Case Analysis I

Instructions

Format

Hardcopy of the following Case Analysis, assigned Tuesday 3/5, is due in class Tuesday 3/19 as described below. I do not mind students working on the case analyses in groups--it is, in fact, encouraged--but your case analysis must be your own. Be sure that your case analysis is as complete, well-expressed, clear, and precise as you can make it. This means in particular that you anticipate and meet any objections in the analysis. This case analysis is worth 50 points, as per the syllabus. If you have any question, puzzle, or require clarification, please do not hesitate to contact me (berkich@gmail.com; 3976, 944-2756). Finally, the following maximums and minimums must be scrupulously observed:

• No less than 10pt font.
• No less than 1.5 line spacing.
• No less than 1 inch margins on all sides.
• No more than two pages, one-side per page.
• Multiple pages must be stapled.
• The case analysis number and your name must appear at the top of the first page (there is no need for a title page, however.)

Note that these are maximums and minimums only. You may, for instance, write less than two pages or use greater than a 10pt font. That said, failure to observe these requirements will result in a score of 0 for the assignment.

Writing Advice

In light of the above admittedly serious constraints on the space available for your case analysis, it is extremely important that you excise any and all extraneous or redundant material. For example, the phrases "It can be argued that", "I claim that", "I think that", or their kin preceding a sentence add absolutely nothing to the sentence, take up valuable space, and are in fact wholly redundant. Of course it can be argued that, claimed that, or thought that, or you would never have written it!

Every word must count for answering the question. Philosophical writing is thus austere, but terribly precise. Such is its virtue. That said, writing philosophy can be jarring at first, especially for those who have labored and suffered under the delusional five-paragraph essay regime.

For additional advice on writing philosophy, I encourage you to study some of the advice linked from the Writing Philosophy page. Not all of the advice applies directly to these case analyses, to be sure. Nevertheless, there is much sound and helpful advice to be had about writing in general and writing philosophy in particular.

Above all, bear in mind that in a good case analysis,

• Arguments are clearly stated in such a way that the conclusion and assumptions would be obvious to any student not taking this course.
• Assumptions are clearly justified whenever they are controversial.
• Theoretical assumptions (your theory of choice, typically) are stated explicitly and the resulting argument does not deviate from these assumptions.
• Steps taken in the course of an argument are clear in such a way that any student not taking this course would be able to follow them.
• Wherever applicable, the arguments found in the various texts we have read should be utilized but should be restated in such a way that anyone not taking the course could understand the argument.

A few further comments may help.

First, the requirement that you clearly state the arguments does not imply that you should put them into the formally-valid-numbered-lines form that we adopt in class. Of course, that is absolutely the clearest way to state an argument. But it is also rather difficult to do for people who have not had a course in logic. So for these cases we strongly recommend that you write your arguments in paragraph form in such a way that the steps taken in the argument from the assumptions to the conclusion are clear.

Second, if you take as your theoretical assumption Hedonic Act Utilitarianism, say, it is mandatory that you not suddenly start arguing about the unhappy consequences of an action as if you had assumed Eudaimonic Act Utilitarianism. In other words, stick to the theory you've assumed.

Third, you should strive to write as clearly as possible. Try to avoid confusing your reader with complicated sentences and disconnected thoughts. Remember, you're gaining skills you will someday have to use. One of those skills is the ability to express your ideas in such a way that anyone can understand them. This does not mean that you will be graded on grammar per se. You should nevertheless strive as far as possible to express yourself clearly and effectively. If, in grading these cases, we are unable to understand what it is you are trying to say, you will not be given the benefit of the doubt. We will not read between the lines or otherwise assume you meant something more astute than what you actually wrote.

Fourth, it is important that your understanding of the issues as they are spelled out in the articles be reflected in your own arguments. Some very smart people have thought long and hard about these problems, and you should learn to rely--critically, of course--on what they have to say.

Glad-Handing Below the Belt

(from the 2019 National Ethics Bowl)

As Conner enjoyed the packed concert, happily swaying with the crowd to one of his favorite songs with a beer in his hand above the fray, he felt a tap on his shoulder. He turned his head to see a very attractive blonde woman he didn’t recognize, about 5’5’’, with a coy smile on her face. Before he could think of a witty introduction, she looked him in the eyes, smiled even bigger, and firmly grabbed his crotch in her right hand and squeezed gently. Instinct led him to back up a step, difficult to do in the well-packed crowd, and she smoothly moved forward through the space he created. Taken aback, he watched her do the same to another young man standing near him, leading to the realization that she was grabbing unsuspecting males as a way to move closer to the stage. She reached the front row in short order.

After the show at their favorite bar, Conner and his friends rehashed the concert. Conner told his friends about the strange encounter with the attractive blonde woman and what he guessed she was doing. His friend, Carol, was the first to pipe up, nearly choking on her drink when he made it to the description of the grab, “Well that’s more action than you’ve seen in months, so good for you!” Devin was even more excited for him, “Tell me you got her digits, dude! She sounds hot and fun!” And his roommate Jake added, “Damn! If I had done that, I would have been arrested or had the crap beat out of me or both.”

All of his friends agreed that it was a really good plan for an even moderately attractive woman who wanted to get to the front of the crowd. His female friends contemplated using the tactic for the next concert, if they were stuck towards the back. Although Conner had been feeling a bit violated and offended, his friends’ responses made him think that maybe his initial reaction was wrong and that sexual attention from an attractive woman should always be welcome.

Select one of the act-utilitarian theories we have discussed in class (that is, either i) Hedonic Act Utilitarianism, ii) Qualified Hedonic Act Utilitarianism, iii) Ideal Act Utilitarianism, or iv) Preferential Act Utilitarianism) to answer the question, was it morally permissible for the woman to use the method she used to get to the front row of the concert?