The Ethics of Lying Coursework Example | Topics and Well Written Essays - 250 words

The Ethics of Lying - Coursework Example m a Kantian perspective this is morally wrong, but a utilitarian perspective, where the peace of the dying person is seen as contributing to the well-being of the whole family or community, would be able to justify this as moral (Mazur, n.d.; Plante, 2011; Anscombe, n.d.; Johnson, 2008). Bullet Point 2: Kant would say, with regard to the ethics of lying, that in essence lying is wrong in all cases, and that the ethics of lying is not hinged on circumstances, but on its being always wrong regardless of the external factors. Even in the case of say, a man with a weapon asking where a person is, with the intent of killing that person, one is compelled by Kantian ethics to say where the person is. Yes the person will die in the hands of the man with the weapon, but to lie about where the person is hiding, or where he went, would be wrong according to Kant (Mazur, n.d.; Plante, 2011). Bullet Point 3: Deontological theory in essence weighs the ethics of actions based on certain rules or categories of judgment. One can say for instance that Kant’s ethical precepts rest on the application of certain rules, and falls within the realm of deontological ethics. This is in opposition to consequentialist ethics, where in essence the ethics of actions depends not on some universally applied standards but on circumstances, and the consequences of actions. This is the case for instance with utilitarian ethics (Alexander and Moore, 2011; Mazur, n.d.; Plante,

PGCE Unit 1 professional practice ( A reflective journal ) Essay

PGCE Unit 1 professional practice ( A reflective journal ) - Essay Example In further elaboration of the motivation phenomenon, Atherton (2004) defines it as "either intrinsic/expressive (doing something for its own sake) or extrinsic/instrumental (doing something for some other reason)." Contrary to Petty’s (1993) presentation, Atherton (2004) emphasises that motivation is not an indivisible whole but is comprised of two distinct forms. While Pettys (1993) assertion is largely true, he oversimplifies the complex phenomenon of motivation, in which instance one need turn to Atherton (2004) for a more accurate understanding of the mentioned. In further elaboration of the stated, while Petty has correctly identified the centrality of motivation to effective learning, he incorrectly identifies teachers as the primary instigators of motivation. In essence, Petty (1993:32) lays much, if not all, of the responsibility for the generation of motivation upon teachers whereby he defines this particular task as the "greatest challenge that many teachers face." This is an oversimplification of the phenomenon of motivation, implying that motivation is essentially extrinsic whereby, as noted by Atherton (2004) it is both intrinsic and extrinsic. A teacher, through the enthusiasm with which he/she approaches the information communication responsibility, can similarly enthuse learners and, through the creation of a positive learning environment, characterized by encouragement and trust, can enhance the confidence levels of individual learners, thereby injecting them with the motivation to learn. However, as may be observed, a teachers motivation-elevation capacities are limited to the extrinsic, while effective learning is predicated on the presence of requisite minimal levels of both extrinsic and intrinsic motivation. Petty does not admit to the explicated differentiation, rendering his observation only partially accurate. As language, literacy and numeracy skills vary