Key facts
Details for course being taught in current academic year
Level 2 - 18 credits - spring and summer terms
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Course description
Course outline
This course continues the examination of various materialist conceptions of mind and extends analysis to the philosophical implications of recent work and ideas in robotics, artificial life and situated reason. The complex issues surrounding the scientific explanation of consciousness and experience are discussed. Approaches to the study of mind emphasising embodiment, action and physical context are also introduced.
Pre-requisite
Philosophical Foundations of Cognitive Science I
Learning outcomes
At the end of the course, a successful student should be able to:
1. Show an understanding of the various theories of Consciousness and demonstrate awareness of some core thought experiments and how they illuminate the debate.
2. Give an account of some philosophical theories of the self and relate them to research in the cognitive sciences.
3. Apply philosophical thinking to some central problems of contemporary cognitive science such as: animal minds, vision and the nature of representation.
4. Demonstrate a grasp of the embodied critique of computationalism.
Students will come to grasp some central theories and arguments in the field of Philosophy of Cognitive Science, and will become familiar with the works of some major philosophers and cognitive scientists.
They will learn to analyze the structure of complex problems, to identify textually-based arguments, and to subject arguments (both their own and others) to rigorous logical and philosophical scrutiny. They will learn to use detailed examples to support or criticize generalizations, and to assess the value of specific empirical results in supporting foundational or philosophical claims.
Students will learn to think and reason clearly, to express their ideas and to critically reflect upon their own views and prejudices. They will learn how to use library and web-based resources as tools for independent research. They will learn to participate in group discussions and to present and defend their own views and the views of others.
In keeping with an interdisciplinary agenda, students will learn to understand, communicate and exchange ideas across disciplinary boundaries.
Library
Clark, A. (2001). Mindware: An Introduction to the Philosophy of Cognitive Science. Oxford, Oxford University Press.
Dennett, D. C. (1987). The Intentional Stance, MIT Press.
Dennett, D. C. (1991). Consciousness Explained, Penguin Books.
Clark, A. (2003). Natural Born Cyborgs: Minds, Technologies and the Future of Human Intelligence. New York, Oxford University Press.
Metzinger, T. (1995). Conscious Experience. Shoning, Imprint Academic.
Rowlands, M. (1999). The Body In Mind: Understanding Cognitive Processes. Cambridge, CUP.
J. Haugeland (ed) Mind Design II (MIT Press)
Assessments
| Type | Timing | Weighting |
|---|---|---|
| Coursework | 30.00% | |
| Essay (3000 words) | Spring Week 10 | 66.60% |
| Presentation | Summer Week 6 (15 minutes) | 33.40% |
| Unseen Examination | Summer Term (3 hours) | 70.00% |
Resit mode of assessment
| Type | Timing | Weighting |
|---|---|---|
| Unseen Examination | Summer Vacation (3 hours ) | 100.00% |
Timing
Submission deadlines may vary for different types of assignment/groups of students.
Weighting
Coursework components (if listed) total 100% of the overall coursework weighting value.
Teaching methods
| Term | Method | Duration | Week pattern |
|---|---|---|---|
| Spring+Summer Terms | LECTURE | 2 hours | 1010101010 |
| Spring+Summer Terms | SEMINAR | 2 hours | 0101010101 |
How to read the week pattern
The numbers indicate the weeks of the term and how many events take place each week.
Contact details
Dr Ron Chrisley
Assess convenor
http://www.sussex.ac.uk/informatics/profile476.html
Dr Robert Clowes
Assess convenor
http://www.sussex.ac.uk/informatics/profile23608.html