had an ethical theory dubbed the Categorical Imperative. Within this theory he discusses the morally right and morally wrong ways to go about an action based on experience, which one must gain throughout the course of his life. Because the different moral ways are something that cannot be taught, but actually acquired through experience, something that is morally right at one point in life can later become morally wrong (Janaro, 2009). The example for this particular scenario suggests that if everyone
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CHAPTER 3 ♦ ETHICAL BEHAVIOR AND SOCIAL RESPONSIBILITY ♦ Ethical Behavior- is that which is accepted as “good” and “right” as opposed to “bad” or “wrong” in the context of the governing moral code. Laws and Values as Determinate of Ethical Behavior * Personal Values- the underlying beliefs and attitudes that help determine individual behavior. * Terminal Values- are preference about desired ends, such as the goal’s one strives to achieve in life. Ex. Self-respect, family security, freedom
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In your written assignment please describe Gilligan’s case for gender bias in Kohlberg's theory of moral reasoning. How does she justify her argument? How does her theory of moral reasoning relate to Erikson’s ideas about the relationship between autonomy and intimacy? Finally, in your own upbringing, were interdependence/empathy or independence/autonomy emphasized more? At what ages (be specific with at least one example)? Did the focus change as you grew older? Was it different in your
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Plato and Moral Obligations The idea of moral obligation has been questioned for centuries. Not only has there never been a straight answer, one will fail to manifest in the future. Likewise, even the most enlightened philosophers, such as Plato, have yet to conclude a thesis. But Plato did believe that we can create balance and order in our society through justice. Plato’s teachings of moral obligation are still followed today, but many laws and regulations, such as the death penalty, ultimately
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universal duty founded on a rational and moral order of society that has its roots in God himself, “the first source of being, the essential truth and the supreme good”. Peace is not merely the absence of war, nor can it be reduced solely to the maintenance of a balance of power between enemies. Rather it is founded on a correct understanding of the human person and requires the establishment of an order based on justice and charity Peace is the fruit of justice, (cf. Is 32:17) understood in the broad
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Restorative Justice Empowerment* Charles Barton** *Acknowledgements Versions of this paper have previously appeared in print as detailed below. The author acknowledges and thanks the relevant Editors for their permission to re-produce the article on the VOMA Web-Page: 1. The Australian Journal of Professional and Applied Ethics, vol. 2, no. 2, 2000. 2. Just Peace?: Peace Making and Peace Building for the New Millennium. (Proceedings of a Conference held 24 – 28 April 2000, at Massey University
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Cognitive Development in Early Childhood Early childhood is not only a period of amazing physical growth, it is also a time of remarkable mental development. Cognitive abilities associated with memory, reasoning, problem-solving and thinking continue to emerge throughout childhood. When it comes to childhood cognitive development, it would be impossible to avoid mentioning the work of psychologist Jean Piaget. After receiving his doctoral degree at age 22, Jean Piaget began a career that would
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1 JUSTICE, EQUALITY, AND RIGHTS by John Tasioulas For R. Crisp (ed), The Oxford Handbook of the History of Ethics 1. The Nature of Justice Philosophers have advocated many divergent views as to the content of the correct principles of justice. In contemporary philosophy, for example, the live options range from the austere libertarian thesis that the claims of justice are limited to a small class of rights that protect us from coercive interference by others to more radically egalitarian
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inventions in the field of communication, transportation and information management have accelerated its pace, propelling it into a tremendous force with incredible capacity to speed up development, or if left ungoverned, giving it a ferocious destructive capacity. Positive Outcomes: 1. Acceleration of development process or welfare improvement: What the industrialized countries took 150 years to bring about, the East Asian countries achieved in just over 25 years. 2. Technological advancements
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3. Summarize cultural relativism. Provide examples 4. Distinguish between distributive, corrective, and commutative justice 5. Compare and contrast substantive justice and procedural justice. Give an example of each 6. Describe and discuss modeling and reinforcement and how it related to moral development 7. Describe and discuss Kohlberg’s moral development theory. What problems do critics see with his theory? 8. Describe Bandura’s definition of self-regulation and discuss
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