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| Course Title: | PHILOSOPHY, TECHNOLOGY AND THE FUTURE |
| Instructor: | Jacquelyn Ann K. Kegley |
| Street Address: | 9001 Stockdale Highway Bakersfield, California 93309 |
| E-mail: | JKegley@csubak.edu |
| Institution (Name / Type): | California State University,
Bakersfield Master's (Comprehensive) University or College |
| Course (Level / Type): | Upper Division General
Education Lecture, Seminar, Some On-Line |
| Hours: | 5 hours a week, 10 weeks |
| Enrollment: | 35-45 |
| Last Year Taught: | Every year since 1986 |
| Pre-Requisites: | Critical Thinking |
| Cross-Listing: | n/a |
| Teaching Assistants: | n/a |
| URL to Syllabus on Web: | http://www.csub.edu/~jkegley |
| Date Submitted: | 3/20/2000 |
Reflections
A major goal is to involve students in critical thinking and philosophical analysis as well as ethical problem solving in relation to contemporary techologies and the issues they raise. This is done through group projects and debates which explore the issues as well as discuss and develop public policy recommendations. This has worked well and students have gotten involved in real life debates and activity including letters to the editor and testimony and arguments presents at City and County Council meetings. I also explore issues of personhood as they are raised by genetic, reproductive and psychotechnologies. Case studies such as Koko the ape, Karen Qunillan, memory loss victims,anenchepalic infants, Charles Manson, sensory loss victims are discussed in relation to "person" and mind/body issues via an internet discussion group and also in a devoted small group discussion in class. This has stimulated excellent results as have the debates and group projects. Students come to see that philosophical issues are important to life and action and at the same time they learn to deal with them in a sophisticated philosophical manner.
Comments
Syllabus Text
PHILOSOPHY 315: PHILOSOPHY, TECHNOLOGY AND THE FUTURE
Dr. Jackie Kegley Fall Quarter, 1999 Faculty Towers 103-D Office Hours Phone: 664-2249/2291 Mon & Wed: 9-12:00 a.m. E Mail: Jkegley@csubak.edu By Appointment Website: http://www.csubak.edu/~jkegley/
COURSE GOALS
1. For each of us to become self-conscious and reflective about technology. 2. To begin to understand technology and its complex interrelationships with science, politics, society and culture. 3. To examine and reflect on some of the philosophical, ethical, legal, and policy issues raised by technology. 4. To understand some of the ways technology impacts on concepts of self, humanhood, relationship, reality, nature and health.
TEACHING OBJECTIVES
1. To refine critical thinking skills, especially knowing when, where and how to apply what we have learned. 2. To increase reflection on personal values, beliefs and motivations and attention to why others think and act as they do. 3. To encourage co-operative learning and the ability to work with each other in order to achieve common goals and shared understanding. 4. Increase abilities to effectively communicate in various modalities. 5. To increase reflective, critical, sensitive reading skills. 6. To encourage tolerance and respect for diversity of ideas, beliefs, values and lifestyles.
COURSE REQUIREMENTS 1. Participation in class discussion and reflection upon class material. This will be judged by discussion and participation in class, including attendance; by three graded discussion sessions (9/25; 10/21; and 11/18); by an inter-net discussion session and by a graded reflective project due on 9/30. This group of requirements will constitute 20% of the final grade.
2. Reading quizzes--there will be 14 brief 10 minute reading quizzes given almost every class period. 3 of the 14 may be dropped because of low grades or absences. In addition, there will be one graded case studies. (Due 10/7) This group of requirements will constitute 25% of the final grade.
3. There will be a mid-term take-home essay (due 10/16) and final exam essay questions. These will be worth 25% of the final grade.
4. There will be an 8-10 page research paper worth 30% of the final grade. This will be due November 13, 1997
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Letter Grades and Equivalents
A= 93-100% B- = 80-82% D+ = 67-69% A- = 90-92% C+ = 77-79% D = 63-65 B+ = 87-89% C = 73-76% D- =60-62% B = 83-86% C- = 70-72% F = 59% and below
5. Academic dishonesty: Utilizing another person’s work on exams or other class assignments without due credit will result in an F in the course and a report to the appropriate Dean.
REQUIRED TEXTBOOKS
1. Linda Mae Markert, Contemporary Technology: Innovations, Issues and
2. Thomas M. Garrett, Harold W. Baillie, & Rosellen M. Garrett,, Health Care Ethics: Principles & Problems. 2nd Edition. Prentice-Hall, 1993.
3. Packet of material.
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COURSE OUTLINE & READING SCHEDULE
DATE TOPIC READING ASSIGNMENTS, VIDEOS.
9/9 Aspects of Technology No reading assignment.
9/11 Mind, Body, Personhood Jacquelyn Kegley, “Peirce and Royce on Person,” packet. Reading Quiz # 1
9/16 Technology as Embodi- Douglas Browning, “The Meaning of Automobiles,” ment packet. Reading Quiz # 2
9/18 Everyday Technology Lewis Mumford, “The Monastery & The Clock,” & Edmund Carpenter, “The New Languages,”- packet. Reading Quiz # 3
9/23 Humans and Their Markert, Chapter 3,“Artificial Intelligence Frontiers” Computers 59-90; Sherry Turkle, Introduction: Identity in the Age of Internet.” Video: “The Age of Intelligent Machines.” Reading Quiz # 4
9/25 Humans and Their Discussion # 1 Machines “The Soul of Mark III Beast,” & Kafka, “The Metmorphosis”
9/30 Humans as Moral Garrett, et. al., Chapters 2 & 4, “Principles of Agents Autonomy & Informed Consent,” and “Principles of Beneficence and Non-Maleficence,” 28-78. Video: “The Courage of One’s Convictions.” Reading Quiz # 5 PROJECT “My Most Important Technologies”-due
10/2 Humans as Bio-Genetic Garrett, Baillie & Garrett, Chapter 10. “The Ethics of Organisms Testing & Screening,” 223-241; and Chapter 5, “Principles of Confidentiality and Truthfulness,” 105-126. Video: “Who Should Decide?” Reading Quiz # 6
10/7 Humans as Bio-Genetic Markert, Chapter 2, “Developments in Genetic Engineering,” 29-57; and Zuzuki & Knutson, “Gene Therapy,” packet. Video: “If You Want a Girl Like Me.”
Reading Quiz # 7 - Case Study Due.
10/9 Humans as Repro- Garrett, Baillie & Garrett, Chapter 8, “The New ductive Beings Methods of Reproduction,” 180-199. Video: A Family Tree.” Reading Quiz # 8 -
10/14 Humans as Mortal Garrrett, Baillie & Garrett, Chapter 6, “Ethical Problems of Death and Dying,” 127-154. Video: “The Chronic Problem.” Reading Quiz # 9- Quality of Life Survey Due
10/16 Humans as Body & Garrett, Baillie, & Garrett, Chapter 4, “Principles of as Giving Distribution,” 79-102; and Chapter 9, “The Ethics of Transplants.” 199-123. Video: “The Nicholas Effect.” Reading Quiz # 10 Mid-Term Exam Due
10/21 Human Life and Values Discussion # 2 Video: “The Chronic Problem .
10/23 Space & Human Engineers Markert, Chapter 5, “Space Exploration,” 129-162 and Roland Schinzinger, “Engineering as Social Experimentation.”packet. Reading Quiz # 11
NO CLASS
10/28 Humans at War Markert, Chapter 11, “International Defense Profile,” 325-258. Reading Quiz # 12- Summary to be handed in on 10/30
10/30 Humans as Political Langdon Winner, “Do
Artifacts Have Politics?”, Video: “The Birthday Party.” Reading Quiz # 13
Politics Video: “The Day After Trinity”
11/6 NO CLASS
11/11 HOLIDAY-MONDAY CLASSES-
11/13 Humans as Policy Markert, Chapter 9, “Global Energy Resources,” Makers 255-291; and George Mazuan, “Very Risky Business,” Packet. Reading Quiz # 14
Research Papers Due
11/18 Discussion # 3 Humans as Social and Political Beings
11/20 Final Examination 11:00 a.m.- 1:30 p.m.
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INFORMATION ON DISCUSSION, THE PROJECT, CASE STUDIES AND THE RESEARCH PAPER.
DISCUSSION GUIDELINES
This course deals with value and policy issues as well as personal issues that can be explored profitably through small group discussion. The three scheduled discussions as well as class discussions will (a) reinforce your skills in understanding the ideas of others and expressing your own ideas orally; (b) give you practice in sympathetic listening (c) give you practice in analysis and criticism; and (d) assist in the process of values clarification for yourself and others.
Overview of Group Discussion
A good group discussion brings forth ideas and information on the topic in an organized fashion and achieves a useful synthesis. Think of your group as having a collective thought process that should be superior to the thinking of individual group members. Your personal task in the discussion is to facilitate the collective thought process and to actively avoid subverting that process.
Tips and Pitfalls in Discussion
1. Do participate, contributing ideas, information and analysis to the discussion. 2. Do not state a strong position on the issue at the beginning of the discussion. 3. It is as valuable a contribution to help other members to participate as to have your say. 4. Listen to try to understand what others have to say. 5. Do not play “devil’s advocate,” that is, arguing a position that you do not hold.
Structure for Discussion
The class will be divided into small groups which will remain intact throughout the quarter. Each discussion will be set up as follows.
1. Small group discussion. (50 minutes) For each discussion a different person will be a facilitator and recorder-reporter.
2. Group reports. (50 minutes) The recorder for each group will summarize the discussion of the group.
Assessment of Discussion
Each person will receive a single composite score for each discussion day from the following equally weighed components:
1. Your own self-assessment. Taking into account the Tips and Pitfalls, you will rate your own discussion performance.
2. Assessment by other group members. Each group member rates every other group member, using the same criteria as for self-assessment.
3. Instructor assessment of the group. Each group will be assessed as an entity and all group members will receive an identical score on this component.
4. All three scores will be averaged to produce the score for that discussion day.
The Project: “My Significant Machine-Tools and My Relationship to Them.
This project is due on September 30, 1997, and should be at least six typed double-spaced pages.
This project should be self-reflective and consciousness raising and it does not involve any external research.
The project must do the following:
1. Give a definition and discussion of the concept “significant” which is discovered by reflecting on the important values in your life and on the criteria by which you are designating these three technologies as more significant in your life than any others. Some of the relevant values which may impact your choice are “freedom,” “safety,” “health,” “privacy,” “convenience.” You will need to discuss the meaning of the values that you chose as relevant to the project.
2. Using the criteria and/or values which define “significance” for you, chose the three most significant pieces of technology in your life at this time.
3. Describe your experiences with and relationships to these technologies. You can love/hate your technologies; you can be neutral and see them as merely useful; you can revere them, etc. Ask: “How do I treat these technologies? How do I feel about them?
4. Address how these technologies enhance and/or diminish your life. They usually do both.
5. Pay close attention to grammar and spelling.
There is a sample evaluation sheet for the project in the packet.
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RESEARCH PAPER
THIS IS DUE ON NOVEMBER 13, 1997, AND SHOULD BE 8-10 TYPED DOUBLE--SPACED PAGES.
Purpose: To study , understand, and critically reflect on a very specific technology.
General Format
1. The paper will address a specific technology from a critical point of view and in terms of its ethical, legal, social, political and policy implications.
2. The paper should be organized around a thesis about the technology. The paper should argue the thesis.
Two sample theses are as follows:
Thesis: “Surrogate motherhood tends to treat women and children in a manner that violates several basic ethical principles and thus it should be legally prohibited in the United States.
Thesis: “Genetic engineering of plants and animals should proceed with extreme caution until ethical, policy and regulation questions are worked out in a clearer manner.”
3. There is a sample evaluation sheet for the paper in the packet. Evaluation will consider: (1) The clear statement and development of the thesis; (2) The argument for and defense of the thesis with clear supporting material; and (3) good grammatical construction, spelling, proof-reading, and correct uses of sources.
4. A brief listing of possible topics.
a. Is genetic screening detrimental to human autonomy and rights?
b. Is somatic gene therapy an ethical and necessary medical technology?
c. Is presumed consent an ethical and correct viable policy for organ transplantation in the United States?
d. Is utilization of reproductive technologies a right for all persons?
e. Is nuclear waste disposal policy in the United States an ethical and practical disaster?
f. Are the use of robots in the workplace a good thing?
g. Should the United States pursue a policy of active development of alternative powered automobiles?
h. Is the aggressive use of technology a “good” thing for the visual (musical) (theatre) arts?
i. Has technology made housework “easier?”