1.

FEELINGS AND MORAL DECISION MAKING

FEELINGS - are conscious experience brought by emotional experience and physical sensations.

EMOTIONS - can be manifested either consciously or subconsciously.

MORAL EMOTIONS - feelings or intuition, plays a major role in most ethical judgements or decisions.

NEGATIVE EMOTIONS:

 INNER DIRECTED - like guilt, embarrassment, and shame often motivate people to act ethically.
 OUTER DIRECTED - aim to discipline or punish.

POSITIVE EMOTIONS - like gratitude and admiration, which people may feel when they see another
acting with compassion or kindness, can prompt people to help others.

3 EXAMPLE OF FEELINGS AS OBSTACLE TO MAKING THE RIGHT DECISION:

1. ANXIETY - in one area of your life spills over into other areas.

2. FEELINGS OF SADNESS - can use you to settle.

3. ANGER AND EMBARRASSMENT - can lead to taking a long shot.

ETHICAL SUBJECTIVISM - holds the truth or falsity of ethical propositions is dependent on the feelings,
attitudes, or standards of people or group of person.

EMOTIVISM - this theory states that moral judgement express positive or negative feelings.

2. REASON AND IMPARTIALITY AS MINIMUM REQUIREMENTS FOR MORALITY

MORAL TRUTHS - are truths of reason.

MORAL JUDGEMENT - is true if it is espoused by better reasons than the alternatives.

MORAL DECISIONS - it is the desires that did not force you to act in particular manner.

REASON - it is the power of the mind to think, understand,and form judgment by a process of logic

IMPARTIALITY - is a principle of justice holding that decision ought to be based on objective criteria.

IMMANUEL KANT - one of the most influential philosopher in the history of Western Philosophy.

- He argued that reason alone is the basis of morality, and once the person understood this basic
requirement for morality is the same as acting rationally.

- According to him morality is alone shows that a person must decide what to do.

SCOTT B. RAE - He proposes a model for making ethical decision and suggested the 7 step moral
reasoning model.

7 STEPS MORAL REASONING MODEL

1. GATHER THE FACTS - this steps is determining what you need to know about the problem to be
solved.

2. DETERMINE THE ETHICAL ISSUE - This Step are Conflicting interest that partially make for a moral
dilemma.

3. IDENTIFY THE PRINCIPLES THAT HAVE A BEARING ON THE CASE - two ethical principles that speak to
the case come out of the way in which the moral issue is stated.

4. LIST THE ALTERNATIVE - This step iinvolves coming up with various alternative courses of action as
part of creative thinking included in resolving a moral dilemma.

5. COMPARE ALTERNATIVES WITH PRINCIPLE - it involves eliminating alternatives contradicting to the

principles we believe in.

6. WEIGH THE CONSEQUENCES - in case the principle do not produce a clear decision, then consider
possible consequences (positive & negative) in your chosen alternatives.

7. MAKE A DECISION - It is a critical aspect of problem solving and planning, and it can have a significant
impact on the outcome of a situation or the achievement of goals. It often involves evaluating the pros
and cons of each option and then commiting to a particular choice.

3. MORAL COURAGE

MORAL COURAGE - is the inner strength and resolve to do what one believes is right or ethical even in
the face of opposition, fear or personal risk. The power to do what is right.

6 SIGNIFICANCE OF MORAL COURAGE IN ETHICAL DECISION MAKING:

1. UPHOLDING VALUES - allows individuals to uphold their ethical values and principles, ensuring that
they make decisions aligned with what they believe is right and wrong.

2. FOSTERING TRUST - demonstrating moral courage builds trust among peers, colleagues and
stakeholders as people to rely on those who consistently do what is right.

3. ENCOURAGING DIALOGUE - can encourage open discussions about ethical dilemmas, leading to
collective reflection and growth in ethical decision making.

4. LEADERSHIP AND ACCOUNTABILITY - is a hallmark of ethical leadership inspiring others and holding
them accountable for their actions and decisions.

5. CHAMPIONING JUSTICE - it empowers individuals to stand up against injustice, discrimination or

unethical behavior contributing to a fair and just society.

6. PERSONAL GROWTH - demonstrating moral courage fosters personal growth and a sense of
fulfillment.

1 A. META-ETHICS
META ETHICS - branch of ethics that studies the nature of morality.

COGNITIVISM - states that moral judgement convey propositions are "truth bearers" or are either true
or false.

MORAL REALISM - claims that the existence of moral facts and the truth of moral judgements are
independent of people's thought and perceptions.

ETHICAL SUBJECTIVISM - holds that the truth or falsity of ethical propositions are dependent on the
attitudes or standards of a person.

NON-COGNITIVISM - it denies that moral judgement are either true or false it claims that ethical
sentence do not convey authentic propositions.

EMOTIVISM - is the most popular form of non-cognitivism theory.

MORAL UNIVERSALISM/MORAL OBJECTIVISM - it theorizes that moral facts and principles apply to
everybody in all places. It claims that a universal ethic exist and this applies to all similarly situated
persons, regardless of any differentiating factor. It is very much compatible with moral realism.

MORAL EMPIRICISM - it is a meta ethical stance which states that moral facts are known through
observation and experience.

MORAL RATIONALISM - it contends that moral facts and principles are knowable a priority (by reason
alone and without reference to experience).

MORAL INTUITIONISM - it submits that moral truths are knowable by intuition (immediate instinctive
knowledge without reference to any evidence).

2 A. SOCRATES AND PLATO'S MORAL PHILOSOPHY

ETHICS AND VIRTUE - refer to the study and practice of moral principles and values, including the
pursuit of excellence and living a fulfilling life. Are often studied in feilds such as philosophy, psychology,
and theology.

VIRTUE - is a crucial aspect of the ethics and virtue topic, and it's essential to understand what
constitutes virtue to better understand Socrates' philosophy.

- Can be defined as a moral excelence or good quality, and it's often associated with traits such as
honesty, courage, comparison, and fairness.

SOCRATES - was a man of principle and a moral philosoper. He lived according to what he believed. He
was not interested in material possessions or physical beauty, mathematics and science.

- He was well known to be poor and ugly, and he took no money for his teaching as the Sophist did.

- He taught that people should care less about their bodies and possessions and more about their souls
by saying " Wealth does not bring goodness, but goodness brings wealth".
PLATO - an ancient Greek philosopher, he founded the academy a place of learning and debate. He was
student of Socrates.

- His writings would come from the basis for the Western philosophical tradition.

- Much of his works is in style of dialogue featuring his teacher Socrates.

- He believed that reality is an imperfect reflection of a perfect ideal called the forms.

- He demonstrate the effect of this dual reality and the need for education in his Allegory of the Cave.

- He also believed that humans are of a dual nature: BODY and MIND.

2 B. ARISTOTLE'S ETHICS

ARISTOTLE - an ancient Greek philosopher and scientist who lived from 384-322 BCE.

- He was a student of Plato and he tutored Alexander the Great.

- He is considered one of the most important figures in Western Philosophy and is known for his
contributions to logic and scientific methodology.

- His work covered a wide range of subjects including metaphysics, ethics, politics, biology, and physics.

VIRTUE - refers to a trait or quality considered to be morally good and desirable in an individual's
character. Virtues are habits of choice that aim at the mean or moderation between tro extremes of
excess and deficiency.

Aristotle's Virtue - is a character-based approach to morality that emphasizes the value of virtuous
qualities.

- He believed that virtues are character dispositions or personality traits that we acquire through
practice.

4 Cardinal Values:

This virtues help us to act in accordance with reason and achieve the highest good, which is happiness.

PRUDENCE - the ability to use sound judgement and apply wisdom in determining the most appropriate
and morally right course of action in a given situation.

Excess: Overthinking or Indecision

Deficiency: Rashness or Carelessness

TEMPERANCE - relates to the moderation and self-control over one's desires, appetites, and emotions. It
emphasizes finding a balance in one's actions and avoiding excess or extremes, promoting a sense of
harmony and equilibrium.

Excess: Asceticism or Self-denial

Deficiency: Indulgence or Lack of Self-control

COURAGE - the ability to face fear, adversity, or difficulty with bravery and determination. It involves
inner strength, resolve, and willingness to take risks for a greater good or important principle.

Excess: Recklessness or Foolhardiness

Deficiency: Cowardice or Timidity

JUSTICE - focuses on fairness and equality in human interactions and relationships. It involves treating
others impartially and giving each person what they deserve based on their actions, needs, or merits.

Excess: Selfishness or Unfairness

Deficiency: Injustice or Unfairness

SIGNIFICANCE OF ARISTOTLE'S VIRTUES IN OUR LIFE

Aristotle's four cardinal virtues are still relevant in our lives today.

They provide a framework for developing a moral character and living a fulfilling life.

Here are some ways im which these virtues can be applied in our daily lives:

PRUDENCE - developing practical wisdom can help us make better decisions in our personal and
professional lives. It involves being able to judge what is right and wrong in a given situation and making
the right choices.

JUSTICE - treating others fairly and equitably is an important aspect of living a virtuous life. This involves
respecting the rights of others and treating them with dignity and respect.

TEMPERANCE - practicing self-control and moderation can help us avoid excess and maintain a healthy
balance in our lives. This involves being able to resist temptation and exercise restraint in various
situations.

COURAGE - demonstrating courage involves taking risks and standing up for right, even in the face of
adversity. This involves being able to overcome fear and act in accordance with our values and
principles.

By cultivating this virtues, we can develop a strong moral character and live a fulfilling life.

Aristotle believed that the ultimate goal of human life is to achieve Eudaimonia or Happiness, which can
be achieved by living virtuous life.
GREENHOUSE GASES (GHG's) - gases that trap heat in the atmosphere

7 GREENHOUSE GASES:

1. CARBON DIOXIDE (CO2) (100yrs) - natural component of the atmosphere

Sources: burning of fossil fuels and deforestation

2. METHANE - most abundant well mixed gas after CO2.

- Exits through oxidation by hydroxyl (OH) reactions.

3. NITRIOUS OXIDE (N2O) (12yrs) - third most abundant well mixed GHG.

PHOTODISSOCIATION - main (90%) loss mechanism for N2O in the atmosphere.

MONTREAL PROTOCOL -

4. HALOGENATED ORGANIC COMPOUNDS - are organic compounds containing one or more halogen
atoms.

TWO SUBSETS OF HALOGENATED ORGANIC COMPOUNDS:

CHLOROFLUOROCARBONS (CFCs)

PERFLUOROCARBONS (PFCs)

TWO

HYDROFLUOROCARBONS (HFCs)

HYDROFLUOROCHLOROCARBONS (HCFCs)

HALONS- are class of compounds containing bromine and chlorine.

5. SULFUR HEXAFLUORIDE (SF6) - one of the most potent greenhouse gases known.

6. OZONE (O3) - contrary to other gases in the atmosphere, is generated in the atmosphere through:

- PHOTOLYSIS

- OXIDATION

7. WATER VAPOR -

PPM ( Parts Per Million)

GREEN HOUSE EFFECT - the absorption and reradiation of infrared radiation from the earth by GHG's.

- Shortwave Radiation

- Longwave/Infrared Radiation
GLOBAL WARMING - an outcome of the enhanced greenhouse effect.

EFFECTS OF GLOBAL WARMING:

 WEATHER
 SEA LEVEL
 FARMING
 PLANTS AND ANIMALS
 PEOPLE