Unit convenor and teaching staff |
Unit convenor and teaching staff
Michael Olson
Contact via (61 2) 9850 6895
W5C Room 723
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
39cp or admission to GDipArts
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
Continuing the inquiry commenced in PHL254, this unit explores in more depth how social transformations might both foster and hinder the realisation of our freedom and human potential. Economic growth is generally taken to be an unquestionable good but what are its costs at a social and environmental level? Modern technology is taken to be the key to the future but what impact does it have on our relationships with nature? A successful career is often accepted as essential to happiness but is contemporary work a fully rewarding experience? Are the economic inequalities generated by contemporary social and economic transformations justifiable in a democratic society? This unit addresses these questions first by examining the social philosophy tradition (the Frankfurt School of critical theory), focusing on key themes such as the economic rationalisation of society, the effects of this rationalisation on individuals and communities, and the prospects for social freedom in an economically rationalised world. The second part of the unit then turns to contemporary approaches in social philosophy (Axel Honneth) that offer critical analyses and possible alternatives to some of the most pressing issues we face, including economic and social injustice, the environmental crisis, and social pathologies arising from new work conditions and career demands.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Name | Weighting | Due |
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Online Quiz | 10% | 20/03/2015 |
Textual Exegesis | 25% | 14/04/2015 |
Philosophical Essay | 40% | 12/06/2014 |
Tutorial Participation | 25% | Throughout the term |
Due: 20/03/2015
Weighting: 10%
An online quiz to be completed in Week 4. This quiz will involve writing short answers to questions based on the topics covered in the first three weeks of the course. The quiz will be available online and accessible to students for one week; once a student commences the quiz, there will be a set period (30-45 minutes) to complete the quiz.
Due: 14/04/2015
Weighting: 25%
This assignment, which is due at the end of Week 6, will test your ability to analyse and explain the central arguments of one of the authors we have discussed. You will be asked to summarise either Max Horkheimer or Jean-François Lyotard's analysis of the breakdown of enlightenment ideals in the 20th century. In order to complete this assessment successfully, you will need to explain the arguments of the relevant texts as clearly, concisely, and cogently as possible. The aim of this assessment is to improve your writing and textual analysis.
Due: 12/06/2014
Weighting: 40%
This major assignment aims to test your ability to engage with a topic in depth. Writing an essay tests your ability to express, analyse, and organise ideas clearly and systematically, and to develop an argument or position in a sustained, coherent, and persuasive manner. In this essay, you will articulate and defend your own position on a matter of your choosing vis-a-vis one or more of the texts we have considered during the term.
Due: Throughout the term
Weighting: 25%
Tutorials are an important site of individual and group learning. Philosophy tutorials involve students in active discussion with the tutor and fellow students, raising and responding to questions, analysing problems, and engaging in any number of exercises with both students and tutors. In addition to contributing regularly to discussions (these contributions will determine 40% of your tutorial participation grade, which is 10% of your total grade), students will be expected to make a presentation to the group (this will make up 40% of your participation grade, or 10% of your total grade) and to prepare for and participate in writing and peer-reviewing exercises in Weeks 12 and 13 (these will make up the remaining 20% of your participation grade, which is 5% of your total grade). Students are expected to attend at least three-quarters of tutorial meetings.
Weekly tutorials begin in Week 2. The aim of tutorials is to raise and address questions that arise out of each week's reading and lectures. As such, students should come to tutorials with discussion questions prepared. These questions could address confusing passages or points in the reading, criticise an author's position or argument, or identify ideas or positions that require further elaboration or clarification. In addition to raising these questions each week, students are expected to lead the way in addressing these questions. The tutor will certainly participate in these discussions, but tutorials are primarily an opportunity for students to work through the material in a cooperative manner. To facilitate this cooperative work, beginning in Week 3 each tutorial will be led by a student or two. When it's your turn to lead a tutorial, you will be expected to open discussion with a brief (5-10 minute) summary of that week's material, to introduce a few discussion questions, and to facilitate the larger group discussion by opening the conversation up to others' questions and concerns.
In Weeks 12 and 13, we will devote the tutorials to exercises intended to improve the quality of your final essays. In Week 12, we will discuss possible topics for the final essays in small groups. In Week 13, students will be expected to bring drafts of their final essays to tutorial for peer review. Further details about these activities will be provided as the time approaches.
Lecture and Tutorial Times
There are two lectures per week:
Wednesday 10am-11am W5C 211
Thursday 3pm-4pm E4B 314
Students should attend both lectures and one tutorial.
There are two tutorial classes scheduled:
Wednesday 11am-12pm W5C 334
Thursday 4pm-5pm W5C 334
External students will be required to participate in online tutorials where a range of questions will be discussed and interaction between students will be encouraged throughout the semester. I will also participate in these discussions from time to time, mainly in a facilitating role.
Readings
For those interested in purchasing the books, the following editions are recommended for this unit:
All required readings will also be made available through the library and iLearn.
Week One: Defining the Enlightenment in France
Week Two: Defining the Enlightenment in Prussia
Week Three: Enlightenment Politics—Rationality and Progress
Week Four: Instrumental Reason and the Dialectic of Enlightenment
Week Five: Language as a Barrier to Universality
Weeks Six: Reaffirming the Enlightenment
Week Seven: Enlightenment and Critique: Michel Foucault
Week Eight: False Universality? The Enlightenment and Race
Week Nine: The Enlightenment and Race, continued
Week Ten: False Universality? The Enlightenment and Gender
Week Eleven: Rethinking Freedom and Equality—Étienne Balibar
Week Twelve: Rethinking Autonomy—Cornelius Castoriadis
Week Thirteen: No Lectures
Students will work on peer-reviewing exercises for their final essays in tutorials this week.
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://informatics.mq.edu.au/help/.
When using the University's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students.
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by:
Since last being offered, this unit has undergone the following changes:
Date | Description |
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17/02/2015 | I changed the Unit Guide to reflect a recent room change for one of the lectures. While I was at it, I made a small change in the order of the readings. |