Modiwl HPS-3011:
Paradoxes of Self: Nietzsche and Jung

Ffeithiau’r Modiwl

Rhedir gan School of History, Philosophy and Social Sciences

20.000 Credyd neu 10.000 Credyd ECTS

Semester 1

Trefnydd: Prof Lucy Huskinson

Amcanion cyffredinol

This module explores how we can make sense of the nature and dynamics of a meaningful and flourishing life in the context of the thought and personalities of two iconic thinkers of philosophical, religious, and psychological thought: Friedrich Nietzsche and C.G. Jung. Both characterise the self as essentially divided, with opposite impulses, and interpret life as an attempt to negotiate these divisions and bring the opposites into creative interplay. The prize for those who successfully harness the tensions of the opposites is realization of their respective and infamous conceptions of the ideal human being: the Nietzschean Übermensch or ’superman’, and the Jungian ‘Self’. Failure leads to a stagnant life. Students will examine the striking similarities and important differences between their projects for a flourishing life, before putting them to the test by evaluating the personalities of Nietzsche and Jung according to their own and each other’s projects: to ascertain whether they themselves were able to harness the opposites creatively, and embody their ideals. Nietzsche went mad, and Jung’s most extensive case study attempts to analyse the reasons why. He concludes that Nietzsche identified with the Übermensch, and thereby failed to reconcile the opposites appropriately and in such a way as to realise the ‘Self’. Students will be encouraged to evaluate Jung’s conclusions in light of Jung’s own personal investment in Nietzsche. While Jung claimed Nietzsche’s ideas were a strong influence his own, he also admits to fearing that he too would become ‘mad’ like Nietzsche. Questions then arise as to whether Nietzsche’s project can be absolved from Jung’s critique, and indeed over the extent to which either project is viable and has useful for us to consider in the living of our own lives.

Cynnwys cwrs

This module explores how we can make sense of the nature and dynamics of a meaningful and flourishing life in the context of the thought and personalities of two iconic thinkers of philosophical, religious, and psychological thought: Friedrich Nietzsche and C.G. Jung. Both characterise the self as essentially divided, with opposite impulses, and interpret life as an attempt to negotiate these divisions and bring the opposites into creative interplay. The prize for those who successfully harness the tensions of the opposites is realization of their respective and infamous conceptions of the ideal human being: the Nietzschean Übermensch or ’superman’, and the Jungian ‘Self’. Failure leads to madness. Students will examine the striking similarities and important differences between their projects for a flourishing life, before putting them to the test by evaluating the personalities of Nietzsche and Jung according to their own and each other’s projects: to ascertain whether they themselves were able to harness the opposites creatively, and embody their ideals. Nietzsche went mad, and Jung’s most extensive case study attempts to analyse the reasons why. He concludes that Nietzsche identified with the Übermensch, and thereby failed to reconcile the opposites appropriately and in such a way as to realise the ‘Self’. Students will be encouraged to evaluate Jung’s conclusions in light of Jung’s own personal investment in Nietzsche. While Jung claimed Nietzsche’s ideas were a strong influence his own, he also admits to fearing that he too would become ‘mad’ like Nietzsche. Questions then arise as to whether Nietzsche’s project can be absolved from Jung’s critique, and indeed over the extent to which either project is viable and has useful for us to consider in the living of our own lives.

Meini Prawf

trothwy

D- - D +. Submitted work is adequate and shows an acceptable level of competence as follows:  Generally accurate but with omissions and errors.  Assertions are made without clear supporting evidence or reasoning.  Has structure but is lacking in clarity and therefore relies on the reader to make links and assumptions.  Draws on a relatively narrow range of material.

da

Very Good B- - B+. Submitted work is competent throughout and distinguished by superior style, approach and choice of supporting materials. It demonstrates:  Very good structure and logically developed arguments.  Draws on material that has been sourced and assessed as a result of independent study, or in a way unique to the student.  Assertions are backed by evidence and sound reasoning.  Accuracy and presentation in an appropriate academic style.

ardderchog

Excellent A - - A*. Submitted work is of an outstanding quality and excellent in one or more of the following ways:  Has originality of exposition with the student’s own thinking being readily apparent.  Provides clear evidence of extensive and relevant independent study.  Arguments are laid down with clarity and provide the reader with successive stages of consideration to reach conclusions.

Canlyniad dysgu

  1. be able to compare and contrast philosophical understandings about the nature and dynamics of opposites.

  2. have acquired an understanding of how an important philosophical concept can develop in meaning in the course of history and across cultures, and an awareness of some of the implications of this development on other related ideas

  3. have developed the capacity to apply and evaluate philosophical ideas of selfhood to philosophical case studies.

  4. have developed oral and written skills in philosophic exegesis and argumentation.

  5. have considered a number of central philosophical issues, including questions concerning symbolism, the limits of reason, metaphysics, ethical agency, and creativity.

Dulliau asesu

Strategaeth addysgu a dysgu

Oriau
Seminar 7
Private study 178
Lecture

Interactive Lecturers with some group work

 15

Sgiliau Trosglwyddadwy

  • Llythrennedd - Medrusrwydd mewn darllen ac ysgrifennu drwy amrywiaeth o gyfryngau
  • Defnyddio cyfrifiaduron - Medrusrwydd wrth ddefnyddio ystod o feddalwedd cyfrifiadurol
  • Hunanreolaeth - Gallu gweithio mewn ffordd effeithlon, prydlon a threfnus. Gallu edrych ar ganlyniadau tasgau a digwyddiadau, a barnu lefelau o ansawdd a phwysigrwydd
  • Archwilio - Gallu ymchwilio ac ystyried dewisiadau eraill
  • Adalw gwybodaeth - Gallu mynd at wahanol ac amrywiol ffynonellau gwybodaeth
  • Sgiliau Rhyngbersonol - Gallu gofyn cwestiynau, gwrando'n astud ar atebion a'u harchwilio
  • Dadansoddi Beirniadol & Datrys Problem - Gallu dadelfennu a dadansoddi problemau neu sefyllfaoedd cymhleth. Gallu canfod atebion i broblemau drwy ddadansoddiadau ac archwilio posibiliadau
  • Cyflwyniad - Gallu cyflwyno gwybodaeth ac esboniadau yn glir i gynulleidfa. Trwy gyfryngau ysgrifenedig neu ar lafar yn glir a hyderus.
  • Gwaith Tîm - Gallu cydweithio'n adeiladol ag eraill ar dasg gyffredin, ac/neu fod yn rhan o dîm gweithio o ddydd i ddydd
  • Mentora - Gallu cefnogi, helpu, arwain, ysbrydoli ac/neu hyfforddi eraill
  • Gofalu - Dangos consyrn am eraill; gofalu am blant, pobl ag anableddau ac/neu'r henoed
  • Rheloaeth - Gallu defnyddio, cydlynu a rheoli adnoddau (dynol, ffisegol ac/neu ariannol)
  • Dadl - Gallu cyflwyno, trafod a chyfiawnhau barn neu lwybr gweithredu, naill ai gydag unigolyn neu mewn grwˆp ehangach
  • Hunanymwybyddiaeth & Ystyried - Bod yn ymwybodol o'ch cryfderau, gwendidau, nodau ac amcanion eich hun. Gallu adolygu ,cloriannu a myfyrio'n rheolaidd ar eich perfformiad eich hun ac eraill.
  • Arweinyddiaeth - Gallu arwain a rheoli, datblygu cynlluniau gweithredu ac amcanion, cynnig arweiniad a chyfarwyddyd i eraill, ac ymdopi â'r pwysau sy'n gysylltiedig ag awdurdod o'r fath

Sgiliau pwnc penodol

  • Articulacy in identifying underlying issues in a wide variety of debates.
  • Precision of thought and expression in the analysis and formulation of complex and controversial problems.
  • Sensitivity in interpretation of religious and philosophical texts drawn from a variety of ages and/or traditions.
  • Clarity and rigour in the critical assessment of arguments presented in such texts.
  • The ability to use and criticise specialised religious and philosophical terminology.
  • The ability to construct rationally persuasive arguments for or against specific religious and philosophical claims.
  • The ability to move between generalisation and appropriately detailed discussion, inventing or discovering examples to support or challenge a position, and distinguishing relevant and irrelevant considerations.
  • The ability to consider unfamiliar ideas and ways of thinking, and to examine critically presuppositions and methods within the disciplines of philosophy and religion.
  • problem solving to develop solutions to understand the past
  • understanding the complexity of change over time; in specific contexts and chronologies
  • producing logical and structured arguments supported by relevant evidence
  • collaborating effectively in a team via experience of working in a group
  • appreciating and being sensitive to different cultures and dealing with unfamiliar situations
  • critical evaluation of one's own and others' opinions

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