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1 - 10 of 21 results for: ETHICSOC ; Currently searching winter courses. You can expand your search to include all quarters

ETHICSOC 79: Ethics and Leadership in Public Service (CSRE 126C, EDUC 126A, URBANST 126A)

This course explores ethical questions that arise in public service work, as well as leadership theory and skills relevant to public service work. Through readings, discussions, in-class activities, assignments, and guest lectures, students will develop a foundation and vision for a future of ethical and effective service leadership. This course serves as a gateway for interested students to participate in the Haas Center's Public Service Leadership Program.
Terms: Win | Units: 3-4 | UG Reqs: WAY-ER

ETHICSOC 130: 20th Century Political Theory: Liberalism and its Critics (PHIL 171P, POLISCI 130)

In this course, students learn and engage with the debates that have animated political theory since the early 20th century. What is the proper relationship between the individual, the community, and the state? Are liberty and equality in conflict, and, if so, which should take priority? What does justice mean in a large and diverse modern society? The subtitle of the course, borrowed from a book by Michael Sandel, is "Liberalism and its Critics" because the questions we discuss in this class center on the meaning of, and alternatives to, the liberal idea that the basic goal of society should be the protection of individual rights. Readings include selections from works by John Rawls, Hannah Arendt, Robert Nozick, Michael Sandel, Iris Marion Young, and Martha Nussbaum. No prior experience with political theory is necessary.
Terms: Win | Units: 5 | UG Reqs: WAY-ER

ETHICSOC 130A: Classical Seminar: Origins of Political Thought (CLASSICS 181, CLASSICS 381, 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

ETHICSOC 134: Ethics for Activists (POLISCI 134)

Activists devote sustained effort and attention toward achieving particular goals of social and political change. Do we have an ethical obligation to be activists? And how should those who do choose to be activists (for whatever reason) understand the ethics of that role? Questions discussed in this course may include: When is civil disobedience appropriate, and what does it entail? Should activists feel constrained by obligations of fairness, honesty, or civility toward those with whom we disagree? Are there special ethical considerations in activism on behalf of those who cannot advocate for themselves? What is solidarity and what does it require of us? Students in this course will develop skills in analyzing, evaluating, and constructing logical arguments about ethical concerns related to activism, but class discussions will also address the potential limitations of logical argument in ethical and political reasoning.
Terms: Win | Units: 5

ETHICSOC 135F: Deliberative Democracy and its Critics (AMSTUD 135, COMM 135, COMM 235, COMM 335, 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)

ETHICSOC 136R: Introduction to Global Justice (INTNLREL 136R, PHIL 76, POLISCI 136R, POLISCI 336)

This course explores the normative demands and definitions of justice that transcend the nation-state and its borders, through the lenses of political justice, economic justice, and human rights. What are our duties (if any) towards those who live in other countries? Should we be held morally responsible for their suffering? What if we have contributed to it? Should we be asked to remedy it? At what cost? These are some of the questions driving the course. Although rooted in political theory and philosophy, the course will examine contemporary problems that have been addressed by other scholarly disciplines, public debates, and popular media, such as immigration and open borders, climate change refugees, and the morality of global capitalism (from exploitative labor to blood diamonds). As such, readings will combine canonical pieces of political theory and philosophy with readings from other scholarly disciplines, newspaper articles, and popular media.
Terms: Win | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-ER

ETHICSOC 151: The First Amendment: Freedom of Speech and Press (COMM 151, COMM 251, POLISCI 125P)

Introduction to the constitutional protections for freedom of speech, press, and expressive association. All the major Supreme Court cases dealing with issues such as incitement, libel, hate speech, obscenity, commercial speech, and campaign finance. There are no prerequisites, but a basic understanding of American government would be useful. In addition to a final and midterm exam, students participate in a moot court on a hypothetical case. (Grad students register for COMM 251)
Terms: Win | Units: 4-5
Instructors: Persily, N. (PI)

ETHICSOC 170: Ethical Theory (PHIL 170, PHIL 270)

This course serves as a rigorous introduction to moral philosophy for students with little or no background. We will examine ideas from four important figures in moral thought: Plato, David Hume, Immanuel Kant, and John Stuart Mill. Each of these philosophers played an integral role in the development of moral philosophy, because each offers thoughtful, compelling answers to some of the discipline¿s most central questions. These questions include: What is involved in being a good person or living a good life? What should we value, and why? How are we motivated by morality? How (if at all) is morality a matter of what is customary or conventional? How (much) do the consequences of our actions matter? Importantly, this course is not only about learning what others have thought about the answers to these (and related) questions. By considering and criticizing the ideas and arguments of these philosophers, the aim is to cultivate our own ability to think systematically, rationally, and reflectively, and to make up our own minds about how to answer these kinds of questions.
Terms: Win | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-A-II, WAY-ER

ETHICSOC 174B: Universal Basic Income: the philosophy behind the proposal (ETHICSOC 274B, PHIL 174B, PHIL 274B, POLISCI 134E, POLISCI 338)

Universal basic income (or UBI) is a regular cash allowance given to all members of a community without means test, regardless of personal desert, and with no strings attached. Once a utopian proposal, the policy is now discussed and piloted throughout the world. The growth of income and wealth inequalities, the precariousness of labor, and the persistence of abject poverty have all been important drivers of renewed interest in UBI in the United States. But it is without a doubt the fear that automation may displace workers from the labor market at unprecedented rates that explains the revival of the policy in recent years, including by many in or around Silicon Valley. Among the various objections to the proposal, one concerns its moral adequacy: Isn't it fundamentally unjust to give cash to all indiscriminately rather than to those who need it and deserve it? Over the years, a variety of scholars have defended the policy on moral grounds, arguing that UBI is a tool of equality, liber more »
Universal basic income (or UBI) is a regular cash allowance given to all members of a community without means test, regardless of personal desert, and with no strings attached. Once a utopian proposal, the policy is now discussed and piloted throughout the world. The growth of income and wealth inequalities, the precariousness of labor, and the persistence of abject poverty have all been important drivers of renewed interest in UBI in the United States. But it is without a doubt the fear that automation may displace workers from the labor market at unprecedented rates that explains the revival of the policy in recent years, including by many in or around Silicon Valley. Among the various objections to the proposal, one concerns its moral adequacy: Isn't it fundamentally unjust to give cash to all indiscriminately rather than to those who need it and deserve it? Over the years, a variety of scholars have defended the policy on moral grounds, arguing that UBI is a tool of equality, liberal freedom, republican freedom, gender equity, or racial equity. Many others have attacked UBI on those very same grounds, making the case that alternative policy proposals like the job guarantee, means-tested benefits, conditional benefits, or reparations should be preferred. Students will learn a great deal about political theory and ethics in general but always through the specific angle of the policy proposal, and they will become experts on the philosophy, politics and economics of UBI. The seminar is open to undergraduate and graduate students in all departments. There are no pre-requisites.
Terms: Win | Units: 3 | UG Reqs: WAY-ER | Repeatable for credit

ETHICSOC 175W: Law and Philosophy (PHIL 175W, PHIL 275W)

In this course, we will examine some of the central questions in philosophy of law, including:nWhat is law? How do we determine the content of laws? What is the proper role of judges in interpreting the law? Do laws have moral content? What is authority? What gives law its authority? Must we obey the law? If so, why? How can we justify the law? How should we understand and respond to unjust laws? What is punishment? What is punishment for? What, if anything, justifies punishment by the state? What is enough punishment? What is too much punishment? What does justice require under non-ideal conditions?
Terms: Win | Units: 4
Instructors: Salkin, W. (PI)
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