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Lecturer(s)
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Stránský Michal, Mgr. PhD.
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Course content
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1. Basic concepts of Ethics. 2. Metaethics. 3. Normative ethics. 4. Moral strategy: Consequentialisms. 5. Moral strategy: Deontology. 6. Moral strategy: Virtue Ethics. 7.-8. Descriptive Ethics. 9. Moral Decision-making Process. 10. Evolution of morality. 11.-12. Neuroethics. 13. ?Something is wrong? ? psychopaths and moral blindness.
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Learning activities and teaching methods
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Lecturing, Dialogic (Discussion, conversation, brainstorming)
- Participation in classes
- 10 hours per semester
- Preparation for course credit
- 15 hours per semester
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| prerequisite |
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| Knowledge |
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| Prerequisities are not set |
| Prerequisities are not set |
| Skills |
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| Prerequisities are not set. |
| Prerequisities are not set. |
| learning outcomes |
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| Knowledge |
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| to classify basic ethical disciplines. |
| to classify basic ethical disciplines. |
| to explain the significance of metaethics for the moral theory. |
| to explain the significance of metaethics for the moral theory. |
| to formulate the basic moral strategies (normative theories). |
| to formulate the basic moral strategies (normative theories). |
| to explain the basics of descriptive ethics (J. Haidt) |
| to explain the basics of descriptive ethics (J. Haidt) |
| to introduce arguments for the significance of neuroscience for the ethical research. |
| to introduce arguments for the significance of neuroscience for the ethical research. |
| Skills |
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| to distinguish between the normative moral sentences and normative non-moral sentences. |
| to distinguish between the normative moral sentences and normative non-moral sentences. |
| to rank himself/herself on the scale of moral approaches between deontology and consequentialism. |
| to rank himself/herself on the scale of moral approaches between deontology and consequentialism. |
| to reflect more on unconscious motivations for moral judgments. |
| to reflect more on unconscious motivations for moral judgments. |
| to apply one of the normative approaches to the moral dilemma such as trolley problem, Heinz Dilemma etc. |
| to apply one of the normative approaches to the moral dilemma such as trolley problem, Heinz Dilemma etc. |
| to formulate an ethicaly relevant thought experiment. |
| to formulate an ethicaly relevant thought experiment. |
| teaching methods |
|---|
| Knowledge |
|---|
| Lecturing |
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Lecturing |
| Skills |
|---|
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| assessment methods |
|---|
| Knowledge |
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| Written examination |
| Written examination |
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Recommended literature
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CAHN, S. M. a FORCEHIMES, A. T. Foundations of Moral Philosophy. Oxford University Press, 2019. ISBN 9780190623074.
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CAHN, Steven M. a MARKIE, Peter (ed.). Ethics: history, theory, and contemporary issues. Seventh edition. New York: Oxford university press, 2020. ISBN 978-0-19-094955-6.
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HAIDT, J. Joseph. C. Intuitive Ethics: How Innately Prepared Intuitions Generate Culturally Variable Virtues. Daedalus, 2004.
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Haidt, Jonathan. The Righteous Mind: Why Good People Are Divided by Politics and Religion. New York: Pantheon, 2012. ISBN 0307455777.
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HARRIS, Sam. The Moral Landscape: How Science Can Determine Human Values. 2010. ISBN 978-1-4391-7121-9.
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MCKINLEY, Mary M., ed. Ethics in marketing and communications: towards a global perspective. Basingstoke: Palgrave Macmillan, 2012. ISBN 9780230358553.
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SHAFER-LANDAU, Russ. A concise introduction to ethics. New York: Oxford University Press, 2020. ISBN 978-0-19-005817-3.
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