CC245305 Research on Applied Ethics

Hiroshima University Syllabus

Japanese

Academic Year 2025Year School/Graduate School School of Education

Lecture Code CC245305 Subject Classification Specialized Education

Subject Name 応用倫理学研究

Subject Name
（Katakana）オウヨウリンリガクケンキュウ

Subject Name in
English Research on Applied Ethics

Instructor KIRIHARA TAKAHIRO

Instructor
(Katakana) キリハラ　タカヒロ

Campus Higashi-Hiroshima Semester/Term 3rd-Year, First Semester, 1Term

Days, Periods, and Classrooms (1T) Fri5-8：EDU L108

Lesson Style Lecture Lesson Style
(More Details) Face-to-face

Mainly lectures, Uses handouts

Credits 2.0 Class Hours/Week 4 Language of Instruction J : Japanese

Course Level 3 : Undergraduate High-Intermediate

Course Area（Area） 23 : Arts and Humanities

Course Area（Discipline） 02 : Ethics

Eligible Students

Keywords Junior high school social studies, High school Civics, Applied ethics

Special Subject for Teacher Education 　 Special Subject 　

Class Status
within Educational
Program
(Applicable only to targeted subjects for undergraduate students) After completing the basic courses, we provide research on teaching materials related to ethics so that students can acquire basic knowledge, understanding, abilities and skills related to ethics as one of the areas of subject content development courses.
Criterion referenced
Evaluation
(Applicable only to targeted subjects for undergraduate students) Secondary School Social Studies/Geography/History/Civic Education
（Abilities and Skills）
・To be able to collect, understand, analyze, and evaluate data and materials about studies related to social science.
（Comprehensive Abilities）
・To be able to summarize the outcome of research, studies, education practice and social activities, and to deliver presentations.

Class Objectives
/Class Outline As students progress through specialized courses at universities, the contact points between social science fields such as law, politics, economics, and sociology and the humanities, including philosophy and ethics, tend to become weaker. However, at the high school social studies level, "ethics" is co-existent with "politics and economics," and "public" includes the content of both "ethics" and "politics and economics." By constantly facing the problems of the social sciences when studying ethics, students are expected to grasp a more reliable clue to solving problems.

In this case, the field of ethics is expected to play the role of a basic theory of "social cognition" in a broad sense. This is because ethics aims not only to observe human actions and their motivations (values and norms) from a third-person perspective, but also to critically examine values and norms as first- or second-person parties and to construct these themselves. "Social cognition" is closely linked to "social practice," and in this case, the ethical perspective plays an important role.

Therefore, in this class, we set the goal of exploring the "logic of social cognition" through the study of ethics. We will focus on a few topics and aim to grasp the overall picture of social cognition assumed in social studies, history, and civics.

Class Schedule lesson1:　Guidance: Social cognition from an ethical perspective①　Exploring the fundamental problem of "cognition"; Is there a language and thinking that is unique to humans and different from AI algorithmic calculations?
lesson2:　Social cognition from an ethical perspective② Problems of sociality and intersubjectivity, brain science and the mind-body problem
lesson3:　Differences between social cognition and natural cognition① Trends in environmental ethics and ethics of responsibility, Hans Jonas vs. K-O. Apels debate
lesson4:　Differences between social cognition and natural cognition② Trends in environmental ethics and ethics of responsibility, Hans Jonas vs. K-O. Apels debate

lesson5:　Differences between social cognition and natural cognition③ Trends in bioethics and the enhancement problem, examination of Habermas's theory
lesson6:　Differences between social cognition and natural cognition④ Trends in bioethics and the enhancement problem, examination of Habermas's theory
lesson7:　Civilization and Enlightenment① Historical progress of ideas (liberalism) or balance of power in the civilizational sphere ("The Decline of the West" vs. "Dialectics of Enlightenment")

lesson8:　Civilization and Enlightenment② Historical progress of ideas (liberalism) or balance of power in the civilizational sphere ("The End of History" vs. "The Clash of Civilizations")
lesson9:　The debate on positivism and the logic of social cognition ① Reconsidering the debate between Adorno and Popper in the late 1960s from a modern perspective
lesson10:　The debate on positivism and the logic of social cognition② Reconsidering the debate between Adorno and Popper in the late 1960s from a modern perspective
lesson11:　The essence of freedom① A comparison of the genealogy of theories of freedom; Constant, Mill, Berlin and theories of freedom of speech in the Kantian thoughts
lesson12:　The essence of freedom② Ethical issues in modern SNS speech regulation (the crisis of the German Network Enforcement Act as an example)

lesson13:　Economy and human rights① Reconstructing alienation/reification theory from a Kantian perspective (Neo-Kantianism [Cohen] and Watsuji)
lesson14:　Economy and human rights② Examining the establishment of human rights in the global economy through the genealogy of contemporary thoughts (Adorno, Heinrich, Quante)
lesson15:　Summary and Review

Final exams will be held. Students will write short reports for each topic.

Text/Reference
Books,etc. We will share materials in advance.

PC or AV used in
Class,etc. Handouts, Visual Materials

(More Details) In each class, students will review materials related to each topic and the contents of the instructor's own published papers. After that, students will have a Q&A and discussion session and then write a short report. Materials to be used in each class will be shared in advance. Please read the materials in advance and actively participate in the discussion.

Learning techniques to be incorporated Discussions

Suggestions on
Preparation and
Review Please read through the materials shared in advance and actively participate in the discussion.

Requirements "Subjects related to subjects: Social Studies (""Philosophy, Ethics, and Religion""), Civic Education (""Philosophy, Ethics, Religion, and Psychology"")

I'm going to conduct a questionnaire about contents (Please write down questions or opinions also on it.).

Grading Method Small reports, written test, etc. will be comprehensively evaluated.

Practical Experience

Summary of Practical Experience and Class Contents based on it

Message We welcome students who are interested in ethics research and ethics education.

Other

Please fill in the class improvement questionnaire which is carried out on all classes.
Instructors will reflect on your feedback and utilize the information for improving their teaching.

Academic Year	2025Year	School/Graduate School	School of Education
Lecture Code	CC245305	Subject Classification	Specialized Education
Subject Name	応用倫理学研究
Subject Name （Katakana）	オウヨウリンリガクケンキュウ
Subject Name in English	Research on Applied Ethics
Instructor	KIRIHARA TAKAHIRO
Instructor (Katakana)	キリハラ　タカヒロ
Campus	Higashi-Hiroshima	Semester/Term	3rd-Year, First Semester, 1Term
Days, Periods, and Classrooms	(1T) Fri5-8：EDU L108
Lesson Style	Lecture	Lesson Style (More Details)	Face-to-face
Mainly lectures, Uses handouts
Credits	2.0	Class Hours/Week	4	Language of Instruction	J : Japanese
Course Level	3 : Undergraduate High-Intermediate
Course Area（Area）	23 : Arts and Humanities
Course Area（Discipline）	02 : Ethics
Eligible Students
Keywords	Junior high school social studies, High school Civics, Applied ethics
Special Subject for Teacher Education		Special Subject
Class Status within Educational Program (Applicable only to targeted subjects for undergraduate students)	After completing the basic courses, we provide research on teaching materials related to ethics so that students can acquire basic knowledge, understanding, abilities and skills related to ethics as one of the areas of subject content development courses.
Criterion referenced Evaluation (Applicable only to targeted subjects for undergraduate students)	Secondary School Social Studies/Geography/History/Civic Education （Abilities and Skills）・To be able to collect, understand, analyze, and evaluate data and materials about studies related to social science. （Comprehensive Abilities）・To be able to summarize the outcome of research, studies, education practice and social activities, and to deliver presentations.
Class Objectives /Class Outline	As students progress through specialized courses at universities, the contact points between social science fields such as law, politics, economics, and sociology and the humanities, including philosophy and ethics, tend to become weaker. However, at the high school social studies level, "ethics" is co-existent with "politics and economics," and "public" includes the content of both "ethics" and "politics and economics." By constantly facing the problems of the social sciences when studying ethics, students are expected to grasp a more reliable clue to solving problems. In this case, the field of ethics is expected to play the role of a basic theory of "social cognition" in a broad sense. This is because ethics aims not only to observe human actions and their motivations (values and norms) from a third-person perspective, but also to critically examine values and norms as first- or second-person parties and to construct these themselves. "Social cognition" is closely linked to "social practice," and in this case, the ethical perspective plays an important role. Therefore, in this class, we set the goal of exploring the "logic of social cognition" through the study of ethics. We will focus on a few topics and aim to grasp the overall picture of social cognition assumed in social studies, history, and civics.
Class Schedule	lesson1:　Guidance: Social cognition from an ethical perspective①　Exploring the fundamental problem of "cognition"; Is there a language and thinking that is unique to humans and different from AI algorithmic calculations? lesson2:　Social cognition from an ethical perspective② Problems of sociality and intersubjectivity, brain science and the mind-body problem lesson3:　Differences between social cognition and natural cognition① Trends in environmental ethics and ethics of responsibility, Hans Jonas vs. K-O. Apels debate lesson4:　Differences between social cognition and natural cognition② Trends in environmental ethics and ethics of responsibility, Hans Jonas vs. K-O. Apels debate lesson5:　Differences between social cognition and natural cognition③ Trends in bioethics and the enhancement problem, examination of Habermas's theory lesson6:　Differences between social cognition and natural cognition④ Trends in bioethics and the enhancement problem, examination of Habermas's theory lesson7:　Civilization and Enlightenment① Historical progress of ideas (liberalism) or balance of power in the civilizational sphere ("The Decline of the West" vs. "Dialectics of Enlightenment") lesson8:　Civilization and Enlightenment② Historical progress of ideas (liberalism) or balance of power in the civilizational sphere ("The End of History" vs. "The Clash of Civilizations") lesson9:　The debate on positivism and the logic of social cognition ① Reconsidering the debate between Adorno and Popper in the late 1960s from a modern perspective lesson10:　The debate on positivism and the logic of social cognition② Reconsidering the debate between Adorno and Popper in the late 1960s from a modern perspective lesson11:　The essence of freedom① A comparison of the genealogy of theories of freedom; Constant, Mill, Berlin and theories of freedom of speech in the Kantian thoughts lesson12:　The essence of freedom② Ethical issues in modern SNS speech regulation (the crisis of the German Network Enforcement Act as an example) lesson13:　Economy and human rights① Reconstructing alienation/reification theory from a Kantian perspective (Neo-Kantianism [Cohen] and Watsuji) lesson14:　Economy and human rights② Examining the establishment of human rights in the global economy through the genealogy of contemporary thoughts (Adorno, Heinrich, Quante) lesson15:　Summary and Review Final exams will be held. Students will write short reports for each topic.
Text/Reference Books,etc.	We will share materials in advance.
PC or AV used in Class,etc.	Handouts, Visual Materials
(More Details)	In each class, students will review materials related to each topic and the contents of the instructor's own published papers. After that, students will have a Q&A and discussion session and then write a short report. Materials to be used in each class will be shared in advance. Please read the materials in advance and actively participate in the discussion.
Learning techniques to be incorporated	Discussions
Suggestions on Preparation and Review	Please read through the materials shared in advance and actively participate in the discussion.
Requirements	"Subjects related to subjects: Social Studies (""Philosophy, Ethics, and Religion""), Civic Education (""Philosophy, Ethics, Religion, and Psychology"") I'm going to conduct a questionnaire about contents (Please write down questions or opinions also on it.).
Grading Method	Small reports, written test, etc. will be comprehensively evaluated.
Practical Experience
Summary of Practical Experience and Class Contents based on it
Message	We welcome students who are interested in ethics research and ethics education.
Other
Please fill in the class improvement questionnaire which is carried out on all classes. Instructors will reflect on your feedback and utilize the information for improving their teaching.

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