• Ethics is about matters such as the good thing that we should pursue and the bad thing that
at we should avoid.
• Ethics is a branch of philosophy that explores the nature of morality and how it shapes human behavior. It
delves into questions of right and wrong, good or evil, and how we should live our lives.
• Morals
is an idea or opinion that’s driven by a desire to be good.
• Descriptive claim
-simply expresses what and how something is or might be.
Example: Knocking on the door is a virtue.
• Normative claim
-with evaluation. It includes like: good or bad, better
than, should or shouldn’t, right or wrong.
Example: Knocking the door should be a virtue.
• Moral Issues- Are often the source of considerable and inconclusive debates.
• Moral Dilemma- Is a conflict in which a person must choose between two or more actions. No matter which
choice you make someone will suffer or something bad will happen.
• Moral Judgement- Act of making an assessment on the actions or behavior of someone.
The ethics of morality an empirical study of moral decisions can be loosely defined as philosophy. It's a discipline
that looks at what's ethically good and bad, right and wrong. The term is frequently used to describe any program or
ideology based on universal values or ideas.
The word "ethos" comes from Greek and can indicate "tradition," "habit," "character," or "attitude." This is about
the goodness of individuals and what it is to live a decent life, not just the nature of specific courses of action. (Leaño
& Gubia-on, 2018)
Additionally, ethics is a systematic investigation of the nature of human behavior. It is concerned with the
correctness and inaccuracy of the act. An act's rightness or wrongness is determined by its aim, context, or
character. Philosophy is a vital discipline because it investigates and defines fundamental ideas, norms, values, and
traditions, which necessitates the application of critical thinking. As a result, this level of human discipline is more
evolved.
Moral philosophy is concerned with moral principles, such as what humans "should" or "must" do. This also applies
to our moral obligations, as well as the act's meaning or purpose. On the other hand, applied ethics is a branch of
philosophy that analyzes basic moral issues such as abortion.
Ethics is a collection of principles that guide us in determining what is right and wrong, good and evil. Ethics may
point us in the right way in life. Fairness, trustworthiness, and accountability are ethical principles that assist us in
dealing with ethical dilemmas more effectively by identifying and eliminating actions that contradict our sense of
right and wrong - our moral interests – without endangering the moral interests of others.
Additionally, ethics is concerned with making choices or decisions. We are continuously faced with obstacles that
impair our quality of life. We are aware that the choices we make have consequences for both ourselves and others.
We are aware that we are accountable for our acts.
Moral standards are the rules we use to determine which actions are ethically permitted and which are morally
undesirable. It generally addresses challenges that have the potential to either endanger or substantially benefit
humans. Moral ethics, according to some ethicists, is on par with social values and moral principles.
moral standards are defined by norms and values. Norms, often known as standards, are fundamental rules for
human behavior. Values, on the other hand, are universal views about what is or is not acceptable, desirable, or
helpful.
As a result, the professional Code of Ethics is a collection of principles designed to assist practitioners in
distinguishing between right and wrong to guide their decision-making. Such guidelines, often known as the Code of
Ethics, describe the company's mission and goals, as well as how employees inside the organization are to address
difficulties and the expectations to which they are bound.
HOW MORAL STANDARDS ARE FORMED
An individual's morals are influenced by his or her beliefs. Values are the foundation of a person's ability to discern
between good and wrong. Morals expand on this to provide tangible, context-driven laws that govern an individual's
behavior. They are shaped by a person's life experiences and are open to debate.
A moral agent is someone sensitive enough to detect between right and wrong and holding themselves accountable
for their actions. Moral agents owe it to society to abstain from creating unjustified harm.
The name 'character' derives from the Greek word 'charakter', which originally referred to an imprinted stamp on a
coin. Which was then referred to as the collection of characteristics that identify one individual from another. This
emphasis on the uniqueness of individuality tends to conflate the terms "character" and "personality" in
contemporary language or dress habits; we may remark that "he has a personality" or "he is quite a character."
According to Aristotle, there are two separate kinds of human excellence:
1) excellences of thinking and
2) excellences of character.
Moral character is sometimes translated as 'moral qualities and moral excellences'. In Greek, ethics is the adverb
synonymous with the character.
When we speak of 'virtue' or moral character excellence, we are referring to the collection of characteristics that
define a person as a morally admirable human. Additionally, philosophers believe that moral character
characteristics, or the moral agent, are accountable for holding the moral character trait or for the trait's result.
SIX STAGES OF MORAL DEVELOPMENT
Lawrence Kohlberg (1927-1987), an American psychologist, is well known for his theory of moral growth phases. He
thought that individuals could move through these levels only in the sequence specified. Each subsequent stage
supplants the type of thinking associated with the preceding level. Some individuals might not go through all phases.
LEVEL 1 – Pre-conventional Morality
Stage 1. Orientation toward Obedience and Punishment Stage 2. Individuality and Interdependence
LEVEL 2 – Conventional Morality
Stage 3. Positive interpersonal relationships Stage 4. Preserving Social Order
LEVEL 3 – Post Conventional Morality
Stage 5. Individual Rights and the Social Contract Stage 6. Fundamental Universal Principles
In conjunction with Swiss clinical psychologist Jean Piaget's (1896-1980) theory of moral development, another way
to interpret Kohlberg's phases is as follows:
Stage 1 – Respect for Authority and Sanctions
A small child (age 1-5) determines what to do – what is proper – based on what he or she desires and is capable of
doing without getting into trouble. To be right at this level, one must be subservient to those in authority to avoid
punishment. Motto: "might justifies the doing."
Stage 2 – Looking for or in search of #1
Children (ages 5-10) are predisposed to egoism and self-serving behavior. They lack regard for others' rights yet may
give to others with the expectation of receiving the same or even more in return. Rather than a question of loyalty,
appreciation, or justice, this is more of a case of "you scratch my back, I'll scratch yours." Motto: "What's in it for
me?"
Stage 3 – Being a "Good Boy" or "An Excellent Girl"
At this stage, individuals (ages 8-16) have changed their focus from self-gratification to pleasing significant others,
often parents, teachers, or friends. They strive to live up to the expectations of others. When someone is accused of
doing something wrong, their action is frequently defended by the argument that "everyone else does it" or "I didn't
want to injure anyone." Motto: "I wish to be pleasant."
Stage 4 – Consideration of law and order
The majority of individuals (16 years and older) in this area have absorbed society's standards for proper behavior.
They are obligated to conform, not just to family and friends, but also to the rules and norms of society. They
recognized the need of carrying out one's responsibilities to preserve social order. Social leaders are presumed to be
correct, and social standards are implemented without regard for the underlying moral foundations. Thus, social
control is exerted at this stage through the guild associated with breaking a norm; however, the guild is an
involuntary emotional response in this case, rather than a reasoned reaction of conscience based on moral
principles. Individuals at this level feel that anyone who violates the rules ought to be punished and repaid to
society. Motto: "I will carry out my responsibilities."
Stage 5 – Democracy entails justice.
At this level, individuals comprehend the underlying moral objectives of laws and social conventions. When a law in
a democracy no longer serves a useful purpose, they believe that the people should take action and reform the law.
When seen in this light, democracy is viewed as a social compact in which everyone strives continually to create a
set of rules that benefits the greatest number of people while still safeguarding everyone's fundamental rights.
Respect for the law and a sense of duty to follow the rules reflects, as long as the laws are legally constituted and
serve a moral purpose. Only around 20% to 25% of today's individuals reach this stage and the majority of those do
so after their mid- twenties. Motto: "I will either follow the rules or attempt to alter them."
Stage 6 – Choosing fundamental moral ideas that will guide their lives and their interactions with others
At this level, only a select few people have assessed several values and logically chosen a life philosophy that
genuinely governs their lives. They are morally mature and do not immediately follow tradition or other people's
views, or even their own emotions, intuition, or instinctive thoughts about good and evil. At stage 6, individuals
make informed choices on basic values to adhere to, such as caring for and respecting all living things, believing that
all people are equal and so deserve equal chances, or adhering to the Golder Rules. They are strong enough to stand
up for their principles even if others regard them as eccentric or if their views conflict with man's law, such as
refusing to fight in a war. Social control is exerted via guilt and the logical reaction of conscience following moral
standards. At least according to Kohlberg and Piaget's beliefs, reaching this stage entails making the highest level,
conscience-based moral judgments.
Summary of Kohlberg’s Theory
Level Age Range Stage Nature of Moral Reasoning
Level Preschool children, the Stage Individuals make decisions based on
majority of elementary 1: their interests, without regard for the
1: school students, some Punishm needs or feelings of others. They follow
Preconv junior high school e nt- laws only when they are set by more
entional students, and a few avoidanc powerful persons; they may rebel if they
Morality high school students all e and believe they will not be apprehended.
exhibit obedien The behaviors
this behavior. ce that are deemed "wrong" will be
penalized.
Stage Individuals are aware of the needs of
2: others. They may attempt to meet the
Exchang wants of others if their own are met
e of ("you
favors scratch my back, I'll scratch yours").
They
continue to define good and wrong in
terms of their consequences.
Level Seem in a few older Stage Persons make choices depending on
elementary school what behaviors would satisfy others,
II: students, some junior 3: Good particularly authority officials and other
Convent high school students, boy/girl high-status individuals (e.g., teachers,
ional and many high school popular peers). They are concerned with
Morality students sustaining connections via sharing, trust,
and loyalty, and they make judgments
(Stage4 typically does taking into consideration the
not appear until the viewpoints and
high intentions of others.
school years)
Stage 4: Individuals look to society as a whole for
Law and guidance on what is good and wrong.
Order They understand that regulations are
important for society to function
properly and think it is their
"responsibility" to follow them. They do,
however, view laws to be rigid; they do
not always realize that as
society's requirements evolve, rules
should evolve as well.
Level Rarely seen before Stage People understand that regulations
college (Stage 6 is represent agreements reached by a
II: extremely rare even in 5: Social large number of persons regarding
Postcon adults) Contract proper behavior. Rules are viewed as
ventiona potentially beneficial instruments for
l preserving social order and safeguarding
Morality individual rights, rather than as absolute
commandments that must be followed
just because they are "the law."
Additionally, people understand the
adaptability of rules; laws
that are no longer in the best interests
of society may and should be modified.
Stage Level 6 is a fictitious, "perfect" stage
that very few individuals achieve.
6: Individuals at this stage adhere to a few
Universal abstract, universal values (e.g., human
ethical equality, respect for human dignity, and
principle devotion to justice) that transcend
specific norms and laws. The answer is
that they have a strong
internal conscience and willfully break
laws that contravene their ethical
values.
