Aristotle & Kant Assessment (65 pts), plus participation grade

Words (3pts each): Briefly define 5 of the following. Make sure you define them as Kant or Aristotle thought of them. Phenomenal Choice Distributive Justice
Rectitude of Order Noumenal Antinomy
Categorical Imperative Hypothetical Imperative Sensible
Intelligible Duty Inclination

1) Hypothetical Imperative is engaging in an action or decision based on what will give you a certain outcome.

2) Justice is giving people what they deserve based on how relevant in excellence they are to the Telos.

3) inclination is a duty that one wants to do. This want is driven by not what is always right or wrong but entirely on natural desires …show more content…
Aristotle argues that justice is giving people what they rightly deserve.The only way to figure out who rightly deserves what, he says, is to figure out what is the telos or purpose of the thing is. We have to look at it, discuss it, and argue about it until we come up with its meaning. Justice, to Aristotle, doesn’t necessarily discriminate on gender, class, age, or appearance, but, rather justice discriminates solely on who is more relevant to the certain excellence. Take for example three people applying for a plumbing job. Person A is good at fixing pipes, unclogging drains, repairing toilets, etc..., person B is very friendly and good at communicating and Person C is moderately good golf. Before we judge each person we must look at the telos of a plumbing job, which is to provide help for those who need help fixing the pipes in their sinks or toilets or bathtubs. Next after find the telos we rule out those who are not relevant to the criteria of a good plumber. Person B, who might be good at communicating with customers, does not actually have the talent or experience in plumbing that would allow him to fulfill the telos likewise with person C. Therefore, person A who does seem to have more experience in Plumbing, than person C or B rightly deserves the job as a Plumber because he fulfills the …show more content…
. . that man’s mouth,” your mom says to you after she bumped (metaphorically speaking) into your Justice teacher as he paced back and forth in front of the new “Student Center”, muttering something about categorical this and heteronomous that . . . “I mean,” she continues, “well, he is cute and all but. . .all that nonsense about ‘denying knowledge in order to make room for faith’ so that we can be free. What the . . . (she never finishes these kind of sentences . . . it’s a throwback to the more modest days of her youth). . . I’ve just got to say something to someone.” Bemused, again, as you always are by her “keen” observations (every time you describe to your friends something she says, you air-quote her “salient” thoughts), you listen patiently and, because you love your teacher (in the sense that students can properly love their teachers), you come to his defense by explaining that he’s just in one of his Kantian modes . . . And because you love your mom, you actually explain what that means and what is has to do with Justice. With her hanging on your every breath, you explain what makes Kant Kant by employing all those fancy words you learned. (There are some hints/suggestions