| １． |
Outline |
|
Ultimate decisions --- A ethical laboratory of the "moral dilemmas"
Students will gain the abilities to think philosophically and judge ethically through some ultimate thought experiments.
The purpose of this class is to reexamine our ethical attitude and behavior through some thought experiments concerning ultimate decisions called "moral dilemma." People can often be caught in a dilemma when they are stuck between the two opposite decisions in the ethical context. How should we behave in such case? Students are expected to think about the ethical manner of behavior and the possibility of moral judgement by examining some philosophical thought experiments such as "plank of Carneades," "a bomb thrown into the classroom," "trolley problem," "survival lottery," "a drowning dog and a saving professor", etc. Every student is expected to go through the training for "philosophical thinking." Specifically, students are expected to find a "question" based on their own motivation, consider it tenaciously, and speak about it with their own words instead of coming up with "one-sided hasty answer."
This course is designated to achieve educational goals 2 and 3 of General Basic Subjects.
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| ２． |
Objectives |
|
Regardless of the areas of study, students will be able to develop the abilities to set questions, think about them, and perform linguistically, which are required in various scenes. Students will also be able to gain an insight into the essence free from superficial values by understanding that many of the moral rules and norms we usually take for granted are in reality not so self-evident, and that "thinking about the ethics" is something different from "merely following morals." Moreover, this class helps students view phenomena from different perspectives, and give them an opportunity to reexamine their own behavior and to develop the ability to give fair judgement based on global perspectives, while gaining a deeper understanding of their ethical role and responsibilities in the society.
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| ３． |
Grading Policy |
|
Term paper: 70%
Reflection sheet 15%
Classroom participation（active attitude toward study, willing stance toward discussion, and contribution to activating the class）: 15%
Students will receive feedback when reflection sheets are returned. Philosophical questions are welcome anytime.
Active attitude or willing stance toward discussion will be highly esteemed.
|
| ４． |
Textbook and Reference |
|
Resumes and reading materials will be provided if need be. References will also be mentioned during the class according to the process of discussion.
|
| ５． |
Requirements (Assignments) |
|
1. Students should read through the provided resumes before or after class for 90 minutes (check terminologies and understand topics and problems correctly).
2. Students should review what is learned with the resumes carried in LMS, do homework when assigned, for 90 minutes.
3. Students will be expected to possess their own problem-consciousness. Question note in learning is recommended.
|
| ６． |
Note |
|
1. It is highly recommended to attend the class of "Philosophy" held in the first and second semesters because the content is related to each other (not required).
2. The titles of the classes can be changed or exchanged according to the process of discussions or the reactions of participants.
3. The class proceeds in a manner of discussion or facilitative dialogue regardless of the number of participants. Students are expected to speak actively. Willing stance toward discussion will be highly esteemed in this class.
4. This is not a class of "history of ethics," though theories or the way of thinking of famous philosophers will be introduced during the class if need be. A chronological approach is not highly esteemed in the class. The main aim of the class is not obtain knowledge and answers but to find questions according to one's own motivation and think about them with tough mind.
|
| ７． |
Schedule |
|
１. Introduction: what does "philosophical-ethical thinking" mean?
|
２. Thought experiment 1: Is it good to save one's own life at the expense of other life? --- plank of Carneades
|
| ３. Thought experiment 2: Can you shoot the robber in front of you? |
| ４. Thought experiment 3: Can you select lives which are to be sacrificed? --- The greatest happiness of the greatest number / a bomb in a closed room. |
| ５. Thought experiment 4: Prisoners' dilemma |
| ６. Thought experiment 5: Trolley Problem / The Cold Equations |
| ７. Thought experiment 6: The true problem in Trolley Problem |
| ８. Thought experiment 7: Survival Lottery --- Is there a fair murder? |
| ９. Thought experiment 8: "Ikigami" and "Gift ±" --- Can there be a murder for social justice? |
| 10. Thought experiment 9: "Crime and Punishment" and "Death Note" --- Can we exceed moral rules in order to answer a sublime purpose? |
| 11. Thought experiment 10: A drowning dog and a professor --- The life of a dog vs. our right to attend a class. |
| 12. Thought experiment 11: A Doctor --- A baby drowned in the pond vs. a patient with an acute problem |
| 13. Advanced question: social dilemmas --- American military bases in Okinawa / the nuclear power plants in Fukushima |
| 14. How to write a term paper |
| 15. Review and summary what is learned in this semester |
|
| １． |
Outline |
|
Ultimate decisions --- A ethical laboratory of the "moral dilemmas"
Students will gain the abilities to think philosophically and judge ethically through some ultimate thought experiments.
The purpose of this class is to reexamine our ethical attitude and behavior through some thought experiments concerning ultimate decisions called "moral dilemma." People can often be caught in a dilemma when they are stuck between the two opposite decisions in the ethical context. How should we behave in such case? Students are expected to think about the ethical manner of behavior and the possibility of moral judgement by examining some philosophical thought experiments such as "plank of Carneades," "a bomb thrown into the classroom," "trolley problem," "survival lottery," "a drowning dog and a saving professor", etc. Every student is expected to go through the training for "philosophical thinking." Specifically, students are expected to find a "question" based on their own motivation, consider it tenaciously, and speak about it with their own words instead of coming up with "one-sided hasty answer."
This course is designated to achieve educational goals 2 and 3 of General Basic Subjects.
|
| ２． |
Objectives |
|
Regardless of the areas of study, students will be able to develop the abilities to set questions, think about them, and perform linguistically, which are required in various scenes. Students will also be able to gain an insight into the essence free from superficial values by understanding that many of the moral rules and norms we usually take for granted are in reality not so self-evident, and that "thinking about the ethics" is something different from "merely following morals." Moreover, this class helps students view phenomena from different perspectives, and give them an opportunity to reexamine their own behavior and to develop the ability to give fair judgement based on global perspectives, while gaining a deeper understanding of their ethical role and responsibilities in the society.
|
| ３． |
Grading Policy |
|
Term paper: 70%
Reflection sheet 15%
Classroom participation（active attitude toward study, willing stance toward discussion, and contribution to activating the class）: 15%
Students will receive feedback when reflection sheets are returned. Philosophical questions are welcome anytime.
Active attitude or willing stance toward discussion will be highly esteemed.
|
| ４． |
Textbook and Reference |
|
Resumes and reading materials will be provided if need be. References will also be mentioned during the class according to the process of discussion.
|
| ５． |
Requirements (Assignments) |
|
1. Students should read through the provided resumes before or after class for 90 minutes (check terminologies and understand topics and problems correctly).
2. Students should review what is learned with the resumes carried in LMS, do homework when assigned, for 90 minutes.
3. Students will be expected to possess their own problem-consciousness. Question note in learning is recommended.
|
| ６． |
Note |
|
1. It is highly recommended to attend the class of "Philosophy" held in the first and second semesters because the content is related to each other (not required).
2. The titles of the classes can be changed or exchanged according to the process of discussions or the reactions of participants.
3. The class proceeds in a manner of discussion or facilitative dialogue regardless of the number of participants. Students are expected to speak actively. Willing stance toward discussion will be highly esteemed in this class.
4. This is not a class of "history of ethics," though theories or the way of thinking of famous philosophers will be introduced during the class if need be. A chronological approach is not highly esteemed in the class. The main aim of the class is not obtain knowledge and answers but to find questions according to one's own motivation and think about them with tough mind.
|
| ７． |
Schedule |
|
１. Introduction: what does "philosophical-ethical thinking" mean?
|
２. Thought experiment 1: Is it good to save one's own life at the expense of other life? --- plank of Carneades
|
| ３. Thought experiment 2: Can you shoot the robber in front of you? |
| ４. Thought experiment 3: Can you select lives which are to be sacrificed? --- The greatest happiness of the greatest number / a bomb in a closed room. |
| ５. Thought experiment 4: Prisoners' dilemma |
| ６. Thought experiment 5: Trolley Problem / The Cold Equations |
| ７. Thought experiment 6: The true problem in Trolley Problem |
| ８. Thought experiment 7: Survival Lottery --- Is there a fair murder? |
| ９. Thought experiment 8: "Ikigami" and "Gift ±" --- Can there be a murder for social justice? |
| 10. Thought experiment 9: "Crime and Punishment" and "Death Note" --- Can we exceed moral rules in order to answer a sublime purpose? |
| 11. Thought experiment 10: A drowning dog and a professor --- The life of a dog vs. our right to attend a class. |
| 12. Thought experiment 11: A Doctor --- A baby drowned in the pond vs. a patient with an acute problem |
| 13. Advanced question: social dilemmas --- American military bases in Okinawa / the nuclear power plants in Fukushima |
| 14. How to write a term paper |
| 15. Review and summary what is learned in this semester |
|
|