ETHICS - FINALS
問題一覧
1
is the characteristics and knowledge of a particular group of people, encompassing language, religion, cuisine, social habits, music and arts.
culture
2
is made up of physical things such as buildings and cars.
material culture
3
are gestures, language, values, norms, sanctions, folkways, and mores.
Non material culture
4
may be either physical or non-physical.
symbols
5
is used for communication.
language
6
help define acceptable behavior within the society.
values
7
fulfill the spiritual needs of a culture.
beliefs
8
are the rules, mores and traditions within a culture.
norms
9
also change the way cultures behave.
technological advances
10
Culture provides the context for the development of human communication systems such as language, both verbal and non-verbal (gestures, for example).
communication
11
Matsumoto (2007) argues culture gives “meaning to social situations, generating social roles and normative behaviors”; in other words, it shapes how we see and understand the social and natural worlds.
perception
12
Culture influences how people see themselves and others, in terms of ideas like gender, age and ethnicity. Durkheim (1912), for example, suggested societies have a functional requirement to develop two things:
identity
13
the belief we are connected into a larger network of people who share certain beliefs,
identities and commitments to each other.
social solidarity
14
A feeling of commitment to others, such as family and friends, is needed to create a sense of individual and cultural purpose and cohesion.
social integration
15
Cultural institutions are a source of values and people’s behavior is, at the very least, conditioned by the cultural values they receive through the socialization process.
value systems
16
relates to the idea cultural values and norms involve sanctions (rewards and punishments) for particular behaviors.
Motivation
17
All cultures develop ways of differentiating between social groups on the basis of things like social class (economic divisions), social rank (political divisions involving ideas like an aristocracy and peasantry), gender, age and the like
stratification
18
Culture defines what people “need, use and value” as part of the overall survival mechanism in any society.
production and consumption
19
CHARACTERISTICS OF CULTURE
is learned, is intergrated, is dynamic, is based on symbols, is shared
20
are what one believes to be the right things to do.
moral behavior
21
are the principles that give our lives meaning and allow us to persevere through adversity
values
22
provide an internal reference for what is good, beneficial, important, useful, beautiful, desirable, and constructive
personal values
23
are the standards of good and evil, which govern an individual’s behavior and choices.
moral values
24
is the process in which an individual tries to decide the difference between what is right and what is wrong in a personal situation by using logic.
moral reasoning
25
which is “the ability to see an ethical dilemma, including how our actions will affect others.”
moral sensitivity
26
which is “the ability to reason correctly about what ‘ought’ to be done in a specific situation.”
moral judgement
27
which is “a personal commitment to moral action, accepting responsibility for the outcome.”
moral motivation
28
which is a “courageous persistence in spite of fatigue or temptations to take the easy way out.”
Moral Character
29
The ability to see the situation through the eyes of others.
Moral imagination
30
Moral creativity is closely related to moral imagination, but it centers on the ability to frame a situation in different ways.
moral creativity
31
balances openness to the views of others with commitment to moral values and other important goals.
reasonableness
32
is the ability to decide on a moral plan of action and then to adapt to any barriers that arise in order to continue working toward that goal.
preseverance
33
are those that relate to the appearance of an object and the emotions that that object causes in those who contemplate it.
aesthetic values
34
implies to the set of values that a majority of the Filipino have historically held essential in their lives.
Filipino Values
35
are values that apply to all types of human beings, regardless of their social, ethnic, or cultural origin.
univeesal values
36
is a trait or quality that is deemed to be morally good and appreciated as a foundation of principle and good moral being.
virtue
37
are characteristics valued as encouraging collective and individual greatness.
personal virtue
38
FOUR CLASSIC CARDINAL VIRTUES IN CHRISTIANITY
temperance, prudence, courage, justice
39
is the presence or lack of virtues such as integrity, courage, fortitude, honesty, and loyalty.
moral character
40
is an assessment of a particular individual's durable moral qualities.
moral character
41
involve moral standards that exhibit right and wrong conduct.
normative ethics
42
involve specific and controversial issues along with a moral choice and tend to include situations where people agree or opposed to the issue.
applied ethics
43
refers to the ways we recognize right from wrong as we grow and mature.
moral development
44
was a professor at Harvard University. He started as a developmental psychologist and then shifted to the field of education. He was motivated by the Swiss psychologist Jean Piaget, who is famous for his theory on moral development of children (Doorey, 2012).
Lawrence Kohlberg
45
which is focused more on the self, is concerned with the consequences of one’s action.
pre conventional level
46
which is centered more on the group, is involved with societal relationship, with emphasis on social conformity (Burkhardt and Nathaniel, 2002).
conventional level
47
which is focused on the common good and universal moral principles is the most challenging aspect (Zecha and Weingartner, 1987, ix).
post conventional
48
another American psychologist who earned a Master’s degree in Clinical psychology at Radcliffe College and earned her PhD in social psychology at Harvard (Ball, 2010).
Carol Giligan
49
are a variety of social emotion that are involved in forming and communicating moral judgments and decisions, and in motivating behavioral responses to one's own and others' moral behavior.
moral emotions
50
are emotions that depend upon the thoughts, feelings or actions of other people, "as experienced, recalled, anticipated or imagined at first hand"
social emotions
51
are neuro-physiological reactions unleashed by an external or internal stimulus (emotions are physical).
emotions
52
evoked by suffering, such as sympathy and empathy, often lead people to act ethically toward others.
emotions
53
like guilt, embarrassment, and shame often motivate people to act ethically.
inner directed negative emotions
54
intend to discipline or punish.
outer directed negative emotions
55
like gratitude and admiration, which people may feel when they see another acting with compassion or kindness, can inspire people to help others.
positive emotions
56
as the ability to sense other people's emotions, coupled with the ability to imagine what someone else might be thinking or feeling (whether happy, sad, or angry,
Emphaty
57
is the fact or power of sharing the feelings of another, especially in sorrow or trouble; fellow feeling, commiseration and more generally understood as caring for others.
sympathy
58
is generally a response to a sense of interpersonal violation.
anger
59
is a strong feeling of dislike for something that has a very unpleasant appearance, taste, smell, etc
disgust
60
and its cousin, embarrassment, regulate people’s behavior when others are present. It is defined as the painful feeling arising from the consciousness of something dishonorable, improper, ridiculous, etc., done by oneself or another.
shame
61
Is an inherently interpersonal emotion. It is a feeling of responsibility or remorse for some offense, crime, wrong, etc., whether real or imagined.
guilt
62
Refer to the emotion of caring for the suffering of others.
compassion
63
Excess of self- control
impulsiveness
64
can be defined as the cognitive process through which individuals analyze and evaluate the ethical dimensions of a situation, considering various moral principles, values, and perspectives before making a decision.
moral reasoning
65
The condition of human flourishing or of living well.
eudaimonia
66
The complicated interactions between general (theory) and practical (judgement).
phronesis
67
Stresses that the ethical action is the one that produces best for the greatest majority interest and does the least harm for all who are affected
utilitarianism
68
This focuses on the middle ground between two extremes, or striving for a balance between extremes.
golden mean
69
Advise us, “act always as honest person”.
virtue ethicists
70
A universal ethical principle stating that one should always respect the humanity in others, and that one should only act in accordance with rules that could hold for everyone.
kant ethics
71
The idea that doing what is good is doing what brings about more human development.
thomistics ethics
72
Deficiency of courage
cowardice
73
theory in ethics and philosophy that says that human beings possess intrinsic values that govern their reasoning and behavior.
natural law
74
Believed that humans have a dignity based on their human nature per se or on their ability to choose freely what they do with their lives. Based on such dignity, they have a right to be treated as ends and not merely as means to other ends
right doctorine
75
Considered giving what is due to a person, he/she fairly deserves
justice doctrine
76
He mentioned that “Democracy arises out of the notion that those who are equal in any respect are equal in all respects; because men are equally free, they claim to be absolutely equal”.
aristotle
77
His principle include the Golden Mean and believed that fundamental desire of human is Happiness or Eudamonia ( ultimate end of human life) as well as the concept of virtue is from.
aristotle
78
Excellence of character, then, is a state concerned with choice, lying in a mean relative to us, this being determined by reason and in the way in which the man of practical wisdom would determine it is from
aristotle
79
Virtue and good character are based on a sense of self-esteem and self-confidence is a perception of
aristotle
80
Believed that moral evaluations of daily life presuppose a good life which is independent of personality, experience and circumstances.
plato
81
He believed that the soul is divided into three parts of desire: Rational, Appetitive, or Spirited. In order to have moral character, we must recognize what gives to our overall good and have our spirited and appetitive desires educated properly, so that they can decide with the guidance provided by the logical part of the soul.
plato
82
Known as the creator of the principle of utility. Our actions have consequences, and those consequences count.
John Stuart Mill
83
His principle includes the categorical imperative. As human beings we have certain moral rights and duties. We should treat all people as free and equal to ourselves, and our actions are morally right only if we can apply them universally
immanuel kant
84
"Character is like a tree and reputation like its shadow. The shadow is what we think of it; the tree is the real thing." Is a quote from
abraham lilcoln
85
He admitted that not all people progress through these changes at the same age due to differences in cognitive functioning. In fact, he stated that some people never reach full moral development.
lawrence kohlberg
86
believed that moral development is composed of three phases, that is, the concern for survival, goodness, and the imperative of care.
carol giligan
87
The branch of philosophy that studies the sources, nature, and validity of knowledge
epistemology
INTRO TO COM
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67問 • 1年前問題一覧
1
is the characteristics and knowledge of a particular group of people, encompassing language, religion, cuisine, social habits, music and arts.
culture
2
is made up of physical things such as buildings and cars.
material culture
3
are gestures, language, values, norms, sanctions, folkways, and mores.
Non material culture
4
may be either physical or non-physical.
symbols
5
is used for communication.
language
6
help define acceptable behavior within the society.
values
7
fulfill the spiritual needs of a culture.
beliefs
8
are the rules, mores and traditions within a culture.
norms
9
also change the way cultures behave.
technological advances
10
Culture provides the context for the development of human communication systems such as language, both verbal and non-verbal (gestures, for example).
communication
11
Matsumoto (2007) argues culture gives “meaning to social situations, generating social roles and normative behaviors”; in other words, it shapes how we see and understand the social and natural worlds.
perception
12
Culture influences how people see themselves and others, in terms of ideas like gender, age and ethnicity. Durkheim (1912), for example, suggested societies have a functional requirement to develop two things:
identity
13
the belief we are connected into a larger network of people who share certain beliefs,
identities and commitments to each other.
social solidarity
14
A feeling of commitment to others, such as family and friends, is needed to create a sense of individual and cultural purpose and cohesion.
social integration
15
Cultural institutions are a source of values and people’s behavior is, at the very least, conditioned by the cultural values they receive through the socialization process.
value systems
16
relates to the idea cultural values and norms involve sanctions (rewards and punishments) for particular behaviors.
Motivation
17
All cultures develop ways of differentiating between social groups on the basis of things like social class (economic divisions), social rank (political divisions involving ideas like an aristocracy and peasantry), gender, age and the like
stratification
18
Culture defines what people “need, use and value” as part of the overall survival mechanism in any society.
production and consumption
19
CHARACTERISTICS OF CULTURE
is learned, is intergrated, is dynamic, is based on symbols, is shared
20
are what one believes to be the right things to do.
moral behavior
21
are the principles that give our lives meaning and allow us to persevere through adversity
values
22
provide an internal reference for what is good, beneficial, important, useful, beautiful, desirable, and constructive
personal values
23
are the standards of good and evil, which govern an individual’s behavior and choices.
moral values
24
is the process in which an individual tries to decide the difference between what is right and what is wrong in a personal situation by using logic.
moral reasoning
25
which is “the ability to see an ethical dilemma, including how our actions will affect others.”
moral sensitivity
26
which is “the ability to reason correctly about what ‘ought’ to be done in a specific situation.”
moral judgement
27
which is “a personal commitment to moral action, accepting responsibility for the outcome.”
moral motivation
28
which is a “courageous persistence in spite of fatigue or temptations to take the easy way out.”
Moral Character
29
The ability to see the situation through the eyes of others.
Moral imagination
30
Moral creativity is closely related to moral imagination, but it centers on the ability to frame a situation in different ways.
moral creativity
31
balances openness to the views of others with commitment to moral values and other important goals.
reasonableness
32
is the ability to decide on a moral plan of action and then to adapt to any barriers that arise in order to continue working toward that goal.
preseverance
33
are those that relate to the appearance of an object and the emotions that that object causes in those who contemplate it.
aesthetic values
34
implies to the set of values that a majority of the Filipino have historically held essential in their lives.
Filipino Values
35
are values that apply to all types of human beings, regardless of their social, ethnic, or cultural origin.
univeesal values
36
is a trait or quality that is deemed to be morally good and appreciated as a foundation of principle and good moral being.
virtue
37
are characteristics valued as encouraging collective and individual greatness.
personal virtue
38
FOUR CLASSIC CARDINAL VIRTUES IN CHRISTIANITY
temperance, prudence, courage, justice
39
is the presence or lack of virtues such as integrity, courage, fortitude, honesty, and loyalty.
moral character
40
is an assessment of a particular individual's durable moral qualities.
moral character
41
involve moral standards that exhibit right and wrong conduct.
normative ethics
42
involve specific and controversial issues along with a moral choice and tend to include situations where people agree or opposed to the issue.
applied ethics
43
refers to the ways we recognize right from wrong as we grow and mature.
moral development
44
was a professor at Harvard University. He started as a developmental psychologist and then shifted to the field of education. He was motivated by the Swiss psychologist Jean Piaget, who is famous for his theory on moral development of children (Doorey, 2012).
Lawrence Kohlberg
45
which is focused more on the self, is concerned with the consequences of one’s action.
pre conventional level
46
which is centered more on the group, is involved with societal relationship, with emphasis on social conformity (Burkhardt and Nathaniel, 2002).
conventional level
47
which is focused on the common good and universal moral principles is the most challenging aspect (Zecha and Weingartner, 1987, ix).
post conventional
48
another American psychologist who earned a Master’s degree in Clinical psychology at Radcliffe College and earned her PhD in social psychology at Harvard (Ball, 2010).
Carol Giligan
49
are a variety of social emotion that are involved in forming and communicating moral judgments and decisions, and in motivating behavioral responses to one's own and others' moral behavior.
moral emotions
50
are emotions that depend upon the thoughts, feelings or actions of other people, "as experienced, recalled, anticipated or imagined at first hand"
social emotions
51
are neuro-physiological reactions unleashed by an external or internal stimulus (emotions are physical).
emotions
52
evoked by suffering, such as sympathy and empathy, often lead people to act ethically toward others.
emotions
53
like guilt, embarrassment, and shame often motivate people to act ethically.
inner directed negative emotions
54
intend to discipline or punish.
outer directed negative emotions
55
like gratitude and admiration, which people may feel when they see another acting with compassion or kindness, can inspire people to help others.
positive emotions
56
as the ability to sense other people's emotions, coupled with the ability to imagine what someone else might be thinking or feeling (whether happy, sad, or angry,
Emphaty
57
is the fact or power of sharing the feelings of another, especially in sorrow or trouble; fellow feeling, commiseration and more generally understood as caring for others.
sympathy
58
is generally a response to a sense of interpersonal violation.
anger
59
is a strong feeling of dislike for something that has a very unpleasant appearance, taste, smell, etc
disgust
60
and its cousin, embarrassment, regulate people’s behavior when others are present. It is defined as the painful feeling arising from the consciousness of something dishonorable, improper, ridiculous, etc., done by oneself or another.
shame
61
Is an inherently interpersonal emotion. It is a feeling of responsibility or remorse for some offense, crime, wrong, etc., whether real or imagined.
guilt
62
Refer to the emotion of caring for the suffering of others.
compassion
63
Excess of self- control
impulsiveness
64
can be defined as the cognitive process through which individuals analyze and evaluate the ethical dimensions of a situation, considering various moral principles, values, and perspectives before making a decision.
moral reasoning
65
The condition of human flourishing or of living well.
eudaimonia
66
The complicated interactions between general (theory) and practical (judgement).
phronesis
67
Stresses that the ethical action is the one that produces best for the greatest majority interest and does the least harm for all who are affected
utilitarianism
68
This focuses on the middle ground between two extremes, or striving for a balance between extremes.
golden mean
69
Advise us, “act always as honest person”.
virtue ethicists
70
A universal ethical principle stating that one should always respect the humanity in others, and that one should only act in accordance with rules that could hold for everyone.
kant ethics
71
The idea that doing what is good is doing what brings about more human development.
thomistics ethics
72
Deficiency of courage
cowardice
73
theory in ethics and philosophy that says that human beings possess intrinsic values that govern their reasoning and behavior.
natural law
74
Believed that humans have a dignity based on their human nature per se or on their ability to choose freely what they do with their lives. Based on such dignity, they have a right to be treated as ends and not merely as means to other ends
right doctorine
75
Considered giving what is due to a person, he/she fairly deserves
justice doctrine
76
He mentioned that “Democracy arises out of the notion that those who are equal in any respect are equal in all respects; because men are equally free, they claim to be absolutely equal”.
aristotle
77
His principle include the Golden Mean and believed that fundamental desire of human is Happiness or Eudamonia ( ultimate end of human life) as well as the concept of virtue is from.
aristotle
78
Excellence of character, then, is a state concerned with choice, lying in a mean relative to us, this being determined by reason and in the way in which the man of practical wisdom would determine it is from
aristotle
79
Virtue and good character are based on a sense of self-esteem and self-confidence is a perception of
aristotle
80
Believed that moral evaluations of daily life presuppose a good life which is independent of personality, experience and circumstances.
plato
81
He believed that the soul is divided into three parts of desire: Rational, Appetitive, or Spirited. In order to have moral character, we must recognize what gives to our overall good and have our spirited and appetitive desires educated properly, so that they can decide with the guidance provided by the logical part of the soul.
plato
82
Known as the creator of the principle of utility. Our actions have consequences, and those consequences count.
John Stuart Mill
83
His principle includes the categorical imperative. As human beings we have certain moral rights and duties. We should treat all people as free and equal to ourselves, and our actions are morally right only if we can apply them universally
immanuel kant
84
"Character is like a tree and reputation like its shadow. The shadow is what we think of it; the tree is the real thing." Is a quote from
abraham lilcoln
85
He admitted that not all people progress through these changes at the same age due to differences in cognitive functioning. In fact, he stated that some people never reach full moral development.
lawrence kohlberg
86
believed that moral development is composed of three phases, that is, the concern for survival, goodness, and the imperative of care.
carol giligan
87
The branch of philosophy that studies the sources, nature, and validity of knowledge
epistemology