Undergraduate Module Descriptor

PHL3002: Existentialism

This module descriptor refers to the 2021/2 academic year.

Module Aims

The aim of this module is to introduce you to the place of existentialism as a philosophical tradition, while also exploring the cultural movement of existentialism that flourished in Europe during the 20^th century. The module will situate existentialism within the history of philosophy and critically explore and investigate the challenges associated with the practice and method of existentialism as a philosophical movement. In addition, the module will explore the intersections between philosophical existentialism and literary existentialism. A further aim is to encourage you to be able to reflect existentially about your own lived experience and to explore the contemporary relevance of the existential approach to a variety of topics and disciplines.

Intended Learning Outcomes (ILOs)
This module's assessment will evaluate your achievement of the ILOs listed here – you will see reference to these ILO numbers in the details of the assessment for this module.
On successfully completing the programme you will be able to:
Module-Specific Skills	1. Identify and cogently discuss the key methods, questions, themes and topics within the existential tradition and to critically compare this approach with other philosophical methods and traditions. 2. Critically distinguish and evaluate various approaches to existentialism, both in philosophy and literature, and related critiques, within the 20th century
Discipline-Specific Skills	3. Demonstrate a high level of understanding of the interrelation between theories, values and lived experience, with particular focus on existential themes. 4. Engage in in-depth study of a text through detailed reading and analysis
Personal and Key Skills	5. Demonstrate a significantly expanded philosophical vocabulary and understanding with respect to key ideas in twentieth century European philosophy and how this relates to philosophical approaches arising from the Anglo-Analytic tradition 6. Conduct research independently engaging with complex ideas and problems while developing original research insights. 7. Engage in complex and high level argumentation both orally and through writing.

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
Tutorial Participation	Fortnightly	1-7	Oral

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
Glossary Entry	40	1,000 words	1-7	Written
Essay	60	3,000 words	1-7	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
Glossary Entry	Glossary Entry (1,000 words)	1-7	August/September reassessment period
Essay	Essay (3,000 words)	1-7	August/September reassessment period

Re-assessment notes

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.