The majority of Arts Minors require 75 points of study for attainment. This means out of the 300 point program, you have the opportunity to achieve two Majors in your course as well as a Minor. Along with this, the Faculty of Arts offers a variety of Breadth Subjects designed to enhance your learning with options from a variety of fields.
Students completing a Minor in Knowledge and Learning must complete:
- All Subjects as listed
- Note: All Education subjects listed will count towards Breadth - consult Handbook for details
This is a sample subject list only. Subjects offered may change from year to year. Current and commencing students must refer to the University Handbook for enrolment purposes.
Sample Study Plans
|Level 1 - Compulsory Subjects|
|Science and Pseudoscience||12.5|
Science and Pseudoscience
Is there a good way to decide which ideas, theories and practices belong to science and which do not? This so-called demarcation problem is a central issue in the philosophy of science. This issue is much more than an academic debate, as modern societies rely on science, in daily lives as well as in policy decisions: Which kind of evidence should we trust and which kind of research should we spend money on? Should we discard knowledge that does not fulfil the standards of science? Is it justified to call such knowledge fields 'pseudoscience'? Does a demarcation between scientific and non-scientific knowledge say anything about the truth of both kinds of knowledge? This subject will discus...
Detailed Information HPSC10002
|Understanding Knowing and Learning||12.5|
Understanding Knowing and Learning
This subject will lead students to increase their understanding of various ways of knowing and learning while developing personal theories of learning and its enhancement. This will be achieved through exploration of a range of theoretical perspectives combined with practical application. Theoretical perspectives covered include those of Piaget, Skinner, Dewey, Vygotsky and others relevant to learning. Practical application will involve regular supported experience of tutoring others, primarily school students attending homework clubs.
Detailed Information EDUC10050
|Level 2 - Compulsory Subjects|
|Knowledge, Learning and Culture||12.5|
Knowledge, Learning and Culture
This subject will explore the significance of culture and context in the development and transmission of knowledge and in approaches to learning. Topics will include a consideration of historical, social, political and cultural influences on knowledge and the analysis of information and ideas from multiple perspectives. Tutorials will be conducted in a broad range of cultural collections on the University of Melbourne Parkville campus. These collections will include art works, scientific specimens and objects, archaeological and historical artifacts, maps, rare books and prints. The focus of learning will be through the experience of direct engagement with objects and a consideration of t...
Detailed Information EDUC20065
|Science, Reason and Reality||12.5|
Science, Reason and Reality
This subject addresses some of the central issues in the philosophy of science. It will raise questions such as: What is the difference between science and non-science? Is there a universal scientific method? Or do the methods employed by scientists vary historically? Is scientific theory change a rational process? Is science objective? Do scientific theories inform us of the truth about the world? Students who take this class will have knowledge of the major themes of recent and contemporary philosophical thinking about science. They will also have experience of the methods of critical analysis and argument employed in the philosophy of science and a background on which to base further s...
Detailed Information PHIL20001
|Level 3 - Compulsory Subjects|
|Knowledge and Learning in Professions||12.5|
Knowledge and Learning in Professions
This subject will explore meta-frameworks for learning in all professions by distinguishing between different forms of knowledge, the relationships these have to practice across a broad array of fields, and the implications this has for learning. The focus is on the structures of knowledge and the way knowledge is produced in professions generally, rather than the content of knowledge in specific professions. It asks students to consider whether learning in academic disciplines and professions is the same, or whether differences in the structures of knowledge and the nature of practice require different approaches to learning. It distinguishes between professions that have emerged in the ...
Detailed Information EDUC30071
|Scientific Practice and Human Inquiry||12.5|
Scientific Practice and Human Inquiry
One of the central insights to emerge from Thomas Kuhn’s landmark work, The Structure of Scientific Revolutions, was the importance of attending to what scientists do, rather than simply what scientists believe. A new generation of scholars after Kuhn increasingly tuned their attention to scientific practice, and in the process, transformed our image of the dynamics of scientific research. This subject explores many of the new perspectives to have emerged from the ‘practice turn’ in the history and philosophy of science over the past two decades, and the new insights this has brought to the understanding of how knowledge is generated. Drawing on historical case studies and philosophical a...
Detailed Information HPSC30035