About Us
Philosophy has been an important part of the Trinity College curriculum since its foundation in 1592 . The Department currently consists of seven full –time faculty members , some 20 graduate students and some 200 undergraduate students . The varied research interests of the faculty and graduate students make for a rich and vibrant community .
Undergraduate Studies
Why study Philosophy ? And why study Philosophy at Trinity ? Trinity 's undergraduate programme is unique in taking four years , not the usual three . This means that students have two whole years to find their way and make themselves at home in their subject and university life , before , in their final two years , things become serious and every mark counts toward the final degree .
This structure is well suited to the study of philosophy . In their first two years , students are introduced to a wide variety of philosophers and topics through lectures and tutorials that are obligatory ; whereas in the third year each staff member concentrates on his or her specialised area in relatively smaller seminars that students select . The final year is made up of , first , a number of small work –in –progress seminars whose teaching –and –learning is distinguished by a high level of student participation and the openness to experimentation ; and , second , the writing of a dissertation in which students have the opportunity to work closely and over a longer period with a supervisor of their choice on a topic of their choice .
Our approach to the subject , in the Department of Philosophy , stands out above all by its openness to a variety of approaches – for it is a fact that philosophers argue , and disagree greatly , even about the nature and content of their subject . We teach both Analytic and Continental Philosophy (and some of us deny the distinction ) , as well as Ancient Philosophy . And while we try to be on top of the latest developments , and to contribute to them , we recognise that philosophy has a long history, the study of which is itself philosophical and an important part of the training ; thus about half of the courses are historical in emphasis .
We try to link together, as closely as possible, teaching and research. All of us, most of the time, teach in the areas in which we do our research and publish our publications; and this principle – that teaching and scholarship go together – shapes the structure of our programme.
Our teaching is delivered by three categories of staff, who try to work together as closely as possible and to form a single, coherent teaching body. First, the permanent staff, who are in charge of the lectures and of putting together the programme. Secondly, a good number of young Adjunct Lecturers, likewise in charge of lectures; typically they will have recently finished their Ph.D. and be in the process of finding a more permanent position in these difficult times. And third, a good number of Teaching Assistants, who are in charge of the Tutorials that serve as supplement to the Lectures and are an important part of the learning process; generally they will be graduate students busily working on their Ph.D.s.
How about the 'student experience'? Lectures, tutorials, seminars, thesis supervision, not to mention long hours in the library … these are only one part of the life of the Department. The other part is the body–and–soul that the students bring to the whole thing: the regular meetings of the student society, the Metaphysical Society (popularly known as 'The Metafizz'), notorious also for their convivial side; the reading groups that kindred students spontaneously organise; the countless discussions with each other; the parties …
Why, then, study Philosophy? As Plato says somewhere, sight is desirable both for its own sake and for its consequences: by training our eyes to see clearly and distinctly, we become better at navigating the world and negotiating its obstacles; but we also become better at distinguishing and appreciating things that are worth contemplating and engage in an activity that is enjoyable in itself. At its best, the same can be said of the study of Philosophy. Through the training in Philosophy, we gain skills that are greatly useful in all areas of life, both professional and private: to raise questions about things generally thought to be obvious and unquestionable; to articulate our thoughts with clarity and precision; to argue for our beliefs; to detect hidden assumptions in our beliefs and those of others, and to be able to question them; to argue against others, or indeed ourselves; to recognise nonsense for what it is; to analyse our thoughts and the concepts we use in them; to recognise confusions in our own thinking and that of others; etc. However, all going well, this also helps us to recognise, articulate, and become gripped by problems that are of real interest and significance in their own right – basic philosophical problems – and this is an ability that, though of course it too is useful, may affect radically who we are and what we come to be.
Graduate Studies
A number of our students having finished their undergraduate degree, decide to go on to graduate studies; and here the Department of Philosophy has an impressive record of placing students in the very best programmes internationally. So, too, we have a very good record of attracting excellent students from all places of the world to our graduate programme.
While all students work toward a Ph.D., this being the only graduate degree that we offer currently, the study toward the Ph.D. is distinguished by a variety of elements. Together they contribute to a rich and rounded overall education, in a vibrant and stimulating environment, as well as preparation for academic life.
First, there is the first year, which we conduct jointly with the School of Philosophy at University College Dublin. This collaboration across the two universities means that students can choose courses from either university and thus be exposed to a larger variety of stimuli. In this year students have two major tasks. On the one hand, they have to take a number of courses, write essays, and achieve an average grade of 65% in order to proceed to the second year. On the other hand, they have to start preparing for the Ph.D. thesis, by writing a short chapter, bibliography, and general statement of the aims and methods of the thesis. This chapter is examined in September, and passing this examination is a requirement for proceeding to the second year.
Secondly, Students are expected to attend the Graduate and Staff Colloquium, which takes place every Monday during Term and attracts distinguished speakers from all over the world. They are likewise expected to attend, and regularly contribute to, the Graduate Research Seminar. This, too, we run jointly with University College Dublin and it meets every week. It is an occasion that combines intellectual rigour and challenge with the opportunity for students to meet and get to know each other in a convivial and relaxed environment.
Thirdly, once students are through the first year, they are invited to take part in the Undergraduate Teaching of the Department by becoming Teaching Assistants. In this capacity, they work closely together with the lecturers, for the purpose of providing an invaluable supplement for the undergraduate students. This teaching experience is essential both as preparation for an academic future and for the purpose of avoiding a too narrowly specialist conception of the subject.
Finally, there is the writing of the Ph.D. itself: the close collaboration with a chosen supervisor which, together with these other elements and a varied and stimulating graduate life, issues eventually in this major intellectual and scholarly creation.