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An Ethic of Virtue and Justice As Community Obligation

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An Ethic of Virtue and Justice As Community Obligation FNDS 701 – Ethics and Social Justice 2019 7A January 1, 2019 to June 30, 2019 Instructor: Christopher J. Voparil Contact Info: [email protected]; 954-829-2935 Seminar Description Ethics and Social Justice is one of the three foundational seminars for the Ph.D. in Interdisciplinary Studies. Organized around major thinkers and core concepts, this seminar examines alternative conceptions of ethics and explores their implications for social justice. The goal of this seminar is to provide students with a theoretical foundation capable of informing and enriching their socially-engaged intellectual pursuits, through a critical engagement with both classic texts and contemporary theories. Following Aristotle, our guiding assumption will be that ethical reflection is a process of reflective dialogue between one’s current beliefs and assumptions, and more complex ethical problems and theories designed to spur not only thought, but self-reflection. We will begin with the classical understanding of ethics and justice, and then examine how beliefs about the individual’s relation to the community change given modernity’s assumptions about atomized individuals. From there we turn to more recent theories of ethics and justice that have emanated from excluded voices: justice as a form of caring for others, and as a means for transforming the social reality to recognize the identities of groups. Integration of Program Theme(s)_ Cultivating a concern for social justice has been an abiding commitment of the PhD program since its inception 50 years ago. As the foundational seminar in this area, a concern for social justice is the primary focus of this course. Not only will we examine alternative conceptions of ethics and their implications for social justice, we will explore competing theories of social justice itself. Drawing on the major theoretical traditions in moral philosophy and political theory, students will critically assess the meaning of social justice in the abstract, and then pursue the practical implications of these theories in an interdisciplinary way through study of the realization (or betrayal) of social justice in specific historical contexts, as portrayed in literature and film. 2 Individualized Learning An approach to learning grounded in the stream of individual experience has long been a hallmark of the PhD program. In keeping with this spirit, this course attempts to support individual learning both in principle and in practice. The guiding principle of the course is that thinking about ethics and social justice is best understood as a reflective dialogue between one’s own intuitions and beliefs, and a series of complex and provocative ethical questions and texts. In practice, the assignments are structured to foster individual learning as well: the Critical Article Outlines and Critical Review Essays afford an opportunity to interpret specific readings in light of individual concerns with social justice and individual research interests. Learning Outcomes & Competencies FNDS 701 pays particular attention to the following outcomes and competencies: University Outcomes: UI&U Doctoral Learning Outcome III: Ethical & Social Responsibility. Express ethical & social implications in one’s social, professional, artistic and/or scholarly practice. Ph.D. Program Outcomes: Vii) Demonstrate understanding of theories and practices of the creative process, engaging difference, and social justice Ph.D. Program Competencies: 1. Explains theories and practices of the creative process, engaging difference, and/or social justice. 2. Appraises potential benefits and shortcomings of theories and practices of the creative process, engaging difference, and/or social justice. Seminar Competencies: By the end of this seminar, students will demonstrate fundamental knowledge of the four ethical traditions and corresponding conceptions of social justice via the following seminar competencies: Summarize, interpret, and discuss each theoretical perspective through participation in Forum discussions of the readings on Campus Web. Distinguish, analyze, and critically assess competing theories and concepts via the Critical Article Outlines. Put forth clear thesis statements supported by cogent argument and careful exegesis of key passages. Demonstrate individual creativity and interpretive ability via the Critical Review Essays. Relate core theories and concepts to historical contexts and issues within their individual areas of concentration through the Seminar Paper. Integrate core theories and concepts with their individual intellectual projects through the Seminar Paper. 3 Assignments Forum Posts and Critical Responses: The online discussion forum in Campus Web is the primary medium for students to express their seminar participation. As outlined in the seminar schedule below, during each learning unit students will be expected to participate in Forum discussion of the required readings on Campus Web. Based on individual interests, students will serve on a rotating basis as Discussion Leaders during each unit (we will determine the discussion leader schedule during the residency). The discussion leaders will be responsible for posting a Critical Response to the designated readings, sharing concerns, expressing criticisms, and raising questions. These critical responses will serve as the impetus for the collective Forum discussion of the reading. All students, including the discussion leaders, will compose a minimum of two posts (either critical responses or responses to critical responses) during each learning unit, one in Discussion A and one in Discussion B. Each post should be at least 300 words and contain quotations from the reading to support and illustrate one’s points (with page numbers from the text in parentheses). Rather than attempting to summarize an entire reading, the posts should focus on one idea or theme or issue from the reading and pursue it in depth, with an eye to positioning oneself in relation to particular claims made in the text, whether in agreement or disagreement. Exemplary Critical Responses and Discussion Posts will: - Demonstrate an understanding of the overall argument of the thinker being discussed - Possess clarity and focus in presenting a particular thesis or point, with an argument to support it, as opposed to stream of consciousness - Offer a critical interpretation rather than a mere summary or recapitulation, although establishing the thinker’s views before critiquing them is essential - Engage with the text via specific discussion of relevant quotes - Position own thinking in relation to claims and texts cited - Relate the thinker’s particular argument back to the larger themes of the course - Demonstrate a measure of originality or thoughtfulness of interpretation – i.e., an ability to think for oneself Critical Article Outline: At two points in the term (see Seminar Outline below), students will complete a Critical Review Outline for one of the indicated secondary essays listed for that week. Specific guidelines and instructions for this assignment are available in a separate document posted in CampusWeb under Handouts on the Main Page. Essentially, you read, annotate, and analyze a critical article by another scholar and make an outline with the most pertinent information. This both helps you see what a strong critical essay looks like and shows you how to position yourself dialogically in the realm of scholarly discourse. Analyzing critical articles effectively contributes to the Critical Review Essay. Critical Review Essays: During each of the last two monthly learning units outlined below, students will write a Critical Review Essay of the required readings for that unit. Each essay should be 1500-2000 words in length and contain specific textual evidence from the readings to support interpretations and contentions. The essays should be written 4 for a reader who is already familiar with the readings; therefore, summarizing should be omitted in favor of analysis, interpretation, and presenting a specific argument. Because the essays are too brief to deal adequately with the full range of issues raised in the readings, each essay should be organized around a specific thesis or point based on the student’s own reaction to the reading, and should make an argument. For instance, one might put one reading into critical dialogue with another, arguing that, say, Aristotle’s conception of ethics is superior to Plato’s for specific reasons. Or one might offer a thesis of one’s own suggesting perhaps that both Plato and Aristotle miss a crucial element of ethics that you find essential. Depth of discussion in these essays is more important than breadth; therefore, critical review essays should discuss no more than two of the readings from that unit (focusing on one is also acceptable). While the focus of the critical review essays should be the reading(s) under review, relating the readings to examples drawn from your own experience to make a point is fine, provided that these examples are used to illuminate something in the reading, rather than detour from it. Note that this is a reflection or reaction paper, rather than a research paper; use of external sources is not necessary. Exemplary Critical Review essays will: - Possess a clear overall thesis stated at the outset of the essay - Have a coherent argumentative structure in the body of the text to support thesis - Engage with the theories and texts under discussion through specific discussion of particular passages or quotes - Demonstrate
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