To consider conceptual and ethical issues arising from matters of global concern, such as international justice, humanitarian intervention and the environmental crisis. To consider arguments and assumptions underlying a range of claims concerning such issues as disability, global citizenship, climate change and the ethical status of nature. To examine difficulties for traditional philosophical approaches raised by such issues and recent theoretical developments relevant to them.

(LO1) Students will be able to distinguish between some of the main concepts involved in philosophical debates arising from matters of current global concern.

(LO2) Students will be able to distinguish between different ways of understanding  concepts in philosophical debates arising from matters of global concern.

(LO3) Students will be able to explain and evaluate some of the main theories in debates about matters of disability, global justice, just war, environmental justice and environmental ethics.

(LO4) Students will be able to analyse concepts and arguments relating to current ethical issues.

(LO5) Students will be able to identify philosophical assumptions underlying ethical claims.

(LO6) Students will be able to structure a philosophical discussion of current ethical issues.

(LO7) Students will be able to speak with confidence and clarity on current ethical issues.

(LO8) Students will be able to explain details of texts shaping current philosophical debates about matters of global concern.

(LO9) Students will be able to articulate and defend positions in current philosophical debates about matters of global concern.

(LO10) 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 research a philosophical topic, 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.

Animals and ecological justice. Anthropocentrism, dualism and nature. Climate and future generations. Ethics, disabilities and capabilities. Global citizenship and international justice. Humanitarian intervention.

Teaching Method 1 - Lecture (synchronous or asynchronous as required)
Description: Lectures are tutor-led activities, offering a map of the syllabus, a route through relevant philosophical issues and arguments and a framework for independent enquiry-led research. Students are encouraged to engage actively with lectures through, for example: (i) taking opportunities to ask questions during or after the session; (ii) reflecting on and responding to questions posed to them; (iii) producing questions and notes on issues for subsequent group discussion in seminars.
Attendance Recorded: No
Notes: Lectures are supplemented by weekly summaries, other resources and/or lecture capture made available to students via Canvas.

Teaching Method 2 - Seminar (synchronous)
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 pee r-set questions, deepen understanding, apply ideas, develop arguments and build confidence through group discussion. One or two students take the lead each week through delivering presentations based on their engagement with the set readings and issues they identify arising out of it.
Attendance Recorded: Yes

Delivery notes:
a) mixed, hybrid delivery, with social distancing on campus: Lectures on-line; seminars on-campus

(b) fully online delivery and assessment: Lectures on-line; seminars on-line

(c) standard on campus delivery with minimal social distancing: Lectures on-campus; seminars on-campus