Introduction to Philosophy: Elementary Ethics

Course Number:

PHL 202

Transcript Title:

Introduction to Philosophy: Elementary Ethics

Created:

Aug 15, 2022

Updated:

Jul 17, 2023

Total Credits:

4

Lecture Hours:

40

Lecture / Lab Hours:

0

Lab Hours:

0

Satisfies Cultural Literacy requirement:

No

Satisfies General Education requirement:

Yes

Grading Options

A-F, P/NP, Audit

Default Grading Options

A-F

Repeats available for credit:

0

Alignment with Institutional Learning Outcomes

Major

1. Communicate effectively using appropriate reading, writing, listening, and speaking skills. (Communication)

Major

2. Creatively solve problems by using relevant methods of research, personal reflection, reasoning, and evaluation of information. (Critical thinking and Problem-Solving)

Not Addressed

3. Extract, interpret, evaluate, communicate, and apply quantitative information and methods to solve problems, evaluate claims, and support decisions in their academic, professional and private lives. (Quantitative Literacy)

Major

4. Use an understanding of cultural differences to constructively address issues that arise in the workplace and community. (Cultural Awareness)

Major

5. Recognize the consequences of human activity upon our social and natural world. (Community and Environmental Responsibility)

To establish an intentional learning environment, Institutional Learning Outcomes (ILOs) require a clear definition of instructional strategies, evidence of recurrent instruction, and employment of several assessment modes.

Major Designation

1. The outcome is addressed recurrently in the curriculum, regularly enough to establish a thorough understanding.
2. Students can demonstrate and are assessed on a thorough understanding of the outcome.
   • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Minor Designation

1. The outcome is addressed adequately in the curriculum, establishing fundamental understanding.
2. Students can demonstrate and are assessed on a fundamental understanding of the outcome.
   • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Suggested Outcome Assessment Strategies

The determination of assessment strategies is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: writings (journals, self-reflections, pre writing exercises, essays), quizzes, tests, midterm and final exams, group projects, presentations (in person, videos, etc), self-assessments, experimentations, lab reports, peer critiques, responses (to texts, podcasts, videos, films, etc), student generated questions, Escape Room, interviews, and/or portfolios.

Department suggestions:

1. Formative assessment essays demonstrating accurate understanding of assigned reading.
2. Weekly collaborative learning activities that entail the development of critical thinking skills by surfacing questions and reactions to the text.
3. Journal writing in response to prompts designed to produce personal reflection and application of morals to everyday life.
4. Reflection paper on a movie or book whose character(s) embodies one of the issues covered in class.
5. Brief Summative assessment: Final exam

Course Activities and Design

The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.

Course Content

Themes, Concepts, Issues

The three main fields of ethics, meta-ethics, normative ethics and applied ethics are vast, complex and span centuries of thinking. An instructor can survey all three fields with an extremely light overview or focus on one field with its sub-categories.   For example, virtue ethics is currently one of three major approaches in normative ethics. Its focus on moral character can be contrasted to the approach which emphasizes duties or rules (deontology) or that which emphasizes the consequences of actions (consequentialism). An instructor can provide a comprehensive survey of historically significant philosophers who have written on morals and ethics (including, but not limited to Socrates, Plato, Aristotle, Epicurus, Spinoza, Hume, Kant, Mill, and Nietzsche).  A third is a thematic approach where there is a topical review of issues like biomedical, business, political and social. Any and all of these thematic and conceptual approaches are capable of being connected to course outcomes and should be selected based on the instructor’s expertise and preference. A sample of standard ethical dilemmas include but are not exhausted by the following topics:

1. Key Debates in Ethics
2. Natural Law
3. Utilitarianism
4. Kantian Ethics
5. Christian Ethics
6. Abortion
7. Euthanasia
8. Genetic Engineering
9. Just War Ethics
10. Meta-ethics
11. Freewill and Determinism
12. The Nature and Role of Conscience
13. Virtue Ethics
14. Environmental and Business Ethics
15. Sexual Ethics

Competencies and Skills

Students will learn to:

1. Comprehend philosophical writings dealing with morality.
2. Paraphrase, illustrate, and explain ideas contained in philosophical writings dealing with morality.
3. Critique and challenge philosophical ideas dealing with morality.