Social 30

1. Social 30 Introduction: What is philosophy – and why could Social 30 be considered a philosophic course?

2. What is Philosophy? • Read attached (Prof. Sinnott-Armstrong) • Your Parenting Style

3. What do you think of this? North Korean children playing guitar: http://www.youtube.com/watch?v=pl6f_XwMhMM (3:29) Amazing: 4 year-old boy plays piano better than most… http://www.youtube.com/watch?v=w30TFlJiRKA (3:54) Article: Why Chinese Mothers are Superior (The Wall Street Journal – Jan. 06, 2011) ‘Tiger Mother’ Defends Strategy http://www.youtube.com/watch?v=MaFuR1DTQBI (4:20) What is the North American spin on “tiger parenting”? After seeing these examples, would you amend your personal parenting philosophy?

4. Values, Beliefs and Attitudes • Our practices are influenced by what we value, what we believe, and our attitudes. • Handout: Values, Beliefs and Attitudes

5. What would YOU do?? Suppose you are the driver of a trolley car hurtling down the track at sixty miles an hour. Up ahead you see five workers standing on the track, tools in hand. You try to stop, but you can’t. The brakes don’t work. You feel desperate, because you know that if you crash into these workers, they will all die (let’s assume you know that for sure).

6. Suddenly, you notice a side track, off to the right. There is a worker on that track, too – but only one. You realize that you can turn the trolley car onto the side track, killing one worker, but sparing five. What is the RIGHT thing to do? What would you do?

7. How many of you would turn the trolley car onto the side track? • How many would go straight ahead? • What are your reasons?

8. Now consider another version. This time, you are not the driver, but an onlooker, standing on a bridge overlooking the track (this time, there is no side track). Down the track comes the trolley, and at the end of the track are five workers. You feel helpless to avert this disaster – until you notice, standing next to you on the bridge, a large, overweight Asian man. You could push him off the bridge, onto the track, into the path of the oncoming trolley. He would die, but the five would be saved (he is heavy enough to stop the car; you are too small to be effective). What is the RIGHT thing to do?What would you do?

9. How many of you would push the overweight man off the bridge to save the five workers? • How many of you would do nothing, and watch the five workers die? • What happened to the principle of saving the five lives at the cost of one, in this case? What changed your mind?

10. Differences? • Most people answer that they would turn the trolley car to kill the one worker, saving five. Needs of the many outweigh the needs of the few. • Most people answer that they would NOT push the overweight man off the bridge in order to save the five. • WHY does the principle that seems right in the first case - to sacrifice one life to save five - seem wrong in the second?

11. Reasons? • Pushing the overweight man off the bridge is wrong because it is against his will. He didn’t choose to be involved; he was just standing there. • The same could be said for the person on the side track – he didn’t choose to sacrifice his life. You, as the driver, made that choice for him. • Another reason might be that the workers knew that there was some risk involved with the job. • How about the ‘intention’ of the person making the decision? • The driver of the trolley that turns onto the side track could defend his decision by pointing out that he didn’t intend the death of any of the six workers. • The same is true with pushing the man off the bridge: he doesn’t have to die to serve the purpose you want. He could survive…

12. Is it choice? • If you were the single worker on the track, would you want the freedom to choose whether or not to sacrifice yourself for the other five workers? • Should the man on the bridge have the freedom to choose to jump off the bridge and save the five workers? Should someone make that choice for him? • OR is it sometimes necessary for others to make the decisions on your behalf for the benefit of the majority?

13. Foundation of this course: • If you believe that an individual should have the freedom to choose, you lean toward:LIBERTARIANISM • If you are one that believes that “the needs of the many outweigh the needs of the few” or that decisions should be made so that the greatest good comes to the greatest number of people, you lean toward:UTILITARIANISM

14. Ideology: • Interpretation of history: • Structure of society: • Human nature: • Vision of future: • Can a Spaghetti Western be considered (a spoof-y) ideology? (Handout) • The Good, the Bad and the Ugly full movie • http://www.youtube.com/watch?v=OgC6mRLNbNI (~ first 20 min)

15. And what, then, about human nature? • Are humans born good or evil? Or are we fully influenced by our surroundings? • Adolf Eichmann: (1906-1962) “I was following orders” • Self-proclaimed “Jewish specialist”; responsible for keeping the trains carrying Nazi prisoners running to complete the Final Solution. He helped choose where gas chamber sites would be at Auschwitz, approved the use of Zyklon-B, supervised exterminations – and escaped to Argentina. • When captured, he stated that he was just following orders, and asked, “Why me..Why not the local policemen, thousands of them? They would have been shot if they had refused to round up the Jews for the death camps. Why not hang them for not wanting to be shot? Why me? Everybody killed the Jews.“ • http://www.youtube.com/watch?v=De7_xyzCXcw

16. What about ‘following orders’? • Stanley Milgram: The Milgram experiment • Teacher/learner – lab coat – 15-450 V • How many kept going? • Selfish – needs government intervention? What about personal responsibility? • Philip Zimbardo: Stanford Prison Experiment and Abu Ghraib • Situational psychology • “The Experiment” trailer • Why is this relevant? Abu Ghraib • Nuremburg trials: A, B/C. • What do you do with a 19 year-old Nazi?

17. Ethical Dilemmas – Hard/Soft Determination and Free Will • Nature vs. nurture • Babies – instinct – are we, then, selfish? Does the government need to intervene? • Water – Nestle CEO • Zimbardo’s Stanford experiment – power corrupts, so does the government need controls, too?

18. Hard Determinism: • Environment, heredity, unconscious impulses, defense mechanisms, and other influences determine why people act the way they do • Therefore: individuals are not responsible for their actions • The question, then: how can be punish and imprison individuals if they are not responsible for their actions? • The answer, from a hard determinist: justification comes in trying to influence their and others’ future behaviors

19. Soft Determinism: • Belief: there are some aspects of determinism that are true; that does not rule out freedom and responsibility. • We are determined and nonetheless still free. Further, when the individual is the cause of his/her actions, he/she is said to have acted freely. • Passive self-determinism: • Freedom = being able to do what one wants to do, without (external) coercion or interference by anyone else. What one wants is determined by external events (genetics, culture, upbringing), but as long as one is able to be consistent with the choices he/she makes, he/she is free. • Acknowledges that all events (including human actions) have causes, but allows for free actions when caused by a person’s choices rather than external factors

20. Active Self-Determination • We can ultimately choose independently of our culture and past conditioning • We can be self-aware and engage in critique of ourselves • An individual can transcend/step outside of ourselves to reflect on what we have become, and decide whether we want to remain that way or not • This self-awareness makes us free and able to make new and creative decisions. Sometimes, then, do we need freedom? Do we need government intervention to keep human selfishness in check? Is intervention always necessary – or always bad?

21. But don’t forget the good: • DQ – Minnesota: • http://www.npr.org/blogs/thetwo-way/2013/09/20/224417791/praise-pours-in-for-dairy-queen-manager-who-helped-blind-man • Calgary $40 million lottery winner: • http://globalnews.ca/news/1034841/40m-calgary-lotto-winner-says-hell-donate-all-money-to-foundation-for-charity/

22. Writing assignment: • Human Nature and the Concept of Free Will

23. Why Governments Exist • Read “Ideologies 14-16: Introducing Government” and your text pgs. 16-18. • Complete the handout: “Why Governments Exist” • These philosophers will be referred to throughout the course – and you will be expected to refer to them on your Diploma. • APPLY your KNOWLEDGE: • How would Hobbes, Locke and Rousseau respond to Japanese Canadian Internment in World War 2? • Defend yourself by referring to specifics from each philosophy.

24. IDEOLOGIES: Individualism (libertarianism; freedom (conservatism; classical liberalism)) versus Collectivism (utilitarianism; control; intervention (liberalism; modern liberalism))

25. Understandings of Individualism(Liberalism) • R.I.P.E.S.C • Rule of law • Individual rights and freedoms • Private property • Economic freedom • Self-interest • competition

26. Early Understandings and Development • After the Medieval Period (~476-1450) came the Renaissance (~1450-1600). (re-naissance; re-birth) • During this time, individuality became more important. • Influences from ancient Greek culture helped shape worldviews as people resisted the notion that they were ‘stuck’ in a hierarchy ruled by God • Notion of human potential focused on: • Strength, beauty, reason of individual humans • Protestant Reformation (~1500-1650) also contributed to increased individualism by challenging the Catholic Church.

27. Rule of Law: • Individual rights and Freedoms: • Include rights such as: • Freedom of religion; association; right to life, liberty, security of person • In liberal democracies, and important right is the franchise, or right to vote • Exceptions: text pg. 72-3 • In Canada: CCRF ensures that rights/freedoms are protected; however, these rights can be limited by “such reasonable limits prescribed by law as can be demonstrably justified in a free and democratic society”. • There are laws that prohibit promotion of hatred/discrimination – thus limiting freedom of expression. • Ex: Keegstra, hate propaganda

28. Rule of Law Cont’d: • Individual rights express to what degree individualism can be maintained, and to what extent an individual can live and direct their life according to their own desires. • Strong individual rights protect a person’s ability to conduct themselves in any way they see fit – • HOWEVER: the rights of others cannot be trampled in the process.

29. Private Property: • The first private property laws are said to have been established in 24 BC in Mesopotamia when the ruler, Urukagina, stated that no one could seize another’s property. • Principle that no one can be denied the right to accumulate or trade valued items (that are not in the property of others) • Includes the rights of: - use (allows any owner to utilize their property in any preferred manner, as long as it does not violatethe rights of those around them). -disposal (owner can discard/transfer ownership to another) -income (right to use your property as a source of profit– selling, leasing, renting).

30. Modern understandings of private property developed during the Enlightenment. They were at first only understood to apply to land, but later expanded to include other forms of physical possession and intellectual property (artistic works, inventions, etc.) • Perceptions of land ownership have caused clashes. • Ex: some Aboriginal groups believe that land is a shared gift from nature, and cannot be owned. • Debates also arise re: intellectual property: • “ownership” is often hard to determine – and often not respected. • Text pgs. 75-77: • How does file sharing relate to individualism?

31. Economic Freedom • The freedom to buy what you want and to sell your labor, idea, or product to whomever you would like • Ten factors to consider: • In 2008: Canada was 10th on the list because the Canadian gov’t intervenes in the economy to create stability • The economy in Canada is known as a welfare state due to modifications made after the Depression in the 1930’s.

32. Self-interest and Competition “That which is common to the greatest number has the least care bestowed upon it. Every one thinks chiefly of his own, hardly at all of the common interest; and only when he is himself concerned as an individual.” - Aristotle

33. Self-interest/Competition: • Decisions should be made free from gov’t control • In “laissez-faire” economics: • Gov’t should adopt a ‘hands off’ policy when it comes to economic decisions • Competition and profit motive find the most efficient and innovative means of production • Individuals can best achieve their goals if they are allowed to have private ownership

34. Self-interest and Competition: Adam Smith • believed: • the economy will regulate itself if left alone (laissez-faire) • Those that fail to compete fail to survive (profit motive) • The “invisible hand”: working in your own self-interest will inadvertently benefit society; the market will solve all basic economic questions • If people work to benefit themselves, competition among producers ensures that the best product will be made at the lowest price due to supply and demand • If consumers are sovereign, supply and demand will dictate the natural flow of the market.

35. Understandings of Collectivism • E.P.C.C.C.A • Economic Equality • Public property • Collective responsibility • Collective interest • Co-operation • Adherence to collective norms

36. Early Development • During the Medieval Period (~476-1450) society was rigidly hierarchical. Individual worth wasn’t worth much. • Man was part of a collective under God, and was ruled by God and members of His hierarchy • Focus of society: • The afterlife (Instead of beauty/creativity in this world)

37. Basic Understandings • Stresses human interdependence and importance of a collective, regardless of size, rather than importance of the individual. • Considers the well-being of the community at the expense of the individual (ex: smoking bans) • Indigenous peoples such as some Aboriginal peoples in Canada describe traditional culture as having a strong sense of the collective.

38. Economic Equality • Based on any of the following: • People with larger incomes pay more taxes (progressive taxation) • All people earn same wages for work of similar value • Guaranteed annual income (GAI) • All people share in the wealth of the country/world • Own the means of production collectively • No private property; thus, all things should be free • Different countries adopt different amounts of economic equality. • For some: all have exactly the same everything. • For others: all have access to basic necessities • Still others: all have reasonable standard of living • And others: reject the principal entirely.

39. Public Property • Land, capital industries, etc. are state-owned (usually), and managed according to the best interests of the collective. • The “public property” concept is also present to a lesser extent in liberal democracies like Canada. Parks, schools, roads, libraries, Crown land, Crown corporations (Via Rail, CBC, the post office…) are all maintained with public money raised via taxation.

40. Marx on Property • Moved by problems of Industrial Revolution • Did not believe in gradual change; rather, in revolution • Workers (proletariat) must replace ruling class (bourgeoisie) through revolution • Bourgeoisie exploited workers by forcing them to create goods and services with greater value than wage received. • Therefore: necessary to abolish private property and profit motive • Individual differences will still exist, but no one could amass huge wealth while others were impoverished • Equal opportunity (classless society) • Surplus goods negate crime and greed Father of Communism; author of “Das Kapital” and “The Communist Manifesto” (With Engels). Motto: “from each according to his abilities, to each according to his needs.”

41. Collective Responsibility • Holding the whole group responsible for the actions of the individuals within the group – makes for group accountability • Often made in response to deep-rooted social problems that cannot be addressed by targeting an individual • Can also be used as a punitive measure (particularly in authoritarian gov’ts) to ensure that citizens obey. • ex: one member of a family speaks out against gov’t, and entire family – or neighborhood – is punished

42. Collective Interest • A set of interests that the group has in common • Labor unions, human rights groups, social programs, lobby groups, etc. • Aboriginal groups of Canada have a collective interest for their nations. Francophones, esp. in Quebec; etc. • Some of these are found not in a communist system, but in democratic societies where there has been exploitation and society is trying to right this wrong.

43. Co-operation • In early society: necessary for survival! • Meant to ensure that members achieve better results more effectively • The means through which members achieve their goals • Roles, quotas, protocols, decision-making, etc. • Not always consensual • Military, prison, school; at times, through gov’t controls, co-operation may be enforced through the threat of punishment/sanctions

44. Adherence to Collective Norms • Imposed as a condition of membership • Relate to values, conditions, conduct, or appearance • Usually binding • Trade unions, faith groups, professional groups • Censorship can be used to impose/protect norms

45. Introduction Part 2: Origins of Liberalism “The only part of the conduct of anyone for which he is amenable to society is that which concerns others. In the part which merely concerns himself, his independence is, of right, absolute. Over himself, over his own body and mind, the individual is sovereign.” -John Stuart Mill

46. Liberalism comes from Latin “liber” (free) • First used in Spain during Napoleonic Wars • Has been applied to people who favor government reform • Is associated with being open-minded and supporting of freedom of speech, and freedom within action.

47. Basic principles: (know these) • PERSONAL FREEDOM: • Absence of coercion. Includes free speech, religious liberty, right to private property, right to political opposition • EQUALITY OF RIGHT: • All must abide by same laws, enforced impartially by gov’t • (similar to Rule of Law) • LIMITED GOVERNMENT: • State is an instrument serving a function within society; not in charge of all society in general • Is there to prevent people from using force/fraud • CONSENT OF GOVERNED: • Gov’t is responsible to people; may be changed by them.

48. Classical Liberalism: • John Locke • English philosopher • First to argue that individuals have right to life, liberty, property • Gov’t comes about through agreement of free individuals that their rights are best protected by associating with one another • If contract is broken, people can rebel • Justified England’s Glorious Revolution (1688) American Revolution (1776) and French Revolution (1789) • People should have a ‘private sphere’ that government cannot interfere with – religion in particular. The state should be tolerant of all religions.

49. American Declaration of Independence • School House Rock – Declaration of Independence, 1776 • http://www.youtube.com/watch?v=yHp7sMqPL0g • “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their creator with certain unalienable rights; that among these are life, liberty and the pursuit of happiness; that to secure these rights governments are instituted by men, deriving their just owners from the consent of the governed…”

50. French Revolution – Declaration of the Rights of ManThe National Assembly also took to Locke’s ideas, putting them down into their Declaration of the Rights of Man and of the Citizen “The end of all political associations is the preservation of the natural and imprescriptable rights of man; and these rights are liberty, property, security , and the resistance of oppression.” Supports the idea for “rule of law”