Dr. Mark Smith

	Brown, Montague. The Quest for Moral Foundations: An Introduction to Ethics
	Rabkin, Eric S., ed. Science Fiction: A Historical Anthology
	Dodds, Jack. The Ready Reference Handbook: Writing, Revising. Editing (Recommended)

What is ethical about technology? Isn’t technology simply technology? Computers and stuff?

We usually envision ethics as part of religion or philosophy, decidedly humanistic and un-technological. However, because technology is a human construct, and humans have some sense of right and wrong, then we certainly can perceive an "ethics" of technology.

Course goals:

	Understand "ethics" from historical and epistemological perspectives
	Discuss the impact of technology on the individual and culture
	Evaluate the ethical issues, relationships, and responsibilities inherent in a culture in which technology permeates all dimensions of mainstream life.

We will pursue these goals with readings in ethics and science fiction. We will begin with a discussion of ethics as they are addressed in Montague Brown’s book, identifying some of the key terms and concepts deciphering them into practical terminology.

Around midterm, we will turn to the anthology of science fiction, reading selections from the eighteenth century to the present. We will discuss the ethical dilemmas posed in these stories and how they apply to the issues raised in our earlier discussions.

General class policies:

	You are responsible for all assignments. If you miss class, call me or a classmate for the next meeting's assignment.
	After four absences, I will lower your final grade by a letter. After six absences, I will fail you. Because learning is a group effort, I take attendance seriously. If you miss class, you are not pulling your weight. A tardy counts as an absence.
	Failure to submit a final draft of a written project or the research paper or failure to take an exam will result in a failing class grade.
	Late work will be penalized 20 points if turned in within one week of due date. I will not accept work turned in later than one week past the due date.

Grading scale:

	100-90 - A
	80-89 - B
	70-79 - C
	60-69 - D
	Below 60 - F

Assignments:

Short papers – You will turn in five, two-page papers on selected dates. These papers will address the moral and ethical dilemmas of one or more of the class readings. I will give you more detail as the time draws near. (40 percent of total grade)

Oral presentations – You will be assigned to a group that will develop an oral presentation around an ethical issue. These presentations will be given near the semester's end. (20 percent of total grade)

Exams – You will have three, one-hour exams over the semester. Exams will involve some identification of terms but will mostly consist of short and long essay answers. (40 percent of total grade)

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Evaluation and Grading

Because I am an English teacher, I prioritize written work. Forty percent of your class grade will come from short essays, and much of your individual essay grades will be based on correct usage of Standard English. I encourage you to buy and consult your handbook if you anticipate needing help with your writing.

Admittedly, assigning grades to written work is always subjective. Except for some grammar rules, there are few absolutes in evaluating writing. However, since your primary concern in this class is to get a passing grade, I will discuss what I consider constitutive of each grade:

An "A" paper is largely free of any errors and completely free of serious errors. It has an obvious and cogent thesis that is logically supported throughout the paper. The points are addressed in the paper in the order in which they are presented in the thesis. Furthermore, an "A" paper employs mature syntax and vocabulary (see discussion below regarding vocabulary, paragraph development, and wordiness). In other words, instead of saying "My grandfather is old and wise. He also collects things from World War II," you could say, "My grandfather, who is an elderly but wise gentleman, collects World War II memorabilia." Both sentences express the same idea, but the second sentence employs a clause to add texture.

An average paper merely describes a trip to Panama City this summer: "There are many gorgeous hunks and beautiful women on the beach. There are also many places to go at night." An "A" paper offers interest and insight. For instance, you might describe the types of people on the beach: "Old, retired couples--who are always up at 5 a.m.--walk the beach early in the mornings while the teenage partiers are still recovering from the night before. Later in the morning, before it gets too hot, one finds parents and their children building sand castles. In the afternoons, the teenagers emerge to work on their tans."

"B" papers are similar to "A" papers, but they may contain some errors. Also, "B" papers lack the syntactic or stylistic sophistication of "A" papers.

"C" papers are competent in that they are organized and argued cogently, but they are generally undistinguished in style and/or content. They may also contain some grammatical or spelling errors, and they may even contain a serious error.

"D" papers usually have several serious errors, or they may lack organization or a discernible thesis. They may also fail to support the thesis.

"F" papers contain many serious errors. They may also be deficient in organization, development, or unity.