DOCSLIB.ORG

CUA V56 1964 65 16.Pdf (6.904Mb)

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
CUA V56 1964 65 16.Pdf (6.904Mb) Cornell University ANNOUNCEMENTS College of Arts and Sciences 1965-66 Cornell University College of Arts and Sciences 1965-66 Academic Calendar 1965-66 1966-67 Freshman Orientation S, Sept. 18 S, Sept. 17 Registration, new students M, Sept. 20 M, Sept. 19 Registration, old students T, Sept. 21 T, Sept. 20 Instruction begins, i p.m. W, Sept. 22 W, Sept. 21 Preregistration for fall term (Arts and Sciences) Nov. 8-17 Midterm grades due W, Nov. 10 W, Nov. 9 Thanksgiving recess Instruction suspended, 12:50 p.m. W, Nov. 24 W, Nov. 23 Instruction resumed, 8 a.m. M, Nov. 29 M, Nov. 28 Christmas recess Instruction suspended, 10 p.m. S, Dec. 18 W, Dec. 21 (12:50 p.m. in 1965) Instruction resumed, 8 a.m. M, Jan. 3 Th, Jan. 5 First-term instruction ends S, Jan. 22 S, Jan. 21 Registration, old students M, Jan. 24 M, Jan. 23 Examinations begin T, Jan. 25 T, Jan. 24 Examinations end W, Feb. 2 W, Feb. 1 Midyear recess Th, Feb. 3 Th, Feb. 2 Midyear recess F, Feb. 4 F, Feb. 3 Registration, new students S, Feb. 5 S, Feb. 4 Second-term instruction begins, 8 a.m. M, Feb. 7 M, Feb. 6 Midterm grades due S, Mar. 26 S, Mar. 25 Spring recess Instruction suspended, 12:50 p.m. S, Mar. 26 S, Mar. 25 Instruction resumed, 8 a.m. M, Apr. 4 M, Apr. 3 Second-term instruction ends, 12:50 p.m. S, May 28 S, May 27 Final examinations begin M, May 30 M, May 29 Final examinations end T, June 7 T, June 6 Commencement Day M, June 13 M, June 12 The dates shown in the Academic Calendar are tentative. CORNELL UNIVERSITY ANNOUNCEMENTS Volume 56. Number 16. April 13, 1965. Published twenty-one times a year: three times in August, September, and October; twice in March, April, May, June, and July; once in January and in December; no issues in February or Novem ber. Published by Cornell University at Edmund Ezra Day Hall, 18 East Avenue, Ithaca, New York. Second-class postage paid at Ithaca, New York. Contents ACADEMIC CALENDAR 5 COLLEGE OF ARTS AND SCIENCES 6 Requirements for Admission 8 Advanced Placement 9 Registration in Courses 9 Advisers 1 1 THE CURRICULUM 15 Credit for Summer Session 17 Leaves of Absence 17 Grades and Scholastic Discipline 18 Requirements for the Degree 19 Special Programs 2 0 The Libraries 21 Housing and Dining 22 Scholarships and Prizes 27 COURSES OF INSTRUCTION 27 American Studies 28 Anthropology 36 Asian Studies 46 Astronomy 48 Biological Science: Bacteriology, Biochemistry, Biology, Botany, Conservation (Vertebrate Zoology and Marine Ecology), Plant Breeding (Genetics), Zoology 67 Chemistry 76 The Classics 82 Comparative Literature 85 Economics 95 English 108 Geology and Geography 1 1 4 German Literature 1 1 4 Government 12 2 History 13 2 History of Art 138 Mathematics 151 Modern Foreign Languages and Literatures: Burmese, Cebuano, Chinese, Czech, Dutch, English as a Second Language, French, German, Hindi, Indonesian, Italian, Japanese, Javanese, Linguistics, Portuguese, Quechua, Russian, Serbo-Croatian, Sinhalese, Spanish, Tagalog, Telugu, Thai, Urdu, Vietnamese 189 Music 195 Philosophy 200 Physics 2 1 2 Psychology 2 2 3 Romance Studies 224 Russian Literature 224 Semitic Languages and Literatures 2 2 5 Sociology 2 36 Speech and Drama 243 Interdepartmental Courses 244 Courses in Other Divisions 245 FACULTY 256 INDEX Cornell University COLLEGE OF ARTS AND SCIENCES The College of Arts and Sciences is a liberal arts college. Its essential purpose is the one that has always motivated the teaching of the liberal arts; that is, to permit students to acquire the arts that make a free man, in the sense that a man is free only when he understands his own nature and that of the world. Though such understanding sometimes requires technical skills and always requires intellectual ones, it consists in some­ thing more than either. In its fullest sense it is an understanding that is indistinguishable from a way of living. To this end the College offers a carefully designed and, in some ways, unique program of studies in languages and literatures, in philosophy, music, and the line arts, and in mathematics, the natural sciences, the social sciences, and history. The range and diversity of its offerings in these subjects are unsurpassed anywhere. The student’s program is so ar­ ranged that, for the first two years, he studies in some depth a number of these subjects. In this underclass work he must include at least a year’s work in one of the natural sciences, in one of the social sciences, and in one of the humanities, in addition to achieving competence in the use of the English language and in the use of at least one foreign language. In his upperclass years, he must carry further his work in two or three of these areas of knowledge and must acquire a thorough knowledge of one of them, his major subject. For this purpose the student’s program is reduced during the upperclass years from five to four courses, in order that he may work more independently in subjects in which he has ad­ vanced to the point where he may benefit from working on his own. For such independent work Cornell’s great libraries provide every op­ portunity. Though this program of studies has been constructed primarily to as­ 6 ADMISSION sure the successful achievement of a liberal education itself, it is also, according to the graduate schools of law, medicine, and business adminis­ tration, the best preparation for professional study. Because the faculty believes a student ought to complete his education as rapidly as is compatible with his doing it well, the College will grant him, at admission, advanced standing in any freshman subject in which he can demonstrate competence. A properly prepared student may thus gain college credit for as much as a full year of work. If he does so, he will begin his career at Cornell as a sophomore and can complete his work for the degree in three years. REQUIREMENTS FOR ADMISSION An applicant for admission to the freshman class in the College of Arts and Sciences must have completed a secondary school course giving satisfactory preparation for the work of the College. Sixteen units of en­ trance credit are required, representing at least four years’ work in a preparatory or high school. The sixteen units must include four years of English, three years of preparatory mathematics, and three of a foreign language, ancient or modern, together with a satisfactory score on the College Entrance Examination Board Achievement Test in the language. Candidates who have had less than three years of preparation in a foreign language but who make a satisfactory score on the Achievement Test will meet the requirement. (Since there is a substantial language re­ quirement for the degree, a lower level of preparation than this would be unsuitable.) The remaining units should be chosen from laboratory science (at least one unit of biology, chemistry, or physics), social studies (at least one unit of history, government, or geography), and further work in mathematics and foreign language. Wherever possi­ ble, these minimum sixteen units should be supplemented by additional courses in similar academic subjects. Exceptions to these requirements may be granted when the applicant’s record shows high academic distinction. As a guide to prospective students and to guidance counselors, the following program of college preparatory work is recommended: English, four units, with emphasis on comprehension in reading and on clarity and facility in expository writing; mathematics through trigonometry, i.e., sufficient to enable the student to begin calculus during his first year in college should he wish to do so; foreign languages, ancient or modern, taken every year, with the objective of achieving a really useful knowl­ edge (four units or more) of one language, and some knowledge (at least two units) of a second; social studies (at least one unit); laboratory science (at least one unit—if more than one unit is taken, each unit ordinarily should be taken in a different science). Where the opportunity exists, students are urged to begin the study of a foreign language in ADMISSION 7 the seventh grade or earlier. The most generally useful modern languages for advanced study are French and German. For work in the sciences, Russian is becoming increasingly important; for work in the humanities, the classical languages are of great importance. Students considering a science major in college are advised that thorough preparation in mathematics will be more valuable than extensive concentration in a single science. Each candidate for admission is required to take, in December or January, the College Board Scholastic Aptitude Test, the English Com­ position Test, and the Achievement Test in at least one language, and to request the Board to report the results to the Office of Admissions, Cornell University. A candidate should also keep in mind the further language requirement to be met in college (see page 13). If he has had two or more years of a second foreign language in school and wishes to use that language toward fulfilling the requirement in college, he should also take the Achievement Test in that second language, though he need not do so as early as December or January. Acceptable scores on the Achievement Tests in modern foreign languages will be set to cor­ respond with the actual amount of instruction received at the time the tests are taken and to measure the achievement after one and a half years, two and a half years, or three years of instruction.
Load more

Recommended publications
  • Other Moral Theories : Subjectivism, Relativism, Emotivism, Intuitionism, Etc
    INTRODUCTION TO ETHICS 30 Other Moral Theories: Subjectivism, Relativism, Emotivism, Intuitionism, etc. 1 Jan Franciszek Jacko Metaethics includes moral theories that contain assumptions which answer some metaphysical and epistemological questions about moral goods and values. The metaphysical questions (such as What are, and how do moral goods and values exist?) are about the nature and existence of moral goods and values. Epistemological questions (such as Can we know moral goods and values? If so, what are the sources of knowledge about them?) regard sources of knowledge about moral goods, values and criteria of moral evaluations.2 Assumptions of ethical subjectivism, relativism, decisionism, emotivism and intuitionism are exemplary answers to these questions. We call their answers “normative assumptions.” There are at least three good reasons to ask and answer such questions. First, without answering them, moral judgments remain ambiguous. For example, if I say, “Action X is wrong,” the judgement has several meanings. To specify its sense, I should clarify my normative assumptions. For example, I can assume metaphysical subjectivism (anti-realism) or realism in metaethics. According to the former assumption, my above judgment about X is not about reality; it is about my or someone’s opinion. In this case, the exact meaning of this judgement is: someone evaluates X as morally wrong. If I assume the counter-assumption of metaphysical realism (anti-subjectivism), I mean that it is true that X has the property of moral wrongness. Second, these assumptions are conductive to peculiar practices. To specify the practice, which follows from moral judgments, one has to determine some normative assumptions.
    [Show full text]
  • Moral Implications of Darwinian Evolution for Human Reference
    Andrews University Digital Commons @ Andrews University Dissertations Graduate Research 2006 Moral Implications of Darwinian Evolution for Human Reference Based in Christian Ethics: a Critical Analysis and Response to the "Moral Individualism" of James Rachels Stephen Bauer Andrews University Follow this and additional works at: https://digitalcommons.andrews.edu/dissertations Part of the Christianity Commons, Ethics in Religion Commons, Evolution Commons, and the Religious Thought, Theology and Philosophy of Religion Commons Recommended Citation Bauer, Stephen, "Moral Implications of Darwinian Evolution for Human Reference Based in Christian Ethics: a Critical Analysis and Response to the "Moral Individualism" of James Rachels" (2006). Dissertations. 16. https://digitalcommons.andrews.edu/dissertations/16 This Dissertation is brought to you for free and open access by the Graduate Research at Digital Commons @ Andrews University. It has been accepted for inclusion in Dissertations by an authorized administrator of Digital Commons @ Andrews University. For more information, please contact [email protected]. Thank you for your interest in the Andrews University Digital Library of Dissertations and Theses. Please honor the copyright of this document by not duplicating or distributing additional copies in any form without the author’s express written permission. Thanks for your cooperation. Andrews University Seventh-day Adventist Theological Seminary MORAL IMPLICATIONS OF DARWINIAN EVOLUTION FOR HUMAN PREFERENCE BASED IN CHRISTIAN ETHICS: A CRITICAL ANALYSIS AND RESPONSE TO THE “MORAL INDIVIDUALISM” OF JAMES RACHELS A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy by Stephen Bauer November 2006 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: 3248152 Copyright 2006 by Bauer, Stephen All rights reserved.
    [Show full text]
  • An Introduction to Philosophy
    An Introduction to Philosophy W. Russ Payne Bellevue College Copyright (cc by nc 4.0) 2015 W. Russ Payne Permission is granted to copy, distribute and/or modify this document with attribution under the terms of Creative Commons: Attribution Noncommercial 4.0 International or any later version of this license. A copy of the license is found at http://creativecommons.org/licenses/by-nc/4.0/ 1 Contents Introduction ………………………………………………. 3 Chapter 1: What Philosophy Is ………………………….. 5 Chapter 2: How to do Philosophy ………………….……. 11 Chapter 3: Ancient Philosophy ………………….………. 23 Chapter 4: Rationalism ………….………………….……. 38 Chapter 5: Empiricism …………………………………… 50 Chapter 6: Philosophy of Science ………………….…..… 58 Chapter 7: Philosophy of Mind …………………….……. 72 Chapter 8: Love and Happiness …………………….……. 79 Chapter 9: Meta Ethics …………………………………… 94 Chapter 10: Right Action ……………………...…………. 108 Chapter 11: Social Justice …………………………...…… 120 2 Introduction The goal of this text is to present philosophy to newcomers as a living discipline with historical roots. While a few early chapters are historically organized, my goal in the historical chapters is to trace a developmental progression of thought that introduces basic philosophical methods and frames issues that remain relevant today. Later chapters are topically organized. These include philosophy of science and philosophy of mind, areas where philosophy has shown dramatic recent progress. This text concludes with four chapters on ethics, broadly construed. I cover traditional theories of right action in the third of these. Students are first invited first to think about what is good for themselves and their relationships in a chapter of love and happiness. Next a few meta-ethical issues are considered; namely, whether they are moral truths and if so what makes them so.
    [Show full text]
  • 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.
    [Show full text]
  • T H E O B S E R V
    o cr The Observer 1 8 4 2 -1 9 9 2 @----------- SE SOUlCENTt NNIAl T he O bserver Saint MarvS College NOTRE DAME - INDIANA VOL XXIV NO. 117 Wednesday, March 25, 1992 THE INDEPENDENT NEWSPAPER SERVING NOTRE DAME AND SAINT MARY’S S. Korean governing party concedes defeat SEOUL, South Korea (AP) — told jubilant supporters. President Roh Tae-woo’s con­ With more than 90 percent of servative party acknowledged the votes counted for National Wednesday that it suffered a Assembly elections, the Demo­ surprise defeat in South Korea’s cratic Liberals led in 113 of the general elections and failed to 237 single-member districts, six retain majority control of seats short of a majority, KBS parliament. Television said. The election reflected strains To form a government, Rob’s in the government’s traditional party is likely to try to merge alliance with big business, with an opposition group or en­ which has been resisting efforts tice independent candidates to increase public control over into its fold, as it did after the one of the world’s fastest- last general election, in 1988. growing economies. The powerful founder of The results indicated lower Hyundai, who formed a party than expected support for the just one month ago and cam­ ruling party as it prepares for paigned to stop government the presidential election this fall meddling in business, won 24 to replace Roh, whose single seats. five-year term ends next “We watched the election re­ February. sults with shock and disap­ pointment, but we will humbly Candidates of the main oppo­ accept the people’s will,” said sition group led in 77 districts Kim Yoon-hwan, secretary gen­ and a month-old party founded eral of the ruling Democratic by maverick millionaire Chung Liberal Party.
    [Show full text]
  • Ethics Content
    Ethics Content I Introduction to Ethics Unit-1 Nature and Scope of Ethics Unit-2 Importance and Challenges of Ethics Unit-3 Ethics in the History of Indian Philosophy Unit-4 Ethics in the History of Western Philosophy II Ethical Foundations Unit-1 Human Values Unit-2 Human Virtues Unit-3 Human Rights Unit-4 Human Duties III Applied Ethics Unit-1 International Ethics Unit-2 Bioethics Unit-3 Environmental Ethics Unit-4 Media Ethics IV Current Ethical Debates Unit-1 Natural Moral Law Unit-2 Deontology and Moral Responsibility Unit-3 Discourse Ethics Unit-4 Social Institutions UNIT 1 NATURE AND SCOPE OF ETHICS Nature and Scope of Ethics Contents 1.0 Objectives 1.1 Introduction 1.2 Moral Intuitionism 1.3 Human Person in Search of Himself/Herself 1.4 Love and the Moral Precepts 1.5 The Dynamics of Morality 1.6 The Constant and the Variable in Morality 1.7 Let Us Sum Up 1.8 Key Words 1.9 Further Readings and References 1.0 OBJECTIVES This unit aims at introducing the students to the philosophical need for Ethics starting from a brief discussion of Moral law and how the human person in his or her process of growth intuits the ethical principles. Discussions pertaining to the dynamics of morality is undertaken to show how on the one hand new situations call for new responses from moral point of view and on the other hand certain fundamentals of ethics remain the same in so far as there is something of a common human nature adequately understood.
    [Show full text]
  • XX Век II. METAETHICS of the 20Th CENTUR
    Максимов Л.В. Сектор этики ИФ РАН (апрель 2016) Метаэтика. Избранная библиография. Часть II. – XX век II. METAETHICS OF THE 20th CENTURY (SELECTIVE BIBLIOGRAPHY) 1. Bruce A. Ackerman Social Justice in the Liberal State (New Haven: YAle University Press, 1980) 2. Robert Ackermann "Consistency and Ethics" in Proceedings of the Aristotelian Society 69, 1969. 3. E. M. Adams "A Critique of the Emotive Theory of Ethical Terms" in Journal of Philosophy 46, 1949. EMA complains that Ayer and Stevenson do not adequately analyse approbation, failing properly to distinguish it from mere liking. If we do analyse it we find it involves a cognitive element in the form of a judgement of rightness. So it is incoherent to analyse judgements of rightness in terms of approval. "Word-Magic and Logical Analysis in the Field of Ethics" in Journal of Philosophy 47, 1950. "The Nature of Ethical Inquiry" in Journal of Philosophy 48, 1951. "Cartesianism in Ethics" in Philosophy and Phenomenological Research 16, 1956. "Mr Hare on the Role of Principles in Deciding" in Mind 65, 1956. "The Nature of 'Ought'" in Philosophical Studies 7, 1956. "'Ought' Again" in Philosophical Studies 8, 1957. "Hall's Analysis of "Ought"" in Journal of Philosophy 55, 1958. "The Theoretical and the Practical" in Review of Metaphysics 13, 1960. Ethical Naturalism and the Modern World-View (London: Oxford University Press, 1961). "Classical Moral Philosophy and Metaethics" in Ethics 74, 1964. "A Defense of Value Realism" in Southern Journal of Philosophy 4, 1966. "Gewirth on Reason and Morality" in Review of Metaphysics 33, 1980. "The Subjective Normative Structure of Agency" in Regis, Gewirth's Ethical Rationalism "Rationality and Morality" in Review of Metaphysics 46, 1993.
    [Show full text]
  • Cornell University College of Arts and Sciences
    Cornell University ANNOUNCEMENTS College of Arts and Sciences 1966-67 CORNELL UNIVERSITY ANNOUNCEMENTS The Cornell Announcements are designed to give pro­ spective students and others information about the University. The prospective student should have a copy of the General Information Announcement; after consulting that, he may wish to write for one or more of the following Announcements: New York State College of Agriculture (Four-Year Course), College of Architecture, College of Arts and Sciences, Department of Asian Studies, School of Education, College of Engineering, New York State College of Home Economics, School of Hotel Ad­ ministration, New York State School of Industrial and Labor Relations, Center for International Studies, Officer Education (ROTC), Summer Session. Undergraduate preparation in a recognized college or university is required for admission to the following Cornell divisions, for which Announcements are avail­ able: Graduate School, Graduate School of Business and Public Administration, Law School, Medical College, Cornell University-New York Hospital School of Nurs­ ing, Graduate School of Nutrition, New York State Veterinary College. Requests for the publications listed above may be addressed to CORNELL UNIVERSITY ANNOUNCEMENTS Edmund Ezra Day Hall, Ithaca, New York 14850 (The writer should include his zip code.) Cornell University College of Arts and Sciences 1966-67 Academic Calendar 1966-67 Freshman Orientation s, Sept. 17 Registration, new students M, Sept. 19 Registration, old students T, Sept. 20 Instruction begins, t p.m. w, Sept. 21 Midterm grades due w, Nov. 9 Thanksgiving recess: Instruction suspended, 12:50 p.m. w, Nov. 23 Instruction resumed, 8 a.m. M, Nov. 28 Christmas recess: Instruction suspended, 10 p.m.
    [Show full text]
  • Subjectivism in Ethics
    CHAPTER 3 Subjectivism in Ethics Take any action allow'd to be vicious: Wilful murder, for instance. Examine it in all lights, and see if you can find that matter of fact, or real existence, which you call vice ...You can never find it, till you turn your reflexion into your own breast, and find a sentiment of disapprobation, which arises in you, toward this action. Here is a matter of fact; but 'tis the object of feeling, not reason. DAVID HUME, A TREATIS'E OF HUMAN NATURE (1740) 3.1. The Basic Idea of Ethical Subjectivism In 2001 there was a mayoral election in New York, and when it came time for the city's annual Gay Pride Day parade, every sin• gle Democratic and Republican candidate showed up to march. "There is not a single candidate who can be described as not good on our issues," said Matt Foreman, executive director of the Empire State Pride Agenda, a gay rights organization. He added that "In other parts of the country, the positions taken here would be extremely unpopular, if not deadly at the polls." The national Republican Party apparently agrees; at the urging of religious conservatives, it has made opposition to gay rights a part of its national stance. What do people around the country actually think? The Gallup Poll has been asking Americans "Do you feel that ho• mosexuality should be considered an acceptable alternative lifestyle or not?" since 1982, when 34% responded affirmatively. The number has been rising, however, and in 2000, a majority- 52%-said that they think homosexuality should be considered acceptable.
    [Show full text]
  • 'R Re$ A, O W E T ~ ~ A.S T C H a Nesmo
    r"·--· .IYI-mrrur·_· ·-....,, "` I·IL_ "1: P? 5\·?:· i-d I L i· Z r f' ": .. ',r er i, ~~;"~~~~w~~~· -p· I :T :'" · 33·1 .·· c-'z r .-c--··-·· VOLUME 93 NUJMBER~ i CAMBRIDGE, MASSACHUSETTS 'I a se stU~ ,as. "c Hs By Paul Schindler tuition income. Due to vari- dorms) combined with the large The class of 1977 will be ations in student need, marginal size of recent classes produced a targeted for 900 members, ac- income per student is not a housing "crunch," according to cording to Chancellor Paul E. simple, linear student-tuition re- Assistant Dean for Student Af- Gray. Historically, the number is lation. fairs Ken Browning. This over- not small, but it is a drop of 140 There has been a pattern of crowding was cited by Gray as from the record class of 1040 increasing class sizes over the last the primary reason for the re- admitted last year. five years (see graph on page 3) duction in class size. with last year's class being an "There are many forces As. mentioned previously in accidental overshoot of a target which push the class size up," The Tech (Tuesday, January 9), of 1025. Suddenly this year, a Gray noted, "but the housing the drop in class size will, ac- sharp upturn of the retention crunch is the main thing which cording to officials, have no sig- rate in the dormitories (the num- holds it down." The decision, nificant effect on financial aid or ber of people who stay in the announced in a meeting Friday morning, January 26, was de- News analysis bated for almost two weeks after it was discussed in Academic Council, and was considered pri- vately for some time before that.
    [Show full text]
  • 12-Ethical Subjectivism.Pdf
    Metaethics Ethics and Metaethics Normative ethics: the study of goodness, virtue, and right action. • What is intrinsically good? • What is the best distribution of benefits and burdens in the world? • What traits of character do we value in people? • What rules or principles should we follow? Metaethics: the study of these moral concepts and their grounding. • What is the scope and status of moral values? • What does it mean to say that “X is good”? • Do moral claims like “X is good” have a truth-value? • Do moral values exist in the world independently of human beings? Subjectivism and Objectivism Ethical Subjectivism: the truth of moral judgments is grounded in an arbitrary will. • Simple Ethical Subjectivism (SES): the individual’s feelings. • Divine Command Theory (DCT): the will of God. • Ethical Relativism (ER): the beliefs of the group. EthicalArbitrary Objectivism =df. based: theon truthrandom of moral choice judgments or is groundedpersonal in some whim, non-arbitrary rather than reality any .reason or • Aristotle’ssystem: virtue his theory: mealtimes human flourishing were. entirely • John Stuart Mill’s utilitarianism: pleasure. • Immanuelarbitrary. Kant’s deontologism: reason. Subjectivism and Objectivism Ethical Subjectivism: the truth of moral judgments is grounded in an arbitrary will. • Simple Ethical Subjectivism (SES): the individual’s feelings. • Divine Command Theory (DCT): the will of God. • Ethical Relativism (ER): the beliefs of the group. Ethical Objectivism: the truth of moral judgments is grounded in some non-arbitrary reality. • Aristotle’s virtue theory: human flourishing. • John Stuart Mill’s utilitarianism: pleasure. • Immanuel Kant’s deontologism: reason. Simple Ethical Subjectivism (1/4) “Take any action allow'd to be vicious: Wilful murder, for instance.
    [Show full text]
  • Introduction to Ethical Studies Introduction to Ethical Studies
    Introduction to Ethical Studies Introduction to Ethical Studies An Open Source Reader Lee Archie John G. Archie Copyright © 2003 by Lee Archie; John G. Archie GDFL The current version, Version 0.11, of this open source textbook in philosophy is a work-in-progress and is being released in draft form. The collaborators would be grateful for corrections or other suggestions to this preliminary draft. Please address comments to [email protected] . Permission is granted to copy, distribute and/or modify this document under the terms of the GNU Free Documentation License, Version 1.2 or any later version published by the Free Software Foundation; with no Invariant Sections, no Front-Cover Texts, and no Back-Cover Texts. A copy of the license is included in the section entitled "GNU Free Documentation License." Image Credits American Sociological Association. Charles A. Ellwood. Annenberg Rare Book and Manuscript Library. University of Pennsylvania. Adaptations: Charles Darwin with Friedrich Wöhler. Antropologica, Helsinki, Finland. Edward Westermarck from The Edward Westermarck Memorial Lectures. Antiquities Project. Aristotle; Epictetus; David Hume; Immanuel Kant; Map of the Roman Empire; John Stuart Mill; Nero Persecuting the Christians; Plato; Socrates. www.thais.it. Balestrini, Bruno. The Erechtheion and Parthenon, (420-440 B.C.), Acropolis; Acropolis (about 500 B.C.) view from northwest. By permission. The Edward Westermarck Memorial Lectures 1983-1997. Edward Westermarck. GNU Free Documentation License. GNU Philosophical Gnu. Goodrich, S. G. A History of All Nations, (New York: J. C. Derby & N. C. Miller, 1854), 710. A Greek Galley. IIHR—Hydroscience and Engineering: History of Hydraulics Collection. University of Iowa.
    [Show full text]