1. Define ethical terms and appropriately use the readingmaterial.

2.Demonstrate knowledge of major arguments and problems inethics.

3.Present and discuss well-reasoned ethicalarguments.

4.Apply ethical concepts to life-orientedsituations.

5. Apply critical thinking to readings in Ethics.

Discussion:

1. Ask several people of your choice to decide which of the twosituations best illustrates the essential elements of morality. Whois ethical in his/her actions? Would you point out Betty orPeter?

A)   Betty always makes personal sacrifices and helpsother people in need, but she is emotionally cold and indifferentto the needs of others. She does not enjoy helping other people,but she simply does it. She knows that it is her moral duty to helpothers who need help. In addition, she does not enjoy life either.She knows that life is not always fair. Furthermore, she feelsdepressed when she analyzes her own life.

B) Peter always makes personal sacrifices and helps other peoplewho are in need. He has a compassionate nature. Helping othersmakes him energetic and alive. He just likes to be helpful, andthat makes his day. He likes to feel good about himself. He likesto think that his actions might make a difference in someone’slife. In addition, he thinks that one day he may need help. Helpingothers could bring him help in the future. Also, he likes to saythat people are connected with each other. Nobody is a lonelyisland….

C) Who is a moral person? Who does an ethical job? Should we pointout Betty, or Peter? What actions are moral, according to Kant?Using critical thinking and Kant’s “Grounding of the Metaphysics ofMorals,” propose your interpretation and answers.

2. All discussion participants should apply excerpts from Kant’stext to this educational example with Betty and Peter. The purposeof this discussion is to stimulate analytical and synthetic skillsin learning. Thus, students should select different parts of Kant’stext (analytical skills) and propose relevant and text-basedconclusions (synthetic skills).