DOWNTOWN CAMPUS: PHILOSOPHY & RELIGION DEPARTMENT

ETHICS

PHI 2600

FALL 2010 – Reference #394885

Table of Contents

Faculty Contact Information	Course Attendance and Participation Policy
Course Description	Course Schedule and Assignments
General Course Outcomes	Grading and Exam Policy
Course Prerequisites	Communication Policy
Course Requirements	Other Policies and Procedures
Required Course Materials	Student Success Tips
Methods of Instruction

Faculty Contact Information

Name:	Professor Tonietta A. Walters
Office Phone:	954-554-4810
Cell Phone:	305-299-0100
Department Phone:	954-201-7396
Email:	twalters@broward.edu (All communication should be through Blackboard email. Use this BC email only if you have an emergency.)
Website:	http://www.broward.edu/~twalters
Office Hours:	Virtual Office Hours only
Virtual Office Hours:	By appointment through Blackboard Chat, Phone or anytime asynchronously online
BC's Emergency Hotline#:	954-201-4900

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Course Description

This course is an introduction to the nature of ethics, ethical thinking, major intellectual movements in the history of ethics, and specific problems in ethics. The relationship between ethics and culture will also be examined. For more information, please see BCC College course outline) This is a fully online course.  Assignments, assessments, study guides for the Midterm and Final as well as links to additional references and resources will be posted within the college e-learning system. 

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General Course Outcomes

1. The students should be able to identify and discuss elements antecedent to the study of ethics.
Upon successful completion of this unit, the students should be able to:

o Distinguish ethics from other disciplines such as sociology and religion.

o Discuss problems of justification in ethics.

2. The students should be able to identify and discuss the major ethical theories.
Upon successful completion of this unit, the students should be able to reflectively and creatively discuss, differentiate, and define various ethical concepts and ethical theories in the history of philosophy including, but not limited to the following:

o Virtue ethical theories e.g., Plato and Aristotle.

o Consequentialist theories.

o Ethical egoism.

o Utilitarianism.

o Various non-consequentialist ethical theories, e.g., Kant and Ross.

o Differentiate theories of meta-ethics, e.g., naturalism and non-naturalism.

o Divine-command theory

3. The students should be familiar with the problems of applying ethical theory to various problems.
Upon successful completion of this unit, the students should be able to:

o Discuss the following:

o Abortion

o Capital punishment

o Euthanasia

o Suicide

o Other ethical problems

o Examine the importance of ethical behavior for the self and society.

o The students should understand the application of ethical theories to real-world experiences.

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Course Prerequisites

Students: To maximize your chances for success in this course, make sure that you meet the following course prerequisites:

• Course Prerequisites and Co-requisites: None
• Computer Knowledge and Skills:
• Students in this course should be familiar with the following computer skills.
• File Management - You should be familiar with finding and saving files on your computer.
• The Internet - You should be familiar with connecting to the Internet through an Internet Service Provider or Network Connection.
• Web Browser Software - You should be familiar with using web browser software to navigate the Internet and locate information.
• Email - You should be familiar with sending and receiving email messages.
• Discussions - You should be familiar with posting and reading discussion messages in a threaded format.
• Attachments - You should be familiar with sending email messages with attached files.
• Word Processing - You should be familiar with creating, editing, saving, and printing documents using Microsoft Word.
• Other Requirements
• You'll need a BC email address to access the online portion of this course.

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Course Requirements

To complete the online segments of this course, you must have access to computer hardware and software that meets or exceeds BC's minimum hardware and software standards for e-learning courses. It is strongly recommended that you check your computer to verify that its hardware and software configuration meets or exceeds the BC standard.

• Is your computer ready for e-learning? Click here to check it out.
• Additional Software required for this Course:
• Assignments that require word processing must be submitted in Microsoft Word format. Documents created using Microsoft Works, or files that have [.txt], [.pdf], or [.asci] extensions will not meet course requirements. If you do not have proper software on your computer, you can use the Microsoft Word program on any of the "open lab" computers at any BC Learning Resource Center or in public libraries.
• If you are using Microsoft Office 2007 please read here for assistance with uploading assignments.
• Only word processing documents in Microsoft Word format will be accepted. Please virus check documents before sending them. Panda Software offers a free online virus check.

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Required Course Materials

Required and Optional course materials are described below:

• Texts
• Main Textbook - Boss, Judith: Ethics for Life: A Text with Readings. 4^th Ed., McGraw-Hill, Boston, 2008 (ISBN 978-0-07-338664-5).  Extra material will be provided by the instructor as needed.
• Extra Reading - Rachels, James: The Elements of Moral Philosophy. 5^th Edition by Stuart Rachels. McGraw-Hill, Boston, 2007 (ISBN 978-0-07-312547-3). This book should be read by those students who might need a different approach to the information found in the course main textbook. Students are not required to buy this book and no assignment will be required from it.

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Methods of Instruction

This is a 3 credit hour course. Normally, a three credit hour course would meet two or three times each week (during a 16 week term) for a total of 3 hours per week or 48 hours per term. In this course, we will not meet in class, but instead of class time you will engage in structured out of class or online activities. See "Course Schedule and Assignments" section below for a detailed description of learning activities for online assignments. Students are responsible for regularly reviewing the course schedule and completing all required assignments.

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Course Attendance and Participation Policy

Regular, active, and meaningful participation in both face-to-face class meetings and online learning activities is a critically important component of this course and is essential to your success. It is recommended that you log into the course several times during each week. Frequency and quality of participation may affect your grade.  Everyone is expected to take the exams and turn in assignments on the scheduled dates.  Permission for make-ups may be granted only on condition that you request and receive permission before the due date or exam date.

• Participation:

o Class attendance, regular login to the online section of the course and completion of assignments are an integral part of a being able to achieve a satisfactory grade.

o There will be no make-ups for assigned work after the due date. A documented emergency will be dealt with on an individual basis.

• Active participation is expected of all students in this course.
• Check your email and course calendar regularly. Ask questions.
• Post and respond to messages.

• BC Attendance Policy: Please familiarize yourself with BCC's Attendance Policy.

During the first week of class, you must complete the online orientation or you will be reported as a no-show and be administratively withdrawn from the course.  Simply logging into the course during the first few days of the semester will not satisfy your attendance during this time. As with on-campus courses, students who are reported for non-attendance in an online course and withdrawn are still responsible for paying for the course.  The only way to receive a refund is to drop the course within the first week (the official add/drop period).  If you do not complete the requirements of the first week of class, you should drop the course by the deadline or expect to pay for the course.

It is very important for you to actively participate in this online class. If you stop participating in class discussions, submitting assignments or fail to take quizzes or tests prior to the withdrawal date, you will be administratively withdrawn from class and receive a W or, if it is your third attempt, an F.

If you stop participating after the withdrawal date, you will receive a WF that will then be computed as an F in your GPA. To avoid this situation, you should remain an active learner in this class and always communicate extenuating circumstances to me. Ongoing communication with the instructor is critical to your course success. I will use completion of tests, assignments, and other class activities as indicators of your participation in order to satisfy this reporting requirement.

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Course Schedule and Assignments

Read and refer to this document regularly. It will tell you what assignments you should read and when, and how and when you will be assessed.

Week 01
Content Area	Learning Materials and Activities	Expected Learning Outcomes	How Learning Will Be Assessed
Online Orientation and Syllabus Review	Course web page and Syllabus Access the course home page in Blackboard Read course orientation in "Course Info/Start Here" Complete orientation assignment and practice exam Explore course icons Post student introduction Read syllabus Send private e-mail to instructor indicating that syllabus has been read, understood and agreed with	Being able to log in to the course web page Being able to recognize course icons and navigate through them Being able to post a message in the "Discussion" area Being able to send and receive private e-mails from Blackboard Being able to complete a small assessment Being able to respond a few questions about the syllabus	In the course homepage, go to the "Orientation Module," then: Go to "Syllabus Orientation Quiz" and complete a mandatory quiz about Blackboard functionality and the syllabus. Points: 2.0 Go to "Mail" and send a private e-mail to instructor indicating that syllabus has been read, understood and agreed with. Points: 1.0 Go to "Introduction" and post a brief introduction about yourself, indicating who you are, your major, and when you expect to graduate from BCC. Points: 1.0 Total of points for Unit  01:  5.0

Week 02

Content Area	Learning Materials and Activities	Expected Learning Outcomes	How Learning Will Be Assessed
Ethics: General Overview	Power Point presentation for chapter 1 located at "Course Content" area Textbook Ethics for Life Read chapter 1 with special attention to the following topics: - What is ethics? - Normative and theoretical ethics - Metaphysics and human nature - Epistemology and moral knowledge - Philosophy and the search for wisdom Read the passage "Allegory of the Cave," on page 16 Read the passage "Emotivism," on page 29	To know the importance of ethics in our everyday lives To know the two subdivisions in moral philosophy: normative ethics and metaethics To know the different types of ethical theories To understand the concept of "theory" and the limitations of theory To know the distinction between ethical relativism and universalist moral theories To understand the concepts of personhood and moral community	In the course homepage, go to "Learning Module 1," "Chapter 1," then: Go to "Review Quiz Ch1" and complete a mandatory quiz about Ethics for Life: Chapter 1. Points: 2.0 After doing a self-examination of your moral thinking, go to "Moral Inconsistencies" and submit a brief comment about the inconsistencies found in your moral thinking. See submission requirements for this assignment in Blackboard. Points: 2.0 As an extra-point assignment, go to "Extra-Point Question" and submit one multiple-choice question about a topic found in Ethics for Life: Chapter 1. See submission requirements in Blackboard. Points: 1.0 Total of points for Unit  02: 5.0

Week 03

Content Area	Learning Materials and Activities	Expected Learning Outcomes	How Learning Will Be Assessed
Moral Reasoning	Power Point presentation for chapter 2 located at "Course Content" area Textbook Ethics for Life Read chapter 2 with special attention to the following topics: - Three levels of thinking - Moral analysis, praxis, and paradigm shifts - Overcoming resistance - The role of is and ought in ethics - Recognizing and constructing moral arguments - Avoiding logical fallacies - resolving moral dilemmas Read the passage "The Relevance of the Noble Eightfold Path to Contemporary Society," on page 45 Read the passage "Can't We Make Moral Judgments?," on page 68	To know the three levels of thinking: experience, interpretation, and analysis To understand the role of moral sensitivity and ontological shock in praxis To understand the impact of our worldviews and pradigms on moral thinking To recognize and break through patterns of resistance that prevent us from analyzing our worldviews To know how to construct a moral argument To recognize and avoid logical fallacies To know how to solve moral dilemmas	In the course homepage, go to "Learning Module 1," "Chapter 2," then: Go to "Review Quiz Ch2" and complete a mandatory quiz about Ethics for Life: Chapter 2. Points: 2.0 After a brief research, go to "Moral Examples" and submit an example of either a moral argument, or an ethical informal fallacy, or a moral dilemma found in your own experience or from newspapers, magazines, or movies. See submission requirements for this assignment in Blackboard. Points: 2.0 As an extra-point assignment, go to "Extra-Point Question" and submit one multiple-choice question about a topic found in Ethics for Life: Chapter 2. See submission requirements in Blackboard. Points: 1.0   Total of points for Unit  03: 5.0

Week 04
Attention: Exam 1 - Chapters 1 and 2,

Please, make sure you read the exam's instructions thoroughly before taking the exam.

ESSAY 1 DUE THIS WEEK

Content Area	Learning Materials and Activities	Expected Learning Outcomes	How Learning Will Be Assessed / Due Dates
Review of Chapters 1 and 2	Power Point presentation for chapters 1 and 2 located at "Course Content" area Textbook Ethics for Life Review chapters 1 and 2 in preparation for exam 1	Complete understanding that moral theories occur in a wide social context that includes cultural assumptions as well as philosophical assumptions about moral knowledge, human nature, and the role of humans in the world. Complete understanding of the necessary tools for analyzing and constructing moral arguments.	In the course homepage, go to "Learning Module 1," "Review of Ch 1-2," then: Go to "Essay: Role of Ethics in My Life" and submit a 1-page essay about the role of ethics in your life. Essay should be based on the student's thoughts about the importance of ethics in his/her life. See submission requirements in Blackboard. Points:  5.0 Go to "Review Exam 1": Take a 25-multiple- choice / true or false question exam covering the material studied in chapters 1 and 2 of Ethics for Life. Please, make sure you read the exam's instructions thoroughly before taking the exam. Points:  5.0   Total of points for Unit  04:  10.0

Week 05

Content Area	Learning Materials and Activities	Expected Learning Outcomes	How Learning Will Be Assessed
Ethical Subjectivism: Morality as a Matter of Personal Opinion	Power Point presentation for chapter 3 located at "Course Content" area Textbook Ethics for Life Read chapter 3 with special attention to the following topics: - What is ethical subjectivism? - What ethical subjectivism is not - The roots of ethical subjectivism in J.-J. Rousseau - The criticism of Mary Wollstonecraft -The Kitty Genovese syndrome - Critique of ethical subjectivism Read the passage "Student Relativ- ism," on page 80 Read the passage "Emile," on page 85	To understand the theory of ethical subjectivism To understand the difference between ethical subjectivism and moral uncertainty, emotivism, and ethical skepticism To recognize the roots of ethical subjectivism in Jean-Jacques Rousseau's Romantic Sentimentalism, and Mary Wollstonecraft's critique of Rousseau's theory To understand the implications of ethical subjectivism for real-life moral behavior as occurred in the Kitty Genovese case To know the weaknesses of ethical subjectivism that make it inadequate as moral theory	In the course homepage, go to "Learning Module 2," "Chapter 3," then: Go to "Review Quiz Ch3" and complete a mandatory quiz about Ethics for Life: Chapter 3. Points: 2.0 Go to "Kitty Genovese" and submit an example of a moral situation depicting the "Kitty Genovese syndrome" found in your own experience or from newspapers, magazines, or movies. See submission requirements for this assignment in Blackboard. Points: 2.0 As an extra-point assignment, go to "Extra-Point Question" and submit one multiple-choice question about a topic found in Ethics for Life: Chapter 3. See submission requirements in Blackboard. Points: 1.0  Total of points for Unit  05: 5.0

Week 06

Content Area	Learning Materials and Activities	Expected Learning Outcomes	How Learning Will Be Assessed
Cultural Relativism: Morality as a Matter of Culture	Power Point presentation for chapter 4 located at "Course Content" area Textbook Ethics for Life Read chapter 4 with special attention to the following topics: - What is cultural relativism? - Difference between cultural and sociological relativism - Social Darwinian Ethics - Cultural relativism as a protest against Social Darwinism - Cultural relativism and the moral community - The Holocaust and disillusionment with cultural relativism - Critique of cultural relativism Read the passage "Anthropology and the Abnormal," on page 114 Read the passage "The Muqaddimah," on page 128	To understand the theory of cultural relativism To understand the difference between cultural relativism and tolerance of cultural diversity To know the distinction between cultural relativism and sociological relativism and why moral disagreement does not necessarily imply cultural relativism To know Herbert Spencer's social Darwianian ethics, and understand the effects of this theory on social policy and on moral theory To understand how the rise in popularity of cultural relativism, came about as a protest by Ruth Benedict and other anthropologists against social Darwinian ethics To understand the impact of cultural relativism in our definition of moral community and our treatment of people who are marginalized or outside the moral community To understand how different philosophers, including Ibn Khaldun, address the question of whether some cultures are more moral than others To understand why the Holocaust contributed to disillusionment with cultural relativism following World War II To understand the real-life implications of accepting cultural relativism	In the course homepage, go to "Learning Module 2," "Chapter 4," then: Go to "Review Quiz Ch4" and complete a mandatory quiz about Ethics for Life: Chapter 4. Points: 2.0 Go to "Moral Community" and submit an example of a moral situation depicting the marginalization of those not included in the U.S. moral community found in your own experience or from newspapers, magazines, or movies. See submission requirements for this assignment in Blackboard. Points: 2.0 As an extra-point assignment, go to "Extra-Point Question" and submit one multiple-choice question about a topic found in Ethics for Life: Chapter 4. See submission requirements in   Blackboard. Points: 1.0   Total of points for Unit  06: 5.0

Week 07

Content Area	Learning Materials and Activities	Expected Learning Outcomes	How Learning Will Be Assessed
Morality and Religion: Morality is a Matter of Religious Belief	Power Point presentation for chapter 5 located at "Course Content" area Textbook Ethics for Life Read chapter 5 with special attention to the following topics: - Religion and morality - The Divine Command theory - Natural Law theory - Religion, Natural Law theory, and civil disobedience - Civil religion and cultural relativism - God and problem of evil - Does morality need religion? Read the passage "Divine Commands and Moral Requirements," on page 152 Read the passage "The Summa Theologica," on page 163	To understand the relationship between morality and religion To know the divine command theory and understand its implications To understand natural law theory, as proposed by Thomas Aquinas, and how it differs from the divine command theory To understand Henry David Thoreau's and Thomas Aquinas's views on civil disobedience as a moral imperative under natural law theory To understand how religious views affect the concept of moral community To know different philosophical and theological responses to the problem of God and the existence of evil and suffering in the world To understand the difference between morality, spirituality, and religiosity To understand morality's lack of dependence on religion	In the course homepage, go to "Learning Module 2," "Chapter 5," then: Go to "Review Quiz Ch5" and complete a mandatory quiz about Ethics for Life: Chapter 5. Points: 2.0 Go to "Baby Theresa," read the description of her case, and based on what you have learned so far in this course, participate in an online discussion about the moral issues involved in Baby Teresa's case. See participation requirements for this discussion in Blackboard. Points: 2.0 As an extra-point assignment, go to "Extra-Point Question" and submit one multiple-choice question about a topic found in Ethics for Life: Chapter 5. See submission requirements in Blackboard. Points: 1.0   Total of points for Unit  07: 5.0

Week 08
Attention: Midterm Exam - Chapters 1 through 5

Please, make sure you read the exam's instructions thoroughly before taking the exam.

Content Area	Learning Materials and Activities	Expected Learning Outcomes	How Learning Will Be Assessed / Due Dates
Review of Chapters 1 Through 5	Power Point presentation for chapters 1 through 5 located at "Course Content" area Textbook Ethics for Life Review chapters 1 through 5 in preparation for the midterm exam	Complete understanding that moral theories occur in a wide social context that includes cultural assumptions as well as philosophical assumptions about moral knowledge, human nature, and the role of humans in the world. Complete understanding of the necessary tools for analyzing and constructing moral arguments. Complete understanding of the main ideas behind ethical subjectivism and why the theory is inadequate as a justification of human moral conduct Complete understanding the main ideas behind cultural relativism and why, despite being an improvement on ethical subjectivism, this theory is also inappropriate to justify human moral behavior Complete understanding of the relationship between morality and religion, including the realization that, despite the fact that morality is affirmed by religious teachings, morality itself is universal and exists independently of religion	Midterm Exam: Take a 40-multiple-choice / true or false question exam covering the material studied in chapters 1 through 5 of Ethics for Life. Points: 16.0  Total of points for Unit  08:  16.0

Week 09

Content Area	Learning Materials and Activities	Expected Learning Outcomes	How Learning Will Be Assessed / Due Dates
Conscience and Moral Development	Power Point presentation for chapter 6 located at "Course Content" area Textbook Ethics for Life Read chapter 6 with special attention to the following topics: - Ethics and human development - Conscience: culturally relative or universal? - Affective and cognitive sides of conscience - The stage theory of moral development - The care perspective - The four components of moral behavior - Moral maturity: Moving beyond ethical relativism Read the passage "The Philosophy of Moral Development," on page 211 Read the passage "In a Different Voice," on page 219	To know the different philosophical and scientific theories regarding the nature of conscience To understand how environmental and biological factors and conscious moral direction work together in shaping or consciences To understand the affective and the cognitive aspects of conscience and how the two work together To know Lawrence Kohlberg's and Carol Gilligan's   stage theories of moral development and understand their views on the differences in moral reasoning between men and women To know James Rest's four components of moral behavior: moral sensitivity, moral reasoning, moral motivation, and moral character To understand the real-life implications of one's stage of moral development	In the course homepage, go to "Learning Module 3," "Chapter 6," then: Go to "Review Quiz Ch6" and complete a mandatory quiz about Ethics for Life: Chapter 6. Points: 2.0 Go to "Moral Development" and submit a brief comment relating the concept of stages of moral development to the moral theories studied in the earlier chapters. Relate the stages and the theories to the actual behavior of people discussed in earlier chapters, such as Martin Luther King Jr., Adolph Eichmann, the subjects of Milgram's experiment, and the bystanders in the Kitty Genovese case. See submission requirements for this assignment in Blackboard. Points: 2.0 As an extra-point assignment, go to "Extra-Point Question" and submit one multiple-choice question about a topic found in Ethics for Life: Chapter 6. See submission requirements in Blackboard. Points: 1.0   Total of points for Unit  09:  5.0

Week 10

Content Area	Learning Materials and Activities	Expected Learning Outcomes	How Learning Will Be Assessed
Ethical Egoism: Morality as Our Best Self-Interest	Power Point presentation for chapter 7 located at "Course Content" area Textbook Ethics for Life Read chapter 7 with special attention to the following topics: - What is ethical egoism? - Psychological egoism - Ethical egoism and laissez-faire capitalism -Ethical egoism and the moral community - Self-interest and happiness - Critique of ethical egoism Read the passage "Leviathan," on page 241 Read the passage "The Fountainhead," on page 249	To know the difference between ethical subjectivism, hedonism, and ethical egoism To understand the distinction between ethical egoism and psychological egoism, as advocated by Thomas Hobbes To know Ayn Rand's theory of rational egoism and understand how it supports a laissez-faire capitalist economic system To understand the effect on the definition of moral community of accepting ethical egoism To understand the relationship between happiness and pursuing our self-interests To understand both the strengths and weaknesses of ethical egoism	In the course homepage, go to "Learning Module 3," "Chapter 7," then: Go to "Review Quiz Ch7" and complete a mandatory quiz about Ethics for Life: Chapter 7. Points: 2.0 Go to "Ethical Egoism" and submit a brief comment about the following statement: Ethical egoism may be an unsatisfactory moral theory if it is taken on its own; however, it is an important corrective to an   ethics of self-sacrifice. See submission requirements for this assignment in Blackboard. Points: 2.0 As an extra-point assignment, go to "Extra-Point Question" and submit one multiple-choice question about a topic found in Ethics for Life: Chapter 7. See submission requirements in   Blackboard. Points: 1.0   Total of points for Unit  10: 5.0

Week 11

Content Area	Learning Materials and Activities	Expected Learning Outcomes	How Learning Will Be Assessed
Utilitarianism: The Great Happiness Principle	Power Point presentation for chapter 8 located at "Course Content" area Textbook Ethics for Life Read chapter 8 with special attention to the following topics: - Utilitarianism and the principle of utility - Utilitarianism as universal love - Utilitarianism and social reform -Reformulation of utilitarianism by J. S. Mill - Utilitarianism and the moral community - Euthanasia and the principle of utility Read the passage "An Introduction to the Principles of Morals and Legislation," on page 278 Read the passage "Utilitarianism," on page 287	To know the principle of utility, also known as the great happiness principle To understand the distinction between rule-utilitarianism and act-utilitarianism To understand utilitarianism as part of the Eastern moral philosophies To know Mo Tzu and his philosophy of universal love To know Jeremy Bentham and the role of his utilitarian theory in social policy and reform To know how to apply the utilitarian calculus to real-life situations To know John Stuart Mill and his reformulation of Bentham 's utilitarian theory regarding the quality of pleasures To understand how the utilitarian definition of moral community includes all sentient beings To understand the role of utilitarians, such as Peter Singer, in the animal liberation movement To know how to apply utilitarian theory to a particular issue, such as euthanasia To understand the strengths and weaknesses of utilitarianism	In the course homepage, go to "Learning Module 3," "Chapter 8," then: Go to "Review Quiz Ch8" and complete a mandatory quiz about Ethics for Life: Chapter 8. Points: 2.0 Go to "Utilitarianism" and submit an example of a real-life moral situation showing the application of utilitarian principles found in your own experience or from newspapers, magazines, or movies. See submission requirements for this assignment in Blackboard. Points: 2.0 As an extra-point assignment, go to "Extra-Point Question" and submit one multiple-choice question about a topic found in Ethics for Life: Chapter 8. See submission requirements in   Blackboard. Points: 1.0 Total of points for Unit  11: 5.0

Week 12
Attention: Exam 2 - Chapters 6, 7 and 8

Please, make sure you read the exam's instructions thoroughly before taking the exam.

ESSAY 2 DUE THIS WEEK

Content Area	Learning Materials and Activities	Expected Learning Outcomes	How Learning Will Be Assessed / Due Dates
Review of Chapters 6, 7 and 8	Power Point presentation for chapters 6, 7 and 8 located at "Course Content" area Textbook Ethics for Life Review chapters 6, 7 and 8 in preparation for exam 2	Complete understanding of the means by which biological, sociological, and psychological theories regarding the nature of conscience and moral development can enhance our moral decision making. Complete understanding of the fact that ethical egoism exemplifies both Gilligan 's and Kohlberg 's pre-conventional stages of moral reasoning and that rational egoism adds the qualifier that makes ethical egoism a consistent universal moral theory. Complete understanding of the idea that utilitarianism, like egoism, views happiness as the goal of moral behavior, as well as of the fact that utilitarianism goes beyond egoism by expanding the concept of interests or benefits to include the whole community of sentient beings.	In the course homepage, go to "Learning Module 3," "Review of Ch 6-8," then: Go to "Essay: My Ethical Legacy to the World" and submit a 1-page essay about your ethical legacy to the world. Essay should be based on the student 's thoughts about how his/her ethical life might bring a positive impact to the world. See submission requirements in Blackboard. Points: 5.0 Go to "Review Exam 2": Take a 25-multiple- choice / true or false question exam covering the material studied in chapters 6, 7, and 8 of Ethics for Life. Please, make sure you read the exam's instructions thoroughly before taking the exam. Points: 5.0 Total of points for Unit  12:  10.0

Week 13

Content Area	Learning Materials and Activities	Expected Learning Outcomes	How Learning Will Be Assessed
Deontology: The Ethics of Duty	Power Point presentation for chapter 9 located at "Course Content" area Textbook Ethics for Life Read chapter 9 with special attention to the following topics: - Deontology and duty - Duty and community - The categorical imperative - The good will and proper self-esteem - Is the duty not to lie absolute? - Prima facie deontology - The duty of justice - Critique of deontology Read the passage "The Analects of Confucius," on page 316 Read the passage "Fundamental Principles of the Methaphysic of Ethics," on page 321	To know the deontological theories and understand how they differ from cultural relativism, utilitarianism, and ethical egoism To understand the distinction between absolute and prima facie moral duties, and between positive and negative moral duties To know Confucian deontology and understand how it incorporates both virtue ethics and communitarian ethics To know about Immanuel Kant, his formulation of the categorical imperative, and his concept of the good will To understand the relationship between morality and the development of proper self-esteem To know how to apply deontology theory to issues such as lying To understand the difference between Kantian deontology and Ross 's prima facie deontology To know Ross 's seven prima facie duties To know John Rawls 's theory of justice as fairness To understand the strengths and weaknesses of deontology	In the course homepage, go to "Learning Module 4," "Chapter 9," then: Go to "Review Quiz Ch9" and complete a mandatory quiz about Ethics for Life: Chapter 9. Points: 2.0 Go to "Deontology" and submit an example of a real-life moral situation showing the application of deontological principles found in your own experience or from newspapers, magazines, or movies. See submission requirements for this assignment in Blackboard. Points: 2.0 As an extra-point assignment, go to "Extra-Point Question" and submit one multiple-choice question about a topic found in Ethics for Life: Chapter 9. See submission requirements in   Blackboard. Points: 1.0   Total of points for Unit  13: 5.0

Week 14

Content Area	Learning Materials and Activities	Expected Learning Outcomes	How Learning Will Be Assessed
Right Ethics: Morality is Based on Inalienable Human Rights	Power Point presentation for chapter 10 located at "Course Content" area Textbook Ethics for Life Read chapter 10 with special attention to the following topics: - The emergence of rights ethics - Natural rights ethics - The Marxist critique of natural rights ethics - Rights and duties - Buddhism and rights ethics - Liberty rights and welfare rights - Rights and the moral community - Critique of rights ethics Read the passage "The Universal Declaration of Human Rights," on page 360 Read the passage "Two Treatises of Civil Government," on page 366	To understand the emergence of human rights ethics as a protest against the concept of divine rights To know the expression of human rights ethics in historic movements and events To know the United Nations Universal Declaration of Human Rights To understand the difference between moral and legal rights To know the natural rights ethics of John Locke, Thomas Hobbes, and Ayn Rand To understand the ways in which natural rights ethics supports capitalism and libertarian political ideology To understand why Marxists, including Karl Marx and liberation ethicist Gustavo Gutierrez, are critical of natural rights ethics To understand the relation between rights and duties To know the Catholic natural law concept of human rights To understand the distinction between absolute and prima facie rights To know the Buddhist approach to rights To understand the distinction between liberty and welfare rights To understand the relationship between concepts of rights and concepts of moral community To know the distinction between basing rights on interests and basing rights on self-assertion	In the course homepage, go to "Learning Module 4," "Chapter 10," then: Go to "Review Quiz Ch10" and complete a mandatory quiz about Ethics for Life: Chapter 10. Points: 2.0 Go to "Rights Ethics" and submit an example of a real-life moral situation showing the consequences of violation of rights ethics principles found in your own experience or from newspapers, magazines, or movies. See submission requirements for this assignment in Blackboard. Points: 2.0 As an extra-point assignment, go to "Extra-Point Question" and submit one multiple-choice question about a topic found in Ethics for Life: Chapter 10. See submission requirements in Blackboard. Points: 1.0   Total of points for Unit  14: 5.0

Week 15

Content Area	Learning Materials and Activities	Expected Learning Outcomes	How Learning Will Be Assessed
Virtue Ethics and the Good Life	Power Point presentation for chapter 11 located at "Course Content" area Textbook Ethics for Life Read chapter 11 with special attention to the following topics: - Virtue ethics and character - Reason and virtue in Aristotle - The doctrine of the mean in Confucius and Aristotle - Sentiment and virtue in Nel Noddings and David Hume - Is virtue relative to culture, social status, and gender? - The unity of virtue -   Virtue and moral education - Critique of virtue ethics Read the passage "Nicomachean Ethics," on page 407 Read the passage "Caring: A Feminine Approach to Ethics and Moral Education," on page 422	To know the definitions of virtue and vice To understand the relationship between virtue ethics and character To know theories regarding how we can best cultivate the good will or a virtuous character To understand the relationship between virtue, happiness, and human nature To understand the role of intention in virtue To know Aristotle 's and Confucius 's doctrine of the mean To know Nel Noddings 's and David Hume 's theories regarding the importance of sentiment in virtue To understand how culture and gender influence our views of what constitutes a virtue To understand Aristotle 's concept of unity of virtue To understand the importance of moral education in cultivating a virtuous character	In the course homepage, go to "Learning Module 4," "Chapter 11," then: Go to "Review Quiz Ch11" and complete a mandatory quiz about Ethics for Life: Chapter 11. Points: 2.0 Go to "Mercy Killing," read the description of Tracy Latimer's   case, and based on what you have learned from chapter 6 to chapter 11, participate in an online discussion about the moral issues involved in Tracy's case. See participation requirements for this discussion in Blackboard Points: 2.0 As an extra-point assignment, go to "Extra-Point Question" and submit one multiple-choice question about a topic found in Ethics for Life: Chapter 11. See submission requirements in Blackboard. Points: 1.0   Total of points for Unit  15: 5.0

Week 16
Attention: Final Exam - Chapters 6 through 11

Content Area	Learning Materials and Activities	Expected Learning Outcomes	How Learning Will Be Assessed / Due Dates
Review of Chapters 6 Through 11	Power Point presentation for chapters 6 through 11 located at "Course Content" area Textbook Ethics for Life Review chapters 6 through 11 in preparation for the final exam	Complete understanding of the means by which biological, sociological, and psychological theories regarding the nature of conscience and moral development can enhance our moral decision making. Complete understanding of the fact that ethical egoism exemplifies both Gilligan 's and Kohlberg 's pre-conventional stages of moral reasoning and that rational egoism adds the qualifier that makes ethical egoism a consist universal moral theory. Complete understanding of the idea that utilitarianism, like egoism, views happiness as the goal of moral behavior, as well as of the fact that utilitarianism goes beyond egoism by expanding the concept of interests or benefits to include the whole community of sentient beings. Complete understanding of the fact that according to deontology we ought to do our duty for its own sake and that moral duty is universally binding on all people, regardless of their culture or personal opinions. Students are also expected to know that according to some deontologists, these duties are absolutely binding; according to others, they are only prima facie. Complete understanding of the fact that rights ethics, for the most part, does not exist as a separate moral theory but rather as part of a broader moral theory such as deontology, utilitarianism, or ethical egoism. The only exception is natural rights ethics, which claims that rights stem from our human nature and exist independently of our duties. Complete understanding of the fact that virtue ethics emphasizes right being over right action, and that according to virtue ethicists, the sort of person we are constitutes the heart of morality; virtuous people are more likely to engage in right actions   -  actions that benefit themselves and others.	Final Exam: Take a 40-multiple-choice / true or false question exam covering the material studied in chapters 6 through 11 of Ethics for Life. Points: 16.0  Total of points for Unit  16: 16.0

Note:
The activities and expected learning outcomes described above were taken from the course's textbook, Ethics for Life: A Text with Readings, 4th Edition, written by Judith Boss, and published by McGraw-Hill in 2008 and its accompanying Instructor's Manual; and The Elements of Moral Philosophy, written by James Rachels, and published by McGraw-Hill, in 2007.

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Grading and Exam Policy                                           

1. Submission Deadlines and Due Dates

• o complete this course successfully students are required to do the following mandatory tasks:
  1. Take 12 online quizzes (2 points each) by the deadline indicated in the "Class Schedule and Assignments"  section above. These quizzes can be taken from any computer with access to the Internet. After the deadline the quiz will be unavailable and the student will not receive credit for that specific quiz.
  2. Send 1 email (1 point) during the first week of class by the deadline indicated in the  "Class Schedule and Assignments" section above. After the deadline the student will not receive credit for this activity.
  3. Post 1 online introduction (1 point) during the first week of class by the deadline indicated in the  "Class Schedule and Assignments" section above. After the deadline the student will not receive credit for this activity.
  4. Post 9 online postings (2 points each) by the deadline indicated in the  "Class Schedule and Assignments" section above. After the deadline the posting will be unavailable and the student will not receive credit for that specific activity.
  5. Participate in 2 online discussions (2 points each) by the deadline indicated in the  "Class Schedule and Assignments" section above. Students must participate in these discussions. After the deadline the discussion will be unavailable and the student will not receive credit for that specific activity.
  6. Take 2 online review exams (5 points each) by the deadline indicated in the  "Class Schedule and Assignments" section above. These exams can be taken from any computer with access to the Internet. After the deadline the exam will be unavailable and the student will not receive credit for that specific exam.
  7. Submit 2 online essays (5 points each) by the deadline indicated in the  "Class Schedule and Assignments" section above. After the deadline the essay will be unavailable and the student will not receive credit for that specific essay.
  8. Take 1 online midterm exam (16 points) on the date indicated in the  "Class Schedule and Assignments" section above. This exam must be taken online during the dates indicated in the  "Class Schedule and Assignments" section above, neither before nor after. There is no make-up for the midterm exam. Students who miss the midterm exam will not receive credit for the exam. Missing of the exam due to extraordinary circumstances (death in the immediate family, natural disaster, student illness, etc.) will be considered, at sole discretion of the instructor, in a case-by-case basis.
  9. Take 1 online final exam (16 points) on the date indicated in the  "Class Schedule and Assignments" section above. This exam must be taken online during the dates indicated in the  "Class Schedule and Assignments" section above, neither before nor after. There is no make-up for the final exam. Students who miss the final exam will not receive credit for the exam. Missing of the exam due to extraordinary circumstances (death in the immediate family, natural disaster, student illness, etc.) will be considered, at sole discretion of the instructor, in a case-by-case basis.
• Aside the mandatory tasks described above, as an optional, extra-credit assignment, the students, who so wish, can submit 11 questions (one per chapter of the course textbook) for a total of 11 extra-points. The questions must be multiple-choice questions. Questions submitted might be selected, at professor's discretion, to compose midterm/final exam in combination with other material determined by the professor. Upon submission, the student forfeits any claim over the questions, and gives the professor total use rights, present and future, over the same questions. Multiple-choice questions must be submitted with options (a, b, c, d), correct answer indicated, chapter number and textbook page where question came from. No other extra-point assignment will be provided in this course.
• Note that in the  "Class Schedule and Assignments" section above, most of the tasks have a  Deadline,� which means that students can submit or complete that task before (if available to the students) or on that date. However, two tasks, the midterm exam and the final exam, don't have a deadline; they have dates, which means that they have to be taken on those dates, neither before nor after.
• Note that students can submit or complete that task before (if available to the students) or on deadline dates.

2. Late submissions

• The submission time for all online is 11:59 PM of the deadline indicated in the Blackboard course calendar. Assignments submitted after the due date and time will not be accepted.
• Quizzes cannot be completed after the due date and time. Allow ample time to complete quizzes. There will be no make-up available for online assignments. However, the missing of a deadline due to extraordinary circumstances (death in the immediate family, natural disaster, student illness, etc.) will be considered, at sole discretion of the instructor, in a case-by-case basis and primarily only on the condition that you request and receive permission before the due date.

3. On-Campus Exams

• This course DOES NOT require the completion of proctored, on-campus exams.

4. Blackboard-Based Quizzes

• These quizzes may be taken via any computer with an Internet connection.
• Collaboration between students and discussion of quiz answers are not permitted.
• You will be able to attempt each quiz twice. Allow time to complete each quiz before the closing date and time. Make sure you have a solid Internet connection. If your ISP disconnects you during a quiz, that will count as an attempt and you will not be able to repeat the quiz if that is your second attempt.

5. View Your Grades

• Online quiz grades will be available after finishing the quiz or exam. View "My Grades" from the course homepage.
• Grades for assignments will be posted within seven BCC working days of the closing date of the assignment.
• Grades for discussion postings will be posted seven days after the discussion has closed.
• Final grades for the course will be posted at BCC Web Site within a week after the last day of classes.

6. How your grade will be determined:

1. Students grades will be determined as follow:

Assessment	Graded Points	Percent of Final Grade
Quizzes (12 x 2.0 pts)	24.0	24%
Orientation Email (1 x 1.0 pt)	1.0	1%
Orientation Posting (1 x 1.0 pt)	1.0	1%
Online Postings (9 x 2.0 pts)	18.0	18%
Online Discussion (2 x 2.0 pts)	4.0	4%
Review Exams (2 x 5.0 pts)	10.0	10%
Essays (2 x 5.0 pts)	10.0	10%
Midterm	16.0	16%
Final	16.0	16%
Totals	100.0	100%
Extra Points-Instructor Choice	11.0

Grading Scale
Grades	Percentage
Grade = A	90-100+%
Grade = B	80-89%
Grade = C	70-79%
Grade = D	60-69%
Grade = F	59% and below

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Communication Policy

Expectations for Course Communication

· BC Email: Please do not send course related emails to the instructor's BC email address. Use the Blackboard email address instead. Assignments sent to the instructor's BC email address will not be accepted. Send your assignments to the instructor in Blackboard using the Blackboard feature/tool identified in the syllabus.

· Blackboard Email: Use the email tool only for private, personal, one-to-one communication with a specific individual or groups of individuals.

· Discussions: Use the class discussion tool to post questions that might be of general interest to all students such as questions about assignments, tests, etc. Feel free to respond to other students if you think you can help them. Remember - we are all in this together and we can learn from each other. Remember that the discussion tool is public - everyone will be able to view posts and responses.

· Chat Rooms: Chat Rooms allow you to talk with other students in the course in real-time outside of your on-campus class meetings. Students must set up times at which to meet other students in the chat room. This is a useful tool for coordinating group projects.

· Netiquette: In all online communication, it is expected that all students will follow rules of online "netiquette". Netiquette is a set of rules for polite online behavior that all members of this class is expected to follow. Read some general netiquette rules here. Basically, these rules say "be respectful and be polite to each other". and "be patient and considerate of others". No one is perfect and we all have different approaches to life, work, and school.

• Individuals who violate the netiquette policy or engage in disruptive online behaviors such as flaming (posting disrespectful or hostile comments), posting inappropriate comments, or shouting (posting messages using all capitals) may have their course access privileges revoked and/or they may be referred to the Student Dean. Students who continue to engage in unacceptable online behavior even after being warned, may be permanently denied access to the course and/or may receive an F for the course.
• Please don't use email short hand like ROTFLOL (rolling on the floor laughing out loud) or BTW (by the way) - not everyone knows what these abbreviations mean.
• Remember that in the real world we can see the facial expressions, gestures, and hear tone of voice. We can't do that online so it's very easy to misinterpret another person's meaning to to be misinterpreted ourselves. Be careful of how you communicate to your instructor and to your peers online. If you want to use emoticons (smileys) to convey feelings, please stick with the basics happy :-) sad :-( or wink ;-) Others are less well known and are subject to different interpretations. The idea is to be clear in your communications.
• If you have a concern about the course, a test or an assignment, please contact the instructor.

• Privacy Notice
• Blackboard software automatically stores course access records, quiz scores, email postings, discussion postings, and chat room conversations. One more reason to make sure that your communications adhere to the netiquette policy.

• Alternate Communication

• In the unlikely event that a Blackboard problem makes it impossible to use the course communication tools for more than 24 hours, the instructor will communicate with students (if necessary) via their BC email addresses. Access your BC email account at http://www.broward.edu/info/studentemail/Home.jsp.
• Faculty Response Policy
• Course emails will be answered within 48 hours. Emails sent on Saturday or Sunday may not be answered until Monday. It is recommended that you post course related questions in the discussion area. If you need info related to a test or assignment, plan ahead and submit your questions well ahead of the due date. Your instructor is not online 24 hours per day, so please allow time for response.

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Other Policies and Procedures

Special Needs - Students having special needs as defined by the Americans with Disabilities Act should:

• Notify the Office of Disability Services as early in the term as possible. It is the student’s responsibility to contact the Disability Support Office prior to document disability prior to receiving services.
• Notify the instructor after you have contacted the Office of Disability Services so that the instructor can consult with the Office of Disability Services to discuss what reasonable accommodations would be appropriate for your situation.

Academic Honesty

• Each student's academic work must be the result of his or her own thought, research, or self-expression.
• Cheating includes, but is not limited to: copying the work of another person (plagiarism) or permitting your work to be copied by another person, discussing test answers or questions with people who have not completed the test, distributing assignment materials to other students, possessing course materials that have not been formally released to students in the course, and collaborating on the completion of assignments not specifically designated in the syllabus as being group projects.
• Cheating will be considered a breach of BC's Code of Conduct Policy and may result in academic penalties (zero points on the assignment/test in question, a failing grade for the course), disciplinary action, and/or a referral to the Dean of Student Affairs. Examples 1) If it appears that two or more students have submitted the same material for any solo assignments, each student involved will receive zero points for that assignment. 2) If it appears that a student has copied an assignment from published material (including Internet sites), the student will receive b>an zero points for that assignment

Critical Event Procedure

• In the event of a school closing due to weather or other major event that might impact class schedules, the instructor will post an announcement indicating what changes, if any, the event will have on the course schedule and due dates.

Copyright

• The materials used on this course Web site may be protected by copyright and are only for the use of students enrolled in this course for the purposes associated with this course and may not be retained or further disseminated.

Withdrawals

If you stop participating in class discussions, submitting assignments or fail to take quizzes or tests prior to the withdrawal date, you will be administratively withdrawn from class and receive a W or, if it is your third attempt, an F.

If you stop participating after the withdrawal date, (see academic calendar on Broward College website) you will receive a WF that will then be computed as an F in your GPA. To avoid this situation, you should remain an active learner in this class and always communicate extenuating circumstances to me. Ongoing communication with the instructor is critical to your course success. I will use completion of tests, assignments, and other class activities as indicators of your participation in order to satisfy this reporting requirement.

Logging Off Blackboard

• Blackboard does not require you to log off to exit Blackboard.
  Security Warning: If you don't close your browser or log off, a person using that machine after you will have access to your course materials, could send e-mail to me in your name, and view your confidential student record. Protect your password.

Changes to the Syllabus

• The instructor reserves the right to make changes to this syllabus. In the event that changes become necessary, students will be notified through Blackboard Email.

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Student Success Tips

In order to be successful in this course, you need to be organized and manage your time well so that you can complete all assignments and assessments on time. You will need to devote 3-4 hours per week to complete the learning activities required in this course. Make sure that you do not allow yourself to procrastinate, and that you communicate with the instructor or your classmates, via Blackboard email, if you have any questions on any course materials or need assistance completing any assignments.
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