Appendix-17

EC (1275) - 23.05.2025
Resolution No. 7-1

Philosophy Hons , Year 4,

Semester VII (To be effective from July 2025)

Philosophical Methodology DSC 19

Course title & Credits Credit distribution of the course Eligibility Pre-
Code criteria requisite of
the course
Lecture Tutorial Practical/
(if any)
Practice

Philosophical 4 3 1 Nil None None

Methodology

DSC 19

Course Objectives:

1. To acquaint students with various methods that philosophers have used to do philosophy
over history
2. To make students appreciate the importance of both reason and experience in doing
philosophy
3. To make students understand the role of history in the development of concepts that we
use today
4. To enrich students’ knowledge about the plurality of philosophical outlooks

Course Learning Outcomes

1. The student will get a clear grasp of the various methods philosophers employ.
2. The student will learn the pros and cons of such methods.
3. The students will understand the importance of method in the subject
4. The students will have a good platform for research in the subject.

1
 EC (1275) - 23.05.2025

UNIT 1: Dialectic and Rational Systematization 3 weeks, 9 hrs

1. Plato’s thought
2. Dialectic
3. Rational systems

Essential/Recommended Readings

Benson, Hugh (2006). “Plato’s Method of Dialectic,” in A Companion to Plato, Ed. Hugh
Benson, Wiley Blackwell, 85-99.

Rescher, N (2017). “Philosophy as Rational Systematization.” In G. D’Oro and S. Overgaard

(eds.), The Cambridge Companion to Philosophical Methodology. Cambridge University Press,
pp. 32-43

UNIT 2: Phenomenological investigations 4 weeks, 12 hrs

1. The necessity of experience

2. Phenomenology and essence
3. Indian Philosophy and Phenomenology

Essential/Recommended Readings

Edmund Husserl (1936) “The Crisis of the European Sciences” (Part 1)

[Link]

Maurice Merleau Ponty (1962) “Preface” to his Phenomenology of Perception, Routledge

Mohanty, J. N. (1988). Phenomenology and Indian Philosophy: The Concept of Rationality.

Journal of the British Society for Phenomenology, 19(3), 269–281.
[Link]

UNIT 3: Analytical Methods 4 weeks, 12 hrs

1. The analytic turn

2. Regressive and Decompositional Analysis
3. Analysis of propositions

Essential/Recommended readings

2
EC (1275) - 23.05.2025

Beaney, Michael, 2000, ‘Conceptions of Analysis in Early Analytic Philosophy’, Acta Analytica
15, 97-115 ([Link]

Optional reading: Beaney, Michael (2014) “Conceptions of Analysis in Analytic Philosophy” in

Stanford Encyclopedia of Philosophy, [Link]

UNIT 4: Reflections on the past 4 weeks, 12 hrs

1. The role of history

2. Foucault on genealogy

Recommended Readings

Karl Marx’s The German Ideology, Part A: Idealism and Materialism. From The German
Ideology, Progress Publishers, 1968

Foucault, M. (1971). The Archaeology of Knowledge, Pantheon Books, NY. (Introduction, pages
3-17)

Suggested Readings

Cappelen, Herman; Gendler, Tamar Szabó & Hawthorne, John (eds.) (2016). The Oxford
Handbook of Philosophical Methodology. Oxford University Press.

Haug, Matthew C. (ed.) (2013). Philosophical Methodology: The Armchair or the Laboratory?.
Routledge.

Husserl, Edmund (1964). The Idea of Phenomenology. The Hague: M. Nijhoff.

Marx, Karl ; Engels, Friedrich ; Chattopadhyaya, V. & Dutt, C. P. (1913). The Poverty of
Philosophy. International Publishers.

Overgaard, Soren & D'Oro, Giuseppina (eds.) (2017). The Cambridge Companion to
Philosophical Methodology. Cambridge University Press.

Rorty, Richard (ed.) (1967). The Linguistic Turn: Essays in Philosophical Method. Chicago, IL,
USA: University of Chicago Press.

Keywords Dialectic, phenomenology, conceptual analysis, linguistic analysis, historical

consciousness, disruptions.

3
 EC (1275) - 23.05.2025

Invitation to Cognitive Science DSE 7 A

Course title Credits Credit distribution of the course Eligibility Pre-requisite

& Code criteria of the course

Lecture Tutorial Practical/ (if any)

Practice

Invitation to 4 3 1 Nil None None

Cognitive
Science

DSE 7 A

Course Objectives:

1. Introduce students to Cognitive science which deals with cognitive phenomena, like
thinking, understanding, perceiving, attention etc. and the processes that underlie such
phenomena.
2. Make students aware of the debates regarding the nature of the mind and how central
language is to the human mind
3. Make students appreciate the debate between rival theories of Nativism and
neuroconstructivism apart from introducing them to the issue of modularity of mind
4. Introduce students to the concepts involved in computational and connectionist theories
of mind and embodied cognition as well

Learning Outcomes

Upon taking this course, students will be able to

1. Analyze the centrality of language for the human mind

2. Understand the debates between Nativism and its rival theories
3. Critically assess the arguments over the nature of the mind
4. Realize the exciting prospects of interdisciplinary research in cognitive science

4
EC (1275) - 23.05.2025

UNIT 1: Cognition and Language (3 weeks, 9

hours)

1. Language and Cognitive Science

2. Chomsky’s idea of the Language Faculty

Essential/Recommended Readings

Samuels, R., Margolis, E. and Stich, S. (2012). Introduction: Philosophy and cognitive science.
In Eric Margolis, Richard Samuels, and Stephen P. Stich (eds.), The Oxford handbook of
philosophy of cognitive science. Oxford: OUP, pp. 1-12.

Chomsky, Noam. (1986). “Knowledge of language as a focus of inquiry.” Chapter 1 of

Knowledge of language. New York: Praeger

UNIT 2: Nativism and alternatives (4 weeks, 12 Hours)

1. Nativism
2. Neuroconstructivism

Essential/Recommended Readings

Samuels, R. (2020). Nativism. In S. Robins, J. Symons, & P. Calvo (Eds.), The Routledge
companion to philosophy of psychology (2nd ed., pp. 322–335). essay, Routledge. (first edition
published in 2009).

Westermann, G., Mareschal, D., Johnson, M. H., Sirois, S., Spratling, M. W., & Thomas, M. S.
C. (2007). Neuroconstructivism. Developmental Science, 10(1), 75 83.
[Link]

Smith L.B. and Thelen, E. (2003). Development as a dynamic system. Trends in Cognitive
Sciences, Vol.7 No.8 [Link]

UNIT 3: Computationalism, Connectionism, Embodiment (4 weeks, 12 Hours)

1. Computing as a model of the mind

2. Connectionism
3. Embodied approaches to Mind

Essential/Recommended readings

5
 EC (1275) - 23.05.2025

McLaughlin, B. (2003). Computationalism, Connectionism, and the Philosophy of Mind. InL.

Floridi (Ed.), The Blackwell Guide to the Philosophy of Computing and Information (pp. 135-
51). Blackwell.

Kiverstein, Julian (2012). The Meaning of Embodiment. Topics in Cognitive Science 4 (4):740-
758

Unit 4: Modularity and its Discontents (4 weeks,12 hours)

1. Massive Modularity Hypothesis

2. How Modular is the Mind?

Carruthers, Peter (2006). The case for massively modular models of mind. In Robert J. Stainton
(ed.), Contemporary Debates in Cognitive Science. Blackwell.

Prinz, Jesse J. (2006). Is the mind really modular? In Robert J. Stainton (ed.), Contemporary
Debates in Cognitive Science. Blackwell. pp. 22--36.

Suggestive Readings

Bermúdez, José Luis (2010). Cognitive Science : An Introduction to the Science of the Mind.
Cambridge University Press.

Mukherji, Nirmalangshu (2003). Is CHL linguistically specific? Philosophical Psychology 16

(2):289 – 308.

Shea, Nicholas (2018). Representation in Cognitive Science. Oxford University Press.

Samuels, R. (2002). Nativism in Cognitive Science. Mind & Language, 17(3), 233–265.
[Link]

Karmiloff-Smith, A. (2009). Nativism versus neuroconstructivism: Rethinking the study of

developmental disorders. Developmental Psychology, 45(1), 56–63.
[Link]

Collins, J. (2005). Nativism: In defense of a biological understanding. Philosophical Psychology,

18(2), 157–177. [Link]

Khalidi, M. A. (2007). Innate cognitive capacities. Mind & Language, 22, 92-115

Elman, J., Bates, E., Johnson, M., Karmiloff-Smith, A., Parisi, D., & Plunket, K. (1996).
Rethinking Innateness: A Connectionist Perspective on Development. MIT Press.

6
EC (1275) - 23.05.2025

Turing, A. M. (1950). Computing machinery and intelligence. Mind 49, 433-460.

Bechtel, W. (1987). Connectionism and the Philosophy of Mind: An Overview. The Southern
Journal of Philosophy, 26(S1): 17–41. doi:10.1111/j.2041-6962.1988.tb00461.

Keywords

Cognition, Language, Poverty of Stimulus, Modularity, Innateness, Nativism,

Neuroconstructivism, Embodied Cognition.

Critical Reading of Texts DSE 7-B

Credit Distribution, Eligibility and Pre-Requisite of the Course

Course Credits Credit distribution of the Course Eligibility Pre-

title, Code Criteria requisite
& of the
Semester course (if
Lecture Tutorial Practical any)

Critical 4 3 1 0 None None

Reading of
Texts
DSE 7-B

Course Objectives

1. This course is to familiarize the student with the Texts of Indian and Western Philosophy.
2. It discusses the background of the text and how to read in between the lines.

Learning Outcomes

7
 EC (1275) - 23.05.2025

1. The idea is to encourage the students to think and develop the reading of texts of Indian
and Western Philosophy.
2. The students are able to find out the similarities and differences between the style of
Indian and Western texts.

Unit 1: The Upaniṣads ( 4 weeks, 12 Hours,)

Praśna- Upaniṣad – 1st to 3rdPraśna

Essential Reading: Praśna -Upaniṣad translated by Swami Sarvananda, Ramakrishna

MathPublication, Mylapore, Madras. 1922, p. 36-45.

Ranganathan, Swami. (2019). The Message of Upanisads. Delhi: Bharatiya Vidya Bhawan.

Suggested Readings:1)Dasgupta Surendranath, (2018). A History of Indian Philosophy, Rupa

PublicationsIndia, ISBN: 978-93-5304-108-3, Chapter III,P28-58.

2) Deussen Paul, (2011), The Philosophy of the Upanishads, Motilal BanarsidassPublishers

India, ISBN: 978-81-208-1620-6, Chapter 1, p. 1-15.

3) Radhakrishnan, S. (2018).The Principal Upaniṣad,29th impression, Harper Collins Publishers,

India, ISBN: 13-978-81-7223-124-8.

Unit 2 Śri Bhā ṣya ( 4 weeks, 12 Hours,)

(Brahma Sutras, Ramanuja commentary) 1.1.1 to 1.1.4

Essential Reading: Vireswarananda Swami (1986) Śri Bhā ṣya (Brahma Sutras, Ramanuja
commentary) Advaita Ashrama, Calcutta, p1- 88.

Suggested Reading: Vireswarananda Swami (1986) Śri Bhā ṣya (Brahma Sutras, Ramanuja
commentary) Advaita Ashrama, Calcutta, Introduction.

OR

Bhā ṣā-Pariccheda

The concept of 7 Categories

Essential Reading:

8
EC (1275) - 23.05.2025

Madhavananda Swami tr, (1977) Bhā ṣā-Pariccheda with Siddhānta -Mutavāli, Advaita
Ashrama , Calcutta p.6- 22

Suggested Reading:

Annambhaṭṭa, (1983). Tarkasṁgraha–Dīpikā (tr.) Gopinath Bhattacharya, Progressive

Publishers, Calcutta,p.13-18.

Datta and Chatterjee (2016) An Introduction to Indian Philosophy, , Motilal Banarsidass Ltd.
Delhi, p.227-244.

Dasgupta S.N. (2022 3rd ed) A History of Indian Philosophy , Rupa, p. 313-319.

Sharma, C.D. (2013) A Critical Survey of Indian Philosophy, Motilal Banarsidass Ltd. Delhi,
p.175-83

OR

Narad Bhakti Suktrani

Essential Reading: Sarma Subrahmanya ed. (1938) Narad’s Aphorisma on Bhakti, The
Adhyatma Prakasha Press, Bangalore.

UNIT 3 To be is to be an idea ( 4 weeks, 12 Hours,)

1. Refutation of Idealism

Essential Reading:

Moore, G.E. (1997) Refutation of Idealism, Philosophical Studies, Routledge & Kegan Paul Ltd.
London, p. 1-30

Suggested Readings:

Joachim Harold H ‘A Reply to Mr. Moore’, Mind 16 (63) p. 410-415.

UNIT 4: To be Nothing ( 4 weeks, 12 Hours,)

1. Being and Nothingness

Essential Reading:

9
 EC (1275) - 23.05.2025

Sartre, Jean Paul (2021) Being and Nothingness , Washington Square Press,p.121-162.

Suggested Readings:

Gusman, Simon (2018). To the Nothingnesses Themselves: Husserl’s Influence on Sartre’s

Notion of Nothingness. Journal of the British Society for Phenomenology 49 (1):55-70.

[Link]

Postmodernism DSE 7C

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title &Credits Credit distribution of the course Eligibility re-requisite

Code riteria f the course

Lecture Tutorial Practical/ if any)

Practice

PPostmodernism Nil None None

DSE 7C

Course Objectives:

1. The course aims to give students a thorough understanding of the primary philosophical
concepts and arguments of postmodernism.
2. The course will introduce students to an intellectual position, or mode of discourse,
characterized by scepticism toward what it sees as the grand narratives of modernity,
scepticism toward the effectiveness of ideology in transforming social systems,
opposition to epistemic certainty, and the stability of meaning.
3. The course will train students to understand and frame philosophical questions about the
literary, artistic, and philosophical movement that arose in the 20th century and

10
EC (1275) - 23.05.2025

emphasized on the distinction between objective, scientific, and lived or experienced

worlds.
4. The course will introduce students to the central tenets of postmodernism through the
texts of scholars like Lyotard, Derrida, Deleuze and Guattari, Rorty, and Foucault.

Course Learning Outcome

After successful completion of this course, students would be able to:

1. Identify the philosophical underpinnings of postmodernism.

2. Define postmodernism in its various contexts, including as a school of philosophy, a time

period, and an aesthetic movement.

3. Enable the students to critically examine, and have a comprehensive understanding of the
importance of postmodern ideas for understanding knowledge, representation, progress, the
political, the nature of language, and the claims of science

Unit 1: Introduction 4 Weeks, 12 Hrs

1. Critique of the Enlightenment Project

2. Postmodernism and its conditions

3. Entry into the postmodern age

Essential/Recommended reading:

Foucault, M. (1997). "What is Enlightenment?" in Paul Rabinow ed. Ethics: Subjectivity and
Truth. New York: The New Press. pp. 303-319.

Lyotard, J. F . (1993). Answering the question: What is postmodernism? Postmodernism: A

Reader, 38-46.

Jameson, F. (1991). Postmodernism, or the cultural logic of late capitalism. Chapter 1, Duke
University Press.

Unit 2: ‘Methods’ of Postmodernism 5 weeks , 15 hrs

1. Deconstruction

11
 EC (1275) - 23.05.2025

2. Genealogy of Subject

3. Rhizomatic Thought

Essential/Recommended reading

Derrida, J. (1982). Différance. Margins of Philosophy (Trans. by Bass, A.), Chapter 1:

Différance. The Harvester Press Limited, Sussex.

Foucault, M. (1982). The subject and Power. Critical Inquiry, 8(4), 777-795.

Felix, G., & Guattari, D. (1987). A thousand plateaus: Capitalism and schizophrenia. Trans. by
Massumi, B.)., Chapter 1: Introduction: Rhizome. University of Minnesota, Minneapolis.

Unit 3: ‘Truth’ in Postmodernism 3 weeks, 9 hrs

1. Objectivity in Postmodernism

2. Critique of Truth in Postmodernism

Essential/ Recommended Readings

Rorty, R. (1985). Solidarity or objectivity. Post-Analytic Philosophy, 3, 5-6.

Dennett, D. C. (2000, February). Postmodernism and truth. In The Proceedings of the Twentieth
World Congress of Philosophy (Vol. 8, pp. 93-103).

Unit 4: ‘Reality’ in Postmodernism 3 weeks, 9 hrs

1. Difference, Repetition and Reality

2. Hyper Reality

Essential/Recommended Readings

Deleuze, Gilles. 1994. Difference and Repetition, Trans. by Paul Patton. New York: Columbia
University Press. Introduction (pp. 1-17).

12
EC (1275) - 23.05.2025

Baudrillard, Jean. 1994. Simulacra and Simulation. Trans. by Sheila Faria Glaser. Michigan: The
University of Michigan Press. The Precision of Simulacra, pp. 1-42.

Suggestive Readings

1. Butler, C. (2002). Postmodernism: A Very Short Introduction (Vol. 74). Oxford

Paperbacks.

2. Derrida, J. (1982). Signature Event Context." Glyph 1: 172-97. 1977b. Limited Inc. abc..."
Glyph, 2, 162-254.

3. Best, S., & Kellner , D. (1991). Postmodern theory: Critical Interrogations. Bloomsbury
Publishing.

4. West, D. (2010). Continental philosophy: An Introduction. Polity.

5. Fuggle, S. (2012). Michel Foucault: Key Concepts. French Studies: A Quarterly Review,
66(2), 272-273.

6. Douglas-Jones, R. C., & Sariola, S. (2009). Rhizome yourself: experiencing Deleuze and
Guattari from theory to practice. Rhizomes., 19(Summer).

7. Sweetman, B. (1999). Postmodernism, Derrida, and Différance: A Critique. International

Philosophical Quarterly, 39(1), 5-18.

8. Rorty, R., & Richard, R. (1989). Contingency, Irony, and Solidarity. Cambridge University
Press.

9. Nietzsche, F. (1873). "Truth and Lie in an Extra Moral Sense," Fragment, 1873: from the
Nachlass. Compiled from translations by Walter Kaufmann and Daniel Breazeale. pp. 53-63.

10. Dumitrescu, V . M. (2001). Modernism, Postmodernism, and the Question of Identity.

Dialogos, 2(3), 1 1-14.

[Link], M. (1982). The subject and power. Critical inquiry, 8(4), 777-795.

Keywords

Difference, Deconstruction, Truth, Subject, Postmodernism, Rhizome, Objectivity, Identity

13
 EC (1275) - 23.05.2025

Research Methodology DSE 7 D

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title Credits Credit distribution of the course Eligibility Pre-

& Code criteria requisite of
the course
Lecture Tutorial Practical/
(if any)
Practice

Research 4 3 1 Nil None None

Methodo

logy

DSE 7 D

Course Objective

1. This course introduces students to the fundamental methods and approaches in philosophical
research.

2. It will cover different research methods in philosophy, and practical tools for conducting
original research.

3. The course will train students to frame philosophical questions, and develop the skills to
produce well-argued, clear, and systematic philosophical writing

4. The course-teachers shall conduct regular exercises with students to train them in
summarizing, comprehending and paraphrasing unseen passages from different texts across
varied areas in Philosophy.

5. The course will introduce students to the major journals in the field and the citation methods
they employ

14
EC (1275) - 23.05.2025

Learning Outcomes

After going through this course, the student will

1. Understand the key research methods in philosophy, including analytic and continental
methods and historical methods

2. Formulate and refine philosophical research questions.

3. Analyze and critically evaluate existing philosophical literature.

4. Construct coherent and logically sound philosophical arguments.

5. Write research papers that meet academic standards in philosophy.

6. Understand the ethical responsibilities of conducting and presenting philosophical research.

Unit 1: Types of Research Methods in Philosophy (5 weeks, 15 hours)

1. Methods (Qualitative and Quantitative) and Problems of Philosophy

2. Approaches and Comparison of Methods

3. Critical Theory and Philosophy

4. Indian Conception of Philosophy and its methods- Sravana, Manana, and Nididhyasana

Essential/recommended readings

Chakraborti , N.N. (2018) ‘Methodology in Indian Philosophy’ in P. Bilimoria et al. (eds),

History of Indian Philosophy. Routledge, Pp15-26

Mohanty, J. N. (1989). Indian philosophical tradition: The theory of pramāna. In

ShlomoBiderman& Ben-Ami Scharfstein (eds.), Rationality in Question: On Eastern and
Western Views of Rationality. E.J. Brill. pp. 217--230.

15
 EC (1275) - 23.05.2025

Prasad, H.S. (2019) ‘On Buddhist Methodology’ in L ‘Shravak” and S Rai (eds), Investigating
Principles : International Aspects of Buddhist Culture, The Buddha Dharma Centre of Hong
Kong. Pp 289-315

Marcuse, Herbert. (1989). ‘Critical Theory and Philosophy’ in Bronner, Stephen Eric &Kellner,
Douglas (eds.) Critical Theory and Society: A Reader. Routledge, Pp.58-76.

Føllesdal, Dagfinn (1996). Analytic philosophy: What is it and why should one engage in it?
Ratio 9 (3):193-208.

Unit 2: Conducting Research and Writing Papers (4 weeks, 12 hours)

1. Finding a Topic - Analysis, Textual, Critical, or Application based

2. Raising a Focused Question

3. How to write a paper in philosophy

Essential/recommended readings

Martinich, A. P. (2016). Philosophical Writing: An Introduction (Chapters 3 and 4). Wiley-

Blackwell.

Unit 3: Academic Writing Styles (3 weeks, 9 hours)

1. Identifying the Journals in Philosophy

2. Writing Bibliography

3. Citations Methods

Essential/recommended readings

Teachers are to use [Link] to introduce students to the best journals in the field. Other
resources like Scopus, Wiley, Springer, Jstor etc may also be used.

Essential /Recommended Readings:

Russell David Harper, (2010) The Chicago Manual of Styles, University of Chicago Press.

16
EC (1275) - 23.05.2025

Publication Manual of American Psychological Association, (2020) American Psychological

Association

Citation Styles: APA, MLA, Chicago, Turabian, IEEE [Link]

Unit 4: Academic Ethics (3 weeks, 9 hours)

1. Ethics in Publishing

2. Plagiarism: Types of Plagiarism

3. How to avoid Plagiarism

Teachers can use the following resource for this Unit

[Link]
[Link]
[Link]

Tutorial ( 15 hrs)

Students may be assigned tasks selected from the exercises suggested below :

1. Unit -1 Identifying specific methodologies used in certain seminal

texts of Indian and /or Western Philosophy
2. Unit 2 and 3 – Students will be assigned ( individually /groupwise
) to write a short paper / book-review/article-review where they
demonstrate practical application of the guidelines of research
that they have learned in Unit 2
3. Unit 2 and 3 - Students will be assigned the task of identifying the
relevant journal articles in Scopus indexed journals (under specific
quartiles) with reference to a particular research topic .
4. Unit 2 and 3 - Students should demonstrate their ability to write
end-notes, footnotes, and the full Bibliography - with reference to
the paper or review that they are assigned to write .
5. Unit 3 – Students practice several alternative citation techniques
for all possible categories of readings (viz. journal articles, books
and book chapters, E resources, PhD and MPhil theses,
Encyclopedia articles, etc. )
6. Unit 4 – Students are trained to identify research materials that
show “Conflicts in interest” , or use objectionable reflections - that
go against Publication Ethics

17
 EC (1275) - 23.05.2025

7. Unit 4 - Students practice how to run relevant software for

checking plagiarism
8. Students will be given different plagiarized materials are asked to
identify the specific category/ies of plagiarism they illustrate.
9. Students practice the technique of checking their own writings for
plagiarism with relevant software, and reduce the similarity index
and/or AI content within the permissible limit.

Suggestive Readings

Andow, James (2018). What is This Thing Called Philosophical Methodology. Routledge.

Bengson, John ; Cuneo, Terence & Shafer-Landau, Russ (2022). Philosophical Methodology:
From Data to Theory. Oxford: Oxford University Press. Edited by Terence Cuneo & Russ
Shafer-Landau.

Cappelen, Herman ;Gendler, Tamar & Hawthorne, John (eds.) (2016). The Oxford Handbook of
Philosophical Methodology. Oxford, United Kingdom: Oxford University Press.

Haug, Matthew C. (ed.) (2013). Philosophical Methodology: The Armchair or the Laboratory?.
New York: Routledge.

Nado, Jennifer (ed.) (2016). Advances in Experimental Philosophy & Philosophical

Methodology. New York: Bloomsbury Academic.

Overgaard, Soren &D'Oro, Giuseppina (eds.) (2017). The Cambridge Companion to

Philosophical Methodology. Cambridge, UK: Cambridge University Press.

Vaidya, Anand J. (2010). Philosophical methodology: The current debate. Philosophical

Psychology 23 (3):391-417.

Glendinning, S. (2008), What is Phenomenology?. Philosophy Compass, 3: 30-50.

[Link]

Delving into the Philosophical Method: A Critical Analysis

[Link]

18
EC (1275) - 23.05.2025

BA Programme Philosophy Major

Year 4, Semester VII (To be effective from July 2025)

Continental Philosophy DSC 13

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title & Credit distribution of the course Eligibility Pre-requisite

Code criteria of the course

Lecture Tutorial Practical/ (if any)

Credits
Practice

Continental 4 3 1 Nil None None

Philosophy

DSC 13

Course Objectives

1. • The main objective of this course is to make students familiar with the leading figures
of 19th
2. and 20th-century Continental philosophy.
3. • Key thinkers like Hegel, Kierkegaard, Sartre, Simone De Beauvoir, Albert Camu,
Heidegger and Foucault will be discussed
4. • Key themes like method of dialectics, phenomenology, Sartre’s Existentialism and
Humanism,
5. Heidegger on technology and Foucault’s main ideas will be analysed at length.

Learning Outcomes

1. • Students will understand the basics of Continental Philosophy and also be acquainted
with major currents of thought in this tradition
2. • Students will be able to defend their view as to whether any features are distinctive of
the continental tradition

19
 EC (1275) - 23.05.2025

3. • Students will learn to analyze the various ideas of the thinkers in the course, especially
those of Hegel and Husserl’s key contributions
4. • Students will develop the ability to understand original writings of philosophers
5. • Students will understand the general relevance of continental philosophy and its
Contemporary reach and influence

Unit-I -Continental Philosophy and its Proponents (3 weeks, 9 Hours)

1. Introductory session: What is Continental philosophy?

Critchley, 2001, Continental Philosophy: A Very Short Introduction , Oxford

2. Hegel on Master-Slave Dialectics

Alexander Kojeve.1980. Introduction to the Reading of Hegel: Lectures on the Phenomenology

of Spirit. PP-3-30. Ithaca & London. Cornell University Press

Unit-II- Existentialism (4 weeks, 12 Hours)

a. Soren Kierkegaard

Charles E. Moore, (ed) 2007, Spiritual Writings of Kierkegaard, PA 15437, USA, Plough
Publishing House Farmington, "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:

b. Existentialism: Jean-Paul Sartre

Sartre, Jean-Paul (2007). Existentialism Is a Humanism. New Haven: Yale University Press.
ISBN 978-0-300-11546-8.

Unit-III-Existentialism, Feminism and Theory of Absurd (4 weeks, 12 Hours)

a. Existentialism: Simone de Beauvoir

Simone de Beauvoir. 1949. The Second Sex: Volume 1, Introduction, PP.13-25,

b. Existentialism: Albert Camus

Primary Text

Camus, Albert. The Myth of Sisyphus. Translated by Justin O’Brien. Vintage Books, 1991.

Suggested Readings

20
EC (1275) - 23.05.2025

Aronson, Ronald. Camus and Sartre: The Story of a Friendship and the Quarrel That Ended It.
University of Chicago Press, 2004.

Sprintzen, David. Camus: A Critical Examination. Temple University Press, 1988.

Foley, John. Albert Camus: From the Absurd to Revolt. Routledge, 2008.

Unit-IV- Perspectives: Foucault and Heidegger (4 weeks, 12 Hours)

a. Michel Foucault on Docile Body

Michel Foucault. 1984. The Foucault Reader. Part-II-Docile Bodies, pp.179-187, edited by Paul,
Rabinow. New York: Pantheon Books.

b. Martin Heidegger on Question Concerning Technology

Heidegger. Martin, 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.

Suggestive Readings

D. West, ‘What is Continental Philosophy’ in Continental Philosophy: An Introduction (Polity,

2010).

Judith Butler, ‘Sex and Gender in Simone de Beauvoir’s Second Sex’ (14 pages)

McCall, ‘Simone de Beauvoir, The Second Sex and Jean-Paul Sartre’ (14 pages)

Stanford Encyclopaedia of Philosophy, ‘Albert Camus’, ‘Suicide, Absurdity, and Happiness: The
Myth of Sisyphus’

Cutrofello, Andrew. (2004). Continental Philosophy: A Contemporary Introduction. Routledge.

Kearney, Richard & Rainwater, Mara (Eds.) (1995). The Continental Philosophy Reader.

Routledge.

McNeill, William & Feldman, Karen S. (Eds.) (1998). Continental Philosophy: An Anthology.
Wiley-Blackwell.

21
 EC (1275) - 23.05.2025

Kearney, Richard (Ed.) (2003). Continental Philosophy in the 20th Century. Routledge History
of Philosophy Volume 8. Routledge.

Solomon, Robert C. (1988). Continental Philosophy Since 1750: The Rise and Fall of the Self.
Oxford University Press

Buddhist Philosophy DSE 5

Course title Credit distribution of the course Eligibility Pre-requisite

& Code criteria of the course

Lecture Tutorial Practical/ (if any)

Credits
Practice

4 3 1 Nil None None

Buddhist
Philosophy

DSE 5

Course Objective

1. The primary objective of this course is to advance students' critical awareness of the
background to the origin, nature, classification, Schools and Comprehensive
understanding of the philosophy of Indian Buddhism.

Course Learning Outcomes

1. At the end of the course, a student should be able to demonstrate a clear understanding of
the background to the origin of Buddhism in India.
2. They will acquire a good understanding of the key doctrines of Buddhist schools.

22
EC (1275) - 23.05.2025

3. They have a sound understanding of Buddhist epistemology, metaphysics, and ethics and
shall be able to go for further studies in the subject.

Unit 1. Introduction to Buddhism (3 Weeks / 9 hours)

1. Origin and Nature of Buddhism

2. Sects and Schools of Buddhism

Recommended Readings:

Bapat, P.V. (1959), 2500 Years of Buddhism, Government of India, Publications Division, New
Delhi, and its Hindi translation also by the Publications Divisions, Chapter-2, pp, 9-20 and
Chapter-6, pp,97-138.

Mahathera, Narada. (2006), The Buddha and His Teachings, Jaico Publishing House, Mumbai,
Chapter-1 to14, pp,1-173.

Unit 2. Ethics of Buddhism (4 Weeks / 12 hours)

1. Pañcaśīla
2. Brahma Vihāras
3. Four Noble Truth
4. Eightfold Path

Recommended Readings:

Chatterjee, S.C. & Datta, D.M. (1984), An Introduction to Indian Philosophy, reprint, University
of Calcutta, Calcutta, Ch. IV.

Mahathera, Narada. (2006), The Buddha and His Teachings, Jaico Publishing House, Mumbai,
Chapter-15 to 17, pp,201-251.

Walpola Sri Rahula (1974), What the Buddha Taught, Grove Press,
New York, Chapter- 2 to 5, pp,16-50.

Dahlke, P., Silacara, B., Oates, L.R., & Lounsbery, G. Constant. (2008), The Five Precepts,
Buddhist Publication Society, Srilanka, pp,3-13.

23
 EC (1275) - 23.05.2025

Unit 3. Ontology of Buddhism (4 Weeks / 12 hours)

1. Pāramitāas
2. Pratītyasamutpāda

Recommended Readings:

Chatterjee, S.C. & Datta, D.M. (1984), An Introduction to Indian Philosophy, reprint, University
of Calcutta, Calcutta, Ch. IV.

Mahathera. Narada. (2006), The Buddha and His Teachings, Jaico Publishing House, Mumbai.
Chapter-25, pp,326-337.

Unit 4. Doctrines of Buddhism (4 Weeks / 12 hours)

1. Nirvāṇa
2. No Soul Theory
3. Law of Karma

Recommended Readings:

Chatterjee, S.C. & Datta, D.M. (1984), An Introduction to Indian Philosophy, reprint, University
of Calcutta, Calcutta, Ch. IV.

Mahathera, Narada. (2006), The Buddha and His Teachings, Jaico Publishing House,
[Link]-18 to 36, pp,252-426.

Walpola Sri Rahula. (1974), What the Buddha Taught, Grove Press, New York, Chapter-6,
pp,51-66.

Suggestive Readings:

Dahlke, P., Silacara, B., Oates, L.R., & Lounsbery, G. Constant (2008), The Five Precepts,
Buddhist Publication Society, Srilanka.

Dasgupta, S.N. (2004), A History of Indian Philosophy, Vol.1, Motilal Banarasi Das
Publications, Delhi. Ch. V.

24
EC (1275) - 23.05.2025

Halbfars, W. (1999), Karma, Apurva and “Nature causes: observation on the growth and limits
of the theory of Samsaras”, O' Flabearty.

Harvey, Peter. (1990), An Introduction of Buddhist Ethics, Cambridge University Press,

Cambridge.

Hiriyana, M. (1951), Outlines of Indian Philosophy, Allen & Unwin, London.

Kamla, J. (1983), The Concept of Pañcaśīla in Indian Thought, P. V. Institute,

Varanasi.

Keown, D. (1992), The Nature of Buddhist Ethics, Macmillan, London.

Mehta, Sonia. (2017), The Problem of Meaning in Buddhist Philosophy, Krishi Sanskriti
Publication, Delhi.

Pande, G.C. (1957), Studies in the origins of Buddhism, Allahabad University, Allahabad.

Prasad, H.S. (2007), The Centrality of Ethics in Buddhism, Exploratory Essays, Motilal
Banarsidass Publication, Delhi 110007.

Sarao, K.T.S. (2003), “Anatman/Atman (No-self/self)”, Encyclopedia Buddhism, Memillan,

New York.

Walpola Sri Rahula (1974), What the Buddha Taught, Grove Press,
New York.

Keywords: Pratītya-samutpāda, Astāṅga-mārga, Nirvāṇa, Anātma-vāda, Pañcaśīla, Brahma

Vihāras

Symbolic Logic DSE 6

Course title Credits Credit distribution of the course Eligibility Pre-

& Code criteria requisite
of the
Lecture Tutorial Practical/ course

Practice (if any)

25
 EC (1275) - 23.05.2025

Symbolic 4 3 1 Nil None None

Logic

DSE 6

Course Objectives

1. This paper aims to develop the student’s skill in logic through more intensive
engagement
2. The paper will emphasize on skills in proofs and derivation in propositional and
quantificational logic and modal logic
3. In this paper students will learn the logic of relations in addition to quantification theory
4. The paper is designed to help students understand the power of a deductive theory and
also the importance of the notion of deduction

Learning Outcomes

After completing this course students are expected to be able to do the following:

1. Learn the various principles and methods of natural deduction and also modal logic.
2. Through the use of its special symbols, this course (advanced logic) helps as an
instrument for analysis and deduction.
3. It helps in constructing symbolic forms of both sentential as well as predicate logic and
modal logic.

Unit 1: Natural Deduction (3 Weeks, 9 hours)

1. Relevance of Symbolic Logic

2. Formal proof of validity: Rules of Inference and Rules of Replacement
3. Techniques for proving validity/invalidity: Conditional Proof and Indirect Proof
4. Proofs of Tautologies

Unit 2: Quantification Theory (4 weeks, 12 hours)

26
EC (1275) - 23.05.2025

1. Symbolization of Singular, General and Multiply-general propositions

2. Restrictions on Quantifier Rules:

(a) Special Restriction on UG (b) Special Restriction on EI

3. Derivations with Conditional Proof and Indirect Proof

4. Proving invalidity

Unit 3: The Logic of Relations (3 weeks, 9 Hours)

1. Symbolization: Relation
2. Some attributes of relations
3. Predicate Variables and Attributes of Attributes.

Unit 4: Modal Logic (5 weeks, 15 hours)

1. Arguments involving modals

2. Symbolizing Modalities
3. Formal Systems

Essential Recommended Readings: -

1. Copi, I.M. Symbolic Logic, 5th edition. India: Pearson, 2008.Ch1- 5

2. Copi, Irving M. Introduction to logic. 6th Ed. New York London: Macmillan Collier
Macmillan, 1982. Ch1.

3. Girle, Rod (2009). Modal Logics and Philosophy, Acumen Publishing, Chapter 1 “Argument
and Modality” and 2 “A Simple Modal Logic”

Suggestive Readings:

● Hurley, Patrick J. A concise introduction to logic. Boston, MA: Wadsworth Cengage

Learning, 2012.

● Sen, Madhucchanda. Logic. Delhi: Pearson, 2008.

● Jetli & Prabhakar. Logic. India: Pearson, 2012

27
 EC (1275) - 23.05.2025

Key Words: Symbols & Symbolizations, Formal Proof, Tautology, Conditional Proof,
Quantification, Logic of Relation.

Philosophy of Mind DSE-7

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course Title Credits Credit distribution of the Eligibility Pre-

& Code course criteria requisite
of the
Course (If
Lecture Tutorial Practical
any)

Philosophy 4 3 1 0 None None

of Mind

DSE-7

1. Course Objective: · The course will introduce students to the basic problems in
philosophy of mind
2. The course is designed to equip the students with significant philosophical standpoints
that have historically emerged on the mind/body problem
3. Students will develop the skill to analyse and evaluate the theoretical perspectives about
the nature of mind and its relation to the world.
Learning Outcomes:
1. Students will analyse and evaluate different perspectives about the nature of mind.
2. They will develop an understanding of the nature of subjective experiences relative to a
person’s material properties and processes.
3. They will be analysing the debates on the nature of consciousness. They would examine
the explanatory gap and evaluate whether the naturalistic explanation leaves ‘qualia’, the
qualitative aspects of experience, unexplained’
4. The course would help the student to develop an interest in the contemporary debates in
cognitive sciences.

28
EC (1275) - 23.05.2025

UNIT I: MIND-BODY RELATION (4 Weeks / 12 hours)

1. Dualism
2. Mind Body Interaction

Essential/ Recommended Readings:

· Descartes, R. Meditations on First Philosophy (II and VI). In D. J. Chalmers
(Ed.), Philosophy of mind: Classical and contemporary readings (pp. 10–21).
Oxford University Press. 2002.
· Ryle, G. Descartes’ Myth. In D. J. Chalmers (Ed.), Philosophy of Mind: Classical
and Contemporary Readings (pp. 32–38). Oxford University Press. 2002.

UNIT II: IDENTITY THEORY AND FUNCTIONALISM (4 Weeks / 12

hours)
1. Identity Theory
2. Functionalism
Essential/Recommended Readings:
· Smart, J.J.C. Sensations and Brain Processes. In D. J. Chalmers (Ed.), Philosophy
of mind: Classical and contemporary readings (pp. 60–68). Oxford University
Press. 2002.
· Putnam, H. The Nature of Mental States. In D. J. Chalmers (Ed.), Philosophy of
mind: Classical and contemporary readings (pp. 73–79). Oxford University
Press. 2002.

UNIT III: EPIPHENOMENAL QUALIA AND THE EXPLANATORY GAP (4

Weeks / 12 Hours)
1. Epiphenomenalism
2. The Problem of Qualia
Essential/Recommended Readings:

29
 EC (1275) - 23.05.2025

· Jackson, F. Epiphenomenal Qualia. In D. J. Chalmers (Ed.), Philosophy of mind:

Classical and contemporary readings (pp. 273–280). Oxford University Press.
2002.
· Levine, J. Materialism and Qualia: The Explanatory Gap. In D. J. Chalmers (Ed.),
Philosophy of mind: Classical and contemporary readings (pp. 354–361). Oxford
University Press. 2002.

UNIT IV: EMERGENCE: A FRAMEWORK TO UNDERSTAND CONSCIOUSNESS

(3 Weeks / 9 hours)
1. Complex Systems

2. Emergence
Essential/Recommended Readings:
· Humphreys, P. (2016). Emergence. In P. Humphreys (Ed.), The Oxford handbook
of philosophy of science (pp. 825–839). Oxford University Press. (Only section 1–
9 and Section 12).

Suggestive Readings:
· Chalmers, D. J. (2017) “Naturalistic Dualism”. In M. Velmans & S. Schneider
(Eds.), The Blackwell Companion to Consciousness (pp. 263–273). Blackwell.
· Robinson, H. (2020, September 11). Dualism. Stanford Encyclopedia of
Philosophy. Retrieved from [Link]
· Crane, T. (2003) The Mechanical Mind: A Philosophical Introduction to Minds,
Machines and Mental Representation, (2nd edition). New York:
Routledge.
· Levin, J. (2018, July 20). Functionalism. Stanford Encyclopedia of Philosophy.
Retrieved from [Link]
· Chalmers, D. J. (1995). “Facing up to the problem of consciousness”. Journal of
Consciousness Studies, 2(3), 200–219.
· Bedau, M., & Humphreys, P. (2008). Emergence: Contemporary Readings in
Philosophy and Science. The MIT Press.

30
EC (1275) - 23.05.2025

· O’Connor, T. (2020, August 10). Emergent Properties. Stanford Encyclopedia of

Philosophy. Retrieved from [Link]
· Kim, J. (2011). Philosophy of Mind (III). Westview Press.

· Heil, J. (2020). Philosophy of Mind: A Contemporary Introduction (4th ed.).

Routledge.

· Zelazo, D., Moscovitch, M., & Thompson, E. (Eds.). (2007). The Cambridge
Handbook of Consciousness. Cambridge University Press.

Keywords: Dualism, Category mistake, Identity theory, Functionalism, Epiphenomenalism,

Qualia, Explanatory gap, Emergence

COMMON POOL OF GE COURSES

Philosophy of Education GE 7 A

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course Title Credits Credit distribution of the Eligibility Pre-

& Code course criteria requisite
of the
Course (If
Lecture Tutorial Practical
any)

Philosophy 4 3 1 0 None None

of
Education

GE 7 A

Course Objectives

31
 EC (1275) - 23.05.2025

1. This course is able to familiarize the student with the knowledge of Philosophy of
Education.

2. It discusses the background, aims, Ethics, Values and Gurukul Parampara.

3. It highlights Philosophy of Education from the perspectives of Indian and Western

thinkers.

Learning Outcomes

1. The idea is to encourage the students to think and develop comparisons between the
Indian thinkers (Tagore, Vivekananda, Krishnamurti and Dr. S. Radhakrishnan) and
Western thinkers (Dewey and Russell) regarding the concept of Philosophy of
Education.

2. The students are able to find out the similarities and differences between the thinkers
of Indian and Western Philosophy.

3. Gurukul parampara and models of Education are also discussed.

Unit 1: Introduction to Philosophy of Education: Western Philosophy (4 weeks,

12 hours)

1. Basic Questions

2. Nature and scope of education

Essential/recommended readings

Bailey, R (Ed.) (2014). What is the Philosophy of Education? The Philosophy of Education: An
Introduction, Bloomsbury, Pp. 4-20.

Mwale, Marisen (2021). Philosophy of Education. Mzuzu University, Pp.3-44.

Unit 2: Theories of Education: Western Philosophy (3

weeks, 9 hours)

1. Dewey’s pragmatic theory

32
EC (1275) - 23.05.2025

2. Russell on Education

Essential/ recommended readings

Dewey, John (1916). Democracy and Education: An Introduction to Philosophy of Education.

New York: The Macmillan Company, Pp.375-387.

Russell, B (1923). “Introduction” and “The Postulates of Modern Educational Theory” in On

Education. RKP, pp. 10-37

Unit 3: Indian Thinkers (4 weeks, 12

hours)

1. Rabindranath Tagore’s views on Philosophy of Education

2. Swami Vivekananda’s views on Philosophy of Education

3. Jiddu Krishnamurti’s Views on Philosophy of Education

4. Dr. S. Radhakrishnan’s Views on Philosophy of Education

Essential/ recommended readings

Tagore, Rabindranath (1947). Thoughts on Education. The Visva Bharati Quarterly, Vol.13,
No.1 (May-Oct), Pp.1-7.

Vivekananda, Swami (1958). The Complete Works of Swami Vivekananda. Vol.4, Mayavati
Almora: Advaita Ashrama, Pp.481-487.

Krishnamurti, Jiddu (2008). Education & The Significance of Life. Chennai: Krishnamurti
Foundation India, Chapter 1 and 2.

Radhakrishnan, Sarvepalli (1944). Education, Politics and War. Poona: International Book
Service, Pp. 75-110.

[Link]
Tree/people/People_Vol.01_P01_2010_For%[Link]

Unit 4: Ancient Indian perspective and Models of Education (4 weeks, 12

hours)

1. What is Gurukul Parampara: Ancient Indian Perspective

2. Professional Ethics and Values Education: Models of Education

33
 EC (1275) - 23.05.2025

Essential/ recommended readings:

Rajguru, Nayan (2024). The Gurukul System: Ancient Pedagogical Practices and Their Role in
Shaping Indian Knowledge Traditions. International Journal for Multidisciplinary Research,
6(6), Pp.1-10.

Shah, Ekta (2018). Professional Ethics and Values Education in Higher Education. International
Journal of Social Impact, 3(4), Pp.55-61.

Jogalekar, Jaee (2024). The Significance of Gurukul Education System of Bharat & Its
Importance in Indian Knowledge System: A Thematic Analysis. Quest Journals: Journal of
Research in Humanities and Social Science, 12(12), Pp.61-68.

Suggestive Readings

Curren, Randall, "Philosophy of Education", The Stanford Encyclopedia of Philosophy (Spring

2025 Edition), Edward N. Zalta & Uri Nodelman (eds.), forthcoming URL =
<[Link]

Chand, Jagdish (2010). Philosophical Foundations of Education. Delhi: Anshah Publishing

House, Pp.52-68.

Levinson, Meira and Jacob Fay (eds), 2016, Dilemmas of Educational Ethics: Cases and
Commentaries, Cambridge, MA: Harvard Education Press.
Dewey, John, 1902, The Child and the Curriculum, Chicago: The University of Chicago Press.
Gupta, Chetna (2019). Tagore and Vivekananda’s Views on Education: Philosophical and
Contemporary Evaluation. New Delhi: Shivalik Prakashan, Pp.14-50.
Sachdev, Neeraj., Gupta, Chetna (2021). An Ethical Appraisal of Higher Education: Assessing
Teacher-Student Friendship and Autonomy of the Students in the Classroom. European Journal
of Humanities and Social Sciences, 1(3), Pp. 30-33.

34
EC (1275) - 23.05.2025

GE 7 B Philosophy of B R Ambedkar

Course title Credits Credit distribution of the course Eligibility Pre-

& Code criteria requisite
of the
Lecture Tutorial Practical/ course

Practice (if any)

GE 7 B 4 3 1 Nil None None

Philosophy
of B R
Ambedkar

Learning Objectives

· The aim of this course is to introduce the alternative approaches of contemporary

Indian philosophical thought with special focus on Philosophy of B R Ambedkar.

· This course is an exploration of democratic and normative philosophical thought

in reconstruction of Indian society.

· This course introduces the essential philosophical writings of contemporary

Indian thinker B R Ambedkar by discussing the Philosophical method in general and Social-
Political philosophy and philosophy of religion of Ambedkar in particular.

Course Learning Outcomes

· Learn Ambedkar’s alternative reading of Indian philosophy by interrogating

dominant philosophical systems and its texts.

· Critical engagement with social reality conditioned by the caste system.

· Learn the liberative and democratic potential of philosophy of Ambedkar in

reconstructing the Indian nation.

35
 EC (1275) - 23.05.2025

· To develop into a good citizen by understudying the indigenous democratic

philosophical thought.

Unit 1 Life world of B R Ambedkar (9 Hours, 3 Weeks)

1. Life and Essential Writings of Ambedkar

2. Concepts and methodology of [Link]

Essential/Recommended Readings

Rodrigues, Valerian (ed). ‘Introduction’, The Essential Writings of B.R. Ambedkar. New Delhi:
Oxford Press, 2002, p.1- 20.

Rodrigues, Valerian (ed). , ‘Introduction’, Rodrigues, Valerian (ed). The Essential Writings of
B.R. Ambedkar. New Delhi: Oxford Press, 2002, p.20-36

Unit 2 Philosophy of Religion (12 Hours, 4 Weeks)

1. Philosophy of Religion and Indian Social Order

Essential/Recommended Readings

‘The Hindu Social order: Its Essential Principles’,Dr. Babasaheb Ambedkar Writings and
Speeches Vol.3,New Delhi: [Link] Foundation,2014,pp95-115

2. Buddhism and Marxism

Social reforms.

Essential/Recommended Readings

Rodrigues, Valerian (ed).‘Religion and Dhamma’,The Essential Writings of B.R. Ambedkar. New
Delhi: Oxford Press, 2002 Pp.57-59

Rodrigues, Valerian (ed). ‘Buddha or Karl Marx’, The Essential Writings of B.R. Ambedkar. New
Delhi: Oxford Press, 2002, pp173-189

Unit 3 Social and Political Philosophy (12 Hours, 4 Weeks)

1. Social Justice and Ideal society

2. Concept of Equality, Justice and Fraternity

36
EC (1275) - 23.05.2025

Essential/Recommended reading

Rodrigues, Valerian (ed). ‘Introduction’, The Essential Writings of B.R. Ambedkar. New Delhi:
Oxford Press, 2002, (extracts from Annihilation of Caste) pp 267-268,275-277,294-304

Rodrigues, Valerian (ed).’ Democracy ‘, The Essential Writings of B.R. Ambedkar. New Delhi:
Oxford Press, 2002, pp 60-64

Rodrigues, Valerian (ed). ‘Political safeguards for depressed classes’, The Essential Writings of
B.R. Ambedkar. New Delhi: Oxford Press, 2002, 369-382

Unit 4 Contemporary Relevance of Ambedkar (12 Hours, 4 Weeks)

1. Relevance of Ambedkar

2. Constitutional morality and Democracy

Essential/Recommended Readings

B.R. Ambedkar, ‘Introduction’, Rodrigues, Valerian (ed). The Essential Writings of B.R.
Ambedkar. New Delhi: Oxford Press, 2002, p.36-43

Suggestive Readings:

B.R. Ambedkar, ‘Philosophy of Hinduism’, Moon, Vasant (Compiled) Dr. Babasaheb Ambedkar
Writings and Speeches Vol.3, Education Department, Government of Maharashtra, 1987.

Rodrigues, Valerian.(Ed.) ‘Krishna and His Gita’, The Essential Writings of B.R. Ambedkar. New
Delhi: Oxford Press, 2002, pp.193-204

Rodrigues, Valerian(Ed.). ‘Basic Features of Indian constitution’, The Essential Writings of B.R.
Ambedkar. New Delhi: Oxford Press, 2002New Delhi: Oxford Press, 2002, p.473-495

Omvedt, Gail. ‘Ambedkarism : The Theory of Dalit Liberation’, Dalits And The Democratic
Revolution: Dr. Ambedkar And The Dalit Movement In Colonial India (Sage India, 1994) p.225-
260 (Ambedkarism)

Omvedt, Gail. Ambedkar:Towards Enlightened India, Delhi: Pengiun,2017

Christophe Jaffrelot and Narender Kumar (Eds), [Link] and Democracy, New Delhi:
Oxford University Press, 2018(Chapter 16)

[Link], Bhimraoramji Ambedkar and the Question ofSocialism in India, Delhi: Palgrave, 2022

37
 EC (1275) - 23.05.2025

Gokhale, Pradeep (Ed.) The Philosophy of [Link], Pune: IPQ Publication,2008

G. Aloysius, Nationalism without a nation in India. Delhi: Oxford University Press, 1997. Xii +
265 pp.

P. Kesava Kumar, Political Philosophy of [Link]- AnInquiry into the Theoretical

Foundations of the Dalit Movement, New Delhi: Kalpaz,2013

Mungekar,Balachandra.(2022).The Essential Ambedkar,New Delhi:Rupa Publications

Roudrigues,Valerian.(2004).The Essential Writings of B.R. Ambedkar, New Delhi: Oxford

University Publications

Roudrigues,Valerian.(2024).Ambedkar's Political Philosophy: A Grammar of Public Life from

the Margin, New Delhi:Oxford University Press

Kuber,W.N.(1992).Ambedkar: A Critical Study,New Delhi: People's Publishing House

Moon,Vasant.(2022). [Link] Ambedkar,New Delhi: National Book Trust.

Stroud,Scott.R. (2022)The evolution of Pragmatism in India(An Intellectual Biography of

[Link]),New Delhi: Harper Collins

Books and Writings of Ambedkar/ [Link] [Link]

GE 7 C The Philosophy of Bio Politics

Course title Credits Credit distribution of the course Eligibility Pre-

& Code criteria requisite
of the
Lecture Tutorial Practical/ course

Practice (if any)

GE 7 C 4 3 1 Nil None None

Philosophy
of Bio
Politics

38
EC (1275) - 23.05.2025

Course Objectives:

1. Biopolitics takes life as a site of both technological production and economic

manipulation.

2. The course outlined to know the relation between power and determined form of life. It
is about the relationship between life and politics.

3. This course provides theoretical understanding of biopolitics by exploring the essential

writings of Michel Foucault, Giorgio Agamben, Hardt , Antonio Negri, Jacques Ranciere in the
ideological context of liberalism and fascism .

4. The course emphasizes the importance of affirmative biopolitics—a biopolitics based

upon a politics of life as opposed to a politics over life. The affirmative biopolitics fosters
democratic , autonomous valences of the multitude and promotes more egalitarian and free
subjects.

Learning outcomes of the Course:

1. Students will have a broad understanding of philosophical theories of biopolitics.

2. Students will have the knowledge of norms constituting in governing and controlling the
life, population, social systems and political institutions.

3. Students will learn about the arguments and methodologies of biopolitics.

4. Students will be exposed to the understanding of the invariable relationship between life,
technology, social system, and mechanisms of governance.

Unit I Introduction to Biopolitics (9 Hours, 3 Weeks)

1. Introduction to theories of Biopolitics

Essential Readings

Lemke, Thomas. Biopolitics- An Advanced Introduction, New York; New York University,
2011, pp.1-22

Campbell, Timothy and Adam Sitze (Eds), ‘Introduction’, Biopolitics- A Reader, Durham: Duke
University Press, 2013

39
 EC (1275) - 23.05.2025

Foucault, Michel (1997) ‘The Birth of Biopolitics’, in: Michel Foucault, Ethics: Subjectivity and
Truth, ed. by Paul Rabinow, New York: The New Press 1997, pp. 73-79

Unit II Government of Living Beings: Michel Foucault (12 Hours, 4 Weeks)

1. Michael Faucault’s views on Biopolitics

Essential Readings

Lemke, Thomas. Biopolitics- An Advanced Introduction, New York; New York University,
2011,pp-33-52

Foucault, M. Right of Death and Power over Life, Campbell, Timothy and Adam Sitze (Eds)
Biopolitics- A Reader , Durham: Duke University Press, 2013, pp.41-60

Unit III Sovereign Power and Bare Life: Giorgio Agamben (12 Hours, 4 Weeks)

1. Agamben view on Sovereign power and Bare life

Essential Readings

Lemke, Thomas. Biopolitics- An Advanced Introduction, New York; New York University,
2011, pp-53-64

‘Sovereign Power as Bare Life’, Campbell, Timothy and Adam Sitze (Eds), Biopolitics- A
Reader, Durham: Duke University Press, 2013 ,pp.134-144

‘The Politicization of Life,’ Campbell, Timothy and Adam Sitze (Eds), Biopolitics- A Reader,
Durham: Duke University Press, 2013, pp.145-151

Unit IV Biopolitics and Multitude (12 Hours, 4 Weeks)

1. Empire and Multitude- Hardt, Negri

2. On Politics- Ranciere

Essential Readings

Michael Hardt and Antonio Negri. ‘Biopolitical Production’ , Campbell, Timothy and Adam
Sitze (Eds) Biopolitics- A Reader Durham: Duke University Press, 2013 ,pp. 215 -236

40
EC (1275) - 23.05.2025

Ranciere, Jaques . ‘Ten theses on Politics ‘, ‘Biopolitics or Politics’, Dissensus- On Politics and
Aesthetics, London: Continuum International Publishing Group pp, 27-44 and 91-96

Suggestive Readings

Lemke, T. (2016): Rethinking Biopolitics: The New Materialism and the Political Economy of
Life. In Wilmer, S. and Zukauskaite, A. (eds.), Resisting Biopolitics: Philosophical, Political,
and Performative Strategies, New York: Routledge, 57-73

Campbell, Timothy. Bios, Immunity, Life- The Thought of Roberto Esposito, Diacritics 36.2: 2–
22

Vernon W Cisney and Nicolae Morar (Eds) Biopower- Foucault and Beyond

Campbell, Timothy and Adam Sitze (Eds), Biopolitics- A Reader, Durham: Duke University
Press, 2013

Agamben G (1998) Homo Sacer: Sovereign Power and Bare Life. Heller-Roazen D (trans).
Stanford, Stanford University Press.

Sergei Prozorov, Simona Rentea (eds.) The Routledge Handbook of Biopolitics,2016

Michael Hardt and Antonio Negri . Biopolitics as Event, Campbell, Timothy and Adam Sitze
(Eds) Biopolitics- A Reader , Durham: Duke University Press, 2013, pp. 237-244

Esposito- ‘The Enigma of Biopolitics’ in (Tr. Timothy Campbell) Bios-Biopolitics and

philosophy, University of Minnesota Press,2008, pp 13-43

Lemke, Thomas. Biopolitics- An Advanced Introduction, New York; New York University,
2011

Key Words

Biopolitics,life, Sovereignty, population, citizenship,governmentality, social control,liberalism

GE 7 D Environmental Ethics

Course title & Credits Credit distribution of the course Eligibility Pre-

41
 EC (1275) - 23.05.2025

Code criteria requisite

Lecture Tutorial Practical/ of the
course
Practice
(if any)

Environmental 4 3 1 Nil None None

Ethics

GE 7 D

Course Objectives

1. This course will explore wide-ranging environmental arguments, both theoretical and
practical, shared from diverse perspectives by ethicists.
2. Students will, to begin with, be introduced to the myriad ways in which morality can be
extended to the environment and some other important issues such as those concerning
value.
3. The question ‘Does the pursuit of environmentalism (vis-à-vis sustainability) necessarily
negate a good life?’ will be weighed.
4. The final unit will deliberate on how values that are implied in or derived from religions
and traditional world-views are being used to address environmental concerns on the
ground. This unit will thus illustrate the practical application of environmental ideas.

Course Learning Outcomes

● Students shall be able to identify the nature of environmental ethics as a discipline.

● The arguments employed by scholars to extend morality to the environment and

challenges they face will become familiar.

● Students will develop the skill to critically evaluate scholarly views and build on their
own arguments with sound logical reasoning.

● The students will be able to recognize the moral imperative behind many
environmental decisions that humanity faces today.

42
EC (1275) - 23.05.2025

Unit I: Introduction (3 Weeks / 9 hours)

1. What is environmental ethics?

2. Anthropocentrism, biocentrism and ecocentrism

Jamieson, Dale, (2008) Ethics and the Environment: An Introduction, Cambridge: Cambridge
University Press, 2008. Pp. 1-25.

Elliot, Robert, (1993) “Environmental Ethics.” In Peter Singer (ed.), A Companion to Ethics,
Oxford: Blackwell Publishers Ltd. pp. 284-293.

Unit II: Ecofeminism (4 Weeks / 12 hours)

1. Understanding Ecofeminism
2. Feminism and the Environment

Warren, Karren J. (2014) “The Power and the Promise of Ecological Feminism.” In Michael
Boylan (ed.),EnvironmentalEthics, Malden, USA: WileyBlackwell. pp 64-71

Merchant, Carolyn. (2014) “Ecofeminism and Feminist Theory,”In Michael Boylan (ed.),
EnvironmentalEthics, Malden, USA: Wiley Blackwell. pp 59-63.

Unit III: Sustainability (4 Weeks / 12 hours)

1. What is sustainability?
2. Sustainability and the good life

Hourdequin, Marion (2015) Environmental Ethics: From Theory to Practice, London:

Bloomsbury. pp. 131-141

Milbrath, Lester W. (2002) “Redefining the Good life in a Sustainable Society”, In David
Schmidtz and Elizabeth Willott (eds.) Environmental Ethics: What Really Matters, What Really
Works, New York, Oxford: Oxford University Press. pp 199-205

Unit IV: Application (4 Weeks / 12 hours)

1. Practicing traditional and religious environmental ethics: some examples

43
 EC (1275) - 23.05.2025

Essential Readings

Callicott, J Baird. (1994) Earths Insights: A Multicultural Survey of Ecological Ethics from the
Mediterranean Basin to the Australian Outback, Berkeley: University of California Press. pp
211-234.

Chapple, Christopher Key. (2001). “Hinduism and Deep Ecology”, In David Landis Barnhill and
Roger S. Gottlieb(eds.), Deep Ecology and World Religions: New Essays on Sacred Ground.
State University of New York Press, pp 59-76.

Or

Khaleel, F., & Shobha, K. (2021). “Ontological Authority of Sustainability in Hindu Traditions:
The Art of Planetary Maintenance.” In Foundations of a Sustainable Economy Routledge. pp.
96-104.

Further Readings

Nelson, Michael Paul, 2002, “Introduction to Environmental Ethics,” Ethics for a Small Planet:
A Communications Handbook on the Ethical and Theological Reasons for Protecting
Biodiversity, Madison, WI: The Biodiversity Project, January 2002. pp.41-47

McShane, Katie. (2009) “Environmental Ethics: An Overview.” Philosophy Compass 4, no. 3:

407-420.

Goralnik, L. and M.P. Nelson, (2012) ‘Anthropocentrism’in Encyclopaedia of Applied Ethics

(Second Edition). pp 145-155. [Link]

Rolston, Holmes III. (2003) “Environmental Ethics” in Nicholas Bunnin and E. P. Tsui-James
(eds.). The Blackwell Companion to Philosophy, Oxford, UK: Blackwell Publishing.

Curren, Randall, (2014) “Defining Sustainability Ethics,” In Michael Boylan (ed.)

Environmental Ethics, Malden, USA: Wiley Blackwell. pp 331-345.

Plumwood, Val, (1993) Feminism and the Mastery of Nature, London and New York:
Routledge. Chapter 1

Hourdequin, Marion (2015) Environmental Ethics: From Theory to Practice, Bloomsbury,

London, 88-100

44
EC (1275) - 23.05.2025

Shiva, Vandana and J. Bandyopadhyay, (1986), “The Evolution, Structure, and Impact of the
Chipko Movement”, Mountain Research and Development, Vol. 6, No. 2. pp. 133-142. URL:
[Link]

Ariyaratne, A. T. and Joanna Macy, (1994) “The Island of the Temple and the Tank,” In Martine
Batchelor and Kerry Brown (eds.) Buddhism and Ecology, Delhi: Motilal Banarsidass
Publishers. pp. 78-86

Keywords:

ethics, environment, ecology, religion, feminism, anthropocentrism, biocentrism, ecocentrism,

animals, sustainability, responsibility, value, duties, nature.

45
 EC (1275) - 23.05.2025

Philosophy Hons and Programme

Semester VIII

BA Honours Philosophy

Semester VIII

Meta Philosophy DSC 20

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title &

Code Cred Credit distribution of the Eligibilit Pre-
its course y criteria requisite
of the
course
Lectu Tutori Practical
re al / (if any)

Practice

Metaphilosophy 4 3 1 Nil None None

DSC 20

Course Objectives

1. To acquaint students with meta level inquiry into philosophy

2. To reflect rationally on questions like what is philosophy, is there anything like

philosophical knowledge, does philosophy make progress, etc.

3. To enable students to be self reflective about the nature of their subject

4. To empower students with knowledge of contemporary meta-philosophical debates

Course Learning Outcomes

1. The student will learn about recent advances in meta-philosophy

46
EC (1275) - 23.05.2025

2. The student will come to appreciate the endeavor of philosophy better

3. The student will be able to analyze fundamental issues related to Metaphilosophy

4. The student will be able to identify problems and methods of addressing philosophical
questions

Course Structure

Unit 1: Philosophical methods (4 weeks, 12 Hours)

1. The use of intuition in philosophy

2. Thought experiments

3. Experimental philosophy

Recommended readings

Goldman, Alvin I. (2007). Philosophical intuitions: Their target, their source, and their epistemic
status. Grazer Philosophische Studien 74 (1):1-26.

Horvath, Joachim & Koch, Steffen (2021). Experimental philosophy and the method of cases.
Philosophy Compass 16 (1): 1 - 13

Unit 2: Progress in Philosophy (3 weeks, 9 Hours)

1. Progress in philosophy

2. Barriers to Progress

Essential/Recommended Readings

Stoljar, Daniel (2017). Is there Progress in Philosophy? A Brief Case for Optimism. In Russell
Blackford & Damien Broderick (eds.), Philosophy's Future: The Problem of Philosophical
Progress. New Jersey, USA pp. 107-118

Wilson, Jessica (2017). Three Barriers to Philosophical Progress. In Russell Blackford &
Damien Broderick (eds.), Philosophy's Future: The Problem of Philosophical Progress.
Hoboken, NJ: Wiley Blackwell. pp. 91--104.

Prescribed Text: Russell Blackford & Damien Broderick (eds.), Philosophy's Future: The
Problem of Philosophical Progress. Hoboken, NJ: Wiley Blackwell, 2017

Unit 3: Philosophical Knowledge and Disagreement (4 weeks, 12 Hours)

47
 EC (1275) - 23.05.2025

1. Philosophical Knowledge

2. Methods to resolve disagreement

Essential/Recommended Readings

Kornblith, Hilary (2013). Is Philosophical Knowledge Possible? In Diego E. Machuca (ed.),

Disagreement and Skepticism. Routledge. pp. 260-276

Goldberg, Sanford (2013). Defending Philosophy in the Face of Systematic Disagreement. In

Diego E. Machuca (ed.), Disagreement and Skepticism. Routledge. pp. 277-294.

Prescribed text: Diego E. Machuca (ed.), Disagreement and Skepticism. Routledge, 2013

Unit 4: Locating Indian Philosophy: Tradition and Modern Reflections (4 weeks, 12

Hours)

1. Reason and Indian Philosophy

2. Traditions in Indian Philosophy

3. Modern Reflections on Indian Philosophy

Essential/Recommended Readings

Chakrabarti, A (1999). “Rationality in Indian Philosophy”, In Deutsch, Eliot & Bontekoe, Ron
(eds.) (1999). A Companion to World Philosophies. Wiley-Blackwell, 259-278

Krishna, Daya (1965). Three conceptions of Indian philosophy. Philosophy East and West 15
(1):37-51.

Suggestive Readings

Chatterjee, Satischandra (1963). Classical Indian philosophies. [Calcutta]: University of

Calcutta.

Pappu, Rama Rao ; S., S. & Puligandla, R. (eds.) (1982). Indian philosophy: past and future.
Delhi: Motila Banarsidass.

Perrett, Roy W. (ed.) (2000). Metaphysics: Indian Philosophy. New York: Routledge.

48
EC (1275) - 23.05.2025

Perrett, Roy W. (2016). An Introduction to Indian Philosophy. Cambridge, United Kingdom:

Cambridge University Press.

Feldman, Richard & Warfield, Ted (eds.) (2010). Disagreement. Oxford University Press.

Overgaard, Søren; Gilbert, Paul & Burwood, Stephen (2013). An Introduction to

Metaphilosophy. Cambridge University Press.

Pritchard, Duncan (ed.) (2015). What is This Thing Called Philosophy?. Routledge.

Stoljar, Daniel (2017). Philosophical Progress: In Defence of a Reasonable Optimism. Oxford,

UK: Oxford University Press.

Strawson, Peter (1992). Analysis and Metaphysics: An Introduction to Philosophy. Oxford

University Press.

Keywords

Disagreement, Progress, Intuition, Thought Experiment, Experimental Philosophy, The place of

reason in Indian philosophy, conceptions of Indian philosophy.

Contemporary Political Philosophy DSE 8 A

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title &

Code Credits Credit distribution of the course Eligibility Pre-
criteria requisite
of the
course
Lecture Tutorial Practical/
(if any)
Practice

49
 EC (1275) - 23.05.2025

Contemporary 4 3 1 Nil None None

Political
Philosophy

DSE 8 A

Course Objectives

1. To make the students familiar with contemporary debates of political philosophy

2. To acquaint with various approaches to political philosophy and its significance

3. To revisit the theories of justice in the light of contemporary social and political struggles

Learning Outcomes

After taking this course the student will:

1. Understand the contemporary debates of social and political philosophy in the light of
social justice

2. Develop a practical approach to political philosophy rather carrying with either ideal and
non- ideal theories of politics

3. Learn the limitations of of liberal theory and the importance of other contemporary
critical theories

Unit I. Just Society and Political Philosophy (3 weeks, 9 Hours)

1. The Concept of Justice

2. Liberalism

Essential/Recommended Readings

Arneson, Richard J (2008) “Justice after Rawls”, John S Dryzek, Bonnie Honig and Anne
Phillips (Eds.) The Oxford Hand Book of Political Theory, Oxford: OUP. pp.45-66

50
EC (1275) - 23.05.2025

Sandel, Michael (Ed.), (1984) Liberalism and Its Critics, New York: New York University Press,
(Introduction pp1-12)

Unit II. Critique of Liberalism (4 weeks, 12 Hours)

1. Radical Liberalism

2. Communitarianism

Essential/Recommended Readings

Sandel, Michael. (2003) ‘Liberalism and Limits of Justice’, and Amy Gutmann,
‘Communitarian Critics of Liberalism’,, in Derek Maltravers and Jon Pike, Debates in
Contemporary Political Philosophy- An Anthology, London: Routledge, pp182-194

Mill,Charles (2017) ‘The Critique of Racial Liberalism’, From Black Rights and White Wrongs,
Oxford: OUP, ([Link]-xxi)

Unit III. Multiculturalism, Politics of Recognition and Minority Rights (4 weeks, 12 Hours)

1. Multiculturalism

2. Politics of Difference

Essential/Recommended Readings

Kymlicka,Will (2007) “Community and Multiculturalism”, Companion to Contemporary

Political Philosophy Vol.2, Wiley Blackwell, pp 463-477,

Young, Iris M. (2009) “Structural Injustice and Politics of Difference”, Thomas Christiano and
John Christman (Eds) Contemporary Debates in Political Philosophy, Wiley- Blackwell ,
pp.362-384

Unit [Link], Human Dignity and Self- Respect (4 weeks, 12 Hours)

1. Concept of Dignity

2. Conception of Self Respect

Essential/Recommended Readings

Gopal Guru (2011) ‘Humiliation, Delhi: Oxford University Press, Introduction

Dillon, Robin, (1995)‘Towards a Feminist Conception of Self-Respect’, Robin S Dillon (Ed.)

51
 EC (1275) - 23.05.2025

Dignity, Character and Self-respect, New York: Routledge, Pp 290-310

G. Aloysius, (2019) Periyar and Modernity, Delhi: Critical Quest. Pp 12-42

Suggestive Readings

Estlund, David. (2014) Utopophobia, Philosophy and Public Affairs, 42(2)

David Estlund, (2020) ‘An Unrealistic Introduction’, David Estlund, Utopophobia- On the Limits
(if any) of Political Philosophy, Princeton: Princeton University Press, pp3-24,

Laurence, Ben. The Question of the Agents of Change, Journal of Political Philosophy 28(4);
355-377,2020, (Laurence, Ben. Agents of Change-Political Philosophy in Practice, Harvard:
Harvard University Press,2021)

Parekh , Bhikhu. (2003) Contemporary liberal responses to diversity, Derek Maltravers and Jon
Pike, (Eds.) Debates in Contemporary Political Philosophy- An Anthology, London: Routledge,
pp. 239-247

Foucault, Michel. (1991) ‘Governmentality’, Graham Burchell, Colin Gordon and Peter
Miller(Eds.), The Foucault Effect -Studies in Governmentality, Chicago: University of Chicago
Press, pp.87-104,

Foucault, Michel. (2007) The Critique, SylvereLotringer and Lysa Hochroth (eds)The Politics of
Truth , Semiotext(e)

Michael Walzer, (1990) Communitarian Critique of Liberalism, Political Theory, Vol. 18, No. 1
pp. 6-23

Mill, Charles (2017) ‘Ideal Theory as Ideology’, In Black Rights and White Wrongs, Oxford:
OUP, pp.72-90.

Taylor, Charles. (1995) ‘Politics of Recognition,’ Multiculturalism, ([Link] Gutmann)

Princeton: Princeton University,, Pp.25-73

Axel Honneth , (1996) The Struggle for Recognition: The Moral Grammar of Social Conflicts.
MIT Press, Pp.160-180

Robin S Dillon (Ed.) ( 1995) Dignity, Character and Self-respect, New York: Routledge,

Kilmister, Suzy (2020) Contours of Dignity, Oxford: Oxford University Press,, Pp.16-38

Jeff Malpas and Norelle Lickiss (Eds). (2007) Perspectives on Human Dignity: A Conversation,

52
EC (1275) - 23.05.2025

Springer

Margalit, Avishai. (2009) Decent Society, Cambridge: Harvard University Press,

Keywords

Justice, Liberalism, Communitarianism, Politics of Difference, Multiculturalism, Human

Dignity, Self-Respect, Structural injustice, Recognition

Philosophy of Perception DSE 8 B

Course title &

Code Credits Credit distribution of the course Eligibility Pre-
criteria requisite of
the course
Lecture Tutorial Practical/
(if any)
Practice

Philosophy of 4 3 1 Nil None None

Perception

DSE 8 B

Course Objectives

1. To introduce students to the philosophical problems surrounding the notion of perception

2. To familiarize students with both Indian and western theories of perception

3. To make students appreciate the concepts surrounding the contents and epistemic
justification of perceptual intake

4. To enable students to pursue the philosophy of perception at a higher level

Course Learning Outcomes:

1. Students will be able to understand the problems regarding perception

2. Students will be able to analyze different theories and assess their arguments

3. Students will imbibe advanced knowledge regarding latest debates on perception

53
 EC (1275) - 23.05.2025

4. Students will be motivated to further study the field of perception

Course Structure

UNIT 1: Introduction: Theories of Perception (3 weeks, 9 hours)

1. Indian systems of perception

2. Perception in classical western literature

Essential/Recommended Readings

Matilal, B.K., (1986). “What Do We See?” Chapter-7 of Perception An Essay on Classical

Indian Theories of Knowledge. Oxford University Press, New York.

Optional Reading: "The Problem of Perception", The Stanford Encyclopedia of Philosophy

(Fall 2021 Edition), Edward N. Zalta (ed.), URL =
<[Link]

UNIT 2: Contents of Perceptual Experiences (4 weeks, 12 hours)

1. Sense datum view, internal physical state view, representational view, and naïve realism

2. Phenomenology

Essential/Recommended Readings

Pautz, A. (2021). “Introduction” in Perception (pp. 1-14). Routledge.

Merleau-Ponty, M. (2002). Introduction (section 1 and 4) of Phenomenology of Perception (2nd

ed.). Routledge. [Link]

UNIT 3: Epistemic Justification (4 weeks, 12 hours)

1. The Rationality of Perception

2. Cognitive Impenetrability of Perception

Essential/Recommended readings

Siegel, Susanna (2017). Chapter 1 and 2 of The Rationality of Perception. Oxford University
Press.

54
EC (1275) - 23.05.2025

Firestone, C., and Scholl, B. (2016). Cognition does not affect perception: Evaluating the
evidence for “top-down” effects. Behavioral and Brain Sciences, 39, E229.
Doi:10.1017/S0140525X15000965

Unit 4: Contemporary Approaches (3 weeks, 9 hours)

1. Enactive Vision

2. Computational processing in perception

Essential/Recommended readings

Myin E., & Degenaar J. (2014). Enactive Vision in Lawrence Shapiro (ed.), The Routledge
Handbook of Embodied Cognition. Routledge. pp. 90-98.

Raftopoulos A., (2009). Chapter 3 of Cognition and Perception: How Do Psychology and
Neural Science Inform Philosophy?MIT Press.

Suggestive Readings

Stokes, Dustin (2012). Perceiving and Desiring: A New Look at the Cognitive Penetrability of
Experience. PhilosophicalStudies 158(3):479-92. PhilArchive copy v1:
[Link]

Noe, A. (2004). Action in perception. Cambridge, Mass: MIT Press.

Deroy, Ophelia (2013). Object-sensitivity versus cognitive penetrability of perception.

Philosophical Studies 162 (1):87-107.

Brogaard, Berit (2016). Perception and Its Objects. Analysis. 76 (3):374-380.

Strawson, P. F. (2011). Philosophical Writings. Oxford University Press.

Snowdon, Paul F. (1992). How to interpret direct perception. In The Contents of Experience.
New York: Cambridge University Press.

Datta, Dhirendra Mohan (1932). The Six Ways of Knowing: A Critical Study of the Vedānta
Theory of Knowledge. London: G. Allen & Unwin.

Keywords : Perception, Cognition, Naïve Realism, representationalism, sense-data theory,

perceptual content, epistemic warrant, perceptual justification, cognitive penetration, visual
processes, enactive perception, embodied cognition

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

55
 EC (1275) - 23.05.2025

Critical Theory DSE 8C

Course title & Cre Credit distribution of the course Eligibility Pre-requisite of
Code idits
riteria the course

Lecture Tutor PPractical/ I if any)

ial PPractice

Critical 3 1 NNil NNone None

Theory

DSE 8 C

Course Objectives:
1. The course aims to introduce students to concepts, traditions, and debates in critical
theory.
2. This course will introduce key methods and themes in critical theory.
3. The course will explore methodological questions such as the nature of critique and the
relationship between theory and practice
4. Additionally, it will also cover the relations between critical theory and politics and
society, and critical theory and technology

Course Learning Outcome:

After successful completion of this course, students would be able to:

1. Identify the philosophical underpinning of critical theory
2. Familiarize themselves with key methods, themes, and figures in twentieth-century and
contemporary critical theory.
3. Identify and assess different modes of philosophical critique.
4. Clearly and accurately reconstruct philosophical views held by critical theorists.
5. Acquire key theoretical and conceptual vocabularies for undertaking advanced study in
the field.

Unit I Introduction to Critical Theory ( 3 weeks, 9 hrs)

1. Origin of Critical Theory
2. Core concepts and approaches of critical theory

56
EC (1275) - 23.05.2025

Essential /Recommended Readings

Ingram David and Ingram, Julia Simon (Eds.)( 1992). ‘Introduction,’ Critical Theory: Essential
Readings, New York: Paragon House, pp. XIV - XXXII

Thompson, Michael J. (2017), ‘Introduction: What is Critical Theory,’ The Palgrave Handbook
of Critical Theory, Palgrave Mac Millan, pp. 1-12

Unit II Traditional Theory, Critical Theory and Enlightenment (4 weeks, 12 hrs)

Essential/ Recommended Readings

1. Difference between traditional and critical theories
2. Critical theory and the concept of enlightenment

Horkheimer, Max. (1992) “Traditional and Critical Theory.” In David Ingram and Julia Simon-
Ingram (Eds.). Critical Theory: Essential Readings, New York: Paragon House, pp.239-253

Adorno, Theodor W. and Horkheimer, Max . (1992) “The Concept of Enlightenment” In David
Ingram and Julia Simon-Ingram (Eds.). Critical Theory: Essential Readings, New York: Paragon
House, pp. 49-56

Unit III Philosophy, Politics, and Psychoanalysis (4 weeks, 12 hrs)

Essential/Recommended Readings
1. Philosophy and Critical Theory
2. Understanding the relationship between the evolution of critical theories and the crisis of
psychoanalysis

Marcuse, Herbert.(2020) “ Philosophy and Critical Theory,” In Stephen Eric Bronner and
Douglas MacKay Kellner (Ed.) Critical Theory and Society- A Reader, New York: Routledge,
pp.58-73

Fromm,Erich. (2020) “The Crisis of Psychoanalysis,” In Stephen Eric Bronner and Douglas
MacKay Kellner (Ed.) Critical Theory and Society- A Reader, New York: Routledge, pp.247-
252

Unit IV Society, Culture and Technology (4 weeks, 12 hrs)

1. Critical Theory and Society
2. Critical theory and technology

Essential/ Recommended Readings

57
 EC (1275) - 23.05.2025

Habermas, Jurgen (1989).The Tasks of a Critical Theory of Society, Stephen Eric Bronner and
Douglas MacKay Kellner (Ed.) Critical Theory and Society- A Reader, New York: Routledge
pp.292-310

Feinberg, Andrew.(2005) Critical Theory of Technology: An Overview, Tailoring

Biotechnologies, Vol. 1, Issue 1, pp. 47-64

Suggestive Readings

Ingram,David and Ingram, Julia Simon (Eds.). (1992). ‘Introduction,’ Critical Theory: Essential
Readings, New York: Paragon House, [Link] - XXXII

Adorno, Theodor [Link] Horkheimer, Max .(1992) The Concept of Enlightenment David Ingram
and Julia Simon-Ingram (Eds.).. Critical Theory: Essential Readings, New York: Paragon
House, pp. 6-30

Tallack, Douglas.(1995). Critical Theory -A Reader, London: Routledge

Chambers, Simone (2006). The Politics of Critical Theory, Cambridge: Cambridge University
Press, pp. 219-243

Badmington, Neil and Thomas, Julia (Eds.) (2008).The Routledge Critical and Cultural Theory
-Reader, London: Routledge

Freud, Sigmund.(1959). An Outline of Psycho- Analysis, London: Hogarth Press,pp.1-9

Keywords

Enlightenment, Modernity, Critical Theory, Technology, Psychoanalysis

58
EC (1275) - 23.05.2025

BA MAJOR (PHILOSOPHY)

SEMESTER VIII

Theories of Cognition DSC -14

Credit Distribution, Eligibility and Pre-Requisite of the Course

Course title, Credits Credit distribution of the Course Eligibility Pre-

Code & Criteria requisite of
Semester the course
(if any)
Lecture Tutorial Practical

Theories of 4 3 1 0 None Nil

Cognition

DSC -14

Course Objectives

1. This course familiarizes the student with the Indian and western theories of
knowledge and cognition.

2. It discusses the background of theory of cognition

3. It will inform the students about the theories of error in Philosophy

4. It will make students aware of the rich tradition of epistemology in India.

Learning Outcomes

After taking this course, the students will be

59
 EC (1275) - 23.05.2025

1. Encouraged to think and develop their knowledge about the Indian and Western
theories of cognition

2. Able to critically analyze that Indian theories of cognition along with their western
counterparts

3. Able to understand and think in terms of Indian terminology used in theories of

cognition

4. Appreciate and apply the concepts of Indian theories to contemporary problems of

cognition

Unit 1: Introduction to Indian Theory of Cognition ( 3 weeks, 9 Hours)

1. Introduction
2. Nyāya theory of cognition

Essential/Recommended Reading:

Chatterjee Satishchandra (2015). The Nyāya Theory of Knowledge-, Chapter 2, p. 9-33.

Suggested Readings:

Annambhaṭṭa, (1983). Tarkasṁgraha–Dīpikā (tr.) Gopinath Bhattacharya, Progressive

Publishers, Calcutta,p.143-145; 347-350.

Dasgupta, Surendranath. (2018). A History of Indian Philosophy, Rupa Publications, India,

ISBN: 978-93-5304-108-3.

Radhakrishnan, S. (1983). Indian Philosophy ,London: George Allen & Unwin Ltd. ISBN: 978-
7223-898-8.

Unit 2: Khyātivāda (The Theories of Error in Indian Philosophy) (4 weeks, 12 Hours)

60
EC (1275) - 23.05.2025

[Link]ārthaKhyāti / SatKhyāti (Viśiṣṭādvaita School)

2. AnirvacanīyaKhyāti (Advaita School)

Essential/Recommended Reading:

Kar, B. (1978). The Theories of Error in Indian Philosophy, India: Ajantha Publication,
Chapter1,p.16-32 and Chapter 5, p.102-120.

Suggestive Readings:

Dey, D. (2016). Theories of Illusion in Indian Philosophy, D.K. Printworld,

Mohanty, J. N. (2000). Classical Indian Philosophy. UK: Rowman & Littlefield Publishers.

Sharma, C. D. (2003). A Critical Survey of Indian Philosophy. Delhi: Motilal Banarsidass

Publishers Private Limited.

UNIT 3 Error and Cognition ( 3 weeks, 9 Hours)

1. Knowledge, Error, and probable Opinion.

[Link] Limits of Philosophical Knowledge.

Essential/Recommended Reading

Russell, B. (1986). The Problems of Philosophy (Chapters 12-14). Oxford University Press.

Suggestive Reading:

Schilpp, P. A. (Ed.). (1944). The Library of Living Philosophers Volume- V The philosophy of
Bertrand [Link] University Press, London.

UNIT 4: Phenomenological Theory of Cognition (5 weeks, 15 Hours)

1. Phenomenology and Indian Philosophy

2. Husserl’s Theory

Essential/Recommended Reading

61
 EC (1275) - 23.05.2025

Chattopadhyaya, D.P., Embree, Mohanty (ed) (1992). Phenomenology and Indian Philosophy,
Indian Council of Philosophical Research, New Delhi in association with Motilal Banarsidass
Publishers Private Limited, ISBN: 81-208-0770-7, Chapter 1, p.8-19.

Zahavi, Dan.(2003) Husserl’s Phenomenology, Stanford University Press, California. Chapter-2,

p. 43- 77.

Suggestive Readings:

Bhadra, Mrinal Kanti (1990). A Critical Survey of Phenomenology and Existentialism, Indian
Council of Philosophical Research, New Delhi, ISBN: 81-7023-282-1.

Krishna, Daya. (2009).The Nature of Philosophy,Indian Council of Philosophical Research, New

Delhi, ISBN: 978-81-89963-06-4, p. 202-228.

Keywords: Khyātivāda ,YathārthaKhyāti, SatKhyāti,Viśiṣṭādvaita,AnirvacanīyaKhyāti, Advaita,

Phenomenology.

PHILOSOPHY OF SCIENCE DSE 8

Course title Credits Credit distribution of the course Eligibility Pre-

& Code criteria requisite of
the course
Lecture Tutorial Practical/
(if any)
Practice

Philosophy of 4 3 1 Nil None None

Science

DSE 8

62
EC (1275) - 23.05.2025

Course Objectives:

1. The objective is to provide students with a foundational understanding of the

central philosophical concepts in the philosophy of science, such as the nature of scientific
knowledge, the scientific method, and the demarcation between science and non-science.

2. The objective is to help students critically analyze and evaluate the theories,
assumptions, and practices that underlie scientific inquiry

3. The objective is to enhance students' ability to engage in philosophical analysis

and argumentations, helping them formulate and defend positions on key debates in the
philosophy of science both in written and oral formats.

Learning Outcomes

1. Students will be able to critically understand and discuss fundamental

philosophical issues related to the nature of science, such as the distinction between science
and pseudoscience, the role of observation and theory in scientific inquiry, and the problem
of induction.

2. Students will be able to apply key philosophical theories, such as falsifiability,

scientific realism, and instrumentalism, to real-world scientific examples, demonstrating how
these theories inform and shape scientific practices and theories.

3. Students will be able to construct well-reasoned philosophical arguments on key

debates in the philosophy of science, presenting and defending their positions through clear,
logical reasoning in both written and oral forms.

UNIT I: INTRODUCTION TO PHILOSOPHY OF SCIENCE (5 Weeks / 15 Hours)

63
 EC (1275) - 23.05.2025

1. Science and Philosophy of Science

2. Hume: The Traditional Problem of Induction

3. The Nature of Doubt and its Relation to Science

Essential Readings:

· Ladyman, J. (2002). Introduction. In Understanding philosophy of science. (pp. 1-

8). Routledge.

· Okasha, S. (2016). What is Science? In Philosophy of science: A very short

introduction (2nded., pp. 1–15). Oxford University Press.

· Hume, D. (2002). David Hume, An Enquiry Concerning Human Understanding

(Section IV- parts 1 & 2). In M. Huemer (Ed.), Epistemology: Contemporary
readings (pp. 298–306). Routledge. (Originally published in 1748).

· Sarukkai S. (2005). Doubt. In Indian Philosophy and Philosophy of Science. (pp.

20-42). Motilal Banarsidass

Further Readings:

· Henderson, L. (2018, March 21). The problem of induction. Stanford Encyclopedia of

Philosophy. Retrieved from [Link]

· Lipton, P. (2013). Induction. In M. Curd, J. A. Cover & C. Pincock (Eds).,

Philosophy of science: The central issues. W.W. Norton & Company.

· Swinburne, R. (Ed.). (1974). The justification of induction. Oxford University

Press.

UNIT II: OBSERVATION, LAWS OF NATURE AND SCIENTIFIC EXPLANATION

(4 Weeks / 12 Hours)

64
EC (1275) - 23.05.2025

1. Theory Ladenness of Observation

2. Two models of Scientific Explanation

Essential Readings:

· Hanson, N. R. (1958). Observation. In Patterns of discovery: An inquiry into the

conceptual foundations of Science (pp. 4–30). C.U.P.

· Hempel, C. G. (2007). Two models of scientific explanation. In Y. Balashov & A.

Rosenberg (Eds.), Philosophy of science: Contemporary readings (pp.
45–55). essay, Routledge.

Further Readings:

· Boyd, N. M., & Bogen, J. (2021, June 14). Theory and observation in science.
Stanford Encyclopedia of Philosophy. Retrieved from
[Link]

· Cartwright, N. (1980). The Truth Doesn’t Explain Much. American Philosophical

Quarterly 17 (2):159—163.

· Dretske, F. I. (1977). Laws of nature. Philosophy of Science, 44(2), 248–268.

· Harman, G. H. (1965). The inference to the best explanation. The Philosophical

Review, 74(1), 88–95.

· Hanson, N. R., & Toulmin, S. (1972). Observation and explanation: A guide to

philosophy of science. George Allen & Unwin.

· Hempel, C. G. (1966). Laws and their role in scientific explanation. In Philosophy

of natural science (pp. 237–259). Prentice-Hall.

· Woodward, J., & Ross, L. (2021, May 10). Scientific explanation. Stanford
Encyclopedia of Philosophy. Retrieved from
[Link]

UNIT III: THE METHODOLOGY OF SCIENCE AND SCIENTIFIC PROGRESS

65
 EC (1275) - 23.05.2025

(4 Weeks / 12 Hours)1.
Popper: The Problem of Demarcation

2. Falsificationism

3. Kuhn: Paradigm and Paradigm Change

Essential Readings:

● Popper, K. (1963). Conjectures and Refutations, 2nd ed., pp.33-46. Routledge.

● Popper, K. (1959). The Logic of Scientific Discovery, pp. 10-20, 57-73. Routledge.

● Kuhn, T. (1962). The Structure of Scientific Revolutions ( chapters 1-2, 11- 12).
Chicago University Press.

Further Readings: ·

Dilworth, C. (2008). Scientific progress a study concerning the nature of the relation between
successive scientific theories (4th ed.). Springer.

Feyerabend, P. (1981). In I. Hacking (Ed.), How to Defend Society Against Science. In

Scientific revolutions (pp. 156–167). Oxford University Press.

Hepburn, B., & Andersen, H. (2021, June 1). Scientific method. Stanford Encyclopedia of
Philosophy. Retrieved from [Link]

Kuhn, T. (1962). The Structure of Scientific Revolutions. Chicago University Press.

Lakatos, I. (1978). A Methodology of Scientific Research Programmes. In J. Worrall & G.

Currie (Eds.), The methodology of scientific research programmes: Philosophical
papers (Vol. 1, pp. 47–67). Cambridge University Press.

Niiniluoto, I. (2019, October 16). Scientific progress. Stanford Encyclopedia of Philosophy.

Retrieved July 11, 2022, from [Link]

Nola, R., & Sankey, H. (Eds.). (2000). After Popper, Kuhn and Feyerabend: Recent issues in
theories of scientific method. Kluwer Academic.

UNIT IV: ON SCIENTIFIC REALISM AND ANTIREALISM (2 Weeks / 6 Hours)

1. Arguments concerning scientific realism and antirealism

66
EC (1275) - 23.05.2025

Essential Readings:

· van Fraassen, B. C. (1987). Arguments concerning scientific realism. In The scientific

image (pp. 6–40). Clarendon Press. [also available in] van Fraassen, B.C. (1998).
Arguments concerning scientific realism. In M. Curd and J. A. Cover (Eds.),
Philosophy of science: The central issues (pp. 1064-1087). W. W. Norton and Company.
(Originally published in 1980).

Further Readings

· Chakravartty, A. (2017, June 12). Scientific realism. Stanford Encyclopedia of

Philosophy. Retrieved from [Link]

· Fine, A. (1991). Piecemeal realism. Philosophical Studies, 61(1), 79–96.

Harman, G. H. (1965). The inference to the best explanation. The Philosophical Review,
74(1), 88–95.

Ladyman, J. (1998). What is Structural Realism? Studies in History and Philosophy of

Science, 29, 409–424.

· Lyons, T. D. (2016). Scientific realism. In P. Humphreys (ed.), The Oxford handbook of

philosophy of science (pp. 564-584). Oxford University Press.

Additional Resources

· Boyd, R., Gasper, P., & Trout, J. D. (1999). The Philosophy of Science. MIT Press.

Curd, M., Cover, J. A., & Pincock, C. (Eds.). (2013). Philosophy of science: The central
issues. W.W. Norton & Company.

Feynman, R. P. (2010). The Feynman lectures on physics (Vol. 1), pp. 52—56. Basic
Books.

Godfrey-Smith, P. (2003). Theory and reality: An introduction to the philosophy of

science. The University of Chicago Press.

Humphreys, P. (Ed.). (2016). The Oxford Handbook of Philosophy of Science.

Oxford University Press.

Ladyman, J. (2002). Understanding philosophy of science. Routledge.

67
 EC (1275) - 23.05.2025

Machamer, P., & Silberstein, M. J. (2008). The Blackwell Guide to the Philosophy of
Science. Blackwell Publishers.

· Papineau, D. (1996). The Philosophy of Science. Oxford University Press.

Keywords

Induction, Problem of Induction, Observation, Explanation, Laws of nature, Demarcation,

Science and pseudoscience,Falsification, Scientific Revolution, normal science, paradigm shift,
incommensurability, Hume, Popper,Kuhn, realism, antirealism

Applied Ethics DSE 9

Course Credits Credit distribution of the course Eligibility Pre-requisite

title & criteria of the course
Code
Lecture Tutorial Practical/ (if any)

Practice

Applied 4 3 1 Nil None None

Ethics

DSE 9

Course Objectives

1. This course is about evolving, interdisciplinary domain dealing with ethical issues
in diverse areas

2. This incorporates social, political, normative, business, computer, medical,

bioethics, and environmental ethics.

68
EC (1275) - 23.05.2025

3. The course will inculcate a sense of inquiry into new areas that students feel
interested in but don’t know how to inquire into systematically.

Course Learning Outcomes

1. This course will develop skills of comprehension of real life ethical situations

2. This course will equip students with the intellectual ability to deal with dilemmas
and problems faced in actual situations of ethical import

3. This course will enhance the student’s capacity to handle complex situations
involving many variables of decision making in an ethical manner

4. This course will create a better understanding of the complex world of decision
making faced in professional life

Unit 1 An Introduction to Applied Ethics (2 weeks, 6 Hours)

1. Introduction

2. Basic concepts

3. Dilemmas and problems

Essential/Recommended Readings

Newton, L. (2013). Cases and Decisions. In: Ethical Decision Making: Introduction to
Cases and Concepts in Ethics. SpringerBriefs in Ethics. Springer, Heidelberg.
[Link]

Beauchamp, Tom L. (2003). The Nature of Applied Ethics. In R. G. Frey & Christopher
Heath Wellman, A Companion to Applied Ethics. Malden, MA: Wiley-Blackwell. pp. 1–
16.

Unit 2 Value of Human Life (4 weeks, 12 Hours)

1. Human Rights

2. Punishment

Essential/Recommended Readings:

69
 EC (1275) - 23.05.2025

Benn, S. I. (1958). An Approach to the Problems of Punishment. Philosophy 33

(127):325 - 341.

Ewing, Alfred C. (1929). The Morality of Punishment : With Some Suggestions for a
General Theory of Ethics. Routledge.

Flew, Antony (1954). The Justification of Punishment. Philosophy 29 (111):291 - 307.

Unit 3 Environmental Ethics (4 weeks, 12 Hours)

1. Nature as Means or End.

2. Respect for animals and ecology.

Essential/Recommended Readings:

Singer, Peter (2009). Animal Liberation: The Definitive Classic of the Animal Movement.
Ecco Book/Harper Perennial.

Vibha Chaturvedi, Pragati Sahni (2019), Understanding ethics, Motilal Banarsidass

Publishers, Private Limited, Delhi, Chapter 1, pp. 1-17, and Chapter 20: 234-243

Unit 4 Professional Ethics in Public Policy

(4 weeks, 12 Hours)

1. Debates in Medical Ethics - Surrogacy, Euthanasia and Abortion

2. Issues in Privacy: Media Ethics for Public Interest

Essential/Recommended readings

Thomson, Judith Jarvis (1971). A defense of abortion. Philosophy and Public Affairs 1
(1):47-66.

70
EC (1275) - 23.05.2025

Warren, Mary Anne (1973). On the moral and legal status of abortion. The Monist 57
(1):43-61.

Tong, R. (2005). Surrogate Motherhood. In A Companion to Applied Ethics (eds R.G.

Frey and C. Heath Wellman). [Link]

Archard, David (1998), Privacy, The Public Interest and a Prurient Public in Media
Ethics, Ed. Kieran Mathew, Routledge, pp. 82-94

Suggestive Readings

Singer, P. (1986). Applied ethics. Oxford University Press.

Pojman, L., Pojman, P., & McShane, K. (2017). Environmental ethics: Readings in
theory and application. Cengage Learning.

Motilal, S. (Ed.). (2010). Applied ethics and human rights: Conceptual analysis and
contextual applications. Anthem Press.

Cohen, I. C., & Wellman, C. H. (2014). Contemporary debates in applied ethics. Wiley-
Blackwell.

Patterson, A., & Wilkins, L. (2018). Media ethics: Issues and cases. Rowman &
Littlefield Publishers.

Rachel, J. (2011). The elements of moral philosophy. Oxford University Press.

Philosophy of Language DSE 10

Course title & Credit Credit distribution of the course Eligibility Pre-
Code s criteria requisite of
the course
Lecture Tutorial Practical/
(if any)
Practice

71
 EC (1275) - 23.05.2025

Philosophy of 4 3 1 Nil None None

Language

DSE 10

Course Objective

1. To make students appreciate the nuances of philosophical debates around the nature of
meaning

2. To make students understand a primary theory of language from classical india

3. To make students aware of the key semantical issues in western philosophical tradition

4. To acquaint students with current philosophical debates in philosophy of language

Course Learning Outcomes

After completing this course students will

1. Develop an understanding of classical philosophical theories of language.

2. Acquire the ability to provide reasons for and against various positions in the
philosophical debates over language and semantics.

3. Develop a rational insight into the intrinsic relation between language, language users and
the world.

4. Understand the current debates around the area of indexicals.

Unit I: Philosophy and Grammar (3 weeks, 9 hours)

1. The Sphoṭa Theory: Early History and Patanjali’s View.

2. Bhartṛhari’s view of Sphoṭa.

Essential /Recommended Readings:

Matilal, B.K. The Word and the World: India’s contribution to the Study of Language. Delhi;
Oxford University Press, 1990, pp. 77-83; 84-98.

72
EC (1275) - 23.05.2025

UNIT II: Conceptions of Language (4 weeks, 12 hours)

1. Views of Later Grammarians

2. Translation and Bhartṛhari’s Concept of Language (Śabda)

Essential /Recommended Readings:

Matilal, B.K. (1990) The Word and the World: India’s contribution to the Study of Language.
Delhi; Oxford University Press, pp. 99-105, 120-132.

UNIT III: The Structure of Language and Thought (5 weeks, 15 hours)

1. Linguistic Sign
2. Truth and Thought
3. Necessity

Essential/Recommended Readings

1. Saussure, F. de, (2011) Course in General Linguistics, Wade Baskin (trans.), Columbia
University Press, pp. 65-78.
2. Frege, G. (1956) “Thought: A Logical Inquiry”. Mind,, Vol. 65, pp. 289-311
3. Kripke S. A. ( 1971) “Identity and Necessity”. In Milton Karl Munitz (ed.), Identity and
Individuation New York,: New York University Press., pp. 135-164.

UNIT IV: Indexicals (3 weeks, 9 hours)

1. Are indexicals essential?

2. Shifted Reference

Essential/recommended Readings

1. Perry, J. (1979) “The problem of the essential indexical”. Noûs 13 (1), pp. 3-21.

2. Predelli, S. (1998) “I am not here now”. Analysis 58 (2),pp. 107-115.

Suggestive Readings

· Lycan, W. (2008) Philosophy of Language: A Contemporary Introduction, New York:

Routledge.

· Jerrold, K. J. (1971) “The Philosophical Relevance of Linguistic Theory” in The Philosophy of

Language, (ed.) Searle, Oxford University Press,.

. Barthes, R. (1986) Elements of Semiology. Hill and Wang, New York

73
 EC (1275) - 23.05.2025

· Russell, B. (2010) The Philosophy of Logical Atomism. London: Routledge

· Morris, Michael. (2007) An Introduction to the Philosophy of Language, Cambridge University

Press, Cambridge

· Donnellan, K. (1966) "References and Definite Descriptions" , The Philosophical Review, vol.-
75, pp. 281-304.

· Kunjuni Raja, (1963) K. Indian Theories of Meaning, Adyar Library, Madras

· Shastri, D. N. (1964)Critique of Indian Realism, Agra: Agra University.

· Matilal, B. K. The Word and the World: India’s contribution to the Study of Language. Delhi;
Oxford University Press, 1990.

· Matilal, B. K. (1996) Logic, Language, and Reality, Delhi: Motilal Banarsidass, Delhi

· Visvanatha, (1995) Nyaya Siddhanta Muktavali of Visvanatha, English Translation: Nyaya

Philosophy of Language,Tr. by John Vattanky , S. J. , Sri Satguru Publications, Delhi

Keywords: Language, Meaning, Sphoṭa, Sense -Reference, Concept- Object, Indexical,

Shifted Reference

74
EC (1275) - 23.05.2025

GENERAL ELECTIVES

Global Philosophy GE 8 A

Course title Credits Credit distribution of the course Eligibility Pre-

& Code criteria requisite of
the course
Lecture Tutorial Practical/
(if any)
Practice

Global 4 3 1 Nil None None

Philosophy

GE 8 A

Course Objectives

1. Students will examine and compare major philosophical traditions from around
the world,

2. Students will critically assess how cultural, social, and historical contexts
influence the development of philosophical ideas,

3. Students will engage in thoughtful discussions that encourage the synthesis of

ideas across diverse philosophical traditions,

Learning Outcomes

1. Students will be able to identify, explain, and contrast philosophical ideas from
diverse global traditions

2. Students will develop the ability to critically analyze philosophical arguments and
ideas from different cultures, recognizing the historical, social, and political
factors that shape these ideas.

75
 EC (1275) - 23.05.2025

3. Students will enhance their ability to engage in respectful, informed debates on

global philosophical topics, incorporating diverse perspectives

Unit I: An Overview of Global Philosophy (3 weeks, 9 Hours)

1. Canons of Western Philosophy and Contestation

2. Global Evolution of Philosophy

Essential/ Recommended Readings

Baggini, Julian .(2018).‘A historical overview from the Axial to the Information Age,’ How The
World Thinks: A Global History of Philosophy. London: Granta, Pp13-22

Cooper, David E . (2003). World Philosophies: An historical introduction. Malden, MA:

Blackwell, Pp.1-9

Unit II Asian Philosophies (4 weeks, 12 Hours)

1. Indian Philosophy

2. Chinese Philosophy

3. Japanese Philosophy

Essential/Recommended Readings

Indian Philosophy

Phillips, Stephen H.(2003). ‘Indian Philosophies,’ In Robert C Salomon and Kathleen M.

Higgins (Eds) From Africa to Zen- An Invitation to World Philosophy , Lanham: Rowman and
Littlefield Publishers

Chinese Philosophy

Zhang Chunpo and Li Xi, (1997) Knowledge and reality in Chinese Philosophy, In Brian Carr
and Indira Mahalingam (Eds.) Companion Encyclopedia of Asian Philosophy, London:
Routledge

Japanese Philosophy

76
EC (1275) - 23.05.2025

Heisig, James W. Kasulis, Thomas P. and Maraldo, John C. (Eds.) (2011) Japanese Philosophy:
A Sourcebook, Honolulu: University of Hawai‘i Press ,Pp.1-22

Unit III African, Caribbean and Latin American Philosophy (4 weeks, 12 Hours)

1. African Philosophy

2. Caribbean Philosophy

3. Latin American Philosophy

Essential/Recommended Readings

Ramose, Mogobe B (2005) ‘The struggle for reason in Africa’, In P. H. Coetzee and A. P. J.
Roux (Eds) The African Philosophy-Reader, London: Routledge, pp.1-9

Headley, Clevis. (2011) ‘Afro-Caribbean Philosophy,’ In William Edelglass and Jay L.

Garfield(Eds) The Oxford Handbook of World Philosophy, Oxford University Press

Garcia, Jorge J. E. (2010) ‘Identity and Latin American Philosophy’ In Susana Nuccetelli, Ofelia
Schutte and Otavio Bueno.(Eds.) . A Companion to Latin American Philosophy, Oxford: Wiley
Blackwell, pp.253-268

Unit IV Persian and Arab Philosophy (4 weeks, 12 Hours)

1. Zoroastrian Outlook

2. Arabic Philosophy

Essential/Recommended Readings

Ormsby,Eric (2003). ‘Arabic Philosophy,’ In Robert C Salomon and Kathleen M .Higgins (Eds)
From Africa to Zen- An Invitation to World Philosophy , Lanham: Rowman and Littlefield
Publishers

Boyce,Mary (1997) ‘The origins of Zoroastrian Philosophy’, In Brian Carr and Indira
Mahalingam (Eds.) Companion Encyclopedia of Asian Philosophy, London: Routledge, Pp4-20

Suggestive Readings

Panikker,Raimon (1993) Satapathaprajna: Should We Speak of Philosophy in Classical India? A

case of Homeomorphic Equivalents’ Guttorm Floistad (ed.) Contemporary Philosophy-A New
Survey, Vol.5 Asian Philosophy, Springer Science +Business Media Dordrecht pp.11-67

77
 EC (1275) - 23.05.2025

Grant Silva, (2020). Liberation Philosophy,Robert Eli Sanchez, Jr.(Ed.) Latin American and
Latinx Philosophy, New York: Routledge

Jana S. Rošker (2021) ‘Prologue: Chinese Philosophy- Fact or fiction’ Interpreting Chinese
Philosophy- A New Methodology Bloomsbury, pp.1-9

Enrique Dussel, (2003).Philosophy in Latin America in the Twentieth Century: Problems and
Currents, Latin American Philosophy- Currents, Issues, Debates , Indiana University Press
pp.11-35

F. Ochieng’-Odhiambo.(2010).Trends and Issues in African Philosophy New York: Peter Lang

Publishing, Inc., pp.7-15

Gabriel Garcia Marquez,(1982) The Solitude of Latin America, Nobel

[Link]://[Link]/prizes/literature/1982/marquez/lecture/

Simón Bolívar and Leopoldo Zea (2014). The Question of a Latin American Philosophy and Its
Identity, Alejandro Arturo Vallega(Ed.)Latin American Philosophy From Identity to Radical
Exteriority, Indiana University Press,

Tomonobu Imamichi (1993).The character of Japanese thought’ Guttorm Floistad (ed.)

Contemporary Philosophy-A New Survey, Vol.5 Asian Philosophy, Springer Science +Business
Media Dordrecht pp.269-282

Thomas P. Kasulis.(2018) Engaging Japanese Philosophy: A Short History, Honolulu:

University of Hawai‘i Press

Kojiā Tanaka, Japanese and Korean Philosophy, William Edelglass and Jay L.
Garfield(Eds)(2011) The Oxford Handbook of World Philosophy

Zhang Dainian (2004).Axiology in Pre-Modern Chinese Philosophy, Robin R. Wang(Ed)

Chinese Philosophy- In An Era of Globalization(Translated by Eric L. Hutton )State University
of New York Press, pp13-36

Ronnie L. Littlejohn (2020).Chinese Philosophy-An Introduction London: I. B. Tauris & Co. Ltd

Tamara Albertini. (2011)Reintroducing Islamic Philosophy: The Persisting Problem of “Smaller

Orientalisms” In William Edelglass and Jay [Link](Eds) The Oxford Handbook of World
Philosophy, Oxford University Press

Mosley, Albert and Ferguson II, Stephen C. (2011) ‘Philosophy in Africa and the African
Diaspora’ In William Edelglass and Jay [Link](Eds) The Oxford Handbook of World
Philosophy, Oxford University Press

78
EC (1275) - 23.05.2025

McClenden III, John H and Ferguson II, Stephen C (2011) ‘African American Philosophy: A
General Outline’,WilliamEdelglass and [Link](Eds) The Oxford Handbook of World
Philosophy, Oxford University Press

Mogobe B., Ramose . (2005).African Philosophy through Ubuntu. Harare: Mond Books
Publishers , Pp5-28

Wiredu, Kwasi(1980) Philosophy and an African Culture (Cambridge: Cambridge University

Press

Wiredu, Kwasi (1992).“African Philosophical Tradition,” The Philosophical Forum, vol. 24, nos.
1–3 , 36.

F. Ochieng’-Odhiambo (2010) Trends and Issues in African Philosophy New York: Peter Lang
Publishing, Inc., pp.7-15

Kaphagawani, D.N. (1987) ‘The Philosophical Significance of Bantu Nomenclature: A Shot at

contemporary African philosophy,’ Guttorm Floistad (ed.) Contemporary Philosophy-A New
Survey, Vol.5 African Philosophy, Bostan: Martinus NijhoffPublishers, Pp.121-152,

Potter, Karl H.(1997) Knowledge and reality in Indian philosophy ,Brian Carr and Indira
Mahalingam (Eds.) Companion Encyclopedia of Asian Philosophy pp.227-239

Keywords

Indian Philosophy, Asian Philosophy, Chinese Philosophy, Japanese Philosophy, Latin American
Philosophy, Arab Philosophy, World Philosophy

Philosophical Counselling GE 8 B

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title Credits Credit distribution of the Eligibility Pre-

& course criteria requisite of

79
 EC (1275) - 23.05.2025

Code the course

Lecture Tutorial Practical
(if any)

PHILOSOPHICAL 4 3 1 Under NA
COUNSELLING Graduation

GE 8 B

Course Learning Objectives:

1. To be able to differentiate philosophical counselling from psychological

counselling.

2. To be able to apply philosophical insights to address human suffering.

3. To be able to use the Indian philosophical system for philosophical counselling.

4. To be able to use phenomenological and existential insights for philosophical

counselling.

5. To be able to use modern cognitive sciences like dynamic system theory and
embodied-enactive cognition for philosophical counselling.

Course Learning Outcomes:

Upon completion of the course, students are expected to:

1. Differentiate philosophical counseling from other counseling practices.

2. Apply philosophical insights to address and alleviate human suffering through a deeper
understanding of human nature.
3. Utilize phenomenological and existential perspectives to analyze human suffering
conditions.
4. Employ cognitive science approaches such as Dynamic Systems Theory and Embodied-
Enactive Cognition to comprehend and modify dysfunctional human behaviors.
5. Appreciate and apply spiritual principles and practices from Zen Buddhism, Yoga,
Samkhya, and Upanishadic philosophy for self-transformation and well-being.

Course Structure

80
EC (1275) - 23.05.2025

UNIT 1: Defining Philosophical Counseling (3 weeks, 9 hours)

1. Foundational principles

2. Distinguishing philosophical counselling from other approaches.

3. Scope and limitations

Essential/Recommended Readings:

● Lahav, R. (2001). Philosophical Counseling as a Quest for Wisdom. Practical

Philosophy.

● Marinoff, L. (1998). What Philosophical Counseling Can't Do. Philosophy in the

Contemporary World, 5(4), 33–41.

UNIT 2: Phenomenology and Existentialism (4 weeks, 12 hours)

1. Phenomenological and existential perspectives on human suffering

2. Examining implications

Essential/Recommended Readings:

● Aho, K. (2019). Affectivity and its disorders. In G. Stanghellini, M. Broome, A.

Raballo, et al. (Eds.), The Oxford handbook of phenomenological
psychopathology. Oxford University Press.

● Deurzen, E. V. (1998). Existentialism and Existential Psychotherapy. Taylor &

Frances/Routledge

UNIT 3: Dynamic Systems and Embodied-Enactive Cognition (4 weeks, 12 hours)

1. Role of cognitive science in philosophical counselling

2. Dynamic systems and embodied cognition as frameworks

81
 EC (1275) - 23.05.2025

Essential/Recommended Readings:

● ·Barrett, N. F. (2014). A dynamic systems view of habits. Frontiers in Human

Neuroscience, 8, Article 682. [Link]

● Slaby, J., Paskaleva, A., Stephan, A. (2013). Enactive Emotion and Impaired
Agency in Depression. Journal of Consciousness Studies. 20(7-8).

UNIT 4: Eastern Perspectives (4 weeks, 12 hours)

Philosophical counseling through the lens of Eastern traditions

Zen Buddhism as pathways to self-transformation

3. Yoga as pathways to self-transformation

Essential/Recommended Readings:

Fromm, E. (1959). Psychoanalysis and Zen Buddhism. Psychologia, 2, 79-99

Bhide, S. R., Bhargav, H., Gangadhar, B. N. (2021). Exploring the Therapeutic Potential of Yoga
Philosophy: A Perspective on the Need for Yoga-Based Counseling Program (YBCP) in
Common Mental Disorders. Indian Journal of Psychological Medicine. 45(4):420–429. doi:
10.1177/02537176211051987

Navneet, R. (2022). Guiding Models from Some Traditional Indian Philosophies for the
Contemporary Worldview. In Spirituality and Management: From Models to Applications, Eds.
Sanjeev P. Sahni, Tithi Bhatnagar, Pankaj Gupta, Springer Publication.

Suggestive Readings:

● Marinoff, L. (1999). Plato, not Prozac!: Applying philosophy to everyday

[Link]. 2-4,5-9, 11, 12, 14, New York: Harper Collins.

82
EC (1275) - 23.05.2025

● Krishnananda, S. Lessons from the Upanishads. [Available online]

[Link]

● de Monticelli, R. (2019). Edmund Husserl. The Oxford Handbook of

Phenomenological Psychopathology. Oxford University Press.

● Fernandez, A. V. (2019). Martin Heidegger. In The Oxford Handbook of

Phenomenological Psychopathology. Oxford University Press.

● Hatzimoysis, A. (2019). Jean-Paul Sartre. In The Oxford Handbook of

Phenomenological Psychopathology. Oxford University Press.

● Smith, L. B., & Thelen, E. (2003). Development as a dynamic system. Trends in

Cognitive Sciences, 7(8), 343–348. [Link]
6

● Sheets-Johnstone, M. (2019). Merleau-Ponty, Phenomenology, and

Psychopathology. In The Oxford Handbook of Phenomenological
Psychopathology. Oxford University Press.

Keywords: Worldview, wisdom, phenomenology, existentialism, dynamic system theory,

embodied-enactive cognition, Zen Buddhism, Yoga, Samkhya, Upanishadic philosophy.

Philosophy of Literature GE 8C

Course title Credits Credit distribution of the course Eligibility Pre-

& Code criteria requisite of
the course
Lecture Tutorial Practical/
(if any)
Practice

83
 EC (1275) - 23.05.2025

Philosophy of 4 3 1 Nil None None

Literature

GE 8 C

Course Objectives:

1. This course would introduce the students to some basic issues in philosophy of
literature from both the eastern and western traditions, as well as analytic and
continental thought.

2. The course would look through a variety of readings from the classical traditions
as well as contemporary thought to acquaint the students with the discourse of
philosophy of literature.

3. This course will help the students to understand and interpret works of literature
from a philosophical point of view.

Course Learning Outcomes

1. The students will be able to critically analyze the literary value, as well as the
philosophical arguments presented through literary texts.

2. The students will be able to understand basic concepts in philosophy of literature

3. The students will learn the role of imagination in literature

4. The students will appreciate the multifaceted importance of literature for the
culture and life of a society

Unit- 1 Introduction to Philosophy of Literature (3 weeks, 9 Hours)

1. Relation between Philosophy and Literature.

2. The identity of Literature

84
EC (1275) - 23.05.2025

Essential/Recommended reading:

Sartre, J.P. (1988). What is Literature? And Other Essays. Cambridge: Harvard University Press.
(pp. 25 - 47 & 239 - 245)

New, C. (1999). What is Literature? Definition and Resemblances. In Philosophy of Literature:

An Introduction. (Ch. 1 pp 1-18 & Ch. 2. pp. 19-37). Routledge

Danto, A.C. (2010). Philosophy and/as/of Literature. In A Companion to the Philosophy of

Literature (eds.) Garry L. Hagberg & Walter Jost, (part I, Ch. 4. pp. 52 - 67). UK: Blackwell
Publishing Ltd.

Unit- 2 Classical Poetry and Philosophy (4 weeks, 12 Hours)

1. Philosophy and Poetry

2. Theory of Art

Essential/Recommended Reading:

Plato. (2007). The Republic (part X). UK: Penguin. (pp. 335 - 353)

Aristotle. (1996). Poetics. UK: Penguin. (pp. vii - xviii & 3 - 10)

Mammata. (1967). Kavya Prakash with English Translation by Dr. Ganganatha Jha. Varanasi:
Kishore Chand Jain. (Ch. 1. pp. 1 - 7)

85
 EC (1275) - 23.05.2025

Unit-3 Modernism and Postmodernism (4 weeks, 12 Hours)

1. Textuality

2. Absurdity

Essential/Recommended Readings:

Barthes, Roland. (1977). The Death of the Author. Image, Music, Text. London: Fontana. Page
142-148.

Camus, Albert. (1955). The Myth of Sissyphus. UK: Penguin. Page 3 - 48.

Unit- 4 Literature and Philosophy (4 weeks, 12 Hours)

(Revised)

1. Tolstoy on Shakespeare

2. Moral Dilemmas in The Mahabharata

Essential/Recommended Readings:

Tolstoy, L. (1906). Tolstoy on Shakespeare, A Critical Essay on Shakespeare. New York. Funk
& Wagnalls. Part 1.

Rukmani, T.S., Moral Dilemmas in The Mahabharata. In Moral Dilemmas in the Mahabharata
(ed.) B.K. Matilal, pp. 20 - 34.. Shimla: Indian Institute of Advanced Study.

86
EC (1275) - 23.05.2025

Suggestive readings:

Leo, J.R.D. (ed.) (2020). Philosophy as World Literature. New York: Bloomsbury. pp. 1-16.

New, C. (2001). Philosophy of Literature. London: Routledge. pp. 19-38.

Hagberg, G.L. & Jost, W. (eds.) (2010). A Companion to the Philosophy of Literature UK:
Blackwell Publishing Ltd.

Barthes, R. (1975). The Pleasure of the Text. New York: Hill & Wang.

Matilal, B.K. (1989). Moral Dilemmas: Insights from Indian Epics. In Moral Dilemmas in the
Mahabharata (ed.) B.K. Matilal, pp. 1 - 9. Shimla: Indian Institute of Advanced Study.

Afro Asian Philosophy GE 8D

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title Credits Credit distribution of the course Eligibility Pre-

& Code criteria requisite of
the course
Lecture Tutorial Practical/
(if any)
Practice

Afro- Asian 4 3 1 Nil None None

Philosophy

GE 8 D

Objectives of the Course:

To introduce students to diverse philosophical traditions of Asian and African Countries.

87
 EC (1275) - 23.05.2025

To highlight the importance of indigenous knowledge and cultural heritage in the backdrop of
western colonialism

To promote intercultural dialogue and mutual understanding between Asian and African
civilizations

To encourage students to appreciate and respect diverse philosophical perspectives.

Outcomes of the Course:

Students will learn about the rich philosophical traditions of Asia and Africa

Students will learn about how colonial experiences shaped the philosophical thought of these
regions.

Students will develop the ability to compare their own philosophical traditions with other Asian
and African cultures.

By exploring different philosophies, students will develop broader and more inclusive
understanding of global philosophical thought.

Unit I Comparative Philosophy (5 weeks, 15 hrs)

Indian, Chinese, African and Western Philosophies

Raju,P.T. (2007)‘Evaluation of Traditions and Its Principles,’ Introduction to Comparative

Philosophy, New Delhi: Motilal BanarsidassPublishers, pp.251-283

Serequeberhan, Tsenay. (1996) The Critique of Eurocentrism and the practice of African
Philosophy, Postcolonial African Philosophy -A Critical Reader Emmanuel Chukwudi Eze (Ed.)
Lewisburg: Bucknell University,pp.141-158

Unit-II Asian Philosophy- Indian ( 2 weeks, 6 hrs)

Potter, Karl H.(1997) Knowledge and reality in Indian philosophy ,Brian Carr and Indira
Mahalingam (Eds.) Companion Encyclopedia of Asian Philosophy pp.227-239

Unit III Asian Philosophy –Chinese and Japanese Philosophies ( 3 weeks, 9 hrs)

Raju,P.T (2007) ‘Chinese Philosophy and Mindfulness’, Introduction to Comparative

Philosophy, New Delhi: Motilal Banarsidass publishers, pp.95-139

Heisig, James W., Kasulis,Thomas P. and Maraldo, John C.(Eds.) (2011)Japanese Philosophy: A
Sourcebook, Honolulu: University of Hawai‘i Press ,Pp.1-22

88
EC (1275) - 23.05.2025

Unit -IV African and Arabic Philosophy ( 5 weeks, 15 hrs)

Imbo,Samuel Oluoch .(1998). ‘How Is African Philosophy to Be Defined?' An Introduction to

African PhilosophyLanham: Rowman & Littlefield Publishers,

Kaphagawani, D.N. (1987) ‘The Philosophical Significance of Bantu Nomenclature: A Shot at

contemporary African philosophy,’ Guttorm Floistad (ed.) Contemporary Philosophy-A New
Survey, Vol.5 African Philosophy, Bostan: Martinus Nijhoff Publishers, Pp.121-152,

Eric Ormsby, (2003). ‘Arabic Philosophy’, Robert C Salomon and Kathleen M .Higgins (Eds)
From Afria to Zen- An Invitation to World Philosophy , Lanham: Rowman and Littlefield
Publishers

Further Readings

Raju,P.T(2007) ‘Indian philosophy- Introduction ,’ Introduction to Comparative Philosophy,

New Delhi: Motilal BanarsidassPublishers, Pp.171-195

Panikker, Raimon (1993) Satapathaprajna : Should We Speak of Philosophy in Classical India?

A case of Homeomorphic Equivalents’ Guttorm Floistad (ed.) Contemporary Philosophy-A New
Survey, Vol.5 Asian Philosophy, Springer Science +Business Media Dordrecht pp.11-67

Wiredu,Kwasi .(1980) Philosophy and an African Culture (Cambridge: Cambridge University

Press, Kwasi Wiredu, “African Philosophical Tradition,” The Philosophical Forum,vol. 24, nos.
1–3 (Fall–Spring, 1992/93), 36.

Hallen, Barry (2002). A Short History of African Philosophy, Bloomington: Indiana University
Press.

Serequeberhan, Tsenay, (1991) African Philosophy- The Essential Readings, New York:
Paragan House.

Kasulis,Thomas P .(2018) Engaging Japanese Philosophy: A Short History, Honolulu:

University of Hawai‘i Press.

Mcclendon III, John H. and Ferguson II, Stephen C (2011) ‘ African American Philosophy: A
General Outline’ , William Edelglass and Jay L. Garfield(Eds) The Oxford Handbook of World
Philosophy, Oxford University Press.

Brian Carr and Indira Mahalingam (Eds.)(1997). Companion Encyclopedia of Asian Philosophy,
London: Routledge

89
 EC (1275) - 23.05.2025

Tanaka, Kojiā.(2011). ‘Japanese and Korean Philosophy,’ William Edelglass and Jay L. Garfield
(Eds) The Oxford Handbook of World Philosophy

Keywords

Indian Philosophy, Chinese Philosophy, Japanese Philosophy, African Philosophy, Arabic

Philosophy

Tribal Philosophy GE 8 E

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title &Credits Credit distribution of the course Eligibility Pre-requisite

Code riteria f the course

Lecture Tutorial Practical/ if any)

Practice

Tribal Nil None None

Philosophy

GE 8 E

Course Objectives:

1. To give students a thorough understanding of the basic philosophical concepts and

arguments of Tribal philosophy.
2. To acquaint students with the various methods that have been used in tribal philosophy,
3. To reflect rationally on the concept of being, existence, and knowledge that one comes
across in tribal worldview.
4. To introduce students to social-political and ethical facets of tribal philosophy.

Course Learning Outcome:

1. Students will become familiar with the various concepts, arguments, and methods of
tribal philosophy.

90
EC (1275) - 23.05.2025

2. Students will learn about the concept of knowledge, being, and existence found in tribal
philosophy, as well as about the social, political, and ethical aspects of tribal philosophy.
Additionally, they will gain a better understanding of contemporary debates.
3. Research in tribal philosophy will also be facilitated by this course.

Unit 1: Introduction to Tribal Philosophy ( 4 weeks, 12 hrs)

1. What is Tribal Philosophy?

2. Nature of Tribal Worldview

Essential/ Recommended Readings

Xalxo, Roshan Praveen (2021). “Tribal Philosophy.” Delhi, India: Indian Social Institute.
Pp.203-212

Ogaba, I. S. (2021). A quest for a structural tribal formation of knowledge. International Journal
of Humanities and Innovation (IJHI), 4(1), Pp 29-33.

Ariina, H. F. (2019). “Tribal philosophy: An epistemological understanding on tribal

worldview”. In Behera Charan Maguni (Ed) Shifting Perspectives in Tribal Studies. Springer,
Singapore.Pp351-364

Unit 2: Concept of Being and Existence in Tribal Philosophy ( 3 weeks, 9 hrs)

1. Meaning of self and nature in tribal philosophy

2. Relationship between self and nature in Tribal Philosophy

Essential/ Recommended Readings

Sen, A. K. (2017). “Meaning of self and landscape and dynamics of self-fashioning,” In Sen
A.K. Indigeneity, landscape and history: Adivasi self-fashioning in India. Routledge India. Pp
43-57

Hembrom,Gomati Bodra. (2019). “Sacred landscape, modes of subsistence, and Adivasi Rights
in the globalized world,” In Manish K. Verma (Ed.) Globalization, Environment and Social
Justice-Perspectives, Issues and Concerns, Routledge, London, and New York, Pp 261-271

Unit 3: Tribal Epistemology ( 3 weeks, 9hrs)

91
 EC (1275) - 23.05.2025

1. Concept of Knowledge in Tribal Philosophy

2. Traditional Tribal Ecological Knowledge and its relevance

Essential/Recommended Reading

Ogaba, Isenyo Solomon.(2019) "Tribal Epistemology" PINISI Discretion Review 3.2: 205-216.

Berkes, F. (1993). Traditional ecological knowledge in perspective. Traditional ecological

knowledge: Concepts and Cases, 1, 1-9.

Unit 4: Socio-Political and ethical aspects of Tribal Philosophy ( 5 weeks, 15 hrs)

1. Concept of justice in tribal philosophy

2. Gender and Tribal Philosophy
3. Morality in Tribal worldview
4. Tribal Movement and environmentalism

Essential/Recommended Readings

Melton, A. P. (1995). Indigenous justice systems and tribal society. Judicature, 79, 126.

Hembrom,Gomati Bodra. (2017). Adivasi woman in globalized India: Emerging Issues and
Challenges, Women’s Link, Vol-23, No-3, Jul-Sept. Pp 3 to 8

Wright, C. (2015). Tribal morality and the ethical other: The tension between modern moral
aspirations and evolved moral dispositions. Journal of Dialogue Studies, 3(1), Pp 89-116.

Sutradhar, A. (2015). Indian Environmentalism and Tribal [Link]: NBU J. Hist.

Vol. 8, pg 172-194

Suggestive Readings

1. Munda, R. (2009). Aadi Dharam. Rajkamal [Link]

2. Lloyd N Binder and Bruce Hanbidge(1993), “Aboriginal People and Resource co-
management?” In Inglis, J. (Ed.).Traditional ecological knowledge: Concepts and cases.
IDRC
3. Smith, L. T. (2021).”Imperialism, History, Writing, and Theory” In Smith, L. T.
Decolonizing methodologies: Research and indigenous peoples. Bloomsbury Publishing.
Pg 19-40

92
EC (1275) - 23.05.2025

4. Petrovic, J. E., & Mitchell, R. M. (Eds.). (2018). Indigenous philosophies of education

around the world (Vol. 19). Routledge.
5. Bates P., Chiba, M., Kube, S. and Nakashima, D. (2009) Learning and Knowing in
Indigenous Societies Today, UNESCO, Paris
6. Grim, J. A. (Ed.). (2001). Indigenous traditions and ecology. Cambridge, MA: Harvard
University Press.
7. Xaxa, V. (1999). Tribes as indigenous people of India. Economic and Political Weekly,
3589-3595.
8. Xaxa, V. (2004). Women and Gender in the Study of Tribes in India. Indian Journal of
Gender Studies, 11(3), 345-367.
9. Andersson Rani-Henrik(2021) “Traditional Indigenous Knowledge and Nature Protection
Collaboration and Changing Paradigms” In Andersson, R. H., Cothran, B., & Kekki, S,
Bridging Cultural Concepts of Nature: Indigenous People and Protected Spaces of
Nature, Helsinki University Press, pg 1-25
10. Goode, R. W., Chairman, T., Tribe, N. F. M., & Gammage, B. (2015). Tribal-traditional
ecological knowledge. Nuck-A-Hee: Newsletter of the Sierra Mono Museum.
11. Metz, T. (2011). Ubuntu as a moral theory and human rights in South Africa. African
Human Rights Law Journal, 11(2), 532-559.
12. Sen, A. K. (2017). “Norms of Self Governance,” In Indigeneity, landscape and history:
Adivasi self-fashioning in India. Routledge India. pg 113-36
13. Hembrom,Gomati Bodra. (2019). “Sacred landscape, modes of subsistence, and Adivasi
Rights in the globalized world,” In Manish K. Verma (Ed.) Globalization, Environment
and Social Justice-Perspectives, Issues and Concerns, Routledge, London, and New
York, pg 261-308
14. Ghanshyam(2021) “Indigenous Republic (Indigenocracy)” In Abhay Xaxa, Ganesh N.
Devy(Ed) Being Adivasi: Existence, Entitlements, Exclusion, pg 144-157
15. Mallik, Samar Basu... [et al.] (Eds) (2024) Aadivasi darshan,Rajkamal [Link]

Keywords

Tribal, Indigenous, Self-governance, Environmentalism, Gender, Sacred landscape, Tribal

epistemology, morality, tribal movement, Justice

93