Our world-leading research will inspire your curiosity and our expert academic staff will help you develop and defend your own ideas, whilst thinking critically about political events, ideas and institutions. You'll build skills valued by top employers and get ready to live and work in tomorrow's world.
Develop an understanding of political theory and the ancient and modern philosophical debates that drive political ideals. You'll ask challenging questions about power structures and institutions, the relationship between the individual and the state, and think critically about democracy, justice, power, authority and equality.
“One of the greatest strengths of the course is how broad it is, and how many different things you can study. You can really focus on what you want, rather than having to go through a set schema that might not be right for you.”
Kyle Lovell, BA Philosophy
In your first year, you’ll explore classic and contemporary philosophical topics, and the data, methods and techniques of studying political systems. You'll have the opportunity to study conflict, global politics and current affairs, and will learn about political life by learning how to do basic political research.
In your second and third years you'll develop your skills in choosing, using and evaluating research, and expand your thinking across a wide range of topics from feminist philosophy to the rise of China, and from ancient philosophy to terrorism and political violence.
You could also choose to write a dissertation on a topic of your choice, based on your own research, or spend a year studying abroad - a great opportunity to discover a new culture and show employers that you can adapt to a new environment - or boost your CV with a professional work placement.
The University will consider applications from students offering a wide range of qualifications. All applications are assessed on an individual basis but some of our typical requirements are listed below. Students offering qualifications not listed are welcome to contact our Admissions Team for further advice. Please also see our general entry requirements.
If you are an international student, visit our International Student website for further information about entry requirements for your country, including details of the International Foundation Programmes. Please note that international fee-paying students who require a Student visa cannot undertake a part-time programme due to visa restrictions.
Please note that meeting the typical offer/minimum requirement does not guarantee that you will receive an offer.
Please see our English language entry requirements web page.
Please note that if you do not meet our English language requirements, we offer a number of 'pre-sessional' courses in English for Academic Purposes. You attend these courses before starting your degree programme.
Duration: 3 years full-time, 6 years part-time
The following modules are indicative of those offered on this programme. This listing is based on the current curriculum and may change year to year in response to new curriculum developments and innovation.
On most programmes, you study a combination of compulsory and optional modules. You may also be able to take ‘elective’ modules from other programmes so you can customise your programme and explore other subjects that interest you.
This module will cover classic and contemporary philosophical topics concerning what reality is like, and whether (and how) we come to know about it. A variety of topics will be covered, such as problems of scepticism, sources of knowledge, the relation between mind and body, identity of people over time, and whether there is more to reality than is discussed in natural science.
This module will introduce students to a number of big questions in ethics. The questions may include the following: What makes a life good? Is it happiness? Or is it something else? Another big question is: What makes actions right or wrong? Is it God demanding or forbidding them? Or are actions perhaps right to the extent that they serve to make lives better off, and wrong to the extent that they make lives worse off? Some philosophers have thought so. Others wonder: What if I steal money from someone so rich that my act in no way makes their life go any worse. Might it still be the case that I have acted wrongly—even if I haven't made anyone worse off? A third bit question is this: What’s the status of morality? Is it, for example, the case that what’s right for me might be wrong for you? Does it make any sense at all to talk about moral claims being true or false, even relative to moral communities? Might moral judgments be nothing but expressions of sentiments? Throughout the course, students will be examining these and similar questions from the point of view of a variety of philosophers, including Plato, Aristotle, John Stuart Mill, Immanuel Kant, and David Hume.
Since Plato's Dialogues, it has been part of philosophical enquiry to consider philosophical questions using logic and common sense alone. This module aims to train students to continue in that tradition. In the first part students will be introduced to basic themes in introductory formal logic and critical thinking. In the second part students will be presented with a problem each week in the form of a short argument, question, or philosophical puzzle and will be asked to think about it without consulting the literature. The problem, and students’ responses to it, will then form the basis of a structured discussion. By the end of the module, students (a) will have acquired a basic logical vocabulary and techniques for the evaluation of arguments; (b) will have practised applying these techniques to short passages of philosophical argument; and (c) will have acquired the ability to look at new claims or problems and to apply their newly acquired argumentative and critical skills in order to generate philosophical discussions of them.
What do philosophers do? How do they think? What do they typically think about? How do philosophers write? What sorts of writing are acceptable in philosophy? How should you write? How should philosophy best be read in order to be understood and assessed?'
In this module we will introduce you to some of the most interesting questions in philosophy, both from its history and from current debates. As we do this we will show you how to think, read and write as a philosopher.
With all its complexity and variety, studying Politics and International Relations can appear a little daunting. This module equips you with the skills and knowledge needed for succeeding in your studies and beyond. You will learn about the key historical influences upon contemporary political events, such as the origin and development of the State, the beginning and end of Empire, and the nature of world order, develop key skills for academic study and research by exploring these influences, and begin to critically and pro-actively reflect upon your own development as an independent learner and researcher.
This module introduces students to the empirical study of the key structures, institutions, processes, outcomes and behaviours in political systems. It familiarises students with both the content and shape of political life and how academic scholars study it. It also introduces the data, methods and techniques that allow students to study it themselves. Students learn about political life by learning how to do basic political research. Students will be able to apply their methods skills to empirical evidence commonly found in policy and academic work.
Violence is at the heart of war while peace is often defined as the absence of violence. This module aims to introduce students to these three crucial aspects of international relations and conflict and how they are inter-related. Specifically, the aim of this module is to introduce students to a) the conceptual distinctions between war and violence and how to define peace and b) the methods and skills needed to study war, violence and peace. The module will use case studies and negotiation simulations to help students engage directly and better grasp how states go from peace to war and back to peace. The students will emerge with knowledge of the central theories and concepts of war and peace studies, and with an initial set of skills (negotiation and mediation) which can be used to further understand international politics but also in their personal relationships with others.
This module aims to introduce students to some of the key political systems of the world. It will provide them with a broad overview of politics in selected countries including their institutional structures, elite politics and citizen perspectives. It will enable students to start developing an understanding of the cultural, historical, social and economic context which shape politics in these countries. In addition, it will enable students to start developing an understanding of the contemporary challenges faced by these countries.
This module introduces students to the key elements of the British political system. That system has undergone a number of important changes in recent years, and the module enhances students' understanding of what these changes consist of, why they have taken place and what their implications are. Focusing on changes in the power to shape and make policy decisions, the module explores the shifting role of key actors such as the legislature and media, and at the exercise of policy authority at the sub-national, national and international levels. The module also considers changes in the relationship between citizens and political authorities, and particularly on shifting patterns of individual engagement with politics. Throughout, the module is designed to enhance students' critical skills in being able to analyse changes in policy authority within a political system.
You have the opportunity to select elective modules in this stage.
Research methods are – together with theoretical frameworks and empirical material – one of the three main pillars of the study of politics and international relations. Politics and international relations are methodologically very diverse and apply a number of different approaches that can be summarised under the quantitative and qualitative research methodologies. The module provides a basic introduction to the use of these methods for students from a variety of educational backgrounds (no statistical knowledge is necessary). The module aims to enable students to read, interpret and critically assess arguments and data drawing on quantitative and qualitative methods in political science and international relations. Students will be introduced to the logic of empirical research in the social sciences, to basic concepts and techniques of descriptive and inferential uni-, bi- and multivariate statistics, as well as qualitative comparative studies and interpretive approaches. Students will be able to apply their methods skills to empirical evidence commonly found in policy and academic work.
The module is a cross-cultural analysis of economic and political institutions, and the ways in which they transform over time. Throughout the term, we draw upon a range of ethnographic research and social theory, to investigate the political and conceptual questions raised by the study of power and economy. The module engages with the development and key debates of political and economic anthropology, and explores how people experience, and acquire power over social and economic resources. Students are asked to develop perspectives on the course material that are theoretically informed and empirically grounded, and to apply them to the political and economic questions of everyday life.
This module looks at the politics of the global climate crisis at the international, national and local level. Whether it is global climate change governance, national or local climate adaptation policy making and plans, or individual attitudes and behaviour, we need to understand what motivates actors and how a combination of motivations and structure translate into climate action in various contexts and societies. This module provides you with the tools to explain the politics of the global climate crisis at the international, national and local level. The module draws on a variety of debates from political science, international relations, human geography and urban studies. In addition to an overview of key policy documents driving the discourse, we will explore interdisciplinary theorisations across the social and natural sciences that help rethink the arguments in renewed ways. This includes the critical role of cities and an understanding of how key concepts such as the Anthropocene and adaptation and mitigation shape the global climate emergency agenda.
Theoretical philosophy is one of the main strands of contemporary philosophy. Among other things, theoretical philosophy addresses issues concerning the nature of reality (metaphysics), the nature of knowledge (epistemology), and the nature of correct reasoning (logic).
This module will introduce students to a range of issues and theories in theoretical philosophy. And students will learn to employ the methods of analytic philosophy to address questions such as: What is knowledge? How is knowledge possible? Is there a god? Do we have free will? What is the nature of time? What is causation? Is there one true logic?
Groups of marks or bursts of sound are just physical entities but, when produced by a writer or a speaker, they are used to point beyond themselves. This is the property of aboutness or intentionality. Other physical entities generally do not have this property. When you hear a sentence, you hear a burst of sound, but typically you also understand a meaning conveyed by the speaker. What is the meaning of a word – some weird entity that floats alongside the word, a set of rules associating the word with objects, an intention in the mind of the speaker….? What is the difference between what your words imply and what you convey in saying them? How are words used non-literally, how do hearers catch on to the meaning of a newly minted metaphor? How can we mean and convey so much when uttering a concise sentence? When someone says something offensive, is it part of its meaning that it is offensive, or just how it is used? In this module we shall try to find some answers to the questions listed above.
The aim of this course is to engage in the study of specific topics in the philosophy of mind, language, or action and to engage with the criticism of contemporary approaches as it is found in the works of Wittgenstein, Ryle, Anscombe, and/or Austin.
Logic is the study of the methods and principles used to distinguish correct reasoning from incorrect reasoning and, as such, it is a crucial component of any philosophy course. Moreover, logic has applications other than the testing of arguments for cogency: it is also a widely used and useful tool for clarifying the problematic concepts that have traditionally troubled philosophers, e.g., deductive consequence, rational degree of belief, knowledge, necessary truth, identity, etc. Indeed, much contemporary philosophy cannot be understood without a working knowledge of logic. Given this, logic is an important subject for philosophy students to master.
The module will primarily cover propositional and predicate logic. Regarding propositional and predicate logic, the focus will be on methods for testing the validity of an argument. These methods will allow students to distinguish correct from incorrect reasoning. The module will also cover inductive and modal logics. Regarding inductive and modal logics, the focus will be on clarifying epistemological concepts through the use of these logics.
Is it right that the talented profit from their (undeserved) talents? Should the government provide compensation for people who find it hard to meet that special someone? Should we think our duties to our compatriots are more important than our duties to people in other countries?
This course is divided into two parts. The first part examines classic topics in political philosophy, such as Rawls Theory of Justice, Nozick's libertarianism and the feminist and communitarian criticism of political liberalism. The second part of the course will explore issues within contemporary political philosophy, such as equality, our obligations to those in the developing world, and the politics of immigration. We will consider whether we can make sense of political obligation between states as well as within states. We will look at these issues in the context of particular recent case studies.
This module focuses on a range of practical ethical topics, connecting practical theories and stances with the nature of the world we live in. We interpret 'ethics' here very broadly and the topics we cover will change from year to year, but likely topics include: war and peace, animal ethics, media and data, and various topics in medical ethics.
We face and hear about moral problems every day. These problems range from life and death matters concerning abortion, euthanasia and the like to other types of case such as whether to tell a lie to prevent hurting someone's feelings. At some point we might wonder whether there is a set of rules or principles (such as 'Do not lie’) that will help us through these tricky problems; we might wonder whether there is something more simple underlying all of this ‘ethical mess’ that we can discern. Ethics contains several theories or stances that attempt to give us such principles and to sort out the mess. In particular, different ethical theories are attempts to articulate reasons why a certain course of action is ethically best; they are attempts to say what types of feature we should concentrate on when thinking about ethical problems. We will begin the module by reviewing certain ethical theories and understanding them in detail before turning to investigate various ethical problems and dilemmas.
Many people today are reluctant to identify themselves as 'feminist': either because they see feminism as a useful political movement that has essentially served its purposes; or because they view feminism as a 'single-issue', militant ideology that they cannot identify with. This module is intended to give students an opportunity to reflect philosophically on what claims like this could mean: if we live in a post-feminist era, why do women earn, on average, two thirds of what their male counterparts earn? If we live in post-feminist era, why are women still under-represented in many fields (including politics, science and academic philosophy?). If feminism is a ‘single-issue’ ideology, why is it that feminists have proposed such a variety of solutions to the above problems, and from such a wide range of political standpoints?
The module explores some key debates in contemporary feminist philosophy, with particularly emphasis on its uncomfortable relationship with liberalism. The course draws attention to feminist critiques of key liberal concepts, such as consent, the social contract, autonomy, universal rights, and the private/public distinction. We go on to apply theoretical debates in feminist thought to the following political issues: prostitution, pornography, feminine appearance, multiculturalism, and human rights.
The module looks at various philosophical problems as presented in films. This will involve discussing a range of different philosophical topics, from different areas of philosophy. Film here is presented as a way into the philosophical discussion, which will be supplemented by appropriate primary and secondary texts. The course will then consider ways in which the medium of film itself presents philosophical problems.
Topics to be covered will vary from year to year, in light of the expertise of the person convening it and student feedback from previous years. At least some of the module will be devoted to philosophical issues concerning film will itself, such as whether film itself is or can be a form of philosophy.
Students will gain a good understanding of several topics in philosophy. They will also critically explore whether the medium in which philosophy is conducted is potentially a constraint on or a complement to the aims of the philosophy. The module will enable students to evaluate issues, both timely and timeless, in a manner that's informed by an interdisciplinary approach to philosophy.
This module introduces students to key issues in environmental ethics, the study of (a) the ethical relations and commitments of humans towards the non-human world, (b) the ethical standing of the non-human world itself, relating this study to the applied case of manmade climate change. The course is divided into a theoretical and a practical part. The theoretical part focuses on the conceptions of the environment in various traditions, and on the main theories of ethics, value, rights and duties. The practical part looks at applications of these theories, investigating the existing ethical approaches to the environment, before looking in more detail at the challenges of environmental destruction and manmade climate change.
Some questions which may be addressed: What are the main ethical theories? What are values, and do they even exist? What is the difference between positivist and natural right theories? What exactly is the environment/nature? Are humans part of nature or something else? Has something gone wrong in our relation to nature? Is all life sacred? To whom does the Earth belong? What has axiological priority – humans or the Earth (Gaia)? Do only humans have an intrinsic value or basic rights, or do such normative concepts also apply beyond humans? Can the paradoxes of collective action be overcome? What are the main ethical approaches to the environment? What are public goods, and in what relation do they stand to the planetary boundaries? Whose duty is it to prevent global warming? What is more important, preventing global warming or establishing social-economic justice? Through which political system can sustainability be best achieved? Who is to bear the costs of climate change? How might victims of climate displacement be compensated? What theory of justice is required to answer such questions? Do we owe anything to yet unborn humans? What do we owe to animals and plants, if anything? If it is too late to prevent the extinction of our species, what remains to be done?
At the close of the 20th century, the 'end of history' liberalism was understood to have won the battle of ideologies. However, in the 21st century this liberal, ideological consensus has come under challenge. This module will allow you to understand this shift by introducing you to the foundational ideologies that shaped the 20th century and that continue to influence politics today. By studying these ideas, you will learn how to critically assess the ideological underpinning of political events, and develop the ability to interpret and situate yourself within ideological debates.
Global institutions and regimes have become increasingly important in a world facing problems that cross borders and require multilateral action. This module examines the institutions, norms, processes, actors, and consequences of global and regional governance across a range of issue areas. It further addresses a number of questions, including the extent to which cooperation is possible and multilateral governance effective, while examining the roles played by states, international organisations (such as the United Nations, the World Trade Organization, or regional groupings such as the European Union or the Association of Southeast Asian Nations), international non-governmental organisations (NGOs) and other actors. The specific issue areas may include security, human rights, the environment, and regional integration, amongst others.
This module aims to provide students with a critical introduction and review of China's political development from 1949 to today. This module is designed around two core blocks of study:
The first block looks at China's principal political institutions. They include the Communist Party, the government (State Council), the legislature (the National People's Congress) and the military (the People's Liberation Army).
The second block examines the socio-political issues and challenges the country is facing in its ongoing development. They range from the prospect of democratisation, the growth of civil society, environmental degradation and public health policy, corruption, tensions with ethnic minorities nationalism and national reunification with Taiwan, irredentism and territorial disputes with neighbouring countries,. China's Belt and Road Initiative (BRI) and the 'new Cold War’ between China and the United States.
A theme running through various lectures of this module is to ask why post-Mao China has performed better than many other authoritarian regimes in achieving both economic growth and political stability and acquiring international influence, even though China faces numerous mounting development challenges and remains authoritarian.
Many of the political ideas we take to be the most important were developed in early modern, or even ancient periods. Can concepts like democracy, liberty and justice help us understand the distinct political problems posed by issues such as global warming, artificial intelligence, or decolonization? In this module you will explore how political theorists are conceptualising contemporary political questions and shaping the way that we are responding to them. In doing so you will gain knowledge of contemporary political thought and develop your ability to understand how theorists make sense of rapidly changing circumstances in politics.
This module introduces students to debates on the politics of the Global South in the context of North-South relations more broadly. The precise list of issues, regions and/or countries to be covered will vary from year to year depending on the global political landscape. Focus will generally be on contemporary and comparative politics across several of the regions of the Global South: Africa, Asia, Latin America and/or the Middle East. Key themes explored in the module include decolonisation, marginalisation, modernisation, diversity, inequality, and regionalism. An indicative list of potential topics includes: the relevant histories and legacies of empire; race and ethnicity; nationalism; feminist approaches from the Global South; dependency theory; postcolonialism; development; resistance; and South-South cooperation.
What is democracy? How can it be measured? Is populism a threat to democracy? Is democracy likely to survive? The module addresses these questions by first exploring the nature of democracy as a form of government and reviewing the way it has been conceptualised and measured across countries and over time. We will subsequently review how and why some countries have become democratic while other have not and what factors can explain variation between countries. We will then assess to what extent democracy is under threat, the nature of threats such as populism, their roots, and how they could be countered. We will conclude by discussing some of the key normative questions raised by democracy and trying to predict its likely trajectory in the foreseeable future. In a nutshell, the module offers an analysis of the past, present, and future of democracy and its significance in contemporary politics.
With the world's largest economy and most powerful armed forces, the United States bestrides the world stage. Yet, according to many critics, the US’s own political system is in crisis and turmoil, polarised on hot-button culture issues but also witnessing an attack on democracy itself by an ex-president and his loyal acolytes. Trump challenged both our notions of who could be elected to the most powerful job and our long established theories about how the US government can and should work. The US, like many other nations, faces serious public policy questions on the economy, health, energy, education, guns, crime, poverty and immigration, among others, but can its dysfunctional political system rise to the challenge? This module allows you to formulate your own answer to this and other questions by offering a comprehensive introduction to the politics and government of the United States.
This module addresses a key question in the study of European politics and international organisations: why did a diverse group of states embark on a process that has led to the world's most extensive example of international integration? In this module you will learn and understand how the European Union has reached where it is today, how its political system works, how it makes policy, its strengths and weaknesses and how it has driven both the politics and economics of its member states and the global system at a time of both continuity and change. There has certainly never been a more challenging or interesting time to learn about the EU and its politics.
You have the opportunity to select elective modules in this stage.
Going abroad as part of your degree is an amazing experience and a chance to develop personally, academically and professionally. You experience a different culture, gain a new academic perspective, establish international contacts and enhance your employability.
You can apply to add a year abroad to your degree programme from your arrival at Kent until the autumn term of your second year. The year abroad takes place between Stages 2 and 3 at one of our partner universities. Places and destination are subject to availability, language and degree programme. For a full list, please see Go Abroad.
You are expected to adhere to any academic progression requirements in Stages 1 and 2 to proceed to the year abroad. The year abroad is assessed on a pass/fail basis and does not count towards your final degree classification.
This module is a one-term placement opportunity that allows you to teach aspects of your degree subject in a local school. Launched to coincide with Kent's 50th anniversary in 2015, it highlights the longstanding excellence of human and social science research and teaching at the University, and the important role the institution has in contributing to the local community.
If selected for this module you will spend approximately 6 hours in a Kent secondary school in the Spring term (this session excludes time to travel to and from the School, and preparation and debrief time with the teacher). Generally, you will begin by observing lessons taught by your designated teacher and possibly other teachers. Later you will act somewhat in the role of a teaching assistant by working with individual pupils or with a small group. You may take 'hotspots': brief sessions with the whole class where you explain a topic or talk about aspects of university life. Finally, you will progress to the role of "teacher" and will be expected to lead an entire lesson. Throughout the module you will be given guidance and support by a local convenor based in your academic school as well as the overall module convenor.
You will be required to keep a log of your activities and experiences at each session. You will also create resources to aid in the delivery of your subject area within the curriculum. Finally, you will devise a special final taught lesson in consultation with the teacher and with your local module convener. You must then implement and reflect on the lesson.
'Ethnicity' and ‘nationalism’ are matters of contemporary urgency (as we are daily reminded by the media), but while the meanings of these terms are taken for granted, what actually constitutes ethnicity and nationalism, and how they have been historically constituted, is neither clear nor self-evident. This module begins with a consideration of the major theories of nationalism and ethnicity, and then moves on to a series of case studies taken from various societies around the world., and then moves on to examine a number of other important concepts—indigeneity, ‘race’, hybridity, authenticity, ‘invention of tradition’, multiculturalism, globalization—that can help us appreciate the complexity and dynamics of ethnic identities. The general aim of the module is to enable and encourage students to think critically beyond established, homogenous and static ethnic categories.
Since the 1990s a more critical strand of thinking about the interactions between political spaces (nations, regions), power, and international relations has emerged in political geography, that of critical geopolitics. It is often associated with the writings of Gerard Ó Tuathail. John Agnew, Simon Dalby and Klaus Dodds among others. This module examines the emergence of critical geopolitics and the core concepts of contested ideas, the social construction of both knowledges and
political/spatial entities such as modern nation states and their specific political geographies. It also considers the wider applications of geopolitical concepts in a range of settings and circumstances.
Theoretical philosophy is one of the main strands of contemporary philosophy. Among other things, theoretical philosophy addresses issues concerning the nature of reality (metaphysics), the nature of knowledge (epistemology), and the nature of correct reasoning (logic).
This module will introduce students to a range of issues and theories in theoretical philosophy. And students will learn to employ the methods of analytic philosophy to address questions such as: What is knowledge? How is knowledge possible? Is there a god? Do we have free will? What is the nature of time? What is causation? Is there one true logic?
The aim of this course is to engage in the study of specific topics in the philosophy of mind, language, or action and to engage with the criticism of contemporary approaches as it is found in the works of Wittgenstein, Ryle, Anscombe, and/or Austin.
Logic is the study of the methods and principles used to distinguish correct reasoning from incorrect reasoning and, as such, it is a crucial component of any philosophy course. Moreover, logic has applications other than the testing of arguments for cogency: it is also a widely used and useful tool for clarifying the problematic concepts that have traditionally troubled philosophers, e.g., deductive consequence, rational degree of belief, knowledge, necessary truth, identity, etc. Indeed, much contemporary philosophy cannot be understood without a working knowledge of logic. Given this, logic is an important subject for philosophy students to master.
The module will primarily cover propositional and predicate logic. Regarding propositional and predicate logic, the focus will be on methods for testing the validity of an argument. These methods will allow students to distinguish correct from incorrect reasoning. The module will also cover inductive and modal logics. Regarding inductive and modal logics, the focus will be on clarifying epistemological concepts through the use of these logics.
The module will study some of the major works in the history of modern philosophy of cognitive science and artificial intelligence. An indicative list of topics is: The Turing test; the Chinese Room argument; the frame problem; connectionism; extended and embodied cognition; artificial consciousness. The approach will be philosophical and critical, and will involve the close reading of texts. Students will be expected to engage critically with the works being studied and to formulate and argue for their own views on the issues covered.
Groups of marks or bursts of sound are just physical entities but, when produced by a writer or a speaker, they are used to point beyond themselves. This is the property of aboutness or intentionality. Other physical entities generally do not have this property. When you hear a sentence, you hear a burst of sound, but typically you also understand a meaning conveyed by the speaker. What is the meaning of a word – some weird entity that floats alongside the word, a set of rules associating the word with objects, an intention in the mind of the speaker….? What is the difference between what your words imply and what you convey in saying them? How are words used non-literally, how do hearers catch on to the meaning of a newly minted metaphor? How can we mean and convey so much when uttering a concise sentence? When someone says something offensive, is it part of its meaning that it is offensive, or just how it is used? In this module we shall try to find some answers to the questions listed above.
Is it right that the talented profit from their (undeserved) talents? Should the government provide compensation for people who find it hard to meet that special someone? Should we think our duties to our compatriots are more important than our duties to people in other countries?
This course is divided into two parts. The first part examines classic topics in political philosophy, such as Rawls Theory of Justice, Nozick's libertarianism and the feminist and communitarian criticism of political liberalism. The second part of the course will explore issues within contemporary political philosophy, such as equality, our obligations to those in the developing world, and the politics of immigration. We will consider whether we can make sense of political obligation between states as well as within states. We will look at these issues in the context of particular recent case studies.
This module focuses on a range of practical ethical topics, connecting practical theories and stances with the nature of the world we live in. We interpret 'ethics' here very broadly and the topics we cover will change from year to year, but likely topics include: war and peace, animal ethics, media and data, and various topics in medical ethics.
We face and hear about moral problems every day. These problems range from life and death matters concerning abortion, euthanasia and the like to other types of case such as whether to tell a lie to prevent hurting someone's feelings. At some point we might wonder whether there is a set of rules or principles (such as 'Do not lie’) that will help us through these tricky problems; we might wonder whether there is something more simple underlying all of this ‘ethical mess’ that we can discern. Ethics contains several theories or stances that attempt to give us such principles and to sort out the mess. In particular, different ethical theories are attempts to articulate reasons why a certain course of action is ethically best; they are attempts to say what types of feature we should concentrate on when thinking about ethical problems. We will begin the module by reviewing certain ethical theories and understanding them in detail before turning to investigate various ethical problems and dilemmas.
Many people today are reluctant to identify themselves as 'feminist': either because they see feminism as a useful political movement that has essentially served its purposes; or because they view feminism as a 'single-issue', militant ideology that they cannot identify with. This module is intended to give students an opportunity to reflect philosophically on what claims like this could mean: if we live in a post-feminist era, why do women earn, on average, two thirds of what their male counterparts earn? If we live in post-feminist era, why are women still under-represented in many fields (including politics, science and academic philosophy?). If feminism is a ‘single-issue’ ideology, why is it that feminists have proposed such a variety of solutions to the above problems, and from such a wide range of political standpoints?
The module explores some key debates in contemporary feminist philosophy, with particularly emphasis on its uncomfortable relationship with liberalism. The course draws attention to feminist critiques of key liberal concepts, such as consent, the social contract, autonomy, universal rights, and the private/public distinction. We go on to apply theoretical debates in feminist thought to the following political issues: prostitution, pornography, feminine appearance, multiculturalism, and human rights.
This module will introduce students to classical as well as contemporary discussions in the intersection between politics, philosophy, and economics. Topics to be covered will vary from year to year, in light of the expertise of the person convening it and student feedback from previous years. Topics that may be covered include Authoritarianism, Behavioural economics, Rational Choice Theory, Game Theory, Libertarianism and Paternalism, Markets and Trade, Private Property and the Legitimacy of Organ Sale.
Through these and related topics, students will gain a good understanding of the complementary and in some cases conflicting perspectives and methodologies contained in politics, philosophy, and economics, and enable them to evaluate contemporary issues in a manner that's informed by a comprehensive set of relevant traditions.
The module looks at various philosophical problems as presented in films. This will involve discussing a range of different philosophical topics, from different areas of philosophy. Film here is presented as a way into the philosophical discussion, which will be supplemented by appropriate primary and secondary texts. The course will then consider ways in which the medium of film itself presents philosophical problems.
Topics to be covered will vary from year to year, in light of the expertise of the person convening it and student feedback from previous years. At least some of the module will be devoted to philosophical Issues concerning film will itself, such as whether film itself is or can be a form of philosophy.
Students will gain a good understanding of several topics in philosophy. They will also critically explore whether the medium in which philosophy is conducted is potentially a constraint on or a complement to the aims of the philosophy. The module will enable students to evaluate issues, both timely and timeless, in a manner that's informed by an interdisciplinary approach to philosophy.
This module introduces students to key issues in environmental ethics, the study of (a) the ethical relations and commitments of humans towards the non-human world, (b) the ethical standing of the non-human world itself, relating this study to the applied case of manmade climate change. The course is divided into a theoretical and a practical part. The theoretical part focuses on the conceptions of the environment in various traditions, and on the main theories of ethics, value, rights and duties. The practical part looks at applications of these theories, investigating the existing ethical approaches to the environment, before looking in more detail at the challenges of environmental destruction and manmade climate change.
Some questions which may be addressed: What are the main ethical theories? What are values, and do they even exist? What is the difference between positivist and natural right theories? What exactly is the environment/nature? Are humans part of nature or something else? Has something gone wrong in our relation to nature? Is all life sacred? To whom does the Earth belong? What has axiological priority – humans or the Earth (Gaia)? Do only humans have an intrinsic value or basic rights, or do such normative concepts also apply beyond humans? Can the paradoxes of collective action be overcome? What are the main ethical approaches to the environment? What are public goods, and in what relation do they stand to the planetary boundaries? Whose duty is it to prevent global warming? What is more important, preventing global warming or establishing social-economic justice? Through which political system can sustainability be best achieved? Who is to bear the costs of climate change? How might victims of climate displacement be compensated? What theory of justice is required to answer such questions? Do we owe anything to yet unborn humans? What do we owe to animals and plants, if anything? If it is too late to prevent the extinction of our species, what remains to be done?
In this module we consider what it is that history studies—individual actions, social structures, states, empires, religious movements, social classes, periods and regions, civilizations, large causal or law-governed processes. We explore whether history as a whole has meaning, structure, or direction, beyond the individual events and actions that make it up and the nature of causal influence among historical events or structures that underwrites historical explanations.
We continue by examining what is involved in our knowing, representing, and explaining history by asking what role is played by the interpretation of the "lived experience" of past actors in our historical understanding, and how the historian arrives at justified statements about this lived experience. Can we arrive at justified and objective interpretations of long-dead actors, their mentalities and their actions, or does all historical knowledge remain permanently questionable?
Finally, we consider the extent to which human history is constitutive of the human present. Can historical understanding of events in the past inform our policies and actions in current situations judged in important respects to be sufficiently similar?
How do nation states decide on their foreign policy? Is there a difference in the content of foreign policy between large and small states or liberal democracies and authoritarian regimes? This module examines the foreign policies of nation states and how to study them in a rapidly changing international environment. The module examines the foreign policies of different types of states from 'great powers' to smaller states, explores major events and crises in international politics and the dynamics of foreign policymaking, Specific case studies will vary from year to year, but are likely to cover issues of diplomacy, war and security, economic competition, and institutional cooperation.
It provides insight into the complex relationship between the analysis and practice of foreign policy. It does so by exploring shifting approaches to making and examining foreign policy. Case studies of foreign policy practices are examined through exploring different international actors (including states but also examining the role of specific leaders), the foreign policy environment they inhabit (internal and external, structural and institutional), and the motivations that inform state and policy makers actions and their interactions with others. The module compares and contrasts different theories, critically assessing their analytical advantages and weaknesses in applying them to 'real world' examples.
The Final Year Project allows students to do independent, problem-oriented work under supervision on a topic in politics and international relations close to their specialist interests. Three types of project are available: a research dissertation, a policy paper and documented civic engagement. Each type of project embraces research, recommendations, and impact to greater or lesser degrees (for example, the research dissertation is focused on research but may include both policy recommendations and impact outcomes, while the policy paper will include research an impact outcomes though focus on recommendations). This overlapping set of underlying themes enables shared discussion and reflection on key approaches whichever type of project is chosen. The module provides this space of shared discussion and reflection. It also gives students the opportunity to further their interests and acquire a wide range of research, policy oriented and engagement skills in the process. The module takes students through the entire process of completing the project: articulating the original 'problem' and designing the project approach; organising material, drafting the project and writing and revising the completed project. Lectures, supervision and a conference, help students along the way. The curriculum includes structured opportunities for students to discuss their project ideas with each other as well as mock panel presentations in preparation for the assessed presentation at the student conference.
All final year project topics must be approved by the module convenor as well as by an academic supervisor.
What does the future look like? What do emerging technologies, such as social media, artificial intelligence, and changes in working conditions mean for the future of political institutions? Many texts of literature and political theory make claims about what the future will look like, even if speculatively. This module introduces students to recent developments in political theory and political literature which have made claims about the future, develops their ability to think critically about these claims, and allows them to creatively consider how political thought might help us understand the relationship between present and future political events.
This module explores change and continuity in the world economy. Through the lens of political economy, which pertains to the complex relationships between society, the state, and the market, students debate and analyse the economic dimensions of contemporary international relations. Major themes of the module include: governance; globalisation; institutions; interdependence; power; conflict; cooperation; hegemony; and crisis. Although specific content may shift year-to-year depending on current events, a list of indicative issues includes: trade; development; poverty; global health; the financial sector; foreign investment; hunger; the energy sector; climate change; and the relationship between political economy and conflict. While the module emphasises relations between the global North and global South, it aims to push 'beyond' these categories from critical perspectives. The module reflects on the significance of historical colonial relations for the establishment and reproduction of the current global political economy. Students will critically examine the interests, relationships, and conflicts of individual actors in the global political economy.
Negotiations are essential in building and sustaining international cooperation and peace. This module will explore the linkages between negotiation theory and the practice of conflict resolution across a wide range of settings. The module involves a series of simulations each representing a unique case of negotiation, mediation and/or interactive problem-solving. These are drawn from leading negotiation programs or developed at the University of Kent inspired by global politics (e.g. the war in Ukraine) or popular movies (e.g. Bridge of Spies, Erin Brockovich). Students are introduced to techniques in teaching negotiations through open access resources and no prior knowledge of negotiation theory is necessary. Topics include the theory and practice of negotiations, conflict de-escalation and international peace mediations while specific emphasis will be given to developing essential skills in understanding the sources and resolving conflict non-violently. Students are exposed to the challenges of high-level mediation and develop their own practical skills and learning mindset in mediation and negotiation. The module will apply negotiation theory in the study of wide range of issues e.g. territorial disputes, gender and mediations, demographic and environmental conflict, property rights, institutional design and transitional justice. We will engage with the core literature in negotiation theory and employ interactive simulations aiming to improve our negotiation skills (e.g. identifying best alternatives, revealing or not preferences, building trust, exercising leverage and veto rights, mediating win-win arrangements). Finally, the module will provide key learning resources aiming at understanding the root causes of conflict; creating a constructive, vigorous, and participatory process to successfully foster inclusive dialogue; promoting democratic values and a culture of peace; and strengthening and expanding capacity building opportunities in mediation and other peace-based mechanisms.
This module introduces students to analysing and identifying solutions to some of the key problems and pressure-points facing modern political systems. It does so by focusing on Britain, and by considering a range of policy, institutional and international pressures facing the country. These pressures may include territory (eg. the integrity of the UK and its place in the international system), complex policy issues (eg. environmental protection) and behaviours (eg. citizens' abilities to form accurate judgments in a climate of 'fake news’). The module involves identifying and specifying key problems, exploring what issues these problems raise, and identifying and designing potential solutions to these problems. The module thus enhances students’ ‘problem-solving’ abilities and skills, a key attribute in today’s employment market.
In democratic systems, citizens are the ultimate source of political authority. Yet citizens' place in modern democracies raises two key questions. First, how equipped are citizens to play their key democratic role? Second, how do we know what citizens want from politics and politicians? This course explores these two issues. It examines the nature and role of public opinion, focusing on how biases in individual information processing, and the provision of misinformation and disinformation, can impede individuals’ citizenship role. In today’s world of social media and fake news, can individuals form views and judgements in a way that contributes to the effective functioning of the democratic system? The course also examines the principal ways in which citizens’ views and judgements are identified. How are individual attitudes appraised, and what approaches and practices are best suited for measuring what the public wants of politics? Overall, this module enables students to explore how public attitudes are measured and some of the principal challenges to the role of citizens in modern democratic systems. The module enhances students’ conceptual and empirical capacities, and develops their skills and abilities for a range of careers, particularly those involving the measurement of citizen, public or consumer opinion.
Dictatorships are rising around the world. According to the Varieties of Democracy Institute, in 2022 just over one quarter of the world's population were living in a full democracy, a number that has fallen dramatically in the 21st century. But what is dictatorship, autocracy, authoritarianism? In this module we will analyse the different forms that non-democratic rule takes. We will examine the rise of these kinds of regimes and their leaders, as well as the support and the resistance of their citizens. We will explore how dictatorships persist, why they fall, and the role of the international community. The module will explore case studies of dictatorship from China to Iraq, and draw on films, documentaries, books, and cutting-edge political science studies.
How can we understand the Middle East? Why have states in the region experienced conflict and instability? Should the solution to violence come from outside the region, or can problems only be resolved from the inside? This module aims to answer these questions by introducing students to the societies, cultures, spaces and political systems of the Middle East and North Africa (MENA), with their diversity, histories and complexities. As such, the module will explore different themes related to MENA politics, using different states and societies from the region as case studies. It will provide students with insights into the root causes of conflicts; the persistence of authoritarian regimes; the rise of youth protest movements; tradition versus modernity; and urbanism versus periphery. The module will apply an interdisciplinary approach to the study of the region, bringing in insights and methods from politics, geography and anthropology. Furthermore, the module will take a comparative approach, placing the MENA region in a broader context and applying lessons from other parts of the world to better understand the region.
In this module, we seek to understand the most urgent security issues in the Indo-Pacific region, and develop the knowledge and skills to provide nuanced and concise policy advice on them. We will start with an overview of the history, security, economics, and institutions in the region, and consider how to use International Relations theoretical approaches to help us understand countries' foreign and security policies. We will then analyse three key security challenges in the region in depth: the Taiwan Straits; nuclear proliferation on the Korean peninsula; and territorial disputes in the South China Sea. Students will develop skills writing policy advice on these challenges, while working towards developing their own in-depth but concise policy briefing. We will close the module by thinking about the future of politics, economics, and security in the region, and ask whether or not great-power confrontation is inevitable.
The main title can be read in two ways. On the one hand, it is an appeal to reflect on the conditions of our subjectivity. On the other hand, it can be read as the expression of a judgement upon a subject's ability to act/speak/feel etc. In this module, both of these aspects will be explored: 'what are the conditions of our identity, and how do these relate to differences between us?’, and ‘what is the nature of judgement and when, if ever, is it legitimate to judge others?’. This will then form the basis for a third part of the module which will consider the extent to which reflection on oneself and the judgement of others are related or not. This nexus of issues is at the heart of contemporary debates about identity politics and the primary literature for the module will draw from these debates. Equally importantly, however, is that these contemporary debates speak directly to concepts and theories first developed within the canon of critical work within modern European philosophy. The module, therefore, will explore contemporary debates with reference to this philosophical background to assess the ways in which the critical tradition can inform the debates as well as considering the ways in which the contemporary debates can help redefine what we understand by the critical tradition.
You have the opportunity to select elective modules in this stage.
The 2023/24 annual tuition fees for this course are:
For details of when and how to pay fees and charges, please see our Student Finance Guide.
For students continuing on this programme, fees will increase year on year by no more than RPI + 3% in each academic year of study except where regulated.*
The University will assess your fee status as part of the application process. If you are uncertain about your fee status you may wish to seek advice from UKCISA before applying.
Fees for undergraduate students are £1,385.
Fees for undergraduate students are £1,385.
Students studying abroad for less than one academic year will pay full fees according to their fee status.
Find out more about accommodation and living costs, plus general additional costs that you may pay when studying at Kent.
We have a range of subject-specific awards and scholarships for academic, sporting and musical achievement.
Search scholarshipsKent offers generous financial support schemes to assist eligible undergraduate students during their studies. See our funding page for more details.
At Kent we recognise, encourage and reward excellence. We have created the Kent Scholarship for Academic Excellence.
The scholarship will be awarded to any applicant who achieves a minimum of A*AA over three A levels, or the equivalent qualifications (including BTEC and IB) as specified on our scholarships pages.
Some modules have lectures, some have seminars, and all have class discussions. Some promote ‘student active’ learning techniques which encourage you to work on individual or group research, and present your findings to the rest of the class.
Assessment of philosophy modules is by essays, in-class assignments, seminar participation or tests, or a combination of these methods.
Our main teaching methods are lectures, seminars, working groups, PC laboratory sessions and individual discussions with your academic adviser or module teachers. Assessment is through continuous feedback, written examinations, assessed essays and oral presentations.
Politics Open Forum
We hold a weekly extra-curricular Open Forum organised by our School research groups, where students and staff have the opportunity to discuss and debate key issues of the day that affect higher education and politics in the world today.
For a student studying full time, each academic year of the programme will comprise 1200 learning hours which include both direct contact hours and private study hours. The precise breakdown of hours will be subject dependent and will vary according to modules. Please refer to the individual module details under Course Structure.
Methods of assessment will vary according to subject specialism and individual modules. Please refer to the individual module details under Course Structure.
For programme aims and learning outcomes please see the programmes specification for each subject below. Please note that outcomes depend on your specific module selection:
You gain much more than an academic qualification when you graduate from the School of Politics & International Relations. From the moment you begin your studies with us, our efforts are focused on helping you gain the knowledge, skills and experience you need to thrive in an increasingly competitive workplace.
Recent graduates have gone into areas such as:
Our degrees provide you not only with specific subject training but also with key transferable skills. The School has a dedicated Employability Officer to help and support you in finding a suitable career and making the most of the skills you have developed through your degree.
The Philosophy Department at Kent takes employability seriously, and all of our modules are designed to give you important skills that transfer to the workplace.
Recent graduates have gone into areas such as:
Our modules not only improve your grasp of philosophy, but also teach you how to critically evaluate ideas, think through problems and clearly communicate even complex material. We offer opportunities to discuss and defend your ideas, to give oral presentations, to work both individually and as part of a group, all of which equips you with useful instruments for your future careers, whatever they may be.
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It includes:
Find out more about the Unistats dataset on the Higher Education Statistics Agency website.
