Description: Why Be Moral? is designed as a textbook for beginners. It is also intended for all concerned with understanding ethics. It emphasizes fundamental questions about the nature of: 1. Good and bad, right and wrong, rights and duties. 2. Oughtness, intention, responsibility, conscience. 3. Self, self-as-social, self-interest, extensions of self. 4. Groups, conflicts of interests, reciprocity, justice. It examines persisting issues: 1. Individual vs. social ethics. 2. Selfishness vs. altruism. 3. Intentions vs. consequences. 4. Codes vs. principles. 5. Freedom (...) vs. determinism. 6. Capitalism vs. socialism. Insights into problems in individual and in social ethics are enriched by comparative parallel treatment by chapters. (shrink)

To think is to reduce. That is, to think is to abstract from the rich and variegated flux of experience certain apparent similarities and differences and to regard these as somehow significantly representative of the whole of experience. Controversies between schools of philosophy result largely from their selecting different parts of experience and emphasizing them as peculiarly, sometimes as exclusively, representative of what is regarded as necessary to the nature of existence. Whenever a school chooses to take some apparently universal (...) trait or traits of existence as experienced and to claim that such trait or traits alone are essential to its nature, it becomes reductionistic, not merely in the general sense that all thinking is reductionistic but in the additionally derogatory sense of misrepresenting the situation by unnecessarily omitting other equally essential traits. In a sense, all schools of philosophy, to the extent that they idealize one or more such traits as predominantly representative of existence, tend to be reductionistic. Those which further assert such as exclusively representative become extremely reductionistic. (shrink)

Changes in American society have brought both increased concern for solving practical problems and decreased concern for whether foundational ethical theory can be, or needs to be, understood when solving them. A systematic study of newly established institutes of applied ethics reveals that the directors of all of them claim that ethical theory, or knowledge of the ultimate bases for moral appeals inherent in human nature, is not necessary for proposing solutions. Quotations from claims of directors of five prominent institutes (...) are cited as evidence for the thesis that teaching applied ethics without teaching theoretical foundations of ethics is the main line policy today. (shrink)