~ David Satterlee
Showing posts with label moral. Show all posts
Showing posts with label moral. Show all posts
Thursday, January 9, 2014
The Heart of Liberalism
~ David Satterlee
Thursday, October 3, 2013
Blasphemy Incorporated
All opinions expressed herein by the author are offered without undue depths of rancor, malice, irony, or satire; only reasonably-balanced depths are intended. I name names and offer opinions but, any errors of fact are unintentional and sincerely regretted.
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| Rubber Ducky Jesus Nativity |
Today, I received several items in the mail, including a magazine subscription offer and a specialty mail order catalog. Both traded on themes of religion — especially Christianity. You have to believe that neither company felt any need of remorse for their marketing choices. At first I was tempted to simply discard the pieces as simple junk mail. However, considered together, they gave me cause to think about the nature of commercialism, American values, and blasphemy.
The first item was an advertisement for “sinful savings” on subscriptions to Free Inquiry magazine (oriented toward the scientific examination of religion). I have a reputation for thinking (and writing) about such controversial subjects and wasn’t surprised to be targeted by their mailing list. The envelop featured red blood splatters and the message, “Blasphemous! Look inside at your own eternal peril.” They enclosed a “Special Introductory Offer - For Blasphemers Only.” Also, “Your salvation isn’t guaranteed… but your satisfaction with Free Inquiry is!” Their come-on letter starts,
Tuesday, July 2, 2013
Essay: Moral dilemmas of World War II
Information and comments on the essay:
Moral dilemmas of World War II
From the book: Chum for Thought: Throwing Ideas into Dangerous Waters by David Satterlee
Find out more, including where to buy books and ebooks
Read or download this essay as a PDF file at: https://docs.google.com/file/d/0B4eNv8KtePyKc0VhTnU5azlZeDQ/edit?usp=sharing |
| Chum For Thought: Throwing Ideas into Dangerous Waters |
Moral dilemmas of World War II
World War II had an entirely different character than The
Great War. Advancing technology continued to increase the destructive power of
armies and their ability to project that power, often in sudden and unexpected
ways. World War II became alarmingly dangerous. The determination to
definitively end this war posed a great many strategic and morally equivocal
choices.
World War I followed centuries of colonialism and national
consolidation. At that point, a bunch of bully-boys were ready and anxious to
play king-of-the-mountain. Some of them played very rough and everybody got
hurt. For the most part, they came away determined to play nicer in the future.
Most of the world believed that they had learned the lessons of full-out
nationalism.
As things worked out, social conventions (and faltering
economics) had developed to the point that colonies could attempt (and usually
gain) independence. World War II played out the end to large-scale overt
military conquest when a pair of hard-core bad boys
Essay: Stages of moral development – Lawrence Kohlberg
Information and comments on the essay:
Stages of moral development – Lawrence Kohlberg
From the book: Chum for Thought: Throwing Ideas into Dangerous Waters by David Satterlee
Find out more, including where to buy books and ebooks
Read or download this essay as a PDF file at: https://docs.google.com/file/d/0B4eNv8KtePyKMGRBOWVKOFdEaXM/edit?usp=sharing
How #morality grows in stages – Lawrence #Kohlberg #Moral #Development
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| Chum For Thought: Throwing Ideas into Dangerous Waters |
Stages of moral development – Lawrence Kohlberg
Last week, I discussed the research of James W. Fowler, a Methodist minister, into the developmental stages of faith. Dr. Fowler built his ideas on the pattern of Lawrence Kohlberg’s stages of moral development. This is also worth considering.
Dr. Kohlberg found that moral development was revealed by one’s attitudes toward justice and how one reasoned on, and resolved, moral dilemmas. Related research identified justice as a masculine orientation and added caring as the corresponding feminine. At each stage of development, our moral behavior becomes more responsible, nuanced, and predictable.
Young children (and some poorly-developed adults) judge the morality of an action by its immediate consequences. Snatching a cookie or running a stop sign are just fine so long as you are not caught and punished. The focus is on personal benefit without considering ethical standards. Obedience can only be enforced with the threat of punishment.
The next stage is able to consider the needs of others, but only to the point of how to get what one wants. This is the “you scratch my back, and I’ll scratch yours” attitude of moral relativity.
Adolescents usually begin to judge the morality of a situation according to the expectations of authorities within their culture. They are willing to comply obediently because they are convinced that “it is the right thing.” This rigid morality typically views things very strictly in terms of “black and white.” A “good boy” or “good girl” conforms to accepted social roles. Morality is usually judged by intent and how an action affects relationships.
Some people understand that social order requires voluntary compliance to the standards of their community. They accept that laws must be obeyed and personal sacrifices made because it is their duty. They will stop at all stop signs simply because it is the right thing to do and because it sets a good example for others.
As it becomes obvious that different cultures hold different expectations, laws become regarded as adjustable social contracts within each community. The most important consideration becomes an understanding of “the greatest good for the greatest number of people.” The operation of an effective Democracy requires this understanding and acceptance of compromise as inevitable for the common good.
Eventually, moral reasoning stops being derived from others; it depends on an individual appreciation for ethical abstractions and universal principles. This is not the same as moral relativity. Each person becomes responsible for deciding that he or she cannot march neighbors into gas chambers, no matter what. If a law is unjust, there is an obligation to disobey it. There are fewer arguments about rights, but more empathetic consideration of what is right. This stage is still considered rare.
Essay: A liberal education is needed to participate in democracy
Information and comments on the essay:
A liberal education is needed to participate in democracy
From the book: Chum for Thought: Throwing Ideas into Dangerous Waters by David Satterlee
Find out more, including where to buy books and ebooks
Read by the author:
Read or download this essay as a PDF file at:
https://docs.google.com/file/d/0B4eNv8KtePyKTlY0R2M2MDIyT2M/edit?usp=sharing
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| Chum For Thought: Throwing Ideas into Dangerous Waters |
A liberal education is needed to participate in democracy
Our Democracy requires the participation of informed citizens. How do citizens become competent to become active in government, working to create a better country for their neighbors? Education at home and at school is a key factor.
A successful democracy assumes that people are basically good and decent and that they should make responsible choices for themselves. Without the general moral and intellectual capacity of its citizens, it would be impossible for a constitution to grant universal citizenship and self-governance.
Parents and schools are expected to bring out the best in our children. The best involves more than prescribed knowledge and obedience to authority; it includes self-knowledge, self-discipline, and the enduring desire to keep on learning. We hope to maximize every child’s potential. We want every person to have the liberty and ability to pursue the adventure of a productive and satisfying life. Further, we expect that the success of every person contributes to the collective success of our communities and our nation.
As children develop into mature adults, they should be able to understand their
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