Main field(s) of study and in-depth level:
Theoretical Philosophy A1N
Explanation of codes
The code indicates the education cycle and in-depth level of the course in relation to other courses within the same main field of study according to the requirements for general degrees:
G1N: has only upper-secondary level entry requirements
G1F: has less than 60 credits in first-cycle course/s as entry requirements
G1E: contains specially designed degree project for Higher Education Diploma
G2F: has at least 60 credits in first-cycle course/s as entry requirements
G2E: has at least 60 credits in first-cycle course/s as entry requirements, contains degree project for Bachelor of Arts/Bachelor of Science
GXX: in-depth level of the course cannot be classified.
A1N: has only first-cycle course/s as entry requirements
A1F: has second-cycle course/s as entry requirements
A1E: contains degree project for Master of Arts/Master of Science (60 credits)
A2E: contains degree project for Master of Arts/Master of Science (120 credits)
AXX: in-depth level of the course cannot be classified.
Fail (U), Pass (G), Pass with distinction (VG)
The Department Board
Fulfilment of the requirements for a Bachelor's degree in the humanities or a corresponding foreign degree
The course is offered to C level students and students at advanced level. For students at advanced level, the examination requirements are higher than for students at C level.
After completing the course the students are expected to:
have an overview of how the notions of virtue and vice are used within epistemology
be able to distinguish intellectual and moral virtues (and vices)
know the central texts in which these concepts emerge in Classical Ancient Philosophy
be able to discuss several individual virtues and vices relevant for inquiry, knowledge-acquisition, and communication.
Knowledge is seldom something that we simply possess. Much of our intellectual effort goes towards processes of knowledge acquisition, such as inquiry. Inquiry is a goal-directed process aimed at settling a particular question. Inquiries can be conducted well and they can be conducted badly -- inquiries are subject to norms. What are those norms? Moreover, some people are good at inquiring and some people not, some are open-minded and intellectually humble, some are arrogant and dogmatic. What, exactly are these character traits and how should they be cultivated or avoided? The course starts from the ancient -- Platonic and Aristotelian -- insight that some of the virtues are primarily intellectual and hence useful in contexts that have to do with knowledge acquisition and inquiry. We will then proceed to contemporary theories of virtues that promote the acquisition of knowledge and vices that prevent such acquisition.
Lectures and seminars. Seminar meetings are interactive and students are expected to participate and contribute. The language of instruction is English.
One longer essay and one shorter writing assignment. A student's active participation and good performance during the lectures and seminars may be a positive factor in the overall assessment of the student's work for the course.
If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the University's disability coordinator.