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Are you enthusiastic about religious education? This course will help you translate that into practical skills, so you can make it exciting and relevant for the young people you teach. Read more
Are you enthusiastic about religious education? This course will help you translate that into practical skills, so you can make it exciting and relevant for the young people you teach. We also aim to develop your skills so that you become an innovative professional, able to make a valuable contribution to the development of the subject in the future.

You are taught by a team of experienced mentors and tutors, who are all specialists. The partnership with schools, both church and community, is very strong. You also have the opportunity to visit places of worship and meet members of different faith communities. We introduce you to a range of approaches to religious education, build your confidence as a specialist in this area of the curriculum, and encourage you to develop your own area of expertise, through the modules at masters level.

Religious education is essential to the basic secondary school curriculum and it plays an important part in the personal, spiritual, moral, social and cultural development of young people. It is often extremely popular, with large numbers of pupils taking examination courses in religious studies. This is a particularly exciting time to be teaching religious education.

Course outline

You'll begin by understanding the needs of individual learners, learning to notice, understand and implement key teaching strategies. Working with individual groups of pupils in school, you'll gradually building up to the teaching of whole classes in the second phase. This will involve fostering the appropriate levels of learning in pupils, corresponding to the requirements of the Teachers' Standard. We draw on a broad range of teaching and learning strategies, including ICT workshops, videos, visits and hands-on practical work with artefacts and resources, as well as more traditional teaching methods.

We will look at the role of a religious education teacher, working with faith communities to look at the aims of RE in spiritual and moral development. You'll use a variety of approaches towards teaching, including relationships with ICT and citizenship, to create a better learning experience for students. We believe that experience is not enough - what is vital is to be able to unpick and reflect on experiences. You'll deconstruct classroom learning activities into their constituent parts, and then build them up again and implement them in the classroom. Your personal tutor will meet with you throughout the year to discuss your progress, and your subject mentor will support your development towards QTS at your placement.

Graduate destinations

With QTS built in, you'll be able to apply for a position as a secondary school RE teacher immediately after graduation.

Other admission requirements

If you don't have an undergraduate degree but do have a Masters or other higher qualification, your application will be considered by our academic tutors on a one-to-one basis.

GCSE grade C or above in English language and mathematics or recognised equivalent qualifications. All successful applicants must have met this requirement by 31 July 2016.

Successful completion of the QTS skills test in literacy and numeracy by 31 July 2016. A satisfactory Enhanced Disclosure and Barring Service (DBS) background clearance check prior to starting the course. Satisfactory Occupational Health medical check prior to starting the course

Evidence of a satisfactory level of literacy on the application form and a satisfactory personal statement. Evidence of motivation and appropriate professional values. A strong personal statement conveying an enthusiasm for the subject, for working with young people and for teaching and learning.

A satisfactory academic (University) or a satisfactory professional reference if it is more than 5 years since academic work.

Evidence of the potential to work at Masters level.

We strongly recommend that you obtain a minimum of 5 days secondary school experience in a mainstream UK secondary school observing a class in your chosen teaching specialism before applying.

At interview, all candidates undertake a range of tasks including a micro-teaching task; group discussions; individual interview; subject knowledge tests; and other written tasks as appropriate, including testing of literacy levels and the ability to think and write at Masters level.

There are currently no AP(E)L opportunities for entry to this programme.

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This course will prepare you to teach secondary religious education in a variety of school settings, including Roman Catholic faith schools, academies and local authority secondary schools, across the 11-16 age range with post 16 enhancement. Read more
This course will prepare you to teach secondary religious education in a variety of school settings, including Roman Catholic faith schools, academies and local authority secondary schools, across the 11-16 age range with post 16 enhancement . You will develop a good understanding of religious education and gain a solid foundation of professional awareness and understanding to help you develop your competence and confidence in imparting your subject knowledge to young people. In addition to enhancing your subject knowledge, the course will develop your practical teaching skills to meet the standards for qualified teacher status (QTS) and will improve your ability to demonstrate a range of key skills, that will support your wider professional development.

The course is designed to help deepen your knowledge and understanding of not only Christianity, which is the main religion taught within all schools, but also all of the other major world religions including Judaism, Islam, Hinduism, Sikhism and Buddhism. During your studies you will be introduced to current debates and practices within religious education, as well as those issues relating to the promotion of the spiritual, moral, social and cultural development of all pupils. You will be provided with opportunities to engage in the use of study trips to a variety of places of worship, including synagogues, churches, mosques, temples, gurdwaras and pagodas in teaching RE.

[[School Experience]
You will gain a vast amount of experience of teaching as a substantial component of the course involves teaching placements. You will undertake 40 weeks of full-time study at Newman (from early September to the beginning of July), and you can expect to spend at least 24 weeks in school. This focuses on an introduction to secondary teaching, developing standards through partnership school experience and extending and developing your professional skills. Experienced teaching colleagues, including subject mentors – teachers trained to provide beginning teachers with support and guidance - will support you through these placements.

Partnership Tutors from Newman will also be allocated to provide advice and support. You will attend taught sessions at Newman which will provide you with a thorough understanding of education theory that you will be able to apply in the classroom. A key feature of the course is the opportunity to develop your own professional interests thorough individual experiences. You will be encouraged to explore further aspects of religious education with groups of pupils across the age and ability range, including those with special educational needs.

One of the best features of studying this course at Newman is the high level of tutor support it offers. You may also have the option to study for the Catholic Certificate in Religious Studies (CCRS), which enables you to teach in Catholic schools.

Special Features

You can expect a variety of different teaching methods including off-site teaching, study visits, seminars, lectures and visiting experts in related fields of RE.
• Newman has excellent links with Birmingham’s faith communities.
• Assessment methods are varied and include essays, presentations, seminar preparation, school-based reports, teaching files and appraisal of practical teaching skills.
• To enable you to teach in Catholic schools you will have the opportunity to study for the Catholic Certificate in Religious Studies (CCRS)

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Do you want to become an outstanding teacher? Our specialist PGCE in Secondary Education with Religious Education (RE) is a direct route to a career of which you can be proud. Read more
Do you want to become an outstanding teacher? Our specialist PGCE in Secondary Education with Religious Education (RE) is a direct route to a career of which you can be proud. RE teachers empower young people and this course aims to produce dynamic, confident, and innovative teachers who are committed to making RE accessible for all. This course includes current debates and practices within RE, as well as those issues relating to the promotion of the spiritual, moral, social and cultural development of all pupils; it develops a range of teaching styles appropriate to the delivery of RE within the National Curriculum and GCSE/A Level specifications.

The course’s perspective on religious education distils the best practice of the recent past and gives a decidedly contemporary flavour with an eye to the future. Furthermore, our PGCE RE trainees take up ‘enhancements’ linked to other curriculum subjects, primary phase or Special Education Needs and Diversity.

The route to qualified teacher status will require you to work closely with all those involved in the training partnership – teachers, University tutors, school mentors, professional tutors in school and, last but not least, your fellow trainees. You are encouraged to take an active and collaborative role in your own learning and we all look forward to working with you on what we know will be a rewarding and enjoyable year.

At the University of St Mark & St John, we pride ourselves on the quality of our teaching programmes. Ofsted 2014 commented “the collaborative nature of the partnership that promotes high-quality training across all settings’. If the idea of joining these trainees inspires and motivates you, it’s time to apply for our PGCE with RE.

Modules

-Becoming a teacher: Pedagogy & Philosophies of Learning
-Inclusion in the Secondary Classroom: Appreciating Diversity
-Understanding the Learner: A Personalised Approach to Learning & Assessment
-Teaching Placement

Career Opportunities

RE teachers are in short supply but the regional demand will vary from year to year. Previous trainees in RE have gained employment locally in Plymouth, Devon and Cornwall but also further afield e.g East Midlands, London, Yorkshire, Birmingham and in international schools. University of St Mark & St John will work with partnerships to ensure that you receive the very best in teacher training preparing you to teach in any type of school, church schools, academies, cooperative trusts, independent schools or free schools.

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Social Studies prides itself in offering a rich environment with unparalleled opportunities for graduate students desiring a wide range of backgrounds and interests including visual culture, anti-oppressive education, gender studies, historical consciousness, moral education, and the history and politics of curriculum. Read more

Program Overview

Social Studies prides itself in offering a rich environment with unparalleled opportunities for graduate students desiring a wide range of backgrounds and interests including visual culture, anti-oppressive education, gender studies, historical consciousness, moral education, and the history and politics of curriculum. In addition to the required coursework, a vibrant graduate student community is fostered through speaker series, research centres, seminars, and study groups.

Part-time and full-time study options are offered.

Quick Facts

- Degree: Master of Arts (research-based), Master of Education (course-based)
- Specialization: Social Studies Education
- Subject: Education
- Mode of delivery: On campus
- Faculty: Faculty of Education

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In education there are a number of different interests to be considered. the interests of the children, their parents, the groups to which they belong (e.g. Read more
In education there are a number of different interests to be considered: the interests of the children, their parents, the groups to which they belong (e.g. religious or ethnic minorities), and the interests of society.

These interests are often difficult to define and they can often be at odds with each other. How do we establish what is the best practice or policy? How do we assess and attune conflicting interests or claims? How do we decide in the case of strong differences of opinion and perception?

Educational professionals need to have the competences to analyse and discuss moral, legal and policy-related issues. Some of them need to be extra-proficient in this area in order to be able to advise other professionals, managers, policy makers, politicians, and governments. The Ethics of Education Master's course provides the right learning environment to enable you to develop this extra expertise. You will acquire the relevant competences and learn to apply these in the professional contexts of research, policy making and consultancy.

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The Department of Education offers a one-year (12 month) taught full time MA in Global and International Citizenship Education. Globalisation is perhaps the key driving force of modern education systems. Read more
The Department of Education offers a one-year (12 month) taught full time MA in Global and International Citizenship Education.

Globalisation is perhaps the key driving force of modern education systems. Schools (and other educational enterprises in universities, businesses and communities) are part of a global network. This programme explores important issues about what it means to be a citizen in a global world - what could and should be done by educators to respond to the needs of individuals and groups in nation states and the new global society. We discuss issues about rights and duties and communities in the UK, Europe and globally and explore learning, teaching and assessment methods in schools and beyond.

This programme will be attractive to all those who have an interest in social studies education. This includes political and ideological education, moral education and education for diversity. This is a broad field that includes global education, comparative education, international education, intercultural understanding and citizenship education. In particular, the programme explores how to help people understand society and develop the skills to take part in it. This includes investigations of European citizenship and global citizenship education and focusing on learning and teaching methods. The programme will be of interest to those who see themselves as current or future teachers, researchers or policy makers. Applications are welcomed from both home and international students. Examples of what our graduates have done include PhD research in Australia; becoming and academic in a university in Japan; being an international student advisor at a university in the USA; working in business and in higher education in China.

Programme Aims

The MA programme aims to:
-Provide advanced-level study of forms of education appropriate for global citizens
-Illuminate the nature of citizenship and global education through insights into comparative education
-Link citizenship and global education to wider issues in society (history, politics and culture) and education via rhetorical and other perspectives
-Develop personal, academic and professional language skills in English
-Develop basic research capabilities in the field of citizenship and global education

Programme Content

Term 1
In term 1 there are 2 compulsory modules:
-Citizenship Education (20 credits)
-Research Methods in Education (20 credits)

And one option module (20 credits) which may be chosen from the full list of modules available to all taught MA students. Modules that may be of particular interest to MAGICE students are likely to include:
-Education and Social Justice
-Intercultural Communication in Education
-Motivation in Education
-Teaching and Learning in Schools

Term 2
-Teaching and Learning Citizenship & Global Education (20 credits)

And one option module (20 credits) from the full list of modules available to all taught MA students. Modules that may be of particular interest to MAGICE students are likely to include:
-Contemporary Issues in Teaching
-Cross-cultural Perspectives on Language and Discourse
-Qualitative and Quantitative Data Analysis
-Gender, Sexuality and Education
-Higher Education in the 21st Century

Term 3
-Planning and Communicating Research (20 credits, classes spread over Terms 2 and 3)

The third term and the summer is also devoted to writing a dissertation (60 credits) based on a small-scale research study to be submitted by early September. Previous studies have included an examination of global education; universities as sites of global citizenship; studying the media.

Careers

Our graduates find employment in a wide range of sectors within education and higher education, but also in journalism, information management, human resources and other careers.

Others find employment opportunities in the civil service, NGOs and other international organisations.

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This module will enable participants to develop a critical understanding of the contexts within which professional practice is situated and to relate them to a critical examination of the contexts of, and the implications for, their own professional practice. Read more

Module 1: PG Cert Module 1 – Research Design

Module 2: PG Cert Module 2 – Literature Review

Module 3: Critical Perspectives 1

This module will enable participants to develop a critical understanding of the contexts within which professional practice is situated and to relate them to a critical examination of the contexts of, and the implications for, their own professional practice.

The course content is organised around four inter-related themes:
- Policy
- Institutions
- Learning
- Professional identities

The four themes are explored within two over-arching frameworks:
- Processes of change
- Theories and evidence

Module 4: Critical Perspectives 2

This module aims to introduce students to an array of new techniques and emerging philosophies available for critical analysis of practice and interrogation of existing theoretical concepts that underpin them.

The module is grounded in theoretical and epistemological foundations of educational research. There are two key elements, related to i) national and international debates on the nature of inquiry, values and positions of researchers; and ii) diverse underpinning epistemologies, theories and methodologies.

i) This element concerns the nature of educational research as a diverse and evolving multi-disciplinary field of endeavour. It addresses questions of ontology, epistemology and theory, as well as concerns about the usefulness and relevance of educational research. This leads to consideration of national and international debates about the nature of evidence and evidence-based practice and tensions that relate to paradigmatic divisions. Questions are raised about the identities of researchers, their moral judgements and values, as well as those of their sponsors. Hence, issues of ethics and politics are introduced and ways forward are considered.

ii) This element considers positivist and interpretive world views that are linked to quantitative and qualitative research (empiricism, post-positivism, critical realism, critical theory, postmodernism and social constructivism). Ways of bridging these world views are debated and the potential impact of digital research on educational inquiry is considered.

Module 5: Pilot Study

This module will enable participants to practise the skills of advanced academic enquiry by
- Justifying the selection of an area worthy of study in a relevant area
- Applying their knowledge of the methodological, epistemological and ontological perspectives found in educational research
- Distinguishing between and critically evaluating different research paradigms and the methods and techniques associated with them and positioning their work within these debates
- Taking and justifying an ethical stance on the research process
- Disseminating the outcomes of research to a range of audiences

You will also be required to complete a Doctoral Thesis.

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This programme is subject to validation. Examine the complexities and processes involved in world affairs. The relationships between states, international institutions, international non-governmental organisations (INGOs) and non-state operators are explored and analysed extensively. Read more
This programme is subject to validation.

Examine the complexities and processes involved in world affairs.

The relationships between states, international institutions, international non-governmental organisations (INGOs) and non-state operators are explored and analysed extensively.

You will take an interdisciplinary approach to your studies, integrating historical examples and theories from areas such as international relations, international political economy, sociology, psychology and history.

Why should I choose this programme?

We believe there are five essential elements to gaining the best possible postgraduate education in international relations and having the most rewarding student experience.

‌•An unmatched international character
‌•An unrivalled central London location
‌•An enriching and unique education
‌•An inspiring academic team
‌•A breadth of subject expertise
‌•All of this, combined with the small-feel atmosphere that characterises the study experience at Regent’s, provides the perfect environment to study your MA International Relations.

An unmatched international character

There is no better place to study international relations than Regent’s. Our tight-knit community of less than 4,000 students is made up of over 140 nationalities. To preserve this unique breadth of diversity, our admissions policy ensures that no single nationality is ever over-represented on campus.

Regent’s is a genuine microcosm of the world, offering a live example of effective international relations and cultural integration, with unequalled opportunities to establish your own networks. Intercultural intelligence is at the heart of our education, irrespective of the subject. You will find that everyone at Regent’s is interested in international relations, not just your peers in the classroom.

An unrivalled central London location

London is a global hub for international relations. It is home to the headquarters of many of the world’s most important international organisations, think-tanks, and charities, as well as university research groups. We offer the best of both worlds: a location in the heart of bustling central London, with all these resources at your disposal, in a beautiful private campus situated in the middle of royal Regent’s Park. There is nowhere in London or the UK that matches our Park Campus.

An enriching and unique education

Formal classroom-based learning is only one part of the overall package at Regent’s. An important part of your education is enrichment. Our MA International Relations includes a programme of guest lectures from high-profile experts who share their practical expertise and speakers from specific industries to allow you to establish important links to the world of work in the areas that interest you most.

Our students participate in the global Model United Nations conference in New York every year and have won many awards internationally. Our MA includes full ADR (Alternative Dispute Resolution) training which is based on our well-known executive mediation courses from which famous alumni such as Archbishop Desmond Tutu have graduated. Our Human Rights module is run in association with the Humanitarian Conference in Geneva, which you will attend and participate in.

Outside of your formal studies, you will have the opportunity to meet your personal Careers Advisor in your first week on campus. Your Advisor can provide ongoing support with your leadership development, employability, professionalism, entrepreneurialism, and career management skills.

An inspiring academic team

As well as helping to shape domestic and foreign policy, our team of inspiring lecturers lead key international debates and are regular commentators in the media, including BBC TV, BBC Radio, CNN, NBC, CBC, CBC Australia, World Today, Haaretz, Al Arabiya, Al Jazeera, The Guardian, The Independent, France 24, LBC TV and LBC Radio. Our academic team has strong connections with Chatham House, Human Rights Watch and the Council of Europe, and other key organisations in the area of international relations.

Our focus is on developing your leadership potential too. Our University mission statement is ‘Developing tomorrow’s global leaders’, and our MA International Relations aims to empower you to become a leader in your community, domestically and internationally.

A breadth of subject expertise

While our flagship MA International Relations retains the small-feel atmosphere that characterises the study experience at Regent's, our expertise covers a broad range of areas, including but not limited to: international relations theory; diplomacy, war and conflict resolution; strategy and complexity; human rights; US foreign policy; the Middle East; Latin America; Africa; the European Union; migration and refugees; human trafficking; gender; international political economy; global health; humanitarian issues; nationalism; advanced research methods; and energy and environment.

Key skills, aims and objectives

You will gain

A deep analytical understanding of key sub-fields and theories of International Relations as a discipline
The ability to identify major operators and institutions of international relations and their functions
Analytical understanding of international issues from a range of perspectives
The ability to evaluate decision-making processes, including moral and ethical implications
A familiarity with foreign cultures and languages

Future opportunities

Graduates of this programme are not limited to a single career path. It will prepare you for a number of careers in areas such as diplomacy, international business, economics, history, law and political science.

How to apply

Applying to study at RUL is a quick and easy process. We accept direct applications, have no formal application deadlines and there is no application fee.

Step 1 Apply

You can apply in the following ways:

•Apply online
•Apply directly to us using the application form available here http://www.regents.ac.uk/media/1188903/Regents-application-form.pdf
Once you have completed the application form, please send us the following supporting documents, by post, email or fax:

•Copies of academic transcripts and certificates of all academic study undertaken after secondary school
•One letter of academic reference
•A copy of your CV/resumé showing your work experience if applicable.
•A 300 to 500-word personal statement in support of your application, outlining your reasons for applying to your chosen programme and how you feel you will benefit from the course of study
•A copy of your passport photograph (ID) page
•One recent passport-sized, colour photograph, jpeg format (this must be emailed to us at )
•If not a native English speaker, proof of your English proficiency

Please note: most candidates will be assessed for admission on the basis of their submitted application materials. However, RUL reserves the right to invite candidates for interview and to reject those who decline to attend.

Step 2 Making an offer

We will assess whether you meet our minimum entry requirements and will make you an offer by both email and post, or notify you that you have been unsuccessful.

If you have completed your education and have met all the entry requirements, you will be sent an unconditional offer. If you still have to finish your exams, or have yet to submit supporting documentation, we will make you a conditional offer.

You can expect to receive a decision on your application within 10 working days of receipt of your completed application and supporting documents.

Step 3 Accepting the offer

If you wish to accept the offer you must:

•Confirm your acceptance via email/post/telephone/in person
•Pay the registration fee (non-refundable)
•Pay the non-EU advance tuition fee deposit, if applicable (non-refundable)
•Please note: although there is no formal deadline to pay your registration fee or non-EU advance deposit, if you need to apply for an international student visa to study in the UK, then we recommend that you pay these as soon as possible.

Please see here for information on how to pay http://www.regents.ac.uk/study/how-to-pay.aspx

Step 4 Full acceptance and visa

On receipt of your acceptance we will issue the final set of documentation and, where needed, the relevant visa support documentation. To find out if you need a student visa please consult the UK Visas and Immigration (UKVI) website for current information: http://www.gov.uk/government/organisations/uk-visas-and-immigration (please note it is your own responsibility to arrange the appropriate visa).

For more information on course structure, admissions and teaching and assessment, please follow this link: http://www.regents.ac.uk/study/postgraduate-study/programmes/ma-international-relations.aspx#tab_course-overview

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The goal of the Master’s Programme in Philosophy is to provide you with systematic knowledge of philosophy as an independent field of science and of its specialisation fields, as well as to enhance your skills of philosophical analysis and argumentation. Read more
The goal of the Master’s Programme in Philosophy is to provide you with systematic knowledge of philosophy as an independent field of science and of its specialisation fields, as well as to enhance your skills of philosophical analysis and argumentation. In addition, the Master’s programme provides you with the skills necessary to conduct independent philosophical analyses through both spoken and written media.

Philosophy graduates have been employed in a wide range of positions. Most of them work as researchers and teachers at institutions of higher education, general upper secondary schools and other educational institutions. Others serve in very different positions, often in jobs focusing less on a narrow field of specialisation and more on understanding broader issues, such as in communications as well as administration and planning duties.

The University of Helsinki will introduce annual tuition fees to foreign-language Master’s programmes starting on August 1, 2017 or later. The fee ranges from 13 000-18 000 euros. Citizens of non-EU/EEA countries, who do not have a permanent residence status in the area, are liable to these fees. You can check this FAQ at the Studyinfo website whether or not you are required to pay tuition fees: https://studyinfo.fi/wp2/en/higher-education/higher-education-institutions-will-introduce-tuition-fees-in-autumn-2017/am-i-required-to-pay-tuition-fees/

Programme Contents

Philosophy deals with the most fundamental and universal questions about the world and people’s place in it. Central topics include knowledge, reality, the mind, meaning, truth, science, society, action, value, and right and wrong. In Finland, philosophy has traditionally been divided into theoretical philosophy, and practical philosophy. The contents of the degree follow this division. The study track of philosophy with Swedish as the language of instruction represents a tradition in which this division does not exist. The degree programme in philosophy covers all central areas of philosophy. In addition to the general studies shared by all, you can specialise in a specific field of philosophy.

If you are particularly interested in social phenomena and wish to complete a Master of Social Sciences degree, choose practical philosophy or the equivalent content in philosophy in Swedish. If you are interested in other areas of philosophy, it is recommended that you complete a Master of Arts degree. During the course of studies in practical philosophy, you will explore basic issues of human activity and society, as well as common philosophical dilemmas in the field of social sciences.

Theoretical philosophy focuses on the traditional core questions of philosophy, which pertain to the structure of reality, the nature and possibility of knowledge, the relationship of language and the mind to reality, and the rules of competent deduction. It encompasses logic, metaphysics, epistemology, the history of philosophy, philosophy of science, philosophy of language, and philosophy of the mind. Metaphysics studies the fundamental nature of existence. Epistemology examines the general criteria for the justification or rationality of knowledge or belief. The history of philosophy follows the development of the main fields of theoretical and practical philosophy from antiquity to the present day. The particular focus of the philosophy of science is scientific knowledge, deduction and explanation. Logic examines the rules of formally competent deduction, formal languages and the philosophical applications of logical conceptual analysis. Research in the philosophy of language focuses on the relationship between language and reality as well as the nature of linguistic meaning and language use, while the philosophy of mind investigates the nature of mental states and events as well as their relationship with the brain and reality.

Practical philosophy studies the conceptual foundations of morality and society. The studies concentrate on conceptual issues related to norms, values and ideologies as well as on how various normative claims can be justified. Applied ethics examines concrete moral problems in the light of theories of normative ethics.

The philosophy of social science studies the principles of concept and theory formation as well as their epistemological and logical foundations. It also explores the nature and development of the social sciences, the special methods of mathematics and logic they apply, social ontology, and the relationship of the social sciences to society at large.

In addition to examining the fields described above, the study track of philosophy with Swedish as the language of instruction analyses the problem of the Enlightenment, contemporary philosophical criticism and the tradition of Socratic philosophy in which fundamental issues of knowledge, existence and morality are viewed as conceptually inseparable.

The history of philosophy follows the development of the main fields of philosophy, from antiquity to the present day.

The studies consist of lectures, seminars, book examinations, end-of-course examinations, essays, theses and brief presentations. The discipline also has several active research seminars, which allow you to follow the latest trends in international research. You should contact potential supervisors when you are selecting your thesis topic.

Selection of the Major

Students admitted to the Master’s Programme in Philosophy graduate with a Master of Arts or Master of Social Sciences degree. The study tracks in theoretical philosophy (and philosophy with Swedish as the language of instruction) as well as practical philosophy correspond to the above degrees. In other words, the following three study tracks are offered:
-Theoretical philosophy
-Practical philosophy
-Philosophy with Swedish as the language of instruction

When applying for the programme, you must inform us which degree you wish to pursue and which study track you wish to select. You can freely change your study track within the Master’s programme, but to graduate you must complete all the studies required for a single study track.

Programme Structure

The scope of the Master’s degree is 120 credits, comprising:
-Advanced studies (60–110 credits), including a Master’s thesis (30 credits) and other studies in the discipline.
-Professional skills studies (5–15 credits), which can consist of a traineeship, a professional skills project or other studies that develop your professional skills.
-Elective studies (max. 55 credits).

Career Prospects

The Master’s programme trains researchers and subject teachers of philosophy for general upper secondary education. Studies in philosophy prepare you for all professions that require critical and exact thinking and the ability to write clearly and convincingly. The fundamental nature of the discipline and its capacity to provide both an all-round foundation and diverse opportunities for specialisation form an excellent basis for employment in a wide range of positions. Previous philosophy graduates have found employment in education, administration, communication and the commercial sector. According to a recent survey, 93% of American employers felt that the ability to think critically, communicate clearly, and solve complex problems is more important than a candidate’s major subject. A suitable combination of expertise in philosophy and other areas enables you to work in a wide range of intellectually challenging jobs.

Internationalization

Studying philosophy at the University of Helsinki provides excellent opportunities for gaining international experience:
-The most common option is to become an exchange student at one of the Faculty’s or University’s partner institutions abroad. You can complete part of your degree studies at a university outside of Finland. The philosophy disciplines have several Erasmus and Nordplus exchange agreements with European universities.
-Another option is to complete a traineeship abroad.
-You can help international students as a peer tutor.
-You can be involved in the international activities of the subject organisations or the University’s Student Union.
-You can also improve your language skills and cultural knowledge by participating in the language courses of the University of Helsinki Language Centre.
-A bilingual degree (in Finnish and Swedish) provides you with access to the Nordic job market.

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Take advantage of one of our 100 Master’s Scholarships to study Sports Ethics and Integrity at Swansea University, the Times Good University Guide’s Welsh University of the Year 2017. Read more
Take advantage of one of our 100 Master’s Scholarships to study Sports Ethics and Integrity at Swansea University, the Times Good University Guide’s Welsh University of the Year 2017. Postgraduate loans are also available to English and Welsh domiciled students. For more information on fees and funding please visit our website.

Responding to the global crisis in sports integrity this course is a world-first innovation for sports administration and governance.

Key features of MA in Sports Ethics and Integrity

The world of sport is increasingly beset by ethical problems, from corruption and match fixing to doping and illegal betting. College of Engineering offers an MA in Sports Ethics and Integrity.

The integrity of sporting bodies and organisations at every level is being brought into question, creating an urgent need to develop a coherent, professional response to these issues.

Our response is to establish sports ethics and integrity as a new, internationally recognised profession within the field of sports administration and governance in both public and private sectors; to develop 100 new postgraduate experts between 2016-21, selected from around the world who will enrich sport federations with their expertise in ethics and integrity and revolutionise the world of sport. This may be one of the few chances to respond effectively and rapidly to the global crisis in sport integrity.

‌‌‌The MA Sports Ethics and Integrity will focus on:

- Global sports governance (e.g. FIFA, IOC)
- Anti-doping and drugs education
- Privacy and data protection issues
- Fair Play, justice and human rights
- Youth Olympics, ethics and education
- Equity, diversity and inclusion (especially age and disability issues)
- Illegal and irregular gambling
- Match-fixing and sport manipulation
- Legislation and codes of conduct
- Equality and anti-discrimination (class, race, ethnicity, religion and gender issues)
- Child protection and children’s rights
- Olympism, peace, and The Olympic Truce

Course description

The MA Sports Ethics and Integrity will equip students for high-level careers in sports administration and governance, with a focus on ethical sports, integrity and compliance. Students will receive training that enables them to identify ethical issues, engage in moral thinking, and translate decisions into moral actions – the three core skills required to develop sports integrity.

The MA Sports Ethics and Integrity will support students in developing an ethical mind-set and transferable skills that are indispensable for addressing the value and integrity issues facing national and international sporting federations, national Olympic Committees, and Paralympic Committees with a focus on:

Year 1

- Ethical theory, sports and integrity
- Anti-doping: ethics, policy and practice
- Sport integrity, corruption and gambling
- Ability, disability and athlete integrity
- Sport vales, fair play and integrity
- Summer School at the International Olympic Academy - Greece

Year 2

- Olympism and the Olympic Movement
- Research methods and skills
- Governance, law and sport integrity
- Sports, management and integrity
- Student Dissertation
- Summer School at the International Olympic Academy, Greece

The MA Sports Ethics and Integrity graduates will benefit from opportunities to undertake practical placements within the partner’s extensive network of advisory bodies, federations, policy-makers and commercial organisations, as well as from extensive international collaboration and training opportunities.

International networks

This course is a product of an international collaboration of the following universities:

- Swansea University, founded in 1920, is a rapidly growing, UK top 30, research-intensive University with world-leading sports science research and productive international partnerships. Swansea has pioneered globally the ethics of sports as an area of applied research and consultancy in elite sport.
- Charles University in Prague, founded in 1348, is the oldest University in Central Europe, and is consistently ranked first among the Universities of Central and Eastern Europe.
- Johannes Gutenberg University Mainz, founded in 1477, is one of the top research universities in Germany of national and international recognition. It is a founding partner of the groundbreaking Executive Master in European Sports Governance.
-KU Leuven, founded in 1425, is one of the oldest Universities in the world, and ranks among the world’s top 100 Universities. It is a leading centre of international excellence in disability and Paralympic sport.
- The University of the Peloponnese is the most recently founded of Greek Universities, and draws on extensive links with the International Olympic Academy and the Olympic Movement. It hosts summer schools on Olympic Studies at its Ancient Olympia campus, adjacent to the archaeological site of the Ancient Olympic Games
- The University Pompeu Fabra is ranked as the 1st University in Spain, the 7th in Europe and 13th worldwide in the Times Higher Education (THE) top Universities under 50 years old. It is recognised as a “Campus of International Excellence”‌‌‌

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The Applied Educational Leadership and Management MA is designed for education leaders or managers who work in a school or college, or work in an educational planning, development or inspection role for a national or regional organisation. Read more
The Applied Educational Leadership and Management MA is designed for education leaders or managers who work in a school or college, or work in an educational planning, development or inspection role for a national or regional organisation. It will enable students to contribute towards the improvement of educational systems and institutions, and to reflect on the quality of the learning and teaching they manage.

Degree information

As an applied programme, this MA will improve a student's understanding of educational management and leadership whilst enabling them to apply theory and research to their own working environment. It will foster a student's continuing professional development, allowing them to consider issues related to the policy context of education. It will also give them the chance to contribute towards the improvement of educational systems and institutions.

Students undertake modules to the value of 180 credits.

The programme consists of two core modules (60 credits), two optional modules (60 credits), and a dissertation (60 credits).

A Postgraduate Diploma (120 credits) consisting of two core modules (60 credits) and two optional modules (60 credits) is also offered.

A Postgraduate Certificate (60 credits) consisting of two core modules is also offered.

Core modules:
-Leadership for the Learning Community
-Learning and Managing Educational Change and Improvement

Optional modules - students choose two of the following:
-Developing Personal Leadership Skills
-Exploring Educational Policy
-Finance and Resource Management
-Values, Vision and Moral Purpose

Dissertation/report
All students submit a dissertation of 15,000 words.

Teaching and learning
This programme is delivered via online learning, allowing you to study flexibly whilst balancing work and personal commitments.

The learning strategy for this programme is collaborative in that students share their skills and experience with others. Students are supported by an online learning environment which incorporates focused conferencing and work spaces linked to specific activities for each module. There are also informal discussion areas and links to online resources including library support. Study materials and readings are provided.

Study time is estimated at about 10-15 hours a week.

Careers

Graduates of this programme are currently working across a broad range of areas. Some are working as senior and middle leaders in education institutions worldwide, while others have jobs as government ministers and advisers. Graduates can also be found working as local government leaders and consultants.

Why study this degree at UCL?

The Department of Learning and Leadership's excellent reputation stems from the quality, depth and breadth of its research and development work, and from its promotion oe educational leadership both nationally and internationally.

The department supports educational and public sector leadership to improve the life chances of individuals and communities, and works with practitioners and policymakers at the centre of research and practice.

The department is at the forefront of developing research, new knowledge and publications for and about leadership and learning.

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Since the advent of the Health and Safety at Work Act the philosophy of managing work based hazards has changed from a reactive rule based protocol to one based on the assessment and management of risks. Read more
Since the advent of the Health and Safety at Work Act the philosophy of managing work based hazards has changed from a reactive rule based protocol to one based on the assessment and management of risks. More recently there has been the recognition of the need to go beyond simply avoiding unwanted outcomes and developing a wider dimension of organisational resilience.

The systematic assessment and management of workplace hazards demand the development of existing knowledge and skills. Good employers now recognise that managing health and safety has not only legal and moral imperatives, but also makes good business sense.

Loughborough University has been providing training in occupational health and safety management for more than 35 years. On successful completion, participants will be able to make better informed decisions concerning the management of occupational health and safety.

See the website http://www.lboro.ac.uk/departments/sbe/executive-education/programmes/accredited/ohsm/

About the Programme

The programme is aimed at professional health and safety advisors and managerial, engineering and scientific staff with responsibilities for occupational health and safety. It gives them the academic knowledge and skills to evaluate operational requirements against health and safety policies which have to respond to a changing regulatory, social and economic climate.

The courses are designed and delivered for participants working within the discipline who can attend the University for a series of short courses ranging from one to four days. Such attendance promotes a much more fulfilling learning experience through direct interaction with acknowledged experts and other students and avoids the isolation of courses delivered entirely by distance learning.

The objectives of the programme are to provide:
- A comprehensive understanding of current occupational health and safety management issues;
- The academic basis for Chartered Status of the Institution of Occupational Safety and Health (IOSH) (for holders of the Diploma/MSc); and
- Flexible training for working professionals who do not have the opportunity for full-time study.

Professional Development

‌Holders of the Diploma (and MSc) satisfy the requirements for graduate membership of IOSH and membership of the International Institute of Risk and Safety Management (IIRSM), providing professional recognition for your studies.

Adding value to your employer

The course is designed to be challenging, career enhancing and geared towards real life management, developing skills you can apply to the benefit of your organisation, and assessing these through work-based assignments which provide a direct return on investment. You will also benefit from excellent opportunities to network with professionals from a range of sectors, with the following organisations represented on the programme in recent years:
- Aluminium Bahrain
- Arriva Plc
- Balfour Beatty
- Birmingham City Council
- BP
- Estee Lauder Companies
- Exxon Mobil
- Heart of England NHS Foundation
- Trust
- INEOS
- Mars Petcare UK
- National Grid
- Network Rail
- Novartis
- Pfizer Ltd
- Qatar Petroleum
- Rolls-Royce
- ROSPA
- Royal Mail
- Severn Trent
- Shell
- Siemens
- TATA Steel
- TOTAL
- Travis Perkins
- UK Coal
- Virgin Atlantic

Structure and Delivery

The Postgraduate Certificate and Diploma programmes are part-time and modular in structure, and involve a combination of taught modules (in four day blocks), distance learning modules and self-study.

The programme is assessed by assignments and projects. There are no written examinations.

The Postgraduate Certificate will normally be completed within seven months of part-time study and the Postgraduate Diploma within 14 months.

The MSc in Occupational Health and Safety Management involves, in addition, a part-time research project conducted over 12 months and is available to those who have achieved the Diploma requirements. Candidates for the MSc must attend two short courses (totalling four days) in research methods.

The MSc in Occupational Health and Safety Management is also available to those who have a Postgraduate Diploma in Occupational Health and Safety from other higher education institutions recognised by IOSH, those with a NEBOSH National or International Diploma (Level 6) and those with a British Safety Council Diploma (Level 6). This qualification usually takes 18 months to complete.

Content

- Module 1: Occupational Health and Safety and the Law (4 days at Loughborough)
- Module 2: Risk Management (4 days at Loughborough)
- Module 3: Management of Physical Hazards (distance learning)
- Module 4: Occupational Health Management (distance learning)
- Module 5: Safety and the Management of People (4 days at Loughborough)
- Module 6: Evidence Based Practical Project (distance learning)
- Module 7: Masters Research Project (4 days at Loughborough + distance learning)

For the Postgraduate Certificate in Occupational Health and Safety Management, candidates must attend and successfully complete the assessment elements of modules 1, 2 and any two chosen from modules 3, 4 and 5.

For the Postgraduate Diploma in Occupational Health and Safety Management, candidates must attend and successfully complete the assessment elements of modules 1-6.

For the MSc in Occupational Health and Safety Management, candidates must attend and successfully complete the assessment elements of modules 1-7.

Find out how to apply here http://www.lboro.ac.uk/departments/sbe/executive-education/apply/

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Your interest in how physical activity, nutrition, health psychology, and professional communication skills can help promote health and treat various clinical conditions could lead you to a multitude of career options. Read more

Course Summary

Your interest in how physical activity, nutrition, health psychology, and professional communication skills can help promote health and treat various clinical conditions could lead you to a multitude of career options.

In addition to developing a firm understanding of the links between physical activity, nutrition and health, this course offers invaluable opportunities to further career prospects during placement and research project units – including the development of practical skills and links with NHS organisations, researchers and clinicians in high-interest areas such as obesity, type 2 diabetes mellitus and cancer.

With relevant experience, we will also support you in registering as an Associate Nutritionist or converting to full registration as a Nutritionist/Public Health Nutritionist.

Intermediate qualifications available:

• Postgraduate certificate – 60 credits at Masters level
• Postgraduate diploma – 120 credits at Masters level

Visit the website: https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/physical-activity,-nutrition-and-health-promotion#about

Course detail

• Study in a supportive and innovative environment, on a course covering a unique combination of topics designed to integrate with current public health policy
• Explore potential career opportunities in Public Health and/or Health Promotion and Education with this MSc that will also allow you to apply for membership of the Institute of Health Promotion and Education
• Develop high-level professional standards; understanding your ethical, moral and legal responsibilities as well as acquiring the practical competencies, the ability to apply scientific knowledge to public health settings, and the research skills that will help you access careers in public health, the health and fitness industry or academia
• Gain the opportunity to practise your skills on work placement, or if already in post or accredited, the opportunity to specialise and develop your expertise in physical activity and nutrition
• Benefit from access to a wide range of careers in Public Health, Health Promotion and Education, roles in charities whose aims are to improve the nation’s health and/or continue to further research-based study on MSc by research, MPhil or PhD programmes.

Modules

• Research Methods
• Professional Skills for Health Care Providers
• Psychological Approaches to Public Health
• Metabolic Health
• Physical Activity, Nutrition and Health Promotion Dissertation
• Exercise Prescription for Clinical Populations
• Placement (short)*
• Placement (long)*
• Exercise Testing and Diagnosis*
• Laboratory Skills*
• Cardiopulmonary Exercise Testing and Interpretation*

*denotes options

Assessment

The assessments of this course aim to enhance your learning experience rather than simply provide academic benchmarks. The assessments will be carried out using: oral presentations, case study reports, critical reviews of literature, individual reports, practical assessments, a portfolio of experience, end of unit examinations and laboratory reports.

The assessment methods relate closely to the learning outcomes of the course and individual units, while allowing you scope for creativity in fulfilling them. For example, by self-selection of case study examples to present within a written report within a particular health context.

Assessments will in many cases be vocationally ‘sensitive’ and designed to promote awareness of contextual health policies and to promote engagement with real-life community or clinically-based physical activity and/or nutritionally based research or interventions.

• Written assessments – dissertation, projects, reports, lab reports (approx. 85%)
• Exams and tests (5%)

Careers

In order to develop as a health / physical activity and nutrition professional you will be encouraged to develop the following skills:

• Reflection and the learning process, in order to identify personal and professional goals for continuing professional development and lifelong learning

• Communication skills sufficient to communicate safely and effectively as a professional with patients, carers and colleagues

Opportunities for career development within the health sector and health and fitness sector have been expanding in recent years. In the light of an increasing recognition of the importance of physical activity and nutrition in the prevention and treatment of disease within government health reports there are significant opportunities for graduates with an MSc in Physical Activity, Nutrition and Health within Primary Care, for example.

Other opportunities exist within organisations or charities with objectives to improve health requiring research expertise and knowledge of health promotion and lifestyle factors.

Funding

For information on available funding, please follow the link: https://www.beds.ac.uk/howtoapply/money/scholarships/pg

How to apply

For information on how to apply, please follow the link: https://www.beds.ac.uk/howtoapply/course/applicationform

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This Masters will examine when and why humans develop social relations with other individuals or social groups, and the psychological consequences of these social relations- http://www.gold.ac.uk/pg/msc-psychology-social-relations/. Read more
This Masters will examine when and why humans develop social relations with other individuals or social groups, and the psychological consequences of these social relations- http://www.gold.ac.uk/pg/msc-psychology-social-relations/

The programme offers a social-developmental psychology training that will advance the careers of anyone who's interested in the people professions – diverse careers related to education, work, health, government and non-profit organisations.

Humans have a fundamental ‘need to belong’ and form relationships. Positive relationships lead to higher well-being, personal development and well-functioning societies, whereas a lack or dysfunctional relationships lead to poor psychological well-being, unhealthy development and conflict or violence within society.

The programme will teach you about the different psychological approaches to studying social relations in children, adolescents and adults, drawing from different areas of study within psychology (eg social and personality psychology, developmental psychology, educational psychology, clinical psychology, social neuroscience).

These approaches are relevant to anyone interested in understanding social relations between individuals (ie families and friendships) and social groups within a variety of settings (eg schools, the workplace, social movements). The programme will also introduce different strategies aimed at improving social relations between individuals and groups (eg intergroup contact, bullying interventions, mentoring schemes).

Research methods training

The programme will offer ESRC recognised research methods training, which will be useful for students wishing to pursue doctoral training or work in careers where such skills will be appreciated by employers in private and public sectors.

Diverse career opportunities

Given the importance of social relationships for motivation and well-being and given societal issues that arise out of social and racial inequalities and conflicting cultural values, this programme will offer useful insights for diverse careers related to counselling, education, businesses, and government/non-profit organizations. Moreover, you will benefit from conducting research in cosmopolitan London, where diverse socio-cultural groups co-exist in relative harmony.

Contact the department

If you have specific questions about the degree, contact Dr Madoka Kumashiro or Professor Adam Rutland or Val West.

The programme is made up of a total of 180 credits, comprised of:

-four core modules (totalling 135 credits)
-a core optional module (15 credits)
-two other optional modules (totalling 30 credits)

Core modules

The core modules will include:

-Critical Issues in the Psychological Study of Social Relations
-Statistical Methods
-Research, Design and Analysis
-Independent Research Project of your choice, supervised by leading experts in the field

Core optional modules:
You select one of the following core optional modules which focus on child relationships, adult close relationships, or group relations:

-Social-Moral Development
-Self and Relationships
-Social Psychology of Social Problems

Optional modules:
Two other optional modules may be selected from a range offered in the Department of Psychology, including the remaining core optional modules listed above. Other possible modules include

-Qualitative Research Methods*
-Organisational Behaviour and Health
-Psychology and Education
-Addictive Behaviours
-Investigative Forensic Psychology

*If you wish to fulfil the criteria for an ESRC-DTC approved MSc, you will be required to take as an option Qualitative Research Methods, which is taught by the London Social Science (Goldsmiths-Queen Mary, University of London) ESRC Doctoral Training Centre.

Skills

The programme will:

develop your knowledge and understanding of psychological approaches and common psychological methods for studying social relations in children and adults
enable you to develop a thorough knowledge of psychological theories and interventions in relation to improving social relations in a range of social settings
equip you with transferable knowledge and skills required to undertake psychological research, including the design, implementation and interpretation of studies and communication of outcomes

Careers

As a graduate of this programme you'll be able to use your knowledge of social relations in the workplace. This will help you advance your career in a wide variety of settings (including clinical, health, educational and work organisations) that involve human relationships, at both the individual and group level.

With the help of the tutors, you'll also be encouraged to work with one or more of the many organisations (private, public, or third sector) available in greater London for your independent research project, which will help you establish a professional network.

Funding

Please visit http://www.gold.ac.uk/pg/fees-funding/ for details.

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This course is about researching the moral conflicts and ethical issues in contemporary Western culture and setting them against the backdrop of continental European philosophy. Read more

Master's specialisation Philosophical Ethics (Research)

This course is about researching the moral conflicts and ethical issues in contemporary Western culture and setting them against the backdrop of continental European philosophy.

There is no philosophical discipline that is more deeply rooted in the current and controversial socio-cultural debates than practical philosophy and more specifically than philosophical ethics. The rejuvenation of the philosophical tradition, when it comes to contemporary issues, is never more necessary or more exciting than in this field of philosophy. The hermeneutical perspective – which is so characteristics of philosophical ethics at Radboud University – combines the precise interpretation of influential texts with a focus on culture philosophical approaches, phenomenological analysis and ethical applications. A unique addition in the ethical discussion is the attention for ethical issues, especially in literary sources.

Key authors for this specialisation are, in chronological order, Aristoteles, Thomas van Aquino, Kant, Hegel, Schleiermacher, Heidegger, Gadamer, Levinas, Ricoeur, Habermas, Taylor and Toulmin.

Information for students of the Research Master

In Philosophical Ethics, you investigate the moral implications of human actions from the point of view of virtue ethics (Aristotle, MacIntyre), phenomenology (Heidegger, Levinas) and hermeneutics (Gadamer, Ricoeur). This section also runs an international Nietzsche research project.
The department of ethics participates both in the research programme 'The project of a hermeneutic philosophy' as well as in the research programme ‘Ethos, Polis, Religion' (research programme in practical philosophy).
This section of the faculty investigates the moral implications of human actions from the point of view of virtue ethics (Aristotle, MacIntyre), phenomenology (Heidegger, Levinas) and hermeneutics (Gadamer, Ricoeur). For its ethical research it cooperates closely with the Centre for Ethics of Radboud University (in Dutch). The section also runs an international Nietzsche research project.

See the website http://www.ru.nl/masters/philosophy/ethics

Admission requirements for international students

1. A completed Bachelor's degree in Philosophy or in a related discipline (in the latter case, students must have acquired at least 60 EC in Philosophical disciplines).
The applicant must have a degree with merit or distinction or equivalent. Meaning: a student’s weighted grade-point average in philosophy in the 2nd and 3rd year of their Bachelor's programme must be the equivalent of 7.5 or more (on the Dutch scale of 10).
On the page "Conversions of international grades" you will find an indication of what the equivalent of a Dutch 7.5 or 8 might be in the country where you obtained your Bachelor’s degree.

2. A proficiency in English
In order to take part in this programme, you need to have fluency in both written and spoken English. Non-native speakers of English* without a Dutch Master's degree must either have obtained a higher diploma from an English-teaching institution or be in possession of one of the following certificates:
- A TOEFL score of >577 (paper based) or >233 (computer based) or >90 (internet based)
- An IELTS score of >6.5
- Cambridge Certificate of Advanced English (CAE) or Certificate of Proficiency in English (CPE) with a mark of C or higher

3. Highly motivated
An applicant must be able to demonstrate to the Examination Board that they have serious research interests and skills. Applicant must write a motivation letter and send a writing sample which can help evaluate their research and writing skills.

Career prospects

Philosophy has a unique role within contemporary society. Unlike other academic disciplines, its subject matter is not limited to one set of questions, or one domain of investigation. Philosophers delve into all aspects of science and society. In order to do this, they must possess essential skills, including he ability to analyse complex issues logically and conceptually and the ability to document their conclusions in clear and persuasive language. Such skills are not innate. They require intensive training. The Research Master's programme in Philosophy constitutes the first professional step towards the acquisition of these skills.

Job positions

This programme has been designed for people with the ambition to do research. A majority of the students continue their research within academia by applying for a doctoral programme in the Netherlands or abroad. We take particular pride in the fact that more than 75 percent of our graduates manage to obtain a PhD position within two years of graduating. A second group goes on to teach philosophy at secondary schools. And a third group enter research-related professions outside of education. Our graduates are also represented in journalism, science policy, and politics.

Our approach to this field

Philosophy has a unique role within contemporary society. Unlike other academic disciplines, its subject matter is not limited to one set of questions, or one domain of investigation. Philosophers delve into all aspects of science and society. In order to do this, they must possess the ability to analyse complex issues logically and conceptually and the ability to document their conclusions in clear and persuasive language. The Research Master's programme in Philosophy constitutes the first professional step towards the acquisition of these skills.

Our research in this field

What makes this programme special?
The English-taught Research Master's programme in Philosophy is a two-year course that is meant for students of proven ability who wish to prepare for an academic career in philosophy. We offer the following to provide you with the best possible academic background:
- A combination of internationally acclaimed research and excellent teaching
- A big offer of research seminars in the history of philosophy, continental philosophy and analytic philosophy
- A broad range of specialisations in Philosophical Anthropology, Metaphysics, Philosophy of mind, Philosophy of language and Logic, Philosophical Ethics, Social and Political Philosophy and the History of Philosophy
- An emphasis on the training of research skills
- A personal supervisor who guides you throughout the programme
- An excellent preparation for post-graduate life by means of the specialised character of the Research Master's thesis, which is composed of a publishable article and of a PhD research proposal
- A high chance of obtaining a PhD position in the Netherlands or abroad
- An international climate.

See the website http://www.ru.nl/masters/philosophy/ethics

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