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
- Martin Luther King Jr. ,‘48
AVAILABLE WITH LINKS HERE:
Course announcements will be posted at that page as well.
Summer 2011: Intro to Philosophical Ethics (HPHI-302G-01 - 40118) | |||||||||||||||||||||
Term: Summer 2011 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;
| |||||||||||||||||||||
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.
PREREQUISITES:
There are no formal prerequisites for this course. However, students will benefit most from the course when they enter it with the abilities to:
- read critically and identify the structure and components of an argumentative essay or passage, i.e., the conclusion(s), the premises(s) or supporting elements, and so forth;
- write clear, concise and simple grammatical, spelling-error-free sentences and well-organized expository and argumentative essays, as taught in Introductory English courses;
- speak clearly, concisely, and grammatically.
Basic mathematical and scientific literacy is desirable.
Familiarity with moral issues, common positions taken on them and reasons given in favor of these positions is desirable, since we will build on any previous understanding.
Intellectual and moral virtues, such as curiosity, patience, and openness to the possibility of error and the need for change, are desirable as well.
OBJECTIVES:
Familiarity with moral issues, common positions taken on them and reasons given in favor of these positions is desirable, since we will build on any previous understanding.
Intellectual and moral virtues, such as curiosity, patience, and openness to the possibility of error and the need for change, are desirable as well.
OBJECTIVES:
Upon successfully completing this course, students will be able to use the set of argument analysis skills below to identify and evaluate moral arguments:
- identify whether any presentation (“text”) is “morally argumentative” or not, i.e., whether it presents an argument for a moral conclusion on a moral issue or not;
- identify conclusions of morally argumentative presentations, evaluate these conclusions for clarity and precision, and (if needed) reconstruct / restate the conclusion in clear and precise terms;
- identify stated premises or reasons in morally argumentative presentations, evaluate these conclusions for clarity and precision, and (if needed) reconstruct / restate these premises in clear and precise terms;
- identify (if needed) unstated premises in argumentative presentations that are logically essential to the structure of an argument and state them as part of the argument in clear and precise terms;
- identify and distinguish factual/empirical/scientific and moral/philosophical premises in moral arguments;
- evaluate moral arguments as (1) logically valid or invalid (or otherwise logically cogent) and (2) sound or unsound (or otherwise strong);
- identify and explain reasons given to think an argument is sound, reasons to think it is unsound (often using counterexamples to general moral premises), and responses to these reasons.
Students will be able to accurately explain historically influential moral theories and common arguments against them, in light of their implications, explanatory power and theoretical virtues and vices.
Students will be able to accurately explain (in essays and oral presentations) the most common arguments given on a number of controversial moral issues, from a variety of perspectives, and criticisms of these arguments.
Students will be able to accurately explain (in essays and oral presentations) the most common arguments given on a number of controversial moral issues, from a variety of perspectives, and criticisms of these arguments.
Required textbook: James and Stuart Rachels, The Elements of Moral Philosophy, 6th Ed. [Elements]. Any edition will do. http://www.jamesrachels.org/EMP.htm
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 2 points from your overall 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 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 Students with perfect attendance will have 5 points added to their overall grade.
2 exams / quizzes, 20 points each = 40 points Students with unexcused absences will lose points on their overall grade.
TOTAL POINTS = 80 points There may be some extra credit opportunities; they will be announced later.
Calendar:
Monday | April 12-16, 2010 | Web Registration Begins/Ends |
Monday | 6-Jun-11 | Official Registration |
Tuesday | 7-Jun-11 | First Day of Class |
Friday | 10-Jun-11 | End Drop/Add |
Saturday | 11-Jun-11 | Withdrawal Period Begins |
Saturday | 22-Jan-11 | Withdrawal Period Begins |
Wednesday-Friday | June 22-24, 2011 | Mid-term Week |
Monday | 4-Jul-11 | Independence Day Holiday |
Thursday-Friday | July 7-8, 2011 | Reading Period |
Thursday-Friday | July 7-8, 2011 | Senior Final Exams |
Monday-Wednesday | July 11-13, 2011 | Final Exams |
Monday | 13-Jul-11 | Senior Grades due by Noon |
Monday-Friday | July 11-15, 2011 | Senior Week |
Friday | 15-Jul-11 | Semester Ends |
Tuesday | 19-Jul-11 | All Final Grades due by Noon |
Course schedule:
Monday | Tuesday | Wednesday | Thursday | Friday |
JUNE 7 - Classes start | JUNE 8 | JUNE 9 | JUNE 10 – | |
Day 1 · Introductions · Overview of Course · Overview of Logic & Arguments · Overview of Basic Moral Evaluations: Permissible, Obligatory, Impermissible/Wrong o See pp. 3, 5-8; also discusses logic and moral theories: · Overview of Moral Theories, i.e., Hypotheses for what makes actions permissible, obligatory or wrong. o See above. | Day 2 Review and practice concepts from day 1. For Thursday, read Elements Ch. 1. “What is Morality?” (available online if you don’t yet have the book: http://goo.gl/TZoEG Writing assignment 1, due Thursday, 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 For Friday, read: Elements, Ch. 2. “The Challenge of Cultural Relativism” 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. “Subjectivism in Ethics” 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 13 | JUNE 14 | JUNE 15 | JUNE 16 | JUNE 17 |
Day 5 Withdrawal period begins 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 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. “Does Morality Depend on Religion?” 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 20 | JUNE 21 | JUNE 22 - Midterm Week | JUNE 23 - Midterm Week | JUNE 24 - Midterm Week |
Day 10 In class: “logic lab” on abortion arguments. Complete the 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: | Day 12 Video: Peter Singer, “A Dangerous Mind?” Read Elements, Ch. 5, “Ethical Egoism” 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: Poverty Argument worksheet: http://sites.google.com/site/nobisphilosophy/poverty-arguments.pdf “The Ten Dollar Club, Saving the World $10 at a Time”: | Day 14 Midterm Exam / Quiz A study guide will be provided! |
JUNE 27 | JUNE 28 | JUNE 29 | JUNE 30 | JULY 1 |
Day 15 Read: Elements Ch. 6, “The Idea of the Social Contract” 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. 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 or her own writing. Read: Elements, Ch. 7 & 8, “The Utilitarian Approach” and “The Debate Over Utilitarianism” 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 Watch film on ethics and animals: Title TBA. Perhaps “The Witness” or “Peaceable Kingdom” available here: | 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 and arguments |
JULY 4 | JULY 5 | JULY 6 | JULY 7 - | JULY 8 - |
Day 20 NO CLASS: 4TH OF JULY HOLIDAY | Day 21 Read: Elements Ch. 9 & 10, “Are there absolute moral rules?” and “Kant and Respect for Persons” 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 Extra credit summary: Elements, Ch. 13, “What would a satisfactory moral theory be like?” |
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 9, 2010, All Final Grades Due by Noon. |
No comments:
Post a Comment