Be and Make
PHILOSOPHY POST GRADUATION AUTONOMOUS COURSE
(AFFILIATED UNDER WBSU)
A Post Graduate course in Philosophy was introduced in September 2016 under the affiliation of West Bengal State University. The total intake capacity is 25 .
The current syllabus of Department of Philosophy, WBSU, is followed. The academic session is from July of each year to June of next year. It is a two year course with 4 semesters respectively.
The Department offers Special papers on Meta Ethics, Applied Ethics, Nyaya Kusumanjali, Yoga Sutra and Logic.
The classrooms dedicated for Post Graduate teaching of both General and Special Papers are equipped with ICT facilities such as LCD screens to enable power-point presentations by resource persons as well as students.
The department has a PG corner in the Central Library with advanced level books to cater the academic requirements of the Post Graduate teaching /learning.
In addition to the senior Faculty members of the College, renowned Faculty from other Universities / Institutes and Colleges are also invited to teach for the PG Course. Since the College runs Post Graduate Course, students registered under WBSU can enroll for Research guidance for Ph.D degree by faculty member Dr. Bidisha Chatterjee. At present Smita Roy is working as a Ph.D scholar under Dr. Bidisha Chatterjee since 2017.
Vision
Knowledge is the powerful tool to excel the human potential to its maximum. Ramakrishna Sarada Mission Vivekananda Vidyabhavan, envisions to be a value-laden institution for women, following the steps of Sri Ramakrishna Paramhansa, Sri Sarada Maa and Swami Vivekananda. The institution’s Department of Philosophy is directly associated with making this a reality by imparting a value-based knowledge system to young scholars. It is committed to innovative and inclusive epistemic endeavor and skill-oriented training, by seeking excellence in teaching, research, and knowledge transfer. Keeping the vision of the mother institution in mind, the Department of Philosophy has delved into the new venture of disseminating higher knowledge resources through the initiation of post-graduate course.Philosophy is an epistemic attempt to study the fundamental truths , principles of conduct and logical understanding of problems. It is a speculative discipline with the vision to develop logical, analytical and critical abilities of thinking. It seeks to establish standards of evidence, provide rational methods for resolving conflicts, and create techniques for evaluating ideas and arguments. The Department of Philosophy of this college reflects this vision in its endeavour to initiate the intellectual capabilities in the mind of the young scholars.
We all know Logic is an integral part of Philosophy. Logic forms the rational pillars of critical philosophical thought process. The recent development in the area of computer science and application, reflect a need to learn logical reasoning skills as it helps in defining problems, get desired outcomes , analyze data logically and evaluate results. Logic also plays an important role in the design of new programming language and is necessary for work in artificial intelligence and cognitive science.
Very recently, the department is planning to introduce two years Diploma course in Application of Logical Reasoning in Computer Science for our students to encourage higher order logical thinking and help them explore new fields of research and studies after graduation and post graduation.
The autonomous Postgraduate course of the Department of Philosophy is dedicated to bringing forward the potentialities of the students and inspiring them to become socially empowered and economically self-reliant women.
Mission
Syllabus:
https://wbsu.ac.in/web/wp-content/uploads/2020/12/With-Code-Final-P.G.-CBCS-Syllabus.pdf
Programme Outcomes: CBCS
PO1: Communication Skills: Confident to speak, write, read, listen and understand the English language and one or more Indian languages. Relate the ideas, knowledge, books, and people. Think and decide rationally, and adopt technology and electronic/print media in disseminating thoughts, facts and realities.
PO2: Social responsibility: Develop an obligation to act for the benefit of society at large. Cultivate the responsibility to maintain a balance between the economy and the ecosystems. Nurture a moral obligation to minimize the adverse effect on those immediately around them.
PO3: Critical, logical and rational thinking: Acquire the ability for objective, rational, sceptical, logical, and unbiased analysis of factual evidences to form a judgment or conclusion. Enhance the process of rational thinking, problem solving and analytical evaluation from different perspectives.
PO4: Enlightened and effective Citizenship: Cultivate progressive citizenship for a knowledge society for peace and prosperity of nations and the world. Develop clear, rational and progressive thinking. Participate in decision-making concerning the society and upholding national development, integrity, unity and fraternity.
PO5: Values and Ethics: Recognize the importance, worth and usefulness of principles and standards of behavior and moral dimensions of one’s own decisions and judgement. Be aware of various aspects of social and moral responsibilities through social, outreach, and cultural activities during the programme. Shape a personality which understands, appreciates and respects ethical, religious and cultural diversity and plurality.
PO6: Sustainable development: Understand, organize and promote the principle of human development goals by sustaining the ability of natural systems, natural resources and ecosystem services upon which the economy and society depends. Giving importance to CARE: Connectivity, Attentiveness, Responsibility and Empathy.
PO7: Life-long process of Learning: Cultivate the proficiency to engage in independent, life-long and progressive learning abilities in the broadest context of changing socio-politico-economic-cultural and technological scenario.
PO8: Employment Skills: Be prepared for employment in various fields by developing reading, writing and comprehension skills which make the students fit and eligible for jobs in the government and non-government sectors. A broad-spectrum study of various subjects helps the students compete in various examinations for employment after graduation.
PHILOSOPHY
PG AUTONOMOUS COURSE
Paper Name & Course Outcomes
Indian Ethics
To understand the concept of good and bad, right and wrong from moral standpoint in Indian Context.
The present course aims to unfold the true essence of Indian Ethics to the students through analysis of universal prescriptions and sadhanas that need to be deployed in warding off social evils and establish peace in the society.
The students will get the opportunity to read texts like Srimad Bhagavad Gita and Mahabharata that will help them to inculcate reflections on social justice, freedom, war, peace, ethical conduct and moral righteousness.
PHIPCOR02T
Western Ethics
Theoretical polemics about different criteria of morality reaches its most interesting depth and richness with respect to Mill and Kant – Mill seeking to derive goodness from utilitarian motives and results, while Kant seeking to purify ethics of all empirical and hypothetical content. This course is a text- based study of these two classical standpoints. Students will have an over-view of the different theories of western ethics (what makes an action right or wrong), whether they should ever act only in line with self-interest or take an altruistic attitude. The students will learn how moral philosophical analysis can be applied in resolving the real life situations.
PHIPCOR03T
Indian Epistemology
This course surveys two major schools of Indian philosophy – the Nyaya and the Bhatta Mimamsakas – their respective views on the nature, sources (pramanas) and validity of cognition (pramanya.) Italso includes theories of the validity of cognition (pramanyavada) considering two main theories svatahpramanyavada and paratahpramanyavada and also a brief account on Khyativada, specially Anyathakhyativada, AkhyativadaandAnirvacaniya. The course will enable critical appreciation of the richness of the classical Indian philosophical tradition, understanding of the main arguments and counter-arguments of the valid means of knowing or pramana-s as well as theories of false knowledge or khyativada-s.and its significance to the contemporary philosophy.
PHIPCOR04T
Western Epistemology
This course begins with the revolution brought by Kant in the field of Epistemology – the various technical aspects of his Metaphysics of experience as set forth in The Critique Of Pure Reason. From there it moves down to some modern epistemological queries, particularly those challenging the traditional definition of knowledge and E.L.Gettier’s arguments against it. It also incorporates some contemporary theories of justification linking it up with certain aspects of virtue epistemology. The course will enable the students to critically reason and thus be able to become worthy citizens of the twenty-first century epistemological community within philosophical circle. It will also deepen their understanding about the complexity and dynamics of the basic epistemological issues, the different theories of justification and knowledge.
PHIPCOR05T
Aesthetics: Indian and Western
This course aims to provide students with an introduction to aesthetics and the philosophy of art in general. The first part of the course starts with the wide-ranging discussion of philosophical aesthetics and philosophy of art and their meaning and relation. In the second part the students are introduced to the discussion of aesthetics from ancient Indian perspective under the coinage of rasa theory pioneered by Abhinava Gupta on one hand while Marxian thesis on aesthetics on the other hand. In the last part of the course students are introduced to neuro-aesthetics, an emerging sub-field of study in aesthetics where students are clarified as to how modern brain research may provide insight into creative mechanisms at play in human-beings. The student will be encouraged to see connections between the different parts of the modules and to understand how contemporary debates can be traced back to or even helpfully illuminated by ancient philosophical debates. Students will learn the relation between philosophy and aesthetics and art and its value from societal point of view. They will also develop a basic understanding of how aesthetic stimuli activate specific anatomical structures in the brain and how cognitive and affective factors interact in aesthetic perception is also.
PHIPAEC01M
Course Name: Humanism
Humanism, as a philosophy focusing prime importance on human-being, is getting more and more relevant in contemporary world. It promises a common spiritual shelter for the entire mass irrespective of class, caste, race and religion. The course provides the students with the opportunity to be enlightened with various colours of humanism .The integral humanism of Deendayal Upadhyay is supplemented by the Radical humanism of M.N.Roy and the humanist approach of Maulana Abul Kalam Azad. Thus an open intellectual environment is developed for the proper grooming of budding philosophers.
Social and Political Thought I
Social and Political thoughts always entail the question of their application since they are directly related to the everyday life of people. The cardinal principles of Gandhi’s thought are truth and nonviolence. Based on these principles, Gandhi lays down his views and perceptions on economic, political and social philosophy and their relevance in the contemporary world. The first half of the course will enable the students to have a proper grasp of the liberal philosophy of Mill with its moral restrictions and thus will develop their power of critically evaluate social and political rights and liberties. The women’s question, as a contemporary issue with multidimensional perspectives, will be introduced to the students with its basic philosophical foundation from liberal perspective. The second half of the course will enable the students to grasp the alternative meaning of power — the power of non-violence and love. They will have that positive confidence to fight against all kinds of incivility, cruelty and inequality with the weapon of truth, love and fellow feeling as propounded by Gandhi.
Indian Metaphysics
This course introduces some vital issues and problems of metaphysics as discussed in Indian traditions, focusing primarily on Nyaya-Vaisesika and Vedanta. While Indian philosophy is a comprehensive study of life and world without splintering it into distinct branches viz. epistemology, logic, metaphysics etc., yet in a sense, its subject-matter divides into two main classes, viz. Pramana (means of cognition) and Prameya (object of cognition). The theory of Pramana is sometimes roughly equated with logic and epistemology, while the theory of Prameya may be regarded as the Indian counterpart of Metaphysics. Like the western counterpart of the earlier course, in this course a student will be acquainted with the core issues of Indian philosophy- what kinds of things there are in this world(padarthas) and what are their nature and classification in the most general terms.
PHIPCOR08T
Western Logic
The course takes up propositional logic and first order predicate logic at a higher level, introducing the tree-method of proof, new set of quantification-rules, multiple generality and relations. It seeks to integrate conceptual issues like logical form, logical system, the parity and disparity between logical symbolism and natural language, with computational operations. Some key meta-logical concepts – like formal language, properties of a logical system – are also absorbed into the course. Finally, a comparative and contrastive analysis of the salient features of Western and Indian logic sets the tune for the next module. Students will gain expertise on their ability to use the specific tools of critical thinking and logic distinguishing between truth and validity, validity and invalidity of deductive arguments, identifying the common syllogisms and the informal fallacies. They will be able to distinguish between philosophic inquiry and mere scientific investigation. They will also be able to identify the premises and conclusions in both formal as well as informal proofs, and demonstrate an awareness of the limits of deductive forms as well as linguistic ambiguities, finding examples of fallacious forms of reasoning, etc. from drawing and analyzing Venn diagrams.
PHIPCOR09T
Indian Logic
Logic developed in India out of two distinct traditions. One is Vada tradition and the other is Pramana tradition. Indian logic is introduced in this course so that the students can understand the basic features of both types of reasoning. This course includes the discussion of the theory of inference and the related notions with regard to the two important Indian schools viz. Nyaya and Bauddha. Students will learn in particular to distinguish between different kinds of reasoning and informal fallacies, to recognize the basic psychological impediments to good reasoning, to identify and clarify ambiguities in language and to show how tools of logic may be applied to issues in everyday life and enhance our grasp over empirical knowledge.
PHIPCOR10M
Seminar Presentation on Selected Philosophical Texts:
Students have to give presentation in any one of the prescribed readings along with a written paper. Internal faculties will supervise them in group. The course material along with its mode of teaching will encourage students to be enriched with the life and thought of distinguished thinkers in self- learning process.Thus their gradually developing personal intellectual intimacy with the reading will develop their power of critical assessment.
PHIPSEC01T
Logical Reasoning and Applications: Indian and Western
Logic is the fundamental vehicle of human’s communication. Whether it is our public debates or private reasoning, all must pass the test of ‘being logical’. The course will teach the students the basics of logic, which provides grounds for representing and assessing the logical form of arguments both from western tradition and Indian tradition. They will succeed in jobs as data analyst, market research analyst & journalists. This course will enable the students to reason clearly and carefully, employing the principles of logic to construct sound arguments. It will also enhance their capacity to reason clearly and carefully will be manifest in their use of deductive reasoning skills inductive reasoning skills, wherein one must reason beyond the conditions that are known, given, or accepted. In this context they will also gain the skill to distinguish between false causes (hetvabhasa-s) and true causes (hetu-s).
PHIPCOR11T
Swami Vivekananda’s Philosophical Discourse
This course aims to introduce our students to Swami Vivekananda’s book titled “Colombo to Almora”, which primarily focuses on his journey and experiences during his visit to the West and his return to India. It captures his observations, insights, and reflections on various aspects such as religion, society, and culture, particularly in the context of India and the West. The book is significant for its portrayal of Vivekananda’s thoughts on the spiritual and social challenges of his time and his vision for India’s future. In this course a student will be acquainted with the Vivekananda’s interpretations of Vedanta, Hindu philosophy, and spirituality. His discussions on topics such as the unity of religions, the nature of the self, and the role of spirituality in modern life would provide a deeper understanding.
PHIPCOR12T
Social and Political Thought II
Social and Political thoughts always entail the question of their application since they are directly related to the everyday life of people. The students will be introduced chronologically to the views of some of the stalwart philosophers. The critical analysis of those thoughts, will help the students to understand those views and their present relevance from a broader perspective. The first part of the course will provide the students an open arena of critical discourse on Marxist studies along with praxis. The Marxist Philosophy, in the sense of a philosophy of process instead of a system, encourages budding philosophers to engage themselves in critical survey of their day to day life and experiences with Marxist interpretation which is a dynamic process going with and beyond Marx. While the Rawlsian approach of justice will provide ethical, political and psychological support to those who are a little behind the social milestone.
Western Metaphysics
The epistemic journey through key metaphysical issues – Space and Time, Realism and Anti-Realism, Persistence of matter and person – is focused on the relation of body and mind, with a chronological and comprehensive portrayal of the major theories on the subject. In this course a student will be acquainted with the core issues of philosophy- what kinds of things there are in this world (ontological issues) and what they are their nature in the most general terms. We have both a common sense picture of the world and a scientific picture of the world, and sometimes these two pictures appear to contradict; the aim of this course on metaphysics is to try to resolve this conflict. Central questions in metaphysics (discussed in the first part) with which students are broadly familiarized are: objects, time and persons, while in the second part students will gain a more skilled enquiry into the nature of persons, mind-body relationship
PHIPCOR14T
Analytic Philosophy
Metaphysical discourse calls forth a linguistic treatment in the shape of the fundamental question as to how language relates to reality. Starting with the Fregean insight that this relation obtains in thoughts one moves on to see how this transparency and determinacy of meaning was sought to be ensured in both logical atomism (Russell and early Wittgenstein) and logical positivism (Carnap). The course finally enters into an attack on this essentialism or self-interpretively of thought in different tracks with special reference to later Wittgenstein. The course will initially familiarize the students with the analytic method of philosophizing and develops their interest and power of critical thinking in the arena of language and reality. In due course they will learn about the early and later philosophical works of Ludwig Wittgenstein. The idea of structural parallelism between language and world, as highlighted in Tractatus Logico- Philosophicus, ultimately surrenders itself to game theory of meaning in Philosophical Investigations providing the students the opportunity to enjoy the thrill of discovering the dynamic nature and meaning of language in their lived experiences.
PHIPDSE01T
Indian Logic I
Navya Nyaya Bhasa-Pradipa by M.M. Mahesha Chandra Nyayaratna
This course takes off from where the compulsory courses on Indian logic left. This course is primarily text-based. The first part of the course introduces to the students the classical Indian text namely Navya- Nyaya Bhasa-Pradipa which is aimed at providing the fundamental concepts of Navya-Nyaya, thereby setting sufficient background for the study and understanding of another text Vyaptipancaka of Gangesh Upadhayawith Mathuritikadeveloped during 16th to 18th century which is included in the second part of the course. Students who opt this course learn the canons of Indian logic directly from the prescribed textNavya Nyaya Bhasa-Pradipa.
Western logic I
A comprehensive analysis of the Propositional Logic in the course VII, now the student is prepared to face the more vital issues and arguments concerning Meta-logic and First-order Predicate Logic. This course starts with a brief historical survey of Meta-logic and notion of Formal System. Students will learn the fundamentals of predicate logic including how to translate English to logical notation and to use trees and proofs to evaluate the validity of arguments. Students will learn meta- logic, and in particular demonstrations of the correctness of systems used in predicate logic.
Indian Theories language-I
A word has the power to stand for a particular object. So, the meaning (artha) of a word is to be identified with that particular object for which the word stands. When we can understand words, we acquire the power to receive knowledge. The meaning generating power of a word i.e. the semantic power of words and epistemic power of hearer or reader are closely related and this relationship has been a core concern for Indian Philosophers over a long period. Here we will concentrate primarily on Nyaya School, though other views also are taken up in brief. The aim of this optional course is to help the student to grasp and analyze the problems concerning word-meaning, sentence-meaning, highlighting the significant relationship between word, meaning, knowledge etc.
Classical Indian Text-I
This optional course proceeds to deal with an important classical Indian Text namely-Nyaya Kusumanjali of Acharya Udayana. This course aimed at providing the fundamental issue of the classical Text Nyaya Kusumanjali of Acharya Udayana. Students who opt this course learn in details about the essential tenets of Nyaya philosophy through this text.
Family and Feminism-I
The course will focus on the institution family. Any moral analysis on the institution family seeks a clear definition of the term and the course will see whether such a definition is possible in case of family or not. After the conceptual analysis some moral issues regarding family will be addressed following different philosophical viewpoints. The course will help students to develop a kind of intellectual vigilance against ethnocentrism which is an enemy against sincere socio-philosophical research. They will be able to question the myths and anecdotes related to human and animal society and will have a critical vision essential for a normative analysis of the age old institution family.
Ethical Theories and its Applications -I Meta-ethics
Ethics is beyond studying what is legally or socially accepted and tolerated. It recommends what is right or wrong and thus attempts to discover reasonable general principles, which helps us to decide what we ought to do or ought not to do. Since normative ethics has been included in the compulsory part of the course work, it has been purposefully excluded here. This course discusses meta-ethics. It attempts to investigate where our ethical principles originate from and what do they mean. In this course students learn the issues of universal truths, the role of reason in ethical judgments and the meaning of the ethical terms themselves-all that forms the kernel of meta-ethics.
PHIPCOR15T
Philosophy as Life and Living
The course is based on views of one of the foundational personality of contemporary Indian thinkers and his role in attempting to eradicate social evils like untouchability arising due to discrimination over caste, religion etc. This course will sensitize the students with social evils like untouchability arising due to discrimination over caste, religion etc.
PHIPCOR16T
Phenomenology and Existentialism
Husserl’s philosophy, though best known for its method is primarily focused on the application of his method to issues that are almost exclusively epistemological. 20th century’s existentialism is heavily influenced by the philosophy of Husserl. While both Heidegger and Husserl consider themselves as phenomenologist, there is a significant difference. Students are expected to be familiarized with the main tenets of this phenomenological tradition. In this process they will also know the different phenomenological and existentialist approaches to perception, meaning, language, inter-subjectivity and culture in general but an expertise on Husserl, Sartre’s and Heidegger’s thoughts in particular.
PHIPCOR17P
Grand Viva
50 marks viva-voce will be taken giving equal weightage to all the courses taught throughout the four semesters. This course will enhance the student’s ability to pronounce aloud his/her personal philosophical grasp over the subject taught over the last four semesters and her ability to defend her own views in front of experts.
PHIPDSE02T
Indian Logic-II
This course is primarily text-based. It discusses in details the seminal text Vyaptipancaka of Gangesha Upadhyaya with Mathuritika, developed during the 16th to 18th century. Students who opt this course learns the techniques of Indian logic, especially the logic propounded by the Nyaya school from the prescribed text Vyaptipancaka of Gangesha Upadhyaya with Mathuritika which is considered to be a seminal book of the said school.
Western logic-II
Logic of Identity and Modal Logic
After completion of first in-depth course on Meta-logic in Western Logic-I, the student gradually proceeds to deal with the deeper issues like Modal Logic, the concept of Identity and Definite Description and Modal Inferences. The student on completing this course will be able to demonstrate knowledge of formal systems of modal logic (proof theory and semantics), understand the relationships between these formal systems and questions, e.g., about the nature of modality, identity, or conditionals and use and define concepts with precision, both within formal and discursive context.
Indian Theories of language-II
The course delves into critical debate generated by the Nyaya, Prabhabakara-s and Bhatta philosophers on the way in which we grasp the meanings of a word in a sentence. In this context the different types of meaning of words namely-Vacyartha and Laksyartha and their critical analysis is also included. The students will have grasp on the various theories of language in details along with the debate generated between different schools of Indian Philosophy.
Classical Indian Text-II
This course is primarily text-based. It discusses in details the seminal text of Yoga philosophy namely Yoga-Sutra with Vyasa-Bhasya by Maharsi Patanjali. Students who will opt this course learn in details about the essential tenets of Yoga philosophy through this text.
Philosophy as Life and Living-II
The course is based on views of one of the foundational personality of contemporary Indian thinkers and his role in attempting to eradicate social evils like untouchability arising due to discrimination over caste, religion etc. This course will sensitize the students with social evils like untouchability arising due to discrimination over caste, religion etc.
Family and Feminism-II
The course aims to introduce the rapid development of feminist movement over the past few decades. Understanding this development will remain incomplete without students being familiarized with the different jargon used in feminist literature, so notions of sex, gender, sexism, patriarchy et al are taught in the course. Apart from this wide range of feminist critiques of the different branches of philosophy is also included in the course. Students will be introduced to the different terms found in the feminist literature with aid of which they will understand the significance of the whole range of feminist agendas.
Ethical Theories and its Applications -II
Applied ethics, which forms the main part of this course, involves examining specific controversial issues that arise in our daily life. By using the conceptual tools of meta -ethics studied in the earlier course, applied ethics try to resolve these controversial matters. However often these lines of distinction between meta-ethics and applied ethics become blurred. Students are taught to apply the ethical theories learned so far in the PG program in Philosophy to resolve conflicts arising in our day-to day life both at individual level and social level.
Students have to write one dissertation on any topic related with the core courses offered by the department. A supervisor will be assigned to each student under whose guidance she/he will write her/his dissertation.
Programme Specific Outcomes
PSO1 – The students will get the opportunity to read texts like Srimad Bhagavad Gita and Mahabharata that will help them to inculcate reflections on social justice, freedom, war, peace, ethical conduct and moral righteousness.
PSO2 – Students will have an over-view of the different theories of western ethics (what makes an action right or wrong), whether they should ever act only in line with self-interest or take an altruistic attitude. The students will learn how moral philosophical analysis can be applied in resolving the real life situations.
PSO3– he course will enable critical appreciation of the richness of the classical Indian philosophical tradition, understanding of the main arguments and counter-arguments of the valid means of knowing or pramana-s as well as theories of false knowledge or khyativada-s.and its significance to the contemporary philosophy.
PSO4– The course will enable the students to critically reason and thus be able to become worthy citizens of the twenty-first century epistemological community within philosophical circle. It will also deepen their understanding about the complexity and dynamics of the basic epistemological issues, the different theories of justification and knowledge.
PSO5- The student will be encouraged to see connections between the different parts of the modules and to understand how contemporary debates can be traced back to or even helpfully illuminated by ancient philosophical debates. Students will learn the relation between philosophy and aesthetics and art and its value from societal point of view. They will also develop a basic understanding of how aesthetic stimuli activate specific anatomical structures in the brain and how cognitive and affective factors interact in aesthetic perception is also.
PSO6– The course provides the students with the opportunity to be enlightened with various colours of humanism .The integral humanism of Deendayal Upadhyay is supplemented by the Radical humanism of M.N.Roy and the humanist approach of Maulana Abul Kalam Azad. Thus an open intellectual environment is developed for the proper grooming of budding philosophers.
PSO7 – The students will have a proper grasp of the liberal philosophy of Mill with its moral restrictions. The students will also get introduced to Mill’s notion on women’s position with its basic philosophical foundation from liberal perspective. The course will also enable the students to grasp the alternative meaning of power – the power of non-violence and love. They will have that positive confidence to fight against all kinds of incivility, cruelty and inequality with the weapon of truth, love and fellow feeling as propounded by Gandhi.
PSO8 – In this course a student will be acquainted with the core issues of Indian philosophy- what kinds of things there are in this world(padarthas) and what are their nature and classification in the most general terms.
PSO9 – Students will gain expertise on their ability to use the specific tools of critical thinking and logic distinguishing between truth and validity, deductive arguments, identifying the common syllogisms and the informal fallacies, to distinguish between philosophic inquiry and mere scientific investigation; to identify the premises and conclusions in both formal as well as informal proofs, and demonstrate an awareness of the limits of deductive forms as well as linguistic ambiguities.
PSO10 – Students will learn in particular to distinguish between different kinds of reasoning and informal fallacies, to recognize the basic psychological impediments to good reasoning, to identify and clarify ambiguities in language and to show how tools of logic may be applied to issues in everyday life and enhance our grasp over empirical knowledge.
PSO11- Students get the opportunity to present any one of the prescribed readings along with a written paper. This will encourage students to be enriched with the life and thought of distinguished thinkers in self- learning process and help them develop intellectual supremacy and power of critical assessment.
PSO12 – This course will enable the students to reason clearly and carefully, employing the principles of logic to construct sound arguments. It will also enhance their capacity to reason clearly and carefully will be manifest in their use of deductive reasoning skills inductive reasoning skills, wherein one must reason beyond the conditions that are known, given, or accepted. In this context they will also gain the skill to distinguish between false causes (hetvabhasa-s) and true causes (hetu-s).
PSO13 – The students will be introduced chronologically to the views of some renowned philosophers. The critical analysis of their thoughts, will help the students to understand those views and their present relevance from a broader perspective. It will provide the students an open arena of critical discourse on Marxist studies along with praxis.
PSO14 – In this course a student will be acquainted with the core issues of philosophy – Space and Time, Realism and Anti-Realism, Persistence of matter and person- what kinds of things there are in this world (ontological issues) and what they are their nature in the most general terms.
PSO15 – The course will initially familiarize the students with the analytic method of philosophizing and develops their interest and power of critical thinking in the arena of language and reality. In due course they will learn about the early and later philosophical works of Ludwig Wittgenstein. The students the opportunity to enjoy the thrill of discovering the dynamic nature and meaning of language through reading of Tractatus and Philosophical Investigation.
PSO16: Students who opt this course learn the canons of Indian logic directly from the prescribed text Navya Nyaya Bhasa-Pradipa.
PSO17: Students will learn the fundamentals of predicate logic including how to translate English to logical notation and to use trees and proofs to evaluate the validity of arguments. Students will learn meta- logic, and in particular demonstrations of the correctness of systems used in predicate logic.
PSO18 – The students will concentrate primarily on Nyaya School, though other views also are taken up in brief. The aim of this optional course is to help the student to grasp and analyze the problems concerning word-meaning, sentence-meaning, highlighting the significant relationship between word, meaning, knowledge etc.
PSO19 – This course aimed at providing the fundamental issue of the classical Text Nyaya Kusumanjali of Acharya Udayana. Students who opt this course learn in details about the essential tenets of Nyaya philosophy through this text.
PSO20 – The course will help students to develop a kind of intellectual vigilance against ethnocentrism which is an enemy against sincere socio-philosophical research. They will be able to question the myths and anecdotes related to human and animal society and will have a critical vision essential for a normative analysis of the age old institution family.
PSO21 – This course discusses meta-ethics. It attempts to investigate where our ethical principles originate from and what do they mean. In this course students learn the issues of universal truths, the role of reason in ethical judgments and the meaning of the ethical terms themselves-all that forms the kernel of meta-ethics.
PSO22 This course will sensitize the students with social evils like untouchability arising due to discrimination over caste, religion etc.
PSO23 Students are expected to be familiarized with the main tenets of this phenomenological tradition. In this process they will also know the different phenomenological and existentialist approaches to perception, meaning, language, inter-subjectivity and culture in general but an expertise on Husserl, Sartre’s and Heidegger’s thoughts in particular.
PSO24 – This course will enhance the student’s ability to pronounce aloud his/her personal philosophical grasp over the subject taught over the last four semesters and her ability to defend her own views in front of experts through viva.
PSO25 – Students who opt this course learns the techniques of Indian logic, especially the logic propounded by the Nyaya school from the prescribed text Vyaptipancaka of Gangesha Upadhyaya with Mathuritika which is considered to be a seminal book of the said school.
PSO26 The student on completing this course will be able to demonstrate knowledge of formal systems of modal logic (proof theory and semantics), understand the relationships between these formal systems and questions, e.g., about the nature of modality, identity, or conditionals and use and define concepts with precision, both within formal and discursive context.
PSO27- The students will have grasp on the various theories of language in details along with the debate generated between different schools of Indian Philosophy like Nyaya, Prabhabakara-s and Bhatta.
PSO 28 – This course is primarily text-based. It discusses in details the seminal text of Yoga philosophy namely Yoga-Sutra with Vyasa-Bhasya by Maharsi Patanjali. Students who will opt this course learn in details about the essential tenets of Yoga philosophy through this text.
PSO29 – The course is based on views of one of the foundational personality of contemporary Indian thinkers and his role in attempting to eradicate social evils like untouchability arising due to discrimination over caste, religion etc. This course will sensitize the students with social evils like untouchability arising due to discrimination over caste, religion etc.
PSO30 – Students will be introduced to the different terms found in the feminist literature with aid of which they will understand the significance of the whole range of feminist agendas.
PSO31 – Students are taught to apply the ethical theories learned so far in the PG program in Philosophy to resolve conflicts arising in our day-to day life both at individual level and social level.
PSO 32: Students have to write one dissertation on any topic related with the core courses offered by the department. A supervisor will be assigned to each student under whose guidance she/he will write her/his dissertation.
– After completion of the course students will be able to:
| CO’s | Knowledge level
Bloom’s Taxonomy |
PSO’s mapping | |
| CO1 | This course offers the students to know the basics of Hindu ethics. The aim of incorporating it in the PG syllabus is to help the students acquire knowledge about the rich heritage of Classical Indian
value system. The inclusion of epics in the syllabus helps the students to understand our value system through reading and critically interpret and exploring the text which is an important part of philosophical analysis.
|
Know, Understand, analyse, acquire, critically interpret, explore. | 1,3 |
| CO2 | Utilitarianism is an integral part of western moral thought. Exploring the text of John Stuart Mill’s Utilitarianism help the students to know, understand and critically evaluate the moral concepts. Kantian ethics is an integral part of understanding classical mainstream ethical views.
Reading and understanding the rational analysis of Metaphysics of Morals helps the students to acquire a critical eye for analyzing moral concepts.
|
Understand, Analyze, know, acquire, evaluate evaluate, know, explore, Read, critically evaluate | 2,7 |
| CO3 | Epistemology is an integral part of philosophy. Inclusion of Indian classical epistemological debates through Nyaya Epistemology helps the students to discover to higher level of abstract reasoning .
|
discover | 1,3, 10, 13, 26 |
| CO4 | By studying the Critique of Pure Reason of Immanuel Kant, the students learn to critically assess the traditional theories of empiricism and rationalism and also try to understand the critical aspect of Kantian Philosophy.
|
understand, critically assess | 2, 14, 21, 31 |
| CO5 | Philosophical speculation on various aspects of aesthetics give the students an opportunity to explore its relevance in the present day world. They learn to explain, analyze, compare and contrast different views and justify a standpoint. | Explain, explore, analyze, justify, compare, contrast, understand | 5 |
| CO6 | Students are required to give presentation along with a written paper on any one or on all of the views of the philosophers like Deen Dayal Upadhyaya, M. N. Roy and Maulana Azad. They develop the research skills like how to examine, review, evaluate, expalin and write, through this project.
|
Examine, review, evaluate, explain and write | 6, 11 |
| CO7 | Social and Political thought is an integral part of philosophy. Mill’s ‘On Liberty’, opens up avenues to understand the notion of liberty, its practical implications and limitations. Gandhian Philosphy is an integral part of Indian social movements and thoughts. This help the students to analyze, comapre and contrast the notion of truth, non-violence etc.
The comparative analysis of Marx and Gandhi is a interesting part of the syllabus that gives the students an opportunity to critically appreciate both the doctrines.
|
Understand, analyse, compare, contrast, examine, critical | 7, 11, 13 |
| CO8 | Metaphysical discussion from Indian perspective is imparted through Nyaya Vaisasika Metaphysics. This helps the student to explore, understand and analyze God and world from the standpoint of Vaishashika philosophy.
Studying Vedanta metaphysics from the Indian perspective, help the student understand the classical notion of monism.
|
Explore, understand, analyze, understand. | 1,8, 17, 32 |
| CO9 | Logic helps in development of higher level thought process. Western Logic is an integral part of post graduation course. Students learn to inquire, examine and formulate different logical problems and solve it critically. | Examine, inquire, formulate, critical | 9, 10, 17, 26, |
| CO10 | This helps the students to understand the classical explanation of logical reasoning by Nyaya and Bauddha Schools of Philosophy. | Understand and explain | 3, 4, 11, 12, 16, 18, 19, 24, 25 |
| CO11 | This is a Skill Enhancement Course on Mathematical and Logical Reasoning. The students are trained to understand, interpret,and co-relate
application-based problems. |
Understand, interpret, acquire, critique, co-relate | 9, 10, 12, 17, 26 |
| CO12 | Understanding Swamiji’s vision of practical aspects of Advaita Vedanta is an integral part of philosophical ideology of Swami Vivekananda. This helps the students in interpreting and reviewing Vivekananda’s philosophy of Universal Religion. | Know, understand, interpret, review | 11,24 |
| CO13 | The students learn to critically study the social concepts.
|
learn, study | 13, 22 |
| CO14 | Students learns to read higher level philosophical texts. Through the discussion on philosophy of Mind, the students get the opportunity to explore and examine the much debated area of Mind Body problem and learn to comprehend Cognitive science.
|
Understand, comprehend, read, articulate, explore, examine | 10 |
| CO15 | Life and work analysis of philosophers help students understand practical aspects of concepts preached by them.
|
Analyze, understand | 11, 20, 24 |
| CO16 | Students learn about certain core concepts of philosophy that is discussed through Phenomenology and Existentialism.
|
Learn, discuss | 23, 24 |
| COR 17 | A viva-voce is taken to assess the understanding of the students regarding all the courses taught throughout the four semesters. This enables the students to express their thoughts regarding the particular issue and also prepares them to face interviews.
|
Understanding
express |
All PSO’s except 24 and 32 |
| CODSE1 | This introduces students to the analysis of Classical Indian Text and Meta ethics that help them to articulate the critical thinking.
|
Analysis,
articulate |
18 |
| CODSE2 | These are Special papers where the students are given the choice to study in details the subjects that they feel to explore and know in details like Modal Logic, Vyaptipancaka, Practical ethics etc.
|
Study, explore, know | 9, 10, 12, 16, 17, 21, 22, 26, 29, 30, 31 |
| CO18 | Students write one dissertation on any topic related with the core courses offered by the department. A supervisor guides the student to write her/his dissertation. This helps the student to articulate the art of writing a research project.
|
Articulate | All PSO’s except 24 |
PO, CO Matrix:
| PO1 | PO2 | PO3 | PO4 | PO5 | PO6 | PO7 | PO8 | |
| CO1 | ||||||||
| CO2 | ||||||||
| CO3 | ||||||||
| CO4 | ||||||||
| CO5 | ||||||||
| CO6 | ||||||||
| CO7 | ||||||||
| CO8 | ||||||||
| CO9 | ||||||||
| CO10 | ||||||||
| CO11 | ||||||||
| CO12 | ||||||||
| CO13 | ||||||||
| CO14 | ||||||||
| CO15 | ||||||||
| CO16 | ||||||||
| CO17 | ||||||||
| CO18 | ||||||||
| CO19 | ||||||||
| CO20 |
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View Profile| LESSON PLAN | Download |
| Philo Routine PG Even sem , 2024 | View |
| Philosophy PG with NET Even 2023 | View |
| Routine Philosophy PG Odd 2023 | View |
| Philosophy PG with NET Even 2022 | View |
| Routine Philosophy PG Odd 2022 | View |
| Routine Philosophy PG Even Sem 2021 | View |
| Routine Philosophy PG Odd 2021 | View |
| Philo Routine PG EVEN SEM 2020 | View |
| Routine Philosophy PG Odd 202O | View |
| Philo Routine PG EVEN SEM 2019 | View |
| Routine Philosophy PG Odd 2019 | View |
| Routine Philosophy PG EVEN SEM 2018 | View |
| Routine Philosophy PG Odd 2018 | View |
| LESSON PLAN | Download |
| CBCS PHILOSOPHY LESSON PLAN PG | View |
Practical Ethics
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3399321/
https://www.slideshare.net/slideshow/medical-ethics-48927587/48927587
https://www.slideshare.net/slideshow/social-media-ethics-presentation/124846566
https://philpapers.org/archive/SONAM-3.pdf
https://bhagavadgita.io/chapter/2
https://bhagavadgita.io/chapter/3
https://owlcation.com/humanities/Bernard-Williams-Utilitarianism-and-Negative-Responsibility
https://www.utilitarianism.com/mill1.htm
https://open.library.okstate.edu/introphilosophy/chapter/kantian-ethics/
https://blog.ipleaders.in/john-rawls-theory-of-justice/
CONTINUOUS EVALUATION 2018
The Department of Philosophy arranged for continuous assessments of students in the form of Internal Assessments at the end of each semester. It is taken by various teachers in various ways, like written exam, PPT and Viva etc. . Particularly, the department organized IA just before the final semester so that the students can prepare themselves well before the final exam. In 2018,
CONTINUOUS EVALUATION 2019
The Department of Philosophy arranged for continuous assessments of students.The mid-term examination was taken for continuous revision of the texts. Particularly, the department organized Internal Assessments just before the final semester examination.
CONTINUOUS EVALUATION 2020
The department of Philosophy is committed to provide all round support to their students. For betterment of both advanced and slow learners, the teachers take continuous class tests, mock tests and internal examinations at regular interval. Due to the onset of pandemic situation from March 2020, the College advised the PG teachers take online internal and class tests in that session.
CONTINUOUS EVALUATION 2021
Due to the Covid-19 pandemic situation, the department of philosophy had to take online assessments in 2021(January to June session). However, the PG faculty members took regular class tests. Internals were taken online within the stipulated period set by the college authority.
CONTINUOUS EVALUATION 2022
After the end of pandemic situation when the classes resumed from early months of 2022, the department of Philosophy started preparing the students to give offline exams. For this frequent class tests, practice tests and tests for betterment of advanced and slow learners were taken at regular intervals. Internal examinations of semester 2, 4, were taken in offline mode.
CONTINUOUS EVALUATION 2023
In 2023, , the internal examination was taken by the PG teachers of the department to assess the preparation of the students. Few question papers of internal examinations are presented below. At times the teachers take Internal Assessments through Viva and PPT presentations.
RAMAKRISHNA SARADA MISSION VIVEKANANDA VIDYABHAVAN
Post Graduation Course in Philosophy (Autonomous)
Internal Examination,2024 Semester – 3 (Session : 2021-2023 )
PHILOSOPHY (RAWLS), F.M – 5
DATE – 10.01.2024
Answer any one question:
RAMAKRISHNA SARADA MISSION VIVEKANANDA VIDYABHAVAN
Post Graduation Course in Philosophy (Autonomous)
Internal Examination,2023 Semester – I (Session : 2023-2025 )
PHILOSOPHY (WESTERN ETHICS – Course : PHIPCOR02T), F.M – 5
DATE – 30.1.24
Answer any one question:
| LIST OF PG EXTENSION LECTURESS 2021 | Number of Atendees | |||
| SL. NO. | DATE | SPEAKERS | EVENT | |
| 1. | Prof. SubirRanjan Bhattacharya on
Logic of R.Jeffry |
Online Lecture Series | Semester | |
| 2 | Prof. Kuntala Bhattacharya on
NyayaVaisesika Metaphysics |
,, | ||
| 3. | Prof.RaghunathGhosh on
Vedanta Metaphysics |
,, | ||
| 4 | 30.10.21 | Dr.Mridula Bhattacharya on
Vedanta |
Extension Lecture | |
| 5 | Prof. Priyambada Sarkar on
Wittgenstenian Thoughts |
Online Lecture series | ||
| 6 | 18.12.21, 19.123.21
|
Dr.Sunil Roy on
Aristotle’s Metaphysics |
Online Lecture series | |
| 2022 | ||||
| SL. NO. | DATE | SPEAKERS | EVENT | Atendees |
| 1 | 6.01.22 | Dr.Sunil Roy on
Criticism of Plarto’s Ideal Theory |
Online Extension Lecture | |
| 2 | 27.1.22,
31.1.22 & 2.2.22 |
Prof. Priyambada Sarkar on
Philosophical Investigation |
Online Lecture series | |
| 3 | 9.2.22 | Prof. Priyambada Sarkar on
M.N.Roy |
Online Extension Lecture | |
| 4 | 13.2.22 | Prof. Santosh Kumar Pal on
Meta Ethics |
Online Extension Lecture | |
| 5 | 5.3.22 | Prof. Santosh Kumar Pal on
Deendayal Upadhyaya |
Online Extension Lecture | |
| SLOW & ADVANCED LEARNER | Download |
| SLOW & ADVANCED LEARNER POLICY | View |
HRITU MUKHERJEE (2021-23 M.A batch )
I am Hritu Mukherjee of 2021-23 M.A batch in Philosophy. At present, I am preparing for UGC-NET. Though now I am alumni but still I do many social works for my Vidyabhaban. It is not only an Institution, it’s our second home. When l hear the word ” Vidyabhaban” l feel refreshed . Vidyabhavan had not only educated us in academics but also taught us to be good human beings. I am very thankful to God & feel blessed for having the opportunity to spend golden five years at Vidyabhavan. Mataji and Professor didi are like our own mother . In our Vidyabhaban we all are family members and it is a cultural heritage for students. Lastly, I want to express my gratitude for being a small part of my beloved Vidhyabhavan.
PUJA SAHA (2019-2020 M.A Batch)
My name is Mrs. Puja Saha. I am currently working at TCS (TATA CONSULTANCY SERVICES) as a Senior Quality Analyst. I am always a proud alumnus of the Department of Philosophy. I completed my Master’s from Vidya Bhavan in 2019. Vidyabhavan, for me, is something beyond college; it’s more like home and the safest place to me. It is where I have found the perfect definition of culture, discipline, and education in every manner, helping me to become a successful and honest human being. I am forever grateful to eternity for the opportunity to be a part of Vidyabhavan. All my respected teachers and Matajis’ were there for my overall well-being. They always encouraged me to build my confidence and helped me find the real meaning of life.
RIYA MONDAL (2022-23 M.A BATCH)
Riya Mondal, Ex-student Department of Philosophy, Ramakrishna Sarada Mission Vivekananda Vidyabhavan, West Bengal State University. I am a proud ex- student of this college.The best thing about our college is its campus.The big spacious campus is adorned with natural beauty which gives a peaceful atmosphere congenial for studying. Vidyabhavan has a name and fame for its discipline, environment, culture and Value education.I am forever grateful to the entire staff and teachers of this college because they are helpful , friendly and supportive to the students.The senior and juniors have a good bonding on the campus.
ARIFA KHATUN(2022-23 BATCH)
My name is Arifa Khatun. My college name is Ramkrishna sarada mission vivekananda vidhyabhavan .I am proud to have studied in this vidhya bhavan for five years.After living in such a beautiful environment, it feels like my second home .As all the matajis and teachers of vidhya bhavan have helped me for five years.My home is sundorbon,my father is a farmer ,but I wanted to study philosophy and know philosophy deeply and I was able to fulfill that dream to some extent from this college. Then I will say that this college helped me financially or in many ways to continue my studies .Now I am currently doing B.ed,After B.A and M.A from this college. I am trying to continue my studies in future.
