EuraStudy
This topic reconstructs and evaluates the three normative theories on the AQA specification: utilitarianism (Bentham's and Mill's consequentialism), Kantian deontological ethics (the categorical imperative), and Aristotelian virtue ethics (eudaimonia and the virtues). For each it sets out the theory precisely, runs the standard objections and replies, and asks which gives the best account of right action and the good life.
6 sections~29 min reading time2 competenciesLevel Foundation 1 · Standard 3 · Advanced 2
basic level
At AS-Level, expound each theory with its principle (utility, the categorical imperative, eudaimonia) and give the leading objection to each.
higher level
At full A-Level, reconstruct each theory in detail, distinguish act from rule utilitarianism and the formulations of the categorical imperative, sustain the objection-and-reply dialectic, and judge which theory best guides action.
Reading depth: In depth
Text size: Standard
The map of normative theories
A council must decide whether to build a park on the last empty lot or sell it for flats. Sketch a felicific-calculus analysis.
Residents (recreation, well-being), potential flat-dwellers (housing), the council budget (services funded by the sale).
Park: broad, durable, fecund pleasure (health, community) but forgone housing and revenue; flats: intense benefit to new residents and revenue, but lost green space.
Consider intensity, duration, extent especially: the park's extent and fecundity may outweigh the flats' intensity, or not, depending on housing need.
Choose whichever yields the greater net balance of pleasure over pain across everyone affected, each counting equally.
Result: The right act is the one with the higher net utility on the calculus; the example shows both the method's clarity and its difficulty — the outcome depends on contested empirical estimates of intensity, extent and fecundity.
Typical mistakes
Active revision
Outline Bentham's utilitarianism and explain the felicific calculus. (12-mark AO1 response)
Active recall
Recall the key points — then reveal.
Sources: GCE AS and A level subject content for philosophy (Department for Education)
Act versus rule utilitarianism
A sheriff can prevent a riot (and several deaths) only by framing and hanging one innocent man. How do act and rule utilitarianism treat the case?
If framing the innocent maximises net utility (one death prevents several), act utilitarianism appears to require it — the notorious injustice objection.
A rule 'never punish the innocent', generally followed, maximises utility (it secures trust in justice), so rule utilitarianism forbids the framing.
But if the rule admits an exception whenever breaking it maximises utility, it collapses into act utilitarianism; if it is absolute, refusing to save lives looks like rule worship.
Rule utilitarianism secures the just verdict only by risking one of the two horns; the act utilitarian may instead argue the real long-term utility of framing is negative (loss of trust).
Result: The case is the sharpest test of utilitarianism: rule utilitarianism gives the intuitive verdict but faces the collapse/rule-worship dilemma, while act utilitarianism must argue that injustice never really maximises utility once all consequences are counted.
Typical mistakes
Active revision
'Rule utilitarianism is preferable to act utilitarianism.' Assess this claim. (25-mark essay)
Active recall
Recall the key points — then reveal.
Sources: GCE AS and A level subject content for philosophy (Department for Education)
The universal law test
Test the maxim 'I will make a lying promise to get money I do not intend to repay' by the Formula of Universal Law.
'Whenever I need money, I will borrow it on a promise I know I will not keep.'
Imagine everyone in need of money makes lying promises whenever it suits them.
If everyone made lying promises, no one would believe promises, so the institution of promising would collapse — and then a 'lying promise' would be impossible: a contradiction in conception.
The maxim cannot even be conceived as universal law, so it violates a perfect duty; lying promises are strictly forbidden.
Result: The maxim fails at the level of conception, so keeping promises is a perfect duty; the case shows how Kant derives an exceptionless duty from a purely formal test of universalisability, independent of consequences.
Typical mistakes
Active revision
Explain Kant's first formulation of the categorical imperative and how it distinguishes perfect from imperfect duties. (12-mark AO1 response)
Active recall
Recall the key points — then reveal.
Sources: GCE AS and A level subject content for philosophy (Department for Education)
Each theory's defining objection
Explain how Nozick's experience machine challenges hedonistic utilitarianism, and assess the challenge.
A machine can give you any pleasurable experiences you wish while you float in a tank; hedonism implies plugging in is as good as the real life it simulates.
Most people would refuse to plug in — they want to DO things and BE a certain way, and to be in contact with reality, not merely to have the experiences.
If we value more than pleasurable experience, then pleasure is not the only intrinsic good, and hedonism is false.
Refusal may reflect status-quo bias or distrust of the machine; and preference utilitarianism can accommodate the preference for reality — but then it is no longer pure hedonism.
Result: The experience machine gives a strong prima facie refutation of hedonism about the good; it pushes utilitarians towards preference or objective-list theories of welfare, showing the injustice objection is not the only pressure point.
Typical mistakes
Active revision
'The injustice objection is fatal to utilitarianism.' Is this claim true? Defend your answer. (25-mark essay)
Active recall
Recall the key points — then reveal.
Sources: GCE AS and A level subject content for philosophy (Department for Education)
The doctrine of the mean: courage
Using the doctrine of the mean, analyse generosity with money and explain why phronesis is needed.
Generosity concerns the giving and receiving of money and goods.
Deficiency = meanness (giving too little); excess = prodigality (giving too much, to the wrong people, at the wrong time).
Generosity gives the right amount, to the right people, at the right time, for the right reason — no formula fixes this in advance.
Practical wisdom perceives what this situation requires (this person's need, one's own means), so the mean is judged, not calculated.
Result: Generosity is the mean between meanness and prodigality, but locating it requires phronesis to read the particulars — which shows both the theory's realism about moral judgement and the guidance objection it must answer.
Typical mistakes
Active revision
'Virtue ethics gives no useful guidance on how to act.' Assess this claim. (25-mark essay)
Active recall
Recall the key points — then reveal.
Sources: GCE AS and A level subject content for philosophy (Department for Education)
What each theory evaluates
Plan an essay defending a judgement on which normative theory best accounts for how we ought to act.
No single theory is wholly adequate, but a virtue ethics enriched with duty-like constraints best captures moral judgement, action-guidance and character.
Set out utilitarianism, Kant and virtue ethics with their principles and key concepts.
Choose the criterion — fit with considered judgements plus workable guidance — and apply it to each theory.
Utilitarianism: guidance but injustice; Kant: rights but conflicts/counterintuition; virtue ethics: psychology but the circularity/guidance worry (answerable).
Defend a hybrid: virtue ethics as primary, with rules/rights to secure justice and codify the phronimos's verdicts — and acknowledge the strongest rival (rule utilitarianism).
Result: A defensible judgement reaches a defended placement (here, a rule-enriched virtue ethics) against a stated criterion, showing why its residual costs are lower than those of pure utilitarianism or pure Kantianism.
Typical mistakes
Active revision
Critically compare utilitarianism, Kantian ethics and virtue ethics as accounts of how we ought to live. (25-mark essay)
Active recall
Recall the key points — then reveal.
Sources: GCE AS and A level subject content for philosophy (Department for Education)
References & sources
Department for Education