Syllabus

Note: there are some revisions to the internet version, but not to course policies

R.G. Moses
Spring 2006
St. Edwards U
PHIL 2329: ETHICAL ANALYSIS

Office Hrs: TR 12:30 - 1:30

Contact: Most situations can be handled briefly after class; for longer discussions you are invited to make use of office hours; appointments may also be made as necessary. In the event of urgencies, please call or email:
[no assignments via email, please]

Required Texts:
Zizek, Slavoj and F.W.J. Von Schelling. The Abyss of Freedom. and Ages of the Word. Trans. Judith Norman. (Ann Arbor: UMich, 2004) ISBN 0-472-06652-8.
Dennett, Daniel. Freedom Evolves. (NY: Penguin, 2003) ISBN: 0-14-200384-0.
Burns, Lori and Melisse Lafrance. Disruptive Divas. (NY: Routledge, 2002) ISBN: 0-8153-3554-7.

Description: “Philosophical ethics can be described as the attempt to think clearly and deeply about fundamental moral questions that arise for us humans. Ethics is concerned with evaluating appropriate action, proper character, the characteristics of the good life, and what is involved in acting rightly. The course explores readings in foundational ethical theory, including the systematic analysis of moral beliefs, as well as the application of philosophical ethical theory to particular issues in applied ethics, such as punishment and suicide, physician-assisted suicide and euthanasia. May be taken to fulfill the University requirement for an ethics course.”

Prerequisites: There are no official prerequisites for this class, but it does require frequent production of printed word-processed docs and internet access to texts.

Objectives:In reading, students will be asked to develop strategies for approaching and exploring complex texts of moral analysis.In writing, students will be asked to fairly represent views presented by others and to critically develop views of their own.In critical thinking, students will be challenged to discern conceptual assumptions already in use in moral analysis, explore conceptual consequences of such assumptions, and to develop conceptual frameworks that have critically acceptable consequences for moral life. As result, students will be challenged to learn how to identify and approach philosophical materials with increased confidence in their own abilities to make the experience meaningful to their own ethical analysis.

Method: In this section, our attention to foundational concepts of ethical analysis will be structured under three main headings: (a) foundational concepts of utility, duty, and virtue; (b) foundational concepts of social contract and its discontents; and (c) foundational concepts of human nature. Within this framework, students will be required to (1) clarify and define concepts useful for ethical analysis and (2) explore the consequences of these concepts to issues of their own choosing (including the ones listed in the catalogue description). The method of approach is designed to sustain active rehearsal of skills needed for ethical analysis (ie conceptual choice, creation, clarification, application, re-adjustment, re-creation, re-clarification, and so on). Short of the overall course portfolio, there are no major tests or papers; however, there will be daily requirements for reading and discussion, with frequent short writing exercises that range from one paragraph to three pages in length. Frequent group work and presentations place a pedagogical premium on the experience of philosophy as dialogue, education as student activity, and human liberation through democratic methods.

Requirements: The final portfolio should contain original papers that bear comments from the instructor. In addition to a complete portfolio of short writing assignments, attendance and participation in groupwork will be required.

Grades:

Final grade will be based on a cumulative review of comments made by the instructor on a portfolio of the student’s work.
A = materials are complete (no more than two absences or assignments missing or “late”); and the student has produced work that is frequently noted by the instructor as excellent for taking initiatives in further reading, exhibiting proficiency in conceptual development, and an ability to test analytical consequences through use of vivid and challenging examples.
B = materials are nearly complete (no more than three absences or assignments missing or “late”); and the student has produced work that has been frequently noted as good for reviews of assigned readings (with thorough citations), conceptual clarity (with careful definitions), and appropriate examples (clearly applied).
C = materials are fairly complete (up to four absences or assignments missing or “late”), and the work is frequently noted as helpful, but comments also indicate that the student has been frequently prompted to present more thorough reviews of readings, more clarity in conceptual development, and more particular specificity in examples.
D = materials are incomplete (five absences or assignments missing or “late”) or materials are frequently marked as insufficient.
F = more than six absences or assignments (three weeks' worth) missing or late.

Attendance: For the method of this course to be successful, it is essential that students come to class with preparations in hand. Failing to attend or to bring preparations on time will result in loss of grade points as explained above in the grading system. Any absence on a day that an assignment is due, or any failure to present preparation in time for group work will translate into a paper marked “late.” Any excused absence must be documented within one week. Two late marks on the attendance sheet will convert to one absence. In saying that “A” work may include up to two absences, etc., the instructor is acknowledging that things come up, accidents happen, and life rhythms ebb. It is not necessary to have an “excused” absence every time to do very well in this course. Some “flex time” is built in. For this reason, it is “okay” now and then to miss class for other, often praiseworthy priorities. However, students who use up their flex time early in the semester may find that accidents continue to happen, etc., and this will begin to affect grades. In the end, it is only fair that students who attend regularly should be candidates for higher grades on the basis of their participation, especially in a classroom pedagogy that emphasizes dialogue between students. When students do not show up or arrive late for group conversation, it is experienced as a disruption among those who do; every absence decreases possibilities for fruitful discussion all around.

Withdrawals: The instructor has no stipulations other than what is allowable by the college, nor does the instructor initiate withdrawals.

Incompletes: The instructor discourages resort to “Incomplete” grades.

Academic Integrity: “St. Edward's University expects academic honesty from all members of the community, and it is our policy that academic integrity be fostered to the highest degree possible. Consequently, all work submitted for grading in a course must be created as a result of your own thought and effort. Representing work as your own when it is not a result of such thought and effort is a violation of our code of academic integrity. Whenever it is established that academic dishonesty has occurred, the course instructor shall impose a penalty upon the offending individual(s). It is recognized that some offenses are more egregious than others and that, therefore, a range of penalties should be available. Whenever possible, it would also be important to try to determine the intent of the offender, since the error could be a result of careless work rather than an intent to deceive. The maximum penalty for a first offense is failure in the course, and if that penalty is imposed, the student does not have the option of withdrawing from the course. In cases of mitigating circumstance, the instructor has the option of assigning a lesser penalty.” Note: It is impossible to do great intellectual work without relying in some way upon great work from others. Scholastic honesty is simply the practice of stipulating carefully who and what you have been borrowing from. There is never any shame in borrowing. In fact, philosophical schools are marked by patterns of borrowing. But if you borrow without carefully noting your source (and thereby misrepresenting the existing state of knowledge) then we have a problem with scholastic dishonesty (in other words falsely claiming that you are advancing knowledge.)

Academic Freedom: Students have the right to believe whatever they happen to believe and, within the appropriate constraints that follow from the organization of a course and its class meetings, to express those beliefs. Grades will never be based on the beliefs that a student maintains, but only on the quality of the philosophical work performed by a student in conjunction with the course (adapted from ACC).

Student Discipline: Students at the University have the rights accorded to all persons under the Constitution to Freedom of speech, peaceful assembly, petition, and association. These rights carry with them the responsibility for each individual to accord the same rights to others in the University community and not to interfere with or disrupt the educational process. As willing partners in learning, it is expected that students will comply with University rules and procedures (adapted from ACC).

Special Accommodations: If you have a medical, psychiatric or learning disability and require accommodations in this class, please let me know early in the semester or as soon as you are eligible. You will first need to provide documentation of your disability to the Student Disability Services Office located in Moody Hall 155 in Academic Planning and Support.

SCHEDULE: in the event of school closing or other class cancellations, please continue working with the schedule below.

Jan 10, 2006
READING:
GROUPWORK:
WELCOME: Introducing 'utility' as a concept of ethical analysis.
DUE:
NOTE: We will also introduce the syllabus and preview Thursday's assignment. Please read syllabus carefully.

Jan 12, 2006

READING:

Hume (Stanford Encyclopedia of Philosophy online [SEP] on Hume's Moral Philosophy;

Hume's “Enquiry Concerning Principles of Morals” at Project Gutenberg [search in text for keyword “utility”]);

Mill's Utilitarianism (SEP; Gutenberg text of Utilitarianism).

ADDED to the WEB SYLLABUS, optional text by Jeremy Bentham: An Introduction to the Principles of Morals and Legislation.


GROUPWORK: Discuss responses to utility as concept of ethical analysis. Choose one group member to present.
DISCUSSION: Following groupwork.
DUE: Two Paragraph Paper: (1) using suggested online sources for reference, define a key concept of utility for ethical analysis. Please support your definition with careful citations. (2) Propose one significant ethical issue in which the concept of utility would assist (make a difference) in analysis and show briefly what the difference would be.
NOTE: We'll save a few minutes at the end of class for questions about the syllabus

Jan 17, 2006
READING:
GROUPWORK:
LECTURE: Introducing the concept of duty (or deontology) in ethical analysis. ADDED to WEB VERSION: We will think about the difference between Utilitarianism and Deontology as the difference between legislative and judicial branches of the USA Constitution. Yes, the legislative branch is free to pursue the happiness of the people, and that is practically decided by bare majority vote. Still, the Constitution tells us that even the majority must never violate certain principles, even if the happiness of the people would be served. And to change these principles requires an exhaustive process that deters tampering with them. Therefore, it would seems that in moral life the pursuit of happiness is not sufficient. It appears that we must keep at least some "principles" in mind and act "dutifully" in "respect" of them. Changing these principles appears to present us with a level of moral reflection different from (higher than?) deciding how to maximize pleasure. For Kant, it is duty-directed attention to principles that really counts a morality proper; while the direct pursuit of happiness is quite often prudent and praiseworthy, it does not really exercise morality strictly considered; thus, we need to consider the role of duty to principle as such.
DUE:
NOTE: We will preview Thursday's assignment.

Jan 19, 2006
READING:

Kant (SEP overview of Kant's moral philosophy ADDED TO WEB VERSION: try keyword "duty" and focus on sections 3-5;

Gutenberg's “Fundamental Principles of the Metaphysic of Morals” keyword: categorical imperative);

Rawls (Internet Encyclopedia of Philosophy [edited by Fieser and Dowden] see especially principles of justice as fairness).

ADDED TO WEB VERSION:

Bill of Rights;

UNiversal Delcaration of Human Rights


GROUPWORK: Discuss responses to duty (or deontology) as a concept of ethical analysis. Choose one (rotating) group member to present.
DISCUSSION: Following groupwork.
DUE: Two Paragraph Paper: (1) using online sources for reference, how would you define a concept of duty for ethical analysis? Please support your definition with careful citations. (2) Propose one significant ethical issue where the concept of duty would make a difference in analysis, and indicate what the difference would be.
NOTE:

Jan 24, 2006
READING:
GROUPWORK:
LECTURE: Introducing the concept of virtue in ethical analysis. Whereas utilitarian ethics aim chiefly at the creation of conditions or consequences that produce happiness (the greatest happiness principle); and whereas deontological ethics chiefly recommend duty to universalizable principles (the categorical imperative); virtue ethics guide us toward cultivation of character (habits of disposition, choice, and action). In Plato there are four virtues: wisdom (of the intellect); courage(of the passions); temperance (as a harmony of the parts of soul); and justice (the capstone virtue that exists only when all three previous elements have been completed; what Aristotle called "virtue entire"). In Aristotle, the list of virtues expands under two general headings: intellectual virtues and moral virtues; with the moral virtues generally distinguished by an ability to steer between extremes of excess and defect (the doctrine of the mean).
DUE:
NOTE:

Jan 26, 2006
READING:

Plato

(SEP " Ethics and Politics in the Republic", part 2.2);

Gutenberg's Republic, the first entry has a much shorter intro);
OR REVISED FOR WEB SYLLABUS:
MIT Internet Classics Archive, Plato's Republic TOC

Go to Book IV, search keyword "Virtue" (first hit begins discussion of virtues in a State)

and keyword "Tossing" (begins application to virtues in individual)

and keyword "True Self" (sums up)

Aristotle

SEP Part 4 "Virtues and Deficiencies", Part 5.1 "Doctrine of the Mean (as in middle point between extremes)"

Gutenberg, Aristotle's Ethics
RECOMMENDED ALTERNATIVE:
MIT Classics, Nichomachean Ethics, Book 2, Sections 6 and 7 (general def., examples)

See this concise summary of Aristotle's Ethics by Alex Scott.

WEB EXTRA:

St. Thomas Aquinas

Shane Drefcinski's summary of the virtues in St. Thomas Aquinas.

Hugh McDonald's discussion of the "Four Cardinal Virtues".

GROUPWORK: Discuss responses to virtue as a concept of ethical analysis. Choose a (different) group member to present.
DISCUSSION: Following groupwork.
DUE: Two Paragraph Paper: (1) using online sources for reference how would you define a concept of virtue for ethical analysis? Please support your definition with careful citations. (2) Propose one significant ethical issue where the concept of virtue would make a difference in analysis, and indicate what the difference would be.
NOTE:

Jan 31, 2006
READING:
GROUPWORK:
LECTURE:
DUE:
NOTE: This will be a research day at the library instead of a classroom meeting. The instructor will be available at the library during class time if you need assistance. The objective of your research is to locate one excellent source that helps you to understand some situation that would be an excellent candidate for ethical analysis. Once again, the focus for this research exercise is to locate materials that help us to understand a situation. The assignment does not answer the question, "what should be done?" But it does answer the question, "how can we better understand the situation." Evaluation of the research report will consider the excellence of the research materials that you locate and how you make use of them to articulate an engaging understanding of a situation for ethical analysis. Generally speaking, criteria for excellence of source material tend to favor texts produced by experts for other experts (peer reviewed). These materials tend to be lengthy, dense, and packed with footnotes. Please bring a one-page sample copy of your material to class.

Feb 2, 2006
READING: Student research selections.
GROUPWORK: Share research findings on situations. Select a (rotating) group member to present.
DISCUSSION: Following groupwork.
DUE: 12 talking points (or 'bullet points') that should be considered when trying to understand a situation that deserves ethical analysis -- with complete bibliographical citation and attached sample page.
NOTE:

Feb 7, 2006
READING: Review of readings to date, including student research.
GROUPWORK: Share conceptual applications to situations. Nominate (rotating) member to present.
DISCUSSION: Following groupwork.
DUE: Three paragraphs: (1) Introducing the situation you have selected (with research citations) (2) choosing from one of the three concepts discussed earlier in the semester (utility, duty, virtue) define the concept (with citations) and indicate how it would affect ethical analysis of the situation (3) choosing a second concept from the three also define it (with citations) and explore the consequences that it would have for ethical analysis. Please remember, sometimes these concepts don't settle issues so much as they sets terms of discourse, so excellent papers may not "solve" the problem so much as show how concepts organize terms of discussion both "pro and con".
NOTE:

Feb 9, 2006
READING: Review of readings to date, including student research.
GROUPWORK: Share conceptions of ethical analysis.
DISCUSSION: Following groupwork.
DUE: Two page reflection on your introduction to ethical analysis. The writing will be favorably evaluated not on the frequency of statements such as "my thinking has really been changed in the past month" but on your ability to clearly identify, define, and signify consequences of key concepts that you have encountered. For each statement declaring belief or transformation, there should be a paragraph of support.
NOTE: Now is a good time to gather your portfolio and review your work. If you have any questions, please visit office hours.

Feb 14, 2006
READING: Plato's Symposium (Gutenberg)
GROUPWORK:
LECTURE: Valentine's Day reflections on Plato's dialogue of love
DUE:
NOTE:

Feb 16, 2006
READING:
GROUPWORK:
LECTURE: Introducing Social Contract Theory in Hobbes, Locke, Jefferson, and Rawls
DUE: Optional page on love (if there is sufficient evidence of class preparation and interest, we will host our own symposium.)
NOTE:

Feb 21, 2006
READING:

Hobbes
(SEP "Hobbes Moral and Political Philosophy", part 6 " Laws of Nature";
Gutenberg Leviathan Ch. XIV through "Contract What");

Locke
(SEP "Social Contract Theory", Sec. 3.3;
Gutenberg Second Treatise of Govt., keyword: consent);

also review a copy of the
Declaration of Independence and
Constitution of the USA

Contemporary Social Contract Theory: John Rawls (an excellent overview by Peter Jedicke)

GROUPWORK: Discuss responses to social contract theory as a concept of ethical analysis. Nominate (rotating) presenter.
DISCUSSION: Following groupwork.
DUE: Two Paragraph Paper: (1) using online sources for reference, define a concept of social contract theory for purposes of ethical analysis. Please support your definition with careful citations. (2) Propose a significant ethical issue in which the concept of the social contract theory would make a difference in analysis.
NOTE:

Feb 23, 2006
READING:
GROUPWORK:
LECTURE: Introducing Domination Theory of Social Contract (Pateman and Mills); Critical Theory (or Marxism 101); and Liberation Theology.
DUE:
NOTE:

Feb 28, 2006
READING:

For example, a dissenting view of Mills' Racial Contract;

an overview of Pateman's voice among radical feminists;

the expansive collection of Marxist writings at marxists.org

(with a suggested focus on Marx and Engels " Selected Works"

such as "Theses on Feuerbach" and " Historical Materialism");

and an overview of Liberation Theology.

GROUPWORK: Discuss responses to critical theory and critical social contract theory as concepts of ethical analysis. Nominate a "rotating presenter".
DISCUSSION: Following groupwork.
DUE: Two Paragraph Paper: (1) using online sources for reference, define a key concept in critical theory, critical social contract theory, or liberation theology for purposes of ethical analysis. Support your definition with careful citations. (2) What is one significant ethical issue where the concept of critical theory or critical social contract theory would make a difference in analysis?
NOTE:

Mar 2, 2006
READING:
GROUPWORK:
LECTURE:
DUE:
NOTE: This will be a research day at the library instead of a classroom meeting. The instructor will be available at the library during class time if you need assistance. As with the previous research exercise, the objective of your research is to locate one excellent source that helps you to understand some situation that would be an excellent candidate for ethical analysis in terms of our recent discussions of social and political theory. Once again, the focus for this research period is on materials that help us to understand a situation. The assignment does not answer the question, "what should be done?" But it does answer the question, "how can we better understand the situation." Evaluation of the research report will consider the excellence of the research materials that you locate and how they assist you in articulating a much richer understanding of a situation that seems to be a candidate for ethical analysis. Generally speaking, criteria for excellence of source material tend to favor texts produced by experts for other experts (peer reviewed). These materials tend to be lengthy, dense, and packed with footnotes. Please bring a one-page sample copy of material to class.

Mar 7, 2006
READING: Review of readings to date, including student research.
GROUPWORK: Share conceptual applications to situations. Nominate (rotating) presenter.
DISCUSSION: Following groupwork.
DUE: Three paragraphs: (1) Introducing the situation you have selected (2) choose one concept from the social or political theories discussed during the past few weeks (social contract or critical theory); define the concept and indicate how it would affect ethical analysis of the situation (3) choose a second concept from recent discussions; also define it and explore consequences for ethical analysis. Please remember, sometimes these concepts don't settle issues so much as they sets terms of discourse, so excellent papers may not "solve" the problem so much as show how concepts have effects on the way an issue is analyzed, whether "pro or con".
NOTE: Select a film that you would like to discuss in terms of ethical analysis.

Mar 9, 2006
READING:
GROUPWORK:
LECTURE: Introducing the three texts, the problem of human nature, and why we begin with Schelling.
DUE: Bring Schelling - Zizek book to class.
NOTE: After previewing Schelling, we will view the start of the selected film.

Mar 11-19, 2006
READING:
GROUPWORK:
LECTURE / DISCUSSION:
DUE:
NOTE: SPRING BREAK

Mar 21, 2006
READING: Shelling's Ages of the World
GROUPWORK: Discussing reading strategies, results, and impressions. Select (rotating) presenter.
DISCUSSION: Following group work.
DUE: One page with three direct quotes (with page citations), each followed by your gloss of at least three sentences each. The objective of this assignment is to find those places in the text where you begin to make sense of something.
NOTE: In this class, the instructor will seek to stand back and facilitate a group process of exploration. Hints: keep your books open during discussion and continue explore text. Sometimes when you are having difficulty with a philosophy text, the worst thing to do is to try to read the text in the order presented. Explore the overall structure, browse topic sentences, skim for passages that look more reader-friendly to you, etc. Unfortunately this text breaks one of the most important rules of nonfiction publishing -- it has no index. So another way to strategically approach the text is to identify repeated terms and see how their various uses can help you understand the concept that is being created through use of the term.

Mar 23, 2006
READING: Shelling's Ages of the World
GROUPWORK:
LECTURE: Why Schelling in Ethical Analysis?
DUE: One paragraph summary of what you are seeing in Schelling's approach to human nature.
NOTE:

Mar 28, 2006
READING: Zizek's Abyss of Freedom
GROUPWORK:
LECTURE: Introducing Zizek and contemporary interest in Schelling
DUE: Bring text to class.
NOTE:

Mar 30, 2006
READING: Zizek's Abyss of Freedom
GROUPWORK: Approaching Zizek. Nominate presenter.
DISCUSSION: Following groupwork.
DUE: Bring text to class and one page with three direct quotes (with page citations), each followed by your gloss of at least three sentences each. The objective of this assignment is to find those places in the text where you begin to make sense of something.
NOTE:

Apr 4, 2006
READING: Schelling and Zizek
GROUPWORK: Human Nature in Schelling and Zizek
DISCUSSION: After groupwork
DUE: Two paragraphs: (1) from the writings of Schelling or Zizek present one key concept of human nature. Provide careful textual references to support your claim. (2) How would this concept of human nature have effects in ethical analysis?
NOTE:

Apr 6, 2006
READING: Dennett
GROUPWORK:
LECTURE: Continuing explorations of human nature; introducing Dennett
DUE: Bring text to class.
NOTE:

Apr 11, 2006
READING: Dennett
GROUPWORK: Exploring Dennett's view of human nature. Select (rotating) presenter.
DISCUSSION: Following groupwork.
DUE: Bring text to class. Two paragraphs (as before): (1) key concept with textual support (2) consequences for ethical analysis.
NOTE:

Apr 13, 2006
READING:
GROUPWORK:
LECTURE / DISCUSSION:
DUE:
NOTE: EASTER BREAK

Apr 18, 2006
READING: Dennett, Schelling, Zizek
GROUPWORK: Brainstorming approaches to human nature
DISCUSSION: Following groupwork.
DUE: Bring text to class. Three paragraphs: (1) key concept with textual support from the human nature of Schelling / Zizek (2) same with Dennett (3) brainstorming: is there any difference in consequences for ethical analysis? Indicate why or why not?
NOTE:

Apr 20, 2006
READING:
GROUPWORK: Our own approaches to human nature. Nominate (rotating) presenter. Divide up chapters from Diva text.
DISCUSSION: Following groupwork.
DUE: Bring all (3) texts to class. Three paragraphs: (1) a concept that you would contribute to the discussion of human nature (2) how does it compare to approaches we have studied from Dennett, Zizek, or Schelling? (3) what difference would it make in ethical analysis?
NOTE:

Apr 25, 2006
READING: Selected Diva Chapter
GROUPWORK: Sharing Divas. Nominate (rotating) presenter.
DISCUSSION: Following groupwork.
DUE: Bring Diva text to class. Three paragraphs; for your selected chapter: (1) quote the key thesis of the chapter and briefly explain how the author supports it (2) for you, what key concept does the Diva's expression suggest about human nature? (3) how would the concept make a difference in ethical analysis?
NOTE:

Apr 27, 2006
READING: Any Selected Diva Chapter
GROUPWORK: Sharing applications. Select (rotating) presenter.
DISCUSSION: Following groupwork.
DUE: Bring Diva text to class. Two paragraphs: (1) which chapter will be your model for exploring some item of popular culture? How does the chapter suggest a general method? (2) What item of popular culture would you like to explore? If you explored it using your selected method, what would be the results?
NOTE:

Tuesday, May 2, FINAL EXAM (11:15 or 5:15, depending on section)
READING: All
GROUPWORK: Sharing the semester
DISCUSSION: Student readings.
DUE: PORTFOLIO and three page reflection on a semester of ethical analysis. (Reminder: claims that "the class has made a big difference in my life" will not count for anything unless supported by examples of clearly defined concepts that are shown to make important differences in examples of vividly imagined situations.)
NOTE: Late or absent from final will count as double penalty. HAVE A GOOD SUMMER!