|Date Specification Approved
||College Arts and Law
||History and Cultures
|Partner College and School
|Collaborative Organisation and Form of Collaboration
|Qualification and Programme Title
||B.A. History and Philosophy Full-time
|Language of Study
|Length of Programme
||This programme has no outside accreditations
|Aims of the Programme
||This programme provides students with the opportunity to combine study of the human past with that of another discipline in equal proportions. This specification refers to the credits that a Joint Honours History student will pursue under the jurisdiction of the Department of History during each year of his/her programme (60 in the first year and between 40 and 80 in years 2 and 3). The credits acquired at each level from the other Joint Honours discipline is detailed in the relevant department’s own documentation.
The History programme aims to enhance students’ knowledge and understanding of historical events and processes, as well as to develop analytical and critical capacities of a high order. Though the programme concentrates on medieval and modern Europe including Britain and Ireland (c.400-c.2000), considerable attention is also paid to global history, particularly that of Asia, Africa and North America. Students studying History as a joint degree will have the opportunity to study the full range of periods and areas offered by the Department of History. Students will be able to study history of varying types and approaches, including at least some of the following: political, social, economic, cultural, religious, military and diplomatic.
Joint Honours graduates will display a broad knowledge over two disciplines and be able to demonstrate intellectual versatility and organisational flexibility. The History half of the Joint Honours programme aims to produce graduates with an enthusiastic appreciation of the past, the skills with which to research and analyse the past, an ability to engage critically with historical debates, and an informed appreciation of the historical context for issues of current interest and concern. The wide range of reasoning, communication and organisational skills acquired from this programme, and practised in the context of two disciplines (including History), equips graduates to pursue historical study at a higher level or to secure employment as historians, but is also readily transferable to a large number of professions and other careers.
The programmes aim to provide students with an understanding and appreciation of central areas of philosophy, its methods and history. It aims to engage their interest in and enthusiasm for issues of philosophy and to foster within them the skills distinctive of good philosophy in particular, the abilities to:
The programmes aim to provide students with the opportunity to engage with the range of expertise and internationally recognized research undertaken in the Dept. of Philosophy. Through these various aims and provisions, the programmes will enrich the lives of students who take them, and will provide society with the resource of graduates who can think and express their thoughts in a clear and logical manner. Graduates equipped with these transferable skills as well as with the knowledge of the subject’s contents will be employed in a wide range of occupations.
- analyse abstract claims and arguments accurately,
- present their own views verbally and in writing, clearly and with supporting argument
- collaborate with others in the course of such analyses and presentations
Stage 1 is designed to offer students a broad foundation for the academic study of philosophy. Some of the modules are compulsory, focussing on broad themes and issues in key foundational areas of the subject. Philosophical methodology is emphasized in all of these modules, and also in special additional training sessions during the first semester.
Stage 2 is where students consolidate their philosophical skills and deepen their knowledge and understanding of the areas of philosophy that interest them most. To that end, a good amount of choice is offered across the two semesters, but not so much as to allow students to specialize in one area only. Towards the end of the stage, students who opt to write a dissertat
|Students are expected to have Knowledge and Understanding of:
||Which will be gained through the following Teaching and Learning methods:
||and assessed using the following methods:
The primary trends in the political, social, economic, cultural and religious development of western Europe during the medieval and/or modern periods;
A body of historical information characterised by geographical range and chronological depth with special attention to western Europe;
A range of sources available to historians (including textual primary evidence) and an awareness of their limitations;
The historiographical development of core debates in history, and an appreciation of the reasons for continued controversies;
Some of the core analytical skills deployed by historians, including skills of interpretation, corroboration and evaluation;
Some of the conceptual, theoretical and ideological influences on historical events and on their interpretation, with particular emphasis on political, cultural and socio-economic development.
The texts, theories and arguments of some of the major analytical philosophers, both past and present.
Some central theories and arguments in some of the core areas of analytical philosophy: metaphysics, epistemology, philosophy of mind, and moral and political philosophy.
Some theories and arguments that are the subject of current research in contemporary analytical philosophy
A range of techniques of philosophical reasoning, and how those techniques are brought to bear on philosophical theories and problems.
Basic logical notation and proof procedures, and of the most important ways in which those techniques inform analytic philosophy in general.
Lectures, seminars, group research projects and virtual learning environments
Lectures, tutorials, seminars discussion, independent study, close crucial reading of texts, the design and construction of essays and other assessments
Written formative and summative coursework of varying length and type, from short source exercises to essays of up to 3000 words each; unseen timed examinations; collaborative and/or individual research projects
Exams, essays, coursework exercises, project work
|Students are expected to have attained the following Skills and other Attributes:
||Which will be gained through the following Teaching and Learning methods:
||and assessed using the following methods:
display awareness of and empathy for historical context;
assimilate and synthesise historical evidence;
understand the process of historical validation and its limitations;
evaluate historical evidence and arguments;
draw reasoned conclusions from contested historical evidence;
formulate questions and hypotheses of interest and importance to historians, including those which entail comparative analysis over time and /or space;
evaluate and apply historical concepts and models;
understand relevant methods and concepts from other related disciplines, such as, for example, archaeology, economics and sociology, and apply them where appropriate to the study of history;
exercise intellectual autonomy.
record information accurately and efficiently;
work confidently with elementary IT packages aimed at supporting the retrieval and presentation of information;
interpret and analyse information of various formats and types, including printed and non-printed texts;
identify, collect, synthesise and evaluate information from a range of sources;
plan and execute a collaborative research project;
communicate ideas and arguments effectively both orally and in writing;
exercise disciplined imagination in response to problems;
display intellectual flexibility in the face of reasoned argument;
work effectively under time-constraints;
work constructively as part of a team;
show a capacity for independent working;
engage in self-evaluation in order to construct and pursue individual learning goals and personal development objectives.
To interpret philosophical writing from a variety of ages and traditions
To analyse positions and arguments
To present cogent arguments in defence of their views, verbally and in writing
To understand and use a range of specialised philosophical terminology
To display independent understanding of philosophical views and arguments, and to work independently - including devising and researching pieces of philosophical writing of various lengths – and in groups
To communicate, and organise their studies, effectively
The capacity to be competent and effective users of IT resources for research purposes, word processing. Students will also be able to use IT communication tools effectively
Cognitive/intellectual skills: Lectures and seminars provide opportunities to demonstrate and practise the intellectual skills specified. Documentary work, introduced at level C and practised at level I via Group Research and the Optional module, and, particularly, in Special Subjects at level H, develops cognitive and analytical capacities to engage critically with primary source evidence in order to evaluate historical arguments. Historical Reflections requires students to reflect on the intellectual and conceptual aspects of historical inquiry. Essays allow for a specific focus on problem-solving as well as an opportunity to develop skills of assimilation, synthesis and analysis. For specific details of the delivery of learning outcomes in individual modules see the appended curriculum map.
Practical/transferable skills: Appropriate bibliographic guidance and support are supplied at all levels and for all modules by module convenors and/or module tutors. The Research Seminar at level C develops recording skills and information retrieval skills. In addition students are encouraged to take advantage of training offered by the library and information services in the use of bibliographical search tools and applications for IT. Practical research and presentation skills (both oral and written) are developed in most modules (in the context largely of the relevant secondary literature) via preparation for and participation in seminars for knowledge-based modules. The skills required to analyse and interpret documents effectively are introduced in the level C Research Seminar, developed in Group Research and/or level I Optional modules and practised at an advanced level in Special Subjects at level H. Group Research offers opportunities for collaborative and independent study. Regular submission of written work, as well as seminar preparation and discussion, improves reasoning, communication and organisational skills. Repeated exposure to deadlines for formative and summative assessment, as well as seminar deadlines, also encourages acquisition of time-management skills. Progress Review Tutorials provide a regular context for self-evaluation. For specific details of the delivery of learning outcomes in individual modules see the curriculum map.
Lectures, tutorials, seminars and workshop discussions (including, at Stage 1 and 2, sessions with explicitly methodological contents and sessions involving individual and group presentations), independent study, close reading of texts, the design and construction of essays and other assessments.
Cognitive/intellectual skills: Verification strategies employed include written coursework of varying length and type (including essays and contextualisation of documents), oral and written presentation of the group research project, open paper examination, and unseen timed examinations. For specific details of the learning outcomes targeted (and assessed) in individual modules see the curriculum map.
Practical/transferable skills: Verification strategies employed include written coursework of varying length and type (including essays and contextualisation of documents), oral and written reports on the group research project, unseen timed examinations and an open paper examination. For specific details of the learning outcomes targeted (and assessed) in individual modules see the curriculum map.
Exams, essays, coursework exercises, project work (and as part of several modules, group presentations).
Word-processed assessments; evidence of appropriate use of web resources.