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GOVERNANCE
U2
THE ROOTS OF
ETHICS
S
Study orga niser
Before you begin
B b this unnit, please check
c througgh your stud
dy organiseer. It shows the topics
thhat we will be coverinng, the skillls you needd to acquire, and the activities yoou’ll do to
heelp you acqquire these skills.
s
T
Topics Leaarning outcomes Tuttorial Activvities
S
Study
y tim
me
Y should be able to finish
You f this section by thhe end of weeek 2.
To complete this uniit you will need to complete
T c th
he readingss and the
a
activities.
Textbook: Preston,
T P Noeel. (2007) ‘C
Chapter Twoo: Encounteering Ethicss,’ in Undersstanding
rd
E
Ethics (3 eddition) Sydnney: Federattion Press, p.16-34.
p
Garrett, Jan – Virtue Ethhics: A Basiic Introducttory Essay
G
htttp://people.wku.edu/jaan.garrett/etthics/virtthryy.htm
‘EEthics’ com
mes from thee ancient Greek
G hos means ‘character or
term ‘ethos’. Eth o custom’
(PPreston, 2007: 16). Etthos forms the root of o ethikos which
w is deefined as ‘mmoral’ or
‘sshowing mooral charactter’ (Castrioota, 1992). In order too better undderstand hoow ethical
thhought orig
ginated, we need to esstablish an important connection between ethics e and
phhilosophy.
W
What do youu now underrstand by the term philoosophy?
Think carefuully about thhe ten philossophical quuestions raissed in the fillm.
T
W
Which was thhe most diff
fficult questiion to answeer and why??
Two central concepts inn Greek ethhics are euddaimonia annd arête. Eudaimonia
T E is simply
trranslated as ‘happiness’. It means living well,, having a good
g soul orr being the right type
off person. Arete means virtue. It iss the qualityy of doing what is righht and reachhing for a
hiigh standardd of moral excellence.
e An examplle of a virtu ue is couragee. The worrd used by
G
Greeks to describe an unnethical value is ‘vice’. Greed is an
a example of o a vice.
Socrates (4770-399 BC)) is often seen as onne of the first f ethics philosopheers and is
soometimes called ‘the father
fa of ethhics’. Socrattes believedd that every person hadd a role or
fuunction to play
p in society. Justicee is achieveed when wee each fulfilll our role in society.
Unit 2: The Roo
ots of Ethics 2.4
Virtues like courage, wiisdom, know
V wledge andd justice conntribute to the
t excellennce of the
sttate. These virtues shoould be learrned in the same way that knowlledge is learned. The
linnk betweenn knowledgge and virtuue is clearr when Soccrates says: ‘There is only one
gooodness, itt is knowleedge, theree is only one
o evil, itt is negligeence.’ For Socrates,
knnowledge and
a wisdom m are the meeans to ethiical action. Knowledgee and wisdoom can be
atttained by asking leaading questiions like: What is trruth? What is virtue? What is
haappiness? (MMattey, 19998)
Socrates wass a provocattive teacherr and quite ooften, he waas not appreeciated for his
h radical
thhought. In 399
3 B.C, he was charrged with im mpiety – a disbelief oro lack of reespect for
G
God. He wass also accussed of corruupting the young
y peopple of Athenns through his
h public
sppeeches (Brritannica Onnline Encycclopedia, 20013). When Socrates reefused to paay a small
fiine for the charges laiid against him,
h he waas sentenced to death. Although he had a
chhance to escape with the
t help of his friends,, he chose to t accept thhe punishmeent meted
ouut to him by the sttate for hiis actions – which was w death (Britannicca Online
E
Encyclopedia a, 2013).
Plato (428-347 BC) waas Socrates student. Hee compiled d Socrates dialogues
d annd letters.
Plato’s own book, The Republic is i also a crritical text for
f ethics study.
s Platoo’s ethical
phhilosophy focused
f on the well-beeing of the soul. He believed
b thaat each persson had a
physical bod dy and a noon-physicall soul. The physical woorld or boddy is not impportant. It
iss the soul that
t we shoould be conncerned with (Stanforrd Encycloppedia of Phhilosophy,
20011).
Plato dividedd the soul innto three parrts: reason, spirit, and appetite.
a R
Reason is thee part that
cooncerns trutth and knowwledge. It iss the weakeest part of thhe soul but the
t only parrt capable
off governingg it well. Sppirit is the part that is proud andd concerned with statuss. It seeks
faame & power. Appetitte is the larg gest and moost powerfu ul part of thee soul. It seaarches for
plleasure andd avoids paain (Stanford Encycloopedia of Philosophy,
P 2011). Thhe just or
viirtuous ma an keeps all these partts of the souul in harmoony or balaance with eaach other.
For Plato theen, virtue eqquals excelllence of thee soul (Matttey, 1998).
Another imp
A portant ethics philosoppher was Aristotle.
A Arristotle wass concernedd with the
deevelopmentt of characcter. He ask ked for instance: Whaat did it meean to be a good or
viirtuous persson? He ansswered this question byy identifyingg two kindss of virtue: vvirtues of
ch
haracter (ffor example, courage and justicee) and virttues of inttellect (for example,
w
wisdom and understanding) (Stanfoord Encycloopedia of Phhilosophy, 2011).
2
Virtues of ch
V haracter, Arristotle argu ued, belongeed to a partt of the soul and were related to
haabit while virtues
v of inntellect resuulted from teaching
t andd involved theoretical reasoning
annd practicall thinking. Like
L Socratees, he argueed that when n we are knnowledgeable, we are
viirtuous (Staanford Enccyclopedia of Philosopphy, 2011)). True happpiness cann only be
acchieved thrrough the cultivation
c of virtues, for examp ple, developping good habits or
trraining onesself to becom me a better person. Wee must learnn by practiciing virtuouss actions.
Stop
p for a mom
ment to refleect on this quotation
q byy Aristotle:
2 Phhilosoophy and
2.2 a e thics
Philosophy has
h sometimmes been crriticised forr being ‘an exercise off mind gam
mes which
m distort the
may t concern to make ethhics more practical’ (Prreston, 20077: 20).
Philosophy can
c also hellp us to esttablish a theeoretical fraamework foor discussinng applied
etthics. Appliied ethics reefers to the way we relaate ethical theories
t andd principles to a wide
raange of issu
ues or dilemmmas (for exxample, warr, capital puunishment, abortion,
a prrostitution
annd so forth)). Almost any
a issue caan be relateed to questions concernning what is i right or
w
wrong. We will
w now briefly
b exam
mine other ancient
a ethiical traditioons or ‘livinng ethical
syystems’ thatt teach us riight conduct.
(New
w World Enccyclopedia).
Buddhism em
B mphasises action in teerms of boddy and speeech. If an action is harmful
h to
onne’s self annd to otherss, it should be avoidedd. A mind thhat is skilfuul avoids acctions that
arre likely too cause sufffering (Budddha Net, 1998-2013)). The fivee precepts encourage
e
B
Buddhists to: 1) avoid taking
t the life
l of all beings (bothh humans an nd animals); 2) avoid
taaking thinggs not given n; 3) avoid sensual miisconduct oro overindullgence in anny sensual
plleasure succh as gluttoony and miisconduct of o a sexual nature; 4) refrain frrom false
sppeech (inclu udes lying and deceiviing but alsoo slander annd speech which
w harm
ms others);
annd 5) absta ain from substances
s which cauuse intoxicaation and which
w mayy result in
brreaking the other four precepts
p (Buddha Net, 1998-2013).
Hinduism: ‘This
H ‘ is the sum
s of dutyy: do not doo to others what
w would cause pain if done to
yoou’ (Mahabbharata 5:15517)
Confucianissm: ‘Do nott do to otheers what youu do not waant them to do to you’ (Analects
C
155:23)
Christianity
C y: ‘And as ye
y would that men should do to yoou, do ye also to them
m likewise’
L
Luke 6:31, (T
The Holy Bible)
B
Isslam: ‘None of you [trruly] believves until he wishes for his brotherr what he wishes
w for
hiimself" (Nuumber 13 off Imam, Al-N Nawawi's Forty
F Hadithhs).
Wha
at is a criticcism of the Golden Rulle?
Do you
y think atheists and agnostics aare unethicaal people?
D we need to
Do t believe inn an instituttional religiion to be mooral?
Are all religiious people ethical? Are all ethicaal people reeligious?
Unit 2: The Roo
ots of Ethics 2.8
We can resppond to thesse question
W ns by arguinng that ethical views always
a rest on belief
syystems. These are nott necessarilly religiouss belief sysstems. Th hey can also include
attheistic or non-religioous belief systems. SomeS peoplle are guidded by inttuition or
coonscience and
a not by a religious doctrine.
d Thhis does nott mean thatt they are ‘uunethical’.
Inn fact, someetimes peopple who claiim to be quiite religiouss engage in acts or pracctices that
arre against thhe law and that are uneethical. Religious violeence and terrrorism are examples
off this. Therefore, belieeving in Godd or a particular religio
on does nott automaticaally make
yoou an ethicaal person.
Das, S. ‘What is Karma? The Law of Cause and Effect,’ retrieved from:
http://hinduism.about.com/od/basics/a/karma.htm
Hindupedia, ‘What is ahimsa? retrieved from: http://www.hindupedia.com/en/Ahimsa
Internet Encyclopedia of Ethics, ‘Philosophy and Ethics,’ retrieved from:
http://www.iep.utm.edu/category/value/ethics/
MacKay, Hugh. ‘Chapter Four: Morality and Religion’ in Right and Wrong: How to
Decide for Yourself, Sydney: Hodder Headline Australia, 2004, 48.
Mattey, C. J. UC Davis Philosophy 1: Introduction to Philosophy (1998), retrieved from:
http://wwwphilosophy.ucdavis.edu/mattey/phi001/platelec.htm
Thompson, Mel. Teach Yourself Ethics, USA: McGraw Hill, 2005, 126
Face-to-face tutorial
1. Get too know the members in n your tutorrial group.
2. Dividde yourselvees into smalller discussiion groups – 5 studentss per group.. This
will be
b your disccussion grouup for the seemester.
3. Yourr tutor will spend
s 10 miinutes goingg over the leecture notess and discusssing the
coursse outline inn general. You
Y may askk any questions you haave about thhe notes,
the reeadings or thhe course att this point
A
Activity 2.11
Some possib
ble statemennts are: (Youur tutor mayy adapt this list)
You are a do
Y octor workinng in a publlic hospital in a remotee Pacific Islaand. It is latte at night
annd you are on
o call in thhe Emergenncy Departm ment. A coupple rush in with
w a toddller who is
blleeding veryy heavily. You
Y are toldd that he waas injured inn a
h
hit-and-run accident. You
Y tell thhe parents that their son needs a blood trransfusion
im
mmediately. The mothher begins to cry. She says that th heir religionn does not permit it.
Y know thhat the chilld will die if the transsfusion is not administtered withinn the next
You
hoour.
M a l a l a Y o u s a f z a i B i o g r a p h y [A
Approx. Tiime 1 hour]
htttp://www.bbiography.ccom/people//malala-youusafzai-213662253
Innitial Activvism
M
Malala attendded a schoool that her faather, Ziaudddin Yousaffzai, had fouunded. Afteer the
T
Taliban begaan attackingg girls' schoools in Swat,, she gave a speech in Peshawar,
P P
Pakistan,
inn Septemberr 2008. Thee title of herr talk was, "How dare thhe Taliban take
t away m my basic
riight to education?"
Inn early 20099, Malala beegan bloggiing for the B BBC about living
l underr the Talibaan's
thhreats to denny her an edducation. Inn order to hide her identtity, she useed the namee Gul
M
Makai. Howeever, she was revealed to be the BBCB bloggerr in Decembber of that year.
y
On October 9, 2012, on her way home from school, a man boarded the bus Malala was
riding in and demanded to know which girl was Malala. When her friends looked toward
Malala, her location was given away. The gunman fired at her, hitting Malala in the left
side of her head; the bullet then traveled down her neck. Two other girls were also
injured in the attack. The shooting left Malala in critical condition, so she was flown to a
military hospital in Peshawar. A portion of her skull was removed to treat her swelling
brain. To receive further care, she was transferred to Birmingham, England.
Questions:
1. “When she was 14, Malala and her family learned that the Taliban had issued a death
threat against her...On October 9, 2012, on her way home from school, a man
boarded the bus Malala was riding in and demanded to know which girl was Malala.
When her friends looked toward Malala, her location was given away. The gunman
fired at her, hitting Malala in the left side of her head; the bullet then traveled down
her neck”
Taliban issued a death threat against Malala on the grounds of the Shariah laws that
are supported by such quotes from Quran as this one:
“Men have authority over women because God has made the one superior to the
other, and because they spend their wealth to maintain them. Good women are
obedient. They guard their unseen parts because God has guarded them. As for those
from whom you fear disobedience, admonish them and forsake them in beds apart,
and beat them.” Quran 4:34, “Women,” Dawood, p. 83
c) Provide two resolutions for the problems caused by the discrimination directed
against female students in such conservative countries as Pakistan.
d) Explain the relevance of the following statement by Mahatma Gandhi: “Eye for
an eye will make the whole world blind” in the resolution of such violence in
society.
2. “Despite the Taliban's threats, Malala remains a staunch advocate for the power of
education. On October 10, 2013, in acknowledgement of her work, the European
Parliament awarded her the Sakharov Prize for Freedom of Thought. She has also
been nominated for a Nobel Peace Prize. Should she win, she will be the youngest
honoree in the history of the award” (note: Malala managed to win the Nobel Peace
Prize in 2015)
Unit 2: The Roots of Ethics 2.15
Based onn the main principles
p off Virtue Ethhics, analyzee the habits and characcter traits
displayed
d by Malalaa and providde justificatiions for whyy Malala must
m be awarrded the
Nobel Prrize.
A
Activity 2.44
Witch-burning
1. The idea of burningg witches, one
o of the cruelest
c form
ms of execuution, is saiid to have
originateed with Sainnt Augustinee (354-430), who said ‘that paganns, Jews, and heretics
would buurn foreverr in eternaal fire withh the devil unless savved by the Catholic
church.’ What do yoou know aboout this pracctice?
2. Witches were
w seen as a disbelieveers of the chhurch doctriine and servvants of the devil.
Do you th
hink this justified theirr killing?
Activity 2.5
Religious freedom
Reflect on thhe quotationn below. Yo
R ou may do thhis as a group (if you have
h time leeft in your
tuutorial classs) or on yourr own later in the weekk.
1. Do you th
hink religioous freedom
m should be restricted?
r E
Explain youur answer.