ETHICS IN LITERATURE
Instructor:
Name: Edward Reges E-Mail: regese12@gmail.com
Office: [insert office location] Office Hours: [insert hours]
Office Phone: [insert number] Mobile number: [insert cell]
Description: This course aims to promote an understanding of the underlying principles of ethics by evaluating ethical issues and implications in classical literature. Students will discuss ethical dilemmas, analyze the decisions of characters, and come to a closer understanding of right and wrong through inquiry. Personal autonomy, beneficence, justice, the minimization of harm, and the prioritization of these concepts in the scope of both act and rule instances is the focal point, however discussion may lead down many ethical dimensions. The first part of this course will involve immersion in ethical theory. The second part will involve examination of literature through different moral lenses.
Meeting Times: Tuesdays & Thursdays – 10-11:15
Place: [insert meeting location]
Course Objectives: Upon successful completion of this course, students will be able to:
- Demonstrate an understanding of the components of general ethics.
- Recognize ethical implications in decision making and circumstance.
- Analyze literature through moral lenses such as relative or pragmatic.
- Demonstrate an understanding of the role in literature in developing morals.
- Come to a closer understanding of their own morality.
Required Texts:
Ethics: An Online Textbook – Sullivan & Pecorino: http://www.qcc.cuny.edu/SocialSciences/ppecorino/ETHICS_TEXT/CONTENTS.htm
Aesop. Fables: http://history-world.org/Aesops_Fables_NT.pdf
The Epic of Gilgamesh: http://www.aina.org/books/eog/eog.pdf
Inferno – Dante: http://www.planolibraries.org/books/inferno.pdf
Supplemental readings provided
Grading Components: *Due dates in class schedule **See handouts for more information
Class Citizenship – 25%
The heart of this course lies in discourse. We come to a better understanding of what the words right and wrong mean and how the concepts involved in those terms relate to us by comparing them to how they relate to others. Members of this class are expected to engage in discourse to that end. Since discourse is so integral to the goals of this course, it accounts for a large portion of the grade. To receive top marks in this component, speak your mind: make a point in class at least once a week. By point, I mean offer extra evidence to support a claim, offer evidence to refute a claim, or offer an issue for discussion. In other words, be critical, not only of your classmates and the text, but yourself as well.
Group Presentation – 10%
For this project, students will collaborate in groups of 3-4 to present information on a positive (i.e. not nihilism or skepticism) ethical theory exclusive to that group. In order to decide what group is assigned which theory, groups will meet to decide on three theories they would potentially like to present on. I will attempt to accommodate each group in selecting from their chosen theories. Presentations can be in any multitude of forms: power point, chart-based, even skits. The objective of this assignment is to demonstrate your understanding of the theory in a way that also furthers the understanding of others. Presentations will last for 15 minutes.
Theories: relativism, egoism, utilitarianism, deontological theories, pragmatism, existentialism, feminism
Essays – 45%
A strong essay is one that presents the information in a persuasive and cohesive manner. To achieve the highest marks, students should be mindful of organization, clarity, and precision. Many if not all of these essay prompts ask the writer to portray his or her subjective interpretation of literature in a manner that is to be graded – don’t sweat being right or wrong, instead convince me that your interpretation is correct with evidence.
Essay 1 – 15%
Select one broad ethical stance (e.g. utilitarianism, relativism) that is closely related with at least two of the fables in the collection. In a short essay, tell me how those fables relate to the principles of that ethical stance. To do this, judge the events or characters in the fable based on the stance you have chosen. One of the fables you select should contain an act or character that is condemnable according to that ethical stance, while the other should be justifiable. Explain why each applies to the situation. Essays should be ~750-1000 words.
Essay 2 – 15%
Compose a short essay that discusses the moral implications of the actions of the characters in the Epic of Gilgamesh. Demonstrate actions that are praised or abashed – your essay should have three. Cite specific examples of these actions how they are reinforced or discouraged in the text. Essays should be ~1000 words.
Essay 3 – 15%
Compose an essay that analyzes some aspect(s) of Dante’s Inferno through a moral lens discussed over the course of the semester. By this time, you have some practice in using these lenses and Inferno seems to be ripe with examples. Possible focuses could be on action, punishment, character, progression, or conscious. Essays should be ~1000–1250 words.
Final Paper – 20%
Using the techniques developed over the course of this semester, you are to select a piece of literature that has influenced you in some way and analyze how it has shaped your moral perspective, be it character, conscious, or ideals. Include at least one personal experience in which you epitomized one of the virtues that was championed by the literature. Papers should be ~1500 words.
Attendance Policy:
[insert institutional policy here, or:] Attendance in this course is necessary to achieve the course objectives. As adults committed to furthering your education, class attendance should be of top priority to that end.
Plagiarism:
[insert institutional policy here] Plagiarism is a serious offense not only to the original author but to yourself as an academic: it undermines your credibility, prevents original thought and self-progression, and -least of all- is risky to your career for the repercussions of being caught. Plagiarism will not be tolerated in this course. Instances of accidental plagiarism will incite one warning and a mandatory revision; students are expected to know how to properly cite sources and that expectancy is upheld in the writing for this course. Intentional plagiarism will result in a 0 for the assignment and the notification of proper institutional officials.
Class Conduct Policy:
The content of this course evaluates morals, things that we hold very near to ourselves not only for justification of our actions but identity as well. People have different beliefs. Denouncing any person’s beliefs is not tolerable in this classroom, nor is any form of prejudice. Due to the highly discursive nature of this course, beliefs will be shared. There is an intimacy in sharing beliefs and therefore a responsibility for reciprocal respect. Do not disrespect your classmates or their beliefs or you will be asked to leave the classroom immediately and your class citizenship grade will be impacted accordingly.
Technology Policy:
Students are encouraged to utilize any and all technology possible to the ends of this course. That being said, the use of technology for other means during course time distracts you as well as other students and is strongly discouraged. Responsible members of this learning space do not answer calls, send texts, or access social media. Those that are less responsible may find their participation scores reflect their respect for the learning space and classmates. If certain circumstances dictate phone access necessary, appropriate concessions will be made at the discretion of the teacher, who is to be informed.
E-Mail Policy:
Feel free to e-mail me at any time, but please do understand that it may take some time to receive a reply. Expect a response within two to three days. When sending an e-mail please do so professionally: send from a professional address with an appropriate title including course section and use diction appropriate for a letter to an instructor.
