Showing posts with label teaching ethics. Show all posts
Showing posts with label teaching ethics. Show all posts

Saturday, August 8, 2020

Teaching the topic of Abortion

Someone asked for some tips of teaching the topic of abortion using our Thinking Critically About Abortion book. Here's some advice, quickly developed. 

In teaching the topic of abortion, it's important for the instructor to understand how the students understand the issues, to best "meet them where they are at." This is true for all issues, but it's especially important for abortion, given some complexities and complications with the issues that aren't as common in other issues, e.g.:
  • (a) most 'applied' ethical issues depend on knowing or understanding the facts, but here the facts about fetuses are hidden [in women] and although there is scientific research on the development of fetuses, most people don't know much about it: many people's empirical understanding is based on images of later fetuses and abortions that aren't representative of most abortions; 
  • (b) there is at least the potential for the application of conflicting moral principles here, and most people have little experience carefully engaging or applying any moral principles even when there are no potential conflicts like this;
  • (c) the topic is often seen as intertwined with religion (although it needn't be), which often leads to responses that don't contribute to positive engagement on the issues; 
  • (d) there is the "political" element, which doesn't contribute careful, reasoned arguments;
  • (e) people are just more defensive on this topic than many others, for a variety of (bad) reasons.
So, given that, here are some tips to have more engaging discussions or lecture-discussions:

1. Begin by observing that the topic is abortion, and then ask students to define "abortion" or "having an abortion." Get their definitions out and work through them. Some definitions will be question-begging, at least. Others will be uninformative. Find a better definition and show students why it's better. 

2. Observe when asked "Why do some people think that abortion is wrong, and why do some people think that abortion is not wrong?" people often respond with circumstances, not reasons: e.g., "it's not wrong with pregnancies resulting from rape." Help with noticing that circumstances are not reasons: e.g., to respond to "Why is stealing wrong?" with "Stealing cars is wrong" doesn't explain why stealing is wrong. So get the to focus on giving reasons . . that might justify their views about the ethics of abortion in various circumstances (including, potentially, all or nearly all circumstances, if they think a generalization is appropriate. 

3. Observe that we can, and should, be precise in stating the circumstances: we don't have to talk about abortion in generalizations. We could offer the conclusions that it's wrong in these circumstances .. or that it's not wrong in those circumstances, etc. Asking whether they are saying "some" or "all" about what they are claiming is important. Pull up images or charts of fetal developments and observe that there are potentially relevant differences between very early and far later fetuses. Make a list of the different circumstances that women and girls seek abortions. (I often use this page by Fred Feldman near the beginning of a unit on abortion) 

4. The big question though - in response to various conclusions or views on abortion (e.g., "it's wrong in these specific circumstances . .") is WHY? Have students make a list of reasons they'd give for various relevant conclusions. Make those lists as long as possible. See what students say and then, instructors, add the types of reasons that philosophers focus on, if students don't bring them up. I have a very old handout or worksheet that's a result of this list-making activity, which I need to redo. 

5. Work through those lists, striking any question-begging arguments. Show them what those are and why they are bad.

6. After that, work through the remaining arguments, stating them in logically valid form and evaluating them as sound. Common "everyday" arguments are easy to work through, but students are better off to know how to do that before they engage more challenging philosophical arguments. Notice that we often need to define words, and work through the arguments on different definitions: e.g., "if by 'human' you mean this, then the argument works out in this way  .. but if by 'human' you mean that, it works out a different way ..." 

7. Come to whatever (tentative) conclusions you'd like, depending on how comprehensive your discussion seems to be! If you've only reviewed a few arguments, or certain types of arguments, you might only offer conclusions about those arguments. If your discussion has been pretty comprehensive, you might offer up a tentative conclusion about the broader issue. 

OK, these are some quick tips. These are all related to the book insofar as it does a lot of this "set up" work before getting to the arguments that philosophers focus on, so the book can prep students for these in class discussions or used to review and reinforce them.

What further advice would anyone give?

Monday, June 29, 2020

Videos on Ethics and Abortion

Many people like watching video presentations and so here are some Youtube videos.

First, a 5-minute video presentation of my 1000-Word Philosophy article that gives an overview of arguments about abortion:

 

Second, videos that review a PowerPoint presentation on arguments about abortion that was developed for teaching purposes; those slides are below. This is basically a non-argumentative version of much of the discussion of Thinking Critically About Abortion

Introduction and Defining Abortion:


Question-Begging Arguments about Abortion


Common, "Everyday" Arguments about Abortion:


Arguments that Abortion is Prima Facie Wrong:


Arguments that Abortion is Prima Facie Permissible and Conclusions:


Much of this discussion involves stating arguments in what's called logically valid for, as syllogisms. Here's a video on how to do that:

PowerPoint slides:

  

These slides in PDF.

Here's from a discussion with Trent Horn on abortion at Emory's Medical School. 


A talk through here: 


Powerpoint is also here. Presentation as text here.

Thanks to some of the comments online, I realized that a few things at the event prevented me from responding to Trent in an ideal way there. So I made some videos and a text that better engage Trent's initial talk. I hope people find them helpful for better understanding the issues! Thanks!

A Revisited Response to Trent Horn from Nathan Nobis 


Trent's "Opening Statement" which the videos and text below are a response to.


Full set of videos:

An Introduction Video:


The “Humanity” Argument Against Abortion:


A “Personhood” Argument Against Abortion:


Arguments from Personal Identity Against Abortion:


The "Future Like Our’s" Argument Against Abortion:


The Impairment Argument Against Abortion:



Concluding Thoughts:



A Revisited Response to Trent Horn from Nathan Nobis 


Notes below; talked through here: 

Trent Horn and Abortion: Revisited Responses and Initial Presentation - YouTube 


www.NathanNobis.com

www.AbortionArguments.com

https://twitter.com/NathanNobis 

https://www.youtube.com/c/NathanNobis101 

https://www.tiktok.com/@nathan.nobis 


Discussion, not “Debate”


Too bad none (?) of the medical students, students or any pro-choice people showed up to hear Trent. 


At least I need an outline or handout or visuals to effectively follow, at least in these situations. 


Listening, taking notes, and formulating a response all at once is something I cannot do. I’m a “slow listener.” Now I know. 


There are some very close details here; very hard for anyone to engage this material without notes and visuals. Really cannot be done?


So, here’s my review of Trent’s arguments. 


Trent’s conclusion: “Abortion is gravely immoral and ought to be illegal.”


The “Humanity” Argument 3

A “Personhood” argument 6

Arguments from Personal Identity 9

The Future Like Our’s Argument 14

The Impairment Argument 16

Conclusion 18



The “Humanity” Argument


  1. It’s wrong to intentionally kill innocent biological human beings. 

  2. The fetus is an innocent biological human being. 

  3. Abortion intentionally kills a fetus. 

Therefore, abortion is prima facie wrong. 


All these premises are false.


2. The fetus is an innocent biological human being.


2: Why accept 2? Science supports this, he claims.


My response: science supports that these are human organisms; whether they are human beings depends on what’s meant by “human beings.”


“Human being” definition 1 = a “being” that’s biologically human.


What’s a “being”? Not just anything that “has being”: organisms?


“Human being” definition 2 = a biologically human organism who has perceptions, feelings, reason, emotions, memories, etc. Ask around!


“Innocent”: I think the term “innocent” really only applies to beings who could do something wrong. So embryos and beginning fetuses are neither innocent nor not innocent: term just doesn’t apply. 


  1. It’s wrong to intentionally kill innocent biological human beings. 


1: Why accept 1? 


Trent responds to a question based on a misunderstanding: Whatabout friendly space aliens? Suggested answer: these aliens, we are, are of a rational “kind.” 


Objections from Trent:

If 1 is true, then taking people off life support is wrong? 


Trent’s response: we are letting them die, not killing them. 


My response: what if they were actively killed? Why would that be (seriously) wrong? 


What if there was some urgent need to speed up the process? Would that be wrong? (Not really? Or there could easily be a good reason to justify doing this). 


Later Trent argues these human organisms are persons. So he thinks some persons are OK to let die. It seems to me like it’s OK to let a body die because there is no a longer a person there: if there were a person, then it’d be wrong to let them die. 


Trent’s response here depends on:

  • assuming there’s always a weighty difference between killing and letting die. (See James Rachels “Active and Passive Euthanasia” summed up at my “Euthanasia, or Mercy Killing”). I don’t think there’s always a difference. 

  • Assuming that killing in these situations is (seriously) wrong. I don’t think killing these bodies would be seriously wrong: nobody would be harmed, nobody would be disrespected, etc.  


3. “Abortion intentionally kills a fetus.”


Trent didn’t comment on that. 


Some would say, “Not really: the point is to end a pregnancy (or prevent parenthood), not to intentionally kill a fetus: that’s a foreseen but not intended side effect” Someone with the primary goal to intentionally kill fetuses would act in other (wrong!) ways: what might they do? 


Lots of discussion of this type of argument in this article:

https://www.salon.com/2021/04/11/why-the-case-against-abortion-is-weak-ethically-speaking/ 




A “Personhood” argument


4. Abortion directly kills an innocent person.

5. Killing persons is usually wrong.

Therefore, abortion is usually wrong. 


What distinguishes persons from non-persons? Lots of questions here to think about.


Trent claims that rats and pigeons are not persons. He claims this is a “clear case.” 


Really, rats and birds are like rocks and plants? Some of the top philosophers and law professors and others argue that (some) animals are persons or are personlike. 


Comment: suppose someone says, “Embryos certainly aren’t persons. They certainly don’t have the right to life.” 


“Horselaugh,” question-begging response. What’s the motivation? (Isn’t that what anti-abortion people say about pro-choice people?)


So what are “persons” 

= sentient beings? 

  • Trent’s objection: then some animals would be persons. This is question-begging, a horse laugh, dismissing with prejudice a huge body of research. 

= actually rational beings?

  • Objection: then babies aren’t persons with rights, etc.

= an individual member of a rational kind, with the “innate capacity for certain functional abilities” . .. “rational capacity.” 


Other options, that build on the “sentient being” example: 

  • Locke: “persons are conscious, intelligent beings, capable of rationality and reflection, including self-reflection.” 

  • Tom Regan, perhaps: persons are “subjects of lives”: sentient beings with are psychological connections over time (but no need for “self-reflection”).


Some concerns about persons are “individual members of a rational kind, with the ‘innate capacity for certain functional abilities’ . .. ‘rational capacity.’


  1. Is this why you are a person? If you asked yourself this, does this seem like the best – simplest, most obvious, most explanatory, most coherent with other beliefs, etc. answer to you?  


  1. If something is “personified”  – made like a person, or personlike, are they made to resemble “individual members of a rational kind”? Or are they given abilities to perceive, feel, think, reason, emotions, etc?


  1. Individuals in permanent comas, “vegetative states,” “brain dead,” anencephaly (babies born without a brain, or almost all of their brain) are of this “kind” right? They are not persons.


  1. If X is a person, then it’s wrong to let X die (and seriously wrong to kill X too). 

  2. These living human organisms are not wrong to let die or are seriously wrong to kill.

  3. Therefore, they are not persons. 


  1. How does this all work? Rationality is at the core: why’s that? (Ableism?). Rights depend on rationality, somehow. Why is it that if you are part of a group – even if that group is a species – where some of the members are rational (and get other characteristics from being rational), every member of the group gets those characteristics, even if they aren’t rational? Why is it that severely cognitive human beings are persons with rights because of a relation to or similarity they have with sophisticated rational beings? This is very abstract: needs to be explained. 


4. Abortion directly kills an innocent person.

5. Killing persons is usually wrong.


Comments about 4 - yes, but perhaps not “intentionally”: that’s not the intended goal, which is to end a pregnancy or prevent parenthood.


Comments about 5 - there are exceptions, of course; there can be cases where it’s OK to kill an (innocent) person when they are using something that they don’t have a right to, or you are not otherwise obligated to provide them with. “Bodily rights” discussions.


In sum:

 

  • psychological theories of personhood more simply explains why we are persons in a range of cases, including end of life cases (where the body is alive yet the person is gone and/or how they are treated suggests a loss of personhood);

  • they don’t dismiss with prejudice that some animals might be persons or personlike, 

  • doesn’t tie personhood to some form of sophisticated rationality (and so claims that severely cognitively disabled persons are persons because of their relations to some alleged “ideal” rational person). 


Arguments from Personal Identity

https://www.amazon.com/Knowledge-Reality-Value-Mostly-Philosophy/dp/B091F5QTDS/ref=sr_1_2?qid=1651245578&refinements=p_27%3AMichael+Huemer&s=books&sr=1-2 


https://1000wordphilosophy.com/2021/03/11/animalism/ 


6. If an organism that ever existed has never died, then this organism still exists.

7. I am [essentially, in essence] an organism.

8. Therefore, I am an organism that once existed in my mother’s womb and never died.

9. It is always prima facie wrong to kill me.

10. Since I existed in my mother’s womb, it was prima facie wrong to kill me then. 

11. That’s true about everyone: what’s true of me is true of everyone. 

C: So abortion is generally prima facie wrong.  


My (simple) responses:


A lot of people would ultimately deny 7 that “they are [essentially, in essence, an organism]”: if they went into a permanent coma or become brain dead, the organism is there but they – the person – are gone. 


Also, many people think they could “survive” death – they could go to Heaven (or Hell) even if their body is destroyed: so they are not their organism, in essence. (Such folks don’t have to believe they could make it to heaven only if their body, with enough of the same matter, is “rebuilt”.) 


Related: about 9 (9. It is always prima facie wrong to kill me) in such cases the body can be OK to let die: so “you” can be let die. If you = your organism and that organism is a person, then it’s OK to let people die. (Also, there could be cases where it’d be OK to actively kill that organism; see other discussions). 


This argument also assumes that properties that give “someone” the right to life are essential to that organism: many animalists deny that (ask them!): so they deny 9. 


Trent’s Discussion: 


Maybe I am not an organism: maybe I am a mind. (Other options: maybe we are both? Maybe we are neither, e.g., we are souls?).   


Trent: If we are minds and not organisms, then nobody has been raped: that affected their body, not them.


Hmm: that is just basic factual data that everyone agrees on whatever you think about any highly abstract metaphysical issues. (Someone should write an article arguing that only “animalists” can acknowledge the existence and wrongness of rape; submit it to an analytical metaphysics journal or send it to leading animalists (e.g., Eric Olson): see what happens or what their reaction is)


Obviously, if you think you are a mind in essence (or a soul!), you also think that your mind or soul are very closely related to your body: what happens to your body affects you, and what happens to you affects your body! 


Trent: If I am not my body, then the government could take my body, tax my body. 


Hmm. Again, we are very closely related to our bodies: even if I am, in my essence, my mind, if you take my body, you take me, or part of me. 

Also, the government does “take” people and their bodies: the draft, imprisonment, etc. These facts have nothing to do with any highly abstract metaphysical theories. 


Trent: if I am a collection of thoughts, then I don’t think. 


Hmm. This is deep. The view is, roughly, that the “thinking thing” would be this collection of thoughts. 


If you think you are a body, since you can lose parts of your body, yet you still exist, what body part(s) are essential to you? (Or are you the whole thing, spacio-temporally connected, even though some body parts aren’t essential?)


You are a thinking animal. (One response: does this view allow for an afterlife, for those who believe there is one?)


If I am thoughts, what happens when I sleep? 


If you wake up, you’ll be back! There were also prior mental experiences that had expectations, plans, etc. for the future. And again, people who think that we are minds don’t deny that we are closely related to our bodies. 


Trent mentions that some rights he has always had, such as to not be tortured or enslaved. But if he was an embryo, since you can’t torture or enslave an embryo (right?), he didn’t have those rights then. So some, even important rights are not essential to the organism: other capacities are necessary to have them. 


General thoughts: the metaphysics of personal identity is really controversial. Really understanding the options takes a lot of hard study. Suggestion: run these arguments by advocates of animalism and see what they think! 





Personal identity: biological view, psychological view, or further-fact view?

Other

347 / 931 (37.3%)

Accept or lean toward: psychological view

313 / 931 (33.6%)

Accept or lean toward: biological view

157 / 931 (16.9%)

Accept or lean toward: further-fact view

114 / 931 (12.2%)






The Future Like Our’s Argument 


From philosopher Don Marquis, who interestingly argues that arguments like Trent’s “humanity” and (I think) “personal identity” arguments fail: 

https://ndpr.nd.edu/reviews/the-ethics-of-abortion-women-s-rights-human-life-and-the-question-of-justice/ 



12. Killing us is prima facie wrong. 

13. Killing us is prima facie wrong because it deprives us of our valuable futures (a “future like our’s”).

14. Fetuses have valuable futures’s like ours.

15. Anything with a valuable future like our’s is prima facie wrong to kill.

Therefore fetuses are prima facie wrong to kill.

Therefore, abortion is prima facie wrong.


One objection to this argument:


To have a future like our’s, a being needs to have some psychological connection to its future: it’s not just that there are potential future events “out there”. Embryos and beginning fetuses don’t have that, since they lack psychologies: they’ve never had any kind of mind: so they don’t have a future like our’s. 


Trent’s response: newborn babies aren’t psychologically connected to their futures either. 


Response: really? Babies have minds; they are aware of things; they know who different people are. People talk about playing music to the fetus in utero and getting reactions, and then the baby has a reaction when born: that’s memory. A baby is not like a mythical 10-second memory goldfish. Babies are quite different from embryos: babies have minds: they are conscious and feeling; they exist over time, which is how they are able to learn things, etc.  


Comments:


Marquis’s arguments are most popular – meaning often thought to be the best – among philosophers. Not popular among most real-life abortion critics. 


Why’s that? Perhaps because his views can support euthanasia; could support some abortions (in cases of an extremely bleak future), and can be adapted for positive results for animals too. 


Again, Trent advocates for asphyxiating / gassing rats and reports that few people would find that problematic. How would the rats feel about that? What would there experience be? Golden-rule: how would you like that if that were done to you? 


There is lots of interesting discussion about Marquis’s arguments. Check it out!


The Impairment Argument


From Perry Hendricks 


  1. It would be wrong to drink excessively during pregnancy so as to cause Fetal Alcohol Syndrome in the child (and then adult). 

  2. If it would be wrong to drink excessively during pregnancy so as to cause Fetal Alcohol Syndrome in the child (and then adult), then it is wrong to “impair” a fetus. 

  3. If it’s wrong to impair a fetus by doing things that result in it having Fetal Alcohol Syndrome (an impairment), then it’s wrong to kill the fetus since that’s a far greater (greatest?) impairment. 

  4. Therefore, it’s wrong to kill a fetus since that’s a great or greatest impairment.

  5. So abortion is typically wrong. 


Note: this argument is supposed to not depend on fetuses being persons. 


My basic response:

  • Why should women not drink alcohol too much, use drugs, etc. during pregnancy?

  • Because that will result in someone existing with a worse quality of life than they would have had: needless problems and difficulties: a worse quality of life.

    • Read up on WebMD or anything on what’s advised about this and why!

  • This explanation has no implications for abortion, since abortion prevents there from being such a person with this quality of life from existing in the first place.  


Trent’s response:

Trent says this presumes that the beginning fetus was an individual who was harmed. 

No, it doesn’t: it entails the “raw materials” or “building blocks” were damaged, not that there was some individual (or person) who was harmed. 


Again, advocates of the Impairment Argument think their argument does not assume that beginning fetuses are persons. An abortion prevents these “raw materials” or “building blocks” from becoming a person with a quality of life that is worse because of that drinking: so the explanation why pregnant women should avoid drinking heavily does not entail abortion is wrong. 


There is an interesting philosophical literature on this argument: check out PhilPapers or Google Scholar about it. 


https://scholar.google.com/scholar?hl=en&as_sdt=0%2C11&q=impairment+argument+abortion&btnG= 



Conclusion


My goal is that people better understand these issues and seek better arguments. I hope this helps.



1. The “Humanity” Argument


  • It’s wrong to intentionally kill innocent biological human beings. 

  • The fetus is an innocent biological human being. 

  • Abortion intentionally kills a fetus. 

  • Therefore, abortion is prima facie wrong. 


2. A “Personhood” argument


  • Abortion directly kills an innocent person.

  • Killing persons is usually wrong.

  • Therefore, abortion is usually wrong. 


3. An Argument from Personal Identity 


  • If an organism that ever existed has never died, then this organism still exists.

  • I am [essentially, in essence] an organism.

  • Therefore, I am an organism that once existed in my mother’s womb and never died.

  • It is always prima facie wrong to kill me.

  • Since I existed in my mother’s womb, it was prima facie wrong to kill me then. 

  • That’s true about everyone: what’s true of me is true of everyone. 

  • So abortion is generally prima facie wrong.


4. The Future Like Our’s Argument 


12. Killing us is prima facie wrong. 

13. Killing us is prima facie wrong because it deprives us of our valuable futures (a “future like our’s”).

14. Fetuses have valuable futures’s like ours.

15. Anything with a valuable future like our’s is prima facie wrong to kill.

Therefore fetuses are prima facie wrong to kill.

Therefore, abortion is prima facie wrong.




All other blog posts are available here: here are some of them: