Course Proposal.. Would you take this if you were a freshman?
February 6, 2010
Why Be Good?
A writing Seminar by Chris Howard
Throughout the history of western philosophical investigation, various thinkers have taken it upon themselves not only to discern what our moral obligations are but also, to explain how those obligations have the “binding force” with which they are typically associated. Simply, they have wondered not only what it means to be good but also, why is it that we ought to be good at all. In the last century especially, discussions in regard to the latter horn of this inquiry have become increasingly prominent in the philosophical literature. As many have pointed out, it is one thing to claim that something is good and something entirely different to claim that we therefore ought to pursue or promote it. It will be the aim of this course to explore what many contemporary philosophers have taken to be plausible answers to this seminal question and also, to explore the nature of the question itself.
Over the course of the semester, students will be encouraged to think analytically and reason deductively in order to facilitate their production of clear, sophisticated pieces of academic writing. In depth textual analysis, structured exercises in composition, and engaged class discussions (regarding both the course’s subject matter as well as strategies for effective argumentation and analytical composition) will be the primary means of achieving this aim.
Students will complete this course with a well-developed understanding of contemporary issues in ethical theory, the ability to formulate and sustain interesting, effective, and deductively sound arguments in writing, and an analytical skill set that will likely serve them well in their future academic and/or professional endeavors.
Essay 1: Close Reading
Assignment: In a 5-6 page essay, you will conduct a close reading of the first section of Christine Korsgaard’s book, The Sources of Normativity, in which the author discusses the history of what she refers to as “the normative question” – or, more simply, the question of how moral reasons can give rise to unconditional obligations.
Pre-Draft Assignments: (1.1) Response to A Key Term, or Sentence; (1.2) Post a thesis statement and comment on other students’ theses on LATTE.
Writing Lessons: thesis, analysis, claim, introduction, conclusion, sustained argument, revision.
Essay 2: Lens Analysis
Assignment: For Essay 2, you will read and engage in a substantive analysis of G.E. Moore’s “The Subject Matter of Ethics.” In 6-7 pages, you will use Moore’s ‘Open Question Argument’ as a lens to comment on one of the traditional ethical theories (Kantianism, Utilitarianism, or Virtue Ethics) discussed in class.
Pre-Draft Assignments: (2.1) Locating an obvious match, a non-obvious match, and a contradiction between lens and focal text; (2.2) Mini-Lens Reading (does Moore’s view seem to cohere with your “day-to-day experience” of ethical interaction? Do any of the traditional ethical theories that we have discussed seem more reflective of your basic ethical intuitions?); (2.3) Draft Introductory Paragraph
Writing Lessons: Same as above, plus rhetorical language, point-counter-point argumentation, source documentation.
Essay 3: Research Paper
Assignment: For the final essay, you will research and contextualize A.J. Ayer’s “A Critique of Ethics,” using some pre-selected texts that represent contemporary manifestations/enhancements of Ayer’s basic position as well as some contemporary articles that attempt to demonstrate flaws in Ayer’s anti-realist approach (you will also be taught, and encouraged, to use the Brandeis Scholar electronic library database in order to find additional related sources to use in your essay). In constructing this essay, you will be afforded the opportunity to discuss, in detail, particular overarching themes that may have interested you over the course of the semester. The length of your final essay will be approx. 10-12 pages.
Pre-Draft Assignments: (3.1) Research Proposal; (3.2) Annotated Bibliography
Writing Lessons: Same as above, plus motive, asking a research question, doing independent research, analytic and deductively sound argumentation, source documentation, rhetorical style, appropriate utilization of library resources.
