NEUROETHICS - FALL 2010
PHI 394-002 & HNR 301-002
TR 10:50 - 12:05 | HR 101

Instructor: Rudy Garns
Office: LA 232
Phone: 572.5528

Office Hours: bu appointment and TBA

Website: http://www.rudygarns.com/class/neuroethics/
Twitter: Use hashtag #garnsNE

Appiah, A. (2008). Experiments in ethics. Harvard Univ Pr.

Although the scientific study of empirical fact has traditionally been kept at some distance from the philosophical study of moral value, a new field of neuroethics has emerged. The program is interdisciplinary, borrowing from work that cuts across the disciplines of psychology, neurobiology, and philosophy. In this seminar we will explore the following questions: What can science, specifically neuroscience, tell us about our moral judgments, moral reasoning and moral behavior? What affect might a scientific explanation of our decision-making and actions have on our notions of free will and moral responsibility? How have our moral capacities evolved? Do empirical discoveries that explain how we do behave and reason support claims about how we ought to behave and reason? This new field of neuroethics promises to have important practical consequences for moral education and the future of the legal system, as well as interesting philosophical consequences for our understanding of human nature, free will and moral value.

The course is designed to be a nontechnical introduction to the issues, though we will learn some of the basic scientific principles that underlie the technologies we discuss. As an interdisciplinary project, we will incorporate perspectives from the natural sciences, the social sciences, and philosophy. The class will be conducted as a seminar in which students are expected to have read the assignments before class and to participate in class by raising questions and engaging in group discussion.

Students who successfully complete the course should

• develop a critical understanding of and appreciation for the views presented in the assigned readings and class discussion;

• be able to explain to others in a clear, concise and intelligent way the basic nature of the neuroscientific technologies we discuss and the ethical implications that arise for society;

• be able to explain to others in a clear, concise and intelligent way the potential benefits and challenges for a naturalistic (particularly neuroscientific) approach to ethics;

• develop an informed imagination that they can use to reasonably forecast and evaluate new and emerging technology and their consequences.

• Attendance (penalties may apply)
• Participation and Preparation (~20%)
• Brief Scholarly Essays (~25% each)
• Final Project and Presentation (~30%)

Attendance: Chronic absenteeism will not be tolerated. I expect an “A” student to attend at least 90% of the classes. A “B” student will attend at least 80% of the classes. And a “C” student will attend at least 70% of the classes. Attendance is not, of course, a sufficient condition for earning a particular grade. Chronic tardiness will be penalized. There will be no excused absences.

Participation and Preparation: You are required to attend class, participate responsibly, and prepare adequately for class. You should read all the assignments before class, bringing the article or book to class for reference. You will also be asked to respond critically and constructively to the work of others. My evidence for adequate participation in class is your behavior. Those who regularly ask questions and take part in class discussions are clearly actively involved in the class; and those who regularly attend class, listen attentively to lectures and discussions, and complete assignments on time are also involved in the class (though to a lesser degree). Failure to attend class or to complete assignments, sleeping in class, talking to neighbors and other disruptive behavior will count against you.

Three (3) Short Scholarly Essays: Each of these essays should be on a course-related topic, 2-3 pages in length, incorporate 3+ scholarly non-internet sources, and include a bibliography. You should post the essay on the class wiki with links to outside information or other posts. These essays may be revised throughout the semester; grades will be assigned on the due date and at the end of semester. Essays will be graded on relevance, scholarly credibility, written presentation, and demonstrated knowledge of the material. One of these essays will be expanded become a longer scholarly research paper or can be substituted with a creative project, either of which would be presented to the class at the end of the semester (see below).

One (1) Long Scholarly Paper/Project/Presentation: You will be given 15 minutes (includes class discussion) to present to the class the results of a substantial scholarly/creative project. This project may be a scholarly (e.g., 8-10 page) paper or a creative work, and should be relevant to the course material. Creative works must include a brief artist's statement (approx. 3 pages) that explains the relevance of the work to the class topics and includes references to the professional literature. This paper may be revised throughout the semester; grades will be assigned at the presentation and at the end of semester. Projects will be graded on relevance, scholarly credibility (creative insight), written presentation, and demonstrated knowledge of the material.

The final grade for the course should be understood as my assessment of your overall level of achievement in the class based on all the evidence available to me. Your written work will contain most of the important information upon which I make this decision, though your work through out the semester (turning in assignments on time, preparation, attendance) will figure in. In short, the final grade will be determined by the following question, which I will ask myself in a sober, reflective and analytic moment at the end of the semester: based on class discussion,the essays/papers and presentations, to what degree does this student meet the course objectives, fulfill the requirements and understand the course material?

I understand the particular letter grades in terms of the descriptions given in the recent university catalog. A grade of C “represents average achievement, the minimum expected of a college student.” Better or worse work is possible and will be reflected in the grade. Please ask me if you have questions about your standing in the class at any point in the semester.