Continental Philosophy.
• Critical Theory.
• Eastern Philosophy.
• Epistemology.
• Hermeneutics.
• Logic.
• Marxism.
• Metaethics.
• Metaphysics.
• Normative Ethics.
• Philosophy of Art.
• Philosophy of Language.
• Philosophy of Mind.
• Social, Political, Legal Philosophy.
• Philosophy of Science.
• Postmodernism.
• Select Author.
• Select Topic.
• Philosophy of Religion.

1. Analyse and evaluate one or more classic theories from the different fields in depth and in detail.
2. Analyse and evaluate the debates, impact and appropriation of such theories by contemporary philosophers.
3. Demonstrate state of the art philosophical research skills.
4. Express the results of their analyses and evaluations clearly and systematically in several shorter philosophy essays.
5. Write one major philosophy essay that complies with peer review standards.
6. Co-operate with a supervisor in preparation of research essays.
7. Present the results of research at a departmental seminar.

The assessment criteria are applicable across all or a combination of the Exit Level Outcomes in an integrated manner.

• Skills to analyse arguments and evaluate the theories of different philosophers are demonstrated to determine their respective strengths and weaknesses.
• Various contributions to philosophical debates are analysed, indicate their impact on subsequent theorising, and discuss how those ideas were appropriated by later philosophers.
• In writing philosophical essays that they are in command of core philosophical reading, writing, and reasoning skills are demonstrated.
• Comprehensive set of philosophical writing skills are displayed through the production of concise, clear essays.
• Analyses and evaluations are expressed clearly and systematically in philosophical essays.
• Skills of public speaking and presentation design are demonstrated.
• Co-operate with a supervisor in conceptualising and developing a thesis.
• Comprehensive set of philosophical writing skills are demonstrated through the production of a longer essay that requires long term planning and a comprehensive overall argument coherently made.

Integrated Assessment

Learners write two essays critically discussing arguments for important philosophical theses, which would be worth at least 20% each (and at most 25% each) of the mark for the course. In some classes, learners will also be evaluated on a number of continuous formative assessments (reading reports) and on class preparation and participation, together worth a maximum of 10%. A final examination must be written, which would count as 50% of their mark for the course.