Dr. Nancy Stanlick

PHI 5627

Theoretical and Applied Ethics

Fall 2003

CNH 411-I

407-823-5459

 

BHC 131

 

Dept. Office: 407-823-2273

stanlick@pegasus.cc.ucf.edu

 

 

Office Hours:

Tuesday 9:50-10:20 and 3:00-4:30

Thursday 3:30-5:00

& by appt.

Some elements of this syllabus are under construction through the first week of classes. 

The syllabus is regularly updated throughout the semester.

Texts:

 

Course Requirements/Course Description and Objective:

 

Theoretical and Applied Ethics is a graduate level course in philosophy dealing this semester with the themes of forgiveness, mercy, and revenge. In this course, you should gain and build a solid background in major theories of ethics, developing the ability to discuss these theories from an explanatory and critical point of view from the point of view of the thematic elements of the course.  Objectives of the course include but are not limited to development of critical and analytical ability, including proficiency in discussing and dissecting theoretical principles and particular aspects of complicated moral problems as well as honing of research and writing skills appropriate for a graduate level course.  Given previous experience with the use of film and literature in philosophy courses, we will incorporate the use of films and literature in lectures, presentations, and research papers where useful, informative and appropriate.  For information on the use of films in philosophy, see my syllabus from the summer B 2003 semester at http://pegasus.cc.ucf.edu/~stanlick/sumb03introsyl.html.  Also note that one of the main texts for this course, Peter French’s The Virtues of Vengeance, begins with a survey of film and literary sources on the issue of vengeance/revenge, especially for film as it manifests itself in classic Westerns such as Shane, Winchester ’73, and The Unforgiven.

 

 

Grading Scale and Policies

 

A = Superior, far exceeds average understanding as evidenced in course work and goes significantly beyond the basics.

95-100%

C = Average, meets minimum expectations and satisfies course requirements.

74-76.x%

A- = Excellent, exceeds average understanding as evidenced in course work and goes well beyond the basics.

90-94.x%

C- = Slightly below average, meets bare minimum expectations and satisfies course requirements.

70-73.x%

B+ = Far above average, meets or exceeds average understanding as evidenced in course work and fully understands the basics and goes somewhat beyond that level.

87-89.x%

D+ = Below average, meets most minimum expectations and satisfies all or most course requirements.

67-69.x%

B = Far above average, fully meets average understanding as evidenced in course work and fully understands the basics and can deal with concepts somewhat beyond that level.

84-86.x%

D = Below average, meets many minimum expectations and satisfies all or most course requirements.

64-66.x%

B- = Just above average, fully meets expectations for basic understanding as evidenced in coursework and fully understands the basics and can deal with concepts at that level.

80-83.x%

D- = Far below average, but meets most minimum expectations and satisfies most course requirements with minimal understanding evidenced in course work.

60-63.x%

C+ = Slightly above average, fully meets expectations for basic understanding as evidenced in coursework and understands the basics.

77-79.x%

F = Fails to meet minimum expectations in understanding and course work as evidenced by performance and submission of graded elements.

0-59.x%

I will not take attendance in this course.  It is up to you to keep track of yourself.  But the seminar format of the course, and your responsibility to reply to and engage in critical discussions of course content necessitate very regular attendance. If you do not intend to attend on a regular basis, you may wish to re-think taking this course. You do not get "credit" for showing up for class.  Being in class, one would think, is a given. Although attendance will not be taken, you are responsible for meeting all the course requirements, being present for examinations, quizzes, and assignments, and submitting all required coursework on time.  There is no extra credit available in this course.  Also keep in mind that grades are earned, they are not "given."  Changes of grade are made only for legitimate reasons (e.g., clerical errors) after the semester has ended.

This on-line schedule will be updated as necessary (generally, about once a week) and will include chapters of the required texts, articles available online, in the library, or on reserve, links to other information relevant to chapters and topics, assignments, as well as examination and paper due dates.  The schedule below is meant only as a guide.  Changes and alterations in the schedule, scheduled topics, assignment or examination dates (except the final) may be necessary to facilitate completion of all major sections listed below.  The schedule below contains useful information about this course.  Remember to refer to it often.

Schedule and Course Content Information

 

This on-line schedule will be updated frequently and will include topics of presentations by course participants.  Each class meeting will be divided between lectures, presentations, discussion and written assignments.  Even when you are not presenting on a particular evening, it is necessary to be sure to have reviewed relevant information on the topic and to be prepared not only to participate in discussion regarding that issue, but also to be prepared to engage in written assignments involving that particular topic.  Class meetings not including presentations by other students will still include lectures (think of them as presentations by the instructor) for which you should prepare diligently for discussion and written assignments.  Suggested and required readings appear in the schedule, below.

 

 

 

 

 

MORE DETAILS:

 

Presentations:

1.      Every person in this course will do at least 2 in-class presentations, but not more than four.  This depends upon the number of people in the course divided by the number of presentation topics.  There are 14 topics. 

2.      Topics as they are listed are general enough to accommodate your own particular interests within the framework of the topic.  So, for example, with respect to resentment, you may be interested in the moral value of resentment (ressentiment) in Nietzsche and you may wish to do a presentation, or comment on a presentation, on that topic.

3.      The first class meeting will include a discussion regarding possible theoretical problems and applied/topical aspects of the course that should help you to decide the theories and applications on which you wish to do a presentation.  We’ll fill out the schedule of presentations during the first class meeting and fine-tune it as appropriate.

4.      Your presentations can be done in a variety of ways.  You may be proficient in the use of computer technology and create PowerPoint presentations or website content to present your position and research.  You may be more comfortable with low-tech presentations – you talk, illustrate, write on a blackboard/whiteboard.  You may prefer to stand or you may prefer to sit.  But whatever you choose to do as a manner of presentation, make sure that you have an outline available for other people in the course so that they can follow more efficiently the presentation and major points you are making.

5.      Presentations will range from ½ hour to 1 hour each.  This will be determined by a number of factors, including your skill at presentations, discussion of the issues, and critical evaluation of the problems your presentation raises or resolves.  Responses may be the same length as a regular presentation.

 

Writing Assignments:

1.      To evaluate the ideas in presentations, as well as those in readings for the course, critical appraisals of ideas, arguments, theories, issues, etc., will be required from time to time.  I anticipate no more than 5 short writing assignments (3-5 pp. each if done outside of class, 1-3 pp. each if done in class. 

2.      Remember that there are no examinations in this course.  That’s a relief, isn’t it? 

 

Research Paper:

  1. As you know, there’s a research paper that is worth 40% of your grade.  It is to be based on a new article in a professional journal.  New means that it must be no more than 3 years old and appear in a journal such as Ethics, Social Philosophy and Policy, The Journal of Social Philosophy, etc.  In essence, your research paper should be written as though it were an article you are writing for a journal and in which you are responding to an argument, concept, theory or principle that is a major focus of the journal article you choose.  It is of course necessary to use other sources, and they may be published at any time.
  2. Because this is a graduate level course, and because it is focused on research and the analysis of issues well beyond the basics, you need to choose your topic wisely.  The way to do that is to make sure that what you choose for your research is something you find compelling, something that is important to you within the framework of the course content.  To be specific, your research paper needs to be focused on an ethical issue more than on an ethical theory (although it is certainly relevant to discuss and use an ethical theory or theories in the formation of your position on an issue).  For example, suppose that you are interested in friendship as an applied ethical concept and have found the notion of sisterhood or brotherhood as a problematic aspect of friendship in the sense that it violates a notion of objectivity that some have argued is an absolutely essential characteristic of that which counts as moral or ethical.  To write a paper like this, you would need to understand the philosophical background of the concept of friendship; you would have to explain how brotherhood or sisterhood is an aspect or type of friendship; you would have to explain why objectivity is/is not important in the ethical realm, and then deal with the problem as you see it yourself, weaving these issues into the context and content of your argument.  In other words, YOUR POSITION COUNTS.
  3. Your paper must be at least 8 typed (double-spaced) pages in length (not counting notes and references), but not more than 20 pages.

 

Other Considerations:

1.       Please remember to attend class regularly.  Without regular attendance, a person doing a presentation has less “feedback” on his or her presentation if you are not there to hear it. In addition, if you don’t show up, it’s disrespectful of the person or persons who are presenting that evening. Furthermore, if you’re not there, you lose out on the value of the research another person has done.  For example, you may find in another person’s presentation not only a reference that might be useful for your research paper, but also a manner of argumentation, or a principle or theory, that will be useful in support of your own position.  Add to that the possibility that you may also be able to respond to another person’s presentation in the formulation of your position for a paper, or for your own presentation.

2.       You will find it difficult to respond critically (the content of some writing assignments) to another person’s presentation if you are not in attendance.

3.       If you are ill or injured, it is of course understandable that you would miss a class.  I’m reasonable about things like that.

4.       Grades, Grading:  Generally speaking, papers will be graded based on three elements.  They are content, critical analysis, and general stylistic and structural considerations.  Content will count as 35% of any graded assignment.  Content (35%) refers to the use of sources (primary and secondary), and your ability to present and interpret the information.  Critical analysis (35%) refers to the development of your position based on the content aspect of the problem or theory you are discussing.  Clarity and quality of argumentation are considerations here.  Style/Structure (30%) refers to grammar, spelling, and punctuation.  These things count.  Please write clearly, carefully and with conviction.