Ethics: an Overview
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Chapter 1
Ethics: An Overview
Chapter Overview
Most college students want to skip moral theory and get on with the discussion of moral issues. However, moral theories do not occur in isolation but within a wider context that includes cultural assumptions as well as philosophical assumptions about moral knowledge, human nature, and the role of humans in the world. Without an introduction to the different types of moral theories and the fundamental assumptions that underlie these theories, discussion of moral issues may degrade into a superficial exchange of opinions.
Learning Objectives
In this chapter, students will learn about
•the importance of ethics in their everyday lives.
•the two subdivisions in moral philosophy: normative ethics and metaethics.
•the different types of ethical theories.
•the concept of “theory” and the limitations of theory.
•the purpose of the study of philosophy.
•the importance of ethics in their everyday lives.
•the difference between an autonomous and a heteronomous moral agent.
•the distinction between ethical relativism and universalist moral theories.
•the concepts of personhood and moral community.
•the relationship between ethics and metaphysics.
•the question of whether there can be moral knowledge.
Self-Evaluation Questionnaire, page 5
Have students complete this questionnaire during the first week of class and again during the last week of class. Have them compare their answers and note any changes in their thinking over the course of the semester. Following are explanations of each item on the questionnaire:
- A high rating on this question indicates that a student accepts cultural relativism, or is at the conventional stage of moral reasoning, in which they believe that society or culture is the source of morality (See page 160 and page 91).
- A higher rating on this question indicates that a student is at a lower level of cognitive development in which he or she tends to engage in black and white thinking. As students mature, they are able to engage in more complex reasoning (See Chapter 2 on “Moral Reasoning”).
- The higher a student’s rating on this question the more likely they are to engage in resistance when their views are challenged (See pages 37-42).
- A high rating on this question, like question 1, indicates that students are at the conventional stage of moral reasoning.
- A higher rating on this question indicates that students are at the preconventional, or egoist, stage of moral reasoning (See page 91).
- A high rating on this question indicates that a student is at the postconventional stage of moral reasoning. (See pages 91-92).
- A high rating on this question, like question 1, may be an indication that a student is at the conventional stage of moral reasoning, depending on their rationale for their answer (See pages 148-149).
- A high rating on this question indicates that the student is an autonomous moral reasoning at the postconventional stage of moral reasoning (See pages 91-92).
- A high rating on this question indications that the students is at Gilligan’s conventional stage of moral reasoning (See pages 95-97).
Teaching Suggestions
1.Spend at least a week on this chapter. Assuring that students have an understanding of some of the fundamental assumptions underlying moral theory will make it easier for them to understand and critically analyze the theories presented in the later chapters.
2.Encourage students to examine their own underlying assumptions on the topics addressed in this chapter. How do these assumptions inform their moral decision-making? Encourage students to begin examining these assumptions either in class discussions or through their journals.
3.Look at the real-life implications of the different assumptions and questions. Encourage students to examine the implications of the various topics and questions raised in this chapter in light of their own experience. For example, what are the real-life implications of accepting determinism or of accepting emotivism? Use case studies as illustrations of the different theories, or ask students to role play with each taking the part of a different theorist.
4.Encourage students to acknowledge the inconsistencies in their thinking. They cannot be both a relativist and a proponent of universal morality. Likewise, they cannot be a determinist and also believe in moral responsibility. Students do not need to resolve inconsistencies at this point; merely recognizing them is an important step. Remind students that admitting ignorance is the first step toward wisdom. They will acquire more skills for working out inconsistencies in their thinking in the next chapter.
Sample Test Questions
Multiple Choice QuestionsQuestions 1–24 are from the text and readings in Chapter 1. The correct answers are preceded by an asterisk.
1.What are the two traditional subdivisions of moral philosophy?
a.subjectivism and cultural relativism
b.metaphysics and moral reasoning
*c.normative ethics and metaethics
d.divine command theory and natural law theory
2. Metaphysical dualists believe that
a.we have more control over our lives when we make “to do” lists.
b.there is only one substance and that is matter. Mind is merely the physical working
of the brain.
c.there are no moral truths. Morality is simply a matter of personal opinion.
*d.reality is made up of two distinct substances: mind and matter.
3.According to Aristotle, what is our most important function as humans?
a.respect for cultural traditions
b.getting in touch with our feelings
*c.the pursuit of the good life
d.getting a college degree
4.Which of the following is an example of a noncognitive ethical theory?
a.ethical relativism
*b.emotivism
c.universalist theories
d.epistemology
5.Which of the following would be most interested in the question, “Is intuition a reliable source of moral truth?”
a.dualist
b.ethical relativist
c.metaphysicist
*d.epistemologist
6.Which of the following groups is not generally considered a member of the moral community in the United States?
*a.unborn humans
b.immigrants
c.African Americans
d.criminals in prison
7.Regarding Dr. Jack Kevorkian’s impassioned defense of physician-assisted suicide, an emotivist would most likely argue that his position
a.is right for him as long as he personally feels it is right.
b.is right because his intention is to reduce pain and suffering.
c.is wrong because physician-assisted suicide is illegal.
*d.is neither right nor wrong but is just an expression of his feelings.
8.Which of the following statements would you most likely hear from a cultural relativist?
a.“Morality is a private choice.”
b.“God approves of the good because it is good.”
*c.“My country right or wrong.”
d.“An unjust law is not legally binding.”
9. In 2012, 20-year-old Adam Lanza shot and killed 26 people in a Connecticut elementary school. Which of the following responses to the boy’s actions would one most likely hear from a metaphysical determinist?
a.He should not be held responsible for his actions because he was a minor and too young to understand the moral implications of his actions.
*b.He should not be held responsible for his actions because he is a product of his genes and his environment.
c.He should be held morally responsible for his actions because all humans, by definition, have free will.
d.His parents should be held morally responsible for his actions because they neglected to provide a proper moral education.
10.Where would an empiricist be most likely to look for moral knowledge?
*a.the scientific method
b.the Bible
c.cultural tradition
d.his or her gut feelings
11.What is it that, by definition, all philosophers love?
a.logic
b.God
*c.wisdom
d.toga parties
12.The primary purpose of the Socratic method is to
*a.find answers to philosophical questions.
b.annoy those in power.
c.encourage people to feel good about their opinions.
d.corrupt young people.
13.Which of the following people is the best example of an autonomous moral agent?
a.Pierre, who acts on what he personally feels is right for him
*b.Hyun, who looks to reason for moral guidance
c.Omar, who looks to cultural traditions when making moral decisions
d.Jayne, who looks to her philosophy professor for answers to what is moral
14.Buddhist metaphysics supports which of the following views of reality?
a.a hierarchical caste system
b.one with a transcendent God at the top
*c.an interconnected web
d.a mechanical, deterministic universe
15.Where is Truth to be found in Plato’s Allegory of the Cave?
a.on the back wall of the cave
b.in the shadows cast by the puppeteers
c.through serene acceptance of our chains
*d.outside the cave
16.One of the primary purposes of moral theory is to
*a.provide guidance in making real-life moral decisions.
b.verify empirical facts.
c.offer support for cultural norms.
d.prove the existence of God.
17.Ethical theories which place humans at the center of the moral community are known as
a.anthropological.
*b.anthropocentric.
c.anthropomorphic.
d.utilitarian.
18.Which of the following statements best describes ecofeminist Karen Warren’s view of Western dualism?
a.It destroys the concept of moral responsibility by reducing humans to purely material beings.
b.It places too much emphasis on intuition as the source of moral knowledge.
c.It liberates women by placing all humans above other animals.
*d.It leads to the domination of both women and nature.
19.According to sociobiologists, human altruism is oriented toward
*a.cooperating with those who are most like us.
b.cooperating with those who are most different from us.
c.the application of impartial reason in deciding who most needs our help.
d.none of the above. Humans are basically egoists and do not care about the well-being of others.
20.Which of the following traits would you most likely find in a self-actualized person?
*a.authenticity
b.cynicism
c.fatalism
d.egoism
21–24. Identify the person who said each of the following.
21.“...the human function is the soul’s activity that expresses reason.”
*a.Aristotle
b.Alan Dershowitz
c.E. O. Wilson
d.Karen Warren
22.“I shall never stop practicing philosophy and exhorting you and elucidating the truth for everyone that I meet.”
a.A. J. Ayer
b.Sandra Harding
*c.Socrates
d.the puppeteer
23.“We begin by admitting that the fundamental ethical concepts are unanalysable, inasmuch as there is no criterion by which one can test the validity of the judgments in which they occur...”
a.Plato
b.Buddha
c.E. O. Wilson
*d.A. J. Ayer
24. “The first [rule for seeking truth was to accept nothing as true which I did not clearly recognize to be so.”
a.A. J. Ayer
b.Aristotle
c.Sigmund Freud
*d. René Descartes
Essay QuestionsThe following exercise questions in this chapter are suggested for use as essay questions: Page 8, #2 and #5; p. 23, #2; p. 27, #1.
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