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OCR RS Philosophy and Ethics A2

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How important is spelling and grammar, I'm dyslexic and am poor in both, I've realized that half the names I'm spelling are seriously wrong, what's the max amount of marks I can lose from spelling and grammar?
Original post by appleduck
Was there an exam in January this year?


Naaa, they've gone now haven't they!


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Original post by Tatty101
Yes please to you summing up Modern Virtue Ethics!!! Your Classical summary was great!!! :biggrin: :biggrin:


Ok so the first Modern virtue Ethics theorist is MacIntyre. He believed that ethicist lived in "ivory towers" debating the meaning of good and bad while they should be concerned with real ethical issues. He stated that modern ethics put to much emphasis on reason and not enough stress on people, their characters and the contexts of their lives. For MacIntyre virtues are not fixed for all time, they change over time according to culture and context so different qualities of character will be valued at different times. The 3 most important virtues for MacIntyre are justice, courage and honesty, these are core virtues which prevent organizations and institutions from becoming morally corrupt. It is mainly through institutions that traditions, cultures and morality spreads: if these institutions are corrupt, the vices become widespread.

Nussbaum stated that Virtue Ethics was an absolute theory, she claimed that justice, temperance ect are essential elements of human flourishing across societies. She believed an relative approach is incompatible with Aristotle's theory.

Hursthouse tackled the criticism that virtue ethics does not provide moral guidance in dilemmas. She says although it does not explain how a person should respond it does explain how a virtuous person would think about a moral dilemma.

Foot states also counted a modern criticism of virtue ethics which is that virtues may be used to a bad end e.g. an end which is not Eudaimonia. Foot replied that a virtue is only virtuous if used to the right end e.g. Loyalty -a virtue is only virtuous if use to the right end e.g. loyalty to Jesus in comparison to Loyalty to Hitler.

unfortunately that they are the only modern philosopher I have covered, I am probaly going to have a look what Anscombe said later on and go over popular criticism later as well.
Could someone please explain what Slote says in virtue ethics?
Original post by CurlyC
Does anyone know if Kohlberg is on the syllabus/worth learning!? I only just found stuff about him on the internet and don't know whether its necessary???!!1


He's not on the syllabus and I haven't even heard if it. The only ones you need to know for conscience are St Augustine, Butler, Aquinas, Newman, Freud, Piaget and Fromm. :smile:


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Do we get extra marks for different scholars?
Original post by Naf13
Don't give up! you've just got less than a day left!
Soon it will be all over, then u can sleep, relax, partaay! :biggrin:

Give it all you have in these last few hours - You will be able to feel the satisfaction and contentment after - re-motivate yourself common :smile:


:hugs: I cannot think of what else to do to revise? What are you doing right now to revise? I guess I will just do essays
Original post by CakeIsthebest
Could someone please explain what Slote says in virtue ethics?


Not sure of how much help I'll be... But this is what I know about Slote:
He uses the words 'admirable' and 'deplorable' as alternatives to 'good' and 'bad.' He thought the words 'good' and 'bad' always required constant clarification. So if we follow the definitions of these two alternate words, we will always know what to do e.g. we will always do what is admirable and avoiding doing what is deplorable.


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Original post by CuriousQuestioner
:hugs: I cannot think of what else to do to revise? What are you doing right now to revise? I guess I will just do essays


I think, instead of doing essays, just do essay plans for the questions likely to come up. In this way, you'll have an abstract idea of what to write for each question that might come up tomorrow. :smile:


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Does anyone know if Situation Ethics has been asked on an exam as a theory to discuss with regards to Sexual Ethics/Business/Environment?

I know about it vaguely as a religious approach, but not in depth as an individual theory.
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Original post by NickGreen
How important is spelling and grammar, I'm dyslexic and am poor in both, I've realized that half the names I'm spelling are seriously wrong, what's the max amount of marks I can lose from spelling and grammar?


Hey, Just got this off the mark scheme;

Positive awarding: it is a fundamental principle of OCR’s assessment in Religious Studies at Advanced Subsidiary/Advanced GCE that candidates are rewarded for what they ‘know, understand and can do’ and to this end examiners are required to assess every answer by the Levels according to the extent to which it addresses a reasonable interpretation of the question. In the marking scheme each question is provided with a brief outline of the likely content and/or lines of argument of a ‘standard’ answer, but this is by no means prescriptive or exhaustive. Examiners are required to have subject knowledge to a high level and the outlines do not attempt to duplicate this.

Examiners must not attempt to reward answers according to the extent to which they match the structure of the outline, or mention the points it contains. The specification is designed to allow teachers to approach the content of modules in a variety of ways from any of a number of perspectives, and candidates’ answers must be assessed in the light of this flexibility of approach. It is quite possible for an excellent and valid answer to contain knowledge and arguments which do not appear in the outline; each answer must be assessed on its own merits according to the Levels of Response.

Key Skill of Communication: this is assessed at both Advanced Subsidiary and A2 as an integral part of the marking scheme. The principle of positive awarding applies here as well: candidates should be rewarded for good written communication, but marks may not be deducted for inadequate written communication; the quality of communication is integral to the quality of the answer in making its meaning clear. The Key Skill requirements in Communication at Level 3 include the following evidence requirements for documents about complex subjects, which can act as a basis for assessing the Communications skills in an examination answer:

Select and use a form and style of writing that is appropriate to your purpose and complex subject matter.
Organise relevant information clearly and coherently, using specialist vocabulary when appropriate.
Ensure your text is legible and your spelling, grammar and punctuation are accurate, so your meaning is clear.

I don't know if this answered your question, but I hope this helps!
Original post by -Starry_Skies-
Does anyone know if Situation Ethics has been asked on an exam as a theory to discuss with regards to Sexual Ethics/Business/Environment?

I know about it vaguely as a religious approach, but not in depth as an individual theory.


It's not on the syllabus so you don't have to know it! :smile:


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Original post by CurlyC
Does anyone know if Kohlberg is on the syllabus/worth learning!? I only just found stuff about him on the internet and don't know whether its necessary???!!1


You can use him as a follow-on from Jean Piaget; he put forward two stages of moral development, Kohlberg put forward six (and some of us don't even get past level 2). That's all you need to know really :smile:
hey does anyone know how they would structure a question linking sexual ethics with free will and determinism? I am so confused about how they are related:frown:
Original post by RoosterTeeth
Do we get extra marks for different scholars?


I assume so. Any knowledge you know beyond the requirements of the syllabus will be rewarded. You definitely won't lose any marks.


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Original post by Bookgal
I assume so. Any knowledge you know beyond the requirements of the syllabus will be rewarded. You definitely won't lose any marks.


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My teacher would always mark us down if we didn't mention all the scholars she have us. Even if we spoke about the ones on the syllabus.
Original post by Bookgal
I think, instead of doing essays, just do essay plans for the questions likely to come up. In this way, you'll have an abstract idea of what to write for each question that might come up tomorrow. :smile:


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I have done one for Freud and conscience but I generally do not like planning in advance because then if I forget that plan it will throw me off. My previous technique has been 'JUST WRITE NOW GO' but I will do a few more I suppose - thanks :biggrin:
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Original post by CuriousQuestioner
:hugs: I cannot think of what else to do to revise? What are you doing right now to revise? I guess I will just do essays


Lol i'm so behind. I keep getting distracted by my phone or tsr.
I still have a whole load to cover.. 3 topics I think. :frown:

i'm basically doing anything and everything to run away from revision, so you're asking the wrong person..

BUT all this will be soon over! so yeah argh. Back to revision I guess.
Original post by RoosterTeeth
My teacher would always mark us down if we didn't mention all the scholars she have us. Even if we spoke about the ones on the syllabus.


OCR says that you shouldn't try to mention every scholar you know, you should focus the scholars to the question. Otherwise if you mention all the scholars you know you're talking about everything in the topic and OCR really does not like that apparently. You just have to choose your scholars carefully, to see which one answers the question best.


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Just lay on my floor crying for 30 minutes. I feel like I'm going to fail this exam no matter how hard I try now :frown:

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