A Sociology of 21st Century Britain

15 credits
Autumn teaching, Year 1

This module will use contemporary Britain as an empirical base for exploring wider sociological perspectives. As an introductory degree level sociology module the emphasis is on developing a sociological sensibility to the social world. The questions that will be posed throughout the module are how are sociological explanations derived? how do different people come to different conclusions about similar social phenomena? what is distinct about sociological explanations - as opposed to those from other disciplines?

The relationship between empiricism and theory will be explored using examples from recent sociological research. The topics chosen broadly reflect established key themes in sociology however the exemplar material will be drawn from studies no older than five years. We shall be looking at how sociologists have interrogated a range of issues in 21st century Britain including work and employment, family, sport, intimacy, life online, nationalism, death and wealth. 

The first engagement with degree level sociology should be exciting and the module is designed to demonstrate the capacity of sociology to explore the social world in interesting, challenging and critical ways.

Early Modern Philosophy

15 credits
Spring teaching, Year 1

The module introduces some assumptions, arguments and ideas from the following major philosophers of the 17th and 18th centuries that ground the empiricist and rationalist traditions: Descartes, Locke, Leibniz, Berkeley, Hume, and Spinoza. You will examine these assumptions, arguments and ideas in the context of contemporary discussions of the issues, in order to better understand both the concerns which lie at the heart of much contemporary philosophy and the history of those concerns.

Making the Familiar Strange

15 credits
Spring teaching, Year 1

'Making the Familiar Strange' is predicated on the question how do sociologists do sociology? The module introduces you to epistemological and methodological issues in sociology. From an engagement with epistemology, methodological questions arise and these will be addressed - largely demonstrated through examples.

You will be introduced to particular epistemological approaches and then asked to reflect on worked examples of these. This is done by counterpoising a classic sociological studies with a contemporary examples - similarities and differences in epistemological and methodological approaches are critically examined.

It is intended that the examples will open up space for discussion about appropriate ways of understanding social phenomena with particular ontological and epistemological frames

Paradox and Argument

15 credits
Autumn teaching, Year 1

This module aims to introduce you to logical concepts and strategies by way of considering some well known philosophical paradoxes and arguments, eg the paradox of the stone (or omnipotence), the argument for fatalism from God's omniscience, and arguments against the coherence of time travel. The notions of truth, functionality and validity will be introduced, along with strategies for establishing the validity of arguments using truth tables.

Themes and Perspectives in Sociology I

15 credits
Autumn teaching, Year 1

Modern sociology developed in the 19th century in tandem with the rise of industrial capitalist society. It had a number of key concerns which reflected changes in, and the structure of, society at the time. These concerns have continued to preoccupy sociologists though in the context of contemporary societies, which have redefined key categories and experiences. This modules looks at such themes and at sociological perspectives on them as they have developed in both classical and contemporary forms of the discipline

Themes and Perspectives in Sociology II

15 credits
Spring teaching, Year 1

Modern sociology developed in the 19th century in tandem with the rise of industrial capitalist society. It had a number of key concerns which reflected changes in, and the structure of, society at the time. These concerns have continued to preoccupy sociologists though in the context of contemporary societies, which have redefined key categories and experiences. This module looks at such themes and at sociological perspectives on them as they have developed in both classical and contemporary forms of the discipline.

Existentialism

15 credits
Spring teaching, Year 1

Logic and Meaning

15 credits
Spring teaching, Year 1

In this module you will be introduced to the basic ideas and methods of (modern) elementary formal logic. The emphasis will be on using logic as a tool to evaluate arguments. You will be introduced to logical concepts such as truth-functionality, logical form, subject/predicate, validity, and derivability. We will also consider related issues concerning meaning, such as the meaning of ordinary-language conditionals; the distinction between literal meaning and conversational implicatures, and the distinction between referring expressions and quantifiers.

Reading Philosophy

15 credits
Autumn teaching, Year 1

The aim of this module is to spend time reading a small number of philosophical texts (perhaps just one) very closely. Different tutors may choose different texts. You will learn to look at philosophical texts closely as philosophical texts. That is, you will be taught to develop the kind of attentiveness to detail which is important philosophically

Science and Reason

15 credits
Autumn teaching, Year 1

Science has a special status in our understanding of the world. Several of the earlier philosophers of the modern era were active and innovative scientists in their own right, and the model of scientific understanding has shaped the way philosophy has been done right up to the present day. Some have tried to develop a specifically scientific kind of philosophy; others have tried to separate the task of philosophy from that of science. This module will pursue questions about the relation between science and philosophy, looking in detail at particular texts (which may be drawn from any period) for which these issues are important

Society, State and Humanity

15 credits
Spring teaching, Year 1

The module surveys a number of fundamental answers given by Western thinkers to the question 'what is society', exploring them in conjunction with answers to the questions 'what is the state?' and 'what is a human being?'. There will be a particular focus on the question of whether humans can be said to exist prior to society or only as constituted by it. Conceptions of society, state and humanity studied may include those of Plato, Aristotle, St. Paul, Hobbes, Smith, Rousseau, Kant, Hegel, Marx, Durkheim, Freud, and feminist and postmodern critiques of these.

Truth and Morality: The Meaning of Life

15 credits
Autumn teaching, Year 1

This module is concerned with central issues of morality – examining both the kinds of considerations which might be appealed to in moral arguments, and the status of moral arguments themselves. What should we bear in mind when deciding whether to eat meat, or whether to help someone, or whether to fight a war? In what sense are the decisions we make right? How can a moral argument be a good argument? Are some people wiser than others? Is there any truth in moral relativism? These and related issues will be tackled from a range of theoretical positions.

Doing Sociological Research: working with qualitative data

15 credits
Spring teaching, Year 2

You will be introduced to thinking about how to conduct sociological research using different methods. In this part you will focus on qualitative approaches. You will be introduced to debates in the social sciences related to research design, epistemology and studying sensitive and ethical issues, and will get practical experience in key methods for gathering and analysing qualitative data including interviewing, participant observation and textual analysis. Assessment will include a mini- or 'pilot' project carried out using one method.

Doing Sociological Research: working with quantitative data

15 credits
Autumn teaching, Year 2

The aim of this module is to introduce students to different ways of designing and doing social research. In this part we focus on basic features of quantitative survey research, both analysing other people's research (using secondary data) and creating your own. In Part II we focus on different methods of qualitative data collection and analysis. The aim of the module is to give you important skills for life as well as the labour market, and more prosaically to prepare you to carry out project work in the third year. In both halves of this module you build up activities week by week to carry out a kind of 'pilot' or 'mini-project' on a topic of your choice. This is more closely supported than in year 3: you will discuss ideas for the project in your workshops; you will be helped to apply for ethical review; you will have formative feedback on your proposals and your research instruments (in this case surveys) and lots of help in workshops to bring it all together.

Kant

15 credits
Autumn teaching, Year 2

The work of the German Enlightenment philosopher Immanuel Kant continues to have an extraordinary influence in philosophy. As well as its contributions to metaphysics, epistemology, the philosophy of mind, moral philosophy and aesthetics, it offers one of the most significant and intricate reflections on the nature of philosophy itself. The course provides an introduction to some of the central issues in Kant's theoretical and practical philosophy. Topics to be covered include: Kant's doctrine of the subjective nature of space and time; causation; the self and self-identity; freedom and moral agency; duty and the moral law; and the question as to the meaning and coherence of Kant's 'idealism'. There are a few books you might like to look at before the course: Allen Wood's Kant and Henry E. Allison's Kant's Transcendental Idealism and Kant's Theory of Freedom, and Sebastian Gardner's Routledge Philosophy Guidebook, Kant and the Critique of Pure Reason. Roger Scruton's Kant, in the Past Masters series (reissued as Kant: A Very Short Introduction) also provides a good starting point.

Aesthetics

15 credits
Spring teaching, Year 2

Broadly speaking, aesthetics is concerned with two sorts of philosophical questions: questions about aesthetic experience and judgment, and questions about art. They are connected insofar as art is thought to be one of the primary sources of aesthetic experience. However, not every question in aesthetics is about art; and not all questions about art are about aesthetic experience. This module will tackle questions raised by aesthetics in this wide sense, and will approach them from an 'analytic' perspective.

Beyond the Vote: Citizenship and Participation in Sociology

15 credits
Spring teaching, Year 2

Citizenship and participation is a module looking at the sociology of political involvement beyond the vote. It introduces different forms and sites of citizenship in the contemporary state - in relation to welfare, health, work, consumption, family life and the city or urban community - and also considers different expressions of social or civic activism, from volunteering to violent protest. The use and limitations of direct democratic experiments is examined, through analysis of various types of deliberative forum and citizen polling, and we consider the appeal of notions of 'responsibility' and 'choice'. You will learn through examining specific cases each week.

Classical Sociological Theory

15 credits
Spring teaching, Year 2

The aim of this module is to provide a reasonably comprehensive introduction to classical sociological theories and theorists and issues arising from their work. We will cover classical sociological theory from its origins in the Enlightenment period to the post World War II period. The module is concerned with these broad movements of thought with a focus on specific theorists and a close reading of extracts from classic texts. You will acquire an in-depth knowledge of the work of major classical sociological theorists.

Constructing Sexuality

15 credits
Spring teaching, Year 2

This module will explore and analyse theories of sexuality and sexual politics, both historically and across cultures, and current debates within feminism and postmodernism. Connections will also be made between lived experiences and cultural representations and expectations. The module will explore theories concerning the social construction of gender, biological essentialism, patriarchy, the conceptualisations of the identity 'woman' and 'man', sexuality and sexual practices and the ways these are affected by class, race, disability and age.

You will explore theoretical issues within the following themes: pre-20th century legal, medical and scientific constructions of sexuality; the development of theories since the 1960s; current debates relating to sexuality such as heterosexual/homosexual/lesbian/bisexual identities; femininities and masculinities; love and romance and pornography.

Constructing Sexuality

15 credits
Autumn teaching, Year 2

This module will explore and analyse theories of sexuality and sexual politics, both historically and across cultures, and current debates within feminism and postmodernism. Connections will also be made between lived experiences and cultural representations and expectations. The module will explore theories concerning the social construction of gender, biological essentialism, patriarchy, the conceptualisations of the identity 'woman' and 'man', sexuality and sexual practices and the ways these are affected by class, race, disability and age.

You will explore theoretical issues within the following themes: pre-20th century legal, medical and scientific constructions of sexuality; the development of theories since the 1960s; current debates relating to sexuality such as heterosexual/homosexual/lesbian/bisexual identities; femininities and masculinities; love and romance and pornography.

Epistemology

15 credits
Autumn teaching, Year 2

Epistemology is a central philosophical area and pertains to issues concerned with knowledge and how we acquire it. Though informed by certain important historical debates and figures, this module will concentrate on current issues in contemporary epistemology.

Questions addressed will include: What is knowledge? Is certain knowledge a genuine possibility? What makes a belief justified? Is there such a thing as epistemic virtue? What are the special problems surrounding inductive knowledge? Does one have special privileged access to knowledge about one's own mind? How might perception best be characterised?

Feminist Philosophy

15 credits
Spring teaching, Year 2

Feminist philosophy covers a range of issues. At the applied end, it is concerned with issues of particular political relevance to women, such as discrimination and equality, and ethical issues surrounding reproduction. At the more abstract end, it is concerned with whether Western philosophical approaches and conclusions are themselves a product of patriarchy. You will explore such themes.

Perception and Reality

15 credits
Autumn teaching, Year 2

It is in perception that we are most obviously aware of the world, so our understanding of perception shapes both our conception of the way in which we can be aware of the world, and our conception of the world of which we can be aware. This module examines philosophical theories of perception, such as sense-datum theories and disjuctivism, as well as the different forms of idealism and realism which are associated with such theories.

Phenomenology

15 credits
Spring teaching, Year 2

Over 50 years ago, Merleau-Ponty began his great work The Phenomenology of Perception with the words: "what is phenomenology?" It may seem strange that this question has still to be asked half a century after the first works of Husserl appeared. The aim of this module is to continue to ask that question about the nature of what has become one of the most important philosophical movements in the last hundred years, and it does so by examining some of the key texts of the philosophers most influenced by, and most critical of, the founder of that movement, Edmund Husserl (1859-1938). These philosophers include Heidegger (1889-1976), Sartre (1905-1980), Merleau-Ponty (1908-1961), Levinas (1906-1995), and Derrida (1930-2004), and they cannot be properly understood unless their relationship to Husserl's philosophy is examined.

Overall, phenomenology attempts to focus on "how" things appear to us rather than simply asking "what" these things are. Themes to be discussed include the nature of perception, the role of the sciences, the impact of emotions, the body and intersubjectivity.

A reader with photocopies of the most important texts for this module can be purchased in the first session.

Philosophy of Mind

15 credits
Spring teaching, Year 2

This module will examine the nature of the mind, employing the procedures of analytic philosophy. We will be concerned with the nature of thought and of mental representation, addressing such questions as the following. How are mental properties and physical properties related? Are beliefs and desires the causes of actions? Could we have thoughts even if there were no world? What grounds the authority we appear to have over claims about the contents of our own minds? How are we to understand the nature of consciousness ?

Philosophy of Religion

15 credits
Autumn teaching, Year 2

The module aims to encourage engagement with different perspectives on the philosophy of religion drawing on analytic and continental sources. We start with a methodological discussion and an examination of different approaches to the question how philosophy can contribute to religious knowledge and understanding. Topics include the existence of God, providence and free will, and the morality of afterlife. One question that arises out of this discussion concerns the appropriateness of treating `God' as a peculiar kind of object. We consider this question in relation to phenomenological and existentialist approaches that focus on religious experience and also approaches that focus on the meaning of religious terms and the nature of belief. We conclude with a consideration of current debates about religion and science and the role of religion in everyday life.

Philosophy of Science

15 credits
Spring teaching, Year 2

The philosophy of science explores, among other things: the nature of laws and scientific explanation; the distinctive character of science and of how science progresses; realism/anti-realism about the theoretical entities posited by scientific theories. This module will introduce you to these issues and the central arguments involved. You will also explore notions integral to science, such as time, natural kinds, counterfactual support and causation.

Plato

15 credits
Autumn teaching, Year 2

In this module we will look at some central themes in the works of Plato, concentrating especially on ethics and metaphysics. We will examine the attempts to define virtues in some supposedly early dialogues, and the central Socratic ethical claim that it is impossible to do wrong knowingly. These issues will be pursued into the central moral argument of the Republic. We will also look at the so-called 'theory of forms' as it appears in various dialogues, including (especially) the Republic and the criticisms of it which are made in the Parmenides. We will consider Plato's philosophy of art in connection with the theory of forms.

Race: Conflict and Change

15 credits
Autumn teaching, Year 2

This module will examine and explore the issues of race, racism, racial conflict and race relations in contemporary Britain (Please note: although we will mainly refer to Britain, examples from other countries in Europe and the West will be frequently used). Beginning with colonial discourses of the racial 'other', the post-1945 period following the start of mass colonial immigration to Britain, through to the present day this module will examine the various historical, social, political, economic and cultural forces and processes through which the concept of race and the racialised subject have been constructed, shaped and changed over time.

The module will be divided into twelve 1-hour lectures and twelve 1-hour seminars, each focusing on a particular historical, social, political, cultural or theoretical topic, issue and problem related to race in Britain. These range from: the construction and status of race through various dismodules and contexts of colonialism, immigration and multiculturalism, issues of identity, representation, power, equality and difference, the relationship between race and other social-political identifications, categories and divisions such as nationality, class, gender, ethnicity and religion, the relationship between race and the law, crime and civil unrest, the history of racial conflict and the development of anti-racist activism, policies and legislation, forms of cultural politics, expression and resistance and, finally, current issues and debates concerning the status of race in Britain.

Sociology of Deviance

15 credits
Spring teaching, Year 2

The module falls into two parts. In the first part, the concepts of crime, deviance and social control will be considered alongside the exploration of the sociological explanations for the existence of crime and deviance in society. The module will also critically examine the data sources used to support these perspectives. In the second part of the module, these perspectives will be applied to the study of substantive areas of deviance comprising institutions of social control (the police, the courts and prisons); the distribution of crime and the use of official statistics; the mass media; juvenile delinquency; mental illness; and sexuality.

Sociology of Deviance

15 credits
Autumn teaching, Year 2

The module falls into two parts. In the first part, the concepts of crime, deviance and social control will be considered alongside the exploration of the sociological explanations for the existence of crime and deviance in society. The module will also critically examine the data sources used to support these perspectives. In the second part of the module, these perspectives will be applied to the study of substantive areas of deviance comprising institutions of social control (the police, the courts and prisons); the distribution of crime and the use of official statistics; the mass media; juvenile delinquency; mental illness; and sexuality.

Sociology of Education

15 credits
Spring teaching, Year 2

The module will first explore historical and current theoretical concepts of education. You will then focus on: the hidden curriculum, the roles and behaviour of the teacher and the student, and higher education, its cultures and customers. We will end the module by looking at key debates related to education: the gender debates, the class debates, and the role of education as a cultural symbol.

Sociology of Education

15 credits
Autumn teaching, Year 2

The module will first explore historical and current theoretical concepts of education. You will then focus on: the hidden curriculum, the roles and behaviour of the teacher and the student, and higher education, its cultures and customers. We will end the module by looking at key debates related to education: the gender debates, the class debates, and the role of education as a cultural symbol.

Sociology of Globalisation (Aut)

15 credits
Autumn teaching, Year 2

Sociology of Medicine and Health

15 credits
Spring teaching, Year 2

The module begins by considering the relationship between socio-economic inequality and health outcomes industrialiSed countries, especially in Britain. You then examines the role played by the state, and the National Health Service in particular, in the heath of the nation. The position of medical and health professionals is also analysed in order to understand processes of professionalization and medicalization. Attention then turns to medicines themselves, how they are tested for safety and effectiveness by the pharmaceutical industry and how this process in regulated by governments. The implications of pharmaceuticals and drug prescribing for public health will be carefully scrutinised. You will also gain sociological insights into reproductive technologies and some of the health and social implications of the 'new genetics'. Finally, the module discussed lay public and mass media perspectives on medicine.

Alternative Societies (Spr)

30 credits
Spring teaching, Year 3

Contemporary Social Theory

30 credits
Autumn teaching, Year 3

This module provides a critical assessment of the some of the most prominent sociological theorists in the late 20th century. This period can be described as post-classical in the sense that the various schools of classical sociological theory associated with Marx, Weber, Durkheim and their later followers gave way to a range of new approaches such as those linked to post-structuralism, such as Foucault - as well as to new interpretations of the classical approaches, such as social constructionism, western Marxism and critical theory. The central aim of the module is to show how contemporary thinkers have understood the major transformations in modern society (ie from industrial to post-industrial society, globalisation, new social movements such as feminism, environmental movements, identity politics). This will involve a consideration of some of the most important debates in sociological theory, such as the debates about modernity versus postmodernity, structure versus agency as well as the influence of psychoanalytic social theory emanating from feminist theory and from post-structuralism.

The weekly topics include: social constructionism; Foucault and govementality; Habermas and critical theory; recognition theory (Honneth); marxism after postmodernism; Bourdieu and recent French sociology; poststructuralism and psychoanalysis: Derrida, Lacan, Deleuze; Bauman's postmodern ethics; network theory: Latour and Castells; theories of modernity; cosmopolitanism and social theory; culture and social theory (performativity, Alexander).

Death of Socialism

30 credits
Autumn teaching, Year 3

This module looks at the contemporary condition of socialism following the collapse of state socialism in Central and Eastern Europe and elsewhere, the erosion of the central principles of Western social democracy and the prevalence of free market and capitalist ideas at the start of the century. Is socialism a relevant, feasible or desirable idea in contemporary society? Or is it dead, merely a historical relic of the 20th century?

We will start by looking at the two predominant conceptions and experiences of socialism of the twentieth century - ­ Marxist and social democratic socialism. What are the main features of these models of socialism? You will then examine criticisms of socialism from liberals and libertarians ­ such as Hayek and Nozick ­ and from new social movements ­ such as the women's movement and the green movement. What critical points are raised by these perspectives and how telling are they? We will look at reasons for the collapse of state socialism in the late 1980s and at attempts in the West to rethink socialism during an era in which neo­liberalism was a predominant force. Do liberal and new social movements' criticisms and the collapse of state socialism suggest that socialism is dead? Do attempts to redefine socialism (as market socialism or radical democratic socialism) escape the criticisms of liberals and the new social movements and the problems experienced under old social democracy and state socialism? Or do they indicate that the era of socialism has well and truly passed?

In the final two topics we shall address this question a little more. We will examine the attempt of New Labour and current European social democrats to respond to the crisis of social democracy and will ask whether there is anything remaining of socialism in such attempts. And we shall examine theses such as that of Fukuyama: that the day of socialism has passed and that capitalism has won the battle.

Development, Human Rights and Security (Spr)

30 credits
Spring teaching, Year 3

Ethics

30 credits
Autumn teaching, Year 3

This module will look at the central questions in normative ethics and meta-ethics. These will include: what makes an action right; whether there are moral rules; whether there are moral facts, and if so, how they can be known; whether there are external moral reasons; and of the relation between moral truths and non-moral truths. Positions to be examined include non-cognitivism, naturalism, non-naturalism, internalism and externalism.

Figures in Analytic Philosophy

30 credits
Spring teaching, Year 3

This module will look in detail at the position and arguments of one or more major figures in analytic philosophy, such as Frege, Russell, Wittgenstein, Kripke or Lewis.

Figures in Classical Philosophy

30 credits
Spring teaching, Year 3

This module will look in detail at the positions and arguments of one or more major figures in classical philosophy. The module will often focus on Aristotle, considering his metaphysics, or his ethical theory, or both, but it may sometimes deal with philosophers in the Hellenistic and Roman periods of the classical European tradition, and it may sometimes deal with classical philosophers of other traditions.

Figures in Post-Kantian Philosophy

30 credits
Spring teaching, Year 3

In this module you will look in detail at the position and arguments of a major figure in post-Kantian philosophy, such as Hegel or Heidegger.

Figures in Social and Political Philosophy

30 credits
Spring teaching, Year 3

In this module you will look in detail at the position and arguments of a major figure in social political philosophy, such as Rawls, Marx or Habermas.

Globalisation: History, Theories, Culture

30 credits
Autumn teaching, Year 3

We live in a fast-moving world where companies and trade are often international and money can be globally mobile in an instant. Media images and cultural products are transported globally, and tourism and migration are important parts of everyday social experience. Politics is often carried out at supranational levels, whether through international organisations or global social movements. Processes such as these make distance over space less important, and interdependency across the globe affects all societies raising questions to do with cultural identity, power, inequality and conflict.

This module looks at different meanings and concepts of globalisation. It analyses the history of globalisation and the extent to which it is a premodern, modern or postmodern phenomenon. The module examines perspectives on globalisation, such as those from globalist, transformationalist and sceptical perspectives. You will examine theories of globalisation from key sociologists. The module goes on to look at technological developments in media and the way they have led to the globalisation of culture, and whether culture has been made more homogeneous or hybrid. The module looks at the way processes of globalisation have intersected in global cities.
 

Globalisation: Migration, Economy, Politics

30 credits
Spring teaching, Year 3

We live in a fast-moving world where companies and trade are often international and money can be globally mobile in an instant. Media images and cultural products are transported globally and tourism and migration are important parts of everyday social experience. Politics is often carried out at supranational levels, whether through international organisations or global social We live in a fast-moving world where companies and trade are often international, and money can be globally mobile in an instant. Media images and cultural products are transported globally, and tourism and migration are important parts of everyday social movements. Processes such as these make distance over space less important and interdependency across the globe affects all societies.

This module looks at causes, types and effects of global migration, both historically and today. It examines the degree to which world economics have been globalised by factors, such as the growth of transnational corporations, the mobility of money and international economic interdependency. It examines the degree to which global trade helps to include poorer countries or leads to greater inequality. You will examine the extent to which politics has been globalised through factors such as the rise of international organisations and the global nature of social problems, and whether the nation-state is in decline. The module also looks at war and power globally in the 21st century, the nature of the world order, and at the distribution of power among states in the world.

Identity and Interaction

30 credits
Autumn teaching, Year 3

This module explores microsociological theories of the self, social identity and social interaction, drawing particularly on symbolic interactionism and Goffman's dramaturgical theory. The aim is to show how the ostensibly private world of individual selfhood is created and shaped by social processes, culture and interaction order. The first half of the module examines different approaches to understanding identity: from the philosophy of mind and personhood, through theories of group membership and categorisation; narrative and biographical models of the 'storied self'; performativity; and poststructuralist ideas about identity fragmentation, multiplicity and the discursive constitution of subjectivities. The second part of the module looks in detail at two related theories of social interaction - Symbolic Interactionism and Goffman's dramaturgy - and their empirical applications, using illustrative examples from published studies. Topics covered here include: role-making, taking, play and conflict; meanings, gestures and symbols; strangers and outsiders; Goffman's theatrical analogy; behaviour in public places (etiquette, civility and interaction rituals); deviant and stigmatised identities; the negotiated order of institutional life; and secrecy, lies, betrayal and deception. The module will be assessed by a 6000 word essay, in the form of either a critical commentary on the social formation of one type of social identity or a reflexive portfolio of self-identity.

Islamic Philosophy

30 credits
Autumn teaching, Year 3

Language, Truth and Literature

30 credits
Spring teaching, Year 3

Drawing on resources from analytical philosophy, continental philosophy and literary theory as well as engaging with particular fictional and poetic works, this module offers a critical investigation into some of the most important issues in the philosophical treatment of literature, narrative and fiction. You consider topics such as: metaphor and metaphorical meaning; the relation between fiction and truth; the logical status of fiction; and intentionality and interpretation. You explore questions such as: what does it tell us about language that something like literature is possible? Is there a type of understanding proper to the understanding of a poem? Why is philosophy troubled by fiction and fictionality?

Madness and Society: Healthcare Controversies

30 credits
Spring teaching, Year 3

The central aim of the module is to develop a critical and analytical understanding of key debates in the field of contemporary mental healthcare in relation to the conceptualisation of mental disorder and critiques of the therapeutic claims of psychiatry in relation to its presumed objectivity, scientific status and social neutrality. You are encouraged to develop critical perspectives when evaluating different bodies of knowledge and evidence, and to consider the relative influence of social, psychological, emotional and physical/biological factors in shaping the way mental disorders are experienced and managed. For example, we address the role of the mass media in shaping lay understandings of madness and constructions of the mentally ill, as well as the power they have to reinforce stigma and prejudice; the role of the pharmaceutical industry in creating new disorders, markets and types of patient; and the agency exercised by service user-led movements to resist biomedical power. We also examine case studies of specific medically-defined disorders. 

 

Madness and Society: Theoretical Debates

30 credits
Autumn teaching, Year 3

This module builds on theoretical approaches and research within medical sociology, with a unique focus on the social factors affecting mental health and illness. The central aim of the module is to develop a critical and analytical understanding of key debates in the field, such as the nature of the conceptualisation of mental disorder and whether medical ways of categorizing and dealing with it are the most appropriate; whether mental illness is really a form of social deviance that is medically constructed, amplified and controlled through the psychiatric system; critiques of the therapeutic claims of psychiatry in relation to its presumed objectivity, scientific status and social neutrality; whether psychiatry is ultimately an instrument of social control; processes of social causation and social construction of mental illness, and the tensions between them; and the role of structural divisions such as social class, ethnicity, gender and age in determining patterns of mental illness.

Metaphysics

30 credits
Autumn teaching, Year 3

Modern European Philosophy

30 credits
Autumn teaching, Year 3

The module will offer a thematically nuanced investigation into the work of some of the key European philosophers of the past two hundred years. Figures to be studied might include: Hegel, Nietzsche, Kierkegaard, Sartre, Heidegger, Levinas, Lukacs. Adorno, Arendt, Foucault, Derrida and Habermas. You can also expect to examine some of the most signifcant work done in two or more of the following traditions: phenomenology, hermeneutics, deconstruction, critical theory, discourse, ethics, and feminism. Because of the wealth of thinkers and ideas in the area, the module can vary substantially from year to year; in each year, there will be one or more unifying themes, such as critique, art, truth, faith, law, or ethics.

Philosophy of Language

30 credits
Autumn teaching, Year 3

This module will be concerned with the nature of language in general and with the meaning of particular kinds of expression. Its focus will be the influential works of the analytic tradition by Frege, Russell, Quine, Grice, Kripke, Putnam and Davidson. We will consider what sort of thing the meaning of words might be; whether we should distinguish between sense or cognitive significance and reference; how we manage to refer to things; how to make sense of claims about necessity and about what people think; how names and natural­kind terms work; and how we might respond to scepticism about meaning.

Sociology of Fun (Spr)

30 credits
Spring teaching, Year 3

Sociology Project

30 credits
Spring teaching, Year 3

The aim of this module is to give you direct experience of carrying out a small scale research project, from the initial stages of design to the final stages of presenting your findings. It is intended to consolidate and build upon the knowledge base gained from the DSR research methods module in the second year, as you will use these skills to research a topic of your choice. You will be assessed on how well you interpret and apply the relevant methodological issues to your research design, manage the practical side of the project, and reflect on the effectiveness of your chosen strategies. You work mainly through independent study, under the guidance of a supervisor. The assessment consists of a research proposal, presentation and 8,000 word written report.

Sociology Research Proposal

30 credits
Autumn teaching, Year 3

The aim of this module is to give you direct experience of carrying out a small scale research project, from the initial stages of design to the final stages of presenting your findings. It is intended to consolidate and build upon the knowledge base gained from the DSR research methods module in the second year, as you will use these skills to research a topic of your choice. You will be assessed on how well you interpret and apply the relevant methodological issues to your research design, manage the practical side of the project, and reflect on the effectiveness of your chosen strategies. You work mainly through independent study, under the guidance of a supervisor. The assessment consists of a research proposal, presentation and 8,000 word written report.

The Cultural Life of Capital Punishment (Aut)

30 credits
Autumn teaching, Year 3