Module PHL2015 for 2021/2
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Undergraduate Module Descriptor
PHL2015: Body and Mind
This module descriptor refers to the 2021/2 academic year.
Module Aims
The module will enhance your ability to think about what it is to be human by exploring philosophical and empirical studies of how mentality is rooted in our particular kind of embodiment. The module will challenge your thinking about the connection between mind and body, and provide new perspectives on how philosophical questions can have real-world practical implications.
On successfully completing the programme you will be able to: | |
---|---|
Module-Specific Skills | 1. critique the limits of purely 'intellectualist' or 'cognitivist' biases in philosophical thinking; 2. integrate interdisciplinary resources in speaking and writing about the basis of human experience and knowledge. |
Discipline-Specific Skills | 3. demonstrate awareness of the state-of-the-art research on human cognition and experience. 4. adopt an interdisciplinary approach to addressing questions in other areas of philosophy. |
Personal and Key Skills | 5. develop an expanded philosophical and critical vocabulary. 6. identify the role of embodiment in the performance of work-related skills and tasks. |
Module Content
Syllabus Plan
Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following topics:
- phenomenology and embodiment;
- cognitive science and embodiment;
- perception and embodiment;
- the limits of embodiment;
- disruptions of embodiment;
- gender and embodiment;
- memory and embodiment;
- sociality and embodiment;
- aesthetics and embodiment.
Learning and Teaching
This table provides an overview of how your hours of study for this module are allocated:
Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
---|---|---|
27 | 123 | 0 |
...and this table provides a more detailed breakdown of the hours allocated to various study activities:
Category | Hours of study time | Description |
---|---|---|
Scheduled Learning and Teaching Activity | 22 | 11 x 2-hour lecture/discussions. |
Scheduled Learning and Teaching Activity | 5 | Fortnightly 1 hour tutorials |
Guided Independent Study | 63 | Assigned readings for each lecture, preparation for class discussion |
Guided Independent Study | 60 | Private study, preparation for essay |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
How this Module is Assessed
In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.
Formative Assessment
A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.
Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
---|---|---|---|
Individual research report | 500 words | 1-6 | Verbal and written |
Presentation on selected reading during tutorial | 10 minutes | 1-6 | Verbal and written |
Summative Assessment
A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.
Coursework | Written exams | Practical exams |
---|---|---|
100 | 0 | 0 |
...and this table provides further details on the summative assessments for this module.
Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
---|---|---|---|---|
Essay | 100 | 3,000 words | 1-6 | Written |
Re-assessment
Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.
Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
---|---|---|---|
Essay | Essay (3,000 words) | 1-6 | August/September reassessment period |
Indicative Reading List
This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.
Basic reading:
Gallagher, S. and Zahavi, D. (2008). Chapter 7: “The Embodied Mind”. In The Phenomenological Mind, Routledge, 129-151.
Heinämaa, S. (2012). “The Body.” In S. Luft and S. Overgaard (eds.), The Routledge Companion to Phenomenology, Routledge, 222-232.
Wilson, M. (2001). “Six Views of Embodied Cognition”, Psychonomic Bulletin and Review, 9, 625-636.
Dawson, M. (2014). “Embedded and Situated Cognition.” In L. Shapiro (ed.), The Routledge Handbook of Embodied Cognition. Routledge, 59-67.
Rowlands. M. (2010). Chapter 3: “The Mind Embodied, Embedded, Enacted, and Extended”. In The New Science of the Mind: From Extended Mind to Embodied Phenomenology, MIT Press, 51-84.
Aizawa, K. (2014). “Extended Cognition.” In L. Shapiro (ed.), The Routledge Handbook of Embodied Cognition, Routledge, 31-38.
Cole, J. (1998). “On Being Faceless: Selfhood and Facial Embodiment”, Journal of Consciousness Studies, 5-6, 467-484.
Fuchs, T., & Schlimme, J. E. (2009). “Embodiment and Psychopathology: A Phenomenological Perspective”, Current Opinion in Psychiatry, 22, 570–575.
Young, I. (1980). “Throwing Like a Girl”, Human Studies, 3, 137-156.
Merritt, M. (2014). “Making (Non)sense of Gender.” In M. Cappuccio and
T. Froese (eds.), Enactive Cognition at the Edge of Sense-Making: Making Sense of Non-Sense, Palgrave Macmillan, 285-306.
Colombetti, G. (2014). Chapter 5: “How the Body Feels in Emotion Experience.” In The Feeling Body: Affective Science Meets the Enactive Mind, MIT Press, 113-134.
Maise, M. (2014). “Body and Emotion.” In L. Shapiro (ed.), The Routledge Handbook of Embodied Cognition, Routledge, 31-38.
Gallagher, S. and Zahavi, D. (2008). Chapter 9: “How We Know Others.” The Phenomenological Mind.
Spaulding, S. (2014). “Embodied Cognition and Theory of Mind.” In L. Shapiro (ed.), The Routledge
Handbook of Embodied Cognition, Routledge, 197-206.
Menary, R. (2008). “Embodied Narratives.” Journal of Consciousness Studies, 15, 63-84.
Sutton, J. and Williamson, K. (2014). “Embodied Remembering.” In L. Shapiro (ed.), The Routledge Handbook of Embodied Cognition, Routledge, 315-325.
Krueger, J. (2014) “Affordances and the Musically Extended Mind”, Frontiers in Psychology, 4, 1-13.