ETHICAL INQUIRY INTO
CONTEMPORARY SOCIETAL ISSUES
Guidelines for Ethical Inquiry Project
HUMANISTIC STUDIES 2LS/3LS
Rev 12/15/04
Humanistic Studies 2LS Course
Information
TABLE OF CONTENTS
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ABOUT THE COURSE
Course Description
Goals
Tips for Success
Attendance
The Reading and Writing Center
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GUIDELINES FOR THE EIP
EIP Controversy
Controversy Selection
Specific Criteria for your EIP Controversy
How to Choose a Controversy
Expanding your Ideas
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WRITING THE PAPERS
Writing Paper 1- The Introduction
Writing Paper 2- Presentation of Arguments
Writing Paper 3- Conclusions and Solutions
Works Cited- Bibliographic and Internet References
Using the Internet
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APPENDIX
Planning Your EIP Papers
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Humanistic Studies 2LS/3LS
ABOUT THIS COURSE:
Course Description
Humanistic Studies 2LS/3LS: An Ethical Inquiry into Contemporary Societal Issues is
unlike most of the classes you've taken at Los Medanos College. As opposed to courses
that teach you a lot of CONTENT, this class is designed to teach you the Ethical Inquiry
METHOD. This method is something you can apply for the rest of your life as you are
faced with ethical dilemmas that deal with questions of "right" and "wrong":
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Should you let your friend know his/her spouse is cheating?
Is it time to put Grandma into a nursing home?
Should big box stores like WalMart be allowed in Contra Costa County?
Should public schools teach evolution?
Is it fair to charge community college students who already have bachelor's
degrees $50 a unit?
Because this course focuses on teaching a method, you'll find that different 2LS/3LS
teachers will cover different topics, although they'll ALL be using these topics to teach
the Ethical Inquiry Method. Most of the topics we're teaching are complex and
interdisciplinary. This means that you'll use the knowledge and skills you've learned in
all your college classes in Humanistic Studies 2LS/3LS. We highly recommend that you
take this course after a full year of General Education classes. Having a little history,
psychology, sociology, science, philosophy, math, and especially critical thinking will
help you enormously in this class.
Because of this advanced level, many students find Humanistic Studies 2LS/3LS one of
the most rewarding and challenging classes at Los Medanos College. You will be forced
to grapple with complicated issues and confront the limits of your own knowledge and
perceptions. The "backbone" of the course is the Ethical Inquiry Project project (EIP)
which is a 20-page research paper your professor will guide you through as the semester
continues. Because of this intensive writing project, we also strongly recommend that
you take this course after you've completed English 10LS, and even better, after English
21LS.
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The Goals of This Course
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To provide an interdisciplinary study of selected societal issues.
To develop skills, knowledge, and attitudes necessary to promote self-directed and
continued learning.
To investigate the assumptions and foundations beneath one's own and society's
values.
To search out the value components and ethical consequences in societal issues and
their possible solutions.
To develop students' critical thinking and research skills
Tips For Success
This course requires a great deal of background information. To get this information:
1) Take this as your last course
2) Read a daily newspaper
3) Watch a daily news report
4) Use the Reading and Writing center
Attendance
Because this class focuses on a METHOD it is crucial that you attend class. Bottom
line, if you miss class it will be difficult to learn the method by only reading the text.
Regular attendance and being on time are essential for success in this course. Classroom
discussion, lecture, explanation, and exercises constitute a very important part of the
class.
The Reading And Writing Center
Consultants for EIP papers are provided by the Reading and Writing Center. This is a
quality service in high demand, so make sure you make appointments in advance. Their
comments may require substantial rewrites. Make sure to allow time to revise your
papers. The Reading and Writing Center, located in LRC 1, provides individual
consultation to students and staff on reading and writing assignments across the
curriculum. Students are encouraged to work with a faculty consultant to learn skills and
strategies for using reading and writing as a means of effective communication in all their
courses.
Scheduled appointments are encouraged but drop-ins are welcome. Sit in a cozy chair
and read while you wait! (925) 439-2181 ext 3176.
Remember to bring your syllabus or assignment sheet to your appointment so the
consultant will know what you are working on.
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GUIDELINES FOR THE ETHICAL INQUIRY PROJECT PROJECT:
The Ethical Inquiry Project project (EIP) is a 20-page research paper, written in
installments, that serves as the foundation of Humanistic Studies 2LS/3LS. Your
professor will help you choose your own ethical question to investigate and then guide
you through the papers. Once you've completed the last paper, you will have applied the
Ethical Inquiry method in its entirety to a real controversial issue.
Here's a summary of how each paper will be focused:
EIP I is a clear description of the controversy, and a personal reflection on your own
values and biases in relation to this issue.
EIP II is an objective presentation of the arguments, and a summative commentary on
those arguments.
EIP III is an ethical analysis of all sides' positions which culminates in a presentation of
and argument justifying your own solution.
The EIP project is worth the majority of your grade in this course and is a truly unique
assignment. While the training in your other GE courses, especially your Critical
Thinking courses, will help you with this project, you'll find that the EIP assignment is
very different from many of your past assignments. The rest of this guide gives you
detailed instructions and assistance; please read it thoroughly and ask your professor lots
of questions!
EIP Controversy
Critical and ethical thinking skills are modeled during class instruction. Controversial
issues dealt with in class focus on two topics - the natural environment and social
inequality. Environmental controversies tend to deal with environmental degradation, the
loss of vital material resources, and the burden of government regulation. The
environment section weighs the balance between the environmental health of the planet
and global economic growth. The section on social inequality examines claims that
particular groups in society are not being treated fairly: they are denied freedoms and/or
resources they require to realize their human potential. Gays demand the right to marry,
for example; urban minorities demand increased school funding. The term social
inequality implies a national commitment to improving the welfare of all its citizens. But
what are the rights and responsibilities of both individuals and government in achieving
this end? The answer to this question bears weight in shaping public policy.
Controversy Selection
The topic for your Self-Directed Study (EIP) paper must be controversial. It should
involve ethical issues of right and wrong. Pick a controversy you are interested in, but
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not so passionate about that you would find it difficult to be objective. While personal
interest is a strong factor in making this choice, you should choose topics that you are
able to objectively review from all sides. Choosing an appropriate topic is a critical part
of the project. It must be framed as an ethical question usually beginning with a
"should". Please remember to obtain the instructor's approval of your topic at an early
stage before you start writing. Since all three papers will focus on a single topic, it's
important to define your topic properly. All three papers follow the method of ethical
inquiry; each paper should emphasize a different approach to the problem as defined
below.
Specific Criteria for your EIP Controversy:
The controversy, which you select for your EIP project, must:
1. Have at least two opposing sides; in other words, be controversial.
2. Deal with the ethical issues.
3. Be sure it's not a factual question. "How much do we spend every year on aid to
dependent children?" is not an ethical question. It's one of the facts you need to
research in order to explore a deeper ethical question.
4. Avoid "loaded language." Be sure it's not a rhetorical question, or one which
already implies the answer, such as, "When are we going to stop wasting
taxpayer's money on welfare cheats?"
5. You controversy is a question, phrased neutrally, that poses an ethical dilemma,
that is, something that involves right versus wrong.
Examples:
Examples of appropriate controversies for your EIP project are:
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Should U.S. corporations transport toxic wastes to poor nations, or to poor areas,
such as Native American reservations, for disposal?
Should health insurance and other benefits be available to unmarried
"domestic partners"?
Should the U.S. continue to apply sanctions against nations with
documented human rights violations?
Should the laws against clitorectomy be expanded?
Should breed specific dog legislation be allowed?
How to choose a Controversy
Newspapers, television, radio and talk shows are good sources for controversies. As you
look over these ask yourself if these issues could affect your life or that of your family.
Try to pick a controversy you truly wish to understand. Try to present the controversy as
it is currently being discussed in the public realm.
If you are having trouble choosing a controversy ask yourself the following questions:
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1. Am I currently involved in a volunteer organization that advocates a certain
viewpoints, (ex. MADD, DARE, PAL)? Many of these orgs are dealing with
controversial issues now.
2. Am I or someone I know affected by social issues such as: alcohol or drug use/abuse,
child abuse; toxic waste; hate crimes; sexual harassment?
3. Am I simply curious about a current controversial issue?
Expanding your Ideas:
Once you choose a controversy you should be aware of the amount of source material. In
some cases numerous arguments can be found for one side only. You will need to
investigate the availability of information before you start writing.
Internet sources are excellent for getting the most current information on a controversy;
however, books are more useful in understanding the history, development and/or
evolution of this problem. Furthermore, book, articles and journals are the most useful in
providing concepts, theoretical models and classifications that can save time and work in
organizing arguments.
In addition, you will be asked to reflect on your own experiences, background, and the
values that inform your perspective.
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WRITING THE PAPERS:
Some overall comments:
The EIP Project is meant to help you acquire research, critical thinking, and ethical
reasoning skills, and to apply them to controversial subjects. As an ethical inquiry
course, Humanistic Studies 2LS/3LS requires students to not only study social problems,
but also think deeply and with conviction about possible solutions. Though, ultimately
your personal opinion matters, it carries little persuasive power unless it is supported by
informed arguments, and subjected to critical analysis. EIP papers, each with their own
particular objectives, are designed to guide you successfully from a mere untutored
opinion to a fact-based, ethically grounded solution.
The first step in EIP 1 is to define the problem clearly and to recognize biases. The 2nd
paper, EIP II, requires you to present arguments fairly for each side of the controversy.
The 3rd paper, EIP III, requires you to formulate a solution or policy as well as its
theoretical justification. It is hoped that at the end of this process you will have acquired
the knowledge and skills that will assist you in future positions of leadership that await
your future.
Format: All of your EIP papers should have a title page, be double spaced, use a font no
smaller than 12, have a works cited page (bibliography), and be 6-8 pages in length.
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For EIP 1 you will need 5 sources, 3 of which must be published.
For EIP 2 you will need 10 sources, the 5 you cited in EIP 1 plus 5 more.
For EIP 3 You will not need any additional sources.
At least five sources for EIP 1 and EIP 2, and more likely up to ten sources, are necessary
to present the balanced and fair-minded evaluation necessary to earn a good grade.
Sources must come from different media; e.g., magazines and newspapers, books,
interviews and Internet research.
WRITING PAPER 1-THE INTRODUCTION:
EIP 1 is divided into two parts. It is very important to keep these two parts separate. The
first part is an objective presentation of the controversy. By controversy we mean how it
appears as a public concern, not necessarily as it appears in your own mind. The second
part of EIP 1 is a subjective reflection on your thoughts and feelings regarding this issue;
in short an investigation of your biases and how their life experiences that shaped them
(family, heroes, church, or traumatic experiences).
This paper provides an introduction to the issue you have chosen. It states clearly why
this is a controversial issue. It analyzes the values, rules, beliefs or guidelines used to
take a position on this issue. It articulates as least two positions that can be taken on the
issue. In this paper you will need to:
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Define the controversy
Explain why you chose this issue
Articulate your history and viewpoint with the issue
Explain your own biases
Name the key players involved and briefly give their viewpoints
Conclude with a summary and state your future direction for EIP 2
Part I
Objective (1 - 3 pages)
1. Describe the controversy clearly; provide enough information so that the reader
will know what this issue is essentially about.
a. It should include:
1) A definition of key concepts (ex. If the issue is clitorectemy, what
is clitorectomy).
2) A brief history of the controversy.
3) Identify the key players and their viewpoints.
a. Save details of the arguments for and against for EIP 2.
b. Key players refer to individuals and organizations that speak out
on this issue. (Ex., ACLU that defends the rights of minorities to
have computerized voting; Rush Limbaugh who argues on talk
radio for cutting taxes.
Part II
Subjective (3-5 pages) In this section you will write in the first person (EX., I think, I
feel, etc.) and explain the following.
1. What is your relationship to this controversy? What and how did you come to
know about it?
a. Did you hear about it through radio, TV, or newspapers.
b. Have you been involved in organizations such as the Sierra Club, or the
NRA, that are linked to this controversy?
c. Are you the member of a group: welfare mother, SUV driver, pittbull
owner; that is affected by this problem?
2. Reflections on your beliefs and values.
a. What beliefs and values support your views of this problem? How did you
acquire these beliefs and values? You may discover that your feelings about the
controversy in question are in conflict. Values that we hold dear are not always in
accord. Explain how your values come into conflict with regard to this issue.
b. In order to answer this question you should examine:
1. The beliefs and values that your parents held and tried to pass on to you
2. The influences of your religion, the media, your subculture, and your
significant relationships.
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3. Did you uncritically accept these beliefs and values? Were you
rebellious? Did you question authority?
In order to overcome your personal biases you must first be able to recognize them.
However, to assert the rightness of your views is not the same as recognizing bias. To
recognize bias is to take a third person view of you.
WRITING PAPER 2-PRESENTATION OF ARGUMENTS:
You will extract from all the information you have gathered, the best arguments that each
side gives to support its position, and the best reasons, including numerical data,
historical facts, anecdotal evidence, scientific findings, and logical reasoning, for
supporting said arguments. It is not your job to provide justifications for these
arguments. Your job is to represent as accurately as possible the justifications the
opposing parties offer for their arguments. (For example, Muslim clerics who oppose the
establishment of Christian missions in the Middle East often compare this incursion to
the Crusades in the Middle Ages. If so, explain how these Muslim clerics' version of
history supports their argument. Include only those historical details that serve the
argument. In other words, do not write a history of the Crusades. You should instead
present that version of history that is shared by Muslim clerics themselves, those
historical events they point to to support their arguments.
This paper should be written in the third person (him/her, they), in a standard research
style.
Suggested format for Paper 2
There are two possible ways of organizing these arguments:
Option I
1. Claims of Supporting Side
a. Argument I - Support/Evidence
b. Argument II – Support/Evidence
c. Etc. (continued argument)
2. Claims of Opposing Side
a. Argument I - Support/Evidence
b. Argument II – Support/Evidence
c. Etc. (continued argument)
Option II
Point/Counterpoint
1. The main advantage to option one is that it is easier to keep the paper on track.
However, because many arguments are technically counterarguments, the second option
of point/counterpoint may flow more naturally because it allows you to stay on topic.
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You will find in the articles you research that when arguments are presented they often
are immediately followed by rebuttals from the other side. While option II is more
common because it is more appealing, you may find it difficult to keep stay on track. In
this case, it may be better to have a strict separation of the two sides as in option 1.
2. Commentary - this paper should conclude with your assessment, or critical
commentary (your take or reaction) to these arguments and evidence that you have just
presented. How would you characterize the arguments given by both sides? Do they
tend to emphasize individual responsibilities as opposed to social obligations? Do they
contain moralistic overtones? Are they politically inspired? Are they motivated by
profit, economic gain? Your own judgment is relevant to the solutions you will be
considering in your EIP III.
WRITING PAPER 3-CONCLUSIONS AND SOLUTIONS:
Suggested format for Paper 3
In paper 3 you will offer an ethical analysis and a solution to the problem you have been
researching. At the close of the paper, you will briefly reflect on the process you have
been engaged in from EIP I through EIP III.
1. Frame the problem. What do you believe is the most important thing to know in order
to solve this problem? Here you are taking a stand and setting up your solution with a
brief discussion of the values and priorities which you believe any solution would have to
take into account. For example, in addressing the wage disparity that exists between men
and women, one might consider that the most important thing to know in order to solve
this problem is that the number of households headed by women continues to increase.
Another example: one might consider that terrorism and national security are the most
important considerations in deciding whether racial profiling is justified. Your
assignment of priority and the reasoning behind it is the logical foundation of your
solution. In this section you should defend what you think is important or essential about
the facts that you have garnered in your research. In other words, justify your own claims
regarding what is important
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The Solution:
In presenting your solution you will encounter the following options:
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You agree with a solution by one of the parties to the argument.
You mix parts of various proposed solutions to create your own solution.
You come up with a whole new way of solving the problem.
What are the strengths and weaknesses of this solution?
1. Is it practical? Is it effective?
2. What does the solution cost? Consider economic, social, political and human
costs associated with your solution.
3. Does your solution create as well as resolve problems? Remember no solution is
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perfect. A solution thoroughly presented is forthcoming about possible
downsides.
4. Anticipate criticism.
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Ethics:
Is it fair because it upholds a cherished ideal? Because it fulfills an important social
obligations? Because the consequences are favorable? How is the greater good
served by your solution?
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Conclusion: Self-reflections
How has your thinking about this problem changed? Has your position changed?
Refer back to EIP I and compare it to your present view. What influenced you the
most as you researched this issue?
Works Cited-Bibliographic And Internet References
You should exercise care in selecting your sources. You need to present a balanced
range of sources (not just those from only one side of your question). You should
try for sources that present their information in a fair-minded way. If your sources
have obvious biases, you need to keep that in mind when evaluating the accuracy of
the information you obtain. Sources should be up-to-date and current -- you must use the
most recent sources available.
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For EIP 1 you will need 5 sources.
For EIP 2 you will need 10 sources (5 from EIP 1 and 5 additional sources).
For EIP 3 You are not required to have any additional sources.
At least five sources for both EIP 1 and EIP 2, and more likely up to ten sources
for each paper, are necessary to present the balanced and fair-minded evaluation
necessary to earn a good grade. Sources must come from different media; e.g., magazines
and newspapers, books, interviews and Internet research.
There are many sources of information available to you. You can find materials in the
Learning Resource Center, and the Contra Costa County Library, for example. You
should rely most of all on information in current newspapers and periodicals and on
articles in scholarly journals. You may also find appropriate information on videos/TV,
or in interviews with experts or involved citizens. Be careful not to base your entire
paper on things from TV. Similarly, you might illustrate your point with anecdotal
stories and testimony ("I had a neighbor who worked in welfare. And he said . . . ")
However, it is important to exercise caution in using such limited material. You will
need to evaluate the potential bias, values, and perspective of the person telling the story,
as well as to verify independently the factual accuracy of the story. The difficulty in
verifying accuracy limits the usefulness of such stories in a research project. Finally,
there may be basic facts and background information which you find in an encyclopedia;
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(you should not, however, base the majority of your paper on material from
encyclopedias. Encyclopedias are the least desirable source).
Be sure to keep track of the sources of your information as you are doing research.
Adequate documentation of the material you use in your paper is required for a
good grade. If you use a quotation or state a statistic, you must give a source. Papers
that are inadequately documented are not acceptable. Your paper must include a Works
Cited Page.
Either the MLA or the APA style is acceptable.
Another important resource is the EBSCO database available in the LRC. You could
initially search this electronic database to help you locate important sources. Ask the
librarian for assistance in using this important resource.
Using the Internet
The Internet is a great source of ideas and information. It is important to use it in the
beginning of your research to get an idea of the range of information about your topic.
Try looking for Internet addresses on your topic that have "edu." or "gov." in the address
(the universal resource locator). Remember that you are looking for qualified and
knowledgeable sources. In general, "chat lines" do not fit these criteria unless they are
designed by universities or educational organizations. These "chat lines" are often
limited to subscribers who pay to belong to these sources.
When documenting Internet sources, follow MLA or APA format:
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Site address
Title of material
Person or organization as author
Date of material was accessed
All of your sources must be given in a format that enables the reader to document your
research. Readers must have enough information to find the source themselves.
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APPENDIX A
PLANNING
Planning the study is a big and important part of the study. Time spent in planning pays
off in clarity of objectives, workability of the research plan, and in the quality of the
product or process. The following questions are intended to direct your attention to key
elements of planning. Think each question through and respond on a separate sheet of
paper in writing.
What are your strengths in learning and research skills?
What learning and/or research skills do you want to develop?
What is the tentative topic of interest for your EIP and why did you become interested in
this topic? How strongly interested are you in this topic? What resources will be
necessary to you to do the EIP? Have you done a preliminary survey to see if necessary
resources are available?
APPENDIX A WORKSHEET
NAME:
INSTRUCTOR:
COURSE SECTION:
DAY:
TIME:
SELF-DIRECTED STUDY: ETHICAL QUESTION:
OBJECTIVES: WHAT DO YOU HOPE TO ACCOMPLISH?
RESEARCH: LIST THREE SPECIFIC RESOURCES FOR YOUR PROJECT IN
CORRECT BIBLIOGRAPHIC FORMAT:
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