Lecturer
Mr Jacob Tangleroyal
Course overview
- Study period
- Semester 2, 2025 (28/07/2025 - 22/11/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Historical & Philosophical Inq
The course provides an in-depth examination of issues concerning the fundamental nature of reality. Typically, the focus will be on three issues. Issues which are commonly covered include the nature of time, identity over time, truth and the self. The issues will be looked at from the perspectives of a variety of philosophical traditions, including non-western traditions.
This semester, we have threeﾠissues to focus on: the nature of time,ﾠthe puzzle of change andﾠvisions of reality. In the section on the nature of time, we ask questions such as whether time is real, whether time flows,ﾠwhether the future or the past exist andﾠwhether time travel is possible/which fictional time-travel accounts make sense.ﾠIn discussing change, we ask how change is possible and whether, strictly speaking, anything survives through change. The visions of reality we explore are absolute idealism (in Europe, America and in India), perspectival realism and the Buddhist view.
Course requirements
Assumed background
There is no background knowledge required for this course, however preliminary knowledge in metaphysics and epistemology may be helpful.
Incompatible
You can't enrol in this course if you've already completed the following:
PHIL3611
Course contact
Course coordinator
Mr Jacob Tangleroyal
Tutor
Mr Jacob Tangleroyal
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
This course aims to introduce a number of key issues in metaphysics that concernﾠtime, persistence and change, and the ultimate nature of reality. The course also aims to consider how these issues bear on each other and might be resolved.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Paper/ Report/ Annotation, Tutorial/ Problem Set |
In-class summary
|
20% 600-1000 words |
2/09/2025 3:00 pm
The assessment is due at the end of the tutorial on the 02/09/2025. |
| Participation/ Student contribution |
Tutorial Participation
|
20% 2 points for participation in each tutorial |
Tuesdays, Weeks 2-12, excluding week 4 4/08/2025 - 23/10/2025 |
| Essay/ Critique |
Final essay
|
60% 2200 words excluding bibliography |
10/11/2025 3:00 pm |
Assessment details
In-class summary
- In-person
- Mode
- Written
- Category
- Paper/ Report/ Annotation, Tutorial/ Problem Set
- Weight
- 20% 600-1000 words
- Due date
2/09/2025 3:00 pm
The assessment is due at the end of the tutorial on the 02/09/2025.
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
Students are to summarise various positions on time and criticisms pertaining to those positions. These will all come from the material covered in the first six weeks of the course.
-The use of Artificial Intelligence (AI) tools will not be permitted. Any attempted use of AI may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Submit to me in person at the end of the tutorial.
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.
As this is a secure assessment, if you miss the tutorial, we will need to organize a make-up time for you to complete a similar exercise.
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.
Tutorial Participation
- In-person
- Mode
- Activity/ Performance, Oral
- Category
- Participation/ Student contribution
- Weight
- 20% 2 points for participation in each tutorial
- Due date
Tuesdays, Weeks 2-12, excluding week 4 4/08/2025 - 23/10/2025
- Learning outcomes
- L01, L02, L03, L04, L05, L06
Task description
Clarify and collectively discuss topics covered during lectures. Participation requires more than attendance. Students must demonstrate they have read the required reading by contributing to class discussion on the text and lecture material. Contributions should be constructively critical: authors' views will be challenged, and we will attempt to overcome those challenges where we can. Our attempts to do so will also be challenged where possible.
The use of Artificial Intelligence (AI) tools will not be permitted. Any attempted use of AI may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Deferral or extension
You cannot defer or apply for an extension for this assessment.
If you cannot make a tutorial due to illness, you may present a medical certificate or a SAP. We can then meet during office hours for a discussion of the relevant lecture and reading, and we will criticise the text and lecture material together. No written substitute is available for the Tutorial Participation component of the assessment.
Final essay
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 60% 2200 words excluding bibliography
- Due date
10/11/2025 3:00 pm
- Other conditions
- Student specific.
- Learning outcomes
- L01, L02, L03, L04, L05, L06
Task description
-Final essay on course topic. See assignment sheet for further details.
-Artificial Intelligence (AI) and Machine Translation (MT) are emerging tools that may support students in completing this assessment task. Students may appropriately use AI and/or MT in completing this assessment task. Students must clearly reference any use of AI or MT in each instance.
A failure to reference generative AI or MT 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
Submit to Turnitin through 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 | Description |
|---|---|
| 1 (Low Fail) |
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. |
| 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. |
| 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. |
Additional course grading information
Your tutorial participation will be assessed according to the following criteria:
- Evidence of participation in a community of inquiry.
- Evidence of preparation for the tutorial, most notably through completing the set readings, raising critical questions and completing analysis tasks.
- Quality of contributions to discussions.
- Fostering of group discussions, through courteous and respectful interactions with staff and students.
- Evidence of an ability to analyse an argument in a text.
- Attendance is necessary to fulfil the above criteria, per the course requirements, but marks are not awarded for attendance.
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, as well as the ability to identify, analyse and evaluate the structure of an argument in a text to an exceptional degree. 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, as well as the ability to identify, analyse and evaluate the structure of an argument in a text to a substantial degree. 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 as well as the ability to identify, analyse and evaluate the structure of an argument in a text to a satisfactory degree.
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, as well as the ability to identify, analyse and evaluate the structure of an argument in a text to an adequate degree.
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. Your ability to identify, analyse and evaluate the structure of an argument in a text will need development to be adequate.
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. Your ability to identify, analyse and evaluate the structure of an argument in a text will be inadequate.
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, no evidence of preparation, and little or no evidence of quality of contributions to, and fostering of, group discussions. There will be no evidence of your ability to identify, analyse and evaluate the structure of an argument.
Grade X: No assessable work received.
Your in-class summary will be assessed on your ability to:
1. Identify the author(s)’ argument or point of view.
2. Identify the contribution the article 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 summary will typically reflect a high level of proficiency at critically reading and evaluating a philosophical article.
To achieve a grade of 6 (Distinction, 75-84%), the summary will typically reflect a moderately high level of proficiency critically reading and evaluating a philosophical article.
To achieve a grade of 5 (Credit, 65 – 74%), the summary will typically reflect a moderate level of proficiency at critically reading and evaluating a philosophical article.
To achieve a grade of 4 (Pass, 50 – 64%), the summary will typically reflect a sound level of proficiency at critically reading and evaluating a philosophical article.
To achieve a grade of 3 (Marginal Fail, 45 – 49%) the summary will typically reflect a minimal level of proficiency at critically reading and evaluating a philosophical article.
To achieve a grade of 2 (Fail, 25-44%) the summary will typically reflect below minimal level of proficiency at critically reading and evaluating a philosophical article.
To achieve a grade of 1 (Low Fail, 0-24%) the summary 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.
Failing Criteria and Academic Misconduct
Fabrication or misrepresentation of sources will result in an automatic maximum grade of 2 for this assessment, regardless of performance in other criteria. This includes but is not limited to: citing non-existent sources or attributing false quotes to real sources. Such issues demonstrate failure to meet the core learning outcomes for the course and may also be referred for academic misconduct
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.
Failing Criteria and Academic Misconduct
Fabrication or misrepresentation of sources will result in an automatic maximum grade of 2 for this assessment, regardless of performance in other criteria. This includes but is not limited to: citing non-existent sources or attributing false quotes to real sources. Such issues demonstrate failure to meet the core learning outcomes for the course and may also be referred for academic misconduct.
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 3 (Fail).
- By submitting work through Turnitin you are deemed to have accepted the following declaration:ﾠ‘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 studentsﾠmustﾠensure 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 (including self-plagiarism) is cheating and constitutesﾠacademic misconduct.ﾠ See ECP Section 6.1 and the HAPI Student Handbook (http://www.hapi.uq.edu.au/current-students) for more information.
- Feedback, against the Assessment criteria, in the form of comments on your script, will be provided through Turnitin.
- Examinations: for mid-semester and end-of-semester Deferred and Supplementary exam information seeﾠﾠhttp://www.uq.edu.au/myadvisor/examinations.
- For information on assessment re-mark seeﾠhttps://my.uq.edu.au/information-and-services/manage-my-program/academic-progress-and-final-results/querying-result
Supplementary assessment is an additional opportunity to demonstrate that the learning requirements for an eligible course have been satisfied and that the graduate attributes for the course have been attained.
Supplementary assessment may only be granted where PPL 3.10.09 Supplementary Assessment – procedures allow. A grade of 4 (or P) is the highest grade that can be awarded in a course where supplementary assessment has been granted. For further information on supplementary assessment please see my.UQﾠhttps://my.uq.edu.au/
If you receive a grade of 3 for this course, you may be eligible for supplementary assessment depending on the reason that you have failed.
If there is no practical assessment that can be offered to allow you to meet the minimum passing requirements then you will not be offered a supplementary. These circumstances may include failure based on: team-based assessment pieces; your peer assessment factor, or attendance or class participation requirements.
If the course coordinator determines that there is no practical supplementary assessment that can be offered to allow you to improve your grade, then you will not be offered supplementary assessment and your grade will remain unchanged.
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
Library resources are available on the UQ Library website.
Additional learning resources information
- For more information please go to the Blackboard course page.
- See also https://guides.library.uq.edu.au/philosophy
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 (28 Jul - 03 Aug) |
Lecture |
Introduction Introduction to course and survey of lectures Learning outcomes: L01, L02, L03, L04, L05, L06 |
Week 2 (04 Aug - 10 Aug) |
Lecture |
The reality of time: McTaggart and Nagarjuna Discuss Mctaggart and Nagarjuna's arguments for the non-existence of time. Start to acquire concepts relevant to understanding theories about the nature of time. Learning outcomes: L01, L02, L03, L04, L05, L06 |
Tutorial |
The reality of time: McTaggart and Nagarjuna Tutorial on Heather Dyke, “McTaggart and the Truth about Time”. In Craig Callender (ed.), Time, Reality and Experience. Cambridge University Press. pp. 137-152. Learning outcomes: L01, L02, L03, L04, L05, L06 |
|
Week 3 (11 Aug - 17 Aug) |
Lecture |
The reality of time: Bergson An examination of Bergson's views of time and philosophy Learning outcomes: L01, L02, L03, L04, L05, L06 |
Tutorial |
The reality of time: Bergson Tutorial on Sonja Deppe (2016) “The mind-dependence of the relational structure of time”, Kriterion, Journal of Philosophy, 30(2): 107-124. Learning outcomes: L01, L02, L03, L04, L05, L06 |
|
Week 5 (25 Aug - 31 Aug) |
Lecture |
The nature of time: eternalism Lecture on the eternalist view of time - the past, the present and the future all exist. Learning outcomes: L01, L02, L03, L04, L05, L06 |
Tutorial |
The nature of time - eternalism Tutorial on Barry Dainton (2001) “Static Time”, Time and Space, pp. 27-41, Acumen. Learning outcomes: L01, L02, L03, L04, L05, L06 |
|
Week 6 (01 Sep - 07 Sep) |
Lecture |
The nature of time: presentism and the growing block Discuss two views of time: presentism (only the present exists) and the growing block view (the past and the present exist but not the future) Learning outcomes: L01, L02, L03, L04, L05, L06 |
Tutorial |
The nature of time: presentism and the growing block Tutorial about Ellen Bliss Talbot (1915) “The time-process and the value of human life (part II)”, The Philosophical Review 24(1): 17-36. Learning outcomes: L01, L02, L03, L04, L05, L06 |
|
Week 7 (08 Sep - 14 Sep) |
Lecture |
Aristotle on change Lecture on Aristotle's views about the possibility of change Learning outcomes: L01, L02, L03, L04, L05, L06 |
Tutorial |
Aristotelian views of change Tutorial on E. J. Lowe (2003) “Substantial Change and Spatiotemporal Coincidence”, Ratio, 2: 140-160. Learning outcomes: L02, L03, L04, L05, L06 |
|
Week 8 (15 Sep - 21 Sep) |
Lecture |
Persistence through change I Discussion of contemporary views about the possibility of change: endurantism Learning outcomes: L01, L02, L03, L04, L05, L06 |
Tutorial |
Persistence through change I Tutorial on Mark Hinchliff (1996) “The Puzzle of Change”, Philosophical Perspectives, 10, 119-136. Learning outcomes: L01, L02, L03, L04, L05, L06 |
|
Week 9 (22 Sep - 28 Sep) |
Lecture |
Persistence through change II Discussion of contemporary views of change: perdurantism Learning outcomes: L01, L02, L03, L04, L05, L06 |
Tutorial |
Persistence through change II Tutorial on Sarah Moss (2012) Four-Dimensionalist Theories of Persistence, Australasian Journal of Philosophy, 90:4, 671-686. Learning outcomes: L01, L02, L03, L04, L05, L06 |
|
Week 10 (06 Oct - 12 Oct) |
Lecture |
Absolute idealism in America and India Lecture on absolute idealism - the view that all reality is one mind-like entity. Learning outcomes: L01, L02, L03, L04, L05, L06 |
Tutorial |
Absolute idealism Tutorial on Mary W. Calkins (1919) “The personalistic conception of nature,” The Philosophical Review, 28(2): 115-146. We will only read pp. 122-146. Learning outcomes: L01, L02, L03, L04, L05, L06 |
|
Week 11 (13 Oct - 19 Oct) |
Lecture |
Individuals and perspectival realism Lecture on Grace de Laguna's perspectival realism - there are multiple equally correct perspectives on reality. Learning outcomes: L01, L02, L03, L04, L05, L06 |
Tutorial |
Individuals and perspectival realism Tutorial on Grace A. de Laguna (1917) “The limits of the physical.” In Philosophical Essays in Honor of James Edwin Creighton, pp. 175-184. Learning outcomes: L01, L02, L03, L04, L05, L06 |
|
Week 12 (20 Oct - 26 Oct) |
Lecture |
Nagarjuna's Buddhist view of ultimate reality Lecture on Nagarjuna's view that everything is empty. Learning outcomes: L01, L02, L03, L04, L05, L06 |
Tutorial |
Nagarjuna's Buddhist view of ultimate reality Tutorial on Jay L. Garflield’s commentary on “The four noble truths”, The Fundamental Wisdom of the Middle Way, pp. 293-321 Learning outcomes: L01, L02, L03, L04, L05, L06 |
|
Week 13 (27 Oct - 02 Nov) |
Lecture |
Course conclusion Concluding discussion of visions of reality and of course. Learning outcomes: 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 for Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.