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| well based standards of right and wrong that perscribe what human rights ought to do & refers to the study and develpoment of ones ethical standards |
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| approach that couts everyone exactly the same |
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| co-established utilitarianism |
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| co-established utilitarianism |
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| happiness comes from ignorance, a simple life |
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| festival of summersin the city of the omelas |
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| the little boy in the basement has to suffer so the rest of the city and thrive |
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| justified claim on others |
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| 18th centuary philosopher that establised the rights approach |
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| a right that imposes a negative duty (a duty not to interfere with certain activities) |
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| a right that provides something that people need to secure their well-being |
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| treat people as an "end" rather then as a "means" |
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| giving each person what he/she deserves |
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| greek philosopher associated with the justice/fairness approach |
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| "equals should be treated equally and unequals unequally" |
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distributive.
extent to which society's institutions ensure that benefits/burdens are distributed in ways that are fair |
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aka: corrective
extent to which punishments are fair and just |
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| the extent to which people are fairly compensated for thei injuries by those who have injured them |
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| founder of justice/fairness approach |
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| so no one tries something again |
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| notion that originated 2000 years ago from plato, aristotle & cicero |
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| "the sum of those conditions of social life which allow social groups & their individual members access to fufillment." |
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| catholic approach to the common good |
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COMMON GOOD.
pluralistic societies |
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| what is more important? (in the common good?) |
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| when benefits are available to all, some wont do their part |
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| people have to sacrifice their personal goals for the benefit of the common good |
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| unequal sharing of burdens |
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| some people must bear greater costs than others |
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| says morals should be focused on "who do i want to be" not "what should i do" |
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| attitudes or character traits that enable us to act in ways to develop this potential |
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| become a part of a person |
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| created a list of 5 findings |
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| childhod stage of ethical development in which right/wrongs are determined by authority figures |
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| adolescent ethical stage in which moral standards are based on "group" standards |
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| adult ethical level that takes everyones intrests into view |
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| performed shock expiriment |
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| proved that education can strengthen the power of consiceince over authority. |
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| created list of ethical questions to ask yourself |
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| the absence of contradictions |
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| refers to people who act in ways consistent to their beliefs |
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| the greatest good frot he greatest number |
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| "well being" "good spirited" |
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| "the good life is a life spent searching for the good life" |
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| the theory that holds that morality is relative tot he norms of society |
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| established ethical relativism |
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| ethical relativism(view)... |
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| saw that the common feature between kohlnergs stages was "all guys" |
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| FEMALE sense based on relationships |
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| virtue approach is ____ based |
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| most approaches are ______ based |
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| problems with utilitarianism |
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| hard to measure the benefits of some values over some costs |
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| state building infastructure that takes land |
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| life,liberty, property &health |
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| ethics consists of knowing what we ougth to do & such knowledge can be taught |
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