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Ethical issues in teaching
Morality theory research paper
Ethical issues in teaching
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Philosophical musings on the nature of morality are often expressed by thinkers who focus on human nature. Among the factors which determine human behaviour, a moral analysis of the concepts of right and wrong is often prominent. In investigating human behaviour through the relationship between reflection and action, this morality is often observed. Therefore, in the course currently entitled Human Sciences 101: Reflection and Action, both phiolosophy and morality are key themes. However, the calendar description for the course is as follows, “What is the relationship between thinking and action? Do they pull us in different directions? Can they be integrated? This course investigates how our own dialogue with core texts, from antiquity (e.g., Homer, Plato, Christian Scriptures) to the present (e.g., Joyce, Arendt), offers ways of understanding the dilemmas and issues raised by these texts and present in our culture” (Waterloo 2013). The description lacks a mention of the philosophical concepts of morality within the course's content. One of the core texts of the course where morality can be seen is Saint Augustine's Confessions, where Augustine explores a theological philosophy. The theme of morality is also seen in René Descartes' Discourse on Method and Related Writings, where Descartes proposes a scientific moral philosophy. Hannah Arendt's Eichmann in Jerusalem also explores morality through a philosophical examination of the relationship between thinking and committing evil. Therefore, the writings of Augustine, Descartes and Arendt each exhibit a philosophical perspective on morality which can be tied to the course's central theme of reflection and action. [END OF INTRODUCTION]
[AUGUSTINE START] In Confessions, Saint Augus...
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... this by also stipulating that acting reasonably leads to becoming as morally good as one's potential allows, by gaining all virtues one is capable of attaining. Therefore, it can be said that the ultimate purpose for reason in Descartes' moral philosophy is achieving virtue. Leading up to virtue, the process of judgement requires reflection, while the will requires action. This is due to the fact that judgement includes internal reflection on facts and concepts in order to form a judgement on them. The will, while formed by the judgement, in itself is usually connected to action because it is controls it. Thus, according to Descartes' moral philosophy, a scientific method can be seen where one thing follows another. Reflection is needed in order to form a judgement, which in turn influences the will, which prescribes whether or not to an action is to be carried out.
Morality derives from the Latin moralitas meaning, “manner, character, or proper behavior.” In light of this translation, the definition invites the question of what composes “proper behavior” and who defines morality through these behaviors, whether that be God, humanity, or an amalgamation of both. Socrates confronted the moral dilemma in his discourses millennia ago, Plato refined his concepts in his Republic, and leaders such as Mahatma Gandhi would commit their life work to defining and applying the term to political reform. Finally, after so many years, Martin Luther King’s “A Letter from Birmingham Jail” reaches a consensus on the definition of morality, one that weighs the concepts of justice and injustice to describe morality as the
Cahn, Steven M. and Peter Markie, Ethics: History, Theory and Contemporary Issues. 4th Edition. New York: Oxford University Press, 2009.
So we want to do right but we make our choices on the knowledge that we have at that very moment. I think Descartes is saying that if we had more knowledge at that very moment when we have the choice to do better that we would choose better. We also have the freedom at any time to gain more knowledge and it is a choice or “free will” to learn so that when it is time we will know the right choice to make. Descartes states, so what then is the source of my mistakes? It must be simply this: the scope of the will is wider than that of the intellect; but instead of restricting it within the same limits, I extend its use to matters which I do not understand.” Descartes broke it down into simple pieces the mind, his body parts, his senses only dealing with facts and still proving that all of those things lead to God and it is not God who drives us to sin it is our knowledge and free will that causes our
In order to become a well rounded individual you must be aware of the moral problems in society and be able to evaluate them. Respectively, this class has allowed me to do so, through readings and videos, providing my own insight on many moral issues. This class has shown me there are many different interpretations to right and wrong, and hard evidence must be agued to be persuasive. Throughout the course of this class we looked into multiple philosophers such as Kant, Aristotle, and Sandel, a professor at Harvard.
Although philosophy rarely alters its direction and mood with sudden swings, there are times when its new concerns and emphases clearly separate it from its immediate past. Such was the case with seventeenth-century Continental rationalism, whose founder was Rene Descartes and whose new program initiated what is called modern philosophy. In a sense, much of what the Continental rationalists set out to do had already been attempted by the medieval philosophers and by Bacon and Hobbes. But Descartes and Leibniz fashioned a new ideal for philosophy. Influenced by the progress and success of science and mathematics, their new program was an attempt to provide philosophy with the exactness of mathematics. They set out to formulate clear and rational principles that could be organized into a system of truths from which accurate information about the world could be deduced. Their emphasis was upon the rational ability of the human mind, which they now considered the source of truth both about man and about the world. Even though they did not reject the claims of religion, they did consider philosophical reasoning something different than supernatural revelation. They saw little value in feeling and enthusiasm as means for discovering truth, but they did believe that the mind of an individual is structured in such a way that simply by operating according to the appropriate method it can discover the nature of the universe. The rationalists assumed that what they could think clearly with their minds did in fact exist in the world outside their minds. Descartes and Leibniz even argued that certain ideas are innate in the human mind, that, given the proper occasion, experience would cause...
Thiroux, Jacques P., and Keith W. Krasemann. Ethics: Theory and Practice. Upper Saddle River, NJ: Prentice Hall, 2009. Print.
The teaching of Descartes has influenced many minds since his writings. Descartes' belief that clear and distinct perceptions come from the intellect and not the senses was critical to his ultimate goal in Meditations on First Philosophy, for now he has successfully created a foundation of true and certain facts on which to base a sold, scientific belief structure. He has proven himself to exist in some form, to think and therefore feel, and explains how he knows objects or concepts to be real.
Each individual’s ethics and beliefs are founded on their personal lifestyle and opinions. However, opinions are not always correct and acute scrutiny of such serves to classify opinions as unreliable or viable. Ruggiero once again explains how opinions in moral debates are often far more intricate than they seem: “Questions of right and wrong are presumed to be completely subjective and personal. According to this notion, if you believe a particular behavior is immoral and I believe it is moral, even noble, we are both right. Your view is “right for you” and mine is “right for me.” This popular perspective may seem eminently sensible and broadminded, but it is utterly shallow. Almost every day, situations arise that require reasonable people to violate it. (61-62)”. Following this statement, numerous examples of scenarios are given, such as how pedophilia is against the law, yet the accused may believe that their acts are moral in their own standards. Morality and ethics are a gray area in which standards vary for each individual. Some are more problematic than others, but in a class where ideas among peers are shared and discussed, students will able to make sound judgement and draw their own conclusions in what most believe to be the correct ethical
Rosenstand, Nina. The Moral of the Story: An Introduction to Ethics, 6th Edition. McGraw-Hill Higher Education/CourseSmart, 2008. 241. Online book.
In the field of philosophy there can be numerous answers to a general question, depending on a particular philosopher's views on the subject. Often times an answer is left undetermined. In the broad sense of the word and also stated in the dictionary philosophy can be described as the pursuit of human knowledge and human values. There are many different people with many different theories of knowledge. Two of these people, also philosophers, in which this paper will go into depth about are Descartes and Plato. Descartes' Meditations on First Philosophy and Plato's The Republic are the topics that are going to be discussed in this paper.
‘Kantian Ethics’ in [EBQ] James P Sterba (ed) Ethics: the Big Questions, Oxford: Blackwell Publishers, 1998, 185-198. 2) Kant, Immanuel. ‘Morality and Rationality’ in [MPS] 410-429. 3) Rachel, James. The Elements of Moral Philosophy, fourth edition. New York: McGraw-Hill, 2003.
Harman, G. (2000). Is there a single true morality?. Explaining value and other essays in moral philosophy (pp. 77-99). Oxford: Clarendon Press ;.
...ll true knowledge is solely knowledge of the self, its existence, and relation to reality. René Descartes' approach to the theory of knowledge plays a prominent role in shaping the agenda of early modern philosophy. It continues to affect (some would say "infect") the way problems in epistemology are conceived today. Students of philosophy (in his own day, and in the history since) have found the distinctive features of his epistemology to be at once attractive and troubling; features such as the emphasis on method, the role of epistemic foundations, the conception of the doubtful as contrasting with the warranted, the skeptical arguments of the First Meditation, and the cogito ergo sum--to mention just a few that we shall consider. Depending on context, Descartes thinks that different standards of warrant are appropriate. The context for which he is most famous, and on which the present treatment will focus, is that of investigating First Philosophy. The first-ness of First Philosophy is (as Descartes conceives it) one of epistemic priority, referring to the matters one must "first" confront if one is to succeed in acquiring systematic and expansive knowledge.
Arthur, John, and Scalet, Steven, eds. Morality and Moral Controversies: Readings in Moral, Social, and Political Philosophy. Upper Saddle River, NJ: Pearson Prentice Hall. Eighth Edition, 2009.
In René Descartes autobiographical book, Discourse on Method, he discusses an exceptionally insightful method in regards to reasoning he maliciously thought of during his life and how it has made great discoveries in the fields of math and sciences. After finishing the book, one passage in particular stuck out to me among all the others. In Part Three of his book, he conceives a four maxim moral code he uses as a model for his behavior. The second maxim was the one that sparked the most intrigue in me, it is about how he “was to be as firm and resolute in my actions as I could” (Descartes, 14). The reason I found this passage to be interesting is because he wishes to always be very sure about each choice he makes because it eliminates the delay and doubt that our conscience produces while making decisions.