This document discusses concepts related to society, values, rights, and laws. It defines society as a group of people in permanent or temporary associations organized for collective activities. It then examines the key elements of society, including territory, interaction, common values, and people. The document also discusses the rights and duties of citizens, different types of laws and their sources, and the importance of morality, discipline, and ideals in building a peaceful society that works for the common good.
Philosophical and ethical foundations of values is a topic from values education for education students, good motive, classification of act, law and its importance, different kinds of laws, human positive law, divine positive law, values on human acts, acts of man, kinds of human acts, elicited acts, commanded acts, classification of actions, moral actions, immoral actions, amoral actions
Phenomenology of values is a topic from values education for education students, characteristics of moral values, characteristics of values by scheler, other properties of values by t. andres, knowledge of values, kinds of values, 3 fundamental classification of values according to ancient philosophers, classification of values according to other authorities, classification of values according to nature of occurence, other classification of values, primary values, secondary values, moral or ethical values, religious values, cultural values, social values, human values, educational value, behavioral value, psychological value, political value, historical value, personal value, sociological value, cultural value, sentimental value, sensational value
Edukasyon sa Pagpapakatao - Module 6 (Karapatan at Tungkulin)ianpoblete13
Sa modyul na ito, ipinakikita ang mga karapatan at tungkulin mo bilang isang tao alinsunod sa mga nakasaad sa Universal Declaration of Human Rights and Responsibilities, nakaayon din sa Likas na Batas Moral.
Suriin na natin ang mga karapatan at tungkuling ito.
PAALALA: I-download muna ang slideshow upang mas maisapuso ang nilalaman nito.
Philosophical and ethical foundations of values is a topic from values education for education students, good motive, classification of act, law and its importance, different kinds of laws, human positive law, divine positive law, values on human acts, acts of man, kinds of human acts, elicited acts, commanded acts, classification of actions, moral actions, immoral actions, amoral actions
Phenomenology of values is a topic from values education for education students, characteristics of moral values, characteristics of values by scheler, other properties of values by t. andres, knowledge of values, kinds of values, 3 fundamental classification of values according to ancient philosophers, classification of values according to other authorities, classification of values according to nature of occurence, other classification of values, primary values, secondary values, moral or ethical values, religious values, cultural values, social values, human values, educational value, behavioral value, psychological value, political value, historical value, personal value, sociological value, cultural value, sentimental value, sensational value
Edukasyon sa Pagpapakatao - Module 6 (Karapatan at Tungkulin)ianpoblete13
Sa modyul na ito, ipinakikita ang mga karapatan at tungkulin mo bilang isang tao alinsunod sa mga nakasaad sa Universal Declaration of Human Rights and Responsibilities, nakaayon din sa Likas na Batas Moral.
Suriin na natin ang mga karapatan at tungkuling ito.
PAALALA: I-download muna ang slideshow upang mas maisapuso ang nilalaman nito.
file:///Users/shibinsun/Downloads/rc_pc_justpeace_doc_20060526_compendio-dott-soc_en.html
This is our primary source for Catholic Social Teaching. You will use CST in
conjunction with the textbook for your final paper. You will find relevant material in
chapters 4, 6, and 7, though you certainly need not read the entirety of each
section.
Key Principles of Catholic Social Teaching
Link to the Compendium of the Social Doctrine of the Church
Link to the Compendium of the Social Doctrine of the Church: http://www.vatican.va/roman_curia/pontifical_councils/justpeace/documents/rc_pc_justpeace_doc_20060526_compendio-dott-soc_en.html
1
Four Permanent Principles
Constitute the central character of CST
Dignity of the human person
Foundation of all other principles and entire content of CST
Common Good
Subsidiarity
Solidarity
Reciprocal, complimentary, and interrelated
There are four “permanent principles,” or foundational principles which constitute the central character of Catholic Social Teaching. First is the dignity of the human person. This first principle serves as the foundation of all other principles as well as the entire content of CST. The other three principles are the common good, subsidiarity, and solidarity.
It is important to note that the four permanent principles exist in a unity. We are morally compelled to appreciate the importance of these principles and to articulate them in such a way that we recognize the reciprocity, interrelatedness, and complementarities inherent to their structure. In other words, remove one of these four and you no longer have CST.
2
Human Dignity
Foundation of Catholic Social Teaching
Human life is sacred; made in the image of God; inherent dignity of the person
A just society cannot be achieved without respect for the dignity of the human person
See Compendium, Chapter 3
The concept of human dignity is the foundation of Catholic Social Teaching, and its basis is the idea that humans are created in the image and likeness of god. Human dignity is inherent and immeasurable regardless of any contingent factor we can think of, meaning that each and every human life is considered sacred. This includes a radical equality before god regardless of who you are, where you come from, and any other considerations.
The concept of human dignity is similar to the UN’s Declaration of Human Rights. The main difference is in the justification or foundation of the principles. Whereas the UN Declaration attempts to build upon the work of John Locke and Immanuel Kant, Catholic Social Teaching is based on Catholic doctrine and dogma. The question could be raised, does it matter what the foundation is? Michael Ignatieff argues in “Reimagining a global ethic” that we need not necessarily agree on the metaphysical underpinnings of a moral code in order to agree on what practical action is required.
3
The Common Good, Community, and Participation
Humans are social
We have responsibilities to contribute to ...
Kohlberg’s three level of moral development733swati
Pre Coventional Level
At this level the child is responsive to the cultural rules and labels of what is good and bad,right or wrong ,but he interprets the labels in terms of physical or hedonistic consequences of action(punishment,rewards or exchange of favours)or the physical power of those who enunciate the rules and labels.
This level is divided into three stages:-
Stage 1:Punishment or Obedience Orientation
The physical consequences of action determine its goodness or badness regardless of the human meaning or value of these consequences.
Avoidance of punishment are values in their own right ,not in terms of respect for an underlying moral order supported by punishment and authority (stage 4)
INTRODUCTION THINKING ETHICALLY A Framework for Moral Decisio.docxnormanibarber20063
INTRODUCTION:
THINKING ETHICALLY A Framework for Moral Decision Making
***This article updates several previous pieces from Issues in Ethics by Manuel Velasquez - Dirksen Professor of Business Ethics at Santa Clara University and former Center director - and Claire Andre, associate Center director. "Thinking Ethically" is based on a framework developed by the authors in collaboration with Center Director Thomas Shanks, S.J., Presidential Professor of Ethics and the Common Good Michael J. Meyer, and others. The framework is used as the basis for many programs and presentations at the Markkula Center for Applied Ethics.
TAKEN FROM: http://www.scu.edu/ethics/practicing/decision/framework.html
Moral issues greet us each morning in the newspaper, confront us in the memos on our desks, nag us from our children's soccer fields, and bid us good night on the evening news. We are bombarded daily with questions about the justice of our foreign policy, the morality of medical technologies that can prolong our lives, the rights of animals or perhaps the fairness of our children's teachers dealing with diverse students in their classrooms.
Dealing with these moral issues is often perplexing. How, exactly, should we think through an ethical issue? What questions should we ask? What factors should we consider?
WHAT IS ETHICS?
Simply stated, ethics refers to standards of behavior that tell us how human beings ought to act in the many situations in which they find themselves-as friends, parents, children, citizens, businesspeople, teachers, professionals, and so on.
According to The National Institute of Health: “Ethics seeks to determine what a person should do, or the best course of action, and provides reasons why. It also helps people decide how to behave and treat one another, and what kinds of communities would be good to live in.”
“Bioethics is a subfield of ethics that explores ethical questions related to the life sciences. Bioethical analysis helps people make decisions about their behavior and about policy questions that governments, organizations, and communities must face when they consider how best to use new biomedical knowledge and innovation”.
WHAT ETHICS IS NOT:
• Ethics is not the same as feelings. Feelings provide important information for our ethical choices. Some people have highly developed habits that make them feel bad when they do something wrong, but many people feel good even though they are doing something wrong. And often our feelings will tell us it is uncomfortable to do the right thing if it is hard.
Ethics is not religion. Many people are not religious, but ethics applies to everyone. Most religions do advocate high ethical standards but sometimes do not address all the types of problems we face.
• Ethics is not following the law. A good system of law does incorporate many ethical standards, but law can deviate from what is ethical. Law can become ethically corrupt, as some totalitarian regimes have made it..
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2. Society
- an enduring and cooperating social
group
- developed organized patterns of
relationships through interaction with
one another
- group of persons in permanent or not
permanent associations that are organized
for the collective activities performed by
each member.
SOCIETY: A PLACE OF BELONGINGNESS
AND FULFILLMENT
8. Rights
Rise from dignity as a human
person.
It is ethical or moral quality.
RIGHTS AND DUTIES OF A RESPONSIBLE
CITIZEN
9. Moral obligation to do good toward
oneself and others to avoid anything that
could harm them.
It is the duty of man to protect the rights
and uphold dignity of each fellow human
being.
10. 1. Right to free education (at least elementary and
secondary)
2. Right to express one’s opinion
3. Right to form organizations
4. Right to due process of law
5. Right to choose one’s religion
6. Right to have a peaceful and orderly environment
7. Right to own property
8. Right to have an orderly and decent means of living
Responsible citizens value not only their rights, but
also other people’s right.
RIGHTS OF THE FILIPINO CITIZENS
11. The right to life
The right to liberty
The right to truth
The right to live socially
The right of authority
The right of property
The to duties
RIGHTS AND DUTIES COMMON TO ALL
MANKIND
12. Three basic human rights:
Right to life/live – has the right not to be
killed by another human being
Right to have dignity and value – the right
to be respected as a unique
individual
Right to become productive – right to
develop oneself in order to become
more effective and efficient member
of the society.
UPHOLDING HUMAN RIGHTS
13. “Man by nature is a subject not only to
physical laws, but also to the moral law.”
Norms – any standard or rule that states
what human beings should or should not
think, say, or under a given
circumstances.
MORAL AND LEGAL DIMENSIONS
15. Ordinarily used as equivalent terms.
Traditional manners, customs, habits, or
character of a community or group based
on the group’s standards o norms.
It is sometimes called “system values”
Determines what is considered good,
right, or the proper way of living, acting,
or doing.
ETHICS AND MORAL
16. According to Saint Thomas Aquinas, “An
ordinance of reason promulgated by him
who has charge of the community, for
the common good.”
It must have been created for the
particular purpose.
LAW
17. Divine law comes from God directly
and according to its particular form:
Eternal law
Natural law (physical and moral)
Divine positive law
SOURCE OF LAW
18. “Dive reason itself, directing the action of will,
whereby God wishes that all things should
direct their actions according to the reason
and to their proper end.”
Every creation of God justifies its own
existence, and there is nothing in this world
that exist which is absolutely useless.
ETERNAL LAW
19. Governs all things of nature,
irrational creatures, and also the
physical nature of a person.
Reason discovers these laws by
observation, experiment, and
induction.
PHYSICAL LAW
20. It is an external law which applies to
an individual as a rational being and
is imprinted in her/his conscience.
The natural moral law is expressed
in the ten commandments.
MORAL LAW
21. Positive law applies to people only and may
emanate either from God, or from an
authorized human legislator.
Human positive law, made by persons applied
to a particular needs which may be changed
according to the needs of the times and are
binding only insofar as they are not opposed
to the natural moral law.
POSITIVE LAW
22. Aspect of life which has something to do with
the rightness or wrongness, or the goodness
or viciousness of human action.
It is important that we become prudent in
making decisions.
Equally important as well is the fact that one’s
decision is confirmed in prayers.
MORALITY
23. What would happen if
there were no laws
imposed upon men?
OBEYING LAWS: THE KEY TO A PEACEFUL
SOCIETY
24. a body of rules established
by custom or treaty and
recognized by nations as
binding in their relations
with one another.
INTERNATIONAL LAW
25. Norms and behavior are developed in our family.
It refers to the trainings or experiences that a person
undergoes to correct, mold, strengthen, or perfect
ones character.
It should be manifested not only in our actions, but
also in thoughts and words.
A disciplined person is God-fearing.
Discipline is being able to subject oneself to rule and
authority.
Let us always be disciples of supreme authority.
DISCIPLINE BEGINS WITH ME
31. Plurality of persons
Community’s aim for the
common good
Stability of bond
Cooperation of effort
Authority
“SOCIETY” ESSENTIAL ELEMENTS
COMMON TO ALL:
32. “the maintenance of peace and
order, the protection of life,
liberty, and property, and the
promotion of the general welfare
are essential for the enjoyment by
all the people of the bleesing of
democracy”
SEC. 5 ARTICLE II
33. Stereotyping- Parts of any
culture are the beliefs and
perceptions that are attached
to persons which in one way or
another influence the behavior
of its members.
MY ROLE IN THE PROGRESS OF SOCIETY
34. Ilocanos are stingy
Visayans are laid back
Pampangueños are flamboyant
Warays are quarrelsome
Old people refuse to learn new
things
Poor people wait for the government
grants or dole rather than work.
EXAMPLES
