PHM 3100: Freedom and Justice Department of Philosophy College of Arts and Humanities, University of Central Florida
Instructor: Dr. Jeffrey Nall Term: Spring 2016 Office: PSY 232 Class Meeting Days: MWF Phone: (407) 823-1188 Class Meeting Hours: 1:30-2:20pm E-Mail: [email protected] Class Location: CB1 320 Office Hours: Mon., Wed., and Fri., 9:30am-10:15am and Course Number: 19857
by appointment Section Number: 0001
About the Professor Dr. Jeffrey Nall is a Visiting Lecturer in Philosophy. He earned a Ph.D. in Comparative Studies from Florida Atlantic University (FAU). He has a Master of Liberal Studies from Rollins College and a Graduate Certificate in Women’s Studies from FAU. Dr. Nall has taught a range of courses in philosophy, humanities, and women, gender, and sexuality studies.
University Course Catalog Description Philosophical analysis and evaluation of selected issues arising from the interaction of the individual, society, and the state; includes topics such as freedom, equality, and justice. (3 credits)
Course Overview Freedom and Justice explores key concepts, theories, and questions in social and political philosophy. We will explore concepts including “justice,” “fairness,” “rights,” “liberty,” and “oppression,” and consider fundamental questions such as: “what is the best form of government (if any),” “what is the rightful purpose of the state,” “when are citizens obligated to obey laws,” and “what conditions must be met for the state to remain legitimate?” Course assignments will foster contemplation, comparison, evaluation, and (theoretical) application of an array of competing political theories including contractarianism, socialism, anarchism, libertarianism, along with feminist, anti-racist, and environmentalist political theories. Students will further consider the applicability of these political philosophies to timely social issues including the widening gap between rich and poor, racism and white supremacy, global capitalism, sexism, heteronormativity, and climate change. Course assignments will provide students with the opportunity to expand their knowledge of classic and contemporary political philosophy, develop and/or clarify their understanding of key political theories, and hone their critical thinking and communication skills.
Course Objectives/ Learning Outcomes Students who have successfully completed “Freedom and Justice” will have 1. Demonstrated knowledge of key concepts, ideas, questions, and thinkers in political philosophy. 2. Demonstrated understanding of the meanings of, as well as similarities and contrasts between, the political philosophies of classical liberalism, modern liberalism, neoclassical liberalism, socialism, anarchism, libertarianism, and feminism.
3. Demonstrated critical thinking by competently articulating, thoughtfully evaluating, and applying key concepts and arguments in political philosophy.
FINANCIAL AID ASSIGNMENT REQUIREMENT All faculty members are required to document students' academic activity at the beginning of each course. In order to document that you began this course, please complete the short syllabus quiz available via the webcourse site. Failure to do so will result in a delay in the disbursement of your financial aid.
Texts and Materials Required Textbooks James P. Sterba, Justice: Alternative Political Perspectives, Cengage 2003, 4th Edition (ISBN: 9780534602192) James Fulcher, Capitalism: A Very Short Introduction (9780198726074) Colin Ward, Anarchism: A Very Short Introduction (9780192804778) Recommended/Optional Textbooks Robert B. Talisse , Engaging Political Philosophy: An Introduction (9780415808330) Richard Wolff, Democracy at Work: A Cure for Capitalism (9781608462476) Webcourse-Site The Webcourse site contains links to readings, the most recent version of the syllabus and schedule, and additional announcements. Students should check the Webcourse site frequently to be well informed about any changes or additional material relevant to the course
Basis for Final Grade Final grades will be calculated on the basis of successful completion of the following assessments: Assessment Percent of Grade Political Philosophy Journal 20% Midterm Exam 20% Term Paper (Option I or II) 20% Doing Justice: Part 1 10% Doing Justice: Part 2 10% Final Exam 20% 100% Term Paper: Choose Option I or II
Option I: Philosophy of Freedom and Justice Analysis Students will author a 1,500-2,000-word, thesis-driven assessment of some aspect of a political philosophy covered in the present course. Students are to answer this question: in light of relevant course materials, including lecture, readings, and class discussion, what is your considered judgment on the philosophical theory in question? Students should be careful not to take on more than is reasonable for a paper of this length; rather, concentrate attention should be concentrated on key aspects of a given theory and/or its implications.
Students are encouraged to draw on work done in their philosophical journal for the content of this assignment. (This will not be considered plagiarism, as the purpose of the journal, in part, is to generate ideas for this assignment). The philosophy of justice analysis will be submitted via webcourses.
Post-Analysis Reflection As part of this assignment, students are to author a one paragraph explanation of how, if at all, their thinking has evolved since the beginning of the class and writing of this assignment. This reflection should be included in the “Philosophy of Freedom and Justice” analysis file, as a separate page at the end of the assignment.
Option II: Self-Examination Analysis, Scrutinizing My Political Philosophy Students will author a 1,500-2,000-word, thesis-driven assessment of their previously held beliefs about freedom and justice. Students are to implement new insights, thought experiments and theories to interrogate one or more prior assumptions and beliefs concerning political and social philosophy. A good thesis will answer some variation of this question: After holding your initial beliefs under the light of competing philosophical theories, dialogue, and debate, what have you determined about the strength and/or weakness, truth and/or falsity of your beliefs? The professor does not expect a simple, categorical thesis that declares “my beliefs were all justified” or “my beliefs were all irrational.” Instead, students are expected to craft an honest thesis that authentically conveys the author’s present disposition on the belief or beliefs under examination. Such a disposition might well include ambiguity, uncertainty, and even a frustrating position of ambivalence. It is also crucial that students carefully select the prior assumptions or beliefs they will analyze. Quality and depth of analysis should not be sacrificed for quantity of beliefs.
Students are encouraged to draw on work done in their philosophical journal for the content of this assignment. (This will not be considered plagiarism, as the purpose of the journal, in part, is to generate ideas for this assignment). This self-examination analysis will be submitted via webcourses.
Term Paper Grading: Fundamental Ingredients for Success Papers must include consideration of course-related ideas, thought-experiments, and thinkers who both support as well as challenge the student’s thinking on the subject at hand.
In order to earn a C or better for this assignment, papers must: o engage relevant philosophical arguments and ideas from course readings and lectures as well as relevant class discussions; o indicate how these thinkers ideas’ test, illuminate, support, and/or undermine your initial religious belief o explicitly indicate what conclusions, however tentative (cautious; not concrete) they are, one has reached o each supporting argument must include consideration of a possible objection, and explanation as to why such an objection is unconvincing o Must utilize MLA, Chicago or APA format for the paper; in-text citations and works cited page are required o Must be a minimum of 1,500 words but no more than 2,250 o Include original titles; do not title the paper the name of the assignment
Tone of Term Paper Philosophy papers are often written in the first-person: “In this paper I argue that….” “Moving forward I will show that x,y, and z….” Thus the use of the pronoun “I” is permissible. This does not
mean, however, that papers can be written in an informal manner: Instead, papers should carefully balance appropriate acknowledgment of one’s inevitably subjective position as an individual author with an appropriately academic, formal writing tone that strives to reach considerate, carefully thought-out conclusions.
Consult the following works for more information on writing philosophy papers: o “Writing Philosophy Papers,” J. Cruz http://web.williams.edu/wp- etc/philosophy/jcruz/jcruz/writingtutor/tips.html o “Guidelines on Reading Philosophy,” Jim Pryor http://www.jimpryor.net/teaching/guidelines/reading.html o “A Brief Guide to Writing,” Harvard College Writing Center o “Tips on Writing a Philosophy Paper,” Douglas W. Portmore https://www.american.edu/cas/philrel/pdf/upload/tips.pdf
Term Paper Rubric
Criteria Scoring Content 50% (10 Points) Thoughtful and accurate implementation of key course concepts and/or theories. Thorough interrogation of prompt questions. Coherence, insightfulness, and originality of analysis. Appropriate awareness of complexity of the topic, anticipation and consideration of differing viewpoints. Form: organization and 35% (7 Points) Development Effective title; clear expression of ideas and statement of thesis; cogent organization of ideas and paragraphs; effective use of topic sentences, transitions; unity and coherence of paragraphs; good development of ideas through supporting details and evidence.
Mechanics and Citations 15% (3 points) Grammatically correct sentences; absence of comma splices, run-ons, fragments; absence of usage and grammatical errors; accurate spelling; careful proofreading; attractive and appropriate manuscript form. Proper citation of sources. Intangibles Bonus: 10% (2 Points) Additional credit given to papers that feature unique qualities unaccounted for in stated grading rubric. Serves as space where the grader can give additional credit for papers a) expressing significant originality and/or b) comprised of uniquely creative ideas/writing.
Midterm and Final Exams The midterm exam will test students’ knowledge of all material covered through the first half of the semester. The final exam will test students’ knowledge of all material covered throughout the course from start to finish. It will be comprehensive. *Note: Students must be present in class on the scheduled exam date; make- ups are rarely permitted, and are only allowed under the most severe, well- documented scenarios. o Question: Which scantron do I need? o Answer: pink/raspberry scantron form with the Pegasus UCF logo. This is the only option for the exams. [The form may be filled out with a pencil or with blue or black ink]
o Question: What do I have to put on the form? o Answer: In addition to your name, you must bubble in your correct UCF ID number (formerly called their PID) on the answer form in order for it to be graded.
Doing Justice: Applied Political Philosophy Project (A3xP) Students are to implement knowledge gained through coursework to address a timely issue of social- concern, in the public sphere. Students may work on these projects individually or in a group.
Scope of Project Students may choose to focus on issues of concern that are narrowly defined (deprival of women’s access to abortion provider) or broadly defined (promoting dialogue about various political philosophies in the public square). Students, for example, might decide to o Creatively educate the public about the meaning or implications of a political philosophy (libertarianism, anarchism, socialism, etc.) o Raise public awareness about a particular governmental policy, or advocating for a particular political candidate. o Creatively provoke individual introspection or public dialogue about an important philosophical question concerning freedom and justice (perhaps via a philosophical flash mob or so-called “philosophy bombs”) o Facilitate dialogue concerning political philosophy or a topic pertaining to a relevant theory o Stage a public debate representing competing political theories o Perform a song that conveys a key component of a political philosophy or a significant interpretation, based on a relevant course concept/theory, of a social problem
Proposals about what you plan to do to addressing the identified issue of concern, however, must be narrowly defined.
Part 1: Issue of Concern and Proposal for Action Individuals or groups are to author a 500 to 750-word explanation of an issue of concern and its relevance to key course concepts and theories. Following the discussion of the problem, students will include a one-page (250-word) proposal outlining at least three viable courses of action that could be done, during the semester, to address the issue of concern. Students are only expected to take one action, but are to propose three options from which they will later choose. Students should only propose, and then conduct, actions 1) they believe in and 2) those that are in accordance with the UCF student code of conduct. It goes without saying that all actions should be free of illegality, intimidation, force, and/or violence. Violation of these basic ground rules will result in a minimum of a zero for the assignment.
For this assignment students are encouraged to build on preceding course assignments (exams, papers, journals, lectures, discussion). Students interested in reducing their work load via a group project might consider developing a proposal that includes the implementation of more than one political theory; more precisely, proposals might take into account group members’ varied political philosophies.
Both aspects of part one of the assignment must explain how the issue of concern and proposed actions relate to concepts and theories relevant to political philosophy. This assignment will be turned as a single word-document via webcourses. Students doing the assignment as a group may author
joint papers, but must notify the professor of their doing so; the paper should further include the names of all participants.
Doing Justice Part 1 Rubric
Criteria Scoring Applied Philosophical 7 points (70%) Concepts Accurately implements relevant course content (one or more key concepts, theories, etc.) to explain and evaluate a timely social issue; meets minimum word-count specification; includes in-text citations and works cited page Proposed Actions 3 points (10%) Articulates a 250-word proposal comprised of three feasible actions that are in accordance with the UCF student code of conduct
Part 2: Post-Action Reflection and (Informal) Presentation Students will author a 500 to 750-word (1,000-word maximum) reflection describing and evaluating the action. Be sure to: o Describe the basic details: who, what, when, where, how? o And reflect on the action: What did you learn? What impact do you think you made? How did it make you feel? Was it important? Would you take similar actions in the future? What would you do differently? Do you believe citizens have a responsibility to engage in such actions, why? Any available evidence of the activity should be included in the submitted word document.
Students will turn this assignment in via webcourses.
Doing Justice Part 2 Rubric
Criteria Scoring Action and Reflection 10 points Paper thoughtful details and reflects upon a meaningful action relevant to the purview of the course and in accordance with the UCF student code of conduct; evidence of action is provided; meets minimum word-count; turned in via webcourses by the deadline
Just a few basic ideas for taking action: write a letter to the editor of their local newspaper, organize a teach-in on campus engage friends, family, church community and/or social groups in discussion; host a film viewing and discussion participate in and/or organize a boycott, vigil, sign-waiving or some other event promoting public awareness for an issue of concern relevant to a given political philosophy organize some kind of engagement with an elected official help organize and/or support a petition drive, voter registration, and/or political campaign write and perform a song, poem, speech, create and publicize a website or webpage, blog, video create and distribute an informative pamphlet and/or flyer, volunteer to support a cause relevant to a specified political philosophy
Political Philosophy Journal Throughout the semester students will be given a number of in and out of class writing assignments. These reflections will be integral to in-class discussions, developing understanding of key course concepts, and aiding students for the midterm and final essay exams. Students are expected to bring out-of-class reflections to relevant class periods and to be prepared to share their ideas with classmates. This assignment will be submitted via Turn-it-In. (See below).
*In order to complete in-class journal assignments, students must be present the day of the class. Students are also responsible for keeping track of the number of assigned journal entries.
Self-evaluation cover page Upon completion of the final entry, students are to read over all journal entries and write a 250-300- word, single-spaced evaluation of their overall journal: Have you developed new insights about yourself? Has your thinking developed or changed in any particular way? Have you developed new insights or broadened your perspective? Did you discover anything about yourself, or perhaps simply clarify something? This self-evaluation page will be the cover page for the assignment. On this first page, in addition to the above evaluation, students must include: 1) total number of entries and 2) total document word-count. Finally, students are to identify one entry they believe is the most important of the semester to be placed directly after the self-assessment page. This entry, regardless of its chronological order, will be the “first” entry in the journal.
Participation Component: Shared Reflections Each student must participate in a professor-led class discussion at least four-times during the semester. (You are encouraged to do so far more often!) Failure to meet this minimum requirement will result in subtraction of 5-percent from your journal grade. (Thus if you earned a 90% on the journal, failure to read the two reflections will result in a total grade of 85%.) On days that you share a reflection you are to see the professor to sign off on the relevant date.
Journal Grading Students are to compile all journal entries, including in-class writings, in one Microsoft word document to be turned in via TurnitIn at the end of the semester. Each student’s collection of journal entries will be graded as one assignment (just as an exam comprised of 50 questions is given a single grade). Unless otherwise noted, students must commit at least 15 minutes of written reflection for each journal entry. No out-of-class reflection should be under 150-words: You know you’re not finished when the question is longer than your entry! Points will be earned for thoughtful completion of each journal entry. Do not include the question in the final collection of journal entries; only include the heading and your entry Only include headings for prompts/questions you have actually answered Deductions will be made for o Missing entries o Superficial entries o Late turn-ins o Failure to clearly label each journal entry o Listing in any way reflection prompts that you have not responded to
Formatting of Journal Entries Title of entry should be in bold Number each entry (the particular order of the entries is not of particular concern so long as entries are clearly labeled) All typed entries must be single-spaced
Grading Scale Grading Scale (%) 90-100 A 87-89 B+ 80-86 B 77-79 C+ 70-76 C 67-69 D+ 60-66 D 0 - 59 F
Attendance Policy: Regular class attendance is essential to succeeding in, and benefiting from this course. Students are responsible for notifying faculty members of legitimate absences, providing appropriate documentation, and arranging to make up all missed work. Legitimate absences include illness, emergency, military or legal obligation, religious observations (see below), and participation in athletic or scholastic teams, musical or theatrical performances, and debate activities. Students who are unable to attend all or nearly all classes for reasons other than those identified above are encouraged to withdraw and take the course at a more appropriate time. Religious Observations A student shall be excused from class without penalty to observe a religious holy day in his or her own faith. A religious holy day is defined as a significant day of religious observance as recognized by the highest body of that particular faith. What’s due, what to read? Students who miss class and need to know about forthcoming coursework should consult the schedule of readings and assignments on the Webcourse site. Excused Absence Notification In order for your absence to be counted as excused you will need to supply the professor with relevant explanation and documentation via email within one week of the absence. Unexcused absences penalty Students who amass 7 or more unexcused absences from the equivalent of 50 minute classes will lose 5 points from their final grade score. Thus, if you have a 74% (C) in the class and have 5 unexcused absences, your grade will drop to 69% (D).
Outstanding Attendance and Participation Extra Credit Students who miss no more than the stated allowances, and regularly meaningfully contribute to class discussion are eligible for the extra credit listed below. Meaningful participation includes not only verbal contribution but also attentiveness to both the lecture and fellow students. Twice-a-week Classes (Fall/Spring Semester) • No more than one absence: 2% points added to final grade • No more than three absences: 1% points
Incompletes and Withdrawals Incompletes and Instructor Withdrawals are given solely at the instructor’s discretion. Only on rare occasions will the professor give a student an “incomplete.” Students who have not attended the majority of courses or not completed the vast majority of coursework will not be considered for an “incomplete.” Instructor withdrawals are reserved for very unique circumstances. Under no circumstances will students be granted such withdrawals at or near the end of the semester because they do not like the final grade they are on course to earn.
Examination Make-up Policy Students are encouraged to take exams when they are assigned. Exam make-ups are done at the discretion of the instructor. Exams not taken will be given a failing grade. Academic Paper Format Students’ grade will be substantially based on academic writing assignments. These papers must be written in MLA format (Purdue’s MLA formatting and style guide) or Chicago Style Author-Date (Parenthetical) System (http://www.lib.umd.edu/ues/guides/citing-chicago-ad). This means that papers must be double-spaced and must include citations among other features. Students are urged to take their papers to the University Writing Center (see below) prior to submission.
University Writing Center: The University Writing Center (UWC) is a free resource for UCF undergraduates and graduates. At the UWC, a trained writing consultant will work individually with you on anything you're writing (in or out of class), at any point in the writing process from brainstorming to editing. Appointments are recommended, but not required. For more information or to make an appointment, visit the UWC website at http://www.uwc.ucf.edu, stop by MOD 608, or call 407.823.2197.
Student Accessibility Services (Disability Services) The University of Central Florida is committed to providing reasonable accommodations for all persons with disabilities. This syllabus is available in alternate formats upon request. Students who need accommodations must be registered with Student Accessibility Services, Ferrell Commons Room 185, phone (407) 823-2371, TTY/TDD only phone (407) 823-2116, before requesting accommodations from the professor. Students who would like more information on these services are encouraged to visit the Student Accessibility Services page.
Academic Dishonesty Academic dishonesty in any form will not be tolerated. If you are uncertain as to what constitutes academic dishonesty, please consult The Golden Rule, the University of Central Florida's Student Handbook (http://www.goldenrule.sdes.ucf.edu/) for further details. As in all University courses, The Golden Rule Rules of Conduct will be applied. Violations of these rules will result in a record of the infraction being placed in your file and receiving a zero on the work in question AT A MINIMUM. At the instructor’s discretion, you may also receive a failing grade for the course. Confirmation of such incidents can also result in expulsion from the University.
Plagiarism Plagiarism is a form of academic dishonesty (see above) wherein one presents another individual’s words, images, music, and more generally, ideas as one’s own. Students are expected to turn in their own work for given assignments. Students are also required to cite (give credit to) the sources they utilize for all of their assignments. Sources include books, articles, websites, interviews, illustrations and images, art, conversations and email, class lectures, class notes, student papers, student assignments, etc. You must provide your readers with the information needed to retrieve the source for their use. The penalty for plagiarism is a minimum of a 0 for the given assignment
with no opportunity to resubmit a new attempt. All clear cases of plagiarism will be reported to the Office of Student Conduct as a form of “Academic Misconduct.” Examples of plagiarism include: borrowing a friend’s paper, buying a paper, citing without quotation marks, cutting and pasting from the internet or other sources (email, other papers), paraphrasing without attribution, reusing papers or assignments without attribution and/or significant alteration.
Cultural Competency and Classroom Etiquette This course will frequently consider controversial issues that may evoke strong feelings and vigorous debate. At one time or another, course concepts are likely to challenge ideas and beliefs that students hold. While it is understood that at times you may feel discomfort, it is expected that you will be able to address these issues in a humane, respectful, and academic manner. Students are entitled to their opinion, and the articulation of diverse perspectives is strongly encouraged. Students within the classroom, however, are also entitled to a healthy classroom environment free from hostility, ridicule, embarrassment. This does not mean that we will shy away from challenging issues and questions. Instead we will approach these matters in a manner that will enhance students’ cultural competency, by striving to respectfully include and listen to diverse social perspectives. (For more information on UCF’s efforts to support cultural competency through honoring diversity through inclusion go to Office of Diversity and Inclusion)
Laptops, Electronics, and Cell-Phones Laptops, cellphones and other electronic devices may not be used in class, unless prior approval is given by professor. Those who use these devices during class will be asked to leave. Students who have emergency situations arise and need to utilize their phones must leave the classroom to conduct their business; students are also advised to let the instructor know ahead of time if they are expecting an important call.
Recording Devices In order to ensure an open and free discussion environment no recording of our classes is permitted. When recording devices are present some students may have reservations about engaging in the sometimes cumbersome process of freely and openly speaking in the classroom setting. Since class discussion is so crucial to this course, it is imperative students feel comfortable expressing their thoughts without fear of being recorded and potentially having their words taken out of context.
UCF Support Services Students in need of assistance with issues such as safety and wellbeing, sexual violence, and mental health are encouraged to contact UCF Cares “UCF Cares is an umbrella of care-related programs and resources dedicated to fostering a caring community of Knights. However, it takes all of us from students to staff, from faculty to friends, to show that we care about one another. The goal of the UCF CARES initiative is to build a culture of care one KNIGHT at a time. We are all UCF and need to do our part in connecting any fellow knights in distress to appropriate resources.” Students who have knowledge of sexual misconduct should contact UCF Shield: “Together, we can work toward eliminating sexual misconduct in the UCF community. We’ve provided this comprehensive source for information about identifying, preventing, and responding to sexual misconduct including sexual assault and sexual harassment affecting members of the UCF community. We are
committed to providing a safe educational, working, and living environment.”
Victim Services is another key resource for UCF students “We offer support, crisis intervention, options, information, referrals, practical assistance, and educational programs. We inform our clients of their options and potential outcomes and empower them to make the best decision for themselves. Although reporting to law enforcement or university administrative offices is presented as an option, we will never force a client to report.”
“Advocates are available 24 hours a day to assist clients by phone or respond to the scene of a crime. To contact an advocate anytime day or night, call (407) 823-1200. We provide crisis counseling and emotional support in the aftermath of victimization.”
This web-page features a variety of UCF resources for students.
PHM 3100: Freedom and Justice Reading and Assignment Schedule
Note: This schedule is tentative and subject to change as per instructor. Items may be added, removed, or rearranged.
Key Dates Assignments and Grades Friday, March 11 Submit Doing Justice: Part 1 via Webcourses Wednesday, March 16 Midterm Exam Friday, April 1 Term Paper due via Webcourses Sunday, April 24 Submit Doing Justice: Part 2 via Webcourses Sunday, April 24 Philosophy Journal Monday, May 2 Final Exam and Extra Credit opportunity: 1-3:50pm Monday, May 9 Grades due in MyUCF Martin Luther King, Jr Day Monday, January 18 (no class) Spring Break Monday, March 7 – Saturday, March 12 Academic Calendar http://calendar.ucf.edu/2016/spring Final Exam schedule http://registrar.ucf.edu/exam/2016/spring
TOPIC DATES READ/LISTEN/VIEW* Course Overview Monday, January 11 Introductions Syllabus What is Political Wednesday, James P. Sterba, “Introduction” [Justice] Philosophy? January 13 David Miller, “Political philosophy,” Friday, January in Routledge Encyclopedia of Philosophy 15 (London: Routledge, 1998). http://www.rep.routledge.com/article/S099 Robert B. Talisse, “Some Preliminary Considerations,” in Engaging Political Philosophy, an Introduction (New York: Routledge, 2016), 3-17
TOPIC DATES READ/LISTEN/VIEW* What is Ethics? Wednesday, Brenda Almond, "Applied ethics," January 20 in Routledge Encyclopedia of Philosophy (London: Routledge, 2011). https://www.rep.routledge.com/articles/appli ed-ethics/v-2 Ethical Theory Friday, January Anthony Weston, “Getting Started,” pp.1-15, Rundown: Moral 22 “Thinking for Yourself,” pp.17-32, “Ethics Status and Basics with a Heart” pp.69-82 of Key Theories Jeffrey Nall, “Why Should We All Be Considered "Equal"?, http://www.truth- out.org/opinion/item/18341-occupy-ethics- how-are-all-people-equal Political Monday, Bruce Waller, “Political Philosophy,” 448- Philosophy: The January 25 457 Social Contract Wednesday, Thomas Hobbes, Excerpt from The January 27 Leviathan , 9-17 John Locke, Excerpt from The Second Treatise of Government, pp.1-10, 35-43 Baruch Spinoza, excerpts from Theological- Political Treatise, pp.195-212, 250-25 Immanuel Kant, “The Contractual Basis for a Just Society [Justice] Social Contract Friday, January Bruce Waller, “Social Contract Ethics,” 369- Ethics 29 373 Term Paper and Monday, “Writing Philosophy Papers,” J. Cruz Applied February 1 http://web.williams.edu/wp- Philosophy etc/philosophy/jcruz/jcruz/writingtutor/tips.ht Workshop ml “Guidelines on Reading Philosophy,” Jim Pryor http://www.jimpryor.net/teaching/guidelines/ reading.html “A Brief Guide to Writing,” Harvard College Writing Center “Tips on Writing a Philosophy Paper,” Douglas W. Portmore https://www.american.edu/cas/philrel/pdf/up load/tips.pdf What is Property? Wednesday, John Locke, “Of Property” from The Second February 3 Treatise of Government, pp.12-23 Friday, February Rousseau, Excerpt from Discourse on 5 Inequality, 1-10 Gender and the Monday, Jeffrey Nall, “History of Feminist Social Contract February 8 Masculinity” 42-59 (At a minimum read 45- 55) Marie-Olympe de Gouges, The Rights of Woman (1791) Sojourner Truth, “Ain’t I a Woman?” (1851) read by Kerry Washington http://vimeo.com/1275136 Read some of the following Mary Astell, “Some Reflections Upon
TOPIC DATES READ/LISTEN/VIEW* Marriage” (1700)
Race and the Wednesday, Thomas Jefferson, “The Declaration of Social Contract February 10 Independence,” (1776) http://www.ushistory.org/declaration/docum ent/index.htm "Negro," Encyclopedia Britannica (1798) http://www.csun.edu/~jaa7021/hist496/negr o.htm Henry Wiencek, "The Dark Side of Thomas Jefferson," Smithsonian Magazine, October 2012 http://www.smithsonianmag.com/history/the -dark-side-of-thomas-jefferson- 35976004/#mqeegJuGy71fBZMu.99 Optional: “Black Prophetic Fire: Cornel West on the Revolutionary Legacy of Leading African- American Voices,” October 6, 2014 http://www.democracynow.org/2014/10/6/bl ack_prophetic_fire_cornel_west_on (20:00) Utilitarian Monday, John Stuart Mill, “On the Connection Liberalism February 8 Between Justice and Utility” [Justice] Optional: John Stuart Mill, “On the Subjection of Women” Contractarian Friday, February John Rawls, “Justice as Fairness: A Liberalism 12 Restatement” [Justice] James P. Sterba, “Rawls and a Morally Defensible Conception of Justice [Justice] Jeffrey D. Sachs, "The Social Welfare State, beyond Ideology," Scientific American, November 2006 http://www.scientificamerican.com/article/th e-social-welfare-state Socialism: Karl Monday, Ted Trainer, “Marxist Theory, A Brief Marx February 15 Introduction” Wednesday, Karl Marx and Friedrich Engels, “The February 17 Socialist Ideal” [Justice] Martin Gilens and Benjamin I. Page, “Testing Theories of American Politics: Elites, Interest Groups, and Average Citizens,” Perspectives on Politics, September 2014, Vol 12 (3) pp.564-581 http://journals.cambridge.org/download.php ?file=%2FPPS%2FPPS12_03%2FS153759 2714001595a.pdf&code=090821118e171a 390e528452fc6608c7 Jack London, “Revolution,” March 1905, in Revolution and Other Essays (1910) http://www.jacklondons.net/writings/Revoluti on/revolution.html
TOPIC DATES READ/LISTEN/VIEW* Optional: Stephan Richter, “Stock ownership: Who benefits?,” Salon, September 19, 2013 http://www.salon.com/2013/09/19/stock_ow nership_who_benefits_partner/ Sean Mcelwee, “Marx Was Right: Five Surprising Ways Karl Marx Predicted 2014,” Rolling Stone, January 30, 2014 http://www.rollingstone.com/music/news/ma rx-was-right-five-surprising-ways-karl-marx- predicted-2014-20140130 Neoclassical Friday, February F.A. Hayek, excerpts from The Road to Liberalism 19 Serfdom (Routledge, 1944), pp.13-14, 36- (Neoliberal 37, 39-45 Capitalism) http://www.pbs.org/wgbh/commandingheigh ts/shared/minitext/ess_serfdom.html Milton Friedman, “The Relation between Economic Freedom and Political Freedom,” in Capitalism and Freedom (1962) Adam Smith, “The Wealth of Nations,” Wikipedia Optional: Ayn Rand, “On Capitalism” (Stanford Encyclopedia of Philosophy) In Focus: Monday, James Fulcher, “What is capitalism?,” in Capitalism and February 22 Capitalism: A Very Short Introduction , 1-18 Economic Justice Read introduction to MIT’s “Living Wage Calculator” http://livingwage.mit.edu/ In Focus: Wednesday, Fulcher, “Where did it come from?,” in Capitalism and February 24 Capitalism, 19-37 Economic Justice Amartya Sen, “Capitalism Beyond the Crisis,” The new York Review of Books, March 26, 2009 http://www.nybooks.com/articles/archives/2 009/mar/26/capitalism-beyond-the-crisis/ In Focus: Friday, February Fulcher, “How did we get here?,” in Capitalism and 26 Capitalism , 38-57 Economic Justice Mike Konczal, "Robert Reich on Why Capitalism Needs Saving," Rolling Stone, October 7, 2015 http://www.rollingstone.com/politics/news/ro bert-reich-on-why-capitalism-needs-saving- 20151007?page=2 Jeffrey Nall, "Fast-Food Workers Challenge Stereotypes, Globalize Question of Fairness," Truth Out, August 30, 2014 http://www.truth-out.org/news/item/25860- bringing-life-back-to-wages-fast-food- workers-challenge-stereotypes-and- globalize-a-question-of-fairness Christian Monday, Rev. Dr. Martin Luther King, Jr., “The World Socialism February 29 House,” Where Do We Go From Here?, pp.177-202
TOPIC DATES READ/LISTEN/VIEW* John Dominic Crossan, “Open Commensality and Radical Egalitarianism,” excerpt of chapter 3 from Jesus: A Revolutionary Biography John Cassidy, "Pope Francis’s Challenge To Global Capitalism," The New Yorker, December 3, 2014 http://www.newyorker.com/rational- irrationality/pope-franciss-challenge-to- global-capitalism In Focus: Social Wednesday, Audre Lorde, “The Master's Tools Will Change March 2 Never Dismantle the Master's House,” 49- 51 Martin Luther King, “Letter from Birmingham Jail,” 170-179 Zamyatin, “On Literature, Revolution, Entropy, and Other Matters,” pp.107-112 Jeffrey Nall, “Emphasizing Virtue over Victory, Why We Should Adopt a Virtue Ethics Approach to Social Change.” Zeteo.
Socialism Friday, March 4 Michael Newman, “Introduction,” in Socialism: A Very Short Introduction, 1-5 Kai Nielson, “Radical Egalitarianism” [Justice] Robert Nozick, “How Liberty Upsets Patterns” [Justice] Spring Break Monday, March 7 – Saturday, March 12 The Meaning of Monday, March Newman, “Socialist Traditions,” in Socialism 14 Socialism, 6-46 Richard Wolff, “Socialism Means Abolishing the Distinction Between Bosses and Employees,” June 27, 2015 http://www.truth-out.org/news/item/31567- socialism-means-abolishing-the-distinction- between-bosses-and-employees Bernie Sanders, “Democratic Socialism,” Georgetown University, November 19, 2015 https://www.youtube.com/watch?v=slkQoh GDQCI Anarchism: Wednesday, Emma Goldman, “Anarchism: What it Anarchist March 16 Really Stands for,” in Anarchism and Other Libertarianism Essays (New York: Mother Earth Publishing Association, 1917) http://www.lib.berkeley.edu/goldman/pdfs/E mmaGoldman_ANARCHISM_WHATITREA LLYSTANDSFOR.pdf Noam Chomsky, “Notes on Anarchism,” pp.118-132 (PDF) http://www.chomsky.info/articles/1970---- .htm)
TOPIC DATES READ/LISTEN/VIEW* Colin Ward, “Definitions and Ancestors,” Anarchism: A Very Short Introduction, 1-13 Midterm Friday, March Study notes 18 Libertarianism Monday, March John Hospers, “What Libertarianism Is,” in 21 The Libertarian Alternative, ed. by Tibor R. Machan (1974) John Hospers, “The Libertarian Manifesto” [Justice] Ward, Anarchism, 14-40 Libertarianisms: Wednesday, James P. Sterba, “From Liberty to Welfare Contrasting March 23 [Justice] Liberties Friday, March James P. Sterba, "Our Basic Human Right 25 is a Right to Liberty and it Leads to Equality," in Ethics: The Big Questions, pp.285-296 Michael S. Wilson and Noam Chomsky, “The Kind of Anarchism I believe in, and What's Wrong with Libertarians,” Alternet, May 28, 2013 http://www.alternet.org/civil- liberties/noam-chomsky-kind-anarchism-i- believe-and-whats-wrong-libertarians Ward, Anarchism, 41-69 Ward, Anarchism, 70-98 Feminist Monday, March Karen Warren, “Critical Thinking and Philosophy: The 28 Feminism,” 155-172 Personal is Carol Hanisch, "The Personal is Political" Political and other (1969) Key Concepts http://www.carolhanisch.org/CHwritings/PIP .html Center for Disease Control and Prevention, “Sexual Violence: Facts at a Glance,” http://www.cdc.gov/violenceprevention/pdf/s v-datasheet-a.pdf Background/ Optional: Robert Solomon, “The Rise of Feminist Philosophy,” pp. 328-338 Chris Cuomo and Alison Bailey, “A Feminist Turn in Philosophy,” The Feminist Philosophy Reader , 1-8 Feminist Wednesday, Iris Marion Young, “Displacing the Philosophy: March 30 Distributive Paradigm,” Justice and the Rethinking Politics of Difference (Princeton, NJ: Oppression and Princeton University Press, 1990), 15-38 Justice Feminist Friday, April 1 Iris Marion Young, “Five Faces of Philosophy: Oppression,” Justice and the Politics of Rethinking Difference (Princeton, NJ: Princeton Oppression and University Press, 1990), 39-65 Justice Jeffrey Nall, "One Hundred Ways to Change the Subject: Plutocratic Fallacies in the Service of Fast-Food Exploitation," Truth Out, September 1, 2014
TOPIC DATES READ/LISTEN/VIEW* http://www.truth-out.org/news/item/25830- 101-ways-to-change-the-subject-plutocratic- fallacies-in-the-service-of-fast-food- exploitation Feminist Monday, April 4 Ann Ferguson, “Women, Corporate Philosophy: Globalization, and Global Justice,” in Global Justice Feminist Ethics and Social and Political Philosophy: Theorizing the Non-Ideal, ed. Lisa Tessman (2009), 271-285. In Focus: Wednesday, Nina Misuraca Ignaczak, “It Takes an Cooperative April 6 Ecosystem: The Rise of Worker Economics Cooperatives in the US,” Shareable, July 16, 2014 http://www.shareable.net/blog/it- takes-an-ecosystem-the-rise-of-worker- cooperatives-in-the-us TESA Collective, "How Co-ops Build Stronger Communities, a New Economy, and a Better World," November 30, 2015 www.toolboxfored.org/co-ops-build-series Laura Flanders, "How America's Largest Worker Owned Co-op Lifts People Out of Poverty," Yes Magazine, August 14, 2014 www.yesmagazine.org/issues/the-end-of- poverty/how-america-s-largest-worker- owned-co-op-lifts-people-out-of-poverty Carl Gibson, "Cooperative Economics: Replacing a Capitalism in Collapse," Occupy.com, May 30, 2013 http://www.occupy.com/article/cooperative- economics-replacing-capitalism-collapse "History of Equal Exchange: A Vision of Fiarness to Farmers," http://equalexchange.coop/story http://therules.org/alternatives/ Oppressive Friday, April 8 Val Plumwood, “The Blindspots of Systems of Centrism,” 97-122 Thought: Karen Warren, “The Power and Promise of Intersections of Ecological Feminism” [Justice] Gender, Race, Class, Sexuality, Nature and more Oppressive Monday, April Patricia Hill Collins, "Race, Class, and Systems of 11 Gender as Categories of Analysis and Thought: Connection," 673-680 Intersections of Audre Lorde, “Age, Race, Class, Sex: Gender, Race, Women Redefining Difference,” 292-297 Class, Sexuality, Optional: Nature and more Olena Hankivsky, “Intersectionality 101,” 1- 19 In Focus: Racial Wednesday, Cornel West, “Nihilism in Black America,” Justice April 13 from Race Matters (1993) 560-564 Friday, April 15 Cornel West, "Race Matters," from Race
TOPIC DATES READ/LISTEN/VIEW* Matters (1993), 203-206 Rev. Dr. Martin Luther King, "Conversation with Martin Luther King," March 25, 1968, 1- 9, 13-19 http://www.rabbinicalassembly.org/sites/def ault/files/public/resources- ideas/cj/classics/1-4-12-civil- rights/conversation-with-martin-luther- king.pdf Michelle Alexander, “Michelle Alexander: Roots of Today's Mass Incarceration Crisis Date to Slavery, Jim Crow,” Democracy Now, March 4, 2015 http://www.democracynow.org/2015/3/4/mic helle_alexander_roots_of_todays_crisis (31:00) Optional: Mychael Denzel Smith, “How Trayvon Martin’s Death Launched a New Generation of Black Activism,” The Nation, August 27, 2014 http://www.thenation.com/article/how- trayvon-martins-death-launched-new- generation-black-activism/ In Focus: Monday, April ValPlumwood, “Introduction”, in Environmental 18 Environmental Culture, 1-12 Justice Wednesday, Naomi Klein, "Introduction," This Changes April 20 Everything (2015), pp.1-25 Friday, April 22 Peter Singer, “All Animals Are Equal” Monday, April [Justice] 25 Paul W. Taylor, “The Ethics of Respect for Nature” [Justice] James P. Sterba, “Environmental Justice” [Justice] Optional: Frans De Wall, “Chimpanzee Justice” [Justice] Final Exam and Monday, May 2, 1- Study notes Extra Credit 3:50pm 1-2:15pm: Final Exam Session 2:15-3:50pm: Extra Credit: present a 5- minute explanation of your Doing Justice project; may be presented as an individual or group. Participants who both present and attend classmate presentations will receive 10% boost to their lowest graded assignment.