Bachelor of Arts Honours in Philosophy

Purpose

This qualification is intended for learners who have obtained an undergraduate Bachelor's Degree in Humanities or Social Sciences subjects at NQF Level 7, who wish to further their qualifications at Postgraduate level, and access further Postgraduate study at Master's level, i.e., NQF Level 9. The qualification runs over 1 year's full-time or 2 years' part-time study.

The qualification is for learners who require in-depth philosophical training, particularly, those who have studied Philosophy at undergraduate level and wish to gain expert, specialist knowledge at the forefront of their field. However, the qualification also provides valuable transferable skills for learners from other Humanities or Social Science disciplines (e.g. Psychology, History, Political Science, Theology or Literary Studies). The progressive, incremental course structure thus accommodates a diverse range of baccalaureates. Learners are expected to have become acquainted with philosophical methods of rational critical reflection through training, at NQF Level 7, in the logical, theoretical and conceptual foundations of their respective disciplines.

Rationale

Different historical periods in the evolution of mankind were marked by the emergence of great scholars, philosophers and thinkers who helped shape the thinking and the societal discourse of that specific period. In a modern day South Africa where the country is making huge strides towards transforming the society in to a more equal, caring, humane and democratic society, the need for visionary leaders, intellectuals and scholars to support the process is even greater. This qualification is designed to build a type of citizenry that contributes in a positive way in psychological and spiritual wellbeing of society.

Recognition of Prior Learning (RPL)

Recognition of Prior Learning is given to relevant practical and theoretical experience in the field and subfield relevant to this qualification and is assessed by the Faculty Board in conjunction with the rules of access quoted in 4 above. The relevance is assessed by the Senate which decides whether it suffices to allow admission to the qualification. Structured means for the assessment of individual learning against entrance requirements and against exit outcomes are devised on a case-by-case basis. These procedures may be assessed by independent moderators as described in the Assessment and Moderation Policy A2004/72 S2010/050 and the Policy on Recognition of Prior Learning A2005/42B.

Entry Requirements

Learners are required to have the following in place in order to be considered for admission

• A three year Bachelor's Degree qualification.

This qualification consists of 5 modules at NQF Level 8 totalling 120 Credits.

Modules

• Leading Contemporary Figure, 20 Credits.
• Influential Historical Period, 20 Credits.
• Path-breaking Text, 20 Credits.
• Predominant, Perennial Theme, 20 Credits.
• Research Paper, 40 Credits.

1. Critically analyse the key aspects of a traditional philosophical theme, figure, period and text, from a range of analytical, European and Thomist perspectives.
2. Draw on a range of problem-solving methodologies in self-critical, ethically integrative manner.
3. Develop capacities to manage selectively dense, complex arguments, delivered in a diverse range of traditional modes and styles and writing.
4. Understand the significance of the contributions of major philosophical Theme, Figure, Period and Text and learn to elaborate and take reflective responsibility of their own original contributions to contemporary philosophical discussions and debates.
5. Reflect logically and critically about complex ethical, epistemological, political and existential issues in various theoretical paradigms.
6. Develop sensitivity to the different value systems within a multi-cultural society while being cognisant of their intellectual, socio-economic and political contexts.
7. Communicate with clear rational consistency and persuasive power within a diverse range of knowledge-intensive professional fields.

Associated Assessment Criteria for Exit Level Outcome 1

• A clear coherent account of the key problems and core philosophical presuppositions informing the tradition in which the respective figures work is given.
• The main contributing themes, debates and texts that influence the position taken by the thinker are critically evaluated.

Associated Assessment Criteria for Exit Level Outcome 2

• The relative impact of multiple contributing themes, debates and texts which contribute to dominant problems driving current research on the theme are weighed up.
• A sensibly mediated critical evaluation of an outstanding theme in the thinker's work, with an aim of reconciling a widely recognised tension or contradiction in group work is put forward.

Associated Assessment Criterion for Exit Level Outcome 3

• A unique position on a controversial standpoint raised by the work of the chosen figure in a presentation and written assessment is developed and elaborated.

Associated Assessment Criteria for Exit Level Outcome 4

• A range of interpretive techniques (analytical, dialectical, pragmatist) to explain the relevance of the respective thinker's contributions to the field is applied.
• The key aspects of a traditional philosophical theme, figure, period and texts from a range of analytical, European and Thomasist perspective is critically analysed.

Associated Assessment Criteria for Exit Level Outcome 5

• A contextually and intellectually integrated account of a few major historical issues, practices, ideas, and or core concepts that influenced the theoretical unity of the respective philosophical period is given.
• An insight into the historical intellectual and contextual influences on the philosophical work representative of the period concerned is demonstrated.

Associated Assessment Criteria for Exit Level Outcome 6

• The ethical significance of dominant points of convergence and divergence between the different philosophical camps belonging with the period in question is understood.
• The normative significance of ethical problems raised by the various philosophical positions advanced in the text through issues discussed in the secondary literature and in the critical reception of the text is understood.

Associated Assessment Criteria for Exit Level Outcome 7

• An ability to integrate rationally, in to an overall plan, the diverse components of arguments advanced in a text, so as to develop, in a written work, a clearly articulated argument responding to a core problem identified in a text is demonstrated.
• The main research question is clearly articulated and why it needs to be asked is explained.

Integrated Assessment

The steps for handling formative and summative assessments are described in the Staff Guide. Also set out is a range of topics pertaining to assessments and examinations. These range from late formative assessments to supplementary or deferred summative assessments.

External moderators are appointed to moderate final summative assessment, as well as a sample of summative assessment scripts for every module in the qualification. Final marks are signed off by the coordinator of the qualification and the academic dean to declare that entries have been checked, and that all the marks tally.