PP2IDR: Ignorance, Doubt, and Relativism

Module code: PP2IDR

Module provider: Philosophy; School of Philosophy, Politics and Economics

Credits: 20

Level: Level 2 (Intermediate)

When you'll be taught: Semester 2

Module convenor: Dr Walter Veit, email: w.r.w.veit@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: Yes

Talis reading list: Yes

Last updated: 23 May 2024

Overview

Module aims and purpose

This module investigates knowledge – a concept that is at the same time essential and also deeply puzzling. It is something that we appeal to all the time in day-to-day life, and yet the task of trying to say what it is proves surprisingly difficult. This module draws upon the variety of approaches to knowledge that we find in contemporary epistemology. We focus not only on the project of attempting to say what knowledge is, but we also investigate its social role. In doing so, we will begin to ask not only what do we think knowledge is, but what do we want our theory of knowledge to do? And what special role does philosophy have in this task? Is philosophy alone in this task or does it work alongside related disciplines, such as psychology or linguistics?

We will cover a broad range of views on this course. We will learn about modal theories of knowledge, reliabilist theories, virtue theories, and contextualist theories. We will explore famous philosophical puzzles such as the Gettier problem, the problem(s) of scepticism, and the lottery problem. And we will draw upon famous works from the likes of Ernest Sosa, Alvin Goldman, David Lewis, Edward Craig, and Miranda Fricker.

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Analyse and evaluate some of the core arguments in contemporary epistemology, particularly related to the nature and the social role of knowledge
2. Describe the underlying methodology that guides epistemology inquiry
3. Identify how philosophical inquire can affect and be affected by related empirical disciplines, such as psychology and linguistics
4. Identify the ways in which epistemology as a core area in philosophy has ramifications on related areas (such as philosophy of mind and moral philosophy)
5. Research effectively, particularly with the use of journal articles and other texts in order to find contemporary research

Module content

Broadly, the module is split in to two halves, with the first half being focused on the nature of knowledge. There we consider whether a definition of knowledge can be given, and what it would look like. In the second half, we explore social epistemology. We consider how social factors affect how we ought to understand knowledge. Topics covered on the module will typically include: the Gettier problem; epistemic value; epistemic virtues; contextualism; the social role of knowledge; epistemic injustice; online epistemology.

Structure

Teaching and learning methods

The lectures are an opportunity for the lecturer to introduce a new topic for that week, with a brief overview of some of the key considerations and arguments that are relevant. Typically, lectures are punctuated by opportunities to ask questions, offer answers, and discuss some issue with colleagues. Seminars are an opportunity for further group work, discussion, and debate, usually centred around a few core activities. The seminars also provide further opportunity to more closely inspect the required reading for that week.  

Study hours

At least 30 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Students will receive presubmission feedback ahead of submitting each of their written assignments.

Students will regularly be able to ask questions on discussion boards

Students will be able to receive feedback on their essay plans.

Reassessment

Additional costs