Moral goodness, esteem, and acting from duty

1991 ◽  
Vol 25 (2) ◽  
pp. 103-117 ◽  
Author(s):  
Noah M. Lemos
Keyword(s):  
Moral Goodness ◽  
Acting From Duty

scholarly journals God and the Playpen: On the Feasibility of Morally Better Worlds

Religions ◽  
2021 ◽  
Vol 12 (4) ◽  
pp. 266
Author(s):  
Cheryl K. Chen
Keyword(s):  
Free Will ◽  
Actual World ◽  
David Lewis ◽  
Moral Good ◽  
Moral Goodness ◽  
Divine Intervention ◽  
Horrendous Evil ◽  
Good And Evil ◽  
Free Will Defense ◽  
Better Than

According to the free will defense, God cannot create a world with free creatures, and hence a world with moral goodness, without allowing for the possibility of evil. David Lewis points out that any free will defense must address the “playpen problem”: why didn’t God allow creatures the freedom required for moral goodness, while intervening to ensure that all evil-doing is victimless? More recently, James Sterba has revived the playpen problem by arguing that an omnipotent and benevolent God would have intervened to prevent significant and especially horrendous evil. I argue that it is possible, at least, that such divine intervention would have backfired, and that any attempt to create a world that is morally better than this one would have resulted in a world that is morally worse. I conclude that the atheologian should instead attack the free will defense at its roots: either by denying that the predetermination of our actions is incompatible with our freely per-forming them, or by denying that the actual world—a world with both moral good and evil—is more valuable than a world without any freedom at all.

scholarly journals Ideal and nonideal moral theory for disaster bioethics

Human Affairs ◽  
2016 ◽  
Vol 26 (1) ◽  
Author(s):  
Dónal O’Mathúna
Keyword(s):  
Recent Work ◽  
Moral Theory ◽  
Ethical Dilemmas ◽  
Moral Dilemmas ◽  
Moral Goodness ◽  
The Right ◽  
Practical Implications

AbstractMoral theory has generally focused on resolving ethical dilemmas by identifying ethically sound options. Whether the focus is on consequences, duties, principles or virtues, ethical cases are often approached in ways that assume morally sound solutions can be found and followed. Such ‘ideal morality’ assumes that moral goodness is always possible, leaving people confident they have done the right thing. Such an approach becomes inadequate in disaster settings where any good solution is often difficult to see. This paper examines recent work on nonideal moral theory as a useful model for disaster bioethics. This approach views moral dilemmas as situations where no choice is ideal and every option involves some element of unavoidable wrongdoing. Rather than straining for ideal answers, this approach acknowledges that sometimes the lesser of two evils is the best that can be done. Such situations inevitably lead to feelings of regret or guilt, commonly encountered in discussions of disaster bioethics. This paper explores the practical implications of nonideal approaches for disaster responders working in tragic situations.

Broome on Moral Goodness and Population Ethics

2009 ◽  
Vol 78 (3) ◽  
pp. 739-746 ◽  
Author(s):  
PETER VALLENTYNE
Keyword(s):  
Population Ethics ◽  
Moral Goodness

Moral goodness and the human good

1968 ◽  
Vol 2 (2-3) ◽  
pp. 137-156
Author(s):  
Erling Skorpen
Keyword(s):  
Moral Goodness ◽  
Human Good

God, Suffering, and the Value of Free Will

2021 ◽  
Author(s):  
Laura W. Ekstrom
Keyword(s):  
Free Will ◽  
Religious Life ◽  
Human Beings ◽  
Skeptical Theism ◽  
Existence Of God ◽  
Moral Goodness ◽  
The Problem Of Evil ◽  
Argument From Evil ◽  
Close Investigation ◽  
Traditional Doctrine

This book focuses on arguments from suffering against the existence of God and on a variety of issues concerning agency and value that they bring out. The central aim is to show the extent and power of arguments from evil. The book provides a close investigation of an under-defended claim at the heart of the major free-will-based responses to such arguments, namely that free will is sufficiently valuable to serve as the good, or to serve prominently among the goods, that provides a God-justifying reason for permitting evil in our world. Offering a fresh examination of traditional theodicies, it also develops an alternative line the author calls a divine intimacy theodicy. It makes an extended case for rejection of the position of skeptical theism. The book expands upon an argument from evil concerning a traditional doctrine of hell, which reveals a number of interesting issues concerning fault, agency, and blameworthiness. In response to recent work contending that the problem of evil is defanged since God’s baseline attitude toward human beings is indifference, the book defends the essential perfect moral goodness of God. Finally it takes up the question of whether or not it makes sense to live a religious life as an agnostic or as an atheist.

Moral education

2018 ◽  
Author(s):  
John White
Keyword(s):  
Moral Education ◽  
Moral Motivation ◽  
Natural Process ◽  
Central Issue ◽  
Moral Goodness ◽  
The Third ◽  
Moral Learning ◽  
Rules And Principles ◽  
History Of

This entry looks at three contemporary approaches to moral learning and education, all of which have roots in the history of philosophy. The first holds that just as children grow, or develop, in a physical sense, so they also develop in their moral dispositions or judgments. A central issue here is whether the concept of development is applicable outside its biological home. The second sees moral learning not as a natural process, but as a deliberate induction into socially approved norms or values. On one version of this view, it is not enough to bring children to follow the rules enshrined in conventional moral codes as they need to learn to sift these in the light of higher-order rational principles. Problems arise here both about moral motivation and about whether morality is wholly to do with rules and principles. For other theorists moral education is more a matter of shaping children’s nature-given desires and emotions into settled dispositions or virtues on Aristotelian lines. While the ‘rational principle’ view focuses on the morally autonomous individual, this view has its roots in communal moral traditions. Despite Plato’s belief that only knowledge is teachable, and therefore that it is doubtful whether moral goodness can be taught at all, the third view of moral learning maintains that it must include the acquisition of relevant knowledge and understanding, and cover the formation of dispositions. All this bears on how moral education should feature in schools – on the role of school ethos, learning by example, and the contribution of the whole curriculum.

Contemporary Moral Apologists

2019 ◽  
pp. 198-209
Author(s):  
David Baggett ◽  
Jerry L. Walls
Keyword(s):  
Problem Of Evil ◽  
Divine Command ◽  
Moral Argument ◽  
Divine Command Theory ◽  
Moral Goodness ◽  
William Lane Craig ◽  
Natural Signs ◽  
The Problem Of Evil ◽  
Moral Duties ◽  
Moral Arguments

A. C. Ewing worked on moral goodness; Austin Farrer focused on the value and dignity of persons; George Mavrodes underscored the odd nature of binding moral duties in a naturalistic world. Robert Adams did work in theistic ethics that produced innovative variants of the moral argument; his wife, Marilyn Adams, demonstrated how God’s incommensurable goodness can address versions of the problem of evil. Linda Zagzebski identified three ways we need moral confidence. C. Stephen Evans defended divine command theory and a natural signs approach to apologetics. John Hare did landmark work on moral arguments. William Lane Craig used the moral argument to powerful effect in books and debates. C. Stephen Layman used the overriding reason thesis and conditional thesis in his variant of the argument. Scott Smith, Mark Linville, Angus Menuge, and Angus Ritchie have offered brilliant epistemic moral arguments. Paul Copan has used history to augment the moral argument.

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