"AM I MY BROTHER'S KEEPER?"
-Cain
personal_moral_responsibility.pptx | |
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check_your_privilege.pdf | |
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virtues___values_and_how_they_impel_us_to_do_good_student_version_for_handout.pptx | |
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rights_and_freedom_information_to_accompany_virtues_and_values_and_how_they_impel_us_to_do_good_ppt__1_.pdf | |
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Kohlberg's Six Stages of Moral Growth
1. Obedience/Punishment
Choices are made to avoid punishment from parents or authority figures.
2. Personal Interest/Reward
A self-centred stage, where choices are based on a willingness to co-operate because one expects something in return, like a reward.
3. Pleasing Others
Trying to belong, be liked or accepted are high priorities, so choices are made based on whether others approve of the choice of actions.
This stage is characterised by a strong desire to conform to stereotypes by what others consider right behaviour.
4. Law and Order/ Authority
Choices are made to conform to proper social conventions. Right and wrong are determined by one's own duties towards authority, in following the laws and rules of society.
5. What Society Stands for
People at this level recognise that the laws are created to protect and enhance individual rights and liberties. Laws are capable of being changed for the sake of the greater common purpose. Wherever there is no law, then moral decisions are left up to what the individual personally values or thinks.
6. Justice and Ethics
This is the highest level of moral reasoning where right is determined by personal judgement based on self-chosen moral principles that are consistent, comprehensive and applicable to all human beings. It deals with the equality and dignity that everyone would like to be treated with. Kohlberg maintains that most people never reach this level.
[KWL Pg 182]
Choices are made to avoid punishment from parents or authority figures.
2. Personal Interest/Reward
A self-centred stage, where choices are based on a willingness to co-operate because one expects something in return, like a reward.
3. Pleasing Others
Trying to belong, be liked or accepted are high priorities, so choices are made based on whether others approve of the choice of actions.
This stage is characterised by a strong desire to conform to stereotypes by what others consider right behaviour.
4. Law and Order/ Authority
Choices are made to conform to proper social conventions. Right and wrong are determined by one's own duties towards authority, in following the laws and rules of society.
5. What Society Stands for
People at this level recognise that the laws are created to protect and enhance individual rights and liberties. Laws are capable of being changed for the sake of the greater common purpose. Wherever there is no law, then moral decisions are left up to what the individual personally values or thinks.
6. Justice and Ethics
This is the highest level of moral reasoning where right is determined by personal judgement based on self-chosen moral principles that are consistent, comprehensive and applicable to all human beings. It deals with the equality and dignity that everyone would like to be treated with. Kohlberg maintains that most people never reach this level.
[KWL Pg 182]
Every person has the responsibility to form their conscience. Conscience is about knowing what is right and wrong not feeling what is right or wrong. A conscience must be directed towards doing what is truthful and right ensuring that our actions are a response to justice and mercy. While every person is born with the faculty of a conscience they do not automatically know how to exercise this conscience, this has to be learnt. This is the same as every person is born with the faculty of speech or language they are not born knowing how to speak, they have to learn how to use the faculty of speech.
To form our conscience we need to follow the following steps
1. Consult and authority on an issue – that is talk to or read from an expert on morality, that is the rightness or wrongness of actions and why these are actions are right or wrong.
2. Reflect and pray upon the teaching of the authority exploring its consequences for your future actions.
3. Discuss what you have learnt from your consultation and reflection with a person who knows what is right and wrong.
Once you have carried out the above steps are you able to start acting. It is important to remember that the formation of our conscience like language is an ongoing process but if we know and understand that there are moral absolutes, that is moral truths that cannot change, then it is easier for us to act morally and it is easier for our conscience to be informed
Recap: What is sin? [Youcat 67]
At the core of sin is a rejection of God and the refusal to accept his love. This is manifested in a
disregard for his commandments. [385-390]
Sin is more than incorrect behavior; it is not just a psychological weakness. In the deepest sense
every rejection or destruction of something good is the rejection of good in itself, the rejection of
God. In its most profound and terrible dimension, sin is separation from God and, thus, separation
from the source of life. That is why death is another consequence of sin. Only through Jesus do we
understand the abysmal dimension of sin: Jesus suffered God’s rejection in his own flesh. He took
upon himself the deadly power of sin so that it would not strike us. The term that we use for this is
redemption.
disregard for his commandments. [385-390]
Sin is more than incorrect behavior; it is not just a psychological weakness. In the deepest sense
every rejection or destruction of something good is the rejection of good in itself, the rejection of
God. In its most profound and terrible dimension, sin is separation from God and, thus, separation
from the source of life. That is why death is another consequence of sin. Only through Jesus do we
understand the abysmal dimension of sin: Jesus suffered God’s rejection in his own flesh. He took
upon himself the deadly power of sin so that it would not strike us. The term that we use for this is
redemption.
“Courage is an inner resolution to go forward despite obstacles; Cowardice is submissive surrender to circumstances. Courage breeds creativity; cowardice produces destruction. Courage faces fear and masters it; cowardice represses fear and is mastered by it. Cowardice asks the question, is it safe? Expediency asks the question, is it politic? Vanity asks the question, is it popular? But conscience asks the question, is it right? And there comes a time when one must take a position that is neither safe, nor politic, nor popular, but one must take it because it is right."
Dr. Martin Luther King Jnr
1. What issues does this extract raise for you in relation to your understanding of morality?
2. What implications does this extract have for the way that you wish to live your life?
3. How would you define the following terms, ‘cowardice’, ‘courage’, ‘vanity’, ‘popular’, expediency’ and ‘politic’?
Dr. Martin Luther King Jnr
1. What issues does this extract raise for you in relation to your understanding of morality?
2. What implications does this extract have for the way that you wish to live your life?
3. How would you define the following terms, ‘cowardice’, ‘courage’, ‘vanity’, ‘popular’, expediency’ and ‘politic’?
Personal Moral Responsibility Topics:
Organ Donation
organ_donation.pdf | |
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Stem Cell Research & Cloning
stem_cell_research.pdf | |
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stem_cell_ethics_webquest.doc | |
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cloning_inteview_activity.docx | |
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Group Class Presentations: Following Discussion with your group present your response to the class.
Group 1. Medical advances save lives, but does technology go too far? Discuss whether anything and everything should be done to save a person’s life.
Group 2. By studying twins, scientists are analyzing which has more influence on a person’s behavior and personality: their genes or the environment in which they are raised. What conclusions can you make about this argument?
Group 3. Debate the ethics of cloning only the best and brightest of the human race. If you were in charge of undertaking such a project, which qualities would you look for when selecting your cloning subjects? Would you be doing a disservice to the human race by undertaking this project? Why or why not?
Group 4. Medical procedures that were once considered unethical, such as transplanting hearts and fertilizing human eggs in laboratories, are now relatively common. On the other hand, some scientific projects that appeared clear-cut at first (the development of the nuclear bomb) are subject to ethical debate now. Compare the ethics of cloning with the ethics of earlier scientific developments.
Group 5. Politicians around the world have begun to ban human cloning experiments. Do you think it is a good or bad idea for politicians to decide what scientists can and cannot do? How about religious authorities, many of whom are also opposed to human cloning? Who should make such decisions and why?
Group 6. Explain some of the commonly held misconceptions about cloning. Why do you think people have these kinds of misconceptions?
Group 1. Medical advances save lives, but does technology go too far? Discuss whether anything and everything should be done to save a person’s life.
Group 2. By studying twins, scientists are analyzing which has more influence on a person’s behavior and personality: their genes or the environment in which they are raised. What conclusions can you make about this argument?
Group 3. Debate the ethics of cloning only the best and brightest of the human race. If you were in charge of undertaking such a project, which qualities would you look for when selecting your cloning subjects? Would you be doing a disservice to the human race by undertaking this project? Why or why not?
Group 4. Medical procedures that were once considered unethical, such as transplanting hearts and fertilizing human eggs in laboratories, are now relatively common. On the other hand, some scientific projects that appeared clear-cut at first (the development of the nuclear bomb) are subject to ethical debate now. Compare the ethics of cloning with the ethics of earlier scientific developments.
Group 5. Politicians around the world have begun to ban human cloning experiments. Do you think it is a good or bad idea for politicians to decide what scientists can and cannot do? How about religious authorities, many of whom are also opposed to human cloning? Who should make such decisions and why?
Group 6. Explain some of the commonly held misconceptions about cloning. Why do you think people have these kinds of misconceptions?
Abortion
abortion.pptx | |
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abortion2.pptx | |
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Euthanasia
euthanasia.pptx | |
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Assisted Reproduction Technology
assisted_reproduuctive_technology.pdf | |
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preimplantation_genetic_diagnosis.pdf | |
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Plastic Surgery
plastic_surgery.pptx | |
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Issues in Australian society we may over look
issue_in_australian_society_how_can_we_support_our_nation.pptx | |
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Fact Sheets:
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Empowering Girls Around The World
Exit Ticket
Unit Activities:
moral_application_writing_task.docx | |
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reflective_writing_on_the_10_commandments.docx | |
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people_in_our_life_who_influence_our_behaviour.docx | |
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sinfulness_in_the_scriptures.docx | |
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what_the_church_teaches_pg_197.docx | |
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