MODULE SPECIFICATION TEMPLATE
1. The title of the module
Metaphysics
2. The Department which will be responsible for management of the module
SECL
(Philosophy)
3. The Start Date of the Module
October 2010
4. The cohort of students (onwards) to which the module will be applicable.
5. The number of students expected to take the module
2009-10
40
6. Modules to be withdrawn on the introduction of this proposed module and consultation with
other relevant Departments and Faculties regarding the withdrawal
None. This module will
alternate with PL579 Logic (i.e., it will run every 2 years)
7. The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M])
I or H
8. The number of credits which the module represents
30
Note: undergraduate full-time students take modules amounting to 120 credits per year and
postgraduate full-time students take modules amounting to 180 credits per year for a Masters
award
9. Which term(s) the module is to be taught in (or other teaching pattern) Spring
10. Prerequisite and co-requisite modules
None
11. The programmes of study to which the module contributes
BA Philosophy
12. The intended subject specific learning outcomes and, as appropriate, their relationship to
programme learning outcomes
Students who successfully complete the module will have:
• Gained an understanding of some of the major arguments concerning the nature of reality.
(c.f. Philosophy Programme Specification 11.iii, 12.A.ii)
• Through their study of these arguments, students will have engaged critically with some of
the central philosophical issues in this area concerning the nature of reality. (PPS 12.A.ii,
12.A.iv)
• Through their study of these arguments, students will enhance their understanding of various
theories of
such metaphysical problems as identity, modality, causality, and the nature of
space, time and entities. (PPS 12.A.iv)
• Acquired the ability to engage in a close critical reading of some of major texts in
metaphysics (PPS 11.ii, 12.A.i)
 Acquired the ability to engage in a close reading of some important texts of metaphysics.
The module will thus contribute to the aims and objectives of the Part II Philosophy
programme by enabling students to acquire familiarity with themes in a major area of
philosophy, to gain knowledge of some of major works in the history of philosophy and to
engage critically with them.
13. The intended generic learning outcomes and, as appropriate, their relationship to programme
learning outcomes
Students who successfully complete the module will have (PPS 12.B, 12.C):
• Developed their skills in analysis
• Engaged in philosophical argument, both oral and written
• Developed their skills in critical analysis and argument through their engagement with these
texts, through their reading, writing and discussion with others in seminars.
• Shown ability to work alone and to take responsibility for their own learning
• Developed their ability to clarify complex ideas and arguments, to develop their own ideas
and arguments, and to express them orally and in writing.
The module will thus contribute to the aims and objectives of the Part II Philosophy
programme by enabling students to develop their analytical and critical skills and their
skills in oral and written argument.
14. A synopsis of the curriculum
The module will cover some of the major topics of metaphysics. The approach will be
philosophical and critical, and will involve the close reading of texts. Students will be
expected to engage critically with the works being studied and to formulate and argue for
their own views on the issues covered.
The lectures will cover a range of topics such as:
Identity and change
Necessity and essence
Possible worlds and counterfactual conditionals
Causality, agency and events
Space and time
Universals and particulars
Seminars will cover important texts connected to the material presented in the lectures, as
well as ancillary topics.
15. Indicative Reading List
E.J. Lowe 2002, A survey of metaphysics, OUP
H. Beebee & J. Dodd (eds) 2007, Reading metaphysics, Blackwell
16. 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
Teaching will take the form of 3 hours of classes per week. Classes will include lecture and
seminar material. The lectures will provide students with the overall framework and an
understanding of the central issues to be covered. Seminars will involve class discussion
focused on a close reading of primary texts. This will enable students to engage in indepth analysis of texts and arguments and will help students to develop their skills in
philosophical analysis.
Students will be expected to study for approx. 16 hours per week
on the module in addition to contact hours.
Total study hours 300
17. Assessment methods and how these relate to testing achievement of the intended learning
outcomes
The module will be marked by continuous assessment only, there will be no final
examination.
Students will be required to write one essay of up to 3000 words, which will
account for 80% of their total marks. The remaining 20% will be an assessment of
seminar performance. The essay will normally be single marked and moderated. The
module will also include some formative assessment: students will be given the opportunity
to hand in a detailed essay plan of up to 1000 words; this will receive feedback but will
not be marked.
The essay will assess students' knowledge and understanding of the material as well as
their ability to engage in critical analysis and argument, and to present independent ideas.
The mark for seminar performance will reflect students' ability to engage clearly and
effectively in oral discussion and argument. At the end of the course students will be
asked to complete the standard course evaluation questionnaire. On the basis of the
replies, and of comments from the external examiner, a report on the module will be
contributed to the Annual Monitoring and Evaluation Report for the Philosophy programme.
Essay questions will differentiate between level I and level H in assessment. Those at
level H will be harder than those at level I in the sense that an answer to a level H
question will need to demonstrate one or more of:
(i) greater clarity and soundness of argument structure,
(ii) a more acute critical analysis of the material (e.g., greater depth of argument),
(iii) a stronger research ability (e.g., wider references).
UNIVERSITY OF KENT - CODE OF PRACTICE FOR QUALITY ASSURANCE
18. Implications for learning resources, including staff, library, IT and space
Staffing will be provided from the existing resources of the Philosophy Section of SECL. The
library will need to order further copies of key course books. No special implications for new
IT or space resources are anticipated.
19. A statement confirming that, as far as can be reasonably anticipated, the curriculum, learning
and teaching methods and forms of assessment do not present any non-justifiable
disadvantage to students with disabilities
As far as can be reasonably foreseen, there will be no non-justifiable disadvantages that
students with disabilities will experience on this course. People with special needs will be
asked to make themselves known to the teacher, by indicating on their essays, or by
contacting the teacher in other ways, and to discuss with the teacher how best to meet
their needs. For example, by making special provisions when setting deadlines, marking
written work, by allowing extra time and special conditions in which to complete
examinations, etc. Attempts will be made to ensure access in case of problems, and that
communications are not problematic for students with sensory impairments.
It is thus confirmed that, as far as can be reasonably anticipated, the curriculum, learning and
teaching methods and forms of assessment do not present any non-justifiable
disadvantage to students with disabilities.
If the module is part of a programme in an Associate College, please complete the following:
20. Associate College:
21. University Department (for cognate programmes) or Faculty (for non-cognate programmes)
responsible for the programme: