Académique Documents
Professionnel Documents
Culture Documents
Philosophy
and
Ethics
Igmand,
1981,
acrylic
on
board,
Victor
Varsaley,
Private
Collection,
Bridgeman
Education
Student
Handbook
2015-2016
1
Contents
INTRODUCTION 4
COURSE CONTENT 4
LEARNING ENVIRONMENT 9
ASSESSMENT 10
PROJECT WORK 22
CAREERS 22
ADDED VALUE 23
STUDENT PRIZES 27
STAFF PROFILES 28
MODULE DESCRIPTORS 34
Philosophy
and
Ethics
Major,
Joint
or
Minor
in
Philosophy
and
Ethics
within
the
Combined
Degree
(BA/BSc)
Major, Joint or Minor Major, Joint, Minor (all years)
School Humanities and Cultural Industries
Department Humanities
Campus Newton Park
3
INTRODUCTION
Arguably, nothing is outside the reach of philosophical and ethical enquiry. All human
endeavours are inevitably shaped by particular assumptions, beliefs and values. It is
the aim of philosophy and ethics to explore the nature of those assumptions, beliefs
and values. For example: what it is that shapes our understanding of mind, religion or
society? In what ways are our thoughts limited by our environment, history or
language? How should one evaluate human relationships, the past or works of art?
By developing and practising philosophical and ethical analysis and enquiry, you can
explore any area of human interest with a level of clarity, coherence and rigour
unrivalled by other academic disciplines.
Philosophy and Ethics at Bath Spa University has developed a distinctive identity within
the national marketplace for undergraduate philosophy provision. We take a global
approach emphasising world philosophies. In addition to teaching you about Western
philosophical and ethical perspectives, the subject introduces you to the philosophies
and ethics of the Indian subcontinent and China. This approach challenges the Anglo-
American and analytic focus of philosophy departments in the UK and undermines the
assertion that Philosophy speaks Greek and only Greek.
We stress doing rather than just studying philosophy, and applying philosophical and
ethical analysis to contemporary issues. Rather than teaching philosophy primarily as a
history of ideas, Philosophy and Ethics at Bath Spa is concerned with enabling you to
develop as analytical, critical and systematic thinkers. The programme is aimed at
exploring how philosophical and ethical analysis can be applied to a range of
contemporary debates, issues and problems. Staff research interests usefully inform
teaching and learning events at this point, notably through applied projects and the
teaching of such topics as the ethics of war, ecological ethics and the philosophy of
gender.
Some comments from recent graduates may give a flavour of the experience:
The course provision is at the cutting edge of multicultural debates which are
motivating young people to think about topics relevant to their own personal,
social and environmental concerns
What I love about this course is being able to discuss and explore topical
issues within philosophy and religions with an open mind. Bath Spa has a very
good reputation and there is a very personal feel to it
COURSE CONTENT
The following modules are validated for Philosophy and Ethics. Depending on student
numbers and staff availability, not every module will be available every year, but we will
ensure that you have as wide a choice as possible.
The undergraduate modular scheme has three levels: Level 4 (Certificate and Year 1
for full-time students); Level 5 (Diploma and Year 2 for full-time students); and Level 6
(Honours and Year 3 for full-time students). At each level, you will study a combination
of core (compulsory) and optional modules.
4
PE4000-40 Truth and Value: an Introduction to Philosophical and Ethical Enquiry
In PE4000, you are introduced to some of the major debates, concepts and arguments
in the fields of epistemology, metaphysics and ethics. You will be shown how to utilise
a number of tools of philosophical analysis and argument, practising skills that you will
continue to develop through Levels 5 and 6. You will come to recognise and reflect on
some of your own epistemological, metaphysical and ethical assumptions, and you will
begin to appreciate the complexity and diversity of philosophical and ethical enquiry in
a global context.
This module explores a selection of major global religious and philosophical traditions,
such as Christianity, Buddhism and Hinduism, Greek philosophy, Marxism and
Humanism, and key thinkers who have been influential within these traditions.
The rest of your Combined Award programme must include the compulsory core 40
credit module for your other subject, then, depending on whether or not you choose
PE/SR4003 Global Religions and Philosophies, one or two 20 credit modules from your
other subject. For full details of possible combinations see the Guide to the Modular
Scheme at
http://www2.bathspa.ac.uk/services/student-services/current-students/your-
course/guide-for-students-course-of-study/
For full descriptions of the Philosophy and Ethics modules and their Learning
Outcomes and Assessment, see the module descriptor collection pages 39-49.
In SR/PE5100-40 you will engage with and analyse some major theories, debates and
arguments in Indian and Chinese philosophy. You will begin to acquire a more detailed
understanding of the cross-cultural complexity and diversity of philosophical and ethical
concepts, systems and traditions. The module challenges the claim that Philosophy
speaks Greek and only Greek (Simon Critchley). By understanding the continuities
and discontinuities in and between philosophical and ethical traditions, you will become
better able to advance an effective and persuasive argument, appreciating the
strengths and weaknesses of opposing views and interpretations.
In addition, you may take up to two optional modules, selected from the following list:
5
PE5003-20 Ethics, Religion and Humanism: Contemporary Moral Dilemmas
For full descriptions of these modules and their Learning Outcomes and Assessment,
see the module descriptor collection.
There is no compulsory module, but you must take at least 40 credits and no more
than 80 credits from the following list of 40 and 20 credit modules:
PE6000-40 Dissertation
For full descriptions of these modules and their Learning Outcomes and Assessment,
see the module descriptor collection pages 70-85.
The following table lists all validated modules including those not available this
year (* means not available this year).
6
5 SR/PE5010-20 Special Project 20 Option
Please note: depending on student numbers and staff availability, not every module will
be available every year, but we will ensure that you have as wide a choice as possible.
Course Aims
7
What will you learn?
Knowledge
Thinking skills
8
researching philosophical and ethical topics, drawing on primary and secondary
sources, to produce a coherent response to specific challenges and questions.
adapting and imaginatively applying different theories and methods in order to
address diverse issues and problems in philosophy and ethics
understanding the controversial and contested character of philosophical and
ethical enquiry and entering into a debate with due sensitivity and insight, in a
manner respectful of opposing interpretations
employing imagination to engage with unfamiliar worldviews
working collaboratively and creatively as a member of a dialogical community and
independently on individual philosophical and ethical projects and problems.
communicating complex ideas orally and in written forms in a clear, well-structured
and persuasive manner.
LEARNING ENVIRONMENT
9
hours per week. At Level 6, contact time will be between 7 to 9 hours per week
depending upon module selection. You should allow yourself an additional minimum of
25 hours each week for private study/student-centred learning in year 1, rising to 30
hours minimum each week at Level 6.
Learning Resources
Minerva
Minerva is the name given to the Universitys Virtual Learning Environment based on
Blackboard. Each module has its own site on Minerva where you will find additional
teaching and learning resources. These include, for example, course materials (module
handbooks, lecture outlines or PowerPoint slides, briefing papers, etc.),
announcements, staff contact details and information about the Employability skills to
be gained from the module. Minerva is also used as the main way for staff to contact
you by email. Some modules also have additional features such as discussion boards
(that may be assessed), useful websites and contacts. All assignments must be
submitted to Minerva as well as handed in on paper (see under Assessment Handing
in and Collecting Work p.21). Please remember to check both your Minerva pages
and University email frequently.
Library and Information Services
Library and Information Services runs two campus libraries, and the additional
computer facilities in Corston and Stanton Buildings. Newton Park library holds books,
journals and audio-visual materials. It provides access to electronic services, many of
which can be accessed off-site. These include an increasing number of e-books, and a
large selection of relevant journal articles is now accessible online. It is important that
you use the librarys resources effectively if you are to be successful on your course.
For example, the library webpages contain valuable guidance on referencing your work
and constructing bibliographies.
http://www2.bathspa.ac.uk/services/library/InfoSkills/
The library catalogue lists everything held at both site libraries whether they are on
the open shelves or in Reserve Stock or Store. The catalogue can be accessed (i) from
PCs near to the Enquiry Desk or (ii) via the Web from the librarys home page and so is
accessible from any networked PC in the University or from home or work.
The Subject Librarian for Philosophy and Ethics is Mark de Fleury, who can
provide specialised advice on locating and obtaining source material. In addition, he
and his colleagues offer workshops in research skills as part of the core modules at
Levels 5 and 6.
ASSESSMENT
Students are assessed by a variety of assessment methods including:
essay
presentation (individual and group)
research proposal
research projects
discussion board participation
learning portfolio
examination
critical analyses
10
timed critical analysis
short film
dissertation
applied ethics research project
Each of these forms of assessment has specific criteria which help you to check what
the assignment requires, and are used by tutors for marking (see below pp.11-21).
Every module includes formative assessment, which does not count towards your
grade, but on which you receive feedback to enable you to improve your performance
on the summative assessments which do count. In addition, every piece of work
receives detailed written feedback from the tutor (the level of which has been highly
praised by our External Examiners) and is returned to you in the context of a tutorial
where you can discuss your progress and how to improve next time. Thus all
assignments have a formative element up to the final pieces at the end of your degree.
An applied philosophical project is a written piece of work that relates philosophy and
ethics to real-world settings. It should present an argument, showing an awareness of
relevant philosophical or ethical concepts. It should engage with those concepts and
debates in an appropriate form and style taking account of the intended audience. It
should include independent research using a variety of sources including, but not
limited to, academic books and articles. It must contain acknowledgement of ideas and
information as appropriate to the specific task.
Does it
11
Critical Analyses
Critical analyses are a series of written pieces of work that analyse scholarly debate on
themes or topics set by or negotiated with a member of staff. They should assess
particular theoretical, methodological and/or interpretative stances using academic
criteria and summarise these in appropriate form and style.
Do they
demonstrate knowledge and understanding of selected issues?
apply appropriate analytical standards of criticism?
Include evaluation of specific schools of thought?
make points clearly and concisely?
support arguments with evidence?
avoid factual inaccuracies?
draw on appropriate research?
adopt an analytical approach?
discuss ideas in an interesting and thought-provoking way?
contain adequate references?
include a bibliography in correct format?
have a clear structure?
present work in word-processed form?
avoid spelling, punctuation and grammatical errors?
conform with the wordage specified?
Contributions to a discussion board are made on an individual basis but should also
reflect the groups ongoing debate. They should be analytical and critical, most
importantly they should make an argument, and relate appropriately both to the
published literature and other postings on the board. They should be written in formal
English and include acknowledgement of sources.
Does it
relate to the questions, themes and/or topics?
advance an argument?
make points clearly and concisely?
demonstrate good communication skills?
contain an appropriate level of analysis?
engage with relevant concepts, debates and theories?
reflect on and respond to other contributions in a critical and constructive
manner?
contain appropriate acknowledgement of scholars ideas and sources of
information including references and bibliography?
avoid spelling, punctuation and grammatical errors?
cover the number of questions, themes and/or topics specified?
conform with the wordage specified?
12
Dissertation
The dissertation provides students with the opportunity to develop research and writing
skills in Philosophy and Ethics. The dissertation is intended to provide an opportunity
for greater in-depth study of a particular question or topic than would normally be
possible in the scope of a regular essay.
Does it
answer the question?
develop an argument?
avoid inconsistencies?
possess a coherent structure?
consider competing arguments?
make points clearly and concisely?
contain an appropriate level of analysis?
engage with relevant concepts, debates and theories?
present arguments and ideas in an original and thought-provoking manner?
contain adequate references?
include a bibliography in correct format?
present work in word-processed form?
avoid spelling, punctuation and grammatical errors?
conform with the wordage?
Essay
An essay is a written piece of work which answers a question either set by, or
negotiated with, a member of staff. It takes the form of an argument and should show
awareness of relevant evidence and the different perspectives on it. It should present
and evaluate that evidence in an appropriate form and style in order to come to a well-
reasoned conclusion.
Does it
answer the question?
develop an argument?
address all aspects of the question?
make points clearly and concisely and avoid inconsistencies?
support arguments with evidence?
consider competing arguments?
have a clear and coherent structure?
avoid factual inaccuracies?
draw on appropriate research?
adopt an analytical approach?
engage with relevant concepts, debates and theories?
discuss ideas in an interesting and thought-provoking manner?
contain adequate references?
include a bibliography in correct format?
present work in word-processed form?
avoid spelling, punctuation and grammatical errors?
conform with the wordage specified?
Examination
An examination tests the same learning outcomes of the module within a timed
13
assessment. Within the examination different methods of assessment may be used (for
example: essays, brief definitions and short answers, short sections of text for
comment). An examination script should demonstrate knowledge and understanding of
the subject area, including (where appropriate) the ideas of individual scholars and
commentators, in (an) appropriate form(s) and style(s).
Does it
answer the question(s)?
address all aspects of the question(s)?
make points clearly and concisely?
support arguments with evidence?
avoid factual inaccuracies?
draw on appropriate research?
adopt an analytical approach?
discuss ideas in an interesting and thought-provoking way?
contain appropriate acknowledgement of scholars ideas and sources of
information?
have a clear structure?
avoid spelling, punctuation, grammatical errors, and be legible?
make effective use of the time available?
Independent Project
Does it
Individual Project
An individual project is a written piece of work on a theme or topic set by a member of
staff. It involves the formulation of a specific question which has to be agreed by the
14
tutor responsible. It must treat the question analytically and show critical awareness of
multiple interpretations and contested issues. It should include some independent
research using books, journals, internet sources and, if appropriate, visiting places of
worship and interviewing practitioners. It may be presented as an essay but can
include visual material, appendices etc. It must contain references and a bibliography.
Does it
treat the topic/theme in a relevant way?
have appropriate scope and coverage?
display research skills?
make points clearly and concisely?
support arguments with evidence?
avoid factual inaccuracies?
adopt an analytical approach?
discuss ideas in an interesting and thought-provoking way?
contain adequate references?
include a bibliography in correct format?
have a clear structure?
present work in word-processed form?
avoid spelling, punctuation and grammatical errors?
conform with the wordage specified?
Learning Portfolio
A Learning Portfolio is a written piece of work which summarises and evaluates
material covered in the module including lectures, seminars, workshops and reading. It
also involves reflection upon ones own learning and personal development.
Does the portfolio
reflect on all of the required material?
accurately represent the material under review?
provide critical and constructive comment?
make points clearly and concisely?
support arguments with evidence?
adopt an analytical and reflective approach to the material?
evaluate the material in an interesting and thought-provoking way?
include reflection on the students own learning and personal development?
contain adequate references?
include a bibliography in correct format?
have a clear structure?
present work in word-processed form?
avoid spelling, punctuation and grammatical errors?
conform with the wordage specified?
Project Proposal
A project proposal is a written piece of work that constitutes a plan for a project or work
placement. It should set out the focus for the project and also key skills required.
Does it
outline a clear plan ?
provide a convincing rationale for the project?
outline a focus that is appropriate in scope and coverage?
15
display relevant skills?
make points clearly and concisely?
identify the relevance to study and/or future career?
explain any theoretical or methodological perspectives?
include a realistic schedule with milestones?
specify any special sources of information such as archives or contacts with
individuals and organisations?
contain adequate references?
include a bibliography in correct format?
have a clear structure?
present work in word-processed form?
avoid spelling, punctuation and grammatical errors?
conform with the wordage specified?
Report
A report is a written piece of work that relates an aspect of Religion, Philosophy and
Ethics to real-world settings. It must include significant independent research using a
range of sources, including, but not limited to, academic books and articles. It must
contain references and a bibliography.
Does it
identify an area for research that has relevance to the real-world?
demonstrate the value of a knowledge of religion, philosophy and ethics to
an understanding of issues in wider social, political and /or economic
contexts?
have appropriate scope and coverage?
display independent research skills?
make points clearly and concisely for a specific audience?
support arguments with evidence?
avoid factual inaccuracies?
adopt an analytical approach?
discuss ideas in an interesting and thought-provoking way?
draw conclusions and/or make proposals?
contain adequate references?
include a bibliography in correct format?
have a clear structure?
present work in word-processed form?
avoid spelling, punctuation and grammatical errors?
conform with the wordage specified?
Research Project
16
treat the topic/theme in a relevant way?
have appropriate scope and coverage?
display independent research skills?
make points clearly and concisely?
support arguments with evidence?
avoid factual inaccuracies?
adopt an analytical approach?
discuss ideas in an interesting and thought-provoking way?
contain adequate references?
include a bibliography in correct format?
have a clear structure?
present work in word-processed form?
avoid spelling, punctuation and grammatical errors?
conform with the wordage specified?
Research Proposal
A research proposal is a written piece of work that constitutes a plan for the
dissertation. It should set out the question, rationale and focus for the research and
also key ideas and approaches used in the research.
Does it
formulate a clearly defined research question?
provide a convincing rationale for the research?
outline a research focus that is appropriate in scope and coverage?
display independent research skills?
make points clearly and concisely?
identify the relevance of particular authors work?
explain theoretical and methodological perspectives?
include a realistic schedule for research with milestones?
specify any special sources of information such as archives or contacts with
individuals and organisations?
contain adequate references?
include a bibliography in correct format?
have a clear structure?
present work in word-processed form?
avoid spelling, punctuation and grammatical errors?
conform with the wordage specified?
Research Presentation
A research presentation is delivered verbally on the subject chosen for the dissertation.
It is based on the research proposal already submitted and reports on progress made
towards the dissertation. It should include use of ICT and AVA where possible and be
delivered in an appropriate from and style.
Does it
introduce dissertation research in an interesting and engaging manner?
display independent research skills?
contain an appropriate level of information?
make effective use of resources to present ideas?
respond confidently to questions and queries?
demonstrate good verbal communication skills?
refer back to the research proposal?
17
assess progress made to date?
identify issues to be addressed and potential strategies to address them?
acknowledge the significance of named scholars?
integrate theoretical and methodological observations?
contain adequate references?
include a bibliography in correct format?
have a clear structure?
conform with the time specified?
Seminar Presentation
A seminar presentation is delivered verbally either by an individual or by a small group.
It is based on a question, theme or topic set by or negotiated with a member of staff. It
should include use of ICT and AVA where possible and be delivered in an appropriate
from and style.
Does it
answer question or treat topic/theme in a relevant way?
contain an appropriate level of information and argument?
make effective use of resources to present ideas?
demonstrate good verbal communication skills?
interact with audience?
Respond effectively to questions and queries?
make points clearly and concisely?
support arguments with evidence?
avoid factual inaccuracies?
draw on appropriate research?
engage with relevant concepts, debates and theories?
adopt an analytical approach?
discuss ideas in an interesting and thought-provoking way?
contain appropriate acknowledgement of scholars ideas and sources of
information?
have a clear structure?
conform with the time specified?
include a reflective commentary where required?
18
make points clearly and concisely?
support arguments with evidence?
avoid factual inaccuracies?
draw on appropriate research?
adopt an analytical approach?
discuss ideas in an interesting and thought-provoking way?
contain appropriate acknowledgement of scholars ideas and sources of
information?
have a clear structure?
conform with the time specified?
Does the portfolio
demonstrate knowledge and understanding of selected topics and themes?
provide critical and constructive comment?
make points clearly and concisely?
support arguments with evidence?
avoid factual inaccuracies?
draw on appropriate research?
adopt an analytical approach?
discuss ideas in an interesting and thought-provoking way?
include reflection on students own learning (and, where appropriate)
personal development?
contain adequate references?
include a bibliography in correct format?
have a clear structure?
present work in word-processed form?
avoid spelling, punctuation and grammatical errors?
conform with the wordage specified?
Short Film
The production of a short film includes the following activities: writing (i) a script and (ii)
a rationale and (iii) the production of the film. The script is a written piece of work that
demonstrates the ability to develop a theme in written form to be used for the film. The
rationale outlines the aims purposes and methods behind the film and if a group
activity, how the planning, designing and the actual production of the film was shared
by each member of the group.
Does the Script
demonstrate knowledge and understanding of the selected topic?
show creative skills?
discuss and analyse ideas in an interesting and thought-provoking way?
make points clearly and concisely?
have a clear structure?
avoid factual inaccuracies?
avoid spelling, punctuation and grammatical errors?
contain references and a brief bibliography
contain appropriate acknowledgement of scholarship and sources?
conform with the wordage specified?
present work in word-processed form?
Does the Rationale
demonstrate knowledge and understanding of the selected project?
19
explain the aims and purposes of the film
critically evaluate research methods employed
(if a group activity) explain accurately each persons role in the production?
(if a group activity) explain the way the group resolved issues that arose in
the planning and production of the film?
have a clear structure?
make points clearly and concisely?
avoid factual inaccuracies?
avoid spelling, punctuation and grammatical errors?
contain appropriate acknowledgement of scholarship, sources and
informants?
conform with the wordage specified?
presented work in word-processed form?
Does the Film
demonstrate knowledge and understanding of the selected themes?
show creative aspects in terms of freshness, originality or treatment?
hold attention through compelling content, vividness or aesthetic appeal?
exhibit a passion for, or commitment to the subject?
have dialogue / narrative / other important elements that are clear and
intelligible?
incorporate a sound design (use of music, atmospheres, etc.) that enhances
the film?
contain good choices in terms of visual content?
contain effective realisation and delivery of the proposed story with titles,
graphics and other content well integrated?
contain logical or coherent structure with clear relationship of parts to whole?
contain appropriate and accurate titles and acknowledgements of credits?
avoid factual inaccuracies?
avoid spelling, punctuation and grammatical errors?
complete the project by the specified deadline?
discuss ideas in an interesting and thought-provoking way by adopting an
analytical approach?
conform with the length specified?
A timed critical analysis tests the learning outcomes of the module within a timed
assessment. Within the examination different methods of assessment may be used
(for example: short sections of text and/or philosophical and ethical problems for
analysis or essays). A timed critical analysis script should demonstrate analytical
thinking and a knowledge and understanding of the subject area, including (where
appropriate) the ideas of individual scholars, in (an) appropriate form(s) and style(s).
Does it
20
present arguments and ideas in an original and thought-provoking manner?
contain appropriate acknowledgement of scholars ideas?
avoid spelling, punctuation and grammatical errors?
make effective use of the time available?
NOTE: resit work in August must also be submitted both electronically to Minerva using
the referred/deferred options (under Assessment) and hard copies to the Student
Administration Service.
PROJECT WORK
Project work of various sorts features throughout the programme. At Level 4,
presentations are a significant part of the assessment of the core module PE4000-40
Truth and Value. These presentations provide you with a valuable introduction to
teamworking skills and the project-based demands of producing a coherent response
to a specific assignment or problem, including the need to deliver a persuasive,
imaginative and accessible line of argument. At Level 5, the core module features an
applied philosophical project that requires you to apply philosophical knowledge and
skills to a choice of real world scenarios. The modules PE5010-20 Special Project and
PE6033 Advanced Special Project are specifically designed to enable you to follow up
an interest of your own, with both academic and practical career-related outcomes. At
Level 6, in addition to the core module Dissertation (PE6000-40), there is also a
Research Project in Applied Ethics (PE6003-20). This project requires you to apply
ethical theory to a contemporary issue or problem of your choice, and combines
empirical data and evidence with ethical critique and evaluation in a manner analogous
to that to be found in many workplace contexts and non-academic publications. Project
21
work becomes more prominent as you progress through the programme, reflecting
your increasing independence of learning and allowing you to exercise greater freedom
in deciding the focus and scope of your coursework.
CAREERS
Destinations Data
As Philosophy and Ethics is only available within the Combined Award we do not have
separate statistics for employment. However, we know that some students have gone
on to a PGCE (usually to teach RE, Citizenship or primary), others have gone on to
further degrees in Philosophy and Ethics. Since 2010, employers of our graduates
include Global Xchange. Ethicall, the Citizens' Advice Bureau and Birmingham
University. More generally, Philosophy and Ethics develops many skills valued by
employers such as clarity and precision in thinking, the ability to recognise unnoticed
assumptions, the expertise to present a strong case, and to see the ethical issues
involved in everyday decisions. Graduate careers for which Philosophy is good
preparation include: law, civil service, local government, journalism, financial
institutions, management, and IT.
Although other degree subjects may be seen as more obviously vocational, the skills
gained in studying Philosophy and Ethics are highly prized by employers. Feedback
from the University Careers Service in response to the Employability Survey (2003)
indicated that employers think that the degree subject is less of a concern than the
attitudes, attributes, skills and motivation of graduates and that philosophy students
are well respected as analytical thinkers as well as being good in a team due to
influencing/persuasive skills (A Brief Guide to Employability in Philosophy, Theology
and Religious Studies PRS Subject Centre 2004, Appendix C).
The University Careers Service is here to help you plan your future and make the
most of your time at Bath Spa to realise your ambitions. It makes available information
and advice about job opportunities, further study and employment. You can make an
appointment to see an advisor to discuss your ideas, use specialist computer software
to research possible careers and submit your CVs and job applications for checking.
http://www.bathspacareers.com/
The Job Shop is a student employment service based on campus that enables
University Staff and Local Employers to make contact with students who are looking for
part-time or vacation work and who have the necessary skills or experience to fill the
available vacancies. JOBS@bathspa advertises a wide variety of external jobs in the
Bath area as well as vacancies within the University.
http://www.bathspa.ac.uk/services/jobshop/
Just V is the name for the full range of volunteering services offered by Student
Support Services and the Students Union. It offers opportunities for staff and students
to give their time, energy and skills to help out local, national and international
voluntary organisations and in doing so, to develop personally and professionally.
There is a database of volunteering opportunities in local organisations such as youth
work, festival stewarding and community radio in addition to Quickies that are one-day
opportunities to make a difference.
See the Student Union website for further details or contact Susan Hammond at
Justv@bathspa.ac.uk
22
ADDED VALUE
National Student Survey results for students combining with Philosophy and Ethics in
2014-15 at Bath Spa were very good, placing us in the top twenty philosophy
departments in the UK for overall student satisfaction.
Learning resources
Overall satisfaction
Academic support
Organisation and
Assessment and
Teaching on my
Development
management
feedback
Personal
course
Personal tutoring
Each student is allocated a Personal Tutor, whom you will meet on your first day at
the University, who will see you at least twice a year, and with whom you will discuss
your Personal Development Plan and general progress.
Each module has its own handbook that sets out the schedule of teaching, assessment
requirements and recommended reading. If you want to discuss work on a specific
module, make an appointment to see the module co-ordinator and/or module tutor
concerned. Within the core modules, there will be study skills and research skills
sessions that are tailored to meet your needs as you progress through the programme.
For more general enquiries relating to the subject, make an appointment to see your
year tutor. Year tutors have been appointed as follows
23
The Subject Leader for Study of Religions and Philosophy and Ethics is Dr Alison
Hems. You should see the Subject Leader for signing forms to change modules or
registered award, or for any matters relating to the subject that cannot be resolved at
module or year level.
You are assisted in undertaking Personal Development Planning by your personal tutor
and by subject staff teaching on the core modules at each level. These modules
schedule opportunities for reflection and evaluation as well as sessions with visiting
speakers from Just V (at Level 4) and Careers (at Level 5 and 6). At Level 6, reflection
and evaluation are assessed in the Research Presentation and integral to the
supervisory relationship. For more details, see the handbooks for the core modules
and the dissertation.
Student Services
The Student Administration Service based in Main House Student Space is your
main point of contact for all issues about your academic programme. Should you wish
to change a module or a subject, request a different seminar group or check your
timetable, this Service can help. It is worth noting that this Service also handles
Mitigating Circumstances claims these are claims that illness or other personal
difficulty has affected your ability to submit work on time. To contact Student Services
please use the email mycourse@bathspa.ac.uk
Student Support Services also provide a range of services to help you to address
practical, personal and financial issues that might affect your studies. These include:
the Chaplaincy Service; the Counselling Service; Disability Support; Medical Services;
Just V (see above); and Welfare (including financial advice). Their team of specialists
provide a confidential service, through both drop-in and one to one appointments, who
are able to assist you with any problems that occur. It is always a good idea to seek
help as soon as possible.
http://www2.bathspa.ac.uk/services/student-services/
24
Study Skills/Writing and Learning Centre
The core modules at Level 4 includes study skills sessions to help you make the
transition to University, whether you are coming directly school/college or after a period
away from formal education. These sessions deal with such things as writing academic
essays, formulating an argument, giving oral presentations, note-taking and
referencing, problem-solving and teamwork. You will receive additional guidance
through feedback on formative assessments in all modules.
In Level 5, study skills are further developed by means of the research skills sessions
conducted in the library by the Subject Librarian, which enable you to make a more
sophisticated use of library resources including journals, electronic resources and
search facilities. This supports the increasing independence of learning expected at
Level 5. A further feature of Level 5 is a focus on employability, which enables you to
be in the best position to make applications at the beginning of Level 6. There is a
dedicated session with careers in the core module that includes the opportunity to
explore careers related to the subjects you study, arrange relevant work experience,
and apply skills developed in your programme of study to the workplace and vice
versa.
At level 6, the dissertation (optional but recommended for anyone thinking of
progressing to further academic study) develops independent enquiry and project
management skills in researching the subject of your choice. A series of group
workshops will be provided to discuss generic issues and individual tutorials with your
supervisor who will offer specialised guidance and feedback. In addition, there will be
two bespoke sessions provided by Careers on applying for graduate jobs.
The University provides a Writing and Learning Centre which can help you to
improve your learning in areas such as: academic writing; scholarship (referencing,
transition to University, critical thinking); independent learning (time management,
learning styles); oral presentation; maths and numeracy; and reading and note-taking.
Previous students have found the help offered extremely valuable.
http://www2.bathspa.ac.uk/services/writing-and-learning-centre/
HOW WE ASSURE THE QUALITY OF THE COURSE
Before the course started, a process of course approval took place which included
consultation with academic and industry subject experts. The following was checked:
There would be enough qualified staff to teach the course
Adequate resources would be in place
Overall aims and objectives are appropriate
Content of the course meets requirements of Quality Assurance Agency for Higher
Education and European Standards and Guidelines
The course maps to subject benchmark statements (in this case Philosophy)
Internal quality criteria, such as admissions policy, teaching, learning and
assessment strategy and student support mechanisms
25
Student feedback, including module evaluation questionnaires, the National
Student Survey.
The course team use this information to undertake annual monitoring, which, in turn, is
monitored by the Universitys Academic Quality and Standards Committee.
Every six years an in-depth periodic review of the subject area is undertaken by a
review panel, which includes at least two external subject (academic and industry)
specialists. The panel considers documents, meets with current/former students and
staff before drawing its conclusions. This results in a report highlighting good practice
and identifying areas where action is needed.
This course has a course committee comprising all relevant teaching staff, student
representatives and others who make a contribution towards the effective operation of
the course (for example library and technical staff). The committee has responsibilities
for the quality of the course and plays a critical role in the Universitys quality
assurance procedures.
The External Examiner does this by moderating a sample of all coursework at Levels 5
and 6 to make sure that marking is appropriate, paying particular attention to work
assigned marks of 70% and above (Firsts) and below 40% (Fails). External Examiners
write reports to which the teaching team respond. Reports include suggestions for
improvement to assessment and to the course as a whole, and are discussed at
Subject, Department, School and University level.
26
Students are notified of action taken in response to feedback through:
Module feedback sessions led by student representatives
Written Module Evaluation Reports from module leaders presented at Programme
Committee/Departmental Boards and included in Module Handbooks (uploaded to
Minerva)
Year group and subject meetings and/or in lectures.
STUDENT PRIZES
There are currently three prizes awarded for students graduating from Religions,
Philosophies and Ethics/Study of Religions/Philosophy and Ethics.
This prize is awarded for gaining the highest mark across both Single Honours and
Combined courses in Religion, Philosophies and Ethics, for having a consistent record
of first class work, and for being an asset to the subject team in supporting other
students and staff.
The Dr Freda Matchett Memorial Prize for the best performance in the field of
Eastern philosophy and/or religion.
This prize is awarded to the student who has gained the highest mark in the field of
Eastern philosophy and/or religion in a Philosophy and Ethics or Study of Religions
coded project module or dissertation.
The Bath Interfaith Group Prize for outstanding contribution to the community of
staff and students in Religion, Philosophy and Ethics.
This prize is awarded to the student who has, in the view of the staff team, made an
outstanding contribution to supporting the community of staff and students in the
subjects of Religions, Philosophy and Ethics, Study of Religions, or Philosophy and
Ethics.
27
Anonymous marking policy and rules on assessment
See A Guide to Undergraduate Modular Scheme Assessment
http://www2.bathspa.ac.uk/services/student-services/current-students/your-
course/guide-for-students-assessment
http://www2.bathspa.ac.uk/services/student-services/current-students/your-
course/guide-for-students-course-of-study and
Referencing guidance
Correct referencing is essential to acknowledge the sources of both quotations and
ideas, and to avoid accusations of plagiarism. To make life difficult you will find that
there are many different systems for referencing in use in academic journals and
books. In Philosophy and Ethics we accept EITHER of two systems Harvard or
Numeric in the approved university format. Choose the one you like best and stick to it
dont mix them up.
See the guidelines provided on the University Library web pages.
http://www2.bathspa.ac.uk/services/library/InfoSkills/
STAFF PROFILES
There are five permanent members of staff in Religions, Philosophies and Ethics, as
well as fixed-term and part-time staff. If you have difficulty contacting any individual
members of staff please use the general email:
Religions_Philosophies_Ethics@bathspa.ac.uk
Dr Mahinda Deegalle.
Office: CM.214 (tel: 01225 875429; email: m.deegalle@bathspa.ac.uk)
His current research includes the ethics of war and the role of religion in conflict and
peace building. The Norwegian Research Council through the Peace Research
Institute in Oslo (PRIO) has funded research on ethics of war in Buddhism. He acted
as the project manager for the British Council funded PMI2 study abroad summer
programme at Dongguk University in Korea since 2008. He has served in editorial
boards and steering committees of professional associations such as the American
Academy of Religion and UK Association of Buddhist Studies.
28
2009 Norms of War in Theravada Buddhism, World Religions and Norms
of War, ed. V. Popovski et al, United Nations Uni. Press.
2006 Buddhism, Conflict and Violence in Modern Sri Lanka, ed. London
and New York, Routledge.
Dr Sarah Flavel,
Office CM.214 (Tel: 01225 875784; Email: s.flavel@bathspa.ac.uk)
Sarah teaches on Buddhism, Comparative Philosophy, Japanese Philosophy and
Intercultural Ethics.
Her main interests include the history of Buddhism and Buddhist philosophy (Zen),
history of European philosophy (particularly German philosophy), Classical Chinese
philosophies and religions (Confucianism and Daoism) and applied global ethics.
Her current research is a comparative project on the 20th century Kyoto school Zen
philosopher Keiji Nishitani and 19th century German philosopher Friedrich Nietzsche.
Her project has received support from the Irish Research Council. She also now works
as an editor for translations of contemporary Chinese scholars in religion and
philosophy into English.
Key forthcoming publications include:
2015 Guorong, Yang. On Human Action and Practical Wisdom. Translated by Paul
Dambrosio, Edited by Sarah Flavel (Brill Publishing, 2015 tbd)
2015 Guying, Chen. On the Social Concerns of Daoist Philosophy, translated by Hans-
Georg Moeller, Edited by Sarah Flavel and David Jones (Northwestern University
Press, 2015 tbd)
2015 Nishitanis Nietzsche: Will to Power and The Moment. The Journal of Nietzsche
Studies (Penn State University Press: Jan, 2015)
For further details and bibliography see: http://www.bathspa.ac.uk/our-people/s.flavel
Dr Paul Reid-Bowen.
Office: CM.214 (tel: 01225 876176; Email: p.reidbowen@bathspa.ac.uk)
Paul teaches Metaphysics, Environmental philosophy, Existentialism, Gender and New
Religious Movements. Paul is year tutor for year 1.
His interests include ecological, existentialist and feminist philosophies, metaphysics
and philosophy of religion; contemporary and new religions (notably paganisms and
feminist spiritualities); psychology of religion; feminist theory and religion; and feminist
thealogy. He is currently working on a book project on the ecological future and the
crisis of civilization.
Key publications include:
29
2014. Contesting Capitalist Sorcery: Peak Everything as Apocalyptic Sorcery,
Skepsis, vol. 6, no. 2.
2011. 'Vital New Matters: The Speculative Turn in the Study of Religion and Gender',
Religion and Gender, vol. 1, no. 1, pp. 44-65, [online] available from:
http://www.religionandgender.org
2008 'Why Women Need to be Ripped, Shredded and Sliced: Political, Philosophical
and Thealogical Reflections.' In: Althaus-Reid, M. and Isherwood, L. eds.
Controversies In Body Theology. London, SCM Press, pp. 207-226.
Dr Russell Re Manning.
Office: CM.214 (tel: 01225 875493; email:r.remanning@bathspa.ac.uk)
2015 Retrieving the Radical Tillich. His Legacy and Contemporary Importance. New
York, Palgrave Macmillan.
2015 Philosophy of Religion. A Complete Introduction, London, Hodder and Stoughton.
2013 The Religious Meaning of Culture. Paul Tillich and Beyond. The International
Journal of Systematic Theology, vol. 15, no.4, pp. 437-452.
2013 ed.The Oxford Handbook of Natural Theology. Oxford, Oxford University Press.
30
2013 (edited with Michael Byrne) Science and Religion in the Twenty First Century.
London: SCM Press.
Dr Catherine Robinson.
Office: CM.214 (tel: 01225 875658; email: c.robinson@bathspa.ac.uk)
2014 (with Cush, D.) Developments in Religious Studies: Towards a Dialogue with
Religious Education. British Journal of Religious Education, vol. 36, no. 1, pp. 4-17.
2009 ' "O Our India!" Towards a Reassessment of Sir Edwin Arnold.' Religions of South
Asia, vol. 3, no. 2, pp. 203-219.
2008 (co-edited with Cush, D., York, M. and Foulston, L.) Encyclopedia of Hinduism.
London & New York, Routledge
2006.Interpretations of the Bhagavad-Gita and Images of the Hindu Tradition: The
Song of the Lord. Richmond, RoutledgeCurzon.
1999 Tradition and Liberation : The Hindu Tradition in the Indian Women's Movement.
Richmond, Curzon Press.
For further details and bibliography see: http://www.bathspa.ac.uk/our-
people/C.Robinson
31
EQUAL OPPORTUNITIES STATEMENT
We want to ensure that your needs are met. If you require this information in any
other format, please contact Dr Alison Hems ( a.hems@bathspa.ac.uk; 01225
873493)
Philosophy and Ethics at Bath Spa University welcomes diversity amongst its students,
staff and visitors, recognising the contributions that can be made by individuals from a
wide range of backgrounds and experiences. Dr Catherine Robinson is a member of
the Universitys Equality and Diversity Steering Group.
Our aim is that all staff and students, both existing and potential, should receive equal
and fair treatment in all aspects of University life. The University seeks to ensure that a
suitable
working and studying environment is provided which is free from discrimination
and where all members of the University community are treated with dignity and
respect and are valued as individuals.
The following Student Handbook is designed to provide you with a central point of
reference, containing detailed information concerning your course. We want to ensure
that the needs of all students are met in every aspect of every course that we offer. A
key way in which we ensure this is to monitor student feedback on each academic
module undertaken. The results of this provide us with essential information on our
progress to ensuring equality of access and opportunity for all students.
Should you have any concerns at any time regarding your course, any of the
information contained within this Handbook, or any other aspect of University life, you
should discuss this in the first instance with the Subject Leader, Professor Denise Cush
or your Year Tutor who will assist you in identifying the types of support available to
you. Examples of these types of support are:-
Arranging appropriate teaching and examination arrangements;
Assisting with the provision of scribes, readers, note takers or interpreters;
Assisting you with applications for financial assistance;
Assisting you with any concerns you may have regarding any work experience you
may undertake;
Helping you to identify technology and other support appropriate to individual
needs;
Advising on study and arranging loan of equipment;
Liaising with members of academic staff in relation to access to the curricula.
There are also a range of support mechanisms offered by Bath Spa University, such as
Student Welfare Services and Careers Advice (see above).
32
or sexual orientation or any distinction which is not relevant to the employee/employer
relationship or its student body.
Responsibilities
Promoting and maintaining equal opportunities is the responsibility of everyone,
although it is recognised that management have additional responsibilities to ensure
that the policy is carried out.
Staff and students of the University are expected to comply with this policy and are
expected to promote a culture free of unfair discrimination, prejudice and all forms of
harassment and bullying. Any incidents of discrimination, harassment or bullying will
be investigated and may be grounds for dismissal or expulsion.
33
PHILOSOPHIES AND ETHICS
MODULES
34
Code
PE4000-40
(validated
2009)
Truth
and
Value:
Introduction
to
Philosophical
and
Ethical
Title
Enquiry
Subject
area
Religions,
Philosophies
and
Ethics
;
Philosophy
and
Ethics
Level 4
Credits 40
Pre-requisites None
Acceptable for
Core/Optional Core
35
This
module
is
divided
into
two
distinct
parts:
an
introduction
to
epistemology
and
metaphysics
and
an
introduction
to
ethics.
The
introduction
to
epistemology
and
metaphysics
examines
some
of
the
big
debates
in
epistemology,
such
as
what
are
the
foundations
of
knowledge
and
what
are
the
limits
of
scepticism
and
doubt,
and
metaphysical
enquiry
into
such
topics
as
free
will,
the
mind-body
relationship
and
the
nature
of
personal
identity.
The
ethics
part
of
the
module
explores
a
series
of
ethical
and
meta-
ethical
concepts
and
investigates
the
connections
between
living
well
and
being
moral.
It
is
asked
whether
values
exist
objectively,
subjectively
or
in
some
other
sense
and
whether
ethics
can
be
understood
in
terms
of
such
concepts
as
altruism,
compassion,
duty,
happiness,
the
social
contract
or
virtue.
Embedded
within
each
part
of
the
module
is
an
ongoing
introduction
to
the
methods
and
tools
of
philosophical
and
ethical
of
analysis
and
argument.
These
tools
can
be
utilised
effectively
in
academic
assignments
and
seminars
but
they
also
have
lasting
value
in
life
and
work
beyond
university.
Teaching
&
Learning
is
centred
on
weekly
two
hour
lecture/workshops
and
two
hour
seminars.
During
the
lecture/workshops
you
will
be
introduced
to
key
concepts
and
debates
in
philosophy
and
ethics
as
well
as
being
presented
with
methods
and
tools
of
analysis
and
argument.
The
seminars
are
either
student-centred
or
student-led
and
you
will
have
the
opportunity
to
discuss,
clarify
and
analyse
concepts
and
arguments
introduced
in
the
lectures
in
some
depth.
The
seminars
are
also
the
venue
for
the
assessed
group
presentations.
The
presentations
are
a
significant
part
of
the
assessment
of
the
module
and
provide
you
with
the
opportunity
to
develop
and
practise
some
valuable
philosophical
and
employability
skills
(e.g.
explaining
complex
ideas
verbally,
interacting
and
working
effectively
with
others
and
defending
an
argument).
36
6. acquire
an
understanding
the
contested
character
of
Presentations.
philosophical
and
ethical
enquiry
and
entered
into
debates
in
a
manner
respectful
of
opposing
interpretations.
7. work
collaboratively
and
creatively
as
a
member
of
a
dialogical
Presentations,
essay.
community
and
independently
on
individual
philosophical
and
ethical
projects
and
problems.
8. continue
to
develop
skills
for
life
and
work
such
as:
(a)
communicating
complex
ideas
to
others
in
writing,
Essay.
(b)
communicating
complex
ideas
to
others
verbally
and
Presentations.
debating
in
an
effective
manner,
(c)
using
information
technologies
for
information
search
and
Essay,
retrieval,
word-processing,
and
presentations,
Presentations.
(d)
managing
your
time
and
resources
appropriately,
Presentations.
(e)
creative
thinking
and
problem-solving,
Examination.
(f)
ethical
commentary
and
evaluation.
Presentations,
Examination.
Assessment
Scheme
Weighting
%
Formative
Formulating
an
abstract
and
argument.
0%
Summative
Essay
(2500
words)
25%
Presentation
(equiv.
2500
words)
25%
Presentation
(equiv.
2500
words)
25%
Examination
(2
hrs,
equiv.
2500
words)
25%
Baggini,
J.
and
Fosl,
P.
S.
(2003)
The
Philosophers
Toolkit:
A
Compendium
of
Philosophical
Concepts
and
Methods.
Oxford:
Blackwell.
Conee,
E.
and
Sider,
T.
(2005)
Riddles
of
Existence:
A
Guided
Tour
of
Metaphysics.
Oxford:
Oxford
University
Press.
Driver,
J.
(2007)
Ethics:
The
Fundamentals.
Oxford:
Blackwell.
Graham,
G.
(2006)
Eight
Theories
of
Ethics.
London
and
New
York:
Routledge.
Harvey,
P.
(2000)
An
Introduction
to
Buddhist
Ethics.
Cambridge:
Cambridge
University
Press.
Martinich,
A.
P.
(2005)
Philosophical
Writing:
An
Introduction.
Oxford:
Blackwell.
Morton,
A.
(2003)
Philosophy
in
Practice.
Oxford:
Blackwell.
Nutall,
J.
(2002)
An
Introduction
to
Philosophy.
Cambridge:
Polity.
37
Scruton,
R.
(2004)
Modern
Philosophy:
An
Introduction
and
Survey.
London:
Pimlico.
Singer,
P.
(1999)
Practical
Ethics.
Cambridge:
Cambridge
University
Press.
Thompson,
M.
(2006)
Teach
Yourself
Ethics.
McGraw
Hill.
Warburton,
N.
(2004)
Philosophy:
the
Essential
Study
Guide.
London
and
New
York:
Routledge.
Learning Resources
38
Code
SR/PE
4003-20
(validated
2011)
Level 4
Credits 20
Pre-requisites
Acceptable for
Core/Optional Optional
This
module
gives
you
an
introduction
to
several
major
religious
and
philosophical
traditions,
such
as
Christianity,
Buddhism
and
Hinduism,
Greek
philosophy,
Marxism
and
Humanism.
These
religious
and
philosophical
traditions
are
explored
through
an
overview
of
some
of
their
central
concepts
and
values,
such
as
approaches
to
human
nature
and
destiny
(the
human
condition,
its
ills
and
their
remedy);
ultimate
reality
(the
divine
and/or
supreme
state
of
being)
and
the
world
(the
universe,
nature,
matter
and
forms
of
life).
The
overview
of
these
religions
and
philosophies
is
then
supplemented
by
a
case
study
of
a
key
thinker
or
particular
school
of
thought
within
these
traditions
that
has
been
particularly
influential.
It
aims
to:
introduce
a
selection
of
major
religious
and
philosophical
traditions;
explore
the
core
concepts
and
values
of
a
selection
of
major
religious
and
philosophical
traditions;
examine
and
exemplify
these
major
religious
and
philosophical
traditions
through
the
use
of
case
studies;
and
promote
reflection
upon
comparisons
and
contrasts
within
and
between
religious
and
philosophical
traditions.
39
This
module
will
include:
An
historical
overview
and
theoretical
introduction
to
the
traditions
selected
An
analysis
of
the
ideas
and
contribution
of
a
particular
thinker
or
school
of
thought
to
the
traditions
selected
For
example:
Christianity
and
Thomas
Aquinas;
Buddhism
and
Nagarjuna;
Hinduism
and
Mohandas
Karamchand
Gandhi;
Greek
Philosophy
and
Aristotle;
Marxism
and
Mao
Zedong;
and
Anti-Humanism
and
Friedrich
Nietzsche.
Learning
is
facilitated
by
a
2
hour
lecture
and
2
hour
student-centred
seminar
in
alternate
weeks,
supplemented
(where
possible
and
appropriate)
by
realia,
documentaries
and
films,
guest
speakers
and/or
study
visits.
Lectures
will
introduce
major
beliefs
and
practices
together
with
key
concepts
and
relevant
theories.
Seminars
will
provide
a
forum
for
discussion
of
issues
raised
in
lectures.
You
will
be
expected
to
do
some
preparatory
reading
and
thinking
following
the
guidance
in
the
module
handbook,
to
engage
actively
with
lectures
and
contribute
fully
to
seminars.
In
order
to
help
you
to
prepare
for
meeting
the
challenges
of
assessment
at
University,
this
module
includes
a
formative
assessment.
Formative
Essay
plan
0%
Summative
Essay
on
philosophical
traditions
and
thinkers
(2,000
words)
40%
Essay
on
religious
traditions
and
thinkers
(2,000
words)
40%
40%
Learning
portfolio
(1,000
words)
20%
40
Reading
Lists/Key
Texts
&
Websites
Nigosian,
S.A.
(2008)
World
Religions:
A
Historical
Approach.
Fourth
Edition.
Boston
&
New
York:
Bedford/St
Martins.
Parekh,
B.
(2001)
Gandhi:
A
Very
Short
Introduction.
Oxford:
Oxford
University
Press.
Shields,
C.
(2007)
Aristotle.
London
&
New
York:
Routledge.
Westerhoff,
J.
(2010)
Nagarjunas
Madhyamaka:
A
Philosophical
Introduction.
Oxford:
Oxford
University
Press.
Wicks,
R.
(2006)
Nietzsche.
London:
One
World.
Learning Resources
Minerva
Virtual
Learning
Environment
site
containing
module
handbook,
lecture
notes
and
other
information.
41
Code
PE4014-20
Level 4
Credits 20
ECTS 10
Pre-requisites None
Acceptable for
Core/Optional Optional
This
module
introduces
central
problems
in
the
philosophy
of
religion.
Focussing
primarily
on
the
Western
analytic
tradition,
the
module
engages
with
key
topics
in
historical
and
contemporary
philosophy
of
religion,
such
as
the
existence
and
nature
of
God,
theistic
arguments,
the
problem
of
evil,
religious
language,
religious
experience
and
miracles.
The
module
aims
to:
promote
systematic
enquiry
into
questions
in
the
philosophy
of
religion
develop
philosophical
reflection
on
a
key
topic
in
contemporary
life
engage
critically
with
key
texts
in
the
academic
and
popular
discussion
of
religion
foster
a
recognition
of
the
importance
of
philosophical
and
religious
thought
to
life
outside
academia
Outline
Syllabus
&
Teaching
&
Learning
Methods
42
respectively,
the
ontological,
the
cosmological,
and
the
teleological
(or
design)
argument.
The
third
part
turns
to
further
problems
in
the
philosophy
of
religion,
notably
the
problem
of
evil,
the
questions
surrounding
religious
language,
controversies
about
religious
experience(s)
and
the
problem
of
miracles.
The
module
is
taught
by
a
two
hour
workshop
each
week,
alternating
between
staff-led
and
student
centred/led
activities
each
week.
Staff-led
sessions
will
focus
on
introducing
key
topics,
concepts
and
terminology;
student-centred/led
sessions
will
provide
greater
opportunity
for
discussion.
Workshops
will
be
a
mix
of
the
following:
short
introductory
lectures,
group
discussion
and
analysis
of
set
reading,
structured
debates,
student
presentations,
and
student-led
discussion.
Formative:
Plan
for
presentation
0%
Summative:
Group
presentation
(1000
words
equiv.)
20%
Essay
on
Part
2
(2000
words)
40%
Essay
on
Part
3
(2000
words)
40%
43
Reading
Lists
/
Key
Texts
/
Websites
Copan,
P.
&
Meister,
C.
ed.
(2007)
Philosophy
of
Religion.
Classic
and
Contemporary
Issues
Oxford:
Blackwell.
Mann,
W.
E.
ed.
(2005)
The
Blackwell
Guide
to
the
Philosophy
of
Religion.
Oxford:
Blackwell.
Meister,
C.
ed.
(2007)
The
Philosophy
of
Religion
Reader.
London
and
New
York:
Routledge.
Nagasawa,
Y.
(2011)
The
Existence
of
God.
London
and
New
York:
Routledge.
Quinn,
P.
L.
&
Taliaferro,
C.
eds.
(1997)
A
Companion
to
the
Philosophy
of
Religion.
Oxford:
Blackwell.
Re
Manning,
R.
(2014)
Philosophy
of
Religion.
The
Essentials.
London:
Hodder
&
Stoughton.
Re
Manning,
R.
ed.
(2013)
The
Oxford
Handbook
of
Natural
Theology.
Oxford:
OUP.
Rowe,
W.
ed.
(2001)
God
and
the
Problem
of
Evil.
Oxford:
Blackwell).
Taliaferro,
C.
(
2009)
Philosophy
of
Religion.
A
Beginners
Guide.
Oneworld.
Wainwright,
W.
J.
ed.
(2005)
The
Oxford
Handbook
of
the
Philosophy
of
Religion.
Oxford:
OUP.
Zagzebski,
L.
&
Miller,
T.
D.
eds
(2009)
Readings
in
the
Philosophy
of
Religion.
Ancient
to
Contemporary.
Oxford:
Wiley-Blackwell.
Key
websites
include:
http://plato.stanford.edu/
http://www.richarddawkins.net/
http://www.reasonablefaith.org/william-lane-craig
Learning Resources
44
Code
PE/SR5100-40
(Validated
2009
as
PE5000)
Level 5
Credits 40
Acceptable for
Core/Optional Core
This
module
gives
you
an
overview
of
Indian
and
Chinese
thought
as
philosophical
traditions.
In
so
doing,
it
challenges
the
tendency
to
limit
philosophy
to
Western
approaches
or
marginalise
non-Western
theories,
summed
up
by
Simon
Critchley
in
the
telling
phrase
Philosophy
speaks
Greek
and
only
Greek.
This
involves
examining
philosophy
as
a
global
phenomenon
by
reference
to
India
and
China
and
specific
examples
of
Indian
and
Chinese
philosophies.
These
examples
include
orthodox
systems
of
Hindu
thought
such
as
Samkhya-
Yoga
and
Vedanta
and
various
Buddhist
schools
such
as
Abhidharma,
Madhyamaka
(San-
Lun),
Yogacara,
Tian
Tai
and
Chan
in
addition
to
Jaina,
Confucian,
Daoist
and
Marxist
thought.
This
module
pays
particular
attention
to
relating
philosophy
to
real
world
contexts
as
a
key
employability
skill.
It
aims
to:
develop
an
understanding
of
the
cross-cultural
complexity
and
diversity
of
philosophical
and
ethical
concepts,
systems
and
traditions;
consider
the
conceptual
resources
available
in
Indian
and
Chinese
philosophical
and
ethical
systems;
encourage
you
to
examine
your
own
pre-suppositions
and
explore
unfamiliar
methods
of
thinking
about
truth,
reality
and
the
human
condition;
and
stress
that
Indian
and
Chinese
philosophical
and
ethical
analysis
and
enquiry
can
be
applied
to
a
range
of
contemporary
debates,
issues
and
problems.
45
The
module
will
include
an
introduction
to
the
concept
of
World
Philosophy
and
some
historical
and
cultural
contextualisation
of
both
Indian
and
Chinese
thought.
It
will
discuss
issues
in
the
study
of
Indian
philosophy,
e.g.
debates
surrounding
its
supposed
spiritual
character,
and
those
that
arise
in
the
study
of
Chinese
philosophy,
e.g.
debates
surrounding
the
relationship
between
natural
and
social
order.
Specific
examples
of
Indian
and
Chinese
thought
are
examined
and
evaluated,
e.g.
Lokayata/Caravaka,
Samkhya-Yoga,
Vedanta,
Abhidharma,
Madhyamaka
(San-Lun),
Yogacara,
Tien
tai,
Chan,
Jainism,
Daoism,
Confucianism
and
forms
of
Marxism.
It
will
also
integrate
study
and
research
skills
sessions
as
well
as
a
Careers
workshop.
Learning
is
facilitated
by
a
2
hour
interactive
lecture/workshop
and
1
hour
student-led
seminar.
Lectures
will
introduce
major
schools
of
thought
and
associated
philosophical
debates
together
with
overarching
themes
and
necessary
contextualisation.
Seminars
will
provide
a
forum
for
philosophical
argument
as
well
as
an
opportunity
for
presentations
on
particular
philosophical
issues.
You
will
be
expected
to
do
some
preparatory
reading
and
thinking
following
the
guidance
in
the
module
handbook,
to
engage
actively
with
lectures
and
contribute
fully
to
seminars.
Intended
Learning
Outcomes
How
assessed
By
the
end
of
the
module,
you
should
have
demonstrated
that
you
are
able
to:
1. examine
the
concept
of
World
Philosophy
and
the
challenges
it
Discussion
Board
poses
for
defining
philosophy
and
the
philosophical
canon;
Participation
2. discuss
some
of
the
debates
surrounding
Indian
and
Chinese
Discussion
Board
philosophy
in
general;
Participation
3. investigate
some
major
Indian
and
Chinese
philosophies
in
Discussion
Board
historical
and
contemporary
perspective;
Participation
4. analyse
specific
Indian
and
Chinese
philosophies
in
depth;
Essay,
Individual
Presentation
5. relate
Indian
and
Chinese
philosophies
to
wider
social,
political
and
Discussion
Board,
economic
issues;
Individual
Presentation
6. recognise
the
significance
and
relevance
of
non-Western
thought
Applied
in
real-world
contexts;
Philosophical
Project
7. apply
non-Western
thought
to
an
employment-related
project;
Applied
and
Philosophical
Project
8. continue
to
develop
skills
for
life
and
work
such
as
(a)
responding
to
particular
questions
in
an
informed
and
Essay,
Discussion
appropriate
manner;
Board
Participation,
Individual
46
Presentation
(b)
critical
and
constructive
interaction
with
peers,
Discussion
Board
Participation
(c)
creative
thinking
and
problem-solving,
Applied
Philosophical
Project
(d)
effective
written
communication
and
Essay,
Applied
Philosophical
Project,
Discussion
Board
Participation
(e)
effective
verbal
communication.
Individual
Presentation
Formative
Essay
plan
and
annotated
bibliography
0%
Summative
Essay
(2,000
words)
20%
Applied
Philosophical
Project
(3,000
words)
30%
Discussion
Board
Participation
(3,000
words)
30%
Individual
Presentation
(2,000
words
equivalent)
20%
Carr,
B.
&
Mahalingam,
I.
eds.
(1997)
Companion
Encyclopedia
of
Asian
Philosophy.
London
&
New
York:
Routledge.
Chan,
W.-T.
ed.
(1963)
A
Sourcebook
in
Chinese
Philosophy.
Princeton:
Princeton
University
Press.
Cheng,
C.Y.
(2002)
Contemporary
Chinese
Philosophy.
Oxford:
Blackwell.
Flugel,
P.
ed.
(2006)
Studies
in
Jaina
History
and
Culture:
Disputes
and
Dialogue.
London
&
New
York:
Routledge.
Hamilton,
S.
(2001)
Indian
Philosophy:
A
Very
Short
Introduction.
Oxford:
Oxford
University
Press.
Hiriyanna,
M.
(1995)
The
Essentials
of
Indian
Philosophy.
Delhi:
Motilal
Banarsidass.
Kirkland,
R.
(2004)
Taoism:
The
Enduring
Tradition.
New
York
&
London:
Routledge.
Leaman,
O.
ed.
(2001)
Encyclopedia
of
Asian
Philosophy.
London
&
New
York:
Routledge.
Lynch,
M.
(2004)
Mao.
London
&
New
York:
Routledge.
Radhakrishnan,
S.
&
Moore,
C.A.
ed.
(1957)
A
Sourcebook
in
Indian
Philosophy.
Princeton:
47
Princeton
University
Press.
Williams,
P.
&
Tribe,
A.
(2000)
Buddhist
Thought:
A
Comparative
Introduction
to
the
Indian
Tradition.
London
&
New
York:
Routledge.
Yao,
X.
(2000)
An
Introduction
to
Confucianism.
Cambridge:
Cambridge
University
Press.
Also:
Internet
Sacred
Text
Archive
http://www.sacred-texts.com/
Resources
for
the
Study
of
East
Asian
Language
and
Thought
http://www.acmuller.net
Journal
of
Chinese
Philosophy
(electronic
access)
Philosophy
East
and
West
(electronic
access)
Learning Resources
Minerva
Virtual
Learning
Environment
site
containing
module
handbook,
lecture
notes,
discussion
boards
and
other
information.
48
Code
PE5003-20
(validated
2009)
Level 5
Credits 20
Pre-requisites None
Acceptable for
Core/Optional Optional
This
module
will
investigate
contemporary
ethical
questions
and
moral
dilemmas
from
a
wide
range
of
cultural,
religious
and
humanist
perspectives.
The
purpose
of
the
module
is
to
acquaint
you
with
some
theories,
methods
and
problems
in
ethical
and
philosophical
thinking.
By
analysing
specific
moral
issues,
the
module
will
explore
attitudes
to
self
and
personhood
in
religious
traditions
and
the
importance
of
moral
responsibility
in
human
action
focusing
on
at
least
one
eastern
(e.g.
Buddhism)
and
one
western
(e.g.
Christianity)
religious
tradition
in
addition
to
exploring
humanist
perspectives.
Moral
issues
related
to
selected
contemporary
topics
such
as
human
rights,
abortion,
euthanasia,
ecological
crisis
will
be
discussed
cross-culturally
while
taking
into
account
the
role
of
ethics
in
business
and
bio-ethics.
You
will
be
encouraged
to
think
critically
and
argue
for
and
against
conflicting
ethical
positions.
It
aims
to:
provide
insights
into
the
richness
and
variety
of
cross-cultural
ethical
perspectives;
foster
understanding
of
ethical,
religious
and
secular
humanist
concepts
and
relevant
disputes;
encourage
serious
and
sustained
engagement
with
and
evaluation
of
ethical
reasoning
in
religious
and
humanist
traditions;
and
stress
the
applicability
of
ethical
knowledge
and
skills
to
different
tasks
and
settings.
49
ethics;
an
examination
of
at
least
two
religious
traditionsone
eastern
(e.g.
Buddhism),
one
western
(e.g.
Christianity)
in
relation
to
the
significance
of
the
notion
of
self
for
ethical
responsibility;
discussions
on
contemporary
topics
that
have
been
the
focus
of
ethical
debates
such
as
euthanasia,
abortion
and
human
rights;
discussions
on
bio-ethics,
business
ethics,
sexual
ethics,
ethics
of
war
and
environmental
ethics.
Learning
is
facilitated
by
(i)
one-hour
interactive
lecture
and
(ii)
one-hour
student-led
seminar.
The
formal
teaching
session
led
by
the
tutor
may
include
viewing
relevant
films
and
documentaries.
Lectures
will
introduce
major
ethical,
religious
and
humanist
approaches
and
debates.
Seminars
will
provide
a
forum
for
developing
ethical
arguments
with
regard
to
the
topics
selected
for
discussion
and
for
further
engagement
with
issues
raised
in
lectures.
You
will
be
expected
to
do
some
preparatory
reading
and
thinking
following
the
guidance
in
the
module
handbook,
to
engage
actively
with
lectures
and
contribute
fully
to
seminars.
Formative
Project
Outline
(500
words)
0%
Summative
Essay
(2,000
words)
40%
50
Individual
project
(3,000
words)
60%
Learning Resources
Minerva
Virtual
Learning
Environment
site
containing
module
handbook,
lecture
notes,
discussion
boards,
audio-visual
materials
and
other
information.
51
Code
FL5007-20/PE5007-20
(validated
2009)
Subject
area
Film
&
Screen
Studies;
Religions,
Philosophies
and
Ethics;
Philosophy
and
Ethics
Level 5
Credits 20
Pre-requisites None
Acceptable for
Core/Optional Optional
This
module
explores
the
ways
in
which
film
has
always
been
a
medium
of
experimentation
and
speculation
for
modern
thinkers
from
Henri
Bergsons
notion
of
a
cinematographic
human
perceptual
system
and
Sergei
Eisensteins
theoretical
writings
on
techniques
of
montage
to
the
more
recent
influence
of
the
work
of
Gilles
Deleuze
in
Film
Studies
and
the
explosion
of
scholarly
(and
not
so
scholarly!)
philosophy
around
the
Matrix
films.
This
module
aims
to
encourage
students
to
think
more
expansively
about
film
through
an
exploration
of
the
history
and
nature
of
the
relationship
between
film
and
philosophy.
This
relation
has
been
traditionally
split
into
two
kinds:
film
as
illustration
of
existing
philosophical
ideas
and
film
as
a
form
of
philosophical
thinking
itself.
Drawing
on
selected
examples
from
the
history
of
cinema
(Which
may
include:
The
General
Line
(1929),
Rashomon
(1950),
The
Apu
Trilogy
(1955-9),
La
jete
(1962),
Alien
(1979),
Being
John
Malkovich
(1999),
The
Werckmeister
Harmonies
(2000)),
the
module
asks
students
to
consider
the
following
questions:
what
defines
film
as
a
form
of
aesthetic
experience
and
does
it
have
any
special
link
to
the
fundamental
concerns
of
philosophy,
such
as
the
nature
of
perception,
emotion,
memory,
or
ethical
decisions?
Or
how
might
we
see
the
construction
of
film
itself
as
inventing
different
ways
to
think
about
such
concerns?
This
module
is
structured
around
two
distinct
approaches
to
the
relationship
between
philosophy
and
film:
in
the
first
section,
you
will
explore
the
ways
in
which
film
(and
particular
films)
have
served
as
examples,
models
or
vessels
for
exploring
philosophical
ideas;
and
in
the
second,
you
will
consider
the
ways
in
which
cinema
itself
might
be
seen
as
inventing
a
new
language
of
concepts
(of
movement,
time,
event).
The
weekly
2-hour
52
workshop
will
feature
a
combination
of
the
following
kinds
of
activities:
short
introductory
lectures
to
key
philosophical
ideas,
individual
philosopher/filmmaker;
group
discussion
and
analysis
of
a
textual
extract
or
short
clip
from
a
pre-viewed
film;
and
student-led
group
discussion.
The
emphasis
in
all
these
cases
is
on
collaborative
group
working
on
the
analysis
and
interpretation
of
specific
examples
through
the
application
of
philosophical
concepts
or
texts.
Formative:
In
addition
to
scheduled
feedback
sessions
on
each
summative
assessment,
we
will
also
use
peer
review
of
the
critical
reviews
within
the
seminars
to
help
you
to
develop
your
own
reflective
learning.
You
will
also
have
opportunity
to
reflect
on
(and
record)
your
own
learning
in
the
process
of
working
on
your
Film-philosophy
project.
Summative:
1.
Critical
review
philosophy
(1,250
words)
25%
2.
Critical
review
film
(1,250
words)
25%
3.
Film-philosophy
project
(2,500
words)
50%
The
module
set
text
will
be
Smith
&
Wartenberg
(2006),
but
the
following
list
provides
a
good
indication
of
the
range
of
interests
and
ideas
covered
on
this
module:
Deleuze,
G.
(2005)
Cinema
1:
The
Movement-Image.
London
&
New
York:
Continuum.
Frampton,
D.
(2007)
Filmosophy.
London:
Wallflower.
53
Rancire,
J.
(2006)
Film
Fables.
New
York
&
London:
Berg.
Smith,
M.
&
Wartenberg,
T.
E.,
eds.
(2006)
Thinking
Through
Cinema:
Film
as
Philosophy.
Oxford
&
Malden,
MA:
ASA
/
Blackwell.
Wartenberg,
T.
E.
&
Curran,
A.,
eds.
(2005)
The
Philosophy
of
Film:
Introductory
Text
and
Readings.
Oxford
&
Malden,
MA:
Blackwell.
(Online
book
resources
available
at:
http://www.mtholyoke.edu/omc/phil-film/index.html)
Film-Philosophy
(online
journal
ISSN
1466-4615)
http://www.film-philosophy.com
Learning Resources
54
Code
PE5009-20,
SR5009-20
Subject
area
Religion
Philosophy
and
Ethics;
Philosophy
and
Ethics;
Study
of
Religions
Level 5
Credits 20
Pre-requisites
Acceptable for
Core/Optional Optional
55
sustainability);
foster
an
application
of
philosophy,
ethics
and
religious
studies
to
disciplines,
practices
and
subjects
outside
academia,
such
as:
business
studies,
ecological
science,
farming,
marketing,
international
law
and
politics.
56
(a)
developing
your
own
style
of
independent
learning,
Critical
analyses
and
(b)
using
information
technologies
for
information
search
and
Research
Project.
retrieval
and
word-processing,
(c)
managing
your
time
and
resources
appropriately,
(d)
creative
thinking
and
problem-solving.
Assessment
Scheme
Weighting
%
Formative
Draft
version
of
a
critical
analysis
(500
words)
0%
Summative
Critical
Analyses
(2,000
words)
40%
Individual
Project
(3,000
words)
60%
Learning Resources
57
SR/PE
5010-20
(validated
2010)
Code
Subject
area Religions,
Philosophies
and
Ethics;
Study
of
Religions;
Philosophy
and
Ethics
Level 5
Credits 20
Contact
time Independent
project
module
with
tutorial
support
(c.
6
hours)
and
initial
taught
sessions
(c10
hours)
Pre-requisites None
Acceptable for
Core/Optional Optional
58
facilitate
the
application
of
skills
developed
in
the
project
to
your
further
programme
of
study
at
university;
enable
you
to
gain
insights
and
make
decisions
about
future
career
possibilities;
and
enhance
your
employability
and
job
prospects.
Formative
Formative
project
proposal,
which
must
be
approved
by
tutor
in
order
0%
59
to
proceed
with
the
module
(500
words)
Summative
Project
proposal
and
initial
skills
audit
(750
words)
15%
Reflective
Learning
Log
(1000
words
equivalent)
20%
Project
final
assignment.
The
format
of
the
project
is
to
be
negotiated
65%
and
agreed
with
the
tutor
and
may
take
a
number
of
forms
such
as
a
report,
a
portfolio
of
materials
or
a
short
documentary
film
with
an
accompanying
rationale.
It
will
include
an
updated
skills
audit
(3,000)
words
equivalent)
Bath Spa Just V Volunteering service, Careers service, Humanities Placements Officer
60
Code
PE5101-20
Level 5
Credits 20
ECTS 10
Pre-requisites None
Acceptable for
Core/Optional Optional
61
The
module
is
structured
in
three
parts,
reflecting
different
disciplinary
perspectives
on
atheism.
We
first
consider
the
history
of
atheism:
looking
at
varieties
of
atheism
in
the
ancient
world,
the
rise
of
a
specifically
modern
form
of
atheism
following
the
Scientific
Revolution
and
the
decline
of
religious
authority,
and
the
recent
phenomenon
of
new
atheism.
We
consider
competing
narratives
of
the
history
of
atheism
and
assess
the
variety
of
factors
at
stake.
The
history
of
atheism
is
also
set
against
the
history
of
secularisation.
Secondly,
we
look
at
atheism
philosophically:
considering
key
philosophical
arguments
in
the
analytic
tradition
against
the
existence
of
God
and
for
the
non-existence
of
God,
including
arguments
from
the
problem
of
evil
and
divine
hiddenness.
Engaging
with
the
continental
tradition
of
philosophy,
we
also
draw
on
arguments
about
naturalism,
humanism
and
materialism.
In
addition,
this
part
tackles
ethical
questions
arising
from
atheism
(e.g.
If
God
is
dead,
is
everything
permitted?)
and
practical
ethical
issues,
such
as
those
raised
by
the
denial
of
rights
to
wear
religious
symbols.
Finally,
we
look
at
the
relations
between
science
and
atheism
and
ask
whether
(and
in
what
form)
it
is
possible
for
an
atheist
to
have
a
religious
experience.
The
third
part
adopts
a
religious
perspective
on
atheism:
asking
whether
atheism
could
(or
ought
to)
be
considered
a
religion,
taking
a
comparative
perspective
on
atheism
in
different
religious
and
cultural
contexts,
and
looking
at
positive
construals
of
atheism
(or
atheist
characteristics)
in
some
theological
traditions
(e.g.
death
of
God
theology).
We
also
engage
with
the
emerging
sub-discipline
of
non-religion
studies
and
consider
sociological
and
psychological
accounts
of
atheism
and
unbelief
(including
the
question
as
to
whether
atheists
are
more
rational
than
believers).
The
module
is
taught
by
a
two
hour
workshop
each
week,
alternating
between
staff-led
and
student
centred/led
activities
each
week.
Staff-led
sessions
will
focus
on
introducing
key
topics,
concepts
and
terminology;
student-centred/led
sessions
will
provide
greater
opportunity
for
discussion.
Workshops
will
be
a
mix
of
the
following:
short
introductory
lectures,
group
discussion
and
analysis
of
set
reading,
structured
debates,
student
presentations,
and
student-led
discussion.
62
(a) developing
your
own
style
of
independent
learning,
Project
(b)
using
information
technologies
for
information
search
Website
review
and
retrieval
and
word-processing,
(c)
managing
your
time
and
resources
appropriately,
Project,
website
review
(d)
creative
thinking
and
problem-solving.
Project,
website
review
Formative:
Project
proposal
(500
words)
0%
Summative:
Critical
website
review
(2,000
words)
40%
Individual
project
(3000
words)
60%
63
http://www.reasonablefaith.org/william-lane-craig
http://www.atheists.org/
http://www.bbc.co.uk/religion/religions/atheism/
Learning Resources
64
Code
SR/PE6000
(Validated
2009)
Title Dissertation
Level 6
Credits 40
Contact
time
26:
1
hour
per
week
for
26
weeks
in
addition
to
individual
tutorial
supervision
Acceptable for
Core/Optional Optional
This
module
gives
you
an
opportunity
to
study
an
aspect
of
religions
or
a
particular
question
in
philosophy
and
ethics
in
more
length
and
depth
than
is
possible
in
other
modules.
It
offers
guidance
for
this
independent
piece
of
research
and
writing
in
the
form
of
group
sessions
with
the
module
co-ordinator
and
other
staff
covering
theoretical,
methodological
and
technical
subjects
and
individual
sessions
with
your
supervisor
discussing
the
nature,
focus
and
direction
of
your
individual
research.
Feedback
is
provided
in
respect
of
research
planning
and
presentation
of
progress
(both
assessed)
as
well
as
comments
on
the
dissertation
in
draft
form.
In
so
doing,
the
dissertation
allows
you
to
develop
your
knowledge
and
understanding
of
a
particular
area
of
enquiry
together
with
the
associated
academic
literature
and
scholarly
debates
and
to
demonstrate
self-motivation,
personal
initiative
and
time
management.
A
demanding
but
rewarding
experience,
a
dissertation
is
often
regarded
as
the
culmination
of
your
studies
where
you
draw
upon
the
academic
and
other
skills
you
have
acquired
throughout
the
programme
to
produce
a
mature
piece
of
work
that
reflects
your
interests
and
concerns.
For
this
reason,
a
dissertation
is
important
whether
you
plan
to
undertake
further
study
or
enter
the
job
market.
It
aims
to:
enable
you
to
produce
a
sustained
piece
of
academic
writing
to
professional
standards
and
thus
enhance
skills
necessary
to
postgraduate
study
and
employment;
prepare
you
to
research
a
subject
of
your
choice
(agreed
with
the
module
co-
ordinator)
within
the
study
of
religions,
philosophy
and
ethics;
65
assist
you
to
identify
and
exploit
available
sources
of
information;
equip
you
to
develop
a
sustained
and
systematic
piece
of
argument
and
analysis
in
answering
your
chosen
question
and
equip
you
to
apply
theory
and
method
in
researching
your
chosen
subject.
66
(d)
communicating
complex
ideas
to
others
orally
and
debating
Research
in
an
effective
manner,
Presentation
(e)
effective
written
communication.
Research
Proposal
/
Dissertation
Assessment
Scheme
Weighting
%
Formative
Formative
Research
Proposal
(1,000
words)
0%
Summative
Research
Proposal
(1,000
words)
10%
Research
Presentation
(1,000
words
equivalent)
10%
Dissertation
(8,000
words)
80%
Allison,
B.
&
Race,
P.
(2004)
The
Students
Guide
to
Preparing
Dissertations
and
Theses.
London
&
New
York:
Routledge.
Levin,
P.
(2005)
Excellent
Dissertations.
Maidenhead:
Open
University
Press.
McMillan,
K.
&
Weyers,
J.
(2007)
How
to
Write
Dissertations
and
Project
Reports.
Harlow:
Pearson
Education.
Rudestam,
K.E.
&
Newton,
R.R.
(2007)
Surviving
Your
Dissertation:
A
Comprehensive
Guide
to
Content
and
Process.
London,
Thousand
Oaks
&
New
Delhi:
Sage.
Swetnam,
D.
(2004)
Writing
Your
Dissertation:
How
to
Plan,
Prepare
and
Present
Successful
Work.
Oxford:
How
To
Books.
Wallman,
N.S.R.
(2004)
Your
Undergraduate
Dissertation:
The
Essential
Guide
for
Success.
London,
Thousand
Oaks
&
New
Delhi:
Sage.
Learning Resources
Minerva
Virtual
Learning
Environment
site
containing
module
handbook
and
other
information.
67
Code
PE6009-20
(validated
2009)
Level 6
Credits 20
Contact time 39 hours: 2 hours and 1 hour in alternate weeks for 26 weeks.
Pre-requisites None
Acceptable for
Core/Optional Optional
68
philosophical
senses
in
which
life
may
be
argued,
defined
or
judged
to
be
meaningless
or
absurd;
an
analysis
and
evaluation
of
attempts
to
anchor
meaning
in
purposes
and
teleology;
a
critical
exploration
of
some
concepts
of
human
perfectibility
and
self-fulfilment,
death
and
mortality,
immortality
and
personal
identity;
an
engagement
with
some
examples
of
existential
analysis
and
phenomenological
ontology,
notably
existential
moods
such
as
anguish,
dread
and
nausea;
and
specific
examples
of
philosophical
writings
on
life
and
meaning,
e.g.
Camus,
Feinberg,
Hume,
Nagel,
Parfit
and
Sartre.
Teaching
&
Learning
is
centred
on
weekly
workshops
wherein
you
engage
in
critical
discussion
of
selected
journal
articles,
book
chapters
and
extracts.
These
materials
will
be
read
prior
to
the
workshops
and
will
be
the
subject
of
analysis,
argument
and
clarification
during
the
contact
time
afforded
by
the
workshops.
Questions
and
debates
introduced
through
the
readings
will
subsequently
be
developed
and
explored
further
through
online
discussion
fora.
The
assessed
essay
serves
as
a
synoptic
element
for
one
part
of
the
module,
the
timed
critical
analysis
another
and
the
discussion
board
requires
that
you
engage
with
the
module
content
on
a
continuous
basis.
69
Formative
Discussion
Forum
Trial
and
Essay
Plan
0%
Summative
30%
Online
Discussion
Fora
(equiv.
1500
words)
30%
Timed
Critical
Analysis
(1
hrs,
equiv.
1500
words).
40%
Essay
(2000
words).
70
Code PE6010-20
Level 6
Credits 20
ECTS* 10
Contact time 39 hours (1 hour per week over 26 weeks and 1 hour
seminar every other week)
Acceptable for
Core/Optional Optional
Description
This module explores central issues in contemporary political philosophy, broadly in the
continental tradition. The module focuses on the theme of Utopia and Dystopia as a key
trope in much recent politically engaged philosophical reflection that seeks to critique our
current political status quo and to propose constructive alternatives. Drawing on literary
texts and criticism, as well as some theological interventions, the module covers core
aspects of political philosophy through the framework of the idea of the ideal society.
The module is taught through a close engagement with core set texts that will be
considered in depth.
The module is structured around the close analysis of core set texts that develop an
understanding of the complexities of the idea of utopia and dystopia as a trope in
contemporary political philosophy. The module aims to tease out the different aspects of
the idea of utopia and its function in contemporary political philosophy. Each fortnight
focuses on a particular theme with a set text for discussion as exemplary of that
71
approach.
The module is taught by a one-hour workshop each week and a one-hour seminar every
other week, alternating between staff-led and student-centred/led activities each week.
Staff-led sessions will focus on introducing key topics, concepts and terminology;
student-centred/led sessions will provide greater opportunity for discussion. Workshops
will be a mix of the following: introductory lectures, group discussion and analysis of set
reading, structured debates, student presentations, and student-led discussion.
Individual Project
4. communicate complex ideas in written form in clear
and well-structured arguments;
Project
5. further develop skills for life such as:
Formative:
72
Proposal for Individual Project (500 words)
Summative:
Background reading:
Susan Bruce (ed.) (2008) Three Early Modern Utopias. Thomas More: Utopia /
Francis Bacon: New Atlantis / Henry Neville: The Isle of Pines (Oxford
World Classics). 321.07BRU
John Carey (2000) The Faber Book of Utopias (Faber & Faber).
Gregory Claeys (2011) Searching for Utopia. The History of an Idea (Thames and
Hudson). 321.07CLA (Sion hill)
Gregory Claeys and Lyman Tower Sargent (eds.)(1999) The Utopia Reader (New
York University Press). 321.07CLA
Martin Coverley (2010) Utopia (Pocket Essentials).
Lyman Tower Sargent (2010) Utopianism. A Very Short Introduction (Oxford
University Press). 321.07SAR
Ernst Bloch (1995) The Principle of Hope, 3 vols. (MIT Press). 193BLO
Ernest Callenbach (1975) Ecotopia (Bantam Books). 321.07CAL
Gregory Claeys (ed.)(2010) The Cambridge Companion to Utopian Literature
(Cambridge University Press). 321.07CLA
John Gray (2007) Black Mass. Apocalyptic religion and the Death of Utopia
(Penguin). 321.07GRA
Russell Jacoby (2007) Picture Imperfect. Utopia Thought for an Anti-utopian Age
(Columbia University Press). 321.07JAC
Frederic Jameson (2007) Archaeologies of the Future. The Desire called Utopia
and Other Science Fictions (Verso Books).
Ruth Levitas (1990) The Concept of Utopia (Syracuse University Press).
321.07LEV
Erin McKenna (2001) The Task of Utopia. A Pragmatist and Feminist Perspective
(Rowmand & Littlefield). 321.07MACK
Louis Marin (1984) Utopics. The Semiological Play of Textual Spaces (Humanities
73
Press). 321.07MAR
Tom Moylan (2000) Scraps of the Untainted Sky. Science Fiction, Utopia, and
Dystopia (Perseus).
Jose Esteban Munoz (2009) Cruising Utopia. The Then and There of Queer
Futurity (NYU Press). 321.07MUN
Robert Nozick (2001) Anarchy, State and Utopia (Wiley-Blackwell).
Paul Tillich (1983) The Political Meaning of Utopia in Political Expectation
(Rowman and Littlefield).
Further reading:
Peter Alexander and Roger Gill, eds. (1984) Utopias (London: Duckworth).
Zymunt Bauman (2007) Liquid Times. Living in an Age of Uncertainty (Polity
Press).
Caronline Baillie, Jens Kabo & John Reader (2012), Heterotopia. Alternative
Pathways to Social Justice (Alredford: Zero Books).
Marina Balina & Evgeny Dobrenko, eds. (2011) Petrified Utopia: Happiness Soviet
Style (London: Anthem Press).
Ernst Bloch (1989) The Utopian Function of Art and Literature. Selected Essays
(MIT Press). 321.07BLO
Ernst Bloch (2000) The Spirit of Utopia (Stanford University Press).
Christopher Bobonich (2002) Platos Utopia Recast. His Later Ethics and Politics
(Oxford: Oxford University Press).
Daniel Boscaljon, ed. (2014) Hope and the Longing for Utopia. Futures and
Illusions in Theology and Narrative (Eugene, OR: Pickwick Publications).
Alexandra Brodsky & Rachel Kauder Nalebuff, eds. (2015) The Feminist Utopia
Project. Fifty-Seven Visions of a Wildly Better Future (The Feminist Press
and CUNY).
Martin Buber (1996) Paths in Utopia (Syracuse University Press). 321.07BUB
Gregory Claeys (ed.)(1994) Utopias of the British Enlightenment (Cambridge
University Press).
Constantinos A. Doxiadis (1966) Between Utopia and Dystopia (Faber & Faber).
Alistair Fox (1993) Utopia. An Elusive Vision (Twayne Press). 321.07FOX
Mark Fisher (2009) Capitalist Realism. Is there no alternative? (Zero Books).
Richard Francis (1997) Transcendental Utopias. Individual and Community at
Brooke Farm, Fruitlands and Walden (Cornell University Press). 321.07FRA
Vincent Geoghegan (1987/2008) Utopianism and Marxism (Peter Lang).
Barbara Goodwin (2012) The Philosophy of Utopia (Routledge).
Barbara Goodwin and Keith Taylor (2009) The Politics of Utopia. A Study in
Theory and Practice (Peter Lang). 321.07GOO
Erika Gottlieb (2001) Dystopian Fiction East and West. Universe of Terror and
Trial (McGill-Queens University Press).
David Graeber (2015) The Utopia of Rules. On Technology, Stupidity, and the
74
Secret Joys of Bureaucracy (New York: Melville House).
John Gray (2004) Heresies. Against Progress and Other Illusions (Granta Books).
David Harvey (2000) Spaces of Hope (University of California Press).
Kevin Hetherington (1997) Badlands of Modernity. Heterotopia and Social
Ordering (London: Routledge).
Russell Jacoby (2000) The End of Utopia. Politics and Culture in an Age of Apathy
(Basic Books).
Frederic Jameson (1991) Marxism and the Interpretation of Culture in
Postmodernism, or the Cultural Logic of Late Capitalism ().
Libby Falk Jones and Sarah Webster Goodwin (eds.)(1990) Feminism, Utopia, and
Narrative (University of Tennessee Press).
Sally L. Kitch (2000) Higher Ground. From Utopianism to Realism in American
Feminist Thought and Theory (University of Chicago Press).
Krishan Kumar (1991) Utopianism (Concepts in the Social Sciences) (Open
University Press). 321.07KUM
Krishan Kumar (1991) Utopia and Anti-Utopia in Modern Times (Wiley-Backwell).
Bruno Latour (2005) Reassembling the Social (Oxford: Oxford University Press).
Ruth Levitas (2013) Utopia as Method. The Imaginary Reconstitution of Society
(Palgrave Macmillan).
Harry Liebersohn (1990) Fate and Utopia in German Sociology 1870-1923 (MIT
Press).
Peter Ludlow, ed. (2001) Crypto Anarchy, Cyberstates, and Pirate Utopias
(Cambridge, MA: MIT Press).
Paolo Magagnoli (2015) Documents of Utopia. The Politics of Experimental
Documentary (New York: Wallflower Press). 321.07MAG
Karl Mannheim (2013) Ideology and Utopia (Routledge).
Frank E. Manuel (1979) Utopian Thought in the Western World (Harvard
University Press).
Tom Moylan (2003) Dark Horizons. Science Fiction and the Dystopian Imagination
(Routledge).
Tom Moylan (2014/1986) Demand the Impossible. Science Fiction and the
Utopian Imagination (Peter Lang).
Tom Moylan and Rafaella Baccolini (eds.)(2007) Utopia Method Vision. The Use
Value of Social Dreaming (Peter Lang).
Anahid Nersessian (2015) Utopia, Limited. Romanticism and Adjustment (Harvard
University Press).
Martin Parker, ed. (2002) Utopia and Organization (Oxford: Blackwell).
321.07PAR
George Pattison (2015) The Call to Utopia in Eternal God/Saving Time (Oxford
University Press), pp. 173-212.
Nicole Pohl and Brenda Tooley (eds.)(2007) Gender and Utopia in the Eighteenth
Century. Essays in English and French Utopian Writing (Ashgate).
Karl Popper (1945/2002) The Open Society and its Enemies. 2 vols. (Routledge).
Ralph Pordzik (2001) The Quest for Postcolonial Utopia. A Comparative
Introduction to the Utopian Novel in the New English Literatures (Peter
75
Lang).
Russell Re Manning (2013) Utopia: Theology of History and the Miracle of the
Future in Marc Dumas, Martin Leiner and Jean Richard (eds.) Paul Tillich:
interprete de lhistoire (LIT Verlag.), pp. 97-107.
Kenneth M. Roemer (2003) Utopian Audiences. How Readers Locate Nowhere
(University of Massachusetts Press).
Edward Rothstein, Herbert Muschamp and Martin E. Marty (2002) Visions of
Utopia (Oxford University Press).
Roland Schaer and Gregory Cleays (eds.)(2010) Utopia. The Search for the Ideal
Society in the Western World. The New York Public Library Catalogue
(Oxford University Press).
Karin Schonpflug (2009) Feminism, Economics, and Utopia. Time Travelling
through Paradigms (Routledge).
Ronald H. Stone (2009) On the Boundary between Utopia and Politics in Russell
Re Manning (ed.) The Cambridge Companion to Paul Tillich (Cambridge
University Press), pp. 208-222.
Keith Taylor (1982) The Political Ideas of the Utopian Socialists (Frank Cass &
Co.).
Peter Thompson and Slavoj Zizek (eds.) (2013) The Privatization of Hope. Ernst
Bloch and the Future of Utopia (Duke University Press).
Alberto Toscano & Jeff Kinkle (2015) Cartographies of the Absolute (Alresford:
Zero Books).
Phillip E. Wegener (2014) Shockwaves of Possibility. Essays on Science Fiction,
Globalization, and Utopia (Peter Lang).
H. G. Wells (2005) A Modern Utopia (Penguin Classics).
Sharon Wilson (ed.) (2013) Womens Utopian and Dystopian Fiction (Cambridge
Scholars Publishing).
John Wood (2007) Design for Micro-Utopias. Making the Unthinkable Possible
(Aldershot: Gower).
Erik Olin Wright (2010) Envisioning Real Utopias (Verso).
Slavoj Zizek (2010) Living in the End Times (Verso).
Erik Zyner (2007) Homo utopicus. Die Utopie in Lichte der philosophischen
Anthropologie (Konigshausen & Newmann).
76
http://www3.ul.ie/ralahinecentre/http://www3.ul.ie/ralahinecentre/
Ralahine Utopian Studies (Series at Peter Lang).
http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitent
yp=series&pk=472&h_yearfilterall=&yearfilter=&%20p=1http://www.peterlang.com/index.cf
m?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=series&pk=472&h_yearfilterall=&yearfilter=&
p=1
Utopian Spaces (online journal) Universidade de Porto
http://ler.letras.up.pt/site_uk/default.aspx?qry=id05id174&sum=simhttp://ler.letras.up.pt/si
te_uk/default.aspx?qry=id05id174&sum=sim
Utopian and Utopianism (online journal)
http://www.utopiaandutopianism.com/
Learning Resources
77
SR/PE6033-20
(validated
2010)
Code
Level 6
Credits 20
Contact
time
Independent
project
module
with
tutorial
support
(c.
6
hours)
and
initial
taught
sessions
(c10
hours)
Acceptable for
Core/Optional Optional
78
involving
the
acquisition
of
new
skills;
facilitate
the
application
of
skills
developed
in
the
project
to
other
modules
studied
at
university;
enable
you
to
gain
insights
and
make
decisions
about
future
career
possibilities;
and
enhance
your
employability
and
job
prospects.
79
Assessment
Scheme Weighting
%
Formative
Formative
project
proposal,
which
must
be
approved
by
tutor
in
order
0%
to
proceed
with
the
module
(500
words)
Summative
Project
proposal
and
initial
skills
audit
(750
words)*
15%
Presentation
(750
words
equivalent)
15%
Project
final
assignment.
The
format
of
the
project
is
to
be
negotiated
70%
and
agreed
with
the
tutor
and
may
take
a
number
of
forms
such
as
a
report,
a
portfolio
of
materials
or
a
short
documentary
film
with
an
accompanying
rationale.
It
will
include
reflective
commentary
and
resultant
skills
audit
(3,500
words
equivalent)
*
if
the
project
is
an
extension
from
SR5010-20,
the
initial
skills
audit
should
be
replaced
by
a
rationale
of
the
distinctive
contribution
made
to
professional
development
by
the
follow-up
project.
Bath Spa Just V Volunteering service, Careers service, Humanities Placements Officer
80
Code
SR/PE6035-20
(validated
2011)
Subject
area
Religions,
Philosophies
and
Ethics;
Philosophy
and
Ethics;
Study
of
Religions
Level 6
Credits 20
Contact time 39: 2 hours and 1 hour in alternate weeks for 26 weeks
Pre-requisites None
Acceptable for
Core/Optional Optional
This
module
gives
you
an
opportunity
to
concentrate
upon
sex,
gender
and
sexuality,
demonstrating
their
significance
for
religions,
philosophies
and
ethics.
It
draws
upon
feminist
and
queer
perspectives
to
scrutinise
essentialist
and
constructionist
interpretations
of
sex,
gender
and
sexuality.
It
problematises
the
heritage
of
the
academic
disciplines
from
a
gender
perspective
before
applying
a
gender-sensitive
hermeneutic
to
these
disciplines.
The
module
explains
how
religions
shape
both
individual
gender
identities
and
collective
values
about
sex
and
sexuality,
exploring
spiritualities
that
are
particularly
sensitive
to
questions
of
sex,
gender
and
sexuality.
This
module
also
considers
recent
feminist
approaches
to
philosophy
and
ethics,
introducing
and
evaluating
such
concepts
and
topics
as
feminist
epistemology,
equality,
sexual
discrimination
and
social
ethics,
It
aims
to:
evaluate
various
models
and
theories
related
to
sex,
gender
and
sexuality;
examine
the
role
and
impact
of
feminist
and
queer
critiques
of
religions
and
their
study;
analyse
the
conceptualisation
of
sex,
gender
and
sexuality
in
contemporary
feminist
philosophy
and
ethics;
and
promote
appropriately
critical
but
empathetic
academic
discussion
and
debate
of
sex,
gender
and
sexuality
in
religions,
philosophies
and
ethics.
81
An
introduction
to
models
of
sex,
gender
and
sexuality
Gender
ideology
in
the
history
and
practice
of
Religious
Studies,
Philosophy
and
Ethics
Feminist
and
queer
theory,
and
their
relevance
to
Religious
Studies,
Philosophy
and
Ethics
Role
of
religions
in
defining
and
regulating
sex,
gender
and
sexuality
Theology,
Thealogy
and
Queer
Theology
Arguments
and
debates
in
feminist
epistemology,
metaphysics
and
ethics
Examples
in
feminist
social
ethics
such
as
pornography,
reproductive
technologies
and
care
ethics.
Learning
is
facilitated
by
a
1
hour
lecture
and
2
hour
student-centred
seminar
in
alternate
weeks,
supplemented
(where
possible
and
appropriate)
by
realia,
documentaries
and
films,
guest
speakers
and/or
study
visits.
Lectures
will
introduce
major
theories
and
arguments
together
with
key
concepts
and
case
studies.
Seminars
will
provide
a
forum
for
discussion
of
issues
raised
in
lectures.
You
will
be
expected
to
do
some
preparatory
reading
and
thinking
following
the
guidance
in
the
module
handbook,
to
engage
actively
with
lectures
and
contribute
fully
to
debate.
Formative
82
Draft
version
of
a
critical
analysis
(500
words)
0%
Summative
Critical
Analyses
(2,000
words)
40%
Research
Project
(3,000
words)
60%
Ahmed,
D.S.
ed.
(2002)
Gendering
the
Spirit:
Women,
Religion
and
Post-Colonial
Response.
London:
Zed
Books.
Althaus-Reid,
M.
&
Isherwood,
L.
(2004)
The
Sexual
Theologian:
Essays
on
Sex,
God
and
Politics.
London
&
New
York:
T
&
T
Clark.
Anderson,
P.
S.
(2004)
Feminist
Philosophy
of
Religion:
Critical
Readings.
London
and
New
York:
Routledge.
Boyd,
S.B.,
Longwood,
W.M.
&
Muesse,
M.W.
eds.
(1996)
Redeeming
Men:
Religion
and
Masculinities.
London:
Westminster
Press.
Cavallaro,
D.
(2003)
French
Feminist
Theory:
an
Introduction.
London
and
New
York:
Continuum.
Dynes,
W.R.
&
Donaldson,
S.
eds.
(1992)
Homosexuality
and
Religion
and
Philosophy.
New
York
&
London:
Garland
Publishing
Inc.
Jaggar,
A.
M.
(1994)
Living
with
Contradictions:
Controversies
in
Feminist
Social
Ethics.
Westview
Press.
Jaggar,
A.
M.
&
Young,
I.
M.
eds
(2000)
A
Companion
to
Feminist
Philosophy.
Oxford:
Blackwell.
Jantzen,
G.
(1998)
Becoming
Divine:
Towards
a
Feminist
Philosophy
of
Religion.
Manchester:
Manchester
University
Press.
Juschka,
D.M.
ed.
(2001)
Feminism
in
the
Study
of
Religion:
A
Reader.
London
&
New
York:
Continuum.
Nye,
A.
(2004)
Feminism
and
Modern
Philosophy:
an
Introduction.
London
and
New
York:
Routledge.
Reid-Bowen,
P.
(2007)
Goddess
as
Nature:
Towards
a
Philosophical
Thealogy.
Aldershot:
Ashgate
Publishing.
Journal
of
Feminist
Studies
in
Religion
Learning Resources
Minerva
Virtual
Learning
Environment
site
containing
module
handbook,
lecture
notes,
and
other
information.
83
Code
PE/SR/HY
6067
(new
module)
Subject
area
Religions,
Philosophies
and
Ethics;
Philosophy
and
Ethics;
Study
of
Religions,
History
Level 6
Credits 20
Contact time 39: 2 hours and 1 hour in alternate weeks for 26 weeks
Pre-requisites None
Core/Optional Optional
This
module
investigates
Western
encounter
with
the
East
from
the
Enlightenment
to
the
beginning
of
the
twenty-first
century,
focussing
upon
the
ways
in
which
Western
culture
has
been
Easternised.
The
module
examines
the
impact
of
Eastern
ideas
on
Western
developments
encompassing
religion
and
philosophy
but
also
the
arts,
science,
politics
and
economics,
locating
these
developments
in
the
context
of
debates
surrounding,
for
example,
Orientalism,
imperialism,
postcolonialism,
globalisation
and
pluralism.
It
aims
to:
question
a
Eurocentric
approach
to
the
history
of
ideas;
demonstrate
the
significance
of
Eastern
influence
on
Western
culture,
both
in
breadth
and
depth;
illustrate
the
diversity
and
complexity
of
Western
engagement
with
the
East;
and
assess
the
relevance
of
various
theoretical
constructs
in
understanding
East-West
encounter.
This
module
will
include
a
theoretical
introduction
to
the
issues
raised
by
East-West
encounter
in
the
modern
period
alongside
an
historical
overview
and
thematic
approach.
It
discusses
Deists
and
Transcendentalists,
the
rise
in
comparative
religions
associated
with
Max
Muller,
the
role
of
the
Theosophical
Society
and
the
impact
of
the
Worlds
Parliament
of
Religions
(Chicago,
1993).
It
also
considers
converts
to
and
pioneers
of
Eastern
traditions
in
the
West,
for
example,
Ajahn
Sumedho
and
Agehananda
Bharati,
together
with
84
popularisers
of
Eastern
ideas,
for
example,
Edwin
Arnold
and
Alan
Watts
in
the
light
of
various
theologies
and
philosophies
of
dialogue.
Post-war
and
counter-cultural
movements
such
as
Transpersonal
Psychology,
Dharma
Bums
and
Hare
Krishna
devotees,
are
described
before
showing
how
the
alternative
scene
has
been
mainstreamed
in
New
Age
and
diaspora.
In
addition,
a
number
of
case
studies
are
explored
selected
from
a
range
of
examples:
the
philosophy
of
Arthur
Schopenhauer
and
Friedrich
Nietzsche;
the
novels
of
Rudyard
Kipling
and
John
Masters;
the
music
of
Gustav
Holst
and
Philip
Glass,
the
non-violent
activism
of
Martin
Luther
King,
the
ecological
theories
of
E.F.
Schumacher
and
the
popular
scientific
writing
of
Fritjof
Capra.
Learning
is
facilitated
by
a
1
hour
lecture
and
2
hour
student-centred
seminar
in
alternate
weeks,
supplemented
(where
possible
and
appropriate)
by
realia,
documentaries
and
films,
guest
speakers
and/or
study
visits.
Lectures
will
introduce
major
theories
and
arguments
together
with
key
events
and
case
studies.
Seminars
will
provide
a
forum
for
discussion
of
issues
raised
in
lectures.
You
will
be
expected
to
do
some
preparatory
reading
and
thinking
following
the
guidance
in
the
module
handbook,
to
engage
actively
with
lectures
and
contribute
fully
to
debate
in
seminars.
Formative
Draft
version
of
a
critical
analysis
(500
words)
0%
Summative
Critical
Analyses
(2,000
words)
40%
Research
Project
(3,000
words)
60%
85
Reading
Lists/Key
Texts
&
Websites
Akhtar,
M.
&
Humphries,
S.
(1999)
Far
Out:
The
Dawning
of
New
Age
Britain.
Bristol:
Sansom.
Capra,
F.
(1983)
The
Tao
of
Physics.
Revised
edition.
London:
Flamingo.
Clarke,
J.J.
(1997)
Oriental
Enlightenment:
The
Encounter
Between
Asian
and
Western
Thought.
London
&
New
York:
Routledge.
Cowan,
R.
(2010)
The
Indo-German
Identification:
Reconciling
South
Asian
Origins
and
European
Destinies,
1765-1885.
Columbia,
S.C.:
Camden
House.
Dwyer,
G.
&
Cole,
R.J.
eds.
(2007)
The
Hare
Krishna
Movement:
Forty
Years
of
Chant
and
Change.
London
&
New
York:
I.B.
Tauris.
Glass,
P.
(1979)
Satyagraha:
M.K.
Gandhi
in
South
Africa
An
Opera
in
Three
Acts.
New
York:
Dunvagen
Music
Publishers.
Godwin,
J.
(1994)
The
Theosophical
Enlightenment.
Albany,
N.Y.:
State
University
of
New
York
Press.
Holst,
G.
(1923)
Savitri:
An
Episode
from
the
Mahabharata
(Opus
25).
Vocal
Score.
London:
F.
&
B.
Goodwin.
Huxley,
A.
(1969)
The
Perennial
Philosophy.
London:
Chatto
&
Windus.
Masters,
J.
(1960)
Bhowani
Junction.
London:
Penguin.
Perkins,
F.
(2004)
Leibniz
and
China:
A
Commerce
of
Light.
Cambridge:
Cambridge
University
Press.
Nojeim,
M.J.
(2004)
Gandhi
and
King:
The
Power
of
Non-Violent
Resistance.
Westport,
Conn.
&
London:
Praeger.
Prebish,
C.S.
(2002)
Westward
Dharma:
Buddhism
Beyond
Asia.
Berkeley:
University
of
California
Press.
Robinson,
C.A.
(2009)
O
Our
India!
Towards
a
Reassessment
of
Sir
Edwin
Arnold.
Religions
of
South
Asia,
3
(2),
pp.
203-219.
Seager,
R.H.
(1995)
The
Worlds
Parliament
of
Religions:
The
East/West
Encounter,
Chicago,
1893.
Bloomington,
Ind.:
Indiana
University
Press.
Sharpe,
E.J.
(1975)
Comparative
Religion:
A
History.
London:
Duckworth.
Singh,
R.R.
(2010)
Schopenhauer:
A
Guide
for
the
Perplexed.
London
&
New
York:
Continuum.
Sullivan,
Z.T.
(1993)
Narratives
of
Empire:
The
Fictions
of
Rudyard
Kipling.
Cambridge:
Cambridge
University
Press.
Thoreau,
H.D.
(1985)
Henry
David
Thoreau:
A
Week
on
the
Concord
and
Merrimack
Rivers;
Walden,
or
Life
in
the
Woods;
The
Maine
Woods;
Cape
Cod.
New
York:
Literary
Classics
of
the
86
United
States.
Learning Resources
Minerva
Virtual
Learning
Environment
site
containing
module
handbook,
lecture
slides
and
other
information.
87