Module overview
We all make moral judgments and think about moral questions. For instance, you might think that torture is typically wrong but wonder whether it may sometimes be right. Whereas normative ethics tries to answer these questions, metaethics is concerned with the status of moral questions, and the nature of moral judgments. What sort of thing are we asking when we ask whether torture is ever right? Is this the kind of question that has a right or wrong answer? If so, how might we discover the right answer? Does the right answer depend on who is asking the question? And if there is a right answer, why should we care about it? This module will address questions of this sort by examining a range of metaethical theories about the nature of morality and moral judgment.
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A module created by CQA
Aims and Objectives
Learning Outcomes
Transferable and Generic Skills
Having successfully completed this module you will be able to:
- Work effectively to deadlines.
- Undertake independent work, including identifying and using appropriate resources
- Contribute to discussion in a critical but dispassionate way.
- Take notes from talks and written materials.
- Express views clearly and concisely.
Subject Specific Intellectual and Research Skills
Having successfully completed this module you will be able to:
- Present philosophical ideas in writing, clearly and carefully
- Debate and criticise ideas and arguments in an even-handed fashion.
- Interpret, synthesise and criticise philosophically complex texts and positions
- Articulate and defend your own views regarding the issues the module concerns
Knowledge and Understanding
Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:
- the arguments for and against theories in metaethics.
- influential theories in metaethics.
Syllabus
The syllabus may vary from year to year. Topics might include:
- Moral realism and anti-realism: are there facts about right and wrong? If so, do these facts depend on us?
- The nature of moral judgment: are moral judgments beliefs? Might they instead be emotions or preferences?
- Moral epistemology: if there are moral facts, how can we know about them?
- The significance of morality: why should we care about right and wrong?
Learning and Teaching
Teaching and learning methods
Teaching methods include:
- Lectures
- In-class discussion
- One-on-one consultation with module co-ordinator
Learning activities include:
- Attending classes
- Contribution to class discussion
- Doing independent research for and writing assessed work
Type | Hours |
---|---|
Completion of assessment task | 22 |
Wider reading or practice | 24 |
Lecture | 33 |
Preparation for scheduled sessions | 24 |
Revision | 23 |
Follow-up work | 24 |
Total study time | 150 |
Resources & Reading list
General Resources
Metaethics : A Contemporary Introduction, by Mark van Roojen (Routledge, 2015).
Textbooks
Simon Kirchin (2012). Metaethics. Palgrave.
Andrew Fisher (2011). Metaethics. Acumen.
Assessment
Formative
This is how we’ll give you feedback as you are learning. It is not a formal test or exam.
Essay proposal
- Assessment Type: Formative
- Feedback: Students will receive written feedback. Students have the opportunity to receive further feedback from the module co-ordinator on any aspect of their performance during office hours or by appointment.
- Final Assessment: No
- Group Work: No
- Percentage contribution: 100%
Summative
This is how we’ll formally assess what you have learned in this module.
Method | Percentage contribution |
---|---|
Essay | 60% |
Timed Assignment | 40% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
Method | Percentage contribution |
---|---|
Timed Assignment | 100% |
Repeat
An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.
Method | Percentage contribution |
---|---|
Timed Assignment | 40% |
Essay | 60% |
Repeat Information
Repeat type: Internal & External