ࡱ> sur@ j-bjbjצצ 1f>>>>FB L  ////L0 FD0000(0111!;#;#;#;7Z;@zF$=IRKXF 4114T5DF>>00F7775">R00!;7 4!;777["I800 ཿ/5F988,F0FA8K6KI8 >>>>K2I81v72T72D2;111FF &*7 &* Ethics PHIL 181 Spring, 2006  Instructor: Office: Office Phone: E-Mail: Office Hours: SUMMARY  Short Description: This course is a general introduction to ethics or moral philosophy. Outcome Statement: Students will be able to demonstrate understanding of criteria for chosing between conflicting ethical theories, moral disagreement, the justification of moral judgments, and the application of ethical standards to practical decision-making and ethical questions that arise in everyday life. THIS COURSE AND THE UNIVERSITY CORE CURRICULUM t Knowledge Area(s) satisfied:Philosophical Knowledge, EthicsSkill(s) Developed:Critical Thinking Skills and Dispositions, Ethical Awareness and Decision-MakingValues Requirement(s) satisfied:None CORE LEARNING OBJECTIVES  First Knowledge Area (Philosophical Knowledge): Students will be expected to: (a) fairly and critically assess various moral theories and the arguments given for and against them (b) identify and assess the presuppositions of ethical judgments and theories (c) be able to provided reasoned arguments the ethical judgments they endorse (d) be able to apply ethical theories to practical issues. Second Knowledge Area (Ethics): Students will be able to: (a) Recognize the need for ethical judgment (b) Distinguish alternative courses of action (c) Articulate the relevant ethical values, principles, rights, and virtues from the point of view of each person involved (d) Formulate and support an ethical judgment (e) Compare, contrast, and evaluate ethical theories. Note: The course's focus on the the analysis and assessment of ethical theories requires that student engage extensively in rigorous ethical reflection. Students will learn to apply ethical principles to practical cases of decision-making. Ethical theories will, in part, be tested and assessed by their implications for practical decision-making. The discussion of a number ethical questions and theories will deepen students' awareness of sensativity to the many ethical issues that arise in their lives. The forgoing features of the course insure that the the course will satisfy competencies (a) and (e). The requirement that students apply theories to cases and defend their ethical judgments about practical ethical questions insures that the course will achieve outcomes (b)-(d). Skills (Critical Thinking Skills and Dispositions): Students will be able to (a) read and interpret philosophical texts, and demonstrate their comprehension by their ability to explain them when asked to do so, in examinations, essays, or other formats (b) analyze relationships among concepts and claims made in these texts (or among ideas and positions developed in class) and distinguish among even subtly differing philosophical positions (c) evaluate the strengths and weaknesses among the varying points of view they encounter. It is of the essence of philosophical inquiry, of course, that such diversity of viewpoints be developed within the context of every philosophy course and be presented to students precisely as a means of enhancing their ability to make such evaluations (d) not only grasp the concepts, positions and arguments of the viewpoints they encounter, but to develop their own points of view (e) examine both their own philosophical positions and those of others with balance and a critical eye, weighing reasons for and against, examining them and defending them with their own arguments (f) examine not only the arguments they put forward in this way, but also be aware of the motivation behind those arguments through critical self-reflection. Skills (Ethical Awareness and Decision-Making):  The Skills and Outcomes associate with Ethical Awareness and Decision-Making are the same as those listed above in the Ethics Knowledge Area. PROCEDURES  Full Course Description: This course is a general introduction to ethics or moral philosophy. The course examines both ethical norms for conduct (e.g., theories of right and wrong action, theories of justice, and theories of human rights) and ethical norms for judging the goodness or badness of persons and their lives. The course examines alternative theories value and morality. Special attention will be given to criteria for chosing between conflicting ethical theories, moral disagreement, the justification of moral judgments, and the application of ethical standards to practical decision-making and ethical questions that arise in everyday life. Required and Recommended Readings:  Course Requirements:  Grading Policy:  Attendance Policy:  Statement on Plagiarism:  Plagiarism on the part of a student in academic work or dishonest examination behavior will result minimally in the instructor assigning the grade of "F" for the assignment or examination. In addition, all instances of academic dishonesty must be reported to the chairperson of the department involved. The chairperson may constitute a hearing board to consider the imposition of sanctions in addition to those imposed by the instructor, including a recommendation of expulsion, depending upon the seriousness of the misconduct. Special Needs: Any student needing a special accommodation in this course due to a documented disability is asked to bring this to the attention of the instructor at the beginning of the semester so that needs can be appropriately addressed. Course Schedule:  Date Topic Readings Due Dates This template is ONLY for this course. Dont use it for any other course since the first part (about the Core Curriculum requirements) is different for each core course and of course doesnt apply to non-core courses at all. The following Short Description and Outcome Statement are taken from the Core Curriculum guidelines and should not be changed. For details go to  HYPERLINK "http://www.luc.edu/core/philosophicalcourses.shtml" http://www.luc.edu/core/philosophicalcourses.shtml and scroll down.  The following box is taken from the Core Curriculum guidelines and should not be changed.  The following objectives unpack the Outcome Statement given at the beginning of this page. You do not need to list all of these objectives nor do you need to use this exact wording. But you must select some of these objectives and explain them in a way that is consistent with the text shown here, which is taken from the Core Curriculum guidelines. As with the Philosophical Knowledge Area objectives (previous section) you may revise the wording of this and the following sections. However, you must select at least some of the categories shown here.  See previous comment.  See previous comment.  From this point on the syllabus corresponds to what the Core Curriculum guidelines call Learning Activities. The subheadings and other layout features are optional, but you should cover in one way or another the points shown here, not only because your students have a right to this information but also because doing so will make your own life much easier.  This description is taken from the Core Curriculum Model Syllabus for this course. You should replace it with your own text, making sure that it's consistent with the general ideas shown here.  You need not give full bibliographical information about books that are available in the bookstore unless you expect students to order some books online. Indicate if you plan to use a Blackboard web site. Here you should specify things like term papers, midterms, or oral presentations. Be sure that these and other course requirements are linked clearly in your own mind to the outcome statement and learning objectives you have specified in the first part of this syllabus. This will make grading much easier for you.  Your tests and other evaluative procedures must include assessment of the objectives you have specified above for the core headings of Knowledge Area, Skills, and (where applicable) Values. The more precise you can be on this matter the better, especially when you are explaining to students why they received a certain grade. You should also indicate here or elsewhere how the final grade is determined (final exam is 60%, etc.) Note that you are subject to legitimate complaints if you change your grading system after the course begins.  Many teachers require attendance. If you do so, be sure to link attendance very explicitly to a Participation component that counts toward the final grade.  This sample statement is taken from the university web site on Academic Integrity (http://www.luc.edu/academics/catalog/undergrad/reg_academicintegrity.shtml), which also has other important information you might want to incorporate into your syllabus. Citing this statement is only one of many ways to anticipate plagiarism problems, but be sure to declare some policy so that students caught cheating cannot say they weren't warned.  You are required by law (and human decency) to accommodate individuals whose disabilities are documented in the Learning Assistance Center. Many universities require every syllabus to contain a statement such as the one shown here. You may want to refer disabled students to  HYPERLINK "http://www.luc.edu/depts/lac/disabilities" http://www.luc.edu/depts/lac/disabilities  Many teachers circulate their course calendars separately from the syllabus. 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