The subject "History of Philosophical Ideas" is a basic course of the 2nd year in the degrees of History, History of Art and Geography and Land Planning. It is part of the "basic training" module. Its main objective is to offer students a panoramic view of the history of philosophical ideas, paying special attention to the evolution of hegemonic thought forms in the West and the way in which philosophical ideas have been related with other fundamental areas of culture, such as science, religion, politics or art.

The syllabus assumes that second-year students of these degrees are already familiar with the most important phases of the development of Western history, as well as the most notable political, artistic and cultural events. Regarding the knowledge of the history of philosophy, the syllabus assumes that the students have taken the subject "History of Philosophy" in the last year of High School. Likewise, it will be assumed that students already possess minimum skills to read complex texts and to express and articulate their ideas with correctness and precision.

The subject offers students of these three degrees basic knowledge of the history of ideas that, in the future, will allow them to understand the role that philosophical ideas played in the historical-cultural development of the West, in the evolution of the different artistic manifestations and in the scientific ideals that underlie disciplines such as History, Art History and Geography and Land Planning. It also aims to enhance their capacity for abstraction, as well as for reading texts and for presenting and structuring complex ideas/arguments.

Competences of the Module (M01 - Basic formation)

CM05 Specific: To know and understand philosophical trends and ideas

Learning outcomes:

- The student knows the most important authors and the main currents of the history of philosophical ideas and is able to situate them in time.

- The student is able to understand and explain the philosophical vocabulary used during the course.

- The student understands the main lines of the evolution of philosophical ideas and is able to relate them to the evolution of other cultural manifestations.

Basic Competences of the MEC

MEC 3: Students have the ability to gather and interpret relevant data (normally within their area of study) to reflect on relevant social, scientific or ethical issues.

Learning outcomes: The student is able to read complex texts, to reformulate the ideas expressed in them and to relate them to previous knowledge.

MEC 4: The student can transmit information, ideas, problems and solutions to a specialized and non-specialized public.

Learning outcomes:

- The student is able to produce coherent and well-structured texts that respond appropriately to a question.

- The student is able to orally express the ideas contained in the texts he reads and is able of discussing them with the teacher and/or classmates.

1. The origins of Western Philosophy

2. The Sophists and Socrates.

3. Philosophical ideas in the classic world II: Plato.

4. Philosophical ideas in the classic world III: Aristotle.

5. Hellenistic philosophical ideas.

6. Medieval Philosophy: Christian philosophy.

7. From Renaissance to Enlightenment: Rationalism and Empiricism.

8. Modern Philosophy.

9. XIXth century philosophy..

10. Contemporary problems of philosophy.

Following the basic bibliography of the course guide, the teacher will explain, through master classes, the development of the history of philosophical ideas. Before attending the lesson, students must read the material proposed by the teacher. During the lessons, the teacher will focus on those materials and will resolve any doubts that may arise. Likewise, different practices and activities will be carried out (reading original texts, watching videos, debates, text analysis, etc.) inorder to facilitate the understanding of the contents and promote the acquisition of the required skills.

The autonomous work of the students will be essential to adequately prepare the subject. Consequently, students are recommended to make use of tutorials to resolve doubts or problems that may arise in the study of the subject.

• Continuous Assessment System
• Final Assessment System
• Tools and qualification percentages:
  • Individual works (%): 25
  • EVALUATION TEST/EXAM/S (%): 75

This course has two evaluation systems: continuous or final.



CONTINUOUS EVALUATION:

1. There will be one or more exams about the themes/problems addressed in the classroom. Overall, these exams account for 75% of the final mark.

2. Likewise, one or more evaluation activities will be carried out, which will be specified by the teacher at the beginning of the course. Overall, these activities account for 25% of the final mark.

3. To pass the course, students cannot fail (less than 5/10) more than one of the proposed evaluation exercises (exams and evaluation activities). Furthermore, the mark obtained in that failed exercise cannot be less than 4/10; that is, if the mark in any of the evaluation exercises is less than 4, the course will be failed, regardless of the average mark obtained as a result of the sum of all the evaluation exercises. Likewise, in addition to the previous criteria, to pass the course it is compulsory having an average mark equal to or greater than 5/10.

4. In the extraordinary examination period of June, the student will only have to pass the evaluation activities that did not pass during the ordinary examination period.

5. Regardless the average mark, if the student fails two or more evaluation activities, the final mark will be 3.5/10, even if the average result of the sum of all activities is higher than 3.5/10. By the same token, if the mark of any of the evaluation activities is lower than "4", the final mark will be 3.5, again, even if the average result of the sum of all activities is higher than 3.5/10.



FINAL EVALUATION:

1. Following the 8.3 article of the “Normativa Reguladora de la Evaluación del Alumnado en las titulaciones oficiales de Grado” of the UPV/EHU, if the student chooses the final evaluation system, she or he has to tell the teacher (handing over the official document) before the 9th week of the course.

2. The final evaluation system assesses the student's knowledge and abilities in a single exam, that could be composed of one or more activities of different kind. The assessed criteria are the same as in continuous evaluation.

3. The total of the assessed activities accounts for 100% of the final mark of the course. If there were more than one activity to carry out, to pass the course it is compulsory to pass every of them, that is, students have to obtain at least a mark of 5/10 in each of them. In the extraordinary examination period of June, students will only have to pass the evaluation activities that did not pass during the ordinary evaluation period. The criteria to pass the course will be the same as in the continuous evaluation.



OPTING-OUT

- Continuous evaluation: to waive the continuous assessment system, students must submit the official written document to the lecturer responsible for the subject, for which they will have a period of 9 weeks, counting from the beginning of the four-month period, in accordance with the academic calendar of the centre.

- Final evaluation: the student renounces by not attending the final exam.



COPYING AND PLAGIARISM

This course follows the 11.3 article of the “Normativa Reguladora de la Evaluación del Alumnado en las titulaciones oficiales de Grado” of the UPV/EHU and the "Protocolo Sobre Ética Académica y Prevención de las Prácticas Deshonestas o Fraudulentas en las Pruebas de Evaluación y en los Trabajos Académicos en la UPV/EHU."

If the teacher confirms that a student has copied or plagiarized in any of the evaluation activities, that student will obtain fail the course (with the mark of 0'0) in the corresponding examinating period and, where appropriate, the request to open a disciplinary file.

EXTRAORDINARY EXAM

It will assess the knowledge and abilities that the continuous and final evaluation systems assessed. The same conditions to pass the ordinary call apply in the extraordinary call.

Materials uploaded by the teacher in the virtual platform e-Gela during the course or those that are provided by other means or recommended throughout the course, as well as the essential material for taking notes.

Basic bibliography

- Arrieta, A. & Uribarri, I. (Koord.). Filosofiaren Historia. Donostia, Elkar, 2008.

- Baginni, J. How the World Thinks: A Global History of Philosophy. London, Granta, 2018.

- Coplestone, F. A History of Philosophy, vols- I-IX. London, Image Books/Doubleday, 1993.

- Grayling A.C. The History of Philosophy. Three Millennia of Thought from the West and Beyond. London, Penguin, 2019.

- Kenny, A. A New History of Western Philosophy. In Four Parts. Oxford, Oxford University Press, 2010.

- Marías, J. History of Philosophy. New York, Dover, 1941.

- Popkin, R. & Stroll, A. Philosophy. Oxford, Made Simple Books, 1998.

- Russell, B. History of Western Philosophy. London, Routledge, 1946.

- Tarnas, R. The Passion of the Western Mind. Understanding the Ideas that Have Shaped Our World View. London, Pimlico, 1991.

- VV.AA. The Philosophy Book. London, DK, 2011.

- Warburton, N. Philosophy. The Basics. Abingdon, Routledge, 2012.

In-depth bibliography

- Ackrill, J. Aristotle the Philosopher. Oxford, Oxford University Press, 1981.
- Annas, J. Plato. A Very Short Introduction. New York, Oxford University Press, 2003.
- Ayer, A. Hume. A Very Short Introduction. New York, Oxford University Press, 2000.
- Baldwin, T. Contemporary Philosophy. Philosphy in English since 1945. New York, Oxford University Press, 2001.
- Barnes, J. Aristotle. A Very Short Introduction. New York, Oxford University Press, 2000.
- Cottingham, J. Descartes. Oxford, Blackwell, 1986.
- Gottlieb, A. The Dream of Enlightenment. The Rise of Modern Philosophy. London, Penguin, 2016.
- Lazari-Radek, K. & Singer, P. Utilitarianism. A Very Short Introduction. New York, Oxford University Press, 2017.
- Le Goff, J. Medieval Civilization. Oxford, Blackwell, 1990.
- Marenbon, J. Medieval Philosophy. An Historical and Philosophical Introduction. Abingdon, Routledge, 2007.
- Osborne, C. Presocratic Philosophy. New York, Oxford University Press, 2004.
- Priest, S. The British Empiricists. London, Penguin, 1990.
- Scruton, R. Kant. A Very Short Introduction. New York, Oxford University Press, 2001.
- Scruton, R. A Short History of Modern Philosophy. From Descartes to Wittgenstein. Abingdon, Routledge, 2001.
- Singer, P. Marx. A Very Short Introduction. New York, Oxford University Press, 2018.
- Sorrell, T. Descartes. A Very Short Introduction. New York, Oxford University Press, 2000.
- Tanner, M. Nietzsche. A Very Short Introduction. New York, Oxford University Press, 2000.
- Urmson, J. Aristotle's Ethics. Oxford, Blackwell, 1988.
- Waterfield, R. The First Philosophers. The Presocratics and the Sophists. Oxford, Oxford University Press, 2000.
- Williams, B. Plato. London, Phoenix, 1998.

Journals

British Journal for the History of Philosophy:
https://www.tandfonline.com/loi/rbjh20?open=27&year=2019&repitition=0#vol_27_2019

Epoché: A Journal for the History of Philosophy:
https://www.pdcnet.org/epoche/Epoch%C3%A9:-A-Journal-for-the-History-of-Philosophy

History of Philosophy Quarterly:
https://www.jstor.org/journal/histphilquar

Journal of the History of Ideas:
https://jhi.pennpress.org/home/

Journal of the History of Philosophy:
http://muse.jhu.edu/journal/76

Web addresses

Stanford Encyclopedia of Philosophy: http://plato.stanford.edu/

Internet Encyclopedia of Philosophy: https://iep.utm.edu/

"History of Philosophy without Any Gaps" podcast: https://historyofphilosophy.net/

Pentsamenduaren Klasikoak Corpusa: https://www.ehu.eus/ehg/klasikoak/

Enciclopedia Herder: https://encyclopaedia.herdereditorial.com/wiki/P%C3%A1gina_principal