MEDIA

BA Second Year (Semester I)

Foundation Course

Eng 2001 (3) English

Core Courses

Phil 2101 (4) Eastern Philosophy-I
Phil 2102 (4) Inductive Logic-I
Phil 2103 (4) Twentieth Century Western Philosophy-I

Elective Courses (for Philosophy Specialization Student)

Hist 2002 (3) World History 1900 to Present-I
Geog 2005 (3) Political Geography-I
OS 2001 (3) Pāli Language-I
OS 2003 (3) Pāli Literature (Prose)
Psy 2001 (3) Language and Thought
Psy 2002 (3) The Development of Self-Concept
Eng 2003 (3) Developing Communicative Skills-I
Math 2002 (3) Mathematics-I
LI 2001 (3) Effective Use of Information Centre
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Phil 2104 (3) The Cultural and Ethical Aspects of Environmental Conservation-I

* A student will have to take two electives.

Module No. : Phil 2101

Module Name : Eastern Philosophy-I

TOTAL HOURS : (75) Hours

Lecture : (3) Hours per Week * (15) Weeks=(45) Hours
Tutorial/Discussion : (2) Hours per Week * (15) Weeks=(30) Hours

COURSE DESCRIPTION

– This course is a general and thematic introduction to India’s major philosophical traditions. Throughout the course, there will be discussed the differences among Indian philosophical schools and examine three streams of philosophical dissent from the orthodox tradition in the heterodox traditions of Carvaka, Jainism, and Buddhism. From then, move on to examine the development of the orthodox systems, focusing on the Nyaya Vaishesika systems, the Samkhya Yoga, the Mimamsa System and the Vedanta System.
– The frame of the course bases on the topics of;
1. Introduction to Eastern Philosophy
2. The Genesis of Indian Philosophy
2.1. The General Characteristic of Indian Philosophy
2.2. The Stages and Development of Indian Philosophy
3. A General Survey of Indian Philosophical Schools
3.1. The Heterodox Schools
3.2. The Orthodox Schools

COURSE OBJECTIVES

The main objectives of this course are

• to understand the genesis of Indian philosophy
• to achieve a direct view of something require more than logical reasoning; it also involves perception and intuition
• to improve the understanding about wisdom of the East is philosophy and psychology and social and religion all rolled in one
• It can also challenging as any in the history of Western thought
• to examine the basic teaching of six schools in Indian philosophy
• to explore some keys features of Indian Ethical, Ontological and Epistemological views

LEARNING OUTCOMES

– The generic learning outcomes
After this study, students will be able to

• classify the Indian philosophical schools with their respective characteristics
• distinguish from the Orthodox schools to Non-Orthodox
• describe Ethics, Religion and Philosophy are mixed in Indian culture
• analyze primary and secondary Eastern philosophical systems
• point out the significant feature of each school

– The specific learning outcomes
After this study, students will be able to

• examine the key concepts in Indian Philosophy
• indicate the general characteristics of Indian Philosophy
• judge Indian Philosophy is not simply a matter of logic or speculation, but is also concerned with experience and intuition
• discuss studying Eastern Philosophy is not, for someone brought up in the West, simply a matter of looking with detached interest at ideas that come from other culture

REFERENCES

1. Datta & Chatterjee. (1964). An Introduction to Indian Philosophy. Calcutta: University of Calcutta Press.
2. Hiriyana, M. (1949). The Essentials of Indian Philosophy. London: Unwin Brothers Ltd.
3. Hiriyanna, M. (1963). The Essentials of Indian Philosophy. Bombay: Blackie and Son Publishers Pvt. Ltd..
4. Radhakrishnan, Sir. (1982). History of Philosophy Eastern & Western. London: Allen & Unwin Ltd.

Module No. : Phil 2102

Module Name : Inductive Logic-I

TOTAL HOURS : (75) Hours

Lecture : (3) Hours per Week * (15) Weeks=(45) Hours
Tutorial/Discussion : (2) Hours per Week * (15) Weeks=(30) Hours

COURSE DESCRIPTION

– This course aims at being an introduction to the nature of inductive reasoning. Then it can be discussed the process subsidiary to induction, basic principles of induction, and different kinds of induction. Throughout the course, it will be continue to discuss criteria of induction and utility of inductive logic in daily life.
– The frame of the course bases on the topics of;
1. A Study of the Nature of Induction
2. Some Subsidiary Processes of Induction
3. Basic Principles of Induction
4. Different Kinds of Induction
5. Some New Theories of Induction (The modern view – Five kinds of induction)
6. Evaluation of Inductive Reasoning
7. Criteria for causal determination
8. The utility of inductive logic for daily life. (For Student -centred Approach)

COURSE OBJECTIVES

The main objectives of this course are

• to understand about inductive reasoning and its value in daily life as well as professional
• to learn the notion of inductive reasoning and the role of its application can be found out in daily life’s experience of the people whether they accept it or not
• it is designed to help students to be upgraded their skills of discussion, argumentation and listening
• to engage in creative thinking and critical thinking skills through the group works in writing assignment or initiative discussion in the classroom
• to improve the sense of self-study and pro-active thinking, classroom atmosphere will be put emphasis on presentation and assignment which necessarily linked with data collection from survey (literature or observation)

LEARNING OUTCOMES

– The generic learning outcomes
After this study, students will be able to

• ask the new questions well with a sense of curiosity whatever they experience in daily life and how to respond the questions comprehensively
• clearly explain their own assumptions
• improve the skills of critical thinking, analytical approach, problem solving, multi-dimensional view, making inferences and interpretations
• select what methods are suitable to do the effective study in this course

– The specific learning outcomes
After this study, students will be able to

• understand the distinction between deductive arguments from inductive arguments
• draw the conclusion that is reasonable based on the evidences
• identify some basic intuitions about what counts as “good” or “acceptable” reasoning
• develop the capacity for applying philosophical knowledge to social issues
• create generalizations and predictions for the problems

REFERENCES

1. Brennan, J. G. (1963). A Handbook of Logic. New York: Harper and Row.
2. Copi, I. M. (1984). Introduction to Logic (Sixth Edition). New York: The Macmillan Company.
3. Dan Cryan. Introducing Logic. USA: Icon Books.
4. Kar, K. N. and U Hla Bu, (1993). A Text Book of Modern Formal Logic. Calcutta: Indian Publicity Society.
5. Khin Maung Din, U. (1982). Lecture Guideline on Elementary Logic. Yangon.
6. Layman, C. Stephen. (2005). The Power of Logic. New York: Mc Graw Hill Co, Inc.

Module No. : Phil 2103

Module Name : Twentieth Century Western Philosophy-I

TOTAL HOURS : (75) Hours

Lecture : (3) Hours per Week * (15) Weeks=(45) Hours
Tutorial/Discussion : (2) Hours per Week * (15) Weeks=(30) Hours

COURSE DESCRIPTION

– This course aims to introduce the Twentieth Century philosophy in the light of the historical development and its general characteristics. The study based on some philosophical dimensions disclosed by significant philosophers such as Ontology and Epistemology as the most primary branches and the new trends of thought namely pragmatism, logical positivism and realism.
– The frame of the course bases on the topics of;
1. The Development of Twentieth Century Philosophy and its General Characteristics
2. A Study of Bergson’s Ontology and Epistemology
3. A Study of the Pragmatism
4. A Study of Logical Positivism
5. A Study of Realism

COURSE OBJECTIVES

The main objectives of this course are

• to improve the understanding about twentieth century western philosophy as its applied value in daily life as well as professional.
• to become familiar with major figures, movements, concepts, theories and debates in twentieth century western philosophy .
• to learn knowledge of the fundamental questions about truths, human existence and ultimate reality and analyze philosophical truth claims.
• it is designed to help students to be upgraded their skills of discussion, argumentation and listening.
• it challenges students to engage in creative thinking and critical thinking skills through the group works in writing assignment or initiative discussion in the classroom .
• to improve the sense of self-study and pro-active thinking, classroom atmosphere will be put emphasis on presentation and assignment which necessarily linked with data collection from survey

LEARNING OUTCOMES

– The generic learning outcomes
After this study, students will be able to

• memorize the development of Twentieth Century Western philosophy and identify the nature and scope of western culture
• apply knowledge of philosophical perspectives, logic, and critical reasoning to develop his or her own opinions regarding philosophical problems and issues and also manipulate the specific issues of daily life
• articulate and criticize the values, principles and assumptions on which individual and social decisions rest.
• synthesize the different views of other scholars to draw the effective conclusion using literature survey
• select what methods are suitable to do the effective study in this course and organize the research frame

– The specific learning outcomes
After this study, students will be able to

• distinguish the different between absolute truth and relative truth, what are the good or bad action and what are the right and wrong action on social development
• indicate the role of western thought in culture and its development
• understand and be able to discuss major philosophical problems in the Western Tradition
• share their knowledge and ideas to the public by means of research paper or publication
• show their ideas with the suitable tools and devices which are needed to make presentation of the functions of western philosophy

REFERENCES

1. Datta, M. D. (1972). The Chief Currents of Contemporary Philosophy. Calcutta: University of Calcutta Press.
2. Grayling, A. C. (2002). Russell: A Very Short Introduction, Oxford: Oxford University Press.
3. Mitchell, Craig Vincent. (2007). Charts of Philosophy and Philosophers. USA: Zodervan.
4. Perelman, C. H. (1965). An Historical Introduction to Philosophical Thinking. New York: Random House.
5. Russell, Bertrand. (1966). Wisdom of the West. New York: A Fawcett Publication Inc.
6. Shand, John. (1993). Philosophy and Philosophers, London: UCL Press.
7. Thilly, Frank. (1965). A History of philosophy. Allahabad: Indian University Press.
8. Velasquez, Manuel. (2005). Philosophy. New York: Thomson, Wadsworth.
9. Zaine Ridling, PhD. (2001). Philosophy Then and Now: A Look Back at 26 Centuries of Thought, Part I to IV. Access Foundation. (E book)

Module No. : Phil 2104 (Elective)

Module Name : The Cultural and Ethical Aspects of Environmental Conservation -I

TOTAL HOURS : (60) Hours

Lecture : (2) Hours per Week * (15) Weeks=(30) Hours
Tutorial/Discussion : (2) Hours per Week * (15) Weeks=(30) Hours

COURSE DESCRIPTION

– This course aims to provide ethical justification and moral motivation for the cause of global environmental protection. In addition, the course will provide an orientation about the notion of environmental conservation, environmental ethics which examines the moral basis of environmental responsibility. This course can contribute to become awareness of environmental responsibility.
– The frame of the course bases on the topics of;
• What is Environmental Conservation
• Definition of Key Terms e
• The need for an ethics of environmental conservation
• Environmental Ethics as a topic of Applied Ethics
• Contribution of Ethics

COURSE OBJECTIVES

The main objectives of this course are

• to understand about environmental conservation, ecosystem and ecology.
• to become familiar with the terms of environment and environmental ethics
• to recognize and resolve the awareness and moral guideline of Environmental Conservation as the primary task of human being
• it is designed to help students to be upgraded their skills of discussion, argumentation and listening
• it challenges students to engage in creative thinking and critical thinking skills through the group works in writing assignment or initiative discussion in the classroom
• to improve the sense of self-study and pro-active thinking, classroom atmosphere will be put emphasis on presentation and assignment which necessarily linked with data collection from survey (literature or observation)

LEARNING OUTCOMES

– The generic learning outcomes
After this study, students will be able to

• propose new perspective to control and prevent the deterioration of natural environment
• discuss the present situations in global environment
• organize the practical research from environmental problems
• integrate their new perspective to present new ideas in environmental conservation

– The specific learning outcomes
After this study, students will be able to

• identify the nature and scope of environment
• explain the survival of the human species in the face of environmental deterioration
• demonstrate knowledge of existing organizations and programs in environmental problems
• initiate their new approaches to study sustainable development from philosophical point of view

REFERENCES

1. Attfield, Robin (1991). The Ethics of Environmental Concern (2nd Edition). Athens & London: The University of Georgia Press.
2. Engel, J . Ronald. (1993). Ethics of Environment and Development. London: Belhaven Press.
3. Garvey, James. (2008). The Ethics of Climate Change. London: Continuum International Publishing Group.
4. Kyi Kyi Hla, Daw. (2010). The Ethics of Environmental Conservation. Yangon: Myanmar Academy of Arts and Science.
5. Ministry of Foreign Affairs. (2009) Basic Diplomatic Skills (Lecture Notes). Yangon: Ministry of Foreign Affairs.
6. Taylor, Paul W. (1986). Respect for Nature_A Theory of Environmental Ethics_. Princeton, New Jersey: Princeton University Press.
7. UNESCO. (2004). Ethics in Asia-Pacific. Bangkok: UNESCO.

BA Second Year (Semester II)

Foundation Course

Eng 2002 (3) English

Core Courses

Phil 2106 (4) Eastern Philosophy-II
Phil 2107 (4) Inductive Logic-II
Phil 2108 (4) Twentieth Century Western Philosophy-II

Elective Courses (for Philosophy Specialization)

Hist 2005 (3) World History 1900 to Present-II
Geog 2006 (3) Political Geography-II
OS 2006 (3) Pāli Language-II
OS 2008 (3) Pāli Literature (Poetry)
Psy 2004 (3) Stress and Stress Management
Psy 2005 (3) Individual, Social and Cultural Diversity in Pro and Anti-Social Behavior
Eng 2004 (3) Developing Communicative Skills-II
Math 2005 (3) Mathematics-II
LI 2003 (3) Effective Use of Information Centre
r 2008(3) jrefrmtrsdK;orD;pmqdkrsm;ESifh4if;wdkY\pmrsm; (2)
Phil 2109 (3) The Cultural and Ethical Aspects of Environmental Conservation-II

* A student will have to take two electives.

Module No. : Phil 2106

Module Name : Eastern Philosophy-II

TOTAL HOURS : (75) Hours

Lecture : (3) Hours per Week * (15) Weeks=(45) Hours
Tutorial/Discussion : (2) Hours per Week * (15) Weeks=(30) Hours

COURSE DESCRIPTION

– This course is an introduction to the Chinese philosophy, concerning on the work of such major thinkers as Confucius, Mencius, Hsun Tzu, Mohism, Taoism, Neo-Confucianism and Neo-Taoism. Topics of discussion include the general characteristics of Chinese philosophy, human nature and the human condition, the meaning and value of life, and the nature of the good life.
– The frame of the course bases on the topics of;
1. An Introduction to Chinese Philosophy
2. The Genesis of Chinese Philosophy
3. The General Characteristic of Chinese Philosophies
4. A General Survey of Chinese Philosophy

COURSE OBJECTIVES

The main objectives of this course are

• to achieve a direct views of All-embracing Love, Yin-Yang and Tao
• to improve the understanding about wisdom of the East
• It can also challenging as any in the history of Western thought
• It can examine the basic teaching of Confucianism and Taoism in Chinese philosophy
• It can explore some keys features of Chinese Cosmological, Social, Political, Legal and Human Nature

LEARNING OUTCOMES

– The generic learning outcomes
After this study, students will be able to

• interpret different perspectives on traditional Chinese philosophical issues
• distinguish from the views of human nature in Chinese Philosophy
• describe Social, Political and Philosophy are mixed in Chinese culture
• develop a deeper appreciation for Western perspectives through the method of comparison with Chinese philosophy
• use the logical and critical thinking methods of philosophy to analyze and evaluate the ways in which Eastern philosophers attempt to solve the problems of philosophy

– The specific learning outcomes
After this study, students will be able to

• demonstrate the key concepts in Chinese Philosophy,
• identify the major periods and the major figures in the history of Chinese philosophy,
• analyze the basic problems of Eastern philosophy in the fields of metaphysics, axiology, and epistemology,
• share actively in discussions of philosophical ideas and issues,
• develop and refine the ability to offer criticism of philosophical positions, and will develop the ability to form their own educated positions on philosophical issues.

REFERENCES

1. Chai, C. & W. Chai. (1982). The Stories of Chinese Philosophy. New York: Washington Square Press.
2. Chan, Wing-Tsit. (1963). A Source Book in Chinese Philosophy. Princeton: Princeton University Press.
3. Creel, H. G. (1960). Chinese Thought from Confucius to Mao Tse-tung. Chicago: New American Library.
4. Fung Yu-Lan. (1981). A Short History of Chinese Philosophy. New York: The Free Press.
5. Theodore de Bary, William. (1980). Sources of Chinese Tradition. New York: Columbia University Press.
6. Xu Yuanxiang. (2007). Confucius: A Philosopher for the Ages. Beijing: China International Press.
7. Xu Yuanxiang. (2007). Lao Tzu: The Eternal Tao Te Ching. Beijing: China International Press.
8. Xu Yuanxiang. (2007). Sun Tzu: The Ultimate Master of War. Beijing: China International Press.

Module No. : Phil 2107

Module Name : Inductive Logic-II

TOTAL HOURS : (75) Hours

Lecture : (3) Hours per Week * (15) Weeks=(45) Hours
Tutorial/Discussion : (2) Hours per Week * (15) Weeks=(30) Hours

COURSE DESCRIPTION

– This course aims at being an introduction to the general study of Mill’s method, the nature of inference in science, how to falsified some hypothesis by giving negative instances, some characteristics of scientific methodology and some philosophers’ conception on scientific method.
– The frame of the course bases on the topics of;
1. An Evaluation of Mill’s Method of Causal Determination
2. The Nature of Inference in Science
3. A Study of Scientific Methodology
4. Views Regarding Scientific Methodology

COURSE OBJECTIVES

The main objectives of this course are

• to verify hypotheses and to falsify instances with giving new negative instances and its value in daily life as well as professional
• to develop the notion that they have been able to extent their knowledge obtained from their sense organs through thinking and reasoning
• to learn some characteristics of scientific methodology and some philosophers’ view of inductive reasoning and appreciate the role of induction and to know its value from the multidisciplinary perspective
• it is designed to help students to be upgraded their skills of discussion, argumentation and listening
• to engage in creative thinking and critical thinking skills through the group works in writing assignment or initiative discussion in the classroom
• to improve the sense of self-study and pro-active thinking, classroom atmosphere will be put emphasis on presentation and assignment which necessarily linked with data collection from survey (literature or observation)

LEARNING OUTCOMES

– The generic learning outcomes
After this study, students will be able to

• promote their reasoning skills, logical thinking skills, critical thinking skills and problem solving skills
• become confidence in every reasoning and argumentation
• improve their professional and personal skills lifelong
• have the opportunity to work with a wide range of probabilities
• construct correct reasoning and arrange good presentation with effective power point slides

– The specific learning outcomes
After this study, students will be able to

• develop their critical, analytical and problem solving skills
• evaluate evidences and draw inferences from that evidences
• draw conclusion that is reasonable based on the evidences
• understand the common patterns of scientific reasoning
• improve the knowledge and skills of research method which is a requirement in academic studies

REFERENCES

1. Bernnan, J. G. (1963). A Handbook of Logic. New York: Harper & Row.
2. Copi, I. M. (1982). Symbolic Logic. Fifth Edition, London: The Macmillan Co.
3. Faris, J. A. (1964). Quantification Theories. London: Routledge & Kegan Paul.
4. Gustav, Bergman. (1957). Philosophy of Science. Madison: University of Wisconsin Press.
5. Kar, K. N. and U Hla Bu. (1963). A Text Book of Modern Formal Logic. Third Edition. Rangoon: Rangoon University Press.
6. Layman, C. Stephen. (2005). The Power of Logic. New York: Mc Graw Hill Co, Inc.
7. Prior, A. N. (1963). Formal Logic. London : Oxford University Press.
8. Purtill, R. L. (1971). Logic for Philosophers. New York: Harper & Row.
9. Quine, W. V. O. (1962). Method of Logic. Second Edition. London: Routledge & Kegan Paul.
10. Russell, Bertrand. (1948). Human Knowledge. New York: Siman and Schuster.
11. Tarski, A. (1972). Introduction to Logic and to the Methodology of Educative Science. London: Oxford University Press.

Module No. : Phil 2108

Module Name : Twentieth Century Western Philosophy-II

TOTAL HOURS : (75) Hours

Lecture : (3) Hours per Week * (15) Weeks=(45) Hours
Tutorial/Discussion : (2) Hours per Week * (15) Weeks=(30) Hours

COURSE DESCRIPTION

– This course aims at begin the development of analytical philosophy and its general characteristics, the nature of existentialism, idealism and contemporary philosophy, and postmodern thought and some significant philosophers’ views on existentialism, contemporary idealism and postmodern thought from the philosophical perspective. In addition, the course will provide an orientation about the notion of analytical philosophy and significant notions and concepts in twentieth century western philosophy. It can also be familiar students with major figures and movements in the history of western philosophy; familiar with central concepts, topics, theories, and debates and current developments in western philosophy.
– The frame of the course bases on the topics of;
1. A Study of Analytical Philosophy
2. A Study of Existentialism
3. A Study of Contemporary Western Idealism
4. A Study of Later Twentieth Century philosophy
5. An Evaluation of Contemporary Philosophy
6. Postmodern Thought

COURSE OBJECTIVES

The main objectives of this course are

• to improve the understanding about twentieth century western philosophy as its applied value in daily life as well as professional.
• to become familiar with major figures, movements, concepts, theories and debates in twentieth century western philosophy .
• to learn knowledge of the fundamental questions about truths, human existence and ultimate reality and analyze philosophical truth claims
• to learn knowledge about fundamental concepts such as self and subjectivity; mind and consciousness; alienation, anxiety, and authenticity, freedom and determinism, gender, race, nationality, and social justice
• it is designed to help students to be upgraded their skills of discussion, argumentation and listening.
• it challenges students to engage in creative thinking and critical thinking skills through the group works in writing assignment or initiative discussion in the classroom .
• to improve the sense of self-study and pro-active thinking, classroom atmosphere will be put emphasis on presentation and assignment which necessarily linked with data collection from survey

LEARNING OUTCOMES

– The generic learning outcomes
After this study, students will be able to

• memorize the development of Twentieth Century Western philosophy and Postmodern Thought
• locate the existence of human nature and identify the nature and role of man in human culture
• criticize philosophical methods, assumptions, and principles of the different views of the scholars to analyze philosophical ideas and positions including contemporary problems and issues
• choose the necessary and meaningful questions to conduct their research or study and select what methods are suitable to do the effective study in this course by using literature survey
• discuss their own ideas in line with logical sequence and organize the research frame logically

– The specific learning outcomes
After this study, students will be able to

• indicate the intimate relationship between man and nature and what are the good or bad on social and political development
• distinguish the difference of western philosophers in culture and its development
• explain successfully at least three of the following concepts: self and subjectivity; mind and consciousness; alienation, anxiety, and authenticity, freedom and determinism, gender, race, nationality, and social justice.
• distinguish the role of language, meaning, and truth in philosophical inquiry and develop a philosophical analysis of a contemporary cultural, political, religious, or scientific problem.
• ask new questions with sense of curiosity whatever they have been used experience and reason in daily life and sketch the key steps of sharing ideas in designing the presentation

REFERENCES

1. Anderson, W.T. (1995). The Fortana Postmodernism Reader. London: Fontana Press.
2. Butler, Christopher. (2002). Postmodernism: A Very Short Introduction. Oxford: Oxford University Press.
3. Datta, M. D. (1982). The Chief Currents of Contemporary Philosophy. Calcutta: Calcutta University Press.
4. McCallum, Dennis. (1996). The Death of Truth. USA: Bethany House Publishers.
5. Mitchell, Craig Vincent. (2007). Charts of Philosophy and Philosophers. USA: Zodervan.
6. Perelman, C. H. (1965). An Historical Introduction to Philosophical Thinking. New York: Random House.
7. Ridling, Zaine. PhD. (2001). Philosophy Then and Now: A Look Back at 26 Centuries of Thought, Part I to IV. Access Foundation, (eBook).
8. Shand, John. (1993). Philosophy and Philosophers. London: UCL Press.
9. Thilly, Frank. (1965). A History of Philosophy. Allahabad : Indian University Press.
10. Velasquez, Manuel. (2005). Philosophy. US: Thomson Wadsworth.

Module No. : Phil 2109

Module Name : The Cultural and Ethical Aspects of Environmental Conservation -II

TOTAL HOURS : (60) Hours

Lecture : (2) Hours per Week * (15) Weeks=(30) Hours
Tutorial/Discussion : (2) Hours per Week * (15) Weeks=(30) Hours

COURSE DESCRIPTION

– This course aims to provide a unique set of moral values and rules from world religions and ancient cultural views to guide human beings in their relationship with the environment. In addition, the course will provide an orientation about the notions of religion, it can be a powerful source for environmental conservation and protection and world religions, each in their own way, offer a unique set of moral values and rules to guide human beings in their relationship with the environment.
– The frame of the course bases on the topics of;
• Ethical Views on Environmental Conservation and Sustainable Development (Hindu Views)
• Ethical Views of Nature of Taoism
• Ethical Views on Environmental Conservation and Sustainable Development (Myanmar views)

COURSE OBJECTIVES

The main objectives of this course are

• to improve the understanding about religion which can evoke a kind of awareness in persons that is different from scientific or technological reasoning
• to understand the terms of moral values in world religion
• to learn how to appreciate and interpret the role of religion which is careful to observe moral teaching regarding the treatment of Nature
• to upgrade their skills of discussion, argumentation and listening
• to develop the sense of self-study and pro-active thinking, classroom atmosphere will be put emphasis on presentation and assignment which necessarily linked with data collection from survey (literature or observation)

LEARNING OUTCOMES

– The generic learning outcomes
After this study, students will be able to

• to understand the role of cultural and ethical aspects in environmental conservation
• to improve human responsibility to environmental conservation from each respective culture
• organize the practical environmental research from religious awareness
• make their new perspective to present new ideas in environmental conservation

– The specific learning outcomes
After this study, students will be able to

• identify the nature of environment and the role of moral values in environmental conservation
• explain the ethics of environmental conservation and sustainable development as a social and moral guide in the human world
• apply knowledge and values of eastern cultural tradition in solving environmental problems
• initiate their new approaches to study sustainable development from philosophical point of view

REFERENCES

1. Engel, J . Ronald. (1993). Ethics of Environment and Development. London: Belhaven Press.
2. Garvey, James. (2008) The Ethics of Climate Change. London: Continuum International Publishing Group.
3. Kyi Kyi Hla, Daw. (2010). The Ethics of Environmental Conservation. Yangon: Myanmar Academy of Arts and Science.
4. Ministry of Foreign Affairs. (2009) Basic Diplomatic Skills (Lecture Notes). Yangon: Ministry of Foreign Affairs.
5. Paul W. Taylor (1986). Respect for Nature_A Theory of Environmental Ethics_. Princeton, New Jersey: Princeton University Press.
6. Robin Attfield (1991). The Ethics of Environmental Concern (2nd Edition). Athens & London: The University of Georgia Press.
7. UNESCO. (2004). Ethics in Asia-Pacific. Bangkok: UNESCO.