|Not only is there no God, but try getting a plumber at weekends.|
|The idea of life having a purpose stands and falls with the religious system.|
As a subject, Religious Studies (Philosophy and Ethics) has the potential to ‘refresh the parts that other subjects cannot reach’, that is, to occupy a unique interface between the academic and personal-social-moral-spiritual development of the students. Challenging and supportive, objective and deeply personal, it is, quite simply, serious fun.
Philosophy and Ethics asks central questions about the way the world is and why people behave as they do. Religion, for example, is thus a very important area of concern for those interested in philosophy. Ethics is an area of philosophy concerned with human values and behaviour. Through looking at ethical theory and practical issues, we explore whether there are any fixed moral values in the world. The AQA specification is especially exciting as students explore questions such as: Is the world created and designed by God – and – Are Science & Religion in conflict or complementary?
Philosophy & Ethics Departmental Features
The department has many resources such as an excellent library, videos on individual topics and tutorial help for individual students. The department also provides teaching in Religious Studies (Edexcel A2) for students who have transferred to Brampton to complete this subject after sitting AS elsewhere.
Philosophy & Ethics Staff
Dr Jonathan Chappell joined Brampton College in September 2006. In addition to Religious Studies, he has experience of teaching a wide range of disciplines in the humanities and social sciences, including Philosophy, Politics, Sociology and Psychology, which reflects his eclectic academic background.
Jonathan holds the following degrees: BA (History and Sociology), University of Surrey; MA (Anthropology and Sociology of Religion) King’s College, London; MSc (Econ) (Political Sociology) London School of Economics and Political Science; MA (Theology) University of Durham; PhD (Anthropology of Religion) University College, London; PGCE Greenwich; MLitt (Theology and Natural Science) Darwin College, Cambridge. Jonathan is currently reading for a research degree in Philosophy at The University of Essex.
Chappell, Jonathan (2012), ‘Raymund Schwager: Integrating the Fall and Original Sin with Evolutionary Theory’, Theology and Science, 10:2, 179-198
Chappell, Jonathan, ‘Rethinking the Historical Fall in the Light of Evolution: F.R. Tennant and After’, Science and Christian Belief, (forthcoming)
Studying Philosophy and Ethics
It must be stressed that this is definitely not on any University ‘soft subject’ list. In fact, the syllabus chosen offers an especially challenging and stimulating course in Philosophy and Ethics that is perhaps the ideal subject to combine with A Levels in both arts and sciences. The depth and variety of essential skills and understanding that an A Level in Philosophy and Ethics provides is an impressive and winning combination for anyone preparing to take an active part in the modern world- and to this end is directly relevant to a wide range of potential career paths.
Philosophy & Ethics Students
It must be stressed that RS is definitely not on any University ‘soft subject’ list. In fact, the syllabus chosen offers an especially challenging and stimulating course in Philosophy and Ethics that is perhaps the ideal subject to combine with A Levels in both arts and sciences. The depth and variety of essential skills and understanding that an A Level in RS provides is an impressive and winning combination for anyone preparing to take an active part in the modern world- and to this end is directly relevant to a wide range of potential career paths.
|“All his teachers were very approachable and supportive but I feel that I must single out Max’s RS teacher, Jonathan, as he is inspirational.”|
|Mrs Burchett, mother of Max Burchett, A level student, 2013-14|
|“What struck me about Brampton was the energy and the passion of the teachers, which in turn rubbed off on us as students, especially on those days when you lacked the motivation to contribute to a class. The informal nature of the lessons meant that the exchange of ideas was not so much a chore as an enjoyable yet speculative dialogue, not all that different to one you might conduct with your friends”|
|Roberto Hanna, A level student|