philosophy handbook interactive 2012 13

Student handbook

Philosophy

2012–2013

http://www.londoninternational.ac.uk

PROGRAMME SECTION

Welcome to your 2012–2013 study

year as an International

Programmes student .............................. 1

Message from the Programme Director 2

The University, the International

Programmes and Birkbeck College ....... 4

Notes on our revised programmes

for 2012–2013 .......................................... 6

Dates to note ........................................... 9

Studying philosophy as an

International Programmes student ..... 10

The Online Library ................................ 15

Structures of the programmes

(New Regulations) ................................ 17


(Old Regulations) .................................. 21

Philosophy courses .............................. 25

Online tuition support for International

Programmes Philosophy students ...... 48

GENERAL SECTION

Introduction ......................................... G.1

New developments in 2012 ................ G.2

Contacting the University .................. G.3

Your Programme Specification and

Regulations ............................................G.5

Qualifications Framework .................. G.6

Fees, refunds and financial

assistance ............................................ G.7

Studying at an institution ................... G.9

Online resources ............................... G.13

Libraries ............................................. G.15

Bookshops ......................................... G.15

Confirmation of registration ............ G.16

Change of details .............................. G.16

Requesting your study materials

and maintaining your registration .. G.17

Entering for examinations ................G.19

Accreditation of prior learning ........ G.24

Transfers ............................................ G.25

Certificates, transcripts and

Diploma supplements ...................... G.27

The graduation ceremony ................ G.28

The Careers Group, University of

London ............................................... G.29

C2, a service from the Careers

Group ................................................. G.29

University of London International

Programmes Alumni Association .....G.30

University of London Union ............ G.31

Information for students with

specific access requirements ........... G.32

Complaints procedure ...................... G.33

Student Charter ................................. G.34

Contents

Welcome to your 2012–2013 study

year as an International

Programmes student .............................. 1

Message from the Programme Director 2

The University, the International

Programmes and Birkbeck College ....... 4

The University of London: a centre of excellence ........................... 4The University of London International Programmes ......................................... 4A new name .......................................... 4Lead College – Birkbeck ........................ 5

Notes on our revised programmes

for 2012–2013 .......................................... 6

The BA .................................................. 6Subject guides ...................................... 7The Certificate of Higher Education and new Diploma in Higher Education . 7Transfer from Old Regulations to New Regulations ........................................... 8

Dates to note ........................................... 9

Studying philosophy as an

International Programmes student ..... 10

The VLE (virtual learning environment) in Philosophy ........................................10Introductory and general reading in Philosophy ............................................11Reading ...............................................11Reading and writing ............................ 12Writing................................................. 13Discussion ........................................... 13Progress .............................................. 13Preparing for examinations ................. 14Some practical advice about reading materials ............................................. 14

The Online Library ................................ 15


(New Regulations) ................................ 17

For students registering from 2012–2013 (New Regulations) ............................... 17BA in Philosophy ................................. 17

A pathway through the BA in Philosophy .......................................... 18Diploma of Higher Education in Philosophy ........................................... 19Certificate of Higher Education in Philosophy ........................................... 20


(Old Regulations) .................................. 21

For students who registered before 2012–2013 (Old Regulations) ................................. 21BA in Philosophy ................................. 21A recommended way through the BA degree ................................................. 22Diploma in Philosophy ........................ 23Introduction to philosophy [PY1020] ... 25

Philosophy courses .............................. 25

Logic [PY1070] .................................... 27Epistemology [PY1025] ....................... 28Ethics: historical perspectives [PY1095] ............................................. 29Greek philosophy: Plato and the Pre-Socratics [PY1085] ........................ 30Modern philosophy: Descartes, Locke, Berkeley and Hume [PY1065] ............. 31Metaphysics [PY3075] ........................ 33Methodology: induction, reason and science [PY3035] ................................ 34Ethics: contemporary perspectives [PY3115] ............................................. 35Greek philosophy: Aristotle [PY3120] .. 36Modern philosophy: Spinoza, Leibniz and Kant [PY3125] ................... 37Political philosophy [PY3090] .............. 38Philosophy of mind [PY3100] .............. 41Philosophy of religion [PY3110] ........... 42Philosophy of language [PY3210] ........ 43Aesthetics [PY3130] ............................ 45Continental philosophy: Hegel, Schopenhauer and Nietzsche [PY3190] .............................................. 46

Online tuition support for International

Programmes Philosophy students ...... 48

Part I: Programme section

• Programme section • 2012–2013 1

This Programme section provides academic guidance along with practical information and advice that is specific to your studies as a philosophy student. We hope that we have covered everything that you need to know during your studies but if you require any additional information or support please contact us (see page G.3 of the General section).

For practical information that applies to all of the programmes offered through the International Programmes, such as how to pay your fees, please refer to Part II of this handbook: the General section.

Welcome to your 2012–2013 study year as an International Programmes student


Dear Student

Welcome to the International Programme in Philosophy. I hope that you will find your study of philosophy exciting and rewarding. I know that you will find it challenging.

Philosophy has its origins in the puzzlement, indeed perplexity, that marks our struggles to understand the world and our place within it. These struggles centre around a number of fundamental questions about reality, knowledge, mind, language, moral value and beauty – among others – and we can think of the history of philosophy as a discussion of these questions, extended over thousands of years and involving countless participants.

Joining in a discussion at a late stage is never easy. You need to find out what issues are being addressed and what has gone before. In the case of philosophy, the difficulties are compounded by a number of factors. First, the participants often have historical and intellectual backgrounds very different from our own. Second, even when the participants are contemporaries, the vocabulary employed is not always clear to the newcomer. Finally, the aim of this subject is not merely that of making you an informed auditor of this continuing conversation; you will also be expected to take part. Indeed, philosophy itself cannot be appreciated without active participation.

Although the study of philosophy is not easy, especially for those working largely on their own, the notes in this handbook, and the other important materials and publications we provide, should help.

First, there is the Programme Specifications and Regulations (PSR) document, which sets out the detailed structure and requirements of the qualifications and degrees we offer. As will be explained shortly, there are two different sets of Programme

Specifications and Regulations: one for the programmes beginning in the coming academic year 2012–2013, and one for the programmes that have been running up to now. If you are a new student in 2012–2013, you should consult the New Regulations (part of the PSR document) and if you are a continuing student, you should consult the Old Regulations (also part of the PSR document). I include below a note about the revisions to our programmes for 2012–2013.

Second, we supply subject guides for each course you take. They will be available online to students who are registered on the Philosophy programme. These guides will tell you what topics are covered in a particular course, and what reading is appropriate. Again, I will say more about these guides below.

Third, each year we supply a collection of Examination papers and Examiners’ reports. These are available online to registered students. Each of them contains the previous year’s examination paper for a given course, as well as reports from Examiners on how best to approach each question on the examination paper. I strongly recommend that you read these reports carefully as part of your preparation for any examination.

Message from the Programme Director


Note that for the Introduction to Philosophy course, there is a printed text entitled Reading Philosophy, which will be posted to you when you register for any programme of which this course is a part.

Finally, to get some idea of the nature of philosophy, even before you begin to follow particular courses of study, you would do well to look at one or other of the items mentioned under the heading ‘Introductory and general reading in Philosophy’ on page 11.

If you have any questions concerning examinations or registration, please contact the relevant departments of the International Programmes (see page G.3 in the General section). However, if you still have queries of an academic nature after you have read this handbook, you can write to me at Birkbeck College (see below for details). For obvious reasons, I cannot answer detailed queries about study in a specific course, but I am happy to provide any general academic advice you might need.

With best wishes, Professor Samuel Guttenplan Email: [email protected] Programme Director for Philosophy International Programmes students

Department of Philosophy Birkbeck College, Malet Street London WC1E 7HX


The University, the International Programmes and Birkbeck College

This section provides some background information about the University of London and the relationship between the University of London International Programmes and Birkbeck.

The University of London: a centre of excellenceThe University of London, which was established in 1836, is one of the oldest and largest universities in the United Kingdom. It is a federation of 18 colleges and 10 institutes. Some colleges are specialised (such as the School of Oriental and African Studies and the London School of Hygiene & Tropical Medicine), while others are multi-faculty (such as University College London and Queen Mary, University of London). Specialist institutes include the Institute of Commonwealth Studies.

The University of London International ProgrammesIn 1858, Queen Victoria signed the University’s fourth charter which permitted the University’s degrees to be accessible to students who did not want or could not come to London to study. This groundbreaking initiative is one of the earliest examples of a university making its degrees accessible to students and established what has now become known as the University of London International Programmes.

International Programmes students register for a range of undergraduate and postgraduate degrees and our students, who come from over 190 different countries, have an age range of between 18 to over 70 years old. Some join the

International Programmes immediately after leaving school, while others may have been working for a number of years and need a qualification in order to improve their prospects. Others purely seek the challenge of studying a new subject at degree level. In many countries, graduates of the International Programmes occupy senior positions in government, commerce and industry. The value of a University of London degree is well recognised throughout the world.

A new nameIn August 2010, we changed our name from the External System to the University of London International Programmes to better describe ourselves in the twenty-first century. This change allowed greater clarity and inclusiveness and we believe it has helped us to connect to more students.

One critical thing that did not change, however, was our commitment to offer worldwide access to a university education of a consistently high standard. We are very proud of our (and your) reputation and will continue to build on everything that the External System stood for and achieved. Although our name has changed, our people, values, reputation and history remain exactly the same.


Lead College – BirkbeckBirkbeck and other member colleges of the University of London have many research interests in common and share the same standards and degree structures. However, the College was originally founded to provide study opportunities for people who could not attend full-time programmes because of commitments to work or family, and it particularly welcomes students who lack conventional educational qualifications. This makes the Philosophy Department at Birkbeck eminently suitable to serve as the Lead College for the BA and Diploma in Philosophy for International Programmes students.

Birkbeck College’s Department of Philosophy is among Britain’s best for research and study in philosophy, and is an active contributor to the programme of intercollegiate lectures, seminars and conferences that make London an important centre for philosophy. In recent national and international reviews, the Department of Philosophy was rated highly for its research record with respect to both UK departments and those in the USA. The publications of the department’s staff are internationally recognised and cover the whole range of philosophical subjects.


Notes on our revised programmes for 2012–2013

The BAThe BA in Philosophy for London International students has been revised, partly in response to feedback from students and partly because we wanted to bring the BA in Philosophy into line with other programmes in the UK and elsewhere, as this will make for easier transfers of credits and admission to postgraduate study. The details of these revisions are given on page 17, and I do ask you to read this section carefully, and also to read the relevant PSR. Here I will make several comments about the rationale for the new BA programme.

BA programmes in London and elsewhere tend to be made up of 12 courses, from three different levels (4, 5 and 6) of undergraduate study. Given that our previous degree had 10 courses, we set out to add two more courses, while at the same time not substantially increasing the burden to students. To achieve this, we included the Introduction to Philosophy course on the BA as a level 4 course, and added a Dissertation at Level 6. Up to now, Introduction to Philosophy has been a Diploma-only course, credit for which couldn’t be carried forward to the BA. But apportioning our courses into various levels gives us the flexibility to count this most valuable introductory course as among the first that a new BA student will take. The Dissertation was introduced for several reasons. First, a dissertation element tends to figure in most BA courses, and we wanted ours to be no exception. Second, students have often told us that they wanted some element in the course that would allow them to have direct

feedback on their writing. This is now exactly what students will receive when they write their dissertation. Third, and most importantly, the Dissertation gives each student the chance to use the sum of their studies to focus on a single writing project, and this valuable academic feature is of particular importance in philosophy. In spite of these advantages, adding two more courses to the BA, even with the good reasons just given, might still seem an increase in the overall burden. However, we believe that we fully addressed this by requiring students registered for final examinations on Levels 4 and 5 courses to sit two-hour examinations, in which they are required to answer two questions. On the BA (Old Regulations), all examinations were three hours’ long and involved answering three questions.

In summary:

• The new BA is a 12 course degree, in which Introduction to Philosophy and a Dissertation have been added to the 10 courses of the old BA degree.

• All BA courses on the new degree are now divided into levels, and courses at Levels 4 and 5 are assessed by two-hour, two-question examinations. Level 6 courses, not including the Dissertation, continue to be assessed by three-hour, three-question examinations.


Subject guidesThe courses which figure in the new BA have essentially the same syllabuses as those on the old BA degree. Hence students beginning their studies in 2012–2013 and those who were registered before that date share the same pool of courses. However, we have commissioned a completely new set of subject guides for all courses. These guides will be made available on the VLE in the course of the 2012–2013 academic year, and they offer the following significant benefits to all students:

• They take into account the more recent literature relevant to the topics in each syllabus.

• In every case they cleave closely to the syllabus for each course, something that wasn’t always true, given that the original guides were written some time ago.

• Most importantly, the recommended reading in each guide has been chosen with a view to making access easier. Typically, these readings will be available on the web or in our Online Library or will be easily purchasable from online booksellers. This should make it easier for students who do not have access to a university library.

The Certificate of Higher Education and new Diploma in Higher Education Some years ago, we introduced a Diploma in Philosophy for two connected reasons. First of all, it allows students to study a university subject and gain an award, even if they are not in a position to commit themselves to the years of study that are required for a BA degree. The second reason for the Diploma is tied more directly to the subject itself. Philosophy does not usually form part of secondary education, so many prospective students will not have studied it formally. Yet, although not widely studied outside of universities, philosophy is a subject with a highly public reputation. It is thought to be profound, exciting, often difficult and, in a less complimentary spirit, to be somehow detached from more practical intellectual pursuits.

As is usually the case with reputations, there is some truth and some falsehood in these ideas. In particular, the fundamental and exciting nature of philosophy is certainly merited, though its difficulty has been exaggerated and its supposed detachment is simply a parody of the truth. In any case, given that there is so much room for misunderstanding, it seemed a good idea to offer a way of studying philosophy that was both introductory and did not commit students to the full BA programme.

Under the New Regulations, we have renamed the Diploma in Philosophy as the Certificate in Higher Education, and we are offering a Diploma in Higher Education in Philosophy which is more extensive


than the old one. To put it most simply: the Certificate in Higher Education is a four course qualification which has exactly the same requirements as the previous Diploma. The new Diploma in Higher Education in Philosophy is an eight course qualification. Together these qualifications are stepping stones to the 12 course BA, and all courses passed in each of them can be carried forward for the BA. In renaming the old Diploma and introducing the new one, we were able to bring the Philosophy programme in line with widely understood conventions for these sub-degree qualifications.

I will say more about the specific requirements of these two new qualifications, but if you are joining our programme in 2012–2013, I urge you to consult the New Regulations for more information. Those students registered for the BA or Diploma before 2012–2013 should consult the Old Regulations, and continue their studies as before. This handbook includes separate sections on the New as well as the Old Regulations. The thing to keep in mind is that the Regulations in force when you registered on this programme are the ones that apply to you.

Transfer from Old Regulations to New RegulationsIn some cases, it will be possible to transfer from a programme started under the Old Regulations to one governed by the New Regulations. In relevant cases, the Programme Director will write directly to the student concerned outlining any advantages of doing so, and asking whether you do in fact want to apply for such transfer.

Dates to note Things to do in the year ahead

10 days before the

examinations startIf you have not received an Admission Notice by this time, please use the online enquiry system (see page G.3 of the General section) to contact the Student Assessment Office.

Early May The first examinations normally start. Note that the University is unable to take religious and/or public holidays into account when setting the examination dates.

Three weeks after the

last examinationLast date by which we will accept information about, and corroboration of, any medical condition and/or other mitigating circumstance that may have affected your examination performance.

August The results of most examinations will be released during this month and will be sent directly to the Examination Centres, which are responsible for forwarding them to candidates.

September/October

(depending on

programme)

Time to pay continuing registration fees, although you may wish to wait until you have your examination results.

30 September

(for the May/June

examinations)

The deadline to request an administrative re-check of your examination mark. Please note that this will not be an academic re-mark but purely an administrative re-check.

At the time of initial or

continuing registrationStart planning which examinations you intend to enter for. You will be able to download a personalised examination entry form from the Student Portal from mid-December.

Examination Centre

closing dateMake sure that you complete and return both copies of the form with the fee to the Examination Centre before the closing date. Do not send your forms direct to us.

1 February All entry forms from Examination Centres must be

received by us no later than this date. Entries received

after 1 February will only be accepted, in exceptional

circumstances, at the discretion of the University.

Three to four weeks

before examinationsYou will receive your Admission Notice, which confirms the dates and times of your examinations and your candidate number.


Dates to note


As an International Programmes student you will be given lots of advice about the individual courses that you follow. Most importantly, this will include advice, explanation and reading in the subject guides for each course. In addition, you will be sent the very useful Examination papers and Examiners’ reports booklet published each year that analyses the previous year’s examinations on a question-by-question basis. However, ultimately you will have to make your own decisions about courses, reading and preparation for examinations. There is no individual tuition for most these programmes (though there is individual feedback for the Dissertation on the BA) and, although it may be possible to get help in local tuition centres or from certain specialist internet tutors, this will not be possible for everyone. In sum, studying for the various qualifications or degree with the University of London International Programmes Philosophy programme requires each student to take responsibility for their own study.

That said, International Programmes Philosophy students tend to be very successful and, if you play close attention to the materials provided, you too should have no special problems. Note: these are not idle words put in simply to encourage you! Those students who stay the course not only tend to get the relevant qualification, but to achieve outstanding results. International Programmes Philosophy graduates have gained entry to prestigious graduate schools and, in some cases, obtained grants for their further studies. Also, the spread of results

of those finishing – and their numbers – compare well with most college-based departments of philosophy.

As noted earlier, philosophy is an exciting subject which is always challenging and often difficult. For this reason, and before going into detail about the contents of the various qualifications, it might be useful for you to be given some general advice about studying philosophy and preparing for examinations.

The VLE (virtual learning environment) in PhilosophyYou will find on the VLE most of the materials you will need to study your chosen courses, and prepare for examinations, and you will get access to it when you register. The VLE has a further special role to play, given that you are undertaking your philosophy qualification by independent study. Aside from breaking news bulletins from the Programme Director, the VLE enables students to speak directly to one another. In previous years, the level of participation has been high, and we hope that this will continue and indeed increase. In being able to communicate with others who share the same intellectual interests, even if not the same continents, the student section of the VLE makes meaningful philosophical dialogue possible. It would good if students could meet each other in person, but the VLE has proven a worthwhile substitute, and you should take advantage of the opportunities it offers.

Studying philosophy as an International Programmes student


Introductory and general reading in PhilosophyA famous introduction to philosophy is:

Russell, Bertrand The Problems of Philosophy. (Oxford: Oxford University

Press, first published in 1912, but

continually reprinted)

[ISBN 9780192854230].

More recent books with introductory aims are:

Blackburn, S. Think. (Oxford: Oxford

University Press, 2001)

[ISBN 9780192854254].

O’Hear, A. What Philosophy Is.

(Harmondsworth: Penguin, 1985)

[ISBN 9780140225105].

Hollis, M. Invitation to Philosophy. (Oxford:

Basil Blackwell, 1997) second edition

[ISBN 9780631206644].

Nagel, T. What Does It All Mean? (Oxford:

Oxford University Press, 2004)

[ISBN 9780195174373].

Dictionaries of philosophy tend to be of limited use because their contents are too brief and sketchy. More useful are the various companions and encyclopedias that have been published in recent years. In particular,

Bunnin, N. and E. Tsui-James The Blackwell Companion to Philosophy. (Oxford:

Blackwell, 2002) [ISBN 9780631219088]

is a good and comprehensive guide and covers most of the topics that figure in the subjects for the BA. (Although the coverage is comprehensive, you should definitely not think of this as a substitute for working through the readings in each course.)

Craig, E. Routledge Encyclopedia of Philosophy. (London: Routledge, 1998)

[ISBN 9780415324953]

which has recently been re-edited, is a massive work of 10 volumes (and is available on CD-ROM). If a library near you has it, it can be of help with specific questions that arise in the course of your study.

You can also find very useful material – both introductory and advanced – in the online Stanford Encyclopedia of Philosophy:

Reading A central part of your work will consist of reading philosophical texts. This is the case for anyone studying the subject, but is especially true for International Programmes students working on their own and without the benefit of lectures. Of course, reading is no less a major activity in any academic study, but there are certain special problems where philosophical reading is concerned, and some hints about it are therefore appropriate.

When reading a novel, you begin reading at the beginning, expecting to absorb more and more of the content as the pages mount up. No reading is completely passive – you often stop and think over some passage or chapter – but in a typical case, we can, as we say, immerse ourselves in a novel, and do not need to re-read passages merely to understand what is happening. Reading in philosophy is not like this, and this can be frustrating for a newcomer to the subject. On the

http://plato.stanford.edu/


one hand, in order to get anything out of what you read, you have to be prepared to read through certain passages you don’t quite understand, and then to go back and re-read them in the light of other things you have read in that text and in others. On the other hand, you should never adopt a passive attitude towards what you read. This does not simply mean that you should think about what you are reading – that is true of any reading you do. Rather, you should come to a philosophical text with all sorts of questions of your own, questions which structure your reading and re-reading. Let me be a bit more specific about this.

The philosophers you will read aim to answer certain questions and support their answers with arguments. In the best writing, these questions and answers are given a setting that makes them stand out reasonably clearly. But you would scarcely expect philosophers to write in every case for the newcomer to philosophical discussion. So, the terms in which the setting is given, the questions posed and, most commonly, the arguments offered, are bound to seem unfamiliar to you. Therefore, what you have to do as you read is to ask yourself these sorts of questions about the text:

• What question(s) is (are) guiding the author?

• What conclusions does the author seek to reach?

• Is there a single central argument for that conclusion or a number of arguments that are intended to work together?

• Do you think the premises that figure in the argument are true?

• Are there premises assumed but not explicitly stated?

• Are there important premises that are asserted but not argued for?

• Aside from the truth of the premises, do you think the reasoning to the conclusion is valid?

As I expect you can see, if you read in this active way, with these questions probing what you read, you will have to go back and forth in the text in order to generate a complete picture of what the author is doing. It is this criss-crossing of the text in order to understand it that is characteristic of philosophical reading. By recognising this at the beginning, you will not think yourself deficient because you cannot sit down and read philosophy as you would a novel or magazine – you simply should not expect to be able to do that.

Reading and writingOne way to ensure that you get the most out of your reading is by writing down various things as you read. In the broadest sense, this could be described as note-taking, but it is not exactly the same kind of note-taking you might have done up to now. Unlike the notes you might make of a novel or work of history, those done in conjunction with philosophical reading should reflect the probing nature of that reading. Your notes should be answers to the questions described above, including working thoughts of your own, rather than some page-by-page description of the text. Using your own words in this way to analyse a philosophical text, you will find that you not only get more out of your reading, you also remember it better.


WritingSince the aim of philosophical study is to prepare you to be a participant rather than simply a spectator in philosophical discussion, you should be unsurprised to hear that we recommend that you write essays – not merely notes – arguing for, or against, various philosophical theses. It cannot be stressed too strongly that what is required is reasoned and plausible argument – argument addressed to imagined readers who stand to be convinced by what you write. Unless you can offer good reasons to adopt your views, what you have is not philosophy so much as mere assertion and dogma. Of course, at the beginning of an essay, or as a background to what you write, you are likely to have a view in mind, some position you want to adopt in answering a question. This is not always so – sometimes your writing will aim only at the arguments offered by others – but when it is, that is fine as a starting point. However, you must go on to back up what you think is true. A good question to ask of anything you write is: would I find this persuasive even if I hadn’t myself suggested the view? (You should also ask yourself whether you can imagine someone who doesn’t think as you do, understanding what you have written. The clearer your writing is, the more likely it is that you yourself have understood the material and are making a genuine contribution to the discussion.)

DiscussionThere can be little doubt that you learn more, and gain clearer insight, by engaging in discussion. However, in philosophy,

discussion plays a more central role than in most other intellectual areas. Having to exposit and defend what you think is, in a way, part of what it is to think philosophically in the first place. Writing can help here, but readers who respond to what you say, and to whom you respond in turn, tend to be more useful.

Since you are likely to be working towards this award on your own, the opportunities for discussion are going to be limited. However, whether talking to friends, or within a local study group, do what you can to engage in philosophical discussion. Explaining what you think about some topic to a friend who is not studying philosophy can often be just as beneficial as engaging in a discussion with other students. (In talking to friends, you might experience the kind of impatience with philosophy that Socrates did, but this should not discourage you.)

ProgressDo not expect your progress in philosophy to be rapid, steadily incremental or even obvious. Though varying somewhat, all ways into the subject are, in some sense, at the deep end. The material we recommend for each of the courses includes some items that are more accessible and, hence, a little more elementary. However, it is not always clear in philosophy what is elementary and what is not. In studying you are bound to experience a sense of being lost, or of not having any firm ground under you, and you should not be discouraged by these feelings. They are only to be expected, and are themselves necessary for that most wonderful feeling you get when the mist lifts and you see something clearly.


On a more practical level, there is something you can do to guide your studies and assess your progress. First, aside from the writing you do while reading, or in preparing essays, you should from time to time choose an examination question from a past paper and try to answer it under examination conditions. (Typically, give yourself an hour from start to finish and do not allow yourself access to any books or notes.) Second, you should re-read what you have written in conjunction with reading the Examiners’ notes on the question you answered. (These are in the booklet entitled Examination papers and Examiners’ reports that was mentioned earlier.) By comparing what you have written with what was required, you can gauge how well you answered the question and also see how to improve on it.

Preparing for examinationsIn the subject guides for each subject, you will find extensive reading lists. However, when it comes to final examinations, you have only to answer two or three questions (depending on the course level and programme you are registered for). This indicates that you must exercise a degree of selectivity in your preparations. You should think hard about which particular topics within a subject both interest you and tend to recur in examinations. You should then use the reading lists and other materials to prepare these topics. You certainly do not have to prepare all of the topics that arise within any subject, although you should certainly think of preparing more than two or three,

since you cannot be completely sure that there will be suitable questions on each of them.

One invaluable resource for making this selection is the Examination papers and Examiners’ reports booklet that is published each year on the VLE. It includes the examination papers for the previous year and, in many cases, it also includes detailed reports by the Examiners of those papers. (This is usually done on a question-by-question basis.)

Important note: As stated in the PSR, the answers you provide in written examinations must be in your own words. This means that you must not try to reproduce work that you might have memorised from books that you have read, or from practice essays that may have been produced in a study group.

Some practical advice about reading materialsBy far the biggest problem that International Programmes students have is getting hold of copies of the books and articles necessary for following each course. While you may not have access to a well-stocked library or bookshop, it is possible to make up for this by using one of the many internet booksellers that exist and by accessing the websites that allow you to download, usually without charge, journal articles. As mentioned earlier, authors of our revised subject guides have made every effort to cite reading that is available in one of these ways.


The Online Library

The Online Library has been developed for International Programmes students. You can access your programme’s individual Online Library homepage at:

To access the Online Library from the Portal, click on the ‘Online Library’ tab.

Online Library tour

To help you to find your way around the Online Library, take the tour:

This should only take you five minutes to complete but it will save you a lot of time in the future.

Passwords for accessing the Online Library

To use the resources available in the Online Library you will need to request a personal Athens username and password. To do this, please fill in the form at:

Your personal Athens account will be renewed by the Online Library Team in December each year that you are registered as an International Programmes student.

Summon

Summon is the Online Library’s new Google-like search engine that provides fast, relevancy-ranked results through a single search box. You can find journal articles by typing the article title into the

Summon search box. You will need to use your Athens password to access the resources that you find through Summon. To find out more, please go to:

Databases and electronic journals

The Online Library provides access to a wide variety of databases, many of which contain full-text electronic journals and e-books. If you are interested in a particular journal use the Full Text Electronic Journal List:

You can browse or search the full list of the Online Library’s databases from the databases page:

Here are some of the major databases that the Online Library provides:

• Academic Search Complete – updated daily, this is a multidisciplinary database with full-text coverage of 7,900 periodicals, including more than 6,800 peer-reviewed journals.

• Cambridge Journals Online – Cambridge University Press publishes a prestigious list of scholarly journals online, ranging across the humanities, social sciences and STM disciplines.

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For students registering from 2012–2013 (New Regulations)BA in Philosophy

Diploma of Higher Education in Philosophy

Certificate of Higher Education in Philosophy

Note: These programmes of study have been designed to make it possible for someone to progress from the Certificate to the Diploma and then on to the BA in Philosophy, accumulating credits along the way. If you have the requisite admissions qualifications, you can register straightaway for the BA in Philosophy, and so it will not then be necessary to consider the Certificate or Diploma. But if you do register for, say, the Certificate because you want to see what Philosophy is like, you will be in a good position to progress further.

BA in PhilosophyThe BA Degree in Philosophy consists of 12 courses from Levels 4, 5 and 6, as follows:

Students take the following Level 4 courses:

• Introduction to philosophy [PY1020]

• Ethics: historical perspectives [PY1095]

• Epistemology [PY1025]

• Logic [PY1070]

Students choose four Level 5 courses from the following list:

• Greek philosophy: Plato and the Pre-Socratics [PY1085]

Structures of the programmes (New Regulations)


• Modern Philosophy: Descartes, Locke, Berkeley and Hume [PY1065]

• Ethics: contemporary perspectives [PY3115] (Prerequisite: PY1095)

• Metaphysics [PY3075] (Prerequisite: PY1070)

• Methodology: induction, reason and science [PY3035]

Students choose three Level 6 courses from the following list:

• Modern philosophy: Spinoza, Leibniz and Kant [PY3125] (Prerequisite: PY1065)

• Greek philosophy: Aristotle [PY3120] (Prerequisite: PY1085)

• Continental philosophy: Hegel, Schopenhauer and Nietzsche [PY3190] (Prerequisite: PY3125)

• Aesthetics [PY3130]

• Philosophy of language [PY3210]

• Philosophy of mind [PY3100]

• Political philosophy [PY3090]

• Philosophy of religion [PY3110]

All students must do the following Level 6 course:

• The Dissertation [PY3500]

Please consult the PSR (New Regulations) for full details about how to progress, credit transfers and assessment.

Course content and selection

In the section ‘Philosophy courses’ on page 25, you will find descriptions of each of the courses that appear in the Philosophy programme, as well as some introductory reading and sample examination questions. For full information

about each course you should consult the relevant subject guide on the VLE.

In those cases where you have a choice of courses, you should make it by bearing in mind two things. First, consider which of the various courses strike you as most appealing, given your own background and goals. It is much easier to stay focused when what you have chosen to study is of genuine interest. Second, keep in mind any prerequisites that are listed for the Level 5 or 6 courses, and plan your choices

accordingly.

A pathway through the BA in PhilosophyThe shortest period of time in which you can take the degree is three years and the longest, eight years. Only someone studying full time can hope to do justice to the degree in three years. Anyone studying part time should expect to take longer: the average length of time in which International Programmes students complete a degree is around five years.

Even after the fulfilment of the prerequisites laid out in the New Regulations, you have a great deal of choice about which courses to take and when to take them. However, set out below is a programme of study for a five-year part-time BA course. Based on the experience of students who have completed this and similar programmes in philosophy, we recommend this particular order, and the timing of courses, as that which will enable steady progress towards the BA degree.


Year 1

• Introduction to philosophy

• Epistemology

• Ethics: historical perspectives

Year 2

• Logic

• One Level 5 course

Year 3

• Three remaining Level 5 courses

Year 4

• Two Level 6 courses

Year 5

• One Level 6 course

• Dissertation

This is a natural and mutually supportive way to undertake your programme of study. It builds from those courses which introduce you to areas of philosophy and might be less demanding – e.g. they involve two-hour examinations – and moves on to those in the final two years which require more effort and are examined in three-hour examinations or by writing a dissertation.

However, you should recognise that the above plan is only advisory. There is nothing to prevent your completing the BA in fewer or more than five years.

Diploma of Higher Education in PhilosophyThe Diploma of Higher Education in Philosophy consists of eight Level 4 and 5 courses, as follows:

Students take the following four Level 4 courses:




• Logic [PY1070]

Students take four Level 5 courses from the following:


• Modern philosophy: Descartes, Locke, Berkeley and Hume [PY1065]





Course content and selection

In the section ‘Philosophy courses’ on page 25, you will find descriptions of each of the courses that appear in the Philosophy programme, as well as some introductory reading and sample examination questions. For full information about each course you should consult the relevant subject guide on the VLE.


In those cases where you have a choice of courses, you should make it by bearing in mind two things. First, you should consider which of the various courses strike you as most appealing, given your own background and goals. It is much easier to stay focused when what you have chosen to study is of genuine interest. Second, you should keep in mind any prerequisites that are listed for the Level 5 or 6 courses, and plan your choices accordingly.

Certificate of Higher Education in PhilosophyThe Certificate of Higher Education in Philosophy consists of four Level 4 courses, as follows:

Students take the following four Level 4 courses:




• Logic [PY1070]


Assessment for the BA in Philosophy, Diploma of Higher Education in Philosophy and Certificate of Higher Education in Philosophy

Each course of the BA in Philosophy, Diploma in Philosophy and Certificate of Higher Education in Philosophy will be assessed by a two-hour (Levels 4 and 5) or three-hour (Level 6) written examination held at established centres worldwide. The written examinations take place on one occasion each year, normally in May.

The exception to this is the Dissertation course in the BA in Philosophy. The Dissertation course is assessed by a pre-submitted 7,500 word dissertation. The Dissertation will be available from 2013–2014. Details of the Dissertation arrangements will be given in the Dissertation subject guide, which will be in the VLE before the 2013–2014 academic session.

To see the Scheme of awards, please refer to the PSR.


For students who registered before 2012–2013 (Old Regulations)BA in Philosophy

Diploma in Philosophy

BA in PhilosophyThe structure of the University of London BA degree in Philosophy for International Programmes students is set out in the Old Regulations. Read them carefully in conjunction with your reading of this handbook. Students enrolled on the BA degree in Philosophy are asked to complete 10 courses in certain specified subject areas. An outline of the courses needed to complete the BA is given below.

1. All five of the following compulsory courses:



• Logic [PY1070]



2. A choice of three of the following further courses:




Structures of the programmes (Old Regulations)


• Modern philosophy: Spinoza, Leibniz and Kant [PY3125] (Prerequisite: PY1065)

• Greek philosophy: Aristotle [PY3120] (Prerequisite: PY1085)

3. A choice of two of the following optional courses:

• Continental philosophy: Hegel, Schopenhauer and Nietzsche [PY3190] (Prerequisite: PY3125)

• Aesthetics [PY3130]

• Philosophy of language [PY3210]

• Philosophy of mind [PY3100]

• Political philosophy [PY3090]

• Philosophy of religion [PY3110]

Please note, availability of courses may vary from one year to the next. Please consult the relevant PSR for the definitive list of courses available. Please also note that you must have actually completed or be engaged in completing all of the compulsory courses before you can undertake any of the further courses. Also, various optional courses have prerequisites, so that your choices of further courses can affect which of the optional courses are open to you. Details of these matters are given in the PSR.

A recommended way through the BA degreeThe shortest period of time in which you can take the degree is three years and the longest, eight years. Only someone studying full time can hope to do justice to the degree in three years. Anyone studying part time should expect to take longer, and the average length of time in

which International Programmes students complete a degree is four or five years.

Even after the fulfilment of the prerequisites laid out in the PSR, students have a great deal of choice about which courses to take and when to take them. However, set out below is a programme of study for a five-year part-time course. Based on the experience of students who have completed this and similar programmes in philosophy, we recommend this particular order and timing of courses as that which will ensure the most efficient progress towards the BA degree.

Year 1

• Epistemology

• Modern philosophy: Descartes, Locke, Berkeley and Hume

Year 2

• Logic

• Greek philosophy: Plato and the Pre-Socratics

Year 3

• Ethics: historical perspectives

• Choice of one of the further courses

Year 4

• Choice of the remaining two further courses

Year 5

• Choice of one of the optional courses

• Choice of one of the optional courses

This is the most natural and mutually supportive way to undertake your programme of study. First of all, many students find that doing two courses each


year is not too taxing and that there is positive benefit in being able to shift from one to the other. Such shifting prevents the kind of staleness that can come from working through a single range of topics. Second, the order of compulsory courses seems to us to be optimal. Though they are all at an appropriate level, some are more accessible than others to those who previously have done little or no philosophy. Also, the kind of work which each requires varies, and the above plan reflects this. Finally, we suggest that you undertake your optional courses after having done all or most of the others. This is because the optional courses tend to focus more sharply on a narrower range of issues. As they are specialised, they can seem more difficult, and it is thus best to have studied most of the more general philosophical courses first.

Please recognise that the above plan is only advisory. There is nothing to prevent your completing the BA in fewer or more than five years. However, if you are aiming for, say, four years, it might be a good idea to attempt two courses in the first year, followed by two years of three courses each, and then finishing the fourth year with your two optional courses. By having fewer courses in the first year, you will more easily come to terms with the problems of study both generally and in respect of philosophy. It is better to have only the two optional courses in the fourth year for the reasons outlined at the end of the previous paragraph.

Choosing courses

As you will appreciate, you have two major kinds of choice to make in respect of the courses you take. First, you have to decide which three further courses you will study. Second, you have to decide on two optional courses. The detailed material on the content of each course (below) should help you to make informed decisions but a general word or two of advice might still be useful.

It is recommended that you choose those further courses that fit most closely with the interests you developed while doing the compulsory courses. This is obvious enough. However, you should also pay close attention to the Old Regulations in respect of optional courses. Some of these have certain further courses as prerequisites and if there is an optional course in which you have a special interest, you must make sure to do any further courses that might be prerequisites for it.

Diploma in Philosophy The Diploma has a simple structure. All students must take:

• Introduction to philosophy [PY 1020]

and then choose three courses from the following five:



• Logic [PY1070]




The five courses in this list figure in the BA degree as compulsory courses. Students who complete the Diploma and go on to the BA will get full credit for the three courses they have completed. (The Old Regulations should be consulted for further details.)

Choosing courses

In deciding on the three courses from the list of five you should consult the ‘Philosophy courses’ section on the content of the whole range of courses offered by the International Programmes. In addition to the course descriptions given there, you will find introductory book lists, aimed at giving you some idea of the content of each of the courses. Also, you will find that the work you do in Introduction to philosophy will help inform your selection. Remember that it is best to choose those courses that most excite your interest. That way, you will have a greater incentive to do the reading and thinking necessary for success.

Assessment for the BA in Philosophy and Diploma in Philosophy

Each course of the BA degree in Philosophy and the Diploma in Philosophy will be assessed by one three-hour written examination held at established centres worldwide. There is no coursework element in the assessment for these programmes.

The written examinations take place on one occasion each year, normally in May.

To see the Scheme of awards, please refer to the PSR.


Philosophy courses

All philosophy courses are listed below, along with some general descriptions, introductory reading lists and sample examination questions. They are also listed with their unique course code, and an indication of the level of the course for both Old and New Regulations.

Each of these courses has a dedicated subject guide which can be found on the VLE. The information in this section is, therefore, only meant to give you an idea of what a course is about, and you should consult the relevant subject guide for more detailed information.

Introduction to philosophy [PY1020]Old Regulations: Compulsory for Diploma in Philosophy, not credited for BA in Philosophy

New Regulations: Level 4 course on BA in Philosophy

Course description

In this course, students will be introduced to the methods and content of philosophy by considering, at an elementary level and in a carefully guided way, some of the central problems that arise within the subject. Included here will be: free will, determinism and responsibility; personal identity; the relation of the mind to the body; the nature of knowledge; the ideal of equality; issues raised by portrayals of tragedy; the reality of qualities; and our understanding of moral dilemmas.

Unlike other courses, there is a single textbook for this course. It is:

Guttenplan, S., J. Hornsby and C. Janaway

Reading Philosophy. (Oxford: Blackwell

Publishing, 2003)

[ISBN 9780631234388].

You will be sent a copy of this book when you register any qualification.

Reading Philosophy is constructed around various philosophical problems. It contains texts related to these problems, as well as commentaries and invitations to the reader to think about specific issues raised by the texts. As you will see, the book aims to introduce you – in an active way – both to classic philosophical problems and to the reading of philosophical texts.

The final examination will contain questions relating to each of the chapters in the book, and you are not required to read anything other than what is contained in it. Below is a sample of the kind of questions you might encounter. (Note that the examination questions are closely associated with the texts in Reading Philosophy.)

Sample examination questions

1. In his First Meditation, how does Descartes attempt to show that there is reason to doubt everything one believes?

2. In connection with the Second Meditation, Hobbes said that it was possible that something that thinks should be something corporeal. Do Descartes’ arguments succeed in ruling out this possibility?

3. Strawson states the principle: ‘If we are to talk coherently about individual consciousnesses or minds... we must know the difference between one


such item and two such items.’ Is this principle acceptable? Does it make a problem for Descartes?

4. Is Hume right to think that tragedy is more enjoyable to an audience the more they suffer painful feelings? How successful is he in explaining why this might be so?

5. Do we, as Feagin alleges, take pleasure in our distress at the sufferings of tragic characters? Does this help us to understand the ethical signficance of tragedy?

6. Williams distinguishes between two elements in the idea of equality: equality of opportunity and equality of respect. What is the difference between these? Is there any reason to think that there could be a problem in practice of combining equality of opportunity with equality of respect?

7. What does Nozick mean to show using the example of Wilt Chamberlain? Does the example succeed in showing this?

8. What, according to Lemmon, differentiates the Platonic dilemma from the Sartrean one? Is this difference significant for our understanding of moral dilemma?

9. Does Mill’s use of the principle of utility threaten the reality of moral dilemmas? In so far as there is a tension between Mill’s theory and the reality of moral dilemmas, what is the best way of resolving it?

10. Outline and evaluate Locke’s account of persons and their identity.

11. Is it really possible for one person to change bodies with another?

12. ‘[T]he will turns at once, like a weathervane on a well-oiled pivot in a changeable wind... It turns successively to all the motives that lie before it as possible, and with each the human being thinks he can will it, and thus fix the weathervane at this point; but this is a mere deception.’ (Schopenhauer) What are Schopenhauer’s reasons for saying ‘this is a mere deception’? Are they good reasons?

13. Strawson doubts that the question whether determinism is true is a significant question for morality. What arguments does he give for doubting this?

14. Hume gives two definitions of ‘cause’ in the Treatise. Say how these definitions differ from one another. Do you think we could accept them both?

15. What are Anscombe’s reasons for denying that causal relations are instances of exceptionless universal generalisations?

16. What distinction do Boyle and Locke make between primary and secondary qualities? Explain and assess two arguments, given by Boyle and/or Locke, for making the distinction.

17. ‘An idea can be like nothing but an idea.’ (Berkeley) How does Berkeley argue for this claim? What conclusions does Berkeley draw using this claim?


Logic [PY1070]Old Regulations: Compulsory for BA in Philosophy

New Regulations: Level 4 course in BA in Philosophy

Course description

Logic is the study of the central notions that figure in our most general attempts to understand reasoning. Included here are: validity, truth, necessity, identity, naming and reference, existence, conditionals and counterfactual conditionals, as well as a number of issues raised by the relationship of formal logic to natural language. The content of this course is sometimes called either ‘philosophical logic’ or ‘philosophy of logic’.

The topics studied are closely related, and count among the most fundamental and challenging in philosophy. Some grounding in them is essential for an appreciation of what is discussed in all other branches of philosophy, and it is for this reason that logic is studied early on.

(Formal logic – the systematic study of deductive reasoning – is a separate, although clearly related, course. It would deepen your understanding of this subject if you acquired some background in elementary formal logic. You might do so by reading Guttenplan, The Languages of Logic, which provides an introduction to this subject (see opposite).

Introductory reading

Grayling, A.C. An Introduction to Philosophical Logic. (London:

Duckworth, 1990)

[ISBN 9780631199823].

Guttenplan, S. The Languages of Logic.

(Oxford: Basil Blackwell, 1997) second

edition [ISBN 9781557869883].

(Note: formal logic does not figure as such in the examination for this paper, but some knowledge of elementary formal logic is necessary for the subject as a whole – and this is a gentle introduction to that subject.)

Sainsbury, R.M. Paradoxes. (Cambridge:

Cambridge University Press, 1988)

[ISBN 9780521720793].


1. What is it for an argument to be valid?

2. Why might one doubt that entailment is transitive?

3. Examine one challenge to the correctness of classical logic.

4. Is there an adequate account of indicative conditionals in terms of truth-conditions?

5. Does Frege’s puzzle about identity show that there is more to the meaning of a proper name than its reference?

6. ‘To know the meaning of a name is to know its reference.’ Say precisely what you take this claim to amount to, and discuss whether or not it is true.

7. Explain and discuss Russell’s analysis of sentences containing definite descriptions in grammatical subject place.

8. ‘The referential use of definite descriptions refutes Russell’s Theory of Descriptions.’ Discuss.

9. Are there any logical reasons to affirm or deny that there are non-existent things?


10. ‘Many things don’t exist.’ Can this claim be refuted?

11. What is the best way to explain the concept of analyticity?

12. Discuss whether the following would be a good formulation of Leibniz’s Law (that identicals are indiscernible): ‘If a sentence a=b is true, then any sentence containing a must have the same truth-value as a corresponding sentence in which a is replaced by b.’

13. ‘Everything is necessarily itself. So all true identity statements are necessarily true.’ Discuss.

14. How should one give the logical form of English sentences containing modal idioms (e.g. ‘must’, ‘can’, ‘necessarily’)?

15. How, if at all, can contingent truths be known a priori?

16. What does the Liar Paradox tell us about truth?

17. Can there be a satisfactory account of the notion of correspondence employed in the claim that ‘a proposition or statement is true if it corresponds to the facts’?

18. Asserting that P is true is equivalent to asserting simply that P exists.’ Does it follow that there is no substantive account of truth?

19. ‘Truth entails coherence, not vice versa.’ Does this refute coherence theories of truth?

Epistemology [PY1025]Old Regulations: Compulsory for BA in Philosophy

New Regulations: Level 4 in BA in Philosophy

Course description

Epistemology is sometimes known as the theory of knowledge and, as this name suggests, it is a philosophical enquiry into knowledge. The questions it seeks to answer are: What is knowledge? How do we get it? Are the means we employ to get it defensible? These questions prompt a number of debates. One concerns the conditions that have to be satisfied for it to be true that someone knows something. Enquiry into this problem shows that we need to understand belief and its relation to knowledge; and that we have to be clear about the nature of any justification we have for our knowledge claims. Another debate concerns the adequacy of our ways of getting knowledge. We typically employ reason and perception in this task, but the challenge of scepticism shows that the uses we make of them involve a number of serious difficulties. A satisfactory account of knowledge has to address all these matters.


Dancy, J. An Introduction to Contemporary Epistemology. (Oxford: Blackwell, 1985)

[ISBN 9780631136224].

Lehrer, K. Theory of Knowledge. (London:

Routledge, 1990)

[ISBN 9780415054089].


1. Does knowledge involve having good reasons for one’s beliefs? What are ‘good reasons’?

2. ‘Knowing that P is at least a matter of having a belief that P which is both true and justified.’ Is this an adequate definition of knowledge? If not, how should it be improved?


3. ‘I cannot prove that I am not a brain in a vat. Therefore I do not know anything about the external world.’ Discuss.

4. ‘If we know that P, then we can be certain that P. But we cannot be certain of anything. Therefore we do not know anything.’ Discuss.

5. Could I be in error about everything?

6. ‘The sceptic’s challenge comes down to saying that we can have the very best grounds for asserting P but that P could nevertheless be false.’ If this is right, does it matter?

7. ‘All our knowledge of the external world derives, in one way or another, from the senses.’ Is this true?

8. Do we perceive material objects directly, or only indirectly (i.e. by perceiving them via some kind of intermediate object)?

9. Could it be that, though we use the same language to describe them, the things you see as red I see as green and vice versa?

10. Is there anything a blind man cannot know about colours? If so, what?

11. ‘I could have an experience which is qualitatively identical to the experience I am having now, but which is nevertheless hallucinatory.’ Is this true? If it is, what does it show about the nature of perception?

12. Does accepting realism about perception entail scepticism about the external world?

13. Does seeing always involve belief?

14. How can I know that I remember something?

15. Is it possible to remember something that did not happen?

Ethics: historical perspectives [PY1095]Old Regulations: Compulsory for BA in Philosophy

New Regulations: Level 4 for BA in Philosophy

Course description

Ethics: historical perspectives focuses on the history of moral philosophy, including a study of the works of Plato, Aristotle, Hume, Kant and Mill. This historical background prepares the way for the second of the ethics courses, which deals with contemporary perspectives. However, the views discussed in this course are not of merely historical interest. Conceptions of morality that are now widely shared were in large part shaped by these thinkers


Macintyre, A. A Short History of Ethics.

(London: Routledge and Kegan Paul,

1967).


1. Assess Plato’s claim that justice is to the soul what health is to the body.

2. Does Socrates give good reason for believing that doing wrong is worse than suffering it?

3. ‘The good is the final end of all actions and for its sake everything else should be done.’ Are Socrates’ reasons for believing this good ones?


4. What does Aristotle believe the characteristic function of man is? Does his account of this provide a satisfactory basis for ethics?

5. How well does justice fit Aristotle’s doctrine of the Mean?

6. Why does Aristotle believe that excellence of character and practical wisdom are interdependent?

7. Should Hobbes be described as an ethical egoist?

8. Does Hume offer a convincing account of convergence in moral judgements?

9. ‘Tis not contrary to reason to prefer the destruction of the whole world to the scratching of my finger.’ What was Hume’s point in making this remark?

10. ‘No action can be virtuous or morally good unless there be in human nature some motive to produce it distinct from the sense of its morality.’ Explain and evaluate Hume’s claim.

11. Discuss Hume’s account of obligation.

12. Discuss Kant’s view that a free will and will under moral law are one and the same.

13. ‘Treat humanity in yourself and in others never as a means only but always as an end in itself.’ What does Kant mean by this? How convincing is his argument for it?

14. Evaluate Kant’s claim that it is morally necessary to believe in the immortality of the soul and the existence of God.

15. Could Hume account satisfactorily for the kind of obligation which Kant describes as categorical?

16. Does Mill explain satisfactorily what moves us to act for the sake of happiness in others?

17. What did J.S. Mill think a moral requirement is?

18. Critically discuss the main claims in Mill’s utilitarianism.

Greek philosophy: Plato and the Pre-Socratics [PY1085]Old Regulations: Compulsory for BA in Philosophy


Course description

Greek philosophy: Plato and the Pre-Socratics focuses on the work of the predecessors of Plato – collectively known as the Pre-Socratics – as well as on the main dialogues of Plato. It has been said that all of philosophy is a series of footnotes to Plato. While this is certainly an exaggeration, it points to the fundamental importance to philosophy of its history, and in particular of the part played in that history by Plato.


Hamlyn, D.W. A History of Western Philosophy. (Harmondsworth: Viking,

1987) [ISBN 9780670802432].

Irwin, Terence Classical Thought. (Oxford:


[ISBN 9780192891778].

Barnes, J. (ed.) Early Greek Philosophy.

(Harmondsworth: Penguin, 1987)

[ISBN 9780140444612].

Hamilton, E. and H. Cairns Plato: Collected Dialogues. (Princeton: Princeton


[ISBN 9780691097183].



1. ‘The ordering, the same for all, no god or man has made, but it was, is and will be: fire ever-living, being kindled in measures and going out in measures.’ (Heraclitus fr. 30) Discuss.

2. What is the Heraclitean logos that people do not comprehend?

3. ‘What is for saying and for thinking must be.’ (Parmenides fr. 6) How does this claim figure in Parmenides’ argument?

4. Is the unreliability of the senses a premise or a conclusion for Parmenides?

5. Can Achilles overtake the tortoise?

6. Do Anaxagoras’ views provide him with effective replies to Zeno’s arguments against motion and plurality?

7. Were the ancient atomists sceptics?

8. If Socrates’ disavowal of knowledge is sincere, is he entitled to conduct the elenchus?

9. What is the connection between Socrates’ search for definitions of virtue and Plato’s Theory of Forms?

10. ‘One excellent argument [for the recollection theory] is that when people are questioned, they state the truth about everything for themselves – and yet unless knowledge and a correct account were present within them, they would be unable to do this.’ (Plato Phaedo 73a) Discuss.

11. Is the tripartite soul of the Republic an advance over the immortal soul of the Phaedo?

12. Does Plato have a satisfactory account of the difference between knowledge and belief?

13. Why might Plato be less certain that there are Forms of Man or Mud than that there are Forms of Beauty and Largeness?

14. ‘We are in the habit of positing one Form for each multiplicity to which we give the same name.’ (Republic X) Is this a reasonable basis for the theory of Forms?

15. Does Plato offer a satisfactory refutation of relativism in the Theaetetus?

16. How far does the Sophist explain what it is to be what is not?

17. Does Plato offer a satisfactory account of naming in the Cratylus?

Modern philosophy: Descartes, Locke, Berkeley and Hume [PY1065]Old Regulations: Compulsory for BA in Philosophy


Course description

This course is a study of the main works of Descartes, Locke, Berkeley and Hume. In particular, it studies the epistemological and metaphysical views of these philosophers. The philosophers Locke, Berkeley and Hume are generally reckoned to be the main representatives of the empiricist tradition, whereas Descartes is seen as one of the forerunners of the rationalist school. However, the work of the empiricists can be seen as a reaction


– in part – to Descartes and rationalism generally, so this first subject guide in modern philosophy begins with Descartes. The label ‘modern’ is intended as a contrast to ‘ancient’, (i.e. Plato, the Pre-Socratics and Aristotle, among others). It is generally understood as covering the late seventeenth and early eighteenth centuries – a period in which there was a decisive break with ancient philosophy.



1987) [ISBN 9780670802432].

Woolhouse, R. The Empiricists. (Oxford:


[ISBN 9780192891884].

Introductory books on individual philosophers

Kenny, A. Descartes: A Study of his Philosophy. (Bristol: Thoemmes

Publishers, 1997)

[ISBN 9781855062368].

Lowe, E.J. Locke on Human Understanding.

(London: Routledge, 1995)

[ISBN 9780415100915].

Dancy, J. Berkeley. (Oxford: Basil Blackwell,

1987) [ISBN 0631155090].

Stroud, B. Hume. (London: Routledge, 1977)

[ISBN 0631155090].


1. Examine Descartes’ reasons for declaring that he is an essentially non-material thinking substance.

2. What weaknesses, if any, do you find in Descartes’ proof of the existence of God in the Third Meditation?

3. Has Descartes, by the end of the Meditations, escaped from the sceptical dilemma recorded at the

beginning of the Second Meditation?

4. Should Locke be described as holding a ‘representational’ theory of perception?

5. What gives a Lockean idea its content?

6. Assess Locke’s claim about substance that ‘we have no idea of what it is, but only a confused, obscure one of what it does.’

7. Does Locke make a good case for saying that the sense of natural kind words should be applied to ‘nominal essences’ rather than to ‘real essences’?

8. Does the primary-secondary quality distinction give us a way of explaining how we perceive things as they really are? Discuss with reference to either or both of Locke and Berkeley.

9. Why does Berkeley reject the concept of material substance? Are his arguments persuasive?

10. What is meant by Berkeley’s claim that esse est percipi? Is it refutable?

11. Give a critical account of Berkeley’s argument for the claim that there is an infinite spirit which perceives everything always.

12. Critically discuss Hume’s account of belief.

13. Why does Hume offer two ‘definitions’ of cause?

14. Can Hume account for the difference between memory and imagination?

15. Why does Hume think it is ‘vain to enquire whether there be body or not’?

16. Does Hume deny that there is such a thing as the self? Is his view of the matter coherent?


Metaphysics [PY3075](Prerequisite: PY1070)

Old Regulations: Further course for BA in Philosophy


Course description

Metaphysics is the study of the ultimate nature of reality. It attempts to assess answers to this fundamental question: What exists or is real? Specific metaphysical questions are so various and important that discussion of some of them has come to form separate branches of philosophy, for example Philosophy of mind and Philosophy of religion, both of which are on the list of optional courses. However, the central and more general questions of existence and reality remain part of this core course, and give rise to more specific ones that are also studied, namely: What is time? Are particulars more basic than events? Do human beings have free will? What is causality? Are there universals? Does the world exist independently of our knowledge of it?


Aune, B. Metaphysics: The Elements.

(Oxford: Basil Blackwell, 1985)

[ISBN 0631147632].

Van Inwagen, P. Metaphysics. (Oxford:


[ISBN 0198751400].


1. Times can be thought of as past, present and future or as earlier and later. Is one of these ways of thinking about time more fundamental than the other?

2. What, if anything, is wrong with thinking of time on the model of a river?

3. What do all red things have in common?

4. ‘Triangularity is a shape.’ ‘Red is more similar to orange than to blue.’ Can the truth of such statements be explained only if there are universals?

5. Is there any good reason for thinking that there are events?

6. Are some individuals more basic than others?

7. Is an army truly a substance?

8. What makes a thing the kind of thing it is?

9. Are there essential properties?

10. Can arguments be given to establish that your pen is not a bundle of ideas?

11. Can a fully objective view of human beings account for the subjective qualities of mental states?

12. ‘The physical world is entirely objective. But consciousness is essentially subjective. So consciousness cannot be physical.’ Discuss.

13. Are causes sufficient for their effects? Are they necessary for those effects?

14. ‘A cause has its effects in virtue of its properties. So causation cannot be a relation simply between particulars.’ Discuss.

15. What makes a thing the same thing at one time and place as at another time and place? How is it possible for an object to change over time and still, in some sense, be the same object?


16. ‘If I were to divide into two people tomorrow, neither of the resulting people would be me. But this would not be as bad as death.’ Is this true? If so, why? If not, why not?

17. If ‘free choice’ is to be better than something random, must determinism be true?

Methodology: induction, reason and science [PY3035]Old Regulations: Further course for BA in Philosophy


Note: this course was formerly called ‘Methodology’. Its new title makes it clearer what the course involves, but there has been no change in the syllabus.

Course description

Methodology is a continuation of epistemology in a particular direction: it is, in part, an enquiry into the nature of the reasoning and methods used in investigation of the natural and social world. It includes, in fact, elementary philosophy of science, and it considers questions about inductive reasoning, probability, explanation, evidence, ‘laws of nature’ and the reality of ‘theoretical entities’ such as elementary particles and fields. The optional course Philosophy of science takes these topics further, but Methodology provides a groundwork which is both of intrinsic interest and great value to inquiry in other fields of philosophy.


O’Hear, A. An Introduction to the Philosophy of Science. (Oxford: Clarendon Press,

1989) [ISBN 9780198248132].

Skyrms, B. Choice and Chance. (Belmont,

CA: Wadsworth, 1986) second edition

[ISBN 9780534051907].


1. ‘Inductive methods will lead to truth, if any method will.’ Does this provide a basis for the justification of induction?

2. ‘Hume did not merely pose the problem of induction, he solved it.’ Discuss.

3. Is it more rational to believe that all emeralds are green than that all emeralds are grue? Give reasons for your answer.

4. Do we have evidence for the hypothesis that all emeralds are grue?

5. What is Hempel’s ‘Paradox of the Ravens’? How, if at all, can it be solved?

6. What is it to explain why something happened?

7. What is the ‘deductive nomological’ model of explanation? Does it apply to all good scientific explanations, to some, or to none?

8. Everything that happens, happens. Everything that does not happen, does not happen. Does this show that no sense can be made of the notion of the objective probability of something happening?

9. ‘Probability theory determines the rational way to change one’s degree of confidence in a hypothesis in the light of new data.’ Discuss.


10. How can we best explain the meaning of counterfactual conditionals?

11. Do Laws of Nature have exceptions?

12. Is ‘nomic necessity’ a species of necessity?

13. What distinguishes natural laws from accidental generalisations?

14. ‘The existence of experimental error shows that no hypothesis is observationally refutable.’ Discuss.

15. What is the relation of observation to theory?

16. What does it mean for a theory (or theory shift) to be ad hoc? What, if anything, justifies the view that ad hoc theories are scientifically unacceptable?

17. Is there any reason to suppose that the conclusion of an inference to the best explanation is likely to be true?

Ethics: contemporary perspectives [PY3115](Prerequisite: PY1095)



Course description

Ethics: contemporary perspectives is the study of problems in moral philosophy and contemporary meta-ethics. Ethics or moral philosophy is the inquiry into the nature of moral value. It is concerned with questions about goodness, right and wrong, the virtues and the nature of the worthwhile life. One way into a consideration of moral philosophy is to read the works of those who have made substantial contributions

to our understanding of moral questions: Plato, Aristotle, Hume, Kant, Mill and others. (This is the subject matter of the other course in ethics.) But a historical approach needs to be complemented by the more direct consideration of questions about virtue, action, consequences, rights, duties, the ‘fact-value’ distinction, the nature of moral truth, the universalisability of moral principles, and much besides. These sorts of issues form the basis of this course.


Mackie, J.L. Ethics: Inventing Right and Wrong. (Harmondsworth: Penguin, 1990)

revised edition [ISBN 9780140135589].

Williams, B. Ethics and the Limits of Philosophy. (London: Fontana, 1985)

[ISBN 0001971719]


1. If a principle is a moral principle, must it be universalisable?

2. ‘In order to act I must have some end which I desire to achieve by so acting.’ Discuss.

3. Must cognitive theories about conflicts of obligation ‘eliminate from the scene the ought that is not acted upon’?

4. Does consequentialism give a plausible account of the importance of consequences to the moral evaluation of actions?

5. Can consequentialism adequately account for the way in which we condemn ingratitude or disloyalty and the way in which we praise people who return good for evil?

6. Is the concept of character important to an adequate account of morality?


7. ‘Impartiality is not the essence of morality; it is one particular virtue.’ Discuss.

8. Is there an important distinction between saying that an act is intrinsically wrong and that it should under no circumstances be done?

9. Are emotions integral to morality? If so, how?

10. What is the best way of defining an altruistic act?

11. Are moral judgements true or false?

12. Discuss the idea that something is intrinsically valuable if and only if a moral person would choose it for itself.

13. What kind of objective moral considerations can there be?

14. Is there a problem about how moral considerations can motivate? Is this problem a special one for moral realists?

15. What is it for an action to be self-determined or autonomous? How is this related to moral responsibility?

16. Is there any form of moral relativism that can escape the charges of incoherence or self-contradiction?

17. If killing a baby is morally wrong, why isn’t contraception also morally wrong?

18. How coherent is pacifism?

19. If a doctor has the resources to treat only one of two patients, what sort of grounds should he use to choose which one?

Greek philosophy: Aristotle [PY3120](Prerequisite: PY1085)



Course description

This course focuses on the main works of Aristotle. More than any other single philosopher, Aristotle has shaped the development of Western philosophical thinking, whether because of agreement and development of his ideas, or in opposition to them. The emphasis in this course will be on Aristotle’s logical, epistemological and metaphysical views; his ethical writings form part of the subject of historical perspectives on ethics.


Lear, J. Aristotle and the Desire to Understand. (Cambridge: Cambridge


[ISBN 9780521347624].

Ackrill, J.L. (ed.) A New Aristotle Reader. (Oxford: Clarendon Press, 1987)

[ISBN 9780198750611].


1. What, for Aristotle, is a ‘category’?

2. Has Aristotle’s doctrine of categories any relevance to the Third Man Argument?

3. Does Aristotle believe that Socrates and Callias have the same form?

4. Explain and assess Aristotle’s account of being.

5. In the Categories Coriscus is a primary substance; man, a secondary


substance. Explain this view and its development in Aristotle’s later works.

6. Is Aristotle committed to the existence of featureless prime matter?

7. What would Aristotle say about the claim that either everything is determined, or some things happen without a cause?

8. Discuss Aristotle’s treatment of infinite quantities and magnitudes, especially with respect to the size and duration of the universe. Are there any inconsistencies here?

9. Does Aristotle give a good case for a teleological account of nature?

10. Is Aristotle’s account of the soul consistent?

11. ‘All teaching and all intellectual learning come from pre-existing knowledge.’ (Posterior Analytics I) Does Aristotle succeed in defending this claim?

Modern philosophy: Spinoza, Leibniz and Kant [PY3125](Prerequisite: PY1065)



Course description

This course is a study of the main works of Spinoza, Leibniz and Kant. It focuses on the rationalist tradition in modern philosophy, and begins the study of Kant. (Further work on Kant can be undertaken by studying the optional course devoted to his writings.) As with the other courses in

modern philosophy, this one is concerned primarily with the epistemological and metaphysical views of these thinkers.



1987) [ISBN 9780670802432].

Cottingham, J. The Rationalists. (Oxford:


[ISBN 9780192891907].

Introductory books on individual philosophers

Curley, E.M. Behind the Geometrical Method: A Reading of Spinoza’s Ethics.

(Princeton: Princeton University Press,

1988) [ISBN 9780691020372].

Ross, G.M. Leibniz. (Oxford: Oxford


[ISBN 9780192876201].

Scruton, R. Kant. (Oxford: Oxford University

Press, 1982) [ISBN 0192875779].


1. In what sense did Spinoza believe that everything that happens, happens by necessity?

2. Can Spinoza consistently maintain that Nature is a substance?

3. What mode of extension corresponds to my idea of your body? What importance would Spinoza attach to this question?

4. ‘An affect which is a passion ceases to be a passion as soon as we form a clear and distinct idea of it.’ What does Spinoza mean by this, and is it true?

5. ‘There is nothing positive in ideas on account of which they are called false.’ (Ethics II, 32) How, then, does Spinoza account for human error?


6. According to Leibniz’s metaphysics, should an apple tree be thought of as a monad, an aggregate of monads, a well-founded phenomenon, or none of these?

7. Why does Leibniz say that monads are ‘windowless’?

8. Critically discuss the account Leibniz gives of truth.

9. Does Leibniz give an unambiguous account of the relation of mind and body?

10. ‘There is nothing in the understanding which does not come from the senses, except the understanding itself.’ (Leibniz) What is the relevance of this claim to the dispute about innate ideas?

11. How plausible are Kant’s conceptions of space and time?

12. Why does Kant argue that there must be ‘pure concepts of the understanding’?

13. Is Kant’s view of ‘things-in-themselves’ plausible?

14. What is the ‘transcendental unity of apperception’, and what is its importance in Kant’s doctrine?

15. What does Kant find objectionable about speculative metaphysics?

Political philosophy [PY3090]Old Regulations: Optional course for BA in Philosophy


Course description

Political philosophy is the study of how we can and how we ought to live together. Throughout the history of Western philosophy, those figures whose thought has engaged with ethical problems have been equally concerned with political philosophy and vice versa. Just as the form of ethical theories has varied greatly over the last 2,000 years, so too have the forms that questions and answers take within political philosophy. It is, therefore, very important to address the problems of political philosophy within both a historical and an ethical framework.

Throughout history we have considered the following problems (among others): the question of the nature and claims of justice; the existence of natural rights; the status of positive law; the existence of distinctive obligations towards the state or towards each other as co-members of some society; claims of property; claims of liberty; the best understanding of equality and its claim on us.

In ancient political philosophy we find concerns about the nature of justice and the well-ordered state. In early modern discussion, the authority of the state and questions of right loom large. From this tradition we derive the heuristic use of the state of nature: Hobbes uses this to ask how we can be rationally compelled to obey the sovereign, and to offer an


answer; in Locke we find an influential discussion of property rights and the origin of political obligation; Rousseau, much more radically, seeks to explain how we can be bound rationally by law, through the concept of the general will. In different ways Hegel and Marx offer critiques of the Enlightenment conception of the citizen and state. In Mill, we find the radical utilitarianism of the early nineteenth century modulated into a delicate plea for liberty.

In Anglo-American political philosophy over the last 30 years, the work of the Harvard philosopher John Rawls has been central in defining the scope and focus of debate, although the ideas of Isaiah Berlin, G.A. Cohen, Ronald Dworkin, Robert Nozick, Joseph Raz and T.M. Scanlon are of great importance too.


Wolff, J. An Introduction to Political Philosophy. (Oxford: Oxford University

Press, 1996) [ISBN 9780192892515].

Kymlicka, W. Contemporary Political Philosophy: An introduction. (Oxford:


[ISBN 9780198782742].

Levine, A. Engaging Political Philosophy: From Hobbes to Rawls. (Oxford:

Blackwell, 2001) [ISBN 0631222294].


1. EITHER (a) Does Plato provide a compelling argument in the Crito for the obligation to obey the state in all circumstances? OR (b) Does Plato make a convincing case, in the Republic, that philosophers would be ideal rulers of cities?

2. EITHER (a) What political arrangement, according to Aristotle, best meets the goal of developing human flourishing? Assess his argument. OR (b) Why does Aristotle compare the politician to a ‘craftsman’? Is he right to?

3. EITHER (a) According to al-Farabi, why does the ideal ruler need to be a prophet as well as a philosopher? Does his account show that prophecy could be a legitimate basis for political authority? OR (b) What, according to Aquinas, is the natural law? How does it relate to legislation laid down by humans?

4. EITHER (a) What is the relation between Hobbes’s conception of human nature and his political philosophy? OR (b) Does Hobbes demonstrate that obeying the absolute sovereign is both our duty and to our advantage?

5. EITHER (a) ‘He that encloses land, and has a greater plenty of the conveniences of life from ten acres, than he could have from a hundred left to nature, may truly be said to give ninety acres to mankind.’(Locke). How does this passage contribute to Locke’s justification of private property? OR (b) On what grounds does Locke affirm a natural right to punish? How plausible is his claim that there is such a right?

6. EITHER (a) How far does Hume’s political theory allow for disputes about


the proper extent of political liberty to be resolvable rationally? Does it matter whether such resolution is possible? OR (b) Does Hume show that political obligation has nothing to do with consent?

7. EITHER (a) Why does Rousseau distinguish the general will from the will of all? How clear and illuminating is this distinction? OR (b) Why does Rousseau claim that we must sometimes be ‘forced to be free’? Does this expression show that his is an authoritarian conception of the state?

8. EITHER (a) Why does Kant think that rightful possession of property cannot be acquired in a state of nature? Is he right? OR (b) Does Kant offer convincing reasons for the requirement of a league of nations?

9. EITHER (a) Critically examine Hegel’s distinction between the state, civil society and the family. OR (b) What is the relation between Hegel’s theology and his political philosophy?

10. EITHER (a) Does Marx show that capitalism must inevitably break down? OR (b) What does Marx mean by ‘alienated labour’? Under what circumstances is labour alienated?

11. EITHER (a) To what extent, according to Mill, may the state coerce individuals to come to the assistance of others? Is this position consistent with Mill’s harm principle? Is the position consistent with his principle of utility?

OR (b) Mill says that one may seize a man who cannot be warned against crossing an unsafe bridge, ‘for liberty consists in doing what one desires, and he does not desire to fall into the river’. What is the significance of this claim for Mill’s case against paternalism?

12. EITHER (a) ‘The principle of open positions… expresses the conviction that if some places were not open on a basis fair to all, those kept out would be right in feeling unjustly treated even though they benefited from the greater efforts of those who were allowed to hold them.’ (Rawls) Discuss. OR (b) Why does Rawls think that the parties behind the veil of ignorance would accept his two principles over utilitarianism? Is he right?

13. Is every comprehensive conception of the good capable of accommodation in a Rawlsian overlapping consensus?

14. EITHER (a) What, if anything, does Nozick’s Wilt Chamberlain example show? OR (b) Does Nozick show that self-ownership is compatible with the existence of the minimal state?

15. EITHER (a) Do we harm the global poor? OR (b) ‘Against his many critics, Rawls was right not to extend the difference principle to the global level.’ Discuss.

16. ‘Properly functioning markets reward social contribution, and are therefore just.’ Discuss.


17. EITHER (a) On the best understanding of negative liberty, what kinds of ‘interference’ make us unfree? OR (b) Are all freedoms valuable?

18. EITHER (a) What, if any, is the relationship between political equality and majority rule? OR (b) Is it possible to successfully combine intrinsic and instrumental justifications in a single, coherent justification of democracy?

19. EITHER (a) What is the ‘levelling down’ objection to equality? Can this objection be answered? OR (b) What role, if any, should the idea of responsibility play in a theory of distributive justice?

20. Can the notion of ‘human rights’ be given a philosophical justification?

21. ‘If we want to understand civil authority, we need to distinguish there being a government exercising civil authority from two contrasting things: on the one side, from large-scale voluntary co-operative associations, and on the other from a place’s being quite under the control of a smooth sophisticated mafia.’ (Anscombe) Discuss.

Philosophy of mind [PY3100]Old Regulations: Optional course for BA in Philosophy


Course description

Philosophy of mind is concerned with metaphysical and epistemological issues

that arise from reflecting on the mind. You will also find various parts of the logic, metaphysics, epistemology and methodology entries in this handbook useful.


Braddon-Mitchell, D. and F. Jackson (eds)

The Philosophy of Mind and Cognition.

(Oxford: Blackwell, 1996)

[ISBN 9780631191681].

Kim, J. The Philosophy of Mind. (Oxford:

Westview Press, 1996)

[ISBN 9780813307763].

McGinn, C. The Character of Mind: an Introduction to the Philosophy of Mind.

(Oxford: Oxford University Press, 1997)

second edition [ISBN 9780198752080].


1. What does the possibility of hallucination reveal about the nature of perceptual experience?

2. Can one be in error about one’s own mind?

3. ‘If mental causes were not physical, they would be epiphenomenal.’ Discuss.

4. Is there something it is like to hold a belief?

5. ‘Mental representations represent things in virtue of a causal relation which holds between representation and world.’ Discuss.

6. How should we understand the relationship between a belief ascription and the belief itself?

7. To what extent are our beliefs about other people’s mental states justified by an inference to the best explanation?


8. ‘If one has to imagine someone else’s pain on the model of one’s own, this is none too easy a thing to do...’ (Wittgenstein). Is this true?

9. What, if anything, would Frank Jackson’s Mary learn on seeing something red for the first time? If she learns something, does that show that physicalism is false?

10. What is the ‘explanatory gap’ and does it cast doubt on the truth of materialism?

11. ‘If physicalism were true, zombies would not be conceivable.’ Discuss.

12. Can we understand the mind in terms of dispositions to behaviour?

13. ‘Functionalism can provide a good account of our beliefs and desires but not our tickles and pains.’ Discuss.

14. ‘To explain why a subject acted as she did is to situate her action in a wider rational context; it is not to provide a causal account of her movements.’ Discuss.

15. Are emotions feelings of changes in the body?

Philosophy of religion [PY3110]Old Regulations: Optional course for BA in Philosophy


Course description

Philosophy of religion is not a course that is easily demarcated in respect of its scope and point. That said, philosophy of religion is commonly understood

to be the philosophical scrutiny of the claims of religious believers and those made on behalf of religious traditions. The focus of study is principally on the three monotheistic traditions of the West: Judaism, Christianity and Islam.

Those coming to the subject for the first time need to be aware that it demands competence in many of the central areas of philosophy: metaphysics, philosophical logic, epistemology and ethics. In this respect, the course provides a student with an opportunity to apply their general philosophical acumen to a body of important questions concerning theism. Among the questions raised are: the existence of God; the coherence of theism; the compatibility of divine omniscience and human freedom; the problem of evil; and immortality.


Davies, B. An Introduction to the Philosophy of Religion. (Oxford: Oxford University

Press, 1993) second edition

[ISBN 9780192892355].

Davis, S. T. God, Reason and Theistic Proofs.

(Edinburgh: Edinburgh University Press,

1997) [ISBN 9780748607990].

Kenny, A. The God of the Philosophers.

(Oxford: Clarendon Press, 1986)

[ISBN 9780198249689].


1. How convincing is Anselm’s ontological argument?

2. Do cosmological arguments depend on the Principle of Sufficient Reason?

3. Describe and assess a version of the argument from design.


4. Is there a persuasive moral argument for the existence of God?

5. What problems are raised for human freedom by the claim that there is divine foreknowledge? Can these problems be solved?

6. Does the simplicity of God compromise divine freedom?

7. How satisfactory is Augustine’s answer to the problem of evil?

8. What is Pascal’s Wager? How successful is it as an exercise in apologetics?

9. Critically examine a divine command theory of ethics.

10. Is it reasonable to expect God to act in response to prayer?

11. Is Hume right to reject miracles as a basis for faith?

12. What is the epistemological significance of religious experience?

13. Describe and evaluate Wittgensteinian fideism.

14. Plantinga has defended the view that Christian belief is properly basic. How successful is his argument?

15. Is Swinburne right that there is cumulative evidence for Christian belief?

16. What is eternal life?

Philosophy of language [PY3210]Old Regulations: Optional course for BA in Philosophy


Course description

Philosophy of language is organised around general questions of language and meaning. The nature of language has long been an obsession of philosophers. More recently it has also become the focus of empirical investigation in linguistics. The course is concerned both with the most general and abstract aspects of language, meaning and knowledge, and with more specific problems that arise in understanding particular aspects of natural languages.

Certain, more elementary, aspects of the philosophy of language are covered in Logic and Metaphysics, and it is good to have a grounding in issues surrounding reference and truth covered on those papers. On this paper you will be focusing more on general methodological considerations about meaning and reference: what form should a theory of meaning take; what does knowledge of meaning consist of; what kinds of facts are there about meaning? Certain figures have dominated discussion of language in the twentieth century, from Frege and Russell on to Wittgenstein’s emphasis on the use of language over representation to Quine’s scepticism about the determinacy of translation, Grice’s attempt to explicate meaning in terms of speaker’s intentions, Davidson’s work on theories of truth and


radical interpretation to the consequences of Chomskian linguistics. In addition to studying the work of these philosophers, you will have the opportunity to look at particular problems concerning indexical expressions; proper names; the nature of definite descriptions; pronouns and quantified phrases in natural language; indirect contexts and propositional attitude ascriptions; adverbs, adjectives and metaphor.


Blackburn, S. Spreading the Word: Groundings in the Philosophy of Language. (Oxford: Clarendon Press,

1984) [ISBN 9780198246510].

Readable, if opinionated, treatment of the central areas of philosophy of language, with large amounts of metaphysics thrown in for free.

Larson, R. and G. Segal Knowledge of Meaning: an Introduction to Semantic Theory. (Cambridge, Mass.: MIT Press,

1995) [ISBN 9780262621007].

A thorough introduction to philosophy of language for both philosophy and linguistics students.

McCulloch, G. The Game of the Name: Introducing Logic, Language and Mind.

(Oxford: Clarendon Press, 1989) [ISBN

9780198750864].

A vigorous introduction to issues in the theory of reference.


1. ‘Human communication has some extraordinary properties, not shared by most other kinds of human behaviour. One of the most extraordinary is this: If I am trying to tell someone something, then (assuming certain conditions are

satisfied) as soon as he recognizes that I am trying to tell him something and exactly what it is that I am trying to tell him, I have succeeded in telling it to him’ (Searle). Which speech acts have this extraordinary property? Was Searle right to think that the property plays an important part in an account of speech acts?

2. Does the presence of non-indicative sentences in a language show that truth cannot be used as a central semantic notion in a theory for that language?

3. How should differences between ‘and’ and ‘but’ and differences between ‘money’ and ‘dosh’ be accounted for?

4. What is Carnap’s concept of intensional isomorphism? Does it solve the problem it is designed to solve?

5. What difficulty, according to Quine, arises when we try to specify the semantic representation of a sentence like ‘John believes that someone is a spy’, on at least one of its readings? Assess Quine’s solution of this difficulty.

6. Is knowing a statement’s truth conditions (a) necessary, and (b) sufficient for knowing what it means?

7. Wittgenstein describes one picture of language as follows: ‘Every word has a meaning. This meaning is correlated with the word. It is the object for which the word stands.’ (Philosophical Investigations §1) Davidson suggests that this picture, correct or not, is no help when it comes to constructing a semantic theory of a language. Is Davidson right?


8. EITHER (a) ‘Many sentences of English have never been uttered, and no one has ever meant anything by uttering them. Therefore their meaning cannot be determined by the speaker’s intentions.’ Discuss. OR (b) ‘The Gricean line of explanation [of meaning] is hence essentially no more than a sophisticated version of the code conception of language.’ (Dummett) Discuss.

9. How does Grice distinguish between what is said by an utterance and what is implicated by it? Is this distinction defensible?

10. EITHER (a) ‘Quine’s thesis of indeterminacy of translation is a reductio ad absurdum of his behaviourism.’ Discuss. OR (b) What is Quine’s proxy-function argument? Is it convincing?

11. In what ways are the semantics of a language compositional? What reasons are there for expecting it to be?

12. Explain Kaplan’s notions of character and content. What role do they leave for truth in the semantics of a language?

13. ‘For it is a fashionable mistake to take as primary “(The sentence) ‘S’ is true (in the English language).” Here the addition of the words “in the English language” serves to emphasize that “sentence” is not being used as equivalent to “statement”, so that it precisely is not what can be true or false.’ (Austin) Why is this a mistake? Can the mistake be rectified by relativising truth to parameters?

14. EITHER (a) ‘B is true :=: (Ǝp). B is a belief that p & p. Def’ (Ramsey). Is this an adequate definition of ‘true’ as it applies to individual states of belief? OR (b) ‘As a philosophical account of truth, Tarski’s theory fails as badly as it is possible to fail.’ (Putnam) Discuss.

Aesthetics [PY3130]Old Regulations: Optional course for BA in Philosophy


Course description

In Aesthetics we turn to questions about the nature of art, values in art and the appreciation of nature as art. Wide reading in the history of aesthetics is necessary for a proper approach to the course. Issues in contemporary aesthetics are illuminated by their treatment throughout history, and the understanding and assessment of the views of past thinkers is facilitated by reflection on the problems they deal with. Aesthetics, done properly, is as hard and as rewarding as any branch of philosophy. It is philosophy turning its attention to the nature of aesthetic experience and judgement, and to questions about art, the different art forms, how they relate to the world and to the mind, and what value they may have. Some questions in this course also form part of Philosophy of mind or Metaphysics, for example. It is not an easy subject to study. One does best by using as material one’s own experience of artworks and of aesthetic situations, but one has to use the tools of philosophy as carefully as possible in order to think about


them relatively dispassionately and in a disciplined way. There are no fixed starting points in the course, which is why, again, wide reading in the history of aesthetics is especially recommended.


Hanfling, O. (ed.) Philosophical Aesthetics: An Introduction. (Oxford: Blackwell,

1992) [ISBN 9780631180357].

Wollheim, R. Art and its Objects.

(Harmondsworth: Penguin, 1978) second

edition [ISBN 9780140551082].


1. What needs to be assumed, if Plato’s objections to poetry are to be met?

2. Does Aristotle provide an adequate account of our response to tragic drama?

3. Does Hume establish the existence of a standard of taste?

4. Does Kant succeed in showing that is it possible for a judgement which rests on a feeling of pleasure to have universal validity?

5. Does Schiller make a convincing case for the necessity of ‘aesthetic education’?

6. Why does Hegel believe that art ‘no longer satisfies our supreme need’, and is he correct?

7. ‘If the whole world as representation is only the visibility of will, then art is the elucidation of this visibility’ (Schopenhauer). Discuss.

8. Explain and evaluate Nietzsche’s notion of an ‘aesthetic justification’ of existence.

9. How, if at all, can music express emotion?

10. Can art be defined?

11. Does pictorial representation involve resemblance?

12. Are works of art physical objects?

13. Can we be moved by the fate of a fictional personage?

14. Must each literary work have one correct interpretation?

15. Is there any aesthetic difference between an original artwork and a perfect forgery?

16. Is the notion of pornographic art incoherent?

17. To what extent, if at all, should moral judgements influence aesthetic judgements?

18. ‘The aesthetic attitude is a myth.’ Discuss.

Continental philosophy: Hegel, Schopenhauer and Nietzsche [PY3190](Prerequisite: PY3125)

Old Regulations: Optional course for BA in Philosophy


Course description

This course covers the views of Hegel and two post-Hegelian nineteenth-century German philosophers: Schopenhauer and Nietzsche. Students are advised to also have some knowledge of Kant’s philosophy.



Roberts, J. German Philosophy, An Introduction. (New York: Prometheus

Books, 1988) [ISBN 9781573925167].

Introductory reading on certain individual philosophers:

Janaway, C. Schopenhauer. (New York:


[ISBN 9780192802590].

Tanner, M.l Nietzsche. (New York: Oxford


[ISBN 9780192854148].


1. What is the basis of Hegel’s method in the Phenomenology of Spirit?

2. What does Hegel mean by ‘recognition’ in his narrative of the master/slave relation?

3. To what extent is Hegel’s conception of ethical life (Sittlichkeit) consistent with individual freedom?

4. In what sense, or senses, is Hegel an idealist?

5. What is Schopenhauer’s conception of will? What reasons does he provide to believe in its existence?

6. Outline and critically discuss Schopenhauer’s account of aesthetic experience. Outline and critically discuss Schopenhauer’s conception of compassion, and its role in morality.

7. ‘The world is my representation.’ How does Schopenhauer defend this claim? Is his defence successful?

8. What is Nietzsche’s aim in doing a genealogy of morality?

9. EITHER (a) What does Nietzsche mean by claiming that all happenings in the organic world are an expression of the will to power? OR (b) What is Nietzsche’s perspectivism?

10. What, according to Nietzsche, is the meaning of ascetic ideals?

11. Does Nietzsche value master morality above slave morality?


Online tuition support for International Programmes Philosophy studentsThe International Programmes Philosophy programme is designed to be studied by distance learning. You may, however, feel that you would benefit from some additional tuition. This may be possible from either a local tuition centre or from certain specialist internet tutors. The following institution has informed us they provide support for some or all of the courses in the area of philosophy:

Pathways to Philosophy Distance Learning Project International Society for Philosophers 45 Wolseley Road, Sheffield S8 0ZT Tel: +44 (0)114 255 8631 Fax: +44 (0)114 255 8632 Email: [email protected] Website: www.philosophypathways.com

For further information on institutions, please refer to the relevant pages in the General section.

mailto:klempner%40fastmail.net?subject=UOL%20International%20Programmes%20Philosophy

www.philosophypathways.com

Introduction ......................................... G.1

New developments in 2012 ................ G.2

Student registration cards ..................G.2A new way to communicate with the University ...........................................G.2Online examination entries ................G.2Services launched in 2011 ..................G.2

Contacting the University .................. G.3

Contacting us .....................................G.3Academic queries ..............................G.4Social media .......................................G.4

Your Programme Specification and Regulations ......................................... G.5

Qualifications Framework .................. G.6

Fees, refunds and financial assistance ............................................ G.7

Fees ...................................................G.7How to pay .........................................G.7Refunds ..............................................G.7Financial assistance ...........................G.7

Studying at an institution ................... G.9

Directory of institutions ....................G.10Choosing an institution ....................G.10Checklist to use when choosing an institution .........................................G.10Complaints .......................................G.12

Online resources ............................... G.13

Internet and computer requirements ....................................G.13Student Portal ..................................G.13New to computer technology? .........G.14

Libraries ............................................. G.15

Senate House Library ......................G.15Other libraries ..................................G.15The Online Library ............................G.15

Bookshops ......................................... G.15

Confirmation of registration ............ G.16

Change of details .............................. G.16

Requesting your study materials and maintaining your registration .. G.17

How to request your study materials and maintain your registration ..........G.17Tracking and receiving your study materials ..........................................G.18Queries about your study materials .G.18

Entering for examinations ................G.19

New codes .......................................G.19Making an examination entry for 2013 .................................................G.19Examination Centres ........................G.20HM Forces overseas and HM Ships .........................................G.21Changing your address ....................G.21Special examination arrangements ..G.21The examination timetable ...............G.21Examination Admission Notice ........G.21Sitting your examination ...................G.22Mitigating circumstances .................G.22Receiving your examination results .G.22Administrative recheck of examination results ..........................G.23Further questions? ...........................G.23

Accreditation of prior learning ........ G.24

Transfers ............................................ G.25

Transferring to another International Programmes undergraduate programme .....................................G.25Transferring to an International Programmes postgraduate programme ......................................G.25Transferring to another United Kingdom university at undergraduate level..........................G.25How to apply to universities in the United Kingdom .....................G.26

Certificates, transcripts and Diploma supplements ...................... G.27

Transcripts ........................................G.27Official letters confirming your award ..............................................G.27Replacement certificates and original Diploma supplements ..........G.27

The graduation ceremony ................ G.28

Part II: General section

The Careers Group, University of London ............................................... G.29

C2, a service from the Careers Group ................................................. G.29

University of London International Programmes Alumni Association .....G.30

How our alumni can help you as a student .............................................G.30

University of London Union ............ G.31

Information for students with specific access requirements ........... G.32

Special examination arrangements ..G.32

Complaints procedure ...................... G.33

Advice on how to proceed ...............G.33

Student Charter ................................. G.34

• General section • 2012–2013 G.1

This General section is intended to guide your experience as an International Programmes student, providing useful information and advice that is common to all the courses offered by the University of London International Programmes. For information that is specific to your programme of study, please refer to Part I: the Programme section of this handbook.

Studying as an International Programmes student, while offering enormous rewards, can be challenging. We hope that the information presented in this section will assist you during your studies, but if you require any additional information or support, please do not hesitate to contact us. Information on how to contact the University is provided on page G.3.

Introduction


In 2009, we launched the start of a major Business Transformation Process to enhance the services we provide to you. Since then, we have introduced a range of online services including payments and registration. More new services are being developed and some of these are listed below. Regular updates and information are also posted on the Student Portal so please look out for these.

Student registration cardsDuring 2011–2012, following student feedback, we designed a student registration card. More than 52,000 cards were produced and sent out to all of our students. From 2012–2013, all new students will receive a registration card with their introductory package.

A new way to communicate with the UniversityIn 2012, we established a more efficient way for you to communicate with us by launching our new online enquiry management system. You should use this to contact us for all comments and enquiries. This is an important development, so please read Contacting the University on page G.3 for further details.

Online examination entriesDuring 2012–2013, the International Programmes will move towards a fully online examination entry process. This will help to make the process smoother and more efficient, wherever in the world you are located. Advance examination timetables, usually made available six months before the examination session,

will also be posted online. Important advice, updates and instructions about this process will be posted on the Portal/virtual learning environment (VLE) and on our website throughout the year, so you should check regularly to ensure that you are up to date with the most recent developments.

Services launched in 2011In case you missed them, some of the new services offered during 2011–2012 are listed below.

Online services

You can now do the following activities online via the Student Portal:

New codes

Please remember, we also issued new course/module codes for all of our programmes. These codes are listed in Appendices A and B of your Programme Specification and Regulations (PSR). You can also find them on our website:

New developments in 2012

• apply for special examination arrangements

• view your personal records.

• register

• select study courses/modules

• pay fees

• inform us of a change of address

http://www.londoninternational.ac.uk/new_codes


Contacting usIn 2012, we established a more efficient way for you to communicate with the University by launching our new online enquiry management system. This system swiftly directs your questions to the appropriate department and you can easily track the progress of your enquiry using your student registration number (SRN). We aim to reply to all enquiries within two working days and resolve any specialist enquiries within five working days.

In addition, you can use our extensive, programme-specific FAQ database to see if a similar question has been asked before. This database is available all year round, 24 hours a day, so you will be able to find an answer to the most common queries straightaway. All of the information is monitored to ensure that it is accurate and up to date. You can also rate the answers to let us know which have been most helpful.

To use the online system to contact any of our departments or to access the FAQ database, please go to:

If you would prefer to telephone, you can call the University of London Student Advice Centre on: +44 (0)20 7862 8360.

If you need to send us a letter or any other information by post, please use the address below, including the department it should be sent to (for example, Student Assessment Office):

University of London International Programmes Stewart House 32 Russell Square London WC1B 5DN United Kingdom

Contacting the University

http://enquiries.londoninternational.ac.uk




Academic queriesIf you have queries of an academic nature you can contact your Programme Director, but please note that they cannot provide regular advice or tuition. Details of your Programme Director can be found in the Programme section of this handbook. If you are studying in a local institution you should first consult your Course Director.

Social mediaDon’t forget, you can also find us online at various social media sites.

Facebook: Find out about events in countries all over the world and interact with your fellow students:

YouTube channel: Watch over 100 videos about specific programmes, see real-life student experiences or become inspired by our ‘Academic Inspiration’ series, which shows academics from the Lead Colleges talking about exciting ideas relating to their fields of study:

Twitter: Hear about the latest developments at the International Programmes:

Student blog: A range of students talk about their studies and how they fit in with their lives:

LinkedIn group: Network with fellow students and graduates:

Google Plus: Keep up to date with news and events:

iTunes®: Find academic videos relating to specific programmes on iTunes.

Subscribe to our Student Newsletter:

http://www.londoninternational.ac.uk/youtube

http://londoninternational.ac.uk/blog

http://www.gplus.to/LondonU

http://www.londoninternational.ac.uk/newsletter


http://londoninternational.ac.uk/blog

http://www.londoninternational.ac.uk/linkedin

http://www.gplus.to/LondonU


http://londoninternational.ac.uk/twitter

http://www.careers.lon.ac.uk/facebook

http://www.londoninternational.ac.uk/youtube


Each programme has an individual Programme Specification and Regulations (PSR) document. This is available from the following link:

The PSR contains key information about your programme of study, such as:

• the structure and content of your programme

• the ways in which you can progress in your programme

• the ways in which you can transfer to other programmes

• any prerequisites for courses and information on courses that cannot be taken together

• assessment regulations

• syllabuses and course outlines

• information on courses that are being added or withdrawn from your programme

• marking information and classification guidelines.

Programmes are reviewed annually and changes are sometimes made to keep them up to date. These changes are reflected in the PSR and it is important that you are familiar with this document so that you are kept informed on any changes to your programme.

All students must comply with the Regulations for their respective programme, and also with the University of London Regulations:

If you have any questions about your Regulations, please contact the University (see page G.3). The University is not responsible for any consequences arising from students’ failure to comply with the Regulations.

Your Programme Specification and Regulations

In brief: • The Programme Specification

and Regulations are reviewed

annually.

• Any changes will be reflected in

the PSR.

• You should be familiar with

the content of the PSR for your

programme.

• If you have any questions about

the Regulations, please contact

the University.

http://www.londoninternational.ac.uk/regs

http://www.london.ac.uk/976.html

http://www.londoninternational.ac.uk/regs

http://www.london.ac.uk/976.html


Each qualification or award granted by the UniveEach qualification or award granted by the University is located at a specific level. You can find the level of your qualification or award in your Programme Specification. The level of the qualification or award of all International Programmes follows the Quality Assurance Agency’s Framework for Higher Education Qualifications (FHEQ) which has operated in England, Wales and Northern

Ireland since 2001. The purpose of the FHEQ is to describe the different ‘levels’ and summarise the types of skills and competences a person who has attained a qualification is expected to demonstrate.

If you would like to read more about the FHEQ, please visit the following website:

Qualifications Framework

http://www.qaa.ac.uk/Publications/InformationandGuidance/Documents/FHEQ08.pdf





FeesDuring your time as an International Programmes student you will be required to pay certain fees. A list of fees for your programme can be found on the International Programmes website. These fees have to be paid in full at the time that they fall due.

Each year all fees are reviewed and, in many cases, increased. In order to find out about the relevant fees for your programme, please go to the International Programmes website:

How to payWe recommend that you make use of the online payment facility to pay your fees by credit or debit card. If you are unable to use the online payment facility, we will accept one of the offline payment methods listed below:

• Western Union – Quick Pay (if Quick Pay is not selected the payment will not reach the University).

• Offline credit/debit card payment – cards recognised by Mastercard, Visa Group or Maestro/Electron.

• Sterling banker’s draft made payable to ‘University of London’, drawn on a bank based in the United Kingdom. Drafts must state the paying bank’s name and branch location.

• Sterling cheques made payable to ‘University of London’, crossed ‘A/c payee’, drawn on and payable at a bank based in the United Kingdom.

• Sterling international money orders/postal orders must be made payable to ‘University of London’.

All payments must be made in Great British Pounds (GBP) sterling.

Please quote your full name and SRN with any offline payment that you submit.

Further detailed information is available at:

You can also view your fee statements and see the status of any payments made to the University via the Student Portal:

RefundsAs a general rule, fees paid to the University are not refundable, but please refer to the PSR for your programme for full details.

Financial assistanceFinancial assistance is not available from the University. However, some employers in both the public and private sectors may be willing to consider offering financial assistance to their employees. Therefore, if you are employed, it may be worth discussing this with your employer.

Students who are resident in the

United Kingdom may be able to apply for part-time student funding (for undergraduate programmes only) or a Career Development Loan. Information can be obtained as follows:

Fees, refunds and financial assistance

http://www.londoninternational.ac.uk/fees

http://www.londoninternational.ac.uk/fees/payments/payment_methods_ug.pdf


http://my.londoninternational.ac.uk

http://www.londoninternational.ac.uk/fees




Part-time student funding Information Line: 0845 100 900 www.direct.gov.uk/en/educationandlearningCareer Development Loan

Information Line: 0800 100 900 www.direct.gov.uk/pcdl

Students with a disability/special needs

who are resident in the United Kingdom may also be able to apply for a Disabled Student Allowance (DSA). For a copy of the information leaflet, which answers most of the questions commonly asked about DSAs, please contact:

Disabled Student Allowance Information Line: 0845 300 5090 Minicom: 0845 604 4434 www.direct.gov.uk/en/DisabledPeople/EducationandTraining

The information leaflet is also available on audio tape, in large print or in Braille.

Students who are members of the

United Kingdom Armed Forces should note that the University of London has been approved by the Ministry of Defence in support of the Enhanced Learning Credits (ELC) Scheme (ELC Provider Reference Number 1284). The scheme provides financial support to eligible service personnel who wish to enhance their educational or vocational achievements. The ELC Administration Service website can be found at:

Students who are in prison in the United Kingdom may be able to get help with the cost of their studies from the Prisoners’ Education Trust. For further information contact:

Prisoners’ Education Trust Wardle House Riverside Drive Mitcham Surrey CR4 4BU Tel: 020 8648 7760 www.prisonerseducation.org.uk

Students who study overseas are advised to check the availability of loans and financial assistance schemes in the country in which they are studying.

In brief:

• A list of fees for your programme

can be found on the International

Programmes website.

• As a general rule, fees paid to the

University are not refundable.

• Financial assistance is not

available from the University

but often employers will provide

assistance.

• Certain students in the United

Kingdom may be eligible for

funding or financial assistance

schemes.

• If you study overseas you

are advised to check the

availability of funding and/or

financial assistance schemes

in the country in which you are

studying.schemes.

http://www.enhancedlearningcredits.co.uk

http://www.enhancedlearningcredits.co.uk


All of our programmes are designed to be completed anywhere in the world by independent study (with the exception of the five undergraduate Diplomas and one Access programme listed below). However, on many of our undergraduate courses – and some postgraduate courses – students often choose to attend classes at a local institution and can benefit from the support these organisations can offer.

The type of support provided varies between institutions. Most teaching institutions provide regular full-time and part-time classes or occasional revision sessions. Others may provide online or correspondence support. Institutions may also provide social and recreational facilities, libraries and other services that could benefit you during your time as an International Programmes student.

As mentioned above, attending an institution is not compulsory for most International Programmes. However, if you wish to register on any of the Diploma courses or the Access programme listed

below, you must attend a recognised institution that has been listed as offering that programme on the International Programmes’ directory of institutions:

• Diploma in Computing and Information Systems

• Diploma in Creative Computing

• Diploma in Economics

• Diploma in Law

• Diploma in Social Sciences

• Access programme for BSc in Business Administration.

If you are not taking one of the above programmes but are seeking additional support, we advise you to wait for confirmation from the University of London that you are eligible for the programme of your choice before enrolling at an institution and paying their tuition fees.

Please note, enrolment at a local institution is not the same as registering as an International Programmes student with the University of London.

Studying at an institution


Directory of institutionsMost students on International Programmes attend institutions for additional support in their learning, and are happy with the assistance they receive. If you decide to assist your studies by attending an institution we suggest you first check the International Programmes’ online directory of institutions:

The directory is provided as a guide only. It does not list all institutions offering support for International Programmes, but only those which have proved to the University of London that they meet a set of specific criteria on teaching, student support and facilities. These institutions are referred to as recognised centres.

Choosing an institutionRecognised centres are split into two categories: Affiliate Centres and Registered Centres. Affiliate Centres have proved to the University that they are able to offer a long-term commitment to developing high standards in respect of teaching, support and administration. Affiliate Centre status is the highest level of recognition the University can give an institution.

Registered centres also meet specific quality criteria and demonstrate standards of teaching, support and administration that are acceptable to the University of London for supporting International Programmes students to prepare for their examinations.

We aim to ensure that all International Programmes students who study at a recognised centre will experience good standards of teaching, support and administration. In order to assure students of these standards, International Programmes staff undertake regular exercises to monitor these institutions, including site visits and annual monitoring.

Checklist to use when choosing an institutionThe University of London International Programmes has a long track record of working with independent teaching institutions across the world. We recognise some institutions (Affiliate or Registered Centres) that offer study support to International Programmes students, as a guide to the standards of the teaching, support and administration that you will receive from them.

The Affiliate or Registered designations apply to specific programmes on named campuses. Although these designations should guide you in deciding which institution to attend, it is important that you check carefully that the institution suits your particular needs.

The following checklist will help you to decide on the institution that is right for you.

The teaching institution’s recognition status from the University of London

• Is the institution a recognised centre of the University of London International Programmes? Does it have Affiliate or Registered Centre status? See the directory of institutions to find those institutions which are recognised.

http://www.londoninternational.ac.uk/teachinginstitutions




• If the institution is not listed, it is possible that they are in discussions with the University of London International Programmes with a view to commencing our recognition process. However, we are not able to comment on such institutions. As such, we advise you to undertake your own research on them.

The institution’s local accreditation/recognition

• Is this institution registered with the relevant authorities, such as the ministry of education in your country?

The institution’s history

• How long has it been established? Be careful about institutions with little experience of teaching at undergraduate or postgraduate level.

• How long has it been teaching International Programmes students? Has it got a ‘track record’ of successful results in University of London examinations or examinations at a similar level of university study?

The institution’s fees, facilities and services

• Does its prospectus/website give details of the specific services and facilities it can offer you?

• How do its services and fees compare with other institutions in your area?

• Does the timing and frequency of classes suit you? Are there tutorials as well as lectures and what size are the tutorial groups?

• Does the institution offer teaching and learning support for all levels of the degree? Is this support limited to a range of courses?

• Ask to see the facilities, especially the library. Can you borrow books from the library or is it for reference only? If you already have your subject guides, check that there are copies of the essential and recommended texts. Is there room to study in the library and is it quiet?

Registration and enrolment

• Will there be a written contract between you and the institution when you enrol? If not, make sure you understand the terms and conditions that apply and your liability. Check how you pay fees – in one payment or in instalments? Is there a refund policy if you cease studying for any reason?

• Talk to students who are already enrolled and get their opinions.

We advise you not to enrol at an institution until you have an offer of registration from the University of London International Programmes. If you are eager to start your studies ask if the institution is able to charge you only for the tuition you have actually received if you are not successful in your application to study with the University.


Additional checks for online or correspondence institutions:

• If based in the United Kingdom, is the institution accredited by the Open and Distance Learning Quality Council or is it a member of the Association of British Correspondence Colleges?

• If the institution offers study materials as part of its tuition, do they go beyond the International Programmes subject guides in their content and coverage?

• If a tutor service is offered, what response time does the institution guarantee?

• Can you send in your assignments by email and can you ask to receive feedback the same way?

If you have further questions please check our FAQs in the first instance to see if the answers are there.

ComplaintsIf you have concerns or complaints about an institution that you are attending, you should first discuss these with the staff at your institution. In many situations you will be able to resolve your problems quickly and easily.

If you still feel, however, that your problem has not been sorted out, then you should follow the further stages in our Complaints Procedure. Additional information can be found on page G.33 and the full procedure can be found on our website at:



http://www.londoninternational.ac.uk/complaints




Internet and computer requirementsIn order to take advantage of the benefits of the Portal (see below) as well as to keep up to date with the news and information about your programme, you must have

regular access to a computer with an

internet connection.

The specifications that we recommend are listed below:

• a computer with internet access

• a web browser (the latest version of Firefox, Chrome or Internet Explorer)

• sufficient bandwidth to download documents of at least 2MB

• Javascript enabled

• cookies enabled

• Adobe Reader (latest version).

Some courses may have other specific computer requirements, for example, Flash player and audio. Please consult your study materials for further details.

Student PortalWhen you initially registered with us you were given a University of London username and password, which allow you to log in to the Student Portal and access all the resources it contains. The address of the Portal is:

The Portal gives you access to online resources that are relevant to your programme of study, including:

• your VLE

• your Online Library

• your student email account

• your user details

• other useful information.

Don’t forget, you can also use the discussion areas on the Portal to connect with other students and feel part of our student community. For information about your VLE and resources available through it, please refer to the Programme section.

If you have not received your username and password or require further assistance logging in, please go to the login FAQs at the bottom of the Portal homepage:

As with all websites, the higher the bandwidth of your internet connection, the smoother your experience of the Portal will be.

Student email account

All students are given a University of London email account which you can access through the Portal. There are many benefits to this, but primarily it:

• provides a safe and reliable communications channel

• speeds up communication between you and the University

• gives a sense of shared identity to all our students.

It is important that you check this email account regularly as we will use it to tell you about new developments and other important matters.

Online resources






Support

If you are having technical issues with the Portal, including difficulty accessing the study materials or logging in, please go to the login FAQs at the bottom of the Portal homepage:

We will try to respond to your query within two working days; however, this may take longer during busy periods and holidays.

Please note that the user support service

is for Portal queries only and should never be used for questions on how to set up your computer, how to use software, or to troubleshoot faults with your computer or Internet Service Provider.

New to computer technology?If computer technology is new to you, you may find it helpful to complete the European or International Computer Driving Licence (ECDL/ICDL) or an equivalent course. This will help to ensure that you are a confident PC user. You can find out more about the ECDL/ICDL at:


http://www.ecdl.org

http://www.ecdl.org



During your studies you will need access to a range of textbooks and periodicals that are not always available to buy, so it is strongly advised that you join, or have access to, a good library.

Senate House LibraryAs an International Programmes student you are entitled to use the University Library, which is based at Senate House in central London. There is a fee for this service. For more information about using the Library, please read the libraries list on our website:

Other librariesMany of our students use local or university libraries close to where they live. We provide details of libraries that offer facilities to International Programmes students on our website, in the list mentioned above. This information is updated annually and is correct at the time of publication. If you find a library that is not included or if you discover problems with any of the libraries listed, please let us know.

The Online LibraryThe Online Library has been developed for International Programmes students and can be accessed through the Portal. There is an individual homepage for each programme so that you can access relevant databases and journals. For more information please refer to the Programme section.

The Programme section of this handbook will tell you if you need to buy textbooks to supplement the study materials we send you. This is often, but not always, the case.

If you need to buy textbooks, a list of bookshops that International Programmes students have found useful can be found on our website at:

You should contact the bookshop directly in order to check whether they stock the particular book you require.

If you find a bookshop that is not included in our list, but has provided you with good service, we would be grateful if you could let us know. We can then contact the bookshop to ask if we can include them on our list next year.

Libraries Bookshops

http://www.londoninternational.ac.uk/bookslibraries







If you complete the online registration process you will receive an instant confirmation of registration message at the end of the task, which you can print off for your records and use to provide proof of your registration with the University of London. You will also receive a follow-up email to confirm that your registration has been completed. If you register offline and you require a Certificate of Registration, please contact the Registration and Learning Resources Office who will be happy to send you one (see page G.3 for contact details).

If any of your personal details change (for example, if you are moving home or you change your name or your email address) please tell us as far in advance as possible so that we can ensure that your student record is correct. You can do this online by logging into the Student Portal and using the ‘My Records’ link. Alternatively, you can write a letter or contact us through the online enquiry system (see page G.3). Please send any notification of a change to your details to the Registration and Learning Resources Office.

Confirmation of registration

Change of details


How to request your study materials and maintain your registrationWhen you first registered as an International Programmes student we sent you a package of introductory study materials, including this handbook. In each subsequent year of your studies, normally in September/October (depending on your programme) we will open the registration period and send you an alert by email reminding you to complete the continuing registration process online.

We do not open the continuing registration period until the examination results are available for your programme and the progression processes have been completed. This is so that we can make the right courses available for selection during the online registration process.

Registering online is the quickest and most efficient way to register and will ensure that you receive your study materials without delay. The online process allows you to:

• select courses and request your study materials

• pay fees

• complete your registration in one process

• receive confirmation of your registration instantly

• track your progress through the system

• register in the quickest and most efficient way.

It is very important that you register

while the registration period is open. If you do not complete the registration process and pay your fees before the end of this period, you will be deemed to be ‘inactive’. This means that you will not be sent any new materials or be permitted to enter for examinations. If you do not register in a particular year, you will be deemed to have ‘withdrawn’ and you will not be able to access any International Programmes services.

Please make sure, when completing the online registration process, that you indicate all the courses that you intend to study, even if you are continuing to study the same courses as in the previous year. This is important because you will only be offered the opportunity to enter examinations for courses that you have selected as part of the registration process. It also means that we can make sure that you have been sent the most up-to-date study materials for your course.

For new subjects, or where there has been a major revision to a subject guide, we aim to have the new guide available for the start of the academic year. Any guides that are not ready when we send your study materials will be listed as ‘to follow’ on your letter and will be sent to you as soon as they are ready.

We strongly encourage you to register online. However, if you have specific reasons for wishing to register offline, please contact the Registration and Learning Resources Office to discuss how to do this. Details of how to contact any department of the University are listed on page G.3.

Requesting your study materials and maintaining your registration


Tracking and receiving your study materialsThe majority of our study material packages are couriered and can therefore be tracked via our distribution agent’s website. To access this, please use the delivery tracker in the Student Portal. Alternatively, you can go to the website directly:

Select ‘SRN’ from the drop-down menu in the ‘Track Shipment’ box and then enter your SRN. Any packages currently on their way to you will be visible, as well as your past history of shipments.

Please always allow at least one month between completing your registration and contacting us to ask where your study materials are. This is to allow reasonable time for us to process your fee and study course selections, pick and pack your course materials and finally for the course materials to be delivered to you. It is also worth remembering that processing time can increase during very busy periods, such as September and October, so you may need to make an allowance for this.

Queries about your study materialsWhen you receive your study materials it is important to check the consignment note carefully. If you find that we have sent the wrong materials, or that any of the materials are missing, please contact the Registration and Learning Resources Office (see page G.3) as soon as possible and we will arrange for the correct materials to be sent to you.

In brief:

• We will send you an email alert

when the online registration

process opens for your

programme.

• In order to receive your study

materials, access services from

the International Programmes

and to be eligible to enter

for examinations, you must

complete the registration

process and pay the fees before

the deadline.

• As part of the registration

process you must indicate all

the courses that you intend to

study, even if you are continuing

to study the same courses as in

the previous year.

• You will only be offered

the opportunity to enter

examinations for those courses

that you have selected as part of

the registration process.

• Please allow one month

between completing the

registration process and

contacting us to ask where your

study materials are.

• If you have specific reasons

for wishing to register offline,

please contact the Registration

and Learning Resources Office.

http://www.gemworldwide.com

http://www.gemworldwide.com


The following information will guide you through the examination process, from making an examination entry through to receiving your results. Remember, you do not have to take examinations each year, but if you decide to sit them they are usually held in May/June.

New codesIn 2011–2012, new course/module codes were introduced throughout the International Programmes. This change did not affect the syllabus or content

of any of the courses/modules but was implemented as part of our commitment to develop and enhance the services that we offer you. When you register for a course/module or complete an examination entry form, you should use the new codes. You can find them listed in Appendices A and B of the PSR or at:

Making an examination entry for 2013Students must complete the initial/continuing registration task and pay all outstanding fees before making an examination entry.

During 2012–2013, the International Programmes will move towards a fully online examination entry process. Check the Portal/VLE and our website regularly to ensure that you are up to date with the most recent developments. In addition, advance examination timetables are usually posted online six months before the examination session.

You will receive an Admission Notice approximately three to four weeks before your first examination. The Admission Notice will confirm the dates and times of your examinations along with other important information such as your candidate number. You should contact the Student Assessment Office

Entering for examinations

http://www.londoninternational.ac.uk/new_codes

http://londoninternational.ac.uk/new_codes


immediately if you have not received your Admission Notice 10 days prior to your first examination (see page G.3 for details of how to contact us).

Examination CentresMaintaining a good relationship with your Examination Centre is a very important part of the examination process and will ensure that the process runs smoothly for you.

Firstly, you should contact one of the approved Examination Centres, which are listed online:

If you do not have access to the internet, please contact the Student Assessment Office (see page G.3).

We would advise you to do this in good time as your Examination Centre will need to countersign your examination entry form before you can send it to us. The deadline for the University to receive examination entries is 1 February. Your Examination Centre’s local deadline will therefore be before this date, so always make sure you have submitted your examination entry form in time.

The Examination Centre will charge you a fee to cover the costs of administration, invigilation and the return of your script(s) to the University by courier. This local fee should be paid directly to the Examination Centre where you sit your examinations and is in addition to the examination entry fee you pay to the University of London.

Examination Centres are all independent institutions responsible for conducting the examinations at a local level. Each Centre will individually set its own local deadline for receiving your examination entry form and will decide what local fee it will charge. It is important to note that the University has no influence over the exchange rate or the amount of the fee charged by the Examination Centres. This amount can vary significantly from country to country so please check with your Centre directly. During the examination session, all students will be examined by the same written paper examination, on the same date and at the same time. In certain circumstances, however, this may not be possible, so you should always check with the Examination Centre that you have the correct time and location of your examinations.

It is important that your Examination Centre can easily contact you, so always make sure that they (as well as the Student Assessment Office in London) have your up-to-date contact information, especially if you change your address. Always check the details of your examination (for example, location, time and date) with the Centre directly and if you are unable to attend, please let them know.

Students who have difficulty in making arrangements to take examinations at any of the listed Examination Centres, or who wish to take examinations in a country not listed, should write to the Student Assessment Office (see page G.3). You should note, however, that where an established Examination Centre exists you will be expected to use the facilities

http://www.londoninternational.ac.uk/exams

http://www.londoninternational.ac.uk/exams


provided by that Centre. The University is not able to establish an alternative Examination Centre in an area where one is already established.

HM Forces overseas and HM ShipsIf you are serving and want to take examinations where you are based, you should contact the Student Assessment Office (see page G.3).

Changing your addressIf you change your address after you have submitted your examination entry form, please let us know as soon as possible. You can contact us using the details on page G.3, or via the online address updating facility. If you are based overseas, you should also inform your Examination Centre.

Special examination arrangementsThe deadline for special examination arrangements is 1 February. You should write to the Inclusive Practice Manager as soon as possible to request any special examination arrangements that you may need and to submit any required medical documentation. This will allow us to make a decision about your request and to make any arrangements in good time for your examinations. For further information relating to our Inclusive Practice policy, please see page G.32.

The examination timetableThe examination session is held in May–June each year and you should keep this in mind when making plans such as booking holidays. We can only prepare the detailed examination timetable once all examination entry forms have been processed at the University; however, advance timetables for most programmes are available in early January. It must be noted that dates in the advance timetables are subject to change if, for example, we discover an examination clash. For the majority of papers the timetabling of examinations can only be confirmed in the first or second week of April.

Examination Admission NoticeWe will send you an Examination Admission Notice approximately three to four weeks before the examination session begins. This Notice provides important information relating to your examinations, including the examinations for which you are entered and the specified dates and times on which you will sit these examinations. If you do not wish to miss the opportunity to sit, it is vital that you make sure that you are able to take the examinations on the dates given on your Admission Notice. No adjustment can be made to the dates on this Notice for any reason.

The Admission Notice also includes an information sheet explaining examination conduct and the rules applying to your examinations. It is an important document and you should read it carefully when it arrives.


The Admission Notice must be taken into every examination to provide the invigilators with proof of your identity.

If you are sitting your examinations in the United Kingdom, your Admission Notice will be sent to you at your contact address approximately four weeks before the examination session commences. If you are entered to sit examinations outside the United Kingdom, your Admission Notice will be sent to your Examination Centre approximately four weeks before the examination period commences. You can then either collect the Notice from the Centre or they will forward it to you at your contact address.

If you have not received your Admission Notice 10 days before the start of your examinations you must immediately contact the Student Assessment Office (see page G.3 for contact details).

Sitting your examinationIf, once you have made an examination entry, you change your mind and decide you are not ready to sit your examination, you will not be penalised academically for doing so.

If you know in advance that you will be absent from any examination papers, you should inform the Student Assessment

Office. Please also inform your Examination Centre.

Mitigating circumstancesIf you think your examination performance was adversely affected by illness or other adequate cause, either during or directly before the examination session, then you must contact the Student Assessment Office straightaway (see page G.3)

and include a full medical report and/or other supporting documentation. This information must be submitted no more than three weeks after the date of your last examination so that it can be taken into account by the Examiners.

If you have difficulty obtaining your supporting evidence you should still write to the Student Assessment Office within the time specified above, but explain fully the reason why you cannot provide the supporting documentation at that time.

You should also say when you expect to forward this information to the University. The University can only consider your case if you provide us with appropriate supporting evidence.

Receiving your examination resultsResults are available initially online and you will be sent an email informing you when they are available. In addition, paper copies will be despatched to your main contact address later. It is important that you keep your contact address up to date (see page G.16). You should also make sure that you inform your Examination Centre of any change of address and contact details.

If you have not received a paper copy of your results by the beginning of September for the May examinations, you should contact the Student Assessment Office (see page G.3).

Please can we ask you to be patient and not contact us before that time. We will do all we can to get your examination results to you as quickly as possible.


Administrative recheck of examination resultsIf, when you receive your notification of result, you are concerned that an administrative error may have been made in the calculation of your result, you should contact us at:

Please be aware that you can only make a representation on administrative grounds. Rechecks cannot be considered on academic grounds, as each script is marked independently by two Examiners and the confirmed result is then determined by an Examination Board. The decision of that Board is final. Therefore, if you make a request for an administrative recheck, your script will not be re-examined or re-marked by the Examiners. A thorough administrative investigation will, however, be undertaken.

How to submit an administrative recheck request

There is a fee payable for each recheck to cover the administrative cost of the process. This fee is currently £50 for each paper or section that you wish to have checked; for example, if you have taken four papers and you think the results for three of these papers may be incorrect, a fee of £150 is payable. This fee will be refunded in the highly unlikely event that an error is found.

Please use the link in the Student Portal to request and pay for an administrative recheck:

Further questions?If, after reading this handbook and the PSR, you still have queries in connection with your examinations, please contact the Student Assessment Office who will be happy to help. Please see page G.3 for details of how to contact us.

In brief:

• The examination entry process

will move towards becoming

fully online in 2012–2013.

• Advance examination timetables

will be made available

approximately six months before

the examination session.

• You will receive your Admission

Notice approximately three

to four weeks before your

examinations.

• You should check the Portal/

VLE and website regularly for

information on developments.

• You will not be able to make

an examination entry until you

have completed the initial/

continuing registration task and

paid all related fees.

mailto:uolia.rechecks%40london.ac.uk?subject=

mailto: [email protected]



You may be able to apply for accreditation of prior learning (APL: also known as ‘credit transfer’ or ‘exemption’ at other institutions) if you have covered a similar syllabus to the same level as part of a previous qualification. To be eligible to apply for discretionary APL you must prove that you have already passed examinations that equate in level, content and standard to a particular foundation-level course(s) that forms part of your programme. If you are awarded APL you do not have to take that particular course as part of your programme.

You must make a formal application for APL by sending a letter of written application to the Admissions Office (see page G.3 for details of how to contact us). Most students do this at the time that they apply for the programme but, as a registered student, you may apply at any time provided that you have not already made an examination entry for that particular course. If you fail an examination you may not, at a later stage, apply for APL for that course.

All applications for discretionary APL will be considered individually and are awarded at the University’s discretion. An APL application fee will be charged to cover the processing of this request. This fee is non-refundable even if your APL application is unsuccessful.

All regulations relating to APL for your programme can be found in your PSR. Please always refer to this before you apply for APL, as some programmes will not accept APL applications or will only accept applications for particular courses. Furthermore, you should note that APL is usually only permitted for a set number of courses (depending on the programme).

Some programmes offer automatic APL to students who have already studied a particular course with a specified institution or professional body. This information is listed in the PSR. However, you must still complete an application for automatic APL.

Accreditation of prior learning

In brief:

• If you are awarded APL for a

particular course, you do not

have to take that course as part

of your programme.

• You will need to satisfy certain

criteria to be eligible to apply for

APL. These criteria are given in

your PSR.

• Not all programmes offer APL.

• You must make a formal

application for all APL.

• You must pay an application fee

for discretionary APL application

requests.

• The APL application fee is non-

refundable.


Transfers

Transferring to another International Programmes undergraduate programmeIf you would like to transfer to another undergraduate programme offered through the International Programmes you should firstly check the relevant prospectus (available on our website at www.londoninternational.ac.uk) to see if you satisfy the entrance requirements for that programme. If you meet the necessary entrance requirements you can apply to transfer.

Applications to transfer must be made in writing to the Registration and Learning Resources Office (see page G.3). When making an application you must give your full name, student number, correspondence address, the programme for which you are currently registered and the programme to which you wish to transfer.

Applications to transfer are considered on an individual basis. If your application is approved, in certain circumstances, you may be awarded credit(s) on the new programme on the basis of your studies on the old programme. However, the award of credit(s) is also considered individually and remains at the discretion of the University.

If you make an application to transfer after you have made an examination entry on your current programme, your transfer application will not be considered until after the publication of the result of your examination.

Transferring to an International Programmes postgraduate programmeIf you would like to apply for a Master’s degree, Postgraduate Diploma or Postgraduate Certificate through the International Programmes you will have to cancel your existing registration and submit a fresh application.

Transferring to another United Kingdom university at undergraduate levelYou may wish to apply for entry to another university in the United Kingdom or elsewhere. You need to check with the universities concerned whether this is possible as every university has its own conditions and procedures. We would advise you to start making enquiries at least a year before you wish to transfer. If you live overseas, the British Council is a good source of information about universities in the United Kingdom and how to apply to them, or you can contact the Admissions Office at the university


concerned. If you need confirmation of your results as part of the transfer process, please refer to page G.27.

How to apply to universities in the United KingdomApplications to United Kingdom universities must be made via the Universities’ and Colleges’ Admissions Service (UCAS). The UCAS contact details are:

UCAS, Rosehill, New Barn Lane,Cheltenham, Gloucestershire GL52 3LZ, United KingdomEmail: [email protected]: www.ucas.comTel: + 44 (0)871 468 0468

For consideration of a place from October in a particular year, the UCAS opening date for the receipt of applications is mid-September in the previous year and the deadline is usually 15 January of the year of study.

You should, however, check the website for confirmation of these dates and note that certain programmes may have alternative dates.

The British Council will have further information and application forms for UCAS.

Hints for UCAS applications

1. If you are applying for second year entry, ensure that this is clearly indicated on the UCAS form.

2. Personal statements are a vital part of the UCAS application. Not all universities invite applicants for interviews, so this is your opportunity to express yourself. Read through the

prospectus carefully and indicate how you satisfy the criteria/conditions that the University is looking for.

3. If you are studying with an institution, a senior academic should be responsible for writing your reference. The grades predicted for each subject should be clearly indicated on the UCAS form.


Successful completion of your studies represents a tremendous personal achievement that will have required hard work, commitment and dedication. When you graduate we will send you a certificate confirming the successful completion of your programme of study. You will also be invited to attend our graduation ceremony.

We will also automatically send you a Diploma supplement, which will include a transcript of your academic guidance record. You will find your Diploma supplement particularly useful to show to future employers and/or educational establishments. It describes the nature, level, content and status of the programme that you have studied and successfully completed.

Please note that due to the high volume of awards and transcripts that we process each year, students normally receive their Diploma supplements and transcripts

three to six months after the final Examination Board for their programme has met.

TranscriptsThe Transcripts Office is also able to provide former students with additional copies of transcripts, and can supply current students with transcripts detailing their studies to date. A fee is charged for this service. In order to request a transcript you will need to fill out an application form from the website:

Please note that your transcripts will show all attempts at examinations whether passed, failed or retired.

Official letters confirming your awardFor a fee, the Transcripts Office can also provide official letters which will confirm your award. These are generally acceptable as proof of your degree for employment and visa purposes. For more information please go to:

Replacement certificates and original Diploma supplementsIf you require a replacement certificate of your University of London degree, please send an email to [email protected] and state your name, qualification and year of graduation. A fee is charged for this service.

You should note that at certain times of the year, this office gets extremely busy and processing may take many weeks. You should therefore submit your application as early as possible.

Certificates, transcripts and Diploma supplements

http://www.londoninternational.ac.uk/transcripts





Each year, usually in March, a ceremony is held in London at which graduates from undergraduate degree and postgraduate programmes are presented to the Chancellor or Vice-Chancellor of the University of London or to the Dean of the International Programmes. Many International Programmes graduates from all over the world attend this formal ceremony, together with family or friends. The ceremony ends with a reception for graduates and their guests. This is an opportunity for them to meet staff of the International Programmes and the Lead Colleges in a more informal atmosphere.

Information about the graduation ceremony is sent to you with the notification of your results after successful completion of your degree or postgraduate programme. We recommend that you apply to attend as early as possible. Although spaces for graduates are unlimited, tickets for guests are allocated on a first come, first served basis, and there is always a high demand. If you are unable to attend the ceremony in the year following successful completion of your award, you would be most welcome, provided space is available, to attend in another year. For further information, please contact the Corporate Affairs Office (see page G.3).

The graduation ceremony


We are the largest higher education careers service in the country. We provide recruitment services to students and graduates from UCL, King’s College, Queen Mary, St. Mary’s University College, Goldsmiths, SOAS, Royal Holloway and specialist Colleges, as well as many other institutions in London and across the United Kingdom.

We organise a number of national recruitment exhibitions throughout the year, providing students and graduates with opportunities to meet and network with top recruiters and institutions. They can also get CV advice and information from our expert careers advisers and attend useful presentations and workshops.

Our comprehensive website provides access to a wide range of online careers resources. This includes a new, virtual careers information resource, vacancy and job opportunity listings and JobAlert – a free service that delivers job notifications to you based on your preferences.

Wherever you’re headed, we can support your career development needs.

Find out more at:

Find us on Facebook at:

C2 is a not-for-profit careers advice service for graduates and professionals at any stage of their career. C2 can inspire you not only to make a career change, it can also ensure that you make the right one – be it within the same sector, the same area of expertise or something completely different. This might involve some time with a consultant, attending a couple of workshops, or we might just recommend a helpful book to start you off.

We are part of The Careers Group, University of London and also run courses, seminars and recruitment and information fairs. As an International Programmes student you may be especially interested in C2’s online CV advice service which allows users anywhere in the world to gain valuable advice on their CV. C2 also offers advice on issues to do with occupations and careers, the United Kingdom graduate labour market and further study and training.

Find out more at:

The Careers Group, University of London

C2, a service from the Careers Group

Releasing Potential

http://www.careers.lon.ac.uk


http://www.c2careers.com

http://www.careers.lon.ac.uk


http://www.c2careers.com


Once you have graduated you will have the opportunity to join the University of London International Programmes Alumni Association. Being a member of this Association will not only enable you to contribute to the University of London community but will also allow you to have contact with other graduates across the world. Through the alumni events programme you will be given the opportunity to meet with University of London graduates who share professional and academic interests with you.

For more information on how the Alumni Association can assist you as a graduate, please contact the Alumni Office (see page G.3) or visit our website at:

How our alumni can help you as a studentThe Alumni Association has a number of Alumni Ambassadors who can help you while you are studying with the International Programmes. They can offer you advice on how to cope with your studies, based on their own experience.

There are a number of Alumni Ambassadors from a variety of courses all over the world – you are free to contact any of them. For their details please visit:

You can also hear first-hand from alumni and academics on our YouTube channel at:

University of London International Programmes Alumni Association

http://www.londoninternational.ac.uk/alumni


http://www.londoninternational.ac.uk/alumni/ambassadors


http://www.youtube.com/unioflondon



http://www.youtube.com/unioflondon


The University of London Union (ULU) is the students’ union for more than 120,000 students at the 19 colleges and three research institutes of the University of London.

As a student of the International Programmes, you can join ULU as an associate member at a cost of £20.00.

ULU runs over 40 student-led sports clubs and societies and an extensive intercollegiate league and cup programme in which 4,000 students compete each week. ULU also campaigns on behalf of students and offers a broad range of services and facilities including a live music venue, bars and cafés. To find out more

about what ULU has to offer, take a look at the ULU Guide which can be found through the homepage:

www.ulu.co.uk

If you would like to join, you can obtain a membership card from the main ULU building in Malet Street, very close to the International Programmes’ administrative offices at Stewart House. Alternatively, you can join by post. For further information about how to join, visit the associate membership page of the website at:

University of London Union

http://www.ulu.co.uk/content/621873/get_involved/membership




The University has an Inclusive Practice policy for International Programmes students with specific access requirements. This includes students with a disability or learning difficulty, students who are currently in prison and students who have legally imposed travel restrictions. A statement explaining this policy is given on the International Programmes website at:

As part of its policy, the University will make every reasonable effort to accommodate you if you have specific access requirements by:

1. making special examination arrangements

and/or

2. wherever possible, and where required as a result of a disability and/or specific accessibility issue, providing our study materials in an alternative format (e.g. large print) or another medium.

Please note that, although the University will make every effort to provide your materials in the format you have requested, we cannot guarantee that we will be able to do so. We may need to suggest an alternative format to that which you request.

Special examination arrangementsIf you are disabled and/or you have specific access requirements and you think you need special examination arrangements (such as particular aids or rest breaks), you should let us know as early as possible.

We strongly advise applicants with disabilities and/or specific access requirements to complete the relevant sections in their application form. If you have not disclosed such information in your application form and you wish to request special examination arrangements or materials in alternative formats, you will be able to request this when you complete any online enrolment process. As part of this process, you will have the opportunity to explain your circumstances. Medical or other evidence in support of your request will be required.

You are advised to contact the Inclusive Practice Manager to discuss your needs as early as possible (even before you register), as it may take additional time to agree examination arrangements and/or to prepare materials in alternative formats.

The University has a panel that considers applications for special examination arrangements. The aim of the panel is to ensure that a student with a disability and/or specific access requirements is not disadvantaged (or advantaged) when compared with other students.

Any information that you provide about your disability and/or specific access requirements will be treated as confidential; it will be made available only to staff working to support your needs.

Information for students with specific access requirements

http://www.londoninternational.ac.uk/sar

http://www.londoninternational.ac.uk/sar


The University of London International Programmes aims to provide the highest quality service to students at all times. Sometimes, however, things can go wrong and you may feel that you need to raise an issue with us. If possible, we would always prefer to resolve any concerns you have with a minimum of formality.

Therefore, the first stage of our procedure is to advise you to contact the International Programmes staff/departments that are directly involved, as in many cases it may be possible for issues to be resolved quickly and easily.

Advice on how to proceedIf problems do arise, you may want to speak to someone to clarify the procedure before submitting a formal complaint. The Student Advice Centre can explain the complaints procedure to you confidentially and make sure that you are familiar with, and are following the different stages of, the procedure. We advise all students to contact them before submitting a formal complaint. Please see page G.3 for details of how to contact all our departments.

If you still feel, however, that your problem has not been resolved, you should follow the further stages in our complaints procedure. This will ensure that your complaint will be directed to our Director of Corporate Performance and Quality who, acting on behalf of the Dean of the University of London International Programmes, will investigate the matter further.

The full procedure can be found on our website at:

If you wish to write to us, please contact:

Director of Corporate Performance

and Quality University of London International Programmes Stewart House 32 Russell Square London WC1B 5DN United Kingdom Email: A&[email protected]

Complaints procedure



The Student Charter aims to establish the standards of service to which we aspire. It also explains what we need from you to help us do that and to benefit more from your experience as a student. We believe that clear expectations can help to improve the quality of your study experience with us so the Student Charter lists what you can expect the University to do and also what will be expected of you as a student. The Student Charter is updated annually by considering any comments from students and is approved through the governance of the University of London International Academy:

Student Charter

http://www.londoninternational.ac.uk/student_charter



philosophy handbook interactive 2012 13

Documents

inclusive practice manager

virtual learning environment

specialist internet tutors

inclusive practice policy

student assessment office

learning resources office

international programmes student

online library team