...FACULTY OF SCIENCE DEPARTMENT OF LIFE AND HEALTH SCIENCES NURSING PROGRAM COURSE TITLE COURSE CODE: Nursing Ethics/ NURS-121 INSTRUCTOR NAME: Ms. Savoula Ghobrial STUDENT NAME: Amal Alzubi Introduction 1. What is Suicide? ”Suicide” is difficult to define. This is because it is a value-laden term. Whenever we apply the label of “suicide” to an individual’s death, we typically presuppose a number of significant moral issues. To see the problem, let’s posit a definition: Suicide: Is the intentional and voluntary taking of one’s own life. At first glance, this is a simple and appealing definition. It seems to capture the core phenomenon of self-killing pretty succinctly. There are, however, all sorts of cases that would test the limits of this definition. Consider the “voluntariness” requirement. Many people may take their lives under conditions of coercion, duress or necessity. Does that mean they don’t commit suicide? Take the example of Hitler. He killed himself in order to avoid the humiliation of execution. Was his decision voluntary? What of the Japanese Samurai, who had a form of ritual self-killing (known asseppuka or hari-kari) that they used to “die with honor” rather than fall into the hands of their enemies? Or the soldier who throws himself on a grenade in order to save his comrades? I suspect we would say that each of these counts as an example of “suicide”, but depending on how we understand the voluntariness condition; they may not meet...
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...Introduction Philosophy of religion is a branch of philosophy concerned with questions regarding religion, including the nature and existence of God, the examination of religious experience, analysis of religious vocabulary and texts, and the relationship of religion and science. It is an ancient discipline, being found in the earliest known manuscripts concerning philosophy, and relates to many other branches of philosophy and general thought, including metaphysics, logic, and history. Philosophy of religion is frequently discussed outside of academia through popular books and debates, mostly regarding the existence of God and problem of evil. The philosophy of religion differs from religious philosophy in that it seeks to discuss questions regarding the nature of religion as a whole, rather than examining the problems brought forth by a particular belief system. It is designed such that it can be carried out dispassionately by those who identify as believers or non-believers. Religion: A Part of Metaphysics Philosophy of religion has classically been regarded as a part of metaphysics. In Aristotle's Metaphysics, the necessarily prior cause of eternal motion was an unmoved mover, who, like the object of desire, or of thought, inspires motion without itself being moved. This, according to Aristotle, is God, the subject of study in theology. Today, however, philosophers have adopted the term philosophy of religion for the subject, and typically it is regarded...
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...Pain and Pleasure:An Evidential for Theists Problem PAUL DRAPER FLORIDA INTERNATIONAL UNIVERSITY I. THE NATURE OF THE PROBLEM I will argue in this paper that our knowledge about pain and pleasure creates an epistemic problem for theists. The problem is not that some proposition about pain and pleasure can be shown to be both true and logically inconsistent with theism. Rather, the problem is evidential. A statement reporting the observations and testimony upon which our knowledge about pain and pleasure is based bears a certain significant negative evidential relation to theism.' And because of this, we have a prima facie good epistemic reason to reject theism-that is, a reason that is sufficient for rejecting theism unless overridden by other reasons for not rejecting theism. By "theism" I mean the following statement: There exists an omnipotent, omniscient, and morally perfect person who created the Universe. I will use the word "God" as a title rather than as a proper name, and I will stipulate that necessary and sufficient conditions for bearing this title are that one be an omnipotent, omniscient, and morally perfect person who created the Universe. Given this (probably technical) use of the term "God," theism is the statement that God exists. Some philosophers believe that the evils we find in the world create an evidential problem for theists because theism fails to explain these evils (or most of what we know about them). (See, for example, (Hare 1968).) This position...
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...CRITIQUING THEODICES: THE PROBLEM OF EVIL ____________________ A Paper Submitted to Prof. Scott Henderson Luther Rice University ____________________ In partial fulfillment of the requirements for the Course TH 536 – Seminar in Apologetics ____________________ By Mark Reid JC 1866 August 24, 2012 OUTLINE I. INTRODUCTION II. EVALUATING THE TYPES OF EVIL III. ATHEISTIC AND SKEPTICAL ARGUMENT IV. FREE-WILL THEODICY V. POSSIBLE WORLDS VI. THE ALTERNATIVE APPROACH VII. CONCLUSION VIII. BIBLIOGRAPHY INTRODUCTION Evil is a universal problem with many categories. Philosophers like David Hume and Alvin Plantinga have attempted to explain the presence of evil despite there being a God. One can choose from many theodicies on moral and natural evil. Lately work has shifted to the notion of gratuitous evil. If gratuitous evils exist, is God morally responsible? Gratuitous evil and natural evil appears to bring the most plausible charge that something malevolent has occurred. This paper will critique various arguments concerning evil. Biblical Theology will show that the arguments are missing a key to understanding evil. EVALUATING THE TYPES OF EVIL The complexity involved in addressing evil persuades us to define what is meant by natural and moral evil. It is noted, by Steven Layman, that the distinction between natural and moral evil is not always sharp. It is Erickson who provides very distinctive...
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...A2 PHILOSOPHY OF RELIGION: RELIGIOUS LANGUAGE What follows should act as reminders. For full revision you need to do more than rely on these notes. Use your course notes, essays and text books. 1. Key Words: Religious language is cognitive if it is thought of as conveying knowledge of what is really there. Religious language is non-cognitive it is thought as conveying feelings or expressing desires or guiding ways of behaving. Religious language is realist if it is thought of as conveying testable facts that actually pertain in reality. Religious language is non-realist it is thought of as conveying guiding ideals but with no basis in factual reality. Religious language offers a correspondence theory of truth if it is thought of as being able to point to the reality that it is trying to convey. Religious language offers a coherence theory of truth if it is thought of as conveying making sense within a network of other beliefs which people hold to be true. 2. What Religious Language is: Religious language is an outlet for emotion in special times of life. Religious language is the language of worship. It is performative, ‘I baptise you in the name of the Father, the Son and the Holy Spirit’, and it is prescriptive (law making – i.e. honour your father and mother). However, none these uses of religious language is our focus. Our focus is how religious language might make truth claims about the reality of God and whether it can succeed in doing this. Philosophers...
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...Liberty Baptist Theological Seminary The Existence of God; Science As Justification Submitted to Dr. michael chiavone Liberty Baptist Theological Seminary In Partial Fulfillment Of The Requirements For THEO 626 D02 By Daniel Martin Student ID: L25178504 New Orleans, LA December 12, 2013 TABLE OF CONTENTS Page I. Introduction 1 a. Thesis and introductory explanation b. Historical development of doctrine II. Arguments for the Existence of God 3 c. Cosmological Argument d. Teleological Argument e. Anthropological III. Atheism Versus Existence of God 11 f. Evidence used to disprove God’s existence g. The believers evidence to counter IV. Conclusion 13 h. Summary of the arguments i. Applications in the church today V. Introduction The existence of an omnipotent, omniscient, omnipresent, immutable, monotheistic God has come up against enormous resistance from the beginning of time. Early believers such as Moses, Elijah, Paul, and Peter all had to demonstrate that their God is the one true God at times. These believers even encountered persecution and ridicule for holding on to these beliefs at times. Nevertheless the challenges to these early believers tended to be demonstrating that their God was greater than their accuser’s god or gods. At times, it was through the words of men that the God of the Bible was shown to be greater, and other...
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...ethicists consider emerging ethical beliefs to be "state of the art" legal matters, i.e., what becomes an ethical guideline today is often translated to a law, regulation or rule tomorrow. Values which guide how we ought to behave are considered moral values, e.g., values such as respect, honesty, fairness, responsibility, etc. Statements around how these values are applied are sometimes called moral or ethical principles. THREE TYPES OF ETHICS Descriptive Ethics: Descriptive ethics involves describing how people behave and/or the moral standards they claim to follow. Descriptive ethics incorporates research from anthropology, psychology, sociology and history to understand beliefs about moral norms. Atheists who compare what religious theists say about moral behavior or the basis for morality...
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...science: Christianity, Hinduism, Islam and Humanism – Year 9 About the unit This unit suggests activities that can be used in teaching and learning about creation and origins. It can be adapted to local circumstances and for different age groups. It illustrates the provision of the non-statutory national framework for religious education (RE) and can be used or adapted to deliver an agreed syllabus or other guidelines. This unit focuses on creation and origins of the universe and human life and the relationship between religion and science. It aims to deepen pupils’ awareness of ultimate questions through argument, discussion, debate and reflection and enable them to learn from a variety of ideas of religious traditions and other world views. It explores Christianity, Hinduism and Islam and also considers the perspective of those who do not believe there is a god (atheists). It considers beliefs and concepts related to authority, religion and science as well as expressions of spirituality. Pupils have opportunities to discuss, question and evaluate important issues in religion and science. They also have opportunities to reflect on and evaluate their own beliefs and values, and the beliefs and values of others, in relation to questions of truth and purpose. This unit can be adapted for other religions – using responses from other religious traditions to the key questions, including accounts from scientists who are members of that religious tradition and sources of authority...
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...Metaethics Metaethics is a branch of analytic philosophy that explores the status, foundations, and scope of moral values, properties, and words. Whereas the fields of applied ethics and normative theoryfocus on what is moral, metaethics focuses on what morality itself is. Just as two people may disagree about the ethics of, for example, physician-assisted suicide, while nonetheless agreeing at the more abstract level of a general normative theory such as Utilitarianism, so too may people who disagree at the level of a general normative theory nonetheless agree about the fundamental existence and status of morality itself, or vice versa. In this way, metaethics may be thought of as a highly abstract way of thinking philosophically about morality. For this reason, metaethics is also occasionally referred to as “second-order” moral theorizing, to distinguish it from the “first-order” level of normative theory. Metaethical positions may be divided according to how they respond to questions such as the following: * Ÿ What exactly are people doing when they use moral words such as “good” and “right”? * Ÿ What precisely is a moral value in the first place, and are such values similar to other familiar sorts of entities, such as objects and properties? * Ÿ Where do moral values come from—what is their source and foundation? * Ÿ Are some things morally right or wrong for all people at all times, or does morality instead vary from person to person, context to context...
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...linguistics lɪŋgwɪstɪks/ noun 1. 1. the scientific study of language and its structure, including the study of grammar, syntax, and phonetics. Specific branches of linguistics include sociolinguistics, dialectology, psycholinguistics, computational linguistics, comparative linguistics, and structural linguistics. Discourse[edit] A discourse is a way of speaking that emerges within a certain social setting and is based on a certain subject matter. A particular discourse becomes a language variety when it is used in this way for a particular purpose, and is referred to as a register.[25] There may be certain lexical additions (new words) that are brought into play because of the expertise of the community of people within a certain domain of specialisation. Registers and discourses therefore differentiate themselves through the use of vocabulary, and at times through the use of style too. People in the medical fraternity, for example, may use some medical terminology in their communication that is specialised to the field of medicine. This is often referred to as being part of the "medical discourse", and so on. Dialect[edit] A dialect is a variety of language that is characteristic of a particular group among the language speakers.[26] The group of people who are the speakers of a dialect are usually bound to each other by social identity. This is what differentiates a dialect from a register or adiscourse, where in the latter case, cultural identity does not always...
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...QUEEN OF APOSTLES PHILOSOPHY CENTRE JINJA (PCJ) CRITIQUE OF THE NOTION OF AUTONOMY IN KANT’S MORAL PHILOSOPHY AN UNDER GRADUATE DISSERTATION SUBMITTED TO THE INSTITUTE OF ETHICS AND DEVELOPMENT STUDIES OF UGANDA MARTYRS UNIVERSITY (UMU) NKOZI, IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF BACHELOR OF ARTS IN PHILOSOPHY BISIMWA MUNYALI EVARISTE MARCH 2011 1 DEDICACE This work is dedicated in a special way to: My ever loving and caring God, My family and the community of the Missionaries of Africa. 2 DECLARATION I………………………………………………………..have read the rules of Uganda Martyrs University on plagiarism and hereby state that this work is my own. It has not been submitted anywhere else for any qualification. I have acknowledged the secondary sources used in this work. NAME OF STUDENT…………………………………………………………. SIGNATURE…………………………………………………………………… DATE: …………………………………………………………………………… SUPERVISOR………………………………………………………………….. SIGNATURE…………………………………………………………………… DATE: ………………………………………………………………………….. 3 ABSTRACT The importance of a philosophical study dealing with moral issues, especially the principle of autonomy is indisputably great. It is a common agreement that morality is located within the scope of duty. Kant corroborates this held agreement by stating the categorical imperative which every human is obliged to act upon. He conceived this categorical imperative as the moral law which all those who claim to be moral beings have to live on. However, he also affirmed...
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...A618C90F-C2C6-4FD6-BDDB-9D35FE504CB3 First American paperback edition published in 2006 by Enchanted Lion Books, 45 Main Street, Suite 519, Brooklyn, NY 11201 Copyright © 2002 Philip Stokes/Arcturus Publishing Limted 26/27 Bickels Yard, 151-153 Bermondsey Street, London SE1 3HA Glossary © 2003 Enchanted Lion Books All Rights Reserved. The Library of Congress has cataloged an earlier hardcover edtion of this title for which a CIP record is on file. ISBN-13: 978-1-59270-046-2 ISBN-10: 1-59270-046-2 Printed in China Edited by Paul Whittle Cover and book design by Alex Ingr A618C90F-C2C6-4FD6-BDDB-9D35FE504CB3 Philip Stokes A618C90F-C2C6-4FD6-BDDB-9D35FE504CB3 ENCHANTED LION BOOKS New York Contents The Presocratics Thales of Miletus . . . . . . . . . . . 8 Pythagoras of Samos . . . . . 10 Xenophanes of Colophon 12 Heraclitus . . . . . . . . . . . . . . . . . . . 14 The Scholastics St Anselm . . . . . . . . . . . . . . . . . . 48 St Thomas Aquinas . . . . . . . 50 John Duns Scotus . . . . . . . . . 52 William of Occam . . . . . . . . . 54 The Liberals Adam Smith . . . . . . . . . . . . . . 106 Mary Wollstonecraft . . . . 108 Thomas Paine . . . . . . . . . . . . . 110 Jeremy Bentham . . . . . . . . . 112 John Stuart Mill . . . . . . . . . . 114 Auguste Comte . . . . . . . . . . . 116 The Eleatics Parmenides of Elea . . . . . . . 16 Zeno of Elea . . . . . . . . . . . . . . . 18 The Age of Science Nicolaus Copernicus . . . . . . 56 Niccolò Machiavelli...
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...* there must be some proof and not mere opinion in the shape of a statement. * ---Names of accused were not mentioned in F.I.R. nor description of their features or their stature was given---Accused had not been identified and their identification test took place two- months after incident---Alleged identification of accused was based on flashing of torch light which was a weak form of identification. * When material on record was not showing as to which accused caused fatal injury leaving room for consideration regarding common intention of other accused, such case called for further enquiry- * ---Assessment of evidence ---Principle---Deeper appreciation of record cannot be gone into at bail stage, but only its tentative Assessment is to be made just to find out as to whether the accused is, prima facie, connected with the commission of crime or not. * ---No final findings could be given regarding plea of alibi at bail stage, as same would require recording of evidence ---Tentative Assessment of such plea, could be made, if it was found that accused had succeeded in establishing an opposite version then the case of accused would become one of further inquiry and on that score, accused would become entitled to the concession of bail. * one of accused was shown as armed with dagger, while other with Kalashinikov---Injuries sustained by the complainant were blunt which could be the result of danda attributed to absconding accused---No role seemed of accused persons...
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...'Vhat'Ve Can't A Guide J. Budzisze wski WHAT WE CAN’T NOT KNOW J. BUDZISZEWSKI WHAT WE CAN’T NOT KNOW A Guide Revised and Expanded Edition IGNATIUS PRESS SAN FRANCISCO First edition published by Spence Publishing Company, Dallas, Texas ©2003 by J. Budziszewski All rights reserved Cover illustration: Comstock/Fotosearch.com Cover design by Sam Torode ©2004 Spence Publishing Company Used by permission Published in 2011 by Ignatius Press, San Francisco ©2003, 2011 J. Budziszewski All rights reserved ISBN 978-1-58617-481-1 Library of Congress Control Number 2010927673 Printed in the United States of America To my grandparents Julian and Janina Budziszewski, long departed, not forgotten The mind of man is the product of live Law; it thinks by law, it dwells in the midst of law, it gathers from law its growth; with law, therefore, can it alone work to any result. —George MacDonald CONTENTS PREFACE TO THE SECOND EDITION A New Phase of an Old Tradition ix PREFACE TO THE FIRST EDITION Whom This Book Is For xix ACKNOWLEDGMENTS xxiii INTRODUCTION The Moral Common Ground 3 I THE LOST WORLD Things We Can’t Not Know 1 2 What It Is That We Can’t Not Know 3 Could We Get By Knowing Less? II EXPLAINING THE LOST WORLD 4 The First and Second Witnesses 5 The Third and Fourth Witnesses 6 Some Objections vii 19 29 54 83 93 116 viii WHAT WE CAN’T NOT KNOW III HOW THE LOST WORLD WAS LOST 7...
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...York University College of Liberal Arts and Professional Studies Department of Humanities AP/HUMA 1860 6.00 The Nature of Religion: An Introduction Term Y Section A Course Director: Dr. Jason C. Robinson Y: Fall/Winter 2014-2015 Office: 126 Founders CollegeOffice Hours: Tuesdays and Thursdays by appointment | Email: jasonro@yorku.ca Class Time: Tuesday 4:30-6:30 | Classroom: Curtis Lecture Halls (CLH) C | Tutorial Leaders and Times | Type | Day | | Start Time | Duration | | | Location | Instructor | | LECT 01 | T | | 4:30pm | 120 | | | CLH C | Jason Robinson | jasonro@yorku.ca | TUTR 01 | T | | 7:00pm | 60 | | | ACE 012 | Jason Robinson | jasonro@yorku.ca | TUTR 02 | T | | 7:00pm | 60 | | | SC 220 | Cristiana Conti | menrua19@yorku.ca | TUTR 03 | T | | 7:00pm | 60 | | | SC 223 | Irfaan Jaffer | irfaanjaffer@gmail.com | TUTR 04 | T | 8 | :00pm | 60 | | | ACE 012 | Cristiana Conti | menrua19@yorku.ca | TUTR 05 | T | | 8:00pm | 60 | | | BC 325 | Irfaan Jaffer | irfaanjaffer@gmail.com | TUTR 06 | T | | 8:00pm | 60 | | | MC 215 | Janet Melo-Thaiss | janetmt@yorku.ca | | | Note: This is an approved LA&PS General Education course Course credit exclusions: AP/HUMA 1865 6.00, AP/HUMA 2800 9.00 (prior to Fall 2014), AP/SOSC 2600 9.00 (prior to Fall 2014). PRIOR TO FALL 2009: Course credit exclusions: AK/HUMA 1860 6.00, AS/HUMA 2800 9.00, AS/SOSC 2600 9.00. Camtasia Recording This...
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