PP2EA: Ethical Argument

Module code: PP2EA

Module provider: Philosophy; School of Philosophy, Politics and Economics

Credits: 20

Level: Level 2 (Intermediate)

When you'll be taught: Semester 2

Module convenor: Dr George Mason, email: g.p.mason@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: Yes

Talis reading list: No

Last updated: 23 May 2024

Overview

Module aims and purpose

This module introduces students to longstanding methods, issues and arguments in moral philosophy: topics might include whether it’s morally wrong for us not to give nearly all of our money to Oxfam, whether morality is a fiction, and how utilitarianism might be ‘proved’. The focus is on classic arguments for conclusions like these.

In this module you will learn how to argue about these questions in a charitable but critical way—this balance is essential for doing philosophy—and to contribute to the ongoing philosophical discussion.

Philosophy at ºÚ¹Ï³ÔÁÏÍø introduces you to progressive intellectual challenges and to consolidate your previous experience at each new level. In Pt.1, you will have received training in how to reason (in PP1RA: Reason & Argument) and in ethical questions concerning (in PP1ML: The Meaning of Life). In this module, you will build on that knowledge and skills base by applying it to distinctively ethical questions. This will prepare you for Pt.3, where you can further develop your argumentative skills and knowledge of moral philosophy in an independent way, for example through a dissertation or in research-led modules which focus on cutting-edge issues.

In engaging with these arguments through formative and summative assessment—for example, through essays, short pieces of writing, and oral presentations—you will contribute to the philosophical debates, develop your transferable skills, and appreciate the strengths and weaknesses of arguments on both sides. Because the module spans topics ranging from abstract issues about the nature of moral judgement, to urgent practical questions, you will learn about the diverse methods employed in different areas of ethics.

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Understanding and explain of the arguments of both current and historically prominent philosophers (perhaps more so than in other areas of philosophers, historical figures back to Aristotle are still ‘current’ in ethics).
2. Understanding and explain some classic cases of how ethics is done: what do philosophers consider relevant and persuasive facts and arguments when doing moral philosophy, and why?
3. Clearly present (in presentations and in writing) a piece of ethical argument.
4. Explain an argument in written form and assess its strength, anticipating responses to the student’s assessment.

Module content

Topics covered on the module include those from metaethics, normative ethics, and applied or practical ethics:

• In metaethics, philosophers argue about the very nature of morality. For example, are there moral facts or rules which apply to us independently of what we happen to think?
• In normative ethics, philosophers set aside metaethical questions, and instead debate what morality requires or demands of us: are we obliged to give to charity, or to refrain from ever telling a lie?
• In applied or practical ethics, pressing questions come to the fore. With normative ethical theories in mind, we consider the moral questions that we actually face: is abortion permissible? What about euthanasia? What duties do we owe to future generations?

Though the specific topics within each of these ‘subfields’ varies from year to year, the module will include some from each, ensuring that students are exposed to the philosophical methodology relevant to each.

Structure

Teaching and learning methods

The module is taught by lectures and seminars. Students are expected to attend 20 hours of lectures and 10 hours of seminars, and to give one presentation. In addition, in weeks in which a student is not giving a presentation, they will be encouraged to write a short précis of the topic for discussion at a given class and to bring questions. Students are encouraged to be active in all classes, asking questions and trying to answer the questions posed by others. A reading list and sample questions will be given out at the start of the module.

Study hours

At least 30 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Students will regularly be able to ask questions in class, office hours, and using mentimeter or similar. Students will be able to receive feedback on their essay plans and paragraphs before the deadline.

Reassessment

Additional costs