AUG30

1: AUG 30: Course Introduction

You will be able to make some choices about what you are graded on and the weight of different assignments. This is your "grading scheme." You can customize up to 30% of your grading scheme to suite your learning style or motivations in the course. You will also have some grade information about "Points" assignments that will allow you to raise or lower the weight of "Points". This allows you to work on early difficulties without a big effect on your final grade.

In this course we use pseudonyms to allow sharing of grade information and student work - You will see most of the writing and scoring for required writing assignments, including my assessments of other student's work. This has many benefits.

a. Learning to assess writing. Writers improve when they acquire skills in evaluating their own and others' writing. We will cultivate these skills directly and through peer review.
b. Building from small, short writing, to longer, more complex writing. The writing skills in this course are sequenced and early assignments give you performance information without affecting your grade much.
c. Looking at reading comprehension. I no longer use reading quizes, but you should compare your "recall" from reading in class with others'. Comment on reading comprehension and its role in performance. (Some student introductions.)

There is no final exam in this course, so your success depends upon demonstrating the philosophical skills we build toward in required and optional assignments.
Prep Cycle - view reading notes as you are reading, read, note, evaluate preparation against other students' access to reading content in class and small discussions. Hierarchy of skills and goals.
Reading - Keep track of the time you spend reading for the course. Mark a physical text. Contact me about your reading experience.
Speaking and Discussion - Don't underestimate the importance of practicing the articulation of your views. This happens in class together and in small groups. Speaking well is at least as important as writing well. Small group discussions provide your most extensive opportunities to improve your articulateness ahead of writing assignments.
Writing - We will train on the rubric early on, you will be able to read lots of other students' writing and compare scores, and discuss your writing with me, especially during office hours. Because everything is transparent, you can compare your work to slightly higher and lower evaluated student work. This often leads to productive office hour discussions. (Some student introductions.)

Naturalism in Ethics -- What if Ethics has its origins in our natural history? Why this is/was a radical claim.
Fields of study represented in the course: Biology, Psychology, Moral Psychology, Evolutionary Psychology, Behavioral Economics, Philosophy, Political Science, Sociology, History
First six weeks:

1. Lots of theory from the fields mentioned above directed toward our research questions. What are socially evolved behaviors, for example? How is morality an evolved system for humans? It takes some serious reading and discussion to answer these question. Major_Ethics_Course_Questions
2. Exercises in "Everyday Ethics." While we are building our knowledge of the general theory of ethics, we will work on a few everyday ethics problems to build critical skills. Ethics news! often gives us spontaneous occasions to practice our course skills.

Open and read "Websites in this Course" from the shared folder.
Go to the two course websites and make sure you understand what information and resources each provides.
Browse some links on the course wiki page, including old Ethics News!
Find the reading for next class on the wiki and access pdfs from courses.alfino.org. Consider printing pdfs.
Keep an eye out for Ethics News!