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BA Third Year (Honours)

BA Third Year (Honours)

BA Honours Third Year(Semester-I)

BA (Honours) Third Year (Semester-I)

Phil 5201 (4) Issues in Indian Philosophy
Phil 5202 (4) Issues in Western Philosophy-I
Phil 5203 (4) Philosophy of Education-I
Phil 5204 (4) Topics in Buddhism-I
Phil 5205 (4) Ethics of Virtue-I (Plato)
Phil 5206 (4) Selected Philosophical Writings-I

Module No. : Phil 5201

Module Name : Issues in Indian Philosophy

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

The purpose of this subject is enable students to examine the synthetic ways of thinking of Eastern Philosophy. Students have to study characteristic of Indian Philosophy, stages and development of Indian Philosophy and a general survey of Indian Philosophical systems. In addition, students will study the problems of Reality, knowledge, causation and sources of Indian Ethics.
The frame of the course bases on the topics of;

The Problem of Reality in Indian Philosophy
– The Law of Kamma
The Problem of Knowledge in Indian Philosophy
– Means to The Ultimate Goal
The Problem of Causation
Metaphysical Background of Ethical Theories

COURSE DESCRIPTION

The main objectives of this course are

to notice that the aim of the Indian philosophy, except Charvaka school, is to be released from the imposition of endless lives,
to improve the understanding about the problems of Reality, Epistemology, Causation and Ethical theories in Indian Philosophy,
to provide opportunities for a comprehensive study and understanding of Indian Philosophical concepts through analysis of primary texts and commentaries,
to examine the notion of liberation is ethico-religious character in Indian culture,
to explore some keys concepts of Religious and Ethical terms such as Brahman, Ataman, Dharma, Karma, Moksha, Non-violence etc.

LEARNING OUTCOMES

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

understand how Indian philosophers view the problem of reality, knowledge, and causation in India philosophy,
interpret Indian traditions of thought and their conceptual foundations including perception, categories and methods,
distinguish and discuss the concept of karma in different ways with Jainism and Buddhism
display Ethics, Religion and Philosophy are mixed in Indian culture
assess complex philosophical argumentation, to develop a reasoned framework for their own worldview as well as enhance their composition skills.

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

compare the history of Western thought and Eastern thought
analyze the key concepts in Indian Philosophy,
judge Indian Philosophy is not simply a matter of logic or speculation, but is also concerned with religious practice in this life and life after death,
indicate Indian Philosophy is traditionally called Darshana implying thereby insight into the real nature of things,
discuss studying Eastern Philosophy is not, for someone brought up in the West, simply a matter of looking with detached interest at ideas that come from other culture.

REFERENCES

1. Bali, D. R. (1997). Introduction to Philosophy (Revised Edition). New Delhi: Sterling Publishers Private Limited.
2. Datta & Chatterjee. (1956). An Introduction to Indian Philosophy. Calcutta: University of Calcutta Press.
3. Hiriyana, M. (1949). The Essentials of Indian Philosophy. London: Unwin Brothers Ltd.
4. Hiriyanna, M. (1963). The Essentials of Indian Philosophy. Bombay: Blackie and Son Publishers Pvt. Ltd.
5. Radhakrishnan, Sir. (1982). History of Philosophy Eastern & Western. London: Allen & Unwin.

Module No. : Phil 5202

Module Name : Issues in Western Philosophy-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 presents the world views of philosophers from ancient to modern times. The philosophers will be chosen from a broad range of historical and cultural backgrounds. This course will also provide both an overview of Western Philosophy in some points as well as an exploration of some of the most important philosophical issues. Special attention is given to how ancient and modern thinkers understood the problem of reality, mind and metaphysics, the search for truth and the limits of human knowledge and reason. Primary emphasis is on the evaluation of these thinkers’ views.
The frame of the course bases on the topics of;
1. The Problem of Reality
1.1. The Pre-Socratic Materialists
1.2. Early Nonphysical Views of Reality
1.3. Plato’s Forms
1.4. Aristotle’s Metaphysics
2. Mind and Metaphysics
2.1. Rene Descartes
2.2. Baruch Spinoza
2.3. Gottfried Wilhelm Leibniz
3. Idealism
4. The Search for Truth
4.1. Rationalism and Empiricism
4.2. Skepticism

COURSE OBJECTIVES

The main objectives of this course are

to understand fundamental issues, including the problem of reality, the nature of mind and the search for truth,
to observe changes of intellectual outlook over time, and the effect of scientific, religious, cultural, and social concerns on the development of philosophical ideas,
to improve analytical and critical reading, writing and reasoning skills through an examination of the works of ancient and modern philosophers
to examine the wide diversity and historical background of philosophical positions,
to reconstruct a new perspective based on studying into issues of Western philosophy.

LEARNING OUTCOMES

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

comprehend and discuss some philosophical issues in the course
respond clearly, logically and critically to questions and discussion about some important philosophical issues relevant to the course
synthesize and reflect some important aspects of the contributions of Western philosophy
compare and contrast the core of a philosophical problems, issues, or question by referencing the inquiry to a system

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

demonstrate a basic understanding of issues in Western philosophy relevant to each of the topics of the course
share some insight into the origins, motivations, and evolution of these issues as well as their implications for contemporary thought
differentiate consistencies and inconsistencies of specific philosophical theories or worldviews
synthesize the different views of other scholars to draw the effective conclusion

REFERENCES

1. Jones, W.T. and Robert J. Fogelin. (1998) The Twentieth Century to Quine and Derrida (Third Edition). Harcourt Brace College Publishers.
2. Ridling, Zaine PhD. (2001). Philosophy Then and Now: A Look Back at 26 Centuries of Thought, Part I to IV. Access Foundation, (eBook).
3. Solomon, Robert C. (1998) The Big Questions (Fifth Edition). Harcourt Brace College Publishers.

Module No. : Phil 5203

Module Name : Philosophy of Education -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 at being an introduction to meaning, concepts, nature and function of education and some significant educational philosophers to provide a brief survey of philosophical disciplines, their methods, doctrines and leading ideas. This course is to arrive at a clear understanding of the concept of education and as a result be a better position to assess educational institutions and to determine what can be done to improve them in their function as educational institutions. In addition, the course will provide idealism and realism as a great concern for education.
– The frame of the course bases on the topics of;
1. Meaning of Philosophy of Education
2. The Concepts of Education
3. Values and Education
4. Ethics and Education
5. Eastern Philosophies and Education
6. Idealism and Education
7. Realism and Education

COURSE OBJECTIVES

The main objectives of this course are

to understand the meaning, concepts, nature and function of education
to improve understanding about the basic characteristics of concept, value, ethics in education
to learn how to apply realism and idealism so that student can face the real challenges of life
it challenges students to engage in critical thinking, to rethink assumptions and resist dogmatism or pat answers
to improve the sense of interdisciplinary approach through the 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

discuss the different significance of aim, methods, curriculum and critique in education
share their own ideas in line with educational philosophy
develop their critical skills and analytical skills
select which methods are suitable to do the effective study in this course
construct own assumptions to suitable system for the students in line with the 21st Century skills

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

distinguish the role of education and its development
reconstruct a new perspective to recommend the further studies about education
justify different ideas of eastern educational philosophy by their point of views
describe philosophy of education from different perspectives to the strength and weakness of each system
arrange their new approaches to study educational theories by laying emphasis on the philosophical point of view

REFERENCES

1. Gutek, Gerald L. (1997). Historical And Philosophical Foundations of Education A Biographical Introduction. New Jersey: Merrill, an important of Prentice Hall.
2. Hamm, Cornel M. (1989). Philosophical Issues in Education: An Introduction. New York: The Flamer Press.
3. Kneller, George F. (1986). Introduction To The Philosophy Of Education. New York: Macmillan Publishing Company.
4. Knowles, Richard T and Mc Learn, George. (1992). Psychological Foundations of Moral Education And Character Development: An Integrated Theory of Moral Development. Washington: Library of Congress Cataloging-in- Publication.
5. Mclean, George F. (1991). Chinese Foundations for Moral Education And Character Development. Washington: Library of Congress Cataloging-in-Publication.
6. Mujibul Hasan Siddiqui. (2016). Philosophical And Sociological Foundations Of Education. New Delhi: A P H Publishing Corporation.
7. Olson, Ivan (2000). The Arts and Critical Thinking in American Education. London: An Important of Greenwood Publishing Group, Inc.
8. Ozmon, Howard A. & Samuel M. Craver. (1986). Philosophical Foundations of Education. London: Merrill Publishing Company.
9. Sharma, Promila. (2013). Philosophy of Education. New Delhi: A P H Publishing Corporation.
10. Tubbs, Nigel. (2004). Philosophy’s Higher Education. New York: Kluwer Academic Publishers.

Module No. : 5204

Module Name : Topics in Buddhism-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 learn about different schools of Indian philosophy and how they are different and examine the known historical facts of the Buddha’s life. His teachings are introduced, including the Four Noble Truths, the Eightfold Path to Enlightenment, and the five Precepts. It focuses on the history of Buddhist philosophy in the 2500 years science its origin and the differences among the main branches into which Buddhism has evolved. This course provides students with the opportunity to understand explain and critique the broadest possible conceptions of human identity, diversity, and community, as well as how these conceptions should fit into our lives.
– The frame of the course bases on the topics of;
1. The Background of Buddhism
1.1. Upanisad Thinkers
1.2. 7th B.C. Astika and Nastika Thinkers
2. Life of the Buddha
2.1. Social Life in the time of Buddha
2.2. Renunciation, Enlightenment and Demise in Kasinagar
3. A Historical sketch of Buddhism
3.1. 45 Years of Buddha’s Mission
3.2. Basic Teachings of the Buddha

COURSE OBJECTIVES

The main objectives of this course are

to improve the understanding of the historical roots of early Buddhism
to make sure a good grasp of the fundamental of Buddhist philosophical thought
to consider the nature of Nirvana and Enlightenment, and the distinction between the two
to obtain the opportunity to survey the various ways Buddhism has obvious in different parts of the word during diverse time periods
to provide students with the necessary foundations to explore further the Buddhist world in the form of further academic courses or self-study.

LEARNING OUTCOMES

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

make known the principles of Buddhism and to encourage the study and practice of those principles,
propose a solid foundation of early Buddhist thought and the necessary tools for approaching the later Buddhist traditions,
analyze and synthesize the major forms of Buddhism, including Theravada and Mahayana Buddhism, important historical, philosophical and development of Buddhism
obtain the synthesis, decision-making, problem-solving, self-study, and communication skills by means of conducting the active tutorial and discussion class, group work for presentation and assignment.

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

describe the background history of Buddhism and Life of the Buddha,
understand the significant features of Buddhism and basic teaching of the Buddha,
share the knowledge that is some touchstone ideas in Buddhist philosophy to others clearly
practice ways of thinking in daily life as a permanent process of change,
compare and contrast Buddhism to other religious traditions with which they may be familiar, and be applied to any other subject that they wish to analyze

REFERENCES

1. Chatterjee, Satischandra. (1960). An Introduction to Indian Philosophy. Calcutta: Calcutta University Press.
2. Dasgupta, Surama. (1965). Development of Moral Philosophy in India. New York: Unbar Publishing Co.
3. Radhakrishnan, S. (1953). History of Philosophy: Eastern and Western, Vol. I. London: Unwin Brothers Ltd.
4. Radhakrishnan, S. (1957). A Source Book in Indian Philosophy. Princeton, NJ: Princeton University Press.
5. Theodore de Bary, William. (1959). Sources of Indian Tradition. New York: Columbia University Press

Module No. : Phil 5205

Module Name : Ethics of Virtue-I (Plato)

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

– The purpose of this course is to enable you to examine the synthetic ways of Plato’s Virtue Ethics. This course surveys the essential content of the philosophies of Plato and considers more briefly some of the earlier thinkers whose ideas set the context for their works. This course covers general study of Plato’s philosophy and his view on knowledge and virtue.
– The frame of the course bases on the topics of;
1. A General Study of Plato’s Philosophy
2. Plato’s View on Knowledge and Virtue
2.1. Plato’s conception of Knowledge
2.2. Plato’s Conception of Virtue

COURSE OBJECTIVES

The main objectives of this course are

to improve the understanding of the Plato’s theory of knowledge in detail,
to become familiar with ethical theories and their foundational principles and assumptions,
to achieve a direct views of Virtue Ethics and it serves as the cornerstone in Plato works, the key to understanding his philosophical world,
to engage in creative thinking and critical thinking skills through the group works in writing assignment or initiative discussion in the classroom

LEARNING OUTCOMES

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

know the dialogues fall into three main groups which correspond roughly to the three periods of Plato’s life
demonstrate Plato’s four cardinal virtues
distinguish four stages of the truth in the theory of knowledge
discuss a connection between virtue and happiness in Plato’s conception of the virtues
to synthesize the different views of other scholars to draw the effective conclusion

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

indicate a distinction between philosophic virtue and customary virtue
analyze the key concepts such as justice, wisdom, courage and temperance in Virtues Ethics
compare and contrast the central thesis of Socrates’ ethics is ‘knowledge is virtue’ and Plato’s ‘virtue is knowledge’
survey some ancient “eudaimonistic” versions of virtue ethics and explore some recent developments, investigate some key objections and criticisms, and examine some applied issues.

REFERENCES

1. Gonslaves, M. A. (1989). Right and Reason. Merrill Publishing Company.
2. Gould, J. A., (1989). Classic Philosophical Questions. Macmillan Publishing Company.
3. Hintz, H. W. (1959). Knowledge and Value. Harcourt, Brace & World Inc.
4. Solomon, H. W. (1996). A Handbook of Ethics. Harcourt, Brace & Company.
5. Thiroux, H. W. (1985). Philosophy: Theory and Practice. Macmillan Publishing Company.

Module No. : Phil 5206

Module Name : Selected Philosophical Writings-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 provide the main lines of thought from Western Philosophers’ original writings in epistemology. This course emphasizes on theory of knowledge subtracted from the original works of ancient to contemporary philosophers.
– The frame of the course bases on the topics of;
1. Truth and Knowledge
1.1. Plato: Truth as Extra-Sensible Reality
1.2. A.J. Ayer: Sense-Experience as the Standard of Truth
1.3. William James: The Pragmatist’s Approach to Truth
2. Theories of Knowledge
2.1. Rene Descartes: Rationalism
2.2. John Locke: Empiricism
2.3. George Berkeley: Epistemological Idealism
2.4. David Hume: The Empirical Grounds of Causal Reasoning
3. Mind and Matter
3.1. B.F. Skinner: Behaviorism
3.2. Jean-Paul Sartre: Existentialism

COURSE OBJECTIVES

The main objectives of this course are

to improve understanding about theory of truth, theory of knowledge, mind and matter in some of the Western philosophers’ original writings
to become familiar with epistemological terms in Western philosophy
to learn how to appreciate and interpret the role of truth and knowledge
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

summarize with clarity and evaluate with insight some of the arguments, problems, questions, or issues central to epistemology
identify the recent trends of the major intellectual controversial characteristics of the Western philosophical tradition
discuss the generic importance of intellectual curiosity in philosophical inquiries and other academic subjects
construct analogies and examples to illustrate major philosophical points
organize the research frame logically

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

discuss some western philosopher’s approach about the question of what is truth, theory of knowledge and mind and matter
distinguish the role of perception and conception
learn the different theories of justification and how they are different
indicate the complexity and dynamics of even basic epistemological issues
explain the origins of western philosophy, showing particular awareness of the thought of Plato and Aristotle
distinguish what truths are known with certainty, what are known with probability and possibility and what are impossible

REFERENCES

1. Cohen, Eilliot D. (2000). Philosophers at Work. Second Edition, Harcourt College Publisher.
2. Locke, John (Pringle-Pattison, A.S. trans.). (1947). An Essay concerning Human Understanding. New York: Oxford at the Clarendon Press.

BA (Honours) Third Year (Semester-II)

Core Courses

Phil 5207 (4) Issues in Chinese Philosophy
Phil 5208 (4) Issues in Western Philosophy-II
Phil 5209 (4) Philosophy of Education-II
Phil 5210 (4) Topics in Buddhism-II
Phil 5211 (4) Ethics of Virtue-II (Aristotle)
Phil 5212 (4) Selected Philosophical Writings-II

Module No. : Phil 5207

Module Name : Issues in Chinese Philosophy

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

– The purpose of this subject is enable students to examine the synthetic ways of thinking of Eastern Philosophy. Students have to study, in the second semester, characteristic of Chinese Philosophy, stages and development of Chinese Philosophy and a general survey of Chinese Philosophical systems. In addition, students will study bloom of new schools in Chinese Philosophy.
– The frame of the course bases on the topics of;
1. Metaphysical Background of Chinese Philosophy
2. Moral Problems in Chinese Philosophy
2.1. Problem of Human Nature in Confucianism
2.2. Problem of Human Nature in Neo-Confucianism
3. Problems of Human Nature in Chinese Philosophy
3.1. Problem of Human Nature in Taoism
3.2. Problem of Human Nature in Neo-Taoism
3.3. Problem of Human Nature in Maoism

COURSE OBJECTIVES

The main objectives of this course are

to achieve a direct views of metaphysical background of Chinese Philosophy
to improve the understanding about the problems of human nature in Chinese Philosophy schools
It can also challenge as any in the history of Western thought
It can examine the further teaching of Neo-Confucianism and Neo-Taoism in Chinese philosophy
It can explore some keys features of later Chinese Cosmology of Neo-Confucianism

LEARNING OUTCOMES

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

understand the ethical terms in Chinese philosophy
differentiate various views on human nature in Chinese Philosophy
describe Social, Political and Philosophy are mixed in Chinese culture
revise the theories of human nature that were developed by Chinese thinkers and the ways in which these theories structured political, religious, and philosophical views.

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

demonstrate their knowledge of problems of Chinese philosophy
examine the metaphysical background of Chinese philosophy
indicate the general characteristics of Chinese Philosophy
analyze the key concepts in Chinese Philosophy
enhance recognition and understanding of cultural differences between China and western societies and their roots in the Chinese intellectual heritage

REFERENCES

1. Chai, C. & W. Chai. (1982). The Stories of Chinese Philosophy. New York: Washington Square Press.
2. Chan, Wing-Tsit. (1963). A Source Book in Chinese Philosophy. Princeton: Princeton University Press.
3. Fung Yu- Lan. (1981). A Short History of Chinese Philosophy. New York: The Free Press.
4. Theodore de Bary, William. (1980). Sources of Chinese Tradition. New York: Columbia University Press.
5. Xu Yuanxiang. (2007). Confucius: A Philosopher for the Ages. Beijing: China International Press.

Module No. : Phil 5208

Module Name : Issues in Western Philosophy-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 understand issues in Western philosophy through the study of the philosophy of some Greek and modern philosophers. The frame of this course bases on the development of reading, writing, thinking, and speaking with studying on the major works of modern philosophies. In addition, it considers some of the most important problems in the theory of knowledge and morality and the good life from a selection of classical and contemporary viewpoints.
– The frame of the course bases on the topics of;
1. Philosophies of Process
2. Moore and the Revival of Realism
3. The Nature of Truth
4. Morality and The Good life

COURSE OBJECTIVES

The main objectives of this course are

to understand the nature of the issues in Western philosophy,
to learn thoughtfully but critically assess the arguments the students find in the philosophy of some philosophers,
to expand their ability of critical reasoning by studying those philosophers’ original writings,
to develops a sense of the value and limits of philosophy, a reflective attitude and sensitivity to the subtleties and complexities of philosophical judgments, and a life-long commitment to learning and inquiry,
to develop writing philosophical essays that have coherent theses and reasonable supporting arguments, and that include consideration of factors evaluating for and against different positions.

LEARNING OUTCOMES

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

understand epistemological and ethical issues from different perspectives and thus to understand that different people will define issues in different ways
state a view fully and carefully, give reasons for that view, and defend the view against common objections, as measured by the presentations and papers.
summarize and explain difficult ideas and concepts using language appropriate to their studied area
demonstrate the ability to do original philosophical research on some issues of epistemology and ethics
synthesize the different views of other scholars to draw the effective conclusion

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

describe knowledge of several philosophers and classical philosophical writings, and the arguments, principles, concepts, and issues contained the course,
analyze philosophical texts, particularly with respect to recognizing, expressing, and evaluating arguments
propose a new idea from philosophical point of view by using the knowledge of the course
obtain the basic skills of resolving those issues, such as critical thinking, analytical and synthesis, decision-making, problem-solving, self-study, and communication skills by means of conducting the active discussion class, group work for presentation and assignment.

REFERENCES

1. Jones, W.T. and Robert J. Fogelin. (1998). The Twentieth Century to Quine and Derrida (Third Edition). Harcourt Brace College Publishers.
2. Solomon, Robert C. (1998). The Big Questions (Fifth Edition). Harcourt Brace College Publishers.

Module No. : Phil 5209

Module Name : Philosophy of Education -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 provide students with an overview of the most important some significant western educational theories that have been put forward as extensions of, or alternatives. This course is to arrive at a clear understanding of the significant some educational philosophers who have suggested a responsible eclecticism in building a personal philosophy of education. In addition, the course will provide the theories of pragmatists, existentialists, marxists and reconstructionists who advocated an attitude toward change that encourages individuals to try to make life better than it was or is. Moreover, students will have a chance to study some skills which are demanded in 21st Century educational system such as ‘self-study’, ‘creative’, ‘cooperative’, and ‘critical’ can be cultivated students to be active learners by philosophy of education.
– The frame of the course bases on the topics of;
1. Pragmatism and Education
2. Existentialism, Phenomenology, and Education
3. Analytic Philosophy and Education
4. Reconstructionism and Education
5. Behaviourism and Education
6. Marxism and Education
7. Philosophy, the Theory and Practice of Education

COURSE OBJECTIVES

The main objectives of this course are

to evaluate systematic reflection upon general theories
to learn how to develop the knowledge, skills, or characters of students
to synthesis of educational facts with educational values
to provide a view of social transformation and promotes a view of purposeful human action to carry through on that transformation
it challenges students to engage in critical thinking, to rethink assumptions and resist dogmatism or pat answers
to improve the sense of interdisciplinary approach through the 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

apply their subject analytically and comprehensively
discuss the different significances of western educational theories in education
develop their critical skills and analytical skills
select which educational methods are suitable to do the effective study in this course
discuss philosophy of education from different perspectives to the strength and weakness of each system

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

differentiate the different concepts inherent in the western point of view, such as aim, methods, curriculum and critique of eastern philosophies in education
reproduce a new perspective to recommend the further studies about education
make their new trend to present new ideas
synthesize the different views to draw the effective conclusion
construct own assumptions to suitable system for the students in line with the 21st Century skills

REFERENCES

Module No. : 5210

Module Name : Topics in Buddhism-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 understand a broad view to schools of Buddhist thought, teachings, philosophical concepts and aesthetic evaluation of Buddhist Arts. It covers keys aspects of Theravada Buddhist thought and practice. This course will also provide an overview of Buddhism as it becomes increasingly influential in the modern world, including the areas of art, architecture, science, politics, and culture.
– The frame of the course bases on the topics of;
1. Schools of Buddhist Thought
2. Main Themes of Buddhist Teachings
2.1. The Doctrine of Two Extremes and 62 Brahmanic Views of Ancient India
2.2. The Doctrine of Middle Way
3. Philosophical Concepts in Buddha’s Teachings
4. Aesthetic Evaluation of Buddhist Arts

COURSE OBJECTIVES

The main objectives of this course are

to describe the schools of Buddhist thought, main themes, philosophical concepts and practice of Buddhism
to learn textual and architecture in the context of wider knowledge of Buddhism
to evaluate several issues in literature, history, doctrine and practice in Buddhism
to apply the practices and teachings of the Buddha from 2500 years ago, and how these are relevant today in order to work with mind and to show up more fully in daily life
to awaken, encourage or nourish in students a love of peace and truth for their own sake and a desire to live in a better world, free from suffering, now and in the future.

LEARNING OUTCOMES

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

describe what Buddhism and its teaching are and how to implement them into daily lives
demonstrate the different schools of Buddhism and how they are different
discuss the understanding about the complexity and dynamic of basic issues about way of life
construct artistic views based on Buddhist Arts
reproduce their ability of critical reasoning and thus be able to become reflective citizens of the twenty-first century multi-cultural society

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

indicate the Buddhist teaching and practices, allowing us to understand how these teachings shaped the ways people since ancient time and interacted with their world

analyze the meaning of life, the nature of the Law of Kamma and its Implications in Social life

evaluate aesthetic value of Buddhist Arts

obtain 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 by means of conducting the active tutorial and discussion class, group work for presentation and assignment.

REFERENCES

1. Chatterjee, S. (1960). An Introduction to Indian Philosophy. Calcutta: Calcutta University Press.
2. Dasgupta, Surama. (1965). Development of Moral Philosophy in India. New York: Unbar Publishing Co.
3. Radhakrishnan, S. (1953). History of Philosophy: Eastern and Western. Vol. I. London: Unwin Brothers.
4. Radhakrishnan, S. (1957). A Source Book in Indian Philosophy. Princeton, NJ: Princeton University Press.

Module No. : Phil 5211

Module Name : Ethics of Virtue-II (Aristotle)

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

– The purpose of this course is to provide the synthetic ways of Aristotle’s Virtue Ethics. It surveys the essential content of the philosophies of Aristotle and considers more briefly some of the earlier thinkers whose ideas set the context for their works. It examines the history of virtue ethics, one of the major traditions in ethical theory. Virtue ethics is a theory that emphasizes the goodness or badness of those who act, rather than the rightness or wrongness of particular actions. This course focuses on knowledge and virtue of Aristotle’s philosophy.
– The frame of the course bases on the topics of;
1. A General Study of Aristotle’s Philosophy
2. Aristotle’s View on Knowledge and Virtue
2.1. Aristotle’s Conception of Knowledge
2.2. Aristotle’s Conception of Virtue

COURSE OBJECTIVES

The main objectives of this course are

to understand the nature of virtue ethics and virtue theory
to achieve a direct views of Aristotle’s Nicomachean Ethics
to develop the evaluating about the Ethical concepts of Virtues and Vices
to explore good moral character bears an especially close relation to human happiness, or the ability to construct a meaningful human life.

LEARNING OUTCOMES

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

understand Aristotle’s knowledge and virtues broadly
distinguish virtue in particular and virtue in general
explain the virtues are at a middle ground between excess and deficiency
compare Aristotle’s own philosophical system, with a focus on the ways in which it is similar to and different from Plato’s,
integrate set of ideas about the fundamental nature of reality, man, knowledge, and value in Aristotle’s philosophy.

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

indicate what is virtues and vices in Aristotle’s virtues ethics
analyze the key concept of Aristotle’s Virtue Ethics
discuss the idea that virtue is primarily a matter of good upbringing and becomes second nature
trace the concept of virtue through several important Platonic dialogues before investigating the ethical system of Aristotle presented in his Nicomachean Ethics,
survey some ancient “eudaimonistic” versions of virtue ethics and explore some recent developments, investigate some key objections and criticisms, and examine some applied issues.

REFERENCES

1. Gonslaves, M. A. (1989). Right and Reason. Merrill Publishing Company.
2. Gould, J. A. (1989). Classic Philosophical Questions. New York: Macmillan Publishing Company.
3. Hintz, H. W. (1959). Knowledge and Value. Harcourt, Brace & World Inc.
4. Solomon, R. C. (1996). A Handbook of Ethics. Harcourt, Brace & Company.
5. Thiroux, J. P. (1985). Philosophy: Theory and Practice. New York: Macmillan Publishing Company.

Module No. : Phil 5212

Module Name : Selected Philosophical Writings-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 provide the main lines of thought from Western Philosophers’ original writings in ethics. In addition, the course will provide an orientation about the meanings of the good, the end, moral virtue, friendship and happiness in Aristotle’s original writings and the more understanding of the concept of moral values and rules from some of the Western Philosophers’ original writings.
– The frame of the course bases on the topics of;
1. Virtue Ethics (Aristotle)
1.1. The Nicomachean Ethics (Book I- The End)
1.2. The Nicomachean Ethics (Book II- Moral Virtue)
1.3. The Nicomachean Ethics (Book VIII- Why we need friendship)
1.4. The Nicomachean Ethics (Book X – Happiness)
2. Moral Sense Ethics
 David Hume- A Treatise of Human Nature
(Moral Distinctions Derived from a Moral Sense)
3. Naturalism and Anti-naturalism
3.1. G. E. Moore- Principia Ethica (Chapter I- The Subject Matter of Ethics)
3.2. John Dewey- Reconstruction in Philosophy (Reconstruction in Moral conception)
4. Ludwig Wittgenstein- A Lecture on Ethics
5. Existentialist Ethics
5.1. Sǿren Kierkegaard
5.2. Friedrich Nietzsche
5.3. Jean-Paul Sartre

COURSE OBJECTIVES

The main objectives of this course are

to improve the understanding about ethics in some of the Western philosophers’ selected writings
to become familiar with the terms of moral values in ethics
to learn how to appreciate and interpret the concept of ethics
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

describe the main lines of thought of selected philosophical writing
distinguish between our actions can be praiseworthy and blameworthy
reproduce on and evaluate ethical arguments from diverse sources in order to communicate effectively with others who might have a different opinion from one’s own,
discuss about our good life which is based on our rational faculties,
make the philosophical assumptions that are rooted in moral ideas and in philosophical works in order to define one’s moral responsibility in contemporary society.

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

think about our actions and decide rationally on the best course of action
employ theories of professional ethics and responsibility to evaluate choices, actions and consequences in professional life
compare and contrast the core of ethical problems, issues or questions by referencing the inquiry to some philosophers
explain moral virtues are not ends in themselves but a necessary preconditions for living a good life
initiate their new approaches to study successful life from philosophical point of view

REFERENCES

1. Hume, David. (1740). A Treatise of Human Nature. London: Wm. Collins Sons & Co, Ltd.
2. Johnson, Oliver A. (1999) Ethics (Selections from Classical and Contemporary Writers). Harcourt Brace College Publishers.
2. Warnock Mary. (1967). Existentialist Ethics. London: Macmillan.