GV538-6-SP-CO:
From Cradle to Grave: Social Justice in Childhood, Adulthood, and Death
2020/21
Government
Colchester Campus
Spring
Undergraduate: Level 6
Current
Sunday 17 January 2021
Friday 26 March 2021
15
18 December 2020
Requisites for this module
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The study of politics includes not only the study of how the political world operates, but also the study of how it should operate. GV538 examines a set of issues that continue to receive considerable attention within contemporary normative political theory. More specifically, this module will introduce you to cutting edge research concerning theories of justice.
Rather than consider these issues in the abstract, we will examine various theories of justice through their application to concrete social and political controversies that are central to contemporary politics. Very roughly, this module is split into three parts and, together, these display a cradle-to-grave structure. We shall begin with (i) issues regarding parenting, education, and upbringing; then we shall consider (ii) issues concerning individuals’ working lives; and we shall conclude by examining (iii) issues relating to later life and death.
To enable you to understand the ethical and political implications of academic research and study.
To enable you to place the theoretical study of justice in the wider context of Political Science as an academic discipline.
To enable you to understand, critically to analyse, and to evaluate contemporary theories of justice.
To locate the concept of justice in contemporary political theory.
To understand some key policy controversies in the study of social justice.
To understand the different contemporary approaches taken to the study of social justice.
To understand the place of the concept of social justice in contemporary political theory.
To be able to analyse rigorously the arguments provided for and against key policies that constitute social justice.
To write a clear analysis of a contemporary policy controversy.
The module also enables students to acquire the following generic and transferable skills:
1. Library and Internet research
2. Data collection, presentation, and analysis
3. Exposition and argumentation in a structured fashion
4. Presenting verbal arguments to classroom peers
5. Production of short well-researched reports
6. Working to deadlines
7. Conducting oneself in a scholarly and professional manner
This module will be delivered with a two-hour weekly seminar that will be live streamed to students off-campus.
- Nagel, Thomas. (2014, c1979) 'Death', in Mortal questions, Cambridge: Cambridge University Press., pp.1-10
- Harry Brighouse and Adam Swift. (2009) 'Legitimate Parental Partiality', in Philosophy & Public Affairs. vol. 37 (1) , pp.43-80
- Giubilini, Alberto; Minerva, Francesca. (2013) 'After-birth Abortion: Why Should the Baby Live?', in Journal of Medical Ethics: British Medical Journal. vol. 39 (5) , pp.261-263
- Hellman, Deborah. (2008) 'Demeaning and Wrongful Discrimination', in When is discrimination wrong?, Cambridge, MA: Harvard University Press., pp.34-58
- Greasley, Kate. (December 2012) 'Abortion and Regret', in Journal of Medical Ethics: British Medical Journal. vol. 38 (12)
- Schouten, Gina. (2015) 'Citizenship, reciprocity, and the gendered division of labor: A stability argument for gender egalitarian political interventions', in Politics, Philosophy & Economics., pp.1-36
- A. W. Cappelen and O. F. Norheim. (2005) 'Responsibility in Health Care: A Liberal Egalitarian Approach', in Journal of Medical Ethics. vol. 31 (8) , pp.476-480
- Gheaus, Anca. (2012-12) 'The Right to Parent One's Biological Baby*', in Journal of Political Philosophy. vol. 20 (4) , pp.432-455
- Gheaus, Anea. (2012) 'Gender Justice', in Journal of Ethics & Social Philosophy. vol. 6, pp.1-
- Benatar, David. (2017-10-19) 'Kids? Just say no', in Aeon.
- Parfit, Derek. (1989) 'Divided Minds and the Nature of Persons', in Mindwaves: thoughts on intelligence, identity and consciousness, Oxford: Basil Blackwell.
- Velleman, J. D. (1992) 'Against the Right to Die', in Journal of Medicine and Philosophy. vol. 17 (6) , pp.665-681
- By Steven Pinker Professor of Psychology. (2/11/97) 'Why They Kill Their Newborns', in New York Times., pp.5-17
- Hellman, Deborah. (2008) 'The Basic Idea', in When is discrimination wrong?, Cambridge, MA: Harvard University Press., pp.13-33
- David Benatar. (1997) 'Why It is Better Never to Come Into Existence', in American Philosophical Quarterly: University of Illinois Press. vol. 34, pp.345-355
The above list is indicative of the essential reading for the course. The library makes provision for all reading list items, with digital provision where possible, and these resources are shared between students. Further reading can be obtained from this module's reading list.
Assessment items, weightings and deadlines
| Coursework / exam |
Description |
Deadline |
Coursework weighting |
| Coursework |
Essay 1 |
|
35% |
| Coursework |
Essay 2 |
|
65% |
Exam format definitions
- Remote, open book: Your exam will take place remotely via an online learning platform. You may refer to any physical or electronic materials during the exam.
- In-person, open book: Your exam will take place on campus under invigilation. You may refer to any physical materials such as paper study notes or a textbook during the exam. Electronic devices may not be used in the exam.
- In-person, open book (restricted): The exam will take place on campus under invigilation. You may refer only to specific physical materials such as a named textbook during the exam. Permitted materials will be specified by your department. Electronic devices may not be used in the exam.
- In-person, closed book: The exam will take place on campus under invigilation. You may not refer to any physical materials or electronic devices during the exam. There may be times when a paper dictionary,
for example, may be permitted in an otherwise closed book exam. Any exceptions will be specified by your department.
Your department will provide further guidance before your exams.
Overall assessment
Reassessment
Module supervisor and teaching staff
Dr Mollie Gerver, email: m.gerver@essex.ac.uk.
Dr Mollie Gerver
Module Supervisor: Dr Mollie Gerver
Module Administrator: Edmund Walker, govquery@essex.ac.uk
Yes
Yes
No
Dr Arzu Kibris
University of Warwick
Associate Professor
Available via Moodle
Of 572 hours, 0 (0%) hours available to students:
572 hours not recorded due to service coverage or fault;
0 hours not recorded due to opt-out by lecturer(s).
Government
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