G. E. Moore’s critical analysis of right action in utilitarian ethics and his consequentialist concept of right action is a starting point for a theory of moral/right action in ethics of social consequences. The terms right and wrong have different meanings in these theories. The author explores different aspects of right and wrong actions in ethics of social consequences and compares them with Moore’s ideas. He positively evaluates Moore’s contributions to the development his theory of moral/right action.

With regard to existing concept of the moral education (ethics) in Slovakia, the questions of ethics and morals are only one of the partial sections. The dominant role is played by psychology based on Roberto Olivar’s concept with emphasis on pro–socialization and on Erickson’s concept of the psychosocial development. From the philosophy basis point of view, only Aristotle, even in reduced form and Spranger’s concept of the life forms are mentioned. Philosophy and ethics are only complements to more psychologically based (...) educational program which is resulting from the problematic division of a social and moral experience into egoistic and prosocial. Egoism is presented in a distorted form and is characterized as the cause of all moral evil. However, there are several different types of understanding of the term egoism in philosophy and ethics as for example psychological and ethical egoism, or self-interest. Ethical egoism or self-interest cannot be identified with selfishness. The main aim of moral education should not be only to form the desired children and youth moral orientation but on the other hand, to form morally self-confident individuals who are able to solve the moral problems, to help the others to solve them as well and to be able to bear moral responsibility for their own deeds. (shrink)

This paper argues that the concept of dignity should be understood as a concept that we use to describe an aggregate of values and qualities of a person or thing that deserves esteem and respect. The primary value that creates the right to have dignity is life. The degree of dignity a life form has depends on its place in the evolutionary scale. Human beings are the highest form of life so they possess the highest degree of dignity.

The contemporary situation within the realm of ethical theories is quite complicated. Were it not enough that many classical ethical theories are evolving into the new modern forms, new types of ethical theories are arising, as well. The main aim of the paper is to introduce this issue of ethical theories which are known under the term hybrid ethical theories. A secondary aim of the paper is to describe and characterize the contemporary ethical theory of ethics of social consequences, and (...) look for the answer whether it can be an example of this type of theory. To achieve the scope, the paper begins with a short introduction into the issue of contemporary consequentialism, followed by a presentation of the concept of hybrid ethical theories and its examples. Later the variability of consequentialism and ethics of social consequences are presented. The normative basis of this theory is subsequently analysed and explored in the context of hybrid ethical theories. Finally, the study clarify that the ethics of social consequences might be considered as a hybrid ethical theory. (shrink)

Authors deal with theoretical and social contexts of the teaching profession as a starting point for empirical research into ethical relationships among Slovak primary and secondary school teachers. They surveyed the opinions of teachers at that level regarding their relationship with students, parents, colleagues and superiors. According to the research results, more than 80% of respondents positively rate the behaviour of teachers towards their students and parents from the viewpoint of realising ethical values, based on which they could be an (...) ethical model for their students. The level of relationships among colleagues received a less optimistic rating. They were, however, much more critical in evaluating their superiors. Only approximately 60% of the members of school management could be an ethical model for other teachers. (shrink)

The author discusses professional teaching ethics and its main principles and values. The theoretical basis of the study is ethics of social consequences and, in its context, primarily the principles and values of humanity and human dignity, including their possible application in the teaching profession and, partially, in the process of teaching foreign languages and Slovak as a foreign language to students from abroad.

The ethics of social consequences is a means of satisficing non-utilitarian consequentialism that can be used to approach disaster issues. The primary values in the ethics of social consequences are humanity, human dignity and moral rights, and these are developed and realized to achieve positive social consequences. The secondary values found in the ethics of social consequences include justice, responsibility, moral duty and tolerance. Their role and purpose is given by their ability to help achieve and realize moral good. Fair (...) treatment within moral issues stems from applying primary as well as secondary values. The nature of these values cannot be determined exclusively in ordinary circumstances. However, in extraordinary circumstances (disasters), not all the requirements relating to the value structure of the ethics of social consequences need be considered in its entirety. In extraordinary circumstances, values are prioritised and realized. Primary values are realized prior to secondary ones. When prioritizing primary values, the realization of positive social consequences, or at least minimizing the negative social consequences, takes priority over other primary values. In disaster bioethics especially, it is often necessary to find a way to minimize the negative social consequences; thus, actions where positive social consequences are prevalent are preferred. (shrink)

Predkladaná štúdia analyzuje, porovnáva a hodnotí koncept evolučnej ontológie Josefa Šmajsa a etiku sociálnych dôsledkov Vasila Gluchmana. Na jednej strane sa zameriava na určité podobnosti, ktoré tieto dve teórie spájajú, na druhej strane identifikuje odlišnosti, a to najmä v kontexte environmentálnej etiky. Obidve koncepcie vznikali ako originálne teórie približne v rovnakom období v dvoch susediacich krajinách, pričom sú stále veľmi inšpiratívne, otvorené kritike a pomerne reflektované filozoficko-etickou obcou.

The article deals with ethics of social consequences as a modern ethical theory and proposes some critical remarks based on various elaborations of the theory presented in the newly published edited volume Ethics of social consequences: Philosophical, applied and professional challenges. It confronts and challenges several of the presented concepts and ideas and tries to find a solution for the theory to become even more elaborated but still remain within the boundaries of its ontological framework.