Doing Ethics

D O I N G E T H I C S

‘’ Moral Reasoning and Contemporary Issues

F I F T H E D I T I O N

Lewis Vaughn

n W . W . N O R T O N & C O M P A N Y , I N C .

N E W Y O R K • L O N D O N

 

 

W. W. Norton & Company has been independent since its founding in 1923, when William Warder Norton and Mary D. Herter Norton first published lectures delivered at the People’s Institute, the adult education division of New York City’s Cooper Union. The firm soon expanded its program beyond the Institute, publishing books by celebrated academics from America and abroad. By midcentury, the two major pillars of Norton’s publishing program— trade books and college texts— were firmly established. In the 1950s, the Norton family transferred control of the company to its employees, and today— with a staff of four hundred and a comparable number of trade, college, and professional titles published each year— W. W. Norton & Company stands as the largest and

oldest publishing house owned wholly by its employees.

Copyright © 2019, 2016, 2013, 2010, 2008 by W. W. Norton & Company, Inc.

All rights reserved Printed in the United States of America

Editor: Ken Barton Project Editors: Taylere Peterson, Katie Callahan, and Sujin Hong Editorial Assistant: Katie Pak Manuscript Editor: Norma Sims Roche Managing Editor, College: Marian Johnson Managing Editor, College Digital Media: Kim Yi Production Manager: Benjamin Reynolds Media Editor: Samantha Held Media Assistant: Ava Bramson Marketing Manager, Philosophy: Michael Moss Design Director: Rubina Yeh Permissions Manager: Megan Schindel Permissions Associate: Elizabeth Trammell Composition: SixRedMarbles—Brattleboro, VT Manufacturing: LSC Communications—Crawfordsville, IN

Permission to use copyrighted material is included as a footnote on the first page of each reading.

ISBN: 978-0-393-64026-7

W. W. Norton & Company, Inc., 500 Fifth Avenue, New York, NY 10110-0017

wwnorton.com

W. W. Norton & Company Ltd., 15 Carlisle Street, London W1D 3BS

1 2 3 4 5 6 7 8 9 0

 

http://www.wwnorton.com

 

 

iii

C O N T E N T S

‘’ P r e f a c e x i x

P A R T 1 : F U N D A M E N T A L S

C H A P T E R 1 Ethics and the Examined Life 3

The Ethical Landscape 5

The Elements of Ethics 6

The Preeminence of Reason 6

Quick Review 7

The Universal Perspective 7

The Principle of Impartiality 7

The Dominance of Moral Norms 8

Religion and Morality 8

Believers Need Moral Reasoning 9

When Conflicts Arise, Ethics Steps In 9

Moral Philosophy Enables Productive Discourse 9

Critical Thought—Ethics, Religion, And Tough Moral Issues 1 0

SUMMARY 1 1

KEY TERMS 1 2

REVIEW QUESTIONS 1 2

DISCUSSION QUESTIONS 1 2

ETHICAL DILEMMAS 1 3

FURTHER READING 1 3

R E A D I N G S

What Is the Socratic Method? by Christopher Phillips 1 4

The Euthyphro by Plato 1 6

 

 

C H A P T E R 2 Subjectivism, Relativism, and Emotivism 2 0

Subjective Relativism 2 1

Quick Review 2 1

Judge Not? 2 2

Cultural Relativism 2 3

Critical Thought—“Female Circumcision” And Cultural Relativism 2 4

Emotivism 2 8

SUMMARY 3 0

KEY TERMS 3 1

REVIEW QUESTIONS 3 1

DISCUSSION QUESTIONS 3 1

ETHICAL DILEMMAS 3 2

FURTHER READING 3 2

R E A D I N G S

Anthropology and the Abnormal by Ruth Benedict 3 3

Trying Out One’s New Sword by Mary Midgley 3 5

P A R T 2 : M O R A L R E A S O N I N G

C H A P T E R 3 Evaluating Moral Arguments 4 1

Claims and Arguments 4 1

Arguments Good and Bad 4 3

Critical Thought—The Moralit y Of Critical Thinking 4 4

Implied Premises 4 7

Quick Review 4 7

Deconstructing Arguments 48

Moral Statements and Arguments 5 1

Testing Moral Premises 5 4

Assessing Nonmoral Premises 5 5

Quick Review 5 5

Á CONTENTSiv

 

 

Avoiding Bad Arguments 5 6

Begging the Question 5 6

Equivocation 5 7

Appeal to Authority 5 7

Appeal To Emotion 5 7

Slippery Slope 5 8

Faulty Analogy 5 8

Appeal to Ignorance 5 8

Straw Man 5 9

Appeal to the Person 5 9

Hasty Generalization 5 9

Quick Review 6 0

Writing and Speaking about Moral Issues 6 0

SUMMARY 6 2

KEY TERMS 6 2

REVIEW QUESTIONS 6 3

DISCUSSION QUESTIONS 6 3

ARGUMENT EXERCISES 6 3

FURTHER READING 6 4

C H A P T E R 4 The Power of Moral Theories 6 5

Theories of Right and Wrong 6 5

Moral Theories Versus Moral Codes 6 6

Major Theories 6 7

Consequentialist Theories 6 7

Nonconsequentialist Theories 6 8

Quick Review 6 9

Evaluating Theories 7 0

Criterion 1: Consistency with Considered Moral Judgments 7 1

Considered Moral Judgment s 7 2

Criterion 2: Consistency with Our Moral Experiences 7 2

Critical Thought—A 100 Percent All-Natural Theory 7 3

Criterion 3: Usefulness in Moral Problem Solving 7 3

CONTENTS Á v

 

 

Quick Review 7 4

Devising a Coherent Moral Theory 7 4

Moral Common Sense 7 4

Building a Moral Theory 7 5

Prima Facie Principles 7 6

Three Rules 7 7

Self-Evidence 8 0

SUMMARY 8 1

KEY TERMS 8 1

REVIEW QUESTIONS 8 1

DISCUSSION QUESTIONS 8 2

ETHICAL DILEMMAS 8 2

FURTHER READING 8 2

P A R T 3 : T H E O R I E S O F M O R A L I T Y

C H A P T E R 5 Consequentialist Theories: Maximize the Good 8 5

Ethical Egoism 8 5

Applying the Theory 8 6

Evaluating the Theory 8 7

Can Ethical Egoism Be Advocated? 8 9

Quick Review 9 1

Utilitarianism 9 1

Applying the Theory 9 4

Peter Singer, Utilitarian 9 5

Quick Review 9 6

Evaluating the Theory 9 6

Learning from Utilitarianism 1 0 0

Social Contract Theory 1 0 0

Critical Thought—Cross-Species Transplant s: What Would A Utilitarian Do? 1 0 1

Hobbes’s Theory 1 0 1

Evaluating the Theory 1 0 2

Á CONTENTSvi

 

 

 

CONTENTS Á  vii

SUMMARY 1 0 4

KEY TERMS 1 0 5

REVIEW QUESTIONS 1 0 5

DISCUSSION QUESTIONS 1 0 5

ETHICAL DILEMMAS 1 0 6

FURTHER READING 1 0 6

R E A D I N G S

Egoism and Altruism by Louis P. Pojman 1 0 7

Utilitarianism by John Stuart Mill 1 1 1

A Theory of Justice by John Rawls 1 1 5

The Entitlement Theory of Justice by Robert Nozick 1 2 2

C H A P T E R 6 Nonconsequentialist Theories: Do Your Duty 1 3 2

Kant’s Ethics 1 3 2

Critical Thought—Sizing Up The Golden Rule 1 3 4

Applying the Theory 1 3 5

Evaluating the Theory 1 3 6

Kant, Respect, And Personal Right s 1 3 7

Learning from Kant’s Theory 1 3 8

Natural Law Theory 1 3 9

Applying the Theory 1 4 1

Quick Review 1 4 1

Critical Thought—Double Effect And The “Trolley Problem” 1 4 2

Evaluating the Theory 1 4 2

Learning from Natural Law 1 4 3

SUMMARY 1 4 4

KEY TERMS 1 4 4

REVIEW QUESTIONS 1 4 4

 

 

DISCUSSION QUESTIONS 1 4 5

ETHICAL DILEMMAS 1 4 5

FURTHER READING 1 4 6

R E A D I N G S

Fundamental Principles of the Metaphysic of Morals by Immanuel Kant 1 4 6

Summa Theologica by St. Thomas Aquinas 1 5 5

Morality as a System of Hypothetical Imperatives by Philippa Foot 1 6 5

C H A P T E R 7 Virtue Ethics: Be a Good Person 1 7 2

The Ethics of Virtue 1 7 2

Critical Thought—Learning Virtues In The Classroom 1 7 3

Virtue in Action 1 7 4

Evaluating Virtue Ethics 1 7 4

Critical Thought—Warrior Virtues And Moral Disagreement s 1 7 6

Quick Review 1 7 7

Learning from Virtue Ethics 1 7 7

SUMMARY 1 7 7

KEY TERMS 1 7 8

REVIEW QUESTIONS 1 7 8

DISCUSSION QUESTIONS 1 7 8

ETHICAL DILEMMAS 1 7 8

FURTHER READING 1 7 9

Create A Pros And Cons List

To create a pros and cons list regarding 50–50 joint custody parenting from various perspectives and to evaluate your list.

Scenario:
You are a first-year teacher who has just learned that the parents of Kyla, a child in your class, have divorced. Kyla’s mother tells you that she and Kyla’s father are working out the details of a 50–50 joint custody parenting arrangement for Kyla and her two older brothers. You imagine that this new arrangement will be stressful for everyone concerned and would like to have a deeper understanding of the possible implications. Your director suggests you watch the video Divorce and Children. After watching the video, you decide to clarify your thinking about what the pros and cons of 50–50 shared parenting might be from the perspectives of Kyla and her brothers. Next, you think about the possible implications for Kyla’s parents. Last, you consider the pros and cons from your point of view as well as that of the people who interact with Kyla at school.

Focus Assignment

1. Create a two-column pros and cons list to help clarify your thinking about 50–50 joint custody parenting. List three possible pros and three cons from Kyla and her brothers’ perspectives. Add a few sentences to elaborate on your thinking about each pro and con. Now, list three possible pros and three cons from Kyla’s parents’ perspectives. Finally, list three possible pros and three cons from your perspective as Kyla’s teacher and from the standpoint of the larger school community.

2. Be sure to read the SELF-EVALUATION section below to guide your thinking. Write your self-evaluation after you have completed your pros and cons list.

Self-Evaluation

1. For each item on your pros and cons list:
a. Explain how this item addresses the issues in the scenario.

2. Describe and justify how your pros and cons list would improve teaching and learn in the scenario.

Lesson Plan: Functional/Life Skills Assignment

EDSP 370

Lesson Plan Assignment Instructions

Overview

The lesson plan is the key component to effective instruction in the classroom. Studies have shown that teachers who are well prepared with exciting and interesting lesson plans have to deal with far fewer behavior issues in their classrooms. That is why it is so important for you to learn the basics of designing a lesson plan. To begin, use the following list to choose a grade level and core content area for which you would like to develop a lesson plan. It would be wise to create your plan for the age level and content area you are currently teaching or planning to teach. You may not use a lesson plan you have created for another course for this Lesson Plan Assignment.

Instructions

Elementary (K–5) Middle School (6–8) High School (9–12)
Math Math Math
Science Science Science
Social Studies Social Studies Social Studies
Geography Geography Geography
History History History
Reading Reading Literature
Phonics/Grammar Grammar Grammar
Writing Writing Writing

After you have selected your grade level and subject area, you will need to consult the Virginia State Department of Education’s website to locate the state standards for your particular grade and subject area (see Resources section). Virginia’s SOLs. You will also need to locate the Common Core Standard for your particular grade level and subject area (see Resources section).

Once you have located the standards for the grade level and subject area for your plan, choose one around which you want to develop your lesson plan. Keep in mind that this is a single lesson plan, not an entire unit, so you will have to narrow down your topic to one that can easily be taught in a single lesson. For example, if you want to cover addition for Kindergarten, you will narrow that to one specific concept of addition that is to be taught to kindergarteners.

Complete your Lesson Plan Assignment using the provided Lesson Plan Template document.

· Name: You must put your first and last name on the lesson plan so it can be easily identified by the instructor.

· Grade/Subject: You will identify what grade level and subject area is the focus for your lesson plan (e.g., 3rd grade science).

· Topic: You will choose a specific topic within your grade/subject area that your state standards require you to teach (e.g., addition in math, nouns in grammar, plants in science, Mexico in geography, comprehension in reading, etc.).

· Lesson Subtopic: Narrow down your specific topic to one particular concept on which your lesson plan will focus. For example, if you choose addition in math for first grade, you will further narrow that to a specific concept of addition that is taught to first graders, like double digits; addition within 10; or adding two-digit numbers. Remember, this needs to be very focused and must be covered in the standards for your grade and subject area.

· State Standard and Common Core Standard: You will need to identify which state standard aligns with the grade, subject, topic, and subtopic you have chosen. Provide the following information: a working link your instructor can open to check the VA standard and Common Core standard with the verbatim wording of the standard for each (e.g., VA SOL 1.5 “The student will recall basic addition facts with sums to 18 or less and the corresponding subtraction facts.”

Objective: Create a learning objective to go with the topic, subtopic, and standard you have chosen. The learning objective must contain a condition, a performance/practice, and a criterion (CPC).

In order to successfully complete this stage, you will need to do the following:

· Identify a specific condition (a tool that you will give the students to complete the performance.) For example, “Given a list of 10 double-digit addition problems…”

· Identify a measurable performance (identify, list, recite, draw, etc.) that you want your students to be able to complete when the lesson is over. For example, “…each student will be able to solve…”

· Identify a criterion (an acceptable level of performance). For example, “….9/10 of the double-digit problems correctly.”

Here is a helpful template you can use:  “Given ____________, each student will be able to _____________  ___/___times correctly.” (Note: This should be one simple and concise sentence.)

Your objective should be written to match the Summative Assessment at the end of the Lesson Plan.

Biblical Integration

Now that you have created an objective for your subtopic, consider how to integrate biblical or character principles into your lesson. Find Scripture verses/principles or character principles that relate to your subtopics. Be sure to explain how the verse or character principle you chose specifically fits in with the lesson and how it relates to your students. In other words, how are you going to connect the principle with the rest of the lesson so the students have a better understanding of God and who He is? The point of this section is to be creative and to include the opportunity to reinforce biblical values and moral character into daily lessons. For example, if you are teaching a lesson on money, you can bring out Scripture verses that teach how important it is to handle our money in a way that is honoring to the Lord. You can emphasize honesty, tithing, saving, borrowing and lending, etc., using different Scripture references. For this stage, fill in only the Character/Biblical Principle section on the lesson plan.

Procedures

The next section to complete on your Lesson Plan Template is the procedures section.

You will be filling in the procedures section of the Lesson Plan Template. This is the main part of your lesson plan and should be the most detailed. This is where you are going to discuss how you will teach the lesson using each of the procedures listed. Here are some guidelines for each section:

· Anticipatory Set: The anticipatory set is to be a very brief activity that gains the attention of the students. It may be a book, a song, a poem, a short news article, etc., that catches the attention of your students and sparks an interest in the topic of the lesson. This will be no more than 5 minutes.

· Instruction: This is the direct instruction portion of your lesson plan and must, therefore, be the most detailed. Use numbers or bullets to write out step-by-step what you will actually teach the students about this topic. Only include the steps of how you will teach the lesson in this section. PowerPoint presentations, interactive notebooks, graphic organizers, Smart Board presentations, etc., are all acceptable things to use to help teach your lesson. However, this is not the place to include instructions for completing activities used in your guided or independent practice. The time spent on this section will vary depending on the grade level for which the plan is designed.

· Guided Practice: In this section, students will practice as a group or small groups what has been taught in the instruction section. You will give immediate feedback to allow students to self-correct if necessary. Depending on the time frame of your activity, you may be able to complete 2 or 3 guided practice activities before you have the students complete the independent practice. The time spent on this section will vary depending on the grade level for which the plan is designed.

· Independent Practice: The Independent Practice is designed to allow the students to practice without the help of their peers. The teacher can still walk around and assist students with this activity. (Note that this should not be a group activity, nor should it be a repeat of the Guided Practice.) This assignment must be completed in class and before the Closure. This assignment can’t be used as the Summative Assessment.

· Closure: How will you tie your lesson together and bring it to a close? This will be a short summary/review of the material taught in the lesson. This section will take only a few minutes.

· Summative Assessment: This section should include your assessment. The assessment should match the objective that you wrote at the beginning of the lesson plan. Students should complete the assessment on their own. The results from the Summative Assessment provides information to the teacher and helps determine whether the lesson was mastered, needs to be retaught, or whether individual students may need additional help. These results will guide future planning.

Materials, Technology, and Diversity/Differentiation

· Materials: Continue to correct any mistakes within the Lesson Plan and highlight them in yellow so they are easy to identify. Then, fill in your Materials and Technology sections. First, decide what materials you are going to need to teach your lesson; list them in the space provided. Beside each material listed, give a brief explanation of how that material is to be used within the lesson.

· Technology: Next, you will be adding various technology options to the lesson. This section would include the use of computers, smart boards, overhead projectors, video or audio clips, etc. Again, there is a lot of technology available to use if you are willing to search for it; be creative and diverse with your technology integration. Explain how you would incorporate the technology you chose into the lesson, and explain how the technology will benefit the teacher, the students, and the lesson itself. Be sure to include viable links for any websites, online video or audio clips, games, etc., that you find on the Internet.

· Diversity/Differentiation: Think about how you are going to differentiate your lesson to meet the needs of all learners in your classroom (this includes physical and learning disabilities, behavior disorders, gifted students, and ESL students, as well as the different learning modalities: visual, auditory, and kinesthetic). Explain how you will modify your instruction, activities, or assignments to meet the needs of each type of learner. (Do not depend on having aids or tutors to help you). Be specific in the description of your differentiation so it is clear why you are doing this and how it will benefit each learner. Follow the tips below for each type of learner:

· Gifted: Gifted students resent having more work to do just because they understand the concepts more readily. Instead, try giving them an alternate activity/assignment that is more challenging and allows them to reach the higher order thinking skills.

· LEP: These students typically have language barriers. Think about how you can adjust your instruction, activities, or assignments to better help them understand.

· LD, ED, ADD: Many times, students in this group are dealing with behavior issues. How can you align your instruction, activities, or assignments to best meet their needs?

· Multicultural Connections: The students in your class will most likely represent more than one culture. How can your lesson, activities, or assignments help include the value of all cultures?

· Learning Styles (Auditory, Visual, Kinesthetic): Each one of these has specific needs. Think through what you could modify in your lesson to accomodate them.

· Multiple Intelligences: How will you modify your instruction, activities, or assignments to best enhance these important areas?

· Impact on Instructional Design: How is the lesson differentiated to meet the specifici needs of students with Intellectual Disabilities? What accommodations can be provided?

Page 6 of 6

Discussion Thread: Transition Partners

EDSP 370

Discussion Assignment Instructions

 

The candidate will complete 4 Discussions in this course. The candidate will post one thread of at least 400 words by 11:59 p.m. (ET) on Thursday of the assigned Module: Week. The candidate must then post 2 replies of at least 250 words by 11:59 p.m. (ET) on Monday of the assigned Module: Week. For each thread, candidates must support their assertions with at least 1 scholarly citation in APA format. Each reply must incorporate at least 1 scholarly citation in APA format. Any sources cited must have been published within the last five years. Acceptable sources include educational websites, journal articles, the textbooks, and the Bible