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What is right and wrong? This question that has been asked throughout history all over the world that perplexes society even today. Many philosophers have attempted to answer this question, but it is hard to make out what the right answer would be or even if it can be answered. Who would be able to tell? That’s why we as individuals must make up our own minds on what is right or wrong. We can only hope to find our own moral path. Though it is up to us we can take a look at philosophers of the past to be a guiding hand at times. One philosopher that gave a very sound explanation of morals is the Greek Aristotle who was a pioneer in a way in explaining how exactly one can be a moral person. Aristotle had a theory known as the Virtue Ethics. The Virtue Ethics provided a list of qualities that summed up what was considered virtuous, moral person. For someone to be a moral, ethical person they must have courage, temperance, liberality, magnificence, magnanimity, reasonable ambition, patience, truthfulness, wittiness, friendliness, modesty, and righteous indignation. If a person can manage to have all of these virtues they are considered moral. It is something that requires balance, however, because having too much or too little of these qualities are considered immoral. This theory revolves around specific characteristics of a person as well as an idea of balance. One weakness though is a person can stay within the guidelines of the Virtue Ethics and still commit immoral acts also this falls upon a personal interpretation. Shooting someone in the face might seem courageous to some but cowardly to others given the situation Another philosopher who tackled the question of moral right and wrong was Hume who developed the theo... ... middle of paper ... ... any contradiction. I would sleep soundly at night if I hit a button making everyone live by those standards including myself. It has a great moral outline that I personally find myself wishing I were more like so it is the best one for me. Even with all this knowledge it is still impossible to tell what truly is right or wrong. For centuries humans have pondered this and it at times seems we are no closer to the answer than we were the first time it was asked. It is up to each individual person to find the best way they can live and live it. No one is perfect and no two people are alike so the only way we as people can get close to true morality is to just be the best person we can be and hope everyone else decides to do the same. It sounds cheesy, but it really is the only way this world can get close to having true morals and understanding right and wrong.
Morals. Right and wrong. This is what we as everyday human beings struggle with every day. And we aren’t the only ones. Modern day philosophers study this day in and day out, especially those who study metaethics. Metaethics is the study of the foundation of ethics, what it means to be moral. Within metaethics there are three main moral beliefs that are constantly being debated between; moral realism, moral relativism, and moral skepticism. I believe that moral skepticism is the most reasonable standpoint on morality because while morals do exist, they are completely subjective. A person 's sense of morality depends on how they were raised, what they were taught to believe, who they surround themselves with and their personal experiences. After
How is something known as morally right or morally wrong? People generally know the difference between right and wrong. However, what is it that makes it so? According to some it is the Divine Command Theory. The divine command theory is a meta-ethical theory of rightness and wrongness. For example, A is morally right because God commands or approves of it and A is morally wrong because God forbids and disapproves of it. The argument that will be put forth is that divine command theory is false because issues that are considered morally wrong can be considered right if God commands it and since there is no correct religion then divine command theory cannot be true.
Philosophy is derived from Ancient Greek as “philosophia” which means “love of wisdom” (Liddell). In Western Philosophy, there are two predominant schools of ethical thought and these are: categorical moral imperative and consequentialism. In this essay, some background descriptions on each theory are provided, and I will provide justifications for using categorical moral imperatives.
Normative ethics have received much praise and criticism from well-respected philosophers for many years. Structured by Immanuel Kant, arguably one of the greatest minds in history, Kantian ethics have changed the way people look at what truly makes an action “right.” Kant believed that developing a moral system that was consistent and based entirely on reason was achievable. He urged ethics that are knowable without reference to sense experience, or as he calls “a priori” claims, because they are universal and binding. Kant argued that it is impossible to ground ethics on religion. Instead, he turned to a vague sense of natural law and states that rules exist to rational beings, whether on this universe or any other, simply because they are rational beings.
In book one, the first idea that is discussed is the issue of what is considered right and wrong and it's meaning in the universe we live in. In our every day lives there are occasions that arise when we must decipher between what is right and wrong, but where did these rules or laws to follow come about from? In a situation where there are two people quarrelling on a specific matter, how can one know for sure which of the two is right or wrong...
What makes actions right? For some philosophers it is their consequences, like the pleasure or happiness that they produce. However for a deontologist like Immanuel Kant, rightness is the action itself and the obligation to perform it. His ethics is a theory of how a person should act, the actual action and morality of the action. It entails that as long as a person acts in a moral way then the consequences of the actions do not matter. “For Kant, doing the right thing is not a matter of one’s character or disposition or circumstance – all of which are or might be beyond one’s control. Instead, it is the matter of duty, acting out of respect for the moral law.” (Stangroom, J. & Garvey, J. 2005, p.79) Moral Laws are a system of guidelines for controlling human behaviour; like society laws. The Ten Commandments set by Moses are moral laws with the commands of a divine being, moral laws can be a set of universal rules that everyone should abide by. Kant argues that: “The moral law cannot be hypothetical in nature, cannot be of the form, ‘if you want such and such, do so...
There are many essays, papers and books written on the concept of right and wrong. Philosophers have theorized about moral actions for eons, one such philosopher is John Stuart Mill. In his book Utilitarianism he tries to improve on the theories of utilitarianism from previous philosophers, as he is a strong believer himself in the theory. In Mill's book he presents the ideology that there is another branch on the utilitarian tree. This branch being called rule-utilitarianism. Mill makes a distinction between two different types of utilitarianism; act-utilitarianism and rule-utilitarianism. Rule-utilitarianism seems like a major advance over the simple theory of act-utilitarianism. But for all its added complexity, it may not actually be a significant improvement. This is proven when looking at the flaws in act-utilitarianism and relating them to the ways in which rule-utilitarianism tries to overcome them. As well one must look at the obstacles that rule-utilitarianism has on it's own as a theory. The problems of both act and rule utilitarianism consist of being too permissive and being able to justify any crime, not being able to predict the outcomes of one's actions, non-universality and the lose of freewill.
Ethics is a branch of philosophy that deals with the moral principles and values that govern our behavior as human beings. It is important in the human experience that we are able to grasp the idea of our own ethical code in order to become the most sensible human beings. But in that process, can ethics be taught to us? Or later in a person’s life, can he or she teach ethics the way they learned it? It is a unique and challenging concept because it is difficult to attempt to answer that question objectively because everybody has his or her own sense of morality. And at the same time, another person could have a completely different set of morals. Depending on the state of the person’s life and how they have morally developed vary from one human
Nothing in the world is completely wrong or, for that matter, completely right. While it may seem that in any given situation, there are only two outcomes, a right solution or a wrong solution, that doesn’t always mean the right one is obvious or even “right” at all. Instead, right and wrong are not absolutes that are applicable to every situation. In other words, not every wrong is equal. It is in fact possible for one thing to be more wrong than another. Isaac Asimov’s “The Relativity of Wrong” offers an insight to what makes something more wrong than something else. He explains in his essay that a common misconception exists in the belief that if something isn’t completely right, then it is wrong. Asimov debunks this belief by explaining
Morals are standards of behavior or beliefs concerning what is and is not acceptable for people to be doing. Without morals, there is no "right or wrong",
Mark Twain once said, “Always do what is right. It will gratify half of mankind and astound the other.” Is there a solidified definition of what is right though? We enforce rules and laws, but that doesn’t mean they’re always fair or ethical. Our morals decide what we believe is just. We can judge the morals of people and even fictional characters using what is known as “Kohlberg’s theory of moral development.” This theory rates morals on a scale from 0-6 starting at stage 0 where those who are amoral stand. The scale is complete at the highest level of morality during stage 6 where those with ethical principle are placed. If I were to place myself on this scale I would be midway through the stages at stage three, “Interpersonal Concordance.” This stage falls at the beginning of what Kohlberg describes as “Conventional Moral Development.” There are three characteristics Kohlberg lists that solidify my choice of placing myself on stage three. One of these states that having the approval of others and pleasing a certain group of people have become important to you. The second states that you are able to not be biased or judging of the situation someone is in and you can put yourself in their shoes or mindset to better understand. The last trait of someone in this stage would be having the ability to know when someone means well and they are just unable to show that to you with either their words or actions.
In the present world we’re often taught key principles in order to live a flourishing life. Young children especially are often reared in school to become successful, and be the best they can be; and be a good person. We pose the question what does it mean to be a good person? According to Jacques Thiroux & Keith Krasemann mentions, when individuals apply these virtuous behaviors into their daily lives it promotes a decent human being (Thiroux & Krasemann, pg 78). This paper will examine the argument how having virtues can promote a balance in today’s society, and how this virtue ethics can also pose a problem.
One of the most notorious saying we grow up to know and embody is one that concerns are greatest possession, are family. “Family comes first no matter what, because at the end of the day they are the ones who are always there”. To most this is means to do anything possible to provide and protect our loved ones. If thrown into a situation, could you practice what you preach?! Society has guided us to believe that stealing is wrong but when placed in the footsteps, could one think differently. For every situation moral theories is used as to explain rather an action was right or wrong. It is depicted as being wrong in society but society never thinks about the normal people and their life. Society believes stealing bread to feed a starving family is wrong and immoral, as they look at as the concept of stealing, not the bigger picture. Normal people see it as a means of supporting as they are the ones in the footsteps being walked. For this reason stealing bread to feed your starving family is moral.
When asked what is the definition of ethics, many responded that being moral meant doing the right thing. But how can we justify what is a good action and what is a bad action? All humans were created equal, but our principles, and ways of thinking can be extremely different. Some may say doing the right thing means following your heart, your inner feelings and intuition. But emotions can be misleading. Others say in order to do what is the morally right thing means to follow the law and do what is right by society, to be accepted. But today’s society is judgmental and can be corrupted with numerous opinions due to the diversity of cultures. So what does it mean to be ethical? Being ethical means doing what is right in terms of virtues, fairness, duties, responsibilities, obligations, and moral believes all which derived from cultures and family backgrounds.
The concept of morality differs for every individual. Morality is one 's concept of right and wrong as defined by the individual 's society, family, religion, ethnicity and even gender. It is also subject to the individual 's interpretation and experience. This lends credence to the idea that no one 's morality is exactly the same. The next logical question to answer would be how does one develop their morality? Developmental behaviorist such as Piaget and Kohlberg developed theories for this moral development and how it progresses from childhood into adulthood (Barsky, 2010). Kohlberg 's theory centers around three levels of growth: preconventional reasoning, conventional reasoning, and postconventional reasoning. The levels progress from