Assignment: PHI FP 2000 Capella University Public Health Tensions Freedom and Authority Essay
Assignment: PHI FP 2000 Capella University Public Health Tensions Freedom and Authority Essay
Assignment: PHI FP 2000 Capella University Public Health Tensions Freedom and Authority Essay
Question Description
Write a 2-3-page essay on a selected issue related to the tension between individual freedom and social institutions.By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies:SHOW MORESHOW LESS
Competency 1: Explain the nature of ethical issues.
Explain the ethical basis for the relation of individuals to their government.
Competency 2: Critically examine the contributions of key thinkers from the history of ethics.
Describe the social contract theories of Hobbes, Locke, and Rousseau.
Competency 3: Engage in ethical debate.
Assess the advantages and disadvantages of these theories as they relate to a selected issue.
Competency 4: Develop a position on a contemporary ethical issue.
Apply traditional social contract theories to a selected contemporary issue.
Competency 5: Communicate effectively in the context of personal and professional moral discourse.
Communicate in a manner that is scholarly, professional, and consistent with expectations for members of professional communities.
Competency Map
CHECK YOUR PROGRESSUse this online tool to track your performance and progress through your course.
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Context
Another dose of ethical theory, focused this time on social organization. Several political philosophers have explained the foundation of governmental authority in terms of a fictional social contract:
Hobbes
Individuals are purely selfish, so they naturally exist in a state of war with all
In self-defense, we join together under the authority of a sovereign who rules
Locke
In nature, rational agents have equal right to enforce the natural law
For protection of “life, liberty, and property” we consent to be governed
(Notice the influence of this approach on founders of the United States.)
Rousseau
We are born free, so any agreement to join together is purely voluntary
Each individual freely chooses to serve the “general will,” the welfare of all
SHOW LESSPresent-day nations exhibit a variety of social organizations:
Authoritarian: absolute power in a single dictator who imposes power over everyone
Elitist: a small group rules for all, based on birth family, wealth, or merit
Democratic: everyone participates in governance, usually by electing representatives
Under any form of government, the fundamental question is how much freedom individual citizens retain in the face of legitimate authority. If we accept the need for some protection of the public good, we must submit in some circumstances, but each of us wishes to pursue our own choices within that broad framework.With respect for justice, we allow the law to prevent us from harming each other, but otherwise we like to be left alone.
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Questions to Consider
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.SHOW LESSAs you think about the theme “freedom and authority,” consider addressing the following questions:
Which version of social contract theory offers the best understanding of your issue?
How much individual freedom is compatible with the legitimate authority of government?
What solution do you defend for the issue you have selected?
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Resources
SUGGESTED RESOURCES
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.SHOW LESS
Hobbes
Hobbes, T. (2001). Leviathan. South Bend, IN: Infomotions, Inc.
Parts I and II.
Cudd, A., & Eftekhari, S. (2017). Contractarianism. Stanfield Encyclopedia of Philosophy. Retrieved from https://plato.stanford.edu/entries/contractarianis…
Pages 1-11.
Kemerling, G. (2011). Hobbes’s Leviathan. The Philosophy Pages. Available from http://www.philosophypages.com/hy/3x.htm#mech
Pages 1-3.
Lloyd, S. A., & Sreedhar, S. (2018). Hobbes’s moral and political philosophy. Stanford Encyclopedia of Philosophy. Retrieved from http://plato.stanford.edu/entries/hobbes-moral/
Pages 1-8.
Williams, G. (n.d.). Thomas Hobbes: Moral and political philosophy. Internet Encyclopedia of Philosophy. Retrieved from https://www.iep.utm.edu/hobmoral/
Pages 1-18.
Locke
Locke, J., & Cox, R. H. (Ed.). (1982). Second treatise of government. Wheeling, IL: Harlan Davidson.
Kemerling, G. (2011). Locke: Social order. Philosophy Pages. Available from http://www.philosophypages.com/hy/4n.htm
Pages 1-4.
Moseley, A. (n.d.). John Locke: Political philosophy. Internet Encyclopedia of Philosophy. Retrieved from https://www.iep.utm.edu/locke-po/
Pages 1-37.
Tuckness, A. (2016). Locke’s political philosophy. Stanford Encyclopedia of Philosophy. Retrieved from https://plato.stanford.edu/entries/locke-political…
Pages 1-19.
Rousseau
Wraight, C. D. (2008). Rousseau’s the social contract: A reader’s guide. London, UK: Continuum.
Bertram, C. (2010, September 27). Jean Jacques Rousseau. The Stanford Encyclopedia of Philosophy. Retrieved from http://plato.stanford.edu/entries/rousseau/
Pages 1-20.
Delaney, J. J. (n.d.). Jean-Jacques Rousseau: 4. The social contract. Internet Encyclopedia of Philosophy. Retrieved from http://www.iep.utm.edu/rousseau/#H4
Pages 11-12.
Kemerling, G. (2011). Rousseau. Philosophy Pages. Available from http://www.philosophypages.com/hy/5d.htm
Pages 1-3.
Social Contract Theory.
Individual Freedom
Skillsoft. (n.d.). Overcoming your own unconscious biases [Tutorial].
The systemic influence of cultural presumptions often infringes upon individual freedom. Use this Skillsoft video to explore the biases to which we may be susceptible.
Running time: 22:00.
Skillsoft. (n.d.). Influence others with political savvy [Tutorial].
This Skillsoft tutorial describes some workplace opportunities to deal with the potential conflict between collective limitations on individual freedom.
Running time: 22:00.
General Education Information Research Skills Library Guide
A Capella University library guide has been created for your use in General Education courses. The General Education Information Research Skills Library Guide contains tips on how to use the Capella University Library to find resources for your General Education courses. You are encouraged to refer to the resources in this library guide to direct your research in this course.Note: This Program Guide supports the Essential Undergraduate Learning Outcome of Information Literacy.
Assessment Instructions
ASSESSMENT OVERVIEW
Political philosophy concerns itself with the formation and maintenance of civil societies. Its central theme is the need to explain the relationship between individual human beings and their governments. You have been considering several specific examples of the tension between individual freedom and social institutions. From among those examples, you have chosen one as the focus for your own views on freedom and authority.
ASSESSMENT INSTRUCTIONS
Your assessment is to write an essay assessing the issue you selected, both in terms of versions of social contract theory proposed by Thomas Hobbes, John Locke, and Jean-Jacques Rousseau and from your own view of the proper relation between society and the individual.Address the following concepts in your essay:
Explain the ethical basis for the relation of individuals to their government
Describe the theories of Hobbes, Locke, and Rousseau about how societies are organized.
Assess the strengths and weaknesses of the theories in justifying the imposition of authority over individuals.
Apply these social contract theories to the issue you have selected.
Your instructor may provide video feedback on your work, as well as completing the official scoring guide for the assessment.
ASSESSMENT REQUIREMENTS
Written communication: Ensure written communication is free of errors that detract from the overall message.
APA formatting: Format resources and citations according to current APA style guidelines.
Number of resources: Use your judgment to ensure your topic is thoroughly researched. There is no minimum number of resources required, however.
Length of paper: Submit 2-3 typed, double-spaced pages.
Font and font size: Use Arial, 12-point font.
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You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.