AS Philosophy & Ethics

Course Handbook2013 to 2014

OCR AS LevelReligious Studies (H172)

OCR AS Level Religious Studies (H172)

You are studying Philosophy of Religion and Religious Ethics and will be awarded an
OCR AS Level in Religious Studies. The modules and their weightingsare:

AS: / Unit Code / Unit Title / % of AS / (% of A Level)
G571 / AS Philosophy of Religion / 50% / (25%)
G572 / AS Religious Ethics / 50% / (25%)

If you decide to study for the full A Level you will have to study the following modules at A2:

A2: / Unit Code / Unit Title / (% of A Level)
G581 / A2 Philosophy of Religion / (25%)
G582 / A2 Religious Ethics / (25%)

Grading

E / D / C / B / A / A*
Module UMS / 40 / 50 / 60 / 70 / 80 / Total of 320 with 180 from A2
AS UMS: / 80 / 100 / 120 / 140 / 160
A Level UMS:
(AS + A2) / 160 / 200 / 240 / 280 / 320
A Level UCAS Tariff: / 40 / 60 / 80 / 100 / 120 / 140

Each exam is reported by OCR by its UMS – which is the percentage (%) you achieved on that paper. So if you scored 42 in AS Religious Ethics your results would state 60 UMSfor a C.

Exams and Assessment

2 Exams in Summer 2014 – There are no January exams or re-sits.

Unit G571: AS Philosophy of Religion – Tuesday,13thMay 2014 (Provisional)

You will answer 2 two-part essay questions from a choice of 4.1½ hours written paper; 70 marks.

Unit G572: AS Religious Ethics – Tuesday, 13th May 2014(Provisional)

You will answer 2 two-part essay questions from a choice of 4. 1½ hours written paper; 70 marks.

Expectations for AS Study

At AS in Philosophy and in Ethics all your teachers have the following expectations:

  1. You will arrive to every lesson with all textbooks and this handbook, with pens and other notemakingequipment including linedpaper.
  2. You will complete all homework set on time and with adequate levels of effort. If you are unable to meet a deadline you must contact the appropriate teacherat least 24 hoursbefore the deadline by e-mail and request an extension – the teacher is under no obligation to grant an extension.Any extension is at the total discretion of the teacher.
  3. All essays set for homework will be handed in with a detailed essay plan.
  4. If you miss any lessons, for whatever reason, it is your responsibility to catchup by reading the textbook, using the Portal and getting copies of class-notes and hand-outs from classmates, before the next lesson.
  5. You will keep the checklists up-to-date and will make full use of any interventions and help clinics provided.

Grade Descriptions and Assessment Objectives

Percentage Weighting of Assessment Objectives:

AO1 / AO2
G571: AS Philosophy of Religion / 70% / 30%
G572: AS Religious Ethics / 70% / 30%

GRADE A

Candidates select and demonstrateclearlyrelevantknowledge and understanding through the useofevidence, examples and correctlanguage and terminology appropriate to the topics and course of study.

Part A (Assessment Objective 1 / AO1)

Candidates selectaccurate and relevantmaterial. They explainclearlyrelevantfeatures or keyideas, supported by examples or sourcesofevidence. They useaccurately a rangeoftechnicallanguage and terminology. They showevidence of beingfamiliar with issuesraised by relevantscholars, and a variety of views, where appropriate.

Part B (Assessment Objective 2 / AO2)

Candidates criticallyevaluate and justifya point of view through the useofevidence and reasonedargument. They construct coherent and well-organisedargument supported by examples or sourcesofevidence. Identifystrengths and weaknesses of the argument and use accurate and fluentexpression.

GRADE C

Candidates demonstraterelevantknowledge and understanding through useofevidence, examples and some use ofcorrectlanguage and terminology.

Part A (Assessment Objective 1 / AO1)

Candidates selectsome accurate and relevantmaterial. They explainsomerelevantfeatures or keyideas, supported by examples or sourcesofevidence. They usemostlyaccurate a technicallanguage and terminology. They showevidence of a variety of views, where appropriate.

Part B (Assessment Objective 2 / AO2)

Candidates demonstrateorganisation and coherence. They offer answers that are evaluative, using argument and justification. However, elements of their responses will be descriptive. They use language that has someprecision. They will use evidence and reasonedargument, and will identifystrengths and weaknesses.

GRADE E

Candidates demonstratelimitedknowledge and understanding through lackofevidence, examples and limited use ofcorrectlanguage and terminology.

Part A (Assessment Objective 1 / AO1)

Candidates selectlimitedbutrelevantmaterial. They show basicunderstanding of relevantfeatures or keyideas, supported by occasionalexamples or sourcesofevidence.

Part B (Assessment Objective 2 / AO2)

Candidates demonstrateminimalorganisation or limitedcoherence. They offer mainlydescriptiveanswers with littleargument, justification or evaluation. They use language that lacksprecision.

AS Philosophy and Ethics Course HandbookPage 1

AS Essay Feedback – Philosophy and Ethics

(Student to complete the form and submit with the essay. Teacher then completes the bold boxes)

Student Name: / Tutor Group:
Date Set: / Deadline
Essay Title:
Targets for this task: (Remember to include the targets from your last piece of assessed work)
1.
2.
3. / Targets met?
Yes Partly No
Yes Partly No
Yes Partly No
AO1 – Knowledge and understanding
Grade / Band / Descriptor
A 21 / 5 / 21-25 / An excellent attempt to address the question showing understanding and engagement with the material; very high level of ability to select and deployrelevantinformation, accurateuse of technicalterms.
Communication: answer is well constructed and organised
B 18 / 4 / 16-20 / A good attempt to address the question, accurateknowledge, goodunderstanding, goodselection of material, technicaltermsmostlyaccurate. Communication: generally clear and organised
C 15
D 12 / 3 / 11-15 / A satisfactoryattempt to address the question; someaccurateknowledge, evidence of appropriateunderstanding, somesuccessfulselection of material, someaccurate use of technicalterms. Communication: some clarity and organisation
E 10 / 2 / 6-10 / Focuses on the general topic rather than directly on the question; knowledgelimited but partiallyaccurate, limitedunderstanding evident through lackofexamples/evidence etc, selection often inappropriate, limiteduse of technicalterms. Communication: some clarity and organisation
1 / 1-5 / Almost completely ignores the question; littlerelevantmaterial, some concepts inaccurate, shows littleknowledge of technicalterms. Communication: often unclear or disorganised
AO2 – Analysis, evaluation and application
Grade / Band / Descriptor
5 / 9- 10 / An excellent attempt which uses a range of evidence to sustain an argument, comprehends the demands of the question, showsunderstanding and criticalanalysis of differentviewpoints.
Communication: answer is well constructed and organised
A 8
B 7 / 4 / 7-8 / A good attempt at using evidence to sustain an argument, somesuccessful and clearanalysis, likely to put morethanonepointofview. Communication: generally clear and organised
C 6
D 5 / 3 / 5-6 / A satisfactory attempt,some successful analysis which may be implicit through choiceofexamples or evidence. Communication: some clarity and organisation
E 4 / 2 / 3-4 / Some attempt to sustain an argument, viewsasserted, limitedanalysis, but not successfully justified. Communication: some clarity and organisation
1 / 1-2 / Very little argument or justification of viewpoint, little or nosuccessfulanalysis.
Communication: often unclear or disorganised
Grade / Marks
A / 28
B / 25
C / 21
D / 18
E / 14
Self-Assessment:
What mark would you allocate this work? /25 + /10 = /35 = %
What difficulties did you have completing it?
Do you think you met your previous targets?
How did you change your approach to ensure you achieved them?
Structure and organisation
AO1 – Knowledge and understanding
A02 – Analysis, evaluation and application
Overall Comment:
Mark: ______Grade: ______
To attain a higher mark you should:
Targets for next assessed task:

Ancient Greece: AS Philosophy Checklist 1

Learning Outcomes / Textbook / Notes / Essay / Revision
Ancient Greek influences on religious philosophy:
  1. Plato’s Analogy (Allegory) of the Cave

  1. The role of the prisoners

  1. The role of the shadows

  1. The symbolism of the cave

  1. The symbolism of the outside world

  1. The symbolism of the Sun

  1. The purpose of the journey out of the cave

  1. The effect of the return to the prisoners

  1. Strengths of Plato’s Analogy of the Cave

  1. Weaknesses of Plato’s Analogy of the Cave

  1. The validity of the points made by Plato in the Analogy of the Cave

  1. Plato’s The Republic VII.514A – 521B

  1. Plato: the Concept of the Forms

  1. The Form of the Good

  1. Analogy of the divided line

  1. The relation between concepts and phenomena

  1. The concepts of “Ideals”

  1. The relation between the Form of the Good and other Forms

  1. Strengths of Plato’s Forms

  1. Heraclitus’ river

  1. Weaknesses of Plato’s Forms

  1. The problem of infinite regression

  1. Plato’s own self-critique in Parmenides

  1. Aristotle’s criticism in Metaphysics

  1. Bertrand Russell’s criticism in The History of Western Philosophy

  1. The validity of the above points on the Forms

  1. Aristotle: ideas about cause and purpose in relation to God

  1. Material, efficient, formal and final cause in Aristotle

  1. Prime Mover in Aristotle

  1. Strengths of Aristotle’s Causes and Prime Mover

  1. Weaknesses of Aristotle’s Causes and Prime Mover

  1. The validity of the above points

  1. Metaphysics Book 12

  1. The Euthyphro Dilemma

Essay for Ancient Greek influences on religious philosophy:

Part A: “Explain criticisms that have been made of Plato’s Theory of Forms.” [25]
A / You correctlyidentify and explainallthe weaknesses of Plato’s TheoryofForms. You explain clearly relevant keyideasof Plato’s Forms, supported by examples. You selectaccurate and relevantmaterialfrom Plato’s Parmenides, Aristotle’s Metaphysicsand Bertrand Russell, makingclear their criticisms of Plato’s Forms. Youuseaccurately a rangeoftechnicallanguage and terminology.
C / You correctlyidentify and explainweaknesses of Plato’s TheoryofForms. You describe relevant keyideasof Plato’s Forms, supported by examples. You selectsomeaccurate and relevant materialfrom Plato’s Parmenides, Aristotle’s Metaphysicsand Bertrand Russell, describing their criticisms of Plato’s Forms. You use mostlyaccuratelytechnical language and terminology.
E / You identifysome of the weaknesses of Plato’s TheoryofForms. You describe some relevant ideasof Plato’s Forms. Youselect some limited butaccurate materialfrom Plato’s Parmenides, Aristotle’s Metaphysicsand Bertrand Russell, describing some of their criticisms of Plato’s Forms. Technicallanguage and terminology is used with limitedaccuracy.
Part B: “How valid are these criticisms, in your view?” [10]
A / You assess thestrengths and weaknesses of the criticisms of Plato’s Forms. Youcriticallyevaluatethe criticismsinParmenides, Aristotle and BertrandRussell. You give a clear personalpointofview and justify it through the useofevidence and reasonedargument. You construct a coherent and well-organisedargument supported by examplesandsourcesofevidence. You use accurate and fluentexpression.
C / You assessthestrengths and weaknesses of the criticisms of Plato’s Forms. You evaluate the some of the criticismsinParmenides, Aristotle and BertrandRussell, but some of your answer is just descriptive. Your argument demonstrates someorganisation and coherence, using evidence and reasonedargument. You use language that has someprecision.
E / You mainly describe the strengths and weaknesses of Plato’s Forms. You show limited evaluation of the criticisms in Parmenides, Aristotle and BertrandRussell, with limited identification ofthe strengths and weaknesses of each argument. Your argument demonstratesminimalorganisation or limitedcoherence. You use language that lacksprecision.

Judaeo-Christian Views: AS Philosophy Checklist 2

Learning Outcomes / Textbook / Notes / Essay / Revision
Judaeo-Christian influences on religious philosophy:
God as Creator
  1. The way the Bible presents God as involved with his creation

Creatio ex nihilo
  1. Genesis 1

  1. Job 38:1 – 42:6

  1. Psalm 33 (33:6)

  1. John 1:1-4

  1. Hebrews 11:3

God as craftsman
  1. Genesis 2 and 3

  1. Isaiah 29:16

  1. Jeremiah 18:1-6

  1. God as Omnipotent

  1. God as Omniscient

  1. God as Omnipresent

  1. Compare creatio ex nihilo with Aristotle’s Prime Mover

  1. Compare creatio ex nihilo withcreatio ex Deo

  1. Discuss whether, if God created the universe, God is therefore responsible for everything that happens in it.

  1. Omnipotence and the Problem of Evil

  1. Omniscience and the Problem of Evil

The Goodness of God
  1. The ways in which the God of the Bible is seen as morally perfect

  1. The ways in which the God of the Bible is seen as the source of human ethics

  1. God as law-giver and judge - in a Biblical context, does God command things because they are good or are things are good because God commands them?

  1. The Decalogue: Exodus 20:1-17

  1. The Punishments of the Fall: Genesis 3

  1. Sodom and Gomorrah: Genesis 19

  1. The Book of Life: Revelation 20:11-15

  1. Compare what God commands in the Bible with the Euthyphro dilemma

  1. Compare Divine Command Theory with the Euthyphro dilemma

  1. The Incarnation and the person of Jesus

  1. The Book of Job

  1. Problems with God as law-giver and judge

  1. Benevolence and the Problem of Evil

Essay for Judaeo-Christian influences on religious philosophy:

Part A: “Explain the Judeo-Christian concept of God as law-giver and judge.” [25]
A / You explainclearly the Judeo-Christianconcept of God as law-giver and judge, selecting accurate and relevantexamples including the Decalogue, AdamandEve, SodomandGomorrah, and the BookofLife. You correctly applyDivineCommandTheory in explaining God’s role as law-giver, including a clearexplanation of the Judeo-Christiananswer to the Euthyphrodilemma. You are able to clearlyexplainhow and whyGodjudges a person. You useaccurately a rangeoftechnicallanguage and terminology.
C / You explain the Judeo-Christianconcept of God as law-giver and judge, selecting someaccurate and relevantexamples from the Decalogue, AdamandEve, SodomandGomorrah, and the BookofLife. You correctly identifyDivineCommandTheory in explaining God’s role as law-giver, and explain the Judeo-Christiananswer to the Euthyphrodilemma. You use mostlyaccuratelytechnical language and terminology.
E / You describe the Judeo-Christianconcept of God as law-giver and judge, withsomelimited but accurateexamples from the Decalogue, AdamandEve, SodomandGomorrah, or the BookofLife. You might mention DivineCommandTheory, or the Euthyphrodilemma. Technicallanguage and terminology is used with limitedaccuracy.
Part B: “God has no right to judge human beings.” Discuss [10]
A / You clearlyevaluateGod’sright to judge using philosophical and Biblical evidence. You give a clearpersonalpoint of view supporting either: the view that as we are all createdbyGod, heisresponsible for all that we are and do and as such has nogroundsformakingjudgements of us; or the view that since Godhascreatedhumanbeings with ‘freewill’ and givenuslaws by which to order our conduct hehastherighttomakejudgements about our success or failure to follow these laws. You construct a coherent and well-organisedargument supported by examples and sourcesofevidence. You use accurate and fluentexpression.
C / You evaluateGod’sright to judge using philosophical and Biblical evidence. You support either: the view that as we are all createdbyGod, heisresponsible for all that we are and do and as such has nogroundsformakingjudgements of us; or the view that since Godhascreatedhumanbeings with ‘freewill’ and givenuslaws by which to order our conduct hehastherighttomakejudgements about our success or failure to follow these laws. Your argument demonstrates someorganisation and coherence, using evidence and reasonedargument. You use language that has someprecision.
E / You describe: the view that as we are all createdbyGod, heisresponsible for all that we are and do and as such has nogroundsformakingjudgements of us; or the view that since Godhascreatedhumanbeings with ‘freewill’ and givenuslaws by which to order our conduct hehastherighttomakejudgements about our success or failure to follow these laws. Your argument demonstrates minimalorganisation or limitedcoherence. You use language that lacksprecision.

Ontological Argument: AS Philosophy Checklist 3

Learning Outcomes / Textbook / Notes / Essay / Revision
The Ontological argument:
  1. Anselm’s First Ontological Argument

  1. Existence in intellectu and existence in re

  1. Rejection of the Fool (see: Psalm 14:1)

  1. Superiority of in re over inintellectu

  1. Existence is a predicate

  1. Definition of ontos and ontological

  1. Anselm’s Second Ontological Argument

  1. Anselm’s understanding of God

  1. The difference between contingent and necessary existence

  1. Reductio ad absurdum

  1. Argument as Faith seeking Understanding

  1. Thomas Aquinas’ support for Anselm’s Ontological Argument

  1. The Strengths of Anselm’s Argument

  1. The Weaknesses of Anselm’s Argument

  1. Challenge to Anselm from Gaunilo

  1. Gaunilo’s analogy of the island in On Behalf of the Fool

  1. Anselm’s response to Gaunilo

  1. René Descartes’ Ontological Argument

  1. Descartes’ understanding of existence as perfection

  1. Descartes’ understanding that God cannot lack anything

  1. The Strengths of Descartes’ Argument

  1. Norman Malcolm and necessary existence

  1. Charles Hartshorne: existence in intellecu and in re

  1. The Weaknesses of Descartes’ Argument

  1. Pierre Gassendi and non-existence

  1. Challenge to Anselm and Descartes from Immanuel Kant

  1. Analytic statements and necessary existence

  1. Existence is not a predicate

  1. Responses to Kant

Essay for the Ontological Argument:

Part A: “Explain Anselm’s ontological argument.” [25]
A / You accuratelyexplainhowAnselm’s ontological argument attempts to demonstrate God’s necessary existence, clearlyoutlining Anselm’s a priori proof for the existence of God and the acceptanceof the truth of the phrase “God exists”. You clearly outline the argument using existence in intelletcu, existence in re, andreductio ad absurdum to conclude that God must exist in reality. You clearlyexplainwhy Anselm developed an argumentpredicated on proving God’s existence priorto, and notdependentupon, experience. You will also mention the idea of necessaryexistence and Anselm’s attempt to make faithrational. You accurately use a range of technicallanguage and terminology.
C / You accurately explain some of the features of Anselm’s ontological argument from the following: a priori proof;rejection of the Fool; existence in intellectu; existence in re;reductio ad absurdum; argument predicated on proving existence prior to experience; necessary existence; making faith rational; “being than which none greater can be conceived.” You make some use of correctlanguage and terminology.
E / Limited and partially accurate knowledge of Anselm’s ontological argument, in answer which is mainly descriptive. You describe, partially, the idea of “being than which none greater can be conceived.” You make limited use ofcorrectlanguage and terminology.
Part B: “It is pointless to deny the logical necessity of the existence of God.” Discuss [10]
A / You clearlyand criticallyevaluateto what extent Anselm’sontologicalargumentwas successful in supporting his assertion that beliefinGod was a logicalnecessity. You construct a coherent and well-organisedargument supported by examples and sourcesofevidence. Your argument focuses on necessary existence, reductio ad absurdum, in intellectu and in re, and the extent to which the argument is valid in logicalterms. You analyse the challenges from Gaunilo, Immanuel Kant and Pierre Gassendi. You demonstrate a clearunderstanding of predicate and premise based philosophicalarguments. You critically analyse and evaluate the challenges from Gaunilo, Immanuel Kant and Pierre Gassendi. You use accurate and fluentexpression.
C / You evaluate Anselm’sontologicalargumentwasin supporting his assertion that beliefinGod was a logicalnecessity, clearlyidentifying the strengths and weaknesses. Your argument usesthe idea ofnecessary existence. You mainly describe the challenges from Gaunilo, Immanuel Kant and Pierre Gassendi. Your analysis of Anselm makes use of evidence and examples to analyse and evaluate. Your argument demonstrates someorganisation and coherence, using evidence and reasonedargument. You use language that has someprecision.
E / You describe the ideas of necessity and contingency. You provide limitedevaluation of the argument from necessity, having attempted to give an opinion. Your opinion lacksevidence or justification. Your argument demonstrates minimalorganisation or limitedcoherence. You use language that lacksprecision.

Cosmological Argument: AS Philosophy Checklist 4