FTR-FIBA205
Project
Course infoSchedule
Course moduleFTR-FIBA205
Credits (ECTS)10
Category-
Language of instructionDutch, English
Offered byRadboud University; Faculty of Philosophy, Theology and Religious Studies; Opleiding Filosofie;
Lecturer(s)
PreviousNext 5
Lecturer
L. Kampen
Other course modules lecturer
Lecturer
dr. M. Kisner
Other course modules lecturer
Lecturer
dr. W.J.F. van der Kuijlen
Other course modules lecturer
Lecturer
dr. A.H. Lammer
Other course modules lecturer
Examiner
T. Miechels, MA
Other course modules lecturer
Academic year2023
Period
SEM1  (04/09/2023 to 28/01/2024)
Starting block
SEM1
Course mode
full-time
Remarks-
Registration using OSIRISYes
Course open to students from other facultiesYes
Pre-registrationNo
Waiting listNo
Placement procedure-
Aims

After this course you can:

  • gather information, judge it and elaborate it about a subject;
  • report your findings both orally and in writtten form;
  • write, edit and bundle texts as a group.

 

Content

Project is a part of the Bachelor Philosophy and Bachelor Philosophy, Politics and Society curriculum’s skills training path. In this course you train research skills, writing skills, presentation skills and cooperation skills. Project is a practicum with mandatory attendance.
The courses offers different themes: some in Dutch and some in English. The language of description indicates the language of the theme. Dutch speaking PPS students are allowed to choose a Dutch group. However, the assignments have to be written in the language of the theme.
 
Within the theme of your group you have to phrase your own research question. You will explore your research question by performing the following steps: literature research, writing a research proposal, writing a paper and giving a presentation. Peer feedback is a pivotal part of this course and will therefore be critically reflected upon. Each group will work towards a common objective: a bundle containing the individual papers of the students in each group. Each bundle should contain the following five elements:

  1. An introduction
  2. A list of contents
  3. A register
  4. A consistent system of source reference
  5. Thematic coherence

Freedom of speech and academic freedom – Manja Kisner
In his famous essay “What is Enlightenment?” (1784), Kant presents a strong defense of freedom of speech. For this purpose, he distinguishes between public and private use of reason. According to Kant, we exercise the private use of reason, somewhat counterintuitively, in civic posts and as employees. In this realm our freedom is restricted and limited. In the public sphere, however, where we act as thinkers, writers and readers, the freedom of speech should be fully safeguarded: “the public use of one’s reason must be free at all times, and this alone can bring enlightenment to mankind”. Taking Kant’s account in this essay as a point of departure, in this course we will critically engage with different philosophical conceptions of free speech and academic freedom, both within the history of philosophy as well as in the contemporary thought.

Narrating the world – Linde van Schuppen
Since the dawn of human time, people give meaning to the world by telling each other stories. Narratives shape our perspectives on social political issues, our identities, the future, life-events that we look back on, what are morally right actions, and so on. By transporting us to another world and enabling us to take on the perspective of a character, they provide us with a way to ‘try out’ situations that we deem too dangerous or unpleasant in real life. But how do stories do this? What makes them so powerful? And when should we be careful in yielding them? In this project, you’ll get the opportunity to reflect on different kinds of stories - from fiction to non-fiction, from political speeches to illness narratives in psychiatry - while at the same time looking for patterns and commonalities. In doing this, you can make use of philosophers like Marya Schechtman and Martha Nussbaum, as well as the empirical literature on stories.

From Crowd to Party: How Political and Social Theory thinks of Collective Agencies? – Guilel Treiber
When we come to politics, we usually do it together. There is always a collective present or one about to be performed. We (almost) always do it in the name of an 'us,' a people, a nation, or, in other terms, a group of some kind. However, there are many forms of collective political agencies, each with its theory, history, and conceptualization. Some believe an organized political party is optimal for working together, while others think we are always simply anonymous in a crowd. Some theorize that we get a sense of collective agencies nowadays only in a massive festival or sports event. Others argue that this collective political experience is relevant only in a mass demonstration. This project will ask how political and social theory thinks of collective agencies and if such an agency is more significant than the sum of its parts (individuals). Collectively, we will think of what it means to do something together. We will then analyze different terms from the group, to the nation and the people; from the crowd and to the social movement and the party. We will try to make theoretical sense of concepts such as the demos, the plebs, or even the mob. Finally, we will gain a better understanding of what individuals think they are doing when they assemble, in the name of what they assemble, and the relation between the individual and the collective.    

Islam and Europe – Andreas Lammer
The relationship between Islam and Europe is not easy to describe. Difficulties begin (already) with the definitions of the two terms involved, continue (apparently) with their historical and current dimensions, and end (or not) with the assessment of the precise nature of said relationship. Opinions and statements on all matters involved tend to diverge and are formed often on the basis of different levels knowledge and expressed in various contexts of discourse. This project aims at a better understanding of both the relationship between Islam and Europe, and of the problems involved in describing it. Consequently, we will concern ourselves not only with the “how?” – which one may try to answer historically, theologically, socially, politically, philosophically, or else – but also with the “why?” as in “why is the how so difficult?” or “why is the how even relevant?” – which require a different level of reflection. At the same time, the project will also reflect on the proper sort discourse required to approach, answer, or discuss the questions involved.

Wat betekent het om mens te zijn? – Willem van der Kuijlen
De vraag naar wat de mens specifiek onderscheidt van alle mogelijke andere dingen is zo oud als de filosofie. Diogenes zocht op klaarlichte dag de mens op de marktplaats. Twee millennia later vraagt Kant nog “Was ist der Mensch?”. Er zijn legio antwoorden op deze vraag geformuleerd: de mens is een politiek dier; een rationeel, met logos begiftigd dier; jíj bent ātman, zelfs brahman; de mens is machine, wolf voor de medemens, een symbolisch wezen, cyborg, een kuddedier. Bij de grote verscheidenheid aan antwoorden valt op dat filosofen zich graag van metaforen bedienen (“machine”) en dat de verschillende antwoorden tegengestelde karakteristieken benoemen. Wat zijn de antwoorden nog waard als ze strijdige betekenissen opleveren en sterk afhankelijk zijn van metaforiek? Is de mens dan niet veeleer niets, of niets anders dan wat ze van zichzelf maakt? Is de vraag naar de mens wel een goede vraag? En wat betekent het dan als we blijkbaar niet van die vraag afkomen?

Het post-truthtijdperk – Natascha Rietdijk 
Veel journalisten en filosofen hebben er de mond vol van: sinds een paar jaar zouden we ons bevinden in een post-truthtijdperk. Politici als Boris Johnson en Donald Trump zouden enkel inspelen op emoties en lak hebben aan feiten – en hiermee wegkomen. Nepnieuws, desinformatie, filterbubbels en echokamers zijn alomtegenwoordig. Maar klopt deze diagnose eigenlijk wel? Wat is precies de kern van het post-truthprobleem? Gaat het vooral om propaganda, bullshit, relativisme? Moeten we ons zorgen maken om deze fenomenen? Zijn ze wel echt nieuw? En bieden fact-checkers en mediawijsheid passende antwoorden of is er iets anders nodig om het tij te keren?

Concepten – Bob van Tiel
Concepten zijn de bouwstenen van onze gedachten. Zo bestaat de gedachte dat gras groen is uit de concepten GRAS en GROEN. Ondanks de centrale rol van concepten in theorieën over de menselijke geest is er in de filosofie—maar ook in de psychologie en cognitiewetenschap—veel discussie over de vraag wat concepten nu eigenlijk voor dingen zijn. Zijn ze vastomlijnd of hebben ze vage grenzen? Bestaan ze louter in ons hoofd of ook ergens daarbuiten? Hoe combineren we simpele concepten om zo complexe gedachten te vormen? Zijn concepten überhaupt wel dingen of zijn het eerder een soort theorieën of vaardigheden? Dit zijn de vragen die centraal staan in deze projectgroep.

Het Kwaad. De loopbaan van een idee. Hans Thijssen
Regelmatig wordt in de media een gebeurtenis, een bedoeling, een daad of een persoon aangemerkt als kwaadaardig. Denk aan Hitler, Pol Pot, politieke opponenten, de Shoah, Rwanda, seriemoordenaars, of natuurrampen.
Dit project gaat over moreel kwaad, waarin ‘kwaadaardigheid’ wordt gebruikt als een morele veroordeling. De volgende drie benaderingen staan centraal. De eerste benadering is die van kwaadaardigheid op het niveau van individuele actoren en hun handelingen. De tweede benadering is op het metafysische niveau: moreel kwaad als onderdeel van het universum. De derde benadering plaatst het kwaad in factoren van ‘het systeem’, evolutionair of sociaal.
De verschillende invalshoeken op moreel kwaad geven een beter begrip van welzijn en lijden, die ons bestaan kleuren.

Test information
Assessment consists of:
  • literature study(20%) (individual);
  • paper (including research proposal) (40%) (individual);
  • presentation (20%) (individual);
  • end product: bundle (20%) (as a group).
  • Specifics
    Enrollment via Osiris. You can choose your theme in Osiris. The coordinating teacher is Joyce Vermeer, MA. If you have any questions about the course, you can send an email to j.vermeer@ftr.ru.nl. The costs for the bundle are for the students. Project is a joint course for PPS and the Dutch philosophy programme. Some of the thematic groups are taught in English, others in Dutch. Take note of the following:
  • If you are a Dutch native speaker in the PPS programme, you are allowed (but not obliged) to enlist in one of the Dutch-taught groups and write your essay in Dutch.
  • If you are not a Dutch native speaker, you must choose one of the English-taught groups. It is very important that you make your choice in Osiris as soon as possible. This is because there is a hard cap on groups in Osiris, and it takes a lot of administrative work to manually add you to an English-taught group if it has already filled up with other students. Should all English-taught groups be full when you try to register, send an e-mail to stip@ftr.ru.nl . But again, please avoid this by registering as soon as possible.
  • Instructional modes
    Practical
    Attendance MandatoryYes

    Tests
    Paper
    Test weight1
    Test typePaper
    OpportunitiesBlock SEM1, Block SEM2