ࡱ> 9 0Ktbjbj (hhkk, jjj~~~8:~`6'u(\(05555555$@9;b6j)c'@'))66!.!.!.)v8j5!.)5!.!.V75@R5s~@w)bw5 5060`65 X<+$X<5X<j5<))!.)))))66,$)))`6))))X<))))))))) X :  Programme Details 1. Programme titlePhilosophy, Religion, and Ethics with Study Abroad2. Programme codeRELU173. QAA FHEQ levelHonours4. FacultyArts and Humanities5. DepartmentPhilosophy6. Other departments providing credit bearing modules for the programmeNone7. Accrediting Professional or Statutory BodyNone8. Date of production/revisionJuly 2022 AwardsType of awardDuration9. Final awardBachelor of Arts with Honours (BA Hons)4 years (including a year abroad between levels 2 and 3)10. Intermediate awards None Programme Codes 11. JACS code(s) Select between one and three codes from the  HYPERLINK "https://www.hesa.ac.uk/support/documentation/jacs/jacs3-principal" \h HESA website.V64112. HECoS code(s) Select between one and three codes from the  HYPERLINK "https://www.hesa.ac.uk/innovation/hecos" \h HECoS vocabulary.100337100626 Programme Delivery 13. Mode of study Full-time 14. Mode of delivery On campus 15. Background to the programme and subject area Philosophy, Religion and Ethics is an interdisciplinary degree which combines three closely interlinked subjects: Philosophical thought, diversity of Religious traditions and practice, and Ethical questions concerning religious, and secular, alike. The combination of these subjects will help students to develop and defend their own critical perspectives, and awareness of the impact of religious ideologies, while mastering the skills necessary to navigate ongoing significance of these subjects in our rapidly changing world. The degree acknowledges the value of critical study of religion for the fields of Philosophy and Ethics, and student interest in these areas. While many philosophers and pioneers in social sciences assumed that religion would gradually fade from significance, events in recent years have sparked a new awareness of the resilience of religion, which has both revitalised and diversified the study of religion in the Arts and Humanities as well as in the social sciences. On the one hand, we find unexpected conservative religious movements, as seen in fundamentalism and the rise of evangelical faith while, on the other hand, new hybrid new forms of religiosity, such as spirituality, mindfulness and yoga, illustrate new social trends connected with religion. Scholarship on comparative religion is now more aware of the impact of postcolonialism, migration, and globalisation on religious pluralism in the West, and influence on global trends, media, and social media on indigenous identities and religious discourses worldwide. Students on this degree will read Philosophy, which seeks to understand and to question ideas concerning the nature of reality, value and experience that play a pervasive role in understanding the world and ourselves. Some problematic concepts, such as existence, death, reason and truth, occur in every sphere of human enquiry. They may also choose to focus on particular areas of thought and practice, such as psychology, art, gender, sexuality, politics, or the environment. Students will also take modules in interdisciplinary religious studies, ranging from history, literature, social sciences, and cultural studies, to gender and LGBT* studies, equipping students to examine religious traditions, identities, rituals, and communities, in different periods of history, and in the contemporary world. Finally, students will study the history of Ethics, and contemporary questions in moral and political philosophy, affecting self and society, in both religious and secular contexts, and how the different visions for ethics and value sometimes clash and collide. Teaching is informed by staff research, particularly at Level 3. The Department has particular research specialisms in epistemology, metaphysics, philosophy of psychology and language, philosophical logic, ethics and political philosophy, German philosophy, feminism, and cognitive science. Additionally, colleagues in History and English with expertise in biblical studies and religious studies also contribute to teaching the programme, offering modules in history of religions, Islamic and biblical studies, literary critical analysis of religious traditions, and cultural studies. Students will benefit from a programme level approach to planning and programme design, to ensure learning, teaching, and assessment suits different types of learners, and equips them for a range of graduate futures, able to articulate the value of their degree and the skills they have gained during their studies. Study of Philosophy, Religion and Ethics develops a wide range of skills, such as comprehension, analysis and communication, as well as research, IT skills and creativity, which are an excellent training for a very wide range of careers. Recent graduates from Philosophy and Religion degrees have gone on to employment in various forms of management, as well to posts in the civil service, teaching and in computing; and various forms of further training, such as the law, and social work, or postgraduate studies in philosophy, biblical studies, religious studies, or other disciplines. In the third year, students study abroad at an English-speaking university where they build on the core knowledge gained in Years 1 and 2 and also expand their horizons in other cognate subjects. The programme has been designed to appeal to students with a desire to gain cultural and social experiences in international settings. Students who work well independently and seek out challenges may be best-suited to this programme, as are those who wish to gain experience with forms of university instruction and assessment different to those in the UK. These programmes provide the opportunity to live and study abroad in order to enhance future career prospects, diversify academic skills and general transferable skills without missing critical elements of their studies at «Ӱҵ, particularly research skills modules. Further information is available VIA the Departments web site: /philosophy/  16. Programme aims The programme aims to:A1Provide opportunities to acquire knowledge and understanding of Philosophy, Religion and Ethics, in a range of modules, with both historical and contemporary focus, utilising relevant theories, methods and perspectives from the humanities, and the social sciences.A2Equip students with an understanding of a range of philosophers, philosophical problems, methods and theories in religious studies, and ethical debates, while encouraging critical engagement with those philosophers, religious traditions, and ethical questions.A3Provide high quality teaching which is informed and invigorated by the research and scholarship of the members of staff, and which reflects the interests and needs of students of different genders, religions and cultures, from a wide variety of educational and social backgrounds.A4Promote independence of thought and a critical and analytical approach, not only to Philosophical and Ethical theories and concepts, but also on religious traditions, and the assumptions on which they are based.A5Equip students with the core skills involved in information search, careful reading, comprehension, clear thinking, sound argumentation, along with the coherent and well-organised expression of ideas in oral, written, visual or digital form, as appropriate; and to develop a range of transferable skills through learning and teaching activities, guidance and assessment.A6Facilitate an awareness of the application of philosophical thought to other academic disciplines or to matters of public interest, encouraging students to apply philosophical skills more widely where appropriate.A7Encourage students to plan for themselves the contents of their degree programmes in philosophy, and to plan and organise their own work, within the constraints and advice provided by the Department.A8Facilitate an awareness of the application of philosophical thought to religion, and other academic disciplines, as well as debates in politics and the media, encouraging students to apply philosophical skills of analysis and reflection more widely where appropriate, engaging confidently with global religious diversity and matters of public interest.A9Enable students to develop individual resourcefulness and cultural agility the ability to move easily between environments of different types and work with people from different backgrounds. 17. Programme learning outcomes Knowledge and understanding On successful completion of the programme, students will be able to demonstrate knowledge and understanding of:Links to Aim(s)K1Some of the central distinctions and arguments in moral and political philosophy, epistemology, metaphysics, philosophy of mind and language.1, 2, 4, 5K2The diversity of Religions, their history and prevalence in our society, and the variety of methods, and interdisciplinary approaches used to study Scriptures, communities, rituals and identities in a range of historical, social and cultural contexts.1, 2, 4, 5, 6, 8K3The theories and arguments of some of the major philosophers and religious thinker, and some awareness of important areas of interpretative controversy concerning those figures.1, 2, 4, 6, 8K4to critically examine religious traditions, and their academic scholarship, applying methods from different disciplines, as well as Philosophy and Critical theory to frame their analysis.1, 2, 4, 6K5Some major issues and questions currently at the forefront of research into Philosophy, Religion, and Ethics.1, 2, 4, 6Skills and other attributes On successful completion of the programme, students will be able to:S1Read carefully and interpret philosophical and religious literature, and to identify textually-based arguments.1, 2, 4, 5, 6S2Analyse the structure of complex and controversial problems, with an understanding of major strategies of reasoning designed to resolve such problems.1, 2, 4, 6, 8S3Abstract, analyse and assess arguments carefully, distinguishing what is relevant to the issue under discussion from what is not.1, 2, 4, 6, 8S4Recognise the strengths and weaknesses of arguments for and against a philosophical position or interpretation of religious ideas.1, 2, 4, 8S5Construct a detailed individual line of argument in support of ones own position and defend it in a clear and effective manner.1, 2, 4, 6, 8 18. Learning and teaching methods Development of the learning outcomes is promoted through the following teaching and learning methods: K1- K5: Knowledge and Understanding Induction procedures and introduction to study skills at Level 1 include the distribution of level-specific handbooks, a Welcome Meeting and personal advisory tutorial all designed to aid module choice. In addition, the core 20-credit modules Writing Philosophy and Ethics and Society help to develop subject-specific study, discussion and IT skills, including research skills, use of library databases and the evaluation of information sources thus contributing to the development of key skills (e.g. A1-A4, A6). These modules will also help students develop an awareness of the assessment criteria. Lectures provide introductory guidance to particular bodies of academic material and to philosophical terminology, and offer guidance on how that material is to be understood, used and evaluated. Lectures are clearly linked to follow-up seminars. Having attended a lecture on a topic, students are then well equipped to do more analytical work both in private study and in small-group discussions. Tutorials run by graduate students at Level 1 and seminars run by lecturers at Levels 2 and 3 enable students to work through pieces of text or problems in detail, thereby developing their understanding of philosophical texts and problems. Tutorials and seminars may be either staff or student-led and are designed to encourage discussion of the issues raised in lectures by means of relevant stimulus material. Private Study in preparation for lectures, seminars and assessment develops students understanding of texts and problems, and increases their knowledge base. New students are introduced to study skills through information in the student handbook and through the advice and assistance of tutors in Level 1 modules. The amount of independent study broadly expected for each module is clearly set out in the relevant departmental booklet, although it is generally recognised that this will vary from student to student. Provision exists at Level 3 for supervised independent study leading to the writing of a Long Essay, or a dissertation in Religious Studies. A1 - A5: Intellectual Skills Induction procedures such as the departmental booklets and a lecture given at the Welcome Meeting are designed to help students engage with their chosen modules in a critical and analytical way and produce written work which is lucid, well informed and well structured. At all Levels, discussion both in lectures and to an even greater extent in seminars and tutorials facilitates the students reading and analysis of philosophical texts and encourages them to develop their own lines of thought against a rigorous background provided by lectures and by private study of assigned reading. At Level 3, the one-on-one advisory essay tutorials which are associated with many modules enable lecturers and students to work together on a particular piece of student work, improving it and giving the student the opportunity to elaborate and defend their views in discussion. The lecturer reads a draft of the essay prior to the advisory tutorial and provides detailed comments on it during the session. The peer feedback sessions which some modules employ instead allow students to acquire a better understanding of the way in which the marking process works, and to develop their writing skills by seeing how their choices affect the ways in which final marks are determined. Staff Office Hours provide an opportunity, each week, for students to come and discuss philosophical matters one-on-one with their lecturers and students are encouraged to make use of this facility. Generic Transferable Skills Students develop transferable skills of reading and comprehension through preparation for seminars, tutorials, advisory tutorials, essays and exams. Seminars, tutorials and advisory tutorials enable students to strengthen their capacities to question and evaluate the material being studied and to formulate opinions. They also develop oral communication skills, both through the medium of discussion and where students are asked to give presentations in seminars. A library induction session and the Universitys IT induction sessions introduce students to essential learning skills. Throughout the programme, students have the opportunity to acquire and enhance the ability to use IT and library skills for the purposes of acquiring, presenting and communicating relevant information. 19. Assessment and feedback methods Opportunities to demonstrate achievement of the learning outcomes are provided through the following assessment methods: K1- K5: Knowledge and Understanding Coursework essays at all Levels are used to encourage study in depth and written feedback is provided on all coursework essays. Feedback on these essays is of two kinds: summative feedback provides a mark which evaluates the essay whilst formative furnishes advice on how the essay might be improved. At Level 1, both summative and formative feedback is provided by the tutor who can also advise on the gestation and drafting of essays. Level 1 essays are between 1,000 and 1,500 words in length. Some modules may have a portfolio to replace an essay and examination, allowing students an opportunity to answer a greater range of questions, and try different types of tasks. A 10 credit portfolio would be 2,000 words, and a 20 credit portfolio 4,000 words, consisting of shorter answers and personal reflection of learning. At Level 2, there is typically an end of semester coursework essay for each module which receives summative and formative feedback from the lecturer. At Level 2 there is, in addition, a (sometimes optional) mid-semester assessment for each module which takes various forms unseen class exams, take-home exams, coursework essays and which receives written summative and formative feedback. These two written assessments are equally weighted and together account for 50% of the module mark; if there is just one assessed piece of coursework, it will count for 50% of the final mark. All Level 2 modules are 20-credit modules and coursework essays are between 1500 and 2000 words in length. However, some modules use portfolios where students answer a range of shorter questions, researching and writing throughout the module, with an exam period deadline for the summative assessment through portfolio of their work and reflections. The total word count for a Level 2 portfolio is 4000 words, but this includes personal reflection of their learning, as well as questions relating to the syllabus. At Level 3, students write one piece of end of semester coursework for each module, which accounts for 50% of the module mark. Formative feedback, oral or written, is typically given on this essay in an advisory essay tutorial with the lecturer before the essay is handed in; some modules instead use an innovative system of peer feedback sessions to improve student of essay-writing skills. Written summative and formative feedback is given by the lecturer on the final submission. All Level 3 modules are 20-credit modules and at present, coursework essays are between 3000 and 4000 words in length. Students also have the chance to write a Long Essay in connection with some of their Level 3 modules, an essay which accounts for 100% of their mark for that module. The lecturer gives advice on the gestation and drafting of Long Essays in at least two one-to-one meetings and then provides feedback, both summative and formative, on the final draft. At present, Long Essays are between 4500 and 6000 words in length. Students may also choose to take independent research-based Philosophical Projects modules, leading to Long Essays. End of semester examinations are used at all Levels to encourage students to accumulate a wider knowledge base and to test their ability to use information selectively and draw together arguments concisely. Every module is assessed by means of an end of semester exam (except where a Long Essay is written at Level 3) and this examination accounts for 50% of the module mark. 10-credit modules are assessed by means of a one-hour examination (at Level 1) and 20-credit modules by means of a two-hour examination. Questions may be released before the examination, allowing the student to prepare answers in advance and thereby testing their depth of knowledge and ability to organise material in a concise form. Alternatively examinations may be unseen, testing students ability to deploy relevant information effectively under strict time constraints and in response to questions which are not pre-released. A1 - A5: Intellectual Skills As the student moves through the programme, the coursework essays required of them become progressively longer and more detailed, testing their depth of knowledge, their grasp of detail and their ability to assimilate and organise progressively larger amounts of material. The feedback provided also becomes more intensive, culminating in the advisory essay tutorials at Level 3 which give students an opportunity to defend their views and respond to criticism in a pertinent and open minded way. The end of semester examinations become more probing at successive Levels, requiring the deployment of increasingly sophisticated material, the marshalling of more complex forms of argumentation and increasing care in making distinctions, eliminating irrelevance and in analysing the content of relevant texts. Generic Transferable Skills Skills of self-motivation, organisation and self-discipline are tested in different ways by coursework essays, long essays and examinations. These modes of assessment also constitute an indirect test of a students ability to use library resources and IT. Research and presentation skills are also developed by the Level 1 core modules. Feedback on essays will comment on students written communication skills. Although student presentations are not always explicitly assessed, informal feedback is provided. 20. Programme structure and student development The programme is clearly differentiated into modules at three different Levels, a structure which ensures a clear progression with increasing demands on the learner in terms of intellectual challenge, skills, knowledge, conceptualisation and learning autonomy. Some modules are flagged as being recommended prerequisites for others, helping students to plan a coherent programme of study. The four 20-credit core modules at Level 1 introduce students to key areas of Western Philosophy, ones that are central to all further parts of the subject, as well as providing students with an opportunity to become familiar with marking criteria; the Writing Philosophy module also provides training in the specifics of presenting philosophical ideas and arguments in writing. Personal tutors are available to offer advice and guidance on module choice. The programme combines a flexibility which enables students to pursue their own individual interests with a definite sense of intellectual progression and cumulative achievement. Only marks obtained at Levels 2 and 3 count towards the students final degree classification. The teaching provision at each Level is tailored to the demands of that Level. At Level 1, lectures are supplemented by tutorials run by graduate students which enable students to clarify and discuss points raised in the lectures. At Level 2, lectures are supplemented by seminars run by the lecturer. Like Level 1 tutorials, these seminars aim at the clarification and discussion of points raised in the lectures but they encourage a deeper treatment of the issues with more challenging stimulus material. At Level 3, modules are designed to mesh with the research interests of the lecturer, providing students with the opportunity to engage with developments at the frontiers of the discipline. Modules at Level 1 are intended to develop the ability to think through and communicate points cogently and analytically in the form of tutorial discussion, the academic essay and the timed examination; to read philosophical or religious texts carefully and analytically, and examine empirical research data, with awareness of different types social scientific research; to present written work professionally; to appreciate and deploy some of the central distinctions and arguments in several of the following: theory of knowledge, philosophy of science, philosophy of mind, philosophy of religion, moral and political philosophy, elementary formal logic, religious studies, ethics, and critical thinking; to learn to work together and to make discriminating use of some of the various information resources (web, library) beyond those specifically directed on reading lists. Modules at Level 2 are intended to develop a deeper knowledge and understanding of the areas of Western philosophy covered in Level 1; an ability to follow and critically evaluate contemporary debates in philosophy and religious studies; a better understanding of methods in comparative religion, including historical and literary critical methods, and religion and social sciences, and ability to apply different methods correctly, and insightfully, in independent preparation, leading to assessment; increasing sophistication in the reading of philosophical and religious texts and in the communication of philosophical and religious ideas and arguments; increased ability to think through intellectual problems independently. Modules at Level 3 are intended to develop the ability to critically evaluate some of the most challenging areas of Western philosophy and of religious and ethical thought; to independently identify and critically evaluate relevant scholarship in the areas of history of religions, comparative religions, religion and gender, or literary critical approaches to religious traditions, engaging with other disciplines, such as philosophy or critical theory; to construct ones own line of argument as part of the solution to difficult intellectual problems, or interpretive debates on religious scriptures, or in response to social scientific research on religions in different global contexts; to appreciate the limits of knowledge and the preconditions for its acquisition; to exercise an extensive range of subjec-specific and generic transferable skills. During the Year Abroad, students spend the year studying at a partner institution of higher education overseas. Students are able to choose from a wide selection of modules offered by our partner universities and not just within the strictly defined domain of the dual disciplines. The year abroad is recorded on the student transcripts on a pass-fail basis (they have to achieve the pass mark for each module at the institution of study).Detailed information about the structure of programmes, regulations concerning assessment and progression and descriptions of individual modules are published in the University Calendar available online at  HYPERLINK "http://www.sheffield.ac.uk/calendar/" \h http://www.sheffield.ac.uk/calendar/. 21. Criteria for admission to the programme Detailed information regarding admission to programmes is available from the Universitys On-Line Prospectus at  HYPERLINK "http://www.shef.ac.uk/courses/" \h http://www.shef.ac.uk/courses/. 22. Reference points The learning outcomes have been developed to reflect the following points of reference: Subject Benchmark Statements  HYPERLINK "https://www.qaa.ac.uk/quality-code/subject-benchmark-statements" \h https://www.qaa.ac.uk/quality-code/subject-benchmark-statements Framework for Higher Education Qualifications (2014)  HYPERLINK "https://www.qaa.ac.uk/docs/qaa/quality-code/qualifications-frameworks.pdf" \h https://www.qaa.ac.uk/docs/qaa/quality-code/qualifications-frameworks.pdf University Strategic Plan  HYPERLINK "http://www.sheffield.ac.uk/strategicplan" \h http://www.sheffield.ac.uk/strategicplan University Vision and Strategic Plan - Education Pillar  HYPERLINK "/vision/our-pillars/education" \h Education | Vision and strategic plan | «Ӱҵ 23. Additional information For further information students are directed to the Departmental web pages at  HYPERLINK "http://www.shef.ac.uk/philosophy" \h http://www.shef.ac.uk/philosophy. These contain full information on all modules and provide access to student handbooks  This specification represents a concise statement about the main features of the programme and should be considered alongside other sources of information provided by the teaching department(s) and the University. In addition to programme specific information, further information about studying at «Ӱҵ can be accessed via our Student Services web site at  HYPERLINK "http://www.shef.ac.uk/ssid" \h http://www.shef.ac.uk/ssid.     relu17 -- ver23-24 PAGE1 Programme Specification A statement of the knowledge, understanding and skills that underpin a taught programme of study leading to an award from «Ӱҵ  -.`abstyz{|      L M Q R S q r { | } ~ hQhFB*CJaJphhQh*B*CJaJphhQhFCJaJhQh*CJaJhQhF5>*hQh*5>*hFjhxGUmHnHujhQUmHnHu9 .a$If $d<1$$<a$ abt{ob\$If (($IfgdxGkd$$IfH0 g(   t 0n(4d4 HaApytxG{|oi[ d$1$IfgdxG$Ifkd$$IfH0 g(   t 0n(4d4 HaApytxGoi] d$IfgdxG$Ifkd$$IfH0 g(   t 0n(4d4 HaApytxGoi] d$IfgdxG$IfkdL$$IfH0 g(   t 0n(4d4 HaApytxG  oi[ d$1$IfgdxG$Ifkd$$IfH0 g(   t 0n(4d4 HaApytxG  M R obT d$1$IfgdxG (($IfgdxGkd$$IfH0 g(   t 0n(4d4 HaApytxGR S r | obT d$1$IfgdxG (($IfgdxGkd$$IfH0 g(   t 0n(4d4 HaApytxG| } ~ oi^^^ $$IfgdxG$dkd\$$IfH0 g(   t 0n(4d4 HaApytxG  % & ' + , - . / 0 1 2 3 B C S T ƾڧochQhF6CJaJ,jhQh*6>*B*CJUaJphU#hQh*6>*B*CJaJphUjhQh*CJUaJhQh*6CJaJhQh*CJaJhQhF5hQh*5>*hQhF5>*hQhFCJaJhQhF>*hQhF6>*hQh*>*& MB44 $d$IfgdxG $$IfgdxGkd $$IfHF l(   t0n(    4d4 HaFpytxG  & ' , - YNNNN $$IfgdxGkd$$IfHF l(   t 0n(    4d4 HaFpytxG- . / U8d$$d%d&d'd(d1$IfNOPQRgdxGkd$$IfH4F l(`   t 0n(    4d4 HaFpytxG/ 0 1 2 3 C T JD<6$If$d<$dkd$$IfH4F l(    t 0n(    4d4 HaFpytxG $$IfgdxGT .kd $$IfH\c"+(FsU  t 0(4d4 Ha_p(ytxG $1$IfgdxG$If ) * b c t u v | } ϽznnnhQh*5CJaJhQhF5>*hQh*5>*hQhF5CJaJhQhF6CJaJ,jhQh*6>*B*CJUaJphU#hQh*6>*B*CJaJphUjhQh*CJUaJhQh*6CJaJhQh*CJaJhQhFCJaJ+ v } $1$IfgdxG$If ?<4..$If$d<1$kd $$IfH\c"+(FsU  t 0(4d4 Ha_p(ytxG fkd $$IfH0 ( k  t 0#(2 s4d4 HaPpytxG$If $Plg`WLL x$IfgdxG $Ifgd-$<a$$a$kdu $$IfH0 ( k  t 0#(2 s4d4 HaPpytxG = #$OP !ȹhQhFB*CJaJphhQh*B*CJaJphhQhFCJaJ *hQhFB*CJaJphA@B *hQh*B*CJaJphA@BhQh*CJaJCP!]~7x$$d%d&d'd(d1$IfNOPQRgd- 9r $Ifgd-; 9r x$$d%d&d'd(dIfNOPQRgdxG\] !!!!"""" 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