CS4001: Computing, Society and Professionalism Sauvik Das | Assistant Professor Virtue ethics January 30 th , 2018
Group Activity: Heinz’s dilemma A woman was on her deathbed. There was one drug that the doctors thought might save her. It was a form of radium that a druggist in the same town had recently discovered. The drug was expensive to make, but the druggist was charging ten times what the drug cost him to produce. He paid $200 for the radium and charged $2,000 for a small dose of the drug. The sick woman's husband, Heinz, went to everyone he knew to borrow the money, but he could only get together about $1,000 which is half of what it cost. He told the druggist that his wife was dying and asked him to sell it cheaper or let him pay later. But the druggist said: “No, I discovered the drug and I'm going to make money from it.” So Heinz got desperate and broke into the man's laboratory to steal the drug for his wife. Should Heinz have broken into the laboratory to steal the drug for his wife? Why or why not?
Kohlberg’s Stages of Moral Development u There are 6 distinct developmental stages of moral reasoning, each of which is more capable of responding to moral dilemmas. u 6 stages divided into three groups: pre-conventional, conventional, post- conventional u Used Heinz’s dilemma to figure out someone’s stage of “moral development” u Decision made doesn’t matter! Only rationale.
Kohlberg’s Stages of Moral Development u Egocentric understanding of fairness based on individual need u Stage 1: Obedience & Punishment orientation u Stage 2: Self-interest orientation u Shared concept of fairness based in societal agreement u Stage 3: Interpersonal accord and conformity u Stage 4: Authority and social-order maintenance u Free-standing logic of equality and reciprocity u Stage 5: Social contract orientation u Stage 6: Universal ethical principles What would the different stages say about Heinz’s dilemma?
Kohlberg’s Stages of Moral Development u Egocentric understanding of fairness based on individual need u Stage 1: Obedience & Punishment orientation u Stage 2: Self-interest orientation u Shared concept of fairness based in societal agreement u Stage 3: Interpersonal accord and conformity u Stage 4: Authority and social-order maintenance u Free-standing logic of equality and reciprocity u Stage 5: Social contract orientation <-- Social contract theory u Stage 6: Universal ethical principles <-- Kantianism
Class Activity: Kohlberg’s Stages of Moral Development u Egocentric understanding of fairness based on individual need u Stage 1: Obedience & Punishment orientation u Stage 2: Self-interest orientation u Shared concept of fairness based in societal agreement u Stage 3: Interpersonal accord and conformity u Stage 4: Authority and social-order maintenance u Free-standing logic of equality and reciprocity u Stage 5: Social contract orientation <-- Social contract theory u Stage 6: Universal ethical principles <-- Kantianism Do you agree with this ordering? Does it make sense that Kant is “above” social contract theory?
What does Carol Gilligan have to say about Kohlberg’s theory?
Gilligan reading u Kohlberg believed women get “stuck” at Stage 3 u Focus on detailing how to maintain relationships and promote welfare of family and friends u Men more likely to move on to abstract principles, less concerned with the particulars of who is involved. u 11-year olds Jake vs Amy answers to Heinz’s dilemma: u Jake: Value of life outweighs value of property. u Logical interpretation. u Amy: Can’t we talk to the druggist? If Heinz goes to jail, he can’t help his wife later. u Moral dilemma exists in the context of a web of relationships
Gilligan reading u Gilligan argued that Kohlberg’s theory is overly “androcentric” u Initially developed using only male participants u Believed that Kohlberg’s stages over emphasized justice. Developed an alternative “ethic of care” -- shift from “what is just” to “how to respond?” u Persons have varying degrees of dependence and interdependence on one another. u Those particularly vulnerable to one’s choices deserve extra consideration u Necessary to attend to contextual details of situations in order to safeguard and promote actual specific interests of affected parties.
Class discussion What is significant about the the difference between Kohlberg’s and Gilligan’s perspectives?
Stakeholder analysis u Make a list of all the stakeholders involved. u Try to balance the positive and negative impact on people u Not a formal ethical framework, just a useful way of looking at things u (Almost, but not quite act utilitarianism – how is it different?)
Virtue Ethics
Virtues u A virtue is an excellent trait of character u A virtue is a deep part of your character, and pervades your thoughts and actions u Examples: u Courage u Honesty u Benevolence u Compassion u Justice
Virtue ethics u One of the oldest normative ethical theories that has recently regained popularity. u Roots in Plato and Aristotle u Aristotle believed that the only way to fulfill one’s potential, and achieve happiness, is to acquire virtues (one cannot be born with virtues). u Anyone who attempts to be virtuous because they want their own happiness has missed the point. Virtue is its own reward .
A virtuous person u Once you have become virtuous you will: u know what the right action is; u perform the right action; u perform the right action because it is the right action.
Rationale behind ethical behavior u If it is obvious that someone in need should be helped, u Utilitarian would say: consequences of doing so will maximize well-being u Kantian would say: helping would be one’s duty / obligation according to the categorical imperative u Virtue ethicist would say: Helping the person is charitable or benevolent
Applying Virtue Ethics u Ask yourself, what would a virtuous person do in this situation? u The virtuous agent is motivated by emotion or inclination, not by rational choice. u "The fully virtuous do what they should without a struggle against contrary desires; the continent have to control a desire or temptation to do otherwise."
Class Discussion: “Do I look fat in this?” as a virtue ethicist u Your SO asks you if they look fat in a new pair of jeans. If you were a wise virtue ethicist, how would you answer?
Applying Virtue Ethics u Phronesis, or practical wisdom: u Practical wisdom is the knowledge or understanding that enables its possessor to “do the right thing” u The practically wise agent has the capacity to recognize some features of a situation as more important than others. u Personally disadvantageous nature of a certain action competes in importance with honesty or benevolence or justice u Example: SO’s looks fat scenario
No hard rules u The virtue ethicist rejects the idea that we should: u Follow rules u Try to produce certain consequences u There is manual on how to act morally. We learn by emulate those who we believe act morally. u Moral knowledge is practical, not theoretical.
Class activity: Response of a virtue ethicist u Despite his fear a fireman judges that running again in to the burning house might enable him to save a child. He springs into action. Sadly he fails to save the child and injures himself in the a attempt.
Class activity: Response of a virtue ethicist u A poverty-stricken scientist is offered money by a rival company to share details of her work. She knows the details will soon be in the public domain, so no harm would be done by accepting. Nevertheless, she rejects the offer, unable to betray her company.
Class Discussion: The Stop Sign as a Virtue Ethicist You are driving out in the desert. You can see in all directions for miles. No one else is around. You see a stop sign. Do you stop? Why or why not?
Advantages of virtue ethics u In many situations, it makes sense to focus on virtues rather than on obligations, rights or consequences u Personal relationships can be morally relevant to decision making u Moral decision making skills develop over time u No irresolvable moral dilemmas u Recognizes the role of emotions
Disadvantages of virtue ethics u Different people / cultures may have different concepts of virtues u It cannot be used to make policy u Like relativism, does not produce codifiable principles to determine right or wrong
Group Activity: Cube mate Your office mate is playing a computer game for two to five hours each work day. u When anyone else comes in, he quickly turns it off. Do you say anything to him ? Assume you did say something to him a few times, and nothing changed. Do you u say anything to his boss? What would you do as an… u u Act-utilitarian u Rule-utilitarian u Deontologist u Virtue ethicist u What would you actually do?
Class Discussion: Cube mate continued u Version 2: u (a) He’s a great guy. u (b) He’s really annoying. u Does that change your answer? Should it? u Version 3: u (a) You’re working harder to cover for him u (b) His project has nothing to do with yours. u Does that change your answer? Should it?
Class Discussion: The Boss’s perspective u Need to take what kind of a person the boss is into account. u If you were the boss, how would you handle it?
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