CE5023: Faith, Hope and Charity: a Guide for the Wicked

School Continuing and Professional Education
Department Code LEARN
Module Code CE5023
External Subject Code V500
Number of Credits 10
Level L4
Language of Delivery English
Module Leader Dr Clea Rees
Semester Spring Semester
Academic Year 2014/5

Outline Description of Module

Is greed good? Might lust be a virtue? Are faith, hope and charity for losers? What makes something a virtue or vice? Can we learn to be virtuous, as Aristotle and Aquinas supposed? Or has empirical psychology shown the whole idea of character to be no more than a philosophical pipe dream? Is virtue good because its possessor tends to act well? Or does the true value of acting well lie in the virtue of the actor?

This course will explore the nature of ethical character, virtues and vices in the light of both philosophical theory and psychological research. We will examine what guidance philosophy may offer us in shaping our characters, evaluating those of our fellow citizens and formulating public policy.

No previous knowledge of philosophy will be assumed.

On completion of the module a student should be able to

Knowledge and Understanding:

By the end of the period of learning, the typical student will be able to:

  • demonstrate an understanding of core elements of the course material;
  •  evaluate claims concerning ethical character in the context of historical and contemporary discussions;
  •  bring the insights of both philosophy and psychology to bear on questions concerning the normative priority of virtue; the architecture of character, virtues and vices; and the implications for public policy.

Intellectual Skills:

By the end of the period of learning, the typical student will be able to:

  •  analyse the structure of an argument;
  • critically evaluate an argument;
  • compare and contrast different positions on an issue;
  • adjudicate disputes.

Discipline Specific (including practical) Skills:

By the end of the period of learning, the typical student will be able to:

  • critically read and analyse a philosophical text;
  • use philosophical vocabulary appropriate to the subject matter of the specific course;
  • formulate and defend a philosophical thesis;
  • constructively discuss philosophical ideas with others.

How the module will be delivered

This course is taught in 10, two-hour sessions, delivered on a weekly basis.

There will be a mixture of lectures and seminars, the precise proportion to be determined by the needs of the students enrolled. The seminar element may include debate, discussion, group activities, presentations and readings. Additional reading material will be recommended and a reading list will be supplied. If appropriate, other materials such as documentaries may also be included. Course handouts will be provided as appropriate.

The seminars will encourage the development of knowledge and understanding of the ideas and concepts discussed in the course. Intellectual skills will be encouraged through participation in class discussion, reading and coursework.

Skills that will be practised and developed

Academic Skills:

By the end of the period of learning, the typical student will have:

  • found relevant resources in the library and online;
  •  assessed the reliability of different sources of information;
  •  demonstrated a critical approach to academic texts.

Transferable/employability Skills:

By the end of the period of learning, the typical student will have shown that s/he can:

  •  recognise, analyse and criticise arguments;
  •  explain and defend a view clearly and concisely whether orally or in writing;
  •  respond constructively to disagreement;
  •  evaluate claims in the context of historical and contemporary debates about character, virtues and vices;
  •  formulate useful questions in the context of ethical theory, empirical research and public policy.

How the module will be assessed

Type of assessment

%Contribution

Title

Duration
(if applicable)

Approx. date of Assessment

Exegesis of 300-400 words

20

Glossary entry

 

Agreed by week 3/4 and submitted in week 6/7

Essay of 1200-1500 words

80

Paper

 

Set by week 4/5 and submitted shortly after end of course

Assessment Breakdown

Type % Title Duration(hrs)
Written Assessment 100 Faith, Hope And Charity: A Guide For The Wicked N/A

Syllabus content

Is greed good? Might lust be a virtue? Are faith, hope and charity for losers? What makes something a virtue or vice? Can we learn to be virtuous, as Aristotle and Aquinas supposed? Or has empirical psychology shown the whole idea of character to be no more than a philosophical pipe dream? Is virtue good because its possessor tends to act well? Or does the true value of acting well lie in the virtue of the actor?

This course will explore the nature of ethical character, virtues and vices in the light of both philosophical theory and psychological research. We will examine what guidance philosophy may offer us in shaping our characters, evaluating those of our fellow citizens and formulating public policy.

The following list of sample topics indicates the kind of subject matter which may be discussed but the specific issues selected will vary:

·   What can psychology tell us about the empirical respectability, or otherwise, of our concept of ‘character’?

·   What makes a character trait a virtue or a vice?

·   What is the nature of particular virtues and vices?

·   Do some virtues or vices play a special role in the development of good or bad character?

·   Can somebody have one virtue, such as compassion, but lack another, such as courage? Or does each virtue depend on the others?

·   Is virtue good because its possessor tends to act well? Or does the true value of acting well lie in the virtue of the actor?

·   How can we develop virtues in ourselves, nurture them in our children, and sustain them in our fellow citizens?

·   How can we eradicate vices in ourselves, prevent their development in our children, and assist our fellow citizens to resist them?

·   Can public policy shape citizens’ character? Should it?

The course may draw on case studies and examples from fiction and non-fiction to illustrate the theoretical positions discussed and students are encouraged to draw further examples from their own experience.

Essential Reading and Resource List

Readingand resources will vary according to the specific topics covered in the module. Students considering the module may find the following resources helpful:

Crisp, Roger, and Michael A. Slote, eds. 1997. Virtue Ethics. Oxford Readings in Philosophy. Oxford and New York: Oxford University Press. ISBN: 0198751885. Philippa Foot’s ‘Virtues and Vices’ would be a good place to begin.

Pojman, Louis P., ed. 2004. The Moral Life: An Introductory Reader in Ethics and Literature. 2nd ed. New York and London: Oxford University Press. ISBN: 0195166086. Sections 6 (‘Virtue Ethics’) and 7 (‘Virtues and Vices’). A good entry point for students with no prior philosophy. A list of further readings is provided at the end of each section.

Background Reading and Resource List

Students may also like to explore related resources available at http://cfrees.wordpress.com/teaching/.


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