By the end of winter quarter, I will have completed the economics core. Completing this six-course sequence has taught me a great deal about concepts such as optimization, efficiency and cost analysis. What I have not been taught, however, is how to analyze the moral questions that economics raises. To what extent is inequality acceptable in an economy? Is it necessary to interfere in an economy to aid individuals who are deprived of sufficient resources? To fill this vital gap in economic student’s education, the economics department should not only design ethics electives but also make an ethics of economics course mandatory for all undergraduate economics majors.
In its fourth and final meeting of the quarter, the Faculty Senate heard a panel addressing the nuances of free speech and academic freedom in the campus setting.
Many of the toughest questions about climate change boil down to ethics: do the benefits received from carbon emissions justify the harm they cause? Philosophy Ph.D. candidate Blake Francis is working on a moral framework to help find the answers.
A new set of tracks for taking humanities classes, called Humanities Core, will be offered for the first time in the 2016-2017 and 2017-2018 academic years.
The humanities have always stood at the center of a liberal education. To study the humanities is to acquire or hone valuable skills in thinking, researching, and writing, as well as to probe the mysteries and marvels of human experience and aspirations in their diverse forms. These are vital skills. Many of the world’s greatest problems — climate change, inequality, poverty, and conflict — involve questions of value and meaning that the humanities explore. What do we owe to future generations? Is there an obligation to remember the past and if so, how? What is a fair way of distributing benefits and burdens? What does it mean to be — or not to be — a citizen?
Amid growing national concern over doctoral student employment opportunities, Stanford’s Vice Provost for Graduate Education and Institution Research & Decision Support (IR&DS) recently partnered to release the Stanford Ph.D. Alumni Employment Study, Stanford’s first attempt to provide University-wide research on where Ph.D. students are employed.
Ursula K. Le Guin’s short story, “The Ones Who Walk Away From Omelas,” is about a utopian community whose happiness depends on the suffering of one child. Every year, the community is informed of the child — and every year, while the rest of the community is able to come to terms with the atrocity, some members leave the utopia.
Since last year, the School of Humanities and Sciences has been working to decrease the time to degree for students in Ph.D. programs.