English and Philosophy BA

A maximum of 80 credits can be selected from English modules, which includes 40 credits of core modules. Core English modules:

Renaissance to Revolution

This module surveys the poetry and prose from the early modern period in England, i.e., that written between the beginnings of the sixteenth century through the seventeenth century to the late eighteenth century. We will look at different genres, from court complaint to sonnets, prose fiction, erotic verse, restoration drama and the works of writers such as Donne, Herbert, Spenser, Marlowe, Dyrden, Milton and Pope. The texts studied will be related to critical methods that help us understand the relationships between literature and the culture, society, and politics of the period in which it was produced.

40 credits

Optional English modules:

Early Englishes

Early Englishes works backward over a whole millennium of English, 1600 to 600. Each week's lectures and seminar focus on one century and one text representative of that century (for example, Beowulf and Piers Plowman). We will use a variety of techniques , literary, linguistic, anthropological, cultural historical, to analyse each text, thereby opening up discussion of the issues that preoccupied the English of the time, from glorious monster-slaying to the slow surrender of pagan belief to terror at the imminent arrival of Antichrist and on to the first expressions of love and desire. Texts will initially be studied in translation so no prior knowledge of Old or Middle English is necessary, but students will also be given the opportunity to examine texts in the original language.

20 credits

Foundations in Literary Study: Biblical and Classical Sources in English Literature

This module provides foundational knowledge about the treatment of Biblical and Classical sources in English Literature. It is an important unit for the study of literature and the Humanities, preparing students for work at higher levels. Typically a Biblical or Classical source and a literary text will be discussed together, to expose a range of meanings and to prepare participants for their own research about both the Bible and Classical material as literature and the treatment of Bible and Classical material in Literature. It will also prepare students for independent research. It is recommended that all students of English take this module.

20 credits

Contemporary Literature

This module introduces students to a diverse range of texts in English (prose, poetry, and film) with a focus on texts published since 2000. Texts will be chosen to provoke thinking and debate on urgent and controversial topics that might include: globalisation and neoliberalism; ecology and animal lives; artificial intelligence and the posthuman; political activism and social justice; migration and displacement; state violence and armed conflict. We will discuss formally and conceptually challenging works, raise ethical and philosophical questions and begin to discover how current critical and theoretical approaches can help us to engage with contemporary texts.

20 credits

Studying Theatre: A History of Dramatic Texts in Performance

Covering classical, contemporary and popular texts, Studying Theatre; A History of Dramatic Text in Performance aims to turn an interest in theatre and theatre-going into a more thorough appreciation of the ways in which playwriting, acting, design and performance have shaped theatre's development. Each week students will study a particular play and the historical context that informed its first performances and its theatrical afterlife. The course emphasis is on theatre as a social practice and practical discipline. Seminars and lectures will focus on the play in performance, and the processes that underlie production. Students do not need previous knowledge or experience, but should be prepared to try some new approaches to texts, for example through practical workshops.

20 credits

Exploring Literary Language

How are literary effects created through language? How can we describe these effects? This course will aim to provide literature students with a gentle introduction to language, and provide language students with experience of applying linguistic analysis to literary texts. The emphasis will be upon a practical hands-on approach, and topics covered will include sentence structure, lexical choice, cohesion, narrative structure, discourse analysis (with reference to drama and dialogue) and point of view in narrative fiction. The texts studied will be predominantly literary and twentieth century, and will include extracts from novels, plays, poetry and short stories.

20 credits

Hybrid Forms? Comedy and Tragedy

This module gives you the opportunity to study developments in comedy and tragedy from classical antiquity to the present day. This focus on genre enables you to take a broadly comparative approach, setting, for instance, works of classical antiquity alongside those of the early modern, modern, and contemporary worlds. As such, the module equips you to draw connections between periods studied separately at different points of your degree and between disparate forms, e.g. drama and the novel. Over the course of this module we will consider questions such as: what is genre, and why is it important? How does genre reflect or respond to historical change? Is there any such thing as a ‘pure’ genre or is hybridization a defining feature of genre itself? We will answer these questions by reading texts by authors such as Angela Carter, Noel Coward, Plautus, Shakespeare, Sophocles, and Wole Soyinka.

20 credits

Introduction to Cinema

This module aims to study a cross-section of the most important American films up to the present day and to develop both a formalist and an institutional analysis of these works. Its intention is to study the growth of the classical Hollywood style, a matter of a sophisticated range of technical stratagems as well as of a genre-based cinema, and of the institution of Hollywood itself, the most significant force in cinema to-day.

20 credits

History of English

This module traces the history of the English language of the Fifth century AD through to the present day. Students will learn about the development of English over this period, looking at the factors which have shaped the language, and learning a variety of techniques for studying the language. The module will also introduce students to the range and variety of the English language at all periods, and to the ways in which English influences, and is influenced by, other languages.

20 credits

Introduction to Creative Writing

The aim of this unit is to help students to develop their expressive and technical skills in writing poetry and prose and to improve their abilities as an editor and critic of their own and other people's writing. Students will be guided in the production of new work and encouraged to develop an analytical awareness of both the craft elements and the wider cultural and theoretical contexts of writing. This module explores poetic techniques for creating new poems and narrative techniques for generating some prose work through the critical study of published examples, imaginative exercises, discussion and feedback on students' own writing. This exploration will help students to develop their own creative work while sharpening critical appreciation of published poetry and modern and contemporary fiction. The course is designed to give students the expereince of being workshopped as well as to establish basic creative writing techniques on Level 1 to preparing students for the challenges of Creative Writing Level 2.

20 credits

You must take at least 40 credits of Philosophy modules. You must take:

Writing Philosophy

Philosophical writing is a skill that you, the student, must hone early on in order to succeed in your degree. It is also a transferable skill that will serve you in your post-academic career. Philosophical writing combines the general virtues of clarity, organisation, focus and style found in other academic writing with particular philosophical virtues, namely, the ability to expose the implicit assumptions of analysed texts and to make explicit the logical structure of one's own and other people's arguments. A precondition of philosophical writing is a unique form of textual analysis that pays particular attention to its argumentative structure. In this module you will learn and practice philosophical writing. You will learn how to read in preparation for philosophical writing, learn how to plan an essay, learn how to rework your drafts and learn how to use feedback constructively. You will write five drafts and five essays and will have one on on tutorial on each essay you write. The lectures in the course will be split between lectures of the art of writing and lectures on philosophical topics in the domain of fact and value. Essay topics will be based on the topical lectures and their associated readings

20 credits

And at least one other core Philosophy module (20 credits) from the list below.

Ethics and Society

This module aims to introduce a range of topics from certain overlapping areas of philosophical research relating to normative and practical matters: in particular, dealing with ethical theory, applied ethics, moral theory, moral psychology, and politics. The module aims to outline some major philosophical problems and topics from these areas, while also showing how the underlying concerns of the areas are connected to broad underlying philosophical concerns.

20 credits

Mind and World

This module aims to introduce a range of topics from epistemology, metaphysics, and the philosophy of mind. The module aims to outline some philosophical problems and topics from these areas, and in doing so show how these areas connect and thereby show how philosophical thinking can be unified and interconnected across these subjects.

20 credits

Reason and Argument

This module aims to introduce a range of concepts and theoretical tools that are central to a great deal of work throughout philosophy and that are, more generally, very useful in evaluating arguments and analysing their components. The module will thus incorporate materials relating to critical thinking and logic, building upon fundamental theoretical ideas about meaning.

20 credits

Optional philosophy modules:

History of Ethics

How should we live? What is the right thing to do? This module offers a critical introduction to the history of western ethical thought, examining some of the key ideas of Plato, Aristotle, Hume, Kant, Wollstonecraft, Douglass, Bentham, Mill, Taylor Mill, Nietzsche, Rawls and Gilligan. It provides a textual introduction to some of the main types of ethical theory: the ethics of flourishing and virtue; rights-based approaches; utilitarianism; contractualism. We explore the close interconnections between ethics and other branches of philosophy (e.g. metaphysics, epistemology, aesthetics), as well as the connections between ethics and other disciplines (e.g. psychology; anthropology).

10 credits

History of Philosophical Ideas

The history of philosophy is made up of a series of debates between competing philosophical traditions and schools: for example, idealists argue with realists, rationalists with empiricists. And at different times, distinctive philosophical movements have dominated the discussion, such as pragmatism, existentialism, phenomenology, analytic philosophy, and critical theory. This module will introduce you to some of these central movements and traditions in the history of philosophy from Plato onwards, and the key philosophical concepts and issues that they have brought in to western thought.

10 credits

Death

This module is mainly about death itself . What is death? What happens to us when we die? Could there be an afterlife? Would it be a good thing if there were? What is it about death that we dislike so much, or that makes it bad? Is it rational, or even possible to fear death? What is the right attitude towards our own death? Do we have moral duties towards the dead? The course will clarify these questions and attempt to answer them. Readings will be taken from both historical and contemporary sources.

10 credits

Philosophy of Sex

Sex is one of the most basic human motivators, of fundamental importance in many people's lives, and a topic of enormous moral, religious, and political contention. No surprise, then, that it turns out to be of great philosophical interest. We will discuss moral issues related to sex' asking when we might be right to judge a particular sex act to be morally problematic; and what political significance (if any) sex has. We will also discuss metaphysical issues, such as the surprisingly difficult questions of what exactly sex is and what a sexual orientation is. Throughout our study, we will draw both on philosophical sources and on up-to-date contemporary information.

10 credits

Philosophy of Religion

This course will pose and try to answer philosophical questions about religion. These include questions about the nature of religion. For instance does being religious necessarily involve believing in the existence of a God or Gods? And is religious faith compatible with adherence to the scientific method? Other questions that the course will cover include questions about the theistic notion of God. Does the idea of an all-powerful being make sense? Is an all-knowing God compatible with human freedom? And is an all-powerful, all-knowing and perfectly good creator of the universe compatible with the existence of evil? Further questions concern God and morality. Is it true that if there is no God, then there is no right and wrong? The course will examine philosophical arguments for the existence of God, and question whether these arguments are sound.

10 credits

Try a new subject:

The flexible structure of your first year at Sheffield means that you also have the chance to experience modules from outside of English and Philosophy - you can choose up to 40 credits of modules from a list approved by the Faculty of Arts and Humanities. A final guided module list is made available to new students when you select your modules as part of registration.

Core English modules:

Literature and Critical Thought (a)

This course introduces writers, concepts and approaches fundamental to contemporary literary theory, and explores their application to diverse relevant texts. Students will engage in a transhistorical study of the formal, literary and cultural functions of genre (e.g. in the forms of comedy and tragedy). They will also encounter theorists such as Karl Marx, Sigmund Freud, Ferdinand de Saussure, Mikhail Bakhtin, Roland Barthes, Michael Foucault, Julia Kristeva, Jacques Lacan and Jean Baudrillard. Lectures will introduce and explain this material, and seminars will discuss and apply it to the study of literature.

40 credits

Romanticism to Modernism (a)

This module focuses on a diverse range of texts (including poetry, prose, drama and film) produced between the late eighteenth to the late twentieth century. It pays detailed attention to the varied styles, issues, and movements produced by the rapid technological, political and cultural shifts that characterise these two centuries. Drawing on the expertise of the teaching team, the module introduces cutting-edge research carried out within the department in areas such as romanticism, the Gothic and science fiction, experimental literature, colonial and postcolonial contexts, war studies, and animal studies

40 credits

Literature and Critical Thought (b)

This course introduces writers, concepts and approaches fundamental to contemporary literary theory, and explores their application to diverse relevant texts. Students will engage in a transhistorical study of the formal, literary and cultural functions of genre (e.g. in the forms of comedy and tragedy). They will also encounter theorists such as Karl Marx, Sigmund Freud, Ferdinand de Saussure, Mikhail Bakhtin, Roland Barthes, Michael Foucault, Julia Kristeva, Jacques Lacan and Jean Baudrillard. Lectures will introduce and explain this material, and seminars will discuss and apply it to the study of literature.

20 credits

Romanticism to Modernism (b)

This module focuses on a diverse range of texts (including poetry, prose, drama and film) produced between the late eighteenth to the late twentieth century. It pays detailed attention to the varied styles, issues, and movements produced by the rapid technological, political and cultural shifts that characterise these two centuries. Drawing on the expertise of the teaching team, the module introduces cutting-edge research carried out within the department in areas such as romanticism, the Gothic and science fiction, experimental literature, colonial and postcolonial contexts, war studies, and animal studies.

20 credits

Optional English modules:

The History of Persuasion

In all areas of life language plays a crucial role in defining what kind of event is taking place, who is in a position of authority and whose assertions should be trusted and believed. The aim of this module is to explore the nature of texts produced within four different areas: science, religion, the mass-media, and the market place. We shall consider the linguistic characteristics of each discourse and discuss how authority is constructed and persuasion achieved within each area. We shall also examine the emergence of each discourse from a historical angle and explore the controversies which surround communication in all four contexts. Students will have the opportunity to use stylistic techniques in the analysis of both historical and contemporary texts and to explore the social and cultural history of communication. Where appropriate, comparisons will be drawn with more literary genres with the aim of investigating (and problematising) the distinction between literary and non-literary discourse.

20 credits

Literature and Critical Thought (b)

This course introduces writers, concepts and approaches fundamental to contemporary literary theory, and explores their application to diverse relevant texts. Students will engage in a transhistorical study of the formal, literary and cultural functions of genre (e.g. in the forms of comedy and tragedy). They will also encounter theorists such as Karl Marx, Sigmund Freud, Ferdinand de Saussure, Mikhail Bakhtin, Roland Barthes, Michael Foucault, Julia Kristeva, Jacques Lacan and Jean Baudrillard. Lectures will introduce and explain this material, and seminars will discuss and apply it to the study of literature.

20 credits

Romanticism to Modernism (a)

This module focuses on a diverse range of texts (including poetry, prose, drama and film) produced between the late eighteenth to the late twentieth century. It pays detailed attention to the varied styles, issues, and movements produced by the rapid technological, political and cultural shifts that characterise these two centuries. Drawing on the expertise of the teaching team, the module introduces cutting-edge research carried out within the department in areas such as romanticism, the Gothic and science fiction, experimental literature, colonial and postcolonial contexts, war studies, and animal studies

40 credits

Romanticism to Modernism (b)

This module focuses on a diverse range of texts (including poetry, prose, drama and film) produced between the late eighteenth to the late twentieth century. It pays detailed attention to the varied styles, issues, and movements produced by the rapid technological, political and cultural shifts that characterise these two centuries. Drawing on the expertise of the teaching team, the module introduces cutting-edge research carried out within the department in areas such as romanticism, the Gothic and science fiction, experimental literature, colonial and postcolonial contexts, war studies, and animal studies.

20 credits

Victorian Women Poets: Stressing Sex

This module introduces students to a range of Victorian women poets and the critical and ideological debates that surround their work. Reading the poetry of canonical writers, such as Elizabeth Barrett Browning and Christina Rossetti alongside less familiar works by, for example Mathilde Blind and Amy Levy, students will be encouraged to engage with questions of gender and genre and to think about how women employed different poetic forms and voices to respond to the political, scientific and religious upheavals of the nineteenth century. The module also explores the gender politics of the literary canon and encourages students to consider how a focus on women writers from diverse class, national and ethnic backgrounds might resist powerful narratives about Victorian literature and culture.

20 credits

Exiles and Monsters: An Introduction to Old English

This module explores the language and literature of Anglo-Saxon England, enabling you to read and understand the earliest English literature. You will learn how to read Old English, developing a good understanding of Old English grammar and gaining familiarity with the language and literature through translating a range of texts. We will examine the historical background and cultural contexts of these texts, introducing you to the breadth and variety of Old English texts, and to differing critical approaches to them.

20 credits

Representing the Holocaust

This course will examine fictional and non-fictional, literary and filmic, representations of the Holocaust, and considers the use and extension of conventional textual forms to do so, including documentary film, memoir, short story and cartoon. Texts covered will include Elie Wiesel's 'Night', Claude Lanzmann's film 'Shoah', Martin Sherman's 'Bent', Martin Amis's 'Time's Arrow' and Ida Fink's stories in 'A Scrap of Time'.

20 credits

The Novella and the Uncanny

This course will explore novellas from across the last 150 years which represent uncanny experiences of haunting, madness, obsession, and psychological and political disorientation, with these intense experiences often refracted through the consciousness of a central character. We will consider whether the particularities of this literary form lend themselves to representing experiences at the 'limits of reason'. Texts will include works by Kafka, Camus, George Eliot, Ayn Rand, Pynchon and others. The course will encompass the study of some relevant theory, including Freud's essay 'The Uncanny' - which itself contains an analysis of Hoffman's bizarre short story 'The Sandman'.

20 credits

John Donne Worlds of Desire

This module focuses on the work of one of the most charismatic, provocative, and intellectually challenging poets and preachers of the early modern period, John Donne. Ranging across Donne's writings, we will consider his erotic and religious poetry, political satires, letters, and sermons. The module will examine the social and literary circles in which Donne's work was written and read, with a particular emphasis on contemporary cultures of print and manuscript, and also seek to locate Donne's work in the wider context of sixteenth and seventeenth-century society, exploring, for example, his engagement with court politics, religious controversy, debates about marriage, and the exploration of the New World. The module will conclude with an examination of the critical reception of Donne's work and, in particular, the ways in which his biography has been constructed from the seventeenth-century to the present day.

20 credits

Good Books: Intertextual Approaches to Literature and the Bible

Literature, film and television constantly return to the Bible as a source of narrative, character and image. Biblical texts are translated, rewritten, transposed and radically challenged by literature from the medieval period to the present day and so intertextual readings of the Bible and literature provide insight into the ways authors engage with politics, philosophy, and tradition. Our module explores a range of intertextual relationships, from medieval dream poetry through to contemporary writing and cultural representation, including a range of genres and approaches. We will analyse film, TV and visual media as well as literary forms, to explore the ways in which creative writers interpret and re-imagine biblical narratives and tropes.

20 credits

Creative Writing Prose Fiction 2

The aim of this unit is to help students to develop their expressive and technical skills in writing prose fiction at Level 2 and to improve their abilities as an editor and critic of their own and other people's writing. Students will be guided in the production of new work and encouraged to develop an analytical awareness of both the craft elements and the wider cultural and theoretical contexts of writing. The emphasis throughout will be on reading as a writer and writing as a reader.

20 credits

Hollywood Cinema

This module introduces students to the historical, formal and critical analysis of Hollywood cinema. Through the study of a chronological series of set film texts from the classical studio period, the postclassical era and contemporary Hollywood, students will be encouraged 1) to engage with the cultural and contextual readings of popular American cinema, 2) explore and question its representation practices and ideological positions, and 3) apply and interrogate relevant critical and theoretical approaches. In order to read Hollywood cinema in detail and in its aesthetic and industrial contexts, students will also undertake detailed close reading of film texts, learning to employ technical terminology to identify and interpret examples of continuity style. Set films will reflect the spectrum of filmmakers, stars, genres and institutions exemplifying Hollywood from the 1930s to the present day.

20 credits

Writing the Real

This module explores the often problematic relationship between literature and 'the real world', using a range of theoretical and stylistic approaches. We will consider why 'realism' is such a difficult term to get to grips with; why describing a text or film as 'realistic' can be a very politically charged act; how ideas of 'the real' have changed over time; and what effects the inclusion of 'real' materials into fictional works may have. We will explore 'the real' in a wide range literary texts and films, including works by Elizabeth Gaskell, Ken Loach and Harold Pinter.

20 credits

Crime Writing: from the fin de siècle to the Golden Age

How did the genre of crime writing become so influential? This module will examine the cultural history of crime writing from 1890-1950, in a range of genres including detective novels, short stories, plays and films, and true crime writing or reportage. By focusing on a number of narratives of crime, the module will invite an analysis of how this genre is engaged with and subverted by writers wrestling with a modernity that included developments including two World Wars, imperialism and anticolonial movements, women's suffrage and presence in the workplace and a hugely increased use of technology, alongside the rise of criminology and psychoanalysis.

20 credits

Sex and Decadence in Restoration Theatre

The period between the Restoration of Charles II 1660 and the accession of James II (1688), witnessed an astonishing development of theatrical practice and culture; the professional Restoration stage, unlike its Renaissance predecessor, used actresses rather than cross-dressed boys to play female parts and the introduction of moveable scenery to these theatres brought with it different styles of acting, plotting and realism. On this module, we will consider how this new kind of theatre enabled the emergence of two key Restoration theatrical types, the rake and the courtesan, and what these new roles might tell us about changing attitudes towards sex

20 credits

Queer and Now: Contemporary Queer Texts

This module introduces students to a range of contemporary queer texts and considers how they respond to key debates and conversations regarding gender, sexuality, identity and community. Students will explore a variety of exemplary texts and artworks from the late 20th century up to the present day, together with the social, political, cultural and theoretical contexts which inform them. Considering how queer texts and theories might expand, challenge or stand in opposition to notions of canon, students will read works by queer novelists, poets and writers and will watch plays, films and drag performances to examine the opportunities of queer work and its relationship to activism and social change.

20 credits

Satire and Print in the Eighteenth Century

Against a background of political, religious and cultural ferment, new ideas of the individual's relationship to the state emerged in the early-eighteenth century. New kinds of readers, authors, and an increasingly powerful book trade reshaped the literary map of Britain. Those fraught relationships are captured in the prose and poetry of the satirists upon this course. The political, religious and economic satires of writers including Defoe, Pope, Swift, Ramsay, Finch, Gay, Leapor, Montagu, Addison and Steele will be read as a new and troubled relationship between the individual and the state emerged alongside a vigorously contested idea of 'Britain' in literature.

20 credits

Creative Writing Poetry 2

We learn by example: a creative writer is first and foremost a creative reader and a critical reader of his/her own work. This module explores poetic form and techniques for creating new poems through the critical study of published examples, imaginative exercises, discussion and feeback on students' own writing. This exploration will help students to develop their own creative work while sharpening critical appreciation of the formal aspects of poetry. Subjects covered will include: metre, rhythm and free verse; rhyme and verbal patterning; traditional forms such as sonnet and terza rima; new ways with form.

20 credits

Road Journeys in American Culture: 1930-2000

This module analyses the development of road narratives from the 1930s to the present, looking at the ways in which this narrative trope tells the story of American culture and society throughout the twentieth-century. The module aims to address some or all of the following questions. Do road journeys reflect or run away from political realities 'at home'? To what extent is the road journey a gendered space predominantly occupied by men? Are certain groups of people allowed to travel and other groups not? Is the road journey a metaphor for American colonization and expansion, or something else more ambiguous? Texts to be studied include films such as 'The Wizard of Oz', 'Bonnie and Clyde', The Straight Strory', and 'O Brother, Where Art Thou?' novels such as 'On the Road' by Jack Kerouac, 'Lolita' by Vladimir Nabokov, and 'The Music of Chance' by Paul Auster, and poems by Elizabeth Bishop and Amy Clampitt.

20 credits

Christopher Marlowe

This module gives students the opportunity to read the entire dramatic and poetic output of Shakespeare's great rival, Christopher Marlowe. In putting plays into dialogue with lyric and narrative poetry, we will interrogate the implications of the label 'poet-dramatist' to describe the trajectory of Marlowe's career. Students will also look at important institutional contexts for the publication of Marlowe's work: professional theatre, patronage networks and print.

20 credits

Literature, Ecology, Capital

Fredric Jameson famously noted that it seems to be easier for us today to imagine the thoroughgoing deterioration of the earth and of nature than the breakdown of late capitalism. This module explores how literature represents the relationships between ecological crisis and the crises of capitalism. We will consider texts concerned with (for example) petroculture, habitat loss, biotechnology, meat and tourism. Chronologically, we will move from the late nineteenth century to the present. Given the global nature of the topic, we will be concerned with a diverse range of national literatures.

20 credits

Literature and Critical Thought (a)

This course introduces writers, concepts and approaches fundamental to contemporary literary theory, and explores their application to diverse relevant texts. Students will engage in a transhistorical study of the formal, literary and cultural functions of genre (e.g. in the forms of comedy and tragedy). They will also encounter theorists such as Karl Marx, Sigmund Freud, Ferdinand de Saussure, Mikhail Bakhtin, Roland Barthes, Michael Foucault, Julia Kristeva, Jacques Lacan and Jean Baudrillard. Lectures will introduce and explain this material, and seminars will discuss and apply it to the study of literature.

40 credits

Optional philosophy modules:

Philosophy of Mind

This module provides a survey of philosophical theories of the mind, looking at such questions as: How is consciousness possible? Why is it that vibrations in the air around us produce conscious experiences of particular auditory experiences in our minds? Why is it that electromagnetic waves hitting our retinas produce particular visual experiences in our minds? What makes our thoughts represent things in the world? What is it about your thought that cats have whiskers that makes it about cats and whiskers? What is it about your thought that there are stars in the universe too far away for any human to have perceived them that makes it about such stars? What is the relation between thoughts and conscious experiences and brain states? We'll look at a variety of answers to these and related questions and examine some of the most important and influential theories that contemporary philosophers have to offer.

20 credits

Formal Logic

The course will start by introducing some elementary concepts from set theory; along the way, we will consider some fundamental and philosophically interesting results and forms of argumentation. It will then examine the use of 'trees' as a method for proving the validity of arguments formalised in propositional and first-order logic. It will also show how we may prove a range of fundamental results about the use of trees within those logics, using certain ways of assigning meanings to the sentences of the languages which those logics employ.

20 credits

Ethics

How should we live? How should we conduct ourselves? What duties do we owe t9 other people? Are there certain things we should never do in any circumstances? If so what things are they? Do questions like the foregoing have determinate, correct answers? If so can we know what they are? If so, how? These questions and questions like them are the subject matter of ethics. We will be studying and thinking about such questions by engaging with classical and/or contemporary texts.

20 credits

The Rationalists

This module is an introduction to the major works of Descartes, Spinoza, Leibniz, and Kant. Their work is both fascinating in itself and enormously influential today. The emphasis will be on topics in metaphysics and epistemology, such as whether there is a god, whether you and I are material or immaterial, whether the physical or even the mental world is real or apparent, whether anything could have been otherwise than it is, and what it is possible to know. Readings will be mainly from primary sources. Discussion will focus on philosophical problems rather than on historical context.

20 credits

Political Philosophy

We are citizens in a democratic capitalist society, we vote and choose our representatives and our government, our representatives make laws that we must then follow. We do not only obey the laws only for fear of being punished; we believe that our system of government is just, and that it is just for us to obey the laws. We believe that - by and large - we live in a just society. Do we? What justifies our system of government? Are there alternative possible relations, alternative forms of citizenship; alternative forms of government, alternative ways of organising a society? Is ours the only just one?
We will look at the history of political philosophy and explore various systems of citizenship, government and economic arrangements. Our main aim will be to understand how these different systems justify or legitimise the existence of government and its authority to make and enforce laws. We will also look at the more general notion of 'justice' that accompanies and grounds these systems of government.
Two side concerns will be:-
1. The relation between a philosopher's view of ethics and her political philosophy.
2. The relation between a philosopher's view of human nature and her political philosophy.

20 credits

Environmental Justice

This module will introduce students to contemporary philosophical discussions of environmental justice at the global level. Topics to be covered may include: The nature of global environmental injustices; responsibility for global environmental problems; the relationship between global environmental challenges and other historical and contemporary injustices; fair international sharing of the costs of environmental action; the justifiability of environmental activism; the rights of indigenous peoples; fairness in global environmental decision-making; and the politics of ‘geoengineering’ the planet.

20 credits

Reference and Truth

This module is an introductory course in the Philosophy of Language. The overall focus of the course will be on the notion of meaning. The first part of the course will attempt to shed light on the notion of meaning by investigating different accounts of the meanings of some types of linguistic expressions, in particular names (for instance 'Nelson Mandela') and definite descriptions (for instance 'the inventor of the zip', 'the first minister of Scotland'). We will then look at an influential approach to understanding what it is for words to have meaning and for people to mean things by their words, one due to Paul Grice. And we will examine the role and understanding of conventions and how someone can say something and yet communicate something very different from its conventional meaning. We will also explore the phenomena of 'implicature' where people can communicate more (or something different from) what they literally say.

20 credits

Topics in Political Philosophy

This module will investigate a broad range of topics and issues in political philosophy and through doing so provide students with a broad understanding of those. It will include both historical and foundational matters and recent state of the art research.

20 credits

Philosophy of the Arts

This module introduces students to a broad range of issues in the philosophy of art. The first half asks 'What is art?'. It examines three approaches: expression theories, institutional accounts, and the cluster account. This is followed by two critiques focusing on the lack of women in the canon and problems surrounding 'primitive' art. The evolutionary approach to art is discussed , and two borderline cases: craft and pornography. The second half examines four issues: cultural appropriation of art, pictorial representation, aesthetic experience and the everyday, and the nature of artistic creativity.

20 credits

Ethics: Theoretical and Practical

There are some things we morally ought to do, ways we ought to live. Those of us who are not moral sceptics will agree so far. Indeed, we may even agree extensively about what we ought to do or how we ought to live. But why? Ethicists don't just ask what we ought to do. They also try to work out, as systematically as possible, what explains the demands, obligations and requirements that stem from morality. That is what this module will explore. Is morality all about promoting the well-being of humans and other creatures? Does it stem from the requirements of rationality? Is it aimed at achieving the distinctive kinds of excellence that creatures like us can attain?

20 credits

Philosophy of Education

What is education? And what is it for? These are the questions at the heart of this course. To begin to try to answer them, students will engage in: (1) a theoretical exploration of the central philosophical problems related to education and schooling; and (2) a practical task focusing on learning how philosophy can be taught effectively to secondary school pupils. The theoretical exploration will be taught in a similar way to other philosophy modules (through a weekly lecture and seminar) and a mid-term coursework essay will assess this component (counting for 50% of the module grade).

The practical element will be taught through workshops, engagement with reflective practice, observations at a secondary school, and actual experience of running seminars with secondary school pupils at the University during a three-day conference at the end of the course. The practical part of the course will be assessed by a teaching portfolio (which counts for 50% of the module grade) composed of lesson plans and a reflection. Teaching is a special kind of challenge, but students on the course are not expected to have any previous experience in teaching or in planning lessons. Help and support will be provided throughout the module to make the delivery of lessons to secondary school pupils a realistic goal for all motivated students.

20 credits

Religion and the Good Life

What, if anything, does religion have to do with a well-lived life? For example, does living well require obeying God's commands? Does it require atheism? Are the possibilities for a good life enhanced or only diminished if there is a God, or if Karma is true? Does living well take distinctive virtues like faith, mindfulness, or humility as these have been understood within religious traditions? In this module, we will examine recent philosophical work on questions like these while engaging with a variety of religions, such as Buddhism, Christianity, Confucianism, Daoism, Islam, and Judaism.

20 credits

Philosophy of Science

It is virtually impossible to overstate the importance that science has in our everyday life. Here is a brief list of things that would not exist without modern science: computers, phones, internet, cars, airplanes, pharmaceutical drugs, electric guitars. Imagine your life without these things. It looks very different doesn't it? Science, however, is not important only in virtue of its practical applications. in fact, many would agree that the the primary value of science is that of being the best available source of knowledge about the world. Indeed, it seems fair to say that we made more discoveries after the 17th century scientific revolution [e.g. the laws of planetary motion, the principles underlying biological evolution, the laws governing quantum phenomena, the structure of DNA, the cellular architecture of the brain] than in all the previous millenia. This raises important philosophical questions.

First, what is science? What are the criteria that demarcate science from non-science? For example, what is the difference between science and religion? Second, how does science work? What are the methods and eplanatory strategies that make it so successful? Is there such a thing as the scientific method, and what counts as a scientific explanation? Third, is science objective? That is, is science a form of rational and unbiased inquiry, or does it reflect ethical, political, and social factors? Finally, is science the fundamental source of knowledge about the world? Does science tell us how things really are? These are some of the questions that we will tackle in this course.

20 credits

Try a new subject:

The flexible structure of your second year at Sheffield means that you also have the chance to experience modules from outside of English and Philosophy - you can choose up to 20 credits of modules from a list approved by the Faculty of Arts and Humanities. A final guided module list is made available to new students when you select your modules as part of registration.

Optional English modules:

Life After Death? Romantic Poets and Writing the Afterlife

Kant's Critique of Pure Reason held that there were only two real questions: Is there a God and is there eternal life? Poets and philosophers (and for Coleridge, 'no man was ever yet a great poet, without being at the same time a profound philosopher') have sought to imagine, conjure, or deny the idea of a life after death. This module will explore the versions of eternity written by Romantic poets. From Keats's denial of eternity, Byron's questioning, Shelley's agnostic yearning, and Hemans's feminist redress of the issue, we will consider the idea of life after death in poetry. Starting with a grounding in key philosophical ideas from Plato's assertion of the soul's immortality and Lucretius' denial of any life after death, this module will look at the hell, purgatory, heaven, and nothingness of life after death as written by Romantic poets.

20 credits

Exiles and Monsters: Reading Old English

This module explores the language and literature of Anglo-Saxon England, enabling you to read and understand the earliest English literature. You will learn how to read Old English, developing a good understanding of Old English grammar and gaining familiarity with the language and literature through translating a range of texts. We will examine the historical background and cultural contexts of these texts, introducing you to the breadth and variety of Old English literature, and to differing critical approaches to them.

20 credits

Afro-American Literature 1: Beginnings to the Harlem Renaissance

This course examines Afro-American Literature from early slave narratives and poems to the explosion of creativity after the first world war in the Harlem Renaissance, with its mixture of jazz, art, writing and politics. Writers considered include Frederick Douglass, Harriet Jacobs, W.E. Du Bois, Jean Toomer, Zora Neale Huston, Langston Hughes, Paul Dunbar. Music, art, and the cartoonist George Herriman will be discussed. We will also consider some later texts which reflect on this history, including Ralph Ellison's Invisible Man and Toni Morrison's Jazz.

20 credits

No Animals were Harmed in the Making of this Module: Animals in Film

Animals have played a crucial role in film as an artistic medium, from the literal use of animal products in film stock to the capturing of animal movement as a driver of stop-motion, wide-screen and CGI film technology. The wish to picture animals' lives, whether naturalistically or playfully, brings about filmic genres such as wildlife film and animation. By analysing a range of key films, the module will consider these and other major aspects of animals in film such as: animals' roles in different film genres, from art-house documentary to horror; the range of literal and symbolic ways animals appear in film; animals in the film star-system; animal lives and the ethics of film-making; adaptation and the different challenges of filmic and literary representation of animals.

20 credits

Fin de siècle Gothic

The module examines a range of Gothic texts and their fin de siècle contexts. Writers explored include R.L. Stevenson, Arthur Conan Doyle, Vernon Lee, Oscar Wilde, M.R. James, Bram Stoker, and H.G. Wells. Students will explore a diverse range of contemporary contexts which will enable them to see how theories of degeneration, images of Empire, models of medicine, notions of decadence, and ideas about history can be applied to the fin de siècle Gothic. The focus on ghosts, vampires, and aliens will help identify how a language of 'otherness' articulated the culturally specific anxieties of fin de siècle Britain. Teaching involves a mixture of lectures and seminars.

20 credits

Creative Writing Poetry 3

The aim of this unit is to help students to develop their expressive and technical skills in writing poetry at Level 3 and to improve their abilities as an editor and critic of their own and other people's writing. Students will be guided in the production of new work and encouraged to develop an analytical awareness of both the craft elements and the wider cultural and theoretical contexts of writing poetry. The emphasis throughout will be on reading as a writer and writing as a reader.

20 credits

Middlemarch

Virginia Woolf famously described Middlemarch as 'one of the few English novels written for grown-up people.' Spanning eight books, it is widely regarded as George Eliot's masterpiece. Eliot described and defied her society; she scrutinised her Victorian moment. She lived and worked at odds with nineteenth-century religious institutions: for more than twenty years, she was the partner of George Henry Lewes, a married man, and in her writing she sought to portray life 'as it was', to represent and celebrate everyday life, to resist its injustices. She is also one of the few pseudonymous women to retain their pen name in posterity. This module focuses on Middlemarch's eight books, exploring a range of historical and thematic issues including: serialisation; gender and marriage; class, religion and politics; Victorian science; art and ethics.

20 credits

The Idea of America

This module examines how and why contemporary American writers challenge foundational ideas of America. By reading some of the most exciting new voices of American literature alongside canonical authors of the 20th Century, we will discover how creative responses to key 'Americanised' tropes such as self-reliance, equality and freedom produce a reimagining of the idea of America. We will explore how literary depictions of American identities and portraits of the nation are influenced by wider social, cultural and historical contexts and this module has a particular focus on diversity. The content is structured thematically and offers students an opportunity to co-create aspects of the taught curriculum.

20 credits

The Man Who Knew Too Much: Hitchcock's Films

This course will examine a selection of Hitchcock's British and Hollywood films in the context of a variety of critical approaches. It will analyse the plot, techniques, influences of and homages to a variety of Hitchcock's films.

20 credits

America and the Avant-Garde, 1950's-1990's

We require a situation like it really is - no rules at all. Only when we make them do it in our labs do crystals win our games. Do they? I wonder? (John Cage). In this module we will be looking at a range of avant-garde experiments in poetry, prose and performance that have been carried out by contemporary American writers and artists. As well as discussing the innovations of performance poetry, happenings and assemblages, we will also be comparing the work of different movements such as the Beats, the Black Mountain Poets, FLUXUS, and Mail Art.

20 credits

Writing Fiction 3

This module explores techniques and strategies for creating fiction through the critical study of short excerpts from a wide range of novels and short stories, imaginative exercises, discussion and feedback on students own writing. This exploration will help students develop their own creative work while sharpening critical appreciation of both classic and contemporary fiction. Subjects covered will include: narrative voice, character, dialogue, plot, mood, pace and style. Examples will include work by Laurence Sterne, Dickens, Joyce and Anthony Burgess, JG Ballard, Martin Amis, Irvine Welsh, Chuck Palahniuk and Michael Houellebecq.

20 credits

Crime and Transgression in Romantic Literature

This course focuses on the literature of the period 1900-1945, in particular on Anglo-American and Irish Modernism, its origins around World War 1, and the texts of the 1920s and 1930s which register its impact in Britain and North America. While the Modernism movement will be at the centre of the course, represented by Joyce, Woolf, and Eliot for example, we will examine a full range of texts of that period and pay attention to the vast range of styles, issues, and non-modernists movements of the periods. The aesthetic revolution of Modernism will be changed

20 credits

Contemporary Black British Writing

This module will explore the diversity of Black British Writing from the Windrush Era to the present, paying particular attention to rewritings of earlier British texts and experiments with generic and cultural forms. We will use theoretical interrogations of race and colonialism from thinkers including Paul Gilroy, Stuart Hall and Reni Eddo-Lodge to analyse works that radically reformulate key moments in British literature and culture from the Roman invasion to The Canturbury Tales, through the colonial hinterlands of Victorian fiction to the aspiration and culture clash of 1950s London. 

20 credits

Dissertation

This module provides third year students with an opportunity to develop work done in Approved Modules and Core units, or study a relevant topic not included in these courses. Students are expected to show a capacity for research and for organising a long essay. The Dissertation is an essay between 8,000 and 10,000 words, the result of a sustained period of independent study at Level 3. The Dissertation takes the place of a second semester Approved Module. Disertation topics must be approved by the Dissertation convenor, Cathy Shrank. She will take into account appropriate courses that have been taken. She may advise against taking the Dissertation. It is exected that students will formulate a topic with the help of a potential supervisor chosen from the full-time academic staff and after discussion with their Personal Tutor. Registration for the Dissertation depends on availability of supervisors. Dissertation students have a preliminary meeting with their supervisors early in Semester 1 and then meet supervisors at least three times during Semester 2. Normally supervisors read one near-complete draft of the Dissertation not later than the first week after the Easter vacation. The Dissertation is due at the end of Semester 2 and normal assessment submission regulations apply to it.

20 credits

The Invention of Romanticism

This module is about the birth and legacy of romantic writing. You'll write a critical essay over Christmas, and over Easter you'll write a proposal for an oral paper. You'll be invited to present that paper to our undergraduate conference after Easter. Your conference paper will be converted into a final essay. All told, you'll understand the modern world better, and will have had lots of support towards enhancing your presentation skills.

40 credits

Renaissance Literature, Modern Crisis

This module considers early modern and Renaissance literature in relation to some of the pressing concerns of the modern world, e.g. the climate emergency, decolonisation, and gender identity (topics may vary from year to year depending on staff expertise and current events). You'll write a critical essay and work on a project such as an edited collection of texts with a shared theme.

40 credits

Research Topics in Theatre and Film

This module introduces students to significant research topics in the areas of theatre studies and film studies, through examination of diverse historical and contemporary examples. The module's topics and themes will investigate theatre and film texts in terms of their creation, production and reception, explore them via relevant formal, practical and critical approaches, and interrogate and integrate them within complex, creative and theoretically-informed scholarly work.

40 credits

Mod Cons: Exploring the Long 20th Century

This module introduces students to current research in the study of literary and related forms of cultural text and practice, focusing on the modern and contemporary periods from the beginning of the twentieth century to the present. With a curriculum adapted each year in response to the current research interests of available academic staff, the module focuses on the ways in which literary and related works can be understood in terms of important aesthetic, cultural and socio-political concerns in the period.

40 credits

Optional philosophy modules:

Metaphysics

Update short/full description: The course will focus on metaphysical themes of perennial interest such as parts and wholes, the nature of people, and the passage of time. Readings will be drawn mainly from recent and contemporary sources. Lectures are shared with PHI225, and students who have taken that module may not take this one.

20 credits

Advanced Political Philosophy

This module will investigate a broad range of topics and issues in political philosophy and explore these questions in some detail. It will include both historical and foundational matters and recent state of the art research.

20 credits

Philosophy of Cognitive Science

Cognitive science is the multidisciplinary study of the mind. It involves contributions from philosophy, psychology, linguistics, computer science, neuroscience, and other fields. This module will investigate a number of topics within the cognitive sciences themselves as they attempt to understand the mind and some of the philosophical issues that arise when we reflect on the cognitive sciences as a scientific discipline. Some of the questions to be investigated include: how do we adjudicate disagreements in theory and methodology between the branches of the cognitive sciences, how does biology and neuroscience influence our thinking about the mind, and what is the relationship between observation and theory in the cognitive sciences. This module will address these topics by focusing on historical and current literature on specific topics. Representative topics include: what is the self, what is memory, how does consciousness fit in the biological world, and is the mind a computer. This module is equal parts cognitive science, philosophy of mind, and philosophy of science

20 credits

Language, Speakers and the World

This module explores in depth some of the most important notions in 20th and 21st century Philosophy of Language, an area of study which has often been seen as central to analytic philosophy more generally. As well as examining theories of central elements of language, such as names and descriptions, it investigates potentially puzzling phenomena such as fiction and the vagueness of language. And it explores issues in Applied Philosophy of Language including questions about lying and misleading, about forms of silencing, and about language and power. Language is at the heart of much distinctively human activity, and so study of language provides insight into us - its users/speakers - and also into how we relate to each other and to the world.

20 credits

Topics in Social Philosophy

This module will introduce students to some contemporary issues in social philosophy.

20 credits

Phenomenology

This module introduces students to Phenomenology - a philosophical tradition in continental European philosophy, which is closely related to Existentialism. Phenomenology seeks to understand the human condition. Its starting-point is everyday experience, where this includes both mundane and less ordinary forms of experience such as those typically associated with conditions such as schizophrenia. Whilst Phenomenology encompasses a diverse range of thinkers and ideas, there tends to be a focus on consciousness as embodied, situated in a particular physical, social, and cultural environment, essentially related to other people, and existing in time. (This is in contrast to the disembodied, universal, and isolated notion of the subject that comes largely from the Cartesian tradition.) There is a corresponding emphasis on the world we inhabit as a distinctively human environment that depends in certain ways on us for its character and existence. Some of the central topics addressed by Phenomenology include: embodiment; ageing and death; the lived experience of oppression; human freedom; our relations with and knowledge of, other people; the experience of time; and the nature of the world. In this module, we will discuss a selection of these and related topics, examining them through the work of key figures in the Phenomenological Movement, such as Edmund Husserl, Simone de Beauvoir, Maurice Merleau-Ponty, Frantz Fanon, and Edith Stein.

20 credits

Philosophical Problems II

The detailed content of this course will vary from year to year depending upon the member of staff teaching it. For details contact the Department of Philosophy.

20 credits

Philosophical Project 1

A variety of topics will be set. For each topic, a short list of key readings is provided. Having chosen a topic, a short list of key readings is provided. Having chosen a topic, students are expected to master the readings, and the supplement them with at least two other pieces of relevant literature and they have used the available library and web resources to uncover. They then, having agreed a title with a tutor assigned to them for the module, write an extended essay that identifies the central issue (or issues) under discussion, relates the various responses to that issue found in the literature, evaluates those contributions, and goes some way to identifying a satisfactory resolution of the issue.

20 credits

Free Will & Religion

This module focuses on philosophical questions about the relationship between free will and theistic religions. It has often been claimed that adherents of these religions have significant motivations to affirm an incompatibilist conception of free will according to which free will is incompatible with determinism. Incompatibilist conceptions of free will, it has been argued, have benefits for the theist such as enabling them to better account for the existence of moral evil, natural evil, divine hiddenness, and traditional conceptions of hell. Yet, on the other hand, it has been argued that there is a significant tension between theistic religions and incompatibilist conceptions of free will. For example, there are tempting arguments that an incompatibilist conception of free will makes trouble for affirming traditional views about God's omniscience, freedom, and providence. We will engage in a critical examination of these and related arguments.

20 credits

Moral Theory and Moral Psychology

This course examines the relationship of moral theory and moral psychology. We discuss the relationship of science and ethics, examine the nature of self-interest, altruism, sympathy, the will, and moral intuitions, explore psychological arguments for and against familiar moral theories including utilitarianism, virtue ethics, deontology and relativism, and confront the proposal that understanding the origins of moral thought 'debunks' the authority of ethics. In doing so, we will engage with readings from historical philosophers, including Hobbes, Butler, Hume, Smith, Kant, Mill, Nietzsche and Moore, as well as contemporary authors in philosophy and empirical psychology.

20 credits

Feminist and Queer Studies in Religion, Global Perspectives

This module applies feminism, queer studies and trans philosophy in analysis of genders and sexualities in religious traditions and cultures around the world. We will examine deities and goddesses, gendered language in religions, cisheteropatriarchy, and LGBTQIA life in e.g. Hinduism, Buddhism, Christianity, Judaism and Islam, as well as in Chinese, and Japanese cultures. We will discuss genders, rituals, spirituality, sexual practices, procreation, abstinence, and asexuality, reading a range of feminist, queer and trans philosophical works, and texts ranging from the Kama Sutra to Confucius and the Vatican documents, Scriptures, and empirical research. Assignments allow students in Philosophy, Humanities, and Social Sciences develop their expertise using their preferred methods and topics, on religions of their choice.

20 credits

Ancient Chinese Philosophy

This course will introduce students to ancient Chinese Philosophy through a study of some of it classical texts.

20 credits

Utopia, Reform and Democracy

Humanity faces a recurrent political challenge: the task of steering itself towards a sustainable and just future. A crucial part of this challenge involves developing a vision of change, of an achievable good society: a vision of the harbour we are aiming for as we sail through these troubled waters. But how are those visions to be enacted in the world? What theories of change lay at the heart of various philosophical visions? This module will introduce students to some of the major schools of thought - historical and contemporary - regarding the relationship between social theory and political practice.

20 credits

Philosophy of Psychology

This course provides an in-depth look at a selection of issues in contemporary philosophy of psychology. Philosophy of psychology is concerned with such questions as : What is the structure and organisation of the human mind? Is the mind one big homogenous thing, or is it made up of smaller interacting components? If it has components, what sort are they and how are they interrelated? What aspects of our minds are uniquely, or distinctively human? What is the cognitive basis for such capacities as our capacity for language, rationality, science, mathematics, cultural artefacts, altruism, cooperation, war, morality and art? To what extent are the concepts, rules, biases, and cognitive processes that we possess universal features of all human beings and to what extent are they culturally (or otherwise) variable? Do infants (non-human) animals, and individuals with cognitive deficits have minds, and if so, what are they like? To what extent are these capacities learned as opposed to innately given? How important is evolutionary theory to the study of the mind? What is the Self? What are concepts? Is all thought conceptual? Is all thought conscious? What is consciousness? This course will discuss a selection of these and related issues by looking at the work of philosophers, psychologists, and others working within the cognitive sciences more generally.

20 credits

Philosophical Problems 1

The detailed content of this course will vary from year to year depending upon the member of staff teaching it. For details contact the Department of Philosophy.

20 credits

Global Justice

What are the demands of justice at the global level? On this module we will examine this question from the perspective of analytic Anglo-American political philosophy. We will start by looking at some debates about the nature of global justice, such as whether justice demands the eradication of global inequalities. We will then turn to various questions of justice that arise at the global level, potentially including: how jurisdiction over territory might be justified; whether states have a right to exclude would-be immigrants; whether reparations are owed for past international injustices such as colonialism; and how to identify responsibilities for combatting global injustice.

20 credits

Philosophical Project 2

A variety of topics will be set. For each topic, a short list of key readings is provided. Having chosen a topic, students are expected to master the readings, and to supplement them with at least two other pieces of relevant literature that they have used the available library and web resources to uncover. They then, having agreed a title with the tutor assigned to them for the module, write an extended essay that identifies the central issue (or issues) under discussion, relates the various responses to that issue found in the literature, evaluates those contributions, and goes some way to identifying a satisfactory resolution of the issues.

20 credits

Philosophy of Law

Law is a pervasive feature of modern societies and governs most aspects of our lives. This module is about some of the philosophical questions raised by life under a legal system. The first part of the module investigates the nature of law. Is law simply a method of social control? For example, the group calling itself Islamic State issued commands over a defined territory and backed up these commands with deadly force. Was that a legal system? Or is law necessarily concerned with justice? Do legal systems contain only rules or do they also contain underlying principles? Is 'international law' really law?
The second part of the module investigates the relationship between law and individual rights. What kinds of laws should we have? Do we have the moral right to break the law through acts of civil disobedience? What is the justification of punishment? Is there any justification for capital punishment? Are we right to legally differentiate between intended crimes (like murder) and unintended crimes (like manslaughter), or does this involve the unjustified punishment of 'thought crime'? Are we right to legally differentiate between murder and attempted murder, despite the fact that both crimes involve the same intent to kill?

20 credits

Plato's Symposium

The Symposium is a vivid, funny and moving dramatic dialogue in which a wide variety of characters - orators, doctor, comic poet, tragic poet, soldier-cum-statesman, philosopher and others - give widely differing accounts of the nature or erotic love (eros) at a banquet. Students should be willing to engage in close textual study, although no previous knowledge of either ancient philosophy or ancient Greek is required. We will be exploring the origins, definition, aims, objects and effects or eros, and asking whether it is viewed as a predominantly beneficial or harmful force. Are some manifestations or eros better than others? Is re-channelling either possible or desirable, and if so, how and in what contexts? What happens to eros if it is consummated? We will in addition explore the issues that the dialogue raises about relations between philosophy and literature, and the influence it has had on Western thought (e.g. Freud). The edition we will use is Rowe, C . J., 1998, Plato Symposium. Oxford: Aris and Phillips Classical texts.

20 credits

Pain, Pleasure, and Emotions

Affective states like pain, pleasure, and emotions have a profound bearing on the meaning and quality of our lives. Chronic pain can be completely disabling, while insensitivity to pain can be fatal. Analogously, a life without pleasure looks like a life of boredom, but excessive pleasure seeking can disrupt decision-making. In this module, we will explore recent advances in the study of the affective mind, by considering theoretical work in the philosophy of mind as well as empirical research in affective cognitive science. These are some of the problems that we will explore: Why does pain feel bad? What is the relation between pleasure and happiness? Are emotions cognitive states? Are moral judgments based on emotions? Can we know what other people are feeling?

20 credits

The Radical Demand in Logstrup's Ethics

The biblical commandment 'to love your neighbour as yourself' still has great resonance with people, as does the story of the Good Samaritan who helps the injured traveller he encounters on the road. But what exactly does this love require, and what it its basis? Do we have an obligation to care for others, or is it beyond the call of duty? How can love be a matter of obligation at all? If you help the neighbour, can you demand something in return? Should we help them by giving them what they want, or instead what they need? How far do our obligations to others extend - who is the 'neighbour', and might it include 'the enemy' ? And does the requirement to help the other come from God's command, or from some sort of practical inconsistency given we all need help ourselves, or from their right to be helped - or simply from the fact they are in need? But can our needs be enough on their own to generate obligations of this sort?
We will consider these sorts of questions in relation to the work of K.E. Logstrup [1905-1981], a Danish philosopher and theologian, who discussed them in his key work The Ethical Demand [1956] in which he characterized this relation between individuals as involving a 'radical demand' for care, involving important commitments about the nature of life, value, and human interdependency. We will compare his ideas to related themes in Kant, Kierkegaard, Levinas, and contemporary care ethics.

20 credits

Social Epistemology

We know things as individuals, but we also know things collectively. And what we know individually can depend on our relation to other knowers and collective knowledge. These relations are not merely epistemic, they are also practical and ethical. Knowledge can, for instance, be based on trust, while a failure to recognize someone as a knower can be a matter of injustice. Knowledge thereby has a social character and an ethical dimension. This course will introduce a broad range of topics in epistemology that explore this social and ethical turn.

20 credits

Try a new subject:

The flexible structure of your third year at Sheffield means that you also have the chance to experience modules from outside of English and Philosophy - you can choose up to 20 credits of modules from a list approved by the Faculty of Arts and Humanities. A final guided module list is made available to new students when you select your modules as part of registration.