POL3114 : Animal and Environmental Ethics (Inactive)
- Inactive for Year: 2024/25
- Module Leader(s): Dr Meera Inglis
- Owning School: Geography, Politics & Sociology
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 2 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Aims
This module aims to introduce students to the works of key theorists in environmental and animal ethics, and to discuss their works in light of current political debates on issues such as climate change and animal rights. The course will provide students with a range of perspectives on pressing political issues in this field and expose them to a variety of methodological approaches, as we will engage with scientific theory, moral philosophy and applied ethics. It will also help students develop their critical analysis skills by challenging them to reason in a logical manner about scientific and moral claims; to construct their own coherent philosophical arguments; and to consider the implications that these theories have for politics today.
Outline Of Syllabus
This module explores questions on how we should value both our environment and the non-human beings that we share that environment with. We will consider questions such as: how can we (and indeed should we) attribute rights to animals? Can plants or ‘the Earth’ have rights? Do we have duties as individuals to animals/the environment or should governments assume primary responsibility? The module will examine the key literature which addresses the varying approaches to such questions with the aim of asking what, if anything, we owe to the non-human, living world.
The following topics could be included:
1 Introduction: Animals in world religions and philosophy
2 Darwinism
3 Animal rights part. 1: Can animals have rights?
4 Animal rights part 2: The implications of ascribing animals rights
5 Essay writing
6 Earth rights and issues of cultural diversity
7 Environmental holism: the intrinsic value of species and ecosystems
8 Moral individualism: critiquing holistic theory
9 Assessing the instrumental benefits of the environment
10 Who bears responsibility for environmental problems?
11 Intergenerational Justice
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 1 | 112:00 | 112:00 | N/A |
| Structured Guided Learning | Lecture materials | 11 | 2:00 | 22:00 | Pre-recorded lectures |
| Scheduled Learning And Teaching Activities | Small group teaching | 11 | 1:00 | 11:00 | Synchronous, PIP seminars |
| Structured Guided Learning | Structured research and reading activities | 11 | 3:00 | 33:00 | Guided/annotated readings |
| Scheduled Learning And Teaching Activities | Small group teaching | 11 | 1:00 | 11:00 | PiP, Q&A session with ML |
| Scheduled Learning And Teaching Activities | Drop-in/surgery | 11 | 1:00 | 11:00 | Student consultation and feedback |
| Total | 200:00 |
Teaching Rationale And Relationship
The lectures introduce students to the key themes. The seminars allow for participation by students in clarifying and exploring key ideas and issues. These help to develop critical-analytical and oral communication skills. Essays help to develop critical-analytical skills and written communication skills. Planning and organisational skills are developed throughout module, along with knowledge outcomes.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Essay | 2 | M | 20 | 1000 words essay plan |
| Essay | 2 | M | 80 | 2500 words |
Assessment Rationale And Relationship
The two assessments here will link together to provide students with the opportunity to plan for (and receive feedback on) their assignments throughout the entire course of the module. Having a short, lower-weighted essay in week 5, in which students present their essay plans, should encourage early engagement with the topics (thus helping them meet their learning outcomes and objectives). The longer-form essay at the end of the course will give students adequate time to reflect on their feedback and make suitable improvements to give them the confidence to demonstrate their knowledge and skills in the final week of the module.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- POL3114's Timetable