Philosophy 224/ Military EthicsOffice: Knorr House B8
Spring 2006Hours: MW 1:40 – 3:00pm
PacificLutheranUniversityor by appointment
Dr. Pauline M. Kaurinemail: kaurinpa @ plu.edu
Webpage: -- 8739
Course Description:
This course is an examination of major ethical theories (Aristotle, Kant and Mill) and their applications to current moral issues in warfare and the military including: laws and customs of war, military culture and the warrior ethos, the role of the military in international affairs and terrorism. There will be significant use of real world cases and discussion of the ethical ramifications of warfare.
Objectives of the Course:
1- To understand, analyze and evaluate the major ethical theories and debates in the Western philosophical tradition and how they apply to the military and the conduct of warfare.
2- To develop skills in philosophical argumentation and analysis, both in written and oral forms, on an individual and group basis.
3- To engage with philosophical texts, philosophers and members of the class in the philosophical process, as an introduction to the discipline of philosophy
4- To build upon and enhance the skills of critical thinking, reading and writing which are essential to both liberal arts education and to professional competency.
5- To critically assess a variety of theoretical perspectives in military ethics in terms of specific cases and scenarios.
6- Develop and persuasively defend one’s own ethical recommendations for action with a clear understanding of both the theoretical and practical contexts and concerns.
Why Philosophy?
Philosophy is more than a class to fill your GUR requirement: it's an adventure! Philosophy concerns the most fundamental questions of the human experience: What sort of life should I live? Is there Truth? What should be the role of Science in society? How much should an individual’s liberty be restricted for the common good? Can I have a good life, be a good, moral person if I do not believe in God? What gives life meaning? Do I have a soul and if I do, will it live on after my body? Do animals have souls? What ideas are good, reasonable to hold? How do I decide what to believe? What makes an action moral? Is there one moral standard or is morality simply a matter of feeling and preference? What moral standards, if any, should apply to warfare? Can warfare be ethical?
An analogy may be helpful: philosophy is a lot like climbing Mount Rainier. Together we will embark on a new odyssey. As we climb the mountain, I will be your guide and point out what I think are interesting sights and paths, show you some of the tools and tricks of mountain climbing that you will need, but at some point you will venture out on your own and report back to us what you discovered and what you think is interesting. This class is not designed to tell you what the answers to life are, but rather to help you figure out what questions you need to ask so that you can find your own answers. However, this does not need to be a lonely odyssey. We are all (yes, even the professor) exploring on our own, but it is an essential part of the philosophical process that we share our experiences and help one another with constructive criticism and ideas at every opportunity. When we are finished you will have learned skills that will be helpful in other pursuits, but more importantly you will be participating in a tradition that aspires to the best and highest in humanity.
Course Requirements/Activities:
Critical Reflection Paper(8)20%
Case Presentation10%
Movie Paper10%
Ethical Theory Essay20%
Policy Issue Essay20%
Peer Critiques(2) 10%
Class Attendance/Participation10%
Failure to compete any of the above components will result in failing the class.
Critical Reflection Papers: A 500 – 750 word paper which is designed to engage the readings on your own and to work through the issues before (and in preparation for) class discussion, practicing the intellectual virtue of autonomy. These papers must follow the requirements laid out for all papers in the syllabus, the 4 Step Writing Process and the assignment sheet. They will be due at the beginning of class (9:15 am) on the following dates February 6, 13,22, 27, March 6, 27, April 3, 10, 19, 24 and May 8.You may opt out of 3 of these papers; but no more than 2 before or after midterm. Please note that I do NOT accept late papers (for any reason) without prior consultation and permission.
Case Presentation: Working individually or in pairs, present one of the cases to the class; discuss your ethical assessment and arguments regarding the case and lead discussion on the case with the rest of the class. (See the specific assignment sheet for additional information.) Presentations will be scheduled between February 22and May 2.
Essay #1 (Ethical Theory Essay): A 2000 – 2500 word paper (using the 4 Step Writing Process) discussing and giving an assessment of one of the major ethical theories (Aristotle, Kant or Mill) we have discussed in class. (See the assignment sheet for more detailed information) First Draft due March 13 at the beginning of class; Final Draft due April 7 at the beginning of class.
Essay #2 (Policy Issue Essay): A 2000-2500 word paper (using the 4 Step writing Process) discussing and giving your own arguments about one of the major ethical issues in relation to warfare. (See the assignment sheet for more detailed information) First Draft due May 1 at the beginning of class; Final Draft due no later than the end of assigned final examination period.
Peer Critiques: Two 600- 800 word critique papers written assessing the arguments in the First Draft of another student’s Essay, to provide input during the final stages of writing. Due March 17 and May 5 at the beginning of class.
Movie Paper: You will be required to write a 1200 - 1500 word paper to be presented to the class between February 14 and May 12 on one of the philosophical ideas or issues in one of the movies assigned. (See the specific assignment sheet for additional information.)
Class Attendance/Participation and Miscellaneous: You are expected to be in class on time and to come prepared to actively discuss the assigned readings and participate. More than 6absences, chronic lateness and/or consistent lack of preparation will result in a significantly lower grade. There may be small assignments, debates, guest lectures or small group work that also will contribute to this part of the grade. These will be graded on a +, , or - scale. (It is therefore to your advantage not to miss class since these assignments will be announced in class and there are no make-ups.)
Class Policies: (see also Class Expectations handout)
This is primarily a discussion class so it is crucial that you not only do the reading, but also come to class prepared with questions and comments and activelylisten, engage and participate. Lateness (just like in the Real World) is not only disruptive to the discussion process, but also inhibits your participation. If you must come late (or leave early), be respectful of the class' time and space and take care that is does not become a habit. Be respectful of the class time and space by turning down/off cell phones, beepers etc and refraining from other activities - text messaging, emailing, knitting – that are disruptive and/or send the message the class does not have your full attention.
All papers should follow the guidelines that I have set out in the Essay Guidelines handout, (and conforming to the particular assignment) as well as being typed, double spaced and conforming to the appropriate citation style. I do not accept papers via mail, disk, fax, email or carrier pigeon.
I will accept NO late papers (Critical Reflection Papers, Essays, Movie Paper, Peer Critiques) without prior permission and consultation. A late paper is defined as any paper than comes in more than 5 minutes after the due time (normally the beginning of class – 9:15 am)
If a situation arises that may affect your attendance and/or work, please consult with me as early as possible and I will be more than happy to work with you.
In the event that classes are cancelled (either due to inclement weather or my illness), call my extension for instructions. You are responsible for any assignments or directions I give you. Unless you hear from me otherwise, the schedule remains as is.
If you require special accommodations for disability of any kind, please discuss it with me and/or the appropriate university personnel.
Required Texts: (in reading order, more or less)
Aristotle: Nicomachean Ethics
Kant: Ethical Philosophy (Hackett, ISBN 0872203204)
Mill: Utilitarianism
Lucas and Rubel: The Moral Foundations of Leadership (ISBN 0536840113)
Rubel and Lucas: Case Studies in Military Ethics (ISBN 0536841888)
Recommended Texts: (available in Mordveldt Library)
Jostein Gaarder: Sophie's World. (NY: Berkeley Books, 1994)
Frederick Copleston: A History of Philosophy. (This comes in several volumes arranged chronologically and generally available in the library)
While there are various resources available online that might be helpful, please heed the following caveats (which also apply to non-online secondary sources):
1) Just because it is on the Internet (or in a text) does not mean that the content is accurate – check your sources and trust your critical capacities,
2) Any sources you might find are someone else’s interpretation of the text which you should never substitute for your own reading and interpretation since they might very well be WRONG, and
3) Relying on other sources will not help YOU develop your own reading, critical thinking and analysis skills (which you will need to successfully write your papers), nor will it tell you what your own perspective is (which you will also need to write your papers and participate in class.)
Class Schedule: (readings maybe subject to change, but I will consult the class)
items in bold are assignments to be prepared for that day’s class; in the case of written assignments they will be handed in on that day.
February 1: Introduction
February 3: Survey; quiz on syllabus; read Lucas (MFL – Moral Foundations of Leadership) 1) “Eve of Battle” p. 9-12 and 2) “Why Ethics is so Hard” p. 15-20.
Reading Question: Why might Military Ethics be important?
February 6: CRP #1 due; read Lucas (MFL) 1) “The Challenge of Cultural Relativism” p. 29-38; 2) “Relativism and Objectivism” p. 39-42; 3) “Ethical Pluralism” p. 43-46 and 4) “A Higher Standard for the Military” p. 47-58.
February 8: read Aristotle Book I
Reading Question: Why is Aristotle writing this book?
February 10: 2 discussion questions (DQ) according to instructions; read Aristotle Books II and III
February 13: CRP #2 due; read Aristotle Books IV and VI
Reading Question: What kind of reasoning does Aristotle think one needs to be virtuous?
February 15: 2 DQ; read 1) Aristotle Books VIII and IX and 2) Lucas “The Warriors” p. 205-209.
February 17: read Aristotle Books VII and X
Reading Question: What is the relationship between happiness and pleasure?
February 20: No class (holiday)
February 22: CRP #3 due; read 1) Kant p. 1-18 and 2) Rubel (Case Studies) “Aviano Mishap” p. 93-101 and “CW Officer Hugh Thompson at My Lai” p. 77-81.
Reading Questions: What is Kant’s approach to morality? Why does he think duty is important?
February 24; 2 DQ; read 1) Kant p. 19-49 and 2) Lucas “A Simplified Account of Kant’s ethics’ p. 177-183.
February 27: CRP #4 due: read Kant p. 49 – 62
March 1: read 1) Kant (Book II) p. 1-77 (per my instructions) and 2) Rubel “Major Knight” p. 81-83 and “Military Means and Military Ends” p. 63-65.
Reading Questions: What elements do you notice here from the Grounding? What are some differences? What seem to his major issues of concern?
March 3: 2 DQ; read Kant p. 77- 112
March 6: CRP #5: read Kant p. 112- 145
March 8: read 1) Mill Chapters 1 and 2 and 2) Rubel “Iran Contra” p. 87-93
Reading Question: What is Mill trying to do in these chapters?
March 10: 2 DQ; read 1) Mill Chapter 3 and 2) Lucas “Utilitarianism” p. 149-155;
”The Ones who Walk Away…” p. 155-159.
March 13: Essay # 1 Draft Due; read Mill Chapter 4
March 15: read 1) Mill Chapter 5 and 2) Rubel “Justice or Mercy” p. 153-159; “Justice at Sea” p. 159-165.
Reading Question: What is the connection between Justice and Utility? Why is this connection important to his view?
March 17: Peer Critique #1 due; preparation for debate as assigned
Spring Break
March 27: CRP #6 due; read 1) French handout; 2) Lucas (MFL) “The Moral Foundations of Military Service”
March 29: readRubel “Loyalty v. Honor” p. 101-103, “Cheating Case USNA” p. 123-133, “Pass the Inspection” p. 115-117, “SENTINEL Case” p.103-109, “False Readiness Report” p. 109-115.
March 31: 2 DQ; read Lucas “Moral Leaders and Moral Warriors” p. 411-459
April 3: CRP #7 due: read independently on “Gender Issues” “Homosexuality and Military Culture” or “Military/Civilian Culture Gap” (at least 2 sources – 1 must be a book or academic journal- combined length at least 30 pages and bring sources to class)
April 5: read Rubel “Tailhook” p. 117-123, “Intellectual Property and Honor” p.133-135
Reading Question: What elements of military culture do you see reflected in these cases?
April 7: Essay #1 Final due
April 10: CRP #8 due; read Lucas “Is it Always Sinful to Wage War?” p. 233-247, “Law and Order in International Society” p. 247-255
April 12: 2 DQ; read Clark handout, Walzer handout, Bush Doctrine handout
April 14: No class
April 17: No class
April 19: CRP # 9 due; read 1) Lucas “Natural Law and the Principle of DE” p. 225-233; “Is the Combatant/Non-Combatant Distinction Morally Defensible?” p. 313-319 2) Rubel “Geneva Conventions Summary p. 199-217 and 3) “USS Vincennes” p. 25-29, “Who Lives, Who Dies?” p. 29-35 and “Hiroshima” p. 59-61.
April 21: 2 DQ; read Lucas “War Crimes” p. 275-293.
April 24: CRP #10 due; read 1) Lucas “Terrorism” p. 265-275 and 2) Handouts from ‘Philosophy 9/11”
April 26: read Rubel “Incident at Shkin” p. 7-13, “Interdiction in Afghanistan. p. 17-25, “Terror and Retaliation” p. 57-59 and “Incident at Roadblock” p. 45-47.
April 28: 2 DQ; read independently on terrorism (at least 30 pages, at least one book or journal article source, bring sources to class.)
May 1: Essay #2 Draft Due; read Lucas “The Reluctant Interventionist” p. 255-265
May 3: read Rubel “Case Studies in Humanitarian Intervention” p. 47-57, “Tomahawk Target” p. 61-63 and “Captain Rockwood in Haiti” p. 39-45.
May 5: Peer Critique #2 due; read Lucas “Ethical Issues in the Use of Military Force…”p. 293-299 and “Perspectives on Intervention” p. 299-307.
May 8: CRP #11 due; read Singer handout (Child Soldiers)
May 10: Debate; preparation as assigned
May 12: Survey; Course Evaluations
Suggestions for Critical Reading:
Reading this kind of material will typically take longer than you are used to spending for other classes. I guess that you do two readings. First, skim or read lightly in order to get the general gist and layout of things. Then, read carefully and critically for the arguments, claims and evidences and think about what your assessment of the author’s perspective is, making notes or processing the material as you go. If you follow this method, your reading will actually take less time, be more productive and you will also spend less time re-reading material to write your papers. Work smarter!!
When reading any material, some things to keep in mind---
1-- What is the thesis? What is the philosopher trying to argue for? Why?
2-- What evidence does the philosopher give for the thesis?
3--What is the structure/order of the argument? What significance does it have?
4--What kind of argument is the philosopher using? Any fallacies?
5-- Does the argument/thesis tally with reality or experience? Can you think of any counter-examples that would present a problem for the thesis?
6-- Do you buy the thesis/argument? Why or why not?
7-- Is the issue addressed an important one? Why or why not?
When reading, always write questions or comments in the margins. Be sure and constantly question what the philosopher is doing, how and why. Circle any references or terms that are unfamiliar or hard to understand and bring them up in class. Finally, remember the big picture.
NOTES AND REMINDERS:
SCHEDULE AND WORK LOAD: While all this may look overwhelming, there is typically a lot of reading and writing in any philosophy class. I have tried to arrange the schedule to have the most difficult material and highest reading/writing load at the beginning when you have more energy and fewer demands in other classes, which means the second half should be a bit easier in terms of those things. DO NOT sell yourself short, you can do this and I will be giving you all the help you need to succeed!
REAL LIFE: Extra Credit to those who have cases, articles or issues that they want to bring to the class and informally present for discussion…pay attention and try to connect the class to the ‘real world’. See me for further instructions.