The distinctiveness of the Queen’s Postgraduate Diploma in Philosophy programme lies in combining a generalist programme in postgraduate Philosophy with a curriculum that emphasises diversity, inclusion, and social issue engagement. Students may opt to complete the Queen’s Certificate in Strategic Leadership.
The Queen’s PGDip in Philosophy is a pluralist programme that recognises and values diverse philosophical methods, histories, and scholarly approaches, while providing students with a strong grounding in core areas of philosophy. The student experience is that of a generalist MA programme informed by an inclusive approach to disciplinary history and by engagement with twenty-first century issues and debates. Students will explore historical and contemporary debates, solve abstract and concrete problems, and respond to fundamental and applied questions.
Students will learn with internationally recognised leaders in philosophical research. Our staff have strengths in ethics and epistemology, as well as philosophy of science, metaphysics, philosophy of religion, philosophy of technology, political philosophy, and post-Kantian European philosophy. There is growing expertise in comparative and diverse global philosophical traditions. Research-led teaching brings students into the middle of cutting-edge research as active participants, and our dynamic research community offers multiple opportunities for students to pursue meaningful research experiences.
PGDip in Philosophy students have opportunities to personalise their education, through the Individually Negotiated Topic module. With guidance from the supervisor, students can choose a topic that interests them for directed critical reading and analysis with a small, focussed group. Students also benefit from a wide range of interdisciplinary opportunities within the School and the Faculty of AHSS, along with the excellent postgraduate experience infrastructure at Queen’s. Students may opt to complete the Queen’s Certificate in Strategic Leadership
Philosophy at QUB is a supportive and highly research active unit—ranked joint first in the UK for Research Intensity (Complete University Guide 2022). Our programme size and location within the interdisciplinary school of HAPP means that our students’ work can receive significant individual attention, that our students can build highly productive working relationships with teaching staff from Philosophy, and that our students may also explore interdisciplinary learning and research opportunities complementing their core philosophical interests.
Philosophy highlights
Global Opportunities
Students benefit from a curriculum and learning community in which diverse perspectives are represented and valued. Students may pursue research experiences locally and internationally.
Career Development
The applied and engaged philosophy emphasis of the MA is attractive to students with interests in social justice and policy careers, as well as those interested in academic and academic-related careers.
World Class Facilities
Queen’s is a research-intensive Russell Group university with an excellent QS ranking and offers wonderful library and digital learning resources as well as up-to-date physical learning spaces.
Internationally Renowned Experts
At Queen’s, students learn with internationally recognised experts and research innovators who are actively pursuing research projects in all areas represented within the curriculum.
Industry Links
The School has an active Employers’ Forum that is used to forge links with national and international employers. Queen‘s Philosophy graduates have an unlimited range of occupations in the public and private sectors, including the Civil Service, local government, the media, policy analysis, the voluntary sector, teaching, journalism, business, marketing and advertising. Career destinations of our students have included the BBC, the Diplomatic Service, the NHS, International House, RPS Belfast and the Belfast Education and Library Board.
Student Experience
Our strong cohort model means that students learn within a supportive community of peers, which provides especially effective learning support in Philosophy.
World Class Facilities
Queen’s was ranked 1st out of 8 UK universities for sporting facilities (International Student Barometer 2020/21).
Career Development
Ranked 15th in the UK for graduate prospects (Times and Sunday Times Good University Guide 2023).
Students complete two required modules: a HAP7001 research methods module and an Applied Philosophy module. Students also complete four additional modules from a range of options.
Module Overview
Autumn semester
• HAP7001 Approaches to Research Design
• PHL7060 Applied Philosophy
Students will also choose one from the following Modules:
• PHL7058 Global Histories of Philosophy
• PHL7064 Philosophies of Habit and Addiction
Spring semester
Students must take THREE of the following modules:
• PHL7038 Philosophy of Conflict and War
• PHL7057 Social Injustice
• PHL7062 Ethics, Law, and Responsibility
• PHL7063 Knowledge and Ignorance
• PHL7061 Individually Negotiated Topic
1. HAP7001 Research Methods: This module is offered to all HAPP PGR students. It introduces some important themes in the philosophy of the social sciences, develops students' skills in research design, and incorporates research ethics training.
1. PHL7057 Social Injustice: This module examines the problem of social injustice in contemporary, plural societies.
2. PHL7038 Philosophy of Conflict and War: This module explores the moral and ethical questions posed by serious political conflict, in particular those posed by war and other forms of violent collective struggle.
3. PHL7062 Ethics, Law, and Responsibility: This module focuses on the theme of responsibility to engage fundamental issues in ethics and the philosophy of law.
4. PHL7058 Global Histories of Philosophy: This module shows how historical texts within specific philosophical traditions (such as African or Indian philosophical traditions) or in comparison across diverse traditions (e.g. African, Caribbean, and Latin American philosophy, or Post-Kantian European and African philosophy) help us to engage with contemporary issues in social epistemology, social metaphysics, ethics, and politics.
5. PHL7063 Knowledge and Ignorance: This module explores the ways questions of knowledge and ignorance shape our social world, for better and worse.
6. PHL7064 Philosophies of Habit and Addiction: This module addresses habit as an issue in the philosophy of mind, psychology and the neurosciences.
HAPP Post-Kantian European philosophy, especially 19th Century; Ethics, including normative ethics and applied ethics, especially bioethics; African philosophy; social & political philosophy.
HAPP Political theory, including issues surrounding freedom of speech; race and gender; social equality; multiculturalism and recognition theory; social justice.
Teaching Times
Teaching times will fall Monday-Friday, between 9am and 5pm.
Learning and Teaching
Teaching and learning focuses upon critical reading, writing, and thinking. Weekly module seminars are grounded in small and large group discussion, presentations, and learning activities.
Additional learning opportunities are provided by weekly research seminars in term time given by visiting speakers in Philosophy, as well as research events in HAPP and beyond.
Learning materials focus upon texts, and may also include films, blogs, and podcasts. Learning materials and issues will be drawn from a range of scholarly traditions and geographic locations.
On successful completion of this course successful students will be able to:
Cognitive Skills
• Identify and solve, resolve or dissolve conceptual problems; read and critically assess relevant academic sources; analyse and criticise arguments, identifying fallacies therein.
• Synthesise relevant information and exercise critical judgement, primarily through essay writing; identify, investigate, analyse, formulate and advocate solutions to problems; gather, organise and deploy evidence and information from a variety of secondary and some primary sources, so as to formulate and support a line of reasoning, or argument.
• Make judgments on the basis of varied and problematic evidence and according to the persuasiveness of the arguments or the reliability of the evidence used; evaluate sources critically in their context; discriminate between what is central and what is peripheral to the issue in question; assess and appraise differing views on significant areas of academic debate.
• Structure, manage and adapt strategies for self-directed independent research; work autonomously; reflect on their own learning and seek and make use of constructive feedback; produce intellectually coherent academic analysis under time-managed conditions and within word limits.
Knowledge and Understanding
• Demonstrate advanced knowledge of a range of sub-fields in the discipline including ethics, epistemology, philosophy of science, political philosophy, and history of philosophy.
• Apply philosophy to practical issues, for example, in the area of applied ethics.
• Critically discuss some of the central problems and issues in contemporary philosophy.
• Critically discuss key texts and ideas in the global history of philosophy, along with an appreciation of the plurality of global traditions and histories of philosophy and how the contemporary discipline has developed out of those histories.
• Employ key concepts and tools that are used in philosophical reasoning, with an informed understanding of the strengths and weaknesses of multiple approaches and methodologies.
Subject Specific Skills
• Read and interact with seminal philosophical texts, in appreciation of their philosophical insights and modes of argument; research philosophical topics using appropriate tools and resources.
• Solve problems, process and prioritise a wide variety of information, and express arguments and positions in oral and written form.
• Demonstrate an awareness of key debates arising out of philosophical inquiry, conducted in its various domains.
• Engage with influential primary and secondary sources in philosophy, according to contemporary canons of academic debate and critical analysis.
Transferable Skills
• Use libraries and online resources; use IT skills (word processing, use of internet resources); take notes and summarise accurately and effectively.
• Evaluate and judge evidence and the quality of information; digest material from various sources; collate and process information from an array of sources, including electronic media.
• Communicate and interact effectively; present ideas and arguments orally in both formal and informal contexts; present high-quality analysis cogently and succinctly; and make oral and group presentations using appropriate skills.
• Respond constructively to criticism; manage time efficiently; show self-reliance, initiative, adaptability and flexibility; work effectively both independently and in a team setting.
• Communicate and interact effectively; present ideas and arguments orally in both formal and informal contexts; present high-quality analysis cogently and succinctly; and make oral and group presentations using appropriate skills.
Assessment
Assessment associated with the course is outlined below:
HAP7001: Students complete two practice-based assignments (Methods Portfolio) and a Research Design assignment.
Modules: Students will complete at least one major paper, or scholarly writing of equivalent significance, in each module. Students also complete oral discussion/presentations during module seminars.
The information below is intended as an example only, featuring module details for the current year of study (2024/25). Modules are reviewed on an annual basis and may be subject to future changes – revised details will be published through Programme Specifications ahead of each academic year.
This module focuses on some of the most pressing current social epistemological and metaphysical, ethical, and political questions arising in the context of biomedical, environmental, and applied information technologies and associated professions. Issues covered are likely to include (but are not limited to) human enhancement, stem cell research, disability, embodiment, and justice, climate change, and global health. The module will incorporate a range of policy and empirical information as part of case studies, in addition to detailed philosophical analysis of each issue. While topics covered will vary each year, to reflect current and pressing concerns, the module may incorporate discussion of the following questions: Can a form of technology itself be ethical or unethical? How do biomedical sciences and technologies relate to human values? How can we best address justice challenges that are raised by innovations in biomedical and information technologies? How should we be responding to the climate crisis? Do we have a responsibility to enhance ourselves and future generations? How can health issues be effectively addressed across national borders?
Learning Outcomes
On successful completion of the module students will:
• Be able to demonstrate knowledge of key works of current scholarship in areas such as contemporary bioethics, social & political philosophy, applied metaphysics and epistemology, aesthetics, environmental philosophy, and philosophy of technology
• Be able to apply philosophical theories in conjunction with detailed case information when assessing issues in areas such as contemporary bioethics, social & political philosophy, applied metaphysics and epistemology, aesthetics, environmental philosophy, and philosophy of technology
• Be able to demonstrate critical analysis of key debates in areas such as contemporary bioethics, social & political philosophy, applied metaphysics and epistemology, aesthetics, environmental philosophy, and philosophy of technology
Skills
Intellectual skills
• Managing & Prioritizing Knowledge: to identify relevant and subject-specific knowledge, sources and data; to manage such information in an independent manner;
• Analytical Thinking: to identify, understand, interpret and evaluate relevant subject-specific arguments made by others; to construct independent arguments;
• Critical & Independent Thinking: to think critically and construct one’s own position in relation to existing and ongoing debates in the field
Professional and career development skills
• Communication Skills: to communicate clearly with others, both orally and in writing;
• Diversity: to acknowledge and be sensitive to the range of cultural differences present in the learning environment;
• Self-Reflexivity: to reflect on one’s own progress and identify and act upon one’s own development needs with respect to life-long learning and career development;
• Time Management: to negotiate diverse and competing pressures; to cope with stress; and to achieve a work / life balance.
Technical and practical skills
• Information Technology: to demonstrate the knowledge and ability to use contemporary and relevant ICT.
Organizational skills
• Efficient and effective work practice: to demonstrate ability to work efficiently to deadlines;
• Clear organisation of information: to show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information;
• Organisation and communication: to use evidence to develop logical and clear arguments; to show aptitude for the effective use of information in a direct and appropriate way;
• Enterprising thinking: to think and argue in novel and enterprising ways, display originality of thought and argument.
This module aims to introduce key approaches to research design, while also introducing some of the contemporary debates in research in the social sciences and humanities. It will also provide students with an introduction to some of the key practical research skills they will find of use when designing and conducting their academic research. These skills are also those which students will find necessary as they continue their academic and research career.
Students will have a high degree of choice across workshops, enabling them to tailor the module content to their pathway of student and personal research goals. The workshops will address five key areas: Fundamentals of Research; Debates; Philosophy of Science/Epistemology; Qualitative Methods; and Quantitative Methods.
The broad aims of the module are to:
• Introduce students to the diversity of research approaches and debates;
• Heighten awareness of methodological issues facing researchers in the social sciences and humanities;
• Develop an awareness of interdisciplinarity and its potentials and challenges in research;
• Encourage students to develop their research skills through the selective use of this reading guide and their own search for appropriate literature on research design topics that are of interest to them.
Learning Outcomes
On successful completion of this module, students will have:
• obtained a clear understanding of some central issues and methodological debates that are basic to social science and humanities research;
• been introduced to interdisciplinarity in research, and developed an understanding of how it relates to their own work;
• communicated this understanding in an analytically rigorous manner through assessed written work;
• demonstrated the kind of methodological awareness that will allow them to pursue their own research or coursework in an analytically rigorous and self-critical manner.
• been equipped with the intellectual capacity to defend a particular approach to their own research;
• started to make preparations for a research dissertation.
Skills
Intellectual skills
• Managing & Prioritizing Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner
• Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments
• Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field
Professional and career development skills
• Communication Skills: ability to communicate clearly with others, both orally and in writing
• Diversity: ability to acknowledge and be sensitive to the range of cultural differences present in the learning environment
• Self-Reflexivity: ability to reflect on one’s own progress and identify and act upon ones own development needs with respect to life-long learning and career development
• Time Management: ability to negotiate diverse and competing pressures; cope with stress; and achieve a work / life balance
Technical and practical skills
• Information Technology: demonstrate the knowledge and ability to use contemporary and relevant ICT
Organizational skills
• Efficient and effective work practice: demonstrate ability to work efficiently to deadlines
• Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information
• Organisation and communication: demonstrate ability to use evidence to develop logical and clear arguments; show aptitude for the effective use of information in a direct and appropriate way
• Enterprising thinking: Demonstrate ability to think and argue in novel and enterprising ways, to display originality of thought and argument and the ability to clearly support arguments in innovative ways
This module uses the theme of responsibility to bring together some fundamental issues in ethics and the philosophy of law. In the first part of the module, we consider the nature of responsibility and its relation to both
rationality and the emotions. We then consider some of the familiar preconditions of moral responsibility, such as intention, causation and voluntariness, as well as factors that preclude responsibility, such as insanity, ignorance and duress. In the second part of the module, we look at some of the moral and legal consequences that seem to follow on from a finding of responsibility, including punishment and enforced compensation. We examine the rationale of both retributive and corrective justice, and we also explore debates about reparations for historic injustices such as slavery and colonialism. In all of this, considerable emphasis will be placed on both real-world examples and recent academic work in ethics and jurisprudence.
Learning Outcomes
On successful completion of the module students will: * Be familiar with and able to critically assess standard theories of moral responsibility; * Be able to articulate and defend moral and legal consequences of responsibility in a variety of real-world contexts; * Be able to apply philosophical theories of responsibility to active contemporary debates about reparations for historic injustices.
Skills
Intellectual skills * Managing & Prioritizing Knowledge: to identify relevant and subject-specific knowledge, sources and data; to manage such information in an independent manner; * Analytical Thinking: to identify, understand, interpret and evaluate relevant subject-specific arguments made by others; to construct independent arguments; * Critical & Independent Thinking: to think critically and construct one’s own position in relation to existing and ongoing debates in the field Professional and career development skills * Communication Skills: to communicate clearly with others, both orally and in writing; * Diversity: to acknowledge and be sensitive to the range of cultural differences present in the learning environment; * Self-Reflexivity: to reflect on one’s own progress and identify and act upon one’s own development needs with respect to life-long learning and career development; * Time Management: to negotiate diverse and competing pressures; to cope with stress; and to achieve a work / life balance. Technical and practical skills * Information Technology: to demonstrate the knowledge and ability to use contemporary and relevant ICT. Organizational skills * Efficient and effective work practice: to demonstrate ability to work efficiently to deadlines; * Clear organisation of information: to show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information; * Organisation and communication: to use evidence to develop logical and clear arguments; to show aptitude for the effective use of information in a direct and appropriate way; * Enterprising thinking: to think and argue in novel and enterprising ways, display originality of thought and argument.
This module provides an exciting opportunity for students to personalize their MA experience by working with a research leader to
identify a research question of the student’s choice, and to develop a response in extended essay format. The module enables students to work individually with a researcher or in a small study group of up to 3 students to develop their knowledge and expertise in a very focused area of philosophy research. For example, students might choose to pursue a detailed study of the work of a single philosopher, or a key, highly influential, work and critical engagements with that work, or a set of arguments on a specific current research issue.
Learning Outcomes
On successful completion of the module students will: * Be able to articulate a clear, well-defined, independent research question on a very specific figure, text, or issue in philosophy * Be able to prepare and implement a plan for a research project that answers an independent research question * Be able to demonstrate their knowledge of a very specific area of philosophy such as the work of a single philosopher, or a key influential text and its critical reception, or a set of arguments on a specific current issue.
Skills
Intellectual skills * Managing & Prioritizing Knowledge: to identify relevant and subject-specific knowledge, sources and data; to manage such information in an independent manner; * Analytical Thinking: to identify, understand, interpret and evaluate relevant subject-specific arguments made by others; to construct independent arguments; * Critical & Independent Thinking: to think critically and construct one’s own position in relation to existing and ongoing debates in the field Professional and career development skills * Communication Skills: to communicate clearly with others, both orally and in writing; * Diversity: to acknowledge and be sensitive to the range of cultural differences present in the learning environment; * Self-Reflexivity: to reflect on one’s own progress and identify and act upon one’s own development needs with respect to life-long learning and career development; * Time Management: to negotiate diverse and competing pressures; to cope with stress; and to achieve a work / life balance. Technical and practical skills * Information Technology: to demonstrate the knowledge and ability to use contemporary and relevant ICT. Organizational skills * Efficient and effective work practice: to demonstrate ability to work efficiently to deadlines; * Clear organisation of information: to show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information; * Organisation and communication: to use evidence to develop logical and clear arguments; to show aptitude for the effective use of information in a direct and appropriate way; * Enterprising thinking: to think and argue in novel and enterprising ways, display originality of thought and argument.
This module addresses habit as an issue in the philosophy of mind, psychology and the neurosciences. It takes a historical approach by examining different philosophies of habit in 18th-century Scottish philosophy (principally in the work of Hume and Reid) and 19th-century French philosophy (principally in the work of Ravaisson and Bergson). Students will then engage with accounts of habit in the contemporary neurosciences and with phenomenological approaches (principally in the work of Merleau-Ponty and Ricoeur). The module will show how conceptions of habit involve different conceptions of what it is to be embodied and, ultimately, different philosophies of nature in general. The module will also address the impact of different conceptions of habit for our understanding of the nature of the particular form of habit that is addiction, which is a pressing contemporary social problem.
Learning Outcomes
On successful completion of the module students will:
• Understand multiple interpretations and applications of the concept of habit in philosophy, psychology and the neurosciences
• Be able to critically discuss the proper relationship between philosophy and empirical science
• Be familiar with contemporary debates concerning the nature of human embodiment as well as with the historical origins of these debates
• Be familiar with competing positions in contemporary addiction theory
Skills
Intellectual skills
• Managing & Prioritizing Knowledge: to identify relevant and subject-specific knowledge, sources and data; to manage such information in an independent manner;
• Analytical Thinking: to identify, understand, interpret and evaluate relevant subject-specific arguments made by others; to construct independent arguments;
• Critical & Independent Thinking: to think critically and construct one’s own position in relation to existing and ongoing debates in the field
Professional and career development skills
• Communication Skills: to communicate clearly with others, both orally and in writing;
• Diversity: to acknowledge and be sensitive to the range of cultural differences present in the learning environment;
• Self-Reflexivity: to reflect on one’s own progress and identify and act upon one’s own development needs with respect to life-long learning and career development;
• Time Management: to negotiate diverse and competing pressures; to cope with stress; and to achieve a work / life balance.
Technical and practical skills
• Information Technology: to demonstrate the knowledge and ability to use contemporary and relevant ICT.
Organizational skills
• Efficient and effective work practice: to demonstrate ability to work efficiently to deadlines;
• Clear organisation of information: to show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information;
• Organisation and communication: to use evidence to develop logical and clear arguments; to show aptitude for the effective use of information in a direct and appropriate way;
• Enterprising thinking: to think and argue in novel and enterprising ways, display originality of thought and argument.
This module explores the ways questions of knowledge and ignorance shape our social world, for better and worse. Likely topics include, but
are not limited to: legal epistemology (How should we interpret legal standards of proof? When should purely statistical evidence be admitted? What criteria should determine whether predictive policing algorithms are biased?); epistemic injustice (In what ways can we wrong each other specifically as knowers? How do our epistemic practices uphold systems of oppression?); theories of ignorance; standpoint epistemology; moral encroachment (Can the moral features of a belief affect its rationality?); and other topics in social epistemology. Readings will include both theoretical and applied work.
Learning Outcomes
On successful completion of the module students will: * Be able to critically engage with contemporary debates around epistemological issues of oppression and injustice; * Be able to apply theoretical principles to assess active social and moral issues; * Be able to critically assess rival theories of ignorance and epistemic injustice.
Skills
Intellectual skills * Managing & Prioritizing Knowledge: to identify relevant and subject-specific knowledge, sources and data; to manage such information in an independent manner; * Analytical Thinking: to identify, understand, interpret and evaluate relevant subject-specific arguments made by others; to construct independent arguments; * Critical & Independent Thinking: to think critically and construct one’s own position in relation to existing and ongoing debates in the field Professional and career development skills * Communication Skills: to communicate clearly with others, both orally and in writing; * Diversity: to acknowledge and be sensitive to the range of cultural differences present in the learning environment; * Self-Reflexivity: to reflect on one’s own progress and identify and act upon one’s own development needs with respect to life-long learning and career development; * Time Management: to negotiate diverse and competing pressures; to cope with stress; and to achieve a work / life balance. Technical and practical skills * Information Technology: to demonstrate the knowledge and ability to use contemporary and relevant ICT. Organizational skills * Efficient and effective work practice: to demonstrate ability to work efficiently to deadlines; * Clear organisation of information: to show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information; * Organisation and communication: to use evidence to develop logical and clear arguments; to show aptitude for the effective use of information in a direct and appropriate way; * Enterprising thinking: to think and argue in novel and enterprising ways, display originality of thought and argument.
This module will introduce students to some of the latest research in critical geopolitics exploring the spatial dynamics operating within the frameworks of politics. Through a range of historical and contemporary case studies it will incorporate perspectives on state, sub-state and super-state structures and actors, and critically engage with key geopolitical concepts such as the nation, the state, sovereignty, government, identity and belonging. These case studies will allow the exploration of topics such as empire and spaces of postcolonial encounter, gender, identity and space, knowledge and representation. It will incorporate themes such as the political power of imperial mapping, the politics of gender in geopolitical conflicts, or discourses of territory and bordering in post-imperial spaces, to name just a few, to understand the interplay between space, power and politics. Challenging traditional definitions of power and the political, as well as spatial presuppositions, it will explore the working of power ranging from violence, control and domination, to productive and soft power and influence operating at a range of different scales on the communal, regional, national and global levels. Students will therefore engage critically with the intersections of theory and practice; domestic and international; and state and non-state actors; through a broad range of case studies, and be able to understand contemporary transformations in the changing geopolitical landscape.
Learning Outcomes
On successful completion of this module, students will have attained:
- An advanced knowledge of contemporary critical approaches to geopolitics and power;
- An ability to critically evaluate a range of relevant theoretical approaches and analytical techniques;
- Experience in the processes of advanced academic writing, including the formulation of critical arguments and the ability to accurately summarise academic work
Skills
On successful completion, students will have acquired skills including (T taught, P practiced, A assessed):
Subject specific:
1) To identify and appreciate the key conceptual approaches used in the study of critical geopolitics (T; P; A);
2) To identify, understand, interpret and evaluate relevant subject- specific arguments made by others; to construct independent arguments (T; P; A);
4) To think critically and construct one’s own position in relation to existing and ongoing debates in the field (P; A)
Cognitive:
1) Managing & prioritising knowledge: to identify relevant and subject-specific knowledge (T; P; A);
2) Analytical thinking: to identify, understand, interpret and evaluate relevant subject- specific arguments made by others; to construct independent arguments (P; A);
3) Critical and independent thinking: to think critically and construct one’s own position in relation to existing and ongoing debates in the field (P; A);
4) Abstract and synthesise information from a range of different geographical sources (T; P; A)
Transferable:
1) To think and argue in novel and enterprising ways, display originality of thought and argument. (P; A);
2) Written and oral communication (P, A);
3) To reflect on one’s own progress (P);
4) To negotiate diverse and competing pressures (P);
5) To use evidence to develop logical and clear arguments (P; A)
The modern era is distinguished by the emergence of divergent interpretations of the nature of freedom, individual, social, and political. This course is devoted to exploring the nature of these different conceptions and the theories of freedom associated with them. Benjamin Constant famously contrasted the liberties of the ancients, i.e. collective political freedoms, with the liberties of the moderns, i.e. individual freedoms. Berlin’s canonical contrast between negative and positive liberty, while partly inspired by Constant, approaches the analysis of freedom in a different way, foregrounding the contrast between ‘freedom from’ and ‘freedom to’. Recent work on freedom, however, challenges these accounts by reviving an older, republican, conception of freedom as freedom from domination. Where libertarian theories typically consider the state to be the primary threat to freedom, the non-domination account understands the state to be a potential bulwark against domination by other social actors. In this way, its concerns overlap with those of the critical theorists who are similarly concerned with obstacles to freedom in social relations more generally, reflected in theories of alienation and disciplinary power. This course will combine analytical and genealogical approaches to the problem understating the complexity of freedom in the modern world. Topics will vary from year to year but may include: liberal and libertarian conceptions of individual freedom, the relation between individual and political freedom, populist and constitutionalist conceptions of collective freedom; freedom as non-domination and the problem of structural domination; dimensions and theories of autonomy: moral, social, and political; alienation and disciplinary power.
Learning Outcomes
1. Students will be familiar with the standard theoretical analyses of the nature of freedom, i.e. negative liberty, autonomy and non-domination. 2. Students will be familiar with the historical development of different currents of thought about freedom in the modern era. 3. Students will be familiar with debates about interpersonal and structural accounts of domination, alienation and oppression. 4. Students will be familiar with debates about the different dimensions of freedom: personal, social, and political and their relations to one another.
Skills
Intellectual skills * Managing & Prioritizing Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner. * Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments. * Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field. Professional and career development skills * Communication Skills: ability to communicate clearly with others, both orally and in writing. * Teamwork: ability to work with others in a team, negotiate conflicts and recognize different ways of learning. * Self-Reflexivity: ability to reflect on one’s own progress and identify and act upon one’s own development needs with respect to life-long learning and career development. * Time Management: ability to negotiate diverse and competing pressures; cope with stress; and achieve a work / life balance. Organizational skills * Efficient and effective work practice: demonstrate ability to work efficiently to deadlines. * Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information. * Organisation and communication: demonstrate ability to use evidence to develop logical and clear arguments; show aptitude for the effective use of information in a direct and appropriate way. * Enterprising thinking: Demonstrate ability to think and argue in novel and enterprising ways, to display originality of thought and argument and the ability to clearly support arguments in innovative ways.
This module examines the problem of social injustice in contemporary, plural societies. The first half of the module explores some of the main philosophical assessments of social injustice. Students will first be introduced to key critiques of liberal theory as a response to the structural disadvantages associated with difference (including race, gender, sexual-orientation, religion, and class, among others). Here, liberal policy approaches to difference (including toleration, uniform treatment, and non-discrimination), will be critiqued alongside liberal modes of justification for their failure to deal appropriately with the disadvantages suffered by affected groups.
The second half of the module discusses the practical implications of both social injustice and its potential solutions. Precise topics vary year-on-year, but may include discussion of some of the following questions: Is unfettered freedom of speech a necessary feature of or a hindrance in the fight for social equality? What role does historical injustice play in the ongoing oppression of marginalised groups? Is the recognition of difference the appropriate response to cultural domination? How has social media changed the shape of social justice movements? Is civil disobedience a legitimate response to injustice, and must it always be ‘civil’ in nature?
Learning Outcomes
On completion of this module students:
• Should demonstrate a critical understanding of key debates about social injustice.
• Should be able to explain some of the central critiques of liberal theory as a way of dealing with structural oppression.
• Should be familiar with debates surrounding the role of historical injustice as it pertains to ongoing marginalisation.
• Should have a critical understanding of the changing nature of social justice movements.
Skills
Intellectual skills
• Managing & Prioritizing Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner.
• Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments.
• Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field.
Professional and career development skills
• Communication Skills: ability to communicate clearly with others, both orally and in writing.
• Teamwork: ability to work with others in a team, negotiate conflicts and recognize different ways of learning.
• Diversity: ability to acknowledge and be sensitive to the range of cultural differences present in the learning environment.
• Self-Reflexivity: ability to reflect on one’s own progress and identify and act upon one’s own development needs with respect to life-long learning and career development.
• Time Management: ability to negotiate diverse and competing pressures; cope with stress; and achieve a work / life balance.
Organizational skills
• Efficient and effective work practice: demonstrate ability to work efficiently to deadlines.
• Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information.
• Organisation and communication: demonstrate ability to use evidence to develop logical and clear arguments; show aptitude for the effective use of information in a direct and appropriate way.
• Enterprising thinking: Demonstrate ability to think and argue in novel and enterprising ways, to display originality of thought and argument and the ability to clearly support arguments in innovative ways.
Normally a 2.2 Honours degree (minimum 53%) or above, or equivalent qualification acceptable to the University in a Social Sciences, Humanities or Arts subject or a 2.2 Honours degree (minimum 53%) or above, or equivalent qualification acceptable to the University in any subject with relevant professional experience.
The University's Recognition of Prior Learning Policy provides guidance on the assessment of experiential learning (RPEL). For more information, please visit http://go.qub.ac.uk/RPLpolicy
Applicants are advised to apply as early as possible and ideally no later than 16th August 2024 for courses which commence in late September. In the event that any programme receives a high number of applications, the University reserves the right to close the application portal. Notifications to this effect will appear on the Direct Application Portal against the programme application page.
International Students
Our country/region pages include information on entry requirements, tuition fees, scholarships, student profiles, upcoming events and contacts for your country/region. Use the dropdown list below for specific information for your country/region.
English Language Requirements
Evidence of an IELTS* score of 6.5, with not less than 5.5 in any component, or an equivalent qualification acceptable to the University is required (*taken within the last 2 years).
International students wishing to apply to Queen's University Belfast (and for whom English is not their first language), must be able to demonstrate their proficiency in English in order to benefit fully from their course of study or research. Non-EEA nationals must also satisfy UK Visas and Immigration (UKVI) immigration requirements for English language for visa purposes.
International students wishing to apply to Queen's University Belfast (and for whom English is not their first language), must be able to demonstrate their proficiency in English in order to benefit fully from their course of study or research. Non-EEA nationals must also satisfy UK Visas and Immigration (UKVI) immigration requirements for English language for visa purposes.
If you need to improve your English language skills before you enter this degree programme, INTO Queen's University Belfast offers a range of English language courses. These intensive and flexible courses are designed to improve your English ability for admission to this degree.
Academic English: an intensive English language and study skills course for successful university study at degree level
Pre-sessional English: a short intensive academic English course for students starting a degree programme at Queen's University Belfast and who need to improve their English.
We anticipate that the Postgraduate Diploma programme is a perfect course to prepare students for MA entry. The applied and engaged philosophy emphasis is attractive to students with interests in social justice and policy careers, as well as those interested in academic and academic-related careers.
The programme will assist students in gaining wider skills which will be vital in their future careers, including:
• Excellent training in critical thinking, critical reading, critical writing
• Research and publication skills
• Understanding and responding to equality, diversity, and inclusion issues in applied contexts
• Project management: planning and executing components of a long-term project
Graduate Plus/Future Ready Award for extra-curricular skills
In addition to your degree programme, at Queen's you can have the opportunity to gain wider life, academic and employability skills. For example, placements, voluntary work, clubs, societies, sports and lots more. So not only do you graduate with a degree recognised from a world leading university, you'll have practical national and international experience plus a wider exposure to life overall. We call this Graduate Plus/Future Ready Award. It's what makes studying at Queen's University Belfast special.
1EU citizens in the EU Settlement Scheme, with settled status, will be charged the NI or GB tuition fee based on where they are ordinarily resident. Students who are ROI nationals resident in GB will be charged the GB fee.
2 EU students who are ROI nationals resident in ROI are eligible for NI tuition fees.
3 EU Other students (excludes Republic of Ireland nationals living in GB, NI or ROI) are charged tuition fees in line with international fees.
All tuition fees quoted relate to a single year of study unless stated otherwise. Tuition fees will be subject to an annual inflationary increase, unless explicitly stated otherwise.
Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.
Students can borrow books and access online learning resources from any Queen's library. If students wish to purchase recommended texts, rather than borrow them from the University Library, prices per text can range from £30 to £100. Students should also budget between £30 to £75 per year for photocopying, memory sticks and printing charges.
Students undertaking a period of work placement or study abroad, as either a compulsory or optional part of their programme, should be aware that they will have to fund additional travel and living costs.
If a programme includes a major project or dissertation, there may be costs associated with transport, accommodation and/or materials. The amount will depend on the project chosen. There may also be additional costs for printing and binding.
Students may wish to consider purchasing an electronic device; costs will vary depending on the specification of the model chosen.
There are also additional charges for graduation ceremonies, examination resits and library fines.
How do I fund my study?
The Department for the Economy will provide a tuition fee loan of up to £6,500 per NI / EU student for postgraduate study. Tuition fee loan information.
A postgraduate loans system in the UK offers government-backed student loans of up to £11,836 for taught and research Masters courses in all subject areas (excluding Initial Teacher Education/PGCE, where undergraduate student finance is available). Criteria, eligibility, repayment and application information are available on the UK government website.