SlideShare a Scribd company logo
1 of 21
Chapter 9
What are Right Actions?
Constructing an Ethical Theory
© 2013 Pearson Education, Inc. All rights reserved.
© 2013 Pearson Education, Inc. All rights reserved.
© 2013 Pearson Education, Inc. All rights reserved.
Expanding Your Knowledge
of Moral PhilosophyPhilosophical attempts to construct an
overarching theory That can guide our moral
decisionsAlternative ways to evaluate moral actionsThe most
difficult decisions we will face challenge us to answer the
question:“What are right actions?”
© 2013 Pearson Education, Inc. All rights reserved.
© 2013 Pearson Education, Inc. All rights reserved.
Character: Virtue EthicsAristotle, from The Nicomachean
EthicsReason from the physical world to the moral worldHow
do we discover the Golden Mean?An approach that also raises
serious questionsAnalyzing Aristotle’s Virtue Ethics
© 2013 Pearson Education, Inc. All rights reserved.
© 2013 Pearson Education, Inc. All rights reserved.
Thinking Philosophically
© 2013 Pearson Education, Inc. All rights reserved.
© 2013 Pearson Education, Inc. All rights reserved.
Aristotle
© 2013 Pearson Education, Inc. All rights reserved.
(384–322 b.c.e.). This ancient Greek philosopher and student of
Plato charted a different direction from his teacher. Aristotle
made major contributions to metaphysics, ethics, politics, logic,
and aesthetics. He is also responsible for conceptualizing the
different branches of philosophy.
*
© 2013 Pearson Education, Inc. All rights reserved.
© 2013 Pearson Education, Inc. All rights reserved.
© 2013 Pearson Education, Inc. All rights reserved.
Maxims: Duty to Moral LawsIs lying always morally
wrong?Immanuel Kant, Fundamental Principles of the
Metaphysics of MoralsHypothetical imperativeCategorical
imperativeHow can we apply the categorical imperative to
environmental issues?
© 2013 Pearson Education, Inc. All rights reserved.
© 2013 Pearson Education, Inc. All rights reserved.
Consequences: UtilitarianismThe Greatest Happiness for the
Greatest Number: BenthamJeremy Bentham, from An
Introduction to the Principles of Morals and LegislationWhen is
censorship ethically appropriate?Higher Pleasures Have Greater
Worth: MillConsider the Interests of Animals: Singer
© 2013 Pearson Education, Inc. All rights reserved.
© 2013 Pearson Education, Inc. All rights reserved.
Jeremy Bentham
© 2013 Pearson Education, Inc. All rights reserved.
(1748–1832). Bentham was a British philosopher who developed
the moral theory of utilitarianism in response to the ills of
industrialization.
*
© 2013 Pearson Education, Inc. All rights reserved.
John Stuart Mill
© 2013 Pearson Education, Inc. All rights reserved.
(1806–1873). A British philosopher and student of Jeremy
Bentham who expanded on Bentham’s concept of utilitarianism.
*
© 2013 Pearson Education, Inc. All rights reserved.
Peter Singer
© 2013 Pearson Education, Inc. All rights reserved.
(b. 1946). Singer is an Australian philosophy and professor at
Princeton University. His writing addresses issues in bioethics,
animal rights, and world poverty.
*
© 2013 Pearson Education, Inc. All rights reserved.
Authenticity: Existentialist Ethics“The Crowd Is Untruth”:
KierkegaardSoren Kierkegaard, “On the Dedication to ‘That
Single Individual’”Soren Kierkegaard, from The Present
AgeBeyond Good and Evil: NietzscheAuthenticity and Ethical
Responsibility: Sartre
© 2013 Pearson Education, Inc. All rights reserved.
Authenticity: Existentialist EthicsOur Interplay with Others
Defines Us: de BeauvoirAnalyzing de Beauvoir on Moral
ChoicesCamus, from The Myth of SisyphusCourage Is the
Highest Value: CamusAnalyzing the Myth of Sisyphus
© 2013 Pearson Education, Inc. All rights reserved.
© 2013 Pearson Education, Inc. All rights reserved.
© 2013 Pearson Education, Inc. All rights reserved.
Soren Kierkegaard
© 2013 Pearson Education, Inc. All rights reserved.
(1813–1855). This Danish philosopher challenged much of
Christian philosophy while remaining deeply religious.
Kierkegaard argued that life has meaning only when people
reject the pursuit of pleasure and seek moral truth by looking
within and recognizing their connection to the divine.
*
© 2013 Pearson Education, Inc. All rights reserved.
Friedrich Nietzsche
© 2013 Pearson Education, Inc. All rights reserved.
(1844–1900). Nietzsche was a German philosopher who
challenged the ideals of Western philosophy, including science,
morality, and the notion of God.
*
© 2013 Pearson Education, Inc. All rights reserved.
Simone de Beauvoir
© 2013 Pearson Education, Inc. All rights reserved.
(1908–1986). A French existentialist philosopher and feminist,
in The Second Sex (1949), de Beauvoir argued that women,
historically subordinate to men, have been relegated to the
category of the Other Sex.
*
© 2013 Pearson Education, Inc. All rights reserved.
Albert Camus
© 2013 Pearson Education, Inc. All rights reserved.
(1913–1960). A French existentialist known for essays and
novels, Camus dealt with what he felt was the absurd situation
of human beings in which the world is essentially irrational, yet
we still need to find meaning within it.
*
© 2013 Pearson Education, Inc. All rights reserved.
Empathy: The Ethics of CareWhat is “natural caring”?Nel
Noddings, Caring: A Feminine Approach to Ethics and Moral
EducationWhat Does It Mean to Care?From Natural to Ethical
CaringAnalyzing Noddings on the Ethics of Care
© 2013 Pearson Education, Inc. All rights reserved.
© 2013 Pearson Education, Inc. All rights reserved.
Nel Noddings
© 2013 Pearson Education, Inc. All rights reserved.
(b. 1929). This American feminist philosopher writes on issues
surrounding ethics and the philosophy of education. In Caring:
A Feminine Approach to Ethics and Moral Education (1984) and
Women and Evil (1989), Noddings argues that ethics should be
founded on caring and interpersonal relationships.
*
© 2013 Pearson Education, Inc. All rights reserved.
Making Connections: Your Moral Compass RevisitedVirtue
EthicsDeontologyUtilitarianismExistentialismEthics of
CareWhat is your moral compass?
© 2013 Pearson Education, Inc. All rights reserved.
Chapter Nine
What Are Right Actions? Constructing an Ethical Theory
9.1 Expanding Your Knowledge of Moral Philosophy
(i) This survey of moral theories opens us to the human project
of creating one self to be a person of moral, making morally
enlightened choices that express deep convictions and high
aspirations.
9.2 Character: Virtue Ethics
(i) Virtue ethics focuses on the moral quality of individual
character rather than individual actions.
(ii) Aristotle argued that everyone should pursue happiness, i.e.,
an activity of the soul in accordance with complete and perfect
virtue.
(iii) For Aristotle, the world is teleological, which is a
philosophical perspective in which all things have a design or
purpose.
(iv) What drives teleology is entelechy, which is the principle
that reveals that all events occur according to a natural design.
(v) According to this view of teleology, he argued that it is
natural for all humans to strive to realize their full potential as
reasonable, happy, virtuous people.
(vi) Aristotle divided virtues into two categories:
a. Intellectual virtues—these are developed through education,
social interaction, and practice.
b. Moral virtues—these are developed through modeling and
practice.
(vii) To truly act morally, it requires on knowing what one is
doing, deliberately choosing to take correct moral action, and
performing the action for is own sake.
(viii) Accumulation of these moral actions gradually builds a
consistent moral character.
(ix) To be virtuous is to seek the “Golden Mean,” the middle
ground between two vices.
9.3 Maxims: Duty to Moral Laws
(i) Deontology focuses on the notion of duty and obligations as
the standard for determining the moral value of actions. Moral
value is determined by following the maxims—a moral law—
prescribed by reason.
(ii) Kant argued that moral maxims are a priori—laws that are
true independent of experience.
(iii) According to Kant to become a moral person one must meet
the following conditions:
a. Develop a clear understanding of the necessary and universal
moral laws and
b. Develop the “good will” to actually follow these moral laws.
(iv) Kant distinguishes two kinds of moral imperatives:
a. Hypothetical imperative—actions that are “good” only as
means to something else; not good in and of themselves.
b. Categorical imperative—command actions that are
intrinsically good and prescribe actions that all rational beings
are morally required to follow.
(v) Moral maxims for Kant focus on the logical form of the
principles, not the content, consequences, intention of the
action, or even the character of the agent. Moreover, these
moral maxims apply not only to duties toward ourselves, but
toward others in the world which we live.
9.4 Consequences: Utilitarianism
(i) Utilitarianism is the view that we should act to promote the
greatest happiness and create the least amount of suffering for
the greatest number of people.
(ii) Hedonism is the view that pleasure is the only thing truly of
value.
a. Aristippus believed that the meaning of life is pleasure, pure
and simple.
b. Epicurus believed that there were higher pleasures and lower
pleasures. Higher pleasures are those pleasures derived from
intellectual pursuits. Lower pleasures are those pleasure
derived from physical gratification.
c. Psychological hedonism is the view that all human desire is
necessarily directed to achieving pleasure and avoiding pain.
d. Ethical hedonism is the view that an action’s consequences
determine its moral value.
(iii) Bentham argued that an action is moral when it produces
the most pleasure and least suffering or pain.
(iv) Bentham developed a “hedonistic calculus” to quantify the
pursuit of pleasure and the avoidance of pain. A “hedon” is unit
of pleasure or pain. To calculate the “greatest happiness,” six
factors of a pleasure or pain must be considered:
a. Intensity
b. Duration
c. Certainty
d. Remoteness
e. Fecundity
f. Purity
g. When considering experience of pleasures or pains by a
group of people, the calculus must consider extent.
(v) There are two shortcomings of this “hedonistic calculus.”
a. It creates a false sense of scientific objectivity since it cannot
distinguish between kinds and degrees of pleasure or pain.
b. Since it solely focuses on consequences, it disregards
intentions or motivations creating difficulties in evaluating real-
world actions.
(vi) Mill, in the spirit of Epicurus, refined Bentham’s theory by
distinguishing between higher levels of pleasure and lower
levels of pleasure. The higher levels of pleasure are
intellectual, literary, aesthetic, and philosophical. The lower
levels of pleasure are physical and sensual.
(vii) Mill argued that individuals and societies that pursue and
encourage the higher pleasures are more ethically sound and
morally correct.
(viii) Consequentialism is the view that an actions consequences
determines its moral value.
(ix) The principle of utility, according to Mill, is to be applied
not only to humans but to nonhuman animals as well.
(x) Singer “speciesism” is a prejudice or attitude or bias in
favor of the interests of one’s own species and against those of
another species. Singer believes this is morally wrong and
employs the principle of utility as justification.
9.5 Authenticity: Existentialist Ethics
(i) Existential ethics concerns itself with the following
questions:
a. How do I live my life authentically?
b. How can I create myself to be a uniquely significant
individual?
c. How can I invest my life with meaning while existing in a
universe that lacks ultimate meaning?
d. How can I develop an approach to moral philosophy that is
grounded in my absolute freedom of choice?
(ii) Kierkegaard’s responses to the questions:
a. Individual recognition of choice and responsibility for those
choices is paramount.
b. Never succumb to the values of the “crowd.”
c. Exercising my freedom.
d. Develop one’s own internally consistent set of moral values.
(iii) Nietzsche’s responses to the questions:
a. Recognize the primal force manifest in all living things. This
is the “will to power,” i.e., “the will to grow, spread, seize,
become predominant.”
b. Exercise my “will to power.”
c. Honor the desire to control others and impose my values on
them.
d. Exercise my “will to power” to the fullest possible extent.
(iv) Sartre responds to the questions by arguing that even
though we are condemned to be free, we must determine our
individual essence by adopting freedom and recognize that the
moral choices we make are for all humankind, not just oneself
in isolation. Sartre believes that it is imperative we avoid the
inauthentic life and resist the urge to escape this responsibility
for all humankind.
(v) De Beauvoir argues that our freedom only has meaning in
relationship to others who are exercising their freedom of
choice.
(vi) Camus, who believes that existence is absurd, believes that
we must make free choices that are courageous and work to
discover meaning.
9.6 Empathy: The Ethics of Care
(i) Ethics of care is the view that other-centered theories that
emphasize the role of others in moral relationships ought to be
the primary focus of moral reasoning.
(ii) Noddings argues that individual actions are motivated by
what she coins a “caring response” rooted in “natural caring.”
Empathy and caring are the most important virtues.
a. Developing the capacity to be empathetic is necessary if one
is to act in a caring way toward others.
b. There is a distinction between natural caring and ethical
caring.
i. Natural caring involves relationships that we as humans feel
for family members, children, and some romantic liaisons.
ii. Ethical caring involves broadening one’s sense of care to
those toward whom you would not naturally have a feeling of
care.
9.7 Making Connections: Your Moral Compass Revisited
(i) Becoming a morally enlightened person requires a
commitment to use one’s moral compass to navigate through
moral life. Through critical thinking, individuals can be
conscious of their choices and reasons they make them.
Key Terms
Virtue Ethics Teleological
Entelechy Deontology
A priori Hypothetical Imperative
Categorical Imperative Maxim
Utilitarianism Hedonism
Psychological Hedonism Ethical Hedonism
Chapter Four
Are You Free? Freedom and Determinism
4.1 Are You the Master of Your Fate?
(i) Whether or not we are free is a philosophical question that
necessitates deep reflection and analysis.
(ii) Beliefs about whether or not we are free effects our ability
to change and grow as a person, develop a moral outlook, and
participate in a fair and just society.
(iii) Determinism is the view that every event, including human
actions, are brought about by previous events in accordance
with the natural laws that govern the world. Human freedom is
an illusion. Some common causes as put forth by determinists
are:
a. Human nature
b. Environment
c. Psychological forces
d. Social dynamics
(iv) Compatibilism is the view that all events, including human
actions are caused. However, we can consider human actions
free if they are a result of internal motivations, not the product
of external influences or constraints.
(v) Indeterminism is the view that some events, including
human actions, are not necessarily determined by previous
events in accordance with the natural laws that govern the
world.
(vi) Libertarianism is the view that humans are able to make
authentically free choices that are not determined by previous
events in accordance with the natural laws that govern the
world. In other words, given a choice, “we could have done
otherwise.”
4.2 Determinism
(i) Determinism is based on a scientific model of the physical
universe.
(ii) In general, determinists, such as Skinner, Freud, and Mill,
use the following reasoning:
a. Events in the physical world consistently display well-
defined causal connections.
b. Events in the biological world also consistently display
causal connections.
c. Because humans are a part of the physical and biological
worlds, it is reasonable to assume that all human actions are
causally determined.
(iii) Baron d’Holbach exemplifies this reasoning when he argues
that humans are “connected to universal nature” and subject to
“necessary and immutable laws that she imposes on all the
beings she contains.”
(iv) Determinists hold that human freedom is inhibited by
external and internal constraints. External constraints are those
imposed by your environment and circumstances. Internal
constraints are the limitations to our autonomy imposed by
ourselves.
4.3 Compatibilism
(i) In general, compatibilists, such as Stace, argue that if human
actions are the result of internal motivations and not the product
of external constraints, then they are considered “free.”
(ii) Schlick disagreed with some compatibilists and argued that
some internal constraints can limit our freedom. However, he
did argue that we are free when our actions are a result of our
“unimpeded rational desires.”
(iii) Dennett, a materialist, argues that human freedom is “an
evolved creation of human activity and beliefs…and an
objective phenomenon, distinct from all other biological
conditions and found in only one species, us.”
4.4 Indeterminism and Libertarianism
(i) James argues that determinism cannot account for “the
testimony of our direct, lived experience,” which is exhibited in
our beliefs about the possibility of self improvement,
determining our moral outlook, choosing spiritual destiny, and
social improvement.
(ii) Determinism contradicts our lived human experience, i.e.,
the rational belief that we can make judgments and do make
them.
(iii) Sartre argues that “we are condemned to be free,” i.e.,
humans are absolutely responsible to create their own
meaningful existence. As a result of this, the human response
to this is anguish, abandonment, and despair. Humans are
uncertain whether their actions and choices are right or wrong,
there is no authority to guide us. This results in angst.
4.5 A Feminist Analysis of Freedom
(i) Grimshaw provides a feminist analysis of freedom in
which she argues that repressive social forces can erode an
individual’s psychological autonomy. She holds that this
psychic coercion has forced women to think they are inferior to
men.
(ii) Psychic coercion is an internal constraint that compromises
one’s autonomy and limits their personal freedom.
(iii) Free choice is contingent on becoming aware of repressive
forces and liberating oneself from them.
4.6 Making Connections: Creating a Synthesis
(i) To increase personal freedom, one must confront and
analyze external and internal constraints, thus creating options
from which to choose.
Key Terms
Determinism Compatibilism
Indeterminism Libertarianism
Existentialism Responsibility
Internal constraints External constraints
Chapter 4
Are You Free?
Freedom and Determination
© 2013 Pearson Education, Inc. All rights reserved.
© 2013 Pearson Education, Inc. All rights reserved.
© 2013 Pearson Education, Inc. All rights reserved.
Are You the Master of Your Fate?Human natureThe
environmentPsychological forcesSocial
dynamicsCompatibilismIndeterminismLibertarianism
© 2013 Pearson Education, Inc. All rights reserved.
© 2013 Pearson Education, Inc. All rights reserved.
© 2013 Pearson Education, Inc. All rights reserved.
© 2013 Pearson Education, Inc. All rights reserved.
Views of Free Will
© 2013 Pearson Education, Inc. All rights reserved.
© 2013 Pearson Education, Inc. All rights reserved.
DeterminismJohn Stuart MillBaron d’Holbach, The System of
NatureMotives and the Determination of the WillAbsence of
Restraint Is Not Absence of NecessityThe Complexity of Human
Conduct and the Illusion of Free Agency
© 2013 Pearson Education, Inc. All rights reserved.
© 2013 Pearson Education, Inc. All rights reserved.
Paul Henri Thiry, Baron d’Holbach
© 2013 Pearson Education, Inc. All rights reserved.
1723–1789) This French philosopher and translator played a
major role in the Enlightenment as a contributor to the
Encyclopedie, a compendium of progressive ideas and
knowledge. He published his own radical writings anonymously,
and his System of Nature and Common Sense were publicly
condemned and burned. (Paul Henry Tiry (1723–1789) Baron
d’Holbach, 1766 [wic on paper] by Carmontelle [Louis
Carrogis] [1717–1806]
*
© 2013 Pearson Education, Inc. All rights reserved.
Thinking Philosophically
© 2013 Pearson Education, Inc. All rights reserved.
© 2013 Pearson Education, Inc. All rights reserved.
CompatibilismExternal Constraints May Limit Freedom:
StaceW. T. Stace, Religion and the Modern MindInternal
Constraints May Also Limit Freedom: Schlick
© 2013 Pearson Education, Inc. All rights reserved.
© 2013 Pearson Education, Inc. All rights reserved.
CompatibilismWhen are choices free and when are they
unfree?Unimpeded rational desiresDegrees of freedomFree Will
Is a Human Creation: DennettEvaluating Compatibilism
© 2013 Pearson Education, Inc. All rights reserved.
© 2013 Pearson Education, Inc. All rights reserved.
W.T. Stace
© 2013 Pearson Education, Inc. All rights reserved.
(1886–1967) This British philosopher wrote influential books
on Hegel, mysticism, aesthetics, and philosophy of religion. His
books include Mysticism and Philosophy and The Meaning of
Beauty.
*
© 2013 Pearson Education, Inc. All rights reserved.
Mahatma Gandhi
© 2013 Pearson Education, Inc. All rights reserved.
(1869–1948) A political and spiritual leader, Gandhi helped
India achieve independence through nonviolent civil protest and
disobedience. What were the factors in his background that
influenced his decisions? Were these choices free?
*
© 2013 Pearson Education, Inc. All rights reserved.
Daniel C. Dennett
© 2013 Pearson Education, Inc. All rights reserved.
(b. 1942) The research of this American philosopher centers on
the philosophy of mind, particularly as it relates to evolutionary
biology and cognitive science.
*
© 2013 Pearson Education, Inc. All rights reserved.
Indeterminism and LibertarianismWe Live in a World of
Possibilities: JamesSelf improvementMoralityReligionSocial
improvementWilliam James, The Will to BelieveA universe of
actualities
© 2013 Pearson Education, Inc. All rights reserved.
© 2013 Pearson Education, Inc. All rights reserved.
Indeterminism and LibertarianismA universe of
possibilitiesPsychological, astrological, sociological, and
economic theoriesAnalyzing James on Free WillWe Create
Ourselves Through Our Choices: SartreExistentialism
© 2013 Pearson Education, Inc. All rights reserved.
© 2013 Pearson Education, Inc. All rights reserved.
Indeterminism and LibertarianismJean-Paul Sartre, from
Existentialism Is a HumanismHuman nature; the environment;
psychological forces; social dynamicsAnalyzing Sartre on
Freedom, Choice, and Responsibility
© 2013 Pearson Education, Inc. All rights reserved.
© 2013 Pearson Education, Inc. All rights reserved.
William James
© 2013 Pearson Education, Inc. All rights reserved.
(1842–1910) An American thinker whose work blends science,
psychology, and philosophy. James was one of the founders of
Pragmatism, a school of philosophy that connects questions of
meaning and truth to practical applications and consequences.
Among his writings is The Principles of Psychology (1890), a
1,200-page work that introduced the concept of “stream of
thought.”
*
© 2013 Pearson Education, Inc. All rights reserved.
Jean-Paul Sartre
© 2013 Pearson Education, Inc. All rights reserved.
(1905–1980) Sartre was a French philosopher and founder of
Existentialism, a school of thought based on the idea that
“existence precedes essence.” His Being and Nothingness
(1943) offers a full exploration of this view. Sartre also wrote
literary criticism, plays, and novels and was awarded the Nobel
Prize for Literature in 1954 (which he declined.)
*
© 2013 Pearson Education, Inc. All rights reserved.
A Feminist Analysis of FreedomJean Grimshaw, Autonomy and
Identity in Feminist ThinkingMary DalyMarilyn FryeKate
MilletAnalyzing Jean Grimshaw on Autonomy
© 2013 Pearson Education, Inc. All rights reserved.
© 2013 Pearson Education, Inc. All rights reserved.
Making Connections: Creating a SynthesisOvercoming
Limitations to Your FreedomIs heredity destiny?Confronting
External ConstraintsConfronting Internal ConstraintsHow can
personal freedom transcend physical limitations?
© 2013 Pearson Education, Inc. All rights reserved.
Thinking Philosophically
© 2013 Pearson Education, Inc. All rights reserved.
© 2013 Pearson Education, Inc. All rights reserved.

More Related Content

Similar to Chapter 9What are Right ActionsConstructing an Ethica.docx

Ethics 1228346034059584-8
Ethics 1228346034059584-8Ethics 1228346034059584-8
Ethics 1228346034059584-8Mario Phillip
 
Philosophy - William Allan Kritsonis, PhD
Philosophy - William Allan Kritsonis, PhDPhilosophy - William Allan Kritsonis, PhD
Philosophy - William Allan Kritsonis, PhDWilliam Kritsonis
 
Ethical theories[1]
Ethical theories[1]Ethical theories[1]
Ethical theories[1]ASH
 
Environmental Ethics 4
Environmental Ethics 4Environmental Ethics 4
Environmental Ethics 4Susan Kambalu
 
Ayn Rand and Objectivism, Lecture 3 with David Gordon - Mises Academy
Ayn Rand and Objectivism, Lecture 3 with David Gordon - Mises AcademyAyn Rand and Objectivism, Lecture 3 with David Gordon - Mises Academy
Ayn Rand and Objectivism, Lecture 3 with David Gordon - Mises AcademyThe Ludwig von Mises Institute
 
PHIL 201 Quiz 8 Liberty University Homeworksimple.com
PHIL 201 Quiz 8 Liberty University Homeworksimple.comPHIL 201 Quiz 8 Liberty University Homeworksimple.com
PHIL 201 Quiz 8 Liberty University Homeworksimple.comHomework Simple
 
Describe the three most well-known types of ethical decision making .pdf
Describe the three most well-known types of ethical decision making .pdfDescribe the three most well-known types of ethical decision making .pdf
Describe the three most well-known types of ethical decision making .pdffashionscollect
 
Hello, I need answers for those multiple questions. It is for P.docx
Hello, I need answers for those multiple questions. It is for P.docxHello, I need answers for those multiple questions. It is for P.docx
Hello, I need answers for those multiple questions. It is for P.docxaidaclewer
 
Applied ethics good manners and right conduct in college.pptx.
Applied ethics good manners and right conduct in college.pptx.Applied ethics good manners and right conduct in college.pptx.
Applied ethics good manners and right conduct in college.pptx.AnjelaMayHintoloro
 
Philosophy of morality and ethics
Philosophy of morality and ethicsPhilosophy of morality and ethics
Philosophy of morality and ethicsALI HAIDER
 
Deontology or teleology
Deontology or teleologyDeontology or teleology
Deontology or teleologyJimi Kayode
 
4.-VITUE-ETHICS.pptx hahajevakdgqkegoabw
4.-VITUE-ETHICS.pptx hahajevakdgqkegoabw4.-VITUE-ETHICS.pptx hahajevakdgqkegoabw
4.-VITUE-ETHICS.pptx hahajevakdgqkegoabw2023100072n
 

Similar to Chapter 9What are Right ActionsConstructing an Ethica.docx (17)

Ethics 1228346034059584-8
Ethics 1228346034059584-8Ethics 1228346034059584-8
Ethics 1228346034059584-8
 
1 ethics
1 ethics1 ethics
1 ethics
 
Philosophy - William Allan Kritsonis, PhD
Philosophy - William Allan Kritsonis, PhDPhilosophy - William Allan Kritsonis, PhD
Philosophy - William Allan Kritsonis, PhD
 
8. classical philopsophies.ppt
8. classical philopsophies.ppt8. classical philopsophies.ppt
8. classical philopsophies.ppt
 
Ethical theories[1]
Ethical theories[1]Ethical theories[1]
Ethical theories[1]
 
Ethical Essay
Ethical EssayEthical Essay
Ethical Essay
 
Environmental Ethics 4
Environmental Ethics 4Environmental Ethics 4
Environmental Ethics 4
 
Ayn Rand and Objectivism, Lecture 3 with David Gordon - Mises Academy
Ayn Rand and Objectivism, Lecture 3 with David Gordon - Mises AcademyAyn Rand and Objectivism, Lecture 3 with David Gordon - Mises Academy
Ayn Rand and Objectivism, Lecture 3 with David Gordon - Mises Academy
 
PHIL 201 Quiz 8 Liberty University Homeworksimple.com
PHIL 201 Quiz 8 Liberty University Homeworksimple.comPHIL 201 Quiz 8 Liberty University Homeworksimple.com
PHIL 201 Quiz 8 Liberty University Homeworksimple.com
 
Describe the three most well-known types of ethical decision making .pdf
Describe the three most well-known types of ethical decision making .pdfDescribe the three most well-known types of ethical decision making .pdf
Describe the three most well-known types of ethical decision making .pdf
 
Hello, I need answers for those multiple questions. It is for P.docx
Hello, I need answers for those multiple questions. It is for P.docxHello, I need answers for those multiple questions. It is for P.docx
Hello, I need answers for those multiple questions. It is for P.docx
 
Applied ethics good manners and right conduct in college.pptx.
Applied ethics good manners and right conduct in college.pptx.Applied ethics good manners and right conduct in college.pptx.
Applied ethics good manners and right conduct in college.pptx.
 
Philosophy of morality and ethics
Philosophy of morality and ethicsPhilosophy of morality and ethics
Philosophy of morality and ethics
 
Deontology or teleology
Deontology or teleologyDeontology or teleology
Deontology or teleology
 
Ethics
EthicsEthics
Ethics
 
4.-VITUE-ETHICS.pptx hahajevakdgqkegoabw
4.-VITUE-ETHICS.pptx hahajevakdgqkegoabw4.-VITUE-ETHICS.pptx hahajevakdgqkegoabw
4.-VITUE-ETHICS.pptx hahajevakdgqkegoabw
 
What must we_do
What must we_doWhat must we_do
What must we_do
 

More from christinemaritza

ENG315                                    Professional Scenari.docx
ENG315                                    Professional Scenari.docxENG315                                    Professional Scenari.docx
ENG315                                    Professional Scenari.docxchristinemaritza
 
ENG122 – Research Paper Peer Review InstructionsApply each of .docx
ENG122 – Research Paper Peer Review InstructionsApply each of .docxENG122 – Research Paper Peer Review InstructionsApply each of .docx
ENG122 – Research Paper Peer Review InstructionsApply each of .docxchristinemaritza
 
ENG122 – Research Paper Peer Review InstructionsApply each of th.docx
ENG122 – Research Paper Peer Review InstructionsApply each of th.docxENG122 – Research Paper Peer Review InstructionsApply each of th.docx
ENG122 – Research Paper Peer Review InstructionsApply each of th.docxchristinemaritza
 
ENG115ASSIGNMENT2STANCEESSAYDRAFTDueWeek.docx
ENG115ASSIGNMENT2STANCEESSAYDRAFTDueWeek.docxENG115ASSIGNMENT2STANCEESSAYDRAFTDueWeek.docx
ENG115ASSIGNMENT2STANCEESSAYDRAFTDueWeek.docxchristinemaritza
 
ENG 510 Final Project Milestone Three Guidelines and Rubric .docx
ENG 510 Final Project Milestone Three Guidelines and Rubric .docxENG 510 Final Project Milestone Three Guidelines and Rubric .docx
ENG 510 Final Project Milestone Three Guidelines and Rubric .docxchristinemaritza
 
ENG-105 Peer Review Worksheet Rhetorical Analysis of a Public.docx
ENG-105 Peer Review Worksheet Rhetorical Analysis of a Public.docxENG-105 Peer Review Worksheet Rhetorical Analysis of a Public.docx
ENG-105 Peer Review Worksheet Rhetorical Analysis of a Public.docxchristinemaritza
 
ENG 272-0Objective The purpose of this essay is t.docx
ENG 272-0Objective  The purpose of this essay is t.docxENG 272-0Objective  The purpose of this essay is t.docx
ENG 272-0Objective The purpose of this essay is t.docxchristinemaritza
 
ENG 360 01 American PoetrySpring 2019TuesdayFriday 800 –.docx
ENG 360 01 American PoetrySpring 2019TuesdayFriday 800 –.docxENG 360 01 American PoetrySpring 2019TuesdayFriday 800 –.docx
ENG 360 01 American PoetrySpring 2019TuesdayFriday 800 –.docxchristinemaritza
 
ENG 4034AHamlet Final AssessmentDUE DATE WEDNESDAY, 1220, 1.docx
ENG 4034AHamlet Final AssessmentDUE DATE WEDNESDAY, 1220, 1.docxENG 4034AHamlet Final AssessmentDUE DATE WEDNESDAY, 1220, 1.docx
ENG 4034AHamlet Final AssessmentDUE DATE WEDNESDAY, 1220, 1.docxchristinemaritza
 
ENG 3107 Writing for the Professions—Business & Social Scienc.docx
ENG 3107 Writing for the Professions—Business & Social Scienc.docxENG 3107 Writing for the Professions—Business & Social Scienc.docx
ENG 3107 Writing for the Professions—Business & Social Scienc.docxchristinemaritza
 
ENG 271Plato and Aristotlea Classical Greek philosophe.docx
ENG 271Plato and Aristotlea Classical Greek philosophe.docxENG 271Plato and Aristotlea Classical Greek philosophe.docx
ENG 271Plato and Aristotlea Classical Greek philosophe.docxchristinemaritza
 
ENG 315 Professional Communication Week 4 Discussion Deliver.docx
ENG 315 Professional Communication Week 4 Discussion Deliver.docxENG 315 Professional Communication Week 4 Discussion Deliver.docx
ENG 315 Professional Communication Week 4 Discussion Deliver.docxchristinemaritza
 
ENG 315 Professional Communication Week 9Professional Exp.docx
ENG 315 Professional Communication Week 9Professional Exp.docxENG 315 Professional Communication Week 9Professional Exp.docx
ENG 315 Professional Communication Week 9Professional Exp.docxchristinemaritza
 
ENG 202 Questions about Point of View in Ursula K. Le Guin’s .docx
ENG 202 Questions about Point of View in Ursula K. Le Guin’s .docxENG 202 Questions about Point of View in Ursula K. Le Guin’s .docx
ENG 202 Questions about Point of View in Ursula K. Le Guin’s .docxchristinemaritza
 
ENG 220250 Lab Report Requirements Version 0.8 -- 0813201.docx
ENG 220250 Lab Report Requirements Version 0.8 -- 0813201.docxENG 220250 Lab Report Requirements Version 0.8 -- 0813201.docx
ENG 220250 Lab Report Requirements Version 0.8 -- 0813201.docxchristinemaritza
 
ENG 203 Short Article Response 2 Sample Answer (Worth 13 mark.docx
ENG 203 Short Article Response 2 Sample Answer (Worth 13 mark.docxENG 203 Short Article Response 2 Sample Answer (Worth 13 mark.docx
ENG 203 Short Article Response 2 Sample Answer (Worth 13 mark.docxchristinemaritza
 
ENG 130 Literature and Comp ENG 130 Argumentative Resear.docx
ENG 130 Literature and Comp ENG 130 Argumentative Resear.docxENG 130 Literature and Comp ENG 130 Argumentative Resear.docx
ENG 130 Literature and Comp ENG 130 Argumentative Resear.docxchristinemaritza
 
ENG 132What’s Wrong With HoldenHere’s What You Should Do, .docx
ENG 132What’s Wrong With HoldenHere’s What You Should Do, .docxENG 132What’s Wrong With HoldenHere’s What You Should Do, .docx
ENG 132What’s Wrong With HoldenHere’s What You Should Do, .docxchristinemaritza
 
ENG 130- Literature and Comp Literary Response for Setting.docx
ENG 130- Literature and Comp Literary Response for Setting.docxENG 130- Literature and Comp Literary Response for Setting.docx
ENG 130- Literature and Comp Literary Response for Setting.docxchristinemaritza
 
ENG 130 Literature and Comp Literary Response for Point o.docx
ENG 130 Literature and Comp Literary Response for Point o.docxENG 130 Literature and Comp Literary Response for Point o.docx
ENG 130 Literature and Comp Literary Response for Point o.docxchristinemaritza
 

More from christinemaritza (20)

ENG315                                    Professional Scenari.docx
ENG315                                    Professional Scenari.docxENG315                                    Professional Scenari.docx
ENG315                                    Professional Scenari.docx
 
ENG122 – Research Paper Peer Review InstructionsApply each of .docx
ENG122 – Research Paper Peer Review InstructionsApply each of .docxENG122 – Research Paper Peer Review InstructionsApply each of .docx
ENG122 – Research Paper Peer Review InstructionsApply each of .docx
 
ENG122 – Research Paper Peer Review InstructionsApply each of th.docx
ENG122 – Research Paper Peer Review InstructionsApply each of th.docxENG122 – Research Paper Peer Review InstructionsApply each of th.docx
ENG122 – Research Paper Peer Review InstructionsApply each of th.docx
 
ENG115ASSIGNMENT2STANCEESSAYDRAFTDueWeek.docx
ENG115ASSIGNMENT2STANCEESSAYDRAFTDueWeek.docxENG115ASSIGNMENT2STANCEESSAYDRAFTDueWeek.docx
ENG115ASSIGNMENT2STANCEESSAYDRAFTDueWeek.docx
 
ENG 510 Final Project Milestone Three Guidelines and Rubric .docx
ENG 510 Final Project Milestone Three Guidelines and Rubric .docxENG 510 Final Project Milestone Three Guidelines and Rubric .docx
ENG 510 Final Project Milestone Three Guidelines and Rubric .docx
 
ENG-105 Peer Review Worksheet Rhetorical Analysis of a Public.docx
ENG-105 Peer Review Worksheet Rhetorical Analysis of a Public.docxENG-105 Peer Review Worksheet Rhetorical Analysis of a Public.docx
ENG-105 Peer Review Worksheet Rhetorical Analysis of a Public.docx
 
ENG 272-0Objective The purpose of this essay is t.docx
ENG 272-0Objective  The purpose of this essay is t.docxENG 272-0Objective  The purpose of this essay is t.docx
ENG 272-0Objective The purpose of this essay is t.docx
 
ENG 360 01 American PoetrySpring 2019TuesdayFriday 800 –.docx
ENG 360 01 American PoetrySpring 2019TuesdayFriday 800 –.docxENG 360 01 American PoetrySpring 2019TuesdayFriday 800 –.docx
ENG 360 01 American PoetrySpring 2019TuesdayFriday 800 –.docx
 
ENG 4034AHamlet Final AssessmentDUE DATE WEDNESDAY, 1220, 1.docx
ENG 4034AHamlet Final AssessmentDUE DATE WEDNESDAY, 1220, 1.docxENG 4034AHamlet Final AssessmentDUE DATE WEDNESDAY, 1220, 1.docx
ENG 4034AHamlet Final AssessmentDUE DATE WEDNESDAY, 1220, 1.docx
 
ENG 3107 Writing for the Professions—Business & Social Scienc.docx
ENG 3107 Writing for the Professions—Business & Social Scienc.docxENG 3107 Writing for the Professions—Business & Social Scienc.docx
ENG 3107 Writing for the Professions—Business & Social Scienc.docx
 
ENG 271Plato and Aristotlea Classical Greek philosophe.docx
ENG 271Plato and Aristotlea Classical Greek philosophe.docxENG 271Plato and Aristotlea Classical Greek philosophe.docx
ENG 271Plato and Aristotlea Classical Greek philosophe.docx
 
ENG 315 Professional Communication Week 4 Discussion Deliver.docx
ENG 315 Professional Communication Week 4 Discussion Deliver.docxENG 315 Professional Communication Week 4 Discussion Deliver.docx
ENG 315 Professional Communication Week 4 Discussion Deliver.docx
 
ENG 315 Professional Communication Week 9Professional Exp.docx
ENG 315 Professional Communication Week 9Professional Exp.docxENG 315 Professional Communication Week 9Professional Exp.docx
ENG 315 Professional Communication Week 9Professional Exp.docx
 
ENG 202 Questions about Point of View in Ursula K. Le Guin’s .docx
ENG 202 Questions about Point of View in Ursula K. Le Guin’s .docxENG 202 Questions about Point of View in Ursula K. Le Guin’s .docx
ENG 202 Questions about Point of View in Ursula K. Le Guin’s .docx
 
ENG 220250 Lab Report Requirements Version 0.8 -- 0813201.docx
ENG 220250 Lab Report Requirements Version 0.8 -- 0813201.docxENG 220250 Lab Report Requirements Version 0.8 -- 0813201.docx
ENG 220250 Lab Report Requirements Version 0.8 -- 0813201.docx
 
ENG 203 Short Article Response 2 Sample Answer (Worth 13 mark.docx
ENG 203 Short Article Response 2 Sample Answer (Worth 13 mark.docxENG 203 Short Article Response 2 Sample Answer (Worth 13 mark.docx
ENG 203 Short Article Response 2 Sample Answer (Worth 13 mark.docx
 
ENG 130 Literature and Comp ENG 130 Argumentative Resear.docx
ENG 130 Literature and Comp ENG 130 Argumentative Resear.docxENG 130 Literature and Comp ENG 130 Argumentative Resear.docx
ENG 130 Literature and Comp ENG 130 Argumentative Resear.docx
 
ENG 132What’s Wrong With HoldenHere’s What You Should Do, .docx
ENG 132What’s Wrong With HoldenHere’s What You Should Do, .docxENG 132What’s Wrong With HoldenHere’s What You Should Do, .docx
ENG 132What’s Wrong With HoldenHere’s What You Should Do, .docx
 
ENG 130- Literature and Comp Literary Response for Setting.docx
ENG 130- Literature and Comp Literary Response for Setting.docxENG 130- Literature and Comp Literary Response for Setting.docx
ENG 130- Literature and Comp Literary Response for Setting.docx
 
ENG 130 Literature and Comp Literary Response for Point o.docx
ENG 130 Literature and Comp Literary Response for Point o.docxENG 130 Literature and Comp Literary Response for Point o.docx
ENG 130 Literature and Comp Literary Response for Point o.docx
 

Recently uploaded

Kisan Call Centre - To harness potential of ICT in Agriculture by answer farm...
Kisan Call Centre - To harness potential of ICT in Agriculture by answer farm...Kisan Call Centre - To harness potential of ICT in Agriculture by answer farm...
Kisan Call Centre - To harness potential of ICT in Agriculture by answer farm...Krashi Coaching
 
BASLIQ CURRENT LOOKBOOK LOOKBOOK(1) (1).pdf
BASLIQ CURRENT LOOKBOOK  LOOKBOOK(1) (1).pdfBASLIQ CURRENT LOOKBOOK  LOOKBOOK(1) (1).pdf
BASLIQ CURRENT LOOKBOOK LOOKBOOK(1) (1).pdfSoniaTolstoy
 
Sanyam Choudhary Chemistry practical.pdf
Sanyam Choudhary Chemistry practical.pdfSanyam Choudhary Chemistry practical.pdf
Sanyam Choudhary Chemistry practical.pdfsanyamsingh5019
 
POINT- BIOCHEMISTRY SEM 2 ENZYMES UNIT 5.pptx
POINT- BIOCHEMISTRY SEM 2 ENZYMES UNIT 5.pptxPOINT- BIOCHEMISTRY SEM 2 ENZYMES UNIT 5.pptx
POINT- BIOCHEMISTRY SEM 2 ENZYMES UNIT 5.pptxSayali Powar
 
Advanced Views - Calendar View in Odoo 17
Advanced Views - Calendar View in Odoo 17Advanced Views - Calendar View in Odoo 17
Advanced Views - Calendar View in Odoo 17Celine George
 
Arihant handbook biology for class 11 .pdf
Arihant handbook biology for class 11 .pdfArihant handbook biology for class 11 .pdf
Arihant handbook biology for class 11 .pdfchloefrazer622
 
“Oh GOSH! Reflecting on Hackteria's Collaborative Practices in a Global Do-It...
“Oh GOSH! Reflecting on Hackteria's Collaborative Practices in a Global Do-It...“Oh GOSH! Reflecting on Hackteria's Collaborative Practices in a Global Do-It...
“Oh GOSH! Reflecting on Hackteria's Collaborative Practices in a Global Do-It...Marc Dusseiller Dusjagr
 
Industrial Policy - 1948, 1956, 1973, 1977, 1980, 1991
Industrial Policy - 1948, 1956, 1973, 1977, 1980, 1991Industrial Policy - 1948, 1956, 1973, 1977, 1980, 1991
Industrial Policy - 1948, 1956, 1973, 1977, 1980, 1991RKavithamani
 
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptxSOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptxiammrhaywood
 
Separation of Lanthanides/ Lanthanides and Actinides
Separation of Lanthanides/ Lanthanides and ActinidesSeparation of Lanthanides/ Lanthanides and Actinides
Separation of Lanthanides/ Lanthanides and ActinidesFatimaKhan178732
 
1029-Danh muc Sach Giao Khoa khoi 6.pdf
1029-Danh muc Sach Giao Khoa khoi  6.pdf1029-Danh muc Sach Giao Khoa khoi  6.pdf
1029-Danh muc Sach Giao Khoa khoi 6.pdfQucHHunhnh
 
Accessible design: Minimum effort, maximum impact
Accessible design: Minimum effort, maximum impactAccessible design: Minimum effort, maximum impact
Accessible design: Minimum effort, maximum impactdawncurless
 
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...EduSkills OECD
 
Measures of Central Tendency: Mean, Median and Mode
Measures of Central Tendency: Mean, Median and ModeMeasures of Central Tendency: Mean, Median and Mode
Measures of Central Tendency: Mean, Median and ModeThiyagu K
 
Software Engineering Methodologies (overview)
Software Engineering Methodologies (overview)Software Engineering Methodologies (overview)
Software Engineering Methodologies (overview)eniolaolutunde
 
mini mental status format.docx
mini    mental       status     format.docxmini    mental       status     format.docx
mini mental status format.docxPoojaSen20
 
Q4-W6-Restating Informational Text Grade 3
Q4-W6-Restating Informational Text Grade 3Q4-W6-Restating Informational Text Grade 3
Q4-W6-Restating Informational Text Grade 3JemimahLaneBuaron
 
The Most Excellent Way | 1 Corinthians 13
The Most Excellent Way | 1 Corinthians 13The Most Excellent Way | 1 Corinthians 13
The Most Excellent Way | 1 Corinthians 13Steve Thomason
 
Contemporary philippine arts from the regions_PPT_Module_12 [Autosaved] (1).pptx
Contemporary philippine arts from the regions_PPT_Module_12 [Autosaved] (1).pptxContemporary philippine arts from the regions_PPT_Module_12 [Autosaved] (1).pptx
Contemporary philippine arts from the regions_PPT_Module_12 [Autosaved] (1).pptxRoyAbrique
 

Recently uploaded (20)

Kisan Call Centre - To harness potential of ICT in Agriculture by answer farm...
Kisan Call Centre - To harness potential of ICT in Agriculture by answer farm...Kisan Call Centre - To harness potential of ICT in Agriculture by answer farm...
Kisan Call Centre - To harness potential of ICT in Agriculture by answer farm...
 
INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx
INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptxINDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx
INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx
 
BASLIQ CURRENT LOOKBOOK LOOKBOOK(1) (1).pdf
BASLIQ CURRENT LOOKBOOK  LOOKBOOK(1) (1).pdfBASLIQ CURRENT LOOKBOOK  LOOKBOOK(1) (1).pdf
BASLIQ CURRENT LOOKBOOK LOOKBOOK(1) (1).pdf
 
Sanyam Choudhary Chemistry practical.pdf
Sanyam Choudhary Chemistry practical.pdfSanyam Choudhary Chemistry practical.pdf
Sanyam Choudhary Chemistry practical.pdf
 
POINT- BIOCHEMISTRY SEM 2 ENZYMES UNIT 5.pptx
POINT- BIOCHEMISTRY SEM 2 ENZYMES UNIT 5.pptxPOINT- BIOCHEMISTRY SEM 2 ENZYMES UNIT 5.pptx
POINT- BIOCHEMISTRY SEM 2 ENZYMES UNIT 5.pptx
 
Advanced Views - Calendar View in Odoo 17
Advanced Views - Calendar View in Odoo 17Advanced Views - Calendar View in Odoo 17
Advanced Views - Calendar View in Odoo 17
 
Arihant handbook biology for class 11 .pdf
Arihant handbook biology for class 11 .pdfArihant handbook biology for class 11 .pdf
Arihant handbook biology for class 11 .pdf
 
“Oh GOSH! Reflecting on Hackteria's Collaborative Practices in a Global Do-It...
“Oh GOSH! Reflecting on Hackteria's Collaborative Practices in a Global Do-It...“Oh GOSH! Reflecting on Hackteria's Collaborative Practices in a Global Do-It...
“Oh GOSH! Reflecting on Hackteria's Collaborative Practices in a Global Do-It...
 
Industrial Policy - 1948, 1956, 1973, 1977, 1980, 1991
Industrial Policy - 1948, 1956, 1973, 1977, 1980, 1991Industrial Policy - 1948, 1956, 1973, 1977, 1980, 1991
Industrial Policy - 1948, 1956, 1973, 1977, 1980, 1991
 
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptxSOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx
 
Separation of Lanthanides/ Lanthanides and Actinides
Separation of Lanthanides/ Lanthanides and ActinidesSeparation of Lanthanides/ Lanthanides and Actinides
Separation of Lanthanides/ Lanthanides and Actinides
 
1029-Danh muc Sach Giao Khoa khoi 6.pdf
1029-Danh muc Sach Giao Khoa khoi  6.pdf1029-Danh muc Sach Giao Khoa khoi  6.pdf
1029-Danh muc Sach Giao Khoa khoi 6.pdf
 
Accessible design: Minimum effort, maximum impact
Accessible design: Minimum effort, maximum impactAccessible design: Minimum effort, maximum impact
Accessible design: Minimum effort, maximum impact
 
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
 
Measures of Central Tendency: Mean, Median and Mode
Measures of Central Tendency: Mean, Median and ModeMeasures of Central Tendency: Mean, Median and Mode
Measures of Central Tendency: Mean, Median and Mode
 
Software Engineering Methodologies (overview)
Software Engineering Methodologies (overview)Software Engineering Methodologies (overview)
Software Engineering Methodologies (overview)
 
mini mental status format.docx
mini    mental       status     format.docxmini    mental       status     format.docx
mini mental status format.docx
 
Q4-W6-Restating Informational Text Grade 3
Q4-W6-Restating Informational Text Grade 3Q4-W6-Restating Informational Text Grade 3
Q4-W6-Restating Informational Text Grade 3
 
The Most Excellent Way | 1 Corinthians 13
The Most Excellent Way | 1 Corinthians 13The Most Excellent Way | 1 Corinthians 13
The Most Excellent Way | 1 Corinthians 13
 
Contemporary philippine arts from the regions_PPT_Module_12 [Autosaved] (1).pptx
Contemporary philippine arts from the regions_PPT_Module_12 [Autosaved] (1).pptxContemporary philippine arts from the regions_PPT_Module_12 [Autosaved] (1).pptx
Contemporary philippine arts from the regions_PPT_Module_12 [Autosaved] (1).pptx
 

Chapter 9What are Right ActionsConstructing an Ethica.docx

  • 1. Chapter 9 What are Right Actions? Constructing an Ethical Theory © 2013 Pearson Education, Inc. All rights reserved. © 2013 Pearson Education, Inc. All rights reserved. © 2013 Pearson Education, Inc. All rights reserved. Expanding Your Knowledge of Moral PhilosophyPhilosophical attempts to construct an overarching theory That can guide our moral decisionsAlternative ways to evaluate moral actionsThe most difficult decisions we will face challenge us to answer the question:“What are right actions?” © 2013 Pearson Education, Inc. All rights reserved. © 2013 Pearson Education, Inc. All rights reserved. Character: Virtue EthicsAristotle, from The Nicomachean EthicsReason from the physical world to the moral worldHow do we discover the Golden Mean?An approach that also raises serious questionsAnalyzing Aristotle’s Virtue Ethics © 2013 Pearson Education, Inc. All rights reserved.
  • 2. © 2013 Pearson Education, Inc. All rights reserved. Thinking Philosophically © 2013 Pearson Education, Inc. All rights reserved. © 2013 Pearson Education, Inc. All rights reserved. Aristotle © 2013 Pearson Education, Inc. All rights reserved. (384–322 b.c.e.). This ancient Greek philosopher and student of Plato charted a different direction from his teacher. Aristotle made major contributions to metaphysics, ethics, politics, logic, and aesthetics. He is also responsible for conceptualizing the different branches of philosophy. * © 2013 Pearson Education, Inc. All rights reserved. © 2013 Pearson Education, Inc. All rights reserved. © 2013 Pearson Education, Inc. All rights reserved. Maxims: Duty to Moral LawsIs lying always morally wrong?Immanuel Kant, Fundamental Principles of the Metaphysics of MoralsHypothetical imperativeCategorical imperativeHow can we apply the categorical imperative to environmental issues? © 2013 Pearson Education, Inc. All rights reserved.
  • 3. © 2013 Pearson Education, Inc. All rights reserved. Consequences: UtilitarianismThe Greatest Happiness for the Greatest Number: BenthamJeremy Bentham, from An Introduction to the Principles of Morals and LegislationWhen is censorship ethically appropriate?Higher Pleasures Have Greater Worth: MillConsider the Interests of Animals: Singer © 2013 Pearson Education, Inc. All rights reserved. © 2013 Pearson Education, Inc. All rights reserved. Jeremy Bentham © 2013 Pearson Education, Inc. All rights reserved. (1748–1832). Bentham was a British philosopher who developed the moral theory of utilitarianism in response to the ills of industrialization. * © 2013 Pearson Education, Inc. All rights reserved. John Stuart Mill © 2013 Pearson Education, Inc. All rights reserved. (1806–1873). A British philosopher and student of Jeremy Bentham who expanded on Bentham’s concept of utilitarianism. * © 2013 Pearson Education, Inc. All rights reserved. Peter Singer
  • 4. © 2013 Pearson Education, Inc. All rights reserved. (b. 1946). Singer is an Australian philosophy and professor at Princeton University. His writing addresses issues in bioethics, animal rights, and world poverty. * © 2013 Pearson Education, Inc. All rights reserved. Authenticity: Existentialist Ethics“The Crowd Is Untruth”: KierkegaardSoren Kierkegaard, “On the Dedication to ‘That Single Individual’”Soren Kierkegaard, from The Present AgeBeyond Good and Evil: NietzscheAuthenticity and Ethical Responsibility: Sartre © 2013 Pearson Education, Inc. All rights reserved. Authenticity: Existentialist EthicsOur Interplay with Others Defines Us: de BeauvoirAnalyzing de Beauvoir on Moral ChoicesCamus, from The Myth of SisyphusCourage Is the Highest Value: CamusAnalyzing the Myth of Sisyphus © 2013 Pearson Education, Inc. All rights reserved. © 2013 Pearson Education, Inc. All rights reserved. © 2013 Pearson Education, Inc. All rights reserved. Soren Kierkegaard © 2013 Pearson Education, Inc. All rights reserved. (1813–1855). This Danish philosopher challenged much of Christian philosophy while remaining deeply religious.
  • 5. Kierkegaard argued that life has meaning only when people reject the pursuit of pleasure and seek moral truth by looking within and recognizing their connection to the divine. * © 2013 Pearson Education, Inc. All rights reserved. Friedrich Nietzsche © 2013 Pearson Education, Inc. All rights reserved. (1844–1900). Nietzsche was a German philosopher who challenged the ideals of Western philosophy, including science, morality, and the notion of God. * © 2013 Pearson Education, Inc. All rights reserved. Simone de Beauvoir © 2013 Pearson Education, Inc. All rights reserved. (1908–1986). A French existentialist philosopher and feminist, in The Second Sex (1949), de Beauvoir argued that women, historically subordinate to men, have been relegated to the category of the Other Sex. * © 2013 Pearson Education, Inc. All rights reserved. Albert Camus © 2013 Pearson Education, Inc. All rights reserved.
  • 6. (1913–1960). A French existentialist known for essays and novels, Camus dealt with what he felt was the absurd situation of human beings in which the world is essentially irrational, yet we still need to find meaning within it. * © 2013 Pearson Education, Inc. All rights reserved. Empathy: The Ethics of CareWhat is “natural caring”?Nel Noddings, Caring: A Feminine Approach to Ethics and Moral EducationWhat Does It Mean to Care?From Natural to Ethical CaringAnalyzing Noddings on the Ethics of Care © 2013 Pearson Education, Inc. All rights reserved. © 2013 Pearson Education, Inc. All rights reserved. Nel Noddings © 2013 Pearson Education, Inc. All rights reserved. (b. 1929). This American feminist philosopher writes on issues surrounding ethics and the philosophy of education. In Caring: A Feminine Approach to Ethics and Moral Education (1984) and Women and Evil (1989), Noddings argues that ethics should be founded on caring and interpersonal relationships. * © 2013 Pearson Education, Inc. All rights reserved. Making Connections: Your Moral Compass RevisitedVirtue EthicsDeontologyUtilitarianismExistentialismEthics of CareWhat is your moral compass?
  • 7. © 2013 Pearson Education, Inc. All rights reserved. Chapter Nine What Are Right Actions? Constructing an Ethical Theory 9.1 Expanding Your Knowledge of Moral Philosophy (i) This survey of moral theories opens us to the human project of creating one self to be a person of moral, making morally enlightened choices that express deep convictions and high aspirations. 9.2 Character: Virtue Ethics (i) Virtue ethics focuses on the moral quality of individual character rather than individual actions. (ii) Aristotle argued that everyone should pursue happiness, i.e., an activity of the soul in accordance with complete and perfect virtue. (iii) For Aristotle, the world is teleological, which is a philosophical perspective in which all things have a design or purpose. (iv) What drives teleology is entelechy, which is the principle that reveals that all events occur according to a natural design. (v) According to this view of teleology, he argued that it is natural for all humans to strive to realize their full potential as reasonable, happy, virtuous people. (vi) Aristotle divided virtues into two categories: a. Intellectual virtues—these are developed through education, social interaction, and practice.
  • 8. b. Moral virtues—these are developed through modeling and practice. (vii) To truly act morally, it requires on knowing what one is doing, deliberately choosing to take correct moral action, and performing the action for is own sake. (viii) Accumulation of these moral actions gradually builds a consistent moral character. (ix) To be virtuous is to seek the “Golden Mean,” the middle ground between two vices. 9.3 Maxims: Duty to Moral Laws (i) Deontology focuses on the notion of duty and obligations as the standard for determining the moral value of actions. Moral value is determined by following the maxims—a moral law— prescribed by reason. (ii) Kant argued that moral maxims are a priori—laws that are true independent of experience. (iii) According to Kant to become a moral person one must meet the following conditions: a. Develop a clear understanding of the necessary and universal moral laws and b. Develop the “good will” to actually follow these moral laws. (iv) Kant distinguishes two kinds of moral imperatives: a. Hypothetical imperative—actions that are “good” only as means to something else; not good in and of themselves. b. Categorical imperative—command actions that are intrinsically good and prescribe actions that all rational beings are morally required to follow. (v) Moral maxims for Kant focus on the logical form of the principles, not the content, consequences, intention of the action, or even the character of the agent. Moreover, these moral maxims apply not only to duties toward ourselves, but toward others in the world which we live.
  • 9. 9.4 Consequences: Utilitarianism (i) Utilitarianism is the view that we should act to promote the greatest happiness and create the least amount of suffering for the greatest number of people. (ii) Hedonism is the view that pleasure is the only thing truly of value. a. Aristippus believed that the meaning of life is pleasure, pure and simple. b. Epicurus believed that there were higher pleasures and lower pleasures. Higher pleasures are those pleasures derived from intellectual pursuits. Lower pleasures are those pleasure derived from physical gratification. c. Psychological hedonism is the view that all human desire is necessarily directed to achieving pleasure and avoiding pain. d. Ethical hedonism is the view that an action’s consequences determine its moral value. (iii) Bentham argued that an action is moral when it produces the most pleasure and least suffering or pain. (iv) Bentham developed a “hedonistic calculus” to quantify the pursuit of pleasure and the avoidance of pain. A “hedon” is unit of pleasure or pain. To calculate the “greatest happiness,” six factors of a pleasure or pain must be considered: a. Intensity b. Duration c. Certainty d. Remoteness e. Fecundity f. Purity g. When considering experience of pleasures or pains by a group of people, the calculus must consider extent. (v) There are two shortcomings of this “hedonistic calculus.” a. It creates a false sense of scientific objectivity since it cannot distinguish between kinds and degrees of pleasure or pain. b. Since it solely focuses on consequences, it disregards intentions or motivations creating difficulties in evaluating real- world actions.
  • 10. (vi) Mill, in the spirit of Epicurus, refined Bentham’s theory by distinguishing between higher levels of pleasure and lower levels of pleasure. The higher levels of pleasure are intellectual, literary, aesthetic, and philosophical. The lower levels of pleasure are physical and sensual. (vii) Mill argued that individuals and societies that pursue and encourage the higher pleasures are more ethically sound and morally correct. (viii) Consequentialism is the view that an actions consequences determines its moral value. (ix) The principle of utility, according to Mill, is to be applied not only to humans but to nonhuman animals as well. (x) Singer “speciesism” is a prejudice or attitude or bias in favor of the interests of one’s own species and against those of another species. Singer believes this is morally wrong and employs the principle of utility as justification. 9.5 Authenticity: Existentialist Ethics (i) Existential ethics concerns itself with the following questions: a. How do I live my life authentically? b. How can I create myself to be a uniquely significant individual? c. How can I invest my life with meaning while existing in a universe that lacks ultimate meaning? d. How can I develop an approach to moral philosophy that is grounded in my absolute freedom of choice? (ii) Kierkegaard’s responses to the questions: a. Individual recognition of choice and responsibility for those choices is paramount. b. Never succumb to the values of the “crowd.” c. Exercising my freedom. d. Develop one’s own internally consistent set of moral values. (iii) Nietzsche’s responses to the questions: a. Recognize the primal force manifest in all living things. This
  • 11. is the “will to power,” i.e., “the will to grow, spread, seize, become predominant.” b. Exercise my “will to power.” c. Honor the desire to control others and impose my values on them. d. Exercise my “will to power” to the fullest possible extent. (iv) Sartre responds to the questions by arguing that even though we are condemned to be free, we must determine our individual essence by adopting freedom and recognize that the moral choices we make are for all humankind, not just oneself in isolation. Sartre believes that it is imperative we avoid the inauthentic life and resist the urge to escape this responsibility for all humankind. (v) De Beauvoir argues that our freedom only has meaning in relationship to others who are exercising their freedom of choice. (vi) Camus, who believes that existence is absurd, believes that we must make free choices that are courageous and work to discover meaning. 9.6 Empathy: The Ethics of Care (i) Ethics of care is the view that other-centered theories that emphasize the role of others in moral relationships ought to be the primary focus of moral reasoning. (ii) Noddings argues that individual actions are motivated by what she coins a “caring response” rooted in “natural caring.” Empathy and caring are the most important virtues. a. Developing the capacity to be empathetic is necessary if one is to act in a caring way toward others. b. There is a distinction between natural caring and ethical caring. i. Natural caring involves relationships that we as humans feel for family members, children, and some romantic liaisons. ii. Ethical caring involves broadening one’s sense of care to those toward whom you would not naturally have a feeling of care.
  • 12. 9.7 Making Connections: Your Moral Compass Revisited (i) Becoming a morally enlightened person requires a commitment to use one’s moral compass to navigate through moral life. Through critical thinking, individuals can be conscious of their choices and reasons they make them. Key Terms Virtue Ethics Teleological Entelechy Deontology A priori Hypothetical Imperative Categorical Imperative Maxim Utilitarianism Hedonism Psychological Hedonism Ethical Hedonism Chapter Four Are You Free? Freedom and Determinism 4.1 Are You the Master of Your Fate? (i) Whether or not we are free is a philosophical question that necessitates deep reflection and analysis. (ii) Beliefs about whether or not we are free effects our ability to change and grow as a person, develop a moral outlook, and participate in a fair and just society. (iii) Determinism is the view that every event, including human actions, are brought about by previous events in accordance with the natural laws that govern the world. Human freedom is an illusion. Some common causes as put forth by determinists
  • 13. are: a. Human nature b. Environment c. Psychological forces d. Social dynamics (iv) Compatibilism is the view that all events, including human actions are caused. However, we can consider human actions free if they are a result of internal motivations, not the product of external influences or constraints. (v) Indeterminism is the view that some events, including human actions, are not necessarily determined by previous events in accordance with the natural laws that govern the world. (vi) Libertarianism is the view that humans are able to make authentically free choices that are not determined by previous events in accordance with the natural laws that govern the world. In other words, given a choice, “we could have done otherwise.” 4.2 Determinism (i) Determinism is based on a scientific model of the physical universe. (ii) In general, determinists, such as Skinner, Freud, and Mill, use the following reasoning: a. Events in the physical world consistently display well- defined causal connections. b. Events in the biological world also consistently display causal connections. c. Because humans are a part of the physical and biological worlds, it is reasonable to assume that all human actions are causally determined. (iii) Baron d’Holbach exemplifies this reasoning when he argues that humans are “connected to universal nature” and subject to “necessary and immutable laws that she imposes on all the beings she contains.” (iv) Determinists hold that human freedom is inhibited by
  • 14. external and internal constraints. External constraints are those imposed by your environment and circumstances. Internal constraints are the limitations to our autonomy imposed by ourselves. 4.3 Compatibilism (i) In general, compatibilists, such as Stace, argue that if human actions are the result of internal motivations and not the product of external constraints, then they are considered “free.” (ii) Schlick disagreed with some compatibilists and argued that some internal constraints can limit our freedom. However, he did argue that we are free when our actions are a result of our “unimpeded rational desires.” (iii) Dennett, a materialist, argues that human freedom is “an evolved creation of human activity and beliefs…and an objective phenomenon, distinct from all other biological conditions and found in only one species, us.” 4.4 Indeterminism and Libertarianism (i) James argues that determinism cannot account for “the testimony of our direct, lived experience,” which is exhibited in our beliefs about the possibility of self improvement, determining our moral outlook, choosing spiritual destiny, and social improvement. (ii) Determinism contradicts our lived human experience, i.e., the rational belief that we can make judgments and do make them. (iii) Sartre argues that “we are condemned to be free,” i.e., humans are absolutely responsible to create their own meaningful existence. As a result of this, the human response to this is anguish, abandonment, and despair. Humans are uncertain whether their actions and choices are right or wrong, there is no authority to guide us. This results in angst. 4.5 A Feminist Analysis of Freedom
  • 15. (i) Grimshaw provides a feminist analysis of freedom in which she argues that repressive social forces can erode an individual’s psychological autonomy. She holds that this psychic coercion has forced women to think they are inferior to men. (ii) Psychic coercion is an internal constraint that compromises one’s autonomy and limits their personal freedom. (iii) Free choice is contingent on becoming aware of repressive forces and liberating oneself from them. 4.6 Making Connections: Creating a Synthesis (i) To increase personal freedom, one must confront and analyze external and internal constraints, thus creating options from which to choose. Key Terms Determinism Compatibilism Indeterminism Libertarianism Existentialism Responsibility Internal constraints External constraints Chapter 4
  • 16. Are You Free? Freedom and Determination © 2013 Pearson Education, Inc. All rights reserved. © 2013 Pearson Education, Inc. All rights reserved. © 2013 Pearson Education, Inc. All rights reserved. Are You the Master of Your Fate?Human natureThe environmentPsychological forcesSocial dynamicsCompatibilismIndeterminismLibertarianism © 2013 Pearson Education, Inc. All rights reserved. © 2013 Pearson Education, Inc. All rights reserved. © 2013 Pearson Education, Inc. All rights reserved. © 2013 Pearson Education, Inc. All rights reserved. Views of Free Will © 2013 Pearson Education, Inc. All rights reserved. © 2013 Pearson Education, Inc. All rights reserved. DeterminismJohn Stuart MillBaron d’Holbach, The System of NatureMotives and the Determination of the WillAbsence of Restraint Is Not Absence of NecessityThe Complexity of Human Conduct and the Illusion of Free Agency © 2013 Pearson Education, Inc. All rights reserved.
  • 17. © 2013 Pearson Education, Inc. All rights reserved. Paul Henri Thiry, Baron d’Holbach © 2013 Pearson Education, Inc. All rights reserved. 1723–1789) This French philosopher and translator played a major role in the Enlightenment as a contributor to the Encyclopedie, a compendium of progressive ideas and knowledge. He published his own radical writings anonymously, and his System of Nature and Common Sense were publicly condemned and burned. (Paul Henry Tiry (1723–1789) Baron d’Holbach, 1766 [wic on paper] by Carmontelle [Louis Carrogis] [1717–1806] * © 2013 Pearson Education, Inc. All rights reserved. Thinking Philosophically © 2013 Pearson Education, Inc. All rights reserved. © 2013 Pearson Education, Inc. All rights reserved. CompatibilismExternal Constraints May Limit Freedom: StaceW. T. Stace, Religion and the Modern MindInternal Constraints May Also Limit Freedom: Schlick © 2013 Pearson Education, Inc. All rights reserved. © 2013 Pearson Education, Inc. All rights reserved. CompatibilismWhen are choices free and when are they unfree?Unimpeded rational desiresDegrees of freedomFree Will
  • 18. Is a Human Creation: DennettEvaluating Compatibilism © 2013 Pearson Education, Inc. All rights reserved. © 2013 Pearson Education, Inc. All rights reserved. W.T. Stace © 2013 Pearson Education, Inc. All rights reserved. (1886–1967) This British philosopher wrote influential books on Hegel, mysticism, aesthetics, and philosophy of religion. His books include Mysticism and Philosophy and The Meaning of Beauty. * © 2013 Pearson Education, Inc. All rights reserved. Mahatma Gandhi © 2013 Pearson Education, Inc. All rights reserved. (1869–1948) A political and spiritual leader, Gandhi helped India achieve independence through nonviolent civil protest and disobedience. What were the factors in his background that influenced his decisions? Were these choices free? * © 2013 Pearson Education, Inc. All rights reserved. Daniel C. Dennett © 2013 Pearson Education, Inc. All rights reserved.
  • 19. (b. 1942) The research of this American philosopher centers on the philosophy of mind, particularly as it relates to evolutionary biology and cognitive science. * © 2013 Pearson Education, Inc. All rights reserved. Indeterminism and LibertarianismWe Live in a World of Possibilities: JamesSelf improvementMoralityReligionSocial improvementWilliam James, The Will to BelieveA universe of actualities © 2013 Pearson Education, Inc. All rights reserved. © 2013 Pearson Education, Inc. All rights reserved. Indeterminism and LibertarianismA universe of possibilitiesPsychological, astrological, sociological, and economic theoriesAnalyzing James on Free WillWe Create Ourselves Through Our Choices: SartreExistentialism © 2013 Pearson Education, Inc. All rights reserved. © 2013 Pearson Education, Inc. All rights reserved. Indeterminism and LibertarianismJean-Paul Sartre, from Existentialism Is a HumanismHuman nature; the environment; psychological forces; social dynamicsAnalyzing Sartre on Freedom, Choice, and Responsibility © 2013 Pearson Education, Inc. All rights reserved. © 2013 Pearson Education, Inc. All rights reserved. William James
  • 20. © 2013 Pearson Education, Inc. All rights reserved. (1842–1910) An American thinker whose work blends science, psychology, and philosophy. James was one of the founders of Pragmatism, a school of philosophy that connects questions of meaning and truth to practical applications and consequences. Among his writings is The Principles of Psychology (1890), a 1,200-page work that introduced the concept of “stream of thought.” * © 2013 Pearson Education, Inc. All rights reserved. Jean-Paul Sartre © 2013 Pearson Education, Inc. All rights reserved. (1905–1980) Sartre was a French philosopher and founder of Existentialism, a school of thought based on the idea that “existence precedes essence.” His Being and Nothingness (1943) offers a full exploration of this view. Sartre also wrote literary criticism, plays, and novels and was awarded the Nobel Prize for Literature in 1954 (which he declined.) * © 2013 Pearson Education, Inc. All rights reserved. A Feminist Analysis of FreedomJean Grimshaw, Autonomy and Identity in Feminist ThinkingMary DalyMarilyn FryeKate MilletAnalyzing Jean Grimshaw on Autonomy © 2013 Pearson Education, Inc. All rights reserved.
  • 21. © 2013 Pearson Education, Inc. All rights reserved. Making Connections: Creating a SynthesisOvercoming Limitations to Your FreedomIs heredity destiny?Confronting External ConstraintsConfronting Internal ConstraintsHow can personal freedom transcend physical limitations? © 2013 Pearson Education, Inc. All rights reserved. Thinking Philosophically © 2013 Pearson Education, Inc. All rights reserved. © 2013 Pearson Education, Inc. All rights reserved.