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BA Hons Mathematics and Philosophy
|Mode of Study: Full Time||Department: Mathematics and Statistics|
|UCAS Code: GV15||Duration/Length: 3 Year(s)|
|QAA Subject Benchmark: Mathematics, Statistics and Operational||Director of Studies: Dr ML MacDonald|
|Total Credit Points: 360||Credit Points Year 2: 120|
|Credit Points Year 3: 120|
- Compulsory Modules
- Educational Aims
- Learning Outcomes
- Learning and Teaching Strategies
- Assessment Strategy and Skills
Syllabus Rules and Pre-requisites
- The student must take the following modules:
- PartII (Year 2)
- The student must take the following modules:
- The student must take 1 modules from the following group:
Educational Aims: Knowledge, Understanding and Skills
This joint degree scheme gives students the opportunity to explore the historical and methodological links between mathematics and philosophy. Mathematics has made an important contribution to many branches of philosophy, whilst philosophy has had a significant positive input into the development of mathematics by challenging its foundations and opening up prospects of new theories with abstract ontology. By studying both subjects, students develop a capacity for logical method, critical reasoning and abstract thought. These aspects are particularly relevant in studying pure mathematics, where proof is of central importance.
- develop students subject specific knowledge about the themes, concepts and events that have shaped the contemporary philosophical scene;
- enable students to engage in debate on matters of philosophy;
- encourage students in thinking critically and independently about philosophical issues;
- be aware of a range of different theoretical and methodological perspectives within philosophical studies and to be able to apply their general understanding to real world examples;
- generate a broad understanding of the range of areas of investigation in philosophical studies by offering a wide range of substantive topics from which students can choose;
- develop students cognitive, time management and transferable skills through a variety of learning environments and modes of assessment;
- offer high quality teaching, informed by staff research, which helps students realise their creative and academic potential;
- enhance student internationalisation and employability;
- develop students' high level skills in problem solving, the application of knowledge, analysis and critical reflection, oral and written communication, independent learning, negotiation and influence, time management, work organisation and the application of modern technologies.
Learning Outcomes: Knowledge, Understanding and Skills
- On successful completion of this scheme of study students will be able to:
- Demonstrate a broad knowledge of philosophy in the analytical tradition together with deeper knowledge in some particular fields;
- Demonstrate a broad knowledge of the themes, concepts and events that have shaped the contemporary philosophical scene;
- Engage in debate on matters of philosophy, and use philosophical techniques of analysis and argumentation;
- Think critically and independently about philosophical issues;
- Demonstrate awareness of a range of different theoretical and methodological perspectives within philosophical studies and apply their general understanding to real world examples;
- Demonstrate familiarity with the range of areas of investigation in philosophical studies;
- Recognise and critically analyse problems, methodological errors, rhetorical devices, unexamined conventional wisdom and unnoticed assumptions;
- Interpret texts from a variety of ages and philosophical traditions sensitively and to critically assess arguments in such texts.
- Demonstrate cognitive and transferable skills;
- Demonstrate enhanced internationalisation and employability;
- Summarise and compare conceptually based theoretical arguments, constructing, developing and defending valid arguments, recognising invalid arguments;
- Assimilate information from taught material with independent reading and produce written work that demonstrates their understanding of those materials;
- Communicate ideas to others, articulating underlying issues in all kinds of debate, and making presentations based on prepared material and participate effectively in small group contexts;
- Review unfamiliar ideas and ways of thinking with an open mind, and show willingness to change their minds where appropriate;
- Use library and IT resources effectively in the preparation of written work;
- Work independently under supervision and guidance;
- Manage their time effectively.
Learning and Teaching Strategies and Methods: Knowledge, Understanding, Skills
The primary method of instruction is the lecture. Lectures are used to teach key concepts and offer learning guidance.
All lecture courses in the Department of Mathematics and Statistics are supported by weekly problem-solving classes. Students are set weekly assignments which are marked and returned, with feedback, by tutors who are either academic staff or graduate teaching associates. This assessment is designed to be formative, but a small amount of summative credit is awarded. Regular computer lab sessions, especially in the first two years, are used to teach the programming language R and train students to solve problems using software. The labs are designed to complement the lecture courses and problem-solving classes.
The Department of Mathematics and Statistics offers a dedicated Project Skills course, MATH390, optional for this scheme of study, which carries 15 credits at Level 6 and is taught in the third term of Year 2 and the first term of Year 3. Students are trained to use the mathematical typesetting software LaTeX, write scientific reports, enhance their communication skills and deliver oral presentations. Working in small groups, the students are asked to write and present a substantial report on an advanced topic in mathematics or statistics.
In philsophy, the PPR department's aim is to integrate learning and teaching with the research culture of the department.
In Part I, students are given a gentle introduction to the theoretical foundations of philosophy, and begin to understand what is meant by critical enquiry in academia. Students learn the basic essay writing skills that will enable them to produce high quality course work in subsequent years. They are also encouraged to become independent as learners. Teaching principally takes the form of lectures and seminars (with groups of up to 15 students), as well as a significant amount of independent study.
Part II builds on the theoretical foundation and requires students to develop a broader and deeper understanding of the subject area. Depending on their choice of modules, students can gear their learning to focus deeply on a particular area (theoretical or issue based) on which to specialise, or they can chose to gain an increased breadth of understanding through choosing more diverse modules. Teaching principally takes the form of lectures and seminars (with groups of up to 15 students), as well as a significant amount of independent study. Students can also choose to develop their independent research skills through doing a supervised dissertation in the final year.
Weekly lectures provide students with a basic framework for understanding the issues raised by the course material. Independent study and the ability to discuss ideas with others is facilitated by interactive, student-oriented seminars of groups of up to 15. Course materials include outlines and lecture handouts. Course outlines provide information about intended learning outcomes, the aims of the course, a list of lecture and seminar topics and a reading list. Lecture handouts, where used, typically indicate the main points of lectures, suggested detailed reading, and usually include material for the associated seminar. Independent learning and researching and preparing for lectures, seminars and assessments are an integral part of the learning experience.
Assessment Strategy and Methods: Knowledge, Understanding and Skills
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