Scheme of work A2 level philosophy Ethics. One possible approach to the delivery of Ethics.

Transcription

1 Scheme of work A2 level philosophy Ethics One possible approach to the delivery of Ethics. Study weeks Topics of study 1 Introduction to ethics 2-4 Utilitarianism 5-6 Kantian ethics 7-8 Virtue ethics 9-10 Applied issues + mock exam Cognitivism Non cognitivism 15 Overview/revision

2 week Topic and specification reference 1 Introduction to moral philosophy: Overview of the course Teaching point Anthology references Key concepts Skills development Assessment Difference between normative, practical and meta ethics. An interactive way to start the course would be a quiz or discussion around moral dilemmas of interest to students: various trolley examples, moral relativism, simulated child pornography in Japan etc... Ethical theories (normative) Applied/practical ethics. Meta ethics: cognitivism and non cognitivism. Discussion (group, class) quiz This should lead to a discussion on the nature of the Good and whether moral truths exist and whether ethical theories can tell us how to live. A discussion of the difference between moral, amoral and immoral actions could also be worthwhile as well as what gives an action a moral dimension. 2 Ethical theories 1 Utilitarianism Utilitarianism covered over three weeks to account for its teaching in the second half of the summer term or September and to give student s the time to adjust to A2 standards and reading philosophical texts closely. Bentham s utilitarianism. Students should be encouraged to read the anthology text and synthesize it based on key concepts and arguments. Bentham, J, chapter 1, The Principle of Utility in Introduction to the Principles of Morals and Legislation Principle of utility; maximisation of utility; Hedonism Hedonic calculus. Activities focusing on Engaging with a philosophical text Understanding and analysing philosophical writing. Synthesizing reading material. Comprehension based on the text. Students could also attempt to apply the hedonic calculus to set scenarios: trolley examples, war etc... and start thinking critically about the arguments. Drawing conclusions

3 Students could also look at more critical examples an start drawing conclusions on Bentham s argument: Thomson backpacker example, Nozick s experience machine, Williams Jim and the Indians, sadistic guards example, preventative imprisonment More able students could read passages form Huxley s brave new world and the issue of inauthentic happiness. 3 Utilitarianism Mill s utilitarianism: The focus should once again be the analysis of key passages from the text and a clear comparison with Bentham: a qualitative rather than quantitative approach; focus on rules rather than individual actions; the maximisation of specifically human happiness dependent upon the preponderance of higher over lower pleasures; higher and lower pleasures competent judges; the issue of justice. 4 Utilitarianism Preference utilitarianism the distinction between hedonistic utilitarianism and interest/preference. Internet resources on Peter Singer readily available. Issues with utilitarianism. Issue with individual; liberty/rights problems with calculation ; value of certain motives and character; moral status of particular relationships. Students should be encouraged to develop an awareness of such problems through specific moral dilemmas: eg: should you rather save 5 strangers or your mother/brother? Whether act utilitarianism, which could oblige you to save the 5 strangers Mill, JS (1863), Utilitarianism Rule utilitarianism Higher and lower pleasures Competent judges Interest Principle of equal consideration Motives Character Liberty Rights Activities focusing on: Comparing and contrasting theories. Developing an informed point of view. analyse and evaluate arguments present their own arguments clearly and logically. Outline Homework assignment essay question on utilitarianism 25 marks

4 instead, and hold you morally culpable for failing to do so. 5 Kantian deontological ethics Main aspect of Kantian ethics Powerpoint presentation with embedded activities: eg is the following an example of hypothetical or categorical imperative; is the following action done out of duty/follows a good will? First and second formulations of the categorical imperatives. Short extracts from the anthology could be studied by students eg the shopkeeper example (section 1) Kant s foundations of the metaphysics of morals Hypothetical vs categorical imperative; First and second formulations of the categorical imperatives, duty, good will, universalisability. Analysis and synthesis of key philosophical arguments. Outline question 6 Kantian ethics Issues with Kantian ethics : This should start with a student led discussion on the qualities of Kant s ethical system, it significance. Scenarios could then be given to allow student to come to evaluative conclusions independently: the fanatical Nazi, lying to save a life (the axe murderer at the door), ethical issues such as abortion and euthanasia. Problems with Kantian ethics: the intuition that consequences of actions determine their moral value ; problems with application of the principle; the possible value of certain motives and commitments; Conflicting duties 7 virtue theory Introduction to Aristotelian ethics Mark Steele video available on youtube gives a clear introduction to Aristotle s philosophy. Opportunities for discussions on what is the good life before starting on Aristotle s argument itself should Rachels, J (1993), The Elements of Moral Philosophy. Aristotle, Nicomachean Ethics: Books 1, 2, 3, 5, 6, 7, 10 The intuition that consequences of actions determine their moral value ; problems with application of the principle; the possible value of certain motives and commitments; Conflicting duties Function argument (book 1) Eudaimonia (book 1) Practical wisdom (book 2) analyse and evaluate arguments present their own arguments clearly and logically. Activities focusing on Engaging with a philosophical text Outline 12 mark question Explain and outline

5 8 Virtue theory (over two lessons) Practical ethics themes: crime and punishment be given. Passages from Nicomachean ethics should be accessible to most students and could be summarized with the use of structured and possibly differentiated worksheets. Evaluation of Aristotelian ethics Issues, including: can it give sufficiently clear guidance about how to act? clashing/competing virtues. Some practical ethics issues could be raised here: war, deception and the telling of lies. The possibility of circularity involved in defining virtuous acts and virtuous people in terms of each other. Most of the issues would have been embedded in the teaching of ethical theories but an opportunity should be given to students to study such practical issues independently. This also offers good opportunities for teachers to assess students understanding of ethical theories and how they could be used to solve moral problems: Students could be given group time to focus on one issue and present it to the rest of the class. The nature of justice: the difference between deterrence, retribution, protection and rehabilitation. References to rights, the difference between just and unjust punishments and moral Aristotle, Nicomachean Ethics: Book 5 Mill, JS (1863), Utilitarianism Rachels, J (1993), The Elements of Moral Philosophy, Doctrine of the mean (book 2) Role of education/habituation Intellectual virtues Voluntary/involuntary actions (book 3) Book 5, 6, 7,10 for examples of virtues. Competing virtues Guidance Circularity Understanding and analysing philosophical writing. Synthesizing reading material. analyse and evaluate arguments present their own arguments clearly and logically Independent research and learning Application of philosophical reasoning to real world problems. 12 mark

6 desert need to be made, as well as proportionality and treating the criminal as an end rather than as a means. 8-9 War Some readings on just war would be useful: distinction between jus ad bellum, jus in bello and jus post bellum could be outlined. The three ethical theories can to some extend justify war but do it in very different ways. Students should be encouraged to think of the morality of war within the lense of a particular theory Simulated killing Online material readily available to what appears to be a topical issue. Student discussion likely to be fruitful on such a topic. A good activity could be to ask them what immoral/illegal actions they have performed in a computer game and whether the predicates of right and wrong apply to such actions. The distinction between real self and simulated self. What could be considered: For Kant, we only have a moral duty towards other persons. A virtual person is not actually a person and so we don t have duties towards him. Utilitarianism argues that an action is moral or immoral if it harms/benefit others and has good consequences. In the case of simulated reality, there is no harm in killing a virtual person and the only thing that can be taken into account is the pleasure experienced by the player. Harm duty Simulated reality Virtual person Generating examples Independent research Generating examples Independent research Selection and application of philosophical theories. 12 mark One way to argue for the immorality of such actions is to think along virtue theory lines and to think of the impact on the player rather than the actions themselves. Simulated killing desensitizes the player. Could also be considered: link to Arendt banality of

7 evil argument and whether it can apply to simulated killing in games and movies. Treatment of animals Good videos available online (Peter Singer, ) Opportunities for student led presentations/discussions. Students should be able to apply ethical theories to animal rights and consider whether animals have/can have ethical status in utilitarianism, Kantian ethics, and virtue theory. For example Kant is clear animals do not have a moral status as persons and no intrinsic moral worth. Persons and their characteristics Moral worth Moral agent Moral patient Generating original examples to demonstrate understanding Discussing the relative merits of theories as solution to a particular issue. 10 Deception and the telling of lies Students could think about this particularly issue through a range of particular scenarios: eg lying to save a life (the axe murderer at the door), Odysseus s various acts of deception,etc... Mill on Rule utilitarianism (moral rule not to lie) vs preventing harm. Kant on making false promises/ Aristotle no mean to lying but the possible conflict of virtues. Lying as self interested or altruistic act. Aristotle, Nicomachean Ethics Mill, JS (1863), Utilitarianism Rachels, J (1993), The Elements of Moral Philosophy, Deception Lies, mistruths and dishonesty Habitual liars and malicious liars Generating original examples to demonstrate understanding Discussing the relative merits of theories as solution to a particular issue. A mock exam could be given here considering ethical theories and meta ethics can be considered separates issues Mock 11 Ethical language: Introduction to cognitivism and non cognitivism Short overview (powerpoint) and discussion of the key aspects of cognitivism and non cognitivism to give students an awareness of the debate. Mill, Utilitarianism, chapter 2 and chapter 5 Fact value distinction Moral truths Linguistic turn Understanding of key concepts, definitions and distinctions. Explain and outline Naturalism: Readings from chapter 2 and chapter 5 of utilitarianism important as it provides a clear Mill s naturalism: the good as a natural Engaging with a philosophical text

8 defence of ethical naturalism in an argument which could be summarized in premises quite easily. Mills analogy in chapter 5 between the relationship between pleasure and virtue to the relationship between pleasure and money is particularly effective. property of the world. Understanding and analysing philosophical writing. Synthesizing reading material. 12 Intuitionism Readings from chapter 1 and 2 of Moore s Principia Ethica. Moore, GE (1903), Principia Ethica, Cambridge University Press Warnock, GJ (1967) Contemporary Moral Philosophy, New Studies In Ethics chapter 2 Naturalistic fallacy Open question argument Non natural property Intuition Engaging with a philosophical text Understanding and analysing philosophical writing. Synthesizing reading material. Explain and outline question 12 mark question Mackie s error theory Readings from Inventing right from wrong. This might be more difficult to access for some students so could be read as part of differentiated activities. Argument should be started Mackie s criticism of intuitionism and naturalism which then lead to his understanding of moral properties. Students need to be able to understand where Mackie can be placed in the debate between cognitivism and non cognitivism. Mackie, JL (1990), The Argument from Queerness in Ethics Inventing Right and Wrong, Penguin Moral properties as queer/false Error theory. 13 Emotivism Emotivism in Hume s work: activities should start with a recap of Hume s empiricism covered at AS which then leads to a study of Hume s understanding of moral claims. Reading A Treatise of Human Nature Book III Part I Section I this is a fairly short read. Some of the texts could quite easily be embedded in a powerpoint Hume, A Treatise of Human Nature Book III Part I Section I Is ought gap Emotions and passions ethical language does not make claims about reality which are true or false (fact-stating) ethical language expresses emotions Engaging with a philosophical text Understanding and analysing philosophical writing. Synthesizing reading Explain and outline

9 presentation which clarifies some of Hume s argument. material. 20 th century emotivism (Ayer) introduction to the topic should include a reminder of Ayer s argument on religious language. Ayer, AJ (1973/1991), The Central Questions of Philosophy, London, Penguin, Ayer, AJ (1946), Language, Truth and Logic, (esp. Chapters 1 and 6) logical positivism Verification principle Meaningful and meaningless claim The status of moral language. 14 Prescriptivism Students should be clear on the difference between emotivism and prescriptivism. Moral judgements are action-guiding: they prescribe what to do and tell us how to behave. They also act as recommendations on what we ought to do. This could be done through an activity which demands students to identify similarities and differences between the two theories. Chapter 4 of Warnock is an accessible read on prescriptivism. Warnock, GJ (1967) Contemporary Moral Philosophy, New Studies In Ethics chapter 3 Hare, RM (1952), The Language of Morals. Warnock, GJ (1967) Contemporary Moral Philosophy, New Studies In Ethics chapter 4 prescriptivism: ethical language makes recommendations about action commends overridingness analyse and evaluate arguments. present their own arguments clearly and logically. Discussing the relative merits of theories. Essay question 15 Overview/ revision /mock Opportunity to go over difficult content, practice and essay planning.

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