Download King’s College London

Survey
yes no Was this document useful for you?
   Thank you for your participation!

* Your assessment is very important for improving the work of artificial intelligence, which forms the content of this project

Transcript
King’s College London
University of London
This paper is part of an examination of the College
counting
towards
the
award
of
a
degree.
Examinations
are
governed
by
the
College
Re g u l a t i o n s u n d e r t h e a u t h o r i t y o f t h e A c a d e m i c
Board.
BSc/BA/BEng EXAMINATION
4AANA002: Ethics I
Period 2 (Summer) 2011
TIME ALLOWED: TWO HOURS
ANSWER TWO QUESTIONS
NB Candidates should avoid overlap in their answers
DO NOT REMOVE THIS EXAM PAPER FROM THE
EXAMINATION ROOM
TURN OVER WHEN INSTRUCTED
2011 © King’s College London
4AANA002
1. Is immoral action always unreasonable?
2. Can there be irresoluble moral dilemmas?
3. Is moral relativism true?
4. Does moral responsibility for what we do depend on our having the freedom to do
otherwise?
5. “Someone who sincerely believes that she accepts the ‘authority’ of morality over
her only because she has been conditioned to do so, must step back and reassess
that belief. If she claims that her conditioning is so radical that she cannot do this,
she must try or wish that she could.” Discuss.
6. “It is hard to imagine how human engagement could survive extinction of the
belief that value was in some sense to be discovered (out there so to say) in the
world” (David Wiggins). Discuss.
7. “Emotivism cannot do justice to the distinction between legitimate and llegitimate
forms of moral persuasion - between persuasion and propaganda,
8. for example.” Discuss.
9. “It is essential to our idea of morality that there are things we ought to do whether
or not we want to do them”. Discuss.
10. “If is to be rational, morality must serve human desires and purposes as they can
be described without resort to moral concepts.” Discuss.
11. “Someone who seeks understanding and truth (properly understood) must always
seeks to extract content suited to the faculty of understanding (cognitive content)
from the style in which is has been presented – from the literary quality of the
sentences in which it has been presented, from the tone of voice in which it was
presented, from the aesthetic quality of the images in which it is presented, and so
on - in order to make that content more tractable to Reason as it works best in
philosophical and scientific inquiry.” Discuss.
FINAL PAGE