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 Nooha Sabanta Maula
Instructor Email nooha.maula@bracu.ac.bd

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 X X X
CO5 X X X X

H. Course plan specifying content, COs, co-curricular activities (if any), teaching learning and
assessment strategy mapped with COs

Class Topic Teaching-Learning Strategy Assessment Strategy

Schedule
Theme 1: Introduction to Ethics and Culture

Session 1 Introduction Student-centered discussion Faculty will facilitate a

23 Oct 2024 and eliciting knowledge from student-led discussion
- Ice-breaking session students’ lived experiences that will result in a
- Overview of course working definition of
contents, assessment Show images representing ethics and culture.
modalities and important topical issues (political
deadlines uprising, social and economic
- Brief introduction to ethics, disparities, ethno-religious
culture and applied ethics conflicts, climate disasters,
multispecies living, etc). Ask
students to (written and oral):
describe different components
they see, how these elements
connect to different social
issues, what kind of ethical
observations can be made, etc.

Ask students to ponder on these

to answer: do we need to study
ethics and culture?

Students are assigned their

mandatory readings to prepare
for the next class. Students are
also assigned the podcast
Beyond Cockroach Ethics -
Part 1 (Utilitarianism vs
Deontology ) to listen to in
preparation for their upcoming
class.

Session 2 Ethics, Human Condition, Inquiry based learning method Semi-structured

24 Oct 2024 Culture and Applied Ethics reflection or focused
Lecture and flipped classroom free write
- keynotes on core concepts
- ethics, ethical reasoning

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 -utilitarianism Student-led discussion, with Prompt: What did you
-deontology faculty facilitation. Faculty find most striking about
- foregrounding care ethics, develop some visual the
feminist ethics, trauma and prompts/cues to get students to (reading/podcast/video)
remembering (to set the think about ethics and how it is ?
background for Antigone) molded by cultural changes.
Examples: Group Work/small
group discussions
Students are shown the videos.
They are prompted to connect
the video to either the concept
of utilitarianism or deontology.

Students are assigned specific

scenes to read or the podcast to
listen to in preparation for their
upcoming class on Antigone.

Theme 2: Human Condition and Ethics

Session 3 Antigone Lecture and flipped classroom Student-led discussion

28 Oct 2024
-Selected scenes and Identify thematic issues in the Group Work: Reading
segments assigned sections of Antigone. in groups and
- Central themes (power, annotating themes
oppression, loyalty to Using the concepts learnt during together.
family and the state, death the lecture and their small group
and dying- rituals, discussions, students will map Free write/dialectical
emotions and beliefs), the state of the world and the notebook
lived experiences as state of ourselves in relation to
vehicles for ethical the world. Reflection 1: Write a
reasoning short reflection of 400-
integrity to oneself and Students are assigned specific 500 words on the
others scenes to read or the podcast to experience in class,
listen to in preparation for their connecting the self and
(Each faculty should pick class the world. Submit on
which theme they would Turnitin(Homework).
like to individually discuss
each class)

Session 4 Antigone Lecture and flipped classroom Student-led discussion

30 Oct 2024
-Selected scenes and Show certain thematic issues and Group Work: Reading in
segments point out corresponding passages groups and annotating
- Central themes (power, in the Antigone. themes together.
oppression, loyalty to
family and the state, death Separate students into groups of Free write/dialectical
and dying- rituals, 3-4. Assign each group a theme notebook
emotions and beliefs), (loyalty to Gods, loyalty to
lived experiences as family, role of women, man and

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 vehicles for ethical king, rituals and punishment,
reasoning Justice). Using the concepts
integrity to oneself and learnt during previous lectures
others and their small group
discussions, students will identify
(Each faculty should pick quotes by specific characters to
which theme they would reflect an assigned theme.
like to individually discuss
each class) Students are given a
supplementary text and asked to
think about connections to the
text to the quotes picked out.

Students are assigned specific

scenes to read or the podcast to
listen to in preparation for their
next class

Session 5 Antigone Provide segments of the text to Student-led discussion

4 Nov 2024 read in class followed by
-Selected scenes and student led discussion. Support Group Work: Reading
segments students by demonstrating how in groups and
to extrapolate the emerging annotating themes
- Forms of conflict, sites of themes, connections between together.
discrimination, dimensions themes and connections to
of social issues other theories. Free write/dialectical
notebook
- Impact on human
condition

- lived experiences as
vehicles for ethical
reasoning
integrity to oneself and
others

(Each faculty should pick

which theme they would
like to individually discuss
each class)

Session 6 Antigone Provide segments of the text to Student-led discussion

6 Nov 2024 read in class followed by student
-Selected scenes and led discussion. Group Work: Reading in
segments groups and annotating
Ask students to think about themes together.
- Forms of conflict, sites of ethical issues in the play and their
discrimination, dimensions own lives. Free write/dialectical
of social issues notebook

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 Ask students to write, and
- Impact on human prepare a discussion question for Reflection 2: Submit on
condition the class. (Semi Structured) Turnitin.

- lived experiences as Allow student led discussion

vehicles for ethical using one or two of the
reasoning discussion questions prepared.
integrity to oneself and
others
Students are assigned
(Each faculty should pick readings/multimedia in
which theme they would preparation for their next class.
like to individually discuss
each class)

Theme 3: Human Condition and Ethics- Ethical Theories

Session 7 Flipped classroom

11 Nov2024 The Ancients: Part 1 Focused free write/
Student-led discussions writing in the zone
Socrates, Plato and Aristotle
Lecture Student-led discussion

Students are shown multimedia

in class or provided a writing
prompt

Students are assigned

readings/multimedia in
preparation for their next class.

Session 8 The Ancients: Part 2 Flipped classroom Focused free write/

13 Nov2024 writing in the zone
Confucius Student-led discussions
Mencius Student-led discussion
Xunzi Lecture

Students are shown multimedia

in class or provided a writing
prompt

Students are assigned

readings/multimedia in
preparation for their next class.

Session 9 Utilitarianism Flipped classroom Students discuss and

18 Nov2024 write brief reflections, as
- basics of teleological ethics Student-led discussions a group, based on the
- act and rule utilitarianism trolley problems provided
Lecture

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 - thought experiment: the Reflection 2: Go back to
trolley problem Exercise on the trolley problems the clips you brought to
- limitations: radical to prompt discussion on the right Lesson 4. Which theories
subjectivity and recognizing to live/ action-inaction/ murder would you apply to
the other and collateral analyze what these clips
depict? (400-500 words)
Students are assigned Submit on Turnitin
readings/multimedia in (Homework).
preparation for their next class.

Session 10 Deontology Flipped classroom Students discuss and

20 Nov2024 write brief reflections, as
- moral duty and maxims Student-led discussions a group, based on the
(Provide - hypothetical and trolley problems provided
Midterm categorical imperatives Lecture in the previous class.
Question) - thought experiment: Kant’s
axe Exercise on the Kant’s Axe
- limitations thought experiment to prompt
discussion on the right to live/
action-inaction/ murder and
collateral

Students are assigned

readings/multimedia in
preparation for their next class.

Week-6 Midterm Assignment Submission + Break

24 -30
Nov2024

Session 11. Feminist Ethics Lecture Brief notes on the identity

02 Dec 2024 line exercise
- feminism Flipped Classroom
- feminist critique of Free write and process
traditional ethical theories Student-led discussion write
- feminist lens on social
justice (understanding Identity line.
oppression, where it stems Ask them to split up into small
from and how it perpetuates groups to share experiences
coming forward. Ask them to
share their feelings and thoughts
to guide the experiences they
recall.

Session 12 Care Ethics Lecture Students will submit a

04 Dec 2024 case study based
- care and justice Flipped Classroom reflection paper.

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 - the burden of care
- reframing care as a site for Case Study based Discussion Student-led discussion
analyzing oppression (care and analysis
for whom and at the cost of Students are assigned
whom) readings/multimedia in
preparation for their next class.

Theme 4: Applied Ethics and Issues in Focus

Session 13. Difference, discrimination Case-based learning The faculty will facilitate
09 Dec 2024 and intolerance a student-led discussion
Student-led discussions on the impact of race,
- intersection (race, class, racism and ethnicity,
religion, gender, ethnicity) Group Work Bengali majoritarian
- exploitation and injustice politics, the importance of
- colonialism and colonial mother tongues and land
exploitation to identity, etc.

Session 14 Justice and Injustice Lecture The faculty will facilitate

11 Dec 2024 a student-led discussion
Framing the topic as a Flipped Classroom on the notions of justice
discussion on what and injustice based on the
comprises Justice and what Case Study based Analysis examples brought up to
comprises Injustice? (Can the classroom.
an impartial theory of Students are assigned
Justice be put forth?) readings/multimedia in Students will submit a
preparation for their next class. group-based analysis
Principles : Theory of reflection paper of their
Justice discussion.
- Introduce concepts of
Maximin rule
- Circumstance of justice,
Veil of ignorance (as a
way of objectively talking
about justice, outside of
personal interest)
- Original position (and
later position which
includes a communitarian
perspective), to lead to a
discussion on principles,
why lawyers, judges etc
formulate impersonal/
seemingly objective laws.

Critique:
- decolonial/anticolonial
critics of Justice (and the
impartial/ objective)

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 Session 15. Class, inequality and Lecture The faculty will facilitate
12 Dec 2024 discrimination a student-led discussion
Flipped Classroom based on FFW.
- Basic concepts of Marxist
theory Focus Free Writing Journal writing/dialectical
- Class system notebook
- Capitalism & social Students are assigned
change - Bourgeois & readings/multimedia in
proletarian classes preparation for their next class.
- Class struggle &
revolution
- Colonialism, capitalism,
and modernity
- Destructive aspects of
colonialism

Session 16 Gender-based Case-based learning Group-based discussion

18 Dec 2024 discrimination and gender- Inclass write
based violence Flipped classroom

- gender, gender-based Student-led discussions

power and gender
inequalities Lecture
- toxic masculinity and
burdens of masculinity and
femininity
- feminist movements in
Bangladesh and their
contributions

Theme 4: Issues in Focus - Extended

Session 17 Case-based learning Group-based discussion

23 Dec 2024
Flipped classroom Reflection 4: This
Religions and faith based reflection will be
inclusivity (Optional) Student-led discussions connected to the topic(s)
the faculty chooses to
- Pluralism, Plurality, Lecture teach in this segment and
Pluriverse serve as a starting point
- interreligious and interfaith Students are shown the following for the final project the
dialogue videos in class: students will work on.
- peace and community 1. What is interreligious Submission on Turnitin
building through nurturing dialogue? (Homework).
religious harmony in a 2. How faith based organizations
plural society
- care ethics and spiritual achieve UN sustainable goals
traditions 2030

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 Session 18. Environment and Climate Case-based learning Transect walk/ dub over a
28 Dec 2024 Change (Optional) mini documentary
Online Flipped classroom
Session - Environmental Ethics Journal writing/dialectical
- Climate Justice Transect walk notebook
- Anthropocene
- Multispecies Lecture FINAL GROUP
- Ecology PROJECT: Students are
- Natural/Unnatural provided the prompt for
dichotomy their final project and
provided the instructions
to begin their work.

Week 11 RS VACATION
29 Dec 2024-04 Jan
2025

Session 19 Science and Technology in Case-based learning Group-based discussion

06 Jan 2025 the era of AI (Optional)
Flipped classroom Journal writing/dialectical
- Disinformation, notebook
misinformation Student-led discussions
- Surveillance
- Subjectivity and social Lecture
media
- Cyborgs/ AI/ Humans
- Virality and cultures

Session 20 Solidarity & Resistance Case-based learning Group-based

08 Jan 2025 (Optional) brainstorming, discussion
Flipped classroom
- Political philosophy and Journal writing/dialectical
social actions Student-led discussions notebook
- Transnational,
Anticolonial Lecture Feedback from faculty on
- project
Volunteering/Voluntouris
m
- Need for allies

- Theories in/of social

movements
- Repertoires of contention
- Cultural change as
knowledge production

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 Week 13 Final Exam Week + Final Assignment Submission (TBD)

I. Learning Materials:

Theme 1: Introduction to Ethics and Culture

Introduction

Mandatory Readings
Manuel Velazquez, Philosophy A Text with Readings (2010), 432- 437
L. Pojman & J. Fischer, Discovering Right and Wrong (2016), 1-11.
Article by Velasquez et al.
https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/thinking-
ethically/
Session 1
Suggested Multimedia
1) Ethics (On Principles, Values, Actions, Impact)
2) BUx lectures:
Part 1: Introduction to Ethics and Morality
Part 2: Metaethical Question and Moral Realism
Part 3: Moral Relativism
Part 4: Relativism in Morality
Part 5: Normative Ethics

Mandatory reading/listening:
1) Reading: Spencer Oatey - Culture (page 4-5)
2) Podcast on Beyond Cockroach Ethics - Part 1 (Utilitarianism vs Deontology )

Inclass (video):
1)Introduction to Applied Ethics
2)AI, Racism in Algorithm
Session 2
Supplementary Readings
1)Velazquez, Philosophy: A Text with Readings, 455-463;
2)Manuel Velazquez, Philosophy A Text with Readings (2010), 432- 437
3)Article by Velasquez et al. https://www.scu.edu/ethics/ethics-resources/ethical-
decision-making/thinking-ethically/
4)Spencer-Oatey, H. (2012) What is culture? A compilation of quotations.
GlobalPAD Core Concepts.

Theme 2: Human Condition and Ethics

Session 3 Mandatory Reading:

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 Sophocles., Grene, D., & Lattimore, R. (1992). · Centennial ed. Chicago, University
of Chicago Press. ; Chicago / Turabian.

Suggested multimedia:
1) In Our Time (episode on Antigone) (podcast)

Supplementary Readings
Sophocles, Antigone.
Excerpts from Arendt, The Human Condition
Session 4 Power (definitions):
https://creaworld.org/wp-content/uploads/2020/07/All-About-Power.pdf (Exercise
embedded for In Class Activity -Pg 17, lived experiences examples for class)

Mandatory Reading:
Session 5
Sophocles, Antigone.

Session 6 Mandatory Reading:

Sophocles, Antigone.
Theme 3: Human Condition and Ethics- Ethical Theories
Mandatory readings:
Plato, “Laches” in The Dialogues of Plato, vol. 1, 98-120.
Aristotle, Nicomachean Ethics, selected pages.

Suggested Multimedia:
1) BUx lectures:
1.1) Dialogues of Definition
Part I- Socrates: Dialogues of Definition
Part II- Socratic Method and Definition
Part III- The Laches by Plato
Part IV- Plato's Republic: Parts of the Soul and Four Cardinal Virtues
1.2) Virtue Ethics
Part I- Concept of Virtue
Part II- The Doctrine of Mean
Part III- An Introduction to Virtue Ethics
2)
Session 7
Mandatory Reading:
Confucius, The Analects of Confucius, Bk II & IV.

Suggested Multimedia:
1) BUx lecture:
1.1) The Teaching of Confucius
Part I- Confucius: A Moral and Political Philosopher
Part II- Confucianism: An Introduction
Part III- Central Concepts of Confucianism
Part IV- Confucian Ethics: Without an End
Session 8 1.2) Confucians and Critics

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 Part I- Confucians and Critics
Part II- Mencius on Human Nature
Part III- Xunzi on Human Nature
Part IV- Prominent Critics: Mozi and Laozi

Mandatory Reading:
1) J. Bentham, Principles of Morals and Legislation, Ch. 1,2, 4 (Select excerpts)
2) J.S. Mill Utilitarianism. Pg1-10 (Select excerpts)

In class material:
Video: The Trolley Problem

Suggested Multimedia:
Session 9 1) Podcast on Beyond Cockroach Ethics - Part 1 (Utilitarianism vs Deontology )
2) BUx Lectures:
Part I- Utilitarianism and other ethical theories
Part II- Bentham and his Hedonic Calculus
Part III- Mill: Distinction between Pleasures
Part IV- Act and Rule Utilitarianism

Supplementary Readings
Peter Singer, “Famine, Affluence and Morality”
In Class Materials
Video: Kant’s Axe

Case studies:
July 2024, current events 2024

Preparatory Readings
1) Velazquez, Philosophy: A Text with Readings, 455-463

Session 10 Suggested multimedia:

1.1) Deontological Ethics I: The Good Will:
Part I- Kant's Ethical Approach and Criticism of Virtue
Part II- Deontology and Rationality
Part III- Theorizing Duty
1.2) Deontological Ethics II: The Categorical Imperative
Part I- Hypothetical & Categorical Imperatives
Part II- The Categorical Imperative
Part III- Kant's Examples
Part IV- Formulations of Categorical Imperative & Limitations
Mandatory Readings
Audre Lorde, “The Transformation of Silence into Language and Action,” 40-44
(Select excerpts)
Rokeya Shakhawat Hossain, “Sultana’s Dream”
Session 11

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 M. Wollstonecraft, The Vindication of the Rights of Women, 88-113 & 179-188
(Select excerpts)

Preparatory Reading:
K. Mackay, Feminism and Feminist Ethics, 64-74 (Section on Care ethics and its
criticism)

Inclass:
Audre Lorde on Self care
https://www.instagram.com/reel/DATDrjjI3G0/?igsh=Nzk1bjJ5Y3VjcnV5 on
Lorde and self care

Case studies(multimedia) of care work:

Session 12 - Emergencies
- “Normal” times
- Unpaid/ Erased

Supplementary Reading
Grimshaw, J. (1991). The idea of a female ethic. In P. Singer (Ed.), A companion to
ethics (pp. 491–499). Blackwell.
Rachels, J., & Rachels, S. (2018). Feminism and the ethics of care. In The elements
of moral philosophy (9th ed., pp. 156–168). McGraw-Hill.

Mandatory Reading
Chapter 4 The Spectacle of the Other (from Representation)- Stuart Hall (pg 228
preferred meaning; pg 234-235 why does difference matter; pg 243 binary oppositions;
pg 249 stereotypes)

Supplementary Reading
UchachaA Chak “The politics of the 'clash' between Bangalees and Paharis”
https://thegreatwave.thedailystar/shortlink
Muktasree Chakma Sathi, “Will the interim government be truly anti-discriminatory?”
https://www.thedailystar.net/opinion/views/news/will-the-interim-government-be-truly-
anti-discriminatory-3672606
SPaRC’s Womanifesto
Session 13
https://apwld.org/wp-content/uploads/2023/09/Bangladesh_SPaRC.pdf
J. K. Kauanui, “A Structure, Not an Event”: Settler Colonialism and Enduring
Indigeneity
https://www.jstor.org/stable/48671433 (Drive)

Multimedia:
1. (Tufan Chakma’s art)
https://www.facebook.com/tufansArtbin/
2. In and Out of South Asia: Race, Capitalism and Mobility (playlist of videos on
panels which faculty can choose from)
3. Geographies of Racial Capitalism with Ruth Wilson Gilmore (video)
4. Racial Capitalism: Actually Existing Capitalism (video)

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 Mandatory Reading
Excerpts from A Theory of Justice, Rawls

Session 14 Supplementary Readings

Excerpts from G.A Cohen, C. Mills- Racial Contract

M. Nussbaum- For love of country (with A. Sen, response), Education for profit,
education for freedom

Mandatory Reading:
1) K. Marx Communist Marx
Session 15
2) Louis Althusser, “Ideology and Ideological State Apparatuses,” page 9-13
(definitions of RSA, ISA), 19-20 (notion of ideology)

Readings
1) Men, Masculinities and Changing powers (2 pages)
2) Women’s movement in Bangladesh- Firdaus Azim
3) Judith Butler- Undoing Gender, Chapter One- Acting in Concert
Session 16
Supplementary materials:
1) Links on Feminist interventions and State-Building:
https://bdfeministarchives.org/
2) Feminists: What were they thinking? (documentary on Netflix)

Readings:
1. “What is Ethics?”- Manuel Velasquez (pg 3)
2. “Reimagining Justice as Preservative Care for Sustained Peace: Learning from
Ethics of Care and Indigenous Philosophies” - Robert Michael Ruehl
(Recapitulation, pgs 372-374)

Multimedia for Preparation (provided to students to view in their own time):

2. Interfaith Cooperation: An Invitation for All Beliefs (video)
3. Islam, Judaism and Christianity- A conversation (video)
Multimedia (Inclass)
Session 17 What is interreligious dialogue?
How faith based organizations achieve UN sustainable goals 2030
Suggested cases:
1. Easter and Iftar celebrants in Belgium feast together (video)
2. Sacred Stewardship: The Moral Imperative of Religious Leaders in Climate
Advocacy (op-ed)
3. The House of One (website)

Supplementary Reading
Care Ethics, Religion and Spiritual Traditions (faculty can select chapters to assign as
supplementary reading)

Session 18 Readings
1. ““The goat that died for family”. Animal sacrifice and

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 interspecies kinship in India’s Central Himalaya”- Radhika Govindarajan (pgs 507-
508)
2. When Species Meet- Donna Haraway (Ch 1 and 10)

Cases:
1. Floods in Bangladesh August 2024
2. “When the levees break” by Spike Lee
Supplementary materials:
Conversations in Anthropology (interview with Govindarajan, podcast episode no.
38)

Readings:
Loukissas, Y. A. (2019). “Introduction: From Data Sets to Data Settings.” All data
are local: Thinking critically in a data-driven society. MIT press.
Donna Haraway, The Cyborg Manifesto (Excerpts)
Deepfake and communication technologies
Session 19 https://deeperinsights.com/ai-blog/deepfake-reality-promise-vs-peril

Multimedia
“Death by Metadata”
https://www.democracynow.org/2014/2/10/death_by_metadata_jeremy_scahill_glenn
Algorithmic Justice - Video https://www.youtube.com/watch?v=UG_X_7g63rY
Black Mirror, Leila (Netflix)

Readings
G. Orwell, Animal Farm (Excerpts).
F. Fanon, The Wretched of the Earth (Excerpts)
A Bayat Life as Politics: How Ordinary People changed the Middle East (Excerpts)
Session 20
Multimedia:
Bastards of Utopia(2010) by M. Razsa, P. Velez
https://www.enmassefilms.org/remix/the-film/, https://vimeo.com/188424121
Documentary on Rampal Power Plant movement (Bratto Amin)
Case studies: Open Letters post-July Uprising

J. Assessment and Evaluation:

Assessment Components and Marks Distribution:

Method: (% of Total Grade)

Participation, Discussion, Four Reflections (4 x Presentation SLL Total
Group Work 5= 20, scaled to 15) Reflection (Completion &
Consistency based)

15% 15% 5% 5% 40%

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 Assignment One Assignment Two Total
(Take Home Essay) (Multimedia-based Group Project) (Merit Based)

30% 30% 60%

Total: 100%
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. Participation, 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. This assessment criteria will comprise fifteen percent (15%) of your
cumulative grade.

3. In-class Write-up / Reflection/ Journal

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 fifteen percent (15%) of your
cumulative grades.

4. Presentations or Class Facilitation

For Presentations: students will provide a brief power-point presentation on the scope of the content. For
Class facilitation: students will pick excerpts from the text and prepare a short 5-10 minute discussion on
the materials and two discussion questions as the opening of the class facilitation followed by discussion
with their peer’s views. In both cases, 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 and class
facilitation will be discussed in class. The student presentations or class facilitation will comprise five
percent (5%) of your cumulative grade.

5. 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

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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.

6. Take-Home Assignment

Students will be required to complete one take-home examination that tests your knowledge and
comprehension of the course materials (lectures and readings).Word limit will be 1000-1200 words. This
assessment will be evaluated on the basis of their merit. Further instructions about the essay exams will
be provided in class. One take-home examination will comprise thirty percent (30%) of your cumulative
grade.

7. Multimedia-based Group Project:

Analysing different themes using multimedia sources and/or methods. It is a Group Project consisting of
3 to 4 students in each group. The project will be supervised by the faculty. Further instructions about the
module will be provided in class. This project will comprise thirty percent (30%) of your cumulative
grade.
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
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.

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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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