Unit Five: Ethics and Citizenship

UNIT FIVE: ETHICS AND CITIZENSHIP
UNIT FIVE
5. ETHICS AND CITIZENSHIP
INTRODUCTION
Ethics is the most applicable body of knowledge that citizens need to deal about it. Ethics
teaches you about not only about morality but also how a person can make ethical
decisions, why he/ she need to be ethical. It is also extended to deal with the moral status
of policies on the environment and impacts of the policies on human lives.
This unit is devoted to informing you about concepts of ethics, morality, and perspective
in ethics, the reasons why citizens need to obey rules and regulations; and the approaches
to make rational and ethical decisions. In addition, the modern concept of development,
sustainable development and development ethics, Environmental ethics, principles of
environmental Ethics, professional ethics, and public service ethics are presented.
Objective
At the end of the Unit, Learners will be able to
 Develop skill critical thinking
 Critically evaluate the developmental policy of their country
 Identify their roles to fight unethical practices
 Develop positive attitudes towards environment and environmental protection
 Grasp the significance of state
BDU, FACULTY OF SOCIAL SCIENCES, DEPARTEMENT OF CIVIC AND ETHICAL STUDIES 154
Resource
 Alavudeen, A and… etal( 2008) Professional Ethics and Human Values. New
Delhi: Laxmi Publications(P) Limited.
 Boss, J.(1998) Perspectives On Ethics. London: Mayfield Publishing Company.
 Hospers, J.(1961) Human Conduct: An Introduction to the Problems of Ethics
 Frechette, Sh.( 1981) Environmental Ethics. U.S.A : The Boxwood Press
 Hayward, T.(1994) Ecological Thought: An Introduction. U.K: Polity Press
 Kegley, Ch. And .etal ( 1995) The Global Agenda: Issues and Perspectives. New
York: McGraw-Hill
 UNDP( 2003) Making Global Trade Work For Peoples. London: Earthscan
Publications.
LESSON ONE: UNDERSTANDING ETHICS
Introduction
Ethics is a branch of philosophy which deals with morality or morals. Morality in turn
refers to peoples beliefs about right and wrong, good and bad, punishment and desert and
so on, together with their actions in consequence of these beliefs. There are two
approaches that morality can be studied. Ethical relativism and Ethical Universalism.
So, in this lesson, the basic assumptions and differences of Ethical Universalism and
Ethical Relativism will be presented. In addition the difference between morality and
ethics will be shown.
Objectives
At the end of this lesson, you will be able to

 Define the concept of ethics
 Distinguish morality and ethics
 Identify the assumption of Ethical Relativism

 Identify the assumption of Ethical universalism
5.1.1 Definition
Ethics is a branch of philosophy which deals with morality or morals. Morality in turn
refers to peoples beliefs about right and wrong, good and bad, punishment and desert
and so on, together with their actions in consequence of these beliefs. Morality sets out
norms and customary rules to judge the actions, intentions of individuals and groups in
the society. It is some thing which is set by certain community or society. In every
community or society there are standards that serves as`` a litmus test to distinguish
``moral persons`` from immoral ones``. And moral persons are praised, rewarded and
privileged whereas the ``immoral`` faces condemnation or rejection.
So, morality is the object of Ethics to be dealt with. To that end, it attempts to provide
answers for the following questions:
What actions are right or wrong?
 What things are good or bad?
 What ought to be done and what ought not to be done?
Here, it has to be noted the methodology of ethics is not descriptive in away sociology or
anthropology does approach morals of society. Rather, it justifies morality through
logical reasoning. In doing so, Ethics prescribes or passes judgments as to what is right
or wrong, good or bad , and what ought to be done and what ought not to be done.
Generally, we can say that Ethicist systematically study morality by way of critical
reasoning so as to come up with the most acceptable and correct principles that ought to
guide the relations of human beings. The very reason of this is that Ethicist envisions a
society which is good, harmonious, peaceful, and free of domination, and prosperous.
Activity: 1
1. Please talk to elderly people in your locality and try to make inquiry of
moral principles which are believed to be golden-sacrosanct among
members of the community or locality?
5.1.2 Ethical School of Thoughts

 Dear student! Do you ever think that moral principles are uniform or divergent across
communities or societies? Why?
As you might have guessed, there are two schools of thought regarding this. These are
Ethical relativism and Ethical universalism.
Ethical Relativism
Ethical relativist believe that moral values and principles are created by, or, are relative
to, the people who hold the belief s. ( Boss, pp 29). The advocates of Ethical relativism
believe that morality is conventionally constructed by the human beings and hence varies
from society to society.
There are two main types of ethical relativism; namely ethical subjectivism and cultural
relativism. Both claims that humans, either individually or collectively, are the ultimate
measure of what is right and what is wrong. Ethical subjectivism states that morality is
simply the expression of individual opinions. What is right for you may be wrong for
me, depending on our respective feelings.
Activity: 2
1. To what extent the ethical subjectivism is valid and practical among
Ethiopian citizens? Do you think that individuals freely make decisions
and actions with out considering social norms?
The danger behind ethical subjectivism is that:

1) Individuals might not be critical of their own views and positions
even though they are wrong. Good citizens are those open minded ones
 who are ready to communicate their views, get listened and listen the
views of others which possibly might lead to adjustment of ones view.
2) Individuals might not give due respect to the golden values that have
been cherished by our society. As result individuals might face
condemnation and blame as immoral or bad.
The positive things you can learn from ethical subjectivism are:
 It helps citizens cultivate habit of self-confidence. Citizens value of the ``self`` will
be elevated that in turn motivates them to develop their personality and the society
 It gives freedom to citizens to exercise their rights which are provided by the
constitution. Among other things
 It empowers women. In Ethiopia, like any society, the marginalization of women has
been sanctioned by culture of the society. If moral rules reflect the preference of
individuals, every woman will not choose to live under masculine culture and
patriarchy!
Cultural Relativism, on the other hand, claims that societal norms, rather than the
opinion of isolated individuals, form the basis of morality. According to this view,
morality not only differs from culture to culture but may also change within a culture
over time. In order to know what is right and wrong, we only need to ask what are the
norms and customs of our culture.
As we learn from cultural relativism, there are no universal values by which we

measure the rightness or wrongness of an action or beliefs. Thus, one can confidently
argue that the moral value of one culture can not be judged to be any better or worse
than those of any other culture. Ethical relativism, particularly cultural relativism can be
considered as the bed-rock of multiculturalism.
Dear student! As you know Ethiopian society is so much diverse. About 80 linguistic
communities exist and over 200 dialects are spoken in Ethiopia. When we apply the
above view to our context, it’s ethically good to recognize and respect diversity. The duty
to respect the cultural diversity is not only limited to individual citizens. It is also the
responsibility of the state. State has a social responsibility to protect dying culture.
Activity: 3
1. Read the FDRE Constitution and identify those provisions related to the
cultural rights of Nations and Nationalities and Peoples of Ethiopia?
As it has been indicated in the constitution, Nation and Nationality and people of
Ethiopia has been entrusted with self-government rights, special representation rights,
linguistic rights and exemption rights which are referred as group differentiated rights.
Activity: 4
1. Analyzing a case
Mr ``X`` after graduating from one of the University, has been placed by
the Ministry of Education to Teach Civics and Ethical Education in the area
where kidnapping has for long been practiced. As he is single, he tried to
have life partner but failed. Over time Mr `x` realized that love marriage is
some thing un -common to the community. So, he decided to have a partner
through the widely practice way-kidnapping. He did not regret because
kidnapping is moral in the community in which he lives. Do you think that
Mr ``X`` is Ethical or un ethical person? Why?
Ethical Universalism
This view believes that moral principles exist independently of cultural context of
societies. It assumes that moral value and principles are not culture specific, rather it is
argued that moral principles transcends across societies. Among the advocates of
Ethical Universalism, Immanuel Kants contribution is paramount. Kant believes that
moral duties and rights are inherent to human nature regardless of particular culture.
For him ,the fact that human beings are endowed with the mental faculty to think and
reason out things as opposed to other animals which have only instincts. So, for Kant it
is reason, to use his term, the will, which makes human moral and obligates them to act
morally irrespective of their cultural backgrounds. Kant goes on identifying categorical/
absolute/ moral rules that guides human beings as: Not Killing, Not stealing, not
harming Human beings, respecting and treating human beings with dignity, not lying and
the like.
Kohl Berg, a famous psychologist argues that Ethical Education is very important to
make human beings ethical. She believes that moral education at university level helps
citizens to up hold universal Ethical principles. Some of the universal moral principles
include: Respect, Ethical tolerance, principles of justice/ fairness/, equality, respecting
Human Rights, accepting majority rule and minority right protection principles are
most required for individuals to live with differences. As these principles are not unique
to any community member, good citizens need to exhibit them to live in culturally
diverse societies like Ethiopia.
LESSON TWO: WHY TO BE ETHICAL?
Introduction
Society can not exist with out morality. Ethical rules guide the action and behaviors of
individuals and groups with in a society. Ensuring the promotion of the common good is
the very reason why one has to be ethical .the very existence of state and social
institutions fosters morality and ethics in the society. This lesson thus focuses on
introducing you about the reasons behind the existence and necessity of states and rules,
why morality and to be moral is critically significant to ensure collective interest.
Objectives
At the end of the objective, you will be able:

 Grasp reasons for being ethical and good citizen
 Describe the importance state and law
 Describe the linkage between , law, state and morality
 There can be no society with out moral regulation; man is man only
because he lives in a society; take away from man all that has a social
origin and nothing is left but an animal on par with other animals.
The above dictum clearly indicates that moral regulations are what make society a
society. Society is not just a collection of individuals; it is much more than that. It
involves set of rules, in addition to individuals and groups, which guides social
relations by way of shaping the behaviors of individuals and groups in a society. In
society morality serve as bond that defines the roles/duties/ and function of members.
In Derkheim words, morality makes every member of society to be `` charitable and just
towards our fellow men, to full fill our tasks well and to work towards a state where
every one is called to full fill the function he performed best and will receive a just
reward for his effort. Morality then is a necessity to have a healthy and well functioning
society.
Activity: 1
1. List out the possible consequences in a society wherein morality
declined?
Let us come to our central question: Why should we do right acts?
Commonly the answer forwarded for this question revolves around the following
points; namely: Self –interest, Divine Command, and the Common interest
Self- Interest
The most usual answer, and the most popular answer, for the above question is because it
pays to do so-because it will, latter if not immediately, turns out to be to our interest to
do so. We often are told to be helpful to people when they need help anticipating that
they will help us when we need their assistance. So, our motive to pro social behaviors
can be the expectation that we will realize some gains or avoid some loss. We may
behave morally to gain material benefits, social approval, and honor, or to escape
group sanction, social disapproval, and ostracism.
Activity: 1
1. In our child hood we are leant to be honest, loyal, and the like. Is that
because honesty, loyalty….pays in the long run or is that because
these virtues are good by themselves?
Devine Command
The belief that The Creator will reward or punish us can have powerful motivating
factor to respect moral rules. Religious teachings and dogmas have highly influenced
moral practice of human beings. Despite the prevalence of many religious sects in the
world, there seems to be commonalities with regard to their teachings. All Preaches
about human dignity, respect, tolerance, compassion/ altruism/, Truthfulness. Some
religions like Buddhism also teaches about the dignity of all living sentient-Animal do
have respect as human do have. Hinduism and Budism have peculiar emphasis on the
importance of wisdom-knowledge and perfection. Thus, we can say for sure that
Religious teachings have significant in inculcating moral rules in human mind.
The Common Interest
 Morality is not of course identical with following self interest. If it were,

there could be no conflict between morality and self interest and no
point in having rules overriding self interest. John Hospers
Hospers goes on elaborating the need to be moral as follows: <<…..We should be moral
because being moral is following the rules designed to overrule self-interest whenever it
is in the interest of every one alike that every one should set aside his interest>>
Suppose that you are playing a game and when you play it you agree up on certain rules.
You cannot change the rules in a pinch just because the game is going against you. You
play the game to win but to win you must abide by the rules. To the extent that that you
cheat, you are not playing the game at all. If you are interested enough to play, you
probably have an interest in continuing the game. Yet the game can be continued only if
you play by the rules. The game of life is one which we all have to play in one way or
another. Nor can we play it alone, for we are surrounded by other people who also must
play the game. What then is the best means of playing it-best for all of us? As long as we
are all together on this planet, is not it better for all of us to find some arrangement
whereby we can live together in such a way that we can each pursue as many of our own
interest as possible yet not prevent others from perusing theirs? To live in such away we
all have to stick to certain rules. Certain kinds of rules-those requiring us to consider the
safety and well-fare of others and those prohibiting us from aggression against them-will
operate to our mutual advantage; that is why we should be obey them.
Consider two groups of people. In the first group the people live by certain rules-they
refrain from killing, cheating, stealing and committing acts of aggression against one
another. In the second group the people do not wish to be tied down by any rules-they
commit acts of aggression against one another with no punishment other than retaliation
from the injured party. Among the above case, the first group live better of than the
second one. In the second case people live under constant fear of aggression and
insecurity.
Social Contract Theory
Social contract theories have some thing to tell us about the significance of moral rules
and moral agency-state. This theory shows the how moral rules and state is a necessity to
have civilized or better society. Let us briefly discuss the contribution of Thomas
Hobbes, John Lock, and Jean Jacques Rousseau.
Thomas Hobbes
Hobbes begins his account of morality, politics and state by examining the nature of
human beings. He sees human beings as self-seeking animals that pursue their own desire
and seeks to avoid that which provokes discomfort. He argues that in seeking to satisfy
their own desire human beings inevitably come into conflict with other human beings
pursuing their own goals. Men and women, according to Hobbes, have a natural right to
whatever they can obtain. Conflict is endemic given the tendency for rights to clash.
Above all, human beings in this condition fear they will not be able to pursue their
desires. They fear that their power to achieve their goals will be taken away. They fear
death at the hand of another. For Hobbes the only way to come out of such condition is to
form political association-state and set out moral rules that are essential in ensuring
peace, stability and order. For him, a sovereign government is essential to every citizen,
and the absence of which will make life worst- to use Hobbes words, short, brutish and
nasty.
John Locke
John lock calls up on the establishment of government based on the consent of the people
as life will not be complete with out it. Locke do believe that life in the state of nature-a
hypothetical condition characterized by absence of government, though not chaotic as
Hobbes envisioned, rights and liberties of human beings will not be respected. So, Locke
argues that human beings freely come to association and form a government through
their consent. For Locke, the government that is established by the consent of the people
has a responsibility not only to ensuring peace and stability, but also to respect the rights
and liberties of citizens.
J.J. Rousseau
Rousseau, in his Social Contract, believes that the establishment of government or state
ensures the freedom of citizens. In the absence of state-state of nature, the real interests
and freedoms of human beings will not be realized. Individuals will pursue their self
interest with out giving concern for the interest of the whole- ``the general will``. For
him, human beings are to abandon their natural self-love and independence for the
achievement of the General will- collective interest. Citizens are believed to be duty
bounded to give priority to the common interest than self-interest.
Dear student! What do we learn from the social contract theorist?
We can put the whole idea in two the following points. First, moral rules don’t reflect
mere preferences of individuals rather they reflect the interest of every body which in
turn requires every one to be abide by them. Secondly, State is a necessity to ensure
peace, order and enforce morality. And thirdly, it is in the interest of every body to
accept and respect rules and regulation. The freedoms and rights of citizens will be
guaranteed and safeguarded by the state.
 In general in a society wherein morality is declined, crime, death,

looting, instability, social deviance, suicide, human right violation/
gross human right violation/ , corruption and other socio, economic and
political crises will prevail.
Activity: 2
1. Discuss roles of social institutions in creating healthy and morally
balanced citizens?
LESSON THREE: HOW CAN WE MAKE ETHICAL DECISIONS AND

ACTIONS?
believes that the establishment of government or state
ensures the freedom of citizens.
Introduction
In real life conditions we may get difficulties to always do the right thing. What we often
considered as right and correct might put us in difficult condition with others and affect
our social relation adversely. Individuals could give their own justification to testify that
they are Right or correct! This lesson is will bring you to the debates and perspectives of
deontology-duty Ethics, teleology-consequentialism, and prima facie Ethics
Objectives
At the end of the lesson, you will be able to:

 Acquainted with deontological approach to reasoning skills
 Acquainted with teleological perspective to Reasoning skill
 Develop practical skills to make ethical decision
We often claim that we make right decision and actions. We regret when we make wrong
decision and action. The ethical nature of our action and decision, however, is very much
dependent upon our notion of ``Good`` and ``Bad, `` Right and`` wrong``. Before we see
how human beings judge the morality of their actions, let raise some puzzling questions:
What things are good or bad?
Dear student! There are things which we consider good or desirable for their result-for
what they lead to. There are also things which we consider good not because of what
they lead to but because of what they are in themselves: this are considered as worth
having or perusing not merely as way of getting other things but because of their own
intrinsic nature. The first kind of good is called instrumental good because the good ness
of these things lies in their being instruments towards the attainment of the other things
which are considered good not simply as instruments. The second category of good is
called intrinsic good because we value these things( what ever they may turn out to be)
not for what they lead to but for what they are.
Activity: 1
1. Please List out things that are intrinsically good and instrumental good?
Good! Have you ever think of the opposite. Yes, there are things which are
instrumentally bad and intrinsically bad. Some things can fulfill both qualities. In our
country things such as Female Genital Mutilation, early marriage, kidnapping, abduction,
Ignorance, poverty, corruption, murder some of the things which are considered to be un
ethical or bad or evil practices which are to be eradicated.
Activity: 1
1. Female Genital Mutilations, early marriage systems, female abduction
have been practiced in some part of our society. These practices seemed
to be accepted and moral principles in such localities. How can you
justify that such actions are un-ethical or bad?
There are two dominant, of course contending, perspectives that deal with as to how we
measure the rightness or goodness of actions. These are: Teleological/ consequentialist
arguments, Deontological Perspective, and thirdly commonsense Ethics.
3.1 Consequentialism
Consequential arguments focus on the consequence of the action in order to measure the
rightness or wrongness of an action. Accordingly an action can be right if it promotes
or brings good results. So to come at right decisions, we need to weigh the cost and
benefit, or the good side and bad side of the action, and then pass our judgments. In
line with view there are three strands of consequentialism. These include utilitarianism,
egoism and altruism. Let us elaborate each of them in the following manner.
3.1.1. Utilitarianism
 Actions are right in proportion as they tend to promote happiness,

wrong as they tend to produce the reverse of happiness. John Stuart
Mill
According to utilitarian an action can be right if the consequence of doing the action is
more favourable than un-favourable to every one. Mill argues that morally right rules
brings overall happiness to every one concerned. And hence he is categorized as Rule-
Utilitarians.
Another influential ethicist is in this tradition is Jermy Bentham. An action is moral if

it promotes pleasure and wrong if it brings pain. So, for Bentham the calculation of
pain/ pleasure is very important to decide the moral status of human action. Bentham `s
famous principle is what he coined it as ``the Greatest happiness for the greatest
number`` it meant that the summation of individuals give rise to the aggregate
happiness and an action that promotes the interest of the majority or every one is
morally right and hence every body has to do the same. From this principle we can
deduce that the morality or effectiveness of any policy need to evaluated in terms of
its benefits to the society. Benthem’s principle is referred as Act-Utilitarian.
Dear student! What do you learn from utilitarian perspective? We can learn many things.
As you know life is choice. You are their to choose among different paths of life. To
choose the right path and consequently be successful, you got to see things from different
things.
 Act utilitarian tells you to test the beauty of things through practice,
experiment than mere theory. Perfection comes through practice!
More often some people are reluctant to start a certain business project. They loss
courage through mere talk and speculations of risks. Obviously such individuals can
not be successful business men. A successful business person is risk taker!
3.1.2. Ethical Egoism

Ethical egoism is a sub section of consequentalism. According to this view the morality
of an action is determined in reference to the doer of the action. It holds that an action
is morally right if it maximizes the interest of the doer of action. Here morality is
understood as mere reflection of individual preference with out giving due regard to the
preferences and interest of the other.
What do you think the danger of ethical egoism? Dear student! More often corruption
occurs when individuals are trying to satisfy their own interest with out giving prior
regard to the interest of others- the common interest.
3.1.3. Ethical Altruism

 True kindness presupposes the faculty of imagining as ones own the
suffering and Joy of others. Andre Gide
According to this view an action is morally right if the consequence of the action is
more favourable than un- favourable to the society except the doer of the action. Here
moral actions are motivated by sympathy and compassion to others especially the
disadvantaged section of society. This is an important virtue of good citizenship. A civic
-minded person show readiness and commitment towards promoting the collective
interest than individual interest.
Activity: 2
1. Why do you think is the reason why citizens/ soldiers/ die for their own
country?
3.2. Deontology
 Most people know what is right. The problem comes in doing what is
right. Immanuel Kant
The second major perspective which is relevant to critically analyzing moral issues in our
day to day life is deontology. The rightness of an act dependent not on the consequences
to which it leads but on its own inherent nature. Some times actions that we take to
achieve some other goals might be bad. To be a topper in the class, for instance is
definitively good. But some times some students will be toppers through cheating exams.
As you know cheating is one of the immoral practices we teachers need to fight.
Deontologists are telling us that the morality of an action should not be measured in
terms of its consequences. Instead, actions should be weighted by themselves. Kant
explains the only thing that is good with out qualification is what he calls the Good Will.
Hosper presents the notion of good will as crisp as possible as: A good will is good not
because of what it performs or effects, not by its aptness for the attainment of some
proposed end, but simply by virtue of the volition-that is, it is good by it self, and
considered by itself is to be esteemed much higher than all that can be brought about
by it.
What is morally good, thus, is to act from the good will-which refers to fulfilling ones
duty regardless of the consequences of actions. Kant believes that human beings are
endowed with the mental faculty to reason out. Reason helps them to distinguish moral
acts from the immoral ones. The problem comes, as indicated above, in doing what is
right.
 The basis of morality is duty. And duty means acting from the Good
will.
Kant suggested some principles as guide line to make moral action. The first criterion is
consistency. You need to be consistent in your action. For example, truth telling is
morally right and acceptable among human beings. So, you can not be truthful in one
context and lie in other context. What Kant is telling us is that human beings should not
be layers at any circumstance. Lying, stealing, killing, cheating and the like are
absolutely wrong and can not be justified at any rate.
The other principle is what is called the reversibility principle. It implies that acting
from the will is just like of acting of universal law for others. Because it is when we are
moral that others can be moral. If for example you violate the law, because it is in the
interest of your self, you break the law and let others do so.
In Kants words: Act only on that maxim through which you can at the same time will that
it should become universal law. The other principle related to this is the issue of respect
of human beings. Kant holds that an action is morally right if-and again, only if –when
performing the action, a person does not use others as a means for improving his or her
own interest.
Dear Learner! What do you learn from the last principle? Yes! We learn that human
beings need to be respected. We should not use some one as an instrument to kick our
advantage or goals. If we do so that is not only human right violation, but it is
corruption. It is like embezzling public property for ones own sake! And we know that it
is immoral practice.
For Kant psychologically healthy person can not commit either of them, if he did so,
that will be under emotional state of mind, he will regret soon! Thus he might not be
healthy.
So, think before you do some thing!
Dear learner! The following practical examples are worth reading to understand
Deontology.
Duties are not some thing you perform as per your inclinations or tendencies or interests.
In fact inclinations, intentions may pull a person to do things. Yet these are temptations
that might result in regret. Reason need to guide the action of human beings, not passion
or motives. More often duty pulls you one way and inclination pulls you another, and the
test of your moral character is whether you are strong enough to follow duty in spite of
your strong inclination not to do so.
Let say that it is your duty to keep certain promise that you have made but that you don
not desire to do so; your inclination is to forget about the promise, especially since
keeping it would cause you considerable inconveniences. Here is a asset of whether you
are acting from duty or from inclination: if you keep your promise any way, in spite of
your inclination to the contrary and simply because it is your duty to do so, then you are
acting from duty and your action has moral merit: but if you forget about the promise,
then of course you are acting from inclination and hence you are immoral.
Activity: 3
1. Can you see weaknesses of Deontological Ethics? Identify the faults of
deontological Ethics?
3.3. Prima Facie Duties
We are now in a position to try to mediate between the ethical view of Kant and those of
the consequentalism. Kant`s criterion of unveraslizablity has some merit-it does seem
that if some thing is right for one person to do, it would be equally right for every one
else in the same position, and that is wrong for a person in applying a amoral rule to
make an exception for himself. But Kants advocates absolute rules as: Don’t Kill, Don’t
steal, Don’t steal, Don’t break Promises etc. there is no problem with these principles.
But some times, as David Ross summits, breaking promises or telling lies might save the
life of the individual and hence is morally acceptable. As Plato says, you can not be just
in returning a spear to a person who has gone crazy. But in normal circumstance refusing
ones due is immoral and an acceptable.
Common sense Ethics as developed by David Bross tries to bridge the weakness of
deontological and teleological ethics.
Activity: 4
1. Suppose that two men, your father and stranger, are both trapped in
burning building: there is time to rescue (at most), only one of them, and
you are the only person nearby. Your father, though he is dear to you
personally, is a man of no particular consequences for the world: the
other man is great scientist who, given a few more years of life, is likely
to do more than any one else in the world in the fight to cure AIDS.
There is no doubt that the stranger would do far more good for the world
than your father. Which would be your duty to rescue?
There is hardly any doubt that utilitarianism is committed to saying that you should
rescue the stranger and let your father burn. But most people don not agree they would
say that you would rescue your father. The stranger might rescue the scientist. So
utilitarian might work in some condition. What about Kantian theory. Kant principle does
not seem applicable in this context.
It is against this background that Prima facie duty is relevant. In this regard, William
David Ross has postulated the following two principles: These are: 1) duty has personal
character, and 2) duty can be past and future looking
Duty has a far more personal character than would appear from the utilitarian account.
Though we have a duty to maximize the good, we also have a duty to specific people. For
example we have a duty to our parents, families, for our community and our country. All
these entities have done some thing for us. We might, some times, be forced to violate
some moral principles for the sake of the good of the whole.
Activity: 5
1. Respecting Human rights is morally good. But their are situations and
compelling circumstance that some rights get suspended. Whys do you
think this happens? What compelling circumstances lead to such
suspension in Ethiopia?
Duty is past looking as well as future looking. To large extent duties arise from different
direction and context. Here are some lists of prima-facie- duties:
Fidelity: every body has duty keep promises/ or contract, others commitment, which they
have voluntarily made and undertaken
Reparation: every body has a duty of reparation for previous wrongful acts they have
done on others.
Gratitude: If others have done good to me, I owe them a debt I return-a duty of
gratitude.
Duty of beneficence: that is, of promoting the maximum possible intrinsic good or
promoting the common good/welfare of others.
Non- maleficence: the duty of refraining from doing people harm.
A duty of justice: every body expected to be fair and just in the treatment of citizens.
This principle is not limited to procedural justice, but it also refers doing distributive
justice.
Duty of self-improvement: Every one of us is expected to improve our selves and be

competent enough. Don’t forget that a good citizen is self-reliant and creative. With out
the creativity and diligence activities of citizens, it is not possible to achieve social and
economic betterment of life.
To this it can be added that citizens have a duty to help their parents, communities and
the country. You know all of us, probably, will not reach at the current position had it not
been for the help and continuous assistances of our families, neighbors, communities and
the country. So, we have a responsibility to contribute and pay back the credit
Dear Learner! What do we learn from common sense Ethics? Morality is contextual.
Some times we face dilemma to choose among moral principle. For example being loyal
is good, so is keeping promises. When, for example, we expose the mal practices that are
done by our closest friend, we might be exclaimed as hero and the most loyal person to
our country. Yet such episode might be interpreted as < immoral > which is not expected
from a friend. So in such dilemma we have to choose certain principle taking different
things and circumstances in to account.
LESSON FOUR: DEVELOPMENTAL ETHICS
Introduction
The concept of development is one of the most slippery concepts to define. Despite
theoretical controversies the notion of development refers the measure of the economic
development which can in turn be understood in terms over all increment of the
production of goods and services. Material progress, measured in terms of GNP /GDP
has been seen as out come of development. However such notion of development has
been debated by developmental Ethicists. Economic growth per se should not be a
measure of development unless it benefits the poor and the marginalized peoples of the
world. Developmental ethics calls for development which is comprehensive in its
meaning and application. So, good development benefits all.
This lesson thus deals with the concept of development, model of development, debates
on developmental ethics, scopes and principles of developmental ethics. The lesson also
describes the Millennium Development Goals and explains the role of state in
development
Objectives
At the end of the lesson students will be able to:

 Define the concept of development and developmental Ethics
 Grasp the evolving nature of development
 Identify models and principles of development and developmental Ethics
 Explain the roles of state in development
 Describe the Millennium Development Goals
5.4.1 Understanding the Concept of Development
The concept of development is one of the most slippery concepts to define. Despite
theoretical controversies the notion of development refers the measure of the economic
development which can in turn be understood in terms over all increment of the
production of goods and services. Material progress, measured in terms of GNP /GDP
has been seen as out come of development. As a matter of policy the notion of
development has been widely used in the second half of twentieth century. It has come to
refer to mainly to process of change occurring in the newly independent countries of the
third world.
Modernization theorist, that emerged since 1950 & 60 argue that a wholesale change
must take place in underdeveloped countries in order to break the vicious circle of
poverty, ignorance, and low productivity. Not only the economy had to be transformed,
but also the education system, the way of thinking, acting and living. Economic
development policy in the developing world was patterned after developed countries
policies, or development experience. It happens therefore, that development thinking has
its cultural home in the European enlightenment and got expanded to the rest of the
world.
Development can not be conceived of with out a notion of its opposite, whether it be
underdevelopment or non development—many development theories have strong view
that the opposite of development is non development or underdevelopment which is

represented as backwardness, stagnation and , above all, tradition. Tradition-culture in
general had not been considered as some thing valuable manifestation of human
civilization, rather it had been portrayed as an obstacle or hindrance to human progress or
economic development
Activity: 1
1. Do you believe that culture is the cause for the under development of
developing countries, including Ethiopia? Please argue for or otherwise?
Development as Fulfilling Basic Needs
The idea of basic need was originated in response to the failures of development policy
and discourse that had been put forward by modernization theories. Mere economic
growth was not able to achieve human progress. it had benefited the few and the already
privileged once. Particularly the gap between developed west and the rest became
glaring. It is in response to the failure in the growth approach of development that basic
need approach was adopted by international organizations.
 The basic needs approach to development call attention to the

fulfillment of the basic needs of the poorest of the poor in developing
countries. It assumes that basic needs of the poor are water, food, health
and thereafter education, work, and political participation.
Development as Human Development
This approach has strong assertion that the goal of development is to create an enabling
environment for people to enjoy long, healthy, creative lives. We can not talk about
development with out the conditions and lives of people.
The preoccupation of development with economic growth has pushed people to the
periphery of development discussion. The basic need theory does not address the basic
development concern of human beings. It allows only the poor to have their minimum
requirement get fulfilled.
 People constantly make choices-economic, social, political, and cultural.

The ultimate aim of development is not to create more wealth or to
achieve higher growth. It is to expand the range of choice for every
human being.
Thus human development is concerned with enlarging choices and enhancing their out
comes-and with advancing basic human freedoms and rights. Defined in this way, human
development is a simple notion with far reaching implications. People’s choice is
enlarged if they acquire more capabilities and have more opportunities to use them.
Choices are important for current as well as future generations. For human development
to be sustainable, today’s generation must enlarge their choice with out reducing those of
future generations. Though important economic growth is a means of development-not
the ultimate goal. Higher income makes an important contribution if it improves peoples
lives. But income growth not an end. Development must be focused on people and
economic growth must be equitable if its benefits are to be felt in people’s lives.
Gender equality is at the core of human development. a development process that

bypasses half of humanity –or discriminates against it limits women’s choices. By
focusing on choices, the human development concept implies that people must participate
in the processes that shapes their lives. They must help make and implement decisions
and monitors their out comes. Human security is distinct from but contributes to human
development. Security means safety from chronic hunger, disease and repression. It also
means protection from sudden harmful disruptions in the patterns of daily life. In an
economic context, protects people from threats to their incomes, food security and
livelihood.
Human development treats peoples as the subject of development, not as object. It is in

light of this, the Un adopted MDGs. The goals set numerical, time-bound targets for
advancing human development in developing countries, including halving extreme
income poverty and hunger, achieving universal primary education and gender equality in
primary education, reducing under-5 mortality by two –third and maternal mortality,
reversing the spread of HIV/AIDS and other major diseases, and halving the portion of
people with out access to safe water. These targets are to be achieved by 2015, with
reductions based on levels in 1990.
Activity: 2
1. Which do you think comes first in Ethiopia, Human development or
Economic growth? Try to indicate the linkage between them?
Development Ethics
Development ethics is concerned with the moral status of development. It is a normative
and rational investigation of development discourses and practices. One of the
proponent of such discipline , Denis Goulet has defined development ethics as the
study of development on the value questions as to what is the relation between having
goods and being good in the pursuit of the good life; what are the foundation of a just
society; and what stand should society adopt toward nature. Goulet strongly criticized the
growth approach to development which gives priority to the accumulation of wealth
than distribution and betterment of human life. For him, development was meant to
bring happiness and good life to human beings. Yet development as propounded by
modernization theory and Marxists has failed to create a just society.
Another developmental Ethics, Libert has given a normative meaning of development as

``human ascent in all sphere of life-economic, political, cultural, personal, and
spiritual``.
 Development means all encompassing improvement or ascent of human

life in socio-cultural spiritual and economic domain of life.
Libert calls for solidarity among societies of the world to bring social ascent. He argued
that underdevelopment is a symptom of world wide crisis in human life and hence it is
not the problem of developing countries themselves. And the solution must be sought
through solidarity.
Activity: 3
1. Do you think that developing countries do have a responsibility to provide
aid and do cancel debts to developing countries? Why?
Dear Learner! Despite the various debates among scholars, developmental ethics as a
new discipline attempt to answer many questions related to means and ends of
development related to`` third world`` countries development problems and issues as:
poverty, justice, autonomy, solidarity and the like. Particularly it attempts to address the
following questions as: what should count as good development; how should benefits and
burdens of development distributed and who should be responsible to bring
development?
Activity: 3
1. Is aid relevant to achieve economic development or not? Discuss the
negative and positive effects of aid on the society?
Dear learner: what do you think is good development? Providing clear cut answer for
the question is difficult. You would say that development by itself is good, irrespective of
its consequences. Of course traditionally the term development used to describe the
condition of economic advancement measured in terms of total production of goods
and services. So, in this regard scoring better GNP/GDP Or per capita might be enough
so to say good development. By the same token, economic recessions, stagnation or
deterioration could be termed as bad. Such judgment, however, is profoundly caught
with fallacy. First and for most, such description doesn’t tell us the beneficiaries, or
otherwise, victims as result of recession or economic boom.
From this perspective, one can conclude that growth is considered as the end by itself.
One can also argue taking the human agency in to account. We can talk of development
as good or bad taking the positive or negative consequences of it.
Economic growth is necessary but insufficient for human development.


And the quality of growth, not just its quantity, is crucial for human
well-being. Growth can be jobless, rather than job creating; ruthless,
rather than poverty reducing; voiceless, rather than participatory;
rootless, rather than culturally enshrined; and futureless, rather than
environmentally friendly. Growth that is jobless, ruthless, voiceless,
rootless and futureless is not conducive to human development.
As you see the quotation in the above box, economic growth is necessary but it is not
sufficient. If the society is not benefited growth per se is valueless. You remember the
view of utilitarianism? Yes, a policy to be considered as moral and good, it has to
promote the happiness/interest/ of every one. You may say that meeting the interest of
every one is impractical. Yes, as a matter of practice, it is difficult. But in principle
development has to benefit every one and every citizen has to work towards that.
Fair distribution of benefits and of courses burdens could be considered as an aspect of
good development. On the other hand there are subjective issues like spirituality and
cultural factors needs worth attention. As you might remember, the notion of
development is a western project, which was introduced by the west to rest. It indeed is
caught with western values and attitudes, while undermining the culture of developing
countries as backward. So conventionally development has been the factor behind the
cultural marginalization of developing countries.
As Libert aptly put it: “Development evokes cultural as well as economic, social, and
political fulfillment. It is the great ascent” toward new civilizations in which all human
beings have enough goods to be fully human>>. So as the scholars asserts, when we talk
about development or modernization, it dos not necessary mean westernization-pursuing
the cue of west model of development. Rather it implies having self esteem-self
confidence in ones culture and showing due respect and solidarity to others. Thus, blind
imitation of the west might bring huge psychological frustration leading to

underdevelopment.
Libert has identified three hierarchies of needs that need to be fulfilled to have a human
ascent of human life-good development:
Essential subsistence needs (food, clothing, housing, health care, and the like);
Needs related to comfort and amenities that make life easier (transportation,
leisure, labor-saving devices, pleasant surroundings, and so on);
 Needs related to human fulfillment or transcendence, whose satisfaction
confers heightened value on human lives (cultural improvement, deeper
Spiritual life, enriching friendships, loving relationships, rewarding social
intercourse, and so on). These may also be called ‘enhancement goods’; they
enhance human societies qualitatively and find their expression in cultural or
spiritual achievement. The policy implications that flow from this vision are
obvious:
 Basic development efforts must place priority on ensuring for all persons
sufficient goods of the first category. This priority ought to dictate investment
decisions, the kinds of social institutions adopted, the mechanisms of world
resource exchange, and the allotment of scarce goods to competing groups.
 Sufficiency at the first level must not be pursued to the detriment of goods
related to human fulfillment. Lebret insists, however, that the satisfaction of
basic subsistence needs is the prerequisite or infrastructure upon which human
creativity and expression normally depend if they are to flourish.
 The second category of goods, ranging from goods that are relatively useful to
those that are luxuriously wasteful, is not totally useless but should be clearly
subordinated to the others.
Dear learner: the international community has reached consensus to fulfill basic needs
through eradication of poverty and disease. Such solidarity has been reflected in the
adoption of Millennium Development Goals/MDGs/ by 2000.
 The Eight Millennium Development Goals

 Eradicate extreme poverty and hunger by 2015
 Achieve universal primary education by 2015
 Promote gender equality and empower women
 Reduce Child Mortality
 Improve maternal health
 Combat HIV/AIDs, malaria and other diseases
 Ensure environmental sustainability
 Develop a global partnership for development
The Ethiopia has been working hard to meet the MDGs since the adoption of the goals.
From the very beginning the country has harmonized these goals into its poverty
reduction and sustainable Development Policy. As the countries GDP is growing since
the last six years, the country seems to be in a better position to meet them. So far With
regard to the first three goals the country has achieved remarkable performance.
One of the challenges about the implementation of MDGs is that developed countries has
failed to keep their promises-words made to play their solidarity role in the development
endeavors of development countries in general and our country in particular. Developed
countries do have an obligation to provide financial assistances in the fight against
poverty and underdevelopment. That is not a charity, but it is moral obligation as they
were partly the cause for the underdevelopment of developing countries during the past
(colonialism) and even now-in the form of neocolonialism. Truly speaking colonial
legacies are still kept intact hindering Africa to choose its own destiny.
Another puzzling questions Developmental Ethicists raise is the following: who should
be responsible for bringing about development? Government/ state/, civil society or
market?
There were different views that had been put forward. To put them in continuum, they
can be extended from those Lesaize-fair to totalitarianism. Such divergence view was
due to regarding the role of development actors. Classical liberalist used to advocate a
lazeisse-fair economy-an economic system whereby the role of the market is huge. The
market was assumed a distributive role in the economy through its principles of demand
and supply. The state was assumed to play a night-watch man role`-ensuring peace and
security, stability and order in a society. However, due to the economic crisis and social
discontents which emanate form the system, there were different ideological leanings
towards having interventionist state there were debates as to the degree of intervention
required from state. As result of such move there emerged welfare states and totalitarian
states at different times. Welfarism advocates a robust role of the state to provide to
fulfill basic needs of the poor through the creation of job, provision of education and
health facilities and the like. So, welfares state is in the middle in our continuum
mentioned above. On the other end of the continuum stands socialism which advocates
totalitarianism- A state need to have monopoly of the economy in order to bring total
transformation or development in a certain society.
Dear learner! Which view do you support?
Good! Now days, there are two contending views as to the role of different actors to
realize development in a society. Neo-liberalism and developmentalism. Neo-liberalism
is what is often referred as Washington Consensus. it is commonly referred as
Washington Consensus as the view was prescribed by three international institutions and
Regimes -IMF/ International Monetary Fund/ World Bank, GATT-now WTO. This view
has gotten ascendancy since 1980s, rises and falls, up until the recent global economic
crisis.
The underlying ideology of the view is its strong convictions on the robust role of the
civil society and the market. The state role is minimal in development. State is expected
as a bystander, if it has role-that is limited to facilitation and creating conducive role for
civil societies and private sectors. As seen in the policy prescription of Structural
Adjustment Programs-SAPs during 1970, poverty reduction policies of 1980 and 90s,
neo-liberalism gives greater weight to growth objective than fair distribution. Some of
the main assumption and policy prescription of Washington consensus:
 Cuts in government spending particularly expenditure on services that

are crucial to the poor, the vulnerable and the aged (education, health,
housing, water, etc.);
 Removal of import controls and removal of low prices for even essential goods
and allowing the free market to determine prices;
 Devaluation of currencies;
 Tight-fisted control of money supply and credit to burn away inflation and
raise interest rates to encourage savings;
 Privatization/ Deregulation of government enterprises
The other political economy perspective that is getting ascendance is developemntalism-

a view that claims the prevalence of developmental state. As the failure of SAPs in
Africa became real, scholar’s criticized the neo-liberals misguided policy towards state.
The state was unfairly relegated to a night watch man role while the economy was facing
failures. Despite the discourse of neo-liberalism, in history of the world there had never
been a state that has developed with out the decisive role of the state in the economy.
As Josph Stiglize argues on the significance of developmental state: the transformation of

most developing countries to higher levels of economic performance cannot occur
without a relatively efficient, capable, and willing state. And he called for
developmental state.
Activity: 4
1. As you might surely know Ethiopia claims to be a developmental
democratic state. What are the features of developmental democratic
state?
Dear learner! The notion of developemntalism doesn’t claim the exclusive role of state
in the economy. Rather it calls for citizens, communities and private sectors to work in
partnership. You know Fighting poverty requires the collective effort of both actors at the
grass root level, local, Regional, national and global level.
Dear learner! Developmental state sees economic growth as a means than end. Its goals
are to bring social transformation, sustainable development, equitable distribution of
benefits and burdens in a society. To meet all these goals, the state needs to be capable
and efficient and strong.
Brautigam defined state capacity as a measure of the ability of a government to

implement its policies and accomplish its goals. This capacity has four dimensions:
 Regulatory capacity — the ability of the state to establish and enforce the rules
that guide or regulate societal behavior;
 Administrative capacity — the routine ability of the state to manage its own
personnel and the resources of the state and to ensure accountability and
efficiency in service delivery;
 Technical capacity — the expertise and knowledge required to make and

implement technical decisions, whether in science and engineering or in
macroeconomics, as well as the policy tools and instruments necessary to
implement those decisions effectively; and
 Extractive capacity — the ability of the state to raise the revenues it needs to
pay for the implementation of its policies and goals.
Dear learner! The country has launched different programs related to capacity building
and civil service programs in order to augment the implementation capacity of the state.
Activity: 5
1. What are some of the reform activities that the government has introduced
in the public sector in order to augment the capacity of the state? Write
some notes on each reform?
LESSON FIVE: ENVIRONMENTAL ETHICS AND CITIZENSHIP
Introduction
Environmental ethics is the discipline in philosophy that studies the moral relationship
of human beings, and also the value and moral status of, the environment and its non
human contents. There are two contending views on environment. These are the
anthropocentric view, and bio-centric views. The anthropocentric view focuses on the
utility and function of the environment to human well-being. Scholars in this category
advised us to use natural resources properly to fulfill the existing and future needs and
demands of human generation.
This lesson, therefore, deals with the meaning and principles of environmental ethics,
sustainable development, components of agenda 21 and the expected role of citizens in
ensuring the safety of environment.
Objectives
At the end of the lesson, the learner will be able:
 Define environmental Ethics

 analyze debates of environmental Ethics
 Identify global principles of environmental Ethics
 Analyze the interdependence of Environment and development
 Describes problems of Environment
 Describe the components of Agenda 21
5.1 Definition and Debates Environmental Ethics
Environmental ethics is the discipline in philosophy that studies the moral relationship
of human beings, and also the value and moral status of, the environment and its non
human contents.
There are two contending views on environment. These are the anthropocentric view,
and bio-centric views.
The anthropocentric view focuses on the utility and function of the environment to
human well-being. Scholars in this category advised us to use natural resources properly
to fulfill the existing and future needs and demands of human generation.
In this respect Aristotle maintains that “nature has made all things specifically for the
sake of man…” The statement clearly indicates the instrumental value of environment to
human beings.
The contemporary environmental Ethicists believe that current environmental crisis

related to climate change and its disastrous consequences are happening due to the
mismanagement of natural resources.
Activity: 1
1. Can you list out some disastrous consequences of the environment that
you heard in global mass media?
The other contending view is said to be Biocentrism. This perspective endorses a view
that all living things are alike in having value in their own right independently of their
usefulness to others. Scholars in this tradition reject anthropocentrism in that the latter
do not value all living creatures.
In short, anthropocentrism cares for the environment as an instrument for the well-being
of human beings; while biocentrism cares for every living creature and assigned
intrinsic values to them The first view believed to have reflected the tradition of west
philosophy where as the second reflects East religious and philosophical foundation.
Activity: 2
1. Which view do you support? Why?
5.2. Principles of Environmental Ethics
Dear learner! What do you thin are the golden principles of environment?
Now a day the issue of environment is not the issues of a particular community only. As
the saying goes on <<When U.S America Sneezes, the world catches cough>>
The problem of climate change is the problem of the world. The ethical principles need to
be seen in light of addressing the global environmental problems. The basic ones are the
following:
 Duty for future generation: every economic activity that is being taken in this
generation should not adversely affect the future generation. As you know
renewable and non- renewable resources are getting depleted due to the
irresponsible acts of human beings. It is the duty of human beings to save
resources for the future generation. It is the moral compulsion of the existing
generation to care for the forth coming generation.
 The duty to limit over consumption: As the earth’s resources are finite, there
should be a limit in the production and consumption pattern of resources. The
consumption style of lives in industrialized countries and developing countries is
not comparable. Data indicates that the industrialized societies that constituted ¼
of the global population consume ¾ of the natural resources of the planet earth.
 The right to livable environment: every human being has inherent right to live in
an environment which is free from pollution, subjugation, exploitation. In this
regard, article 25 and 26 of the universal Declaration of Human Rights/UDHRs/
proclaims that every one has the right to standard of living adequate for the health
and well-being of himself and his family. In the similar vain Article 44 of our
constitution grants that all persons have the right to clean and healthy
environment.
 The polluter pays principles: This principle hold that those actors who affects the
environment need to pay the cost and value in proportion to the damage. With
regard to climate change regimes, The UN Framework Convention on climate
change accepted the principle of common and differentiated responsibilities. It
has been recognized that the largest share of historical and current global
emissions of green house gases has originated in developed countries. The
Framework convention also accepted that the share of global emissions
originating in developing countries will grow to meet their social and
development needs.
5.3. Environment and Sustainable Development
Development and environment is invariably linked to one another. Conventionally every

economic activity has been seen in terms of acquiring growth and material progress. And
development had been narrowly understood in terms of economic advancement and
progress. Environment has been considered as some thing external to any social,
economic and political system. The environment, especially the land its resources was
envisioned as some thing inexhaustible to be explored and exploited. As result, the value
of the environment and the cost of human activities on the environment, human beings
and non human have not been recognized for long.
As human progress goes people felt the problems of environment and its effects on their
life. As the saying goes on the Mother Nature starts to hit back! The climate get affected,
productivity of land declined, the atmospheric air and water bodies get polluted, draught
increased, biodiversities get lost, hunger/poverty increased!
All these developments led to the re-thinking of development. Environmental Ethicist had
pressed for integrating development with the environmental protection. Sustainable
development is preferred than mere development.
 As indicated by the UN Report (1987) sustainable development is a

development that meets the needs of the present with out compromising
the ability of future generations to meet their own needs.
The report explained how environment is decisively related and important to the well-
being of human beings. The issues of environment, if it is not addressed problems, would
jeopardize the objectives of development.
The UN report identifies the most pressing problems in the needs of solutions: water
pollution, sanitation, air pollution, natural habitat, biological diversity, climate change,
and the challenge posed by global commons -freely accessible resources that doesn’t yet
have economic value.
Dear learner: what is climate change? Can you identify the causes of it?
Good! Climate change and global warming is used interchangeably. Both refer to an
increase in average global temperature. Global climate is expected to result in average
increase in temperature of between 1.5 and 4.5 degrees expected to produce a sea level
rise of 20 to 140 centimeter. This would displace people who live around seas and
islands. Climate change is caused by increase emission of green house gases such as
Carbon dioxide, Methane, Hydrocarbons and the like. The emission of Carbon dioxide is
the primary causes of climate change and ozone depletion. Ozone is part of atmospheric
air which protects the earth from ultra violent sun rays. It is scientifically proved that
heavy concentration of carbon emission leads the depletion of such protective
atmospheric air.
Dear learner! As you see most of the gases are the bi-products of industrial activities. As
matter of fact industrialized countries have been contributing significant part of the
carbon emissions. In terms of historical emissions, industrialized countries account for
roughly 80% of the carbon dioxide build up in the atmosphere to date. Annually, more
than 60% of global industrial carbon dioxide emissions originate in industrialized
countries, where only about 20% of the world’s population resides.
Activity: 2
1. In 1992 at the Rio-global summit, the question of responsibility on
climate change had been raised. The U.S America was expected to sign
strong climate change convention as it was the biggest emitter of green
house gases. However, the president of the country, President Bush was
not interested to see strong convention on the matter. The president
proclaimed that Amazon Forest needed to be protected than the U.S
stops carbon emission. Do you think that such idea was fair? What is the
implication for developing countries?
Dear learner shows you that industrial countries take the lion-share in carbon emission
which is responsible for climate change and ozone depletion. This does not mean that
developing countries do not contribute to climate change. Developing countries definitely
contributes to climate change in manner which may not be necessary similar to industrial
countries. As you know agriculture is the primary economy of developing countries.
Another feature of developing countries is its ever rising population whose mode of life
is, in one way or another, related to agricultural activities. In order to feed the increasing
number of population deforesting trees have become a common practice in developing
countries such as Africa.
In Africa, tropical deforestation continued at the rate of 8 to 12 million hectares per year
during the 1980s! Naggard tell us the gravity of the problem: Forests were being cut 17
times faster than they were being planted!
Activity: 3
1. What is the extent of forest coverage in Ethiopia? What measures are
being taken in your locality to afforest trees?
It is simple truth that burning of forests, for example, increases the concentration of
carbon dioxide. Forests can observe huge amount of carbon dioxide if they were
cultivated and protected properly.
Activity: 4
1. As we have seen many scientists agree that the emission of carbon
dioxide and similar gasses over the past century as a result of
industrialization, Agriculture (deforestation) will have effect of
increasing the earth’s temperature with possibility disastrous
consequences. Identify these dangers consequences?
5.4. Agenda 21: A strategy to save our plant
Agenda 21 is global strategy/ action/ which has been adopted by the United Nations
with the aim of reversing and halting the environmental damage to our planet and to
promote environmentally sound development in all countries of the world. It put the
moral framework as to the right way to treat the environment in way that is helpful for
the existing and forth coming human generations.
The main components of the strategy are related to improving the quality of life; use of
natural resources; the protection of the global commons; the management of human
settlement; management wastes and chemicals and sustainable economic growth.
1. The quality of life
Sustainable pattern of consumption and efficient method of production must be

developed and encouraged. Accordingly the developing countries must be helped and
encouraged to achieve sustaining livelihood which doesn’t destroy the environment;
similarly over consumption of resources by developed countries has to be curtailed
otherwise the limit to the earth is on the threshold.
2. Efficient use of the earth’s natural resources
The finite resources base of our planet is being depleted and degraded at alarming rate.
Both the earths renewable resources (water, atmospheric oxygen, forests, biodiversities)
and non renewable Resources ( oil, coal, minerals) must be managed much more
carefully in order to sustain their yield far in to the future.
Dear learner, conventionally the earth resources has been considered as some thing to be
ridded on as if it was un-exhaustible stabile. Such < frontier mentality>need to be
changed! An other conventional thinking is that resources such as water bodies (lakes,
rivers, Oceans, common ponds, natural forests) has not been considered as an economic
resources having value. Monitory or other economic value has not been attached to
natural resources. Perhaps one of the big faults of economics is that it has never attched
economic value to renewable resources. Of course now adays the emergence of
Environmental Economics is in response to the limitations of mainstream Economics
Dear learners! For long, attention has not been given to the wise use of renewable
resources. What we evidence is that there is heavy dependence on non renewable
resources as energy sources.
 Coal and oil are often used as source of energy. But the problem is that
these resources are not only scarce but they are also not environmental
friendly.
So, focus has to be given to the wise use of renewable resources as energy source
Activity: 5
1. Can you mention some alternative sources of energy which are
environmental friendly in Ethiopia?
Dear learner, Ethiopia has great potential source of Energy. Some of these are
Hydropower, thermal energy, solar energy and wind energy. As you know Ethiopia is
said to be the water tower of Africa. So it has been doing hard in hydropower sector to
become a power house of Africa!
Dear learner! Another element of natural resource which needs attention is Forest. The
forests of the world play a number of critically important environmental and
developmental roles. They are also essential for the absorption and storage of carbon
dioxide and as primary source of biodiversities. However every year large area of Earth is
transformed in to desert areas. Sub Saharan Africa has been repeatedly affected due to
drought induced famine and hunger.
 In Sub Sub-Saharan Africa Forests were being cut 17 times faster than
they were being planted!
Ethiopia has been repeatedly haunted by drought induced famine. Historically .Millions
of people died at different times in the history of Ethiopia. Through the proper
management and development of forests, the incidence of drought might be decreased.
Do you know that a single tree has got a potential to absorb 25k.g of Carbon dioxide?
Water is another vital resource to life. You know water constitutes more ¾ part of human
blood. And sea water is 97% of earth’s water supply: however we have long regarded the
sea and rivers as a sink in to which we can pour pollutants.
Biodiversity is also given special focus. The biological diversity of plants and animals is
one of the principal assets of the earth. The vital environmental and developmental role
of these diversity are crucial to the future of humanity, yet it is presently accorded no
value. Too, often, only their short term commercial value is taken in to account, leading
to overexploitation and destruction. The potential contributions of biodiversity to human
health and welfare are enormous: Pharmaceutical products, improved crops and the like.
Among other things biodiversity helps to keep ecological balance.
Activity: 6
1. Please ask an expert to know the name of biodiversities which are
indigenousness to Ethiopia?
3. The protection of global commons
Another important element of natural resources that seeks immediate action is the
protection of our global commons. The atmosphere-earth capacity to sustain and nourish
life depends on the quality and composition of the atmosphere. Human activities have
now reached the stage where the delicate balancing mechanism of the atmosphere is
being affected. The depletion of the ozone layer, climate change, acids rain, forest
destruction, and desertification and air pollution are some of the critical and complex
atmospheric problems
4. The management of human settlement
As result of urbanization, migration has dramatically increased from rural to urban. In

1995, the urban dwellers were about 2.5 billion which had grown in to 3 billion by the
year 2000 and expected to become 5 billion by the year 2025. These settlement patterns
have put challenges for the governments to provide welfare, sanitation and other social
services. A fundamental challenge to facing humanity is to develop coherent methods of
managing human urban areas in order to reduce these risks. Attention need to be given to
the following:
 The quality of water supplies must be ensured
 Adequate shelter must be provided
 Careful management of solid waste and sewerage must be established
 Energy distribution and transportation system must be expanded
 Adequate health-care, education and other essential services must be provided.
 All of these demands must be handled in a manner which reduces rather than
increases the toll on the environment
Dear Learner! These days, in our country there has been a massive migration of the
youth to town and cities in different regions. They are attracted to work on the booming
construction sector of the economy.
Activity: 7
1. What do you think such crowd of the youth creates on the governance
capacities of the municipal governments?
5. Chemical and management of waste
The use of chemicals and management of human and industrial waste is the focus of the
fifth central them of Agenda 21.
Wastes disposal involves the scientific and systematic way of eliminating wastes in a
manner that minimizes risks to environment. The use of resources and the process of
production necessarily generate waste. If industrial production continues to increase
world-wide and excessive consumption pattern remain in place, economic development
may well be overwhelmed by the amount of waste and pollution that it produces. These
ultimate waste products are causing significant problems for human health and
environmental quality. The volume and complexity of waste materials has also
accelerated, overpowering efforts to effectively control and manage their disposal. In
adequate waste disposal severely affects national wealth and productivity in many ways.
The impacts of human health are perhaps the most significant.
 Research out put indicated that over 80% of all diseases and over one-
third of deaths in developing countries are caused by the ingestion of
waste contaminated food and water.
Dear learner! Another issue is use and management of chemicals. The use of chemicals
has become essential to the development process and to the promotion of human well-
being. Chemicals are extensively used in all societies, regardless of the stage of
development. Their misuse, however, can have adverse effects on human health and
cause extensive damage to the environment. The action programs adopted in Agenda 21
include plans to reduce waste generation, recycle waste materials in to use full products,
find safe methods of human and chemical waste disposal and eliminate the illegal trade in
hazardous waste.
Dear learner! Do you know that damping of wastes is illegal? Yes, damping of wastes
which are hazardous to life and environment is outlawed by international law.
Dear learners! At present, the following methods are adopted for the disposal of wastes:
 Open damping-it is a common method of waste disposal where the refuse is

disposed off in open damps with out being covered or protected. This method
leads to the growth of flies and mosquitoes and also causes soil and land pollution
or degradation.
 Landfill-it is another common method of waste disposal. In this the waste is

covered by a thick layer of soil. Landfill reduces the risk of diseases in human
beings. How ever, this method contaminates ground waters and renders the area
unfit for agriculture.
 Ocean damping-many of the industrial effluents containing poisonous chemicals

are damped into oceans and water bodies. These methods of waste disposal
negatively affects biodiversities within water bodies.
 Reduction at source-the best possible technique for the management of waste

would be reducing at source. Over consumption and wastage of commodities can
be checked by adopting the following Five <Rs>
a) Refuse: it is important to refuse un necessary goods and services. For example plastic
carry bags are used extensively to package groceries and similar items. To minimize
the disposal of plastic carry bags, it is best to minimize their use. As you might know
disposing plastics is declared illegal in Ethiopia. So, people should encourage
carrying cloth bag instead of using the plastic bags provided by shopkeepers. This
would reduce the demand for these bags, which in turn would lead to less production
and consequently generation of less waste.
b) Reduce: it is essentially to reduce the consumption of goods and service as much as

possible. Consider the irrational use of electricity in homes and offices. By saving
electricity, it would be possible to save energy to our industries and minimize the cost
of energy we spare.
c) Reuse: reusing goods will reduce the demand for new goods. This would reduce the
exploitation of natural resources for the production of new goods. For example,
disposable plastic jars may be reused for storing things such as spices in the kitchen.
d) Repair: it is advisable to repair broken goods and try to use them for a longer time
than discarding them. Repairing goods reduces the need for new goods and saves the
natural resources used in their production. For example, repairing old furniture and
putting it to use is a cost –effective and eco-friendly option compared by buying new
furniture.
e) Recycle: The most effective and popular method of preventing wastage is to recycle
goods. Recycling ensures that the goods are used again in another form. For example,
used paper can recycle and converted to various useable forms such as paper board
…etc. this reduces the demand on wood pulp and save trees.
6. Sustainable economic development
The sixth theme of agenda 21 that is worth mentioning is the issue of sustainable
development. Most of the environmental problems in the world have their origins in the
process of industrialization and modernization. Much of the world has become affected in
recent years with declining standards of living. Income levels are stagnant or falling. The
infrastructure and level of public services through out the world are declining. Air and
water pollution are increasing, bringing with them greater health hazards. People through
out the world are gradually losing the economic resilience necessary to combat these
difficulties. This deterioration in the quality of life is of particular concern in the
developing world where debilitating poverty severely affects over billions of people.
The Goal of –Agenda 21 is to accelerate the correction of these economic problems and
yet do so on a basis which is sustainable well in to the future.
Sustainable development and environmental soundness must be integrated in to all levels

of political and economic decision-making. The system of incentives and penalties which
motivates economic behavior must be re-oriented to support sustainability. At present,
the industrialized countries improve products and resources from developing countries at
costs which reflect neither the loss of resources base in the developing countries nor the
environmental damage incurred. In recent years, many developing countries have
encountered a substantial fall in the price of commodities which they export. The falling
prices earned by commodity export have had three primary effects.
First, it has severely affected the foreign exchange earnings of the exporting countries
Second, the lower purchase price of importing countries have fostered wasteful pattern of
consumption of the commodities. Finally, it has encouraged the developing countries to
export ever greater quantities of their natural resources in order to earn an equivalent
income, often leading to over-exploitation of resources and damage to the environment.
So, it is imperative that International trade policy can ensure that the price of goods
reflects the true value of natural resources and the costs of necessary environmental
protection measures.
LESSON SIX: PROFESSIONAL ETHICS AND CITIZENSHIP
Introduction
Professional ethics, as part of applied Ethics, is concerned with the moral obligations and
responsibilities expected from office holders and professionals. It deals about the specific
and general guide line that should be followed and exhibited by every profession and
office holders. Now a day, having a degree or diploma is not sufficient to satisfy the
customers and achieve the objective of the employer. Workers/ employees are expected
to perform their jobs with a sense of responsibility and professionalism.
The lesson primarily focuses on the principles of professional ethics and public service
ethics.
Objective
At the end of this lesson, you will be able to
 Define the meaning of profession , professionalism and professional Ethics
 Identify the principle professional Ethics and public service Ethic
 Guiding principles to manage public sector ethics
 Identify the twelve principle of Public service Ethics
 Describe the role of Ombudsman, and Ethics and Anti-Corruption Commission
 Integrity with out knowledge is weak and useless, and knowledge with
out integrity is dangerous and dreadful. Samuel Johnson
6.1. Understanding professional Ethics
Dear learner: Before we get into the discussion of professional Ethics, it will be logical to
understand the essence of profession. So, what does it mean by profession? In simple
terms profession means a type of job that requires special training. From this one can
deduce that < a professional > is some one who has acquired training which help him/her
to have knowledge and skill in a certain area. The area could be medicine, engineering,
teaching and the like. The other distinguishing factor of profession is that every
profession expected to promote public good. That is, the job/ work must help the public
and contribute for the wellbeing of the people. For example, medicine is for promoting
health, law is for protecting the legal rights of the public and engineering towards
improving the public health, safety and welfare with the help of technological
advancements. More often the expected qualities of a certain profession are defined in
some kind code of Ethics.
What is, then professional Ethics?
The term professional ethics and professionalism are interchangeably used. When, for
example we say Mr. X is doing from the sense of professionalism, it to mean the person
is doing his task well and fulfilled the qualities expected from his profession. Professional
ethics, as part of applied Ethics, is concerned with the moral obligations and
responsibilities expected from office holders and professionals. It deals about the
specific and general guide line that should be followed and exhibited by every profession
and office holders.
Dear learner! Now a day having a certain Degree or Certificate is not sufficient to
maintain certain office or position. Of course the Degree or Diploma may help us getting
job. But it can not be a guarantee for any one to stay in office. Unless we discharge our
responsibility properly the employer could easily fire off. No longer is a technical degree
sufficient to obtain and maintain good job; employees must also be aware of how and
his/her work ethics affect co workers, clients/ customers, and, ultimately, the success of
the business. Employers have already realized this impact and are now demanding that
employees come work-ready and not just trained.
The issue of professionalism is critical in this competitive world. You know, in the
U.S.A, 80% of the workers in Georgia State lost their jobs not because of lack of
occupational skills, but because of poor work ethics.
 No longer is a technical degree sufficient to obtain and maintain good

job; employees must also be aware of how and his/her work ethics
affect co workers, clients/ customers, and, ultimately, the success of the
business. Employers have already realized this impact and are now
demanding that employees come work-ready and not just trained.
Dear Learner! Can you list out the basic principles of Professional Ethics?
Some of the basic standards that should guide the behaviors of every professional are the
following:
 Impartiality: objectivity
 Openness; full disclosure
 Confidentiality
 Due diligence/ hard working
 Avoiding potential or apparent conflict of interest
Activity: 1
1. Distinguish the difference between confidentiality and openness?
In addition to the above general guidelines, employees are expected to be punctual, show
descent behaviors, communicative and cooperative. Please note of the following qualities
that are most required in the work environment.
  Attendance: arrive on time and give advance notice of absence

 Character: displays loyalty, honesty, trustworthiness, dependability,
reliability, initiative, self discipline, and Self-responsibility
 Team work: Respect the right of others; is a team worker and is
cooperative
 Appearance: Displays appropriate dress, grooming, hygiene and
etiquette
 Attitude: demonstrate a positive attitude
 Productivity: good work habits result in a good work product
 Organizational skills: manifest skill in personal management, time
management, prioritizing, flexibility, stress management and the
6.2. ability to deal with change
 Communication: displays appropriate verbal and non verbal skills
 Cooperation: display leadership skills, maintain appropriate
relationships with supervisors and peers
 Respect: deals appropriately with diversity and treats every one with
respect
Public Service Ethics in Ethiopia

Dear learner! What do you know about public service Ethics?
Principles of professional ethics and work ethics can be considered as a common
denominator for all professionals. However, depending on the nature of the organization,
be it public or private sector or the purposes of the organization, you can still have some
more expected behaviors and conducts that the employer expects from employees.
Business Ethics is appropriate to private and profitable organization. The required
behaviors of private companies will always be tailored to wards maximizing profits of the
organization than sustaining or providing services-which are common to public sector. At
the center of public sector is to serve the customers, usually the public in un- interrupted
manner. Despite some overlap, public service ethics would be different from Business
ethics.
Public servants need to know the basic principles and standards they are expected to
apply to their work and where the boundaries of acceptable behavior lie. A concise,
well-publicized statement of core ethical standards and principles that guide public
service, for example in the form of a code of conduct, can accomplish this by creating a
shared understanding across government and within the broader community.
Ethiopia has launched Civil service capacity building programs. The program envisions
creating merit based, responsive and professionally responsible civil service is one of the
top concerns of the reform. To achieve this objective, the country has introduced civil
service Ethics reforms. Institutions such as Ethics and Anti-corruption commission,
ombudsman, human Right commissions are some of the key institutions to fight
corruption and create society which is free from corruption.
Dear Learner: The following principles are the minimum bench marks-standards that
should govern the behaviors of civil servants and officials in the contemporary world:
Serving the Public Interest

Civil servants and public officials are expected to maintain and strengthen the public's
trust and confidence in government, by demonstrating the highest standards of
professional competence, efficiency and effectiveness, upholding the Constitution and
the laws, and seeking to advance the public good at all times.
Transparency
Civil servants and public officials are expected to use powers and resources for public
good, under government policy. They should be accountable for the decisions they make,
and prepared to justify their actions.
Integrity
Civil servants and public officials are expected to make decisions and act solely in the
public interest, without consideration of their private interests. Public employment being
a public trust, the improper use of a public service position for private advantage is
regarded as a serious breach of duty.
Legitimacy
Civil servants and public officials are required to administer the laws, and to exercise
administrative power on behalf of the Government, or the Parliament, or other such
authority. That power and authority should be exercised legitimately, impartially and
without fear or favor, for its proper public purpose as determined by the Parliament or
their employer.
Fairness
Civil servants and public officials should make decisions and act in a fair and equitable
manner, without bias or prejudice, taking into account only the merits of the matter, and
respecting the rights of affected citizens.
Responsiveness
As agents and employees of the elected Government, Civil servants and public officials
are required to serve the legitimate interests and needs of the Government, other civil
servants, and all citizens, in a timely manner, with care, respect and courtesy.
Efficiency and Effectiveness
Civil servants and public officials are required to obtain best value for public assets
deployed in or through public management, and to avoid waste and extravagance in
expenditure and the use of public assets.
Dear learner: As part of the overall efforts to ensuring good governance in the public
sector, the country has endorsed the Twelve Principles of Public Services Ethics. And
you have to bear in mind that the above principles are subsumed within the Twelve
Principles.
  Exercising leadership  Confidentiality

 Promoting public interest  Loyalty
 Responsiveness  Impartiality
 Openness/transparency  Integrity
 Rule of law/respecting law  Honesty
 Accountability  Proper use of authority
Activity: 2
1. Visit any public office and make assessment of the application of these
principles?
Dear learner! Why do you think is the most important role of civil servants in Ethiopia?
You know Citizens have rights to services of many kinds. Civil servants are expected to
concentrate primarily on serving the community, and the government, and in so doing to
put possibilities for personal advantage to one side. Unnecessary administrative
impediments to effective service delivery should be identified and removed.
Activity: 3
1. Ask any anti-corruption expert who is employed in your locality about the
perception and extent of corruption in the area?
Dear learner, designing and adopting codes of Ethics per se may not be successful. There
need to be institutional and legal structures to enforce them. In this regard the
Ombudsman, Human Right Commissions and Ethics& Anti corruption commissions have
been put in place. In Ethiopia, an independent Ombudsman was elected for the term of
five years in 2004 for the first time. The Ombudsman is elected and accountable to the
Parliament. The main role of the Ombudsman is to defend the constitutional rights of
citizens, prevent maladministration and make recommendations to revise existing laws
and practices.
The Federal Ethics and Anti-Corruption Commission (FEACC) was established in May
2001 by Proclamation number 235/200117, as an independent Federal Government body
capable of investigating and prosecuting, checking and preventing corruption and other
improprieties, as well as fighting corruption through the promotion of ethical values in
the society. The Commission has far reaching powers ranging from combating corruption
through Public awareness; preventing corruption and corrupt practices; and investigating
suspected corruption. The Proclamation also gives the Commission the investigation and
prosecution powers o f the police and Public Prosecutor specified in the Criminal
Procedure Code and other laws.
Dear learner! What are you going to do if you come to know that your boss has
received bribes from some one?
The minimum thing that you have to do is to communicate the issue to the concerned
bodies, Ethics and Anti corruption commission, secretly. You’re the right of citizen for
the disclosure of official wrong doing is protected.
In the interests of improving accountability and fostering the fight against corruption,
some Countries including our country have passed laws to establish a right whereby a
person may make a protected ‘public interest disclosure’ of any suspected or actual
corruption, misconduct, or Maladministration by a civil servant or public official. The
main task of “whistleblower” protection provisions such as this is to maintain a
reasonable and workable balance between encouraging the desirable disclosure of official
wrongdoing, (by protecting those who make disclosures against acts of reprisal or
revenge).
UNIT SUMMARY
Ethics is a body of knowledge that primarily deals with morality. Morality involves the
accepted standards by which a given community or society pass judgments and decision
as Right or Wrong, Bad or good. Ethics systematically studies morality so as to come up
with some kind of universal principles that have to guide the decision and actions of
human beings. Ethical philosophers suggest that the very rational to act rightly or
ethically is very relevant to ensure the collective well-being of any society. In this regard
accepting rules and state is a necessity that a choice. As social contract theories argue life
with out the set of rules and enforcing institutions such as the state would be worse and
bad. Reason helps human beings to form state as the guarantee of their security and
interest.
There are two ways by which human beings can arrive at ethically good decisions. The
first is referred as consequentialism. According to this view the rightness of an action
should be decided on the calculation of the costs and benefits of the action. if the action
brings more benefit than burden, then the action can be right. In this regard, utilitarian
believe that an action is good or right if the consequence of the action is more positive
than negative to every body-society. Ethical Altruism believes that an action is morally
right if the consequence of the action is more positive-favourable than unfavorable to
every body except the doer of the action. a good citizen altruistic since he/she shows
more concern for the society than himself/herself.
Deontological perspective does not measure the merit of action in terms of consequences.
Rather deontology focuses primarily on duty as the basis of morality. According a person
is morally good if he/ She acts from the good will. Every body knows what is good and
what is bad, but the main problem, according to deontologist, is doing it. The golden rule
to doing the right is to act from the good will. Human beings know the right thing from
the wrong one since they are endowed with the capacity to think.
Developmental Ethics is branch of applied ethics that systematically studies about the
moral condition of development. It emerges in response to the social crises and
underdevelopment of the so called developing countries. it raises moral questions as to

what is the best model of development? ; is economic growth synonymous with
development?: is development/Economic growth a means or a goal. It is believed that a
development involves the social, economical and political transformation that benefits all,
which hitherto were neglected, like women, the poor and the marginalized section of
society. Economic growth is not end by itself; it is a means to development, particularly
human development. The millennium Development Goals are designed in recognition to
the significance of human development. Millennium Development Goals the minimum
standards that the developing countries need to realize up to 2015.
Environmental ethics is the discipline in philosophy that studies the moral relationship of
human beings, and also the value and moral status of , the environment and its non
human contents. There are two contending views on environment. These are the
anthropocentric view, and bio-centric views.
The anthropocentric view focuses on the utility and function of the environment to
human well-being. Scholars in this category advised us to use natural resources properly
to fulfill t the existing and future needs and demands of human generation.
In this respect Aristotle maintains that << nature has made all things specifically for the
sake of man…>. The statement clearly indicates the instrumental value of environment to
human beings.
The contemporary environmental Ethicists believe that current environmental crisis

related to climate change and its disastrous consequences are happening due to the
mismanagement of natural resources. Environmental Ethicist calls for human being to
care the environment to ensure sustainable development. And sustainable development is
a development that meets the needs of the existing generation with out compromising the
ability of the future generation. The adoption of Agenda 21 and other promises made by
the international community is due to the increasing consciousness of the people about
the interdependence of economic development (human activity) and the environment.
Professional ethics, as part of applied Ethics, is concerned with the moral obligations and
responsibilities expected from office holders and professionals. It deals about the specific
and general guide line that should be followed and exhibited by every profession and
office holders. Some of the key standards / principles of professional Ethics includes:
objectivity, openness, confidentiality, diligence, integrity, honesty…etc.

Unit Five: Ethics and Citizenship

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UNIT FIVE: ETHICS AND CITIZENSHIP

5. ETHICS AND CITIZENSHIP

 Boss, J.(1998) Perspectives On Ethics. London: Mayfield Publishing Company.

 Hospers, J.(1961) Human Conduct: An Introduction to the Problems of Ethics

 Frechette, Sh.( 1981) Environmental Ethics. U.S.A : The Boxwood Press

 Hayward, T.(1994) Ecological Thought: An Introduction. U.K: Polity Press

LESSON ONE: UNDERSTANDING ETHICS

At the end of this lesson, you will be able to

 Identify the assumption of Ethical Relativism

5.1.2 Ethical School of Thoughts

The danger behind ethical subjectivism is that:

As we learn from cultural relativism, there are no universal values by which we

LESSON TWO: WHY TO BE ETHICAL?

At the end of the objective, you will be able:

Let us come to our central question: Why should we do right acts?

The Common Interest

 Morality is not of course identical with following self interest. If it were,

Social Contract Theory

 In general in a society wherein morality is declined, crime, death,

LESSON THREE: HOW CAN WE MAKE ETHICAL DECISIONS AND

At the end of the lesson, you will be able to:

 Actions are right in proportion as they tend to promote happiness,

Another influential ethicist is in this tradition is Jermy Bentham. An action is moral if

3.1.2. Ethical Egoism

3.1.3. Ethical Altruism

3.3. Prima Facie Duties

Duty of self-improvement: Every one of us is expected to improve our selves and be

LESSON FOUR: DEVELOPMENTAL ETHICS

At the end of the lesson students will be able to:

5.4.1 Understanding the Concept of Development

that the opposite of development is non development or underdevelopment which is

Development as Fulfilling Basic Needs

 The basic needs approach to development call attention to the

Development as Human Development

 People constantly make choices-economic, social, political, and cultural.

Gender equality is at the core of human development. a development process that

Human development treats peoples as the subject of development, not as object. It is in

Another developmental Ethics, Libert has given a normative meaning of development as

 Development means all encompassing improvement or ascent of human

Economic growth is necessary but insufficient for human development.

imitation of the west might bring huge psychological frustration leading to

 The Eight Millennium Development Goals

 Cuts in government spending particularly expenditure on services that

 Privatization/ Deregulation of government enterprises

The other political economy perspective that is getting ascendance is developemntalism-

As Josph Stiglize argues on the significance of developmental state: the transformation of

Brautigam defined state capacity as a measure of the ability of a government to

 Technical capacity — the expertise and knowledge required to make and

LESSON FIVE: ENVIRONMENTAL ETHICS AND CITIZENSHIP

At the end of the lesson, the learner will be able:

 Define environmental Ethics

5.1 Definition and Debates Environmental Ethics

The contemporary environmental Ethicists believe that current environmental crisis

5.2. Principles of Environmental Ethics

5.3. Environment and Sustainable Development

Development and environment is invariably linked to one another. Conventionally every

 As indicated by the UN Report (1987) sustainable development is a

5.4. Agenda 21: A strategy to save our plant

1. The quality of life

Sustainable pattern of consumption and efficient method of production must be

2. Efficient use of the earth’s natural resources

3. The protection of global commons

4. The management of human settlement