LABOURE COLLEGE
PHI 1011-A - ETHICS - WRITING INTENSIVE - FALL SEMESTER 2016
Office Telephone: 617.322.3559)
Office: The Center (adjacent to Student Lounge)
Office Hours: Available before and after class
Class Meetings: Thursdays
5:15pm - 8:45pm *** Rm. #: C-208
Sept. 8, 15, 22 & 29
Oct. 3, 6, 13, 20 & 27
Nov. 3, 10, (14-Last Day to Drop Class) & 17, (24-No Class)
Dec. 1 & (8-Last Class Day)
Dates to Consider:
Receipt of Mid Term Essay: Monday, Oct. 13
Mid-term Essay Due: Thur., Nov. 4
Last Day to Drop Classes: Monday, Nov. 14
Receipt of Final Essay Question One, Two & Three: Thursday, Nov. 17
Study Group Project-Class Presentations: Thursday, Dec. 8
Final Essays Due via e-Mail: Thursday, Dec. 15
- COURSE OVERVIEW:
PHI 1011-Ethics-Writing Intensive:
4 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 principally to issues in medical Ethics, but will 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
- LEARNING OUTCOMES:
Upon successful completion of this course, students ought to be able to:
- Describe, compare and contrast various religious and secular philosophical theories.
- Explain the processes and responsibilities related to human choice for an individual and society.
- Analyze pertinent issues and current approaches within the field of medical ethics.
- Evaluate how moral principles in philosophy, religion, and contemporary culture influence our decision-making ability.
- 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
and:
A Pocket Style Manual (Ed. 7)
by Hacker, Dinana, Sommers, Nancy
- CLASS FORMAT:
Class meetings will be conducted in a traditional in-classroom format. 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.
- 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.
- 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, during the published adjustment period. If you are thinking of dropping this course, please discuss with me and your academic advisor. Please see the Academic Calendar in the College Catalog for the dates of the adjustment period so that you will know will know last day to drop a class.
VII. 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.
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.
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.
VIII. 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
IX: COURSE CONTENT:
PHI-1011-A-Ethics / Writing Intensive-FALL 2016
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 (1st 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
Intensive Writing Assignments---
Written Product 1: “Philosophically Speaking” --- Critical Thinking Exercise - Not Scored
Written Product 2: Compare & Contrast / Then & Now Essay----Med. Ethics Music Video - Not Scored
Written Product 3: Article Analysis Using Study Guide Rubric --- Critical Thinking Exercise
Written Product 4: Thrioux Chapter Review: Exercises for Review
Written Product 5: Thrioux Chapter Review: Discussion Question
Written Product 6: Thiroux Chapter Review Using Study Guide Rubric --- Critical Thinking Exercise
Written Product 7: Shannon Chapter Review: Discussion Question
Written Product 8: Shannon Chapter Review: Discussion Question
Written Product 9: Shannon Chapter Review: Discussion Question
Self-Directed Research & Written Analysis of Literature Linked to Module Themes
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” (Con.’t) – Bill Moyers / PBS
Hospice Care / End of Life Care
READING:
(Chp. 1) Thiroux, pp. 12-21 (1st 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
Intensive Writing Assignments---
Written Product 1: Article Analysis Using Study Guide Rubric --- Critical Thinking Exercise
Written Product 2: Thrioux Chapter Review: Exercises for Review
Written Product 3: Thrioux Chapter Review: Discussion Question
Written Product 4: Thiroux Chapter Review: Exercises for Review
Written Product 5: Thiroux Chapter Review Using Study Guide Rubric --- Critical Thinking Exercise
Written Product 6: Thiroux Chapter Review Using Study Guide Rubric --- Critical Thinking Exercise
Written Product 7: Mauk Chapter Review: Personal Reflection
Written Product 8: Mauk Chapter Review Using Study Guide Rubric --- Critical Thinking Exercise
Self-Directed Research & Written Analysis of Literature Linked to Module Themes
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 Thoeries) - 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” (Con.’t) – 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)
Intensive Writing Assignments---
Written Product 1: Article Analysis Using Study Guide Rubric --- Critical Thinking Exercise
Written Product 2: Thrioux Chapter Review: Exercises for Review
Written Product 3: Thrioux Chapter Review: Discussion Question
Written Product 4: Thiroux Chapter Review: Exercises for Review
Written Product 5: Thiroux Chapter Review Using Study Guide Rubric --- Critical Thinking Exercise
Written Product 6: Shannon Chapter Review: Discussion Question
Written Product 7: Mauk Chapter Review: Personal Reflection
Written Product 8: Mauk Chapter Review Using Study Guide Rubric --- Critical Thinking Exercise
Self-Directed Research & Written Analysis of Literature Linked to Module Themes
X: SYLLABUS-AT-A-GLANCE:
LABOURÉ COLLEGE
Fall 2016
PHI 1011-A --- Ethics / Writing Intensive
(Subject to change given evolving content realties from week-to-week)
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Date and Topic
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Assignments (Subject to change given evolving class content realities from week-to-week)
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Due Dates
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Module One
Sept. 8, 15, 22, 29 & Oct. 3
Study Topics:
Orientation - Defining Philosophy (Types) - Defining Ethics (Types) - Defining Theory (Types) - Starting Points of Ethical Theory - Tech. Meets Ethics - Environment Meets Ethics (The Organic in Light of Synthetics) - Virtue Ethics (Aristotle)
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Thiroux-Shannon Text Chapters-Articles-Web Links-DVD’s-PodCasts (TBA)
Study Guide “Letters” / Forum Postings
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Sept. 15. 22, 29, Oct. 3
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Module Two
Oct. 6, 13, 20, 27 & Nov. 3
Study Topics: Faith as a Moral Determinant - Economics Meets Ethics - Ethical Egoism - Ayn Rand - Defining Justice (Types) -
Social Contract Theory (Rawls) – Causality (Aristotle) - Social Justice & Equality
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Thiroux-Shannon-Mauk Text Chapters-Articles-Web Links-DVD’s-PodCasts (TBA)
Study Guide “Letters” / Forum Postings
***Mid-term****
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Oct. 6, 13, 20, (27-Mid-term Due), Nov. 3
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Module Three:
Nov. 10, 17, Dec. 1 & 8
Study Topics:
Social Justice & Equality Con.t. -
Teleological & Deontological Ethical Theories – Medicine /
Health Care Meets Ethics - Behavioral Health Meets Ethics (Violence / Forensic Units)
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Thiroux-Shannon-Mauk Text Chapters-Articles-Web Links-DVD’s-PodCasts (TBA)
Study Guide “Letters” / Forum Postings
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Nov. 10, 17, Dec. 1, 8
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Class Presentations
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Study Group Project Presentations
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Dec. 8th
Last Class
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Final Essays
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Thursday,
Dec. 15th
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