PHILOSOPHY 1100 - ETHICS

COURSE DESCRIPTION

Instructor: Dr. Rick Gordon

Texts: The Elements of Moral Philosophy, 4th ed., J ames Rachels
Contemporary Moral Controversies, 4th ed. (Courseware)

Office: A242 Phone: 323-5632 (Home 738-4732)

Office hours:

You are welcome to drop in during office hours, or make an appointment at other times. Even
during office hours, an appointment will ensure that you don't have to wait while I work with other
students. I'm available to discuss any aspect of your philosophical work or development.

OBJECTIVES

Like all Philosophy courses, part of the goal of Philosophy 1100 is to improve your ability to think
clearly and critically about thorny issues and about perennial philosophical problems.

In this course, we will discuss, first, the classical philosophical conceptions of ethics, attempting
to find satisfactory answers to such questions as "What is the nature of morality?", "What makes
an act right or wrong?" and "What makes a good life?" Then we move on to consider a number of
contemporary moral problems to which we will apply the classical conceptions.

CREDITED ACTIVITIES

Brief Argument Statement: 5 percent of total mark
Mid-Term exam: 20 percent
Essays: First: 20 percent
Second: 25 percent
Final exam: 25 percent
Participation: 5 percent

FINAL LETTER GRADES

Over 89% A+ 60-64 C+
85-89 A 55-59 C
80-84 A- 50-55 C-
75-79 B+ 45-49 D
70-74 B below 45 F
65-69 B-


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SOME SUGGESTIONS AND CAVEATS

Learning Strategy There is a lot to learn in this course and it is important that you adopt an
effective learning strategy now. The purpose of the course is to help you master a body of material,
a set of ideas, issues and arguments. Mastering material means understanding it thoroughly and
developing the ability to express yourself articulately about it. Off- the-cuff reactions to the
material are seldom of value. Accordingly, your learning strategy should have three basic
components:
- an effective method of note-taking that captures the key ideas encountered in class
lectures and discussion
- regular critical reading of assigned material and note-taking
- regular writing that a) summarizes the major arguments and ideas you are encountering
in the course and b) expresses your own developing ideas.

I lecture to the readings (see Course Outline, below)and we discuss them in class. As a basis for
developing your own views, your aim should be able to give an account of different philosophers=
views, the major objections to them and how they would answer those objections. How well you
do will depend upon your learning strategy and the effort you put into it.

Class Discussion A good portion of each class will be discussion, between myself and the class
and between members of the class. Your contributions are welcome. If you feel hesitant, or if
you are unsure of how to make your point, you may ask me to help you. Please feel free to ask
a question, to challenge, or make a point.

Reading It is best to read with a pen in your hand, taking point-form notes of striking ideas. Try
to interact with the reading: make explicit evaluations as you read, even if only tentatively: AThis
seems OK.@ AI agree with that.@ AWhat nonsense!@ Then, try to briefly state in writing your reasons
for your evaluation.

Writing Regular writing is the key to success in this course. Your attempt to summarize clearly
and succinctly what you have just read and to express your response to it in writing will tell you
immediately how much progress you are making. Make writing part of every study session: if you
study for an hour, reserve at least the last 20 minutes to summarize, criticize, or reflect in writing
on what you have just read. The sooner you begin to practice philosophy in writing, the sooner
you begin to develop key abilities.

Philosophy Papers I hope you enjoy developing new ideas through careful thinking and
discussion, defending your own ideas, and criticizing the reasoning behind views opposed to yours.
If you do, you are in the right course. Activity of this type is what I look for in your papers. I also
look for writing that shows that you appreciate the fine points of an issue. I look for papers that
state opposing or alternate views clearly and forcefully.

Simple book-report papers are not desirable; I expect you to take a stand. Even if you adopt one
of the classical views as your own, I expect that you will defend it against objections and show that
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you have thought about how it would apply to novel situations. When you do take a stand, you
should show that you have considered how to reply to objections raised in the course and to
objections opponents might make.

There are two major questions you should pose at the outline stage: Is my paper thorough (does
it show familiarity with course materials and discussion)? Is my paper well-reasoned (have I
backed up my own views in a thoughtful manner, have I given good clear reasons for rejecting
other views)? Thoroughness and reasoning of this sort are the basic course standards. Papers will
be 1000 words in length (about 4 double-spaced, typed pages). Detailed requirements will
accompany assigned essay topics.

Learning Environment In the interests of a good learning environment: Please arrive on time (a
problem that will make you regularly late should be discussed with me). Except in cases of
emergency (infrequent, I assume), please pre-arrange leaving and re-entering during the lecture
with me. I encourage you to engage in the discussion; it=s the best way to learn. But only one
conversation at a time, please. Cell phones must be turned off.

Plagiarism If you have not encountered the term "plagiarism" before, please seek out the
Langara Style Sheet, or the bookstore's guide to plagiarism. Plagiarism is the high crime of
intellectual life. It means giving me someone else's material without giving credit. Nothing can
appear in submitted material that is not your own work, unless you give clear credit for it. This
includes material (phrases or sentences) and ideas that derive from your texts or sources outside
the course, like library materials, tutors (or other helpers) or resources on the Internet. If in doubt,
ask me. An assignment containing plagiarized material will receive no credit. In a severe
case, I will impose a fail grade for the course and the College may impose a further penalty.

COURSE OUTLINE
The course will follow the sequence of topics below. From this outline you will be able to see the
approximate schedule of exams and assignments as well as the order of readings in the texts.
Some supplementary handouts may be assigned.

Week Material Covered/Major Activities
1. Introduction to the course
Reason in ethics
Cultural Relativism
TEXT: Rachels, Chapters 1 and 2
2. Subjectivism
Religion and morality
TEXT: Rachels, Chapters 3 and 4

3. Psychological Egoism
Ethical Egoism
TEXT: Rachels, Chapters 5 and 6
Brief Argument Statement due
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4. Utilitarianism
TEXT: Rachels, Chapters 7 and 8
5. Kantian and Social Contract Ethics
TEXT: Rachels, Chapters 9, 10 and 11
Mid-Term Exam
First essay assigned
6. Virtue Ethics and Feminist Ethics
TEXT: Rachels, Chapter 12
7. Euthanasia
TEXT: Readings in Contemporary Moral Controversies
First essay due
8. Abortion
TEXT: Readings in Contemporary Moral Controversies
9. Terrorism
Text: Readings in Contemporary Moral Controversies
Second essay assigned
10. Economic Justice
TEXT: Readings in Contemporary Moral Controversies
11. Global Hunger
TEXT: Readings in Contemporary Moral Controversies
Second essay due
12. Summary and Review
TEXT: Rachels, Chapter 13
Final Exam

Please note: Topics 7 through 11 are tentative; I may change assigned topics during the term. You
are welcome to read and write about other topics in Contemporary Moral Controversies; please
consult with me if you wish to do so.


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