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BA First Year (Honours)

BA First Year (Honours)

BA Honours First Year(Semester I)

Foundation Course

Eng 3001 (3) English

Core Courses

Phil 3201 (4) Western Aesthetics
Phil 3202 (4) Advanced Logic-I
Phil 3203 (4) Philosophy of History-I
Phil 3204 (4) Myanmar Culture and Myanmar Ways of Thinking-I

Elective Courses (for Philosophy Specialization)

Phil 3206 (3) Ethics-I (Theoretical Ethics)

Module No. : Phil 3201

Module Name : Western Aesthetics

TOTAL HOURS : (75) Hours

Lecture : (3) Hours per Week * (15) Weeks=(45) Hours
Tutorial/Discussion : (2) Hours per Week * (15) Weeks=(30) Hours

COURSE DESCRIPTION

– This course aims at begin the nature and scope of aesthetics, difference between art and aesthetics, general characteristics of aesthetics, different kinds of art criticism and the introduction to some aesthetic movements and some philosophers’ view on aesthetics of western traditions in classical period, in transitional period, and in modern period from the philosophical perspective. In addition, the course will provide an orientation about the notion of aesthetics and its applied values in not only in the sphere of art works, it can be found out or appreciate in daily life’s experience of the people through comparison between the Western aesthetic theories and those of the East.
– The frame of the course bases on the topics of;
1. The Nature of Aesthetics
1.1. The definition of Aesthetics
1.2. The history of Aesthetics
1.3. Art and Aesthetics
1.4. Aesthetics and Art Criticism
2. Different Kinds of Art Criticism
3. Art and Society (Western Theories)
4. A Critical Study of Western Aesthetics
4.1. The Classical Period
4.2. The Transitional Period
4.3. The Modern Period

COURSE OBJECTIVES

The main objectives of this course are

to improve the understanding about western aesthetics as a significant philosophical study as its applied value in daily life as well as professional
to become familiar with the aesthetic movements and aesthetic concepts in the western traditions
to learn how to appreciate and interpret the role of aesthetics in society or several areas from the multidisciplinary perspective
it is designed to help students to be upgraded their skills of discussion, argumentation and listening
it challenges students to engage in creative thinking and critical thinking skills through the group works in writing assignment or initiative discussion in the classroom
to improve the sense of self-study and pro-active thinking, classroom atmosphere will be put emphasis on presentation and assignment which necessarily linked with data collection from survey (literature or observation)

LEARNING OUTCOMES

– The generic learning outcomes
After this study, students will be able to

draw out meaning from given data or statements, generate and evaluate arguments and make their own judgement
study collaboratively with each other through group practices and competitions for getting effective communicative skill
synthesize the different views of other scholars to draw the effective conclusion and manipulate self-study skills
select what methods are suitable to do the effective study in this course and trace the former theories by using online or off line literature survey
organize the research frame logically and arrange good presentation with effective power point slides

– The specific learning outcomes
After this study, students will be able to

indicate the intimate relationship between art and morality, art and society and interpret the different theories of art and artistic movements in western traditions
judge what is authentic or inauthentic art by means of its genuine aesthetic value
utilize their knowledge of value judgment in their daily lives
reconstruct a new perspective to recommend the further studies about axiological studies
show their ideas with the suitable tools and devices which are needed to make presentation of the value theories in line with logical sequence with others.

REFERENCES

1. Aldrich, V. C. (1963). Philosophy of Art. Englewood Cliff: Prentice Hall, Inc.
2. Beardsley, M.E. (1966). Aesthetics from Classical Greece to the Present. New York: The Macmillan Company.
3. Commaraswamy, A. C. (1948). The Dance of Shivas. Calcutta, Asia Publishing House, Bombay.
4. Fisher, E. (1959). The Necessity of Art. London, Penguin Book Ltd.
5. Graham, Gordon. (2000). Philosophy of The Arts_An Introduction to Aesthetics_(2nd Edition). London & New York: Routledge.
6. Ridling, Zaine PhD. (2001). Philosophy Then and Now: A Look Back at 26 Centuries of Thought , Part III & IV. Access Foundation.
7. Stolnitz, J. (1981). Aesthetics and Philosophy of Art Criticism. New York, Houghton Mifflin Company.
8. နိုင်ဇော်။ (၂၀၁၀)။ အနုပညာ၏သရဖူကိုသွန်းလုပ်ခြင်း။ ရန်ကုန်၊ သီရိဝစ္ဆစာပေ။

Module No. : Phil 3202

Module Name : Advanced Logic-I

TOTAL HOURS : (75) Hours

Lecture : (3) Hours per Week * (15) Weeks=(45) Hours
Tutorial/Discussion : (2) Hours per Week * (15) Weeks=(30) Hours

COURSE DESCRIPTION

– This course assumes to familiar with symbolic logic, including the meanings of the logical constants, translation from English into logical language, truth tables and a deductive proof system. The special symbols of logic are much better adapted than ordinary language to the actual process of inferences. The use of special technical symbols can also make the nature of deductive inference clear. This course covers some basic rules, concepts and skills of logic. Students will learn how to identify deductive arguments; how to use truth-tables, Polish, Quine methods and formal proof to check deductive validity. These skills have lifelong benefits for improving one’s writing, thinking, critical assessment of ideas and personal autonomy.
– The frame of the course bases on the topics of;
1. A Brief History of Logic
2. Truth Functional Logic
2.1. Simple and Compound Statements
2.2. The Nature of Implication
2.3. Argument Forms and Truth Tables
2.4. Truth-value Analyses
2.5. Tautologies, Contradictions and Contingencies
2.6. Material Equivalences
2.7. Testing Implications and Equivalences by Quine’s Method
3. The method of deduction
3.1. Formal Proof of validity
3.2. Incompleteness of the Nineteen Rules
3.3. The Rules of Conditional Proof
3.4. The Rule of Indirect Proof
3.5. Proof of Tautologies
3.6. Proving Invalidity
3.7. Shorter Truth Table Technique (Reductio ad Absurdum Method)
3.8. The Strengthened Rule of Conditional Proof

COURSE OBJECTIVES

The main objectives of this course are

to know the meaning and definition of symbolic logic and its usefulness
to obtain the ability to identify validity and invalidity of an argument containing truth functionally compound statements by the some methods
to apply the principles for Formal Proof of Validity, Conditional Proof and Indirect Proof.
to realize that the proper use of logic is a reasonable way to solve problems
to help students cover the most recent developments in contemporary logic and learn modal and philosophical logics as well as alternative logical systems.

LEARNING OUTCOMES

– The generic learning outcomes
After this study, students will be able to

solve the linguistic difficulties in sciences by using technical and special symbolisms
improve the ability to think carefully and critically and writing skills which is essential for success in any field of work
discuss logical analyses of the relations of philosophical concepts in specific areas
develop self-study skills and critical thinking skill

– The specific learning outcomes
After this study, students will be able to

apply the principles of logic to ordinary language reasoning
realize that the proper use of logic is a reasonable way to solve problems
share the basic skills of 21st century higher education students such as critical thinking, analytical and synthesis, decision-making, problem-solving, self-study, and communication skills
reconstruct lifelong benefits for improving one’s writing, thinking, and critical assessment of ideas
challenge their own ideas and to develop self-understanding in the context of a diverse range of ideas which inform contemporary controversies and social conflict.

Module No. : Phil 3203

Module Name : Philosophy of History-I

TOTAL HOURS : (75) Hours

Lecture : (3) Hours per Week * (15) Weeks=(45) Hours
Tutorial/Discussion : (2) Hours per Week * (15) Weeks=(30) Hours

COURSE DESCRIPTION

– This course aims to introduce the nature of philosophy of history, the difference between the historical knowledge and scientific knowledge, the idealist account of explanation in history, the nature of the correspondence and coherence theory and its role in history, and nineteenth century historical theories from some philosophers’ point of view.
– The frame of the course bases on the topics of;
1. The Nature of Philosophy of History
2. A Philosophical Study of Historical Problems
3. A study of some nineteenth century historical theories
3.1. Kant’s conception of history
3.2. Herder’s conception of history

COURSE OBJECTIVES

The main objectives of this course are

to cultivate their knowledge of philosophical history
to become general understanding of the philosophy of history and a specific understanding of some portion of that history
to learn how to appreciate and interpret the role of philosophy of history from the multidisciplinary perspective
to help students to be upgraded their skills of discussion, argumentation and listening
it challenges students to engage in creative thinking and critical thinking skills through the group works in writing assignment or initiative discussion in the classroom
to improve the sense of self-study and pro-active thinking, classroom atmosphere will be put emphasis on presentation and assignment which necessarily linked with data collection from survey (literature or observation)

LEARNING OUTCOMES

– The generic learning outcomes
After this study, students will be able to

Understand philosophy of history, including knowing their nature, main ideas and theories
demonstrate the philosophical study of historical problems
discuss how several major philosophers have understood history and how they differently portray history
reflect critically on the adequacy of historians’ explanations both new perspective and those of others
improve team work and competitions for getting effective communicative skill by doing presentation

The specific learning outcomes

After this study, students will be able to

understand recent developments in the philosophy of history and speak knowledgeably about them.
indicate philosophical views or theory more than one perspective
share their knowledge and ideas to the others effectively
distinguish philosophical accounts of problem from other kinds of theoretical explanations
improve writing philosophical essays with reasonable arguments

REFERENCES

1. Carr, E. H. (1964). What is History. London: Cox and Warnan Ltd.
2. Collingwood, R. G. (1965). Essays in Philosophy of History. Texas: University of Texas Press.
3. Khaler, E. (1968). The Meaning of History (Meridian Book). New York: World Pub. Co.
4. Popper, K. R. (1969). The Poverty of Historicism, London: Routledge and Kegan Paul.
5. Walsh, W. H. (1967). An Introduction to Philosophy of History. London, Hutchinson University Library.

Module No. : Phil 3204

Module Name : Myanmar Culture and Myanmar Ways of Thinking-I

TOTAL HOURS : (75) Hours

Lecture : (3) Hours per Week * (15) Weeks=(45) Hours
Tutorial/Discussion : (2) Hours per Week * (15) Weeks=(30) Hours

COURSE DESCRIPTION

– This course aims to introduce salient features of Myanmar culture and philosophical thought. This course will provide an overview of Myanmar thought on reality, knowledge, and morality. In this course, some Myanmar proverbs and categories of dialectic method indicates a right way for the achievement of success in human’s thoughts and actions. In addition, Myanmar proverbs synthesize the opposites not to go the extremes and to have right actions in all deeds. The philosophical outlooks can be reduced from Myanmar proverbs.
– The frame of the course bases on the topics of;
1. Nature and Definition of Myanmar Culture
2. Nature of Myanmar Way of Thinking
3. Philosophical impact on Myanmar Traditional Festival
4. Myanmar Thought on Reality
5. Myanmar Thought on Knowledge
6. Myanmar Thought on Morality
7. Myanmar Proverbs and Categories of Dialectic Method

COURSE OBJECTIVES

The main objectives of this course are

to give Myanmar thought on reality, knowledge and morality
to learn Myanmar thought based on rich cultural traditions of Myanmar
to understand the concept of Mind, Matter in Myanmar traditional thought
to know the pairs of the categories of Dialectic Method in Myanmar proverbs

LEARNING OUTCOMES

– The generic learning outcomes
After this study, students will be able to

discuss salient features of Myanmar culture and philosophical thought
identify the nature and scope of Myanmar traditional thought
manipulate self-study skills, decision making skills, analytical skills and synthetic skills
make fair-minded or positive critique

– The specific learning outcomes
After this study, students will be able to

understand significant concepts in Myanmar traditional thought
apply the crucial role of dialectical method in studying Myanmar culture and ways of thinking
to propose new perspectives on Myanmar culture to make recommendation to other scholars in the same area of study
discuss their own ideas in line with logical sequence with others

REFERENCES

1. Burma Piṭaka Association. (1987). Digha Nikãya-Long Discourses of the Buddha. Tokyo: Bukkyo Dendo Kyokai (Buddhist Promoting Foundation) (Reproduced and co-distributed).
2. K. (2006). Myanmar Culture. Yangon: Today Publishing.
3. Khin Myo Chit. (1995). Colorful Myanmar. Yangon: Parami Sarpay.
4. Hla Pe, Dr. (1962). Myanmar Proverbs. London: John Murray.
5. Htin Aung, Dr. (1962). Folk Element in Myanmar Buddhism. London: Oxford University Press.
6. Ledi Sayadaw. (1965). Manual of Buddhism. Rangoon: Buddha Sasana Council.
7. Nakamura, Hajime. (1964). Ways of Thinking of Eastern People. Honolulu: East-West Center Press.
8. Shwe Zan Aung. (1956). Compendium of Philosophy. London: Luzac & Co Ltd.
9. Taw Sein Ko. (1913). Burmese Sketches. Rangoon: British Burma Press.
10. စန္ဒာဆွေ။(၁၉၇၇)။စကားပုံကပြောသောဒဿန။ရန်ကုန်၊စိန်ကြည်ပုံနှိပ်တိုက်။
11. သာသနာရေးဝန်ကြီးဌာန။(၁၉၉၇)။ပါထိကဝဂ်ပါဠိတော်-မြန်မာပြန်။ရန်ကုန်မြို့၊သာသနာရေးဝန်ကြီးဌာန၊ သာသနာရေးဦးစီးဌာန။

Module No. : Phil 3206 (Elective)

Module Name : Ethics-I (Theoretical Ethics)

TOTAL HOURS : (60) Hours

Lecture : (2) Hours per Week * (15) Weeks=(30) Hours
Tutorial/Discussion : (2) Hours per Week * (15) Weeks=(30) Hours

COURSE DESCRIPTION

– The chief aims of the course are to know the fundamental theory of ethics, the nature and scope of moral philosophy. And then how to define human conduct as good or bad and right and wrong from the ethical point of views. It can study why it is needed to relate an ethical theories and applied ethics in human daily life. Finally, ethics is a dynamic, evolving field of knowledge for applying, balancing, and modifying principles in light of new facts, new technology, new social attitudes and changing economic and political conditions.
– The frame of the course bases on the topics of;
1. The Nature and Scope of Ethics
2. The Fundamental Concepts of Ethical Problems
3. A General Study of Some Western Ethical Theories
4. A General Study of Some Eastern Ethical Theories
4.1. Indian Ethics
4.2. Chinese Ethics
4.3. Japanese Ethics

COURSE OBJECTIVES

The main objectives of this course are

to improve the understanding about ethics as a significant normative study and as its applied value in daily life and professional
to recognize ethics is a dynamic, evolving field of knowledge for applying, balancing, and modifying principles in light of new fact
to learn how to extent and interpret the role of ethics in society or several areas from the multidisciplinary perspectives
it challenges students to engage in creative thinking and critical thinking skills through the group works in writing assignment or initiative discussion in the classroom
to improve the sense of self-study and pro-active thinking, classroom atmosphere will be put emphasis on presentation and assignment which necessarily linked with data collection from survey (literature or observation)

LEARNING OUTCOMES

– The generic learning outcomes
After this study, students will be able to

know and define the basic principles or ideas of fundamental theory of Ethics
identify the results of unethical behaviors in the history of human beings
learn the various ethical theories in western and eastern tradition and compare their strength and weakness of these theories
select good moral guideline for daily life and make open minded

– The specific learning outcomes
After this study, students will be able to

indicate the relationship between ethics and morality
utilize the ethical norms and values for solving problems in daily life
identify ethical dilemmas and apply different theoretical approaches
critically assess the relationship between theory and practice in the formulation of values

REFERENCES

1. Fung Ya-Lan. (1948). A Short History of Chinese Philosophy. New York: The Macmillan Company.
2. Fung Yu-Lan. (1962). The Spirit of Chinese Philosophy. (Translated by Hughes). Boston: E. R. Beacon press.
3. Huxley, A. (Translated by Swami Prabhavamanda and Christopher Isherwood). (1954). Bhagava Gita. The new American Library.
4. Kaufman, Walter. (1975). Existentialism from Dosteusky to Sartre. New York: New American Library.
5. K. Piovesana S. J., Gino. (1997). Recent Japanese Philosophical Thought. Tokyo: Japanese Library.
6. Lillie, William. (1948). An Introduction of Ethics. New York: Methuen and Noble Inc.
7. Magill, Franh N. & Jan P Mcgreal. (1981). Masterpieces of World Philosophy. New York: Harper & Row, Publishers.
8. Melden, A.J. (1955). Ethical Theories. Prentice-hall Inc.
9. Robinson, Dave and Chris Garratt. (1999). Introducing Ethics. UK. Icon Books Ltd.
10. Ryusaku Tsunoda & Wm. Theodore de Bary. (1958). Sources of Japanese Tradition. New York: Columbia University Press.
11. Sharma, I.C. (1965). Ethical philosophies of India. New York: George Allen and Unwin.
12. Theodore de Bary, William. (edt.) (1958). Sources of Japanese Tradition. New York: Columbia University Press.
13. Theodore de Bary, William. (edt.) (1964). Source of Indian Tradition. New York: Columbia University Press.
14. Titus, H.H. (1966). Ethics for Today. New Delhi: Eurasia Publishing House.

BA Honours First Year(Semester II)

Foundation Course

Eng 3002 (3) English

Core Courses

Phil 3207 (4) Eastern Aesthetics
Phil 3208 (4) Advanced Logic-II
Phil 3209 (4) Philosophy of History-II
Phil 3210 (4) Myanmar Culture and Myanmar Ways of Thinking-II

Elective Courses (for Philosophy Specialization)

Phil 3212 (3) Ethics-II (Applied Ethics)

Module No. : Phil 3207

Module Name : Eastern Aesthetics

TOTAL HOURS : (75) Hours

Lecture : (3) Hours per Week * (15) Weeks=(45) Hours
Tutorial/Discussion : (2) Hours per Week * (15) Weeks=(30) Hours

COURSE DESCRIPTION

– This course aims at being an introduction to aesthetics of Eastern tradition such as Indian, Chinese, Japanese, and Myanmar art or aesthetic theories from the philosophical perspective. In addition, the course will provide an orientation about the notion of aesthetics and its applied values in not only in the sphere of art works, it can be found out or appreciate in daily life’s experience of the people through comparison between the Western aesthetic theories and those of the East.
– The frame of the course bases on the topics of;
1. A Study of Some Eastern Aesthetics
1.1. Indian Aesthetics
1.2. Chinese Aesthetics
1.3. Japanese Aesthetics
2. Myanmar Aesthetics
2.1. Introduction to Myanmar Aesthetics
2.2. Zayya’s View on Art
2.3. Zawgyi’s View on Art
2.4. Dagon Taryar’s View on Art
2.5. Letwae Minnyo’s View on Art
2.6. Min Thu Wun’s View on Art
2.7. Shwe Don B Aung’s View on Film
2.8. Director U Thu Kha’s View on Film and Art
2.9. Bagyi Aung Soe’s View on Art

COURSE OBJECTIVE

S
The main objectives of this course are

to improve the understanding about eastern aesthetics as a significant philosophical study as its applied value in daily life as well as professional.
to become familiar with the aesthetic concepts in the Eastern traditions
to learn how to appreciate and interpret the role of aesthetics in society or several areas from the multidisciplinary perspective
it is designed to help students to be upgraded their skills of discussion, argumentation and listening
it challenges students to engage in creative thinking and critical thinking skills through the group works in writing assignment or initiative discussion in the classroom
to improve the sense of self-study and pro-active thinking, classroom atmosphere will be put emphasis on presentation and assignment which necessarily linked with data collection from survey (literature or observation)

LEARNING OUTCOMES

– The generic learning outcomes
After this study, students will be able to

construct own assumptions and to make fair-minded or positive critique
practice for getting effective communicative skill with other people
choose the necessary and meaningful questions to ask other people in conducting their research or study and select what methods are suitable to do the effective study in this course
trace the former theories by using online or off line literature survey
organize the research frame logically and arrange good presentation with effective power point slides

– The specific learning outcomes
After this study, students will be able to

judge what is authentic or inauthentic art by means of its genuine aesthetic value and utilize their

knowledge of value judgment in their daily lives

reconstruct a new perspective to recommend the further studies about axiological studies
ask new questions with sense of curiosity whatever they experience the relation of art and morality in daily life and share their knowledge and ideas to the others who have interest on making proper value judgement
discuss their own ideas in line with logical sequence with others
show their ideas with the suitable tools and devices which are needed to make presentation of the value theories

REFERENCES

1. Aldrich, V. C. (1963). Philosophy of Art. Prentice Hall, Inc., Englewood.
2. Commaraswamy, A. C. (1948). The Dance of Shivas. Bombay, Calcutta: Asia Publishing House.
3. Graham , Gordon. (2000). Philosophy of The Arts_An Introduction to Aesthetics_(2nd Edition). London & New York: Routledge.
4. Lin Yutang. (1969). The Chinese Theory of Art. London, England: Panther Book.
5. Stanley-Baker, Joan. (1988) Japanese Art, London: Thames and Hudson Ltd.
6. Stolnitz, J. (1981) Aesthetics and Philosophy of Art Criticism. U. S. A: Houghton Mifflin Company.
7. Suzuki, D.T. (1959). Zen and Japanese Culture. Princeton: Princeton University Press.
8. Theodore de Bary, William. (edt.). (1958). The Sources of Japanese Tradition. Vol.1, New York and London: Columbia University Press.
9. Theodore de Bary, William. (edt.). (1980). Sources of Chinese Tradition. New York: Columbia University Press.
10. Ueda Makoto. (1967). Literary and Art Theories in Japan. Cleveland: Press of Western Reserve University.
11. Xu Yuanxiang. (2007). Lao Tzu: The Eternal Tao Te Ching. Beijing: China International Press.
12. Zaw Lynn . (2002). “Contemporary Myanmar Painting as Art in Its Second Function”, Research Journal of the Arts and Science Vol. I: Arts & Humanities. Yangon: University Press.

Module No. : Phil 3208

Module Name : Advanced Logic-II

TOTAL HOURS : (75) Hours

Lecture : (3) Hours per Week * (15) Weeks=(45) Hours
Tutorial/Discussion : (2) Hours per Week * (15) Weeks=(30) Hours

COURSE DESCRIPTION

– This course can be applied to establish the validity or invalidity of the arguments whose components are the truth-functionally compound statements cannot be applied to the arguments whose components are not compounds. The special symbols of logic are much better adapted than ordinary language to the actual process of inferences. The use of special technical symbols can also make the nature of deductive inference clear. The arguments are symbolized and proved by using nineteen Rules of inference, the strengthened Rule of Conditional Proof, four Quantification Rules and Quantifier Negation.
– The frame of the course bases on the topics of;
1. Quantification Theory
2. Extended Theory of Quantification
3. Theory of Relations
4. Two types of deductive systems
4.1. Propositional calculus
4.2. Class calculus
5. Boolean Expansion

COURSE OBJECTIVES

The main objectives of this course are

to know the validity of the arguments involving quantifiers using the four quantification rules, UG, UI, EG and EI
to obtain the ability to identify validity and invalidity of an argument containing truth functionally compound statements by some methods
to apply the symbolize relational propositions in terms of propositional functions
to identity definite description and prove the validity of arguments involving identity symbols
to be able to decide the validity or invalidity of arguments by using the method of transforming into two Boolean Expansions

LEARNING OUTCOMES

– The generic learning outcomes
After this study, students will be able to

solve the linguistic difficulties in sciences by using technical and special symbolisms
improve the ability to think carefully and critically and writing skills which is essential for success in any field of work
manipulate self-study skill, critical thinking skill and problem solving skill
formulate more definite results by using quantification theories

– The specific learning outcomes
After this study, students will be able to

judge the principles of logic to ordinary language reasoning
decide the validity or invalidity of arguments and solve the problems in reasonable way
share the basic skills of 21st century higher education students such as critical thinking, analytical and synthesis, decision-making, problem-solving, self-study, and communication skills
reconstruct lifelong benefits for improving one’s writing, thinking, and critical assessment of ideas

REFERENCES

1. Bernnan, J. G. A Handbook of Logic. New York: Harper & Row.
2. Copi, I. M. Symbolic Logic (Fifth Edition). London: The Macmillan Company,
3. Faris, J. A. (1964). Quantification Theories. London: Routledge & Kegan Paul.
4. Kar, K. N. and U Hla Bu., (1963). A Text Book of Modern Formal Logic (Third Edition). Yangon: Rangon University Press.
5. Layman, C. Stephen. (2005). The Power of Logic. New York: Mc Graw Hill Co, Inc.
6. Quine, W. V. O. (1962). Method of Logic (Second Edition). London: Routledge & Kegan Paul.
7. Purtill, R. L. (1971). Logic for Philosophers, New York: Harper & Row.

Module No. : Phil 3209

Module Name : Philosophy of History-II

TOTAL HOURS : (75) Hours

Lecture : (3) Hours per Week * (15) Weeks=(45) Hours
Tutorial/Discussion : (2) Hours per Week * (15) Weeks=(30) Hours

COURSE DESCRIPTION

– This course aims to introduce philosophy of history and examine the theoretical foundations of the practice, application, and social consequences of history with special reference to some nineteenth and twentieth century philosophers.
– The frame of the course bases on the topics of;
1. A Study of Some Nineteenth Century Historical Theories
1.1. Georg Wilhelm Friedrich Hegel
1.2. Karl Marx
2. A Study of Some Twentieth Century Philosophy of History
2.1. Leo Tolstoy
2.2. Oswald Spengler
2.3. Arnold Joseph Toynbee
2.4. E. H. Carr
3. Wave Theory of Alvin Toffler

COURSE OBJECTIVES

The main objectives of this course are

to explain the meaning of philosophy of history broadly
to become familiar with the famous philosophers’ view of philosophy of history especially from some nineteenth and twentieth century
to learn how to appreciate and interpret the role of philosophy of history from the multidisciplinary perspective
it challenges students to engage in creative thinking and critical thinking skills through the group works in writing assignment or initiative discussion in the classroom
to improve the sense of self-study and pro-active thinking, classroom atmosphere will be put emphasis on presentation and assignment which necessarily linked with data collection from survey (literature or observation)

LEARNING OUTCOMES

– The generic learning outcomes

understand some philosophers’ views on history in the nineteenth and twentieth centuries from the philosophical perspective
identify the significance of key ideas and issues, period and people, events and movements in the world history
discuss the basic features of nineteenth and twentieth centuries historical theories
develop critical thinking skill and analytical skills
do team work and competitions for getting effective communicative skill select what methods are suitable to do the effective study in this course

– The specific learning outcomes
After this study, students will be able to

describe the opinions on history of some significant philosophers such as Hegel, Marx, Tolstoy, Spengler, Toynbee and Toffler.
summarize the different ideas and concepts of the significant philosophers
indicate philosophical views or theories more than one perspective
distinguish philosophical accounts of problem from other kinds of theoretical explanations

REFERENCES

1. Atkinson, R. F. (1978). Knowledge and Explanation in History. New York: Macmillan Education Ltd.
2. Carr, E. H. (1964). What is History. Cox and Warnan Ltd.
3. Collingwood, R. G. (1965). Essays in Philosophy of History. Texas: University of Texas Press.
4. Hegel, G. W. F. (1956). The Philosophy of History. New York: Dover Publications, INC.
5. Khaler, E. (1968). The Meaning of History. Meridian Book.
6. Popper, K. R. (1969). The Poverty of Historicism. London: Routledge and Kegan Paul.
7. Walsh, W. H. (1958). An Introduction to Philosophy of History. London: Hutchinson University Library.
8. Toffler, Alvin. (1982). The Third Wave. New York: Bantan Books.
9. Tolstoy, L. (1970). War and Peace. New York: Macmillan Lid.

Module No. : Phil 3210

Module Name : Myanmar Culture and Myanmar Ways of Thinking-II

TOTAL HOURS : (75) Hours

Lecture : (3) Hours per Week * (15) Weeks=(45) Hours
Tutorial/Discussion : (2) Hours per Week * (15) Weeks=(30) Hours

COURSE DESCRIPTION

– This course aims to introduce Myanmar view on the causal relation with reference to some Myanmar scholars. It can also be studied humanism in Myanmar literature, Myanmar philosophical view on history and Myanmar cultural traditions. In addition, this course highlights logical reasoning and aesthetic value of Myanmar literature especially in Myanmar riddles and poems. More specifically, this course examines the ethics, logic, and aesthetic value of Myanmar cultural heritage.
– The frame of the course bases on the topics of;
1. Myanmar View on Cause and Effect
2. Humanism in Myanmar Literature
3. Myanmar Philosophical View on History
4. Filial piety in Myanmar Tradition
5. Logical Reasoning in Myanmar Riddles
6. The Role of Myanmar Poems in Environmental Aesthetics

COURSE OBJECTIVES

The main objectives of this course are

to understand the concept of Myanmar view on causal relation
to become familiar with Myanmar philosophical view on history
to know the concept of filial Piety in Myanmar and understand the essence of Buddha teaching
to learn how to appreciate Myanmar poems are significant in the environmental conservation

LEARNING OUTCOMES

– The generic learning outcomes
After this study, students will be able to

understand the concepts of the natural law and social Law in Myanmar Ways of thinking
illustrate the definition of Human Nature and the relation between Man and Nature
point out the concept of filial piety in Myanmar that has been widely influenced by Buddhism
improve analysis in studying Myanmar riddles and pomes
manipulate self-study skills and make fair-minded or positive critique

– The specific learning outcomes
After this study, students will be able to

identify Myanmar traditional thought accepts the reality of the concept of law
indicate that the most of Myanmar obey the duty and keep up the obligations of the duty
apply the argument form of Myanmar Sagahta that is nearly similar with informal logic to improve logical thinking and reasoning skills.
formulate their new perspective to present new ideas in environmental conservation

REFERENCES

1. Ba Han, Dr. (edt.). (1964). Shin Uttamagyaw’s Tawla and Letwethondara’s Radus. Rangoon: The Hanthawaddy Press. (In Burmese by U Thein Han and U Wun)
2. Burma Piṭaka Association. (1987). Digha Nikãya-Long Discourses of the Buddha. Tokyo: Bukkyo Dendo Kyokai (Buddhist Promoting Foundation) (Reproduced and co-distributed).
3. Carlson, A. (2000). Aesthetics and the Environment: The Appreciation of Nature, Art and Architecture. London: Routledge.
4. Goodman, Nelson (1976): Languages of Art, Indianapolis, IN: Hackett.
5. Hla Pe. (1985). “Riddles” (Part E- On Life), BURMA: Literature, Historiography, Scholarship, Language, Life, and Buddhism. Presented to a Seminar at the School of Oriental and African Studies (University of London). Singapore: Institute of South East Asian Studies. ISBN 9971-988 003.
6. Htin Aung, Dr. (1962) Folk Element in Myanmar Buddhism. London: Oxford University Press.
7. K. (2006). Myanmar Culture. Yangon: Today Publishing.
8. Khin Myo Chit. (1995). Colorful Myanmar. Yangon: Parami Sarpay.
9. Kyi Kyi Hla, Daw. (2004). A Myanmar Tapestry (A Collection of Articles on Myanmar): Yangon: Taw Win Publishing House.
10. Kyi Kyi Hla, Daw. (2010). The Ethics of Environmental Conservation. Yangon: Publication Committee, The Myanmar Academy of Arts and Science.
11. Ledi Sayadaw. (1965). Manual of Buddhism, Rangoon: Buddha Sasana Council.
12. Shwe Zan Aung. (1956). Compendium of Philosophy. London: Luzac& Co Ltd.
13. Taw Sein Ko. (1913). Burmese Sketches. Rangoon: British Burma Press.

Module No. : Phil 3212 (Elective)

Module Name : Ethics-II (Applied Ethics)

TOTAL HOURS : (60) Hours

Lecture : (2) Hours per Week * (15) Weeks=(30) Hours
Tutorial/Discussion : (2) Hours per Week * (15) Weeks=(30) Hours

COURSE DESCRIPTION

– The chief aims of the course are to know the fundamental theory of ethics, the nature and scope of moral philosophy. And then how to define human conduct as good or bad and right and wrong from the ethical point of views. It can be studied why it is needed to relate an ethical theories and applied ethics in human daily life. Finally, ethics is a dynamic, evolving field of knowledge for applying, balancing, and modifying principles in light of new facts, new technology, new social attitudes and changing economic and political conditions.
– The frame of the course bases on the topics of;
1. Introduction
2. Contemporary Ethical Issues
3. Current Ethical Issues in Myanmar
4. Guidelines Provided by the Cognitive Beliefs and Moral Values of Myanmar Theravada Buddhist Culture for Resolving Ethical Conflicts and Issues
4.1. The Brahma Vihara Dhamma As A Moral Norm
4.2. The Mangala Sutta as an Ethical Principle
4.3. The Law of Kamma as an Ethical Principle

COURSE OBJECTIVES

The main objectives of this course are

to improve the understanding about ethics as a significant comparative study and as its applied value in daily life and professional
to recognize ethics is a dynamic, evolving field of knowledge for applying, balancing, and modifying principles in light of new fact
to learn how to extent and interpret the role of ethics in society or several areas from the multidisciplinary perspective
it challenges students to engage in creative thinking and critical thinking skills through the group works in writing assignment or initiative discussion in the classroom
to improve the sense of self-study and pro-active thinking, classroom atmosphere will be put emphasis on presentation and assignment which necessarily linked with data collection from survey (literature or observation)

LEARNING OUTCOMES

The generic learning outcomes
After this study, students will be able to

know and characterize the role of ethics in general
select good moral guidelines for life and make open minded
identify the results of unethical behavior in every professional career
apply ethical norms and values to solve ethical issues in social, political, economic, medical and ICT.
point out the role of applied ethics for resolving ethical conflicts in Myanmar

– The specific learning outcomes
After this study, students will be able to

indicate the applied ethics is the application of general ethical theories to moral problems with the objective of solving the problems
resolve moral problems, ethical conflicts and global crisis
utilize their ethical knowledge of value judgment in their daily lives
initiate new approach to study current ethical issues by laying emphasis on ethical point of view

REFERENCES

1. Engel, J. Ronald & Joan Gibb Engle (edited). (1993). Ethics of Environment and Development. Tucson & London: The University of Arizona Press.
2. Kar, K. N. (1950). Ethics. Rangon: Sarpay Beikman Press.
3. Kyi Kyi Hla, Daw. (2010). The Ethics of Environmental Conservation. Yangon: Myanmar Academy of Arts and Science.
4. Gonsalves, Milton A. (1989). Right and Reason. London: The Macmillan Co.
5. Sīlānandābhivamsa, U. (2000). Paritta Pāli & Protective Verses. Yangon: International Theravāda Buddhist Missionary University.
6. Thiroux, Jacques P. (1980). Ethics: Theory and Practice. New York: Macmillan Publishing.
7. UNESCO. (2004). Ethics in Asia-Pacific. Bangkok: UNESCO.