Transcript Moral - Scoilnet

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1.1 The Meaning of Morality
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MORAL DECISION MAKING
WHAT IS MORALITY?
How do we know what is right and wrong?
 Is something right if it causes pleasure?
 How do we know that something is good?
 Does evil exist?
 Why do we choose to do wrong when we know it is
wrong?
 Is morality about actions or character?
 How do we become good people?
 Do we need religion to be moral?
 What is the relationship between what is good for
me and for others?

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HAVING
CONSIDERED
PREVIOUS
QUESTIONS,
MIGHT SAY THAT .....
THE
ONE
 Human
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beings have free will - they can
therefore make moral choices (decide
between right and wrong).
 Human beings, by their nature, tend to seek
or aspire to what is good;
 Human beings are social, and therefore act
in a way that reflects awareness of others;
 Human beings have the capacity of reason,
which enables them to reflect upon what is
good and to act in accordance with this
reflection, rather than acting on instinct.
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SO WHAT THEN IS MORALITY?
Morality may be defined as “knowing the difference
between right and wrong”.
 We make the majority of our decisions on this basis.

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MORAL CHOICES

Read the following statements and decide which
ones have moral implications and which ones do
not.
Drinking and driving is wrong
 I’d like to help people in need
 I got a B on my religion test
 Bullying is wrong and hurtful
 I would never steal
 I’m going to have fruit for lunch
 I am always honest – lying is wrong
 I can see Mary’s exam, I’m going to copy her answers


How do you know the difference between moral and
non-moral choices?
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MORAL CHOICES
Moral choices:
Involve a decision between what is right and what is
wrong, or going something good or bad.
 Each individual is responsible for the consequences of
their moral decisions.

The basis for making moral choices is called morality.
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HUMAN RELATIONSHIPS
When making moral decisions, we must remember
that we have relationships with other people and
our actions will affect them in different ways.
 We connect with other people on three levels:


Interpersonal relationships
One on one
 Family and friends


Communal relationships
Groups of people
 Clubs, communities etc.


Global relationships
How you relate to people all over the world
 Using Fair-trade products affects the people in the third world

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HUMAN RELATIONSHIPS
Relationships
Interpersonal
Family
Friends
Communal
School
Parish
Football team
Global
Europe
USA
Africa etc…
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FREEDOM

Do you agree with this phrase:
“I have the right to do whatever I please”!
Although we have free will to make any choice, we
also have a responsibility to consider others before
we make decisions
 Respecting the freedom of others builds up human
relationships and helps us make responsible moral
decisions

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ACTIONS AND CONSEQUENCES
It is safe to say that almost every action has
consequences.
 These may be positive or negative.
 Sometimes, making a moral decision will result in
hardship for ourselves (negative consequence).
 In these situations, we must still ensure that the
decision we make is the right one.

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ACTIONS AND CONSEQUENCES
Read the following story:
Lotto winner pays tribute to honesty of Centra worker
Thursday, June 18th, 2009 - Mary Minihan

THE LUCKY Lotto winner who left his ticket in the shop where
he bought it has collected his €350,000 prize.
Dermot Finglas from Drogheda, Co Louth, was tracked down
by Tom Heavey, who works in the McDonnell’s Centra store in
the town.
Speaking to his local radio station LMFM, Mr Finglas paid
tribute to Mr Heavey. Mr Heavey marked the forgotten ticket
as “paid for” and put it away for safekeeping until Mr Finglas
was identified on CCTV footage.
“If people just aspire to be somebody even remotely like Tom.
He is richer than anybody I can imagine,” Mr Finglas said. “At
the end of the day it gives all of us a bit of hope about all this
job situation in this country, people feeling down losing their
jobs, and things like this.”
Mr Finglas said he was going to “probably hit the Canary
Islands with a couple of friends” with his winnings
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Article reprinted with kind permission of The Irish times
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“Sitting around here thinking about it isn’t going to
help me. I’m going to need to go somewhere where
nobody knows my name to think about it.”
He said friends in Chicago had sent him messages
saying they had read the story in their local
newspapers.
Meanwhile, Mr Heavey revealed people had written
to him to compliment him on his honesty. “Another
man sent me a Quick Pick ticket,” he said.
He insisted he had no regrets.
“I never had any regrets. The ticket wasn’t mine. It
was good news in a sea of bad news,” he said.
Mr Heavey said he was pleased Mr Finglas had
collected his winnings yesterday, after being told on
Tuesday that a number of routine inquiries would
have to be made.
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ACTIONS AND CONSEQUENCES
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Research the story of Niall Mellon to see how the
consequences of our actions can affect all our
relationships: interpersonal, communal and global.
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RIGHTS AND RESPONSIBILITIES

Rights:
A right is something that you are entitled to in order to
live a dignified and meaningful life.
 Examples: Food, shelter, clothing


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A moral person will respect and protect the rights of
others.
 In 1948, the United Nations issued the Universal
Declaration of Human Rights to establish the rights
of every human being

Examples: The right to life, the right to nationhood, the
right to freedom from slavery etc.
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RIGHTS AND RESPONSIBILITIES

Responsibilities:

Rights and responsibilities go hand in hand.
You have a right to education, and you have a
responsibility to work hard at school.
 You also have a responsibility to respect other students
right to education, and not be disruptive.


We also have a responsibility to take care of the
earth, to preserve and protect it for future
generations. This is known as ‘Stewardship of the
Earth’.
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
... are something that you should do as a moral person
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INFLUENCES ON MORALITY
 An
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influence is something that affects the
decisions that we make and the way we feel
about things.
 We are influenced by many different people,
situations and things. These influences
change as we get older.
 Your values are a major influence on your
moral decisions.
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VALUES

What are values?

Your decisions are always influenced by your
values, causing you to do something good or avoid
something that goes against your values.
 Examples of values:

Honesty
 Freedom
 Friendship

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Values are anything that you consider good, worthwhile
or important.
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SOURCES OF MORALITY
Our morality (our sense of right and wrong) comes
from a number of different sources
State
Friends
Sources
of
Morality
Religion
School
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Family
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1. FAMILY
 First
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and most important source of
morality.
 Parents teach children to differentiate
between good and bad, right and
wrong.
 Children learn to treat other people
with respect and they carry that value
with them throughout their lives.
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2. FRIENDS
 Friendships
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help us to become confident,
building our self esteem.
 Valuing friendships encourages us to respect
others and be considerate towards other
peoples feelings.
 However, friends can also have a negative
influence on our morality.
 Peer pressure can influence you to do things
that are morally wrong because you want to
fit in with your group of friends.
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3. SCHOOL
School influences our morality in a number of ways.
 The ethos of the school describes the kind of place
that school should be and the way you should
behave in it:
 What is your school ethos?
 The school has it’s own set of rules, outlining how
you should act while you are there:
 Think of some of your school rules that relate to
morality
 Many classes in school aim to teach you about
morality and about the consequences of your
actions:
 In your opinion, what subjects (at both junior
and senior level) teach these topics?

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4. RELIGION
Every religion teaches it’s followers about morality,
and has it’s own set of religious values.
 Many religious values influences state laws, for
example Catholic countries prohibit divorce,
Muslim countries prohibit relationships outside of
marriage.
 Christianity teaches followers to ‘treat others as you
would like to be treated’. This belief influences
Christians to make good moral decisions.
 The sacred text is a source of moral guidance for
followers of every religion.

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5. STATE
 The
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government make laws based on the
common good – what will benefit the
citizens of the country.
 It is illegal to kill another human being
 It is illegal to steal
 When you abide by the laws of the country,
you are looking to the state as a source of
morality.
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OTHER SOURCES OF MORALITY

Media
Highlights important issues and encourages people to
do the right thing (for example drink driving
advertisements)
 TV programs often carry moral messages, where the
characters face moral dilemmas and make moral
decisions

Emotions
Sympathy and compassion encourage us to help people
in trouble or in need
 Anger and hatred can have negative consequences on
our actions

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
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MORAL VISION

What is moral vision?
Your outlook on life, from a moral point of view
 Shaped by our values, what we believe to be important

The decisions we make are influenced by our moral
vision and our values
Moral
Vision
Moral
Decision
Values
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
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MORAL VISION
 What
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kind of moral vision do you have?
 How do you think it developed?
 What was the biggest influence on your
moral vision?
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TO SUM UP...
Morality is an issue that has concerned man since
the dawn of time.
 With the Greeks came the study of morality in a
disciplined way... This became known as ethics.
 The study of morality raises a lot of questions
because by its very nature morality deals with
human relationships and decisions and the
situations that arise as a result of those
relationships/ decisions.

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MODERN
CULTURE
WHICH
THAT MORALITY IS
HUMAN PHENOMENON
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A
SHOW
NATURAL
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Q.1 GIVE THREE EXAMPLES FROM
 For
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this question, you must give three examples
from recent times which demonstrate that
morality is a natural human phenomenon.
 For your introduction you might give a brief
definition of the term ‘morality’ and explain in
your own words what you think morality is.
 The term morality can be defined in many
different ways, some of which are more simple
than others. However, if one was to explain the
term in a simple way, ‘morality might be
defined as being concerned with what is right
and wrong, good and evil’ (Fr Donal O’Neill.
Moral Decision Making).
 If we are to give a more detailed description of
morality, we must reflect on the questions that
we considered earlier (slide 3).
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INTRODUCTION



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
From the beginning of time, people in societies around the
world, have lived according to certain values (both personal
and communal).
Although many people would argue that there are no
absolute moral norms, that morality is relative and a lot of
the time our morals come from the ‘nurture’ process, i.e.
Social conditioning... one feels that it is fairly safe to say that
there is one moral certainty that few would disagree
with...that is that anything that damages that dignity of the
person is an immoral act.
The term ‘crimes against humanity’ is one that is used in
international law to define “any act that constitutes a serious
attack on human dignity or grave humiliation or a
degradation of one or more human beings” (Rome Statute of
the International Criminal Court, 2002).
Lets take a look at three examples, the reaction to which
shows that morality i.e. knowing the difference between right
and wrong, is a natural human phenomenon and not just a
question of ‘nurture’ or social conditioning.
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EXAMPLE 1: RWANDA



Between April and June 1994, an estimated 800,000
Rwandans were killed in the space of 100 days.
Most of the dead were Tutsis - and most of those who
perpetrated the violence were Hutus.
Even for a country with such a turbulent history as
Rwanda, the scale and speed of the slaughter left its people
reeling.
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http://en.wikipedia.org/wiki/Rwandan_Genocide
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



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
The early organisers included military officials,
politicians and businessmen, but soon many others
joined in the mayhem.
Encouraged by the presidential guard and radio
propaganda, an unofficial militia group called the
Interahamwe (meaning those who attack together) was
mobilised. At its peak, this group was 30,000-strong.
Soldiers and police officers encouraged ordinary citizens
to take part. In some cases, Hutu civilians were forced to
murder their Tutsi neighbours by military personnel.
Participants were often given incentives, such as money
or food, and some were even told they could appropriate
the land of the Tutsis they killed.
On the ground at least, the Rwandans were largely left
alone by the international political community. UN
troops withdrew after the murder of 10 soldiers.
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Refugees fled to the neighbouring countries of
Congo and Zaire.
 After the killing in Rwanda had ended, the presence
of Hutu militias in DR Congo has led to years of
conflict there, causing up to five million deaths.
 Rwanda's now Tutsi-led government has twice
invaded its much larger neighbour, saying it wants
to wipe out the Hutu forces.
 A Congolese Tutsi rebel group remains active,
refusing to lay down arms, saying otherwise its
community would be at risk of genocide.
 The world's largest peacekeeping force has been
unable to end the fighting.

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HOW DID OUTSIDERS REACT TO THE
GENOCIDE IN RWANDA?
Ten Belgian peacekeepers were killed on the orders
of the Hutu extremists on April 7th 1994. The UN
peacekeeping force was withdrawn within days.
 The 5500 African troops who were sent by the UN
to Rwanda, were delayed because of arguments over
who would pay for them.
 Foreign Nationals Evacuated Countries such as
France, America and Belgium evacuated their own
citizens, leaving behind Rwandans they had
employed.

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HOW DOES WHAT HAPPENED IN RWANDA SHOW
THAT MORALITY IS A NATURAL HUMAN
PHENOMENON?
Even though the international political community
failed the Rwandans....
 On the 28th April 1994, Oxfam, a UK based
humanitarian agency, released a briefing paper
stating that the killings in Rwanda constituted
genocide. It warned that the lives of 750,000 people
were in danger and requested that the UN Security
Council send troops to reinforce the UN position in
Rwanda and protect citizens. It was the first British
based humanitarian aid agency to publicly use the
word ‘genocide’ to describe what was happening in
Rwanda.

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What happened in Rwanda has been described as a
‘crime against humanity’.
 Genocide is considered one of the most severe
crimes against humanity.
 Genocide is a crime under international law even if
it is not a crime in the country where it takes place,
and incitement to commit genocide is also a crime.
 Not since the Holocaust had mass murder been
seen on this scale. People the world over were
horrified. However, it took a number of years for
the full truth of what happened in Rwanda to be
realised.
 Many of the Hutu leader that participated in the
massacre have put on trial and punished for their
crimes... This demonstrates the desire of the
international community to draw attention to the
immorality of what took place.

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EXAMPLE 2: TERRORIST
ATTACKS 9/11
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http://en.wikipedia.org/wiki/File:Nati
onal_Park_Service_911_Statue_of_Liberty_and_WTC_fire.
jpg
The September 11 attacks
(often referred to as 9/11,
pronounced nine-eleven)
were
a
series
of
coordinated suicide attacks
by al-Qaeda upon the
United
States
on
September 11, 2001. On
that morning, 19 Islamist
terrorists affiliated with alQaeda
hijacked
four
commercial passenger jet
airliners. The hijackers
intentionally crashed two
of the airliners into the
Twin Towers of the World
Trade Centre in New York
City, killing everyone on
board and many others
working in the buildings.
Excluding the 19 hijackers,
2,974 people died in the
attacks.
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HOW DID PEOPLE REACT TO THE EVENTS OF
9/11?




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
The 9/11 attacks had immediate and overwhelming
effects upon the American people.
Many police officers and rescue workers elsewhere in the
country took leaves of absence to travel to New York City
to assist in the process of recovering bodies from the
twisted remnants of the Twin Towers.
Blood donations across the U.S. also saw a surge in the
weeks after 9/11.
The attacks were denounced by mainstream media and
governments worldwide. Across the globe, nations
offered pro-American support and solidarity. Leaders in
most Middle Eastern countries, including Afghanistan,
condemned the attacks.
In the days immediately following the attacks, many
memorials and vigils were held around the world. People
reached out to help one another.
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HOW DOES WHAT HAPPENED AS A RESULT OF 9/11 SHOW
THAT MORALITY IS A NATURAL HUMAN PHENOMENON?
 If one refers back to the UN Declaration of Human
Rights, the Declaration recognises the ‘inherent
dignity and inalienable rights of all members of the
human family’. The innocent victims of 9/11 suffered
an attack on their most basic right to live in peace and
security.
 As a result of the attacks a number of international
conventions on terrorism and human rights have
taken place.
 Political leaders across the globe have united in their
condemning of acts of terrorism.
 Hundreds of visitors each day visit ‘Ground Zero’ to
pay respect to those who lost their lives there.
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In Ireland, a memorial has been erected in Donadea
forest, Co.Kildare to commemorate the death of Sean
Tallon (who’s father was a native of Donadea) , a
member of the New York Fire Department who lost
his life in the 9/11 attacks. The memorial (twin blocks)
carry the names engraved of all the of the New York
Fire Department, Police Officers Port Authority
officials who died in the Twin Towers.
 The building of such memorials highlights the desire
to bear witness to the loss of innocent life and to
commend the bravery of those who tried to help.

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EXAMPLE 3: CORRUPTION IN PUBLIC LIFE
In more and more countries across the globe and
particularly in democratic countries where people
have freedom of speech, there is a call for greater
transparency and accountability from politicians.
 You only have to open any newspaper on any given
day to see the blatant desire for a more ethical, fair
leadership.
 In recent times in Ireland, we have witnessed the
setting up of numerous tribunals (Flood/ Mahon
Tribunal etc...). The purpose of setting up these
tribunals was to investigate the wrongdoings, illegal
actions and abuse of power of those politicians
involved.

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The Flood Tribunal was set up eight years ago to
investigate allegations of planning corruption in
Ireland.
 The tribunal has its critics (resulting from issues
such as duration of tribunal, legal fees etc.)
however, no one can deny that the existence of the
tribunal shows the desire to bring those involved to
justice.
 Frank Dunlop, a disgraced former government
press secretary has begun serving an 18 month
prison sentence (May 2009), having pleaded guilty
to five charges of corruption. He admitted bribing
Dublin county councillors to rezone land in the
Dublin area over a number of years for the benefit
of developers.

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

Information above adapted from an article - ‘Dunlop in
Jail’ printed in the Irish Times, May 27 2009. Reproduced
with kind permission.
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
Dunlop’s actions had undermined public confidence in
the democratic system. And, as the judge said . . .
“corruption of politicians, or anyone in public life, must
attract significant penalties”.
In receiving a jail term Dunlop becomes the third major
political or public figure to serve a prison sentence
arising from investigations by tribunals that have now
been sitting for some 12 years.
The maintenance of voters’ trust in the integrity of the
politicians they elect is of critical importance in a
democracy. In this regard, the tribunals have played a
key role in investigating and exposing corruption, and in
helping to raise the standards of those in public office.
The courts have shown that no one is above the law, and
that there are no untouchables. Dunlop’s fate represents
a deterrent to anyone tempted to think that corrupt
practices will go unpunished.
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MORAL CONCERNS OF EACH OF THE
FOLLOWING
CIVILISATIONS:
THE
GREEKS, THE
ROMANS.
44
HEBREWS
&
THE
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Q.2 IDENTIFY ONE OF THE CHIEF
THE GREEKS
 The
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Greeks wrote extensively on ethics... Try
to recall the writings of Plato, Socrates etc...
 Their writings were hugely important and
have shaped the way that we in the western
world think today.
 For the ancient Greek philosophers, one of
their chief ethical concerns was the
existence of virtue...
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ARISTOTLE & VIRTUE
 Aristotle
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(384-322 BCE) was one of the most
influential of the Greek philosophers...
 His writings were especially important to
Catholic Moral Theology and Aristotle’s
thinking had a huge influence on Thomas
Aquinas.
 One of his main concepts, as previously
stated was the existence of virtue.
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 According
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to his book, Moral Decision Making,
Fr Donal O’Neill states that virtue or arête may
be defined as ‘excellence in fulfilling one’s
proper task or purpose’.
 Aristotle rightly believed that the capacity to
reason is exclusive to human beings, therefore,
in order for us to fulfil our task in life, we must
develop our intellectual and moral selves – in
other words our moral virtues.
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 Aristotle
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believed that we become virtuous
by doing virtuous things...
 That we grow from doing virtuous things
out of education and habit, to doing them
because we believe them to be right and
good.
 Aristotle sees training by parents, teachers
and the state as being very important.
 Living a good life for the ancient Greeks,
meant living in accordance with moral
virtue.
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EXAMPLE OF VIRTUE: HEROISM



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
In Greek mythology, we can easily see how important
virtue was to this ancient civilisation....
As we saw in Section A (The Search for Meaning and
Values).. Myths highlighted key areas of concern/
importance for ancient societies.
Good examples of virtue that are highlighted in Greek
mythology are heroism, honour, bravery, loyalty.
In the story of Achilles for example, Achilles is the
legendary but reluctant warrior who fought in the Trojan
War. His mother Thetis, who dipped him in the river
Styx after he was born, rendered him nearly impervious
to harm by this action. However, she had to hold onto
his heel in order to retrieve him from the water, thus
missing a spot. The only way Achilles could be killed was
by injury to his heel. This leads to the now famous
expression, Achilles’ heel, meaning a person’s major
weak point.
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The story of Achilles figures largely in Homer’s
Iliad.
 Achilles is first introduced as having withdrawn
from the war in a fight with Agamemnon over the
capture of several Trojan women (... demonstrating
integrity).
 However, the Trojans kill the best friend of Achilles,
Patroclus. The death of Patroclus spurs Achilles to
action and he rushes to battle, with great might and
purpose. Achilles kills Hector, but is then killed by
Paris, thus fulfilling the prophecy regarding his fate,
i.e that he would die in battle.

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THE HEBREWS
Morality is an intrinsic part of the Jewish faith and
the Jewish faith has influenced other religions that
have grown from its scriptures.
 The Hebrew notion of ethics is different from that
of the Greeks in that for the ancient Jews, human
responsibility (morality) comes from the reality of
God.. (the Greeks saw ethics as separate from
religion).
 Jewish morality is shaped by the Torah (Hebrew
scripture). The covenant and the Decalogue (10
Commandments) show that for the Hebrews,
morality was part of a person’s relationship with
God.

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One key moral issue for the Hebrews was the
worship of false gods...
 Prior to the monotheistic age, the ancient Israelites
were firstly polytheistic and then, during the Axial
age, their polytheistic beliefs existed for a time
along-side their belief in one true God....
 However, as the story of the golden calf in the book
of Exodus illustrates, their were times when the
Hebrews slipped back into pagan rituals... This was
expressly against the Ten Commandments as given
to Moses on Mount Sinai

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ROMAN ETHICS
In Rome, one major influence on Roman ethical
thought were the stoics (who originally came from
Greece).
 This group originated around 300 BCE. They
emphasised ethics as the main field of knowledge –
but they also developed theories of logic and natural
science to back up their doctrines on ethics.
 They
believed that God (the divine) was
everywhere, in everything, and that everything was
arranged and settled by God.

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The stoics believed that we must live in accordance
with the will of nature (this was the beginnings of
natural law theory).
 Before Christianity ever came along, the stoics
recognised our common humanity and the natural
humanity of all human beings.
 For stoics, the ethics of war was a key concern...
their ideas were to influence the ‘Just War Theory’
of Augustine.
 The Stoic – Cicero, argued that the only ‘just’ reason
for going to war is so that men might live unharmed
in a time of peace.... and that when the victory is
won, mercy should be shown to those who have
lost.

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No war should be entered into unless a formal
declaration has been made following the
appropriate warning....
 War should only be used to protect a city, the
innocent etc...

Religious Education Support, SLSS
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PAST EXAMINATION QUESTION
Religious Education Support, SLSS
Since ancient times people have been concerned
about issues of right and wrong. Describe a moral
issue that people were concerned about in one of
the following ancient civilisations (the Ancient
Greeks; the Romans or the Hebrews).
2007 HL Paper [20 mks].
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MARKING SCHEME FOR 2007 HL QUESTION
Some possible points
• The Hebrews e.g. Freedom, justice and reverence for life
were major moral concerns in ancient Hebrew
civilization as seen in the experience of the Exodus etc.
• The Greeks e.g. The nature of good and evil, as well as
what it is to be an ethical person, were major moral
concerns for the ancient Greeks as seen in work of
Socrates, Plato etc.
• The Romans e.g. war was a major moral concern for the
Romans as seen in the way Cicero presented moral
justifications for war in certain circumstances etc.
Adapted from the 2007 HL Religious Education Marking Scheme
Religious Education Support, SLSS
An excellent answer will show an understanding of
morality as a human phenomenon which has been the
basis of much thought and reflection since ancient times
by giving an accurate account of a moral issue which
people were concerned about in one of the ancient
civilizations mentioned in the question.
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