Philosophy of Religion explores philosophical questions about the existence and nature of God, religious belief, and the meaning of religious ideas. It examines arguments for and against the existence of God, as well as challenges raised by science, logic, and human experience. Students analyse philosophical arguments, evaluate different viewpoints, and consider how religious and non-religious thinkers respond to these debates.

Cosmological Argument and Responses

The cosmological argument is a group of philosophical arguments which attempt to prove the existence of God by explaining why the universe exists. These arguments focus on ideas such as causation, contingency, and the need for an ultimate explanation of reality.

Students study key versions of the argument, including Aquinas’ arguments from motion, causation, and contingency, Leibniz’s principle of sufficient reason, and the Kalam cosmological argument, which focuses on the beginning of the universe. The topic also explores philosophical, scientific, and religious responses that challenge or defend these arguments.

Teleological Argument and Responses

The teleological argument, also known as the argument from design, suggests that the order and complexity of the universe point towards the existence of an intelligent designer. Philosophers have used examples from nature and the structure of the universe to support this claim.

Students study key versions of the argument including Aquinas’ argument from design, Paley’s watchmaker analogy, and modern forms such as intelligent design. The topic also examines philosophical critiques, scientific explanations such as evolution, and religious responses to these debates.

Atheism

Atheism is the view that there is no good reason to believe that God exists. In philosophy, atheism is often supported through arguments which challenge the coherence or probability of religious belief.

Students explore arguments such as the improbability of God, the claim that the God of classical theism is incoherent, and the presumption of atheism, which argues that belief in God requires sufficient evidence. The topic also considers philosophical, scientific, and religious responses to these arguments.

Medical ethics examines moral questions that arise in medicine, healthcare, and biological science. It considers how decisions should be made when medical technology, human wellbeing, and moral values come into conflict.

Students explore ethical issues relating to the beginning of life, organ transplantation, and end-of-life care. These topics are studied through different ethical perspectives and through both religious and non-religious responses.

Beginning of Life

Philosophical debates about the beginning of life focus on questions about when life begins and when a being becomes a person with moral rights. These debates are important for understanding ethical issues in modern medicine and biotechnology.

Students study ideas about personhood, the treatment and use of embryos, and the ethics of abortion. The concept of the sanctity of life is also explored, alongside religious and non-religious responses to these issues.

Organ Transplants

Organ transplantation raises complex ethical questions about how organs are obtained and how they should be distributed. Philosophers consider issues of fairness, consent, and the value of human life.

Students examine ethical debates around organ procurement (how organs are obtained), organ allocation (how they are distributed), and the principle of the sanctity of life. Religious and non-religious perspectives are also studied.

End of Life

End-of-life ethics explores how society should respond to suffering, dying, and medical decision-making at the end of a person’s life. These debates raise questions about dignity, autonomy, and the value of life.

Students study different forms of end-of-life care, including medical and social care, as well as debates about euthanasia and assisted suicide. The topic also examines the idea of the sanctity of life and considers both religious and non-religious responses.