**Due tonight:
------>We'll conclude work on duty ethics, and begin with Virtue ethics, Chapter 8 of Pojman.
------>Writing:
------>------>On the question page for the virtue chapter, Pojman quotes Robert Fulghum on the lessons of kindergarten:
"Wisdom was not at the top of the graduate school mountain, but there, in the sandbox at the nursery. These are the things I learned: Share everything ... Play Fair ... Don't hit people. Put things back where you found them. Clean up your own mess ... Don't take things that aren't yours ... Say you're sorry when you hurt somebody ... Wash your hands before you eat ... Flush ... Warm cookies and cold milk are good for you ... Live a balanced life ... Learn some and think some and draw and paint and sing and dance and play and work some every day. Take a nap every afternoon. When you go out into the world, watch for traffic, hold hands and stick together ... Be aware of wonder."
------>How does the statement above translate to grown-up life and responsibility? How would you restate this code of virtue for adults to live by in today's complex world?--OR, would you just say it's not relevant or too simplistic for grownups?
**Work on duty ethics presentation--see below.
**For next week, 11/7, be ready to work quickly through the virtue ethics presentation and begin with Glover. No writing assignment, but try reading the first two chapters of Glover, which set the philosophical background.
Tuesday, October 30, 2012
Tuesday, October 23, 2012
Class #9, 10/24/12
**Due Tonight:
------>Read Pojman, Chapter 7, Ethics of Duty--Deontological Ethics.
------>Write:
------>------>You may have heard about this case: Read reflection question #6 on page 160, about the famous "Milgram" experiment in behavioral research. Answer all three parts of the question.
**Discussion of assignment.
**Tonight's lesson, part 1--Continue/conclude discussion of utilitarian ethics.
------>See presentation from previous class.
**Introduction to Ethics of Duty, Deontological Ethics:
**For next class, 10/31/12 (BOO!):
------>We'll conclude work on duty ethics, and begin with Virtue ethics, Chapter 8 of Pojman.
------>Writing:
------>------>On the question page, Pojman quotes Robert Fulghum on the lessons of kindergarten:
"Wisdom was not at the top of the graduate school mountain, but there, in the sandbox at the nursery. These are the things I learned: Share everything ... Play Fair ... Don't hit people. Put things back where you found them. Clean up your own mess ... Don't take things that aren't yours ... Say you're sorry when you hurt somebody ... Wash your hands before you eat ... Flush ... Warm cookies and cold milk are good for you ... Live a balanced life ... Learn some and think some and draw and paint and sing and dance and play and work some every day. Take a nap every afternoon. When you go out into the world, watch for traffic, hold hands and stick together ... Be aware of wonder."
------>How does the statement above translate to grown-up life and responsibility? How would you restate this code of virtue for adults to live by in today's complex world?--OR, would you just say it's not relevant or too simplistic for grownups?
------>Read Pojman, Chapter 7, Ethics of Duty--Deontological Ethics.
------>Write:
------>------>You may have heard about this case: Read reflection question #6 on page 160, about the famous "Milgram" experiment in behavioral research. Answer all three parts of the question.
**Discussion of assignment.
**Tonight's lesson, part 1--Continue/conclude discussion of utilitarian ethics.
------>See presentation from previous class.
**Introduction to Ethics of Duty, Deontological Ethics:
**For next class, 10/31/12 (BOO!):
------>We'll conclude work on duty ethics, and begin with Virtue ethics, Chapter 8 of Pojman.
------>Writing:
------>------>On the question page, Pojman quotes Robert Fulghum on the lessons of kindergarten:
"Wisdom was not at the top of the graduate school mountain, but there, in the sandbox at the nursery. These are the things I learned: Share everything ... Play Fair ... Don't hit people. Put things back where you found them. Clean up your own mess ... Don't take things that aren't yours ... Say you're sorry when you hurt somebody ... Wash your hands before you eat ... Flush ... Warm cookies and cold milk are good for you ... Live a balanced life ... Learn some and think some and draw and paint and sing and dance and play and work some every day. Take a nap every afternoon. When you go out into the world, watch for traffic, hold hands and stick together ... Be aware of wonder."
------>How does the statement above translate to grown-up life and responsibility? How would you restate this code of virtue for adults to live by in today's complex world?--OR, would you just say it's not relevant or too simplistic for grownups?
Wednesday, October 17, 2012
Class #8, 10/17/12
**Due this week:
------>Your papers are due.
------>Read Pojman, chapter 6, "Utilitarianism."
**Student presentations of movie reviews.
**As time permits: begin discussion of Utilitarian moral thinking.
**For next week, 10/24:
------>Read Pojman, Chapter 7, Ethics of Duty--Deontological Ethics.
------>Write:
------>------>You may have heard about this case: Read reflection question #6 on page 160, about the famous "Milgram" experiment in behavioral research. Answer all three parts of the question.
------>Your papers are due.
------>Read Pojman, chapter 6, "Utilitarianism."
**Student presentations of movie reviews.
**As time permits: begin discussion of Utilitarian moral thinking.
**For next week, 10/24:
------>Read Pojman, Chapter 7, Ethics of Duty--Deontological Ethics.
------>Write:
------>------>You may have heard about this case: Read reflection question #6 on page 160, about the famous "Milgram" experiment in behavioral research. Answer all three parts of the question.
Wednesday, October 10, 2012
Class #7, 10/10/12
**Q & A on project/presentation due next week.
**Due tonight:
------>Read Pojman, chapter 5, "Religion and Ethics."
------>Writing: Think of this as a puzzle to solve:
------>------>Imagine that a mysterious, superior being appears to you and says, "I am God and I am good; therefore, obey my command--torture your mother." (Just for the sake of quieting the plausibility issue temporarily, feel free to refer to the Bible's Book of Genesis, Chapter 22, in which God very matter-of-factly tells the patriarch Abraham to kill his son as a sacrifice to God.) How would the proponent of the divine command theory deal with this sudden order from the deity? What would be some possible ways out of this dilemma that would not violate the intentionality of the DCT point of view?
**Discussion of the assignment question.
**Religion and Ethics:
**For next week:
------>Be prepared to turn in your movie paper, and to spend 10-15 minutes presenting a brief synopsis of your chosen story and what you thought the issues were.
------>Read Pojman, chapter 6, "Utilitarianism."
**Due tonight:
------>Read Pojman, chapter 5, "Religion and Ethics."
------>Writing: Think of this as a puzzle to solve:
------>------>Imagine that a mysterious, superior being appears to you and says, "I am God and I am good; therefore, obey my command--torture your mother." (Just for the sake of quieting the plausibility issue temporarily, feel free to refer to the Bible's Book of Genesis, Chapter 22, in which God very matter-of-factly tells the patriarch Abraham to kill his son as a sacrifice to God.) How would the proponent of the divine command theory deal with this sudden order from the deity? What would be some possible ways out of this dilemma that would not violate the intentionality of the DCT point of view?
**Discussion of the assignment question.
**Religion and Ethics:
**For next week:
------>Be prepared to turn in your movie paper, and to spend 10-15 minutes presenting a brief synopsis of your chosen story and what you thought the issues were.
------>Read Pojman, chapter 6, "Utilitarianism."
Wednesday, October 3, 2012
Class #6, 10/3/12
**First priority: Be ready to sign up for your choice of film paper/presentation. Come in prepared with a couple or three alternatives. Project will be due on the 17th.
**Due tonight:
------>Read Pojman, Chapter 4, "Ethical Objectivism"
------>Write a page: As best you can, make an effort to succinctly summarize the Natural Law position in morality. Discuss Pojman's assessment of the strengths and weaknesses of this position--do you agree/disagree?
**Ethical Objectivism:
**As time permits, survey some of the "classic dilemmas" from chapter 4.
------>Video/Exercise on "The tragedy of the Commons"
**For next week, Oct. 10:
------>Read Pojman, chapter 5, "Religion and Ethics."
------>Writing: Think of this as a puzzle to solve:
------>------>Imagine that a mysterious, superior being appears to you and says, "I am God and I am good; therefore, obey my command--torture your mother." (Just for the sake of quieting the plausibility issue temporarily, feel free to refer to the Bible's Book of Genesis, Chapter 22, in which God very matter-of-factly tells the patriarch Abraham to kill his son as a sacrifice to God.) How would the proponent of the divine command theory deal with this sudden order from the deity? What would be some possible ways out of this dilemma that would not violate the intentionality of the DCT point of view?
**Due tonight:
------>Read Pojman, Chapter 4, "Ethical Objectivism"
------>Write a page: As best you can, make an effort to succinctly summarize the Natural Law position in morality. Discuss Pojman's assessment of the strengths and weaknesses of this position--do you agree/disagree?
**Ethical Objectivism:
**As time permits, survey some of the "classic dilemmas" from chapter 4.
------>Video/Exercise on "The tragedy of the Commons"
**For next week, Oct. 10:
------>Read Pojman, chapter 5, "Religion and Ethics."
------>Writing: Think of this as a puzzle to solve:
------>------>Imagine that a mysterious, superior being appears to you and says, "I am God and I am good; therefore, obey my command--torture your mother." (Just for the sake of quieting the plausibility issue temporarily, feel free to refer to the Bible's Book of Genesis, Chapter 22, in which God very matter-of-factly tells the patriarch Abraham to kill his son as a sacrifice to God.) How would the proponent of the divine command theory deal with this sudden order from the deity? What would be some possible ways out of this dilemma that would not violate the intentionality of the DCT point of view?
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