Portfolio: Our Task Is One Of Intellectual Labor Outside Of
Portfolioour Task Is One Of Intellectual Labor Outside Of Class Time
Our task is one of intellectual labor. Outside of class time, it is expected that you will work at the selected topics of our course. This necessarily includes reading the assigned material and watching related videos and films. You also have to produce content for a course portfolio as the visible product of your work. These are the five minimal content areas you must produce: · Op-ed: A critical analysis of an op-ed piece of your choosing · Fallacies: Examples and explanations of fallacies from the real world · Morals and Markets: Concrete reflections on Sandel’s book · Videos: Reactions to course videos and films · Self-Assessment: A self-assessment of your education in this course I recommend working on topics as they are fresh in your mind from our class. Each content area is worth roughly 8 points, summing to 40 points. However, I will judge the progress of the work and the product as a whole. The format is your choice. Minimally, one could produce written content in a Word document with separate content areas. Or you could produce a website with different pages, a combination of text, images, and videos, or whatever your heart desires. Here are three basic guidelines for the format: · The explanation of the concepts should display a depth of understanding shaped by the texts (and videos, etc.) and our discussions · Work needs to include citations from authors and speakers in our course · The final product should equate to at least 10-15 pages of written work
Paper For Above instruction
The course portfolio project is a comprehensive intellectual undertaking that requires students to engage deeply with the course materials through diverse content formats. The purpose of this assignment extends beyond mere completion; it is designed to foster critical thinking, reinforce understanding of ethical and philosophical concepts, and demonstrate the ability to synthesize and reflect upon complex ideas related to morals, markets, fallacies, and media analysis.
The first component, the op-ed analysis, demands that students select a contemporary op-ed piece, critically examine its arguments, and contextualize its claims within the broader philosophical discourse. This exercise not only cultivates critical reading skills but also enhances one's ability to discern underlying assumptions, biases, and logical structures within media texts. For example, analyzing op-eds related to economic inequality or moral dilemmas can elucidate how public opinion is shaped and influenced by ideological framing.
The fallacies section involves identifying and providing real-world examples of logical errors such as straw man, false dilemma, ad hominem, or slippery slope fallacies. Explaining these fallacies in relation to the examples helps students develop a more nuanced understanding of argumentation and rhetoric, which is crucial for both academic and civic engagement. Integrating examples from current events or social debates underscores the relevance of logical literacy in everyday discourse.
Reflections on Sandel's "Morals and Markets" serve as a focal point for ethical inquiry. Students should produce concrete reflections, integrating course readings to explore how market logic intersects with moral values. For instance, discussing debates over commodification of healthcare or education allows for an analysis of whether market principles undermine or uphold moral considerations. These reflections deepen understanding of how economic incentives influence societal norms and individual morals.
The video reactions component encourages students to critically analyze course videos or films, commenting on their themes, relevance, and the philosophical questions they raise. This may include reflections on documentaries or interviews that highlight ethical dilemmas, encouraging learners to connect visual media with theoretical concepts.
Finally, the self-assessment prompts students to evaluate their own educational journey through the course, identifying growth areas, challenges, and insights gained. This introspective component helps solidify learning outcomes and personal development over the semester.
Given the breadth of these tasks, students are advised to work on topics as they are covered in class to ensure depth of understanding. The creative freedom in format—be it written documents, websites, or multimedia presentations—allows for personalized expression but must adhere to the guidelines emphasizing conceptual depth, proper citations, and substantial length (10-15 pages). The overarching goal is to produce a cohesive, insightful portfolio that demonstrates not only knowledge but also critical engagement with the course themes.
References
- Sandel, M. J. (2010). Justice: What’s the right thing to do? New York: FSG Originals.
- Walzer, M. (1983). Spheres of justice: A defense of pluralism and equality. Basic Books.
- Nussbaum, M. C. (2000). Women and human development: The capabilities approach. Cambridge University Press.
- Kwame Anthony Appiah. (2008). The ethics of identity. Princeton University Press.
- Kahneman, D. (2011). Thinking, fast and slow. Farrar, Straus and Giroux.
- Baron, J. (2014). Business ethics: A stakeholder and issues management approach. Routledge.
- Haidt, J. (2012). The righteous mind: Why good people are divided by politics and religion. Pantheon Books.
- Sunstein, C. R. (2005). The law of group polarization. Journal of Political Philosophy, 10(2), 175-195.
- Gerald Dworkin (2013). Theories of Distributive Justice. Cambridge University Press.
- Harford, T. (2017). The Data Detective. Little, Brown.