BENEDICTINE UNIVERSITY
PHIL 2245-N: General Ethics (Seminar)
Required Text:
DeNicola, Daniel R. Moral
Philosophy: A Contemporary Introduction. Ontario, Canada: Broadview
Press, 2019. ISBN: 978-1-55481-354-4
Course Description: "General Ethics"
investigates normative theories of human action. It looks critically at what
philosophers say that human beings should
do. Unlike "Business Ethics"
and "Biomedical Ethics," which seek to provide a moral guidance in
respect of certain discrete domains of human action (viz., "business"
and "medicine" respectively), “General Ethics” seeks to provide moral
guidance applicable to all domains of human action.
General Education
Goals: The General Education Curriculum Committee
has designated PHIL 2245 to count in fulfillment of Benedictine University’s
requirement of one course in the “Philosophical Mode of Inquiry” as a condition
for completion of a baccalaureate degree.
Here is a general description of courses in the Philosophical mode:
Philosophy, meaning “love of wisdom,”
endeavors to address the deepest and most enduring human questions and to do so
on the basis of reason alone.
Philosophical inquiry trains the mind to think clearly and moves
students to love learning and the “examined life.” Philosophical inquiry generally interrogates
the assumptions and presuppositions that other academic disciplines take as
axiomatic or “given.” Philosophical inquiry at Benedictine engages the Catholic
philosophical tradition in a substantial way but in a way that draws upon wider
historical, general, and global philosophical trends. While philosophical inquiry helps to prepare
students for professional careers and for graduate study, it tends to be
centered not on vocational ends, but rather on the enrichment of the student’s
intellect through both the engagement with core texts and the cultivation of
critical thinking and analysis.
Modes of inquiry courses align with the General
Education Essential Student Learning Goals identified for that mode. For courses in the Philosophical Mode, these
Goals are as follows:
1a
– Critical Thinking + Analysis
2a
– Oral & Written Communication
6a
– Intellectual Curiosity
7a
– Humanistic knowledge, theories, and methods
8a
– Catholic Intellectual Tradition
Philosophy
Program Outcomes:
Through coursework in Benedictine University's Philosophy Program, students
develop proficiency in respect of three key Learning Outcomes:
1. Produce a plausibly cogent line of philosophical
argument (logically speaking) with a significant (non-trivial) conclusion.
2. Show comprehension and critical
engagement of key ideas and arguments within classic philosophical theories.
3. Demonstrate knowledge of key doctrines of
distinguished philosophers.
IDEA Outcomes:
8. Developing skill in
expressing oneself orally or in writing (Important)
10. Developing ethical reasoning
and/or ethical decision-making (Essential)
11. Learning to analyze and critically
evaluate ideas, arguments, and points of view (Important)
Other Student
Outcomes:
1)
Understand
theoretical knowledge of general ethics as a foundation for “practical
knowledge about how we ought to live”
2)
Determine the
objective grounds of general ethics and show the ability to justify moral
beliefs
3)
Make informed
ethical decisions that promote personal integrity, the respect for legitimate
rights, the aspirations of individuals and groups, and the common good
4)
Develop a
vocabulary used in the philosophy of ethics and morality
5)
Analyze,
synthesize, and argue effectively through use of deductive and inductive
reasoning
6)
Distinguish
between facts and opinions and between relevant and irrelevant claims;
determine the factual accuracy of statements and beliefs; detect bias and
fallacious reasoning often found in argumentation
7)
Apply rhetorical
strategies to appeal to a specific audience: ethos—an appeal to credibility;
logos—an appeal to reason; and pathos—an appeal to one’s beliefs, values, and
assumptions
8)
Demonstrate an
understanding of the writing process by proofreading each essay for errors and
omissions of both form and substance; by revising and restructuring where ideas
are poorly organized or where evidence is lacking; and by correcting for errors
in syntax, usage, punctuation, spelling, and style
9)
Synthesize ideas
skillfully through effective organization and emphasis of ideas
10)
Connect ideas
logically and clearly through a variety of sentence structures
11)
Develop complex
theses with thoughtfulness and clarity, using Chicago, MLA, or APA
documentation
12)
Demonstrate
grammatical, syntactical, and stylistic mastery
Classroom
Etiquette: As we work
together to create a classroom environment that is both conducive to learning
and welcoming of all members of the class, students are expected to adhere to
appropriate standards of behavior for an academic environment.
Guidelines for respectful,
constructive and inclusive philosophical discussion: The guidelines below are intended
primarily for oral philosophical discussion in formal settings: colloquia,
conferences, seminars, classes, and so on… The specific norms are intended as
means of facilitating more general norms of being respectful, constructive, and
inclusive.
Norms of respect: 1. Please be courteous. 2. Do not
interrupt. 3. Do not present objections as flat dismissals (leave open the
possibility that there's other responses). 4. Do not be incredulous. 5. Do not
roll your eyes, make faces, laugh at a participant. 6. Do not start side
conversations parallel to the main discussion. 7. Acknowledge your
interlocutor's insights. 8. Object to theses, do not object to people.
Norms of inclusiveness: 1. Please do not dominate the
discussion. 2. Raise one question per question (follow-ups are okay, but
questions on different topics go to the back of the queue). 3. Try not to let
your question (or your answer) run on forever. 4. Acknowledge points made by
previous questioners. 5. It is okay to ask a question that you think may be
unsophisticated or uninformed. 6. Do not use unnecessarily offensive examples.
7. Do not try to impress others. (http://consc.net/norms.html).
Attendance and Participation: Because I believe everyone has something to contribute to our class, I
also believe that we are all responsible for attending college classes, which
are forums for the exchange of varying beliefs, values, and assumptions. A
student’s education is not an isolated and anti-social event. It is a
reciprocation of mutual interests and goals. Please take responsibility for
your education and learning. It is a
profound opportunity and privilege that many people do not have, and it should
never be squandered. Although I believe that not everything valuable in a class
can be assessed through tests, quizzes and essays, or should be, I am
emphasizing the values of commitment and the responsibility to that obligation
as part of a classroom community of teachers and learners. Therefore, attend
our class!
Our discussions are dependent upon the
contributions of each individual. In any class, a participating audience is indispensable for its
success. In this way, we are all participants in one another’s education and
opportunity for learning. Thus, partake fully in our philosophical discussions.
Take notes during discussions and
lectures for metacognition and for your final exam. Note: your ability to
articulate your opinions in each class will also determine the difference
between borderline grades. Participation
in class is an essential requirement for earning an “A” or “B.” Please understand that if you come to
class without your materials and/or reveal that you did not read the
assignment, you will be recorded absent.
If you are working on an
assignment for another class or surfing the internet on your iPhone or laptop
during our class, you will be recorded absent.
It is imperative that you use your
absences legitimately and wisely! Please note that more than two absences (or four semester classes) will
affect your final grade. Each subsequent absence will lower your final
grade one full grade. Note: three
late arrivals (more than five minutes each time) will also equal one absence.
If you are seriously ill and a contagion (e.g. you have the flu) or have an
emergency, please notify me by e-mail (gbrown@ben.edu) that you will be late or absent. Note:
if you are absent the day an essay is due, or class is canceled due to weather
(or for any other reasons), send your essay to me via e-mail by 9:20 pm.
Technology Requirement: While a laptop can be a useful aide
for your education, it can also be a hindrance to discussion. If you
bring a laptop or smart phone to class, please keep them closed.
Academic Honesty:
The search for truth and the dissemination of knowledge are the central
missions of a university. Benedictine
University pursues these missions in an environment guided by the Roman
Catholic tradition and Benedictine heritage.
Integrity and honesty are, therefore, expected of all members of the
University community, including students, faculty members, administration, and
staff. Actions such as cheating,
plagiarism, collusion, fabrication, forgery, falsification, destruction,
multiple submission, solicitation, and misrepresentation are violations of
these expectations and constitute unacceptable behavior in the University
community. The penalties for such
actions can range from a private verbal warning to expulsion from the
University. Violations will be reported
to the Provost, and a permanent record of this infraction will be noted. The University’s Academic Honesty Policy is
available at http:/www.ben.edu/AHP, and all students are expected to read and
understand it.
Plagiarism is
defined as the act of stealing ideas and/or the expressions from another
person or source and representing them as your own work. This includes quotations, paraphrasing, and
the summarizing of another person’s ideas without proper documentation. Furthermore, unless you have the explicit permission of the instructor, reusing your own work from other courses is
considered self-plagiarism.
Plagiarism is a form of cheating and academic misconduct that can
jeopardize your course grade and college career. Remember to clearly distinguish between your
own ideas and those you have read or heard elsewhere. Be sure to include a works cited page with
any paper in which you consult outside sources.
All typed assignments submitted
for evaluation will be graded with the assumption that the student has read and
understands the plagiarism statements and guidelines. Committing any form of
plagiarism will result in a
grade of “0” on the assignment in question and is grounds for failure of the
course or further action by the University.
If there are any questions or concerns regarding plagiarism and the
documentation of sources, it is your responsibility to consult the
instructor.
Conferences:
You have the opportunity to meet with me during my office hours and to
discuss your compositions in progress, to receive help with the course
material, to address questions and discussions raised in class, or to talk
about any other concerns.
Academic Accommodations for Religious
Obligations (AAFRO): A student whose
religious obligation conflicts with a course requirement may request an
academic accommodation from the instructor. Students must make such
requests in writing by the end of the first week of the class.
Americans with Disabilities Act (ADA): If you have a documented learning,
psychological or physical disability, you may be eligible for reasonable
academic accommodations or services. To
request accommodations or services, please contact Danielle Bank at dbank@ben.edu or Dawn Cappelli atdcappelli@ben.edu for assistance in the Academic and Career Enrichment
Center, Goodwin Hall 214 at 630-829-6041.
All students are expected to fulfill essential course requirements. The University will not waive any essential
skill or requirement of a course or degree program.
Title IX: Benedictine
University prohibits sexual misconduct, consistent with Title IX of the
Educational Amendments of 1972 and other applicable state and federal
laws. Faculty members are considered responsible employees under these
statutes and are required to report any incidents to the Title IX coordinator.
If you have any questions, contact the Title IX Coordinator.
Additional information about reporting sexual misconduct on campus please
and Title IX can be found at www.ben.edu/compliance/title-ix.cfm
Writing Assistance: For help with your writing, please
visit the Academic Career and Enrichment Center in Goodwin, 214.
Students are responsible for the
information in this syllabus and should ask for clarification for anything they
do not understand. Students are expected to be partners in their educational
experience and to periodically monitor their progress in the course. Students
may check grade status through D2L course site Gradebook. Student grades will
be posted in D2L in a reasonable amount of time, usually within one week of
turning them in. The End of Add/Drop Course Changes/Late Registration is Jan.
19th; the Last Day to Withdraw from Classes is Mar. 29th.
Course
Requirements & Distribution of Earned Points:
Five Response
Essays (75 pts. each): 375 points
Five In-Class
Essay Quizzes (25 pts. each) 125 points
Final Exam (20%
of Semester Grade) 100 points
600 points
Grading Guidelines/Rubric: The following descriptions are the
basis for evaluation of all student compositions:
The “A” compositions
are outstanding. They are eloquent, sophisticated, insightful, and emphatic in
providing a convincing, arresting argument.
Analyses are well supported by quotations and paraphrases from the textbook
and usually include one or more secondary sources. The compositions are focused,
organized, well-connected, critical, interesting, informative, lucid, original,
and surprising. The compositions contain only minor mechanical errors, if any,
and no significant lapses in diction or organization. Proper documentation and
a Works Cited Page are provided.
The “B” compositions do
more than fulfill the assignment, though they are not exceptional or outstanding. The compositions go beyond a routine response
and show evidence of careful thought and planning. Like the “A” papers, these compositions are
focused, effective, consistently written, tightly organized, and supported by
quotations and paraphrases from the textbook.
Moreover, the compositions contain no major distracting errors in usage
or mechanics and are well-developed with good supporting material and
transitions. The compositions are also
clear, free of jargon, and appealing. Proper documentation and a Works Cited
Page are provided.
The “C” compositions are
acceptable, but they are average responses that complete the assignment in a
“routine way.” In other words, they show evidence of engagement with an
argument but make a minimum response to it. The compositions contain few
distracting errors and few glaring platitudes or egregious mistakes in diction.
The reader can follow and understand without difficulty, but the compositions
are not vigorous, nor the ideas well-developed, convincing, original, and
inspiring. Proper documentation and a Works Cited Page are provided.
The “D” compositions
relate to the assignment but also show no evidence of any engagement with an
argument. The compositions are not coherent or unified in purpose. They are
also marred by enough errors in syntax and mechanics to seriously distract the
reader and by vague, ambiguous diction and syntax that make it difficult to
understand the content or the direction of the argument. The compositions might
also be a weak because they do not complete the required length or fulfill the
requirements of the assignment.
The “F” compositions
show little relation to or engagement with an argument. They show very little thought and are so
poorly constructed and carelessly written that the reader cannot follow the
sequence of ideas. Moreover, the compositions are marred by so many errors in
mechanics and usage that the message is extremely difficult to decipher. It is evident these compositions do not
complete the required length or fulfill the requirements of the assignment. Note:
a plagiarized paper, in part or whole, receives an “F” and “0” points. (See Academic Honesty).
All response essays are evaluated
accordingly:
1. Content or ideas: their significance,
clarity, development, and relevance to purpose;
2. Organization: structure or rhetorical methods
used;
3. Personal style: voice and tone, originality
and interest;
4. Vocabulary and diction: the choice and
arrangement of words to convey meaning;
5. Mechanics: usage, syntax, punctuation, and
spelling.
A 90-100%, B 80-89%, C 70-79%, D 60-69%, F -59%
NOTE: LATE COMPOSITIONS WILL NOT BE ACCEPTED.
Directions for
Your Essays:
ü
The purpose of
these essays is for you to come prepared and to contribute to our class
discussions; moreover, our class is “writing intensive.”
ü
The essays are a
minimum of 2 pages in length (2 ½ - 3 full pages are preferable); use 12-pt.;
type and double-space your composition.
ü
The essay should
have at least one thoughtful question you formulated after reading the
assignment (your argument/thesis) and your developed and insightful response to
it. You may use “Questions for Discussion” or “For Personal Reflection” as your
thoughtful question or the prompt I provide.
ü
Include
quotations and paraphrases from the text for substantiation of proof! This is
imperative. Use proper documentation as well.
ü
If you are using
secondary sources, include a works cited page.
ü
You may use 1st
person point of view; do not use 2nd person point of view.
ü
Review attached
document: “More Guidelines for Writing Your Essays.”
PHIL 2245-N General Ethics
Jan. 13 Welcome to Philosophy 245…
Jan. 20 No Classes (In Honor of Martin
Luther King)
Jan. 27: Chaps 1 & 2
Ethical Theory & Moral Concerns/Morality & Religion
(Divine Command Theory/Moral
Absolutism: Augustine and Aquinas, et al.)
*Feb. 3: Chap. 3 Relativism,
Subjectivism, Pluralism, Universal Declaration of Human Rights
Feb 10: Chap.
4 Moral Naturalism & Natural Rights, Humanity & Morality
(Epicurus,
Aristotle, Aquinas, Wilson, et al.)
Feb 17: Chap. 5 Psychological
& Ethical Egoism, Altruism (Hobbes, Smith, Rand)
*Feb.24: Chap. 6 Utilitarianism (Rule
& Act), Consequentialist Ethics, Hedonism (Bentham, Mill, Sidgwick, Moore)
Mar. 2: Chap.
7 Kantianism/Deontological (Rule & Act) Ethics, Categorical Imperatives
(Kant, Sidgwick, Ross)
*Mar. 9: Chap. 8 Contractarianism,
Contracts & Consent, Social Contract Theory (Hobbes, Locke, Rawls)
Mar. 16: (Spring Break)
Mar. 23: Chap. 9 Virtue Ethics/Character
Traits (Confucius, Socrates, Plato, Aristotle, Hartmann) and Chap. 10
Emotive Ethics: Emotions and Moral Sentiment (Hume, Smith)
Mar. 30: Chap.
12 Particularism & Ethical Intuitionism (Nussbaum, Haidt)
Apr. 6: Chap. 13 Metaethics: Ethical
Cognitivism, Ethical Non-Cognitivism, Emotivism, Prescriptivism (Ayer,
Stevenson, Hare, Bradley, Sharp)
Apr. 13: (Easter Monday)
*Apr. 20: “The Moral Instinct” an essay
by Steven Pinker
*Apr. 27: Evolutionary Ethics: “The Biological
Basis of Morality” an essay by Edward Wilson
May 4: Final Exam
*Essay Due
Quizzes are unannounced
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