Brief History of Ethics in the Presence of a Pandemic

The current COVID-19 pandemic has had a strong effect on individual liberty versus a consequentialist ideal of the greater good for societal norms. Rather than arguing for the current situation, I have chosen to take a historical approach to address the ethics of dealing with these health situations in the past. Ultimately, I conclude that, while at risk of individual liberty, a rule utilitarian approach, as backed up by epidemiolocal data suggests that a mandate for the greater good is more ethical than a simple approach to individual liberty.

UTICAJ KURSEVA IZ ETIKE NA MORALNE INTUICIJE STUDENATA FILOZOFIJE

In this paper, we analyze part of the research conducted within the project “The impact of philosophy courses on students’ attitudes” which concerns the impact of History of Ethics courses on the moral intuitions of second-year philosophy students at the Faculty of Philosophy in Nis. Students evaluated the statements given in a specially designed questionnaire on two occasions (before and after listening to the courses). By analyzing possible changes in the answers given by the students, we try to determine whether the courses they have attended in the meantime have led to a significant change in their moral intuitions.

Susanna Newcome and the Origins of Utilitarianism

This article provides the first systematic interpretation of the moral theory developed in Newcome's Enquiry into the Evidence of the Christian Religion (1728, revised 1732). More importantly, it shows that Newcome's views constitute a valuable but overlooked contribution to the development of utilitarianism. Indeed, she is arguably the first utilitarian. Her ethical views are considered in two stages. The article first explores her hedonist approach to the good and then turns to her consequentialist account of right action. The article then situates Newcome's work within the context of the pre-Bentham utilitarian movement. Strikingly, Newcome lived and worked in close proximity to other prominent early utilitarians and was well positioned to have exerted an influence on the development of their views. Newcome has never been discussed in connection with the history of ethics. This article constitutes an argument for her inclusion in our narratives about the development of a major moral theory.

Ethics Courses Teaching Linkage to Quality Management Education

Almost every management institution in India has an ethics course in their curriculum that is focused upon inculcating the value set in an individual. To understand the role of ethical education in accelerating the quality of management education, this chapter provides a discussion of implications of the questions of quality, dilemma, and pedagogy of ethical training. In the introduction, the authors emphasize on the reasons of focusing upon the ethical education, then give a brief history of ethics education in Indian management institutions. In order to show the significance, authors also show the place of ethics course in top 10 business institutions in India. Further, the authors describe the main focus of the chapter that is the contribution of ethics in management education.

A historical perspective

Studying the history of ethics in psychiatry through the chronological development of ethical codes does not do justice to the manner in which ethical themes and issues vanish and recur in that history. This chapter considers some aspects of the history of these codes, though its primary aim is to explore major ethical themes and issues in the history of psychiatry. The humanity of the ‘mad’ and the increasing manner in which persons with mental disorders are thought to be autonomous individuals are two themes that will occupy us. Increasing recognition and acceptance of the autonomy and self-determination of persons with mental disorders is the crowning ethical achievement of the history of psychiatry recounted here. However, there are also reasons to be concerned about possible excesses that may be emerging in this regard in some sectors of psychiatric treatment and research—new historical developments that merit careful ethical scrutiny.

Under the Eye of Others (the Socialized Interpretation of Shame in the History of Ethics)

The main purpose of the article is to reconstruct the development of a socialized interpretation of shame in the Western philosophical tradition from antiquity up to the 17th century. Along with the standard methods of conducting research in the history of philosophy (critical, comparative, hermeneutical, etc.), the author resorts to a strategy of identifying the historical sources and rudimentary forms of contemporary theoretical approaches to understanding moral phenomena. With regard to shame, there are three such approaches, or three interpretations: socialized (identifying shame with negative feelings about a real or imagined loss of face), anthropological (identifying shame with a painful reaction to the generic imperfection of a person in the sphere of corporeality) and desocialized (identifying shame with negative feelings of an individual generated by the awareness of the worthlessness of his own moral character). Studying the development of each of them requires an understanding of how they historically interacted with each other. The first detailed description of shame from the socialized perspective was proposed by Aristotle. In it, shame appears as a fear of disrepute or suffering from it, that is, a negative feeling that presupposes that other people know that an individual has committed an objectively vicious act or that he does not have some objectively valuable quality. Aristotle viewed shame as a less perfect moral trait than virtue (in contemporary socialized conceptions of shame, guilt is usually its more perfect alternative). Thomas Aquinas relies on the Aristotelian understanding of shame, but: a) connects it with the anthropological interpretation proposed by Augustine, b) makes a special emphasis on the fact that shame is appropriate only in the case of the sinfulness of the act. The early modern socialized conceptions of shame are characterized by a movement from doubt about the reasonableness of this feeling to its partial or complete rehabilitation. At the same time, R. Descartes, B. Spinoza and J. Locke, unlike Aristotle and Thomas, approve of shame not only because it is an imperfect counterpart of virtue, but also in connection with its positive social role (as a means of social discipline and an expression of sociability). Although early modern thinkers discuss moral emotions of self-assessment that are not mediated by the “eye of others” (repentance, remorse), they do not oppose them to shame

Epistemological Foundations Of Early Legal Utilitarianism

This article analyzes the aggregate of reality cognition methods used in certain theories in the history of ethics and legal thought that are based on the principle of utility. The objective of this article is to provide a full study of the methodology of the utilitarianism to determine the place of the methodology in the establishment of utilitarianism, and also to expand the understanding of the development of legal utilitarianism, origin of ethics and legal prerequisites for the emergence of legal utilitarianism. The article used methods such as universal reality cognition methods, general scientific methods, such as the historical method, formal and logic (dogmatic) method, analysis, synthesis and others and specific (specifically scientific) methods. The main result of the article is the justification that the emergence of utilitarianism is conditioned, inter alia, by the synthesis of the empirical and theoretical methodology. efore that, the application of purely empirical or purely theoretical methodologies for considering the state and legal phenomena through the prism of utility did not lead to the creation of a separate branch of philosophy, ethic and legal thought – utilitarianism. The main conclusion of this article is that the "moral arithmetic" created under classical utilitarianism and later developed in the contemporary utilitarianism,based on which it is possible to compute the utility of this or that action (totality of actions), contradicts such universal legal values as justice, defense, enforcement of rights and freedoms, principle of equality, and the moral values, and, therefore, cannot be supported.

Ethics Courses Teaching Linkage to Quality Management Education

Almost every management institution in India has an ethics course in their curriculum that is focused upon inculcating the value set in an individual. To understand the role of ethical education in accelerating the quality of management education, this chapter provides a discussion of implications of the questions of quality, dilemma, and pedagogy of ethical training. In the introduction, the authors emphasize on the reasons of focusing upon the ethical education, then give a brief history of ethics education in Indian management institutions. In order to show the significance, authors also show the place of ethics course in top 10 business institutions in India. Further, the authors describe the main focus of the chapter that is the contribution of ethics in management education.