What is so deadly about the ‘deadly sins’? Does the inclusion of gluttony, lust and sloth merely reflect a Puritanical suspicion that virtue can’t be any fun? Does the person without pride lack anything but appropriate self-respect? Aren’t such alleged vices less deadly than some so-called virtues? What are faith and hope but an abdication of responsibility for one’s beliefs and a foolish penchant for comforting delusions? Have we inappropriately medicalised vices such as addiction? Does research on ‘implicit bias’ show that the most virtuous of efforts will anyway be undermined by vices of which we are not even aware?

This course will explore the nature of vice 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.

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 nature of vice; 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.

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.

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.

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

What is so deadly about the ‘deadly sins’? Does the inclusion of gluttony, lust and sloth merely reflect a Puritanical suspicion that virtue can’t be any fun? Does the person without pride lack anything but appropriate self-respect? Aren’t such alleged vices less deadly than some so-called virtues? What are faith and hope but an abdication of responsibility for one’s beliefs and a foolish penchant for comforting delusions? Have we inappropriately medicalised vices such as addiction? Does research on ‘implicit bias’ show that the most virtuous of efforts will anyway be undermined by vices of which we are not even aware?

This course will explore the nature of vice 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 ‘vice’?
• What makes a character trait a virtue or a vice?
• What is the nature of particular vices?
• Are some vices especially ‘deadly’ and, if so, why?
• Can somebody have one or more vices while still possessing some virtues?
• Does the nature of particular vices make them especially corrupting of good character?
• What is the relation between vice, blameworthiness and moral responsibility for character and action?
• Is addiction a vice or an illness?
• To what extent are we responsible for our implicit biases and their influence on our behaviour? Do implicit biases necessarily undermine virtue? What, if anything, can we do about them?
• 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

Indicative Reading and Resource List:

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

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.

Taylor, Gabriele. 2006. Deadly Vices. Oxford: Oxford University Press/Clarendon. One recent account of the ‘deadly’ vices.

The Seven Deadly Sins. Oxford University Press. A series consisting of seven books on each of the (alleged) deadly sins:

• Blackburn, Simon. 2004. Lust.
• Dyson, Michael Eric. 2006. Pride.
• Epstein, Joseph. 2003. Envy.
• Prose, Francine. 2003. Gluttony.
• Thurman, Robert A. F. 2004. Anger.
• Tickle, Phyllis A. 2004. Greed.
• Wasserstein, Wendy. 2005. Sloth.

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