Wednesday, February 6, 2008
Brief Academic Biography
Biography
Peter Wolf, Ph.D.
b.3/3/1963
My professional journey has been characterized by two primary roles: teacher and artist.
As an academic instructor I have specialized in teaching university courses in ethics, philosophy and allied fields to introductory students both in traditional settings and online environments. To prepare myself as a teacher I devoted myself to rigorous academic study---beginning at The Hill School whose motto is ‘Quicumquae sunt vera…Whatsoever things are true…(Phil. 4:8)” It was there that I was first introduced to the study of classics (Greek, Latin, Philosophy). Starting with this foundation, and taking the Hill School’s motto as my encouragement I then made a 16 year marathon in learning which culminated in two bachelor degrees, a masters and a dual doctorate in literature and philosophy (Penn State, 1997). This academic formation took me from Seattle to Louvain, Belgium, to France, Portland, Oregon and back to Pennsylvania. I began my formal teaching career at the University of Portland in Oregon in the Fall of 1997.
My academic specializations have been in applied ethics (esp. business ethics), Roman Catholic philosophy (esp. Thomas Aquinas) primarily oriented to introductory learners. Beyond my teaching role, I established Business Ethics Balance, a consulting practice in 2001 and this evolved into businessethicsbalance.com (no longer active) in order to assist local businesses, schools, hospitals and churches with the implementation of ethical missions. From this came my association with Capella University Online for whom I was able to co-develop their online BA and MA business ethics courses. I taught my first philosophy course for Duquesne’s SLPA in 2006 in Harrisburg.
My role as an artist has evolved concurrently with my academic career. As a musician I have played in many professional ensembles as a drummer/percussionist. Currently I play guitar in a band called Stormy I have studied jazz drumming at Seattle’s Cornish Institute (Jerry Granelli), Seattle’s Escola de Samba (Randy Banks), and privately with Ken Dalluge, master drummer with Batucada. For more than 30 years I have studied rhythm and music.
In 2005 I began an intensive apprenticeship in oil painting with master painter, Dennis Blalock (Firedrake Studios-Thurmont, Md.). My paintings can be viewed at Fine Oil Paintings. In September 2007 I was selected as ‘artist of the month’ at the Altoona Area Library.
As a hobby I raise rabbits at Tiptoplops Rabbitry.
In all of my endeavors whether academic or artistic, as a teacher, artist, consultant or musician; in my dissertation on Dostoevsky under Joseph Kockelmans and my travels to Paris, Marseille, Leningrad, Louvain, New York, San Francisco, or Seattle I have sought to realize St. Paul’s encouragement to the Philippians which is the motto emblazoned on the crest of the Hill School: “Finally brethren, whatsoever things are true…” This remains my Grail quest.
Peter Wolf, Ph.D.
b.3/3/1963
My professional journey has been characterized by two primary roles: teacher and artist.
As an academic instructor I have specialized in teaching university courses in ethics, philosophy and allied fields to introductory students both in traditional settings and online environments. To prepare myself as a teacher I devoted myself to rigorous academic study---beginning at The Hill School whose motto is ‘Quicumquae sunt vera…Whatsoever things are true…(Phil. 4:8)” It was there that I was first introduced to the study of classics (Greek, Latin, Philosophy). Starting with this foundation, and taking the Hill School’s motto as my encouragement I then made a 16 year marathon in learning which culminated in two bachelor degrees, a masters and a dual doctorate in literature and philosophy (Penn State, 1997). This academic formation took me from Seattle to Louvain, Belgium, to France, Portland, Oregon and back to Pennsylvania. I began my formal teaching career at the University of Portland in Oregon in the Fall of 1997.
My academic specializations have been in applied ethics (esp. business ethics), Roman Catholic philosophy (esp. Thomas Aquinas) primarily oriented to introductory learners. Beyond my teaching role, I established Business Ethics Balance, a consulting practice in 2001 and this evolved into businessethicsbalance.com (no longer active) in order to assist local businesses, schools, hospitals and churches with the implementation of ethical missions. From this came my association with Capella University Online for whom I was able to co-develop their online BA and MA business ethics courses. I taught my first philosophy course for Duquesne’s SLPA in 2006 in Harrisburg.
My role as an artist has evolved concurrently with my academic career. As a musician I have played in many professional ensembles as a drummer/percussionist. Currently I play guitar in a band called Stormy I have studied jazz drumming at Seattle’s Cornish Institute (Jerry Granelli), Seattle’s Escola de Samba (Randy Banks), and privately with Ken Dalluge, master drummer with Batucada. For more than 30 years I have studied rhythm and music.
In 2005 I began an intensive apprenticeship in oil painting with master painter, Dennis Blalock (Firedrake Studios-Thurmont, Md.). My paintings can be viewed at Fine Oil Paintings. In September 2007 I was selected as ‘artist of the month’ at the Altoona Area Library.
As a hobby I raise rabbits at Tiptoplops Rabbitry.
In all of my endeavors whether academic or artistic, as a teacher, artist, consultant or musician; in my dissertation on Dostoevsky under Joseph Kockelmans and my travels to Paris, Marseille, Leningrad, Louvain, New York, San Francisco, or Seattle I have sought to realize St. Paul’s encouragement to the Philippians which is the motto emblazoned on the crest of the Hill School: “Finally brethren, whatsoever things are true…” This remains my Grail quest.
Recently Taught Courses-Basic Philosophical Questions-Duquesne
School of Leadership and Professional Advancement
Duquesne University CRC
Basic Philosophical Questions
UCOR 132-95
11/10/07-1/19/07
Saturdays 12:30 PM-4:00 PM
Dr. Peter Wolf
Email:
Syllabus
Course Overview
This course is a first introduction to philosophy for adult learners. Each student will discover and encounter philosophy through reading of required texts, lectures, class discussion and the achievement of specific learning objectives.
Theory
We emphasize the objective, historical origin of philosophy in Ancient Greece and discover the crucial questions that motivated Socrates, Plato and Aristotle---questions that became the foundation of Western civilization.
We identify the origin of Western Philosophy in Ancient Greece, 5th century B.C., with Socrates as the central figure. Students will read about the thinkers who preceded Socrates (the Presocratics) and the major figures who follow Socrates (Plato and Aristotle).
While in no way comprehensive, we will review the central themes of several philosophers, whose works transform Socratic themes and introduce novel themes for philosophic reflection (Schopenhauer, Montaigne, Nietzsche and Freud).
Practice
In addition to presenting theoretical learning, our class includes an application of several of the main themes from classical philosophy to a consideration and discussion of the current state of civilization. In particular, Freud’s Civilization and its Discontents will be read and discussed in an effort to get a picture of what is going on in the world today.
Ideas gathered from ancient Greek philosophy such as the critique of sophistry and rhetoric will be applied to the contemporary corporate, media and cybernetic practices in order that the student might see the powerful role philosophy can play in contemporary life.
Required Texts
Cornford, Francis. Before and After Socrates, Cambridge University Press, 1993 (revised).
De Boton, Alain. The Consolations of Philosophy, Pantheon Books, 2000. ISBN:0-679-44276-6
Freud, Sigmund. Civilization and its Discontents W.W. Norton and Company. ISBN: 0-393-30158-3
Plato The Last Days of Socrates, Penguin Books, 2003. ISBN 0-14-044582-x [includes The Apology and The Phaedo.
SCHEDULE
Week One: November 10, 2007
The learning goal for each student in the first class is to consider philosophy’s first exemplary figure, Socrates [‘exemplary’ (adj.): model, worthy of imitation; “exemplary behavior”;l “model citizens”]. The reading assignment Chapter One in de Botton presents Socrates’ teaching as a consolation for being unpopular. Each student should prepare for this class by searching ‘Socrates’ on Google and preparing a 1-2 pp typed (double spaced) which includes the most important facts of his biography and several major points of his philosophy.
Week Two: November 17, 2007
Class session two focuses on the preconditions necessary for Socrates’ philosophical revolution by considering Cornford’s fine little book, Before and After Socrates (read-àp.53). Also read Plato’s dialogue, Apology which presents the historical figure of Socrates during his trial and legal defense which allegorically symbolizes each philosopher’s quest.
After break, we look again to de Botton’s book, to the chapter on Socrates. We will also consider another of Plato’s dialogues, The Phaedo, with Socrates as its interlocutor. This short book presents Socrates in prison after his trial awaiting death. He consoles his friends and students that death is nothing to be feared.
Week Three: December 1, 2007
Today we begin with a brief quiz on class material and readings from weeks 1 and 2 (20 points).
We begin with a consideration of de Boton’s book, chapter two, on Epicurus the exemplary figure of ethics and Hellenism (‘Hellenism’ is the period of Greek philosophy after Aristotle, and before the Church Fathers).
After break we discuss our first drafts of our paper (see draft Schedule below).
Week Four: December 8, 2007
Today we will respond to and critique the first drafts of our papers adding suggestions for the next draft.
In the first session of today’s class we will discuss Plato, Socrates’ greatest pupil and the teacher of Aristotle. The basis for this presentation is found in Cornford’s book, in the chapter on Plato.
After break the second class session will be dedicated to Aristotle and his philosophy, following the chapter in Cornford’s book.
Week Five: December 15, 2007
In this class session we will discuss Michel de Montaigne and his philosophy as presented in his most important work, The Essays (Les Essais), the discussion of Montaigne is based upon chapter 4 in de Boton’s book.
After the break we will begin to discuss Freud’s Civilization and its Discontents, pp. 11-45 (intro: pp.5-9). Please come to class with a 2-3 page typed outline of Freud’s book pp. 11-45
Week 6: January 5, 2008
We begin with a test on the material of weeks 3-5.
After the break we will dedicate time to reviewing and discussing the students’ second draft of the term paper. Second draft 6-8pp. (20 points). Review and discuss Freud’s book, pp.11-45.
Week 7: January 12, 2008
In the seventh class session, we discuss the philosophy of Arthur Schopenhauer as presented in de Boton’s chapter five.
Also finish reading Civilization and its Discontents. Create an outline of the text.
Week 8: January 19, 2008
In the final class session, we will discuss Nietzsche (de Boton, chapter 6), .
Final exam based upon class lecture material (weeks 1-7), quiz #1, and test #1.
Final draft of term paper due will be collected (10-12 pp, w/title page and bibliography) (60 points).
Course Requirements
Assigned reading materials.
Quiz: December 1
Test: January 5
Outlines of Freud’s book: Dec. 15, Jan.12
Papers
The final draft shall be 10-12 pp. double-spaced, with title page and bibliography.
The theme of the paper is the choice of the student based upon philosophical themes associated with the major philosophers discussed in this class. Please look ahead at all of the chapters in de Boton, as well as Freud’ book and any other class material in order to determine which theme might be of interest to you. You will deepen your knowledge of this theme through research which relates this theme to present day concerns. For example, consider de Boton’s treatment of Socrates in page one, who are philosophers today being persecuted in ordinary life for exposing truth?
First Draft: December 1
Second Draft: January 5
Final Draft: January 19
Evaluation Rubric
Quiz-20 points
Test-30 points
Final exam-40 points
Final draft of paper-60 points
First Draft-10 points
Second Draft-20 points
Participation/discussion-20 points
Total possible points=200
Attendance
There may be one missed class session, for medical reasons or otherwise.
Academic IntegrityEach student is expected to complete all of their work in an original way. Copying other peoples ideas or sentences without making a reference is considered plagiarism. This is a major academic violation and can lead to extremely severe consequences for the student. Always be sure to cite your sources in your written work. Cheating will also be dealt with in a severe manner. Please don’t risk this.
Duquesne University CRC
Basic Philosophical Questions
UCOR 132-95
11/10/07-1/19/07
Saturdays 12:30 PM-4:00 PM
Dr. Peter Wolf
Email:
Syllabus
Course Overview
This course is a first introduction to philosophy for adult learners. Each student will discover and encounter philosophy through reading of required texts, lectures, class discussion and the achievement of specific learning objectives.
Theory
We emphasize the objective, historical origin of philosophy in Ancient Greece and discover the crucial questions that motivated Socrates, Plato and Aristotle---questions that became the foundation of Western civilization.
We identify the origin of Western Philosophy in Ancient Greece, 5th century B.C., with Socrates as the central figure. Students will read about the thinkers who preceded Socrates (the Presocratics) and the major figures who follow Socrates (Plato and Aristotle).
While in no way comprehensive, we will review the central themes of several philosophers, whose works transform Socratic themes and introduce novel themes for philosophic reflection (Schopenhauer, Montaigne, Nietzsche and Freud).
Practice
In addition to presenting theoretical learning, our class includes an application of several of the main themes from classical philosophy to a consideration and discussion of the current state of civilization. In particular, Freud’s Civilization and its Discontents will be read and discussed in an effort to get a picture of what is going on in the world today.
Ideas gathered from ancient Greek philosophy such as the critique of sophistry and rhetoric will be applied to the contemporary corporate, media and cybernetic practices in order that the student might see the powerful role philosophy can play in contemporary life.
Required Texts
Cornford, Francis. Before and After Socrates, Cambridge University Press, 1993 (revised).
De Boton, Alain. The Consolations of Philosophy, Pantheon Books, 2000. ISBN:0-679-44276-6
Freud, Sigmund. Civilization and its Discontents W.W. Norton and Company. ISBN: 0-393-30158-3
Plato The Last Days of Socrates, Penguin Books, 2003. ISBN 0-14-044582-x [includes The Apology and The Phaedo.
SCHEDULE
Week One: November 10, 2007
The learning goal for each student in the first class is to consider philosophy’s first exemplary figure, Socrates [‘exemplary’ (adj.): model, worthy of imitation; “exemplary behavior”;l “model citizens”]. The reading assignment Chapter One in de Botton presents Socrates’ teaching as a consolation for being unpopular. Each student should prepare for this class by searching ‘Socrates’ on Google and preparing a 1-2 pp typed (double spaced) which includes the most important facts of his biography and several major points of his philosophy.
Week Two: November 17, 2007
Class session two focuses on the preconditions necessary for Socrates’ philosophical revolution by considering Cornford’s fine little book, Before and After Socrates (read-àp.53). Also read Plato’s dialogue, Apology which presents the historical figure of Socrates during his trial and legal defense which allegorically symbolizes each philosopher’s quest.
After break, we look again to de Botton’s book, to the chapter on Socrates. We will also consider another of Plato’s dialogues, The Phaedo, with Socrates as its interlocutor. This short book presents Socrates in prison after his trial awaiting death. He consoles his friends and students that death is nothing to be feared.
Week Three: December 1, 2007
Today we begin with a brief quiz on class material and readings from weeks 1 and 2 (20 points).
We begin with a consideration of de Boton’s book, chapter two, on Epicurus the exemplary figure of ethics and Hellenism (‘Hellenism’ is the period of Greek philosophy after Aristotle, and before the Church Fathers).
After break we discuss our first drafts of our paper (see draft Schedule below).
Week Four: December 8, 2007
Today we will respond to and critique the first drafts of our papers adding suggestions for the next draft.
In the first session of today’s class we will discuss Plato, Socrates’ greatest pupil and the teacher of Aristotle. The basis for this presentation is found in Cornford’s book, in the chapter on Plato.
After break the second class session will be dedicated to Aristotle and his philosophy, following the chapter in Cornford’s book.
Week Five: December 15, 2007
In this class session we will discuss Michel de Montaigne and his philosophy as presented in his most important work, The Essays (Les Essais), the discussion of Montaigne is based upon chapter 4 in de Boton’s book.
After the break we will begin to discuss Freud’s Civilization and its Discontents, pp. 11-45 (intro: pp.5-9). Please come to class with a 2-3 page typed outline of Freud’s book pp. 11-45
Week 6: January 5, 2008
We begin with a test on the material of weeks 3-5.
After the break we will dedicate time to reviewing and discussing the students’ second draft of the term paper. Second draft 6-8pp. (20 points). Review and discuss Freud’s book, pp.11-45.
Week 7: January 12, 2008
In the seventh class session, we discuss the philosophy of Arthur Schopenhauer as presented in de Boton’s chapter five.
Also finish reading Civilization and its Discontents. Create an outline of the text.
Week 8: January 19, 2008
In the final class session, we will discuss Nietzsche (de Boton, chapter 6), .
Final exam based upon class lecture material (weeks 1-7), quiz #1, and test #1.
Final draft of term paper due will be collected (10-12 pp, w/title page and bibliography) (60 points).
Course Requirements
Assigned reading materials.
Quiz: December 1
Test: January 5
Outlines of Freud’s book: Dec. 15, Jan.12
Papers
The final draft shall be 10-12 pp. double-spaced, with title page and bibliography.
The theme of the paper is the choice of the student based upon philosophical themes associated with the major philosophers discussed in this class. Please look ahead at all of the chapters in de Boton, as well as Freud’ book and any other class material in order to determine which theme might be of interest to you. You will deepen your knowledge of this theme through research which relates this theme to present day concerns. For example, consider de Boton’s treatment of Socrates in page one, who are philosophers today being persecuted in ordinary life for exposing truth?
First Draft: December 1
Second Draft: January 5
Final Draft: January 19
Evaluation Rubric
Quiz-20 points
Test-30 points
Final exam-40 points
Final draft of paper-60 points
First Draft-10 points
Second Draft-20 points
Participation/discussion-20 points
Total possible points=200
Attendance
There may be one missed class session, for medical reasons or otherwise.
Academic IntegrityEach student is expected to complete all of their work in an original way. Copying other peoples ideas or sentences without making a reference is considered plagiarism. This is a major academic violation and can lead to extremely severe consequences for the student. Always be sure to cite your sources in your written work. Cheating will also be dealt with in a severe manner. Please don’t risk this.
Recently Taught Courses-Ethics Penn State
The Pennsylvania State University at Altoona
Philosophy 103W: Introduction to Ethics
Wednesday-6:55PM-9:35 PM
Devorris Downtown Center Rm. 005
Instructor: Peter Wolf, Ph.D.
Email: pmw117@psu.edu
Office hours: Before Class (or by appt).
Required Texts
Jarozsynski and Anderson. Ethics: The Drama of Moral Life, St. Paul’s Publishing, 2003.
Strunk and White. The Elements of Style, Penguin Press, 2005.
Joyce, James. Dubliners, Dover Publications, 1991.
Course Overview
“Ethics is the philosophically relevant study of valued human behavior.” This statement from Professor Maertens expresses a workable definition of ‘ethics’.
This course provides the student with an opportunity to grasp the most fundamental concepts in ethics such as: freedom, the good, agency, conscience, responsibility, intention, action, consequence, norm, law, virtue, value, ethical theory. A brief and concise overview of ethical theory is presented in our class text by Jarozsynski. The student is expected to carefully read all course materials and to express their insights concerning ethics verbally and in writing with concision, clarity and correctness.
The ‘W’ after Phil 103 indicates that this course includes a writing across the curriculum component, hence writing skills and the correct use of written language will be a significant part of the evaluation. The student is expected to read the short stories from Joyce’s Dubliners as an example of not only correct English usage but also style, beauty and literary excellence. Strunk and White’s book on style provide the student with a set of rules to follow in constructing well written sentences.
Roughly speaking the course consist of three parts: 1)ethical theory based upon reading Jaroszynski’s text, and Dr. Wolf’s lectures, 2)writing skills based upon Strunk and White and James Joyce, the writer of “perfect” English prose, and 3)the application of ethical concepts and theories to real life situations and case studies, which the students will develop in three drafts leading up to a final draft (see grading rubric below).
Course Schedule
8/29: First class. Meet class, set forth course goals. Introductory lecture on ethics.
9/5: Read in Jarozsynski text, preface to English edition, introduction, and chapter one. Study and reflection questions. Answer three out of four questions on p. 8, in one paragraph (at least five formally correct sentences) typed, double space.
Read “The Sisters,” the first short story in Joyce’s Dubliners. Prepare a brief summary of the story, its main characters, its plot, etc… two pages typed.
Dr. Wolf to discuss the term paper this evening. Select and declare the theme of your paper, one page typed, include at least five research sources (Google is OK).
9/12: Read Jarozsynski chapter two and answer four out five of the reflection questions on p.27.
Read “An Encounter” from Joyce. Prepare a brief summary. One page summary.
9/19: J (J=Jarozsynski) ch. 3 (answer 4/6 reflection questions).
Joyce: “Araby”
Rough Draft of ethics paper due. (4pp. typed) w/proposed bibliography (at least four books).
9/26: J: Be prepared for a quiz on J (through p. 41) Review your reflection questions.
Film. Take notes.
10/3: Two page ethical reflection on the film. Second draft of paper due. 4-6pp typed w/developed thesis statement.
Lecture: Overview of ethics thus far… Take notes.
10/10: Typed lecture notes to be collected.
J: pp.43-52 (4/5 reflection questions).
Joyce: “Counterparts” Summary.
10/17: J: pp.53-64 (3/5 reflection questions)
Joyce: “A Painful Case” w/summary.
10/24: Third draft of paper due. 8pp. typed.
J:pp.65-73 (4/4 reflection questions)
10/31: Lecture: Areteology Take notes.
J:75-83 (4/6 reflection questions)
Joyce: “A Mother” w/summary.
11/7: Typed notes due from last week’s lecture.
J: pp.84-92 (reflection questions 2/2 on p.87; ¾ on p.92)
Joyce: “Grace” w/summary.
11/14: Fourth draft of ethical paper due. 12 pp. typed.
J: pp.92-102 (reflection questions ¾ on p.98; 2/3 on p.102).
11/21: Joyce: “The Dead” w/summary
Lecture: James Joyce as a Writer Take Notes.
11/28: Lecture notes typed. Final paper due. 16 pp typed.
J: pp.103-108 (reflection questions 2/2 on p.204; 1/1 on p.108)
12/5: J: pp.109-119 (reflection questions 6/8 on p.118);
12/12:J: conclusion, no questions.
Study and Reflection Questions 45 x 10 pts =450
8 brief summary papers. (8x 15 pts=120)
Typed lecture notes:3 X 10 =30PTS
Drafts 4 160
Quiz 1 20 PTS.
Final draft 1 15O
Participation 70pt
Total 1000 pts.
Assignments are due on the teacher’s desk at the beginning of each class session. Late work is due no later than one week following its due date, and will lose 25%.
Possible Topics for Term Paper
1) Applied Fields of Ethics
a) Medical; Nursing
i) euthanasia
ii) abortion
iii) extraordinary life support
iv) universal healthcare
v) Pharmaceutics
b) Environmental
i) animal rights
ii) corporate responsibility for pollution
iii) Global Warming
c) Business
i) Globalization
ii) Truth in Advertising
iii) Consumer Rights
iv) Just and Fair Wages
d) Sports
i)Use of Steroids in Athletes
e) Education
i)Academic freedom
ii) Corporate Influence on Research
f) Technology
g) And so forth…
There are as many applied fields of ethics as there are fields of valued human behavior---hunting, entertainment, food, alcohol, drugs, etc… What is unique is the aspect in which we consider the topic. We are concerned about business behavior, for example, not in the typical concern for ‘bottomline’ or ‘profit’ or whether a product is shiny and new, but whether business behaves ethically---that is to say in line with the overarching goal of the human good.
The outline above does not provide specific theses but rather broad headings---for example, the ethical use of pharmaceuticals. Here we do not have a theme for an ethics paper. We must discover a specific instance of this topic I in a case study which answers the questions who, what where, when and why---since ethics is for the most part situational.
An example of a case study that comes to mind is the Vick case being discussed in the media which concerns animal rights, gambling and several other ethical issues.
Draft Schedule; 9/5 declare topic and initial sources; 9/19 rough draft due; 10/3 second draft due; 10/24 third draft (8pp typed w/bibliography), 11/14 fourth draft due (12 pp typed w/biblio.); 11/28 final paper due (16 pp. typed w/biblio and title page).
Academic Integrity
Students who cheat, plagiarize, commit fraud, etc…will suffer harshly. Consequences in light cases may include failing grade on an exam, essay or course. In serious cases, academic dishonesty may result in permanent expulsion from the university. For details see The Student Guide to University Policies and Rules.
Class Cancellation
In the event of snow or other inclement weather forcing a delay or closing on campus, class may be cancelled. If this happens, contact me at my e-mail address above and I will inform you about the cancellation.
Attendance Policy
Excused absence includes serious illness of student, death in the immediate family, or some extracurricular activity or sport (I need to be notified up front with the schedule).
You will be allowed a total of one unexcused absence during the semester. Any absences beyond this will result in the loss of 75 points.
Disclaimer
Please be advised that we will encounter material in this course that may seem offensive to some students in terms of strong language or subject matter.
Letter Grades
94-100 A
90-93 A-
87-89 B+
84-86 B
80-83 B-
77-79 C+
70-76 C
60-69 D
0-59 F
Papers
All papers must be typed, double-spaced and follow MLA guidelines as outlined in the 6th ed. of the MLA Handbook. Late papers are severely discouraged and will result in a loss of 20 points deduction from grade for each day the paper is late. You are responsible for completing all assignments in this course in order to receive a passing grade.
Philosophy 103W: Introduction to Ethics
Wednesday-6:55PM-9:35 PM
Devorris Downtown Center Rm. 005
Instructor: Peter Wolf, Ph.D.
Email: pmw117@psu.edu
Office hours: Before Class (or by appt).
Required Texts
Jarozsynski and Anderson. Ethics: The Drama of Moral Life, St. Paul’s Publishing, 2003.
Strunk and White. The Elements of Style, Penguin Press, 2005.
Joyce, James. Dubliners, Dover Publications, 1991.
Course Overview
“Ethics is the philosophically relevant study of valued human behavior.” This statement from Professor Maertens expresses a workable definition of ‘ethics’.
This course provides the student with an opportunity to grasp the most fundamental concepts in ethics such as: freedom, the good, agency, conscience, responsibility, intention, action, consequence, norm, law, virtue, value, ethical theory. A brief and concise overview of ethical theory is presented in our class text by Jarozsynski. The student is expected to carefully read all course materials and to express their insights concerning ethics verbally and in writing with concision, clarity and correctness.
The ‘W’ after Phil 103 indicates that this course includes a writing across the curriculum component, hence writing skills and the correct use of written language will be a significant part of the evaluation. The student is expected to read the short stories from Joyce’s Dubliners as an example of not only correct English usage but also style, beauty and literary excellence. Strunk and White’s book on style provide the student with a set of rules to follow in constructing well written sentences.
Roughly speaking the course consist of three parts: 1)ethical theory based upon reading Jaroszynski’s text, and Dr. Wolf’s lectures, 2)writing skills based upon Strunk and White and James Joyce, the writer of “perfect” English prose, and 3)the application of ethical concepts and theories to real life situations and case studies, which the students will develop in three drafts leading up to a final draft (see grading rubric below).
Course Schedule
8/29: First class. Meet class, set forth course goals. Introductory lecture on ethics.
9/5: Read in Jarozsynski text, preface to English edition, introduction, and chapter one. Study and reflection questions. Answer three out of four questions on p. 8, in one paragraph (at least five formally correct sentences) typed, double space.
Read “The Sisters,” the first short story in Joyce’s Dubliners. Prepare a brief summary of the story, its main characters, its plot, etc… two pages typed.
Dr. Wolf to discuss the term paper this evening. Select and declare the theme of your paper, one page typed, include at least five research sources (Google is OK).
9/12: Read Jarozsynski chapter two and answer four out five of the reflection questions on p.27.
Read “An Encounter” from Joyce. Prepare a brief summary. One page summary.
9/19: J (J=Jarozsynski) ch. 3 (answer 4/6 reflection questions).
Joyce: “Araby”
Rough Draft of ethics paper due. (4pp. typed) w/proposed bibliography (at least four books).
9/26: J: Be prepared for a quiz on J (through p. 41) Review your reflection questions.
Film. Take notes.
10/3: Two page ethical reflection on the film. Second draft of paper due. 4-6pp typed w/developed thesis statement.
Lecture: Overview of ethics thus far… Take notes.
10/10: Typed lecture notes to be collected.
J: pp.43-52 (4/5 reflection questions).
Joyce: “Counterparts” Summary.
10/17: J: pp.53-64 (3/5 reflection questions)
Joyce: “A Painful Case” w/summary.
10/24: Third draft of paper due. 8pp. typed.
J:pp.65-73 (4/4 reflection questions)
10/31: Lecture: Areteology Take notes.
J:75-83 (4/6 reflection questions)
Joyce: “A Mother” w/summary.
11/7: Typed notes due from last week’s lecture.
J: pp.84-92 (reflection questions 2/2 on p.87; ¾ on p.92)
Joyce: “Grace” w/summary.
11/14: Fourth draft of ethical paper due. 12 pp. typed.
J: pp.92-102 (reflection questions ¾ on p.98; 2/3 on p.102).
11/21: Joyce: “The Dead” w/summary
Lecture: James Joyce as a Writer Take Notes.
11/28: Lecture notes typed. Final paper due. 16 pp typed.
J: pp.103-108 (reflection questions 2/2 on p.204; 1/1 on p.108)
12/5: J: pp.109-119 (reflection questions 6/8 on p.118);
12/12:J: conclusion, no questions.
Study and Reflection Questions 45 x 10 pts =450
8 brief summary papers. (8x 15 pts=120)
Typed lecture notes:3 X 10 =30PTS
Drafts 4 160
Quiz 1 20 PTS.
Final draft 1 15O
Participation 70pt
Total 1000 pts.
Assignments are due on the teacher’s desk at the beginning of each class session. Late work is due no later than one week following its due date, and will lose 25%.
Possible Topics for Term Paper
1) Applied Fields of Ethics
a) Medical; Nursing
i) euthanasia
ii) abortion
iii) extraordinary life support
iv) universal healthcare
v) Pharmaceutics
b) Environmental
i) animal rights
ii) corporate responsibility for pollution
iii) Global Warming
c) Business
i) Globalization
ii) Truth in Advertising
iii) Consumer Rights
iv) Just and Fair Wages
d) Sports
i)Use of Steroids in Athletes
e) Education
i)Academic freedom
ii) Corporate Influence on Research
f) Technology
g) And so forth…
There are as many applied fields of ethics as there are fields of valued human behavior---hunting, entertainment, food, alcohol, drugs, etc… What is unique is the aspect in which we consider the topic. We are concerned about business behavior, for example, not in the typical concern for ‘bottomline’ or ‘profit’ or whether a product is shiny and new, but whether business behaves ethically---that is to say in line with the overarching goal of the human good.
The outline above does not provide specific theses but rather broad headings---for example, the ethical use of pharmaceuticals. Here we do not have a theme for an ethics paper. We must discover a specific instance of this topic I in a case study which answers the questions who, what where, when and why---since ethics is for the most part situational.
An example of a case study that comes to mind is the Vick case being discussed in the media which concerns animal rights, gambling and several other ethical issues.
Draft Schedule; 9/5 declare topic and initial sources; 9/19 rough draft due; 10/3 second draft due; 10/24 third draft (8pp typed w/bibliography), 11/14 fourth draft due (12 pp typed w/biblio.); 11/28 final paper due (16 pp. typed w/biblio and title page).
Academic Integrity
Students who cheat, plagiarize, commit fraud, etc…will suffer harshly. Consequences in light cases may include failing grade on an exam, essay or course. In serious cases, academic dishonesty may result in permanent expulsion from the university. For details see The Student Guide to University Policies and Rules.
Class Cancellation
In the event of snow or other inclement weather forcing a delay or closing on campus, class may be cancelled. If this happens, contact me at my e-mail address above and I will inform you about the cancellation.
Attendance Policy
Excused absence includes serious illness of student, death in the immediate family, or some extracurricular activity or sport (I need to be notified up front with the schedule).
You will be allowed a total of one unexcused absence during the semester. Any absences beyond this will result in the loss of 75 points.
Disclaimer
Please be advised that we will encounter material in this course that may seem offensive to some students in terms of strong language or subject matter.
Letter Grades
94-100 A
90-93 A-
87-89 B+
84-86 B
80-83 B-
77-79 C+
70-76 C
60-69 D
0-59 F
Papers
All papers must be typed, double-spaced and follow MLA guidelines as outlined in the 6th ed. of the MLA Handbook. Late papers are severely discouraged and will result in a loss of 20 points deduction from grade for each day the paper is late. You are responsible for completing all assignments in this course in order to receive a passing grade.
Recently Taught Courses-Medical Ethics-Bloomsburg
Bloomsburg University of Pennsylvania
Fall Semester 2007
Medical Ethics-Phil 290
Tuesday 6-9:00PM
Location: Room 202 Nursing Education Building, Geisinger Clinic, Danville PA
Instructor: Peter Wolf, Ph.D.
petermcguire4@verizon.net
Office hours: before class sessions, and by appointment.
Required Texts
Pence, Classic Cases in Medical Ethics (5th ed.), McGraw-Hill, 2006.
Tournier, Paul. The Meaning of Persons (out of print) [copies of this book may be ordered online at a reasonable price!]. http://www.alibris.com/search/search.cfm?chunk=25&mtype=&qwork=4253851&S=R&matches=186&browse=1&qsort=r&page=2
Course Overview
Medical Ethics is an applied branch of ethics which addresses cases in medicine, bioethics, medical engineering, nursing, and social policy from the point of view of human value and the ‘good’. Ethical consideration of human health and wellbeing is as old as philosophy itself. Hence the student of medical ethics may be expected to know some of the most prominent ethical approaches and theories, as well as historical cases which have established important precedents in medical ethics. This course emphasizes ‘classic cases’ in medical ethics as a “window” through which we learn the ethical, moral, legal and political implications of these medical situations. We shall follow Pence’s book rather carefully, omitting only a few of the chapters from this fairly comprehensive book.
…The study of all of the physiological mechanisms of the body can never of itself lead us to a knowledge of the person (Tournier, 23). In addition to the study of cases, we will assimilate a positive ideal of the human person and healing as a goal for medical ethics. We will read Paul Tournier’s classic work The Meaning of Persons, as well as additional reading materials to be supplied by the instructor and studied online in order to discern a positive ethic of life.
The course will be of great value to any student pursuing a career in the allied health professions: nursing, medicine, veterinary science, emergency rescue, medical policy, medical laboratory work, research…
Course Schedule
8/28 First class meeting. Meet class, Set forth goals for our class. Discuss assignments, teacher’s expectations, class guidelines and assignment schedule. 5 Ds method of case study analysis.
Chapter 8: “Moral reasoning and Ethical Theories in Medical Ethics” Students are expected to type class notes based upon this lecture.
9/04 Quiz on chapt. 8 in Pence’s book and 5 Ds. Typed class notes due. Lecture on Chapter 2 (“Comas”) in Pence’s book (students are expected to have carefully read each chapter prior to class lecture and be able to respond to specific and detailed questions as well as to participate in class discussion).
9/11 Lecture: Chapter 1 in Pence: “Requests to Die”.
9/18 Lecture: Chapter 3 in Pence: “Physician-Assisted Dying”.
9/25 Test on Part One of Pence Book. Lecture: Chapter 4 in Pence: “Abortion”.
10/2 Lecture: Chapter 6 in Pence: “Battles over Embryos and Stem Cells”; Tournier: 11-63.
10/9 Lecture: Chapter 7 Pence: “Reproductive Cloning”; Quiz on Pence Chapters 1, 3, 4 and 6. Tournier: 67-83.
10/16 Lecture: Chapter 9 Pence: “Letting Impaired Newborns Die”. Tournier: 84-119.
10/23 Test on Part II of Pence’s text including Part II of Tournier’s book. Lecture on Chapter 10 of Pence: “Animal Subjects”.
10/30 Lecture on Chapter 11 in Pence: “Human Subjects”. Tournier: 123-140.
11/6 Tournier: 141-158. Quiz on chapters 10 and 11 in Pence, including questions on Tournier, pp.123-158.
11/13 Test on chapters 10 and 11 of Pence, and Tournier, pp. 123-158. Lecture on Chapter 13 in Pence. Tournier: 159-176.
11/20 Lecture on Pence Chapter 15: Tournier: 179-197.
11/27 Lecture on Pence Chapter 18: “Reforming the American Medical Association: Expanding Medicare?” Tournier: 198-216. Quiz on Pence Chapters 13 and 15; Tournier 159-176.
12/04. Review for Final exam: Pence Chapters 1-4, 6, 7, 9, 10, 11, 13, 15, and 18. Final reading in Tournier: 217-234.
12/11 Final exam.
Grading
Four quizzes weighted at 20% (5% per quiz)
Three tests weighted at 45% (15% per test)
Final Exam weighted at 25%
Participation/Attendance weighted at 10%
Total: 100%
Statement on Academic Integrity
The following types of behaviors are examples of academic dishonesty. This list is not, and cannot be, exhaustive. Students who are unsure if an act is academically dishonest have a duty to consult their professor before engaging in the act.
1. Cheating: (a) Using notes, study aids, or information on an examination which are not approved by faculty; (b) Altering graded work after it has been returned and submitting the work for regrading; (c) Allowing another person to do one's work and submitting that work under one's own name; (d) Submitting identical or similar papers for credit in more than one course without prior permission from the course instructors.
2. Plagiarism: Submitting material that in part or whole is not one's own work without attributing those same portions to their correct source.
3. Fabrication: (a) Falsifying or inventing any information, data, or citation; (b) Presenting data that were not gathered in accordance with standard guidelines that defined the appropriate methods for collecting or generating data and failing to include an accurate account of the method by which the data were gathered or collected.
4. Misrepresenting Circumstances: (a) Lying; (b) Presenting a professor (verbally or in writing) with false or incomplete information.
5. Impersonation: (a) Representing oneself as another student in an examination; (b) Signing another's name on an attendance roster; (c) In general doing the work required of another student and/or allowing another to do your work.
6. Obtaining an Unfair Advantage:
(a) Stealing, reproducing, circulating or otherwise gaining access to examination material prior to the time authorized by the instructor; (b) Stealing, destroying, defacing or concealing library materials with the purpose of depriving others of their use; (c) Unauthorized collaborating on an academic assignment; (d) Retaining, processing, using or circulating previously given examination materials, where those materials are to be returned to the instructor at the conclusion of the examination; (e) Intentionally obstructing or interfering with another student's academic work; or (f) Otherwise undertaking activity with the purpose of creating or obtaining an unfair academic advantage over other students' academic work.
7. Aiding and Abetting Academic Dishonesty: (a) Providing material, information, or other assistance to another person with knowledge that such aid could be used in any of the violations stated above; or (b) Providing false information in connection with any inquiry regarding academic integrity.
8. Falsification of Records and Official Documents: (a) Altering documents affecting academic records; (b) Forging signatures of authorization or falsifying information on an official academic document, grade report, letter of permission, petition, drop/add form, ID card, or any other official University document.
9. Unauthorized Access to Computerized Academic or Administrative Records or Systems: (a) Altering computer records; (b) Modifying computer programs or systems; (c) Releasing or dispensing information gained via unauthorized access; or (d) Interfering with the use or availability of computer systems of information.
(Source: Bloomsburg University Policy-PRP 3512 Academic Integrity Policy) http://www.bloomu.edu/policies/3512.php
Attendance
Students may miss class without penalty in the following circumstances:
1.Personal Illness.
2.Death or critical illness in the student’s immediate family.
3.University sport or other co-curricular sanctioned absence.
Source: University Policy PRP-3506.
http://www.bloomu.edu/policies/3506.php
Fall Semester 2007
Medical Ethics-Phil 290
Tuesday 6-9:00PM
Location: Room 202 Nursing Education Building, Geisinger Clinic, Danville PA
Instructor: Peter Wolf, Ph.D.
petermcguire4@verizon.net
Office hours: before class sessions, and by appointment.
Required Texts
Pence, Classic Cases in Medical Ethics (5th ed.), McGraw-Hill, 2006.
Tournier, Paul. The Meaning of Persons (out of print) [copies of this book may be ordered online at a reasonable price!]. http://www.alibris.com/search/search.cfm?chunk=25&mtype=&qwork=4253851&S=R&matches=186&browse=1&qsort=r&page=2
Course Overview
Medical Ethics is an applied branch of ethics which addresses cases in medicine, bioethics, medical engineering, nursing, and social policy from the point of view of human value and the ‘good’. Ethical consideration of human health and wellbeing is as old as philosophy itself. Hence the student of medical ethics may be expected to know some of the most prominent ethical approaches and theories, as well as historical cases which have established important precedents in medical ethics. This course emphasizes ‘classic cases’ in medical ethics as a “window” through which we learn the ethical, moral, legal and political implications of these medical situations. We shall follow Pence’s book rather carefully, omitting only a few of the chapters from this fairly comprehensive book.
…The study of all of the physiological mechanisms of the body can never of itself lead us to a knowledge of the person (Tournier, 23). In addition to the study of cases, we will assimilate a positive ideal of the human person and healing as a goal for medical ethics. We will read Paul Tournier’s classic work The Meaning of Persons, as well as additional reading materials to be supplied by the instructor and studied online in order to discern a positive ethic of life.
The course will be of great value to any student pursuing a career in the allied health professions: nursing, medicine, veterinary science, emergency rescue, medical policy, medical laboratory work, research…
Course Schedule
8/28 First class meeting. Meet class, Set forth goals for our class. Discuss assignments, teacher’s expectations, class guidelines and assignment schedule. 5 Ds method of case study analysis.
Chapter 8: “Moral reasoning and Ethical Theories in Medical Ethics” Students are expected to type class notes based upon this lecture.
9/04 Quiz on chapt. 8 in Pence’s book and 5 Ds. Typed class notes due. Lecture on Chapter 2 (“Comas”) in Pence’s book (students are expected to have carefully read each chapter prior to class lecture and be able to respond to specific and detailed questions as well as to participate in class discussion).
9/11 Lecture: Chapter 1 in Pence: “Requests to Die”.
9/18 Lecture: Chapter 3 in Pence: “Physician-Assisted Dying”.
9/25 Test on Part One of Pence Book. Lecture: Chapter 4 in Pence: “Abortion”.
10/2 Lecture: Chapter 6 in Pence: “Battles over Embryos and Stem Cells”; Tournier: 11-63.
10/9 Lecture: Chapter 7 Pence: “Reproductive Cloning”; Quiz on Pence Chapters 1, 3, 4 and 6. Tournier: 67-83.
10/16 Lecture: Chapter 9 Pence: “Letting Impaired Newborns Die”. Tournier: 84-119.
10/23 Test on Part II of Pence’s text including Part II of Tournier’s book. Lecture on Chapter 10 of Pence: “Animal Subjects”.
10/30 Lecture on Chapter 11 in Pence: “Human Subjects”. Tournier: 123-140.
11/6 Tournier: 141-158. Quiz on chapters 10 and 11 in Pence, including questions on Tournier, pp.123-158.
11/13 Test on chapters 10 and 11 of Pence, and Tournier, pp. 123-158. Lecture on Chapter 13 in Pence. Tournier: 159-176.
11/20 Lecture on Pence Chapter 15: Tournier: 179-197.
11/27 Lecture on Pence Chapter 18: “Reforming the American Medical Association: Expanding Medicare?” Tournier: 198-216. Quiz on Pence Chapters 13 and 15; Tournier 159-176.
12/04. Review for Final exam: Pence Chapters 1-4, 6, 7, 9, 10, 11, 13, 15, and 18. Final reading in Tournier: 217-234.
12/11 Final exam.
Grading
Four quizzes weighted at 20% (5% per quiz)
Three tests weighted at 45% (15% per test)
Final Exam weighted at 25%
Participation/Attendance weighted at 10%
Total: 100%
Statement on Academic Integrity
The following types of behaviors are examples of academic dishonesty. This list is not, and cannot be, exhaustive. Students who are unsure if an act is academically dishonest have a duty to consult their professor before engaging in the act.
1. Cheating: (a) Using notes, study aids, or information on an examination which are not approved by faculty; (b) Altering graded work after it has been returned and submitting the work for regrading; (c) Allowing another person to do one's work and submitting that work under one's own name; (d) Submitting identical or similar papers for credit in more than one course without prior permission from the course instructors.
2. Plagiarism: Submitting material that in part or whole is not one's own work without attributing those same portions to their correct source.
3. Fabrication: (a) Falsifying or inventing any information, data, or citation; (b) Presenting data that were not gathered in accordance with standard guidelines that defined the appropriate methods for collecting or generating data and failing to include an accurate account of the method by which the data were gathered or collected.
4. Misrepresenting Circumstances: (a) Lying; (b) Presenting a professor (verbally or in writing) with false or incomplete information.
5. Impersonation: (a) Representing oneself as another student in an examination; (b) Signing another's name on an attendance roster; (c) In general doing the work required of another student and/or allowing another to do your work.
6. Obtaining an Unfair Advantage:
(a) Stealing, reproducing, circulating or otherwise gaining access to examination material prior to the time authorized by the instructor; (b) Stealing, destroying, defacing or concealing library materials with the purpose of depriving others of their use; (c) Unauthorized collaborating on an academic assignment; (d) Retaining, processing, using or circulating previously given examination materials, where those materials are to be returned to the instructor at the conclusion of the examination; (e) Intentionally obstructing or interfering with another student's academic work; or (f) Otherwise undertaking activity with the purpose of creating or obtaining an unfair academic advantage over other students' academic work.
7. Aiding and Abetting Academic Dishonesty: (a) Providing material, information, or other assistance to another person with knowledge that such aid could be used in any of the violations stated above; or (b) Providing false information in connection with any inquiry regarding academic integrity.
8. Falsification of Records and Official Documents: (a) Altering documents affecting academic records; (b) Forging signatures of authorization or falsifying information on an official academic document, grade report, letter of permission, petition, drop/add form, ID card, or any other official University document.
9. Unauthorized Access to Computerized Academic or Administrative Records or Systems: (a) Altering computer records; (b) Modifying computer programs or systems; (c) Releasing or dispensing information gained via unauthorized access; or (d) Interfering with the use or availability of computer systems of information.
(Source: Bloomsburg University Policy-PRP 3512 Academic Integrity Policy) http://www.bloomu.edu/policies/3512.php
Attendance
Students may miss class without penalty in the following circumstances:
1.Personal Illness.
2.Death or critical illness in the student’s immediate family.
3.University sport or other co-curricular sanctioned absence.
Source: University Policy PRP-3506.
http://www.bloomu.edu/policies/3506.php
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