What is the meaning of being moral or ethical?


WHAT IS IT TO BE MORAL? OR ETHICAL?1. DO YOU ADHERE PLATOS ARGUMENT ABOVE? OR DO YOU ADHERE ARISTOTLE? Why?2. IF YOU ARE ARISTOTLE, HOW WILL YOU CHANGE THE ATTITUDE OF THE CHILD USING THE PRINCIPLE IN VIRTUE ETHICS CALLED HABITUATIONS. What is its importance today? What do you think, if everyone is virtuous, will it make a difference for people in society? Comment on thisLimit: Maximum of 2 pages, double spaced, standard font.EDUCATION (LEARNING VIRTUES) VS PRACTICE (DOING VIRTUOUS ACTS)
We believe on education as important in changing lives. We love to hear good words, nice examples, nourishing stories of good people, and mostly hearing stories of lives of saints and heroes. THIS IS PART OF LEARNING VIRTUES. Plato the teacher of Aristotle had always emphasized to his students in the early Greek civilization (around 3rd Cent/4th Cent BCE), TO KNOW THE GOOD MAKES ONE DO THE GOOD. IGNORANCE OF THE GOOD MAKES ONE DOES EVIL.? Stories of good life tell us what is it to do the good.
HOWEVER, we are also hearing from ARISTOTLES SIDE, the student of Plato, THAT KNOWLEDGE OF THE GOOD DOES NOT GUARANTEE OF DOING THE GOOD. FOR TODAYS EXPERIENCE, many professionals, intellectuals, good leaders, mostly educated individuals (including teachers) from all folks of life have committed crimes, immorality, mistakes, and even violate the call of good life. HENCE, no guarantee of moral life thru education. WE NEED HABITUATiONrepeated practice of good life to become MORAL PERSON FIRST.thus practice, practice and practice of moral action/s daily all of our lives.

The discussion of what it means to be moral or ethical is an age-old debate that continues even in modern times. It is an essential topic to explore, especially in the context of how it influences the actions of people in society. In this critical thinking analysis report, we delve into the perspectives of two of the most prominent philosophers in history, Plato and Aristotle, and their views on the making of a moral (virtuous) person.

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The report starts with an examination of Plato’s argument concerning the importance of knowing the good to do the good. He believed that ignorance of the good leads to evil actions. This perspective is rooted in the early Greek civilization, where stories of good people’s lives were used to teach virtues. On the other hand, we also delve into Aristotle’s perspective, a student of Plato, that knowledge of the good does not guarantee doing the good. Many educated and accomplished individuals, including professionals, intellectuals, and leaders, have committed crimes and other immoral acts.

The report goes on to highlight the significance of habituation in developing virtuous behavior and character. The concept of habituation is rooted in virtue ethics, where one’s actions are shaped by repeated practice of good life, leading to the development of moral behavior. The report explores how, today, habituation can be used to change the attitudes of children to adopt virtuous behavior, thereby contributing to better communities and society.

Lastly, the report discusses the importance of continual practice of moral actions throughout one’s life to become a virtuous person. We explain how the habituation principle can change people’s behavior if they continually practice good moral actions. If everyone is virtuous, it will undoubtedly have a positive impact on society by improving people’s attitudes towards one another. However, the report concludes with an acknowledgment that moral development is more complicated than mere education and practice.

1. To understand the concept of morality and ethics from the perspectives of Plato and Aristotle.
2. To analyze the importance of habituation in cultivating virtuous behavior.
3. To evaluate the effectiveness of education and practice in shaping moral character.

Learning Outcomes:
1. Students will be able to identify the similarities and differences between Plato and Aristotle’s views on morality.
2. Students will be able to explain the concept of habituation and its role in transforming behavior.
3. Students will be able to analyze the limitations of education and the significance of practical application in moral development.

Header: Understanding the Concepts of Morality and Ethics
1. What is morality? What does it mean to be ethical?
2. Compare and contrast Plato and Aristotle’s arguments on morality.
3. Analyze the implications of each philosopher’s perspective.

Header: The Significance of Habituation in Virtue Ethics
1. Define the principle of habituation in virtue ethics.
2. Explain how habituation can change attitudes and behavior.
3. Examine the importance of habituation in contemporary society.

Header: The Role of Education versus Practice in Shaping Moral Character
1. Discuss the limitations of education in cultivating virtuous behavior.
2. Analyze the significance of daily practice in moral development.
3. Evaluate whether the widespread cultivation of moral behavior would make a difference in society.

Solution 1: The Importance of Habituation in Virtue Ethics

According to Aristotle’s principle of Virtue Ethics, moral education alone does not guarantee moral behavior. In order to become virtuous individuals, we must practice habits of moral action every day. This is called habituation, and it involves ingraining good habits into our daily lives.

The importance of habituation in modern society cannot be overstated. Many educated and influential individuals have failed to lead moral lives, indicating that education alone is not enough to instill virtues into a person’s character. Instead, Aristotle emphasizes the importance of repeated practice of good actions to develop a moral character.

If everyone practices virtuous actions every day, it would certainly make a noticeable impact on society as a whole. Virtuous individuals would exhibit kindness, empathy, and fairness, which would create a more harmonious and just society. The benefits of a virtuous society would include higher levels of trust and cooperation, as well as a decrease in crime and unethical behavior.

Solution 2: Incorporating Habituation into Moral Education

As an Aristotelian, I would focus on incorporating the principle of habituation into moral education. That is, I would ensure that children are not only taught about moral values, but also given opportunities to practice these values daily. This could involve encouraging children to consistently perform small acts of kindness, such as sharing, listening, and helping others.

By instilling these habits into children early on, we can help them develop a moral character as they grow older. This would also help to counteract negative societal influences that may otherwise undermine moral education.

Incorporating habituation into moral education may require a shift in pedagogy. Rather than simply teaching about ethical values, we would need to emphasize the importance of practicing these values in daily life. This would involve creating opportunities for children to practice virtuous actions and to reflect on the impact of these actions.

In conclusion, habituation is a key component of Aristotle’s Virtue Ethics and can help to instill moral values into individuals. Incorporating habituation into moral education could lead to a more virtuous society and help individuals to lead better lives.

Suggested Resources/Books:

1. “Republic” by Plato
2. “Nicomachean Ethics” by Aristotle
3. “Virtue Ethics: An Introduction” by Roger Crisp
4. “Moral Education: Beyond the Teaching of Right and Wrong” by Nel Noddings
5. “The Virtues of Our Vices: A Modest Defense of Gossip, Rudeness, and Other Bad Habits” by Emrys Westacott

Similar Asked Questions:

1. What are the differences between Plato’s and Aristotle’s views on morality?
2. How does virtue ethics differ from other ethical theories?
3. Can morality be taught through education or is it solely a result of habitual practice?
4. How does habituation play a role in the development of virtuous behavior?
5. Is it necessary for individuals to practice daily moral actions in order to become a morally virtuous person?

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