"If we believe absurdities, we will commit atrocities." Voltaire "These are not idle questions we discuss, but how we ought to live our lives." Plato "Few men think, yet all men hold opinions." Berkeley PHILOSOPHY 144, Moral Issues (Makinster) ~ Saturday mornings, Room MS 117 Section 70 ~ 10:50 1:30 Spring 2017 Why Study Philosophy? Philosophy is a process that cultivates skills crucial for success in education, career, citizenship, relationships and personal growth. These skills include the ability to reason critically and solve problems creatively, to read and listen with comprehension, to analyze abstract principles and apply them to concrete issues, to express oneself clearly and effectively, to appreciate viewpoints different from one's own, to engage in constructive dialogue, to realize one's own opinion is never the last word on a subject, to clarify the assumptions underlying one's own opinions, and to be ready to change one's own point of view in light of evidence. The good life is the life guided by reason and inspired by love. (Bertrand Russell) SYLLABUS CONTENTS Part 1 = General Information Part 2 = Essay Questions Part 3 = Calendar AGENDA PART 1: GENERAL INFORMATION This course will introduce you to the methods and ideas philosophers use to investigate moral judgments. We will raise such questions as: * What is a "moral issue?" * What kinds of reasoning and evidence can we use to better understand moral issues? * How can we promote constructive moral dialogue? * How do we distinguish moral truth (if it exists) from opinion? Are some opinions more reasonable or useful than others? TEACHING PROCEDURES Lecture, discussion, videos and film. INSTRUCTIONAL OBJECTIVES
1. You are expected to begin acquiring a "skill set," including the ability to identify and clarify moral issues, to detect bad logic and specious evidence when they occur in moral argument, to give a fair hearing to alternative points of view, and to make a reasonable case for your own views. 2. You are expected to use your skills, as you continue to acquire and improve them, to investigate some major moral issues presented in this class. 3. Your written work, exams, and class participation should demonstrate that you are making progress on items #1 and #2 above. ASSIGNMENTS/GRADING/BASIS FOR EVALUATION Use the calendar at the end of the this syllabus to keep track of what is due, and when. Needless to say, you will not be graded on what conclusions you draw. You will be graded on how reasonably you draw them, and how well you express them. Your specific assignments will include the following (see the calendar included in this syllabus for due dates.) 1. A series of three "take-home" essay questions over the assigned readings. The essay questions appear in the ESSAY QUESTIONS section of this syllabus. 2. Additional essay questions over the Weston book and the film, Rashomon. 3. A journal, due at the end of the semester. A detailed description of the requirements appears in the JOURNAL section of this syllabus. 4. A final exam, take-home, essay format. The study questions appear on this syllabus. Each assignment will be weighted equally. I may raise your grade by.25 grade points, at my discretion, because of improvement, regular attendance and quality participation, or an unusually outstanding performance on a particular assignment. In evaluating your work, I will be looking for all of the following thoroughness (answer the whole question, not just parts of it), accuracy (be familiar with the materials and the issues we discuss in class) logic and fairness (give a fair hearing to the point of view we are studying) clarity (express yourself as well as you can) thoughtfulness (reflect on the implications and applications of the ideas we re discussing) I am completely open to suggestions for an appropriate alternative to a traditional essay. In the past, students have substituted short stories, poetry, rap, paintings, plays, and other ways of showing their understanding of the material. If you have an idea, talk with me! I encourage creativity. BOOKS These texts are required. 1. THE LAST DAYS OF SOCRATES, Plato (Penguin Classics) any edition 2. HOW ARE WE TO LIVE?, Peter Singer (Prometheus) any edition 3. A PRACTICAL COMPANION TO ETHICS, Weston (Oxford) any edition 4. INTRODUCING ETHICS FOR HERE AND NOW, Sterba (Pearson) first edition TOPICAL OUTLINE * Philosophical Methods of Inquiry (Introduction)
* Examples of Ethical Inquiry and Dialogue (Plato) * Some Main Problems of Moral Philosophy (Sterba) * Selected Issues in Contemporary Ethics (Singer) HOW TO REACH ME * EMAIL = makinsterd@ccsu.edu or anta.baka@gmail.com BASIC REQUIREMENTS * You are responsible for knowing and abiding by all requirements explained in your current Student Handbook. * Plan to attend class regularly. If you must miss class, speak to me, preferably in advance, about making up the work. Undue, unexcused absence can lead to a grade of "F." If you arrive after I have taken attendance, it is your responsibility to make sure I count you as present. * Plan to submit work on time. If this is ever impossible, speak to me about it. Allowances can be made for legitimate reasons, but I reserve the right to penalize for lateness. * Although substance is more important than style, if your work is illegible or otherwise unacceptable in form, you may be asked to resubmit it. * I may, at my discretion, require an oral examination over some part of the material, for a particular student, if warranted by uneven or anomalous performance. * If you choose to drop the course, you must do the required paperwork to avoid an "F." * If you need to take an "I" for the course, you MUST discuss this with me before the end of the semester. Failure to do so may result in an "F" for the course. * Cheating, including plagiarism, will result in an automatic "F" for the assignment AND the course. Plagiarism is defined by the Modern Language Association as the "act of using another person s ideas or expressions in your writing without acknowledging the source..." Other academic offenses consist of dishonesty, fraud, cheating, disruption of teaching or any other activity which adversely affects the academic process. * In order to avoid class disruption, please turn off cell phones and beepers during class time, and do not leave class to answer cell phone calls. If you are on-call for work and therefore need an exception, please talk to me. It goes without saying that ipods and similar devices should be left home. * If you do not understand any part of these rules, or are unsure of your current status in relation to them, it is YOUR responsibility to ask me for clarification. * If you have any special needs regarding health or learning, please let me know ASAP. Self-disclosure is voluntary, but would help me to address your needs. ATTENDANCE EXPECTATIONS ~ No penalty will be applied for excused absences, when legitimate reasons for missing class are evident. Legitimate reasons can typically include illness, court appearances, transportation mishaps, family crisis, abduction by space aliens, and cosmic apocalypse. I may request documentation. ~ Unexcused absences will result in a deduction from your final grade at the rate of 0.25 grade points per absence. ~ Arriving late will treated in the same way as an absence - no penalty with a legitimate reason, possible penalty for unexcused tardiness with the penalty varying (at my discretion) based on how late you arrive. In general, you are better off coming late than not at all.
PART 2: ESSAY QUESTIONS GUIDE TO WRITING ASSIGNMENTS What I Want To See In Your Essays Obviously, answer the essay question, completely and thoughtfully. IT IS NOT SUFFICIENT TO GIVE ME A BOOK REPORT ON THE ASSIGNED READING! Show you are familiar with the lectures and discussions, as well as the readings, and that you are thinking about the issues Explain yourself clearly, give examples when appropriate, When asked to evaluate, be fair and accurate. You do get credit for thinking. I do not expect a comprehensive theory of the cosmos. If you do not understand how to approach an essay, PLEASE feel free to seek clarification from me, but preferably BEFORE the assignment is due. Be on-time. Check the calendar for due dates. HARDCOPY REQUIRED unless you make special arrangements with me. Assignment 1. Roots and principles. Answer one of the following questions (i.e., #1 OR #2.) Be sure to discuss the concept of "expediting the good," regardless of which question you answer. 1. Why does Euthyphro think it is right (or holy, or pious) for him to prosecute his own father? What specific problems does Socrates find with each of Euthyphro s attempts to justify his actions? In general, what kinds of problems do we encounter when we try to invoke the gods (or God) -- or any other authority, secular or sacred -- as the source for moral decisions? How does Jean-Paul Sartre s quip about a "still, small voice" apply to these issues? 2. What reasons does Crito give in favor of the jail-break plan? What specific reasons does Socrates give against it? Explain the three general principles Rational Reflection, Moral Rectitude, Just Agreements and how Socrates uses them to reach his decision. On a Socratic view, when do we have: 1. A duty to obey the law, 2. No duty to obey the law, 3. A duty to defy the law? How does this discussion apply to issues such as civil disobedience and the "just war" theory? Assignment 2: Weston Moral/Ethical Dialogue (Question #3) 3. Define constructive moral dialogue using the ideas from Weston's book. Be sure to define some tools for dialogue (at least three), some barriers to dialogue (at least three), and give examples of each. Assignment 3: Looking for Strategies Answer one of the following questions (i.e, #4 OR #5,) 4. What is the "Categorical Imperative?" Explain the concepts of "universality" and "the kingdom of ends." From a Kantian perspective, how do know whether some moral precept is in fact a "necessary truth?" Discuss some strong and weak points of the Categorical Imperative as a tool for making moral decisions. Define Situation Ethics, and discuss how it may or may not be a "right vs. right (Weston)" response to Kant. 5. What is the "Principle of Utility?" What is the difference between Act Utilitarianism and Rule Utilitarianism? What reasons are offered for and against the Utilitarian approach (be sure to discuss the "calculus of pleasure" and the "means vs. ends" problems). Discuss strong and weak points of the Principle of
Utility as a strategy for moral decision-making, and whether Rachel s suggestion of dove-tailing Kantian and Utilitarian approaches would or would not be helpful. Assignment 4: Rashomon (Question #6) 6. Define "the Rashomon effect" and how it differs from Kurosawa s quicksand of ego. Explain the metaphor of "falling into a dark hell" and its significance for moral dialogue. Contrast it to Weston s idea of "the expanding circle" and "ethics of caring." In what ways do the priest and the vagabond represent morally/emotional incomplete personalities, and the same elements at war within the woodcutter? Although the woodcutter is fallible and flawed - just like the other characters - does the woodcutter present a way out of the moral predicament without having solved the problem of truth? Assignment 5: Moral Skepticism and Moral Knowledge. Answer one of the following questions (i.e, #5 OR #6) 7. What is the difference between Ethical Relativism and "traditional" notions of moral truth (moral objectivism, moral realism, moral absolutism, etc.)? Explain and evaluate the basic arguments diversity, tolerance, non-resolvability -- offered for relativism, and the criticisms offered against these reasons. Explain moral subjectivism and moral emotivism, and how Moore s "open question" argument criticizes these positions. How does Hume s discussion of skeptical doubt apply to this issue? What difference does it make for personal and public conduct if we embrace one position or the other? 8. What is Ethical Egoism? What reasons might one cite for and against the position? Distinguish between psychological and ethical egoism. What is the is-ought problem, and how does it apply to the psychological/ethical distinction? What is the demarcation problem, and how does it apply to psychological egoism? Discuss the eros-agape model of love, and how it applies to this discussion? Are agape and altruism possible, and if so, are they morally desirable (remembering that "desirable" means "worthy of being desired"). FINAL EXAM You may pre-write your answers, or write your answers in class during the final exam period. If you choose to pre-write your answers, you may submit them earlier than the final exam period. How Are We To Live? Answer BOTH #9 AND #10. 9. If you found the Ring of Gyges, what should you do with it, what would you do with it, and why? Examine the question from the point-of-view of the various moral philosophies we have discussed. Be sure to address the question, "Why be moral?" Your answer should show your ability to approach a moral issue constructively, in light of what we have studied 10. Singer says that the prevailing concept of self-interest in Western Civilization has resulted in social and ecological crisis. Discuss that concept of self-interest, how it affects our moral beliefs, and why Singer concludes that it has led to social and ecological crisis. Distinguish between ultimate choices and restricted choices, and between self-interest and selfishness. Discuss the significance of these distinctions for answering the question, "How are we to live?" You may want to refer to the film, This Land is Our Land, in terms of Singer's analysis of our social/ethical/ecological problems. You may also want to think about how Feminism, Evironmentalism and Multiculturalism may contribute to this discussion. JOURNAL
1. Pick "a" moral issue - some specific moral issue of interest to you. The idea is to examine one moral issue from several perspectives. 2. Examine that one moral issue from the perspective of each of the moral philosophies we are studying (Socrates, Weston, Kant, Utilitarianism, Weston, etc.) For example, if you choose to write about abortion, you would explain why it is a moral issue (which means you need to define "moral issue,") then explore how the philosophies we are studying might approach the issue (what questions would they ask, what would they consider to be the crucial considerations, etc.) You do not need to speculate about what conclusions they would draw. Recommended length = as long as it takes. Use the "3 to 30"rule: if it s three pages long, it had better be awfully good; if it s 30 pages long, it had better be awfully interesting. Recommended style = Socratic inquiry, incorporating Weston s strategies when appropriate. Systematically look at evidence for both sides of an issue, investigate how each position would criticize its opposite, and how each would defend itself against criticisms. Be fair. Don't load the case for one side or the other, and remember that sometimes the most reasonable position is to suspend judgment. You may choose to accomplish the same ends through a different style, such as a short story, parable, dialogue, play, etc. If you have a great idea for some project you would like to do instead of a paper (video project, performance piece, art project, etc.) talk to me as early as possible. Your project MUST be approved in advance in order to receive credit. Above all, remember Bishop Berkeley s observation, "Few men think, yet all men hold opinions. Show me (and show yourself) that you ve learned something! Be careful not to end up sounding like Euthyphro defining "piety." Your journal is due no later than the time of the final exam. Good Luck --- I m eager to see your efforts. HARDCOPY required, unless you make some special arrangement with me. PART 3: CALENDAR (subject to change, as needed) DATE TOPIC & READINGS ASSIGNMENTS DUE 1/21 Introduction: Course requirements, basic concepts. Socrates: The Backstory 1/28 Example of moral dialogue: Euthyphro (Last Days of Socrates) 2/4 Example of moral analysis: Crito (Last Days of Socrates) 02/18/12 2/11 Discussion of Euthyphro/Crito essay questions, and Journal assignment. 2/18 NO CLASSES 2/25 Making progress on moral issues DUE: Essay Question #1 or #2 Read Weston (entire) Watch: Deep Hearing https://youtu.be/ywy-dnncqug
The Expanding Circle https://youtu.be/zkdg1yqneoa Read "Mother Theresa and Hitler" http://makinster.tripod.com/handouts/mothert_and_hitler.html 3/4 SCHEDULE REVISED 3/11 KANT (Sterba) DUE: Weston Assignment (Question #3) 3/18 NO CLASSES 3/25 UTILITARIAISM (Sterba) 4/1 Rashomon, film and discussion Watch "A Preface to Rashomon" (36 minutes) https://youtu.be/0vvetfktvnq DUE: Submit Proposed Journal Topic Read linked Rashomon essays (Ebert and Wood) from HANDOUTS page. 4/8 MORAL SKEPTICISM Chapters on RELATIVISM and EGOISM (Sterba) DUE: Essay Question #4 or #5 4/15 NO CLASSES 4/22 Singer & Ring of Gyges (omit chapters 2, 5, 6, 7. Chapter 4 is optional.) DUE: Essay #7 or #8 4/29 NO CLASSES 5/6 FINAL EXAM DUE: Rashomon Paper (Question 6) Final Exam (Essay Questions #9 & #10), JOURNALS (last call for any late work)