Buch, Englisch, 224 Seiten, Gewicht: 457 g
A Historical Introduction to Ethics
Buch, Englisch, 224 Seiten, Gewicht: 457 g
ISBN: 978-0-19-532504-1
Verlag: Oxford University Press
In The Republic of Plato, the character Thrasymachus questions whether it is beneficial to be morally good. His belief is that the only rational policy to follow is one of strict self-interest: if you can get away with it, why not do the "wrong" thing? Why be good?
Why Be Good? is an engaging introduction to ethics that explores Thrasymachus' question as it appears in Western philosophy. Historically organized, the text presents a series of answers to Thrasymachus' immoralist challenge from Plato, Aristotle, thinkers in Christianity, Aquinas, Hobbes, Hume, Kant, Mill, Nietzsche, and several twentieth century philosophers. Each chapter focuses on the main ethical ideas of primarily one philosopher, building on the theories discussed in previous
chapters. Duncan Richter explains each philosopher's thoughts on ethics, virtue, and character and discusses ensuing objections to each philosopher's arguments. Students are encouraged to think about their own lives, what it means to be good, and why or, rather, if they should be good. Key terms are boldfaced
the first time they appear, questions end each chapter, and suggestions for further reading are provided throughout. The book is ideal for introductory ethics and history of ethics courses.
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Why Be Good? is an engaging introduction to ethics that explores Thrasymachus' question as it appears in Western philosophy. Historically organized, the text presents a series of answers to Thrasymachus' immoralist challenge from Plato, Aristotle, thinkers in Christianity, Aquinas, Hobbes, Hume, Kant, Mill, Nietzsche, and several twentieth century philosophers. Each chapter focuses on the main ethical ideas of primarily one philosopher, building on the theories discussed in previous
chapters. Duncan Richter explains each philosopher's thoughts on ethics, virtue, and character and discusses ensuing objections to each philosopher's arguments. Students are encouraged to think about their own lives, what it means to be good, and why or, rather, if they should be good. Key terms are boldfaced
the first time they appear, questions end each chapter, and suggestions for further reading are provided throughout. The book is ideal for introductory ethics and history of ethics courses.
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