Ethics - University of Texas at Tyler



PHIL 2306

Introduction to Ethics

 

Welcome to Phil 2306, Introduction to Ethics. While it is evident from even a cursory glance at the newspaper the words “ethics” or “morality” are bandied about frequently, it is difficult to find courses on these subjects in the internet format. We realize that the nature of the subject does not allow us to simply prescribe an ethical code which can be carried around on a 3X5 card and pulled from your pocket when an ethical dilemma arises. While virtually all institutions and enterprises have some sort of a code of ethics there is no universal code of ethics that would serve the diverse requirements of the students we expect will be taking this course. At the same time we feel the need to introduce the student to some of the history of mankind’s efforts to derive systems of values and to illustrate where these efforts have appeared to fail. Thus this course is designed to show the student the need to develop his/her own process of developing ethical behavior, which coincides with the experiences of what has been taken to be the most exemplary behavior of humans and societies.

This course is designed so that no one single theory of ethics is dominant, rather several theories of value are introduced and examined. The major goal is to convince the student to continue to be a student, not only of health and kinesiology, but also of the theory of value – to be forever open to the views of others so that everyone is working towards the same goal – a morally justified human experience.

Course Title and Number

PHIL 2306 INTRODUCTION TO ETHICS

Textbooks:

Brannigan: Ethics Across Cultures

LEARNING OBJECTIVES:

Students will be able to:

1. From the readings and the exams:

a. Recall important historical facts and conceptual issues relevant to ethics.

b. Recall, describe and critique the major ethical theories which have developed in philosophical ethics.

c. Apply the philosophical theories of ethics to practical everyday private and public activities.

d. Recognize and critique ethical issues in publications, editorials, movies and creative literature.

2. From the written papers:

a. Come to be able to make a clear and concise claim concerning an ethical issue.

b. Recognize and utilize peer-reviewed literature to support an ethical claim.

c. Critique contradictory claims regarding ethical issues.

d. Draw conclusions regarding ethical issues from relevant peer-reviewed literature.

3. From the in-class participation and reading summary:

a. Identify the central ethical claim of a piece of literature.

b. Summarize the argument of the material.

c. Critique the argument presented in the material.

d. Responsibly and courteously express his/her own opinion and viewpoint publicly with other students.

e. Responsibly and courteously critique the opinions and arguments of other students.

COURSE EVALUATIONS :

I. FROM THE READINGS AND EXAMS:

A. Three in-class exams

The purpose of the exams is to test the student’s knowledge and comprehension of major historical facts and conceptual issues relevant to ethics.

B. The content of the exams will come from both reading and lectures

a. The exams will be 20 multiple choice questions.

b. Each exam will count towards 15% of the final grade.

II. Papers: There will a requirement to write three papers for the course – two pre-term papers and one term paper.

A. Pre-term papers:

A. Each paper is required to be at least 5 pages in length and have at least 5 peer-reviewed references supporting the major claim of the argument.

B. Papers are to be 1 ½ space and 12 font.

C. Each pre-term paper is to have three ingredients:

1. A claim, which states what ethical issue is being contested.

2. Peer-reviewed literature supporting the claim.

3. A conclusion which connects the claim to the evidence.

D. The student may choose to take one side of a claim for one pre-term paper, then take the opposite side for the second pre-term paper.

E. Each pre-term paper will count 10% towards the final grade.

B. Term paper:

A. Each term paper is required to be at least 10 pages in length and have at least 10 peer-reviewed references supporting the major claim of the argument.

B. Papers are to be 1 ½ spacing and 12 font.

C. Each term paper is to have four ingredients:

1. A claim, which states what ethical issue is being contested.

2. Peer-reviewed literature supporting the claim.

3. Peer-reviewed literature which supports the side contradictory to the claim.

4. A conclusion showing how the claim is best supported by the peer-reviewed literature noted in #2.

5. The term paper will count 30% towards the final grade.

III. In-class participation:

A. Each student is encouraged to participate in class discussions and to be prepared to discuss the reading of the day.

B. Students are encouraged to express their own opinion responsibly and courteously on relevant ethical issues.

C. Students are encouraged to critique and criticize other student’s opinions and viewpoints on relevant ethical issues. Logical fallacies will be identified and critiqued. Personal ad hominem attacks will be cause for an automatic F in this activity.

D. To insure class participation, each student will be required to: i. Contribute to weekly Forums on issues raised by the weekly reading, and ii. Answer reading questions taken from the week’s reading of the text.

E. The value of these in-class activities will count 10% towards the final grade.

Scoring of pre-term and term papers will be determined by the following:

Level 0 Off-the-subject or otherwise unscorable Grade = F

Level 1 Paraphrase Grade = D

Students paraphrase information, they repeat and restate the question

Add little or nothing new to the issue or question.

Level 2 Takes a Side but simplistically Grade = C

Takes a side, but does not explore other alternatives

Makes unsupported assertions and makes simplistic arguments

Gives an assertion, without evidence, often in the form of a question that modestly advances the discussion

Challenges an assertion without evidence

Gives simplistic explanations

Cites rules, “laws,” as proof

Does not address conflicts with opposing views or does not explore them

Level 3 Makes serious attempt to analyze an argument Grade = B-

Makes a serious attempt to analyze an argument or competing arguments

and evaluates with evidence

Appeals to a recognized appropriate authority

Makes casual observations, gives anecdotal data (vs. objective data)

Makes assertions with explicit evidence but does not integrate it within a

logical framework

Gives a singular Socratic-like question

Lists numerous factors as evidence but does not integrate them within a

logical framework

Gives no clear conclusion or choice between alternatives

Level 4 Employs theory Grade =B+

Employs the use of theory to make a cohesive argument

Makes logical statements based on the discipline’s accepted models or

theories

Identifies assumptions

Challenges a key assumption of another’s theory

Gives a series of logical Socratic-style questions

Level 5 Uses Empiric Evidence Grade = A-

Adds to Level 4 a level of sophistication introducing empirical evidence to

strengthen the theoretical argument

Uses appropriate historical data to “test” the validity of an argument

Uses data to reach a clear conclusion or to choose between alternative

theories

Challenges the validity of another’s empirical evidence

Level 6 Makes an Ethical Argument Grade = A+

Moves beyond objective analysis to incorporate subjective interests, particular normative consequences of a particular viewpoint

Modified from: Greenlaw SA, DeLoach SB, “Teaching Critical Thinking with Electronic Discussion,” in Journal of Economic Education, Winter 2003.

Course Policies

Emergency

If you have an emergency that affects your ability to meet any of the course requirements please call any of the following:

|Contact |Telephone |FAX |email |

|Wayne Cooper |903 714-5639 |903 589-5450 |mwaycoop@ |

| |903-894-0114 | | |

| | | | |

| | | | |

| | | | |

|University Security |903 566-7300 |  |  |

Office Hours:

One hour before class

 

Assignments

Assignments are understood to include readings in the text, presentations and discussion of readings in class, in-class exams and written papers.

Assignments must be presented at the scheduled time unless prior arrangements have been made with the instructor. Exceptions must be approved at least 48 hours in advance of the scheduled time that the assignment is due.

Failure to meet the deadline without prior approval from the instructor will result in a reduction of a letter grade from the earned grade for each day after the assignment is due.

Grading

Grades will be determined in the following manner:

1. 3 in-class exams ----------------------------------------15% each = 45% of final grade

2. 2 pre-term-paper papers-------------------------------10% each = 20% of final

3. Research term paper--------------------------------------------------= 30% of final

4. Class participation------------------------------------------------------= 10% of final

(I am aware that this equals more than 100%. I merely want to point out the importance of in-class participation.)

Examinations

Examinations will be in-class multiple choice exams covering the material presented in class and in the readings.

A scheduled examination must be taken at the scheduled time for the examination, unless prior arrangements have been made with the instructor. Exceptions must be approved at least 48 hours in advance of the scheduled time of the examination. Instructor approval is discretionary.

Petitions for an exception must include a new, proposed time for taking the examination. Failure to comply with this policy will result in an automatic “F” for the examination.

Pre-term-paper paper

A pre-term-paper paper should be approximately 5 pages long and have at least 3 references. It should make a clear ethical claim, present supporting evidence, present an opposing side with relevant evidence and draw a clearly supported conclusion. The purpose of this paper is to see that the student learns how to make a clear argument.

Term paper

The term paper represents a substantial portion of the final grade. It should have the same basic format as the pre-term-paper paper (claim, evidence…etc.), but it must be at least 10 pages in length and use at least 5 supporting references.

All papers should be in 12 font, using 1 ½ spacing with standard margins. References should use standard format and be included either as footnotes or endnotes.

Grade Reports

University policy specifies that the secretary cannot report student grades in person or over the telephone.

Informing students about grades before the Office of the Registrar mails grades to the student is a decision of the course instructor.

University Policies

Academic Dishonesty

At the University of Texas at Tyler students and faculty are responsible for maintaining an environment that encourages academic integrity. Students and faculty members are required to report an observed or suspected case of academic dishonesty immediately to the faculty member in charge of an examination, classroom or laboratory research project, or other academic exercise.

Since the value of an academic degree depends on the absolute integrity of the work done by the student for the degree, it is imperative that a student maintain a high standard of individual honor in scholastic work. Scholastic dishonesty includes but is not limited to, cheating, plagiarism, and collusion.

Cheating

“Cheating” includes:

• Copying from the paper of another student, engaging in written, oral or any other means of communication with another student, or giving aid to or seeking aid from another student when not permitted by the instructor;

• Using material during an examination or when completing an assignment that is not authorized by the person giving the examination or making the work assignment;

• Taking or attempting to take an examination for another student, or allowing another student to take an examination for oneself;

• Using, obtaining, or attempting to obtain by any means, the whole or any part of an un-administered examination or work assignment.

• “Plagiarism” includes the unacknowledged incorporation of the work of another person in work that a student offers for credit.

• “Collusion” includes the unauthorized collaboration with another person in preparing written work that a student offers for credit.

Grading Appeal Procedure

A student who wishes to contest a grade given by an instructor must initiate the procedure by contracting the instructor who assigned the grade. The instructor and the student should informally review the criteria for assignment of grades and the student’s performance. The instructor may affirm the grade or revise the grade.

If the student is not satisfied after the informal discussion with the instructor, then the student may initiate a formal grade appeal by completing a Grade Appeal Form which may be obtained from the Office of Student Records. Normal grade appeals should be filed at the earliest date possible, but no later than six months from the final date of assignment. The instructor and the student should complete the appropriate parts of the form clearly indicating the instructor’s rationale for the grade given and the student’s basis for the grade appeal.

Each administrative level of the appeal process, an attempt will be ‘made to resolve the issue. If the instructor holds one of the administrative positions used in the appeal process, then that level is noted. If no resolution is reached at a particular level, then the appeal is forwarded with the recommendation of the administrator at that level with all documentation.

The Office of the President is the final step in the appeal process at The University of Texas at Tyler.

Course Syllabus

Selected References

Rosenstand, N. (2006). The Moral of the Story: An Introduction to Ethics. Boston: McGraw-Hill

Dewey, R. E, and Hurlbutt III, R. H, (1977). An Introduction to Ethics. New York: MacMillan Publishing Co.

Gilligan, Carol. In a Different Voice. Cambridge. Harvard University Press, 1988.

Hick, J. (1992). An Interpretation of Religion, New Haven, Yale University Press.

Hinderer, Drew E. & Hinderer, Sara R. (2001). A Multidisciplinary Approach to Health Care Ethics. Mountain View: Mayfield Publishing Company.

Hobbes, Thomas. Leviathan. Indianapolis, IN: Bobbs-Morrill, 1959.

Kane, R. H. (1999). The Quest for Meaning: Values, Ethics and Modern Experience. Springfield: The Teaching Co.

Kant, Immanuel. The Critique of Pure Reason. Translated by N.K. Smith, London: MacMillan, 1958.

Locke, John. Two Treatises on Government. Edited by Peter Laslett. Cambridge: Cambridge University Press, 1988.

McGee, G. Pragmatic Bioethics, 1999, Vanderbilt University Press, Nashville.

Nozick, Robert. Anarchy, State and Utopia. New York: Basic Books, 1974.

Pence, GE. (2000). Classic Cases in Medical Ethics. Boston: McGraw-Hill.

Rawls, John. A Theory of Justice. Cambridge. Harvard University Press, 1971.

Singer, Peter. Ethics. Oxford: Oxford University Press, 1994.

Solomon, R. C, and Higgins, K. M. (1996). A Short History of Philosophy, New York: Oxford University Press.

Walton, Douglas Ethical Argumentation. Oxford, UK: Lexington Books, 2003.

Wogaman, J. Philip. Christian Ethics, A Historical Introduction. Westminister/John Knox Press, Louisville, Ky., 1993.

Hauser, Marc D., Moral Minds: The Nature of Right and Wrong. Harper, New York, 2006.

Eagleton, Terry, The Illusions of Postmodernism. Blackwell, Malden, MA., 1996.

Gert, B., Culver, CM, Clouser, KD, Bioethics. A Systematic Approach. Oxford, 2006.

Ana Smith Iltis, Religious Perspectives on Bioethics

Other references at end of texts

PHIL 2306

Introduction to Ethics

Syllabus of classes

I. Introduction

F. Ethics – The Engine that Drives History

G. The Problem of Relativism

H. The Universal Ethical Value

I. The Scientific Approach

J. The Stage is Set: The Wrath of Achilles; Beowulf; Shakespeare

– II. The Case For Cultural Diversity

Reading: Brannigan 1- 29

III.Critical Thinking And Moral Reasoning

Reading:

Brannigan 30-56

IV. The Quest for Universal Moral Standards – Aristotle and Aquinas

Reading: Brannigan: 57-98

V. Kant’s Deontology

Reading: Brannigan: 99-140

Quiz #1

VI.Mill and Utilitarian Ethics

Reading: Brannigan: 141-175

Pre-term paper #1

VII. Feminist Ethics

Reading: Brannigan: 176-214

VIII. Hindu Dharma

Reading: Brannigan: 217-253

IX. Buddhist Ethics

Reading: 254-284

Quiz # 2

X. Confucian Harmony

Reading: Brannigan: 285-313

Pre-Term # 2

XI. Ethics in Africa

Reading: Brannigan: 314-354

XII. Islamic Ethics

Reading: Brannigan: 355-393

XIII. Ethics and the Environment

Reading: Brannigan: 397-435

XIV. Applied Ethics – Cases

Quiz # 3

Term paper – Should be turned as soon as possible (preferably the day of the last exam). The last day that the paper can be submitted and still receive a grade is the day before grades are due. However, it is to the student’s advantage to turn the paper in as early as possible. In order to prevent receiving an “F” in the course, you must make arrangements with the instructor before the last day of class to get a delay. If you make such an arrangement you will receive an “I” in the course.

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