After Mid-term: Foundations of Ethics

One of my basic questions remains: how can we approach this course more systematically, given the course texts? Another is, how can you, the students, be more engaged in analysis -- how an that analysis be more fully modelled to you? Furthermore, how can we experience, in the time remaining in the course, a more in-depth presentation of a greater range of ethical systems?

On the one hand, the answer seems to me to lie in more talks by me. These have been fine, even entertaining for some of you, I guess, but I'm not convinced of your engagement as a class. Perhaps quizzes would give a kind of motivation to concentrate on the material. I'm not sure, though, that I want to take on the extra work, and I'm loathe to change the syllabus. But perhaps in the future I could incorporate quizzes.

The frequent student answer to the kins of questions I pose is to have "discussion", but discussion should be informed dialogue, not sanctified b.s. So, how do we reach the point at which the information is sufficient to support a dialogue? My default is always to talk myself, and, hey, this is not in itself a Bad Thing. I, at any rate, generally know what I'm talking about and can make connections. Perhaps my modelling of that (by "modelling" I mean, doing it in front of you) is sufficient. I would like to have some discussion on this matter, particularly from those of you who may be feeling that you are receiving less from this course than you would like.

What do you think is missing from, or undeveloped in, the course? We have a little over a month to meet your expectations, and even though we may not be able to do everything you would like, as the Rolling Stones sang: "You can't always get what you want / but if you try sometimes / you just might find / you get what you need."

You should be thinking at this point of the careful and considerate appraisal you will give to the course in the course content surveys; you have a chance at this moment to increase the chances of a favorable review on your part, by suggesting any improvements you might wish now, rather than after the course is over.

Disclaimer:

Although I will carefully examine any and all suggestions, I must also weigh any suggestion against larger curricular and budgetary concerns. This is the double effect in asking for student input: the possibilities must be weighed against probabilities and limitations, and balanced with the judgment coming from experience. Please understand that not all suggestions can or should be actualized. But make suggestions, nonetheless.