Important notice
The course guide is provisional.
The PDF version of the course guide may take a few days to become available in the DDD.
Historical and Philosophical Foundations of Care Ethics II. The Eastern perspective
Code: 45066Credits: 6
| Degree programme | Type | Course |
|---|---|---|
| Philosophies of Care | OB | 1 |
Contact lecturer
- Name :
- David Jorge Casacuberta Sevilla
- Email :
- david.casacuberta@uab.cat
Group languages
You can consult this information at the end of the document.
Prerequisites
No prerequisites
Objectives
The aim of this course is to offer a philosophical perspective on how the ethics of care is understood in different branches of Eastern thought, highlighting the similarities and differences between the concept and application of care in Hindu, Buddhist, and Daoist thought. There are basically two reasons for offering this perspective: firstly, to establish an open, decolonial, and alternative perspective that allows for reflection on our idea of care in the West and to see that other ways of understanding and practicing it are possible. Secondly, current theories of care ethics, with holistic, ecological, and feminist approaches, share many philosophical principles with Eastern thought, especially Buddhism, thus facilitating a theoretical understanding of the principles associated with the ethics of care. Therefore, far from being merely an approach to "Eastern curiosities cabinet," this course is designed to demonstrate the relevance and significance of Eastern thought.
Learning outcomes
- CA03 (Generate knowledge related to the ethics of care through group dynamics and the use of collaborative learning methodologies.) Generate knowledge related to the ethics of care through group dynamics and the use of collaborative learning methodologies.
- CA04 (Creatively develop solutions to problems associated with care bearing in mind the Eastern thought perspective and social, cultural, ethnic or gender differences.) Creatively develop solutions to problems associated with care bearing in mind the Eastern thought perspective and social, cultural, ethnic or gender differences.
- KA04 (Describe the philosophical representation of the subject and care constructed in India, China and Japan.) Describe the philosophical representation of the subject and care constructed in India, China and Japan.
- KA05 (Identify the relevant theoretical elements for ethical and political research into the Eastern conception of the ethics of care.) Identify the relevant theoretical elements for ethical and political research into the Eastern conception of the ethics of care.
- KA06 (Compare the main conceptions of care from Eastern philosophy and Western philosophy.) Compare the main conceptions of care from Eastern philosophy and Western philosophy.
- SA05 (Apply the main concepts of Eastern philosophy to analyse current problems in relation to care.) Apply the main concepts of Eastern philosophy to analyse current problems in relation to care.
- SA06 (Recognise the interdisciplinarity needed to resolve Eastern philosophical research problems related to the concept of care.) Recognise the interdisciplinarity needed to resolve Eastern philosophical research problems related to the concept of care.
- SA07 (Apply classical knowledge of traditional Eastern philosophy to current philosophical issues related to the concept of care.) Apply classical knowledge of traditional Eastern philosophy to current philosophical issues related to the concept of care.
Contents
Contents
The course is organized into the following six modules:
1. Importance and Relevance of Eastern Thought
1.1 Towards a multicultural approach to philosophy
1.2 The parallel birth of philosophy in Greece, India, and China. Similarities and differences.
1.3 Religion versus Philosophy
1.4 Duality and non-duality.
1.5 Theoretical versus applied.
1.6 Analytical versus holistic
2. Introduction to Hindu Philosophy
2.1 Historical and cultural context of classical India.
2.2 Key ethical concepts in Hindu thought.
2.3 Main classical philosophical schools of India
2.4 What is real? Atman and Maya.
2.5 The concept of karma.
2.6 How is care understood from Hindu thought?
3. Key Concepts of Buddhism
3.1 Origin and development of Buddhism in India
3.2 Theravada, Mahayana, and Vajrayana Buddhism
3.3 Main philosophical ideas of Theravada Buddhism
3.4 Main philosophical ideas of Mahayana Buddhism
3.5 Similarities and differences with Hindu thought
3.6 How is care understood from Indian Buddhist thought?
4. Central Ideas of Chinese Philosophical Thought
4.1 Historical and cultural context of China.
4.2 The Chinese language and its philosophical uniqueness
4.3 Key concepts in the philosophical thought of Kongzi
4.4 Key concepts in the Daoist philosophical thought of Laozi
4.5 Key concepts in the Daoist philosophical thought of Zhuangzi
4.6 How is care understood from Daoist thought?
5. Central Ideas of Chinese and Japanese Buddhist Thought
5.1 Chinese Buddhism as an interconnection between Hindu Buddhism and Daoism.
5.2 Key concepts in Ch’an Buddhist thought.
5.3 The koan as a radical philosophical exercise.
5.4 The philosophy of Eihei Dogen.
5.5 The ethical model of Zen philosophy: the 16 precepts.
5.6 How is care understood from Zen?
6. Cat's craddle Encounters between East and West in the Ethics of Care
6.1 Care in medicine. The ethics of virtues in MacIntyre and the ethics of Kongzi.
6.2 Tracing biopolitics in the Dao De Jing of Laozi.
6.3 Carol Gilligan and Zhuangzi: The role of empathy in an ethics of care.
6.4 Continuing with the problem in Haraway and Dogen
6.5 Holism in Joan Tronto and its connection with the Zen view of ethics.
6.6 What does Eastern thought offer us to update a new ethics of care?
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| recommended readings | 55 | 2.2 | KA05, KA06 |
| tutorship | 22 | 0.88 | CA03, CA04 |
| Video Presentations | 19 | 0.76 | SA07 |
| case estudies | 31 | 1.24 | CA03, CA04, KA04 |
| external links | 16 | 0.64 | SA06 |
The course consists of six blocks organized asynchronously. Each block contains the following resources:
A training module with a video presentation of the central content of the block.
Links and external materials to expand on the content presented in the training module.
Two short, mandatory, and assessable readings.
An assessable multiple-choice quiz.
Once the quiz is passed, the student can move on to the next module until all six modules are completed. At that point, an online tutoring session can be conducted with the person responsible for the course (synchronous if the schedules of the professor and student allow, asynchronous otherwise) in which the topic and content of the mandatory essay to pass the course will be coordinated.
In parallel, there will be a forum accessible only to the students of the course where they can ask questions to the faculty and other students and discuss issues related to the subject. Also, if they prefer, students can send personal questions via email to the person responsible for the course.
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| Quiz | 60 | 2 | 0.08 | CA03, KA04, KA06, SA05, SA06, SA07 |
| short essay | 40 | 5 | 0.2 | CA03, CA04, KA04, KA05 |
The evaluation will consist of two parts:
1. A test at the end of each module (60%). This equates to 6 simple tests. Each quiz will consist of 10 to 15 questions related to the explanations provided in each module and the two mandatory readings of each module.
2. Writing a final essay (40%) previously agreed upon with the instructor responsible for the course. The evaluation of the essay consists of the following phases:
a. A preliminary tutoring session to discuss the essay's approach and establish a reading and work plan (2 points)
b. A follow-up tutoring session to resolve doubts (2 points)
c. Evaluation of the written essay (6 points)
Personalized tutoring sessions will preferably be conducted via videoconference.
A rubric outlining the process and evaluation criteria for the essay will be posted on the Virtual Campus.
This subject allows the use of AI technologies as an integral part of the submitted work,
provided that the final result reflects a significant contribution from the student in terms of
analysis and personal reflection.
The student must clearly (i) identify which parts have been generated using AI technology; (ii)
specify the tools used; and (iii) include a critical reflection on how these have influenced the
process and final outcome of the activity.
Lack of transparency regarding the use of AI in the assessed activity will be considered academic
dishonesty; the corresponding grade may be lowered, or the work may even be awarded a zero.
In cases of greater infringement, more serious action may be taken.
In order to be evaluated, the student must have answered at least the six questionnaires. Otherwise, they will be marked as 'Absent
Bibliography
Chatterjee, S., & Datta, D. (2007). An introduction to Indian philosophy. Rupa Publications.
Deshimaru, Taisen (2000) Zen verdadero. Introducción al Shobogenzo.
Le Guin, U . (trad) Tao te King. Editorial Koan
Lopez, D. (2011) The story of Buddhism. A concise guide to its historiy and teachings. San Francisco: Harper
Loy, D. (1999) No dualidad. Editorial Kairós
Okumura, S. (2010) Realizing genjokoan: the key to Dogen's Shobogenzo. Wisdom Publications.
Siderits, M. (2007) Buddhism as philosophy. Hackett.
Villalba, D. (Trad) Shobobenzo. Editorial Kairós
Zhuang Zi. El libro de Zhuang Zi. Editorial Kairós
Software
There is no extra software needed
Course groups and languages
The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE
| Type of teaching | Group | Language | Semester | Shift |
|---|---|---|---|---|
| (VIRT2022m) Classes virtuals (màster) | 70 | Spanish | first semester | morning-mixed |