During your degree programme, you will learn about cutting-edge debates in core areas of philosophy, such as ethics, metaphysics, theory of knowledge and political philosophy, as well as studying some of the key thinkers in the history of philosophy, such as Plato, Aristotle, Descartes, Hume, Mill and Marx. You will also develop your skills in reasoning and argumentation by studying formal logic and critical thinking.
Philosophy was ranked joint 1st in the UK for Research Intensity (Complete University Guide 2021).
Philosophy highlights
Global Opportunities
Students have the opportunity to spend part of the course studying in other European universities, through our Erasmus programme, and also in the USA.
Internationally Renowned Experts
Queen’s philosophy department has particular strengths in analytic philosophy. Our faculty work on cutting edge topics in applied ethics and political philosophy. We also have an international reputation for our research in the philosophy of religion, epistemology, and the philosophy of science.
Student Experience
There is an active student-run Philosophy Society and the School is also the home of the Belfast branch of the Royal Institute of Philosophy, which organises regular talks and seminars by distinguished visiting philosophers.
Further Study Opportunities
For those wishing to pursue further study after their first degree, the School provides a range of MA programmes, see the School website for further information. http://www.qub.ac.uk/happ
World Class Facilities
Queen’s is one of the top 10 most beautiful historic universities in the UK (QS World University Rankings 2022).
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
16% of the Queen’s student population are international students (Queen’s Planning Office, 2023).
Queen’s is ranked in the top 170 in the world for graduate prospects (QS Graduate Employability Rankings 2022).
Philosophy at Queen’s is a small unit, providing individualised teaching. Students receive personal attention from dedicated staff across all taught modules.
Internationally Renowned Experts
The Complete University Guide 2023 ranked Philosophy at Queen's 20th in the UK by subject.
Career Development
Queen's is ranked 14th in the UK for Graduate Prospects – Outcomes Complete University Guide 2024).
Student Testimonials
"I found it very easy to talk to the Philosophy staff and they always went out of their way to help me. They were genuinely interested in my progress and always had my best interests at heart."
Adrian Downey
"To anyone considering studying Philosophy at Queen's I would wholeheartedly recommend it. Having the opportunity to study with lecturers who are not only respected in their field but also enthusiastic about teaching, really does make for a fantastic and rewarding experience. The whole faculty has a unique atmosphere where both students and staff have a genuine passion for the subject which makes for a great university experience. If you're on the fence at all bite the bullet and go for it!"
Craig Henderson
The degree programme does not presuppose any prior training in Philosophy and can profitably be taken by those who have studied the subject at school – as well as those who have not.
Stage 1
Students will choose six modules from a range of introductory modules.
Stage 2
Students choose six modules that explore the wide range of major debates and inquiry in Philosophy, exploring questions that range from how to understand the mind, to how ‘reality’ might be understood, to key political theories about how we live as a society.
Stage 3
In the final year, students focus on particular areas of specialisation that build on their studies in years 1 and 2. Students will write a dissertation (double-weighted) and choose four modules.
HAPP Email: roger.clarke@qub.ac.uk
School Office: +44(0)28 9097 5028
Contact Teaching Hours
Small Group Teaching/Personal Tutorial
6 (hours maximum) In a typical week, you will have 3-6 hours of tutorials (or later, project supervision).
Medium Group Teaching
9 (hours maximum) In a typical week, you may have up to 9 hours of practical classes, workshops or seminars, depending on the level of study.
Large Group Teaching
6 (hours maximum) In a typical week you may have up to 6 hours of lectures, depending on the level of study.
Personal Study
10 (hours maximum) Typically 10 hours per module (30 hours per week), revising in your own time
Learning and Teaching
Introduction
E-Learning technologies
Information associated with lectures and assignments is often communicated via a Virtual Learning Environment (VLE). A range of e-learning experiences are also embedded in the degree through, for example: interactive group workshops in a flexible learning space; podcasts and interactive web-based learning activities and opportunities to contribute.
Lectures
These introduce basic information about new topics as a starting point for further self-directed private study/reading. Lectures also provide opportunities to ask questions, gain some feedback and advice on assessments (normally delivered in large groups to all year group peers).
Self-directed study
This is an important part of life as a Queen’s student when important private reading, engagement with e-learning resources, reflection on feedback to date and assignment research and preparation work is carried out.
Seminars/tutorials
Significant amounts of teaching are carried out in small groups (typically 10-20 students). These provide significant opportunity for students to engage with academic staff who have specialist knowledge of the topic, to ask questions of them and to assess your own progress and understanding with the support of peers. You should also expect to make presentations and other contributions to these groups.
Assessment
Assessment procedures are outlined below:
The way in which you are assessed will vary according to the Learning objectives of each module. Some modules are assessed solely through project work or written assignments. Others are assessed through a combination of coursework and end of semester examinations. Details of how each module is assessed are shown in the Student Handbook which is provided to all students during their first year induction.
Level 3 students can take a dissertation module (it is double weighted) which reduces their contact hours, however they are expected to have regular one-to-one meetings with supervisors, and to conduct more personal study.
Feedback
As students progress through their course at Queen’s they will receive general and specific feedback about their work from a variety of sources including lecturers, module co-ordinators, personal tutors, advisers of study and peers. University students are expected to engage with reflective practice and to use this approach to improve the quality of their work. Feedback may be provided in a variety of forms including:
Feedback provided via formal written comments and marks relating to work that you, as an individual or as part of a group, have submitted.
Face to face comment. This may include occasions when you make use of the lecturers’ advertised “office hours” to help you to address a specific query.
Placement employer comments or references (where relevant).
Online or emailed comment.
General comments or question and answer opportunities at the end of a lecture, seminar or tutorial.
Pre-submission advice regarding the standards you should aim for and common pitfalls to avoid. In some instances, this may be provided in the form of model answers or exemplars which you can review in your own time.
Feedback and outcomes from practical classes.
Comment and guidance provided by staff from specialist support services such as, Careers, Employability and Skills or the Learning Development Service.
Once you have reviewed your feedback, you will be encouraged to identify and implement further improvements to the quality of your work.
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.
An introduction to fundamental logical notions such as validity and entailment, including an examination of the nature of critical thinking in argumentation. This introduction may include some treatment of elementary issues in the philosophy of logic, but will focus primarily on elementary formal symbolic logic (especially propositional but also predicate calculus), using natural deduction techniques.
Learning Outcomes
On successful completion of this module, students will:
• Acquire at least a limited ability to practice symbolic reasoning at the most basic level together with a more discursive grasp of the basic notions of logic, and of standard examples of fallacious reasoning.
• Develop skills in analysis and communication
• Develop the ability to comprehend and some ability to formulate clear and extended arguments.
Skills
Intellectual skills
• 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 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
• Organisation and communication: demonstrate ability to use evidence to develop logical and clear argument; show aptitude for the effective use of information in a direct and appropriate way
This module aims to introduce students to the broad field of political theory and philosophy, a necessary and integral component of the study of politics generally. Taking a contemporary approach to the subject, the module stresses the vital importance of theoretical enquiry for understanding, analysing, and criticizing everyday socio-political life. Students are therefore introduced to key concepts and problems in the study of politics, including the meaning of democracy, the fraught relation between the individual and society, and the contested nature of power and political authority. In exploring these themes, students come to an appreciation of the complexities surrounding our everyday notions of democratic rule, freedom, justice, citizenship, government, and power.
Learning Outcomes
Students should acquire an understanding of a number of ways of conceptualising and analysing critically key aspects of political life. On successful completion of the module they will have demonstrated capacities for reading texts in contemporary political theory and exploring the implication of these writings for practical politics.
Skills
Analytical and conceptual skills. The ability to argue cogently in oral and written communication.
This module is an introduction to moral philosophy, requiring no prior acquaintance with the subject. The module is topic based. In the first half, we will investigate some major theories of morality – systematic accounts of what makes something morally right or wrong. In the second half, we will look at the application of these theories to some practical issues, including abortion, the treatment of animals, and our duties to those in the developing world.
Learning Outcomes
On successful completion of this module, students will be able to demonstrate knowledge of a number of theories in moral philosophy; explain the relevance of these theories to some key issues in applied ethics; converse and write with critical authority about the ideas of a number of important philosophers; demonstrate the principles of sound and effective reasoning and argument; show tolerance for different and challenging ideas.
Skills
Students should develop skills in literacy, analysis, and communication, and the ability to comprehend and develop clear and extended arguments.
An introduction to some fundamental philosophical problems arising from theories of human nature in the western philosophical tradition, and to the methods which philosophers use for solving them, including techniques of sound reasoning and argument. Topics covered will include the soul, personal identity, free will, God and evil, and life after death (among others). Reference will be made to the ideas and arguments of many important figures in the history of philosophy, including Plato, Aristotle, Aquinas, Descartes, Hume and Kant.
Learning Outcomes
Upon completion of this introduction to the nature and range of Philosophy, students will have developed a familiarity with the ideas of a number of important philosophers and a sense of the principles of sound and effective reasoning and argument.
Skills
KEY Intellectual skills, e.g., critical analysis, creative thinking, problem solving; communication skills, e.g., oral, listening and written; improvement of learning and performance; managing information. EMPLOYABILITY Research and communication skills (written and oral), independent learning (organising and prioritising ideas), critical/independent thinking. SUBJECT SPECIFIC Listening/analytical/literacy/presentation skills; textual analysis; the comprehension and formulation of extended and cogent arguments; the ability to participate in a tolerant and supportive learning environment.
This module introduces students to key texts and arguments in the early modern period of philosophy. As well as examining texts by philosophers such as Descartes, Locke, Leibniz, Berkeley, and Hume, the module also enables students to explore texts written by less commonly taught philosophers, and to examine critical engagements with early modern texts. An indicative list of topics to be covered includes: empiricism and rationalism, ideas and language, scepticism, induction, causation, free will, and capacity for reason.
Learning Outcomes
On successful completion, students will have an understanding of some of the key ideas and arguments in four of the most influential works in the history of western philosophy.
Skills
Skills in literacy, communication, organisation and presentation of extended arguments, development of critical powers, sensitivity to the significance of historically and culturally remote materials
This module focuses on a critical analysis of key texts and themes in the history of modern political thought. It has two aims. Firstly, by adopting a historical approach to the development of modern political thought we learn about the ideas that have shaped our own political thinking. We are typically unaware of the ways in which this history has shaped how we frame problems and our basic assumptions about how to respond to them. Adopting a historical perspective on modern political thought helps us to bring these unexamined assumptions into focus and allows us to think more creatively about how to respond to political problems. In learning about this history we are learning about ourselves
Secondly, the course has a practical aim. Ideas are tools for responding to problems. By learning about the different arguments of these thinkers we can acquire tools to help us think about our own political problems. Some of the ideas of these thinkers are good ones, some not so good and there is often disagreement about which is which. We can learn from the mistakes of others as much as we can learn from their positive contributions.
Learning Outcomes
On successful completion of this module, students will:
- Be familiar with the central arguments of key texts in the history of modern political thought
- Understand the main traditions of thought which have shaped contemporary political thinking
- Be equipped with the analytical skills necessary to necessary to interpret and criticize complex arguments.
Skills
The aim of the module is to provide students with the necessary analytical and interpretive tools to understand complex arguments. It will provide students with an opportunity to develop communication skills (listening, oral and written), and equip students with basic intellectual skills (particularly critical thinking and analysis). Students will also learn to present their own thoughts and arguments in a logical and coherent manner and to make points in a clear and succinct manner. These are key transferable skills.
This module engages critically with major issues in the philosophy of race through analysis of historical and contemporary texts and arguments. The module incorporates attention to social epistemological and metaphysical issues as well as to ethical and political issues, and will encourage students to appreciate the interconnections between these. The module may include discussion of the following questions: What is race? How do race, class, and gender intersect? How does colonialism affect our understanding of race? In what was does the history of racism impact on knowledge? How has race and racism affected our understanding of artworks and bodies? The precise issues covered in the module may vary from year to year, but are likely to include critical philosophy of race, metaphysics of race, epistemic injustice and race, coloniality, gender, and race, debates concerning social constructivism and biological realism, aesthetics and race, and feminist philosophy and race.
Learning Outcomes
On successful completion of the module, students will be able to:
• Demonstrate critical analysis of key debates in the philosophy of race;
• Apply relevant philosophical theories to analysis of key issues in the
philosophy of race;
• Demonstrate critical understanding of diverse accounts of race within
philosophy and society.
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.
This will be an exploration of fundamental philosophical issues raised by the practice of science. It will cover issues in scientific methodology, scientific knowledge, the language of science, the relation between scientific theories and reality, the rationality of science and progress and the relation between science and society.
Learning Outcomes
On successful completion of this module, students will at least be able to
• demonstrate an understanding of the ‘demarcation’ problem between science and non-science
• articulate various versions of the problem of induction, as well its consequences for the justification of scientific claims
• demonstrate familiarity with differing accounts of scientific methodology, including inductivism and falsificationism
• confidently discuss and evaluate issues to do with observation, observables, and the theory-ladenness of observation
• demonstrate familiarity with the realism/antirealism debates in the philosophy of science
Skills
Intellectual skills
• Managing & Prioritising 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
• Self-Reflexivity: ability to reflect on one’s own progress and identify and act upon ones own development needs
Organizational skills
• Efficient and effective work practice: demonstrate ability to work efficiently to deadlines
• 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
Problems in contemporary analytical epistemology and metaphysics. Epistemology topics covered will include scepticism, analysis of knowledge, internalism/externalism, and sources of justification; metaphysics topics will include identity, necessity, universals, and particulars.
Learning Outcomes
Students should be able to demonstrate an understanding of current theories of knowledge.
Skills
Students should be able to identify, formulate and appreciate the key points in an argument as presented in lecture or reading; and to develop cogency in written expression.
This module explores both the status and content of morality. Drawing on historical and contemporary sources, it addresses a broad range of metaethical and normative questions, including: can morality be objective? Are moral judgments based on feeling? Are there any reasons to be moral? Is moral truth relative to particular cultures or societies? What makes right acts right? Does the end justify the means? Are there any absolute restrictions on human conduct? Is happiness all that matters? Do animals have rights?
Learning Outcomes
Students should be able to give a brief history of ethical theory from ancient times together with a more detailed discussion of some twentieth century moral philosophers who have been most influential in modern thought about ethics.
Skills
An understanding of the nature of practical reasoning. Learning to discuss rationally and dispassionately moral views which one may find personally abhorrent.
The student will investigate and write a dissertation of 8-10,000 words on a suitable philosophical topic agreed between the student, the co-ordinator and a designated supervisor.
Learning Outcomes
By the end of the dissertation, studetns will be able to:
a) Develop a sustained argument, test a hypothesis, and/or write a reasoned philosophical analysis;
b) Carry out research including finding appropriate sources for the topic in question;
c) review appropriate approaches for the topic.
Skills
Students participate in a wokshop prior to registering for the dissertation, which focuses on how to formulate a dissertation question, how to research the dissertation, and how to organise and write the dissertation. A further workshop is held at the start of the second semester. Students work closely with an individual supervisor throughout the research, drafting and writing of their dissertation. The skills requires for ongoing research and writing of a dissertation are acquired and monitored through liason with her or his supervisor.
This module addresses aesthetics and the philosophy of art from a historical perspective. It begins by examining the invention of the discipline of aesthetics and of the notion of ‘taste’ in the eighteenth-century. It then focuses on Edmund Burke’s and Immanuel Kant’s treatment of the key aesthetic categories of beauty and the sublime. The module follows the development of aesthetic themes in post-Kantian thinking by examining Friedrich Schiller’s notion of aesthetic education, and G. W. F. Hegel’s history of art, with its claim that that history had essentially come to its end. After examining Martin Heidegger’s 20th-century attempt to think beyond Hegel’s pronouncements concerning the ‘death of art’, the module will examine some contemporary discussions in the philosophy of photography and cinema.
Learning Outcomes
On successful completion of the module students will:
• understand key concepts in aesthetics
• be able to apply aesthetic concepts to their own experience of fine art
• be able to grasp how works of fine art can be situatied in the history of art
• be able to reflect on the purposes of fine art
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 engages critically with major issues in the philosophy of technology and environmental philosophy through analysis of historical and contemporary texts and arguments. The module may include discussion of the following questions: Ought we to enhance ourselves and future generations? What is artificial intelligence, and how does it affect knowledge? How should we be responding to the climate crisis? How should humans understand their relationship with nature? In what ways does climate justice intersect with refugee justice? How can we best address epistemic issues involved in understanding climate change? The module incorporates attention to epistemological and metaphysical issues as well as to ethical and political issues, and will encourage students to appreciate the interconnections between these. The precise issues covered in the module may vary from year to year, but are likely to include philosophy of enhancement, artificial intelligence, algorithm bias, digital privacy and surveillance, land and urban philosophy, animal philosophy, the global climate crisis, climate justice and refugee justice.
Learning Outcomes
On successful completion of the module, students will be able to: * Demonstrate critical analysis of key debates in the philosophy of technology and in environmental philosophy; * Apply relevant philosophical theories and case information in discussing and responding to contemporary practical technological and environmental issues; * Demonstrate critical understanding of diverse accounts of technology and environment within philosophy and society.
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.
This module examines problems in contemporary normative political philosophy. Topics may vary from year to year, but will typically include questions about the interpretation of values such as freedom, equality, and welfare, principles of distributive justice, equal respect and social recognition, pluralism, toleration, and democracy.
Learning Outcomes
On successful completion of this module, students will:
-be in a position to think critically about the normative aspects of social and political life,
-understand and be able to construct normative arguments about moral and political problems
Skills
The aim of the module is to provide students with the necessary analytical and interpretive tools to understand complex arguments. It will provide students with an opportunity to develop communication skills (listening, oral and written), and equip students with basic intellectual skills (particularly critical thinking and analysis). Students will also learn to present their own thoughts and arguments in a logical and coherent manner and to make points in a clear and succinct manner. Students will learn to identify particular tasks and what is required to complete them.
This module introduces students to the principles and practice of philosophy for children. At the beginning of the module, students undertake an intensive two-day training course where they consider what makes a good philosophical stimulus, how to structure a philosophy for children enquiry, and how to use their philosophical expertise to develop suitable learning resources for children. On successful completion of this training course, they will be assigned a placement in a local primary school where they will be expected to facilitate 8x1hour philosophical enquiries. As part of the module, they will also be expected to attend a number of seminars where they will consider the philosophical underpinnings of the Socratic method of enquiry that is at the heart of philosophy for children and compare it with other styles of doing philosophy.
Learning Outcomes
By the end of the course, students,
--should have an understanding of the principles and practice of philosophy for children;
--should have a critical awareness of different conceptions of philosophical enquiry;
--should be able to facilitate an effective one-hour philosophy for children enquiry with primary-age children.
Skills
This module will develop intellectual skills, including analytical thinking, managing and developing subject-specific knowledge, and critical and independent thinking.
It will also promote professional and career development skills, notably communication skills, teamwork, sensitivity to diversity issues, and time management.
In addition, it will develop organizational skills, such as the ability to meet deadlines, the ability to facilitate discussion amongst a group of people, the ability to lead discussion, the ability to innovate and think creatively within a workplace setting.
This module explores some of the major issues in contemporary applied ethics. The precise themes discussed may vary from year to year, but examples of topics which may be discussed include: the badness of death, the wrongness of killing, abortion, euthanasia, population ethics, genetic engineering, climate ethics, and intergenerational justice.
Learning Outcomes
On completion of this module, students should have an understanding of some of the main arguments in contemporary applied ethics and their relation to normative theories, such as consequentialism, deontology, and virtue ethics. They should also an appreciation of the bearing of such issues on current legal and social practice.
Skills
This module nurtures skills such as the careful reading of texts, the ability to explain and summarize the views of others, the ability to think dispassionately about issues on which one may already have preconceptions, the ability to develop (both orally and on paper) arguments of one's own, the willingness to engage in discussion with others in a tolerant and constructive manner.
A maximum of one BTEC/OCR Single Award or AQA Extended Certificate will be accepted as part of an applicant's portfolio of qualifications with a Distinction* being equated to grade A at A-Level and a Distinction being equated to a grade B at A-level.
Irish leaving certificate requirements
H3H3H3H3H3H3/H2H3H3H3H3
Access/Foundation Course
Successful completion of Access Course with an average of 70%.
International Baccalaureate Diploma
33 points overall, including 6,5,5 at Higher Level.
BTEC Level 3 Extended/National Extended Diploma
QCF BTEC Extended Diploma (180 credits at Level 3) with overall grades of D*DD
RQF BTEC National Extended Diploma (1080 GLH at Level 3) with overall grades of D*DD
Graduate
A minimum of a 2:2 Honours Degree
Note
All applicants must have GCSE English Language grade C/4 or an equivalent qualification acceptable to the University.
There are no specific Level 3 subject requirements to study Philosophy.
How we choose our students
Applications are dealt with centrally by the Admissions and Access Service rather than by individual University Schools. Once your on-line form has been processed by UCAS and forwarded to Queen's, an acknowledgement is normally sent within two weeks of its receipt at the University.
Selection is on the basis of the information provided on your UCAS form. Decisions are made on an ongoing basis and will be notified to you via UCAS.
For entry last year, applicants for this degree offering A-Level/ BTEC Level 3 qualifications must have had, or been able to achieve, a minimum of 5 GCSE passes at grade C/4 or better (to include English Language). The Selector will check that any specific entry requirements in terms of GCSE and/or A-level subjects can be fulfilled.
Offers are normally made on the basis of 3 A-levels. Two subjects at A-level plus two at AS would also be considered. The offer for repeat applicants is set in terms of 3 A-levels and may be one grade higher than that asked from first time applicants. Grades may be held from the previous year.
Applicants offering two A-levels and one BTEC Subsidiary Diploma/National Extended Certificate (or equivalent qualification), or one A-level and a BTEC Diploma/National Diploma (or equivalent qualification) will also be considered. Offers will be made in terms of the overall BTEC grade(s) awarded. Please note that a maximum of one BTEC Subsidiary Diploma/National Extended Certificate (or equivalent) will be counted as part of an applicant’s portfolio of qualifications. The normal GCSE profile will be expected.
For applicants offering Irish Leaving Certificate, please note that performance at Irish Junior Certificate is taken into account. Applicants must have a minimum of 5 IJC grades C/ Merit. The Selector also checks that any specific entry requirements in terms of Leaving Certificate subjects can be satisfied.
For applicants offering a HNC, the current requirements are successful completion of the HNC with 2 Distinctions and remainder Merits.
For those offering a Higher National Diploma, to be eligible for an offer, at least half of the units completed in the first year of the HND must be at Merit level and remainder Passes. Applicants must successfully complete the HND with 2 Distinctions and remainder Merits in all units assessed in the final year. Any consideration would be for stage 1 entry only. Some flexibility may be allowed in terms of GCSE profile.
The information provided in the personal statement section and the academic reference together with predicted grades are noted but, in the case of BA degrees, these are not the final deciding factors in whether or not a conditional offer can be made. However, they may be reconsidered in a tie break situation in August.
A-level General Studies and A-level Critical Thinking would not normally be considered as part of a three A-level offer and, although they may be excluded where an applicant is taking 4 A-level subjects, the grade achieved could be taken into account if necessary in August/September.
Applicants are not normally asked to attend for interview, though there are some exceptions and specific information is provided with the relevant subject areas.
If you are made an offer then you may be invited to a Faculty/School Open Day, which is usually held in the second semester. This will allow you the opportunity to visit the University and to find out more about the degree programme of your choice and the facilities on offer. It also gives you a flavour of the academic and social life at Queen's.
If you cannot find the information you need here, please contact the University Admissions Service (admissions@qub.ac.uk), giving full details of your qualifications and educational background.
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
An IELTS score of 6.5 with a minimum of 5.5 in each test component or an equivalent acceptable qualification, details of which are available at: http://go.qub.ac.uk/EnglishLanguageReqs
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.
International Students - Foundation and International Year One Programmes
INTO Queen's offers a range of academic and English language programmes to help prepare international students for undergraduate study at Queen's University. You will learn from experienced teachers in a dedicated international study centre on campus, and will have full access to the University's world-class facilities.
These programmes are designed for international students who do not meet the required academic and English language requirements for direct entry.
Queen‘s takes the employability of its students very seriously. Tailored careers advice and study guidance are available to all students throughout their time at Queen's.
Employment Links
The School has an active Employers‘ Forum that is used to forge links with national and international employers. Queen‘s philosophy graduates go on to 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.
Degree 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 Degree 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.
The tuition fees quoted above for NI and ROI are the 2024/25 fees and will be updated when the new fees are known. In addition, all tuition fees will be subject to an annual inflationary increase in each year of the course. Fees quoted relate to a single year of study unless explicitly stated otherwise.
Tuition fee rates are calculated based on a student’s tuition fee status and generally increase annually by inflation. How tuition fees are determined is set out in the Student Finance Framework.
Additional course costs
In Year 2 students can apply for a number of optional exchanges with institutions in the USA. The cost will vary depending on the institution and length of exchange and can range from £500 - £6,000.
Students who undertake a period of study or work abroad, are responsible for funding travel, accommodation and subsistence costs. These costs vary depending on the location and duration of the placement.
A limited amount of funding may be available to contribute towards these additional costs, if the placement takes place through a government student mobility scheme.
All Students
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?
There are different tuition fee and student financial support arrangements for students from Northern Ireland, those from England, Scotland and Wales (Great Britain), and those from the rest of the European Union.
Application for admission to full-time undergraduate and sandwich courses at the University should normally be made through the Universities and Colleges Admissions Service (UCAS). Full information can be obtained from the UCAS website at: www.ucas.com/students.
When to Apply
UCAS will start processing applications for entry in autumn 2025 from early September 2024.
The advisory closing date for the receipt of applications for entry in 2025 is still to be confirmed by UCAS but is normally in late January (18:00). This is the 'equal consideration' deadline for this course.
Applications from UK and EU (Republic of Ireland) students after this date are, in practice, considered by Queen’s for entry to this course throughout the remainder of the application cycle (30 June 2025) subject to the availability of places. If you apply for 2025 entry after this deadline, you will automatically be entered into Clearing.
Applications from International and EU (Other) students are normally considered by Queen's for entry to this course until 30 June 2025. If you apply for 2025 entry after this deadline, you will automatically be entered into Clearing.
Applicants are encouraged to apply as early as is consistent with having made a careful and considered choice of institutions and courses.
The Institution code name for Queen's is QBELF and the institution code is Q75.
Additional Information for International (non-EU) Students
Applying through UCAS
Most students make their applications through UCAS (Universities and Colleges Admissions Service) for full-time undergraduate degree programmes at Queen's. The UCAS application deadline for international students is 30 June 2025.
Applying direct
The Direct Entry Application form is to be used by international applicants who wish to apply directly, and only, to Queen's or who have been asked to provide information in advance of submitting a formal UCAS application. Find out more.
Applying through agents and partners
The University’s in-country representatives can assist you to submit a UCAS application or a direct application. Please consult the Agent List to find an agent in your country who will help you with your application to Queen’s University.
