Environmental Ethics − Professional Issues Based On: Lawrence M
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Benevolence, Utility, and Self-Love in Hobbes and Hume Jenna Kreyche
Stance | Volume 4 | 2011 How We Are Moral: Benevolence, Utility, and Self-Love in Hobbes and Hume Jenna Kreyche ABSTRACT: In this paper, I reconstruct Hobbes’ theory of self-love. I then examine Hume’s arguments that (i) self-love does not properly account for moral behavior and (ii) self-love is unnecessary for moral theory. I ar- gue that Hobbesian self-love can account for both of Hume’s objections. Further, I use an analysis of Hobbes’ Deliberation to show, contra Hume, that self-love does not entail a lack of intention in moral action. A Brief Overview Of Hume’s Moral Philosophy David Hume grounds his moral theory in the benevolent nature of humans, which he supports with an argument against the theory of self-love. Self- love, which can also be referred to as psychological egoism,1 “accounts for every moral sentiment by the principle of self-love,” or the ultimate concern with one’s own happiness and preservation.2 His moral theory is based on utility, which means that all social virtues are defined by their usefulness 1. Hume uses the term “self-love” in writing, but for the purposes of this paper I will use the syn- onymic term “psychological egoism” interchangeably with self-love. 2. David Hume, An Enquiry Concerning the Principles of Morals, Ed. Tom L. Beauchamp, (New York: Oxford University Press, 1998): 109. 27 How We Are Moral to the individual or the society. Hume posited that morality is determined by man’s naturally occurring sentiments rather than reason because pleas- ant sentiments indicate traits that are useful, such as prudence, courage, kindness, and honesty.3 These virtues inspire “our approbation and good- will” because they “contribute to the happiness of society.”4 However, our approval of these virtues, and in turn our concern with the welfare of soci- ety, is motivated by benevolence because the “principles of humanity and sympathy enter so deeply into all our sentiments.”5 In other words, man values and praises what is beneficial to him and his fellow men because of his love for humanity. -
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. -
Selfish Genes and Social Darwinism
Selfish Genes and Social Darwinism MARY MIDGLEY Exchanging views in Philosophy with a two-year time-lag is getting rather like conversation with the Andromeda Nebula. I am distressed that my reply to Messrs Mackie and Dawkins, explaining what made me write so crossly about The Selfish Gene, has been so long delayed.1 Mr Mackie's sudden death in December i98i adds a further dimension to this distress. Apology is due, not only for the delay but for the impatient tone of my article. One should not lose one's temper, and doing so always makes for confused argument. My basic objections remain. But I certainly ought to have expressed them more clearly and temperately. This reply must, I think, concentrate simply on explaining the background of reasons why these objections matter. I shall have very little to say directly about Mackie's argument, since it was chiefly just a very fair and sympathetic exposition of Dawkin's views. Mackie himself drew only very modest conclusions from them, and avoided the excesses of psychological egoism, as of course he also does in his own book. But this still leaves two serious worries. In the first place I do not think that The Selfish Gene itself, on any natural interpretation, does avoid those excesses. In the second, even when modestly interpreted, I think it is far too one-sided a book to be picked out and used in isolation for the re-education of moral philosophy in the biological facts of life. My own central philosophic concern-which I think Dawkins shares- is to make possible a more realistic attitude about the place of Homo sapiens in the world. -
Egoism and Altruism: the “Antagonists” Or the “Brothers”?
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by InfinityPress Journal of Studies in Social Sciences ISSN 2201-4624 Volume 7, Number 2, 2014, 164-188 Egoism and Altruism: the “Antagonists” or the “Brothers”? Levit L. Z., Ph. D. The Centre for Psychological Health and Education, Minsk, Belarus Abstract. The article under consideration deals with the theoretical analysis and the practical research of the ratio between the two notions: egoism and altruism. The author shows the inadequacy of the one-sided, morally loaded interpretations of both terms. The scores of two ESM-investigations mostly show the positive correlation between the “egoism” and the “altruism” scales in a person’s everyday activity. The results obtained give the opportunity to replace the inadequate view on egoism and altruism as opposites by a more appropriate metaphor of the older and the younger brother. Such an approach removes the idea of antagonism which is usually ascribed to the egoism-altruism interrelation. Key words: egoism, altruism, meaning, happiness, personal uniqueness, positive psychology. © Copyright 2014 the authors. 164 Journal of Studies in Social Sciences 165 Person-oriented conception of happiness: introduction and the brief explanation. In the years 2006 – 2012 the author (Leonid Levit) elaborated a synthesizing conception of self-realization and happiness, which is based on the ideas of the systemic approach and combines biological, psychological, social and spiritual (the highest) levels of individual life and activity. The results of our seven-year work on the problem are summarized in five monographs (Levit, 2010; 2011a; 2011c; 2012 a; 2013 c) and articles (Levit, 2009; 2011 b, 2012 b, 2012 c; 2013 a; 2013 b; 2013 e; Levit, Radchikova, 2012 a). -
Ethical Theory and Sexual Ethics
Ethical Theory and Sexual Ethics Ideas about ethics, and what counts as an ethical choice, have seen rapid change. This set of notes will suggest that there is a movement towards an evolutionary understanding of morality and outline what that emergent framework is beginning to look like for human sexual relationships. Western culture carries the last vestiges of a religious framework but increasingly there is broad acceptance of the view that Laws and morality are a human construct. Utilitarian frameworks are well established and provide a secular mechanism for moral decision-making. Utilitarianism Utilitarian frameworks all argue that morality is a rational activity and can be calculated. All maintain that the morally right course of action is that which leads to the greatest good for the greatest number. For Bentham, like Epicurus, the good is defined by actions that maximize the quantity of pleasure and minimize the quantity of pain. While Mill and Singer make minor adjustments to this they agree that morality depends on the accurate prediction of consequences, and that the end justifies the means. Morality can be, and should be, calculated and all people involved count equally for the purpose of the calculation. Bentham and Mill recommend that we pursue our natural inclinations towards pleasure (and against pain) and that this is where morality lies. In a number of ways the recommendations that flow from this ethical framework cohere with the values of the Christian civilisation from which it emerged. The desirability of ultimate and equal respect for persons is at the heart of the Gospel message. -
Ethical Egoism
Handout 5: Ethical Egoism 1. Ethical Egoism One common assumption is that the interests, needs, and happiness of other people should factor in our moral evaluation of things. If we accept this assumption, we think that our moral evaluation of an action involves balancing our self-interest against that of others. What is morally right or wrong depends not only on how some action impacts us, but also how it affects others. Ethical egoism is the theory that this common assumption is false; each person ought to pursue his/her interests over and above the interests of others. In other words, ethical egoism states that (i) there are objective moral facts and (ii) an action is morally good if and only if it promotes my personal happiness and it is morally wrong if and only if that action hinders my personal happiness. For the egoist, happiness is regarded as ultimate & intrinsically valuable insofar as it is pursued for its own sake and not for the sake of something else. Misconception #1: A person is selfish if and only if he/she pursues his/her own interests without regard to the interests of others. EE does not say to be selfish in this way. Furthering your own interests and happiness often depends upon furthering the interests of others. If you are an egoist, the happiness of other people matters but only insofar as it factors into promoting your own happiness, e.g. helping a friend so that your life is better. Misconception #2: EE does not say that you should pursue only your basest, immediate, and most sensual wants and desires. -
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. -
Normative Ethics
Normative ethics From Wikipedia, the free encyclopedia Normative ethics is the new "it" branch of philosophical ethics concerned with Ethics classifying actions as right and wrong. Theoretical Normative ethics attempts to develop a set of rules governing human conduct, Meta-ethics or a set of norms for action. It deals with what people should believe to be right Normative · Descriptive Consequentialism and wrong, as distinct from descriptive ethics, which deals with what people do Deontology believe to be right and wrong. Hence, normative ethics is sometimes said to be Virtue ethics prescriptive, rather than descriptive. Ethics of care Good and evil · Morality Moreover, because it examines standards for the rightness and wrongness of actions, normative ethics is distinct from meta-ethics, which studies the nature Applied of moral statements, and from applied ethics, which places normative rules in practical contexts. Bioethics · Medical Engineering · Environmental Human rights · Animal rights Normative ethical theories Legal · Media Business · Marketing Consequentialism (Teleology) argues that the morality of an action is Religion · War contingent on the action's outcome or result. Some consequentialist theories include: Core issues Utilitarianism, which holds that an action is right if it leads to the most value for the greatest number of people (Maximizes value for Justice · Value all people). Right · Duty · Virtue Egoism, the belief that the moral person is the self-interested Equality · Freedom · Trust person, holds that an action is right if it maximizes good for the Free will · Consent self. Moral responsibility Deontology argues that decisions should be made considering the factors Key thinkers of one's duties and other's rights. -
(3 Credit Hours) Course Description: a Study of the Moral Principl
PHILIOSOPHY 320 ETHICS BULLETIN INFORMATION PHIL 320 - Ethics (3 credit hours) Course Description: A study of the moral principles of conduct and the basic concepts underlying these principles, such as good, evil, right, wrong, justice, value, duty, and obligation. The ethical works of influential philosophers are analyzed in terms of these concepts. SAMPLE COURSE OVERVIEW We will discuss central questions in the study of ethics. These questions include: What ought we to do? What is of value in our lives? What kind of person should I be? Are there moral facts, and if so, what are they and how do we know about them? If not, what else might ground ethical or moral thinking? To help us with these questions, we will analyze competing moral theories. Along the way we will grapple with some examples of their application, both as thought-experiments and to real-world issues. ITEMIZED LEARNING OUTCOMES Upon successful completion of Philosophy 320, students will be able to: 1. Think carefully and systematically about questions of right and wrong action 2. Identify values, the role they have in our lives and in moral theory, and their possible sources 3. Demonstrate an understanding of the importance of values, ethics, and social Responsibility for the self and for contemporary society 4. Reflect on how values shape personal and community ethics and decision-making 5. Present arguments in support of moral claims, both orally and in writing SAMPLE REQUIRED TEXTS/SUGGESTED READINGS/MATERIALS 1. Grounding for the Metaphysics of Morals by Immanuel Kant (Pub: Hackett. ISBN: 0-87220-166-X) 2. -
Ethical Realism/Moral Realism Ethical Propositions That Refer to Objective Features May Be True If They Are Free of Subjectivis
Metaethics: Cognitivism Metaethics: What is morality, or “right”? Normative (prescriptive) ethics: How should people act? Descriptive ethics: What do people think is right? Applied ethics: Putting moral ideas into practice Thin moral concepts Thick moral concepts more general: good, bad, right, and wrong more specic: courageous, inequitable, just, or dishonest Centralism- thin concepts are antecedent to the thick ones Non-centralism- thick concepts are a sucient starting point for understanding thin ones because thin and thick concepts are equal. Normativity is a non-excisable aspect of language and there is no way of analyzing thick moral concepts into a purely descriptive element attached to a thin moral evaluation, thus undermining any fundamental division between facts and norms. Cognitivism ethical propositions are truth-apt (can be true or false), unlike questions or commands Ethical subjectivism/moral anti-realism Ethical realism/moral realism True ethical propositions are a function of subjective features Ethical propositions that refer to objective features may be true if they are free of subjectivism Moral relativism Moral universalism/ Robust and Minimal Robust moral objectivism/ nobody is objectively right or wrong universal morality 1. Semantic thesis: moral predicates 3. Metaphysical thesis: the facts in regards to diagreements about are to refer to moral properties so and properties of #1 are robust-- moral questions a system of ethics, or a universal ethic, moral statements represent moral their metaphysical status is not applies universally to "all" facts, and express propositions that relevantly dierent from ordinary are true or false non-moral facts and properties Cultural relativism not all forms of moral universalism 2. -
Rationalism and Anti-Rationalism in Later Mohism and Zhuāngzǐ
Version of July 2016. Copyright © All rights reserved Rationalism and Anti-Rationalism in Later Mohism and Zhuāngzǐ Chris Fraser University of Hong Kong Introduction Zhuāng Zhōu: “I’m flattered you think some of the jottings in that pile of notebooks they named after me basically get the Way right. Personally, I couldn’t say whether I know which way is the Way or not. I just try to find my way along as smoothly as I can, without quite knowing how I manage it. “I’m puzzled why you call me an ‘anti-rationalist,’ though.1 I pointed out that any judgments we act on assume certain preconditions, which depend on the perspective we take and often shift over time. We’d be wise to treat our judgments as provisional, because the basis for them isn’t fixed or absolute.”2 A. C. Graham: “Of course. You urged us to attend to the situation and respond, rather than analyzing, following rules, or reasoning from general principles.”3 Zhōu: “I did suggest it’s best to stay flexible and not overthink things. But why does that make me an ‘anti-rationalist’? How I could be ‘anti’ something I never heard of, which nobody in my day ever talked about? ‘Rationalism’ holds that reason is the chief source of knowledge. It contrasts with empiricism, which holds that experience is the main source of knowledge. Whether reason is a special source of knowledge just wasn’t an issue for us back then.” Graham: “Maybe I’m using the word ‘rationalism’ differently from you. -
Empirical Research on Medical Ethics
The Science Behind the Art: Empirical Research on Medical Ethics Chapter 4 THE SCIENCE BEHIND THE ART: EMPIRICAL RESEARCH ON MEDICAL ETHICS DANIEL P. SULMASY, OFM, MD, PHD* INTRODUCTION TYPES OF ETHICAL INQUIRY TYPES OF STUDIES IN DESCRIPTIVE ETHICS Anthropology Sociology Epidemiology Health Services Research Psychology THE RELATIONSHIP BETWEEN DESCRIPTIVE AND NORMATIVE BIOETHICS Ethics and Opinion Surveys The Fact/Value Distinction Illicit Inferences Empirical Studies and Normative Ethics Normative and Descriptive Ethics: Two-Way Feedback JUDGING GOOD DESCRIPTIVE ETHICS Survey Research Qualitative Research Multimethod Research Experimental Methods Theoretical Framework Biases in Empirical Research on Ethics Detached Disinterest RESOURCES IN ETHICS National Reference Center for Bioethics Literature Bioethicsline Bioethics Journals The Internet DESCRIPTIVE BIOETHICS AND MILITARY MEDICINE CONCLUSION *Professor of Medicine and Director of the Bioethics Institute, New York Medical College, Valhalla, New York; and Sisters of Charity Chair in Ethics, John J. Conley Department of Ethics, Saint Vincent’s Hospital and Medical Center, 153 West 11th Street, New York, New York 10011; formerly, Associate Professor of Medicine, Georgetown University; and Director, Center for Clinical Bioethics, Georgetown University Medi- cal Center, Washington, DC 105 Military Medical Ethics, Volume 1 J.O. Chapin Doctor’s Heritage 1944 The last of seven images from the series The Seven Ages of a Physician. The series depicts the life progression of a doctor from birth to first encounter with suffering, through medical training, professional experience, service to country during war, and research to further knowledge. In this final painting in the series, the doctor’s heritage is that of passing along to the next generation his knowledge and vision regarding how to best be a physician.