Ethics 76-105
Dr. Alice Kyburg
Office: Polk 65
kyburg@uwosh.edu
Off.Hrs: M 8 – 9, W 8 – 8:30,
Off. Phone: 424-7310
W, 2:50 –
3:20, in Polk 65
Off. Cell Phone: 410-4577
This course addresses age-old questions in ethics: What makes something right or
wrong? Does morality vary from culture to culture? Is it just a matter of personal opinion
or is there an objective morality that applies to all people? Is it morally permissible to
consider your own interests or the interests of your loved ones as more valuable than
the interests of others? Why or why not? You will learn some of the different ways
philosophers have answered these questions. The course also addresses ethical
questions related to such topics as the treatment of animals, sex, bioethics, poverty and
the environment. Emphasis is placed on developing the skills required to evaluate
different moral points of view -- not on teaching you a particular point of view.
Ethics is part of the general education curriculum. As such, it is intended to expose the
student to a kind of critical thinking and inquiry that involves identifying the assumptions
and the logic of an argument, and carefully scrutinizing both. One aims to uncover weak
arguments, to rid oneself of the unwarranted beliefs they foster, and, if not to get a better
grip on the truth, at least to become less entrenched in falsehoods. The overall impact
of achieving these aims, as Socrates saw it 2400 years ago, was that one could live a
better, more content life. Because the philosophical way of studying requires that one
sees things from many different points of view, a benefit of philosophical inquiry is that
one gets better at understanding and articulating points of view that are not one’s own.
For this reason one may also become a better problem solver. By the end of this Ethics
course one should have an appreciation for the complexity of ethical issues and a basic
understanding of the tools philosophers use to analyze them: one will be able to identify
the moral framework on which a point of view is based, explore the logical implications of
a particular moral theory; and identify philosophical strengths and weaknesses of various
moral frameworks including one’s own.
Quizzes, Review Presentation, Documented Questions, and Final Presentation
(25%) This grade will be based on:
(1) Quizzes: There will be readings for most classes. Philosophy readings are difficult!
Expect, sometimes, to have to read an assignment two or three times before you reach
an understanding of the material. There will be 8 – 14 unannounced quizzes on the
reading assignments, and sometimes two quizzes over a two-hour class. You may use
any notes you take for the quizzes. You may not use textbooks, articles or anything on
your computer. If you have notes on your computer you should print them out before
class. Quizzes cannot be made up under ANY circumstances, including death in the
family or participation in sports events. To encourage attendance, a quiz missed due to
absence receives 0, but a blank page or a completely wrong answer turned in at quiz
time receives a 60. Students who leave class immediately after a quiz must first tell me
their names so that I may deduct 20 points from their quiz. The best grade one can
receive on a quiz is a 95 (since I do not expect or give credit for A+ answers before the
material has been taught). I shall drop your lowest two quiz grades so that you are not
penalized by sports events or by other events outside of your control that cause you to
miss class. If you have extenuating circumstances that force you to miss three or more
quizzes, please see me about arranging an alternative grading scheme.
(2) Review Presentation: Each student will participate in a review presentation (groups,
topics, and dates assigned at random). In 15-20 minutes each of groups 1 – 4 and 6 – 9
will re-teach an assigned topic and give a short self-graded quiz. The group will be
graded on the accuracy and quality of presentation, how well the group responds to
student questions, and the quality of the quiz. Groups 5, 10, and 11 will present two
opposed positions on a given topic in the format of a debate or play. Remember to
include the reasons for the positions and also the subtleties of the positions. Identify
where the opposing sides might agree as well as where they might disagree and why. If
you fail to participate in your assigned group, you will receive an F for your presentation.
(Counts as two quizzes.)
(3) Documented Questions: Each student is required to ask just two documented
questions during presentations by other groups, written and turned in to the professor at
the end of the class in which each question was asked. (Counts as one quiz.)
(4) Final Presentation: Each student will participate in an in-class group project that
will take place over two classes toward the end of the semester. Each group will modify
one or more theories we have studied to arrive at an improved moral theory. They will
present this theory to the class, illustrate it by applying it to a current moral issue not
covered in class, and identify a strength and a weakness of the theory. (Counts as two
quizzes.)
Two Exams (75%) OR Two Exams and One Paper (75%) Your two exams will require
mastery of the theories to a degree that you can apply them to topics not discussed in
class. They will also require critical reasoning skills, which you will improve through
careful attention to lectures, class participation and attentive reading. Note that rote
memorization will not be enough to earn you a passing grade.
You have the option to write a 3-page paper to be counted as a third exam. That is, if
you select the writing option 75% of your final grade will be determined by averaging
three grades: Exam 1, Exam 2, and your paper. Your paper topic will be based on a
reading on sustainability assigned to everyone in Week 7. The paper will require that
you evaluate some aspect of the reading from the perspective of your favorite moral
theory. To do this you should: 1. Summarize the aspect of the paper that you would like
to address, 2. Briefly present the moral theory you will use in your evaluation of the
paper. 3. Present what you think would be the strongest argument one could make
against the position of this part of the paper using the moral theory you’ve selected. 4.
Present what you think would be the strongest response by the author to (3). 5.
Evaluate the debate. If you are arguing against the paper present why you think the
author’s response falls short. If you are arguing in favor of the author’s position then
explain why the critique expressed in 3 falls short. Perhaps say what the reply of the
author would again be.
Extra Credit: The only form of extra credit offered in this class is through class
participation. The most extra credit you can get is enough to raise your final grade in
borderline cases. A good strategy for all students is to attend class regularly and to
participate in discussions.
Grading Scale:
93 – 100 A; 90-92 A-; 87-89 B+; 83 – 86 B; 80-82 B-; 77-79 C+; 73-76 C; 70-72 C-; 6769 D+; 63-66 D; 60-62 D-; below 60 F
Readings:
(1) The Moral of the Story, by Nina Rosenstand (6th Edition)
(2) E-Reserve Readings on the UWO library website:
www.uwosh.edu, click on “library”, then on “e-reserves”.
The course will proceed as follows, with additional details given as we go along.
Week 1:
W: Review of Syllabus; Plato’s Republic, pp. 198 – 202;
F: Ch. 4 Myself or Others; Pojman Altruism and Egoism (EReserve);
Week 2:
M: Ch. 3: Role of Convention in Morality;
W: Pojman’s Soft Universalism (E-Reserve); Important In-Class
Logic Lesson;
F: Ch. 5 Using Your Reason, Part 1;
Week 3:
M: Review Ch. 5; John Stuart Mill: Utilitarianism (Excerpt in back of
Ch. 5);
W: World Poverty: Singer, “Famine, Affluence and Morality” (EReserve); Hardin, “Lifeboat Ethics” (E-Reserve);
F: Presentations: Group.1: Plato’s Republic – Glaucon’s position
& Plato’s counter-argument; Group. 2: Ethical Egoism (from
textbook) & Pojmam’s arguments against it.
Week 4:
M: Presentations: Group 3: Ethical Relativism and arguments
against it; Group 4: Utilitarianism and arguments against it and
Mill’s Higher Pleasures; Group 5: Singer vs. Hardin
W: **EXAM 1** September 23th
F: Rachels on Kant [E-Reserve];
Week 5:
M: Ch. 6 Using Your Reason, Part 2;
W: Kant, “On the Place of Sex in Human Existence” (E-Reserve)
Role of Religion in Morality: Divine Command Theory (EReserve);
F: Natural Law Theory (E-Reserve);
Week 6:
M: Singer, “Animal Liberation: All Animals are Equal” (EReserve); Pollan, “An Animal’s Place” (E-Reserve);
W: Putnam on Cloning [E-Reserve]; Harris on Cloning [EReserve]; Also for homework due W: find and print out one
online add by a person selling her service as an egg donor;
Presentations: Group 6: Kant’s CI (1st version, including
problems with Kant), Group 7: Kant’s CI (2nd version,
including Kant views on lying, sex, and marriage)
F: Presentations: Group 8: DCT; Group 9: NLT; Group 10:
Singer vs. Pollan; Group 11: Harris vs. Putnam;
Week 7:
M: Paper on Sustainability; Develop an improved moral theory (in
groups).
W: Develop an improved moral theory (in groups).
F: Present your moral theories. Include a strength and
a weakness. Illustrate it by applying it to a current moral issue.
M: ** EXAM 2 ** October 26th
*The professor reserves the right to adjust the syllabus to better match the natural pace
of the class as we go along.