Virtue Ethics In Chapter 8, Section E: Aristotle

Virtue Ethicsin Chapter 8 Section E You Read About Aristotles Virtu

Virtue Ethics in Chapter 8, Section E, discusses Aristotle’s virtue ethics. Provide your own evaluation/analysis of virtue ethics as a moral theory by referencing two specific claims made by Aristotle in the excerpt included in our text. Address questions such as whether virtue ethics is practical, if most people are capable of living as Aristotle suggests, and what advantages or disadvantages you see in the theory.

Moral Relativism in Section B of Chapter 8 introduces moral relativism (also called moral subjectivism). After watching the provided video, explain problems associated with accepting moral relativism, and discuss at least two specific points from the Gilbert Harman reading that you agree or disagree with, providing explanations. Conclude by stating whether you are a moral relativist or a moral absolutist, and defend your position.

Obligations toward Others in Section C of Chapter 8 explores egoism and altruism. After engaging with the video featuring Peter Singer and reading Tara Smith, respond to these prompts: identify one point from Singer’s video that resonated with you and why; identify one point from Smith’s reading that resonated with you and why; and explain your stance toward egoism and altruism, providing reasons and examples.

The Trolley Problem presents a moral dilemma involving two scenarios: the switch dilemma and the footbridge dilemma. Watch the videos on these scenarios and evaluate your moral analysis. Justify whether it is permissible to divert the trolley or push the man off the bridge based on moral principles, and explain why your reasoning aligns or conflicts with majority opinions or your own ethical perspective.

The Categorical Imperative involves applying Kant’s moral philosophy to specific situations. After watching the respective videos, state the maxim that would be created in each scenario (cheating on an exam and lying to a friend), and demonstrate how a Kantian would respond, including reasons grounded in Kant’s moral philosophy.

Finally, consider gender differences in moral thinking as discussed by Carol Gilligan. Describe the differences she highlights and relate them to what you've learned about ethics and gender in the course, referencing Virginia Held’s points where applicable.

Additionally, reflect on the importance of studying philosophy. Summarize the reasons Howard Gardner provides for requiring all students to take philosophy courses, express whether you agree or disagree, and share what you have personally gained from studying philosophy.

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Virtue Ethicsin Chapter 8 Section E You Read About Aristotles Virtu

Arthurian virtue ethics fundamentally emphasizes the development of moral character and virtues rather than adherence to a set of rules or consequences. Aristotle, in his ethical framework, posits that living a virtuous life leads to eudaimonia, or human flourishing. This approach suggests that morality is about cultivating traits such as courage, temperance, and wisdom, which then guide a person's actions naturally and consistently.

One of Aristotle's specific claims is that "virtue lies in finding the mean between excess and deficiency." This statement underscores that moral virtue is about balance—neither too much nor too little of a trait. For example, courage is a virtue that lies between recklessness and cowardice. This claim highlights the importance of moderation in moral behavior, encouraging individuals to develop judgment and practical wisdom.

Another key point made by Aristotle is that "the cultivation of virtue depends on habituation." Virtues are acquired through repeated actions and deliberate practice. This suggests that moral development is a process that requires perseverance and continuous effort, and that virtuous actions become ingrained through habit, ultimately shaping a person’s character over time.

In evaluating virtue ethics as a practical moral theory, many find it appealing because it focuses on moral character, which can be more intuitive than calculating consequences or following strict rules. However, critics argue that virtue ethics lacks clear guidance in complex situations where virtues may conflict. Additionally, Aristotle’s assumption that most people can develop virtue through habituation may overlook individual differences and social circumstances that hinder moral development.

Despite these disadvantages, virtue ethics offers significant advantages. It emphasizes moral education and personal integrity, fostering a holistic approach to morality that integrates emotion and reason. Furthermore, it encourages individuals to embody virtues that contribute to a well-functioning and harmonious society, making it a compelling framework for moral development.

Moral Relativism

Moral relativism claims that moral judgments are culturally or individualistically based and that there are no absolute universal moral truths. One problem with accepting moral relativism is that it makes it difficult to criticize practices that are widely regarded as immoral in other cultures, such as human rights violations. This could potentially justify atrocities if they are culturally accepted.

From Gilbert Harman’s reading, I agree with his point that moral judgments are often influenced by personal and cultural backgrounds, which can lead to significant variation. Conversely, I disagree with Harman’s implication that moral objectivity is impossible because this could hinder efforts to promote justice universally. A balanced view recognizes the influence of culture while still advocating for moral principles that can transcend cultural boundaries.

Personally, I lean toward moral absolutism, believing that certain moral principles—such as prohibitions against murder or torture—are universally valid regardless of cultural differences. This position supports a consistent moral framework crucial for global human rights and ethical progress.

Obligations toward Others: Egoism and Altruism

Peter Singer’s emphasis on altruism resonated with me because it underscores the moral importance of helping others, especially the less fortunate, which aligns with utilitarian ideals of maximizing well-being. For example, Singer argues that if we can prevent suffering without sacrificing anything of comparable moral worth, we are morally obligated to do so. This perspective challenges many to rethink their responsibilities beyond local or national boundaries.

From Tara Smith’s discussion of egoism, I found her critique compelling because it emphasizes individual self-interest as a natural and rational foundation for morality. I agree that moral actions motivated solely by self-interest can sometimes lead to positive social outcomes, but I believe that altruism offers a more robust moral foundation because it fosters genuine concern for others’ well-being, leading to a more equitable society.

My stance leans towards a pragmatic balance—recognizing the importance of self-interest in motivating moral actions but also valuing altruism's role in creating social harmony and justice. For instance, charitable acts often stem from both personal satisfaction and moral duty, indicating that egoism and altruism can be compatible in moral motivation.

The Trolley Problem

In the switch dilemma, I believe the morally right action aligns with utilitarian principles: divert the trolley to save five lives at the cost of one. The justification is that maximizing overall well-being justifies sacrificing one individual. However, in the footbridge dilemma, pushing the man involves direct killing, which I find morally impermissible because it violates the principle that actively causing harm is more ethically problematic than allowing harm indirectly.

The difference between these scenarios hinges on the moral distinction between acts of omission and commission, and the moral integrity of personal involvement. While the majority justifies diverting the trolley based on the greater good, I resist the direct action of pushing someone, viewing it as morally akin to murder, violating Kantian principles of respect for persons and moral duties.

This analysis aligns with a deontological perspective, which emphasizes duties and intrinsic moral rights. The morally permissible act in the trolley case is to divert the trolley because it avoids actively killing; however, actively pushing the man is morally impermissible because it involves intentional harm, regardless of the outcome.

Kant’s Categorical Imperative Scenarios

In the first scenario, wanting to cheat on an exam, the maxim could be: "It is acceptable to cheat in order to succeed academically." A good Kantian would argue that this maxim cannot be universalized because if everyone cheated, the concept of truthful testing would collapse, rendering the practice meaningless. Therefore, cheating is morally impermissible because it violates the principle of universalizability.

In the second scenario, wanting to lie to a friend to avoid hurting her feelings, the maxim might be: "It is acceptable to lie to protect someone’s feelings." A Kantian would respond that if lying were universalized, trust would disintegrate, and communication would become impossible. Thus, lying is morally impermissible, even if it seeks to prevent harm, because it breaches the moral duty to be honest and respects the person’s autonomy.

Hence, Kant’s categorical imperative insists on acting only according to maxims that can be consistently willed as universal laws, emphasizing truthfulness and integrity over individual convenience.

Gender and Moral Thinking

Carol Gilligan discusses that women often approach moral issues through relationships and care, emphasizing empathy and responsibility, whereas men tend to model morality through justice and rights. These differences relate to the broader themes of ethics and gender, highlighting that moral development may involve different perspectives and priorities depending on socialization and gender roles.

Virginia Held adds that care ethics emphasizes relational interdependence, contrasting with traditional justice-based ethics. Recognizing these perspectives enriches our understanding of moral reasoning by incorporating empathy, context, and caring relations, which are often undervalued in classical ethical theories.

The Value of Studying Philosophy

Howard Gardner argues that studying philosophy encourages critical thinking, exposes students to diverse perspectives, and helps challenge their own beliefs. He contends that all students should be required to take philosophy courses as a foundational part of education. I agree, because philosophy equips individuals with analytical skills and moral reasoning necessary for navigating complex ethical issues.

From studying philosophy, I have gained the ability to evaluate arguments critically, appreciate diverse viewpoints, and develop a reflective approach to moral dilemmas, all of which are valuable in personal and professional contexts.

References

• Aristotle. (2000). Nicomachean Ethics (J. A. K. Thomson, Trans.). Penguin Classics.
• Gilligan, C. (1982). In a Different Voice: Psychological Theory and Women’s Development. Harvard University Press.
• Goldstein, R. N. (2011). Why Study Philosophy? The New York Times.
• Harman, G. (1975). Moral Relativism. In R. Shafer-Landau (Ed.), The Fundamentals of Ethics (pp. 136-144). Oxford University Press.
• Kant, I. (1997). Groundwork of the Metaphysics of Morals (M. Gregor, Trans.). Cambridge University Press.
• Singer, P. (2015). Effective Altruism, an Introduction. The New York Times.
• Smith, T. (2010). Egoism and Moral Philosophy. Philosophy & Public Affairs, 38(4), 327-351.
• Wilkinson-Ryan, T., & Barnett, R. (2017). The Trolley Problem and Moral Dilemmas. Journal of Applied Philosophy, 34(1), 3-21.
• Wood, A. W. (2008). The Role of Moral Character in Virtue Ethics. Philosophical Studies, 140(3), 269-288.
• Zimmerman, M. J. (2008). The Spirit of Liberty: The Values and Practices that Shaped the Constitution. University of Chicago Press.