BA Hons Philosophy Booklet

दिल्ली विश्‍वविद्यालय
UNIVERSITY OF DELHI
Bachelor of Arts (Hons) Philosophy
(Effective from Academic Year 2019-20)
Revised Syllabus as approved by
Academic Council
Date: No:
Executive Council
Date: No:
Applicable for students registered with Regular Colleges, Non Collegiate

Women’s Education Board and School of Open Learning
List of Contents Page No.
Preamble 3
1. Introduction to Programme 4
2. Learning Outcome-based Curriculum Framework in Programme B.A. (Hons) Philosophy
1
2.1. Nature and Extent of the Programme in B.A. (Hons) Philosophy 4
2.2. Aims of Bachelor Degree Programme in B.A. (Hons) Philosophy 5
3. Graduate Attributes in B.A. (Hons) Philosophy 6
4. Qualification Descriptors for Graduates B.A. (Hons) Philosophy 7
5. Programme Learning Outcomes for in B.A. (Hons) Philosophy 7
6. Structure of in B.A. (Hons) Philosophy
6.1. Credit Distribution for B.A. (Hons) Philosophy 8
6.2. Semester-wise Distribution of Courses. 9
7. Courses for Programme B.A. (Hons) Philosophy 11-121
7.1. Course Learning Objective
7.2. Course Learning Outcomes
7.3. Course Teaching-Learning Process
7.4. Assessment Methods
8. Keywords
Preamble
The objective of any programme at Higher Education Institute is to prepare their students for
the society at large. The University of Delhi envisions all its programmes in the best interest
of their students and in this endeavour it offers a new vision to all its Under-Graduate
courses. It imbibes a Learning Outcome-based Curriculum Framework (LOCF) for all its
Under Graduate programmes.
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The LOCF approach is envisioned to provide a focused, outcome-based syllabus at the
undergraduate level with an agenda to structure the teaching-learning experiences in a more
student-centric manner. The LOCF approach has been adopted to strengthen students’
experiences as they engage themselves in the programme of their choice. The Under-
Graduate Programmes will prepare the students for both, academia and employability.
Each programme vividly elaborates its nature and promises the outcomes that are to be
accomplished by studying the courses. The programmes also state the attributes that it offers
to inculcate at the graduation level. The graduate attributes encompass values related to well-
being, emotional stability, critical thinking, social justice and also skills for employability. In
short, each programme prepares students for sustainability and life-long learning.
The new curriculum of B.A. (Hons) Philosophy offers an updated syllabus which will bring
students to the forefront of philosophical debates in various areas of philosophy, viz.,
metaphysics, epistemology, ethics, logic, aesthetics. The syllabus is a combination of
traditional aspects of philosophy along with modern trends.
The University of Delhi hopes the LOCF approach of the programme B.A. (Hons)
Philosophy will help students in making an informed decision regarding the goals that they
wish to pursue in further education and life, at large.
1. Introduction to Programme
The BA (Hons) Philosophy programme in Delhi University is an attempt to both introduce
and, at the same time, provide an in depth look into one of the most challenging subjects that
one can study. It will introduce students to the great philosophers and their ideas and also
how one thinks about contemporary problems through the lens of their theories. It will give a
comprehensive sweep of Indian and Western philosophy. It will also make the students aware
of the main currents of thought in Ethics. Students can also explore Philosophy of Science,
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Logic, Feminism and Bio-ethics amongst many other core and optional papers. The core idea
of the Honours course is to make the student aware of the foundational issues related to the
world around us, whether it be in our life, or regarding mind and matter, or existence, or
belief, or religion or science. Philosophy is vast in scope and intense in analysis and the
Honours course tries to provide a taste of the extent of philosophy and the intensity of the
argumentation and analysis at the same time.
2. Learning Outcomes based approach to Curriculum Planning
The learning outcomes-based curriculum framework for B.A (Hons.) Philosophy is based on
the graduate attributes that a graduate in philosophy is expected to attain along coupled with
the expected learning outcomes of each course and the combined course. The curriculum for
B.A (Hons) Philosophy is prepared keeping in mind the needs, expectations and aspirations
of students in philosophy as well as the modernizing trends and methodological perspectives
of philosophy as a subject. The course learning outcomes and the programme learning
outcomes specify the knowledge, understanding, skills, attitudes, values that a student
completing this degree is expected to inculcate and know.
2.1 Nature and extent of the B. A (Hons.) Philosophy
Philosophy is taken to be an abstract study about the fundamental structure of the world. It
works towards foundations of each and every subject that is investigating the nature of the
world but it does not only deal with foundations of science but with foundations of
humanities as well, including that of social structures The scope of philosophy is therefore
vast. Philosophy inculcates the habits of logical reasoning, avoiding fallacious reasoning,
thinking more carefully about the place of each and every aspect of nature vis v vis the whole
of nature. A philosophy student emerges as a critical thinker who accepts nothing at face
value. The philosophy student will contribute to society through positive reflection about its
various facets.
In pursuing these aims, B.A (Hons.) Philosophy Programme aims at developing the ability to
think critically, logically and analytically and hence use philosophical reasoning in practical
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situations. Pursuing a degree in philosophy will make students pursue interesting careers in
media, education, law, politics, government etc.
The B A (Hons.) Philosophy programme covers the full range of philosophy, from classical
Indian Philosophy and Greek Philosophy to Modern Logic, Ethical theories of Mill and Kant
and contemporary reflections on current debates in applied ethics and bio ethics, analytic
philosophy and continental philosophy, philosophy of science and law, and core courses in
Indian and western philosophy texts. Current issues in feminist theory are also dealt with.
There are many choices students have regarding which options they can take which makes
the Honours syllabus a rich and diverse experience for students.
2.2 Aims of Bachelor’s degree programme in Philosophy
The overall aims of B A.(Hons) Philosophy Programme are to:
A) Inculcate strong curiosity about philosophy
B) Develop understanding of definitions, key concepts, and principles of various theories of

philosophers and develop comparing and contrasting techniques regarding the various
theories
C) enable learners/students to apply the knowledge and skills acquired by them to solve
specific theoretical and applied problems in philosophy, especially ethical and bio ethical
fields
D) Develop in students the ability to apply critical thinking tools developed in philosophical
theorising to handle issues and problems in ethics, social sciences and problems that arise out
of the technological effects of natural sciences
E) Provide students with sufficient skills to think about foundational issues
F) Enable students to think logically and critically and analytically
3. Graduate Attributes in Philosophy
Some of the graduate attributes in philosophy are listed below:
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A) Disciplinary knowledge: Students must have good knowledge of the history of the
subject, the relevant historical line of development in Indian and western philosophy and
should show good command of logic, ethics, philosophy of science, metaphysics,
epistemology and aesthetics.
B) Communications skills: Ability to communicate various concepts of philosophy in

writing and orally and ability to present complex philosophical ideas with clarity and present
philosophical concepts logically
C) Critical thinking and analytical reasoning: Ability to identity relevant assumptions,

hypothesis, implications or conclusions; formulate logically correct arguments and to know
the pros and cons of the various arguments given by philosophers regarding mind, existence,
necessity, evidence, belief, substance, justice, equality, fairness, beauty and truth.
D) Research-related skills: Capability to ask NEW questions that will take the subject
forward
E) Self-directed learning: Ability to work independently, ability to search relevant

resources and e-content for self-learning and enhancing knowledge in philosophy
F) Moral and ethical awareness/reasoning: To understand how serious the effects of

plagiarism are and to inculcate a lifelong habit of never indulging in plagiarism. An equally
important moral awareness should exist of avoiding narrow-minded thinking.
G) Lifelong learning: Ability to acquire a habit of reading and thinking about philosophy for
life and to appreciate modern developments in the subject with the critical spirit that they will
inculcate in the program.
4. Qualification descriptors for B.A (Hons.) Philosophy
Students who choose B.A (Hons) Philosophy Programme, develop the ability to think
critically, logically and analytically and hence use philosophical reasoning to develop
sophisticated theories and also in everyday life.
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BA (Hons) Philosophy consists of Core Courses and Electives and also Discipline Specific
Courses. A student qualifying in the subject will have broad knowledge of Indian philosophy
and western philosophy; the student will know specific details of the theories of analytic and
continental philosophy; the student will develop highly specific skills in logic.ethics,
metaphysics, epistemology and will be well informed about current trends in feminism and
social issues related to applied ethics and bio ethics.
Descriptors for B.A (Hons.) Philosophy may include the following:
i. demonstrate fundamental/systematic and coherent knowledge of the academic field of

philosophy with comprehensive understanding of ontology, metaphysics and epistemology
and to think in an interdisciplinary manner
ii Demonstrate the habit of reading leading journals of philosophy like Mind, Journal of
Philosophy, Analysis, Philosophy and Phenomenological Research, Nous, Synthese, etc
iii. Demonstrate skills to identify presuppositions and entailments of theories
iv. Apply the acquired knowledge in philosophy and transferable skills to new/unfamiliar
contexts and real-life problems.
v. Demonstrate the ability to think about the foundations of sciences and the arts and to see
the fruits of inquiry, whether in literature, the arts, or the sciences, as a culmination of a
unified enterprise.
5. Programme Learning Outcomes in B A (Hons.) Philosophy

The completion of the B A. (Hons.) Philosophy Programme will enable a student to:
i) Understand the broad ideas that are enshrined in the basic thinking of various centres of
philosophy
ii) Develop the idea of creating new theories of metaphysics and epistemology and ethics and
logic and aesthetics
iii) Critically analyse the hypothesis, theories, techniques and definitions offered by
philosophers
iv) Utilize philosophy to understand social realities and problems and to come up with ideal
solutions to them
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v) Identify how deeply philosophy is connected to other disciplines like economics and
natural sciences and literature
vi) Understand and appreciate the foundational nature of philosophy
6. Structure of B.A. (Hons) Philosophy

6. 1 Credit Distribution for B.A. (Hons) Philosophy
Course Credits
Type of Course Theory/Practical Theory/Tutorial
Core Course 14X4= 56 14X5= 70
(14 Papers)
Core Course Practical / Tutorial*
(14 Papers) 14X2=28 14X1=14
Elective Course
(8 Papers)
4X4=16 4X5= 20
A.1. Discipline Specific Elective
(4 Papers)
A.2. Discipline Specific Elective
Practical/ Tutorial*
4X2= 8 4X1= 4
(4 Papers) B.1. Generic Elective/
Interdisciplinary
(4 Papers) B.2. Generic Elective
4X4= 16
4X5= 20
Practical/ Tutorial*
(4 Papers
4X2= 8 4X1= 4
• Optional Dissertation or project
work in place of one Discipline
Specific Elective paper (6 credits)
in 6th Semester
III. Ability Enhancement Courses 2X2= 4 2X2= 4

1. Ability Enhancement
Compulsory
(2 Papers of 2 credit each)
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2. Ability Enhancement Elective
2X2= 4 2X2= 4
(Skill Based)
(Minimum 2)
(2 Papers of 2 credit each)
Total Credits 140 140
Institute should evolve a system/policy about ECA/ General Interest/ Hobby/ Sports/
NCC/ NSS related courses on its own.
* wherever there is a practical there will be no tutorial and vice-versa
6.2 Semester-wise Distribution of Courses.
CHOICE BASED CREDIT SYSTEM IN

B.A. (HONS.) PHILOSOPHY
Sem. Core Course Ability Skill Discipline General

CC 1- 14 enhancement Enhancement Specific Elective Elective (GE)
Compulsory Course (SEC) (DSE) GE (1)-(6)
Course (AECC) SEC (1)-(2) DSE (1)-(10)
I Indian Philosophy (C Ethics in the

1) Public
Domain (GE
Logic (C 2)
I)
II Greek Philosophy (C Formal Logic
3) (GE II)
Ethics (C 4)
III Western Philosophy: Critical thinking Feminism

Descartes to Kant (C & Decision (GE III)
5) Making (SEC 1)
Critical
thinking (GE
IV)
Social and Political
Philosophy (C 6)
Applied Ethics (C 7)
IV Text of Indian Art & Film Bioethics (GE
Philosophy (C 8) Appreciation V)
(SEC 2)
Symbolic
Text of Western Logic (GE VI)
Philosophy (C 9)
9
Truth Functional
Logic (C 10)
V Analytic Philosophy Philosophy of

(C 11) Mind (DSE I)
Continental
Philosophy (C 12) Philosophy of
Science (DSE II)
Philosophy of
Law (DSE III)
Indian
Materialism (DSE
IV)
Bioethics (DSE V)
VI Philosophy of Feminism (DSE

Religion (Indian & VI)
Western) (C 13) Indian Theories
of Consciousness
Philosophy of (DSE VII)
Language (Indian &
Western) (C 14)
Aesthetics (DSE
VIII)
Knowledge and
Skepticism (DSE
IX)
Philosophy of
Logic (DSE X)
7.0 Courses for Programme B.A. (Hons) Philosophy.
SEMESTER 1
Indian Philosophy
(CC (1))
Core Course - (CC) Credit:6
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Course Objectives
•The objective of this course is to make students familiar with Indian Intellectual traditions.
This course will be an Introduction to the major schools of Indian philosophy. Focus will be
on interactive learning where students will engage themselves into rigorous and an analytical
examination of key concepts in a manner that enables them for contemporary engagement
and reflection . The course will help the students in understanding the significance of Indian
philosophical studies in their daily life, how to overcome the stress, how to manage their life
and take challenges in life; hence there will be a focus on the dialectical and analytical
method to understand Indian philosophy.
• The aim is to make students familiar with and develop a clear understanding of the major
concepts such as the Shruti and Smriti, Karma, Jnana and Bhakti in different systems,
Idealism and Materialism, and Preyas, Shreyas and Nihsreyas in Kathopanishads etc within
Indian Philosophical studies.
• Debate amongst the schools regarding the nature of the self will enhance various
perspectives and further increase students understanding of Indian Philosophical systems and
their philosophy.
•Improved critical reading of the texts, their rational and logical understanding, and writing
abilities.
•Exposure to various Indian Philosophical texts.
• Finally it will give a holistic development of their personality
Course Learning Outcomes
• Students of the B.A. (Honors) Indian Philosophy will understand the richness of Indian
Intellectual Traditions through basic concepts such as Shruti (agama) and Smriti(Nigama),
Karma, Jnana and Bhakti, Indian Idealism vs. Indian Materialism, Preyas, Shreyas and
Nihsreyas etc
• Students will appreciate the Indian Metaphysics of various ancient Indian schools such as
Charvaka, Buddhism, Jainaism, Samkhya,Mimamsa and Vedanta. They will become aware
of the Metaphysicsof various schools which will help them to understand the society at large.
In the unit III, students will gain familiarity with the epistemology of Jaina and Nyaya
-Vaishesika system. Unit II and Unit III are interrelated in the sense that epistemology of a
particular school can be understood through its metaphysics and vice-versa.
• In Unit IV Students will learn to develop scientific, logical and rational inquiry for
understanding the systems. Students will able to do a comparative analysis of all systems
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which will further enhance their debating skills. Students will develop the ability to think
critically and to read and analyze scientific literature.
• Students will develop strong oral and written communication skills through the effective
presentation of Projects, Quiz as well as through Seminars.
UNIT I: Introducing Basic Concepts and Outlines of Indian Philosophy
(a) Basic Concepts
1. Distinction between Shruti (agama) and Smriti (nigama)
2. Emphasis on Karma (Action), Jnana (Knowledge) and Bhakti (devotion): An

Understanding of different Indian Philosophical Schools
3. Distinction between Indian Idealism vs. Indian Materialism
4. Preyas, Sreyas and Nihsreyas with reference to Kathopanishadas
(b) General Characteristics of Indian Philosophy
Recommended Readings:
• Chatterjee, S and D.M.Datta. 1984. An Introduction to Indian Philosophy, 8th ed.Calcutta:

University of Calcutta.
• Chattopadhyaya, Debiprasad. 2008. Lokayata: A Study in Ancient Indian Materialism, 7thed.

Delhi: People's Publishing House.
• Cowell, E. B. and A.E. Gough. 1882.The Sarva-Darshana-Samgraha or Review of the

Different Systems of Hindu Philosophy, by Madhavacharaya, London:Trubner's & Co.
Ludgate Hill.
• Dasgupta, S.N. 2004. A History of Indian Philosophy, vol.1. Delhi: Motilal Banarasidass.
•Mohanty, J.N. 1992. Reason and Tradition in Indian Thought. Oxford (U.K.): Calrendon

Press.
•Paul S. and Anthony J. Tribe.2000. Buddhist Thought: A Complete Introduction to the

Indian Tradition. London: Routledge.
• Radhakrishnan, S. and C. A. Moore. 1967. A Source book in Indian Philosophy. Princeton:

Princeton University Press.
• Radhakrishnan, S. 1967. The Principal Upanishads. United States : Princeton University

Press .
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• Raju, P.T. 1985. Structural Depths of Indian Thought.Albany (New York): State University
of New York Press.
UNIT II: Indian Metaphysics (Tattva Vicara)
(a) Indian Materialism: Carvaka
(b) Four Noble Truths (catvariaryasatyani) and Doctrine of Dependent Origination

(Pratityasamutpada) and Doctrine of Momentariness (Kshanabhangavada) in Buddhism
(c) Jaina Anekantavada(Relativistic pluralism)
(d) Samkhya Dualism: Prakriti and Purusha
(e) Purva Mimamsha theory of Karma (Apurva)
• Bhattacharya, Ramkrishna. “Materialism in India: A SynopticView.”Retrieved 27 July

2012.http://www.carvaka4india.com/2011/08/materialism-in-india-synoptic-view.html
• Chakravarti,P.1975. Origin and Development of the Samkhya System of Thought. Delhi:

Munshiram Manoharlal Publishers.
• Dasgupta, S.N. 2004. A History of Indian Philosophy, vol.1. Delhi: Motilal Banarasidass.
•Jha, Ganganath. 1978. Prabhakara School of Purva Mimamsa. Delhi: Motilal Banarsidass.
• Kewal Krishna.1974. Materialism in Indian Thought. Delhi: Munshiram Manoharlal

Publishers.
• Mohanty, J.N. 1993. Essays on Indian Philosophy, Ed. PurusottamaBilimoria.Oxford

(U.K.): University Press.
• Paul S. and Anthony J. Tribe.2000. Buddhist Thought: A Complete Introduction to the

• Radhakrisnan, S. 1929. Indian Philosophy, Vol.1, Muirhead library of philosophy 2nd ed.

London: George Allen and Unwin Ltd.
• Sharma, C.D. 2000. A Critical Survey of Indian Philosophy. Delhi: Motilal Banarasidass
•Stevenson, S.1951. The Heart of Jainism. London: Oxford University Press.
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UNIT III: Indian Epistemology (PramanaVicara)
(a) Syadvada of Jainaism
(b) Prama and Pramana Distinction with reference to Nyaya theory of Perception

(Pratyaksha) and Inference (Anumana)
• Bijalwan, C.D. 1977. Indian Theory of Knowledge based upon Jayanta’sNyayaManjari.

New Delhi: Heritage Publishers.
•Chatterjee, Satishchandra. 2015. The Nyaya theory of Knowledge. Delhi: Rupa publishers.
• Datta, D.M. 1972. The Six Ways of Knowing. Calcutta: University of Calcutta Press.
• Sharma, C.D. 2000. A Critical Survey of Indian Philosophy. Delhi: Motilal Banarasidass.
•Stevenson, S.1951. The Heart of Jainism. London: Oxford University Press.
UNIT IV: Indian Philosophical Debates
(a) Carvaka, Buddha and Samkaracharya on Doctrine of Self
(b) Satkaryavada of Samkhya System and Asatkaryavada of Nyaya-Vaishesika System
(c) Samkaracharya and Ramanuja on Maya
•Bhattacharya, Ramkrishna. “Materialism in India: A SynopticView.”Retrieved 27 July

2012.http://www.carvaka4india.com/2011/08/materialism-in-india-synoptic-view.html
• Murthi, Satchidananda K. 1959. Revelation and Reason in Advaita Vedanta.Waltair:

Andhra University Press.
• Organ, Troy Wilson. 1964. The Self in Indian Philosophy. London: Mounton & Co.
• Pandey, SangamLal. 1983. Pre-Samkara Advaita Philosophy, 2nd ed. Allahabad: Darsan

Peeth.
• Paul S. and Anthony J. Tribe.2000. Buddhist Thought: A Complete Introduction to the

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•Srinivasachari, P.N.1943. The Philosophy of Visitadvaita. Madras: Adayar library.
• Stcherbatsky, Theodore. 1970. The Soul Theory of

Buddhists, 1st ed. Varanasi: BharatiyaVidyaPrakasana.
Additional Resources:
Suggested Readings:
• Chatalian, George. 1983. Early Indian Buddhism and the nature of philosophy: A
philosophical investigation. Journal of Indian Philosophy11(2): 167-222.
• Gokhle, Padeep P. 1991. The Logical Structure of Syadvada, The Journal of Indian Council
of Philosophical Research 8 (3):PP.1-10.
• Koller, John M. 1977. Skepticism in Early Indian Thought.Philosophy East and

West 27(2): 155-164
•Murty, T. R. V. 1955. Central Philosophy of Buddhism. London: George Allen & Unwin .
• Mehta, Sonia. 2017. The Buddhist Theory of Meaning. Delhi: Krishi Sanskriti Publications.
• Prevos, Peter. “The Self in Indian Philosophy: Hindu, Buddhist and Carvaka views.”
Retreived, April 2002.https://prevos.net/humanities/philosophy/self/uddhist Theory of
Meaning, Delhi, 2017
Teaching-Learning Process:
Teaching leaning is a continuous process which is surrounded by students attitude to learn

share the knowledge, academic curiosity, reading & practicing, creativity, thinking ability
and extending your knowledge levels. This course demands interaction among the students
and their ability to think independently. The B.A (Honours) Indian Philosophy aims to make
the student proficient in understanding their Philosophy, Culture and Society through the
transfer of knowledge in the classroom as well as in life. In the classroom this will be done
through blackboard and chalk lectures, charts, powerpoint presentations, and the use of
audio-visual resources that are available on the internet such as virtual lab. An interactive
mode of teaching will be used. The student will be encouraged to participate in discussions,
group discussions and deliver seminars on some topics. A problem-solving approach will be
adopted wherever suitable.
Assessment methods
The student will be assessed over the duration of the programme by many different methods.
These include short objectives-type quizzes, assignments, written and oral examinations,
group discussions and presentations, problem-solving exercises, seminars, preparation of
reports. Students will strictly follow the course policies.
Grade will be determined on the basis of graded assignments as specified below:
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Evaluation:
•Four Assignments/ Projects: 10% each
•Three in-class quizzes/oral tests: 5% each
•Paper Presentations: 5%
•Final exam: 10%
•Attendance and participation 5%
Keywords
Keywords
Shruti and Smriti, Idealism, Materialism, Realism, Pluralism, Self, Brahman, Maya, Dualism,
Preyas, Shreyas and Nihsreyas, Anekantavada, Syadvada, Karma, Jnana, Bhakti,
Pratityasamutpada, Nirguna and Saguna Brahman, Jiva, Apurva, etc
Logic
(CC (2))
Course Objectives
Logic is fundamental to the way human beings communicate. Though our public debate and
private reasoning are shaped by logical principles, we are not able to spell them out without a
basic training in logic. This Logic course helps the students to develop an understanding of
the basic concepts of logic and language as well as familiarity with precise models of
deductive reasoning. It includes theoretical as well as the applied aspects. Uses of language
manage to differentiate the various applications of language effectively. Informal fallacies
enables the students to understand the flaws in the arguments which we use in our day to day
life. Identifying informal fallacies is very important nowadays to preserve one's intellectual
sanctity in an increasingly media saturated world.
UNIT I: Basic Logical Concepts
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1. Sentence and Proposition
2. Argument: Deduction and Induction
3. Truth, Validity and Soundness.
4. Argument and Explanation
Chapter 1 of Irving Copi, Introduction to Logic, (Delhi: Pearson, 2014,2017), 14th ed, 2-33.
UNIT II: Logic and Language:
1. Definition of a term, Extensional and Intentional meaning of a term and their relationship.
2. Uses of Language: Three Basic functions of Language.
3. Kinds of Definitions
Chapter 3 of Irving Copi, Introduction to Logic, (Delhi: Pearson, 2014,2017), 14th ed, 64-93.
Chapter 4 of Irving Copi, Introduction to Logic, (Delhi: Pearson, 2014,2017), 14th ed., 105-
162.
1. Cohen, Morris and Ernst Nagel. An Introduction to Logic and Scientific Method,
Delhi: Allied Publishers, 1968.
2. Hurley, Patrick, Introduction to Logic, Wadsworth: Delhi, 2007.
3. Sen, Madhucchanda, LOGIC, Delhi: Pearson, 2008.
4. Chakraborti, Chhanda, Logic: Informal, Symbolic and Inductive, Delhi:Prentice-
Hall of India Private Limited, 2006.
Teaching Learning Process
Lectures and Tutorials
Assessment Methods
Assignments, Presentation and Examination
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Keywords
Logic, Argument, Deduction, Truth, Validity, Syllogism, Rules, Fallacies.
Ethics in the Public Domain

(GE (1))
Generic Elective - (GE) Credit:6
Course Objectives
3)
The course aims to develop an ethical perspective on socio-political and even economic
issues where the public discourses and debates are often bereft of ethical/moral
considerations and are often plagued with objectivism and materialism.
Through theoretical understanding of ethics and its practical application in daily life, it
generates ethical awareness/sensitivity necessary for overall wellbeing and inspires the
readers to contribute voluntarily to the society as a responsible member.
1. To equip the students with tools and techniques for handling socio political issues that
affect them on individual / collective basis.
2. Larger awareness of public issues and empathy with marginalised issues in society.
3.Inculcate a sense of ethical responsibility and a vision to challenge the existing norms in
need of change.
Unit I: Introduction to Ethics
1.Morality
*Rachel, James. “What is Morality?” In The Elements of Moral Philosophy. 1-14. McGraw-

Hill, 2012.
2.Cultural Relativism
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*Rachel, James. “The Challenge of Cultural Relativism.” In The Elements of Moral
Philosophy. 15-34. McGraw- Hill, 2012.
Unit II: Morality and Relationship
1.The Married Women
*Beauvoir, Simone de. “The Married Woman.” In Second Sex, vol.II, part two, chapter 5.
USA: Vintage, 2011.
2. Morality: Parents and Children
*Rachel, James. “Morality, Parents and Children.” In Ethics in Practice: An Anthology edited

by Hugh LaFollette, 167-177. USA;UK;Australia: Blackwell, 2004
Unit III: Structures of Inequality
1.Caste
*Ambedkar, B. R. “Castes in India: Their Mechanism, Genesis and Development.” Paper

presented at an Anthology Seminar, Columbia University, 1916.
Available online:
http://www.columbia.edu/itc/mealac/pritchett/00ambedkar/txt_ambedkar_castes.html
2.Affluence and Poverty
*Sen, Amartya. “Freedom, Agency and Wellbeing.” In Inequality Reexmained, 56-72.USA:

First Harvard University Press, 1992.
*Singer, Peter. "Famine, Affluence and Morality." Philosophy and Public Affairs, 1,no.3
(Spring, 1972): 229-243
Unit IV: Media Ethics
1. Privacy
*Archard, David. “Privacy, the public interest and a prurient public. In Media Ethics edited
Matthew Kieran, 82-96. USA;Canada: Routledge. 2014
2. Pornography
*Gary, Ann. “Sex Lies and Pornography.” In Ethics in Practice: An Anthologyedited by

Hugh LaFollette, 344-355. USA;UK;Australia: Blackwell, 2004.
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Unit IV: Animal Ethics
*Singer, Peter. “All Animals Are Equal.” In Ethics in Practice: An Anthologyedited by Hugh
LaFollette, 107-115. USA;UK;Australia: Blackwell, 2004.
References
Unit I: Introduction to Ethics
1.Morality
*Rachel, James. “What is Morality?” In The Elements of Moral Philosophy. 1-14. McGraw-

Hill, 2012.
2.Cultural Relativism
*Rachel, James. “The Challenge of Cultural Relativism.” In The Elements of Moral

Philosophy. 15-34. McGraw- Hill, 2012.
Unit II: Morality and Relationships
1.The Married Women
*Beauvoir, Simone de. “The Married Woman.” In Second Sex, vol.II, part two, chapter 5.
USA: Vintage, 2011.
2. Morality: Parents and Children
*Rachel, James. “Morality, Parents and Children.” In Ethics in Practice: An Anthology

edited by Hugh LaFollette, 167-177. USA;UK;Australia: Blackwell, 2004.
Unit III: Structures of Inequality
1.Caste
*Ambedkar, B. R. “Castes in India: Their Mechanism, Genesis and Development.” Paper

presented at an Anthology Seminar, Columbia University, 1916.
Available online:
http://www.columbia.edu/itc/mealac/pritchett/00ambedkar/txt_ambedkar_castes.html
2.Affluence and Poverty
*Sen, Amartya. “Freedom, Agency and Wellbeing.” In Inequality Reexmained, 56-72.USA:

First Harvard University Press, 1992.
20
*Singer, Peter. "Famine, Affluence and Morality." Philosophy and Public Affairs, 1,no.3
(Spring, 1972): 229-243.
Unit IV: Media Ethics
1. Privacy
*Archard, David. “Privacy, the public interest and a prurient public. In Media Ethics edited
Matthew Kieran, 82-96. USA;Canada: Routledge. 2014
2. Pornography
*Gary, Ann. “Sex Lies and Pornography.” In Ethics in Practice: An Anthology edited by

Unit IV: Animal Ethics
*Singer, Peter. “All Animals Are Equal.” In Ethics in Practice: An Anthology edited by

*LaFollette, Gary. Ethics in Practice: An Anthology. USA;UK;Australia: Blackwell, 2004.
*Rachel, James. The Elements of Moral Philosophy. McGraw- Hill, 2012.
Lectures, tutorials and film screenings.
Assessment Methods
As per the rules of University of Delhi.
Keywords
21
Morality, relativism, inequality, privacy, public interest.
Semester II
Greek philosophy
(CC (3))
Course Objectives
This course traces the origins of philosophy in the Western tradition in the thinkers of
Ancient Greece. It begins with the Pre-Socratic natural philosophers like Thales and
Anaximander. Then it moves on to Heraclitus and Parmenides of Elea. Then, it discusses the
counter position of Sophists and Socrates. Finally, there is discussion on Plato’s theory of
virtue and Forms.
This course facilitates a comprehension of early Greek tradition. A comprehensive

understanding of it is like a foundation course in the Classics. The two great classical
traditions, viz.,Greek and Indian have left a rich legacy of philosophic knowledge that can be
pragmatically and scholastically contextualized in the present day times. Students of Delhi
University read Indian Philosophy, this course in GreekPhilosophy complements it fairly well
for understanding of the classics.
Unit-1: Naturalism (Cosmos and Arche)
Thales and Anaximander
Recommended Reading:
J. Barnes. Early Greek Philosophy. Harmondsworth: Penguin Books,1981. p.xi-xxv.
Curd, Patricia. A Presocratic Reader: Selected Fragments and Testimonia Second Edition
Edited, with Introduction. Translations by Richard D Mckirahan and Patricia Curd ( Hackett
Publishing Company, Inc,2011) ,p.13-19
Warren, James & Frisbee Sheffield (eds.). The Routledge Companion to Ancient Philosophy.
Routledge: London and New York, 2014. Part-1.,94-124
Kirk,G.S and Raven, J.E, The Presocratic Philosophers: A Critical History with Selection of
Texts(Cambridge; At The University Press,1957) pp74-99
22
Unit 2: Change, Being and Becoming
1. Heraclitus: Doctrine of Flux.

2. Parmenides of Elea: Doctrine of Being and not-being.
Edited, with Introduction. Translations by RichardbD Mckirahan and Patricia Curd ( Hackett
Publishing Company, Inc,2011) ,p.39-65,
G.S Kirk and J.E.Raven, The Presocratic Philosophers, Chapters vi and x
Online Source:
Adobe PDF ebook ISBN: 978-1-60384-598-4/2010019297
Unit 3: Sophists and Socrates
1 .Sophists (Protagoras): Relativism and Scepticism
2. Socrates: Critical Enquiry and Virtue is Knowledge

Recommended Reading: Gill, M. L. A Companion to Ancient Philosophy edited. Pierre
Pellegrin: Blackwell Companion Series, 2006. Relevant chapters.
Warren, James & Frisbee Sheffield (eds.),
The Routledge Companion to Ancient Philosophy. Routledge: London and New York, 2014.
Part-1.,94-124
Unit 4: Plato
Justice as Virtue and Theory of Forms Recommended Readings

Lee, Desmond(translated), Plato: The Republic,edited by Betty Radice, (Penguin
Classics,1974), p.196-224 and300-333. (books 4.5 and 7.6-7.7)
Waren, James & Sheffield Frisbee. (eds). The Routledge Companion to Ancient Philosophy.
Routledge: London and New York, 2014. Part-II, chapters 13-16.
Vlastos, G. “Justice and psychic harmony in the Republic” in Journal of Philosophy.1969.
Vol.66. ( 16): pp 505-521 )
Recommended Readings
Barnes, Jonathan. Early Greek Philosophy. Harmondsworth:Penguin Books, 1987.
Gill, M. L & Pellegrin, Pierre. Blackwell Companion to Philosophy: A Companion to
Ancient Philosophy. Blackwell Series,2006. Wareen, James & Sheffield Frisbee. (eds). The
Routledge Companion to Ancient Philosophy. Routledge: London and New York, 2014.
Cohen, M.S. Curd, P. & Reeve, C.D.C.(ed). Readings in Ancient Greek Philosophy. Hackett:
Indianapolis, 1995.
23
Lee, Desmond(translated), Plato: The Republic,edited by Betty Radice, (Penguin
Classics,1974)
Edited, with Introduction. Translations by RichardbD Mckirahan and Patricia Curd ( Hackett
Publishing Company, Inc,2011) ,
Online Source:
Adobe PDF ebook ISBN: 978-1-60384-598-4/2010019297
Wareen, James & Sheffield Frisbee. (eds). The Routledge Companion to Ancient Philosophy
(Routledge: London and New York,2014).
Kirk, G.S. Raven & Schofield , Pre Socratic Philosophy. CUP,1957.
Tankha, V. Ancient Greek Philosophy: Thales to Socrates. India: Pearson, 2012. Vlastos, G.
“Justice and psychic harmony in the Republic” in Journal of Philosophy.1969. Vol.66. ( 16)
Guthrie,WKC. A History of Greek Philosophy, Vol-. The Earlier Presocratic Tradition and
the Pythagoreans. Cambridge,1962. ----A History of Greek Philosophy, Vol-2. The
Presocratic Tradition from Parmenides to Democritus. Cambridge,1965. ——A History of
Greek Philosophy, Vol-3, The fifth Century Enlightenment. Cambridge,1969. ——A History
of Greek Philosophy, Vol-4, Plato, the Man and his Dialogues: Earlier Period
Cambridge,1975.
Kirk,G.S and Raven, J.E, The Presocratic Philosophers: A Critical History with Selection of
Texts(Cambridge; At The University Press,1957)
Since this is a course on Classical tradition, a comparison with Greek Mythologies in the
class room discussions will certainly be enriching for the students to comprehend ancient
tradition of cosmology and classics Besides this, the standardprocess of assignments, tests
and exam needs to be followed.
Assessment Methods
To follow the university mandate of 75% end of semester university exam and to add to this
25% of the Internal Assessment which comprises of an assessment based upon class tests,
projects, home assignments and attendance.
Keywords
Pre-Socratic, Thales, Anaximander, Heraclitus , Protagoras, Parmenides , Socrates, Plato
24
Ethics
(CC (4))
Course Objective
The objective is to introduce students to basic ethical theories which enhance their decision
making capabilities.
To help them achieve clarity and creative approach in a given situation.

The students after having run through basic ethical theories gain a better orientation from the
ethical perspective.
This course helps to understand and interpret events with a more rational basis.
Unit 1 Morality and Relativism
1.Conventional and Reflective Morality
2. Relativism
Essential Readings:
Lillie William, An Introduction To Ethics, Allied Publishers Pvt. Ltd. 1st edition, 1967, New
Delhi
Rachel, J. , The Elements of Moral Philosophy, McGraw- Hill,2003
Unit 2 Ethical Theories
1. Aristotle: Virtue Ethics
2. Kant: The Categorical Imperative
3. Mill: Utilitarianism
Essential Readings:
25
Aristotle, Nichomachean Ethics, Harvard University Press,1926
Kant, Immanuel, Groundwork of the Metaphysics of Morals, Trans. H.J Paton, as The Moral
Law, London: Hutchinson,1953
Warnock Mary, J.S Mill Utilitarianism, Glasgow: Collins,1962
Unit 3 Meta Ethics
1.Emotivism
2. Prescriptivism
Essential Readings:
Stevenson, C.L., Facts and Values, Yale University Press, 1963
Hare, R.M. ,Language of Morals, Oxford University Press, 1973.
Unit 4 Indian Ethics
1.Bhagvadgītā: Niṣkāmakarma
2. Four Puruṣārthas: Dharma , Artha, Kāma, Mokṣa
3. Gandhi’s conception of Ahiṃsā and satya
Essential Readings
Bilimoria, Purushottama ed., Indian Ethics: Classical Traditions and Contemporary

Challenges, New Delhi: Oxford University Press,2007
Sharma, I.C., Ethical Philosophies of India, New York, U.S.A. Johnson Publishing Company,
1967
Iyer, Raghavan.N., The Moral And Political Thought Of Mahatma Gandhi, Oxford
University Press, 2000
References
Lillie William, An Introduction To Ethics, Allied Publishers Pvt. Ltd. 1st edition, 1967, New
Delhi
Aristotle, Nichomachean Ethics, Harvard University Press. 1926
Bilimoria, Purushottam, Indian Ethics: Classical Traditions and Contemporary Challenges,

New Delhi: Oxford University Press, 2007
26
Kant, Immanuel, Groundwork of the Metaphysics of Morals, Trans. H.J Paton, as The Moral
Law, London: Hutchinson, 1953
Stevenson, C.L., Facts and Values, Yale University Press, 1963
Hare, R.M. ,Language of Morals, Oxford University Press, 1973.
Rachel, J, The Elements of Moral Philosophy, McGraw- Hill,2003
Sharma, I.C., Ethical Philosophies of India, New York, U.S.A. Johnson Publishing Company,
1962
Warnock Mary, J.S Mill Utilitarianism, Glasgow: Collins, 1962
Hudson, W.D., Modern Moral Philosophy, Macmillan Education, 1983
Urmson, J.O., The Emotive Theory of Ethics, Hutchinson, London, 1968
Lectures
Group Discussions
Power Point Presentation
Assessment Methods
Internal assessment
Project
University Examination
Keywords
Aristotle, Kant, J.S. Mill, Stevenson, Hare, M. K.Gandhi, Bhagvadagita
27
sound inferences. It creates ground for eliminating superstitious beliefs and creates ways for
strong arguments. This paper helps in good score that provides better rank in form of results.
It trains the student to construct good arguments and also provides valid ground to reject the
wrong ones.
Unit 1
UNIT I: BASIC LOGICAL CONCEPTS
1. Sentence and Proposition

2. Argument, Explanation and Inference.
3. Truth, Validity and Soundness
1. Copi, Irving M., Carl Cohen, and Kenneth McMahon. Introduction to Logic. 14th ed.
Delhi: Pearson, 2016. Ch 1-2.
Unit 2
UNIT II: - LOGIC AND LANGUAGE

1. Term and Distribution of Term.
2. Basic Functions of Language.
3. Agreement and Disagreement in Belief and Attitude
Delhi: Pearson, 2016. Ch 3.
Unit 3
UNIT III: ARISTOTELIAN LOGIC (A)
1. Classification of Categorical Propositions

2. Traditional Square of Opposition and Existential Import
3. Translating ordinary sentences into Standard form
ARISTOTELIAN LOGIC (B)

1. Immediate Inference (Conversion, Obversion and Contraposition)
2. Mediate Inference: Categorical Syllogism.
3. Testing Validity/Invalidity of Syllogism by Syllogistic Rules & Venn Diagram
Delhi: Pearson, 2016. Ch 5-7.
Unit 4
28
UNIT IV: PROPOSITIONAL LOGIC
1. Importance of Symbolic logic

2. Logical constants, Variables and basic truth functions (Negation, Conjunction, Disjunction
(Alternation), Conditional (Material Implication), Bi-conditional (Material Equivalence) and
Stroke Function
3. Symbolization of statements
4. Proving Validity/Invalidity: Truth Table Method & Reductio ad absurdum
Delhi: Pearson, 2016. Ch8.
Unit 5
UNIT V :- INFORMAL FALLACIES

1. Fallacies of Relevance
2. Fallacies of Defective induction
3. Fallacies of Presumption
4. Fallacies of Ambiguity
Delhi: Pearson, 2016. Ch 4.
References
PRESCRIBED TEXT
Delhi: Pearson, 2016.
2. Cavendish, A. P., and D. J. Connor. Introduction to symbolic logic. London:
University Tutorial Press, 1959.
Jain, Krishna. A Textbook of Logic. New Delhi: D.K. Printworld, 2018.
Lectures & tutorials as per University Norm
29
Assessment Methods
As per University norm 75% for final exam and 25% for internal assessment should be there.
More objective and less subjective questions should be encouraged. Reasoning skill based
questions should be given priority
Keywords
Basic logical concepts: argument & inference Truth/validity/soundness Syllogism Square of

opposition Informal fallacy
Semester III
Western Philosophy: Descartes to Kant

(CC (5))
Course Objective
Philosophy is both fascinating and frustrating. It deals with the most difficult questions of life
which have always bewildered us. Philosophers have been relentlessly working to quench
this thirst of the mankind by expounding theories which have broadened the base of human
understanding. The paper is designed to appreciate the profound ideas that sprung from the
minds of the great philosophers of the modern western world. The syllabus comprises of six
philosophers grouped under two traditions of thought: Rationalism and Empiricism and the
seventh conciliating these two traditions with conflicting thoughts. It begins with Descartes’
seminal views on epistemology and metaphysics and traces the emergence of ideas in a kind
of chronological order which demonstrates methodical development of philosophical thought.
30
This paper seeks to do three things: 1. it will enable students to witness how philosophers
who were either predecessors or contemporaries evaluated the theories of others, thus will
advise them in distinguishing good arguments from bad arguments. 2. it will enable students
to have a better understanding of how a man thinks and what goes on into the making of
human thought. 3. It will also make students aware that there is no place for superficial
approach to the complex questions in life.
UNIT I: Issues in Rationalism and Empiricism
Markie, Peter, "Rationalism vs. Empiricism", The Stanford Encyclopedia of Philosophy (Fall

2017 Edition), Edward N. Zalta (ed.)
Unit 2
UNIT II: RATIONALISM
1. Descartes : Method of Doubt, Mind body Dualism

2. Spinoza: God and Substance
3. Leibnitz : The concept of Monads and Pre-established Harmony
Descartes, R. Discourse on Method, London: Penguin, 1968. (Chapters 1,2,4 and 5).
Spinoza: Ethics London: Penguin Classics, 2005 (Book 1 and 2).
Strickland, Lloyd. Leibniz's Monadology: A New Translation and Guide. Edinburgh, UK:
Edinburgh University Press, 2014
UNIT III: EMPIRICISM
1. Locke: Critique of Innate Ideas ; Ideas and Qualities

2. Berkeley: Esse est Percipi; Denial of Matter (Immaterialism)
3. Hume: Ideas and Impressions; Causation
Locke, John: An Essay Concerning Human Understanding, London:Penguin Classics,1997
(Book I and 2)
Berkeley: Three dialogues between Hylas and Philonous London: Penguin Classics, 1988
(First dialogue only)
Hume, David: An Enquiry Concerning Human Understanding. Oxford: Clarendon Press
1975 (Part I, section II and III; Part II, section VII )
31
Unit 4
UNIT IV: Critical Philosophy:
1. Kant: Classification of Propositions; Possibility of synthetic a priori judgements
Kant, I. Prolegomena to Any Future Metaphysics, Translated by Paul Carus, Digireads.com

Publishing, 2010, pp. 7-20
References
Markie, Peter, "Rationalism vs. Empiricism", The Stanford Encyclopedia of Philosophy (Fall

2017 Edition), Edward N. Zalta (ed.)
Descartes, R. Discourse on Method, London: Penguin, 1968. (Chapters 1,2,4 and 5).

Spinoza: Ethics London: Penguin Classics, 2005 (Book 1 and 2).
Strickland, Lloyd. Leibniz's Monadology: A New Translation and Guide. Edinburgh, UK:
Edinburgh University Press, 2014
Locke, John: An Essay Concerning Human Understanding, London:Penguin Classics,1997
(Book I and 2)
Berkeley: Three dialogues between Hylas and Philonous London: Penguin Classics, 1988
(First dialogue only)
Hume, David: An Enquiry Concerning Human Understanding. Oxford: Clarendon Press 1975
(Part I, section II and III; Part II, section VII )
Kant, I. Prolegomena to Any Future Metaphysics, Translated by Paul Carus, Digireads.com
Publishing, 2010, pp. 7-20
1. Copleston, F.J. History of Philosophy. USA: Image Books, 1993 2. Falkenberg, R. History
of Modern Philosophy, USA: Jefferson Publication , 2015 3. Moore, Bruder. Philosophy: The
Power of Ideas, New Delhi: Tata MacGraw Hill, 2011 3. O' Connor, D.J. A Critical History
of Western Philosophy. USA: MacMillan, 1964. 4. Stegmuller, W. Main Currents in
Contemporary German, British and American Philosophy. Dordrecht,: D. Reidel Publishing,
1969. 5. Thomson, Garrett. An Introduction to Modern Philosophy. California: Wadsworth
Publishing. 1993
32
Lectures, Tutorials, Discussions, Assignments and Tests.
Assessment Methods
Assignments and tests
Keywords
Rationalism, Empiricism,Knowledge, Ideas, Mind-Body, Materialism, Immaterialism,

Qualities, Monads, Apriori, Aposteriori, Analytic judgements , Synthetic. judgements.
Social and Political Philosophy: Indian & Western

(CC (6))
Course Objective
 This course aims at studying different range of social and political thinkers, theories
and concepts.
 It would provide a broad survey of fundamental, social and political questions in
current context discussing philosophical issues central to political and social
thoughts.
 to make students a better citizens by understanding the notion of democracy

 to know rights of Individuals and communities.
 to learn to live in cohesive manner in a multicultural setup.
Unit 1
UNIT-I: Understanding Political Philosophy:
References:
33
Bhargava, Rajeev. "What is Political Theory", What is Political Theory and Why do we need
it?. New Delhi: Oxford University Press, 2010.
Kumar, Sunalini. Political Theory and Introduction, Bhargava, Rajeev & Acharya, Ashok.
(eds). Socialism. Pearson, India, 2012.
Immanuel Kant. "On Enlightenment". (Towards Perpetual Peace and Other Writings, Yale,
2006).
Locke, John. The Second Treatise on Civil Governance, "On Liberty" 1690.
Rawls, John. "Fundamental Ideas" in justice as fairness, 1971.
Furthur Reading:
Berlin, I. "Two Concepts of Liberty" in Four Essay on Liberty, Oxford University Press.
Unit 2
UNIT-II: Communitarianism, Multiculturalism and Minority Rights:
Readings:
Taylor, Charles. Multiculturalism: Examining the politics of recognition. Princeton: Princeton

University Press, 1994.
Kymlica, Will. Multicultural Citizenship, Justice and Minority Rights: A Liberal Theory of

Minority Rights. pg-107-120, Oxford Clarendon Press, 2004.
Unit 3
UNIT-III: Contemporary Indian Thinker:
Essential Readings:
Tagore, R. "Nationalism in the west ", Nationalism. New Delhi: Rupa &co, New Delhi, 2005.
34
Gandhi, M. K. "Critique of Modern Civilization, (Hind Swaraj), Ch- 6-13th, Parel, A. (eds).
Cambridge: Cambridge University Press, 1997.\
Roy, M.N. "New Political Philosophy" In Radical Humanist: Selected Writings Kolkata,
Premetheus.
Rodrigue, Valerian (ed). 'Democracy', 'The Caste, Class and Democracy, The essential
writing of Dr.B.R Ambedkar', OUP, 2013, pp.60-64, pp. 132-148.
Unit 4
UNIT-IV: Ideological Underpinning of Contemporary Indian Social and Political Movement-

Marxist, Feminist, Dalit and Ecological movement.
Readings:
Rege, Sharmila. Á Dalit Feminist Point of view', Journal 471, Nov. 1998, pp. 47-52.
Omvedt, Gail. ''Ambedkarism: The theory of Dalit Liberation". Dalit and democratic
revolution, Sage: pg. 223-259.
Menon, Nivedita. ''Political Theory an Introduction", Gender. Bhargava, Rajeev & Acharya,
Ashok.(eds). New Delhi: Pearson, New Delhi, 2012.
Practical
Not applicable
References
Already given within the units
Already cited in the Units
35
Lectures, Group Discussions and Debates.
Assessment Methods
Internal Assessment and Examination.
Keywords
Democracy, Right, Justice, Multiculturalism, Minority rights
Applied Ethics
(CC (7))
Course Objective
The course objective is to apply the theoretical tools of Ethics in life situations as well as
devise ethical resolutions in moral dilemmas as they come up.
This will gradually generate an ethical acumen amongst the students of philosophy.
This course is designed to make students philosophically competent about their own
decisions, to achieve clarity, develop comprehension skills and reach precision in arguments
with reasons. A spectrum of issues ranging from morality, environment, real life situations,
36
moral dilemmas and ongoing philosophical examination of the crisis in the field of artificial
intelligence are a part of this course curriculum.
Unit 1
Applied Ethics
An Introduction to Applied Ethics
Essential Reading:
Singer Peter, Applied Ethics, Oxford University Press, 1986
Unit 2
Value of Human Life
1. Human Rights
2.Punishment
Essential Readings:
Motilal Shashi, Applied Ethics and Human Rights: Conceptual Analysis and Contextual
Applications, London, Anthem Press, 2010
Nuttall Jon, Moral Questions: An Introduction to Ethics, Polity Press, 1993
Unit 3
Environmental Ethics
1. Nature as Means or End.
2. Respect for animals and ecology.
Essential Readings:
37
Singer Peter, Applied Ethics, Oxford University Press, 1986
Pojman Louis, Pojman Paul, McShane Katie ,Environmental Ethics: Readings in Theory and
Application, Cengage Learning, 2017
Unit 4
Professional Ethics and Public Policy
1. Medical Ethics- Surrogacy, Doctor-patient relation, Euthanasia and the concept of Living
Will
2. Media Ethics – Privacy
3. Artificial Intelligence
Essential Readings:
1.Stuart Russell, Peter Norwig, Artificial Intelligence: A Modern Approach, Pearson

Publication, 2009
2.Frey R.G, Wellman, C.H. A Companion to Applied Ethics, Article Surrogate Motherhood
by Tong Rosemary, Blackwell Publishing, 2005, pp369-381.
3.Jecker, N.S. Jonsen, A.R. and Pearlman, R.A. Eds, Bioethics: An Introduction To The
History, Method and Practice, New Delhi: Jones and Bartlett, 2010
4..Godkin M.D., Dossetor John. B, Living Will, Living Well: Reflections on Preparing an
Advanced Directive, The University Of Alberta Press, 2008
5.Archard, David, Privacy, The Public Interest and a Prurient Public in Media Ethics, Ed.
Kieran Mathew, Routledge, 1998, pp82-94
References
Godkin M.D., Dossetor John. B, Living Will, Living Well: Reflections on Preparing an
Andvanced Directive, The University Of Alberta Press, 2008
Motilal Shashi (ed)(2010), Applied Ethics and Human Rights: Conceptual Analysis and
Contextual Applications. London, Anthem Press
Stuart Russell, Peter Norwig, Artificial Intelligence: A Modern Approach, Pearson

Publication, 2009
38
PojmanP Louis, Pojman Paul, McShane Katie ,Environmental Ethics: Readings in Theory
and Application, Cengage Learning, 2017
Archard, David, Privacy, The Public Interest and a Prurient Public in Media Ethics, Ed.
Kieran Mathew, Routledge, 1998, pp82-94
Jecker, N.S. Jonsen, A.R. and Pearlman, R.A. Eds, Bioethics: An Introduction To The
History, Method and Practice, New Delhi: Jones and Bartlett, 2010
Cohen I. Cohen and Wellman Christopher Heath,Contemporary Debates in Applied Ethics ,

Wiley Blackwell, 2014
Patterson and Lee Wilkins, Media Ethics :Issues and Cases, Rowman and Littlefield
Publishers, 2018
Rachel James, The Elements of Moral Philosophy, Oxford University Press, 2011
Interactive teaching, Lectures and Tutorials
Case studies where ever applicable
Power Point presentations
Questionnaires
Assessment Methods
Internal assessment
Presentation
Central examination.
Keywords
Human Rights, Punishment, Artificial Intelligence, Medical Ethics, Euthanasia, Living Will,
Media Ethics, Environmental Ethics
39
Critical Thinking and Decision Making
(SEC (1))
Skill-Enhancement Elective Course - (SEC) Credit:4
Course Objective(2-3)
This course is primarily focused to develop thinking skills. It aims at enabling a person to
take decision in difficult situations. It is the ability to analyze the way one thinks and presents
the evidence for ones own ideas rather than simply accepting it. It is creative, clear and to
some extent reflective thinking. This paper helps in developing ideas and ability to create a
vision, plan for the future and anticipate and solve problems.
This course
1. Helps in generating productive/creative ideas for further use in difficult situation.
2.Creates enthusiasm for taking a risk of dealing with difficult issues and finding a way out
for solution
3.Provides valuable intellectual traits like how to critically read, listen and write and develop
faith in reason and encourage a flair for fairness and justice. As a result a learner learns step
by step how to arrive at an ideal solution keeping in mind all situational factors.
4.Provides clarity in thinking as well as proper understanding of an issue to make it precise
for further analysis.
5. Helps to use the skills of observation, analysis and evaluation and also provides sound
reason for doubting and questioning.
6.Finally the learner becomes self-directed, self-monitored and self-corrective through this
process of reflective thinking, and can proceed for right choice.
Unit 1
Unit I: CRITICAL THINKING: BASIC COMPONENTS
1. Critical Thinking: An Introduction

2. Cognitive Biases
3. Beliefs, Claims,issues and arguments.
4. Persuasion through Logic: Logos, Ethos and Pathos
1. Moore, Brooke N., et al. Critical thinking. Dubuque: McGraw-Hill Companies, Inc, 2015,
Ch 1-2.
2.Dewey, John, How we think. Mineola, N.Y. Dover Publications, 1997, Ch 6
40
Unit 2
Unit II: CRITICAL THINKING: A SECOND ORDER ACTIVITY
1. Clear thinking.
2. Vagueness, Ambiguity, Generality and Definition of terms
3. Argumentative essays
4. Credibility of claims and their sources
Ch 3-4.
Unit 3
Unit III: RHETORIC AND ITS FALLACIES
1. Persuasion through rhetoric

2. Fallacies involved in rhetoric
Ch 5.
Unit 4
Unit IV: CLEAR THINKING: KEYS FOR SOLUTION

1.Identification and analysis of the problem through case studies
2. Evaluating the Argument: Validity, Soundness and Strength; Reflecting upon the issue
with Sensitivity and Fairness.
3. Evaluating Decision Options from Multiple Perspective.
4. Identifying Inconsistencies, Understanding Dilemma and Looking for Appropriate
Solution within Limitations.
1.Case Studies from both the recommended books
2.Moore, Brooke N., et al. Critical thinking. Dubuque: McGraw-Hill Companies, Inc, 2015,

Ch.2-5.
41
3. Dewey, John. How we think. Mineola, N.Y: Dover Publications, 1997, Ch.7, Ch 8.
References
Ch1-4.
2. Dewey, John. How we think. Mineola, N.Y: Dover Publications, 1997, 68-14.
1. Watson, Jamie C. Critical thinking : an introduction to reasoning well. London/New York:
Bloomsbury Academic, an imprint of Bloomsbury Publishing Plc, 2015.
2.Kallet, Mike. Think smarter : critical thinking to improve problem-solving and decision-
making skills. Hoboken, New Jersey: Wiley, 2014.
3.Bloom, Benjamin S., David R. Krathwohl, and Bertram B. Masia. Taxonomy of
educational objectives : the classification of educational goals. New York: David McKay
Company, 1956.
With the class room teaching for basic conceptual clarity the whole syllabus should be based
on case studies from all walk of life, like social, economical, political, religious, gender,
environment, global perspective as well as the surrounding local issues. Project works need
to be encouraged Audio visuals should also encouraged with projector for direct interactive
sessions and peer understanding. Logic games, e-learning methods, theme based
movies and mock tests may be conducted for better understanding and better application of
the skill.
Lecture & Tutorials are essential
Assessment Methods
Same as university rule of 75% exam and 25% of internal assessment.

Presentations based on case history and creative modules should be the evaluative procedure.
Peer evaluation should be encouraged.
Objective questions to test reasoning skill should be encouraged.
Keywords
Beliefs, Claims, Arguments, Analysis and evaluation, Cognitive bias, Fallacy.
42
Feminism
(GE (3))
Course Objectives:
A course in Feminism is needed to sensitise students to a perspective of thought that acts as a

filter—a lens through which all subjects must be studied. It seeks to create gender
sensitization and develops a wholistic approach towards education. This course addresses the
concerns of women in terms of debates on consciousness and soul, analyses their connect
with nature and culture; and explains the development of feminist ideologies.
Course Learning Outcomes:
Study of Feminism arms the student with analytical skills to develop valid arguments to
counter gender discrimination, sexism and patriarchal dominance. Feminist theory has a
social agenda i.e. to initiate transformation in social structures, customs and practices. Thus
the study of Feminism is not only an empowering tool against gender oppression but also
against other systems of oppression such as race, class and colour.
Unit I
Patriarchy and the Origin of Feminism
*Lerner, Greda. “The Creation of Patriarchy.” In The Creation of Patriarchy, 212-229. New
York: OUP, 1986.
* Hooks, Bell. “Feminism: A Movement to End Sexist Oppression.” In Feminisms edited by

Sandra Kemp and Judith Squires, 22-27. New York: OUP, 2009.
Unit II
Feminism and Intersectionality
*Adichie, Chimamanda Ngozi. We Should All Be Feminists. London: Fourth Estate, 2014.
* Badron, Margot. “Islamic Feminism on the Move”. In Feminism in Islam, 323-338. Oxford:
One World, 2009.
43
Unit III
Body and Gender
* Nussbaum, Martha C. "Objectification". Philosophy & Public Affairs . 24, no.4(Autumn

1995): 249-291.
* Vanita, Ruth. "The Self Is Not Gendered: Sulabha’s Debate with King Janaka." NWSA
Journal, 15(2003): 76-93
Unit IV
Women and Environment
*Mies Maria and Shiva Vandana. "Ecofeminism." In Feminisms edited by Sandra Kemp and
Judith Squires, 497-502. New York: OUP, 2009.
*Aggarwal, Bina. "The Gender and the Environmental Debate Lessons from

India." Feminist Studies, 18, no.1(1992):119-158.
References
Unit I
*Lerner, Greda. “The Creation of Patriarchy.” In The Creation of Patriarchy, 212-229. New
York: OUP, 1986.
* Hooks, Bell. “Feminism: A Movement to End Sexist Oppression.” In Feminisms edited by

Unit II
Feminism and Intersectionality
* Badron, Margot. “Islamic Feminism on the Move”. In Feminism in Islam, 323-338. Oxford:
One World, 2009.
Unit III
Body and Gender
44
*Nussbaum, Martha C. "Objectification". Philosophy & Public Affairs . 24, no.4(Autumn
1995): 249-291.
Journal, 15(2003):76-93.
Unit IV
Women and Environment
*Aggarwal, Bina. "The Gender and the Environmental Debate Lessons from

India." Feminist Studies, 18, no.1(1992):119-158.
*Jagger, Alison M. and Iris Marion Young, eds.Companion to Feminist Philosophy:

Blackwell Companion to Philosophy. Oxford: Blackwell Publishers, 1998.
*Kemp, Sandra and Judith Squires, eds. Feminisms. New York: OUP, 2009.
Lectures, tutorials, workshops, film-screenings and interaction with experts in the field.
Assessment Methods
As per the norms of University of Delhi.
Keywords
Sexism, gender, biological determinism, pornography, patriarchy, eco-feminism.
45
Critical Thinking
(GE (4))
Course Objective
Critical Thinking aims at enabling a person to take decision in difficult situations. It is the
ability to analyse the way one thinks and presents the evidence for ones own ideas rather than
simply accepting it. It is creative, clear and to some extent reflective thinking. Being a
cognitive trait, it trains students to construct good and sound arguments by eliminating false
ones
This course
1. Helps in generating productive/creative ideas for further use in difficult situation.

2. Creates enthusiasm for taking a risk of dealing with difficult issues and finding a way
out for solution
3. Provides valuable intellectual traits like courage, empathy, perseverance and faith in
reason and encourage a flair for fairness and justice. As a result a learner learns step
by step how to arrive at an ideal solution keeping in mind all situational factors.
4. Provides clarity in thinking as well as proper understanding of an issue to make it
precise for further analysis.
5. Helps to learn how to read, write and think critically, how to separate bad information
from good information and helps in constructing cogent arguments.
6. Finally the learner becomes self-directed, self-monitored and self- corrective through
this process of reflective thinking.
Unit 1
Unit 1: CRITICAL THINKING: BASIC COMPONENTS
1. Critical Thinking: An Introduction

2. Cognitive Biases
3. Meaningfulness, Objectivity, Truth and Knowledge
4. Arguments: Their Structure and Kinds
5. Persuasion through Logic: Logos, Ethos and Pathos
46
Ch 1-2.
Unit 2
Unit 2: CRITICAL THINKING: A SECOND ORDER ACTIVITY
1. Clear Thinking
2. Vagueness, Ambiguity, Generality and Definition of Terms
3. Argumentative Essays
4. Credibility of Claims and Their Sources
Ch 3-4.
Unit 3
Unit 3: RHETORIC AND ITS FALLACIES
1. Persuasion through rhetoric

2. Fallacies involved in rhetoric
Ch5.
Unit 4
Unit 4: SCIENTIFIC REASONING:
1. Inductive reasoning and its fallacies
2. Causal Hypotheses and Causal Explanations
3. Methods of establishing cause and effect relationships
4. Mistakes in causal reasoning
47
Ch 9-10.
Unit 5
Unit 5: VALUES AND REASONING:
1. Value judgments
2. Moral reasoning
3. Legal reasoning
4. Aesthetic reasoning

Ch 11.
2.Hurley, Patric J. A Concise Introduction to Logic, 11th edn, CENGAGE Learning 2012 Ch
9
References
Moore, Brooke N., et al.Critical thinking. Dubuque: McGraw-Hill Companies, Inc, 2015,

Ch3-4.
As per university guidelines, lectures and tutorials.
Assessment Methods
Same as university rule of having 75% final examination and 25% of internal assessment.
48
Keywords
Cognitive bias, Argument skills, Credibility, Rhetoric, Scientific reasoning, Value judgments
Semester IV
Text of Indian Philosophy

(CC (8))
The objective of this course is to engage the student in a participative framework to critically
and creatively look at the dialogical and pluralistic epistemological traditions within the
mosaic of what is called the Indian Philosophical Textual Depository. The primary focus will
be on the three sources of knowledge and cognitive activity: perception, inference and verbal
testimony.
After having done this course, the student is expected to have mastered the art of
philosophically reading the given textual excertps and to understand the issues
hermeneutically afresh, keeping in mind the dialogical and pluralistic nuances employed in
the epistemic enterprise.
Unit 1
TEXT: NYĀYABINDU OF DHARMAKĪRTI WITH DHARMOTTARA’S ṬĪKᾹ
1. CHAPTER I : Pratyakṣa (Perception)
Unit 2
49
Text: Nyaya Manjari, Ahnika II, Section on 'Inference'
Unit 3
Text: Sabara-Bhasya, Adhyaya 1, Adhikarana 5 & 6 (section on Word generated

Knowledge)
Unit 4
Text:
Syadvad-Manjari.
Chapter XXVIII 'The Jaina Doctrine of the
Nayas (Methods)
'
References
1. Th. Stcherbatsky, Buddhist Logic, Volume II, Delhi: Motilal Banarsidass Publishers

Private Limited, Indian edition, 2008 (1993), pp. 1-46. Hindi translation and
annotation by Srinivasa Shastri: Nyāyabindu-ṭīkā of Dharmottara with Nyāyabindu of
Dharmakīrti, Meerut: Sahitya Bhandar, 1975.
2. Jayant Bhatta's Nyaya-Manjari, trans. Janaki Vallabha Bhattacharyya. Delhi: Motilal
Banarsidass, 1978, pp. 226-284.
3. Sabara-Bhasya, trans. Ganganath Jha. Baroda: Oriental Institute, 1973, pp. 8-38.
4. Sri Mallisena Suri, Syad-Vada-Manjari, trans. F.W. Thomas. Delhi: Motilal
Banarsidass, 1968, pp.152-160.
1. Bharadwaja, Vijay ( 1997), "Logic and Language in Indian Philosophy" in Brian Carr
& Indira Mahalingam (eds), Companion Encylopedia of Asian Philosophy. London &
New York: Routledge, pp. 230-250.
2. Bilimoria, Purushottama (2018), "Pramana Epistemology: Origins and
Developments" in Routledge History of World Philosophies:History of Indian
Philosophy. Ed. Purushottama Bilimoria. London & New York: Routledge, pp. 27-39.
3. D'Sa, Francis X. ( 1980), Sabdapramanyam in Sabara and Kumarila, Vienna:
Indological Institute, University of Vienna. ( Chapter 5).
4. Dunne, John. (2004), Foundations of Dharmakīrti's Philosophy, New York.
50
5. Freschi, Elisa ( 2018), "Mimamsa" in Routledge History of World
Philosophies:History of Indian Philosophy. Ed. Purushottama Bilimoria. London &
New York: Routledge, pp. 148-156.
6. Long, Jeffrey D. (2018), "Anekantavada, Nayavada, and Syadvada" in Routledge
History of World Philosophies:History of Indian Philosophy. Ed. Purushottama
Bilimoria. London & New York: Routledge, pp. 390-398.
7. Mehta, Sonia (2017). The Problem of Meaning in Buddhist Philosophy. Delhi: Krishi
Sanskriti Publication.
8. Potter, Karl H. (ed) ( 1977). Encyclopedia of Indian Philosophies: Vol.II. Indian
Metaphysics and Epistemology: The Tradition of Nyaya-Vaisesika upto
Gangesa. Delhi: Motilal Banardidass Publishers Private Limited.
9. Prasad, Hari Shankar (2007). The Centrality of Ethics in Buddhism, Delhi: Motilal
Banrsidass Publishers Private Limited. (Chapter 10).
10. Shaw, J.L. ( 2018), The Nyaya on Inference and Fallacies" in Routledge History of
World Philosophies:History of Indian Philosophy. Ed. Purushottama Bilimoria.
London & New York: Routledge, pp. 184-194.
The teaching learning process consists of a close reading of the primary texts along with the
suggested reading material, wherever necessary, and enabling student learining process by
the teacher taking recourse to participative methodology.
Assessment Methods
Class tests
Assignments
Presentations
Memorising the key phrases/verses in the sutram
Open book tests
Seminars and colloquiums
Power point presentations
Keywords
51
Dharmakirti, Nyayabindu, Perception, Nyaya-Manjari, Inference, Mimamsa, Sabara-
Bhasya, Sabda, Syad-Vada-Manjari, Nayavada
Text of Western Philosophy

(CC (9))
1. The Western philosophical tradition forms a key component of the discipline since the
domain area borrows plenty of fodder from Western philosophical thinkers. Having been
introduced to history of Western Philosophy, the students would now be expected to read and
critically examine the basic text of some prominent contemporary philosophical thinkers in
West. This would enable the students to get a first hand exposure to core philosophical issues
that bothered these Western philosophers.
2. Familiarity with this course would also enable the students to make a comparative analysis
with other texts of philosophy as and when the opportunity demands.
3. Last but not least, the students would be in a position to critically examine contemporary
philosophical concerns since they would have basic knowledge of core texts emanating from
Western and non-Western sources. Ultimately, this would facilitate them develop a balanced
philosophical outlook on contemporary issues.
1. The idea is to encourage the students towards a comparative trajectory where they probe
the similarities and differences between the Western and non-Western stands of thought.
Hence, one of the key learning outcomes would be and should be to develop comparative
skills.
2. Most Western philosophers were also the patriarch of modern statecraft. They imbued
moral and ethical considerations quite heavily in their philosophical teachings. Thus, by
focussing on individual philosophical thought from original texts, the students would be
capable of differentiating between positive and normative worldview.
3. Since Philosophy, whether Western or Oriental, is all about values and rational thinking,
the students would develop skills to place any public issue on the edifice of ethical
foundations and provide moral weightage to their arguments.
52
Unit 1
Unit 1: From Idealism to Romanticism
1. J. G. Fichte, 'An attempt at a New Presentation of the Wissenschaftslehre', in William

McNeill and Karen S Feldman (eds), Continental Philosophy: An Anthology (Malden,
Massachusetts: Blackwell Publishers, 1998), pp. 24-33.
2. Friedrich Nietzsche, Beyond Good and Evil (London: Penguin Classics, 1975), Chapter I,

pp. 5-33.
Unit 2
Unit 2: The Nature of Thinking
1. Heiddegger, Martin. What is Called Thinking? (London: Harper & Row Publishers; 1817),
Part I: Chapter I, pp. 3-18.
Unit 3
Unit 3: Philosophy Without Epistemology
1. Rorty, Richard. Philosophy and the Mirror of Nature (Princeton: Princeton University

Press; 2017), Introduction and Chapter 8.
Unit 4
Unit 4: The defense of reason
1. Thomas Nagel, The Last Word (Oxford: Oxford University Press, 1997), Introduction, pp.
1-11.
Practical
Not applicable.
53
References
1. Friedrich Nietzsche, Beyond Good and Evil (London: Penguin Classics, 1975).
2. R Rorty, Philosophy and the Mirror of the Nature (Princeton: Princeton University Press,

1979).
3. Thomas Nagel, The Last Word (Oxford: Oxford University Press, 1997).
4. Martin Heidegger, Letter on Humanism (Translated by Frank A Capuzzi).
5. Fichte, 'An attempt at a new presentation of the Wissenschaftslehre' in William McNeil

(Ed), Continental Philosophy: An Anthology, pp. 24-33.
1. Mix of lecture and tutorials.
2. Class participation through group discussion, debates and presentations.

3. Short clippings having relevance and practical aspects.
Assessment Methods
1. Class assignments.
2. Tests.
Keywords
1. Existence, Being, Subjectivity, Objectivity, Rationality, Relativism, Epistemology.,

Humanism.
54
Truth Functional Logic
(CC (10))
This paper aims to equip the students with an understanding of the basic logical concepts
which helps to enhance their reasoning capacity, proving validity and invalidity of argument
forms. They learn various logical tools and methods with the application of rule, axioms and
theorems. The significance of this paper is that it prepares students to reason out in day to day
life situations as well as to develop the skill to clear various competitive examination.
Learning Outcomes
It enhances the logical reasoning and problem-solving skills.
Suggestions
1. An introduction showing the basic difference between propositional and predicate logic
need to be given at the beginning.
2. Under Unit-1, stroke function should be mentioned explicitly.
3. Under Unit-2, sub-unit 4 (CNF and DNF) may be deducted to maintain uniform teaching,
since the contents are too time consuming.
4. Rest of the portions may be continued to have a balanced logical reasoning.
5. Question banks should be prepared unit wise and circulated.
6. To have uniform teaching, a workshop for all college teachers may be conducted.
Unit 1
55
UNIT 1: LOGIC OF COMPOUND PROPOSITIONS (Sentential):
1. Logical Connectives: Conjunction, Negation and Disjunction

2. Material Implication and Material Equivalence
3. Truth Tables for Logical Connectives
4. Interdefinability of logical connectives, Stroke function
5. Symbolisation and Translation
6. Statements and statement-forms: Logical status
7. Argument and Argument form
8. Truth table Method
9. Shorter Truth Tables (Reductio ad absurdum)
UNIT II: PROVING VALIDITY (PROOF PROCEDURES)
1. Derivation Rules: Rules of Inference and Rules of Replacement

2. Formal Proof of Validity
3. Indirect Proof of Validity
4. Conditional Proof of Validity
5. Truth Tree method.
Unit 3
UNIT III: LOGIC OF SINGULAR/ UNIVERSAL PROPOSITIONS (Predicate)
1. Symbolization of Categorical Propositions
2. The Four Rules of Inference (Quantification Rules)
3. Restriction on Quantifier Rules
(a) Special Restriction on UG

(b) Special Restriction on EI
4. Proving Validity
5. Proving Invalidity
Unit 4
Unit- IV
56
 Quantification Theory
Proving Invalidity
References
• Copi. I.M. Introduction to Logic, 14th Edition. India: Pearson, 2012.

 Hurley, Patrick. Introduction to Logic. Delhi :Wordsworth, 2007.

 Jeffrey, R. Formal Logic: Its scope and limits. U.S.A: MacGraw Hill, 1967.
 Quine, W.V.O. Methods of Logic. London: Routledge, 1965.
 Sen, Madhucchanda. Logic. Delhi: Pearson, 2008.
 Copi. I.M. (2008). Symbolic Logic, 5th edition. India: Pearson, 2008.
 Jetli & Prabhakar. Logic. India: Pearson, 2012.
The paper will be taught by way of lectures and doing problems on the blackboard with
justifications and encouraging students to practice exercises after completion of each chapter
in their tutorial classes.
Assessment Methods
Internal assessment for 25 marks out of which 10 marks for class test, 10 marks for
project/group discussion/ assignment and 5 marks for attendance.
75 marks for University Examination.
Keywords
Logical Connectives, Truth Tables, Truth Functions, Variable and Constants, Truth Trees,
Formal Proof, Quantification
57
Art & Film Appreciation
(SEC (2))
Skill-Enhancement Elective Course - (SEC) Credit:4
 The objective of the course is to enable a student to become an active and engaging
viewer of art and cinema .
 To discern the aesthetic experience as different from art experience
 To enable a student to understand and appreciate films and other related art forms
It is a skill to develop and enhance philosophical analysis and contextualizing in terms of
Rasa ,empathy and disinterestedness.
Unit 1 Art and Experience
1. Meaning and Analysis
References
Satre, J.P, "The Work of Art" in Aesthetics, Harold Osborne,(London: Oxford University
Press, 1972).
Hospers, John (1969) Introduction Readings in Aesthetics, Free Press.
Gupta, Shamala. Art, Beauty and creativity. ( DK Printworld New Delhi 1999).
Hiyanna, M. (1997) Art Experience, Indira Gandhi National Centre for the Arts Manohar.
Chapter-1.
UNIT II: Film as an Art Form
Documentaries, Commercial, Parallel Cinema, Web series as new cinematic art from.
References
58
Christopher, Falzon, Philosophy goes to the Movies, Routledge.
Vijaya, Mishra. (2009) Specters of Sensibility: The Bollywood Film.
Routledge.
Arnheim, Rudolf, Film as Art, "Film and Reality" University of California Press.
https://www.academia.edu/37948527/.The_Aesthetics_of_Digital_Art.pdf
https://thirdcinema.wordpress.com/2015/10/27/indias-parallel-cinema/
https://ipfs.io/ipfs/QmXoypizjW3WknFiJnKLwHCnL72vedxjQkDDP1mXWo6uco/wiki/Par
allel_cinema.html
UNIT III: Art, Social Values and Morality

1. Life art interface
2. Film and Cultural representation
References
Gupta, Shyamala. Art, Beauty and creativity. ( DK Printworld New Delhi 1999).

Hiriyanna, M. Art Experience , Indira Gandhi National Centre for the Arts, Manohar.: Delhi,
1997, Chapter-7.
Clark, Kenneth. The Nude: A Study in Ideal Form. (Bollingen Series 35.2. New York:
Pantheon Books, 1956).
Unit 4
UNIT IV: Art and Communication in and through Films
References
allel_cinema.html
Unit 5
References
59
• Harold, Osborne (1976) Aesthetics, OUP.
• Hospers, John (1969) Introduction Readings in Aesthetics, Free Press.
• Christopher, Falzon, Philosophy goes to the Movies, Routledge.
• Vijaya, Mishra. (2009) Specters of Sensibility: The Bollywood Film.
Routledge.
• Sussane Langer. (1953) Feeling and Form, Longman Publishing House.
Arnheim, Rudolf, Film as Art, "Film and Reality" University of California Press
allel_cinema.html
Lectures, Group Discussion, Film Screening and visit to Art Gallery
Assessment Methods
Internal Assessment by assignments and Test
Keywords
Rasa, disinterestedness, Coffee house cinema, commercial cinema, documentary, web series
Bio-Ethics
(GE (5))
60
Aim:
The course aims at ethical analysis of the topics within the realm of bio-medical sciences and
legal studies.

Learning Outcome:
It is a career-oriented curriculum which enables students to develop competence in policy

making and participation in ethics committee of various medical and care institutes.
It sensitizes the minds towards the ongoing ethical dilemmas.
The learning outcomes of this course are multidimensional.It forms a strong base in the field
of research of ethics and medicine care. It would also increase the students ability to identify
their role in capacity building . It directly enforces students role in social responsibility
Unit 1
UNIT 1- DEFINING BIOETHICS
1. Introduction
Khuse, H and P. Singer. "What is Bioethics? A Historical Introduction." In A Companion to

Bioethics 2nd ed., Edited by H. Kuhse and P. Singer, 3-11. UK: Wiley Blackwell, 2009.
2. Human Dignity and Human Rights
Barilan, Yechiel M. Human Dignity, Human Rights and Responsibility. Cambridge: MIT
Press, 2014
1) Sumner L.W., and Joseph Boyle, eds. Philosophical Perspectives on Bioethics. University

of Toronto Press, 1996.
61
2) R.Andorno. "Human Dignity and Human Rights as a common ground for a global
bioethics", Journal of medicine and philosophy. 34 (3): (2009) 223-240.
3) Kuhse, H., and Singer, P, eds. The Cambridge Textbook of Bioethics. Cambridge:

Cambridge University Press. 2008.
Unit 2
UNIT 2- CORE CONCEPTS
1. Concept of Personhood
Tooley, Michael. "Personhood". In A Companion to Bioethics 2nd ed., Edited by H. Kuhse

and P. Singer, 129-139 .UK: Wiley Blackwell, 2009.
2. Consent and Informed Consent
Williams, J. R. "Consent". In Cambridge Textbook of Bioethics, Edited By P. Singer and A.

M. Viens, 11-16. Cambridge: Cambridge University Press, 2008.
Beauchamp, Tom L. "Informed consent: Its Historical Meaning and Present Challenges"
In Bioethics: An Anthology 3rd ed. Edited by Helga Kuhse, Udo Schuklenk and Peter Singer,
635-641. UK: Wiley Blackwell, 2015.
3. Autonomy, Privacy and Confidentiality
Slowther, Anne and Irwin Kleinman. "Confidentiality" In Cambridge Textbook of

Bioethics, Edited By P.Singer and A. M. Viens, 43-48. Cambridge: Cambridge University
Press, 2008.
Jennings, Bruce. "Autonomy." In The Oxford handbook of Bioethics. Edited

by Steinbock, Bonnie, 72-89. New York: Oxford University Press. 2007.
4. Life and Death: Sanctity of Life, Right to Life, Right to Die
Harris, John. "Value of Life". In Bioethics: An Anthology 3rd ed. Edited by Helga Kuhse,
Udo Schuklenk and Peter Singer, 397-405. UK: Wiley Blackwell, 2015.
1) Kuhse, H., and P. Singer, eds. The Cambridge Textbook of Bioethics. Cambridge:

62
2) Steinbock, Bonnie, ed. The Oxford handbook of Bioethics. New York: Oxford University
Press. 2007.
Unit 3
UNIT 3- ETHICAL DILEMMAS
1. Abortion
Marquis, Don. "Why Abortion is Immoral?" In Bioethics: An Anthology 3rd ed. Edited by

Helga Kuhse, Udo Schuklenk and Peter Singer, 49-60. UK: Wiley Blackwell, 2015.
Tooley, Michael. "Abortion and Infanticide." In Bioethics: An Anthology 3rd ed. Edited by

Helga Kuhse, Udo Schuklenk and Peter Singer, 23-37. UK: Wiley Blackwell, 2015.
Warren, Mary Anne. "Abortion." In A Companion to Bioethics 2nd Ed. Edited By Helga

Kuhse and Peter Singer, 140-148 . UK: Wiley Blackwell, 2009.
2. Surrogacy
Steinbock, Bonnie. "The Surrogate Motherhood as Prenatal Adoption." Law, Medicine and

Healthcare 6, no. 1 (1988): 44-50.
3. Euthanasia
Rachels, James. "Active and Passive Euthanasia." In Bioethics: An Anthology 3rd ed. Edited

by Helga Kuhse, Udo Schuklenk and Peter Singer, 248- 251. UK: Wiley Blackwell, 2015.
Nesbitt, Winston. "Is Killing no worse than Letting Die?" In Bioethics: An Anthology 3rd ed.
Edited by Helga Kuhse, Udo Schuklenk and Peter Singer, 252- 256. UK: Wiley Blackwell,
2015.
Recommended readings:
1) John D. Arras, Elizabeth Fenton, and Rebecca Kukla, eds. The Routledge Companion to
Bioethics.New York and Oxon: Routeledge, 2015.
2) Udo Schuklenk, Helga Kuhse and Peter Singer, eds. Bioethics: An Anthology, 3rd edition.
UK: Wiley Blackwell, 2016.
63
Unit 4
UNIT 4- PERSONS AND LIVES
1. Value of life
2. Cloning
Tooley, Michael. "The Moral Status of the Coning of Humans." In Bioethics: An

Anthology 3rd ed. Edited by Helga Kuhse, Udo Schuklenk and Peter Singer, 156-171. UK:
Wiley Blackwell, 2015.
Pence, Gregory."Cloning." In A Companion to Bioethics 2nd Ed. Edited By Helga Kuhse and
Peter Singer, 193-203 . UK: Wiley Blackwell, 2009.
3. Sex Determination
Purdy, Laura M. "Assisted Reproduction, Prenatal Testing and Sex Selecction." In A

Companion to Bioethics 2nd Ed. Edited By Helga Kuhse and Peter Singer, 178-
192 . UK: Wiley Blackwell, 2009.

Press. 2007.
2) Kuhse, H., and P. Singer, eds. A Companion to Bioethics, 2nd ed. U.K.: Blackwell
Publishing Ltd., 2009
References
Publishing Ltd., 2009.
2) Jecker, Nancy S., Albert R. Johnson, and Robert A. Pearlman, eds. Bioethics : An

Introduction to the history, method and practice. New Delhi: Jones and Barlett, 2010.
64
3) Arthur L.Caplan and Robert Arp, eds. Contemporary debates in Bioethics. UK: Biackwell
Publishing Ltd, 2014.
1) Chapple, Christopher Key. "Eternal Life, Death, and dying in Jainism." In Religion,
Death, and Dying: Perspectives on Dying and Death, vol 1. Edited by Lucy Bregman. Santa
Barbera: Praeger, 2009.
2) Crawford, S. Cromwell. Hindu Bioethics for the Twenty-first Century. New York: SUNY,

2003.
3) Keown, Damein. Buddhism and Bioethics. U.K.: Palgrave Macmillan, 2001.
4) Donaldson, Brianne. "Outlawing the Jain Fast-Unto-Death is a Bioethical

issue," Patheos 2015. Retrieved on 1 May 2019.
https://www.patheos.com/blogs/religionnow/2015/08/outlawing-the-jain-fast-unto-death-is-a-
bioethical-issue/
Lectures, tutorials, presentations by students. As per the university mandate
Assessment Methods
As per the university mandate
Keywords
Informed Consent, Medically Assisted Suicide, Confidentiality, Right to Die, Cloning
Symbolic Logic
(GE (6))
65
This course is designed for students who are comfortable with elementary mathematical and
algebraic techniques. It will look at both truth functional logic and methods of deductive
proof, quantification and predicate logic as well as the logic of relations
This course helps in learning the various principles and methods of basic as well as higher
logic. Through the development of its special symbols, this course (advanced logic) helps as
an instrument for analysis and deduction. It helps in examining more complex arguments for
deriving clear rational conclusions.This paper helps in good score that provides better rank in
form of results. This is an appropriate paper for applying the logical/mathematical skill and to
make use of artificial intelligence effectively.
Unit 1
Unit 1: Basic Logical Concepts

1. Truth and validity
2. Deductive and Inductive Inference
3. Relevance of symbolic logic
Recommended readings:-
1. Copi, Irving Marmer. Symbolic Logic: 5th Ed. New York: Macmillan, 1979. Ch1.
2. Copi, Irving M. Introduction to logic. 6th Ed. New York London: Macmillan Collier
Macmillan, 1982. Ch1.
Unit 2
Unit 2: Logical connectives

1.Uses of symbols
2.Symbolization
3.Propositional calculus: Truth tables
Recommended Readings:-
Copi, Irving Marmer. Symbolic Logic: 5th Ed. New York: Macmillan, 1979.Ch2.
Unit 3
Unit 3: The Method of Deduction

1.Formal proof of validity (Rules of inference and replacement)
2.Various techniques for proving validity/invalidity
66
3.Proofs of tautologies
4.Rules of conditional proof and strengthened rule of conditional proof
5.Indirect proof
6.Proving invalidity: Reductio ad absurdum method
Copi, Irving Marmer. Symbolic Logic: 5th Ed. New York: Macmillan, 1979. Ch3.
Unit 4
Unit 4: Quantification Theory

1.Symbolization of singular, general and multiply-general propositions
2.Proving validity
3.Proving invalidity
Copi, Irving Marmer. Symbolic Logic: 5th Ed. New York: Macmillan, 1979.Ch4.
Unit 5
Unit 5: The Logic of Relations

1.Symbolization (Relation and identity)
2.Some attributes of relations, identity and the definite description
3.Predicate variables and attributes of attributes
Copi, Irving Marmer. Symbolic Logic: 5th Ed. New York: Macmillan, 1979. Ch5.
References
1. Copi, Irving M. Introduction to logic. 6th Ed. New York London: Macmillan Collier
Macmillan, 1982.
2. Copi, Irving Marmer. Symbolic Logic: 5th Ed. New York: Macmillan, 1979.
Hurley, Patrick J. A concise introduction to logic. Boston, MA: Wadsworth Cengage
Learning, 2012.
67
Lectures & Tutorials as per university guidelines is applicable
Assessment Methods
75% for Examination and 25% for internal assessment as per University guide lines should
be applicable
Keywords
Statements: simple & compound,Formal proof of validity, Tautology, Conditional proof,

Quantification theory, Logic of relation .
Semester V
Analytic Philosophy
(CC (11))
The objective of the course in Analytic Philosophy for Honours students is to make them
conversant with an important school of Western Philosophy in the 20th century that led to a
revolutionary re-conceptualization of the subject matter and methodology of philosophy in
terms of linguistic analysis, logic and mathematics. The Analytic tradition originated in the
work of Gottlob Frege in Germany, Bertrand Russell and G. E. Moore in Britain and then
again with the work of German Philosopher Ludwig Wittgenstein. Analytic philosophy is
generally seen as the dominant philosophical tradition in the English-speaking world even
today.
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The course in Analytic Philosophy for Hons., (C11), is designed keeping in view the
following learning outcomes:
a) Introducing students to the primary thinkers of one of the most important and influential
school of thought in Western Philosophy.
b) Acquainting students with the complex set of interconnected sub-traditions that
Analytic Philosophy ramified into and which became equally influential in the twentieth
century.
c) Inculcating young minds with the basic training associated with the tradition, such that it
is prepared to engage in critical and reflective thinking.
d) Enabling students to reduce complex issues into simpler components that will facilitate
clearer understanding
Unit 1
UNIT 1: Frege: Philosophy of Language
1) “The Thought: A Logical Inquiry” – Gottlob Frege, Mind – Vol. 65, No. 259 (Jul. 1956),
Oxford University Press, pages 289-311
Unit 2
UNIT II: Bertrand Russell: Epistemology
Knowledge by Acquaintance & Knowledge by Description

(Chapter 5 of Bertrand Russell, The Problems of Philosophy - OUP, Indian reprint, 1984)
Unit 3
UNIT III: Russell & Wittgenstein: Language & Reality
1) “The Philosophy of Logical Atomism” – Bertrand Russell, (Lecture 1), Routledge

Classics, 2010, pp 1-15
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2) “Tractatus Logico Philosophicus” – Ludwig Wittgenstein, (Propositions 2 & 3 of the text
- Picture Theory of Meaning,) translated by Frank P. Ramsey and Charles K. Ogden, Kegan
Paul, 1922
Unit 4
UNIT IV: A. J. Ayer: Logical Analysis
1) Elimination of Metaphysics – A. J. Ayer, Language Truth & Logic, Penguin, 1936,
Chapter 1
References
Russell, Bertrand. The Problems of Philosophy: Bertrand Russell, ..London: Oxford

University Press, 1959. ( Chapters 1-5 )
Ayer, A. J. Language, Truth and Logic. London: Victor Gollancz, 1938. ( Chapter 1 )
Wittgenstein, Ludwig. Tractatus Logico-philosophicus. Atlantic Highlands, NJ: Humanities

Press International, 1992. ( Proposition 2 & 3)

Wittgenstein, Ludwig. Philosophical Investigations: Philosophische Untersuchungen.
Oxford: Blackwell, 1968. (Selected Sections -1, 11,12,23,43,65,66,67,69,83,84 & 91)
Martinich, Aloysius. Analytic Philosophy: An Anthology. 2nd ed. Malden, MA: Blackwell,

2011.
Glock, Hans-Johann. What Is Analytic Philosophy?Cambridge, UK: Cambridge University

Press, 2008.
Schwartz, Steve. A Brief History of Analytic Philosophy: From Russell to Rawls. Chichester:
Wiley-Blackwell, 2012.
Urmson, James O. Philosophical Analysis: Its Development Between the Two World Wars.
New York: Oxford University Press, 1978.
Lectures & Tutorials
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Assessment Methods
According to University rules
Class work and Home Assignments – 25% of Total Marks
· Oral tests
· Quizzes (MCQs)
· Presentations (seminar)
· Short & long essay type term papers – at least one per topic
End-Sem Exams – 75% of Total Marks
Keywords
philosophical analysis, positivism, facts, propositions, picture, meaning, language,

knowledge, logical atomism, metaphysics
Continental Philosophy
(CC (12))
Course Objectives:
The main objective of this course is to make students familiar with the leading figures of 19th
and 20th century Continental philosophy.
Continental Philosophy refers to a set of traditions of 19th and 20th Century philosophy

in mainland Europe. Their philosophy is opposed to Analytic philosophy.Continental
philosophy emerged as a response to several historical events and forces that called into
question the prevailing philosophical, political, religious, and moral orders. Thus, we see a
kind of collective disillusionment emerge after 2nd world war.
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Continental philosophers generally reject scientism, the view that the natural sciences are the
only or most accurate way of understanding phenomena. This contrasts with analytic
philosophers. This philosophy develops a critical and skeptical attitude toward Enlightenment
rationality, religion and science. Existentialism which comes under Continental philosophy
might be seen as an attempt to give an account of what is distinctively human but not along
lines centered on our ability to think and be rational. It typically holds that man as a
conscious being can change the conditions of possible experience, and tend to see their
philosophical inquiries which is closely related to personal, moral, or political transformation.
Existential themes are those aspects of human existence that present a distinctive challenge to
us that goes beyond immediate material needs. The central authors read include Alexander
Kojeve's reading of Hegel, Kierkegaard, Heidegger, Sartre, MerleauPonty, Paul-Michel
Foucault and Husserl.
The objective is to gain an overview of Continental European Philosophy since Hegel, with
special emphasis on Existentialism and Phenomenology.
• Make students gain familiarity with, and clear understanding of, the major thinkers of
Continental tradition and their philosophy.
• Improved critical reading of the texts, their rational and logical understanding, and writing
abilities.
• Students will learn to develop scientific, logical and rational inquiry for understanding the
thinkers and their philosophy. Students will able to do a comparative analysis of all thinkers
which will further enhance their debating skills. Students will develop the ability to think
critically and to read and analyze scientific literature.
• This will help the students to develop openness to new ideas.
• Create awareness among the students of the complexity of issues and willingness to
examine issues from many different perspectives.
• Students will reflect on and critically evaluate new and unfamiliar concepts.
• Exposure to various texts of Continental Philosophy
• Students will develop strong oral and written communication skills through the effective
presentation of Projects, Quiz as well as through Seminars.
• Finally it will give a holistic development of their personality
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Unit 1
UNIT I: Understanding Dialectics: Interpretations of Hegel and Kierkegaard
1. Hegel. Alexandre Kojeve. 1980. Introduction to the Reading of Hegel: Lectures on The

Phenomenology of the Spirit, pp. 3-30. Ithaca & London: Cornell University Press.
2. Soren Kierkegaard. 2003. Essay 6: "Against the Crowd", pp. 23-24; Essay 7: "Suspending
the Ethical", pp.25-29;& Essay 79: "Inwardness and Subjectivity", pp.320-323.
"Provocations: Spiritual Writings of Kierkegaard", Compiled and Edited by
Charles.E.Moore,The Bruderhof Foundation. Inc. Farmington, USA.
Unit 2
UNIT II: Transcendental and Existential Phenomenology: Perspectives of Husserl and

Heidegger
3. Edmund Husserl. 2003."Phenomenological Method and Intentionality of Consciousness."

In Husserl's Phenomenology, pp.13-21 & pp. 39-43.Ed. Dan Zahavi. California: Stanford
University Press.
4. Nellickappilly, Sreekumar. 2005. "Martin Heidegger: The Ontology of Dasein in the

concept of Truth". In Aspects of Western Philosophy, Chapter 35, NPTEL IITM, IIT Madras.
Unit 3
UNIT III : Embodiment : Sartre and Merleau-Ponty
5. Jean-Paul Sartre, 1984. “The Concept of Look” in Being and Nothingness, pp.252-270.

Trans. Hazel E. Barnes. New York: Washington Square Press.
6.Maurice Mearleau-Ponty, 1991."The Battle over Existentialism". In Sense and Non-

Sense.Part II, Chapter 6, pp.71-83. Evanston: Northwestern University Press.
Unit 4
UNIT IV : Docile Body, Essence of Technology: Perspectives of Foucault and Heidegger
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7. . Martin Heidegger.1977. The Question Concerning Technology and Other Essays, Part
I-" The Question Concerning Technology", pp. 3-35. Translated and with an Introduction by
William Levitt. New York & London: Garland Publishing, INC.
8. Michel Foucault.1984. The Foucault Reader. Part II-Docile Bodies, pp.179-187. edited by
Paul, Rabinow. New York : Pantheon Books.
References
• Atkins, Kim (ed.). 2005. Self and Subjectivity. Malden: Blackwell Publishers.
• Joseph.S. 1985. A Commentary on Jean-Paul Sartre's Being and Nothingness. Chicago &
London: The University of Chicago Press,
• David R.2010. Understanding Phenomenology.UK: Ashford Colour Press Ltd.
• Simon. 2001. Continental Philosophy: A Very Short Introduction. New York: Oxford

University Press.
• Simon. 2006.The Idea of Continental Philosophy. Edinburgh: Edinburgh University Press
Suggested Readings
• Johannes, Climacus. 2019. “Concluding Unscientific Postscript to Philosophical

Fragments” Accessed.
https://en.wikipedia.org/wiki/Concluding_Unscientific_Postscript_to_Philosophical_Fragmen
ts
•Kearney, Richard, and Mara Rainwater. 1996. eds. The Continental Philosophy Reader.
London: Routledge.
•McNeill, William, and Karen Feldman. 1997. eds. Continental Philosophy: An Anthology.
Oxford: Blackwell.
• Sokolowski, 1999. Robert, Introduction to Phenomenology. Cambridge.
• Solomon, C. Robert.2001. From Rationalism to Existentialism. Rowman & Littlefield

Publishers.
•Solomon, Robert. 1988. Continental Philosophy Since 1750: The Rise and Fall of the Self.
Oxford and New York: Oxford University Press.
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•West, David. 1996. An Introduction to Continental Philosophy. Cambridge, U.K.: Polity.
Teaching-Learning Process
Teaching-learning is a continuous process which is surrounded by student’s attitude to learn

share the knowledge, academic curiosity, reading & practicing, creativity, thinking ability
and extending your knowledge levels. This course demands interaction among the students
and their ability to think independently
The B.A. (Honours) Continental Philosophy aims to make the student proficient in
understanding their Philosophy, Culture and Society through the transfer of knowledge in the
classroom as well as in life. In the classroom this will be done through blackboard and chalk
lectures, charts, PowerPoint presentations, and the use of audio-visual resources that are
available on the internet such as virtual lab. An interactive mode of teaching will be used.
The student will be encouraged to participate in discussions, group discussions and deliver
seminars on some topics. A problem-solving approach will be adopted wherever suitable.
Assessment Methods
Assessment methods:
The student will be assessed over the duration of the programme by many different methods.
These include short objectives-type quizzes, assignments, written and oral examinations,
group discussions and presentations, problem-solving exercises, seminars, preparation of
reports. The wide range of assessment tasks aim to break the monotony of having a single
assessment method. Students will strictly follow the course policies.
Students should strictly follow the course policies.
Grade will be determined on the basis of graded assignments as specified below: Evaluation:
i. Four Assignments/ Projects: 10% each
ii. Three in-class quizzes/oral tests: 5% each
iii. Paper Presentations: 5%
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iii. Final exam: 10%
iv. Attendance and participation 5%
Keywords
Keywords
Absolute Idealism, rationality, Objectivism, Subjectivism, consciousness, freedom, Bad-faith,

Phenomenology, Essence, existence, modernism, being-for-itself, being-in-itself, Others,
Freedom, Master, Slave, Dialectical Method, Animal Desire, Human Desire, technology,
revealing, Enframing, Intentionality, Dasein, Existence, Essence etc.
Philosophy of Mind
(DSE (1))
Discipline Specific Elective - (DSE) Credit:6
The philosophy of mind is one of the most exciting areas within philosophy. This course is an
introduction to the Philosophy of Mind. The objectives are: 1. To introduce students to some
of the central problems and concepts in Philosophy of mind. 2. To develop student's abilities
to understand and examine in detail the key arguments in Philosophy of Mind. 3. To provide
the students a firm basis for the development of their philosophical knowledge and
understanding to analyse and evaluate the key theories about the nature of mind and its
relation to the world.
After completing the course, the students will have

1. An overview of the most important directions within the philosophy of mind in the 20th
century.
2. An insight into issues that connect philosophy of mind to modern cognitive science
3. An understanding to appreciate that how human thinking involves context constituted by
the body.
4. An understanding that thinking extends beyond the brain and is embedded in the body’s
habitual encounters with the world.
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5. A cognizance how concepts involve the role of sensory, motor, affective experiences and
are thus embodied.
Unit 1
UNIT I The Mind/Body Problem
Essential Readings:
1. Descartes, R. “Meditations II and VI”. In Philosophy of Mind: Classical and

Contemporary Readings, edited by David Chalmers, 10-21. Oxford: Oxford University Press,
2002.
2. Ryle, G. “Descartes’ Myth,” In Philosophy of Mind: Classical and Contemporary

Readings, edited by David Chalmers. 32-38. Oxford: Oxford University Press, 2002.
Chalmers, David. “Naturalistic Dualism”. In The Blackwell Companion to Consciousness,

edited by Susan Schneider and Max Velmans, 263-273. Oxford: Wiley Blackwell, 2017.
Unit 3
UNIT III Emergence and Embodiment
1. Hampel, Carl and Paul Oppenheim.“On the Idea of Emergence”. In Emergence:
Contemporary Readings in Philosophy and Science, edited by Mark A. Bedau and Paul
Humphreys, 61-68. Cambridge, The MIT Press, 2008.
2. Bahler, Brock. “Merleau-Ponty on Embodied Cognition: A Phenomenological

Interpretation of Spinal Cord Epidural Stimulation and Paralysis”. Essays in Philosophy, Vol
17(2), 2016.
References
Chalmers, David, J.,ed., Philosophy of Mind: Classical and Contemporary Readings.

Oxford: Oxford University Press. 2002.
77
Heil, John. Philosophy of Mind: A Contemporary Introduction (3rd edition). London:
Routledge, 2013
Churchland, Patricia. Matter and Consciousness: A Contemporary Introduction to the

Philosophy of Mind. Cambridge (MA): MIT Press, 1988.
Crane, Tim. The Mechanical Mind: A Philosophical Introduction to Minds, Machines and

Mental Representation,(2nd edition), New York Routledge, 2003.
Kim, Jaegwon. Philosophy of Mind, (3rd edition). Oxford: Westview Press, 2010.
Assessment Methods
Assignments, Presentations, Examination.
Keywords
Mind, body, dualism, behaviorism, functionalism, artificial intelligence, consciousness,

cognition.
Philosophy of Science
(DSE (2))
Introducing students to central philosophical concepts concerning reflection upon scientific

methodology, authenticity of scientific theories and the progress in science. Fostering them to
develop in them the analytical skills for understanding in a non-dogmatic framework. The
course does not require a prior knowledge of science.
78

Students are equipped with an articulated basis for the philosophical analysis of scientific
methodology. They no more remain under the impact of scientific dogmas. Their ability to
express their arguments with clarity and precision is enhanced with the study of Popper,
Kuhn, Lakatos, Feyerabend, sequence of theories regarding scientific methodology and
rationality of science, students have understanding of latest changing trends in philosophy of
science.
Unit 1
UNIT I: Fundamentals of Philosophy of Science
 Feynman, R.P.: "The Feynman Lectures on Physics" Vol 1, pp-27-30, 52-56, Pearson
Education, 2012
 Hume: The Traditional Problem of Induction
Education, 2012
 Hume: An Enquiry Concerning Human Understanding, section IV (parts I-II), also in
Epistemology: Contemporary Readings ed. By Michael Huemer, Routledge, London,
2002, pp 298-306
Further Readings:
 Hanson, N. R,(1972)A Guide to Philosophy of Science, London. George Allen

&Unwin,
 Ladyman, James,( 2002) Understanding Philosophy of Science, London Routledge
 Smith, Peter G.( 2003.), Theory and Reality, The University of Chicago Press,
Chicago,
 Swinburne, R, (ed.)(1974)The Justification of Induction, Oxford ,Oxford University
Press
Education, 2012
2002, pp 298-306
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Unit 2
UNIT II: Observation and Explanation
 Theory Ladenness of Observation

 On Explanation
 Hanson, N. R., Patterns of Discovery, Cambridge University Press, Cambridge, 1958,

pp. 4-30.
 Cartwright, Nancy. "The Truth Can't Explain Much". American Philosophical
Quarterly 17 (1980): 159-163.
Further Readings:
 Dilworth, C.(1981), Scientific Progress, London: D. Reidel.

 Hanson, N. R(1958). Patterns of Discovery, Cambridge. Cambridge University press,
27.
&Unwin.
 Ladyman, James,( 2002) Understanding Philosophy of Science, London Routledge.
Chicago.
Quarterly 17 (1980): 159-163.
Unit 3
Unit III: The Methodology of Science-I
 Popper: The Problem of Demarcation

 Popper: Falsificationism
 Lakatos: Scientific Research Programmes
 Popper, K., Conjectures and Refutations, 2nd ed., Routledge,1963, pp.33-46.

 Popper, K., The Logic of Scientific Discovery, Routledge, 1959, pp. 10-20, 57-54.
 Lakatos,I., "The Methodology of Scientific Research Programmes", Philosophical
Papers, vol. 1, John Worrell and Gregory Curie, Cambridge University Press, U K,
1978, pp.47-67.
Further Readings:
 Dilworth, C.(1981), Scientific Progress, London: D. Reidel.
80
&Unwin.
 Nola, R. and Sankey, H. (eds.)(2000), After Popper, Kuhn and Feyerabend London
Kluwer Academic Publishers.
Chicago.
 Swinburne, R, (ed.)(1974)The Justification of Induction, Oxford ,Oxford University
Press.
 Popper, K., Conjectures and Refutations, 2nd ed., Routledge,1963, pp.33-46.
 Popper, K., The Logic of Scientific Discovery, Routledge, 1959, pp. 10-20, 57-54.
 Lakatos,I., "The Methodology of Scientific Research Programme" in Philosophical
1978, pp.47-67.
Unit 4
UNIT IV: The Methodology of Science-II
 Kuhn: Paradigm and Paradigm Change

 Feyerabend: Epistemological Anarchism
 Kuhn, T., The Structure of Scientific Revolutions, International Encyclopedia of

Unified Sciences, vol.II, Chicago University Press, U. S. A., 1962, chapters 1-2, 11-
12.
 Feyerabend, P., "How to Defend Society Against Science" in Introduction to
Philosophy, J. Perry and M. Bradman (ed.), 3rd edition, Oxford University Press,
1999, pp. 277-283.
 Dilworth, C.(1981), Scientific Progress, London: D. Reidel
&Unwin,
Nola, R. and Sankey, H. (eds.)(2000), After Popper, Kuhn and Feyerabend London
Kluwer Academic Publishers
Chicago,
Unified Sciences, vol.II, University Chicago Press, U. S. A., 1962, chapters 1-2, 11-
12.
1999, pp. 277-283.
81
References
UNIT I
 Feynman, R. P., The Feynman Lectures in Physics (California: Pearson Education,

2012) vol.-1 27-30, 52-56.
 Hume, D.: An Inquiry Concerning Human Understanding, section IV, (parts I-II),
Also in Epistemology: Contemporary Readings, ed. by MIchael Huemer,
(London:Routledge, 2002) 298-306.
UNIT II
 Hanson, N. R., Patterns of Discovery (Cambridge: Cambridge University Press,

1958) 4-30.
Quarterly 17 (1980): 159-163.
UNIT III
 Popper, K., Conjectures and Refutations, 2nd ed., (London: Routledge,1963) 33-46.

 Popper, K., The Logic of Scientific Discovery, (London: Routledge, 1959) 10-20, 57-
54.
(1978).47-67.
UNIT IV

12.
1999, 277-283.
Further Readings
 Dilworth, C., Scientific Progress, London: D. Reidel, 1981

 Hanson, N. R. Patterns of Discovery, Cambridge: Cambridge University press.1958.
 Hanson, N. R, A Guide to Philosophy of Science, London: George Allen
&Unwin.1972.
 Ladyman, James, Understanding Philosophy of Science, London Routledge. 2002.
82
 Nola, R. and Sankey, H. (eds.), After Popper, Kuhn and Feyerabend London Kluwer
Academic Publishers. 2002.
 Smith, Peter G., Theory and Reality, The University of Chicago Press, Chicago, 2003.
 Swinburne, R, (ed.)The Justification of Induction, Oxford ,Oxford University Press.
1974.
Education, 2012.
2002, 298-306.
 Hanson, N. R., Patterns of Discovery, Cambridge University Press, Cambridge, 1958,
4-30.
Quarterly 17 (1980): 159-163.
 Popper, K., Conjectures and Refutations, 2nd ed., Routledge,1963, .33-46.
 Popper, K., The Logic of Scientific Discovery, Routledge, 1959, 10-20, 57-54.
1978, 47-67.
12.
1999, 277-283.
 Lectures
 PPT Presentations
 Open book tests
 Assignments
 Discussion in Tutorials
Assessment Methods
presentations and home assignments, projects
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Keywords
Kuhn, Popper, Paradigm Shift, The Problem of Induction, Falsificationism, Scientific

Revolution, Anarchist Epistemology
Philosophy of Law
(DSE (3))
The course in Philosophy of Law, seeks to:
a. Familiarize students with the nature and purpose of law by examining questions such as
“What is (the nature of) law?”, “How, if at all, is law connected with morality?” and “What is
justice?”, and to instruct students about possible answers and arguments provided in legal
philosophy and theory.
b. Introduce students to philosophical schools such as Legal Positivism and Natural Law.
c. Help students critically examine the institution of legal punishment that pertains to the
coercive impact of law. Questions such as, “Is it ever right to punish someone?”, “What does
it mean to say someone is innocent until proven guilty?”, “What are the various theories
justifying punishment?”, “Is capital punishment wrong?” will be explored with a view to
enhance student sensitivity and understanding of a legal issue of common and general
interest.
The ideal outcome of this course is to make students understand the concept of law, its place
in our lives, its formal structure, rules and modalities. Students should be able to discuss and
argue on crucial legal questions that impact the life of common citizens with sensitivity,
acumen, precision and insight.
Unit 1
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UNIT I
Law: Concept, Meaning and Definition

1. The Concept of Law; the Nature of Law - The Case of the Speluncean Explorers – Lon
Fuller
2. Traditional Natural Law Theory - Thomas Aquinas
3. Legal Positivism: John Austin- -Law as Command
4. H. L. A. Hart - Law as a System of Rules; Primary and Secondary Rules; Criticism of
Austin
5.Ronald Dworkin - Law as Integrity
The Case of the Speluncean Explorers - Lon Fuller, Harvard Law Review Vol. 62, No. 4,
February 1949
(2-5 from Altman, Andrew. Arguing about Law: An Introduction to Legal Philosophy.

Australia: Wadsworth, 2001. )
The Rule of Law and the Importance of Procedure, Jeremy Waldron, Nomos, Vol. 50,
Getting to the Rule of Law (2011), pp. 3-31 Published by: American Society for Political and
Legal Philosophy
Unit 2
UNIT II
Sources of Law
1. Constitutional Law - law laid down in a Constitution - Comparative Constitutional Law,
Gunter Frankenberg, Cambridge University Press, 2012
2. Conventional Law - The Common Law & Civil Law -
3. Statutory Law - Law made through Govt. Legislation
( For 2 & 3 - The Identity of Legal Systems , Joseph Raz, California Law Review, Vol. 59,
No. 3, A Tribute to Hans Kelsen (May, 1971),California Law Review, Inc. publishers; pp.
795-815 )
Unit 3
UNIT III
Law and Morality

1. What is Legal Obligation?
2. Voluntarist theories to Obey the Law: Consent, Fair play
3. Non-voluntarist theories to Obey the Law: Necessity; Instrumental justification
4. Do We have a Moral Obligation to Obey the Law?
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The Obligation to Obey the Law, J. L. Mackie, Virginia Law Review, Vol. 67, No. 1, The
Symposium in Honor of A. D. Woozley: Law and Obedience (Feb., 1981), pp. 143-158
Law and Morality: Readings in Legal Philosophy, 3rd edn, David Dyzenhaus, Sophia
Reibetanz Moreau & Arthur Ripstein, (eds), University of Toronto Press, 2007
Unit 4
UNIT IV
Criminal Responsibility, Desert & Punishment

1. Definitions: Crime, Punishment, Responsibility, Mens Rea
2. Theories of Punishment
3. Capital Punishment Legal Perspective
(The Oxford Handbook of Philosophy of Criminal Law, John Deigh and David Dolinko
(eds),2011) - Chapters 8, 9, 14, 15 & 17)
References
Altman, Andrew. Arguing about Law: An Introduction to Legal Philosophy. Australia:

Wadsworth, 2001. (Chapter 2)
Mackie, J. L. "Obligations to Obey the Law." Virginia Law Review 67, no. 1 (1981): 143-58.
doi:10.2307/1072837.
Paranjape, N. V. Criminology and Penology. 12th ed. Allahabad: Central Law Publications,
2005. (Chapter 1- The Concept of Crime)
An Analysis of Hart's Theory of Primary and Secondary Rules, MIT Open Course Ware
The Oxford Handbook of Philosophy of Criminal Law, edited by John Deigh and David
Dolinko, 2011
Golding, Martin Philip., and William A. Edmundson. The Blackwell Guide to the Philosophy
of Law and Legal Theory. Oxford: Blackwell, 2005.
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Coleman, Jules L., and Scott J. Shapiro. The Oxford Handbook of Jurisprudence and
Philosophy of Law. Oxford: Oxford University Press, 2002.
Marmor, Andrei. Philosophy of Law. Princeton Univ Press, 2011.
Masterman, Roger, and Robert Schütze. The Cambridge Companion to Comparative

Constitutional Law. Cambridge, United Kingdom: Cambridge University Press, 2019.
Frankenberg, Günter. “Comparative Constitutional Law.” Chapter. In The Cambridge

Companion to Comparative Law, edited by Mauro Bussani and Ugo Mattei, 171–90.
Cambridge Companions to Law. Cambridge: Cambridge University Press, 2012.
doi:10.1017/CBO9781139017206.011.
Lectures, Tutorials and preceptorials
Assessment Methods
As per University guidelines:
Assessment will include: a) class assignments, quizzes, and group discussions;
b) Term Papers both long and short to be submitted as home assignments;
c) MCQ/Short answer type assignments both as class work and home work
Keywords
Law, legal obligation, natural law, positivism, crime, punishment, Constitutionalism, legal
rules
Indian Materialism
(DSE(4))
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The objective is to familiarise the student with the nature, significance and import of
materialism as a strong philosophical motif present in the Indian philosophical traditiions and
to critically evaluate its theoretical framework in the activity of philosophizing in the
cpntemporary human predicament.
The student after having done this course is expected to have a fair understanding of the
theoretcical construct as well as the argumentative force of materialism as a philosophical
theory and its significance in reading the Indian intellectual traditions today.
Unit 1
1. Anceint Indian Materialism and Its sources: Pre-Carvaka ( Sanjaya, Ajita Kesakambili,
Makkala Gosala, Raikwa, Satyakama Jabali, Purana Kashyapa), Early Samkhya and
Vaisesika Atomism. Mlechhas/Asuras/Dasyas
Unit 2
2. Characteristic Features of Carvaka/Lokayata: Metaphysics, Epistemology and Ethics.
The Materialistic View: Rational, Realistic, Naturalistic, Scientific, Humanistic, Anti-

dogmatic and Anti- ritualistic; Refutation of Idealism, Spiritualism and Religion
Unit 3
3. Indian Materialism and Its Influence in Contemporary Social Movements -

Marxist/Atheist/Rationalist/Self-Respect/ Popular Science/ Anti Caste-Movements
Unit 4
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4. Contemporary Thinkers of Indian Materialsim: M.N.Roy, Rahul Sankrityayan, Periyar,
Debiprasad Chattopadhyaya, D D Kosambi, Gora, A T Kovoor (Rationalist Movement),
Narendra Dabhilkar ( Andha Shraddha Nirmoolan Samiti)
References
1. Franco, Eli (2011), "Lokayata" in Brill's Encyclopedia of Hinduism, Vol. III, ed. Knut A.

Jacobsen. Lieden/Boston: Brill, pp. 629-642.
Parasher-Sen ( 2011), "Foreigner (Mleccha) in Brill's Encyclopedia of Hinduism, Vol. III, ed.

Knut A. Jacobsen. Lieden/Boston: Brill, pp. 76-81.
Bhattacharya, R (2013) "Development of Materialism in India" Esercizi Filosofici 8, pp. 1-

12
2. Bhatta, Jayarasi, Tattvopaplavasimha, Section on 'Refutation of Inference', in A Source

Book in Indian Philosophy, eds. S. Radhakrishnan & Charles A.Moore, 6th Printing,
Princeton, New Hersey: Princeton University OPess, pp. 236-246.
Madhava Acarya, Sarvadarsanasamgraha. Section on 'Carvaka'. trans. E.B. Cowell & A.E.

Gough. London: Kegan Paul, Trubner & Co. Ltd, 1904, pp .2-11.
Chattopadhayaya, Debiprasad (2008). Lokayata - Study in Anceint Materialism. Bombay:

Peoples Publishing House.
3. Tambas-Lyche, Harald (2011), "Caste" in Brill's Encyclopedia of Hinduism, Vol. III, ed.

Knut A. Jacobsen. Lieden/Boston: Brill, pp. 25-38.
4.. Roy, M.N. (1987). Materialism. Delhi: Ajanata Publications.

Chattopadhyaya, D. (1976), What is Living and What is Dead in Indian Philosophy
Chattopadhayay, D. (2008). Lokayata ( selected excertps only)
Dale, M Reipe (1961). Natuaralistic Tradition in IndainThought
Gokhale, P.P. (1993). "Carvaka's Theory of Pramanas: A Restatement" Philosophy East &

West, Vol. 43, No.I, pp. 675-682.

Mills, Ethan ( 2015), 'Jayarasi's Delightful Destruction of Epistemology" Philosophy East &
West, Vol. 65, No.2, pp. 498-541.
89
Quack, Jihannes ( 2012). Disenchanting India - Organised Rationalism and Criticism of
Religion in India. Delhi: Oxford University Press, pp 3-21.
The teaching learning process consists of a close reading of the primary sources as well as the
chosen secondary material so as to crtitically appreciate the presence of materialsim and its
vareigated nuances in the Indian intellectual history.
Assessment Methods
Class room lectures, debates and panel discussions on chosen themes, seminars, periodical
tests and thematic presentations.
Keywords
Materialism/Lokayata/Carvaka; Carvaka Critique of Metaphysics, Epistemology and Ethics;

Mleccha; Critique of Idealism and Religion; Jayarasi's critique of Inference in
Tattvopaplavasimha, Caste, Atheist movements, Social Movements for Equality, Contours of
Indian Materialism.
Bio Ethics
(DSE (5))
Aim:
The course aims at ethical analysis of the topics within the realm of bio-medical sciences and
legal studies.
Learning Outcome:
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It is a career-oriented curriculum which enables students to develop competence in policy
making and participation in ethics committee of various medical and care institutes.
It sensitizes the minds towards the ongoing ethical dilemmas.
The learning outcomes of this course are multidimensional.It forms a strong base in the field
of research of ethics and medicine care. It would also increase the students ability to identify
their role in capacity building . It directly enforces students role in social responsibility
Unit 1
UNIT 1- DEFINING BIOETHICS
1. Introduction
Khuse, H and P. Singer. "What is Bioethics? A Historical Introduction." In A Companion to

Bioethics 2nd ed., Edited by H. Kuhse and P. Singer, 3-11. UK: Wiley Blackwell, 2009.
2. Human Dignity and Human Rights
Barilan, Yechiel M. Human Dignity, Human Rights and Responsibility. Cambridge: MIT
Press, 2014
1) Sumner L.W., and Joseph Boyle, eds. Philosophical Perspectives on Bioethics. University

of Toronto Press, 1996.
2) R.Andorno. "Human Dignity and Human Rights as a common ground for a global
bioethics", Journal of medicine and philosophy. 34 (3): (2009) 223-240.
3) Kuhse, H., and Singer, P, eds. The Cambridge Textbook of Bioethics. Cambridge:

91
Unit 2
UNIT 2- CORE CONCEPTS
1. Concept of Personhood
Tooley, Michael. "Personhood". In A Companion to Bioethics 2nd ed., Edited by H. Kuhse

and P. Singer, 129-139 .UK: Wiley Blackwell, 2009.
2. Consent and Informed Consent
Williams, J. R. "Consent". In Cambridge Textbook of Bioethics, Edited By P. Singer and A.

M. Viens, 11-16. Cambridge: Cambridge University Press, 2008.
Beauchamp, Tom L. "Informed consent: Its Historical Meaning and Present Challenges"
In Bioethics: An Anthology 3rd ed. Edited by Helga Kuhse, Udo Schuklenk and Peter Singer,
635-641. UK: Wiley Blackwell, 2015.
3. Autonomy, Privacy and Confidentiality
Slowther, Anne and Irwin Kleinman. "Confidentiality" In Cambridge Textbook of

Press, 2008.
4. Life and Death: Sanctity of Life, Right to Life, Right to Die
1) Kuhse, H., and P. Singer, eds. The Cambridge Textbook of Bioethics. Cambridge:

Press. 2007.
Unit 3
UNIT 3- ETHICAL DILEMMAS
1) Medical experimentation and research( humans and animals)
92
Bernard. E. Rolling. "The Moral status of Animals and their use as Experimental Subjects."
In A Companion to Bioethics 2nd Ed. Edited By Helga Kuhse and Peter Singer, 495-
509 . UK: Wiley Blackwell, 2009.
Florencia Luna and Ruth Macklin. "Research Involving Human Beings." In A Companion to
Bioethics 2nd Ed. Edited By Helga Kuhse and Peter Singer, 457-468 . UK: Wiley
Blackwell, 2009.
2) Ethical issues in organ donation after medical assisted death
Janet Radcliffe Richards. "A world of Transferable Parts" In A Companion to Bioethics 2nd
Ed. Edited By Helga Kuhse and Peter Singer, 375-389 . UK: Wiley Blackwell, 2009.
3) Cloning
Tooley, Michael. "The Moral Status of the Coning of Humans." In Bioethics: An

Anthology 3rd ed. Edited by Helga Kuhse, Udo Schuklenk and Peter Singer, 156-171. UK:
Wiley Blackwell, 2015.
Pence, Gregory."Cloning." In A Companion to Bioethics 2nd Ed. Edited By Helga Kuhse and
Peter Singer, 193-203 . UK: Wiley Blackwell, 2009.
4) Eugenics
Darr, Judith. "The Reproductive Revolution. In The New Eugenics: Selective Breeding in an
Era of Reproductive Technologies. 1-27. USA: Yale University Press, 2017.
1) John D. Arras, Elizabeth Fenton, and Rebecca Kukla, eds. The Routledge Companion to
Bioethics. New York and Oxon: Routeledge, 2015.
2) Udo Schuklenk, Helga Kuhse and Peter Singer, eds. Bioethics: An Anthology, 3rd edition.
UK: Wiley Blackwell, 2016.
Unit 4
UNIT 4- HEALTH AND SOCIAL RESPONSIBILITY
1. Concept of mental well being
93
Kennett, Jeannett . "Mental Disorder, Moral Agency and the Self." In The Oxford Handbook
of Bioethics. Edited by Bonnie Steinbock, 90-113. New York: Oxford University Press. 2007.
2. Assisted reproduction and social dilemmas
Mykitiuk, Roxanne and Jeff Nisker. "Assisted Reproduction" In Cambridge Textbook of

Press, 2008.
3. Healthcare for the underprivileged and the elderly
Dennis Mckerlie. "Justics and the Elderly." In The Oxford Handbook of Bioethics. Edited by
Bonnie Steinbock, 190-208. New York: Oxford University Press. 2007.

Press. 2007.
Publishing Ltd., 2009
References
Publishing Ltd., 2009.
2) Jecker, Nancy S., Albert R. Johnson, and Robert A. Pearlman, eds. Bioethics : An

Introduction to the history, method and practice. New Delhi: Jones and Barlett, 2010.
3) Arthur L.Caplan and Robert Arp, eds. Contemporary debates in Bioethics. UK: Biackwell

Publishing Ltd, 2014.
1) Chapple, Christopher Key. "Eternal Life, Death, and dying in Jainism." In Religion,
Death, and Dying: Perspectives on Dying and Death, vol 1. Edited by Lucy Bregman. Santa
Barbera: Praeger, 2009.
2) Crawford, S. Cromwell. Hindu Bioethics for the Twenty-first Century. New York: SUNY,

2003.
3) Keown, Damein. Buddhism and Bioethics. U.K.: Palgrave Macmillan, 2001.
94
4) Donaldson, Brianne. "Outlawing the Jain Fast-Unto-Death is a Bioethical
issue," Patheos 2015. Retrieved on 1 May 2019.
https://www.patheos.com/blogs/religionnow/2015/08/outlawing-the-jain-fast-unto-death-is-a-
bioethical-issue/
Lectures, tutorials, presentations by students. As per the university mandate
Assessment Methods
As per the university mandate
Keywords
Informed consent, Medically Assisted suicide, Confidentiality, Right to Die, Cloning,

Eugenics, Mental Well-Being, Assisted Reproduction
Semester VI
Philosophy of Religion: Indian and Western

(CC (13))
To familiarise the students with basic concepts of religion and its philosophical significance.
To develop a wider vision for contemporary issues in religion.
95

The students will acquire a general understanding of religious issues .
They will learn to think critically about religious issues.
Unit 1
Unit-1- Nature of Religion and Arguments for the Existence of God
1)Study of Religion and its relation to Philosophy of Religion
2.a) Proofs for the existence of God: Ontological Argument (with reference to St. Anselm,
Gaunilon's Criticism, Descartes version, Kant's and Bertrand Russell's critique)
b) Cosmological Argument (Thomas Aquinas' version, J.L.Mackie's critique of cosmological

argument).
c)Teleological Argument ( William Paley: Classic version, David Hume's critique)
3. Overview of Religious language in the article : Religious language.
Recommended Readings-
Baruch A Brody ed, Reading in Philosophy of Religion, , Part-1, 1.17, , New Jersey PHI
Publication, 1974, pp 168-186
Meister Chad, (ed.),Philosophy of Religion Reader, New York, Routledge, 2008
Unit 2
Unit-2- Challenges to Religion
96
1)Religious Diversity and responses to it. (Inclusivism, Exclusivism and pluralism)
2. Science and Religion: by Daniel C. Demmett
3. Evidentialism- 'Ethics of Belief' by William Clifford
Quinn Philip L, and Talliaferro Charles, A companion To Philosophy Of Religion, Blackwell

Publishers , 1997
Unit 3
Unit-3 - Religious Implications of Bhakti and Dharma
1)The Concept of Bhakti: Naradbhaktisutra by Subrahmanya Sarma
Sarma, Subrahmanya, ed., Narada's Aphorisms On Bhakti, The Adhyatmaprakasha press,

Bangalore, India, 1938
2. The Concept of Dharma (Pūrva-mīmāṃsā)
Olivelle, Patrick, Dharma: Studies in it's Semantic, Cultural and Religious History, MLBD ,
2009
Unit 4
Unit-4- Understanding the Concept of Isvara and Brahman and God
1)The concept of Brahman(Absolute) and Isvara(God) according to Samkara and Ramanuja
2)Debate between Russell and Copleston on the existence of God.
Dasgupta, S.N.,History of Indian Philosophy. Vol.1, OUP, 1922-1955
Russell, Bertrand , Why am I not a Christian, Routledge , Indian edition, 2004
97
References
Baruch A Brody ed. ,Reading in Philosophy of Religion, , Part-1, 1.17, , New Jersey PHI
Publication, 1974, pp 168-186
Hinnells, J.R.The Routledge Companion to the Study of Religion ,Oxon. Routledge 2005
Quinn Philip L, and Talliaferro Charles, A Companion To Philosophy Of Religion,

Blackwell Publishers , 1997
Olivelle, Patrick, Dharma: Studies in its Semantic and Cultural and Religious History,
MLBD,2009
Dasgupta, S.N.,History of Indian Philosophy. Vol.1, OUP, 1922-1955
Russell, Bertrand , Why am I not a Christian, Routledge , Indian edition, 2004
Sarma, Subrahmanya, ed., Narada's Aphorisms On Bhakti, The Adhyatmaprakasha press,

Bangalore, India, 1938
Lectures
Debates and Discussion
Power Point Presentation
Field trips
Assessment Methods
Internal assessments
Projects
University Examination
98
Keywords
God, Religion, Belief, Self, Religious Language, Bhakti, Dharma, Absolute, Pluralism
Philosophy of Language: Indian and Western

(CC (14))
Course Objective
This course enables students to develop the ability to read and interpret philosophical texts. In
the section of Western text, the classical debate between Frege/ Russell/ Strawson, makes
students have a meaningful intellectual encounter with the articles by these philosophers of
language. The article by Donnellan helps further to understand these philosophers more
intensely. The Indian text section exposes students to the problems of understanding
language, meaning, reference and other related concepts in Indian philosophy. Getting a
comparative understanding of Indian and Western perspectives of these philosophical issues
is one of the objectives of this course.
Students are equipped with an enhanced ability to explain key distinctions in theories of
Frege, Russell and Strawson. Grasping the philosophical position of Nyaya school of
philosophy and understanding the theory of meaning of words and sentences in Nyaya
Siddhanta Muktavali. Students are able to know, towards the end of the course, what they
learnt and communicate to others their understanding of the fundamental issues in philosophy
of language.
Unit 1
UNIT I: Theories of Meaning
 Gottlob, Frege: On Sense and Reference

 Bertrand Russell: On Denoting
99
Essential Readings:
 Frege, G., "On Sense and Reference", tr. by M. Black in Translations from
the Philosophical Writings of Gottlob Frege, P. Geech and M. Black (eds. and
Trans.), Oxford, Blackwell, 3rd edition, 1980, pp. 1-11.
 Russell, B., "On Denoting", Mind, 1905, pp. 479-493.
Further Readings:
 Lycan, William. (2008). Philosophy of Language: A Contemporary

Introduction, New York: Routledge.
 Jerrold, Katz. J. (1971) The Philosophical Relevance of Linguistic theory in The
Philosophy of Language, (ed.) Searle, Oxford University Press.
 Russell, Bertrand, (1918) The Philosophy of Logical Atomism, in R C Marsh, Logic
and Knowledge, New York: Routledge.
 Morris, Michael. (2007). An Introduction to the Philosophy of Language, Cambridge
University Press, Cambridge.
Unit 2
UNIT II: Critique of the Theory of Meaning
 Strawson, P. F. "On Referring".

 Donnellan, K. "Reference and Definite Description".
 Strawson, P. F., "On Referring", Mind, 1950, pp. 320-344.

 Donnellan, K., "References and Definite Descriptions" , The Philosophical
Review, vol.-75, 1966, pp. 281-304.
Further Readings:
 Lycan, William. (2008). Philosophy of Language: A Contemporary

Introduction, New York: Routledge.
100
 Donnellan, K., "References and Definite Descriptions" , The Philosophical
Review, vol.-75, 1966, pp. 281-304.
Unit 3
UNIT III: Verbal Knowledge
 Nature of Verbal Knowledge

 Means of Knowing Denotative Function
 Division of Words
 Implication (lakṣaṇa)
 Nyaya Siddhanta Muktavali of Visvanatha, English Translation: Nyaya Philosophy of

Language,Tr. by John Vattanky , S. J. , Sri Satguru Publications, Delhi, 1995.
Sections 1A, 2A, 3A, 5A, 6A, 6B.
Further Readings:
 Jha, V. N. (1992) Śabdakhaṇḍa of the Nyāyasiddhāntamuktāvalī, Sambhāṣā, Vol. 13.

 Kunjuni Raja, K. (1963). Indian Theories of Meaning, Adyar Library, Madras, 1963.
 Matilal, B. K. (1996). Logic, Language, and Reality, Delhi: Motilal Banarsidass,
Delhi.
 Shastri, D. N. (1964) Critique of Indian Realism, Agra: Agra University.
 Nyaya Siddhanta Muktavali of Visvanatha, English Translation: Nyaya Philosophy
of Language,Tr. by John Vattanky , S. J. , Sri Satguru Publications, Delhi, 1995.
Unit 4
UNIT - IV Causes of Verbal Knowledge
 Contiguity (āsatti)
 Semantic Competency (yogyatā)
 Syntactic Expectancy (ākāṅkṣā)
 Intention of the Speaker (tātparya)
 Nyaya Siddhanta Muktavali of Visvanatha, English Translation: Nyaya Philosophy of

Language,Tr. by John Vattanky , S. J. , Sri Satguru Publications, Delhi, 1995.
Sections 8A, 9A, 10A, 11A,
101
Further Readings:

Delhi.
References
UNIT I
UNIT II

 Donnellan, K., "References and Definite Descriptions" , The Philosophical Review,
vol.-75, 1966, pp. 281-304.
UNIT III & UNIT IV

 Donnellan, Keith. "Reference and Definite Descriptions", Philosophical Review,

(1966),pp 281-304.
 Lycan, William. (2008). Philosophy of Language: A Contemporary Introduction,
New York: Routledge.
Delhi.
102
Lectures, PPT Presentations. Open book tests, Assignments, Discussion in Tutorials
Assessment Methods
Presentations and home assignments, projects
Feminism
(DSE (6))
Course Objectives:
A course in Feminism is needed to sensitise students to a perspective of thought that acts as a

filter—a lens through which all subjects must be studied. It seeks to create gender
sensitization and develops a wholistic approach towards education. This course addresses the
concerns of women in terms of debates on consciousness and soul, analyses their connect
with nature and culture; and explains the development of feminist ideologies.
103
Course Learning Outcomes:
Study of Feminism arms the student with analytical skills to develop valid arguments to
counter gender discrimination, sexism and patriarchal dominance. Feminist theory has a
social agenda i.e. to initiate transformation in social structures, customs and practices. Thus
the study of Feminism is not only an empowering tool against gender oppression but also
against other systems of oppression such as race, class and colour
Unit 1
Unit I
*Lerner, Greda. “Introduction’ and “The Creation of Patriarchy”. In The Creation of

Patriarchy by Gerda Lerner, 3-14 & 212-229. New York: OUP, 1986.
Unit 2
Unit II
Epistemology
*Anderson, Elizabeth. “Feminist Epistemology: An Interpretation and a

Defence”, Hypatia 10, no.3(1995):50-84.
*Gatens, Moira. "The Feminist Critique of Philosophy." In Feminism and Philosophy:

Perspective on Difference and Equality by Moira Gatens, 85-99. UK: Polity Press, 1991.
Unit 3
104
Unit III
Body and Gender
*Birke, Lynda. "Life as we have known It: Feminism and Biology of Gender.” In Science
and sensibility: gender enquiry,1780-1945edited by Marina Benjamin, 243-264. UK: Oxford;
MA: Cambridge; USA: B. Blackwell, 1991.
Journal, 15(2003):76-93.
Unit 4
Unit IV
Women, Society and Environment
*Chakravarty, Uma. "Whatever happened to the Vedic Dasi? Orientalism, Nationalism and a
Script for the Past.” In Recasting Women: Essays in Indian Colonial Historyedited by
Kumkum Sangari and Sudesh Vaid, 27-87. New Brunswick, New Jersey: Rutgers University
Press, 1990.
* Lughod, Lila Abu. “Do Muslim Women Really Need Saving? Anthropological Reflections
on Cultural Relativism and Its Others.” American Anthropologist, 47, no.3(2002):783-790.
References
Unit I
*Lerner, Greda. “Introduction’ and “The Creation of Patriarchy”. In The Creation of

Patriarchy by Gerda Lerner, 3-14 & 212-229. New York: OUP, 1986.
Unit II
Epistemology
105
*Anderson, Elizabeth. “Feminist Epistemology: An Interpretation and a
Defence”, Hypatia 10, no.3(1995):50-84.
*Gatens, Moira. "The Feminist Critique of Philosophy." In Feminism and Philosophy:

Perspective on Difference and Equality by Moira Gatens, 85-99. UK: Polity Press, 1991.
Unit III
Body and Gender
*Birke, Lynda. "Life as we have known It: Feminism and Biology of Gender.” In Science
and sensibility: gender enquiry,1780-1945 edited by Marina Benjamin, 243-264. UK:
Oxford; MA: Cambridge; USA: B. Blackwell, 1991.
Journal, 15(2003):76-93.
Unit IV
Women, Society and Environment
*Chakravarty, Uma. "Whatever happened to the Vedic Dasi? Orientalism, Nationalism and a
Script for the Past.” In Recasting Women: Essays in Indian Colonial Historyedited by
Kumkum Sangari and Sudesh Vaid, 27-87. New Brunswick, New Jersey: Rutgers University
Press, 1990.
* Lughod, Lila Abu. “Do Muslim Women Really Need Saving? Anthropological Reflections
on Cultural Relativism and Its Others.” American Anthropologist, 47, no.3(2002):783-790.
*Jagger, Alison M. and Iris Marion Young, eds.Companion to Feminist Philosophy:

Blackwell Companion to Philosophy. Oxford: Blackwell Publishers, 1998.
*Hooks, Bell. “Feminism: A Movement to End Sexist Oppression”. In Feminisms edited by

*Kemp, Sandra and Judith Squires, eds. Feminisms.New York: OUP, 2009.
*Mies, Maria and Vandana Shiva. Eco-Feminism. Jaipur: Rawat Publications, 1993.
*Padia, Chandrakala, ed. Feminism, Tradition and Modernity. Shimla:IIAS, 2002.
106
Lectures, tutorials, film screenings, seminars, interactions with experts in the field and
workshops.
Assessment Methods
As per the guidelines of University of Delhi.
Keywords
Sex, gender, biological determinism, sexism, patriarchy, feminist method.
Indian Theories of Consciousness

(DSE (7))
Course Objectives:
The objective of this course is to make students familiar with Indian Classical texts. This
course will be an introduction to the various schools of Indian philosophical traditions and
their theories of consciousness. The formulation of this paper is to clearly exhibit that there
also exists an amazing variety of the theories of consciousness in Indian philosophy. Focus
will be on interactive learning where students will engage themselves into rigorous and an
analytical examination of key arguments and doctrine in a manner that enables them for
contemporary engagement and reflection.
i. The aim is to make students familiar with and develop a clear understanding of the major
concepts such as the nature of the self (Atman/Brahman), paravidya and aparavidya, No-soul
theory, karma and rebirth, etc. within spectrum of Indian theories of consciousness.
ii. To develop a deeper understanding of the nature of the self which ultimately reveals one's
own existence or being.
iii. The reading of original texts help students to know the fundamental tenants of different
schools of Classical Indian thought.
iv. Exposure to various methodologies, interpretations used in the writing style of ancient
Indian philosophers..
107
v. Lastly, this paper helps to enhance students' ratiocinative abilities and writing skills
which are essential for establishing logical conclusions in all aspects of human existence.
COURSE LEARNING OUTCOME
• Students will have knowledge of the Indian Theories of Consciousness given in

Mandukyopanishad, Bhagavadgita, Buddhism, Jainism, Samkhya , Charvaka, Nyaya and
Advaita Vedanta.
• In all four units students will learn to develop scientific, logical and rational inquiry for
understanding the Indian Philosophical systems. Students will able to do a comparative
analysis of all systems which will further enhance their debating skills.
• Students will develop strong oratory and writing skills through the effective presentation of
projects, debates, as well as through Seminars, conference, workshops.
Unit 1
UNIT-I
1. Mandukyopanishad., Tr. and Annoted by Swami Nikhilananda, Advaita Ashram, Calcutta,

2000, PP. 7-85.
2. Bhagavadgītā: Chapter II, Verses 11-30; The Bhagavadgītā (Text and Translation) by R.
C. Zahner, Oxford University Press, New York, 1973.
Unit 2
UNIT-II
3. The Questions of King Milinda, Book II, Translated from Pali by T. W. Rhys David,
Motilal Banarsidas, Delhi, 1965, pp 40-99.
4. Tattvārtha Sūtra of Umāsvātī: Chapter II, The Institute of Jainology, Harper Collins
Publishers, USA, 1994, pp 33-63.
108
Unit 3
UNIT-III
5. Nyāyamañjarī of Jayanta Bhaṭṭa, Dehātmavāda (Śarīrātmavādī-cārvāka-mata),Indian

Council of Philosophical Research, New Delhi, 1990, pp 109-128
6, Samkhya Karika of Ishvara Krishna, Verse. 15-38, tr. by Larson, Classical Samkhya,

MLBD, Delhi, 1969.
Unit 4
UNIT-IV
7. Sankara's introduction to the Brahmasutra called Upodghata , pp.1-4,

Brahmasutrasamkarabhashya (edited by Vasudeva Sharma) Published by Tukaram
Javaji,Nimaya Sagara,Bombay.
References
 Hume,R.E.Thirteen Principal Upaniṣads. Oxford: Oxford University Press,1921.
 Radhakrishnan, S.The Principal Upaniṣads. London: George Allen & Unwin,1974.
 Swami, Gambhirananda,trans. Brahmasūtra-śāṃkara-bhāṣya. Calcutta: Advaita

Ashram
 Swami Vireshwarananda, trans. Brahmasūtra-śāṃkara-bhāṣya. Calcutta : Advaita
Ashram, 2003, pp 1-16.
• Organ, Troy Wilson. The Self in Indian Philosophy. London: Mounton & Co., 1964.
• Pandey, Sangam Lal. Pre-Samkara Advaita Philosophy, 2nd ed. Allahabad: Darsan Peeth,

1983.
• Paul S. and Anthony J. Tribe. Buddhist Thought: A Complete Introduction to the Indian

Tradition. London: Routledge,2000.
109
• Stcherbatsky, Theodore. The Soul Theory of Buddhists, 1st ed. Varanasi: Bharatiya Vidya
Prakasana, 1970.
 Gupta, Bina, Cit Consciousness. OUP.:New Delhi 2003.
Teaching-Learning Process:
This course demands interaction among the students and their ability to think independently
of the various interpretation of the texts. An interactive mode of teaching will be used. The
understanding is developed by reading the texts in classroom with focus on acquainting
students with sanskrit language as well as their english translations. Word by word all the
verses mentioned in the syllabus will be covered along with their explanations.
Commentaries on the various texts will also be introduced to the students.The students will
be encouraged to participate in discussions, group discussions and deliver seminars on
relevant topics.
Assessment Methods
Assessment Methods:
Students should strictly follow the course policies.
Grade will be determined on the basis of graded assignments as specified below: Evaluation:
i. Four Assignments/ Projects: 10% each
ii. Three in-class quizzes/oral tests: 5% each
iii. Paper Presentations: 5%
iii. final exam: 10%
iv. Attendance and participation 5%
Keywords
110
Keywords:
Materialism, Idealism, Brahman, Atman, Cit, Consciousness, Turiya, Karma, Rebirth, Self,
Upanishad, Prakriti, Purusha, Jiva, Ajiva etc.
Aesthetics
(DSE (8))
Course Objective (2-3) The course is aimed to make students understand various
philosophical traditions and approaches to contextualise the nature, meaning anddefinition of
art, craft, beauty, creativity and aesthetic experience. The course also includes an eclectic
collection of textual references.
The course prepares the students to pursue and qualify for a career in art, culture and media
studies.
Unit 1
Unit-1:
An Introduction to the Nature and Meaning of Aesthetics:

1.Philosophy of Art, Beauty, Creativity and Imagination
2.Art and Craft, Comparison of Art Forms
3.Art, Emotion, Rasa, Disinterestedness and Empathy
Gupta, S. Art, Beauty and Creativity, (Delhi: D.K Printers, 1999) Chapters I,3,4,5,7,8 and 9
Saxena, SK, Art and Philosophy: Seven Aestheticians (Pragati Publications, 1995). Chapter
on ‘Langer’
Ghosh , R. K. ,Great Indian Thinkers on Art: Creativity, Aesthetic Communication and
Freedom(Delhi: Sundeep PrakashanBlack and White, 2006) Relevant chapters
________________________________
111
Unit 2
Unit-2: Axiological Aspect
Art and Morality: Comparison and Contrast
Hiriyanna, M. ‘Art and Morality’ in Art Experience, (Indira Gandhi National Centre for the
Arts: Manohar, Revised edition: 1997)
Sartre, Jean Paul, ‘The Work of Art’ in Aesthetics, Harold Osborne, (London: Oxford
University Press, 1972).
Clark, Kenneth. ‘Introduction’ in The Nude: A Study in Ideal Form. (Bollingen Series 35.2.
New York: Pantheon Books, 1956).
Unit 3
Unit-3: Aesthetic Delight and Art activity in relation to Spiritualism: Indian Texts
1. Rasa in comparison with Spiritual bliss

2. Art as a Spiritual Activity
Hiriyanna, M. Art Experience,( Indira Gandhi National Centre for the Arts, Manohar: Delhi,
This edition: 1997). Chapters 1 and 5.
Coomaraswamy, A.The Transformation of Nature in Art,(Sterling Publishers, 1995) Chapter-

1
Unit 4
Unit 4: Art, Craft and Aesthetic Attitude: Western Texts
1. Idea of Art
2. Kant’s Disinterestedness
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3. Psychical Distance
Paul Valery, ‘The Idea of Art in Aesthetics by Harold Osborne(London: Oxford University
Press,1972).
‘Disinterestedness and Desire in Kant's Aesthetics’ in The Journal of Aesthetics and Art
Criticism, Paul Guyer ( Vol. 36, No. 4 (Summer, 1978), pp. 449- 460. Online source: Stable
URL: http://www.jstor.org/stable/430485
‘Edward Bullough and the Psychical Distance’ by George Dickie in Philosophy and
Phenomenological Research, Vol. 22, No. 2 (Dec., 1961), pp. 233-238. Online Source:
https://www.jstor.org/stable/2104844
Unit 5
only four units in the curriculum
Practical
Practical This course has a lot of content to engage in discussions and deliberations about art
and culture issues. So, real life instances can enrich the class room discussions and
assignments for a better comprehension of the course.
References
References :
• Coomaraswamy, A. K. The Transformation of Nature in Art. Sterling Publishers, 1995.
• Ghosh, R. Great Indian Thinkers on Art: Creativity, Aesthetic Communication and

Freedom. Delhi: Sandeep Prakashan (Black and White), 2006.
• Gupta, S. Art, Beauty and Creativity. Delhi: D.K Printers, 1999.
• Saxena, SK. Art and Philosophy: Seven Aestheticians. Pragati Publication ,1995.
Gupta, Shyamala. Saundarya Tatva Mīmāṃsā. Seema Sahitya Bhavan, 1993. Hindi Source.
•Saxena, Manjula. Aesthetics: Saundraya aur kala ka Darshanika Vivechana. New Delhi:

DK Printworld : New Delhi, 2008. A good source book in Hindi.
113
• Hiriyanna, M. Art Experience. Indira Gandhi National Centre for the Arts,Manohar, 1997.
• Osborne, H. Aesthetics. London: Oxford University Press, 1972.
Aldrich, V.C ,Philosophy of Art,(Prentice Hall, 1963).
Gnoli,R. Aesthetic Experience according to Abhinavagupta, (Artibus Asiae Publishers,

1957).
• Hanfling, O. ed. Philosophical Aesthetics: An Introduction, (Blackwell, 1992)
Coomaraswamy, A K, The Dance of Shiva(Fourteen Indian Essays with an Introductory

Preface by Romain Rolland) (Munshiram Manoharlal: Delhi, This edition,2012)
Since it is a study of arts and beauty, students need to bring to class room discussions and in
their assignments, a reference to artistic experience. Visit to museums and galleries etc.
discussions about literature , music and cinema will add value to understanding of Aesthetics.
Assessment Methods
Assessment Methods: The method of assessment is as per the University system of semester
exams for 75% and Internal assessment which comprises of class attendance, tests and
assignment assessment forms the rest 25%
Keywords
Aesthetics, Art and craft, Art and emotion, Kant, Bullough, Hiryana , Coomaraswamy, Paul
Valery, Sartre, Rasa , Aesthetic Experience
Knowledge and Skepticism

(DSE (9))
114
.We all want knowledge, but do we know what knowledge is? This is a course in
epistemology: the theory of knowledge which aims to acquaint students with the various
aspects of knowledge and to instruct them on the biggest challenge it faces viz. scepticism.
We will come to know about various theories related to what knowledge is, we will see what
definitions of knowledge have been offered, whether knowledge is even possible, how to
refute those who say that knowledge is not possible at all.
The learning outcomes aimed at are the following:
1. To learn about general issues in epistemology
2. To learn about the problems regarding the definition of knowledge
3.. To learn about the justification of knowledge
4. To consider the challenge from radical scepticism and the responses
Unit 1
Unit 1: Knowledge and its Definition
1. Types of knowledge
2. Truth and Belief
3. The Problem of the Criterion
4. Gettier Cases
5. Responding to Gettier Cases
Pritchard, Duncan. What is this thing called Knowledge?,Third Edition. RKP, 2013, Chapters
1 and 3 (Part 1)
115
Title of Chapter 1: Some Preliminaries
Title of Chapter 3: Defining Knowledge
Gettier, Edmund. Is Justified True Belief Knowledge? Analysis 23 (6), 121-123. 1963.
Unit 2
Unit 2: Knowledge and Justification
1. The nature of Justification
2. Infinitism
3. Coherentism
4. Foundationalism
Pritchard, Duncan. What is this thing called knowledge?, Third Edition. RKP, 2013, Chapter

4 (Part 1)
Title of Chapter: The Structure of Knowledge
Unit 3
Unit 3: The Problem of Other Minds
1. How do we have knowledge about other minds
2. Strategies and arguments regarding knowledge of other minds
3.Perceiving someone else's mind
Pritchard, Duncan. What is this thing called Knowledge?, Third Edition. RKP, 2013, Chapter

14 (Part IV)
Title of Chapter: Scepticism about Other Minds
116
Unit 4
Unit 4: Radical Scepticism
1. Radical Scepticism and Closure
2. Mooreanism
3. Contextualism
4. The Refutation of Scepticism
Pritchard, Duncan. What is this thing called Knowledge?, Third Edition. RKP, 2013, Chapter

15 (Part IV)
Title of Chapter: Radical Scepticism
Vogel, Jonathan. "The Refutation of Scepticism.” In Contemporary Debates in

Epistemology, edited by Steup Matthias and Sosa Ernest, 72-84. Blackwell, 2005.
References
 Pritchard, Duncan. What is This Thing Called Knowledge?. RKP, 2013.

 Gettier, Edmund. Is Justified True Belief Knowledge? Analysis 23 (6), 121-123. 1963.
 Vogel, Jonathan. "The Refutation of Skepticism.” In Contemporary Debates in
Epistemology, edited by Steup Matthias and Sosa Ernest, 72-84. Blackwell, 2005.
 Sosa, Ernest. Epistemology. Princeton University Press, 2017.

 Steup, Matthias & Ernest Sosa, ed. Contemporary Debates in Epistemology. Wiley-
Blackwell, 2005.
 Dancy, Jonathan, Ernest Sosa and Matthias Steup, ed. A Companion to Epistemology,
Second Edition. Blackwell, 2010.
 Chisholm, R.M. Theory of Knowledge. U.S: Prentice Hall, 1966.
 Hamlyn, D. Theory of Knowledge. London: Macmillan, 1970.
 Lehrer, K. Knowledge. Oxford: Clarendon Press, 1974.
117
Assessment Methods
As per the university examination rules
Keywords
Knowledge, Conditions of knowledge, Scepticism, Foundationalism, Truth, Belief,

Justification. Closure
Philosophy of Logic
(DSE (10))
We reason using propositions all the time. And logic, broadly, is about good and bad
reasons. The use of reason, and the investigation of that use, goes hand in hand in
philosophy. Philosophy of logic considers questions that are taken to be at the heart of
philosophy: what is a proposition? What is truth? What is an inference? What is necessity? Is
it sensibly ascribed to propositions or objects? Is "existence" a predicate? What is logical
form? What is the correct logical analysis of modal sentences? Is it possible to translate all
sentences of a natural language into an artificial language? Can logic be done without any
information regarding the world? Can logic tell us anything about the world? These are some
questions, and there are many more that arise as we wonder about the meaning of being a
reasoning creature. IN the course we will undertake to study some of these questions.
118
1. To learn about philosophy of logic, philosophical logic and philosophy and logic
2. To understand basic theories and problems regarding the notion of a proposition
3. To have a better understanding of terms like "analytic", "a priori", de dicto, de re, possible
worlds, essentialism
4. To grasp the fundamental problems regarding existence, reference and presupposition.
UNIT 1: Logic and Philosophy
A: Philosophy of Logic
B: Philosophical Logic
C: Philosophy and Logic
Chapter 1 of A.C. Grayling's An Introduction to Philosophical Logic, Blackwell Publishing,
2008, pp 1-11
UNIT 2: The Bearers of Truth
1: The Proposition
2. Sense, Reference and Opacity
3. Propositions as meanings and its criticism
4. Nominalism and realism
Chapter 2 of A.C.Grayling's An Introduction to Philosophical Logic, Blackwell, 2008, 12-32
UNIT 3: Necessity, Analyticity and the A Priori
1. Analyticity, Necessity, Possible Worlds

2. Problems with Possible Worlds
3. Essentialism, essence, origin and structure
4. Necessity again
Chapter 3 in A.C Grayling's An Introduction to Philosophical Logic, Blackwell, 2008, pp.
33-87
UNIT 4: Existence and Descriptions
1. Is "exists" a predicate?
2. The theory of descriptions
3.Strawson on Descriptions
4. Referential and Attributive uses of Descriptions
Chapter 4 in A.C. Grayling's An Introduction to Philosophical Logic, Blackwell, 2008, pp.
88-121
119
References
1. Grayling, A. C. (2008). Introduction to Philosophical Logic, Wiley-Blackwell. (Third

Edition, 1997)
1. Strawson, P. F. (1952). Introduction to Logical Theory, Routledge.
2. Burgess, John P. (2009). Philosophical Logic. Princeton University Press.

3. Sainsbury, Mark (2000). Logical Forms: An Introduction to Philosophical Logic. Wiley-
Blackwell.
4. Haack, Susan (1978). Philosophy of Logics. Cambridge University Press.
5. Cohnitz, Daniel & Estrada-González, Luis (2019). An Introduction to the Philosophy of
Logic. Cambridge University Press.
6. Read, Stephen (1994). Thinking About Logic: An Introduction to the Philosophy of Logic.
Oxford University Press.
Lectures and Tutorials, PPT Presentations
Assessment Methods
Examinations, Class tests, Weekly Quizzes
Keywords
Logic, Philosophy, Philosophical Logic, Propositions, Truth, Existence, Descriptions,

Possible Worlds.
120
121

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दिल्ली विश्‍वविद्यालय

(Effective from Academic Year 2019-20)

Revised Syllabus as approved by

Applicable for students registered with Regular Colleges, Non Collegiate

List of Contents Page No.

2. Learning Outcomes based approach to Curriculum Planning

2.1 Nature and extent of the B. A (Hons.) Philosophy

2.2 Aims of Bachelor’s degree programme in Philosophy

The overall aims of B A.(Hons) Philosophy Programme are to:

A) Inculcate strong curiosity about philosophy

B) Develop understanding of definitions, key concepts, and principles of various theories of

E) Provide students with sufficient skills to think about foundational issues

F) Enable students to think logically and critically and analytically

3. Graduate Attributes in Philosophy

Some of the graduate attributes in philosophy are listed below:

B) Communications skills: Ability to communicate various concepts of philosophy in

C) Critical thinking and analytical reasoning: Ability to identity relevant assumptions,

E) Self-directed learning: Ability to work independently, ability to search relevant

F) Moral and ethical awareness/reasoning: To understand how serious the effects of

4. Qualification descriptors for B.A (Hons.) Philosophy

Descriptors for B.A (Hons.) Philosophy may include the following:

i. demonstrate fundamental/systematic and coherent knowledge of the academic field of

5. Programme Learning Outcomes in B A (Hons.) Philosophy

6. Structure of B.A. (Hons) Philosophy

III. Ability Enhancement Courses 2X2= 4 2X2= 4

Total Credits 140 140

6.2 Semester-wise Distribution of Courses.

CHOICE BASED CREDIT SYSTEM IN

Sem. Core Course Ability Skill Discipline General

I Indian Philosophy (C Ethics in the

III Western Philosophy: Critical thinking Feminism

V Analytic Philosophy Philosophy of

VI Philosophy of Feminism (DSE

7.0 Courses for Programme B.A. (Hons) Philosophy.

•Exposure to various Indian Philosophical texts.

• Finally it will give a holistic development of their personality

Course Learning Outcomes

UNIT I: Introducing Basic Concepts and Outlines of Indian Philosophy

1. Distinction between Shruti (agama) and Smriti (nigama)

2. Emphasis on Karma (Action), Jnana (Knowledge) and Bhakti (devotion): An

3. Distinction between Indian Idealism vs. Indian Materialism

4. Preyas, Sreyas and Nihsreyas with reference to Kathopanishadas

(b) General Characteristics of Indian Philosophy

• Chatterjee, S and D.M.Datta. 1984. An Introduction to Indian Philosophy, 8th ed.Calcutta:

• Chattopadhyaya, Debiprasad. 2008. Lokayata: A Study in Ancient Indian Materialism, 7thed.

• Cowell, E. B. and A.E. Gough. 1882.The Sarva-Darshana-Samgraha or Review of the

• Dasgupta, S.N. 2004. A History of Indian Philosophy, vol.1. Delhi: Motilal Banarasidass.

•Mohanty, J.N. 1992. Reason and Tradition in Indian Thought. Oxford (U.K.): Calrendon

•Paul S. and Anthony J. Tribe.2000. Buddhist Thought: A Complete Introduction to the

• Radhakrishnan, S. and C. A. Moore. 1967. A Source book in Indian Philosophy. Princeton:

• Radhakrishnan, S. 1967. The Principal Upanishads. United States : Princeton University

UNIT II: Indian Metaphysics (Tattva Vicara)

(a) Indian Materialism: Carvaka

(b) Four Noble Truths (catvariaryasatyani) and Doctrine of Dependent Origination

(d) Samkhya Dualism: Prakriti and Purusha

(e) Purva Mimamsha theory of Karma (Apurva)

• Bhattacharya, Ramkrishna. “Materialism in India: A SynopticView.”Retrieved 27 July

• Chakravarti,P.1975. Origin and Development of the Samkhya System of Thought. Delhi:

• Dasgupta, S.N. 2004. A History of Indian Philosophy, vol.1. Delhi: Motilal Banarasidass.