Modern Liberal Arts at Winchester retrieves and updates the oldest university curriculum in European higher education. Liberal arts education (Latin: liberalis, free, and ars, art or principled practice) involves students in thinking philosophically across many subject boundaries in the humanities, the social and natural sciences, and fine arts.
Please note for 2016 entry, this programme will be titled BA (Hons) Modern Liberal Arts (Philosophy).
UCAS codes: V590
Typical offer: 260-300 points
Degree duration: 3 years full-time; 6 years part-time
International Baccalaureate: 26 points
If English is not your first language: Year 1/Level 4: IELTS 6.0 (including 6.0 in writing) or equivalent.
Study abroad (optional): America
Field trips: Students visit such places as the local observatory, Tate Modern, The National Gallery and St-Martin-in-the-Fields.
Funding: Students studying Single Honours Modern Liberal Arts may be eligible for a Subject Scholarship of £1,000.
Course Enquiries and Applications
Telephone: +44 (0) 1962 827234
International students seeking additional information about this programme can send an e-mail to International@winchester.ac.uk or call +44 (0)1962 827023
University of Winchester students studying Bachelor Honours degrees are pre-approved to start a Masters degree at Winchester. To be eligible students must apply by the end of March in their final year and meet the entry requirements of their chosen Masters degree.
Students philosophically explore a vast range of profound and important ideas and concepts, unrestricted by academic subject boundaries. They read and reflect on many of the most influential texts in the Western tradition, and beyond, and present their own conclusions both in writing and orally.
The core modules introduce students to some of the most profound questions concerning human existence from across a range of subject disciplines. The optional modules look at many aspects of liberal arts in detail, enabling students to pursue those they are most interested in, including studies in the Holocaust, ecology, the soul, religion(s), art, music, science, literature, and education. Both core and optional modules take a philosophical approach in exploring their issues and questions.
Study on the programme draws on classical and modern texts, and from contemporary and popular culture, including film, music and art.
- Freedom is to Learn 1
- First Principles
- Models of Higher Education
- Film and Philosophy
- Ancient Canonic Tragedy
- Learning from the Renaissance
- Spirit: Innocence and Experience
- Athens and Jerusalem
- Freedom is to Learn 2
- Freedom is to Learn 3
- Athens and Jerusalem
- Disciplining the Soul
- Music and Philosophy
- Power of the Teacher
- Spirit: in Ruins
- Utopia and Tragedy
- Thinking the Holocaust
- Independent Study
- Theorising Education and Ecology
- Freedom is to Learn 4
- Athens and Jerusalem
- The Devil: Arts, Literature and Religion
- Spirit: Life and Death
- First Principles: Core Texts
- Learning from the Holocaust
- Modern Tragic Lives
- (Human) Nature
- Life and Death
- The Natural Universe and Ecology
- Philosophy of the Teacher
Modern Liberal Arts has the informal and friendly atmosphere that enables students and tutors to get to know each other and to work together. We hold such educational relationships to be the cornerstone of not just our approach to teaching and learning, but of everything we do.
Our teaching is seminar based. We insist on careful reading of texts to provoke questioning, discussion and dispute. Groups are small, and are able to combine reading with the free exchange of ideas. Our tutors are dedicated to showing the contribution that a Liberal Arts education can make in the life of each individual.
Students will experience learning in a number of different ways, including listening and talking to and with tutors and peers, independent research from quiet reflection and questioning, and from the thinking and preparation required for the successful completion of assignments whether they be written or oral. The course gives students increasing freedom in the direction that their work takes over the course of their studies.
Our approach complements well the broader aims of the University to shape 'confident learners' by enabling students to develop the skills needed to excel in their studies here and to transfer these skills to postgraduate studies or to the employment market. The core belief of the Liberal Arts, and of our programme, is that higher education challenges the learner to engage with ways of thinking that change how we think about ourselves, about others, and about the world in general.
At the University of Winchester validated programmes may adopt a range of means of assessing your learning. An indicative, and not necessarily comprehensive, list of assessment types you might encounter includes essays, portfolios, supervised independent work, presentations, written exams, or practical performances. The University is committed to ensuring that all students have an equal opportunity to achieve module learning outcomes. As such, where appropriate and necessary, students with recognised disabilities may have alternative assignments set that continue to test how successfully they have met the module's learning outcomes. Further details on assessment types used in the programme you are interested in can be found on the course page, by attending an Open Day/Evening, or contacting our teaching staff.
Graduates are particularly eligible for all humanities-based graduate-entry jobs.
For more information about graduate employment visit From Freshers to Future - what will yours be?
At the University of Winchester, we are committed to ensuring all our students gain employability skills to enable you to enter graduate level jobs and pursue the profession of your choice, for more information please read the Employability Statement.
Students on the course have commented positively on:
- tutors' availability, approachability, and support
- interesting and well organised content
- 'things fit together rather nicely'
Our students have expressed outstanding levels of satisfaction in the course overall, and in the way staff explain things. Learn more about our programme from our website http://mla.winchester.ac.uk
Assessment in Modern Liberal Arts is designed to let students show us, and themselves, what they are capable of. We want to push students even beyond their own expectations of themselves. Assessments are designed to enable students to show the individual progress they are making. We Students work is closely followed by the tutors who will continually raise the bar for each individual. Students work with their tutors to, to reflect on their progress and plan their academic and skills development accordingly.
Assessment is primarily by essay.
Our approach to employability and Liberal Arts education is that education can be more than just a training; it can stimulate the intellect and develop character ways that make students more, not less, employable. In their academic work, students will have had to practise problem solving, organisation, time-keeping, project management, taking initiative, interacting with peers and tutors, team-working, critical thinking, adaptability, communication of ideas in debate and on paper, team-work, courage to meet challenges and difficulties, and commitment to the goal of succeeding.
The Destinations of Leavers from Higher Education (DLHE) record collects information about what those completing university go on to do six months after graduation. The Careers Service undertakes DLHE on an annual basis through surveys and a data collection process. DLHE is designed and strictly controlled by HESA.
While DLHE provides accurate information about first destinations, this data needs to be viewed with some degree of care. Six months after leaving university is often a time of much uncertainty and change for leavers; many will be unsure of their long-term career plans and may take a temporary job or time out. The destinations of graduates only six months out of university do not necessarily reflect longer term career success and are therefore a crude measure of employability. Therefore, DLHE data should be viewed as merely a 'snapshot' of one particular year's experiences at a specific point in time.