...ACC 260 Week 4 Critiquing Philosophical Approaches to Ethical Decision Making Get Tutorial by Clicking on the link below or Copy Paste Link in Your Browser https://hwguiders.com/downloads/acc-260-week-4-critiquing-philosophical-approaches-to-ethical-decision-making/ For More Courses and Exams use this form ( http://hwguiders.com/contact-us/ ) Feel Free to Search your Class through Our Product Categories or From Our Search Bar (http://hwguiders.com/ ) As a student we are required to evaluate the philosophical approaches for each scenario from Appendix B. Evaluating whether or not the reasoning for the course of action listed makes sense. While working on the evaluation of the philosophical approaches we will discuss if the course of action is the most ethical, the best reasons for making the choices, and the reasons for believing this alternative is ethical. Consequentialism is the intent to maximize the usefulness of a decision. For this the relevance of this act depends on its consequences. For this approach it is essential to have a good ethical decisions and perception of it. With this it is important for students to analyze a decision in how the harmful and/or the benefits. This many philosophers’ debate ht consequences should count Deontology is different because it focuses on the obligation or duty in motivating the decision or the actions of the consequences. This depends on the respect, rights, and fairness. This approach brings up issues related to...
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...sought knowledge was considered a philosopher. With that being said what would our history be like without scientists who have answered many philosophical questions in theory? Would there even be a history? These questions can be examples of philosophical questions. People have the misconception that if two people have opposing views on a certain subject, then one has to be correct and the other is incorrect. Philosophy proves that there can be multiple solutions or answers to the same issue at hand. People have their own philosophy. Some people misconceive philosophy with opinion (only). Philosophy uses one’s opinion to support good reasoning. Philosophy is supporting your position with an argument to create something logical. Philosophy can correlate with debate. Philosophers have to be willing to take criticism from opponents. Philosophy has paved the way for a lot of higher offices and leadership roles. Government officials and politicians use their philosophy to manipulate what is going on. They have to deal with reasoning, criticism, and debate on a daily basis. Philosophy is important because it is a very helpful tool for questioning “reality”. Philosophy validates things by giving evidence to support good reasoning. Philosophy is important because it plays a key role in creating a structure for our society. Some philosophical questions do have right or wrong answers. Philosophy gives everyone their own...
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...The Socratic Method: “The unexamined life is not worth living.” Socrates (469—399bc) Plato (427—347bc) Each of the main Platonic dialogues emphasizes one philosophical theme—for example, the nature of truth, beauty, justice, virtue, courage, piety, or friendship. The typical Platonic dialogue of the early period can be divided into three segments: In the first segment, Socrates meets a young man who claims to know something about one of the aforementioned “big” topics. Socrates flatters the young man and compliments himself on his luck at having found someone who actually knows something that he, Socrates, has been seeking for fifty years. Socrates begs the young man to impart his wisdom to him. When the young man does so, Socrates acts deeply impressed. The young man’s head begins to swell. The second segment of the dialogue begins when Socrates seems to notice some apparently minor problem with the formulation of the youth’s argument. The young man thinks that a simple cosmetic job can cover the blemish, but Socrates’ objection becomes the small thread that, when pulled, unravels the garment. The young man finds himself tangled up in contradictions and paradoxes. The third segment of the dialogue begins when both Socrates and his partner have admitted ignorance. The young man doesn’t know what “X” is (virtue, beauty, truth, etc.), and Socrates does not know either. At this point, Socrates will say to his dispairing companion something like this: “Look...
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...implemented, they all seem to followthe same basic approach. Typically, these modules convey information about a company’s stated values, initiate employees in the principles of deontology, teleology, or virtueethics to enhance their ethical decision-making skills, and then create opportunities for participants to practice their newly acquired skills via case study exercises. Many of thosewhowrite about ethics training stress the importance of demonstrating how corporate values inform everyday behavior on the job, as well as the applicability of ethical thinking in every aspect of corporate decision making. This seems a reasonable enough approach. The problem, however, is that there is little evidence to suggest that these training programs really affect the behavior of those who participate in organizational systems. It seems then that ethics training, in the form that it is currently being offered, may have some serious limitations. To gain an understanding of the nature of these limitations, it is necessary to consider what has become the conventional model for ethics training, in terms of its content, its mode of delivery and the frequency with which people are exposed to it. The first and most basic question to be asked about ethics training is, of course, whether “ethics” can be taught. It is only once one has been able to give an affirmative answer to this question that it becomes possible to think about the content of ethics training. This question...
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...natural scope. The material object refers to the subject being observed and finding the root cause on how it exist is its formal object. The natural scope is simply defined as natural reason which philosophers use in search for explanations. Ordinary and profound are two types of knowledge in philosophy. Ordinary knowledge is the foundation or the simplest form of knowledge; knowing a phenomenon. Profound knowledge is the deepest causes of all or determining the causes of a particular phenomenon. In nature of philosophy, a man is eager to fulfill his wisdom, and can be filled with theoretical considerations, which is the satisfaction of intellectual knowledge, or practical reasons, which focused on how to act with moral uprightness. Philosophical...
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...first attempt to characterize matter, to Democritus' deduction that matter ought to reduce to an invariant state, the Ptolemaic astronomy of a crystalline firmament, and Aristotle's book Physics (an early book on physics, which attempted to analyze and define motion from a philosophical point of view), various Greek philosophers advanced their own theories of nature. Physics was known as natural philosophy until the late 18th century. By the 19th century physics was realized as a discipline distinct from philosophy and the other sciences. Physics, as with the rest of science, relies on philosophy of science to give an adequate description of the scientific method.[13] The scientific method employs a priori reasoning as well as a posteriori reasoning and the use of Bayesian inference to measure the validity of a given theory.[14] The development of physics has answered many questions of early philosophers, but has also raised new questions. Study of the philosophical issues surrounding physics, the philosophy of physics, involves issues such as the nature of space and time, determinism, and metaphysical outlooks such as empiricism, naturalism and realism.[15] Many physicists have written about the philosophical implications of their work, for instance Laplace, who championed causal determinism,[16] and Erwin Schrödinger, who wrote on quantum mechanics.[17] The mathematical physicist Roger Penrose has been called a Platonist by Stephen Hawking,[18] a view Penrose discusses in his...
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...understanding and reasoning for the things we do. People question the fundamental truth about themselves and the world they live in. Generally philosophy can be divided into four major areas of study, metaphysics, epistemology, ethics, and logic. The subject matter and methods of philosophy can relate to the reasons we inherit ideas generation after generation. The subject matter and method of philosophy can be split into different explanations, examples and reasons that in turn make up the understanding people have for philosophy. Philosophy proposes many different questions about beliefs and everyday ethics but it also guides people to solve the questions they have come up with. Some questions may be answered very differently depending on the person, but the goal is not merely the answer or arguments but whether or not the arguments are good and answers are true. Going more into detail about the subject matter of philosophy which is closely connected with the sort of questions that have dominated philosophical investigation. Everything in existence is the subject matter of philosophy, for example some topics may be art, beauty, cause, desire, family, god, nature, one and the many, and reasoning just to name some. The method of philosophy is the study of how to do philosophy. It also can be explained as the approaches that attempt to provide a framework in reason that can explain all questions and problems related to human life. Some examples of philosophical methodology is...
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...”(Kant’s) Let’s say theology would have had specific theological methods of demonstrations of scientific developments of growth in one’s Faith. Aristotle saw, many fields he inquired using a similar method for it. However it would be foolish to use other methods to try and disapprove the existence of God, for God must not be used for an experiment, however he is considered the first cause of all things. When demonstrating God’s existence there are two things there are needed in Philosophical and empirical methods. Having those two methods and combining faith and philosophical reason one can penetrate everything into the Revelation of God. Theology, is a simple science which is based on the Revelation of God, which uses reason to know what exactly God’s revealed. Empirical science and philosophy are both a different method of theology. In today’s society there are Christians and non-Christians that think theology is only used for rigorous or demonstrative arguments this is not due to the Philosophical reasoning, but to the Revelation and Scripture: Christians would simply call this “fideism” and separate sharply real, of faith from the realm of reason. (Albl 40) However the Catholic’s have made it clear that fideism is certainly an error. Since God created himself this shall never be contradicted. Generally there are arguments based on...
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...Ancient Greek philosopher Aristotle was one of the greatest intellectual figures of western history; his philosophical system became the framework for many religions such as Christian scholasticism and medieval Islamic philosophy. Aristotelian concepts remain embedded in modern day thinking as he developed the logic of the categorical syllogism and perception of virtue ethics. Men are mortal, Socrates is a man, therefore Socrates is mortal. In propositions like the previous one, Aristotle says, something is predicated of something else. This phrase is a categorical syllogism modernly called deductive reasoning; deductive reasoning is now defined as from the combination of a general statement and a specific statement, a conclusion is deduced. This phrase structure is commonly used in today’s argumentative literature line of reasoning. In addition to inventing this technical vocabulary, Aristotle deciphered the meaning behind virtue ethics. Aristotle’s findings in ethics led to a belief in no truism. It’s a distinctive ethical theory that differs with other influential ethical belief systems because his research and beliefs aren’t based on cliche, obviously true statements. Aristotle sums up explaining this process by stating “Only when correct reasoning and right desire come together does truly virtuous action result.” Aristotle called this a practical syllogism; consisting of a general recipe for a good life, followed by a description of the actual circumstances and concluding...
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...of others. Reaching from within and providing your own ideas can help create and understand your own personality. Students will be able to improve their analytical, reasoning and evaluation skills. Overall any student studying philosophy can benefit greatly from it. 2. Explain the Socratic Method of Teaching. Is this a useful way for students to learn? The Socratic Method of Teaching dates back to ancient Athenian times. Socrates was the wisest man states the Oracle. Socrates replied saying “he was wise because he admitted his ignorance.” Sadly Socrates never wrote down any of his thoughts however, Pluto wrote dialogue that reflected his views. His method is a good way for students to learn because it helps them develop critical thinking skills. It helps students improve their skills in analysis and opening up to thoughts and ideas. This method helps provide a foundation for answers we are looking for and puts those answers into perspective. 3. Explain how critical thinking can be used to analyze a philosophical issue. Critical thinking can be used to analyze a philosophical issue because it helps with understanding the issue at hand and comprehending those issues. Being able to think critically means that you are able make rational evaluations to investigate facts and reasons to philosophical issues. Philosophy itself is a thinkers game. It is a way to evaluate arguments in the world and critical thinking is...
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...Hume, Enquiry Concerning Human Understanding SECTION V: Skeptical Solution of these Doubts Skeptical Philosophy Philosophical Therapy Hellenistic schools of philosophy sought tranquility They engaged in philosophy not so much in the pursuit of truth or meaning or justification, but in pursuit of relief from various types of anxiety Stoics for example, sought tranquility through removing dissatisfaction (a state in which the world does not fit with one’s desires), and they did philosophy to show that the way to do this is not by trying to change the world to fit our desires but by trying to change our minds/desires to fit the world. Epicureans sought tranquility through the stability of a moderately pleasurable life that avoids extremes of pleasure and pain, and they used philosophy to undermine sources of anxiety and motivation for seeking extremes--e.g., the fear of death and the desire to please the gods. Philosophical ‘Rationalizations’ Hume observes that most philosophy (and religion) are subject to a certain ‘inconvenience.’ This inconvenience is that while they promote the perfection of our manners and the cultivation of wisdom they really serve to foster certain ‘predominant inclinations.’ I think this is essentially making the point that philosophies are frequently used to ‘rationalize’ our preconceptions, biases, prejudices, etc. Academic Philosophy The one philosophy that is not subject to this inconvenience is that of academic skepticism, since...
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...mysterious, and the prospect of having to write one quite intimidating. Any attempt to explain the nature of philosophical writing in the abstract, however, merely serves to deepen the mystery. All one can say is that once you have started to grapple with various actual examples of such writing, you will begin to form an idea of the type of approach that is needed. Then, all you can do is have a go yourself. In short, like the very first things we were taught as infants, one learns by imitation and by trial and error. But why is it necessary to write philosophy anyway? Isn't it enough just to study the works of philosophers? Writing — whether in the form of books, articles, essays, or dialogues — is, quite simply, the way one works at philosophy. Reading, thinking, talking philosophy are all parts of the process. But none of these is a satisfactory substitute for the discipline of expressing your thoughts on paper. (The lone figure of Socrates is perhaps the only recorded exception to this statement.) A student who has not yet produced his or her first piece of written work has simply not reached first base. — That is why at Pathways we encourage our students to get into the practice of writing from the start. By 'writing' one does not mean simply jotting down thoughts as they come into your head, though this too can be an initial part of the process. Philosophical writing involves constructing an argument. It is reflective and self-critical. Even when the writing flows,...
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...Scottish skeptic David Hume and German critic Immanuel Kant were both philosophers that attempted to address similar concepts of reason and human nature, albeit in very different ways. Both men, alive and practicing during the 1700s, had a lasting impact on the philosophical community. The two men not only differed personally, but philosophically, addressing issues at very different standpoints. Immanuel Kant, born in Prussia, was raised by a conservative family and quickly earned a PhD from his local university in Konigsberg. As a private, unmarried teacher, he mainly studied the sciences and is credited with devising the first working Big Bang Theory. Unlike other thinkers of his time, Kant was not skeptical or negative about humankind. Rather, he believed that all moral reasoning was based on rational thought. A rational man would make moral choices; an irrational man would not. This provides every man with an equal opportunity to use reason as moral guidance. Kant was also much more concerned with scientific reasoning and explanations. David Hume was far different from Kant in almost every way. Unlike Kant, Hume did not achieve a degree; he abandoned a course in law to pursue his philosophical calling. He was an overall skeptic, hesitant to approach huge, overarching ideals and more focused on the effect of memories and emotions. Unlike Kant, he did not believe in reason being rational; rather he believed that humans, though possessing free will, are at the mercy of...
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...important and we introduce the idea of the philosophic mindset. We then examine 5 reasons why it is important for all persons to adopt the philosophic mindset. We will end by providing an overview of the different branches of philosophy. Tasks Read and take notes from chapter 2 of Philosophy: Critically Thinking about Foundational Beliefs, “Why is Philosophy Important?” As you read, make sure you understand the following points and questions: * What is meant by the philosophical mindset? A philosophical mindset is an attitude or approach to life that involves regularly examining beliefs to ascertain what they mean, if they are true and what value they have. A philosophical mindset approaches new information critically. It involves questioning, reflecting and considering the meaning, value and truthfulness of what one sees, reads or hears. (Mark W. Foreman. Prelude to Philosophy: Thinking Critically About Foundational Beliefs. 2012) * How does the job/vocation analogy apply to adopting the philosophical mindset? A job is a task performed in order to receive compensation. It is not something individuals are tied to in any personal way and it usually does not affect persons in any deep manner. In contrast a vocation is a way of life to which one is called. While one may be compensated for performing his vocation, she is not in it for the money. It is part of who she is; it forms an important...
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...research methods by describing and comparing the foundations of quantitative and qualitative research for each of the following elements, using this template. Limit your response of each item to 100 words. * Nature of research: scientific and philosophical underpinnings The scientific and philosophical underpinnings need a foundation for inquiry to conduct research. Quantitative and qualitative research methodologies consist of three philosophical underpinnings, which is identified as: objectivism, subjectivism, and constructivism. The different philosophical foundations and scientific of quantitative and qualitative methodologies have different ontology and epistemology. In quantitative paradigms have an ontology and epistemology of, where the observer and the observed are considered separate and independent. Whereas, qualitative the ontology and epistemology is multiple, socially and psychologically constructed phenomenon, where the observer and the observed are connected to each other (Gelo, Braakmann, and Bebtka, 2008). * Approach to inquiry: induction versus deduction According to Christensen, Burke, and Turner (2010) (p. 7), induction is a process that involves going from the exact to the universal. Inductive reasoning...
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