ETHICS
問題一覧
1
Aspects of one and the same human nature.
Economics and Morality
2
Deals with the topics such as wages, labor, production, and distribution of wealth.
Economics
3
Deals with the human relations in a society.
Sociology
4
Relationship and interactions of human being.
Human Relation
5
Comes only with the proper observence of moral laws and principles which regulate the action of men in a community.
Proper Order
6
Both deals with the study of man, human nature, human behavior.
Ethics and Psychology
7
Studies how human behaves.
Psychology
8
Studies how men ought to behave.
Ethics
9
Science of thinking.
Logic
10
Science of right living and aims to right doing.
Ethics
11
When the person thinks right, means to do right. As to knowledge of right, means to the doing of right.
Ethics and Logic
12
Ethics requires that man desires that which is good and acts in accordance with desire. On the contrary, it requires that we perform the required action regardless of our feelings towards such action.
Law
13
Concerned with the externality of the act.
Law
14
Concerned with the internality ofan action.
Ethics
15
Provides both direction and motivation for the moral life of the people.
Religion
16
Contributes to the teaching of ethics and contributes to enriching with its moral insight.
Religion
17
Teaches the value of religion, presenting it as a duty to the Almighty.
Ethics
18
Is a science and depends upon the rational investigation of it's truths.
Ethics
19
A system of beliefs and practices based on faith or revelation.
Religion
20
Teaches the value of religion, presenting it as a duty to the Almighty.
Ethics
21
In the classical tradition, is moral philosophy and is distinguished from moral theology.
Ethics as Value Education
22
In the contemporary curriculum, ethics takes the form of value education.
Ethics as Value Education
23
Something a person cherishes as important to him like things, ideas and experiences.
Value
24
It's aim to guide an individual in choosing his values wisely and acting upon them.
Value Education
25
It looks at what a person obligated to do in a specific situation or a particular domain of action.
Applied Ethics
26
Describes how people behave and what types of moral standards they claim to follow.
Descriptive Ethics
27
It is concerned with the content of the moral judgment and criteria for what is right and what is the wrong course of action.
Normative Ethics
28
It deals with the nature of moral judgement. It looks at the origins and meanings of ethical principles.
Meta-Ethics
29
Usually apply to doings and there is no in-between.
Right and Wrong
30
Apply to beings and there are usually degrees between them.
Good and Bad
31
It is the scientific study of moral judgement.
Ethics
32
Derived from the Greek word 'ethos' which means: custom, character, disposition and habit.
Ethics
33
A branch of philosophy that involves systematizing, defending and recommending the concepts of right and wrong.
Ethics
34
Children obey because adults tell them to obey. Moral decisions are based on fear of punishment. It is a matter of obey or you get punished.
Obedience and Punishment Orientation
35
At this level, children do not have a personal code of morality. Instead, their moral code is controlled by the
standards of adults and the consequences of following or breaking adult's rules.
Pre-conventional morality
36
The child/individual that's good in order to avoid being punished. If he/she is punished, he/she must have done
wrong.
Obedience and Punishment Orientation
37
Throughout this level, a child's sense of morality is tied to personal and societal relationships.
Conventional morality
38
Adherence to rules and conventions is somewhat rigid during these stages and are rules appropriateness or fairness is seldom questioned.
Conventional morality
39
Children continue to accept the rules of authority figures, but this is shown now due to their belief that this is necessary to ensure positive relationships and societal order.
Conventional morality
40
The individual values caring the loyalty to others as a basis for moral judgments.
Good boy, Nice Girl Orientation
41
The individual is good in order to be seen as being a good person by others. Therefore, answers relate to the approval of others.
Good boy, Nice Girl Orientation
42
In this stage, children want the approval of others and act in ways to avoid disapproval. Emphasis is placed on good behavior and people being nice to others.
Good boy, Nice Girl Orientation
43
It is a matter of "I have to do this because the law says so." It is still blind obedience to the law so morality still lacks internalization.
Law and Order Orientation
44
The child/individual becomes aware of the wider rules of society, so judgments concern obeying the rules in order to
uphold the law and to avoid guilt.
Law and Order Orientation
45
Individual judgment is based on self chosen principles and moral reasoning is based on individual rights and justice.
Post-conventional morality
46
Morality is completely internalized and not based on external standards.
Post-conventional morality
47
This is the level of full internalization.
Post-conventional morality
48
Laws are regarded as social contracts rather than rigid orders. Those that do not promote the general welfare should be
changed when necessary to meet the greatest good for the greatest number of people.
Social Contract Orientation
49
In this level, individuals reason out what values, rights, and principles transcend the law.
Social Contract Orientation
50
The child/individual becomes aware that while rules/laws might exist for the good of the greatest number, there are times when they will work against the interest of particular individuals.
Social Contract Orientation
51
The principles apply to everyone.
Universal, Ethical, Principle Orientation
52
Laws are regarded as social contracts rather than rigid orders.
Social Contract Orientation
53
Individuals at this stage have developed their own set of moral guidelines which may or may not fit the law. They have
developed moral judgments that are based on universal human rights.
Universal, Ethical, Principle Orientation
54
An act of the practical judgment of
reason deciding upon an individual action as good and to be performed and as evil and to be avoided.
Conscience
55
It is metaphorically referred to as the "inner or little voice of God."
Conscience
56
Conscience formation begins with the ______ to seek moral truth. It must stand on the firm foundation of integrity, sincerity, and forthrightness and must be sustained by the habit of consistently educating oneself by exposure to objective moral norms and the rationale behind those norms.
Deep-seated decision
57
Conscience formation requires a ______
(moral information gathering) through study, reading, and other types of inquiry.
Habit of ongoing self-formation
58
________ is internalization of moral norms. One acts morally based on his/her convictions not because the law says so
or a person in authority orders so.
Moral development
59
It means the widening of human consciousness-from family consciousness to plan consciousness, community consciousness, town consciousness, provincial, regional, national, and international or global consciousness.
Conscience-based moral decision
問題一覧
1
Aspects of one and the same human nature.
Economics and Morality
2
Deals with the topics such as wages, labor, production, and distribution of wealth.
Economics
3
Deals with the human relations in a society.
Sociology
4
Relationship and interactions of human being.
Human Relation
5
Comes only with the proper observence of moral laws and principles which regulate the action of men in a community.
Proper Order
6
Both deals with the study of man, human nature, human behavior.
Ethics and Psychology
7
Studies how human behaves.
Psychology
8
Studies how men ought to behave.
Ethics
9
Science of thinking.
Logic
10
Science of right living and aims to right doing.
Ethics
11
When the person thinks right, means to do right. As to knowledge of right, means to the doing of right.
Ethics and Logic
12
Ethics requires that man desires that which is good and acts in accordance with desire. On the contrary, it requires that we perform the required action regardless of our feelings towards such action.
Law
13
Concerned with the externality of the act.
Law
14
Concerned with the internality ofan action.
Ethics
15
Provides both direction and motivation for the moral life of the people.
Religion
16
Contributes to the teaching of ethics and contributes to enriching with its moral insight.
Religion
17
Teaches the value of religion, presenting it as a duty to the Almighty.
Ethics
18
Is a science and depends upon the rational investigation of it's truths.
Ethics
19
A system of beliefs and practices based on faith or revelation.
Religion
20
Teaches the value of religion, presenting it as a duty to the Almighty.
Ethics
21
In the classical tradition, is moral philosophy and is distinguished from moral theology.
Ethics as Value Education
22
In the contemporary curriculum, ethics takes the form of value education.
Ethics as Value Education
23
Something a person cherishes as important to him like things, ideas and experiences.
Value
24
It's aim to guide an individual in choosing his values wisely and acting upon them.
Value Education
25
It looks at what a person obligated to do in a specific situation or a particular domain of action.
Applied Ethics
26
Describes how people behave and what types of moral standards they claim to follow.
Descriptive Ethics
27
It is concerned with the content of the moral judgment and criteria for what is right and what is the wrong course of action.
Normative Ethics
28
It deals with the nature of moral judgement. It looks at the origins and meanings of ethical principles.
Meta-Ethics
29
Usually apply to doings and there is no in-between.
Right and Wrong
30
Apply to beings and there are usually degrees between them.
Good and Bad
31
It is the scientific study of moral judgement.
Ethics
32
Derived from the Greek word 'ethos' which means: custom, character, disposition and habit.
Ethics
33
A branch of philosophy that involves systematizing, defending and recommending the concepts of right and wrong.
Ethics
34
Children obey because adults tell them to obey. Moral decisions are based on fear of punishment. It is a matter of obey or you get punished.
Obedience and Punishment Orientation
35
At this level, children do not have a personal code of morality. Instead, their moral code is controlled by the
standards of adults and the consequences of following or breaking adult's rules.
Pre-conventional morality
36
The child/individual that's good in order to avoid being punished. If he/she is punished, he/she must have done
wrong.
Obedience and Punishment Orientation
37
Throughout this level, a child's sense of morality is tied to personal and societal relationships.
Conventional morality
38
Adherence to rules and conventions is somewhat rigid during these stages and are rules appropriateness or fairness is seldom questioned.
Conventional morality
39
Children continue to accept the rules of authority figures, but this is shown now due to their belief that this is necessary to ensure positive relationships and societal order.
Conventional morality
40
The individual values caring the loyalty to others as a basis for moral judgments.
Good boy, Nice Girl Orientation
41
The individual is good in order to be seen as being a good person by others. Therefore, answers relate to the approval of others.
Good boy, Nice Girl Orientation
42
In this stage, children want the approval of others and act in ways to avoid disapproval. Emphasis is placed on good behavior and people being nice to others.
Good boy, Nice Girl Orientation
43
It is a matter of "I have to do this because the law says so." It is still blind obedience to the law so morality still lacks internalization.
Law and Order Orientation
44
The child/individual becomes aware of the wider rules of society, so judgments concern obeying the rules in order to
uphold the law and to avoid guilt.
Law and Order Orientation
45
Individual judgment is based on self chosen principles and moral reasoning is based on individual rights and justice.
Post-conventional morality
46
Morality is completely internalized and not based on external standards.
Post-conventional morality
47
This is the level of full internalization.
Post-conventional morality
48
Laws are regarded as social contracts rather than rigid orders. Those that do not promote the general welfare should be
changed when necessary to meet the greatest good for the greatest number of people.
Social Contract Orientation
49
In this level, individuals reason out what values, rights, and principles transcend the law.
Social Contract Orientation
50
The child/individual becomes aware that while rules/laws might exist for the good of the greatest number, there are times when they will work against the interest of particular individuals.
Social Contract Orientation
51
The principles apply to everyone.
Universal, Ethical, Principle Orientation
52
Laws are regarded as social contracts rather than rigid orders.
Social Contract Orientation
53
Individuals at this stage have developed their own set of moral guidelines which may or may not fit the law. They have
developed moral judgments that are based on universal human rights.
Universal, Ethical, Principle Orientation
54
An act of the practical judgment of
reason deciding upon an individual action as good and to be performed and as evil and to be avoided.
Conscience
55
It is metaphorically referred to as the "inner or little voice of God."
Conscience
56
Conscience formation begins with the ______ to seek moral truth. It must stand on the firm foundation of integrity, sincerity, and forthrightness and must be sustained by the habit of consistently educating oneself by exposure to objective moral norms and the rationale behind those norms.
Deep-seated decision
57
Conscience formation requires a ______
(moral information gathering) through study, reading, and other types of inquiry.
Habit of ongoing self-formation
58
________ is internalization of moral norms. One acts morally based on his/her convictions not because the law says so
or a person in authority orders so.
Moral development
59
It means the widening of human consciousness-from family consciousness to plan consciousness, community consciousness, town consciousness, provincial, regional, national, and international or global consciousness.
Conscience-based moral decision