UNIVERSITY OF KENT
SECTION 1: MODULE SPECIFICATIONS
1. Title of the module:
CL708/CL709 Greek Philosophy: Plato and Aristotle
2. School which will be responsible for management of the module
SECL (Classics and Archaeology)
3. Start date of the module
Autumn 2008, Revised for Sept 2014
4. The number of students expected to take the module
40
5. Modules to be withdrawn on the introduction of this proposed module and consultation with other relevant Schools and Faculties regarding the withdrawal
None.
6. Level of the module
I & H
7. The number of credits and ECTS level which the module represents
30 (15 ECTS)
8. Which term(s) the module is to be taught in (or other teaching pattern)
Autumn or Spring
9. Prerequisite and co-requisite modules
None.
10. The programme(s) of study to which the module contributes
Classics and Archaeology BA, SH & JH
11. The intended subject specific learning outcomes
By the end of the course I Level students should be able to:
1. articulate answers to key questions in ancient Greek philosophy (e.g., what is virtue?, what is knowledge?, what are the first causes and principles of reality?; what is nature? what is the nature of mimesis?);
2. understand the importance and implications of the central issues of ancient philosophy within their historical context, the field of philosophy, and modern society;
3. comprehend the conceptual nuances of key ancient Greek terms without relying on
English translations and appreciate the ambiguity and limits of knowledge;
4. develop critical, specific and in-depth analyses of these issues; and
5. engage reflectively with other people’s analyses and interpretations of primary and secondary sources.
By the end of the course H Level students should be able to:
6. articulate detailed and nuanced answers to key questions in ancient Greek philosophy
(e.g., what is virtue?, what is knowledge?, what are the first causes and principles of reality?; what is nature? what is the nature of mimesis?);
7. show deep understanding of the importance and implications of the central issues of ancient philosophy within their historical context, the field of philosophy, and modern scholarly literature;
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UNIVERSITY OF KENT
8. devise sustained, critical and evaluative arguments related to the interpretation and analysis of these issues;
9. engage reflectively with current research related to primary and secondary sources; and
10. understand the conceptual nuances of key ancient Greek terms without relying on
English translations and appreciate the ambiguity and limits of knowledge.
12. The intended generic learning outcomes
By the end of the course I Level students should have:
1. developed skills in critical analysis and argument by engaging with the outcomes listed in 11, both through their reading and through listening to others;
2. increased their ability to make complex ideas clearly understandable in their philosophical writing;
3. developed their ability to make complex ideas clearly understandable in their public speaking ); and
4. gained the ability to work autonomously and to take responsibility for their learning.
By the end of the course H Level students should have:
5. maintained and enhanced their existing skills in critical analysis and argument by engaging with the outcomes listed in 11, both through their reading and through listening to others
6. deepened their ability to make complex ideas understandable in their philosophical writing, and focussed on precision and clarity
7. deepened their ability to make complex ideas understandable in their public speaking
8. gained confidence in working autonomously and taking responsibility for their learning
13. A synopsis of the curriculum
This module provides an introduction to some of the major works in ancient Greek philosophy in relation to ethics, aesthetics, political theory, ontology and metaphysics.
Students will study substantial portions of primary texts by the Pre-Socratics, Plato and
Aristotle. The emphasis throughout will be on the philosophical significance of the ideas studied. The module will concentrate on understanding key philosophical arguments and concepts within the context of the ancient Greek intellectual tradition. This means that students will gain a critical distance from normative and modern definitions of philosophical terms in order to understand how Greek philosophy generally approached questions and problems with different suppositions and conceptions of reality, reason and the purpose of human existence.
14. Indicative Reading List
The core texts may change from year to year, but will include fragments from the
Presocratics and Sophists and key texts from Plato and Aristotle. The works listed below are meant to be indicative of the kind of things students will be expected to read in any given year.
Aristotle, Physics , excerpts
Aristotle, Metaphysics , excerpts
Aristotle, Nicomachean Ethics
Fragments of Heraclitus, Empedocles and Democritus
Fragments of Protagoras
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Hesiod, Theogony
Plato, Apology
Plato, Euthyphro
Plato, Republic
Plato, Timaeus , excerpts
Sophocles, Antigone
Key secondary material will be provided by module reader or Library scanned excerpts on Moodle.
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
Learning and Teaching Methods
Weekly two-hour lecture (all students) and one-hour seminar (students split as numbers dictate) for ten weeks (30 contact hours in total). Students will be offered the standard 15 minute feedback session on mid-term work (see D in section 17).
Total Contact Hours: 30
Total Study Hours: 300.
(A) Lecture. The lecture will mainly provide context and introduce issues, although there will be some discussion and small group work, in order to present the students with a context for discussion and to reiterate germane themes, terms already studied or read.
This format is intended to allow students to engage with complex philosophical questions and issues on an interactive basis and to become familiar with new terminology.
Learning Outcomes – I Level: 11.2-3 and 12.1&3 ; H Level: 11.9-10 and 12.5&7 will be developed in lectures.
(B) Seminar. The seminar will be students’ main chance to discuss the material and correct misunderstandings. The seminar will also be the main opportunity to test students’ understanding orally and whether they can present the issues well to each other.
Learning Outcomes – I Level: 11.1-5 and 12.3-4; H Level: 11.6-10 and 12.6&8
(C) Study Time and Online Learning.
In addition to group work in lectures and seminars, students will be advised to do the following in their study time so as to achieve all the learning outcomes:
(i) complete the seminar reading – normally the relevant part of the text and associated readings recommended by the lecturer or which they have found themselves;
(ii) discuss the reading and lecture with each other away from the seminar via the moodle discussion forum, facebook or ad hoc study groups; and
(iii) plan, draft and write their module short writing assignment, essay, and oral presentation.
Learning Outcomes – I Level: 11.1-5 and 12.1-4; H Level: 11.5-8 and 12.5-8 will be devel oped in student’s study time and will be tested via online learning.
16. Assessment methods and how these relate to testing achievement of the intended learning outcomes
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UNIVERSITY OF KENT
Assessment will consist of 100% coursework:
(A) Essay (30% weighting) – 1500 words, summative assessment.
Learning Outcomes – I Level: 11.1-5 and 12.1-2 and 4; H Level: 11.6-10 and 12.5-6, and 8 will be explicitly tested.
I and H Level students will be set two different sets of questions that will test philosophical abilities at the relevant level.
(B) In-Class Assessment (30% weighting) – summative assessment.
Questions will vary, but may include questions about Greek philosophical terminology, the intellectual tradition, ancient methodological approaches, or short answer questions. I and H students will be set two different sets of questions that will test philosophical abilities at the relevant level.
Learning Outcomes – I Level: 11.1-3, 5 and 12.1-2 and 4; H Level: 11.5-7, 10 and
12.5-6, and 8 will be explicitly tested. I and H Level students will be set two different sets of questions that will test philosophical abilities at the relevant level.
(C) Short writing assignment (15% weighting) – 500 words, formative assessment and peer evaluation.
Students will submit a 500 word reading response via Moodle.
The assessment will contribute directly to improving the quality of the student’s essay by providing written and oral feedback about the style and content of the practical criticism, allowing the convenor or seminar leader to discuss the weaknesses and strengths of the practical criticism as well as suggestions for future progress. In addition to feedback from the convenor, students will also receive peer feedback.
Learning Outcomes – I Level: 11.1-5 and 12.1-2 and 4; H Level: 11.5-10 and 12.5-6 and 8 will be explicitly tested.
I level students will be expected to produce a close reading of the primary material. H level students will be expected to utilise and respond to secondary literature in addition the primary source material.
(D) Oral Presentation (15% weighting) – commensurate with 1000 words, formative assessment
Oral presentation consisting of a single or group presentation as topic and numbers dictate, time to be decided on numbers in presentation but commensurate with 1000 words. Assessment will be in line with SECL Oral Presentation Marking Guidelines.
Learning Outcomes – I Level: 11.1-3, 5 and 12.3-4; H Level: 11.5-7, 10 and 12.5, 7-8 will be tested.
I level students will be expected to present a critical analysis of the primary material in light of secondary reading. H level students will be expected to include critical analysis of primary and secondary material.
(E) Participation (10% weighting) – summative assessment
As per SECL’s policy on participation and attendance, participation will be assessed throughout term. Students are typically given feedback on how they are doing half-way through the term.
Active involvement increases retention and assimilation of material as well as enabling students to organize thoughts into arguments and apply ideas in new situations. This set of actions (i.e. not characteristics or traits) will be assessed throughout the term, allowing for the evaluation of skills that are not always best assessed in irregular written assignments. Assessment will be according to criteria distributed to students at the beginning of the module.
Learning Outcomes – I Level: 11.1-3, 5 and 12.1, 3-4; H Level : 11.5-7,10 and 12.5, 7-8 will be tested.
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UNIVERSITY OF KENT
17. Implications for learning resources, including staff, library, IT and space
New books may need to be ordered, since the ancient philosophy collection has not been kept up-to-date with recent monographs. But, most of the primary texts that students will require are already here. Plus, the main texts will be something that yearon-year students will be expected to purchase for themselves.
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/School Director of
Graduate Studies (as appropriate): "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/Director of Graduate
Studies (delete as applicable)
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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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Print Name
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Date
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)
Minor Revision to module specification confirmed 21 December 2011

UNIVERSITY OF KENT
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
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Date
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Print Name
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Post
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Partner College/Validated Institution
Module Specification Template
Last updated February 2011
Minor Revision to module specification confirmed 21 December 2011