Normative Ethics and Sport: a Moral Manifesto
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Psychology and the Aims of Normative Ethics”
Regina A. Rini (forthcoming). “Psychology and the Aims of Normative Ethics”. To appear in Springer Handbook of Neuroethics (ed. J. Clausen and N. Levy). Psychology and the Aims of Normative Ethics Regina A. Rini University of Oxford [email protected] Abstract: This chapter discusses the philosophical relevance of empirical research on moral cognition. It distinguishes three central aims of normative ethical theory: understanding the nature of moral agency, identifying morally right actions, and determining the justification of moral beliefs. For each of these aims, the chapter considers and rejects arguments against employing cognitive scientific research in normative inquiry. It concludes by suggesting that, whichever of the central aims one begins from, normative ethics is improved by engaging with the science of moral cognition. Key words: is/ought gap, moral agency, moral intuition, moral philosophy, ought-implies- can I. Three Central Questions of Normative Ethics It is undeniable that the field of empirical moral psychology has grown dramatically in the last decade, with new experimental techniques allowing us unprecedented understanding of the causal and computational structures of the human moral faculty. Or, at least, it is undeniable that this research contributes to a descriptive project, one of better understanding the facts about who we are and how we think.1 But what might be denied is that these investigations have much to offer to normative ethics, a distinctively prescriptive sort of inquiry.2 The purpose of this chapter is to show why normative ethics - the study of 1 Although this chapter discusses quite a range of psychological findings, it is not intended to be a comprehensive overview of the empirical literature. -
DESCRIPTIVE ETHICS in the SUDAN: an EXAMPLE by TORENORD~NSTAM
DESCRIPTIVE ETHICS IN THE SUDAN: AN EXAMPLE by TORENORD~NSTAM The study of ethical beliefs in the Sudan is a fascinating and more or less unexplored field of research. The purpose of this paper is to give an introductory survey of some of the problems and possible lines of research \vithin this field. I shall first give a general outline of the nature of descriptive ethics, as I see it, then I shall highlight somc of the problems in the field by discussing onc particulnr exainple. Finally, I shall bricfly indicate why research of this nature is of speci~il importance in a developing country like the Sudan. The field of descriptive ethics Descriptive ethics can be defined as the description and analysis of the ethics of individuals and groups. Such a brief definition will introduce the nature of the field, but it certainly stands in need of further explanation. This applies partie- ularly to the key word in the definition, the term "ethics," which can be used in a variety of ways with more or less clear meanings. 1 propose to take the term "ethics" in a wide sense so that any view about what is right and wrong, good and bad, praiseworthy and blame~vorthywill count as a inoral vieu.. An individual's ethics is, then, the system comprising all his values and ideals, all his opinions about right and wrong conduct, all his beliefs about deserts and punishment, responsibility and free will, and so on. In short, an individual's ethics. in this sense, consists of his ideal of life: it is the sum total of his personality ideals, his social ideals, his political ideals, Iiis economic ideals, and so forth. -
Consequentialism and Moral Responsibility
Consequentialism and Moral Responsibility Draft of September 2015 Elinor Mason For Christian Seidel (ed.) Consequentialism: new directions, new problems? OUP, forthcoming. There are two different ways of thinking about the relationship between consequentialism and moral responsibility. First, we might think that consequentialism can give us an account of responsibility. I discuss this possibility briefly, and then set it aside. The other way of thinking about the relationship is the focus of this paper. The question that concerns me, is, to what extent is a normative theory, consequentialism in particular, constrained by requirements that stem from concerns about responsibility? 1. Consequentialist Accounts of Moral Responsibility J.J.C. Smart suggests that we can extend consequentialist reasoning about morality to reasoning about responsibility. One of the attractions of consequentialism is that it provides such a straightforward and attractive account of justification for our moral practices. Why do we pay our taxes, treat each other with respect, look after each other and so on? Because doing so has good consequences. However, this sort of justification, though very appealing when considering moral practice, becomes extremely counterintuitive in other sorts of case. For example, it seems obvious that justification for beliefs cannot be consequentialist. Beliefs must be justified in some way that relates to their truth, though of course there is disagreement about exactly what makes a belief justified. Similarly, so a familiar line of thought goes, whether or not someone is responsible for an act, or for anything else, cannot be determined by looking at the consequences of holding them responsible. The claim that 1 responsibility can be understood in a consequentialist way seems like a category mistake.1 Smart’s view might be correct that, insofar as praising and blaming are actions, consequentialists should take the value of the consequences of performing those acts as the relevant factor in deciding whether or not to perform them. -
Moral Relativism and Human Rights
Buffalo Human Rights Law Review Volume 13 Article 6 9-1-2007 Moral Relativism and Human Rights Torben Spaak Uppsala University Follow this and additional works at: https://digitalcommons.law.buffalo.edu/bhrlr Part of the Comparative and Foreign Law Commons, and the Human Rights Law Commons Recommended Citation Torben Spaak, Moral Relativism and Human Rights, 13 Buff. Hum. Rts. L. Rev. 73 (2007). Available at: https://digitalcommons.law.buffalo.edu/bhrlr/vol13/iss1/6 This Article is brought to you for free and open access by the Law Journals at Digital Commons @ University at Buffalo School of Law. It has been accepted for inclusion in Buffalo Human Rights Law Review by an authorized editor of Digital Commons @ University at Buffalo School of Law. For more information, please contact [email protected]. Moral Relativism and Human Rights Torben Spaak* 1. INTRODUCTION Politicians, human rights activists, scholars, and others disagree about whether human rights are universally true or valid or only true or valid relative to a given culture.1 Jack Donnelly, for example, defends (what he refers to as) the moral universality of human rights: If human rights are the rights one has simply because one is a human being, as they are usually thought to be, then they are held "universally," by all human beings. They also hold "universally" against all other persons and institutions. As the highest moral rights, they regulate the fundamental structures and practices of political life, and in ordinary cir- cumstances they take priority over other moral, legal, and political claims. These distinctions encompass what I call 2 the moral universality of human rights. -
New Mandates and Imperatives in the Revised ACA Code of Ethics David M
Archival Feature: 2008–2009 New Mandates and Imperatives in the Revised ACA Code of Ethics David M. Kaplan, Michael M. Kocet, R. Rocco Cottone, Harriet L. Glosoff, Judith G. Miranti, E. Christine Moll, John W. Bloom, Tammy B. Bringaze, Barbara Herlihy, Courtland C. Lee, and Vilia M. Tarvydas The first major revision of the ACA Code of Ethics in a decade occurred in late 2005, with the updated edition containing important new mandates and imperatives. This article provides interviews with members of the Ethics Revision Task Force that flesh out seminal changes in the revised ACA Code of Ethics in the areas of confidentiality, romantic and sexual interactions, dual relationships, end-of-life care for terminally ill clients, cultural sensitivity, diagnosis, interven- tions, practice termination, technology, and deceased clients. The ACA Code of Ethics (American Counseling Association sexual interactions, dual relationships, end-of-life care for [ACA], 2005; available at www.counseling.org) has a significant terminally ill clients, cultural sensitivity, diagnosis, interven- impact on the counseling profession. All ACA members are tions, practice termination, technology, and deceased clients. required to abide by the ethics code and over 20 state licensing The interviews were conducted in 2006 by David Kaplan, the boards use the ACA Code of Ethics as the basis for adjudicat- ACA Chief Professional Officer, with the members of the ing complaints of ethical violations (ACA, 2007, pp. 98–99). Ethics Revision Task Force previously listed. As a service to Because the ACA Code of Ethics is considered the standard for members, ACA ran the following columns consecutively in the profession, professional counselors can be held to the stan- Counseling Today in 2006 (available to ACA members online dards contained within by a court of law, regardless of whether at www.counseling.org.ethics). -
JOURNAL of MORAL PHILOSOPHY 3.1 (2006) Simon Caney, Justice
100 JOURNAL OF MORAL PHILOSOPHY 3.1 (2006) Simon Caney, Justice Beyond Borders: A Global Political Theory (Oxford: Oxford University Press, 2005), 330 pp. ISBN 019829350X (hbk). Hardback/Paperback. £30.00/–. In his very ambitious book, Justice Beyond Borders: A Global Political Theory, Simon Caney articulates an egalitarian brand of liberal cosmopolitanism. This cosmopolitan- ism is robust. It affirms that all persons have a fairly wide range of human rights and that all people have substantial duties in virtue of these rights. It also requires the construction of supra-state political institutions that enforce these rights, especially a purported right to a fair share under a scheme of international distributive justice. Finally (as if this were not enough), Caney puts his brand of cosmopolitanism to work to resolve many of our most pressing questions about just war theory and humanitarian intervention. Caney manages to cover this impressive swath of territory at a breezy pace by providing a great deal of summary and triangulation of many of the arguments (and the objections to these arguments) that have been produced by the leading scholars in the field of global justice. Caney ably represents these views and shows an impres- sive control over this literature. This feature of Justice Beyond Borders therefore makes it a fine (if not the finest) introduction for those students who are first coming into contact with problems of global justice. The book is broken into roughly three sections, each of which builds nicely on the arguments of the previous section(s). After a quick introductory chapter, the first section consists of Chapter 2, which contains arguments for universal moral principles and against moral relativism. -
The Approach to Global Ethic of Richard Rorty and Its Critique
Ars Vivendi Journal No. 6 (March 2014): 3-11 The Approach to Global Ethic of Richard Rorty and its Critique Akira ABE* *Eminent Associate Professor, Research Center for Ars Vivendi, Ritsumeikan University, Kyoto, Japan Introduction First of all, let me state my concerning global ethic: I think that global poverty should be eliminated. However, based on my understanding there are two differences between what I think and what the major proponents of global justice do concerning this issue. First, there is a difference of stance concerning evaluation or description. We can give two different negative evaluations or descriptions of people doing what is morally wrong. First, such persons are irrational. Second, such persons are heartless. I regard the former as a blame for their lack of understanding of the universal order of reason (i.e., the principle of justice) and the latter as a blame for their lack of sympathy for others’ pain. I assume that major proponents of global justice prefer the former (or at least, that they would not prefer the latter). I, however, prefer the latter. The reason is that the latter is probably more effective than the former in changing our moral behavior. Second, there is a difference in methodology relative to the fulfillment of global ethics. I do not necessarily adopt a causal approach to moral responsibility for world poverty as Thomas Pogge does. [1] In this paper, I try to show that we adequately have a moral motivation to help suffering people regardless of our moral responsibility. These opinions did not evolve as my original perspectives. -
Professional Ethics 1.9
CANDIDATE GUIDE PROFESSIONAL ETHICS OUTCOME 8 T ABLE OF CONTENTS PAGE NO. CANDIDATE INFORMATION 4 COMPETENCY STANDARD REQUIREMENTS 5 KEYS TO ICONS 6 GENERAL GUIDELINES 7 CANDIDATE SUPPORT 9 SECTION 1: AN INTRODUCTION TO THE CONCEPT OF ETHICS AND 10 ETHICAL BEHAVIOUR 1.1. What are Ethics? 1.2. Value Systems 1.3. A Brief History of Ethics 1.4. Ethics Definitions 1.5. Key Concepts 1.6. Ethics Alarms 1.7. Importance of Ethical Conduct in Business 1.8. Professional Ethics 1.9. Ethical Issues Facing Engineers 1.10. Code of Ethics 1.11. SAIMechE‟s Code of Conduct INITIAL TEST 2 SECTION 2: PRACTICAL ETHICAL DECISION MAKING MODEL AS 37 PER THE ASSESSMENT CRITERIA 2.1. Introduction 2.2. Steps in Ethical Decision Making STEP 1: Define the Ethical Problem STEP 2: Identify Affected Parties STEP 3: Explore Optional Solutions STEP 4: Evaluate Solutions STEP 5: Select and Justify a Solution ASSESSMENT TEST SECTION 3: GENERIC GUIDELINES: LEARNING OUTCOMES AND 57 ASSESSMENT CRITERIA ARE THE GUIDING PRINCIPLES OF PROFESSIONAL PRACTICE APPENDICES 59 REFERENCES 70 RECORDING OF REPORTS 73 ASSESSMENT PROCESS 74 3 CANDIDATE INFORMATION Details Please Complete details Name of candidate Name of supervisor Work Unit Name of mentor Date started Date of completion & Assessment 4 COMPETENCY STANDARD REQUIREMENTS (Direct extract from SAIMechE‟s Standard of Professional Competency (SPC)) LEARNING OUTCOME 8 Conduct his or her engineering activities ethically. Assessment Criteria: The candidate is expected to be sensitive to ethical issues and adopt a systematic approach to resolving these issues, typified by: 1. Identify the central ethical problem; 2. -
Normative and Descriptive Aspects of Management Education: Differentiation and Integration
Journal of Educational Issues ISSN 2377-2263 2015, Vol. 1, No. 1 Normative and Descriptive Aspects of Management Education: Differentiation and Integration Gavriel Meirovich (Corresponding author) Department of Management, Bertolon School of Business, Salem State University 352 Lafayette Street, Salem, MA 01930, United States Tel: 978-543-6948 Fax: 978-542-6027 E-mail: [email protected] Received: April 7, 2015 Accepted: May 27, 2015 Published: June 3, 2015 doi:10.5296/jei.v1i1.7395 URL: http://dx.doi.org/10.5296/jei.v1i1.7395 Abstract This study advocates strongly for clear differentiation and synthesis of descriptive and normative approaches in management education. There is a certain isolation of normative and descriptive theoretical frameworks presented in management courses. Normative frameworks in management explain how organizations should be managed, while descriptive frameworks show how they actually are managed. Significant portions of what we teach in the business curriculum are predominantly descriptive; other parts are mostly normative, or prescriptive. If these domains are not sufficiently connected, the relevance of both approaches diminishes. When one piece of material explains only the current reality without providing tools to improve it, while another piece prescribes steps for improvement that are not grounded in a particular context, students lose interest in both. The paper presents various modes of differentiation and integration between two realms and pertinent ways to recalibrate management courses. Keywords: Normative and descriptive framework, Differentiation, Integration 1. Introduction The purpose of business education is preparing future business professionals for successful careers and meaningful lives. The continued rise of its cost poses difficult questions about the relevance of contemporary business education in general and management education in particular. -
Analysis of the Language Used Within Codes of Ethical Conduct
Journal of Academic and Business Ethics Analysis of the language used within codes of ethical conduct Geoffrey George Melbourne Institute of Technology Asheley Jones Australian Computer Society Jack Harvey University of Ballarat ABSTRACT Codes of ethics are promulgated by a variety of organizations. Their intent is to provide a set of conventions or moral principles as guidelines to behaviour and conduct of respondents to such codes. This paper investigates the language used within such codes and seeks to establish if the language used is a factor that is likely to enhance adherence to a code. The language of the Code, APES110 Code of Ethics for Professional Accountants (2006) is analysed and the language of that Code is compared with alternative hypothetical “Codes” using language as the variable factor with a sample of graduate and undergraduate students in the United Kingdom and Australia. The results confirm that the choice of language within a “Code” is a variable which is likely to impact upon adherence to a “Code”. As a consequence, businesses and organizations promulgating codes of ethics could achieve higher rates of code compliance if the language of a code contained medium or high obligation language, (members will/must) as opposed to low obligation language, (members may/can). Keywords: accountancy, code of conduct, ethics, language Copyright statement: Authors retain the copyright to the manuscripts published in AABRI journals. Please see the AABRI Copyright Policy at http://www.aabri.com/copyright.html. Analysis of the language, page 1 Journal of Academic and Business Ethics INTRODUCTION This paper has its origins in the development and presentation of an Ethics program to graduate accounting students in Australia. -
Augustine's Ecclesiology and Its Development Between
AUGUSTINE’S ECCLESIOLOGY AND ITS DEVELOPMENT BETWEEN THE YEARS 354-387AD By PAUL C.V. VUNTARDE Submitted in accordance with the requirements for the degree of MAGISTER ARTIUM In the subject CHURCH HISTORY at the UNIVERSITY OF PRETORIA SUPERVISOR: PROF. J. VAN OORT CO-SUPERVISOR: PROF. G.A. DUNCAN NOVEMBER 2012 © University of Pretoria ii Summary This study aims to establish what Augustine’s ecclesiology was between 354-387AD and how his ecclesial thoughts developed during that period. Scholarship has tended to neglect the importance of this period in understanding Augustine’s ecclesiology as a coherent whole (Alexander 2008:21). Like Harrison (2007: 165-179) and Alexander (2008:18-21), this study establishes that Augustine’s early ecclesiology and its development is an essential lens to understanding Augustine’s later ecclesiology. The thesis statement, which yielded a positive result, is the defining features of Augustine’s ecclesiology were in place by 387AD. A chronological textual approach was used to establish whether the thesis was positive or negative. Primary and secondary sources were used where appropriate to determine Augustine’s ecclesiology. This study established the different phases of Augustine’s ecclesial growth, what the contents of his ecclesiology most likely was during these different phases, how his early ecclesial thoughts influenced his future ecclesial thoughts and what lessons can be learnt for the South African church context. iii Key Terms Catechumen- One who has submitted himself/herself to the process of Catholic instruction though not yet baptized. Christian- One who believes that only through Christ’s sacrifice is one saved from the consequences of sin and death. -
Evil Class Study Guide, Beta Test
A Liberal Religious Investigation of Evil “Doestoevski underlined the idea that evil is not just one more mystery. It is so central to our lives that if reason stumbles there, it must give way to faith. If you cannot understand why children are tortured, nothing else you understand really matters.” - Susan Neiman, Theology from a Fractured Vista Contents: • Class Expectations, Materials, and Purpose (2-4) • Some Definitions of Evil (4-6) • Bibliography (6-7) • Class One - “Why Study Evil?” (8-10) • Class Two - “Postmodernism and Evil - Studying Evil in the Liberal Religious Con- text” (11-14) • Class Three - “Two Foundational Religious Concerns: Evil and Theodicy, Evil and Freedom” (15-16) • Class Four- “Evil and Conscience, Evil and Intention” (17-18) • Class Five - “Evil as Hiding” (19-24) • Class Six - “Us and Them; Evil as Distance” (25-26) • Class Seven - “Conclusion: Personal Definitions and Commitments” (27-28) • Class Evaluation (29-30) !1 Class Expectations Participants in this class should expect to: -Be challenged by difficult material. -Cultivate a reflective attitude to ambiguity and/or unknowing, while searching for clarity. -Craft and re-work a personal definition of evil. -Examine evil from a variety of angles that all contribute to a liberal religious investiga- tion. -Participate at a high level to digest this complex material - attending as many sessions as possible, completing as many assignments as possible, and participating in small group and whole class discussions and experiences. Class Materials 1. This Study Guide 2. Lance Morrow’s Evil, an Investigation 3. The Class Reader Class Purpose Near the end of his life the reluctant leader, Moses, gave his people one last sermon.