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Ethics : 2292G > Lecture 3: Chapter 3 > Flashcards

Lecture 3: Chapter 3 Flashcards

1
Q

Aristotelian virtue ethics

A
  • is a type of virtue ethics that is based on the teachings of the Ancient Greek philosopher Artistole.
  • he believed that virtues are foremed through practice, and repetition, and that the Ultimate goal of human life is to achieveeudaimonia, or “happiness” or “flourishing”
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2
Q

Virtues

A

Habits or dispositions that lead to a good and flourishing life

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3
Q

What virtues did Aristotle identify?

A

Courage
Prudence
Justice
Temperance

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4
Q

Deontology (kantian)

A

Believes that rule and laws dictate the rightness and wrongness of behaviour as long as they are dealt in good faith and treats people as ends! Not means (categorical imperative)
-treating people the way that you want to be treated

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5
Q

Utilitarianism (mills )

A

Believes that the right decision is the one that maximize happiness (utility) and reduces suffering
-the end justifies the needs

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6
Q

What is this an example of.?

“We are going to kill a few people to be able to save x amount of people, or save our country”.

A

An example of utilitarianism

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7
Q

Who would most likely be found using utilitarianism

A

Politicians
house insurance people
Medicine (who are you going to save first if there is a full ICU)

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8
Q

Existentialism

A

Believes that there is no universal meaning to reality beyond the meaning that each one of us projects, and thus one’s morality is a reflection of one’s authentic self while acting in good faith by accepting the frightening truth of absolute freedom.
- existentialism still accepts universal values of authenticity and acting in good faith .
- living authentically
- stay being the person you want to be when no one is looking

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9
Q

What theory would be when you are questioning what is reality, or what is the meaning of life?

A

Existentialism

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10
Q

What are the 4 principles of biomedical ethics

A

1: “respect for autonomy (a norm of respecting the decision
- making capacities of autonomous persons)

2: non- maleficence (a norm of avoiding the causation of harm)

3: beneficence ( a group of norms for providing benefits and balancing benefits against risks and costs)

4:justice ( a group of norms for distributing benefits, risks and costs fairly

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11
Q

Respect for autonomy

A
  • understand that we live in a free society and respect the persons wants or needs
  • ie. a doctor can explain a medication to someone, however, it is up to that person to choose what they want to do and it is up to the doctor to respect what the people want or do not want.
    -know who can legally give consent and who can not
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12
Q

Who can and cannot give consent

A

Cannot:
- people who are not mentally stable
- unconscious

Can:
- being drunk does not give away your reading for giving consent (no is still a no)
-there is no age of consent to the health care system in Canada

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13
Q

Paternalism

A
  • acting like the father, or like you know best
  • I.e. doctors use to act as if they knew best , even if they do they should not act until they have received consent
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14
Q

Non-maleficence

A
  • do no harm
    -the intention should always be do no harm, you will have to do things you are not happy with (I.e. performing an amputation to save a patients life) but you still have to do it
  • or doing CPR sometimes will break the person ribs
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15
Q

Beneficence

A
  • not doing harm and intending to do good
  • you do not manufacture drugs to sell them, it is to help the patient
  • you act in a way you intend to do good
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16
Q

Justice

A

No discrimination

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17
Q

What’s is sport (formalism)

A
  • sport is defined by its rules
  • if you follow the rule book, you are playing the sport. If you are not, then you are not playing the sport
  • no external or internal things of the game, it is just the r the rules and the game
  • think of it as a contract, there is no need to dig deeper into the rules
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18
Q

Arbitrary rules of sport

A
  • only used for the purpose of the sport itself
  • I.e. there is no reason why free style swimming is called a free style
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19
Q

What is sport? (Conventionalism)

A
  • it is not just enough to obey by the rules, but we need to respect the culture.
  • how we decide to play the game, the rules areenough
  • I.e. when someone gets hurt during a game it is not a rule that you should stop play, it is just what people do
  • conventions lists argue that an adequate account of sport must appeal to collectively agreed- upon norms called
    “Conventions ”
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20
Q

What is sport? Broad internalism (interpretivism)

A
  • sporting competition as a “manually acceptable quest for excellence through challenge”
  • basically gives context, how should. You play the game, how you should behave
  • your opponents are not means they are ends, you are not using them to win because the competition would not exist if it was for them.
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21
Q

When it comes to sport we are we are not describing ( ) we are describing ( )

Broad internalism (interpretivism)

A

( what is sport?)

( what it should be)

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22
Q

Arguments: general features

A

-an argument consists of two parts: the premise and the conclusion
- the premise is intended to provide a reason for accepting the conclusion
- a statement by itself is not an argument
- an emphasis statement is not an argument

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23
Q

Conclusion

A

Statement, claim, can be at the start or the end

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24
Q

A conclusion used as premises

A
  • a statement can be both the conclusion of one argument and a premise in another argument
  • if a premise in an argument is uncertain or controversial, the speaker may need to defend it, making it the conclusion of a new argument
  • however, it is not always reasonable to keep asking for defence of each premise, as it can become unreasonable
  • you can have multiple conclusions to support one major arguement
  • can be used to build a bigger argument
  • can be used to build another argument
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25
Q

Can a small conclusion be used as a premise for another conclusion?

A

YES

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26
Q

Unstated premises and conclusions

A
  • arguments can contain unstated assumptions or premises, such as in the example “you can not check out books from the library without an ID. Bill won’t be able to check out any books” where the unstated assumptions is that Bill does not have an ID
  • arguments can also have unstated conclusions, where the conclusions is not explicitly stated but can be inferred, such as in the example “Stacy drives a Porsche. This suggests that either she is rich or her parents are” where the conclusion is “either she is rich or her parents are”
    -certain words and phrases, such as “thus” , “ consequently” “ therefore” , “so” , “hence” , “accordingly” , “this shows that,” lthis implies that” , can single that a premise has been presented and a conclusion is about to be made
  • unstated premises are common in real life and can often be assumed as obvious
  • unstated conclusions are less common than unstated premises
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27
Q

Two kinds of arguments

A

1: deductive argument

2: inductive arguement

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28
Q

a deductive arguement

A
  • when the premise or premises, if true, prove or demonstrate the conclusion
  • concept of validity is important in deductive logic, which states that an argument is valid if it is not possible for the premise or premises to be true and the conclusion to be false
  • using things to make observations
  • going from general statements to a more specific statement
  • it is either true or false, right or wrong, there is no in-between
  • rarely used in real life
29
Q

a good deductive argument has to be – and –

A

true and valid

30
Q

when the premise of a valid argument is true, the argument is said to be –

A

sound

31
Q

false premises

A
  • when the premise first is not valid and so the conclusion is wrong
32
Q

what is an example of a false premise?

A

being like ostrich are birds, all birds fly, so ostrich fly

33
Q

inductive argument

A
  • type of arguement where the premise supports the conclusion, but does not demonstrate or prove it
  • support for the conclusion in inductive arguements can vary in degree and can be described as stronger or weaker
  • these are good or bad, strong or weak.
  • when is doubt it is usually inductive
34
Q

inference to the best explanation (IBE)

A
  • an argument that explains the cause of something (seeks the simplest and most likely)
  • IBE is often used to determine the cause of something based on the best explanation or evidence available
  • sometimes, IBE is referred to as “abductions” and is considered a form of inductive reasoning
  • IBE is used to support a conclusion, not prove it
35
Q

what is an example of an inductive argument?

A
  • traffic slows to a crawl after 2pm on the Bay Bridge supports but does not prove that it does the same on the Golden Gate Bridge
  • if Alexandra rarely returns texts, it supports but does not prove that she probably rarely returns emails
  • the fact that nobody has run a mile in less than 3 minutes does not demonstrate or prove that nobody will ever run a mile in less than 3 minutes
36
Q

what is an example of IBE?

A
  • waking up and your back is hurting, then you come to the conclusion that it was because you did a back workout yesterday
  • determining that sleeping on a certain mattress caused a backache, or that a philosophy course caused improved test scores.
37
Q

balance of considerations

A
  • involves weighing the pros and cons of thinking or doing something
  • often contains both inductive and deductive elements
  • inductive arguments can be compared in terms of strength and weakness, while deductive arguments can be compared in terms of validity and soundness
  • ## basically what is most likely scenario to occur
38
Q

beyond reasonable doubt

A
  • in common law, the highest standard of proof is “beyond a reasonable doubt”
  • in a criminal trials, evidence is presented to the court and the prosecutor and defence attorney make arguments connecting the evidence to the guilt or innocence of the defendant.
  • proof beyond a reasonable doubt is a lower standard than deductive demonstration, which corresponds more to “ beyond any possible doubt”
  • does not mean it is 100% true but it says there is a much higher chance, like 95%
  • it is still inductive because it only becomes deductive when it is true or false or 100% certainty
39
Q

1: inductive = – = –
2: deductive = – = –
3: adductive = – = –

A

1: specific observation = general conclusion (may be true)

2: general rule = specific conclusion (always true)

3: incomplete observation = best prediction (may be true)

40
Q

what is apart of the rhetorical triangle?

A

1: pathos
2: ethos
3: logos

41
Q

ethos

A
  • ## is an appeal to the credibility or trustworthiness of the speaker or writer. it is an attempt to establish the speaker or writer as an authority on the subject and to gain the audience’s trust
42
Q

pathos

A
  • is an appeal to the audience’s emotions.
  • it is an attempt to create a connection with the audience and to evoke feelings such as sympathy, anger, or fear in order to persuade them.
43
Q

logos

A
  • is an appeal to reason or logic.
  • it is an attempt to use facts, statistics, and evidence to make a logical argument and to persuade the audience through logical reasoning
44
Q

in order to master success you have to master the three points of a triangle. what are the three points?

A

1: pathos

2: logos

3: ethos

45
Q

techniques for understanding arugements

A

1: find the conclusion

2: locate the reasons (premises) for the conclusion

3: are they valid? are they true?
- if it is true does it really support the conclusion in the end?

46
Q

what are the 4 sources of confusion that stand out as paramount?

A

1: excessive vagueness
2: ambiguity
3: excessive generality
4: undefined terms

47
Q

a good argumentative essay usually consists of 4 parts, what are they?

A

1: a statement of the issue
2: a statement of ones position on that issue
3: arguments that support ones position
4: rebuttals of the arguments that support contrary positions

48
Q

vagueness

A
  • a word or phrase is vauge if the group of things to which it applies has borderline cases.
    -i.e. “bald” there are lots of people who are between what is bald and what is not
  • it is usually intentional, used as a means to avoid giving a clear, precise answer
49
Q

what are examples of vagueness?

A

1: “bald” “small”

50
Q

ambiguity

A
  • ## a word or phrase or sentence is said to be ambiguous when it has more than one meaning
51
Q

what are examples of ambiguity?

A

1: paul cashed a cheque
- does it mean that paul gave someone cash, or that somebody gave cash to him? could mean either

2: Jessica is renting her house
- could mean that she’ s renting a house or that she is renting out her house

52
Q

semantic ambiguity

A
  • a claim can be ambiguous in any several ways
  • the most obvious way is probably by containing an ambiguous word or phase, which produces a case of semantic ambiguity
  • i.e. Jessica is cold
  • may be saying something about Jessica’s temperature or something about her personality
53
Q

grouping ambiguity

A
  • this results when it is not clear whether a word is being used to refer to a group collectively or to members of the group individually
  • i.e. secretaries make more money than physicians do
    (this is true if the speaker refers to secretaries and physicians collectively, because there are many more secretaries than there are physicians. however, it is obviously false if the two words refer to individual secretaries and physicians)
54
Q

fallacy of division

A
  • apart of group ambiguity
  • a person commits fallacy of division when he or she reasons from the fact that a claim about a group taken collectively is true to the conclusion that the same claim about members of the group taken individually is also true.
    -i.e. a rounding building, does not have to be built of round bricks
55
Q

fallacy of composition

A
  • apart of group ambiguity
  • when a person commits the fallacy of composition when he or she reasons from the fact that each member of a group has a certain property to the conclusion that the group as a whole must have that property
56
Q

syntactic ambiguity

A
  • Occurs when a claim is open to two or more interpretations because of its structure - that is, its syntax
  • i.e. players with beginners skills only may use Court 1
    We do not know what the word “only” applies to.
    It might mean that beginners may use only court 1 or it might mean that players with only beginners skills may use court 1 or it might mean that only players with beginners skills may use court 1
57
Q

what is this an example of: Susan saw the farmer with binoculars… why?

A

1: syntactic ambiguity

because who has the binoculars in this case? presumably susan, but it looks as through it was the farmer “ looking through her binoculars, Susan saw the

58
Q

ambiguous pronoun references

A

occur when it is not clear to what or whom a pronoun is supposed to refer.

  • the boys chased the girls and they giggles a lot”
  • It is not clear who did the giggling
  • They could be either the boys or the girls
59
Q

generality

A
  • the less detail a claim provides, the more general it is
  • “Moore has a dog” is more general than “Moore has an otterhound”
  • the difference between a vary general description and one with sufficient detail can be crucial to nearly any decisions
60
Q

kinds of definitions

A

1: definition by example
2: definition by synonym
3: analytical defintion

61
Q

definition by example

A
  • (also called ostensive definition): pointing to, naming, or otherwise identifying one or more examples of the sort of thing to which the term applies: “by scripture,” I mean writings like the Bible and the Koran”. A mouse is this thing here, the one with the buttons”
62
Q

definition by synonym

A
  • giving another word or phrase that means the same as the term being defined. “fastidious” means the same as “fussy”.
63
Q

analytical definition

A

specifying the features that a thing must possess in order for term being defined to apply to it. These definitions often take the form of a genus- and species classification. For example “ a samovar is an urn that has a spigot and is used especially in Russia to boil water for tea”

64
Q

essays types to avoid

A

1: the windy preamble
2: the stream - of - consciousness ramble
3: the knee-jerk reaction
4: the glancing blow
5: let the reader do the work

65
Q

the windy preamble

A

Avoid getting to the issue and instead go on a length with introductory remarks, often about how important the issue is, how it has troubled thinkers for centuries, how opinions on the issue are many and various, and so on.

66
Q

the stream - of - consciousness ramble

A

This type of essay results when writers make no attempt to organize their thoughts and simply spew them out in order in which they come to mind.

67
Q

the knee-jerk reaction

A

In this type of essay, writers record their first reaction to an issue without considering the issue in any depth or detail. It always shows

68
Q

the glancing blow

A

In this type of essay, writers address an issue obliquely. If they are supposed to evaluate the health benefits of bicycling, they will bury the topic in an essay on the history of cycling; if they are supposed to address the history of cycling, they will talk about the benefits of riding bicycles throughout history.

69
Q

let the reader do the work

A

Writers of this type of essay expect the reader to follow them through non sequiturs, abrupt shifts in direction, and irrelevant sidetracks.

Ethics : 2292G (9 decks)

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