Syllabus-PHI1010-F-O-Ethics-Spring 2018

LABOURE COLLEGE

Leo R. Thibault, Instructor - leo_thibault@laboure.edu

Office Telephone: (617.322.3559) - Office: The Center (adjacent to Student Lounge)

Office Hours: Available before and after class

Class Meetings: “Fridays”-Fridays will ordinarily be the day to view new class items.

                           Assignments are due by 11:55pm on the day assignments are due.

Jan.: 12^th, 19^th & 26^th

Feb.: 2^nd, 9^th & 16^th; (23^rd-No Class)

March: 2^nd, 9^th, 16^th-Last Day to Drop Class, & 23^rd; (30^th-No Class)

April 6th & (13th-Last Day of Class)

 

Dates to Consider:

Receipt of Mid Term Essay: Friday, February 16^th

Mid-term Essay Due: Friday, March 2^nd

Receipt of Final Essay: Sunday, April 1st

Last Day to Drop Classes: Friday, March 16^th

Final Essay Due: Saturday, April 21st

 

I.   COURSE OVERVIEW:

PHI 1010-F-O-Ethics-e Credits---

Ethics examines the nature and purpose of humanity related to the Judeo-Christian norm of morality and compares this norm with various other ethical systems.  Responsibility, law, faith, and the development of conscience will be studied as factors determining as the morality of human acts.  Applications will be made to some issues in medical Ethics, but will in large measure extend to social Ethics as well.

In this course, we will examine the nature and purpose of humanity, as it relates to the Judeo Christian norm of morality and compare this norm with various other ethical systems. Responsibility, law, religious tradition, and the development of conscience will be studied as factors determining the morality of human acts. Reflection on ethical theories will also focus on the teachings of the Roman Catholic Church. Applications will be made only in part to issues in medical Ethics extending to social Ethics as well.  This course is structured to help students develop the ability to recognize, an, and appreciate the major developments of ethical theory in Western civilization.  This course will also emphasize critical thinking skills.  By the end of this course, students will be able to comprehend and describe various philosophical theories, both religious and secular concerning ethical issues  

 II.  LEARNING OUTCOMES:

 Upon successful completion of this course, students ought to be able to:

1. Describe, compare and contrast various religious and secular philosophical theories.
2. Explain the processes and responsibilities related to human choice for an individual and society.
3. Analyze pertinent issues and current approaches within the field of medical ethics.
4. Evaluate how moral principles in philosophy, religion, and contemporary culture influence our decision-making ability.
5. Apply the skills of effective critical thinking by the successful completion of written assignments, class participation, presentations and examinations.

            

The Educated Person---

The College is committed to graduating an educated person. The educated graduate of Labouré College possesses the basis for life-long learning and civic engagement and is prepared to deliver patient-centered care as a member of an interdisciplinary team.

To this end, the General Education courses promote learning in broad areas of human knowledge leading to an understanding of historical, social, mathematical, philosophical, and scientific phenomena as well as ethical perspectives. The professionally oriented courses promote learning that emphasizes evidence-based practice, including the latest research and clinical expertise of practitioners, quality improvement approaches, and the use of information technology.

Liberal education concepts and theories found in General Education courses, along with professionally oriented courses in a student’s major, support and facilitate the development of skills necessary for student to function competently in life and work. These skills include information literacy, critical and creative thinking, oral, written, and interpersonal communication, and team building.

Information literacy, research and writing skills are INTRODUCED & REINFORCED through:

Weekly class lectures

Research and related writing initiatives 

Class discussions of concepts & language pertinent to course content

Assigned readings (textbook & supplemental articles)

Video and Pod Cast presentations

e-Learning Forums Discussion Posts

e-Learning Study Group Discussion Posts

  Critical thinking skills are INTRODUCED & REINFORCED through:

 

• Essays (TBA)
• Research
• Writing Assignments
• Mid Term Assessment
• Study Group Presentation
• Semester Assessment
• Video Analysis
• Individual & Class Wide On-line Study Group Discussion & Forum Engagements

 

III. TEXTS AND REQUIRED RESOURCES:

 

Ethics: Theory and Practice, 11th Edition.

Jacques R. Thiroux and Keith W. Krasemann

ISBN-13: 978-0-205-05314-8

Publisher: Pearson

Published: 2012

Catechism Roman Cath. Church (on-line) - Articles and Additional Text Resources Provided

 IV. CLASS FORMAT:

Class meetings will be conducted in an “On-line” format.  NO seated in-classroom classes are required.  Assigned text / article readings, PodCast and video will be available through e-Learning via the my.laboure.edu portal.  Progress in understanding class material will be assessed by graded written assignments and Study Group Project and Research Assignments. Calculation of your Semester grade will be based upon the College’s Numerical Scale (Grading Policy & Practices) and unexcused absences.  Writing Assignment Instructions, discussions, Final Essays, Study Group Project Parameters and reading resources are posted in the “Forums” and / or “Coursework” tabs within e-Learning.

 V.  ACADEMIC HONESTY [Academic Misconduct (Labouré Catalog, p. 27):

Academic integrity is the hallmark of Labouré College. Academic honesty is expected of all students, who have to complete their own work and submit or present their own original work unless specifically directed otherwise by the professor. Academic dishonesty constitutes academic misconduct, which includes the following:

       ⦁  Acts of cheating, fabrication, plagiarism, or assisting another in the commission of such acts; and

       ⦁  Any acts of misconduct occurring at a clinical facility during the clinical education component of any course.

• Allegations of academic misconduct will be reported to the Vice President of Academic Affairs, who will review them

VI.     DROPPING THE COURSE:

In order to drop a course, you have more to do than to stop attending class or to inform your professor.  In accordance with Labouré College policy, you have to drop a course, in person or in writing at the One-Stop Service Desk during the published adjustment period.  Please discuss with your Instructor and/or an Academic Advisor if you are thinking of dropping this course.  Last Day to Withdraw: Friday, March 16^th.

VII.    OTHER IMPORTANT INFORMATION: 

(Please refer to the College Catalog/Handbook for information on all academic policies):

Center for Student Success and Teaching Excellence (CSSTE)---

The Center for Student Success and Teaching Excellence (CSSTE) is a comprehensive program designed to enrich the learning opportunities through resources available to all students at Labouré College.  Modeled on best practices for excellence in teaching and learning, the CSSTE provides students with opportunities to extend and to deepen their classroom learning experiences by participating in academic advising, academic coaching (focused on learning strategies), academic tutoring (focused on course content), basic skill strengthening (e.g., focused on Mathematics, Writing, or Critical Reading), career counseling, and/or short-term personal counseling.  The CSSTE also offers specialized assistance to students with learning differences, including advocacy, learning strategies, and, when appropriate, reasonable accommodations such as extended time on exams, note-taking assistance, enlarged print, preferential seating, and support in accessing digital audio texts, readers, scribes, and/or assistive technologies. Located adjacent to the student lounge, the CSSTE strives to be a warm and welcoming community of learners dedicated to fostering student growth and success.

VIII.    LEARNING DIFFERENCES--- 

Labouré College is committed to extending reasonable and appropriate accommodations to students whose learning differences are consistent with standards described in the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973. To be eligible, students seeking accommodations will provide documentation from a licensed medical or mental health professional that describes a legally recognized learning difference and that indicates the accommodations necessary to assure equal access to the College’s programs and services.  This documentation should be submitted to the Learning Differences Specialist at least two weeks prior to the implementation of accommodations.

IX:       ATTENDANCE---

The classroom (virtual and face-to-face) is the heart of the educational experience at Labouré College because it provides a formal setting for the important exchanges among faculty members and students. Regular and punctual attendance at all classes (virtual and face-to-face), essential for maximum academic achievement, is a major responsibility of Labouré College students. Absence affects the contributions one can make to the classroom environment, and absence significantly and demonstrably reduces the quality of the educational experience for everyone in the classroom. As a result, absence almost always impacts the quality of performance. Punctual attendance at all classes, conferences, and clinical field experiences is expected of all students. Each professor provides guidelines on attendance, evaluation, and course requirements at the beginning of each semester or module.  Students who have not attended three consecutive class meetings (unless excused by a professor due to an extenuating circumstance) are withdrawn administratively from the class). 

The College will give special assistance with make-up work to students who have short periods (three class hours) of absenteeism because of illness and/or emergency situations. Extended periods of absenteeism may mean an adjustment of courses and/or entire program. Such absences may require withdrawal for the current semester and registration at a later date.

NOTE: Attendance for each class presumes completion of EACH portion of EACH assignment(s) assigned for EACH week of class.  Attendance for each class day is consistent with the DUE DATE of EACH assignment(s) assigned for each week of the Semester.

 X.      GRADING AND COURSE REQUIREMENTS:

Progress in understanding class material will be assessed by graded writing assignments and over-all class engagement.  Calculation of your semester score will be based up the College’s Numerical Scale (Grading Policy & Practices) and unexcused absences. 

           Graded Assessment Criteria: Class Engagement to include---

 (1)  Classroom Engagement / Attendance - e-Learning Forums - Study Group

 (2)  Weekly Reading / Viewing / PodCast & Written Assessments

 (3)  Study Group Project

 (4)  Mid-term Essay

 (5)  Final Essays

Class Engagement—

Engaged Attendance-   =  5%

Forum Posts                =  50% (5% per Post)

Mid-term Essay            = 10%

Study Group Project     =  15%

Final Essays                 =  20%

Grading System, Quality Points, and GPA, Grade   Quality             Grade

            Points               Equivalencies A          4.0                   100-93

A-         3.7                   92-90

B+        3.3                   89-87

B          3.0                   86-83

B-         2.7                   82-80

C+        2.3                  79-77

C          2.0                  76-73

C-        1.7                   72-70

D+       1.3                   69-67

D         1.0                   66-63

D-        0.7                  62-60

F          0                     59 or below

W         Withdrawn: no grade

WP       Withdrawn: passing

WF       Withdrawn: failing

I          Incomplete

         

XI.:      COURSE CONTENT:

PHI-1010-F-O-Ethics

MODULE ONE---

Introduction:  ETHICS IN RELATION TO SELF, THE ENVIRONMENT & TECHNOLOGY

What is Philosophy? - What is Morality/Ethics? - Defining Ethics of Technology & Environmental Ethics

 

CLASS CONTENT:    Syllabus / Course Overview - Dimensions of Philosophy

                               Overview of Ethical Starting Points---Why Be Moral from a Relational

                               point of View? 

                               Development of Ethical Theory (Timeline) - Types of Justice

                               Virtue Ethics (Aristotle)

                               Stages of Moral Development - Lawrence Kohlberg / Carol Gillian

                               Ethics of Technology relative to:

                               Nano. Tech. - Robotics & Social Media

                               Back to Nature-Eastern/Western Notions of Nature and Spirit-Ecology

                               Environmental Ethics relative to:

                               Food - Manufacturing & Economy

CLASS VIEWING:      Professional Choices: Ethics at Work ---

                                  Relating ethically within professional engagements

READING:                          

(Chp. 1) Thiroux, pp.1-11; 21-25

(Chp. 2) Thiroux, pp. 41 (“Care Ethics”) to 42; p. 44 (VI)

(Chp. 4) Thiroux, pp. 61-63 (Up to “Confucian Moral Self-Cultivation”); pp. 68-75

(Chp. 5) Thiroux, pp. 71-88.

(Chp. 15) Thiroux pp. 322-330 (Up to “Affirmative Action & Reverse Discrimination”); pp. 335-341 (1^st Paragraph Inclusive); p. 344 (“Case 9”) - p. 345 (I-V Inclusive); (VIII-X Inclusive)

(Chp. 16) Thiroux, pp. 351-61 including “Wholism”); p. 372 (I-VII-Inclusive)

Shannon, pp. 13-24 (“Technology, Nature and Responsibility”) - Hand-out for Text

Shannon, pp. 28-34 (“Ethical Issues and Theories”) - Hand-out for Text

Shannon, pp. 302-311 (“The Whole Earth Ethic”) - Hand-out for Text

Supplemental Articles - Web Links – PodCasts

 

MODULE TWO ---

Introduction:  ETHICS IN RELATION TO THE FAITH, OTHERS & ECONOMY

What is Faith, Religion & Spirituality? - Why is Religion a Moral Determinate? How & Why is Religion a Societal Influencer? Why is Economy Raised to the Moral Level?

 CLASS CONTENT:

                                      Ethics in relation to God-Faith Experience

                                      Religious Beliefs-Judeo Christian Tradition

                                      Divine Command Theory (St. Augustine)

                                      Natural Law Theory (St. Thomas Aquinas)                                        

                                      Religious / Secular Humanist Philosophy

                                      Psychological Egoism & Ethical Egoism (Ayn Rand)

                                      Social Justice & Equality - Moral Rights & Responsibilities

                                      Social Contract Theory (John Rawls & Robert Nozick)

                                      Causality (Aristotle)

CLASS VIEWING:              “Living with Dying” - Bill Moyers / PBS

                                            Hospice Care / End of Life Care

 

READING:

(Chp. 1) Thiroux, pp. 12-21 (1^st Paragraph Inclusive)

(Chp. 2) Thiroux, pp. 31-37 (Up to “Conclusion”- Inclusive); p. 43 (III)

(Chp. 3) Thiroux,p. 49 (“Divine Command Theory”)

(Chp. 4) Thiroux, pp.63-67 (“Confucian Moral Self-Cultivation”)

(Chp. 6) Thiroux, pp. 92-93 (Up to “Scientific Determinism”)

(Chp. 7) Thiroux, pp. 106-12 (to “Other Criteria”) & pp.114-16

(from “J. Rawls…” to & including “Advantages & Disadvantages of…”) & pp.128-133 (Up to VI)

(Chp. 15) Thiroux, pp. 330-332 (Affirmative Action & Reverse Discrimination)

(Chp. 2) Mauk: pp. 21-37 (Key Points Inclusive) - (Hand-out for Text)

Supplemental Articles - Web Links – PodCasts

    

MODULE THREE---

Introduction:  ETHICS IN RELATION TO HEALTH CARE (Patient & Practitioner) and Society

Rights & responsibilities of patients and health care providers.  Health Care, a privilege or a right? 

Behavioral Health; denied & forgotten?  Co-relatives between Behavioral Health and safer environments.

CLASS CONTENT :   Ethical Theories---

Utilitarianism--(Consequentialist / Nonconsequntialist Theories) - Teleological - Jeremy Bentham

                                   Deontological - Immanuel Kant

                                   Social Contract Theory - John Rawls / Robert Nozick

                                    Types of Rights / Liberty-Welfare-Equality & Human Rights

CLASS VIEWING:     “Living with Dying”-Bill Moyers/PBS- Hospice Care/End of Life Care

READING:                            

(Chp. 2) Thiroux, pp. 37 (“Utilitarianism”) to p. 41 (Up to “Care Ethics”); p. 43 (IV-V)

(Chp. 3) Thiroux, pp. 46-53 (Up to “The Reversibility Criterion”); p. 54 (“Ross Prima Facie Duties”) - 58

(Chp. 14) Thiroux, pp. 295-307 (Up to “Human Experimentation”); p. 314-318 (Up to IV; VI Up to “B”)

Shannon: pp. 39-59 (“Common Terms Used in Bioethics”) - Hand-out for Text

(Chp. 17) Mauk:  pp. 289-301 (Key Points Inclusive) (Hand-out for Text)

_________________________

****Group Project-Class Presentations: Friday, April 13

        Final Essay Due: Thursday, April 19^th

            ^{Study Self-Directed Research Paper-Advanced Directives Due: Thursday, April 19th}