...Utilitarianism Utilitarianism is a philosophical doctrine which states a moral principal. This form of teleological system determines the moral concepts based on the final results. One of the pioneers in the development of utilitarianism was Jeremy Bentham, a philosopher from the 18th century. Bentham’s based his ethical system on the notion that pleasure was far better that physical pain. Bentham utilitarianism appears to be related with hedonism, since he considered moral actions that maximized with pleasure and minimized pain. During the 19th century John Stuart Mills another utilitarian philosopher further advanced the development of this philosophy; however, breaking away from hedonism. For Mill, pleasure or happiness should be calculated by measuring the greater good of people. He also recognized that certain pleasures were superior to others. It important to understand the utilitarianism change the way of thinking. Meanwhile, religious morals are based on rules and divine revelation as the way of thinking, while utilitarianism is the opposite. Utilitarianism outstanding traits are it relatively simple. To understand if an action is moral, there is no need estimate if the consequences are positive or negative. When the good outdoes the bad, it can be considered that the actions are moral. In essence Bentham and Mills were both utilitarian; however each follow a dissimilar type of utilitarianism. Their difference was fairly evident in the information provided...
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...The most interesting concepts I learned from this course, Lifespan Development, were those topics that involved the many stages of development. This was of particular interest to me as I was able to compare the various theories and how they related to my own children’s developmental milestones. Having two typical children and one with Autism, it was fascinating to see the differences and similarities in their cognitive and moral development. One specific chapter that grabbed my attention was chapter 6, which focused on the different theories that focused on cognitive developmental milestones which were explained by Piaget and Vygotsky (Stantrock, pages 175 and 191). Piaget’s Processes of Development was noteworthy as it highlighted the different...
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...with the Nazi Party in the 1930’s and 40’s. Again, by his explanation, his whole philosophy is captured in Thus Spoke Zarathustra; however, he wrote that no one understood that properly upon its publication so he followed up with some explanation. The explanation came in the work Beyond Good and Evil and the work we are reading, On the Genealogy of Morals. The latter work is the one most structured like the philosophic thought of the enlightenment – more treatise-like. So, hopefully we shall be able to uncover a little Nietzsche without drifting into the abyss. This essay, like the last two, is designed to focus you on a single question regarding Nietzsche’s thoughts in On The Genealogy of Morals. You are to explore to a deeper level any question that is raised for you by the work, using Nietzsche’s work. In other words, no external “research” is expected, but if it will help your exploration, it is allowed. I would add a caution that this is least likely to help on Nietzsche because of the plethora of extremely bad Nietzsche interpretations floating in the cloud. As with both the Machiavelli and Rousseau essay, it is important to note that this is NOT a summary and it is NOT a review. Nietzsche repeated in your own words or a book review of On The Genealogy of Morals is not the purpose of this essay. The purpose is to achieve a deeper understanding of Nietzsche’s thought, as expressed in On The Genealogy of Morals, than would be obtained by a casual reading. There must be...
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...Kohlberg’s Stages of Moral Development Kohlberg’s “Stages of Moral Development” is a very broad explanation of his take on moral development of people through different stages of their lives. The developmental road map is laid out and grouped a couple different ways. It is a three tier, six stage, moral development scale that groups certain rationales together based upon mental ways of thinking during maturation. Level one is titled “Preconventional Morality” and the stages contained within it are Stage I “Obedience and Punishment” and Stage II “Individualism and Exchange”. This level, according to Kohlberg, is the time in which children are learning to think for themselves and make decisions based upon how actions will benefit them and whether those actions will result in a punishment. I interpret this as the beginning stages of learning right from wrong and how to not get busted when you decide that you don’t want to do what is right. Level two is titled “Conventional Morality” and it’s stages are Stage III “Good Interpersonal Relationships” and Stage IV “Maintaining the Social Order”. The general premise of this level is that development has reached a point where selfishness and self-serving decisions are grounded by a general idea of what is considered to be wrong and what punishment or repercussion will result from doing an action. Level three is titled “Postconventional Morality” and it’s stages are Stage 5 “Social Contract and Individual Rights” and Stage...
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...Brooke Armstrong M. Lakin - Child Development Period 2 October 7, 2015 Moral Development Moral development is the growth of how one may incorporate wise decision making, and a knowledge of right from wrong. This is one of the most important parts of developing because if you don’t know which decision is right or wrong, good or bad, you may make the wrong decision ending up with serious consequences. Also, moral development encompasses more than knowing right from wrong. It is also about showing others respect and treating them how you want to be treated. A big part of parenting is teaching respect and good decision making because they are key skills in maturing and learning how to live in the real world through the developing years. A psychologist of the name Lawrence Kohlberg formed ideas and stages of moral development according to the age of a child as they are growing. There are three stages; preconventional morality, conventional morality, and postconventional morality. Preconventional is centered around the ages of nine years old and up. This stage states that a child makes their decision based on rewards and punishment, and they also realize that adults have different rules and viewpoints. An example of preconventional morality is a child deciding whether or not to leave their timeout chair based on the punishment that would follow their choice of action. This is an example of preconventional morality because the child thought ahead about what the punishment will...
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...wrong on the basis of their consequences. Consequentialism theory is also known teleological moral theories. Which teleological word is from Greek ” Telos”,means “end” and ” logos” means “science”. This theory of morality derives duty or moral obligation from what is good or desirable as an end to be achieved. This general approach can be applied at different levels to different normative properties of different kinds of things, but the most prominent example is consequentialism about the moral rightness of acts, which holds that whether an act is morally right depends only on the consequences of that act or of something related to that act, such as the motive behind the act or a general rule requiring acts of the same kind. ( www. plato.stanford.edu) Consequentialist, have two major theories that is ethical egoism and utilitarianism. Both these theories agree that human beings ought to behave in ways that will bring about good consequences. They differ, however, in that they disagree on who should benefit from these consequences. The ethical egoist essentially says that human beings ought to act in the interest of all concerned. ( Jacques P. Thiroux , Keith W. Krasemann) The rough idea behind ethical egoism is that the right thing to do is to look out for own self-interest. That’s mean we are morally required only to make ourselves as happy as possible and have no moral obligations to others. Ethical egoism have three forms which is individual ethical egoism, personal...
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...Jesus Claims to be God/ Character Development Tamar Brown Theology 104 I. Introduction In the following paper I will discuss the various thoughts and ideas that have been presented thus far in Theology 104. During the course of this class a variety of topics were discussed which in turn gave me a clearer understanding of what it means to be a Christian, about Jesus, as well as a better understanding of the bible itself. In the following I will address two topics for which I feel are imperative to any Christian and to the life thereof. In the first portion I be touch on the subject of Jesus’s claims to be God. I understand this to be the topic of many discussions and disputes among those in religious circles and abroad. In the second portion I will discuss character development. II. Did Jesus claim to be God? a) Explanation of the topic/doctrine We will find that Jesus did in fact make claims to not only being the son of God but, to be God in the form of human flesh. I believe that the most compelling evidence or support to this claim is not so much in what Jesus said about his deity or divinity but, rather in what He did as he walked among men. Jesus has made claims to His divinity, but the proof of His divinity was more in His actions and not in His words. I believe that this speaks clearly concerning our own nature as well as God’s desire to relate to mankind, as sinful human beings. b) Scriptural basis There are many people that question if Jesus every really...
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...that educational psychology is the psychology of learning and teaching, and yet a majority of educational psychologists spend their time studying ways to describe and improve learning and teaching. After reviewing the historical literature in educational psychology, Glover and Ronning (1987, p. 14) suggested that educational psychology includes topics that span human development, individual differences, measurement, learning, and motivation and is both a data-driven and a theory-driven discipline. Thus, our definition of educational psychology is the application of psychology and psychological methods to the study of development, learning, motivation, instruction, assessment, and related issues that influence the interaction of teaching and learning. This definition is broad because the potential applications of educational psychology to the learning process are immense! Today educational psychology is a vital discipline that is contributing to the education of teachers and learners. For example, Jerome Bruner, an enduring figure in educational psychology, recently noted the need to rethink our ideas of development, teaching, and learning and the interactions among them. Specifically, Bruner (1996) urged educators and psychologists to see children as thinkers, and stated: No less than the adult, the child is thought of as holding more or less coherent "theories" not only about the world but about her own mind and how it works. These naive theories are brought into congruence with...
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...1. (TCO 1) "Thinking about thinking" is the definition of what? (Points : 4) Development of arguments Measure of good sense Development of critical skills Writing for clarity Critical thinking Question 2.2. (TCO 1, 2, 4) In Chapter 1, we learned the definition of the term issue. The principle concern when handling an issue is whether or not (Points : 4) a given claim is true or not. a claim attaches to the conclusion or not. the majority has a position on the debate. key experts have a position on the debate. Question 3.3. (TCOs 1, 2, 3) In Chapter 1, we learned the definition of the term argument. The purpose of an argument is to (Points : 4) explain complex ideas. win adherents to a position. refute the positions of other people. support or prove conclusions. Question 4.4. (TCOs 2, 3) In Chapter 2, we learned the meaning of inductive arguments. The support that the premises provide for the conclusion of an inductive argument is best described in terms of (Points : 4) valid or invalid. sound or unsound. provable or unprovable. strong or weak. Question 5.5. (TCO 1, 2) In Chapter 2, we learned the meaning of the three modes of persuasion, as defined by Aristotle. Logos refers to arguments based on (Points : 4) ethics and moral character. experiment and observations. passions and emotions. ...
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...Mental health disorders, during the Greek and Roman period, were called things like melancholia, dementia, hysteria, and hallucinations (“Abnormal Psychology,” 2010). These ailments were thought to be caused by some physical problem. Hippocrates believed that these brain pathologies were causes by humors. These humors were yellow bile, black bile, blood, and phlegm (“Abnormal Psychology,” 2010). Plato and Aristotle were also of the opinion that mental disturbances came from inside the individual and not outside forces such as evil spirits (“Abnormal Psychology,” 2010). As the presence of Christian priests grew across Europe during the Middle Ages mental health disorders were viewed as the conflict between good and evil (“Abnormal Psychology,” 2010). During this time, patients suffered cruel methods of treatment to rid them of evil spirits. These methods often resulted in death of permanent disability. It was during the Middle Ages that hospitals for the mentally ill began to emerge (“Abnormal Psychology,” 2010). The Renaissance, a time when science grew, saw a German physician named Johann Weyer specialize in mental health. Johann Weyer is considered the father of psychopathology. There was some progress in the treatment of the mentally ill made in England and Belgium but by the mid sixteenth century it began to fall off as asylums were being built to replace hospitals (“Abnormal Psychology,” 2010). During the time of the French Revolution, Philippe Pinet...
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...other countries (Crain 1985). Kohlberg was trying to figure out why some children acted how they did when it came to some moral dilemmas Stages of Moral Development Kohlberg theorized the development of moral behavior into six stages. The first stage is considered the preconvention level. At this stage a person behaviors morally or unmorally depending on the consequences of their behavior and rewards and self-interest (Coon & Mitterer, 2013). There are two stages at this level: obedience and punishment and stage two individualism and exchange. The conventional level is the second level and consists of two stages called Good Interpersonal Relationships and maintaining the social order. People act at this level to please others and to follow the rules and values of the group. The post conventional level is the highest level and consists of social contract and individual rights and Universal principals. Kohlberg states that the behavior of individuals at this level is directed by ideas that they chose to follow that are universal principles that relate to dignity, justice and equality (Coon & Mitterer 2013). Article review Kohlberg’s explanation of moral development is arguably lacking the important context such as to how important social relationships are extremely important to which a person will develop morals. The article, Moral...
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...Theorists for Anthro, Scocio, Psyc. 1.Gilligan - Focus on survival, goodness as self-sacrifice and morality of non-violance 2. Piaget's - Child cognitive development Sensorimotor stage The sensorimotor stage is the first of the four stages in cognitive development which "extends from birth to the acquisition of language".[3] "In this stage, infants construct an understanding of the world by coordinating experiences (such as seeing and hearing) with physical, motoric actions. Infants gain knowledge of the world from the physical actions they perform on it. An infant progresses from reflexive, instinctual action at birth to the beginning of symbolic thought toward the end of the stage. Piaget divided the sensorimotor stage into six sub-stages"[4]:0–2 years, Infants just have senses-vision, hearing, and motor skills, such as grasping, sucking, and stepping Preoperational stage The Cognitive Development Approaches. By observing sequences of play, Jean Piaget was able to demonstrate that towards the end of the second year, a qualitatively new kind of psychological functioning occurs.[6] (Pre)Operatory Thought is any procedure for mentally acting on objects. The hallmark of the preoperational stage is sparse and logically inadequate mental operations. During this stage, the child learns to use and to represent objects by images, words, and drawings.The child is able to form stable concepts as well as mental reasoning and magical beliefs. The child however is still not able...
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...company. Who is fighting for new contracts? Key Detail #2: Workers are upset about work wages, and stealing due to the situation of the company. Key Detail #3: Will informs his supervisor of the problems, but his supervisor ask him to stay quiet about it, and it’ll work itself out. Will doesn’t know what to do. Is it ethical, yes or no? No Why or why not? : Will should say something to upper management. For moral development, (right from wrong). The right thing to do is tell the truth. Being honest & loyal to his company he works for. And the fairness or equity of the company also known as Justice. He would only jeopardize his job, and put himself in a bad situation, if he lied about it. Also the company is losing money & going to be looking at more problems for property going missing, etc. Learning Goals 1) Describe Lawrence Kohlberg’s justice model of personal ethical development * Kohlberg’s therapy was based on justice, which is neutral fairness, or equity. It explains an understanding of the concept of justice standard in measuring a person’s moral maturity. It comes from 6 stages of...
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...Sara Ossaba English 101 April 30, 2015 Religion and Science In the beginning there was darkness. Then there was light. Then there was consciousness. Then there were questions and then there was religion. Why are we? Where do we come from? Why does the world and nature act as it does? What happens when we die? Religion tended to the answer to all these questions with the stories of gods and other supernatural forces that were beyond the understanding of humans. Where science seems able to explain everything with prove and evidence right before your eyes. Science deals with the intellectual and practical activity encompassing the systematic study of the structure and behavior of the physical and natural world through observation and experiment. ‘’Creationism", another view on man's origin, means belief in creation in a more general sense. A Creationist may believe that the earth is billions of years old, and that simple forms of life evolved gradually to form more complex forms including humans. In addition to that belief, however, is the belief that a supernatural Creator initiated the life process and continues to control it. The most reasonable view on the origin of mankind is known as naturalistic evolution. It means a gradual process by which one kind of living creature changes into something different; evolution that is not directed by any purposeful intelligence. Another part of the idea is that more complex...
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...On How to Build a Moral Machine Paul Bello PAUL . BELLO @ NAVY. MIL Human & Bioengineered Systems Division - Code 341, Office of Naval Research, 875 N. Randolph St., Arlington, VA 22203 USA Selmer Bringsjord SELMER @ RPI . EDU Depts. of Cognitive Science, Computer Science & the Lally School of Management, Rensselaer Polytechnic Institute, Troy, NY 12180 USA Abstract Herein we make a plea to machine ethicists for the inclusion of constraints on their theories consistent with empirical data on human moral cognition. As philosophers, we clearly lack widely accepted solutions to issues regarding the existence of free will, the nature of persons and firm conditions on moral agency/patienthood; all of which are indispensable concepts to be deployed by any machine able to make moral judgments. No agreement seems forthcoming on these matters, and we don’t hold out hope for machines that can both always do the right thing (on some general ethic) and produce explanations for its behavior that would be understandable to a human confederate. Our tentative solution involves understanding the folk concepts associated with our moral intuitions regarding these matters, and how they might be dependent upon the nature of human cognitive architecture. It is in this spirit that we begin to explore the complexities inherent in human moral judgment via computational theories of the human cognitive architecture, rather than under the extreme constraints imposed by rational-actor models assumed throughout...
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