Spring 2014 Ethics Course Lecture Notes A

Return to Ethics

JAN 14

Course Introduction

1. Call roll. Brief student introductions.

2. Introduction to the course topic.

3. Introduction to the course websites.

4. Turning Point clicker technology.

5. Ereserves, Grading Schemes, and the Prep Cycle.

JAN 16

Ariely, Why We Lie

• Research on honesty with the "matrix task"

• Shredder condition
• Payment condition
• Probability of getting caught condition
• Distance of payment condition
• Presence of a cheater condition

• Priming with 10 commandments or signature on top of form
• Implications

Tips on How to report study findings

• observational, survey, experimental
• study setup: for observational: who were the test subjects, what were they asked to do; for survey: what instrument was used, to whom was it given?
• what conditions were tested?
• what was the immeditate result?
• what was the significance or inference to be made from the results?

JAN 21

Haidt, Chapter 1,"The Divided Self"

• opening story
• Animals in Plato's metaphor for soul; contemporary metaphors. metaphors.
• Mind vs. Body
• Left vs. Right
• New vs. Old
• Controlled vs. Automatic

• Failures of Self-control [[1]]
• Haidt's "disgust" studies.

• Add in sociological dimension to consider values as socially instantiated.

Cooper, Chapter 1, "Intro to Philosophical Ethics"

• p. 3: definition of ethics; in terms of value conflict
• some terminology
• Zimbardo; implications for ethics

JAN 23

• Group exercise: Describe some values from your personal and family background that are quasi-moral or moral.

• Examples: removing shoes at the door, allowing urine to stay in the toilet, particularity about the cleanliness of tables at restaurants.

Haidt, The Righteous Mind, Intro and Chapter 1

• Moral reasoning as a means of finding truth vs. furthering social agendas.
• Harmless taboo violations: eating the dog / violating a dead chicken.
• Brief background on developmental & moral psychology: nativists, empiricists, rationalists

• Piaget's rationalism: kids figure things out for themselves if they have normal brains and the right experiences. "self-constructed" - alt to nature/nurture.
• Kohlberg's "Heinz story" - note problems, p. 9.
• Turiel: kids don't treat all moral rules the same: very young kids distinguish "harms" from "social conventions"

• Haidt's puzzle about Turiel: other dimensions of moral experience, like "purity" and "pollution" seem operative at young ages and deep in culture (witches). Found answers in Schweder's work.
• Schweder: sociocentric vs. individualistic cultures. Interview subjects in sociocentric societies don't make the conventional/non-conventional distinction.
• Point of harmless taboo violations: pit intuitions about norms and conventions against intuitions about the morality of harm. Showed that Schweder was right. The morality/convention distinction was culturally variable.