Yr 12 rs study skills induction booklet mke

Yr 12 RS Study Skills Induction Booklet Name - Tutor Group - Class Teacher -

Expectations of the course ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

What will you be studying? 1. Utilitarianism (a) Introduction to Ethics What is ethics? Deontology and Teleology Metaethics Ethical Theories Absolutism and Relativism. (b) Bentham’s Utilitarianism What is Utilitarianism? Act Utilitarianism Hedonic Calculus. (c) Mill’s Utilitarianism Additions to Bentham Higher and Lower pleasure Rule Utilitarianism (d) Application of Utilitarianism Genetic Engineering IVF/Surrogacy Strengths and weaknesses Compatibility with religion Key Issues Strengths and weakness of the ethical systems of Bentham and Mill. Which is more important – the ending of suffering and pain or the increase of pleasure? How worthwhile is the pursuit of happiness, and is it all people desire? How compatible is Utilitarianism with a religious approach to ethics?

What will you be studying? 2. Situation Ethics (a) Introduction What is Situation Ethics? Legalism and Antinomianism Idea of situation Conscience Moral Decision making (b) Fletcher Six fundamental principles Christian love (c) Fletcher pt 2 Four Presumptions (d) Application of Situation Ethics Sexual ethics Genetic engineering/Designer babies Strengths and weaknesses Compatibility with Christianity Practicality Key Issues Strengths and weaknesses of Situation Ethics as an ethical system. Does Christian love allow people to do anything, depending on the context, and how far is it true that love should be the highest Christian law? How practical is Situation Ethics? How compatible is Situation Ethics with other Christian approaches?

What will you be studying? 3. Nature and value of human life ,[object Object],[object Object],[object Object],[object Object],(b) Fatalism and Free Will Religious responses Do humans control their own destiny? (c) Equality and Difference Diversity of humans – race, gender and disability What is equality? Religious ideas on race etc (d) Value of life Core idea of value of life Gift from God Stewardship Self sacrifice Key Issues How far must a religious view of life be fatalistic? How far can religion support the idea of equality? Human life must be given priority over non-human life and some human lives are more valuable than others – how far could religion accept this view?

What will you be studying? 4. Abortion and Euthanasia ,[object Object],[object Object],[object Object],[object Object],[object Object],(b) Euthanasia Definitions Case studies Legislation Application of ethical theories Slippery slope argument (c) Arguments for and against Is abortion murder? What is a ‘good’ action? Is a right to life an unquestionable human right? Key Issues Does the definition of human life stop abortion being murder? Can abortion and euthanasia ever said to be ‘good’? Do humans have a right to life?

How will you be assessed? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

What do the Assessment Objectives mean? This tests how much you know and understand. Q1 30 marks This tests your evaluative skills. Q2 15 marks.

Exam command words – you must learn these!

Carrying out research in the school library ,[object Object],[object Object],[object Object],[object Object],[object Object]

How to locate books ,[object Object],[object Object]

Your task ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Active Reading – don’t take everything at face value ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

SQ3R Reading ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Difficult Reading Material ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Active reading checklist ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Models of note taking ,[object Object],[object Object],[object Object],[object Object],[object Object]

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Useful Abbreviations and Symbols ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],w/ with w/o without cd could wd would bc because Govt Government vs against therefore Educ. Education impt important devt development C19 nineteenth century c. or ca. circa, about c.1800 cf. compare this with... ct. contrast

How to break down the question Assignment questions contain direction words: verbs , which are crucial in telling you how you should answer the question

How should I structure my work?

Yr 12 rs study skills induction booklet mke

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Yr 12 rs study skills induction booklet mke