Scribd
Upload
12 views24 pages

Ethics Lesson 2

The document discusses the modifiers of human acts, which include factors like ignorance, fear, habit, violence, and passions that influence moral accountability and decision-making. It emphasizes the importance of understanding the object, circumstances, and intention behind actions to determine their morality. Additionally, it presents moral dilemmas faced by teachers, highlighting the balance between fairness and compassion in their decisions.

Uploaded by

maraangelaflores03112006
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
12 views24 pages

Ethics Lesson 2

The document discusses the modifiers of human acts, which include factors like ignorance, fear, habit, violence, and passions that influence moral accountability and decision-making. It emphasizes the importance of understanding the object, circumstances, and intention behind actions to determine their morality. Additionally, it presents moral dilemmas faced by teachers, highlighting the balance between fairness and compassion in their decisions.

Uploaded by

maraangelaflores03112006
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 24

Ethics

with Peace Education

Lesson Presentation
MODIFIERS OF HUMAN ACTS

Factors that influence man’s inner disposition towards certain


actions are called modifiers of human acts. They affect the
mental or emotional state of a person to the extent that the
voluntariness involved in an act is either increased or
decreased. This is significant because the accountability of the
act is correspondingly increased or decreased.
MORAL ACCOUNTABILITY

• Moral accountability is the state of being responsible for


one’s actions and consequences of those actions.
• Encourages thoughtful and careful decision-making
• Promotes social order and justice
• Enforced through sanctions and penalties, social pressure
and self-reflection.
SANCTIONS AND PENALTIES

Sanctions can be positive or negative. Positive sanctions


reward good behavior, while negative sanctions punish bad
behavior.
•Positive sanctions: Reward good behavior.
For example, a company that reduces its carbon emissions may
be eligible for tax breaks or government subsidies.
•Negative sanctions: Punish bad behavior.
For example, a person who commits a crime may be sentenced to
prison, fined,or have their driver's license suspended.
SANCTIONS AND PENALTIES

Penalties
Penalties are negative sanctions that are typically imposed by the
government or other authority figures.
•Civil penalties: Imposed by the government for non-criminal violations
of laws and regulations.
For example, a company that pollutes the environment may be fined by
the Environmental Protection Agency.
•Criminal penalties: Imposed by the government for violations of
criminal law.
For example, a person who commits robbery may be sentenced to prison
MODIFIERS OF HUMAN ACTS

1. IGNORANCE
Is the absence of knowledge which a person ought to possess

Types of Ignorance
• Vincible Ignorance
Lack of knowledge that a rational person is capable of
acquiring by making an effort
Example: reading the terms of service
MODIFIERS OF HUMAN ACTS

Types of Ignorance
• Invincible Ignorance
Lack of knowledge that a person has no way to obtain
Example:
A person who grows up in a remote village where there is no
access to education
MODIFIERS OF HUMAN ACTS

2. FEAR
Is the disturbance and apprehension of mind caused by
thought of impending evil.
MODIFIERS OF HUMAN ACTS

3. HABIT
Is the disposition of the mind and body for doing something
which is acquired through repetition of the same act. It may be
formed with or without knowledge of its morality
MODIFIERS OF HUMAN ACTS

4. VIOLENCE
An application of external force on the agent to compel him to do
something against his will.

If a person who acts violently because of violence they experienced is


found to be morally accountable for their actions, they may be subject to
criminal penalties. However, it is important to remember that violence is
often a cycle. People who experience violence are more likely to
perpetrate violence themselves. This is why it is important to provide
support and treatment to people who have experienced violence.
MODIFIERS OF HUMAN ACTS
5. PASSIONS
Are strong dispositions/emotions of a person to possess
something as good or tendencies to avoid something evil.

Types of Passion
1. Antecedent Passion
Are those that precede an act. Strong emotion that arises
spontaneously, without any conscious effort or forethought.
Factors: external stimuli
MODIFIERS OF HUMAN ACTS

Types of Passion
2. Consequent Passion
Are those that are intentionally aroused and kept. It is often
used to motivate oneself to achieve a goal or to overcome an
obstacle.
Factors: internal , such as thoughts, beliefs, and goals
FACTORS DETERMINING THE
MORALITY OF HUMAN ACTS
FACTORS

Most of the moralists agree that to judge the goodness or


badness of any particular human act, three elements must be
weighed from which every act derives its morality.
They are: the Object of the act, the Circumstances surrounding
the act, and the End or Intention that the one performing the act
has in mind.
FACTORS

The Object of the Human Act


It is that which the action of its very nature tends to produce. Or in other
words it refers to the effect which an action primarily and directly causes.

The Circumstances contextualising the Human Act


These include all the particulars of the concrete human action which are
capable of affecting its morality. They are such things as the person
involved, the time, the place, the occasion, which are distinct from the
object, but can change or at times even completely alter its moral tone
FACTORS

The End or the Intention of the Agent in performing a Human Act


The end or intention of a human act is the purpose that prompts one to
perform such an act. Every human act, no matter how trivial, is done with
some intention. It is the reason for which the agent performs a particular
act
FACTORS

1. Setting fire to hut of a slum-dweller is to burn whereas the end


might be revenge
2. offering a glass of water to a thirsty person to quench thirst
3. captured spy may commit suicide in order to safeguard the secrets
of the country
FACTORS

According to the moralists a human act is said to be morally good when it


is good in its object, circumstances and also in the intention, for it is
believed that an action is good when each of these three factors is
conformed to order (Bonum ex integra causa). If even one of these
determinants is contrary to order, the action will be bad, at least in part
(Malum ex quocumque defectu).
Moral Dilemma

1. A teacher has a student who is struggling academically and asks for


an extension on an assignment due to personal issues at home. The
teacher feels sympathy but knows that granting an extension could be
unfair to other students who met the deadline. Should the teacher
prioritize fairness or compassion for the student's circumstances?
Moral Dilemma

2. A teacher overhears a student confiding in a peer about bullying


behavior they are engaged in outside of school. The teacher struggles
with whether to report it, as it would break the trust of the student and
might affect their relationship. Should the teacher prioritize protecting
the student or intervene to prevent harm to others?
Moral Dilemma

3. A student tells their teacher about a potential threat of violence at the


school. The teacher must decide whether to maintain confidentiality or
report the threat to the authorities, potentially putting the student at risk
of retaliation. Should the teacher break confidentiality for the sake of
safety?
Moral Dilemma

4. A teacher has a favorite student who excels and is always engaged


in class. However, the teacher begins to realize they might be
unintentionally giving this student more attention or leniency than
others. Should the teacher address their bias and ensure fairness, even
if it means potentially distancing from the student they prefer?
Moral Dilemma

5. A student repeatedly disrupts the class, and other students are


starting to complain. The teacher suspects that the student's behavior
might be linked to an undiagnosed learning or behavioral issue. Should
the teacher prioritize discipline and enforce the rules, or take time to
investigate the root causes of the behavior and show understanding?
Thank You!

You might also like