HUM 103: ETHICS AND CULTURE FALL 2024

MARKS DISTRIBUTION AND ASSESSMENTS

Effort Based 40%

15% - Participation, Class Activities and Group Work (free write, focused free write,
brainstorming, group-reading, loop writing, collaborative reading, annotation, etc.)
15% - Reflections (expanding on the In-class Writing) (4 reflections/process writing based on
in-class writing/the texts they are reading, 5 marks each, submitted via Turnitin)
5%- Social Learning Lab (Activity and Write-up)
5% - Presentation or class facilitation

Merit Based 60%

30%- Midterm (argumentative essay)
30%- Final Project (multimedia/group project with an individual writing component, suggested
no.: 3-4 members per group, suggestion: a small evaluation form for everyone to fill out on each
other’s involvement)
COURSE ASSESSMENT MODULES & METHODS

1. Mandatory Class Attendance

Please note that attendance for this course is mandatory in order to participate in the classroom
activities and discussions. A part of your grade will be allocated for regular attendance in all sessions.
2. Participation, Classroom Discussions and Activities

In line with the objectives of the School of General Education, this course will heavily focus on a range of
learning exercises during our classroom session. Therefore, in addition to clarifying lecture and reading
materials, the in-class sessions will be devoted to a variety of reading, writing, small-group discussion,
and collaborative learning exercises. This assessment criteria will comprise fifteen percent (15%) of your
cumulative grade.

3. In-class Write-up / Reflection/ Journal

Each class, students will be given a writing assignment during class time. Theories and content discussed
in class discussions and practical implication of the knowledge will be tested. Structured questions will be
given for the students to share their thoughts and ideas, which will be discussed by the course instructor
for further development to submit in the form of a consolidated short reflection of 300-400 words on
Turnitin. The student in class Write up/Reflection will comprise fifteen percent (15%) of your cumulative
grades.
4. Presentations or Class Facilitation

For Presentations: students will provide a brief power-point presentation on the scope of the content. For
Class facilitation: students will pick excerpts from the text and prepare a short 6-8 minute discussion on
the materials and two discussion questions as the opening of the class facilitation followed by discussion
with their peer’s views. In both cases, students will select the topic of presentation during the first/second
week of the course. Further instructions on the content and methodology of the presentations and class
facilitation will be discussed in class. The student presentations or class facilitation will comprise five
percent (5%) of your cumulative grade.

5. SLL Participation & Reflection Write-up

Every student takes part in experiential learning activities of the Social Learning Lab (SLL). The Social
Learning Lab has two phases; the first is the practical day when students undertake different campus jobs
and put themselves in the shoes of staff members for a day, and experience life from their point of view;
The second phase is a reflection write-up. Students will write and submit a reflection paper based on the
practical phase as a part of the Applied Ethics topics at the end of the semester. The Reflection paper will
help students to develop sensitivity and skills consistent with an ethical approach to others, which is one
of the core objectives of the program. The reflection paper will make up five percent (5%) of the course
grade. Further instructions on the reflection paper writing will be discussed in class. This exercise will be
evaluated based on your participation during the practical phase, effort and completion of the writing.

6. Take-Home Assignment

Students will be required to complete one take-home examination that tests your knowledge and
comprehension of the course materials (lectures and readings).Word limit will be 1000-1200 words. This
assessment will be evaluated on the basis of their merit. Further instructions about the essay exams will be
provided in class. One take-home examination will comprise thirty percent (30%) of your cumulative
grade.

7. Multimedia-based Group Project:

Analyzing different themes using multimedia sources and/or methods. It is a Group Project consisting of
3 to 4 students in each group. The project will be supervised by the faculty. Further instructions about the
module will be provided in class. This project will comprise thirty percent (30%) of your cumulative
grade.
Class Topic Learning materials

Theme 1: Introduction to Ethics and Culture

1 Introduction A short presentation with 6-10 images will be used to discuss how
ethics ties in with topical issues and how cultural practices impact
- Ice-breaking session these considerations.
- Overview of course
contents, assessment Mandatory Readings
modalities and important 1. Manuel Velazquez, Philosophy A Text with Readings (2010),
deadlines 432- 437
- Brief introduction to ethics, 2. L. Pojman & J. Fischer, Discovering Right and Wrong (2016),
culture and applied ethics 1-11.
OR
Article by Velasquez et al.
https://www.scu.edu/ethics/ethics-resources/ethical-decision-maki
ng/thinking-ethically/

Suggested Multimedia
1) Ethics (On Principles, Values, Actions, Impact)
2) BUx lectures:
Part 1: Introduction to Ethics and Morality
Part 2: Metaethical Question and Moral Realism
Part 3: Moral Relativism
Part 4: Relativism in Morality
Part 5: Normative Ethics

2 Ethics, applied ethics and Mandatory reading/listening:

Culture / Human Condition 1) Reading: Spencer Oatey - Culture (page 4-5)

- keynotes on core concepts 2) Podcast on Beyond Cockroach Ethics - Part 1 (Utilitarianism vs

- ethics, ethical reasoning Deontology )
-utilitarianism
-deontology Inclass (video):
- foregrounding care ethics, 1)Introduction to Applied Ethics
feminist ethics, trauma and OR
remembering (to set the 2)AI, Racism in Algorithm
background for Antigone)
Supplementary Readings
1)Velazquez, Philosophy: A Text with Readings, 455-463;
2)Manuel Velazquez, Philosophy A Text with Readings (2010),
432- 437
3)Article by Velasquez et al.
https://www.scu.edu/ethics/ethics-resources/ethical-decision-maki
ng/thinking-ethically/
4)Spencer-Oatey, H. (2012) What is culture? A compilation of
quotations. GlobalPAD Core Concepts.
Class Topic Learning materials

Theme 2: Human Condition and Ethics

3 Antigone Mandatory Reading:

Sophocles, Antigone.
-Selected scenes and
segments Suggested multimedia:
- Central themes (power, 1) In Our Time (episode on Antigone) (podcast)
oppression, loyalty to family
and the state, death and
dying- rituals, emotions and
beliefs), lived experiences as
vehicles for ethical reasoning
integrity to oneself and others

(Each faculty should pick

which theme they would like
to individually discuss each
class)
Class Topic Learning materials

4 Antigone Supplementary Readings

Sophocles, Antigone.
-Selected scenes and
segments Excerpts from Arendt, The Human Condition
- Central themes (power,
oppression, loyalty to family Power (definitions)
and the state, death and https://creaworld.org/wp-content/uploads/2020/07/All-About-Powe
dying- rituals, emotions and r.pdf (Exercise embedded for In Class Activity)
beliefs), lived experiences as Pg 17, lived experiences (examples for class)
vehicles for ethical reasoning
integrity to oneself and others

(Each faculty should pick

which theme they would like
to individually discuss each
class)
Class Topic Learning materials

5 Antigone Mandatory Reading:

Sophocles, Antigone.
-Selected scenes and
segments

- Forms of conflict, sites of

discrimination, dimensions of
social issues

- Impact on human condition

- lived experiences as
vehicles for ethical reasoning
integrity to oneself and others

(Each faculty should pick

which theme they would like
to individually discuss each
class)
Class Topic Learning materials

6 Antigone Mandatory Reading:

Sophocles, Antigone.
-Selected scenes and
segments

- Forms of conflict, sites of

discrimination, dimensions of
social issues

- Impact on human condition

- lived experiences as
vehicles for ethical reasoning
integrity to oneself and others

(Each faculty should pick

which theme they would like
to individually discuss each
class)

Theme 3: Human Condition and Ethics- Ethical Theories

Suggestion: Faculty may incorporate the themes from Antigone as they discuss these theories.

7 The Ancients: Part 1 Mandatory readings:

Plato, “Laches” in The Dialogues of Plato, vol. 1, 98-120.
Socrates, Plato and Aristotle (AND/OR)
Aristotle, Nicomachean Ethics, selected pages.

Suggested Multimedia:
1) BUx lectures:
1.1) Dialogues of Definition
Part I- Socrates: Dialogues of Definition
Part II- Socratic Method and Definition
Part III- The Laches by Plato
Part IV- Plato's Republic: Parts of the Soul and Four Cardinal
Virtues
1.2) Virtue Ethics
Part I- Concept of Virtue
Part II- The Doctrine of Mean
Part III- An Introduction to Virtue Ethics
2)
Class Topic Learning materials

8 The Ancients: Part 2 Mandatory Reading:

Confucius, The Analects of Confucius, Bk II & IV.
Confucius, Mencius, Xunzi
Suggested Multimedia:
1) BUx lecture:
1.1) The Teaching of Confucius
Part I- Confucius: A Moral and Political Philosopher
Part II- Confucianism: An Introduction
Part III- Central Concepts of Confucianism
Part IV- Confucian Ethics: Without an End
1.2) Confucians and Critics
Part I- Confucians and Critics
Part II- Mencius on Human Nature
Part III- Xunzi on Human Nature
Part IV- Prominent Critics: Mozi and Laozi

9 Utilitarianism Mandatory Reading:

1) J. Bentham, Principles of Morals and Legislation, Ch. 1,2, 4
- basics of teleological ethics (Select excerpts)
- act and rule utilitarianism 2) J.S. Mill Utilitarianism. Pg1-10 (Select excerpts)
- thought experiment: the
trolley problem In class material:
- limitations: radical Video: The Trolley Problem
subjectivity and recognizing
the other Suggested Multimedia:
1) Podcast on Beyond Cockroach Ethics - Part 1 (Utilitarianism vs
Deontology )
2) BUx Lectures:
Part I- Utilitarianism and other ethical theories
Part II- Bentham and his Hedonic Calculus
Part III- Mill: Distinction between Pleasures
Part IV- Act and Rule Utilitarianism

Supplementary Readings
Peter Singer, “Famine, Affluence and Morality”
10 Deontology In Class Materials
Video: Kant’s Axe
- moral duty and maxims
- hypothetical and categorical Case studies:
imperatives July 2024, current events 2024
- thought experiment: Kant’s
axe Preparatory Readings
- limitations 1) Velazquez, Philosophy: A Text with Readings, 455-463
2)

Suggested multimedia:
1.1) Deontological Ethics I: The Good Will:
Class Topic Learning materials

Part I- Kant's Ethical Approach and Criticism of Virtue

Part II- Deontology and Rationality
Part III- Theorizing Duty
1.2) Deontological Ethics II: The Categorical Imperative
Part I- Hypothetical & Categorical Imperatives
Part II- The Categorical Imperative
Part III- Kant's Examples
Part IV- Formulations of Categorical Imperative & Limitations

11 Feminist Ethics
Preparatory Readings
- feminism Audre Lorde, “The Transformation of Silence into Language and
- feminist critique of Action,” 40-44
traditional ethical theories OR
- feminist lens on social Rokeya Shakhawat Hossain, “Sultana’s Dream”
justice (understanding OR
oppression, where it stems M. Wollstonecraft, The Vindication of the Rights of Women,
from and how it perpetuates 88-113 & 179-188

12 Care Ethics Audre Lorde on Self care

- care and justice Case studies(multimedia) of care work:

- the burden of care - Emergencies
- reframing care as a site for - “Normal” times
analyzing oppression (care - Unpaid/ Erased
for whom and at the cost of https://www.instagram.com/reel/DATDrjjI3G0/?igsh=Nzk1bjJ5Y3
whom) VjcnV5 on Lorde and self care

Supplementary Reading

Grimshaw, J. (1991). The idea of a female ethic. In P. Singer (Ed.),

A companion to ethics (pp. 491–499). Blackwell.
Rachels, J., & Rachels, S. (2018). Feminism and the ethics of care.
In The elements of moral philosophy (9th ed., pp. 156–168).
McGraw-Hill.

(Section on Care ethics and its criticism) K. Mackay, Feminism

and Feminist Ethics, 64-74
Theme 4: Applied Ethics
Suggestion: Faculty can incorporate the themes from Antigone as they discuss these theories with
students.
13 Difference, discrimination
and intolerance Mandatory Reading
Class Topic Learning materials

- intersection (race, class, Chapter 4 The Spectacle of the Other (from Representation)- Stuart
religion, gender, ethnicity) Hall (pg 228 preferred meaning; pg 234-235 why does difference
- exploitation and injustice matter; pg 243 binary oppositions; pg 249 stereotypes)
- colonialism and colonial
exploitation Supplementary Reading

UchachaA Chak “The politics of the 'clash' between Bangalees and

Paharis” https://thegreatwave.thedailystar/shortlink
Muktasree Chakma Sathi, “Will the interim government be truly
anti-discriminatory?”
https://www.thedailystar.net/opinion/views/news/will-the-interim-g
overnment-be-truly-anti-discriminatory-3672606

SPaRC’s Womanifesto
https://apwld.org/wp-content/uploads/2023/09/Bangladesh_SPaRC.
pdf
J. K. Kauanui, “A Structure, Not an Event”: Settler Colonialism
and Enduring Indigeneity
https://www.jstor.org/stable/48671433 (Drive)

Multimedia:
1. (Tufan Chakma’s art)
https://www.facebook.com/tufansArtbin/
2. In and Out of South Asia: Race, Capitalism and Mobility
(playlist of videos on panels which faculty can choose from)
3. Geographies of Racial Capitalism with Ruth Wilson Gilmore
(video)
4. Racial Capitalism: Actually Existing Capitalism (video)
14 Justice and Injustice Excerpts from A Theory of Justice, Rawls

Framing the topic as a Supplementary Readings

discussion on what comprises
Justice and what comprises Excerpts from G.A Cohen,
Injustice? (Can an impartial C. Mills- Racial Contract
theory of Justice be put M. Nussbaum- For love of country (with A. Sen, response)
forth?)
Education for profit, education for freedom
Principles : Theory of Justice
- Introduce concepts of (critiques of Rawls, need to be compiled - will be updated in
Maximin rule Drive).
- Circumstance of justice,
Veil of ignorance (as a way of
objectively talking about
justice, outside of personal
interest)
- Original position (and later
position which includes a