DEC 10

29: DEC 10

Try to be clear in your papers about the difference between whether "praise and blame" talk is useful vs. what it means.
"Praise and Blame" in pedagogy. (Some of the ways teachers complain about students - Challenging students, praising work and dopamine squirts - pseudonyms and focus on the work - non-retributive grading methods and curves. Larger discernment and selection processes.)

Core Ethics Course goals -- Let's make sure we fulfilled the learning goals for this Core class! (My glosses and additions in parentheses.)

After completing this course, students will be able to: 1. argue persuasively why [also, whether, the extent to which] each of us is responsible for having ethical concerns about and commitments to the good of others, 2. resolve moral problems consistently, drawing on resources (e.g., conceptions of human nature and of human community) of one of the ethical theories or traditions studied [just one?], and 3. respectfully advocate for their critically assessed moral commitments and perspectives within a diverse community.

Appreciating what lies beneath the surface.
Seeing culture in terms of tools and constraints.
Demonstrating an understanding of political difference in my interactions with others.
Practicing Empathy as a critical emotional competence.

Try to notice if you are having a hard time forming a positive image of someone who holds different (but mainstream) political beliefs and values than you. [Investigate. If "social epistemology" is true, it should be possible to affirm something from most major perspectives on an issue.]
Pose empirical challenges to your ideologies.

Do we have the cultural values (including values orientations and social values) we need to address the problems that we face? (Note that is not the usual way of asking the question.)