Unit rationale, description and aim
This unit serves an important role in introducing students to significant moral debates confronting society, providing them with an opportunity to explore influential perspectives regarding those debates, and enabling them to develop a reasoned position of their own. Students examine a selection of some of the most difficult moral problems of our time, considering a range of perspectives and arguments put forward by contemporary moral philosophers and applied ethicists, including normative and meta-ethical issues raised by these practical moral problems. The unit is designed to strengthen students’ philosophical acumen and to provide them with the knowledge and skills necessary to engage constructively on important social issues and ethical problems. It also aims to enhance the kinds of critical thinking skills that are important across a range of occupations or professions.
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.
Describe some of the key ethical dimensions of the...
Learning Outcome 01
Critically analyse selected debates in contemporar...
Learning Outcome 02
Demonstrate skills in philosophical research and r...
Learning Outcome 03
Content
The selection of 3-4 contemporary moral problems to be investigated will be chosen by the lecturer, on the basis of matters of contemporary relevance drawn from areas such as the following:
- the ethics of war and conflict;
- ethical issues in business and professional practice;
- ethical issues concerning the treatment of animals;
- issues in environmental ethics;
- ethical questions regarding the function of the law and punishment
- ethical issues regarding the distribution of resources
- the ethics of family and sexuality;
- issues in social ethics such as the treatment of vulnerable and minority groups;
- issues in healthcare and bioethics.
Assessment strategy and rationale
The assessment strategy for this unit has been designed to examine students’ understanding of the ethical issues and theories under consideration, and to deepen their ability to apply, analyse and critically reflect opon those issues and theories. It does so through a mix of cooperative/discussion-based and individual projects.
The written analysis task requires students to demonstrate understanding of key ethical dimensions of the contemporary moral problems, in the light of relevant ethical concepts.
The oral presentation task examines critical thinking skills applied to this field, as well as skills in both oral and written communication/ engagement. This task also requires students to undertake further research, collaborating with peers, and communicating this effectively to others in an integrated way.
The research essay enables students to focus on a social ethical problem of particular interest, and it requires them to apply critical analysis, research and written argumentation skills to craft a clear position in response.
Overview of assessments
Written analysis task Requires students to demon...
Written analysis task
Requires students to demonstrate understanding of key ethical dimensions of the contemporary moral problems, in the light of relevant ethical concepts.
30%
Oral presentation with written component Require...
Oral presentation with written component
Requires students to demonstrate critical thinking skills in dialogue with others.
30%
Argumentative/Research Essay Requires students t...
Argumentative/Research Essay
Requires students to critically analyse an important debate in the field and to develop a coherent position.
40%
Learning and teaching strategy and rationale
This unit involves 150 hours of focused learning, or the equivalent of 10 hours per week for 15 weeks. The total includes formally structured learning activities such as lectures, tutorials and online learning. The remaining hours typically involve reading, research, and the preparation of tasks for assessment.
The unit has been designed as a blend of project learning along with direct instruction within a collaborative context. The direct instruction ensures that students develop a strong understanding of important philosophical concepts and theories and how they relate to the ethical problems under investigation, while the project learning enables the students to apply those concepts and theories critically and reflectively to the issues at hand. These forms of class room instruction and engagement are designed to support students’ attainment of the learning outcomes. Students will be asked to engage in class discussions, provide written critiques of significant theories, and present their reasoned opinion on distinct philosophical positions, after being introduced to them through readings and lectures.