Study Guide

Summer Midterm Exam/Quiz/Text

STUDY GROUPS ENCOURAGED

ALL READINGS, HANDOUTS, LINKS ON THE SYL. AND IN-CLASS DISCUSSION IS TESTABLE.

The most important skill of this class is the ability to present arguments in logically valid form and critique them as sound and unsound.

Arguments:

1. What is an argument?
2. What is it for an argument to be valid?
3. What is it for an argument to be sound?
4. What is a “simple moral argument”, according to Feldman? What are the common patterns?
5. What is a counterexample? How do you develop a counterexample to a general moral principle or premise? (What is a general moral principle or premise?)
6. The word “morally right” is ambiguous and so we don’t use it. What terms do we use instead?
7. What is it to “beg the question”?

Ch. 1.

1. Know the cases of Baby Teresa, Jodie and Mary and Tracy. Know the arguments given on the various positions on the cases and be able to present them in valid form. Note: arguments have premises and conclusions, so if you merely state some kind of “position” on the case, that’s insufficient.
2. What is it to harm someone?
3. What is it to use someone “as a means” (or a mere means)?
4. Explain Rachels’ “Minimum Conception of Morality.”

Ch. 2.

1. What is the moral theory “cultural relativism”? Be able to give at least two arguments in valid form against “cultural relativism” and explain whether they are sound or not.
2. What is female genital mutilation? What are some arguments given for it’s permissibility and some arguments that it is wrong? Which, if any, of these arguments are sound?

Ch. 3.

1. What are “Simple Subjectivism” and “Emotivism”? Give an argument against each, in valid form, and explain whether these arguments are sound or not and why.
2. Be able to present at least five arguments (from the handout and class discussion and the book) for the immorality of homosexuality in logically valid form, including arguments about (a) what’s natural/unnatural and (b) what’s universalizable. Explain whether these arguments are sound or not and why.

Ch. 4.

1. What, according to Rachels, is the relationship between morality and the Bible and God’s existence? What are his arguments here (so what are his conclusions, what are his reasons)?
2. Abortion:
1. Some arguments about abortion that came up in class were “question begging.” State at least two of these arguments and why they were question begging.
2. Be able to present at least five arguments (from the handout and class discussion and the book) for the conclusion that abortion is typically morally impermissible in logically valid form. Explain whether they are sound or not. These will include issues of (i) being biologically human, (ii) being a person (what is it to be a person? How did we attempt to determine this in class?), (iii) potential personhood, and the other premises from the sheet.

Note: a copy of Rachels, The Elements of Moral Philosophy has been placed on 2 hour reserve at the AUC library.

The ultimate measure of a man is not where he stands in moments of comfort and convenience,

but where he stands at times of challenge and controversy.
- Martin Luther King Jr. ,‘48

SYLLABUS

AVAILABLE WITH LINKS HERE:

http://philosophy302.blogspot.com

AND AS A PDF HERE - NECESSARY TO SEE THE WHOLE SCHEDULE:

Intro to Philosophical Ethics - 47142 - HPHI 302G - 01

Instructor: Nathan M. Nobis, Ph.D., nathan.nobis@gmail.com, www.NathanNobis.com Term: Summer 2010 Registration Dates: Apr 12, 2010 to Jun 11, 2010 Office: Philosophy & Religion Department, Sale Hall 113 Office Hours: before and after class and by appointment. Morehouse College Campus; Lecture Schedule Type; 3.000 Credits; View Catalog Entry Scheduled Meeting Times Type Time Days Where Date Range Schedule Type Instructors Class 10:30 am - 11:50 am MTWRF Sale Hall 110 Jun 08, 2010 - Jul 16, 2010 Lecture Nathan M. Nobis (P)

Catalogue Description: Provides an introduction to philosophical reflection about the nature and function of morality. Readings will include both historical and contemporary materials.

Extended Description: This course provides students with the opportunity to improve their skills at reasoning critically about moral issues. Students will learn some basic logic and critical thinking skills and apply them to theoretical and practical questions about morality. We will practice identifying precise and unambiguous moral conclusions (i.e., exact perspectives taken on moral issues) and the reasons given for and against these conclusions. We will then practice evaluating these reasons to see if they provide rational support for these conclusions or not. We will think about what helps people think more carefully and critically about moral issues and what factors and influences discourage this. We will discuss influential ethical theories and moral principles – answers to the questions ‘What’s the basic difference between a right and wrong action?’ and ‘What makes right actions right and wrong actions wrong?’ – and apply our critical thinking skills to moral issues such as female genital mutilation, homosexuality, abortion, famine and absolute poverty, racism, sexism, and speciesism, vegetarianism and the treatment of animals, euthanasia and assisted suicide, capital punishment, affirmative action, civil disobedience, and environmentalism, among others.

Required textbook: James and Stuart Rachels, The Elements of Moral Philosophy, 6^th Ed. [Elements]. Any edition will do.

Requirements and grading:

• Come to class and be on time. Attendance will be taken. You are allowed one unexcused absence. Any further unexcused absences will reduce your final grade by 1/3 a grade per absence. Tardiness will result in a final grade reduction as well.
• Do the reading and writing assignments on time, according to the schedule below, which is subject to change, if necessary to achieve educational goals and objectives. Late assignments will lose one letter grade / half a point per day late, starting from after the beginning of class. (That is, since writings are due at the beginning of class, if you turn it in in the afternoon, it will be counted late.)

8 writing assignments, 5 points each = 40 points total

2 exams / quizzes, 20 points each = 40 points

TOTAL POINTS = 80 points

Students with perfect attendance will have 5 points added to their overall grade.

Students with unexcused absences will lose points on their overall grade.

There might be some extra credit opportunities.

Course schedule:

Monday	Tuesday	Wednesday	Thursday	Friday
	JUNE 8 - Classes start	JUNE 9	JUNE 10	JUNE 11 –
	Day 1 · Introductions · Overview of Course · Overview of Logic & Arguments http://sites.google.com/site/nobisphilosophy/arguments.pdf http://sites.google.com/site/nobisphilosophy/validargumentforms.pdf · Overview of Basic Moral Evaluations: Permissible, Obligatory, Impermissible/Wrong o See pp. 3, 5-8; also discusses logic and moral theories: https://sites.google.com/site/ethicsandanimals/EthicsandAnimalsLecturesDiscussionQuestionsAssigments.pdf · Overview of Moral Theories, i.e., Hypotheses for what makes actions permissible, obligatory or wrong. o See above.	Day 2 INDEPENDENT STUDY Read Elements Ch. 1. Writing assignment 1, due Wednesday, beginning of class (2 pages): (1) identify the possible conclusions regarding what should or should not be done regarding the various cases and the reasons given for and against these conclusions. (2) Summarize how Rachels thinks you should try to think about moral issues, what methods you should use.	Day 3 Wednesday’s Writing Assignment due Discuss Elements Ch. 1. and all assignment materials from day 1 Reading assignment for Friday: Elements, Ch. 2. Writing assignment 2, due Friday: what is “female circumcision” / “female genital mutilation”? What are some arguments that it is wrong? What are arguments that it is permissible? (2 pages) Note: research on Youtube and using Google is encouraged for this topic.	Day 4 End Drop/Add period Discuss Elements, Ch. 2. Topics: cultural relativism; female genital mutilation; “polyamory” (Google that term) Reading for Tuesday: Elements, Ch. 3. Writing assignment 3, due Thursday, June 17 (3-4 pages): What are all the most common reasons to think homosexuality is wrong? What is an argument that homosexuality is morally permissible? Are any of these reasons part of sound arguments that homosexuality is wrong?
JUNE 14 –	JUNE 15	JUNE 16	JUNE 17	JUNE 18
Day 5 Withdrawal period begins PEER LEAD LEARNING Video, in class: What’s morally wrong with homosexuality? John Corvino, www.TheGayMoralist.com Watch the main presentation and the “bonus” questions and answers .	Day 6 Discuss Ch. 3 and the arguments regarding homosexuality. Richard Feldman on “Simple Moral Arguments”: http://sites.google.com/site/nobisphilosophy/feldman-simple-moral-arguments.pdf Argument worksheet: http://sites.google.com/site/nobisphilosophy/homosexuality-arguments.pdf	Day 7 PEER LEAD LEARNING In class: “logic lab” on homosexuality arguments. Complete the worksheet. Identity all the premises needed to make the arguments valid. Explain whether any of these arguments are sound or not. AND Peer review / discuss your papers – plans for papers – due Thursday. Assignment previously given on Friday.	Day 8 Writing assignment 3 due. Reading assignment: Elements, Ch. 4. Writing assignment 4, due Friday: Summarize the arguments given for and against abortion that Rachels discusses.	Day 9 Writing assignment 4 due. Discuss abortion. Fred Feldman on abortion: http://sites.google.com/site/nobisphilosophy/fred_feldman_on_abortion.pdf Argument worksheet: http://sites.google.com/site/nobisphilosophy/abortion-worksheet.pdf
JUNE 21	JUNE 22	JUNE 23 - Midterm Week	JUNE 24 - Midterm Week	JUNE 25 - Midterm Week
Day 10 PEER LEAD LEARNING &/OR INDEPENDENT STUDY In class: “logic lab” on abortion arguments. Complete the worksheet. Argument worksheet: http://sites.google.com/site/nobisphilosophy/abortion-worksheet.pdf Identity all the premises needed to make the arguments valid. Explain whether any of these arguments are sound or not.	Day 11 Discuss abortion. Argument worksheet: http://sites.google.com/site/nobisphilosophy/abortion-worksheet.pdf A PowerPoint for lecture / discussion: http://sites.google.com/site/aphilosopher/abortion-talk.ppt	Day 12 PEER LEAD LEARNING Video: Peter Singer, “A Dangerous Mind?” Read Elements, Ch. 5, for Thursday: Writing assignment 5, Due Thursday: Please write a 2-3 page summary of the chapter that would be understood by someone who has not read the book. Poverty Argument worksheet: http://sites.google.com/site/nobisphilosophy/poverty-arguments.pdf	Day 13 Writing Assignment 5 due. Video: 60 Minutes on Peter Singer A PowerPoint for lecture / discussion: http://sites.google.com/site/aphilosopher/famine.ppt Poverty Argument worksheet: http://sites.google.com/site/nobisphilosophy/poverty-arguments.pdf “The Ten Dollar Club, Saving the World $10 at a Time”: http://www.thetendollarclub.org/	Day 14 Midterm Exam / Quiz A study guide will be provided!
JUNE 28	JUNE 29	JUNE 30	JULY 1	JULY 2
Day 15 PEER LEAD LEARNING Read: Elements Ch. 6  Read out loud and discuss “A Call for Unity” http://en.wikipedia.org/wiki/A_Call_For_Unity and MLK’s response, "Letter from the Birmingham City Jail," Martin Luther King, Jr. http://www.africa.upenn.edu/Articles_Gen/Letter_Birmingham.html http://en.wikipedia.org/wiki/Letter_from_Birmingham_Jail Writing project 6: In groups of 3 or 4, identify MLK’s arguments: his conclusions and his reasons for them. Are any of his arguments unsound?	Day 16 Turn in writing project 6. Each student turns in his own writing. Read: Elements, Ch. 7 & 8 Writing assignment 7, Due Thursday: Please write a 2-3 page (each) summaries of the chapters that would be understood by someone who has not read the book. Discuss Euthanasia “One Nurse’s Story,” http://sites.google.com/site/nobisphilosophy/one_nurses_story.pdf	Day 17 PEER LEAD LEARNING Watch film on ethics and animals: Title TBA. Perhaps “The Witness” or “Peaceable Kingdom” available here: http://www.tribeofheart.org/	Day 18 Writing assignment 7, Due Thursday: In class, read: “Reasonable Humans and Animals,” John Simmons: http://sites.google.com/site/nobisphilosophy/veg.pdf Argument worksheet: http://sites.google.com/site/nobisphilosophy/veg-responses.pdf	Day 19 Last day to Withdraw Discuss animals issues
JULY 5	JULY 6	JULY 7	JULY 8 -	JULY 9 -
Day 20 NO CLASS: 4TH OF JULY HOLIDAY	Day 21 Read: Elements Ch. 9 & 10 Writing assignment 8, Due Thursday: Please write a 2-3 page (each) summaries of the chapters that would be understood by someone who has not read the book. Discuss issues of these chapters.	Day 22 Discuss issues of these chapters.	READING PERIOD / SENIOR EXAMS	READING PERIOD / SENIOR EXAMS FINAL EXAM – STUDY GUIDE WILL BE PROVIDED
JULY 12 –	JULY 13 –	JULY 14 –
final exams ; Senior grades due by noon	final exams	final exams FINAL EXAM – STUDY GUIDE WILL BE PROVIDED
	Tuesday, July 20, 2010, All Final Grades Due by Noon.