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Essential Objectives

Course Syllabus


Revision Date: 17-Jan-24
 

Spring 2024 | PHI-1040-VO01 - Introduction to Ethics


Online Class

Online courses take place 100% online via Canvas, without required in-person or Zoom meetings.

Location: Online
Credits: 3 (45 hours)
Day/Times: Meets online
Semester Dates: 01-23-2024 to 05-06-2024
Last day to drop without a grade: 02-11-2024 - Refund Policy
Last day to withdraw (W grade): 03-24-2024 - Refund Policy
This course has started, please contact the offering academic center about registration

Faculty

Mercedes Pour-Previti
View Faculty Credentials
View Faculty Statement
Hiring Coordinator for this course: Collin Lee

General Education Requirements


This section meets the following CCV General Education Requirement(s) for the current catalog year:
VSCS Humanistic Perspectives
    Note
  1. Many degree programs have specific general education recommendations. In order to avoid taking unnecessary classes, please consult with additional resources like your program evaluation, your academic program catalog year page, and your academic advisor.
  2. Courses may only be used to meet one General Education Requirement.

Course Description

This course examines personal and professional issues from an ethical point of view, emphasizing how we decide what is right and wrong in our daily lives. Issues might include: civil rights, health care, political concerns, business decisions, war, and the environment.


Essential Objectives

1. Explain the basic concepts of classical and contemporary theories in ethics as they pertain to right and wrong, the individual and society, objectivity and subjectivity, happiness and suffering, free will, and fate.
2. Discuss the ideas of selected theorists, the methods they used to develop their ideas, and the cultural factors which influenced their theories.
3. Identify and describe the major influences in our society which shape our values.
4. Apply ethical theories of decision making and critical thinking skills to problems of social justice and propose just solutions.
5. Apply the basic concepts of classical and contemporary theories in ethics to the field of business and professional ethics.
6. Develop an ethical framework for defining and addressing issues in one's own life.
7. Describe his or her own decision-making process.


Required Technology

More information on general computer and internet recommendations is available on the CCV IT Support page. https://support.ccv.edu/general/computer-recommendations/

Please see CCV's Digital Equity Statement (pg. 45) to learn more about CCV's commitment to supporting all students access the technology they need to successfully finish their courses.


Required Textbooks and Resources


*** This is a no cost textbook or resource class. ***

This course only uses free Open Educational Resources (OER) and/or library materials. For details, see the Canvas Site for this class.


Methods

As an online class, we will obviously gather virtually - but a lot of the work you do will be almost physical. You will need to read materials carefully, view streamed lectures and videos critically and carefully, write academic essays and posts, and keep notes of all this activity so that you are ready to share your insights with your peers. My responsibilities also include posting the following: "terms" of week so we all learn to use and understand a new vocabulary of ethics, mini-video introductions of each week's topic, frequent and timely response to both your work in discussion forums and your written assignments, and honest and constructive feedback on your writing and ideas.

In order to explore this topic we must first agree that this course will be a bit different than other courses. The topic demands your participation and your contributions. For that reason, your “presence” in the discussion forum is paramount to your success in this course, and I will use your participation in the discussion board to log your attendance. The community you create will be the best place to wrestle with different ideas, learn to handle opposite viewpoints, and perhaps find new ways of looking at complex issues.

As this is in an online course, expect the amount of personal work to be serious, but not overwhelming. You will be reading and writing every week and should really work to stay current if not ahead of the reading in order to be successful. You have all assignments outlined or planned below so should be able to plan around any significant busy times in your own lives. As this is an online course I need to be rather firm with deadlines – for both your benefit and mine. Any late written work (essays/exams) is automatically graded a full point lower for every day it is late and will not be accepted a week past the due date. Discussions forums are only counted if posted within the week; participation outside of week is not graded. However, since we are all adults and realize that life does happen, know that if you do have a personal emergency you can always email me before the work is due.

In terms of the actual methods we will use to explore this topic, you can expect:

· Weekly microlectures which may or may not include a powerpoint.

· Assigned reading/viewings almost every week (which I expect you to keep notes on).

· Discussion forums weekly (except in major assignment weeks).

· Writing posts, one independent presentation, and a few short quizzes (outlined below).

· Regular visits and interaction with the course and your peers through Canvas. I do expect everyone to be on the site and active at least three times a week for a total minimum of three hours.

· Interaction with your instructor either by email, Canvas message, or phone as you feel is needed.

I do reserve the right to shift this syllabus slightly as the course progresses if our class situation warrants so.


Evaluation Criteria

Please know that this course runs Tuesday - Monday night. Work must be posted before 12 am on Tuesday to be considered submitted in the week prior. However, in the forum below take note of the due dates of original posts and responses.

In anticipation of internet/computer/access issues please have a backup plan. Know where you can access a computer and/or internet in your community and utilize multiple backup options. Your local CCV and libraries are great resources. Extensions for computer issues do not exist.

STATEMENT on Artificial Intelligence in this course:

Please know that the majority of your learning and development in this course will come from engaging with and reflecting on the course material. If you outsource that to AI - you simply will not gain as much understanding of the content. However, this course’s generative AI policy acknowledges technology, including generative AI, plays a supportive role in learning and feedback. During our class, we may use AI writing tools such as ChatGPT in certain specific cases. You will be informed as to when, where, and how these tools are permitted to be used, along with guidance for attribution. Any use outside of these specific cases constitutes a violation of CCV’s Academic Integrity Policy. If I notice work submitted that suggests you used AI without attribution, I will investigate that use, communicate with you, and grade accordingly.

35% Discussion Forum: Most weeks I will pose a question or questions on the week’s topic. In your response, I ask that you demonstrate that you have done the readings or the viewings, have thought critically about the issues at hand, and are attempting to share your experiences to further the group discussion. This is where I am looking for you to use the week's readings or viewings to inform your answers to posted questions or discussion topics. This forum is a bit more informal - though all writing should have a tone fitting for professional exchange (No "text-language" - though the occasional smiley face helps to alleviate any miscommunication in our online community). In order to earn full credit in this forum:

· the original post must be a minimum of a full paragraph piece 250-400 words

· you must have at least two responses to your peers which approach short paragraphs (simple affirmations will not earn full credit; you need to move the discussion forward.)

· you must use your peers' names when you respond to them

Discussions only count if posted within the week they are due. In order to receive full credit and allow time for your peers to comment, please post by Friday night.

25% Writing Posts (both public Forums and private Journals): Most weeks I ask you to post a more formal reflection on the week’s topic. This is writing you compose and then post for your peers to read (post forum) or post privately to the instructor (journal post) depending on the week's question and topic. I would expect these posts to be one-two short paragraphs (minimum of 300 words) and demonstrate both mastery and familiarity with topics, readings, and viewings from the weeks prior. This is where I will expect you to begin to synthesize your thoughts as we move through the course. There are no replies required for this forum (but they are always welcome). Posts only count if posted within the week they are due. In order to receive full credit please post by Sunday night.

Both forums will be graded according to this rubric as appropriate. This rubric is also in Canvas:

o 9-10 points -The original post was submitted on time and responses were completed within the week allowing enough time for others to reply. This discussion is a response to the questions posed by the instructor in each week's forum prompt and includes evidence that both shows all readings/viewing are complete and that supports ideas. Tone is respectful and professional. *This is a superior post - do not expect this level without giving each post real time*

o 7-8 points -The original post was submitted on time and responses were completed within the week allowing enough time for others to reply. This discussion post either responds to the questions posed by the instructor in each week's forum prompt or includes evidence that all readings/viewing are complete. Language and tone are serious but miss the level of attention for a 9/10; postings are shorter than optimal.

o 5-6 points -The original post is late or was submitted on time with responses completed within the week. This discussion post either responds to the questions posed by the instructor in each week's forum prompt or includes evidence that all readings/viewing are complete. However, attention to detail, tone, and original thoughts are satisfactory. Responses are little more than attempts to agree/disagree with substance or reasoning and proofs. All contributions are a bit shorter than what the topic deserves.

o 3-4 points -The original post is late or was submitted on time with less than required responses completed within the week. This discussion post fails to either respond to the questions posed by the instructor or include evidence that all readings/viewing are complete. There is an attempt to participate but little attention paid to composition or thought.

o 1 point -Nominal participation or inappropriate/disrespectful tone.

o 0 points -No participation or plagiarized language/material.

20% Presentation Project

This project is the vehicle through which you will demonstrate mastery of the themes and material from the semester. This, however, is an opportunity for you to explore some of these topics on your own and to apply them to a film or book of your choice. Ideally, this will be a project that is not only academically intriguing but also personally compelling. For this presentation you must:

o Choose a book or a film to read/view independently.

o Identify the ethical dilemma in the film, connect the film to two distinct themes or theories from this class.

o Submit the project on time to Canvas. Full rubric and description in canvas.

20% Reading Quizzes & Final Vocabulary and Application Exam

There will only be 2-3 short reading quizzes that will just confirm you have read and understood the material. The final exam will consist of a maximum of 20 multiple questions that will simply confirm that you understand and can apply the major themes and theories of the class.


Grading Criteria

CCV Letter Grades as outlined in the Evaluation System Policy are assigned according to the following chart:

 HighLow
A+10098
A Less than 9893
A-Less than 9390
B+Less than 9088
B Less than 8883
B-Less than 8380
C+Less than 8078
C Less than 7873
C-Less than 7370
D+Less than 7068
D Less than 6863
D-Less than 6360
FLess than 60 
P10060
NPLess than 600


Weekly Schedule


Week/ModuleTopic  Readings  Assignments
 

1

Why Study Ethics?

  

Classic Trolley Problem Resources

Chapters 1 & 2 in Taking Ethics Seriously (e-book from CCV Hartness Library)

  

Discussion: Introductions to Ethics and Self

Reading Quiz 1

 

2

Becoming a Philosopher

  

Plato "The Apology" excerpt 36a - 38b

Epistemology Explained

Book of Bad Arguments by Ali Almossawi https://bookofbadarguments.com/

View:

Overview of Ethical Theory

Overview of Philosophical Argument

  

Discussion: Socrates and Philosophy

Post: A Bad Argument in the Real World

 

3

The Consequences of Relativism

  

Merritt, J. (2016). Moral relativism is a thing of the past. The Atlantic.

Villareal, C. (2007). Cultural relativity: My world, your world, our world. A Review of General Semantics.

Dimkov, P. R., (2020). The Concept of Self in Eastern and Western Philosophy. Center for Open Access in Science, SERB5th International e-Conference on Studies in Humanities and Social Sciences http://centerprode.com/conferences/5IeCSHSS.html

View/Listen

Ethics Defined: Moral Relativity from McCombs School of Business

NPR: Cockfighting in Puerto Rico

  

Discussion: Where are the Limits of Relativity?

Post: Is Philosophy Itself Relative?

 

4

Divine Command Theory

  

“Divine Command Theory,” by Michael W. Austin, The Internet Encyclopedia of Philosophy, ISSN 2161-0002, https://iep.utm.edu/

Socrates & Euthyphro (excerpt)

Pat Robertson on gay marriage

View:

Crash Course: Divine Command Theory

  

Discussion: Reconciling Quotes about the Divine

 

5

Ethical Egoism

  

“Egoism,” by Alexander Moseley, The Internet Encyclopedia of Philosophy, ISSN 2161-0002, https://iep.utm.edu/

Selection from Leviathon, Thomas Hobbes, Chapter XIII

Overview of "The Fountainhead," from a letter by Ayn Rand to followers.

View:

Howard Roark's Courtroom Speech from "The Fountainhead" (1949 film)

  

Discussion: What Would an Egoist Do?

 

6

Deontology: Ethics is Doing One's Duty

  

Concise Introduction to Kantian Deontology

Overview of Deontology - The Ethics Centre

Kant "Metaphysics of Morals" - Selection

Whistle Blower case study - variety

Optional - Michael Sandel video lecture on Kant

  

Discussion: Duty...and Whistleblowers

Quiz: Deontology

 

7

Utilitarianism

  

Chapter 2 in Understanding Ethics (ebook)

Peter Singer video on Utility

JS Mill Utilitarianism - Chapter 2

Crash Course video - Utilitarianism

  

Discussion: The Hunt for a Utilitarian OR How Could it Go Wrong?

 

8

Virtue Ethics - A Character-Based Approach

  

Microlecture

Chapter 6 in Understanding Ethics (ebook)

Aristotle and Virtue Ethics Powerpoint

Ethics Defined: Virtue Ethics from McCombs School of Business

Jordan Peterson "Why Be Virtuous?"

Facilitating the development of moral insight in practice: teaching ethics and teaching virtue. Read for Discussion.

  

Discussion: Virtue Ethics and Character

Post: Virtue in Real Life

 

9

Rights - Are there Universal Rights?

  

Introduction to Rights Ethics - Markkula Center

Buchanan, A. E. (January 01, 1984). The right to a decent minimum of health care.Philosophy & Public Affairs,13,1, 55-78.

Austin, M. W. (2018). Rights, responsibilities, and guns. Psychology Today.

Universal Declaration of Human Rights - United Nations

Out World in Data: Human Rights.

  

Discussion: What Rights are Universal

Post: Connecting Locke

 

10

Independent Presentations

  

Multiple resources on expectations and technical guidance

  

Narrated video presentation.

Discussion: View and Review Peer Presentations

 

11

Applied Ethics: Virtual Worlds

  

"Internet Ethics" - Markkula Center

Excerpt from Standford on Online Ethics

"Teacher suspended after giving student a Twitter lesson" CNN.com

"Americans’ complicated feelings about social media in an era of privacy concerns" Pew Research Center.

"Digital Ethics Case Studies" from the Media Ethics Initiative atthe University of Texas at Austin.

  

Discussion: Ethics in Virtual Realms - New or Used?

 

12

Applies Ethics: Is Business an Ethical Realm?

  

"Business Ethics" Standford Encyclopedia of Philosophy

Sims, R. R., & Brinkmann, J. (2003). Enron Ethics (Or: Culture Matters More than Codes).Journal of Business Ethics,45(3), 243–256.

"Meet Me at Starbucks" Ethics Unwrapped

Volkswagon Scandal - various resources

  

Discussion: Present a Case Study

Quiz: Stanford Reading

 

13

Applied Ethics: Bioethics

  

"The Four Principles of Bioethics" from Beauchamp and Childress, "Principles Biomedical Ethics" OUP, 5th edition, 2001

Gibbs, N. (2015). "Why Bioethics Matters Today—A Journalist’s Perspective." The Hastings Center.

Gibbs, N. (2008). “Why Bioethics Matters Today—A Journalist’s Perspective,”in From Birth to Death and Bench to Clinic: The Hastings Center BioethicsBriefing Book for Journalists, Policymakers, and Campaigns, ed. MaryCrowley (Garrison, NY: The Hastings Center), xi-xii.

Various resources for Jahi McMath case study

  

Discussion: Principles in action - Jahi McMath

Post: Choose-your-own-adventure bioethics case study

 

14

Ethics during COVID-19

  

Contemporary resources on aspects of vaccine distribution, racial inequity in COVID, health care rationing, end-of-life care, mask-wearing, vaccine mandates, etc.

  

Discussion: Ethics during the pandemic (and links to earlier weeks)

 

15

Reflections and Final Exam

  

Mindset resources

  

Post: Reflections on Course and Mindset

Final Exam

 

Attendance Policy

Regular attendance and participation in classes are essential for success in and are completion requirements for courses at CCV. A student's failure to meet attendance requirements as specified in course descriptions will normally result in a non-satisfactory grade.

  • In general, missing more than 20% of a course due to absences, lateness or early departures may jeopardize a student's ability to earn a satisfactory final grade.
  • Attending an on-ground or synchronous course means a student appeared in the live classroom for at least a meaningful portion of a given class meeting. Attending an online course means a student posted a discussion forum response, completed a quiz or attempted some other academically required activity. Simply viewing a course item or module does not count as attendance.
  • Meeting the minimum attendance requirement for a course does not mean a student has satisfied the academic requirements for participation, which require students to go above and beyond simply attending a portion of the class. Faculty members will individually determine what constitutes participation in each course they teach and explain in their course descriptions how participation factors into a student's final grade.


Participation Expectations

In order to explore this topic, we must first agree that this course will be a bit different than other courses. The topic demands your participation and your contributions. For that reason, your “presence” on the different forums is paramount to your success in this course, and I will use your participation in the discussion board to log your attendance. Engaging with your peer and our topics in the forums is central to this course. That is where most students create meaningful connections to our course content.

Our weeks run from Tuesday to Monday night this semester. Any participation in a forum after Monday night does not count toward the previous week. Since this is an accelerated course, missing even one week has a significant impact on your grade.



Missing & Late Work Policy

You have all assignments outlined or planned below so should be able to plan around any significant busy times in your own lives. As this is an accelrated online course I need to be rather firm with deadlines – for both your benefit and mine. Any late work is automatically graded lower for every day it is late and will not be accepted a week past the due date. However, since we are all adults and realize that life does happen, know that if you do have a personal emergency you can always email me before the work is due. As a rule, late work is not graded without communication; there is no "extra credit" in this course as there are many ways to earn credit.


Accessibility Services for Students with Disabilities:


CCV strives to mitigate barriers to course access for students with documented disabilities. To request accommodations, please
  1. Provide disability documentation to the Accessibility Coordinator at your academic center. https://ccv.edu/discover-resources/students-with-disabilities/
  2. Request an appointment to meet with accessibility coordinator to discuss your request and create an accommodation plan.
  3. Once created, students will share the accommodation plan with faculty. Please note, faculty cannot make disability accommodations outside of this process.


Academic Integrity


CCV has a commitment to honesty and excellence in academic work and expects the same from all students. Academic dishonesty, or cheating, can occur whenever you present -as your own work- something that you did not do. You can also be guilty of cheating if you help someone else cheat. Being unaware of what constitutes academic dishonesty (such as knowing what plagiarism is) does not absolve a student of the responsibility to be honest in his/her academic work. Academic dishonesty is taken very seriously and may lead to dismissal from the College.