Module manager: Graham Bex-Priestley
Email: G.Bex-Priestley@leeds.ac.uk
Taught: Semester 1 Sep to 30 Nov (15mth) View Timetable
Year running 2025/26
This module is not approved as an Elective
This module is an introduction to ethics. It is intended to give you a grounding in the foundational elements of moral theory that will serve as a springboard for your later modules.
The aims of this module are to introduce you to the main schools of philosophical thought in moral theory along with several challenges to them, to give you a critical understanding of their points of strength and weakness, and to hone your evaluative and argumentative skills so that you can assess moral theories in a detailed and sophisticated manner.
You will discuss and analyse several theories of morality, including the big three: utilitarianism, deontology, and virtue ethics. You will also cover alternative frameworks that may include pluralism, relativism and care ethics, and a critique of moral philosophy’s inclusion of traditional figures such as Aristotle and Kant who held extremely objectionable views about women, race, and slavery.
The objectives will be fulfilled through:
- Independent online learning where you are introduced to core concepts, readings, and arguments and are encouraged to read texts critically and reflect on and analyse these arguments and concepts.
- Online discussion forums and synchronous webinars where you can develop your own arguments on the topics and test these through critical reflection with other learners and academic staff.
On successful completion of the module students will have demonstrated the following learning outcomes relevant to the subject:
1. Critically evaluate some of the key concepts in moral theory.
2. Critically analyse various theories of ethics in detail.
3. Construct clear, insightful, and sophisticated arguments for your own position in theoretical ethics.
Skills Learning Outcomes
On successful completion of the module students will have demonstrated the following skills learning outcomes:
4. Communicate ideas and understanding clearly and concisely, using appropriate academic language (Academic and Work Ready skill)
5. Critically analyse source material and demonstrate independence of thought (Academic and Work Ready skill)
6. Independently search for and utilise appropriate material to support knowledge and analysis of topics (Academic, Work Ready, Digital and Sustainability skill)
7. Apply standards of academic integrity including when and how to appropriately acknowledge someone else’s work and ideas (Academic and Work Ready skill)
8. Effectively communicate, participate and collaborate in an online environment (Digital and Work Ready skill)
The syllabus may vary annually. Possible topics include:
- Does the right choice always produce the best consequences?
- Can moral duties be derived from pure reason?
- Are we ethically obliged to take some careers and forgo others?
- Is morality objective or relative?
- What can we possibly hope to learn from the moral theories of long-dead men who thought slavery was acceptable?
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| On-line Learning | 8 | 2 | 16 |
| WEBINAR | 1 | 1 | 1 |
| Independent online learning hours | 33 | ||
| Private study hours | 100 | ||
| Total Contact hours | 17 | ||
| Total hours (100hr per 10 credits) | 150 | ||
In addition to the formative feedback available to students in student hours and on the discussion forums throughout the module, each student is invited to complete ONE piece of formative work which will receive written feedback. Students are given a choice of: essay plan; exposition of an argument; objection and reply.
To ensure that students get the formative feedback that they need, they are asked to read and reflect on (i) the PRHS marking criteria and (ii) the specific guidance provided on the summative assessment in this module, and identify for themselves the form of formative feedback that will be most beneficial to them. This requires students to play an active role in honing their knowledge and skill development.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Coursework | Essay | 90 |
| Coursework | Contributions to online discussion | 10 |
| Total percentage (Assessment Coursework) | 100 | |
The resit for the discussion contributions will be an essay demonstrating familiarity with a wide range of debates and will be descriptively as opposed to analytically focused.
The reading list is available from the Library website
Last updated: 03/03/2025
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