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51 - 58 of 58 results for: all courses

POLISCI 232T: The Dialogue of Democracy (AMSTUD 137, COMM 137W, COMM 237, POLISCI 332T)

All forms of democracy require some kind of communication so people can be aware of issues and make decisions. This course looks at competing visions of what democracy should be and different notions of the role of dialogue in a democracy. Is it just campaigning or does it include deliberation? Small scale discussions or sound bites on television? Or social media? What is the role of technology in changing our democratic practices, to mobilize, to persuade, to solve public problems? This course will include readings from political theory about democratic ideals - from the American founders to J.S. Mill and the Progressives to Joseph Schumpeter and modern writers skeptical of the public will. It will also include contemporary examinations of the media and the internet to see how those practices are changing and how the ideals can or cannot be realized.
Last offered: Winter 2013 | UG Reqs: GER:EC-EthicReas, WAY-ER, WAY-SI

PUBLPOL 103C: Justice (ETHICSOC 171, IPS 208, PHIL 171, PHIL 271, POLISCI 3P, POLISCI 136S, POLISCI 336S, PUBLPOL 307)

Focus is on the ideal of a just society, and the place of liberty and equality in it, in light of contemporary theories of justice and political controversies. Topics include financing schools and elections, regulating markets, discriminating against people with disabilities, and enforcing sexual morality. Counts as Writing in the Major for PoliSci majors.
Terms: Aut | Units: 4-5 | UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-ER

PUBLPOL 304A: Collective Action Problems: Ethics, Politics, & Culture (ETHICSOC 180M, PHIL 73, POLISCI 131A)

When acting on one's own, it is often easy to know what the morally right action is. But many moral problems arise from the fact that many individuals act together leading to dilemmas, in which what is individually rational is collectively irrational. For example, the collective result of our consumption decisions is to warm the planet. But individual decisions seem to have no effect on climate change. Such collective action situations give rise to moral questions: Are individuals required to take their contributions to wider systemic effects into account? Does it make a difference whether or not others are doing their share, for example with regard to fighting global poverty? In many cases, the best solution for collective action problems are institutions. But when these are deficient or non-existing, what should individuals do? Do they have a duty to assist in building institutions, and what would this duty imply in practical terms? Interdisciplinary perspective, reading authors from philosophy, politics, economics and sociology such as Elinor Ostrom, Peter Singer or Liam Murphy, relating to current questions such as global poverty and climate change. No background assumed; no mathematical work required.
Terms: Spr | Units: 3-4 | UG Reqs: GER:EC-EthicReas, WAY-ER
Instructors: Herzog, L. (PI)

RELIGST 140: RELIGION AND ETHICS: The Limits of Dialogue

How do religious traditions address ethical problems? Although ¿the good¿ seems like a universal goal, religious traditions force us to consider non-universal ways of defining it. From marriage to genetic engineering, from abortion to organ donation, issues of community, faith, and practice continue to complicate our ethical thinking. Exploration of case-studies and concepts, with readings from Kant, Foucault, Butler and others, as well as Jewish and Christian interpretations of the Bible.
| UG Reqs: GER:DB-Hum, GER:EC-EthicReas

RELIGST 233: The Ethics of Religious Politics (ETHICSOC 233R)

Is it possible for a deeply committed religious person to be a good citizen in a liberal, pluralistic democracy? Is it morally inappropriate for religious citizens to appeal to the teachings of their tradition when they support and vote for laws that coerce fellow citizens? Must the religiously committed be prepared to defend their arguments by appealing to 'secular reasons' ostensibly accessible to all 'reasonable' citizens? What is so special about religious claims of conscience and expression that they warrant special protection in the constitution of most liberal democracies? Is freedom of religion an illusion when it is left to ostensibly secular courts to decide what counts as religion? Exploration of the debates surrounding the public role of religion in a religiously pluralistic American democracy through the writings of scholars on all sides of the issue from the fields of law, political science, philosophy, and religious studies.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-A-II, WAY-ER
Instructors: Sockness, B. (PI)

SLAVIC 190: Tolstoy's Anna Karenina in Dialogue with Contemporary Philosophical, Social, and Ethical Thought (COMPLIT 190, COMPLIT 390, SLAVIC 390)

Anna Karenina, the novel as a case study in the contest between "modernity" and "tradition," their ethical order, ideology, cultural codes, and philosophies. Images of society, women and men in Tolstoy v. those of his contemporaries: Marx, Mill, Nietzsche, Weber, Durkheim, Freud. Open to juniors, seniors and graduate students. Requirements: three interpretive essays (500-1000 words each). Analysis of a passage from the novel; AK refracted through a "philosophical" prism and vice versa (30% each); class discussion and Forum (10%).
Last offered: Winter 2014 | UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-A-II, WAY-SI

TAPS 163D: Shakespeare: The Ethical Challenge (ENGLISH 163D)

Was the eighteenth century right in proclaiming Shakespeare to be the greatest moral philosopher? What are the ethical challenges Shakespeare's major plays still pose for us? Can we divorce ethical decisions from the contingencies of experience? We will ask a series of normative ethical questions (to do with pleasure, power, old age, self-sacrifice, and truth telling) and attempt to answer them in relation to the dramatic situation of Shakespeare's characters on the one hand and our own cultural situation on the other. The ethical challenge of Shakespearean drama will be set against selected readings in ethical theory.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-A-II, WAY-ER
Instructors: Lupic, I. (PI)

UGXFER GER4D: GER 4D Substitution

| UG Reqs: GER:EC-EthicReas | Repeatable for credit
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