Additional course evaluations for LV0115
Academic year 2020/2021Food Ethics (LV0115-10276) 2020-09-30 - 2020-11-01
Academic year 2020/2021Food Ethics (LV0115-10277) 2020-09-30 - 2020-11-01
Academic year 2020/2021Food Ethics (LV0115-10278) 2020-09-30 - 2020-11-01
Academic year 2019/2020Food Ethics (LV0115-10302) 2019-10-02 - 2019-10-31
Academic year 2019/2020Food Ethics (LV0115-10303) 2019-10-02 - 2019-10-31
Academic year 2019/2020Food Ethics (LV0115-10304) 2019-10-02 - 2019-10-31
LV0115 Food Ethics, 7.5 CreditsLivsmedelsetik
SubjectsAnimal science Food science
Education cycleMaster’s level
|Lectures and seminars||5.00||1002|
|Individual written assignment||2.50||1003|
Advanced study in the main fieldSecond cycle, only first-cycle courses as entry requirements(A1N)
Prior knowledgeKnowledge equivalent to 120 credits on basic level.
ObjectivesThe aim of the course is that students, independent of previous competence, improve their ethical skills, both in a general sense and in relation to food issues. After completion of the course, the student shall be able to identify ethical issues in the food chain, to reflect upon them from different perspectives, and to show acquaintance with how to use standard normative ethical theories in ethical analysis of the food chain. Further, the aim of the course is to create opportunities for practicing ethical argumentation and deliberation with peers, both verbally and while producing shorter texts, in order to be able to argue for a certain position in accordance with basic argumentations rules such as consistency, coherence and relevance.
After completion of the course the student should be able to:
- Identify ethical issues in the food chain, including those related to e.g. food security, food safety, feed efficiency, biotechnology, sustainable development, food from animal origin.
- Describe some standpoints from the history of food ethics.
- Describe and use a number of normative ethical theories (e.g. utilitarianism, deontology, virtue ethics, and contractarianism) on issues within food production, distribution and consumption.
- Reflect on the role of social context, culture, religion and ethical norms in decisions regarding food.
- Explain and reflect on the interaction between ethics and science in relation to food issues.
- Formulate an ethical standpoint on a concrete problem of food ethics, discuss it through a pro and contra analysis and argue for it.
ContentThe content of the course is structured along the food chain – from production and distribution to consumption and waste. Ethically relevant aspects occurring along the food chain will be elaborated by use of the most common normative ethical theories to highlight ethical challenges and value clashes as for example between animal welfare and climate friendly production, or between biodiversity and economic efficiency, or consumer versus citizen interests. Students will further be asked to read food ethics literature to get a grip of the theoretical standpoints in order to learn detecting relevant ethical aspects and understand pro and contra arguments for different positions. Hence, ethical discernment is in focus, and students will practice ethical argumentation though active listening to one another’s opinions, formulate relevant questions and strive for a coherent line of argumentation in a certain issue. The structure of the course: Web lectures will be held to present the normative ethical theories and argumentation analysis. During on-line IRT-seminars on core themes in food ethics, some of which are chosen by the students, will be presented and discussed. These will be mandatory seminars for discussion of the different themes mentioned above, where active participation is required.
Formats and requirements for examinationActive participation in seminars. Short written assignments. Essay questions to be responded to within a certain time frame and limited number of words, distributed at end of course.
- If the student fails a test, the examiner may give the student a supplementary assignment, provided this is possible and there is reason to do so.
- If the student has been granted special educational support because of a disability, the examiner has the right to offer the student an adapted test, or provide an alternative assessment.
- If changes are made to this course syllabus, or if the course is closed, SLU shall decide on transitional rules for examination of students admitted under this syllabus but who have not yet passed the course.
- For the examination of a degree project (independent project), the examiner may also allow the student to add supplemental information after the deadline. For more information on this, please refer to the regulations for education at Bachelor's and Master's level.
- The right to take part in teaching and/or supervision only applies to the course date to which the student has been admitted and registered on.
- If there are special reasons, the student may take part in course components that require compulsory attendance at a later date. For more information on this, please refer to the regulations for education at Bachelor's and Master's level.