Clark, Ph. And though I had never anticipated I'd be so doing, before my leave of absence, I was teaching Ethics in the Business School. I continue to draw on philosophy in that course and attempt to demonstrate to students that certain business positions are based on certain philosophical principles that often contradict one another and that understanding the underlying philosophies of different business practices help shape behavior within organizations.
There is a certain intellectual discipline that comes from studying philosophy that I did not appreciate as an undergraduate but certainly have come to appreciate. I actually wish I'd studied it more than I did. I was, however, seduced by the apparent power of data and the scientific method. Rubin, Professor, Depts. The roots of science and more specifically in my case, psychology, are in philosophy.
As a health psychologist, decisions about health practices beg for philosophical discourse. And now I am teaching a course on professional ethics to our clinical psychology students, which I could not do without understanding philosophy.
In the complicated world where health and human behavior interact, having the ability to engage in philosophical reflection is essential to conducting excellent scientific inquiry and effective clinical practice. Blume, Ph. Skip to main content. Testimonials about Philosophy By Department or Schools of Respondents We asked the faculty and staff at UNC Charlotte to answer two questions about the value of philosophy in their careers: 1 Did you study philosophy as an undergraduate major or minor or graduate student?
Should neuroimaging be used in courts of law? Such questions are not black and white, but determining boundaries and grey areas will help us all to address these issues consciously and systemically.
Chances are, our campus is now home to the founders of the next Facebook and Cambridge Analytica, the next head of Volkswagen, the next Stanley Milgram. We, of all people, must go into the world with ethics at the front of our minds.
Most unethical behavior is not deliberate, but simply careless, and the only way to protect us from careless ignorance is ethical knowledge. So please, take an ethics class, whether it is required by your major or not. Introduction to Philosophy is almost always a general education requirement, so its skill set is usable in every class you will take in school. It will teach you how to think about new ideas and to approach subject areas with skepticism. It is excellent for majors such as psychology, business, sociology, political science, art, and anthropology—any class that deals with the human experience, because it shows how much background there is to any question.
Description : Introduction to Logic is a class about how to argue. It focuses on constructing arguments and analyzing arguments, as well as looking for common flaws in reasoning called fallacies. If the course is called Introduction to Logic it probably emphasizes a more formal language than if it is called Introduction to Critical Thinking. The logic class will likely show you how to abstract arguments, how to take them and make them look a bit more like math so you can look at the logical relationships as distinct from the information being provided.
The critical thinking class will probably focus more on everyday arguments in books, newspapers, and on the internet. In some schools, though, these names are interchangeable.
If you take one philosophy class at all, this is probably the one to take, but keep in mind, this is not an introduction to the subject of philosophy. It is an introduction to the reasoning that philosophers and everyone else use. This class often requires a textbook that has examples. If so, you will be learning through repetition, as you would with math. There are usually regular homework assignments and sometimes, but not always, there is a final paper, especially in the critical thinking version of the class.
These readings will be from both professionals and amateurs. Skills : To be honest, there is no class more useful to every part of your life than this one. Human beings use argument all the time. Politicians, partners, bosses, and even religious leaders are constantly trying to persuade you to do or believe things, especially when you are reluctant.
This course helps you understand that process. It helps you avoid embarrassing and costly mistakes. I wouldn't put my money on the self-selection argument either, but I think it is reasonable to assume that, given the nature of the content of ethics courses, it is easier to make connections with discussions that are likely circulating in the undergraduate experience.
Ethics questions, even the extremely metaethical, are relevant to the lives of undergraduates in a way that metaphysics questions just aren't. So that's at least one consideration. So where you may find that some of the mind stuff is relevant and interesting to the undergrads, it can be difficult for them to dissect this stuff out from cognitive science and psychology that they may have studied elsewhere.
The methods are wildly entangled. There isn't as clearly a counterpart discipline to ethics, so it can be easier to see and get the methods of philosophy in ethics classes. I'm pretty sure that "valid" means having legal force; as in, "My jackass cousin get pulled over doing 80 in 35 zone and didn't have a valid driver's license. I'm teaching intro ethics this fall, so I'll be interested to see if I experience the same phenomena.
I know I'm spending more time on the ethics class than I spent prepping the intro class, because the intro was basically just a puu-puu platter of topics, and with only a few days allocated to each one, there wasn't any need to get really heavily prepped for any particular issue. On the other hand, I fully expect to be revisiting the stuff from the first week all throughout the ethics class, and I feel a greater pressure to ensure dialectical unity in the presentation of the material whereas in intro phil, I was just moving from one topic to another, giving them a sense of how one would do philosophy on that subject.
I wonder if this is a factor? I've taught both courses many times and am not sure I've noticed the same patterns in grades. But supposing that the pattern holds true, my hypothesis would be motivational: My own casual observation is that fewer ethics students 'check out' of the course in comparison to students in Intro to Phil.
My sense is that a lot students see some of the issues addressed in the typical Intro to Phil class as either esoteric or opportunities for intellectual game playing rather than issues on which something serious turns.
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