How does a religious tradition frame what a good life looks like? And how can that tradition respond to issues that arise in contemporary life in light of its theological claims about God, its picture of a moral life, its forms of worship, its narratives, or its practices? In this seminar-style module, you will take up questions in ethics as a religious tradition responds to them (Christian, Muslim, Jewish, Buddhist, Hindu, or otherwise). 

With other students you will consider a topic like food, animals, creation, the environment, disability, racism, politics, migration, nationalism, forgiveness, conflict, justice, freedom, obedience, enlightenment, or worship. You will consider how the texts and discussions you encounter cause you to rethink your assumptions about the good life or strengthen assumptions you already held. 

LO1: Understand and critically discuss key texts, events, themes, and issues in the study of religious and theological ethics and contemporary issues. 

LO2: Understand and critically discuss contemporary developments surrounding ethical issues and the study of religion and theology. 

LO3: Understand and explain the complexity of underpinning ideas, concepts, and terminology relevant to the study of religion and ethics. 

LO4: Understand and apply a variety of approaches to the study of religion and theology such as theological, ethical, philosophical, historical, social-scientific, and practical approaches. 

LO5: Prepare a presentation, present, and guide and manage discussion on a topic. 

LO6: Critically evaluate the ethical impact of religious dialogues and theological claims in historic and contemporary society. 

LO7: Articulate how religious and theological ethical thought causes the student to re-evaluate assumptions about what it means to live a good life. 

The module will be delivered through a blend of synchronous and asynchronous teaching. Synchronous sessions will take the form of a combination of lecturer-led contact time and student-led seminars. 

A discussion format will enable students to guide the direction of course meetings and discussions. Students will be invited to read assigned readings each week, and they will take turns introducing discussions on those readings. These discussions will be supplemented by lectures from the module instructors. Assessment will include (1) a written reflection on the experience of leading discussion and (2) a reflective journal, answering the question, ‘How have the readings, lectures, and discussions caused you to rethink your assumptions about the good life (or strengthened the assumptions you already held)?’ 

While studying this module, students will practise and develop a number of skills. Not all of these will be assessed formally and included as learning outcomes. These may include: 

Academic skills  

• Critical thinking skills, such as analysing and evaluating evidence, critiquing interpretations or arguments, and challenging assumptions. 

• Critical reading and writing, as students engage with secondary literature and primary sources, coming to their own conclusions as to the validity of evidence and material on topics studied. 

• Constructing coherent arguments supported by relevant evidence, while being tolerant of other interpretations of the available scholarship. 

• Demonstrating a willingness to seek, and accept, help and guidance. 

• Understanding the relevant academic assessment criteria. 

• Actively responding to peer and teacher feedback. 

Subject-specific skills  

• Critical reflection on religious and theological traditions as they frame what it means to live the good life. 

• Critical analysis of a variety of different types of texts and sources, such as scriptural texts, theological claims, religious practices, and material evidence. 

• Employing basic skills and conventions in the presentation and use of literary, scriptural, and material evidence; theological claims, and religious practices. 

• Bibliographic and referencing skills. 

Transferable skills  

• Enterprise skills, such as creativity, problem-solving, initiative and independent thinking. 

• Using IT resources effectively. 

• Clear, accurate and effective oral and written communication of ideas and arguments, targeted appropriately for different audiences. 

• Employing appropriate conventions and ‘voices’ in the presentation of work. 

• Self-reflection and assessment considering students’ assumptions about the meaning and purpose of life. 

Formative assessment will include (1) on-going feedback on lecture and seminar activities, (2) feedback from the module leader and their peers when after presentations and discussion leading, and (3) written feedback from draft versions of the first half of their reflective journal submitted in Week 6. 

Summative assessment consists of (1) a written reflection on the experience of leading discussion (500 words, 20%, Week 9, Module Learning Outcomes 1-3 and 5) and (2) a reflective journal, answering the question, ‘How have the readings, lectures, and discussions caused you to rethink your assumptions about the good life?’ and addressing material from one of each pair of weeks (3000 words, 80%, Week 12-13, Module Learning Outcomes 1-4, 6, 7). 

THE OPPORTUNITY FOR REASSESSMENT IN THIS MODULE: 

Reassessment will take the form of a reassessment of the failed component(s) unless further specified. 

THE OPPORTUNITY FOR REASSESSMENT IN THIS MODULE: 

Opportunities for re-assessment is only permitted provided you have not failed more credit than in the resit rule adopted by your programme. If the amount of credit you have failed is more than permitted by the relevant resit rule, you may be permitted to repeat study if you are within the threshold set for the Repeat rule adopted by your programme. You will be notified of your eligibility to resit/repeat any modules after the Examining Board in the Summer period. 

All resit assessments will be held in the Resit Examination period, prior to the start of the following academic session. 

The module leader will determine the lecture and seminar content according to the topic for each year.