Central Courses
Psychology 249: Social Psychology
This course permitted me to study how prejudices, romantic attractions, and emotions develop in regards to conscience. I learned the different models of anger, emotion, and cognition. Particularly, I researched the actions of Charles Graner, an infamous sergeant who committed atrocities at the Abu Ghraib prison. Basically, I applied particular theories regarding aggression and psychopathy in order to explain Graner’s actions. This research allowed me to think critically about why one may commit moral atrocities, but be quite human.
Associated paper(s):
Photograph of Lyndie England and her lover Charles Graner at Abu Ghraib.
Psychology 264: Psychopathology
In this course, I studied the formation of behaviors deemed as “abnormal” and how those behaviors correlated to one’s perception of the conscience and ethical behavior. I explored what drives “abnormal” actions and sought to define “abnormality.” I learned how certain character traits or mental illness contributed to the formation of a person’s conscience (if the conscience exists). I also explored how sanity might correspond to one’s perceptions of good and evil. I particularly studied how culture may affect the onset of anxiety disorders and looked at the differences between social phobia (a Western mental disorder) and taijin kyofusho (a disorder in Japan which is primarily characterized by a fear of blushing).
Associated Paper(s):
Psychology 391: Psychology of Good & Evil
This course allowed me to explore how emotions have to do with a person’s formation of ethical behavior. Through analyzing moral exemplars’ interviews on issues of the ethical, I learned about moral diversity and the process of ethical decision-making. Specifically, this class looked at the differences and similarities of each moral exemplar’ approach toward ethical conduct. Along the way, we learned about Jonathon Haidt’s five dimensions of morality, Evan’s dual processing model of ethical decision-making, and evolutionary influences of morality.
Associated Paper(s):
http://www.grouchyoldcripple.com/archives/001717.html
Sociology/Anthropology 292: Anthropologic Theory
In this class, I studied how the environment and an individual’s culture can shape his or her perception of certain ethical behaviors. For instance, the class analyzed how low SES and inner city conditions can greatly increase a person's chances of becoming a drug dealer. We also explored our culture's philosophy in regards to the body, food, and sexuality. I learned how some ethical behaviors are cultural constructs of the West and which ethical behaviors may be universal. I also studied how language, government, and the media can affect one’s perception of ethical behavior.
Associated Paper(s):
Photograph of Clifford Geertz, one of the most famous, if not the most famous anthropologist.
Philosophy 260: Kant's Moral Theory
This course allowed me to study Kant’s moral theory in detail. We studied the first and second formulations of his categorical imperative. We then discussed if certain characters in literature employed certain formulations of his categorical imperative. The works we read in this class included Metaphysics of Morality, Critique of Pure Reason, Beloved, and Wise Blood.
Associated Paper(s):
Philosophy 261: Freud and Human Behavior
In this class, I studied Sigmund Freud’s theory of human behavior and his conception of morality. I learned about his theories regarding the id, ego, superego, the reality principle, death instinct, life instinct, and concepts concerning dream interpretation. I also learned about his philosophy of morality in regards to society in Civilization and Its Discontent. Other works included Analysis of Dreams and Famous Lectures.
Associated Paper(s):
Philosophy 119: Moral Psychology
In this course, I studied the difference between the philosophical and psychological methods in seeking truth. This course explored Aristotle’s notion of “the good” as along with many authors’ opinions of ethical action including Dostoevsky and Kant. We discussed and analyzed certain virtues or feelings associated with goodness such as humility, thankfulness, and emphathy. This course also explored Western ethical theory and distinguished the differences between normative and empirical ethics.
Religion 209: Introduction to Feminist Philosophy
In this course, I learned how to apply a feminist critique to certain existing Christian dominations’ views’ of Christian ethical behaviors. I explored views feminist views on controversial topics such as women pastors and homosexuality. Particularly, I learned about the importance of context in interpreting biblical scripture. I hope to apply this knowledge not only to religious works, but any work in general regarding ethics.
Associated Paper(s):
http://www.opinion-maker.org/2011/03/feminism-is-an-exaggerated-stretch/
Philosophy 373: Seminar in Ethics and Theory of Value
Basically, in this course, I familiarized myself with recent philosopher’s theories on knowing the ethical. Particularly, I studied Iris Murdoch’s, Alasdair Macintyre’s, Christine Korsgaard’s, and Linda Zagzebski’s theories of how to know virtue, the ethical, and the good. For my final paper, I critiqued Zagzebski’s, Macintyre’s, and Murdoch’s theories by using the concept of moral luck.
Associated Paper(s):
English 393: Milton and Ethics
In this course, I studied 17th century ideas of ethics pertaining to Milton’s works such as Paradise Lost and how that influenced Western thought. Our class explored—and debated—notion of ethics in Milton’s poetry and prose. Along the way, we read some philosophers’ theories concerning ethics such as Aristotle, John Stuart Mills, Immanuel Kant, and Soren Kierkegaard.
Associated Paper(s):
Depiction of Satan in Milton's Paradise Lost
http://stolenapples1.blogspot.com/2009/07/john-milton-1608-1674-paradise-lost.html
Supplementary Courses
Pyschology 271: Psychology of Personality
This course allowed me to study how the environment and one’s genetics shape an individual’s sense of self and perception of the conscience. The course allowed me to learn different definitions and theories concerning the construct of personality. Personality theorists that the class studied included Gordon Allport, George Kelly, Erik Erikson, Walter Michel, Sigmund Freud, Albert Ellis, and Carl Jung.
Associated Paper(s):
Here is a picture of Gordon Allport, who was the adviser of former St. Olaf professor Olaf Millert.
Psychology 241: Developmental Psychology
This course allowed me to study how the process of maturation, genetics, and one’s environment each contribute to a person’s current sense of self and ethical behavior. We studied Lawrence Kohlberg’s and Carol Gilligan’s stages of morality. In addition, the class learned about Erik Erikson’s and Jean Piaget’s stages of development. We discussed the process of cognitive development and how it may affect one’s decision-making.
Associated Paper(s):
P
hilosophy 232: Kierkegaard
In this class, I focused upon Kierkegaard, Camus, Nietzsche, Sartre, and other philosophers’ theories regarding existential philosophy. I studied each philosopher’s view of the human condition and notion of morality. Specifically, I looked at a sample of modern philosophy and compared it to postmodern philosophy regarding the notion of self and reality.
Associated Paper(s):
Portrait of Abraham about to sacrifice his son Issac, a topic Kierkegaard discusses in Fear and Trembling
http://lowerwisdom.com/2011/02/is-circumcision-child-abuse/
Biology 127: Genetics and Society
This course allowed me to study DNA (deoxyribonucleic acid) which contains the code to construct all cells in the human body. Along with learning biology terminology, the class discussed ethical issues that arise with genetic testing and sampling. Particularly, we read about Henrietta Lacks, a poor, black woman from the south, whose genes were replicated unbeknownst to her and her family.
Associated Paper(s):
Sociology/Anthropology 261: Gender & Cross Cultural Perspectives
This class expanded my knowledge in regards to cultural perceptions of gender and sexuality in African, Indian, Thailand, Chinese, and Japanese cultures.I learned how certain cultures may contribute or hinder a woman's or man's well-being. The class also explored cultural responses to homosexual, heterosexual, and transexual practices. In regards to conscience, this class helped me to become more aware of how cultural pressures regarding gender identity help formulate one's gender identity.
Here is the cover of Brick Lane, a novel the class read regarding an Indian woman living in England who struggles with the question of abiding by her Indian cultural practices (aka marital role), or if she should become more westernized.