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Philosophy: Ontology, Epistemology, and Ethics. Instructor:Gilberto Avila Room: M-106Email: gavila1@Tutoring time: MWF 8:10-8:30 am & 4:05-4:30 ________________________________________________________________Course Description:The purpose of this course is to provide students with an understanding of the philosophical/ethical responsibilities and challenges that circumscribe the world of leaders. This involves learning the values, obligations and ethical codes that inform professional action and developing capacity for critical thought necessary for philosophical/ethical decision making. The course begins by developing awareness of the meaning of philosophy and ethical behavior through a review of ethical thought as represented in science, moral philosophy, moral psychology. The course then examines ethics of the American political system, the meaning of philosophy and ethics. Finally, we will review strategies and dilemmas involved in implementation of ethical practices both at the level of the individual and the organization. The course will use Bryan Magee’s The Story of Philosophy for general pace and sequence and will be supplemented with some secondary sources that describe philosophical/ethical principles using historical accounts/testimony and/or literary fiction(s). The supplemental readings provide examples of applied ethics, the real-world accounts of philosophical problems will aid contextualizing key concepts. At the conclusion of the course students will have foundational knowledge in:How to analyze ethical dilemmas and the process of ethical decision-makingThe types of ethical obligations specific to public and nonprofit administrationThe discretionary power of public servants and the ethical foundations that should guide discretionary action.The ethical standards and codes that are applicable to public service professions and how to implement them.Required Text: Student must Purchase or can access a book in class or library for copiesMagee, Byran. (1998) “The Story of Philosophy.” New York: Dorling Kindersley Inc. Required Supplement Reading: noted on tentative schedule Course Evaluation: Grade evaluations will be based on the following requirements:Final Exam (5-10 min oral discussion) 25%Film analysis15%Weekly Discussant and Reading Analyses35%Preparation and In-class contributions 25%Final Essay Exam: (25%)The final exam will be a series of short answer questions the student will deliver orally on an individual basis. The student will receive 3-5 questions two weeks before finals and will answer one question of the 5 questions. Weekly Discussant/Case Studies and Reading Analyses: (35%)Case studies and reading analyses are used to assist with learning how to analyze philosophical/ethical problems. Following most lectures/class discussions students will focus on a case study that pertains to the material. Students are asked to analyze key issues pertaining to the case and relate the material to course concepts integrating the material. In some cases, students will be asked to debate aspects of a case. Students are encouraged to use creativity and innovation when presenting the material and discussing the concepts.In other instances, the instructor will post a question or series of questions that pertain to the readings of the week.When analyzing a case for class or identifying a newspaper or journal article to bring for class discussion, students should consider the following: 1. Brief synopsis of relevant facts with final summation of the central issue(s).What is the philosophical/ethical dilemma you are focusing on (may be more than one)3. What were the values, obligations and consequences involved?4. What is your recommended solution(s)?5. How does it pertain to the course readings? Weekly Discussant: Each student shall choose one week from the course schedule in which they will serve as discussant. On the chosen week, the student will compose a short essay (500-800 words in length) reflecting on the assigned readings, which is due at the beginning of class. In class, the discussant will then provide a brief formal introduction (10 minutes) based on this essay and will then be expected to play a major role in facilitating discussion for the remainder of the class. It is strongly recommended that discussants consult at least some secondary and/or primary sources on the topic prior to class—the recommended readings in the syllabus are a good place to start, but feel free to draw on other sources as well. The point is to take ownership of the topic and to bring one’s insights to bear on class discussion.Preparation and In-class Contributions: (25%)This is an upper-classman seminar. It is not a lecture course. The degree to which we all profit from our weekly seminars is entirely contingent on our individual efforts outside of class and our participation in class. It is therefore imperative that we all invest the necessary time to familiarize ourselves with the assigned readings before meeting together. I may also ask individual students to share thoughts or questions in class to spur on discussion. The success of the course is also highly contingent on regular attendance by all students. I would only miss a class in the most extraordinary of circumstances and I expect the same of students. Failure to attend class will impact the final grade.Film Analysis: (15%)Students are responsible for writing reflections over the film the semester to use for a philosophical/ethical analysis (3-5 page). The paper should only briefly focus on a review of the film; instead the paper should be directed to an ethical issue that the film addresses in its plot and how it describes philosophical problem(s). Tentative ScheduleAugust: Introduction, course overview (WK1 ) Philosophical Foundations: Parmenides: All is One Reading: [Before Socrates] and Poem of Parmenides: on nature Q: What is is? (WK2 ) Philosophical Foundations I Reading: Plato’s Republic Ch. XXV (vii. 514 A-521 B)Q: Describe the Plato’s Allegory of the Cave. Describe how man’s nature is impacted by the “light” and the role of the philosopher once he assented. (WK3 ) Film Analysis: the Matrix Q: How does the movie reflect any of the ideas described in Plato’s Allegory of the Cave? Be specific with your comparisons with textual and cinematic references. (WK4 ) Development of Justice Reading: [Socrates] and Plato’s Republic BK I Q: What are the strengths and limitations of Socrates’ definition of justice? (WK5 ) Duties of the individual Readings: [The Greeks and Their World I] Plato’s Apology and Cicero’s On DutiesQ: What is the individual’s responsibility to the “truth”/honor, how does Socrates beliefs compare to the writings of Cicero? (God)(WK6 ) Moral philosophy – the logic of ethical reasoningReadings: [The Greeks and Their World I]Plato’s Crito and King, Martin Luther, Jr. (1963/1992) “Letter from Birmingham Jail” Q: As you read the essays, look to characterize their Moral reasoning, both in terms of moral philosophy and moral psychology which do you find more convincing and provide examples from the reading explaining the response.(WK7 ) Political Philosophy: Reading: [The Greeks and Their World II] and Aristotle’s Nichomachean Ethics (Intro) and Politics Q: Why is man believed to be a social/political animal? What is the goal of politics and what is the ideal form? (WK8 )Moral psychology – Theory of the development of moral judgmentReadings: [Christianity and Philosophy] Shea, Gordon, Practical Ethics, pp. 23-89Salih, Tayeb (1964). A Handful of Dates. Q: Can you discern identifiable stages of moral development described in Shea’s Practical Ethics with the young man in A Handful of Dates? What are the events you can identify that generate a shift in the philosophical/ethical reasoning of child as they grow up?(WK9 ) The source of moral judgmentReadings: [Beginnings of Modern Science and The Great Rationalist] Wright, R. Why Can’t We All Just Get Along? Atlantic Monthly. Wade, N. Scientists Find Beginning of Moral Development in Primate Behavior, New York TimesReading Analysis: Where does moral judgment come from? Is there a conflict between science and morality?(WK10 ) Epistemological Resolutions:Readings: [The Great Empiricist]Carl J. Friedrich and Herman Finer Debate: Ch. 15 The Relationship Between Bureaucracy and the Public Interest: The Concept of Administrative ResponsibilityFriedrich/Finer PowerpointProfessional Detachment: the Executioner of Paris Q: Whose approach do you find more convincing? Does the Executioner of Paris provide a good justification for his actions, if so, does that justify the actions of the Nazis? (WK11 ) Dilemmas of Administrative Agency: The Dilemma of Dirty HandsReadings: [Revolutionary French Thinkers]Machiavelli, The Prince, Chs. 15-17 (online)Bok, Lies for the Public GoodQ: According to Bok, when is it permissible to deceive the public? How would Machiavelli respond? How does this inform your analysis of the case oftorture and public policy?(WK12 ) Administrative Evil Pfiffner, James P. (2005) “Torture and Public Policy” Public Integrity, pp. 313-329Q: When is it permissible to torture and what strategies are used to implement such policies? (WK13 ) Ethical Foundations of the American Political SystemReadings:[Democracy and Philosophy]Seymour Martin Lipset, American Exceptionalism, pp. 31-46. Video: James Morone Hellfire Nation: Saints and Sinners in American Politics. : Identify a newspaper article that addresses directly, or indirectly, a core value (liberty, equality, populism, laissez-faire, individualism) and how its meaning is interpreted in the context of a current event. Students will present as groups how the meaning of each concept is interpreted in the context of current American public life. Identify how one of the two narratives from Hellfire Nation is manifest in the current policy dialogue. Bring newspaper article or text of dialogue to class. (WK14 ) Dilemmas of Ethical Agency: Dissent and Revealing HarmReadings: [A Golden Century of German Philosophy]Stivers, C. “So Poor and So Black” Hurricane Katrina, Public Administration and theIssue of Race. The Deadly Choices at Memorial, Sherri Fink. The New York Times. Q: Do you agree with Stivers’ argument? What would have supported administrators in being more responsive?(WK15 ) Modern PhilosophyReadings: Adam and Balfours’s The Dynamics of Evil and Administrative EvilQ: Describe the Stanford Prison Experiment, what best explains the results? (WK16 ) Dissent II: Reading: [Democracy and Philosophy] Sissela Bok, Whistleblowing and Professional ResponsibilitiesQ: When is it permissible to be a whistleblower and what avenues are available/needed for proper dissent? What strategies are used to discourage such practices? (WK17 ) Moral Judgement IIReadings: [20th Century Philosophy] Dewey, J. Moral judgment and knowledgeQ: Does Dewey’s Moral Judgement conflict with science?(WK18 ) Role of Empathy in Politics:Reading: Zanetti, Lisa (2011). “Cultivating and Sustaining Empathy as a Value in Public Administration.” In C. S. King (ed.), Government is Us 2.0, New York: M.E. Sharpe, pp. 76-85.Q: What is unique about American principles? What does Zanetti believe to be required in order to promote an ethical and just society? (WK19 ) Film Analysis: Waking Life Q: Describe one of the philosophies provided in the film and connect it with one of the authors covered in the semester. Be specific with your comparisons with textual and cinematic references.Extra Credit: Can supplement one of the reading with a comparison ofMLK’s I have a Dream Speech and Malcolm X’s The Ballot or the Bullet – Describing the similarities and differences of their speech with textual evidence supporting the claims provided. Grading Procedures:The Social Studies department follows the district policy on all grading measures.??Additionally, my classes will be active in several of the district initiatives for the purpose of the student enrichment, accomplishment, and interest.Make-Up and Late Work:Daily Assignments:??It is the student’s responsibility to get assignments and complete them in a timely manner.??For every class period missed, the student has two days to turn in the missed assignments.??In the case of extenuating circumstances, other options are viable, but communication between the student and the teacher need to take place as soon as such circumstances arise.Student Responsibilities 1. Understanding the homework assignment(s) before leaving school. 2. Taking home all necessary materials to complete assignment(s). 3. Having an organized means of keeping and carrying homework to and from school. 4. Arranging for a place to work and having a regular time to study. 5. Scheduling time for homework that is compatible with family and/or after-school activities. 6. Completing homework with a minimum of parental help. 7. Completing homework assignment(s) as carefully and as neatly as class work. 8. Completing homework and turning it in on time. 9. Budgeting time for long-term projects. 10. Completing all work missed because of absences or school activities. Parent/Guardian Responsibilities 1. Reading and discussing the District’s homework policy with the student and encouraging good study habits. 2. Providing necessary assistance and a positive, supportive attitude and encouraging good study habits. 3. Communicating any concerns and questions regarding homework assignments to the student's teacher. 4. Encouraging the student to seek additional help, if needed, from the teacher. 5. Providing an appropriate time and environment for study and learning; checking the homework for completion and showing an active interest in it. 6. Monitoring television, technology and outside activities to be sure the student has sufficient study time. Please sign indicating: “I have reviewed the class rules and expectations. I am aware of the content of the course and topics to be covered.” (ex. What is existence, time, the good, evil, beauty, death, power, justice, freedom, growth, desire, gender, race, etc….) *Please feel free to contact me if you have further questions about the content of the course. - I am looking forward to a great year and thank you for your interest in a very rewarding field of study…your vision in making this course a reality is a testament to the values you seek…this course will definitely assist you in your journeys but do not expect to gain a short cut, “silverbullet”, or “catch-all” answer as to where the “right” answers are in the universe. Though you will most likely complete the course with more questions than answers, you will be more suited to gain a sense of where the answers just might be. (Parent) Printed Name: _________________________ Contact#: ___________________Signature: __________________________________________Date:___________ ................
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