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| moral literacy mcginn: Moral Literacy, Or, How to Do the Right Thing Colin McGinn, 1992-01-01 A great resource for beginning ethics courses. The book is short and yet it richly embodies the methods of ethical thinking about practical moral problems that are hard for students to learn unless they see them in action. McGinn perspicuously sets out a small set of basic principles and then attacks the problems of our treatment of animals, abortion, sex, censorship, and so on, with a masterful blend of attention to real-life cases and imaginary thought experiments. McGinn hardly claims to have the last word on the complex issues he discusses, and students will find many exciting problems and points to take up. --Owen Flanagan, Duke University |
| moral literacy mcginn: Moral Literacy Colin McGinn, 1993-06-01 A great resource for beginning ethics courses. The book is short and yet it richly embodies the methods of ethical thinking about practical moral problems that are hard for students to learn unless they see them in action. McGinn perspicuously sets out a small set of basic principles and then attacks the problems of our treatment of animals, abortion, sex, censorship, and so on, with a masterful blend of attention to real-life cases and imaginary thought experiments. McGinn hardly claims to have the last word on the complex issues he discusses, and students will find many exciting problems and points to take up. —Owen Flanagan, Duke University |
| moral literacy mcginn: Ethics, Evil, and Fiction Colin McGinn, 1997-07-03 Ethics, Evil, and Fiction brings together moral philosophy and literary analysis in a way that offers original new insights for both. Its central aim is to enrich the domain of moral reflection, by showing the value of literary texts as sources of moral illumination. Colin McGinn starts by setting out an uncompromisingly realist ethical theory, arguing that morality is an area of objective truth and genuine knowledge. He goes on to address such subjects as the nature of goodness, evil character, and the meaning of monstrosity, in the context of an aesthetic theory of virtue, which maintains that goodness of character is the same thing as beauty of soul. Works discussed include Billy Budd, Lolita, The Picture of Dorian Gray, and Frankenstein; and McGinn draws upon examples from film and painting as well as literature. The originality of his approach, the clarity and forthrightness of his writing, and his conviction that fiction and philosophy have much enlightenment to offer each other, make this a compelling and fascinating book. |
| moral literacy mcginn: The Meaning of Disgust Colin McGinn, 2011-11-18 Disgust has a strong claim to be a distinctively human emotion. But what is it to be disgusting? What unifies the class of disgusting things? Colin McGinn sets out to analyze the content of disgust, arguing that life and death are implicit in its meaning. Disgust is a kind of philosophical emotion, reflecting the human attitude to the biological world. Yet it is an emotion we strive to repress. It may have initially arisen as a method of curbing voracious human desire, which itself results from our powerful imagination. Because we feel disgust towards ourselves as a species, we are placed in a fraught emotional predicament: we admire ourselves for our achievements, but we also experience revulsion at our necessary organic nature. We are subject to an affective split. Death involves the disgusting, in the shape of the rotting corpse, and our complex attitudes towards death feed into our feelings of disgust. We are beings with a disgust consciousness, unlike animals and gods-and we cannot shake our self-ambivalence. Existentialism and psychoanalysis sought a general theory of human emotion; this book seeks to replace them with a theory in which our primary mode of feeling centers around disgust. The Meaning of Disgust is an original study of a fascinating but neglected subject, which attempts to tell the disturbing truth about the human condition. |
| moral literacy mcginn: Ethical Marxism Bill Martin, 2013-12-01 This book aims to reinvigorate the Marxist project and the role it might play in illuminating the way beyond capitalism. Though political economy and scientific investigation are needed for pure Marxism, Martin’s argument is that the extent to which these elements are needed cannot be determined within the conversations of political economy and other investigations into causal mechanisms. What has not been done, and what this book does, is to argue for the possibility of a rethought Marxism that takes ethics as its core, displacing political economy and scientific investigation. |
| moral literacy mcginn: Being Good Simon Blackburn, 2002-03-14 It is not only in our dark hours that scepticism, relativism, hypocrisy, and nihilism dog ethics. Whether it is a matter of giving to charity, or sticking to duty, or insisting on our rights, we can be confused, or be paralysed by the fear that our principles are groundless. Many are afraid that in a Godless world science has unmasked us as creatures fated by our genes to be selfish and tribalistic, or competitive and aggressive. Simon Blackburn, author of the best-selling Think, structures this short introduction around these and other threats to ethics. Confronting seven different objections to our self-image as moral, well-behaved creatures, he charts a course through the philosophical quicksands that often engulf us. Then, turning to problems of life and death, he shows how we should think about the meaning of life, and how we should mistrust the sound-bite sized absolutes that often dominate moral debates. Finally he offers a critical tour of the ways the philosophical tradition has tried to provide foundations for ethics, from Plato and Aristotle through to contemporary debates. |
| moral literacy mcginn: Thinking Critically about Moral Problems Thomas F. Wall, 2003 In contrast to most texts designed to introduce students to contemporary moral problems, this book is designed to present students with a method for how to think for themselves in a morally reasoned fashion. Honing students' critical thinking skills through continuous reference to a step-by-step method of moral analysis, this text covers not only many timely moral problems associated with life and death, social justice, and sex and reproduction, but many major ethical theories as well, such as utilitarianism, deontology, virtue ethics, and egoism. Building on the methodology and critical successes of his THINKING CRITICALLY ABOUT PHILOSOPHICAL PROBLEMS (Wadsworth 2002), Wall's new book provides students with clear and readily accessible models of rigorous moral analysis to guide their own deliberations about the most crucial moral issues of our time. |
| moral literacy mcginn: Medical Ethics Michael Dunn, R. A. Hope, 2018 Preious edition has Tony Hope as the only author. |
| moral literacy mcginn: Doing Ethics: Moral Reasoning and Contemporary Issues Vaughn, Lewis, 2015-09-24 Doing Ethics emphasizes that moral decision making is an active process - something one does. The Fourth Edition provides students with the theoretical and logical tools that a morally mature person must bring to that process, and offers a wealth of readings and case studies for them to consider and discuss. Streamlined prose, real-world relevance, and practical pedagogy - all at an affordable price - make Doing Ethics the leading applied ethics text. |
| moral literacy mcginn: Moral Relativism Steven Lukes, 2011-05-26 Do we as humans have no shared standards by which we can understand each other? Do we truly have divergent views about what constitutes good and evil, harm and welfare, dignity and humiliation, or is there some underlying commonality that wins out? These questions show up everywhere, from the debate over female circumcision to the UN Declaration of Human Rights. They become ever more pressing in an age of mass immigration, religious extremism and the rise of identity politics. So by what right do we judge particular practices as barbaric? Who are the real barbarians? This provocative book takes an enlightening look at what we believe, why we believe it and whether there really is an irreparable moral discord between 'us' and 'them'. |
| moral literacy mcginn: Problems in Philosophy Colin McGinn, 1993 Problems in Philosophy is a critical introduction to philosophy. The author offers a synoptic view of philosophical inquiry, discussing such topics as reason and truth, consciousness, the self, meaning, free will, the a priori, and knowledge. The emphasis is on the fundamental intractability of these issues, and a theory is proposed as to why the human mind has so much difficulty resolving them. |
| moral literacy mcginn: The Problem of Consciousness Colin McGinn, 1993-03-02 Can consciousness be fitted into a naturalistic worldview or is it inherently mysterious? In virtue of what d does a physical organism come to have an inner conscious life? This book argues that we are not equipped to understand the workings of conciousness, despite its objective naturalness. Introspection does not reveal the hiddent structure of consciousness and it is this that joins experience to the material world. |
| moral literacy mcginn: Professional Ethics Education: Studies in Compassionate Empathy Bruce Maxwell, 2008-04-01 1. 1 Practical Ethics Education at an Impasse Why is some practical ethics training a requirement of nearly all programmes in higher education? The short answer is that it is thought to be conducive to ethical decision-making and ethical behaviour. In recent years, the received idea that competency in moral reasoning implies moral responsibility “on the ground” has been the subject of critical attention. Today, researchers in moral education widely regard moral reasoning as but one among at least four dimensions of moral dev- opment alongside moral motivation, moral character, and moral sensitivity (Rest, 1986). Reflecting these changes, educationalists in the diverse fields of medicine, education, business, and applied ethics can now be found openly questioning how to take practical ethics education beyond the development of skills in moral r- soning. Frequently topping the list of suggested improvements is to provide s- port for empathic capacities of response. This work gives this proposal the systematic attention that it deserves. Contemporary applied ethics, and by extension practical and professional ethics education, can be considered an offshoot of the broad philosophical doctrine of moral realism. Moral realism takes many forms but in broad outline it is an est- lished meta-ethical position that emerged as a seemingly attractive alternative to another family of established philosophical positions that sometimes goes under the name of “expressivism”. |
| moral literacy mcginn: Environmental Philosophy and Environmental Activism Don E. Marietta, Lester Embree, 1995 An exploration of the relationship between environmental philosophy and environmental activism. It seeks to address two main questions: whether environmental philosophy and ethics should be seen as a form of applied philosophy; and how environmental philosophy is practiced in human life. |
| moral literacy mcginn: Sport, Philosophy, and Good Lives Randolph Feezell, 2013-07-01 There’s more to sports than the ethos of competition, entertainment, and commercialism expressed in popular media and discourse. Sport, Philosophy, and Good Lives discusses sport in the context of several traditional philosophical questions, including: What is a good human life and how does sport factor into it? To whom do we look for ethical guidance? What makes human activities or projects meaningful? Randolph Feezell examines these questions along with other relevant topics in the philosophy of sport such as the contribution of play to a meaningful life, the various reasons for pessimistic views of sport, the various claims that celebrated athletes are role models, and the seldom-questioned view that coaches are in a position to offer advice to athletes on how to live or on leadership skills. He also discusses the way that non-Western attitudes found in Buddhism, Taoism, and the Bhagavad Gita might be used to address the vulnerabilities of sports participants. Feezell draws from current sports issues, popular literature, and contemporary sports figures to shed light on the attraction and value of sports and examine the accompanying ethical issues. |
| moral literacy mcginn: Morality and Self-Interest Paul Bloomfield, 2008 The relationship between morality and self-interest is a perennial one in philosophy. For Plato, Hobbes, Kant, Aristotle, Hume, Machiavelli, and Nietzsche, it lay at the heart of moral theory. This text introduces the topic and looks at its place in philosophical history. |
| moral literacy mcginn: Ethics for the Information Age Michael Jay Quinn, 2005 Ethics for the Information Age offers students a timely, balanced, and impartial treatment of computer ethics. By including an introduction to ethical theories and material on the history of computing, the text addresses all the topics of the Social and Professional Issues in the 2001 Model Curricula for Computing developed by the ACM and IEEE Computer Society. By introducing ethical theories early and using them throughout the book to evaluate moral problems related to information technology, the book helps students develop the ability to reach conclusions and defend them in front of an audience. Every issue is studied from the point of view of multiple ethical theories in order to provide a balanced analysis of relevant issues. Earlier chapters focus on issues concerned with the individual computer user including email, spam, intellectual property, open source movement, and free speech and Web censorship. Later chapters focus on issues with greater impact on society as a whole such as privacy, computer and network security, and computer error. The final chapter discusses professionalism and the Software Engineering Code of Ethics. It invites students to contemplate the ethical dimensions of decisions computer professionals must frequently make. |
| moral literacy mcginn: Moral Reasons Charles K. Fink, 2016-11-17 Distinguished by its readability and scope, Moral Reasons explains how to think critically about issues in ethics and political philosophy. After a detailed overview of moral reasoning―including dozens of exercises―the text guides readers through the theories and arguments of philosophers from Plato to Peter Singer. Among the topics explored are moral skepticism, abortion, euthanasia, vegetarianism, political authority, punishment, and war. Ideal as a main text for courses in introductory or applied ethics or as a supplemental text for courses in political philosophy, this book offers one of the most diverse investigations of moral philosophy there is to date. |
| moral literacy mcginn: Teaching Scientific Inquiry , 2008-01-01 What are scientific inquiry practices like today? How should schools approach inquiry in science education? Teaching Science Inquiry presents the scholarly papers and practical conversations that emerged from the exchanges at a two-day conference of distinctive North American ‘science studies’ and ‘learning science’scholars. The conference goal: forge consensus views about images of inquiry that could inform teaching science through inquiry. The conference outcomes: recommendations for “Enhanced Scientific Method”, “Extended Immersion Units of Instruction”, and “Teacher Professional Development Models”. The edited volume will appeal to individuals interested in science learning as well as the design of learning environments. Scholars, policy makers, teacher educators and teachers will find this volume’s recommendations provocative and insightful. Twentieth century scientific advances with new tools, technologies, and theories have changed what it means to do science, to engage in scientific inquiry and to describe science as a way of knowing. Advances in ‘science studies’ disciplines are updating views about the nature of scientific inquiry. Advances in the cognitive and ‘learning sciences’ are altering understandings about knowledge acquisition, meaning making, and conditions for school learning. The conference papers, commentaries and panel reflections advance novel views about both children’s learning and the nature of science. |
| moral literacy mcginn: The Objective is Quality Michel Jaccard, 2013-04-23 Quality is a form of management that is composed of the double approach of driving an organization towards excellence, while conforming to established standards and laws. The objective of quality confers advantages to companies: it makes them more resilient to change that can be unexpected or even chaotic; it makes them more competitive by identify |
| moral literacy mcginn: Practices and Principles Mark Tunick, 2021-03-09 A Japanese woman living in California attempts parent-child suicide, an ancient Japanese custom called oyako-shinju, in order to rid herself of shame upon learning that her husband has a mistress. She survives, but her two children are drowned in the attempt. Since her attempt was made in accordance with the standards of Japanese culture, should she be tried by the standards and laws of the United States? Are there universally valid moral principles that dictate what is right? Or are moral judgments culturally relative, ultimately dictated by conventions and practices that vary among societies? In Practices and Principles, Mark Tunick takes up the debate between universalists and relativists, and, in political philosophy, between communitarians and liberals, each of which has roots in an earlier debate between Kant and Hegel. Tunick focuses on three case studies: promises, contract law, and the Fourth Amendment issue of privacy. In his analysis, he rejects both uncritical deference to social practice and draconian adherence to principles when making legal and ethical judgments. He argues that we do not always need to choose between abstract principles and social practices. Sometimes we appeal to both; sometimes we need to appeal to shared social norms; and sometimes, where there is no ethical community, we can appeal only to principles. Ultimately, Tunick rejects simplified arguments that force us to choose between either practices or principles, universalism or relativism, and liberalism or communitarianism. |
| moral literacy mcginn: Wittgenstein’s Moral Thought Reshef Agam-Segal, Edmund Dain, 2017-10-19 Wittgenstein’s work, early and later, contains the seeds of an original and important rethinking of moral or ethical thought that has, so far, yet to be fully appreciated. The ten essays in this collection, all specially commissioned for this volume, are united in the claim that Wittgenstein’s thought has much to contribute to our understanding of this fundamental area of philosophy and of our lives. They take up a variety of different perspectives on this aspect of Wittgenstein’s work, and explore the significance of Wittgenstein’s moral thought throughout his work, from the Tractatus Logico-Philosophicus, and Wittgenstein’s startling claim there that there can be no ethical propositions, to the Philosophical Investigations. |
| moral literacy mcginn: The Professional Teacher in Further Education Keith Appleyard, Nancy Appleyard, 2025-02-28 This essential text provides an accessible and up to date critical analysis of professionalism for student teachers and practitioners within the Further Education (FE) sector. Professional values, knowledge, understanding and skills form the core of the standards against which teachers are measured and the framework for the teacher’s development, starting with initial qualifications and progressing through a career long process of continual professional development (CPD). The book introduces a range of theoretical models and examples of professionalism. It examines the critical importance of self-awareness and understanding of others as the basis for effective professional relationships with learners. The application of professional values, knowledge and skills, both in the teaching role and in the wider academic community, is discussed. Throughout the reader is encouraged to relate the theories to their own professional values and practice and to reflect on their own levels of professionalism and CPD requirements. |
| moral literacy mcginn: Ethics, Knowledge and Truth in Sports Research Graham McFee, 2009-12-16 In this groundbreaking study, Graham McFee argues that sound high-level research into sport requires a sound rationale for one’s methodological choices, and that such a rationale requires an understanding of the connection between the practicalities of researching sport and the philosophical assumptions which underpin them. Drawing on a wide range of examples, from the laboratory to the sports field, McFee explores the concepts of ‘knowledge’ and ‘truth’ in sports research and makes a powerful case for a philosophical deepening of our approach to method and methodology in sport. This book is important reading for all advanced students and researchers working in sport, exercise and related disciplines. |
| moral literacy mcginn: Wronging Rights? Aakash Singh Rathore, Alex Cistelecan, 2012-03-12 This book brings together two of the most powerful and relevant philosophical critiques of human rights: the post-colonialist and the post-Althusserian, its balanced internal structure not just throwing these two critiques together, but actually forcing them to enter into confrontation and dialogue. The book is organised in three parts: at each end, the post-colonialist and the post-Althusserian critiques are represented by some of their main thinkers (Ratna Kapur, G. C. Spivak, Upendra Baxi; Slavoj Žižek, Jacques Rancière), while in the middle, an American intermezzo (Richard Rorty, Wendy Brown) functions as a genuine Derridian supplement: always already contaminating the purity of the two theoretical schools, preventing their enclosure and, hence, fuelling and complicating further their mutual confrontation. As in any authentic dialogue, the introduction and the conclusion each claim victory for one of the sides by changing the very terms and rules of the dialogue, picturing it as a confrontation between emancipatory universalism and inefficient particularism (from the perspective of the post-Althusserians), or as a split between hypocrisy and truth (from the perspective of the post-colonialists). |
| moral literacy mcginn: The Human Rights Reader Micheline Ishay, 2007 This book presents the most comprehensive collection of essays, speeches, and documents, from historical and contemporary sources, available on the subject of human rights. |
| moral literacy mcginn: The Ethical Detective Rachel Haliburton, 2018-02-28 Detective fiction and philosophy¾moral philosophy in particular¾may seem like an odd combination. Working within the framework offered by neo-Aristotelian virtue ethics, this book makes the case that moral philosophers ought to take murder mysteries seriously, seeing them as a source of ethical insight, and as a tool that can be used to spark the ethical imagination. Detective fiction is a literary genre that asks readers to consider questions of good and evil, justice and injustice, virtue and vice, and is, consequently, a profoundly and inescapably ethical genre. Moreover, in the figure of the detective, readers are presented with an accessible role model who demonstrates the virtues of honesty, courage, and a commitment to justice that are required by those who want to live well as a virtue ethicist would understand it. This book also offers a critique of contemporary moral philosophy, and considers what features a neo-Aristotelian conception of autonomy might display. |
| moral literacy mcginn: Aesthetics and Morals in the Philosophy of David Hume Timothy M Costelloe, 2013-01-11 The book has two aims. First, to examine the extent and significance of the connection between Hume's aesthetics and his moral philosophy; and, second, to consider how, in light of the connection, his moral philosophy answers central questions in ethics. The first aim is realized in chapters 1-4. Chapter 1 examines Hume's essay Of the Standard of Taste to understand his search for a standard and how this affects the scope of his aesthetics. Chapter 2 establishes that he treats beauty in nature and art and moral beauty as similar in kind, and applies the conclusions about his aesthetics to his moral thought. Chapter 3 solves a puzzle to which this gives rise, namely, how individuals both accept general standards that they also contravene in the course of aesthetic and moral activity. Chapter 4 takes up the normative aspect of Hume's approach by understanding moral character through his view of moral beauty. The second aim of the book is realized in chapters 5-7 by entertaining three objections against Hume's moral philosophy. First, if morality is an immediate reaction to the beauty of vice and the deformity of virtue, why is perfect virtue not the general condition of every human individual? Second, if morality consists of sentiments that arise in the subject, how can moral judgments be objective and claim universal validity? And third, if one can talk of general standards governing conduct, how does one account for the diversity of moral systems and their change over time? The first is answered by showing that like good taste in aesthetics, 'right taste' in morals requires that the sentiments are educated; the second, by arguing against the view that Hume is a subjectivist and a relativist, and the third (chapter 6), by showing that his approach contains a view of progress left untouched by any personal prejudices Hume himself might harbor. The book concludes in chapter 7 by showing how Hume's view of philosophy affects the scope of any normative ethics. |
| moral literacy mcginn: Global Ethics Kimberly Hutchings, 2018-08-17 This revised edition of Kimberly Hutchings’s best-selling textbook provides an accessible introduction to the field of Global Ethics for students of politics, international relations and globalization. It offers an overview and assessment of key perspectives in Global Ethics and their implications for substantive moral issues in global politics. These include the morality of state and non-state violence, the obligations of rich to poor in a globalizing world, and the scope and nature of international human rights. The second edition contains expanded coverage of pressing contemporary issues relating to migration, changes in the technologies of war, and the global environment. Hutchings’s excellent book helps non-specialist students to understand the assumptions underpinning different moral traditions, and enables them to formulate their own views on how to approach moral judgement and prescription – essential in a world which, though it is shared by all, possesses massive cultural differences and inequalities of power. |
| moral literacy mcginn: Communities in Action National Academies of Sciences, Engineering, and Medicine, Health and Medicine Division, Board on Population Health and Public Health Practice, Committee on Community-Based Solutions to Promote Health Equity in the United States, 2017-03-27 In the United States, some populations suffer from far greater disparities in health than others. Those disparities are caused not only by fundamental differences in health status across segments of the population, but also because of inequities in factors that impact health status, so-called determinants of health. Only part of an individual's health status depends on his or her behavior and choice; community-wide problems like poverty, unemployment, poor education, inadequate housing, poor public transportation, interpersonal violence, and decaying neighborhoods also contribute to health inequities, as well as the historic and ongoing interplay of structures, policies, and norms that shape lives. When these factors are not optimal in a community, it does not mean they are intractable: such inequities can be mitigated by social policies that can shape health in powerful ways. Communities in Action: Pathways to Health Equity seeks to delineate the causes of and the solutions to health inequities in the United States. This report focuses on what communities can do to promote health equity, what actions are needed by the many and varied stakeholders that are part of communities or support them, as well as the root causes and structural barriers that need to be overcome. |
| moral literacy mcginn: Adam and Eve After the Pill Mary Eberstadt, 2013-01-30 Examines the social changes caused by the sexual revolution and argues that is has produced widespread discontent. |
| moral literacy mcginn: The Politics of Human Rights The Belgrade Circle, Obrad Savic, 2002-10-17 Original essays on the political and philosophical underpinnings of the idea of human rights by a group of highly distinguished theorists. |
| moral literacy mcginn: The Philosophy of Manners Peter Johnson, 1999 This work makes a case for manners as a subject for investigation by modern moral philosophy. The author examines manners as little virtues, explaining their distinctive conceptual characteristics and charting their intricate detail and relationships with each other. In demonstrating why manners are important to our mutual expectations, Peter Johnson reveals a terrain which modern moral philosophy has left largely unmapped. |
| moral literacy mcginn: Women's Education in Developing Countries Elizabeth M. King, M. Anne Hill, 1997-07-01 Why do women in most developing countries lag behind men in literacy? Why do women get less schooling than men? This anthology examines the educational decisions that deprive women of an equal education. It assembles the most up-to-date data, organized by region. Each paper links the data with other measures of economic and social development. This approach helps explain the effects different levels of education have on womens' fertility, mortality rates, life expectancy, and income. Also described are the effects of women's education on family welfare. The authors look at family size and women's labor status and earnings. They examine child and maternal health, as well as investments in children's education. Their investigation demonstrates that women with a better education enjoy greater economic growth and provide a more nurturing family life. It suggests that when a country denies women an equal education, the nation's welfare suffers. Current strategies used to improve schooling for girls and women are examined in detail. The authors suggest an ambitious agenda for educating women. It seeks to close the gender gap by the next century. Published for The World Bank by The Johns Hopkins University Press. |
| moral literacy mcginn: The Human Rights Reader Micheline R. Ishay, 2022-11-01 The third edition of The Human Rights Reader presents a variety of new primary documents and readings and elaborates the exploration of rights in the areas of race, gender, refugees, climate, Artificial Intelligence, drones and cyber security, and nationalism and Internationalism. In the wake of the Covid-19 crisis, it addresses human rights challenges reflected in and posed by global health inequities. Each part of the reader corresponds to five historical phases in the history of human rights and explores the arguments, debates, and issues of inclusiveness central to those eras. This edition is the most comprehensive and up-to-date collection of essays, speeches, and documents from historical and contemporary sources, all of which are placed in context with Micheline Ishay’s substantial introduction to the Reader as a whole and context-setting introductions to each part and chapter. New to the Third Edition 60 new readings and documents cover subjects ranging from human rights in the age of globalization and populism, debates of the rights of citizens versus those of refugees and immigrants, transgender rights, the new Jim Crow, and the future of human rights as they relate to digital surveillance, the pandemic, and bioengineering Part I has been reorganized into three chapters: the Secular Tradition, Asian and African Religions and Traditions, and the Monotheistic Religions Part V has been significantly updated and expanded with the addition of an entirely new chapter — Debating the Future of Human Rights. Each of the six parts in the book is preceded by an editorial introduction and, in four of the parts, a separate selection providing the reader with a general background on the history and themes represented in the readings that follow Each part and several chapters conclude with new Questions for Discussion authored by the volume editor An extensive new online resource includes 62 key human rights documents ranging from the Magna Carta to the United Nations Glasgow Climate Pact |
| moral literacy mcginn: Systems Intelligence – A New Lens on Human Engagement and Action , 2008 |
| moral literacy mcginn: First Philosophy: Concise - Second Edition Andrew Bailey, 2012-01-30 Andrew Bailey’s highly-regarded introductory anthology has been revised and updated in this new concise edition. Mindful of the intrinsic difficulty of the material, the editors provide comprehensive introductions both to each topic and to each individual selection. By presenting a detailed discussion of the historical and intellectual background to each piece, the editors enable readers to approach the material without unnecessary barriers to understanding. Helpful explanatory footnotes are provided throughout, and new sections on philosophical puzzles and paradoxes and philosophical terminology have been added. |
| moral literacy mcginn: Animal Rights Mark Rowlands, 2016-04-30 In this 2nd edition the author has substantially revised his book throughout, updating the moral arguments and adding a chapter on animal minds. Importantly, rather than being a polemic on animal rights, this book is also a considered and imaginative evaluation of moral theory as explored through the issue of animal rights. |
| moral literacy mcginn: Handbook of Potentiality Kristina Engelhard, Michael Quante, 2018-04-18 This volume congregates articles of leading philosophers about potentials and potentiality in all areas of philosophy and the empirical sciences in which they play a relevant role. It is the first encompassing collection of articles on the metaphysics of potentials and potentiality. Potentials play an important role not only in our everyday understanding of objects, persons and systems but also in the sciences. An example is the potential to become an adult human person. Moreover, the attribution of potentials involves crucial ethical problems. Bioethics makes references to the theoretical concept potential without being able to clarify its meaning. However, despite its relevance it has not been made subject of philosophical investigation. Mostly, potentials are regarded as a subspecies of dispositions. Whilst dispositions are a flourishing field of research, potentials as such have not come into focus. Potentials like dispositions are modal properties. But already a first glance at the metaphysics of potentials shows that concerning their ascription potentials are more problematic than dispositions since potential means that an entity has the potential to acquire a property in the future. Therefore, potentials involve a time structure of the entities in question that is much more complex than those of dispositions. This handbook brings this important concept into focus in its various aspects for the first time. It covers the history of the concept as well as contemporary systematic problems and will be of special interest for philosophers in the fields of general metaphysics, philosophy of science and ethics, especially bioethics. It will also be of interest to scientists and persons concerned with bioethical problems. |
| moral literacy mcginn: Flourishing Lives Gary Chartier, 2019-06-27 Elaborates and illustrates a radical version of political and social liberalism rooted in a rich understanding of fulfilment and flourishing. |
MORAL Definition & Meaning - Merriam-Webster
Ethics and morals are both used in the plural and are often regarded as synonyms, but there is some distinction in how they are used. Morals often describes one's particular values …
MORAL Definition & Meaning | Dictionary.com
Moral definition: of, relating to, or concerned with the principles or rules of right conduct or the distinction between right and wrong; ethical.. See examples of MORAL used in a sentence.
MORAL | English meaning - Cambridge Dictionary
MORAL definition: 1. relating to the standards of good or bad behaviour, fairness, honesty, etc. that each person…. Learn more.
Moral - definition of moral by The Free Dictionary
moral - the significance of a story or event; "the moral of the story is to love thy neighbor"
MORAL definition and meaning | Collins English Dictionary
Moral means relating to beliefs about what is right or wrong. She had to make a moral judgment about what was the right thing to do. American English : moral / ˈmɔrəl /
What does moral mean? - Definitions.net
acting upon or through one's moral nature or sense of right, or suited to act in such a manner; as, a moral arguments; moral considerations. Sometimes opposed to material and physical; as, …
Morality - Wikipedia
In its descriptive sense, "morality" refers to personal or cultural values, codes of conduct or social mores that are observed to be accepted by a significant number of individuals (not necessarily …
Morale vs. Moral: What's the Difference? - Grammarly
Morale vs. Moral: What's the Difference? The words morale and moral have distinct meanings and uses. Morale refers to the confidence, enthusiasm, and discipline of a person or group at …
Morality: Definition, Theories, and Examples - Verywell Mind
Apr 22, 2024 · Sometimes, acting in a moral manner means individuals must sacrifice their own short-term interests to benefit society. Individuals who go against these standards may be …
Moral Definition & Meaning | Britannica Dictionary
MORAL meaning: 1 : concerning or relating to what is right and wrong in human behavior; 2 : based on what you think is right and good
MORAL Definition & Meaning - Merriam-Webster
Ethics and morals are both used in the plural and are often regarded as synonyms, but there is some distinction in how they are used. Morals often describes one's particular values concerning what …
MORAL Definition & Meaning | Dictionary.com
Moral definition: of, relating to, or concerned with the principles or rules of right conduct or the distinction between right and wrong; ethical.. See examples of MORAL used in a sentence.
MORAL | English meaning - Cambridge Dictionary
MORAL definition: 1. relating to the standards of good or bad behaviour, fairness, honesty, etc. that each person…. Learn more.
Moral - definition of moral by The Free Dictionary
moral - the significance of a story or event; "the moral of the story is to love thy neighbor"
MORAL definition and meaning | Collins English Dictionary
Moral means relating to beliefs about what is right or wrong. She had to make a moral judgment about what was the right thing to do. American English : moral / ˈmɔrəl /
What does moral mean? - Definitions.net
acting upon or through one's moral nature or sense of right, or suited to act in such a manner; as, a moral arguments; moral considerations. Sometimes opposed to material and physical; as, moral …
Morality - Wikipedia
In its descriptive sense, "morality" refers to personal or cultural values, codes of conduct or social mores that are observed to be accepted by a significant number of individuals (not necessarily …
Morale vs. Moral: What's the Difference? - Grammarly
Morale vs. Moral: What's the Difference? The words morale and moral have distinct meanings and uses. Morale refers to the confidence, enthusiasm, and discipline of a person or group at a …
Morality: Definition, Theories, and Examples - Verywell Mind
Apr 22, 2024 · Sometimes, acting in a moral manner means individuals must sacrifice their own short-term interests to benefit society. Individuals who go against these standards may be …
Moral Definition & Meaning | Britannica Dictionary
MORAL meaning: 1 : concerning or relating to what is right and wrong in human behavior; 2 : based on what you think is right and good
