First reading assignments:
Rachels, RTD:
You must, however, get the books soon!
Rachels, RTD: Ch.1 "A Short Introduction to Moral Philosophy" Due Wednesday, 8/30
Friday, August 24, 2007
For Monday
Wednesday, August 22, 2007
Syllabus
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
PHI 302: Introduction to Philosophical Ethics
http://philosophy302.blogspot.com
Syllabus @ http://aphilosopher.googlepages.com/302-fall-2007.rtf
12 - 12:50, MWF, Sale Hall, Room 105: 41609 - HPHI 302G - 01; turnitin.thomson.com code: 1956288 Password = ethics
1 - 1:50, MWF, Sale Hall, Room 105; 41610 - HPHI 302G - 02; turnitin.thomson.com code: 1956292 Password = ethics
Professor Nathan Nobis (nnobis@morehouse.edu, aphilosopher@gmail.com – best way to reach him)
Office: Philosophy & Religion Department, Sale Hall 113
Office Hours: 10-12 MWF and by appointment (but please let me know if you want to meet)
Catalogue Description: Provides an introduction to philosophical reflection about the nature and function of morality.
Extended Description: This course provides students with the opportunity to improve their skills at reasoning critically about moral issues. 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 and prevent 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 methods critical thinking skills to moral issues such as female genital mutilation, homosexuality, famine and absolute poverty, racism, sexism, speciesism, euthanasia and assisted suicide, the treatment of animals, abortion, capital punishment, vegetarianism, environmentalism, and civil disobedience, among others.
Required course materials: If you cannot get your own copies of these books, you cannot be in this class.
1. 
James and Stuart Rachels, The Elements of Moral Philosophy, 5th Ed. [EMP]
2. 
James and Stuart Rachels, eds. The Right Thing to Do, 4th Ed. [RTD]
3. A small budget for printing a few articles from online to read and bring to class for discussion.
4. 
A pass-code for the Thompson Turnitin web-based anti-plagiarism system that you must purchase at the bookstore: http://turnitin.thomson.com/ The class code, which you will need to register your account, is above.
| Technical support: Some students have found that they have invalid pin codes for Turnitin. If they find that they have a pin code that is not registering properly, they should contact Thompson. They should go to the following web site and choose to Chat or send an e-mail to us. http://www.thomsonedu.com/support Buying a code online: Students can purchase codes online but the pin code will be shipped through the mail. Currently they do not offer Turnitin pin codes as an instant access pin code. If students want to purchase the pin code online they can go to: http://e-catalog.thomsonlearning.com/150l/ Enter the ISBN: 1-4130-3018-1 |
Basic Responsibilities:
- Always do the readings. Do them carefully, in the proper (quiet, distraction-free) environment and with adequate time given to them. Come to class so we can have an informed, responsible and intelligent discussion of them and the issues they raise. (More on this below).
- Chronic tardiness to class will not be tolerated. Certainly, sometimes circumstances cause one to be late for class but these times should be the exception. Students who cannot make it to class on time are encouraged to change their habits or drop the course. If you do come in late, please do so in a quiet manner so that you do not disrupt class.
- Attendance and participation are mandatory. After three unexcused absences, your final grade for the class will be lowered by one letter grade. Subsequent unexcused absences will continue to lower your final grade at the same rate. Each class period a sign-in sheet will be passed around to take role. It is your responsibility to sign it. If your name is not on the sheet, then you will be counted absent for that day.
- Distractions are prohibited. No using cell phones, PDA’s, Sidekicks, text messaging, listening to music on headphones, reading a newspaper or doing work for other classes. Computers can only be used for taking notes and other class-related work, not web surfing. Anyone using such devices for unacceptable purposes, doing work for other classes and is otherwise disengaged or disruptive will be asked to leave.
- No eating in class.
- “Help me help you”: The instructor should be informed of medical, family, or other problems that necessitate missing class or that interfere with your work. In addition, students are encouraged to visit with the instructor during his office hours if they are having difficulty reading or understanding the materials presented in class. If you ever have any questions about anything, please just ask!
Assignments and grading:
- The reading assignments should be done before you come to class. Many of the readings are challenging and take time and effort to understand. They need to be read at least three times.
- To better comprehend the readings, you should first skim the article or chapter, then you should read more carefully, taking notes, making an outline, underlining/highlighting, etc. Doing this kind of work is necessary for an adequate understanding of any challenging material. Your books should show evidence that they have been read: underlining, highlighting, marks, etc.
- Bring your books and assigned readings to class since we will refer to them often. If you do not bring your materials and/or are not prepared for class, you may be asked to leave.
- To help encourage careful reading and reflection on the readings – which will contribute to better discussion – there will be periodic, unannounced reading quizzes. If you have done the reading, the question(s) will be such that you should have no problem answering it. THERE WILL BE NO MAKE-UP QUESTIONS GIVEN. The only exception to this will be students who bring documentation from the Dean of Students requesting me to give a make-up question. In other words, if you come in too late or you miss a day do not ask for a make-up. (5 points each; 50 points total)
- Six Writing Assignments
- All written work must be submitted both in hardcopy in class (I do not accept any papers by email) and through the Thompson Turnitin system: http://insite.turnitin2.thomson.com/ If the paper is not submitted through the Turnitin system, it will not be graded and so you will receive a zero.
- Papers must by typed and carefully written: put your name, email, the date, course # and time at the top of the first page; DO NOT USE A COVER PAGE. Give your paper a real title.
- They will graded vigorously but you will have the opportunity to re-write some papers, if you would like the opportunity to learn more and improve your abilities; I might also require that you take your paper to the Writing Lab to work with their staff.
- No late papers will be accepted: you will have plenty of time to write the papers, so you need to make wise use of that time. (10 points each; 60 points total)
| A WARNING ABOUT PLAGIARISM: “The Division of Humanities & Social Sciences at Cheating and plagiarism are forms of lying (to the instructor, the school, future teachers and employers, and yourself, among others) and theft (of other people’s ideas and words) and are grounds for failing the course. If you submit a plagiarized paper (e.g., a paper you took in whole or in part from the internet or some other illegitimate source), the instructor (with the help of Turnitin.com) will notice this and you will then fail this course immediately: no excuses will be accepted. It is your responsibility to know what plagiarism is. |
- Three Exams.
· All of lecture, discussion and reading content is fair game. I will give you a study sheet of possible questions for each exam to help focus your studying. Exams will include multiple choice, short answer, and short essay questions. (40 points each; 120 points total).
· No electronic devices can be used or accessed during tests, nor can you have any books, bags, notes or hats near your desk: all such materials must be left at the front of the room. You are not permitted to leave the classroom and return to keep working on the test, so please plan accordingly (e.g., visit the restroom before the test).
- Attendance and participation are required.
· This course is based on discussion, dialogue and cool, calm, rational debate: thus class attendance is required and will be taken daily. See above for the policies and grading. Students with perfect attendance will receive 10 extra points added to their overall score.
- There will likely be extra credit opportunities, events addressing ethical and/or philosophical issues that I’ll encourage you to attend and write up a 3 page detailed summary and reaction to for variable bonus points.
Grading:
Fill in this sheet to determine your grade out of 225 possible points:
| Assignment: | Points Possible: | My points: |
| Paper 1 | 10 | |
| Paper 2 | 10 | |
| Paper 3 | 10 | |
| Paper 4 | 10 | |
| Paper 5 | 10 | |
| Paper 6 | 10 | |
| Exam 1 | 40 | |
| Exam 2 | 40 | |
| Exam 3 | 40 | |
| Reading Quizzes: | 50 | |
| Attendance | Variable +‘s & -’s | |
| Extra Credit, if avail. | Variable +’s | |
| | 230 | Grade = total points / 230; |
Morehouse College is committed to equal opportunity in education for all students, including those with documented disabilities. 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, 104 Sale Hall Annex,
Reading, Lecture and Discussion Schedule, subject to slight changes:
| First reading assignments: Rachels, RTD: Rachels, RTD: Ch.1 "A Short Introduction to Moral Philosophy" Due Wednesday, 8/30 First writing assignment: by the end of the first week or as soon as you decide you are going to be in this class email the instructor at aphilosopher@gmail.com to let him know that you are going to be in this class. The email should say which class you are, your name, your major and ask a question or give a comment about the class so far. This will help the instructor make an email list for the class. |
Note: A syllabus is not a contract, but rather a guide to course procedures. The instructor reserves the right to alter the course requirements and/or assignments based on new materials, class discussions, or other legitimate pedagogical objectives.
Philosophy 302 Course Outline
Here is the order of topics and readings. Exact dates and assignments will be announced in class and on the blog/webpage/email. We will likely not get to all of this material, but we will do our best: we are mainly looking to improve our quality of understanding and ability to argue, so we might sacrifice the quantity of readings to get that. *** = topics of special emphasis
"Some Basic Points about Arguments," James Rachels (TRTTD)
“A Short Introduction to Moral Philosophy: James Rachels (TRTTD)
Ch. 1, "What is Morality?" (Elements)
"Will Cloning Harm People?" Gregory E. Pence (TRTTD)
Ch.2, "The Challenge of Cultural Relativism" (Elements)
Online: “What’s Culture Got to Do With It? Excising the Harmful Tradition of Female Circumcision” Harvard Law Review
"Is Homosexuality Unnatural?"
Online: “The Moral and Legal Status of Abortion,” Mary Anne Warren
"Why Abortion Is Immoral," Don Marquis (TRTTD)
"A Defense of Abortion," Judith Jarvis Thomson (TRTTD)
Online: “Patterns of Resistance,” Tom Regan: addresses arguments from American history in defense of slavery, against women’s rights, against homosexuality and other topics.
"9/11 and Starvation," Mylan Engel, Jr. (TRTTD) ***
"The Singer Solution to World Poverty," Peter Singer (TRTTD) ***
"Is Racial Discrimination Arbitrary?" Peter Singer (TRTTD) ***
"Utilitarianism," John Stuart Mill (TRTTD)
"The Morality of Euthanasia," James Rachels (TRTTD)
Online: “Active and Passive Euthanasia,” James Rachels
"Assisted Suicide: Pro-Choice or Anti-Life?" Richard Doerflinger (TRTTD)
"All Animals Are Equal," Peter Singer (TRTTD) ***
"Do Animals Have Rights?" Tibor R. Machan (TRTTD) ***
Online/handout: “Reasonable Humans and Animals,” John Simmons ***
"Utilitarianism and Integrity," Bernard Williams (TRTTD)
"The Experience Machine," Robert Nozick (TRTTD)
"The Immorality of SUVs and Trucks," Douglas Husak (TRTTD)
"The Categorical Imperative," Immanuel Kant (TRTTD)
"The Ethics of War and Peace," Douglas P. Lackey (TRTTD)
"
Ch. 9, "Kant and Respect for Persons" (Elements)
"In Defense of the Death Penalty," Ernest van den Haag (TRTTD) ***
"The Case against the Death Penalty," Hugo A. Bedau (TRTTD) ***
Ch. 10, "The Idea of a Social Contract" (Elements)
"The Social Contract," Thomas Hobbes (TRTTD)
"Letter from the Birmingham City Jail," Martin Luther King, Jr. (TRTTD) ***
"In Defense of Quotas," James Rachels (TRTTD) ***
"The Feminist Revelation," Christina Hoff Sommers (TRTTD)
"The Virtues," Aristotle (TRTTD)
"Preserving the Environment," Thomas E. Hill, Jr. (TRTTD) ***
Tuesday, May 29, 2007
Philosophy 302 Course Outline
Here is the order of topics and readings. Exact dates and assignments will be announced in class and on the blog/webpage/email. We will likely not get to all of this material, but we will do our best: we are mainly looking to improve our quality of understanding and ability to argue, so we might sacrifice the quantity of readings to get that.
"Some Basic Points about Arguments," James Rachels (TRTTD)
“A Short Introduction to Moral Philosophy: James Rachels (TRTTD)
Ch. 1, "What is Morality?" (Elements)
Ch.2, "The Challenge of Cultural Relativism" (Elements)
Online: “What’s Culture Got to Do With It? Excising the Harmful Tradition of Female Circumcision” Harvard Law Review
"Is Homosexuality Unnatural?"
Online: “The Moral and Legal Status of Abortion,” Mary Anne Warren
"Why Abortion Is Immoral," Don Marquis (TRTTD)
"A Defense of Abortion," Judith Jarvis Thomson (TRTTD)
Online: “Patterns of Resistance,” Tom Regan: addresses arguments from American history in defense of slavery, against women’s rights, against homosexuality and other topics.
"9/11 and Starvation," Mylan Engel, Jr. (TRTTD)
"The Singer Solution to World Poverty," Peter Singer (TRTTD)
"Utilitarianism," John Stuart Mill (TRTTD)
"Utilitarianism and Integrity," Bernard Williams (TRTTD)
"The Experience Machine," Robert Nozick (TRTTD)
"The Morality of Euthanasia," James Rachels (TRTTD)
"Assisted Suicide: Pro-Choice or Anti-Life?" Richard Doerflinger (TRTTD)
"All Animals Are Equal," Peter Singer (TRTTD)
"Reasonable Humans and Animals," John Simmons
"Do Animals Have Rights?" Tibor R. Machan (TRTTD)
Handout: "Why There are No Obligations to Animals," Kant
"Is Racial Discrimination Arbitrary?" Peter Singer (TRTTD)
"In Defense of the Death Penalty," Ernest van den Haag (TRTTD)
"The Case against the Death Penalty," Hugo A. Bedau (TRTTD)
"Letter from the
"In Defense of Quotas," James Rachels (TRTTD)
"The Feminist Revelation," Christina Hoff Sommers (TRTTD)
"Preserving the Environment," Thomas E. Hill, Jr. (TRTTD)
Thursday, May 10, 2007
"The more options and more information students have about career choices, the better career choices they will make,"
Focus on Diversity: INCUBATING INNOVATION - Diversity Efforts Rejuvenate the Life Science Work Force
Alethea Hannemann
United States
11 May 2007
PDF Version
Start with these numbers: African-Americans make up 13 percent of the United States population, but comprise only 5 percent of those employed in the life, physical, and social sciences. Or with this: less than 3 percent of Ph.D.s in biology and chemistry are held by African-Americans. Different statistics pepper various reports, but none dispute the central fact, that African-Americans do not hold life science jobs in numbers commensurate with their representation in the US population. The gap matters not just to African-Americans considering science careers, but to science itself. It raises important questions, such as: How can we address health disparities without researchers from different backgrounds or clinical trials using a range of relevant populations? And how can the US produce world-class scientists without cultivating the ample talent in underrepresented populations, including African-Americans? Esteemed programs such as the National Institutes of Health Minority Access to Research Careers (MARC) have encouraged African-American scientists for years, but it's clear that more efforts are needed. Now some of the best minds in government, academia, and industry are searching for new answers and new strategies, using innovative programs to bolster the life science work force and address disparities from the ground up.
Offering Alternatives for Younger Students
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While a knack for science often manifests early—what scientist can't recall a fond memory of an ant farm or a chemistry set?—turning that spark into a sustained career takes years of study, planning, and dedication. So it makes sense that some initiatives focus on early education and exposure, hoping to give African-Americans a strong foundation. At the University of Texas Medical Branch (UTMB) in Galveston, for example, community science programs, including after-school workshops, summer camps and research programs, and career days, start at the prekindergarten level and focus on underserved communities. As Clifford Houston, UTMB's associate vice president for educational outreach, points out, "The whole idea is to bring in students who have been ignored or disadvantaged." And those students, once engaged, show a commitment to science studies. Grades almost universally improve, and at the popular UTMB-supported Galveston County Science and Engineering Fair, Houston sees an increasing number of African-American entrants. "Not just presenting but winning, getting first, second, or third place," says Houston. "We can look at winners and say, okay, that person was in our summer science camp." Houston feels the programs create alternatives for local students who may not have considered science otherwise. "What we find is that the more options and more information students have about career choices, the better career choices they will make," he says.
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Wayne Bowen, biology professor and co-director of the Molecular Pharmacology, Physiology and Biotechnology Graduate program at Brown University, agrees that reaching African-American students at a young age is crucial. But he thinks that providing good role models is as important as making sure kids learn. "African-American students don't see many people like them in careers like this," he says. "They've seen African-American doctors, maybe, but scientists?" In 2001, Bowen served as the president of NIH's Black Scientists Association (BSA), which works to increase the numbers and visibility of African-American scientists at NIH. In addition to programs such as a seminar series, BSA often brings in student groups to publicize science career opportunities. After one presentation, says Bowen, a student came up to the assembled scientists to tell them about his interest in oceanography. "Even though he was at NIH, National Institutes of Health, he saw an opportunity to talk to someone who might know something about oceanography," says Bowen. "There was probably no one at his school who could help him at all."
Building Relationships As Challenges Grow
Not every student who finds an interest in elementary or secondary school, however, will choose to pursue it through a demanding university program. Many students, of all ethnicities, enter college with the intent to study the sciences, and many leave; attrition is not confined to a particular group. "But the problem is multiplied for underrepresented minorities," says George Langford, Dean of the College of Natural Sciences and Mathematics at the University of Massachusetts at Amherst (UMass). "When students come into the university, the numbers of white and black students with an interest in the sciences are about the same. However, fewer minority students complete their undergraduate degree in the sciences." One problem is budgetary restrictions: "We don't have sufficient infrastructure to support the numbers of students. It's very expensive to support a professor in the sciences, as compared to the humanities. We have to invest in labs, in faculty." Tighter budgets mean large introductory classes, which can be daunting, particularly when students don't see other African-Americans in the class or more importantly, teaching it. "If I look at UMass," Langford says, "well, I can count the number of minority faculty on my fingers."
Such a homogeneous faculty can lead to lost opportunities. Often, Langford says, African-American students miss out more on what's not in a syllabus than what is. The issue isn't preparation, he says; it's social capital, the culture of science rather than the content. Knowing which professors to approach in a department, and how often to drop into their offices; understanding which publications to bring up in a conversation, or which professional associations to join; assimilating the argot of the industry and separating slang from necessary jargon: all these skills are as important to success as grades and lab technique. "Minority students come in without that; so do white students; but because it's transmitted culturally, it's hard for white faculty to transmit it to black students. Black students study extremely hard, they do well, but they don't always meet the cultural requirements." Langford is working with colleagues in other UMass colleges, such as humanities and fine arts, developing new courses and partnerships to help students and faculty understand the issues they'll face. Facilitating a dialogue between scientists and other scholars, Langford hopes, will help life science faculty realize that not all essential skills can be gauged with an exam.
In an effort to bring more African-American scientists to campus, UMass has also diversified graduate program recruiting and retention strategies. The university leads the Northeast Alliance for Graduate Education and the Professoriate (NEAGEP), a National Science Foundation–funded program that unites large schools such as UMass and the Massachusetts Institute of Technology with minority-serving partner institutions. NEAGEP's orientation, mentoring, and tutoring provide a stable community for African-Americans who choose to study at UMass, while professional development opportunities help them negotiate the first steps in their new career. Since the program's inception, the percentage of new life science doctoral enrollees who are from underrepresented minorities has increased more than fivefold, from 3 percent in 1999 to 15 percent in 2005. Other universities support similar programs. For example, in the Leadership Alliance Summer Research Early Identification Program (SR-EIP), headquartered at Brown, participating students receive a stipend, travel allowance, and housing, and work for eight to 10 weeks with a faculty or research mentor at one of 32 alliance institutions. At the end of the program, students present their findings at a national symposium. The young researchers get valuable lab experience and a great networking opportunity, while faculty can use the program to identify talented African-American students; Brown's Bowen says he often uses the alliance database for recruiting.
Other members of the Leadership Alliance include several historically black colleges and universities (HBCUs), such as Howard University, Spelman College, and Xavier University of Louisiana. HBCUs, of course, produce significant numbers of African-American graduates each year, and many are putting special resources toward science programs. At Morehouse College, for example, J.K. Haynes, Dean of the Division of Science and Mathematics, touts the Hopps Research Scholars Program, supported by the US Department of Defense. The Hopps program, in which students do research with chosen mentors from freshman year until they graduate and take special classes focused on graduate school preparation, kicked off in 2006 with about 25 participants, but two recent classes of Packard Scholars followed a similar program. "At least 70 percent of those young men went to graduate school," Haynes says; with the right resources, he hopes to bring that matriculation number up to 85 percent.
Supporting Work Force Breadth and Depth
Support for undergraduate and graduate programs that encourage African-American scientists also comes from industry leaders. Merck, in a partnership with the United Negro College Fund, awards at least 37 scholarships a year to African-American researchers at the undergraduate, graduate, and postdoctoral levels; to date, the program has trained more than 370 scientists. To Deborah Dagit, executive director of diversity and work environment at Merck, the UNCF-Merck program is far more than a feeder program for her company. "We seek to prepare students for careers in the pharmaceutical industry, and sometimes with our company, but also in other ways. For example, former fellows can be our partners in clinical research." Increasing the number of African-Americans in biotech will benefit the industry as a whole, she says; whether Merck sees a direct benefit is irrelevant. "We really did this to increase the number of black scientists, not to benefit Merck in particular. If they're working with another health care company to address needs within the African-American community, then we would have accomplished our goal."
Like Dagit, Rodney Moses, vice president of talent acquisition and talent management at Invitrogen, thinks that diversity efforts must work to invigorate the entire industry, rather than a particular company. "We have a day job, which is to meet our customers' needs, but we also need to invest in the pipeline." To that end, Invitrogen is leading a new initiative that uses corporate funds to bolster science education. Called the San Diego Workforce Collaborative, the program is a combined effort by the State of California; a range of local technology and biotechnology employers; and the San Diego Workforce Partnership, an innovative job training and employment program that has pooled state and private resources to rejuvenate the local work force. Invitrogen hopes to augment the funds it already contributes to community development and scholarship opportunities by encouraging other San Diego biotech companies to join the collaborative. "It's an opportunity for the state to generate $1.3 million in scholarship money," says Moses. "That would be a huge win if we could get other companies involved."
Focusing Resources to Foster Talent
Even the most skilled and talented students, however, can have a hard time finding their way once graduation comes along. Most national science organizations have subgroups that help young African-American scientists navigate career planning, but more targeted organizations include JustGarciaHill, a virtual community that seeks to support minorities entering science careers, and the National Association for Blacks in Bio (NABB), a growing organization that works to create networking and communication opportunities between African-Americans in science careers. Chad Womack founded NABB to fill what he describes as a large gap in the work force pipeline. "There's no simple answer," he says of the lack of African-American scientists. "Part of it is recruitment and retention; not just getting people into the pipeline, but getting people in the pipeline out." NABB holds a national event, African-Americans in the Life Sciences (AALS), at the Biotech Industry Organization's annual conference; regional branches will soon provide further networking opportunities, and a new journal will publicize research openings and developments in critical issues such as health disparities. NABB also plans what Womack describes as "a biotech boot camp," a conference to help potential entrepreneurs learn how to contact investors, find financing, and commercialize technology.
Organizations like NABB may make it easier for companies to find talented African-American scientists. But for a company's diversity efforts to thrive, it must support employees internally, providing resources and connections that increase retention and promote talent. At Merck, Diversity Awards highlight the contributions of African-American scientists, among others, and the Black Employee Network offers a range of networking and support opportunities. The company also offers an innovative mentor-matching program, which works similarly to popular online services such as Match.com; it helps interested mentors meet other employees who share their professional goals and interests. Leveraging new technologies to support time-tested career strategies, the system can be a big help to a new employee searching for advice and guidance.
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Looking Forward, Reaching Out
Most scientists agree that mentoring, whether formal or informal, is key to professional success. According to Amgen scientist Karla Savage, "There's a big transition going from academia to industry; things are a bit more formal and more organized, and mentors can help to figure it out." Like Merck, Amgen has a Black Employee Network (BEN), which provides opportunities for networking and professional development, brings in outside speakers, and helps employees meet other professionals who share their ambitions and experiences. The group also performs outreach, and in this it helps to bring diversity efforts full circle; employees who have benefited from diversity initiatives are eager to pass on what they've learned. In February, for example, the Amgen BEN held a youth summit to discuss the achievements of black scientists with local African-American students. "Young people are always so excited to see people who have impressive jobs," says Savage. "There's more to science than just being a doctor. We can help foster their career exploration as they grow older."
In the end, building a robust, diverse science work force will take vigorous effort from many camps. The good news is that a host of programs in government, academia, and industry are dedicated to increasing the numbers of African-Americans in science. With continued efforts, education and recruiting programs should soon bear fruit, bringing new power to the life sciences. Says Merck's Dagit, "We feel strongly that our internal talent needs to match the marketplace. I think the life sciences have been a little too late to the party on bringing our talents and resources to bear on solving some of the critical issues within a given community. I'm proud to work for a company that feels strongly about that."
Alethea Hannemann is a San Francisco-based freelance writer.
This feature was published in the 11 May issue of Science
Wednesday, May 02, 2007
New Grade Sheet
Since we dropped some assignments (e.g., one paper and many reading quizzes), here's a new grade scheet:
Fill in this sheet to determine your grade out of 179 possible points:
| Assignment: | Points Possible: | My points: |
| Paper 1 | 10 |
|
| Paper 2 | 10 |
|
| Paper 3 | 10 |
|
| Paper 4 | 10 |
|
| Paper 5 | 10 | |
| Exam 1 | 40 | |
| Exam 2 | 40 | |
| Exam 3 | 40 | |
| Reading Quizzes: | 9 | |
| Attendance | Variable +‘s & -’s |
|
| Extra Credit, if avail. | Variable +’s |
|
|
| 179 | Grade = total points / 179; Letter grade will be according to standard percentages. |
Final Test study guide:
The final schedule is here: http://tigernet.morehouse.edu/cp/site/spring07.htm
The final schedule is here: http://tigernet.morehouse.edu/cp/site/spring07.htm
STUDY GROUPS ARE ENCOURAGED!
Utilitarianism:
· What is utilitarianism? (If someone is a utilitarian, what exactly does he or she believe? You need to be able to accurately say what utilitarianism is, not merely something close to it)
· Present at least three logically valid arguments against utilitarianism i.e., for the conclusion that utilitarianism is false.
· How might utilitarians respond to these objections? How do utilitarians defend themselves from these objections?
· Do you think these arguments against utilitarianism are sound or not? Explain and defend your view.
Euthanasia:
· What are active euthanasia, passive euthanasia, voluntary euthanasia, involuntary euthanasia, and non-voluntary euthanasia?
· What is Rachels’s argument for the conclusion that active euthanasia is sometimes morally permissible? Be able to present this in a valid form and explain all premises. You will need to know the details.
· What role does the Smith & Jones example play? (i.e., why does he discuss this example? What objection does this example help him respond to?)
· Be able to present at least three arguments against Rachels’ arguments, all in logically valid form and explain whether they are sound or not.Simply asserting that Rachels is wrong, or that active euthanasia is murder (i.e., wrongful killing), or other responses – without giving reasons and defending them – will be inadequate.
Kant:
- What are two of Kant’s Categorical Imperatives? (You might want to re-read A Short Introduction to Moral Philosophy from RTD, as well as see the handout),
Singer on racism, sexism, "intelligence"-ism and speciesism,
· According to Singer, racists and sexists violate “the fundamental principle of equality.” Explain what this principle is and how they violate this principle. Explain what interests are. Fully explain how Singer argues this principle applies to animals.
· Why, according to Singer, would we not want to tie our opposition to racism and sexism to “factual equality?” This addresses a response to racism and sexism that Singer thinks we wouldn’t want to accept.
· Singer discusses a number of other hypotheses to explain why racism and sexism are wrong. What are these other hypotheses? Why are they not good explanations for why racism is wrong, according to Singer?
· Why, according to Singer’s reasoning, is it wrong that animals are raised and killed to be eaten, worn and experimented on? (His reasoning is not that they have “rights”). Is his reasoning sound? Why or why not?
· What is “speciesism” according to Singer? Why is it wrong, according to Singer? Is he right?
· Singer gives a principle for when an experiment on an animal would be morally acceptable. What is his suggestion? Is he right? Why or why not?
Simmons:
· Be able to present and explain – in valid, premise-conclusion form -- John Simmons’ argument from the article “Reasonable Humans and Animals.” http://aphilosopher.googlepages.com/veg.pdf
· Be able to present ten objections to Simmons’ argument in logically valid form, where all the premises are clearly stated, and evaluate these objections with reasons. At least 50 objections are here: http://philosophy302.blogspot.com/2007/04/worksheet-some-responses-to-singers.html
Kant & Machan on animals,
· Kant claims that animals are “there merely as a means to an end” for humans, and there are no “direct” duties to animals because animals are not _________. Explain his argument here (what’s the unstated premise?). Explain the objection we discussed to his argument and explain whether it refutes Kant’s views or not.
· Machan argues that animals have no moral “rights.” What are his reasons? Explain the objection we discussed to his argument and explain whether it refutes his argument or not.
· Machan states that his discussion about whether animals have rights does not answer practical questions about how animals should be treated. Explain this view.
SOME EXTRA CREDIT POSSIBILITIES (THESE READINGS WERE ASSIGNED, BTU NOT DISCUSSED):
MLK, the “Letter From
· What is MLK’s argument in favor of the moral permissibility of non-violently breaking (some) laws? Explain his views.
Rachels, EMP, last chapter:
· What would a satisfactory moral theory be like, according to Rachels? What are his five main themes on this?
Saturday, April 28, 2007
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