PHILOS 4B03 TopicsinTheoryofValue
Academic Year: Winter 2017
Instructor: Dr. Violetta Igneski
Office: University Hall 308
Phone: 905-525-9140 x 23462
Office Hours: Tuesdays 3-4pm and by appointment
- Course Objectives
- Textbooks, Materials & Fees
- Method of Assessment
- Policy on Missed Work, Extensions, and Late Penalties
- Additional Policies and Statements
- Topics and Readings
- Other Course Information
In a world of significant inequality of opportunity, resources and wealth, it isn’t surprising that many people seek to move to improve their lives. Sometimes they seek to move to escape persecution and violence; sometimes they seek better job opportunities and education; sometimes they seek to be reunited with family. Whether or not a person seeking to make this move will ultimately do so will depend on many personal factors and also significant institutional and political ones. In this course we will focus on these institutional and political factors. We will consider two related debates. The first asks whether states have a right to exclude potential immigrants from entering. The second asks if states have a right to restrict potential emigrants from leaving.
We will engage in the debate on the ethics of immigration by engaging with the arguments of Christopher Wellman and Philip Cole. Wellman argues that states are self-determining and have a right to determine their own immigration policies, even if this means not admitting any immigrants. Cole, on the other hand, argues that treating all persons as equals entails opening all national borders and permitting entry to those who seek it.
We will then engage in the debate on the issue of brain drain. When highly skilled persons leave their home countries, there is a loss to that country. In most cases these countries have invested significant resources in the training and education of these emigrants. Is it ethical for these countries to restrict the emigration of these skilled citizens or impose conditions on their departure? We will consider the arguments Gillian Brock and Michael Blake give about what may permissibly be done in response.
Our goal will be to consider these arguments and evaluate them with an eye to developing our own views that we can support. We will focus on developing critical reading and writing skills and oral presentation skills through our weekly discussions and various assignments.
Textbooks, Materials & Fees:
1. Wellman and Cole, Debating the Ethics of Immigration (Oxford University Press, 2011).
2. Brock and Blake, Debating Brain Drain (Oxford University Press, 2015).
Books are available in McMaster bookstore.
Method of Assessment:
Students are required to do assigned readings, attend class, participate in class discussions and regularly check Avenue to Learn. In addition, you must complete the following requirements: an oral presentation, 10 weekly critical commentaries, an essay and a peer commentary on another student’s essay.
1. Oral and Visual Presentation (includes handout and/or powerpoint presentation)
Date: students will choose/be assigned a date on the first day of class
2. Essay (3 components: first draft, peer-commentary and final revised essay):
1. First draft: Bring hard copy of paper to class on March 21. I will pair you up with another student for the peer evaluation process.
2. Peer-commentary: you must evaluate your partner’s draft (evaluation sheet on Avenue). You must upload completed peer commentary on Avenue on March 28 and attend class bringing a hard copy to discuss comments with your partner.
3. Final revised essay: to be submitted on Avenue. Note: I may request a paper copy to be submitted and will notify you well in advance if this is the case.
Due Date of First draft: March 21 (no extensions). You must bring a hard copy of your paper to class that day.
Due Date of Peer-commentary: Upload to Avenue before midnight on March 28. You must attend class that week to discuss paper with your partner.
Due Date of Final revised essay: Upload to Avenue before midnight on April 4.
Length: 2500 words
Value of components: Peer evaluation: 10%; Final draft 40%
Total Value: 50%
3. 10 weekly critical commentaries (one page each): raise/discuss philosophically interesting issue or critique that we can discuss in class
Due: Upload on Avenue before class and bring a copy with you to class
Each worth: 3%
Total Value: 10 x 3 = 30%
Policy on Missed Work, Extensions, and Late Penalties:
Late papers. Your assignment is considered late if it is not handed in at the start of class on the day it is due. Late papers will be penalized 5% per day.
Please Note the Following Policies and Statements:
You are expected to exhibit honesty and use ethical behaviour in all aspects of the learning process. Academic credentials you earn are rooted in principles of honesty and academic integrity.
Academic dishonesty is to knowingly act or fail to act in a way that results or could result in unearned academic credit or advantage. This behaviour can result in serious consequences, e.g. the grade of zero on an assignment, loss of credit with a notation on the transcript (notation reads: "Grade of F assigned for academic dishonesty"), and/or suspension or expulsion from the university.
It is your responsibility to understand what constitutes academic dishonesty. For information on the various types of academic dishonesty please refer to the Academic Integrity Policy, located at www.mcmaster.ca/academicintegrity
The following illustrates only three forms of academic dishonesty:
- Plagiarism, e.g. the submission of work that is not one’s own or for which other credit has been obtained.
- Improper collaboration in group work.
- Copying or using unauthorized aids in tests and examinations.
Email correspondence policy
It is the policy of the Faculty of Humanities that all email communication sent from students to instructors (including TAs), and from students to staff, must originate from each student’s own McMaster University email account. This policy protects confidentiality and confirms the identity of the student. Instructors will delete emails that do not originate from a McMaster email account.
Modification of course outlines
The University reserves the right to change dates and/or deadlines etc. for any or all courses in the case of an emergency situation or labour disruption or civil unrest/disobedience, etc. If a modification becomes necessary, reasonable notice and communication with the students will be given with an explanation and the opportunity to comment on changes. Any significant changes should be made in consultation with the Department Chair.
McMaster Student Absence Form (MSAF)
In the event of an absence for medical or other reasons, students should review and follow the Academic Regulation in the Undergraduate Calendar Requests for Relief for Missed Academic Term Work. Please note these regulations have changed beginning Fall 2015. You can find information at mcmaster.ca/msaf/. If you have any questions about the MSAF, please contact your Associate Dean's office.
Academic Accommodation of Students with Disabilities
Students who require academic accommodation must contact Student Accessibility Services (SAS) to make arrangements with a Program Coordinator. Academic accommodations must be arranged for each term of study. Student Accessibility Services can be contacted by phone 905-525-9140 ext. 28652 or e-mail firstname.lastname@example.org. For further information, consult McMaster University's Policy for Academic Accommodation of Students with Disabilities.
Academic Accommodation for Religious, Indigenous and Spiritual Observances
Students requiring academic accommodation based on religion and spiritual observances should follow the procedures set out in the Course Calendar or by their respective Faculty. In most cases, the student should contact his or her professor or academic advisor as soon as possible to arrange accommodations for classes, assignments, tests and examinations that might be affected by a religious holiday or spiritual observance.
Topics and Readings:
Schedule of Readings :
Week 1: January 10--Course overview
- Introduction to Debating the Ethics of Immigration, pp.1-12. (no presentation)
Week 2: January 17 Christopher Wellman
- Ch. 1: In Defense of the Right to Exclude, pp. 13-56. (2 presentations)
Week 3: January 24
- Ch. 2: The Egalitarian Case for Open Borders, pp. 57-78.
- Ch. 3: The Libertarian Case for Open Borders, pp. 79-92. (one presentation on 2&3)
- Ch. 4: The Democratic Case for Open Borders, pp. 93-104.
- Ch. 5: The Utilitarian Case for Open Borders, pp. 105-116 (one presentation 4&5)
Week 4: January 31
- Ch. 6: Refugees, pp. 117-124.
- Ch. 7: Toward an International Institution, pp. 125-132. (one presentation on 6&7)
- Ch. 8: Guest Workers, pp. 133-142.
- Ch. 9: Selection Criteria, pp. 143-154. (one presentation on 8&9)
- Conclusion, p. 155. (no presentation)
Week 5: February 7 Philip Cole
- Ch. 11: The Shape of the Debate, pp. 159-172 (no presentation)
- Ch. 12: The Case Against the Right to Exclude, pp. 173-132. (2 presentations)
- Ch. 13: Wellman on Freedom of Association, pp. 233-260.
Week 6: February 14
- Ch. 14: Consequentialist Concerns, pp. 261-292
- Ch. 15: Toward a Right to Mobility, pp. 293-308
- Ch. 16: Conclusion, pp. 309-314 (no presentation)
Week 7: February 21—No class—Mid-term Recess
Week 8: February 28 Gillian Brock
- Introduction to Debating Brain Drain (no presentation)
- Ch. 1: Intro to Part 1, pp. 11-23. (no presentation)
- Ch. 2: What Does Global Justice Require?, pp. 24-35.
- Ch. 3: Prosperity in Developing Countries, pp. 36-59.
Week 9: March 7
- Ch. 4: Whose Responsibility is it?, pp. 60-84.
- Ch. 5: Consideration of Objections, pp. 85-100
- Ch. 6: Summary of Conclusions, pp. 101-107 (no presentation)
Week 10: March 14 Michael Blake
- Ch. 7: The Right to Leave: Looking Back, pp. 111-154 (2 presentations)
Week 11: March 21
- Ch. 8: The Right to Leave: Looking Forward, pp. 155-189 (2 presentations)
Week 12: March 28
- Ch. 9: The Right to Leave and What Remains, pp. 190-233 (2 presentations)
Week 13: April 4
- Ch. 10: Brock Responds to Blake, pp. 237-285. (2 presentations)
- Ch. 11: Blake Responds to Brock, pp. 286-295. (no presentation)
Other Course Information:
Regulations and Policies
Submission of assignments.Assignments are to be submitted on Avenue to Learn. They are due before midnight on the due date. Please retain a copy of all assignments. Paper copies of essays may be requested.
Essays submitted on Avenue will be checked automatically by Turnitin.com to reveal plagiarism, and will automatically be added to the Turnitin database. If you do not wish to have your essays added to the Turnitin database, send it to me electronically as an e-mail attachment. No penalty will be assigned if you submit your assignment this way. All submitted work is subject to normal verification that standards of academic integrity have been upheld (e.g., on-line search). To see the Turnitin.com policy, click here <http://www.mcmaster.ca/academicintegrity/> .< >Part of the university experience is learning how to prioritize and juggle all of your assignments—inevitably they will all be due around the same date. Extensions will only be granted for special circumstances beyond the student’s control, in which case supporting documentation will be required. Apart from emergency situations, extensions must be negotiated before the deadline.
Course Changes: The instructor and the University reserve the right to modify elements of the course during the term. The university may change the dates and deadlines for any or all courses in extreme circumstances. If either type of modification becomes necessary, reasonable notice and communication with the students will be given with explanation and the opportunity to comment on changes. It is the responsibility of the student to check their McMaster email and Avenue to Learn weekly during the term and to note any changes.
The scale used by the Registrar’s office will be used to convert number grades to final letter grades.
- Course evaluations.Course evaluations will be conducted at the end of the course. However, any questions, concerns or ideas you have will be accepted and appreciated throughout the term.
Classroom environment. We will spend a significant amount of class time discussing and debating sensitive issues. Some of you will feel more comfortable than others speaking; do your part to foster an open and comfortable environment for all. I expect that you will treat everyone in the class with respect.