Contemporary debates in anthropology and ethics (readings and discussions) ER-FIL>anthro

During classes, students will take part in the following types of activities:
1. Application of ethical and anthropological positions from ancient philosophy to selected contemporary ethical and anthropological problems (student presentations, the aim will be to present the problem in such a way that the other students guess what position the presenter represents)
2. Application of contemporary ethical and anthropological positions to selected contemporary ethical and anthropological problems (student presentations, the aim will be to present the problem in such a way that the other students guess what position the presenter represents)
3. Analysis of ethical and anthropological texts
4. Ethical and anthropological debates (discussions; team work - students will be assigned to permanent teams, during each debate one team will defend the proposed thesis, the second the opposite thesis and the role of the third team will be to actively listen and analyze the debate)
5. Current ethical problem - analysis and reconstruction of argumentation available in the public space (ethical problems that are currently important in public debate will be selected, students will select press materials devoted to them and analyze these materials and reconstruct philosophical positions)
6, Reading books on current ethical problems and discussing them during consultation hours(individually)

Detailed plan:
1. introduction. Discussion on the importance of ethical argumentation and the philosopher's responsibility for the rational nature of disputes
2. student presentations
3. student presentations
4. student presentations
5. Is virtue ethics and answer to contemporary crisis (MacIntyre)
6. Moral Luck (Nagel)
7. Moral progress and moral improvement (Persson, Savaulescu)
8. The moral obligation to help people in extreme poverty (Singer)
9. Philosophical arguments against helping people living in extreme poverty (Hardin, Easterly)
10. Would it have been better not to have been born? (Benatar)

11th debate
12th debate
13th debate
14. current ethical issue
15. current ethical issue

Workload

Note: for passing this course, you receive 6 ECTS, which means between 150 and 180 didactic hours of the student's work. This includes 30 hours of working in contact with the teacher during classes and up to 150 hours of independent work (reading texts for class dicussion, reading books for individualdiscussing during consultation, preparing for discussions and presentations). On average, 12 didactic hours should be devoted each week. Please take this into account when planning your work this semester, because if you do not devote enough time to these classes, you will neither receive the grade you would otherwise be able to obtain, nor will you be satisfied with your participation in the course.

Methods and tools developed under the Programme ‘Consolidated Development Plan of UPJPII’ co-financed by the European Social Fund, under the Operational Programme Knowledge Education Development number and name of the Priority Axis: III. Higher education for economy and development, Measure number and name: 3.5 Comprehensive programmes of higher education institutions, on the basis of grant agreement no. POWR.03.05.00-00-Z104/17-01, as part of the creation of a new specialty in English "Philosophy in English" at the Faculty of Philosophy, are employed in this course.