PHI 2604: Critical Thinking and Ethics
Professor Allen L. McPhee
Office: M315 / (305) 237-2636 / amcphee@mdc.edu
Faculty Webpage: http://faculty.mdc.edu/amcphee
Course Description: This course develops skills in Critical Thinking by examining various
topics in ethics. Students will study methods of effective reasoning, develop techniques for
writing argumentative essays, critically examine the nature of morality, and reflect upon their
values and ethical standards. Students will also critically examine several contemporary ethical
issues such as cultural relativism, affirmative action, euthanasia, workplace ethics and current
topics of interest.
Prerequisites and Co-requisites: ENC 1101
3 Credits
Targeted Learning Outcomes:
Competency 1:
The Student will demonstrate an understanding of the principles of critical
thinking by:
a. Defining key vocabulary terms relating to critical thinking.
b. Identifying the structure of arguments.
c. Applying various logical techniques to evaluate ethical issues such as
those found in professional ethics, medical ethics, or environmental ethics.
d. Identifying various examples of logical fallacies.
Competency 2:
The Student will demonstrate an understanding of ethics by:
a. Defining key vocabulary terms relating to ethics.
b. Identifying and explaining issues in meta-ethics such as objectivism,
relativism or skepticism.
c. Identifying and explaining issues in normative ethics such as
Kantianism, utilitarianism, or hedonism.
d. Identifying and explaining issues in applied ethics such as the various
positions on abortion, affirmative action, or animal rights.
d. Describing their values and ethical standards regarding personal, civic
and social responsibility.
e. Describing different theoretical frameworks for resolving ethical
dilemmas.
Competency 3:
The Student will apply critical thinking to the study of ethics by:
a. Examining and evaluating arguments for and against various ethical
issues that arise in society, such as those found in professional ethics,
medical ethics, or environmental ethics.
b. Examining and evaluating the arguments for and against the positions and
theories discussed.
c. Applying their values and ethical standards to the issues discussed and
defending these views with arguments.
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Resources
Textbook:
A Rulebook for Arguments, by Anthony Weston, 3rd ed.
The Elements of Moral Philosophy, by James Rachels, Fifth Edition
Schedule
Week 1
Introduction to Critical Thinking, Basic Structure and Rules of Argumentation;
Weston, pgs xi-xiv and 1-9
Week 2
Inductive Arguments/ Arguments by Examples; Arguments by Analogy;
Weston, pgs 10-23
Week 3
Arguments by Authority; Deductive Arguments; Weston, pgs 24-31; 40-52
Week 4
Argument Fallacies; Review for Test #1. Date of test will be announced in class.
Test #1
“Principles of Critical Thinking”--- This test evaluates students for Competency
as listed above. It is a critical thinking multiple choice exam that evaluates grasp
of critical thinking vocabulary, the ability to identity basic argument structure, the
ability to determine the validity of basic inductive and deductive arguments, and
the ability to identify examples of logical fallacies. Scranton’s are needed for test.
Week 5
Composing and Argumentative Essay; Weston, pgs 59-70
Week 6
Issues in Meta-Ethics: Defining Morality; Cultural Relativism; Rachels, pgs 1-32
Week 7
Issues in Meta-Ethics: Ethical Subjectivism; Ethics and Religion; Rachels,
Pgs 35-67
Week 8
Normative Ethics: Ethical Egoism; Rachels, pgs 68-88
Week 9
Capitalism and Workplace Ethics, (First topic on which students may write an
argumentative essay for the course.)
Week 10
Normative Ethics: Utilitarianism; Rachel, pgs 89-116
Week 11
A Modern Case of Euthanasia, Affirmative Action, or Abortion Rights (Students
may make recommendations of current cases that they would like to analyze.
Second topic on which student may write argumentative essay.)
Test #2
“Issues in Meta-Ethics and Normative Ethics I” --- This assesses students for
Competency 2 as noted above. It requires that students demonstrate their
understanding of issues in meta-ethics, general knowledge of ethical egoism, and
general knowledge of Utilitarianism. This test may consist of multiple choices,
true-false, and/or short answer questions.
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Week 12
Test #2, “Developing the Argumentative Essay” --- Questions and Answers on
writing a good essay. Essay Drafts maybe submitted at this time for review,
comments, and grade assessment.
Week 13
Normative Ethics: Immanuel Kant and the Categorical Imperative; Rachels, pgs
117-140
Week 14
Feminism and the Ethics of Care: Rachels, pgs 160-172
Week 14
Students submit final draft of Argumentative Essay
Week 15
Normative Ethics: Virtue Ethics, Rachels, pgs 173-190
Weeks 16
“Identifying a Useful Theory of Morality”
Rachels, 191-203
Finals Week: Test #3 “Issues in Meta-Ethics and Normative Ethics II” --- This assesses students
for Competency 2 as noted above. It requires that students demonstrate their
understanding of issues in meta-ethics, general knowledge of Kant’s Moral
Theory, and general knowledge of Virtue Ethics, general knowledge of the Ethics
of Care. This test may consist of multiple choices, true-false, and/or short answer
questions. This last examination is not a cumulative examination.
Course Grades
Test 1: “Principles of Critical Thinking”--------------------------------120pts
Test 2: “Issues in Meta-Ethics and Normative Ethics I” --------------100pts
Test 3: “Issues in Meta-Ethics and Normative Ethics II” -------------100pts
Test 4: Argumentative Essay ---------------------------------------------120pts
440 to 393.8
393 to 349.8
349 to 305.8
305 to 261.8
261 and less
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B
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D
F
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Class Conduct
A.
Attendance – students are expected to attend all class sessions and are
responsible for all in class material provide during lecture.
1. Students with two weeks of unexcused absences, before the college’s official
instructor drop date, will be dropped from this course without deliberation. It
is the student’s responsibility to inform the instructor of any mitigating
circumstance that should be considered before he or she is dropped.
2. Students may not bring children to class.
B.
Tardiness – Coming to class late is disruptive to the class and suggests a lack of
concern for the educational process. Regular tardiness is unacceptable.
C.
Early Departures – Packing your bags before lecture is complete is disruptive to
the class. Students who are caught initiating an early departure will be verbally
reprimanded.
D.
Behavior – Philosophy is a subject for ladies and gentlemen as such students are
expected to conduct themselves accordingly. Rude and disruptive behaviors will
not be tolerated and include the following:
1. Chatting with other students while the professor is lecturing
2. Using a loud and rude tone to address others
3. Using profanity at any time within the classroom
4. Refusing to provide your full name when asked
5. Refusing to be silent when asked
6. Wearing headphones in the classroom
7. Sleeping (you maybe asked to leave the classroom)
8. Refusing to leave the classroom when asked
9. Using cell phones in class at any time
10. Speaking/ Whispering while taking a test
11. Using a different language while in the classroom
12. Coming to take a test without a Scantron or pencil
E.
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Seating is a privilege, not a right. Students may sit wherever they like unless
otherwise directed by the instructor. The instructor may change a student’s seat at
will if it the change is perceived as being in the best interest of the class. On
testing days, students should always expect their seats to be assigned.
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