200 Level Courses

2022-23

Instructor: Dolleen Manning

Course description coming soon.  Please check back in summer.

Instructor: Catherine Stinson

Course description coming soon.  Please check back in summer.

Instructor: Dalitso Ruwe

Course description coming soon.  Please check back in summer.

Instructor: Paul Fairfield

Course description coming soon.  Please check back in summer.

Instructor: TBA

Course description coming soon.  Please check back in summer.

Instructor(s): David Bakhurst & Josh Mozersky

Course description coming soon.  Please check back in summer.

Instructor: Lisa Guenther

Course description coming soon.  Please check back in summer.

Instructor(s): Christine Sypnowich & David Bakhurst

Course description coming soon.  Please check back in summer.

Instructor: Nancy Salay

Course description coming soon.  Please check back in summer.

Instructor: Nancy Salay

Course description coming soon.  Please check back in summer.

Instructor: Josh Mozersky

Course description coming soon.  Please check back in summer.

Instructor: Jon Miller

Course description coming soon.  Please check back in summer.

Instructor: Nancy Salay

Course description coming soon.  Please check back in summer.

Instructor: Paul Fairfield

Course description coming soon.  Please check back in summer.

Instructor: Jacqueline Davies

Course description coming soon.  Please check back in summer.

Instructor: TBA

Course description coming soon.  Please check back in summer.

2021-22

Note that some Fall courses are being taught remotely. Please consult each course description to find out instructors’ plans for how the course will be delivered. 

Instructor: Mark Smith

WINTER - ONLINE (3.0)

This course has two main, and connected, goals: the first is to introduce some of the main conceptual tools from the philosophy of science, and the second is to take those tools to the critical analysis of case studies in which science and broader society are importantly entwined.

We will investigate a number of questions, such as:

  • Is there a sharp distinction between fact and value, with science only dealing in facts, while values are strictly subjective?
  • What, if any, values influence science, and what values should influence science?
  • What influence, in turn, should science have on values?
  • What is objectivity? How do we get to an objective view of the world?
  • Is ignorance sometimes deliberately manufactured?

This is just a sampler of some of the gripping questions we will broach. Along the way, we will look at case studies of major contemporary concern, such as climate change, psychiatry and psychiatric disorders, and gender.

Topics:

  • The Classic Fact/Value Dichotomy
  • Science, Politics and Business - Fact and the Value in Action
  • Science and Pseudo-Science
  • What Can We Say is Objective?
  • A New Understanding of Objectivity
  • Case Studies on:
    • Climate Change
    • DSM, and Other Ways of Being
    • Species - Invention or Discovery?
    • Race & Gender - Invention or Discovery?
  • So What is There, Really, in the World?
  • Texts/Readings: ASO reserves the right to make changes to the required material list as received by the instructor before the course starts. Please refer to the Campus Bookstore website at http://www.campusbookstore.com/Textbooks/Search-Engine(link is external) to obtain the most up-to-date list of required materials for this course before purchasing them. All the readings are available either on the eReserve for this course, or in PDF downloads on onQ, or in the form of my Unit Notes. There is no textbook to buy. The Unit Notes supplement and guide you through the readings. I recommend you read the relevant Notes section before reading the articles. Each section concludes with some study and discussion questions.
  • Assessment: 
    • 30% - Online Discussions
    • 20% - Quizzes
    • 20% - Short Paper
    • 30% - Final Proctored Exam
  • Learning hours/time commitment: To complete the readings, assignments, and course activities, students can expect to spend on average, about 10 hours per week (120 hours per term) on the course.
  • Prerequisite: Level 2 or above or completed 6.0 units in PHIL.

Instructor: TBA

SUMMER - ON CAMPUS (3.0)

An examination of whether life has ‘meaning’, and a consideration of different philosophical interpretations of the meaning of life, the significance of death for the meaning of life, and whether it even makes sense to speak of life as having meaning.  

  • Learning Hours: 120 (36L;84P)
  • Prerequisite: Level 2 or above or completed 6.0 units in PHIL.

More detailed course description coming soon!

Instructor: Catherine Stinson

FALL - ON CAMPUS (3.0)*

  • Dr. Stinson commutes between Kingston and Toronto, so local lockdowns/travel restrictions may result in the need for some meetings to be moved online.

This course is an introduction to topics in philosophy of mind, philosophy of science, and ethics, through science fiction stories about robots, alien intelligences, future technologies, mad scientists, dystopias, and virtual realities. Each topic will be approached through text and visual media, and connected to discussion of real-world issues. Course materials will include a mix of science fiction classics, popular contemporary work, and more obscure fare that challenges the genre’s boundaries. 

Three major themes will be explored:

  1. Humans, Aliens, Monsters: What does it mean to be a person? On what basis should we decide who gets “human” rights? What kinds of alien intelligence might exist in the universe? What kinds of “alien” intelligence exist on earth? Where does our fascination with monsters come from?
  2. Bodies, Machines, Virtual Worlds: Why do people want to create artificial life? What kinds of relationships can we have with machines? Are virtual experiences as real as offline ones? Would you want to erase or implant memories? Should we try to improve or enhance humanity with technology?
  3. Utopian / Dystopian Futures: What kind of world do we want to live in? Which global crisis poses the biggest existential threat to life on earth? What might the after times look like? Do we have the right to colonize other planets or mine them for resources? Would immortality be a good thing?

Texts/Readings:

The final list of readings/viewings TBA. Some likely options include:

Books: 

  • Ted Chiang, Exhalation
  • Annalee Newitz, Autonomous
  • John Scalzi, Lock In
  • Invisible Planets: 13 Visions of the Future from China
  • Mitêwâcinmowina: Indigenous Science Fiction and Speculative Storytelling
  • Mothership: Tales from Afrofuturism and Beyond 

Film:

  • Blade Runner
  • Okja
  • Solaris

TV:

  • Bojack Horseman
  • The Good Place
  • Star Trek: Discovery
  • Love, Death & Robots

Assessment:

Details TBA. Will likely include participation, 2 essays, and a creative group project.

  • Learning Hours: 120
  • Prerequisite: Level 2 or above or completed 6.0 units in PHIL

Instructor: Jon Miller

WINTER - ON CAMPUS (3.0)

This course will be a survey of ancient Greek philosophy.  It will start with the group of philosophers commonly known as the pre-Socratics.  These include Thales, Anaxagoras, Heraclitus and Parmenides.  Amongst other things, we will try to understand how the way of thinking which they created differed from ways of thinking found elsewhere in early Greek times.

Once we are finished with the pre-Socratics, we will turn to the great triumverate of Socrates, Plato and Aristotle.  We will consider how they related to their predecessors, taking into account both ways in which they continue the traditions established by those who went before them and also how they innovated.  Our readings will necessarily be very selective, focusing on a few key texts from each philosopher.

At the end of the course, we will encounter the Hellenistic schools - the Stoics, Epicureans, Skeptics and Cynics.  Due to time constraints, we will need to isolate just a topic or two for discussion.  Our goal will be to see how the different schools address that topic and what their responses were to the proposals put forward by their competitors.

  • Learning Hours: 120 (36L;84P)
  • Prerequisite: Level 2 or above or completed 6.0 units in PHIL

Instructor: Paul Fairfield

SUMMER - ON CAMPUS (3.0)

An examination of key issues and texts in the philosophy of education. Possible topics include the nature and aims of the learning process, progressive and conservative education, the politics of education, and contemporary debates regarding the canon

  • Learning Hours: 120 (36L;84P)
  • Prerequisite: Level 2 or above or completed 6.0 units in PHIL.

Instructor: Meena Krishnamurthy

FALL - REMOTE (3.0)

“Practical ethics” concerns the question of how to put our ethical obligations into practice. To answer this question, we must not only engage in philosophical theorizing - to determine the nature of our ethical obligations - but we must also engage in empirical analysis - to determine how we can effectively satisfy these obligations. In this class, we will be especially concerned with practical ethics as it relates to global economic inequality. Our primary focus will be on the moral question of whether we should help the global poor. We will also consider whether we can, in fact, help the global poor. We will consider research in philosophy, history, development economics, political science, and social psychology. The goal of this class is to give students concrete information that they can use to determine how they should think about and react to the moral problem of global poverty.  

  • Texts/Readings: Among other things, we will read articles by Peter Singer, Richard Miller, Martha Nussbaum, Sunstein and Thaler, and Sendhil Mullainathan.
  • Assessment: Daily discussion questions, 2 writing assignments
  • Course Structure: Classes will consist of pre-recorded video lectures with some opportunity for discussion online. 
  • Attendance: Optional
  • Learning Hours: 120 (36L;84P)
  • Prerequisite: Level 2 or above or completed 6.0 units in PHIL

Instructor(s): David Bakhurst (Fall) & Elliot Paul (Winter)

FALL - ON CAMPUS (3.0) & WINTER - ON CAMPUS (3.0)

Fall: In the first term, we will explore epistemological and metaphysical questions as they find expression in the work of five historical figures: Descartes, Locke, Berkeley, Hume and Kant.  Topics will include: the nature and possibility of objective knowledge, scepticism, personal identity, substance and essence, mind and body, freedom and determinism, a priori knowledge and transcendental arguments.  Although our approach will be historical, we will draw connections to current philosophical debates and bring contemporary insights to bear in evaluating the theories under consideration.

Winter: Epistemology is the philosophical study of the nature, scope, and sources of human knowledge, and of related phenomena such as evidence and justification for belief. We will investigate competing answers to the following epistemological questions: What is knowledge and how does it differ mere true belief? To what extent can we really have knowledge, in the face of various skeptical arguments? What provides us with justification for holding a belief: is it merely a matter of having evidence that the belief is true, or can we be justified in holding a belief contrary to our evidence if doing so would benefit us in some way? How does implicit bias affect justification for belief? Do inequities in society result in epistemic injustice toward disadvantaged groups?

  • Learning Hours: 240 (72L;168P)
  • Prerequisite: (A GPA of 2.0 in 6.0 units in PHIL) or (a grade of B‐ in 3.0 units in PHIL and registration in a COGS Plan)

Instructor: Lisa Guenther

WINTER - ON CAMPUS (3.0)

What is the meaning of human existence?  This question feels especially pressing in the midst of a global pandemic that has disrupted our everyday lives and unsettled many of our assumptions about the world, other people, and ourselves.  It is also the core question of Existentialism, a philosophical movement that emerged in France during the Second World War. In this course, we will study four influential existentialists: Camus, Sartre, Beauvoir, and Fanon, beginning with Camus’ absurdist novel, The Plague, and ending with Fanon’s reflections on colonial violence and mental illness.

 

Existentialism is more than a theory; it’s a practice of radical freedom and responsibility.  Inspired by Nietzsche’s perspectivism and by the phenomenological tradition, existentialism takes the concrete experience of individual consciousness as the starting point for philosophy. Many existentialists hold that the world, in itself, is meaningless and absurd; there is no God and no universal measure of right and wrong, good and evil. In the absence of objective standards for knowledge and ethics, individuals must choose or create their own meaning, accepting full responsibility for the implications of their choices. This includes the responsibility to affirm and support the freedom of others; to do otherwise would be “bad faith,” or a refusal to affirm the radical freedom of all human beings.  Ultimately, the practice of individual freedom demands a struggle for collective liberation from oppressive structures such as sexism, racism, colonialism, and economic inequality, which block the full expression of existential freedom and responsibility. 

  • Texts/Readings: 
    • Camus, Albert. The Plague. Trans. Stuart Gilbert. New York: Vintage (Random House), 2009.

    • Sartre, Jean-Paul. Existentialism is a Humanism. Trans. Carol Macomber. New Haven and London: Yale University Press, 2007.

    • Beauvoir, Simone de. The Ethics of Ambiguity. New York: Philosophical Library/Open Road, 2015.

    • All other required readings will be available on onQ.

  • Assessment: 
    • 2 Essays: 8 double-spaced pages each (2,000 words, excluding bibliography and footnotes) Worth 40% each for a total of 80%
    • Discussion Forum Participation: Worth 20%
  • Learning Hours: 120 (36L;84P)
  • Prerequisite: Level 2 or above or completed 6.0 units in PHIL.
  • Attendance Expected in Timetabled Slots: I would like to offer this as a blended course with one in-person meeting per week and one online meeting per week.  Attendance is optional/flexible for the online meeting.  

Instructor(s): Meena Krishnamurthy (Fall) & David Bakhurst (Winter)

FALL - ON CAMPUS (3.0) & WINTER - ON CAMPUS (3.0)

Fall Term: 

The first half of this course will survey the ideas of historical thinkers who argue for radical political change. We will read work by Abolitionists, Suffragists, Anti-colonialists, and Civil Rights Activists. We focus on these thinkers because, for the most part, they are often either under examined or completely ignored by philosophers and hence are ripe for the attention of curious minds! We will consider the ideas that are offered in light of recent revolutionary movements including the Civil Rights Movement, the Black Lives Matter Protests, and the Wet’suwet’en Resistance to the Coastal GasLink Pipeline.

  • Texts/Readings: Selections from Frederick Douglass, Sojourner Truth, Harriet Jacobs, Emmaline Pankhurst, Gandhi, Martin Luther King Jr, Malcolm X, and Audre Lorde, among others.
  • Assessment: Weekly reading quizzes/discussion questions, 2-3 short papers.
  • Course Structure: Classes will consist of in person lectures and discussions.
  • Attendance: Mandatory

Winter Term:

Using historical and contemporary sources we will explore a range of theoretical questions about the nature of ethical judgements, moral reasons and moral principles, virtues and vices.  The theories under consideration will include Utilitarianism, Kantianism, relativism, non-cognitivism, moral realism and ethical particularism.

 

  • Learning Hours: 240 (72L;168P)
  • Prerequisite: A GPA of 2.0 in 6.0 units in PHIL

Instructor: Nancy Salay

FALL - ONLINE (3.0)

In this class you will learn how to think critically; you will learn how to evaluate arguments, claims, and beliefs as well as how to make solid arguments of your own. You will learn how to think clearly, a powerful skill indeed.
To help with this, one of the four modules for the term is an introduction to the basics of sentential logic. This will involve some technical work, but nothing that even those who fear, probably incorrectly, that they are ‘bad at math’ couldn’t handle.

Since the complement to thinking clearly is writing clearly, this critical thinking course also includes a writing component. Many of the assignments require short essay or paragraph-style answers that will be marked on content, grammar, and style. By the end of the course, you will be writing 500-750-word critiques.

  • Texts/Readings: Moore, B. N. & Parker, R. 2021. Critical Thinking, 13th Edition. New York: McGraw-Hill
    OR Moore, B. N. & Parker, R. 2016. Critical Thinking, 12th Edition. New York: McGraw-Hill
  • Assessment: 
    • Three Assignments (12% each – 36%): Short answer, essay, argument evaluation
    • One Blog Argument (12%): Posted
    • One Blog Critique (12%): Posted
    • One Final Exam (40%): Scheduled. Short answer, essay, argument evaluation, possibly some multiple choice.
  • Learning Hours: 120 (36L;84P)

Instructor: Nancy Salay

FALL - REMOTE (3.0)

When we uncover the formal structure of our thoughts and utterances, we gain a deeper understanding of what we think and say. When we study the formal structures themselves, we learn something of the processes underlying cognitive activity in general.  Classical logic is a formalisation of deductive reasoning, an ideal that we rarely achieve in our everyday discourse.  By familiarising ourselves with formal patterns and recognising when and how form and content mutually influence one another, we train ourselves to become better thinkers.  Ultimately, this is what you will learn in this class — how to think well.

More specifically, you will learn how to translate natural language arguments into the more precise languages of first and second-order logic and how to assess the deductive structure of those arguments using both syntactic and semantic models.  Whenever relevant, we will talk about the differences between natural and formal languages, focusing on features such as expressiveness and exactness, and consider the consequences for language and thought.  Finally, we will explore some of the philosophical issues that arise when we attempt to formalise good reasoning. 

Most of the lectures are pre-recorded and can be viewed asynchronously; however, the scheduled class times will be used for small group work, individual assistance, as well as extra instruction as needed. This extra instruction is typically needed! If you sign up for this class, but do not/cannot attend the scheduled hours, you will be on your own with the textbook and the recorded lectures: there will be no other hours, apart from office hours, to accommodate students who sign up for the class but cannot attend during the scheduled hours. This is challenging material and I do not recommend this, but the choice is ultimately yours. Evaluation is through quizzes and scheduled/proctored midterm and final exams. There will be some technical work in this course, but nothing that even those who fear, probably incorrectly, that they are ‘bad at math’ couldn’t handle.

  • Texts/Readings: Bergmann, Moore, & Nelson.  2014.  The Logic Book, 6th Ed.  McGrawHill 
  • Assessment:  
    • 1 midterm examination (in-class) — 20%
    • 1 final examination (scheduled) — 40%
    • 7 quizzes — 40% (6% each)
  • Learning Hours: 120 (36L;84P)
  • Prerequisite: Level 2 or above or completed 6.0 units in PHIL.
  • Exclusions: PHIL 361/3.0. 
  • Equivalency: PHIL 361/3.0

Instructor: Jon Miller

FALL - ON CAMPUS (3.0)

This course looks at religion from a philosophical perspective.  Its goal is not to convert anyone to a particular religious belief but rather to submit religious concepts to careful philosophical analysis.  The course will progress from basic concepts to more rarified ones. 

It will start with questions about God himself/herself/itself.  What are the different ways of thinking about God?  Is there a right way to think about God?  How can we compare different conceptions of God? 

Once we have fixed our concept of God, we will then turn to the big question:  Does God exist?  What reasons do we have to believe that God does exist?  How do the causal factors at play on us affect our thinking about God?  What is the difference between reasons and causes, anyway? 

After we have studied various arguments for the existence of God, we will proceed to consider arguments against the existence of God.  Some of these will be directed at religion while others will target God directly.  How can God exist when there is so much evil in the world?

The course will conclude with reflection on some of God's properties, how humans relate to God (can we have free will given what God is supposed to be?), paradoxes related to prayer and finally the notion of the after-life.

Prerequisite: Level 2 or above or completed 6.0 units in PHIL.

Instructor: Nancy Salay

WINTER - CANCELLED (3.0)

In this course we will take a philosophical stance towards the cognitive sciences by synthesising the various perspectives of its sub-disciplines — cognitive psychology, computer science, neuroscience, and linguistics — into a comprehensive picture of mind. The course will begin with a brief overview of the traditional themes in the philosophy of mind, but the bulk of the term will be spent investigating contemporary issues in cognitive science. The topics we will cover throughout the term include, but are not limited to, the following: formal systems; physical symbol systems; neural networks; A-life; emergent systems; dynamical systems; cognitive linguistics; embodied cognition.

  • Texts/Readings: Clark, A.  2014. Mindware: An Introduction to the Philosophy of Cognitive Science, 2nd Edition. Oxford: Oxford University Press — Handouts
  • Assessment:
    • 30%: Essay (1800 - 2500 words)
    • 24%: Three Write Ups (WUP’s) (250-500 words)
    • 30%: Two In-Class Tests (15% each)
    • 16%: Participation (8% attendance; 8% in class participation)
  • Learning Hours: 120 (36L;84P)
  • Prerequisite: Level 2 or above or completed 6.0 units in PHIL.

Instructor: Deborah Knight

FALL - REMOTE (3.0)

We begin the course by asking the quintessentially philosophical question, “What is Literature?” To answer this question, we consider the following topics:

  • The status of literature as an artform
  • Fiction and non-fiction
  • Story, plot and narrative
  • Genre
  • Imagination and make-believe
  • Narrative comprehension and literary interpretation
  • Emotional engagement with fictional narratives
  • The ethical criticism of literature
  • The paradox of tragedy
  • Texts/Readings: Course readings will be available through Queen’s Library’s E-reserves and linked to our OnQ site.
  • Assessment: Students can expect both shorter and longer written assignments. The objective is to develop skills of critical analysis and interpretation.
  • Learning Hours: 120 (36L;84P)
  • Prerequisite: Level 2 or above or completed 6.0 units in PHIL.

Instructor: Paul Fairfield 

FALL - ON CAMPUS (3.0)

This lecture course provides an analysis of key figures and texts in nineteenth-century continental European philosophy. We shall study key works by Søren Kierkegaard, Friedrich Nietzsche, and Wilhelm Dilthey. Major topics will include Christianity and subjectivity, the critique of metaphysics and conventional morality, the foundations of the human sciences, and hermeneutics, among others. The format will be lecture with discussion.

  • Texts/Readings: Søren Kierkegaard, Concluding Unscientific Postscript; Friedrich Nietzsche, Beyond Good and Evil; Wilhelm Dilthey, Introduction to the Human Sciences
  • Assessment: Students may write either one longer or two shorter essays which will count for 100% of the grade in the course—either one essay of approximately 5000-6000 words, to be worth 100% of the grade, or two essays of half that length and worth 50% each. Essays will be graded on the basis of quality of argumentation/interpretation and writing style.
  • Learning Hours: 120 (36L;84P)
  • Prerequisite: Level 2 or above or completed 6.0 units in PHIL.

Instructor: Jacqueline Davies

WINTER - ON CAMPUS (3.0)

We study a philosophical classic—Plato’s Symposium—and ask what its subject, Eros, has to do with philosophy. While trying to understand what sex, gender, and love might have meant in male-centred elite Athenian society, two and a half millennia ago, we ask what deifying love, and loving the divine in us, means our thinking and how our lives can be inspired by love. Many first time readers are surprised by what they take to be a highly progressive view of gender sex and love in this ancient philosophical text. This occasions reflection on what we imagine “progress” to be in relation to gender, sex and love.

We attend to the cultural specificities that shaped ancient Greek conceptions of sex, gender, and love, and interrogate current ideologies of sexual love with the help of 20th and 21st century analyses: Michel Foucault’s history of sexuality, Kim TallBear’s critique of settler-colonial sexuality, Nkiru Nzegwu comparison of androcentric western Eros with the feminine African power of Osun, and Audre Lorde’s revelations about uses of the erotic that recognize gender and sexuality as wellsprings of life and revolutionary power.

This lecture course has lots of space for classroom and online discussion, and engagement with multi-media materials. Students are encouraged to identify and critically reflect on their own preconceptions.

Further development of philosophical reading skills and capacities for critical reflection and philosophical imagination are emphasized. Students practice and further develop their skills in written argumentation: formulating a clear thesis, supported by clear reasoning, relevant and accurate textual references, and well-reasoned answers to plausible objections.

  • Texts/Readings: 
    • Plato’s Symposium (in English translation).
    • A selection of articles and chapters by Foucault, TallBear, Lorde, and Nzegwu, made available electronically through the course website.
  • Assessment:
    • Online (asynchronous) active-reading assignments  (worth a total of 15%)
    • Best 5 out of 6 online, open-book, reading comprehension quizzes (worth a total of 15%)
    • Midterm essay 30%
    • Final exam (public health conditions permitting) or essay (if public health regulations make in person exams impossible) 40%
  • Learning Hours: 120 (36L;84P)
  • If public health conditions permit, we will meet on campus to study together as a class. If this is not possible, regular attendance at scheduled Zoom meetings will be expected, for dialogical learning as a supplement to recorded lectures.
  • Prerequisite: Level 2 or above or completed 6.0 units in PHIL.

Instructor: Jerome Gosselin-Tapp

WINTER - ON CAMPUS (3.0)

An introduction to philosophical issues regarding sexism, racism, ageism, homophobia, classism, imperialism and other forms of oppression. NOTE The course is intended to prepare students for upper level courses in feminist philosophy and the philosophy of culture.

  • Learning Hours: 120 (36L;84P)
  • Prerequisite: Level 2 or above or completed 6.0 units in PHIL.

More detailed course description coming soon!

Instructor: Daphne Brouwer

FALL – ON CAMPUS (3.0)

Canada is known worldwide for its wilderness and wildlife, and Canadian culture is embedded with animal symbolism and references. On top of that, at least 58% of Canadian households share their space with pets, with many more animals surrounding us in our daily lives. Think about the squirrels on your walk to campus, the videos of raccoons trapped in garbage containers that you see on social media, the octopus you have seen in an aquarium, and the beaver and loon you hold in your hand whenever exchanging money. You could even go so far as thinking about the rabbits and rats that are tested on when developing the latest products. Even though humans are so entangled with animals, the discussion of animals as moral beings has only picked up in the last 50 years.

This course will introduce you to historical and contemporary debates concerning the treatment of animals within Western societies and explore our ethical responsibilities toward them. We will discuss philosophical arguments made for and against the moral rights of animals, what the threshold is for being a moral agent, and what the implications of these arguments are in specific case studies – ranging from Indigenous perspectives to labour rights for animals working in war zones.

  • Texts/Readings: Weekly readings will be made available on OnQ.
  • Assessments:
    • Best 5 out of 6, bi-weekly, online discussion posts related to assigned readings (worth a total of 25%)
    • Positioning Animals Assignment: each student will be randomly assigned an animal species and answer the course-related question sections posted on OnQ (25%)
    • Essay topic proposal (15%)
    • Final Essay (35%)
  • Learning Hours: 120 (36L; 84P)
  • Prerequisite: Level 2 or above, or completed 6.0 units in PHIL