Kant＇s Humanity Formula of the Categorical Imperative is arguably its most widely preferred formulation, having been defended as a moral principle and employed in the evaluation of particular moral problems by a numb...Kant＇s Humanity Formula of the Categorical Imperative is arguably its most widely preferred formulation, having been defended as a moral principle and employed in the evaluation of particular moral problems by a number of leading contemporary ethicists. For them and many other readers of Kant, the idea that we are not to treat persons as mere means to our own ends but are rather to respect their rational agency as intrinsically valuable holds great promise for qualifying as, in Kant＇s words, ＂the supreme principle of morality.＂ In the present paper I argue that the Humanity Formula cannot deliver on this promise. After setting forth three conditions of adequacy for any genuine supreme principle of morality, I argue that the Humanity Formula, on three textually grounded interpretations each of which has been advocated by a prominent Kantian ethicist, does not satisfy these conditions. Whichever of these textually grounded interpretations is taken, the Humanity Formula is open to compelling counterexamples.展开更多
Bildung, a western cultural ideal, which fundamentally can be traced back to biblical connotations, but is also rich in Platonic elements from the history of hermeneutics, reached its culmination point by the 19th cen...Bildung, a western cultural ideal, which fundamentally can be traced back to biblical connotations, but is also rich in Platonic elements from the history of hermeneutics, reached its culmination point by the 19th century. As the vast superstructure of western erudition, it has acquired the rank of the sole discursive and epistemic normativity, which has defined not only its own system, i.e., education in its narrow sense, but also the criteria of scientific assertions. Since the basis of Bildung was formed by the variations of classical erudition changing by every era, so in the Age of Bildung the defining epistemological and methodological pattern, which determined it from a discursive, and at the same time, an epistemological point of view, was meant by classical philology. As a classical philologist Friedrich Nietzsche was among the first to point out the inseparable connection between rhetoric, interpretation, and epistemology. Nietzsche, as against the monolithic tradition of Bildung, developed a set of aspects of subversive criticism of science, so his surpassing of the nineteenth century academic philology and renewal of it as a kind of cultural hermeneutics walk hand in hand. Nietzschean philology, first and foremost, has to be adapted for revaluing its scientific statements from the aspect of art, i.e., aesthetical sensitivity, which has to be reassessed from viewpoint of effects on life as active potential. The claims of Nietzsche are so comprehensive that the notion of morality defined by Bildung, as well as the ethical system of Bildung, the sole sense of morality is questioned, and his issues are extended over the methodological basis of Bildung considered as normative. However, he does not use such a method of interpretation that, to a certain extent, would not have been known and used by the philology of the Bildung＇s scientific ideal. With the difference that the Nietzschean critical practice does not have respect for the borders defining homologous structures but, by implementing transgressive tactics, it claims the authority of these borders. In my article, I show how the Nietzschean propositions for the methodological reform of classical philology did set the stage for Nietzsche＇s later critical comments, now purely on the philosophy of science, and I analyse the multifold consequences of the concept of the Nietzschean philology as an ＂existential science,＂ which was aimed to de（con）struct the concept of Bildung.展开更多
Strengthening moral learning may become available to us by bringing phronesis and transformative learning in a common theoretical space. For both Aristotle and Mezirow, the exercise of morality, or rising to the stand...Strengthening moral learning may become available to us by bringing phronesis and transformative learning in a common theoretical space. For both Aristotle and Mezirow, the exercise of morality, or rising to the standard of moral choice, decision, and action, is not the result of an intuitive achievement or a sudden understanding of a morally demanding situation but a lifelong affair. Our strategy here addresses three aims： Firstly, to invoke and reclaim the endemic bond between education in the broader sense of paideia and the significant role that reeds to be re-ascribed to moral education. This allows a turn towards qualitative features and makes room for an inclusion of moral education, or values education, within education. Secondly, to portray the exercise of autonomy, choice, and judgment as a result of paideutic development; both theories share the assumption that moral learning rests on constant reflection upon past experiences and the zetesis of future goals. Thirdly, to focus on the way one reclaims the right to exercise judgment, whenever this is required. A joint study of the two theories may enlighten the content of this lifelong reflective procedure.展开更多
School moral education is an important part of education, which concerns the students＇ growth and development in mental health. How to conduct moral education to help the students shape good moral norm is an issue fr...School moral education is an important part of education, which concerns the students＇ growth and development in mental health. How to conduct moral education to help the students shape good moral norm is an issue frequently discussed in the academic area. This paper probes into this issue from the formation of incorrect outlooks towards wealth and power, discusses the risks of apparently incorrect moral education, and suggests the right moral education ways, combined with some specific cases： return to the true state of morality in the concept of moralization; conduct the students＇ sense of value through teaching activities in the content of moralization; and of moralization. distinguish between good and evil in moral conflict in the way展开更多
The extensive research on public ethics in the local administration is more than necessary. This paper identifies the basic values of and the challenges to Macedonian Legal System in this area, and explains the key et...The extensive research on public ethics in the local administration is more than necessary. This paper identifies the basic values of and the challenges to Macedonian Legal System in this area, and explains the key ethical aspects, which should be implemented in practice by civil servants, who increasingly have to learn how to perform in accordance with ethical values. In this paper I will analyze the ethical values of civil servants laid down by the Organization for Economic Co-operation and Development （OECD） and the Civil Servants Agency in Macedonia, upon which the ethical principles for civil servants in the local administration units are intended to be set. This paper deals with the ethics of civil servants, assessment of best practices, and evaluation of positive and negative indicators. The paper concludes with a few recommendations for the next steps in this process; and some criteria for the consideration of future developments are suggested.展开更多
Foreign language education should integrate cultural teaching into the training of linguistic skills. Values, as the core of culture and moral education, should be paid enough attention to. During the study process of...Foreign language education should integrate cultural teaching into the training of linguistic skills. Values, as the core of culture and moral education, should be paid enough attention to. During the study process of Chinese university English majors, they inevitably encounter enormous information of Western cultures and values, and their own values may come into conflict with the ones they meet. So the English teachers have the responsibility to help the students construct correct values. Such principles as cultivating critical thinking, offering the course of Chinese culture and using group discussions and activities should be followed during instruction to facilitate the value cultivation among English majors展开更多
Both the Lifeboat ethics and Humanist ethics are very popular in our contemporary world. The Lifeboat ethics, which deals with the gap between the rich and the poor and the moral responsibility of the former towards t...Both the Lifeboat ethics and Humanist ethics are very popular in our contemporary world. The Lifeboat ethics, which deals with the gap between the rich and the poor and the moral responsibility of the former towards the latter, is based on the Lifeboat theory which is a product of human reason that includes some scientific considerations as regards the engineering safety measures of the lifeboat. Thus, the Lifeboat ethics utilizes both reason and science. In a similar vein, Humanist ethics is also based on human reason and scientific methods. Notwithstanding these common grounds in the sources of the aforementioned ethics, there are dissimilarities in their respective ethical values that outnumber the similarities. This study critically compares these two types of ethics and further examines their similarities and dissimilarities.展开更多
With the rapid development of network technology, the human production mode, life style, and thinking mode have had the great change, meanwhile human values and morality are new changes. Network technology has created...With the rapid development of network technology, the human production mode, life style, and thinking mode have had the great change, meanwhile human values and morality are new changes. Network technology has created a brand of new social form and social network, which is an extension of the real social life. The purpose of this paper is to clarify the concept of a freedom of information analyzed by the principle of free network information. In this paper, theoretical and empirical combination is based on using multidisciplinary theory study from the perspective of moral cognition of this analysis. The problems of the network ethics which try to find out the method to solve the problem, standardize and strengthen the construction of the new good network ethics, purify network environment, and improve people＇s spiritual world and moral accomplishment, have important theoretical and empirical significance.展开更多
Politics adhere to the mass line; we should earnestly implement the mass line of the scientific method to the ideological and political work and adhere to the mass line. Above all, we should use the Marxist dialectica...Politics adhere to the mass line; we should earnestly implement the mass line of the scientific method to the ideological and political work and adhere to the mass line. Above all, we should use the Marxist dialectical materialism to guide practical work. Political work must be combined with the new practice; it should adhere to and constantly enrich and develop the principle of scientific method. Ideological and political education refers to the social or social group forming a certain ideology, political views and ethics, imposing purposeful, planned, organized influence on its members, so that they form a certain class or social group who need moral social practice. Ideological and political education is the study of people＇ s thinking, moral formation, and development patterns on people＇ s ideological and political education of the laws of science.展开更多
Based on the undertaken research, it is explored whether power can affect the judgment made by individual about unethical behavior. Research 1 uses questionnaire as measuring method. The results demonstrate that indiv...Based on the undertaken research, it is explored whether power can affect the judgment made by individual about unethical behavior. Research 1 uses questionnaire as measuring method. The results demonstrate that individuals with different levels of power make judgment on various unethical behaviors. Their judgments are not different. It does not agree with the hypothesis. The reason may lie in that it may be affected by social desirability, or that there exist defects in the design of questionnaire. Research 2 uses laboratory investigation. The results demonstrate that individuals in high-power group conduct unethical behavior more frequently and more fiercely. It agrees with the hypothesis. The inconsistent results of the two researches can be reasonably explained from the two angles of moral permission and moral hypocrisy.展开更多
文摘Kant＇s Humanity Formula of the Categorical Imperative is arguably its most widely preferred formulation, having been defended as a moral principle and employed in the evaluation of particular moral problems by a number of leading contemporary ethicists. For them and many other readers of Kant, the idea that we are not to treat persons as mere means to our own ends but are rather to respect their rational agency as intrinsically valuable holds great promise for qualifying as, in Kant＇s words, ＂the supreme principle of morality.＂ In the present paper I argue that the Humanity Formula cannot deliver on this promise. After setting forth three conditions of adequacy for any genuine supreme principle of morality, I argue that the Humanity Formula, on three textually grounded interpretations each of which has been advocated by a prominent Kantian ethicist, does not satisfy these conditions. Whichever of these textually grounded interpretations is taken, the Humanity Formula is open to compelling counterexamples.
文摘Bildung, a western cultural ideal, which fundamentally can be traced back to biblical connotations, but is also rich in Platonic elements from the history of hermeneutics, reached its culmination point by the 19th century. As the vast superstructure of western erudition, it has acquired the rank of the sole discursive and epistemic normativity, which has defined not only its own system, i.e., education in its narrow sense, but also the criteria of scientific assertions. Since the basis of Bildung was formed by the variations of classical erudition changing by every era, so in the Age of Bildung the defining epistemological and methodological pattern, which determined it from a discursive, and at the same time, an epistemological point of view, was meant by classical philology. As a classical philologist Friedrich Nietzsche was among the first to point out the inseparable connection between rhetoric, interpretation, and epistemology. Nietzsche, as against the monolithic tradition of Bildung, developed a set of aspects of subversive criticism of science, so his surpassing of the nineteenth century academic philology and renewal of it as a kind of cultural hermeneutics walk hand in hand. Nietzschean philology, first and foremost, has to be adapted for revaluing its scientific statements from the aspect of art, i.e., aesthetical sensitivity, which has to be reassessed from viewpoint of effects on life as active potential. The claims of Nietzsche are so comprehensive that the notion of morality defined by Bildung, as well as the ethical system of Bildung, the sole sense of morality is questioned, and his issues are extended over the methodological basis of Bildung considered as normative. However, he does not use such a method of interpretation that, to a certain extent, would not have been known and used by the philology of the Bildung＇s scientific ideal. With the difference that the Nietzschean critical practice does not have respect for the borders defining homologous structures but, by implementing transgressive tactics, it claims the authority of these borders. In my article, I show how the Nietzschean propositions for the methodological reform of classical philology did set the stage for Nietzsche＇s later critical comments, now purely on the philosophy of science, and I analyse the multifold consequences of the concept of the Nietzschean philology as an ＂existential science,＂ which was aimed to de（con）struct the concept of Bildung.
文摘Strengthening moral learning may become available to us by bringing phronesis and transformative learning in a common theoretical space. For both Aristotle and Mezirow, the exercise of morality, or rising to the standard of moral choice, decision, and action, is not the result of an intuitive achievement or a sudden understanding of a morally demanding situation but a lifelong affair. Our strategy here addresses three aims： Firstly, to invoke and reclaim the endemic bond between education in the broader sense of paideia and the significant role that reeds to be re-ascribed to moral education. This allows a turn towards qualitative features and makes room for an inclusion of moral education, or values education, within education. Secondly, to portray the exercise of autonomy, choice, and judgment as a result of paideutic development; both theories share the assumption that moral learning rests on constant reflection upon past experiences and the zetesis of future goals. Thirdly, to focus on the way one reclaims the right to exercise judgment, whenever this is required. A joint study of the two theories may enlighten the content of this lifelong reflective procedure.
文摘School moral education is an important part of education, which concerns the students＇ growth and development in mental health. How to conduct moral education to help the students shape good moral norm is an issue frequently discussed in the academic area. This paper probes into this issue from the formation of incorrect outlooks towards wealth and power, discusses the risks of apparently incorrect moral education, and suggests the right moral education ways, combined with some specific cases： return to the true state of morality in the concept of moralization; conduct the students＇ sense of value through teaching activities in the content of moralization; and of moralization. distinguish between good and evil in moral conflict in the way
文摘The extensive research on public ethics in the local administration is more than necessary. This paper identifies the basic values of and the challenges to Macedonian Legal System in this area, and explains the key ethical aspects, which should be implemented in practice by civil servants, who increasingly have to learn how to perform in accordance with ethical values. In this paper I will analyze the ethical values of civil servants laid down by the Organization for Economic Co-operation and Development （OECD） and the Civil Servants Agency in Macedonia, upon which the ethical principles for civil servants in the local administration units are intended to be set. This paper deals with the ethics of civil servants, assessment of best practices, and evaluation of positive and negative indicators. The paper concludes with a few recommendations for the next steps in this process; and some criteria for the consideration of future developments are suggested.
文摘Foreign language education should integrate cultural teaching into the training of linguistic skills. Values, as the core of culture and moral education, should be paid enough attention to. During the study process of Chinese university English majors, they inevitably encounter enormous information of Western cultures and values, and their own values may come into conflict with the ones they meet. So the English teachers have the responsibility to help the students construct correct values. Such principles as cultivating critical thinking, offering the course of Chinese culture and using group discussions and activities should be followed during instruction to facilitate the value cultivation among English majors
文摘Both the Lifeboat ethics and Humanist ethics are very popular in our contemporary world. The Lifeboat ethics, which deals with the gap between the rich and the poor and the moral responsibility of the former towards the latter, is based on the Lifeboat theory which is a product of human reason that includes some scientific considerations as regards the engineering safety measures of the lifeboat. Thus, the Lifeboat ethics utilizes both reason and science. In a similar vein, Humanist ethics is also based on human reason and scientific methods. Notwithstanding these common grounds in the sources of the aforementioned ethics, there are dissimilarities in their respective ethical values that outnumber the similarities. This study critically compares these two types of ethics and further examines their similarities and dissimilarities.
文摘With the rapid development of network technology, the human production mode, life style, and thinking mode have had the great change, meanwhile human values and morality are new changes. Network technology has created a brand of new social form and social network, which is an extension of the real social life. The purpose of this paper is to clarify the concept of a freedom of information analyzed by the principle of free network information. In this paper, theoretical and empirical combination is based on using multidisciplinary theory study from the perspective of moral cognition of this analysis. The problems of the network ethics which try to find out the method to solve the problem, standardize and strengthen the construction of the new good network ethics, purify network environment, and improve people＇s spiritual world and moral accomplishment, have important theoretical and empirical significance.
文摘Politics adhere to the mass line; we should earnestly implement the mass line of the scientific method to the ideological and political work and adhere to the mass line. Above all, we should use the Marxist dialectical materialism to guide practical work. Political work must be combined with the new practice; it should adhere to and constantly enrich and develop the principle of scientific method. Ideological and political education refers to the social or social group forming a certain ideology, political views and ethics, imposing purposeful, planned, organized influence on its members, so that they form a certain class or social group who need moral social practice. Ideological and political education is the study of people＇ s thinking, moral formation, and development patterns on people＇ s ideological and political education of the laws of science.
文摘Based on the undertaken research, it is explored whether power can affect the judgment made by individual about unethical behavior. Research 1 uses questionnaire as measuring method. The results demonstrate that individuals with different levels of power make judgment on various unethical behaviors. Their judgments are not different. It does not agree with the hypothesis. The reason may lie in that it may be affected by social desirability, or that there exist defects in the design of questionnaire. Research 2 uses laboratory investigation. The results demonstrate that individuals in high-power group conduct unethical behavior more frequently and more fiercely. It agrees with the hypothesis. The inconsistent results of the two researches can be reasonably explained from the two angles of moral permission and moral hypocrisy.
