printer friendly pageBIOE 131: Ethics in Bioengineering (ETHICSOC 131X)
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
Instructors:
Altman, R. (PI)
;
Magnus, D. (PI)
;
Carlson, M. (TA)
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Instructors:
Altman, R. (PI)
;
Magnus, D. (PI)
;
Carlson, M. (TA)
;
Fan, Y. (TA)
;
Huang, C. (TA)
;
Ruiz, C. (TA)
;
Trotsyuk, A. (TA)
;
Yang, L. (TA)
CEE 177X: Engineering and Sustainable Development: Toolkit (CEE 277X, ENGR 177A, ENGR 277A)
The first of a two-quarter, project-based course sequence that address cultural, political, organizational, technical, and business issues at the heart of implementing sustainable engineering projects in the developing world. Students work in interdisciplinary project teams to tackle real-world design challenges in partnership with social entrepreneurs and/or NGOs. While students must have the skills and aptitude necessary to make meaningful contributions to technical product designs, the course is open to all backgrounds and majors. The first quarter focuses on conceptual design, feasibility analysis, and implementation, evaluation, and deployment. Admission is by application. Following successful completion of
CEE 177X/277X, students have the option to enroll in
CEE 177S/277S Engineering & Sustainable Development: Implementation. Designated a Cardinal Course by the Haas Center for Public Service.
Terms: Win
| Units: 1-3
| UG Reqs: WAY-ER
| Repeatable
20 times
(up to 20 units total)
CHINA 20: Humanities Core: Dao, Virtue, and Nature -- Foundations of East Asian Thought (HUMCORE 20, JAPAN 20, KOREA 20)
This course explores the values and questions posed in the formative period of East Asian civilizations. Notions of a Dao ("Way") are common to Confucianism, Daoism, and Buddhism, but those systems of thought have radically different ideas about what that Dao is and how it might be realized in society and an individual's life. These systems of thought appeared first in China, and eventually spread to Korea and Japan. Each culture developed its own ways of reconciling the competing systems, but in each case the comprehensive structure of values and human ideals differs significantly from those that appeared elsewhere in the ancient world. The course examines East Asian ideas about self-cultivation, harmonious society, rulership, and the relation between human and nature with a view toward expanding our understanding of these issues in human history, and highlighting their legacies in Asian civilizations today. The course features selective readings in classics of Confucian, Daoist, and Buddhist texts that present the foundational tenets of Asian thought. N. B. This is the first of three courses in the Humanities Core, East Asian track. These courses show how history and ideas shape our world and future. Take all three to experience a year-long intellectual community dedicated to the life of the mind.
Terms: Aut
| Units: 3
| UG Reqs: WAY-ER
Instructors:
Egan, R. (PI)
;
Yang, L. (TA)
CLASSICS 14N: Ecology in Philosophy and Literature
What can we do to help the environment? How do our conceptions of the environment affect our actions? In this class, we examine the basic principles of ecological thinking in Western culture. We explore the ways that different writers represent and conceive of the natural world. We also analyze different environmental philosophies. We will address the following questions: What is nature? Who decides what is "natural"? How do humans differ from other animals? Do these differences make us superior beings? How do our eating habits affect the earth? What are the philosophical arguments for vegetarianism and veganism? How have the technologies of television, cell phones, and computers affected our relationship to the natural world? To what extent do we dwell in cyberspace? How does this affect our habitation on earth? How does modern technology inform the way that we think and act in the world? To help us answer these questions, we read nature writers (Edward Abbey, Annie Dillard), philosophers (Descartes, Heidegger), short stories (Kafka, Ursula le Guin), novelists (Conrad, Tournier) and contemporary writers (Peter Singer, Michael Pollan, Elizabeth Kolbert).
Last offered: Spring 2019
| UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-A-II, WAY-ER
CLASSICS 17N: To Die For: Antigone and Political Dissent (TAPS 12N)
(Formerly
CLASSGEN 6N.) Preference to freshmen. Tensions inherent in the democracy of ancient Athens; how the character of Antigone emerges in later drama, film, and political thought as a figure of resistance against illegitimate authority; and her relevance to contemporary struggles for women's and workers' rights and national liberation. Readings and screenings include versions of
Antigone by Sophocles, Anouilh, Brecht, Fugard/Kani/Ntshona, Paulin, Glowacki, Gurney, and von Trotta.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-EDP, WAY-ER
Instructors:
Rehm, R. (PI)
CLASSICS 35: The Good Life: An Introduction to Ancient Greek Ethical Philosophy
The ancient Greeks longed for happiness, but life often led to suffering and anxiety. In ancient Greece, the traditional value system focused on gaining honor, wealth, power, and success - external goods that could be taken away at any time. The Greek philosophers Socrates, Plato, and Aristotle set forth ethical theories designed to alleviate suffering and anxiety. They rejected the traditional Greek value system, focusing on inner goodness rather than on external rewards. Developing inner goodness was the only way to live a happy and fulfilled life. In this class, we read Greek tragedies by Sophocles and Euripides that represent traditional Greek values. We examine the values, motivation, and choices of tragic characters who faced difficult ethical dilemmas - choices that led to misery and ruin. What were their tragic flaws? Could they have avoided their fates by adopting a different value system? We also examine the ethical theories of Socrates, Plato, and Aristotle. We analyze their discussions of justice, courage, friendship, love, and self-knowledge. Do these philosophical theories offer a valid way to live a happy life? Can we develop these virtues? If so, how do we do this? Do we need to have these virtues to live a happy life? Do the ancient philosophers offer useful solutions to ethical questions in our own day? Can their philosophies help us to become better and happier people?
Last offered: Spring 2019
| UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-ER
CLASSICS 116: Human Rights in Comparative and Historical Perspective (ETHICSOC 106, HUMRTS 106)
This course examines core human rights issues and concepts from a comparative and historical perspective. In the beginning part of the course we will focus on current debates about the universality of human rights norms, considering the foundation of the international human rights regime and claims that it is a product of western colonialism, imperialism, or hegemony. We will then discuss a series of issues where the debates about universality are particularly acute: gender inequality and discrimination, sexual violence, child marriage and forced marriage more generally, and other related topics. We will also consider the way in which issues of gender-based violence arise in the context of internal and international conflicts.
Last offered: Spring 2019
| UG Reqs: WAY-ER, WAY-SI
CLASSICS 125: The Hindu Epics and the Ethics of Dharma (RELIGST 123)
The two great Hindu Epics, the Mahabharata and Ramayana, offer a sustained reflection on the nature of virtuous living in the face of insoluble ethical dilemmas. Their treatment of the concept of dharma, understood simultaneously as ethical action and the universal order that upholds the cosmos, lies at the heart of both Gandhian non-violent resistance and communalist interreligious conflict. This course will focus on a reading of selections from the Epics in English translation, supplemented with a consideration of how the texts have been interpreted in South Asian literary history and contemporary politics and public life in India.
Last offered: Spring 2019
| UG Reqs: WAY-A-II, WAY-ER
CLASSICS 181: Classical Seminar: Origins of Political Thought (CLASSICS 381, ETHICSOC 130A, PHIL 176A, PHIL 276A, POLISCI 230A, POLISCI 330A)
Political philosophy in classical antiquity, centered on reading canonical works of Thucydides, Plato, Aristotle against other texts and against the political and historical background. Topics include: interdependence, legitimacy, justice; political obligation, citizenship, and leadership; origins and development of democracy; law, civic strife, and constitutional change.
Terms: Win
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ER
Instructors:
Ober, J. (PI)
;
Ozturk, U. (TA)
COMM 135: Deliberative Democracy and its Critics (AMSTUD 135, COMM 235, COMM 335, ETHICSOC 135F, POLISCI 234P, POLISCI 334P)
This course examines the theory and practice of deliberative democracy and engages both in a dialogue with critics. Can a democracy which emphasizes people thinking and talking together on the basis of good information be made practical in the modern age? What kinds of distortions arise when people try to discuss politics or policy together? The course draws on ideas of deliberation from Madison and Mill to Rawls and Habermas as well as criticisms from the jury literature, from the psychology of group processes and from the most recent normative and empirical literature on deliberative forums. Deliberative Polling, its applications, defenders and critics, both normative and empirical, will provide a key case for discussion.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-ER, WAY-SI
Instructors:
Fishkin, J. (PI)
;
Chang, S. (TA)
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