Paper 13. Christian Moral Reasoning
Candidates will be expected to elucidate and assess themes in the Christian tradition of ethical teaching and their contribution to contemporary moral and social debates. The paper will consist of four sections: (a) Christian Moral Concepts; (b) Government and its tasks; (c) Medical Ethics; (d) Sexual Ethics. Candidates will be required to answer three or four questions, of which at least one question must be answered from section (a), and at least one from another section.
(a) Christian Moral Concepts
The major moral concepts in Christian thought, such as: love, natural and revealed law, the supreme good, conscience, virtues, sin, justification, and grace; and contribution to contemporary discussions. Candidates may treat questions on these subjects primarily with reference to their sources in the Bible, if they so wish.
(b) Government and its Tasks
Theological interpretations of: justice, law and authority; forms of government, local, national and international; government, society and the church; the coercive use of force in punishment and war; responsibilities for education, employment, economy and environment.
(c) Medical Ethics
Such topics as: the doctor-patient relationship and its social context; planned parenthood, contraception, and abortion in both personal and social contexts; artificial reproduction, genetic manipulation; experimentation on humans; organ transplantation; priorities in treatment and research; the prolongation of life, terminal care, and the ending of life.
(d) Sexual Ethics
Such topics as celibacy, the goods of marriage, the sacramentality of marriage, divorce, polygamy, homosexuality, the sexual sins, the social differentiation of the sexes, the connection of body and soul in sexual contexts, erotic affection.
Aims: The aim of the Christian Moral Reasoning paper is to develop in students a capacity for moral reasoning, either from within, or from some other position in relation to, the Christian moral tradition.
Objectives:
That on completion students will be able:
(a) to mount reasonable and well-argued moral discussions, taking into consideration significant differences of opinion within contemporary debate and advancing well-reasoned arguments for their own positions, where they wish to adopt them.
(b) to deploy and evaluate in a comprehending way some of the primary general concepts and categories within which the Christian tradition of thought has organised its moral discussion.
(c) to evaluate in a well-informed way the legacy of the Christian tradition of thought to one special topic of moral questioning.
(d) They will have acquired an elementary acquaintance with some texts (biblical and other), traditional Christian practices and contemporary reflections that will help in the achievement of the first three objectives.
Lectures: 28 given in Michaelmas, Hilary and Trinity Terms:
'Christian Ethics' (8) Michaelmas Term
'Medical Ethics' (4) Hilary Term (forming a unit with the classes)
'Marriage, Sex and the Family' (8) Hilary Term
'Introduction to Christian Moral Reasoning' (8) Trinity Term (for 2004 candidates)
An introductory series of lectures to provide sufficient background knowledge is given in Trinity Term. In Michaelmas Term a series of lectures explores some moral concepts relevant to the 'Christian Moral Concepts' section. These are important, since the aim of the tutorials devoted to this section is not to duplicate them but to develop the student's skill in presenting arguments as his or her own.
Classes:
'Political Ethics' (8) Hilary Term
'Medical Ethics' (4) Hilary Term (forming a unit with the lectures)
Number of tutorials: 8
Assessment is by one 3 hour written examination in which three or four questions are to be attempted. All candidates are required to answer at least one question from the section Christian Moral Concepts, and at least one from one other of the three sections, Government and its Tasks, Medical Ethics, and Sexual Ethics. In assessing the candidates' success, examiners will look for a capacity to make a judicious selection of material (biblical, traditional and contemporary) and use it in well-reasoned and carefully-argued discussion, rather than for encyclopaedic attempts to amass information in quantity.
Information from Handbook for Students 2004
 |
 |
 |
 |
 |
 |
 |