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This article concerns ethical dilemmas in the strict philosophical sense, often referred to as genuine ethical dilemmas. Various examples have been proposed but there is disagreement as to whether these constitute genuine or merely apparent ethical dilemmas. The central debate around ethical dilemmas concerns the question of whether there are any.
Ethics is the branch of philosophy that examines right and wrong moral behavior, moral concepts (such as justice, virtue, duty) and moral language. Ethics or moral philosophy is a branch of philosophy that "involves systematizing, defending, and recommending concepts of right and wrong behavior".
The Heinz dilemma is a frequently used example in many ethics and morality classes. One well-known version of the dilemma, used in Lawrence Kohlberg's stages of moral development, is stated as follows: [1] A woman was on her deathbed.
Some troops leave the battlefield injured. Others return from war with mental wounds. Yet many of the 2 million Iraq and Afghanistan veterans suffer from a condition the Defense Department refuses to acknowledge: Moral injury.
[1] [3] Advocates for ethical idealism, such as the philosopher Nicholas Rescher, have asserted that inherent mental concepts shared in terms of the human condition among multiple peoples have a real, tangible nature due to their influences turning logical thinking into action, particularly by stimulating peoples' sense of motivation. [1]
The history of behavioral ethics can be interpreted as a journey through the development of understanding of human morality and decision making. It begins with ancient philosophical studies of ethics, where thinkers such as Aristotle considered the nature of virtue and the good life. Over time, as society developed and became more complex ...
In his work "History and Truth" (1976), Schaff critiqued the traditional "justified true belief" definition of knowledge from a materialist perspective. He argued that knowledge should be understood as a process rather than a static state, emphasizing the role of social practice and historical context in knowledge formation. [7]
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