THE UNIVERSITY OF TEXAS AT TYLER

Course Syllabus

PHIL 3300: Justice and Mercy (Approaches to Philosophy) (Meets with RELI 4353)

Instructor: Gregory L. Bock, Ph.D.

Office: BUS 245

E-Mail:

Phone: 903.566.7456

Secretary Phone: 903.566.7373

Office Hours: TBA

Required Textbooks:

Punishment, by Thom Brooks

Changing Lenses: Restorative Justice for Our Times, 25th Anniversary Edition, by Howard Zehr

Forgiveness and Mercy, by Jeffrie Murphy and Jean Hampton

The Sunflower: On the Possibilities and Limits of Forgiveness, by Simon Wiesenthal

Other required readings will be available online

Course Description:

An exploration of the questions surrounding the tension between the concepts of justice and mercy, including but not limited to the following: (1) whether justice should be understood as retribution, (2) whether showing mercy is morally permissible, and (3) whether there are limits to forgiveness.

Catalog Description:

A study of major areas of investigation in traditional and modern philosophy. Included are discussions of philosophies of knowledge, ethics, logic, aesthetics, and metaphysics. Recommended for students who wish to take only one semester of philosophy.

Course Outcomes:

Upon completion of the course, students will be able to…

  1. articulate a basic understanding of the concept of justice;
  2. articulate a basic understanding of the concept of mercy;
  3. compare and contrast common conceptions of justice and mercy;
  4. articulate and evaluate the philosophical arguments for retributivism;
  5. articulate and evaluate the philosophical arguments for the theory of deterrence;
  6. articulate and evaluate the philosophical arguments for the theory of rehabilitation;
  7. articulate and evaluate the philosophical arguments for restorative justice;
  8. describe Christian viewpoints on justice and mercy
  9. compare and contrast different religious views of forgiveness
  10. defend a point of view on the question of the limits of forgiveness

Grading Scale Percents:

A=90-100%, B=80-89%, C=70-79%, D=60-69%, F=less than 60%

Grading:

Paper 1 100 points

Paper 2 100 points

Presentations (2 @ 100 points each) 200 points

Participation: 100 points

Attendance: 50 points

TOTAL:550 points

Assessment:

Papers: Each essay topic must be chosen in consultation with the instructor.Each paper will be a 2000 word essay (+ or – 100 words) exploring the topic more deeply and defending a point of view. At least three library sources (e.g. books, commentaries, databases, etc.) and three Internet sources (e.g. Google Scholar, Stanford Encyclopedia of Philosophy, Internet Encyclopedia of Philosophy, etc.) are required in addition to relevant readings in our course. The paper should follow a standard writing style like APA, MLA, or Chicago and include a list of references. Late papers are penalized half a letter grade per day up to two letter grades.

ESSAY RUBRIC
90-100% /
  • Demonstrates an excellent understanding of the philosophical ideas in the class readings
  • Demonstrates an excellent awareness and treatment of various points of view
  • Plentiful and relevant citations, quotations, and sources
  • Grammar and style are polished
  • Logical argumentation and organization makes the paper easy to read and the student’s point of view clear

80-89% /
  • Demonstrates a good understanding of the class readings
  • Demonstrates a good awareness and treatment of various points of view
  • A good number of citations, quotations, and sources
  • Grammar and style are good
  • Logical argumentation is employed in defense of the student’s point of view

70-79% /
  • Demonstrates an adequate understanding of the class readings
  • Demonstrates an adequate awareness and treatment of various points of view
  • A few citations and sources
  • Grammar and style are adequate
  • Argumentation may be difficult to understand
  • Organization may make reading difficult

1-69% /
  • Understanding of the ideas in course materials may not be demonstrated
  • Awareness of other points of view may not be demonstrated
  • Citations and sources may be missing
  • Grammar and style may obstruct reading
  • Paper may lack logical coherence
  • Possibly over or under required word count

0% /
  • Plagiarism or no submission

Presentations: Students will give two20 minute presentations in class based on their essays. The first half of the presentation will be a summary of their topic and research. The second half of the presentation will be dedicated to discussion with the class. The presenter will be responsible for asking questions to stimulate discussion and answering questions from classmates. The presenter will be graded on style, content, and the ability to facilitate discussion and answer questions. The lowest presentation grade will be dropped. Not showing up on the day of the scheduled presentation will result in a one-grade deduction (assuming it is made up later).

PRESENTATION RUBRIC
90-100% /
  • Demonstrates excellent understanding of the topic and text
  • Asks insightful questions to stimulate class discussion
  • Provides excellent responses to questions from the class
  • Speaking style is polished, making the point of view clear
  • Logical argumentation and excellent support is employed in defense of the student’s point of view
  • Manages time well, using full time allotted

80-89% /
  • Demonstrates good understanding of the topic and text
  • Asks good questions to stimulate class discussion
  • Provides good responses to questions from the class
  • Speaking style is sufficient
  • Logical argumentation and adequate support employed in defense of the student’s point of view
  • Manages time well

70-79% /
  • Demonstrates an adequate understanding of the topic and text
  • Asks some good questions to stimulate class discussion
  • Provides acceptable responses to questions from the class
  • Speaking style is sufficient
  • Logical argumentation or support may have been minimal
  • May not have managed time well, running out of time or falling short

1-69% /
  • Understanding of the text may be deficient
  • Discussion may fall flat
  • Responses to questions may be inadequate
  • Speaking style or volume may distract from the content
  • Student may have read her presentation and failed to make substantial eye contact
  • Logical argumentation or support may not have been demonstrated
  • Time may have been poorly managed

0% /
  • No presentation

Participation: This is an interactive class and heavily based on the readings. Students will be graded on the quality and quantity of in-class participation. In class, students should be contributing to a positive classroom environment and engaged with the topic. This means students should pay attention, ask questions, and offer their own opinions on a daily basis, which should, in the process, demonstrate that the student has read and thought about the material before coming to class. This is partly an I-have-demonstrated-that-I-have-done-the-reading grade, so students should bring their books to class and refer to the readings often in their comments. Students who sleep, text, or just chat with their neighbors about other things will be penalized. Disrespectful behavior will not be tolerated, but this does not mean that student cannot disagree with one another (or the instructor). This only means that disagreement must be civil. See classroom conduct rules in below. Paying attention and taking notes in the class are necessary but not sufficient for getting a good grade. A student who pays attention but does not contribute verbally to classroom discussions will earn a 70% in this category. Students who participate verbally but do not demonstrate that they have done the readings daily will earn a 75%. The grade will be updated several times during the semester, and students may see their grade move up or down based on their performance.

CLASS PARTICIPATION RUBRIC
90-100% /
  • In-class contributions informed by an excellent understanding of the reading
  • The student's opinion is well-reasoned and supported
  • Several verbal contributions made in every class meeting
  • Regularly makes connections to previous readings in the course
  • Demonstrates that he or she has completed the readings before coming to class by referring to specific points in the readings often
  • Conveys open-mindedness and respect for classmates (does not preclude disagreement)
  • Always brings book to class

80-89% /
  • In-class contributions informed by a good understanding of the reading
  • The student's opinion is adequately supported
  • At least one contribution made in every class
  • May not make connections with other material in the course
  • Demonstrates that he or she has completed the readings before coming to class
  • Conveys open-mindedness and respect for classmates (does not preclude disagreement)
  • Regularly brings book to class

70-79% /
  • Understanding of the reading may be deficient in some way or not demonstrated
  • The student's opinion may not be supported well
  • Critical thinking may not be demonstrated
  • Contributions to class discussions may be rare (less than twice a week)
  • May not have demonstrated that he or she has completed the daily readings before coming to class
  • Student pays attention in class, but may not say much
  • May not bring book to class

1-69% /
  • Verbal contributions fail to demonstrate understanding of the reading
  • Comments may be disrespectful (see “Class Conduct” rules below)
  • Critical thinking may not be demonstrated
  • Student may be disruptive
  • Student may engage in distracting behavior like surfing the Internet or texting
  • Student may talk too much (to her neighbor about things obviously unrelated to the class)
  • Student regularly uses class time to work on homework for other classes
  • Student’sbehavior may be disruptive
  • Student may come to class late or leave early
  • May not bring book to class

0% /
  • No participation

Attendance: At the start of the semester, each student has fifty points for attendance and one free unexcused absence. Each unexcused absence after the first is penalized five points per day against the attendance grade up to fifty points. Excused absences will not count against the fifty points but need to be accompanied with documentation (e.g. a doctor’s note). This documentation must be submitted when the student returns to class and no later. After losing fifty points, no further points will be deducted even if there are more absences. Students may not see points deducted in the grade book immediately or even until the end of the semester, so it is the student’s responsibility to be aware of the number of attendance points remaining and make sure that the attendance sheet is accurate on a weekly basis. Tardy policy: It is better to be late than never, but late arrivals are often disruptive, as are early departures. For this reason, coming late and leaving early may affect the student’s participation grade. Also for this reason, the attendance sheet may be passed around more than once during a class period. A student who has arrived after the attendance sheet has been taken up will not be allowed to sign in. A student that leaves before the attendance sheet is passed around a second time will not be allowed to sign in later. In the case that the sheet is passed around twice on a day that the student is absent, the student will only be penalized once. If the student has a valid reason for leaving early or arriving late, this should be communicated by e-mail or at a time that is not disruptive to the class. Examples of valid excuses include the following: court date, emergency room visit, death in the family, etc. Examples of invalid excuses include the following: traffic, stoplights, alarm malfunctions, work schedules, responsibilities for other classes, etc.

Tentative Course Schedule

The assignments below indicate what should be read or completed before coming to class each day. See course home page for updated schedule and specific dates.

Day 1: Introductions and syllabus (no readings due)

Day 2: Joseph Butler, “Sermon VIII: Upon Resentment and Forgiveness of Injuries”

Day 3: Joseph Butler, “Sermon IX: Upon Resentment and Forgiveness of Injuries”

Day 4: Martha Nussbaum, “Anger” pages 14-40 (handout and available under modules tab)

Day 5: Martha Nussbaum, “Anger” pages 40-56 (handout and available under modules tab)

Day 6: Martin Luther King Jr., “Loving Your Enemies”

Day 7: Punishment (Brooks), introduction and chapter one, pages 1-34

Day 8: Punishment, chapter two, pages 35-50

Day 9: Punishment, chapter three, pages 51-63

Day 10: Punishment, chapter four, pages 64-86

Day 11:Punishment, chapter five, pages 87-100

Day 12: Punishment, chapter six, pages 101-122

Day 13: Punishment, chapter seven, pages 123-148

Day 14: Punishment, chapter eight, pages 149-172

Day 15: Punishment, chapter nine, pages 173-188

Day 16: Punishment, chapter ten, pages 189-198

Day 17: Punishment, chapter eleven, pages 199-210

Day 18: Changing Lenses (Zehr), chapters 1-2, pages 17-38

Day 19:Changing Lenses, chapters 3-4, pages 39-64

Day 20: Changing Lenses, chapters 5-6, pages 65-98

Day 21: Changing Lenses, chapter 7, pages 99-128

Day 22: Changing Lenses, chapter 8, pages 129-158

Day 23:Changing Lenses, chapter 9, pages 159-178

Day 24:Changing Lenses, chapter 10, pages 179-214

Day 25:Changing Lenses, chapters 11-12, pages 215-249 | First paper due

Day 26:Forgiveness and Mercy (Murphy & Hampton), introduction and chapter one, pages 1-34

Day 27:Presentations

Day 28:Presentations

Day 29:Forgiveness and Mercy, chapter two, pages 35-87

Day 30: Forgiveness and Mercy, chapter three, pages 88-110

Day 31:Forgiveness and Mercy, chapter four, pages 111-161

Day 32:Forgiveness and Mercy, chapter five, pages 162-186

Day 33:The Sunflower (Wiesenthal), pages 1-49

Day 34: The Sunflower, pages 50-98

Day 35: The Sunflower, pages TBA

Day 36: The Sunflower, pages TBA

Day 37: The Sunflower, pages TBA

Day 38: The Sunflower, pages TBA

Day 39: The Sunflower, pages TBA

Day 40: The Sunflower, pages TBA | Paper due

Day 41: Presentations

Day 42: Presentations

Important Information:

Disability Statement:If you have a disability, including a learning disability, for which you request an accommodation, please contact Ida MacDonald in the Disability Support Services office so that the appropriate arrangements may be made. In accordance with federal law, student requesting accommodation must provide documentation of his/her disability to the Disability Support Services counselor. For more information, call or visit the StudentServicesCenter located in the UniversityCenter, Room 282. The telephone number is 903-566-7079.

Social Security Statement:It is the policy of The University of Texas at Tyler to protect the confidential nature of social security numbers. The University has changed its computer programming so that all students have an identification number.

Note regarding Student Absence due to Religious Observance:Students who anticipate being absent from class due to a religious observance are requested to inform the instructor by the second class meeting of such absences.

UT Tyler a Tobacco-Free University:All forms of tobacco will not be permitted on the UT Tyler main campus, branch campuses, and any property owned by UT Tyler.This applies to all members of the University community, including students, faculty, staff, University affiliates, contractors, and visitors. Forms of tobacco not permitted include cigarettes, cigars, pipes, water pipes (hookah), bidis, kreteks, electronic cigarettes, smokeless tobacco, snuff, chewing tobacco, and all other tobacco products.There are several cessation programs available to students looking to quit smoking, including counseling, quitlines, and group support. For more information on cessation programs please visit

Course Ground Rules:

Late work policy:Papers must be uploaded to Blackboard by the deadline. A penalty of half a letter grade per day up to two letter grades will be assessed. This penalty will be waived only under special circumstances (e.g. a serious illness accompanied by a doctor’s note).

Communication policy: The best way to communicate with the instructor outside of class is through Blackboard e-mail or during office hours. Students can expect replies within 48 hours excluding weekends and holidays. Students who do not receive a reply within this timeframe should attempt to contact the instructor again.

Class conduct policy: The subject matter of this class can make some people hot under the collar. This said, all comments must be respectful to others who hold different views or come from different backgrounds. This does not mean that students cannot disagree with one another; it only requires learning the skills of civil disagreement. Disrespect can manifest in what is said, in the tone of voice, and in the way someone rolls her eyes. Insults, snide comments, name-calling, talking over one another, demeaning tones, sarcasm, cussing, vulgarity, racial slurs, misogynistic remarks, etc. will not be tolerated. If there is any confusion about what counts as disrespectful, consult the instructor and the Golden Rule. The instructor will act as the final word on what is and is not respectful.Violators will lose points in the participation column and may be ejected from the class.

Extra credit policy: Extra credit may be offered by the instructor from time to time, but extra credit is not given on demand or by request. Students do not have a right to it, for example, the instructor is not obligated to provide extra credit opportunities that work with a student’s schedule or as make-up for a missed opportunity. Extra credit opportunities may only occur at certain times during the semester and will not be available during finals week or the previous week. Sometimes extra credit will be available during class time, such as a pop quiz. Students who are absent or tardy on these days will not be allowed to make up the extra credit.

Final grade policy: Grades are final once the final grade percentage has been posted in Blackboard at the end of the semester. No changes will be made unless the instructor has made a mistake. Grades are not bumped up unless the student is within .5% of the next letter grade. For example, an 89.5% is an A. An 89.4% is a B. No extra credit opportunities will be given during finals week or the week prior. A request for an “incomplete” may be approved only if (1) the request is made prior to the second to last exam, (2) the student has a valid reason, e.g. a verifiable medical condition, and (3) the student has a C or higher at the time the request for an “incomplete” is made. The terms of satisfying an “incomplete” will be set by the instructor.

Additional policies and expectations:

  • Students will set up their Blackboard accounts so that they will be aware of announcements sent out via the Blackboard e-mail tool. The instructor will use this means of communication weekly. If students have not received an e-mail announcement after the first or second week of class, they should assume something is not working correctly and should contact technical support.
  • Students will e-mail the instructor with questions.
  • Students will not wait until the drop deadline to discuss lower than expected grades on assignments; instead, the student will take the initiative early in the semester to meet with the instructor to discuss ways of improving.
  • Students will meet with the instructor during office hours or by appointment if extra help is needed on assignments.
  • Students will come to class on time and stay until the class has ended.
  • Students will complete assignments on time.
  • Students will verbally participate in class discussions every day.
  • Students will participate in a civil and respectful way.
  • Students will not cheat on tests.
  • Students will not plagiarize. Plagiarism is cheating, taking credit for material that is not your own whether it is copied from a classmate, textbook, or online source. Plagiarism is still plagiarism even if it is unintentional. It will result in an F on the assignment and a possible F in the course. It could also mean suspension from the university. So, students should be sure to use proper citation style and do their own work. If students are not sure whether something constitutes plagiarism, they should contact the instructor to ask about it before submitting the assignment.
  • If the instructor feels that an essay or other assignment is not the student’s original work, the instructor reserves the right to require the student to rewrite the assignment. This is not to be understood as a student’s rightto rewrite an assignment, nor does it change the plagiarism policy above.
  • Students will declare that they have read and understood this syllabus by including a statement to this effect in a self-introduction post that will be posted to the discussion board “Meet Your Classmates” during the first week of class.

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