PY4651 Effective Altruism

2025 to 2026 Semester 1

Curricular information may be subject to change

Further information on which modules are specific to your programme.

Key module information

SCOTCAT credits

The Scottish Credit Accumulation and Transfer (SCOTCAT) system allows credits gained in Scotland to be transferred between institutions. The number of credits associated with a module gives an indication of the amount of learning effort required by the learner. European Credit Transfer System (ECTS) credits are half the value of SCOTCAT credits.

SCQF level

SCQF level 10

The Scottish Credit and Qualifications Framework (SCQF) provides an indication of the complexity of award qualifications and associated learning and operates on an ascending numeric scale from Levels 1-12 with SCQF Level 10 equating to a Scottish undergraduate Honours degree.

Availability restrictions

Not automatically available to General Degree students

Planned timetable

To be confirmed.

This information is given as indicative. Timetable may change at short notice depending on room availability.

Module coordinator

Prof T G Pummer

This information is given as indicative. Staff involved in a module may change at short notice depending on availability and circumstances.

Module Staff

Prof Tim Mulgan

This information is given as indicative. Staff involved in a module may change at short notice depending on availability and circumstances.

Module description

In this module we will explore a constellation of philosophical issues and questions surrounding the effective altruism movement. One set of questions concerns the core philosophical commitments of effective altruism, and their overall tenability. For example: is effective altruism compatible with agent-centred partiality for particular charitable causes? Should non-consequentialists understand benevolence in effective altruist terms? Another set of questions deals with issues arising more from 'within' the effective altruist standpoint: What is the most important cause? Fighting extreme poverty, reducing existential risks, or what? How should we decide where to give if there is no clearly best cause? And to what extent is philosophical progress a priority, from an effective altruist perspective? Within the latter set of questions, special emphasis may be placed on different areas in different years.

Assessment pattern

Coursework = 100%

Re-assessment

Coursework = 100%

Learning and teaching methods and delivery

Weekly contact

2-hour lecture, 1 hour seminar, 1 office hour

Scheduled learning hours

The number of compulsory student:staff contact hours over the period of the module.

Guided independent study hours

256

The number of hours that students are expected to invest in independent study over the period of the module.