Applied Ethics
A.Y. 2024/2025
Learning objectives
The course aims to offer an introduction to the topics of applied ethics and in particular of those covered in the monographic part of the course. The course aims to make students understand the key concepts and the basic methodology of applied ethics, with the aim of developing their critical sense and their ability to think analytically and independently. To this end, it makes use of the analysis of specific cases and of the reading, commentary and critical evaluation of classical and contemporary material
Expected learning outcomes
Knowledge and Understanding
Students are expected to learn about the major moral paradigms most commonly used to address issues in applied ethics, such as consequentialist ethics, deontological ethics, and virtue ethics.
Knowledge of the major issues discussed in applied ethics, with a focus on the ones discussed in the monographic part of the course.
Understanding of the major methodological approaches to practical ethics, including use of intuition and of the reflective equilibrium method.
At the end of the course, students will have acquired critical thinking skills and in depth knowledge of certain topics.
Ability to apply knowledge and understanding of the topics discussed during the course
Ability to read, understand and critically analyse a text in practical ethics.
Ability to read an applied ethics text, distinguishing the various arguments put forward by the author and placing them within a moral paradigm.
Ability to formulate hypothetical scenarios ("thought experiments") to test a moral intuition.
Ability to critically and autonomously analyse an ethical dilemma, including those not discussed during the course.
Ability to use empirical evidence from scientific disciplines in order to draw ethical conclusions.
At the end of the course the student will be able to apply philosophical vocabulary to the analysis and discussion of issues in practical ethics
Students are expected to learn about the major moral paradigms most commonly used to address issues in applied ethics, such as consequentialist ethics, deontological ethics, and virtue ethics.
Knowledge of the major issues discussed in applied ethics, with a focus on the ones discussed in the monographic part of the course.
Understanding of the major methodological approaches to practical ethics, including use of intuition and of the reflective equilibrium method.
At the end of the course, students will have acquired critical thinking skills and in depth knowledge of certain topics.
Ability to apply knowledge and understanding of the topics discussed during the course
Ability to read, understand and critically analyse a text in practical ethics.
Ability to read an applied ethics text, distinguishing the various arguments put forward by the author and placing them within a moral paradigm.
Ability to formulate hypothetical scenarios ("thought experiments") to test a moral intuition.
Ability to critically and autonomously analyse an ethical dilemma, including those not discussed during the course.
Ability to use empirical evidence from scientific disciplines in order to draw ethical conclusions.
At the end of the course the student will be able to apply philosophical vocabulary to the analysis and discussion of issues in practical ethics
Lesson period: Second semester
Assessment methods: Esame
Assessment result: voto verbalizzato in trentesimi
Single course
This course can be attended as a single course.
Course syllabus and organization
Single session
Responsible
Lesson period
Second semester
Course syllabus
The course aims to introduce students to central issues in the current debate in applied ethics, focusing on autonomy, well-being, disability, and human enhancement. Students will read articles presenting various approaches and perspectives on these topics to gain a thorough understanding and develop critical thinking skills also when approaching controversial issues.
Prerequisites for admission
Applicants for the Master's in Scienze Filosofiche must possess a B1 level of English proficiency to effectively comprehend the majority of the syllabus content. B1 proficiency is a mandatory requirement for enrollment in the program
Teaching methods
Lectures, debates, active learning
Teaching Resources
This is only a selection of all the papers and chapters that will be used in the course. The Lecturer will provide a final list on the course website (on MyAriel)
Programme in common for students enrolled in the course for 6 and 9 CFU (both those attending and those not attending the classes)
On Liberty (John Stuart Mill)
Informed Consent: its history, meaning, and Present challenges (T L Beauchamp)
The Limits of Well-Being (Shally Kagan)
Well-being (Roger Crisp)
Valuing disability, causing disability (Elizabeth Barnes)
Is Disability mere difference? (Greg Bognar)
Disability and Mere Difference (Savulescu and Kahane)
Disability: a welfarist approach (Savulescu)
Procreative beneficence: why we should select the best children (Savulescu)
The social model of disability (T Shakespeare)
Disability, identity and difference (T Shakespeare)
Cognitive disability and cognitive enhancement (Jeff McMahan)
From assistive to enhancing technology: should the treatment-enhancement distinction apply to future assistive and augmenting technologies? (Minerva e Giubilini)
Autonomy, well-being, disease, and disability (Savulescu)
Amputees by Choice (Carl Elliott)
Enhancing equality (Giubilini and Minerva)
9 CFU (attending classes) e 6 CFU(not attending classes)
Perfect Me: Beauty as an Ethical Ideal (Excerpts, Heather Widdows)
What's wrong with lookism (Excertps, Andrew Mason)
The Beauty Bias (Excerpts, Deborah Rhode)
The final programme, with all the readings, will be published on MyAriel. The students will also find there final programme with different readings for those enrolled in the 6 (attending and not attending) and 9 CFU (attending and not attending) courses.
Programme in common for students enrolled in the course for 6 and 9 CFU (both those attending and those not attending the classes)
On Liberty (John Stuart Mill)
Informed Consent: its history, meaning, and Present challenges (T L Beauchamp)
The Limits of Well-Being (Shally Kagan)
Well-being (Roger Crisp)
Valuing disability, causing disability (Elizabeth Barnes)
Is Disability mere difference? (Greg Bognar)
Disability and Mere Difference (Savulescu and Kahane)
Disability: a welfarist approach (Savulescu)
Procreative beneficence: why we should select the best children (Savulescu)
The social model of disability (T Shakespeare)
Disability, identity and difference (T Shakespeare)
Cognitive disability and cognitive enhancement (Jeff McMahan)
From assistive to enhancing technology: should the treatment-enhancement distinction apply to future assistive and augmenting technologies? (Minerva e Giubilini)
Autonomy, well-being, disease, and disability (Savulescu)
Amputees by Choice (Carl Elliott)
Enhancing equality (Giubilini and Minerva)
9 CFU (attending classes) e 6 CFU(not attending classes)
Perfect Me: Beauty as an Ethical Ideal (Excerpts, Heather Widdows)
What's wrong with lookism (Excertps, Andrew Mason)
The Beauty Bias (Excerpts, Deborah Rhode)
The final programme, with all the readings, will be published on MyAriel. The students will also find there final programme with different readings for those enrolled in the 6 (attending and not attending) and 9 CFU (attending and not attending) courses.
Assessment methods and Criteria
Oral Exam: The exam consists of an oral discussion on the topics and readings listed in the programme. The assessment will address the following:
1) Level of theoretical knowledge.
2) Capacity to apply general principles to specific cases.
3) Capacity to critically examine the topics discussed in the course.
1) Level of theoretical knowledge.
2) Capacity to apply general principles to specific cases.
3) Capacity to critically examine the topics discussed in the course.
Professor(s)
Reception:
make an appointment via email
Online on Microsoft Teams or in my office