In general, the guides will include the following:
The first guide -- a policy-oriented document -- is being developed by AHA staff person Jende Huang and will be ready shortly. It will be accessible through the AHA web site. The topic is "Global Community and International Affairs."
Submitted by Glenn Hameroff of Palm Coast, Florida, a retired high school teacher, who has spent his retirement writing articles and editorials dealing with moral and ethical issues. He is the author of the course "Great Moral Issues" which is included in our website. He also has developed lesson plans which can be used for discussion or an introduction to the study of humanism. For additional information, contact Glenn at: glenn@hameroff.net.
The purpose of this resource guide is to provide teachers with resources found on the web. Each website is evaluated for the availability of the materials using the following rating scale:
5 = excellent
4 = very good
3 = acceptable
2 = not acceptable
1 = should not be considered
The rating are found at the end each citation.
1. Makkula Institute -- http://www.scu.edu/ethics/ -- The Institute is located at University California-Santa Clara. The website is incredibly rich in teaching materials: a mega-site. One could teach an entire course from these materials. The site is quite easy to navigate. The following are some of the major areas included:
Business ethics, Environmental ethics, Bioethics, Campus ethics, Government ethics and Character education. The website includes access to dozens of case studies which are excellent for class discussion. This section is truly a valuable resource for classroom instruction. I recommend this site to ethics teachers of all experience levels. The ethical decision-making section is superior to any online source that I have encountered. [rating = 5]
2. Some Moral Dilemmas -- http://www.friesian.com/valley/dilemmas.htm -- This is a good resource for famous introductory case studies. The Generalized Structure of ethical dilemmas provides an excellent, in-depth discussion of what ethical dilemmas look like. A must read! The case studies include: Lifeboat ethics. Matters of Life and Death. Sophie's choice. Fat Man's dilemma. Tunnel dilemma. Jean Valjean's conscience.A Callous passerby. Last episode of Seinfeld. A poisonous cup of coffee. The torture of the Mad Bomber. The Principle of Psychiatric Confidentiality. The Partiality of Friendship.The Value of a Promise. The Perjured President. Since the web site is quite limited, navigation is not a concern. [rating = 3]
3. A Bloggers' Code of Ethics - http://www.cyberjournalist.net/news/000215.php
Since bloggers are journalists, the cyber journalist has agreed to set up these guidelines. The web site presents three categories of blogger ethical behavior:
Be fair and honest. Minimize harm. Be Accountable. Under each of these goals are human behaviors designed to carry out these three goals. While the site does not contain links to off-site resources, it does maintain a comment area for reactions to the call for Blogger ethics. It does offer hyperlinks to other cyber-journalist sites. [rating = 3]
4. As an atheist you must live a moral life --
http://www.democraticunderground.com/discuss/duboard.php?az=view_all&address=263x12552 -- This web site seemed to offer more promise than it delivered. Given the title, it seemed like a natural for use . The web site mainly contains what appears to be, i. e., an op/ed piece explaining atheism. The author does a good job explaining atheism. The site provides several forums where one can post reactions to different aspects of the atheist/agnostic experience. [rating = 2]
5. Thinking and Talking About Plagiarism - http://bedfordstmartins.com/technotes/techtiparchive/ttip102401.htm -- The site deals with one of the most disturbing student behaviors that can occur in school. It begins by revealing its emphasis on teaching students about research involving sources and the need for academic honesty. It does not favor an initial emphasis on punishment. The website contains an extensive listing of resources devoted to the study of plagiarism. All of these resources are connected by hyperlinks. The site also provides a step-by-step approach to discussing plagiarism with your classes. I like the initial non-punitive approach taken by the designers of the site. It conclude by providing an extensive list of do's and don'ts for students. [rating = 3]
6. Center for Ethics in Government --
http://www.ncsl.org/Default.aspx?TabID=746&tabs=1116,84,204#1116
On the surface, Ethics in Government sounds contradictory. However, this site appears to be a legitimate source of ethical concerns. The first hyperlink that I noticed identified the top ten movies about ethics. In this section they focus on two films: Brubaker and the Insider. In another section they offer to conduct training worships for local and state government. The site appears to be aimed at government officials and does not appear to be a site filled with teaching materials.
[rating = 1]
7. Kennedy institute of Ethics- Library and information services --
http://bioethics.georgetown.edu/ -- The site is an express entry port into the bioethical resources of the Kennedy Center. While this is valuable in itself, the site also provides hyperlink connections to some high powered bioethical research sites. For example: The National Reference Center for bioethical literature, the President's council on Bioethics, the National Information Resource on Ethics and Human Genetics and the International Bioethics Exchange program. [rating = 3]
8. Ethics updates -- http://ethics.sandiego.edu/courses/index.asp -- Another mega-site. A course could be run on the wealth of resources provided. First view of the web site divides up a large body of data into two sectional headings: Ethical theory and Applied Ethics. One sub-heading under ethical theory - Kant and deontology - contained several hundred hyper-links from power point presentations to course lecture notes to every conceivable resources online dealing with that material. In the area of applied ethics, the first sub-heading that I encountered was on abortion. There has to be 500 hyperlink connections. They provide video resources and court decisions -- the list goes on and on. Having access to this site is the equivalent to going to a fine university library. [rating = 4]
9. Association for Practical and Professional Ethics -- http://www.indiana.edu/~appe/ -- At first glance the site seems to be quite limited. However, after you navigate around you find some extensive hyperlinks. In fact, the bottom entitled links connects all of the Center's membership. You jump to college programs all over the globe. In addition, there are links to think tanks and philosophy departments. The pre-college ethics interest group sounds like a novel idea. To promote high school student interest in ethics curriculum, the center recommends setting up regional ethics bowls for students to compete in.
[rating = 2]
10. Institute for Global Ethics -- http://www.globalethics.org/ -- The goal of this group is to overcome government problems by employing ethics to the global context of the people involved. While their ambitions are praiseworthy, their site is not an ethic teacher's dream. There is not much in the way of teaching materials.
[rating = 2]
11. Resources against Humanism --
http://www.thebible1.net/biblicaltheism/resourshum.htm -- "Keep your friends close, keep your enemies closer." This web site is the equivalent of posting a ditto [that is, it is low tech] on line. This single page site offers a list of articles, organizations and books for the battle against humanism. There may be some value to learning about the enemy but the site offers nothing in the way of linkage. [rating = 1]
12. Axious Institute -- http://www.axiosinstitute.org/ -- The Institute portrays itself as independent research facility dealing with study of values and how we go about formulating them. While their goal is worthy, the site from our perspective is not a repository teaching materials. They do offer some interesting data, e.g., a non-interactive listing of every college course dealing with applied ethics. They also offer a listing of the top 100 books dealing with human values. [rating = 2]
13. Other Bioethical Resources --http://wings.buffalo.edu/faculty/research/bioethics/other.html -- A fabulous link page dealing with bioethics. Page only offers link, no discussion. Sub-headings include: New Links, Online Services, University Bioethical Centers, Non-University Bioethical Centers, Organizations and other related sites, and somewhat related sites and unrelated sites [rating = 4]
14. American Association of Educators -- code of ethics --
http://www.aaeteachers.org/code-ethics.shtml --
This is a limited site. It is under-written by a teacher liability insurance company. They offer some insight into professional and ethical conduct for teachers. They also offer four general principles and under each principle dozens of action oriented rules. The four principles are: Ethical conduct toward students, toward practices and performance, toward professional colleagues, and toward parents and community. [rating = 3]
15. Creating a Code of Ethics for Your Organization -- http://www.ethicsweb.ca/codes/ -- This site appears to be the effort of one person - Dr. Chris Macdonald. It is an effective page for dealing with the issue of setting up a code of ethics for your organization. Offers extensive listing of relevant sources and most of them are hyperlinked. Introductory section deals with the initial question of why have a code of ethics. The next section focuses on speeches and essays dealing with controversy about whether or not a code of ethics makes a difference. The developer follows this section with a series of hyperlinked examples of codes of ethics and concluded by conducting a joint effort with Amazon.com and displays about 30 books on the subject. Note: I think having a class construct their own code of ethics would be a phenomenal learning situation. This page is an extremely helpful tool to accomplish that end. [rating = 3]
16. The Ethics Web -- http://www.ethicsweb.ca/resources/index.html -- The site
presents applied ethics resources on a worldwide web and provides for express linkage to areas of applied ethics. The linkage include ethics relating to business
health care, environment, animal welfare, computers, international issues, the public sector, research, science and technology, and media. It also includes a link to ethical decision making. While navigating the site, something that was a bit distressing. Some of the buttons were empty, while others were filled with extensive hyperlink resources. A few of the empty buttons include media ethics, computer ethics, international ethics, health care ethics, and professional ethics
[rating = 3]
17. The Humanist Curriculum -- http://www.sntp.net/education/nea_humanist.htm -- This site is an article from the work of Samuel Blumenfeld. Some words are hyperlinked in the article but overall the page is static and resembles a ditto. The article is a well-written historical account of the role humanism has played in American education. The author goes beyond just a view of the past and describes the robust role that humanism can play in our current day society. A good read for humanists. [rating = 3]
18. Why Live a Moral Life? by Alfred Russel Wallace --
http://web2.wku.edu/~smithch/wallace/S506.htm -- This site is one that I have referred to as a ditto website. It is a single page with no hyperlinks. However, the article is worth while and was written in 1895 for the Agnostic Annual. The author presents non-religious arguments why one should be moral. This could be used for class discussion. [rating = 2]
Ethics Courses: The next section lists ethics course outlines described on line.
[ratings for each of the courses, 19 to 25 = 3]
19. Philosophy 103 -- http://academics.triton.edu/uc/ucethsyl.html --
A very detailed example of a college level syllabus for an ethics course. Good section of quotes about ethics. Not much in the way of materials but a must read and for course organization.
20. Research Ethics course -- http://ori.dhhs.gov/education/products/montana_round1/research_ethics.html
21. Ethics courses --
http://www.webster.edu/ethicscenter/courses.html
22. American Association for Respiratory Care (AARC)C Ethics course -- http://www.aarc.org/ethics_course/welcome/
23. Ohio Legal Ethics - Ethics course outline
http://www.lectlaw.com/files/lws44.htm
24. Philosophy 300 -- Ethics course outline
http://www.humanitiesdepartment.com/erion/phi300/courseoutline.html
25. Duke University -- Ethics course outline
http://cmb.duke.edu/ethics/outline2006set.html
26. Institute for Business and Professional Ethics -- http://commerce.depaul.edu/ethics/ -- The site originates in DePaul University. When you read the mission statement (to stir the conscience of businesspeople and to create models of ethical decision-making for business) your expectations rise. The institute apparently did not invest a good deal of resources in this site. The page is very static and there is a minimum of hyperlinks. I could not find any teaching materials at this web location. [rating = 1]
27. Business Ethics -- http://www.web-miner.com/busethics.htm -- A dynamite site which begins with a very extensive list of business ethics articles followed by a very generous case study file. The site next lists over 100 corporate codes of ethics. It ends with two more generous lists: business professional organizations and centers dealing with professional and ethical issues. The site is a teacher's dream in that it includes large amount of hyperlinked teaching material.
[rating = 5]
28. Critical Thinking on the Web -- http://austhink.com/critical/. Since promoting critical thinking skills is a major objective for our venture, this site is a natural. I have selected one link to demonstrate the wealth of valuable resources. The area that I have selected is argument mapping. This area seems like a natural for our endeavor. [rating = 5]
Introduces simple arguments, the most basic units of reasoning. Discusses various kinds, their parts, and how to map them.
Looks in more detail at the internal structure of simple arguments. Gives simple guidelines for identifying assumptions and ensuring that the whole thing hangs together properly.
Studies arguments in which more than one reason or objection bear upon a single claim. Discusses some common mistakes in mapping such arguments.
In multi-layer arguments, reasons or objections are themselves supported or opposed by further arguments. This tutorial covers the main kinds of multi-layer arguments, how to map them, and how to avoid some common errors.
Inference objections are a kind of multi-layer argument, and mapping them is particularly challenging. This tutorial shows how to map inference objections as objections to hidden premises.
The "macrostructure" is the structure of complex arguments on a large scale. This tutorial covers some fundamental principles for producing maps of well-structured complex arguments.
By the end of these tutorials, if you have done the exercises properly, you should have acquired basic skills of argument mapping and have a deeper understanding of the nature of reasoning and argument. This area is perfect for our program. It is just one area presented; there are dozens more. In addition, they provide a solid working definition of critical thinking. It is an informative learning site.[rating = 5]
29. The business ethics blog -- http://www.businessethicsblog.com/ --
Given the popularity of blogging, it was inevitable that one would find a blog site. The site is brought to our attention by its creator Dr. Chris MacDonald. The MO of the site is clear and repeated. The webmaster posts a new article dealing with business ethics and registered members are committed to comment on the articles. Some examples of articles include: "Nonprofit hospitals demonstrate that profit is not the source of all evil." "Coca-Cola is charged with greenwashing." "What's so fair about fair-trade." "Wall Street's created for hire problem." The site is not filled with teaching material; however, it demonstrates a popular, simple process communication regarding moral issues. It may be worth while to establish a blog your class. [rating = 3]
30. Ethics -- http://www.teacherscouncil.govt.nz/ethics/ -- This rather limited site demonstrates how New Zealand's teachers deal with the issue of how to instruct their children with ethical values. There is a link to teacher's code of ethics. In addition, there is a link to a discussion of ethical decision making. It is not a source of teaching materials, although it provides a different perspective. [rating = 2]
31. Lobbying ethics -- http://www.scu.edu/ethics/practicing/focusareas/government_ethics/introduction/lobbying.html --
Materials at this site were prepared by staff members of the Makula Institute. This fact alone guarantees that this will be a well done presentation. The combination of these two terms sounds incredibly contradictory. The site is geared for the classroom teacher. Case studies and a myriad of additional materials abound. Blogs and podcasts are available. This is a teacher's gold mine. [rating = 5]
32. The Ethics of Humanism Without Religion -- by Paul Kurtz
http://www.secularhumanism.org/library/fi/kurtz_23_1_1.htm --
At first glance this site is primarily static and appears to take on the ditto status. Thank goodness, I had more than one glance. The narrative is excellent. Discussion of the common moral decencies and the ethical excellences is quite effective.
One of the fruitful links at the end of the page is the Secular Humanism online library. This site leads to hundreds of citations related to secular humanism -- a valuable site for teachers. [rating = 4]
33. Teaching Morals and Values in the Public Schools: A Humanist Perspective - by Steven D. Schafersman --
http://www.freeinquiry.com/teaching-morals.html -- This page is a static ditto; however, it is an excellent read for teachers of public school ethics. In fact, this essay should become a part of everyone's professional library. The essay recounts the humanist struggle to prevent the religious right wing using the public schools to inculcate traditional religious values. [rating = 3]
34. Division of Medical Humanism and Ethics; University at Louisville --
http://louisville.edu/medschool/familymedicine/humanism -- The Division of Medical Humanism and Ethics seeks to explore connections among humanism, ethics, and professionalism for students and physicians who serve on the advancing edge of medical science. The site appears to be limited to medical school training. It is fascinating that humanism is being directly incorporated into medical education. This site has limited potential to be used by classroom teachers.
[rating = 2]
35. Progressive Humanism - A New Approach of Humanist Philosophy -- by Carleton Coon -- http://www.progressivehumanism.com/proghum.html --
Progressive humanism is a compromise between the historical focus of humanism (preserve humanity at all costs) and the desire to get the job done for society (defined as solving social problems.) Questions are raised: When do the ends justify the means? At what point do we forego efficiency for the sake of humanity?
The site lists current problems and for each presents a progressive humanist solution. However, the progressive version of humanism is intellectually stimulating. This site is a potential source of teaching materials although no there are no other links to off-site materials. [rating = 3]
36. International Humanist and Ethical Union (IHEU) -- http://www.iheu.org/ -
IHEU is the world union of over 100 humanist, rationalist, secular, ethical culture, atheist and freethought organizations in more than 40 countries. The mission is to represent and support the global Humanist movement. The goal is a Humanist world in which human rights are respected and all can live a life of dignity. The site reports the latest international news about Humanism. Each headline is
hyperlinked to further information. The site has potential to provide international flavor to the Humanist endeavor. [rating = 3]
37. Humanist Ethics and Africa -- http://napsnigeria.org/node/1045 -- The National,Association of Philosophy students (Nigeria). A web site set up to market a single book. The book, Humanism Ethics and Africa, is 128 pages long and sells for $10. It sounds interesting and may provide another slant on humanism; however, the site offers nothing additional in the search for teaching materials.
[rating = 1]
38. Is "Secularism" Simply Atheism in a Sheep's Clothing?
http://current.com/items/89887895_is-secularism-simply-atheism-in-a-sheep-s-clothing.htm -- The site has a reasonable number of hyperlinks and has a special entry port for comments. It provides a good read into the thinking of the opposition. It should be noted that the website's author believes that secularism is a polite term for atheism; in essence, he is warning to be wary of secular curriculum. [rating = 2]
39. Environmental Ethics - http://online.sfsu.edu/~rone/Environ/Enviroethics.htm -- With the global warming crisis rearing its head, a website providing hyperlink access to environmental ethics seems very appropriate. The topics include Environmental Information, Environmental Ethics Information, Online Readings in Environmental Ethics, Topics in Applied Environmental Ethics. Environmental Ethics Information . This site yields a great deal of teaching materials. [rating = 4]
40. Ethics and professionalism -
http://www.aipla.org/MSTemplate.cfm?Section=Related_Links32&Site=Professionalism_and_Ethics&Template=/ContentManagement/ContentDisplay.cfm&ContentID=10148 -- This site, which deals with ethical issues involving intellectual property conflicts, is maintained by the American Intellectual Property Law Association. On this web page you will find a state-by-state listing of legal ethics, intellectual property issues and case law. All 50 states are listed. The site is a great source for teaching materials. [rating = 4]
41. Aristotle and Virtue Ethics -
Ethicshttp://ethics.sandiego.edu/theories/Aristotle/ -- This site contains every conceivable, multi-media resource found online dealing with the ethical philosophy of Aristotle. There are streaming videos, lecture notes, books online, current books, and a bibliographic survey. A fabulous source of teaching materials. [rating = 5]
42. Ethics vs. Morals and Morality -
http://www.philosophyblog.com.au/ethics-vs-morality-the-distinction-between-ethics-and-morals/ -- The site begins by examining the difference between ethics and morals. There are a great number of postings designed to attempt to define these commonly interchangeable terms. The webpage also reviews other sites. Excluding the effort to define the difference between ethics and morals, this site has little value to the classroom teacher. [rating = 1]
43. When a teacher's ethics come into question --
http://www.csmonitor.com/2001/1106/p11s1-lekt.html -- The site, sponsored by the Christian Science Monitor, is a single issue page. What happens when teachers misbehave? Many states are considering ethics programs for all teachers. This could encourage a very troubling class discussion. [rating = 2]
44. Philosophy Bites - Ethics - podcasts of top philosophers interviewed on bite-sized topics -- http://philosophybites.com/ethics/- Podcasts are a valuable tool. The site also sells a good deal of textbooks. Some speakers and topics include: Jeff McMahon- Killing in war; Sabine Doring - On emotion; Paul Snowdon - Persons and animals; Michael Sandel- What shouldn't be sold?;
Thomas Hurka - Pleasure; Kate Soper - Alternative Hedonism. The site contains other speakers and topics and also provides for comments and reactions. All books advertised are available at Amazon.com . This is a good teaching tool. [rating = 3]
45. Nuclear Weapons, Ethics, Morals and Law -- Jonathon Granoff.
http://www.nuclearfiles.org/menu/key-issues/ethics/basics/granoff_nuclear-weapons-ethics-morals-law.htm -- This is a single issue site. Granoff has written an excellent essay discussing some of the moral and legal aspects of nuclear conflict. The essay would serve as a valuable discussion tool in the discussion of the morality of nuclear conflict. [rating = 2]
46. Immanuel Kant -1724-1804 -- http://www.friesian.com/kant.htm --
This page is a static ditto and clearly not one of my favorite formats. Kant's philosophy is central to any course of studies on ethics. Given the complexity of his thoughts, this page becomes more useful. The site presents one of the most complete discussions on Kantian ethics. A must read for instructors. [rating = 3]
47. Annotated Webliography of Humanism -- http://www.xs4all.nl/~pderkx/humwebliog hy.html -- A fabulous source of hyperlinks starting with Renaissance humanism up to Humanism and Marxism and Post Modernism and Humanism. Most of the links are to international sites studying some aspect of humanism. The site is a virtual font of teaching materials. Given the sophistication of many of the sites, this online collection of sites is more appropriate for instructor use than student use. [rating = 4]
48. David Hume (1711-1776) -- http://www.davidhume.com -- Hume was a very influential philosopher, historian and economist who influenced many other 18th Century thinkers. He belongs in an ethics course. His contributions to the development of ethical thinking are vast. He is credited with influencing the philosophical works of: Kant, Bentham, Mill, Popper, Ayer and others. This site has a reasonably effective essay describing Hume's philosophy but hardly contains any linkage to other internet venues. It is not an outstanding source of teacher materials, however, the essay is a must read. [rating = 2]
49. Ayn Rand Institute -
http://www.aynrand.org/site/PageServer?pagename=index -- Rand professes one of the most controversial ethical theories ever espoused - objectivist ethics - rational selfishness. For Rand, altruism is the enemy of mankind and egoism is its savior. Very busy web page from breaking news to the annual Ayn Rand essay contests. This site offers a number of ways for students to get involved with the objectivist ethics. It is an excellent teaching tool. [rating = 5]
50. Focus area articles -- http://www.scu.edu/ethics/articles/articles.cfm?fam=
A page filled with hundreds of applied ethics articles. Every conceivable topic is explored. The list is annotated and topically arranged. This is a dynamite teaching material repository. [rating = 5]
Glenn Hameroff of Palm Coast, Florida, a retired high school teacher, has spent his retirement writing articles and editorials dealing with moral issues. The goal of his course on "Great Moral Issues" is to equip students with fundamental tools of analysis. Although initially developed for high school students, it is valuable for adults since the intent is "to empower students to debate controversial issues free from rancor and personal hostility... and to identify historical indicators of the moral life." He also has developed lesson plans which can be used for discussion or an introduction to the study of humanism. For additional information about the course and lesson plans, contact Glenn at - glenn@hameroff.net.
Great Moral Issues -- Course Outline
General Philosophy. Since the course is open to students of all ability levels, certain rules of teacher behavior are suggested: (1) All technical items regarding the study of ethics will be delivered to students in the form of class discussion. (2) Reading will focus on text "Lying."
Learning Outcomes. (1) Explaining the nature of the relationships among ethics, values and morality through analyzing philosophical in the contexts and traditions in which they occur. (2) Applying various ethical concepts and theories through rationales to situational dilemmas in an effort to identify various possible courses of action -- includes Kantianism, egoism, relativism, utilitarianism, absolutism and virtue ethics.
Course Outline. These discussions are alternated with reading and discussion of the book Lying: Moral Choice in Public and Private Life by Sissela Bok, Vintage Press (up-dated edition 1999).
Terms in ethics: Moral, amoral section, non-moral, immoral, good, bad, right, wrong,
Criteria of a moral act: An act toward a human being as a human being.
A non-instrumental view: It conforms to a certain principle or rule. True act- voluntary and done with intent. Genuine choice exists. Prescriptive versus proscriptive. Deontological vs. teleological- The ethics of duty versus the Ethics of consequences. Freedom versus determinism. Sartre versus BF Skinner. Normative theories (Egoism, Subjectivism, theism, Relativism and utilitarianism. Altruism.
Course Concentration - Major Points
David Hume - Treatise on Human Nature. Ethical statements do not seem founded in fact. Moral statements are not factual or descriptive statements. Moral statements are prescriptive. You cannot validly derive a moral statement from factual premises. The is bird can't lay the ought egg. Hume‘s opponents conjectured that human beings might have a moral intuition. Hume argued that you cannot derive a value judgment from factual or descriptive premises. There are no moral facts only feelings about morality.
Moral skepticism. You ought to do X.- Is that I approve of X and that I would prefer you do X.
A.J. Ayer - 1910-89- Contributed the notion of emotivism: All we can do is express moral sentiments. "Truth and Logic: The Foundations of Empirical Knowledge."
Ethical Relativism - Is the moral that which is useful to society? Ruth Benedict (1887-1948). Margaret Mead (1901-1978). Nuremberg tribunals, social order. Equally valid claim? M.A.C.O.S (Man a course of study)
Are there universal rules of human behavior?
Consequentialism: the ends justify the means. Any means?
Ethical egoism: Action X is morally right if and only if I benefit. Rand (1905-1982) the virtue of selfishness, rational selfishness, objectivist ethics.
Altruism - Action X is right if it benefits everyone but me.
Rand argues that only one benefit can truly indicate the moral. It is the only objective standard of benefit. Rand argues that altruism is the most dangerous ethical theory ever produced. It is so because it teaches human beings that to be ethical hurts.
Aristotle and the search for the highest good. (summum bonum) - All people want it; want it for its own sake not because it is a means to some other good.
Happiness meets the requirements.
Hedonism: Refined and vulgar hedonism. Is this theory self contradictory?
Jeremy Bentham (1748-1832) quantitative hedonist. Felicific Calculus
Utilitarianism-consequences: John Stuart Mill (1806-73) - greatest happiness principle; produce the greatest amount of happiness for the greatest number of people. Act and rule utilitarianism.
John Rawls - principle of justice, produce greatest amount of happiness for the greatest number of people while treating everyone the same.
Utilitarianism - you could measure a positive aspects of government policy and determine which type of government is best.
Ethics of duty - Deontological ethics versus eudaemonist ethics. Ethics of duty versus ethics of happiness. Duty focuses on means, motive and intent. It does not deal with consequences.
Kant- universalization of moral rules. Categorical versus Hypothetical imperatives. Maxims of categorical imperative. "Act only according to the maxim by which you can at the same time will that it should become a universal law." "So act as to treat humanity, whether in thine own person or in that of any other, in every case as an end, never as a means only."
Intent-Principle of double effect. Motive. Will. Virtue ethics -Aristotle. Setting. Moderation - seek the mean.
Lying: Moral Choice in Public and Private Life by Sissela Bok
Chapter 1. Is the Whole truth attainable? Truth and truthfulness- 2 domains. How does a skeptic attempt to merge the two domains? Lies told for the sake of truth. Do we need lies to exist? Role of intention in deception. Codes of behavior - Does a physician owe the truth to a patient? How do various traditions avoid truth-telling?
Chapter 2. Truthfulness, Deceit and Trust. Deceit is a form of violence. Perspective of the deceived. The liar? Lies for our own good. Machiavellian perspective of the liar. Liars want a free ride. Liar suffers from myopia. "The first lie must be thatched with another it will rain through." Liar as judge and jury. Paradox of power. Discrepant perspectives. Principle of veracity. The lie should contain an initial negative weight.
Chapter 3. Never to lie? Check quotes on page 32. "Lies subvert the God-given purposes of human speech." How has religion gotten around its own absolute prohibition of lying? Mental reservation? Kant: absolute prohibition - lies violate the second maxim of the categorical imperative. Never treat another human as a means to an end. Kant argued that it was always required for one to do his/her duty; it was an absolute moral rule that one should never lie. How does Kant address the problem of conflict of duty? "Stay close to the truth and you won't be held responsible. Describe the Jewish position on lying.
Chapter 4. Weighing the consequences. Discuss quotes on p. 47.Lying and the principle of utility. How is the lie transformed into a morally neutral act? The liar has a skewed perspective on the impact of the lie. Motive and rationalizations cannot be measured in a vacuum.
Chapter 5. White lies. Allegedly these trivial lies are deemed to be harmless. Some argue that to maintain the social equilibrium we need white lies. Danger - lies tend to spread and become more involved. While there is a scientifically confirmed placebo effect, the danger of escalation is great. Letters of recommendation -if everyone exaggerates, will honesty hurt? White lies - veracity at what price?
Chapter 6. Excuses. Excuses for lies. Determinism - it is not my fault. Everyone else lies. Officious lies versus malicious lies. Quid pro quo. Lies in the name of veracity.
Chapter 7. Justification. Since the liar acts as judge and jury, to overcome the liar's built in bias we must involve others. Justification can only be achieved when others share the information. The other can be a review board or group of interested individuals. There are levels of justification. Describe the risks imposed on the liar by the justification process.
Chapter 8. Lies in a crisis. Shows itself most acutely in the political arena. The danger is the escalation of the practice of lying. Line drawing? The more acute the crisis, the more we are justified in employing deceit. Politicians will exaggerate the threat posed by the crisis their own power. The real danger is in the expansion of deceptive practices. All recent presidents have promised transparency and yet, secrecy rules.
Chapter 9. Lying to liars. Tradition permitted lies to heretics (who professed the devil's lies.) Retributive justice. Mutual deceit. If the game is played fairly among equals, then it maybe okay.
Note: Chapters 10 and 15 were omitted because of redundancy to other chapters. Discussing applied ethics is the option of the instructor, guest speakers, or the Taking sides texts: Clashing views on Controversial Moral Issues. Clashing Views on Bioethical Issues. Clashing Views on Controversial Issues in Human Sexuality. Clashing Views on Controversial legal issues. These texts offer two side to any moral dilemma and arewritten by top scholars in the field. They are available from Dushkin Publishing, Guilford, CN.
Chapter 11. Lies protecting peers and clients. Describe the physician's dilemma regarding honesty. Confidentiality. Claims to support confidentiality. Fidelity to colleagues. Thin Blue Line -- How far do you go protecting a peer? Brother officer. Fidelity to clients. Liars have privileged communication, but they are not allowed to suborn perjury.
Chapter 12. Lies for the public good. Noble Lie: lies allegedly told for the public's good. However, the liar becomes judge and jury again when determining what indeed is the public good. Review case studies of political deception. What has happening to our trust for our leaders? Describe the dangers inherent in political deception.
Chapter 13. Deceptive Social Science research. Deception in research. Was Milgram's experiment worth psychological damage it may have caused? Did the gains out-weigh the damage done? What are the alternatives to conducting research in the "Milgram" manner? How can we assure the public that researchers do not have a free hand to deceive?
Chapter 14. Paternalistic lies. Paternalistic lies are questionable even when told to children. How do we justify lies to children? What do children have a right to know?
