THEO2361: ATHEISM, BELIEF, AND THE EDGE OF REASON

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• To introduce students to key philosophical thinkers from the early modern period to the present
• To develop a capacity for philosophical analysis that is theologically sensitive, and formed by a close reading of a range of seminal primary texts
• To nurture in students an independent scholarly and intellectual ability to engage with central questions in philosophical theology.

• Is it possible to believe in God, moral freedom and the soul in the light of secular explanations of the world? This module investigates how the very philosophers who set many of the parameters for modern thought (such as Descartes, Locke, Leibniz and Kant), were at the same time deeply concerned to preserve a space for God, freedom and the soul. The module will also explore why this space seemed more problematic to other thinkers, such as Hume and Nietzsche. Finally, the module considers philosophers such as Wittgenstein and Iris Murdoch, who attempt to circumvent these problems, by preserving the language of God, freedom and the soul, without any deep metaphysical commitments. The module will evaluate conflicting arguments as to whether it is the secular mindset or the theological commitments which are most problematic. The philosohers and texts discussed will vary from year to year depending on staff availability.

Subject-specific Knowledge:

• A knowledge and critical understanding of the interaction between Christian theology and Western philosophy from the early modern period to the present. In particular, an awareness of how the concepts of God, human freedom and the soul relate to one another philosophically, and of the way in which philosophers have protected or attacked theological beliefs in the light of secular explanations of the world.

Subject-specific Skills:

• An ability to analyse questions in philosophical theology with intellectual rigour and historical depth. A capacity to see the relationship between foundational metaphysical beliefs, and moral and ethical positions. An awareness of how the philosophical tradition can inform contemporary questions about God, the nature of explanation, and questions surrounding mind and moralilty.

Key Skills:

• Skills in the analysis of conceptual problems, and an ability to read complex texts critically and with nuance. An ability to detect inconsistencies in an argument, and to make lateral links on the basis of understanding deeper philosophical common ground between apparently diverse positions.
• Skills in the recognition of fine conceptual distinctions and in the applicationn of that recognition to the evaluation of truth claims.
• Skills in the acquisition of information through reading and research, and in the structured presentation of information in written form.

• Lectures convey information and exemplify an approach to the subject-matter, enabling students to develop a clear understanding of the subject and to improve their skills in listening and in evaluating information.
• Seminars enhance subject-specific knowledge and understanding both through preparation and through interaction with students and staff, promoting awareness of different viewpoints and approaches.
• Formative essays develop subject-specific knowledge and understanding, along with student skills in the acquisition of information through reading and research, and in the structured presentation of information in written form.
• Examinations assess subject-specific knowledge and understanding, along with student skills in the structured presentation of information in written form under time constraints.
• Summative essays both develop (through feedback) and assess subject-specific understanding, cognitive and interpretative skills, and key skills of written communication and acquisition of information.

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