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On successful completion of the module, students will be able to:
Distinguish between the major theoretical perspectives on justice and injustice and their basic assumptions and worldviews.
Critically assess rival perspectives on justice and injustice for their value in the analysis of specific problems of international politics.
Critically appraise the ethical and political positions of the thinkers discussed in this module.
Evaluate the limitations of academic/theoretical knowledge in the assessment of particular case studies.
Present research findings in a clear and organised manner.
In this module, students will explore the problems with justice and the response to injustice. Are justice and injustice concepts that can be simply scaled up (and down) from individual to national and on to international levels? Is responsibility a personal or a corporate quality? Should 'we' be held responsible for past injustices? What is 'our' responsibility to the 'developing nations'? The module will be organised around problem-based learning and, through case studies, concepts of distributive, reparative and punitive justice will be outlined, compared, and contrasted.
The case studies offered will be accompanied by relevant material from contemporary political theories (texts, passages, summaries) outlining the broad philosophical terms, categories, perspectives, and positions. These philosophical materials (listed below as 'core texts' will be chosen to frame and develop the applied analysis and to offer contrasting means of analysis.
The case studies presented will be selected to highlight the difficulties in assigning blame and responsibility as well as responding appropriately to injustice. These case studies will be accompanied by selections from and summaries of popular resources that offer commentary on relevant issues. These are listed below as the 'recommended texts'.
Seminars/workshops will be the principal modes of delivery and active learning is promoted through engagement with case studies as the principal means of identifying themes, issues and readings to be followed up. Learning will be supported by material and resources placed on Moodle in advance of each session, and by 'directed activities': preparation and reading before each seminar as directed by the tutors. The focus of the classes will be on student-led discussion and debate, and the discussions of pre-structured case studies and debates will drive the engagement with the key texts and contemporary criticism.
Learning and teaching method
Seminars/workshops
Hours: 30
Intended Group Size: 50
Guided independent study
Hours: 170
Further details relating to assessment
The assessment structure of a group presentation followed by individual reports reflects that of PTC 4052 Classical Political Theory. But here the present application is expected to drive the students' inquiry into theories and debates, rather than vice-versa.
Assessment 1 - The group presentation will require students to analyse a case study in the light of theories they have selected from the recommended list. The purpose of the assessment task is to identify, explore and evaluate the philosophical frameworks that prevent simple resolution of the topic. It will be made clear that complexity and rigour is to be preferred over simply declaring a winner. Students will also be expected to evaluate the wider or onward implications of the debate. Support and ongoing guidance will be provided in the workshops for developing this presentation aspect.
Assessment 2 - The case study report will have the same expectations as the previous assessment, but a greater level of philosophical research and evaluation is expected. Students will be supported in adapting the 'report' format creatively in order to foreground the nature of their main arguments. Support and ongoing guidance will be provided in the workshops for developing this presentation aspect.
Module Coordinator - Nathan Uglow
Level - 5
Credit Value - 20
Pre-Requisites - NONE
Semester(s) Offered -
