Ethics of Global Poverty

Module overview

Ethics of Global Poverty examines the duties of affluent people towards those living in poverty around the world. Among the questions we will examine are: What obligations do we have to help strangers in need? What bases might such obligations have? Are some charitable causes better than others? Do we have an obligation to donate to the most effective charities, or do we have discretion in our charitable giving? How do we determine the limits of obligations of beneficence? How demanding can such obligations be? Do the major moral theories converge on answers to these questions?

Aims and Objectives

Learning Outcomes

Knowledge and Understanding

Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:

some of the basic concepts used in philosophical debates concerning global poverty.
how to relate the issues explored in this module to those in other modules (e.g. Ethics, Applied Ethics).
how to apply this understanding in addressing philosophical questions concerning global poverty.
problems, positions and arguments that play a key role in ethical debates about global poverty.

Transferable and Generic Skills

Having successfully completed this module you will be able to:

express views clearly and concisely.
undertake independent work, including identifying and using appropriate resources.
work effectively to deadlines.
contribute to discussion in a critical but dispassionate way.
take notes from talks and written materials.

Cognitive Skills

Having successfully completed this module you will be able to:

present ideas in writing, clearly and carefully.
interpret, synthesise and criticise complex texts and positions.
debate and criticise ideas and arguments in an even-handed fashion.
articulate and defend your own views regarding the issues the module concerns.

Learning and Teaching

Teaching and learning methods

Teaching methods include •Lectures •In-class discussion •One-on-one consultation with module co-ordinator Learning activities include •Attending classes •Contribution to class discussion •Doing independent research for and writing assessed work

Study time
Type	Hours
Preparation for scheduled sessions	24
Revision	23
Completion of assessment task	22
Lecture	33
Wider reading or practice	24
Follow-up work	24
Total study time	150

Resources & Reading list

Journal Articles

Peter Singer (1972). Famine, Affluence and Morality’. Philosophy and Public Affairs, 1 (3), pp. 229-243.

Richard W. Miller (2004). Beneficence, Duty and Distance’. Philosophy and Public Affairs, 32 (4), pp. 357-383.

Textbooks

Judith Lichtenberg (2014). Distant Strangers: Ethics, Psychology and Global Poverty. Cambridge.

William MacAskill (2015). Doing Good Better: How Effective Altruism Can Help You Make a Difference. Avery.

Thomas Pogge (2002). World Poverty and Human Rights. Polity.

Assessment

Formative

This is how we’ll give you feedback as you are learning. It is not a formal test or exam.

Essay proposal

Assessment Type: Formative
Feedback: Students will receive written feedback on the draft essay. Students have the opportunity to receive further feedback from the module co-ordinator on any aspect of their performance during office hours or by appointment.
Final Assessment: No
Group Work: No
Percentage contribution: 100%

Summative

This is how we’ll formally assess what you have learned in this module.

Breakdown
Method	Percentage contribution
Discussion board activity	25%
Essay	75%

Referral

This is how we’ll assess you if you don’t meet the criteria to pass this module.

Breakdown
Method	Percentage contribution
Timed Assignment	100%

Repeat

An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.

Breakdown
Method	Percentage contribution
Discussion board activity	25%
Essay	75%

Repeat Information

Repeat type: Internal & External