- Class Number 4128
- Term Code 3230
- Class Info
- Unit Value 6 units
- Topic Online
- Mode of Delivery Online
- Dr James Mortensen
- Dr James Mortensen
- Class Dates
- Class Start Date 21/02/2022
- Class End Date 27/05/2022
- Census Date 31/03/2022
- Last Date to Enrol 28/02/2022
As Australia faces security challenges ranging from terrorism to cybersecurity to interstate rivalries and climate change, discussions around national security will continue to play across our community, in the media and in policymaking. This course examines the ethical norms that both underpin and limit national security. It has a particular focus on the way that the relationships between those ethical norms pose challenges for national security policy and practice. It explores how, and the extent to which, ethical considerations can and should influence decisions about national security. This course brings together expert and practitioner perspectives to facilitate analysis of some of the most pressing and controversial concerns regarding the ethics of national security choices in the 21st century.
Upon successful completion, students will have the knowledge and skills to:
- Understand concepts related to ethical issues arising in the context of national security
- Evaluate contemporary ethical challenges relating to current and future security challenges facing Australian policymakers
- Critically analyse, from an ethical lens, the responsiveness of security agencies to the security challenges Australia faces today, as a potential guide to its future national security responses
- Conduct independent research that demonstrates both scholarly and policy-focused engagement with the subject matter
The below are simply recommended texts that may assist students - weekly readings will be supplied separately
Morgenthau, Hans J. “The Evil of Politics and the Ethics of Evil.” Ethics 56, no. 1 (1945): 1–18.
Richard Shapcott, (2014) 'International Ethics', in Baylis, Smith and Owens (eds), The Globalization Of World Politics, Oxford: Oxford.
Weber, Max, Peter Baehr, and Gordon C. Wells. The Protestant Ethic and the “Spirit” of Capitalism and Other Writings. Penguin Twentieth-Century Classics. New York: Penguin Books, 2002.
Hugh Lafollette, (2014) 'Theorizing About Ethics', in Lafollette (ed), Ethics In Practice: An Anthology 4th Edn, Wiley, 4-10.
David Rodin, (2014) 'The Myth Of National Self-Defence', in Fabre and Lazar (eds), Oxford, Oxford, 69-89
Schmitt, Carl. Political Theology: Four Chapters on the Concept of Sovereignty. University of Chicago Press ed. Chicago: University of Chicago Press, 2005.
Skinner, Quentin. "A genealogy of the modern state." Proceedings of the British Academy. Vol. 162. 2009.
Vincent, Andrew. "The Nature Of The State", from Theories of the State. Basil Blackwell, 1987, pp. 1-44.
McSweeney, Bill., 'The Meaning of Security' and 'Identity Versus The State', in Security, Identity And Interests, Cambridge, 1999, pp 13 - 22, 68-78.
Buzan, Barry, Waever, Ole, de Wilde, Jaap, 'Security Analysis: Conceptual Apparatus' Buzan, Waever and de Wilde, Security: New Framework of Analysis,
Lynne-Renner, pp. 21- 47
Staff FeedbackStudents will be given feedback in the following forms in this course:
- Written comments
- Verbal comments
- Feedback to the whole class, to groups, to individuals, focus groups
Student FeedbackANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.
|Week/Session||Summary of Activities||Assessment|
|1||What's good? Values and utility|
|2||What's right? The law and ideals|
|3||What's reasonable? Context and the exception|
|4||Security and the good|
|5||Authority and the law||First assessment due|
|6||Alterity and the enemy|
|7||Ideas, ideals and ideologies|
|8||Information, knowledge and choice|
|10||National responsibility||Second assessment due|
|12||Future systems and the necessities of ethics|
Tutorials are not compulsory
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|Short Essay||20 %||27/03/2022||14/04/2022||1,2|
|Practical Recommendation||30 %||15/05/2022||27/05/2022||2,3,4|
|Research Essay||50 %||12/06/2022||30/06/2022||1,2,4|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
PoliciesANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:
Assessment RequirementsThe ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.
Moderation of AssessmentMarks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.
No participation is mandatory, and no participation mark is given.
Assessment Task 1
Learning Outcomes: 1,2
Due: Week 5
Length: 1,000 - 1,500
You will choose one question from a list distributed in week one. This assessment is focusing on definitions and methodology- how a problem is understood and analyzed - rather than specific events or policies. As such, you should be demonstrating your understanding of how emerging technology can be understood, rather your understanding of a specific problem.
Students may request permission to do a question of their own choosing, however it will be subject to approval. In the case of questions referencing Australia, any other country may be substituted.
|GRADE||STRUCTURE (30%)||ARGUMENT (30%||EVIDENCE (30%)||STYLE (10%)|
Is constructed in a way that enhances the argument made, methodology is thoughtful, clear and followed by the text
Clearly and persuasively makes a novel and insightful argument
Judiciously referenced, uses a wide variety of reputable sources, critically analyses evidence to support wider claims
Lucid, easily readable and well-presented text, clearly worded and articulate, free from obvious typos or formatting errors
Is constructed in a way that makes the argument clear, methodology is suitable and followed by the text
Clearly and persuasively makes an argument
Well referenced, uses a variety of reputable sources, some good analysis of evidence
Well written text presented clearly, few typos or formatting errors
Is constructed in a way that attempts to make the argument clear, methodology is suitable and is largely followed by the text
Attempts to make a clear argument
Adequately referenced, uses a variety of sources, displays some awareness of suitability of sources chosen
Understandable text, basic presentation, a handful of textual or format errors
Is constructed in a way that attempts to make the argument, methodology attempts to be coherent but is not always followed by the text
Attempts to make an appreciable argument
Minimal referencing, few sources chosen beyond course material, little critical engagement with sources
Sometimes confusing textual style, inconsistent formatting, somewhat regular textual or formatting errors
Claims to have a structure but is largely incoherent, methodology consistently ill-applied or absent
Claims to make an argument that is not appreciably attempted, or makes no argument at all
Barely referenced, heavily reliant on a small number of sources, no critical engagement with sources used
Confusing textual style, poor formatting, regular errors in text
Assessment Task 2
Learning Outcomes: 2,3,4
Due: Week 10
Length: 800 words
Students will be tasked with recommending/arguing for a particular course of action, or to draw attention to a particular issue, discrepancy or problem. This may be something taken from the course material, or an issue found elsewhere. Students will be assessed on the quality of their analysis and their clarity and relevance of their justifications, more so than form or content. The written portion itself does not need to conform to a specific essay or report format, and can instead be framed as a short opinion piece or policy paper if students choose. The goal of this assessment is to give students the opportunity to consolidate analytical methods relevant to ethics in national security.
Assessment Task 3
Learning Outcomes: 1,2,4
Due: Second week of exam period
You will choose a single question of a list distributed in week one, or approved by the convenor. Essays should be clear in their aims; they should have a concise statement of the intent of the piece, have clear and consistent relevance to the question, and make concrete claims as to the importance of the answer to the question addressed. Essays do not have to follow specific methodologies presented earlier in the class, however analytical rigour will be assessed in line with the rubric and students are encouraged to both think deeply on their approach, and to express that approach clearly in the text.
Students may request permission to write on a question of their own design, however permission will be granted on the basis of; 1) the question relating to a concept relevant to the course, and 2) on the basis of the question being clear and concise.
Academic IntegrityAcademic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.
Online SubmissionThe ANU uses Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. While the use of Turnitin is not mandatory, the ANU highly recommends Turnitin is used by both teaching staff and students. For additional information regarding Turnitin please visit the ANU Online website.
Hardcopy SubmissionFor some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.
Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.
Referencing RequirementsAccepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.
Extensions and PenaltiesExtensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.
Distribution of grades policyAcademic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes. Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.
Support for studentsThe University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).
- ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
- ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
- ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
- ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
- ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
- ANUSA supports and represents undergraduate and ANU College students
- PARSA supports and represents postgraduate and research students
Dr James Mortensen