Philosophy and Psychology BA

An introduction to the concepts of clinical psychology and the application of psychology in clinical settings.

The module illustrates how psychological models are developed and how they are applied in developing interventions. You will examine theory and evaluation of interventions for a number of disorders/clinical issues.

During this module you will have two hours of lectures weekly. 

10 credits in the Spring Semester.

This module examines the psychological and neural basis for the planning and control of human action. You will be introduced to scientific research through guided exploration of the neuropsychological bases for human action. You will experience the multi-disciplinary nature of research into human behaviour and, by the end of the module, will understand how a single issue can be addressed from multiple perspectives including: experimental psychology, neurophysiology, neuroanatomy, neuropsychology, and functional brain-imaging. 

This module examines the deficits seen in individuals who have suffered brain damage. You will learn about the impairments of language, memory, perception, attention, motor control, executive control and emotion. This module evaluates both the clinical and theoretical aspects of these syndromes. In particular, this module will evaluate the implications regarding how the healthy brain functions.

The area of forensic mental health is extremely pertinent in both the criminal justice system and mental health services, and the integration of the two. It is a growing area of research in Psychology and it is an area in which students are increasingly wishing to work following their degree.

The module will concentrate on offending behaviours, typical categorisation of those who commit crimes or harm themselves, and standard interventions for offenders. The course will also examine the role of the UK criminal justice system (CJS) in dealing with individuals who offend and the impact of current psychological research and theory for the processes involved within the CJS.

This module provides an introduction to the contexts in which educational psychologists operate by examining the historical development of this profession within a set of major legislative and policy contexts, such as the recent drive to increase social inclusion. In particular, successes in, and barriers to, establishing a role as scientist-practitioners in educational settings will be explored.

The module will concentrate on assessment and intervention work with specific populations such as young people who display challenging behaviour in schools, vulnerable adolescents, and bilingual learners. Additionally, it will examine psychological approaches to group work with teachers and pupils as well as the application of system theory in helping transform aspects of schools and other organisations.

The central theme of this module is to explore how the architecture and function of the visual brain has been designed and shaped by experiences over a range of timescales. The innate properties of the eye and visual brain that are present at birth have been designed over millions of years of evolution. The brain continues to physically change it structure and function within a lifetime  a property termed brain plasticity. Over the years of development, brain plasticity is the driving force for the maturation of different visual brain functions. Even well into adulthood, plasticity is retained in the form of learning, which can optimise performance for certain visual tasks and be exploited for therapeutic uses. Another prominent form of plasticity in the visual brain is that caused by adaptation effects of visual experience over the preceding tens of milliseconds to minutes. The module will examine the consequences of evolution, development, learning and adaptation for visual brain function and perception.  

This module explores how psychologists study and understand cognitive differences and neurodiversity during development. The course focuses on a variety of cognitive processes including attention, memory, executive function, language, reading and motor skills. Topics covered include executive function development, attention, motor and reading difficulties, genetic syndromes, preterm birth and interventions. 

This module will allow students to understand how psychology relates to contemporary issues and debates.

Students will have the opportunity to specialise in one area and consider the deeper implications for the world and society. Topics may vary from year to year but may include topics such as health behaviours, the environment and climate change, psychology of women and others. Students will write an extended essay in the specified area, guided by an academic.

The central theme of this module is to explore how cognition functions in the real world, and to demonstrate the relevance of cognitive psychology to everyday life. In particular, it will address how cognitive models and theories can be applied to tasks that we all perform. As well covering contemporary cognitive psychology at an advanced level, components of the module will also integrate across other relevant research areas, such as developmental psychology and cognitive neuroscience.

This module will explore how Social Psychology is applied to societal issues. The module will take students through a series of examples, to include topics such as cyberpsychology, conspiracy theories, existential anxiety, justice and attitudes towards victims of injustice, environmental psychology, prejudice and discrimination and discuss how theories and evidence from social psychology can be used to address these in everyday life. Students on this module will consider how the evidence can be best communicated to a wider audience.

The course will cover theories and models of altruism, cooperation and helping form the perspective of psychology, economics and evolutionary biology. Among the theories examined will be reputation-based, strong-reciprocity, warm-glow and crowding and altruistic punishment from economics; kin selection, reciprocity, coercion, mutualism, cooperative breeding from biology; and empathy, personality, sexual selection and situational constraints from psychology.

You will consider why people sometimes don't help and actively try to benefit from others and apply these models to anti-social behaviour, and how we cooperate to inflict injury on other groups. It will also examine not just models of helping others, but also why people ask for help. You will finally look at how charities implement some of these principles and if they are successful.

10 credits in the Spring Semester.

The aim of this module is to provide you with an opportunity to write an 8,000-word dissertation on a philosophical topic, the precise subject of which is by agreement with the supervisor. At the completion of the module, you will have had an opportunity to work independently, though with the advice of a supervisor. 

Karl Marx's thoughts and words have had an enormous impact on history. Revolutions have been fought, economic policies pursued and artistic movements established by followers (and opponents) of Marxism.

Together we'll examine some of Mark's original writing and explore his thinking. Specific themes we'll cover include:

• alienation
• the materialist conception of history
• ideology
• the labour theory of value

By the end of the module you should have a good overview of Marx's attempt to synthesise German philosophy, French political theory, and British economics.

This module is worth 20 credits.

This module investigates different kinds of contemporary logic, as well as their uses in philosophy. We will investigate the syntax and semantics of various logics, including first order logic, modal logics, and three-valued logics, as well as ways to apply formal techniques from these logics to philosophical topics such as possibility and necessity, vagueness, and the Liar paradox.

We’ll cover ways to reason and construct proofs using the logics we study, and also ways to reason about them. We’ll look at proofs regarding the limits of formal logic, including proofs of soundness, completeness, and decidability.

This module will teach you how to communicate philosophy through a variety of different mediums, assessing them in each. We will look at how philosophy can be communicated through legal documentation, press releases, handouts, lesson plans, webpages, funding bids and posters (with optional presentations).

A number of the sessions will be delivered by professionals from outside the university, with support from the module convener. Seminars will be used to develop each of the items for assessment. You will be invited to draw upon your prior philosophical learning to generate your assessments, except in the case of handout where you will be set a specific philosophical task and asked to complete some (very basic) independent research.

Illness, ageing, death and dying are universal experiences. Yet discussion about them often only happens in times of emotional distress.

Together we'll explore philosophical issues related to human mortality in an open, supportive and compassionate way.

As well as a deeper understanding of the issues you will also build capacity to think sensitively and humanely about the human experience of ageing, illness, and dying.

Typical topics might include:

• experiences of being chronically ill
• psychiatry and mental health
• the oppression of ill persons · illness narratives
• the moral and spiritual significance of illness
• the experience of dying
• empathy, grief, and mourning
• death and the meaning of life
• the significance of human mortality to wider philosophical issues and concerns

This module is worth 20 credits.

Much of our life is filled with compulsory work but when free of obligation, when at leisure, we play in many different ways. We voluntarily chose to engage with the arbitrary rules and restrictions of games. We roll dice and push the pieces round a board. We twiddle thumbs and shoot fictional computer game zombies. We get involved in organised physical activities, sports such as football or athletics. We seek to escape our everyday lives by hiking up mountains in the wild, or by drinking and dancing in nightclubs. We may play with others, seeking friendship, intimacy or sex. We may relax alone, reading literature or practising art. We may mix these different activities together. 

This module is a discussion of some philosophical problems pertaining to art. Topics could include definitions of art, the objectivity versus the subjectivity of aesthetic evaluations, emotional response to art, the ontological status of artworks, and Walton's theory of make-believe.

This module aims to promote a deeper understanding of philosophical issues pertaining to art. By the end of the module, you should be able to discuss and evaluate different views of the expressive power of art, to explain certain current views on the status of aesthetic evaluations, and to present the main contemporary viewpoints pertaining to the nature of artworks.

In this module we'll ask questions like:

• How should human beings interact with the non-human natural world?
• Is nature intrinsically valuable, or does it possess value only by being valuable to us?

As part of this we'll cover topics such as:

• the moral status of animals
• the ethics of zoos
• responsibility for climate change
• whether there is any connection between the twin oppressions of women and nature
• the environmental impact of having children
• the ethics of restoring nature after it has been damaged by human development

This module is worth 20 credits.

This module will focus on a critical examination of core aspects of Buddhist thinking, with emphasis on some of its basic psychological, spiritual, and metaphysical conceptions.

These include, in particular: the origin and nature of suffering; the no-self thesis; enlightenment; consciousness; experiential knowing; and the doctrine of Emptiness (the lack of inherent nature in all things and impermanence).

Politics and truth have always had a complicated relationship. Lies, bullshit, spin, and propaganda are nothing new.

Polarization is on the rise in many democracies and political disagreements have spread to disputes about obvious matters of fact.

But have we really entered the era of 'post-truth' politics? Is debate now framed largely by appeals to emotion disconnected from the facts?

In this module, we'll explore questions such as:

• Should the existence of widespread disagreement in politics make us less confident in our own views?
• Are voters morally or epistemically obligated to vote responsibly?
• Is it rational for citizens to base their political views on group identity rather than reasoned arguments?
• Should we have beliefs about complex policy questions about which we are not experts?
• Is democracy the best form of government for getting at the truth?

This module is worth 20 credits.

In society we do things with words. We can use language to lie, to praise, to convince, and to insult. This course will consider the ethical and political ramifications of speech and language. We will use methods from the philosophy of language to investigate these issues.

Representative topics include how we should define and use certain terms (For example: 'sex', 'gender', 'woman', 'disability', 'race', 'class', 'queer'), accounts of what it is to lie, accounts of the social effects of language (for example: slurs, dogwhistles and propaganda), how terms can be “claimed”, the harms of speech and how to balance those with the right to speech, silencing, epistemic injustice. 

This module will consider mind, psychology, and mental health from a philosophical angle. The module will cover a range of exciting and fundamental topics in the philosophy of mind and psychology (chosen from topics such as, the social mind, animal minds, the nature of consciousness, the mind-body problem, the emotions, imagination, pain, will and action, belief, perception, mind as machine, and artificial intelligence - selected topics will vary from year to year).

We will always ask how these relate to mental health. But the module will also have a more specific focus on mental health as we will take the tools of philosophy of mind and psychology to mental health: we will consider how philosophy of mind and psychology can help us better understand mental health, but also how reflection on mental health can impact work in philosophy of mind and psychology. So the module will also cover content chosen from topics and areas such as the nature of mental health (and mental illness), delusion, thought-insertion, therapy, self-deception and the philosophy of specific mental disorders (for example, addiction, schizophrenia, depression) - specific topics varying from year to year.

So, in sum the module will combine focus on specific topics in philosophy of mind and psychology (with a mental health angle), and specific topics in philosophy of mental health (with a philosophy of mind and psychology angle).

This module is worth 20 credits.

This module covers questions such as:

• What is artificial intelligence (AI)?
• Can artificial intelligence be creative?
• Can artificial intelligence understand, think or have phenomenal consciousness?
• What would a paradigm shift in the way we understand intelligence and artificial intelligence look like?
• What are the ethical constraints on the research and methods of artificial intelligence?
• What are the dangers associated with the wider use of AI in human society?
• Who is responsible for actions/decisions taking by AI systems or algorithms'', 'How should we interact with AI systems?

This module is about the ideal of authenticity, roughly: The ideal of being true to oneself. Questions on the agenda might include:

• What is it to be an authentic person and why think that authenticity is a virtue? 
• What is it to have an identity? Should we understand that in terms of second-order endorsement of first-order motives? 
• How is acting freely, responsibly, or autonomously related to acting authentically, if at all? 
• Does being authentic require a capacity for radical Libertarian freedom?
• Is the authentic agent someone who need adhere to moral norms, as those are commonly understood?
• Is acting authentically an antidote to nihilism?
• Is the authentic agent someone who need reject the existence of God?

We will explore questions like those a-historically, but we will also look at how they have been handled by certain historical thinkers, especially the 19th and 20th Century Existentialists. Historical thinkers liable to be on the agenda include:

• Kierkegaard
• Schopenhauer
• Nietzsche
• Heidegger 
• Sartre
• Beauvoir
• Fanon

Any reassessments will take the form of coursework.  

The aim of this module is to provide you with an opportunity to write an 8,000-word dissertation on a philosophical topic, the precise subject of which is by agreement with the supervisor. At the completion of the module, you will have had an opportunity to work independently, though with the advice of a supervisor.

Whether dancing with siblings, or completing an exam, or kissing our loved ones goodbye as we set off on journeys of self-discovery, all aspects of our lives are ripe for analysis. 
 

You will explore fundamental questions about the nature and purpose of the different elements of our lives and how we live them. Social and political philosophy can be thought to be interested only in the state and its laws, but we will take seriously the idea that the ‘personal’ is philosophical. In doing so we will transgress the boundaries of aesthetics, ethics, political theory, social philosophy and bring to bear whatever philosophical tools seem helpful.   
 

This subject matter will be explored either via examination of many different aspects or via focus on a particular area. Topics will vary each year but may include: 

• philosophy of leisure and play 
• philosophy of education 
• philosophy of family 
• philosophy of work 
• philosophy of sex 
   

Emphasis will be placed on presenting different concepts and arguments as resources to critically understand, and constructively engage with, life and living. This will be facilitated through engagement with classic and/or contemporary philosophical texts and well as own lived experience and/or a wider selection of academic and popular texts and media.   

This module will consider mind, psychology, and mental health from a philosophical angle. The module will cover a range of exciting and fundamental topics in the philosophy of mind and psychology (chosen from topics such as, the social mind, animal minds, the nature of consciousness, the mind-body problem, the emotions, imagination, pain, will and action, belief, perception, mind as machine, and artificial intelligence - selected topics will vary from year to year). We will always ask how these relate to mental health.

But the module will also have a more specific focus on mental health as we will take the tools of philosophy of mind and psychology to mental health: we will consider how philosophy of mind and psychology can help us better understand mental health, but also how reflection on mental health can impact work in philosophy of mind and psychology.

So the module will also cover content chosen from topics and areas such as the nature of mental health (and mental illness), delusion, thought-insertion, therapy, self-deception and the philosophy of specific mental disorders (for example., addiction, schizophrenia, depression) - specific topics varying from year to year.

So, in sum the module will combine focus on specific topics in:

• philosophy of mind and psychology (with a mental health angle)
• philosophy of mental health (with a philosophy of mind and psychology angle).

There is perhaps no more vivid example of the exercise of state power over individuals than through the institution of criminal law. This power relationship raises a host of important philosophical questions, such as:

• Is there a general obligation to obey the law? If so, what is the basis for this obligation?
• What sorts of acts should be criminalised, and why?
• What does it mean for someone to be responsible for a crime, or for the state to hold someone responsible?
• Is criminal punishment justified? If so, why?
• What is the proper role for the presumption of innocence: Who must presume whom to be innocent of what? 
• Is the state ever justified in imposing legal restrictions on offenders even after they have completed their punishment?
• How should the criminal law function in the international context?

We'll look at thinking from across history, from seminal figures such as Plato, Bentham, and Kant, to more contemporary philosophers such as Hart, Hampton, Duff, and others.

No experience of criminal law necessary. Ideal for both philosophers and practitioners.

This module is worth 20 credits.

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In this module, you will be invited to join a member of the UoN Philosophy Department as they engage in a current research project within political philosophy. Topics covered will vary from year to year, as convenors and their research projects change. Past projects have included: 

• an examination of the notion of moral and political equality, considering what it means to say that we are all one another’s equals
• what constitutes the proper demands of an egalitarian society
   

Future projects may include, for example, an in-depth examination of Rawls’s Theory of Justice, together with that of his leading critics including Robert Nozick and Gerry Cohen. 

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