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Ethics > Chapter II: Moral Agent > Flashcards

Chapter II: Moral Agent Flashcards

1
Q

The one who is tasked to think about what is right and why it is so, and to choose to do so

A

Human Individual

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2
Q

Man according to Aristotle

A

Man is Rational Animal

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3
Q

“Man is Rational Animal” according to?

A

Aristotle

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4
Q

Author of Three Level Structure

A

Monsignor Fulton J. Sheen or Msgr. Fulton J. Sheen

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5
Q

What are the three level structure

A
  1. Body
  2. Soul
  3. Spirit
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6
Q

through his senses, makes him conscious of the material universe

A

Body

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7
Q

he calls also as mind or psyche, makes him conscious of other people and “other knowable things: arts sciences, philosophy and law

A

Soul

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8
Q

enables him to communicate with God

A

Spirit

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9
Q

presents the soul as composed of the intellect and the will

A

Traditional Philosophy

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10
Q

Man according to Teilhard De Chardin

A

Man is a phenomenon, “a very special phenomenon,” in fact, “he is a being who knows that he knows.

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11
Q

Man is a phenomenon, “a very special phenomenon,” in fact, “he is a being who knows that he knows. Who is the author?

A

Teilhard De Chardin

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12
Q

Man according to Martin Heideger

A

Man is dasein, a “being there,” part of this world and part of the next

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13
Q

Man is dasein, a “being there,” part of this world and part of the next, according to who?

A

Martin Heideger

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14
Q

Man stands out in several ways, said by who?

A

Engelbert J. Van Crooneburg

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15
Q

Man stands out in several ways

A
  • He is raised above the abyss of nothingness,
  • He lives on the dividing line between the past and present and future
  • He is embodied
  • He is above all subhuman beings
  • He “raises above the lower levels of his existence into being of which he partakes and becomes more than he is.”
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16
Q

Man according to Engelbert J. Van Crooneburg

A
  • Man stands out in several ways
  • He is being-in-the-world
  • His vocation is “the perfecting of life and personality to the full measure to which he has been destined.”
  • He is subject to pain and suffering which he should accept and attempt to find the significance of it in his life.
  • He is a being-unto-death.
  • He has a super-temporal dimension.
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17
Q

Who authored the “THE FILIPINO NORM OF MORALITY”

A

Fr. Vitaliano Gorospe, SJ

18
Q

What are the Filipino Norm of Morality?

A
  1. Group-centeredness or group-thinking
  2. Don’t be caught attitude
  3. Rationalization
  4. Mañana Habit
  5. Ningas Cogon Attitude
19
Q

What Filipino norm is this?
One’s in-group determines for the individual what is right or wrong and the one who’s not yet have that moral independency will ask “What will others say?”

A

Group-centeredness or group-thinking

20
Q

What Filipino norm is this?
“ What’s wrong with cheating in the bar examinations as long as you do not get caught?”

A

Don’t be caught attitude

21
Q

What Filipino norm is this?
“ako’y tao lamang”, “ganyan lamang ang buhay”, “bahala na”, “eveybody is doing it.”

A

Rationalization

22
Q

What Filipino norm is this?
“Wait lang”, “bukas na yan”, “pwede na ito”

A

Mañana Habit

23
Q

What Filipino norm is this?
Good/Energitic at first

A

Ningas Cogon Attitude

24
Q

Virtue is from Greek word (blank), meaning excellent way of doing thing

A

arête

25
Q

Virtue is something that ones strives for in time, according to who?

A

Aristotle

26
Q

a moral philosopher and student of child development. He was director of Harvard’s Center for Moral Education. His special area of interest is the moral development of children - how they develop a sense of right, wrong, and justice.

A

Lawrence Kohlberg

27
Q

Author of Stages of Moral Development

A

Lawrence Kohlberg

28
Q

3 Major Stages of Moral Development

A
  1. Pre-Conventional
  2. Conventional
  3. Post Conventional
29
Q
  • age 4 - 10
  • a person is motivated by obedience to authority
  • commonly associated with young children
  • involves little thought about morality
  • moral code is shaped by the standards of adults and the consequences of following or breaking their rules.
A

Pre-Conventional

30
Q
  • earliest stage of moral development
  • common in young children
  • children see rules as fixed and absolute
  • Obeying the rules is important to avoid punishment
  • morality is motivated solely by punishment
  • Example: “I will keep quiet so that teacher won’t get mad at me.”
A

Stage 1 - Obedience & Avoidance of Punishment

31
Q
  • children account individual points of view
  • judge actions based on how they serve individual needs
  • Reciprocity is possible but only if it serves one’s own interests
  • children recognize that there is not just one right view and that different individuals have different viewpoints
  • focuses on individualism and different perspectives
  • the goal is to avoid punishment
  • Example: “I will let you copy mine if you do my homework.”
A

Stage 2 – Individualism (Self interest) & Exchange (Pleasure)

32
Q
  • also known as “good boy-good girl” orientation
  • one begins to act according to what the larger group she/he belongs to expect of him/her
  • what will benefit him/her best is when the other members of the his/her group approve of his/her action
  • tendency is to conform first to the value of one’s immediate group: family playmates, later on barkada, school, religion or state (being nice).
  • emphasizes the maintenance happy interpersonal relationships and pleasing others
  • a need to avoid rejection, disaffection, or disapproval from others
  • Example: “I will buy that dress so that my friends will like me.”
A

Stage 3 - Interpersonal Relationships

33
Q
  • consider society as a whole when making judgments
  • becomes aware of the wider rules of society to avoid guilt
  • a person realizes that following the dictates of her society is not just good for herself but more importantly, it is necessary for the existence of society itself
  • the individual values most the laws, rules and regulation of her/his society, and thus, his/her moral reasoning is shaped by dutifulness to the external standards set by society.
  • Example: “You should not cut the class because it’s against school rules.”
A

Stage 4 - Maintaining Social Order

34
Q
  • begin to account the differing values, opinions and beliefs of other people
  • Laws are important but members of the society should agree upon these standards.
  • becomes aware there are times when they will work against rules or the interest of particular individuals
  • emphasis on the social contract and the maintenance of individual rights
  • Example: “It is her own decision, we should just respect that.”
A

Stage 5 - Social Contract & Individual Rights

35
Q
  • reasoning is based on universal ethical principles and abstract reasoning
  • follow these internalized principles of justice, even if its against the law
  • moral judgment is motivated by one’s own conscience
  • People have developed their own set of moral guidelines which may or may not fit the law.
  • search for universal principles
A

Stage 6 - Universal Principles

36
Q

individuals are rare, often value their principles more than their own life, often seen as incarnating the highest human potential.
“If abortion became legal in our country, I will be one of the people who will be against it because it’s against God’s Law.”

A

Stage 6 individuals

37
Q

True or False. Every person’s moral reasoning develops through the same stages in the same order.

A

True

38
Q

True or False. People pass through the same stages at the same rates

A

False

at different rates

39
Q

True or False. Development is sudden and discrete.

A

False

Development is gradual and continuous

40
Q

True or False. Intervention doesn’t usually results in moving only to the next higher stage of moral reasoning.

A

True or False

Intervention does usually

41
Q

PROBLEMS WITH KOHLBERG’S THEORY

A
  • the way people answer the question may not be how they would act in real life.
  • Some adults may make a level three decision in one scenario, but fall back to a level one decision in another.

Ethics (4 decks)

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