Intro to Ethics — Syllabus, Structure, and Film-Based Learning (Transcript Summary)

Introduction and Course Orientation

Instructor initially resists syllabus review on the first day but acknowledges scheduling constraints due to Labor Day; the syllabus portion will be brief and not the only activity today
Office location: 222 Hall Auditorium; Department of Philosophy is on the Second Floor
Office hours: Monday, Wednesday, Friday, 12:00–13:00; can adjust by up to ~10 minutes; contact after class or by email to arrange another time
Exceptions to the typical M/W/F schedule may occur; Tuesday/Thursday on-campus meetings are unusual but possible
Contact information: instructor’s email provided on slides (and will be used for arrangements)
Required text: from Oxford Coffee Shop; ordered and ready; price around $27.60 plus tax; pickup or campus delivery options; more details will be emailed shortly
Text timing: not needed before next Friday’s class; ensure you have it by next Friday; pickup is available and there should be enough copies for everyone
Text logistics: Oxford Coffee Shop location is about twice as far from campus as High Street; a few pickup/delivery options exist
The instructor will forward the supplier email after class; you don’t need to drop everything to obtain the text
Practical note: several of these items are condensed into today’s discussion to get you set up for the term

Textbook cost and procurement details (summary)

Required text from Oxford Coffee Shop; price listed as 27.60 ext{ + tax}
Pickup or campus delivery options; about a twice-as-far location from here
Availability: enough copies for all students; instructor will forward procurement email
Scheduling: purchase ideally by ext{next Wednesday or Thursday} to have time to read before assignments

Course structure and assessment overview

Course focus: readings and five feature-length films; films are used to illustrate ethical questions in concrete scenarios
Readings come from historical and contemporary philosophers (2,500 years ago to within the last decade)
Class format is designed to connect theory with concrete, relatable situations via cinema
The syllabus includes several assessment components to ensure coverage of reading and writing tasks

Films in the course (five total)

American Graffiti (George Lucas): Lucas’s second feature; prelude to Star Wars; huge box-office success; top lists (adjusted for inflation) show it as highly profitable relative to budget; notable for launching many actors who later had successful careers
The Life and Death of Colonel Blimp: WWII-era film introduced via the character Clive Wind-Candy (initially presented as pompous and seemingly misguided) and then presented through a forty-year frame to show character development
Late Spring (Japanese film, director likely Yasujiro Ozu): only foreign-language film in the lineup; minimal dialogue; focuses on a young woman living with her father in postwar Tokyo and societal pressures around marriage
The “TV glow” film (title not named in transcript): description indicates a plot about someone who becomes unsure whether a television show they’ve been watching is reality; described as not strictly horror and PG-13 in tone; included to illustrate questions of reality and perception
Paris, Texas: ending unit; a man goes missing and reappears with amnesia or unknown details; exploration of family, memory, and reconciliation
Overall goal of these films: provide concrete, relatable ethical dilemmas that allow students to analyze character decisions, consequences, and moral reasoning in a real-world-ish context

Expectations and aims for the class

The instructor emphasizes an introductory ethics course that distinguishes morality from ethics and situates ethical questions within broader considerations about what we should do, what counts as a good life, and how societies should function
Goals include developing ethical decision-making skills and understanding how to identify which features of a situation are relevant to ethical judgment
Acknowledgement that morality and ethics are related but distinct concepts; morality often concerns blame and personal duties, while ethics covers a broader set of questions including societal norms and what we ought to do
Definitions discussed:
- Morality: typically questions of blame, personal duties toward others
- Ethics: broader field including what we should do as individuals and as a society
- Relationship: ext{Morality}
ext{Morality} \, ext{subset of } \, ext{Ethics}
Examples of ethical questions that are not strictly moral: should I leave my hometown for college; where to live; whom to date; which life choices are a matter of personal preference vs. ethical obligation; these involve values and life plans more than direct blame of others
The course will begin by exploring non-moral ethical questions before moving into more traditional moral questions
By design, the classes aim to avoid abstract or purely hypothetical examples and instead use well-described, emotionally engaging cases from films

Class logistics and policy highlights

Attendance: no formal attendance penalty, but absence will likely reduce reading quiz performance and overall participation and writing quality
Absences: no separate excused/unexcused policy; if you miss multiple sessions or quizzes for a valid reason, discuss it with the instructor; the three lowest quiz scores are dropped to accommodate absences
Extensions: instructor is flexible; if you need more time, request an extension in advance; accommodations via SDS should be arranged early with the instructor
Extensions and deadlines: if you need more time, you will be granted extra time after informing the instructor; the due date for major writing assignments will be clarified when the assignment is given
Accommodations: SDS accommodations should be arranged early; contact the instructor to set up appropriate accommodations
Canvas: used minimally; postings may occur (readings, discussion leader schedule, mass emails)
Physical materials: most prompts and graded papers will be distributed on paper; assignments submitted as printed copies to be graded by hand; students track their grades themselves
Communication: if you need to contact the instructor, use the provided email; for updates, Canvas will be used for time-sensitive mass emails
Screens policy: no screens (phones or laptops) for reading or note-taking in class; only when watching a movie together or during supervised activities may screens be used; the rationale cites research showing that in-class computer use impairs knowledge retention; exceptions exist (e.g., necessary phone calls for family emergencies)
Note on AI: mentions that the use of AI and related tools will be discussed in the context of writing assignments when the time comes
In-class behavior: if you arrive late, you may miss quizzes; notify the instructor if you miss a quiz due to lateness; partial credit policies may apply

Reading quizzes, participation, and discussion leadership

Reading quizzes: short, one-word or one-sentence answers at the start of most classes after a reading; if you read in good faith, you should be able to answer succinctly
Scoring: full credit if correct or in the ballpark; half credit if incorrect; no submission yields no credit; three lowest quiz scores are dropped at the end of the term
Participation: target roughly once per week; instructor will encourage and guide; there will be “softball questions” and more open, free-flowing discussion
Discussion leader: usually a pair with a flexible, non-formal format; you’ll be asked to summarize the gist of the reading (1–2 minutes), highlight main conclusions, note confusions; two people may alternate; the instructor will record key terms
Early-stage discussion: purpose is to ease into philosophical discussion before formal discussion sessions begin; schedule for discussion leaders will be posted, with the first discussion a couple of weeks out
Take-home syllabus quiz: a take-home quiz with answers contained in the syllabus; designed to ensure familiarity with course structure and expectations

Writing assignments and timing

Four writings in total: two short and two longer essays
- Short essays: about ext{1 page to 2 pages (double-spaced)}, roughly rac{3}{2} ext{ pages} on the low end
- Longer essays: first around 4 ext{ pages}, second around 5 ext{ pages}
Prompts: multiple prompts available per assignment; you choose a prompt related to the readings or class discussions
Submissions: longer essays likely due around midterms; second longer essay due at the end of the semester (potentially during finals week depending on pacing)
Focus: analysis of a feature of what has been discussed in class and in readings; not simply recounting but engaging with arguments and evaluating them

Course goals and philosophical framing (in your own words)

The course aims to help students understand how ethical reasoning operates in real-world settings, using films to ground discussion in concrete narratives
Early emphasis on distinguishing ethical questions from moral questions, clarifying what counts as blameworthy and what counts as broader questions about how societies should function
Encouragement to notice subtle features of situations that may be ethically relevant or misleading, and to refine sensitivity to these features through discussion and writing
Acknowledgment that everyday language often uses “morality” and “ethics” interchangeably, but the course treats them as related but not identical concepts
The instructor emphasizes that ethics can include questions about decisions unrelated to direct blame toward others (e.g., personal lifestyle choices, living arrangements, career paths, dating), which can still be ethically significant when considering consequences, rights, or societal impacts
The teaching philosophy favors accessible, concrete examples (via films) over abstract, purely hypothetical scenarios to build genuine understanding of ethical reasoning

Practical schedule and classroom experience

The course uses five feature-length films across the term to illustrate ethical issues; readings will accompany film selections
Aimed structure: three class meetings per week; about three films per week or overall five in the term; readings range from ancient to contemporary philosophers
The films are chosen to cover a range of ethical issues and to encourage discussion about moral reasoning, social context, and personal choices
The instructor’s prior experience suggests the movie-based approach helps students connect theory to lived experiences and makes ethical decision-making feel practical
The plan includes a gradual introduction to discussion norms and participation to build confidence in contributing to conversations early in the term

Important reminders and tips for success

Be proactive about accommodations: contact early if you need any SDS accommodations
Stay in touch if you foresee absences or schedule conflicts; extensions are available with notice
Keep up with readings and quizzes; use the drop policy for quizzes to your advantage
Bring printed copies of your work for feedback and grading; expect handwritten grading rather than digital-only feedback
Do not rely on a single source for course updates; check Canvas for essential announcements and the syllabus; rely on paper prompts as well
Engage with the films and readings critically; the films are tools to illuminate ethical discussions and to help you articulate and defend your positions

Prompted reflection questions (to guide exam preparation)

What is the difference between ethics and morality? How does the course’s use of film help illuminate this distinction?
How can minor details in a scenario (e.g., what someone wears, where they live) affect or fail to affect ethical judgments? Use the mugging example mentioned in class.
Why are five diverse films chosen, and how can each film illuminate different ethical themes (e.g., duty, rights, consequences, relationships, identity)?
What are the advantages and potential drawbacks of using film as a primary pedagogical tool in an introductory ethics course?
How does the instructor justify a strict no-screen policy in the classroom? What evidence and reasoning are cited?
How is the grading structure designed to accommodate unavoidable absences and varied schedules while still encouraging consistent participation and accountability?
In what ways can discussing SDS accommodations early improve a student’s performance and overall experience in the course?

Notable quotations and concepts to remember

Ethics vs morality: basic distinction and relationship; Morality as a subset of Ethics; important to recall the role of blame in moral evaluation
Quiz policy: one-word or one-sentence answers; crowd-sourced grading style; three lowest quizzes dropped; no makeup policy beyond that
Writing expectations: two short essays (≈1.5 pages) and two longer essays (≈4 and ≈5 pages), with prompts and clear scheduling tied to midterms and finals
Class norms: no screens for note-taking or reading; screens during a movie session are acceptable; rationale rooted in research on retention and learning
Film-based pedagogy: aim to ground abstract ethical theories in concrete, emotionally engaging cases with identifiable characters and relationships
Accessibility and flexibility: upfront communication about extensions and accommodations; emphasis on staying in touch with the instructor when problems arise

Key formulas and symbols used in notes

Morality and Ethics relationship: ext{Morality}
\, ext{Ethics}
Page length references for essays: ext{Short essays}
ightarrow ext{≈}1.5 ext{ pages}; ext{Long essays}
ightarrow ext{≈}4 ext{ pages and } 5 ext{ pages}
Quiz policy: ext{drop lowest }3 ext{ quizzes}$$; scoring: correct = full credit, close = full credit, incorrect = half credit, no submission = no credit
Attendance and extensions: no hard attendance penalty; extensions granted with notice; SDS accommodations require early contact

Final note

The course is designed to be engaging, practical, and philosophically rigorous, using films to bring ethical theories to life while building critical thinking, writing, and discussion skills that will be valuable beyond the classroom.