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PHIL41950

Academic Year 2026/2027

Philosophy of Religion (PHIL41950)

Subject:
Philosophy
College:
Social Sciences & Law
School:
Philosophy
Level:
4 (Masters)
Credits:
10
Module Coordinator:
Assoc Professor Daniel Esmonde Deasy
Trimester:
Spring
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

This module addresses questions in the philosophy of religion, which involves thinking philosophically about religious belief without religious or theological presuppositions. Its focus is theism, and especially classical monotheism: the view, shared by Judaism, Christianity, and Islam, that there is exactly one god who is perfect and unlimited, and who created (and maybe also sustains) the physical world. No prior knowledge of these traditions' specific doctrines is assumed.

The module runs along two connected strands, and which questions we pursue within each will be shaped by your particular philosophical interests.

1. Knowledge, rationality, and existence.

The first strand asks whether theistic belief can be rational, and whether classical monotheism is even coherent:

a. Can theistic belief be rational or count as knowledge, given widespread religious disagreement and evolutionary debunking arguments against religious belief?
b. Do contemporary versions of the traditional arguments for the existence of god—e.g. the ontological argument and the fine-tuning argument—succeed, and if not, why?
c. Does the argument from evil against the existence of god succeed, and if not, why?
d. If god is omniscient and knows all future facts, how is free will possible?
e. If god exists outside time, does that mean time and change are illusory? What would it even mean to exist 'outside of time'?

2. Ethics, society, and belief.

Classical monotheism doesn't just make metaphysical claims: it also has consequences for how we think about morality, gender, family, and justice. Questions here include:

a. Can one be a moral realist while rejecting classical monotheism?
b. Is feminism compatible with classical monotheism?
c. Is it fair to bring children up within a religion, or should they simply be taught about religions?
d. Is eternal damnation consistent with a god who is good and loving (the 'problem of hell')?
e. What is religious faith, and how does it differ from religious belief?
f. How does classical monotheism compare with and diverge from other religious traditions, such as traditional African religions and Buddhism?

About this Module

Learning Outcomes:

As a result of studying this course, you should:

1. Gain a good understanding of some of the key questions and theories in contemporary philosophy of religion.
2. Gain the confidence to critically engage with classic and contemporary texts in the philosophy of religion.
3. Gain a greater familiarity with the methodology, tools, and techniques of contemporary analytic epistemology and metaphysics.

Some of the main general aims of the course are to:

1. Cultivate rigorous, analytical, creative, and independent thought about philosophical problems.
2. Develop postgraduate research skills, especially the ability to produce high-level articles and research presentations.
3. Develop the ability to defend and discuss philosophical positions within the discipline more generally.

Indicative Module Content:

Here are of the questions we might address in the module:

1. Can theistic belief be rational or count as knowledge, given widespread religious disagreement and evolutionary debunking arguments against religious belief?
2. Do contemporary versions of the traditional arguments for the existence of god—e.g. the ontological argument and the fine-tuning argument—succeed, and if not, why?
3. Does the argument from evil against the existence of god succeed, and if not, why?
4. If god is omniscient and knows all future facts, how is free will possible?
5. If god exists outside time, does that mean time and change are illusory? What would it even mean to exist 'outside of time'?
6. Can one be a moral realist while rejecting classical monotheism?
7. Is feminism compatible with classical monotheism?
8. Is it fair to bring children up within a religion, or should they simply be taught about religions?
9. Is eternal damnation consistent with a god who is good and loving (the 'problem of hell')?
10. What is religious faith, and how does it differ from religious belief?
11. How does classical monotheism compare with and diverge from other religious traditions, such as traditional African religions and Buddhism?

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


 

Student Effort Hours:
Student Effort Type Hours
Specified Learning Activities

36
Autonomous Student Learning

140
Lectures

24
Total

200

Approaches to Teaching and Learning:
This module is a seminar, so it will involve pre-reading course material and then discussing it in the seminar. It will also involve some teaching by the convener, but usually this will involve raising questions for discussion by the class. However, if you don't like speaking in class, you won't have to: you can just listen as well. But the more conversation, the better.

The research essays will provide a useful opportunity for feedback and discussion: for each essay, I will provide comments on any drafts I am sent in advance, and will also facilitate peer-to-peer feedback (although please note that will not be mandatory).

There will be in-class presentations by participants which will also provide a useful opportunity to learn and share ideas.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
:
-


 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade Component repeat (in-module) Offered
Assignment(Including Essay): Short Presentation (10 minutes max) Week 10 Graded No
20
 No
Assignment(Including Essay): Short Essay (2,000 words) Week 6 Graded No
30
 No
Assignment(Including Essay): Research Essay (3,000 words) Week 14 Graded No
50
 No

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
No
 

Resit In Terminal Exam
Autumn No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Peer review activities
• Self-assessment activities

How will my Feedback be Delivered?

- Feedback individually to students, on an activity or draft prior to summative assessment - Feedback individually to students, post-assessment - Group/class feedback, post-assessment - Peer review activities

Please email me (Dan Esmonde Deasy) at daniel.deasy@ucd.ie if you would like some indicative readings for the module.

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Spring Seminar Offering 1 Week(s) - 20, 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 Thurs 11:00 - 12:50
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