Chapter 2 Introduction to Ethics Ethics for the

Chapter 2: Introduction to Ethics • Ethics for the Information Age Forth Edition • by Michael J. Quinn Copyright © Pearson Education, Inc. Publishing as Pearson Addison-Wesley

Chapter Overview • • • Introduction Subjective relativism Cultural relativism Divine command theory Kantianism Act utilitarianism Rule utilitarianism Social contract theory Comparing workable ethical theories Morality of breaking the law Copyright © Pearson Education, Inc. Publishing as Pearson Addison-Wesley 1 -2 2

The Ethical Point of View • Virtually everybody shares “core values” – Life – Happiness – Ability to accomplish goals • Two ways to view world – Selfish point of view: consider only own self and its core values – Ethical point of view: respect other people and their core values 1 -3 Copyright © Pearson Education, Inc. Publishing as Pearson Addison-Wesley 3

Defining Terms • Society: – Association of people organized under a system of rules – Rules: designed to advance the good of members over time • Morality – A society’s rules of conduct – What people ought / ought not to do in various situations (road network- good or bad) • Ethics (philosophical study of morality- guidelines) – Rational examination of morality – Evaluation of people’s behavior. – Ethics is broader than morality in that it includes the higherlevel activities evaluating moral systems and the creation of new ways of evaluating moral problems. – Ex: Observers on Balloons – people driving on road- or in 1 -4 shortcut. Copyright © Pearson Education, Inc. Publishing as Pearson Addison-Wesley 4

Why Study Ethics? • Not everyone can do what they want • Ethics: A way to decide the best thing to do • New problems accompany new technologies – Emial and spams – www and pop-up ads for pornographic web sites • “Common wisdom” not always adequate. “Common wisdom” may not exist for novel situations brought about by new technologies – HW(1): 4 scenarios and questions on page(56 -59) 1 -5 Copyright © Pearson Education, Inc. Publishing as Pearson Addison-Wesley 5

More on Ethics • Ethics: rational, systematic analysis – may cause benefit or harm to people. – “Doing ethics”: answers need explanations – Explanations: facts, shared values, logic • Ethics: voluntary, moral choices - reasoned choice – Ex: choosing a color for a car – outside moral realm – Ex: Trying to avoid a car on a road and killing another person – non-voluntary (reflex action not reasoned choice) – Ex: Driving while intoxicated – you enter moral realm • Workable ethical theory: produces explanations that might be persuasive to a skeptical, yet open-minded audience 1 -6 Copyright © Pearson Education, Inc. Publishing as Pearson Addison-Wesley 6

Subjective Relativism • Relativism – No universal norms of right and wrong – One person can say “X is right, ” another can say “X is wrong, ” and both can be right • Subjective relativism – Each person decides right and wrong for himself or herself – “What’s right for you may not be right for me” 1 -7 Copyright © Pearson Education, Inc. Publishing as Pearson Addison-Wesley 7

Case for Subjective Relativism • Well-meaning and intelligent people may have opposite opinions about moral issues (Ex: Abortion in US) • Ethical debates are disagreeable and pointless – and we don’t have to try to reconcile opposing views. – Takes time on debates (more than 30 years) 1 -8 Copyright © Pearson Education, Inc. Publishing as Pearson Addison-Wesley 8

Case Against Subjective Relativism • Blurs distinction between doing what you think is right and doing what you want to do (Who are you to tell me what is right? ) • Makes no moral distinction between the actions of different people (Hitler vs Mother Teresa) • SR and tolerance are two different things – (choosing to act only with your race is not tolerant but it goes with SR) • Decisions may not be based on reason (Selfish) • Not a workable ethical theory ( behave on your own. It is not based on universal moral norms) 1 -9 Copyright © Pearson Education, Inc. Publishing as Pearson Addison-Wesley 9

Cultural Relativism • What is “right” and “wrong” depends upon a society’s actual moral guidelines • These guidelines vary from place to place and from time to time • A particular action may be right in one society at one time and wrong in other society or at another time – Ex (driving with a friend and killing a pedestrian) • (90% in Norway, 10% in Serbia, 50% in Mexico will not testify) Copyright © Pearson Education, Inc. Publishing as Pearson Addison-Wesley 1 -10 10

Case for Cultural Relativism • Different social contexts demand different moral guidelines (Ex Survival among centuries has shifted from people to nature) • It is arrogant for one society to judge another – (It is arrogant to people in US nowadays to judge nations in the past) 1 -11 Copyright © Pearson Education, Inc. Publishing as Pearson Addison-Wesley 11

Case Against Cultural Relativism • Sometimes societies have bad or wrong guidelines. – (Ex: severe drought) • Doesn’t explain how guidelines evolve overtime. – (Ex: segregation of students in US) • Provides no way out for cultures in conflict – (Ex: Gaza poverty and the armed struggle vs. larger Israel and expansion in settlements) • Because many practices are acceptable does not mean any cultural practice is acceptable (many/any fallacy) – (Ex: there are too many ways to document programs - Which is good and which is bad? ) • Societies do, in fact, share certain core values – Ex: (no murder, care for babies) 1 -12 • Not a workable ethical theory Copyright © Pearson Education, Inc. Publishing as Pearson Addison-Wesley 12

Divine Command Theory • Good actions: those aligned with God’s will • Bad actions: those contrary to God’s will • Holy books reveal God’s will. • We should consider holy books as moral decision-making guides. 1 -13 Copyright © Pearson Education, Inc. Publishing as Pearson Addison-Wesley 13

Case for Divine Command Theory • We owe obedience to our Creator. • God is all-good and all-knowing. • God is the ultimate authority. 1 -14 Copyright © Pearson Education, Inc. Publishing as Pearson Addison-Wesley 14

Case Against Divine Command Theory • Different holy books disagree • Society is multicultural, secular • Some moral problems not addressed in holy books. – Ex: problems related to internet practices • “The good” ≠ “God” (equivalence fallacy) related things but they are distinct. • Based on obedience, not reason • Not a workable ethical theory Copyright © Pearson Education, Inc. Publishing as Pearson Addison-Wesley 1 -15 15

Kantianism • Focuses on the critical importance of Good willthe desire to do the right thing. • Immanuel Kant: Only thing in the world good without qualification is a good will. – Ex: courage and intelligence may be used to harm people. Robbing a bank – no good will – Ex: a best effort to help people my fall short – good will • Reason should cultivate desire to do right thing. (Dutifulness – respect some moral rules – universal moral rules) – What we ought to do NOT what we want to do Copyright © Pearson Education, Inc. Publishing as Pearson Addison-Wesley 1 -16 16

Categorical Imperative (1 st Formulation) Act only from moral rules that you can at the same time will to be universal moral laws. EX: Make promises to break them? !! If universalized, there is no mean for making promises. 1 -17 Copyright © Pearson Education, Inc. Publishing as Pearson Addison-Wesley 17

Illustration of 1 st Formulation • Question: Can a person in dire straits make a promise with the intention of breaking it later? • Proposed rule: “I may make promises with the intention of later breaking them. ” • The person in trouble wants his promise to be believed so he can get what he needs. • Universalize rule: Everyone may make & break promises • Everyone breaking promises would make promises unbelievable, contradicting desire to have promise believed • The rule is flawed. The answer is “No. ” 1 -18 Copyright © Pearson Education, Inc. Publishing as Pearson Addison-Wesley 18

Categorical Imperative (2 nd Formulation) Act so that you treat both yourself and other people as ends in themselves and never only as a means to an end. Don’t “Use” people. “respect” them This is usually an easier formulation to work with than the first formulation of the Categorical Imperative. 1 -19 Copyright © Pearson Education, Inc. Publishing as Pearson Addison-Wesley 19

Plagiarism Scenario • Carla – – Single mother Works full time Takes two evening courses/semester She has a child and need some time to care about • History class – Requires more work than normal – Carla earning an “A” on all work so far – Carla doesn’t have time to write final report • Carla purchases report and submits it as her own work 1 -20 Copyright © Pearson Education, Inc. Publishing as Pearson Addison-Wesley 20

Kantian Evaluation (1 st Formulation) • Carla wants credit for plagiarized report • Rule: “You may claim credit for work performed by someone else” • If rule universalized, reports would no longer be credible indicator’s of student’s knowledge, and professors would not give credit for reports • Proposal moral rule is self-defeating • It is wrong for Carla to turn in a purchased report 1 -21 Copyright © Pearson Education, Inc. Publishing as Pearson Addison-Wesley 21

Kantian Evaluation (2 nd Formulation) • Carla submitted another person’s work as her own • She attempted to deceive professor • She treated professor as a means to an end – End: passing the course – Means: professor issues grade • What Carla did was wrong 1 -22 Copyright © Pearson Education, Inc. Publishing as Pearson Addison-Wesley 22

Case for Kantianism • Rational • Produces universal moral guidelines – Could be applied to all people for all history • Treats all persons as moral equals – No discrimination • Workable ethical theory 1 -23 Copyright © Pearson Education, Inc. Publishing as Pearson Addison-Wesley 23

Case Against Kantianism • Sometimes no single rule adequately characterizes an action. – Ex: stealing to feed starving babies • Am I stealing (perfect duty)? Am I protecting lives (imperfect duty)? • Sometimes there is no way to resolve a conflict between rules – In a conflict between a perfect duty and an imperfect duty, perfect duty prevails – In a conflict between two perfect duties, no solution • Kantianism allows no exceptions to moral laws. – Your mother’s hair-cut – She asks if you like this hair-cut/ – Rule: don’t lie should be bent? ? !! Copyright © Pearson Education, Inc. Publishing as Pearson Addison-Wesley 1 -24 24

Utilitarianism (contrast to Kantianism) • • Jeremy Bentham and John Stuart Mill An action is good if it benefits someone An action is bad if it harms someone Utility: tendency of an object to produce happiness or prevent unhappiness for an individual or a community • Happiness = advantage = benefit = good = pleasure • Unhappiness = disadvantage = cost = evil = pain 1 -25 Copyright © Pearson Education, Inc. Publishing as Pearson Addison-Wesley 25

Principle of Utility (Greatest Happiness Principle) An action is right (or wrong) to the extent that it increases (or decreases) the total happiness of the affected parties. Total sum of pleasure = Negative or Positive 1 -26 Copyright © Pearson Education, Inc. Publishing as Pearson Addison-Wesley 26

Act Utilitarianism • Utilitarianism – Morality of an action has nothing to do with intent – Focuses on the consequences – A consequentialist theory • Act utilitarianism – Add up change in happiness of all affected beings – Sum > 0, action is good – Sum < 0, action is bad 1 -27 Copyright © Pearson Education, Inc. Publishing as Pearson Addison-Wesley 27

Highway Routing Scenario • State may replace a curvy stretch of highway • New highway segment 1 mile shorter • 150 houses would have to be removed • Some wildlife habitat would be destroyed 1 -28 Copyright © Pearson Education, Inc. Publishing as Pearson Addison-Wesley 28

Evaluation • Costs – $20 million to compensate homeowners – $10 million to construct new highway – Lost wildlife habitat worth $1 million • Benefits – $39 million savings in automobile driving costs • Conclusion – Benefits exceed costs – Building highway a good action 1 -29 Copyright © Pearson Education, Inc. Publishing as Pearson Addison-Wesley 29

Case for Act Utilitarianism • • Focuses on happiness Down-to-earth (practical) Comprehensive Workable ethical theory 1 -30 Copyright © Pearson Education, Inc. Publishing as Pearson Addison-Wesley 30

Case Against Act Utilitarianism • Unclear whom to include in calculations – In the highway example children in one side might find it difficult to cross the highway • Too much work • Susceptible to the problem of moral luck – Ex: Sending flowers to a patient and causing an allergy for him. This cost him much. Then your act is BAD. 1 -31 Copyright © Pearson Education, Inc. Publishing as Pearson Addison-Wesley 31

Rule Utilitarianism • We ought to adopt moral rules which, if followed by everyone, will lead to the greatest increase in total happiness • Act utilitarianism applies Principle of Utility to individual actions • Rule utilitarianism applies Principle of Utility to moral rules 1 -32 Copyright © Pearson Education, Inc. Publishing as Pearson Addison-Wesley 32

Anti-Worm Scenario • August 2003: Blaster worm infected thousands of Windows computers • Soon after, Nachi worm appeared – – Took control of vulnerable computer Located and destroyed copies of Blaster Downloaded software patch to fix security problem Used computer as launching pad to try to “infect” other vulnerable PCs 1 -33 Copyright © Pearson Education, Inc. Publishing as Pearson Addison-Wesley 33

Evaluation using Rule Utilitarianism • Proposed rule: If I can write a helpful worm that removes a harmful worm from infected computers and shields them from future attacks, I should do so • Who would benefit – People who do not keep their systems updated • Who would be harmed – People who use networks – People who’s computers are invaded by buggy antiworms (may make bugs to data or programs) – System administrators (detect and respond) • Conclusion: Harm outweighs benefits. Releasing anti -worm is wrong. 1 -34 Copyright © Pearson Education, Inc. Publishing as Pearson Addison-Wesley 34

Case for Rule Utilitarianism • Compared to act utilitarianism, it is easier to perform the utilitarian calculus. • Avoids the problem of moral luck • Workable ethical theory 1 -35 Copyright © Pearson Education, Inc. Publishing as Pearson Addison-Wesley 35

Social Contract Theory • Thomas Hobbes – “State of nature” – We implicitly accept a social contract • Establishment of moral rules to govern relations among citizens • Government capable of enforcing these rules – Ex: residents of Baghdad after Iraq Invasion – no social contract with the state. • Jean-Jacques Rousseau – In ideal society, no one above rules – That prevents society from enacting bad rules Copyright © Pearson Education, Inc. Publishing as Pearson Addison-Wesley 1 -36 36

James Rachels’s Definition “Morality consists in the set of rules, governing how people are to treat one another, that rational people will agree to accept, for their mutual benefit, on the condition that others follow those rules as well. ” Similar to Kantianism but rules are not to be universalized, but specific society should agreed upon. 1 -37 Copyright © Pearson Education, Inc. Publishing as Pearson Addison-Wesley 37

Kinds of Rights • Negative right: A right that another can guarantee by leaving you alone – Free Expression • Positive right: A right obligating others to do something on your behalf – Free education --- other must do something for you • Absolute right: A right guaranteed without exception – Free expression and right for life • Limited right: A right that may be restricted based on the circumstances – Free education limited to 12 th grade because of under budgeting. Correlation between Kinds of Rights • Positive rights tend to be more limited • Negative rights tends to be more absolute Copyright © Pearson Education, Inc. Publishing as Pearson Addison-Wesley 1 -38 38

John Rawls’s Principles of Justice • To avoid unequal distribution of wealth and power: – Each person may claim a “fully adequate” number of basic rights and liberties, so long as these claims are consistent with everyone else having a claim to the same rights and liberties – Any social and economic inequalities must • Be associated with positions that everyone has a fair and equal opportunity to achieve. – Ex: People with same intelligence, talent, …etc, should have the right to achieve the same position regardless of their social position. • Be to the greatest benefit of the least-advantaged members of society (the difference principle) – Ex: differences in Taxes according to income 1 -39 Copyright © Pearson Education, Inc. Publishing as Pearson Addison-Wesley 39

DVD Rental Scenario (using Social Contract Theory) • Bill owns chain of DVD rental stores • Collects information about rentals from customers • Constructs profiles of customers • Sells profiles to direct marketing firms • Some customers happy to receive more mail order catalogs; others unhappy at increase in “junk mail” 1 -40 Copyright © Pearson Education, Inc. Publishing as Pearson Addison-Wesley 40

Evaluation (Social Contract Theory) • Consider rights of Bill, customers, and mail order companies. • Does customer have right to expect name, address to be kept confidential? Privacy right. • If customer rents DVD from bill, who owns information about transaction? • If Bill and customer have equal rights to information, Bill did nothing wrong to sell information. • If customers have right to expect name and address or transaction to be confidential without giving permission, then Bill was wrong to sell information without asking for permission. 1 -41 Copyright © Pearson Education, Inc. Publishing as Pearson Addison-Wesley 41

Case for Social Contract Theory • Framed in language of rights • Provides clear analysis of certain citizen/government problems – Why to punish criminals? To protect lives…. • They have the right to liberty if they follow the rules • Workable ethical theory 1 -42 Copyright © Pearson Education, Inc. Publishing as Pearson Addison-Wesley 42

Case Against Social Contract Theory • No one signed contract • Some actions have multiple characterizations - Ex: Don’t steal. • Conflicting rights problem – Ex: Abortion - the privacy right of mother, against the fetus’s right to live. • May unjustly treat people who cannot uphold contract – Ex: Drug addicts – some countries put in prisons Other countries put in hospitals 1 -43 Copyright © Pearson Education, Inc. Publishing as Pearson Addison-Wesley 43

Comparing Workable Ethical Theories Theory Motivation Criteria Focus Kantianism Dutifulness Rules Individual Act Utilitarianism Consequence Actions Group Rule Utilitarianism Consequence / Duty Rules Group Social Contract Rights Rules Individual 1 -44 Copyright © Pearson Education, Inc. Publishing as Pearson Addison-Wesley 44