I wrote my honors thesis about feminist ethics of care, which is a normative ethical framework focused on interdependence and vulnerability.
My project was to fill a hole in the care ethics literature by proposing a model of a caring relation that mattered on both an individual and institutional level. I argued that there are certain attitudes we ought to have towards those we encounter, whether friends, strangers, or colleagues, and that we ought to work to meet their needs.
If they respond to our care with similar attitudes towards us, then we are in a caring relation.
I argued that this model better captures our intuitions about what care is, allowing us to care for those we love as well as for strangers. Thinking of institutional role-occupants as engaging in caring relations also helps us understand how institutions can care.
How would you contrast the work you put into completing your thesis with the rest of your academic experiences at Stanford? I think I learned more writing my thesis than I have in any other experience at Stanford. The opportunity to take a problem that mattered to me and wrestle with it over the course of almost a year and a half, rather than just ten weeks, was incredible. My thinking was able to change a lot in that time — I started out with a completely different thesis idea — and I was able to really try to find a good solution, not just a passable one.
In the end, it felt like I was able to make an original contribution, which is something that rarely happens in term papers. This was a much bigger project than I had ever done before, so it forced me to stretch my thinking, writing, and time-management skills in ways for which I am very grateful. I really enjoyed the experience of getting to know a particular literature very well.
It was exciting to see articles about ethics of care and have already read the books that were mentioned, as well as to be able to tell when the authors were interpreting those texts differently. I was also able to see how so many parts of philosophy connected to each other, which, though it was sometimes overwhelming, gave me a deeper appreciation for what it means to do that kind of work.
What are your plans for after graduation? Will your work in Ethics in Society inform any opportunities you pursue?
Next year, I will pursue a Ph. My hope is to continue working on ethics of care in the long term, and I know that my experience writing a thesis has helped enormously in preparing me to do higher-level work in philosophy.
We review events and speakers, and we feature initiatives that are of broad interest. A wide range of voices author the articles, including undergraduate students. Skip to content Skip to navigation. McCoy Family Center for. The grade for the thesis will be determined by the capstone instructor and factored into the capstone class grade according to the grading scale established by the instructor.
Students whose work is not deemed worthy of honors can use their thesis as the final project for the capstone seminar, thus receiving credit for their work. Students are encouraged to seek funding from the college to support their research. Two sources of funding are:. Honors program. Academic Programs Anthropology Opportunities for Current Students. Expectations for the Honors Thesis An honors thesis is a focused exploration of a research question that synthesizes insight from an original fieldwork experience with an in-depth review of the literature.
Eligibility Only declared anthropology majors meeting the following criteria can begin work on an anthropology honors thesis: Members of Lambda Alpha, the national anthropology honor society, are automatically eligible. Students who take the methods class before their senior year: If you wish to develop your project into an honors thesis, you will be expected to do more ethnographic research on the same topic during your senior year.
You must also do an in-depth literature review. Students who take the methods class in their senior year: You can develop the project for this class into an honors thesis.
PHIL Empiricism. Some of the questions of moral sentience — not only if machines could achieve it but also the array of factors that go into it — helped lessen the burden on a programmer to code ethics or virtue into devices, says Andrew Kazama, a lecturer in the Department of Psychology. Project Hypothesis -es or Objectives - clearly present the focus of the project. Logic PHIL Gender and Philosophy. Phenomenology PHIL Finally, there are questions about science itself.
You will be expected to do more intensive fieldwork than required for the course, and to complement fieldwork with a literature review. Students who devise or discover a research topic while participating in an off-campus experience field school, studying abroad, engaging in service learning, or taking part in an internship : Get in touch with a Gettysburg faculty member as soon as possible if you stumble upon a topic that you think could be developed into an honors thesis.
Take careful field notes and do not assume that you can rely on your memory. If you have not yet taken a research methods class and are a cultural anthropology students, read a field methods book. Fall Semester Students should contact their advisor at the beginning of the fall semester of the senior year to plan work on the honors thesis.
These deadlines apply: By Monday of Week 2 of classes: Email a one-page statement of the proposed topic to the advisor. The statement should describe the topic and present an individualized plan of work to be completed during the fall semester, including bibliography building, reading, and beginning or continuing field research and data collection, which will lead to the completion of the honors proposal. The student and advisor should meet in Week 2 or 3 of classes to discuss and possibly revise the research topic and work plan.
This progress report should be prepared after consulting with the research librarian at Musselman Library who is liaison to the anthropology department, currently Mary Elmquist melmquis gettysburg. If using human subjects, at this point the student must also contact Prof.
Donna Perry dperry gettysburg. Students will be informed of their IRB status within two weeks. The draft should include the following sections: Statement of research objectives: Explains what are you going to examine and why it is academically relevant. One page. Two to three pages. Bibliography: List relevant literature. Note that the full literature review must be completed by early spring.
Format the bibliography according to The Chicago Manual of Style. Minimum of fifteen sources; indicate with an asterisk which works you have already read. The timeline should include what you have already accomplished as well as what you still need to do.
Note that students need to schedule ethnographic research, archaeological analysis of data, and literature review so as to complete everything by early March, when the student should plan to begin the write-up process. The advisor will then e-mail the proposal and a short statement of endorsement to the other departmental faculty. After submission of the research statement, the departmental faculty will meet with the student as a group. The goals of this meeting are to: Decide whether the project should continue. Discuss the research statement and make suggestions on the research methods, data analysis, and literature review.
Choose a committee of at least two faculty who will work with the student as the student continues the project. Fieldwork and analysis can and should provide an opportunity for the student to revise their research objectives and methods. The student should make changes in consultation with their committee members. Students should simultaneously read relevant literature.