Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Historical & Philosophical Inq
The questions of what philosophy is and what philosophers do are approached through a discussion of the work of philosophers such as Descartes, Locke, Hume, Sartre, Fanon, Beauvoir, and Merleau-Ponty. The first section of the course is devoted to questions of what there is (metaphysics) and what it is to know (epistemology), and topics covered include scepticism, the relationship between mind and body, and the problem of personal identity. The second section responds to earlier work on Descartes by providing an introduction to philosophy from the existential and phenomenological perspectives of embodiment, eroticism, inter-subjectivity, and love. It explores ideas of intentionality and the lived body, the ontological significance of the gaze, relations between the self and the other, and the relevance of these for a philosophical understanding of our everyday lives. Note: This course is available online, as well as face-to-face in Semester 1.
The questions of what philosophy is and what philosophers do are approached through a discussion of the work of philosophers such as Socrates, Mary Graham, Plato, Boethius, Aquinas, Descartes, Elizabeth of Bohemia, Hume, Camus, Sartre, Beauvoir, Fanon, Charles Mills, Merleau-Ponty, and Brendan Hokowhitu. The first section of this course is devoted to questions of what there is (metaphysics) and what it is to know (epistemology), and topics covered include scepticism, the relationship between mind and body (dualism and materialism), and the problem of the rationality of science. The second section of the course responds to (and challenges) earlier work on Descartes (and Cartesianism) by providing an introduction to European philosophy from the existential and phenomenological perspectives. It explores ideas of the meaning of life, our relations with others, embodiment, considerations of gender and race, and the relevance of these questions for a philosophical understanding of what it means to be a human.
Course requirements
Assumed background
There is no assumed background knowledge required for this course.
Incompatible
You can't enrol in this course if you've already completed the following:
PHIL1010, PHIL1012, PHIL7140
Course contact
Course coordinator
Mx Josh Szymanski
Course staff
Lecturer
Mx Josh Szymanski
Tutor
Mx Josh Szymanski
Dr Christi Favor
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
Philosophy uses critical thinking and logical argument to look at questions relating to the meaning of life, for example, the nature of the external world, the nature of human beings, knowledge, meaning, freedom, ethics and politics. This course introduces students to some of the basic questions of philosophy in the context of reading some of the major thinkers of modern philosophy, including Descartes, Locke, Hume, Sartre, Merleau-Ponty, Fanon and Beauvoir. Students in this course are given an opportunity to develop their own ideas and their own voice and to understand the role of philosophical thinking in everyday life.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Understand some of the central debates in philosophy (breadth and depth)
LO2.
Demonstrate basic skills of effective thinking and communication (clarity, relevance, accuracy)
LO3.
Conduct independent philosophical research and inquiry
LO4.
Identify, analyse and evaluate arguments or points of view
LO5.
Understand the role of philosophy in everyday life
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Participation/ Student contribution | Tutorial participation | 10% |
6/03/2025 - 22/05/2025
Tutorials run during weeks 2-12, with no tutorial in week 8. |
| Essay/ Critique | Critical reading task | 20% |
26/03/2025 2:00 pm |
| Essay/ Critique | Essay One | 30% |
16/04/2025 2:00 pm |
| Essay/ Critique | Essay Two | 40% |
11/06/2025 2:00 pm |
Assessment details
Tutorial participation
- Mode
- Activity/ Performance
- Category
- Participation/ Student contribution
- Weight
- 10%
- Due date
6/03/2025 - 22/05/2025
Tutorials run during weeks 2-12, with no tutorial in week 8.
- Learning outcomes
- L01, L02, L04, L05
Task description
Students discuss the set reading for the relevant week. Marks are credited for participation, which includes demonstration of reading the set text and contribution to a community of philosophical inquiry (see marking and criteria). Tutorials run during weeks 2-12 (with no tutorial in week 8) and are face-to-face. This is an in-person assessment not permitting use of AI.
Submission guidelines
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Critical reading task
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 20%
- Due date
26/03/2025 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
Students will respond to set piece based on the philosophers of weeks 2-4 (Plato, Boethius, Aquinas). Students are required to write a 300 word analysis and critique of the piece, evaluating the content using their own individual judgement and perspective. Further details are available on the Blackboard site under 'Assessment'.
Artificial Intelligence (AI) provides emerging tools that may support students in completing this assessment task. Students may appropriately use AI in completing this assessment task. Students must clearly reference any use of AI in each instance. A failure to reference generative AI use may constitute student misconduct under the student code of conduct.
A word count that is within ±10% of the set length (word limit) is acceptable. Word count does not include footnotes; however, discursive footnotes are included in the word count. A word count that is outside these 10% will receive a proportionate penalty and will be graded against the grading criteria.
Submission guidelines
Assignments must be submitted via TurnItIn (on Blackboard); please check that your submission has been received.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Essay One
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 30%
- Due date
16/04/2025 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
Students are required to write a philosophical essay on a topic from Part I of the course. Topics are specified in detail in the essay task sheet on Blackboard. Maximum word count: 1000 words (includes discursive footnotes but excludes references and bibliography). For this assignment you may use any recognised referencing style, though you must be consistent throughout.
A word count that is within ±10% of the set length (word limit) is acceptable. Word count does not include footnotes; however, discursive footnotes are included in the word count. A word count that is outside these 10% will receive a proportionate penalty and will be graded against the grading criteria.
This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Assignments must be submitted via TurnItIn (on Blackboard); please check that your submission has been received.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Essay Two
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 40%
- Due date
11/06/2025 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
Students are required to write a philosophical essay on a topic from Part II of the course. Topics are specified in detail in the essay task sheet on Blackboard. Maximum word count: 1200 words (includes discursive footnotes but excludes references and bibliography). For this assignment you may use any recognised referencing style, though you must be consistent throughout.
A word count that is within ±10% of the set length (word limit) is acceptable. Word count does not include footnotes; however, discursive footnotes are included in the word count. A word count that is outside these 10% will receive a proportionate penalty and will be graded against the grading criteria.
This assessment task evaluates student's abilities, skills and knowledge without the aid of Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Assignments must be submitted via TurnItIn (on Blackboard); please check that your submission has been received.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 24 |
Absence of evidence of achievement of course learning outcomes. Course grade description: Low Fail is generally awarded in cases where some assessment has been submitted, but it is of wholly unsatisfactory standard or quantity. In work submitted, however, there is no demonstrated evidence of understanding of the concepts of the field of study or basic requirements of the course. |
| 2 (Fail) | 25 - 45 |
Minimal evidence of achievement of course learning outcomes. Course grade description: Fail is generally awarded to work that exhibits deficiencies in understanding and applying the fundamental concepts of the course and field of study, and as such, does not satisfy the basic requirements of the course. Often, one or more major items of assessment will not have been completed. |
| 3 (Marginal Fail) | 45 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Marginal Fail is generally awarded if a student has submitted work that attempts to meet the knowledge and skill requirements of the course, but is only able to demonstrate a superficial understanding of the fundamental concepts of the course. Students will usually have attempted all major pieces of assessment and show that they have an identifiable, emerging ability to apply basic knowledge and skills. |
| 4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Pass is generally awarded where all major items of assessment have been submitted. An adequate knowledge of the fundamental concepts of the course and field of study should be demonstrated and a functional skill level achieved. |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Credit is generally awarded where all items of assessment have been completed and a substantial understanding of the fundamental concepts of the course and field of study have been demonstrated. |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Distinction is generally awarded where all items of assessment have been completed and substantial knowledge of the deeper and more complex aspects of the course and field of study have been demonstrated. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: High Distinction is generally awarded where all items of assessment have been completed and there is evidence that the deeper and more complex aspects of the course and field of study have been mastered. |
Additional course grading information
Tutorial particiaption assessment criteria
Your tutorial participation will be assessed according to the following criteria:
1. Evidence of participation in discussions.
2. Evidence of preparation for the tutorial, most notably through completing the set readings.
3. Quality of contributions to discussions.
4. Fostering of group discussions, through courteous and respectful interactions with staff and students.
5. Attendance is necessary to fulfill the above criteria, as per the course requirements, but marks cannot be awarded for attendance alone.
To achieve a grade of 7 (High Distinction, 85-100%), your attendance will be flawless and your participation exceptional. This grade reflects exceptional levels of preparation, mastery of course materials, and very high quality contributions to, and fostering of, group discussions. You should be able to engage with your peers very effectively.
To achieve a grade of 6 (Distinction, 75-84) your attendance will be excellent and your participation very substantial. This grade reflects excellent levels of preparation, knowledge of course materials, and high quality contributions to, and fostering of, group discussions. You should be able to engage with your peers effectively.
To achieve a grade of 5 (Credit, 65 – 74%), your attendance and participation will be good. This grade reflects proficient levels of preparation, good knowledge of course materials, and good quality contributions to, and fostering of, group discussions.
To achieve a grade of 4 (Pass, 50 – 64%) your attendance and participation will be satisfactory. This grade reflects adequate levels of preparation and knowledge of course materials, and an acceptable quality of contributions to, and fostering of, group discussions.
To achieve a grade of 3 (Marginal Fail, 45 – 49%) your attendance and participation will be unsatisfactory. This grade reflects irregular attendance and/or participation and superficial knowledge of course materials and basic levels of preparation. However, when in attendance, there is evidence of your ability to demonstrate developing achievement in contributions to, and fostering of, group discussions.
To achieve a grade of 2 (Fail, 25-44%), your attendance and participation will be very unsatisfactory. This grade reflects irregular attendance and/or participation, minimal knowledge of course materials, little evidence of preparation, and mixed to low quality of contributions to, and fostering of, group discussions.
To achieve a grade of 1 (Low Fail, 0-24%), your attendance and participation will be unsatisfactory. This grade reflects irregular attendance and/or participation, an no evidence of preparation, and little or no evidence of quality of contributions to, and fostering of, group discussions.
Critical reading task assessment criteria
Students will be assessed on their ability to:
1. Identify the author's argument or point of view.
2. Identify the contribution the passage makes to a philosophical debate.
3. Critically evaluate the argument or point of view.
To achieve a grade of 7 (High Distinction, 85-100%), the critique will typically reflect a high level of proficiency at critically reading and evaluating a philosophical passage.
To achieve a grade of 6 (Distinction, 75-84%), the critique will typically reflect a moderately high level of proficiency critically reading and evaluating a philosophical passage.
To achieve a grade of 5 (Credit, 65 – 74%), the critique will typically reflect a moderate level of proficiency at critically reading and evaluating a philosophical passage.
To achieve a grade of 4 (Pass, 50 – 64%), the critique will typically reflect a sound level of proficiency at critically reading and evaluating a philosophical passage.
To achieve a grade of 3 (Marginal Fail, 45 – 49%) the critique will typically reflect a minimal level of proficiency at critically reading and evaluating a philosophical passage.
To achieve a grade of 2 (Fail, 25-44%) the critique will typically reflect below minimal level of proficiency at critically reading and evaluating a philosophical passage.
To achieve a grade of 1 (Low Fail, 0-24%) the critique will typically reflect either a significant non-attempt or partial attempt at the core elements of the assessment task or an inability to demonstrate proficiency in addressing the basic requirements of the assessment task.
Essay assessment criteria
Your essay will be assessed according to the following criteria:
1. Ability to define the topic or philosophical issue under debate. (Topic definition.)
2. Ability to construct a well-reasoned argument for a certain point of view. (Argument and Structure.)
3. Depth and breadth of understanding of the various positions in a philosophical debate. (Scope and Depth of Treatment)
4. Insight and/or originality in interpreting texts or constructing a point of view or argument. (Originality)
5. Capacity to produce a polished, well-written and appropriately referenced essay. (Presentation)
To achieve a grade of 7 (High Distinction, 85-100%), your essay should reflect an exceptional level of achievement. It should demonstrate that you have undertaken extensive, high-level research, that you are able to form a very rigorous, well-organised argument, and that your discussion is original and creative. It should also demonstrate that you are able to evaluate and organise data and/or evidence in a critical manner and that you have a sophisticated and insightful understanding of problems and issues. Your essay will be very well written, clear and concise, pay strict attention to discipline conventions and have minimal, if any errors in referencing, expression, grammar, spelling and punctuation: This grade is assigned for a total (sum of all the assessment components) in the range 85-100%. See assessment components for specific grading criteria.
To achieve a grade of 6 (Distinction, 75-84%), your essay should reflect an advanced level of achievement. It should demonstrate that you have undertaken wide research, that you are able to form a rigorous, well-organised argument, and that your discussion is coherent and convincing. It should also demonstrate that you are able to evaluate data and/or evidence in a perceptive manner, and that your understanding of problems and issues is perceptive and insightful. Your essay will be well written, clear and concise, follow discipline conventions and have few errors in referencing, expression, grammar, spelling and punctuation: This grade is assigned for a total (sum of all the assessment components) in the range 75-84%. See assessment components for specific grading criteria.
To achieve a grade of 5 (Credit, 65 – 74%) your essay should reflect a proficient level of achievement. It should demonstrate that you have undertaken the expected level of research, that you are able to develop or adapt convincing arguments and justify them adequately, that you are able to evaluate data and/or evidence in a proficient manner, and that you have a good understanding of problems and issues. The presentation and referencing of your essay will largely follow discipline conventions, perhaps have some errors in grammar, spelling and punctuation, and demonstrate your ability to communicate effectively: This grade is assigned for a total (sum of all the assessment components) in the range 65-74%. See assessment components for specific grading criteria.
To achieve a grade of 4 (Pass, 50 – 64%) your essay should reflect functional achievement. It should demonstrate that you are able to apply fundamental concepts and skills, that you have undertaken a basic level of research and have the basic ability to evaluate data and/or evidence, to identify problems and issues, to offer insights and to develop routine arguments. Your organisation, writing, referencing, spelling and grammar will be adequate and use some of the discipline conventions to communicate appropriately: This grade is assigned for a total (sum of all the assessment components) in the range 50-64%. See assessment components for specific grading criteria.
To achieve a grade of 3 (Marginal Fail, 45 – 49%), your essay should reflect developing levels of achievement. It should demonstrate that you have a superficial knowledge of fundamental concepts and skills, that you have undertaken a basic level of research, made some attempt to evaluate data and/or evidence, to identify problems and issues, and to offer insights. Your arguments, while underdeveloped, show your emerging ability to apply knowledge and skills. Your organisation, writing, spelling and grammar will be adequate, perhaps poor, and your referencing and use of discipline conventions poor/and or inconsistent. Alternatively, your essay may, in part, be well written and suggest human engagement and achievement but (whether actually developed with the help of AI or not) will (a) mostly exhibit the stereotypical and/or superficial understanding characteristic of generative AI text and/or (b) mostly fail, in a manner characteristic of generative AI text, to develop a sustained (multi-layered) argument: This grade is assigned for a total (sum of all the assessment components) in the range 45-49%. See assessment components for specific grading criteria.
To achieve a grade of 2 (Fail, 25-44%) your essay will reflect deficiencies in skill acquisition and in your understanding of the fundamental concepts of the course. It will demonstrate that you have not undertaken adequate research, that you are unable to evaluate data and/or evidence, to identify problems and issues, or to offer insights adequately. Your arguments will be unsupported and/or inappropriate, your organisation and writing will be poor and/or inappropriate and referencing and use of discipline conventions poor/and or inconsistent. Alternatively, your essay may suggest developing or higher achievement but (whether actually developed with the help of AI or not) will (a) exhibit the stereotypical and/or superficial understanding that is characteristic of generative AI text and/or (b) may fail to develop, in a way that is characteristic of generative AI text, a sustained (multi-layered) argument: This grade is assigned for a total (sum of all the assessment components) in the range 25-44%. See assessment components for specific grading criteria.
To achieve a grade of 1 (Low Fail, 0-24%), your essay will reflect minimal evidence of achievement, and exhibit deficiencies in skill acquisition and in your understanding of the fundamental concepts of the course. It will demonstrate that you have not undertaken adequate research, that you are unable to evaluate data and/or evidence, to identify problems and issues, and/or to offer insights adequately. Your arguments will be unsupported and/or inappropriate, your organisation and writing will be poor and/or inappropriate, and referencing and use of discipline conventions poor/and or inconsistent: This grade is assigned for a total (sum of all the assessment components) in the range 1-24%. See assessment components for specific grading criteria.
Grade X: No assessable work received.
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
- Failure to submit all major assessment items (those worth 15% and above) will result in a maximum grade of 2 (Fail).
- By submitting work through Turnitin you are deemed to have accepted the following declaration:‘I certify that this assignment is my own work and has not been submitted, either previously or concurrently, in whole or in part, to this University or any other educational institution, for marking or assessment’.
- All students must ensure that they receive their Turnitin receipt on every submission of assessment items. YOU MUST CHECK THAT THE RECEIPT CONFIRMS THAT SUBMISSION HAS BEEN SUCCESSFUL.
- A valid Turnitin receipt will be the only evidence accepted if assessments are missing.ﾠWithout evidence, the assessment will receive the standard late penalty, or after 7 calendar days, will receive zero. In the case of a Blackboard outage, please contact the Course Coordinator as soon as possible so that they can confirm the outage with ITS.
- It is the responsibility of the student to ensure that they are submitting assessment items on a device that is capable of the task, and that appropriate internet bandwidth and speed is available. If you cannot be sure that your device or internet will enable you to complete or submit an assessment task, you must come onto campus and use one of the University Computers in the Library or Computer Labs.
- Plagiarism, and asking or paying someone else to do your work is cheating and constitutes academic misconduct. See ECP Section 6.1
- Feedback against the assessment criteria in the form of comments on your script will be provided through Turnitin or on your script directly.
For information on assessment remarks see: https://my.uq.edu.au/information-and-services/manage-my-program/exams-and-assessment/querying-result
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources information
META101x - a Massive Open-access Online Course (MOOC) developed by UQx. This online course has resources and information relating to some of the topics covered in the course that can supplement and extend understanding. Registration is free and can be accessed via edX.org.
See Knowledge Making in the Arts, Humanities and Social Sciences site for exemplar assignments, peer mentors and other resources. (Link on Blackboard, under 'Course Help')
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 |
Lecture |
What is Philosophy? An introduction to philosophy and the course. Learning outcomes: L05 |
Multiple weeks From Week 2 To Week 12 |
Tutorial |
10 x one hour tutorials Choose one tutorial time from the options on Si-Net. Tutorials will be held weeks 2-7 and 9-12. Learning outcomes: L01, L02, L04, L05 |
Week 2 |
Lecture |
Philosophy and Love Plato's Symposium and the ladder of love. Learning outcomes: L01, L02, L04, L05 |
Week 3 |
Lecture |
Philosophy and Life Boethius and the consolation of philosophy. Learning outcomes: L01, L02, L04, L05 |
Week 4 |
Lecture |
Philosophy and God Thomas Aquinas and theology. Learning outcomes: L01, L02, L04, L05 |
Week 5 |
Lecture |
Philosophy and Truth Descartes' Meditations, scepticism, and self-knowledge. Learning outcomes: L01, L02, L04, L05 |
Week 6 |
Lecture |
Philosophy and Reality Descartes' Meditations, the external world, and the mind/body problem. Learning outcomes: L01, L02, L04, L05 |
Week 7 |
Lecture |
Philosophy and Knowledge Hume's Essay, empiricism, and the problem of induction Learning outcomes: L01, L02, L04, L05 |
Week 8 |
Lecture |
Philosophy and Suspicion Introduction to 20th century European philosophy with Marx, Nietzsche, and Freud on false consciousness and the fate of philosophy without Truth. Learning outcomes: L01, L02, L04, L05 |
Week 9 |
Lecture |
Philosophy and Absurdity Albert Camus’ The Myth of Sisyphus on affirming life in the face of an absurd, meaningless universe. Learning outcomes: L01, L02, L04, L05 |
Week 10 |
Lecture |
Philosophy and Freedom Introduction to existentialism with Jean-Paul Sartre’s “Existentialism is a Humanism” on human existence, freedom, and our relation to the Other. Learning outcomes: L01, L02, L04, L05 |
Week 11 |
Lecture |
Philosophy and Gender Feminist existentialism with Simone de Beauvoir’s The Second Sex and thinking about the philosophical condition of Woman under patriarchy. Learning outcomes: L01, L02, L04, L05 |
Week 12 |
Lecture |
Philosophy and Race Black existentialism with Franz Fanon’s Black Skin, White Masks, critiquing white philosophy and examining lived experience under racism. Learning outcomes: L01, L02, L04, L05 |
Week 13 |
Lecture |
Philosophy and Embodiment Merleau-Ponty’s phenomenology of the body in The Phenomenology of Perception and thinking through the racialised body in Hokowhitu’s Indigenous existentialism. Learning outcomes: L01, L02, L04, L05 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.