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1 - 10 of 66 results for: ETHICSOC

ETHICSOC 2: The Ethics of Anonymity (COMM 127X, CSRE 127X)

When is it ethical to conceal your identity or to permit another to remain anonymous? What is the value to remaining unknown, and what might be the cost? Does anonymity free you to think, act, or be in ways you wouldn't otherwise? What else might it allow or constrain? How might your answers differ depending on the circumstances or context? In this one-unit lunchtime seminar, guest speakers will discuss topics that might include: anonymous sources in journalism; anonymity online; the history of anonymous authorship and attribution; whistleblowers and confidential informants; anonymous egg or sperm donors and birth parents; anonymity vs. confidentiality for research participants; anonymity and art; technology and anonymity.
Terms: not given this year, last offered Winter 2016 | Units: 1 | Grading: Satisfactory/No Credit

ETHICSOC 10SC: The Meaning of Life: Moral and Spiritual Inquiry through Literature

Short novels and plays will provide the basis for reflection on ethical values and the purpose of life. Some of the works to be studied are F. Scott Fitzgerald's The Great Gatsby, George Bernard Shaw's Major Barbara, Hermann Hesse's Siddhartha, Jane Smiley's Good Will, Robert Bolt's A Man for All Seasons, John Steinbeck's Of Mice and Men, and Nadine Gordimer's None to Accompany Me. We will read for plot, setting, character, and theme using a two-text method; looking at the narrative of the literary work and students' own lives, rather than either deconstructing the literature or relating it to the author's biography and psychology. The questions we will ask have many answers. Why are we here? How do we find meaningful work? What can death teach us about life? What is the meaning of success? What is the nature of true love? How can one find balance between work and personal life? How free are we to seek our own destiny? What obligations do we have to others? We will draw from literature more »
Short novels and plays will provide the basis for reflection on ethical values and the purpose of life. Some of the works to be studied are F. Scott Fitzgerald's The Great Gatsby, George Bernard Shaw's Major Barbara, Hermann Hesse's Siddhartha, Jane Smiley's Good Will, Robert Bolt's A Man for All Seasons, John Steinbeck's Of Mice and Men, and Nadine Gordimer's None to Accompany Me. We will read for plot, setting, character, and theme using a two-text method; looking at the narrative of the literary work and students' own lives, rather than either deconstructing the literature or relating it to the author's biography and psychology. The questions we will ask have many answers. Why are we here? How do we find meaningful work? What can death teach us about life? What is the meaning of success? What is the nature of true love? How can one find balance between work and personal life? How free are we to seek our own destiny? What obligations do we have to others? We will draw from literature set in the United States and elsewhere; secular and religious world views from a variety of traditions will be considered. The authors chosen are able to hold people up as jewels to the light, turning them around to show all of their facets, both blemished and pure, while at the same time pointing to any internal glow beneath the surface. Classes will be taught in a Socratic, discussion-based style. Study questions will accompany each reading and provide a foundation for class discussion. Grading will be based 50 percent on class participation, 25 percent on one-page reflection papers on reading assignments, and 25 percent on a four-page final paper due on September 15. Field trips will include an overnight camping experience.
Terms: not given this year, last offered Summer 2012 | Units: 2 | Grading: Letter (ABCD/NP)

ETHICSOC 20: Introduction to Moral Philosophy (PHIL 2)

What should I do with my life? What kind of person should I be? How should we treat others? What makes actions right or wrong? What is good and what is bad? What should we value? How should we organize society? Is there any reason to be moral? Is morality relative or subjective? How, if at all, can such questions be answered? Intensive introduction to theories and techniques in contemporary moral philosophy.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-A-II, WAY-ER | Grading: Letter or Credit/No Credit
Instructors: Maguire, B. (PI)

ETHICSOC 21N: Ethics of Sports (PHIL 21N)

This seminar will be focused on the ethical challenges that are encountered in sport. We will focus on the moral and political issues that affect the world of sport and which athletes, coaches, sports commentators and fans are faced with. For instance, we will ask questions such as: what is a fair game (the ethics of effort, merit, success)? Is it ethical to train people to use violence (the ethics of martial arts)? Are divisions by gender categories justified and what should we think of gender testing? Is the use of animals in sport ever justified? Which forms of performance enhancements are acceptable in sport (the ethics of drug use and enhancements through technologies)? Should we ban sports that damage the players¿ health? Does society owe social support to people who hurt themselves while practicing extreme sports? nnThe class will be structured around small group discussions and exercises as well as brief lectures to introduce key moral and political concepts (such as fairness, more »
This seminar will be focused on the ethical challenges that are encountered in sport. We will focus on the moral and political issues that affect the world of sport and which athletes, coaches, sports commentators and fans are faced with. For instance, we will ask questions such as: what is a fair game (the ethics of effort, merit, success)? Is it ethical to train people to use violence (the ethics of martial arts)? Are divisions by gender categories justified and what should we think of gender testing? Is the use of animals in sport ever justified? Which forms of performance enhancements are acceptable in sport (the ethics of drug use and enhancements through technologies)? Should we ban sports that damage the players¿ health? Does society owe social support to people who hurt themselves while practicing extreme sports? nnThe class will be structured around small group discussions and exercises as well as brief lectures to introduce key moral and political concepts (such as fairness, equality, freedom, justice, exploitation, etc.). I will also bring guests speakers who are involved in a sport activity at Stanford or who have worked on sports as part of their academic careers. By the end of the seminar, students will have a good understanding of the various ethical challenges that surround the world of sport. They will be able to critically discuss sport activities, norms, modes of assessments and policies (on campus and beyond). They will also be prepared to apply the critical ethical thinking that they will have deployed onto other topics than sports. They will have been introduced to the normative approach to social issues, which consists in asking how things should be rather than describing how things are. They will be prepared to take more advanced classes in ethics, political theory, as well as moral and political philosophy.
Terms: not given this year, last offered Spring 2017 | Units: 3 | UG Reqs: WAY-ER | Grading: Letter (ABCD/NP)

ETHICSOC 36X: Dangerous Ideas (ARTHIST 36, COMPLIT 36A, EALC 36, ENGLISH 71, FRENCH 36, HISTORY 3D, MUSIC 36H, PHIL 36, POLISCI 70, RELIGST 21X, SLAVIC 36)

Ideas matter. Concepts such as race, progress, and evil have inspired social movements, shaped political systems, and dramatically influenced the lives of individuals. Others, like religious tolerance, voting rights, and wilderness preservation 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. Some weeks will have short reading assignments, but you are not required to purchase any materials.
Terms: Spr | Units: 1 | Grading: Satisfactory/No Credit
Instructors: Satz, D. (PI)

ETHICSOC 74: Ethics in a Human Life (HUMBIO 74, PHIL 74A)

Ethical questions pervade a human life from before a person is conceived until after she dies, and at every point in between. This course raises a series of ethical questions, following along the path of a person's life - questions that arise before, during, and after she lives it. We will explore distinctive questions that a life presents at each of several familiar stages: prior to birth, childhood, adulthood, death, and even beyond. We will consider how some philosophers have tried to answer these questions, and we will think about how answering them might help us form a better understanding of the ethical shape of a human life as a whole.
Terms: Aut | Units: 4 | UG Reqs: GER:DB-Hum, WAY-ER | Grading: Letter or Credit/No Credit

ETHICSOC 75X: Philosophy of Public Policy (PHIL 175B, PHIL 275B)

From healthcare to parliamentary reforms to educational policies, social and public policies are underpinned by normative justifications - that is by different conceptions of what is right, wrong or required by justice. By analyzing these assumptions and justifications, we can in turn challenge the policies in question - asking: Is workfare ever justified? What is wrong with racial profiling? When (if ever) is compulsory voting justified? Should children have the right to vote? Does affirmative action promote equality? Should freedom of expression ever be restricted? What are the duties of citizens of affluent countries toward asylum seekers and economic migrants? Do we have a right to privacy?nnThe course aims to train students in the normative analysis of public policies. At the end of this class, students should be able to critically examine diverse policy proposals from the perspective of ethics, moral and political philosophy. Students will be introduced to a broad range of normat more »
From healthcare to parliamentary reforms to educational policies, social and public policies are underpinned by normative justifications - that is by different conceptions of what is right, wrong or required by justice. By analyzing these assumptions and justifications, we can in turn challenge the policies in question - asking: Is workfare ever justified? What is wrong with racial profiling? When (if ever) is compulsory voting justified? Should children have the right to vote? Does affirmative action promote equality? Should freedom of expression ever be restricted? What are the duties of citizens of affluent countries toward asylum seekers and economic migrants? Do we have a right to privacy?nnThe course aims to train students in the normative analysis of public policies. At the end of this class, students should be able to critically examine diverse policy proposals from the perspective of ethics, moral and political philosophy. Students will be introduced to a broad range of normative approaches to politics, and the seminars will be organized around debates and small-group exercises to train students in the concrete ways in which one argues normatively. Through concrete and important policy examples each week, students will be introduced to the main debates in moral and political theory.nnThere are no prerequisites. Undergraduates and graduates from all departments are welcome to attend. After taking this class, students will be prepared to take more advanced classes in ethics, political theory, as well as moral and political philosophy. They will have developed competences in the normative analysis of public policy and they will be able to deploy those competences in other ethics classes.
Terms: not given this year, last offered Winter 2018 | Units: 4 | UG Reqs: WAY-ER | Grading: Letter or Credit/No Credit

ETHICSOC 103X: Contemporary Muslim Political Thought (GLOBAL 136)

This course aims to provide an introduction to contemporary Muslim political thought. It presents post-nineteenth century Muslim contributions to political thought. It is designed as a survey of some major thinkers that sought to interpret Islam's basic sources and Islamic intellectual legacy from the Arab world to Iran and Southeast Asia, from Turkey to North America. Our readings include primary texts by Tahtawi, Tunisi, Afghani, Rida, Iqbal, Qutb, Maududi, Shariati, and some current figures. We will approach the texts as just other works of political theory rather than a study of intellectual history. We will analyze the recurring ideas in this body of thought such as decline, civilization, rationality, ijtihad (Islamic independent reasoning), shura (deliberative decision-making), democracy, secularism, Muslim unity, khilafah (caliphate and vicegerency), freedom, equality, and justice. We will discuss their current significance fro the ongoing theoretical debates in Muslim political thought and comparative political theory.
Terms: Spr | Units: 4 | UG Reqs: WAY-SI | Grading: Letter (ABCD/NP)
Instructors: Yenigun, H. (PI)

ETHICSOC 104: Introduction to Disability Studies and Disability Rights (FEMGEN 94H, HUMRTS 104, SOC 186)

One in every five Americans has some kind of disability according to the Census Bureau, making this group the largest minority in America. Disability Studies is a relatively new interdisciplinary academic field that examines disability as a social, cultural and political phenomenon. Disability is an elusive, complex and fluid concept that encompasses a range of bodily, cognitive and sensory differences and abilities. It is produced as much by environmental and social factors as it is by bodily functions and pathology. This is an introductory course to the field of disability studies and it aims to investigate the complex concept of disability through a variety of prisms and disciplines including social psychology, the humanities, legal studies and media studies. This course also focuses on the multiple connections between the study of disability and other identities including class, race, ethnicity, gender and sexual orientation, and also includes a comparative look at how disability i more »
One in every five Americans has some kind of disability according to the Census Bureau, making this group the largest minority in America. Disability Studies is a relatively new interdisciplinary academic field that examines disability as a social, cultural and political phenomenon. Disability is an elusive, complex and fluid concept that encompasses a range of bodily, cognitive and sensory differences and abilities. It is produced as much by environmental and social factors as it is by bodily functions and pathology. This is an introductory course to the field of disability studies and it aims to investigate the complex concept of disability through a variety of prisms and disciplines including social psychology, the humanities, legal studies and media studies. This course also focuses on the multiple connections between the study of disability and other identities including class, race, ethnicity, gender and sexual orientation, and also includes a comparative look at how disability is treated across cultures. Some of the topics covered in the class are disability and the family, the history of the disability rights movement, the development of disability identity and its intersectionality, anti-discrimination law, the UN Convention on the Rights of People with Disabilities, bioethical dilemmas pertaining to disability and more.
Terms: Win | Units: 4 | UG Reqs: WAY-ED | Grading: Letter or Credit/No Credit
Instructors: Dorfman, D. (PI)

ETHICSOC 111: Leadership Challenges (PUBLPOL 111)

This course will examine the responsibilities and challenges for those who occupy leadership roles in professional, business, non-profit, and academic settings. Topics will include characteristics and styles of leadership, organizational dynamics, forms of influence, decision making, diversity, social change, and ethical responsibilities. Class sessions will include visitors who have occupied prominent leadership roles. Readings will include excerpts of relevant research, problems, exercises, and case studies. Requirements will include class participation and short written weekly reflection papers (2 to 3 pages) on the assigned readings. The class will be capped at 50 students.
Terms: not given this year, last offered Spring 2017 | Units: 4-5 | Grading: Letter or Credit/No Credit
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