Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Historical & Philosophical Inq
An exploration of the development of contemporary Continental Philosophy through the major texts of Phenomenology & Existentialism, including the work of Nietzsche, Husserl, Heidegger, Sartre, Camus & Beauvoir.
This course may not run if there are fewer than 20 enrolments.
The very first part of this course examines what we now regard as the earliest expression of existentialist themes in the works of Soren Kierkegaard and Friedrich Nietzsche. Both thinkers responded to the loss of traditional sources of meaning in the wake of the Enlightenment with an exploration of the fate of the modern individual, who must discover for themselves who and what they are through their own choices and actions. The restﾠof the course begins with an examination of Edmund Husserl's phenomenology, before exploringﾠhow these early existentialist themes and phenomenology are taken up and developed in different ways in the twentieth centuryﾠby Martin Heidegger, Hannah Arendt, Jean-Paul Sartre and Simone de Beauvoir. Husserl's Phenomenology provided a new philosophical methodology for exploring these themes through its concern with reviving our contact with reality and reinvigorating philosophy by returning to the direct experience of the individualﾠthrough an appeal to concrete, lived experience in all its richness. The course includes examination of the relevance ofﾠphenomenology and existential themes toﾠour current twenty-first century context in the form of critical phenomenology.ﾠ
Course requirements
Assumed background
Normally students will have done the Introduction to Philosophy Course.
Incompatible
You can't enrol in this course if you've already completed the following:
PD230, PHIL7230
Course contact
Course staff
Lecturer
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
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Aims and outcomes
This course aims to provide students with (1) discipline specific knowledge of the fields of Phenomenology and Existentialism; and (2) generic skills in research, critical analysis and verbal and written communication.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Understand and reflect critically on how Phenomenology and Existentialism are related, and what distinguishes them from other approaches to philosophy in the nineteenth, twentieth and twenty-first centuries;
LO2.
Understand and analyse arguments, concepts and problems in Phenomenology and Existentialism;
LO3.
Understand better the complex nature of philosophical texts in the tradition of Phenomenology and Existentialism;
LO4.
Conduct advanced research independently;
LO5.
Demonstrate reasoned thought, creativity, and a high quality of written expression; and
LO6.
Examine, discuss and debate the main issues regarding the relevance of Phenomenology and Existentialism to our contemporary context.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Participation/ Student contribution | Tutorial participation and attendance | 15% |
16/10/2024 - 16/10/2024 |
| Essay/ Critique | First essay | 45% |
20/09/2024 2:00 pm |
| Essay/ Critique | Final Essay | 40% |
4/11/2024 2:00 pm |
Assessment details
Tutorial participation and attendance
- Mode
- Activity/ Performance
- Category
- Participation/ Student contribution
- Weight
- 15%
- Due date
16/10/2024 - 16/10/2024
Task description
Tutorials commence in the second week of semester and are assessed based on contributions as attendance alone cannot be assessed. Tutorials run from weeks 2-12 (week 4 there will be no tutorial due to the public holiday that week). The mark will be based on regular participation. Participating involves evidence of having read and tried to understood the course material, and demonstrating a willingness to contribute constructively to class discussion and debate by engaging with the contributions of others and fostering group discussion.
Submission guidelines
Deferral or extension
You cannot defer or apply for an extension for this assessment.
First essay
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 45%
- Due date
20/09/2024 2:00 pm
Task description
Choose a question from a set provided that is related to the course material from weeks 2-9 and write a 1700 (1600-1800) word essay. Generative AI is not to be used in this assessment.
Submission guidelines
Submit via turn-it-in on blackboard.
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.
Final Essay
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 40%
- Due date
4/11/2024 2:00 pm
Task description
Write a 1300 (1200-1400) word essay on a question based on weeks 10-12 of the course. Generative AI is not to be used in this assessment.
Submission guidelines
Submit via turn-it-in on Blackboard.
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) | <p>0</p> - |
Absence of evidence of achievement of course learning outcomes. Course grade description: <p>Grade 1, Low Fail (0-24%), 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.</p> |
| 2 (Fail) | - |
Minimal evidence of achievement of course learning outcomes. Course grade description: <p>Grade 2, Fail (25-44%), 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.</p> |
| 3 (Marginal Fail) | - |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: <p>Grade 3, Marginal Fail (45-49%), 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.</p> |
| 4 (Pass) | - |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: <p>Grade 4, Pass (50-64%), 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.</p> |
| 5 (Credit) | - |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: <p>Grade 5, Credit (65-74%), 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. �</p> |
| 6 (Distinction) | - |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: <p>Grade 6, Distinction (75-84%), 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.</p> |
| 7 (High Distinction) | - |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: <p>Grade 7, High Distinction (85-100%), 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.</p> |
Additional course grading information
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.
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: 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: 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.
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.
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 2ﾠ(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 they receive their Turnitin receipt on submission of any assessments. A valid Turnitin receipt will be the only evidence accepted if assessments are missing. Without evidence, the assessment will receive the standard late penalty, or after ten business days, will receive zero. In the case of a Blackboard outage, please contact the Course Co-ordinator as soon as possible to confirm the outage with ITS.”
Plagiarism is cheating and constitutes academic misconduct. See ECP Section 6.1ﾠ
Feedback against the assessment criteria in the form of comments on your script will be provided through Turnitin.
For information on assessment remarks see: https://my.uq.edu.au/information-and-services/manage-my-program/exams-and-assessment/querying-result
Word count: 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.
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.
Other course materials
Recommended
| Item | Description | Further Requirement |
|---|---|---|
| N/A |
Additional learning resources information
Advice specific to this philosophical area will be provided as part of the course.ﾠ
Library subject guide: https://guides.library.uq.edu.au/philosophy
Additional costs
| Item | Description |
|---|---|
N/A |
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 |
|---|---|---|
Not scheduled |
Lecture |
Film Screening |
Multiple weeks |
Tutorial |
Tutorial Participation Constructive discussion in the tutorial. Tutorials will be held in Weeks 2-11. |
Lecture |
Background to Phenomenology and Existentialism Introduction and background to phenomenology and existentialism. |
|
Lecture |
Soren Kierkegaard: The existing individual and subjective truth Kierkegaard and the Existing Individual and Subjective Truth |
|
Lecture |
Friedrich Nietzsche: The will to power and master and slave morality Nietzsche: The will to power and master and slave morality. |
|
Lecture |
Edmund Husserl: The phenomenological reduction, intentionality, and 'Back to the things themselves.' Husserl: The Phenomenological Reduction and intentionality. |
|
Lecture |
Edmund Husserl: The Lifeworld Husserl and the life-world |
|
Lecture |
Martin Heidegger and the problem of Being Heidegger and the Problem of Being |
|
Lecture |
Hannah Arendt and the human condition Arendt and the Human Condition |
|
Lecture |
Hannah Arendt; forgiveness and the promise; Geoffrey Adelsberg and collective forgiveness Arendt, forgiveness and the promise; Geoffrey Adelsberg and collective forgiveness. |
|
Lecture |
Jean-Paul Sartre: The nature of consciousness, the relation between consciousness and the world Sartre and the relation between consciousness and the world. |
|
Lecture |
Jean-Paul Sartre: Freedom and anguish, bad faith and authenticity Sartre, bad faith and authenticity. |
|
Lecture |
Simone de Beauvoir: Ambiguity and freedom Beauvoir, ambiguity and freedom |
|
Lecture |
Judith Butler: Pandemic phenomenology Judith Butler and pandemic phenomenology |
Additional learning activity information
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.
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.