Bachelor of Arts Honours in Philosophy
Human and Social Studies - General Social Science
Purpose and Rationale
Bachelor of Arts Honours in Philosophy
Purpose:
The primary purpose of the Bachelor of Arts Honours in Philosophy qualification is to equip learners with the necessary skills to engage in the more autonomous, higher level research activities required at a Master of Arts level, with a view to progressing towards Doctor of Philosophy level, which is a prerequisite for higher level academic appointments. A secondary purpose is to enable learners to implement transferable research and critical thinking skills that are vital in an employment environment where flexible, innovative thinking is important. Learners who exit academia having successfully completed an Honours qualification in Philosophy would be equipped with transferrable skills that will enable them to engage in a transformative and flexible matter in diverse settings.
Rationale:
The Bachelor of Arts Honours in Philosophy will produce graduates with the necessary attributes to enter into tertiary level teaching and research positions, as well as leadership positions that require the capacity for strategic planning and ethical guidance. It is expected that the majority of Bachelor of Arts Honours in Philosophy Honours graduates will enter a Master of Arts in Philosophy qualification with a view to progressing towards Doctor of Philosophy level. The Bachelor of Arts Honours in Philosophy graduates are found working for almost every type of employer in the public, private and not-for-profit sectors. They work in NGO's, the Civil Service and for advertising, marketing and public relations agencies. The investment banking industry and legal sector prove popular choices, as do publishing firms, charities and recruitment agencies. The rationale for developing a Philosophy Honours qualification is to replace the existing Philosophy Honours qualification. The existing qualification lacks a research component, does not deepen philosophical knowledge and does not incorporate research writing skills.
Outcomes
Assessment Criteria
The Associated Assessment Criteria are applied in an integrated way to the Exit Level Outcomes, ensuring that students meet the required standards. This includes raising the pertinence of the research questions, consulting a number of high-quality sources, and reflecting a deep comprehension by accurately reconstructing philosophical arguments. Students are expected to compare, contrast, select, apply, and critically evaluate various philosophical frameworks, engaging in coherent and relevant arguments.
In this qualification, all modules are evaluated through both formative and summative assessments. Formative assessments include one extended essay per relevant module, guided and assessed by academic staff, as well as an oral presentation where learners present and debate ideas developed in the essay. These assessments provide ongoing feedback to prepare students for the summative assessment, which consists of a formal written exam. The final mark is based on a 50/50 ratio of the class mark and the exam mark, externally moderated by discipline experts.
For the 30-credit Philosophical Treatise, two formative assessments and a summative assessment are conducted. The treatise supervisor offers formal assessment on the treatise proposal, and the final treatise is externally examined by discipline experts. The final mark is based on a 50/50 ratio of the class mark (Proposal 20% and first draft 30%) to the final treatise mark (50%). Independent external moderation by discipline experts from other universities is mandatory for all modules.
Teaching strategies in this qualification involve various activities such as formal classroom lectures, seminar participation, and independent reading group discussions. These activities aim to enhance students' understanding and critical thinking skills, preparing them for the assessments and ensuring a comprehensive learning experience.
Qualification Details
- Type
- Honours Degree
- NQF Level
- 08
- Min. Credits
- 120
- SAQA Source
- More Information
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