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ETHICSOC 10 is designed to provide students enrolled in COLLEGE 102 the opportunity to see the themes of the course in action through structured, field visits in the Bay Area region. The course is organized by the Haas Center for Public Service and limited to students currently enrolled in COLLEGE 102. The course is organized around four field experiences - focused on civil dialogue, immigration, collective action, and inequality - that will introduce you to diverse contexts in the Bay Area region where citizenship and democratic governance happens, every day. Each field experience involves three components: an orientation session, a field visit, and a reflection. Students enrolling for 1 unit will write one, final 4-page reflection at the end of the quarter; students enrolling for 2 units will write a 2-page reflection following each field experience as well as a final 4-page reflection. See the full syllabus including dates of the field visits here: https://docs.google.com/document/d/1pW7O7aqk460GcXDvkBlTOdwRjNdtlFqSj_wRhJQunG4/edit?usp=sharing Students enrolled in the class will have priority consideration in applying for a summer Citizenship Fellowship through the Cardinal Quarter program.

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

Two Consecutive Weekend Course: Community Organizing makes a difference in addressing major public challenges that demand full engagement of the citizenry, especially those whose voices are marginalized. In this course you will learn and practice the leadership skills needed to mobilize your communities for positive social change. We identify leadership as accepting responsibility to enable others to achieve shared purpose in the face of uncertainty. As organizers you will learn how to develop capacity within your community and analyze power dynamics to develop a strategic plan. By the end of this course, you will create an organizing campaign that builds power rooted in the resources of your community. The class will be an intensive held the first two weekends of winter quarter, Jan 10-12 and Jan 17-19, 2024. Class begins on Friday in the afternoon and runs through early Sunday evening. There will also be one follow-up, all class session Week 9 of the quarter, tentatively scheduled for Thursday, March 6, from 4-5:50 PM

Community Organizing makes a difference in addressing major public challenges that demand full engagement of the citizenry, especially those whose voices are marginalized. In this course you will learn and practice the leadership skills of campaign coaching in order to facilitate others to mobilize their communities for positive social change. Enrollment by consent of instructor.

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.

Do you have a duty to vote? Should immigrants be allowed to vote? Should we make voting mandatory? How (if at all) should we regulate campaign finance? Should we even have elections at all? In this course, we will explore these and other ethical questions related to electoral participation and the design of electoral institutions. We will evaluate arguments from political philosophers, political scientists, and politicians to better understand how electoral systems promote important democratic values and how this affects citizens' and political leaders' ethical obligations. We will focus, in particular, on issues in electoral design that have been relevant in recent US elections (e.g. gerrymandering), though many of the ethical issues we will discuss in this course will be relevant in any electoral democracy.

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.

What role do science and technology play in the creation of a just society? How do we confront and redress the impact of racism and bias within the history, theory, and practice of these disciplines? This course invites students to grapple with the complex intersections between race, inequality, justice, and the STEM fields. We orient to these questions from an artistically-informed position, asking how we can rally the embodied practices of artists to address how we think, make, and respond to each other. Combining readings from the history of science, technology, and medicine, ethics and pedagogy, as well as the fine and performing arts, we will embark together on understanding how our STEM practices have emerged, how we participate today, and what we can imagine for them in the future. The course will involve workshops, field trips (as possible), and invited guests. All students, from any discipline, field, interest, and background, are welcome! This course does build upon the STS 51 series from 2020-21, though it is not a prerequisite for this course. Please contact the professor if you have any questions!

Most people are not our fellow citizens. (Over 95% of human beings, for example, are not Americans.) What do we owe to them as a matter of justice? What do they owe to us? Should you save a foreigner's life instead of buying luxuries for yourself? Should you boycott 'fast fashion' produced by exploited workers abroad? Who must act on climate change? How can a country like the United States justify forcefully preventing anyone from crossing its borders? Is anything absolutely prohibited to win a war? Undergraduates Only.