Tutorial Letter 101 (Both) For PLS2607
Tutorial Letter 101 (Both) For PLS2607
Philosophy of Science
PLS2607
Semesters 1 and 2
Discipline of Philosophy
Department of Philosophy, Practical and Systematic
Theology
BARCODE
CONTENTS
Page
1 INTRODUCTION .......................................................................................................................... 4
2 PURPOSE AND OUTCOMES ...................................................................................................... 6
2.1 Purpose ........................................................................................................................................ 6
2.2 Outcomes ..................................................................................................................................... 7
3 CURRICULUM TRANSFORMATION........................................................................................... 7
4 LECTURER(S) AND CONTACT DETAILS .................................................................................. 7
4.1 Lecturer(s) .................................................................................................................................... 7
4.2 Discipline of Philosophy ................................................................................................................ 8
4.3 University ..................................................................................................................................... 8
5 RESOURCES............................................................................................................................. 10
5.1 Prescribed book(s) ..................................................................................................................... 10
5.2 Recommended book(s) .............................................................................................................. 10
5.3 Electronic reserves (e-reserves) ................................................................................................. 10
6 STUDENT SUPPORT SERVICES ............................................................................................. 12
6.1 The Unisa First-Year Experience Programme ............................................................................ 12
7 STUDY PLAN ............................................................................................................................ 13
STUDY PROGRAMME FOR SEMESTER 1, 2024 ................................................................................ 14
STUDY PROGRAMME FOR SEMESTER 2, 2024 ................................................................................ 21
8 ASSESSMENT........................................................................................................................... 28
8.1 Assessment plan ........................................................................................................................ 28
8.2 Assessment criteria .................................................................................................................... 29
8.3 Assessment due dates ............................................................................................................... 32
8.4 Submission of assessments ....................................................................................................... 32
8.4.1 Types of assignments and descriptions ...................................................................................... 33
8.5 The assessments ....................................................................................................................... 34
8.6 The examination ......................................................................................................................... 34
8.6.1 Invigilation/proctoring.................................................................................................................. 34
8.6.2 Scope of the examination ........................................................................................................... 35
9 ACADEMIC DISHONESTY ........................................................................................................ 36
9.1 Plagiarism .................................................................................................................................. 36
9.2 Cheating ..................................................................................................................................... 36
10 STUDENTS LIVING WITH DISABILITIES ................................................................................. 36
11 FREQUENTLY ASKED QUESTIONS ........................................................................................ 36
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12 IN CLOSING ............................................................................................................................... 37
13 ADDENDUM: REFERENCING FOR ASSIGNMENTS AND OTHER RESEARCH WORKS ...... 37
13.1 Introduction ................................................................................................................................. 37
13.2 What is Plagiarism? .................................................................................................................... 37
13.3 How to reference in text .............................................................................................................. 38
13.3.1 If you make use of an article from a written source ..................................................................... 38
13.3.2 If you are using an article from a website .................................................................................... 39
13.3.3 If you make use of more than one reference in your text from the same page, consecutively ..... 39
13.4 How to develop a List of Sources/Bibliography ........................................................................... 40
13.4.1 Books with ONE author ............................................................................................................... 40
13.4.2 Books with TWO authors ............................................................................................................ 40
13.4.3 Books with MORE THAN TWO authors ...................................................................................... 41
13.4.4 Books with ONE editor ................................................................................................................ 41
13.4.5 Books with TWO editors.............................................................................................................. 41
13.4.6 Books with MORE THAN TWO editors ....................................................................................... 41
13.4.7 Composite works ........................................................................................................................ 42
13.4.8 Unpublished works...................................................................................................................... 42
13.4.9 Sources retrieved from the Internet ............................................................................................. 42
13.4.10 Journal/Periodical Articles ..................................................................................................... 42
3
1 INTRODUCTION
Dear Student
Unisa is a comprehensive open distance e-learning (CODeL) higher education institution. The
comprehensiveness of our curricula encapsulates a range of offerings, from strictly vocational to strictly
academic certificates, diplomas, and degrees. Unisa’s “openness” and its distance eLearning character
result in many students registering at Unisa who may not have had an opportunity to enrol in higher
education. Our CODeL character implies that our programmes are carefully planned and structured to
ensure success for students ranging from the under-prepared but with potential to the sufficiently prepared.
Teaching and learning in a CODeL context involve multiple modes of delivery ranging from blended
learning to fully online. As a default position, all post graduate programmes are offered fully online with no
printed study materials, while undergraduate programmes are offered in a blended mode of delivery where
printed study materials are augmented with online teaching and learning via the learner management
system – myUnisa. In some instances, undergraduate programmes are offered fully online as well.
Furthermore, our programmes are aligned with the vision, mission, and values of the University. Unisa's
commitment to serve humanity and shape futures combined with a clear appreciation of our location on
the African continent, Unisa's graduates have distinctive graduate qualities which include:
• independent, resilient, responsible, and caring citizens who are able to fulfil and serve in multiple roles
in their immediate and future local, national, and global communities.
• having a critical understanding of their location on the African continent with its histories, challenges,
and potential in relation to globally diverse contexts
• the ability to critically analyse and evaluate the credibility and usefulness of information and data from
multiple sources in a globalised world with its ever-increasing information and data flows and
competing worldviews.
• how to apply their discipline-specific knowledges competently, ethically, and creatively to solve real-
life problems.
• an awareness of their own learning and developmental needs and future potential
Whether a module is offered either as blended (meaning that we use a combination of printed and online
material to engage with you) or online (all information is available via the internet), we use myUnisa as our
virtual campus. This is an online system that is used to administer, document, and deliver educational
material to you and support engagement with you. Look out for information from your lecturer as well as
other Unisa platforms to determine how to access the virtual myUnisa module site.
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Information on the tools that will be available to engage with the lecturer and fellow students to support
your learning will also be communicated via various platforms.
You are encouraged to log into the module site on myUnisa regularly (that is, at least twice per week). Visit
the website for PLS2607 at PLS2607-24-S1 (for Semester 1) and PLS2607-24-S2 (for Semester 2).
In terms specific to the module, Philosophy of Science, I am glad to welcome you to the Discipline of
Philosophy, Department of Philosophy, Practical and Systematic Theology. I hope that you will enjoy the
content of this module, but more than that, that it will challenge your understanding of science as you are
stretched into Philosophical discourse. PLS2607: Philosophy of Science is a demanding module, but it will
enrich your life, of which science is necessarily a part. Consequently, reflection upon the phenomenon and
practice of science should also be part of your life, which is what we will attempt to do in this module.
This tutorial letter sets out your programme of study for the semester (Semester 1 and Semester 2, 2024). It
is a valuable document providing important information for planning your studies effectively. You should read
through this tutorial letter before doing anything else, familiarising yourself with the module outline, the
outcomes of the module, how the module is assessed, as well as other technical issues.
The following additional tutorial matter is also available for download on myUnisa:
• Tutorial Letter 301 (WYSALLB) and
• Study guide for PLS2607 (Philosophy of Science).
To cope with the module content, proper planning is essential for successful completion of the module
Philosophy of Science. The syllabus is divided into a number of topics, each with a central theme. While we
do provide you with a study programme, you may find it more useful to create your own study programme
better suited to your unique situation. Either way, the use of a study programme is essential and is to be
encouraged. A gentle reminder, however, organise your study programme in such a way that you have
enough time to prepare for the non-venue-based examination.
As with all modules offered by the Discipline of Philosophy at undergraduate level, Philosophy of Science has
been semesterised, and so the following apply:
• Study periods for Semester 1, 2024 begin with downloading of your study material following registration
and conclude with non-venue-based examinations in May/June 2024, while Semester 2, 2024 is
examined in October/November 2024.
For the successful completion of Philosophy of Science, it would be helpful for you to keep this Tutorial Letter
101 by your side.
5
Of particular importance is the reading required for each study unit (which you will be able to locate in Section
7 of this Tutorial Letter 101. The readings will assist you with the completion of the required assignments as
well as in preparation for the examination.
Assessment for Philosophy of Science is done through both formative and summative assessment. You will
be assessed formatively through two assignments: a compulsory formative assessment and a second
formative assessment. It is to your advantage to submit both formative assessments, as both contribute
towards the final mark you will obtain for the examination. Moreover, your completion of assessment 1 will
determine examination entry. By working through all the prescribed material, completing the activities, self-
tests, as well as your assessments, you will ensure that the syllabus is covered. During the semester you will
receive two follow-up tutorial letters: one after each formative assessment has been submitted. These are
important, for they provide you with explanations of problems. Moreover, they provide information on
methodology to be employed in the successful writing of philosophical texts.
2.1 Purpose
• Help you to develop an awareness of Philosophical issues in the academic environment, in this module
related to issues in science, and to
• Develop within you appropriate and critical skills which will enable you to defend your views through
argumentation in a systematic and organized manner concerning specific Philosophical problems.
While a single module in Philosophy will not equip one with the skills to engage meaningfully and critically in
Philosophical discourse and with Philosophical problems, this module will expose you to some of the most
important issues in the Philosophy of Science. Through exposure to the content of the module, an
understanding of your own metaphysical, ontological, and epistemological positions will become clear.
Moreover, you will get to encounter those same positions in the thinking of others.
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2.2 Outcomes
The following outcomes will be achieved upon your successful completion of this introductory module in
Philosophy of Science:
• You will understand the basic theoretical frameworks and dimensions of Philosophical thinking;
• You will have developed skills to think in integrated and holistic patterns;
• A critical, Philosophical attitude which will give you the skills to assess various Philosophical positions
and problems, will have been acquired;
• The following specific skills are intimately tied up with the completion of this module:
o Analysing the structure of arguments of increasing complexity;
o Critically evaluating various positions;
o Constructing counter-arguments to arguments presented;
o Linking untutored convictions with Philosophical considerations.
3 CURRICULUM TRANSFORMATION
Unisa has implemented a transformation charter, in terms of which the university has placed curriculum
transformation high on the teaching and learning agenda. Curriculum transformation includes student-centred
scholarship, the pedagogical renewal of teaching and assessment practices, the scholarship of teaching and
learning, and the infusion of African epistemologies and philosophies. All of these will be phased in at both
programme and module levels, and as a result of this you will notice a marked change in the teaching and
learning strategy implemented by Unisa, together with the way in which the content is conceptualised in your
modules. We encourage you to embrace these changes during your studies at Unisa in a responsive way
within the framework of transformation.
4.1 Lecturer(s)
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(Please note that I prefer communication via e-mail, as this provides me with
time to consider your query and to give an in-depth response.)
Should you be unable to reach me, or if you desire to contact the Discipline, you are welcome to contact our
administrative officer, Ms Petronela Sekhukhune, at the following contact details:
Office: Room 09-51, WMM Building, Muckleneuk Campus, Preller Street,
Muckleneuk Ridge, Pretoria, SOUTH AFRICA
Telephone: +27 12 429 6888
e-mail: [email protected]
4.3 University
In all correspondence with the University, it is essential that you include your student number.
Please try to send enquiries to the relevant department to avoid delays (also try to avoid sending to multiple
recipients). Click on the link below for student enquiries contact information.
https://www.unisa.ac.za/sites/corporate/default/Contact-us/Student-enquiries
DSAR08 / CGS08
Undergraduate, honours and postgraduate diploma students
You can request your academic record via myUnisa. Login to myUnisa. Click on "Academic Record" and
"Code". Your academic record will be sent to your myLife e-mail account.
FINANCE DEPARTMENT
• Allocation of fees: [email protected]
• NSFAS: [email protected]
Student fees: [email protected]
• Bank Name: FNB (First National Bank)
Account Name: UNISA Students Deposits
Account number: Select Unisa on the list of pre-approved Public Beneficiaries
Reference: Student Number, Space, 5400374721 (Study Fees Allocation Number) OR
visit payment information for additional methods of payment as well as the refund application
process.
DESPATCH
• Study material: [email protected]
GRADUATIONS : [email protected]
5 RESOURCES
E-reserves can be downloaded from the library webpage. More information is available at:
http://oasis.unisa.ac.za/search/r
The following prescribed journal articles and book chapters are available as e-reserves. You are encouraged
to obtain them timeously by visiting the website of the Unisa Library (http://oasis.unisa.ac.za, under “Search
Options”, select “Course Code Search”, and then enter “PLS2607”):
1. Chalmers, A.F. 2013. “Theories as structures I: Kuhn’s paradigms.”, pp. 97-120, in: What is this thing
called science? Fourth Edition. Maidenhead: Open University Press.
2. Gale, G. 1979. “Introduction to Philosophy.”, pp. 5-24, in: Theory of Science: An Introduction to the
History, Logic, and Philosophy of Science. New York, NY: McGraw-Hill Book Company.
3. Klee, R. 1997. “The Positivist Model of Scientific Theories.”, pp. 28-39, in: Introduction to the Philosophy
of Science: Cutting Nature at Its Seams. Oxford: Oxford University Press.
4. Lakatos, I. 1970. “Falsification and the Methodology of Scientific Research Programmes.”, pp. 170-196,
in: I. Lakatos & A. Musgrave (eds.). Criticism and the growth of knowledge. Cambridge: Cambridge
University Press.
5. Nozick, R. 2001. “The objectivity and rationality of science.”, pp. 287-307, in: J. Fetzer (ed.). Science,
Explanation and Rationality: Aspects of the Philosophy of Carl G. Hempel. Oxford: Oxford University
Press.
6. O’Hear, A. 1989. “Falsification.”, pp. 35-53, in: Introduction to the Philosophy of Science. Oxford:
Clarendon Press.
7. Okere, T.I. 2005. “Is There One Science, Western Science?”, Africa Development / Afrique et
Développement, XXX(3), 20-34.
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8. Richardson, S.S. 2010. “Feminist Philosophy of Science: history, contributions and challenges.”,
Synthese, 177(337-362).
9. Tsou, J.Y. 2003. “Reconsidering Feyerabend’s ‘Anarchism’.”, Perspectives on Science, 11(2), 208-235.
The Unisa Library offers a range of information services and resources. The library has created numerous
library guides, available at http://libguides.unisa.ac.za
Recommended guides:
You can access and view short videos on topics such as how to view your calendar, how to access module
content, how to view announcements for modules, how to submit assessment and how to participate in
forum activities via the following link: https://dtls-qa.unisa.ac.za/course/view.php?id=32130
Registered Unisa students get a free myLife e-mail account. Important information, notices and updates
are sent exclusively to this account. Please note that it can take up to 24 hours for your account to be
activated after you have claimed it. Please do this immediately after registering at Unisa, by following
this link: [email protected]
Your myLife account is the only e-mail account recognised by Unisa for official correspondence with
the university and will remain the official primary e-mail address on record at Unisa. You remain
responsible for the management of this e-mail account.
Many students find the transition from school education to tertiary education stressful. This is also true in the
case of students enrolling at Unisa for the first time. Unisa is a dedicated open distance and e-learning
institution, and it is very different from face-to-face/contact institutions. It is a mega university, and all our
programmes are offered through either blended learning or fully online learning. It is for this reason that we
thought it necessary to offer first-time students additional/extended support to help them seamlessly navigate
the Unisa teaching and learning journey with little difficulty and few barriers. We therefore offer a specialised
student support programme to students enrolling at Unisa for the first time – this is Unisa’s First-Year
Experience (FYE) Programme, designed to provide you with prompt and helpful information about services
that the institution offers and how you can access information. The following FYE services are currently
offered:
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FYE1500
Post
myUnisa; Study
Registration
Skills; Academic &
Orientation Referrals to Digital Literacies;
other support etc
services i.e.,
Counselling;
Reading & Writing
workshops.
To ensure that you do not miss out on important academic and support communication from the SRU,
please check your myLife inbox regularly.
7 STUDY PLAN
Please refer to the study programme for the semester for which you are registered, i.e., either for Semester
1 OR Semester 2, 2024.
It is important to work out a study programme that suits your particular circumstances. Remember to organise
your study programme in such a way that you have enough time to prepare for the examination.
To adopt a sensible and realistic study plan, we provide you with an explicit indication of the notional study
hours you need to spend on each topic of the study material. The notional study hours attached to this module
are 120. Please keep in mind that notional study hours refer to the actual time you actively spend on the study
material.
You should spend at least 1½ hours per day to cover all the prescribed material in this module:
1.5 hours X 80 days = 120 notional hours.
You can, of course, also work out your own study programme.
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FOR ASSIGNMENT QUESTIONS, PLEASE REFER TO myUNISA.
Suggested
schedule:
Study Unit 1: (1 week: 10
Introduction to Philosophy of Science notional hours)
Outcomes: At the end of this study unit, you should be able to:
• Clearly articulate the differences between social and
natural science, and Philosophy of Science.
• Explain the history of Philosophy of Science.
• Identify the importance of a theory of science.
• Explain the aims of the Philosophy of Science.
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Outcomes: At the end of this study unit, you should be able to:
• Consider the problem of science presented as objective
knowledge.
• Critically establish if a scientist can be objective.
• Ascertain the importance of subjective factors in
knowledge creation.
• Explain the importance of values in the practise of
science.
Contents: • Observation, Laws of Nature, and theory in scientific laws. Monday, 19th
• The Vienna Circle (Logical Positivism). February –
15
• The two-language structure of scientific theories and its Friday, 1st
critique. March 2024
• Synthetic, analytic, a priori and a posteriori statements.
• Realism and Instrumentalism.
Outcomes: At the end of this study unit, you should be able to:
• Describe the nature of observation and scientific laws.
• Explain critically the Vienna Circle’s theory of Logical
Positivism.
• Be able to critically evaluate the two-language structure of
scientific theories.
• Illustrate and /appraise the conflicting perspectives of
realism and instrumentalism.
Contents: • The history and process of inductive reasoning (Francis Monday, 4th –
Bacon). Friday, 15th
• David Hume’s “Problem of Induction” and attempts to March 2024
counter Hume (including Reichenbach).
• Popperian Falsificationism (hypothetico-deductivism).
• The demarcation of “science”.
• A pattern for the testing of hypotheses and their
“acceptance”.
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• Criticism of falsificationism.
• A realist approach to induction.
Outcomes: At the end of this study unit, you should be able to:
• Critically explain and evaluate inductivism and the
problems associated with induction.
• Elaborate critically on the attempts to vindicate induction.
• Define and explain Popper’s theory of falsificationism.
• Critically explore Popper’s theory, including the
“demarcation problem”.
• Understand the Popperian pattern for the testing and
acceptance of an hypothesis.
• Evaluate alternate solutions to the “problem of induction”.
17
Outcomes: At the end of this study unit, you should be able to:
• Uncover the significance of an historicist approach to
science.
• Identify the various Kuhnian stages of the development of
paradigms in science.
• Explain the paradigm approach to science of Thomas
Kuhn.
• Weigh up Kuhn’s view on “scientific” truth and the idea of
progress in science through paradigm change.
Outcomes: At the end of this study unit, you should be able to:
• Contextualise and critically engage with Lakatos’ theory of
MSRP.
• Relate Lakatos’ approach to those of Popper
(falsificationism) and Kuhn (paradigms) in a comparison
and contrast manner.
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Outcomes: At the end of this study unit, you should be able to:
• Determine the social importance of philosophical
reflection on the scientific enterprise.
• Have a critical understanding of gender issues in the
practise of science.
• Be aware of prejudices in science.
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• Ascertain science’s importance to Africa, its Western bias,
and its cultural localisation.
• Critically discuss the relevance of Feminist and African
Philosophy of Science to the practise of science, as well
as their flaws.
• Provide an overview of the core themes in Philosophy of
Science.
Working through the Point to ponder blocks as well as the Reflections at the end
of each study unit of the Study guide could help you in this regard.
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Do note, however, that examination questions will not be repeated from semester
to semester.
Suggested
schedule:
Study Unit 1: (1 week: 10
Introduction to Philosophy of Science notional hours)
Contents: • Defining “science” and “Philosophy of Science”.
• Philosophy of Science’s historical development from Monday, 15th –
Natural Philosophy. Friday, 19th July
• The importance of a theory of science. 2024
• The nature and aims of Philosophy of Science.
Outcomes: At the end of this study unit, you should be able to:
• Clearly articulate the differences between social and
natural science, and Philosophy of Science.
• Explain the history of Philosophy of Science.
• Identify the importance of a theory of science.
• Explain the aims of the Philosophy of Science.
21
Self-test: Answer the reflection questions at the end of Study unit 1 in
the Study guide.
Outcomes: At the end of this study unit, you should be able to:
• Consider the problem of science presented as
objective knowledge.
• Critically establish if a scientist can be objective.
• Ascertain the importance of subjective factors in
knowledge creation.
• Explain the importance of values in the practise of
science.
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PLS2607/101/3/2024
Outcomes: At the end of this study unit, you should be able to:
• Describe the nature of observation and scientific laws.
• Explain critically the Vienna Circle’s theory of Logical
Positivism.
• Be able to critically evaluate the two-language structure
of scientific theories.
• Illustrate and appraise the conflicting perspectives of
realism and instrumentalism.
23
• A pattern for the testing of hypotheses and their
“acceptance”.
• Criticism of falsificationism.
• A realist approach to induction.
Outcomes: At the end of this study unit, you should be able to:
• Critically explain and evaluate inductivism and the
problems associated with induction.
• Elaborate critically on the attempts to vindicate
induction.
• Define and explain Popper’s theory of falsificationism.
• Critically explore Popper’s theory, including the
“demarcation problem”.
• Understand the Popperian pattern for the testing and
acceptance of an hypothesis.
• Evaluate alternate solutions to the “problem of
induction”.
• Revolutions in science.
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Outcomes: At the end of this study unit, you should be able to:
• Uncover the significance of an historicist approach to
science.
• Identify the various Kuhnian stages of the development
of paradigms in science.
• Explain the paradigm approach to science of Thomas
Kuhn.
• Weigh up Kuhn’s view on “scientific” truth and the idea
of progress in science through paradigm change.
Outcomes: At the end of this study unit, you should be able to:
• Contextualise and critically engage with Lakatos’ theory
of MSRP.
25
• Relate Lakatos’ approach to those of Popper
(falsificationism) and Kuhn (paradigms) in a comparison
and contrast manner.
• Outline Feyerabend’s anarchist position on scientific
theory, truth, etc.
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Outcomes: At the end of this study unit, you should be able to:
• Determine the social importance of philosophical
reflection on the scientific enterprise.
• Have a critical understanding of gender issues in the
practise of science.
• Be aware of prejudices in science.
• Ascertain science’s importance to Africa, its Western
bias, and its cultural localisation.
• Critically discuss the relevance of Feminist and African
Philosophy of Science to the practise of science, as well
as their flaws.
• Provide an overview of the core themes in Philosophy
of Science.
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It is important in your examination preparation that you revise all module Monday, 7th –
content, and that you familiarise yourself with the essential theories discussed Friday, 11th
in each study unit. October 2024
Working through the Point to ponder blocks as well as the Reflections at the
end of each study unit of the Study guide could help you in this regard.
Past examination papers are available on myUnisa (see under “Official Study
Material”). Working through these questions will give you an idea of what you
should expect in the examination.
For further information on general time management and planning skills, please consult “Study @ Unisa”
brochure.
8 ASSESSMENT
• To complete this module, you will be required to submit 2 assessments (assignments) and to complete
and pass the examination.
• All information on when and where to submit your assignments will be made available to you via the
myUnisa site for your module.
• Due dates for assignments, as well as the actual assignments are available on the myUnisa site for
this module.
• To gain admission to the examination, you will be required to submit assessment 1.
• Your assignments will comprise a combination of multiple-choice questions (MCQs) and essays.
• You need to obtain a year mark average of 40% for the assignment/s to gain admission to the
examination.
• The assignment weighting for the module is 40%.
• The examination will be a take-home examination.
• The examination will count 60% towards the final module mark.
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In written assignments, markers will comment constructively on your work. Additionally, commentaries on
compulsory assignments will be sent to all students in follow-up tutorial letters. You will receive two follow-up
tutorial letters, one after each assignment has been submitted.
Please compare the work you have submitted to the commentaries provided in follow-up tutorial letters as
this will give you some indication of where your assignment may need attention. Your lecturer’s feedback will
help you in the completion of your next assignment and in examination revision.
0-40% Unsatisfactory
Your understanding of the question needs to be developed and contextualised.
You need to study the prescribed material with greater attention.
Your approach to the question was not sufficiently critical and analytical.
You did not refer to relevant prescribed material.
Your essay did not respond at all to the question/topic posed.
41-19% Barely satisfactory
Although you showed an understanding of the question you did not explain the problem.
You did not evaluate the various arguments.
You did not refer to relevant prescribed material.
You offered no arguments of your own.
50-59% Pass/Average
You need to practice applying your reasoning skills to specific problems in order to improve
your mark.
60-69% Above average
You have the idea, i.e., you understand the work.
You have to explore key points in more detail.
You have to show the implications of key points within the context of the question.
You should include practical examples to show your understanding of concepts.
You should include citations which substantiate your ideas.
70-74% GOOD
You need to analyse arguments in more detail.
You need to exploit the implications of these arguments further.
You need to include more citations to expound your views.
75% EXCELLENT
You have presented ideas in the essay that have been articulated independently.
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You have solidly utilised sources other than those prescribed in order to develop strong
argumentation.
You have considered arguments counter to your own particular stance and have engaged
these.
Additionally, the following specific assessment criteria are employed in assessing written assignment
submissions in this module:
The following rubric is employed in the assessment of your essays. It is included here, so that you will be able
to ascertain what we are looking for when assessing your essays. This “checklist” should assist you in
becoming aware of what is expected of you as you write the second and third assignments. It would be
prudent for you to work through the rubric employed, such that you can ascertain – prior to submission of
your essay – the extent to which your essay conforms to the expectations demanded.
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8.3 Assessment due dates
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Students who use a cell phone find it difficult to navigate the Online Assessment tool on the small
screen and often struggle to navigate between questions and successfully complete the quizzes. In
addition, cell phones are more vulnerable to dropped internet connections than other devices. If at all
possible, please do not use a cell phone for this assessment type.
• For written assessments, please note the due date by which the assessment must be submitted.
Ensure that you follow the guidelines given by your lecturer to complete the assessment. Click on the
submission button on the relevant assessment shell on myModules. You will then be able to upload
your written assessment on the myModules site of the modules that you are registered for. Before you
finalise the upload, double check that you have selected the correct file for upload. Remember, no
marks can be allocated for incorrectly submitted assessments.
• Elective assignments
- If not submitted, the student gets no mark for this item.
- The best of the required submissions will count.
• Mandatory assignments
- If not submitted, the student gets no mark for this item.
• Compulsory assignments
- If not submitted, the result on the student’s academic record will be absent.
• Optional assignments
- You are encouraged as a student to do optional assignment so that it may benefit your
learning.
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• If the student submits fewer than the required number of assignments per group or no
assignment in a group, a mark of 0% will be used.
• 0% is awarded to all non-submitted or unmarked assessments. A best mark is then
calculated from all items.
There are no assignments included in this tutorial letter. Assignments and due dates will be made
available to you on myModules for this module. We envisage that the due dates will be available to you upon
registration.
Examination information and details on the format of the examination will be made available to you online via
the myUnisa site. Look out for information that will be shared with you by your lecturer and e-tutors (where
relevant) and for communication from the university.
8.6.1 Invigilation/proctoring
Since 2020 Unisa conducts all its assessments online. Given stringent requirements from professional bodies
and increased solicitations of Unisa’s students by third parties to unlawfully assist them with the completion
of assignments and examinations, the University is obliged to assure its assessment integrity through the
utilisation of various proctoring tools: Turnitin, Moodle Proctoring, the Invigilator App and IRIS. These tools
will authenticate the student’s identity and flag suspicious behaviour to assure credibility of students’
responses during assessments. The description below is for your benefit as you may encounter any or all of
these in your registered modules:
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• Turnitin is a plagiarism software that facilitates checks for originality in students’ submissions against
internal and external sources. Turnitin assists in identifying academic fraud and ghost writing.
Students are expected to submit typed responses for utilisation of the Turnitin software.
(Please note that in this module, TurnItIn will be used for Assessment 2 as well as in the
examination.)
• The Moodle Proctoring tool is a facial recognition software that authenticates students’ identity
during their Quiz assessments. This tool requires access to a student’s mobile or laptop camera.
Students must ensure their camera is activated in their browser settings prior to their assessments.
• The Invigilator “mobile application-based service does verification” of the identity of an
assessment participant. The Invigilator Mobile Application detects student dishonesty-by-proxy and
ensures that the assessment participant is the registered student. This invigilation tool requires
students to download the app from their Play Store (Google, Huawei, and Apple) on their mobile
devices (camera enabled) prior to their assessment.
(Please note that in this module, the Invigilator App will be utilised for the examination.)
• IRIS Invigilation software verifies the identity of a student during assessment and provides for both
manual and automated facial verification. It has the ability to record and review a student’s
assessment session. It flags suspicious behaviour by the students for review by an academic
administrator. IRIS software requires installation on students’ laptop devices that are enabled with a
webcam.
Students who are identified and flagged for suspicious dishonest behaviour arising from the invigilation and
proctoring reports are referred to the disciplinary office for formal proceeding.
Please note:
Students must refer to their module assessment information on their myModule sites to determine which
proctoring or invigilation tool will be utilised for their formative and summative assessments.
For some idea of the questions you may be asked, you could re-frame the study unit or section headings
from your Study Guide and from your prescribed text in the form of questions. Past examination questions
can also be used as good practice, although questions are not repeated.
The range of examination questions will cover all the study material of this module.
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9 ACADEMIC DISHONESTY
9.1 Plagiarism
Plagiarism is the act of taking the words, ideas and thoughts of others and presenting them as your own. It is
a form of theft. Plagiarism includes the following forms of academic dishonesty:
• Copying and pasting from any source without acknowledging the source.
• Not including references or deliberately inserting incorrect bibliographic information.
• Paraphrasing without acknowledging the original source of the information.
9.2 Cheating
• Completing assessments on behalf of another student, copying the work of another student during
an assessment, or allowing another student to copy your work.
• Using social media (e.g., WhatsApp, Telegram) or other platforms to disseminate assessment
information.
• Submitting corrupt or irrelevant files, this forms part of examination guidelines
• Buying completed answers from so-called “tutors” or internet sites (contract cheating).
https://www.unisa.ac.za/sites/myunisa/default/Study-@-Unisa/Student-values-and-rules
The Advocacy and Resource Centre for Students with Disabilities (ARCSWiD) provides an opportunity for
staff to interact with first-time and returning students with disabilities.
If you are a student with a disability and would like additional support or need additional time for assessments,
you are invited to contact Prof. Scott ([email protected]) to discuss the assistance that you need.
Remember that the “Study @ Unisa” brochure contains the most relevant study information. Please refer to
this webpage for questions you may have: https://www.unisa.ac.za/sites/myunisa/default/Study-@-Unisa.
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12 IN CLOSING
Please feel free to contact me if you experience problems with the content of the module.
Sincerely,
Please use the information contained in this appendix for the successful completion of your second
assignment.
13.1 Introduction
This is a very brief summary of how to reference when writing assignments in the form of essays. It has been
developed for use within the Discipline of Philosophy, but could be used for other disciplines, too. The method
of referencing which I have employed here is commonly deemed as “The Harvard Method”, although some
minor modifications have been made.
• “Plagiarism” is the “… wrongful attempt to pass off another’s literary or musical work as one’s
own; act of copying without permission or acknowledgement.” (Garmonsway, 1991:551).
• Plagiarism is committed when one does not reference the use of other’s intellectual property in one’s
academic work, either in the text of your work or in the List of Sources/Bibliography. This means that
what is presented is made to appear as one’s own original work, rather than as the work of another.
Thus, references need to be provided for every idea which is not one’s own original work, both within
the text of your research work and in a List of Sources/Bibliography. Additionally, it must be noted that
references are not only provided for ideas that have been quoted directly, but for all ideas used!
• At the University of South Africa plagiarism is a punishable offence, which if followed through by the
University can lead to suspension of the student.
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13.3 How to reference in text
All ideas which are not your own and have been used within the text of your research work must be
referenced, i.e., acknowledged, within the body of your work. This includes indirect references as well as
quotations.
1 When one quotes part of a sentence, an ellipsis (i.e., “...”) is used. Ellipses demonstrate that text of a sentence – before
or after that which has been quoted – has been omitted. In the example above, text from the sentence before and after
that which was quoted has been omitted, and hence ellipses have been used before and after the quote. If one omits
only the latter part of a sentence, the ellipsis is positioned at the end of the quote before the inverted commas. While if
it is the former part of the sentence which has been omitted the ellipsis is positioned at the beginning of the quote after
the inverted commas.
2 Take note that direct quotations are placed in inverted commas (i.e., “...”), and are always typed in italics. A general
rule of thumb is that when a quotation is more than two lines in length, it is best to create a new paragraph for the
quotation, which is indented from the body of the text.
3 Should you make use of a source which was written by two authors, the surnames of both are placed in the in-text
reference as the example above indicates. If the source is by more than two authors, the surname of the first listed
author is named with the Latin words “et al” (translated as “and others”) placed afterwards. For example, if one uses an
idea from Page 235 in a 2008 book edited by John Brown, Sipho Ngwenya, and Harold Zimmerman, one will cite this
reference in text as follows: (Brown et al, 2008:235). “Et al” may also be used also in the text of your sentence. For
example: “According to Brown et al...” (2008:235). Logically, one would not then include the surname of the author(s) in
one’s reference at the end of the sentence as the surname(s) had already been stated within the sentence.
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13.3.2.1 If you refer to the author(s) in the sentence, you should reference as follows:
“‘Scientia’ … traces itself back to the Latin verb scire (to know) and the Latin
noun scientia (knowledge). Science … is knowledge covering general truths or
the operation of general laws – especially as obtained, tested and refined
through the scientific method.” (1998).
13.3.3 If you make use of more than one reference in your text from the same page, consecutively
• Rather than re-using the reference, the Latin word “ibidem” (abbreviated to “ibid.”) may be
employed as your reference. “Ibidem” is translated from the Latin as “the same place”.
• Example:
o According to Tarnas, “All else can be questioned, but not the irreducible fact of the thinker’s
self-awareness.” (2000:277). While Descartes proved the existence of his own thought, he
never succeeded in proving the existence of anything else (not even his own body!), or the
existence of God, which he tried so hard to do. Tarnas concludes that the consequence of
Descartes’ cogito was that there was “… an essential hierarchy and division in the world.”
(ibid.).
• TAKE NOTE:
“Ibid.” may only be used when the in-text reference preceding the reference for which you wish
to use “ibid.” has been used for the preceding reference.
Every sentence which contains an idea that is not your own, MUST BE REFERENCED, or plagiarism will
have been committed.
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13.4 How to develop a List of Sources/Bibliography
A List of Sources (also known as a Bibliography) is a collection of all the works you have used to develop
your research work. It is always placed at the end of the work following the conclusion.
All research works are obliged to have such a list to formally acknowledge from where ideas used have been
obtained. In addition to providing this information, your List of Sources/Bibliography has to follow a specific
format, which is explained below.
Please take note that the sources referenced in the List of Sources/Bibliography need to be in alphabetical
order, according to the surname of the author (or first author mentioned in the case of a work developed by
more than one individual).
• Surname of author, Initials of author. Year of Publication. Book Title (typed in italics). Place of
Publication: Publishing House.4
• Example:
o O’Murchu, D. 2003. Evolutionary Faith: Rediscovering God in Our Great Story. Maryknoll:
Orbis Books.
• Surname of Author 1, Initials of Author 1 & Surname of Author 2, Initials of Author 2. Year of
Publication. Book Title (typed in italics). Place of Publication: Publishing House.
• Example:
o Swimme, B. & Berry, T.M. 1992. The Universe Story: From the Primordial Flaring Forth to
the Ecozoic Era: A Celebration of the Unfolding of the Cosmos. San Francisco:
HarperSanFrancisco.
4Please take note: If you have not typed your List of Sources/Bibliography, then the title of the work cited needs to be
underlined rather than placed in italics.
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• Surname of Author 1, Initials of Author 1, Surname of Author 2, Initials of Author 2 & Surname of
Author 3, Initials of Author 3. Year of Publication. Book Title (typed in italics). Place of Publication:
Publishing House.
• Example:
o Belenky, M., McVicker Clinchy, B., Rule Goldberger, N. & Mattuck Tarule, J. 1997. Women’s
ways of knowing: The development of self, voice, and mind (10th anniversary edition). New
York: Basic Books.
• Surname of Editor, Initials of Editor. (ed.). Year of Publication. Book title (typed in italics). Place
of Publication: Publishing House.
• Example:
o Murove, M.F. (ed.). 2009. African Ethics: An Anthology of Comparative and Applied Ethics.
Scottsville: University of KwaZulu-Natal Press.
• Surname of Editor 1, Initials of Editor 1 & Surname of Editor 2, Initials of Editor 2. (eds.). Year of
Publication. Book title (typed in italics). Place of Publication: Publishing House.
• Example:
o Goodin, R.E. & Pettit, P. (eds.). 2006. Contemporary Political Philosophy: An Antholology
(Second Edition). Malden, MA: Blackwell Publishing.
• Surname of Editor 1, Initials of Editor 1, Surname of Editor 2, Initials of Editor 2 & Surname of
Editor 3, Initials of Editor 3. (eds.). Year of Publication. Book title (typed in italics). Place of
Publication: Publishing House.
• Example:
o McGrew, T., Alspector-Kelly, M. & Allhof, F. 2009. Philosophy of Science: An historical
anthology. Chichester: Wiley-Blackwell.
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13.4.7 Composite works5
• Surname of Author, Initials of Author. Year Published. Title of the work, page number beginning
– page number end, in: Initials of editor, surname of editor (ed.), Name of the composite work
(typed in italics). Place of Publication: Publishing House.
• Example:
o Ramose, M.B. 2009. Ecology through Ubuntu, in African Ethics: An Anthology of Comparative
and Applied Ethics, pp. 308-313, in: M.F. Murove (ed.). Scottsville: University of KwaZulu-
Natal Press.
• Surname of Author, Initials of Author. Year Created. Title of Unpublished Article (typed in italics).
Unpublished.
• Example:
o O’Mahony, D.F. 2002. A Spirituality to Accompany Sustainable Development. Unpublished.
• Surname of Author, Initials of Author. Year of Publication.6 Title (typed in italics). Place of
Publication (if available): Publisher (if available). Retrieved (date of retrieval) day, month, year:
URL.
• Example:
o Stoeger, W.R. 2004. Cosmology. Retrieved 23 January 2007:
http://www.disf.org/en/Voci/44.asp.
• Surname of Author, Initials of Author. Year of Publication. Title of the Article. Title of Journal (typed
in italics), Volume number(number): page numbers upon which article is found within the journal.
• Example:
o Nussbaum, M.C. 1988. Non-Relative Virtues: An Aristotelian Approach. Midwest Studies in
Philosophy, XIII(1988):32-53.
©
Unisa 2024
5 A composite work is a collection of original research by various authors, which are collected together to form a volume.
When using such a work, the practice is to cite each work from the composite work which you have used, individually.
6 If no year of publication can be located, it suffices to indicate that there is “no date”, by the abbreviation “n.d.”.
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