Contemporary Issues Ethical Issues (RS 361) ONLINE. SPRING 2014
Prof. Juan Herrero;
E-mail: professor361csun@hotmail.com and jherrero@csun.edu
Office hours: For communication in real time, please log in to MSN Messenger
(professor361csun@hotmail.com) M, TH 2-3 via MSN. I can also be contacted anytime
via e-mail, and you will receive my reply within 24 hours (sometimes within minutes).
Required books:
Daws, Gavan. Holy Man. Univ. of Hawaii Press
McKinnon, K. Only Words. Harvard U. Press.
Linzey, Andrew. Creatures of the Same God: Explorations in Animal Theology.
Lantern.
* * * All other assigned readings are provided for you in the corresponding weekly
modules on Moodle.
Requirements: Lecture-based quizzes – usually one per week; however, some weeks
you will have two or more quizzes, some covering lectures, others covering readings or
documentaries. The number of points for each quiz varies depending on the specific quiz
and topic, how much material it covers, etc. (check Moodle for additional information);
two comprehension/critical papers; three midterms, a forum participation assignment, and
one final project.
Quizzes and midterms are multiple-choice tests. When the time window opens for
you to write a paper, you will receive detailed instructions through Moodle by clicking on
the specific link for that paper. As far as the Forum participation is concerned, you will
be required to make a minimum of three contributions to at least two of the topic forums.
However, my expectation is that you will post more than three comments throughout the
semester. The comments that you post should reflect your educated opinion concerning
the topic you are writing about, not a prejudiced, uninformed opinion, or gut feeling
about the matter. Your posts may consist of your response to another student’s post, to a
comment you posted previously, or it may be your initial comment on a topic. Towards
the end of the semester, you will select, copy, and paste, three of your posts -the ones that
you think are more substantial and better done- and turn them in the form of a single
paper (always through Moodle). Your posts should be spread out throughout the
semester. As for as the final project, you will start reading for it from mid-semester on
(more information about it in Moodle).
Course description. In this class, we analyze a number of controversial moral issues
with an impact on public policy and personal and social behavior. We look at those issues
from a general, philosophical viewpoint, while paying special attention to a variety of
religious perspectives on them.
**** CHECK YOUR MOODLE PAGE OFTEN FOR DEADLINES,
ANNOUNCEMENTS, AND INSTRUCTIONS. CHECK YOUR SYLLABUS FOR
THE COMPLETE LIST OF REQUIRED READINGS DUE EACH WEEK****
Communicating via e-mail: When communicating with me via e-mail please do so to
jherrero@csun.edu or professor361csun@hotmail.com. Both addresses are linked.
MSN messenger. If you would like to communicate with me via messenger in real time,
please, open an MSN or Hotmail account, download MSN messenger, and add
professor361csun@hotmail.com to your MSN messenger account. You can also make an
appointment with me via Skype.
Course objectives. In this class, you will learn the fundamental principles and concepts
of ethical theory, as well as the patterns of ethical argumentation. You will also learn
about the interrelatedness of social, economic, philosophical, gender, religious and ethical
issues. The goal of this class is twofold. You will learn how to argue an ethical issue
generally speaking, and you will also become aware of what the facts and arguments are
surrounding the specific controversies we will be visiting in this class.
Grading criteria. Most tests are multiple choice. Thus, grading for those tests is strictly
“objective” and based on the answers you give. However, for your writing assignments,
which include papers, final project, and forum participation, grading is based on my
valuation not only of content but also structure, word choice, fluidity, completion, and
general understanding of the issues at hand. No partial grade is assigned for each of these
aspects. Rather, the grade is a global grade that reflects the overall quality of the essay by
taking all of those aspects into consideration, and in relations to the other essays in your
section.
Grade Distribution Scale.
90%-100%: A; 87-89%.99:% A-; 83%-86.99%: B+; 80%-82.99%: B;
77%-79.99%: B-; 70%-76.99%: C+; 65%-69.99%: C; 60%-64.99%: C55%-59.99%: D; 0-54%.99%: F
Percentage of the grade corresponding to quizzes, midterms, papers, final project and
forums:
Quizzes: 60.81%; Midterms: 22.43%; Papers: 9.10%; Final Project: 5.46%
Forum assignment: 2.18%
The specific point value of each quiz, writing assignment, etc. is given next to the name
of the assignment or test on your Moodle website..
REMEMBER: Your worst enemy when taking an online class is the feeling that you
will do the work “later.” DO NOT ALLOW WORK TO ACCUMULATE FROM
ONE WEEK TO THE NEXT. Once you allow that to happen on a regular basis,
you will be on your sure way to failing this class. The large amount of freedom,
flexibility, and time you gain with an online class needs to be compensated with an
equal amount of personal responsibility.
BLOCK 1
Week 1 (Jan. 20-24)
General introduction. Morality and the Law. Natural Law. Virtue and virtue ethics.
Ancient Greek and Judeo Christian views of virtue. Confucius, Mencius, Aristotle.
Value systems. Ethics and Aesthetics. Ancient Greek and Judeo-Christian perspectives.
Reading: Resistance to Civil Government; Antigone; UN Universal Declaration of
Human Rights.
Week 2 (Jan. 27-31)
Henry David Thoreau on morality and the law. Moral obligation. Moral agency. Human
nature, Natural Law and moral obligation.
Reading: Resistance to Civil Government. Martin Luther King “Letter from a
Birmingham Jail.”
BLOCK 2
Week 3 ( Feb. 3-7). Be on the alert for quiz # 1. Covers contents of weeks 1 and 2
Check specific dates and times on Moodle.
Ethics, religion, and the economy. Catholic and Protestant theologies.
Reading: Max Weber, The Protestant Ethic and the Spirit of Capitalism Part I. “Catholic
asceticism” (“The Imitation of Christ”).
Week 4 (Feb. 10-14). Be on the alert for quiz # 2. It covers the lecture contents of
week 3.
Ethics, religion, and the economy.
Reading: Max Weber, Part I.
BLOCK 3
Week 5 (Feb. 17-21). Be on the alert for quiz #3 . It covers the lectures of week 4 and
the readings for weeks 3 and 4. Check Moodle for specific dates and times. FIRST
PAPER, check Moodle for deadline. MIDTERM # 1: Check for specific dates and
times on Moodle. It covers all contents and readings of weeks 1-4.
Sexual ethics (1): Modernity and Postmodernity,
Reading: Only Words (skip the chapter on sexual racism, read the rest of the book).
Week 6 (Feb. 24-28) .
Sexual Ethics: (2) Radical Feminism and pornography.
Required reading: Finish reading Only Words; Recommended: “Feminists and
Philosophy”; “It Happened in Milwaukee”; “Pornography at CSUN”; “Women against
Sex”.
Week 7 (March 3-7).
Sexual ethics: Homosexuality.
Reading/Assignment: “Kinsey Data”; “Homosexuality in Other Cultures”; “Bisexuality
in the Ancient World”; “Men and Boys”; “University of Chicago Study” (1 and 2).
Watch documentary “Changing Our Minds: The Life and Work of Dr. Evelyn Hooker”
(link to documentary provided online).
BLOCK 4
Week 8 (March 10-14). SECOND PAPER Check Moodle for deadline.
The Just War Tradition and Military ethics. The military draft (conscription).
Reading:; “Draft Resistance”; “Fighting the Draft”; “On Not Prosecuting Civil
Disobedience”; “On the Draft”; “The Draft and Its Opposition”; “The Ultra Resistance”;
“Military Draft in Germany.” Recommended: “The Gates Commission. The
Conscription Tax”
Week 9 (March 17-21)
The Just War Tradition. Conscientious objection
Reading: “Morality and War”; “Just War Theory”; “What is a Just War?”; “A Call to
Holy War”; “Just War (Timmons).”
Continue reading Holy Man.
BLOCK 5
Week 10 (March 24-28). MIDTERM 2. Covers weeks 5, 6 and 7, 8, and 9, lectures
and readings. Check Moodle for specific dates and times
Death Penalty and Affirmative Action
Reading (many of the readings for this week consist of very short articles): “Death
Penalty 2009”; “Death Penalty3”; “Capital Punishment”; “Capital Punishment in
America”; “Death Penalty Background”; “Capital Punishment in China”; “More on
Capital Punishment”; “Virginian Nears Execution Despite Doubt”; “Death Penalty,
Timmons”; “Affirming Affirmative Action”; “Good Bye to Affirmative Action.”
Begin reading Daws (Holy Man
BLOCK 6
Week 11 (March 31-April 4)
Animal Rights.
Reading: Linzey, chapters -4; “Descartes: Animals Are Machines.”
Continue reading Holy Man.
Week 12 (April 7-11). SPRING BREAK
Week 13 (April 14-18)
Animal rights: Religious views.
Reading: Linzey, Chapters 6 and 7; “Jainism: Respect for Life”; “Animals and the
Bible”; “Albert Schweitzer: Animals and Religion.”
Week 14 (April 21-25).
Animal Experimentation.
Reading: “Animals and Us”; “Animal Liberation at Thirty”; “Animal Liberation 1973”;
“Animal Experimentation Database.” Watch documentary “Lethal Medicine” (link to
documentary provided online).
Finish Reading Holy Man.
BLOCK 7
Week 15 (April 28-May 2) MIDTERM 3: Blocks 5 and 6. SUBMIT FORUM
PARTICIPATION.
Hero Ethics.
Reading: Review Holy Man.
Preparation of Final Project on Damien of Molokai. Check Moodle for guidelines and
instructions.
Week 16 (May 6-9)
Quiz 10. Covers Holy Man and week 10 lecture.
Presentation of final projects.
RS Student Learning Outcomes
1) Students will be able to articulate, orally and in writing, the diversity and
distinctiveness of the moral values implicit in and the ethical arguments currently
employed within various religious and secular traditions.
2) Students will demonstrate an understanding of the influence of diverse religious and
secular traditions on moral attitudes and behaviors.
3) Students will be able to develop oral and written proposals for resolving current moral
dilemmas in society.
4) Students will be able to recognize and critically evaluate their own and others’
assumptions and biases as they play a role in - - and sometimes distort - - their thinking.
5) Students will demonstrate oral communication skills and mindful listening through
conversations in the classroom about the moral values and forms of ethical thinking of
fellow students.
This course is writing intensive—WI.
Goals:
Goal: Students will develop their abilities to express themselves and the knowledge they
have obtained through practicing various forms of writing within different disciplinary
contexts. Writing intensive courses will build upon the skills gained in the Analytical
Reading and Expository Writing section of Basic Skills. In each WI course students will
be required to complete writing assignments totaling a minimum of 2500 words.
Student Learning Outcomes
Students will:
1. Develop and clearly define their ideas through writing;
2. Ethically integrate sources of various kinds into their writing;
3. Compose texts through drafting, revising, and completing a finished product;
4. Express themselves through their writing by posing questions, making original
claims, and coherently structuring complex ideas;
5. Revise their writing for greater cogency and clarity;
6. Utilize adopted communication modes and documentation styles of specific
disciplines (MLA, APA, Chicago, CBE, etc) where appropriate
GE Student Learning Objectives for this class:
Goal: Students will understand the rich history and diversity of human knowledge,
discourse and achievements of their own and other cultures as they are expressed in the
arts, literatures, religions, and philosophy.
Student Learning Outcomes
Students will:
1. Explain and reflect critically upon the human search for meaning, values, discourse
and expression in one or more eras/stylistic periods or cultures;
2. Analyze, interpret, and reflect critically upon ideas of value, meaning, discourse
and expression from a variety of perspectives from the arts and/or humanities;
3. Produce work/works of art that communicate to a diverse audience through a
demonstrated understanding and fluency of expressive forms;
4. Demonstrate ability to engage and reflect upon their intellectual and creative
development within the arts and humanities;
5. Use appropriate critical vocabulary to describe and analyze works of artistic
expression, literature, philosophy, or religion and a comprehension of the
historical context within which a body of work was created or a tradition
emerged;
6. Describe and explain the historical and/or cultural context within which a body of
work was created or a tradition emerged.