PP3SCF: The Scandal of Film

Module code: PP3SCF

Module provider: Philosophy; School of Philosophy, Politics and Economics

Credits: 20

Level: Level 3 (Honours)

When you'll be taught: Semester 2

Module convenor: Professor Maximilian De Gaynesford, email: r.m.degaynesford@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 23 May 2024

Overview

Module aims and purpose

Films play a central role in our cultural life. But many aspects remain unclear and call for philosophical investigation. For example, we often attribute enormous powers to films. They teach us about reality! They reveal the human condition! They make us better people! They make us worse people! They include some of the greatest art yet produced! They do philosophy—better and more seriously than philosophers do! But are any of these claims actually true? Is it even possible, for example, that a film might be a work of art? It would be a scandal to go on believing these claims and not investigate them. So this course will.

This module develops a keen sense of the significance of philosophical thinking in dealing with film. The module draws on a range of different conceptions of what counts as ‘Philosophy’, so it encourages students to compare and contrast very different ways of doing philosophy. The module also enhances global engagement and multi-cultural awareness by investigating different cultural approaches to the problems raised by film and cultural life more generally. The emphasis is on developing independent learning, personal effectiveness and self-awareness as well as the ability to reflect effectively on your progress and strengths and on the goals you wish to achieve.

The programme of study in Philosophy is specifically designed to introduce students to progressive intellectual challenges and to consolidate previous experience at each new level. This third-year module enables students to develop mastery of the advanced skills of philosophy – particularly in written work and in oral discussion. This is a research-led module and it improves and tests for research skills - particularly the ability of students to discover new material for themselves and to develop it themselves. It improves personal effectiveness through developing these independent-learning skills.

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Confront their deepest beliefs and assumptions about film in a characteristically philosophical way
2. Develop techniques learned at Parts 1 and 2 to develop your skills in oral and written argument
3. Enhance their contextual abilities: this module teaches students different ways of relating concepts and theories to the current context, so they can develop the skills to apply their knowledge to real world problems

Module content

The module will begin by looking at the kinds of claim commonly made about film, and then focus more carefully by asking what filmis. Building up from that basis, we shall look at various claims in turn: that films can teach us about reality; that they can reveal the human condition; that they can make us better (or worse) people. We shall also look at whether or not films really can count as works of art. And finally we shall take all we have learned and use that to ask about the relation of film to philosophy. Is it possible, for example, for films actually tobe—or todo—philosophy? 

The module will discuss films in the global context and students will be encouraged to draw on examples from films made in a variety of languages and countries. 

Structure

Teaching and learning methods

The module is taught in classes that will have a flexible form, combining lecture-elements and seminar-elements as appropriate at this senior level. Students are expected to attend all of classes during the term in which the module takes place. All students are required to write two essays from a list of questions supplied by the module convenor. Students are encouraged to be active in all classes, asking questions and trying to answer the questions posed by others. A reading list and sample questions will be given out at the start of the course. 

Study hours

At least 30 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Reassessment

Additional costs