Ethical Reasoning is reasoning about "the good" which includes morality, right and wrong conduct, moral value and “good” relationships, institutions, laws, power, people and practices. It requires students to be able to assess their own ethical values and the social context of problems, recognize ethical issues in a variety of settings, think about how different ethical perspectives might be applied to ethical dilemmas, and consider the ramifications of alternative actions. Students’ ethical self-identity evolves as they practice ethical decision-making skills and learn how to describe and analyze positions on ethical issues. Skill Ethical SelfAwareness (Criteria A) Understanding Different Ethical Perspectives/ Concepts (Criteria B) Ethical Issue Recognition (Criteria C) Application of Ethical Perspectives/ Concepts (Criteria D) Evaluation of Different Ethical Perspectives/ Concepts (Criteria E) Advanced (A) College-Level (B-C) Developing (D-F) Student discusses in detail and analyzes their own core beliefs and the origins of those core beliefs. Discussion has greater depth and clarity and relevance to the course. Student discusses in detail and analyzes their own core beliefs and the origins of those core beliefs. Student states both core beliefs and the origins of the core beliefs but does not analyze them. Discussion may not be relevant to the course material. Student names the theory or theories, can present the gist of said theory or theories, and accurately explains the details of the theory or theories used. Student incorporates specific details and additional research about the theory or philosophers. Student can name the major theory or theories she/he uses, can present the gist of said theory or theories, and attempts to explain the details of the theory or theories used, but has some inaccuracies. Student can name the major theory she/he uses, and is only able to present the gist of the named theory. No details of the theory are explained. May be inaccuracies. Student can recognize ethical issues when presented in a complex, multilayered (gray) context AND can recognize cross-relationships among the issues. Student incorporates specific details and additional research about the issue. Student can recognize ethical issues when issues are presented in a complex, multilayered (gray) context OR can grasp cross-relationships among the issues. Student can recognize basic and obvious ethical issues and grasp (incompletely) the complexities or interrelationships among the issues. Student can independently apply ethical perspectives/concepts to an ethical question or issue, accurately, and is able to consider full implications and consequences of the application. Application is creative and innovative. Student can independently apply ethical perspectives/concepts to an ethical question or issue, accurately, but does not consider the specific implications or consequences of the application. Student can apply ethical perspectives/concepts to an ethical question or issue, but the application is inaccurate or unclear. Student states a position and provides three reasons for defending that position. Student identifies assumptions in a theory or concept and explains why the assumptions are strong or weak. Student compares and contrasts multiple theories or concepts and provides multiple reasons why one is stronger than another. Student states a position and provides two reasons for defending that position. Student identifies assumptions in a theory or concept and explains why the assumptions are strong or weak. Student compares and contrasts multiple theories or concepts and provides one reason why one is stronger than another. Student states a position and provides one reason for defending that position. Student identifies assumptions in a theory or concept. Student compares and contrasts multiple theories or concepts and provides one reason why one is stronger than another. PHIL 1171 Fall, 2020 You must answer all Four questions. Follow the rubric and be sure to demonstrate an understanding of theories and critical thinking skills. You may use lectures, readings and scholarly resources. (At least 2000 words) Question One (Black Consciousness): Some of you are aware of or involved with the Black Lives Matter (BLM) movement that began in 2012 after the death of Travon Martin. The organizers and activists for BLM see this as a long-term “movement” rather than a protest “moment”. Similar ideas and movements are found in local groups such as We Are Ubuntu www.weareubuntu.com, the Young Muslim Collective and the Black Liberation Project among many others. I want you to first read the “About”, “Programs” and “Healing Justice” sections of their website www.blacklivesmatter.com. After you have done research, I want you to explain similarities and differences between this movement and at least TWO of these theories: Ubuntu, PanAfricanism, Black Consciousness and Black Womanism (Anna Cooper). Finally, I want you to offer a critique to Black Lives Matter. What do you agree with in this movement and what do you disagree with? Be sure to give clear reasons. Question Two (Mass Incarceration): On July 14th, 2015, President Barack Obama gave a speech at the 106th National Convention of the NAACP (National Association for the Advancement of Coloured People, est. 1909) where he focused on the rampant injustices within the criminal justice system and recommended changes in policing, sentencing, drug crimes, rehabilitation and other issues. Many have said that this is unprecedented for a president to call for these kinds of changes. For this question, watch his speech here: https://www.youtube.com/watch?v=UBkFE3sErE8 After watching his speech, I want you to explain 3 injustices in the criminal justice system that President Obama mentioned and give reasons why you agree or disagree with his view. Second, I want you to choose one theory in the Virtue Ethics tradition (Aristotle, Cooper, Nussbaum or Held) and explain how this theory would apply to Criminal Justice. Third, give three examples of how this Virtue Ethics theory would implement some of President Obama’s recommendations to reform our criminal justice system. Question Three: Islamic Ethics, Jihad and Religious Freedom: Under Apartheid in South Africa, an important moral debate emerged within Muslim communities. The racist Apartheid government offered to protect Muslim communities and their religious practices in exchange for them not being actively involved in the revolutionary struggle and “keep the peace”. Some scholars argued that Muslims should not involve themselves in jihad (a struggle against oppression) against the government since it provided religious freedom to Muslims; other scholars argued that Muslims have an obligation to do jihad against the oppressive system of South Africa, even though it meant they would be targeted as “terrorists” and their religious freedoms lost. In light of your understanding of Islamic Ethics, Farid Esack and Islamic Liberation Theology, which side do you agree with and why? In other words, which is more important: protecting religious freedom for one’s religious community or struggling for justice for all? Be sure to give clear examples from the lectures and readings. Question Four (Islamic Veiling): In our look at Islamic Ethics and Islamic Feminism, what is “Imperial Feminism” (or Western Feminism), and how is this used to portray Muslim women as essentially oppressed? Give one example of Imperial/Western Feminism in the media, your own experiences or observations. Second, explain “Islamic Feminism” through some of the scholars discussed in class. Finally, I want you to think about the common practice of veiling (wearing of hijab). The Muslim veil (particularly the niqab) has many different meanings and practices, and many countries are moving to ban the niqab such as Canada, France, Italy, Belgium, Germany, Netherlands, Chad and Tunisia. Watch this interesting CNN debate https://www.youtube.com/watch?v=kWJRam64dQY on the French laws. Using your understanding of Islamic Feminism, Gender Jihad and at least one other philosopher from Virtue Ethics, explain how veiling might increase a woman’s power, agency and freedom in society? 
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