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ETHICSOC 22B: Searching Together after the Common Good: An Introduction to Ethics in the Western Tradition (SLE 22B)

Important works from the Western tradition will be used to construct and explore some basic frameworks for ethical thinking. Students will gain a familiarity with some canonical texts and develop skills of close-reading and group discussion when it comes to ethical inquiry. Course texts can vary by quarter and year but will include a mix of canonical philosophical, religious, and literary texts. NOTE: Former SLE students should sign up for the ETHICSOC 22A/ ETHICSOC 22B listings. SLE 22A/SLE 22B are courses in ethics for high school students, taught primarily through an history based humanities curriculum. Stanford Student's participation in this course will include classroom experience with the high school students, as well as time with the course instructors to discuss, evaluate, and reflect on the course design. Please contact the instructor if you'd like to learn more: gwatkins@stanford.edu
Terms: Spr | Units: 1-3 | Repeatable 2 times (up to 3 units total)
Instructors: ; Watkins, G. (PI)

ETHICSOC 24SI: Deliberative Discussions

The Deliberative Discussions Course was initiated by the ASSU Undergraduate Senate in 2019 as an opportunity for students of different backgrounds, beliefs, and experiences to meet and share in a process of mutual dialogue across difference. Students will engage in meaningful dialogue and respectful discourse about difficult campus and global topics. The program strives to reduce social distance and enable students to try out new ideas. Participants will learn about and from one another as they acquire skills and tools that will help them to transform contentious debates into meaningful exchange. Students will lead their own peer-to-peer conversations about topics of their choice throughout the quarter. Lunch is provided for all participants.
Terms: Spr | Units: 1
Instructors: ; Chen, C. (PI)

ETHICSOC 36X: Dangerous Ideas (ARTHIST 36, COMPLIT 36A, EALC 36, ENGLISH 71, FRENCH 36, HISTORY 3D, MUSIC 36H, PHIL 36, POLISCI 70, RELIGST 36X, SLAVIC 36, TAPS 36)

Ideas matter. Concepts such as progress, technology, and sex, have inspired social movements, shaped political systems, and dramatically influenced the lives of individuals. Others, like cultural relativism and historical memory, play an important role in contemporary debates in the United States. All of these ideas are contested, and they have a real power to change lives, for better and for worse. In this one-unit class we will examine these "dangerous" ideas. Each week, a faculty member from a different department in the humanities and arts will explore a concept that has shaped human experience across time and space.
Terms: Win, Spr | Units: 1 | Repeatable 4 times (up to 4 units total)
Instructors: ; Safran, G. (PI)

ETHICSOC 79: Ethics and Leadership in Public Service (CSRE 126C, EDUC 126A, LEAD 126A, URBANST 126A)

This course explores ethical questions that arise in public service work, as well as leadership theory and skills relevant to public service work. Through readings, discussions, in-class activities, assignments, and guest lectures, students will develop a foundation and vision for a future of ethical and effective service leadership. This course serves as a gateway for interested students to participate in the Haas Center's Public Service Leadership Program.
Terms: Spr | Units: 3-4 | UG Reqs: WAY-ER
Instructors: ; Lobo, K. (PI)

ETHICSOC 85: Introduction to Tech Ethics and Policy Career Pathways (ETHICSOC 285)

Focuses on equipping students with critical thinking, analysis, and independent learning skills on topics within tech ethics and policy to prepare them for summer internship placements. Other tech industry, government, and civil society leaders will participate as appropriate. All students requesting admission to this course must be previously selected Tech Ethics and Policy Fellows. Visit https://solo.stanford.edu/apply/F2Q4 for more about this work/study program.
Terms: Spr | Units: 2
Instructors: ; Schaake, M. (PI)

ETHICSOC 107: Rethinking Meat: An Introduction to Alternative Proteins (EARTHSYS 109, EARTHSYS 209, ESS 103, ESS 203)

How do we feed a growing population in the face of climate change? Will Impossible Burgers become the new norm? Are you curious to learn about a frontier in bio- and chemical-engineering? Are you passionate about animal rights, human health, and sustainable agriculture? Learn about the environmental, ethical, and economic drivers behind the market for meat replacements. We'll take a deep dive into the science and technology used to develop emerging plant, fermentation and cell-based meat alternatives and explore the political challenges and behavioral adaptation needed to decrease meat consumption. Hear from entrepreneurs, researchers, and innovative startups developing sustainable and marketable alternative proteins through weekly guest lectures from industry leaders.
Terms: Spr | Units: 1-2

ETHICSOC 130: Liberalism and its Critics (PHIL 171P, POLISCI 130)

In this course, students will learn and engage with the core debates that have animated political theory in modern times. What is the proper relationship between the individual, the community, and the state? Are liberty and equality in conflict, and, if so, which should take priority? What does justice mean in a large and diverse modern society? The title of the course, borrowed from a book by Michael Sandel, is 'Liberalism and its Critics' because the questions we discuss in this class center on the meaning of, and alternatives to, the liberal ideas that the basic goal of society should be the protection of individual rights and that some form of an egalitarian democracy is the best way to achieve this goal. The course is structured around two historical phenomena: one the one hand, liberal answers to these key questions have at times seemed politically and socially triumphant, but on the other hand, this ascendency has always been challenged and contested. At least one prior class in political theory, such as Justice (PS 103), Citizenship in the 21st Century (College 102), or Democratic Theory (PS 234) is recommended but not required.
Terms: Spr | Units: 5 | UG Reqs: WAY-ER

ETHICSOC 131S: Modern Political Thought: Machiavelli to Marx and Mill (POLISCI 131L)

This course is an introduction to the history of Western political thought from the late fifteenth century through the nineteenth century. We will consider the secularization of politics, the changing relationship between the individual and society, the rise of consent-based forms of political authority, and the development and critiques of liberal conceptions of property. We will cover the following thinkers: Machiavelli, Hobbes, Locke, Rousseau, Wollstonecraft, Mill, and Marx.
Terms: Spr | Units: 5 | UG Reqs: GER:EC-EthicReas, WAY-A-II, WAY-ER

ETHICSOC 131X: Ethics in Bioengineering (BIOE 131)

Bioengineering focuses on the development and application of new technologies in the biology and medicine. These technologies often have powerful effects on living systems at the microscopic and macroscopic level. They can provide great benefit to society, but they also can be used in dangerous or damaging ways. These effects may be positive or negative, and so it is critical that bioengineers understand the basic principles of ethics when thinking about how the technologies they develop can and should be applied. On a personal level, every bioengineer should understand the basic principles of ethical behavior in the professional setting. This course will involve substantial writing, and will use case-study methodology to introduce both societal and personal ethical principles, with a focus on practical applications
Terms: Spr | Units: 3 | UG Reqs: GER:EC-EthicReas, WAY-ER

ETHICSOC 170: Ethical Theory (PHIL 170, PHIL 270)

(Taylor's version) In this iteration of the course we will discuss ethical dimensions of personal identity, integrity, friendship, sex, love, commitment, trust, care, childhood, death, and the afterlife. Substantial background in moral philosophy will be assumed (students should have completed Philosophy 2 or its equivalent; if you have questions, please contact the instructor).
Terms: Spr | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-A-II, WAY-ER

ETHICSOC 176: Political Philosophy: The Social Contract Tradition (PHIL 176, PHIL 276, POLISCI 137A, POLISCI 337A)

(Graduate students register for 276.) What makes political institutions legitimate? What makes them just? When do citizens have a right to revolt against those who rule over them? Which of our fellow citizens must we tolerate?Surprisingly, the answers given by some of the most prominent modern philosophers turn on the idea of a social contract. We will focus on the work of Hobbes, Locke, Rousseau, and Rawls.
Terms: Spr | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ER
Instructors: ; Hills, D. (PI); Ray, W. (TA)

ETHICSOC 185M: Contemporary Moral Problems (PHIL 72, POLISCI 134P)

In this course, we will discuss the body as a site of moral and political conflict. Here are a few of the questions that will be explored: People are encouraged to become kidney donors, but we still don't have enough kidneys for everybody who needs one. Should you be allowed to sell a kidney? Suppose Robert is dying of a rare disease and the only thing that could save his life is a bone marrow transplant from his cousin David, but David doesn't want to donate. Should we force him to "donate"? Some people say a woman should be free to make abortion decisions on whatever grounds she wants, including prenatal genetic testing for conditions like Down syndrome; others condemn such selective abortion as an unacceptable form of eugenics. What genetic testing information, if any, should be allowed to influence a woman's decision about whether to terminate a pregnancy? In addition to these normative questions, we will also study related questions in constitutional law. When the Supreme Court decided that abortion was a constitutional right in Roe v. Wade, on what legal reasoning did they base their decision? When they decided to overturn Roe in the recent Dobbs v. Jackson, what legal reasoning did they use then? How will Dobbs affect other (current) constitutional rights?
Terms: Spr | Units: 4-5 | UG Reqs: GER:EC-EthicReas, WAY-ER
Instructors: ; Mapps, M. (PI)

ETHICSOC 199: Independent Studies in Ethics in Society

May be repeated for credit.
Terms: Aut, Win, Spr, Sum | Units: 1-15 | Repeatable for credit
Instructors: ; Reich, R. (PI); Wenar, L. (PI)

ETHICSOC 200C: Ethics in Society Honors Thesis

Limited to Ethics in Society honors students, who must enroll once in 200A, once in 200B, and once in 200C in their senior year. Students enrolling in 200C for less than 3 units must get approval from the faculty director.
Terms: Spr | Units: 1-5

ETHICSOC 232T: Philanthropy for Sustainable Development (POLISCI 236, POLISCI 236S, SUSTAIN 222)

This course teaches students how to pursue social change through philanthropy with a focus on sustainable development. Students learn about the approaches, history, and key debates in philanthropy, and apply their knowledge by collaboratively making a substantial class contribution to one or more select nonprofit organizations. This class responds to the reality confronting all philanthropists: There are many ways in which we can change the world for the better, but our money and time is finite. How then can we best use our limited resources to accomplish change? And how will we know we've been successful? By the end of the course, students will understand the fundamentals of effective philanthropy, including how to define problems, develop a theory of change, evaluate outcomes, and reduce unintended harm. Students of all levels of familiarity with philanthropy are welcome to join and no discipline is privileged in the class.
Terms: Spr | Units: 4-5 | UG Reqs: WAY-ER

ETHICSOC 234: Democratic Theory (PHIL 176P, POLISCI 234)

Most people agree that democracy is a good thing, but do we agree on what democracy is? This course will examine the concept of democracy in political philosophy. We will address the following questions: What reason(s), if any, do we have for valuing democracy? What does it mean to treat people as political equals? When does a group of individuals constitute "a people," and how can a people make genuinely collective decisions? Can democracy really be compatible with social inequality? With an entrenched constitution? With representation?
Terms: Spr | Units: 5 | UG Reqs: WAY-ER
Instructors: ; Coyne, B. (PI)

ETHICSOC 280: Transitional Justice, Human Rights, and International Criminal Tribunals (HUMRTS 103, INTLPOL 280, INTNLREL 180A)

(Formerly IPS 280) Historical backdrop of the Nuremberg and Tokyo Tribunals. The creation and operation of the Yugoslav and Rwanda Tribunals (ICTY and ICTR). The development of hybrid tribunals in East Timor, Sierra Leone, and Cambodia, including evaluation of their success in addressing perceived shortcomings of the ICTY and ICTR. Examination of the role of the International Criminal Court and the extent to which it will succeed in supplanting all other ad hoc international justice mechanisms and fulfill its goals. Analysis focuses on the politics of creating such courts, their interaction with the states in which the conflicts took place, the process of establishing prosecutorial priorities, the body of law they have produced, and their effectiveness in addressing the needs of victims in post-conflict societies.
Terms: Spr | Units: 3-5
Instructors: ; Cohen, D. (PI)

ETHICSOC 285: Introduction to Tech Ethics and Policy Career Pathways (ETHICSOC 85)

Focuses on equipping students with critical thinking, analysis, and independent learning skills on topics within tech ethics and policy to prepare them for summer internship placements. Other tech industry, government, and civil society leaders will participate as appropriate. All students requesting admission to this course must be previously selected Tech Ethics and Policy Fellows. Visit https://solo.stanford.edu/apply/F2Q4 for more about this work/study program.
Terms: Spr | Units: 2
Instructors: ; Schaake, M. (PI)
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