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Interpreting Philosophical Texts

Code: 100293 ECTS Credits: 6
2025/2026
Degree Type Year
Philosophy FB 1

Contact

Name:
Bernat Torres Morales
Email:
bernat.torres@uab.cat

Teaching groups languages

You can view this information at the end of this document.


Prerequisites

Non

Objectives and Contextualisation

The general objective is for the students to first learn to detect classical philosophical problems, becoming familiar with the different styles of philosophical texts. The specific objective is to understand the texts in all their richness, thanks to detecting the main problem, know how to contextualize it in the historical tradition of philosophy, analyze the concepts and the specific philosophical terminology used and develop a reasoned critical argument of subjunctive conflicts
 
The ultimate goal is to provide the student with philosophical tools that allow him/her an autonomous thought that opens the doors to the development of new critical perspectives of the philosophical present. And to do it through the reading, analysis and critical reflection of a series of fundamental texts of the history of philosophy.
At the end of the course, the student must be able to:
1 Appropriating the specificity of a philosophical reading.
2 Acquire the ability to analyze philosophical terminology.
3 Develop a current critical thinking from the rigorous ideas that accompany it.
4 Know how to reflexively argue an autonomous philosophical critique

Competences

  • Recognising and interpreting topics and problems of philosophy in its various disciplines.
  • Students must be capable of applying their knowledge to their work or vocation in a professional way and they should have building arguments and problem resolution skills within their area of study.
  • Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
  • Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
  • Students must develop the necessary learning skills to undertake further training with a high degree of autonomy.
  • Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.
  • Thinking in a critical and independent manner on the basis of the specific topics, debates and problems of philosophy, both historically and conceptually.

Learning Outcomes

  1. Arguing about several issues and philosophical problems for the purpose of different works and the assessment of the results.
  2. Correctly drawing up a previously analysed non-regulatory text.
  3. Distinguishing and analysing representative texts of the main genres of the philosophical literature.
  4. Distinguishing the topics of philosophical relevance in current debates.
  5. Effectively communicating and applying the argumentative and textual processes to formal and scientific texts.
  6. Establishing relationships between science, philosophy, art, religion, politics, etc.
  7. Explaining the specific notions of the History of Philosophy.
  8. Expressing both orally and in written form, the issues and basic problems of the philosophical tradition.
  9. Organizing their own time and work resources: designing plans with priorities of objectives, calendars and action commitments.
  10. Reading basic philosophical text thoroughly.
  11. Recognise and define the common thinking present in a multidisciplinary context.
  12. Recognising, with a critical eye, philosophical referents of the past and present and assessing its importance.
  13. Relating several ideas of the current philosophical debates.
  14. Rewriting the stance of a typical philosophical author in a clear and precise manner.
  15. Submitting works in accordance with both individual and small group demands and personal styles.
  16. Summarizing the main arguments of the analysed philosophical texts.
  17. Using suitable terminology when drawing up an academic text.

Content

Reading of Plato's Phaedo

Reading of Seneca's Letters to Lucili / Moral Letters

Reading of Alexandre Galí's El món moral


Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
Master classes 25 1 1, 4, 3, 6, 7, 8, 5, 17, 10, 12, 14, 16
Type: Supervised      
Flipped classroom and guided discussions 20 0.8 1, 4, 3, 6, 7, 8, 5, 17, 10, 9, 12, 14, 13, 16
Type: Autonomous      
Concept work and terminology 20 0.8 1, 4, 3, 6, 7, 5, 17, 10, 9, 15, 12, 14, 13, 16
Reading and commenting of texts 28 1.12 4, 3, 6, 7, 5, 10, 12, 14, 13, 16 

1. Theoretical classes: these are master classes in which the teacher will present the overall thought of the author of the text and will frame it within the history of philosophical thought. At the same time take the opportunity to comment on the fundamental characteristics of the text to be read.
2.Reading of the texts: practicum. it is necessary that the student makes a first individual reading of the texts that will be worked on in class collectively (the day indicated by the teacher), pointing out the ideas that he has understood and the difficulties he has encountered
3. Collective rereading in class of the most relevant fragments, or that have presented some difficulty, and discussion of key concepts. The teacher will guide the class based on the contents and doubts that arise from the reading made by the students.
4. Critical analysis of the fundamental ideas of the global text: the students will present in the classroom a critical analysis of the texts, an activity that will be valued, and which in turn will allow a collective discussion supervised by the teacher. The ability to argue clearly, ordered and with some difficulty will be assessed.
5. Critical thematic debate: the ability to substantiate the arguments themselves will be valued, as well as respect for the diversity of opinions, that is, they must be criticized with respect but with solid reflections.
 
* details, materials and dates of the various activities proposed throughout the course will be provided on the virtual campus.

Directed activities: They will be adapted, if necessary, in whatever percentage, to virtual teaching, through the various existing systems (Teams, narrated powerpoints, videos, podcasts, etc.).

Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.


Assessment

Continous Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Presence and participation 10% 30 1.2 4, 6, 7, 17, 11, 14, 13
Text Commentary 30% 15 0.6 1, 4, 3, 6, 7, 8, 5, 17, 10, 9, 15, 12, 11, 14, 13, 16
Written test 1 30% 6 0.24 1, 4, 3, 6, 7, 8, 5, 17, 10, 9, 15, 12, 14, 2, 16
Written test 2 30% 6 0.24 1, 4, 3, 6, 7, 8, 5, 17, 10, 9, 15, 12, 14, 2, 16

The assessment for the course will consist of four components:

  • Two written exams (30% each)

  • One in-class text commentary (30%)

  • Attendance and participation (10%)

To pass the course, the following requirements must be met:
a) each of the two exams must have a minimum grade of 4 out of 10;
b) the average grade of all activities must be at least 5 out of 10.

If a student does not meet these two conditions, they must take the resit exam(s) corresponding to the component(s) preventing them from passing. Students may only take the resit if they completed the original midterm exams.

The commentary is not subject to resit, even if failed.

On carrying out each evaluation activity, lecturers will inform students (on Moodle or by email) of the procedures to be followed for reviewing all grades awarded, and the date on which such a review will take place.

 
 Single assessment:

Theoretical Content 50 %

Text commentary 50% 

 

Second sitting: those students who have not passed some of the three tests, carried out or delivered in the established term can attennd the second sitting. Only for major reasons (formally justified) will be able to present to the recovery those students that have not presented in or delivered some of the tests. In this case, the average mark must be higher than 3 to submit the second sitting. In all cases, the student will be evaluated of the contents with a not passed.

Remember: in the event that a student has not been able to be evaluated in at least 30% of the tests of this subject, his / her file will include a NON-EVALUABLE one.

 

It is possible that the Department of Philosophy will establish (as will be done during the first semester) a period dedicated to evaluative tests. The teaching staff will indicate whether such a period exists or what the test dates are at the beginning of each course.

 

Plagiarism: In the event that the student commits any irregularity that could lead to a significant variation in the grade of an assessment act, this assessment act will be graded with 0, regardless of the disciplinary process that may be instructed. . In the event of several irregularities in the evaluation of the same subject, the
final grade for this subject will be 0.

 This subject allows the use of AI technologies as an integral part of the submitted work, provided that the final result reflects a significant contribution from the student in terms of analysis and personal reflection. The student must clearly (i) identify which parts have been generated using AI technology; (ii) specify the tools used; and (iii) include a critical reflection on how these have influenced the process and final outcome of the activity. Lack of transparency regarding the use of AI in the assessed activity will be considered academic dishonesty; the corresponding grade may be lowered, or the work may even be awarded a zero. In cases of greater infringement, more serious action may be taken.

In the event that the tests cannot be done in person, their format will be adapted (maintaining their weighting) tothe possibilitiesoffered bythe UAB’s virtual tools. Homework, activities and class participation will be done through forums, wikis and / or exercise discussions through Teams, etc. The teacher will ensure that the Student can access it or offer alternative means, which are within his / her reach.


Bibliography

Readings (mandatory):

 

Plató. Fedó. La casa dels clàssics (versió obligatòria).

Sèneca. Epistoles a Lucili (selecció). La casa dels clàssics o alternativament Gredos o Alianza Editorial.

Alexandre Galí. El món moral. Primera sèrie d’assaigs morals (1936-1939). Edicions de la Universitat de Barcelona. 2021

 

Complementary bibliography

  • Abiteboul, O. (2008). Comprendre les textes philosophiques. París: L’Harmattan.
  • Bréhier, É. (1998). Historia de la filosofía y la ciencia (Obra original publicada el 1928). Madrid: Tecnos.
  • Burger, R. (1984). The Phaedo: A Platonic labyrinth. New Haven – Londres: Yale University Press.
  • Châtelet, F. (2000). La philosophie et l'histoire (Obra original publicada el 1972). París: Hachette.
  • Choulet, P., Folscheid, D., & Wunenburger, J.-J. (2003). Méthodologie philosophique. París: PUF.
  • Copleston, F. (2011). Manual de filosofía (Obra original publicada el 2001). 9 vols. Barcelona: Ariel.
  • Ferrater Mora, J. (1979). Diccionario de filosofía. Madrid: Alianza Editorial.
  • Galí, Alexandre; Font, Pere Lluís; Monserrat i Molas, Josep (2003). Filosofia a Catalunya(1900-1936). Barcelona: Institut d'Estudis Catalans, Societat Catalana de Filosofia
  • Geymonat, L. (2005). Historia de la filosofía yde la ciencia (Obra original publicada el 1998). Barcelona: Crítica.
  • Grimal, Pierre (1991). Sénèque ou la conscience de l’Empire. Paris: Fayard.
  • Guttenplan, S., Hornsby, J., & Janaway, C. (2002). Reading Philosophy: Selected Texts with a Method for Beginners. Malden: Wiley-Blackwell.
  • Inwood, Brad (ed.) (2007). Seneca: Selected Philosophical Letters. Oxford: Oxford University Press.
  • Long, A. (2007). La filosofía helenística: Estoicos, Epicúreos, Escépticos. Madrid: Alianza Editorial.
  • Martín Alcoff, L. (2006). Visible Identities: Race, Gender, and the Self. Oxford: Oxford University Press.
  • Monserrat, J. (Ed.). (2002). Hermenèutica i platonisme. Barcelona: Barcelonesa d’Edicions.
  • Mayayo, Artur. Alexandre Galí: pedagog i historiador de la cultura catalana. Barcelona: Publicacions de l’Abadia de Montserrat, 1996.
  • Nussbaum, M. (1995). La fragilidad del bien. Madrid: Visor.
  • Nails, D. (2002). The People of Plato: A prosopography of Plato and other Socratics. Indianapolis: Hackett.
  • Reale, G. et al. (1995). Historia del pensamiento filosófico y científico (Obra original publicada el 1983). 3 vols. Barcelona: Herder.
  • Russ, J. (2008). Les méthodes en philosophie. París: ArmandColin.
  • Saunders, C., Mossley, D., Ross, G. McD., & Lamb, D. (2008). Doing Philosophy: A Practical Guide for Philosophers. Londres: Continuum.

Open access greek and latin texts:

  • Plato. Phaedo. ed. John Burnet: https://www.perseus.tufts.edu/hopper/text?doc=Perseus%3atext%3a1999.01.0169%3atext%3dPhaedo
  • Seneca. Ad Lucilium Epistulae Morales. Richard M. Gummere, Ed : https://www.perseus.tufts.edu/hopper/text?doc=Perseus%3atext%3a2007.01.0080

Software

Not applicable 


Groups and Languages

Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.

Name Group Language Semester Turn
(PAUL) Classroom practices 11 Catalan second semester morning-mixed
(PAUL) Classroom practices 12 Catalan second semester morning-mixed
(TE) Theory 1 Catalan second semester morning-mixed