De Castro‚ Sheila Marie M M1A " The Passion of the Christ " UNIT ONE: Christ confronts evil 1. Have there been times in our lives where we were part of a "mob psychology" in just going along with the crowd‚ not standing up for what we know is right? What was the root cause of our going along with the crowd? Fear? Wanting to be accepted? Lack of moral courage to be counter cultural? Was it out of laziness? Yes‚ sometimes we’ve been very aggressive because we didn’t come up with the success
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Moral Rights 1. Right to Live: The first and main right of man is his right to live. The object of a moral life is improvement of the self and life is a necessary condition to effecting this improvement. The right to life is a fundamental right it is a sacred right. The right to life also included the right to work without money earning the necessities of life cannot be obtained. The life of a person without occupation becomes difficult. To the right of life is conjoined the duty of respect
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Constructing Moral Arguments Five Steps for Constructing Moral Arguments People need to pass a driving test to get a license to drive a car. People should also have to take a test and get a license before they can become a parent by having children. After all‚ parenting is a greater responsibility and requires more skill than driving. Develop a list of premises: Driving is important because as parents we need to be able to transport our children to school. Since we are responsible for our children’s
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Honesty is perhaps one of the greatest morals that one can possess. A moral is something that we look at to remind ourselves of what is right and what is wrong. Throughout our history there have been many stories and myths that are based off of this idea. One story‚ made even more popular by its Disney remake‚ is Pinocchio. Once upon a time‚ there lived an old man. His name was Geppetto. He was a sad‚ lonely old man whose only real desire was to have a son. In this story‚ Geppetto creates a wooden
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Only in this way can I convince others to obey it‚ that is‚ to build the partnership. A good-shared public value should provide a focus in the context of which individuals are free to pursue and propose new ideas about how to improve the working of the organization. The sense of belonging and sense of honor are also vital here. First make full sense of the share value. Then behave in that way. After that‚ what I should do is to encourage others to do the similar things. Moral compass should run
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the presence of God and the gods in their respective narratives. However‚ how their respective presences manifest themselves are markedly different. The singular God of Genesis plays a passive role in the development of His plan for the mortal realm‚ acting from a distance‚ while the plural gods of the Odyssey who walk amongst the mortals and play the role of outright‚ active manipulators in order to enact their own plans for the mortals. These differences cause God and the gods to be perceived in
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Moral education can be given better by parents at home‚ than by schoolmasters and professors in schools and colleges. Parents have numberless opportunities of guiding their children by pre¬cept and example‚ opportunities denied to the teacher. Who generally meets his pupils in large classes‚ and seldom has the means of becoming intimately acquainted with their several char¬acters and the faults‚ other than intellectual faults‚ to which each of them is particularly prone. The first point of importance
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remains to hide and no where to run. We are in a reality to face it. Some would debate before they say it moral degradation. However‚ if they do so you have enough reason to ask them about what morality constitutes and how he or she would label this new unexpected development. Moreover‚ the increase in juvenile cases recent months is shocking and the news of students killing one another can be seen a chronic disease. Young generation with whom we are used to dream for the future of the country is
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Culture and Moral Development Another criticism of Kohlberg’s view is that it is culturally based. A review of research on moral development in 27 countries concluded that moral reasoning is more culture-specific than Kohlberg envisioned and that Kohlberg’s scoring system does not recognize higher-level moral reasoning in certain cultural groups (Snarey‚ 1987). Examples of higher-level moral reasoning that would not be scored as such by Kohlberg’s system include values related to communal
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Outline I. Introduction A. Orwell’s life as it relates to his works. B. The danger of a totalitarian government. II. Freedom of mind and body A. Physical control Extreme force and coercion Effects of torment B. Psychological manipulation Doublethink Use of propaganda III. Technology role in government control A. Compromise of privacy B. Tele-screen vs. computers IV. Control of communication A. Control of information Control of news Control of history a) Importance of history b)
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