The self in health and longevity

Introduction

Topical Introduction

How does our conception of personal identity shape our understanding of health and longevity? Advancements in medical knowledge and technology present us with new and often radical options – it is now possible to perform a transplant of a genetically modified organ from a non-human animal into a human, and it has been suggested that gene therapy may increase longevity and reverse aging. Whether you would undergo such procedures and others yet to be available depends on what you consider to be important in personal identity.

To explore this question, this module is divided into three units, one each corresponding to personal identity, health, and longevity.

In Unit 1 – The Self, we begin by examing philosophical accounts of personal identity over time. What does it take to be a person and what does it take for us to be the same person over time? Is it psychological continuity or physical continuity that matters in personal identity? Our answer to these questions will ground our responses to questions that come up in units 2 and 3.

In Unit 2 – Health, we begin with a conceptual analysis of health – what is health? What role can philosophy play in defining health and understanding matters of health? Certain ailments present us with philosophical puzzles of personal identity – our intuitions about these puzzles depend on our conception of what matters in identity over time. In considering these puzzles, we will need to draw on the concepts of personal identity covered in unit 1. We conclude the unit by looking at death – what is it? Should we fear it? Reflecting on these questions leads us naturally to unit 3.

In Unit 3 – Longevity, we begin by distinguishing between the concepts of lifespan and healthspan. Lifespan refers to the maximum number of years one can live, while healthspan refers to the period of one’s life where one is healthy. Our definition of healthspan depends in part on our definition of health, as covered in unit 2. We will consider the transhumanist movement – should we improve and extend our lives with the use of technology even if a consequence is that we might no longer be Homo sapiens? Our answer to this question depends on the views we hold about what matters in personal identity.

Writing objectives

This module is designed to teach you how to think and write clearly, and it does so by combining the examination of a topic with a practice-based writing and critical thinking perspective.

The main genre of writing that you will learn in this module is the academic essay; through learning this genre, you will pick up skills of argumentation, rhetorical organization, and persuasion that can be applied to writing tasks in various disciplines. Accordingly, the module emphasizes writing as a process.  You will produce drafts for each of the two assigned essays, and thereby learn the various stages of the writing process: brainstorming, planning, thesis statement formulation, initial drafting, revision after receiving criticism, and final editing.

To further enhance the learning process, there will be various class activities such as 1-on-1 instructor-student writing conferences, class presentations, peer reviews, and class discussions. These activities seek to demonstrate the social nature of writing that transcends the individual production of ideas.

Assessment

Attendance and Participation

Classes are seminar-style and discussion-based, so you are expected to come to class having carefully read the prescribed reading for the session and ready to contribute to the discussion.

15%

Discussion Posts

You are expected to contribute 5 discussion questions over the semester.

10%

Assignment 0 – short reaction paper (500 words)

This assignment is ungraded and meant for me to get a sense of your writing skills. You will write a short reaction paper to Be Right Back, an episode of Black Mirror that will be screened in class.

 

Not graded

Assignment 1 – response paper (1200 – 1500 words)

The skills needed to write a response paper, such as critical reading, summarising, evaluating arguments, and anticipating and responding to objections, are foundational and prior to the skills needed to write a research paper, and therefore placed at the start of the course. For this assignment, you are expected to use the writing skills covered to date.

Prior to submission of the final version of this assignment, you will submit a draft which we will review together in a 1-on-1 writing conference. Only the final version will be graded.

25%

Assignment 2 – research paper proposal (maximum 1 page, font size 12, double-spaced)

In the final research paper submission due at the end of the course, you are expected to answer an original research question and cite at least two sources not in the course reading list. To scaffold that, we begin with a research proposal in which you will outline your research question, argument, and potential objections that you will respond to. We will review your research proposal in a 1-on-1 writing conference.

10%

Assignment 3 – research presentation (15 minutes)

Presentation skills are an important part of academia as being able to talk about your argument helps you clarify your ideas. Presenting it to a group allows students to get feedback on areas they may have overlooked. We will do a short Q&A session after each presentation if time permits.

10%

Assignment 4 – research paper (2,000 – 2,500 words) and cover letter

Your final research paper should address an original research question and cite at least two sources not in the course reading list. It should also demonstrate a grasp of all writing skills covered in the course, take into account feedback from research presentations and 1-on-1 writing conferences.

Prior to the submission of your final research paper that will be graded, you will submit a draft (ungraded) which we will review together in a 1-on-1 writing conference.

The research paper is to be submitted with a cover letter addressing changes that have been made since the first draft and the reasons why these changes were made.

30%

 

Schedule

Please note that this is a provisional schedule and it is subject to changes.

Unit 1: The self

Writing focus

In this unit, you will be introduced to the foundations of good academic writing, and by the end of this unit, you will have the skills necessary to write a response paper. We will cover the following writing and critical thinking topics:

  • How to do a close reading
  • The elements of an academic essay
  • Writing summaries and literature revies
  • Reconstructing an argument

Week 1: What makes a person, and what makes me the same person over time?

Class 1.1

Seminar topic: Introduction

  • Screening of Be Right Back, Black Mirror, Season 2 Episode 1 (BRB), followed by a discussion of questions pertaining to personal identity that come to mind. We will revisit this list of questions throughout the semester.

Writing topic: How to read critically

Please start on assignment 0 (~500 words). It is not graded. It is for me to get a sense of your writing capabilities and style. – Do you think Ash-bot in BRB a person? Did original Ash survive when he was regenerated?

Class 1.2

Seminar reading:

  • Kind, A. (2015). Chapter 1, “The nature of persons” in Persons and Personal Identity.

Writing topic: Introduction to writing assignment 1 – response paper

It is not too early to think of topics for your response and research papers. As we work through each seminar’s topical and writing aspects, take note of your position regarding the topic and how you might use the writing tools in your assignments. If you change your mind about a particular position later, make a note of your reasons because it might still come in useful for your research paper.

Assignment 0 (Ungraded) due

Week 2: Is it my mind that matters in personal identity?

Class 2.1

Seminar reading:

  • How important are our memories for our identity? From https://www.oriel.ox.ac.uk/sites/default/files/slagel_j_essay_title_2.pdf

Writing topic: The elements of an academic essay

In class activity and discussion:

  • We will identify the elements of an academic essay in this seminar’s topical reading.
  • We will work in small groups to construct a thesis and a motive related to this seminar’s topic.

Class 2.2

Seminar reading:

  • The Self is Moral by Nina Strohminger from https://aeon.co/essays/moral-character-is-the-foundation-of-a-sense-of-personal-identity

Writing topic: Summarising

  • They say I say, chapters 1 – 3.

In class activity and discussion:

  • Summarising this week’s reading

Week 3: Perhaps it is my body that matters in identity

Class 3.1

Seminar reading:

Writing topic: Making evidence-based arguments and claims

  • The Craft of Research, chapters 7 – 9.

In class activity and discussion:

  • We will formulate two arguments – one for and another against transplanting human heads.

Class 3.2

Seminar reading:

  • Kind, A. (2015). Chapter 2, “The Psychological Approach to Personal Identity” in Persons and Personal Identity

Writing topic: Reconstructing arguments – premises and conclusions.

  • Harvard College Writing Centre - A Brief Guide to Writing the Philosophy Paper

In class activity and discussion:

  • We will identify and reconstruct arguments from this seminar’s reading.

Unit 2: Health                                                  

Writing focus

In this unit, we continue to practice the skills from Unit 1, and add on to them in preparation for writing a research proposal. Topics covered include the following:

  • Anticipating and responding to objections
  • Writing introductions and conclusions
  • Formulating a research question
  • Looking for and using sources
  • Structuring your research paper

Week 4: Health and Philosophy

Class 4.1

Seminar reading:

  • Huber, M. (2011). HEALTH: HOW SHOULD WE DEFINE IT? BMJ: British Medical Journal, 343(7817), 235–237.

Writing topic: Anticipating objections and responding to them

  • The Craft of Research, chapter 10.

In class activity and discussion:

  • We will consider possible objections to this session’s reading, as well as responses to them.

Class 4.2

Seminar reading:

  • Hofmann, B. (2021). The role of philosophy and ethics at the edges of medicine. Philosophy, Ethics, and Humanities in Medicine 16:14.

Writing topic: Introductions and conclusions

In class activity and discussion:

  • Does the introduction of this week’s paper give a good ideas what the paper is about? Did it catch your attention? Was the paper’s thesis stated clearly? Was the problem put in context?
  • Did the conclusion summarise the paper’s main points and pull them together?

Draft of assignment 1 – response paper (ungraded) due for discussion during 1-on-1 writing workshops

Week 5: Individual writing conferences

We will discuss:

  • your writing strengths and weaknesses.
  • response paper drafts – where you did well and where you might improve on.

Week 6: Medical Puzzles

Class 6.1

Seminar reading:

Writing topic: Introduction to assignment 2 – the research paper

Class 6.2

Seminar reading:

  • Savulescu, J., & Persson, I. (2016). Conjoined Twins: Philosophical Problems and Ethical Challenges. The Journal of medicine and philosophy, 41(1), 41–55.

Writing topic: Formulating a research question

  • The Craft of Research, chapters 3 and 4.

Assignment 1 – Response paper (1200 - 1500 words) due

**SEMESTER BREAK**

Week 7: Death

Class 7.1

Seminar reading:

  • Tomasini, F. (2017). Chapter 2 - What and When is Death? In Remembering and Disremembering the Dead.

Writing topic: Looking for and using sources

  • The Craft of Research, chapters 5 and 6.

In class activity and discussion

  • What types of sources were used in this session’s reading? Is the author’s use of quotes, paraphrasing, and summarising suitable?

Class 7.2

Seminar reading:

Writing topic: Structuring your research paper

  • The Craft of Research, chapters 12 and 13.

Unit 3: Longevity

Writing focus

At this point, students will have the tools necessary to write a paper draft. What remains are the skills to turn a draft into a final paper for submission. Writing topics that we will cover in this unit include:

  • Warrants
  • Citations
  • Making revisions to a draft
  • Presentation skills

Week 8: Healthspan or Lifespan?

Class 8.1

Seminar reading:

Writing topic: Warrants

In class activity and discussion:

  • We will examine the use of warrants, why the author found them necessary in this session’s reading, and consider if she could have done things differently.

Class 8.2

Seminar reading:

  • Sinclair, D. (2019). Chapter 9, A Path Forward in Lifespan: Why we age and why we don't have to.

Writing topic: Citations

In class activity and discussion:

  • Overview of citation manager tools available to students
  • Citation styles

Week 9: Human+

 Class 9.1

Seminar reading:

  • Bostrom N. (2003) ‘Transhumanist Values’, in F. Adams (ed.) Ethical Issues for the 21st Century (Philosophical Documentation Center Press).

Writing topic: Revising your drafts

  • The Craft of Research, chapter 17.

Class 9.2

Seminar reading:

Wrting topic: Presentation skills

Research paper proposal due

Week 10: Individual writing conferences

  • We will discuss research paper proposals during conferences.

Week 11: Individual research presentations

Week 12:  Writing workshops

Class 12.1 – Revising your drafts

Class 12.2 – Recap of all writing topics covered

Research paper draft due

Week 13: Individual writing conferences

  • We will discuss research paper drafts during conferences.

DATE TBC: Final research paper and cover letter due

 

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