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Syllabus

Ethics

Honors

Spring 2000

Marist College

Dr. Greg Moses


Course Description:

In the first half of this course, we will survey a sampling of moral theories and a sampling of moral issues in order to explore the comparative value of applying theories to issues. Then we will investigate three extended works in ethical theory in order to enhance our own reflections on moral life and its relation to ethical theory.


Outcomes:

By the end of the course, students should be able to (1) characterize and apply a variety of moral theories and (2) demonstrate an ability to make use of the course materials to assist with moral reflections. A midterm exercise will assess ability to characterize and apply moral theories. A final paper will assess ability to make use of course materials to assist with construction of a personal ethical theory.


Required Texts:

  • Rachels, James. The Right Thing to Do: Basic Readings in Moral Philosophy. Boston: McGraw-Hill College, 1999.

  • Goldman, Emma. Anarchism and Other Essays. New York: Dover, 1969.

  • de Beauvoir, Simone. The Ethics of Ambiguity. Secaucus: Citadel, 1997.
  • Bakhtin, M. M. Toward a Philosophy of the Act. Austin: Texas, 1993.

Requirements and Grades:

The final grade will be based upon the following assignments, each equally weighted:

Praxis Report:

Each student is required to undertake 12 hours of community service, attend two Praxis roundtables, and submit a 10-page report on "Ethics and Community Service." The report will reflect upon the value of ethical theory in addressing issues that arise during community service. Opening pages should report your own developing impressions that result from experiences at the activity of your choice (2 pages). Scholarly sources source should address factual analysis of the issue at hand and propose alternative approaches (3 pages). The approaches, in turn, should be evaluated in a scholarly manner according to your choice of ethical theories from this course (2 pages). As usual, students will be encouraged to present their own opinions about the issue and its moral resolution (3 pages). Due Apr. 27.


Preparations:

For each class meeting, a preparation is indicated, which will be due at the beginning of class. Students may substitute up to four Praxis reports instead of the scheduled preparation, if the Praxis reports are also ready at the beginning of class for inclusion in workshops and forum discussions. Praxis reports should include scholarly reference to ethical theory as well as reflection upon personal experience with community service.


Attendance Policy:

Excused absences should be documented within two weeks. More than two unexcused absences will result in the deduction of a full letter from the final grade. After more than four unexcused absences, the instructor reserves the right to issues a failing grade for the course.

Schedule of Inquiry:


Jan. 20-Introduction to course.

  • Aristotle on virtue: a brief lecture.

    Jan. 25-Applying Aristotle's virtues to abortion.

  • Read: Rachels, Chs. 4, 11, & 12.
  • Preparation: Two paragraphs, typed. (1) Summarize a key point in Aristotle's theory of virtue using a supporting quotation. (2) Identify an issue in the abortion readings and discuss how Aristotle's ethics of virtue might apply.
  • Workshops: Present preps. Nominate a representative for class discussion.
  • Forum: (1) How do we view Aristotle's ethics of virtue? (2) How we might apply Aristotle to the abortion issue? (3) In expressing our own opinions about abortion, what criteria do we use?

    Jan. 27-Aquinas on Natural Law.

  • Read: Rachels Ch. 5.
  • Preparation: Two paragraphs, typed. (1) Summarize a key point in Aquinas's theory of natural law, using a supporting quotation. (2) What do you think? Do you agree, disagree, have questions? Please remember to support your opinions with reasons.
  • Workshops: Present preps. Nominate a representative for class discussion.
  • Forum: What is Natural Law? Human Law? Divine Law? What are the consequences of Natural Law?

    Feb. 1-Natural Law applied to Infanticide and Cloning

  • Read: Rachels, Chs. 13 & 14.
  • Preparation: Two paragraphs, typed. (1) Apply a passage from Aquinas to the issue of infanticide. (2) Apply a passage from Aquinas to the issue of cloning.
  • Workshops: Present preps. Nominate a rep for each question.
  • Forum: (1) Applying Natural Law to infanticide. (2) Applying Natural Law to cloning. (3) What do you think of the questions? What criteria emerge for you?

    Feb. 3-Hobbes on the Social Contract

  • Read: Rachels, Ch. 6.
  • Preparation: Two paragraphs: (1) Scholarly summary of Hobbes. (2) Reflection, with reasons.
  • Workshops: Share preps, nominate rep.
  • Forum: What is Social Contract? What sorts of consequences follow for ethics? For public policy? For personal ethics?
  • Praxis: Time to pick a site.

    Feb. 8-Social Contract applied to Gay Studies.

  • Read: Rachels, Chs. 15 & 16.
  • Preparation: Two paragraphs: (1) Scholarly application of Social Contract to Gay Studies. (2) What do you think about an issue in Gay Studies? What are your own criteria of evaluation?
  • Workshops: Share preps. Nominate reps.
  • Forum: (1) Social Contract applied to Gay Studies. (2) Issues and opinions in Gay Studies. (3) Reviewing criteria of moral evaluation.

    Feb. 10--Film, Twilight of the Golds

    Feb. 15-- Film, Twilight of the Golds

  • In-class notes: What moral issues are raised in this film? How would our theories work so far?
  • Praxis: Site activities should be underway.

    Assignment Due Mar. 7: Midterm Exercise

  • This will be a 10-page paper that identifies an issue important to you, showing what the problem is and where the moral tension lies between two alternative approaches (3 pages), applying two theoretical models to each of the alternatives (5 pages), then exploring your own judgment and identifying your own criteria of value (2 pages). Assessment will be based upon completeness of all elements in the assignment, demonstration of critical reasoning, thorough habits of scholarship, and the usual graces of college-level composition (paragraph structure, transitions, etc.) Scholarly habits of research should be demonstrated in your presentation of the issue and for each alternative. In other words, please gather enough facts to make an informed presentation of the problem, and find compelling alternatives that are actually being proposed.

    Feb. 17-Hume on Sentiment.

  • Read: Rachels, Ch. 7.
  • Preparation: Two paragraphs: (1) Scholarly summary of Hume. (2) Reflection, with reasons.
  • Workshops: Share preps, nominate reps.
  • Forum: (1) What is Hume's theory of Sentiment? (2) What consequences follow? (3) List theories & issues. Explore combinations.

    Feb. 22-Sentiment applied to Hunger & Famine.

  • Read: Rachels, Chs. 17 & 18.
  • Preparation: Two paragraphs: (1) Scholarly application of Sentiment to Hunger & Famine. (2) Your own approach to hunger & famine. What are the criteria of value for you?
  • Workshops: Share preps, nominate reps.
  • Forum: (1) Applying Sentiment to Hunger & Famine. (2) Exploring our own approaches to Hunger & Famine. (3) Looking at other theories & how they might apply.

    Feb. 24-Mill & Utilitarianism

  • Read: Rachels, Ch. 8.
  • Preparation: Two paragraphs: (1) Scholarly summary of Mill's Utilitarianism. (2) Reflection, with reasons.
  • Workshops: Share preps, nominate reps.
  • Forum: (1) What is Utilitarianism? (2) What are some consequences?

    Feb. 29-Kant's Categorical Imperative

  • Read: Rachels, Ch. 9.
  • Preparation: Two paragraphs: (1) Scholarly summary of the Categorical Imperative. (2) How might this apply to one of the issues raised by the film?
  • Workshops: Share preps, nominate reps.
  • Forum: (1) What is the Categorical Imperative? (2) How might it apply to the film? (3) What other issues do we find in the film? (4) What other theories might apply?

    Mar. 2--Film, Class choice

  • (looking especially for "social commentary").

    Mar. 7-Reviewing theories and applications.

  • Workshops: Share issues and theories presented in your midterm exercise. Select reps.
  • Forum: (1) Reviewing theories & issues. (2) What is the value of this sort of inquiry? (3) What have we learned about our own terms & criteria of value?

    Mar. 9-Goldman's Anarchism

  • Read: "Anarchism" (pp. 47-67)
  • Preparation: Two paragraphs: (1) Scholarly summary of Anarchism. (2) What are the criteria of value that are important to Goldman?
  • Workshops: NEW GROUPS! Sharing first impressions of Goldman's Anarchism. Nominate reps.
  • Forum: (1) What are the terms and criteria of value for Goldman? (2) What are some consequences for moral theory? (3) Some test cases?
  • For next time: Divide chapters on "Minorities", "Psychology", and "Prisons."

    MIDTERM BREAK

    Mar. 21-Goldman on "Minorities", "Psychology", and "Prisons."

  • Read: Selected chapters.
  • Preparation: Two paragraphs: (1) Scholarly presentation of Goldman's position. (2) Response to her terms of value and their consequences.
  • Workshops: Share preps, nominate reps.
  • Forum: (1) How does Goldman treat each topic? (2) What patterns emerge for Goldman's Anarchism as moral theory? Praxis: Reminder to attend two Praxis forums.

    Mar. 23-Goldman on "Patriotism", "Ferrer", "Puritanism", & "Traffic in Women."

  • Read: Selected chapters.
  • Preparation: Two paragraphs: (1) Scholarly presentation of some "criterion of value" that Goldman uses to evaluate a social problem. (2) Apply this "criterion of value" to a contemporary social issue.
  • Workshops: Criteria of anarchism and its applications.
  • Forum: (1) Criteria of value in Goldman's anarchism. (2) Applications to contemporary social issues. (3) What are the consequences of anarchism? Is it helpful?

    Mar. 28-Goldman on "Woman Suffrage", "Emancipation", "Marriage", & "Drama."

  • Read: Selected chapters.
  • Preparation: Two paragraphs: (1) Scholarly presentation of a criterion of value developed by Goldman. (2) Apply Goldman's criterion to the predicament of women today.
  • Workshops: Share preps, nominate reps.
  • Forum: (1) Goldman's criteria applied to women today. (2) Are Goldman's criteria helpful?

    Mar. 30-Beauvoir begins.

  • Read: Beauvoir, pp. 7-10.
  • Preparation: What is "tragic ambiguity"?
  • Workshops: Share "tragic ambiguity," nominate rep.
  • Forum: (1) On de Beauvoir's "tragic ambiguity" (2) The existentialist break from Hegel via Kierkegaard & Sartre. (3) Is it true that we should not hide?

    Apr. 4-Beauvoir moves toward ethics.

  • Read: Beauvoir, pp. 11-14.
  • Preparation: What is "existentialist conversion"?
  • Workshops: Share preps, nominate reps.
  • Forum: (1) Exploring de Beauvoir's "existentialist conversion." (2) How do "Ambiguity and Freedom" go together? (3) What consequences arise?

    Apr. 6-Beauvoir on "Ambiguity and Freedom."

  • Read: Beauvoir, pp. 14-34.
  • Preparation: Two paragraphs: (1) Scholarly presentation of a concept from Part I. (2) Evaluation of consequences, i.e., what do you think?
  • Workshops: Putting de Beauvoir together, nominate reps.
  • Forum: (1) On the general challenge of existentialist ethics. (2) Kant & Marx. (3) Are we getting dizzy yet?

    Apr. 11-Beauvoir on evasions of "sub-man" and "serious."

  • Read: Beauvoir, pp. 35-55.
  • Preparation: (1) Scholarly summary of de Beauvoir's argument. (2) Critical response, evaluating consequences.
  • Workshops: Sharing Beauvoir's warnings against ethical evasions.
  • Forum: (1) Evasions of the "sub-man" and "serious." (2) On the dangers of happiness. (3) What value here?

    Apr. 13-Beauvoir on further evasions of "nihilist", "adventurer", & "passionate man."

  • Read: Beauvoir, pp. 55-68.
  • Preparation: Two paragraphs: (1) Scholarly presentation of a concept from the text. (2) Critical response.
  • Workshops: Commentaries on three more evasions. Nominate reps.
  • Forum: (1) Three more evasions of ambiguity. (2) How is this helpful?

    Apr. 18-Beauvoir on "genuine" vs. "oppression."

  • Read: Beauvoir, pp. 69-96.
  • Preparation: Two paragraphs: (1) Scholarly presentation of a concept. (2) Critical reflection.
  • Workshops: Some problems of liberation. Nominate reps.
  • Forum: (1) What is de Beauvoir saying about genuine ethics and liberation? (2) Is the artist genuine? (2) Is oppression relevant to us?

    Apr. 20-Beauvoir on the "antinomies of action."

  • Read: Beauvoir, pp. 96-115.
  • Preparation: Two paragraphs: (1) Scholarly presentation. (2) Critical response.
  • Workshops: For and against "men." Nominate reps.
  • Forum: (1) Antinomies? [humanity vs. humans, individuals vs. individualism] (2) How is human liberation possible? (3) What do we think of Beauvoir's terms of warning?

    Apr. 25-Concluding Beauvoir.

  • Read: Beauvoir, pp. 115-159.
  • Preparation: Two paragraphs: (1) Scholarly presentation. (2) Critical reflection.
  • Workshops: Future, freedom, and ambiguity. Nominate reps.
  • Forum: (1) The ambiguous future. (2) What does Beauvoir's system of ethics look like? (3) Is it useful? (4) What are the limitations?

    Apr. 27-Beginning Bakhtin: "Life v. culture."

  • Read: Bakhtin, pp. 1-2
  • Preparation: (1) What is Bakhtin saying about the relationship between life and culture? (2) What do you think?
  • Workshops: Life & culture in Bakhtin.
  • Forum: Existence & valuation: what is the subject of ethics?
  • Praxis Reports Due

    Final Exercise: Due May 12, 5:00 p.m.

  • (10 pages)-"Critical Meditation on Goldman, Beauvoir, Bakhtin, & Me." (1) Which ethical criteria of the three theorists are most interesting to you, and why? Two pages of scholarly presentation per theorist. Please be sure to clarify key criteria according to your careful reading of the texts. (2) Regardless of the materials presented in this course, which ethical criteria are most important to you, and why? In other words, what criteria do you consider most crucial to the organization of an ethical theory that you could call your own. Four pages of your own explorations. Assessment will be based upon completeness, careful scholarship, helpful use of reasoning to support opinions, and the usual graces of college-level writing such as paragraph structure, transitions, etc. May 2-Bakhtin's "ought" and the relation between "practical" & "theoretical."
  • Read: Bakhtin, pp. 3-9.
  • Preparation: (1) For Bakhtin: How is the problem of locating the "ought" in ethical life reflected in the difference between theory and practice. (2) For you: What ethical criteria seem most important as guides for what you "ought" to do?
  • Workshops: Bakhtin & me: the problem of "ought" and some examples.
  • Forum: Ought & act.

    May 4-Bakhtin's "architectonic."

  • Read: Bakhtin, pp. 61-75.
  • Preparation: (1) What is the architectonic? (2) What are some characteristics of your own architectonic?
  • Workshops: Architectonics in theory and practice.
  • Forum: "Toward a Philosophy of the Act."

    Contact:

    Dr. Greg Moses
    Office: Cubicle in SC 149 (near the downstairs mailboxes)
    Telephone: x2217
    Email: JZ7R@maristb.marist.edu
    Academic Homepage:

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