![[ Return to APA Home Page ]](../../../../../pix/new.gif)
Online Syllabus Collection "What Works" Discussion Boards APA Member Survey Search the Entire Online Resource
Center Other Resources Navigation
|
APA Committee on the
|
| Course Title: | Philosophy and Sexuality |
| Instructor: | Nancy Slonneger Hancock |
| Street Address: | Sociology,
Anthropology, and Philosophy Highland Heights, KY 41099 |
| E-mail: | hancockn@nku.edu |
| Institution (Name / Type): | Northern
Kentucky University Master's (Comprehensive) University or College |
| Course (Level / Type): | 1st yr / lecture/discussion |
| Hours: | 3 classes per week, 15 weeks |
| Enrollment: | max. 32 |
| Last Year Taught: | Spring 2001 |
| Pre-Requisites: | none |
| Cross-Listing: | |
| Teaching Assistants: | No |
| URL to Syllabus on Web: | n/a |
| Date Submitted: | 3/29/01 |
Reflections:
This is the first time I've taught this course, but I am very pleased with it! The students come into the class with significant interest to begin with (who's NOT interested in sex?!), and so it's not difficult to get discussion going. The main thing I've learned is that my students occasionally need to be reminded that this is an academic course, not a forum for self-exploration and discovery.
In the future I will cut back on the number of articles assigned for reading, since I find my students need more coaching early on in identifying theses and arguments. Less IS more, in this case!
Syllabus Text:
Philosophy and Sexuality
Texts Baker, Robert B. et. al., Philosophy and Sex, 3rd Edition (Prometheus Books). Edwards, Anne Michaels, Writing to Learn: An Introduction to Writing Philosophical Essays (McGraw-Hill). Soble, Alan, The Philosophy of Sex: Contemporary Readings, 3rd Edition (Rowman & Littlefield).
Learning Objectives This course is intended to help you accomplish the following learning objectives: become familiar with the range of philosophical issues surrounding human sexuality; develop the reading, writing, and thinking skills needed to engage with philosophical issues concerning human sexuality; develop your ability to communicate and discuss moral and social values respectfully and with an open mind, and engage in critical reflection about your own beliefs and values; provide experience in writing for a variety of purposes and audiences.
Class Format Philosophy is a subject most students are not used to and so they find it very difficult to understand at times. So, a good amount of lecture will be necessary. However, the best way to learn philosophy is to engage in conversation about it and so we will balance lecture with discussion. Your active participation is of the utmost importance if you want to take something valuable and useful away from this course!
Course Requirements
Exams (60%) There will be three (3) exams in this course, including a non-comprehensive final. Each exam will count for 20% of your final grade for the course. The format of each exam will be announced and a study guide distributed at least one (1) week prior to the scheduled exam date. Typically, exams will consist of 10 multiple choice, 5 short answer, and 1 essay questions.
Paper (25%) There will be one (1) paper required, which will count for a total of 25% of your final grade. This assignment will involve two parts: (a) exposition and analysis of at least two competing views on a philosophical issue concerning human sexuality (10% of your final grade), and (b) critical evaluation of the two competing views (15% of your final grade). Substantial in-class time will be reserved for discussion of the writing process, and the Structured Academic Journal will be used as a springboard for this assignment.
Structured Academic Journal (15%) The structured academic journal is a type of "learning log." The goal of this journal is to make you aware of the processes used in critical thinking about philosophical issues and to help you develop the thinking and writing skills you will need to accomplish the paper assignment for this course. It should also encourage you to integrate to make connections between feeling and thinking, writing and acting, and going to school and living your life. There will be two general types of entries in your Academic Journal: (1) instructor-assigned entries, and (2) individual entries. (1) Instructor-Assigned Entries There will be ten (10) of these entries required during the semester. Such entries will include abstracting/summarizing articles (see Writing to Learn, p.15), analyzing and evaluating arguments, applying theories and principles, etc. (2) Individual Entries Each student will be expected to make a total of at least ten (10) self- selected entries in his/her academic journal. Entries must be substantial and reflect significant engagement with the ethical issues involved. Some possible types of entries include critical thinking about one's own values, beliefs, and actions; philosophical exploration of an issue concerning human sexuality, informed by class material/discussion; reflecting and commenting on class discussion; etc. Additional possibilities will be suggested in class.
Journals will be collected twice during the semester. See the syllabus for due dates.
Attendance It is to your advantage to attend class regularly. Material will be presented in class that is not in the textbook, and your active participation in discussions is necessary for accomplishing your learning objectives and performing well in the course. Also, any changes to the syllabus (including assignment and exam dates) will be announced in class. You are responsible for anything covered in class as well as in the textbook.
Grading Scale Letter grades for this course are assigned on the basis of the following scale:
A 90-100% D 60-69% B 80-89% F 0-59% C 70-79%
When a student's average is borderline (typically below the next grade level by at most 2 percentage points), I will take into consideration (a) whether and how much improvement was shown over the semester, (b) how consistent the student's attendance was, and (c) whether there is an outlier grade (e.g. you got 95 on two tests, and 40 on one the 40 is an outlier).
Important Policies
Policy on Extensions and Makeup Exams In the interest of equal treatment for all students in this course, individual extensions on assignments will only be granted in extreme circumstances and must be requested in writing (with an explanation of why the extension is needed) at least 48 hours before the original deadline. Makeup exams will also only be given in extreme circumstances and when arranged by the day of the scheduled exam. If you miss an exam due to circumstances beyond your control, it is your responsibility to contact me as soon as possible to make arrangements for a makeup exam.
Mid-Term Assessment The university requires that mid-term assessments of performance be given to all first-year students who have completed fewer than 30 credit hours. Students will be able to access mid-term grades through Norse Express as soon as the grades have been submitted. These grades are not a part of your permanent record and will be replaced by final class grades when they are submitted. Mid- term grades do not guarantee a good or bad class grade; they reflect a current level of performance that can be altered by the quality of subsequent work. Any student who has completed more than 30 credit hours may request a mid-term assessment of their grade. I strongly encourage everyone in the class to constantly monitor their own progress in the course.
Plagiarism and Cheating Any student caught plagiarizing or cheating in this class shall receive an F for the course. No exceptions will be made to this policy. If the offense is particularly egregious, the case may be referred to the appropriate school committee or authority for further disciplinary action. For definitions of "plagiarism" and "cheating," see your student handbook or the "Code of Student Rights and Responsibilities".
Classroom Etiquette
Students are expected to behave maturely and respectfully in class. Disruptions will not be tolerated and I reserve the right to dismiss any student whose behavior detracts from others achieving the learning objectives of this course. Please observe the following guidelines:
Arrive for class on time. Students who enter the classroom after class has begun distract both the students and the instructor. I have learned that students who consistently arrive late also tend to perform poorly in the course. Do not begin packing up your belongings before I have dismissed class. If you must leave class early, please inform me ahead of time and take a seat close to the door. Do not engage in personal conversations during class. They are disruptive to other students who are trying to learn and send the message to whomever is currently speaking that you do not value what they are saying (i.e., it's just plain rude and disrespectful!). Avoid interrupting someone who is speaking in class. Please raise your hand and wait to be acknowledged. I will do my best to allow everyone the chance to speak. I strongly recommend that you jot down the comment or question you have so that you don't forget it as you're listening to others speak. In general, I welcome visitors to my classes. However, please introduce me to your guest before class begins. You are responsible for determining whether the material we will discuss in class that day is appropriate for your guest. Visitors are welcome to contribute to class discussions! If you must bring your child with you to class, I may ask you to sit near the door so that you can leave if they become disruptive. No reading newspapers, studying for other classes, sleeping, or other inappropriate behavior will be tolerated. Please turn off cell phones and beepers during class. The buildings on the NKU campus are non-smoking. No dipping or chewing tobacco in class! Weapons are forbidden on the NKU campus.
Statement on Student Rights and Responsibilities
As a student in this course, you have the following responsibilities: To treat all members of this class with the same respect with which you would expect to be treated. To complete all reading assignments and come to class prepared to ask and answer questions and participate in discussion about the reading. The "Study Questions" in the Rosenstand text will most often serve as our starting point to discussions. To submit all assignments by the deadlines indicated on the syllabus. Occasionally an assignment deadline may be extended. If this occurs, the new deadline will be announced in class. To make arrangements to get notes from other students for any class you may miss. To actively participate in the learning process! Failure to live up to any of these responsibilities will have a substantial negative impact on your performance in this course.
As a student in this course, you have the following rights: To be treated with respect by all members of this class. To receive timely and understandable feedback on your performance in the course. To have your questions addressed and your voice heard. To seek assistance from the instructor during regularly scheduled office hours, or at a time arranged with the instructor. To appropriate remedy if any of your rights has been violated.
Tips for Success
Take advantage of my office hours! Don't procrastinate start on an assignment as soon as you have enough information to do so. Schedule enough study time. As a general rule 3-credit hour course requires 3 hours of study-time for every 1 hour spent in the classroom. Thus, one 3-credit hour course will require 9 hours of studying per week. Read Chapter 2 of Writing to Learn and make use of the tips offered.
Important Dates
Schedule of Topics and Assigned Readings
Introductions Examining Values Philosophy and Sex; Writing to Learn (WtoL), Chapters 1 and 2 (p.1-11) Nagel, "Sexual Perversion" (Soble, 9-20); WtoL, Chapter 3 (p.12-21) Solomon, "Sexual Paradigms" (Soble, 21-29) Moulton, "Sexual Behavior: Another Position" (Soble, 31-38) Aristotle and the Medieval Theologians (lecture) Aquinas, "The Purpose of Sex" (Baker, 91-95); Pope Paul VI, "Humanae Vitae" (Baker, 96-104) the Vatican, "Declaration on Certain Questions concerning Sexual Ethics" (Baker, 106-116) Firestone, "Love: A Feminist Critique" (Baker, 43-56) Solomon, "Love and Feminism" (Baker, 57-72) Exam #1 Mendus, "Marital Faithfulness" (Baker, 130-138) Wasserstrom, "Is Adultery Immoral?" (Baker, 139-150) Martin, "Adultery and Fidelity" (Baker, 151-162) Discussion of Paper Assignment, Part 1 Thomson, "A Defense of Abortion" (Baker, 231-244) Warren, "On the Moral and Legal Status of Abortion" (Baker, 246-259) Bentham, "An Essay on 'Paederasty'" (Baker, 350-364) Review for Exam #2 Exam #2 Vacek, "A Christian Homosexuality?" (Soble, 129-135) Corvino, "Homosexuality: The Nature and Harm Arguments" (Soble, 137-146) Discussion of Paper Assignment, Part 2 Corvino, "Homosexuality: The Nature and Harm Arguments" (Soble, 137-146) Student Paper Summaries Brison, "Surviving Sexual Violence: A Philosophical Perspective" (Baker, West, "The Harms of Consensual Sex" (Soble, 263-268) Foa, "What's Wrong with Rape" (Baker, 583-592) May and Strikwerda, "Men in Groups: Collective Responsibility for Rape" (Baker, 594-608) Robin Warshaw, "Is This Sexual Harassment?" (Soble, 221-227) Mane Hajdin, "Sexual Harassment in the Law: The Demarcation Problem" (Soble, 229-247) Soble, "Why Do Men Enjoy Pornography?" (Baker, 556-564) Tisdale, "Talk Dirty to Me" (Soble, 271-281) Nussbaum, "Objectification" (Soble, 283-314) Review for Exam #3