General provisions

The course may run jointly with the course 5FP111 at advanced level. The course requirements are higher on students at advanced level than on C level students.

Entry requirements

60 credits in Practical Philosophy or in Theoretical Philosophy

Learning outcomes

Upon successful completion of the course, students should be able to:

• describe and explain various pressing ethical and epistemological issues related to social media and Internet-related technologies
• recognize the ways in which philosophical arguments concerning particular ethical issues can shed light on more general moral theories and principles
• analyze and critically engage with contemporary philosophical essays and arguments with clarity and precision, both orally and in writing
• develop cogent philosophical arguments of their own and to compose longer and increasingly original analytical essays that offer constructive responses to ongoing philosophical debates.

Content

This course focuses on ethical and epistemological issues that arise given the ubiquity of the Internet and the ocean of information available both to us and about us. How, if at all, should internet technologies, including social media and utilization of so-called "big data", be regulated? What should governments, parents, and employers be able to learn about you based on your digital footprint? Questions concerning privacy, autonomy, surveillance, informed consent, and the extent to which values should constrain technology will be discussed. The course will also investigate questions concerning knowledge, objectivity, trust, and polarization in the Internet Age, including how to understand and combat the prevalence of fake news, conspiracy theories, and echo chambers.

Instruction

Lectures and discussion seminars. The lecture-style will be thoroughly interactive. Students are expected to participate and contribute.

Assessment

Two short writing assignments to be completed during the course, and a take-home, essay-based exam at the end of the course.

If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the University's disability coordinator.