HRE4M Ethics Unit Test Review Guide

### Part 1: Terms to Define

* Character: The sum of our stable, moral qualities (virtues and vices) developed through our repeated actions and choices. It is our moral identity. (From IMG_4285, the "Character Cycle").

* Conscience: The "voice of God" in our hearts; a faculty or capacity that helps us to determine what is good or sinful and to make moral choices. It requires lifelong formation. (From IMG_4279).

* Deontological (Duty) Ethics: An ethical theory (like Kant's) that judges the morality of an action based on the action's adherence to rules or duties, rather than its consequences. The intention and the action itself are what matter.

* Duty: For Kant, the motivation to do the right thing purely because it is the right thing to do, not out of inclination or desire for a reward. (From IMG_4277).

* Ethics: The study of character and the search for the ultimate good, happiness, and freedom. It guides morality by searching for God/Truth. (From IMG_4275).

* Ethical Maxim: For Kant, a principle that every rational person would necessarily act on if reason were fully in charge of their actions. It must be universally applicable. (From IMG_4277).

* Freedom / Free Will: The capacity to make authentic, uncoerced choices. From a Christian perspective, it is a gift from God that comes with responsibility. (From IMG_4275).

* Habit: A settled or regular tendency or practice, especially one that is hard to give up. In ethics, habits can be good (virtues) or bad (vices). (From IMG_4285, the "Character Cycle").

* Golden Mean: Aristotle's concept of virtue as a balance between two extremes of character (excess and deficiency). For example, courage is the mean between cowardice and recklessness. (From IMG_4276).

* Morality: The customs, habits, rules, and laws that shape human life. It is concerned with the practical ways humans achieve what is good. (From IMG_4275).

* Rationalization: A defense mechanism where one justifies questionable behavior with seemingly logical reasons, to avoid the true motive or the wrongness of the act.

* Responsibility: The state of being accountable for one's actions and their consequences. For Levinas, it is our primary human vocation, called forth by the "face of the Other." (From IMG_4278).

* Soul: The spiritual principle and substantial form of a human being. It is the principle by which we live, and for Aquinas, it is separable from the body and incorruptible (immortal). (From IMG_4282, IMG_4283).

* Teleological Ethics: An ethical theory (like Aristotle's) that judges the morality of an action based on its telos (end, purpose, or goal). An action is right if it leads to a good end or purpose (e.g., human flourishing). (From IMG_4276).

* Trivialization: Treating a serious sin or moral failure as if it is unimportant or insignificant.

* Virtue Ethics: An ethical theory (like Aristotle's) that emphasizes the development of good character (virtues) as the key to ethical living, rather than rules or consequences.

* Virtues: Good habits which enable us to lead good moral lives, in harmony with others and God. They are developed over time with practice. (From IMG_4284).

* Vices: Bad habits that corrupt character and lead us away from the good.

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### Part 2: Concepts to Explain

1. From a Christian perspective, why are human beings considered ethical beings?

Human beings are considered ethical because we are made in God's image and likeness. This makes us fundamentally good and grants us the power to understand and distinguish between right and wrong. We possess free will and reason, which allow us to make conscious moral choices and take responsibility for them. We are called to be stewards of the earth and to pursue the good. (From IMG_4275).

2. Illustrate and explain the Character Model.

The Character Model, or Character Cycle, shows how our destiny is shaped by our character, which is built through a process:

Actions → Choices → HABITS → VIRTUES/VICES → CHARACTER → DESTINY

Our individual *actions** and choices, when repeated, form habits.

These habits become ingrained as either *virtues** (good habits) or vices (bad habits).

The sum of our virtues and vices forms our *character**.

Our *character** then guides our future choices and ultimately shapes our destiny. (From IMG_4285).

3. What are the three ‘senses’ of the conscience? What is its role in our moral development?

While your notes focus on its definition and types, the three senses are typically:

* Awareness: The innate capacity to sense the fundamental principles of the moral law (e.g., do good, avoid evil).

* Judgment: The application of this awareness to specific situations to judge what is right or wrong.

* Decision: The imperative to do what has been judged to be right.

* Role: The conscience is the inner voice that helps us discern right from wrong, make moral choices, and is the place where God speaks to us. It must be formed and informed throughout our lives to function correctly. (From IMG_4279).

4. Why does the Church teach that a person should never act against their conscience?

Because the conscience is the individual's final, subjective guide for moral action. To act against it is to deliberately choose what one believes to be wrong, which is a sin. Even if the conscience is incorrect (misinformed), following it is the most authentic step a person can take at that moment, though they have a duty to inform their conscience correctly over time.

5. Describe and identify the types of conscience:

* A. Informed: Knows what is good and evil and chooses the good. Feels guilt when a sin is committed and acts to correct it. (From IMG_4281).

* B. Misinformed: Has been improperly instructed about good and evil, often due to receiving or interpreting information incorrectly. (From IMG_4280).

* C. Lax: Knows right from wrong but chooses what is most convenient or easy. It is lazy and irresponsible. (From IMG_4279).

* D. Legalistic: Is solely concerned with following the letter of the law, without questioning if the law is just. Asks, "Is it legal?" (From IMG_4280).

* E. Scrupulous: Is overly critical and feels guilty for actions that are not sinful or not one's fault. Sees sin where there is none. (From IMG_4280).

6. Summarize the ethical theories of Aristotle, Kant, and Levinas.

* Aristotle (Teleological/Virtue Ethics): The aim of ethics is happiness (*eudaimonia*), achieved by reaching our human potential. We do this by cultivating virtues (good habits) and finding the Golden Mean between extremes. Good character is built through repeated good actions. (From IMG_4276).

* Kant (Deontological Ethics): The aim of the moral life is the good, achieved through a good will and acting out of duty. We must act according to ethical maxims (principles) that could be universal law. The key is to never treat people merely as a means to an end, but always as ends in themselves, respecting their dignity and autonomy. (From IMG_4277, IMG_4278).

* Levinas (Ethics of Responsibility): Shaped by the horrors of the Holocaust, Levinas believed ethics is the foundation of human life. The "face of the Other" calls us to an infinite responsibility and compassion for others, especially the vulnerable. Ethics is not about rules or self-interest, but about our inescapable obligation to respond to the needs of the other person. (From IMG_4278).

7. What are the Fonts of Morality, according to Thomas Aquinas?

The three fonts (sources) of morality are:

1. The Moral Object: What is the action being chosen? (The act itself).

2. The Intention: Why is the person acting? (The motive or purpose).

3. The Circumstances: Who, when, where, how? (The context that may increase or decrease goodness/evil).

For an action to be morally good, all three fonts must be good. If any one is evil, the action is morally wrong. (From IMG_4285, IMG_4286).

8. Apply the Framework of human action to a moral dilemma.

Example Dilemma: A student is tempted to cheat on a major exam because they are unprepared.

* Moral Object (The Act): Cheating on an exam (an act of dishonesty).

* Analysis: The act itself is intrinsically wrong, as it violates the pursuit of truth and is unfair to others.

* Intention (The "Why"): To get a good grade without doing the work / To avoid failure and parental disapproval.

* Analysis: While the desire for a good grade is not bad in itself, the intention to achieve it through deceit is bad.

* Circumstances (The Context): The exam is worth 30% of the grade, the teacher is strict, the student was stressed and had to work a part-time job.

* Analysis: These circumstances may explain the pressure, but they do not change the wrongness of the act itself.

Conclusion: Using the framework, the act of cheating is morally wrong because the object (dishonesty) is bad. Even if the intention were somehow good (e.g., to keep a scholarship to help one's family), a good intention cannot justify an evil act. Therefore, cheating is not a morally permissible choice.