It follows from this analysis that rather than trying to strengthen direct instruction in the schools, our efforts should be directed towards weaving around the children of the community a cultural totality that will nurture them with images of moral goodness which will seep deeply and enduringly into their souls. When we do this, says Plato,
But if, as just suggested, it is appropriate to avoid a dogmatic conviction that schools are adequate to the challenge of nurturing moral sensibilities and dispositions that challenge what is the norm in the larger society, it is also important to avoid assuming in advance that because of the concerns just raised schools are necessarily powerless in this arena. There is no strong empirical basis for such a view, and it is a view which discourages the very educational experiments that have the potential to give us data that will speak to this question.
Moral Dilemmas (Stanford Encyclopedia of Philosophy)
For opponents of moral dilemmas, the problem of dirty handsrepresents both a challenge and an opportunity. The challenge is toshow how conflicts between general obligations and role-relatedobligations, and those among the various role-related obligations, canbe resolved in a principled way. The opportunity for theories thatpurport to have the resources to eliminate dilemmas—such asKantianism, utilitarianism, and intuitionism—is to show how the manymoralities under which people are governed are related.
Ethical Dilemmas in Nursing, Essay Sample - EssayBasics
We have, it would appear, a chicken-and-egg problem: education is the key to the transformation of the culture's attitudes regarding morality; but, if Plato is right, the effectiveness of such education depends on a culture that supports the message delivered by educational institutions. Is there a way out of this vicious -- a term particularly appropriate, give our subject-matter -- circle?
Ethical Dilemmas in Nursing (Essay Sample) ..
Friends and foes of dilemmas have a burden to bear in responding tothe two arguments above. For there is at least a prima facieplausibility to the claim that there are moral dilemmas and to theclaim that the relevant principles in the two arguments are true. Thuseach side must at least give reasons for denying the pertinent claimsin question. Opponents of dilemmas must say something in response tothe positive arguments that are given for the reality of suchconflicts. One reason in support of dilemmas, as noted above, issimply pointing to examples. The case of Sartre's student and thatfrom Sophie's Choice are good ones; and clearly these can bemultiplied indefinitely. It will tempting for supporters of dilemmasto say to opponents, “If this is not a real dilemma, then tellme what the agent ought to do and why?” It isobvious, however, that attempting to answer such questions isfruitless, and for at least two reasons. First, any answer given tothe question is likely to be controversial, certainly not alwaysconvincing. And second, this is a game that will never end; exampleafter example can be produced. The more appropriate response on thepart of foes of dilemmas is to deny that they need to answer thequestion. Examples as such cannot establish the reality ofdilemmas. Surely most will acknowledge that there are situations inwhich an agent does not know what he ought to do. This may be becauseof factual uncertainty, uncertainty about the consequences,uncertainty about what principles apply, or a host of other things. Sofor any given case, the mere fact that one does not know which of two(or more) conflicting obligations prevails does not show that nonedoes.