Visiting Students

First Year

Please make sure you are familiar with our policies on Essay deadlines and penalties.

Dr Tsarina Doyle is in sabbatical until December 2024.  Dr Nick Tosh (nick.tosh@universityofgalway.ie) is the current Visiting Students' Coordinator. 

First Year Modules 2024/25

• Introduction to the History of Philosophy
• Introduction to Practical Ethics

Visiting Students Handbook 24_25 with updated timetables- Only courses listed below are relevant to Visiting students.‌

Dates of Semesters (Teaching)

 Sign up for your first year tutorials on Canvas

Optional Courses:

Schedule of Courses:

Individual Course Details:

Introduction to History of Philosophy

Lecturer:  Dr. O. Richardson

Course description:  The course will introduce students to key thinkers and ideas in the history of western philosophy. Since ancient philosophy is so central to this history, the first half of the course is devoted to some of its most important achievements in the work of the Pre-Socratics, Plato, and Aristotle.  Attention is then turned to aspects of medieval philosophy, and the great rationalist and empiricist traditions (represented by Descartes, Spinoza, and Leibniz, and Locke and Hume, respectively). Lectures will also be offered on Kant, Nietzsche, and the analytic and phenomenological traditions

Prerequisites: None

Teaching and learning methods: The course is lecture-based, supplemented by tutorials.

Methods of assessment and examination:  Exam

Core text:  
Copleston, History of Philosophy, Image Publishing
Guthrie, W. K. C., The Greek Philosophers from Thales to Aristotle, Methuen
Johnston, D., A Brief History of Philosophy, Continuum
Plato, Republic, Penguin
Russell, B., History of Western Philosophy, Routledge
Solomon, R. and Higgins, K., A Short History of Philosophy, Oxford
Stumpf, S. E., and Fieser, J., Socrates to Sartre and Beyond, McGraw Hill

Introduction to Practical Ethics

Lecturer: Dr. R. Hull

Course description: This course (Practical Ethics) provides a rigorous, but non-technical examination of a wide range of contemporary ethical issues.  Indicative issues discussed include discrimination, free speech, sexuality, life and death, punishment and justice.  Excerpts will be taken from the core texts listed below.

Prerequisites: None

Teaching and learning methods: The course is lecture-based, supplemented by tutorials.

Methods of assessment and examination: Overall assessment is by written essay at the end of the second semester (50%) and in-class examination(s) throughout the second semester (50%).   

Core texts:
Andrew I. Cohen  and Christopher Heath Wellman, eds., Contemporary Debates in Applied Ethics (Hoboken, NJ: Wiley-Blackwell, 2005). 
Peter Singer, Practical Ethics (Cambridge: Cambridge University Press, 2011). 
Hugh La Follette, ed., The Oxford Handbook of Practical Ethics (Oxford: Oxford University Press, 2005). 
Hugh La Follette, ed., Ethics in Practice: An Anthology (Hoboken, NJ: Wiley-Blackwell, 2006). 

Second Year

Philosophy Modules.

Entry requirements: A pass in First Arts Philosophy or its equivalent in the case of exchange and visiting students.

Dr Tsarina Doyle is on sabbatical until December 2024. 
Dr Nick Tosh nick.tosh@universityofgalway.ie is the Visiting Students' Coordinator during the first semester of the upcoming academic year, 2024/25.

Handbook & Timetables available here:   Visiting Students Handbook 24_25 with updated timetables‌‌‌‌

Schedule of Courses:

Individual Course Unit Details:

Themes in the History of Modern Philosophy: Rationalism

Lecturers:  Prof. F. Ó Murchadha 

Course Description :  This course discusses the rationalist philosophy of René Descartes, Baruch Spinoza and Gottfried Wilhelm Leibniz.  These philosophers each attempted to give a solid grounding to science, ethics and theology through a thoroughgoing rationalist metaphysics. In examining these accounts, we will pay special attention to the historical context of their respective systematic accounts of knowledge and reality.    

Prerequisites: None

Teaching and learning methods: The course is lecture-based, supplemented by compulsory tutorials.

Methods of assessment and examination: Overall assessment is by written exam, plus continuous assessment based on participation in Lectures and in small group exercises. 

Core Texts:

Selected passages from the following text will be considered:  
Roger Ariew & Eric Watkins (eds) Modern Philosophy: An Anthology of Primary Sources (Indianapolis: Hackett Publishing Co., 1998).  
Supplementary Reading: Felix Ó Murchadha: The Formation of the Modern Self: Reason, Happiness and the Passions (London: Bloomsbury, 2022)  

Themes in the History of Modern Philosophy: Empiricism and Beyond 

Lecturer: Dr. T. Doyle

Course description: This course examines the empirical philosophy of John Locke, George Berkeley, and David Hume, along with Immanuel Kant’s response to empiricism. Thematically, the course focuses on the relation between empirical science and metaphysics. It does so by investigating the influence of the experimental methodology of the natural sciences on the thinking of the four philosophers and assesses its implications for their accounts of the human mind and the possibility of knowledge.  

Prerequisites: None

Teaching and learning methods: This course is lecture-based, supplemented by compulsory tutorials.

Methods of assessment and examination: Overall assessment is by written exam, plus continuous assessment based on participation in Lectures and in small group exercises.  

Recommended Book Resources:  
John Locke 1996, An Essay Concerning Human Understanding, Hackett Publishing Company Incorporated [ISBN: 087220216X]  
David Hume, An Enquiry Concerning Human Understanding [ISBN: 1546545263] 
George Berkeley 1988, Principles of Human Knowledge and Three Dialogues Between Hylas and Philonous, Penguin UK [ISBN: 9780140432930]  
Immanuel Kant 1998, Critique of Pure Reason, Cambridge University Press [ISBN: 0521657296] 

Moral & Political Philosophy

Lecturer:  Dr. O. Richardson

Course description:  This course is an introduction to several important topics and questions in political and moral philosophy, such as:   What, if anything, legitimises governmental authority and the exercise of political power?    What is justice?   What is the nature of citizenship?   Is a free market a necessary component of a free society?   What principles ground our fundamental notions of property rights, freedom and equality?   To explore these questions, we will begin by reading extracts from the Ancients, primarily Plato and Aristotle.    We will then examine the ideas of Hobbes, Locke, Rousseau and Kant.   Finally, we will review texts by more contemporary authors, including Rawls, Nozick and Foucault.   Overall, the aim of this course is to trace the ideas that have shaped our contemporary political systems and to equip us to think critically about what conditions make 'the good society' possible

Prerequisites: None

Teaching and learning methods: The course is lecture-based, supplemented by tutorials.

Methods of assessment and evaluation: Four discussion questions distributed over the course of the semester.  (4 questions in total).  Each discussion question is worth 5% = total of 20%.   The final essay at the end of the first semester is worth 80%.

Core Texts:
Excerpts will be taken mainly from the following sources:
Steven M. Cahn, ed., Classics of Political and Moral Philosophy.  (Oxford University Press, 2011) 

History of Irish Thought

Lecturer: Dr. J. O'Reilly

Course Description: The course History of Irish Thought introduces the student to the thought of Irish men and women who have made a contribution to philosophical thought. This year the course will focus on two particular individuals, the 18th parliamentarian and writer Edmund Burke (1729 –1797) and the contemporary political philosopher Philip Pettit. Our main concern shall be to examine their respective contributions to questions of liberty, good government, and the sources of a just and stable society.

Prerequisites: None

Teaching and learning methods: The course is lecture-based.

Methods of assessment and examination: The course will be evaluated by continuous assessment and final essay.

Core texts:

Burke, Edmund. Reflections on the Revolution in France, Penguin.
Burke, Edmund. Pre-Revolutionary Writings, CUP, 2009.
Pettit, Philip. Republicanism: A Theory of Freedom and Government, Oxford, 1999.
Pettit, Philip. On the People’s Terms: A Republican Theory and Model of Democracy, CUP, 2012.

Philosophy in Irish Schools 

Lecturer: Dr. O. Richardson, Dr. L. Elvis

Course description:    Philosophy in Irish Schools PI 2108 is a service learning module for Visiting Students. This semester-long module is worth 5 ECTS credits (approximately 2-3 US credits) and is delivered via a series of academic lectures and reflective seminars. This module has a practice-based element which requires fourteen hours of service at a local primary school (elementary school).

 This module utilises an educational approach to learning called Philosophy for Children (P4C). P4C is a form of inquiry-based learning that encourages critical thinking through democratic dialogue. The module will provide students with a theoretical introduction to the P4C pedagogy, the opportunity to experience the pedagogy as a member of a community of inquiry, and the skills needed to become a P4C facilitator. Students will develop their own facilitation practice by delivering P4C workshops (in pairs) to groups of 3^rd, 4^th and 5^th class students (7-11 year olds) from a primary school located in Galway city. 

https://forms.office.com/e/Lr2wfuwJyT

Prerequisites:  None. But please note below.

1.  This module is capped at 21 students. This form must be submitted no later than 6pm on Friday 13/09/24. You will receive an email to notify you of the outcome of your expression of interest before 5pm on Monday 11/09/23. The form is available online at:  https://www.universityofgalway.ie/international-students/studyabroad/tailormadeprogrammes/

2.  There will be two training events on Friday, 27th and Saturday, 28th of September 2024. Attendance at these training events is compulsory for any student registered for PI2108.  

3.  As part of this module, students will be working with young children. Therefore, students wishing to participate in PI2108 will require police clearance. Students should plan to bring police clearance documentation with them to Ireland. 

Teaching and learning methods: This course is lecture-based, supplemented by tutorials.

Methods of assessment and examination:

 1) Satisfactory participation in all classes – including assigned facilitation of P4C workshops – is required.

 2) Students are required to submit a detailed “theory-to-practice” journal. In this journal, students will engage in theoretical reflection on the P4C pedagogy in response to short readings and will assess the impact of that reflection on their classroom practices.

 3) Book module and associated lesson plan.

Core Texts: You are not required to purchase a textbook. All extracts from primary texts will be available on Blackboard. However, there is a list of suggested preparatory readings below:

Gregory, Maughn, Joanna Haynes, and Karin Murris. The Routledge International Handbook of Philosophy for Children. New York: Routledge, 2017.

Gregory, Laverty, Gregory, Maughn, and Laverty, Megan. In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy and Education. Routledge International Studies in the Philosophy of Education, 2018.

 Lipman, Matthew. Thinking in Education. Cambridge: Cambridge University Press, 2003.

 Lipman, Matthew, Ann Margaret Sharp, and Frederick S. Oscanyan. Philosophy in the Classroom. 2nd ed. Philadelphia, [Pa.]: Temple University Press, 1980

Lyons, A., McIlrath, L. & Munck, R. Higher Education and Civic Engagement: Comparative Perspectives. UK: Palgrave MacMillan, 2012. 

Naji, Rosnani Hashim, and Naji, Saeed. History, Theory and Practice of Philosophy for Children: International Perspectives. Routledge Research in Education. 2017.  

Philosophy in Irish Schools 

Lecturer: Dr. L. Elvis

Course description:    Philosophy in Irish Schools, PI2109 is a service learning module for Visiting Students. This semester-long module is worth 5 ECTS credits (approximately 2-3 US credits) and is delivered via a series of academic lectures and reflective seminars. This module has a practice-based element which requires fourteen hours of service at a local primary school (elementary school).

This module utilises an educational approach to learning called Philosophy for Children (P4C). P4C is a form of inquiry-based learning that encourages critical thinking through democratic dialogue. The module will provide students with a theoretical introduction to the P4C pedagogy, the opportunity to experience the pedagogy as a member of a community of inquiry, and the skills needed to become a P4C facilitator. Students will develop their own facilitation practice by delivering P4C workshops (in pairs) to groups of 3^rd, 4^th and 5^th class students (7-11 year olds) from a primary school located in Galway city. 

Prerequisites:   None. But please note below.

1. This module is capped at 21 students. If you would like to be considered for a place you must complete an expression of interest form https://forms.office.com/e/Lr2wfuwJyT . The EOI must be completed and submitted by 5pm on Monday, 20/01/25. The form is available online here. For more information contact Dr Lucy Elvis at lucy.elvis@universityofgalway.ie

2. There will be two training events on Friday the 7th of February and Saturday, 8th of February 2025. Attendance at these training events is compulsory for any student registered for PI2109.  

3. As part of this module, students will be working with young children. Therefore, students wishing to participate in PI2109 will require police clearance. Students should plan to bring police clearance documentation with them to Ireland. 

Teaching and learning methods: This course is taught through a mixture of lectures and seminar-based learning.

Methods of assessment and examination:   

1) Satisfactory participation in all classes – including assigned facilitation of P4C workshops – is required.

 2) Students are required to submit a detailed “theory-to-practice” journal. In this journal, students will engage in theoretical reflection on the P4C pedagogy in response to short readings and will assess the impact of that reflection on their classroom practices.

 3) Book module and associated lesson plan.

Core Texts:   You are not required to purchase a textbook. All extracts from primary texts will be available on Blackboard. However, there is a list of suggested preparatory readings below:

Gregory, Maughn, Joanna Haynes, and Karin Murris. The Routledge International Handbook of Philosophy for Children. New York: Routledge, 2017.

Gregory, Laverty, Gregory, Maughn, and Laverty, Megan. In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy and Education. Routledge International Studies in the Philosophy of Education, 2018.

 Lipman, Matthew. Thinking in Education. Cambridge: Cambridge University Press, 2003.

 Lipman, Matthew, Ann Margaret Sharp, and Frederick S. Oscanyan. Philosophy in the Classroom. 2nd ed. Philadelphia, [Pa.]: Temple University Press, 1980

Lyons, A., McIlrath, L. & Munck, R. Higher Education and Civic Engagement: Comparative Perspectives. UK: Palgrave MacMillan, 2012.

 Naji, Rosnani Hashim, and Naji, Saeed. History, Theory and Practice of Philosophy for Children: International Perspectives. Routledge Research in Education. 2017. 

Philosophy of Art 

Lecturer: Dr. L. Elvis

Course description:    This modules is an introduction to philosophical approaches to various artforms across Western history of ideas.   It gives students the skills to rigourously understand relevant key texts as well as critically discuss them in relation to a range of art practices and artworks.    Whether pre-modern, modern, or contemporary, the philosophical approaches considered cover a variety of methods including from the analytic and interpretive traditions.     Similarly, the artforms discussed span a variety of historical periods, movements and categories. 

Prerequisites: None

Teaching and learning methods: This course is lecture-based, supplemented by tutorials.

Methods of assessment and examination: Students are assessed in three ways in this course: in-class participation (10%), interactive oral examination (40%) and final essay (50%).   

Core Texts: 

Gracyk, T.,, The Philosophy of Art, Polity Press
Carroll, N.,, Philosophy of Art: A Contemporary Introduction, Routledge
Hofstadter, A. and Kuhns, R.,, Philosophies of Art and Beauty: Selected Readings in Aesthetics from Plato to
Heidegger, University of Chicago Press
Bredin, H. and Santoro-Brienza, L.,, Philosophies of Art and Beauty: Introduction Aesthetics, Edinburgh
University Press.

Bioethics

Lecturer: Dr Nora Ward

Course description: This seminar is concerned with contemporary issues in Bioethics.  It will introduce a variety of normative ethical theories to provide a foundation for the critical analysis of a range of issues arising from the biological and medical sciences. These are likely to include abortion, euthanasia/physician assisted suicide, disability, genetic modification and resource allocation. It is intended that students will gain knowledge of moral philosophy that equips them to evaluate some of the most pressing dilemmas facing biomedical practice

Prerequisites:  None

Teaching and learning methods: The course is lecture-based, supplemented by tutorials

Methods of assessment and evaluation: Overall assessment is by essay

Core texts:       
Beauchamp, T., & Childress, J., Principles of Biomedical Ethics, OUP, 1994.
Singer, P. (Ed), A Companion to Ethics, Blackwell, 1993.

Formal Logic

Lecturer: Dr. N. Tosh

Course description: Formal logic is the systematic study of deductive reasoning. It is motivated by such questions as 'what does it mean to say that a piece of reasoning is "correct"?', 'how can we tell when a piece of reasoning is correct?', and 'could we program a machine to do the job for us?' The course begins with the concept of validity, and then moves on to cover sentence logic, truth tables, natural deduction, and elementary predicate logic. Throughout, we lean heavily on Paul Teller's Logic Primer, now freely available online (http://tellerprimer.ucdavis.edu/). No previous knowledge is assumed, but good study habits are essential. Readings and practice exercises will be set each week, and students who fall behind may find it difficult to catch up.

Prerequisites: None

Teaching and learning methods: This course is lecture-based, supplemented by tutorials.

Methods of assessment and examination: Overall assessment is by written exam.

Core Texts: Paul Teller, A Modern Formal Logic Primer, http://telleprimer.ucdavis.edu/

Final Year

Entry requirements: A pass in Second Arts Philosophy or its equivalent in the case of visiting and exchange students.

Dr Tsarina Doyle is on sabbatical until December 2024.  Dr Nick Tosh (nick.tosh@universityofgalway.ie) is the current Visiting Students' Coordinator.

Dates of Semesters: 2024/25

Optional Courses:

Semester One:

Semester Two: 

Individual Course Unit Details:

Kant's Theoretical Philosophy

Lecturer: Dr. T. Doyle

Course description:  This module examines Kant's theoretical philosophy by focussing on his arguments for transcendental idealism in the Critique of Pure Reason.   Particular attention will be paid to Kant's ambitious aim to establish the objectivity of Newtonian science whilst leaving room for the possibility of God, freedom and immortality by focussing on his arguments for the transcendental ideality of space and time, his argument for the transcendental deduction of the categories, his distinction between phenomena and noumena, the argument of the Analogies and Antinomies.   The modules also incorporates a number of revision exercises to help with student learning and understanding of the text.

Teaching and learning methods: The course is lecture-based, supplemented by tutorials

Methods of assessment and examination: Overall assessment is based on a written essay at the end of the semester. Continuous assessment - is added to the evaluation.

Core texts:

Selected passages from the following texts shall be considered:
Sebastian Gardner, Routledge philosophy guidebook to Kant and the Critique of Pure Reason, London; Routledge, 1999.
Kant, Immanuel, Critique of Pure Reason, (MacMillan, 1929), translated by Norman Kemp Smith.
James O'Shea, Kant's Critique of Pure Reason:  An Introduction, Acumen Publishing.
Jay F. Rosenberg, Accessing Kant, Clarendon Press; 2005. Oxford.
(A detailed list of readings will be distributed at the beginning of the course.)

Moral Theory

Lecturer:  Dr. H. Felzmann

Course description:  This course will introduce students to the principal positions in contemporary moral theory including consequentialism, deontology and virtue theory, drawing on core historical authors such as Mill, Kant, and Aristotle, as well as contemporary theories, such as the principle-based approach to bioethics, casuistry, care ethics and narrative ethics.  Preparation of weekly readings and willingness to participate constructively in class discussion are essential requirements for participation.

Prerequisites: None

Teaching and learning methods:  The course is lecture-based, supplemented by tutorials

Methods of assessment and evaluation: Overall assessment is based on continuous assessment and an essay.

Core text:
Mark Timmons, Moral Theory: An Introduction, Lanham, Md, Rowman & Littlefield, 2002.

Philosophy of Mind

Lecturer: Dr. J. O'Reilly

Course Description: The course begins with an introduction to three influential approaches to mental phenomena – Logical Behaviourism, Identity Theory, and the emergence of Functionalism. The second part of the course builds on these foundations via an exploration of David Lewis’ Analytic Functionalism and Jerry Fodor’s Psycho-functionalism. At this stage, we are ready to look at the Computational Theory of Mind and Daniel Dennett’s Intentional Stance. The final section of the course focuses on John Searle’s critique of the Computational approach to the mind with his “Chinese Room” thought experiment and on the advent of Embodied Cognition as a criticism of overly mind-centred accounts of cognition.

Prerequisites: None

Teaching and learning methods: The course is lecture-based.

Methods of assessment and examination: The course will be evaluated by continuous assessment and final essay.

Core texts:
Heil, John. Philosophy of Mind, Routledge, 2013.
Kim, Jaegwon Kim. Philosophy of Mind, Westview Press Colorado, 2011.
Kind, Amy, Philosophy of Mind: The Basics, Routledge, 2020.*

Environmental Ethics

Lecturer:     Dr Nora Ward

Course Description:   In this class, we will explore the ethical, ecological and social dimensions of environmental issues. We begin with an exploration of the perception of nature in Western thought, as well as an overview of influential texts that have shaped the field of environmental ethics. As such, we will explore the relationship between human and non-human nature, addressing questions such as "Does non-human nature matter for its own sake, or simply for the sake of fulfilling human interests? What about the value of holistic entities such as ecosystems? What is intrinsic value anyway, and how does it differ from instrumental value?" Towards the latter half of the course, we will focus on the philosophical implications of international environmental issues such as climate change, indigenous rights, ecofeminism, environment justice and eco-terrorism.

Prerequisites:   None

Teaching and Learning Methods:   This course is lecture-based, supplemented by tutorials

Methods of Assessment and Examination:  Overall assessment is based on a written essay.   Written course work  - if required - is added to the evaluation. 

Core Text: A list of readings will be provided at the beginning of the semester.

Philosophy and Culture in Context

Lecturer: Dr. L. Elvis

Course description: This module explores philosophical approaches to the production and consumption of art and culture in contemporary society. Beginning with the question ‘What is culture?’ it progresses to exploring the effect of technology on cultural production, the role of institutions in shaping culture and the divisions between ‘high’ and ‘low’ culture. From a focus on Bildung as cultivation, (Kant, Herder, Humbolt) this course then explores contributions from a range of thinkers form the Frankfurt school (Benjamin, Adorno, Horkheimer and Marcuse) to problematise the role of culture in shaping society. As part of this module, students will undertake a short placement at TULCA Festival of Visual Art to reflect on these ideas in practice.

Teaching and learning methods: This course is lecture-based, supplemented by tutorials. Students will consolidate their learning through a placement at TULCA festival of visual arts.

Methods of assessment and examination: Overall assessment is by essay at the end of the semester. There will be marks attributed to a mid-term continuous assessment and participation also.

Core text: All essential and supplementary readings will be available on Blackboard, with a full list available at the start of the semester.

Topics in Applied Philosophy

Lecturer: Dr. R. Hull.

Course Description:   This course is concerned with the application of the study of philosophy to issues of pressing public concern. It takes the experiences of disability and social deprivation as case studies and looks at how such experiences can best be theoretically articulated. Particular attention is given to rival theories of human freedom and their relevance to contemporary social and political debates. Attention is also focused on how different theories of justice and morality imply very different social responses to the issues of disability and deprivation. Subjects covered include Rawls’ theory of freedom, Nozick's libertarianism, the acts/omissions distinction and the doctrine of double effect. The course is designed to give students an analytical background that can be used to explore other contemporary social and political issues. 

Prerequisites:   None

Teaching and Learning Methods:   This course is lecture-based, supplemented by tutorials

Methods of Assessment and Examination:  Overall assessment is based on a written essay.   Written course work (essay) - if required - is added to the evaluation. 

Core Text:
Barnes, C., Disabled people in Britain and discrimination, Hurst and co, 1991. [346.42013 BAR]
Bynoe, I.,  Oliver, M.,  & Barnes, C.,  Equal Rights for Disabled People: the case for a new law, Institute for Public Policy Research, 1991. [346.013 BYN]
Glover, J., Causing death and saving lives, Penguin Books, 1977. [179.7 GLO]
Gray, T, Freedom, Macmillan, 1991. [323.44]
Kymlicka, W. Contemporary Political Philosophy, Clarendon Press, 1990. [320.50904]
Nozick, R., Anarchy, State, and Utopia, Blackwell, 1974. [320.101 NOZ]
Pogge, T.W, Realizing Rawls, Cornell University Press, 1989. [320.001 RAW.P]
Rawls, J. A Theory of Justice, Oxford University Press, 1974. [340.11]

Other resources:
To be posted on Blackboard.

Formal Logic 2 

Lecturer: Dr. N. Tosh

Philosophy of Science

Lecturer: Dr. N. Tosh

Course description: This module surveys twentieth-century philosophy of science. Topics covered include logical positivism, the problem of induction, paradoxes of confirmation, Popper's falsificationism, Kuhn's vision of science, and scientific realism. 

Methods of assessment and examination:  Overall assessment is by written exam, supplemented by some short in-class written tests

Recommended Book Resources:  
Peter Godfrey-Smith 2021, Theory and Reality: An Introduction to the Philosophy of Science, 2 Ed., University of Chicago Press [ISBN: 978-022661865]  

Supplementary Book Resources:  
Tim Lewens 2015, The Meaning of Science, Pelican [ISBN: ‎ 978-0141977] A. C. Grayling, Philosophy: A guide through the subject, Chapter 3, Oxford University Press [ISBN: 9780198752431] 

Philosophy of Nature

Lecturer: Prof. F. Ó Murchadha

Course description: This module will introduce students to the philosophy of nature with particular emphasis on the 'naturephilosophy (Naturphilosophie)' of Friedrich Schelling. Schelling's challenge to both Newton's mechanical view of nature and Kant's subjectivism will be discussed. Following a detailed exploration of Schelling's work, the engagement with the question of nature of a number of Phenomenologists will be investigated with respect to Schelling. The final section of the module will examine the work of the New Materialists and the manner in which they re-conceptualize nature. In that context Feminist approaches will be emphasised particularly as they critically engage with the culture/nature, female/male and subject/object divide. 

Advanced Philosophical Text

 Lecturer: Dr Nick Tosh

Prerequisites: None