(WM / VM IIIa 1) Epistemology, Action, and Methods in Philosophy and Science

Courses in this module

Modules of this type comprise three courses, which can be seminars, lectures, colloquia, participation in a workshop or a mix thereof. The courses are thematically coordinated and complement each other. They build on knowledge and competences acquired in previous B.A. studies and aim to enhance the students’ comprehension of the core disciplines of theoretical philosophy, here in particular epistemology and methods in philosophy and science.

Contents of the module

This module addresses (i) classical questions in epistemology concerning the role of perception and reasoning for acquiring knowledge and justified belief and (ii) specific methods used in philosophy and in science to increase our knowledge about the world. In epistemology courses we study topics such as knowledge, justification, perception, rationality of belief and of degrees of belief, interaction and collaboration between epistemic agents such as in cases of testimony or disagreement between them. Methods of philosophy courses are concerned with topics in metaphilosophy, the study of the nature and methods of philosophy itself, which considers issues like disagreement in philosophy, philosophical progress, or the various philosophical methods, such as conceptual analysis or formal methods, and their conditions of application and trustworthiness. Courses in methods of science focus on topics such as observation and experiment, formal modeling and theory formation, hypothesis-testing and scientific progress, social aspects of science and the difference between science and pseudo-science. Courses in this module discuss philosophical considerations about the methods in science by means of concrete examples from the sciences, with a special emphasis on cognitive science and neuroscience, two of the main fields of interdisciplinary research in the department.

Aims and Outcomes

Students acquire the means to independently engage with problems and questions raised in the various branches and areas of epistemology and in connection with methods in philosophy and in science. They are further enabled to make connections between specialized investigations and to give well-grounded answers to central questions of these areas of theoretical philosophy. The most important aim, however, consists in assisting students to move from a predominantly passive attitude towards philosophical texts (i.e., a position primarily concerned with reception) towards an independent and competent engagement with the systematic problems that are raised by the studied texts.

(WM / VM IIIa 2) Logic, Language, and Metaphysics

Courses in this module

Modules of this type comprise three courses, which can be seminars, lectures, colloquia, participation in a workshop or a mix thereof. The courses are thematically coordinated and complement each other. They build on knowledge and competences acquired in previous B.A. studies and aim to enhance the students’ comprehension of the core disciplines of theoretical philosophy, here in particular logic and language.

Contents of the module

This module addresses core problems, theories and advanced methods in philosophical logic, the philosophy of language, and metaphysics. Courses in philosophical logic are to a large extent concerned with modal logics broadly conceived, including systems of epistemic logic, deontic logic, and logics of time and agency. A special emphasis is put on systems of non-classical logic, such as many-valued, paraconsistent, and substructural logics. Moreover, analyses of the semantical and other paradoxes play an important role. Basic methods from logic are explained and applied, such as canonical models and cut-elimination. Different types of semantics and different kinds of proof system are studied. Courses in the philosophy of language address (i) issues of semantics such as the nature of linguistic meaning, compositionality, the structure of the lexicon, concepts, vagueness and metaphors; (ii) issues of pragmatics including theories of speech acts, implicatures and presuppositions as well as irony, sarcasm and humor; (iii) the relations between truth, assertability and meaning; (iv) issues of hermeneutics; (v) topics in the philosophy of linguistics and finally (vi) questions at the interface between the philosophy of language and other areas of linguistics. Courses at the interface between philosophical logic and philosophy of language focus on formal methods and theories of semantics and pragmatics. These include model-theoretic as well as proof-theoretic conceptions of linguistic meaning for both natural and formal languages as well as probabilistic and game-theoretic accounts in pragmatics. Courses in metaphysics are concerned with classical metaphysical topics such as substance, essence, time, or possibility and necessity, and often overlap thematically with courses on philosophical logic and/or philosophy of language, in particular where the intersection of modality and metaphysics is concerned.

Aims and Outcomes

Students are qualified to engage themselves with conceptual problems and questions raised in philosophical logic, philosophy of language, and metaphysics. They are made familiar with central formal methods from these areas, they are enabled to apply such methods, and they are made aware of the potentials and limits of these methods. Moreover, students are qualified to study up-to-date research literature so as to be prepared for academic research.

(WM / VM IIIc 1) Mind and Cognition

Courses in this module

Modules of this type comprise three courses, which can be seminars, lectures, colloquia, participation in a workshop or a mix thereof. They build on knowledge and competences acquired in previous B.A. studies and aim to enhance the students’ comprehension of the core disciplines of theoretical philosophy, here in particular topics in the Philosophy of Mind and Cognition, including such central topics as intentionality, perception, consciousness, the mind-body problem, and artificial intelligence.

Contents of the module

The seminars and lectures in this module focus on questions in the philosophy of mind. That is, reflections on the epistemology and metaphysics of mind and cognition include questions such as: What is a mind? How does the mind relate to the brain and our behavior? What is consciousness? What is intentionality? And what is their relation? Is there an asymmetry between knowing one’s own mind and knowing someone else’s mind? How should we characterize cognitive processes and states? Do they or can they extend beyond an organism? How is their relation to a biological foundation? In addressing these and other questions, the courses will cover topics central to contemporary philosophical discussions of the metaphysics and epistemology of mind.

Aims and Outcomes

Students acquire the means to independently engage with problems and question raised in the various branches and areas of mind and cognition. They are further enabled to make connections between specialized investigations and to give well-grounded answers to central questions in these areas of theoretical philosophy. The most important aim, however, consists in assisting students to move from a predominantly passive attitude towards philosophical texts (i.e. a position primarily concerned with reception) towards an independent and competent engagement with the problems that are raised by the studied texts.

(SP) Focus

Courses in this module

Modules of this type consist of three courses, which can be either colloquia or seminars.

The course builds on knowledge and competences acquired in the three thematic core modules (modules WM IIIa 1, WM IIIa 2, and WM IIIc 1). This module begins the preparation proper for the graduation from the program. The SP substitutes for one of the VM modules and thus allows students to concentrate their studies on a specific aspect of theoretical philosophy. Students should use the course offerings as an opportunity for an intensive engagement with a specific subject, which should have a direct connection to the envisaged topic of the M.A. dissertation.

Contents of the module

Courses in modules of this type can address topics in any of the three cose areas of theoretical philosophy, covered by the modules WM IIIa 1, WM IIIa 2, and WM IIIc 1.

Aims and Outcomes

Participants of courses of this module gain in-depth understanding of a specific problem or question discussed in one branch of theoretical philosophy. They acquire an overview of the different positions that have been assumed in the literature vis-à-vis this problem or question. The colloquia and seminars also discuss gaps and blindspots in the previous attempts to come to terms with the topic in question. Students are thus put into a position to begin to formulate ideas related to a possible M.A. dissertation, which they explicate in the required long essay (20 pages).

(EB) Advanced

Courses in this module

The EB substitutes for one of the VM modules. Modules of this type consist of three courses, which can be either seminars or colloquia. After having studied particular philosophical topics in the three thematic core modules, participants of courses of this module directly engage with current research (research-oriented learning). The courses prepare participants to join ongoing workshops, conferences and research presentations and allow them to further their comprehension of a subject by interacting with visiting and local researchers.

Students may substitute up to two courses with courses from fields outside of philosophy (e.g. linguistics, mathematics, or neuroscience) provided that the contents of these courses are closely related to topics in a given area of theoretical philosophy.

Students may also substitute one course with an internship. The host of the internship may an institution within academia, or outside academia, as long as the area of operation is connected to theoretical philosophy (e.g. science management, data management, artificial intelligence, natural language processing, etc.). Whether or not a host institution or company qualifies is decided on a case-by-case basis.

Contents of the module

Courses in modules of this type can address topics in any area of theoretical philosophy; courses in modules of this type may also address topics related to theoretical philosophy.

Aims and Outcomes

Participants will acquire the knowledge required to structure the questions and problems in a particular field with a view to composing the exposé of their M.A. dissertation.

(MAT) M.A. Thesis

Courses in this module

This module does not contain coursework.

Contents of the module

In the final module of the program, which is to be completed in the fourth semester, the student is expected to produce an M.A. dissertation. While the student meets regularly with his or her supervisor, the student is expected to work independently. Students can also take the opportunity to present the dissertation’s thesis or a part thereof in a colloquium. The topic of the dissertation can come from any area of theoretical philosophy and should address a significant research question. The student critically analyses existing theories pertinent to his or her subject and assesses the relevant literature using established research methods and presents the findings in an academic form.

Aims and Outcomes

The main purpose of the M.A. thesis is to demonstrate that the student is able to undertake independent research, under supervision. Since this M.A. is a research degree, the thesis must have a substantial research component. Furthermore, it must be written in English and completed under the guidance of a supervisor. The thesis should also be of such quality and scope that excerpts of it warrant publication in the form of a peer-reviewed scientific journal paper (or constitutes a part of such a paper). This implies that the thesis must be an original contribution that is well-organized and expressed in a clear and appropriate language. Completing a master thesis helps students interested in an academic career prepare to enter a PhD program or other research opportunities by enhancing their skills necessary for academic publication.