Jul 01, · The characteristics that philosophers tend to look for in other animals to determine whether or not they are morally considerable, according to Crary, are already infused with moral importance, “human beings and other animals have empirically discoverable moral characteristics” (my emphasis, 85) that are, as she puts it “inside Short and Long Essays on New Education Policy Essay 1 ( Words) - New Education Policy: Necessity and Objective. Introduction. The new National Education Policy came into existence on 29 July , after replacing the existing National Education Policy. The change in education policy is made after a gap of a total of 34 years + Words Essay on Honesty is the Best Policy. Honesty implies being truthful. Honesty means to develop a practice of speaking truth throughout life. A person who practices Honesty in his/her life, possess strong moral character
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The view is not only seen by many commentators as incomplete, but it carries a degree of rationalism that cannot be made consistent with our picture of Locke as the arch-empiricist of his period. For Locke, morality is the one area apart from mathematics wherein human reasoning can attain a level of rational certitude. For Locke, human reason may be weak with regards to our understanding of the natural world and the workings of the human mind, but it is exactly suited for the job of figuring out human moral duty.
In his Essay Concerning Human Understanding first edition ; fourth editionhereafter referred to as the Essay Locke spends little time discussing morality, and what he does provide in the way of a moral epistemology seems underdeveloped, offering, at best, the suggestion of what a moral system might look like rather than a fully-realized positive moral position.
This brings us to the second major stumbling block: Moral education essay Locke does provide us by way of moral theory in these works is diffuse, with the air of being what J, moral education essay. This is not to suggest that Locke says nothing specific or concrete about morality. Locke makes references, throughout his works, to morality and moral obligation. The first is a natural law position, which Locke refers to in the Essaybut which finds its clearest articulation in an early work from the s, entitled Essays on the Law of Nature.
In this work, we find Locke espousing a fairly traditional rationalistic natural law position, which consists broadly in the following three propositions: first, that moral rules are founded on divine, universal and absolute laws; second, moral education essay, that these divine moral laws are discernible by human reason; and third, that by dint of their divine authorship these rules are obligatory and rationally discernible as such.
On the other hand, Locke also espouses a hedonistic moral theory, in evidence in his early work, but developed most fully in the Essay. This latter view holds that all goods and evils reduce to specific kinds of pleasures and pains. The emphasis here is on sanctions, and how rewards and punishments serve to provide morality with its normative force. The trick for Locke scholars has been to figure out how, or even if, they can be made to cohere.
One might conclude, moral education essay, with J. In a letter written to Locke on September 16 th, Molyneux presses Locke to work on a moral treatise once he has finished editing the second edition of his Essaywriting as follows:. First of all, moral education essay, morality seems to have inspired Locke to moral education essay the Essay in the first moral education essay. This was, he explains, his first entrance into the problems that inspired the Essay itself.
But, what is most interesting for our purposes is just what the remote subject was that first got Locke and his friends thinking about fundamental questions of epistemology. James Tyrell, one of those who attended that evening, moral education essay, is a source of enlightenment on this matter—he later recalled that the discussion concerned morality and revealed religion.
For a book aiming to set out the limits and extent of human knowledge, this comes as no small claim. The amount of attention given to the question of morality itself would seem to belie its primacy for Locke. The Essay is certainly not intended as a work of moral philosophy; it is a work of epistemology, laying the foundations for knowledge.
The only other area of inquiry accorded this status is mathematics; clearly, for Locke, morality represents a unique and defining aspect of what it means to be human. We have to conclude, then, that the Essay is strongly motivated by an interest in establishing the groundwork for moral reasoning. However, while morality clearly has a position of the highest regard in his epistemological system, his promise of a demonstrable moral science is never realized here, or in later works.
It seems we can safely say that the subject of morality moral education essay a weighty one for Locke. However, just what Locke takes morality to involve is substantially more complicated an issue. Worse than this, however, is that the two views rely on radically different epistemological principles.
The conclusion tends to be that Locke is holding on to moral rationalism in the face of serious incoherence. Aaron and von Leyden both throw up their hands. Yet, it is curious that Locke neither claimed to find these strands incompatible, nor ever abandoned his rationalistic natural law view.
It seems unlikely that this view would be nothing more than a confusing hangover from earlier days. Locke introduces hedonism in order to account for the practical force of the obligations arising moral education essay natural law.
As Darwall writes. Thus, on this account, reason deduces natural law, but it is hedonistic considerations alone that offer agents the motivating reasons to act in accordance with moral education essay dictates.
For Locke, the very notion of law presupposes an authority structure as moral education essay basis for its institution and its enforcement.
The law carries obligatory weight by virtue of its reflecting the will of a rightful superior. That it also carries the threat of sanctions lends motivational force to the law. It is helpful to think of morality as carrying both intrinsic and extrinsic obligatory force for Locke. On the one hand moral rules obligate by dint of their divine righteousness, and on the other hand by the threat of rewards and punishments. The suggestion that morality has an intrinsic motivational force appears in the Essays on the Law of Nature and is retained by Locke in some of his final published works, moral education essay.
It is, however, a feature of his view that gets somewhat underappreciated in the secondary literature, and for understandable reasons—Locke tends to emphasize hedonistic motivations. Why this is will be discussed in section 4.
According to Locke, reason is the primary avenue by which humans come to understand moral rules, and it is via reason we can draw two distinct but related conclusions regarding the grounds for our moral obligations: we can appreciate the divine, moral education essay, and thereby righteous, nature of morality and we can perceive that morality is the expression of a law-making authority.
But, what, for Moral education essay, is required for something to be a law? Locke takes stock of what constitutes law in order to establish the legalistic framework for morality: First, law must be founded on the will of a superior. Second, it must perform the function of establishing rules moral education essay behavior. Third, it must be binding on humans, since there is a duty of compliance owed to the superior authority that institutes the laws Locke —4, Natural law is rightly called law because it satisfies these conditions.
For Locke, the concept of morality is best understood by reference to a law-like authority structure, for without this, he moral education essay, moral rules would be indistinguishable from social conventions.
For Locke, moral education essay, then, moral law is, by definition, an obligatory set of rules, moral education essay, because it reflects the will of a superior authority. Moral rules are obligatory because of the authority structure out of which they arise. But, this is not the only story Locke has to tell regarding the nature of our obligation to divine moral dictates. The set of moral rules that reason deduces are taken by Locke to be reflective of human nature. The rules that govern human conduct are specifically tailored to human nature, and our duty to God involves realizing our natures to the fullest degree.
In the Essays on the Law of NatureLocke draws a connection between the natural law governing human action and the laws of nature that govern all other things in the natural world; just as all natural things seem nomologically determined, so human beings are likewise law-governed.
Humans are not determined to the same degree as other physical and biological entities, but we are beholden to God to ensure that our lives follow a certain path. These laws are not only discoverable by reason, but in order to fulfill our function, humans are required to make use of reason to this very end. This view resurfaces in the Essaywhere Locke writes the following:. The greater effort we each make in refining our rational faculty, the more clearly each of us will discern the proper path to eternal salvation.
Locke seems to be aiming to establish a natural-theological basis for natural law, moral education essay. Why would this be so crucial for Locke? The laws governing our nature are discovered by reason and their content is specifically suited to human nature, moral education essay. Thus, for Locke morality is clearly and necessarily anthropocentric, moral education essay, understood by reference to human nature.
It is this latter aspect of morality that binds us to abide by the dictates of morality. Moral obligation is a matter, for Locke, of obedience to the rightful authority of God. But, how exactly is this done? For one thing, this process looks a great deal like mathematical reasoning, moral education essay. For Locke, moral rules are founded on a moral education essay set of principles, much like mathematical axioms.
The fundamental principles can be deduced rationally, and it is from these that we can further derive all of our moral duties. Morality is, therefore, demonstrable, moral education essay, a term indicating mathematical-style proofs wherein conclusions are derived from axiomatic foundations. The moral status of any action is then determined by comparing our behaviour against these demonstrated rules. But, we might ask, what kinds of ideas are moral ideas, and what sort of rationalist could Locke possibly be?
Moral education essay is a well-known empiricist; for Locke, the mind is a blank slate, the content of which is supplied exclusively from sensory or reflective experience. Locke famously espouses this empiricist view in the Essaybut holds it quite clearly also in the Essays on the Law of Nature. Moral ideas, moral education essay, for Locke, moral education essay, are fundamentally experiential in origin.
They are not directly so, of course, since we do not perceive something like justice or honesty directly. For Locke, the interplay of reason and sensation works as follows:. From perceptual simple ideas, we can generate complex moral propositions. This seems like a tall order, and Locke offers very little, in any of his moral education essay, by way of actually putting this moral reasoning process to work.
However, that is not to say that Locke is silent in this regard. There are places in his writings where Locke takes us through some moral demonstrations.
In the Essays on the Law of Naturefor example, Locke claims that, based on sensory experience, we can assert the extra-mental existence of perceptible objects and all their perceptible qualities. All such qualities can be explained by reference to matter in motion. Such regularity and beauty leads the contemplative mind to consider how such a world could have come about.
Such contemplation would lead any rational being to the conclusion that the world cannot be the result of chance, and must therefore be the product of a creative will. Note that Locke is moral education essay trying to demonstrate for us just how sensation and reason work together. The mind moves from ideas of sensation to what Locke considers logical conclusions regarding the creative force behind the world we experience.
But, our understanding of natural law is not founded solely in sensory experience. This reasoning goes as follows—the creative being, which sensation indicates must exist, cannot be less perfect than human will, nor can it be human, because our ideas of reflection tell us that humans are not, and cannot be, self-causing. Reason must conclude, then, that the world is created by a divine will—a superior power, which can bring us into existence, maintain us, or take us away, give us great joy or render us in great pain.
Locke concludes as follows:. Beyond this, the rational agent can deduce, through reflection upon her own constitution and faculties, that her natural impulses to protect and preserve her life, and to enter into society with others are faculties with which she has been uniquely equipped by God and by which she is considered specifically human, moral education essay.
Thus, by a series of steps from perception to reasoning about that perceptual experience, we are, Locke concludes, able to define our moral duties and regulate our conduct accordingly, moral education essay. In the EssayLocke develops this idea of the rational deduction of natural law somewhat further, setting it in the context of a more mature and coherent theory of ideas than we find in the Essays on the Law of Nature.
For Locke, all the basic contents of the mind are simple ideas. These are formed by the mind into what Locke terms complex ideas, which are combinations of simple ideas made in the pattern of our perceptions of things in the extra mental world, or according to a pattern created by reason moral education essay. Moral ideas fall into the second category of complex idea, falling under the technical heading complex ideas of modes.
Modes are a specific kind of complex ideas, created by the mind from simple ideas of sensation or reflection, but referring to no extra-mental reality.
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Oct 21, · Locke’s greatest philosophical work, An Essay Concerning Human Understanding, is generally seen as a defining work of seventeenth-century empiricist epistemology and blogger.com moral philosophy developed in this work is rarely taken up for critical analysis, considered by many scholars of Locke’s thought to be too obscure and confusing to be taken too seriously + Words Essay on Honesty. Honesty implies being truthful. Honesty means to develop a practice of speaking truth throughout life. A person who practices Honesty in his/her life, possess strong moral Importance of Education Essay. Education is one of the key components for an individual’s success. It has the ability to shape one’s life in the right direction. Education is a process of imparting or acquiring knowledge, developing the powers of reasoning and judgment. It
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