Unit rationale, description and aim
The question of ethics - thinking deeply about the theory and practice of moral action - is a deeply human preoccupation, and major focus of the discipline of philosophy. This unit, which is part of ACU’s Core Curriculum, introduces students to philosophical reflection concerning some fundamental questions in ethics. Students explore a selection of key issues in metaethics concerning the nature of the good, the concept of moral responsibility, and problems in moral psychology concerning freedom, emotion, conscience, and intentions. Theories of normative ethics are also introduced, such as those based on duty, consequences, virtue, and natural law. Finally, students engage in philosophical exploration of practical moral problems drawn from fields such as business and professional ethics, environmental ethics, bioethics, the ethics of war, and/or issues in interpersonal relationships. Through reading some key historical and contemporary texts in moral philosophy, students are encouraged to identify, articulate and think through their own positions concerning the nature and complexities of the moral life, and to engage with the views of others. The unit also aims to enhance students’ skills in critical reflection on experience, the analysis of arguments, and the formulation and communication of coherent positions of their own.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Demonstrate comprehension of the central problems...
Learning Outcome 01
Analyse key debates in ethics, noting ways in whi...
Learning Outcome 02
Develop reasoned, reflective responses and cohere...
Learning Outcome 03
Content
Topics may include:
- Problems in ethics and moral theory such as the nature of the good life, the virtues, self-cultivation, human dignity, conscience, egoism versus altruism, the place of emotion in the good life, the role of pleasure in happiness, and other issues in moral psychology;
- theories of normative ethics such as deontological, utilitarian, virtue-based, Catholic and natural law approaches;
- debates between competing ethical perspectives, including Catholic thinking, on selected issues in applied ethics such as the treatment of animals, bio-medical ethics, the ethics of consent, charitable giving.
Assessment strategy and rationale
In order to pass this unit, students are required to achieve an overall minimum grade of pass (50%).
The assessment strategy is designed to enable students to display achievement of all learning outcomes.
To enhance assessment authenticity, assessment is integrated with class activities. This involves written and oral activities that assess understanding of key concepts and debates, as well as discussion with peers and the production of individual work.
Task 1 asks students to explain key concepts and theories discussed in the unit. This task enables achievement of Learning Outcome 1. It is a low-risk task fostering core skills which will be further developed in Tasks 2 and 3.
Task 2 invites students to develop a project which analyses key debates in the unit. The focus of this task is on enabling students to display achievement of Learning Outcomes 2 and 3.
In Task 3, students reflect on their range of learning across the unit, and apply key insights to contemporary contexts. Task 3 enables students to display achievement of all three learning outcomes.
Overview of assessments
Task 1: In-class assessment task Requires student...
Task 1: In-class assessment task
Requires students to explain and engage some key concepts and theories.
20%
Task 2: Analysis Project Requires students t...
Task 2: Analysis Project
Requires students to analyse key debates, working collaboratively.
40%
Task 3: Reflection and application task Requires...
Task 3: Reflection and application task
Requires students to reflect on the key themes of the unit and apply insights to specific contemporary contexts.
40%
Learning and teaching strategy and rationale
This unit will be offered in Thrive mode, drawing on the standard 150 hours of focused learning. During standard semesters, this involves approximately an hour of canvas-delivered content, including short instructional videos on key ideas and debates, a study guide, set readings, questions, and formative assessments. Students are required to attend two-hour on-campus seminars in which the week’s study materials will be discussed with peers and instructors, and where some assessment associated with unit content will be conducted. In these seminars, a range of learning activities will take place, to develop, test, and consolidate knowledge, and share ideas with others.
When delivered during summer and winter terms, the unit will similarly utilise the Thrive mode of delivery, blending collaborative learning and project-based learning approaches, combined with direct instruction. The collaborative learning aspect emerges most strongly through interactions in the class or canvas forums, which require students to enter into critical engagement with one other in thinking through key problems in the field.