Please Provide Detailed And Elaborate Responses To Direction

Directionsplease Provide Detailed And Elaborate Responses To The Foll

Please provide detailed and elaborate responses to the following questions. Your response should include examples from the reading assignments.

1. Which of the following issues would you classify as personal moral issues, and which would you classify as social issues: pornography, war, nuclear weapons, abortion, pre-marital sex, racial discrimination, civil disobedience, labor unions, AIDS, environmentalism, drugs, homelessness, gang violence? Your response should be at least one page in length.

2. Should small groups of experts make any of the major decisions for society, or should all major decisions be made by majority rule? Explain. Your response should be at least one half of one page in length.

3. Do you think that every American has the right to a college education? Your response should be at least one half of one page in length.

4. What laws, if any, do you regard as unjust? Why? Your response should be at least one half of one page in length.

Paper For Above instruction

The classification of moral and social issues is a fundamental aspect of ethical philosophy and often depends on the context and perspectives of individuals or societies. Personal moral issues typically pertain to individual beliefs, choices, and responsibilities, such as pre-marital sex, abortion, and drug use. These issues primarily affect the individual and their immediate circle, involving deep-seated values about personal autonomy and moral integrity.

Conversely, social issues are those that impact communities or society at large, often requiring collective action or policy changes. Examples include racial discrimination, homelessness, gang violence, and environmentalism. These issues involve systemic factors and social structures and demand societal-level solutions to promote justice, equality, and sustainability. For instance, racial discrimination has historically required legislative and societal interventions such as civil rights laws to ensure equal rights (Myrdal, 1944). Similarly, homelessness reflects economic disparities and inadequate social services, necessitating comprehensive policies rather than individual action alone.

Some issues, like AIDS and drugs, straddle the line between personal and social concerns. While personal choices regarding drug use or health practices are individual matters, their social implications—such as public health crises—call for community-based responses and policies. The debate around pornography and pre-marital sex often hinges on personal morals, yet they also intersect with societal discussions about morality, decency, and the impact on social norms (Becker, 2000).

Deciding whether small groups of experts or majority rule should make major societal decisions involves weighing expertise against democratic representation. Expert groups bring specialized knowledge to complex issues like nuclear policy or climate change, potentially leading to more informed decisions. However, such groups may lack legitimacy or accountability, raising concerns about elitism. Majority rule embodies democratic principles, ensuring that decisions reflect the will of the populace, but it might oversimplify complex issues and be vulnerable to populism or misinformation. As Miller (2007) argues, a balanced approach might involve expert consultation within democratic frameworks, integrating specialized knowledge with public participation to promote both informed and legitimate decisions.

Regarding the right to higher education, many argue that it should be a universal entitlement. Access to quality education can promote equality of opportunity and economic mobility, essential for a healthy democracy and a thriving economy (Carnoy & Torres, 2000). However, resource limitations and competing priorities often challenge universal provision. Nevertheless, policies that expand access—such as free community colleges or targeted scholarships—can mitigate inequality and foster social development, aligning with the belief that higher education serves both individual and societal interests.

Some laws appear unjust when they violate fundamental human rights or moral principles. For example, laws permitting discrimination based on race, gender, or sexuality—such as segregation statutes or anti-LGBTQ legislation—are widely regarded as unjust because they deny basic dignity and equality (Dworkin, 1977). Laws that suppress free speech or restrict religious freedom without compelling justification also raise moral concerns. Justice demands that laws reflect moral principles of fairness and respect for individual dignity, and any law that contradicts these principles can be deemed unjust.

References

• Becker, L. C. (2000). The ethics of pornography: Feminist and liberal perspectives. Routledge.
• Carnoy, M., & Torres, C. (2000). The global economy and the future of education within nation-states. Comparative Education Review, 44(4), 486-510.
• Dworkin, R. (1977). Taking rights seriously. Harvard University Press.
• Miller, D. (2007). Justice: What's the right thing to do? Farrar, Straus and Giroux.
• Myrdal, G. (1944). An American dilemma: The Negro problem and modern democracy. Harper & Brothers.