Notes on the Ethical Theories Essay Example for Free

Notes on the Ethical Theories Essay Immanuel Kant (notice that he lived in the 1700’s and people likely had different views back then), a philosopher, believes that using reason, one can make a list of ethical actions. Kant says that one must generalize the certain action he is about to do to see if it is reasonable. For example, you ask yourself â€Å"should I cut the line in the cafeteria?† The way you can answer this question is by asking yourself â€Å"What if everyone cut the line?† Of course, if that happened then there would be chaos, so you shouldn’t cut the line. This also applies to stealing, murdering, and keeping promises. He basically says that everyone is equal and you shouldn’t justify your actions to yourself because you are not special and you wouldn’t want others to do that to you. â€Å"Treat others as you would have them treat you.† Golden Rule. But, if only you do this and no one else does you are going to get eaten up by the world. This may contradict a person’s adaptability and may negatively appeal to emotion; you will feel like a B-. Veil of ignorance- You have two people who love cake. Tell one person to cut a cake in half but let the other choose which half to take. Again, Golden Rule. Kant says there is a difference between objects and people, you can replace objects but not people. Someone broke my computer, I am sad. He buys me a new one, I am happy. I am about to die, my parents are sad. They can clone me, should they be happy? He also says that you shouldn’t kill people for the greater good. But what if they were murderers or rapists aren’t they causing sadness, and their deaths would in fact be for the greater good? Kant sees that a persons intentions that count rather than the final result. But what if I am helping a person, who is bad and corrupt, against a thief who is only trying to feed his family, quite the dilemma. Kant uses only reasoning rather than emotion so that people always do what is right rather than when they feel like it. Consistency is key to his theories. Criticisms of Kant Moral Absolutism You can’t always not lie. What if a murderer wants to kill your dad? Your dad hides and then the murder breaks in and asks you were he is. If you follow Kant’s ideas, you would tell him where your dad is. There must be some sort of emotion to counteract those who do not follow the philosophy of Kant. But again, Kant is saying that EVERYONE should do this, and this murderer wouldn’t exist in Kant’s ideal world. Rule worship- To blindly follow rules without using your own knowledge. â€Å"If rules can not be bent, then they should be broken.† Conflicts of duty- should you steal the medicine for your dying wife? Should you save your grandmother from the burning house or the doctor who can save many people? Moral coldness- The world would be emotionless and sad. There will be little space for happiness because everything is going to be so constant and emotions will have a very small presence. Utilitarianism- Seek the greatest happiness for the greatest number. What if you could randomly pick 10 people to die and save 100? Would you do it? You can say yes, because it logical, you use no emotion what so ever. That goes against Kant though because he says that people have dignity and you shouldn’t take that away. You can say no, where you are mostly using emotion.

The Saltation of Malcolm X Essay examples -- History Civil Rights Pape

The Saltation of Malcolm X Saltation is a geological term used to explain how a stream current transports and erodes a rock. The rock starts out as a sharp, coarse edged fragment on a stream bed. The current then lifts the rock from the stream bed and transports it down stream. The current, which rotates and spins the rock, slowly smoothes its edges. In saltation, a counter current or other events causes the rock to slam against the stream-bed and grind its ruff edges into a smooth exterior. Eventually after it is lifted off the bed, the current adds the finishing touch. A rock which travels in a stream will always be eroded into a smooth sphere, but a rock that undergoes the process of saltation will always be more quickly eroded. Saltation is an easy way to apply the necessity of the revolutionary philosophy of Malcolm X to the Civil Rights Movement. The Civil Rights Movement was the stream, a powerful stream which had been gaining its volume since the first black individual was enslaved in America. The American conscious is represented by the coarse edged rock, a rock that grew coarser with the birth and education of every American. Malcolm X is the variable which causes the rock to undergo a sort of saltation, in which the American conscious became more aware of its racial problems. The American conscious was then carried on by the Civil Rights Movement to become a fully integrated, accepting conscious. Malcolm X gained his radical notoriety and his ideas on revolution from the religion of Elijah Muhammad and the Nation of Islam, and he later used this radicalism to further the Civil Rights Movement by intentionally playing the devils advocate to the philosophy of Non-Violence. When he was affiliated with the Nation... ...n Books, 1993. Black Man’s History by Malcolm X. @ www. uky.edu/StudentOrgs/AWARE/archives/MalcolmX/history.html Breitman, george. Malcolm X Speaks, Selected Speeches And Statements. New York: Grove Weidenfeld, 1990. Karim, Benjamin. Remembering Malcolm. New York: Carroll and Graf Publishers Inc., 1992. King, Coretta Scott. My Life With Martin Luther King Jr. New York: Holt, Reinhardt, and Winston, 1969. leland.stanford.edu/group/King/KingBios/breifbio.htm Martin Luther King Jr. National Historic Site @ www.nps.gov/malu/ Novak, Philip. The World’s Wisdom. New Jersey: Castle Books, 1994. Pinkney, Alphonso. Black Americans. New Jersey: Prentice Hall, 1993. Playboy. Malcolm X/ Alex Haley Interview. @ www.uidaho.edu/~yusuf921/malcolm x.html Washington, James. I Have A Dream, Writings And Speeches That Changed The World. San Francisco: Harper

Education: Grammar School and Government Essay

In this essay I am going to look at the changes to education legislation from 1944 to the present day. I will look at how these changes have reflected government educational policies and to what effect. Firstly I will look at the ‘Butler Act’, war time 1944. The education act 1944 was called the ‘Butler Act’ after the conservative politician, R.A.Butler. The 1944 ‘Butler Act’ was undoubtedly a significant milestone in terms of the history of education Britain. It became increasingly clear that education was of vital importance to the nation and to the individual. It planned to remove the inequalities which remained in the system. The proportion of ‘free places’ at grammar schools in England and Wales increased from almost a third to almost half between 1913 and 1937. However when poorer children were offered free places parents often had to turn them down, owing to the extra costs involved. The ‘Butler Act’ 1944 provide d free education for all pupils. By 1946 the School Milk act was introduced. Previous investigations completed by John Boyd Orr revealed there was a link between low- income and malnutrition and under – achievement in schools. Ellen Wilkinson minister of education, (the first woman in British history to hold the post), was a long campaigner against poverty and in 1946 managed to persuade parliament to pass the school milk act. This act ordered the issue of one –third of a pint of milk free to all pupils. Local Education Authorities (LEAs), were required to submit proposals to the new department of education for reorganising secondary schools in the area, LEAs were required to assist children’s special needs. Most of the LEAs aimed to establish the three main ‘streams’ or categories at school this was known as the tripartite system. The three categories were grammar , secondary modern and technical , the children would be allocated on the basis of an examination at the age of 11, known as the ’11 plus’. The 11 plus had the intention to provide an equal opportunity for children of all backgrounds and walks of life. The implementation of this break by the ‘Butler Act’ seemed to offer an ideal opportunity to implement ‘streaming’ since all children would be changing school any way. Was the ’11 plus’ a good idea or would it begin to emerge as a large historical accident? Many people related more to the wider education system rather than the academic selection. The proportions of school children  gaining a place at a grammar school varied by location and gender, and due to the continuance of single sex schooling there were fewer places for girls than boys. Many critics claimed that there was a strong class bias in the exam. It seemed that children on the borderline of passing were more likely to get grammar school places if they came from middleclass families. It would appear that the ’11 plus’ was a system based on unfairness. For example, questions about the role of household servants or classical composers were easier for middle class children to answer but far less familiar to those from less wealthy and less educated backgrounds. The ’11 plus’ also led to divisions in schools (streaming), in the country (social class distinctions) and also led to irreconcilable political attitudes, (labour vs. conservatives) with the conservatives in favour of this selection and labour against it. In the 1950s, all the opposition against the 11 plus exam and the selection process had led to the idea of the modern comprehensive system. This idea was cherished by labour and rejected by the conservatives. In 1964 the labour government was elected, Harold Wilson is the new prime minister. Going into 1965 the circular 10/65 has stated for everyone to prepare for the introduction of the comprehensive schools. This was recognised as a fairer system better for working class people. Wilson was very anxious to increase opportunity within society, this meant change and expansion to the education system. For the first time ever a British government spent more time on education than on defence. This led to the significant increase in the number of university places. Wilson’s record on secondary education was disappointing. Whilst the proportion of children attending comprehensive schools rose to 30% during this period, his government failed to establish a fully comprehensive system. The selection system survived. Wilson lost power in June 1970 when Ted Heaths Tories won the general election with a majority of 30. Circular 10/ 70, newly elected government withdrew 10/65. Circular 10/70 was an attempt by Margaret Thatcher new secretary for education, to reverse the effects of circular 10/65. The first circular recommended to LEAs to begin the process of conversion to full comprehensive systems. This is ironic as it was in line with labour governments’ wishes on the transition  to a national comprehensive system. However the second circular said that no funding would be given for new non- comprehensive schools. LEAs were given more power to decide the future of secondary education in the area, under their authority independently of central government. It is believed that Thatcher was trying to reinstate grammar schooling. It was left to the LEAs individually whether or not they would go comprehensive. Heath needed to make cuts in public expenditure, Margaret Thatcher offered amongst other things to abolish the universal provision of free school milk. This was achieved in the 1971 education milk act. It led to the jibe ‘Thatcher, Thatcher milk snatcher’. In 1972 the school leaving age raised to 16 in response to rising youth unemployment. Was the government really concerned about giving people a better education or was it just a simple matter of keeping children in school longer to boost unemployment levels in order to make them look better?. This was not a popular decision. During 1973 the LEAs continued to submit plans which were presented as individual school plans which Thatcher accepted. There were now more children in comprehensive schools than selective one. Primary schools remained stable. Now I come to the ‘education reform act’ 1988. Conservative government are in place. The educational reform act is widely regarded as the most important single p iece of education legislation since the ‘ Butler’ education  act1944. This act introduced the National Curriculum. The National Curriculum believed everybody should have a knowledge of everything. Power was given to schools letting them spend the money how they like. Schools were ‘bribed’ as they were offered  £30,000 to opt out of the LEA. Thus Thatcher’s, intention was to weaken the power of the LEAs, giving more power to schools allowing them to spend the money how they liked. If more schools were to opt out poorer areas would not benefit, for example in well off middleclass areas people have more money and schools could raise more money through donations and school fairs act. Schools would become selfish only looking after their own needs. Head teachers were given more power and had to manage rather than ‘teach’. Schools were potentially paying more attention to material objects and resources rather than concentrating on teaching. On the plus side, schools could look for better and cheaper deals allowing them to spread the cost of their money effectively. City technical colleges were  also introduced providing specialist education by selection, opening up more doors. In 1992 The Education Act introduced the OFSTED, inspection system value for money. This was seen as a great idea by many as it made sure all schools were up to a certain standard. During 1997, the new labour government was elected (Tony Blair). The labour government’s intention was to devote attention to a higher standard of schooling, and to also make change to the national curriculum. This labour government would be a new ‘modern’ labour party as the labour government no longer stands for its traditional values. The new ‘modern’ labour government would; * Encourage private initiative funding, allowing private companies to build new schools. * Promote specialist educational academies in sport, sciences, languages and technology. There would be no money to build new schools. Schools would ask companies for computer deals whereas labours traditional view would have expected the state to pay. Therefore labour no longer stands for its traditional values. Schools were also encouraged to maximise the effect of their resources. This did not benefit poorer areas. Schools were taught to budget in order to allow a more effective financial control. In 2006 the Education and Inspection bill was introduced. This passed in March 2006, within the face of some opposition from within the labour party. Some of the main changes of the Education and Inspection bill were as follows; * Foundation (trust) schools * School admissions * Staged introduction of changes to the curriculum and entitlements including new diplomas to replace A-levels to be emplacement by 2013 * School travel * School food Also it was suggested that the school leaving age should be raised to 18 by 2013. This was propaganda as again was the government really concerned about a great education for children or was it just the case of making unemployment figures look better? The labour government believe education is much bigger than what goes on in school; trigger points for this were the  sad case of Victoria Climbie and the Soham murders. CRB checks were introduced to protect children, as there was poor communication between the police and schools. In 2003 the introduction of ‘Every Child Matters ‘was introduced. Every Child Matters is one of the most important policies to have intuitive and develop a programme in relation to children and the children services of the last decade. Its main aims were for every child, whatever their background or circumstances to have the support they need, * Be healthy * Stay safe * Enjoy and achieve * Make a positive contribution * Achieve economic well-being The Every Child Matters act had been title of three government papers, and in 2004 lead to the Children Act. Which took the Every Child Matters act further and the government started to get more involved with the parents suggesting what their child should and shouldn’t eat and encouraged more physical activity, Education was now not only stopped at children parents were now being educated on the well-being of their child. Sure start programmes were opened giving support to families. In 2008 the DCSF (Department for Children, Schools and Families was replaced by the Department for Education after the change in government following the general election 2010. The Department has also come under criticism during the 2010 General Election, after it was revealed that the Department’s offices had a refit which included a â€Å"contemplation room† 0ther features include a grand glass and steel staircase and imported Italian designer furniture. The total cost of the refit was estimated to be three million pounds, at a time when the department needed to make two billion pounds of savings. With the election in May 2010, there has been some confusion. The election of the coalition conservative/ liberal some changes were made immediately as previous government plans were put on hold or reversed. The new government believe that the previous government was taking the power from parents , not only did this cost a lot of money it was controlling society tainting and shaping it , taking the role from a parent. The new  government now does not want to get involved in how a child should be brought up; it is a parent’s job. The government should go no further than education. The new government would now scrap the building schools for the future scheme, the last government over spent and money needs to be saved. A new secretary of state for education, Michael Gove MP believes the education system is a mess. Too many people are going to universities costing the government too much money. I am now coming to the end of my essay; the new government is still making changes to the education system and believes that the lab our party had let standards slip. The new government believes in traditional standards and is now scraping GCSEs in favors of a tougher exam. Overall I believe the secondary education will always be un- stable as new and traditional standards will come in and out of place. Many lessons have been learned and hopefully a better and fairer system will eventually come in place; however is this possible as labour and conservatives differ so much? The education system has come far since 1944 and the importance of the ‘Butler’ act still plays a part in the heart of the education system and many people should think of this as one of the biggest milestones in history.

Freud vs. Erickson on Human Development - 1761 Words

Freud vs. Erikson Erik Erikson and Sigmund Freud are well known within the field of psychology for their theories on human development. These two men acted both as scholars and psychoanalysts. Erikson was a psychologist and Freud a psychiatrist. Erik Erikson studied and taught Freudian theory in Vienna, where Freud once studied at the University and practiced as a psychiatrist. Erikson believed that Freud’s developmental stages had discrepancies. Freud believed that â€Å"our personality is shaped by the age of five† (Sharkey, 1997, para. 2). Erikson felt that our personalities are built and changed over the course of a lifetime. Both Erikson and Freud are amazing theorists and well respected by other theorists in the field of psychology. The frameworks of Freud’s Psychosexual Stages are broken down by age and consist of five stages. Along with the Psychosexual Stages, Freud developed a theory outlining personality development consisting of three components. Freud’s believed that a child experiences these Psychosexual Stages and if each stage is not completed a child will struggle with the stages that follow. Freud felt that human beings either have a mental disorder or was mentally healthy/normal. I have chosen Freud’s theories and viewpoints to be most interesting because I have a difficult time agreeing and find challenge in his works, that a child’s developmental psychology can be so black and white. Erikson’s framework of Psychosocial Stages differs from Freud’s because heShow MoreRelatedSigmund Freud And Ericksons Developmental Theories1262 Words   |  6 PagesA Comparison and Contrast of Freud and Erickson’s Developmental Theories The issue of human development has been a pertinent one within the human society. In this respect, there are several developmental theories that have been forwarded by some of the world’s most renowned psychologists. 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