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Intellectual honesty is an applied method of problem solving characterised by a nonpartisan and honest attitude, which can be demonstrated in a number of different ways: One's personal beliefs or politics do not interfere with the pursuit of truth;
Any act promoting the uprising or building of any of these within an individual was the goal. Thus, academic integrity was tied solely to the status and appearance of upstanding character of the individual. Any acts of academic dishonesty performed to maintain their good name was seen as a necessary means to an end.
Lorenzen's use of the simile of the raft was a kind of foundationalist modification of Neurath's original, disagreeing with Neurath by asserting that it is possible to jump into the water and to build a new raft while swimming, i.e., to "start from scratch" to build a new system of knowledge.
Intended for the moral education of the young, [4] The Book of Virtues collects 370 passages of various types and provenance [5] across ten chapters, [6] each of the latter devoted to a specific virtue: self-discipline, compassion, responsibility, friendship, work, courage, perseverance, honesty, loyalty, and faith. [6]
Humanists endorse universal morality based on the commonality of human nature, and that knowledge of right and wrong is based on our best understanding of our individual and joint interests, rather than stemming from a transcendental or arbitrarily local source, therefore rejecting faith completely as a basis for action. The humanist ethics ...
In Democracy and Education: An Introduction to the Philosophy of Education, John Dewey stated that education, in its broadest sense, is the means of the "social continuity of life" given the "primary ineluctable facts of the birth and death of each one of the constituent members in a social group". Education is therefore a necessity, for "the ...
Haidt's initial field work in Brazil and Philadelphia in 1989, [16] and Odisha, India in 1993, showed that moralizing indeed varies among cultures, but less than by social class (e.g. education) and age. Working-class Brazilian children were more likely to consider both taboo violations and infliction of harm to be morally wrong, and ...
According to Kierkegaard, personal authenticity depends upon a person finding an authentic faith and, in so doing, being true to themselves. [clarification needed] Moral compromises inherent to the ideologies of bourgeois society and Christianity challenge the personal integrity of a person who seeks to live an authentic life as determined by the self. [10]