Course Outline

School of General Education

Brac University

HUM 103: ETHICS AND CULTURE

A. Course General Information:
Course Code HUM 103
Course Title ETHICS AND CULTURE
Course Instructor Md Mostafizur Rahman
Instructor Email mostafizur.rahman@bracu.ac.bd
Course Time & Location Check the RS routine for details
Credit Hours 3 (Three)
Category GenEd
Type Mandatory
Prerequisites : None
Co-requisites: None

B. Course Description

This core course introduces students to critical perspectives and texts in diverse fields of liberal arts,
humanities and ethics. The philosophy of liberal arts and ethics examine the question of how we ought to
live and act. Since ancient times, philosophers in different parts of the world have considered ethics as one
of the central concerns in the study of individual and social life. Drawing on contributions from philosophy,
literature, and cultural studies, combined with issues taken from different historical and geographical
settings, the course engages students to identify challenging social and ethical dilemmas, reflect on major
ethical traditions and cultural perspectives, and apply the concepts and theories to both enduring and real-
life ethical problems. This course aims to improve students capacity for independent and creative thought;
understand and assess ideas from multiple perspectives. Students will also gather, synthesize and analyze
evidence; use real life applications to understand and address different thematic areas; learn how to address
critical questions carefully, reflectively, and rigorously. Students learn how individuals from very different
historical, social, and cultural contexts have approached in the past, and how to engage a plurality of
perspectives in a respectful dialogue.

C. Rationale of the Course

The course meets the core requirements of the mandated general education course in ethics and culture.
The topics and readings introduce students to the conversations about ethics and morality that have
transpired around the world across the ages. In the process, students become familiar with different ethical
issues in diverse historical and cultural settings, as well as the various concepts, methods, and tools of
ethical reasoning and their applications in all facets of life. The course is also designed to equip students
with advanced learning skills to enable them to address complex problems through critical analysis of
philosophical and practical topics in ethics, and to foster creativity of thought and expression through the
appreciation of alternative practices in diverse cultural and professional settings.
 D. Course Objectives
As a part of the liberal arts curriculum, this course is closely aligned with the primary objectives of the
School of General Education (SGE). The first objective is to introduce students to a wide base of knowledge
in liberal arts subjects outside your major fields of specialization. The second objective is to prepare
students for academic success in the undergraduate program by enhancing student learning skills in critical
reading, analyses, writing, and public speaking.

E. Course Outcomes (COs)

Upon successful completion of this course, students will be able to:

SL. CO Description
CO1 Gain familiarity with some of the major basics of ethical and cultural perspectives
CO2 Explore ethical reasoning, arguments and moral challenges, and assess them critically
Evaluate specific concepts and topics in ethical, cultural, political and feminist theories, such as
CO3
dialogues of definitions, Politics as Vocation, Classic and psychological feminism etc.
CO4 Recognize the different dimensions of cultural and moral debates.
Apply ethical arguments and concepts in evaluating contemporary social issues and moral
CO5
dilemmas encountered in everyday life from individual to social.

F. Program Outcomes (POs)

SL. PO Description
Describe a range of local and global issues/knowledge/ideas and their interconnections, beyond
PO1 their major and minor

Demonstrate proficiency in university level language comprehension, analytical writing skills

PO2 and oral presentations

Apply knowledge towards ethical reasoning, problem solving in and outside the classroom,
PO3 especially through activities that contribute to the SDGs

Value diversity and inclusion in race, religion, gender, sexuality, ethnicity, culture, economic and
PO4
class backgrounds
Exhibit sensitive and ethical leadership through course readings taught, engaged pedagogical tools,
PO5
class assignments, teamwork and exposure to real-life problems

G. Mapping of Course Outcomes (COs) with Program Outcomes (POs):

COs PO1 PO2 PO3 PO4 PO5

CO1 X X X X

CO2 X X X X X

CO3 X X X X X

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CO4 X X
CO5 X X
H. Course plan specifying content, COs, co-curricular activities (if any), teaching learning and
assessment strategy mapped with COs
Class Schedule Topic
1A. Jan 21 Introduction
Overview of the course
outline, topics and readings
Instructions for the
assignments
1B. Jan. 23 Ethics and Morality
Ethical Theories &
Applications
Fields of Ethical Inquiry
Moral Realism & Moral
Relativism
Cultural Relativism versus
Universalism
2A. Jan 28 Socrates: Dialogues of
Definition
Rational justification
Brief overview of Socrates,
Plato and Aristotle
Socratic Method: Elenchus-
False Positive, False Negative
2B. Jan 30 Confucius & Confucians:
Brief overview of ancient
Chinese ethical philosophies
Concepts in Confucian
ethics: Ren and Li (Narrower
and broader sense sense)
Four types of feelings
Moral cultivation
3A. Feb 4 Law & State
Forms and Sources of
Authority;
Laws, customs, conventions
Law, State, Violence
Foucauldian notion of Power
Sovereign power,
Disciplinary power (Power &
Knowledge) ,
Governmentality
HUM 103: Ethics and Culture
X X X
X X
Teaching-Learning Strategy Assessment Strategy
Flipped Classroom Model Written Reflections on
Eliciting their ideas on ethics, meanings of ‘Ethics’
Discussing situations and the What does ethics mean to
utility of it you and why is it
important?
Flipped Classroom Model Presentation
Discussion/Activity Topics Freewrite / structured
Learning Socratic Method/giving writing
them a firsthand experience with Teaching
an ethical dilemma Student work/discussion
Reading of Laches: Small group discussion/
Socrates on ‘parts of the soul’ pair work
Flipped Classroom Model Presentation
Comparative analysis of ancient in class write-up
Greek and Chinese ethics Poster making
Group discussion Presentation
Small group discussion
Flipped Classroom Model Presentation
Class discussion Free write/ structured
Giving them thought experiments writing
Encourage students to bring out Student work/discussion
examples and analogies from their Small group discussion
own life Portfolio
-Student feedback
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 3B. Feb 6 Family/ Kinship/ Gender Flipped classroom model Presentation
Family, culture, and ethics Case Studies Structured writing
Gender and ethics Multimedia content Student work/discussion
Gender and subordination Instructions for the take home essay Small group discussion
in ancient Greece and modern reflective write-up, idea
South Asia maps, impromptu speech
Crisis in kinship
Hierarchy of kinship
Gender issues in Bangladesh
Feminist Ethical Theories
Reason and Rights
Difference and Rights
Constructing Gender

4A. Feb 11 Another day of one of the above topics

4B. Feb 13 Sophocles, Antigone Flipped classroom model Presentation

Scene 1
Scene 2
Key Theme: Denial of burial
rites by the State/ruler
Characters: Antigone; Ismene;
Creon; (Guard); ending with
Chorus
Plot discussion Structured discussion as the
Character Analysis beginning of the play
-Roleplay -Structured writing
-Thematic Discussion
-Student work/discussion

5A Feb 18 Sophocles, Antigone Flipped classroom model Presentation

Scene 3
Scene 4
Key Theme
Appealing to different sources
of law, authority, ethics
Characters: Creon, Antigone,
Ismene, (Guard), Haemon;
ending with Chorus
Plot discussion Structured feedback
Character Analysis - Evaluate Semi-structured/
Roleplay process writing
Thematic Discussion Structured writing
Student work/discussion

5B. Feb 20 Sophocles, Antigone Flipped classroom model Presentation

Scene 5 Plot discussion Structured feedback
Scene 6 Character Analysis Student work/discussion
Antigone, Creon, Teiresias, -Roleplay Reflection writing
Chorus -Thematic Discussion
-Death & Mourning, -Structured writing
Questioning Authority, State & -Student work/discussion
Law, Family and Kinship
Characters:
Chorus, Antigone, Kreon,
Ending with Chorus
Teiresias, Kreon, Ending with
Chorus

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 6A. Feb 25 Sophocles, Antigone
Scene 7
Scene 8
Key themes-
Dialogue between Teiresias &
Creon
- Appealing to different sources
of law, authority, ethics
Characters Analysis
Teiresias, Creon, Chorus
Leader, Messenger, Eurydice
6B. Feb 27 Writing Day
7A. Mar 2-4 MID TERM WEEK
7B. Mar 5 Individual Will & Social
Contract
-Individual vs Social
-Human nature
- Understanding the metaphor
of Leviathan
- Contractarianism
8A. Mar 10 Deontology
Comparative analysis
between Kant's duty ethics
and other ethical theories,
Duty and rationality,
Duty Vs inclination,
Good will,
Categorical imperative and
hypothetical imperative,
perfect duty, and imperfect
duty
8B. Mar 12 Utilitarianism
Ramadan Act Utilitarianism
Schedule Consequential Ethics
Utilitarian Ethics
Hedonic Calculus/ Felicific
Calculus
Differences between Act and
Rule Utilitarianism
9A. Mar 17 NO CLASS (Holiday)
9B. Mar 19 Feminist Ethical Theories
Brief on Feminism, Feminist
approach and Feminist Ethics
Problems of Normalizing male-
HUM 103: Ethics and Culture
Flipped classroom model Presentation
Plot discussion Structured feedback
- Character Analysis
Roleplay
Thematic Discussion
Structured writing
Student work/discussion
Instructions for the take home essay
Flipped Classroom Model Presentation
Class discussion. Free write / structured
Recalling content from the writing
assigned readings work/discussion
Free writing/ Group Debate Small group discussion
Multimedia content Writing on the difference
between contract theories
of Hobbes, Locke
Flipped Classroom Model Presentation
The basic idea of duty; Structured writing
Comparison between; Teaching
Ancient vs. modern ethics Student work/discussion
Consequentialism Vs Duty ethics Case study
Two types of intentions (Egoism Small group discussion
Vs Kantian deontology);
Qualified good and good without
qualification
Flipped Classroom Model Presentation
Discussion/Activity Topics Structured writing
Basic idea of utilitarianism; Teaching
Definition and function of utility; Student work/discussion
Bentham’s principle of utility; Small group discussion
Hedonic calculus;
Mill’s rule utilitarianism
Flipped Classroom Model Presentation
Student work/group discussion Free write/ structured
Structured writing writing -Student
Debate or Theater of the work/Small group
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 biased
What is Patriarchy?
Identify the male bias in ethics
Describe the concept of
gender-neutral morality
-Gendered issues in
Bangladesh
Prospects of feminist ethics in
Bangladesh or in the education
system.
10A. Mar 24 Karl Marx
Basic concepts of Marxist
theory
Class system
Capitalism & social change
Bourgeois & proletarian
classes
Class struggle & revolution
Colonialism, capitalism, and
modernity
- Destructive aspects of
colonialism
Future of British rule in India
10B. Mar 26 NO CLASS (Holiday)
11.A Mar 31 S Waliullah, Tree Without
Roots
Part 1 & Part 2
Historical context
Thematic analysis-
Social change in rural Bengal
Agents of change: Railway,
famines, rootlessness
Religious superstition &
exploitation, class
discrimination
Character analysis
11B. Apr 2 S Waliullah, Tree Without
Roots
Part 3 & Part 4
Character analysis
Ethical dilemma
Thematic analysis- patriarchal
oppression, binary opposition,
gender dynamics
Apr 4-20 EID HOLIDAYS
12A. Apr 22 S Waliullah, Tree Without
HUM 103: Ethics and Culture
oppressed(impromptu) discussion
Multimedia content
Flipped classroom model Presentation
fishbowl debate Free write/ structured
Role play on different classes writing-
Ethical Dilemma based question Group work on different
and write-up classes/ Class systems
write-up on Class struggle in
Bangladesh's context
Instructions for the take home
essay
Flipped classroom (Reading full Presentation
text and film screening before Small group discussion,
class), Class write up
Discussion economic instability, Charades ( prominent
Write up on the religious character identification)
superstitions found in the novel /
paralleled with real life examples.
Discussion on Majeed's Ethical Presentation
dilemma Structured writing,
Discussion on the treatment of impromptu group
identifying the gender dynamics in presentation on the gender
the novel, dynamics in the novel
punishment for female Student Feedback
disobedience (identifying
instances from the reading of the
text)
Differentiating between the Presentation
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 Roots transcreation and the original text Plot discussion
-Thematic Discussion
Focusing on specific changes -small group discussion
(both books and film) -Student feedback
Instructions for the take home
essay

12B. Apr 24
Review of course content and themes

I. Learning Materials:

1.a Introduction

Ethics and Morality

● L. Pojman & J. Fischer, Discovering Right and Wrong (2016), 1-11.
1.b ● Manuel Velazquez, Philosophy A Text with Readings (2010), 432-
437.
● What is Culture? A Compilation of Quotations, 1-15
BuX taped lecture #1

Socratic Dialogues
● Plato, “Laches” in The Dialogues of Plato, vol. 1, 98-120.

Additional Texts if faculty wants to spend another day on ancient ethics

2.a.
● Plato, The Republic, 126-140; 300-302.
● Aristotle, Nicomachean Ethics, selected pages.
BuX taped lecture #2

Confucius (Mencius)
● Confucius, The Analects of Confucius, Bk II & IV.

2.b. Additional Texts if faculty wants to spend another day on ancient ethics
● Mencius, The Mencius, selected pages.
BuX taped lecture #3

Law & State

● Max Weber, “Politics as Vocation,” 1-5; “Law and Convention,”
33-38.
3.a
● Louis Althusser, “Ideology and Ideological State Apparatuses,” 1-
9, 19.

Additional Texts if faculty wants to spend another day on law & state

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 ● Michel Foucault, “Governmentality”; “Right of Death and Power over Life,”
selections.
● R. Menon & K. Bhasin, “Recovery, Rupture, Resistance: Indian State and the
Abduction of Women during Partition,” 208-211, 216-234.

Kinship & Gender

● R. Rosaldo, “Grief and a Headhunter’s Rage,” 167-177.
● J. Butler, “Antigone’s Claim,” 1-11
● Audre Lorde, “The Transformation of Silence into Language and
Action,” 40-44 (in-class)
3.b.
Additional Texts if faculty wants to spend another day on law & state
● L. Mani, “Contentious Tradition: The Debate on Sati in Colonial India,”
● Begum Rokeya, “Sultana’s Dream”
● Men, Masculinities, and Changing Power

4.a-7.a Sophocles, Antigone

Individual Will & Social Contract

● T. Hobbes, Leviathan, 7-8, 82-86, 111-122
● J. Locke, Second Treatise, Ch 2-5, 9
● J-J. Rousseau, On the Social Contract, Book 1; Second Discourse, Part II
BuX taped lecture #4

7.b

Deontology

8.a ● Velazquez, Philosophy: A Text with Readings, 455-463;

● I. Kant, Groundwork for the Metaphysics of Morals, 10-13.
BuX taped lecture #5

Utilitarianism

9.a ● J. Bentham, Principles of Morals and Legislation, Ch. 1,2, 4, 13

● J. Bentham, “Panopticon,” 1,2,5
BuX taped lecture #6

Feminist Ethical Theories

● M. Wollstonecraft, The Vindication of the Rights of Women, 88-113 &
179-188.
9.b ● K. Mackay, Feminism and Feminist Ethics, 64-74.

10.a K. Marx & F. Engels, Manifesto of the Communist Party, 473-483.

K. Marx, “The Future Results of British Rule in India,” 659-664.

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 11.a - 12b S Waliullah, Tree Without Roots

J. Assessment and Evaluation:

Assessment Components and Marks Distribution:

Method Participation In Class SLL Four written Total

& Discussion Writeup Presentation Participation assignments
(Group work) & Reflection
(2 before midterm and
2 before finals)

% of Total 15% 10% 10% 5% 15% each 100%

Grade

The descriptions of the course assignments, grade-scale, rubrics of performance, as well as university and
course-specific policies are outlined below:

COURSE ASSESSMENT MODULES & METHODS

1. Mandatory Class Attendance

Please note that attendance for this course is mandatory in order to participate in the classroom activities
and discussions. A part of your grade will be allocated for regular attendance in all sessions.

2. Classroom Discussions and Activities

In line with the objectives of the School of General Education, this course will heavily focus on a range of
learning exercises during our classroom session. Therefore, in addition to clarifying lecture and reading
materials, the in-class sessions will be devoted to a variety of reading, writing, small-group discussion, and
collaborative learning exercises. These assessment criteria will comprise ten percent (15%) of your
cumulative grade.

3. In Class Write-up

Each class, students will be given a writing assignment during class time. Theories and content discussed
in class discussions and practical implication of the knowledge will be tested. Structured questions will be
given for the students to share their thoughts and ideas, which will be discussed by the course instructor for
further development. The student in class write up will comprise ten percent (10%) of your cumulative
grades.

5. Presentations

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Students will provide a brief power-point presentation on the scope of the content. Students will select the
topic of presentation during the first/second week of the course. Further instructions on the content and
methodology of the presentations will be discussed in class. The student presentations will comprise ten
percent (10%) of your cumulative grade.

7. Four Take-Home Assignments

Students will be required to complete four take-home examinations that test your knowledge and
comprehension of the course materials (lectures and readings). Word limit will be 1200-1500 words. These
assessments will be evaluated on the basis of their merit. Further instructions about the essay exams will be
provided in class. Four take-home examinations will comprise sixty percent (60%) of your cumulative
grade: i.e., each assignment accounts for 15% of course grade.

8. SLL Participation & Reflection Write-up

Every student takes part in experiential learning activities of the Social Learning Lab (SLL). The Social
Learning Lab has two phases; the first is the practical day when students undertake different campus jobs
and put themselves in the shoes of staff members for a day, and experience life from their point of view;
the second phase is a reflection write-up. Students will write and submit a reflection paper based on the
practical phase as a part of the Applied Ethics topics at the end of the semester. The Reflection paper will
help students to develop sensitivity and skills consistent with an ethical approach to others, which is one of
the core objectives of the program. The reflection paper will make up five percent (5%) of the course grade.
Further instructions on the reflection paper writing will be discussed in class. This exercise will be evaluated
based on your participation during the practical phase, effort and completion of the writing.

K. Course Policies:

● Students are expected to maintain all course decorum, and to treat each other with respect;
● Students are expected to complete all course readings and view the multimedia content;
● Students are actively encouraged to attend all in-class sessions. If you are unable to attend the
in-class sessions, you will still be responsible for completing all the required writing
submissions;
● Active participation in class discussions is expected and encouraged;
● The instructor reserves the right to make any necessary (announced) changes to the syllabus.
● The deadline for submission of all assignments will be provided by the course faculty.
Students are expected to submit all assignments by their respective due dates, and all late
work will result in partial or full loss of requisite points or marks – Please plan ahead!
Plagiarism:
All students are expected to abide by the BRAC University Code of Academic Integrity. All
assignments submitted by students must be their own work. Copying from another student or from
published, unpublished, or electronic sources without appropriate citations or quotations is considered
plagiarism.
Any evidence of plagiarism will lead to an automatic “F” (fail) for all concerned students. In other
words, if there is any evidence of plagiarism, ALL students involved will automatically receive a zero

HUM 103: Ethics and Culture School of General Education Page 10 of 11

 grade. According to university policy, all cases of plagiarism are reported to the Office of Academic
Standards. The penalty for violation of this code can lead to a failing grade in the course as well as
further disciplinary action by the university.
L. General Guidelines for Grading:
Students’ grades will be assigned in accordance with the guidelines and grading scale of the BRAC
University Undergraduate Study and Examinations Regulations. The course evaluation is divided
between effort based learning (Consisting of 50 % of the grade) and merit based learning (consisting
of 50% of the grade). In terms of effort based tasks, students would be graded by the scale of Needs
Improvement, Meets Expectation, and Exceeds Expectation.

M. Make-up Procedures: As per University policy

N. Grading policy (subject to change):

Students’ work will be graded according to the system specified by the BRAC University Undergraduate
Study and Examinations Regulations. In addition, faculty members are allowed to take into consideration
factors such as the class average and standard deviation in order to ensure the grades reflect students’ actual
class performance.

97-100 = A+ (4.0)
90 - 96 = A (4.0) Excellent
85 - <90 = A- (3.7)
80 - <85 = B+ (3.3)
75 - <80 = B (3.0) Good
70 - <75 = B- (2.7)
65 - <70 = C+ (2.3)
60 - <65 = C (2.0) Fair
57 - <60 = C- (1.7)
55 - <57 = D+ (1.3)
52 - <55 = D (1.0) Poor
50 - <52 = D- (0.7)
<50 = F (0.0) Failure

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