Students preparing for their graduation ceremony at Canterbury Cathedral

Asian Studies and Philosophy - BA (Hons)

UCAS code TV45

2018

Asia is a fast-growing, large and diverse continent, encompassing many countries, cultures and languages. Combining Asian Studies with Philosophy enables you to engage with the cultural diversity of Asia and gain a solid understanding of the world’s major philosophies.

2018

Overview

You develop a solid grounding in Asian Studies through a multidisciplinary approach that draws on modules in the Humanities and Social Sciences. The programme is designed to develop your critical awareness of the interpretive, cultural and political challenges to understanding Asian cultures and civilisations, both historically and today.

You have the opportunity to gain both written and spoken competency in an Asian language. Optionally, you can study in an Asian country of relevance to your studies, either for a significant period of time or a full year.

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.

The two subject areas in combination therefore provide you with a truly global perspective, gaining insight into cultures and ideas that span continents.

Independent rankings

Philosophy at Kent was ranked 14th in The Guardian University Guide 2017. In the National Student Survey 2016, 90% of our Philosophy students were satisfied with the quality of teaching on their course.

Philosophy students who graduated from Kent in 2015 were the most successful in the UK at finding work or further study opportunities (DLHE).

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.

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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

Can I know that I am not dreaming? Am I the same person I was when I was ten years old? Do I have an immaterial mind or immortal soul? Am I a mere machine or do I have a free will? What are the fundamental properties of the world? Does God exist? This module is meant to be an introduction to these and other fundamental problems of philosophy. The module begins with an examination of some themes in Descartes' Meditations on First Philosophy, and moves on to discuss the arguments of other classical philosophers, such as Locke, Berkeley, Hume, Kant, and also of contemporary thinkers. Among the themes addressed are: the nature of knowledge, scepticism, personal identity, the mind-body problem, free will and determinism, primary and secondary qualities, causation, induction, God.

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Students studying on this module will be introduced 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 her 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 judgements 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.

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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 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 selected philosophical topics; 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.It will be taught through a combination of lectures and seminars in the first half of the term, and seminars only in the second half of the term.

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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.

Some of the questions we will discuss this year include: 'Why is Hume's fork so important in the history of philosophy?’, 'What is the difference between evaluative and descriptive judgements in aesthetics?’ and ‘What is the difference between ‘is’ and ‘ought’?’ We will also think about questions of more general philosophical import, such as: ‘What it is to presuppose something?’, ‘What is it to argue in a vicious circle?’, and ‘What does a philosophical definition look like?’

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The purpose of this module is to introduce students to the Hindu and Buddhist traditions, through a consideration of their key concepts, ideas, texts and practices (such as bhakti, moksha, yoga, dharma). The first half of the module will examine some of the most interesting features of the Vedic and post-Vedic tradition: the Upanishads, the Bhagavad Gita and the polytheism of the Mahabharata. The second half will examine the contrasting philosophical positions of the Theravada and Mahayana Buddhist traditions using materials from the Pali canon and several Sanskrit Sutras. Particular attention will be given to the variety of interpretations of the Buddhist 'No-self' doctrine and concept of enlightenment as well as the meaning and function of the Buddha’s career.

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This module provides an historical introduction to the philosophical, religious and cultural traditions of East Asia. It will provide a foundation for understanding the historical development, key concepts and important practices of the major worldviews of East Asia with specific reference to traditions such as Buddhism, Confucianism, Daoism, Shinto and other animist traditions.

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This module introduces students to some of the most influential theories of World Literature, which are studied alongside a selection of literary examples. The theories include Johann Wolfgang von Goethe's reflections formulated in the first decades of the nineteenth century. Goethe coined the term 'world literature' [Weltliteratur] to describe the international circulation and reception of literary works in Europe. In the course of the module, we reflect on the relationship between national literatures and world literature, and on the ways in which the literary market facilitates and complicates transnational exchanges of ideas. In addition, students are given the opportunity to hone their close reading skills by studying a selection of ancient and modern world creation myths. These include texts from the Near East, Asia, Africa, the Americas and Europe. The module offers students the unique opportunity to analyse in detail different ways in which cultural backgrounds can shape literary productions, and how stories, motifs and themes travel across national boundaries. In the course of the module, we discuss key literary terms and concepts, including fictionality, literariness, translation, the canon, and the various modes of reception and circulation that shape our understanding of world literature.

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This module is aims to give students who have never studied Mandarin Chinese before some familiarity, at an introductory level, with everyday life, activities and the culture in China. It is designed to build a solid foundation for students in order to further develop their Mandarin Chinese skills in an easy and systematic approach. Any students who are absolute beginners or have very little knowledge of Mandarin Chinese are welcome to take LA302.

Topics for listening, speaking, reading and writing will focus on an introductory level of communication skills used in everyday life. Basic knowledge of some major cities in China and an introductory level of Chinese culture will be covered in seminars.

Vocabulary and grammatical structures will be explained, practiced through communicative activities in the friendly and stimulating seminars.

In addition to the textbook, there will be plenty of specially designed video and audio materials, flashcards and web based games to assist your self-study.

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The module is designed for students who have successfully completed the module LA302, or for students who can use approximately 150 basic Mandarin Chinese Characters in 4 skills (listening, reading, speaking and writing) to further develop their language skills.

The curriculum content of LA303 is to build from the beginners' module of LA302. This is intended to give students some familiarity, at an elementary level, with everyday life, activities and the culture in China.

Topics for listening, speaking, reading and writing will focus on everyday communication skills, including greetings and introductions, asking and giving simple opinions on familiar topics, such as hobbies, weather, etc.

If you are going to visit China, basic language is useful for ordering food, making very simple enquiries about times, locations and transportations. These topics will be covered in this module.

Vocabulary and grammatical structures will be explained, practiced through communicative activities in the stimulating and engaging seminars.

In addition to the textbook, there will be plenty of specially designed video and audio materials, flashcards and web based games for self-study.

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The module is for students who have never studied Japanese before or have very little knowledge of Japanese. The curriculum content is intended to give students some familiarity, at an introductory level, with everyday life, activities and the culture in Japan. Topics for listening, speaking, reading and writing will focus on an introductory level of communication skills used in everyday life. Basic skills useful to people visiting Japan will be taught including describing locations and shopping. An introductory level of Japanese culture will be covered in seminars.

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The module is for students who can read and write Japanese letters, Hiragana and Katakana, and have very basic knowledge and skills of Japanese. The curriculum content is intended to give students some familiarity with everyday life, activities and the culture in Japan. Topics for listening, speaking, reading and writing will focus on an elementary level of communication skills to explain very simple factual information on personal and very familiar topics. Basic skills useful to people visiting Japan will be taught including ordering food, making very simple enquiries and asking for locations. An introductory level of Japanese culture will be covered in seminars.

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Stage 2

Modules may include Credits

This module explores the cultural specificity and diversity of Asian cultures, traditions, social and political systems and literature from a variety of disciplinary perspectives. The topic of Asia will be approached on a thematic basis but with particular emphasis on an understanding of the historical and interpretive challenges to inter-cultural understanding between Asia and Europe/ the West.

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We typically value justified belief more than simple belief, for very good reasons: a justified belief is more likely to be true than a randomly selected one. Indeed, we value knowledge even more than justified belief, since, arguably, a belief that qualifies as knowledge is true. But when is a belief justified? And what is knowledge? Is any of our beliefs justified? Do we know anything at all? Do we know that it's 8 o’ clock if at 8 o’ clock we see a broken watch indicating 8 o’ clock? Do we know that our cat is sleeping on the sofa, if we don’t know that we’re not brains in a vat? This module investigates these and other epistemological questions, mostly by looking at some deeply puzzling sceptical arguments, some of which areas old as Philosophy is, and all of which have sprung very lively debates in the recent philosophical literature.

This module is designed to introduce students to some key philosophical notions – such as belief, justification and knowledge – and to some of the most exciting and interesting literature on the subject. The module begins with a brief overview of the literature on the analysis of knowledge – this will introduce students to the main philosophical approaches to justification and knowledge: internalism and externalism. The module will then move on to consider two influential forms of Skepticism: Pyrronian skepticism and Cartesian skepticism. Students will be introduced to the main views on the structure of justification – foundationalism, coherentism and entitlement approaches – as well as to the main semantic accounts of 'know’ – contextualism, dogmatism and relevant alternatives/tracking theories. Some epistemic principles, such as the so-called KK principle, will be introduced via the presentation of epistemic paradoxes, such as the Surprise Examination Paradox.

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We often make claims about the world, whether in Ethics, Aesthetics, Metaphysics, History or Science. These claims might be thought to involve a correspondence between how we think about the world and how the world 'really is'. This course aims to examine questions of realism and anti-realism: does the world outrun our ability to talk about it? Do some ways of talking about the world capture how the world really is? Can we even make sense of there being a world independent of how we think about it?

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What makes it the case that certain actions, such as stealing and sharing, have ethical value? Are ethical values such as goodness and badness, compassion and cruelty, mind-independent ethical properties, properties that exist no matter what anyone thinks, desires, aims at and the like? Or are there no such ethical properties at all and when we call something good we are just expressing our emotions and feelings about a nonethical world? Are there any other positions available?

This course is designed to introduce you to some of the most exciting and interesting philosophical literature in recent years, which brings together ethics and metaphysics with a little epistemology and philosophy of language. The first half of this course will examine (what are often called) "metaethical" questions such as those above. We will then move on to discuss debates concerning moral psychology and motivation. When one says 'charity-giving is good' is it a matter of necessity that one will be motivated to some extent to give to charity? Or is it possible for one to make such a judgement and have no motivation at all (and for such a judgement to count as a legitimate moral judgement)? At the end we will see how these questions concerning psychology are integral to the earlier debates of metaphysics. Throughout, we will be examining these questions and issues by looking at work by authors from the start of the twentieth century (e.g. G. E. Moore) and by more recent writers (e.g. Simon Blackburn, Allan Gibbard, J. L. Mackie, John McDowell and Michael Smith).

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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'.

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Please note: all Module Handbook information is subject to change pending faculty approval.

Wittgenstein is widely thought to have been the greatest philosopher of the 20th Century. This module will concentrate in depth on some of Wittgenstein’s work by focusing on selected passages of his writings. The actual passages or texts focused on from year to year may vary.

Wittgenstein

Julia Tanney’s interest in Wittgenstein began as an undergraduate when she was introduced to the ideas of Wittgenstein through the teachings of Philippa Foot, David Pears, and Rogers Albritton, and, as a graduate student, of Crispin Wright. She has taught the Philosophical Investigations for over 20 years in England and in France. She has produced several articles, including “Real Rules”, “Reason-Explanation and the Contents of the Mind”, “On the Conceptual, Psychological, and Moral Status of Zombies, Swamp-Beings, and other ‘Behaviorally Indistinguishable’ Creatures”, and “Self-Knowledge, Normativity, and Construction”, reprinted in Rules, Reason, and Self-Knowledge (Cambridge, MA, Harvard University Press, 2012) which bring to bear Wittgenstein’s later philosophy on today’s theorizing in the philosophy of mind and action. This module uses the virtual world of Second Life to bring Wittgenstein’s primitive language games to life and to help students reflect on questions such as what it is to understand, think, intend, act for reasons, and to mean what we say.

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This module studies some central questions in philosophy of religion, drawing on topics in metaphysics, ethics, epistemology, philosophy of language and philosophy of mind. It begins by studying and critically assessing three of the 'classical' arguments for the existence of God—the ontological argument, the cosmological argument and the argument from design —which consider respectively whether reason, science or experience can show us that God exists. It goes on to consider the relationship between religion and morality, examining Kant’s moral argument, which appears to support a case for the existence of God, and Plato’s Euthyphro Dilemma, which appears to tell against it. Finally, it considers some central topics in religious epistemology, language and philosophy of mind, including: miracles, the nature of religious experience, religious language and personal identity. One underlying question the module considers is whether the above arguments and topics could be used to support or tell against an argument for the overall rationality of religious belief.

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Language is a wonderful thing. 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 don't 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? How is it that learning a second language can be so frustrating and time consuming, whereas we learn our first language with no trouble at all? The questions keep coming. In this module we shall try to find some answers.

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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.

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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.

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The module will study some of the major works in the history of modern philosophy of science. Texts to be studied will be drawn from a list which includes major works by philosophers such as Popper, Kuhn, Lakatos, Salmon, etc. 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.

Themes to be studied will include: the nature of scientific theory change, the status of scientific claims, the methodology of scientific reasoning, the prospects for automating scientific reasoning.

The course will cover a range of topics such as:

Inductivism versus falsificationism

Research Programmes

Incommensurability

Realism

Instrumentalism

Probabilistic Reasoning

Causal Reasoning

Mathematical Reasoning

Confirmation

Explanation

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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.

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What is art? What is an artwork? Do all types and examples of (what are traditionally classed as) artworks have identifying features in common? If so, what are they? Or, are there such interesting differences between works of literature, pieces of sculpture and the like, that searching for a definition of art is a futile task and this type of question misguided? Do avant-garde works count as art? Can anything count as art, such as food, if it’s presented in the right way or made with the right sort of intention? What does all of this tell us about the nature of definition generally?

These are some of the questions that we will explore at the start of this course. After that we will consider other issues and questions. What is the relation of art to beauty and other aesthetic qualities? What is it for a performance to be ‘authentic’ and is this sort of performance to be privileged in any way? Why is rock music such a part of our lives? Is there anything aesthetically wrong with a forgery? What is the nature of aesthetic experience and of our emotional responses to art? Why do we care so much about the fate of fictional characters? Is there any difference between pornography and erotica? Are artists subject to a different moral code? And what on earth is the point of public art? What is public art?

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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.

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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.

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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? Is the Bill and Melinda Gates Foundation a benevolent charity, or an unelected, unaccountable group wielding enormous political power?

This course is divided into two parts. The first part examines classic topics in political philosophy, such as the sources and scope of political authority, and the ideals of equality and freedom. The second part of the course will explore issues within contemporary political philosophy, such as our obligations to those in the developing world, the circumstances under which one might legitimately employ civil disobedience, 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 case studies, such as the recent debate over the showing of an anti-Islam film in the House of Lords, and the West's failure to intervene in Rwanda.

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Under what circumstances might it be permissible to use violence to further political goals? What distinguishes different sorts of political violence? Ought the state to have a monopoly on political violence? Are there some methods that should never be used to further political goals? In this course, we will look at the various forms of political violence, and consider how political and legal theorists have tried to regulate violent interaction between states and within states. We will examine the conceptual difficulties that arise when postulating international laws, and consider the role of the United Nations as international mediator and law enforcer. We will also look at the rights of self-determination amongst sub-national groups, and at the obligations of the international community to intervene to prevent humanitarian abuses.

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The module will cover some of the major topics of the theory of reasoning, with a focus on presenting students with new and exciting research. The syllabus will vary from year to year. The approach will be philosophical and critical, and may 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.

As an indication of the kind of topics covered, the following are three potential syllabi, one of which might operate in any particular year:

1. Probability and probabilistic reasoning. This syllabus will present the major interpretations of probability and their connection with the various kinds of probabilistic reasoning. Topics covered might include: the classical interpretation; the logical interpretation; the subjective interpretation; the frequency interpretation; the propensity interpretation; the objective Bayesian interpretation. The key text will be D.A.Gillies (2000): Philosophical theories of probability, Routledge.

2. Causality and causal reasoning. This syllabus will present the major theories of causality, including difference-making theories (probabilistic theories, counterfactual theories, agency theories), mechanistic theories (process theories, complex systems theories) and pluralist theories. It will go on to consider methods of causal reasoning in the sciences and the implications of such methods for the metaphysics of causality. In the absence of a comprehensive text, this syllabus will appeal to papers, especially those in the Oxford Handbook of Causation (OUP 2009), and Causality in the Sciences (OUP 2011).

3. Invalid arguments. This syllabus will look in detail at methods of assessing the cogency of deductively invalid arguments. In particular it will present the methods of inductive logic for assessing the plausibility of arguments. It will provide an introduction to probabilistic logics and their semantics, as well as to methods of inference in probabilistic logics, with a focus on elementary methods that can be readily acquired by students with little prior training in logic and no prior knowledge of probability theory. In the absence of a text at a suitable level, this syllabus will be accompanied by a set of detailed lecture notes.

Convenor: Jon Williamson

Jon Williamson works on various topics connected with reasoning, inference and scientific method, including causal reasoning in the sciences, inductive reasoning, and the nature of probability. The aim of this module is to introduce students to cutting-edge research on topics such as these. Jon is editor of the gazette The Reasoner, co-director of the Centre for Reasoning, and author of books on reasoning such as Bayesian nets and causality (OUP 2005), In defence of objective Bayesianism (OUP 2010) and Probabilistic logics and probabilistic networks (Springer 2011).

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The curriculum is intended to introduce students to some of the key arguments and debates in contemporary continental political philosophy through the focussed reading and discussion of the works of a number of central thinkers (Charles Taylor, Iris Marion Young, Foucualt, Derrida, Butler) in this field. It is also the aim of this module to consider the works and ideas of philosophers that are often overlooked on undergraduate political philosophy courses e.g. feminist thinkers and Queer theorists.

The curriculum should not be regarded as written in stone but responsive to new publications and developments in this field of research and to events in the wider world.

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This module concerns ideas of two of the most interesting of Western philosophers: Arthur Schopenhauer and Friedrich Nietzsche. Both thinkers developed ideas that transformed much of the intellectual landscape of twentieth century, and both wrote books that prove fruitful for successive generations. They wrote on many themes: ethics, religion, aesthetics, metaphysics, and epistemology. Both take their starting point from those thinkers that came before, notably Kant and Hegel. However, they are interesting to compare because they have such different views on philosophical thought and various themes. In particular, some of Nietzsche’s thought is framed explicitly in opposition to Schopenhauer’s, with the former casting the latter as the great pessimist. An appreciation of their ideas is an important part of the education of many philosophy students. However, both Schopenhauer and Nietzsche can be hard writers to read and understand. This module is designed both to introduce some of their ideas and develop a student’s appreciation of them such that he or she can discuss them with confidence and critical insight.

The module will not cover all of the writings of either or both thinkers. Students will typically read selections from Schopenhauer’s masterwork The World as Will and Representation and then selections from a variety of Nietzsche’s works, or one work in full. These will be read on their own, with ideas from both thinkers compared. Modern writers and commentators will be read in addition to help reveal the importance of Schopenhauer’s and Nietzsche’s ideas.

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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.

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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 begins by drawing attention to the diversity of feminist thought, highlighting three theoretical strands: liberal feminism, radical feminism and Marxist feminism. We go on to apply these strands of feminist thought to the following topics: First, we look at some topics in legal and political philosophy, including justice and the family; discrimination law and freedom of speech. Second, we look at some topics in applied ethics, including reproductive ethics and sexual ethics. Third, we look at some feminist perspectives in epistemology and metaphysics. We also discuss the underlying question of whether feminism discriminates against men, and whether the notion of ‘gender-inclusive’ feminism is a plausible one.

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The present 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. That said, the relevant variations will be constrained by considerations ensuring that one cohort will not be disadvantaged compared to the next, and are likely to consistently include some sub-set of the following:

• Authoritarianism

• Behavioural economics

• Collective action

• Federal and non-federal unions

• Game theory

• Liberalism, illiberalism, and paternalism

• Markets and trade

• Money and finance

• Philosophy of Power

• Property

• Public choice

• Rational choice

• States and corporations

• Terrorism

• Theocracy

• Voting

• Work and capital

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.

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William James (1842-1910) has arguably had a profound impact in the shaping of three contemporary disciplines: philosophy, psychology and the study of religion. This course aims to examine the life and work of William James in depth. It will examine the life of William James and the James family and show how this relates to his work. The course will examine his key texts: Principles of Psychology (1890), The Will to Believe (1897), The Varieties of Religious Experience (1902) and his studies of pragmatism, including Pragmatism (1907), The Pluralistic Universe (1909) and The Meaning of Truth (1909). It will also explore his long term and frustrated attempt to set up a scientific study of psychical phenomena.

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This course brings together a range of theories of love from the history of philosophy and from various traditions, including analytical philosophy, feminism, pragmatism and continental thought. It will explore questions of love, beauty and friendship in Plato, religious models in Aquinas, ars erotica in ancient Indian and Chinese philosophies of love, Romantic traditions of love, the logic of love in Peirce and James, feminist politics of love and maternity, and cognitive models of love. The course will also examine a range of analytical questions of love, including debates about the different types of love (eros, agape and philia), the problems of talking about love in philosophical language, distinctions between self-love and relational love, the relation of love to literature and poetry, love as embodied instinct and mental idea, the relation between love and sex, and connections between love, compassion and caring. The aim of the course is to combine a philosophical history of love with critical analytical skills to think about love as a dynamic feature of human relationships.

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30

This module has an ambitious but hopefully not ridiculous goal: to teach you something about how to live well. It will do so by introducing you to some of the most prominent philosophical traditions that have tried to offer practical advice on how to live, such as that of the Stoics and the Epicureans, but also the religiously inspired traditions of Buddhists, Confucians and Jesuit philosophers.* Of course, you can't learn to live well simply by reading a few books—not even really good ones. That’s why, as part of the module, you’ll also spend three days living in accordance with one of the traditions covered, and then reporting back your experience to the rest of the class, either through a traditional presentation, or by making a short video about your experience. You might not come out a Stoic sage at the other end of this module (although who knows?), but you’ll have learned quite a few things about what some very interesting people thought about how to live well, some of which you’ll be able to incorporate into your daily life.

* Topics covered will likely vary from year to year. The variations will be guided by the expertise of whichever person happens to be convening the module any given year, and by student feedback on previous years.

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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.

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This module will examine the main doctrines and practices of early Indian Buddhism as seen through the Theravada Buddhist literature of the Pali canon (in translation). The module will examine what we might know about the figure of the historical Buddha and the central concepts and doctrinal themes in his teachings as represented in these materials, with particular attention paid to their historical and social context and the philosophical, soteriological, ethical and socio-political ideas expressed within early Buddhist literature in the period 500 BCE to 500 CE. The module will also consider the rise of "Theravada" and modern developments within this tradition of Buddhism.

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This module aims to provide students with a critical review of China’s hegemonic role in pre-modern East Asia and its political development since the 1840s when it was forced to open up to the outside world and to lay a solid foundation for even more detailed study of present-day China.

It deals with a recurrent theme in the study of Chinese politics, that is, how successive Chinese leaderships since the 1840s have reconciled Chinese indigenous political culture with models of modernisations that originated in the West. Focus is on how indigenous and foreign models for state-building and political development have guided Chinese thinking about national rejuvenation and modernisation.

This module assumes no prior knowledge of Chinese history or politics, and introduces students to the defining features of the Chinese traditional political system, including: Confucianism and Legalism, the causes of the demise of imperial China in 1911, the abortive attempts of republicanism and constitutionalism between 1912 and 1949, the rise of communism, and major political events since 1949 as well as its recent ascendancy.

Questions to be explored in this module include: Why did the Chinese imperial system fail to meet the challenges and encroachment from the West and Japan? How did Chinese leaders understand ‘modernisation’? Why did Chinese political elites embrace communism? What have been the impacts of revolutions on China’s external behaviour and relations, post-1949? How has China’s worldview been ‘socially constructed’ in its interactions with Western powers? What is China’s grand strategy for development in the early 21st century?

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The primary aims of this module are to give you a critical grounding in Islamic sources, thinkers and theories relevant to the development of Islamic liberal and fundamentalist perspectives, and it also explores the ways in which these perspectives bear upon contemporary debates and events. It will equip you with the ability to situate current views within their historical and theological context, critically assess them, and constructively apply them to current phenomena. The module will introduce you to key Islamic debates such as those which address textual interpretation, the relation between revelation and human reason, and the nature of political authority. It will familiarise you with key sources such as the Qur'an, Hadith and treatises of key Islamic theologians and jurists, and it will introduce you to classical and modern theorists from Ibn Taymiyyah to Tariq Ramadan. A range of case studies will allow you to apply these sources and theories to contemporary situations. The module draws lessons for critical thinking about the way in which social context and religious premises affect both religious and political theories. These sources and skills will provide a basis for the analytical work that you undertake in your assessed work.

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This course explores the central teachings, practices and sacred texts of Mahåyåna Buddhism and will focus upon the first 500 years of its history in India. It will examine the rise and development of Mahåyåna Buddhism in India through analysis of its key sacred literature and philosophical schools as well as its subsequent spread to East and North Asia.

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The module is designed for students who have successfully completed the module LA303, or for students who can use approximately 350 basic Mandarin Chinese Characters in 4 skills (listening, reading, speaking and writing) to further develop their language skills.

The curriculum content of LA502 is to build from the Post-beginners' module of LA303. This is intended to give students some familiarity, at an upper elementary level, with everyday life, activities and the culture in China.

Topics for listening, speaking, reading and writing will focus on everyday communication skills including: exchanging personal information; expressing opinions about shopping experiences; asking and giving directions; describing illness, people's appearances and personalities; exchanging currencies; etc.

Vocabulary and grammatical structures will be explained, practiced through communicative activities in the stimulating and engaging seminars.

In addition to the textbook, there will be plenty of specially designed video and audio materials, flashcards and web based games for self-study.

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This module will build on from the Common European Framework of Reference A2.2 level (LA504) where you learned the vocabularies and grammar used in directions, polite requests, hobbies, illness and personal descriptions in complex structures with a full command of Hiragana, Katakana and a basic 100 Kanji. In this module, you will develop the vocabularies, expressions, sentence structures, grammar that are used in university, part-time work and leisure situations and will learn a further 54 new Kanji. You will learn the relevant vocabularies and grammar for seminars prior to each seminar and seminars will focus on you practising these in role play, grammar exercise and writing short compositions in a friendly, stimulating atmosphere. You will also gain the relevant cultural information around the course topics whilst developing speaking, listening, writing and reading skills. You will find example of topics in the 'Learning outcomes' section

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You have the opportunity to select wild modules in this stage

Year abroad

Going abroad as part of your degree is an amazing experience and a chance to develop personally, academically and professionally.  You experience a different culture, gain a new academic perspective, establish international contacts and enhance your employability.

You can apply to add a Year Abroad to your degree programme from your arrival at Kent until the autumn term of your second year.  The Year Abroad takes place between Stages 2 and 3 at one of our partner universities.  Places and destination are subject to availability, language and degree programme.  For a full list, please see Go Abroad.

You are expected to adhere to any academic progression requirements in Stages 1 and 2 to proceed to the Year Abroad.  The Year Abroad is assessed on a pass/fail basis and will not count towards your final degree classification.

Stage 3

Modules may include Credits

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.

Read more
30

This module has an ambitious but hopefully not ridiculous goal: to teach you something about how to live well. It will do so by introducing you to some of the most prominent philosophical traditions that have tried to offer practical advice on how to live, such as that of the Stoics and the Epicureans, but also the religiously inspired traditions of Buddhists, Confucians and Jesuit philosophers.* Of course, you can't learn to live well simply by reading a few books—not even really good ones. That’s why, as part of the module, you’ll also spend three days living in accordance with one of the traditions covered, and then reporting back your experience to the rest of the class, either through a traditional presentation, or by making a short video about your experience. You might not come out a Stoic sage at the other end of this module (although who knows?), but you’ll have learned quite a few things about what some very interesting people thought about how to live well, some of which you’ll be able to incorporate into your daily life.

* Topics covered will likely vary from year to year. The variations will be guided by the expertise of whichever person happens to be convening the module any given year, and by student feedback on previous years.

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30

This course brings together a range of theories of love from the history of philosophy and from various traditions, including analytical philosophy, feminism, pragmatism and continental thought. It will explore questions of love, beauty and friendship in Plato, religious models in Aquinas, ars erotica in ancient Indian and Chinese philosophies of love, Romantic traditions of love, the logic of love in Peirce and James, feminist politics of love and maternity, and cognitive models of love. The course will also examine a range of analytical questions of love, including debates about the different types of love (eros, agape and philia), the problems of talking about love in philosophical language, distinctions between self-love and relational love, the relation of love to literature and poetry, love as embodied instinct and mental idea, the relation between love and sex, and connections between love, compassion and caring. The aim of the course is to combine a philosophical history of love with critical analytical skills to think about love as a dynamic feature of human relationships.

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30

William James (1842-1910) has arguably had a profound impact in the shaping of three contemporary disciplines: philosophy, psychology and the study of religion. This course aims to examine the life and work of William James in depth. It will examine the life of William James and the James family and show how this relates to his work. The course will examine his key texts: Principles of Psychology (1890), The Will to Believe (1897), The Varieties of Religious Experience (1902) and his studies of pragmatism, including Pragmatism (1907), The Pluralistic Universe (1909) and The Meaning of Truth (1909). It will also explore his long term and frustrated attempt to set up a scientific study of psychical phenomena.

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The present 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. That said, the relevant variations will be constrained by considerations ensuring that one cohort will not be disadvantaged compared to the next, and are likely to consistently include some sub-set of the following:

• Authoritarianism

• Behavioural economics

• Collective action

• Federal and non-federal unions

• Game theory

• Liberalism, illiberalism, and paternalism

• Markets and trade

• Money and finance

• Philosophy of Power

• Property

• Public choice

• Rational choice

• States and corporations

• Terrorism

• Theocracy

• Voting

• Work and capital

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.

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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 begins by drawing attention to the diversity of feminist thought, highlighting three theoretical strands: liberal feminism, radical feminism and Marxist feminism. We go on to apply these strands of feminist thought to the following topics: First, we look at some topics in legal and political philosophy, including justice and the family; discrimination law and freedom of speech. Second, we look at some topics in applied ethics, including reproductive ethics and sexual ethics. Third, we look at some feminist perspectives in epistemology and metaphysics. We also discuss the underlying question of whether feminism discriminates against men, and whether the notion of ‘gender-inclusive’ feminism is a plausible one.

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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.

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This module concerns ideas of two of the most interesting of Western philosophers: Arthur Schopenhauer and Friedrich Nietzsche. Both thinkers developed ideas that transformed much of the intellectual landscape of twentieth century, and both wrote books that prove fruitful for successive generations. They wrote on many themes: ethics, religion, aesthetics, metaphysics, and epistemology. Both take their starting point from those thinkers that came before, notably Kant and Hegel. However, they are interesting to compare because they have such different views on philosophical thought and various themes. In particular, some of Nietzsche’s thought is framed explicitly in opposition to Schopenhauer’s, with the former casting the latter as the great pessimist. An appreciation of their ideas is an important part of the education of many philosophy students. However, both Schopenhauer and Nietzsche can be hard writers to read and understand. This module is designed both to introduce some of their ideas and develop a student’s appreciation of them such that he or she can discuss them with confidence and critical insight.

The module will not cover all of the writings of either or both thinkers. Students will typically read selections from Schopenhauer’s masterwork The World as Will and Representation and then selections from a variety of Nietzsche’s works, or one work in full. These will be read on their own, with ideas from both thinkers compared. Modern writers and commentators will be read in addition to help reveal the importance of Schopenhauer’s and Nietzsche’s ideas.

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The curriculum is intended to introduce students to some of the key arguments and debates in contemporary continental political philosophy through the focussed reading and discussion of the works of a number of central thinkers (Charles Taylor, Iris Marion Young, Foucualt, Derrida, Butler) in this field. It is also the aim of this module to consider the works and ideas of philosophers that are often overlooked on undergraduate political philosophy courses e.g. feminist thinkers and Queer theorists.

The curriculum should not be regarded as written in stone but responsive to new publications and developments in this field of research and to events in the wider world.

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The module will cover some of the major topics of the theory of reasoning, with a focus on presenting students with new and exciting research. The syllabus will vary from year to year. The approach will be philosophical and critical, and may 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.

As an indication of the kind of topics covered, the following are three potential syllabi, one of which might operate in any particular year:

1. Probability and probabilistic reasoning. This syllabus will present the major interpretations of probability and their connection with the various kinds of probabilistic reasoning. Topics covered might include: the classical interpretation; the logical interpretation; the subjective interpretation; the frequency interpretation; the propensity interpretation; the objective Bayesian interpretation. The key text will be D.A.Gillies (2000): Philosophical theories of probability, Routledge.

2. Causality and causal reasoning. This syllabus will present the major theories of causality, including difference-making theories (probabilistic theories, counterfactual theories, agency theories), mechanistic theories (process theories, complex systems theories) and pluralist theories. It will go on to consider methods of causal reasoning in the sciences and the implications of such methods for the metaphysics of causality. In the absence of a comprehensive text, this syllabus will appeal to papers, especially those in the Oxford Handbook of Causation (OUP 2009), and Causality in the Sciences (OUP 2011).

3. Invalid arguments. This syllabus will look in detail at methods of assessing the cogency of deductively invalid arguments. In particular it will present the methods of inductive logic for assessing the plausibility of arguments. It will provide an introduction to probabilistic logics and their semantics, as well as to methods of inference in probabilistic logics, with a focus on elementary methods that can be readily acquired by students with little prior training in logic and no prior knowledge of probability theory. In the absence of a text at a suitable level, this syllabus will be accompanied by a set of detailed lecture notes.

Convenor: Jon Williamson

Jon Williamson works on various topics connected with reasoning, inference and scientific method, including causal reasoning in the sciences, inductive reasoning, and the nature of probability. The aim of this module is to introduce students to cutting-edge research on topics such as these. Jon is editor of the gazette The Reasoner, co-director of the Centre for Reasoning, and author of books on reasoning such as Bayesian nets and causality (OUP 2005), In defence of objective Bayesianism (OUP 2010) and Probabilistic logics and probabilistic networks (Springer 2011).

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Under what circumstances might it be permissible to use violence to further political goals? What distinguishes different sorts of political violence? Ought the state to have a monopoly on political violence? Are there some methods that should never be used to further political goals? In this course, we will look at the various forms of political violence, and consider how political and legal theorists have tried to regulate violent interaction between states and within states. We will examine the conceptual difficulties that arise when postulating international laws, and consider the role of the United Nations as international mediator and law enforcer. We will also look at the rights of self-determination amongst sub-national groups, and at the obligations of the international community to intervene to prevent humanitarian abuses.

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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? Is the Bill and Melinda Gates Foundation a benevolent charity, or an unelected, unaccountable group wielding enormous political power?

This course is divided into two parts. The first part examines classic topics in political philosophy, such as the sources and scope of political authority, and the ideals of equality and freedom. The second part of the course will explore issues within contemporary political philosophy, such as our obligations to those in the developing world, the circumstances under which one might legitimately employ civil disobedience, 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 case studies, such as the recent debate over the showing of an anti-Islam film in the House of Lords, and the West's failure to intervene in Rwanda.

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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.

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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.

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This module provides an opportunity for independent work within an area of philosophy chosen by the student. THOSE WHO WISH TO TAKE THIS MODULE MUST (1) ENSURE THAT THERE IS A MEMBER OF THE PHILOSOPHY BOARD OF STUDIES WILLING TO SUPERVISE THEIR WORK; (2) SUBMIT AN OUTLINE AND PROVISIONAL TITLE OF THE PROPOSED DISSERTATION, ENDORSED BY THE PROSPECTIVE SUPERVISOR, TO THE MODULE CONVENOR FOR APPROVAL BEFORE BEING ADMITTED ONTO THE MODULE. STUDENTS ARE STRONGLY ADVISED TO JOIN ONE OF THE READING GROUPS (TO BE ANNOUNCED) AND WORK ON THEIR ESSAY AND DISSERTATION WITHIN THAT CONTEXT.The Dissertation should normally be about 9000 (maximum 10000) words long; it may consist either of an essay on a single theme, or of two or three Essays on complementary themes in Philosophy. Please note that the Dissertation is one of the most difficult modules. You should not apply to register for it unless you have a definite project to which you are seriously committed with the support of a member of staff who is willing to supervise you.

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This module provides an opportunity for students to produce a substantial piece of independent philosophical work, and at the same time to improve their skills in essay writing by getting one-to-one supervision and feedback on a specific piece of work. It is available to Single Honours and Joint Honours Philosophy students. It cannot be taken by other students as a 'wild module'. THOSE WISHING TO TAKE THE MODULE MUST ENSURE THAT THERE IS A MEMBER OF THE PHILOSOPHY BOARD OF STUDIES WILLING TO SUPERVISE THEIR WORK. THEY MUST SUBMIT AN OUTLINE OF THE PROPOSED AREA OF STUDY, ENDORSED BY THE PROSPECTIVE SUPERVISOR, TO THE MODULE CONVENOR FOR APPROVAL BEFORE BEING ADMITTED ONTO THE MODULE.

The Extended Essay should not be more than 5000 words long and must be submitted by the first day of the following term. Please note that the extended essay is considered a difficult module. You should not apply to register for it unless you have a definite project to which you are seriously committed with the support of a member of staff who is willing to supervise you.

Note: you can not take PL520 in conjunction with PL507 Philosophy Dissertation

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What is art? What is an artwork? Do all types and examples of (what are traditionally classed as) artworks have identifying features in common? If so, what are they? Or, are there such interesting differences between works of literature, pieces of sculpture and the like, that searching for a definition of art is a futile task and this type of question misguided? Do avant-garde works count as art? Can anything count as art, such as food, if it’s presented in the right way or made with the right sort of intention? What does all of this tell us about the nature of definition generally?

These are some of the questions that we will explore at the start of this course. After that we will consider other issues and questions. What is the relation of art to beauty and other aesthetic qualities? What is it for a performance to be ‘authentic’ and is this sort of performance to be privileged in any way? Why is rock music such a part of our lives? Is there anything aesthetically wrong with a forgery? What is the nature of aesthetic experience and of our emotional responses to art? Why do we care so much about the fate of fictional characters? Is there any difference between pornography and erotica? Are artists subject to a different moral code? And what on earth is the point of public art? What is public art?

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We typically value justified belief more than simple belief, for very good reasons: a justified belief is more likely to be true than a randomly selected one. Indeed, we value knowledge even more than justified belief, since, arguably, a belief that qualifies as knowledge is true. But when is a belief justified? And what is knowledge? Is any of our beliefs justified? Do we know anything at all? Do we know that it's 8 o’ clock if at 8 o’ clock we see a broken watch indicating 8 o’ clock? Do we know that our cat is sleeping on the sofa, if we don’t know that we’re not brains in a vat? This module investigates these and other epistemological questions, mostly by looking at some deeply puzzling sceptical arguments, some of which areas old as Philosophy is, and all of which have sprung very lively debates in the recent philosophical literature.

This module is designed to introduce students to some key philosophical notions – such as belief, justification and knowledge – and to some of the most exciting and interesting literature on the subject. The module begins with a brief overview of the literature on the analysis of knowledge – this will introduce students to the main philosophical approaches to justification and knowledge: internalism and externalism. The module will then move on to consider two influential forms of Skepticism: Pyrronian skepticism and Cartesian skepticism. Students will be introduced to the main views on the structure of justification – foundationalism, coherentism and entitlement approaches – as well as to the main semantic accounts of 'know’ – contextualism, dogmatism and relevant alternatives/tracking theories. Some epistemic principles, such as the so-called KK principle, will be introduced via the presentation of epistemic paradoxes, such as the Surprise Examination Paradox.

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15

We often make claims about the world, whether in Ethics, Aesthetics, Metaphysics, History or Science. These claims might be thought to involve a correspondence between how we think about the world and how the world 'really is'. This course aims to examine questions of realism and anti-realism: does the world outrun our ability to talk about it? Do some ways of talking about the world capture how the world really is? Can we even make sense of there being a world independent of how we think about it?

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What makes it the case that certain actions, such as stealing and sharing, have ethical value? Are ethical values such as goodness and badness, compassion and cruelty, mind-independent ethical properties, properties that exist no matter what anyone thinks, desires, aims at and the like? Or are there no such ethical properties at all and when we call something good we are just expressing our emotions and feelings about a nonethical world? Are there any other positions available?

This course is designed to introduce you to some of the most exciting and interesting philosophical literature in recent years, which brings together ethics and metaphysics with a little epistemology and philosophy of language. The first half of this course will examine (what are often called) "metaethical" questions such as those above. We will then move on to discuss debates concerning moral psychology and motivation. When one says 'charity-giving is good' is it a matter of necessity that one will be motivated to some extent to give to charity? Or is it possible for one to make such a judgement and have no motivation at all (and for such a judgement to count as a legitimate moral judgement)? At the end we will see how these questions concerning psychology are integral to the earlier debates of metaphysics. Throughout, we will be examining these questions and issues by looking at work by authors from the start of the twentieth century (e.g. G. E. Moore) and by more recent writers (e.g. Simon Blackburn, Allan Gibbard, J. L. Mackie, John McDowell and Michael Smith).

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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'.

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Please note: all Module Handbook information is subject to change pending faculty approval.

Wittgenstein is widely thought to have been the greatest philosopher of the 20th Century. This module will concentrate in depth on some of Wittgenstein’s work by focusing on selected passages of his writings. The actual passages or texts focused on from year to year may vary.

Wittgenstein

Julia Tanney’s interest in Wittgenstein began as an undergraduate when she was introduced to the ideas of Wittgenstein through the teachings of Philippa Foot, David Pears, and Rogers Albritton, and, as a graduate student, of Crispin Wright. She has taught the Philosophical Investigations for over 20 years in England and in France. She has produced several articles, including “Real Rules”, “Reason-Explanation and the Contents of the Mind”, “On the Conceptual, Psychological, and Moral Status of Zombies, Swamp-Beings, and other ‘Behaviorally Indistinguishable’ Creatures”, and “Self-Knowledge, Normativity, and Construction”, reprinted in Rules, Reason, and Self-Knowledge (Cambridge, MA, Harvard University Press, 2012) which bring to bear Wittgenstein’s later philosophy on today’s theorizing in the philosophy of mind and action. This module uses the virtual world of Second Life to bring Wittgenstein’s primitive language games to life and to help students reflect on questions such as what it is to understand, think, intend, act for reasons, and to mean what we say.

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This module studies some central questions in philosophy of religion, drawing on topics in metaphysics, ethics, epistemology, philosophy of language and philosophy of mind. It begins by studying and critically assessing three of the 'classical' arguments for the existence of God—the ontological argument, the cosmological argument and the argument from design —which consider respectively whether reason, science or experience can show us that God exists. It goes on to consider the relationship between religion and morality, examining Kant’s moral argument, which appears to support a case for the existence of God, and Plato’s Euthyphro Dilemma, which appears to tell against it. Finally, it considers some central topics in religious epistemology, language and philosophy of mind, including: miracles, the nature of religious experience, religious language and personal identity. One underlying question the module considers is whether the above arguments and topics could be used to support or tell against an argument for the overall rationality of religious belief.

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Language is a wonderful thing. 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 don't 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? How is it that learning a second language can be so frustrating and time consuming, whereas we learn our first language with no trouble at all? The questions keep coming. In this module we shall try to find some answers.

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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.

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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.

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The module will study some of the major works in the history of modern philosophy of science. Texts to be studied will be drawn from a list which includes major works by philosophers such as Popper, Kuhn, Lakatos, Salmon, etc. 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.

Themes to be studied will include: the nature of scientific theory change, the status of scientific claims, the methodology of scientific reasoning, the prospects for automating scientific reasoning.

The course will cover a range of topics such as:

Inductivism versus falsificationism

Research Programmes

Incommensurability

Realism

Instrumentalism

Probabilistic Reasoning

Causal Reasoning

Mathematical Reasoning

Confirmation

Explanation

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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.

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30

This module is aimed at those students who would like to follow a career as Primary or Secondary School teachers, but is also suitable to those who would like to combine an academic course with work experience. Placements in a school environment will enhance the students' employment opportunities as they will acquire a range of skills. It will also provide the students with the opportunity to develop their knowledge and understanding of Religious Education and Philosophy in the primary or secondary school context. The university sessions and weekly school work will complement each other. Therefore, attendance to university sessions is crucial as it will also give the students the opportunity to discuss aspects related to their weekly placement and receive guidance. The student will spend one half-day per week for ten weeks in a school where each student will have a designated teacher-mentor who will guide their work in school. They will observe sessions taught by their designated teacher and possibly other teachers. Initially, for these sessions the students will concentrate on specific aspects of the teachers’ tasks, and their approach to teaching a whole class. As they progress, their role will be as teaching assistants, by helping individual pupils who are having difficulties or by working with small groups. They may teach brief or whole sessions with the whole class or with a small group of students where they explain a topic related to the school syllabus. They may also talk about aspects of University life. They must keep a weekly journal reflecting on their activities at their designated school.

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30

This module is for students who can communicate in Japanese comfortably on familiar topics encountered in everyday life and read and write Japanese including around 200 Kanji. The curriculum will focus on communication in a real life of university student studying in Japan, by using complex expressions in an appropriate style of speaking. Various styles of readings are given such as formal letter, article and website providing factual information. Discussions take place in the class on the topic areas covered in the module.

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This module is for students who can deal with most situations likely to arise in everyday life in Japan, and read and write Japanese including around 300 Kanji. The curriculum will focus on living in Japan, by using complex expressions in an appropriate style of speaking. Topics covered in this module vary, including job hunting, a CV in the Japanese style, making a complaint in a shop, and expressing one's opinion in a discussion on formal topics. Students also read and listen to news articles to gain knowledge of social issues and current affairs. Discussions take place in the class on the topic areas covered in the module.

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15

The curriculum will focus on communication in the immediate environment with some exposure to simple articles/TV news on current affairs. This includes how to make recommendations to a guest at a restaurant; negotiating prices; shopping or online shopping experience; asking for a refund/an exchange; renting an accommodation and housing; illness and healthy eating; booking a hotel room on the internet and by phone.

Students also read and listen to current affairs in Mandarin. Translation from Mandarin to English and vice versa is included.

The cultural aspects of the above topic areas will be taught through lecture and the means of Mandarin language course books, video and audio materials.

There will be a balance between communicative activities, and understanding of vocabulary and grammatical structures. Students will be expected to use the range of resources available to them in the library and on the Moodle page for self-study.

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15

The curriculum will focus on living in China. The topics covered in this module are: important Chinese festivals and traditions; discussing the differences and similarities between the custom and practices of everyday life; requesting course details from a university; registering on a University course; opening a bank account; writing a cover letter for a job application; talking about health problems and asking for sick leave. Students also read and listen to current affairs in Mandarin Chinese.

The cultural aspects around the above topic areas will be taught through seminars and the means of Mandarin Chinese language course books, video and audio materials.

There will be a balance between communicative activities, and understanding of vocabulary and grammatical structures. Students will be expected to use the range of resources available to them in the library and on the Moodle page for self-study.

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15

This is a module about the intersection of colonial power relations, anti-colonialism, postcolonialism, feminism, and identity politics in literature from 1940 to 2010 which interrogates the influence of imperialism on a sense of self. It considers the writing of a number of women and men from Algeria, Morocco, Nigeria, Zimbabwe, India and Sri Lanka in a range of genres from the Francophone and Anglophone traditions (short story, essay, novel, autobiography). In light of the complex relationship between coloniser and colonised, we consider the political activism of many of these writers, as well as the ways in which their politics are articulated in their writing, whether fiction or non-fiction. We also examine to what extent this literature is representative of other postcolonial concerns such as nationhood and national consciousness, hybridity and assimilation, and exile and alienation within the larger context of cultural theory. Particularly significant is our interrogation of the violence inscribed in both the colonial system and the colonised's fight for independence as seen from the psychoanalytical perspectives of Frantz Fanon in Black Skin, White Masks (1952), A Dying Colonialism (1959), The Wretched of the Earth (1961). Studying the primary and secondary texts in English, we bring awareness to the reading scene of the translation process as an important development in the transnational study of comparative literature in our global world. In so Doing, we acknowledge the significance of indigenous languages and dialects as signifers of subjecthood in conflict with the coloniser's language. By exploring a variety of anti-colonial resistance and liberation discourses in relation to the development of current postcolonial thinking, the module also offers an insight into the history of the discipline of Colonial and Postcolonial studies.

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15

This course examines the portrayal of Japan in French and Belgian writing and culture from the 19th, 20th and 21st centuries. Since Japan was opened to the West in the mid-19th century, there has been a tradition of French literary japanophilia. The course will permit a critical evaluation of the evolution of French 'japonisme', from its exoticist beginnings in the work of Pierre Loti, through early 20th century theories of exoticism. We will examine the portrayal of contemporary Japan in Amélie Nothomb's and Jacques Roubaud's work. 'Japoniste' images by French Impressionist painters will also be studied, as will Resnais's post-war film Hiroshima mon amour and a cinematic adaptation of Nothomb's work. The study of these texts and images will involve the exploration of themes such as: intercultural understanding (or the lack thereof); the idealisation or demonisation of the other; the nature of 'Orientalism'; and the way in which French writers and artists turn to the foreign culture in order to critique their own culture.

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15

This module explores the place of Japan in today’s international system. It not only investigates Japan’s most important bilateral relationships, such as the Japan-US axis and relations with China, Korea, etc., but also Japan’s increasing role in multilateral bodies, such as the UN, ASEAN and APEC. Economic questions and security issues will both be addressed alongside the problems of Japanese energy. Students are encouraged to develop an understanding of how the China/Japan conflict gets more important and how Japan’s perception may differ from those in Europe or the USA.

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15

This module will examine the domestic politics of Japan, starting with the changes made by the American occupation. We will then explain the institutions and informal practices which maintained long-term one-party-dominant rule of the LDP (1955-1993). Attention will be paid to electoral rules, the government and opposition parties, collusion between the LDP/business/bureaucracy and voting behaviour.

Attention will then move to how the system has changed since the 1993 election which saw the LDP lose its majority. We will analyse the successes of Koizumi and the new era of post-Koizumi politics. We will assess the current Prime Minister and how he is running Japan. We will analyse the 2009 DPJ government and assess its' successes and failures. The module will end with assessment of the Fukushima management of the disaster and the new LDP government.

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15

This course explores the central teachings, practices and sacred texts of Mahåyåna Buddhism and will focus upon the first 500 years of its history in India. It will examine the rise and development of Mahåyåna Buddhism in India through analysis of its key sacred literature and philosophical schools as well as its subsequent spread to East and North Asia.

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30

The primary aims of this module are to give you a critical grounding in Islamic sources, thinkers and theories relevant to the development of Islamic liberal and fundamentalist perspectives, and it also explores the ways in which these perspectives bear upon contemporary debates and events. It will equip you with the ability to situate current views within their historical and theological context, critically assess them, and constructively apply them to current phenomena. The module will introduce you to key Islamic debates such as those which address textual interpretation, the relation between revelation and human reason, and the nature of political authority. It will familiarise you with key sources such as the Qur'an, Hadith and treatises of key Islamic theologians and jurists, and it will introduce you to classical and modern theorists from Ibn Taymiyyah to Tariq Ramadan. A range of case studies will allow you to apply these sources and theories to contemporary situations. The module draws lessons for critical thinking about the way in which social context and religious premises affect both religious and political theories. These sources and skills will provide a basis for the analytical work that you undertake in your assessed work.

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This course will provide students with a well rounded assessment of modern China, with particular emphasis on events since the 1978 Open Door Policy initiated by Deng Xiaoping. The course first introduces students with key sociological concepts related to Chinese traditional society, then move onto major events that form state-society relations in the past three decades. Students are encouraged to connect China’s rise to their own life and think comparatively. The bulk of the course will explore a range of contemporary issues, which includes:

• One country, two systems and four worlds: Diversity and social gaps in modern China

• The broken ‘iron rice bowl’: Social mobility and welfare system since 1980s

• The Me Generation: The rise and individualization of China’s new middle class

• New social media and the ‘Great Fire Wall’

• Zao: The making of consumption culture within the World’s factory

• Bit player or the new powerhouse? China’s struggle with scientific innovations

• The triumph of paintings: Social protests and the Chinese art scene

• From ping-pong diplomacy to Linsanity: Sports and modern Chinese identity

• The greening of China: The social cost of industrialization and grassroots environmental movements

• The ‘sea turtles’ (overseas-returns) and Chinese diaspora: An alternative imagination of Chineseness

• ‘All under Heaven’ (Tianxia) reinterpreted : China in a globalized world

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15

This module aims to develop a critical understanding of one of the most timely and pressing issues of recent times, namely, migration, and its relationship to politics of identities, belongings and citizenship in global societies. It aims to introduce students to key themes and issues related to the social experience of migration in a diversity of contexts. Over the course of the term, we will debate and critically explore the ways in which migrants, refugees and diaspora communities shape their societies of settlement and origin and how they have become key actors of a process of 'globalisation from below' at different social and spatial scales. We will critically discuss key concepts and theories deployed to analyse contemporary processes of migration, transnationalism and diaspora and assess their relevance across a wide range of migration case studies. Examples of the central questions this module will address are: what are the main drivers of contemporary migration? To what extent can migrants become transnational citizens? What is the link between migration and homeland development in third world countries? How are gender, class and race relations affected by migration?

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Students are required to identify a viable research focus or question for their project which they will then pursue, with supervisory support, in order to submit their final dissertation. In the summer before joining the module, students will be given advice on how to identify their research focus, and by the start of the autumn term in which the module begins they will be expected to have produced a single side of A4 summarising key literature or other sources relevant to their specific project. Individual supervision will begin from the autumn term onwards. Initially this is likely to focus on clarifying the research focus or question, and situating it more deeply in existing literature and debates. Following this a clearer outline plan for conducting the research will be developed, with students then undertaking work necessary to meet each phase of this plan. If the project involves original fieldwork, the student will be expected to submit a research ethics application form for Faculty approval. As the project develops, chapter drafts will be submitted for review and discussion with the supervisor. Supervision contact time is likely to vary according to the project and student need, but will not exceed a total of 6 hours per student (including face to face supervision or time spent writing written feedback to electronically-submitted drafts). Supervisors will provide feedback on chapter drafts, which will need to be submitted to supervisors in good time before supervision meetings, but will not provide feedback on whole draft manuscripts once chapters are completed.

Supervisors will only provide supervisory support during term-time. Once the project has been agreed and a supervisor allocated in the autumn term, students will not normally be allowed to change their fundamental focus of their project (although their specific questions are likely to change as the project develops) or change their supervisor unless in highly exceptional circumstances.

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30

This module will examine the main doctrines and practices of early Indian Buddhism as seen through the Theravada Buddhist literature of the Pali canon (in translation). The module will examine what we might know about the figure of the historical Buddha and the central concepts and doctrinal themes in his teachings as represented in these materials, with particular attention paid to their historical and social context and the philosophical, soteriological, ethical and socio-political ideas expressed within early Buddhist literature in the period 500 BCE to 500 CE. The module will also consider the rise of "Theravada" and modern developments within this tradition of Buddhism.

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Teaching and assessment

Asian studies

Teaching for all the non-language modules is through a combination of lectures and seminars. Assessment is by coursework (essays and presentations) and written examination.

Language assessment is through a combination of coursework (essays, presentations, projects, translations), unseen written examinations, oral examinations; dissertation, extended essay, and computer-assisted language learning tests.

In addition, independent study is enhanced by the final-year dissertation option, which enables students to pursue a topic in greater depth, linking the different pathways of the degree programme.

Philosophy

As with Asian Studies, teaching is via lectures and seminars, plus individual group work.

Your achievement is assessed through a balance of continuous assessment and
examinations. The components of continuous assessment include essays, assignments done in classes, group presentations, and contributions to seminar discussions.

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

Asia contains many of the world's fastest growing economies so knowledge and understanding of this region will help you to stand out in the employment market.  In addition, the ability to speak another language is a key asset and many employers view a graduate with overseas study experience as more employable.

Our recent graduates in Philosophy have gone into areas such as teaching, publishing, journalism, media, marketing, the civil service and the legal profession.

In addition to your subject expertise, you also acquire many of the transferable skills that are considered essential by graduate employers, such as excellent communication skills, the ability to think independently and the confidence to express your ideas persuasively and with sensitivity.

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

BBB

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 15 points at HL

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 regulated UK/EU tuition fees have not yet been set. The University intends to set fees at the maximum permitted level for new and returning UK/EU students. Please see further information below.

As a guide only the 2017/18 full-time UK/EU tuition fees for this programme are £9,250 unless otherwise stated: 

UK/EU Overseas
Full-time TBC £15200

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.

Fees for Year in Industry

For 2017/18 entrants, the standard year in industry fee for home, EU and international students is £1,350. Fees for 2018/19 entry have not yet been set.

Fees for Year Abroad

UK, EU and international students on an approved year abroad for the full 2017/18 academic year pay £1,350 for that year. Fees for 2018/19 entry have not yet been set.

Students studying abroad for less than one academic year will pay full fees according to their fee status. 

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.

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.