IS 322 Daily Schedule
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Jan. 11---Introduction: Writing & Critical Thinking
Read: Handouts
Welcome! Today we explain the syllabus, introduce the content by introducing an ethical dilemma posed by anencephalic birth, and set the ground rules. By the end of the day you should have a feel for the subject, enthusiasm, mood, pace, and standards established in this course.
Jan. 13---The Nature of Ethics
Read: B&W Chap. 1.
The purpose of this session is to get things going by surveying some systems of ethical thinking. These include, but are not limited to, those that center on duty (deontology), consequences (utilitarianism), virtue (Aristotelian), justice (Rawls), and nature (Aquinas).
Jan. 18---The Nature of Discovery
What is the nature of scientific discovery, what roles do scientists play in the process, and what responsibilities do scientists have for what happens next? Are scientists really motivated by curiosity alone? Even if this is purely so, are there some things that scientists shouldn't investigate? A story by Isaac Asimov may provide an answer. Finally, what is bioethics and to what extent can we describe a bioethical situation or narrate a bioethical encounter?
Jan. 20---The Nature of Science
(D&R Day) Read: Peirce (4), Feigl (5), Russell (26)
Enjoy a comic slide show that illustrates humankind's historical discoveries --- and blunders--- through scientific inquiry. Be sure to capture the four main points.
Jan. 25---Ethical Theory
Read: Aristotle (12), Bentham (13), Kant (14), Mill (handout)
Here we delve more seriously into virtue ethics (Aristotle), deontology (Kant), and utilitarianism (Bentham and Mill). Is there a biological basis for determining ethical behavior? Consider the dilemma posed by Müllerian and Batesian mimicry. Doesn't the success of mimics demonstrate that really clever cheating works well?
Jan. 27---Free Will vs. Determinism (& Sociobiology)
Read: Mill (Reserve), James (7), Sartre (16)
The concept of free will seems to conflict directly with the stimulus-response concepts that form the core of classical psychological thought. It also seems to conflict with what we are discovering about genes for behavior. What exactly is free will, what are its subtleties, and how can we figure out if we really have it? Alternatively, if we can determine that we actually do have free will, is it as much a blessing as it is a curse?
Feb. 1---Relative vs. Absolute Ethics
Read: Benedict (8), Stace (9)
Read: Asimov, The Relativity of Wrong. Library Reserve.
Is proper ethical behavior universal across time and space, or should different ethical systems operate in different eras and in different environments? Where resources are severely limited, such as on mid-Pacific islands, and survival depends on strong, mobile participation, were ancient Hawaiian islanders justified in sacrificing physically disabled infants? Are rightness and wrongness in science absolute concepts, or are they relative concepts because some kinds of wrong are better than others?
Feb. 3---Ethical Reasons for Behavior: A Summary
Read: Mandeville (handout), Rachels (11)
Here's a summary and review of the theoretical, first one third of the course.
Feb. 8---Who Is a Person: The Meaning of Life
Read: B&W p. 271-275, p. 283-311, Tolstoy (60), Camus (61)
Personhood is an important concept in many contemporary ethical and social debates. A person is a member of the moral community, possesses rights, and is owed duties. What are the properties of personhood? Is the family dog a person? Are all human beings persons? Because the concept is subject to misunderstanding and misuse, a focused examination is appropriate in this course.
Feb. 10---Ethics of Power: The Meaning of Someone Else's Life
WRITE: Analyze Isaac Asimov's essay, The Relativity of Wrong.
Read: B&W p. 39-44, p. 75-84, Nietzsche (15), Toulmin (handout)
If someone makes decisions for someone else, then that someone has power. Who, if anyone, legitimately has that power, by what virtue do they acquire it, and under what circumstances should they use it? The ethics of power has not escaped scrutiny and today you will be introduced to some particularly noteworthy views of it.
Feb. 15---Freedom to Choose: Prenatal Screening, IVF, and Surrogacy
(AU Day) Read: B&W p. 187-198, p. 210-257, Dostoyevsky (45), Muller (47)
Here is the beginning of applying principles introduced earlier in the course to the real problem of prenatal examination and manipulation. The concepts of free will, absolute-vs.-relative ethics, personhood, and use of power are especially involved here. Instead of jumping to an emotional conclusion it's worth reconsidering these components of ethical theory before entering the class.
Feb. 17---Genetic Screening: Are Women Free?
Case Study: Reproductive Rights
Read: B&W p. 609-613, p. 622-650, Bartky (51), Blackstone (52)
Continuation of the preceding class investigaton....
Feb. 24---Some Biological Principles
Read: Eiseley: The Star Thrower. Library Reserve.
Here we shift gears a bit. Loren Eiseley has written a special allegory about duty, consequence, and caring. Who really benefits when a lone figure labors to throw marooned starfish back into the sea? Why dedicate such senseless effort when millions of bottom-dwellers get tossed onto the shore?
Feb. 29---Resource Allocation in Biology: Paradigms in Conflict.
Read: B&W p. 675-682, p. 689-706
Resources of time, energy, money, and equipment are limited. How does one choose among competing, worthy situations when one can't save them all? How does one allocate resources most effectively? Is this really the same as allocating resources ethically? Here's a case study on The Desperate Dozen to test your thinking.
Write: First Exam
March 7---Principles in Genetics and Immunology
Read: B&W p. 651-673
Here is some biological background in preparation for what comes next.
March 9---Genetic Manipulation: Brave New Agriculture
(AU day) Read: B&W p. 593-596, p. 622-650
The development and use of genetically engineered crops is in the news. Engineered foods stirs emotional response and debate about whether all such foods should be labeled as such. Just what are terminator genes? What trade-offs exist by introducing genetically engineered, pest-resistant crops into the food supply? Are they any more or less toxic than the external pesticides they replace? And who makes the decision to use them in foods? How much of this is worth worrying about
March 14-16---Spring Break: No Class
March 21---Genetic Engineering: Gods in the Laboratory?
Read: B&W p. 597-621
More of the previous class discussion....
March 23---Transplantation Ethics
(W Day)
Read: B&W p. 93-102, p. 418-428
March 28---Application Case Study
Case Study: Daniel and Jane
March 30---Research: The Freedom to Seek Truth
Read: Russell (26), Bradley (27), James (28)
April 4---Research Risks: Human Experimentation
Read: Handout, Hume (31), Whitehead (handout)
April 6---Research Risks: Animal Experimentation
Read: Hume (29), Hospers (handout)
April 11---Ecology Ethics: The Biologist's Dilemma
Read: Handout
Somalia
April 13---Evolutionary Theory: Does Science Offer Ethical Values?
WRITE: Interdisciplinary Integration of a Case Study, NUTWADS
Read: Handout
(WP/WE Day)
April 18---Ethics of Teaching Science: Biology & Evolultion
Read: Handout
April 20---Ethics of Teaching: Duties and Consequences
April 25---Case Study: The School Board
Critical Thinking: Interdisciplinary Integration of a Case Study, The School Board
Review
Wednesday, May 3---Final Exam: 8:00 am - 9:40 am CDT
Final Exam
