| １． |
Outline |
|
Adventure of philosophical thinking about moral --- Paternalism vs. Libertarianism
Students will learn how to ask, think, speak philosophically, and listen to other opinions on some philosophical topics.
There are many things that are regarded as "not good" in our community: "telling a lie is not good," "committing suicide is not good," "underage smoking and drinking is not good," "prostitution or compensated dating is not good," "putting on makeup in the train is not good," "sleeping during a class is not good," "school girls' shortening their skirts is not good," etc.
When someone asks you the reason why these are not good, however, how many people can come up with good answers? In fact, it is not rare that people say "not good" without knowing the true reason. For example, adults think nothing of "using lies and truth depending on the time and occasion," even though our school teachers and parents tell us that telling a lie is not good. People say, "Eat up, without leaving the meal!" But we see a large amount of unsold food in the supermarket, which are destined to be disposed of as junk. What does "not good" mean in those cases? Where does the border between "good" and "bad" lie in the first place, and who did draw the line?
We know many parents nag at children. "Clean up the room!" "Study hard!" "Come home straight after school" "Go to bed! Don’t stay up late!" "Eat up!", etc. The more parents nag, the more children think, "too fussy! I'm already tired of all of your fussing!" In those cases, it is rare that parents tell the reason in plain words. If the reason is unclear for children, they say "leave me alone! That's none of your business!" Parents say, however, "I do care for you." Such dichotomy or binary situation found in the conflict between "children in a rebellious phase" and "excessive nurturing or overprotecting parents," which everybody can experience, can be dealt with in philosophy as the theme concerning the conflict between "freedom" and "oppression."
In this class, we will seek the "basis of morals" by thoroughly re-examining various morals whose reasons are not clear, though we believe we know them. Can you logically confute what a murderer has to say? What will you say to your daughter to make her refrain from compensated dating when you find it? Do you have a logic to persuade a person to desist from committing suicide? Can you explain the real reason why we should not destroy the natural environment with your own words articulately?
One of the aims of this class is to gain an insight into the "essence" free from superficial values by understanding that many of the moral rules we usually take for granted are in reality not so self-evident, and that "thinking about the ethics" is totally different from "following morals blindly." Students will be expected to think about concrete issues which anyone can possibly face, as their own issues, not as somebody else's business, starting from the question "why can those be issues?"
This course is designed 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 abilities to think critically and perform linguistically, which are required of university students, and required in the real world. Students will also be able to gain insight into the essence free from superficial values. Moreover, this class helps students view phenomena from different perspectives.
|
| 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 “Ethics” held in the second semester because the contents are related to each other (not required).
2. The title of each class is an example. It is desirable that students choose topics by themselves and put questions in an active manner (That is precisely the active learning).
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 philosophy," 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 "philosophizing morals" mean? / the distinction between moral and ethics
|
２. Is it evil to tell a lie?: a honest person vs. a liar
|
３. Is it okay to cheat on your partner if never caught?: a cheating husband vs. his wife
|
４. Should teachers wake students sleeping during the class?: a teacher vs. a sleeping student
|
５. Will you tell the teacher if you see your friend cheating in an exam?: a honest student vs. a cheating friend
|
６. Why must the length of school girls' skirts be restricted?: school vs. a school girl
|
７. Who does choose your partner or course in your life?: parents vs. children
|
８. Is it shameful to put on makeup in the train?: a noble lady vs. an office lady
|
９. It's none of your business!?: a smoker vs. a nonsmoker
|
10. Let me die, please!: a doctor vs. a patient
|
11. Should you be self-responsible if you are caught by a group of terrorist during the trip?: government vs. people
|
12. Buckling up? It's none of your business!: a policeman vs. a driver
|
13. Is there any problem in same-sex marriage?: a heterosexual vs. a homosexual
|
14. Is there any problem in selling my body?: society vs. a prostitute
|
| 15. Review and summary what is learned in this semester |
|
| １． |
Outline |
|
Adventure of philosophical thinking about moral --- Paternalism vs. Libertarianism
Students will learn how to ask, think, speak philosophically, and listen to other opinions on some philosophical topics.
There are many things that are regarded as "not good" in our community: "telling a lie is not good," "committing suicide is not good," "underage smoking and drinking is not good," "prostitution or compensated dating is not good," "putting on makeup in the train is not good," "sleeping during a class is not good," "school girls' shortening their skirts is not good," etc.
When someone asks you the reason why these are not good, however, how many people can come up with good answers? In fact, it is not rare that people say "not good" without knowing the true reason. For example, adults think nothing of "using lies and truth depending on the time and occasion," even though our school teachers and parents tell us that telling a lie is not good. People say, "Eat up, without leaving the meal!" But we see a large amount of unsold food in the supermarket, which are destined to be disposed of as junk. What does "not good" mean in those cases? Where does the border between "good" and "bad" lie in the first place, and who did draw the line?
We know many parents nag at children. "Clean up the room!" "Study hard!" "Come home straight after school" "Go to bed! Don’t stay up late!" "Eat up!", etc. The more parents nag, the more children think, "too fussy! I'm already tired of all of your fussing!" In those cases, it is rare that parents tell the reason in plain words. If the reason is unclear for children, they say "leave me alone! That's none of your business!" Parents say, however, "I do care for you." Such dichotomy or binary situation found in the conflict between "children in a rebellious phase" and "excessive nurturing or overprotecting parents," which everybody can experience, can be dealt with in philosophy as the theme concerning the conflict between "freedom" and "oppression."
In this class, we will seek the "basis of morals" by thoroughly re-examining various morals whose reasons are not clear, though we believe we know them. Can you logically confute what a murderer has to say? What will you say to your daughter to make her refrain from compensated dating when you find it? Do you have a logic to persuade a person to desist from committing suicide? Can you explain the real reason why we should not destroy the natural environment with your own words articulately?
One of the aims of this class is to gain an insight into the "essence" free from superficial values by understanding that many of the moral rules we usually take for granted are in reality not so self-evident, and that "thinking about the ethics" is totally different from "following morals blindly." Students will be expected to think about concrete issues which anyone can possibly face, as their own issues, not as somebody else's business, starting from the question "why can those be issues?"
This course is designed 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 abilities to think critically and perform linguistically, which are required of university students, and required in the real world. Students will also be able to gain insight into the essence free from superficial values. Moreover, this class helps students view phenomena from different perspectives.
|
| 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 “Ethics” held in the second semester because the contents are related to each other (not required).
2. The title of each class is an example. It is desirable that students choose topics by themselves and put questions in an active manner (That is precisely the active learning).
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 philosophy," 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 "philosophizing morals" mean? / the distinction between moral and ethics
|
２. Is it evil to tell a lie?: a honest person vs. a liar
|
３. Is it okay to cheat on your partner if never caught?: a cheating husband vs. his wife
|
４. Should teachers wake students sleeping during the class?: a teacher vs. a sleeping student
|
５. Will you tell the teacher if you see your friend cheating in an exam?: a honest student vs. a cheating friend
|
６. Why must the length of school girls' skirts be restricted?: school vs. a school girl
|
７. Who does choose your partner or course in your life?: parents vs. children
|
８. Is it shameful to put on makeup in the train?: a noble lady vs. an office lady
|
９. It's none of your business!?: a smoker vs. a nonsmoker
|
10. Let me die, please!: a doctor vs. a patient
|
11. Should you be self-responsible if you are caught by a group of terrorist during the trip?: government vs. people
|
12. Buckling up? It's none of your business!: a policeman vs. a driver
|
13. Is there any problem in same-sex marriage?: a heterosexual vs. a homosexual
|
14. Is there any problem in selling my body?: society vs. a prostitute
|
| 15. Review and summary what is learned in this semester |
|
|