A2 RS Handbook

Student Handbook
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A RECAP Why keep studying Philosophy and ethics?

At its simplest, ethics is a system of moral principles. They affect how people make
decisions and lead their lives. Ethics, therefore, is concerned with what is good for
individuals and society and is also described as moral philosophy. The term is derived from
the Greek word ethos which can mean custom, habit, character or disposition.
Ethics covers the following dilemmas:
how to live a good life
our rights and responsibilities
the language of right and wrong
moral decisions - what is good and bad?
Our concepts of ethics have been derived from religions, philosophies and cultures. They
infuse debates on topics like abortion, human rights and professional conduct.
Approaches to ethics
Philosophers nowadays tend to divide ethical theories into three areas: metaethics,
normative ethics and applied ethics.
Meta-ethics deals with the nature of moral judgement. It looks at the origins and
meaning of ethical principles.
Normative ethics is concerned with the content of moral judgements and the
criteria for what is right or wrong.
Applied ethics looks at controversial topics like war, animal rights and capital
punishment.
What use is ethics?

If ethical theories are to be useful in practice, they need to affect the way human beings
behave. Some philosophers think that ethics does do this. They argue that if a person
realises that it would be morally good to do something then it would be irrational for that
person not to do it.
But human beings often behave irrationally - they follow their 'gut instinct' even when their
head suggests a different course of action. However, ethics does provide good tools for
thinking about moral issues.
Ethics can provide a moral map

Most moral issues get us pretty worked up - think of abortion and euthanasia for starters.
Because these are such emotional issues we often let our hearts do the arguing while our
brains just go with the flow.
But there's another way of tackling these issues, and that's where philosophers can come in
- they offer us ethical rules and principles that enable us to take a cooler view of moral
problems. So ethics provides us with a moral map, a framework that we can use to find our
way through difficult issues.
Ethics can pinpoint a disagreement

Using the framework of ethics, two people who are arguing a moral issue can often find that
what they disagree about is just one particular part of the issue, and that they broadly agree
on everything else. That can take a lot of heat out of the argument, and sometimes even hint
at a way for them to resolve their problem. But sometimes ethics doesn't provide people with
the sort of help that they really want.
Ethics doesn't give right answers

Ethics doesn't always show the right answer to moral problems. Indeed more and more
people think that for many ethical issues there isn't a single right answer - just a set of
principles that can be applied to particular cases to give those involved some clear choices.
Some philosophers go further and say that all ethics can do is eliminate confusion and clarify
the issues. After that it's up to each individual to come to their own conclusions.
Ethics can give several answers

Many people want there to be a single right answer to ethical questions. They find moral
ambiguity hard to live with because they genuinely want to do the 'right' thing, and even if
they can't work out what that right thing is, they like the idea that 'somewhere' there is one
right answer. But often there isn't one right answer - there may be several right answers, or
just some least worst answers - and the individual must choose between them. For others
moral ambiguity is difficult because it forces them to take responsibility for their own choices
and actions, rather than falling back on convenient rules and customs.
Is RS Philosophy & Ethics any use beyond A levels?

Most universities offer RS based subjects as a degree option. Also, many universities
offer ethical sub-topics as degree options too. These include:
Religious Studies
Comparative Religion
Philosophy
Humanities
Theology
Anthropology
Social Science
Comparative Politics
Medicine (as long as the others are science based)
RS is also a good A level for students considering studying history, English literature or
any humanity of social science based studies at university.
Many occupations involve working with different groups within society and Sociology may
help your career choices. For example, these could include:
Academia
Politics
Non-profit organisation
Medicine
Scientific research
Police
Teaching
Journalism
A2 Year Overview
(Specific content is on the next page)
Autumn Term First Half
Virtue ethics (Mr Cahill)

Free will and determinism (Mr. Jones)
Autumn Term Second Half
Finish the above

Start Science and technology (Mr. Cahill)
Start Religious views on sexual relationships (Mr. Jones)
Spring Term First Half
Finish the above

Start ways of making moral decisions (Mr. Jones and Mr. Cahill)
Spring Term Second Half
Continue with the above

Exam Preparation
A2 - Subject content
A2 Paper 1 (1 hour 30 mins)
Four topics are identified for study and there will be one question based on each
topic. Candidates must answer two questions. Understanding of any one topic may
be informed by a study of the others, and, where relevant, candidates may draw on
material from more than one topic in their answer to any question set. To study less
than the full Specification content may disadvantage a candidates synoptic grasp of
the material for study.
Where appropriate, answers should show awareness that there are differing views
on the topics and issues studied. AO1 questions will be set on the content listed
below. AO2 questions will be focused on the issues surrounding the interpretation of
the material studied or on the issues arising from that material below.
1.Libertarianism, free will and determinism
Free will: question of genetics and environment; free will curtailed by volition;
contracting into societies; conflict of free wills
Libertarianism: the personality and the moral self; the conscience; the causally
undetermined choice
Determinism: the principle of causality; hard determinism and soft determinism;
internal and external causation
A religious perspective on libertarianism and determinism
Issues arising
How free are human actions and choices?
Is it the case that, unless you are in complete isolation, you can never have true
libertarianism?
Does libertarianism require no influences to be truly free?
If we are not free, can we be held responsible for our actions?
Strengths and weaknesses of libertarianism, free will and determinism for making
ethical choices
2. Virtue Ethics
Aristotles view: happiness (eudaimonia), moral and intellectual virtues, cardinal
virtues and capital vices
Modern Virtue Ethics: MacIntyre and Foot
The application of Virtue Ethics to one issue of the candidates choice apart from
issues in science and technology
Issues arising
Strengths and weaknesses of Virtue Ethics as an ethical system
Is Virtue Ethics really different from deontological and teleological systems?
The significance of a particular view of human nature for Virtue Ethics
How compatible is Virtue Ethics with a religious approach to ethics?
3. Religious views on sexual behaviour and human relationships

Candidates will be expected to have studied the teachings of one of the six major
world religions, but, where appropriate, may refer to more than one religion in their
answers. Candidates should note that views should focus upon:
Scripture-based ideas which are rooted in text
Institutional-based ideas which have been developed by a particular religious
institution
Individual-based ideas which will have been developed from individual conscience
or interpretation of scripture/institutional-based ideas
Sexual behaviour outside marriage, including pleasure and procreation
Views on marriage as a sacred event or secular monogamy, polygamy, polyandry,
adultery
Human relationships, respect and responsibility for others, the abuse of power
Concept of love (different styles: brotherly, physical, Christian agap), family and
children
Issues arising
Because religious teaching is rooted in history, is it ever relevant to people today?
Whether sexual behaviour is a matter that religion should concern itself with
Is modern society setting its own codes of behaviour, and is religion simply trying to
adapt to them?
4.Science and technology
Experimentation (animals and humans) and the role of ethics in decision-making
Inventions and the role of ethics in the control of their use (e.g.nuclear inventions)
Scientific and technological advances and decisions about who benefits
Human rights and the conflict with the use of technology, e.g. surveillance, data
storage, cyber crime
A religious perspective on these issues in science and technology
Issues arising
Should science be controlled by ethics, and, if so, which ethical system?
Is it better for ethics to be reactive to respond to new scientific ideas?
Can a scientific discovery be undiscovered?
How far should society allow religion to control scientific and technological
development?
A2 Paper 2 (1 hour 30 mins)

Topic 4 Ways of making moral decisions
Both from scripture and from religious institutions. Religious teaching and guidance
about behaviour and how to determine good and bad, right and wrong. The use of
religious conscience for allowing an individual to determine how to make decisions.
The role of religious tradition in determining behaviour.
The application of religious ethical teaching and systems to one of the topics below,
either A or B.
Ethical systems, both deontological

and teleological, and how these can be
used to assist people in making moral decisions; consideration of which style might
be more suitable or have fewer weaknesses. Consideration of hybrid styles of ethical
systems and whether these are more suitable for moral decision-making in 21st
century societies.
The application of ethical systems to one of topics A or B, below.
Candidates should study one of the topics (A or B) below to support their answers:
A. Medical research and medical developments
The use of embryos, human cells, medical trials on humans. The use of animals for
medical research. Brain death, life support systems, limitation of the availability of
drugs / medical services for people.
B. Business practice and economics
Moral management of national economies (macro). The moral management of
individual companies (micro), ethical investment. The developed economies versus
the third world developing economies. Approaches to emerging economies, including
China and India.
Aims of Assessment
This Specification is designed to encourage you to:
develop their interest in and enthusiasm for a rigorous study of religion and
relate it to the wider world;
treat the subject as an academic discipline by developing knowledge,
understanding and skills appropriate to a specialist study of religion;
adopt an enquiring, critical and reflective approach to the study of religion;
reflect on and develop their own values, opinions and attitudes in the light of
their learning.
Assessment Objectives (A01 and A02)

You will be required to meet the following Assessment Objectives.
AO1 Select and demonstrate clearly relevant knowledge and understanding through
the use of evidence, examples and correct language and terminology appropriate to
the course of study. In addition, for synoptic assessment, A Level candidates should
demonstrate knowledge and understanding of the connections between different
elements of their course of study.
AO2 Critically evaluate and justify a point of view through the use of evidence and
reasoned argument. In addition, for synoptic assessment, A Level candidates should
relate elements of their course of study to their broader context and to aspects of
human experience.
Quality of Written Communication (QWC)
In GCE specifications which require candidates to produce written material in

English, candidates must:
ensure that text is legible and that spelling, punctuation and grammar are
accurate so that meaning is clear;
select and use a form and style of writing appropriate to purpose and to
complex subject matter;
organise information clearly and coherently, using specialist vocabulary when
appropriate.
In this Specification, QWC will be assessed in all questions and in all units.
Recommended
Books
Bowie, R. (2008) AQA Religious Studies A2 (Cheltenham: Nelson Thornes)
Oliphant, J. (2008) AQA Religious Ethics for AS and A2 (London: Routledge)
Vardy, P. (1999) The Puzzle of Ethics (London: Fount)
There are various A2 study guides, but ensure you buy the correct ones. You are
studying AQA Religious Ethics (unirs 1 & 2 RSS01 and RS002).

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Student Handbook

A RECAP Why keep studying Philosophy and ethics?

how to live a good life

our rights and responsibilities

the language of right and wrong

moral decisions - what is good and bad?

What use is ethics?

Ethics can provide a moral map

Ethics can pinpoint a disagreement

Ethics doesn't give right answers

Ethics can give several answers

Is RS Philosophy & Ethics any use beyond A levels?

Autumn Term First Half

Virtue ethics (Mr Cahill)

Autumn Term Second Half

Finish the above

Spring Term First Half

Finish the above

Spring Term Second Half

Continue with the above

3. Religious views on sexual behaviour and human relationships

A2 Paper 2 (1 hour 30 mins)

Ethical systems, both deontological

Assessment Objectives (A01 and A02)

In GCE specifications which require candidates to produce written material in

Bowie, R. (2008) AQA Religious Studies A2 (Cheltenham: Nelson Thornes)

Oliphant, J. (2008) AQA Religious Ethics for AS and A2 (London: Routledge)

Vardy, P. (1999) The Puzzle of Ethics (London: Fount)

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