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Philosophy 4302 Special Topics in Applied Ethics: case assessment. Fall 2015.
Mike Jaworski, instructor ([email protected])
Office Hours: 269A ARHU, TR 2:00-4:00
Textbook and/or Resource Material
You do not have to purchase a textbook. We will refer to materials that may be accessed for
free online. I will also post reading materials on Blackboard.
Course Description and Prerequisites
This course focuses on skill development rather than acquiring knowledge of theoretical
content. Using case studies from the Association of Practical and Professional Ethics’
“Ethics Bowl” competition, we will practice identifying the primary moral issues that arise
in each case, developing a structured and theory-informed position on each case, and
presenting those positions both in writing and aloud.
Learning Objectives/Outcomes for the Course
Students will develop skills required to successfully assess and publicly defend a position on
ethically challenging cases. Students will develop skills of identifying key moral issues in a
case, choosing a basic position with respect to the case, refining the basic position by
differentiating it from similar but more problematic alternatives, developing a defense of
the position using theory for support (grounding discussion of the position’s advantages
over alternatives in a comprehensive view of right/wrong), and presenting a case for their
position both aloud and in writing.
Grading Policies
Assignment
Quantity x Value
Three presentations of positions on cases
3x5
Three presentation preview papers
3x5
Three response papers to other groups’ cases
3x6
Three response papers to one’s own cases
3x6
Three mock competitions
3x6
One final paper
1 x 16
Total
15
15
18
18
18
16
100
*Presentations of positions on cases (3). These will be group assignments. Each group will
be assigned to two cases per presentation. For each of these cases, one group will be the
presenting group and the other group will be the responding group. The presenting group
will remind the audience of the basic details of the case, identify the key moral issues raised
by the case, state their refined position on the case in contrast to alternative positions, and
defend the ethical superiority of their position with support from at least one moral theory.
The responding group will present their own take on the case, using the presenting group’s
performance as a starting point. The responding group should make clear the ways in
which they agree with the presenting group, and the ways in which their own position and
defense differs from that of the supporting group. After the responding group has finished,
we will open the floor to questions/feedback from the audience. You will learn at the
beginning of class on your group’s presentation day which of the two cases you will present
and which you will respond to.
*Presentation preview papers (3). These will be group assignments, due by the end of the
day the Sunday before a presentation. Each group will submit a written version of the
presentation they intend to give if they are selected as the presenting group for that case.
*Presentation response papers on other groups’ cases (3). These will be individual
assignments, due by the end of the day the day after presentations have been given. Each
student will submit a statement of the position he/she occupies on each case after having
seen the presentations on those cases. The student should compare and contrast his/her
own positions on each case to those taken by each of the two groups that presented those
cases.
*Presentation response papers on your own group’s cases (3). These will be individual
assignments, due by the end of the day the day after presentations have been given. Each
student will submit a statement of the position he/she occupies on each case after having
been through a round of presentation and response with respect to the case. Of greatest
importance is a clear statement of any revisions to your view that have occurred as a result
of the other group’s presentations and audience feedback.
*Mock competitions (3). This will be a group assignment. The format will be similar to the
presentations of positions on cases, except that the two cases will be drawn at random from
the entire pool of six cases the group has presented until all have been used.
*Final paper (1). This will be an individual assignment. Each student will choose a case.
The student will submit a 10-12 page paper containing a detailed account of the position
he/she holds on the case as a result of the class. Similar to the presentation preview papers,
the student should remind the reader of the basic details of the case, identify the key moral
issues raised by the case, state his/her refined position on the case in contrast to alternative
positions, and defend the ethical superiority of his/her position with support from at least
one moral theory. The final paper should also contain a detailed account of the ways in
which the student’s view on the case has changed/been refined over the course of the
semester.
Calendar of Activities (any changes will be announced in class and posted on Blackboard):
Week 1 August 31-Sept 4: A sample case: identifying moral issues; Basic issues in ethics:
roles/standards; Objectivity vs subjectivity and intro to theory; absolutism vs relativism;
the importance of standards from ethics: cooperation, competition, The Prisoner’s Dilemma,
Hobbes
Week 2 Sept 7-11: Theories and key concepts: Consequentialism: results; Deontology: rules,
rights, and duties; Teleology and particularism: the good life and practical wisdom
Week 3 Sept 14-18: A sample case: developing and refining positions
Week 4 Sept 21-25: Cases 1-4: identifying moral issues and developing positions
Week 5 Sept 28-Oct 2: Cases 1-4: presentation of positions on cases
Week 6 Oct 5-9: Cases 5-8: identifying moral issues and developing positions
Week 7 Oct 12-16: Cases 5-8: presentation of positions on cases
Week 8 Oct 19-23: Cases 9-12: identifying moral issues and developing positions
Week 9 Oct 26-30: Cases 9-12: presentation of positions on cases
Week 10 Nov 2-6: First mock competitions
Week 11 Nov 9-13: Revision workshops
Week 12 Nov 16-20: Second mock competitions
Week 13 Nov 23-27: Revision workshop; No class Thursday (Thanksgiving)
Week 14 Nov 30-Dec 4: Third mock competitions
Week 15 Dec 7-11: Revision workshop; No class Thursday (study day)
FINAL PAPERS DUE BY NOON TUESDAY DECEMBER 15th (No class meeting)
STUDENTS WITH DISABILITIES:
If you have a documented disability (physical, psychological, learning, or other disability
which affects your academic performance) and would like to receive academic
accommodations, please inform your instructor and contact Student Accessibility Services
to schedule an appointment to initiate services. It is recommended that you schedule an
appointment with Student Accessibility Services before classes start. However,
accommodations can be provided at any time. Brownsville Campus: Student Accessibility
Services is located in Cortez Hall Room 129 and can be contacted by phone at (956) 8827374 (Voice) or via email at [email protected]. Edinburg Campus: Student
Accessibility Services is located in 108 University Center and can be contacted by phone at
(956) 665-7005 (Voice), (956) 665-3840 (Fax), or via email at [email protected].
MANDATORY COURSE EVALUATION PERIOD:
Students are required to complete an ONLINE evaluation of this course, accessed through
your UTRGV account (http://my.utrgv.edu); you will be contacted through email with
further instructions. Online evaluations will be available Nov. 18 – Dec. 9, 2015. Students
who complete their evaluations will have priority access to their grades.
ATTENDANCE:
Students are expected to attend all scheduled classes and may be dropped from the course
for excessive absences. UTRGV’s attendance policy excuses students from attending class if
they are participating in officially sponsored university activities, such as athletics; for
observance of religious holy days; or for military service. Students should contact the
instructor in advance of the excused absence and arrange to make up missed work or
examinations.
SCHOLASTIC INTEGRITY:
As members of a community dedicated to Honesty, Integrity and Respect, students are
reminded that those who engage in scholastic dishonesty are subject to disciplinary
penalties, including the possibility of failure in the course and expulsion from the
University. Scholastic dishonesty includes but is not limited to: cheating, plagiarism, and
collusion; submission for credit of any work or materials that are attributable in whole or in
part to another person; taking an examination for another person; any act designed to give
unfair advantage to a student; or the attempt to commit such acts. Since scholastic
dishonesty harms the individual, all students and the integrity of the University, policies on
scholastic dishonesty will be strictly enforced (Board of Regents Rules and Regulations and
UTRGV Academic Integrity Guidelines). All scholastic dishonesty incidents will be reported
to the Dean of Students.
SEXUAL HARASSMENT, DISCRIMINATION, and VIOLENCE:
In accordance with UT System regulations, your instructor is a “responsible employee” for
reporting purposes under Title IX regulations and so must report any instance, occurring
during a student’s time in college, of sexual assault, stalking, dating violence, domestic
violence, or sexual harassment about which she/he becomes aware during this course
through writing, discussion, or personal disclosure. More information can be found at
www.utrgv.edu/equity, including confidential resources available on campus. The faculty
and staff of UTRGV actively strive to provide a learning, working, and living environment
that promotes personal integrity, civility, and mutual respect in an environment free from
sexual misconduct and discrimination.
COURSE DROPS:
According to UTRGV policy, students may drop any class without penalty earning a grade of
DR until the official drop date. Following that date, students must be assigned a letter grade
and can no longer drop the class. Students considering dropping the class should be aware
of the “3-peat rule” and the “6-drop” rule so they can recognize how dropped classes may
affect their academic success. The 6-drop rule refers to Texas law that dictates that
undergraduate students may not drop more than six courses during their undergraduate
career. Courses dropped at other Texas public higher education institutions will count
toward the six-course drop limit. The 3-peat rule refers to additional fees charged to
students who take the same class for the third time.