The aim of this course is to study the main arguments of British empiricists systematically through close reading, focusing on central themes like the nature of human knowledge, personal identity, and freedom.
An analysis of the texts of William of Ockham, Francis Bacon, Thomas Hobbes, John Locke, George Berkeley and David Hume; an inquiry into empiricism in realtion to epistemology, ontology, ethics and the philosophy of religion.
Vertical Tabs
Course Learning Outcomes
Learning Outcomes Upon the completion of this course a student: |
Program Learning Outcomes |
Teaching Methods |
Assessment Methods |
1) conceives the main arguments of the empiricist tradition. |
1, 2, 6, 7, 8, 9, 10, 11, 12, 13 |
1, 2, 3, 4 |
B, C, D, E |
2) compares empiricist accounts of human knowledge in a detailed way. |
1, 2, 6, 7, 8, 9, 10, 11, 12, 13 |
1, 2, 3, 4 |
B, C, D, E |
3) discusses the inner consistency of the arguments of Locke, Berkeley and Hume on various questions. |
1, 2, 6, 7, 8, 9, 10, 11, 12, 13 |
1, 2, 3, 4 |
B, C, D, E |
4) assesses the major discussions about the existence of the external world and personal identity within the context of the empiricist tradition. |
1, 2, 6, 7, 8, 9, 10, 11, 12, 13 |
1, 2, 3, 4 |
B, C, D, E |
5) distinguishes the problems of the ways of inquiry and analysis contributed to philosophy by the empiricist attitude. |
1, 2, 6, 7, 8, 9, 10, 11, 12, 13 |
1, 2, 3, 4 |
B, C, D, E |
Course Flow
COURSE CONTENT |
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Week |
Topics |
Study Materials |
1 |
Introduction: Major questions of the empiricist tradition |
- |
2 |
Locke on innate ideas |
Essay |
3 |
Locke on primary and secondary qualities |
Essay |
4 |
Locke on substance, natural kinds, mind and body |
Essay |
5 |
Locke on knowledge and the external world |
Essay |
6 |
Berkeley on abstract general ideas |
Principles |
7 |
Berkeley’s idealism and its critics |
Principles |
8 |
Hume on impressions, ideas and their association |
Enquiry |
9 |
Hume’s scepticism |
Enquiry |
10 |
Hume on causation |
Enquiry |
11 |
Hume on miracles |
Enquiry |
12 |
Hume on liberty and necessity |
Enquiry |
13 |
Reid’s reply to the sceptical attitude |
Inquiry and Essays |
14 |
Locke, Butler, Reid on personal identity |
Essay |
15 |
Hume on personal identity |
Treatise, Enquiry |
16 |
General assessment: The legacy of empiricism |
- |
Recommended Sources
RECOMMENDED SOURCES |
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Textbook |
|
Additional Resources |
John Locke, An Essay Concerning Human Understanding, ed. P. Nidditch, Oxford: Clarendon Press, 1975. George Berkeley, A Treatise Concerning the Principles of Human Knowledge, ed. J. Dancy, Oxford:Oxford University Press, 1998. David Hume, A Treatise of Human Nature, eds. D. and M. Norton, Oxford: Oxford University Press, 2000. David Hume, An Enquiry Concerning Human Understanding, ed. T. Beauchamp, Oxford:Oxford University Press, 1999. Thomas Reid, Inquiry and Essays, eds. R. Beanblossom and K. Lehrer, Indianapolis: Hackett, 1983. |
Material Sharing
MATERIAL SHARING |
|
Documents |
|
Assignments |
|
Exams |
Assessment
ASSESSMENT |
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IN-TERM STUDIES |
NUMBER |
PERCENTAGE |
Participation in seminar discussions |
1 |
10 |
Presentation |
1 |
20 |
Critical reading notes |
3 |
30 |
Final Paper |
1 |
40 |
Total |
|
100 |
CONTRIBUTION OF FINAL PAPER TO OVERALL GRADE |
|
40 |
CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE |
|
60 |
Total |
|
100 |
Course’s Contribution to Program
COURSE’S CONTRIBUTION TO THE PROGRAM |
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No |
Program Learning Outcomes |
Contribution |
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1 |
2 |
3 |
4 |
5 |
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1 |
acquires fundamental conceptual and methodological knowledge to use productively and creatively in academic studies. |
X |
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2 |
improves a versatile critical and analytical approach, problem-solving, interpretative and argumentative skills in relation to advanced philosophical investigations. |
X |
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3 |
proves to be a philosopher with principles, who communicates effectively, is specifically successful in written and oral presentation, has proper capacities for teamwork and interdisciplinary studies, takes the initiative, has developed a sense of responsibility, and contributes original ideas to the field of philosophy. |
X |
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4 |
applies life-long learning attitude to various ways of acquiring knowledge in order to maintain a professional and personal development. |
X |
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5 |
develops a consciousness of professional and social ethics. |
X |
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6 |
acquires the necessary skill of choosing and developing actual means and using computing technologies effectively for a philosophical study . |
X |
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7 |
conducts an advanced study in history of philosophy which requires expertise, independently by using original texts. |
X |
|||||
8 |
applies philosophical knowledge to questions concerning contemporary, socio-cultural and political problematics. |
X |
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9 |
considers universal values and concepts of philosophy as a basis for [furthering] philosophical studies in Turkey; and is able to develop an approach to study and analyse issues that might arise when conducting discussions concerning history of philosophy in the Turkish language. |
X |
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10 |
acquires the skill and background for making contributions to the field of history of philosophy, in national and international terms. |
X |
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11 |
uses his/her philosophical knowledge to establish interactions at national and international level. |
X |
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12 |
produces work of the quality of a contribution in national and international peer-reviewed journals in philosophy. |
X |
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13 |
holds the necessary knowledge of classical languages, a modern language in addition to English and history of philosophy to conduct an advanced philosophical study particularly in history of philosophy. |
X |
ECTS
ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION |
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Activities |
Quantity |
Duration |
Total |
Course Duration (Including the exam week: 16 x Total course hours) |
16 |
6 |
96 |
Hours for off-the-classroom study (Pre-study, practice) |
15 |
10 |
150 |
Presentation |
2 |
20 |
40 |
Critical reading notes |
1 |
30 |
30 |
Final Paper |
5 |
30 |
150 |
Total Work Load |
1 |
60 |
60 |
Total Work Load / 25 (h) |
|
|
526 |
ECTS Credit of the Course |
|
|
20,92 |