The dictionary definitions miss a vital aspect.
References and Further Reading 1. On a law conception of ethics, conformity with the virtues requires obeying the divine law. A divine law requires the existence of God, as the divine lawgiver. Since we have given up belief in God, we should also give up the moral understanding that rests on such belief, and engage in moral philosophy without using such terms.
For Anscombe, this meant that we should abandon talk of morality as law, and instead focus on morality as virtue. Alan Donagan argues against these conclusions.
First, he rejects her claim that we can only treat morality as a system of law if we also presuppose the existence of a divine lawgiver. Second, Donagan contends that neither must we abandon law-based conceptions of morality for an Aristotelian virtue ethic.
Given this, if we assume that human reason is at least in principle adequate for directing our lives, then the substance of divine law that is relevant to human life can be appreciated with human reason, apart from any reference to a divine being.
Moreover, according to Donagan, even if we conceive of morality as Aristotle did, namely, as a matter of virtue, it is quite natural to think that each virtue has as its counterpart some moral rule or precept. And if we can apprehend the relevant moral virtue via human reason, then we can also apprehend the relevant moral law by that same reason.
Given the foregoing points raised by Anscombe and Donagan, a divine command theorist might opt for a conception of morality as virtue, as law, or both.
Before looking at some possible advantages of Divine Command Theory, it will be helpful to clarify further the content of the view.
Edward Wierenga points out that there are many ways to conceive of the connection between God and morality. A strong version of Divine Command Theory includes the claim that moral statements x is obligatory are defined in terms of theological statements x is commanded by God.
At the other end of the spectrum is the view that the commands of God are coextensive with the demands of morality. Wierenga opts for a view that lies between these strong and weak versions of Divine Command Theory. In what follows, I will, following Wierenga, take Divine Command Theory to include the following claims: According to Kant, we must believe that God exists because the requirements of morality are too much for us to bear.
We must believe that there is a God who will help us satisfy the demands of the moral law. With such a belief, we have the hope that we will be able to live moral lives.
However, if there is a God and an afterlife where the righteous are rewarded with happiness and justice obtains, this problem goes away. That is, being moral does not guarantee happiness, so we must believe in a God who will reward the morally righteous with happiness.
Kant does not employ the concept of moral faith as an argument for Divine Command Theory, but a contemporary advocate could argue along Kantian lines that these advantages do accrue to this view of morality. Another possible advantage of Divine Command Theory is that it provides an objective metaphysical foundation for morality.
For those committed to the existence of objective moral truths, such truths seem to fit well within a theistic framework.For more course tutorials visit vetconnexx.com select three scenarios related to teacher conduct in the virtual school, located under Communication Center, Legal and Ethical Scenarios.
Write word paper analyzing the conduct described using other articles and cases to discuss how the conduct would be judged in regards to criminal behavior, employment issues, and certification.
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The tripartite analysis of knowledge is often abbreviated as the “JTB” analysis, for “justified true belief”. Much of the twentieth-century literature on the analysis of knowledge took the JTB analysis .
TEACHER CONDUCT ANALYSIS PAPER 2 Teacher Conduct Analysis Paper A second grade teacher suspects that one of her students is a victim of child abuse.
The child comes to school with bruises and cuts that are not, in the teacher’s mind, consistent with injuries that second grade students routinely receive. She chose not to report the injuries to her superiors for nearly two weeks%(7). 2 UNCG Undergraduate Bulletin 4 Notices Equality of Educational Opportunity The University of North Carolina at Greensboro is com-mitted to equality of educational opportunity and does not.