Virtuous Person, Virtuous Citizen Assignment
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Subject: OtherTopic: Virtuous Person, Virtuous CitizenPaper details:
Required Resources Read/review the following resources for this activity: Textbook: Chapter 12 Lesson Minimum of 1 scholarly source (in addition to the textbook) Introduction Each person owes a duty to himself or herself and to the world to study ethics and to engage in thoughtful debate about what is right, and what is wrong. It is this habit of thinking about and reflecting on ethics that will help you determine the right choices when faced with an ethical dilemma. Initial Post Instructions Articulate a moral dilemma wherein one has to show a specific virtue or virtues (it can be any virtue or virtues including honesty, courage, charity/generosity, compassion, etc.)
What is the moral dilemma about? What virtue or virtues should be shown? (You are here selecting the best course of action) Why is that virtue or those virtues to be shown? How should the virtue or virtues be expressed, and why in that manner? Apply Aristotle’s golden mean to the dilemma. Tell us how the dilemma involves conflict moral duties (loyalty to community versus to self, professional versus familial duties, national or personal obligations). The dilemma must be a situation in which a choice has to be made. Be sure you told us why your chosen course of action was best. Follow-Up Post Instructions Respond to at least one peer.
Further the dialogue by providing more information and clarification. Writing Requirements Minimum of 2 posts (1 initial & 1 follow-up) Minimum of 2 sources cited (assigned readings/online lessons and an outside scholarly source) APA format for in-text citations and list of references Week 7 Lesson: Virtuous Person and Virtuous Citizen Virtuous Person, Virtuous Citizen The Golden Mean and Aristotle’s Virtue Ethics A key ethical approach originated with the Greek philosophers of ancient times. Twenty-three centuries ago, Athens was alive with great teachers whose lives overlapped. Socrates was teaching about good character even as he was tried and executed for perceived manipulation of young minds.
His trial was witnessed and documented by Plato. Plato learned from Socrates’ trial that good moral character is essential for justice to prevail. Plato proposed a list of four cardinal virtues: wisdom, courage, temperance, and justice. Aristotle later expanded the list. Their shared emphasis is that virtue consists of habits of character so that a virtuous person matures to live an ethical life. Virtue ethics concern ideal traits and what those traits look like in practice, why a specific moral ideal applies in a situation, how to express that moral ideal there, etc. These virtues of character are not natural in origin; they are developed as habits through intentional and repeated practice. Moreover, they are never perfected, but only approximated, and they always remain elusive and vulnerable to loss. Aristotle’s list of virtues included eleven items and another list of personal vices to be overcome through similar practice and development of habit. Seeing both the good and the bad in virtues, Aristotle developed The Doctrine of the Mean, a kind of schematic of virtues to be contrasted with an excess of the chosen virtue and the deficiency of it.
It is easy to misunderstand what is meant by “excess” and “deficiency.” These are not quantitative words to imply too much or too little of a virtue. Excess and deficiency indicate aberrations of the virtue, something about the virtue as a distortion. The most common and classic example is courage. The excess is foolhardiness and the deficiency is cowardice. Both foolhardiness and cowardice can get you killed in situations of confrontation or danger. Most importantly, they are extremes of the concept of Courage calling upon reason to bring them back to the Mean, the center of the virtue. Thus, life is a constant struggle to find the mean, develop practiced habits toward achieving the mean, and always remain close to the mean with any given virtue. The Doctrine of the Mean is best read in Aristotle’s Nicomachean Ethics.
Being an ancient scheme of understanding, Aristotle’s virtue ethics fell out of favor among rational theories in recent centuries, but it is resurging. This resurgence is now most commonly found in character development literature for the corporate world, in the ethical standards of professional societies, and in the core values statements of organizations. Aristotle regards the virtues—like justice, courage, and temperance—as complex rational, emotional and social skills. You have to strive for a happy medium rather than becoming a workaholic…. remember to intersperse fun with work… equal it out…enjoy your family and instill in yourself a solid work ethic. If you remember nothing else about this lesson, remember this: ethics come from the virtues and from learning to apply the virtues evenly and calmly.
Health Care Ethics Health Care ethics is an arena where being virtuous can be important. Informed consent verifies that the patient has knowledge of and agrees to treatment. It is also a way to document possible results of a procedure or operation prior to it being performed. One cannot condone something if they are not cognizant of worst-case scenarios. This issue most often arises in the relationship between a patient and his/her doctor. The doctor will detail for a patient the pros and cons of what is being offered medically. The patient often may have to sign a form indicating that they are consciously and deliberating acquiescing to a procedure. Informed consent is not a matter of the virtue of generosity, but rather a proper respect of our rights This video shows how health care workers are educated about informed consent: The patient though must decide. The patient must be of right mind and capable of making his/her own decision. They must be responsible for themselves. In this way, the patient must have autonomy (the ability to decide and to give oneself the law—a rule for operating).
Their autonomy must also be respected. We should not make decisions for other adults. Children are not yet considered autonomous beings. They are not of the right mind and responsible for themselves. Their parents decide for them. Respecting personal autonomy and giving patients control is part of the virtue of compassion. This video is about accusations of negligence in nursing regarding breeches to autonomy: Even with proper precautions, best intentions, and skilled technicians, things might still go awry. Sometimes health care workers make mistakes. If a patient is injured during a procedure (whether deliberately or accidentally), that patient can sue the health care worker, medical institution, and others involved. It is often difficult (if not impossible) to determine intent. A health care worker may have wanted to cure a patient. However, that doctor or nurse for instance may have forgotten something or made an error.
If they did so out of being tired, they may make themselves and the institution they work for become liable for the damage done to the patient. It may not feel right to be held liable for something done by mistake; however, even if one can argue ethically for a lack of fairness in such a circumstance, legally that idea might not hold. Not committing errors is a matter of integrity, a key virtue. Patients want to control what is done to them. They do not want doctors to attempt anything experimental unless the patient has authorized such an approach. Patients feel more comfortable with health care matters when they feel like they are deciding what will be done. Patients also want to know that their decisions are private. They expect health care workers not to share anything about their decisions, health status, or results with anyone else. A requirement to protect privacy might also be something that follows from treating others with integrity.
A right to privacy might be enshrined in law. We can also ask if one has a right to protection from disease. On the one hand, one might think it is the patient’s personal duty to protect him/herself by practicing good hygiene and maintaining a proper diet and physical state. One might also argue that undergoing all needed vaccines is also a personal responsibility of the patient. For example, in October or November, one would expect each person to choose of their own free will to have the flu vaccine administered to them. However, we cannot always expect each individual to take care of their own health even if it is in their own self-interest to do so. Often due to misinformation, religious views, or other factors, people do not take steps on their own to prevent themselves from becoming diseased and thus spreading it to others. In such cases, if we have a right to protection from disease, then is it morally correct to force everyone to become vaccinated as is the general requirement to attend public elementary schools in the US? Are vaccinations and protection of disease a matter of the virtue of prudence or perhaps respect or something else? War, Terrorism, and Torture Helicopter and military The events of September 11, 2001 changed America.
Terrorism struck the United States on a larger scale than before. The events were the catalyst for a war in Afghanistan (that lasted more than 18 years) and a war in Iraq. However, war has its own rules. The Geneva Conventions (1949) were a set of protocols agreed to by the nations of the world for conducting war in an ethical manner. Part of those rules were that unarmed civilians would not be targeted deliberately and intentionally; terrorism, of course, does that. Terrorists and other bad actors use unarmed civilians as human shields. If the terrorist is trying to hurt unarmed civilians and hides behinds other unarmed civilians, is it moral to target those terrorists? After all, if one targets the terrorists, one will hurt the human shields even though one’s intention is to only harm the terrorists and prevent harm to the unarmed that the terrorists are targeting. It is virtuous to protect others (we show courage). Many believe that terrorists are guilty of the vice of cowardice. This video investigates to what lengths we should go in fighting terrorism: As you can see, terrorism raises ethical problems. Another one related to it is torture. Many feel that torture violates a basic right to dignity (think here of Kant’s second formulation). Yet, many also think that torturing terrorists is morally justified if the terrorist to be tortured knows of a terrorist action about to be performed. They call such a terrorist with knowledge of an imminent attack a ‘ticking bomb’. One might say the virtue of honesty would call on the terrorist to disclose the imminent attack. However, terrorists do not practice this virtue. The terrorist may say they are not totally lacking in virtue.
Through a commitment to his cause, the terrorist might say they show diligence or perseverance. Can one show virtues when committing terrorism or enduring torture? Many say that solitary confinement is torture. One justification for punishment in prisons has been that it will give prisoners time to reflect on their vices and how to in exchange develop virtuous activity. But does time isolated on one’s own enable one to think about the nature of their vice? And, does reflecting on vice instruct one on its own about what it means to be virtuous? Solitary confinement can cause grave psychological damage. Even if prisons offered courses in the ethics of virtue, when one is confined on one’s own, one has no ability to practice virtuous behavior in relation to another. For example, many say generosity is a virtue and shown via charity. No one can develop such a virtue if they do not have anything to give and none to give to
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QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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