- A level requirements: ABB
- UCAS code: LV25
- Study mode: Full-time
- Length: 3 years
This programme offers a comprehensive, diverse, inclusive and intellectually stimulating education in philosophy and politics, two subjects which are enhanced when studied in tandem.
A detailed understanding of Philosophy enhances the study and practice of Politics. Philosophy is open-ended, questioning and creative, and also involves the critical reading, analysis and understanding of great philosophical texts. Politics shares these features, but also adds more elements of factual knowledge, for instance about the workings of institutions.
Year one concentrates on the development of core philosophical and political knowledge and skills through required modules, while year two consolidates this background and allows some level of choice. The final year allows you to opt to take modules from a wide range of areas and to become acquainted with recently developed or emerging areas of research in the disciplines.
You will become confident in working with abstract concepts and analysing real political practices, and develop skills in analytical, critical and creative thinking. Your presentational and writing abilities will be developed to a level consistent with progression to postgraduate study and/or graduate-level employment. You will develop a number of core transferable skills such as the ability to reconstruct and critically assess arguments, the ability to build a case for a conclusion, and time-management skills.
This programme is available with a Year in Industry. Year three is spent on a paid placement within an organisation in industry, broadly defined. You will be supported by the School of the Arts and the Department throughout, and your reflective written account of the experience will contribute towards your final degree result. If you wish to study this programme with a Year in Industry, please put the option code ‘YI’ in the ‘Further Choices’ section of your UCAS application form.
Discover what you'll learn, what you'll study, and how you'll be taught and assessed.
You will take entirely compulsory modules in your first year, which will provide the building blocks for the rest of your degree.
How does politics function in a globalised world? What explains cross-country and cross-time differences in political institutions, behaviour and outcomes?
This module provides an introduction to Comparative Politics by focusing on key concepts and contemporary issues affecting democracies, hybrid regimes and (to a lesser extent) authoritarian regimes across the world. It introduces students to basic debates around the democracy, its causes and consequences, the crisis of the nation state, institutional configurations and their effects, political parties, nationalism and regional integration. The module also introduces the idea of the comparative method and how to apply it to the study of different countries. Teaching is based on a combination of theoretical and empirical perspectives, using case-studies as illustration throughout the module.
Taking this module will help you to gain skill in reconstructing and evaluating arguments, in analysing, interpreting, and thinking critically about textual and statistical information, and in thinking creatively. There are 100 minutes’ worth of lectures per week and, running from Week 2 onwards, ten weekly online tests. The first two online tests are purely formative. Each of the remaining eight online tests contributes 5% of the module result. A two-hour on-line examination contributes the remaining 60%.
This module introduces students to the main arguments and theories in historical and contemporary ethical theory. Taking this module will enhance your abilities to analyse ethical claims and to identify the philosophical assumptions that underlie them.
This module provides an introduction to the main schools of thought and key issues in the field of International Relations (IR). It starts by offering an outline of these schools of thought and introduces students to important thinkers and theories within them. It then moves on to applying and comparing and contrasting different theories to a range of important contemporary issues, from the persistence of war to the environment. It concludes with a discussion of possible futures.
This module provides students with a critical introduction to a number of political concepts such as power, the state, legitimacy of sovereignty and gender through engaging with political thinkers such as Weber, Dahl, Tilly, Hooks and Rousseau. It also aims to establish a grounding in a number of areas that will benefit the students in the academic study of politics. For example, essay writing, debating in seminars, and an introduction to academic research. In so doing the module develops on the skills gained at A-level to ensure students are fully prepared for degree level study in Politics. Principally this will be accomplished through interactive lectures and seminars, as well as detailed feedback on their assessments. This module provides students with the tools they require to master different forms of assessment and course work. It also lays the foundations for the development of research confident students by making them active learners with a responsibility for their own academic study.
This module brings the history of philosophy to life by unpacking the meaning behind well-known philosophical quotations (e.g. ‘The unexamined life is not worth living’; ‘One is not born, but rather becomes, a woman’). The quotations will be selected from key thinkers in the history of philosophy, and will be presented in chronological order. They will also be selected so that the material covered complements, but does not overlap with, readings on other philosophy modules. Students are introduced to well-known philosophical quotations in lectures. The lectures provide background context required to understand the quotations. Students then carry out independent research into the meanings of these quotations after the lecture. In workshops they write short summaries of what is meant by these quotations. In seminars they present and discuss these summaries, and have a debate about the plausibility of the philosophical views underlying the quotations they are working on. At the end of the course they combine three of their five summaries into a wiki, and they write a blogpost on one of the quotations that explains its meaning and evaluates the philosophical views and ideas expressed in it.
Students taking this module will improve their skills in reading and writing philosophy. Students will gain skill in explaining complex information in a concise manner to an audience, in practising the intellectual virtues associated with philosophy, in conducting their own independent research and in critically discussing important ideas in the history of philosophy. They will also gain familiarity with modes of writing other than essays (wikis, blogposts). In addition, there is a two-hour information skills workshop provided by the Library.
This module introduces students to the main arguments and theories in the history of Western political philosophy. Taking this module will enhance students’ abilities to analyse political arguments and claims and to identify the philosophical assumptions that underlie them. The module is taught by lecture (2 x 1 hour per week in person, or pre-recorded mini-lectures available online, depending on the circumstances) and seminar (1 hour per week). Assessment is via a take home exam (2 hour equivalent, weighted at 90% of the module mark) and a 5-10 minute seminar presentation (weighted at 10% of the module mark). Seminar presentations may be recorded by students, if in-person presentation is not possible.
This is an introductory module to practical study skills in the Department of Politics at the University of Liverpool. This module aims to ensure first year students develop the necessary skills to study and research politics. This module provides students with the tools they require to master the different forms of assessment and course work in their modules. It will also lay the foundations for the development of research-led students by making them active learners with a responsibility for their own academic study. The module will help to integrate students into the scholastic life of a research institution by placing emphasis on the value of the academic process to their own learning, as well as shining light upon how they fit within the broader culture and community of academic life. By doing so, this module will enable students to see the value of the academic research process, thereby developing their confidence as active learners rather than as passive consumers of instruction.
You will take one compulsory module in each semester; your remaining credits will be split equally between Philosophy and Politics. SOTA260 counts as Philosophy credits; SOCI205 and SOCI207 count as Politics.
Taking this module will introduce students to some topics in contemporary epistemology. These will include some traditional questions about knowledge, and some of the main views that have been held about them. The module will also cover contemporary topics such as expertise, bias, epistemic justice, scientific knowledge, ignorance and fake news. Because these topics are relatively new, students will have the opportunity to engage with new and cutting-edge research in these areas. They will also have the opportunity to reflect on their own practices, especially on how they access information online.
This module is cognate with politics and economics, as well as with the philosophy of mathematics, and is required for students taking Mathematics and Philosophy. It is taught via 11 one-hour lectures and 11 one-hour seminars. Seminar discussion will be assessed and count towards 10% of the module result. During term-time students write an essay, which counts for 40% of the mark. A seen two-hour examination contributes the remaining 50%.
This module familiarises students with some of the main issues, theories and arguments in contemporary political philosophy. Taking this module will enhance your abilities to analyse political arguments and theories and to identify the philosophical assumptions that underly political claimsregarding such controversial issues as justice, freedom and equality. Thus the module is highly appropriate to students studying politics, economics and other disciplines where identifying and assessing the assumptions and ideologies underlying claims and policies is important. The module is taught by lecture (1 hour per week) and seminar (1 hour per week). Assessment is via a 2 hour exam (comprising 60% of the module mark) and a 2,000 word essay (30% of the module mark). Students also take it in turns to give one 5-10 minute seminar presentation that provides the remaining 10% of the module mark.
This module examines the governing institutions and processes associated with the US federal government, and how these interact with core linking institutions and structures of society to create what is understood as the American political process.
This module familiarises students with some of the key texts, concepts, and arguments from the most prominent and influential ancient Greek philosophers. The module will focus particularly on concepts raised in the dialogues of Plato and in Aristotle’s Metaphysics and Nicomachean Ethics. The ancient Greek understanding of philosophy as both an intellectual and political practice within the ancient city-state will form the backdrop of the views and arguments discussed. Taking this module will enhance one’s abilities to analyse influential philosophical accounts and theories and to identify what the ‘examined life’ stands for in various contexts, both ancient and contemporary.
The module covers the media’s relationship to politics, with a particular (but not exclusive) focus on Britain. It touches on the political, economic, moral and legal contexts in which journalists cover politics, and looks at how subsequent coverage relates to citizen’s attitides and to democratic politics. The module deals with a range of key topics, such as ‘the economy’, ‘climate change’ and ‘Europe’. Students should, as a result, get a rounded appreciation of the media’s role in contemporary society and politics. The module is delivered via a standard lecture and tutorial format.
This module analyses the major ideologies in British politics and explores how ideas have brought about change in British politics and society since 1945.
This module deals with business ethics and the social responsibility of business organizations. It is designed to inform decision-making about ethical challenges arising in business. It will help students identify and manage difficult ethical dilemmas they are likely to encounter in their future career. It is not intended to convert sinners into saints, to preach ethical truths, or to convey the wisdom of moral philosophers. However, it will develop students’ analytical skills in ethical reasoning and provide them with a substantive framework to deal with ethical challenges. The module is taught by lecture (2 x 1 hour lectures per week) and workshops (2 during the semester, 2 hours each). Assessment is via case study analysis (40%) and an open book examination (60%). There will also be formative tests during the term. This module is identical to PHIL272, except that it runs in Semester 1.
This module deals with business ethics and the social responsibility of business organizations. It is designed to inform decision-making about ethical challenges arising in business. It will help students identify and manage difficult ethical dilemmas they are likely to encounter in their future career. It is not intended to convert sinners into saints, to preach ethical truths, or to convey the wisdom of moral philosophers. However, it will develop students’ analytical skills in ethical reasoning and provide them with a substantive framework to deal with ethical challenges. The module is taught by lecture (2 x 1 hour lectures per week, or a set of recorded mini-lectures available online if necessary) and workshops (2 during the semester, 2 hours each, which may occur online if necessary). Assessment is via case study analysis (40%) and an open book examination (60%). There will also be formative tests during the term. This module is identical to PHIL271, except that it runs in Semester 2.
Based on Esping-Andersen’s classic analysis of the ‘three worlds of welfare capitalism’, this module provides a framework for comparing welfare states, i.e. ‘the mixed economy of welfare’ in different ‘welfare regimes’: including the ‘liberal’ regime in America, the ‘conservative’ regime in Germany and the ‘social democratic’ regime in Sweden. It examines the ways in which these different regimes emerged historically, how they organise and deliver welfare, the social, political and economic priorities they embody, the outcomes they have for different social groups, including their role in the production of inequalities, and their prospects for the future.
This module will introduce core concepts in contemporary gender politics – including feminist theoretical understandings of power, agency, institutions, citizenship and the state. Gender and feminist politics will be explored more deeply by engaging with intersecting identities and current theories of the concept ‘woman’. Concepts will be illustrated with real world, contemporary case studies (for example, gender based violence and reproductive rights) and also consider non-traditional forms of political engagement including activist organising. The module will encourage students to critically engage with topics through popular culture, media sources, films, books and pod casts and reflection on their own experience. Research and presentation skills will be developed through coursework assessment.
The international system has no central authority that makes and enforces laws, yet it is not totally anarchic. A large number of international organisations allows states to co-operate in areas as diverse as the economy, international security, or the protection of the environment. The aim of this module is to enable students to systematically study international organisations. We focus on key questions: How do international organisations become (and remain) legitimate? Are they independent from their member-states? What inequalities and hierarchies do they transform or reproduce? Through a series of empirical examples – such as the United Nations, the WTO, the World Bank – students will be able to systematically analyse the role and functions of international organisations in global politics.
This module familiarises students with some of the main issues, theories and arguments in contemporary normative and applied ethics. Taking this module will enhance their abilities to analyse ethical arguments and theories and to identify the philosophical assumptions that underly controversial ethical claims. The module is taught by lecture (1 hour per week) and 5 seminar session (2-hour bi-weekly). Assessment is via a 3,500 word essay (75% of the module mark) and a number of class and after class tasks worth 1000 words (10%). Students also give one 10-15 minute seminar presentation that provides the remaining 15% of the module mark.
This is the first module offered to second year undergraduate students to examine the process of political speech and its impact upon the quality of democratic discourse. The module will scrutinise the kind of audiences political figures face, issues of freedom of speech, the development of authentic political rhetoric, the advancement of ideological perspectives, the impact of political manipulation through concepts such as ‘fake news’, and also the process of delivering political speeches.
This module focuses on the concept, institutionalization, and politics of human rights in international politics. It will provide an overview of the philosophical foundations and debates on human rights. Students will learn about the history and development of human rights in international politics. The module will explore how policies, institutions, and actors aim to improve human rights regionally and globally. It will critically assess the efforts to promote and protect human rights in international politics. At the same time, the module will look at human rights in various regions in the world, as well as issues including war crimes, genocide, torture, environmental rights, women and children’s rights and others.
The module aims to prepare students for a smooth transition into a work placement year and, more broadly, to develop lifelong skills, attitudes and behaviours and support students in their continuing professional development. This will help students lead flexible, fulfilling careers working as a professional in their field, and enable them to contribute meaningfully to society.
Understanding security in international relations and how it is challenged by contemporary globalisation.
This module is concerned with studying the origins and development of the concept of Social Exclusion. Students will explore and evaluate its theory and practice and will consider a number of case studies around class, ‘race’ and ethnicity, disability, sexual orientation and gender. You will evaluate policy responses and social action to counter social exclusion; discuss the relationship between exclusion and other forms of social stratification and consider a number of theoretical perspectives that utilise inclusion/exclusion concepts.
International (or Global) Political Economy (IPE/GPE) is a sub-discipline of International Relations. This module examines the interplay between politics and economics and the way this relationship is influenced by domestic and international forces. It examines the social underpinnings of economic transactions, the political frameworks that shape economic activity at national, regional and global levels, and the economic imperatives that impinge upon political decision-makers. During the module, you will be introduced to influential perspectives, theories and ideas that have been advanced to explain and anticipate events and developments in political economy. The module covers the most important issue-areas in international political economy and examines recent developments, including the global financial crisis of 2008, challenges to the western liberal order, and the impact of the ecological crisis on global political economy. Firms, individuals, markets, societies, social classes, and states are all important elements of IPE. Theories differ in the way they deal with these elements and the relative significance they accord to each of them. The tension between the elements, resulting in cooperation and conflict, is a major feature in the theory and practice of IPE.
This module’s emphasis is not on a particular philosophical content, but on the problem solving skills that studying philosophy is meant to train. Students will be involved in three mini-projects, each over a three week period, and each devoted to a particular philosophical problem, which in the context of this module means a philosophical proof or argument that appears to be entirely valid, but whose conclusion is widely seen as unacceptable (as for instance John McTaggart’s proof that time does not exist).
In the first week of each section the problem is introduced and contextualized by the tutor and then discussed with the whole cohort. Working groups are allocated who will then have two weeks to work on the problem. The second week is reserved for a scheduled group work session with the tutor on hand to clarify points of information and present their ideas for formative assessment, followed in the third week by group presentations of the final proposed solutions to the problem.
This module considers issues of race and racism from a philosophical perspective. Given the philosophical breadth of the topic, this module will cover a wide range of philosophical approaches. These include aesthetics, phenomenology, critical theory, politics, epistemology, language, metaphysics and science. Students will be introduced to these topics in lectures. These lectures provide background context to understanding the topics. Students then read prescribed readings and do independent research in preparation for seminars. This will help students learn how to engage in constructive debate on controversial social topics
At mid-term students will submit an opinion piece in the form of a blogpost. At the end of term students will submit an essay.
Students taking this module will improve their skills in reading and writing philosophy. Students will gain skill in explaining complex information in a concise manner to an audience, in practising the intellectual virtues associated with philosophy, in conducting their own independent research and in critically discussing important social ideas.
This module explores the ethical dilemmas that arise in some of the most controversial public policy debates. We will explore questions such as: should people have the right to euthanasia? Should we ban pornography? Should the consumption of, or testing on, animals be banned? Should we criminally punish people for taking recreational drugs? Are reparations morally justified? We will explore these questions by critically assessing the arguments of political, moral and legal philosophers, and evaluate the implications of their arguments for policy making.
This module is designed to introduce second year undergraduates to issues surrounding racialization in comparative politics. It will locate ‘race’ as an enduring feature of access to power and look at critical race theory in relation to national (UK) and international politics. This module will enable students to develop critical thinking skills about the construction of ‘race’ and ethnicity and how this construction affects certain marginalised communities and precipitates particular modes of democratic engagement and disengagement, participation and resistance and privilege and disadvantage.
This module will introduce students to key concepts and figures in the project of understanding natural language. Students will examine how philosophers have attempted to understand meaning, reference and communication. Students will be introduced to the distinction between semantics and pragmatics and to speech-act theory. They will learn to apply these conceptual and theoretical tools to contemporary debates around freedom of speech and censorship by the semantics and pragmatics of slurs, hate speech, dog whistles and pornographic speech. They will consider feminist perspectives on language. Students taking this module will understand the central concepts in philosophy of language and how questions in the philosophy of language can intersect with issues in philosophy of mind, ethics, political philosophy and feminist theory, and they will be able to apply this understanding to real world cases. The module is taught by lecture (1h each week for the first 6 weeks) and workshops (2h per week). Assessment is via a 750 word essay (comprising 15% of the module’s mark) and a 2500 word essay (comprising 85% of the module mark).
This module offers you the opportunity to explore how criminology has developed various perspectives throughout its historical and socio-political development. The key concepts devised and utilised by criminologists are also explored for their impacts upon criminal and social justice. The module is concerned with major controversies within criminological thinking and criminal justice practice.
Your final year is made up entirely of optional modules, giving you some flexibility is the subjects you pursue.
The module intends to familiarise students with central themes of aesthetics and art theory, especially questions about aesthetic judgement, aesthetic experience and aesthetic value. They will be able to strengthen their understanding of the history of philosophy, as well as the connection between theory and artistic practice. The module is taught by lecture (1 hour per week) and seminar (1 hour per week). Assessment is via a 3,000 word essay (85% of the module mark) and one 10-15 minute presentation (delivered during seminars, or recorded if on-line only teaching) that provides the remaining 15% of the module mark.
This module will introduce students to ideas formulated during the classical period of Chinese philosophy. The focus will be on the dialectic between the Daoist and Confucian schools. The module will help students to understand the ways in which Chinese philosophers approached topics that are also discussed in the Western traditions. It will also enable students to understand what is distinctive about the Chinese approaches. There will be one lecture and one seminar per week. Assessment is by examination (60%), essay (30%) and assessed seminar presentation (10%).
Students will choose a topic of special interest related to their programme of study and conduct an independent research project upon up it in consultation with an allocated supervisor. The module is distinctive because the final project output is to be presented as if to a specified target external audience (such as sixth-form students, policy groups or the general public), and use a digital platform (eg website, vlog, animation, podcast). The module thus offers students opportunities to integrate their philosophical skills, knowledge and understanding with applied skills of digital communication relevant in arenas beyond the academic setting.
Students do not need digital skills beyond those they will have already acquired as final year students of Philosophy to take this module. Training is offered via a suite of learning materials as relevant to an individual’s chosen mode of presentation and through scheduled supervised workshops. Advice and support are provided. Students will have the opportunity to offer peer feedback on each other’s outputs before final submission.
Formal assessment is threefold:
a) Research Report (1500 words; 40%). The student, before embarking on the module, will have identified a question or problem which they wish to research and address. The Research Report offers a summary of this, arguments put forward and conclusions drawn. It also confirms the proposed audience and output format.
b) Digital Inquiry Project (40%). Guidance is supplied on appropriate size/length, which will vary according to platform, but be such that the project communicates the findings of the Report in a manner appropriate to the audience and digital format.
c) Reflective Commentary (500 words, 20%). This gives students the opportunity to reflect critically on the process, identifying challenges, how these were addressed and explaining presentational decisions made.
This module familiarises students with some of the main issues, theories and arguments in the existentialist movement from Kierkegaard and Nietzsche through to Sartre and de Beauvoir. Taking this module will enhance your abilities to read challenging philosophical texts in a critical manner. The module is taught by lecture (1 hour per week) and seminar (1 hour per week). Assessment is via an exam (comprising 55% of the module mark) and a 2,000 word essay (30% of the module mark). Students also take it in turns to give one 10-15 minute seminar presentation that provides the remaining 15% of the module mark.
This module aims to acquaint students with terrorism and counter-terrorism in today’s world. It starts by examining key concepts, theories, and history and then moves on to looking at a range of issues that have been the subject of particular debate, such as whether terrorism works, whether there are regularities in how campaigns end, and the necessity and contributions of literature on ‘Critical Terrorism Studies’. The module concludes by looking at whether we are at the end of the religious wave of terrorism and what we might expect to occur next.
This module familiarises students with some of the main theories and arguments in debates about issues that raise problems for traditional ethics. These include the treatment of disability, the issue of humanitarian intervention and other matters of global concern, such as international justice, and issues raised by what some call the ‘environmental crisis’. The module is taught by lecture (1 hour per week) and seminar (1 hour per week). Assessment is via a 3,500 word essay (comprising 90% of the module mark) due in the January assessment period. Students will have the opportunity to receive formative feedback on a draft essay plan towards the end of the autumn term. Students will also give one 10-15 minute seminar presentation that provides the remaining 10% of the module mark.
This module provides alternative perspectives on global politics, drawing on feminist theory and gender analysis, with a focus on conflict and peace, and the implications for global politics and International Relations (IR). The module will engage with theoretical concerns (how are women affected differently by conflict and peace, how do we engage feminist methodologies) to practical concerns (conflict, security, participation, sexual violence, human rights). Theories and concepts will be illustrated with relevant global case studies and examples. The module aims to encourage engaged, critical reflection on feminist approaches to our understanding of issues in world politics.
This module introduces students to key issues in contemporary feminist theory. Centering on the controversies and debates surrounding gender and identity the course examines the ways in which feminist theorists have developed, contested and expanded the concept of gender. To do so the module explores a wide range of contemporary issues on the body and power.
This module covers the main normative issues surrounding the delivery of health care in modern societies. It discusses the purpose of health care, the notions of health and disease, just allocation of medical resources, issues of inequity in health dispositions, and problems of prioritising and rationing in health care. It acquaints students with the main theories of health care justice and also covers problems in public health and global health inequalities.
After successfully taking the module, students will able be to explain the main moral and economic problems in the provision and allocation of health care resources. They will have sufficient knowledge of underlying philosophical debates and theories in these areas to engage critically with recent public debates about the just and economically viable provision for health care needs.
The module will be delivered by 8 x 2-hour seminar groups and two 2-hour workshops.
Modes of summative assessments are i) a group presentation (weighted at 15% of the module mark); ii) a brief argument (up to 500 words) in relation to the group presentation, in the style of a "Letter to the Editor" (15%); iii) a 2000-words essay (70%).
The principal aim of this module is to analyse the political significance of identity (national and ethnic) in international politics. Module deals with cultural diversity, the role of the nation-state, migration, ethnic conflict, diasporas and the European Union.
This module will introduce you to the various traditions of belief and practice that are obscured by the labels ‘Hinduism’ and ‘Buddhism’. It will help you to understand the ways in which Indian philosophers approached topics that are also discussed in the Western traditions. It will also enable you to understand what is distinctive about the Indian approaches. There will be one lecture per week, and from Week 2, a weekly seminar. Assessment is by examination 60%, essay 30% and seminar presentation 10%.
This module examines the different ways in which states intervene in the domestic affairs of other states or territories such as humanitarian intervention, invasion, annexation, peacekeeping, and colonial interventions. It explores how intervention has changed and developed historically, especially during and after the Cold War. It analyses whether state-practice has out-run the rules and norms that guide international state behaviour, particularly the legal framework of the United Nations and other relevant bodies of international law. From this basis, the module will use examples of different kinds of interventions as cases to study and to evaluate whether their mere existence heralds a change in state-practice and a concomitant need to revise legal and political codes of conduct. Such cases include the shift in peace operations from first generation peacekeeping during the Cold War under the strict rules of impartiality, neutrality and the limitation of force to self-defence, to the robust and partial peace enforcement practiced by the UN mission in the Democratic Republic of Congo and NATO troops in Afghanistan. It further includes historical and recent examples of invasion, such as Iraq in 2003, annexations of foreign territories such as the Crimean annexation by Russia in 2014, the contentious cases of humanitarian intervention for which Kosovo and Libya are used as precedents, and will ponder the question whether there is such a thing as the Responsibility to Protect. Finally, the module will also examine less overt more and subtle forms of state intervention such as covert action and state-sponsored terrorism in the physical and cyber realm.
The module studies human rights through the lens of the media in order to critically understand the changing nature of human rights’ representation and the role media play in representing and responding to critical human rights issues. It explores the interconnections between media and human rights focusing on media and human rights theory, policy and practice and exploring both historical developments and contemporary issues. In particular, the implications of the global media in the current information age for a range of key human rights’ issues are analysed. Among the issues that will be reviewed are terrorism and war on terror, freedom of speech, human trafficking, asylum and immigration, torture and genocide, humanitarian intervention.
The module will look at the manner in which a range of media engage with climate change and energy security, and the political and social implications that follow. Students should achieve an understanding the context of coverage (including the science, the surrounding political environment, and journalistic practice). They should also be able to understand the principal features of coverage (and their impact), and the political implications that follow. The module will be delivered via lectures, workshop-tutorials, and online tutorials. It will be assessed by exam, short essay and a student’s performance in a presentation undertaken in a group alongside other students.
This module gives students the opportunity to explore selected areas of conflict in social, political and legal domains. When rights or interests clash, or seem to clash, what philosophical issues are at stake? How should the state adjudicate? Key themes include rights, freedoms and responses to oppression. The module seeks to help students develop a philosophical manner of thought that will enable them to refine their views on other similar issues of public importance, often controversial in nature, which they might encounter later in life. Representative areas for inquiry include questions such as ‘Does the state have the right to display religious symbols in classrooms?’ and ‘How far should midwives be allowed to opt out of assisting with abortions?’, and topics such as freedom and the media, the ethics of immigration, forms of oppression within society, and sexual harassment.
There are no lectures for this module; it is based on student-led research and applied learning, facilitated by the tutor in weekly two-hour workshops. Some content is sensitive, and discussions are carefully moderated to respect this. The assessment asks students to integrate their academic skills with analysis of ‘real-world’ scenarios. There are three research-based applied components: a presentation (15% + submitted materials 5%), case study (2000 words, 45%), and an opinion piece (1000 words, 35%). The opinion piece is published electronically as a course wiki for peer comment prior to formal submission.
Samples and in-class support will be provided.
Students will choose a topic of special interest in philosophy and conduct research into this area of interest via reading and private study under the supervision of the supervisor to whom they have been allocated. All students will have the opportunity to participate in the Philosophy Dissertation Showcase.
We are all familiar with the law, it regulates almost every aspect of our lives, but what exactly is the law, and why should we pay attention to it? Which aspects of our lives should it regulate, and which aspects should it not? When, if ever, would it be right to disobey it? How do we know what the law is? Is the law made by politicians, judges, or both? Do,or should, judges merely interpret and apply the law rather than make it? Is ‘the common law’ of England and Wales a fiction? Or is it not only a reality but in fact superior to other systems of law? Does a law mean what its framers intended that it mean, or can laws change their meanings over time? Should we pay attention to parliamentary debates to try to divine the laws’ meaning, or should we rather just take the words of the laws at face value? When, if ever, can one rationally say that the supreme courts of a jurisidiction are wrong? What is, and what should be, the relationship between law and morality? How do philosophical concepts such as intention, blame, punishment, and responsibility feature in the law?
The course focuses on the philosophical implications of likely (or possible) future technological developments.
The universe is billions of years old, there are billions of stars in our galaxy and billions of galaxies, and thanks to recent discoveries it now seems likely that most stars have planets. Yet so far we have seen no sign of intelligent life elsewhere in the universe. What is the significance of this ‘great silence’? Advances in medical technology will soon make possible significant ‘improvements’ to our bodies and minds. How serious are the ethical objections to human enhancement? If teleportation technology were available many of the all too familiar problems associated with ordinary modes of transportation could be avoided.
But is teleportation actually survivable? Computers are advancing all the time, and some say that super-intelligent machines are inevitable. Are they right, and if so, what are the implications? Will it prove possible to upload ourselves into computer-sustained virtual paradises, as some transhumanists hope? Is it likely, as some have argued, that we are in fact living our lives in virtual worlds? If so, how should we conceive of these worlds? Are they as real as the real world? If we could achieve immortality, either through bio-enhancement or uploading, would it be something we could coherently desire? Is time travel really possible? Some quantum physicists maintain that the universe is continually branching. What are the implications for how we think of our lives if they are right about this?
Many of these scenarios and issues have been anticipated in science fiction. While some (‘hard’) sci-fi authors seek scientific plausibility, i.e. they do their best to stick within the known laws of physics, they generally pay far less attention to metaphysical and ethical issues. Yet in working out how we should respond to what the future may bring, metaphysical and ethical considerations are of paramount importance. It is with these that this course will be dealing.
The module is taught by a combination of lectures and seminars. Assessment consists of a seminar presentation (10%), an essay on a relevant topic (2,000 words, 30%) and a take-home exam (60% approx. equivalent to a 2 hour exam).
This module introduces students to the major philosophical issues associated with play, games especially digital games and virtual worlds. It examines both the philosophical literature around play and contemporary concerns expressed in relationship to the growth of the video games industry, including addiction, violence, ‘gamification’ and the use of play and software for education and therapy. Students will learn to challenge common assumptions, including their own, about the triviality of play in relation to modern constructions of labour and value, and develop an understanding of how these assumptions underpin both popular and academic discussion of games.
The module is taught by pre-recorded online mini-lectures (approximately 1 hour per week), and a guided online reading group comprising synchronous discussions via video chat and asynchronous discussions via online discussion board, based on a selection of key texts. Assessment consists of a 3-part project: a formative pitching meeting with the module leader in the first 5 weeks of the course, a short report on that meeting (500 words, 35%) including a research plan, and a final essay (2,500 words, 65%).
F FULL ON-CAMPUS TEACHING RESUMES: The module is taught by lecture (1 hour per week) and seminar (1 hour per week). Assessment consists of a 3-part project: a formative pitching meeting with the module leader in the first 5 weeks of the course, a short report on that meeting (500 words, 35%) including a research plan, and a final essay (2,500 words, 65%).
This module will involve students producing and presenting a weekly politics and current affairs programme (The Politics Hour). Over the course of a full academic year, students will work in programme teams to plan and present regular one hour broadcasts and linked web and social media content. Within each team, students will rotate key roles (as researchers, reporters, presenters, producers, editors and social media managers). There will be no formal teaching. Instead, students will ‘learn by doing’ by participating in weekly editorial meeting, in the production of each show and in structured peer feedback and self reflection exercises. The learning process aims to replicate a ‘real world’ broadcasting environment and this approach will be reflected in the use of ‘authentic’ assessment tasks. Students will be required to produce a range of audio and written outputs and will also be assessed, in part, on their ability to work successfully in teams. Reflective learning will also require students to engage in ongoing review of professional, mainstream radio broadcasts and to undertake recommended reading to support the development of their broadcasting skills. The module will be particularly suited to students keen to pursue a career in political journalism. However, it will furnish all participants with a wide-range of transferable skills designed to enhance their employability, including communication, team-working and problem-solving skills, by facilitating the application of academic subject knowledge gained on the degree programme as a whole in a ‘real world’ and ‘real time’ context.
This will be the first module offered to third year undergraduate students and to students from the Europe and the World MA programme to examine whether and how psychological factors and health problems influence citizens’ political perceptions, attitudes and behaviour. Drawing from psychology, neuroscience and political behaviour, the module is strongly interdisciplinary and will scrutinise the relationships between politics and biology, personality, ideology, emotion, decision making, health, disability and mental health.
What are the institutional prerequisites of economic development? Global development institutions such as the World Bank or UNDP have proposed the concept of "good governance" as an answer to this question. This module critically engages with this concept by juxtaposing it with various historical institutionalist accounts of the state, including the East Asian developmental state, Africa’s failed states, and the Middle Eastern rentier state. Students engage with key debates about the role of the state, democracy, corruption and the "resource curse" in economic development.
This module explores the theories, ideas and concepts that underpin the development of contemporary public policies.
Race and civilisation are fundamental concepts through which societies have organised the international order and imagined the hierarchies that exist between them. As such, racism and civilisationism have had a crucial influence on international politics and practices, and are still used to sustain global inequalities. In this module, students will explore how the ideas of race and civilisation have enabled a variety of practices of violence, exploitation and domination in global politics. They will also explore how some actors have fought against racism and civilisationism, and which of these strategies have proved successful.
Should there be a wall of separation between the institutions of religion, politics and law? Should politicians, public officials and citizens refrain from appealing to religious beliefs when debating laws and policies? Should religious citizens be entitled to special rights, such as exemptions for Kosher and Halal animal slaughter or doctors who do not wish to provide abortion services? On this module we’ll explore these and many other moral questions from the perspective of analytical political theory. To do so, we’ll examine how the freedom and equality of religious and nonreligious citizens should be balanced, and what are the policy implications our moral arguments.
This module is an opportunity for you to undertake a placement in a setting which matches your academic and possible career/industry interests, develop materials and/or undertake tasks within a practical or vocational context, apply academic knowledge from your degree, and develop your personal and employability skills within a working environment. SOTA300 is not open to students who have taken SOTA600.
Conflicts, terrorism and wars have plagued human societies since their inception: which factors are likely to explain their occurrence and duration of wars? How are civil wars different from inter-state and ethnic conflicts? Who is more likely to become a terrorist? How does the public react to terrorist attacks? How do states respond to terror? This course examines a number of theoretical and empirical debates in the study of conflict and terrorism. We will investigate how empirical analyses can help settling some debates while others remain still open. By the end of this module, students are expected to (1) develop an understanding of the major explanations for conflicts and terrorism and critically discuss their strengths and shortcomings (2) interpret the findings advanced by the empirical literature against or in line with the discussed theoretical predictions (and students’ own pre-theoretical intuitions) (3) get exposed to the data and techniques employed by empirical scholarship to investigate conflict and terrorism.
The module will cover a range of contemporary mass media and their role in the power structures of British society. Students should achieve an understanding of the mechanisms by which power is (or is not) exerted through and by the mass media; which models of power distribution are most plausible in this context; and which case studies best exemplify the mechanism at work (including mediation of protest; political mobilisation via the web; public relaations and spin practices; and the phone hacking affair). The module will be delivered via lectures and workshops, and will be assessed by exam, short essay and a student’s performance in a presentation undertaken in a group alongside other students.
This is the first substantive module in the UK to examine the rhetoric of British political parties at Undergraduate level. It roots its theories and methods in the classical schools of rhetorical analysis, alongside developing a more contemporary understanding of discourse analysis. This module will enable students to think critically about the political message, how it is constructed, and delivered to a range of audiences.
Philosophy: In studying Philosophy, you will learn how to defend your views with reasoned arguments, and to assess the arguments of others. Argumentative skills are learned through attending lectures and reading philosophical texts, developed by group seminar discussions, and formally assessed through essays and exams. You will complete modules to the value of 120 credits per year, from a wide range of options available. Most modules employ a blend of lectures, seminars and online support materials. You will learn by reading and studying outside class time, by attending and participating in classes, by doing coursework and, for dissertations, via one-to-one meetings with a supervisor. There is also scope, both formally in the placement module and informally, for you to develop practical skills by volunteering.
Politics: Research-connected teaching is initiated in the first year with introductions to quantitative, qualitative, theoretical, and critical methodologies, which are then embedded in second- and final-year modules so that students can evaluate and apply the methodologies to construct their own analyses. Though our lectures are interactive, our seminars, workshops, computer lab sessions, dissertations, and placements form the core of our active learning approach.
Philosophy: Philosophy employs a mixture of modes of assessment: exams and coursework in many different varieties including essays, oral presentations, dissertations, exercises, and supported independent work (eg in the placement module).
Politics: We use a rich variety of assessment methods to develop students’ various skills. Essays, exams, and presentations enable to students to practice core academic writing and speaking skills, while innovative assessments such as blog posts, reflective logs, group projects, podcasts, radio broadcasts and speeches expand our authentic assessment, enabling students to deploy transferable skills in various formats. Digital fluency is also developed in different ways, including sourcing relevant material, using online learning platforms and tools, producing audio and visual materials, word processing and statistical analysis.
We have a distinctive approach to education, the Liverpool Curriculum Framework, which focuses on research-connected teaching, active learning, and authentic assessment to ensure our students graduate as digitally fluent and confident global citizens.
Studying with us means you can tailor your degree to suit you. Here's what is available on this course.
As a student of both Philosophy and Politics, you will be taught in a variety of buildings across campus. Both Departments are based in Abercromby Square, and will provide you with support and guidance from your very first day.
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As a student in the School of the Arts, you will be supported to maximise your employability from day one. The School has its own placements and employability officer, and you will have the opportunity to undertake a work placement or a year in industry as part of your programme.
Graduates of both obtain work in fields such as advertising, the arts, broadcasting, commerce, the civil service, computing, corporate communications and public relations, journalism, marketing, NGOs, political campaigning (including political parties, trade unions and charities), law, management, and teaching. Through our SOTA300 module, or the Year in Industry route, you have the opportunity during your degree to apply your academic learning to practical contexts and develop a range of skills attractive to future employers.
At Liverpool, our goal is to support you to build your intellectual, social, and cultural capital so that you graduate as a socially-conscious global citizen who is prepared for future success. We achieve this by:
Hear what graduates say about their career progression and life after university.
US District Judge Wendy Beetlestone described her time at University of Liverpool as a “great start” that delivered the “thought discipline” that continues to influence her professional life.
Your tuition fees, funding your studies, and other costs to consider.
|UK fees (applies to Channel Islands, Isle of Man and Republic of Ireland)|
|Full-time place, per year||£9,250|
|Year in industry fee||£1,850|
|Year abroad fee||£1,385|
|Full-time place, per year||£21,450|
|Year in industry fee||£1,850|
|Year abroad fee||£10,725|
Tuition fees cover the cost of your teaching and assessment, operating facilities such as libraries, IT equipment, and access to academic and personal support. Learn more about tuition fees, funding and student finance.
We understand that budgeting for your time at university is important, and we want to make sure you understand any course-related costs that are not covered by your tuition fee. This could include buying a laptop, books, or stationery.
Find out more about the additional study costs that may apply to this course.
We offer a range of scholarships and bursaries to help cover tuition fees and help with living expenses while at university.
The qualifications and exam results you'll need to apply for this course.
My qualifications are from: United Kingdom.
|GCSE||4/C in English and 4/C in Mathematics|
|BTEC Level 3 National Extended Diploma||
Applications encouraged. BTEC applications are encouraged. We evaluate each BTEC application on its merits.
35 overall with no score less than four
|Irish Leaving Certificate||H1, H1, H2, H2, H2, H3|
|Scottish Higher/Advanced Higher||
AAB in Advanced Highers, combinations of Advanced Highers and Scottish Highers are welcome
|Welsh Baccalaureate Advanced||Accepted at grade A including AB at A Level|
|Access||45 Level 3 credits at Distinction|
Many countries have a different education system to that of the UK, meaning your qualifications may not meet our entry requirements. Completing your Foundation Certificate, such as that offered by the University of Liverpool International College, means you're guaranteed a place on your chosen course.
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