Products related to Moral:
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Moral Philosophy
What is moral philosophy? That is the question with which this important volume grapples.Its starting point is the famous critique made in 1958 by Elizabeth Anscombe, who argued that moral philosophy begins from a mistake: that it is fundamentally wrong about the sort of concept that the word 'moral' represents.Anscombe rejected moral philosophy as it was then (and mostly now still is) practised.She offered instead a blueprint for the task moral philosophers must embrace if they are to speak intelligibly to society about good and bad, right and wrong, duty and obligation.The chapters in this book are inspired by Anscombe's classic text.One of the most powerful voices here, among many authoritative voices, is that of Philippa Foot – Anscombe's lifelong friend – who asserts that 'any account of practical reason evacuated of an understanding of what human beings need to flourish is inadequate and must be rejected.'
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Hume: Moral Philosophy
A genuine understanding of Hume's extraordinarily rich, important, and influential moral philosophy requires familiarity with all of his writings on vice and virtue, the passions, the will, and even judgments of beauty--and that means familiarity not only with large portions of A Treatise of Human Nature, but also with An Enquiry Concerning the Principles of Morals and many of his essays as well.This volume is the one truly comprehensive collection of Hume's work on all of these topics.Geoffrey Sayre-McCord, a leading moral philosopher and Hume scholar, has done a meticulous job of editing the texts and has provided an extensive Introduction that is at once accessible, accurate, and philosophically engaging, revealing the deep structure of Hume's moral philosophy. --Don Garrett, New York University
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Ethics : Approaching Moral Decisions
With over 60,000 copies in print since its original publication in 1984, 'Ethics' has served numerous generations of students as a classic introduction to philosophical ethics from a Christian perspective.Over the years the philosophical landscape has changed somewhat, and in this new edition Arthur Holmes adjusts the argument and information throughout, completely rewriting the earlier chapter on virtue ethics and adding a new chapter on the moral agent.The book addresses the questions: What is good? What is right? How can we know? In doing so it also surveys a variety of approaches to ethics, including cultural relativism, emotivism, ethical egoism and utilitarianism - all with an acknowledgment of the new postmodern environment.
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Spenser's Ethics : Empire, Mutability, and Moral Philosophy in Early Modernity
Spenser’s ethics offers a novel account of Edmund Spenser as a moral theorist, situating his ethics at the nexus of moral philosophy’s profound transformation in the early modern era, and the English colonisation of Ireland in the turbulent 1580’s and 90’s.It revises a scholarly narrative describing Spenser’s ethical thinking as derivative, nostalgic, or inconsistent with one that contends him to be one of early modern England’s most original and incisive moral theorists, placing The Faerie Queene at the centre of the contested discipline of moral philosophy as it engaged the social, political, and intellectual upheavals driving classical virtue ethics’ unravelling at the threshold of early modernity. -- .
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Why does nobody become moral through ethics?
Becoming moral through ethics is a complex process that involves more than just understanding ethical principles. While ethics provide a framework for moral decision-making, true moral development also requires introspection, empathy, and a deep understanding of one's values and beliefs. Additionally, external factors such as upbringing, environment, and personal experiences play a significant role in shaping an individual's moral character. Therefore, simply studying ethics is not enough to guarantee moral behavior; it requires a combination of self-reflection, empathy, and a commitment to living according to one's values.
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Why does no one become moral through ethics?
Becoming moral through ethics is not guaranteed because ethics alone do not dictate a person's actions or beliefs. While ethics provide guidelines and principles for moral behavior, individuals ultimately have the free will to choose whether or not to adhere to these ethical standards. Additionally, moral development is influenced by a variety of factors such as upbringing, personal experiences, and individual values, which may not always align with the ethical principles being taught. Ultimately, becoming moral requires a combination of ethical awareness, personal reflection, and conscious decision-making.
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Is there a single correct ethics or are moral views subjective?
Ethics and moral views are subjective and can vary greatly depending on cultural, religious, and personal beliefs. What is considered ethical or moral in one society may not be viewed the same way in another. There is no single correct ethics that applies universally, as moral values are shaped by individual experiences and perspectives. It is important to consider different viewpoints and engage in discussions to understand and respect the diversity of moral beliefs.
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Can you provide examples of non-moral value judgments, moral value judgments, and moral obligation judgments?
Non-moral value judgments are statements about the worth or desirability of something that do not involve moral considerations, such as "I prefer chocolate ice cream over vanilla" or "I like the color blue more than red." Moral value judgments, on the other hand, involve moral considerations and are statements about what is right or wrong, good or bad, such as "It is wrong to steal" or "Helping others is a good thing to do." Moral obligation judgments are statements about what one ought to do based on moral considerations, such as "I should tell the truth" or "I have a duty to help those in need."
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System of Moral Philosophy
According to Knud Haakonssen, general editor for this series and also the editor of this work, A SYSTEM OF MORAL PHILOSOPHY was Hutcheson's longest and most ambitious work.It contains his most comprehensive account of human nature, the supreme good and greatest happiness, divine providence, natural rights, and civil government.It differs from his other writings in significant ways.For example, in 'A System' Hutcheson attempted to demonstrate that even the weaknesses of mankind seem to have contributed to our greater good and happiness.In contrast with his earlier writings, all weaknesses, frailties, selfish considerations, and turbulent passions found a place in his exposition of human nature in 'A System'.There he proposed that these mental and moral phenomena form part of a providential scheme, a universal system designed by a benevolent God.This scheme, elaborated in Book I of 'A System', formed the basis for the most extensive delineation of rights found in Hutcheson's writings; his exposition of rights -- natural and adventitious, real and personal, perfect and imperfect -- and the 'special laws of nature' which oblige us to acknowledge them, was outlined in Book II.In Book III of 'A System' Hutcheson explored the conditions of conjugal, domestic, and civil government and the manner in which husbands, fathers, and magistrates may contribute to the greater happiness of mankind within their respective spheres of governance.
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Readings in Moral Philosophy
This NEW reader provides a more diverse selection of philosophers and ethical issues than any other book of its kind.Used on its own or as a companion to Jonathan Wolff’s An Introduction to Moral Philosophy, it offers an ideal collection of important readings in moral theory and compelling issues in applied ethics.Smart pedagogy and an affordable price make it an outstanding value for students.
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Historical and Moral Consciousness in Education : Learning Ethics for Democratic Citizenship Education
Historical and Moral Consciousness highlights how ethics can be understood in the context of History education.It analyses the qualitative differences in how young people respond to historical and moral dilemmas of relevance to democratic values and human rights education.Drawing on a four-year international project, the book offers nuanced discussion and new scholarly understanding of the intersections between historical consciousness and moral consciousness within research.It develops new theoretical tools for history teaching and learning that can support teachers as they endeavor to educate for democratic citizenship.The book includes a meta-analysis of research within history Didaktik and around historical events with a moral bearing, and presents a comparative study of Australian, Finnish, and Swedish high school students’ moral understandings of historical dilemmas. Raising important questions about how our learning from the past is intertwined with our present and future interpretations and judgements, this book will be of great interest to academics, scholars, teachers, and post graduate students in the fields of history education, democratic education, human rights education, and citizenship education.
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Vladimir Solov’ev's Justification of the Moral Good : Moral Philosophy
This new English translation of Solov’ëv’s principal ethical treatise, written in his later years, presents Solov’ëv’s mature views on a host of topics ranging from a critique of individualistic ethical systems to the death penalty, the meaning of war, animal rights, and environmentalism.Written for the educated public rather than for a narrow circle of specialists, Solov’ëv’s work largely avoids technical vocabulary while illustrating his points with references to classical literature from the ancient Greeks to Goethe.Although written from a deeply held Christian viewpoint, Solov’ëv emphasizes the turn from his earlier position, now allegedly developing the independence of moral philosophy from metaphysics and revealed religion.Solov’ëv sees the formal universality of the idea of the moral good in all human beings, albeit that this idea is bereft of material content.This first new English-language translation in a century makes a unique contribution to the study of Solov’ëv’s thought.It uses the text of the second edition published in 1899 as its main text, but provides the variations and additions from the earlier versions of each chapter in running notes.Other unique features of this translation are that the pagination of the widely available 1914 edition is provided in the text, and the sources of Solov’ëv’s numerous Biblical quotations and references as well as literary and historical allusions.
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Are arms deliveries to warring parties moral when applying Kant's duty ethics?
According to Kant's duty ethics, the morality of arms deliveries to warring parties would depend on whether it can be universalized as a moral law. Kant's categorical imperative states that one should act only according to that maxim by which you can at the same time will that it should become a universal law. In the case of arms deliveries to warring parties, it would be difficult to universalize this action as a moral law, as it would lead to the perpetuation of violence and conflict. Therefore, from a Kantian perspective, arms deliveries to warring parties would likely be considered immoral.
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What is the starting point of the moral principle in Kant's ethics?
The starting point of the moral principle in Kant's ethics is the concept of the categorical imperative. This principle states that one should act only according to the maxim that one can at the same time will to become a universal law. In other words, an action is morally right if it can be applied universally without contradiction. This principle serves as the foundation for Kant's ethical theory, guiding individuals to act in a way that is consistent with rationality and universal moral laws.
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Are we born as barbarians and become moral through education?
No, we are not born as barbarians. Human beings are born with the capacity for both good and bad behavior, and our moral development is influenced by a combination of genetic, environmental, and cultural factors. While education and socialization play a crucial role in shaping our moral beliefs and behaviors, it is not accurate to say that we are born as barbarians and become moral solely through education. Our moral development is a complex and ongoing process that is influenced by a variety of factors throughout our lives.
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What is an example of a moral decision based on ethics of compassion?
An example of a moral decision based on the ethics of compassion could be choosing to donate money to a charity that supports homeless individuals in need. By prioritizing the well-being and alleviation of suffering of those less fortunate, this decision reflects a compassionate approach to ethical decision-making. This choice demonstrates a concern for the welfare of others and a commitment to helping those who are vulnerable and in need of support.
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