Titular Professors
Not required.
General
The student is capable of acquiring basic general knowledge about ethics based on advanced textbooks and increasingly including the great classics and the most important monographs.
The student is capable of working cooperatively and in a team in the field of ethics.
The student is capable of acquiring a good capacity for comprehension in relation to texts of a high cultural level.
The student is capable of acquiring skills for elaborating and defending arguments with critical awareness and self-criticism.
The student is capable of acquiring ethical commitment.
The student acquires analytical and synthetic skills in relation to highly complex cultural phenomena; that is, that he learns to break down problems and questions in a manner appropriate to their resolution, learning at the same time to establish the necessary connections with other aspects of the discipline itself or with other disciplines.
Specific
That the student is able to acquire the necessary skills to systematically analyse, understand and handle the basic terminology of the major ethical issues and to distinguish them from other areas of knowledge, according to their nature, object and methods.
That the student acquires fundamental philosophical argumentation skills on ethical issues, detecting problems and aporias, and knowing how to personally position themselves in a reflective, critical, flexible and respectful way with respect to other opinions.
That the student is introduced to the major ethical systems, their concepts and theories, as well as the interpretations to which they have given rise; that they understand for themselves the answers that such systems have given and give to the various specific moral problems and that they know how to reflectively see all their implications.
That the student is able to personally, reflectively and critically position themselves with respect to ethical problems.
ETHICS
PROF. JOAN GARCÍA DEL MURO
1. Introduction: some of the essential concepts of ethics.
2. The question of foundation: why should I act well?
3. Relativism vs. universalism.
4. Moral evil as an option (and as a philosophical problem).
5. Reflections on nihilism.
6. Emotivism
7. Teleological ethics: Hedonism, Epicurus, Aristotle, Mill, Singer
8. Deontological ethics: Stoicism, Seneca, Kant.
9. The always complicated relationship between ethics and politics
10. Brief overview of the current situation.
In-person teaching-learning:
- lecture by the teacher.
- student presentation.
- debates.
- final exam (written)
Directed teaching-learning:
- guided readings.
- individual tutorials.
- individual written work and presentation in the classroom.
Independent teaching-learning:
- complementary readings proposed by the teacher.
- personal study.
- search for information and materials.
Ordinary session: In order to be assessed in the ordinary session, all the activities subject to assessment must have been completed. The assessable activities must be handed in on the dates indicated by the teaching staff. If an activity subject to assessment has not been handed in or completed, it will be recorded in the minutes as "Not submitted" in the session.
Extraordinary session: The assessment criteria are the same as in the ordinary session, so all the assessment activities considered in the course must be submitted. The grades for the activities completed will be kept, pending the completion of the pending activities. In this assessment, the same weighting criteria will be applied as in the ordinary assessment.
Short written work (review-commentary) on a book. 20%
Oral presentation in class 30%
Final exam: 50%
In order to take the written test for both the ordinary and extraordinary sessions, the rest of the activities to be assessed must have been completed.
EXTRAORDINARY TEST (IN PERSON):
The assessment criteria are the same as in the ordinary session, so all the assessment activities considered in the course must be submitted. The grades for the activities carried out will be saved, pending the completion of the pending activities. In this assessment, the same weighting criteria will be applied as in the ordinary assessment.
Use of AI tools: If AI tools are used in any activity, a paragraph must be included indicating why AI has been used and what indications have been used to obtain the results. Failure to do so is a violation of the academic honesty policies.
ARANGUREN, J. L. Ética. Madrid: Alianza, 1994
ARISTÓTELES, Ética a Nicómaco. Madrid: Centro de Estudios Constitucionales, 2002
BILBENY, N. [et al.]. Grans fites de lètica. Barcelona: Cruïlla, 2000.
BRANDT, R. Teoría Ètica. Madrid: Alianza, 1982.
CAMPS, V. (ed.) Historia de la ética. Barcelona: Crítica, 1989.
CORTINA, A. Ètica mínima: introducción a la filosofía práctica. Madrid: Tecnos, 2001.
EPICTET: Enquiridión, Barcelona, Anthropos, 2004.
GARCIA DEL MURO, J. Soldats del no-res, València, Ed. 3i4, 2017
GARCIA DEL MURO, J. Good bye veritat, Lleida, Pagès Editors, 2018
HÖFFE, O. (ed.) Diccionario de Ètica. Barcelona: Crítica, 1994.
HUME, D. Investigación sobre los principios de la moral, Alianza editorial, Madrid.
KANT, I. Fundamentación de la Metafísica de las Costumbres. Madrid: Alianza Editorial, 2002
MACINTYRE, A. Historia de la Ètica. Barcelona: Paidós, 1988.
MACINTYRE, A. Tras la virtud. Barcelona: Crítica, 1987
MILL, J. S. El utilitarismo. Madrid: Alianza, 2000.
NIETZSCHE, F. La Genealogía de la moral. Madrid, Alianza, 2011.
NIETZSCHE, F. el anticristo. Madrid, Alianza, 2011.
NINO, C. Ética y derechos humanos. Barcelona: Ariel, 1989.
PIEPER, A. Ética y moral : una introducción a la filosofía práctica. Barcelona: Crítica, 1991.
TUGENDHAT, E. Lecciones de ética. Barcelona: Gedisa, 1997.
SENECA: Sobre la felicidad, Madrid, Alianza editorial.