Module manager: Andrew Kirton
Email: a.kirton@leeds.ac.uk
Taught: Semester 2 (Jan to Jun) View Timetable
Year running 2025/26
IDEA1100 Science & Society: An Ethical View
This module is approved as a discovery module
This module asks to what extent ethical and societal values should influence science. A key focus is the responsibility of scientific expertise. When policymakers fail to pay attention to findings, should scientists remain neutral, or become activists? Is science-led policy truly objective, or does it mask hidden value judgements of scientists and/or society (e.g., via the medical model of mental health)? The module also asks if some research should be off limits because of its potential to cause harm or offence (e.g. should AI research be halted?). It considers the ethics of present and future biomedical technologies, and the ways that scientific practice can become morally compromised (for example, in the pharmaceutical industry). This module is suitable for all students who are interested in the impact that science and technology have on society. A science background is not required, but science students will find that much of the module content has direct relevance for their professional practice and future careers. Please note this is an optional module and runs subject to enrolments. If a low number of students choose this module, then the module may not run and you may be asked to choose another module.
The aims of this module are for you to gain an understanding of philosophical and ethical issues in science; to critically analyse and evaluate arguments made in those debates; and to articulate, explain, and defend reasoned views about the social and moral responsibilities of scientists.
The module will be delivered by lectures which introduce practical ethical issues and theories, and seminars where you will discuss and debate the issues and reach your own reasoned view.
On successful completion of the module students will have demonstrated the following learning outcomes relevant to the subject:
1. Critically analyse and evaluate concepts, arguments, and positions central to debates about the ethics of science.
2. Apply insights from the philosophy of science and ethical theories to real world case studies.
3. Articulate and defend their own views on issues in the ethics of science, through clear, concise and independent argument
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. Identify ethical questions and use ethical frameworks when analysing issues arising in real-world contexts (Work Ready, Enterprise and Sustainability skill)
Topics may include:
- Should scientists be led by ‘the greater good’, or does this compromise their objectivity?
- Should scientists work for ‘Big Pharma’?
- Should scientists lead government policy (as happened during the Covid-19 pandemic)?
- Should scientists become activists when policymakers are not doing enough (e.g. with climate change)?
- The medical model of mental health and societies’ value judgements
- Pandoras boxes – AI and Oppenheimer: should some research be off limits?
- The ethics of biomedical technologies (e.g. genetic enhancement of foetuses)
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Lecture | 11 | 1 | 11 |
| Seminar | 10 | 1 | 10 |
| Private study hours | 179 | ||
| Total Contact hours | 21 | ||
| Total hours (100hr per 10 credits) | 200 | ||
200
In addition to the formative feedback available to students in student hours and seminar-based activities, 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 feedback they received in previous summative assessments, (ii) the PRHS marking criteria and (iii) the specific guidance provided on the summative assessment in this module. This requires students to critically engage with previous feedback, current expectations, and play an active role in honing their knowledge and skill development.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Coursework | Essay | 100 |
| Total percentage (Assessment Coursework) | 100 | |
Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated
Check the module area in Minerva for your reading list
Last updated: 25/07/2025
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