Team
No. Name Affiliation/University
01 Moges Demissie Bahir Dar University
02 Yohannis Hailu Mekelle University
03 Beresa Abera Adama Science and Technology University
04 Estifanos Balew Semera University
05 Kidanu Atinafu Debre Markos University
06 Mebrhatom Guesh Raya University
07 Bonsa Duressa Adama Science and Technology University
08 Mubarek Jemal Jigjiga University
09 Yimer Ali Wollo University
10 Eshetu Mathewos Waliata Sodo University
11 Getachew Fentahun Debre Markos University
12 Atrsaw Necho University of Gonder
13 Anwar Hassen Arsi University
14 Ketema Joro Selale University
15 Girmay Tadele Adgrat University
16 Belay Asmare Woldia University
17 Abiy Wondimagegn Ambo University
18 Belay Asmare Woldia University
Course Syllabus
UNIVERSITY: ______________
DEPARTMENT: ____________
Name
Academic
Instructor’s Position
Contact Information Cell-phone
Email
Course Title Introduction to Civics and Ethics
Course Code CESt1011
Credit Hours 2 Cr.Hrs (4 ECTS)
Academic Year
Status of Course Compulsory Common Course
Lectures Tutorial Library and Assign Home Total
Student Work Load Group Work Report Study W. L.
48hrs. -- 20hrs. 17hrs. 50 hrs. 135hrs
This course is designed for undergraduate students with the aim of producing good citizens.
It emphasizes on equipping learners with the necessary civic competence and active
participation in public life. It will also help them to exercise their democratic rights and
discharging their responsibilities effectively by familiarizing them with necessary civic
knowledge and skills. In countries such as ours, where the process of cultivating modern
constitutional and democratic values in the minds of citizens is experiencing serious
Course Description
challenges, largely because the country had no established civic culture and partly because
these values and principles are not yet well-institutionalized, civics and ethical education
remains to be imperative. To this end, the course introduces learners to the basics of civics
and ethics, citizenship, morality and the goals of studying civics and ethics. It exposes
students to the meanings, foundations, approaches, values and principles of ethics and civic
virtue that learners must be equipped with both as citizens and professionals in their
encounter with real life situations both to be morally matured and responsible while making
decisions and taking actions. The course also elucidate the nature, purpose and forms of
state and government, constitution, democracy and human rights, the nature of democratic
citizenship, modes of cultivating civic-virtues in our citizens mainly within the context of
Ethiopia.
Ethiopia is currently going through a twin process of hope and despair. On the one hand
there are tremendous social, economic and political changes. On the other hand, significant
challenges are affecting the process, the pace and magnitude of this change. For such
changes to be successful however, it is imperative that citizens develop rational thinking,
critical support and reasonable opposition to the growing culture of mob mentality.
Moreover, citizens also need to go beyond their narrow individual interests and prioritize
Course Purpose
broad national interests. The prevalence of corruption, which has been spreading like a wild
fire is also frustrating the productive capacities of citizens that could positively contribute
to the development of the country. All the aforementioned national concerns have largely
been overlooked by the common course syllabi currently under construction. Such glaring
absence of citizenship and moral education from the curriculum could be considered as one
of the gaps that need to be urgently addressed. In this regard, by encouraging civil
discourse on contending national issues, prioritizing peace and inculcating honourable
disposition, the course civic and ethical studies would prepare students to contribute to the
overall peace, stability and prosperity of the nation at large, hence magnifying the
relevance and urgency of this course.
Upon a successful completion of this course, students will be able to:
Understand the subject matter of Civics and Ethics;
Cultivate certain moral values and civic virtues that enable them to be morally
matured and competent in their professional and citizenry lives by practically
exposing them to moral and civic debates/discussions and engagements.
Develop such values/ virtues as recognition, appreciation and tolerance towards
diversity and also build culture of peace
Gain knowledge about the theoretical discourses and practices of state, government
and citizenship, and their mutual interplay especially in the context of Ethiopia;
Develop individual and/or collective potential of becoming self-confident citizens
who can effectively participate in their legal-political, socio-economic and cultural
Course Objectives
lives;
Understand the essences of such values and principles as democracy and human
rights, multiculturalism and constitution and constitutionalism with especial
reference to Ethiopia;
Develop analytical and reflective skill of identifying global or national level
development, democracy/governance and peace related issues of civics and ethics and
then be able to produce or evaluate policies and practices in a civically and ethically
responsible manner.
COURSE CONTENTS AND SCHEDULES
Contact Chapters, Sections and Sub-sections
Hours
Chapter One: Understanding Civics and Ethics
1.1 Defining Civics, Ethics, Morality and amorality
1.2 The Origin and Development of Civics and ethical education
06 hours
1.3 The purpose of civics and ethical education
1.4 Citizen: Rights and responsibilities
1.5 Competences of good citizen
Chapter Two: Approaches to Ethics
2.1 Normative ethics
2.1.1 Teleological Ethics (Consequentialist)
Hedonism
Ethical and psychological Egoism: Epicureanism and Cyrenaicism
Social Hedonism: Utilitarianism
2.1.2 Deontological Ethics (Non- Consequentialist)
Performance of One’s own Duty
Devine-based Morality
Kant’s Categorical Imperative
W.D. Ross’s Prima Facie duty
2.1.3 Virtue Ethics and Civic Virtues
Basic Principles of Civic Virtues
How to be virtuous person?
12 hours
2.2 Non-Normative Ethics
Meta Ethics
Absolutism/Objectivism
Relativism/Subjectivism and Conventionalism
Naturalism and Non-naturalism
2.3 Issues in Applied Ethics
2.3.1 Development Ethics
How should a society Develop?
Who is morally responsible for Underdevelopment?
A ‘Just’ Development
2.3.2 Environmental Ethics
Ecosystem and the environmental pollutions
Principles of Environmental Ethics
2.3.3 Professional Ethics
Profession and Professionalism
The scope of Professional Ethics
Common Principles of Professional Ethics
Chapter Three: Ethical Decision Making and Moral Judgments
3.1 Ethical Principles and Values of Moral Judgments
The principle of equal consideration of interest
06 hours
Conflicting goals and ethical Justifications
Ethical values and Justifiable exceptions
3.2 Why Should I act ethically?
Chapter Four: State, Government and Citizenship
4.1 Understanding State
What is a state?
Attributes of State
State Structures
4.2 Understanding Government
Major Function and Purpose of Government
Types of Government: Limited and Unlimited
12 hrs
Systems of Government
4.3 Understanding Citizenship
What is Citizenship
Inclusion and exclusion in Citizenship
Ways of Acquiring Citizenship
Ways of Losing Citizenship
Citizenship in Ethiopian Context: Past and Present
4.4 State Formation and Nation-building in Ethiopian Context
Chapter Five: Constitution, Democracy and Human Rights
5.1 Constitution and Constitutionalism
Peculiar features of Constitution
Major Purpose and Functions of Constitution
Classification of Constitutions
The Constitutional Experience of Ethiopia: pre and post 1931
5.2 Democracy and Democratization
Definitions and Forms of Democracy
Views on Democracy: Substantive and Procedural Views
Fundamental Values and Principles of Democracy
12 hrs
Democratization and Its Waves
Major actors in Democratization Process
Democracy and Good Governance in Ethiopia
5.3 Human Rights
Definitions and Nature of Human Rights
Basic Characteristics of Human Rights
Dimensions of Human Rights
The Protection and Promotion of Human Rights
- Human Rights Instruments: Documents
- Oversight Mechanisms: Institutions
Teaching methodology : Lectures, Group discussions, debates &Reflections
Recommended Quiz (5%)
Mode of Tests (15%)
assessment Assignments (15%)
Mid-Exam (25%)
Final Examination (40%)
Total: 100%
Instructor’s Commitment: The course instructor is expected to provide timely lectures, demonstrate
students to understand and practice the issues pertaining to central theme of the course, suggest available
reading materials, and evaluate students’ performance regularly.
Course Policy: The policy, which administer this course, is in line with University’s legislation (no?
year?) available at (website). Meaningful participation during class, group work and presentation is
important for the success of this course. Since each class builds on the one before it, attendance is
mandatory. Concerning to academic integrity, learners are expected to exert high level of commitment,
responsibility and academic honesty. Because the value of an academic degree depends upon the
absolute integrity of the work done by the student for that degree, it is imperative that a student
demonstrate a high standard of individual honor in his or her scholastic work. If you cheat on an exam
you will receive a failing grade, and most likely will be dropped from the class. Academic dishonesty of
any type by a student provides grounds for disciplinary action by the instructor or department. In written
works, no material may be copied from another. The work that you submit must be your own, for both
moral and legal reasons.
Recommended Reading Materials
Alexander, Larry (eds.).(1998). Constitutionalism: Philosophical Foundations. Cambridge: Cambridge
University Press.
AssefaFisseha. (2006). Federalism and Accommodation of Ethnic Diversity in Ethiopia: Comparative
Study. Utrecht: Wolf Legal Publishers.
Charles F. Kettering Foundation. & Harwood Group.1991. Citizens and politics: a view from Main Street
America. Dayton, Ohio: The Foundation.
David S. Oderberg and Timothy Chapel. (2004). Human values , new essays on ethics and natural law
palgravemacmillan, Great Britain.
Fasil Nahum. 1997. Constitution for a Nation of Nations: The Ethiopian Prospect. Lawrenceville,NJ:
Red Sea Publishers.
FDRE. (1995). The Constitution of the Federal Democratic of Ethiopia. Federal NegarritGazeta: Addis
Abeba
Francis Snare (1992). The Nature of Moral Thinking. Rutledge, U.S.A and Canada
Frechette,S. (1981). Environmental Ethics. U.S.A.: The Boxwood Press.
Goodin, Robert E. 2005. Reflective Democracy. Oxford University Press: New York.
James Paul and Clapham .1972. Ethiopian Constitutional Development: A source book. Haile Selassie I
university: Addis Ababa.
Jeavons, T. (1991). Learning for the common good: liberal education, civic education, and teaching
about philanthropy. Washington, DC: Association of American Colleges.
John M.Rist Real Ethics. (2004).Reconsidering the Foundations of MoralityCambridge university press
U.K and U.S.A
Macedo, S. (2000). Diversity and distrust: civic education in a multicultural democracy. Cambridge,
Mass: Harvard University Press.
Melzer, A. M., Weinberger, J., &Zinman, M. R. (1998). Multiculturalism and American Democracy.
Lawrence, Kansas: University Press of Kansas.
Munitz, Milton K., (ed.) (1961). A Modern Introduction to Ethics, The Free Press of Clencoe
Navia, Luis E. and Kelly, Eugene. (1980). Ethics and the Search for Values, Prometheus Books.
Niemi, R. G., &Junn, J. (1998). Civic education: what makes students learn. New Haven: Yale
University Press.
Norman, Richard. (1985). The Moral Photospheres: An introduction to Ethics, Oxford, Clarendon Press.
Nzongola, Ntalajia and Margaret C. 1998. The State and Democracy in Africa. Asmara: Africa World
Press.
Oppenheim, A. N. (1977). Civic education and participation in democracy : the German case.London ;
Beverly Hills: Sage.
Penrose, W. O. (1952). Freedom is ourselves: Legal rights and duties of the citizen as a basis for civic
education. Newark: University of Delaware Press.
