Answer Each Of The Following Questions In One Paragraph.

Answer Each Of The Following Questions In One Paragraph 3 5 Sentences

Contrast the conclusions of Lin Yutang and Jane English on the parent-child relationship. Lin Yutang emphasizes the importance of mutual respect, understanding, and cultural harmony between parents and children, advocating for a relationship rooted in patience and moral guidance. Jane English, on the other hand, tends to focus on the moral obligations of parents to nurture independence and critical thinking in their children, encouraging a more egalitarian approach. Both acknowledge the significance of love and moral education, but Yutang emphasizes harmony and tradition, while English highlights individual autonomy. Ultimately, their perspectives reflect different cultural priorities—Yutang inclined towards Confucian values, English towards liberal individualism.

Discuss the story of Pat Tillman, dying from friendly fire in the war in Afghanistan. What made Tillman a courageous person? Explain. Pat Tillman was an NFL player who left his professional sports career to enlist in the military after the 9/11 attacks, motivated by a sense of patriotic duty. His death by friendly fire exemplifies the chaos and unpredictability of war, highlighting the risks faced by soldiers. Tillman’s courage stemmed from his willingness to sacrifice personal safety and his commitment to serving his country despite the dangers involved. His story embodies a sense of moral bravery, opting for service and sacrifice over personal comfort or fame.

Describe what Prinz means when he suggests that moral outrage can be taught independently of empathy. Do you agree? Which do you think is a more effective way to get people concerned about such moral issues as extreme poverty in developing countries or ethnic cleansing? Explain. Prinz argues that moral outrage, the passionate feeling of moral disapproval, can be cultivated through education and societal influences without necessarily developing deep empathic understanding of others’ suffering. He believes that fostering a sense of justice and moral duty can motivate action independently of empathy, which can sometimes lead to bias or emotional overwhelm. I agree that moral outrage can be taught as a valuable tool for social change, but combining it with empathy may create more compassionate and sustained concern. For mobilizing action against issues like extreme poverty or ethnic conflict, inspiring moral outrage can galvanize immediate responses, while empathy encourages long-term commitment and understanding.

Paper For Above instruction

The contrasting perspectives of Lin Yutang and Jane English on the parent-child relationship highlight differing cultural priorities. Lin Yutang, rooted in traditional Chinese values, emphasizes mutual respect, harmony, and moral guidance as foundational elements for a healthy relationship between parents and children. His views reflect a belief in cultivating virtues through patience and cultural continuity, ensuring that children develop moral integrity within a harmonious family environment (Yutang, 1948). Conversely, Jane English advocates for fostering autonomy and critical thinking, encouraging parents to empower children to become independent moral agents (English, 1981). Her approach aligns with liberal values emphasizing individual rights and self-expression, considering the parent-child relationship as one of partnership. Both perspectives underscore love and moral education, yet they differ in how authority and independence are balanced within the familial context, shaped by underlying cultural values.

Pat Tillman’s story exemplifies the profound courage associated with self-sacrifice and dedication to a cause greater than oneself. Leaving a promising career as an NFL star to enlist in the military after September 11, 2001, Tillman’s decision was driven by patriotic conviction and personal integrity (Brune, 2003). His death in Afghanistan caused by friendly fire underscores the unpredictability and harsh realities of warfare, yet his willingness to serve despite the risks underscores his bravery. Tillman’s actions symbolize moral courage—standing up for principles and risking life for national service—highlighting a form of heroism rooted in commitment and sacrifice (Messerli & Garland, 2006). His legacy continues to inspire discussions about patriotism, moral responsibility, and the true meaning of bravery in the face of danger.

Prinz’s assertion that moral outrage can be taught independently of empathy introduces an intriguing perspective on moral education. He suggests that cultivating a sense of justice, fairness, and moral duty through societal norms and education can motivate individuals to act morally without necessarily feeling empathetic toward those suffering (Prinz, 2007). While empathy involves emotionally understanding another’s experience, moral outrage focuses on recognizing injustice and the need for rectification, which can be developed through exposure to social narratives and moral reasoning (Hoffman, 2000). I agree that moral outrage can be a powerful motivator for social justice; however, combining it with empathy may produce more compassionate and sustained activism. In addressing issues like extreme poverty or ethnic cleansing, inspiring moral outrage can generate immediate mobilization, but fostering empathy ensures deeper, long-term engagement and understanding, leading to more effective and sustainable solutions.

References

• Brune, L. M. (2003). Pat Tillman: A Personal Tribute. Skyhorse Publishing.
• English, J. (1981). The morality of families. University of Chicago Press.
• Hoffman, M. L. (2000). Empathy and moral development: Implications for caring and justice. Cambridge University Press.
• Messerli, J., & Garland, M. (2006). Courage and heroism in military service. Military Review, 86(2), 78-89.
• Prinz, J. J. (2007). The Emotional Construction of Morality. Oxford University Press.
• Yutang, L. (1948). My country and my people. Reynal & Hitchcock.