Intrinsic Value and the Good Life

Moral Good versus the nonmoral goodMoral Good versus the nonmoral good What is the position of the good life What is the position of the good life

(nonmoral sense) , i.e., intrinsic value and (nonmoral sense) , i.e., intrinsic value and morality?morality?

Nonmoral Values

Utility values - good because of usefulness.Utility values - good because of usefulness. Extrinsic values - good because are a means Extrinsic values - good because are a means

to the good.to the good. Inherent values - good because of Inherent values - good because of

contemplating them.contemplating them. Intrinsic values - good because of own Intrinsic values - good because of own

intrinsic properties.intrinsic properties.

Nonmoral values continued.

Contributory values - good because they Contributory values - good because they contribute to the good life or parts of it.contribute to the good life or parts of it.

Final Values - the final standard, the Final Values - the final standard, the complete criteria for judging.complete criteria for judging.

What is the criteria to decide?

Pleasure is good, the true goal of life is a Pleasure is good, the true goal of life is a pleasurable life - what one should aim at...pleasurable life - what one should aim at...

Hedonistic theory of nonmoral value..a Hedonistic theory of nonmoral value..a theory about the good, not the right.theory about the good, not the right.

Hedonism

Pleasure is a term which refers to two Pleasure is a term which refers to two distinct but related views. One a thesis in distinct but related views. One a thesis in normative ethics, the other a generalization normative ethics, the other a generalization about human psychology.about human psychology.

Frankena...mixed deontologyand hedonism 1. The good life is or should be a minister.1. The good life is or should be a minister. 2. The good life is minister to self and 2. The good life is minister to self and

others.others. The pursuit is not just the good life, or good The pursuit is not just the good life, or good

things, but to act justly, honestly, temperately, things, but to act justly, honestly, temperately, and benevolently.and benevolently.

Virtue is its own reward.Virtue is its own reward.

Meaning and Justification

Frankena, Chapter 6 and other Frankena, Chapter 6 and other thoughts and writers...thoughts and writers...

Metaethics..

Moral philosophy, at best what ought to be.Moral philosophy, at best what ought to be. Past moral philosophers - gave guidance on Past moral philosophers - gave guidance on

what to do, what to seek, and how to treat what to do, what to seek, and how to treat others. Plato, Aristotle, Epicurus, Hobbes, others. Plato, Aristotle, Epicurus, Hobbes, Spinoza and so forth tried to act as parish Spinoza and so forth tried to act as parish priests.priests.

Early Metaethicists

Give guidanceGive guidance Task:Task:

set forth systematic first principles and show set forth systematic first principles and show how it is possible to justify them.how it is possible to justify them.

Practical..how to live and how one ought to Practical..how to live and how one ought to live.live.

Goal…to actually become good.Goal…to actually become good.

Contemporary metaethicists

Study of words and conceptsStudy of words and concepts Object is not practice but knowledge…Object is not practice but knowledge…

knowledge of the meaning of moral knowledge of the meaning of moral concepts.concepts.

Analyze and discuss the meaning of fuction Analyze and discuss the meaning of fuction of moral statements.of moral statements.

Metaethics

Philosophical AnalysisPhilosophical Analysis clarification and understanding clarification and understanding Important aka FrankenaImportant aka Frankena

any reflective person should have understanding of any reflective person should have understanding of the meaning and justification of one’s ethical the meaning and justification of one’s ethical jugements, especially considering this age.jugements, especially considering this age.

Metaethics...

What is the meaning or definition of ethical What is the meaning or definition of ethical terms or concepts like “right,” terms or concepts like “right,” “wrong”, “good” or “bad”?“wrong”, “good” or “bad”? What is the nature, meaning or function of What is the nature, meaning or function of

judgments in relation to these or similar judgments in relation to these or similar concepts?concepts?

What are the rules for the use of such terms and What are the rules for the use of such terms and sentences?sentences?

Metaethics..

2. How are moral uses of such terms to be 2. How are moral uses of such terms to be distinguished from nonmoral ones, moral distinguished from nonmoral ones, moral judgments from other normative ones?judgments from other normative ones? What is the meaning of “moral” as contrasted What is the meaning of “moral” as contrasted

with “nonmoral”with “nonmoral”

Metaethics….

3. What is the analysis or meaning of 3. What is the analysis or meaning of related terms or concepts like “action” related terms or concepts like “action” “conscience”, “free will” “intention” “conscience”, “free will” “intention” “promising” “excusing”, “motive” “promising” “excusing”, “motive” “responsibility”, “reason”, “voluntary”?“responsibility”, “reason”, “voluntary”?

Metaethics...

4. Can ethical and value judgments be 4. Can ethical and value judgments be proved, justified, or shown to be valid?proved, justified, or shown to be valid? If so, how and in what sense?If so, how and in what sense?

What is the logic of moral reasoning and of What is the logic of moral reasoning and of reasoning about value?reasoning about value?

Metaethics in everyday life.

LegalLegal MoralMoral ProfessionalProfessional

Legal

Guiding ethical behavior. Standards that Guiding ethical behavior. Standards that are stringently and strictly applied in all are stringently and strictly applied in all situations and for all people.situations and for all people.

Specific penalities or consequences for Specific penalities or consequences for actions which go against the rules.actions which go against the rules.

The rules are clear about what is acceptable The rules are clear about what is acceptable and what is not. Either the referee or cop and what is not. Either the referee or cop monitors our behavior.monitors our behavior.

Moral/Social Acceptability.

Not as tight as legal, but provide society Not as tight as legal, but provide society with a relatively firm set of rules for right with a relatively firm set of rules for right and wrong. and wrong.

What may be acceptable in LA may not be What may be acceptable in LA may not be acceptable in Moscow, ID.acceptable in Moscow, ID.

the acceptable standards vary among the acceptable standards vary among subcultures but usually have their own subcultures but usually have their own standards.standards.

Professional

Most professional associations have some Most professional associations have some set of standards and guidelines for the set of standards and guidelines for the conduct of members.conduct of members.

May be legalistic and strictly imposed or be May be legalistic and strictly imposed or be loosely defined.loosely defined.

Standards reflect the values and beliefs of Standards reflect the values and beliefs of that group.that group.

Metaethical View of Teaching Moral Thinking.. Lawrence KohlbergLawrence Kohlberg PiagetPiaget LickonaLickona

Components of Good Character

Moral Knowing– Moral Awareness

– Knowing moral values

– Perspective-taking

– Moral Reasoning

– Decision Making

– Self Knowledge

Moral Valuing– Conscience

– Self-esteem

– Empathy

– Loving the good

– Self-Control

– Humility

Moral Doing - Competence - Will

- Habit

T. Lickona, 1990

A Schematic of the process of Character Development from learning to doing .....i

EnvironmentEnvironment ModelingModeling Cognitive DissonanceCognitive Dissonance

Informal Learning Formal Instruction

The Triad of Character Development*The Triad of Character Development*

Valuing Knowing

DoingDoing

Past & Present Experiences....Past & Present Experiences.... Moral Instruction, moral reasoning...Moral Instruction, moral reasoning...Family, Friends, Teachers...Family, Friends, Teachers...

Moral EducationMoral EducationMoral EducationMoral Education

LearningLearning

*See, T. Lickona, Educating for CharacterCopyright 1994, Sharon Kay Stoll, Ph.D.Center for ETHICS*

Cognitive DissonanceCognitive DissonanceCognitive DissonanceCognitive Dissonance Formal Reasoning ProcessFormal Reasoning Process

– A Strong Philosophic BaseA Strong Philosophic Base

– Moral Reasoning ProcessMoral Reasoning Process

– Supported by Moral Development TheorySupported by Moral Development Theory

– Focused Toward A Content AreaFocused Toward A Content Area

– Proved, Pedagogical SkillsProved, Pedagogical Skills

– Instructor Education ProgramInstructor Education Program

» Teaching methodologyTeaching methodology

» Total curriculumTotal curriculum

» AssessmentAssessment

» Specific classesSpecific classes

Copyright 1994, Sharon Kay Stoll, Ph.D.Center for ETHICS*

The Process of Developing Character through....

Cognitive MD based on:

What is considered right and fair? What are the reasons for doing the

right? What are the underlying social-moral

perspectives?

Cognitive Developmentalists

Piaget, Kohlberg, Lickona...

Piaget’s Theory Stage Perspective

Heteronomous: Morality ofConstraint/Coercive Rules

Universal obedience to authority& established rules; right &wrong seen as black & white

Autonomous: Morality ofCooperation Rational Rules

Individual deelops amoresubjective sense of autonomy &reciprocity; Right & wrong notabsolute; respect & cooperationwith peers

Kohlberg’s Stage Theory

Level 1 = Preconventional Level 2 = Conventional Level 3 = Postconventional

Preconventional Level

S ta g e W h a t isR ig h t

R e a so n s fo rd o in g r ig h t

S o c ia lP e rsp e c t iv e

O n e P u n ish m e n t/o b ed ie n c e

A vo id a n c eP u n ish m e n t

E g o c e n tr icV ie w

T w o F o llo w ru le sfo r o w nin te re s ts an d le to th e rs d o th esa m e

T o se rv e o w nn e e d s

C o n c re teIn d iv id u a lis tic :R ig h t is re la tiv e

Conventional LevelS t a g e W h a t i s

R i g h t ?R e a s o n s f o rD o i n g R i g h t

S o c i a lP e r s p e c t i v e

S t a g e T h r e e G o o d B o y -N i c e G i r l

R e a c t s t oe x p e c t a i o n s o fp a r e n t s , p e e r s ,a u t h o r i t i e s

T h e G o l d e nR u l e ( n og e n e r a l i z e ds y s t e mp e r s p e c t i v e ) .

S t a g e F o u r S o c i a l S y s t e ma n dc o n s c i o u s -m a i n t e n a n c e

D u t y t o s o c i a lO r d e r , s o c i e t y

R e s p e c ta u t h o r i t y ,f o l l o w r u l e s ,m a i n t a i ns o c i a l o r d e r .C o n s i d e r si n d i v i d u a l sp l a c e i n t h es y s t e m .

Post Conventional or Principled Level

Stage What is Right Reasons forDoing Right

SocialPerspective

Five Contract &Individual Rights

Personal Values& Opinions witha view forconstitutional &democraticprocesses

Obey laws forgood of society;preserve therights of one’sself & others

Six Universal EthicalPrinciples

Based onconsistent,universal ethicalprinciples

Individualsaccept principlesas their own

Relativism…the constant ????

Frankena’s descriptive, metaethical and Frankena’s descriptive, metaethical and normative…normative… usually thought of in two senses.usually thought of in two senses.

ethical relativismethical relativism cultural relativismcultural relativism

Ethical relativsm

Because ethics is indefinable by its very Because ethics is indefinable by its very nature, and because definitions lie in word nature, and because definitions lie in word usage, we really cannot understand the usage, we really cannot understand the essence of the “moral” life. Because it can essence of the “moral” life. Because it can not be understood, therefore attempting to not be understood, therefore attempting to develop guidelines is senseless and develop guidelines is senseless and illogical.illogical.

Cultural relativism

……each and every culture has a different set each and every culture has a different set of demands and expectations of its moral of demands and expectations of its moral community life. Because of such diversity, community life. Because of such diversity, no standard set of guidelines or rules are no standard set of guidelines or rules are possible. To develop such rules would possible. To develop such rules would violate the essence of the diverse world.violate the essence of the diverse world.

Frankena’s summation...

The Moral Point of View, pp. 113.The Moral Point of View, pp. 113. 1. One is making normative judgments about 1. One is making normative judgments about

actions, desires, disposition, intentions, actions, desires, disposition, intentions, motives, persons, or traits of character. motives, persons, or traits of character. (Chapter one and two)(Chapter one and two)

2. One is wiling to universalize one’s 2. One is wiling to universalize one’s judgments. (Chapter three)judgments. (Chapter three)

Moral Point…Moral Point… 3. one’s reasons for one’s judgments consist of facts 3. one’s reasons for one’s judgments consist of facts

about what the things judged do to the lives of about what the things judged do to the lives of sentient beings in terms of promoting or distributing sentient beings in terms of promoting or distributing non-moral good or evil. (Chapters 3 and 4)non-moral good or evil. (Chapters 3 and 4)

4. when the judgment is about oneself or one’s own 4. when the judgment is about oneself or one’s own actions, one’s reasons include such facts about what actions, one’s reasons include such facts about what one’s own actions and dispositions do to the lives of one’s own actions and dispositions do to the lives of other sentient beings. (Chapters 4 and 5).other sentient beings. (Chapters 4 and 5).

Why be moral?

1. What are the motives for doing what is 1. What are the motives for doing what is morally right?morally right?

2. What is the justification for doing what is 2. What is the justification for doing what is morally right?morally right?

3. What is the motivation for adopting the 3. What is the motivation for adopting the moral point of view and subscribing to the moral point of view and subscribing to the moral institution of live?moral institution of live?

4. What is its justification?4. What is its justification?