Introduction to Philosophical
Ethics, PHI 302
Spring 2016
Note: Students are responsible for understanding all the information
and policies presented in this syllabus. Students will be referred to it if
they have questions that are answered here. A syllabus is not a contract and
can be revised, if needed, to promote learning and other educational goals.
1-1:50 class: Intro to
Philosophical Ethics - 41619 - HPHI 302G - 02
Instructor: Nathan Nobis, Ph.D., www.NathanNobis.com
Email: nathan.nobis@morehouse.edu
[Note: For security reasons, Dr.
Nobis will only respond to emails
concerning grades and confidential matters that are sent from an official
Morehouse.edu email address].
Telephone: 404-215-2607
office; 404-825-1740 cell
Office: Sale
Hall 113, Philosophy & Religion Department
Office
Hours: MWF 11-12; M 2-3;
and by appointment: please email!
Contents
CATALOG COURSE DESCRIPTION: Provides an introduction
to philosophical reflection about the nature and function of morality. Readings
will include both historical and contemporary materials.
EXTENDED COURSE DESCRIPTION: This course provides students with the
opportunity to improve their skills at reasoning critically about moral issues.
Students will learn some basic logical concepts and argument analysis skills and apply them to theoretical and
practical questions about morality. We will practice identifying clear and
precise moral conclusions and the premises, or 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 morally
permissible and a morally impermissible (or wrong) action?’ and ‘What makes wrong
actions wrong and what makes permissible actions permissible?’ – and
apply our argument analysis skills to moral issues such as the treatment of
disabled newborns, female genital mutilation, homosexuality, abortion, absolute
poverty, racism, sexism, and speciesism,
drug use and the criminalization of drug use, vegetarianism and the treatment
of animals, euthanasia and assisted suicide, and capital punishment, among
others.
COURSE 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.
A general goal is to improve students’
abilities to communicate about controversial issues: accurately state views and
arguments, responsibly raise and respond to questions and criticisms, and
communicate in clear, well-organized and effective ways.
COURSE 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:
a.
identify
whether any presentation is “morally argumentative” or not, i.e., whether it
presents an argument for a moral conclusion on a moral issue or not;
b.
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;
c.
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;
d.
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;
e.
identify
and distinguish factual/empirical/scientific and moral/philosophical premises
in moral arguments;
f.
evaluate
moral arguments as (1) logically valid or logically invalid and (2) sound or unsound (i.e., logically valid with true premises, or
not).
g.
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 better able to evaluate their own moral views and
create their own moral arguments.
A GREEN SYLLABUS: This course contains content that allows it
to contribute to Morehouse’s Institute for Sustainable Energy program, its
planned academic Minor in Energy and the Morehouse-Wide Initiative for Sustainable Energy (M-WISE)
program:
This content is indicated in green
below.
REQUIRED MATERIALS, which must always be brought to class: students without course materials may be
asked to leave and counted absent for that day.
- James
and Stuart Rachels, The Elements of Moral Philosophy (McGraw Hill Publishing, 2012) (ANY
EDITION WILL DO: PLEASE FIND ONE CHEAPER ONLINE). http://highered.mcgraw-hill.com/sites/0078038243/information_center_view0/table_of_contents.html
- James
and Stuart Rachels, eds., The
Right Thing to Do, 7th Edition (McGraw Hill, 2012).
The more recent version the better. http://highered.mheducation.com/sites/0078038243/information_center_view0/the_right_thing_to_do.html
- Anthony
Weston, A
Rulebook for Arguments (Hackett,
any edition).
Computer Policy:
Unless authorized for a specific purpose, there will be no
computer or phone use in class, not even for taking notes. This is because
scientific research has shown that computer use in class is contrary to
legitimate educational goals. There is a lot of research on this:
Thus, any
“electronic readings” must be brought in hardcopy also.
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All
writing is done for an audience: for this class you should always assume that
your readers are not familiar with the course material so you must explain
everything very clearly for them, so that they understand and learn from you!
You must intentionally focus on effective communication of complex ideas and
arguments.
ALL WORK MUST HAVE STUDENTS’ NAME, EMAIL
ADDRESS, CLASS, CLASS TIME AND A VERY CLEAR INDICATION OF WHAT THE
ASSIGNMENT IS; POINTS WILL BE DEDUCTED IF ANY OF THESE ARE MISSING.
Please use this
template for your work; download the file and state from there:
Discussing readings
and assignments is highly encouraged, but each student must always do his or
her own written work, unless specifically told otherwise.
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- 15 weekly short writing assignments,
often on the readings, usually due Monday at the time of class, submitted through
): 5 points each, 75 points total.
- There
will likely be options for many of the writing assignments; generally
they are opportunities for the student to explain the issues and
arguments and so teach the material to someone else. Two typical options
are these:
- A very detailed outlines or summaries of some
assigned readings. You will want them to be so detailed that you can use
them for a detailed open outline quiz.
- Alternatively,
an essay where you explain
the main topic of the reading, the main conclusion(s) advanced in the
reading, the main reason(s) given in favor of that conclusion; that
argument stated in logically valid form and your evaluation of the
argument as sound or unsound. This essay should also be so detailed that
it could be used for an open-note quiz.
- Group project: an online
educational tool: a webpage or blog, made in groups of 3 or 4 (and
no more), that introduces a
moral issue, explains how to
identify and evaluate moral argument, presents and critically
evaluates at least 5 arguments concerning that issue and thus teachers the reader or viewer how to think about that moral
issue. 20 points.
- Argumentative paper (approximately
5 pages) or lecture or speech (around 15 minutes) done on webcam (or
an alternative) and posted online (privately or publicly). 20 points. Including rough drafts,
peer and instructor review and revisions. See: http://www.jimpryor.net/teaching/
- One “service project,” that will
involve engaging some aspect of the community (such as other AUC students)
regarding some moral issue. There will be a variety of options here
including volunteering (at some organization that addresses a moral
issue), interview projects, hosting a forum, showing a film and holding a
discussion, and more. 20 points.
See https://dl.dropboxusercontent.com/u/87659135/courses/Ethics/Philosophical%20Community%20Service%20Project.rtf
- A “comparative ethics” project:
find, on your own, a writing that presents a non-United States (or
non-north-American) and non-European perspective on a contemporary moral
issue that we discuss: so, e.g., an African or Asian or South American or
other perspective on a moral issue. Write up a report on the arguments
presented and evaluate the arguments. Details forthcoming. 10 points.
- 3 Tests: In class. 20 points each, 60 points total.
- Attendance and participation,
including taking class notes is required. Attendance will be taken at
the beginning of class. Each unexcused absence after 4 will result in a 2%
reduction from the student’s overall grade. Unexcused tardiness will result
in 1% reduction. \
Students are expected to attend each class meeting. Students
who meet the threshold of (one) 1 unexcused hour of class time for each
credit hour assigned to the course will be referred to the Office of
Student Success and may be administratively withdrawn from the
course. Therefore, a student with three (3) unexcused hours absent from a
3 credit hour course is in violation of the attendance policy. Failure
to meet minimum attendance requirements may result in the loss of the student’s
financial aid in accordance with federal financial aid requirements. See
below.
- EXTRA CREDIT ASSIGNMENTS. There
likely will be many extra credit opportunities, including this assignment
related to finding your “calling” through your career(s): http://morehousephilosophyandreligion.blogspot.com/p/career-exploration.html
No work will be accepted late except with a written,
college-approved excuse.
Final grades will be determined by the quantity and quality
of work done only: students who need a certain grade should work to ensure that
they earn that grade.
Students are expected to
attend each class meeting. Students with more than 3 unexcused absences will
be referred to the Office of Student Success and may be administratively
withdrawn from the course. Failure to meet minimum attendance requirements may
result in the loss of the student’s financial aid in accordance with
federal financial aid requirements.
EEO & Disability
Statement:
Morehouse College is an
equal opportunity employer and educational institution. Students with
disabilities or those who suspect they have a disability must register with the
Office of Disability Services (“ODS”) in order to receive accommodations.
Students currently registered with the ODS are required to present their
Disability Services Accommodation Letter to faculty immediately upon receiving
the accommodation. If you have any questions, contact the Office of Disability Services, 100 Sale
Hall Annex, Morehouse College, 830 Westview Dr. S.W., Atlanta, GA 30314, (404)
215-2636.
Academic Dishonesty:
Morehouse College
students are expected to conduct themselves with the highest level of ethics
and academic honesty at all times and abide by the terms set forth in the Student Handbook and Code of Conduct.
Instances of academic dishonesty, including, but not limited to plagiarism and cheating on examinations and assignments,
are taken seriously and may result in a failing grade for the assignment or
course and may be reported to the Honor and Conduct Review Board for
disciplinary action.
Syllabus is not a Contract:
A syllabus is not a
contract between instructor and student, but rather a guide to course
procedures. The instructor reserves the right to amend the syllabus when
conflicts, emergencies or circumstances dictate. Students will be duly
notified.
Inclement Weather Policy:
In the event of inclement
weather, the College will announce any closures via the emergency
notification system and/or through local news outlets. Absent an official
closure, students are not excused from attending class due to weather and
any absences will be considered unexcused.
Assignments:
Assignments will be announced
in class, posted in Blackboard, sent out via Blackboard email and on the Blackboard
calendar.
All work is
submitted through blackboard.
For next Monday and Wednesday (January 25, 27) we
will discuss logic:
o Rachels, The
Right Thing to Do (RTD: Ch. 2, “Some Basic Points About Arguments,”
available here: http://aphilosopher.googlepages.com/rachels-on-arguments.pdf
Almost all the concepts you need to
know for this class: http://www.nathannobis.com/2013/11/philosophical-ethics-handout.html
Handouts on Overview of Logic & Arguments
For next Friday (January 29):
o Rachels, The
Right Thing to Do: Ch.1 “A Short Introduction to Moral Philosophy,”
available here if you don’t yet have the book: http://aphilosopher.googlepages.com/rachels-intro-to-ethics.pdf
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DUE Monday (February 1): WITHOUT READING ANYTHING ABOUT THESE TOPICS
– E.G., DO NOT SEARCH THE INTERNET – please write a short (2-3 page) essay
that addresses one of these questions:
·
Is it wrong to use illegal drugs, such as
marijuana?
·
Suppose a married woman did not any more
children but became pregnant. She could raise another child but does not want
to. Would it be wrong for her to have an abortion? Assume the father would
support her decision, whatever it is.
·
Is it wrong to be homosexual?
·
Is it wrong to eat meat?
·
If a person was very sick and in pain that would
not end, would it be wrong for that person to end their life or seek help in
doing so?
Please discuss at least three arguments relevant to
the issue.
Please write this essay on the basis of what you
already know: again, please do not do any research for this paper. This is an
assignment to measure where you are at now. If you take it seriously and put
in a good effort, your grade will reflect that. J
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For Wednesday February 3, Ch. 1, "What is Morality?" (Elements of Moral Philosophy, EMP):
Writing assignment 1: very
detailed summary OR OUTLINE of this chapter, covering every section. How detailed? Suppose there was going to be a
big test on this, and you could use your notes: make them as detailed as you
can make them, so you ensure that every case, every argument, every response to
the argument is covered. 3-4 pages, likely.
After this, we will briefly review the later chapters on utilitarian and
Kantian moral theory in greater detail, discuss John Rawls’s moral theory, an
African ethical theory [some writings from http://philpapers.org/s/Thaddeus%20Metz
[and then return to earlier chapters of
the Elements of Moral Philosophy.
Order of Readings, subject to
change with student input. We will not discuss all these readings below. Exact dates and assignments will be
announced in class and online:
1.
"Some Basic Points about Arguments," James
Rachels (Right Thing to Do): http://aphilosopher.googlepages.com/rachels-on-arguments.pdf
2.
Nobis: basic
concepts handout: http://www.nathannobis.com/2013/11/philosophical-ethics-handout.html
5.
James Rachels, "A Short Introduction to Moral
Philosophy" (Right Thing to Do). Available here: http://aphilosopher.googlepages.com/rachels-intro-to-ethics.pdf
6.
Ch. 1, "What is Morality?" (Elements)
7.
Ch. 2, "The Challenge of Cultural
Relativism" (Elements)
8.
“What’s Culture Got to Do with it? Excising the Harmful
Tradition of Female Circumcision,” Harvard Law Review, http://sites.google.com/site/nobisphilosophy/female_circumcision.pdf
a.
Also, male circumcision.
9.
Ch. 3, "Subjectivism in Ethics" (Elements)
10. Richard
Feldman on “Simple Moral Arguments”: http://sites.google.com/site/nobisphilosophy/feldman-simple-moral-arguments.pdf
12. Video:
John Corvino: “What’s Morally Wrong with Homosexuality?” http://johncorvino.com/wp/photos/ http://www.youtube.com/watch?v=SutThIFi24w
14. Ch.
4, "Does Morality Depend on Religion?" (Elements)
15. Fred
Feldman on abortion: http://sites.google.com/site/nobisphilosophy/fred_feldman_on_abortion.pdf
16. "On
the Moral and Legal Status of Abortion / Postscript on Infanticide," Mary
Anne Warren
17. "Why
Abortion Is Immoral," Don Marquis
18. "A
Defense of Abortion," Judith Jarvis Thomson
19. Nobis, Nathan and Jarr-Koroma, Abubakarr
Sidique (2010) "Abortion and Moral Arguments From
Analogy," The
American Journal of Bioethics, 10: 12, 59 — 61
21. Ch.
5, "Ethical Egoism" (Elements)
23. "9/11
and Starvation," Mylan Engel, Jr. (online)
24. "The
Singer Solution to World Poverty," Peter Singer
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Nathan Nobis, entry on “Peter
Singer,” in Encyclopedia of
Environmental Ethics and Philosophy, J. Baird Callicott and Robert
Frodeman, eds., Macmillan Reference, 2008: http://aphilosopher.googlepages.com/singer-encyclopedia.pdf
Peter Singer, “One Atmosphere,”
from his One World: The Ethics of
Globalization (Yale University Press, 2002)
Carr, Edward R. “Sustainable Development” For the Encyclopedia of Environmental Ethics
and Philosophy, Vol 2, J. Baird Callicott and Robert Frodeman, eds.
Macmillan Reference USA: 295-298, 2008. http://goo.gl/IWXE0
There are many more resources on sustainability and sustainable
development, justice and energy consumption, justice and pollution and
related topics.
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26. Ch.
6, "The Idea of a Social Contract" (Elements)
27. "Letter
from the Birmingham City Jail," Martin Luther King, Jr
28. Ch.
7, "The Utilitarian Approach" (Elements)
30. "Active
and Passive Euthanasia," James Rachels
31. "America's
Unjust Drug War," Michael Huemer (RTD, #26)
32. Videos
/ readings by Michelle Alexander on THE NEW JIM CROW: http://www.youtube.com/watch?v=Gln1JwDUI64
33. "All
Animals Are Equal," Peter Singer
34. "Torturing
Puppies and Eating Meat: It's All in Good Taste," Alastair Norcross (RTD,
#15)
35. “Reasonable
Humans and Animals,” John Simmons: http://sites.google.com/site/nobisphilosophy/veg.pdf
There are many more resources on animal
agriculture and sustainability, energy consumption, global warming, pollution
and related topics.
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36. Ch. 8,
"The Debate over Utilitarianism" (Elements)
39. Ch. 9,
"Are There Absolute Moral Rules?" (Elements)
46. Ch. 10,
"Kant and Respect for Persons" (Elements)
49. Ch. 11,
"Feminism and the Ethics of Care" (Elements)
51. Ch. 12,
"The Ethics of Virtue" (Elements)
54. Ch. 13, "What Would a Satisfactory
Moral Theory Be Like?" (Elements)
