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Chapter Outline (continued)
Chapter Outline (continued)

... 1. Punishment and obedience 2. Pleasure or pain ...
Ethics and Business
Ethics and Business

... – Person did so knowing what he or she was doing (knowledge). – Person did so of his or her own free will (freedom). ...
Study Guide 3
Study Guide 3

... 3. Aristotle talks about “functions” (chapter 6) of artists and artisans, as well as of body parts (foot, eye, etc.). What does this have to do with finding out what is good for a human being? 4. Why are living and sensation not the ‘functions’ of a human being? 5. According to Aristotle, what kind ...
Teaching moral values and ethics
Teaching moral values and ethics

... ucating students, whether in a for­ ways that lead to ethical action. mal or informal setting, based on Ethical sensitivity is closely related their respective cognitive, emo­ to a relatively new suggested in­ tional and social ability, they also telligence type social intelli­ have to develop the m ...
class notes
class notes

Moral Teaching - National Catholic Bioethics Center
Moral Teaching - National Catholic Bioethics Center

... Reply: A distinction has to be made between the natural moral law and the laws of nature or biological laws. Biological laws, or the laws of nature, are merely descriptive, describing what takes place repeatedly. The natural moral law is prescriptive, either directing us to choose behaviors that lea ...
Teaching Ethical Behavior
Teaching Ethical Behavior

... Ethics is a branch of philosophy. Ethics is structured and deliberate. Ethics is critical thinking about moral life. According to Severson (1997), “While ethics cannot replace morality or the law (p. 8), it can help guide and inform our moral instincts; steer us away from compromising positions; and ...
Introduction to Ethics
Introduction to Ethics

... Laws that do not treat people with respect and that deny them basic rights are morally wrong, and so cannot and must not be used as a guide to our decisions. There we many laws in Nazi Germany that people obeyed, but in obeying them, their actions were morally wrong, not morally right. The final pro ...
document
document

... Social Contract Theory: duty not to interfere with others’ rights Morality consists in the set of rules, governing how people are to treat one another, that rational people will agree to accept, for their mutual benefit, on the condition that others follow those rules as well. James Rachel, The Elem ...
Introduction to Ethics & Moral Reasoning
Introduction to Ethics & Moral Reasoning

... – Apply the Theory of Ethical Relativism to itself • Is it ethical for someone who believes in ethical relativism to advocate ethical relativism? ...
24 Character Development and Good Sporting
24 Character Development and Good Sporting

... moral reasoning are more likely to sanction and use aggression. • Females tend to use higher levels of moral reasoning than males. • Ego orientations are associated with lower levels of moral development and action while task orientations are associated with ...
Ethical Legal PPT
Ethical Legal PPT

... Ethical Character Traits In difficult cases where moral rules and legal guidelines do not help, specific character traits become a compass you can use.  Honesty: truthful in dealing with others  Justice: treating everyone fairly and equally  Compassion: caring about other people and their circum ...
What is Fundamental Moral Theology? Lecture Dr. Thomas B
What is Fundamental Moral Theology? Lecture Dr. Thomas B

... Fundamental moral theology—explains the why behind the judgments of concrete issues; examines the foundational concerns that underlie concrete judgments Traditional concerns of fundamental moral theology include the ultimate end of humans, the nature of human acts, the grounds for judging human acts ...
the Meta-Ethics whizz through PowerPoint
the Meta-Ethics whizz through PowerPoint

...  Boo/hurrah theory: in saying “murder is wrong” we are saying “boo to murder” (expressing a feeling).  “It’s as if I said, “You stole that money” in a peculiar tone of horror...Ethical terms do not serve only to express feelings, but are calculated also to arouse feeling, and so stimulate action”. ...
Beginning to Understand Ethics
Beginning to Understand Ethics

... 5. If ethics is not a matter of feeling or opinion, what do you believe is the real foundation or root of ethics? Answer: ...
non-naturalist
non-naturalist

...  Boo/hurrah theory: in saying “murder is wrong” we are saying “boo to murder” (expressing a feeling).  “It’s as if I said, “You stole that money” in a peculiar tone of horror...Ethical terms do not serve only to express feelings, but are calculated also to arouse feeling, and so stimulate action”. ...
MereChristianityBook1
MereChristianityBook1

...  If a teacher or parent teaches something, it does not mean ...
Four Types of Ethical Conflict
Four Types of Ethical Conflict

... rights, such as the right to life, the right to own property, and the right to liberty. Natural rights theorists argue that these rights are self-evident, and would exist even if nobody believed in them. The reason that natural rights theorists hold these rights as self-evident is that they are esse ...
Lecture 25: Kantian moral theory
Lecture 25: Kantian moral theory

... it should become a universal law The categorical imperative is a test for rightness or wrongness of an action A categorical imperative is an absolute and universal moral ought We are obligated to obey the categorical imperative because of our nature as rational beings ...
the ethics of obligation
the ethics of obligation

... inclinations in favor of general rules that impartially promote the welfare of everyone … including ourselves (ultimately); rules that are in our enlightened self-interest. • We can do this because others in society have agreed to do the same thing, because it is in their enlightened (ultimate) self ...
The Ethics of War
The Ethics of War

... • Is Vènuste reponsible for his brother’s death? • Did he do the right thing? ...
Three Independent Factors in Morals
Three Independent Factors in Morals

... among the Romans, the instinct for social order, stable government and stable administration led in the end to quite another conception of reason and law. Reason became a kind of cosmic force that held things together, compelling them to fit into one another and to work together, and law was the man ...
Kantian Ethics Kant was a deontologist – actions are right and
Kantian Ethics Kant was a deontologist – actions are right and

... Kantian Ethics ...
James Rachels: The Debate over Utilitarianism
James Rachels: The Debate over Utilitarianism

... According to Arthur, this means that if Dewey is correct, then it seems clear there is an important sense in which morality not only can be taught but must be. Besides early moral training, moral thinking depends on our ability to imagine others’ reactions and to imaginatively put ourselves into the ...
Deontological ethics
Deontological ethics

... as imposing binding obligation on human beings to behave in a particular way. They see morality as the response of human communities to issues of how to behave in relation to each other. There are no absolute rules, but there are norms of behaviour that promote good will and happiness or some other ...
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Morality throughout the Life Span

Morality is “the ability to distinguish right from wrong, to act on this distinction and to experience pride when we do the right things and guilt or shame when we do not.” Both Piaget and Kohlberg made significant contributions to this area of study. Developmental psychologists have divided the subject of morality into three main topics: affective element, cognitive element, and behavioral element. The affective element consists of the emotional response to actions that may be considered right or wrong. This is the emotional part of morality that covers the feeling of guilt as well as empathy. The cognitive element focuses on how people use social cognitive processes to determine what actions are right or wrong. For example, if an eight-year-old child was informed by an authoritative adult not to eat the cookies in the jar and then was left in the room alone with the cookies, what is going on in the child’s brain? The child may think “I really want that cookie, but it would be wrong to eat it and I will get into trouble.” Lastly, the behavioral element targets how people behave when they are being enticed to deceive or when they are assisting someone who needs help.
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