printer friendly pageETHICSOC 136R: Introduction to Global Justice (INTNLREL 136R, PHIL 76, POLISCI 136R, POLISCI 336)
Recent work in political theory on global justice. Topics include global poverty, human rights, fair trade, immigration, climate change. Do developed countries have a duty to aid developing countries? Do rich countries have the right to close their borders to economic immigrants? When is humanitarian intervention justified? Readings include Charles Beitz, Thomas Pogge, John Rawls.
Terms: Spr
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-ER, GER:EC-EthicReas
ETHICSOC 170: Ethical Theory (PHIL 170, PHIL 270)
A more challenging version of
Phil 2 designed primarily for juniors and seniors (may also be appropriate for some freshmen and sophomores - contact professor). Fulfills the Ethical Reasoning requirement. Graduate section (270) will include supplemental readings and discussion, geared for graduate students new to moral philosophy, as well as those with some background who would like more.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-A-II, WAY-ER
Instructors:
Dannenberg, J. (PI)
ETHICSOC 171: Justice (IPS 208, PHIL 171, PHIL 271, POLISCI 3P, POLISCI 136S, POLISCI 336S, PUBLPOL 103C, 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
Instructors:
Cohen, J. (PI)
ETHICSOC 174A: Moral Limits of the Market (PHIL 174A, PHIL 274A, POLISCI 135P)
Morally controversial uses of markets and market reasoning in areas such as organ sales, procreation, education, and child labor. Would a market for organ donation make saving lives more efficient; if it did, would it thereby be justified? Should a nation be permitted to buy the right to pollute? Readings include Walzer, Arrow, Rawls, Sen, Frey, Titmuss, and empirical cases.
Last offered: Winter 2013
| UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-A-II, WAY-ER
ETHICSOC 178M: Introduction to Environmental Ethics (ETHICSOC 278M, PHIL 178M, PHIL 278M, POLISCI 134L)
This course examines the following ethical questions about the environment: (1) how we ought morally to relate to animals; (2) attempts to expand the circle of moral concern beyond animals to other parts of nature; (3) economic approaches to environmental problems (e.g. cost-benefit analysis) and the justification of the precautionary principle; and (4) our moral obligations to future people. The class will conclude by considering whether the theoretical tools that we have examined help to address the problems of climate change, one of the most pressing environmental challenges of our time.
Terms: Win
| Units: 5
| UG Reqs: GER:EC-EthicReas, WAY-ER
Instructors:
Rose, J. (PI)
ETHICSOC 180M: Collective Action: Ethics and Policy (PHIL 73, PUBLPOL 304A)
Individually rational actions can give rise to results that are collectively irrational. For example, the collective result of our consumption decisions is to warm the planet, destroy the world's fisheries, and increase reliance on factory farming; at the same time, the decisions of a single individual seem to have no tangible effect on such things. In light of this, what (if anything) are you as an individual required to do in these and other collective action situations, especially when others are not doing their part to prevent things from getting out of control? For example, are you required to reduce your carbon footprint and avoid products that are produced in ethically objectionable ways? Do you have a duty to vote? Is free-riding always ethically objectionable? Can you be required to 'cooperate' in a situation where you know that most others will 'defect'? Finally, from a real-world policy perspective, how can we bring about the best solutions to these and other collective action problems? Is the best policy response always a straightforward function of the variable features of each case? Interdisciplinary readings from authors in philosophy, politics, economics, and law such as Elinor Ostrom, Peter Singer, and Cass Sunstein. No background will be assumed and no mathematical work will be required. The course will include a module led by an award-winning designer in which students will design table top games that can be used to teach the dynamics of collective action to high school students.
Terms: Spr
| Units: 3-5
| UG Reqs: GER:EC-EthicReas, WAY-ER
Instructors:
Budolfson, M. (PI)
ETHICSOC 182M: Business Ethics (PHIL 74)
What do people mean when they say, "it's just business"? Do they mean that there are no moral norms in business or do they mean that there are special moral norms in business that differ from those of personal relationships and other spheres of social activity? In this class we will examine ethical questions that arise in the domain of business. We will ask, for example: What does the market reward and what should it reward? What are the moral responsibilities of a business owner in a competitive environment? Is it acceptable to employ "sweatshop labor"? How do the moral responsibilities of a business owner differ from that of a policy maker? What information does a seller (or buyer) have a moral duty to disclose? In real estate, is a strategic default morally wrong? How much government regulation of Wall Street is morally justified? We will use the writings of Plato, Aristotle, Cicero, J. S. Mill, Marx, Jevons and Menger, Hayek, Walzer, and Sandel, among others, to help us answer these questions. We will see, for example, what Aristotle thought about day trading.
Last offered: Spring 2013
| UG Reqs: GER:EC-EthicReas, WAY-ER
ETHICSOC 185M: Contemporary Moral Problems (PHIL 72, POLISCI 134P)
As individuals and as members of societies, we make choices that can be assessed from the moral point of view. What choices should we make, and how should we make them? Topics will include: Is it ok to buy iThings when others lack basic nutrition? Does a preference for the taste of meat justify killing and eating animals? Under what circumstances, if any, is abortion morally permissible? Should employers and schools be allowed to favor minority candidates? Is a ban on trans fat morally impermissible paternalism? Readings for these and other topics will be drawn from contemporary philosophers such as Frances Kamm, Jeff McMahan, Robert Nozick, Debra Satz, Tommie Shelby, Peter Singer, and Judith Jarvis Thomson.
Terms: Spr
| Units: 5
| UG Reqs: WAY-ER, GER:EC-EthicReas
Instructors:
Olson, K. (PI)
ETHICSOC 203R: Ethics in Real Life: How Philosophy Can Make Us Better People (PHIL 90E)
Socrates thought that philosophy was supposed to be practical, but most of the philosophy we do today is anything but. This course will convince you that philosophy actually is useful outside of the classroom--and can have a real impact on your everyday decisions and how to live your life. We'll grapple with tough practical questions such as: 'Is it selfish if I choose to have biological children instead of adopting kids who need homes?' 'Am I behaving badly if I don't wear a helmet when I ride my bike?' 'Should I major in a subject that will help me make a lot of money so I can then donate most of it to overseas aid instead of choosing a major that will make me happy?' Throughout the course, we will discuss philosophical questions about blame, impartiality, the force of different 'shoulds,' and whether there are such things as universal moral rules that apply to everyone.
Terms: Win
| Units: 4
| UG Reqs: WAY-ER
Instructors:
Miller, B. (PI)
ETHICSOC 234R: Ethics On the Edge: Business, Non-Profit Organizations, Government, and Individuals (PUBLPOL 134, PUBLPOL 234)
The objective of the course is to explore the current international emphasis on organizational ethics. Students will consider in-depth complex ethics matters across business, the non-profit sector, and government. We will unravel the factors contributing to the seemingly pervasive failure of ethics today, including commonalities and links among sectors, through a broad range of international case studies. Examples might include: the Bangladesh garment factory fire and collapse; corruption in Nigeria; the Libor rate-rigging scandal; the US military sex abuse scandal; the GlaxoSmithKline China corruption scandal; racism in international football; drones; social media; and a non-profit sector ethics challenge to be identified. Prominent guest speakers will attend certain sessions interactively. Questions of cultural context, how ethics lags behind technology, ethics and leadership, and ethics and global systemic risks (poverty, financial system meltdown, climate change, cyber terrorism¿) will be considered. Attendance required. Grading is based 25% on short assignments, 35% class participation, and 40% final project. The final project is in lieu of exam on a topic of each student¿s choice. Class participation may include a variety of options beyond simply speaking up in class (e.g. participation on the class web site, assisting other students with presentations or final projects, participation in relevant University events, group discussions during office hours¿).
Terms: Spr
| Units: 3
| UG Reqs: WAY-ER
Instructors:
Liautaud, S. (PI)
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