General Information
How do we navigate the complex landscape of moral choices and societal norms? What insights can we glean from influential thinkers who have grappled with these questions throughout history? This subject will help you develop your moral point of view, challenge your perspectives, broaden your intellectual horizons, and provide a deeper understanding of the cultural and ethical values that shape our world. You will have the opportunity to visit the Gold Coast's Home of the Arts (HOTA) and be a part of the Movie Review Club to discuss ethical and life-matters as presented in select films with a panel of academics.
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Details
Academic unit: Faculty of Society & Design Subject code: PHIL11-121 Subject title: Ethics and the Good Life Subject level: Undergraduate Semester/Year: September 2024 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Forum: x12 (Total hours: 24) - Weekly Forum
- Tutorial: x12 (Total hours: 12) - Weekly Tutorial
- Personal Study Hours: x12 (Total hours: 84) - Recommended Study Hours
Attendance and learning activities: As successful completion of this subject is heavily dependent on participation during all scheduled sessions, attendance will be monitored. Most sessions build on the content of the previous one. It is difficult for a student to recover the information if a session is missed. It is the responsibility of the student to view the recordings of the weekly live sessions in order to catch up on any content missed and to complete set work outside class. In addition to synchronous sessions, students should plan to spend a minimum of 84 hours undertaking preparation/out of class work/personal study for this subject. This is intended as a general guide only for workload planning and more time may be required depending on factors such as the familiarity of the content. -
Resources
Prescribed resources: Books
- T C Denise, N R White, S P Peterfreund, D Cox (2011). Core 11-120 Ethics and Values. 1st, Melbourne Cengage 171
iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications.
Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Faculty of Society & Design |
|---|---|
| Subject code: | PHIL11-121 |
| Subject title: | Ethics and the Good Life |
| Subject level: | Undergraduate |
| Semester/Year: | September 2024 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: | As successful completion of this subject is heavily dependent on participation during all scheduled sessions, attendance will be monitored. Most sessions build on the content of the previous one. It is difficult for a student to recover the information if a session is missed. It is the responsibility of the student to view the recordings of the weekly live sessions in order to catch up on any content missed and to complete set work outside class. In addition to synchronous sessions, students should plan to spend a minimum of 84 hours undertaking preparation/out of class work/personal study for this subject. This is intended as a general guide only for workload planning and more time may be required depending on factors such as the familiarity of the content. |
| Prescribed resources: | Books
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
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| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Identify, analyse, evaluate and communicate broad and coherent theoretical knowledge of concepts in the western tradition of ethical and political thought.
- Independently and in teams, generate and transmit solutions to unpredictable and sometimes complex problems related to the western tradition of ethical and political thought.
- Apply knowledge of the western tradition of ethical and political thought to professional work and/or further learning, demonstrating well-developed judgement and responsibility.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Project Philosophical debate (1500 words): students reflect on two contrasting philosophical ideas and their relationship to contemporary human life. 40.00% Week 7 2,3 Project Report Critical Philosophical Investigation (1500 words). Students undertake a critical philosophical evaluation of a philosophical theory. 50.00% Week 13 1,2,3 Discussion Philosophical group discussion 10.00% Weekly 2 - * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Project | Philosophical debate (1500 words): students reflect on two contrasting philosophical ideas and their relationship to contemporary human life. | 40.00% | Week 7 | 2,3 |
| Project Report | Critical Philosophical Investigation (1500 words). Students undertake a critical philosophical evaluation of a philosophical theory. | 50.00% | Week 13 | 1,2,3 |
| Discussion | Philosophical group discussion | 10.00% | Weekly | 2 |
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A student who has not established a basis for an extension in compliance with University and Faculty policy either by 1) not applying before the assessment due date or 2) by having an application rejected due to failure to show a justifiable cause for an extension, will receive a penalty on assessment submitted after its due date. The penalty will be 10% of marks awarded to that assessment for every day late, with the first day counted after the required submission time has passed. No assessment will be accepted for consideration seven calendar days after the due date. Where a student has been granted an extension, the late penalty starts from the new due date and time set out in the extension.
Academic Integrity
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Additional subject information
Subject curriculum
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Introduction and overview of the subject
Peter Singer and Mencius on Human Nature.
SLOs included
- Identify, analyse, evaluate and communicate broad and coherent theoretical knowledge of concepts in the western tradition of ethical and political thought.
- Independently and in teams, generate and transmit solutions to unpredictable and sometimes complex problems related to the western tradition of ethical and political thought.
- Apply knowledge of the western tradition of ethical and political thought to professional work and/or further learning, demonstrating well-developed judgement and responsibility.
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Socrates on Courage
Philosophy as a Way of Life. What is Courage?
SLOs included
- Identify, analyse, evaluate and communicate broad and coherent theoretical knowledge of concepts in the western tradition of ethical and political thought.
- Independently and in teams, generate and transmit solutions to unpredictable and sometimes complex problems related to the western tradition of ethical and political thought.
- Apply knowledge of the western tradition of ethical and political thought to professional work and/or further learning, demonstrating well-developed judgement and responsibility.
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Plato’s Ethics
Plato’s Republic. Virtue and Wisdom. What is the best life?
SLOs included
- Identify, analyse, evaluate and communicate broad and coherent theoretical knowledge of concepts in the western tradition of ethical and political thought.
- Independently and in teams, generate and transmit solutions to unpredictable and sometimes complex problems related to the western tradition of ethical and political thought.
- Apply knowledge of the western tradition of ethical and political thought to professional work and/or further learning, demonstrating well-developed judgement and responsibility.
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Aristotle on Happiness is the Supreme Good
What is Happiness? How to live happily? How can I be happier?
SLOs included
- Identify, analyse, evaluate and communicate broad and coherent theoretical knowledge of concepts in the western tradition of ethical and political thought.
- Independently and in teams, generate and transmit solutions to unpredictable and sometimes complex problems related to the western tradition of ethical and political thought.
- Apply knowledge of the western tradition of ethical and political thought to professional work and/or further learning, demonstrating well-developed judgement and responsibility.
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Epicurus on Happiness and Fear of Death
The Archaic and the Classical Period. Three conditions of happiness. Philosophy as a guide to happiness.
SLOs included
- Identify, analyse, evaluate and communicate broad and coherent theoretical knowledge of concepts in the western tradition of ethical and political thought.
- Independently and in teams, generate and transmit solutions to unpredictable and sometimes complex problems related to the western tradition of ethical and political thought.
- Apply knowledge of the western tradition of ethical and political thought to professional work and/or further learning, demonstrating well-developed judgement and responsibility.
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Aquinas on Natural and Positive Law
Universities in 13th century Europe and Saint Thomas Aquinas Eternal Law and Natural Law What is “Free Will”?
SLOs included
- Identify, analyse, evaluate and communicate broad and coherent theoretical knowledge of concepts in the western tradition of ethical and political thought.
- Independently and in teams, generate and transmit solutions to unpredictable and sometimes complex problems related to the western tradition of ethical and political thought.
- Apply knowledge of the western tradition of ethical and political thought to professional work and/or further learning, demonstrating well-developed judgement and responsibility.
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Thomas Hobbes on the State of Nature and the Sovereign
“My mother gave birth to twins: myself and fear.” Leviathan and “The State of Nature” Whence Morality?
SLOs included
- Identify, analyse, evaluate and communicate broad and coherent theoretical knowledge of concepts in the western tradition of ethical and political thought.
- Independently and in teams, generate and transmit solutions to unpredictable and sometimes complex problems related to the western tradition of ethical and political thought.
- Apply knowledge of the western tradition of ethical and political thought to professional work and/or further learning, demonstrating well-developed judgement and responsibility.
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Locke on Natural Rights and the Legitimacy of Government
Hobbes and Lock The State of Nature and Social Contract Property Rights and Original Acquisition.
SLOs included
- Identify, analyse, evaluate and communicate broad and coherent theoretical knowledge of concepts in the western tradition of ethical and political thought.
- Independently and in teams, generate and transmit solutions to unpredictable and sometimes complex problems related to the western tradition of ethical and political thought.
- Apply knowledge of the western tradition of ethical and political thought to professional work and/or further learning, demonstrating well-developed judgement and responsibility.
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Kant on Autonomy and Duty
Enlightenment and Kant’s Three Critiques The Good Will and The Categorical Imperatives In Search of Reasonable Maxims.
SLOs included
- Identify, analyse, evaluate and communicate broad and coherent theoretical knowledge of concepts in the western tradition of ethical and political thought.
- Independently and in teams, generate and transmit solutions to unpredictable and sometimes complex problems related to the western tradition of ethical and political thought.
- Apply knowledge of the western tradition of ethical and political thought to professional work and/or further learning, demonstrating well-developed judgement and responsibility.
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Bentham and Mill on Liberty Pleasure and Moral Obligation
Major Works of Classical Utilitarianism Bentham’s Hedonism John Stuart Mill and the Harm Principle.
SLOs included
- Identify, analyse, evaluate and communicate broad and coherent theoretical knowledge of concepts in the western tradition of ethical and political thought.
- Independently and in teams, generate and transmit solutions to unpredictable and sometimes complex problems related to the western tradition of ethical and political thought.
- Apply knowledge of the western tradition of ethical and political thought to professional work and/or further learning, demonstrating well-developed judgement and responsibility.
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Marxists and Liberals
The most significant battle of ideas of the 20th century.
SLOs included
- Identify, analyse, evaluate and communicate broad and coherent theoretical knowledge of concepts in the western tradition of ethical and political thought.
- Independently and in teams, generate and transmit solutions to unpredictable and sometimes complex problems related to the western tradition of ethical and political thought.
- Apply knowledge of the western tradition of ethical and political thought to professional work and/or further learning, demonstrating well-developed judgement and responsibility.
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Annette Baier on Trusting in Trust
The Vulnerability of Trust Why do we trust and what do we trust others with? How do we trust?
SLOs included
- Identify, analyse, evaluate and communicate broad and coherent theoretical knowledge of concepts in the western tradition of ethical and political thought.
- Independently and in teams, generate and transmit solutions to unpredictable and sometimes complex problems related to the western tradition of ethical and political thought.
- Apply knowledge of the western tradition of ethical and political thought to professional work and/or further learning, demonstrating well-developed judgement and responsibility.