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School

of Humanities and Cultural Industries



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

COURSE AIMS WHAT WILL YOU LEARN? 7

LEARNING ENVIRONMENT 9

ASSESSMENT 10

HANDING IN AND COLLECTING WORK 21

WORK EXPERIENCE AND PLACEMENT OPPORTUNITIES 22

PROJECT WORK 22

CAREERS 22

ADDED VALUE 23

TEACHING QUALITY INFORMATION 24

HOW WE SUPPORT YOU 23

HOW WE ASSURE THE QUALITY OF THE COURSE 25

HOW WE MONITOR THE QUALITY OF THE COURSE 25

THE ROLE OF THE COURSE COMMITTEE 26

THE ROLE OF EXTERNAL EXAMINERS 26

LISTENING TO THE VIEWS OF STUDENTS 26

LISTENING TO THE VIEWS OF OTHERS 27

STUDENT PRIZES 27

HYPERLINKS TO APPROPRIATE REGULATIONS, POLICIES AND 27


GUIDANCE

STAFF PROFILES 28

EQUAL OPPORTUNITIES STATEMENT 32

RESEACH INVOLVING HUMAN PARTICIPANTS 33

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

Final award BA/BSc (Hons) Philosophy and Ethics and/with other


Subject
Intermediate awards available Cert HE (1 year); Dip HE (2 years)
UCAS code Varies depending on subject combination eg
LV36 Philosophy and Ethics/English
VV15 Philosophy and Ethics /History
Details of professional body n/a
accreditation
Relevant QAA Benchmark statements Philosophy
Date specification last updated May 2011









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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.

Level 4 (Certificate) Year 1

There is one compulsory core 40 credit module:

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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.

There is one optional (but highly recommended) 20 credit module

PE/SR4003-20 Global Religions and Philosophies

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.

PE4014-20 God and Reason: Some Problems in the Philosophy of Religion


This module introduces central problems in the philosophy of religion, focussing
primarily on the Western analytic tradition.

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/

If this sounds complicated, ask your tutors for advice.

For full descriptions of the Philosophy and Ethics modules and their Learning
Outcomes and Assessment, see the module descriptor collection pages 39-49.

Level 5 (Diploma) Year 2

There is one compulsory core 40 credit module

SR/PE5100-40 Darshana, Dharma and Dao

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:

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PE5003-20 Ethics, Religion and Humanism: Contemporary Moral Dilemmas

SR/PE5009-20 Philosophy, Religion and the Environment

SR/PE5010-20 Special Project

PE5101-20 Atheism and Unbelief: Philosophical Perspectives on the Non-Existence of


God

For full descriptions of these modules and their Learning Outcomes and Assessment,
see the module descriptor collection.

Please note: the selection of Level 5 modules may be different in 2016-2017.

Level 6 (Honours) Year 3

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

PE6009-20 Life and Meaning

PE6010-20 Utopia and Dystopia

PE/SR6033-20 Advanced Special Project

For full descriptions of these modules and their Learning Outcomes and Assessment,
see the module descriptor collection pages 70-85.

Please note: the selection of Level 6 modules may be different in 2016-2017.

The following table lists all validated modules including those not available this
year (* means not available this year).

Level Code Title Credits Status


4 PE4000-40 Truth and Value: Introduction to 40 Core
Philosophical and Ethical Enquiry
4 SR/PE4003-20 Global Religions and 20 Option
Philosophies
4 PE4014-20 God and Reason: Some 20 Option
Problems in the Philosophy of
Religion
5 SR/PE5100-40 Darshana, Dharma and Dao: 40 Core
Philosophy in the Indian and
Chinese Traditions
5 PE5003-20 Ethics, Religion and Humanism: 20 Option
Contemporary Moral Dilemmas
5 PE/FL5007-20* Philosophy and Film* 20 Option

5 SR/PE5009-20 Philosophy, Religions and the 20 Option


Environment

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5 SR/PE5010-20 Special Project 20 Option

5 PE5101-20 Atheism and Unbelief: 20 Option


Philosophical Perspectives on the
Non-Existence of God
6 SR/PE6000-40 Dissertation 40 Option

6 SR/PE6090-40* Employment related placement 40 Option


(alternative to dissertation)*
6 SR/PE6033-20 Advanced Special Project 20 Option

6 PE6009-20 Life and Meaning: Philosophy and 20 Option


the Human Condition
6 PE6010-20 Utopia and Dystopia 20 Option

6 SR/PE6035-20* Religion, Philosophy and Gender* 20 Option

6 SR/PE6033-20 Advanced Special Project 20 Option

6 HY/SR/PE Culture and Counterculture: from


20 Option
6067-20* Orientalism to the hippy trail*

* not available 2015-2016

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 WHAT WILL YOU LEARN?

Course Aims

This programme is designed to give you the opportunity to:

practise systematic philosophical and ethical thinking;


become skilled in analysis and the construction of valid arguments;
participate in debate about the nature of the disciplines and appropriate theoretical
and methodological perspectives, for example the impact of sociological,
psychological and biological explanations on religion, philosophy and ethics.
apply an informed, analytical and critical response to the topics and issues that
concern philosophy and ethics, and discover how philosophical and ethical analysis
and enquiry can be applied to a range of contemporary debates, issues and
problems such as gender and sexuality, new media, environmentalism,
fundamentalism and globalisation.
acquire an understanding of the cross-cultural complexity and diversity of
philosophical and ethical concepts, systems and traditions;
investigate the conceptual resources available in a range of philosophical, ethical
and religious systems, including pre-modern, modern, post-modern and non-
western;
reflect on your own assumptions about truth and meaning as they relate to beliefs
and values, examine critically your own pre-suppositions and explore unfamiliar
methods of thinking, and recognise the possibilities for change both individually and
collectively.

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What will you learn?

Knowledge

You will have the opportunity to gain knowledge about:


the complexity of philosophical and ethical enquiry, argument and analysis as
practised in diverse contexts (e.g. Anglo-American, Chinese, Continental
European, Indian).
some core debates and theories in the fields of epistemology, metaphysics and
ethics (e.g. Empiricism vs. Rationalism, Realism vs. Relativism).
major issues and ideas currently at the leading edge of contemporary philosophical
and ethical debate and research (e.g. artificial intelligence, ethics of war, feminist
philosophy).
the application of philosophical and ethical enquiry to disciplines, practices and
subjects outside academia, for example in politics, ecology, sexuality and other
issues of public debate.
the impact of philosophies and ethical systems on personal and communal
identities

Thinking skills

You will have the opportunity to develop your skills in:


abstract, analytical and systematic thinking
making reasoned judgements based on the identification and analysis of arguments
and appropriate evidence
rehearsing scholarly views accurately and evaluating their strengths and
weaknesses
locating and deploying relevant data, using both primary and secondary sources in
an informed manner
generating relevant questions, ideas and hypotheses; defining problems;
anticipating outcomes; and thinking creatively
practising metacognition (thinking about thinking) in a sustained manner, reflecting
critically on your own ontological , epistemological, metaphysical and ethical
assumptions, beliefs and values, preconceptions and prejudices
synthesising information to produce coherent and consistent accounts.
recognising the impact of philosophical and ethical arguments, concepts and
traditions on individuals, institutions and societies.

Subject-Based Practical skills

You will have the opportunity to develop your skills in:-


advancing, criticising, defending and evaluating arguments with clarity, precision
and intellectual rigour
representing and interpreting beliefs, views and practices other than your own with
respect, empathy and integrity

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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.

Skills for life and work (general skills)

You will have the opportunity to develop your skills in:

developing your own style of independent learning


communicating complex ideas to others and debating in an effective manner
confidence in expressing your own views, whilst responding flexibly and
constructively to those of others
formulating a response to a specific question or problem
identifying and criticising poor and fallacious reasoning
creative thinking and problem-solving
ethical commentary and evaluation.
effective written communication
effective verbal communication
communicating effectively for different audiences
using information technologies for information search and retrieval, word-
processing, e-mail, sustained discussion and, for example, presentations.
working on your own initiative
working as a member of a team
managing your time and resources appropriately and meeting deadlines
working successfully under timed conditions
meeting challenges with resilience and resourcefulness

LEARNING ENVIRONMENT

Learning is encouraged through participation in a wide variety of activities, for example


lectures, seminars, workshops, and on-line discussion fora.
Each module has a set number of hours formal contact per week which you need to
attend. At Level 4, contact time is 12 hours per week. At Level 5, contact time is 11

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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

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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.

Criteria for Assessment


For generic marking/grading criteria please 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/
It is VERY IMPORTANT that you familiarise yourself with the Guide to the
Modular Scheme as this contains the regulations for your degree.

Criteria for different modes of assessment

Applied Philosophical Project

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

apply philosophical and ethical knowledge to real-world settings?


advance a convincing case?
display independent research skills?
fulfil the requirements of a particular form of writing?
make points clearly and concisely for a specific audience?
contain an appropriate level of analysis?
engage with relevant concepts, debates and theories?
contain appropriate acknowledgement of scholars ideas and sources of
information?
present work in word-processed form?
avoid spelling, punctuation and grammatical errors?
conform with the wordage specified?

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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?

Discussion Board Participation

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?

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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

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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

An independent 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 tutor responsible. It takes the form of an argument and should show an awareness
of relevant religious, philosophical, and/or ethical concepts and debates. It should
engage with those concepts and debates in an appropriate form and style in order to
come to a well-reasoned conclusion. It should include some independent research
using books, journals and internet sources. It may be presented as an essay but can
include appendices and diagrams. It must contain references and a bibliography.

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?

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

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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?

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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

A research project is a written piece of work on a theme or topic negotiated with a


member of staff. It involves the independent generation of a research question which
has to be agreed by the tutor responsible. It must treat the question and show critical
awareness of competing interpretive frameworks and theoretical perspectives. It must
include significant independent research using books, journals, internet sources and,
where 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

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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?

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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?

Seminar Presentation and Portfolio


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.
A seminar portfolio is a written piece of work that covers a range of seminar questions,
including evaluation as well as overview, informed by research and presented in an
appropriate form and style.
Does the presentation
answer question or treat topic/theme in a relevant way?
contain an appropriate level of information?
make effective use of resources to present ideas?
demonstrate good verbal communication skills?
interact with audience?

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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?

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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?

Timed Critical Analysis

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

answer the question(s)?


address all aspects of the question(s)?
make points clearly and concisely?
contain an appropriate level of analysis?
avoid inconsistencies?
possess a coherent structure?
engage with relevant concepts, debates and theories?

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?

HANDING IN AND COLLECTING WORK


Coursework should be posted in the blue box on the ground floor of Commons, at the
bottom of the Western stairwell (ST1), by the time specified by the tutor. One paper
copy of every piece of work must be provided as well as submitting electronically via
Minerva. Work will not be considered as handed in unless we have both paper and
electronic copies. You must attach completed Assessment Report Form and
Marking Criteria Sheet (which can be found on the Minerva site for each module,
either as part of the module handbook and/or under assessment) to your hard
copy assignments. Always keep a copy of your work for yourself, just in case. Marked
work should be collected from the marking tutor by appointment. This gives you a
further opportunity for feedback from your tutor which should enable you to improve
your performance.

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.

WORK EXPERIENCE AND PLACEMENT OPPORTUNITIES


At level 4, students are introduced to the opportunities available for volunteering and
meet with the Just V volunteering co-ordinator as part of the core modules. There are
two main opportunities for a work or work-related placement at Level 5. PE5010-20
Special Project may involve a work placement of up to the equivalent of four weeks.
There is also the option of the Open Module specifically designed for work experience:
OM5001-20 Work Placement.
At level 6, SR/PE6033-20 Advanced Special Project provides a further opportunity for a
work placement or work-related project, which may build upon level 5 experience or be
free-standing.

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

A good practical and theoretical education


Extensive personal support from a friendly and caring staff.
Teaching underpinned by research and scholarship.
Opportunities to study abroad as part of the programme, notably at Dongguk
University in South Korea as well as in European countries through the Erasmus
programme.
Careers advice and support (see above).

TEACHING QUALITY INFORMATION

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.

National Student Survey Results: Philosophy and Ethics

Learning resources

Overall satisfaction
Academic support

Organisation and
Assessment and
Teaching on my

Development
management
feedback

Personal
course

2014/2015 94% 87% 95% 91% 86% 86% 93%

HOW WE SUPPORT YOU

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

Year 1: Dr Paul Reid-Bowen


Year 2: Dr Russell Re Manning
Year 3: Dr Catherine Robinson

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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.

Personal development planning


The QAAs Personal Development Planning: Guidance for Institutional Policy and
Practice in Higher Education (2009: 5) defines Personal Development Planning as [a]
structured and supported process undertaken by an individual to reflect upon their own
learning, performance and/or achievement and to plan for their personal, educational
and career development. In more detail, it describes Personal Development Planning
in the following way:
a structured process that is integral to learning at all levels
concerned with learning in a holistic sense (in academic, personal and
professional contexts)
an inclusive process, open to all learners
something that an individual does with guidance and support which decrease
as personal capability is developed so that it becomes self-sustaining
a process that involves self-reflection, the creation of personal records, and
planning and monitoring progress towards the achievement of personal
objectives
intended to improve the capacity of individuals to communicate their learning to
others (for example, academic staff and employers)

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

HOW WE MONITOR THE QUALITY OF THE COURSE


The quality of the course is annually monitored through evaluating:
External examiner reports (considering quality and standards).
Peer observation of teaching and staff development review.
University surveys.
Statistical information, considering issues such as pass rate.

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.

THE ROLE OF THE COURSE COMMITTEE


(HUMANITIES DEPARTMENT BOARD)

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 ROLE OF EXTERNAL EXAMINERS

The standard of this course is monitored by an external examiner. In 2015-2016 this


will be Dr David Cheetham from Birmingham University. The role of the External
Examiner is:

To ensure the standard of the programme;


To ensure that justice is done to individual students.

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.

Reports from 2014-2015 will be placed on the Subjects Minerva sites.

Before samples of coursework are sent to the external examiner, a representative


selection of student work is internally moderated by staff in the Department. Although
Level 4 work is not sent to the external examiner, it is also internally moderated.

LISTENING TO THE VIEWS OF STUDENTS


Student feedback is important and is obtained through:
Module evaluations.
Student representation on course committees/Department boards, meeting each
term
Direct communication with Personal Tutor, Module Leader, Year Tutor, Subject
Leader or Head of Department

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.

LISTENING TO THE VIEWS OF OTHERS


The views of other interested parties are obtained, for example:
Former students (e.g. through the National Student Survey)
Employer liaison committee
Feedback from other employers
Feedback from Postgraduate Certificate of Education (PGCE) tutors in other
Universities where our graduates are on programme

STUDENT PRIZES

There are currently three prizes awarded for students graduating from Religions,
Philosophies and Ethics/Study of Religions/Philosophy and Ethics.

The Hockerill Foundation Prize for outstanding academic achievement in


Religion, 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.

HYPERLINKS TO APPROPRIATE REGULATIONS, POLICIES AND GUIDANCE

Undergraduate Modular Scheme regulations (including information on


Specialised Awards) see Guide to the Modular Scheme at
http://www2.bathspa.ac.uk/services/student-services/current-students/your-
course/guide-for-students-course-of-study

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

Plagiarism/unfair practice policy


See unfair practice and plagiarism in Guide to the Modular Scheme at

http://www2.bathspa.ac.uk/services/student-services/current-students/your-
course/guide-for-students-course-of-study and

A Guide to Undergraduate Modular Scheme Assessment (see above)

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)

Mahinda teaches Buddhism, Ethics, Methodology in the Study of Religions, and


Japanese Religions.

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.

Key publications include:

2011 Contested Religious Conversions of Buddhists in Sri Lanka and


India, Dharmapravicaya: N.H. Samtani Felicitation Volume, ed. L.
Shravak, Varanasi, Banaras Hindu University

28
2009 Norms of War in Theravada Buddhism, World Religions and Norms
of War, ed. V. Popovski et al, United Nations Uni. Press.

2008 Dharma to the UK: A Centennial Celebration of Buddhist Legacy,


ed. London, World Buddhist Foundation

2006 Popularizing Buddhism: Preaching as Performance in Sri Lanka. New


York, State University of New York Press.

2006 Buddhism, Conflict and Violence in Modern Sri Lanka, ed. London
and New York, Routledge.

For further details and bibliography see: http://www.bathspa.ac.uk/our-


people/M.Deegalle

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

2007 Goddess as Nature: Towards a Philosophical Thealogy. Aldershot, Ashgate


Publishing.

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.

2007 'Great Mother, Elemental Nature or Khora? Philosophical contentions and


constructs in contemporary Goddess feminism' Feminist Theology, vol. 16, no.1, pp.
101-109.
2004.'Reflexive Transformations: Research Comments on Me(n) and the Thealogical
Imagination'. In: King, U. and Beattie, T. eds. Gender, Religion and Diversity: Cross-
Cultural Perspectives, Continuum: London, pp. 190-200.
For further details and bibliography see: http://www.bathspa.ac.uk/our-people/P.Reid-
Bowen

Dr Russell Re Manning.
Office: CM.214 (tel: 01225 875493; email:r.remanning@bathspa.ac.uk)

Russell teaches Philosophy of Religion, Atheism, Contemporary issues in Christianity


and Political Philosophy. Russell is year tutor for year 2.

His interests include philosophy of religion, continental philosophy, natural theology


and the thought of the Lutheran philosophical theologian, Paul Tillich. He is Editor of
Pickering Studies in Philosophy of Religion (published by Pickering & Chatto), The
Edinburgh Critical History of Christian Theology (published by Edinburgh University
Press), and The Complete Works of Paul Tillich in English (published by de Gruyter).
He is active in a number of collaborative research projects: on the role of emotion in
religious experience (with Konstanz University, Germany), on the implications of new
understandings of the laws of nature (with the London School of Economics and the
University of California, San Diego), and on the concept of immortality (with the
University of Aberdeen). He is co-convenor of the Boyle Lectures in science and
religion (at St Mary-le-Bow, London) and an elected member of The International
Society for Science and Religion.

Key publications include:

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.

2009 (ed.) The Cambridge Companion to Paul Tillich. Cambridge: Cambridge


University Press.

For further details and bibliography see: http://www.bathspa.ac.uk/our-


people/r.remanning

Dr Catherine Robinson.
Office: CM.214 (tel: 01225 875658; email: c.robinson@bathspa.ac.uk)

Catherine teaches Hinduism, Sikhism, Gender, Methodology, and World Philosophy.


Catherine is year tutor for year 3.
Her interests include Indian religions in the nineteenth and twentieth centuries
(especially Hinduism and Sikhism), the Indian womens movement, and gender and
sexuality in Religion. She has recently worked on a project funded by the Higher
Education Academy Philosophy and Religious Studies Centre focused on fieldwork
placements (see www.livingreligion.co.uk ) . She is also researching the life and work
of Sir Edwin Arnold, a Victorian poet, writer and journalist, who published widely on
Indian themes. She is a member of the Spalding Committee for the study of Indian
religions.
Key publications include:

Forthcoming Interpreter of Hinduism to the West? Sir Edwin Arnolds (Re)Presentation


of Hindu Texts and their Reception. Accepted by Religions of South Asia.

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).

Equal Opportunities Policy


The following provides information concerning the Bath Spa University Equal
Opportunities Policy. Please take the time to familiarise yourself with it as it is relevant
to everybody.

Bath Spa University Equal Opportunities Policy Statement


Bath Spa University is fully committed to being an equal opportunities employer and
providing equality of opportunity for all its staff and students, applicants and visitors.
The University will not tolerate unfair or unlawful discrimination on the grounds of
gender, ethnicity, colour, disability, religion, nationality, age, occupation, marital status

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.

The University Management will ensure that:


All staff and students are aware of the equal opportunities policy and our
procedures for making a complaint;
The implementation of equal opportunities is effectively monitored;
An Equal Opportunities Strategy and Action Plan is produced and reviewed;
Staff, Students and Union representatives are provided with appropriate forums to
discuss and deal with equal opportunities issues;
All staff are provided with appropriate equal opportunities training;
A network of trained Harassment Advisors is available to provide advice and
guidance;
Procedures are in place for the fair appointment, promotion and development of
staff, the fair selection and teaching of students, free from unjustifiable
discrimination.

All staff and students are expected to:


Support and implement the equal opportunities policy; and
Ensure that their behaviour and/or actions do not amount to discrimination or
harassment.

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.

Research Involving Human Participants


Any research involving interviews or involving human participants must be
accompanied by a completed Research Ethics Approval Form form. This is uncommon
for Philosophy and Ethics but may possibly include PE5010-20 Special Project and
PE6033-20 Advanced Special Project. Note that it means that you must have
permission from staff before proceeding. Undergraduate research should never be
covert or deceptive (see below).
The Research Ethics Approval Form and other guidance is available from:
https://thehub.bathspa.ac.uk/services/research-and-graduate-affairs/research-
support/research-integrity-and-ethics.

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

Pathway Specialised Award, Major, Joint, Minor

Level 4

Credits 40

Contact time 104 hours: 4 hours per week for 26 weeks

Pre-requisites None

Acceptable for

Excluded combinations None

Core/Optional Core

Module Co-ordinator Paul Reid-Bowen

Description & Aims


This module introduces you to a number of principles of philosophical and ethical analysis
and enquiry and allows you to explore some core concepts, debates and arguments in the
fields of epistemology, ethics and metaphysics. The module promotes reflection on such
questions as: what is knowledge and what is ultimately real, what is a morally good action
and how should one live? A selection of philosophical schools are considered as a means of
developing an awareness of the diverse responses to these questions, for example:
empiricism, existentialism, pragmatism, rationalism, linguistic philosophy and nave and
critical realism. Furthermore, a range of core concepts in ethical theory are considered and
systematically explored. These concepts may include altruism, egoism, happiness, war and
peace, duties and rights, moral realism, moral relativism and notions of virtue in eastern and
western philosophical traditions. The primary aim of the module is to allow you to develop
some valuable philosophical and ethical resources and pursue some challenging and exciting
questions about the nature of reality and what it means to be human.
This module aims to:
develop skills in systematic philosophical and ethical analysis and the construction of
valid arguments;
encourage you to critically examine your own pre-suppositions and explore unfamiliar
methods of thinking;
investigate the conceptual resources available in a range of philosophical and ethical
systems, including pre-modern, modern, post-modern and non-western;
foster an understanding of the cross-cultural complexity and diversity of philosophical
and ethical concepts, systems and traditions.

Outline Syllabus & Teaching & Learning Methods

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).

Intended Learning Outcomes How assessed


By the end of the module, you should have demonstrated that you
are able to:

1. practise philosophical and ethical analysis and argumentation; Essay, examination.

2. understand some core arguments, debates and theories in the Essay, presentations.
fields of epistemology, metaphysics and ethics (e.g. Empiricism
vs. Rationalism, Realism vs. Relativism, Egoism vs. Altruism);

3. acquire some knowledge of a range of methods and tools of Essay, presentations.
philosophical and ethical analysis, argument and evaluation,
with reference to specific theories, thinkers and traditions (e.g.
Utilitarianism, Descartes, Buddhism, Aristotle).

4. research some philosophical and ethical topics, drawing on Essay, presentations.
primary and secondary sources, to produce a coherent
response to specific challenges and questions;

5. practise metacognition (thinking about thinking) in a Examination, essay.
sustained manner, reflecting critically on your own
epistemological, metaphysical and ethical assumptions, beliefs
and values.

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%

Reading Lists/Key Texts & Websites


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

Minerva Virtual Learning Environment




38
Code SR/PE 4003-20 (validated 2011)

Title Global Religions and Philosophies

Subject area Religions, Philosophies and Ethics; Study of Religions;


Philosophy and Ethics

Pathway Specialised Award, Major, Joint, Minor

Level 4

Credits 20

Contact time 52: 2 hours per week for 26 weeks

Pre-requisites

Acceptable for

Excluded combinations None

Core/Optional Optional

Module Leader Catherine Robinson

Description & Aims

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.

Outline Syllabus & Teaching & Learning Methods

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.

Intended Learning Outcomes How assessed


By the end of the module, you should have:
studied thinkers and/or schools in selected religious and Essay/Examination
philosophical traditions;

identified issues and problems in the study of religions and Essay/Examination
philosophies;

developed an understanding of some core arguments, Essay/Examination
beliefs and debates in religions and philosophies; and

developed skills for life and work such as Essay/Examination
(a) formulating a response to a specific question or
problem,

(b) working successfully under timed conditions, Examination

(c) effective written communication Essay/Examination

Assessment Scheme Weighting %

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

Cooper, D. E. (2003) World Philosophies: An Historical Introduction. Second edition. Oxford:


Blackwell.
Glaser, D. & Walker, D.M. eds (2007) Twentieth-Century Marxism: A Global Introduction.
London & New York: Routledge.
Holm, J. & Bowker, J. eds (1994a) Attitudes to Nature. London: Pinter.
(1994b) Human Nature and Destiny. London: Pinter.
(1994c) Picturing God. London: Pinter.
Kretzman, N. & Stump, E. eds (1993) Cambridge Companion to Aquinas. Cambridge:
Cambridge University Press.

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

Title God and Reason: Some Problems in the Philosophy of Religion

Subject Area Philosophy and Ethics

Pathway Specialised Award, Major, Joint, Minor

Level 4

Credits 20

ECTS 10

Contact Time 52 : 2 hours per week for 26 weeks

Pre-requisites None

Acceptable for

Excluded Combinations None

Core/Optional Optional

Module Co-ordinator Russell Re Manning

Description and Aims

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

The module is structured in three unequal parts.



We first briefly consider the history of the philosophy of religion, contextualising the
discipline in the Western analytic tradition of philosophy and the Western Abrahamic
religions.

Secondly, we look at the central religious notion of God, considering various models of God
and looking at the divine attributes (such as omnipotence, omniscience, eternity, aseity, and
simplicity), as well as assessing the canonical arguments for the existence of God

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.

Intended Learning Outcomes How assessed


On successful completion of this module you should have:

1. practised philosophical argument in relation to the Group presentation; essay
Western philosophy of religion; 1; essay 2

2. studied the historical development of the Western Group presentation
philosophy of religion;

3. analysed selected major concepts and problems in the Essay 1; essay2
Western philosophy of religion;

4. engaged with and acquired knowledge of selected key Essay 1; essay 2
texts in the Western philosophy of religion;

5. develop skills for life and work such as:
(a) communicating complex ideas to others and debating Group presentation; essay
in an effective manner, 1; essay 2
(b) formulating a response to a specific question or Group presentation; essay
problem, 1; essay 2
(c) effective written communication, Group presentation; essay
1; essay 2
(d) effective verbal communication, Group presentation
(e) working as a member of a team.
Group presentation

Assessment Scheme Weighting %

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

Minerva Virtual Learning Environment

44
Code PE/SR5100-40 (Validated 2009 as PE5000)

Title Darshana, Dharma and Dao: Philosophy in the Indian and


Chinese Traditions

Subject area Religions, Philosophies and Ethics ; Study of Religions,


Philosophy and Ethics

Pathway Specialised Award, Major, Joint, Minor

Level 5

Credits 40

Contact time 78: 3 hours per week for 26 weeks

Pre-requisites SR4000-40 and PE4000-40

Acceptable for

Excluded combinations None

Core/Optional Core

Module Leader Catherine Robinson

Description & Aims

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.

Outline Syllabus & Teaching & Learning Methods

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

Assessment Scheme Weighting %

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%

Reading Lists/Key Texts & Websites

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)

Title Ethics, Religion and Humanism: Contemporary Moral Dilemmas

Subject area Religions, Philosophies and Ethics; Philosophy and Ethics

Pathway Specialised Award,, Major, Joint, Minor

Level 5

Credits 20

Contact time 52 hours: 2 hours per week for 26 weeks

Pre-requisites None

Acceptable for

Excluded combinations None

Core/Optional Optional

Module Co-ordinator Mahinda Deegalle

Description & Aims

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.

Outline Syllabus & Teaching & Learning Methods

The module will include:


an introduction to humanist ethics and to a variety of ethical approaches such as virtue

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.

Intended Learning Outcomes How assessed


By the end of the module, you should have demonstrated that you are
able to:
1. investigate some major ethical, religious (e.g., Buddhism and Essay
Christianity) and humanist teachings and theories and gained an
understanding of ethical issues and moral problems, beliefs and
practices of the practitioners in historical perspective;

2. analyse some forms of the diversity and complexity in ethical Essay
reasoning with respect to two traditions;


3. recognise some aspects of the role and impact of religious and Essay / Individual
humanist perspectives on ethical issues in the modern and Project
contemporary world; and

4. continue to develop skills for life and work such as
(a) responding to particular questions in an informed and Essay
appropriate manner,

(b) creative thinking and problem-solving, Individual Project

Essay / Individual
(c) effective written communication, Project

(d) ethical commentary and evaluation. Essay / Individual
Project

Assessment Scheme Weighting %

Formative
Project Outline (500 words) 0%
Summative
Essay (2,000 words) 40%

50
Individual project (3,000 words) 60%

Reading Lists/Key Texts & Websites

Fowler, J. (1999) Humanism: Beliefs and Practices. Brighton: Sussex


Academic Press.
Gill, R. ed. (2002) The Cambridge Companion to Christian Ethics.
Cambridge: Cambridge University Press.
Harvey, P. (2000) An Introduction to Buddhist Ethics: Foundations, Values
and Issues. Cambridge: Cambridge University Press.
Kurtz, P. (2007) What is Secular Humanism? New York: Prometheus.
Singer, P. ed. (1993) A Companion to Ethics. Oxford: Blackwell Publishing.
Vardy, P. & Grosch, P. (1999) The Puzzle of Ethics. London: Fount.

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)

Title Film and Philosophy

Subject area Film & Screen Studies; Religions, Philosophies and Ethics;
Philosophy and Ethics

Pathway Specialised Award, Single, Major, Joint, Minor

Level 5

Credits 20

Contact time 52: 2 hours per week for 26 weeks

Pre-requisites None

Acceptable for

Excluded combinations None

Core/Optional Optional

Module Co-ordinator Richard Stamp

Description & Aims

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?

Outline Syllabus & Teaching & Learning Methods

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.

Intended Learning Outcomes How assessed



On successful completion of this module, you should be able to:


1. Develop a critical understanding of complex historical relation 3, 4
between film and philosophy across diverse national cinemas
2. Evaluate and critically compare existing modes of analysis in Critical review 1
philosophical discourses on film 3, 4
3. Apply abstract theoretical ideas in the analysis of specific examples Critical review 2
of audio-visual media
4. Synthesise different forms of argument and analysis from discrete 1, 2, 5
academic disciplines Project
5. Devise and develop a research project to successful completion

Assessment Scheme Weighting %

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%

Reading Lists/Key Texts & Websites


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

The learning resources for this module will include:



Minerva VLE: Lecture materials; reading lists; seminar readings; video clips; analytical tasks;
links to external resources; links to online journals.

Library: There are multiple copies of relevant books and copies of journals including
Cineaste, Cultural Studies, Journal of Popular Film and Television, Journal of Popular Culture,
Paragraph, Radical Philosophy, and Screen.

54
Code PE5009-20, SR5009-20

Title Philosophy, Religion and the Environment

Subject area Religion Philosophy and Ethics; Philosophy and Ethics; Study of
Religions

Pathway Specialised Award, Major, Joint, Minor

Level 5

Credits 20

Contact time 52 hours: 2 hours per week for 26 weeks

Pre-requisites

Acceptable for

Excluded combinations None

Core/Optional Optional

Module Co-ordinator Paul Reid-Bowen

Description & Aims


The module engages with two interrelated areas of enquiry that are recognised as of special
contemporary and global significance. First, concepts and valuations of the environment
and non-human nature are considered. This area of enquiry examines the origins of
culturally influential concepts of nature, focusing specifically, though, on contemporary
philosophical and religious approaches to the environment and the non-human. Second, the
question of what might constitute an appropriate human relationship with non-human
nature is examined. This area of enquiry encompasses a selection of possible relations,
including aesthetic, economic, ethical, political, religious and epistemological ones. The
module studies the attitudes, practices and teachings of a number of religious traditions
with regard to nature, such as: Buddhism, Christianity, Islam and Hinduism; it analyses the
arguments and theories of several ethicists and philosophers of non-human nature, for
example: Aldo Leopold, J. Baird Callicott, Peter Singer and Val Plumwood; and it investigates
many of the dilemmas, issues and problems that are of particular contemporary concern:
animal rights, climate change, conservation, ecological degradation, overpopulation,
resource scarcity (e.g. peak oil, food and water shortages), sustainability and species
extinction

This module aims to:
promote systematic enquiry into the concepts of environment and nature;
investigate philosophical and religious resources for thinking about the environment and
nature;
critically engage with some of the major issues at the leading edge of contemporary
philosophical, ethical and religious debate (e.g. global warming, overpopulation and

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.

Outline Syllabus & Teaching & Learning Methods


The module will include:
An introduction to ecological dilemmas, issues and problems:
- Climate change and tipping points
- Peak Oil and energy scarcity
- Limits of economic growth
- Food and water shortages
- Evolutionary overshoot
- Ecological degradation
- Overpopulation
- Conservation
- Extinction
A study of religious attitudes to nature:
- Doctrines, narratives and theologies of nature
- Creation myths, cosmologies and eschatologies.
- Religious ethics and valuations of the natural world.
Philosophical assessments and analyses of nature:
- Anthropocentrism, biocentrism and ecocentrism;
- Instrumental versus intrinsic values
- Shallow versus deep ecology
- Environmental ethics
- Animal rights

Learning is facilitated by a two hour workshop each week, alternating between staff-led and
student-centred/led activities each week and supplemented (where possible and
appropriate) by online and visual materials (e.g. podcasts, radio shows). There will also be
the possibility of collaborative work with organisations such as A.R.C. (Alliance of Religions
and Conservation). You will be expected to make full use of documents provided on Minerva
and readings listed in the module handbook to prepare for and supplement workshops.

Intended Learning Outcomes How assessed


By the end of the module, you should have:

1. practised analysing environmental concepts and problems; Critical analyses and
Research Project.

2. researched and developed an independent project, drawing Research Project
on philosophy, ethics or religious studies to produce a
coherent response to a specific environmental problem or
question;
3. communicated complex ideas in written form in a clear, well- Critical analyses and
structured and persuasive manner. Research Project.
4. further developed skills for life such as:

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%

Reading Lists/Key Texts & Websites


Attfield, R. (2003) Environmental Ethics: An Overview for the 21st Century. Oxford: Polity.
Cooper, D. E. and Palmer, J. A. eds (1998) Spirit of the Environment: Religion, Value and
Environmental Concern. London and New York: Routledge.
Garner, R. (2005) Animal Ethics. Oxford: Polity.
Gottlieb, R. S. ed. (1996) This Sacred Earth: Religion, Nature, Environment. London and New
York: Routledge.
Jamieson, D. ed. (2003) A Companion to Environmental Philosophy. Oxford: Blackwell.
Jardins, J. R. (1997) Environmental Ethics: An Introduction to Environmental Philosophy.
Wadsworth.
Light, A. and Rolston III, H. eds (2002) Environmental Philosophy: An Anthology. Oxford:
Blackwell.
Singer, P. (2002) Animal Liberation. New York: HarperCollins.
Taylor, A. (1999) Magpies, Monkeys and Morals: What Philosophers Say About Animal
Liberation. Peterborough, ON: Broadview.
Tucker, M. E. ed. (1996) Worldviews and Ecology: Religion, Philosophy, and the Environment.
London: Orbis.

Alliance of Religions and Conservation [online] available from: http://www.arcworld.org/
Real Climate (2004) Real Climate: climate science from climate scientists [online] available
from: http://www.realclimate.org/
Romm, J. Climate Progress [online] available from: http://climateprogress.org/
Berman, A., Vernon, C., Mearns, E., Tverberg, G., Kunz, H., Summers, D., Burn, J., Sears, P.
And Koppelaar, R. eds The Oil Drum: discussion about energy and our future [online]
available from: http://www.theoildrum.com/

Learning Resources

Minerva Virtual Learning Environment.


57
SR/PE 5010-20 (validated 2010)
Code

Title Special Project

Subject area Religions, Philosophies and Ethics; Study of Religions; Philosophy and
Ethics

Pathway Specialised Award, Major, Joint, Minor

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

Excluded combinations None

Core/Optional Optional

Module Co-ordinator Denise Cush and Mahinda Deegalle

Description & Aims


This optional module enables you to develop independent learning and employability skills at level 5
and receive credits for work related to an individually tailored special project. Special projects may
include working in a context relevant to a future choice of career such as a degree-related part-time
job, placement or volunteering activity. A project will be approved where it can be demonstrated that
it contributes to both subject learning outcomes and employability skills. Examples of skills emphasised
in Philosophy and Ethics are analytical and systematic thinking, construction of valid and persuasive
arguments, and creative problem-solving. Examples of skills emphasised in Study of Religions are
interpreting beliefs and practices other than your own with respect, empathy and integrity, or
analysing controversial and contentious claims with due sensitivity and insight. More general graduate
employability skills include effective communication, working on your own initiative and as a member
of a team, managing your time and meeting deadlines, and meeting challenges with resilience and
resourcefulness. Just as the knowledge and skills developed in your degree so far should be applicable
to the project, the skills developed on this module should be applicable to the remainder of your
degree.

The project itself could involve specific tasks in a chosen organisation, or a particular piece of research
they are keen to get underway, and could be a written assignment, a portfolio of materials or making a
short documentary film.

The module aims to:
enable you to develop a particular interest relevant to both the subject and future
employment;

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.

Outline Syllabus & Teaching & Learning Methods

This module will include:


Independent learning, often in a context outside of the university, supported by tutorial supervision,
and initial taught sessions including input from Bath Spa Careers.
Enrolment on the module is dependent on producing a formative proposal for the project approved by
the tutor. The outcome of the project is individually negotiated, and part of the assessment is a
reflective learning log. Where the project is based wholly on a work placement it should be equivalent
to four weeks full time work, but need not necessary take place in a block of four weeks.
Training in research ethics, risk assessment, legal requirements and practical preparation for placement
work is provided. Project work may take place in the summer vacation preceding the year of
enrolment. The project will be assessed against the criteria for Level 5 Individual Projects.

Intended Learning Outcomes How assessed


By the end of the module, you should have demonstrated that you are
able to:

1. apply subject specific knowledge and skills to an individually Project proposal and skills
designed project; audit

2. develop personal and professional skills which will enhance your Project proposal and skills
employability and job prospects including project management, audit
presentation and communication skills;

3. explore the relevance of your degree to a real life environment; Reflective Learning Log

4.. further develop skills for life and work such as Project final assignment
(a) formulating a response to a specific question or problem,
(b) developing your own style of independent learning,
(c) confidence in expressing your own views, whilst
responding flexibly and constructively to those of others,
(d) effective written communication,
(e) effective verbal communication,
(f) managing tasks effectively on time.

Assessment Scheme Weighting %

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)

Reading Lists/Key Texts & Websites


Fanthome, C. (2004) Work Placement: a Survival Guide for Students. Basingstoke: Palgrave Macmillan.
HEA Subject Centre for Philosophical and Religious Studies (2007) Employability: Where Next?
Unlocking the potential of your theology or religious studies degree. Leeds: HEA
Herbert, I. (2005) Managing Your Placement: a Skills-based Approach.
National Council for Work Experience Student Guide
http://www.prospects.ac.uk/downloads/workexperience/guides/NCWEStudentGuide1.pdf
http://www.work-experience.org/ncwe.rd/index.jsp
https://jobs.bbc.co.uk/fe/tpl_bbc03.asp?newms=info06
http://www.get.hobsons.co.uk/advice/work-experience
http://www.heacademy.ac.uk/ourwork/teachingandlearning/alldisplay?type=resources&newid
resource_database/id73_Personal_Development_Planning_ What_does_it_mean
An_Interactive_Working_Paper&site=york
Figgis, M. (2007) Digital Film-making. Faber
Lee-Wright, P. (2010). The Documentary Handbook. London: Routledge.
Saunders, D. (2010). Documentary. London: Routledge.
Thurlow, C. (2008) Making Short Films: The Complete Guide from Script to Screen. Berg.
Learning Resources

Bath Spa Just V Volunteering service, Careers service, Humanities Placements Officer

60
Code PE5101-20

Title Atheism and Unbelief: Philosophical Perspectives on the Non-


Existence of God

Subject Area Philosophy and Ethics

Pathway Specialised Award, Major, Joint, Minor

Level 5

Credits 20

ECTS 10

Contact Time 52 : 2 hours per week for 26 weeks

Pre-requisites None

Acceptable for

Excluded Combinations None

Core/Optional Optional

Module Co-ordinator Russell Re Manning

Description and Aims

This module explores atheism as a topic of considerable contemporary significance for


religions, philosophies and ethics. The recent media phenomenon of so-called new atheism
sparked by Richard Dawkins God Delusion (and buses with atheist slogans!) has drawn
academic and popular attention to atheism. This module responds to this interest by
examining atheism from an inter-disciplinary perspective to encourage students to think
beyond narrow stereotypes and to think more expansively about the history, nature and
implications of the apparent rise of atheism in the contemporary world. Drawing on ideas from
history, philosophy, ethics, religious studies, psychology and sociology, the module will ask
students to consider key (and provocative) questions such as: what defines atheism? What
best accounts for the rise of modern (and contemporary) atheism? What is the relation
between atheism and secularisation? What is the relation between atheism and science? What
are the consequences of atheism for ethics? Can an atheist have a religious experience? Is
atheism a religion?
The module aims to:
promote systematic enquiry into atheism and (ir)religion
develop inter-disciplinary reflection on a key theme in contemporary life
engage critically with key texts in the academic and popular discussion of atheism
foster a recognition of the importance of philosophical and religious thought to life
outside academia
Outline Syllabus & Teaching & Learning Methods

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.

Intended Learning Outcomes How assessed


On successful completion of this module you should have:

1. understood atheism from selected historical, Website review, project
philosophical and religious perspectives;

2. critically analysed the presentation of selected Website review
discussions of atheism;

3. devised and developed a research project to successful Project
conclusion;

4. communicated complex ideas in written form via clear Website review, project
and well-structured arguments;


5. further developed skills for life such as:

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

Assessment Scheme Weighting %


Formative:
Project proposal (500 words) 0%
Summative:
Critical website review (2,000 words) 40%
Individual project (3000 words) 60%

Reading Lists / Key Texts / Websites


Amarasingham, A. ed. (2010) Religion and the New Atheism. A Critical Appraisal (Studies in
Critical Social Sciences 25). Leiden: Brill.
Anthony, L. M., ed. (2007) Philosophers Without Gods. Meditations on Atheism and the Secular
Life. Oxford: Oxford University Press.
Baggini, J. (2003) Atheism. A Very Short Introduction. Oxford: Oxford University Press.
Hyman, G. (2010) A Short History of Atheism. New York: I. B. Tauris.
Martin, M. ed. (2007) The Cambridge Companion to Atheism. Cambridge: Cambridge University
Press.
McGrath, A. (2004) The Twilight of Atheism. The Rise and Fall of Disbelief in the Modern World.
New York: Doubleday.
Ruse, M. (2004) Can a Darwinian Be a Christian? Cambridge: Cambridge University Press.
Taylor, C. (2007) A Secular Age. Cambridge, MA: Harvard University Press.
Turner, D. (2002) How to Be an Atheist. Cambridge: Cambridge University Press.
Thrower, J. (2000) Western Atheism. A Short History. New York: Prometheus Books.
Zuckerman, P. ed. (2010) Atheism and Secularity. 2 vols. Santa Barbara: Praeger.

Not to forget, the Four Horsemen of the non-Apocalypse:

Dennett, D. C. (2006) Breaking the Spell. Religion as a Natural Phenomenon. London: Penguin.
Dawkins, R. (2006) The God Delusion. London: Bantam Press.
Harris, S. (2005) The End of Faith. Religion, Terror and the Future of Reason. London: The Free
Press.
Hitchens, R. (2007) God is Not Great. How Religion Poisons Everything. London: Atlantic Books.

Key websites include:

http://plato.stanford.edu/entries/atheism-agnosticism/
http://investigatingatheism.info
http://www.richarddawkins.net/

63
http://www.reasonablefaith.org/william-lane-craig
http://www.atheists.org/
http://www.bbc.co.uk/religion/religions/atheism/

Learning Resources

Minerva Virtual Learning Environment

64
Code SR/PE6000 (Validated 2009)

Title Dissertation

Subject area Religions, Philosophies and Ethics; Study of Religions;


Philosophy and Ethics

Pathway Specialised Award, Single, Major, Joint, Minor

Level 6

Credits 40

Contact time 26: 1 hour per week for 26 weeks in addition to individual
tutorial supervision

Pre-requisites SR4000-40 and PE4000-40 and SR/PE5000-40

Acceptable for

Excluded combinations SR/PE6090 Employment Related Placement

Core/Optional Optional

Module Leader Catherine Robinson and Paul Reid Bowen

Description & Aims

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.

Outline Syllabus & Teaching & Learning Methods

This module will include:


Group workshops and individual tutorials
Group workshops will deal with topics such as understanding the research process, getting
started, setting a question, finding sources, doing a literature review, integrating theory and
method, research ethics, writing up research, analysing data, advancing an argument, being
analytical, avoiding inconsistency and incoherence, assessing counterarguments and
referencing . A number of group workshops will be dedicated to preparation for the research
proposals and research presentations (the latter also scheduled within the workshops) with
some slots available to deal with specific issues, problems and queries as they arise.
Individual tutorials will concentrate on the subject-specific aspects of the research proposal
and research presentation and then on the dissertation in draft.
Learning is facilitated by 1 hour group workshops dealing with generic issues about planning,
conducting and writing up research supplemented by specialist individual tutorial
supervision. You are expected to prepare for and participate in workshops as well as working
with your supervisor throughout the year. You are responsible for arranging regular tutorials
with your allocated supervisor.

Intended Learning Outcomes How assessed


By the end of the module, you should have demonstrated that you are
able to:
1. investigate an area, theme or issue related to the study of Research
religions, philosophy and ethics; Presentation /
Dissertation

2. analyse appropriate primary and secondary sources in order to Research Proposal
formulate a question , construct a response and advance, / Dissertation
defend and evaluate a research proposal with clarity, precision
and intellectual rigour;

3. engage with relevant theories and methods in generating and Dissertation
interpreting data; and


4. further develop skills for life and work such as
(a) developing your own style of independent learning, Dissertation

(b) working on your own initiative, creative thinking and Research Proposal
problem solving / Research
Presentation /
Dissertation
(c) meeting challenges with resilience and resourcefulness, Dissertation

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%

Reading Lists/Key Texts & Websites

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)

Title Life and Meaning: Philosophy and the Human Condition

Subject area Religions, Philosophies and Ethics; Philosophy and Ethics

Pathway Specialised Award, Major, Joint, Minor

Level 6

Credits 20

Contact time 39 hours: 2 hours and 1 hour in alternate weeks for 26 weeks.

Pre-requisites None

Acceptable for

Excluded combinations None

Core/Optional Optional

Module Co-ordinator Paul Reid-Bowen

Description & Aims


This module promotes the analysis of philosophical arguments, concepts and debates
pertaining to the nature and meaning of the human condition. Socrates famously claimed
that the unexamined life is not worth living, this module proceeds by philosophically
questioning what it means to be human. Representative topics to be covered include: the
meaning of life as a philosophical question, absurdity and nihilism, existential moods such as
anguish, angst and nausea and the nature and meaning of freedom, mortality, immortality
and personal identity. Both Western and Eastern, pre-modern and modern philosophical
perspectives are considered, although emphasis is directed towards modern existential and
phenomenological analysis and arguments.

This module aims to:

promote systematic existential analysis and argumentation;
encourage you to critically examine your own pre-suppositions and explore unfamiliar
methods of thinking about the human condition;
develop an understanding of the complexity and diversity of philosophical arguments
and concepts pertaining to the human condition;
demonstrate how existential analysis and enquiry can be applied to a range of
contemporary debates, issues and problems.

Outline Syllabus & Teaching & Learning Methods


This module will include: an introduction to the philosophical notion of the examined life
and the meaning of life as a philosophical question; an analysis and examination of several

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.

Intended Learning Outcomes How assessed*


By the end of the module, you should have demonstrated that you
are able to:

1. develop existential arguments and subject their structure and Essay, Discussion
conclusions to rigorous assessment; Fora, Timed Analysis
Essay

2. analyse in depth the theories and writings of some influential Discussion Fora,
pre-modern and modern philosophers of life and meaning; Timed Analysis

3. critically engage with the complexities of existential enquiry and Discussion Fora,
reflected on the strengths and weaknesses of your own Essay.
arguments in the light of other views and interpretations;

4. further develop skills for life and work such as:
a) communicating complex ideas to others and debating in an Essay, Discussion
effective manner; Fora.
b) using information technologies for information search and Discussion Fora.
retrieval, word-processing, sustained discussion and, for
example, presentations;
c) identifying and criticising poor and fallacious reasoning; Timed Analysis,
d) creative thinking and problem-solving. Essay.



Assessment Scheme Weighting %

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).

Reading Lists/Key Texts & Websites


Belshaw, C. (2005) 10 Good Questions about Life and Death. Malden, MA: Blackwell Benatar,
D. ed. (2004) Life, Death & Meaning: Key Philosophical Readings on the Big Questions.
Lanham, MD: Rowman & Littlefield Publishers, Inc.
Camus, A. (2005) The Myth of Sisyphus. London: Penguin Books.
Klemke, E. D. and Cahn, S. M. eds (2008) The Meaning of Life: A Reader. 3rd edition. New
York: Oxford University Press.
Martin, R, and Barresi, J. eds (2003) Personal Identity. Oxford: Blackwell.
Reynolds, J. (2006) Understanding Existentialism. Chesham: Acumen Publishing.
Stanford Encyclopedia of Philosophy http://plato.stanford.edu/
Learning Resources
Minerva Virtual Learning Environment.

70
Code PE6010-20

Title Utopia and Dystopia

Subject area Philosophy and Ethics

Pathway Specialised Award, Major, Joint, Minor

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

Excluded combinations None

Core/Optional Optional

Module Co-ordinator Russell Re Manning

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 aims to:


Promote systematic enquiry into issues in contemporary political philosophy
Develop interdisciplinary reflection on a key theme in contemporary political
philosophy
Engage critically with key thinkers and texts in contemporary political philosophy
Foster a recognition of the complexities behind the ideas of utopia and dystopia
Develop understanding of contemporary political philosophy in an inter-
disciplinary context.

Outline Syllabus & Teaching & Learning Methods

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.

Intended Learning Outcomes How assessed**

On successful completion of this module you should be able


to:

1. understand issues in contemporary thought about Presentation & project


utopia and dystopia from historical, philosophical and
religious perspectives;

2. critically analyse the presentation of discussions of


issues in utopia and dystopia; Presentation

3. devise and develop a research project to successful


conclusion;

Individual Project
4. communicate complex ideas in written form in clear
and well-structured arguments;

Project
5. further develop skills for life such as:

(a) developing your own style of independent learning,


Presentation & project
(b) using information technologies for information search
and retrieval and word-processing,
(c) managing your time and resources appropriately,
(d) creative thinking and problem-solving.

Assessment Scheme Weighting %

Formative:

72
Proposal for Individual Project (500 words)

Summative:

Presentation (15 minutes) 40%

Individual Project (4000 words) 60%

Reading Lists/Key Texts & Websites

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

Core set texts:

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).

The Feminist Utopia Project


www.thefeministutopiaproject.comhttp://www.thefeministutopiaproject.com
Society for Utopian Studies
http://utopian-studies.org/http://utopian-studies.org/
Utopian Studies Society
http://www.utopianstudieseurope.org/http://www.utopianstudieseurope.org/
H-Utopia Listserve
https://networks.h-net.org/h-utopiahttps://networks.h-net.org/h-utopia
Ralahine Centre for Utopian Studies

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

University Library Print and Electronic Resources


Minerva Virtual Learning Environment

* ECTS (European Credit Transfer and Accumulation System): Framework for


Qualifications of the European Higher Education Area recommend that two UK
credits are equivalent to one ECTS credit

* * eg examination, presentation, coursework, performance, case study,


portfolio, etc.














77
SR/PE6033-20 (validated 2010)
Code

Title Advanced Special Project

Subject area Study of Religions

Pathway Specialised Award, Single, Major, Joint, Minor

Level 6

Credits 20

Contact time Independent project module with tutorial support (c. 6 hours)
and initial taught sessions (c10 hours)

Pre-requisites SR4000-40 and SR5100-40

Acceptable for

Excluded combinations SR/PE6090 Employment Related Placement

Core/Optional Optional

Module Co-ordinator Denise Cush and Mahinda Deegalle

Description & Aims


This optional module enables you to develop independent learning and employability skills at level 6 and
receive credits for work related to an individually tailored special project. Advanced Special Projects may
include working in a context relevant to a future choice of career, such as a degree-related part-time job,
placement or volunteering activity. A project will be approved where it can be demonstrated that it
contributes to both subject learning outcomes and employability skills. Examples of skills emphasised in
Philosophy and Ethics are analytical and systematic thinking, construction of valid and persuasive
arguments, and creative problem-solving. Examples of skills emphasised in Study of Religions are
interpreting beliefs and practices other than your own with respect, empathy and integrity, or analysing
controversial and contentious claims with due sensitivity and insight. More general graduate
employability skills include effective communication, working on your own initiative and as a member of
a team, managing your time and meeting deadlines, and meeting challenges with resilience and
resourcefulness. Just as the knowledge and skills developed in your degree so far should be applicable to
the project, the skills developed on this module should be applicable to the remainder of your degree.
Where appropriate, the project at Level 6 may be a development from work started at Level 5, or be a
free-standing project.

The project itself could involve specific tasks in a chosen organisation, or a particular piece of research
they are keen to get underway, and could be a written assignment, a portfolio of materials or making a
short documentary film.

The module aims to:
enable you to develop a particular interest relevant to both the subject and future employment;
where appropriate, continue to develop a project started in SR5010-20 to a more advanced level

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.

Outline Syllabus & Teaching & Learning Methods

This module will include:


independent learning, often in a context outside of the university, supported by tutorial supervision and
initial taught sessions including input from Bath Spa Careers.

Enrolment on the module is dependent on producing a formative proposal for the project approved by
the tutor. Where the project is a development of a SR5010-20 project, the proposal must demonstrate
that it will involve different activities and new skills. The final outcome of the project is individually
negotiated, but students will be expected to present their completed project to other students on the
module. Where the project is based wholly on a work placement it should be equivalent to four weeks
full time work, but need not necessary take place in a block of four weeks. Training will be given in
research ethics, risk assessment, legal requirements and practical preparation for placement work is
provided. Project work may take place in the summer vacation preceding the year of enrolment. The
project will be assessed against the criteria for Level 6 Research Projects.

Intended Learning Outcomes How assessed


By the end of the module, you should have demonstrated that you are
able to:

1. apply subject specific knowledge and skills to an individually Project proposal and skills
designed project and a wider context; audit
2. further develop personal and professional skills which will enhance Project proposal and skills
your employability and job prospects, including advanced project audit
management, highly professional communication skills, and a wide Presentation
range of presentation skills.

3. explore the relevance of your degree to a real life environment and Project final assignment
possible future career;

4.. further develop skills for life and work such as Project final assignment
(a) formulating a clear rationale for an independently generated
project concept,
(b) developing personal initiative and autonomous learning
style,
(c) ability to articulate independent views to a variety of
audiences, and deal with questions raised,
(d) highly professional written communication,
(e) highly professional verbal communication,
(f) autonomy and self-reliance in managing time and
resources available.

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.

Reading Lists/Key Texts & Websites


Fanthome, C. (2004) Work Placement: a Survival Guide for Students. Basingstoke: Palgrave Macmillan.
HEA Subject Centre for Philosophical and Religious Studies (2007) Employability: Where Next? Unlocking
the potential of your theology or religious studies degree. Leeds: HEA
Herbert, I. (2005) Managing Your Placement: a Skills-based Approach.
National Council for Work Experience Student Guide
http://www.prospects.ac.uk/downloads/workexperience/guides/NCWEStudentGuide1.pdf
http://www.work-experience.org/ncwe.rd/index.jsp
https://jobs.bbc.co.uk/fe/tpl_bbc03.asp?newms=info06
http://www.get.hobsons.co.uk/advice/work-experience
http://www.heacademy.ac.uk/ourwork/teachingandlearning/alldisplay?type=resources&newid
resource_database/id73_Personal_Development_Planning_ What_does_it_mean
An_Interactive_Working_Paper&site=york

Figgis, M. (2007) Digital Film-making. Faber
Lee-Wright, P. (2010). The Documentary Handbook. London: Routledge.
Saunders, D. (2010). Documentary. London: Routledge.
Thurlow, C. (2008) Making Short Films: The Complete Guide from Script to Screen. Berg.
Learning Resources

Bath Spa Just V Volunteering service, Careers service, Humanities Placements Officer

80
Code SR/PE6035-20 (validated 2011)

Title Religion, Philosophy and Gender

Subject area Religions, Philosophies and Ethics; Philosophy and Ethics; Study
of Religions

Pathway Specialised Award, Single, Major, Joint, Minor

Level 6

Credits 20

Contact time 39: 2 hours and 1 hour in alternate weeks for 26 weeks

Pre-requisites None

Acceptable for

Excluded combinations None

Core/Optional Optional

Module Leader Catherine Robinson

Description & Aims

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.

Outline Syllabus & Teaching & Learning Methods

This module will include:

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.

Intended Learning Outcomes How assessed


By the end of the module, you should have demonstrated that you are
able to:

1. analyse different models and theories of sex, gender and Critical Analyses
sexuality and reflected on their implications for religions,
philosophies and ethics;

2. investigate sex, gender and sexuality in religions, philosophies Research Project
and ethics informed by feminist and queer insights;


3. engage with complex and contentious issues surrounding sex, Critical Analyses /
gender and sexuality combining academic rigour and research Research Project
with openness and sensitivity; and

4. further develop skills for life and work such as
(a) developing your own style of independent learning, Research Project

(b) confidence in expressing your own views, whilst responding Critical Analyses
flexibly and constructively to those of others,

(c) effective written communication. Critical Analyses /
Research Project

Assessment Scheme Weighting %

Formative

82
Draft version of a critical analysis (500 words) 0%

Summative
Critical Analyses (2,000 words) 40%
Research Project (3,000 words) 60%

Reading Lists/Key Texts & Websites

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)

Title Culture and Counterculture: From Orientalism to the Hippy Trail

Subject area Religions, Philosophies and Ethics; Philosophy and Ethics; Study
of Religions, History

Pathway Specialised Award, Single, Major, Joint, Minor

Level 6

Credits 20

Contact time 39: 2 hours and 1 hour in alternate weeks for 26 weeks

Pre-requisites None

Acceptable for History

Excluded combinations None

Core/Optional Optional

Module Leader Catherine Robinson

Description & Aims

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.

Outline Syllabus & Teaching & Learning Methods

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

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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.

Intended Learning Outcomes How assessed


By the end of the module, you should have demonstrated that you are
able to:
1. analyse conventional approaches to the history of ideas in Critical Analyses
the light of critiques that they marginalise or trivialise the
importance of the East for the West;

2. discuss how Western culture has interpreted and Research Project
integrated aspects of Eastern life and thought;

3. evaluate the relevance and usefulness of different theories Critical Analyses /
to the understanding of East-West encounter; and Research Project

4. further develop skills for life and work such as Research Project
(a) developing your own style of independent learning,

(b) confidence in expressing your own views, whilst responding Critical Analyses
flexibly and constructively to those of others,

(c) effective written communication. Critical Analyses /
Research Project

Assessment Scheme Weighting %

Formative
Draft version of a critical analysis (500 words) 0%

Summative
Critical Analyses (2,000 words) 40%
Research Project (3,000 words) 60%

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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

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United States.

Learning Resources

Minerva Virtual Learning Environment site containing module handbook, lecture slides and
other information.

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