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Syllabus (BA Honors)
Sessions: 2021-2022, 2022-2023, 2023-2024

Exams: 2022, 2023, 2024
Syllabus Summary
The Department of Philosophy at Jahangirnagar University is one of
Bangladesh‘s most respected Philosophy departments. The department‘s
research is primarily directed in two broad areas of philosophy: (i) Ethics
(Western and Eastern) including applied and practical ethics, business ethics,
environmental ethics, metaphysics of ethics; and (ii) Analytic Philosophy
including logic, philosophy of language and philosophy of mind. Besides, the
interests of faculties of the department range across contemporary and
historical topics in philosophy that include areas like Epistemology,
Metaphysics, Philosophy of Science, Aesthetics, Social and Political
Philosophy, Chinese and Japanese philosophy, philosophical thoughts of
Muslim and Indian intellectuals, etc. The four-Year Undergraduate Program
(BA Honors) of the department offers courses focusing on six different modules
which are worth of 136 credits and 3400 marks in total.
Credits and Marks:
First Year 34 Credits 850 Marks
Second Year 34 Credits 850 Marks
Third Year 34 Credits 850 Marks
Fourth Year 34 Credits 850 Marks
Total 136 Credits 3400 Marks
Modules:
Module A: General Philosophy
Module B: Western Philosophy and Its History
Module C: Eastern Philosophy and Its History
Module D: Ethics and Its History
Module E: Logic, Language and Mind
Module F: Allied Courses
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BA Honors First Year
Sessions: 2021-2022, 2022-2023, 2023-2024
Exams: 2022, 2023, 2024
Module Course No Course Title Unit and Marks

Credit
Module A PHI 101 Introduction to Philosophy 1 unit; 4 100
Credit
Module B PHI 102 History of Western Philosophy 1 unit; 4 100
(Ancient and Medieval Credit
period)
Module C PHI 103 Muslim Philosophy 1 unit; 4 100
Credit
Module D PHI 104 Introduction to Ethics 1 unit; 4 100
Credit
Module E PHI 105 Introduction to Logic 1 unit ;4 100
Credit
Module F PHI 106 History of Ancient Civilization 1 unit; 4 100
Credit
Module F PHI 107 Introduction to Psychology 1 unit; 4 100
Credit
Module F PHI 108 Functional English Language 1 unit; 4 100
Credit
Viva-voce ½ unit 2 50
Credit
Total 34 Credit 850
2
Course Outlines
PHI 101: Introduction to Philosophy 1 unit 4 credit 100 marks

Course Goals and Outcomes:
 The aim of this course is to introduce students to the most fundamental
philosophical questions.
 Upon completion the course students will be able to understand basic
problems, theories and nature of philosophy
Course Descriptions: The course consists of the following problems and
issues:
Introducing Philosophy
 Origin, definition, nature, scope and value of philosophy;
 Methods of philosophy: authoritarianism, dialectic, criticism and
analysis;
 Eastern versus western philosophy;
 Relationship of philosophy to science, religion and other disciplines.
Epistemology or Theory of knowledge

 Definition of the term ‗epistemology‘;
 Theories of the origin of knowledge: rationalism, empiricism, Kant‘s
critical theory, intuitionism;
 Theories of the nature of knowledge: realism and idealism;
 Theories of the extent of knowledge: agnosticism and skepticism;
 Theories of the validity of knowledge: correspondence, coherence and
pragmatic theories of truth.
Metaphysics or Ontology
 Nature of reality: materialism, idealism;
 Materialism: Carvaka materialism, mechanical materialism and
dialectical materialism;
 Idealism: Indian Idealism, subjective idealism of Berkeley, objective
idealism of Plato and Hegel;
 Number of reality: monism, dualism, pluralism;
 Monism (Shankara‘s advaita, Spinoza‘s substance), dualism
(Shamkhya and Descartes‘ dualism) and pluralism;
 Theories of the freedom of the will: determinism, indeterminism, self-
determinism.
The Universe
 Concepts of space and time;
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 Concepts of matter and life;
 The nature of matter: atomic theory, dynamic theory and traditional
views;
 The nature of life: mechanism, vitalism or organism and the
concept of emergence.
Theories of the Origin of Life
 Creation and evolution;
 Theories of special creation;
 Theories of evolution: mechanical, teleological, creative and emergent;
 Eastern views on creation and evolution.
Philosophy of Mind
 Theories of mind-body relationship: interactionism, parallelism,
epiphenomenalism and occasionalism.
Philosophical Issues in Religion
 The problem of God, the religious conception of God,
philosophical conception of God;
 Theories of the relationship between God and the world: deism,
pantheism, theism, and pantheism;
 Arguments for or against God‘s existence: cosmological, Ontological,
moral and teleological;
 Problem of evil.
Axiology
 Theories of values;
 Nature and definition of value, kinds of values;
 Nature of value judgments, subjectivity and objectivity of value.
Aesthetics or theory of beauty:
 Aesthetic experience, beauty and the nature and function of art.
Recommended Readings:
1. Matin, Abdul, 2006, An Outline of Philosophy, Adhuna Prakashan.
2. Morton, A., 1996, Philosophy in Practice: An Introduction to the
Main Questions, Oxford: Blackwell.
rd
3. Hospers, J., 1988, An Introduction to Philosophical Analysis 3 ed,
Englewood Cliffs, N.J.: Prentice-Hall.
4. Perry & Bratman (eds.), 1986, Introduction to Philosophy: classical
and contemporary readings, New York: Oxford University Press.
5. Gould, A. (ed.), 1982, Classical Philosophical Questions, U.S.A. :
Charles F. Merill Publishing Co.
6. Hirst, R. J., (ed.), 1970, Philosophy, London Routledge and Kegan
Paul.
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7. Titus, H. H., 1964, Living Issues in Philosophy, New York: American
Book Co.
8. Edwards, P. and Pap, A. (ed.), 1963, A Modern Introduction to
Philosophy, New York: Free Press.
9. Joad, C. E. M., 1953, Introduction to Modern Philosophy, Oxford:
Clarendon Press.
10. Patrick. G.T.W., 1935, Introduction to Philosophy, Boston: Houghton
11. Russell, B., 1921, An Outline of Philosophy, George Allen & Unwin.
Mifflin Company.
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Phil 102: History of Western Philosophy 1unit 4 credit 100 marks

(Ancient and Medieval period)
Course Description: This course will examine the foundations of Western
civilization by surveying the philosophies of the ancient Greek thinkers. In
Part I, the early Milesian philosophers‘ departure from the earlier worldview
found in the poems of Homer and Hesiod and the oldest surviving pieces of
literature in the Western world will be discussed. Then the rest of the
development of the Pre-Socratic thinkers from Thales to Pythagoras,
Heraclitus, Parmenides, the Pluralists and the Atomists will be examined. It
further includes an examination of the conflict between Socrates and the
Sophists in fifth-century Athens as well as the ancient classic philosophy of
Socrates, Plato and Aristotle which had such a decisive impact on the
development of Western philosophy.
In Part II of the course, a brief introduction to medieval western philosophy
with special reference to St. Augustine, Duns Scouts, St. Anselm and St.
Thomas Aquinas and William of Occam will be discussed.
 The aim of the course is:
 to gain a historical and critical understanding of a number of the
conceptions, questions, and discussions that concerned the ancient
and medieval Greek philosophers whose thought lay the
foundations for Western civilization.
 to seek to understand both the differences and similarities between
the various ancient Greek conceptions of nature and humanity, as
well as the differences and similarities between these ancient and
medieval Greek conceptions of the world and ourselves.
 to be concerned, more generally, with the fundamental question,
―What is philosophy?‖ and to seek to gain an understanding and
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appreciation for the importance of philosophical thinking in both
one‘s personal and social life.
 Upon completion of the course students will learn
 to assess of various philosophical schools of ancient and medieval
periods and their conceptual and analytical ability
 to evaluate the socio-political issues in that time in Greece.
 to demonstrate the development of idea of Greek.
 draw conclusions about the strengths and weakness of ancient and
medieval Greek philosophy.
1.Allan, D. J. 1970, The Philosophy of Aristotle, Oxford: Oxford
University Press,
2.Armstrong, A. H., An Introduction to Ancient Philosophy, London:
Clarendon Press.
3.Aristotle, 1970, The Metaphysics, tr. W.D. Ross, Oxford: Clarendon
Press.
4.Burnet, J., 1959, Early Greek Philosophy, London: Adam and Charls
Blach.
5.Boyd, W. An Introduction to The Republic of Plato, 1962,London:
George Allen & Unwin.
6.Burnet, J., 1930, Early Greek Philosophy, 4th edition, London, A. & C.
Black.
7.Copleston, F., 1985, A History of Philosophy, vols I and II. New York:
Image Books.
8.Figgis, J. N., 1963,The Political Aspects of Augustine‟s „City of God‟,
Gloucester, Mass.: P. Smith.
9.Hawkins, D. J. B., 1968, A Sketch of Medieval Philosophy, New York:
Greenwood Press.
10.Knowles, D., 1962, The Evolution of Medieval Thought, Longman,
London.
11.Plato, The Republic, tr. A. D. Lindsay, London: 1961.
12.Plotinus, 2005,The Enneads, Trans. by Stephen MacKenna. London:
Penguin Classics.
13.Radhakrishnan, S. (ed.), 1953, History of Philosophy: Easternand
Western, vol. II, London: Allen and Unwin.
14.Russell, B., 1962, A History of Western Philosophy, London: Allen
and Unwin, London.
15.Stace, W. T., 1920, A Critical History of Greek Philosophy, London:
Macmillan.
16.Taylor, 1963, A. E. (ed.) Aristotle, London: Prentice Hall.
17. Thilly, F., 1951, A History of Philosophy, New York: Charles Scribner‘s
Sons, .
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18. Zeller, E, 1931,Outlines of the History of Greek Philosophy, London:
Kegan Paul,.
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24. Abyev`: Kwig, mi`vi dRjyj, 1982, †c¬‡Uvi wicvewjK, XvKv: evsjv GKv‡Wgx |
PHI 103: Muslim Philosophy 1 unit 4 credit 100 marks

 The main purpose of the course is to provide a general account of
Muslim philosophy and its development : the beginning of
philosophical thinking among the Muslims
 Upon completion the course students will be able to understand
various philosophical problems and issues of Muslim philosophy.
Recommended Readings :
1. Deboer, T. J., 1961, The History of Philosophy in Islam, London:
Luzac.
2. Fakhri., M., 1983, A History of Islamic Philosophy, New York:
Columbia Press.
3. Hai, S. A., 1964, Muslim Philosophy, Dhaka.
4. Mostafa Kawsir, Al Ghazali Theory of Knowlwdge, Dhaka, Raman

Publication.
5. Nasr, S. H. & Leaman, O, 1998, History of Islamic Philosophy, vol.
1-2, London: Routledge,.
6. Quasem, M. A. 1978, Al-Ghazali on Islamic Guidance, Kualalampur.
7. Quasem, M. A., 1979, The Ethics of al-Ghazali, New York.
8. Quasem, M. A., 1980, The Jewels of the Quran: Al-Ghazali‟s

Theory, London: Kegan Paul.
9. Rahman, M. M, The Philosophy of Al-Ghazali, Chittagong.
10. Rahman, S. A, 1970, An Introduction to Islamic Culture and
Philosophy, Revised edition, Dhaka.
11. Sharif, M. M. (ed.), A History of Muslim Philosophy, Vol. I & II,
Weisbaden: Harrassowitz, 1983.
12. Sheikh, M. S, 1962, Studies in Muslim Philosophy, Lahore.
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13. Watt, M. M, 1962, Islamic Survey: Philosophy and Theology,
Edinburg: Edinburgh University Press.
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17. Bmjvg, W. Avwgbyj, 2013, gymwjg I `k©b, gvIjv ev`vm©, cÂg ms¯‹iY|
18. nvwg`, Xvjx , W. ‡gv: Ave`yj I W. gynv¤§` Ave`yj nvB, 2016, gymwjg `k©b cwiwPwZ, Abb¨v
cÖKvkbx, PZz_© gy`ªY|
PHI 104: Introduction to Ethics 1 unit 4 credit 100 marks
Aims of the course:
 This course has two main goals. First, students will learn about
some of the most important theories and figures of moral philosophy
in the hope that they can develop a clear understanding of the
questions that recur in ethical debate. Second, students will
be encouraged to think about these questions (e.g., ―what is morally
right action?‖, ―what are my duties to others?‖, ―how important is
moral disagreement?‖).
 The course aims to introduce the students the philosophical
contributions to ethics by examining the thinking of ethical thought
from the times of the ancient Greeks to modern period. It will also
invite the students to consider the possible relevance of Greek
classical ethicists to modern ethical controversies.
Objectives of the course: By the end of this course, students will be able to:
● explain and evaluate some of the major ethical theories, including
utilitarianism, deontology, and virtue ethics;
● explain some important questions and problems in moral
philosophy;
● demonstrate knowledge of important ethical system;
● demonstrate their respect for different ethical perspectives;
● critique some aspects of an ethical position;
● clearly formulate their ethical position on an issue;
● Develop arguments which are based on sound inferences and
Clear premises;
● conduct library research on a topic, as appropriate;
● develop and defend interpretations of philosophic arguments and
positions found in philosophic texts;
● ask relevant, critical questions about philosophic arguments, both
about their internal logic (validity) and the truth of their premises
(soundness);
● analyze and explain the relationship between philosophic terms,
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‗right‘, ‗good‘, ‗happiness,‘ ‗autonomy,‘ ‗virtue,‘ ‗moral relativism,‘
and ‗moral absolutism‘.
On successful completion of the course, student can learn:
 Purpose of western moral philosophy;
 have become aware of the of the main arguments of the
major ethicists in Western thought;
 be able to apply some of the criteria of classical ethicists to
ongoing moral and social issues.
Course Description:
Part A: (Introduction to Ethics)
Introduction: Definition, Nature and scope of ethics, The method of
ethics, Different types of ethics, Utility of the study of ethics.
Relation of ethics to other sciences: Religion, Law, Psychology,
Sociology, Politics and Economics.
Psychology of moral action: Moral, Non-moral and Immoral acts,
Non-voluntary or Non-moral action, Analysis of voluntary action. Wish
and its relation with Desire, Universe of Desires, Conflict of desires,
Conduct, Motive and intention.
Nature and object of moral judgment: Nature of moral judgment,
Subject and Object of moral judgment, Different types of moral
judgments, Moral judgment and Judgment in logic, Conscience (the
subject of moral judgment), Theories of conscience.
Postulates of moral judgment: General statement of the postulates of
moral judgment, Freedom of will, Theories of freedom of will,
Immortality of the soul, Existence of God.
Theories of moral standard: Law as the standard of morality, Pleasure
as the standard of morality, Evolutionary Hedonism, Intuitionism,
Rationalism and Eudemonism or Perfectionism as the standard of
morality.
Moral life: Nature of virtue, Cardinal virtues, Early Greek and some
recent views on virtues, Absolutism and Relativism, Moral relativism and
cultural relativism, Theory of justice: Plato and Rawls.
Theories of relationship between individual and society: Egoism,
Altruism and Universalism. Theories of punishment.
Part B (History of Western Ethics)
Greco-Roman Ethics: The philosophical point of the history of ethics,
characteristics of Greek ethics, pre-Socratic ethics: Democritus,
Heraclites, Pythagoras, and sophist‘s humanism. Socratic ethics:
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knowledge and virtue, post-Socratic ethics: hedonism of cynics,
rationalism of cynics.
Ethics of Plato: The Crito: Duty, Honor, and Caring for One‘s Soul,
The Euthyphro: Divine Commands and Ethical Obligations,
The Republic: The nature of Justice and Morality, Evaluation of Prevalent
Theories: theory of justice, theory of Virtue.
Aristotelian Ethics: The Nicomachean Ethics: Telos and the Goal of
Human Activity, Moral Virtue, The Golden Mean Friendship, Nature of
Virtue, Post Aristotelian Ethics: Stoic and Epicurean Ethics, Roman
Ethics.
Modern Western Ethics: Decay of Medieval Philosophy and Transition to
Modern Thought, various forms of Hedonism: Evolutionary Hedonism of
Hobbes, Herbert Spencer, Leslie Stephen, S. Alexander, Gross and
Refined Hedonism or Utilitarianism of J. S. Mill and J. Bentham, Kant‘s
formalism: Postulates of Morality, Duty for Duty‘s Sake, Good Will and
Categorical Imperative.
Intuitionism: Theories of Shaftsbury, Hutcheson, Cud worth, Price,
Samuel Clarke and Butler. Perfectionism: Hegel, F.H. Bradley, Green,
Banquet, Intuitionist Utilitarianism of Sidgwick.
Ethics of David Hume: Reason and Passion, Morality and Sentiment,
Natural and Artificial Virtue, Merit, Virtue and Talent
1. Shafer-Landau, Russ, 2013, Ethical Theory: An Anthology, 5th ed.
Wiley- Blackwell.
2. Irwin, 2008, The Development of Ethics, Vol. II: From Suarez to
Rousseau, Oxford.
3. Gill, Michael B., 2006, The British Moralists on Human Nature and
the Birth of Secular Ethics, Cambridge University Press.
4. MacIntyre, A. C.,1998, A Short History of Ethics: A History of Moral
Philosophy from the Homeric Age to the Twentieth Century, London:
Routledge.
5. Bond, E. J., 1996, Ethics and Human Well-being: An Introduction to
Moral Philosophy, Cambridge: Mass.: Blackwell.
6. Rapheal, D. D., 1994, Moral Philosophy, 2nd ed., New York: Oxford
University Press.
7. Rachels, J.,1993, Elements of Moral Philosophy, 2nd ed., New York:
McGraw-Hill.
8. Stephen Darwall, 1995, The British Moralists and the Internal
Cambridge:‗Ought‘:1640-1740.
9. Frankena, William. K., 1987, Ethics, Prentice Hall of India.
10
10.Rachels, J., 1986, The Elements of Moral Philosophy, New York:
MacGraw –Hill, (rpt.1999).
11.Norman, R., 1998, The Moral Philosophers, 2nd edition; 1st ed., 1983,
O.U.P.
12.Frankena, William. K., 1980, Thinking About Morality, Ann Arbor:
University of Michigan Press.
13.Taylor,P. W., 1975, Principles of Ethics: An Introduction, Belmont,
Calif.: Dickenson Pub. Co.
14.Wall, G. B., 1974, Introduction to Ethics, Columbus, Ohio: Charles
Merrill Publication Co.
15.Wall, G. B., 1974, Introduction to ethics, Charles Merrill Publication
Co.
16.Datta, Abani Mohan, 1967, Problems of Ethics, 1st Edition, Chittagong:
Published by P.K. Datta.
17.Lillie, W., 1964, An Introduction to Ethics, 3rd ed., London: Methuen.
18.Richard, G.T., and Bernard, R. 1967, Moral Philosophy: A Systematic
Introduction to Normative Ethics and Meta-Ethics, New York:
Macmillan.
19.Sidgwick, H., 1967, Outlines of the History of Ethics, NY: Macmillan.
20.Mackenzie, Johns, 1964, A Manual of Ethics, London: University
Tutorial Press Ltd.
21.Kant, 1949, Fundamental Principles of Metaphysics of Morals, London:
tr. By T.K.Abott.
22.Rogers, A. P., 1911, A Short History of Ethics: Greek and Modern,
London: Macmillan.
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Mill, J. S., 1979, Utilitarianism, Indianapolis: Hackett Publisher. evsjv
Abyev`: †eMg , nvmbv, 1988, Dc‡hvMev`, XvKv: evsjv GKv‡Wgx|
PHI 105: Introduction to Logic 1 unit 4 credit 100 marks

 to provide students a clear and comprehensive conception by which
they can recognize arguments and their properties;
 to make students aware of various functions of language;
 to make students able to identify logical fallacies (errors/mistakes) that are
often committed during informal conversations;
 to make students capable of apprising formal arguments ;
 to give students ideas concerning hypothetical/scientific reasoning;
 to improve students‘ ability to think critically.
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Upon successful completion of this course, it is expected that students will be
able to
 represent the structure of statements and arguments using a formal
logical framework;
 assess formalized arguments and apply formal methods to clarify and
asses real-world arguments;
 identify strengths and weaknesses of the arguments and reasoning
appear in textbooks and academic papers of his/her field of study;
 formulate logical objections to a theory/idea in his/her own field of
study;
 invent counterarguments of their own against a philosophical theory;
 present and defend oral/written opinion on logical and interpretative
questions arising from the engagement with academic and real- world
arguments;
 to apply critical thinking and reasoning skills in a wide range of career
paths and courses of study.
Course Description: This course provides an introduction to some basic
deductive and inductive techniques used in appraising arguments. The main
focus of the course will be on elementary formal logic, but the course will also
consider informal techniques for the analysis and resolution of ambiguities,
confusions, and fallacies that occur in everyday life and ordinary language. In
particular, the course covers the following topics:
Basic concepts: what logic is; branches of logic; recognizing arguments and
their properties; validity, truth, soundness, strength and cogency; problems
of reasoning; short history of logic.
Language: uses and functions of language; the nature of agreement and
disagreement about facts; categories of dispute and ways of resolving
disputes; various types of definitions; informal fallacies that occur in
ordinary language.
Deduction: categorical propositions and their properties; immediate
inferences; existential import and the interpretation of categorical
propositions; symbolism and diagrams for categorical propositions;
categorical syllogism and the formal nature of syllogistic arguments;
techniques for testing syllogisms and syllogistic fallacies; syllogisms in
ordinary language including translating categorical propositions into standard
form, enthymemes and sorties disjunctive and hypothetical syllogisms.
Induction: analogical reasoning; causality and Mill‘s Methods of
experimental inquiry; limitations of inductive techniques; hypothetical/
scientific reasoning; scientific explanations; the nature and stages of
scientific investigation; alternative conceptions of probability; probability
calculus; probability of joint occurrences and probability of alternative
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occurrences; expectation value.
Required Texts:
Copi, Irving M. and Cohen, Carl, 2005, Introduction to Logic (12th
edition), Upper Saddle River, NJ: Pearson/Prentice Hall. [Chapters: 1-8,
12-15]
th
1. Hurley, Patrick J., 2008, A Concise Introduction to Logic (10 edition),
USA, UK, Canada: Wadsworth/ Cengage Learning
2. Carter K. Codell, 2005, A First Course in Logic (Gold edition), New
York: Pearson/Longman.
rd
3. Layman, C. Stephen, 2005, The Power of Logic (3 edition), New
York: McGraw-Hill Companies, Inc
4. Priest, G., Logic: 2000, A Very Short Introduction, New York: Oxford
University Press.
5. Cohen, M.R. and Nagel, E., 1978, An Introduction to Logic and
Scientific Method, London: Routledge and Kegan Paul.
6. Joseph, H. W. B., 1967, An Introduction to Logic, Oxford: Clarendon
Press.
7. Angell, R. B., 1964, Reasoning and Logic, New York: Appletion-
Century- Crofts.
8. Salmon, W. C., Logic, NJ: Prentice-Hall Inc., 1963.
9. Stebbing, L. S., 1930, A Modern Introduction to Logic, London:
Methuen and Co. Ltd..
PHI 106: History of Ancient Civilization 1unit 4 credit 100 marks

 The main objective of the course is to give a general overview of the
most prominent ancient civilizations from across the globe. The course
aims to introduce the student to the most salient features of each
civilization and examining its major influence on human history. Along
with the geographical distribution of ancient civilizations, this course
emphasizes the intellectual accomplishment of each civilization:
invention of writing, wheeled transport, calendar, introduce of
metallurgy, concept of written law, idea of democracy, birth of
philosophy etc. Therefore, after successful completion of this course the
students will be able to scrutinize the heterogeneity and diversity of
human history.
 On successful completion of the module, students will be able to:
 Understand the basic concepts of culture and civilization
 Understand the major innovations of ancient civilizations that have
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propelled society forward.
 Understand the process of Urbanization.
 Acquire knowledge to examining the indelible influence of
certain ancient civilizations on modern times.
 Acquire knowledge on the geographical distinction and its
influence on the development of ancient civilizations.
 Acquire knowledge on the complexity of social and cultural
organizations of most prominent ancient civilizations.
Course Descriptions: The course includes following topics:
 Pre-historic period – (a) Stone age, (b) Chalcolithic period, (c) Trend
of the human development during the Pre-historic period.
 Egyptian civilization – (a) Rise of the civilization, (b) Role of the
river Nile, (c) Contributions.
 Mesopotamian civilization – (a) Sumerian civilization,(b) Babylonian
civilization,(c) Assyrian civilization, (d) Chaldean civilization.
 South Asian Civilization: (a) Rise of the civilization, (b)
Contributions, (c) Causes of the fall of the civilization.
Persian civilization – (a) Administrative system, (b) Contributions to
the Religion.
 Ancient Chinese civilization: (a) Shang dynasty, (b) Chou dynasty,
(c) Contributions to the Philosophy and other cultural arena.
 Hebrew civilization: Contributions to the Religion.
 Aegean civilization: Nature and Contributions.
 Greek civilization: (a) Sparta, (b) Athens, (c) Contributions to the
Hellenic and Hellenistic civilization.
 Roman civilization: (a) Roman Republic, (b) Roman Empire, (c)
Contributions, (d) Fall of the Roman civilization.
1. Arnlod, L. Toynbee: 1963, A Study of History, Oxford University
Press.
2. Baikie. James: 1929, A History of Egypt, A & C. Black.
3. Bertholet, Alfred: 2004, A History of World Civilization, Wipf and
Stock.
4. Browning, R: 1985, The Greek World, Thames and Hudson Ltd..
5. Burns, E, Rakph, P.L.: 1969, World civilization, Oxford University,
4th edition.
6. Ceram, C. W. : 2001, The Secret of the Hittites, Phoenex.
7. Childe, G: 1950, What Happened in History, Penguin books.
8. Corotti, G.: 1908, A History of Art, Duckworth & Co., London.
9. Grote, G.: 1852 (a) History of Greece, Vol. III, Boston: John P. Jewett
and Company. 1997 ,(b) The Greek City and its Institution, Routledge,
1st edition.
10.Morton, W. Scott, 1995, China: Its History and Culture, McGraw-Hill,
14
3rd edt..
11.Patricia, Backley, 1981, Ebery: Chinese Civilizatrion and Society,
Free Press, 1st edt..
12.Rostovstzev, M. I, 1986,: Social and Economic History of the
Hellenistic World, Oxford University Press.
13.Starr, C. G., 1991, A History of the Ancient World, Oxford University
Press.
14.Swain, J. E., 1938, A History of World Civilization, New York;
London: McGraw-Hill Co..
15.Tomory, E, 2006, A History of Fine Arts in India and the West,
Orient Black Swan.
16.Wallbank, W., Taylor, A. M. and Balkkey, N, 1998, Civilization Past
and Present Vol-1, 5th edition., Not Avail.
17. kvnbvIqvR, G. †K. Gg, wek¦ mf¨Zv (cÖvPxb hyM), evsjvevRvi, XvKv cÖZxK cÖKvkbx|
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PHI 107: Introduction to Psychology 1 unit 4 credit 100 marks

 The objective of the course is to give detailed account of psychology
which includes the nature of psychology, the methods of psychology
and general perspectives of human behavior focusing on various issues
of Psychology.
 Upon completion of the course, students will be able to understand
psychology in general and their behavior in the light of perspectives
they learned in this course.
Course Descriptions: The course includes the following topics:
Part 1: Brain, Behavior and Consciousness:
The nature and function of the brain. The nature and function of the
nervous system. The organization of the brain. The human consciousness
and split brain.
Sensation and Perception: General characteristics of sensation. Different
senses. The process of perception. Interpretation and perception.
Motivation and Emotion: The nature of motivation. The motivation cycle.
Hunger. Sexual motivation and behavior. Social Motivation. The nature of
emotion.
States of Consciousness: Normal awaking consciousness. Active and
passive attention. Sleep and Dreams. Meditation. Hypnosis.
Part 2: Learning and Cognition:
What is learning? Classical conditioning. Operant conditioning. Human
Memory. Memory systems – An overview. Sensory memory. Short-term
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memory. Long-term memory. Memory and the brain forgetting: When
memory fails?
Thinking and Language: The nature of thinking. Concepts. Problem
solving. Formal Reasoning. Language and development of language.
Intelligence: The nature of intelligence, Intelligence tests, Extremes of
intelligence, Heredity environment and intelligence.
Attention: The nature and determiners of attention.
Part 3: Personality and Social Psychology
Perspective on personality, psychodynamic perspective, the trait
perspective, the behavioral perspective, the humanistic perspectives,
Projective testing of personality, Social perception and social influence,
Psycho-Analysis and Freud‘s theory of Dream, Deception and Self-
deception.
Part 4: Psychological Disorder and Treatment
Stress and stress disorders: Understanding stress, stressful life events,
coping with stress. Stress, coping, and illness. Major Psychological
disorders: Criteria of abnormality, Perspective of psychological disorders.
Treatment Psychological Disorder: Beginnings of modern treatments,
Psychoanalytic therapy, Behavior therapy, Humanistic therapy, Therapy
in groups.
Part 6: Emotional Intelligence
The Emotional Brain: What are emotions for? Anatomy of emotional
hijacking. The nature of emotional intelligence: When smart is dumb, the
roots of empathy, Emotional intelligence applied: Managing with heart,
Mind and Medicine, Windows of opportunity, Trauma and emotional
relearning, Temperament is not destiny. Emotional literacy: The cost of
emotional illiteracy, Schooling the emotions.
Required Texts
Lahey, B. Benjamin, 2012, Psychology An Introduction, 11th
Edition, New York: McGraw Hill.
1. Feldman, R. S. 2005, Understanding Psychology, Seventh edition,
New Delhi: McGraw Hill.
2. Goleman, D., 1996, Emotional Intelligence: Why it can matter
more than IQ, London: Bloomsbury Publishing Plc.
3. Crider, A. B., Goethales, G. R., Kavanaugh, R. D., & Solomon, P. R,
1983, Psychology, California: Scott, Foreman & Company.
4. Morgan, C. T., A King and Robinson, 1979, Introduction to
Psychology, New York: McGraw-Hill, Inc.
16
5. Freud, S., 1940, An Outline of Psychoanalysis, in Standrad edition of
the complete works of Sigmond Freud, 1964 Voll: XXIII, London.
PHI 108: Functional English Language 1unit 4 credit 100 marks

 The course aims at developing communicative competences and four
key ‗macro skills‘ of listening, speaking,reading and writing with a view
to enabling students to attend classes and seminars efficiently, speak
clearly and convincingly at different socio-cultural settings and
workplaces, make formal presentation and public speech. Also, this
course helps students to read critically, use appropriate words and write
focused, coherent, error-free sentences, paragraphs, critical essays,
report, résumé, and cover letter, and initiate writing a research paper.
The course pursues these objectives in a two-step process: knowing the
basics of each macro skill and then performing them in action through
some carefully designed tasks and simulations.
Speaking Skills
Speaking Basics:
i. Phonetics
ii. Phonetic symbols
iii. Production of speech sounds: Place of articulation, Manner of
articulation
iv. IPA transcription
v. Stress: word stress, sentence and phrase stress.
vi. Intonation
vii. Rhythm
viii. Pitch
ix. Aspects of connected speech: rhythm, assimilation, Elision, linking.
x. Regional variation: British and American English
xi. Projection and articulation: Speaking fluently at an appropriate pace;
speaking clearly at an appropriate volume.
Speaking in action:
i. Conversation: purposes of conversation, turn-taking strategies, the role of
topics, repairing, and formal features of conversation: syntax, style,
conversational routines, and conversational fillers, opening and closing
conversation.
ii. Concept of fluency: accuracy, intelligibility, control, hesitant cycle, more
fluent cycle.
iii. Types of conversation: transactional, interactional, formal and casual
conversational styles, expository, evaluative, service, social, negotiation
of meaning, management of interaction.
17
iv. Public Speaking: non-verbal communication: body language, eye contact,
facial expression, vocal cues, spatial use and time use.
v. Presentation: planning, preparing, and giving a presentation, making
PowerPoint slides.
Speaking Tasks:
Practice dialogues on different topics, role play using role cards, making a
speech, both prepared and impromptu, and giving presentation.
Listening Skills
Listening Basics:
(i) The listening process: bottom-up and top-down processing,
(ii) Types and purposes of listening: monologue, dialogue, planned,
unplanned, interpersonal and transactional, unfamiliar, and familiar.
(iii) A comparative study on features of speech sound in Bangla and English:
/r/, /l/, /s/, /z/, /t/.
(iv) Barriers in listening
(v) The difficulties faced by Bangla learners of English in listening.
Listening in action:
(i) Recognizing sounds and words: word divisions, key words, transitions,
word-order, etc.
(ii) Catching information: grammatical relation, stress, intonation, etc.
(iii) Finding central information in sentence.
Listening Tasks:
Dictogloss (Wajnryb,1986) Sessions, Listening comprehensions, a jigsaw
listening task, an interactive listening task, listening to the news, watching
video-clips with and without subtitles and writing transcripts, and problem
solving competition (tracing a route on a map and operating electronic gadgets,
for example) by listening to recorded instructions.
Reading Skills
Reading Basics:
i. Types of reading: strategic, fluent, oral, silent, intensive, extensive.
ii. Reading processes: top-down, bottom-up, interactive.
iii. Reading strategies: skimming, scanning, inference, predicting,
identifying, analyzing, synthesizing.
iv. Reading defects: faulty reading habits, subvocalising, finger pointing,
regressions.
v. Fluent Reading: speed reading versus fluent reading (200 w.p.m. with
70% comprehension).
18
vi. Improving Reading Skills: activate prior knowledge, cultivate
vocabulary, increase reading rate, verify reading strategies, and evaluate
progress.
Reading in action:
i. Reading for comprehension applying different strategies
ii. Dealing with unfamiliar words and language variation
iii. Understanding text organization
iv. Understanding denotative and connotative meaning, transitions in
sentences and paragraphs
v. Reading texts in contexts
Reading Tasks:
Reading for understanding, Reading for fluency, vocabulary exercise, reading
for factual information, Summarizing, Reading in academics: philosophy,
literature, science, commerce, anthropology, history, politics, etc., Reading
blurbs, media texts, etc.
Writing Skills
Writing Basics:
i. Basic principles of effective writing: point and support.
ii. The writing process: prewriting, first draft, revising, editing, review
activities.
iii. Four steps in writing: point, idea, organization, writing clear and error-
free sentences.
iv. Four bases for writing: unity, support, coherence, and sentence skills.
v. Four basic elements of a paragraph: topic sentence, developers,
modulator, and terminator.
vi. Paragraph development: nine patterns: example, cause and effect,
process, comparison and contrast, defining, classifying, describing,
narrating, and arguing.
vii. Essay Development: comparison between a paragraph and an essay, topic
sentence versus thesis statement, planning the essay, important points
about the essay.
viii. Sentence skills: sentence structures and patterns.
ix. Remedial Grammar: article, number, subjects and verbs, tense, regular
and irregular verbs, adjective and adverb, sentence types: simple,
complex, compound, base rule, voice, narration, degree, conversion of
words, conversion of sentences, transformation, gerund, participles,
infinitive, preposition, relative clauses, conditionals and wish, questions,
negatives and answers, modal verbs, fragments, run-ons, misplaced
modifiers, and dangling modifiers.
x. Mechanics: paper format, capitalization, number and abbreviations.
xi. Punctuation: apostrophe, quotation marks, comma, period, semicolon,
dash, etc.
19
xii. Word use: using the dictionary, improving spelling, vocabulary
development, commonly confused words, effective word choice,
synonym and antonym, roots, prefixes and suffixes.
Writing in Action:
i. Writing paragraphs and essays of different kinds and on various topics.
ii. Writing an exam essay.
iii. Writing a summary and a précis.
iv. Writing a report.
v. Writing a résumé and a cover letter.
vi. Writing business letters: content and style, enquiries, replies and
quotations, orders, payments, complaints and adjustments, etc.
vii. Basics of writing a research paper.
viii. Writing to the editor.
Writing Tasks:
writing conference, completing stories, writing stories, describing a person,
place, object, writing blurbs for cartoon, describing a picture, photograph,
Narrating the plot after watching a movie/drama, instructional
activities(rehearsing phase): values clarification, clustering or word mapping,
brain storming, ranking activities, quickwriting, (drafting/writing
phase):strategic questioning, time-focused writing, elaboration exercise,
reduction exercise, jumbled paragraphs, jumbled essays, writing thesis
statements and topic sentences, group drafting, (revising phase): peer feedback,
group-correction activities, revising and rewriting exercises.
Books Recommended:
1. Liz & John Soars, 2008, New Headway: Intermediate Student‟s Book.
2. Osborne, J., 2005, Public Speaking. McGraw-Hill.
3. Langan, J., 2001, English Skills. McGraw-Hill.
4. O‘Connor, J.D., 2000, Better English Pronunciation. Cambridge U P..
5. Ashby, P., 1995, Speech Sounds. Routledge. Oxford UP.
20
BA Honors Second Year
Sessions: 2022-2023, 2023-2024, 2024-2025
Exams: 2023, 2024, 2025
Module Course No Course Title Unit and Marks

Credit
Modul A PHI 201 Philosophy of Education 1 unit; 4 100
Credit
(Modern Period) Credit
Module C PHI 203 Indian Philosophy 1 unit; 4 100
Credit
Module C PHI 204 Chinse and Japanese Philosophy 1 unit; 4 100
Credit
Module D PHI 205 Eastern Ethics 1 unit; 4 100
Credit
Module E PHI 206 Symbolic Logic I 1 unit; 4 100
(Sentential and Predicate Logic) Credit
Module F PHI 207 Critical Thinking, and Recent 1unit; 100
Issues 4Credit
Module F PHI 208 History of Bengal and the 1 unit; 4 100
Emergence of Bangladesh Credit
Viva voce ½ unit; 2 50
Credit
Total 34 Credit 850
Course Outlines
PHI 201: Philosophy of Education 1unit 4 credit 100 marks

This course will provide students with an opportunity to consider a variety of
educational issues from a philosophical perspective. The course will explore
general questions such as: What is the ultimate goal of education? How is
education different from social indoctrination? Should education aim at
making good citizens? What should be taught and what is the most effective
way to teach it? What are the roles of reason and autonomy in learning? Should
21
education limit itself to imparting literacy, numeracy, and various kinds of
skill and information, or should teachers also strive to influence the character
and values of their students? In addition to these, various specific topics of
current interest in the philosophy of education may be explored, such as:
academic freedom; access to education; educational testing and measurement;
fairness in education; academic standards; the ethics of special education;
religious education; propaganda in education; sex education; education and
career training.
This course will also address how historical influences, setting, and ideas
have influenced and continue to have relevance for education and life today in
the context of Bangladesh.
Upon completion of the course the students will understand some of the
central concepts in the philosophy of education, such as training,
socialization, indoctrination, facts and values, and fostering autonomy. They
will be able to promote a greater awareness of the numerous philosophical
and controversial aspects of educational theory and practice. Students will be
able to develop a capacity for philosophical analysis and critical reflection in
the context of understanding the foundations of education, its main purpose
and its essential.
Course Description: Nature and scope of philosophy of education. Education
and philosophy of education. Education, politics, economic order and public
education policy. Education, ethics and religion. Education and theories of
knowledge. The purpose of education.
Different Theories of Education: Idealism, Naturalism, Realism,
Pragmatism and Existentialism
Views of Plato, Aristotle, Ghazzali, Iqbal, Dewey, Rousseau, Russell, Marx
and Rabindranath Tagore, Gandhi, Rokeya Sakawat, Iswarchandra
Bidyasagor, Allama Iqbal.
Comparative discussions of various educational systems and policy.
Educational policy of Bangladesh. Nature and scope of philosophy for
children: developing philosophical enquiry and reflection though dialogue
and narratives; role of philosophy for children to educate citizens in the
pluralistic society. Theories of education.
1. Boyd, W., 1952, The History of Western Education, London.
2. Brubacher, J. S., 1963, Modern Philosophies of Education, third
edition, New York.
3. Dewey, J., 1916, Democracy and Education, New York.
4. Kilpatrick, W. H., 1951, The Philosophy of Education, New York.
5. Lipman, Matthew, 1980, Philosophy in the Classroom, Temple.
22
6. Lipman Matthew, 1991, Thinking in Education, NY , Cambridge
University Press.
7. Lipman Matthew, 1982, Looking for Meaning: Instructional Manual
to Accompany, PIXIE, IAPC, NJ, USA.
8. Moore, T.W, 1986, Philosophy of Education, Routledge: Kegan
Paul, London.
9. O‘Connor, D.J., 1957, Introduction to the Philosophy of Education,
Routledge and Kegan Paul Ltd.
10. Park, J, 1963, Bertrand Russell on Education, Columbus.
11. Peters, R (ed.), 1973, The Philosophy of Education, Oxford
University pres.
12. Russell, B., 1926, On Education, London.
13. Russell, B., 1926, Education and Social Order, New York.
14. Reid, L. A., 1962, Philosophy of Education, London.
15. Ulich, R., 1961, Philosophy of Education, New York.
10. f~uBqv , Av‡bvqviæjøvn, 2009, wkÿv `k©b : ZË¡ I BwZnvm, XvKv, A‡š^lv cÖKvkbx|
PHI 202: History of Western Philosophy 1unit 4 credit 100 marks

(Modern Period)
 The aim of the course is to introduce students a general survey of the
beginning and development of Modern Western Philosophy from
Descartes to Hegel.
 Upon Completion the course, students should be able to get an overview
of chronological development western philosophical thought.
Course Descriptions:
General survey of the beginning and development of Modern Western
Philosophy from Descartes to Hegel, focusing on the following schools of
thought:
 Renaissance and the Age of Reason; Continental Rationalism: Descartes,
Spinoza and Leibniz; British Empiricism: Locke, Berkeley, Hume;
Immanuel Kant and Post-Kantian philosophers: Fichte, Schelling, Hegel.
1. Hegel, G.W.F.,1998, Phenomenology of Spirit, Trans. by A. V. Miller,
Motilal Banarsidass Publ.
2. Scruton, R., 1995, A Short History of Modern Philosophy, 2nd ed.,
London: Routledge.
3. MacNabb, D.G.C. 1993, David Hume: His Theory of Knowledge and
23
Morality, Oxford: Oxford University Press.
4. Copleston, F., 1985, A History of Philosophy,Vols. iv, v, vi, and vii, New
York: Image Books.
5. Descartes, R, 1984, Meditations on First Philosophy, The Philosophical
Works of Descartes, ed. E. S. Haldane and G.R.T. Ross, Cambridge:
Cambridge University Press.
6. Kant, Immanuel, 1970, Critique of Pure Reason, tr. NormanKemp Smith,
London: Macmillan & Co Ltd.
7. Chappell, V.C. 1966, Hume, New York: Doubleday.
8. O'Connor, D.J (ed), 1964, A Critical History of Western Philosophy, New
York.
9. Basson, A.H. 1958, David Hume, London: Pelican.
10.Radhakrisnan, S (ed), 1953, History of Philosophy: Eastern and Western,
George Allen and Unwin.
11.Thilly, F, 1951, A History of Philosophy, New York.
12.Russell, B., 1946, A History of Western Philosophy, Allen and Unwin,
London.
13.Wright, W.K., 1941, A History of Modern Philosophy, New York.
14.Morris, C.R., 1931, Locke, Berkeley, Hume, Oxford.
15.Falckenberg, R., 1921, History of Modern Philosophy, Berlin.
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19. David Hume, 1978, A Treatise of Human Nature, Book One, ed. P.H.
Nidditch, Oxford: Clarendon Press. Abyev`: Avey Zvnv nvwdRyi ingvb, 1981, gvbe
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Phil 203: Indian Philosophy 1 unit 4 credit100 marks

 The aim of the course is to introduce the students the sprit and outlook
of Indian Philosophy and help them to grasp thoroughly the central
ideas of the subject.
24
 Upon completion of the course the students are expected to have a
thorough understanding of the various aspects of Indian philosophy: its
Metaphysics, Epistemology, Logic, and Ethics.
Course Description: The course will focus on the following issues and
problems:
 Philosophical ideas in the early Vedic period as well as in the
Upanisads.
 A general introduction to the theories of different philosophical
Schools of Indian Philosophy: Vedic and Non-Vedic systems
 Indian Metaphysics: Carvaka materialism; Jaina realism: nature and
classification of Substance, the Jivas and the Ajivas; Sankhya theory of
causality, the dualism of Purusa and Prakriti, Sankhya evolution; Yoga
of Patanjali; Vaisesika atomism; Mimamsa atheism; transcendental
idealism of Vedanta: Brahman, Maya, and the relation between Jiva and
Brahman.
 Indian Logic and Epistemology: Types and problems of knowledge:
Prama, Prameya and Praman; nature and sources of knowledge
according to the following philosophical schools: Carvaka, Jaina,
Sankhya, Nyaya, Mimamsa, and Vedanta. Topics on Indian logic
include: the nature, classifications and the validity of inference with
particular reference to the Nyaya school; Buddhist Dialectics of the
Madhyamikas; Jaina theory of judgment and the Mimamsa view of
intrinsic validity.
 Indian Ethics: In studying the ethical problems, students will examine
the problems of suffering and salvation and their implications in Indian
philosophical schools. Moral teachings of Bhagvad Gita, doctrines of
Purusharthas, Karma, Buddhist Four Noble Truths,
and the Jaina Anubrata and Mahabrata will be discussed.
Nature of Nirvana and Moksa and their distinction will also
be emphasized.
Books Recommended:
1. Chatterjee, S. C. and Datta, D. M., 1969, An Introduction to Indian
Philosophy, Calcutta: University of Calcutta.
2. Hiriyannya, M., 1973, Outlines of Indian Philosophy, London: Allen
and Unwin.
nd
3. Koller, John M. 1985, Oriental philosophies, 2 ed., New York:
Charles Scribner‘s Sons.
4. Radhakrishnan, S, 1977, Indian Philosophy, 2 Vols. London: Allen
and Unwin.
5. Radhakrishnan, S., History of Philosophy: Eastern and Western.
6. Sharma, C. D. 1964, A Critical Survey of Indian Philosophy, New
Delhi: Allied Publishers.
7. P‡Ævcva¨vq , †èxcªmv`, 2003, fviZxq `k©b, 5g ms¯‹iY, †KvjKvZv: b¨vkbvj ezK G‡RwÝ|
25
8. †Nvl, i‡g›`ª, bv_, 1982, fviZxq `k©b, XvKv: evsjv GKv‡Wgx|
9. nvB, mvB‡q`, Avãzj, 2007, fviZxq `k©b, XvKv: w` BDwbfvwm©wU †c«m wj:|
PHI 204: Chinese and Japanese Philosophy 1 unit 4 credit 100 marks
 The aim of the course is to belief that the purpose of philosophy is
primarily to serve as an ethical and practical guide. The political focus:
most scholars of the Hundred Schools were trying to convince the ruler
to behave in the way they defended.
 By the end of the course the students will be expected to have attained
and demonstrated a satisfactory level of competence in
understanding:
the basic characteristics of Chinese and Japanese Philosophy as
distinguished from Western and other Asian Traditions.
 the distinctive teachings and practices of the various schools of
Chinese Philosophy.
 Identify, distinguish, and articulate the social and moral ideas of the
Confucians and Buddhists and their philosophical opponents.
 the detect hidden assumptions and arguments in these ideas, as well
as analyze them.
 the evaluate and assess these ideas for logical cogency and
coherence and critically interpret the significance of the values that
are espoused.
 the relevance of Chinese and Japanese philosophy today.
 the increased awareness of Chinese and Japanese political,
ethical, and philosophical history.
 the enhanced recognition and understanding of cultural differences
between China, Japan and western societies and their roots in the
Chinese intellectual heritage.
 the improved critical reading and reasoning abilities.
 the exposure to stimulating and provocative philosophers from a
major intellectual tradition.
Course Description: This course will provide an overview of the history
of Chinese philosophy. We will focus primarily on the ―classical period‖
of Chinese philosophy which developed during the seminal Warring States
Period in Chinese history. This period begins with Confucius and culminates
with Han Feizi at the end of the Warring States Period and the beginning of the
Qin (Ch‘in) Dynasty. This overview will thus cover the six primary schools of
classical Chinese philosophy: Confucianism, Daoism, Mohism, the School of
Names, Legalism, and the Yin-Yang School. We will then go on to review the
development of Buddhism in China as well as the subsequent developments
26
of Neo- Daoism and Neo-Confucianism.
The development of Japanese Philosophy from the classical period to modern
times with a focus upon Buddhist philosophy and its intersection with the
West. Analysis includes introduction to Japanese philosophy, Shintoism,
Early-Modern Confucianism in Japan, Buddhism in Japan, with special
emphasis on Pure Land Buddhism and Zen Buddhism as well as the critique
of Western Philosophy by modern Japanese philosophers.
2. Fung Yu-Lan, 1976, A Short History of Chinese Philosophy, ed. Derk
Bodde, The Free Press.
3. Philip J. Ivanhoe and Bryan W. Van Norden , 2005, Readings in
Classical Chinese Philosophy, 2nd ed.,. Hackett Publishing Co.
nd
4. Koller, John M., 1985, Oriental Philosophies, 2 ed., New York:
Charles Seribner‘s Sons.
5. Chad. H., 2000, A Taoist Theory of Chinese Thought, Oxford University
Press.,Oxford.
6. Creel, H. G., 1952, Chinese Thought: From Confucius to Mao Tse-
Tung, Chicago: The University of Chicago Press.
7. Chan, Wing-Tsit, i, A Source Book in Chinese Philosophy, Princeton
University Press.
8. Hansen, Chad, 1992, Chinese Thought: A Philosophical Interpretation,
Oxford University Press.
9. Mareham, John, ed., 2003, New Confucianism: A Critical
Examination, Palgrave Macmillan.
10. Companion Encyclupedia of Asian Philosophy, Edited by Brian Carr
and Indira Mahalingam, Routledge; 1st edition (October 19, 2000).
(Chapter part: 4 & 5).
11. Charles. A., Moore (ed.), 1969, The Japanese Mind, Honolulu:
University of Hawaii Press.
12. Domoulin, H., 1963, A History of Zen Buddhism, New York:
Pantheon Books.
13. Hajime Nakamura, 1964, Ways of Thinking of Eastern Peoples,
Honolulu: University of Hawaii Press.
14. Suzuki, D. T., 1949- 1953, Essays in Zen Buddhism, 3 Vols., London,
Rider.
PHI 205: Eastern Ethics 1 unit 4 credit 100 marks

Aims of the course are to allow students:
 to explore some key ethical concepts, theories and method of
Indian, Chinese, Japanese and Arabians;
27
 to recognize the relevance of those concepts and ethical theories to the
understanding and critical assessment of issues relating to historical
perspective of Eastern regions;
 to develop critical thinking skills;
 to appreciate what ethics is and the way in which it is relevant
to life;
 to write more organized and argumentative ethical assignments/
essays.
Upon completion of the course students will be able-

• to appraise and assess moral arguments;
• to reach conclusions about the strengths and weakness of ethical
concepts of different parts of Eastern to justify these concepts with
sound reasoning;
• to recognize issues of ethical concern;
 to identify ethical issues that is relevant in real life;
 to focus on the assessment of various socio-economic and political
issues arise from different parts of Eastern that are related to
corporate ethical views.
Course Descriptions: The course includes the following topics:

A. Indian
Ethics
Scope, Objective, Nature and Characteristics of Indian ethics. Historical
Development of Carvaka, Jaina Ethics, Buddhist and Vedanta ethics.
B. Chinese Ethics and Japanese Ethics
Characteristics of Chinese Ethics. Historical development of Tao and
Confucian ethics. Historical development of Shinto ethics.
C. Arab and Persian Ethics
Historical Development of ethics in this region. Development of Ethics in
Different Trends: Mutazila, Asaraiya and Sufis. Discussion of the
standpoint of Some Muslim Ethicist: Al-Farabi, Moskawai, Imam
Gazazali.
D. Historical Development of Ethics in Bangla
Historical development of ethical stand points of Tantra, Sahajia Buddha,
neo-sufis, Vaisnava and the Bauls of Bengal. Discussion of the
ethical standpoint of Some philosophers of colonial and post colonial
period: Lalon Fakir, Raja Rammohun Roy, Keśhub Chandra Sen,
IswarchandraVidyasagar, Swami Vivekananda, Sri Ramkrishna,
Rabindranath Tagor, Sri Aurobindo,Ramendrasundar Trivedi and Akśhya
Kumer Datta.
28
1. Chad. H., 2000, A Taoist Theory of Chinese Thought, Oxford: Oxford
2. Fung Yu-Lan, 1976, A Short History of Chinese Philosophy, Ed. Derk
Bodde, The Free Press.
3. I. C. Sharma, 1965, Ethical Philosophies of India, London: George
Allen and Unwin Ltd.
4. Hajime Nakamura, 1964, Ways of Thinking of Eastern Peoples,
Honolulu: University of Hawaii Press.
5. Domoulin, H., 1963, A History of Zen Buddhism, New York: Pantheon
Books University Press.
PHI 206: Symbolic Logic I 1 unit 4 credit 100 marks

(Sentential and Predicate Logic)
 The aim of this course is to introduce students with some formal
languages for sentential and predicate logics. The course focuses on
proof procedures (that include truth-table techniques and natural
deductions/derivations) for these logics. The course also focuses on
some notions (including the notion regarding the inexpressibility of
predicate logic, topics relating semantics and proof theory (soundness
and completeness)) that are important for the applications of formal
logic. In addition, this course familiarizes students with the most useful
way of symbolizing sentences of natural language and thereby
translating them into formal language.
Upon completion of this course, students will be able to

● understand what Logic is, the nature of Logic, differences between truth
and validity, simple and compound statements, arguments and argument
forms, statements and statement forms and so on;
● construct a formal proof for the validity of an argument;
● use truth table techniques for testing the truth and falsity of statements as
well as the validity and invalidity of arguments containing compound
statements;
● use various ways of proving invalidity (including the shorter truth table
technique) of arguments containing compound statements; issues related
to soundness and completeness of proof theory;
● understand the difference among singular propositions, general
propositions and multiply-general propositions;
● construct formal proofs for the validity of arguments involving
quantifiers;
29
● use various ways of proving invalidity (including shorter truth table
technique) for arguments involving quantifiers;
● understand logical truths involving quantifiers; issues regarding the
inexpressibility of predicate logic.
Course Description
This is an introduction to the methods and applications of first-order symbolic
logic, including sentential and predicate logics. The course covers methods of
testing arguments for deductive validity and deductive invalidity as well as
methods for identifying tautologies, contradictions, and logical equivalences. In
addition, this course familiarizes students with the most useful ways of
symbolizing sentences of natural language and thereby translating them into
formal language. In particular, the course covers the following topics:
Basic Concepts: what logic is; the nature of argument; truth and
validity; the nature and utility of symbolic logic.
Sentential Logic: simple and compound statements, argument forms

and statement forms, truth table techniques for testing the truth and
falsity of statements as well as the validity and invalidity of arguments
containing compound statements; constructing formal proofs of validity
of arguments containing compound statements; various ways of proving
invalidity (including the shorter truth table technique) of arguments
containing compound statements; issues related to soundness and
completeness of proof theory.
Predicate Logic: singular propositions, general propositions and

multiply-general propositions; quantification rules; constructing formal
proofs of validity of arguments involving quantifiers; various ways of
proving invalidity (including shorter truth table technique) of
arguments involving quantifiers; logical truths involving quantifiers;
issues regarding the inexpressibility of predicate logic.
Required Text
Copi, Irving. M., 1979, Symbolic Logic (5th edition), New York: Macmillan
Publishing Co., Inc. [Chapters: 1-5]
Recommended Readings
1. Gensler, Harry A., 2012, Introduction to Logic, New York and London:
Routledge- Taylor & Francis Group.
2. Quine, Willard Van Orman, 2009, Mathematical Logic (revised edition),
Cambridge, Massachusetts London: Harvard University Press.
3. Hurley, Patrick J., 2008, A Concise Introduction to Logic (10th edition),
30
USA, UK, Canada: Wadsworth/ Cengage Learning.
4. Copi, Irving M. and Cohen, Carl, 2005, Introduction to Logic (12th
edition), Upper Saddle River, NJ: Pearson/Prentice Hall.
5. Layman, C. Stephen, 2005, The Power of Logic (3rd edition), New York:
McGraw-Hill Companies, Inc.
6. Gemignani, M. C., 2004, Basic Concepts of Mathematics and Logic
(Dover edition), Reading, Massachusetts: Addison- Wesley Publishing
Co. Inc.
7. Huth, Michael and Ryan, Mark, 2000, Logic in Computer Science:
Modeling, and Reasoning about Systems, Cambridge: Cambridge
University Press.
8. Standley, Gerald. B., 1976, New Methods in Symbolic Logic, Boston,
New York: Houghton Mifflin Company.
PHI 207: Critical Thinking and Recent Issues 1unit 4 credit 100 marks
 Phi 207: The aim of this course is to equip students with the basic
critical thinking knowledge and skills that can be applied to recent
issues of debate.
 Upon completion the course students will be able to understand tools
and methods of critical thinking.
Course Description: The aim of this course is to equip students with the
basic critical thinking knowledge and skills that can be applied to recent issues
of debate. Students will learn argument mapping with the method Critical
Thinking with Rationale (CTWR). They will work in groups to reconstruct
arguments connected to some recent important issues (moral, social, political
etc.) and exhibit those in posters (or, if possible, share via the Rationale
website). The topics of the course are as follows: thinking, thinking critically,
solving problems, perceiving and believing, constructing knowledge,
Language and thought, forming and applying concepts, relation and
organizing, Thinking critically about moral issues, Constructing arguments,
reasoning critically, Think critically, living creatively.
Required Texts:
1. Chaffee, John, 2012, Thinking Critically, Stamford, CT: Wadsworth, ,
10th edition.
2. Ter Berg, Timo, et al. 2013, Critical thinking: Reasoning and
communicating with Rationale..
3. Sinnott-Armstrong, Walter, and Robert J. Fogelin, 2015, Cengage
Advantage Books: Understanding Arguments: An Introduction to
Informal Logic. Cengage Learning,. Chapters: 18 to 22.
1. Bowell, Tracy and Kemp, Gary, 2005, Critical Thinking: A Concise
31
Guide; Routledge.
2. Ruggiero, Vincent Ryan, 2011, Mc Graw Hill, Beyond Feelings: A Guide
to Critical Thinking;
3. Paul, Richard W. and Elder, Linda, 2002, Critical Thinking: Tools for
Taking Charge of Your Professional and Personal Life;, Prentice Hall.
4. Browne, M. N., and Keeley, M. S., 2007, Asking the Right Questions:
A Guide to Critical Thinking, New Jersey.
5. Charles W. Mc Coy Jr., 2001, Why Didn‟t I Think of That? Think the
Unthinkable and Achieve Creative Greatness , Prentice Hall,.
6. Halpern, Diane F., 2003, Thought & Knowledge: An Introduction to
Critical Thinking, Mahwah, N. J.: Lawrence Erlbaum Associates..
7. Halpern, Diane F., 1996, Thinking Critically about Critical Thinking,
Mahwah, N.J.:Lawrence Erlbaum Associates..
8. M. Neil Browne & Stuart M. Keeley, 2004, Asking the Right Questions:
A Guide to Critical Thinking (6th Edition) (Paperback), Prentice Hall.
9. Thomson, A., 2002, Critical Reasoning: A Practical Introduction,
London: Routledge, London.
10. Copi, I. M. and Cohen, Carl,1995, Introduction to Logic:, Prentice-
Hall Private Limited.
11. Tittle, Peg, 2011, Critical Thinking an Appeal to Reason, Routledge,
Taylor and Francis Group, New York and London.
12. Swatridge, Colin, 2014,Oxford Guide to Effective Argument and Critical
Thinking, Oxford University Press.
13. Solomon, Robert, and Higgins, Kathleen, The Big Questions a Short
Introduction to Philosophy, Wadsworth Cengage Learning, 9th edition.
14. Thouless, Robert H, 1990, Straight and Crooked Thinking,. Hodder
Arnold H&S.
15. ‡nv‡mb, W.†gv. kIKZ, 2022, `k©‡bi mvšÍbv, XvKv: RvZxq mvwnZ¨ cÖKvk|
16. gRnvi, dinv`, †deªæqvwi 2011, wZwgi Rb¨ jwRKwe`¨v, XvKv: AvMvgx cÖKvkbx|
PHI 208: History of Bengal and the Emergence of Bangladesh

1unit 4 credit 100 marks
The course aims at making students familiar with the history of emergence
of Bangladesh as sovereign state as well as the emergence of Bangla as the
state language.
Course Objectives: After completing this course students will be able to:
 Identify and explain the main events of the history of Bangladesh since
the battle of Plessey (1757) in the creation of Bangladesh as a sovereign
state in 1971.
32
 Identify and explain the background of the partition of India in 1947.
 Identify and explain the inevitability of the emergence of Bangladesh as
a sovereign state.
 Identify and explain the early history of Bangladesh as for the
enlargement of their understanding with patriotism towards the national
integration and advancement.
Learning Outcomes:
 Student will be able to identify and explain the main events of the
history of Bangladesh this period
 Student will be able to identify and explain the origin and evaluation
through different paradigms of Bangla language.
 Student will be able to identify and explain the origin and evaluation
through different paradigms of Bangla language.
 Students will be able to identify and explain the inevitability of the
emergence of Bangladesh as a sovereign state.
 Students will be able to identify and explain the early history of
Bangladesh for the enlargement of their understanding with patriotism
towards the national integration and advancement.
Reference text book:
1 Chatterji, Sunit kumar.2002, The Origin and Development of the Bengali
Language. Rupa & Co., Calcutta.
2 Ghose, Shyamoli.1990, The Awami Leage 1947-1971. Academic
Publishers.jahan, Raunaq , Pakistan : Failure in National integration.
3 Islam, Siragul, 1997, editor. History of Bangladesh. Voll-1 Asiatic
Society of Bangladesh.
4 Majumder. RC, 1943, editor. The History of Bengal, .Voll-1 University
of Dhaka.
5 Mascarenhsa, Anthony, 1986, Bangladesh : A Legacy of Blood,
Hodder& Stoughton.
6 Rahman, Sheikh Mujibur, 2012, The Unfinished Memoirs, Dhaka:
UPL.
7 e¨vbvR©x, Avi wW, evsjvi BwZnvm, 1g LÐ|
8 ivq, bxnviiÄb,1949,ev½vjxi BwZnvm (Avw`ce©), fviZ: w` eyK G‡¤úvwiAg|
9 †PŠayix, Avãyj gwgb, cÖvPxb evsjvi BwZnvm I ms¯‹…wZ, XvKv: gvIjv eªv`vm|
10 Avãyi, iwng I Ab¨vb¨, evsjv‡`‡ki BwZnvm, XvKv: bI‡ivR wKZvwe¯Ívb|
11 †nv‡mb, kvnvbviv, cÖvPxb evsjvi BwZnvm|
12 Avwbmy¾vgvb (m¤úv.),1987,evsjv mvwn‡Zï BwZnvm, 1g LÐ, XvKv: evsjv GKv‡Wgx|
33
BA Honors Third Year
Sessions: 2023-2024, 2024-2025, 2025-2026
Exams: 2024, 2025, 2026
Module Course Course Title Unit and Marks

No. Credit
Module A PHI 301 Aesthetics 1 unit; 4 100

Credit
(Contemporary Period) Credit
Module C PHI 303 Philosophy of Bengal 1 unit; 4 100
Credit
Module D PHI 304 Metaethics 1 unit; 4 100
Credit
Module E PHI 305 Symbolic Logic II 1 unit ;4 100
( Logic of Relation, Deductive & Credit
Logistic Systems and Set Theory)
Module E PHI 306 Social and Political Philosophy 1 unit 4 100
Credit
Module F PHI 307 Research Methodology 1 unit; 4 100
Credit
Alternative courses (Any One)

No. Credit
Module A PHI 308 Comparative Religion 1Unit; 4 100
Credit
Module A PHI 309 Theories of Human Rights I 1Unit; 4 100
Credit
Module C PHI 310 Muslim Philosophers 1Unit; 4 100
[Selected Writings from Imam Credit
Ghazalli, Ibn Rushd, Al Farabi,
Ibn Khaldun, Allama Iqbal,
Edward Said, Talat Asad, Hossain
Nasr, Fakhri, Oliver]
Module F PHI 311 Decision Theory 1Unit; 4 100
Credit
34
Module F PHI 312 State Policy and Good 1Unit; 4 100
Governance Credit
Module F PHI 313 Introduction to Economic (Micro 1Unit; 4 100
& Macro) Credit

Credit
Total 34 850
Credit
Course Outlines
PHI 301: Aesthetics 1 Unit 4 Credit, 100 Marks

Course Description:
 The aim of this course is to provide the basic concepts of aesthetics
containing the feature of western and eastern aesthetics. It also
provides discussion on the doctrines of some western and eastern
aesthetic thinkers. The following topics or issues will be addressed in
this part of the course.
Course Details: The course includes the following topics:
 Nature, origin and subject matter of aesthetics; Aesthetic and non-
aesthetic values, nature of aesthetic judgment.
 The concept of beauty, its various forms and interpretations: beauty
of nature and beauty of art, beauty and truth, beauty and morality,
beauty and pleasure.
 Nature of art, philosophy of art, purpose of art; art, and reality, art, and
truth, art, and beauty art and society, art, and morality, art, and art,-
criticism.
 The aesthetic theories or views of some western thinkers: Plato,
Aristotle, St. Augustine, St. Aquinus, Baumgerten, Kant, Fichte,
Schelling, Hegel, Nietzsche, Marx, Tolstoy, Croche and Ruskin.
Course Outcomes and Goals:
By the end of the course, students will be able to:
 Understand the nature of aesthetic viewpoint.
 know the theories regarding beauty, art, and taste.
 Realize the importance of beauty and art in life.
1. Borey, Yuri, 1985, Aesthetics, Moscow: Progress Publishers.
35
2. Collingwood, R. G. 1963, The Principles of Art. Oxford: Clarendon
Press.
3. Nahm Milton C., 1975, (ed) Readings in Philosophy of Art and
Aesthetics.
4. Englewood Cliffs, N. J: Prentice-Hall.
4. Osborne Harold, 1972 , (ed): Aesthetics, London: Oxford University
Press.
5. Read H., 1967, Art and Alidonenation, London: Faber & Faber.
6. Read, Herbert, 1931, The Meaning of Art, London: Faber & Faber,.
7. Tolstoy, L, 1963, What is Art? Letchworth: Bradda Books,.
8. Leaman, Oliver, 2004, Islamic Aesthetics; An Introduction,
Edinburgh University.
9. Gonzalez, Valerie, 2007, Beauty and Islm; I.B. Tauris, London,
2001, The University of Michigan.
10. Kerman, Navid, 2015, God is Beauitiful; The Aesthetic Experience of
the Quran, Translated by; Tony Crawford, Wiley .
11. Hegal, Friedrich, 1835, Lecture in Aesthetics.
12. Theodor, W. Adorno, 1970, Aesthetic Theory, Germany.
13. Danto, Arthur Coleman, 2003, The Abuse of Beauty, Open Court/
The University of Michigan.
14. Santayana, George, 1896, The Sense of Beauty, Charles Scribner‘s
Sond.
15. Croce, Benedeho, 1972, Aesthetics, translated by Douglas Ainslie,
Rupa & Co., Calcutta.
16. Feagin, Susan and Maynard, Patrick, (edited), 2010, Aesthetics,
11. Dickie George, and Sclafani, R.J. , (edited), 1977, Aesthetics: A
Critical Anthology, St. Martin‘s Press, New Work,.
17. Bernstein, 1992, The Fate if Art, Continuum, London and New
York,/ Pennsylvnia State University
18. Press.Ruskin, John, 1843, Modern Painters, National Library
Association, New York.
19. Pollock, Sheldom, 2016, A Rasa Reader; Classicial Indian Aesthetics,
Columbia University Prees.
20. Huntington, Susan, L, 1985, The Art of Ancient India: Buddhist,
Hindu, Jain, Weatherhill,.
21. Dalmia, Yashodhara, (edited), 2002, Contemporary Indian Art:
Other Realities, Mary Publications,.
36
22. Arindam Chakrabarti, (ed.) 2016, The Bloomsbury Research
Handbook of Indian Aesthetics and
23. The Philosophy of Art, Bloomsbury.
24. Plato, 1985, Symposium, Translated by Walter Hamilton, Penguin
Book, England. (evsjv Abyev`: †nv‡mb, †gv. kIKZ)
25. †nv‡mb, †gv. kIKZ, 2007, †cø‡Uvi †cÖgZË¡, XvKv, wZw_ cvewj‡Kkb, cÖ_g cÖKvk|
26. VvKzi, Aebx›`ybv_, 1988, ev‡Mk¦ix wkí cÖeÜvejx, KwjKvZv: iƒcv A¨vÛ †Kvs|
27. †nv‡mb, †gv. kIKZ, 2021, b›`bZË¡, XvKv, wZw_ cvewj‡Kkb|
28. ingvb, Gg. gwZDi, 2015, †mŠ›`h© wkíKjv I b›`bZË¡, XvKv, Aemi, 2q gy`ªY|
29. Bmjvg, •mq` gÄyiæj, 2006, b›`bZË¡, XvKv, m‡›`k|
30. †Rvqv`©vi, wm×v_© msKi, 2016, `k©b wkí ms¯‹…wZ, XvKv, RvZxq mvwnZ¨ cÖKvk, 2q
ms¯‹iY|
32. b›`x, myaxi Kzgvi, 1986, b›`bZË¡, KwjKvZv, cwðge½ ivR¨ cy¯K ‘ cl©`|
33. gy‡Lvcva¨vq, ZiæY Kzgvi, (m¤úvw`Z), 2002, b›`bZË¡-wRÁvmv, KwjKvZv, †`ÕR
cvewjwks|
PHI 302: History of Western Philosophy 1 unit 4 credit100 marks

(Contemporary Period)
Upon completion of the course, students should be able to-
● understand the historical development of philosophy from Bradley to
Russell;
● understand how the questions and solutions of analytic philosophy
have been influenced by and contributed to cultural, social and
intellectual developments of the twentieth century;
● understand many of the issues raised and answered by nineteenth,
twentieth and twenty first century philosophy;
● be able to critically read primary and secondary literatures from the
analytic trend and be able to correctly analyze and summarize texts
relevant to this trend;
● be able to reflect critically on philosophical theories and positions
discussed in class.
Course Description: This course introduces students with the contemporary
trends of western philosophy. The following topics will be covered throughout
the year:
Neo-Hegelian Idealism
1. F.H. Bradley [Substance, Qualities and Relations, Absolute]
2. B. Bosanquet [Logic, Judgment and reality, The Philosophy of
Individuality]
37
3. J. Royce [Being and Ideas, Some Inadequate Theories of Being, The
Fourth Idea of Being, The Self and Absolute]
Pragmatism
4. C.S. Peirce [Truth, Rejection of the method of universal doubt, Logic,
Ideas and the pragmatic analysis of meaning]
5. W. James [Radical empiricism, Theory of meaning and theory of truth]
Realism
6. Types of Realism
7. Neo Realism G. E. Moore [Refutation of Idealism, Nature of relations]
8. American New Realism [Criticism of subjectivism, Nature of relations,
Theory of Error, Features of New Realism, Problems of the Theory]
9. Critical Realism [Approach, Possibility of Knowledge, The problem of
Error]
Philosophy of Sense Data
10.G. E. Moore
11.B. Russell
Logical Positivism
12.Rejecting Metaphysics
13.The New Role of Philosophy
14.Method of Verification [A.J. Ayer, R. Carnap]
Marxist Philosophy
15.Dialectical/ Historical Materialism
16.Marxist epistemology and metaphysics
17.Three Laws
18.Economic Theory
19.Hegel vs. Marx
Phenomenalism
20.Definition and Types
21.Problems of Phenomenalism
Epistemic and Metaphysical Possibility
22.Saul A. Kripke [Possible world, metaphysics of time and identity]
Required Readings
1. Michael Morris, 2007, An Introduction to the Philosophy of Language,
Cambridge: Cambridge University Press
2. Copleston, F. A. 1985. History of Philosophy, Vols. vii, viii and ix, New
York: Image Books.
3. Wood, A.W. 1981. Karl Marx, London:
4. Datta, D.M. 1970. The Chief Currents of Contemporary Philosophy, 3rd
edition, Calcutta: Calcutta University Press.
5. Runes, W.D. 1964. Twentieth Century Philosophy. London.
6. Warnock, G. J. 1958. English Philosophy Since 1900. London.
7. Passmore, J. A. 1950. Hundred Years of Philosophy. Penguin: The
38
University of Calcutta.
8. Engles, F. 1943. Anti-Duhring, Calcutta: Burman Publishing House.
9. Bergson, H. 1928. Creative Evolution. trans. by Arthur Mitchell
Macmillan. NY.
PHI 303: Philosophy of Bengal 1 unit 4 credit 100 marks

 The aim of this course is to understand and critically examine the
philosophical views of different schools developed in Bangla region. We will
explore the inner grammar of the theoretical positions of many famous
philosophers and major schools.
 Having Successfully completed this course students will be able to
demonstrate knowledge and understanding of:
 Learning the central ideas, texts, schools in the philosophy of
Bangla.
 Assessing the impact of different pre-colonial schools in culture and
thoughts of Bangla.
 Representing arguments and counter-arguments behind
epistemological, metaphysical and moral positions of different
philosophical schools of Bangla.
 Comparing the philosophy of pre-colonial Bangla with that of the post-
colonial Bangla.
 Applying the views of the philosophy of Bangla to contemporary
philosophical questions.
 Understanding the richness of the philosophy of Bangla.
 Course Description: The following topics will be addressed in this

course: Background of the philosophical development in Bangla. The
impact of Aryan culture and The Vedic thought in Ancient philosophical
trends. Philosophical development of Tantric Ideas: Śhakta darsana,
Tantric Buddhism, Śaiva thought and Nath-tatva. Hindu darsana.
Philosophical standpoint of the Caryā-padas and the Buddhist influence
on Bengal thoughts. Philosophy of Såntaraksita, Dīpamkara Śrī Jñāna
Atīśa and other Buddhist scholars.
 Bhav-andolon of Bangla: the theory of Caitanya, the
Vaiśńavadarsanaand the Vaiśńava Sahjiyātatva. Sufism in Bangla. The
advent of Islam and philosophical standpoint of Loukik Islam. The origin
and the development of Baul thoughts in Bangla.
39
 Development of Navya-Naya Philosophy and the contributions of
Raghunath Shiromani.
 The development of philosophical thoughts in postcolonial Bangla.
Topics will include: the impact of western thoughts in Bangali mind and
literature, theoretical basis of decolonization, muslim renaissance to
Freedom of Intellectual Movement and a critical evaluation of the
philosophy of Bangla.
 Rise of the modern intellectuals in Colonial Bangla with special
reference to Lalon Fakir, Raja Rammohun Roy, Akśhya Kumer Datta,
Keśhub Chandra Sen, Iswarchandra Vidyasagar, Sri Ramkrishna, Swami
Vivekananda, Rabindranath Tagore, Sri Aurobindo, Ramendrasundar
Trivedi and Givinda Chandra Dev.
Required Readings:
1. Dasgupta, S. B, 1969, Obscure Religious Cults as Background of
Bengali Literature, Calcutta: Firma K.L.M..
2. Dasgupta, S. N, 1927, Hindu Mysticism, Chicago.
3. Edward C. Dimock, JR., 1966, The Place of the Hidden Moon:
Erotic Mysticism In The Vaisnava Sahajiya Cult Of Bengal, Chicago
& London, The University of Chicago Press,
4. Gopal Bhandarkar, Ramkrisna, 1995, Vaisnavism, śaivism and
5. Minor Religious Systems, New Delhi, Asian Educational Services.
6. Donald H. Bishop (ed),1975, Indian Thought, New Delhi,Wiley
Eastern Private Limited.
7. S. C. Banerji, 1992, Tantra in Bengal, MANOHAR, New Delhi.
8. ivBb, ivqnvb, 2019, evsjvi `k©b: cÖvK-Jcwb‡ewkK ce©, XvKv, cÖ_gv cÖKvkb|
9. e‡›`¨vcva¨vq, AwmZ Kzgvi, 1980, ev½vjxi ag© I `k©b wPšÍv, KjKvZv, becÎ cÖKvkb|
10. ivBb, ivqnvb (m¤úv`bv), 2009, evsjvi ag© I `k©b, XvKv, ms‡e`|
11. `vk¸ß, kkx f~lY, 1376, †eŠ×ag© I Ph©vMxwZ, KwjKvZv-12, wgÎ I †Nvl|
12. nK, gynv¤§` Gbvgyj, 1991, e‡½ ¯^~dx cÖfve, gynv¤§` Gbvgyj nK iPbvejx, cÖ_g LÐ,
cÖ_g ms¯‹iY, XvKv, evsjv GKv‡Wgx |
13. kixd Avng`, 1973, evDj ZË¡, evsjv GKv‡Wgx, XvKv|
14. †mb, wÿwZ‡gvnb, 1350 e½vã, fviZxq ms¯‹…wZ, KjKvZv, wek¦fviZx MÖš’ wefvM|
15. nviæb, kixd (m¤úvw`Z): 1994, evsjv‡`‡k `k©b: HwZn¨ I cÖK…wZ AbymÜvb, XvKv,
evsjv GKv‡Wgx|
16. I`y`, KvRx Avãyj, 1956, evsjvi RvMiY, XvKv, evsjv GKv‡Wgx|
40
PHI 304: Metaethics 1 unit 4 credit 100 marks
The practice of moral judgment and of doing moral philosophy also raises
some more foundational questions, which will be addressed in this course:
are there right answers to moral questions at all, and if so in what sense? Is
there such a thing as ―objective‖ moral truth? If so, (how) could we ever
know what it is? Does our ordinary practice of making moral judgments
presuppose that there is such an objective moral truth, or are our moral
judgments more like expressions of emotion or approval? Finally, even if
there is an objective moral truth, (why) does it have any legitimate authority
over us – that is, (why) need we pay attention to it? These are the central
questions of ―metaethics‖, and this course is devoted to investigating them.
Course Description: The course includes following topics:

Part A
 Definition and nature of meta-ethics, morality and different theories of
meaning, cognitivism and non-cognitivism, subjectivism and
objectivism in moral thoughts.
Part B
 The Moral Problem and Moore‘s Anti-Naturalism.
 Introduction – The Moral Problem and Moore‘s Anti-Naturalism
Required Texts:
 Michael Smith, The Moral Problem, Oxford: Blackwell Publishing, 1st
ed., 1994. (Chapter 1).
 G. E. Moore, Principia Ethica, Cambridge University Press, 1903.
 Morality and Motivation I: Internalism
 Required Readings: Williams, ―Internal and External Reasons
 Darwall, ―Reasons, Motives and the Demands of Morality: An
Introduction
 Morality and Motivation II – The Humean Theory of Motivation
 Required Readings: David Hume, A Treatise on Human Nature, Book II,
Part III, Section III & Book III Part I, Section I.
 Michael Smith, ―The Humean Theory of Motivation,‖ Mind (1987), pp.
36-61
 Morality and Motivation III – Externalist Realism
 Required Readings:Philippa Foot, ―Morality as a System of
41
Hypothetical Imperatives‖
 David Brink, ―Externalist Moral Realism,‖ Southern Journal of
Philosophy
 (1986, Supplement) pp. 23-40.
 Morality and Motivation IV – Externalist Realism Continued
 Required Readings: Nicholas Sturgeon, ―Moral Explanations,‖ in
Copp and Zimmerman, eds., Morality Reason and Truth (Totawa, NJ:
Rowman &Allanheld, 1985) pp. 49-78.
 Richard Boyd, ―How to be a Moral Realist‖
 Morality and Motivation V – Externalism Realism Continued
Required Readings: Peter Railton, ―Moral Realism‖
 Michael Smith, ―The Externalist Challenge,‖ Chapter 3 of The Moral
Problem
 Anti-Realism: Moral Epistemology and Mackie‘s Error Theory
 Required Readings: Harman, ―Ethics and Observation,‖ chapter one of
The Nature of Morality
 J.L. Mackie, Ethics: Inventing Right and Wrong, Chapter 1
 Emotivism, Prescriptivism Descriptivism. Is-ought problem in moral
philosophy,
 Moral Reasoning Theorists: Stephen Toulmin, Nowel-Smith, Kurt
Baier. Kai Nielson.
 Moral Realism I :
 Required Readings: Thomas Nagel, The View from Nowhere, ch. 8
 Moral Realism II David Enoch, ―An Outline of an Argument for
Robust Metanormative Realism‖
 Peter Railton, ―Moral Realism‘‘
1. Gibbard, Allan and Railton Peter, 1997, Moral Discourse and Practice,
edited by Stephen Darwall, Oxford: OUP.
2. Smith, Michael, 1994, The Moral Problem Oxford: Blackwell.
3. Miller, Alexander, 2003, Metaethics Cambridge: Polity.
4. Binkley, Luther, 1961, Contemporary Ethical Theories, N Y,
Philosophical libraray.
5. Blackburn, 1993, Essays in quasi-realism, Oxford, Oxford University
Press.
6. Brink, D., 1989, Moral Realism and the Foundation of Ethics,
42
Cambridge: Cambridge University Press.
7. Edawards, Paul., 1998, Logic of Moral Discourse,.New Delhi,
Amerined Pub. Ltd.
8. Hudson,W.D., 1979, Modern Moral Philosophy,.NY, (rpt). Thirded.
Macmillan press Ltd.
9. Hudson, W. D. (ed), 1981, Is-Ought Question, Macmillan,.
10. Hare, R.M., 1961, The Language of Morals, Oxford University Press.
11. Kerner, George C, 1966, The Revolution In Ethical Theory, Oxford ,
Clarenden Press.
12. Moore, G.E. 1903, Principia Ethica, Cambridge: The University
Press,.
13. Michael Smith, The Moral Problem,
14. Miller, Alexander, 2003, An Introduction to Contemporary Metaethics,
London: Blacwell Publishing.
15. Nowell-Smith, 1954, Ethics, Penguin.
16. Toulmin, Stephen E., 1950, An Examination of the Place of Reasons
In Ethics, Cambridge University Press,.
17. Avãyj, Iqvnve, †kL, 1986, wesk kZvãxi bxwZ`k©b, XvKv, evsjv GKv‡Wgx|
18. nvwg`, Ave`yj, 1989, mgKvjxb bxwZwe`¨vi iƒc‡iLv, ivRkvnx wek¦we`¨vjq, cvV¨ cy¯K Í
cÖKvkbv †evW©, ivRkvnx|
19. f~uBqv, Av‡bvqviæjøvn, 2003, mgKvjxb bxwZwe`¨v, XvKv, Aemi cÖKvkbx, evsjvevRvi|
PHI 305: Symbolic Logic II 1unit 4 credit 100 marks

(Logic of Relation, Deductive & Logistic Systems and Set Theory)
 The aim of this course is to introduce students with some advanced formal
languages for logic of relations, their attributes and proof procedures for
arguments involving relations as well as arguments containing identity and
definite descriptions. The course also focuses on some notions concerning
Euclidean Geometry, Formal Deductive and Logistic Systems, Object
Language and Meta-language that are important for the advanced
applications of formal logic. In addition, this course familiarizes students
with basics of set theory that include basic set operations, functions, algebra
of sets (sentential and quantificational), Boolean algebra and logical
reasoning.
Upon completion of this course, students will be able to
● construct a formal proof for the validity of an argument containing
relations, identity, definite descriptions, etc.;
43
● understand and distinguish between object and meta-language and related
issues;
● use truth table techniques for testing the truth and falsity of statements as
well as the validity and invalidity of arguments containing relations,
identity, definite descriptions, etc.;
● do operations containing set and functions;
● understand and get some expertise on algebra of sets (sentential and
quantificational);
● understand and get some expertise on Boolean algebra and logical
reasoning.
Course Description:
This is an advanced course of symbolic and mathematical logic. The course
covers most important and basic notions and techniques concerning logic of
relations, deductive and logistic systems, object and meta-language, algebra of
sets, Boolean algebra and logical reasoning. In particular, the course covers the
following topics:
The Logic of Relations: symbolizing relations; attributes of relations;
arguments involving relations; identity and definite descriptions;
predicate variables and attributes of attributes.
Deductive Systems: definitions and deductions, Euclidean Geometry,
formal deductive systems and their attributes, logistic systems.
Object Language and Meta-language: object language, semantical
meta-language and syntactical meta-language, syntax language,
primitive symbols and WFF, recursing definition for WFF, functional
completeness and meta-theorems.
Sets and Subsets: Sets, Notation, Finite and infinite sets, Equality of set,
Null set, Subsets, Proper subsets, Comparability, Sets of sets, Universal set,
Power set, Disjoint sets, Venn-Euler diagrams, Line diagrams, Axiomatic'
development, of set theory.
Basic Set Operations: Set operations, Union, Intersection, Difference,

Complement, Operations on comparable sets.
Sets of Numbers: Sets of numbers, Real numbers, Integers, Rational
numbers, Natural numbers, Irrational numbers, Decimals and real numbers,
Inequalities, Absolute value, Intervals, Properties of intervals, Infinite
intervals, Bounded and unbounded sets.
Functions, Product Set and Graphs of Functions: Definition, Mappings,
operators, Transformations, Range, One-one functions, Onto functions,
44
Identity function, Constant functions, Product function, Associativity of
products of functions. Inverse of a function. Inverse function, Theorems on
the inverse function, Functions and diagrams, Set functions, Real-valued
functions, Algebra of real-valued functions, Rule of the maximum domain,
Characteristic functions, Choice functions, Operations, Commutative
operations, Associative operations, Distributive operations, Identity
elements, Inverse elements, Operations and subsets.
Algebra of Sets: Algebra of sets, Principle of duality, Indexed sets,

Generalized operations, Partitions, Equivalence relations and partitions,
Statements, Conjunction, Disjunction, Negation, Conditional, Bi-
conditional, Polynomials and Boolean polynomials, Propositions and truth
tables, Tautologies and contradictions, Logical equivalence, Algebra of
propositions, Logical implication, Logically true and logically equivalent
statements, Propositional functions and truth sets, Universal quantifier,
Existential quantifier, Negation of propositions which contain quantifiers,
Counter-examples, Notation Propositional functions containing more than
one variable.
Boolean Algebra: Definition, Duality in a Boolean algebra, Basic theorems,
Order in a Boolean algebra, Switching circuit design.
Logical Reasoning: Arguments, Arguments and Venn diagrams, Arguments
and propositions, Arguments and quantifiers, Conditional statements and
variations.
Required Texts
Lipschutz, Seymour, 1998, Theory and Problems of Set Theory and Related
Topics, (2nd ed.), London, NY, Toronto: McGraw-Hill. [Chapters: 5, 6, 8]
Copi, Irving. M., 1979, Symbolic Logic (5th edition), New York:
Macmillan Publishing Co., Inc.
[Chapters: 1-5, 10-11]
1. Quine, Willard Van Orman, 2009, Mathematical Logic (revised edition),
Cambridge, Massachusetts London: Harvard University Press.
2. Bergmann, Merrie, Moor, James, Nelson, Jack, 2009, The Logic Book, NY,
Toronto: McGraw-Hill.
3. Hurley, Patrick J., 2008, A Concise Introduction to Logic (10th edition),
USA, UK, Canada: Wadsworth/ Cengage Learning.
4. Chiswell, Ian and Hodges, Wilfrid, 2007, Mathematical Logic, Oxford:
5. Layman, C. Stephen, 2005, The Power of Logic (3rd edition), New York:
McGraw-Hill Companies, Inc.
45
6. Gemignani, M. C., 2004, Basic Concepts of Mathematics and Logic (Dover
edition), Reading, Massachusetts: Addison- Wesley Publishing Co. Inc.
7. Jech, Thomas, 2003, Set Theory (the Third Millennium Edition),
Heidelberg: Springer-Verlag.
8. Boolos, George, 1998, Logic, Logic and Logic, (ed.) Richard Jeffrey,
Harvard: Harvard University Press.
9. Howson, Colin, Logic with Trees: An Introduction to Symbolic Logic,
London and NY: Routledge.
10.Mendelson, Elliott, 1997, Introduction to Mathematical Logic, 4th ed.
London and NY: Chapman and Hall.
11. Standley, Gerald. B., 1976, New Methods in Symbolic Logic, Boston, New
York: Houghton Mifflin Company.
12. Stoll, Robert R, 1963, Set Theory and Logic, NY: Dover Publications, Inc.
13. Halmos, Paul R, 1962, Algebric Logic, NY: Chelsea Publishing Company.
PHI 306: Social and Political Philosophy 1 unit 4 credit 100 marks
The objective of this course is to identify the major issues of social and
political philosophy.
After completion of this course students will be able to
 identify the major issues of social and political philosophy;
 identify the major philosophers who have contributed to a discussion
of the problems of social and political philosophy and their proposed
solutions to these problems;
 interpret, summarize, and paraphrase, both orally and in writing, the
views of these philosophers as expressed in the philosophical texts
they have written;
 use the logical and critical thinking methods of philosophy to analyze
and evaluate the ways in which these philosophers have attempted to
solve the problems of social and political philosophy.
Course Description: This course is an introductory survey in social and
political philosophy .This is a critical study of major social and political
philosophers from Plato to the present in light of their ethical and metaphysical
systems. The primary focus will be on normative rather than descriptive
theory. This course is organized about the fundamental concepts of social and
political philosophy: Authority, Rights and Duties, Equality, Justice, Liberty,
and Democracy.
A. Social Philosophy:
This course examines the nature and scope of social philosophy, relation of
social philosophy to other disciplines, the norms or principles that establish
and justify societies and determine the rights and responsibilities of a society
in relation to its own members, of the members in relation to each other and to
46
society as a whole, and of a society in relation to other societies. The course
considers the application of these principles to such issues as justice, human
rights, political and social institutions, and world community. The course will
investigate one of the central questions of philosophy: How should we, as
human beings, live together? What values should we adopt so that we may
best fulfill our natures as individual and social beings? What sort of society
should we be aiming for and «How can this goal be attained?
B. Political Philosophy:
This course is intended as an introduction to political philosophy. Three broad
themes that are central to understanding political life are focused upon: the
polis experience (Plato, Aristotle), the sovereign state (Machiavelli, Hobbes),
constitutional government (Locke), and democracy (Rousseau, Tocqueville).
In this course we will delve one of the central questions of political
philosophy: how should we organize our society and its governing bodies?
To be more precise, we will focus on questions such as: (1) what is the
function of a government? (2) What good(s) should a government and its
member‘s value?
(3) What responsibilities does a government have to its members? (4) What
responsibilities does it have to other governments and their members?
1. Brennan, J., 2016, Political Philosophy: An Introduction, Cato
Institute.
2. Mackenzie, J. S.,2016, An Introduction to Social Philosophy,
Macmillan and Co., Uk.
3. Pangle, T., 2014, The Key Texts of Political Philosophy:
An Introduction, Cambridge : Cambridge University Press.
4. Medearis, J., 2001, Joseph Schumpeter‟s Two Theories of Democracy,
Harvard University Press.
5. Rawls, J., 2001. Justice as Fairness: A Restatement. Harvard
University Press.
6. Rawls, J., 1999. A Theory of Justice (revised edition). Harvard
University Press
7. Hobbes, T., 1981, Leviathan, Penguin Books Publisher.
8. Strauss, Leo, 1975, An Introduction to Political Philosophy: Ten
Essays, New York : Wayne State University Press.
9. Feinbarg, J., 1973, Social Philosophy, Pearson Publication, Uk.
10.Rousseau, J.J., 1895, The Social Contract, Swan Sonnenschein & Co.
11.Mill, J. S., 1859, On Liberty, Agora Publications, USA.
12.Raphel, D. D., 198, Problems of Political Philosophy, Humanities
Press Ltd.
PHI 307: Research Methodology 1 unit 4 credit 100 marks
47
The aim of this subject is to understand art and craft of the research. Student
will be able to demonstrate how to identify research problem, design a good
research question, plan and design research proposal, select method of data
collection, manage the research process, acquire skills for data collection and
analysis. They will learn how to write report, research paper, and dissertation
systematically. Students will examine various types of data collection method,
design questionnaire and apply in their research activities. The subject also
aims to provide students with practical advice on doing research. It makes
students aware of the range of research methods that can be employed to
collect data, and the variety of approaches of data analysis. Students will
be able to learn pitfalls of research. Provide insights into overall research
process, student will learn how to effectively write their research findings and
communicate the audience. An awareness of what constitutes good and poor
research. Student will be able to undertake independently a research project.
Course Description:
A. Research Methodology
 Research as a Creative and Strategic Thinking Process Types of
Research, Objective of Research, Research Approach, Research
Rationale, Inquiry, Research Mode, Stepping of Research Process,
and Literature Review with example.
 Research Paradigm, World Views and Research Theories
 Elements of Research –Developing Research Questions, Indicators of
Good Research, Research Strategies-Qualitative and quantitative
Research
 Values, Ethics and role of Power in Research
 Research Design, Research Proposal Design
 Conceptualization, operationalization Measurement
 The Logic of Sampling, Unit of Analysis,
 Research Types, Methods and Tools – Facilitating Change through
Research
 Data Collection, Analysis and Processing and Investigating
Complexities of the Social World
B. Writing Research
Research Proposal and Paper writing
(i) How to Write a Research Proposal: Content and options
Class Practice: Write a sample of ideal philosophical research
proposal
(ii) How to Write a Philosophical Paper Write a
sample article on philosophy
48
The Paper (within 35000 words) should follow the structure:
Abstract: (250 words: Precise information of the articles.
Introduction: The Introduction should give a distinct description of the
problem. Particularly, introduction will propose an approach or solution. It
should be very clear, precise to the reader.
Method: In this section students should be explained in details the ways and
technique by which he will handle the Problems.
Description: A simple description of the problems
Critical Response: the student should raise some questions about the problem
and response the problems with the pros and cons.
Conclusion: A short review of the article with mentioning findings.
References:
Student must use particular (unique) style of references while: quoting and
paraphrasing.
 How to Reference,
 Different Types of Reference Style: MLA (Modern Language
Association of America) format, Harvard format, ACS (American
Chemical Society), AGLC (Australian Guide to Legal Citation),
AGPS/AGIMO, AMA (American Medical Association), APA
(American Psychological Association),
 Why do you use quotations and references? What is citing, what is
Bibliography, Quotation, and paraphrase.
 How to Reference of Internet Sources.
 Copyright, Intellectual Property Rights and Its Philosophical Debate.
 Plagiarism: What is plagiarism? Different Means of Plagiarism?
Required Texts:
1. Babbie, Earl, 2013, The Practice of Social Research, 13 Editions,
Wadsworth, USA.
2. Booth, W. Colomb, G. G & William, J. M 2008. The Craft of
Research, The University of Chicago Press, USA.
3. Bryman, Alan. 2012. Social Research Methods, Oxford University
Press, New York, USA.
4. Leary, ZinaO. 2004, The Essential Guide of Doing Research, Sage
Publications, Los Angles, USA.
1. Research Methodology: An Introduction
http://www.newagepublishers.com/samplechapter/000896.pdf
2. Research Methodology, http://www.ihmctan.edu/PDF/notes/
Research_Methodology.pdf
49
3. Dawson, Catherine, 2002, Practical Research Methods, New Delhi,
UBS Publishers‘Distributors
4. Kothari, C.R., 1985, Research Methodology- Methods and
Techniques, New Delhi, Wiley Eastern Limited.
5. Kumar, Ranjit, 2005, Research Methodology-A Step-by-Step Guide
forBeginners,(2nd.ed.), Singapore, Pearson Education.
6. ‗Tips on writing a philosophy paper‘
http://www.public.asu.edu/~dportmor/tips.pdf
7. h t t p : / / w w w . f a s . h a r v a r d . e d u / ~ p h i l d e p t / f i l e s
ShortGuidetoPhilosophicalWriting.pdf
Alternative Courses (Any One)

PHI 308: Comparative Religion 1 unit 4 credit 100 marks
The aim of this course is to offer an exposition, comparison and evaluation
of different religious phenomena found in scriptures, ethical teachings and
philosophies of different religious traditions. The natural outcome of this
study should lead the enthusiastic students to develop the universal
brotherhood of man and to instill love in them.
A: General Study of:
1. Nature, Scope and Function of Comparative Religion
2. Eastern and Western forms of religion
3. Genesis, Nature, Development and basic principles of major religions.
4. Main teachings of the founders of great religion.
B: Comparative Study of:
God, Worship and Prayer, Sin and atonement, problem of evil, purpose of
life in the individual, family and society, life beyond death, salvation and
enlightenment, self-cultivation and spiritual growth, mystical union.
Text:
World Scripture: 1991, A Comparative Anthology of Sacred Texts,
International Religious Foundation, New York.
Books Recommended:
1. Bahm, Archie J, 1964, The World‟s Living Religions, NY: Dell.
2. Bouquet, A.C., 1967, Comparative Religion: A Short Outline, 7th ed,
London: Penguin Books.
3. Cragg Kenneth, 1968, The Privilege of Man: A theme in Judaic, Islam
and Christianity, London: Athlone P.
50
4. Katz, Steven (ed.), 1983, Mysticism and Religious Traditions, NY and
London: Oxford University Press.
5. Parrinder, Geoffrey, 1977, Comparative Religion, 2nd ed, London:
Sheldon Press.
6. Schimmel, A., 1975, Mystical Dimensions of Islam, Chapel Hill:
University of North Carolina Press.
7. Spencer, Sidney, 1963, Mysticism in World Religion, London: George
Allen & Unwin Ltd.
8. Srivastava, R.S., 1974, Comparative Religion, New Delhi: Munshiram
Manaharlal.
9. Quasem, M.A., 1981, Salvation of the Soul and Islamic Devotions, Kegan
Paul, London.
10.Bmjvg, AvwRRybœvnvi I Bmjvg, KvRx b~iæj, 2002, Zzjbvg~jK ag© Ges Ab¨vb¨ cÖm½, XvKv
, evsjv GKv‡Wgx|
PHI 309: Theories of Human Rights I 1 unit 4 credit 100 marks

This unit is an introduction to the discipline of human rights. The central topic
around which the unit is organized is the universality of human rights. Why are
human rights universal? Is there a foundation for the universality of human
rights? Does cultural relativism pose a problem for human rights? Torture, and
the human rights of refugees and the global poor are also discussed. Students
will be exposed to a variety of views on these and related questions. The unit
requires no special background in any discipline.
Topics:
The Historical Origins of Human Rights, The Motivation for Human Rights,
Challenges to the Universality and Inalienability of Human Rights, The
Theoretical Foundation of Human Rights, Post-Foundationalist‖ Philosophical
Perspectives on Human Rights Who Holds Human Rights? What are the
`Rights' in Human Rights?: Human Rights and the Challenge of ―Cultural
Relativism, A Problem from Hell: Human Rights, Ethnic Cleansing, and
Genocide, The Other Half—Human Rights, Gender, and Women‘s Rights, The
Next Frontier?—Human Rights, Indigenous Peoples, and Minority Group
Rights, Human Rights and the Environment, The Question of Borders—
Immigration, Refugees, Citizenship, and Human Rights, The Legal Evolution of
Human Rights, and other relevant topics considered by course teacher and
department.
Learning Outcomes:
Mastery of the basic concepts of human rights, the structure of the most
51
important international human rights legal instruments and the central
justifications offered for taking human rights to be universal. Familiarity with
central positions in philosophical accounts of the justification and explanation
of human rights. Skills to assist them to conduct independent research in human
rights topics
Books Recommended:
Boersema. David, 2011, Philosophy of Human Rights Theory and Practice,
First Edition, Routledge.
Jack. Donnelly. 2003, Universal Human Rights in Theory and Practice, 2nd Ed.
Ithaca, NY: Cornell University Press.
Patrick Hayden. 2001, The Philosophy of Human Rights, St. Paul, MN: Paragon
House.
PHI 310: Muslim Philosophers 1 unit 4 credit 100 marks

[Selected Writings from Imam Ghazalli, Ibn Rushd,
Al Farabi, Ibn Khaldun, Allama Iqbal, Edward Said,
Talal Asad, Hossain Nasr, Fakhri, Oliver Leaman]
 This course is and introduction to Islam as a prophetic religious
tradition. It explores the different ways in which Muslims have
interpreted and put into practices the prophetic message of Muhammad.
Recommended Books:
1. Adamson, Peter, 2018. Philosophy in the Islamic World: A History of
Philosophy without any Gaps, Volume 3. Oxford: Oxford University
Press.
2. Alfarabi: The Political Writings, Volume II: “Political Regime” and
“Summary of Platos Laws,”trans. Charles E. Butterworth.
3. Dar, B.A., 1944, A Study in Iqbal‟s Philosophy, Lahore: Sh.Gholam.
4. Fakhry, Majid, 1970, A History of Islamic Philosophy, New York:
Columbia University Press.
5. Agrama. Hussein Ali, 2012. Questioning Secularism: Islam,
Sovereignty, and the Rule of Law in Modern Egypt, Chicago: University
of Chicago Press.
6. Leaman, Oliver (ed.). 2006, Biographical Encyclopedia of Islamic
Philosophy, 2 vols. Thoemmes Continuum.
7. Nasr, Seyyed Hossein & Oliver Leaman, ed. 1996, History of Islamic
Philosophy, 2 vols. London: Routledge.
8. Said, Edward. 1993, Orientalism. London: Penguin.
9. Khurshid Ahmed, Islam and West
52
PHI 311: Decision Theory 1 unit 4 credit 100 marks
The present course analyzes the concepts and models of rational choice under
uncertainty. It utilizes the basic concepts of probability and utility theory to
explain the positive as well as normative aspects of decision making under
uncertainty. Topics included are: Elementary notions of probability theory;
Subjective, objective, and risk-neutral probability; Logic of rational behavior;
Lottery tickets and Modeling of choice behavior under uncertainty; Payoff-
matrix; Bayes‘ decision criterion and maximization of EMV; Savage rule,
Laplace principle insufficient reason and Hurwicz α-criteria of optimism and
pessimism; Axioms of expected utility hypothesis (EUH) and Allais‘ paradox;
Portfolio selection and reduction of risk through diversification; Relationship
between portfolio selection and expected utility maximization; Rational choice
involving contingent claims and options; Minimax Theorem and game theory;
Nash-Equilibrium and bargaining solution.
Texts:
1. Taha, H.A., 2004, Operations Research: An Introduction, Prentice-Hall.
2. Raiffa, H., 1968, Decision Analysis, Addison-Wesley.
3. Luce, D. and Raiffa, H., 1959, Games and Decisions, Rand Corporation.
Books Recommended:
1. Elton, E., and M. Gruber, 2006, Modern Portfolio Theory and Investment
Analysis, Prentice-Hall.
2. Markowitz, H., 1997, Portfolio Selection (Enlarged Edition), Academic
Press.
3. Gibbons, R., 1995, Primer in Game Theory, Oxford University Press.
PHI 312: State, Policy and Good Governance 1 unit 4 credit 100 marks
 Governance, Policy and Ethics (GPE) is designed to provide a sound
working knowledge of policy-making actors and processes within the
public sector at national and sub-national levels of government. In
addition, the module provides an understanding of the principles of good
governance and ethical approach in the public and corporate sectors, and
knowledge and skills in the areas of professional values and ethics. There
are a large number of different forms of government, so this module
focuses primarily on the actors and structures typically found in
democratic states, but reference is made to other approaches where
relevant.
 Course Description:
53
 A Governance and ethics
 Identify and describe the main principles of governance, Identify,
describe and apply the principles and main provisions of governance in
the public services
 Government structures and ideologies, Describe and evaluate economic
and political ideologies
 Policy making processes, Discuss the dynamic nature of the boundaries
and relationships between the public, private and third sectors
 Public, private and not for profit sectors
 Transnational public policy making
Recommended Books:
1. Amy, Douglas J.(1984), ―Why Policy Analysis and Ethics are
Incompatible‖, Journal of Policy Analysis and
2. Management. Vol3, No.4 (summer), pp.573-591.
3. Anderson, James E 2004, Public Policy Making, Houghton, New York.
4. Anderson, J.E. (1975), Public Policymaking, New York.
5. Bache, Ian and Mathew Flinders, 2004, Multi-level Governance,
Oxford: Oxford University Press.
6. Bochel, Hughand Duncan, Sue 2007 Making Policy in Theory and
Practice, The Policy Press, Great Britain.
7. Brewer, G and deLeon, P. (1983), The Foundations of Policy Analysis,
Monterey, Cal, Brooks.
8. Chandhoke, Neera, 1995, State and Civil Society: Explorations in
Political Theory, Sage, New Delhi.
9. Chandhoke, Neera, 2003, The Conceits of Civil Society, Oxford
University Press, New Delhi.
10. Cobb, R.W, Ross, J.K and Ross, M.H (1976), Agenda Building as a
Comparative Political Process, American
11. Political Science Review, 70(1), 126-38.
12. Cochran, Charles and Malone, Eloisef, 2007. Public Policy:
Perspectives and Choice, Viva Books, Pvt. Ltd,
13. New Delhi.
14. Cole, Burstein, P.(1991), Policy Domains : Organization, Culture, and
Policy Outcomes, American Review
15. of Sociology, 17: 327-350.
16. Dani, Anis A and Haan Arjan de (ed) 2008. Inclusive States: Social
Policy and Structural Inequalities.
54
17. DeLeon, P., 1978. A Theory of Policy Termination. In J.V May and A,
Wildavsky (eds), The Policy Cycle,
18. pp 279-300, Berverly Hills: Sage.
19. DeLeon, P.(1999), The Stages Approach to the Policy Process. In P.A,
Sabatier (ed), Theories of the Policy
20. Process, pp 19-32, Boulder, CO: Westview Press.
21. Diehl, Paul F. ed, 2005, The Politics of Global Governance:
International Organizations in an
22. Interdependent World, New Delhi, Viva Books, 2005.
23. Fischer, F, 1993. Policy Discourse and Politics of Washington Think
Tanks, In F.Fischer and J.Forrester
24. (eds), The Argumentative Turn in Policy Analysis and Planning.
Durham and London : Duke University Press,
25. 21-24.
26. Fischer, F. (2003), Reframing Public Policy: Discursive Politics and
Deliberative Practices, Oxford: Oxford
27. University Press.
28. Frank Fischer and Gerald Muller (eds) 2007. Hand Book of Public
Policy Analysis Theory, Politics and Methods.
29. Hazara, Arnab Kumar and Bibek Debroy, Judicial Reforms in India:
Issues and Aspects, new Delhi:
30. Academic Foundation (for Rajiv Gandhi Institute for Contemporary
Studies)2007. 31. Held, David,
31. Anthony McGrew, Daviid Goldblatt and Jonathan Perraton, 1999,
Global Transformations: Politics,
32. Economics and Culture, Stanford: Stanford University Press.
33. Hodgson, Susan M and Irving Zoe 2007. Policy Reconsidered, The
Policy Press, Great Britain.
34. Hogwood, B.W, and Gunn, L.A (1984), Policy Analysis for the Real
World. Oxford: Oxford University
35. Press.
36. Howell, Jude and Jenny Pearce, 2001, Civil Society and Development:
A Critical Exploration,
37. Boulder:Lynne Rienner Publishers.
38. Howlett, M, and Ramesh, M., 2003.Studying Public Policy Cycles and
Policy Subsystems,
39. Hooghe, Liesbet and Gary Marks, 2003, ―Unravelling the Central State,
but How? : Types of Multilevel
55
40. Governance‖ American Political Science Review, Vol.97 No.2 May
pp.233- 43.
41. Hooghe, Liesbet and Gary Marks, 2002, ‗Types of Multi-Level
Governance‘, Cahiers Europeans de
42. Sciences, Vol.3. 38.
43. Hulme, David and Michael Edward eds, 1997, NGOs, States and
Donors ; Too Close for Confort, London, Macmillan.
PHI 313: Introduction to Economics 1 unit 4 credit 100 marks

(Micro & Macro)
 The main objective of the course is to give an account of philosophy of
economics and its problems and various issues raised in social welfare
economics
 Upon completion the course students will be able to understand the
philosophical and logical problems in economics.
Course Description: An attempt will be made to analyse the foundations of
rational choice in economic theory, Normative model as descriptive model of
rationality. Bounded rationality, logic, choice and preference, collective choice,
Rational expectation hypothesis and role of values and information in economic
theory amd models.
Required Texts:
1. Simon, H.A., 1983, Models of Bounded Rationality, Vol.2, MIT.
2. Sen, A. K., 1970, Collective Choice and Social Welfare, North-Holland.
3. Arrow. K. J., 1962, Social and Individual Value, 2nd edition, John Wiley.
1. Don Ross (auth.), 2014, Philosophy of Economics, UK: Palgrave
Macmillan.
2. Julian Reiss, 2013, Philosophy of Economics: A Contemporary
Introduction,
Routledge.
3. Harold Kincaid, Don Ross, 2009, The Oxford Handbook of
Economics, Oxford University Press.
4. Hausman D., 2007, Philosophy of Economics: An Anthology,
56
BA Honors Fourth Year
Sessions: 2024-2025, 2025-2026, 2026-2027
Exams: 2025, 2026, 2027

No. Credit
Module A PHI 401 Philosophy of Religion 1 Unit; 4 100

Credit
Module B PHI 402 Contemporary Continental 1 Unit; 4 100
Philosophy Credit
Module B PHI 403 Knowledge and Reality: An 1 Unit; 4 100
introduction to Epistemology and Credit
Metaphysics
Module D PHI 404 Applied Ethics 1Unit; 4 100
Credit
Module E PHI 405 Philosophy of Language 1 Unit; 4 100
Credit
Module E PHI 406 Philosophy of Mind 1 Unit; 4 100
Credit
Module F PHI 407 Philosophical Logic 1 Unit; 4 100
Credit
Alternative courses (Any One)

No. Credit
Module- PHI Research Paper 1 Unit; 4 100
Any 408 Credit
Module PHI Philosophy of Science 1 Unit; 4 100
A 409 Credit
Module PHI Theories of Human Rights II 1 Unit; 4 100
A 410 Credit
Module PHI Applied Philosophy 1Unit; 4 100
A 411 Credit
57
Module PHI Readings in Western 1Unit; 4 100
B 412 Philosophical Classic Credit
( Plato, Kant, Moore, Russell)
Module PHI Eastern Aesthetics 1Unit; 4 100
C 413 Credit
Module PHI The Metaphysics of Ethics 1 Unit; 4 100
D 414 Credit
Module PHI Bio-ethics and Bio-medical 1 Unit; 4 100
D 415 Ethics Credit

Credit
Total 34 Credit 850
Course Outlines
PHI 401: Philosophy of Religion 1 unit 4 credit 100 marks

The aims of the Course:
Philosophy of religion is the philosophical study of the meaning and
nature of religion. It includes the analyses of religious concepts, beliefs,
terms, arguments, and practices of religious adherents. Studying the
philosophy of religion can teach us the evolution of humanity in the
process of understanding the nature and reality. Our attitude toward
religions, religious arguments, and God becomes clearer and stronger.
Hence, it helps us ponder upon these topics and topics related to it in a
better way.
Objectives of Course:
Like any philosophy course, this course will develop your abilities to read
carefully, analyze arguments, and think critically about difficult ideas.
More specifically, you should be able to engage in educated discussions
about major topics in the philosophy of religion, including developing
your own informed opinions on the topics and authors we‘ll discuss. By
the end of the course the students will
 become acquainted to think critically, objectively, and carefully about
religious claims and issues.
58
 become acquainted with basic concepts and central problems of the
philosophy of religion.
 become acquainted with the views of various philosophers with
respect to these problems.
 be able to familiarize students with the major issues and arguments in
the philosophy of religion.
 be able to equip students with a number of basic, essential skills of
philosophical analysis.
 To expose students to diverse ethnic, cultural, historical, and social
traditions as they intersect with religious issues.
 be able to develop students‘ writing skills, textual analysis skills,
and oral discussion/debate skills. And also.
 be able to (further) develop the fundamental philosophical skills of
critical reading, thinking, and writing, and learn how to apply thes e
skills within the field of Philosophy of Religion.
 These goals will be met and assessed with reading assignments,
reading quizzes, tests, vocabulary assessment, quizzes, paper
assignments, class discussions, lectures, and philosophical research.
Course Description: Nature and scope of philosophy of religion; Relation of
philosophy of religion to theology: the place of God in religion, God and
the world, grounds for the belief in the existence of God; disbeliefs in God:
Marxist and Freudian views, Feuerbach‘s view; Revelation, faith and
reason; soul and its immortality; Problems of religious language, and
problems of verification; Psychological grounds for belief in religion:
suggestion, prayer, worship, conversion; a comparative study of the
world‘s great religions -- Islam, Christianity, Hinduism and Buddhism.
Required Texts
 Hick, John, 1963, Philosophy of Religion, J. J. Prentice-Hall Inc.
 Thouless, R. H., 1961, An Introduction to the Psychology of
Religion, Cambridge.
1. Brown, Stuart, 2000, Philosophy of Religion, Routledge.
2. Frinegan, J, 1952, The Archeology of World Religions,

Princeton University Press.
3. Gellman, Jerome, 2001, Mystical Experience of God, Ashgate, UK.
4. Thompson, S. M, 1955, A Modern Philosophy of Religion,

Chicago, Henry Regency Co.
5. Hick, John (ed), 1964, The Existence of God, New York, The
Macmillan, Co.
6. Jurji, F. J., 1965, The Great Religions of the World, London.
59
7. Kaufmann, 1958, Critique of Religion and Philosophy, NewYork,
Harper and Row.
8. MacIntyre, Alaistair, 1955, New Essays in Philosophical Theology,
New York, The Macmillan Company.
9. Palmer, Michael, 2001, The Question of God, Routledge.
Ramsey I. T., 1957, Religious Language, London.
PHI 402: Contemporary Continental Philosophy 1unit 4 credit 100 marks

Course Description:
This course introduces students to contemporary continental philosophy, by
focusing on the historical development. This course consists of a set of 19 th
and 20th –century philosophical traditions from mainland Europe. This
course is an examination of trends and issues in 20th century continental
philosophy. Readings will focus on the development of phenomenology and
existentialism, and on their contributions to structuralism, post-modernism,
and deconstructionism. The course is organized topically around the
following issues and debates: 1. Should the classical approaches to
subjectivity developed in transcendental phenomenology be overcome by
ontology? Are both phenomenology and ontology a product of a totalizing
system of thought to be displaced by an ethics of radical otherness? Or is
the ethics of the other forgetful of otherness within sexual difference? 2.
What is the value of a structure-based approach to human reality, which
captures the larger-than-individual forces such as linguistic differences and
social relations of power? To what degree are structure-based approaches
wedded to the traditional conceptions of science and to the metaphysics of
presence – hence in need of deconstruction? 3. Is theoretical and
interpretative practice best described as pure reflection, or rather as a
language-based hermeneutical process? 4. What is the relation between the
traditional concept of history and genealogy, and between knowledge and
power? 5. What does a deconstructive practice of reading philosophical
texts consist in, and does deconstruction necessarily turn philosophy into a
species of literature? If so, is this a problem?
Course Contents:
The major thinkers or philosophers included in the course are: Marks,
Schopenhauer, Nietzsche, Kierkegaard, Heidegger, Sartre, Beauvoir,
Camus, Saussure, Bergson, Foucault, Derrida, and Baudrillard.
60
By the end of the course, students will be able to:
 Understand the nature and the development of the contemporary
continental philosophy.
 Realize the limit of reason.
 Think critically the problem of individuals.
1. Kearney, Richard (ed), 1994, Continental Philosophy in the
20thCentury (Vol 8) London and New York.
2. Foucault, Michel, 1988, Madness and Civilization: A History of
Insanity in the Age of Reason, Vintage Books Edition, November.
3. Foucault, Michel, 1990, The Use of Pleasure, (vol 1-3), New York,
Vintage Books, A Division of Random House, Inc.
4. Foucault, Michel, 1995, Discipline and Punish: The Birth of the
Prison, Vintage Books, A Division of Random House, Inc. New
York.
5. Barrett, William, 1962, Irrational Man: A Study in Existential
Philosophy, New Work, Doubleday Anchor Books, Doubleday &
Company, Inc., Garden City.
6. Kearney, Richard and Mara Rainwater (ed), 1996, The Continental
Philosophy Reader, London and New York.
7. Nietzsche, Friedrich, 1968, The Will to Power, New York, Vintage
Books, A Division of Random House, Inc.
8. Nietzsche, Friedrich, edited by Bernard Williams, 2007, The Gay
Science, Cambridge University Press,.
9. de Beauvoir, Simone, 1956, The Second Sex, Jonathan Cape, Thirty
Bedford Square London,.
10 D, M Datta, 1950, The Chief Currents of Contemporary Philosophy,
Calcutta.
11. Blackman, H. J, 1952, Six Existentialist Thinkers, London.
12. Bergson, Henry, 1941, Creative Evaluation, New York.
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Phil 403: Knowledge and Reality: 1 unit 4 credit 100 marks

An introduction to Epistemology and Metaphysics
61
 To introduce students to various traditional philosophical problems,
particularly epistemological and metaphysical problems;
To encourage students to critically examine some of the answer‘s
philosophers have given to these problems, especially those developed
by contemporary philosophers.
 Upon the successful completion of this module, the student should be
able to demonstrate:
 a basic knowledge and understanding of some traditional philosophical
problems, particularly epistemological and metaphysical problems;
 a sound awareness of some of the contemporary answers to these
problems;
 a basic ability to critically reflect upon contemporary answers to
traditional philosophical problems, such as those connected with the
nature of humanity, free will, knowledge, cosmology and the meaning
of life;
 the ability to organize relevant ideas in a coherent way, paying due
regard to scholarly conventions in the presentation of assessment
material.
Course Description: This course introduces students to a number of
traditional philosophical problems (and some of the answers proposed to
them), including all of the following:
 Origin, nature, and scope of metaphysics
 The need for metaphysics
 Persons and bodies and the relation of the mind to the body
 Fate
 Particulars and universals
 Space and Time
 Free Will and determinism
 Personal Identity
 Causation
 God
 Metaphysics and meaning
 Nature and scope of epistemology
The terms of epistemic appraisal

 The truths of reason
 Directly and indirectly evident
 Truth
 The nature and problems of the possibility of knowledge
 The problem of the criterion
 Justified belief
 Distinction between the real and the illusory
Questions such as these have exercised generations of philosophers, and

continue to be at the centre of philosophical debate even today. Students
taking this module will thus be introduced not to arcane and dusty discussions
of historical interest only, but to debates of great human interest which are
ongoing still.
62
Required Texts:
1. Taylor, R., 1994, Metaphysics, Prentice-Hall, New Delhi.
2. Chisolm, R. M., 1989, Theory of Knowledge, 3rd edition.
Books Recommended:
1. Audi, Robert, 1998. Epistemology:, A Contemporary Introduction to
the Theory of Knowledge (London and NY: Routledge,) selected
chapters.
2. Carroll, John W., and Ned Markosian, 2010, An Introduction to
Metaphysics
(Cambridge University Press), selected chapters.
3. Cooper, David E., and Peter S. Fosl (eds.), 2010, Philosophy: The
Classic Readings (Oxford: Blackwell).
4. Cottingham, John (ed.), 2008, Western Philosophy: An Anthology,
second edn. (Oxford: Blackwell), selected papers.
5. Crane, Tim, and Katalin Farkas, 2004, Metaphysics: A Guide and
Anthology
(Oxford: Oxford University Press), selected papers.
6. Dancy, Jonathan, 1985, Introduction to Contemporary Epistemology
(Oxford: Basil Blackwell), selected chapters.
7. Hospers, John, 1997, An Introduction to Philosophical Analysis, fourth
edn. (London: Routledge).
8. Pritchard, Duncan, 2006, What is This Thing Called Knowledge?
(London and New York: Routledge).
9. Cahn, Steven M. (ed.), 2009, Exploring Philosophy (Oxford: Oxford
University Press).
10. Cox, Gary, 2010, How to be a Philosopher: Or How to be Almost
certain that Almost Nothing is Certain (London: Continuum).
11. Hollis, Martin, 1997, Invitation to Philosophy, second edn. (Oxford:
Blackwell).
12. Honderich, Ted (ed.), 2005, The Oxford Companion to Philosophy,
second edn. (Oxford: Oxford University Press).
13. Russell, Bertrand, The Problems of Philosophy (various editions).
14. Soccio, Douglas J., 2010, Archetypes of Wisdom: An Introduction to
Philosophy, seventh edn. (Belmont: Wadsworth).
15. Stroll, Avrum, 2009, Informal Philosophy (Lanham: Rowman &
Littlefield).
16. Zack, Naomi, 2010, The Handy Philosophy: Answer Book (Detroit:
Visible Ink Press).
PHI 404: Applied Ethics 1 unit 4 credit 100 marks
63
This course is intended to illuminate ethics by reflecting on what we care
about in our practices. The class will be discussion-based, and focused on
contemporary writings. This course is not just one in which we answer to
questions about practical issues. Instead, it will be one in which we think
about what tools we have to answer questions in practical ethics. By the
end of the session, students will be able to assess, compare, and create
arguments for or against various stances on contemporary issues. Upon
completion of the course, a student should be able to demonstrate Knowledge
and understanding of the contributions of some key thinkers to major ethical
concepts, problems and methods of reasoning in practical life; Sufficient
knowledge and understanding to develop a reasoned and consistent position
of her or his own about these ethical theories; and, to apply this knowledge to
their policy and decision making.
Course Description: In this course, you will be encouraged to think about
some of the ethical issues that we all face in our daily lives as concerned
global citizens. The course will focus on the following topics:
A: Problems related to social and Economic Life
Liberty and Equality: Freedom of Action, Freedom of Thought and Speech,
Affirmative Action, Racisms, Oppression, Sexual Harassment.
Theory of Punishment: Retributive theory, Deterrent theory, Reformative
theory, Utilitarianism and Humanist Theory.
War and Peace: Different theories of war: Realistic theory, just theory, unjust
theory, the diversionary theory of war, theories of bargaining and war,
feminist theories of war. Theories of economic interdependence and peace,
the democratic peace debate. Conflict and security in the third World ethno-
nationalism and war
Terrorism: Political and Cultural perspective of Terrorism, Critiques of
Terrorism, World Hunger and International Justice
Business Ethics: Morality of Advertisement, Corporate Social Responsibility and
Ethical Governance of an Organization.
B: Problems Related to Biological Life
Reproductively and Biotechnology: Human Reproduction and Birth (moral
status of Fetuses and Embryos), ethical perspective of Biotechnology (cloning,
IVF, etc).
Ethical debate of Abortion: Religious perspective, Liberal and Communitarian
View, Abortion Justice and Gender Justice.
The end of life: euthanasia (Active and Passive, Voluntary, involuntary and
non-voluntary).
Medical Ethics: Hippocratic Oath, Doctor -Patient Relationship.
64
C. Extension of Moral Values
Feminist Ethics, Ecofeminism, Issues of Animal Ethics, Values of Nature
(Anthropocentrism, Biocentrism Ecocentrism, and Deep ecology).
Required Texts:
Peter Singer, 2011, Practical Ethics, 3rd edition, USA: Cambridge
University Press.
1. Tooley, Michael and et.al (eds.), 2009, Abortion: Three Perspectives,
2. Thompson, Paul B., 2007, Food Biotechnology in Ethical
Perspective, London: Springer.
3. Warren, Marry, Ann, 2007, Moral Status: Obligations to Persons and
Other Living Things, Oxford: Clarendon Press.
4. Eqbal Ahmad, 2006, ―Terrorism: Theirs and Ours‖ From The
Selected Writings of Eqbal Ahmad.
5. Kushe, Helga, Singer, Peter, 2006, Bioethics: An Anthology, USA:
Blackwell Publishing.
6. Mepham, Ben, 2005, Bioethics: An Introduction for Bioscinece,
7. Joseba Zulaika., 2003, ‗The Self-Fulfilling Prophecies of
Counterterrorism.‘ Radical History Review 85: 191 – 199.
8. Gayatri Chakravorty Spivak., 2004, ―Terror: A Speech After, 9-11‖,
9. May, Cllis & et.al, 2002, Applied Ethics: A Multicultural Approach,
10. Cynthia Keppley Mahmood., 2001, ―Terrorism, Myth, And The
Power Of Ethnographic Praxis.‖ Journal of Contemporary
Ethnography 30(5): 520 – 545.
11. Cynthia Keppley Mahmood, 2001, ―Terrorism, Myth, And The Power
Of Ethnographic Praxis.‖ Journal of Contemporary Ethnography
30(5): 520 – 545.
12. Appiah, Kwame Antony, 1997, ―Racisms‖, in Hugh (ed.).
13. Cudd, Ann E., 1997, ―Oppression by Choice‖, in Hugh (ed.).
14. Crocker, David A., 1997, ‗Hunger, Capability, and Development‘, in
Hugh (ed.).
15. Hugh, LaFollette (ed.s), 1997, Ethics in Practice: An Anthology,
London: Blackwell Publishers.
16. Levin, Michael, 1997, ‗Affirmative Action‘, in Hugh (ed.).
17. Rolston III, Holmes, 1997, ―Feeding People versus Saving Nature‖, in
Hugh (ed.).
65
18. Singer, Peter, 1997, „Famine, Affluence, and Morality‘, in Lafollette,
Hugh, 1997, Ethics in Practice: An Anthology, UK: Blackwell
Publishers.
19. Superson, Anita M., 1997, ‗Sexual Harrasement‘, (in Hugh ed.).
20. Mill, J.S., 1997, „Freedom of Actions‘, in Hugh (ed.), 1997.
21. Furrow, Greaney, Johnson, Jost & Schwartz, 1991. Bioethics: Health
Care Law and Ethics, 3d ed.,West Paperback: CASEBOOK or CB.
Boundary 2: 81 – 111.
22. Pojman, L. “The Moral Status of Affirmative Action‖ (420-438),
Probs. 1-4 (461-463).
23. Arthur, John, 1997, ―Rights and the Duty to Bring Aid‖, in Hugh
(ed.).
24. Jeroen Gunning. ―A Case for Critical Terrorism Studies‖
Government and Opposition 42 (3): 363 – 393.
25. Khatchadourian, ―The Morality of Terrorism‖ (606-618), Probs. 1, 3
(630-633), India: Prentic Hall of India.
26. Mill, J.S., 1997, ―Freedom of Thought and Discussions‖, in Hugh
(ed.), London: Oxford University Press.
PHI 405: Philosophy of Language 1 unit 4 credit 100 marks

 The aim of the course is to make students understand the various aspects
of philosophy of language, such as the differences between Meaning and
Reference, Meaning and Understanding, Definite descriptions, Singular
Terms, Russell‘s Theory of Descriptions, Donnellan‘s distinction,
Anaphora. Proper Names: Russell‘s Name Claim, Searle`s ―Cluster
Theory‖, Kripke‘s Critique. Proper Names: Direct Reference and the
Causal-Historical Theory, Possible worlds, Rigidity and Proper Names,
Natural-kinds terms and ―Twin Earth‖ and so on. Readings are partly
historical and partly contemporary.
Upon successful completion of this course, it is expected that students will be
able to
 understand the very basic yet intriguing concepts of philosophy of
language;
 understand the link between words and the world;
 identify, describe and explain the major areas of philosophy of
language;
66
 get themselves acquainted with some traditional to most recent debates
concerning meaning and reference ;
 identify strengths and weaknesses in the arguments philosophers have
put forward for their views;
 formulate objections to a philosophical theory about a particular issue of
natural language.
Course Description: The course includes the following topics:
Part 1: Theories of Reference:
Meinong‘s theory of reference, Definite descriptions, Singular Terms,
Russell‘s Theory of Descriptions, Donnellan‘s distinction, Anaphora,
Proper Names: Russell‘s Name Claim, Searle`s ―Cluster Theory‖, Kripke‘s
Critique, Direct Reference and the Causal-Historical Theory, Possible
worlds, Rigidity and Proper Names, Natural-kinds terms and ―Twin Earth‖.
Part 2: Theories of Meaning
Traditional Theories of Meaning: referental theory; ideational theory; the
proposition theory; Grice‘s distinction between natural and non-natural
meaning,Early and late Wittgenstein‘s conceptions of language, meaning,
and the limits of language.
Part 3: Theories of Truth:
Truth-Condition Theories: Tarski‘s theory of truth, Davidson‘s Program,
Truth-Defining Natural Language.
Part 4: Pragmatics and Speech Acts
Semantics vs. Pragmatics, the problem of Deixis, the Work of Semantics
and Pragmatics, Performatives, Rules and Infelicities, Force, Content and
Perlocution, Cohen‘s Problem.
Required Texts:
 Michael Morris (2007), An Introduction to the Philosophy of Language,
Cambridge: Cambridge University Press
 Lycan. W. G. (1999), Philosophy of Language: a contemporary
introduction, London: Routledge
1.Wittgenstein, L., 2009, Philosophical Investigations, 4th edition (trans.
Anscombe, Hacker and Schulte). Chic ester, West Sussex, U.K.;
Malden, USA: Wiley-Blackwell. (Selected remarks)
2.Kusela, O., 2008, ―Grammar, Meaning, and Knowledge‖ (chapter 4), The
Struggle Against Dogmatism. Wittgenstein and the concept of
Philosophy. Cambridge & London: Harvard University Press.
67
3.Read, R. ,2007, ―Language‖ (part 1), Applying Wittgenstein (ed: Cook,
L.), Continuum: London.
4.Bob Hale and Crispin Wright (eds.),1997, A Companion to Philosophy of
Language, Blackwell publishers Ltd.
5.Searle, J.R.,(ed.), 1971, The Philosophy of Language, London : Oxford
University Press.
6.Hospers, J.,1967, An Introduction to Philosophical Analysis, Prentice-
Hall, Inc.
7.Chappell, V.C.,1964, Ordinary Language; essays in philosophical
method, Englewood Cliffs, N. J., Prentice-Hall.
8.Austin, J.L., 1962, How To Do Things With Words, Oxford, OUP, (The
willam James lectures delevered at Harvard).
PHI 406: Philosophy of Mind 1 unit 4 credit 100 marks

 The aim of this course is to introduce students to the main questions of
the philosophy of mind: the nature of the mental, the classification of
mental phenomena, the mind-body problem, the problems of
consciousness and the problems of intentionality;
 At the end of this course, students who have attended class and done
the readings will understand the main questions of the philosophy of
mind; they will be able to articulate the arguments for or against the
central positions on the mind-body relationship; they will understand
the significance of the questions of intentionality and consciousness.
Course Description: The following topics will be covered throughout the
year:
 A brief introduction to philosophy of mind focusing on
metaphysical aspects of philosophy of mind;
 Subject of Consciousness;
 Mind as behavior: behaviorism;
 Mind as brain: the mind-body identity theory;
 Mind as a computer: machine functionalism;
 Mind as a causal structure: causal theoretical functionalism;
 Mental causation;
 Consciousness;
 Mental content;
 Reductive and nonproductive physicalism.
Required Text:
68
 Kim, J., 2010, Philosophy of Mind (3rd edition), Routledge.
1. Kim, J., 2000, Mind in a Physical World : An Essay on the Mind- Body
Problem and Mental Causation. The MIT Press. Cambridge.
Massachusetts.
2. Chalmers, D. J., 1996, The Conscious Mind:In Search of a
Fundamental Theory. Oxford University Press, Oxford.
3. Searle, J. R., 1994, The Rediscovery of the Mind, Cambridge,
Massachusetts, The MIT Press.
4. Shaffer, J. A., 1968, Philosophy of Mind. Prentice Hall.New Jersey,
United States.
5. Ryle, G., 1949, The Concept of Mind, Barness & Noble. New
York.
PHI 407: Philosophical Logic 1 unit 4 credit 100 marks

 The aim of this course is to introduce students with various problems
and approaches to philosophical logic.
 upon completion the course students should understand the tools and
theories of philosophical logic.
Course Description:
 The topics include: the nature of philosophical logic, the difference
between philosophical logic and philosophy of logic, the nature and a
brief history of logic, the Syllogism, the Laws of Thought, Existential
Import, Symbolic Logic, Logical Connectives and Truth Tables, the
Problem of Induction, Dialetheism, Paraconsistency and the logic of
catuskoti.
Required Texts:
1. Priest, G., 2015, Speaking of the Ineffable: East and West. European
Journal of Analytic Philosophy 11 , pp. 6-21
2. Dale Jacquette, 2006, A Companion to Philosophical Logic, Blackwell
Publishing Ltd.
3. Copi, Irving M. and James A Gould, 1972, Readings on Logic, 2nd edition,
Macmillan.
1. Kuusela, O., 2014, The Method of Language-games as a Method of
Logic. Philosophical Topics, 42(2), 129-160.
2. Horsten, L., & Pettigrew, R. (Eds.), 2011, The Continuum
companion to philosophical logic. A&C Black. (selected chapters).
3. Goble, L., (ed.), 2001, The Blackwell Guide to Philosophical
69
Logic, Oxford: Blackwell Publishers.
4. Gabbay, D. and Guenthner, F., (eds.), 1983, Handbook of
Philosophical Logic, Dordrecht, Kluwer.
5. Copi, I. M, and Gould, J., (ed.), 1978, Contemporary Philosophical
Logic, New York, St. Martin‘s Press.
6. Davis J.W., (ed.), 1969, Philosophical Logic, Hockney D.J., and
WilsonW.K. Dordrecht: Reidel.
7. Strawson P. F., (ed.), 1967, Philosophical Logic, Oxford: Oxford
University Press.
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PHI 408: Research Paper 1 Unit 4 Credit 100 marks

PHI 409: Philosophy of Science 1 Unit 4 Credit 100 marks

 The aim of the course is to introduce students to fundamental issues in
the philosophy of science, in particular, nature of science, scientific
explanation, scientific methods, demarcation criteria, scientific progress,
scientific realism and debates in the philosophy of science.
 Upon completion of the course, students should be able to understand
more advanced issues and arguments in philosophy of science, and reflect
on the relative advantages and also the limitations of scientific methods of
thinking.
Course Description: The course explores definition, nature, scope of
philosophy of science and its relation to other disciplines; historical
development of philosophy of science; logical positivists and their
demarcation criterion of science from metaphysics; Hume and Russell on
Induction; scientific explanation, Hempel‘s two models of scientific
explanation; Popper‘s falsibility criterion, deductive method of testing,
criticism of induction, corroboration and simplicity; Kuhn‘s view of
normal science, scientific rationality, paradigm, scientific revolution;
Feyerabend‘s theoretical anarchism, criterion of ‗anything goes‘, counter
inductive method; Lakatos on scientific research program, negative and
positive heuristics; science and progress; scientific models, truth,
scientific mechanistic worldview vs. organismic worldview.
70
Required Texts :
 Hampel, 1966, Karl Philosophy of Natural Science, Prentice-Hall.
(Selected Chapters)
 Kuhn, T.S. 1970, The Structure of Scientific Revolutions, Chicago.
(Selected Chapters)
 Popper, Karl 1989, Conjectures and Refutations, Routledge.
(Selected Chapters)
 Popper, Karl 1961, The Logic of Scientific Discovery, London.
(Selected Chapters)
 Feyeravend, 1974, Paul Against Method verso.(Selected Chapters)
 Lakatos, 1989, I and Musgrave A, Criticism and the Growth
of Knowledge, CUP.(Selected Chapters)
1. Baruch A, B., and Richard, E .G, (eds.) 1970, Readings in the
Philosophy of Science, Englewood Cliffs, N.J. : Prentice-Hall.
2. Brody, B., and Grandy, R.E., (eds), 1989, Readings in the Philosophy
of Science, 2nd edition, Prentice-Hall.
3. O‘Hear, Anthony, 1989, Introduction to the Philosophy of Science,
4. Hacking, I., (ed.), 1981, Scientific Revolutions, New York:
5. Lvb, W. Mvwje Avnmvb, 1990, weÁvb, c×wZ I cÖMwZ, XvKv, wewea cÖKvkbx|
6. Lvb, W. Mvwje Avnmvb, 2002, weÁv‡bi `k©b, XvKv, RvZxq MÖš’ cÖKvkb|
7 b~iæ¾vgvb, †gv:, 2014 weÁvb I cÖhyw³K `k©b, XvKv, RvZxq mvwnZ¨ cÖKvk|
PHI 410: Theories of Human Rights II 1 Unit 4 Credit 100 marks
The unit investigates a number of contemporary debates about human
rights which have implications in domestic and international politics. For
instance: do cultural minorities have special claims to group rights? Do
human rights violations invalidate government's claim to sovereignty or
independence? Can group rights be reconciled with the individualistic bent
of human rights theory? Do the expanding rights of children conflict with
the rights of parents? The unit also investigates the ethical foundations of
human rights. Do human rights represent basic moral obligations? Or are
they just a way to promote good consequences? And how do human rights
relate to animal rights?
Learning Outcome:
71
 Mastery of the content of several key controversies surrounding human
rights.
 Familiarity with central positions in philosophical accounts of the
justification and explanation of human rights.
 Skills to assist them to conduct independent research in human rights
topics.
Topics
(1) The Dangers of Unconditional Sovereignty
1.1 Kofi Annan (1999), "Two concepts of sovereignty‖, The Economist,
16 September 1999.
1.2 The International Commission on Intervention and State
Sovereignty (2001), Extracts from The Responsibility to Protect
(Ottawa: The International Development Research Centre), online
via: http://responsibilitytoprotect.org/1CISS%20Report.pdf.
(2) Problems and Critiques around R2P
2.1 Jennifer Welsh (2011),"Civilian protection in Libya: putting
coercion and controversy back into RtoP", Ethics and International
Affairs 25(3): 255-62 2.2
2.2 Noam Chomsky(2009), "The responsibility to protect", Text of
lecture given at the United Nations General Assembly, New York
City, 23 July 2009, via
http://www.chomsky.info/talks/20090723.htm.
2.3 Mahmood Mamdani (2010), "Responsibility to protect or right to
punish?", Journal of Intervention Studies and State building, 4 (1):
53-67.
(3) Secession and Separatism
3.1 Hilary Charlesworth (2010), "Feminist reflections on the
responsibility to protect," Global Responsibility to Protect 2(3):
232-49.
3.2 Allen Buchanan (1997), "Theories of secession", Philosophy
&Public Affairs, 26 (1): 31-61.
(4) Free Speech as a Human Right
4.1 Susan Benesch (2004), "Inciting genocide, pleading free speech",
World Policy Journal 21 (2): 62-69.
4.2 Thomas Nagel (1995), "Personal rights and public space",
Philosophy &Public Affairs, 24(2): 83-107.
(5) Group Rights
5.1 Vermon van Dyke (1982),"Collective entities and moral rights:
72
problems in liberal democratic thought‖, Journal of Politics,
44(1):21-40.
5.2 Will Kymlicka (2007), "The good, the bad, and the intolerable:
minority group rights" in Micheline Ishay (Ed.), The Human Rights
Reader: Major Political Essays, Speeches, and Documents from the
Bible to the Present, 2nd Edn (London: Routledge).
(6) Land Rights
6.1 Paul Keating (2000),"The Red fern speech", in Michelle Grattan
(Ed) Reconciliation: Essays on Australian Reconciliation
(Melbourne: Black Inc): 60-64.
6.2 Tamar Meisels (2003),"Can corrective justice ground claims to
territory?", Journal of Political Philosophy, 11 (1): 65-88.
(7) Multiculturalism and Religious Pluralism
7.1 Will Kymlicka (1989), Extracts from Liberalism, Community and
Culture (Oxford: Clarendon Press): 161-81.
7.2 Bhikhu Parekh (2006), Extracts from Rethinking Multiculturalism:
Cultural Diversity and Political Theory, 2nd Edn (London: Palgrave
MacMillan).
(8) Children's Rights
8.1 Claudia Mills (2003),"The child's right to an open future?", Journal
ofSocial Philosophy 34 (4): 499-509.
8.2 Diana Aurenque and Urban Wiesing (2015),"German law on
circumcision and its debate: how an ethical and legal issue tuned
political", Bioethics, 29(3):203-210.
(9) The Right to be Loved?
9.1 S.Matthew Liao (2006),"The right of children to be loved', Journal
of Political Philosophy 14 (4): 273-287.
(10) Disability Rights
10.1 David Wasserman, Adrienne Asch, Jeffrey Blustein, and Daniel
Putnam (2013), Extracts from "Disability: definitions, models,
experience" in Edward N.Zalta (ed.), The Stanford Encyclopedia of
Philosophy, plato.stanford.edu/archives/fall2013/entries/disability/.
10.2 Adrienne Asch (2001), "Disability, bioethics,and human rights ―in
Gary L. Albrecht, Katherine D.Seelman, and Michael Bury(Eds),
Handbook of Disability Studies (London: Sage)
(11) Marriage Equality and Human Rights
11.1 Carl F. Stychin (2004), "Same-sex sexualities and the globalization
of human rights discourse", McGill Law Journal 49(4): 951-68.
11.2 Jonathan D.Katz (2014), "I do?! A panel discussion on queer
73
cultural activism", Afterimage, 42 (1): 28-36.
PHI 411: Applied Philosophy 1 Unit 4 Credit 100 marks

The aim of the course is to introduce students the recent issues of social
problems such as punishment, war and peace, responsibility and debate on
new technologies. This course will also provide students philosophical
issues concerning determinism, indeterminism, compatibilism,
incompatiblism, freewill and moral responsibility.
 Problems of Freedom of Will
 Problems of Responsibility
 Duty and Solidarity
Course Descriptions: The course will particularly deal with some prominent
issues of contemporary interest such as Theory of Punishment, peace and
war, responsibility, war and peace, and some bioethical issues involved with
new technologies of biosciences.
1. Acton, H.B. (Ed.), 1963, The Philosophy of Punishment, London:
Macmillan.
2. Almond, B., 1995, Introducing Applied Ethics, Blackwell.
3. Andrew Crane & Dirk Matten, 2010, Business Ethics: Managing
Corporate Citizenship and Sustainability in the Age of Globalization, 3rd
Edition, OUP Oxford.
4. Fischer, John M., 2006, My Way: Essays on Moral Responsibility,
5. Fotio, N. and Elfstrom, G. 1986, Military Ethics: Guidelines for Peace
and War. Boston: Routledgeand Kegan Paul.
6. Hart, H.L.A., 1960, Punishment and Responsibility, Oxford.
7. Kane, Robert, 2005, A Contemporary Introduction to Free Will, Oxford:
8. Pereboom, Derk, 2002, Living Without Free Will, Cambridge:
Cambridge University.
9. Robert C. Scharff& Val Dusek (eds.), 2014, Philosophy of Technology:
The Technological Conditions-An Anthology, Sussex: Wiley Blackwell.
10.Wells, D.A., 1967, The War Myth, New York, Pegasus.
74
PHI 412: Readings in Western Philosophical Classic
(Hume, Kant, Moore, Russell) 1 Unit 4 Credit 100 marks
This course is concerned with the views of two classical philosophers—Hume
and Kant. It is designed to provide the students with necessary knowledge of
their major theories and basic concepts as well as their contributions to
epistemology, metaphysics, ethics and society. Students are expected to have a
thorough knowledge of the texts. The course is divided into two Parts: first part
deals with Hume‘s Treatise of Human Nature and second with Kant‘s Critique
of Pure Reason. Understanding Moore and Russell‘s philosophical contributions
can go a long way toward helping us to understand the preoccupations of
analytic philosophers in general. That‘s what we‘re going to try to do in this
course.
Books Text:
Group A :
David Hume, A Treatise of Human Nature, Book one, P.H. Nidditch (Ed2nd
ed., Oxford: Clarendon Press, 1978. Abyev`: ingvb, Avey Zvnv nvwdRyi, 1981, gvbe
cÖK…wZi ¯îƒc A‡š^lv, XvKv: evsjv GKv‡Wgx|
Emphasis will be given on Hume‘s theories of perception, abstract ideas,
relation of ideas and matters of fact, causality, external world and scepticism)
Group B:
Text Immanuel Kant, Critique of Pure Reason, Eng. tr. Norman Kemp Smith,
London: Macmillan, 1964. (Emphasis will be given on Kant‘s epistemological
and metaphysical views, focusing on his theory of synthetic a priori judgment,
space and time as a priori forms of intuition, nature and role of categories of
understanding, and the limits of metaphysical knowledge.)
Group C :
Moore, G.E, External and Internal Relations.
.. The Nature of Judgment
The Refutation of Idealism
Truth and Falsity
Proof of External World
Group D :
Russell, B., On Denoting

On the Nature of Truth and Falsehood
The understanding of Propositions
Truth and Falsehood [from 1913 Theory of Knowledge
Book References:
Gardner, Sebastian. 1999, Routledge Philosophy Guidebook to Kant and the
75
Critique of Pure Reason, London: Routledge.
Hume, David, 1999,An Enquiry Concerning Human Understanding, Calcutta:
Progressive Publishers.
Kemp, J., 1967, The Philosophy of Kant, London: Macmillan, 1968. Laird, J.,
Hume‟s Philosophy of Human Nature, London: Oxford University Press.
Mackie, J.L., 1974, The Cement of the Universe, London: Oxford University
Press.
Macnabb, D.G.C., 1993, David Hume: His Theory of Knowledge and Morality,
London: Oxford University Press.
Noonan, Harold W. 1999, Routledge Philosophy Guidebook to Hume on
Knowledge, London: Routledge.
Passmore, J., 1980, Hume‟s Intentions, London: Duckworth.
Price H.H., 1963, Hume‟s Theory of the External World, Oxford: Oxford
University Press.
Prichard, H.A., 1909, Kant‟s Theory of Knowledge, Oxford: George Allen &
Unwin.
Russell, B., 1946, History of Western Philosophy, London: George Allen &
Unwin.
Abyev`, ivq, cÖ`xc, 2006, cvðvZ¨ `k©‡bi BwZnvm, XvKv: Aemi|
PHI 413: Eastern Aesthetics 1 Unit 4 Credit 100 marks

It is to be expected that after completing this course the following aspects might
be ensured:
1. Students of this course can know the basic tenets of Eastern Aesthetics.
2. They may be able to comprehend the impact of art and aesthetic work on
the culture of the Eastern world.
3. They can compare Eastern aesthetics with any known aesthetics view
developed in other part of the world
Course Description: The journey of Eastern Aesthetic thought is one of the
important philosophical endeavours in comparison to that of others.
Nonetheless, the aesthetics of this area were not considered as purely
philosophical views at its very beginning. In the modern and contemporary
ages, this branch of philosophy has been expanded into a very significant
position. So for a better understanding of aesthetics, one should not skip the
task of Eastern Aesthetics. This course aims to provide some outstanding
lessons concerning Eastern Aesthetics. The term 'Eastern Aesthetics' mainly
denotes the theories of art and beauty sourced from and developed in the
southeast region of Asia. Furthermore, it includes the Islamic aesthetic
76
tradition of the middle east. The aesthetic thinkers of the Indian
subcontinent get a preference for this prescribed course. A brief feature of
Chinese and Japanese aesthetics is also included in this course.
Course Details: This course actually provides introductory ideas regarding
Eastern Aesthetics. The following topics are prescribed in this course:
 A brief feature of 'Eastern Aesthetics '.
 Indian Aesthetics: source and development.
 Bharata Muni and his work on art.
 Islamic concept of beauty and art.
 Aesthetic views of some Islamic Philosophers: Al Farabi, Ibn Sina, and
Ibn Khaldun.
 Aesthetic theories of some modern and contemporary Eastern thinkers:
 Swami Vivekananda, Rabindranath Tagore, Brajendranath Seal,
Abanindranath Tagore, Allama Mohammad Iqbal, Ananda Kentish
Coomaraswamy, and Kazi Nazrul Islam.
 The concept of beauty in classical Japanese aesthetics.
 An preliminary lesson on classical Chinese Aesthetics.
 Some Topics on Korean aesthetics.
Course Outcome: It is to be expected that after completing this course the
following aspects might be ensured:
 Students of this course can know the basic tenets of Eastern Aesthetics.
 They may be able to comprehend the impact of art and aesthetic work on
the culture of the Eastern world.
 They can compare Eastern aesthetics with any other known aesthetic
view developed in other parts of the world.
1. Vidya Niwas Misra, 2008, Foundation of Indian Aesthetics, Shubhi
Publications, Gurgaon, India.
2. Meerja A. Gupta, 2017, A Student's Handbook of Indian Aesthetics,
Cambridge Scholars Publishing, Cambridge.
3. Arindam Chakrabarti, 2016, Indian Aesthetics and the Philosophy of Art.,
Bloomsbury Academic Indria.
4. Mini Chandran, Sreenath V.S. 2021, An Introduction to Indian Aesthetics,
Bloomsbury Academic Indria.
5. Sheldon Pollock (Translated and edited), 2016, A Rasa Reader: Classical
Indian Aesthetics, Columbia University Press, New York.
6. Valerie Gonzalez, 2001, Beauty and Islam I. B. Tanris Publishers,
77
London, New York.
7. Ibn Khaldun, 1958, The Muqaddimah, Translated from the Arabic by
Franz Rosenthal, Vol. 2, Routledge and Kegan Paul, London.
8. Ken-ichi Sasaki (edited), 2010, Asian Aesthetics, Kyoto University Press,
Japan.
9. Corinne H. Dale (edited), 2004, Chinese Aesthetics and Literature: A
Reader, State University of New York Press.
10. Lvj`yj, Be‡b, 1981, Avj-gyKvwÏgv (wØZxq LÐ), Abyev`: †Mvjvg mvg`vbx †Kvivqkx, evsjv
GKv‡Wwg XvKv|
11. †nv‡mb, W. †gv. kIKZ, 2021, mvwnZ¨`k©b: cÖvP¨ I cÖZxP¨, XvKv, RvZxq mvwnZ¨ cÖKvk|
12. †nv‡mb, W. †gv. kIKZ, 2017, b›`bZË¡, XvKv, wZw_ cvewj‡Kkb|
13. e‡½vcva¨vq, ax‡i›`ªbv_, 2012, ms¯‹…Z AjsKvi kv¯¿: ZË¡ I mgxÿv, cwðge½ ivR¨ cy¯K ‘
cl©r|
14. VvKzi, Aebx›`ªbv_ , 2003, evMxk¦ix wkí cÖeÜvejx, KjKvZv, Avb›` cvewjkvm© cÖvB‡fU
wjwg‡UW|
15. ivq, m‡Z›`ªbv_ (m¤úvw`Z) 2011, iex›`ªbv‡_i wPšÍvRMr: wkíwPšÍv, iex›`ª iPbv msKjb,
MÖš’vjq cÖvB‡fU wjwg‡UW KjKvZv|
16. ......, 2011, iex›`ªbv‡_i wPšÍvRMr: mvwnZ¨wPšÍv, H|
17. †RvqvÏ©vi, wm×v_© ksKi, 2012, `k©b, wkí I mgvR, XvKv , RvZxq mvwnZ¨ cÖKvk|
18. fÆvPvh©, Z‡cvaxi, 2022, cÖZx‡Pï mvwnZ¨ZvwË¡K, XvKv , RvZxq mvwnZ¨ cÖKvk|
19. Lvb, Mvwje Avnmvb, 2020, `vk©wbK `„wó‡Z Kve¨ fvebv, RvZxq mvwnZ¨ cÖKvk|
20. cvj, m›`xc, 2021, iex›`ªbv‡_i `k©bwPšÍv, XvKv, RvZxq mvwnZ¨ cÖKvk|
21. ingvb, ew`Di, 2015, imZ‡Ë¡i mnRcvV, XvKv , RvZxq mvwnZ¨ cÖKvk|
22. wgÎ, W. A‡kvK Kzgvi, 2010, b›`bZ‡Ë¡i b›`Kvb‡b, †`ÕR cvewjwks, KjKvZv|
PHI 414: The Metaphysics of Ethics 1 Unit 4 Credit 100 marks

 Course Descriptions: This is an introductory course that deals with the
metaphysical aspects of ethical issues. This course addresses various issues
concerning the metaphysics of ethics that include the metaphysics of
causation and moral responsibility, omission and moral responsibility,
killing and letting die, the metaphysics of moral obligation, action theories,
determinism and indeterminism and how they are related to the issue of free
will and responsibility, action-reason-agency, reactive attitude theories,
higher order desires and real selves, akratic action vs. actions that manifest
agency breakdown, moral obligation, moral luck, alternative possibilities
and moral responsibility, the notion of ultimate responsibility,
compatibilism, incompatibilism and libertarianism, predestination and
78
divine foreknowledge, free will and modern science, metaphysics of group
formation and collective responsibility, etc.
The aims of this course are
1. to provide students clear and comprehensive conceptions of philosophical
issues concerning determinism, indeterminism, compatibilism,
incompatibilism, freewill and moral responsibility; omission, obligation,
agency, etc.
2. to make students able to interpret philosophical issues classified as
compatibilism, incompatibilism and libertarianism;
3. to improve students‘ ability to think critically, develop their own ideas, and
express these ideas clearly and persuasively in writing;
Upon successful completion of this course, it is expected that students will be able
1. to identify, describe and explain the major philosophical issues concerning
determinism, indeterminism, compatibilism, incompatibilism, freewill and
moral responsibility;
2. to formulate objections to a theory or to form counterarguments of their own
against a theory;
3. to form arguments of their own to support a theory they prefer;
4. to apply critical thinking and reasoning skills in a wide range of career paths
and courses of study.
Required Texts:
1. Haji, Ishtiyaque, 2009, Incompatibilism's Allure: Principal Arguments for
Incompatibilism, Buffalo, NY: Broadview Press.
2. Kane, Robert, 2005, A Contemporary Introduction to Free Will, Oxford:
1. Mansur, Mostofa Nazmul, 2019 ―On Robert Kane‘s Account of Self-
Forming Actions‖, Copula, Vol. 36, JU.
2. Mansur, Mostofa Nazmul, 2018 “An Evaluation of Derk Pereboom‘s
Four-Case Argument”, Copula, Vol. 35, JU, pp. 1-16
3. Haji, Ishtiyaque, 2017, ―The Obligation Dilemma‖, J Ethics, Vol. 21,
pp. 37-61.
4. Bernstein, Sara, 2014, ―Omissions as Possibilities‖, Philosophical
Studies 167, pp. 1- 23.
5. Mansur, Mostofa Nazmul, 2008, ―Pettit‘s Notion of Groups as
Intentional Subjects‖, Copula, Vol. 25, JU, pp. 51-60.
6. Fischer, John Martin, 2006, My Way: Essays on Moral Responsibility,
7. Mele, Alfred, 2006, Free Will and Luck, New York: Oxford University
79
Press.
8. Pettit, Philip, 2003 “Groups with Minds of Their Own”, Socializing
Metaphysics: The Nature of Social Reality, (ed.) Schmitt Fredrick,
Rowman and Littlefield Publishers, pp. 167-193.
9. Widerker, David and Michael McKenna, Michael, 2003, Freedom,
Responsibility, and Agency: Essays on the Importance of Alternative
Possibilities, Aldershot, UK: Ashgate Press.
10.Pereboom, Derk, 2002, Living Without Free Will, Cambridge:
Cambridge University.
11.Haji, Ishtiyaque, 2002, Deontic Morality and Control, Cambridge:
12.Robert Kane, Robert, ed., 2002, The Oxford Handbook of Free Will,
13.Smilansky, Saul, 2000, Free Will and Illusion, Oxford: Oxford
University Press, Clarendon Press.
14.Fischer, John Martin and Mark Ravizza, Mark,1998, Responsibility and
Control, Cambridge: Cambridge University Press.
15.Kane, Robert, 1996, The Significance of Free Will, New York: Oxford
University Press.
16.Zimmerman, Michael J. 1996, The Concept of Moral Obligation,
Cambridge: Cambridge University Press.
17.Honderich, Ted,1993, How Free Are You? Oxford: Oxford University
Press, Clarendon Press.
18.Wolf, Susan, 1990, Freedom Within Reason, Oxford: Oxford University
Press.
19.Lewis, David, 1989, ―The Punishment that Leaves Something to
Chance‖ Philosophy and Public Affairs 18 (1) pp.53-67
20.Molina, Luis de, 1988, On Divine Knowledge, Ithaca,NY: Cornell
University Press. ( Translated with an introduction by Alfredo
Freddoso)
21.Held, Virginia, 1970, ―Can a Random Collection of Individuals be
Morally Responsible?‖ Journal of Philosophy 67 (14), pp. 471-481.
22.Double, Richard, (1991), The Non-Reality of Free Will, Oxford: Oxford
University Press.
23.Clarke, Randolph, (2003), Libertarian Accounts of Free Will, (Oxford:
80
PHI 415: Bio-ethics and Bio-Medical Ethics 1 Unit 4 Credit 100 marks
 The objective of the course is to give an account of bioethics and Medical
ethics
 Upon Completion the course students will be able undersatnd the key
issues of bioethics and Medical Ethics
Course Description:
Bioethics: Nature and scope of bioethics, relation of bioethics with other
disciplines, necessity of bioethics in present situation.New ways of birth
and formation of family, reproductive technology, surrogating and its
consequences, genetic testing & screening, human gene therapy and
genetic engineering.Suicide, euthanasia, abortion, ethical framework for
life support decisions, the value and quality of life;Morality of organ
transplantation, the supply of organs, determination of death, the
experimental frontier.Ethical decision-making in science and technology,
ethics of prevention and protection.
Medical ethics: Health, disease and the scope of medicine, relationship
between the concepts of health, illness and disease.Health as normality,
disease as abnormality.The physician-patient relationship, paternalism and
contractual models, veracity, privacy, confidentiality, fidelity, the dual
roles of physician and investigation.Informed consent: Historical
background, concepts and elements of informed consent, the law and its
limits, the quality of consent, competence to consent, balancing benefits,
costs and risks, justification for not obtaining consent.Health-care delivery
and resource allocation, analysis of some key-concepts, types of
allocation, fair opportunity, criteria for evaluating allocation, the right to a
decent minimum of health care, beneficence rather than justice,
obligations without right, rationing scarce treatments to patients.Virtues
and ideals in professional life.
1. American Medical Association: Council on Ethical andJudicial Affairs:
Code of Medical Ethics: Current Opinions with Annotations, Chicago,
American Medical Association, 1981.
2. Basson, M. (ed), 1980, Ethics, Humanism and Medicine, New York,
Alan R. Liss.
3. Beauchamp, T.L. and Childress, J. F., 1983, Principles of Biomedical
Ethics, Oxford, OUP.
81
4. Charlesworth, M, 1993, Bioethics in a Liberal Society, Cambridge,
CUP.
5. Chadwick, R. F. (ed), 1992, Ethics, Reproduction and Genetic Control,
rev. edn. London, Routledge.
6. Chadwick, R. F., Bock, G. and Whelan (eds), 1990, Human Genetic
Information: Science, Law and Ethics, Chichester, John Wiley.
7. Dyson, A and Harris, J. (eds,), 1994, Ethics and Biotechnology,
London, Routledge.
8. Lewis, H. W., 1990, Technological Risk, New York, Norton.
9. Fulford, KWM, 1989, Moral Theory and Medical Practice,
Cambridge, CUP.
10. Nuffield Council on Bioethics, 1993, Genetic Screening: Ethical
Issues, London, Nuffield Council on Bioethics.
11. Ramsey, P and McCormick, R. A (eds), 1978, Doing Evil to Achieve
Good: Moral Choice in Conflict Situations, Chicago, Loyola
University Press.
12. Spicker, S. F. and Englehardt, T.H., (eds), 1977, Philosophical and
Medical Ethics: Its Nature and Significance, Dordrecht, the
Netherlands: D. Reidel.
13. Harris, J., 1985, The Value of Life, London, Routledge.
82
83

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Syllabus (BA Honors)

Sessions: 2021-2022, 2022-2023, 2023-2024

Module Course No Course Title Unit and Marks

PHI 101: Introduction to Philosophy 1 unit 4 credit 100 marks

Epistemology or Theory of knowledge

Phil 102: History of Western Philosophy 1unit 4 credit 100 marks

PHI 103: Muslim Philosophy 1 unit 4 credit 100 marks

4. Mostafa Kawsir, Al Ghazali Theory of Knowlwdge, Dhaka, Raman

7. Quasem, M. A., 1979, The Ethics of al-Ghazali, New York.

8. Quasem, M. A., 1980, The Jewels of the Quran: Al-Ghazali‟s

PHI 105: Introduction to Logic 1 unit 4 credit 100 marks

PHI 106: History of Ancient Civilization 1unit 4 credit 100 marks

PHI 107: Introduction to Psychology 1 unit 4 credit 100 marks

PHI 108: Functional English Language 1unit 4 credit 100 marks

Module Course No Course Title Unit and Marks

PHI 201: Philosophy of Education 1unit 4 credit 100 marks

PHI 202: History of Western Philosophy 1unit 4 credit 100 marks

Phil 203: Indian Philosophy 1 unit 4 credit100 marks

PHI 205: Eastern Ethics 1 unit 4 credit 100 marks

Upon completion of the course students will be able-

Course Descriptions: The course includes the following topics:

PHI 206: Symbolic Logic I 1 unit 4 credit 100 marks

Upon completion of this course, students will be able to

Sentential Logic: simple and compound statements, argument forms

Predicate Logic: singular propositions, general propositions and

PHI 208: History of Bengal and the Emergence of Bangladesh

Module Course Course Title Unit and Marks

Module A PHI 301 Aesthetics 1 unit; 4 100

Alternative courses (Any One)

Viva voce ½ unit; 2 50

PHI 301: Aesthetics 1 Unit 4 Credit, 100 Marks

PHI 302: History of Western Philosophy 1 unit 4 credit100 marks

PHI 303: Philosophy of Bengal 1 unit 4 credit 100 marks

 Course Description: The following topics will be addressed in this

Course Description: The course includes following topics:

PHI 305: Symbolic Logic II 1unit 4 credit 100 marks

Basic Set Operations: Set operations, Union, Intersection, Difference,

Algebra of Sets: Algebra of sets, Principle of duality, Indexed sets,

PHI 307: Research Methodology 1 unit 4 credit 100 marks

Alternative Courses (Any One)

PHI 309: Theories of Human Rights I 1 unit 4 credit 100 marks

PHI 310: Muslim Philosophers 1 unit 4 credit 100 marks

PHI 313: Introduction to Economics 1 unit 4 credit 100 marks

Module Course Course Title Unit and Marks

Module A PHI 401 Philosophy of Religion 1 Unit; 4 100

Alternative courses (Any One)

Viva voce ½ unit; 2 50

PHI 401: Philosophy of Religion 1 unit 4 credit 100 marks

2. Frinegan, J, 1952, The Archeology of World Religions,

4. Thompson, S. M, 1955, A Modern Philosophy of Religion,

PHI 402: Contemporary Continental Philosophy 1unit 4 credit 100 marks

Phil 403: Knowledge and Reality: 1 unit 4 credit 100 marks

The terms of epistemic appraisal

Questions such as these have exercised generations of philosophers, and

PHI 404: Applied Ethics 1 unit 4 credit 100 marks

PHI 405: Philosophy of Language 1 unit 4 credit 100 marks

PHI 406: Philosophy of Mind 1 unit 4 credit 100 marks

PHI 407: Philosophical Logic 1 unit 4 credit 100 marks

PHI 408: Research Paper 1 Unit 4 Credit 100 marks