8/12/2019 Greats Course Guide 201314

1/22

Course Guide

PHIL08016:Greats: From Plato to the Enlightenment

2013/14

Course Organiser:Dr. Dave Ward (Dave.Ward@ed.ac.uk)

Course Secretary:

Miss Sarah Nicol (sarah.nicol@ed.ac.uk)

1. Course Aims and Objectives2. Intended Learning Outcomes3. Lecture Times and Locations4. Lecture Content5. Readings6. Tutorials7. Assessment

8. Learn9. Useful Information10. Common Marking Scheme11. Essay Questions, Past Papers and Sample Degree Exam paper12. Careers Service 2013/1413. PPLS Undergraduate Student Handbook14. Feedback

Department of PhilosophySchool of Philosophy, Psychology and Language Sciences

University of Edinburgh

mailto:Dave.Ward@ed.ac.ukmailto:Dave.Ward@ed.ac.ukmailto:Dave.Ward@ed.ac.ukmailto:sarah.nicol@ed.ac.ukmailto:sarah.nicol@ed.ac.ukmailto:sarah.nicol@ed.ac.ukmailto:sarah.nicol@ed.ac.ukmailto:Dave.Ward@ed.ac.uk

8/12/2019 Greats Course Guide 201314

2/22Page | 2

1. Course Objectives

The course is an introduction to philosophy through the work of four great philosophersand some of their key texts. The objectives are:

To introduce the main topics and problems of philosophy with some emphasis onepistemology and metaphysics in a form suitable for students who have little or noprior experience of philosophy. However, some attention will also be paid to keyissues in (e.g.) ethics, philosophy of religion and philosophy of science, but againwithout any prior knowledge of philosophy being assumed.

This year, the philosophers covered will be Plato, Aristotle, Descartes and Berkeleywith students being invited to study in detail at least one representative work fromeach philosopher. Thus, students taking this course this year will be introduced tothe works of two great ancient philosophers and two great early modern

philosophers. The texts chosen are intended to be accessible, easily available, historically

important and interesting in themselves but also to offer a self-containedintroduction to a wide range of different philosophical problems and approaches thatremain of the utmost relevance to modern philosophy.

The course is designed to be self-contained and accessible to students whether ornot they are pursuing other studies in philosophy.

2. Intended Learning Outcomes

Having completed the course, students will acquire and develop:

An understanding of basic problems in philosophy, for example scepticismconcerning knowledge.

An appreciation of the value of characteristically philosophical ways of thinking, forexample deductive argument.

A foundation for the development of further philosophical understanding, particularlyreading primary and secondary philosophical sources.

Analytical skills, such as how to analyse and assess arguments and the conceptsthat they employ

An understanding of the differences between philosophical and scientific ways ofthinking.

The ability to express philosophical ideas and arguments orally and in writing, withparticular attention to qualities such as clarity, precision, and concision.

Through close reading of assigned texts and tutorial discussions, students will learnhow to argue effectively and critically in debate while showing deference andrespect to other participants and their views.

Skills without peculiar application to philosophy such as working to deadlines; takingnotes in lectures or tutorials; critical reading and using library resources (includingelectronic resources).

8/12/2019 Greats Course Guide 201314

3/22Page | 3

3. Lecture Times and Locations

Semester 2

Monday Tuesday Wednesday Thursday Friday

George Square

Lecture Theatre

10:00 - 10:50

George Square

Lecture Theatre

10:00 - 10:50

George Square

Lecture Theatre

10:00 - 10:50

Due to the large number of students which will be attending the lectures please ensure youare seated prior to the scheduled start time.

4. Lecture Content

Introduction to Philosophy- Dr. David Levy,David.Levy@ed.ac.uk

After the introductory lecture, the course will be divided into four sections:

Plato Meno, (plus selections from the Phaedoand Republic)- Dr. Andrew Mason,amason2@staffmail.ed.ac.uk

Aristotle Categories, Physics and Metaphysics- Professor Dory Scaltsas,dorys@staffmail.ed.ac.uk

Descartes Meditations on First Philosophy- Dr. Alasdair Richmond,A.Richmond@ed.ac.uk

Berkeley Principles of Human Knowledge- Dr. Alasdair Richmond,A.Richmond@ed.ac.uk

Revision lecture

In addition, an introduction to the contexts within which these philosophers were workingwill also be part of the lecture content. More detailed information concerning lecture

content may be available on Learn (see section 8 below) or from course lecturers.

Summaries of Lecture Content

Introduction to Philosophy (1 lecture)The course will be introduced in general by addressing the question: what is the motivationfor doing philosophy?

mailto:David.Levy@ed.ac.ukmailto:David.Levy@ed.ac.ukmailto:David.Levy@ed.ac.ukmailto:amason2@staffmail.ed.ac.ukmailto:amason2@staffmail.ed.ac.ukmailto:amason2@staffmail.ed.ac.ukmailto:dorys@staffmail.ed.ac.ukmailto:dorys@staffmail.ed.ac.ukmailto:dorys@staffmail.ed.ac.ukmailto:A.Richmond@ed.ac.ukmailto:A.Richmond@ed.ac.ukmailto:A.Richmond@ed.ac.ukmailto:A.Richmond@ed.ac.ukmailto:A.Richmond@ed.ac.ukmailto:A.Richmond@ed.ac.ukmailto:A.Richmond@ed.ac.ukmailto:A.Richmond@ed.ac.ukmailto:dorys@staffmail.ed.ac.ukmailto:amason2@staffmail.ed.ac.ukmailto:David.Levy@ed.ac.uk

8/12/2019 Greats Course Guide 201314

4/22Page | 4

Plato (8 lectures)These lectures will introduce the thought of Plato, one of historys most significantphilosophers. In the first six lectures, we will look closely at one of his best known andmost exciting works, the Meno. This dialogue raises questions both about ethics andabout the nature of knowledge and philosophical inquiry. In the last two lectures we will

use passages from other works of Plato, especially the Phaedo and Republic, to exploreoverarching themes in his work, seeing how he continued to develop the ideas introducedin the Menothroughout his career; these lectures will introduce his best-knowncontribution to philosophy, the theory of Forms or ideal patterns.

Schedule of Plato lectures:Lecture 1: Introduction to Plato and to the Meno.Lecture 2: Virtue and definition.Lecture 3: The Socratic paradox; no one desires bad things.Lecture 4: The paradox of inquiry and the theory of recollection.Lecture 5: Hypothetical reasoning; virtue and knowledge.

Lecture 6: Is virtue teachable? Knowledge and true belief.Lecture 7: Platos later works (a): Forms and knowledge.Lecture 8: Platos later works (b): virtue and motivation.

Aristotle (7 lectures).These lectures will introduce the metaphysical thought of Aristotle, which has been highlyinfluential in the history of philosophy and continues so today. We will draw from theclassificatory material of his ontological work, Categories, and examine such concepts assubjectand accident. We shall then look more closely into the concepts of change, ofgeneration, of the natureof things, and of the elementsof things in nature, in AristotlesPhysics. Finally we shall touch on his Metaphysics, and address his theory of substance,and the constitution of substances from matterand form, which have since shaped theconception of things across the sciences and the humanities.

Schedule of Aristotle Lectures:Lecture 1: Substances and universals (Categories)Lecture 2: Kinds of Predication and Kinds of Properties (Categories)Lecture 3: Principles of Change (Physics)Lecture 4: Subject and Substratum (Physics)Lecture 5: The Four Causes (Physics)Lecture 5: Generation and Mixture (Physics; Generation and Corruption)

Lecture 6: Potential, Actual, and Powers (Generation and Corruption; Metaphysics)Lecture 7: The Unity of Substance (Metaphysics)

Descartes (8 lectures)We will begin with an introduction to the context of modern philosophy as inaugurated byDescartes (1596-1650) in his Meditations on First Philosophy, the work we will bediscussing. In this work, Descartes attempted nothing less than a new foundation for allhuman enquiries, scientific as well as philosophical. Having introduced Descartes and hiscontext in the first lecture, the remaining lectures will follow the course of the Meditationsin detail, roughly covering one meditation per lecture, and then concluding with adiscussion of some of the more important objections printed with Descartes Meditations.

Schedule of Descartes lectures:

8/12/2019 Greats Course Guide 201314

5/22Page | 5

Lecture 1: Introduction / Descartes life, works and the context of modern philosophyLecture 2: Meditation 1Lecture 3: Meditation 2Lecture 4: Meditation 3Lecture 5: Meditation 4

Lecture 6: Meditation 5Lecture 7: Meditation 6Lecture 8: Objections and Replies

Berkeley (8 lectures)According to the idealist philosophy of Bishop George Berkeley (1685-1753), all existencecomprises minds (or spirits) and the ideas had by those spirits. Despite thecounterintuitive sound of his idealist doctrines, Berkeley claimed his system was the idealcounter to atheism, scepticism and materialism. He also claimed to offer a trulycommonsensical account of such diverse topics as causation, existence, perception,

ethics, freedom, science, the nature of the self and God. In these eight lectures, we shallexamine Berkeleys system in the light of all these topics through a close reading of hisclassic work The Principles of Human Knowledge.

Schedule of Berkeley lectures:Lecture 1: Introduction / Berkeleys life and worksLecture 2: Esse Est PercipiLecture 3: Ideas and languageLecture 4: The Master ArgumentLecture 5: Common sense and idealismLecture 6: Causation and the selfLecture 7: Science, signs and spaceLecture 8: Berkeleys later works/Recapitulation

Revision (1 lecture)Lecturing staff will be available to answer your questions.

5. Readings

Core TextsThe following texts are essential. This course focuses on specific texts by thesephilosophers and you will not succeed if you do not read those texts. In addition, we willbe reading three of the four authors in translation. Translations vary in quality and morerecent translations tend to be better. Therefore be wary of trying to use a free translationfrom the Internet since these are mostly older or abridged. Save yourself from difficultyand buy the following editions of the core texts online or at Blackwells on South Bridge(where you will get a discount if you present your student matriculation card).

Plato, Five Dialogues: Euthyphro, Apology, Crito, Meno, Phaedo, translated by G. Grubeand revised by J. Cooper, Hackett, 2002. [Of these five, we will study only the Meno and

Phaedo.]

8/12/2019 Greats Course Guide 201314

6/22Page | 6

Other translations of the Menoare by A. Beresford, revised L. Brown, in Protagoras andMeno, (Penguin Classics), and by R. Waterfield, in Meno and Other Dialogues, (OxfordWorlds Classics). Passages from the Phaedoand Republicwill be discussed in the lasttwo lectures; these may be found in the collected edition of Platos works by J. Cooper(Hackett) and in many other editions.

Aristotles Categorieshttp://faculty.washington.edu/smcohen/Cats1-5.pdf

Aristotles PhysicsBook Ihttp://classics.mit.edu/Aristotle/physics.1.i.htmlAristotles PhysicsBook IIhttp://classics.mit.edu/Aristotle/physics.2.ii.html

Aristotles Generation and Corruptionhttp://classics.mit.edu/Aristotle/gener_corr.1.i.html

Aristotles Metaphysicshttp://classics.mit.edu/Aristotle/metaphysics.7.vii.htmlandhttp://www.perseus.tufts.edu/hopper/text?doc=Perseus%3atext%3a1999.01.0052

See also: Barnes, J., ed. The Complete Works of Aristotle, Volumes I and II, Princeton:Princeton University Press, 1984.And:http://onlinebooks.library.upenn.edu/webbin/book/lookupname?key=Aristotle

R. Descartes, Meditations on First Philosophy, Oxford Worlds Classics,translated by M.Moriarty, Oxford University Press, 2008.

George Berkeley, Principles of Human Knowledge, many useful editions available (bothelectronic and in print e.g. from Oxford World Classics) but the recommended text is thatfrom the Penguin Classics, ed. Roger Woolhouse, Penguin, 1988 or revised edition 2004.

Secondary Reading

PlatoRecommended Secondary Literature (A)- On the Meno:D. Scott. Platos Meno.

T. Irwin. Platos Ethics Chapter 9 (available online).G. Fine Inquiry in the Menoin R. Kraut, ed. The Cambridge Companion to Plato.A. Sesonske and N. Fleming, eds, Platos Meno: Text and Criticism.

Recommended Secondary Literature (B) - On Plato as a whole and his later works:A. Mason, Plato(especially chapters 3-5 and 7).N. White, Platos Metaphysical Epistemology, in R. Kraut, ed. The CambridgeCompanion to Plato.T. Irwin, Platos Ethics, chapters 13-14.

Aristotle

J. L. Ackrill,Aristotle the Philosopher, (OUP, 1981).Barnes, J. Aristotle:A Very Short Introduction, (OUP, 1990).

http://faculty.washington.edu/smcohen/Cats1-5.pdfhttp://faculty.washington.edu/smcohen/Cats1-5.pdfhttp://classics.mit.edu/Aristotle/physics.1.i.htmlhttp://classics.mit.edu/Aristotle/physics.1.i.htmlhttp://classics.mit.edu/Aristotle/physics.2.ii.htmlhttp://classics.mit.edu/Aristotle/physics.2.ii.htmlhttp://classics.mit.edu/Aristotle/gener_corr.1.i.htmlhttp://classics.mit.edu/Aristotle/gener_corr.1.i.htmlhttp://classics.mit.edu/Aristotle/metaphysics.7.vii.htmlhttp://classics.mit.edu/Aristotle/metaphysics.7.vii.htmlhttp://www.perseus.tufts.edu/hopper/text?doc=Perseus%3atext%3a1999.01.0052http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3atext%3a1999.01.0052http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3atext%3a1999.01.0052http://onlinebooks.library.upenn.edu/webbin/book/lookupname?key=Aristotlehttp://onlinebooks.library.upenn.edu/webbin/book/lookupname?key=Aristotlehttp://onlinebooks.library.upenn.edu/webbin/book/lookupname?key=Aristotlehttp://onlinebooks.library.upenn.edu/webbin/book/lookupname?key=Aristotlehttp://www.perseus.tufts.edu/hopper/text?doc=Perseus%3atext%3a1999.01.0052http://classics.mit.edu/Aristotle/metaphysics.7.vii.htmlhttp://classics.mit.edu/Aristotle/gener_corr.1.i.htmlhttp://classics.mit.edu/Aristotle/physics.2.ii.htmlhttp://classics.mit.edu/Aristotle/physics.1.i.htmlhttp://faculty.washington.edu/smcohen/Cats1-5.pdf

8/12/2019 Greats Course Guide 201314

7/22Page | 7

T. H. Irwin,Aristotles First Principles, (OUP, 1988).http://plato.stanford.edu/entries/aristotle-categories/http://plato.stanford.edu/entries/aristotle-causality/http://plato.stanford.edu/entries/aristotle-metaphysics/Ackrill, J., Categories and De Interpretatione, Translated with notes, Oxford: Oxford

University Press, 1963.W. Charlton (translation and commentary) Physics Books I and II (Clarendon, 1983).Williams, C., De Generatione et Corruptione, Translated with a commentary, Oxford:Oxford University Press, 1983.Bostock, D., Metaphysics Books Z and H, Translated with a commentary, Oxford: OxfordUniversity Press, 1994.Scaltsas, T., 1985, Substratum, Subject, and Substance,Ancient Philosophy, 5: 21540.Scaltsas, T., 1994b, Substantial Holism, in Scaltsas, Charles, and Gill 1994, pp. 107128, in Scaltsas, T., D. Charles, and M. L. Gill (eds.), 1994, Unity, Identity, andExplanation in Aristotle's Metaphysics, Oxford: Oxford University Press.

DescartesGuidebooksG. Hatfield, Descartes and the Meditations, Routledge, 2003.C. Wilson, Descartess Meditations: an introduction, Cambridge University Press, 2003.G. Southwell,A Beginners Guide to Descartess Meditations, Blackwell, 2008.

Recommended Secondary LiteratureS. Gaukroger (ed.), The Blackwell Guide to Descartes Meditations, Blackwell, 2006.B. Williams, Descartes: The Project of Pure Enquiry, Penguin, 1978.H. Frankfurt, Demons, Dreamers, and Madmen: The Defense of Reason in DescartessMeditations, several editions, most recently, Princeton University Press 2008.M. Dauler, Descartes,Routledge, 1978.A. Rorty (ed.), Essays on Descartes Meditations, University of California Press, 1986.J. Cottingham, Cambridge Companion to Descartes, Cambridge University Press, 1992.

BerkeleyRecommended Secondary TextAlasdair Richmond, Berkeleys Principles of Human Knowledge: A Readers Guide,(London, Continuum, 2009). Offers a section-by-section introduction to BerkeleysPrinciples, the key text for this series of lectures. Please note: the whole text of this

Readers Guide is available electronically through the Main Library.

Recommended Secondary LiteratureJonathan Bennett, Locke, Berkeley, Hume: Central Themes, (Oxford, Clarendon, 1971).Jonathan Dancy, Berkeley: An Introduction, (Oxford, Blackwell, 1987).Robert J. Fogelin, Routledge Philosophy Guidebook to Berkeley and the Principles of HumanKnowledge, (London, Routledge, 2001).A. C. Grayling, Berkeley: The Central Arguments, (London, Duckworth, 1986).Kenneth P. Winkler, Berkeley: An Interpretation, (Oxford, Clarendon, 1994).

http://plato.stanford.edu/entries/aristotle-categories/http://plato.stanford.edu/entries/aristotle-categories/http://plato.stanford.edu/entries/aristotle-causality/http://plato.stanford.edu/entries/aristotle-causality/http://plato.stanford.edu/entries/aristotle-metaphysics/http://plato.stanford.edu/entries/aristotle-metaphysics/http://plato.stanford.edu/entries/aristotle-metaphysics/http://plato.stanford.edu/entries/aristotle-causality/http://plato.stanford.edu/entries/aristotle-categories/

8/12/2019 Greats Course Guide 201314

8/22Page | 8

Useful Web sitesThe International Berkeley Society,http://georgeberkeley.tamu.edu/index.htmlLisa Downing, George Berkeley, Stanford Encyclopaedia of Philosophy(2004), EdwardN. Zalta (ed.),http://plato.stanford.edu/archives/win2004/entries/berkeley/.

6. TutorialsIn addition to three course lectures per week, you must attend weekly tutorials. Tutorialsgive you a chance to discuss further topics and issues in the course and its lectures.Tutorials will take place, at times and places to be arranged, during weeks 2 through 11 ofthe semester.

Attendance at tutorials is compulsoryfor all students on this course. To be clear, you mustattend these tutorials. The class tutor will maintain a register of attendance. Unexplained

absences will be brought to the attention of your Personal Tutor.

You must sign yourself up for a tutorial group during the first week of the semester. This isdone via Learn. If you find that none of the available groups meet at a time which iscompatible with your timetable, please inform Sarah Nicol, in the Teaching Officeimmediately. (The Teaching Office is on the ground floor of the Dugald Stewart Buildingon Charles Street, off George Square.)

Any student who has not signed her/himself up for tutorials by the due date of the mid-termcoursework essay will be deemed to have withdrawn from the course. Students who misstutorials may be required to do additional written work.

Further information concerning tutorials will be available on Learn.Questions to consider when preparing for your tutorials might include:

Plato1. What is the significance of Socrates proposal in the Menothat virtue is knowledge?What reasons might there be for holding it, and what objections might be brought againstit?2. What is Platos theory of Forms? How does it illuminate his approach to philosophy?3. What is the theory of recollection, and can it help solve Menos paradox?

Aristotle1. Are the four causes causesin nature or explanations?

- PhysicsBook I Ch. 3:http://classics.mit.edu/Aristotle/physics.2.ii.html

- http://plato.stanford.edu/entries/aristotle-causality/

- For online articles see also:http://philpapers.org/sep/aristotle-causality/

2. The unity of Matter and Form in a Substance

- Aristotles MetaphysicsBook VII, Ch. 17:

http://classics.mit.edu/Aristotle/metaphysics.7.vii.html

http://georgeberkeley.tamu.edu/index.htmlhttp://georgeberkeley.tamu.edu/index.htmlhttp://georgeberkeley.tamu.edu/index.htmlhttp://plato.stanford.edu/archives/win2004/entries/berkeley/http://plato.stanford.edu/archives/win2004/entries/berkeley/http://plato.stanford.edu/archives/win2004/entries/berkeley/http://classics.mit.edu/Aristotle/physics.2.ii.htmlhttp://classics.mit.edu/Aristotle/physics.2.ii.htmlhttp://classics.mit.edu/Aristotle/physics.2.ii.htmlhttp://plato.stanford.edu/entries/aristotle-causality/http://plato.stanford.edu/entries/aristotle-causality/http://philpapers.org/sep/aristotle-causality/http://philpapers.org/sep/aristotle-causality/http://philpapers.org/sep/aristotle-causality/http://classics.mit.edu/Aristotle/metaphysics.7.vii.htmlhttp://classics.mit.edu/Aristotle/metaphysics.7.vii.htmlhttp://classics.mit.edu/Aristotle/metaphysics.7.vii.htmlhttp://philpapers.org/sep/aristotle-causality/http://plato.stanford.edu/entries/aristotle-causality/http://classics.mit.edu/Aristotle/physics.2.ii.htmlhttp://plato.stanford.edu/archives/win2004/entries/berkeley/http://georgeberkeley.tamu.edu/index.html

8/12/2019 Greats Course Guide 201314

9/22Page | 9

- http://plato.stanford.edu/entries/aristotle-metaphysics/#Unitywith

http://plato.stanford.edu/entries/aristotle-metaphysics/#UniRec

- http://www.stthomas.edu/catholicstudies/faculty/pubs/Deavel/Unity%20and%20P

rimary%20Substance%20for%20Aristotle.pdf

- http://books.google.co.uk/books?id=4__8kPBMnMMC&pg=PA107&dq=Substant

ial+Holism+theodore+scaltsas&hl=en&sa=X&ei=UmgnUpKTEJOIhQeCiYHYCg

&ved=0CDMQ6AEwAA#v=onepage&q=Substantial%20Holism%20theodore%2

0scaltsas&f=false

- Gill, ML,Aristotle on SubstanceThe Paradox of Unity, Princeton University

Press, 1991.

Descartes1. What is the Evil Demon hypothesis supposed to show? How does Descartes resistradical scepticism? What role does God play in Descartes attempt to overcomescepticism?2. What is the Cartesian Circle and how much of a threat to Descartes project does itpose? What is the meditation on the piece of wax designed to show?

Berkeley1. Why, according to Berkeley, is matter an impossible entity? Why is mental substancethe only kind that Berkeley allows? What is Berkeleys Master Argument and does itsucceed? (Reading as for lectures 3 and 4please see above.)

2. How does Berkeley try to establish the existence of God? How does Berkeley toreconcile the existence of God with the existence of suffering? Are his argumentssuccessful? (Reading as for lectures 5 and 6please see above.)

7. AssessmentThis course will be examined on the basis of two pieces of assessed work. These piecesare as follows:

The Mid-Term Coursework EssayThis counts for 25% of the overall assessment mark.

The End of Semester Degree ExaminationThis counts for 75% of the overall assessment mark.

7.1 Coursework EssayThe coursework essay is a single 1500 word essay answering a question from an agreedlist of questions.

The coursework essay is due on Tuesday 25thFebruary 2014 by 12pm.

http://plato.stanford.edu/entries/aristotle-metaphysics/#Unityhttp://plato.stanford.edu/entries/aristotle-metaphysics/#Unityhttp://plato.stanford.edu/entries/aristotle-metaphysics/#UniRechttp://plato.stanford.edu/entries/aristotle-metaphysics/#UniRechttp://www.stthomas.edu/catholicstudies/faculty/pubs/Deavel/Unity%20and%20Primary%20Substance%20for%20Aristotle.pdfhttp://www.stthomas.edu/catholicstudies/faculty/pubs/Deavel/Unity%20and%20Primary%20Substance%20for%20Aristotle.pdfhttp://www.stthomas.edu/catholicstudies/faculty/pubs/Deavel/Unity%20and%20Primary%20Substance%20for%20Aristotle.pdfhttp://www.stthomas.edu/catholicstudies/faculty/pubs/Deavel/Unity%20and%20Primary%20Substance%20for%20Aristotle.pdfhttp://www.stthomas.edu/catholicstudies/faculty/pubs/Deavel/Unity%20and%20Primary%20Substance%20for%20Aristotle.pdfhttp://books.google.co.uk/books?id=4__8kPBMnMMC&pg=PA107&dq=Substantial+Holism+theodore+scaltsas&hl=en&sa=X&ei=UmgnUpKTEJOIhQeCiYHYCg&ved=0CDMQ6AEwAA#v=onepage&q=Substantial%20Holism%20theodore%20scaltsas&f=falsehttp://books.google.co.uk/books?id=4__8kPBMnMMC&pg=PA107&dq=Substantial+Holism+theodore+scaltsas&hl=en&sa=X&ei=UmgnUpKTEJOIhQeCiYHYCg&ved=0CDMQ6AEwAA#v=onepage&q=Substantial%20Holism%20theodore%20scaltsas&f=falsehttp://books.google.co.uk/books?id=4__8kPBMnMMC&pg=PA107&dq=Substantial+Holism+theodore+scaltsas&hl=en&sa=X&ei=UmgnUpKTEJOIhQeCiYHYCg&ved=0CDMQ6AEwAA#v=onepage&q=Substantial%20Holism%20theodore%20scaltsas&f=falsehttp://books.google.co.uk/books?id=4__8kPBMnMMC&pg=PA107&dq=Substantial+Holism+theodore+scaltsas&hl=en&sa=X&ei=UmgnUpKTEJOIhQeCiYHYCg&ved=0CDMQ6AEwAA#v=onepage&q=Substantial%20Holism%20theodore%20scaltsas&f=falsehttp://books.google.co.uk/books?id=4__8kPBMnMMC&pg=PA107&dq=Substantial+Holism+theodore+scaltsas&hl=en&sa=X&ei=UmgnUpKTEJOIhQeCiYHYCg&ved=0CDMQ6AEwAA#v=onepage&q=Substantial%20Holism%20theodore%20scaltsas&f=falsehttp://books.google.co.uk/books?id=4__8kPBMnMMC&pg=PA107&dq=Substantial+Holism+theodore+scaltsas&hl=en&sa=X&ei=UmgnUpKTEJOIhQeCiYHYCg&ved=0CDMQ6AEwAA#v=onepage&q=Substantial%20Holism%20theodore%20scaltsas&f=falsehttp://books.google.co.uk/books?id=4__8kPBMnMMC&pg=PA107&dq=Substantial+Holism+theodore+scaltsas&hl=en&sa=X&ei=UmgnUpKTEJOIhQeCiYHYCg&ved=0CDMQ6AEwAA#v=onepage&q=Substantial%20Holism%20theodore%20scaltsas&f=falsehttp://books.google.co.uk/books?id=4__8kPBMnMMC&pg=PA107&dq=Substantial+Holism+theodore+scaltsas&hl=en&sa=X&ei=UmgnUpKTEJOIhQeCiYHYCg&ved=0CDMQ6AEwAA#v=onepage&q=Substantial%20Holism%20theodore%20scaltsas&f=falsehttp://books.google.co.uk/books?id=4__8kPBMnMMC&pg=PA107&dq=Substantial+Holism+theodore+scaltsas&hl=en&sa=X&ei=UmgnUpKTEJOIhQeCiYHYCg&ved=0CDMQ6AEwAA#v=onepage&q=Substantial%20Holism%20theodore%20scaltsas&f=falsehttp://books.google.co.uk/books?id=4__8kPBMnMMC&pg=PA107&dq=Substantial+Holism+theodore+scaltsas&hl=en&sa=X&ei=UmgnUpKTEJOIhQeCiYHYCg&ved=0CDMQ6AEwAA#v=onepage&q=Substantial%20Holism%20theodore%20scaltsas&f=falsehttp://books.google.co.uk/books?id=4__8kPBMnMMC&pg=PA107&dq=Substantial+Holism+theodore+scaltsas&hl=en&sa=X&ei=UmgnUpKTEJOIhQeCiYHYCg&ved=0CDMQ6AEwAA#v=onepage&q=Substantial%20Holism%20theodore%20scaltsas&f=falsehttp://www.stthomas.edu/catholicstudies/faculty/pubs/Deavel/Unity%20and%20Primary%20Substance%20for%20Aristotle.pdfhttp://www.stthomas.edu/catholicstudies/faculty/pubs/Deavel/Unity%20and%20Primary%20Substance%20for%20Aristotle.pdfhttp://plato.stanford.edu/entries/aristotle-metaphysics/#UniRechttp://plato.stanford.edu/entries/aristotle-metaphysics/#Unity

8/12/2019 Greats Course Guide 201314

10/22Page | 10

You should submit one hard copy of your essay to the drop boxes (opposite reception) onthe ground floor of the Dugald Stewart Building. The date of submission will be taken fromyour hard copy. You should also upload one copy electronically to Learn,(use .rls or .doc). The electronic submission is compulsory and should be submitted within48 hours of the hardcopy deadline. Please contact Sarah Nicol in the Teaching Office if

you are having problems uploading your essay. Please also ensure you fill out and attachthe correct coversheets.

7.2 Word PolicyThe word count of your essay, including footnotes but excluding bibliography, must notexceed the specified word limit. The precise word count must be written on the coversheet.Overlong essays will be penalised according to the following rule: 5% of the maximumobtainable mark will be deducted for every 100 words, or part thereof, over the word limit.So, exceeding the word limit by 1-100 words incurs a deduction of 5%; exceeding by 101-200 words incurs a deduction of 10%; and so on.

7.3 ExaminationThe degree examination is a two-hour examination given under exam conditions at a date,time and place to be announced later in the term.

Detailed information concerning essay titles, readings, submission procedures and theDegree Examination will be available on Learn.

7.4 Visiting UndergraduatesThe assessment arrangements for visiting undergraduates are the same as for all otherstudents

7.5 Re-sit examsFor those failing or missing the exam, a resit examination is held in late August. It is thestudent's responsibility to check the resit timetable on the Registry's websitehttp://www.registry.ed.ac.uk,find the time and location of the resit exam and ensure theyare present for that resit. No formal registration is necessary and students will not beindividually notified of the resit date and location of resit exams.

8. LearnYou should regularly check your university email and check for announcements on thecourse Learn page, which can be assessed from your MyEd page viahttp://www.myed.ed.ac.uk/

The course Learn page will provide information concerning:

General information and announcement about the course

Lecture notes and PowerPoint slides

Tutorial arrangements

Information about assessment arrangements

Exemplar essays

Anonymised exemplar essays for this course have been posted on Learn. These areessays written by past students that they have kindly agreed us to use. We hope that they

http://www.registry.ed.ac.uk/http://www.registry.ed.ac.uk/http://www.myed.ed.ac.uk/http://www.myed.ed.ac.uk/http://www.myed.ed.ac.uk/http://www.registry.ed.ac.uk/

8/12/2019 Greats Course Guide 201314

11/22Page | 11

are useful to you. We encourage you to read these essays in conjunction with thePhilosophy-specific marking guidelines. We suggest that you discuss the exemplar essayswith your tutor, think about what works and what doesn't in the essays, why the essays fellinto their grade-band, and how the essays could be improved. It is important to emphasisethat there are many ways for an essay to fall into a particular grade-band. The Philosophy-

specific marking guidelines provide explanation of the many and diverse ways in which anessay can be a 1st, 2.i, 2.ii, and so on; the guidelines also make clear that whatdetermines a grade-band is a cluster of properties rather than necessary and sufficientconditions. The exemplar essays only show one way to achieve a certain grade; it is notthe only way. Note that if you attempt to copy text or content from the exemplar essays inyour own work this would be treated as a case of serious academic misconduct and wouldhave serious repercussions.

9. Useful Information

9.1 Communicating with usIf you have a query regarding lecture content or other specifically academic matters youcan contact Dr Dave Ward as course organiser whose office-hours and other contactdetails are as below:

Office: Room 6.05, Dugald Stewart BuildingTelephone: (0131) 650 3652E-mail: dave.ward@ed.ac.ukOffice-hours (Term-time): Wednesday 10am to 12 noon

Please note: if none of these times suit, alternative appointments can be arranged on

request.

If you have a specific query regarding lecture content you should contact the lecturerdirectly by e-mail or by visiting them during their office hours. Individual lecturers areunlikely to answer questions about elements of the course they did not teach. However,please feel free to question or e-mail lecturers about their own lecture material. Individuallecturers may have different approaches to handling your questions. Your tutor is alsolikely to be able to clarify philosophical / course issues for you or direct you to theappropriate person.

If you have questions not specifically about lecture content, you should speak to the

Course Secretary, Miss Sarah Nicol, whose office-hours and other contact details are asbelow:

Office: G.06 Dugald Stewart BuildingTelephone: (0131) 650 3628E-mail: sarah.nicol@ed.ac.ukOffice-hours: 9.30am to 4.30pm, Monday to Friday

9.2. PrizesStudents who perform with excellence in Greatsare eligible for the James Seth Prize.

9.3 Innovative Learning Week (for information only)

mailto:dave.ward@ed.ac.ukmailto:dave.ward@ed.ac.ukmailto:dave.ward@ed.ac.uk

8/12/2019 Greats Course Guide 201314

12/22Page | 12

In academic year 2013-14 the University is having an extra week of teaching in Semester2: Innovative Learning Week, 18-22 February 2014.

Normal teaching slots will be suspended and in their place will be a range of otheractivities such as master classes, a research day, a science fair, a Gaelic festival and

guest lectures.

More information click on the below links:http://www.ed.ac.uk/staff-students/students/studies/innovative-learninghttp://www.ed.ac.uk/staff-students/students/studies/innovative-learning/calendar

http://www.ed.ac.uk/staff-students/students/studies/innovative-learninghttp://www.ed.ac.uk/staff-students/students/studies/innovative-learninghttp://www.ed.ac.uk/staff-students/students/studies/innovative-learning/calendarhttp://www.ed.ac.uk/staff-students/students/studies/innovative-learning/calendarhttp://www.ed.ac.uk/staff-students/students/studies/innovative-learning/calendarhttp://www.ed.ac.uk/staff-students/students/studies/innovative-learning

8/12/2019 Greats Course Guide 201314

13/22Page | 13

10. Common Marking Scheme

http://www.ed.ac.uk/schools-departments/registry/exams/regulations/common-marking-scheme

A1 90-100

ExcellentOutstanding in every respect, the work is well beyond the level expected of acompetent student at their level of study.

A2 80-89 ExcellentOutstanding in some respects, the work is often beyond what is expected of acompetent student at their level of study.

A3 70-79 ExcellentVery good or excellent in most respects, the work is what might be expected of

a very competent student.

B 60-69 Very GoodGood or very good in most respects, the work displays thorough mastery ofthe relevant learning outcomes.

C 50-59 GoodThe work clearly meets requirements for demonstrating the relevant learningoutcomes.

D 40-49 PassThe work meets minimum requirements for demonstrating the relevantlearning outcomes.

E 30-39 Marginal failThe work fails to meet minimum requirements for demonstrating the relevantlearning outcomes.

F 20-29 Clear failThe work is very weak or shows a decided lack of effort.

G 10-19 Bad failThe work is extremely weak.

H 0-9 Bad failThe work is of very little consequence, if any, to the area in question.

10. 1 Grade-related Marking Guidelines - Philosophy

Explaining the function of these guidelines:

(1) These are only guidelines; marking still requires discretion and judgment.

(2) The guidelines are bottom up - each band presupposes that the student has at least

satisfied the criteria laid down under the lower bands. So to get a first, it is assumed thatyou at least satisfy all the criteria for a 2-1, etc.

http://www.ed.ac.uk/schools-departments/registry/exams/regulations/common-marking-schemehttp://www.ed.ac.uk/schools-departments/registry/exams/regulations/common-marking-schemehttp://www.ed.ac.uk/schools-departments/registry/exams/regulations/common-marking-schemehttp://www.ed.ac.uk/schools-departments/registry/exams/regulations/common-marking-schemehttp://www.ed.ac.uk/schools-departments/registry/exams/regulations/common-marking-scheme

8/12/2019 Greats Course Guide 201314

14/22Page | 14

(3) Each set of guidelines should be understood not as providing necessary and sufficientconditions for a mark in the band specified. Rather, the guidelines under each bandprovide a kind of cluster which defines a paradigm of a piece of work falling within theband in question. A piece of work might deviate from the paradigm in certain respects butstill fall within the band. It might help to explain the idea of a paradigm being invoked here.By way of comparison, an ornamental chair (as one might find in a museum, and that is notfit for sitting on) is a less paradigmatic instance of a piece of furniture than an ordinary sofa,but plausibly an ornamental chair still counts as a piece of furniture all the same. This isbecause it satisfies enough of the criteria in the cluster of concepts associated with being apiece of furniture, though it satisfies fewer of those criteria than an ordinary sofa. Similarly,a piece of work might be a less than fully paradigmatic instance of a 2-1 but still count as a2-1 all the same.

(4) Although they are written in a way that might naturally suggest a binary reading, theguidelines are generally scalarsatisfying each of them comes in degrees, and is not all ornothing. This is important, and relevant to the paradigm point above, in that doing better

with respect to one criteria under a given band could offset doing slightly less well withregards to another. Also, precisely where within the band a piece of work is assessed willtypically reflect how well the work does in terms of each of these criteria.

(5) The guidelines apply most clearly for essays. In the case of exam questions, part of theexercise will be for the student to work out the extent to which the question calls forsomething going beyond pure exegesis.

(6) For history of philosophy classes, where the instructor explicitly indicates this is the case,the contrast between exegesis and original argument may be less clear. In these cases,the original argumentation may be an original argument for an interpretation or reading of atext, for example. Individual instructors have some discretion in explaining how the specific

details of their course mean these guidelines should be interpreted. As mere guidelines,they provide only a sort of default setting rather than a one size fits all set of prescriptions,amenable to only one canonical interpretation.

8/12/2019 Greats Course Guide 201314

15/22Page | 15

General GuidelinesClarity

Is the writing clear?

Is the grammar and spelling correct?

Is the language used appropriate?

Structure Is a clear thesis or position stated?

Is an argument, or arguments, offered in support of the thesis?

Does each part of the essay/exam have a clearly indicated purpose?Understanding

Is a sound understanding of relevant issues demonstrated?

Is the exposition of others views accurate?

Are technical terms adequately defined?Originality

Is there evidence of independent thought?

Is there critical engagement with the material?Argument

Is the argument convincing?

Are the inferences valid?

Are obvious objections anticipated?

10.2 Grade Bands

Fail (less than 40)

Third Class (4049)

Writing is generally unclear. Frequent spelling or grammar mistakes, incorrect language,and/or excessively convoluted sentence structure.

Neglects clearly to state a thesis or position and/or fails to support this with arguments.Contains irrelevant material, or material whose relevance is not adequately explained.

Demonstrates a barely adequate understanding of central issues. Contains several errorsin exposition or in explanation of concepts.

No evidence of independent thought or critical engagement. Merely rehashes argumentsfrom readings or lectures.

Where arguments are given, these are weak, depend on invalid inferences or implausiblepremises. Fails to anticipate obvious objections.

Lower Second Class (5059)

Writing is generally clear, but there are occasional spelling/grammar infelicities and/orpoorly constructed sentences.

A thesis/position is indicated but not clearly defined. Some arguments given, but theirstructure often unclear.

Demonstrates a basic grasp of key concepts, but occasional inaccuracies inexposition/explanation.

Little evidence of independent thought. Some suggestion of original ideas, but these areunder-developed and/or expressed unclearly.

Arguments generally weak or unconvincing.

Upper Second Class (60-69)

Writing is generally clear, marred only by the rare spelling/grammar infelicity or poorlyconstructed sentence.

A thesis/position is indicated and clearly defined. Arguments are given with relatively clearstructure. It is generally clear what is going on in each section, why one section follows on

8/12/2019 Greats Course Guide 201314

16/22Page | 16

from the previous one, and how the essay as a whole hangs together.

Demonstrates a solid understanding of the key concepts, and the exposition is generallyaccurate and thorough.

Substantial evidence of original thoughteither an original argument of some kind for afamiliar position or an original argument for a novel position. In either case, the argumentshould be reasonably well developed.

The authors original arguments are interesting and promising, but fairly central or glaringproblems with the argument are not discussed or addressed in any way, or are given only ahighly cursory treatment.

Low First Class (70-79)

Writing is very clear and engaging throughout. Where examples are used they are bothrelevant and memorable. The writing will also be concise.

The essays structure is not only clear and well defined; it also provides a satisfyingnarrative arc.

Demonstrates a deep understanding of the key concepts. Explains other philosophersideas in the authors own terms, clearly presenting those ideas in a way that indicates that

the author has made them his/her own. Where technical terms are used they are alwayscarefully defined.

Highly original thought, with well developed arguments. The exegesis will generally besufficiently concise as to allow the author to develop his or her own arguments inconsiderable detail.

The author very carefully considers the most central and obvious problems with his/heroriginal argument(s) and has interesting things to say about them.

Mid-First Class (80-89)

Writing is crystal clear and highly engaging throughout. Memorable examples are used tounderscore key points. The writing is concise without coming across as terse or stilted.

The essays structure isclear and well defined, with a highly satisfying narrative arc.

Demonstrates a deep understanding of key concepts. Not only explains the ideas of otherphilosophers in a way that shows he/she has made them his/her own, but that actuallycasts new light on how we might charitably understand the ideas of those philosophers.

Very original thought, above and beyond what we would normally expect from anundergraduate. These original ideas will be developed in great detail.

The author very carefully considers the most central and obvious problems with his/heroriginal argument(s) and has prima facie convincing rejoinders. Author may also considermore subtle objections to his/her argument(s)/view(s).

High First Class (90-100)

Writing is extremely clear, concise, and engaging - of a publishable quality.

The essays structure is extremely clear and well-defined, with a highly satisfying narrativearc.

Demonstrates a deep understanding of key concepts. Not only explains the ideas of otherphilosophers in a way that shows he/she has made them his/her own, but that actuallycasts new light on how we might charitably understand the ideas of those philosophers.

A highly original and well developed line of argument and/or novel view, such that theessay is publishable, at least in an undergraduate or postgraduate journal, perhapsbordering on being publishable in a mainstream professional journal.

The author considers the most important objections to his/her arguments/views. Thereplies are generally convincing and subtle. If space allows, less obvious objections mayalso be discussed in interesting ways.

8/12/2019 Greats Course Guide 201314

17/22Page | 17

11. Essay Questions, Past Papers & Sample Degree Exampaper

11.1 Essay Questions

For your coursework essay, you may answer any essay question from the list given below.

Plato1. What lessons about definition can we learn from the search for a definition of virtue inthe Meno?

Reading:Meno, 70a-77a.G. Fine Inquiry in the Meno in R. Kraut, ed. The Cambridge Companion to Plato.M. Burnyeat, Examples in Epistemology, Philosophy 1977.R. Robinson, Platos Earlier DialecticCh. 5

2. . What does Socrates in the Menomean by the claim that no one desires bad things? Isit defensible?

Reading:Plato, Meno, 77b-79eG. Santas, The Socratic Paradoxes, Philosophical Review 1964.D. Scott, Platos Meno, Chapter 4.J. Walsh,Aristotles conception of Moral Weakness, Ch. 1.

Aristotle: please see Aristotle tutorial questions, which may also be used for essay

purposes.

Descartes1. To what extent, if any, is Descartes successful in showing there is a real distinctionbetween mind and body?

Reading:Descartes, Meditations, Preface, Synopsis, Meditations 2 and 6.S. Gaukroger, The Blackwell Guide to Descartes Meditations, chapters 4 and 11.M. Dauler, Descartes,Routledge, 1978, chapter 6.J. Cottingham, Cambridge Companion to Descartes, chapters 11 and 12.B. Williams, Descartes: The Project of Pure Enquiry, chapter 4.Strawson, Self, Mind, and Body, in his Freedom and Resentment, Oxford UniversityPress, 1963.

2. Is Descartes reasoning in the Third Meditation circular? If so, is it a problem forDescartes?

Reading:A. Gewirth, The Cartesian Circle, The Philosophical Review, 1941.H. Frankfurt, Descartes Validation of Reason, in Descartes: A Collection of Critical

Essays, ed. W. Doney, Macmillan, 1968.H. Frankfurt, Demons, Dreamers, and Madmen, chapters 2 and 3.

8/12/2019 Greats Course Guide 201314

18/22Page | 18

B.Williams, Descartes: The Project of Pure Enquiry, chapter 7.J. Cottingham, The Cambridge Companion to Descartes, chapter 7.S. Gaukroger (ed.), The Blackwell Guide to Descartes Meditations, chapter 8.J. van Cleve, Foundationalism, Epistemic Principles, and the Cartesian Circle, ThePhilosophical Review, 88 (1979), 55-91. [This article is challenging but enlightening.]

Reprinted in Eternal Truths and the Cartesian Circle, edited by W. Doney, GarlandPublishing, 1987); Knowledge and Justification, edited E. Sosa, Ashgate, 1994; OxfordReadings in Philosophy: Descartes, edited J. Cottingham, Oxford University Press, 1998;The Blackwell Reader in Epistemology, edited J. Kim and E. Sosa, Blackwell, 1999.

Berkeley1. How does Berkeley try to establish the non-existence of material substance?

Reading:Berkeley, Principles of Human Knowledge, 1-30.Alasdair Richmond, Berkeleys Principles of Human Knowledge: A Readers Guide,

(London, Continuum, 2009), pp. 34-74.Jonathan Bennett, Locke, Berkeley, Hume: Central Themes, (Oxford, Clarendon, 1971),Chapter VI.Jonathan Dancy, Berkeley: An Introduction, (Oxford, Blackwell, 1987), Chapters 1-3.Robert J. Fogelin, Routledge Philosophy Guidebook to Berkeley and the Principles ofHuman Knowledge, (London, Routledge, 2001), Chapters 1-3.Kenneth P. Winkler, Berkeley: An Interpretation, (Oxford, Clarendon, 1994), Chapter 6.

2. Does Berkeley prove that no object can exist unconceived?

Reading:Berkeley, Principles of Human Knowledge, 4-7; 22-23.A. Gallois, Berkeleys Master Argument, The Philosophical Review, 83, 1974: 55-69, alsoavailable online from JSTOR (www.jstor.org)--you will need to log in through EASE(www.ease.ed.ac.uk) or use the library for access.Alasdair Richmond, Berkeleys Principles of Human Knowledge: A Readers Guide,(London, Continuum, 2009), pp. 57-66.Lisa Downing, George Berkeley, Stanford Encyclopaedia of Philosophy(2004), EdwardN. Zalta (ed.),http://plato.stanford.edu/archives/win2004/entries/berkeley/,Section 2.Robert J. Fogelin, Routledge Philosophy Guidebook to Berkeley and the Principles ofHuman Knowledge, (London, Routledge, 2001), Chapters 3-4.

3. What role does God play in Berkeleys system?Reading:Berkeley, Principles of Human Knowledge, 25-33; 135-156.Alasdair Richmond, Berkeleys Principles of Human Knowledge: A Readers Guide,(London, Continuum, 2009), pp. 66-74; 139-153.Jonathan Bennett, Locke, Berkeley, Hume: Central Themes, (Oxford, Clarendon, 1971),Chapter VII.Jonathan Dancy, Berkeley: An Introduction, (Oxford, Blackwell, 1987), Chapters 4-5.Robert J. Fogelin, Routledge Philosophy Guidebook to Berkeley and the Principles ofHuman Knowledge, (London, Routledge, 2001), Chapter 5.

Kenneth P. Winkler, Berkeley: An Interpretation, (Oxford, Clarendon, 1994), Chapter 7.

http://plato.stanford.edu/archives/win2004/entries/berkeley/http://plato.stanford.edu/archives/win2004/entries/berkeley/http://plato.stanford.edu/archives/win2004/entries/berkeley/http://plato.stanford.edu/archives/win2004/entries/berkeley/

8/12/2019 Greats Course Guide 201314

19/22Page | 19

11.2 Past PapersThe degree examination for Greats is a two-hour examination in two parts but its format isdifferent from those of other Philosophy exams. Past papers for Greats can be obtainedonline via your MyEd log-infollow link at:http://www.ed.ac.uk/schools-departments/information-services/library-museum-gallery/exam-papers

Sample Degree Exam PaperIn addition to online past papers, in order to help you with revision and to help familiariseyou with the Greats examination format, we have provided a sample version of aGreats exam paper as below.

Part I is divided into four sections, A, B, C and D. In each section you will find two shortquotations from one of the four texts we are considering in this course. You must write acomment on one quotation from each section, making four in total, one from each section.You will be penalised if you comment on fewer than four or if you comment on twoquotations from the same section.

For each comment, you should try should try to explain what the quotation is about. Youcould try to identify where the quotation is from in general terms, for example, from themelting wax argument. You could provide some context for the quotation, for instancewhat the author is arguing for in this part of the text. You could explain the argument in thequotation and point out what flaws or merits it has in your opinion. In short, you shouldaim to convince the examiner that you recognise the quotation, understand what it issaying, understand the larger context in which it is set and can suggest flaws or merits inwhat is being said.

You should plan to spend about 15 minutes on each comment, so keep your commentsbrief and to the point. In total, the first part should take you about an hour.

Part II comprises eight questions similar to the essay questions given above. You mustchoose only one question and write an essay answer for that question. You should plan tospend an hour on the essay.

The examination will be similar to the following example:

Part I

Section A1. How will you look for it, Socrates, when you do not know at all what it is? How will youaim to search for something you do not know at all? If you should meet with it, how will youknow that this is the thing that you did not know?

2. That is why knowledge is prized higher than correct opinion, and knowledge differs fromcorrect opinion in being fixed.

Section B3. It is absurd to suppose that purpose is not present because we do not observe theagent deliberating. Art does not deliberate. If the ship-building art were in the wood, it

would produce the same results by nature. If, therefore, purpose is present in art, it is

http://www.ed.ac.uk/schools-departments/information-services/library-museum-gallery/exam-papershttp://www.ed.ac.uk/schools-departments/information-services/library-museum-gallery/exam-papershttp://www.ed.ac.uk/schools-departments/information-services/library-museum-gallery/exam-papershttp://www.ed.ac.uk/schools-departments/information-services/library-museum-gallery/exam-papershttp://www.ed.ac.uk/schools-departments/information-services/library-museum-gallery/exam-papershttp://www.ed.ac.uk/schools-departments/information-services/library-museum-gallery/exam-papers

8/12/2019 Greats Course Guide 201314

20/22Page | 20

present also in nature. The best illustration is a doctor doctoring himself: nature is likethat.

4. For cause is used in many senses and even within the same kind one may be prior toanother (e.g. the doctor and the expert are causes of health, the relation 2:1 and number

of the octave), and always what is inclusive to what is particular.

Section C5. [Since] reason already persuades me that I ought no less carefully to withhold myassent from matters which are not entirely certain and indubitable than from those whichappear to me manifestly to be false, if I am able to find in each one some reason to doubt,this will suffice to justify my rejecting the whole.

6. What is a thing which thinks? It is a thing which doubts, understands, [conceives],affirms, denies, wills, refuses, which also imagines and feels.

Section D7. But say you, surely there is nothing easier than to imagine trees, for instance, in a park,or books existing in a closet, and no body by to perceive them. I answer, you may so,there is no difficulty in it: but what is all this, I beseech you, more than framing in your mindcertain ideas which you call books and trees, and at the same time omitting to frame theidea of any one that may perceive them? But do not you yourself perceive or think of themall the while?

8. We do at all times and in all places perceive manifest tokens of the divinity; everythingwe see, hear, feel or any wise perceive by sense, being a sign or effect of the Power ofGod.

Part II9. Is successful teaching just a matter of making students conscious of what they alreadyknow?

10. Does sense experience get in the way of the acquisition of knowledge?

11. To what extent, if any, is Aristotles discussion of final causes in Physics II inadequateas an account of explanation?

12. If someone says that an event happened by chance, is that an explanation or therefusal of an explanation?

13. To what extent, if any, is Descartes conception of a clear and distinct idea itself clearand distinct?

14. Why does Descartes think we can be certain that God is not a deceiver? Is he right?

15. How does Berkeley try to establish Gods existence?

16. What happens to the tree in the quad if no human being perceives it?

8/12/2019 Greats Course Guide 201314

21/22Page | 21

12. Making the most of University

Support from your University Careers Service

Your University Careers Service is here to support you from Day 1, not just your final year.We can assist you in finding semester-time, vacation and volunteering work to help you financeand add value to your university experience, alongside your studies. And we are happy to help youexplore your future direction, whatever year youre in.Whilst studying to gain the best degree you can is your priority, its also a good idea to takeadvantage of the wide range of opportunities open to you as an undergraduate. These include,volunteering, mentoring, taking on a role with a student society or club, study abroad, groupprojects, part time work, summer jobs, delivering presentations, work shadowing, to name but afew.Getting involved with activities outwith your studies has many advantages. You can:

- Develop and demonstrate skills and attributes, such as teamwork, communication, time-management, customer service etc. Future employers will be looking for evidenceof relevant

skills from all areas of your life, not just your studies.

- Broaden your horizons new experiences can change your perspective, provide newinsights, alter your outlook, encourage you to consider different opportunities and directions.

- Discover your strengths what youre good at, what you enjoy, how you can use thesestrengths to your advantage in the workplace

Careers Service support includes:

- Part time and vacation opportunities via our SAGE (Student and Graduate Employment)database.

- Support with applications and interviews for part-time and vacation work

- Volunteering opportunities nationwide and abroad- Talking through your immediate and future plans with a Careers Adviser.

- Information specifically for early-years studentshttp://tinyurl.com/lrv7an9Browse our websitewww.ed.ac.uk/careersfor further information on all the above, or call in andsee us on the 3rdfloor of the Main Library Building.

And specifically for Philosophy students:

- Your own careers blog http://pplscareersblog.wordpress.com/ - regular postings relevant toPPLS students, to inform and inspire.

- regular drop-in sessions for quick career queries in DSB/7 George Sq, - look out for the emails

advertising these sessions

- dedicated Philosophy careers pages www.ppls.ed.ac.uk > philosophy > undergraduate. Beinspired by:

- case studies of recent philosophy graduates,

- the Employability Guide for Philosophy students,

- your Options with a Philosophy degree . and more.

We look forward to working with you during your time at Edinburgh.

http://tinyurl.com/lrv7an9http://tinyurl.com/lrv7an9http://tinyurl.com/lrv7an9http://www.ed.ac.uk/careershttp://www.ed.ac.uk/careershttp://www.ed.ac.uk/careershttp://pplscareersblog.wordpress.com/http://pplscareersblog.wordpress.com/http://www.ppls.ed.ac.uk/http://www.ppls.ed.ac.uk/http://www.ppls.ed.ac.uk/http://pplscareersblog.wordpress.com/http://www.ed.ac.uk/careershttp://tinyurl.com/lrv7an9

8/12/2019 Greats Course Guide 201314

22/22

13. PPLS Undergraduate Student HandbookThe PPLS Undergraduate Student Handbook has more information on Student Supportand academic guidance; late coursework and plagiarism; illness and disabilityadjustments, and useful sources of advice.

The Handbook can be found here:

http://www.ppls.ed.ac.uk/students/undergraduate/manage_your_courses.php

14. Feedback

You will get many feedback or feedforward opportunities in your courses. Feedback could be in theform of an essay, a draft write-up, self-generated or peer feedback, small group discussions or

quizzes within lectures etc. Feedforward might include a discussion of how to write an essay, orprepare for an exam.

Feedback is essential to learning and it takes many forms. We strongly encourage you to use allforms of feedback, including:

Asking and answering questions in lectures or classes

Asking questions of your Course Organiser or lecturer in their office hours

Discussing your work with lecturers and examiners on Philosophy's dedicated FeedbackDays (Honours students)

Actively participating in your tutorials (pre-Honours students)

Actively participating in Autonomous Learning Groups (Honours students)

Talking about your ideas outside class with fellow Philosophy students

Taking your essay to PhilSoc essay surgeries

Participating in PhilSoc discussion groups and study-skills events

Participating in PhilSoc debates and talks:http://euphilsoc.weebly.com/

Participating in the British Undergraduate Philosophy Society, including undergraduateconferences:http://www.bups.org

If you have any suggestions on how to improve feedback further, please contact either:

Your Tutor (pre-Honours students)

Your Course Organiser

Your Personal Tutor Tamsin Welch, PPLS Student Support Officer (tamsin.welch@ed.ac.uk)

Dr Mark Sprevak, Director of Undergraduate Teaching (mark.sprevak@ed.ac.uk)

http://www.ppls.ed.ac.uk/students/undergraduate/manage_your_courses.phphttp://www.ppls.ed.ac.uk/students/undergraduate/manage_your_courses.phphttp://euphilsoc.weebly.com/http://euphilsoc.weebly.com/http://euphilsoc.weebly.com/http://www.bups.org/http://www.bups.org/http://www.bups.org/mailto:tamsin.welch@ed.ac.ukmailto:tamsin.welch@ed.ac.ukmailto:tamsin.welch@ed.ac.ukmailto:mark.sprevak@ed.ac.ukmailto:mark.sprevak@ed.ac.ukmailto:mark.sprevak@ed.ac.ukmailto:mark.sprevak@ed.ac.ukmailto:tamsin.welch@ed.ac.ukhttp://www.bups.org/http://euphilsoc.weebly.com/http://www.ppls.ed.ac.uk/students/undergraduate/manage_your_courses.php