Dan Weijers Teaching Portfolio as at 21 October 2013

(formerly Dan Turton) Executive summary Teaching Philosophy: The goal of my teaching is to encourage students become passionate and capable independent learners; people who love to challenge themselves to search wider and deeper for knowledge of themselves and the world around them. I believe that encouraging students to become passionate and capable independent learners is best achieved by providing them with the right kinds of environment, tools, and feedback. Teaching Experience: Over 10 years, I have taught for ~640 hours at 3 tertiary institutions. From 20072013, I have lectured on a broad range of subjects in philosophy from ethics to metaphysics. I have tutored and lectured in person and by distance. I have lectured to large undergraduate audiences and smaller groups of undergraduates, high school students, graduate students, and ongoing education learners. I have also coordinated regular and intensive courses. Teaching Evaluation & Effectiveness: My faculty colleagues have described my teaching as supportive, encouraging, excellent, and captivat[ing], and my relevant knowledge has been described as astounding. My students have described my teaching similarly: Broke down theories & ideas really well. Injected a bit of humour into lectures. Really knew the material well. Hands down the funniest, most interesting & well-structured course Ive taken at uni (& this is my last semester!). My student evaluation scores are in line with th ese comments, with my average results in all categories being between 1.0 and 1.3 on a scale of 1.05.0. Contents Statement of teaching philosophy . .2 Teaching and supervisory experience .4 Teaching evaluation 9 Teaching effectiveness ...12 Teaching materials ...13 Ongoing training and development 14 Appendix 1: Example teaching evaluation report .15 Appendix 2: My teaching evaluations compared ..16 Appendix 3: Example student comments ..18 Appendix 4: Example course outline: The big questions (1st year course) ...19 Appendix 5: Example course outline: Happiness and wellbeing (2nd/3rd year course) .24 Appendix 6: Example reading list: The big questions (1st year course) .........30 Appendix 7: Example reading list: Happiness and wellbeing (2nd/3rd year course) 32 Appendix 8: Example reading list: Contemporary political philosophy (3rd year course) ..36 Appendix 9: Example reading list: Applied ethics (possible 1st year course) ..38 Appendix 10: Example reading list: Ethics (possible 2nd ear course) ...41 Appendix 11: Example reading list: Ethics and international affairs (possible 3rd year course) ..44 Appendix 12: Example reading list: Philosophy of law (possible 3rd year course) ..47
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Statement of Teaching Philosophy

At first, I just taught in the same way that my teachers taught me. Then, I began teaching in the way that I thought students would like to be taught. Now, I have reflected on my teaching, and I organise and deliver my teaching with a specific purpose in mind. The goal of my teaching is to encourage students become passionate and capable independent learners; people who love to challenge themselves to search wider and deeper for knowledge of themselves and the world around them. I believe that encouraging students to become passionate and capable independent learners is best achieved by providing them with the right kinds of environment, tools, and feedback. My philosophy of teaching as encouraging students to become passionate and capable independent learners contrasts with the view of teaching as imparting knowledge like filling a vessel. The human mind would not make for a very good vessel because it is not exactly water-tight. So, attempting to keep it full by pouring knowledge in for a few years seems short-sighted. Indeed, some mind-vessels seem to come with such large holes that filling them is a Sisyphean task. The way I see it, the provision of the right kinds of environment, tools, and feedback can go some way toward patching the holes in the vessels and, most importantly, encourage the owner of the vessel to want to keep filling it themselves. The right environment for encouraging students to become passionate and capable independent learners is an engaging, challenging, and respectful one. To build a passion for independent learning, students must be inspired, and feel safe enough to question their most fundamental beliefs and the common sense of others. While my day-to-day methods for engaging students (clarity, participation, relevance, and humour) are common among effective teachers, I also like to employ extraordinary methods from time-to-time (as discussed in the example below). To challenge students, I gently encourage them to question their beliefs and assumptions by suggesting alternate examples and sometimes by asking them to justify their justifications as well as their positions. Despite always leaving ample time in class for challenging discussions like these, I use my judgment as to when I should push and when I should move on to ensure that students dont feel pressured or that their beliefs are not being respected. I also make sure that I provide balanced information on all debates and avoid derogatory and divisive humour. What follows is an example of a stunt I carried out in order to create an engaging, challenging, and respectful environment. In a large introductory philosophy class I once conducted a successful cold-reading, accurately reading the minds of three students, and only explained how non-psychics like myself can pull off such miracles at the end of the class. The stunt was truly captivating (a communal sudden intake of breath was audible when I accurately read the first mind). The time I left between the stunt and the explanation allowed the psychic-sceptics time to question their beliefs, and the eventual explanation challenged the others re-evaluate their uncritical approach to the event after the class. Finally, since the stunt and associated explanation were presented without me making any comment about psychics in general, and because students were never asked to share their opinion on the truth of psychics, I could challenge the students without any of them feeling disrespected. One way I measure my success in creating the right environment for encouraging students to become passionate and capable independent learners is by observing how many students continue to discuss the issues raised in class while they leave the lecture hall. The right tools for encouraging students to become passionate and capable independent learners are general critical thinking and research skills and discipline-specific argumentation strategies and directions to information sources. A passion for learning is likely to run dry out if
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students dont know how to find the relevant springs of knowledge and to discern them from the irrelevant and, even worse, the poisoned springs. By providing these tools, students are able to enjoy pursuing knowledge without the frustrations of wasting time and being misled by bad arguments. Since learning the basic tools of philosophy can be the opposite of engaging for some students, I usually introduce one tool at a time while discussing an interesting problem or example. In many cases, this will mean that I identify and explain the tool after someone has nearly or actually stumbled across it during the discussion. In rare cases, I will also specifically discuss a tool in detail because it is central to an important argument. If I have to lead with the tool, then Im sure to use a very engaging example to demonstrate it. For example, when discussing Pascallian wagering in an introductory philosophy class, I spent most of a lecture explaining decision theory. To make the (sometimes dreaded) mathematics involved engaging, I used the example of trying to decide whether you should ask the classmate you like out on a date. Since this example is very easy to relate to for most students, it is very engaging, and, since people are better at understanding difficult math problems about real-life and emotionally salient events, it actually helped students learn the tricky material. I measure my success in encouraging students to learn these tools by writing assessment that requires them to demonstrate their ability to effectively use them. The right kind of feedback for encouraging students to become passionate and capable independent learners is constructive and positive and it praises creativity and hard work as well as literal completion of the set task. Detailed individual feedback about what each student did well and what they could do in order to do better provides students with option to build on their strengths and correct any shortcomings in future work. To become passionate and capable independent learners, I believe students need to understand the following non-obvious relationships between hard work, creativity, and success. First of all, the chances of success without a clear knowledge of the set task are next to none, even for hard workers and creative geniuses. Secondly, hard work and creativity are more likely to ignite each other than to dampen each other, since emersion in a task encourages our brains to work away at the problems even when we are not at our desks. Finally, exercising focussed creativity through deep thinking about the task at hand is most likely to instil a passion for further learning and, thereby, further success. In addition to detailed comments on written assessment, I encourage students to come to me and discuss their written feedback in person. As studies have shown, also providing in-person feedback helps students to really engage with content of the feedback and encourage them to act upon it in their subsequent work. The main way I measure the success of my feedback is, quite appropriately, through formal and informal feedback from students on my feedback to them. Finally, although this is my current teaching philosophy, I intend to revisit it regularly and would not be surprised if my experiences or new research in pedagogy led me to revise it. I look forward to having my ideas on this topic challenged by myself and others as I continue to teach.

Teaching and Supervisory Experience

(As at 22 December 2013) Summary My teaching experience is long and broad. I have been teaching for 10 years, have taught at 3 tertiary institutions, and (combining formal tutoring and lecturing) have taught for ~640 hours. From 20032006, I mainly taught marketing and general business, and from 2006 to the present, I have been teaching philosophy. From 20062009, I tutored philosophy on a range of topics: aesthetics (48hrs), applied ethics (24hrs), critical thinking (24hrs), political philosophy (24hrs), metaphysics (24hrs), other (24hrs). From 20072013, I lectured on a broad range of subjects in philosophy: normative ethics (66hrs), applied ethics (35hrs), bioethics (34hrs), political philosophy (34hrs), metaphysics (30hrs), philosophy of religion (14hrs), ancient philosophy (10 hours), metaethics (7 hours), other (16hrs). I have tutored and lectured in person and by distance (using two different online education tools: Blackboard and Stream). I have lectured to large undergraduate audiences (300+ people) and smaller groups of undergraduates (at all levels), high school students, graduate students, and ongoing education learners (mainly post-tertiary). I have also coordinated regular length courses and intensive block courses. Job detail philosophy teaching Please note that in the details below, every evaluation I have received is included, and the lecture slides have had most of their pictures removed. Graduate lecturing PHIL404: Value Theory, 6 2-hour lectures, Co-taught with Simon Keller, Victoria University of Wellington, May-June 2012. Undergraduate Lecturing PHIL215/315: Happiness and Wellbeing, 20 2-hour lectures, 5 on Ancient Philosophy, and 15 on Normative Ethics, Victoria University of Wellington, November-December 2013. (I will coordinate this intensive course). PHIL/POLS361: Bioethics, 12 2-hour lectures, 4 on Euthanasia, 2 on Advance Directives, 2 on Informed Consent, 2 on the Ethics of Alternative Therapies, and 2 on the Ethics of Infectious Diseases and Quarantine, Victoria University of Wellington, SeptemberOctober 2013. PHIL106: Contemporary Ethical Issues, 12 1-hour lectures, 3 on Introduction to Moral Theory, 3 on Morality of Advertising, and 6 on Climate Ethics at Victoria University of Wellington, July-August 2013. (I coordinated this course). 200.315: Contemporary Political Theory, 10 3-hour lectures, on various theoretical and applied issues in political philosophy, Massey University (Manawatu), March-June, 2012. (I coordinated this course). PHIL104: Argument and Analysis, 6 1-hour lectures on Personal Identity, Victoria University of Wellington, Trimester 1, 2012. PHIL105: The Big Questions, 6 2-hour lectures: 2 on Personal Identity, 2 The Good Life, and 2 on The Meaning of Life, Victoria University of Wellington, November 2011. (I cocoordinated and co-taught this intensive course with David Gilbert). o Click here for the Personal Identity ppt
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Click here for The Good Life ppt Click here for The Meaning of Life ppt Click here to see my teaching evaluation Click here to see the course evaluation PHIL/POLS361: Bioethics, 2 3-hour lectures on Advance Directives and Voluntary Euthanasia, Victoria University of Wellington, September 2011. o Click here to see the ppt o Click here to see my teaching evaluation PHIL104: Argument and Analysis, 6 1-hour lectures on Philosophy of Religion, Victoria University of Wellington, March-April 2011. o Click here to see the abridged ppt o Click here to see my teaching evaluation PHIL106: Contemporary Ethical Issues, 5 1-hour lectures on the Morality of Advertising, Victoria University of Wellington, March-April 2011. o Click here to see the abridged ppt o Click here to see my teaching evaluation PHIL104: Argument and Analysis, 8 1-hour lectures on Philosophy of Religion, Victoria University of Wellington, April-May 2010. o Click here to see the abridged ppt o Click here to see my teaching evaluation PHIL106: Contemporary Ethical Issues, 6 1-hour lectures: 2 introductory lectures and 4 on the Morality of Advertising, Victoria University of Wellington, March 2010. o Click here to see the ppt o Click here to see my teaching evaluation PHIL107: Philosophy of Media and the Arts, 6 hours of lectures on The Freedom of the Press, Victoria University of Wellington, October 2009. o Click here for the combined ppt PHIL105: The Big Questions, 5 1-hour lectures on Personal Identity, 3 1-hour lectures on The Meaning of Life, Victoria University of Wellington, July-October 2009. o Click here for the Personal Identity ppt o Click here for The Meaning of Life ppt o Click here to see my teaching evaluation PHIL/POLS361: Ethics and Politics Special Topic: Bioethics, 1 3-hour lecture on Severely Disabled Newborns, Victoria University of Wellington, April 2009. o Click here for the ppt PHIL104: Argument and Analysis, 7 1-hour lectures on Moral Relativism and Why Be Moral? Victoria University of Wellington, March-April 2009. o Click here for the moral relativism ppt o Click here for the why be moral? ppt o Click here to see my teaching evaluation PHIL106: Contemporary Ethical Issues, 6 1-hour lectures: 2 introductory lectures and 4 on the Morality of Advertising, Victoria University of Wellington, March 2009. o Click here for the intro and justification ppt o Click here for the morality of advertising ppt o Click here to see my teaching evaluation PHIL105: The Big Questions, 6 1-hour lectures, 3 on Time Travel and 3 on Death and The Meaning of Life, Victoria University of Wellington, September 2008.
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Click here for time travel ppt Click here for the meaning of life ppt Click here to see my teaching evaluation PHIL/POLS264: Ethics and International Affairs, 3 1-hour lectures on Ethics & Why Killing is Wrong, Victoria University of Wellington, July 2008. o Click here for ppt PHIL106: Contemporary Ethical Issues, 6 1-hour lectures on Happiness, Victoria University of Wellington, May 2008. o Click here for ppt PHIL/POLS361: Ethics and Politics Special Topic: Philosophy of Economics, 1 hour lecture on Measuring Well-Being, Victoria University of Wellington, March 2008. o Click here for ppt PHIL123: Critical Thinking, 1 2-hour lecture on Creative Thinking, Victoria University of Wellington, November 2007. o Click here for ppt
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Other Lecturing Introduction to Philosophy, 2 short lectures to prospective students during 'Study @ Vic Day', Victoria University of Wellington, August 2013. Guest lecture on Happiness: Causes and Actions, 1 hour lecture for senior experimental design students at Victoria University of Wellington, July 2013. o Click here for the ppt Guest lecture on Happiness and Wellbeing from a Philosophical Perspective, 1 hour lecture for senior human geography students at Victoria University of Wellington, September 2012. o Click here for the ppt Guest lecture on Happiness: Causes and Actions, 1 hour lecture for senior experimental design students at Victoria University of Wellington, September 2012. o Click here for the ppt Introduction to Philosophy, 2 short lectures to prospective students during 'Study @ Vic Day', Victoria University of Wellington, August 2012. Happiness: Its Meaning Measurement and Importance, 3 2-hour lectures, one on each of the following three topics: what 'happiness' means, how happiness is measured, and what role should happiness play in informing public policy. I created this course and it ran as part of Victoria University of Wellington's Continuing Education Programme, July 2012. o Click here for the ppt o Click here for my evaluation report Guest lecture on wellbeing and public policy for the Master of Public Policy class, Victoria University of Wellington, October 2011. o Click here for the ppt Introduction to Philosophy, 2 short lectures to prospective students during 'Study @ Vic Day', Victoria University of Wellington, August 2011. Introduction to Philosophy, 2 short lectures to prospective students during 'Study @ Vic Day', Victoria University of Wellington, August 2010. Happiness: Its Meaning Measurement and Significance, 3 90-minute lectures, one on each of the following three topics: what 'happiness' means, how happiness is measured,
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and what we should do about happiness on an individual and a societal level. I created this course and it ran as part of Victoria University of Wellington's Continuing Education Programme, October-November 2009. o Click here for the combined ppt Introduction to Philosophy, 6 1-hour lectures (whole course) on a range of subjects, Wellington High School, August-September 2008. o Click here for ppt Introduction to Philosophy, 2 short lectures to prospective students during 'Study @ Vic Day', Victoria University of Wellington, August 2008. Introduction to Ethics, 4 2-hour lectures (whole course) on Ethics, Kapiti Workers' Educational Association, April 2008. o Click here for ppt Introduction to Philosophy, 2 short lectures to prospective students during 'Study @ Vic Day', Victoria University of Wellington, September 2007.

Tutoring 71203: Business Ethics, The Open Polytechnic of New Zealand, 2007, 2008 & 2009. PHIL105: The Big Questions, Victoria University of Wellington, 2008. PHIL/POLS/INTP264: Ethics and International Affairs, Victoria University of Wellington, 2008. PHIL104: Argument and Analysis, Victoria University of Wellington, 2008. o Click here to see my student evaluation PHIL106: Contemporary Ethical Issues, Victoria University of Wellington, 2007. PHIL107: Philosophy of Media and the Arts, Victoria University of Wellington, 2007 & 2006. PHIL123: Critical Thinking, Victoria University of Wellington, 2006. Job detail marketing & business teaching Lecturing MARK306: Internet Marketing, 1 hour lecture on Ethical and Legal Issues in Internet Marketing, Victoria University of Wellington, May 2005. Tutoring 71203: Business Ethics, The Open Polytechnic of New Zealand, 2007, 2008 & 2009. MARK309: Social Marketing, Victoria University of Wellington, 2005 & 2006. MARK101: Marketing Principles, Victoria University of Wellington, 2004 & 2006. MARK261: Marketing Strategy (Distance), Victoria University of Wellington, 2006. MARK203: Marketing Research, Victoria University of Wellington, 2005. MARK211: Marketing Strategy, Victoria University of Wellington, 2005. FCOM110: The New Zealand Commercial Environment, Victoria University of Wellington, 2004. MARK306: Internet Marketing, Victoria University of Wellington, 2003. 71215: Consumer Behaviour, The Open Polytechnic of New Zealand, 2003. MARK202: Buyer Behaviour, Victoria University of Wellington, 2003.

Supervisory experience I have often acted as a mentor to more junior students as I have progressed with philosophy, and I have always found it rewarding. I have also formerly supervised a summer scholarship recipienta student moving from undergraduate to graduate study who is funded to pursue some line of research proposed by their supervisorwho researched the ethics of prediction markets. I am also scheduled to supervise a graduate students independent research paper on happiness and wellbeing in late 2013-early 2014.

Teaching Evaluations
Summary Whenever practical, I seek formal and informal ways to evaluate my teaching in the hope that I can use the feedback to improve my teaching technique and (possibly) challenge my teaching philosophy. The feedback I have received so far is very encouraging. It is summarised below (with links to more detail in the appendices). Student feedback My student evaluation scores demonstrate my ability to communicate clearly, organise my teaching well, stimulate interest, and my positive attitude toward students and overall effectiveness as a teacher. This is most clearly shown in Appendix 1 (my student evaluation scores from an intensive first-year metaphysics course) and Appendix 2 (a comparison of my average student evaluation scores with the average scores from my faculty as a whole). Further evaluations can be found on the teaching page of my website, http://www.danweijers.com /teaching and are linked to in the section above (under each respective course for convenience). The comments in my student evaluations tend to emphasise my ability to engage students with clear explanations, relevant examples, and humour. For example, in response to the question, Please list 2 or 3 specific things this teacher did that stimulated and/or helped you to learn, students in first year classes have made the following comments: Encouraged & facilitated class discussion in a constructive way. Made material interesting with relevant jokes and cartoons. Engaged well with students ideas and linked discussions to course material clearly. Always interesting and entertaining. Was enthusiastic. Put slides on Blackboard pre-lecture. Explained things in an easy to understand way. Favourite lecturer of the year. Thanks Explained ideas very well, thought-out and useful examples to illustrate meanings. Dan is a polished, very funny, professional lecturer that was able to present abstract ideas clearly and easily to us 100-level students whove never considered these topics before.

And some comments from third year students: Dan has a great way of making concepts real & relevant, making the topic more interesting & worthwhile. Entertaining teaching style. Very easy to understand.

To give a fuller picture, Appendix 3 includes all of the comments I received in the student evaluation of a tutorial I ran for a first-year metaphysics course. Faculty feedback My philosophy teaching at Victoria University of Wellington (VUW) has been evaluated by Professor Simon Keller. Depending on the requirements for this job application, this evaluation may be part of the current application pack. If not, it is available on request via interfolio or the VUW placement officer (currently Stuart Brock; Stuart.Brock@vuw.ac.nz). Simon Keller also sent me the following email about our co-teaching of a 6-week graduate class on wellbeing:

Dan and I co-taught an Honours-level seminar on the ethics of well-being. Dan established a good rapport with the students, and was supportive and engaging while explaining some quite difficult material. The students benefited especially from Dan's ability to bring together insights from various disciplines philosophy, psychology, economics, and neuroscience and to explain in an accessible manner how they are all connected. An indication that my teaching is highly valued by the faculty at VUW is that they have continued to ask me to teach at all levels since 2007. An indication that I am considered a capable teacher is that I have been asked to teach topics outside of my areas of expertise. The faculty also appear to think that my teaching is engaging enough to ask me to give the Study @ Vic introduction to philosophy lectures every year since 2007 (lectures designed to entice school-leavers to study philosophy at VUW in the following year), as this email from Head of School and Associate Professor of Philosophy Ken Perszyk supports: Student recruitment is important for universities, and especially for a discipline like philosophy, which is not taught in New Zealand schools. One of the main ways we attract students is through our annual Study at Vic Day. Each discipline gets about 15 minutes to give students a sample of what we do to try to hook them into our introductory courses. Dan Weijers has given the philosophy presentation twelve times (two deliveries each year for six years). I attended at least three of his presentations (along with at least two hundred potential students and their parents) and was always impressed with the way he was able to captive his audience. The University conducts surveys of those who have attended the Study Day, and I can tell you that I have seen many of those surveys single out Dan's presentation in particular as the highlight of the day. That is all the more impressive given that every discipline at the University is represented at Study Day. I have also received positive feedback from faculty members from other disciplines for which I have given guest lectures. For example, Dr Edgar Rodriguez-Ramirez (head of the Design Department at VUW) sent me this feedback on two guest lectures I gave in his Design+ class: Dr Weijers has delivered two lectures on Happiness to my CCDN332 Design+ class, in 2012 and 2013. The first lecture was so well received by my students, and so valuable to the course, that I decided to schedule it in the first week of teaching in the following year. Dr Weijers knowledge of the topic is astounding. He answered all of the questions of my students with a great combination of research-based data and human interpretation, which helped the students relate easily to the difficult concepts. I look forward to working with Dr Weijers in the future and I hope to create stronger connections between design and the study of happiness, as Dr Weijers has demonstrated what an important topic happiness is. In a similar vein, Professor Philip Morrison had this to say about my guest lecture on Happiness and Wellbeing from a Philosophical Perspective for his human geography graduate class: [T]hanks very much for your talk today. The students really enjoyed it. Lots of food for
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thought. And, Dr Amanda Wolf made these comments about my guest lecture for her graduate public policy class: Quite a few students used material from your presentation in reporting on their topic. And, All in all, you made an excellent contribution, and I am so pleased with the way that you rose to meet the opportunity.

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Teaching Effectiveness
Summary Teaching effectiveness is very hard to gauge, especially when opportunities for repeating objective assessment over successive cohorts is not possible. Since I have not coordinated any particular course more than once, this method of assessing my teaching effectiveness was not open to me. Many of my students have produced excellent work over the years, but this should be expected even if my teaching was not effective (given that I have taught so many classes). Therefore, the best evidence I can provide for the effectiveness of my teaching comes from student feedback. My median score on overall effectiveness from all of my assessed lecturing at VUW is 1.25 on a scale from 1.05.0 (see Appendix 2 for more detail). A few representative comments that are relevant to the effectiveness of my teaching are included below. Student comments Dr Amanda Wolf forwarded this student reflection about my guest lecture for her graduate public policy class: Listening to Weijers presentation on philosophy solidified the complex nature of many policy issues, the difficulty of working with uncertainty in regards to what can be measured or the effectiveness of a policy intervention in dealing with a particular issue. The presentation highlighted the relevance of having a theoretical basis or bases upon which ones thinking can be developed and how this aids analytical thought. This aids to frame the methodology and output of an interactive tool and considering how it best meets the requirements sought. I received this comment via email from a 3rd year student this year: Hi Dan, I just wanted to thank you for your feedback on my essay. Although it's never nice reading criticism of your work, I really appreciate the level of depth you went into in your comments and I've found it really helpful. Thanks again for all of your lectures, I really enjoyed them and I'll probably see you in a couple of weeks when I pop into to discuss my exam essays. Cheers, [name omitted] The following comments are drawn from formal student feedback forms (on my philosophy lecturing) in response to the question, Please list 2 or 3 specific things this teacher did that stimulated and/or helped you to learn: Broke down theories & ideas really well. Injected a bit of humour into lectures. Really knew the material well. Hands down the funniest, most interesting & well-structured course Ive taken at uni (& this is my last semester!) Examples were helpful. Was accepting of everyones ideas & opinions. Recap of readings were effective in both lectures and quizs The examples greatly helped me to understand the ideas. By revising over previous lectures, I remembered the info better.

Also see Appendix 3 for a complete list of student comments from one tutorial.

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Teaching Materials
Summary I have collected a huge amount of teaching material over the last 10 years. All of my recent lecture slides (from the last 5 years or so), can be found on my website and are linked to in the Teaching and supervisory experience section of this portfolio (under each respective course for convenience). An example course outline and reading list follow. Other course outlines and reading lists are available on request. Example course outline Please see Appendix 4 for a course outline of a condensed first-year course The Big Questions. I co-developed and co-taught this cause equally with Dr David Gilbert. We changed both the material and the assessment for this course because it is normally taught over whole semester. Most importantly, we introduced pop quizzes to encourage students to keep up to date with the readings. This seemed to work well, as demonstrated by student feedback on the course, e.g., The quizzes encouraged me to get my readings done, then I was also better prepared for the lectures. Given the success of the above course, I will start teaching a course with a similar format this (Southern Hemisphere) summer. Please see Appendix 5 for the course outline of Happiness and Wellbeinga course that I created and will teach and coordinate. Example reading list Please see Appendices 6 and 7 for the reading lists for the two courses mentioned above. For first-year courses I usually set a mixture of simple secondary and original sources to help get reluctant students motivated and challenge the more advanced students. Please see Appendix 8 for the reading list for a full third-year course on contemporary political philosophy that I taught at Massey University (Manawatu). These readings are mostly the central original texts, with some more recent pieces. Please also see Appendices 9-12 for example reading lists of courses I could teach (more available on request).

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Ongoing Training and Development

Summary I am committed to continually improving my teaching and supervisory skills, as demonstrated by attendance at relevant courses and workshops (see below). I also attend the teaching and learning lunchtime seminar series at VUW when I can. Details 2-hour workshop on communicating academic research at VUW, June 2013. 2-day course on Maori language (Te Reo) and culture (Tikanga), run by Mike Ross at VUW, May 2013. 1-day conference on 'Teaching Diversity' run by Ako Victoria at VUW, April 2013. 6-hour course for supervisors titled 'Orientation to Postgraduate Supervision' run by the Faculty of Graduate Research at VUW, November 2012 3-hour course for supervisors entitled 'Insights into Successful Supervisory Practice', run by Margaret Kiley at VUW, October 2012 2-hour course for supervisors on supervising research theses, run by Sue Starfield at VUW, September 2012

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Appendix 1: Example Teaching Evaluation Report

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Appendix 2: My Teaching Evaluations Compared

A visual presentation of teaching evaluation data provided to me by Victoria University of Wellingtons Centre for Academic Development. My data is for the period 2008-2011 (inclusive). The Schools (the School of History, Philosophy, Political Science and International Relations) data is for 2011 only. My mean results are very similar to my median results.

Median 'Overall Effectiveness' Teaching Evaluation Scores

(Possible Range 1.0-5.0)
2.1

The scale labels on the survey forms: 1 = Excellent 2 = Very Good 3 = Good 4 = Poor 5 = Very Poor

Very Good
1.9 1.7 1.5

1.3
1.1

Excellent
0.9 School 100 My 100 lv lv (2011) (2008-11) School 100- My 100-300 300 lv lv (2008-11) (2011)

Median Teaching Evaluation Scores for 100-lv Teaching

(Possible Range 1.0-5.0) 2.1 1.9 1.7 1.5 1.3

The scale labels on the survey forms: For all questions except for Overall effectiveness: 1 = Always 2 = usually 3 = Sometimes 4 = Rarely 5 = Never For Overall effectiveness: 1 = Excellent 2 = Very Good 3 = Good 4 = Poor 5 = Very Poor

Very Good
School 100 lv (2011) Median My 100 lv (2008-11) Median

1.1
0.9

Excellent

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Median Teaching Evaluation Scores

(Possible Range 1.0-5.0) 2.1

Very Good
1.9
1.7 1.5 1.3

Clarity of communication Organisation of teaching Stimulation of interest Attitude towards students Overall effectiveness

1.1

Excellent
0.9 School 100 lv My 100 lv (2011) (2008-11) School 100- My 100-300 300 lv (2011) lv (2008-11)

The scale labels on the survey forms: For all questions except for Overall effectiveness: 1 = Always 2 = usually 3 = Sometimes 4 = Rarely 5 = Never For Overall effectiveness: 1 = Excellent 2 = Very Good 3 = Good 4 = Poor 5 = Very Poor

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Appendix 3: Example Student Comments

What follows is a complete verbatim copy of all of the written responses to both of the questions in a student feedback round of a first-year philosophy tutorial group. Please list 2 or 3 specific things this teacher did that stimulated and/or helped you to learn. He broke philosophy down so that it was easier to understand. He was very interesting and made tuts fun. Engaged and encouraged the class participation. Note handouts that better explained the lecture. Really helped me get a better grasp of the concept. He was very clear and articulated ideas very effectively. Made complicated ideas simple by braking them down into something that was easy to comprehend. One of the best tutors/teachers Ive ever had. Handouts were really good. Went the extra mile always able to answer questions and look over ideas. Able to explain complicated ideas simply + eloquently. Really good handouts. Simple concise explanations. Listened to all ideas. Worksheets. Class discussions. Help when asked. Handouts were good. Very good discussions. Dan had some good calls. Communicated clearly and well. Able to distill facts out of the jargon. Funny. I think it was good how Dan gave us the handouts. It was helpful! I think examples he used made it quite easy to understand what he was saying. Gave out SUPER hand-outs that were miracle aids. Emailed back pronto with helpful advice. Made the tutes fun & gave good analogies to help us understand what the lecturer was on about. Excellent handouts. Videos/diagrams kept tuts interesting. WICKED Please list 2 or 3 specific things this teacher might do to improve learning.

Keep doing what hes doing.

Continue what hes doing. ? Make notes more detailed? Get a bigger tutorial room.

Nothing!

More videos/diagrams/other non-talking bits. Otherwise fantastic. GO 4 GOLD

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Appendix 4: Example Course Outline (Actual First-Year Course)

SCHOOL OF HISTORY, PHILOSOPHY, POLITICAL SCIENCE AND INTERNATIONAL RELATIONS PHILOSOPHY PHIL105: The Big Questions TRIMESTER 3 2011 14 November to 22 December 2011

Trimester dates Teaching dates: Monday 14 November to Tuesday 20 December 2011 Please note that this course will NOT have a final examination. All assessment will be conducted from 14 November to 22 December 2011 Withdrawal dates Information on withdrawals and refunds may be found at http://www.victoria.ac.nz/home/admisenrol/payments/withdrawlsrefunds.aspx Course Coordinators Dan Weijers Room: Murphy 715 Phone: 463 5233 x 8651 Office hours: Dan will hold his office hours directly after class on Monday and Tuesday while he is lecturing. Dans office hours will usually be held in Dans office, but please note that a change in location may be announced during the lecture on any day. So if you are intending to come to Dans office hour but cannot make the lecture, then y ou should email beforehand to confirm an appointment. Office hours after Dans lectures have finished are by appointment only. Email: Dan.Weijers@vuw.ac.nz Dave Gilbert Room: Murphy 714 Phone: 463 5233 x 6838 Office hours: Dave will hold his office hours directly after class on Monday and Tuesday while he is lecturing. Daves office hours will usually be held in Daves office, but please note that a change in location may be announced during the lecture on any day. So if you are intending to come to Daves office hour but cannot make the lecture, then you should email beforehand to confirm an appointment. Office hours before Daves lectures have started are by appointment only. Email: David.Gilbert@vuw.ac.nz Class times and locations Lecture times: Monday and Tuesday 10:00 11:50am
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Lecture venue: KK LT303 Course delivery This class will involve two two-hour lectures per week. The lectures are not compulsory, but attendance is strongly encouraged, and the presumption will be that each student will attend all classes. (So if information is given in lectures, it will be assumed that all students have it.) Communication of additional information Additional information will be conveyed to students during lectures, and on Blackboard. Course Description Overview PHIL105 introduces students to some central problems discussed in philosophy. Topics include: Are you the same person that you were 10 years ago? What makes a persons life go well for them? Does life have any meaning or purpose? Are there good reasons for believing that God exists? Are we really free to make up our mind? And, are there any objective moral truths? 100% internal assessment. Course content This course is divided into six sections: 1. Personal Identity. Week 1, Dan Weijers. What makes you the person you are? Are you essentially a mind, or a body, or a soul? Or is it possible that persons, as we normally think of them, do not really exist at all? We will address these questions and some of their ethical consequences. 2. The Good Life. Week 2, Dan Weijers. What makes a persons life go well for them? How valuable is happiness if it is based on an illusion? If we never experience something can it affect how our life goes for us? 3. The Meaning of Life. Week 3, Dan Weijers. Why do our lives feel so important from the subjective point of view, but completely insignificant from an external objective point of view? Is our life meaningful simply if we believe it is, or does it need to meet some objective criteria to be meaningful? 4. Philosophy of Religion. Week 4, Dave Gilbert. Does God exist? We will closely examine several of the major historical arguments in favour of Gods existence. 5. Free Will. Week 5, Dave Gilbert. We will look at the ancient problem of freedom of the will. Do we, as humans, possess a sort of freedom the other objects in our environments seem to lack, or are we as subject to the universal laws of nature as everything else seems to be? What are the consequences for moral responsibility? 6. Metaethics. Week 6, Dave Gilbert. Is there a single true morality? Do our moral statements, like cheating is wrong, express objectively true/false facts about the world, or do they simply reflect our personal attitudes towards certain behaviours? If they are objectively true or false, can they ever be true? On what grounds could we claim to know such things?

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Learning objectives Students passing this course should acquire an adequate understanding of, and ability to evaluate, some arguments and issues discussed in several areas of philosophy. The course should provide a solid foundation for further work in the discipline, and also help students think more carefully and critically about a wider range of issues. Graduate attributes As with all PHIL courses, learning objectives of this course contribute to the attainment of specific attributes in the areas of logical and critical thinking, conceptual analysis and rational and ethical decision-making. For more details please consult our website www.victoria.ac.nz/hppi/subjects/phil.aspx#grad-attributes Expected workload In accordance with the Faculty Guidelines, this course has been constructed on the assumption that students will devote 26 hours per week to PHIL 105. This includes 4 hours of lectures per week. Readings All readings will be posted on Blackboard. Students are expected to read the readings on a computer or similar device or to print the readings themselves. To find the readings, go to the Blackboard site and click on the link titled Readings on the panel on the left of the screen. Assessment requirements PHIL 105 is assessed on the basis of six in-class quizzes, one essay, and an end-of-term test. The final grade is determined as follows: In-class quizzes: 30% Essay: 30% End-of-term test: 40% There will be eight in-class quizzes throughout the term. Only your six best quizzes will be counted towards your final mark (5% each). These quizzes will be unscheduled (i.e. students will not be informed of what dates the quizzes will take place). All quizzes will be carried out during the first ten minutes of the lecture for that day. They are not intended to be very difficult. Rather, they are meant to evaluate whether you have done the required readings, and made a genuine attempt at understanding them. They will typically consist of a few short-answer questions. In order to do well on the quizzes, students should check the required reading for each day of lectures and ensure that they have completed the set reading tasks before they come to each lecture. The essay, of approximately 2000 words, is due by 4pm on Thursday, December 15. The essay question(s) will be announced on Blackboard and in lectures, and will cover the material presented in the first three weeks of the course. You must submit your essay electronically via Blackboard (please consult Blackboard for instructions). The electronic version will be sent to turnitin.com, an anti-plagiarism website. As a back-up, you must also submit a hard copy of your essay to the Philosophy Programme office (MY518). The essay questions will be made available in lectures and on Blackboard.

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The end-of-term test is a closed-book, two-hour examination to be held during the last class (Tuesday, December 20). The questions will cover material from all sections of the course. Further information will be given later in the term. Return of assignments Initially, all assignments will be returned in lectures. Uncollected assignments will be available from the Programme office Monday - Friday from 2-3pm. Penalties Late essays will be penalized at the rate of 10 marks per day, including weekends. No essays will be accepted after 22 December. Mandatory course requirements There are no mandatory course requirements. Class Representative A class representative will be elected in the first week and that persons name and contact details will be made available to VUWSA, the Course Coordinator and the class. The class representative provides a communication channel to liaise with the Course Coordinator on behalf of students. Statement on legibility Students are expected to write clearly. Where work is deemed 'illegible', the options are: the student will be given a photocopy of the work and asked to transcribe it to an acceptable standard (preferably typed) within a specified time frame after which penalties will apply; the student will be given a photocopy of the work and asked to transcribe it to an acceptable standard (preferably typed) and lateness penalties apply; if the student does not transcribe it to an acceptable standard, the work will be accepted as 'received' (so any associated mandatory course requirements are met) but not marked.
Academic Integrity and Plagiarism Academic integrity means that university staff and students, in their teaching and learning are expected to treat others honestly, fairly and with respect at all times. It is not acceptable to mistreat academic, intellectual or creative work that has been done by other people by representing it as your own original work.

Academic integrity is important because it is the core value on which the Universitys learning, teaching and research activities are based. Victoria Universitys reputation for academic integrity adds value to your qualification. The University defines plagiarism as presenting someone elses work as if it were your own, whether you mean to or not. Someone elses work means anything that is not your own idea. Even if it is presented in your own style, you must acknowledge your sources fully and appropriately. This includes: Material from books, journals or any other printed source The work of other students or staff Information from the internet
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Software programs and other electronic material Designs and ideas The organisation or structuring of any such material

Find out more about plagiarism, how to avoid it and penalties, on the Universitys website: http://www.victoria.ac.nz/home/study/plagiarism.aspx Use of Turnitin Student work provided for assessment in this course may be checked for academic integrity by the electronic search engine http://www.turnitin.com. Turnitin is an online plagiarism prevention tool which compares submitted work with a very large database of existing material. At the discretion of the Head of School, handwritten work may be copy-typed by the School and subject to checking by Turnitin. Turnitin will retain a copy of submitted material on behalf of the University for detection of future plagiarism, but access to the full text of submissions is not made available to any other party. WHERE TO FIND MORE DETAILED INFORMATION Find key dates, explanations of grades and other useful information at www.victoria.ac.nz/home/study. Find out how academic progress is monitored and how enrolment can be restricted at www.victoria.ac.nz/home/study/academic-progress. Most statutes and policies are available at www.victoria.ac.nz/home/about/policy, except qualification statutes, which are available via the Calendar webpage at www.victoria.ac.nz/home/study/calendar.aspx (See Section C). Other useful information for students may be found at the website of the Assistant ViceChancellor (Academic), at www.victoria.ac.nz/home/about_victoria/avcacademic.

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Appendix 5: Example Course Outline (Actual Second/Third-Year Course)

FACULTY OF HUMANITIES AND SOCIAL SCIENCES SCHOOL OF HISTORY, PHILOSOPHY, POLITICAL SCIENCE AND INTERNAITONAL RELATIONS

PHILOSOPHY PROGRAMME PHIL 215/315: SPECIAL TOPIC: HAPPINESS AND WELLBEING 20 POINTS TRIMESTER 3 2013

Important dates
Trimester dates: 18 November 2013 23 February 2014 Teaching dates: 18 November 19 December 2013 Last assessment item due: 19 December 2013 Examination/Assessment Period: There is no examination. All assessment is internal. Withdrawal dates: Refer to www.victoria.ac.nz/home/admisenrol/payments/withdrawalsrefunds If you cannot complete an assignment or sit a test or examination (aegrotats), refer to www.victoria.ac.nz/home/study/exams-and-assessments/aegrotat

Class times and locations

Lectures: Venue: Course Coordinator: Room No: Phone: Mon, Tue, Wed, Thu 1.10 3.00 pm Hunter (HU) LT119 Dr Dan Weijers MY715 463 6664
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Names and contact details

Email: Office hours:

dan.weijers@vuw.ac.nz Mon, Tue, Wed, Thu 3.10 4.00 pm and by appointment.

Communication of additional information

This course uses Blackboard and presumes that all enrolled students have valid myvuw.ac.nz addresses. Please check that this account is active and you have organised email forwarding. Additional information and any changes to the timetable or lecture and seminar programme will be advised by email, announced in lectures, and posted on the course Blackboard site.

Prescription
This course examines the major philosophical conceptions of happiness and wellbeing (the prudentially good life). Particular attention will be paid to the contemporary philosophical debate about what makes our lives go well for us. The implications of these theories for public policy and how we should live are also discussed.

Course learning objectives (CLOs)

PHIL 215 students who pass this course should be able to: 1. 2. Demonstrate knowledge of the ideas, principles, and concepts of the main philosophical theories of happiness and wellbeing Demonstrate the skills needed to acquire, understand, and assess information about the main philosophical theories of happiness and wellbeing from a range of sources, including journal articles and book chapters Demonstrate critical thinking, analytic rigour, and some intellectual independence through discussing and assessing arguments for and against the main philosophical theories of happiness and wellbeing

3.

PHIL 215 students who pass this course should be able to: 1. 2. Demonstrate a high level of knowledge of the ideas, principles, and concepts of the main philosophical theories of happiness and wellbeing Demonstrate the skills needed to deeply understand, and fairly assess information about the main philosophical theories of happiness and wellbeing from a range of sources, including journal articles and book chapters Demonstrate high levels of critical thinking, analytic rigour, and intellectual independence through discussing and assessing arguments for and against the main philosophical theories of happiness and wellbeing Engage in self-directed learning about the main philosophical theories of happiness and wellbeing through acquiring, understanding, assessing, and applying relevant information from outside of the prescribed reading list

3.

4.

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Teaching format
All teaching for this course will occur in 4 lectures per week (each 2 hours long) for 5 weeks. During the lectures, there will be many interactive segments in which students discuss material in small groups or the lecturer directs whole-class discussions. Note that some assessment occurs in lecture time.

Mandatory course requirements

Other than achieving an overall pass mark of 50% there are no mandatory course requirements.

Workload
In accordance with Faculty Guidelines, this course has been constructed on the assumption that students will devote 200 hours to the course throughout the trimester. This includes weekly attendance at lectures, completion of all set weekly readings and research and writing for set assessment tasks.

Assessment
Please note that the assessment is the same for both PHIL215 and PHIL315 students. However, the standard expected from PHIL315 is higher as shown in the Course Learning Objectives (CLO) stated above and the CLO column in the tables below. So, for example, a PHIL315 student would have to write a better essay (e.g. by demonstrating self-directed learning) than a PHIL215 student to get the same mark.

PHIL 215 Assessment items and workload per item 1 8 in-class quizzes (top 6 marks count), 5 minutes each To encourage attendance at class, you will not be informed of the quiz dates. To encourage timely attendance at class, the quizzes will always be held in the first 5 minutes of class and can be collected by the entrance to the lecture theatre. To encourage completion of the set reading for each class before the class, the quizzes will test recall and comprehension of basic information and arguments from the readings that were set for the day each quiz is held. 2 Essay (3000 words) Essay topics will be posted on Blackboard before the course starts. You must submit your essay electronically via % 30% CLO(s) 1, 2 Due date Multiple, purposefully unspecified (in class; 1.10 1.15pm)

35%

2, 3

5.00pm, 8 December (online submission

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Blackboard (please consult Blackboard for instructions). This electronic version will be sent to turnitin.com, an anti-plagiarism website, and is the version that will be graded. It is not necessary to submit a hardcopy. In-class test (closed book; 2 hours) The test is during the last lecture slot of the course. You will be required to write 3 short essays in the test. More information on topic-areas of the questions will be posted on Blackboard on or before 16 December.

only)

35%

1, 2, 3

19 December (in class; 1.10 3.00pm)

PHIL 315 Assessment items and workload per item 1 8 in-class quizzes (top 6 marks count), 5 minutes each To encourage attendance at class, you will not be informed of the quiz dates. To encourage timely attendance at class, the quizzes will always be held in the first 5 minutes of class and can be collected by the entrance to the lecture theatre. To encourage completion of the set reading for each class before the class, the quizzes will test recall and comprehension of basic information and arguments from the readings that were set for the day each quiz is held. 2 Essay (3000 words) Essay topics will be posted on Blackboard before the course starts. You must submit your essay electronically via Blackboard (please consult Blackboard for instructions). This electronic version will be sent to turnitin.com, an anti-plagiarism website, and is the version that will be graded. It is not necessary to submit a hardcopy. 3 In-class test (closed book; 2 hours) The test is during the last lecture slot of the course. You will be required to write 3 short essays in the test. More information on topic-areas of the questions will be posted on Blackboard on or before 16 December. % 30% CLO(s) 1, 2 Due date Multiple, purposefully unspecified (in class; 1.10 1.15pm)

35%

2, 3, 4

5.00pm, 8 December (online submission only)

35%

1, 2, 3, 4

19 December (in class; 1.10 3.00pm)

Submission and return of work

Your quiz answer sheets will be graded and the marks entered on Blackboard within 2 working days. Quiz answer sheets will not be returned, but you may discuss your result with me in any of my office hours. Essays should be submitted through Blackboard. The essays will be graded and the marks entered on Blackboard on or before Monday 16 December 2013. Individual written feedback on the essays will be posted on Blackboard alongside the mark. Students are encouraged to discuss their essay feedback with me during any of my office hours if they would like further feedback.

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The in-class tests will be graded and the marks entered on Blackboard by 31 January 2014. Test answer booklets will not be returned, but you may make an appointment to discuss your result with me during the first 2 weeks of February 2014.

Penalties
Philosophy Programme policy stipulates that late submission of essays is penalised. For each week or part thereof of lateness, a late assignment gets a 5 point penalty, up to three weeks, after which the assignment will get a zero mark. (i.e. 1-7 days late a loss of 5 marks out of 100; 8-14 days late a loss of 10 marks out of 100; 15-21 days late a loss of 15%, and after that a zero mark.) Please note that these penalties apply to all calendar days (public holidays and days when the University are closed still count as late days). Extensions may be granted in exceptional circumstances, but require the student to provide documentation. If granted an extension, students must agree to a new due date. Contact Dan as soon as a problem emerges.

Set texts
All set readings will be posted on Blackboard and should be read online or printed off at your discretion. Please ensure that you note which readings are required for which lectures (see Blackboard for details) so that you are prepared for the class and the possibility of a quiz.

Class representative
The class representative provides a useful way to communicate feedback to the teaching staff during the course. A class representative will be selected during the first lecture of the course. The contact details of the class representative will be posted on Blackboard during the first week of the course.

Student feedback
This is a new course and, as such, your feedback would be much appreciated. Formal feedback surveys will be distributed near the end of the course, but please also approach Dan or your student representative with feedback along the way if anything comes up. Student feedback on University courses may be found at www.cad.vuw.ac.nz/feedback/feedback_display.php.

In-class surveys
Dan will be conducting 2 happiness surveys during the lectures for this course. The surveys have been approved by the Victoria University of Wellington Human Ethics Committee. Please understand that no student is under any obligation to take part in the surveys and that taking part or not will have no impact on the students experience in, or marks for, the course. The surveys are also completely anonymous.
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Other important information

The information above is specific to this course. There is other important information that students must familiarise themselves with, including: Academic Integrity and Plagiarism: www.victoria.ac.nz/home/study/plagiarism Aegrotats: www.victoria.ac.nz/home/study/exams-and-assessments/aegrotat Academic Progress: www.victoria.ac.nz/home/study/academic-progress (including restrictions and non-engagement) Dates and deadlines: www.victoria.ac.nz/home/study/dates FHSS Student and Academic Services Office: www.victoria.ac.nz/fhss/student-admin Grades: www.victoria.ac.nz/home/study/exams-and-assessments/grades Resolving academic issues: www.victoria.ac.nz/home/about/avcacademic/publications2#grievances Special passes: www.victoria.ac.nz/home/about/avcacademic/publications2#specialpass Statutes and policies including the Student Conduct Statute: www.victoria.ac.nz/home/about/policy Student support: www.victoria.ac.nz/home/viclife/studentservice Students with disabilities: www.victoria.ac.nz/st_services/disability Student Charter: www.victoria.ac.nz/home/viclife/student-charter Student Contract: www.victoria.ac.nz/home/admisenrol/enrol/studentcontract Turnitin: www.cad.vuw.ac.nz/wiki/index.php/Turnitin University structure: www.victoria.ac.nz/home/about VUWSA: www.vuwsa.org.nz

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Appendix 6: Example Reading List (Actual First-Year Course)

PHIL105 T3, 2011: Reading assignments for Dans Lectures (weeks 1, 2 & 3)
First Topic: Week 1: Personal Identity Lecture 1 (Monday 14th November) Reading: 1. Baggini, Julian (2005). 11. The Ship Theseus, in The Pig that Wants to be Eaten: And 99 other Thought Experiments, London: Granta Books, pp. 31-33. 2. Baggini, Julian (undated). Making Sense of the Self, in The Philosophers Magazine Online, available from: http://www.philosophersnet.com/games/making_sense.htm, accessed on: 15/5/2009. 3. Baggini, Julian (2005). 54. The Elusive I, in The Pig that Wants to be Eaten: And 99 other Thought Experiments, London: Granta Books, pp. 160-162. Lecture 2 (Tuesday 15th November) Reading: 1. Law, Stephen (2003). 22. Brain Transplants, Teleportation and the Puzzle of Personal Identity, in The Philosophy Gym, London: Headline Book Publishing, pp. 241-252. 2. Parfit, Derek (2008). Divided Minds and the Nature of Persons, in Metaphysics: The Big Questions, 2nd Edition, Edited by Peter van Inwagen & Dean W Zimmerman, Blackwell Publishing, pp361-368. Originally published in Mindwaves, Edited by Colin Blakemore and Susan Greenfield, Blackwell Publishing, 1987. Second Topic: Week 2: The Good Life Lecture 3 (Monday 21th November) Reading: 1. Singer, Peter (ed.) (1994). Excerpts of Ultimate Good, in Ethics, pp. 199-205, 211-242, Oxford University Press. (Read all except Nozick, pp. 228-229) Lecture 4 (Tuesday 22th November) Reading: 1. Taylor, Richard (2008). Virtue Ethics, in Happiness: Classic and Contemporary readings in Philosophy, Steven M Cahn & Christine Vitrano (eds.), pp. 222-235, Oxford University Press. 2. Nozick, Robert (1994). The Experience Machine, in Ethics, Peter Singer (ed.), pp. 228229, Oxford University Press. 3. Weijers, Dan (2011). The Experience Machine Objection to Hedonism, in Just the Arguments, Edited by Michael Bruce & Steven Barbone, Wiley-Blackwell, pp. 229-231. Third Topic: Week 3: The Meaning of Life Lecture 5 (Monday 28th December) Reading:

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1. Nagel, Thomas (1971). The Absurd, The Journal of Philosophy, Vol. 68, No. 20, pp. 716727. 2. Tolstoy, Leo (2000). My Confession, in E.D. Klemke (ed.), The Meaning of Life, 2nd edition, pp. 11-20. New York: Oxford University Press. Lecture 6 (Tuesday 29th December) Reading: 1. Taylor, Richard (2000). The Meaning of Life, in E.D. Klemke (ed.), The Meaning of Life, 2nd edition, pp. 167-175. New York: Oxford University Press. 2. Schlick, Moritz (1988). On the Meaning of Life, in Hanfling, Oswald (ed.), Life and Meaning, pp. 60-73. New York: Basil Blackwell.

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Appendix 7: Example Reading List (Actual Second/Third-Year Course) PHIL215/315: Happiness and Wellbeing (T3, 2013; condensed course) Readings, topics, key dates, and extra resources
Note: Readings marked with * will not be required for quizzes but should be read before the in-class test on 19 December. Week 1 Introduction + Ancient history of happiness and wellbeing Mon 18 Nov Introduction + Pre-Socratics 1. *Introduction: Course outline* 2. *Pre-Socratics: Selections from: Michalos, Alex (2013). The Good Life: Eighth Century to Fourth Century BCE (unpublished manuscript)* Tues 19 Nov Socrates, Plato, and Aristotle 3. Socrates and Plato: Selections from: McMahon, D. (2007). The Pursuit of Happiness, pp. 2440. Penguin. (Originally: Happiness: A History. Atlantic Monthly Press, 2006.) 4. Aristotle: Selections from: Aristotle. The Nicomachean Ethics, translated by David Ross, revised by J. L. Ackrill and J. O. Urmson, Oxford University Press, 1980. Copied from: Happiness: Classic and Contemporary Readings, pp. 19-33, Edited by S. M. Cahn and Christine Vitrano. Oxford University Press, 2008. Weds 20 Nov Ancient Hedonists 5. Aristippus and the Cyrenaics: OKeefe, Tim (2005). Cyrenaics, Internet Encyclopedia of Philosophy. Available from: http://www.iep.utm.edu/cyren/print 6. Epicurus1: Epicurus. Letter to Menoeceus, Translated by Robert Drew Hicks. Available from: http://classics.mit.edu/Epicurus/menoec.html 7. Epicurus2: Epicurus. Principle doctrines, Translated by Robert Drew Hicks. Available from: http://classics.mit.edu/Epicurus/princdoc.html Thurs 21 Nov The stoics 8. The Stoics: Sellars, John (2006). Stoic ethics. In Stoicism, pp. 107-134. Acumen. Multimedia resources for week 1: Several short documentaries on key figures related to happiness (Socrates, Epicurus, Seneca, Montaigne, Schopenhauer, and Nietzsche). http://topdocumentaryfilms.com/philosophyguide-to-happiness/ Week 2 Medieval and post-medieval history of, and cultural perspectives on, happiness and wellbeing Mon 25 Nov Religious views: Augustine, Aquinas, Giovani Pico della Mirandola, and Locke 9. Augustine: Selections from: Augustine. The happy life In Writings of Saint Augustine, Vol. 1, translated by Ludwig Schopp, CIMA Publishing Co., 1948. Copied from: Happiness: Classic and Contemporary Readings, pp. 51-59, Edited by S. M. Cahn and Christine Vitrano. Oxford University Press, 2008. 10. *Aquinas: McInerny, R. (1993). Ethics In The Cambridge companion to Aquinas, pp. 196216, Edited by Norman Kretzmann and Eleonore Stump. Cambridge University Press. * 11. Giovani Pico della Mirandola: Selections from: McMahon, D. (2007). The Pursuit of Happiness, pp. 142-151. Penguin. (Originally: Happiness: A History. Atlantic Monthly Press, 2006.) 12. Locke: Schneewind, J. B. (1994). Lockes moral philosophy In The Cambridge companion to Locke, pp. 200-206, Edited by Vere Chappell. Cambridge University Press.
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Tues 26 Nov Romantic views, Schopenhauer, and Nietzsche 13. Romantic views: Selections from: McMahon, D. (2007). The Pursuit of Happiness, pp. 271294. Penguin. (Originally: Happiness: A History. Atlantic Monthly Press, 2006.) 14. *Schopenhauer: Selections from: Schopenhauer, Arthur (1909). On The Vanity And Suffering Of Life, in The World As Will And Idea (Representation), pp. 372-391, Translated From The German By R. B. Haldane and J. Kemp, Vol. III. Sixth Edition. London: Kegan Paul, Trench, Trbner & Co.* 15. Nietzsche: Selections from: Nietzsche, F. (1874). On the Uses and Disadvantages of History for Life in Untimely Meditations, pp. 60-66, Edited by Daniel Breazeale, Translated by R. J. Hollingdale. Cambridge: Cambridge University Press, 1997. Weds 27 Nov Enlightenment/Utilitarian views 16. *Hobbes: Selections from: Hobbes, Thomas (1651). Leviathan or the matter, forme, & power of a common-wealth ecclesiastical and civill. Printed for Andrew Crooke, at the Green Dragon in St. Paul's Churchyard, 1651. This version produced by Edward White for Project Gutenberg (www.gutenberg.org). * 17. La Mettrie: Selections from: Bok, S. (2010). Exploring happiness: From Aristotle to brain science, pp. 80-82. Yale University Press. 18. Bentham: Selections from: Bentham, Jeremy. (1781). An Introduction to the Principles of Morals and Legislation. Edited by Kitchener. Batoche Books, 2000. 19. Mill: Nussbaum, Martha C. (2004). Mill between Aristotle & Bentham, Daedalus, Vol. 133, No. 2, On Happiness (Spring, 2004), pp. 60-68. Published by: The MIT Press on behalf of American Academy of Arts & Sciences. Thurs 28 Nov Happiness and wellbeing across cultures + How to write a philosophy essay 20. Happiness and wellbeing across cultures: Joshanloo, M. (2013). Eastern Conceptualizations of Happiness: Fundamental Differences with Western Views. Journal of Happiness Studies, 119. Online first. 21. How to write a philosophy essay: Prior, Jim. Guidelines on writing a philosophy paper. Available from: http://www.jimpryor.net/teaching/guidelines/writing.html Multimedia resources for week 2: A panel discussion on the history of happiness, between Daniel Gilbert, Sissela Bok, and Darrin McMahon. http://www.youtube.com/watch?v=ERLo7oNHyLg Week 3 Main contemporary philosophical theories of happiness and wellbeing Mon 2 Dec Introduction to contemporary views on happiness and wellbeing 22. Introduction to wellbeing: Crisp, Roger (2013). "Well-Being", The Stanford Encyclopedia of Philosophy (Summer 2013 Edition), Edward N. Zalta (ed.), Available from: http://plato.stanford.edu/archives/sum2013/entries/well-being/. 23. Introduction to happiness: Haybron, Dan (2011). "Happiness", The Stanford Encyclopedia of Philosophy (Fall 2011 Edition), Edward N. Zalta (ed.), Available from: http://plato.stanford.edu/entries/happiness/. (Section 1 and 2 only) Tues 3 Dec Hedonism, objections, and attitudinal hedonism 24. Objections to traditional hedonism 1: Nozick, Robert (1974). The experience machine In Anarchy, state, and utopia, pp. 42-45. Blackwell Publishers, 1991. 25. Objections to traditional hedonism 2: Kolber, A. (1994). Mental statism and the experience machine. Bard Journal of Social Sciences, 3, 10-17. 26. Objections to traditional hedonism 3: Feldman, F. (2004). Pleasure and the good life, pp. 3845, 49-54. Oxford: Clarendon Press.
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27. Attitudinal hedonism: Feldman, F. (2004). Pleasure and the good life, pp. 55-63. Oxford: Clarendon Press. Weds 4 Dec Desire satisfaction theories 28. Desire satisfaction theories 1: Lukas, M. (2010). Desire satisfactionism and the problem of irrelevant desires. Journal of Ethics and Social Philosophy , 4(2), 125. 29. *Desire satisfaction theories 2: Sumner, L. W. (2000). Something In Between. In Well-Being and Morality, eds. R. Crisp and B. Hooker. Oxford: Clarendon Press, pp. 1-19. * Thurs 5 Dec Objective list + Flourishing theories 30. Objective list + Flourishing theories: Arneson, R. J. (1999). Human flourishing versus desire satisfaction. Social Philosophy and Policy, 16, 113-142. No multimedia resources for this week write your essay! Sun 8 Dec Essay due 5pm Week 4 The science of happiness and how we should live Mon 9 Dec Introduction + Neuroscience 31. Introduction to the science of happiness: Layard, R. (2005). What is happiness? In Happiness: Lessons from a new science, pp. 11-27. Penguin. 32. Neuroscience and happiness: Kringelbach, M. L., & Berridge, K. C. (2010). The neuroscience of happiness and pleasure. Social Research: An International Quarterly , 77(2), 659-678. Tues 10 Dec Happiness enhancement + Against happiness 33. * Happiness enhancement: Walker, M. (2011). Happy-people-pills for all. International Journal of Wellbeing, 1(1), 127-148. doi:10.5502/ijw.v1i1.16 * 34. Against happiness: Belliotti, R. A. (2004). Contemporary philosophical views In Happiness is overrated, pp. 69-97. Rowman & Littlefield. Weds 11 Dec Reported subjective wellbeing and bias + Affective forecasting 35. Reported subjective wellbeing and bias: Schwarz, N., & Strack, F. (1999). Reports of subjective well-being: Judgmental processes and their methodological implications. Wellbeing: The foundations of hedonic psychology , 61-84. 36. Affective forecasting: Wilson, T. D., & Gilbert, D. T. (2005). Affective forecasting knowing what to want. Current Directions in Psychological Science, 14(3), 131-134. Thurs 12 Dec Positive psychology (Aaron) + preparing for the test 37. Introduction to positive psychology 1: Seligman, M. E., & Csikszentmihalyi, M. (2000). Positive psychology: an introduction. American psychologist, 55(1), 5-14. 38. Introduction to positive psychology 2: Gable, S. L., & Haidt, J. (2005). What (and why) is positive psychology? Review of general psychology, 9(2), 103-110. Multimedia resources for week 4: Watch Daniel Kahneman talk about the experiencing vs. remembering self in the context of happiness. http://www.ted.com/talks/daniel_kahneman_the_riddle_of_experience_vs_memory.html Ed Diener talks about life satisfaction. http://www.youtube.com/watch?v=WaHO1OHNc2s Week 5 Wellbeing and public policy Mon 16 Dec Introduction + Measuring happiness and wellbeing for public policy 39. Measuring happiness and wellbeing for public policy 1: Dolan, P., Lee, H., King, D., & Metcalfe, R. How does NICE value health? BMJ, 2009; 339 (Published 22 July 2009).

34

40. Measuring happiness and wellbeing for public policy 2: Forgeard, M. J. C., Jayawickreme, E., Kern, M. & Seligman, M. E. P. (2011). Doing the right thing: Measuring wellbeing for public policy. International Journal of Wellbeing, 1(1), 79-106. Tues 17 Dec Critique of measuring happiness and wellbeing for public policy 41. Critique of measuring happiness and wellbeing for public policy 1: Nussbaum, M. C. (2008). Who is the happy warrior? Philosophy poses questions to psychology. The Journal of Legal Studies, 37(S2), S81-S113. 42. * Critique of measuring happiness and wellbeing for public policy 2: Wilkinson, W. (2007). In Pursuit of Happiness Research: Is It Reliable? What Does It Imply for Policy? Policy Analysis No. 590, Washington D.C. * Weds 18 Dec Should happiness be the goal of public policy? + The future of happiness and wellbeing 43. Should happiness be the goal of public policy?: Frey, B. S., & Stutzer, A. (2007). Should National Happiness Be Maximized?, University of Zurich Institute for Empirical Research in Economics, Working Paper 306. 44. * The future of happiness and wellbeing: Huxley, A. (1998). Brave New World. 1932. London: Vintage. See the summary by Gradesaver on Blackboard. * Thurs 19 Dec In-class test Multimedia resources for week 5: The PBS documentary about the problems with our obsession with economic growth and consumption. http://topdocumentaryfilms.com/affluenza/

35

Appendix 8: Example Reading List (Actual Third-Year Course)

CONTEMPORARY POLITICAL THEORY 3rd year course

Aims and objectives: This paper presents a study of selected topics in contemporary political theory. The aim is to expose you to a range of viewpoints and introduce you to the major debates in political theory from the 1970s onwards. Students who pass the course will have demonstrated an adequate understanding of the issues discussed in class; they will be able to set out and critically evaluate arguments relevant to these issues.

Topics and readings: Week 1 Topic Readings Section: Liberty and Equality Rawls, A theory of justice (pp. 3-19, 47-56, 102-112, 123-130). Freeman, John Rawls: An overview, The Cambridge companion to Rawls, pp. 1-28. Nozick, Anarchy, state and utopia, pp. 149-182, 213231. Olsaretti, Jutice, luck, and desert, The Oxford handbook of political theory, pp. 436-449. Kymlicka, Liberal equality, Contemporary political philosophy, pp. 53-101. Anderson, What is the point of equality? Ethics, 109: 287-337. Mulhall & Swift, Sandel: The limits of liberalism, Liberals and communities. Taylor, Cross-purposes: The liberal-communitarian debate, Debates in contemporary political philosophy, pp. 195-. Baier, The need for more than justice, Feminist theory: A philosophical anthology, pp. 243-250. Noddings, Caring, Justice and care: Essential readings in feminist ethics, pp. 9-30. Kymlicka, The value of cultural membership, Liberalism community and culture, pp. 162-181. Young, Social movements and the politics of difference, Justice and the politics of difference, pp. 156-191.
36

Justice as Fairness

2 3

Justice as Entitlement Luck, Choice and Desert

Democratic Equality

Section: Identity, Difference and Neutrality 5

No Justice, Just Community

Justice and Gender

The Politics of Difference

8 9

Liberal Neutrality The Limits of Toleration

Rawls, Political Liberalism, pp. 47-66, 133-150, 212230. Okin, Mistresses of their own destiny: Group rights, gender, and realistic rights of exit, Ethics, 112: 205230. Barry, Culture and equality, pp. 19-62. Section: Contemporary Issues Anderson, Welfare, work requirements, and dependant-care, Journal of applied philosophy, 21: 243-256. Choudhury, From the Stasi Commission to the European Court of Human Rights: Laffaire du foulard and the challenge of protecting the rights of Muslim girls, Columbia journal of gender and law, 16: 199-296. Nussbaum, Veiled threats, New York Times, 11 July 2010.

10

Welfare

11

The Burqa Debate

37

Appendix 9: Example Reading List (Possible First-Year Course)

APPLIED ETHICS 1st year course

Aims and objectives: To investigate some ethical issues and to use the methods of applied ethics to assess and create arguments for and against various positions on those ethical issues. Students who pass the course will have demonstrated an adequate understanding of the issues discussed in class; they will be able to set out and critically evaluate arguments relevant to these issues.

Topics and readings: Week 1 Topic Introduction & Moral theory basics 1 Readings Driver, J. (2006). Introduction & The challenge to moral universalism. In Ethics: The Fundamentals, pp. 1-21. Singer, P. (2005). Ethics and intuitions. The Journal of Ethics, 9(3-4): 331-352. Greene, J. (2003). From neural 'is' to moral 'ought': what are the moral implications of neuroscientific moral psychology?. Nature Reviews Neuroscience, 4(10): 846-850. Rachels, J., & Rachels, S. (2007). The debate over Utilitarianism, in their Elements of Moral Philosophy, 5thEdition, pp. 100-116. McGrawHill. Beauchamp, T. L. (1982). Excerpt from Kant and Deontological Theories, in his Philosophical Ethics: An Introduction to Moral Philosophy, pp. 117-124. McGrawHill. Beauchamp, T. L. (1982). Excerpt from Aristotle and Virtue Theories, in his Philosophical Ethics: An Introduction to Moral Philosophy, pp. 146-150. McGrawHill. An extract (p28-36) from Chapter 3 of The Economics of Advertising (1981) by Duncan Reekie. Persuasive Advertising, Autonomy, and the Creation of Desire by Roger Crisp (p505-512) from Chapter 13 of Ethical Issues in Business: A Philosophical Approach, 8th Edition (2008) Thomas Donaldson & Patricia Werhane (eds.). Pearson Prentice Hall. Hamilton, C. (2003). Growth Fetish. Allen & Unwin, pp. 62-66. Hamilton, C. (2003). Growth Fetish. Allen & Unwin, pp. p79-92. Santilli, P. (1983). The Informative and Persuasive Functions of Advertising: A Moral Appraisal. Journal
38

Moral theory basics 2

The ethics of advertising

The ethics of advertising

Climate ethics (personal responsibility)

6 Animal rights

Euthanasia

Cloning and genetic enhancement

Cloning and genetic enhancement

10

The death penalty

of Business Ethics, 2(1): 27-33. Emamalizadeh, H. (1985). The Informative and Persuasive Functions of Advertising: A Moral Appraisal: A Comment. Journal of Business Ethics, 4(2): 151-153. Lee, K.-H. (1985). The Informative and Persuasive Functions of Advertising: A Moral Appraisal: A Further Comment. Journal of Business Ethics, 6(1): 55-57. Sinnott-Armstrong, W. (2005). Its not my fault: Global warming and individual moral obligations. In Perspectives on climate change: Science, economics, politics, ethics, pp. 285-307. Hiller, A. (2011). Climate Change and Individual Responsibility, The Monist, 94(3): 349-368. Baatz, C. (2012). Climate change and individual responsibility to reduce GHG emissions. Ethics, Policy & Environment, Forthcoming. Singer, P. (1992). All animals are equal. In Social ethics: Morality and social policy (4th ed.), T. A. Mappes & J. S. Zembaty (eds.). McGraw Hill, pp. 437447. Regan, T. (1992). The case for animal rights. In Social ethics: Morality and social policy (4th ed.), T. A. Mappes & J. S. Zembaty (eds.). McGraw Hill, pp. 454458. Steinbock, B. (1978). Speciesism and the idea of equality. Philosophy, 53: 164-171. Rachels, J. (1979). Active and passive euthanasia. In Biomedical Ethics and the Law. Springer US, pp. 511-516. Steinbock, B. (1979). The intentional termination of life. Ethics in science & medicine, 6(1), 59-64. Doerflinger, R. (1989). Assisted Suicide: ProChoice or AntiLife?. Hastings Center Report, 19(1), 16-19. Kass, L. (1997). The wisdom of repugnance. The New Republic, June 2, 17-26. Krauthammer, C. (2002). Four objections to research cloning, and why the fourth settles the issue, New Republic, April 29, 20-23. Harris, J. (2004). Therapeutic cloning and stem cell research and therapy. In On cloning. Routledge, pp. 113-142. Harris, J. (1992). Wonderwoman and superman. In Wonderwoman and superman: The ethics of human biotechnology. Oxford University Press, pp. 140-161. Sandel, M. J. (2004). The case against perfection. The Atlantic Monthly, 293(3). Kamm, F. M. (2005). Is there a problem with enhancement?. The American Journal of Bioethics, 5(3): 5-14. Reiman, J. (1998), Just in principle, unjust in
39

 11

The ethics of war

12

The ethics of war

practice. In The death penalty: For and against, L. Pojman and J. Reiman (eds.). Rowman and Littlefield, pp. 119-132. Perlmutter, M. (1999). Desert and capital punishment. In Morality and moral controversies (5th ed.). Prentice Hall, pp. 122-129. Van den Haag, E. (1992). On deterrence and the death penalty. In Applying ethics (4th ed.), J. Olen & V. Barry, pp. 273-280. Nardin, T. (1998). Philosophy of war and peace. In Routledge Encyclopedia of Philosophy, E. Craig (ed.). Routledge, pp. 684-691. McMahan, J. (1991). War and peace. In Companion to ethics, P. Singer (ed.). Basil Blackwell, pp. 384390. Norman, R. (1995). Killing in self-defence. In Ethics, killing and war. Cambridge University Press, pp. 117-149. Norman, R. (1995). Killing in self-defence. In Ethics, killing and war. Cambridge University Press, pp. 149-158. Walzer, M. (1992). Noncombatant immunity and military necessity. In Just and unjust wars (2nd ed.). Basic Books, pp. 138-159. Holmes. (1989). The alternative to war. In Morality. Princeton University Press, pp. 260-295.

40

Appendix 10: Example Reading List (Possible Second-Year Course)

ETHICS 2nd year course

Aims and objectives: To investigate the main areas and theories of ethics, with a focus on metaethics and moral theory. Students who pass the course will have demonstrated an adequate understanding of the issues discussed in class; they will be able to set out and critically evaluate arguments relevant to these issues.

Topics and readings: Week 1 Topic Introduction and hedonism Readings Section: Moral Theory Torbjorn Tannsjo, Hedonism from his Hedonistic Utilitarianism, Edinburgh University Press, 1998, pp. 63-79. Robert Nozick, The experience machine from his Anarchy, State and Utopia, Basic Books, 1974, pp. 42-45. James Griffin, State of mind or state of the world from his Well-being, Oxford University Press, 1998, pp. 63-79. Richard Kraut, Desire and the human good from Russ Shafar-Landau (ed.) Ethical Theory: An Anthology, Blackwell, 2007, pp. 315-323. John Rawls, Two concepts of rules Philosophical Review, 64, 1955, pp. 3-31. J.J.C. Smart, Extreme and restricted utilitarianism, from K. Pahel & M. Schiler (eds.) Readings in Contemporary Ethical Theory, 1970, pp. 249-260. H.J. McCloskey, An examination of restricted utilitarianism, Philosophical Review, 66, 1957, pp. 466-485. Immanuel Kant, Groundwork of the metaphysics of morals from J Perry & M. Bratman (eds.) Introduction to Philosophy Classical and Contemporary Readings (2nd ed.), Oxford University Press, 1993, pp. 575-591. Onora ONeil, Universal laws and ends-inthemselves from her Constructions of Reason: Explorations of Kants Practical Philosophy, Cambridge University Press, 1989, pp. 126-144. Christine Korsgaard, The right to lie: Kant on dealing with evil, Philosophy and Public Affairs, 15, 1986, pp. 133-158.
41

Desire theory

Rules and utility

Kantian Ethics

Virtue Ethics

Moral theory and social psychology

Susan Wolf, Moral saints, Journal of Philosophy, 79, 1982, pp. 419-439. Greg Pence, Virtue ethics from Peter Singer (ed.), A Companion to Ethics, Blackwells, 1993, pp. 249-257. Lawrence Blum, Compassion from his Moral Perception and Particularity, University Press, 1994, pp. 173-182. Gilbert Harman, Moral philosophy meets social psychology, Proceedings of the Aristotelian Society, 99, 1999, pp. 315-331. Nafsika Athanassoulis, A response to Harman: Virtue ethics and character traits, Proceedings of the Aristotelian Society, 100, 2000, pp. 215-221. Lorraine Besser-Jones, Social psychology, moral character, and moral fallibility, Philosophy and Phenomenological Research, 76, 2008. Pp. 310-332. Section: Metaethics Ruth Benedict, A defence of ethical relativism from Louis P. Pojman (ed.), Life and Death, Wadsworth, 2000, pp. 37-42. Gilbert Harman, Moral relativism defended from Russ Shafar-Landau (ed.) Ethical Theory: An Anthology, Blackwell, 2007, pp. 41-50. James Rachels, The challenge of cultural relativism from his The Elements of Moral Philosophy (2nd ed.), McGraw-Hill, pp. 15-29. Michael Sandel, The self and its ends from his Liberalism and the Limits of Justice, Cambridge University Press, 1982, pp. 54-59. Will Kymlicka, The unencumbered self from his Contemporary Political Philosophy: An Introduction, Oxford University Press, 1990, pp. 207-215. Louis P. Pojman, A defence of ethical objectivism from Louis P. Pojman (ed.) Life and Death, Wadsworth, 2000, pp. 43-54. J.L. Mackie, The subjectivity of values from his Ethics: Inventing Right and Wrong, Penguin, 1987, pp. 15-49. Michael Smith, Moral relaism Peter Singer (ed.), A Companion to Ethics, Blackwells, 1993, pp. 399-408. Michael Ruse, Evolutionary ethics: A phoenix arisen from Paul Thompson (ed.) Issues in Evolutionary Ethics, State University of New York Press, 1994, pp. 93-113. Elliot Sober, Prospect for an evolutionary ethics from his From a Biological Point of View: Essays in Evolutionary Philosophy, Cambridge University Press, 1994, pp. 93-113. Frank Jackson, Decision-theoretic consequentialism and the nearest and dearest objection, Ethics, 101,
42

Relativism

Realism and anti-realism

Realism, anti-realism, and evolutionary ethics

Section: Duties near and far 10 Alienation and friendship

 11 Animals 12 The Environment

1991, pp. 461-482. Peter Railton, Alienation, consequentialism and the demands of morality, Philosophy and Public Affairs, 13, 1984, pp. 134-171. Dean Cocking and Justin Oakley, Indirect consequentialism, friendship, and the problem of alienation, Ethics, 106, 1995, pp. 86-111. Elinor Mason, Can an indirect consequentialist be a real friend?, Ethics, 108, 1998, pp. 386-393. Peter Singer, Taking life: Animals, from his Practical Ethics (2nd ed.), Cambridge Univeristy Press, 1993, pp. 110-134. Peter Carruthers, Contractualism and animals from The Animals Issue, Cambridge University Press, 1992, pp. 98-121. Peter Singer, Is there value beyond sentient beings?, from his Practical Ethics (2nd ed.), Cambridge Univeristy Press, 1993, pp. 274-284. Kenneth Goodpaster, On being morally considerable, Journal of Philosophy, 75, 1978, pp. 308-325. Janna Thompson, Refutation of environmental ethics, Environmental Ethics, 12, 1990, pp. 147-160.

43

Appendix 11: Example Reading List (Possible Third-Year Course)

ETHICS AND INTERNATIONAL AFFAIRS 3rd year course

Aims and objectives: To investigate some central problems at the intersection of ethics and international affairs. The realist approach to international affairs will be briefly discussed, but this course is mainly based on the premise that ethical analysis plays an important role in determining normative stances about issues in international affairs. Students who pass the course will have demonstrated an adequate understanding of the issues discussed in class; they will be able to set out and critically evaluate arguments relevant to these issues.

Topics and readings: Week 1 Topic Readings Section: Introduction and theories Julius, A. J. 2006. Nagels Atlas, Philosophy & Public Affairs. Vol. 34, pp. 176-192. Caney, Simon, 2001. "International Distributive Justice", Political Studies. Vol. 49. pp. 974-997. Nagel, Thomas, 2005. The Problem of Global Justice, Philosophy & Public Affairs, Vol. 33, pp. 113147. Beitz, C. R. (1975). Justice and international relations. Philosophy & Public Affairs, 4(4), 360-389. Onora O'Neill, Agents of Justice, pp. 188-203 in T. Pogge, ed., Global Justice Cecilia Albin, Negotiating International Cooperation: Global Public Goods and Fairness, Review of International Studies (Cambridge University Press), Vol. 29, No. 3, July 2003, p. 365385. Section: War 3 Just war theory Zinn, H. (1997). Just and unjust wars. In The Zinn reader: Writings on disobedience and democracy. Seven Stories Press, pp. 229-266. Chomsky, N. (2000). The legacy of war. In Rogue states: The rule of force in world affairs. South End Press, pp. 156-173. McMahan, J. (2005). Just cause for war. Ethics & International Affairs, 19(3), 1-21. Slaughter, A. M. (1997). The real new world order. Foreign Affairs, 183-197. Burke, A. (2005). Against the new internationalism. Ethics & International
44

Ethics and normative theories of international justice

Justice in international affairs

New internationalism

 4 Preventative war and preemption 6

Humanitarian intervention

Humanitarian intervention

Affairs, 19(2), 73-89. Elshtain, J. B. (2005). Against the New Utopianism. Ethics & International Affairs, 19(2), 9196. Wirtz, J. J., & Russell, J. A. (2003). US policy on preventive war and preemption. The Nonproliferation Review, 10(1), 113-123. Luban, D. (2004). Preventive war. Philosophy & Public Affairs, 32(3), 207-248. Levy, J. S. (2008). Preventive war and democratic politics. International Studies Quarterly, 52(1), 1-24. De Goede, M. (2008). The politics of preemption and the war on terror in Europe. European Journal of International Relations, 14(1), 161-185. Pogge, T. (2003). Preempting humanitarian interventions. In Humanitarian intervention: Moral and philosophical issues. Broadview Press, pp. 93108. Henkin, L. (1999). Kosovo and the Law of" Humanitarian Intervention". The American Journal of International Law, 93(4), 824-828. Bellamy, A. J. (2006). Whither the responsibility to protect? Humanitarian intervention and the 2005 World Summit. Ethics & International Affairs, 20(2), 143-169. Bellamy, A. J. (2005). Responsibility to protect or Trojan horse? The crisis in Darfur and humanitarian intervention after Iraq. Ethics & International Affairs, 19(2), 31-54. Caplan, R. (2000). Humanitarian intervention: which way forward?. Ethics & International Affairs, 14(1), 23-38. Chomsky, N. (2000). Intentional ignorance and its uses. In A new generation draws the line. Verso, pp. 1-47.

Section: Contemporary Issues 8

Climate Justice

Climate Justice

Gardiner, S. M. (2004). Ethics and global climate change. Ethics, 114(3), 555-600. Hayward, T. (2007). Human rights versus emissions rights: climate justice and the equitable distribution of ecological space. Ethics & international affairs,21(4), 431-450. Caney, S. (2010). Markets, morality and climate change: What, if anything, is wrong with emissions trading?. New Political Economy, 15(2), 197-224. Caney, S. (2010). Climate change and the duties of the advantaged. Critical Review of International Social and Political Philosophy, 13(1), 203-228. Page, E. A. (2008). Distributing the burdens of climate change. Environmental Politics, 17(4), 556575. Meyer, L. H., & Roser, D. (2010). Climate justice and
45

10

Nationalism and secession

11

Global Justice and globalisation

12

Global Justice and globalisation

historical emissions. Critical review of international social and political philosophy, 13(1), 229-253. Buchanan, A. (1997). Theories of secession. Philosophy & public affairs, 26(1), 31-61. Nielsen, K. 1998. Liberal nationalism and secession. In National Self-Determination and Secession, ed. Moore, M., 103-33. Oxford, Oxford University Press. Toft, M. D. (2012). Self-Determination, Secession, and Civil War. Terrorism and Political Violence, 24(4), 581-600. Brock, G. (2013). 1. Theories of global justice. Research Handbook on Global Justice and International Economic Law, 1. Miller, D. (2008). National responsibility and global justice. Critical review of international social and political philosophy, 11(4), 383-399. Pogge, T. (2001). Priorities of global Justice. Metaphilosophy, 32(12), 6-24. Young, I. M. (2004). Responsibility and global labor justice. Journal of Political Philosophy, 12(4), 365388. Beitz, C. R. (2005). Cosmopolitanism and global justice. In Current debates in global justice (pp. 1127). Springer Netherlands.Lu, C. (2013). Activist political theory and the challenge of global justice. Ethics & Global Politics, 6(2).

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Appendix 12: Example Reading List (Possible Third-Year Course)

PHILOSOPHY OF LAW 3rd year course

Aims and objectives: To introduce the philosophy of law, with a focus on social and political issues in relation to the law. Students who pass the course will have demonstrated an adequate understanding of the issues discussed in class; they will be able to set out and critically evaluate arguments relevant to these issues.

Set text: This course heavily relies on Classic Readings and Cases in the Philosophy of Law, edited by Susan Dimock (Pearson, 2007). Other readings (marked with *) will be available through the course website.

Topics and readings: Week 1 Topic Introduction and positivism Readings Section: Theories of Law H. L. A. Hart, Positivism and Separation of Law and Morality, 172-86 Lon Fuller, Positivism and Fidelity to Law, 188200 Hart, Law as the Union of Primary and Secondary Rules, 53-68 Ronald Dworkin, Rules, Principles, and Rights, 205-13 Ronald Dworkin, Hard cases, 213-22 Ronald Dworkin, Integrity in Law, 222-28 Riggs v. Palmer, 257-61 Andrew Altman, Legal Realism, Critical Legal Studies, and Dworkin 242-56 *Raban, O. (2003). Dworkin's Best Light Requirement and the Proper Methodology of Legal Theory. Oxford Journal of Legal Studies, 23(2), 243264. Catherine MacKinnon, Law as Male Power, 91-6 John Stuart Mill, On Liberty, 375-85 *Feinberg, J. (2004). Offensive Nuisances, In J. Feinberg & J. Coleman (eds.) Philosophy of Law (7th ed.). Wadsworth, pp. 278-93. Gerald Dworkin, Paternalism Village of Skokie v. National Socialist Party of
47

Rules, principles, and rights

Legal realism and other theories

Section: Morality and the Law 4 Liberty

Legal moralism

Civil disobedience

Punishment

Restorative justice

America, 444-6 Wisconsin v. Yoder, 360-3 Lord Patrick Devlin, The Enforcement of Morals H.L.A. Hart, Law, Liberty, and Morality Reno v. American Civil Liberties Union Roe v. Wade Martin Luther King, Jr., A Letter from a Birmingham Jail, 310-17 John Rawls, Civil Disobedience and Conscientious Refusal, 319-27 *Bedau, H. A. (1961). On civil disobedience. The Journal of Philosophy, 58(21), 653-665. Schenck v. United States, 346-7 Whitney v. California, 348-52 Jeremy Bentham, An Introduction to the Principles of Morals and Legislation, 531-40 Immanuel Kant, The Right of Punishing and Pardoning, 543-6 Jean Hampton, A New Theory of Retribution, 56070 Atkins v. Virginia, 631-8 Barnett, Restitution: A New Paradigm of Criminal Justice Gorden Bazemore, Three Paradigms for Juvenile Justice Miranda v. Arizona United States v. Oviedo

Section: Interpretation and judicial review 9 Constitutional interpretation Ronald Dworkin, The Moral Reading of the American Constitution, 684-92 *Strauss, D. A. (1996). Common law constitutional interpretation. The University of Chicago Law Review, 877-935. *Freeman, S. (1990). Constitutional democracy and the legitimacy of judicial review. Law and Philosophy, 9(4), 327-370. *Waldron, J. (2006). The core of the case against judicial review. The Yale Law Journal, 1346-1406. Section: International law 11 Violence Benhabib, S. (2000). Arendts Eichmann in Jerusalem. The Cambridge Companion to Hannah Arendt, 65-85. Held, D. (2002). Violence, law, and justice in a global age. Constellations, 9(1), 74-88. Fletcher, L. E., & Weinstein, H. M. (2002). Violence and social repair: Rethinking the contribution of justice to reconciliation. Human Rights Quarterly, 24(3), 573-639. Ross, F. C. (2003). On having voice and being heard: Some after-effects of testifying before the South
48

10

The legitimacy of judicial review

12

Truth

African Truth and Reconciliation Commission. Anthropological Theory, 3(3), 325-341. Dawes, J. (2009). Introduction. In That the World May Know: Bearing Witness to Atrocity. Harvard University Press. Wilson, R. (2005). Judging history: The historical record of the International Criminal Tribunal for the former Yugoslavia. Human Rights Quarterly, 27(3), 908-942.

49