Thesis (M.A.)--Trinity International University, 2003. / Abstract. Includes bibliographical references (leaves 151-157).

Thesis (M.A.)--Trinity International University, 2003. / Abstract. Includes bibliographical references (leaves 151-157).

Thesis (M.A.)--Trinity International University, 2003. / Abstract. Includes bibliographical references (leaves 151-157).

No description available.

Thesis (Ed.D.)--Liberty University, 2000.

No description available.

Thesis (Ph. D.)--University of Notre Dame, 2008. / Thesis directed by Michael R. DePaul for the Department of Philosophy. "December 2008." Includes bibliographical references (leaves 222-225).

This thesis aims to articulate and defend a version of a 'relational moral theory.' Many philosophers have argued that the non-instrumental value of certain relationships, such as friendship and parenthood, can explain at least some of our moral obligations. A relational moral theory extends this thought by arguing that all, or most, of our moral judgements can be explained by the non-instrumental value of one or more interpersonal relationships. The plausibility of such views depend on the possibility of identifying a relationship that all moral agents share a 'moral relationship'. While the idea of such a relationship has featured in ethical writings as early as the Stoics, few attempts have been made to develop a rigorous and precise understanding of this relationship. This thesis therefore aims to articulate and defend a plausible understanding of the moral relationship, and then to use it as a basis for outlining the structure of a genuinely relational moral theory. It will argue that the moral relationship is best understood as a broad and inclusive relationship shared by all who are vulnerable to a distinct kind of 'second-order evil.' It will then argue that the value of this relationship can provide the basis for a relational form of a contractualist moral theory based on the work of T.M. Scanlon. Understanding the nature of the moral relationship, and the role it plays in such theories, will then be seen as a means of unifying, clarifying, and responding to a number of influential objections against such theories, including objections concerning its capacity to accommodate intuitions concerning cases of aggregation and our obligations to future persons.

Målet med detta examensarbetet är att undersöka hur sex religionslärare inom det svenskagymnasiet anger att dem arbetar med etiska dilemman i momentet etik och moral ur ettdidaktiskt perspektiv. Examensarbetet kommer att samla lärarnas tankar och ståndpunkterangående etiska dilemman genom en kvalitativ intervjustudie. Resultaten visar att de flestalärarna anger liknande åsikter och att deras åsikter stämmer överens med vad tidigare forskninginom etik och moral hävdar är de bästa arbetssätten ur ett didaktiskt perspektiv. Majoriteten avlärarna anger att etiska dilemman främst används som ett kognitivt verktyg för eleverna attförstå normativa etiska teorier. Lärarna är även överens om att etiska dilemman som är tagnafrån vardagssituationer som eleverna kan relatera till är dem bästa. Sist anger lärarna att de helstarbetar med etiska dilemman elevaktivt i klassrummet. / The aim of this essay is to examine how six teachers in religious education within the Swedishupper secondary school say they use ethical dilemmas within their ethics and morals classesfrom a didactic perspective. The essay will gather the six teachers’ thoughts and standpoints onethical dilemmas with the help of a qualitative interview method. The results show that most ofthe teachers have very similar opinions to each other and what the previous studies in this topicsay is the best course to take with dilemmas in education. Most of the teachers primarily useethical dilemmas a cognitive tool for which to understand ethical theories. The teachers alsochoose their dilemmas from everyday events that are relevant for their students. Lastly, theteachers work with dilemmas in a way that makes the students have an active learning role inthe classroom.

In my diploma thesis titled Saint-Exupéry´s Little Prince as a moral challenge and hope I deal with ethical issues and moral principles which are losing their meaning and perhaps also an importance for many fellow citizens in today´s hectic time. A morality of a person depends on morals throughout the society to which an individual belongs. A penetration of philosophical themes about the meaning of life in the Little Prince helps a reader to orient himself and to think about the life itself. In the theoretical part of my thesis I deal with a biography of A. de Saint-Exupéry and an analysis of the work of the Little Prince. Other chapters are devoted to a theoretical introduction of the concepts of ethics and morality. In a subsequent chapter there is dealt with an individual´s moral development according to Piaget and Kohlberg. In the practical part of the diploma thesis I set a goal of the thesis and hypotheses. The goal of the thesis is to characterize a possibility how to use Saint Exupéry´s work as a mean how to educate our young generation directly through its own reading or via their reading parents. It is one of the aspects of a current need to educate the children and youth in ethics and to get it back with a due attention to our primary and secondary schools. The research sample was composed of students from the multi-years´ Gymnasium in Vimperk and Strakonice aged 11 to 19 years. To obtain data for the investigation I chose a method of an own questionnaire, designed to meet research needs. The survey was anonymous. After an evaluation, I summarized the obtained data into tables and graphs. In the discussion I analysed and evaluated the results for individual questions. In a conclusion of the thesis the stated hypotheses were confirmed.