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P3   Ethics:  Stand Outside Yourself and Describe What You See




[1] an accurate word count of at least 1400 words (not counting quotations or repetitious or redundant or flabby prose),

[2] at least two images,

[3] the three rubrics assigned for P3 clearly marked at the top of the first page;*

[4] the required quotations  (see below);

[5] discussion of some of the prompts (see below)


*You do need to put the three rubrics for evaluation at the top of your P3 blog. You should have received by email over a month ago my evaluation of your P2, specifying the three rubrics for P3, and my edited version of your P2. You will need to turn them in with your final revision of P3.
As I said in a previous email, my computer crashed and I lost my copies of the documents mentioned above. I do have four sets, as revealed below. But if you have not yet found an email from me with your set as attachments, you can use the P1 rubrics listed below. 















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P3A 2-14;    Critiques Due by Midnight or -100; P3B ;  

PENALTIES: if P3A is not posted by 10:30 2-14 MEETING ALL REQUIREMENTS

-10, if posted 2-15 by 10:30 AM -20, if posted 2-16 by 10:30 AM -30, if posted 2-17 by 10:30 AM -40, if posted 2180 by 10:30 A; -50, if posted 2-19 by 10:30 AM -60, if posted 2-20 by 10:30 AM. -70, ; if posted by 2-21 at 10:30 AM -80; -100 if not posted by 2-21 at 10:30 AM



_________:  up to 20 points for persuasive argumentation/rhetoric in Part One  (at least 700 words)

_________:  up to 20 points for your emotive ethics in Part Two (at least 700 words)

________: up to 20 points for the extent of your integration of assignments in this class from both semesters, especially P2

_________:  up to 10 points for felicitous transition from part 1 to part 2

_________  citations beyond those required from literature, up to 25 additional points, (preparation for the literature final exam)*

________   plus points for good writing, detail, insight, etc.

______    points from the three rubric categories designated for P3 (up to 140 points but now -5 for each infelicity or error)

_______   subtotal

_______   deductions for not fully meeting basic requirements

_______   deductions for missing required citations

___        deductions from other rubric categories

_______  deductions for items missing from folder: questionnaire  etc.

_______  *total out of 200

________ cumulative total so far =


*For example: the Bible, the Qu'aran, Rumi, Paradise Lost, Gawain and the Green Knight, Siddhartha, Coetzee's Elizabeth Costello, ..... for example, this Rumi poem:



Who gets up early to discover the moment light begins?

Who funds us here circling, bewildered, like atoms?

Who comes to a spring thirsty

And sees the moon reflected in it?

Who, like Jacob blind with grief and age,

Smells the shirt of his lost son

And can see again?

Who lets a bucket down and brings up

A flowing prophet? Or like Moses goes for fire

And finds what burns inside the sunrise?


Jesus slips into a house to escape enemies,

And opens a door to the other world.

Solomon cuts open a fish, and there's a gold ring.

Omar storms in to kill the prophet

And leaves with blessings.

Chase a deer and end up everywhere!

An oyster opens his mouth to swallow one drop.

Now there's a pearl.

A vagrant wanders empty ruins.

Suddenly he's wealthy.


But don't be satisfied with stories, how things

Have gone with others. Unfold

Your own myth, without complicated explanation,

So everyone will understand the passage,

We have opened you.


Start walking toward Shams. Your legs will get heavy

And tired. Then comes a moment

Of feeling the wings you've grown,








Before the class began, did you feel that it was right or fair of the university to require ethics education? Did you agree with the way they formulate the requirement below? How do you feel about all this now?

"Each course that carries the Ethics and Leadership flag should teach students to identify ethical issues and to apply ethical reasoning to real-world situations. It is not our goal to teach students a specific code of ethics or a particular understanding of what constitutes right and wrong behavior. Rather, our goal is to teach students ethical reasoning – how to think critically about, and apply their values to, situations involving ethical decision-making. We want our students to have the tools they need to be their "best selves" when they face ethical choices in their adult and professional lives. . ."

Did you agree with the definition of ethics in the original UGS workbook below? Do you agree now?

1. "Ethics (or morality) . . . is the study of how people should act toward one another, other species, and natural systems."

2. "to think ethically, a person must understand that he or she is capable of causing harm to other people, animals, and the environment."

3. "The fundamental expectation [of ethics] is that people should avoid causing unjustified harm."

4. "There is more to ethics than choosing not to harm others. . . . Ethics is also about promoting the good."

5. In the range of choices, what is "ethically prohibited" are those involving "intent to harm, neglect, lack of care for consequences, lack of attention to others, vice, and voluntary ignorance."

After five months or so in this particular course, do you think it follows the guideline: "It is not our goal to teach students a specific code of ethics or a particular understanding of what constitutes right and wrong behavior. Rather, our goal is to teach students ethical reasoning – how to think critically about, and apply their values to, situations involving ethical decision-making."

More specifically, do you think ethics education must be restricted to "reasoning --how to think critically ....."?  Admittedly, the UGS workbook also acknowledges the "feminist" approach to ethics, which is more "emotive," but obviously that is not the main approach of philosophical ethics, as you will see next year in your philosophy courses. In other words, do you think the ethics flag should be flexibile enough to allow the approach we took in this course, or not?

Do you think drawing on the long history of global cultures for a sense of , say, how love is better than fear, violates the prohibition of a "specific code of  ethics or a particular understanding of what constitutes right and wrong behavior"?



Ethics Flag goal of providing you with the "tools"  you need to be your "best self" when you face ethical choices in your adult and professional lives. . ." What is your " best  self"? Did you get any tools to become your "best self"?  If so, what tools?  What other tools might you have used?




Do  you see any connections between this goal and what you learned about leadership and "the liberal arts", Newman's focus on character formation in The Idea of a University, etc. last semester.




Have you been able "to identify ethical issues and to apply ethical reasoning to real-world situations"? For example, was your awareness of ethics increased by considering such real-world situations as slavery and the Holocaust? Was it fair to ask you what you would have done in those situations? What are your answers now?



What did you think about our goal of exploring "analogies between factory farming, slavery, and Nazi concentration camps made by various writers and philosophers that challenge us to become more mindful of ethical decisions we make daily about food, clothing, entertainment, etc. " 

Did you become more mindful of the ethical components of the decisions you make as a consumer? What were your consumer values six months ago? What are they now? What lines, if any, won't you cross? For example, many people draw the line at veal or pate de foie gras because of the lifelong torture involved in producing those "delicacies." What about you? What about other lines............?



Did you become more mindful of the ethical components of the decisions you make as a voter and a citizen?  If so, how have you become a better citizen?


No matter which prompt(s) you choose, in PART ONE consider the questions, what are my values? How do they help me answer the question "who am I?"
Looking ahead to P4, as you conclude Part One, start asking yourself who do I want to be? What values do I want to have? What "best self" do I ultimately envision for myself?


This is a mini-essay focuses on one passion that connects you to something greater than yourself, benefits others, and produces P4, a leadership vision that changes the world for the better.

To do this you may well have to accept the fact that you have many different passions. To achieve unity you will need to choose just one of these passions or at least just one cluster of related passions. You can mention your other passions in the beginning of the mini-essay, but will need to narrow the focus soon to the passion[s] that connect you to something greater (see below*) and enable you to write the most coherent and unified essay at this time in your life.

This is an essay in which you are to discover and communicate, first of all, what you are most passionate about that will benefit society, and thus what your pilgrimage is, and perhaps what truth[s] you seek and/or have found that will set you free.

As the image of the scallop shell below the motto on the tower reminds us, particularly important are pilgrimage goals that can endow you with a compelling vision that inspires others to follow you. Hence especially valuable are passions that tap into that which is greater than the self, passions that enable you to make a contribution to society that can be thought of as your legacy when you are gone.


To make the transition from multiple ethical passions to one, you would be well advised to read in How Can I Help? about multiple selves and the Witness that integrates them all.

As you compose this essay, you will be hammering your self into unity. The word "compose" connects "pose," that is "to place," to "con" ("together"), and its root meaning is thus "to place together," "To put together (parts or elements) so as to make up a whole" (O.E.D.). As Newman puts it, your mind takes a" connected view of old and new, past and present, far and near, and ... has an insight into the influence of all these one on another; without which there is no whole, and no centre. It possesses the knowledge, not only of things, but also of their mutual and true relations." Such a mind "makes every thing in some sort lead to every thing else; it would communicate the image of the whole to every separate portion, till that whole becomes in imagination like a spirit, every where pervading and penetrating its component parts, and giving them one definite meaning."


"Only connect! . . .Live in fragments no longer.”

 E. M. Forster, Howards End (1910), ch. 22



‘One day when I was twenty-three or twenty-four this sentence seemed to form in my head, without my willing it, much as sentences form when we are half-asleep, ‘Hammer your thoughts into unity’. For days I could think of nothing else and for years I tested all I did by that sentence [...]” William Butler Yeats (cited in Frank Tuohy, Yeats, 1976, p.51 )




Tower Motto: "Ye Shall Know the Truth and the Truth Will Set You Free," defining what "Truth" and explaining "Free" from what?

A sentence or more about "ideology," presumably from the "carnism" essay, but the subject need not be carnism.

at least one of your initial blog responses to Earthlings from last semester


KEY CITATIONS: Double points if you cite

U. T. CORE PURPOSE (Ethics) and Core Values: Freedom, Discovery, etc.

Scallop Shell Symbolism

David Foster Wallace Commencement Speech

Ethical Challenges

Newman, The Idea of a University, Discourses 5-7

“Moral Dystopia” 

Rifkin, the evolution of empathy

The Brahmavihras




[1] Create a new folder on your desktop and name it "P3 __________" substituting your animal name for the _________.

[2] Scan the original P1 and P2 critiques from the instructor and the P1 and P2 final versions edited by the instructor and place all four files in the folder. Alternatively, supply the instrutor with a physical folder of all four items in class before the due date.


[3] Put a word.doc version of your original P3a, the one you uploaded to the Canvas blog site, titled "P3a," into the folder.

[4]  Make a single Word document of all the critiques your colleages made of your P3a on the Canvas blog site, titled "Critiques," and categorized according to the name of each reviewer.

[5] Make a word.doc titled "Revisions," of the penultimate draft of your P3 project showing all the changes you made in response to all the critiques. You can use different fonts, color, underlining, bold, italics, to reveal what responses were made to what reviewer. Put a code at the top of the first page showing which kind of highlighting represents which reviewer.  Put this "Revisions.doc" into the folder.

[6] Finally, put a word.doc titled "Final draft" into the folder. This "final draft," must be double-spaced, with a title, page numbers, and footnotes at the bottom of the pages, using the University of Chicago footnote method assigned in our anthology (no bibliography). This final draft must meet all the requirements for images and citations and the last page shoujld provide word counts, both with and without quotations.

[7] Prepare an email to and choose the folder as an attachment to the email. Send the email to me before class on the due date.



Detailed criteria for your final version here (to be turned into the instructor).

***You will find the Chicago Manual of Style Online in any of three places on the UT Libraries website:

1. On the lists of Databases:

English Literature:

Comparative Literature:


2. On the list of Style Manual Quick Guides: (You can navigate from the CMOS Quick Guide to the full guide.)

3. From Catalog entries for any of the copies of the 15th or 16th edition of the Chicago Manual of Style; use the Find It @ UT button to search for the online version.






“Stress Recess” Stressed by papers? Tests? Relationship issues? For these and other stressors, take a few minutes to check out a new interactive website called “Stress Recess” at, a component of the UT Counseling and Mental Health Center. This site is loaded with videos, animation, video games, body scans, quizzes, clickable charts and graphics and practical information tailored to YOU. Learn what causes stress, signs of stress and—most importantly---what you can do to manage stress in healthy ways!

 honi soit motto

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