Syllabus
INTRODUCTION TO ETHICS
Philosophy 0509-211-04
RIT Fall Term 2008
Mon./Wed. 2:00-3:50
Bldg. 12 (Business), Rm. 3235
Description
This course is an introduction to moral reasoning. We will survey important ethical theories and apply them to social problems. Throughout the course, we will be analyzing our own beliefs about responsibility, duty, justice, and the good life while we try to make our belief systems consistent. This course section is oriented around analyzing ethical aspects of environmental sustainability.
Objectives
The principal goal of this course is for each student to become more aware of moral reasoning and to become more proficient at evaluating and producing sound moral arguments.
The aims of the course include the following:
a. To be able to identify moral arguments, which is reasoning intended to convince someone that an action is right or wrong.
b. To develop the ability to critically evaluate the assumptions and values which ground such arguments.
c. To practice supporting moral arguments with coherent, relevant, and sound reasons.
d. To communicate thoughts clearly and precisely.
e. To become familiar with the history of ethical thought in the western tradition.
f. To learn about pressing moral questions concerning environmental issues.
g. To come to see yourself as an active part of your community, with rights and responsibilities.
Texts
1. Bill McKibben, Deep Economy, Holt, 2007.
2. Louis Pojman, Moral Philosophy: A Reader, Hackett, 2003.
3. Simon Blackburn, Being Good, Oxford, 2001.
There will be additional required readings posted on the course blog.
Methods
The primary goal of the class is to gain skill in reading and thinking critically and systematically about moral issues. We will approach moral reasoning from two directions. From the perspective of the past, we will learn about ethical theory. For millennia, philosophers have developed systems of ethical reasoning to answer questions about which actions are right, which actions are wrong, and how we can tell. We will read short excerpts from historical texts and learn the general outlines of important ethical theories. From the present and with an eye to the future, we will discuss moral problems we face as individuals and as a society. We will use ethical theory to clarify these problems and to suggest solutions.
Most class time will be either lecture or discussion, with a few small group activities and, rarely, short videos. I place a high value on interesting discussion, and the key to a good discussion is to come to class prepared. Preparation requires having completed the assigned reading, and it requires more. Good preparation requires anticipating what ought to be discussed and what questions need to be addressed.
Evaluation
Homework: Simplified Argument Outlines (four at 10% each) 40%
Ethical Experience Project 20%
Preparation and Participation (may include quizzes) 20%
Final Exam (or Paper) 20%
Homework — Four “simplified” argument outlines, each about one page in length, are due this quarter. I will provide you with a format and example. Homework is due in class and in printed, not electronic, form. I do not accept late homework (but see “missed assignments” below).
Ethical Experience Project — Ethics is the theoretical study of what is “good,” “right,” and “just.” There is no denying that there is a subjective component to making ethical judgments, in part because we best understand other people’s viewpoints when we have some shared experiences with them. Because the focus of this course is on the ethical problems we face in environmental decision-making, a significant part of the grade is based on a self-defined project to extend your relevant experience and to evaluate the usefulness of this experience to moral judgment. The project will require you to 1.) engage in a relevant project outside of class (I will provide some ideas) and 2.) to write a 3-page report and evaluation. Sample projects include volunteering to eradicate invasive species at a local park, shopping at the Public Market and cooking a meal with local foods, or visiting the zoo to find out about their conservation programs. The project is due in mid-October, which is a quick timeline—please don’t put it off!
Preparation and participation — Dialogue and reflection are key components of philosophy: we share ideas with others and then use their critique to improve our arguments. For this reason, informed and reflective discussion is central to the success of our class.
A necessary (but not sufficient) condition for class participation is class attendance! In calculating the participation grade, I take attendance for granted. Missing one or two classes with a reasonable excuse will not harm your grade, but excessive absences will. Complete credit for participation will be given to students who attend class, who have prepared by thinking about and researching discussion topics, and who participate constructively in discussion. Half credit will be given for failing to participate positively or being unprepared, even if attendance is complete.
I do not anticipate giving regular quizzes. However, from time to time I may give a quiz to ensure that some important ideas receive special attention, to encourage a high level of class participation, or to curb absenteeism. If there are quizzes, they will be used to moderate this portion of the course grade.
Final Exam — Our final exam is scheduled for 8am on Wednesday, November 12. The exam will take no more than 1 hour, so we will not meet until 9am on that day. The final exam is cumulative and will cover ethical frameworks. Those students who prefer written work to tests may write a 3-page essay based on (and extending) one of their argument outlines. Final papers must be dropped off at my office (printed format!) before the exam time.
Missed assignments — I do not accept late argument outlines, except when all of the following conditions are met:
a. you completed the assignment before you realized you would miss class;
b. you let me know about your absence, and the reason for it, as soon as possible;
c. you submit your outline to me as soon as possible;
d. it is your first late assignment.
However, you may replace one missed outline or low grade with an extra assignment. The extra assignment will be graded. You may pick from three options for replacing a grade.
Option 1: Attend a philosophy lecture or another relevant public lecture. Philosophy lectures are listed on the philosophy department webpage
(http://www.rit.edu/cla/philosophy/), and I will announce them in class. I will sometimes announce other relevant lectures. If you know of one, then please inform the class. In addition to attending the lecture, write a one or two page analysis of it, in which you 1.) summarize the lecture topic and 2.) evaluate or critique one of the speaker’s arguments. The idea is for you to engage with the speaker’s ideas, not just tell me whether their talk was appealing to you.
Option 2: Write a letter to the editor of a newspaper (or news magazine), presenting a moral argument in letter form. (Past students have had their letters published!) If you submit a letter to the editor of a newspaper by e-mail, please include me as a Bcc. Look at the “Letters to the Editor” page for examples of style and topic, but keep in mind that not every published letter is an argument! Some letters express opinions without giving reasons. Your letter, on the other hand, will be graded on the strength of its argument.
Option 3: Help me improve this class by constructing an argument outline assignment that I could use in a future course. Follow my format and include links to background information. I’ll grade your submission according to how complete the background information is, how interesting and current the topic, how specific it is, and how well it invites an analysis according to a specific ethical framework.
Replacement work is due on or before the last class day, Nov. 5. And yes, you may opt to turn in a replacement grade even before an argument outline is due or turn one in even if you complete all four argument outlines. I will use the replacement grade at the end of the quarter to replace your lowest argument outline grade, whether or not it is a zero.
