Undergraduate Programme Specification
BA Anthropology and Philosophy
Academic Year 2021/22
A programme specification is required for any programme on which a student may be registered. All programmes of the University are subject to the University's Quality Assurance processes. All degrees are awarded by Queen's University Belfast.
Programme Title | BA Anthropology and Philosophy | Final Award (exit route if applicable for Postgraduate Taught Programmes) |
Bachelor of Arts | |||||||||||
Programme Code | ANT-BA-JS | UCAS Code | LV65 | HECoS Code |
100337 - Philosophy - 50 100436 - Anthropology - 50 |
ATAS Clearance Required | No | |||||||||||||
Mode of Study | Full Time or Part Time | |||||||||||||
Type of Programme | Joint Honours Single | Length of Programme | Full Time - 3 Academic Year(s) Part Time - 6 Academic Year(s) |
Total Credits for Programme | 360 | |||||||||
Exit Awards available |
Institute Information
Teaching Institution |
Queen's University Belfast |
School/Department |
History, Anthropology, Philosophy and Politics |
Quality Code Higher Education Credit Framework for England |
Level 6 |
Subject Benchmark Statements The Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies |
Anthropology (2015) |
Accreditations (PSRB) |
Regulation Information
Does the Programme have any approved exemptions from the University General Regulations
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Programme Specific Regulations On completing Level I a Single Honours student in either Anthropology or Philosophy who has completed 40 CATS at Level I in the other subject and has achieved an average mark across the 40 CATS of 60 or above may be admitted to this Joint Honours programme subject having obtained the approval of the advisor of studies of the subject in which they only have 40CATS. |
Students with protected characteristics
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Are students subject to Fitness to Practise Regulations (Please see General Regulations) No |
Educational Aims Of Programme
The Joint Honours Programme in Anthropology and Philosophy is designed to provide students with:
• an intellectual training in the separate disciplines of Philosophy and Anthropology which, while discrete subjects, are also complementary and mutually enriching;
• a discipline-specific perspective from which students acquire an understanding of the foundational ideas of human nature, ethics, and knowledge, a familiarity with debates surrounding culture and identity, both individual and communal, and skills in synthesising and developing ideas and arguments from diverse literary and other contemporary sources;
• a range of skills which together foster the ability to practise self-motivated learning and increase the capacity to undertake independent learning in a progressive way.
Together, these subjects together equip individuals with the ability to:
• think critically, process and understand complex information;
• evaluate primary and secondary sources;
• interpret a variety of types of data and information;
• pursue independent learning;
• work well in groups and formulate arguments.
Furthermore, students benefit from a multi-disciplinary education which gives them a large skill set and opens a wide range of career options following graduation.
The curricula will be delivered in accordance with the national Philosophy and Anthropology benchmarking statements, which reflect the wide variety of fundamental questions investigated in contemporary Philosophy, as well as the great spread of cultures, languages, and historical eras in which philosophical investigation has taken place; and in which Social Anthropology explores the nature of complexity and richness of cultural diversity, providing a knowledge of the values, ethics and traditions of human social worlds through voices and representations as illustrated in theory and ethnography.
More generally, the Joint Honours Programme in Anthropology and Philosophy aims:
• to attract students from local, national, and international contexts, through a variety of entry routes, and then provide and deliver the best possible learning and teaching experience, in an environment of equality, tolerance, and mutual respect;
• to provide students with the necessary intellectual, practical, and key skills to enable them to develop as independent, reflective lifelong learners and able employees;
• to develop a broad context for future employment, in which graduates appreciate the continuing value of an education in these two disciplines.
The programme will thereby foster an atmosphere of intellectual inquiry in each discipline, by offering modules which encourage a stimulating interchange of ideas.
Learning Outcomes
Learning Outcomes: Cognitive SkillsOn the completion of this course successful students will be able to: |
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make judgments on the basis of varied and problematic evidence and according to the persuasiveness of the arguments or the reliability of the evidence used; |
Teaching/Learning Methods and Strategies Class discussion in which analysis and interpretation of texts takes place allows the students to develop a comparative understanding of different approaches to material. It allows for both tutor- and student-led opportunities for the discussion and comprehension of directed reading and secondary source information. Methods of Assessment Progress through the degree is one in which the autonomous learning undertaken by students is gradually increased, from lecture/tutorial based teaching at stages 1 and 2, to student-centred learning, through 2- or 3-hour seminars, at stage 3. |
respond to, and differentiate between, different ideological and theoretical positions; |
Teaching/Learning Methods and Strategies Analytical literary-critical exercises – both formative and summative – test students’ ability to engage with, contextualise, and interpret texts. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources. Methods of Assessment test students’ ability to order and shape information, and to recognise ways in which the presentation and prioritisation of material is conducive to its rhetorical effect. In all modules, students are encouraged to refer to current critical and theoretical debate in order to form their own judgement of the text or data in question. |
discriminate between what is central and what is peripheral to |
Teaching/Learning Methods and Strategies Extended essays test their ability to order and shape information, and to recognise ways in which the presentation and prioritisation of material is conducive to its rhetorical effect. Methods of Assessment Analytical literary-critical exercises – both formative and summative – test students’ ability to engage with, contextualise, and interpret texts. |
reflect on their own learning, seeking and making use of constructive feedback; |
Teaching/Learning Methods and Strategies Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information. Methods of Assessment Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. |
appreciate a range of historical and cultural perspectives on academic enquiry; |
Teaching/Learning Methods and Strategies Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information. Methods of Assessment Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument. |
gather, organise and deploy evidence, data and information; and be familiar with appropriate means of identifying, finding, retrieving, sorting and exchanging information; |
Teaching/Learning Methods and Strategies Through supervision of dissertations and research essays students are encouraged to identify a research topic; collate relevant data and write an independent analysis of it. Methods of Assessment Essays test their ability to collect, order and shape information, and to recognise ways in which to present and prioritise material. |
Learning Outcomes: Knowledge & UnderstandingOn the completion of this course successful students will be able to: |
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disciplines of Anthropology and Philosophy (including metaphysics, epistemology, philosophy of religion, philosophy of language, and philosophy of mind); |
Teaching/Learning Methods and Strategies Knowledge and understanding are developed through lectures, tutorials, seminars (many of which will be enhanced by learning aids such as hand-outs, and key readings available online through Canvas) and through the assessment and feedback process. Methods of Assessment A range of assessment methods ensures that these skills are evaluated in different ways. |
demonstrate an understanding of the nature and extent of human diversity and commonality and account for this using a variety of analytical perspectives; |
Teaching/Learning Methods and Strategies Seminars offer the more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information. Methods of Assessment The dissertation, examinations, essays and seminar presentations work require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument. |
show an appreciation and understanding of the relationship between local social and cultural forms in relation to global processes and broader historical developments; |
Teaching/Learning Methods and Strategies Analysis of anthropological texts incorporated into the curriculum at all levels Methods of Assessment Exams, essays, seminar/tutorial contributions and dissertations |
indicate a critical awareness of how anthropology is related to other cognate subjects; |
Teaching/Learning Methods and Strategies In lectures and tutorials students are encouraged to reflect on human cultural diversity and to compare different perspectives and methodological debates. Methods of Assessment Written and oral work particular attention is paid to the student’s awareness of cultural assumptions (including their own) and the ways in which these impact on an interpretation of others, as well as their awareness of different methodological approaches and debates. |
demonstrate knowledge and critical understanding of the potential applications of anthropological knowledge in a variety of contexts; |
Teaching/Learning Methods and Strategies In lectures and tutorials students are encouraged to identify different specialisms and the contribution that they make to our understanding of human cultural diversity. Methods of Assessment Written and oral work particular attention is paid to the student’s awareness of cultural assumptions (including their own) and the ways in which these impact on an interpretation of others, as well as their awareness of different methodological approaches and debates. |
Learning Outcomes: Subject SpecificOn the completion of this course successful students will be able to: |
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expertise in engaging with influential primary and secondary sources in philosophy, according to contemporary canons of academic debate and critical analysis; |
Teaching/Learning Methods and Strategies Lectures provide specific contextual and theoretical information as well as offering practical examples of different critical approaches. Methods of Assessment Essays, dissertations, oral presentations. |
select and utilise primary quotation and secondary critical material in the formulation of an argument; |
Teaching/Learning Methods and Strategies enables students to combine the knowledge and skills developed through lectures and tutorials, and to formulate, and receive feedback on, their own independent arguments. Methods of Assessment Essays, dissertations, oral presentations. |
understand how human beings are shaped by, and interact with, their social, cultural and physical environments, and an appreciation of their social, cultural and biological diversity; |
Teaching/Learning Methods and Strategies Discussions in tutorials encourage students to reflect on the human social and cultural diversity. Methods of Assessment In written and oral work, students are expected to demonstrate a knowledge of human social and cultural differences and how they emerge and are reproduced. |
formulate, investigate and discuss anthropologically informed questions and a competence in using major theoretical perspectives and concepts in anthropology and to critically asses their strengths and limitations; |
Teaching/Learning Methods and Strategies Lectures, seminars and tutorials aim to make students aware of the different cultures and able to critically analyse cultural difference. Methods of Assessment In written and oral work, students are expected to demonstrate a knowledge of human social and cultural differences and how they emerge and are reproduced. |
Engage with cultures, populations and groups different from their own, without foregoing a sense of personal judgment. An awareness of cultural assumptions, including their own, and the ways in which these impact on an interpretation of others; |
Teaching/Learning Methods and Strategies Engagement with texts and class discussion to advance cultural self-awareness. Methods of Assessment Essays, dissertations, oral presentations. |
critically read and interpret texts (for example: print, oral, film, multimedia) within their historical, social and theoretical contexts and acknowledge practical awareness of the strengths and limitations of ethnographic fieldwork and the different stages and requirements of carrying out an anthropological study; |
Teaching/Learning Methods and Strategies The Anthropology curriculum provides students with a wide choice of modules which reflect the different specialisms of members of staff. Methods of Assessment Essays, dissertations, oral presentations. |
Exhibit intellectual independence and the initiative to set tasks and solve problems Intellectual independence and the initiative to set tasks and solve problems. |
Teaching/Learning Methods and Strategies In seminars and tutorials students are encouraged to present their own ideas and views on particular topics. Methods of Assessment Essays and dissertations |
Learning Outcomes: Transferable SkillsOn the completion of this course successful students will be able to: |
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manage time efficiently and effectively; |
Teaching/Learning Methods and Strategies Class presentations and student interaction hone communication and rhetorical skills. Student centred learning situations encourage and test the ability to present and summarise knowledge to their peers in a coherent, structured form, and inter-personal skills are developed in seminars and tutorials. Methods of Assessment Writing skills tutorials and lectures develop essay writing on stylistic, rhetorical and bibliographical levels. The ability to source and collate information is developed through introductory training in the use of libraries and online resources. IT courses are available through the university and can be used to develop computing skills as required. All students are required to word-process essays, thus testing their acquisition of IT skills. |
display interpersonal skills and the ability to work productively in a group context; |
Teaching/Learning Methods and Strategies Individual and group presentations; developing skills at stage 1 through a dedicated skills module. Methods of Assessment Individual and group presentations; learning portfolio and coursework projects embedded across curriculum. |
understand the role and use of feedback in assessing and improving performance; |
Teaching/Learning Methods and Strategies Students receive online feedback on their uploaded assignments and may seek further feedback in one-to-one meetings with tutors. Methods of Assessment Feedback (on the Virtual Learning Environment, on draft materials, or in class) provides students with an ongoing feedback experience throughout their degree. |
use their knowledge in cogent, communicable ways to present arguments and clarify complex issues in both oral and written forms; |
Teaching/Learning Methods and Strategies Individual and group presentations. Methods of Assessment Individual and group presentations. |
reflect on intellectual and professional priorities; |
Teaching/Learning Methods and Strategies student reflection upon academic performance. Personal Tutors also discuss career options with students; and the School works closely with the Careers Liaison Officer to present students with information on possible careers. Methods of Assessment Each student is allocated a Personal Tutor in level 1 and meets with him/her throughout the duration of the degree programme |
demonstrate self-reliance, initiative, adaptability and intercultural awareness. |
Teaching/Learning Methods and Strategies Exchange programmes with international universities. Methods of Assessment For most international exchanges, students enrol on the host institution’s undergraduate programme. |
Module Information
Stages and Modules
Module Title | Module Code | Level/ stage | Credits | Availability |
Duration | Pre-requisite | Assessment |
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S1 | S2 | Core | Option | Coursework % | Practical % | Examination % | ||||||
Philosophy and Human Nature | PHL1001 | 1 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
'Understanding Northern Ireland: History, Politics and Anthropology' | ANT1006 | 1 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Perspectives on Politics | PAI1007 | 1 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Being Creative: Music Media and the Arts | ESA1001 | 1 | 20 | YES | 12 weeks | N | YES | 20% | 10% | 70% | ||
Philosophy and The Good Life | PHL1004 | 1 | 20 | YES | 12 weeks | N | YES | 30% | 10% | 60% | ||
Being Human: Evolution Culture and Society | ANT1001 | 1 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
A World on the Move:Historical and Anthropological Approaches to Globalization | ANT1003 | 1 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Introductory Logic | PHL1003 | 1 | 20 | YES | 12 weeks | N | YES | 0% | 20% | 80% | ||
Us And them: Why do we have ingroups and outgroups? | ANT1007 | 1 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Knowledge and Reality | PHL2001 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Modern Political Thought | PAI2005 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Mind and Language | PHL2026 | 2 | 20 | YES | 12 weeks | N | YES | 55% | 0% | 45% | ||
Moral Theories | PHL2000 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Key Debates in Anthropology | ANT2022 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Skills in the Field: Ethnographic methods | ANT2030 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
History of Philosophy | PHL2016 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Apocalypse! End of the World. | HAP2065 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Business Anthropology for the Digital Age | ANT2036 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Introduction to the Philosophy of Science | PHL2027 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Hanging out on Street Corners: Public and applied Anthropology | ANT2038 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Human Morality | ANT2039 | 2 | 20 | YES | 12 weeks | N | YES | 40% | 60% | 0% | ||
Radical Musics: Understanding Sounds of Defiance across Disciplines | HAP2000 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
The Northern Ireland Conflict and paths to peace | HAP2001 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Contemporary Political Philosophy | PAI3025 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Philosophical Theology | PHL3034 | 3 | 20 | YES | 12 weeks | N | YES | 40% | 0% | 60% | ||
The Politics of Performance: From Negotiation to Display | ESA3002 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Issues in the Philosophy of Science | PHL3001 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Human-Animal Relations: An Anthropological Perspective | ANT3027 | 3 | 20 | YES | 12 weeks | N | YES | 30% | 10% | 60% | ||
Applied Ethics | PHL3064 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
MUSICS ON THE ISLAND OF IRELAND: PRACTICE, POWER AND IDENTITY | ESA3012 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Topics in Epistemology | PHL3013 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Philosophy for Children | PHL3068 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
In Gods We Trust: The New Science of Religion | ANT3150 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Anthropology Dissertation | ANT3099 | 3 | 40 | YES | 12 weeks | Y | YES | 100% | 0% | 0% | ||
Remembering the Future: Violent Pasts, Loss and the Politics of Hope | ANT3152 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% |
Notes
Students must take 120 credits - 6 MODULES (THREE in Semester 1 and THREE in Semester 2). Students are required to take ONE CORE Anthropology module. Students are required to take FIVE OPTIONAL modules. “Students will be notified each academic year of the optional modules being offered in the following academic year. Students are advised that not all optional modules will necessarily be offered in each academic year. Also, the delivery of a module may be subject to a minimum number of enrolments as well as unforeseen circumstances (e.g. illness of a member of staff). The range and content of optional modules will change over time as degree programmes develop and students’ choice of optional modules may also be limited due to timetabling constraints.“ Students are encouraged to consider enhancing their undergraduate experience by taking one of the International study options. These are: • Studying for one semester exchange at one of our partner universities in Europe through the ERASMUS student exchange programme • Studying for one semester at one of our partner universities in the United States through our American student exchange programme. For further information about semester abroad opportunities, contact Advisor of Studies or happexp@qub.ac.uk
Students must take 120 credits - 6 MODULES (THREE in Semester 1 and THREE in Semester 2). Students are required to take ONE CORE module. Students are required to take TWO OPTIONAL Anthropology modules PLUS THREE OPTIONAL Philosophy modules. “Students will be notified each academic year of the optional modules being offered in the following academic year. Students are advised that not all optional modules will necessarily be offered in each academic year. Also, the delivery of a module may be subject to a minimum number of enrolments as well as unforeseen circumstances (e.g. illness of a member of staff). The range and content of optional modules will change over time as degree programmes develop and students’ choice of optional modules may also be limited due to timetabling constraints.“ Students are encouraged to consider enhancing their undergraduate experience by taking one of the International study options. These are: • Studying for one semester exchange at one of our partner universities in Europe through the ERASMUS student exchange programme • Studying for one semester at one of our partner universities in the United States through our American student exchange programme. For further information about semester abroad opportunities, contact Advisor of Studies or happexp@qub.ac.uk
Students must take 120 credits - 6 MODULES (THREE in Semester 1 and THREE in Semester 2). Students are required to take: a) ANT3099– Dissertation (double weighted - Semester 1) and a further ONE module from Anthropology, PLUS THREE modules in Philosophy; OR b) PHL3099 Dissertation (double weighted – both semester) and a further ONE module in Philosophy, PLUS THREE modules from Anthropology; OR c) THREE modules from Anthropology and THREE modules from Philosophy. PLEASE NOTE: Students MUST consult their Advisor of Studies before enrolling for a Dissertation in both Joint subject areas. “Students will be notified each academic year of the optional modules being offered in the following academic year. Students are advised that not all optional modules will necessarily be offered in each academic year. Also, the delivery of a module may be subject to a minimum number of enrolments as well as unforeseen circumstances (e.g. illness of a member of staff). The range and content of optional modules will change over time as degree programmes develop and students’ choice of optional modules may also be limited due to timetabling constraints.“