UNIVERSITY OF KENT
SECTION 1: MODULE SPECIFICATIONS
1.
Title of the module
Social Epistemology
2.
School which will be responsible for management of the module
SECL (Philosophy)
3.
Start date of the module
Spring 2014
4.
The number of students expected to take the module
15-30
5.
Modules to be withdrawn on the introduction of this proposed module and
consultation with other relevant Schools and Faculties regarding the withdrawal
None. This is a new module.
6.
Level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate
[M])
I and H
7.
The number of credits and ECTS value which the module represents
30 credits (15 ECTS)
8.
Which term(s) the module is to be taught in (or other teaching pattern)
Spring
9.
Prerequisite and co-requisite modules
Prerequisite: Introduction to Philosophy: Knowledge and Metaphysics.
Recommended but not a prerequisite: Contemporary Theory of Knowledge
10. The programme(s) of study to which the module contributes
SH and JH in Philosophy.
11. The intended subject specific learning outcomes
By the end of the module, I and H students will have:
1. knowledge of central arguments and discussions in the growing and increasingly
influential field of social epistemology);
2. an ability to apply this knowledge in a critical examination of contributions to
debates in social epistemology; and
3. an understanding of the relevance of epistemological theorizing for neighbouring
areas of study, such as law, politics and social studies.
In addition, at the end of the module students at level H will have:
4. carried out and displayed understanding of additional research in social
epistemology in both written assessments and seminar topics;
5. a systematic understanding of the interrelations between the theoretical and
practical parts of philosophical research;
6. an ability to relate insights from social epistemology to problems and phenomena
in neighbouring areas of study, such as law, politics, and social studies, in novel
and creative ways; and
7. the ability to undertake independent learning and to demonstrate this through the
sophisticated use of refereed research in leading journals and other original
materials .
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UNIVERSITY OF KENT
12. The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes
By the end of the module, I and H students should:
1. have developed their skills in critical analysis and argument through an
engagement with the relevant issues, both through their reading and through
listening to others;
2. have developed their ability to make complex ideas clearly understandable in
their philosophical writing ;
3. have developed their ability to make complex ideas clearly understandable in
their public speaking; and
4. have developed their ability to work autonomously and to take responsibility
for their learning .
In addition, H level students should:
5. demonstrate greater independence in applying the knowledge acquired, for
example by seeking out further research on their own in an effective and
critical manner;
6. engage with the information acquired independently in a manner that
demonstrates a good sense of the considerations relevant to current
discussions in social epistemology; and
7. present their thoughts and arguments, both in oral and written form, with an
even greater clarity and coherence than what can be expected at the I level (.
13. A synopsis of the curriculum
Much of modern epistemology—i.e., the theory of knowledge—has taken its cue from
Descartes in focusing on the individual knower, striving to attain knowledge through
solitary meditation. Still, knowledge is typically attained in cooperation with others. This
module provides an introduction to some of the main topics in social epistemology, a new
and increasingly influential field that takes seriously this social character of knowledge.
Questions to be addressed within the framework of the module include but are not limited
to: What are the conditions under which we can come to know things by relying on the
word of others? What experts should we trust? When we encounter people that disagree
with us, to what extent should that lead us to abandon our own convictions? And are the
ways in which we are socially situated, e.g., as people of a particular race or gender,
relevant to what we can be said to know? The module will also consider a number of
topics in applied social epistemology, e.g., as it pertains to the epistemic merits and
problems with Wikipedia, the epistemology of free of speech, and epistemological
questions arising within the law.
14. Indicative Reading List
Readings will be taken from the following books:



Alvin Goldman and Dennis Whitcomb (eds.) Social Epistemology: Essential
Readings (Oxford: Oxford University Press, 2011).
Richard Feldman and Ted Warfield (eds.) Disagreement (Oxford: Oxford
University Press, 2010).
Jennifer Lackey and Ernest Sosa (eds.) The Epistemology of Testimony (Oxford:
Oxford University Press, 2005).
15. Learning and Teaching Methods, including the nature and number of contact
hours and the total study hours which will be expected of students, and how these
relate to achievement of the intended learning outcomes
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UNIVERSITY OF KENT
The module will be taught on the basis of a two hour lecture and one hour seminar (33
class contact hours). Allowing for preparatory reading for seminars and independent
work for the essays, the total study hours will be 300 hours. These learning and teaching
methods satisfy learning outcomes 11.1-7 and 12.1-7
16. Assessment methods and how these relate to testing achievement of the intended
learning outcomes
1) A final essay of a maximum of 2,000 words (45%). Handed in end of term. (SSLO: 17, GLO: 12.1-2, 12.4-7)
2) A mid-term essay of a maximum of 2,000 words (45%). (SSLO: 1-7, GLO: 12.1-2,
12.4-7)
3) Seminar Presentation (10%). Assessed through a small group presentation. (SSLO:
1-7, GLO 12.1,12.3,12.7)
I and H level students will have to choose their essay questions from different sets of
questions. This will be the main way in which the module will distinguish the two sorts of
student. The different sets may partly be distinguished in terms of the topics on which
the questions are set, H level students obviously been made to discuss harder topics
than I level students. In addition, H level questions may make explicit reference to
articles and books that require discussion and which analogous I level questions will
omit. (I level students may make reference to the cited works, but need not in order to
get a mark at a similar level.)
17. Implications for learning resources, including staff, library, IT and space
None, beyond the library needing to order in a few new anthologies in social
epistemology (see 14. above).
18. The School recognises and has embedded the expectations of current disability equality
legislation, and supports students with a declared disability or special educational need
in its teaching. Within this module we will make reasonable adjustments wherever
necessary, including additional or substitute materials, teaching modes or assessment
methods for students who have declared and discussed their learning support needs.
Arrangements for students with declared disabilities will be made on an individual basis,
in consultation with the University’s disability/dyslexia support service, and specialist
support will be provided where needed.
19. Campus(es) where module will be delivered:
Canterbury
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY SCHOOL
Statement by the School Director of Learning and Teaching: "I confirm I have been consulted on the
above module proposal and have given advice on the correct procedures and required content of
module proposals"
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Director of Learning and Teaching
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Date
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Print Name
Statement by the Head of School: "I confirm that the School has approved the introduction of the
module and, where the module is proposed by School staff, will be responsible for its resourcing"
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Head of School
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Date
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Print Name
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UNIVERSITY OF KENT
SECTION 3: MODULE IS PART OF A PROGRAMME IN A PARTNER COLLEGE OR
VALIDATED INSTITUTION
(Where the module is proposed by a Partner College/Validated Institution)
Statement by the Nominated Officer of the College/Validated Institution (delete as applicable): "I
confirm that the College/Validated Institution (delete as applicable) has approved the introduction of
the module and will be responsible for its resourcing"
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Nominated Responsible Officer of Partner College/Validated
Institution
………………………………………………….
Print Name
…………………………………………………..
Post
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Partner College/Validated Institution
Module Specification Template
Last updated November 2011
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