Module Details

The information contained in this module specification was correct at the time of publication but may be subject to change, either during the session because of unforeseen circumstances, or following review of the module at the end of the session. Queries about the module should be directed to the member of staff with responsibility for the module.
Title Health Care, Economics and Justice
Code PHIL366
Coordinator Professor T Schramme
Year CATS Level Semester CATS Value
Session 2023-24 Level 6 FHEQ Second Semester 15


To introduce students to the main normative issues surrounding the delivery of health care in modern societies.

To discuss 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.

To acquaint students with the main theories of health care justice and also covers problems in public health and global health inequalities.

Learning Outcomes

(LO1) Students will be able to explain and evaluate some of the main theories in debates about matters of health care justice.

(LO2) Students will be able to distinguish some of the main concepts involved in philosophical debates about medicine and health care.

(LO3) Students will be able to analyse concepts and arguments relating to current issues of social justice.

(LO4) Students will be able to identify philosophical assumptions underlying ethical claims.

(LO5) Students will be able to structure a philosophical discussion of current ethical issues.

(LO6) Students will be able to speak with confidence and clarity on current ethical issues.

(LO7) Students will be able to articulate and defend positions in current philosophical debates about matters of global concern.

(LO8) Students will be able to write coherently and rigorously about abstract philosophical issues raised by current ethical controversies.

(S1) Students will develop their skills in making appropriate use of information technology, information on the World Wide Web and reference works and databases relevant to the discipline.

(S2) Students will enhance their capacity to participate, in a dispassionate and respectful manner, in debates about controversial and profound matters.

(S3) Students will develop their willingness critically to evaluate and reflect upon arguments, beliefs, proposals and values, both their own and those of others.

(S4) Students will enhance their abilities in reading and understanding texts and in comprehending abstract material.

(S5) Students will develop their skills in thinking critically, analysing problems and analysing and assessing arguments.

(S6) Students will enhance their ability to identify and reflect critically upon the issues that underlie debates.

(S7) Students will develop confidence in considering previously unfamiliar ideas and approaches.

(S8) Students will enhance their ability to marshal arguments and present them orally and in writing.

(S9) Students will develop the ability to perform bibliographical searches, to include (to professional standard) citations and bibliographies in their work and to plan, organise and produce presentations and essays.

(S10) Students will enhance their oral and written communications skills and develop skill in explaining complex material in a precise manner.



Part 1: Basic Concepts in Health Care



Health Care Need

Responsibility for Health

Part 2: Measuring Health and Assessing Health Care Allocations

Measuring and Comparing Individual Health Statuses

Aggregation in the Provision of Health Care

Deliberation about Limits to Health Care Provision

Part 3: Justice in Health Care

Why Provide for Health Care Needs?

Equal Opportunity for Health

The Capability for Health

The Global Right to Health

Teaching and Learning Strategies

In hybrid/online teaching, seminars and workshops take place synchronously, either online or on campus as circumstance permit. ‘Standard’ delivery is campus-based.

Description: Seminars are formative spaces of applied and enquiry-led learning based on pre-set readings and facilitated by the tutor. Seminars thus offer opportunities for students to respond to tutor- and peer-set questions, deepen understanding, apply ideas, develop arguments and build confidence through group discussion. One or two students take the lead each week through peer-teaching, delivering presentations based on their own enquiries and identification of questions and issues.
Notes: Schedule directed student hours: 8 x 2 hours

Notes: The second workshop requires preparatory group work, which will not be timetabled.
Schedule directed student hours: 2 x 2 hours
Unscheduled directed student hours: 1 x 2 hours

Teaching Schedule

  Lectures Seminars Tutorials Lab Practicals Fieldwork Placement Other TOTAL
Study Hours   16


Timetable (if known)              
Private Study 130


EXAM Duration Timing
% of
Penalty for late
CONTINUOUS Duration Timing
% of
Penalty for late
Seminar presentation Reassessment opportunity: Yes Penalty for Late Submission: Standard UoL penalty applies    15       
Argument in the style of a "Letter to the Editor".    15       
Essay Reassessment Opportunity: Yes Standard UoL penalty applies Anonymous Assessment: Yes    70       

Recommended Texts

Reading lists are managed at Click here to access the reading lists for this module.