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PHI 202

I.  TITLE: Ethics

II. CATALOG DESCRIPTION:
Readings and lectures on certain classical, medieval, and modern philosophers who have offered different philosophical justifications for their answers to questions involving the nature of good and evil.

The introduction to philosophy is concerned with educating students so they will have many of the characteristics the board of regents has defined as the "Characteristics of the Murray State Graduate:"
encourages independent thought.
teaches students to employ critical methods of moral analysis and evaluation
teaches students to apply logical analysis and evaluation to reach logical conclusions

III. PURPOSE:
This course will raise and address the perennial questions that are the life of moral philosophy in any culture: e.g., are there ethical standards that transcend culture?  What is the nature of the tension between my self-interest and my dedication to the good of others?  How is one to understand the tension between being a good citizen and an honorable man or woman?  What is happiness, and how is it related to the possible demands for self-overcoming or sacrifice?  What is justice?  What is friendship?  Is freedom an indispensable anthropological postulate for the very reality of ethical life?  How are reason and knowledge related to ethical conduct?  Are the moral virtues of women different or the same as those of men?

One of the hoped for characteristics of every MSU graduate is that he/she can look at problems from a moral perspective. This course has the best thinking about the most basic moral problems found in our western tradition. It also introduces students to our tradition in a critical manner so that he/she will learn to respect reason -in themselves and in other people.

IV. COURSE OBJECTIVES:
(1)  To introduce students to some of the classical works in social and political philosophy;
(2)  To discuss with students what the classical authors might say about modern criticisms
of their works; and finally
(3)  To seek by class discussion and by students' writing papers the assumptions of  the
classical texts and modern criticisms of these classical texts in western moral philosophy.

In grading papers, the course objectives are interpreted in the context of the purpose of the course.  This course aims to foster and to develop the cognitive skills associated with literacy. The cognitive skills associated with literacy are the habits critical reading, namely the ability to recognize, analyze, reconstruct, and evaluate the probative force of arguments. The criteria for grading papers are concerned with the student's ability to articulate clearly in writing both the what and the why of the opinions of philosophers about the good life they have come to hold after critical reflection.

V.  CONTENT OUTLINE:
  Introduction to Course (sample outline)
  Plato and Lynda Lange
  Aristotle and Elizabeth Spellman / Paper #1
  Hobbes and Carole Pateman
  Common good:  Kant and Bentham Paper #2
  Pluralism or the Many
  Foucault, Bartky, and Cornel West / Paper #3
  MacIntyre and Taylor Friedman
  Engels, Hartmann, Rawls, Okin

VI.  INSTRUCTIONAL ACTIVITIES:  class discussion, papers, group discussion of papers, and lectures.
Class Discussion:  Philosophy is not a speech class. Improving students speaking skills or evaluating students speaking skills is not a part of this course. We do encourage students to express their understanding of reading assignments in oral form. Nevertheless, only students written work is evaluated to determine their grade for the course.

Short Papers:  Criteria for grading class papers indicates how writing short philosophy papers is related to the goals and objectives of the course: teaching students to recognize and to evaluate philosophical arguments and to build on the writing skills they have learned in English 101and 102.

Assigned Readings:  In lectures and discussion of the readings, the professor gives examples of how a book (argumentative essay) should be read:  problem of the essay stated clearly, assumptions spelled out, argument reconstructed distinguishing the premises and the conclusion, and implications of the argument discussed.  The criterion for evaluating student's essays and/or exams are these same critical reading and thinking skills. Thus lectures, discussions of readings, and the active learning by the students--namely writing short papers and essay exams--are designed to meet the objectives of the course lists above under course objectives.

VII. GRADING PROCEDURES:
The grade for the course will be determined from these components:
 (1) Three short papers (3-5 pages) or essay exams  (75% of grade)
 (2) Final Exam  (25% of grade)
 (3) Discussion Forum on the Internet (Written entry REQUIRED at least once  each week); this is a  requirement to pass the course.  (See attached  sample of a discussion forum.)

Writing papers and taking essay exams are student activities that will help us meet our course objectives. In addition, we want to build upon the literacy skills already learned in English 101 and 102 and developed in the world civilization sequence. We had developed criteria for grading essays and papers so we could build upon the students past learning experiences and encourage further growth in their literacy skills. Thus, the department developed the following criteria to be used in grading essay exams and short papers:

VIII.  CRITERIA USED IN GRADING ESSAY EXAMS AND SHORT PAPERS
"C" LEVEL OF ACCEPTANCE
Essays at this level will need to clearly address the exam question, have a definite focus, be reasonably well-organized and developed, and contain few mechanical errors.  Essays at this level should demonstrate that the student understands the material he has read by developing the overall pattern of argument of the essay and by stating the main issue being discussed by the author of the essay.

"B" LEVEL OF ACCEPTANCE
In addition to all the characteristics attributed to C level essays, essays at this level will clearly address the essay question, have a distinct focus that is maintained consistently throughout the discussion, reflect a tightly organized development appropriate for the purpose.  The essays should contain few mechanical errors and should not contain any serious mechanical errors (for example, sentence fragments).  On the whole, B level essays provide a better interpretation and analysis of the author's position than a C level essay: clarity of explanation of key concepts of the statement of the author's presuppositions, and finally, the student's understanding of the author's over-all argument.

Essays at the B level of acceptance are distinguished by the clear differentiation of Assertion from Evidence.  Writers of B (and A) papers have a clear idea of WHAT they are trying to say, a more or less clear THESIS, and of how this opinion can be defended and argued for on the basis of the text.  The writers of B (and A) papers HAVE SOMETHING TO SAY, HAVE A DESIRE TO COMMUNICATE THIS OPINION, and HAVE a more or less clear IDEA of what details or particulars from the text SUPPORT this opinion.  As a result of this, references to the details of the assigned text in B (and A) papers are more pointed and focused (if not also greater in number).

"A" LEVEL OF ACCEPTANCE
In addition to all of the characteristics attributed to B level essays, the principal distinction of writing at this level will be its richness of content and no mechanical errors.  Some people might describe the content as "meaty," "highly developed," or "packed."  Focus is clearly apparent throughout the essay; organization is consistent; reasoning is highly specific and appropriate.  Essays at this level, because of their careful organization and development, provide a sense of logical completeness.  Apart from fulfilling all the expectations of C and B work, what clearly distinguishes A work is a sense for the evaluation of argument, analysis, and interpretation.  A essays characteristically indicate that reflection has altered or deepened the writer's opinions--the emergence of self-critical reflection.  Characteristically A papers will raise questions about the assigned text in light of the writer's interpretation of that text.

In grading papers, the course objectives are interpreted in the context of the purpose of the course.  This course aims to foster and to develop the cognitive skills associated with literacy. The cognitive skills associated with literacy are the habits critical reading, namely the ability to recognize, analyze, reconstruct, and evaluate the probative force of arguments. The criteria for grading papers are concerned with the student's ability to articulate clearly in writing both the what and the why of the opinions of philosophers about the good life they have come to hold after critical reflection.

IX. ATTENDANCE POLICY:
Regular class attendance is expected of all students:  (1) Irregular attendance of freshmen and sophomores will be reported to the chairman of the Department of Philosophy and Religious Studies and to the office of Student Affairs; (2) Missing 10% or more of your classes will be considered irregular attendance, and reported as a serious attendance problem.

The professor will excuse absences for two reasons: extraordinary circumstances and participation in university activities.  "Extraordinary circumstances" are defined as a death in the immediate family and other situations to be decided by your professor in each particular case.  University activities are, for example, band, dance, debate, and sports.

X. ACADEMIC HONESTY POLICY:
Academic honesty is expected.  Your signature on each written assignment represents a pledge that you have adhered to the College of Humanistic Studies Policy on Academic Integrity.  No unsigned written work will be accepted in this course.  This statement adopted by the Board of Regents, February 14, 1975, on Academic Integrity will be vigorously enforced:

"Cheating, plagiarism (submitting another person's material as one's own, or doing work for another person which will receive academic credit) are all impermissible.  This includes the use of unauthorized books, notebooks, or other sources in order to secure or give help during an examination, the unauthorized copying of examinations assignments, reports, or term papers, or the presentation of unacknowledged material as if it were the student's own work.  Disciplinary action may be taken beyond the academic discipline administered by the faculty member who teaches the course in which the cheating took place."

Note:  Faculty reserves the right to invalidate any examination or other evaluative measures if substantial evidence exists that the integrity of the examination has been compromised.

1997-1999 Undergraduate Bulletin, p. 51

XI. TEXT AND REFERENCES:
James Sterba, Social and Political Philosophy: Classical Western Texts in  Feminist and Multicultural Perspectives

XII. PREREQUISITES:
None

Last updated February 14, 2000. Designed and maintained by Kyosung Koo