Wednesday, August 31, 2011

Was the Man Who Waited Just a "Lazy Moralist"?

For Tuesday we read Kafka’s “Before the Law,” and our responses to it were extremely varied even though we only discussed it briefly before launching into the larger topic of “what is ethics?” However, I kept thinking about the essay even after we moved on, and I figured my interest would be best converted into a blog post.

We discussed the power that the man gave to the gatekeeper, and therefore the law, by waiting at the gate and fearing the consequences. But my thoughts on the essay extend beyond that, and tie into the three defining forces behind ethical theory: motive, action, and consequence. During our discussion, we talked about obedience to the law and to ethical/moral principles, which reminded me of something Dr. J talks about a lot – lazy relativism. Lazy relativism is what happens when a person says, “I think this, and you think that, so we’ll just agree to disagree.” You cheapen and undermine your own beliefs by being a lazy relativist. I initially thought the man was a sort of “lazy moralist.” He waited at the gate until his death, only to find out moments before he died that the gate was for him and him alone this whole time. Wouldn’t that mean that he was the only one with the power to pass through it? That’s not really the point, but rather the man obeyed because he was told to – he assumed that it was the moral, right thing to do. He initially questioned it, but eventually became complacent and gave up. This complacency prompted me to consider the man as a “lazy moralist” – I was told to wait, and if I’m trying to get to the law, this must be the right thing to do.

On the other hand, Doctor J brought to my attention that the man could be considered an extreme moralist – he subjected his own free will and desire for what he believed was the morally right action. He wasn’t simply lazy and did what he was told, but rather made getting to the law his sole objective in life. Even further, one could argue that the man’s resolve to follow his instructions may even make him the law – law succeeds because the people involved respect and uphold it. I think there is merit in this perspective, but the complacency I mentioned above still complicates this second notion for me. The man at the end of the story seems defeated, resigned to his fate, as opposed to how he began – as a man on a mission, in search of the law. The last line of the essay is especially troubling: “Here no one else can gain entry, since this entrance was assigned only to you. I’m going to close it now” (Kafka “Before the Law”). Perhaps if the man had not been a lazy moralist and pushed for entrance into his own gate, he would have succeeded. But his complacency and diminished willingness to fight prevented that and gave power to the gatekeeper and the “law” beyond it. Initially he thinks that “the law should always be accessible for everyone,” but gives up his right to access once the gatekeeper intimidates him and he decides to wait (Kafka “Before the Law”). I think this is the moment he becomes a “lazy moralist” and waits until his death because he has effectively given up his will or desire to act against what he accepted as “morally right” action.

This essay was really challenging, so I’m sure that people will probably disagree with what I have said here, but this idea really stuck with me. Is there a fine line between being a committed extremist and obediently lazy?

Monday, August 22, 2011

Welcome!

Welcome to the blog-home for Dr. J's Fall 2011 Social and Political Philosophy course! This site will serve as a forum for students to discuss the material we cover in class, as well as a place to raise questions we may not have addressed in class or to make connections between our material and current real-world events. Each week, students will be divided into two groups, with half of the class designated as "Authors" and the other half designated as "Commenters." In any given week, "Authors" will post a short essay (minimum 400 words) related to the course material before Friday at 5pm. "Commenters" will respond to at least two of that week's Author-posts before the beginning of Monday's seminar. Students are encouraged to post or comment beyond the requirements stated here, as frequent and quality blog activity will be rewarded in the final grade.

Blog-writing differs from the writing you might do for "traditional" papers in some ways, but not in others. Here are some things to think about as you compose your posts and comments:

FOR AUTHORS:
  • Do not wait until the last minute to write your post! Students should think of the blog as a community exercise. In this community, Authors are responsible for generating that week's discussion and Commenters are responsible for continuing and elaborating upon it. In order for the Commenters to be able to provide the best commentary they can, it is necessary that Authors do not wait until the last minute to post entries in any given week. Like traditional papers, it is almost always obvious when a student has elected to write his or her blog-posts at the last minute, as they end up being either overly simple, poorly conceived or poorly edited. Your contribution to the blog discussion is important, so take care to show the respect to your classmates that you would expect them to show you.
  • Be concise, but also precise. The greatest challenge of blog-writing is to communicate complex ideas in a minimal amount of words. It is important that you keep your posts short, in keeping with the blog format, but also that you do not sacrifice the clarity or completeness of your ideas for the sake of brevity.
  • Be focused. If you find that your blog-entry is too long, it is likely because you have chosen too large a topic for one post. (Consider splitting up long entries into two or more posts.) It should be eminently clear, on the first reading, what your blog post is explaining/asking/arguing. Use the Post Title to clearly state the subject of your entry.
  • Choose a topic that will prompt discussion. The measure of a good blog post is how much commentary it can generate. To that end, do not use your blog posts for simple exegesis or to revisit questions already settled in class. Good discussion-generators often include bold claims about, or original interpretations of, our classroom texts. Connecting the course material to current events or controversies is also a good way to generate discussion. Pay special attention to in-class conversations, as many of the issues that generate discussion in class will also do so on the blog.
  • Proofread. Proofread. PROOFREAD. As a rule, blog-writing is (slightly) less formal than the writing you might do for a paper you hand in to your professor. For example, you may write in the first person, and a more "conversational" style is usually acceptable. However, ANY writing with glaring punctuation, spelling or grammatical mistakes not only will be difficult to read and understand, but also will greatly diminish the credibility of its Author. It is NOT ADVISABLE to "copy and paste" the text of your post into blog's "new post" box, as you will inevitably end up with a format that is difficult to read. Be sure to familiarize yourself with the formatting buttons above, and always preview your post before publishing it.
  • Make use of the "extras" provided by new technology. When you write a traditional paper for class, you don't have many of the opportunities that blog-writing affords. Take advantage of the technologies available here to insert images, embed video or employ hyperlinks to other relevant materials.
  • Respond to your commenters. Authors should stay abreast of all the comementary their posts generate. If you are asked for clarification by a commenter, or if one of your claims is challenged, it is the Author's responsibility to respond.
FOR COMMENTERS:
  • Read carefully BEFORE you comment. The biggest and most frequent error made by commenters is also the most easily avoidable, namely, misreading or misunderstanding the original post. Don't make that error!
  • Simple agreement or disagreement is not sufficient. Sometimes it will be the case that you fully agree or disagree with an Author's post. However, a comment that simply states "I agree" or "I disagree" will not count for credit. You MUST provide detailed reasons for your agreement or disagreement in your comment.
  • Evidence works both ways. Often, the source of disagreement between an Author and a Commenter will involve a textual interpretation. If an Author claims in his or her post that "Advocates of the death penalty are obviously operating within a Kantian moral framework," the Author should have also provided a page citation from Kant supporting that claim. If you (as a Commenter) disagree, it is your responsibility to cite a passage from Kant that provides evidence for your disagreement. For disagreements that are not text-based-- for example, disagreements about statistical claims, historical claims, claims about current events, or any other evidentiary matters-- hyperlinks are your friend.
  • Dr J's Rule #7. Be sure to read Rule #7 under "Dr. J's Rules" on your syllabus. There are no exceptions to this rule. Even on the blog.
Although this blog is viewable by anyone on the Web, participants have been restricted to member of the PHIL 150 class only. This means that only members of your class can post or comment on this blog. However, anyone can read it, so students are reminded to take special care to support the claims that they make, to edit their posts and comments judiciously, and to generally represent themselves in conversation as they would in public. If you are new to blogging, you can visit the sites for other Rhodes course blogs listed in the column to your right.

I look forward to seeing your conversation develop over the course of this semester!
--Dr. J