MODULE SPECIFICATION TEMPLATE



UNIVERSITY OF KENT

Module Specification

1. The title of the module

Social Ethics (SO556)

2. The School which will be responsible for management of the module

SSPSSR

3. The Start Date of the Module

September 2005

4. The number of students expected to take the module

12

5. Modules to be withdrawn on the introduction of this proposed module and

consultation with other relevant Schools and Faculties regarding the

withdrawal

Not applicable

6. The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or

Postgraduate [M])

Honours [H] (FHEQ Level: 6)

7. The number of credits which the module represents

30 credits

8. Which term(s) the module is to be taught in (or other teaching pattern)

Autumn and Spring terms

9. Prerequisite and co-requisite modules

None

10. The programmes of study to which the module contributes

BSc (Hons) Social Science

11. The intended subject specific learning outcomes and, as appropriate, their relationship to programme learning outcomes.

At the end of this module successful students will:

• Gain a basic understanding of key concepts and theories in moral philosophy particularly where they are relevant to contemporary ethical issues and social problems.

• Be familiar with competing ethical perspectives.

• Be able to critically evaluate the relevance of ethical theory to understanding contemporary public life

The programme learning outcomes that will be met include widened participation in higher education, development of students’ self-confidence and enhanced prospects in the labour market.

The module is delivered in the evening so as to provide both full and part-time students with the opportunity to partake in higher education. The module is specifically designed to provide the students with a challenging, and valuable, educational experience which will develop their self-confidence in the disciplines of social sciences.

Students will develop skills and knowledge that will enhance their prospects in the labour market. They will, in particular, develop their analytic skills and critical awareness. They will be able to present arguments in oral and written form.

The intended generic learning outcomes and, as appropriate, their relationship to programme learning outcomes

At the end of this module successful students will also have developed key skills in:

• Analytical, problem-solving and critical thinking (Key Skill 6 Problem Solving).

• Written and verbal presentations (Key Skills 1 Communication and Information Technology).

• Researching topics (Key Skills 6 Problem Solving and Communication).

• Skills in working with others in the preparation and presentation of material in seminar and debate (Key Skill 4 Working with Others).

• The ability to advance their own learning and understanding with a degree of independence and autonomy (Key Skill 5 Improving One’s Own Learning and Performance).

12. A synopsis of the curriculum

Students will study:

• Fact/value distinctions,

• Utilitarianism,

• Deontological Ethics,

• Virtue Ethics,

• Natural and Human Rights,

• Discourse Ethics,

• Moral Relativism,

• Theories of Justice,

• Theories of Freedom,

• Applied Ethics [indicative topics ~ abortion, animal rights, capital punishment, euthanasia, political violence, pornography, stem cell research, whistle-blowing],

• Argumentation and debating skills.

13. Indicative Reading List

Archard D (1993) Children: Rights and Childhood London: Routledge

Archard D W (2003) Children, Family and the State Aldershot: Ash gate

Banks S (2004) Ethics, Accountability and the Social Professions Basingstoke: Pal grave:

Macmillan

Bauman Z (1993) Postmodern Ethics Oxford: Blackwell

Cordess C [ed] (2001) Confidentiality and Mental Health London: Jessica Kingsley

Etzioni A (1998) The Essential Communitarian Reader Oxford: Rowman & Littlefield

Publishers

Foster S (2003) Human Rights and Civil Liberties UK Harlow: Pearson

Habermas J (1995) Justification and Application Cambridge: Polity Press

Hoffman D And Rowe J (2003) Human Rights in the UK Harlow: Pearson

Humphries Beth (1996) Critical Perspectives on Empowerment Birmingham: Ventura Press

Jacobs J (2002) Dimensions of Moral Theory: An Introduction to Meta-ethics and Moral Psychology

Oxford: Blackwell

Nagel T (1991) Equality and Partiality Oxford: Oxford University Press

Nagel T (1997) Last Word Oxford: Oxford University Press

Norman R (1998) The Moral Philosophers: An Introduction to Ethics (2nd edition) Oxford: Oxford

University Press

O'Byrne D (2003) Human Rights: An Introduction Harlow Pearson Education

O’Neill O (2002) A Question of Trust Basingstoke: Macmillan

Sands D J and Wehmeyer M L (1996) Self-Determination Across the Life Span Baltimore:

Brookes Publishing

Singer P and Singer R (eds) (2005) The Moral of the Story ~ An anthology of ethics through

literature Oxford: Blackwell

Scruton R (1998) Intelligent Person’s Guide to Philosophy London: Duckworth

Teichman J (1996) Social Ethics: A Student’s Guide Oxford: Blackwell

Walker M.U. (2000) Mother time: women, aging and ethics Oxford: Rowman & Littlefield

Publishers

Williams B (1995) Making Sense of Humanity and other philosophical papers Cambridge; New

York: Cambridge University Press

JOURNALS

Articles that are relevant to the study of social ethics are to be found in a wide range of journals and so students are encouraged to read widely. The following journals (which are available on-line via Templeman Library and Athens) often contain articles that discuss applied social ethics issues that are pertinent to professional practice situations ~

• Contemporary Politics

• Criminal Justice Ethics

• Ethics

• International Feminist Journal of Politics

• International Journal of Children's Rights

• International Journal on Minority and Group Rights

• International Journal of Politics Culture and Society

• Journal of Applied Philosophy

• Journal of Ethics

• Journal of Law, Medicine and Ethics

• Journal of Philosophy

• Medicine Health Care and Philosophy

• Nursing Ethics

• Philosophy

• Social Philosophy and Policy

14. Learning and Teaching Methods, including the nature and number of contact hours and the total study hours which will be expected of students, and how these relate to achievement of the intended learning outcomes

Contact Hours: 1½ hours per week (evenings) for 22 weeks. ~ 33 hours

Private study ~ 117 hours

The weekly sessions will be a mix of formal lecture (15 weeks), Student seminar presentations (3 weeks) and the students working in small groups on the preparation for and participation in debates on a ethical issue.

The formal lectures are intended to provide the more formal knowledge base of ethical theory while the seminars and debates are intended to provide the students with the opportunity to apply theory to practice situations. Doing so, students will develop communication and information technology skills, problem-solving skills including skills in managing problem-solving activities, skills in gathering information and skills in the analysis and synthesis of this information.

Lectures will be presented with PowerPoint support together with supplementary handouts and will provide the foundation for essay writing. Additional books, available in the library, will be suggested for essay topics.

15. Assessment methods and how these relate to testing achievement of the intended learning outcomes

The module is assessed on the basis of 100% coursework.

• Essay One ~ Analytical essay 40%

• Seminar presentation 10%

• Essay Two ~ augmentative essay 40%

• Debate 10%

In the autumn term students submit one essay (2,500 words in length) and present one seminar paper. For the first essay students select an article from a learned journal and after studying it provide an analysis of the article’s key ethical concepts. This will enable the student to evidence their understanding of key concepts and theories in moral philosophy. This essay is worth 40% of the total assessment.

For the seminar students select a topic that concerns an ethical issue in current public debate. They give a 10 minute presentation to the group, promote discussion following their presentation and hand in a brief (500 word maximum) seminar paper outlining learning points from preparing presentation. Students will give each other constructive feedback. The seminars are designed to help students develop key skills whist consolidating their understanding of the relevance of social ethics in public debate. The seminar is tutor assessed on structure, content, presentation and verbal skills and is worth 10% of the total assessment.

In the spring term students submit a second essay (2,500 words in length excluding references and bibliography). This augmentative essay gives the student the opportunity to select an article from a learned journal and after clarifying the author’s position, assess the strength of their claim and to develop a counterclaim of their own. This essay is intended to show the student’s development of analytic and critical thinking as these key skills pertain to social ethics. This essay is worth 40% of the total assessment.

Students will take part in the preparation and staging of two debates. The second one of these will be tutor assessed and will be worth 10% of the total assessment. By developing and applying debating skills students will not only evidence their use of a wide range of key skills but also show their ability to produce and sustain reasoned arguments from competing ethical positions

Implications for learning resources, including staff, library, IT and space

Relevant books and journals are currently available or being purchased. Recruitment is within the School’s existing numbers so there is no or limited consequences for space and for student access to IT facilities.

16. A statement confirming that, as far as can be reasonably anticipated, the curriculum, learning and teaching methods and forms of assessment do not present any non-justifiable disadvantage to students with disabilities.

As far as can be reasonably anticipated, the curriculum, learning and teaching methods and forms of assessment do not present any non-justifiable disadvantage to students with disabilities.

Statement by the Director of Learning and Teaching: "I confirm I have been consulted on the above module proposal and have given advice on the correct procedures and required content of module proposals"

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|Director of Learning and Teaching |Date |

Statement by the Head of School: "I confirm that the School has approved the introduction of the module and will be responsible for its resourcing"

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|Head of School |Date |

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