History and Philosophy BA

History core modules

History Workshop

What does it take to be a historian? In this module, you will study the process of historical research, learning discipline-specific methods and essential study and writing skills through close engagement with a historical text (usually a work of narrative non-fiction) linked to your tutor's research interests. You will develop skills in critical reading, historiography, essay writing, bibliographic techniques, and reflection.

The assessment for this module is aimed at giving you a strong foundation in the skills you will need throughout your degree and beyond: critical reading and writing, bibliographic techniques, and the ability to reflect on and articulate your skills as a historian.

20 credits

Thinking Historically

Building upon the foundational skills acquired in the introductory 'History Workshop,' this module will cultivate your ability to critically engage with the past, develop disciplinary awareness, and apply historical thinking. To do so it provides an introduction to the breadth of interests in the school and the way historians have made sense of patterns in historical developments. Moving from the Ancient and Medieval past to the contemporary world, the module shows how Sheffield historians approach the periods and places that interest us, whilst provoking you to ponder the issues involved in framing historical questions of your own. In this module, you will explore a recurring set of questions which inform history as a discipline: how and why have historians divided up the past into discrete periods, and with what consequences? How have historians constructed narratives that give shape and meaning to the events of the past? How can we evaluate the truth of historical representations and interpretations? How are they shaped by the availability of sources about past societies, and what determines which sources have survived to the present day? How have relationships of power influenced the sorts of stories that we tell and the voices that we hear from the past, and how do they continue to do so?By the end of the module, you will not only have a strong sense of what it means to see problems through a historical lens, but also a better understanding of the chronological and geographical range of work undertaken by Sheffield historians.

20 credits

History optional module examples:

Empire: From the Ancient World to the Middle Ages

Covering the period from the 4th century BC to the 15th century AD, this module invites students to explore the ancient and medieval worlds through the lens of 'empire'. It provides an introduction to ancient and medieval types of empire, their contacts with and legacies to each other, and the connectedness between East and West in this period. Using a wealth of primary evidence and drawing on corresponding historiographical debates, students explore what it meant to live in ancient and medieval empires, what kind of social, cultural and religious encounters they engendered, and whether there was any space for resistance.

20 credits

Land of Liberty? Rights in the USA, 1776-2016

In 1776, the Declaration of Independence proclaimed that men were created with 'certain unalienable rights'. Yet the new United States denied those rights to large swathes of its people. Examining themes which resonate powerfully today, this module explores American history as a struggle over how rights have been defined and debated, expanded and contracted, and secured and denied. Linking the history of ideas to the efforts of ordinary people, we will look at debates over liberty and slavery, democracy and disenfranchisement, capital and labour, integration and
segregation, gender and sexuality, nationalism and internationalism, and conservatism and liberalism.

20 credits

The 'Disenchantment' of Early Modern Europe, c. 1570-1770

This module explores the fundamental shifts in mental attitudes and public behaviour that occurred in Europe between the age of the Reformation and the age of the Enlightenment. The central focus of the course will be the examination of the supernatural - religious beliefs, but also witchcraft and magic. You will explore the changing ways in which beliefs impinged on people's lives at various social levels. You will also have an opportunity to study the impact on people's world views of such changes as rising literacy, urbanisation, state formation and new discoveries about the natural world. All these will be investigated in the institutional contexts of state and church and the ways in which they sought to channel and mould beliefs and behaviour. This module enables you to understand how the early modern period is distinctive from and links medieval and later modern historical studies.

20 credits

The Making of the Twentieth Century

This module considers the twentieth century as a time that transformed the social and political order in the world, calling into question the role of the European powers in global contexts, and dramatically reorienting the relationship between states and societies. You will engage with case studies representing key themes in twentieth-century global history: imperialism and the processes of decolonisation; the challenges of building the postcolonial nation; revolutions and the emergence of new states; war, genocide and conflict; and the institutions of international order.

In addressing these themes, The Making of the Twentieth Century has a particular aim of counteracting prevailing tendencies towards Eurocentrism.  You will gain a considerable body of knowledge on the histories of Asia, Africa and Latin America especially.  At the same time, emphasis is placed on the empirical and theoretical grounds upon which competing interpretations rest in order to encourage you to develop critical awareness of the character of historical analysis.  More generally, this module aims to develop analytical, conceptual and literary skills through class discussion and written assignments.  Communication skills will also be emphasised in weekly seminars that will allow specific issues to be discussed in more depth, often with reference to primary source material.  Above all, the module seeks to stimulate an interest in history and an appreciation of cultural diversity.

20 credits

The Transformation of the United Kingdom, 1800 - 2000

This module explores the central political, social, economic, cultural and diplomatic developments that have transformed Britain since 1800. Unlike most of its European neighbours, Britain did not experience dramatic moments of revolution, constitution-building, invasion or military defeat; indeed the belief that the nation was set on a course of gradual evolutionary progress was central to many versions of British identity. This course examines how, when and why change occurred in Britain. Key themes include the transition to mass democracy; the impact of industrialisation; shifts in social relationships based on class, gender and ethnicity; and the rise and fall of Britain as an imperial power.

20 credits

The Long View: an introduction to archaeology

This module traces the development of modern humans through to the modern era. It introduces the wide range of materials and methods that archaeologists use to study the past.  The practical laboratory-based classes and field classes provide experience in the basic identification, investigation and interpretation of archaeological evidence. They are supported by lectures that introduce archaeological methods, theories and worldwide case studies. From field to laboratory using examples from throughout the world, you will learn about how archaeology shapes knowledge about the deep and recent human past.

Through this module students will be introduced to debates on the formation and development of archaeological thought through a world-wide perspective from the Palaeolithic to the present. They will be presented with techniques and ideas used by archaeologists to explore the human record and understand the past. It offers an opportunity to explore and discover the archaeological record through practical engagement, using field and laboratory methods, while also highlighting the importance of selecting analytical techniques appropriate to the question posed and the data available. The module will enable students to develop core skills in decoding and critically understanding literature, observation, recording, analysis and interpreting archaeological evidence.

20 credits

You must take at least 40 credits of Philosophy modules. You must take:

Writing Philosophy

Philosophical writing is a skill that you, the student, must hone early on in order to succeed in your degree. It is also a transferable skill that will serve you in your post-academic career. Philosophical writing combines the general virtues of clarity, organisation, focus and style found in other academic writing with particular philosophical virtues; namely, the ability to expose the implicit assumptions of analysed texts and to make explicit the logical structure of one's own and other people's arguments. A precondition of philosophical writing is a unique form of textual analysis that pays particular attention to its argumentative structure. In this module you will learn and practice philosophical writing. You will learn how to read in preparation for philosophical writing, learn how to plan an essay, learn how to rework your drafts and learn how to use feedback constructively.  Short writing exercises will help you hone specific writing skills. You will bring these skills together by writing a number of complete essays. The lectures in the course will be split between lectures on the art of writing and lectures on philosophical topics in the domain of fact and value. Essay topics will be based on the topical lectures and their associated readings.

20 credits

And at least one other core Philosophy module (20 credits) from the list below.

Ethics and Society

This module introduces students to some core questions in ethics, political philosophy, and social philosophy. We ask questions such as: What is a good life for you? What is a morally good life? Does being virtuous matter? What kind of moral consideration do we owe to non-human animals and the environment? Turning to political philosophy, we consider how societies should be organised if they are to realise values such as freedom, equality, and community. How should we understand these values? And what role might the state play in promoting (or undermining) them? We also look at some questions in social philosophy. For example: What are social groups? And when and why are social norms oppressive?

20 credits

Mind and World

This module is an introduction to a range of topics in epistemology, metaphysics, and the philosophy of mind. In the first half of the module we consider questions such as: How should we understand knowledge? What implications does cognitive and cultural diversity have for our understanding of knowledge? Should we privilege some points of view? Should we trust others? Can we wrong them if we don't? And what should we say about disagreement? In the second half of the module we ask questions such as: Is the mind a physical thing? Can a machine have a mind? Can you survive the destruction of your body? Do you have free will? And can a machine be responsible for its own actions?

20 credits

Reason and Argument

This module teaches basic philosophical concepts and skills to do with argument.  The first part of the course deals with arguments in ordinary language.  It teaches techniques for recognizing, interpreting, analyzing, and assessing arguments of various kinds.  It also teaches important concepts related to arguments, such as truth, validity, explanation, entailment, consistency, and necessity.  The second part of the course is a basic introduction to formal logic.  It teaches how to translate ordinary-language arguments into formal languages, which enables you to rigorously prove validity, consistency, and so on.

20 credits

Philosophy optional modules:

Ethics in Antiquity: East and West

How should we live? What are the right values and principles by which we should guide our lives? What weight should we give to considerations of morality and justice? Are there fixed truths about these matters or are they just determined by choice or convention? Ethics is concerned with questions such as these. This course will engage with such questions by examining some important and influential texts from the ancient world, both Western and Eastern, including key writings by the Greek philosopher Plato and the Chinese philosopher Zhuangzi.

10 credits

History of Philosophical Ideas

The history of philosophy is made up of a series of debates between competing philosophical traditions and schools: for example, idealists argue with realists, rationalists with empiricists. And at different times, distinctive philosophical movements have dominated the discussion, such as pragmatism, existentialism, phenomenology, analytic philosophy, and critical theory. This module will introduce you to some of these central movements and traditions in the history of philosophy from Plato onwards, and the key philosophical concepts and issues that they have brought in to western thought.

10 credits

Death

This module is mainly about death itself . What is death? What happens to us when we die? Could there be an afterlife? Would it be a good thing if there were? What is it about death that we dislike so much, or that makes it bad? Is it rational, or even possible to fear death? What is the right attitude towards our own death? Do we have moral duties towards the dead? The course will clarify these questions and attempt to answer them. Readings will be taken from both historical and contemporary sources.

10 credits

Philosophy of Sex

Sex is one of the most basic human motivators, of fundamental importance in many people's lives, and a topic of enormous moral, religious, and political contention. No surprise, then, that it turns out to be of great philosophical interest. We will discuss moral issues related to sex' asking when we might be right to judge a particular sex act to be morally problematic; and what political significance (if any) sex has. We will also discuss metaphysical issues, such as the surprisingly difficult questions of what exactly sex is and what a sexual orientation is. Throughout our study, we will draw both on philosophical sources and on up-to-date contemporary information.

10 credits

Philosophy of Religion

Religious teachings and practices raise many philosophical questions. For example, how should we understand the nature of God for purposes of evaluating evidence for and against God's existence? Are there persuasive arguments for believing God does exist, or for believing God doesn't? Could the universe itself in some sense be divine? Is there any evidence for thinking that people can survive the death of their physical bodies? Does the pervasiveness of religious disagreement provide support for suspending judgment about religious claims in general? Does it make any sense to follow a religion without believing what it teaches? This module will interrogate philosophical work bearing on questions such as these.

10 credits

Philosophy of Science - Why Trust Science?

Science plays an important role in modern society. We trust science on a day to day basis as we navigate our worlds. What is about science that makes it so trustworthy? Why is science a good guide for understanding the world? The aim of this half-module is to introduce some of the philosophical issues that arise in science and through reflecting on science. Most of the questions considered concern the epistemology of scientific knowledge and methodology: what are scientific theories, what counts as evidence for these theories, what is the relationship between observation and theory, is there a scientific method, what distinguishes science from other ways of understanding the world, and how does the social structure of science help or hinder science in studying the world. This module aims to introduce these questions as philosophical issues in their own right and within in the context of the history of the philosophy of science.

10 credits

Fiction and Reality, 1848-1859

This course will examine the theory and practice of the representation of reality in the fiction of the middle years of the Nineteenth Century (1848-1859). We will consider why and how writers such as Disraeli, Dickens, Charlotte Bronte, Gaskell, Thackeray and George Eliot strive to represent historical, social and sensuous aspects of their world, examining the various conceptions of truth, reality and representation embodied in their fiction. This consideration will be informed by readings of non-fictional texts by writers such as Macauley, Mayhew and Ruskin, and by accounts of the dynamics of representational art proposed by twentieth century literary theory and aesthetics.

30 credits

History core modules:

History and Historians

How has History developed as a subject of inquiry? Why do historians view the same issues and sources in different ways? What forces internal and external to our profession have shaped the way the past has been written? And who has had the power to write history and for what ends? This module, building on the foundational work students have done at Level 1, poses these questions. It is designed to encourage greater methodological reflection on the part of students. What kind of historian are they? And why? It also sets them up for more advanced interrogation of 'historiography' elsewhere in the programme.

20 credits

History and the Public

This module explores the theory and practice of public history by providing students with the opportunity to communicate their scholarly work to an audience beyond the boundaries of our discipline. Students will work collaboratively in writing a critique of a piece of public history as part of a broader evaluation of the use of history outside academic settings. The course will engage in debate about important questions facing historians in the present, and consider ideas about the role and purposes of History as an academic subject.

20 credits

History option module examples:

Option modules are 20 credits each. Dual honours students will normally take between one and three modules from across our options and document options, depending on if you choose to major or minor in history.

A Protestant Nation? Religion, Politics and Culture in England 1560-1640

On the accession of Elizabeth I, England became an officially Protestant country but the Church, State and laypeople did not necessarily agree about the nature of changes needed to accommodate the new religion. On the level of national government policy, we shall explore what governments expected from their subjects and how they attempted to secure religious conformity during the reigns of Elizabeth I, James I and Charles I. How far did anti-Catholicism define English identity in this period? Did authorities at the national and local levels disagree about how severely religious minorities should be treated?

20 credits

Byzantine Intersectionality: Gender, Race and Power in the Medieval Mediterranean, c.500-1300

How did race and gender appear before modernity? How similar were they to how race and gender appear to us today? And can the tools of intersectionality, an approach developed by the critical race theorist Kimberlé Crenshaw that thinks of different kinds of identities as deeply intertwined in structuring our lives, help us understand the medieval world? These questions sit at the heart of this module, which will guide you through the Byzantine world, the survivor of the Roman empire in the East, stretching from the Balkans to Syria, but with a particular focus on the manifold ways in which this world and its power hierarchies were structured by complex ideas about gender and race. From castrated men, or eunichs, sleeping at the foot of the emperor's bed, to saints assigned female at birth who decided to spend their lives as men in male monasteries, this course will ask us to reconsider the assumptions we make about gender and race today, by tracing both how far they have come from the medieval period, and how far they have deviated from it. It will both start and conclude with some bigger historiographical questions: does the existence of race and gender in the past, the realities of racial and sexual hierarchy, offer us an origins story or an opportunity for liberation today?

20 credits

Culture in Early Modern Europe

Culture is the key to understanding how societies thought and behaved in the past. Early modern Europe - a period of immense cultural change and conflict - is no different. This wide ranging module introduces students to ideas about culture and examines how cultural history has revolutionised what we know about the lives of men, women and children in Europe between 1500 and 1800. Building on a rich historiography and through a series of intriguing case studies, the module draws on wide range of sources - such as diaries, letters, and legal records, to printed works, art and archaeology - to enter into the many cultures of early modern Europe. The module explores issues like material culture, youth culture, cultures of protest, intellectual culture, and religious culture. It asks whether we can talk about different cultures of men and women and how cultures were affected by social and economic inequalities. It thinks about forces of cultural integration and pressures of cultural conflict. And it explores ideas of cultural change, and how these changes helped create the modern world.

20 credits

Decolonisation: The End of Empire & the Future of the World

The world was transformed in the twentieth century. A world of empires and colonies became a world of independent states. In this module we analyse this global transformation. Why did it happen - and how? How much really changed? For people around the globe - from imperial rulers in Europe to anti-colonial nationalists in the 'third world' - the crumbling of European empires was an opportunity to shape the future of their own communities and of the world. Sometimes negotiated, often violent, these hard-fought struggles over the future created the world we live in today.

20 credits

Gender and the Georgians: Sex and Society in Britain 1714-1837

Eighteenth-century Britain witnessed great change: historians have argued for a 'revolution' in industry, the 'birth of a consumer society' and the emergence of a 'public sphere' of political debate; global trade expanded, towns grew, and new Enlightenment ideas flourished. In this context, gender identities and roles were redefined, understandings of the body debated, and notions of masculinity and femininity contested. This module explores these ideas about gender, and how they informed people's experiences, from polite fashions to the criminal underworld, bluestocking sobriety to drunkenness in gentlemen's clubs, and from 'subcultures' of homosexuality to the first 'feminists'

20 credits

Gender, Race and Class in Nazi Germany 1933-1945

This module analyses German society from 1933 to 1945 from the perspective of gender, race and class. We will examine the dynamics of inclusion and exclusion under the Nazi dictatorship through the lens of the agency of ‘Aryan’ women and men, the persecution of ‘racially’ defined minorities and by probing into the connections between social class and both consent and popular dissent. While racial categories were pivotal for Nazi policy, their application and their outcomes intersected with issues of gender and class, whether in the forced sterilization of (mostly) women, or in labour market policies that limited gainful employment of women. Through the focus on gender, race and class as dimensions of policy, collective agency and experiences in Germany from 1933 to 1945, the module will offer an introduction into key aspects of the Nazi dictatorship and its dynamics.

20 credits

Holy Russia, Soviet Empire: Nation, Religion, and Identity in the 20th Century

This module explores the twentieth-century history of Russia, the Soviet Union, and its successor states. Rather than approaching this turbulent period in history by focusing on the rise and fall of different political leaders (as is often the case in survey courses), we instead approach this subject through the prism of nation, religion and identity. The course probes the following questions: What did the 'Russian revolution mean for the multi-national empire created by the Romanovs? How far did the communist party manage to create a 'Soviet' identity, and on what was this based? Did the Bolsheviks attempt to create an atheist society succeed? And what happened to 'Soviet' identity when communist leaders began to lose their grip on power in the final decades of the twentieth century?

20 credits

Life Worth Living

What does it mean for a life to go well? How does one live life well? What is a flourishing life? These questions have shaped intellectual endeavour for millennia. Life Worth Living explores approaches to these questions through engagement with diverse traditions/thinkers including classical Greek philosophy, Buddhism, Judaism, Christianity, Islam, Confucianism, Existentialism, Marx, and Nietzsche. The module includes historical analysis of these traditions, visits from individuals whose lives are shaped by them, fieldwork to discuss the ideas beyond the classroom, and assessments to help students develop their own vision of a life worth living.

20 credits

Looking East: British Perceptions of the Soviet Union from the Holodomor to the Early Cold War

In this module you will learn about how Britons perceived the Soviet Union during the Stalin era. You will examine the reasons why some Britons responded in adulatory fashion to the Soviet experiment, and why others saw a malignant force out to undermine Britain's institutions and way of life. You will understand how the Soviet Union was represented across the media and in different cultural forms, and discover what this reveals about how Britons thought about themselves between the 1930s and 1950s; their hopes, fears, and introspection about their place in the world.The module covers key topics that act as landmarks in the chronology of British attitudes to the Soviet experiment, including the Holodomor (Ukrainian Terror-Famine), Stalin's purges, the Nazi-Soviet Pact, the wartime alliance, and the start of the Cold War. The module also considers other less well-known episodes that influenced British perceptions: the Metropolitan-Vickers affair in 1933; the Russophobia of press outlets such as the Saturday Review (1933-1936); and Moscow Dynamo's football tour in November 1945. These incidents will also be set against wider themes that influenced the reactions of Britons, notably the role of 'fellow travellers' and itinerant sceptics, international political dynamics (such as affinity for fascist alternatives), and cultural representations in literature and other media forms.

20 credits

Postcolonial France and Britain: Empire and its legacies since 1945

In 1942, Winston Churchill declared, 'I have not become the King's First Minister in order to preside over the liquidation of the British Empire'. However, between 1945-1960 a quarter of the world's inhabitants revolted against colonialism and colonial rule. So how did we get from Churchill's certainty that the Empire will endure to the emergence of 65 new sovereign states - and what were the consequences in Europe of that massive shift? 

This module looks at postwar Western Europe through an imperial lens, applying new perspectives from the field of postcolonial studies which argue that empire and metropole should not be examined separately. The module covers three main themes: the question of what empire and its loss meant to the colonisers; migration from former colonies to Europe and its consequences; and the memory, representation and historiography of empire. Focusing on Britain and France the module uses a wide range of sources and approaches to explore cultural, social and political aspects of post-colonial Europe.

You will learn what empire meant to Europeans in the twentieth century, and in what ways colonialism and its legacies have shaped the history of Europe since the end of formal imperial rule between 1945 and 1980.  Over the course of the semester we'll examine a variety of topics, beginning with an introduction to postcolonialism as a theory and a means of examining and understanding the world. We'll then start exploring how the colonial empires were perceived at the end of the Second World War. We'll look at the late-colonial state and new forms of colonial rule, including changing ideas about colonial governance, race and equality. Then we'll move to the failure of the late-colonial project: was the decision to withdraw from empire an orderly retreat? In particular, we'll focus on reactions to and debates about decolonisation in Algeria and Kenya in metropolitan societies. We'll examine the experiences of the Windrush generation, and questions of race relations, policing, and the emergence of racial discourses in politics and society.The focus here will be on the 1958-70s for the British case (Enoch Powell) and the 1960s in France with the emergence of the Front Nationale and the emergence of anti-racism campaigns and movements since 1968. We will finish our semester examining the 'second generation' with questions on ethnicity, difference and belonging through the concepts of 'post-colonial fracturing'. Through sport, culture and music we'll look at national identity - was the 1998 French world cup team a representation of multicultural France? We'll end the semester on the question of colonial nostalgia, former settler's repatriation to Europe, and the problems of commemoration in the French case.

20 credits

Religion in an Age of Terror: Ancient Texts and the Making of Modern Israel.

This module will look at the origins, growth and development of conflict and violence in the Abrahamic traditions (Judaism, Christianity and Islam), in order to provide a historical perspective on the roots of contemporary religious violence. The focus of the module will be a case-study on the conflict in Israel/Palestine (especially between 1947-67). Primary source analysis will be of the Bible/Quran (and related material), and the documents relating to the establishment of the state of Israel in 1948. Related topics will include: theories of religious violence; religious terrorism; politics and religion; and the roots of religious 'fundamentalism.'

20 credits

Shell-Shock to Prozac: Mental Health in Britain

This course charts the history of psychiatry and mental health in Britain. We start at the First World War, with the large-scale management of psychiatric casualties (shell-shock). We will look at the uptake of psychoanalysis in interwar Britain, contrasted with 'extreme' asylum treatments such as lobotomy and insulin coma therapy. We shall then gauge the impact of the National Health Service from 1948, the closure of the asylums, and the impact of new drug therapies (including the iconic Prozac). Finally we shall analyse the rise of patient activism, and the emergence of new 'epidemic' illnesses such as depression and self-harm.

20 credits

The Archaeology of the Later Medieval Church in England

This module will provide an overview of the archaeology of the later medieval church in England between 1066 and c.1540. Drawing on a wide range of archaeological, architectural and textual sources it will explore the nature of the church through a series of thematically organised lectures and seminars. Themes covered include the development of the parish church and its architecture, the place of the church in the rural landscape, churchyard archaeology, the impact of the Black Death, the fabric of monastic life, monastic economies and the effects of the Reformation. You will learn to critically evaluate and debate established approaches, and to develop fresh, evidence-based arguments that are relevant to current research.

This unit aims to offer students an advanced introduction to the diverse range of evidence and the chronological frameworks relevant to the study of the later medieval church. It will provide a critical overview of the key debates and theoretical approaches concerning the archaeology of the church, and place them within the broader context of changing perspectives in archaeology. Students will develop their abilities to judge between relevant academic arguments and it will be encouraged to contribute to current research debates, and to develop innovative critical perspectives and evidence-based arguments. The module will foster students' skills in presenting complex ideas, arguments and critical analysis during seminars and presentations and in written contributions.

20 credits

The Export of England: Seventeenth Century Trade and Empire

This module considers the commercial and territorial expansion of seventeenth-century England. It examines how England's commerce was transformed from the largely bilateral cloth trade with Europe conducted by mercantile corporations, to a multilateral commerce conducted under several conditions (the 'navigation system, 'free trade', joint-stock companies). These changes coincided with the foundation of North American and West Indian colonies, building on earlier experiences in Ireland, and the course will consider their developing relations with the metropolis. Throughout, the focus will be on whether these changes were a consequence of deliberate 'mercantilist' state policies, or of the initiative of thousands of individuals.

20 credits

The Heretic, the Witch and the Inquisitor: The Medieval Inquisition from the Cathars to Joan of Arc

The Inquisition - an extraordinary court instituted by bishops from the 13th century to judge heretics and encourage their return to the Roman Church - marks an important development in medieval history and has played an essential role in modern perceptions of the Middle Ages. By focusing on some of the best known sources of the Inquisition, which have been important in recent historiography as well as contemporary fiction (The Name of the Rose), this module allows you to reflect on how a better understanding of the Middle Ages and a critical questioning of modern prejudices can benefit from each other.

The module focuses on two main source collections (which are available online in English translation): the inquisition record of Jacques Fournier, bishop of Pamiers in South France in the early 14th century, who became Pope Benedict XII, and the two trials of Joan of Arc, i.e., the accusation trial of 1431, at the end of which she was burned at the stake, and the rehabilitation trial of the 1450s that overturned the verdict of the first trial. It examines other forms and continuations of inquisition, such as the Spanish Inquisition (starting in 1478), the Roman Inquisition (which famously condemned Galileo in 1633), and the beginning of the witch-craze of the early modern period in late medieval Europe.

20 credits

The History of American Foreign Relations

George Washington famously warned against 'the insidious wiles of foreign influence' in his farewell address in 1796. But history has challenged any idea of the United States as a self-contained, bounded nation. Rather, the U.S. has played an active role in world affairs and has been profoundly shaped by events and people outside its borders. This course surveys the history of the U.S. in global context, beginning with America's first forays into overseas expansion in the late nineteenth century. We will cover both the major foreign policy moments and trends in U.S. history ;wars, government initiatives and interventions abroad, interstate diplomacy 'as well as the less formal encounters, migrations, and transnational exchanges that constitute American foreign relations. Primary and secondary source readings, lectures, and discussions will pay particular attention to the intersections between changes at home and developments abroad.

20 credits

The Making of Modern India, 1780-1965

Modern South Asian history has been an exceptionally fertile field of scholarly exploration, with many new insights and theoretical developments emerging from this field. This module will study the recent historiographical trends while looking closely at several historical developments during the period of British rule and the immediate post-colonial period. The module will be divided into four parts: the early colonial period, the late colonial period, the period of anti-colonial resistance or the national movement, and the post-colonial/Nehruvian era. The themes to be studied include: land/agrarian settlements, British expansionist policies, the revolt of 1857, the formation of caste identities, British famine policies, socio-religious reforms, Gandhian mass-mobilization, Islamic assertions, the national movement, Nehruvian socialism, partition of the subcontinent, and post-colonial legacies.

20 credits

Trumpism: An American Biography

Donald Trump's election, commentators claim, was unprecedented as well as unexpected: a break with more than two centuries of custom. Yet closer scrutiny of American history suggests Trump is no aberration. The module will interrogate the U.S. past to better understand the present, looking at the likes of populism as a political language, whiteness as a psychological wage, masculinity as a path to high office, protectionism as an economic policy, and deindustrialization as a political spur. By asking historical questions about the roots of Trump's rise, we will situate the American present in a complex and often painful past.

20 credits

Modern Chinese History: Beyond Revolution

This module will examine key themes in the histories of China's short twentieth century, with a primary focus on interpretations of 'modernity' and 'progress', explanations of revolution, and the ways in which new approaches in scholarship have influenced our understanding of China's recent past. While the structure of the module is loosely chronological, the emphasis is not on the detail of events but on the critical analysis of broad social and political changes, and we will examine these through recent historical writing on China and a range of primary textual and visual sources.

20 credits

Modern Japanese History

This module will explore key themes in the modern history of Japan from the mid-nineteenth to the late twentieth century, while developing core skills in reading primary sources and historical analysis. Broad themes include identity and nation-building, social and economic change, war and its practical and cultural legacies. Key sub-disciplinary approaches will be based in social and cultural history, with some excursions into other historiographical approaches. It will be delivered through weekly lectures, and seminars structured around developing primary source analysis skills and relating these to appropriate secondary literature. 

20 credits

Research Project

In this module, you will learn how to develop and execute a historical research project. Providing a stepping stone from the critical source work of document options to the dissertation at Level 3, you will develop essential skills in locating and evaluating sources  while gaining a first hand experience of how to design, develop, and present a short research project of 3,500 words. Through practical, lab-style teaching, you will undertake hands-on source work and consider the issues involved in posing questions and finding answers in evidence. 

The module will be taught through 11 two-hour workshops developed and delivered by academic staff around their areas of research specialism. Sessions will provide context on the area in question delivered both through short informal lectures and discussion of secondary reading. As the module progresses, focus will turn towards the process of developing an independent research project, deploying primary source material selected from electronically available resources (for instance digital databases or online source compendiums). Workshop tasks will help you to develop the skills necessary to identify, evaluate, and employ primary and secondary sources in research. These lab-style workshops with your tutor will be complemented by five research skills workshops for the whole module cohort led by the module convenor on subjects such as research data management and project planning. You will have the opportunity for written feedback on work submitted as a portfolio that will feed into the final 3,500 word research essay.

20 credits

History document option module examples:

Document option modules are 20 credits each. Dual honours students have the option to take one document option module.

History document modules have a narrower focus than our standard option modules and usually cover a specific event, a movement, or a moment in time. They help you develop your skills in the use and analysis of primary sources which will be invaluable as you progress through your degree. Dual honours students have the option to take one document option module.

Murder in the cathedral: the Becket Affair

On 29 December 1170, Thomas Becket, Archbishop of Canterbury, was brutally murdered in his cathedral by four knights of his King and one-time friend, Henry II. In the space of ten years, a close friendship had been ruined, and Thomas' stubbornness, flight to France, and untimely death created additional tensions for the English king. This document option investigates events surrounding Thomas' death and the emergence of his cult. It asks how a minor squabble became a continent-wide cause célèbre, forcing Henry into an act of ritual humiliation to clear his name while ensuring that Thomas' memory lived on.

20 credits

The Irish Republican Brotherhood, 1858-85

Britain's 'Irish problem' has long roots. This document module examines one of the most important violent Irish organisations that challenged British sovereignty in Ireland. Founded in 1858, the Irish Republican Brotherhood (IRB) (or the Fenian movement, as it was also known) was a transatlantic movement dedicated to the overthrow of the British state in Ireland. Fuelled by hatred for the British after the dreadful Famine in Ireland of the 1840s, the Fenians constructed a sophisticated organisation that was part secret society, terrorist cell structure and propaganda machine. It was the early forerunner of the Irish Republican Army. This document option investigates aspects of Fenianism from a range of angles. Using sources written and produced by contemporaries, we will consider the dynamics of the IRB and its place within nineteenth-century Ireland.

20 credits

The Myth of Venice

Historians typically debunk fabrications, but myths can themselves be the focus of historical study. During this module you will explore the Myth of Venice, its production, diffusion, and reception. On the one hand, Venice was celebrated as the ideal republican government, a bulwark in defence of Christendom, but it was also the city of state terror, secret police, and seductive 'oriental' luxury, famous for its libertine pleasures. The course also considers how these myths have endured and influenced the academic writing of Venetian history, as a city that was somehow unique and 'outside time'.

Across the module you will examine a wide variety of sources relating to the myth, and develop the skills required for their interpretation, including descriptions of the city by Venetians and foreigners; political tracts, histories and satire; paintings, sculpture and architecture; theatre and literature. (All sources are provided in English translation.) The close focus on a single city allows us to cover a broad period of time, from the leading centre of Mediterranean trade in the fifteenth century, to a growing sense of the city as a centre of tourism and idle pleasure in the eighteenth century, to the city as a symbol of a romantic past in the revolutionary era of the nineteenth century.

Throughout the module a lot of emphasis will be placed on interactive learning activities. During the lecture workshops, you will engage with materials through interactive exercises. In the seminars, you will be asked to take responsibility as part of a small team for leading the learning activities. As well as having the potential for being a lot of fun, this is also important for developing key transferable skills - my past students have commented how useful they found this for their development and how much they enjoyed doing it.

20 credits

The Putney Debates, October 1647

Following the first English civil war there was political stalemate over the post-war settlement. By late 1647 there were calls for revolutionary political change, not least at the famous Putney debates. They came at a crucial moment in the development of the revolution, and successive editors between 1891 and 2007 presented the records of the debates in varying contexts in order to reveal the fundamental significance of the revolution. This module explores the background to the debates at Putney, what was said, and also considers how different editions of the debates reflect the shifting significance attached to the English revolution.

20 credits

The Ten Commandments

This document option examines the Ten Commandments, perhaps the most well known 'legal' code in the world. Through the close study of key primary sources from the Hebrew Bible and the cultures that informed its writing, all readily available in modern English translation, the module explores the ancient Near Eastern context for these commands, the four texts in the Hebrew Bible that contend for the name Ten Commandments, and the role this text played in the political, social, economic, and ethical aspects of ancient life.

20 credits

Welfare children: the state, the family, and society in modern Britain

This module charts the rise and decline of the welfare state through its influence of modern British childhood and on the family. With a particular focus on primary sources, it traces the ideological origins of welfare in British imperialism and eugenics, and is attentive to those who have been excluded from so-called universal entitlements. It engages with the scholarship of Black feminists who have termed the 'welfare state' a 'malfare state'. We will examine the everyday lives reshaped by the state - through healthcare, work, education, housing, and maternity services - in the second half of the twentieth century, paying particular attention to the way that the city of Sheffield shaped and was shaped by the welfare state. We are also interested in the way that the political economy, specifically the shift from Keynesianism to Neoliberalism - changed society and the state. How did ordinary men, women, and children experience major economic change, and how did they challenge - or promote - these changes? In Sheffield, a city shaped by steel and then mass unemployment, this is a particularly fraught history. We draw on a number of different historiographical and political traditions in this course, including socialism, feminism, and liberalism. Primary sources are central to our analysis.  We nuance our understanding through sources ranging from private diaries, family photographs, and archival ephemera through to political speeches and to public buildings, including those we see around us every day in the city of Sheffield. 

20 credits

From Democracy to Dictatorship: the 1973 coup in Chile

This document option explores the coup of 11 September 1973 as a turning point in Chilean, Latin American and global history. It will use primary sources to explore events on both sides of this critical date, casting light on life in Chile under both democracy and dictatorship. This module will also situate the Chilean coup in international and global history, asking why events in a small Latin American country held such global importance. We'll use government documents to explore why  the United States found it necessary to intervene against the Allende government and assist the reactionary forces who supported the military coup and transcripts of interviews to grasp how everyday life changed for Chileans in 1973. We'll also explore the significance of events in Chile for the wider global Cold War, using music, art and documents left by activists to ask why everyday people in countries across the world - including the United Kingdom - mobilised in solidarity with the Chilean people and in the name of human rights, and we'll also assess the impact this activism had.

20 credits

Philosophy option module examples:

Philosophy of Mind

This module provides a survey of philosophical theories of the mind, looking at such questions as: How is consciousness possible? Why is it that vibrations in the air around us produce conscious experiences of particular auditory experiences in our minds? Why is it that electromagnetic waves hitting our retinas produce particular visual experiences in our minds? What makes our thoughts represent things in the world? What is it about your thought that cats have whiskers that makes it about cats and whiskers? What is it about your thought that there are stars in the universe too far away for any human to have perceived them that makes it about such stars? What is the relation between thoughts and conscious experiences and brain states? We'll look at a variety of answers to these and related questions and examine some of the most important and influential theories that contemporary philosophers have to offer.

20 credits

Formal Logic

The course will start by introducing some elementary concepts from set theory; along the way, we will consider some fundamental and philosophically interesting results and forms of argumentation. It will then examine the use of 'trees' as a method for proving the validity of arguments formalised in propositional and first-order logic. It will also show how we may prove a range of fundamental results about the use of trees within those logics, using certain ways of assigning meanings to the sentences of the languages which those logics employ.

20 credits

Ethics: From Theory to Practice

Ethical values shape our world and the lives we lead - from how we relate to our friends and community, to our social and political attitudes, to the aspirations and goals that guide our life choices. But ethics is also challenging. When our values clash, or we face unfamiliar problems, or we reflect on the objectionable values of people in the past, it becomes unclear what to do. Ethical theories attempt to help us solve these problems by giving a precise, unified and systematic account of moral values, ideals and duties.

This module introduces students to a range of contemporary and historical ethical theories. We discuss six broad approaches to ethical theorising, each centred on a core unifying value: altruism, relationships, freedom, agreements, rights and excellence. In doing so we will encounter theories such as Utilitarianism, Contractualism and Feminist Care Ethics, and the ideas of philosophers including JS Mill, Harriet Taylor, Simone de Beauvoir, Immanuel Kant, Thomas Hobbes, Mary Wollestonecraft, Aristotle and Freidrich Nietzsche.

Students will learn how to articulate the key concepts and theories in philosophical ethics, and to evaluate, compare and criticise different approaches to ethical theorising. They will also learn to employ philosophical concepts to uncover and analyse the ethical values and presuppositions made in contemporary moral and social debates.

20 credits

Feminism

Feminists have famously claimed that the personal is political. This module takes up various topics with that methodological idea in mind: the family, cultural critique, language. We examine feminist methodologies - how these topics might be addressed by a feminism that is inclusive of all women - and also turn attention to social structures within which personal choices are made - capitalism, and climate crisis .

20 credits

Metaphysics

This course is an introduction to metaphysics. It will focus on two general themes: whether we are material things, and the nature of time. Readings will be drawn mainly from recent and contemporary sources.

20 credits

Bioethics

Bioethics arose in response to the moral challenges thrown up by technological advances of the twentieth century. As we move through the 21st century, new moral problems are emerging, even as old one still concern us.

How should we allocate resource for medical care and research? Are there limits to what can be done to our bodies, or does consent permit everything? In a pandemic, how should we balance concerns for liberty and protecting the vulnerable? Should we try to 'enhance' human beings, or should we be happy with the way we are?

This module will introduce a range of practical bioethical problems, as well as some methods for approaching them. Our emphasis will be on doing philosophy practically, with a view to the implications of philosophical argument in the real world of healthcare, research and bioscience.

20 credits

Philosophy of Education

What is education? And what is it for? These are the questions at the heart of this course. To begin to try to answer them, students will engage in: (1) a theoretical exploration of the central philosophical problems related to education and schooling; and (2) a practical task focusing on learning how philosophy can be taught effectively to secondary school pupils. The theoretical exploration will be taught in a similar way to other philosophy modules (through a weekly lecture and seminar) and a mid-term coursework essay will assess this component (counting for 50% of the module grade).

The practical element will be taught through workshops, engagement with reflective practice, observations at a secondary school, and actual experience of running seminars with secondary school pupils at the University during a three-day conference at the end of the course. The practical part of the course will be assessed by a teaching portfolio (which counts for 50% of the module grade) composed of lesson plans and a reflection. Teaching is a special kind of challenge, but students on the course are not expected to have any previous experience in teaching or in planning lessons. Help and support will be provided throughout the module to make the delivery of lessons to secondary school pupils a realistic goal for all motivated students.

20 credits

Environmental Justice

This module will introduce students to contemporary philosophical discussions of environmental justice at the global level. Topics to be covered may include: The nature of global environmental injustices; responsibility for global environmental problems; the relationship between global environmental challenges and other historical and contemporary injustices; fair international sharing of the costs of environmental action; the justifiability of environmental activism; the rights of indigenous peoples; fairness in global environmental decision-making; and the politics of ‘geoengineering’ the planet.

20 credits

Philosophy of the Arts

This module introduces students to a broad range of issues in the philosophy of art. The first half asks 'What is art?'. It examines three approaches: expression theories, institutional accounts, and the cluster account. This is followed by two critiques focusing on the lack of women in the canon and problems surrounding 'primitive' art. The evolutionary approach to art is discussed , and two borderline cases: craft and pornography. The second half examines four issues: cultural appropriation of art, pictorial representation, aesthetic experience and the everyday, and the nature of artistic creativity.

20 credits

Plato

The philosopher and mathematician A. N. Whitehead once characterised western thought as a series of footnotes to Plato. The thought of Plato and his teacher Socrates, who both lived in Greece around 400 years before the start of the Christian era, set the agenda for much subsequent philosophy and did much to define our ideas of what philosophy is. This course will introduce students to the study of the philosophy of Plato through a close and critical study of a small number of his dialogues in English translation.

20 credits

History of Political Philosophy

We are citizens in a democratic capitalist society, we vote and choose our representatives and our government, our representatives make laws that we must then follow. We do not only obey the laws only for fear of being punished; we believe that our system of government is just, and that it is just for us to obey the laws. We believe that - by and large - we live in a just society. Do we? What justifies our system of government? Are there alternative possible relations, alternative forms of citizenship; alternative forms of government, alternative ways of organising a society? Is ours the only just one?
We will look at the history of political philosophy and explore various systems of citizenship, government and economic arrangements. Our main aim will be to understand how these different systems justify or legitimise the existence of government and its authority to make and enforce laws. We will also look at the more general notion of 'justice' that accompanies and grounds these systems of government.
Two side concerns will be:-
1. The relation between a philosopher's view of ethics and her political philosophy.
2. The relation between a philosopher's view of human nature and her political philosophy.

20 credits

Life Worth Living

What does it mean for a life to go well? How does one live life well? What is a flourishing life? These questions have shaped intellectual endeavour for millennia. Life Worth Living explores approaches to these questions through engagement with diverse traditions/thinkers including classical Greek philosophy, Buddhism, Judaism, Christianity, Islam, Confucianism, Existentialism, Marx, and Nietzsche. The module includes historical analysis of these traditions, visits from individuals whose lives are shaped by them, fieldwork to discuss the ideas beyond the classroom, and assessments to help students develop their own vision of a life worth living.

20 credits

Religion and the Good Life

What, if anything, does religion have to do with a well-lived life? For example, does living well require obeying God's commands? Does it require atheism? Are the possibilities for a good life enhanced or only diminished if there is a God, or if Karma is true? Does living well take distinctive virtues like faith, mindfulness, or humility as these have been understood within religious traditions? In this module, we will examine recent philosophical work on questions like these while engaging with a variety of religions, such as Buddhism, Christianity, Confucianism, Daoism, Islam, and Judaism.

20 credits

Theory of Knowledge

The aim of the course is to provide an introduction to philosophical issues surrounding the knowledge. We will be concerned with the nature and extent of knowledge. How must a believer be related to the world in order to know that something is the case? Can knowledge be analysed in terms of more basic notions? Must our beliefs be structured in a certain way if they are to be knowledge? In considering these questions we will look at various sceptical arguments that suggest that the extent of knowledge is much less than we suppose. And we will look at the various faculties of knowledge: perception, memory, introspection, and testimony.

20 credits

History option module examples:

There are two dissertation options available. All students can choose to take the 20 credit short dissertation. Students who wish to major in History can choose to take the 40 credit dissertation; in this case the dissertation must be taken in combination with a Special Subject.

In addition to the modules listed below, we expect you to have the opportunity to take a new module that will give you the chance to build on your core work in your second year and learn how to navigate conflicting and controversial disputes in history and historiography by focusing on a single interpretive issue.

Dissertation

The Dissertation in History is an exercise of 9-11,000 words in which students explore an individually chosen topic involving problems and issues derived from a module taken at level two or level three. It is expected to consist of research at a high level where interpretation and analysis will be of importance. The balance between primary and secondary materials will depend on the topic and the availability of sources. In each case students work independently under the guidance of a supervisor.

40 credits

Short Dissertation

The dissertation in History is an exercise of 7,500-8,500 words in which students explore an individually chosen topic involving problems and issues derived from a module taken at level two or level three. It is expected to consist of research at a high level where interpretation and analysis will be of importance. The balance between primary and secondary materials will depend on the topic and an availability of sources. In each case students work independently under the guidance of a supervisor.

20 credits

Making History Public

This core module is designed to allow students the opportunity to produce a piece of public history. It will equip students with the skills required to effectively communicate their scholarly research to a non-academic audience, and develop transferable skills beyond the traditional academic skills of a History degree. Drawing on any aspect of their experience as History undergraduates, students will design and produce an accessible digital artefact presenting a topic or theme of their choosing. Students will be supported by workshops and seminars to identify suitable topics and develop communication and digital skills central to public history, and will also be encouraged to bring their extra-curricular skills and interests to this module. A virtual exhibition will showcase student work to the whole History community. In addition, students will submit an interpretative written exercise, situating and explaining the artefact they have created and analysing their experience over the course of the module.

20 credits

History Special Subject examples:

Special subjects are 40 credits each. Dual honours students have the option to take one special subject.

Cannibals and Christians: Mexico and Spain, c.1492-1600

This module examines the extraordinary clash of cultures which occurred following the 'discovery' of America, and the reciprocal relationship which developed between Europe and the 'New World' in the sixteenth century. Focusing on the sixteenth-century discovery, conquest and settlement of Central and South America, especially Mexico, the module will address such themes as the nature of the encounter, the intellectual and cultural impact, trade and exchange, migration, evangelisation and empire. The module addresses the encounter from a wide range of perspectives, evaluating the encounter from the viewpoint of sailors, conquistadors, priests, historians, explorers, missionaries, administrators and the indigenous people themselves.

40 credits

Fascism and Anti-Fascism in Britain, 1923-1945

This module examines three inter-related issues in order to assess the impact of fascism in Britain between the wars. Making full use of one of the best archives for this purpose in the country held here in the Special Collection of the University Library, first we examine the political organization, the ideas and the culture of 'native' British fascism from its inception in 1923 to the Second World War. Second, we move on to explore active and ideological resistance to British fascist and racist organisations by a loose coalition of Communists, Socialists, Liberals and even Conservatives, as well as the resistance mounted by those religious and ethnic groups most affected by fascist racial provocation and violence. Third, we will consider how contemporary interpretations of fascism, and formal and more informal relations with the European dictatorships, contributed to the National Government's policy of appeasement on the one hand, and, on the other hand, to the greater definition of what was quintessentially 'British' about Britain's war aims with the outbreak of World War Two. We will approach these topics by analysing primary source material, including political pamphlets and propaganda, newspapers, public records, memoirs, oral testimonies, visual material, film and recordings, and novels.

40 credits

Mao and the Making of Twentieth-Century China

In 2015, citizens in Henan Province erected a 120-foot gold statue of Mao Zedong, which was swiftly torn down on government orders. Why does Mao still provoke such strong feelings? To some he is a monster: history's greatest mass murderer. But recently historians have painted a richer picture of Mao's China, trying to understand its social character, political culture, and role in Cold War rivalries. Focusing on the origins, character, and legacy of Maoist rule, and devoting most of our attention to the period between the declaration of the People's Republic in 1949 and Mao's death in 1976, we will use translated primary sources, a rich visual culture, and a burgeoning scholarly literature to explore Maoist thought and its critics; major upheavals like the Great Leap Forward and Cultural Revolution; and everyday life under 'Communism with Chinese characteristics'.

40 credits

Nomadland: The Peoples of the Steppe, 600-1000

Nomads are the dark matter of history. Choosing neither to produce written sources, nor found cities which are the usual target of archaeology, they defy the typical means of investigation of the historian. Yet their political impact – from the Huns of Attila to the Mongols of Ghengis Khan – was vast. Fear of the nomad other, framed in terms of barbarism, is one of the defining literary themes of the settled civilisations who were their neighbours. This fear had a huge impact on settled society: the Great Wall of China was built to keep nomads out.This course asks how we can look beyond the fearsome, caricatured image produced by sedentary authors to reconstruct the politics, mentalities, and lifestyles of these crucial agents of pre-modern history. To do so, we will focus on the varied experiences of the nomadic peoples who emerged in the aftermath of the disintegrations of the great Turkic Khaganate in the seventh century. The Khaganate stretched over the vast, flat, grasslands of the Steppe, from China to Hungary and its successors settled regions across modern day Kazakhstan, Uzbekistan, Russia, Ukraine and the Balkans. These new peoples and their cultural and political choices fundamentally transformed the region, and had a profound impact on the great empires around them, namely Byzantines, Sassanian Iranians, and the Islamic caliphate.Throughout, we will use material culture and sources written originally in Greek, Arabic, Armenian and Slavonic (all available in modern English translation), to ask: how do we write a history of a people who chose not to write? 

40 credits

Permissive Britain? Social and Cultural Change 1956-74

This module explores British society and culture as the nation moved from an era of austerity to one of unprecedented affluence. Key topics include the impact of affluence on class and gender relationships, the emergence of a national youth culture, changes and continuities in sexual behaviour, and debates about immigration and race. The unit encourages students to assess the significance of reforming legislation that relaxed the censorship regime, decriminalised homosexuality, enabled easier access to abortion, liberalised the divorce system and abolished capital punishment, examining the arguments of those who resisted, as well as those who championed the 'permissive society'.

40 credits

Popes, Caliphs, Emperors, ca. 1130-1215

The Crusades are known as religious wars, in search of the earthly and heavenly Jerusalem. Yet they were only part of the complex interactions between peoples of different politics, religions, and cultures in the medieval Mediterranean basin. Using sources including histories, letters, buildings, art and mosaics, this module will examine how religion intertwined with medieval politics, culture and society. From Iberia to Jerusalem, and from Italy to Africa, we will investigate religion's role in expressing political power and in the everyday life of the people who lived there. How was religious authority received, understood, and contested by contemporaries?

40 credits

Red Continent: Socialism in Twentieth Century Africa

When we think about the history of 'socialism', we might first consider Marx and Mao, Lenin and the Soviet Union, even Castro and Cuba. Africa rarely features in these conversations. Yet no fewer than 35 African countries claimed to be 'socialist' at some point in the late twentieth century. There was little consensus as to what 'socialism' meant in Africa, however. To some, it was a homegrown ideology, with its origins in 'traditional' village life. To others, it was a set of imported theories that could propel anticolonial liberation struggles. Critics alleged that Africa's socialists were simply pawns of Cold War superpowers. Socialism's proponents responded that they were building a new future after empire - a vision which had evaporated by the end of the century, but increasingly of interest to historians today.

Rather than seek an encyclopaedic understanding of socialism in every African country, this special subject module combines in-depth studies of key cases with the study of broader, transnational themes. We will examine the political thought of major thinkers, including pan-Africanists among the diaspora, anticolonial leaders, and public intellectuals. We will assess the 'African socialist' project in Tanzania and the military dictatorship in Ethiopia which preached Marxist revolution. Yet no leader or government controlled the meaning of socialism, as their visions were challenged by students, workers, and women's activists. Locating African socialism in a global context, we will follow the transnational journeys of these figures as they forged relationships with Cold War actors and contributed to the radical project of the Third World. 

The thematic classes will trace connections and divergences between these socialist experiences in Africa. We will investigate the role that the media played in communicating socialism. We will understand how artists, directors, and novelists all engaged with the ideas of socialism. The module will take us into the villages, to see how rural communities responded to state-making projects which were imposed from national capitals. Then we will explore the concrete design of Africa's 'socialist cities' and the livelihoods of the men and women who lived among them. Finally, we will gain an understanding of life in post-socialist Africa and ask 'what's left of the African left?' 

In this module, students will work with a wide range of primary source material. This includes excerpts from the work of major African intellectuals, like Kwame Nkrumah, Léopold Senghor, and Julius Nyerere. Students will examine how these ideas were put into practice (or not) through material drawn from government archives and diplomatic cables. Moving beyond the vision of the state, we will also analyse student magazines, film, poetry, fiction, street photography and architecture. All source material and secondary reading will be provided in English, either as original or in translation.

40 credits

Resistance & Liberation in South Africa: Gandhi to Mandela

This module analyses resistance to segregation, apartheid, and white supremacy in South Africa. Drawing upon memoirs, oral histories, novels, films, speeches, news reporting, online databases, and document collections, we begin with the non-violent campaigns led by Mohandas Gandhi in the 1900s against the segregation of Indians in South Africa, and end with Nelson Mandela's election as president in the country's first non-racial democratic elections in 1994. We will explore the inspirations, nature, and effects of a wide range of forms of political, social, and cultural resistance by opponents of white supremacy - from ordinary people to elite politicians - both inside South Africa and around the world.

40 credits

Revolution, Dictatorship and Democracy in Latin America, 1944-90

This special subject uses the three themes of revolution, dictatorship and democracy to examine the history of Latin America in the second half of the twentieth century. Beginning with Guatemalan Revolution (1944-54), this module explores key events over the next four decades, including the Cuban Revolution of 1959, the rise of anticommunist dictatorships across the region in the 1960s and 1970s, the Nicaraguan Revolution of 1979, and the 'Third Wave' of democratisation that swept the region in the 1980s. Throughout, we will identify and analyse regional trends in Latin American history while remaining attentive to national dynamics. In particular, this module will focus on two subregions of Latin America: the Southern Cone (especially Chile, Argentina and Brazil) and Central America (especially Nicaragua, Guatemala and El Salvador). Primary sources will include government documents, speeches, visual sources and other cultural outputs, including song, poems, and testimonials. This mix of different sources will allow students to consider the ways in which gender, race, and class all shaped how different Latin Americans experienced the second half of the twentieth century.

40 credits

The National Security State, Treason, and Individual Rights during the Twentieth Century

National security scares over 'whistleblowers' such as Edward Snowden, Chelsea Manning or Kathrine Gun have catapulted the image of the 'traitor' back into public discourse. At the same time, controversies over Wikileaks' political agenda and Russian interference with the Brexit referendum and the 2016 US presidential elections were as much discussed in terms of British and US national security as a threat to the security of 'the West' as a whole. These conflicts stand at the end of a century that has seen the rise of the modern surveillance state and transnational security frameworks organized through institutions such as Interpol, NATO, and the Warsaw Pact states (until 1989/91).  Over the course of the 20th century, more and more people saw themselves suspected of betrayal of the community. The First World War transformed older clearly defined criminal offences of 'high treason' against the sovereign and their immediate family members to wider accusations of treason against the nation, state, and people. The rise of communism and fascism triggered the building of new domestic public security apparatuses in the interwar period. War crimes and genocide of the Second World War further complicated debates on the morality of collaboration with the enemy. In response, security agencies professionalized their work and the early Cold War saw calls for transnational bloc-wide security regimes to combat subversion by the Cold War enemy. Since then, state surveillance has come to be seen more and more as a constant everyday threat to privacy and individual rights after the digital revolution of the 1970s.  In this special subject, we explore through rich source material the political, emotional, social, and cultural dynamics that were at play when individuals or groups from across Europe, the US and Soviet Union were accused of betraying society. We will consider how people's ethnic, gender, and class background impacted their fate of becoming 'traitors'. Taken together, their cases will provide answers to the central question of how demands for the professionalization of the national security state have impacted ordinary people's lives and rights under different forms of government and how they shape our contemporary understandings of democracy and authoritarianism.

40 credits

The Rise and Fall of the British Transatlantic Slave Trade, 1640-1807

The transatlantic slave trade is the largest forced migration in human history. Europeans transported 12 million captive Africans across the Atlantic Ocean between the sixteenth and nineteenth centuries. This contributed to the development of a transatlantic economic system that linked three continents - Europe, Africa, and the Americas - and which funnelled wealth created through the exploitation of enslaved Africans into the hands of Europeans.  Britain was the pre-eminent slave trading nation of the eighteenth century. From 1640 to 1807, British vessels trafficked 3.2 million captive Africans across the Atlantic to work in the plantation economies of North America and the Caribbean. This module traces the rise and fall of Britain's participation in the transatlantic slave trade, studying developments in West Africa, the Caribbean, and Britain, and exploring the linkages between the three. It begins in the seventeenth century with the corporate activities of the London-based Royal African Company, moves into the eighteenth century when non-corporate merchants based in the outports of Liverpool and Bristol dominated the trade, and ends with Abolitionist efforts to abolish British involvement in the trade in the late eighteenth and early nineteenth centuries.  The module is fully Atlantic in scope. Using a wide range of primary and secondary sources we will analyse the process of cross-cultural exchange on the West African coast, the horrors of the Middle Passage, the exploitation of enslaved Africans in the Caribbean plantation system, and the direct and indirect impacts of the transatlantic slave trade on early modern Britain. We will make regular use of case studies to explore the history of the transatlantic slave trade 'from below', foregrounding the lived experience of enslavement for captive Africans and the vital role of African Abolitionists in precipitating the process of abolition.

40 credits

The United States and the Cold War, 1945-1975

The Cold War shaped American foreign policy as well as domestic politics and culture for much of the second half of the 20th century. But how all-encompassing was the Cold War? How did non-state actors react to and influence the course of its development? And how 'cold' was the Cold War? This module will examine the Cold War with fresh perspective. We will revisit the traditional historiography, which focuses on high policy actors and U.S. relations with the Soviet Union. But we will also gain new insight from an emerging literature that challenges such a deterministic and elite framing of what was a global conflict that involved multiple actors at all levels of society, many of whom brought with them complex motivations that existed prior to, or outside of, the rigid Cold War binary. In addition to these secondary sources, we will explore a wide range of primary source material, from declassified State Department documents to Third World assertions of sovereignty to popular films and novels.

40 credits

The Wars for Vietnam: Empire, Decolonisation and Liberation

In the middle decades of the twentieth century, Vietnam was wrenched by wars: a world war, a war of decolonisation, a civil war, the Cold War, and a war against its erstwhile communist allies. By studying these conflicts, we not only learn about modern Vietnam, but also the French empire, U.S. foreign policy, and communist internationalism in the mid-20th Century. As case studies, these wars shed light on larger global processes of imperial conquest, decolonisation and neo-colonial control, communist revolution and the limits of internationalism. As an archetype of national liberation, events in Vietnam also profoundly shaped anti-colonial struggles around the world and social movements in the United States and Europe, from Black Power to the women's liberation movement. This module explores the wars for Vietnam through the themes of empire, decolonisation, and liberation, paying close attention to Vietnamese perspectives, exploring the role of France, the United States, the Soviet Union, and China, and uncovering the global reverberations of these conflicts. We will investigate the historiography which set the broad parameters of debate, as well as newer scholarship which has challenged these orthodox interpretations, and we will examine a wide range of primary sources, from government documents, memoirs, and oral histories, to images, fiction, and film.

40 credits

The West & the East in each other's eyes 1850-2000

The idea that the 'East' and the 'West' are fundamentally different in their thinking and values and are locked in a mutually antipathetic 'clash of civilizations' is an age-old one. It has been argued by European and Asian politicians and writers alike, by imperialists and anti-imperialists, 'orientalists' and their critics, and has been manifested in a range of approaches and ideologies, including 'Orientalism', 'Occidentalism', pan-Asianism, pan-Islam, and Samuel Huntington's notorious 'clash of civilizations' thesis. It has fed into both colonialist and anti-colonialist thought. This course is intended as a case study in the history of ideas. We will investigate how ideas of a division between 'West' and 'East' have been expressed and developed in the late 19th and 20th centuries and how they have been deployed by politicians in a range of different countries and contexts. We will also examine some of the more subtle, alternative formulations of East/West cultural difference, assimilation and appropriation that have been articulated in the same period. The course will encourage you to rethink how cultures relate to each other, and about what is distinctively 'Western' or 'Eastern' about political and economic organization, human rights, democracy and secularism. Can we really talk about 'East' and 'West' as meaningful categories, and if not, when and how did people start using these terms and why, and what does that tell us about how we should understand the world and write about it? In semester 1, after an initial introduction of the themes and questions of the course, the next 4 weeks ('the West looks at the East') will analyse Western accounts of the East. The second half of the first semester ('the East looks at the West') then undertakes a chronological and thematic analysis of the different ways in which Asian governments and writers have understood, analysed and critiqued the West and its values. The second semester ('the East looks at the East') concentrates on how Asian governments and thinkers have understood the East, and their views of how far it can be said to enshrine coherent non-Western values. As well as studying transnational movements (pan-Asianism, pan-Islam and the Non-aligned Movement), we will also study selected Asian writing on democracy, human rights, nationalism, and secularism up to the present day.
During the course we will be using a wide range of documents in translation - from constitutional debates, political tracts, government declarations, policy documents and educational literature, to travel accounts, speeches, letters, poetry and images.
The course is intended to help you to rethink how you understand Western and non-Western cultures and to provide you with a more informed sense of the roots and nature of current global geo-political and cultural tensions.

40 credits

The World of Intoxicants in Early Modern England

Intoxicants were a key feature of early modern societies. This is as true for 'old' world alcohols like wine, beer, ale, and other fermented drinks as it is for 'new' intoxicants like opiates, tobacco, sugar, caffeines, chocolate, and distilled liquors that began to enter European diets after 1600 from the Levant, the Americas, and Asia. Focusing on intoxicants in England, this module considers a) the ongoing importance and, indeed, increasing significance of alcohols to culture, society, and economy over the course of the seventeenth century and b) the introduction and popularisation of new intoxicants over the same period.

40 credits

Tools of Empire? Medicine, Science and Colonialism, 1800-1950

Western science and biomedicine have, for long, been seen as symbols and agents of progress. Research in the last two decades has, however, revealed their close ties with the history of colonial conquest and rule - so much so that scientific discoveries such as guns, steamboats, and quinine have been seen as 'tools of empire'. This module will, however, go beyond this fact and discuss much larger questions of equal relevance. It will, for instance, deal with the question of the 'consumption' of science in the colonies, the role of the colonies in constituting western science, the role of medicine in furthering colonial hegemony, the 'reinvention' of traditional sciences such as Unani and Ayurveda under colonial influence, the relationship between scientific centres and peripheries, and post-colonial developments with respect to medical and scientific administration. In exploring these themes, the module will not limit itself to any particular region, but will draw upon readings from South Asia, Africa, and the Americas.

40 credits

Visions and Violence: race, empire and identity in mid-nineteenth-century Britain

British expansion did not result from a single, coherent imperial strategy, or a fit of 'absence of mind'; it developed from specific cross-cultural encounters and competing colonial visions. Some saw the Empire as a place of adventure, others an opportunity for Christianisation, still others as a 'New World' in which to build a Greater Britain. These visions were always contested and challenged both overseas and in Britain. This module explores these contested visions and the impact of empire at home. It is structured around different 'visions of empire' including those of humanitarians; missionaries; settlers; travellers; scientists and the British public.

40 credits

Italy in the Age of Dante, ca. 1200-1350

In the 13th and 14th centuries, northern-central Italy was one of the most urbanized, economically dynamic and culturally innovative parts of Western Europe, to the point that important scholars of the past have seen the Italian city-states as forerunners of modern concepts of republicanism and individualism. The cultural efflorescence of this period is still visible in the historical city centre of many Italian towns, in the frescoes of Giotto, and in the literary works of authors such as Dante Alighieri (1265-1321), best known for his exploration of the Christian afterlife in the Divine Comedy. And yet, Dante's Italy was also plagued by instability, civil wars and factionalism, as exemplified by the poet's banishment from his city, Florence, on account of political rivalries. How did the Italian city-states manage to flourish economically and culturally in such a fraught political landscape? How could they reconcile intellectual sophistication and religious revival on one side, and significant levels of violence and turmoil on the other? This module will make use of sources such as artwork, chronicles, literature and charters to explore various facets of the political, social and cultural life of the communes with the aim of providing a deeper understanding of this multi-faceted society.

The module will introduce you to the political, religious, social, and cultural landscapes of the Italian city-states between the 13th and the 14th century. It will develop your awareness of the historiographical interpretations of the period and its key features, e.g., the communal movement, merchant capitalism, the 14th century crisis and lay sanctity.

40 credits

Philosophy optional module examples:

Ancient Chinese Philosophy

This course will introduce students to ancient Chinese Philosophy through a study of some of it classical texts.

20 credits

Advanced Political Philosophy

This module will investigate a broad range of topics and issues in political philosophy and explore these questions in some detail. It will include both historical and foundational matters and recent state of the art research.

20 credits

Ethics and Belief

We know things as individuals, but we also know things collectively. And what we know individually can depend on our relation to other knowers and collective knowledge. These relations are not merely epistemic, they are also practical and ethical. Knowledge can, for instance, be based on trust, while a failure to recognize someone as a knower can be a matter of injustice. Knowledge thereby has a social character and an ethical dimension. This course will introduce a broad range of topics in epistemology that explore this social and ethical turn.

20 credits

Free Will & Religion

This module focuses on philosophical questions about the relationship between free will and theistic religions. It has often been claimed that adherents of these religions have significant motivations to affirm an incompatibilist conception of free will according to which free will is incompatible with determinism. Incompatibilist conceptions of free will, it has been argued, have benefits for the theist such as enabling them to better account for the existence of moral evil, natural evil, divine hiddenness, and traditional conceptions of hell. Yet, on the other hand, it has been argued that there is a significant tension between theistic religions and incompatibilist conceptions of free will. For example, there are tempting arguments that an incompatibilist conception of free will makes trouble for affirming traditional views about God's omniscience, freedom, and providence. We will engage in a critical examination of these and related arguments.

20 credits

Feminist and Queer Studies in Religion, Global Perspectives

This module applies feminism, queer studies and trans philosophy in analysis of genders and sexualities in religious traditions and cultures around the world. We will examine deities and goddesses, gendered language in religions, cisheteropatriarchy, and LGBTQIA life in e.g. Hinduism, Buddhism, Christianity, Judaism and Islam, as well as in Chinese, and Japanese cultures. We will discuss genders, rituals, spirituality, sexual practices, procreation, abstinence, and asexuality, reading a range of feminist, queer and trans philosophical works, and texts ranging from the Kama Sutra to Confucius and the Vatican documents, Scriptures, and empirical research. Assignments allow students in Philosophy, Humanities, and Social Sciences develop their expertise using their preferred methods and topics, on religions of their choice.

20 credits

Global Justice

What are the demands of justice at the global level? On this module we will examine this question from the perspective of analytic Anglo-American political philosophy. We will start by looking at some debates about the nature of global justice, such as whether justice demands the eradication of global inequalities. We will then turn to various questions of justice that arise at the global level, potentially including: how jurisdiction over territory might be justified; whether states have a right to exclude would-be immigrants; whether reparations are owed for past international injustices such as colonialism; and how to identify responsibilities for combatting global injustice.

20 credits

Bodies and Souls

Descartes is famous for his view that all mental activity takes place in an immaterial substance, so that what we call a human being is really two things: a thinking soul and an unthinking body. Aristotle thought that every living thing, whether conscious or not, was a compound of matter and form, and he called this form a 'soul'. This view, 'hylomorphism', dominated European philosophy throughout the middle ages. Both views are currently the subject of renewed interest. This module will examine them from a contemporary perspective.

20 credits

Moral Theory and Moral Psychology

This course examines the relationship of moral theory and moral psychology. We discuss the relationship of science and ethics, examine the nature of self-interest, altruism, sympathy, the will, and moral intuitions, explore psychological arguments for and against familiar moral theories including utilitarianism, virtue ethics, deontology and relativism, and confront the proposal that understanding the origins of moral thought 'debunks' the authority of ethics. In doing so, we will engage with readings from historical philosophers, including Hobbes, Butler, Hume, Smith, Kant, Mill, Nietzsche and Moore, as well as contemporary authors in philosophy and empirical psychology.

20 credits

Pain, Pleasure, and Emotions

Affective states like pain, pleasure, and emotions have a profound bearing on the meaning and quality of our lives. Chronic pain can be completely disabling, while insensitivity to pain can be fatal. Analogously, a life without pleasure looks like a life of boredom, but excessive pleasure seeking can disrupt decision-making. In this module, we will explore recent advances in the study of the affective mind, by considering theoretical work in the philosophy of mind as well as empirical research in affective cognitive science. These are some of the problems that we will explore: Why does pain feel bad? What is the relation between pleasure and happiness? Are emotions cognitive states? Are moral judgments based on emotions? Can we know what other people are feeling?

20 credits

Phenomenology

This module introduces students to Phenomenology - a philosophical tradition in continental European philosophy, which is closely related to Existentialism. Phenomenology seeks to understand the human condition. Its starting-point is everyday experience, where this includes both mundane and less ordinary forms of experience such as those typically associated with conditions such as schizophrenia. Whilst Phenomenology encompasses a diverse range of thinkers and ideas, there tends to be a focus on consciousness as embodied, situated in a particular physical, social, and cultural environment, essentially related to other people, and existing in time. (This is in contrast to the disembodied, universal, and isolated notion of the subject that comes largely from the Cartesian tradition.) There is a corresponding emphasis on the world we inhabit as a distinctively human environment that depends in certain ways on us for its character and existence. Some of the central topics addressed by Phenomenology include: embodiment; ageing and death; the lived experience of oppression; human freedom; our relations with and knowledge of, other people; the experience of time; and the nature of the world. In this module, we will discuss a selection of these and related topics, examining them through the work of key figures in the Phenomenological Movement, such as Edmund Husserl, Simone de Beauvoir, Maurice Merleau-Ponty, Frantz Fanon, and Edith Stein.

20 credits

Dissertation Project 1

A variety of topics including an independent choice will be set  For each topic, a short list of key readings is provided. Having chosen a topic, students are expected to master the readings, and then supplement them with at least two other pieces of relevant literature having used the available library and web resources to research. They then, having agreed a title with a supervisor assigned to them for the module, write an extended essay that identifies the central issue (or issues) under discussion, relates the various responses to that issue found in the literature, evaluates those contributions, and goes some way to identifying a satisfactory resolution of the issue.

20 credits

Dissertation Project 2

A variety of topics including an independent choice will be set  For each topic, a short list of key readings is provided. Having chosen a topic, students are expected to master the readings and then supplement them with at least two other pieces of relevant literature, having used the available library and web resources to uncover research. They then, having agreed a title with a supervisor assigned to them for the module, write an extended essay that identifies the central issue (or issues) under discussion, relates the various responses to that issue found in the literature, evaluates those contributions, and goes some way to identifying a satisfactory resolution of the issue.

20 credits

Philosophical Problems I: People, Organisations and Technology

Much of moral and political philosophy is devoted to the study of people's relations to other people, or to political entities such as the state. Yet people also stand in morally significant relations mediated by other entities, such as charitable organisations, business corporations, and the products of information technology, including 'artificial intelligence'. This module introduces the student to some of the most important questions currently faced by human beings in our relation to artificial agents, whether in the guise of organisations or advanced technologies.

Questions discussed in the module will include: are organisations or machines capable of moral agency, and if so, are they candidates for the same kinds of responsibility as individual human beings? Do moral norms that apply to the relations between humans, such as truthfulness or integrity, apply equally to organisations or information technology? To what extent do our relationships with organisations and technology undermine individual freedom or autonomy and our sense who we are? Does the development of large-scale organisations or the technological advances promised by artificial intelligence represent an opportunity for ecological preservation and control, or is it an existential threat to existing ecosystems and human life as we know it?

In this module, these and similar questions are addressed by the application of philosophical theory to real world examples.

30 credits

Philosophy of Law

Law is a pervasive feature of modern societies and governs most aspects of our lives. This module is about some of the philosophical questions raised by life under a legal system. The first part of the module investigates the nature of law. Is law simply a method of social control? For example, the group calling itself Islamic State issued commands over a defined territory and backed up these commands with deadly force. Was that a legal system? Or is law necessarily concerned with justice? Do legal systems contain only rules or do they also contain underlying principles? Is 'international law' really law?
The second part of the module investigates the relationship between law and individual rights. What kinds of laws should we have? Do we have the moral right to break the law through acts of civil disobedience? What is the justification of punishment? Is there any justification for capital punishment? Are we right to legally differentiate between intended crimes (like murder) and unintended crimes (like manslaughter), or does this involve the unjustified punishment of 'thought crime'? Are we right to legally differentiate between murder and attempted murder, despite the fact that both crimes involve the same intent to kill?

20 credits

Plato's Symposium

The Symposium is a vivid, funny and moving dramatic dialogue in which a wide variety of characters - orators, doctor, comic poet, tragic poet, soldier-cum-statesman, philosopher and others - give widely differing accounts of the nature or erotic love (eros) at a banquet. Students should be willing to engage in close textual study, although no previous knowledge of either ancient philosophy or ancient Greek is required. We will be exploring the origins, definition, aims, objects and effects or eros, and asking whether it is viewed as a predominantly beneficial or harmful force. Are some manifestations or eros better than others? Is re-channelling either possible or desirable, and if so, how and in what contexts? What happens to eros if it is consummated? We will in addition explore the issues that the dialogue raises about relations between philosophy and literature, and the influence it has had on Western thought (e.g. Freud). The edition we will use is Rowe, C . J., 1998, Plato Symposium. Oxford: Aris and Phillips Classical texts.

20 credits

Memory and the Self

Our memories of our personal past (i.e. our episodic memories) play an important role in our lives. They help us perform mundane tasks like finding our keys, but they arguably also form the foundation of our sense of self and personal identity. They let us know who we are by recording what we've done and experienced. In this module we will try to better understand what episodic memory is and to what extent it grounds our understanding of the self. This module will introduce students to the cognitive science of memory and to core issues in the philosophical foundations of cognitive science.In the first part of the module, we will look at methodological issues that arise when we attempt to describe the mind's structure within philosophy, psychology, and neuroscience. In the second part of the module, we will look towards the cognitive sciences to better understand what sort of thing episodic memory is. In the final part of the module, we will consider the relationship between episodic memory and our sense of the self. This is an interdisciplinary module. Understanding how the mind is structured is a complex project. In order to make progress we need to appeal to both empirical and philosophical work (and work that blurs this distinction). We'll read scientific and philosophical papers; however, no prior knowledge of cognitive science (or neuroscience) will be presumed.

20 credits

Work Place Learning

This module involves a work placement of 35-70 hours with a local organisation (voluntary or commercial sector). You will experience firsthand the practical challenges and problems facing the organisation. You will learn about the organisation's overall aims, and the various methods and strategies employed to accomplish those aims. You will draw on the concepts and theoretical frameworks studied in your other philosophy modules to identify a philosophical issue relevant to the organisation's work or goals, and to write a piece or pieces of coursework addressing that issue; or you will be able to use the skills and knowledge you have gained in your other philosophy modules to analyse a problem of philosophical interest faced by the organisation or encountered in the course of your employment. You will have two meetings together with other students in the module to discuss your work placement and formulate ideas for your written coursework. You will have a further individual meeting with the module convener or an appropriate supervisor from the School of History, Philosophy and Digital Humanities to discuss the progression of the coursework.

At the end of the module, you should have:

    the ability to apply ideas from your other philosophy modules in rigorously assessing the challenges facing organisations like the one you worked for, and interrogating potential solutions to them

    insight into the practical application of theoretical issues in philosophy

    practical experience that will make you a strong candidate for jobs in the sector you worked in.

20 credits

The Science of Consciousness

Consciousness is at once both something incredibly familiar and something utterly mysterious. Consciousness seems to be a subjective phenomenon to which we have a privileged first-person access Yet, this very subjective nature of consciousness makes it hard, if not impossible, to scientifically study. In this module we'll look at recent developments in the study of consciousness from across the cognitive sciences (including philosophy, psychology, neuroscience, and biology). This module will also serve as an introduction to some core issues in the philosophical foundations of cognitive science.In the first part of the module, we will look at various theories of consciousness from across different disciplines. In the second part of the module, we'll look at specific methodological issues that arise in studying consciousness in human and non-human animals.This is an interdisciplinary module. Understanding how the mind is structured is a complex project. In order to make progress we need to appeal to both empirical and philosophical work (and work that blurs this distinction). We'll read scientific and philosophical papers; however, no prior knowledge of cognitive science (or neuroscience) will be presumed.

20 credits

Topics in Social Philosophy

This module will introduce students to some contemporary issues in social philosophy.

20 credits