Students preparing for their graduation ceremony at Canterbury Cathedral

Philosophy and Social Anthropology - BA (Hons)

UCAS code LVP5

CLEARING 2018

We may still have full-time vacancies available for this course.

This is an archived page and for reference purposes only

2018

Studying Philosophy and Social Anthropology enables you to engage with the world’s major philosophies and thinkers, as well as a holistic study of people’s ideas, beliefs, practices and activities in a wide range of local, global and transnational settings.

2018

Overview

What is philosophy? Why is it important? Is it relevant? As a student of Philosophy at Kent, you do not so much learn about philosophy as learn to do it yourself. This includes not only studying major philosophies and philosophers, but also contributing your own ideas to an ongoing dialogue. You develop the ability to connect the most abstract ideas to the most concrete things in our experience.

There is an active research culture in the Department of Philosophy at Kent, with internationally recognised experts whose interests range from philosophers such as Hegel, Kant and Wittgenstein to topics such as the philosophy of the mind, ethics, aesthetics, logic, political philosophy, metaphysics and artificial intelligence.

Social anthropologists study how and why we do the things we do, for example, how we work, use technologies, and negotiate conflicts, relationships and change.

The School of Anthropology and Conservation is a research-led environment offering a wide range of modules. A particular strength is the opportunity to study visual anthropology, with both theoretical and practical classes. Staff research interests include political struggle and resistance, post-conflict reconstruction, cultural transmission, indigenous knowledge, religious identity and transformation, mental illness, environmental politics, rural social transformation, law and legal pluralism, science and technology, public anthropology and advocacy.

This degree programme is an ideal combination for anyone wanting to appreciate the breadth and complexities of our ideas, whether thought, written or spoken, and how they are communicated on individual, social and global scales.

Independent rankings

Philosophy at Kent was ranked 14th for teaching quality and 19th overall in The Times Good University Guide 2018.

In the National Student Survey 2017, over 94% of final-year Philosophy students who responded to the survey were satisfied with the overall quality of their course. Philosophy at Kent was ranked 12th for overall satisfaction.

Anthropology at Kent was ranked 4th for course satisfaction in The Guardian University Guide 2018. In the National Student Survey 2017, over 88% of final-year Anthropology students were satisfied with the overall quality of their course.

Teaching Excellence Framework

Based on the evidence available, the TEF Panel judged that the University of Kent delivers consistently outstanding teaching, learning and outcomes for its students. It is of the highest quality found in the UK.

Please see the University of Kent's Statement of Findings for more information.

TEF Gold logo

Course structure

The following modules are indicative of those offered on this programme. This listing is based on the current curriculum and may change year to year in response to new curriculum developments and innovation.  

On most programmes, you study a combination of compulsory and optional modules. You may also be able to take ‘wild’ modules from other programmes so you can customise your programme and explore other subjects that interest you.

Stage 1

Modules may include Credits

This module begins with a critical examination of Rene Descartes' justly celebrated Meditations on First Philosophy (published, originally, in 1641). This work not only provides a comprehensive account of Descartes' philosophical system, but also constitutes an admirable introduction to The Theory of Knowledge and to Metaphysics. Thus, Descartes' fundamentally Rationalist account of our knowledge of the external world is duly contrasted with the Empiricist accounts offered by such Twentieth Century Philosophers as Bertrand Russell and A.J.Ayer; while Descartes' Dualism is compared with the other major metaphysical doctrines, namely, Idealism, Phenomenalism and contemporary Physicalism. The module concludes with a survey of what is, perhaps, the most perplexing of metaphysical problems, namely, The Problem of Freewill and Determinism.

View full module details
15

This module will introduce students to a number of big questions in ethics. The questions may include the following: What makes a life good? Is it happiness? Or is it something else? Another big question is: What makes actions right or wrong? Is it God demanding or forbidding them? Or are actions perhaps right to the extent that they serve to make lives better off, and wrong to the extent that they make lives worse off? Some philosophers have thought so. Others wonder: What if I steal money from someone so rich that my act in no way makes their life go any worse. Might it still be the case that I have acted wrongly—even if I haven't made anyone worse off? A third bit question is this: What’s the status of morality? Is it, for example, the case that what’s right for me might be wrong for you? Does it make any sense at all to talk about moral claims being true or false, even relative to moral communities? Might moral judgments be nothing but expressions of sentiments? Throughout the course, students will be examining these and similar questions from the point of view of a variety of philosophers, including Plato, Aristotle, John Stuart Mill, Immanuel Kant, and David Hume.

View full module details
15

Since Plato's Dialogues, it has been part of philosophical enquiry to consider philosophical questions using logic and common sense alone. This module aims to train students to continue in that tradition. In the first part students will be introduced to basic themes in introductory formal logic and critical thinking. In the second part students will be presented with a problem each week in the form of a short argument, question, or philosophical puzzle and will be asked to think about it without consulting the literature. The problem, and students’ responses to it, will then form the basis of a structured discussion. By the end of the module, students (a) will have acquired a basic logical vocabulary and techniques for the evaluation of arguments; (b) will have practised applying these techniques to short passages of philosophical argument; and (c) will have acquired the ability to look at new claims or problems and to apply their newly acquired argumentative and critical skills in order to generate philosophical discussions of them.

View full module details
15

What do philosophers do? How do they think? What do they typically think about? How do philosophers write? What sorts of writing are acceptable in philosophy? How should you write? How should philosophy best be read in order to be understood and assessed?'

In this module we will introduce you to some of the most interesting questions in philosophy, both from its history and from current debates. As we do this we will show you how to think, read and write as a philosopher.

View full module details
15

Social Anthropology is a discipline which arose with other social sciences in the mid- to late-nineteenth century, social and cultural anthropology has made a speciality of studying 'other' peoples worlds and ways of life. With increasing frequency, however, anthropologists have turned towards 'home', using insights gained from studying other cultures to illuminate aspects of their own society. By studying people's lives both at 'home' and 'abroad', social and cultural anthropology attempt to both explain what may at first appear bizarre and alien about other peoples' ways of living whilst also questioning what goes without saying about our own society and beliefs. Or, to put it another way, social and cultural anthropology attempt, among other things, to challenge our ideas about what we take to be natural about 'human nature' and more generally force us to take a fresh look at what we take for granted.

View full module details
30

This module is an introduction to biological anthropology and human prehistory. It provides an exciting introduction to humans as the product of evolutionary processes. We will explore primates and primate behaviour, human growth and development, elementary genetics, the evolution of our species, origins of agriculture and cities, perceptions of race, and current research into human reproduction and sexuality. Students will develop skills in synthesising information from a range of sources and learn to critically evaluate various hypotheses about human evolution, culture, and behaviour. This module is required for all BSc and BA Anthropology students. The module is also suitable for students in other disciplines who want to understand human evolution, and the history and biology of our species. A background in science is not assumed or required, neither are there any preferred A-levels or other qualifications. The module is team-taught by the biological and medical anthropology staff.

View full module details
30

Stage 2

Modules may include Credits

The focus of this module is the intensive investigation of the canonical form in which research in social anthropology has been disseminated, the ethnography. The reading list for the module therefore consists exclusively of professional ethnographic monographs of varying thematic and regional focus.

Students will be expected to come to seminars with notes from their reading and will be encouraged to discuss that reading and to relate it to wider anthropological issues raised or implied by the authors of the ethnographies.

Considerable time will be spent, particularly in the earlier seminars, on instruction about how to read an ethnography and what goes into writing it. This might include how to examine its implicit (as opposed to explicit) theoretical assumptions; how to place it within the historical development of the discipline; how to evaluate its empirical investigation of particular theoretical problems; how to evaluate the relationship between description and analysis; how to evaluate its contribution to particular issues and topics within social anthropology; and the examination of its structure, presentation and ability to communicate an understanding of a social and cultural group through the written word.

View full module details
15

The module is a cross-cultural analysis of economic and political institutions, and the ways in which they transform over time. Throughout the term, we draw upon a range of ethnographic research and social theory, to investigate the political and conceptual questions raised by the study of power and economy. The module engages with the development and key debates of political and economic anthropology, and explores how people experience, and acquire power over social and economic resources. Students are asked to develop perspectives on the course material that are theoretically informed and empirically grounded, and to apply them to the political and economic questions of everyday life. The module covers the following topics: the relationship between power and authority; key concepts and theoretical debates in economic anthropology; sharing and egalitarianism; gift exchange; sexual inequality; violence; the nation state; money; social class; work; commodification; financialisation.

View full module details
15

This module is focused on a diverse range of approaches deployed by anthropologists to the study of religion, and belief and symbolic systems. It introduces a range of anthropological insights to the ongoing transformations of religious traditions and belief systems vis-à-vis colonial encounters, post-colonial settings, as well as globalisation. The aim of the module is to familiarize students with the complex interactions between lived religious practice, religious traditions, and the ways in which these are intertwined with other domains of social life, politics, economics and ideology. The key topics covered in this module focus on ritual and sacrifice; witchcraft and sorcery; secularisation and fundamentalism; millennialism and conversion; cosmology and ideology; human and non-human relationships; modes of religiosity, rationality and belief; mediation and ethics. This module will develop students' awareness of the strengths and limitations of anthropological insights compared to other disciplinary perspectives on religion such as theology, cognitive science or sociology.

View full module details
15

This module builds on Ethnographies I, and its focus is to further investigate the canonical form in which research in social anthropology has been disseminated, the ethnography. The reading list for the module therefore consists exclusively of professional ethnographic monographs of varying thematic and regional focus.

Students will be expected to come to seminars with notes from their reading and will be encouraged to discuss that reading and to relate it to wider anthropological issues raised or implied by the authors of the ethnographies.

Considerable time will be spent, particularly in the earlier seminars, on instruction about how to read an ethnography and what goes into writing it. This might include how to examine its implicit (as opposed to explicit) theoretical assumptions; how to place it within the historical development of the discipline; how to evaluate its empirical investigation of particular theoretical problems; how to evaluate the relationship between description and analysis; how to evaluate its contribution to particular issues and topics within social anthropology; and the examination of its structure, presentation and ability to communicate an understanding of a social and cultural group through the written word.

View full module details
15

The course will begin by looking at various philosophical problems, as presented in films. This will involve discussing a range of different philosophical topics, from different areas of philosophy. Film here is presented as a way into the philosophical discussion, which will be supplemented by appropriate primary and secondary texts. The course will then consider ways in which the medium of film itself presents philosophical problems.

Topics to be covered will vary from year to year, in light of the expertise of the person convening it and student feedback from previous years. Philosophical issues presented through film will include, but will not be restricted to, time travel, existentialism and Philosophy of art. Philosophical Issues concerning film will include, but will not be restricted to 'is film art?', 'what is film?' and 'can film be philosophy?'.

Through these and related topics, students will gain a good understanding of both a number of issues in philosophy, and the way that the medium in which philosophy is done is potentially a constraint on or a complement to the aims of the philosophy. The module will enable students to evaluate issues, both timely and timeless, in a manner that's informed by an interdisciplinary approach to philosophy.

View full module details
30

This module will introduce students to philosophical theories of causality and philosophical theories of probability. The module will provide a broad background to the range of available interpretations of causality and probability. Topics to be covered will vary from year to year, in light of the expertise of the person convening it and student feedback from previous years. Students will gain a good understanding of the complementary and in some cases conflicting perspectives and methodologies on causality and probability. The module will enable students to evaluate contemporary issues in a manner that's informed by a comprehensive set of relevant traditions.

View full module details
30

Emotions figure in many areas of public life, and a number of pressing political issues (from fear in the evaluation of biomedical promises, to compassion in the criminal courtroom) invite us to think about the role of emotion in shaping citizens' political thought and activity. Emotions, however, are all too rarely studied conceptually, with the result that both political theory and practice are often left at a loss. Through lectures and seminar discussion, this module will offer the opportunity for students to engage in close analysis of the philosophy and cognitive science of emotion, as well as the ethical concerns that are raised by the role emotions can play in political activity and institutional practice.

This module will study prominent theories of emotion, asking about the connection between emotion, reason, and well-being. These aspects take a philosophical approach, but are also informed by advances in neurobiology and cognitive science. The module will also explore the public stage, asking how specific emotions figure in political questions: for example, fear, disgust, compassion, blame, empathy, boredom, and revenge. Political topics considered may include risky technologies, wrongful legal conviction, capital punishment, the Citizens' Income, and assisted dying. The role of emotion in media politics and protest movements will also be examined, assessing, for example, how compassion can be manufactured and mediated through political rhetoric, social media, social privilege, and popular fiction.

View full module details
30

This course is designed to introduce students to a number of philosophical issues arising from medical research and medical practice. Students will consider attempts to define the following terms – health, illness, and disease – and discuss what rests on their definition. Much medical practice proceeds as though medicine were a natural science. This module will probe the limitations of this conception. The placebo effect demonstrates the powerful influence of suggestion on the body and students will consider its relevance to philosophical ideas of the mind-body relation. Finally, students will consider ethical issues arising in medical practice, such as 'medically assisted death'.

View full module details
30

The module will enable students to acquire knowledge and understanding of Wittgenstein's approach to philosophy, and to acquire familiarity with major themes especially in the areas of epistemology, metaphysics, philosophy of mind, and philosophy of language. The module will give students practice in deploying their critical philosophical skills.

View full module details
30

Groups of marks or bursts of sound are just physical entities but, when produced by a writer or a speaker, they are used to point beyond themselves. This is the property of aboutness or intentionality. Other physical entities generally do not have this property. When you hear a sentence, you hear a burst of sound, but typically you also understand a meaning conveyed by the speaker. What is the meaning of a word – some weird entity that floats alongside the word, a set of rules associating the word with objects, an intention in the mind of the speaker….? What is the difference between what your words imply and what you convey in saying them? How are words used non-literally, how do hearers catch on to the meaning of a newly minted metaphor? How can we mean and convey so much when uttering a concise sentence? When someone says something offensive, is it part of its meaning that it is offensive, or just how it is used? In this module we shall try to find some answers to the questions listed above.

View full module details
30

The aim of this course is to engage in the study of specific topics in the philosophy of mind, language, or action and to engage with the criticism of contemporary approaches as it is found in the works of Wittgenstein, Ryle, Anscombe, and/or Austin.

View full module details
30

Logic is the study of the methods and principles used to distinguish correct reasoning from incorrect reasoning and, as such, it is a crucial component of any philosophy course. Moreover, logic has applications other than the testing of arguments for cogency: it is also a widely used and useful tool for clarifying the problematic concepts that have traditionally troubled philosophers, e.g., deductive consequence, rational degree of belief, knowledge, necessary truth, identity, etc. Indeed, much contemporary philosophy cannot be understood without a working knowledge of logic. Given this, logic is an important subject for philosophy students to master.

The module will primarily cover propositional and predicate logic. Regarding propositional and predicate logic, the focus will be on methods for testing the validity of an argument. These methods will allow students to distinguish correct from incorrect reasoning. The module will also cover inductive and modal logics. Regarding inductive and modal logics, the focus will be on clarifying epistemological concepts through the use of these logics.

View full module details
30

The module will study some of the major works in the history of modern philosophy of cognitive science and artificial intelligence. An indicative list of topics is: The Turing test; the Chinese Room argument; the frame problem; connectionism; extended and embodied cognition; artificial consciousness. The approach will be philosophical and critical, and will involve the close reading of texts. Students will be expected to engage critically with the works being studied and to formulate and argue for their own views on the issues covered.

View full module details
30

How does truth relate to existence? This module looks at the connection between truths and the things that make them true. We consider questions relating to the connection between truth and ontology (or existence) concerning time, persistence, possibility, generality, composition, and causation. We will look at how these issues are discussed in contemporary analytic metaphysics. We will explore both what solutions looking at the connections between truth and ontology might offer, whether this approach to the problems is useful, and how best to communicate the problems we discuss.

View full module details
30

Is it right that the talented profit from their (undeserved) talents? Should the government provide compensation for people who find it hard to meet that special someone? Should we think our duties to our compatriots are more important than our duties to people in other countries?

This course is divided into two parts. The first part examines classic topics in political philosophy, such as Rawls Theory of Justice, Nozick's libertarianism and the feminist and communitarian criticism of political liberalism. The second part of the course will explore issues within contemporary political philosophy, such as equality, our obligations to those in the developing world, and the politics of immigration. We will consider whether we can make sense of political obligation between states as well as within states. We will look at these issues in the context of particular recent case studies.

View full module details
30

This module provides an introduction to some of the major works in ancient Greek philosophy in relation to ethics, aesthetics, political theory, ontology and metaphysics. Students will study substantial portions of primary texts by the Pre-Socratics, Plato and Aristotle. The emphasis throughout will be on the philosophical significance of the ideas studied. The module will concentrate on understanding key philosophical arguments and concepts within the context of the ancient Greek intellectual tradition. This means that students will gain a critical distance from normative and modern definitions of philosophical terms in order to understand how Greek philosophy generally approached questions and problems with different suppositions and conceptions of reality, reason and the purpose of human existence.

View full module details
30

The curriculum will typically be focused on an important classic or recent philosophical work. In addition, students will typically be expected to read critical commentaries. (Alternatively, a convenor may choose a small number of classic texts on a unified and important theme).

Exactly what the curriculum will be will differ from year to year. The point of introducing this module, and the sister module Philosophical Texts 2: Normative Ethics (PL626/627), is to offer students the chance to study a single text (or small number of texts) in a very focussed manner, and to introduce more variety into the curriculum. Things are left open so that the text can be altered each year as appropriate and so that different lecturers are given the chance to teach a different text.

Although not set in stone, typically this module will focus on a classic philosophical work, and Phil Text 2 will focus on a recently published work.

View full module details
30

Many people today are reluctant to identify themselves as 'feminist': either because they see feminism as a useful political movement that has essentially served its purposes; or because they view feminism as a 'single-issue', militant ideology that they cannot identify with. This module is intended to give students an opportunity to reflect philosophically on what claims like this could mean: if we live in a post-feminist era, why do women earn, on average, two thirds of what their male counterparts earn? If we live in post-feminist era, why are women still under-represented in many fields (including politics, science and academic philosophy?). If feminism is a 'single-issue' ideology, why is it that feminists have proposed such a variety of solutions to the above problems, and from such a wide range of political standpoints?

The module explores some key debates in contemporary feminist philosophy, with particularly emphasis on its uncomfortable relationship with liberalism. The course draws attention to feminist critiques of key liberal concepts, such as consent, the social contract, autonomy, universal rights, and the private/public distinction. We go on to apply theoretical debates in feminist thought to the following political issues: prostitution, pornography, feminine appearance, multiculturalism, and human rights.

View full module details
30

All things considered, liberal democracy is the best political system we know of. Nevertheless, it has always been in peril, attacked by totalitarian ideologies and undermined by self-destructive forces from within. In this module, we will investigate the essence and value of democracy, and the character and aims of its enemies. To this end, we will study an important theory in modern political philosophy, formulated in Ernst Cassirer's The Myth of the State. Cassirer explores the explosive problem of political myth in our day, and reveals how the myth of the state evolved from ancient times to prepare the way for the rise of the modern totalitarian state. He shows how the irrational forces symbolized by myth and manipulation by the state constantly threaten to destroy our civilization. This major contribution to political theory will help us understand the problems our societies face today, including questions relating to truth and falsehood in politics, and, of course, 'fake truth’. We shall also look at a related text, Hans Kelsen’s The Essence and Value of Democracy.

View full module details
30

This course is designed to introduce students to a number of approaches in what is often referred to as "normative ethics". We face and hear about moral problems every day. These problems range from life and death matters concerning abortion, euthanasia and the like to other types of case such as whether to tell a lie to prevent hurting someone's feelings. At some point we might wonder whether there is a set of rules or principles (such as 'Do not lie') which will help us through these tricky problems; we might wonder whether there is something more simple underlying all of this 'ethical mess’ that we can discern.

Normative ethics contains a number of theories that attempt to give us such principles and to sort out the mess. In particular, different normative ethical theories are attempts to articulate reasons why a certain course of action is ethically best; they are attempts to say what types of feature we should concentrate on when thinking about ethical problems and why it is that such features are features which have ‘intrinsic moral significance’. Of course, ethical theories do not exist in a vacuum. As we shall see, our everyday intuitions about what is morally best are both the origin of normative ethical theories and the origin of thoughts raised against them. In all of this, the course will be examining these theories by starting with their historical roots, particularly focussing on the work of J. S. Mill, Immanuel Kant and Aristotle.

View full module details
30

This module will introduce students to classical as well as contemporary discussions in the intersection between politics, philosophy, and economics. Topics to be covered will vary from year to year, in light of the expertise of the person convening it and student feedback from previous years. Topics which may be covered include Authoritarianism, Behavioural economics, Rational Choice Theory, Game Theory, Libertarianism and Paternalism, Markets and Trade, Private Property and the Legitimacy of Organ Sale.

Through these and related topics, students will gain a good understanding of the complementary and in some cases conflicting perspectives and methodologies contained in politics, philosophy, and economics, and enable them to evaluate contemporary issues in a manner that's informed by a comprehensive set of relevant traditions.

View full module details
30
You have the opportunity to select wild modules in this stage

Stage 3

Modules may include Credits

This module aims to develop the anthropological imagination of Stage 3 students, that is, to instill the ability to apprehend theoretical issues and apply them with a critical and informed sense of difference in the human experience. The module is not a 'history of theory' survey; rather, it will proceed by means of a set of topics through which different theoretical approaches to the same ethnographic problem or issue have been explored. The module may be organised around a single theme that has long dominated anthropological discussions (such as 'the gift', hierarchy and scale, structure and agency etc.) which will be used as a lens through which to view theoretical discussions within social anthropology as well as its appropriations from other disciplines.

View full module details
15

This module aims to aid Stage 3 students in making connections between theoretical issues and the ways in which they recur in the practices and debates of social anthropologists. The module teaches theoretical engagement by means of tracking the way that similar problems in ethnographic practice have been approached by different theoretical schools. The module engages a series of themes that illustrate how social anthropologists throughout the history of the discipline, and from different national traditions within the discipline, have engaged with the pressing political and social concerns of their day.

View full module details
15

Emotions figure in many areas of public life, and a number of pressing political issues (from fear in the evaluation of biomedical promises, to compassion in the criminal courtroom) invite us to think about the role of emotion in shaping citizens' political thought and activity. Emotions, however, are all too rarely studied conceptually, with the result that both political theory and practice are often left at a loss. Through lectures and seminar discussion, this module will offer the opportunity for students to engage in close analysis of the philosophy and cognitive science of emotion, as well as the ethical concerns that are raised by the role emotions can play in political activity and institutional practice.

This module will study prominent theories of emotion, asking about the connection between emotion, reason, and well-being. These aspects take a philosophical approach, but are also informed by advances in neurobiology and cognitive science. The module will also explore the public stage, asking how specific emotions figure in political questions: for example, fear, disgust, compassion, blame, empathy, boredom, and revenge. Political topics considered may include risky technologies, wrongful legal conviction, capital punishment, the Citizens' Income, and assisted dying. The role of emotion in media politics and protest movements will also be examined, assessing, for example, how compassion can be manufactured and mediated through political rhetoric, social media, social privilege, and popular fiction.

View full module details
30

This course is designed to introduce students to a number of approaches in what is often referred to as "normative ethics". We face and hear about moral problems every day. These problems range from life and death matters concerning abortion, euthanasia and the like to other types of case such as whether to tell a lie to prevent hurting someone's feelings. At some point we might wonder whether there is a set of rules or principles (such as 'Do not lie') which will help us through these tricky problems; we might wonder whether there is something more simple underlying all of this 'ethical mess' that we can discern.

Normative ethics contains a number of theories that attempt to give us such principles and to sort out the mess. In particular, different normative ethical theories are attempts to articulate reasons why a certain course of action is ethically best; they are attempts to say what types of feature we should concentrate on when thinking about ethical problems and why it is that such features are features which have 'intrinsic moral significance'. Of course, ethical theories do not exist in a vacuum. As we shall see, our everyday intuitions about what is morally best are both the origin of normative ethical theories and the origin of thoughts raised against them. In all of this, the course will be examining these theories by starting with their historical roots, particularly focussing on the work of J. S. Mill, Immanuel Kant and Aristotle.

View full module details
30

How does truth relate to existence? This module looks at the connection between truths and the things that make them true. We consider questions relating to the connection between truth and ontology (or existence) concerning time, persistence, possibility, generality, composition, and causation. We will look at how these issues are discussed in contemporary analytic metaphysics. We will explore both what solutions looking at the connections between truth and ontology might offer, whether this approach to the problems is useful, and how best to communicate the problems we discuss.

View full module details
30

Students write a dissertation on a topic of their own choice in consultation with a supervisor. The topic must be on a philosophical subject. The final-year dissertation gives students the opportunity to satisfy their intellectual curiosity by individually and independently researching a large-scale project of their own choice. Students will be given guidance by a chosen supervisor across the chosen academic terms, but the rhythm of research, the writing and frequency of meetings between supervisor and student is left to the individual student to determine.

View full module details
30

This course is designed to introduce students to a number of philosophical issues arising from medical research and medical practice. Students will consider attempts to define the following terms – health, illness, and disease – and discuss what rests on their definition. Much medical practice proceeds as though medicine were a natural science. This module will probe the limitations of this conception. The placebo effect demonstrates the powerful influence of suggestion on the body and students will consider its relevance to philosophical ideas of the mind-body relation. Finally, students will consider ethical issues arising in medical practice, such as 'medically assisted death'.

View full module details
30

Groups of marks or bursts of sound are just physical entities but, when produced by a writer or a speaker, they are used to point beyond themselves. This is the property of aboutness or intentionality. Other physical entities generally do not have this property. When you hear a sentence, you hear a burst of sound, but typically you also understand a meaning conveyed by the speaker. What is the meaning of a word – some weird entity that floats alongside the word, a set of rules associating the word with objects, an intention in the mind of the speaker….? What is the difference between what your words imply and what you convey in saying them? How are words used non-literally, how do hearers catch on to the meaning of a newly minted metaphor? How can we mean and convey so much when uttering a concise sentence? When someone says something offensive, is it part of its meaning that it is offensive, or just how it is used? In this module we shall try to find some answers to the questions listed above.

View full module details
30

The aim of this course is to engage in the study of specific topics in the philosophy of mind, language, or action and to engage with the criticism of contemporary approaches as it is found in the works of Wittgenstein, Ryle, Anscombe, and/or Austin.

View full module details
30

Logic is the study of the methods and principles used to distinguish correct reasoning from incorrect reasoning and, as such, it is a crucial component of any philosophy course. Moreover, logic has applications other than the testing of arguments for cogency: it is also a widely used and useful tool for clarifying the problematic concepts that have traditionally troubled philosophers, e.g., deductive consequence, rational degree of belief, knowledge, necessary truth, identity, etc. Indeed, much contemporary philosophy cannot be understood without a working knowledge of logic. Given this, logic is an important subject for philosophy students to master.

The module will primarily cover propositional and predicate logic. Regarding propositional and predicate logic, the focus will be on methods for testing the validity of an argument. These methods will allow students to distinguish correct from incorrect reasoning. The module will also cover inductive and modal logics. Regarding inductive and modal logics, the focus will be on clarifying epistemological concepts through the use of these logics.

View full module details
30

The module will study some of the major works in the history of modern philosophy of cognitive science and artificial intelligence. An indicative list of topics is: The Turing test; the Chinese Room argument; the frame problem; connectionism; extended and embodied cognition; artificial consciousness. The approach will be philosophical and critical, and will involve the close reading of texts. Students will be expected to engage critically with the works being studied and to formulate and argue for their own views on the issues covered.

View full module details
30

This module offers Stage 3 students the opportunity to design, execute, and write up a dissertation project of their own devising. Students may pursue a module of library-based research under supervision on a particular topic and/or undertake limited ethnographic research on that topic. The topic, and the way it is researched, will be of the student's own choosing. All projects must be supervised by a member of staff in Social Anthropology, with whom the student has arranged to work before registering for the module. Students who wish to do a project on this module should collect the information sheet from the School Office during Stage 2 (this includes students on a Year Abroad programme) not later than then end of the online module registration period in the Spring Term.

View full module details
30

This module introduces visual anthropology via the encounter between media maker and subject and framed in relation to the concepts of reflexivity and intersubjectivity. Central concerns are the cross-cultural reception of media, the use of video and photography as and for research, the social history of film and photography relating to ethnographic subjects, the study of national and regional cinematic traditions (outside Europe and America) and the comparative ethnography of television and broader consideration of issues of social representation and political ideology in visual imagery. Indicative areas covered in the module include:

1) Collaborative Media and Intersubjectivity

2) Soundscapes and Sensory Ethnography

3) Photography and Sociality

4) Observational and Participatory Cinema

5) Ethno-fiction and Indigenous Media

6) Intersections of medical and visual anthropology

7) New Media and Activism

View full module details
15

This module explores the use of audio-visual media as research, reflexive and transformational ethnographic practice in tune with contemporary anthropological theorising of ethnographic and documentary film. The collaborative and feedback oriented process of using audio-visual media in the production of a short video film that is presented online delivers experiential insights and re-evaluation of the value of video, photography and audio to research, represent and influence aspects of people's lifeworlds. The practical instruction in how to develop a project is grounded in exercises that explore cultural and personal assumptions of what a camera does. Further training in cinematography, interviewing and sound, camera movement and improvisation, and the flexible uses of DSLR cameras present the key pre-production training. Editing theory and practice is taught with a view to efficient workflow and minimal post-production, facilitating knowledge of use in independent multi-media production. Web based interactive platforms are introduced with a view to facilitate wider communication and dissemination. The value of feedback is emphasised in creating media productions that have academic and personal integrity, resonance with and impact on particular audiences.

View full module details
15

This module is an introduction to ethnopharmacology, a multidisciplinary field of study that employs chemistry, ecology, biology, pharmacology and anthropology to evaluate and understand the use of plants (and other substances) in non-western medical systems. While students will be introduced to all of the disciplines involved in ethnopharmacological research, this module will have a heavy anthropological focus. Lecture and reading materials will address questions related to the actions of natural products in the human body, the ecological and evolutionary basis of medicinal plants use, the epistemology of non-western medical systems, the efficacy of medicinal plants and the development of pharmaceuticals based on traditional medicines. Topics discussed in class will provide ideas and models for student research projects. This module should appeal to students with interests in anthropology and/or medical care/research.

View full module details
15

Teaching and assessment

Philosophy

Teaching is by lectures, seminars, class discussions, and individual and group research, which is discussed in class.

All modules are assessed by 100% coursework (essays, in-class assignments, seminar participation) throughout the year.

Social Anthropology

Most modules are taught by a combination of lectures and seminars; they involve individual study using library resources and, where relevant, laboratories and computer-based learning packages. If you are taking modules involving computing or learning a language, you have additional workshop time.

Assessment ranges from 80:20 exam/coursework to 100% coursework. At Stages 2 and 3, most core modules are split 50% end-of-year examination and 50% coursework. Both Stage 2 and 3 marks and, where appropriate, the marks for your year abroad count towards your final degree result.

Programme aims

For programme aims and learning outcomes please see the programmes specification for each subject below. Please note that outcomes will depend on your specific module selection:

Careers

Philosophy

All of our modules are designed to give you important skills that transfer to the workplace. These modules will not only improve your grasp of philosophy, but teach you how to critically evaluate ideas, think through problems and clearly communicate even complex material. We offer opportunities to discuss and defend your ideas, give oral presentations, and work both individually and as part of a group. All of these experiences will equip you with valuable tools for your future career.

Recently, our graduates have gone into areas such as teaching, publishing, journalism, media, marketing, the civil service and the legal profession.

Social Anthropology

Studying social anthropology gives you an exciting range of career opportunities. We work with you to help direct your module choices to the career paths you are considering. Through your studies you learn how to work independently, analyse complex data and present your work with clarity and flair.

Our recent graduates have found jobs in education, social work, town and country planning, advertising, journalism, film production, research for radio and TV, overseas development, relief agencies, international consultancy firms, business and the civil service.

Independent rankings

For graduate prospects, Philosophy at Kent was ranked 8th in The Times Good University Guide 2018. Of Philosophy students who graduated from Kent in 2016, over 97% were in work or further study within six months (DLHE).

For graduate prospects, Anthropology at Kent was ranked 4th in The Guardian University Guide 2018, 5th in The Times Good University Guide 2018 and 7th in The Complete University Guide 2018.

Of Anthropology students who graduated from Kent in 2016, over 97% of were in work or further study within six months (DLHE).

Entry requirements

Home/EU students

The University will consider applications from students offering a wide range of qualifications. Typical requirements are listed below. Students offering alternative qualifications should contact us for further advice. 

It is not possible to offer places to all students who meet this typical offer/minimum requirement.

New GCSE grades

If you’ve taken exams under the new GCSE grading system, please see our conversion table to convert your GCSE grades.

Qualification Typical offer/minimum requirement
A level

ABB

Access to HE Diploma

The University will not necessarily make conditional offers to all Access candidates but will continue to assess them on an individual basis. 

If we make you an offer, you will need to obtain/pass the overall Access to Higher Education Diploma and may also be required to obtain a proportion of the total level 3 credits and/or credits in particular subjects at merit grade or above.

BTEC Level 3 Extended Diploma (formerly BTEC National Diploma)

The University will consider applicants holding BTEC National Diploma and Extended National Diploma Qualifications (QCF; NQF; OCR) on a case-by-case basis. Please contact us for further advice on your individual circumstances.

International Baccalaureate

34 points overall or 16 at HL with Philosophy 4 at HL or 5 at SL (where taken)

International students

The University welcomes applications from international students. Our international recruitment team can guide you on entry requirements. See our International Student website for further information about entry requirements for your country.

If you need to increase your level of qualification ready for undergraduate study, we offer a number of International Foundation Programmes.

Meet our staff in your country

For more advice about applying to Kent, you can meet our staff at a range of international events.

English Language Requirements

Please see our English language entry requirements web page.

Please note that if you are required to meet an English language condition, we offer a number of 'pre-sessional' courses in English for Academic Purposes. You attend these courses before starting your degree programme. 

General entry requirements

Please also see our general entry requirements.

Fees

The 2018/19 annual tuition fees for this programme are:

UK/EU Overseas
Full-time £9250 £15200
Part-time £4625 £7600

For students continuing on this programme, fees will increase year on year by no more than RPI + 3% in each academic year of study except where regulated.* 

Your fee status

The University will assess your fee status as part of the application process. If you are uncertain about your fee status you may wish to seek advice from UKCISA before applying.

General additional costs

Find out more about accommodation and living costs, plus general additional costs that you may pay when studying at Kent.

Funding

University funding

Kent offers generous financial support schemes to assist eligible undergraduate students during their studies. See our funding page for more details. 

Government funding

You may be eligible for government finance to help pay for the costs of studying. See the Government's student finance website.

Scholarships

General scholarships

Scholarships are available for excellence in academic performance, sport and music and are awarded on merit. For further information on the range of awards available and to make an application see our scholarships website.

The Kent Scholarship for Academic Excellence

At Kent we recognise, encourage and reward excellence. We have created the Kent Scholarship for Academic Excellence. 

For 2018/19 entry, the scholarship will be awarded to any applicant who achieves a minimum of AAA over three A levels, or the equivalent qualifications (including BTEC and IB) as specified on our scholarships pages

The scholarship is also extended to those who achieve AAB at A level (or specified equivalents) where one of the subjects is either Mathematics or a Modern Foreign Language. Please review the eligibility criteria.

Full-time

Part-time

The Key Information Set (KIS) data is compiled by UNISTATS and draws from a variety of sources which includes the National Student Survey and the Higher Education Statistical Agency. The data for assessment and contact hours is compiled from the most populous modules (to the total of 120 credits for an academic session) for this particular degree programme. 

Depending on module selection, there may be some variation between the KIS data and an individual's experience. For further information on how the KIS data is compiled please see the UNISTATS website.

If you have any queries about a particular programme, please contact information@kent.ac.uk.