Wednesday, February 6, 2008

More Larson Ethics Notes from February 4th

  • Philosophers who believe that ethics comes from the community therefore believe that it is social.
  • When we make an ethical choice, we use the following formula: intent (motive), act (means), result (end)
    • Motive: why we do something
    • Means: the method we choose to use
    • End: what is actually accomplished or done

  • EGOISM: act in our long-term benefit, in our best interest.
    • There are three divisions to egoism:
      • Psychological Egoism: look out for number one
        • you can't help acting in your own self-interest
        • there is no altruism (altruism is doing good for someone or something else completely leaving us out of the picture)
      • Personal Egoism: (soliptic)
        • I am the center of reality. The end result comes back to me
      • Philosophic Egoism:
        • we have a duty to act in our long-term best interest
        • what goes around comes around
    • Ethics criteria should include:
      1. tell us what to do
      2. tell us why we did it


A great Larson example:
  • If you push this button O , you get a zillion dollars. However, ten people scattered all over the globe will die if the button is pushed.
    • is it prescriptive??
    • certainly it is money vs. conscience


UTILITARIANISM
  • Jeremy Bentham
    • A leading theorist in Anglo-American philosophy of law and one of the founders of utilitarianism, Jeremy Bentham was born in Houndsditch, London on February 15, 1748. He was the son and grandson of attorneys, and his early family life was colored by a mix of pious superstition (on his mother's side) and Enlightenment rationalism (from his father). Bentham lived during a time of major social, political and economic change. The Industrial Revolution (with the massive economic and social shifts that it brought in its wake) the rise of the middle class, and revolutions in France and America all were reflected in Bentham's reflections on existing institutions. In 1760, Bentham entered Queen's College, Oxford and, upon graduation in 1764, studied law at Lincoln's Inn. Though qualified to practice law, he never did so. Instead, he devoted most of his life to writing on matters of legal reform--though, curiously, he made little effort to publish much of what he wrote.

      Bentham spent his time in intense study, often writing some eight to twelve hours a day. While most of his best known work deals with theoretical questions in law, Bentham was an active polemicist and was engaged for some time in developing projects that proposed various practical ideas for the reform of social institutions. Although his work came to have an important influence on political philosophy, Bentham did not write any single text giving the essential principles of his views on this topic. His most important theoretical work is the Introduction to the Principles of Morals and Legislation (1789), in which much of his moral theory--which he said reflected "the greatest happiness principle"--is described and developed.

      In 1781, Bentham became associated with the Earl of Shelburne and, through him, came into contact with a number of the leading Whig politicians and lawyers. Although his work was admired by some at the time, Bentham's ideas were still largely unappreciated. In 1785, he briefly joined his brother Samuel in Russia, where he pursued his writing with even more than his usual intensity, and he devised a plan for the now infamous "Panopticon"--a model prison where all prisoners would be observable by (unseen) guards at all times--a project which he had hoped would interest the Czarina Catherine the Great. After his return to England in 1788, and for some 20 years thereafter, Bentham pursued--fruitlessly and at great expense--the idea of the panopticon. Fortunately, an inheritance received in 1796 provided him with financial stability. By the late 1790s, Bentham's theoretical work came to have a more significant place in political reform. Still, his influence was, arguably, still greater on the continent. (Bentham was made an honorary citizen of the fledgling French Republic in 1792, and his The Theory of Legislation was published first, in French, by his Swiss disciple, Etienne Dumont, in 1802.)

      The precise extent of Bentham's influence in British politics has been a matter of some debate. While he attacked both Tory and Whig policies, both the Reform Bill of 1832 (promoted by Bentham's disciple, Lord Henry Brougham) and later reforms in the century (such as the secret ballot, advocated by Bentham's friend, George Grote, who was elected to parliament in 1832) reflected Benthamite concerns. The impact of Bentham's ideas goes further still. Contemporary philosophical and economic vocabulary (e.g., "international," "maximize," "minimize," and "codification") is indebted to Bentham's proclivity for inventing terms, and among his other disciples were James Mill and his son, John (who was responsible for an early edition of some of Bentham's manuscripts), as well as the legal theorist, John Austin.

      At his death in London, on June 6, 1832, Bentham left literally tens of thousands of manuscript pages--some of which was work only sketched out, but all of which he hoped would be prepared for publication. He also left a large estate, which was used to finance the newly-established University College, London (for those individuals excluded from university education--i.e., non-conformists, Catholics and Jews), and his cadaver, per his instructions, was dissected, embalmed, dressed, and placed in a chair, and to this day resides in a cabinet in a corridor of the main building of University College. He requested that his friends watch the dissection to challenge the idea of his time that dissecting bodies was against the law. Therefore, medical science could not properly develop without body dissection. The Bentham Project, set up in the early 1960s at University College, has as its aim the publishing of a definitive, scholarly edition of Bentham's works and correspondence.



ACTIVE UTILITARIANISM
  • It is our duty to choose that action which results in the greatest happiness (social benefit) for the greatest number of people affected by the action and that it would benefit each person the same.
    • Remember: duty is a verb
    • Duty is the call to action in order to best interest society
  • We are all looking for happiness
  • Happiness Criteria:
    • sum total of our pleasures
    • happiness is the absence of pain for the greatest number. It is providing security, food, and shelter.
    • the more people who benefit, the better
  • Foreseeability:
    • we look toward the consequences of our actions
  • The Equality Principle
    • rich or poor
    • man or woman
    • black or white
    • etc.
      • has this right

  • Duty is not to us, the individuals, but to society
    • promotes a social conscience
    • equality for all
    • creates a moral framework for decision-making


Stupid, stupid, stupid me... I have misplaced the rest of the notes. I will look for them, and if I can't find them I will borrow copies made by other members of the class. But, I would like to add the following, it has to do with Bentham's Theory of Punishment. He thought the degree of punishment should be proportional to the level of wrong-doing. The degree of punishment should be such that the level of pain inflicted for criminality outweighed the benefits gained from the illegal activity.

Sunday, February 3, 2008

The notes as promised...

Two kinds of rights:

Moral Rights

Aquinas says:
~ God is the one who gives rights
~ God loves all the same
~ Gov't should protect those God given rights
~ The king owes the people the right to live in peace

Legal Rights
~Magna Carta was an agreement that spelled out certain rights the king was required to give the barrons and some others in England. It was signed in 1215. Do a wiki search to get the complete skinny on it. It became part of the basis for the US Constitution.

W
hat does HOBBS say about rights?
~Rejects that God appointed king to have rights over subjects
~King is not immune from law
~ Only legit gov't comes from the consent of those being governed
~ Gov't by contract aka "Social Contract"
~ Fear, divine rule and people established gov't> ways (reasons?) a gov't is formed
~ We can do anything we want in a "raw" state of nature and therefor there is nothing in nature to protect individual people
~ People by nature are cruel and selfish if left to their own devices
~ Gov't and power it has needed to civilize people
~
Gov't can ask as the protector citizens
~ Gov't of law not people and those people are bound to those laws
~ W/o gov't there is no right or wrong
~ In our covenant with gov't we trade some rights to protect others
1. Each man is free to use his will and power
2. Peace and security and equal rights for all
3. When contract is in place, to break the contract is unjust to the whole of society as in everyone feels the pain when someone steals (that's why theft in court it is not Joe Blow V Sticky Fingers and instead it is the State of Minnesota V Sticky Fingers).

The Peasant Uprising
~
Magna Carta applied only to the certain English people. Peasants, as usual got the shaft.
~ Decided they too wanted those God-given rights
~ Black Death, which killed in some places a third of the population, helps raise the value of workers
~ John Ball aka The Mad Priest from Kent, organizes the peasants to go to the king to demand their rights
~ March builds as it heads through Essex
~ King Richard is asked wtf to do with 10,000 protesters on the way and only 3000 palace guards
~ He says to blockade the city to protect the palace
~ Watt Tyler w/ peasants organizes them to kidnap nobles and goes so far as to execute 3 of them
~ King double-crosses the peasants by saying he will give them their rights but then sets about crushing the rebellion and killing as many as he can
~ John Ball escapes, seeks sanctuary at Kent Church, king burns it down to get to him, and then hangs and draws and courters the poor chap.
~ It'll be 300 years before the an English Bill of Rights for all is signed
~ For the bill if rights, the people choose to from it around rights from nature philosophy and not rights from God

Hopefully y'all will be able to take good notes in class to fill in anything I missed, mainly dates to give you a better historical reference.

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Whoa- how did I here. This is Liz, not aka Krista. This won't be pretty. This won't be fancy. It will be the notes for the upcoming Ethics class. I have to ran a kid to a friend's and then I will post em. This is really a test to see this text. Fingers crossed. BBL!

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Thursday, January 31, 2008

Monday, January 28th Ethics Notes

  • Ethics comes from the Greek word ethikos or ethos (customary moral behavior). It is also said to be the study of good and evil. Western philosophy began in Greece, and there it is divided between pre-Socrates and what happened with Socrates and after. Ethics is simply applied philosophy.
  • Ethics uses metaphysics, which is finding reality and figuring out what it is.
  • Epistomology is finding, through philosophy, truth and knowledge and then asking "what is its source?" and secondly "how can I know with certainty that it is true?".
  • Ethics equals applied philosophy.
  • Most philosphers believe you can use reason to solve moral problems. Many believe that parents, religion, society, and governments create the basis of solving moral problems. Reason creates criteria used to solve moral dilemmas. It is thought that we get a "bunch" of criteria- not just one. Not all philosphers believe this.
  • Some philosphers believe the following:
    • We should know the difference between right and wrong
      • (However, some philosophers, like Bentham, believe it is purely emotional and didn't believe in reason.)
    • Human beings have free will
      • Many believe you cannot hold a person accountable when they have no control over what they do
    • There needs to be some reason to be moral
      • Example: Why shouldn't we do it if it makes us feel good? (this example is the reverse of reason)
    • Ethical decisions can be justified or defended
      • Boiled down...
    • Tell us what to do
      • Why we should do it

From the book, page 15, John Arthur:

The question here that is addressed by Arthur is
  1. Do you need religion to be moral?
  2. Does religion motivate people to be moral?
    • An example of those who believe that religion is an important part of a moral decision hold the Divine Command Theory or "We need God!".
      • God commands us or wants us to do something and then we do it.
Comments on the readings from the book and the pages noted by Larson will be added later.



SOCRATES
  • 469 to 399
  • He has been called the father of philosophy
  • He appears to have written nothing for us to read and many believe he was illiterate
  • He believed in public debate, especially with politicians, and we know much of what he said because of his disciples, particularly Plato
  • He lived off of a small pension for fighting in a war and was usually badly dressed and was notoriously ugly
  • He had a special technique of embarrassing powerful politicians that made him very popular
  • He used questions as his weapon of choice
  • He believed in virtue and that those who governed Athens were ignorant of virtue
    • When virtue is not practiced, Socrates said this would lead to evil
In 399 BC, Socrates was sentenced to death by Athenian judges. He was indicted on charges of treason, blasphemy, and corrupting the youth. His prosecutor said "Socrates is an evil-doer and a curious person, searching into things under the earth and above the heaven and making the worse appear the better and teaching all this to others".

The specific charge was that he refused to acknowledge the gods of Athens. But, his real crime is that he was a pain in the ass. He was asked to publicly change his beliefs or die. So, he suffered for his work by drinking hemlock (poison).



PLATO
  • 427-347 BC
  • He was born to one of Athens' wealthiest and politically influential families
  • One would guess that he would find a good position in the political service in the city. However, he became one of Socrates' most passionate followers, and after Socrates' death he developed a distrust and dislike for politicians.
  • He decided to establish a school of philosophy in 387 and called it The Academy, a name that came from one of the hills found in Athens. The school lived well beyond him for some 800 years, closing in 529 AD.
  • Some of Plato's beliefs and statements are found in the following:
    • When personal pleasure replaces your willingness to do good to your fellow man, you have lost your moral way.
      • (He used the destruction of the mythological city of Atlantis by Zeus as an example of this.)
    • He believed that the existence of perfection is in the mind.
      • (Larson's example: You can find the most perfect orange- shape, color, texture, etc. and behold it. Then, stick it away and forget it and it turns nasty. But, when you behold it you still see it in its perfect state by using the picture of it in your mind.)
    • A priori : refers to principles and judgements that are valid without using sense impressions; going from cause of effect; deductive.
    • You must know it in your mind first before it is acted upon.
    • One of Plato's ultimate beliefs was in ideal justice. You need knowledge of what is perfect and one's experience draws it out of us.
    • How do we know perfect morality? Your duty is to a principle rather than a specific thing or person. In other words, your chief obligation is to the principle of helping someone who is hurt, rather than to the actual person themselves.
    • How do we know the principles of justice? We do by use of reason. Reason is the key to knowing morality and truth.
    • The soul is:
      1. Desire, pleasure
      2. Emotion
      3. Reason... which make us different than animals
    • JUSTICE IS THE SUPREME VIRTUE
    • MORALITY IS FIXED AND UNCHANGING



ARISTOTLE
  • 384 TO 322 BC
  • Born in Athens
  • Unlike Socrates and Plato, Aristotle was not driven by a passion to search for justice in the absolute wisdom of philosophy... For Plato knowledge and justice were inseperable; Aristotle said that they simply lived together or were intertwined.
  • He was the student of Plato and when he was not given Plato's school (because everyone thought he was heir-apparent) he went off and founded his own and called it "The Lyceum". But, before he spent time at the school he became the tutor for Alexander the Great, the son of Phillip of Macedon. It may be difficult to think of just what Aristotle made permanent in Alexander's mind, but there certainly was a connection.
  • Aristotle refuted Plato's deductive reasoning and used the opposite, inductive.
    • Deductive: a subtracting or taking away, reasoning from the general (the biggest chunk) to the particular (the smaller pieces).
    • Inductive: the drawing of a general conclusion from a number of known facts, then saying: if it is true for one value that is known, then it must follow that another value would be equally true if it were the same.
  • Aristotle believed that the state is the guardian of virtue.
  • You must form your own character, yet act in conformity with virtue.
  • Everything has a purpose, a destiny. You are happy when you are fulfilling your destiny, therefore you must act in harmony with your destiny. (Example: a clumsy person may find it difficult to be a craftsman of fine glass.)
  • When you act with virtue you act morally.
  • Aristotle called pure virtue "The Golden Mean". (Different from the Golden Rule (treat others as you want yourself to be treated)).
  • "The Golden Mean"
    • Courage
      • Brings honor to you to be brave, and then vice brings shame
    • Charity
      • Helping others in need. Too little would be stingy, too much- wastful
    • Pride
      • To have a good image of yourself. Too much would be vanity; too little- false humanity.
    • Good Temper
    • Friendliness
      • Too little- coldness, too much- patronizing
    • Truth* (most important)
      • Too little is a lie- too much can hurt people
    • Justice* (most important)
      • Too little is unjust- too much is injurious
  • Aristotle's logic, a system for finding the truth to a problem or argument, is used to this day. His metaphysics can still be found in Catholic theology.
  • After working with Alexander, Aristotle went back to Athens to teach in his Lyceum. Later he, too, was indicted for treason. Unlike Socrates, he took his family and fled north.



EPICURUS
  • 341-270 BC
  • He believed pleasure is the only thing worth following. It is a good in itself.
  • Women and slaves were welcome in his school
  • One of his followers believed that atoms made up all things
  • His followers generally believed that there was no life after death
  • However, too much of a good thing is not good. Reach a state of repose: not too much or not too little; live simply without excess
  • Gods are not to be feared... keep saying it over and over and over until you believe it
  • Good is easy... say it over and over and over until you believe it
  • Pleasure is the source of goodness, but in moderation
  • For Epicurus, the purpose of philosophy was to attain the happy, tranquil life, characterized by the absence of pain and fear, and by living a self-sufficient life surrounded by friends. He taught that pleasure and pain are the measures of what is good and bad, that death is the end of the body and the soul and should therefore not be feared.


ZENO
  • You don't control what happens to you.
  • You are at the mercy of the world
  • You do the best you can
  • Life is tragic



Great reading, isn't it? These notes are posted on January 31st. They were taken from Jon Larson's class last Monday, January 28th. Khatra, Brandon, Peri, Carl, and Katy participated and wrote until their arms fell off- but we retrieved them. Peri cheated, she is a whiz on the computer and you could hear the click, click, click of her keys around the room. I am taking the class also to show how much an old man forgets. I challenge them that if any one of them got a higher grade than me I would give them $100.00 dollars. I am starting to put money in my piggy bank because some of our students are really bright.

These are my notes, taken in class. I threw in a few facts that I remember from when I took this course in 1959. You can see all the cobwebs and dust, can't you? The idea now is to share each other's notes so that we can find "the truth" just like the Greek philosophers.

This blog will also be used by our Community students who have been sentenced to take our Ethics class. It is not really that bad- I could make you read the whole book!

The readings section of the notes will come later, because I want to get the book and scan the necessary pages. So, there it is- you've got to love those Greeks!

Terry

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Monday, January 7, 2008

Literature, 1.08.08

The stories and poems (see below) entered today, January 7th, are divided into two parts. All the stories and poems but The Lottery and The Gospel of Saint John are to be done in the traditional manner: you read them and then write approximately one handwritten page on what you thought of the writing, what was the author trying to tell you, and maybe how you interpreted it. As you know, the reader sometimes thinks about a story differently than what an author originally wanted his/her audience to capture. The Lottery and The Gospel of Saint John take a special set of questions which will be given by me.

I hope to see as many of my day class (Tuesday, Wednesday, Thursday) as I can, but knowing that it is the first day after a two-week vacation I may be dissapointed by the show. The Tuesday and Saturday groups will be there in a goodly number because you always are.

The day class people will be seeing a movie at the AMC Theater in Rosedale Mall at 12:10 on Thursday. Those who drive can meet us there; the rest will board the white van and my car for an uneventful drive (I hope) to Roseville. Meet at school no later than 11:30 if you need a ride to theater.


Siegfried Sassoon, The Rear Guard
Czeslaw Milosz, A Song on the End of the World
William Shakespeare, To be, or not to be (from Macbeth)
Robert Frost, Stopping by Woods on a Snowy Evening
The Gospel of Saint John (from the Bible), Chapter One, Verses 1-16
William Wordsworth, My Heart Leaps Up
Shirley Jackson, The Lottery

Wednesday, January 2, 2008

January Calendar

Click here to view this month's calendar of events!

Dying to know which credits will be taught this semester?
  • English
  • American History
  • Math
  • Film Studies
  • Health
  • Ethics

Monday, December 31, 2007

More Literature: Hell & Dante's Divine Comedy

Dante Alighieri was born in 1265 and died in 1321. He wrote the Divine Comedy, a poem that is one of the most famous ever written. It is difficult to go through high school and college without hearing about it.

Dante lived in Florence, Italy, a city that was one of the most powerful in the World. It was powerful in terms of money, political power, and wealthy families. Dante found himself in trouble with the powerful people of Florence and found himself driven out of the city that he loved. He wrote a poem about his feelings toward those responsible for making his life very difficult. He followed an idea first written by a Roman poet by the name of Virgil.

The setting takes place in the afterlife. He, as a mortal, is allowed to view what the afterlife is about. The most intriguing trip takes him to Hell, where he places many of the villains of history suffering outrageous punishments for all eternity. He also puts people who lived in Florence during his own time as sufferers in the Hell that he created.

Dante's Hell was shaped like a cone or a triangle. The highest part of Hell (and also the widest), is inhabited by the people whose sins are the least serious but still bad enough to put them into Hell. The bottom (or the narrowest point of the cone) is the closest to the Devil himself. Very few people inhabit this area. Their sins were the worst and they suffer the greatest torments. I have supplied you with the ninth circle, where the worst of the worst live out their torments closest to the Devil himself. I also included those who sinned against gluttony- those who eat too much and take too much from the world without giving anything back.

I want you, in three to four pages, to describe the suffering that takes place in each level and then tell why you think the ninth level is definitely the worst. I hope you enjoy Hell, and it may even keep you warm during these very cold days of MN winter.

Dante's Divine Comedy
Canto XI
Canto XXXIV



T.S. Eliot, The Wasteland