Inherent and Instrumental Values in Ethics :: Happiness Life Papers

Inherent and Instrumental Values in Ethics The distinction between inherent and instrumental values in ethics could, in my view, be said to represent a contemporary version of both the eudaimonistic distinction between virtues as instruments and forms of happiness as the goals or ends to be achieved through these instruments, and of the deontological distinction between duties and the summum bonum to be, at least ultimately or in an afterlife, achieved through them. The paper identifies and explores what appears to be a threefold relationship between inherent and instrumental values. First, their mutual inseparability is found to be based in the very concept of instrumentality. Second, their parallelism in the relevant respects is seen also to be rooted in their instrumental relation. Third, and very significant, the inherent and instrumental values are discovered to be reversible so that what were inherent values can often become instrumental and vice-versa. Finally, and most importantly, the value and richness of human life is perceived to be nothing else than the function of the richness in values in ethics as well as in other spheres of human life. I. Introduction John Dewey holds the value concept as controversial since a survey of the current literature of the subject discloses that views on the subject range from the belief, at one extreme, that so-called 'values' are but emotional epithets or mere ejaculations, to the belief, at the other extreme, that a priori necessary standardized, rational values are the principles upon which art, science, and morals depend for their validity. And between these two conceptions lies a number of intermediate views. (1) One intermediate view says that values in general are things, beliefs, actions, emotions, and attitudes which are found acceptable, desirable, and even praiseworthy to the individual, to society, or to both of them. (2) We find as many different kinds of values as there are different areas of human life-intellectual, emotional, aesthetic, religious, moral, political, economic, etc. The distinction between inherent and instrumental values applies equally to each one of these fields. This ch apter, however, will limit itself to the inquiry into the nature and relationship of the inherent and instrumental values in the field of morality with only an occasional excursus into other fields. To indicate the meaning of these two kinds of values we could begin by saying that the inherent values are, roughly speaking, the desired results achieved through the operation of the instrumental values. Inherent and Instrumental Values in Ethics :: Happiness Life Papers Inherent and Instrumental Values in Ethics The distinction between inherent and instrumental values in ethics could, in my view, be said to represent a contemporary version of both the eudaimonistic distinction between virtues as instruments and forms of happiness as the goals or ends to be achieved through these instruments, and of the deontological distinction between duties and the summum bonum to be, at least ultimately or in an afterlife, achieved through them. The paper identifies and explores what appears to be a threefold relationship between inherent and instrumental values. First, their mutual inseparability is found to be based in the very concept of instrumentality. Second, their parallelism in the relevant respects is seen also to be rooted in their instrumental relation. Third, and very significant, the inherent and instrumental values are discovered to be reversible so that what were inherent values can often become instrumental and vice-versa. Finally, and most importantly, the value and richness of human life is perceived to be nothing else than the function of the richness in values in ethics as well as in other spheres of human life. I. Introduction John Dewey holds the value concept as controversial since a survey of the current literature of the subject discloses that views on the subject range from the belief, at one extreme, that so-called 'values' are but emotional epithets or mere ejaculations, to the belief, at the other extreme, that a priori necessary standardized, rational values are the principles upon which art, science, and morals depend for their validity. And between these two conceptions lies a number of intermediate views. (1) One intermediate view says that values in general are things, beliefs, actions, emotions, and attitudes which are found acceptable, desirable, and even praiseworthy to the individual, to society, or to both of them. (2) We find as many different kinds of values as there are different areas of human life-intellectual, emotional, aesthetic, religious, moral, political, economic, etc. The distinction between inherent and instrumental values applies equally to each one of these fields. This ch apter, however, will limit itself to the inquiry into the nature and relationship of the inherent and instrumental values in the field of morality with only an occasional excursus into other fields. To indicate the meaning of these two kinds of values we could begin by saying that the inherent values are, roughly speaking, the desired results achieved through the operation of the instrumental values.

Preschool Music Education Essay

Introduction Teaching music to preschoolers contributes to brain development.   â€Å"The musician is constantly adjusting decisions on tempo, tone, style, rhythm, phrasing, and feeling—training the brain to become incredibly good at organizing and conducting numerous activities at once. Dedicated practice of this orchestration can have a great payoff for lifelong attention skills, intelligence, and an ability for self-knowledge and expression† (Ratey, 2001).   A group of researchers at the University of California (Irvine) conducted a study that showed that after eight months of keyboard lessons, preschoolers showed a 46% boost in their spatial reasoning (Rauscher, Shaw, Levine, Ky and Wright, 2001). Music Education Module   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The curriculum for teaching preschool music education should contain three parts: 1) Singing; 2) Active listening; and 3) Movement.   All three of these subsections should work together and build off of the skills learned during the other subsections.   The music education curriculum must be fun and engaging for the preschool children, otherwise the children will not give the music activities their full attention and will not retain the cognitive abilities that can be taught through music education.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The preschool music education curriculum needs to be focused around teaching the children songs, preferably nursery rhymes and other educational songs, which will teach the children a skill.   Incorporating movement and hand motions into each song that is taught will enhance the skills learned.   Learning to sing songs will improve the development of language acquisition, listening skills, and fine motor skills.    Songs that tell a story with hand motions such as â€Å"I’m Bringing Home a Baby Bumblebee† will improve language skills as well as fine motor skills and self expression.   Songs that specifically address a certain skill such as counting songs (1,2 Buckle My Shoe) and spelling songs (B-I-N-G-O) should be incorporated into the music curriculum as well.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The preschool music education curriculum must also include active listening to music.   Listening to music, particularly classical music, will improve listening skills, auditory discrimination, abstract reasoning, and spatial intelligence.   After the children have listened to a musical piece, the experience needs to be reinforced by a series of questions and answers.   Asking the children what kind of instruments they heard and what emotions they felt during the song will improve the abstract reasoning skills and teach the children how to evaluate and comprehend what they have heard.   Clapping through a rhythm that was in the song they just heard will teach the children about tempo and improve counting and mathematical skills. Conclusion The preschool music education curriculum needs to include all three of the subsections discussed.   If the curriculum neglects one of the subsections, important skills will be neglected.   Singing and dancing teaches preschool children language skills, fine motor skills, and self expression.   Actively listening to music, particularly classical music, improves listening skills, abstract reasoning skills, and spatial intelligence. When developing a preschool music education curriculum, the most important thing is to ensure that the curriculum is fun and engaging for the preschool children.   If the curriculum is rigid and boring, the children will lose interest and the teacher will not have their full attention.   In order for the preschool children to acquire the skills taught during music education, the children must be engaged in the curriculum.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚      References Musically Yours, Inc.   (2007, November) Music Preludes.   Retrieved January 23, 2008 from http://www.musicpreludes.com/index.html Ratey John J., MD. A User’s Guide to the Brain. New York: Pantheon Books, 2001. Rauscher, Shaw, Levine, Ky and Wright, â€Å"Music and Spatial Task Performance: A Causal Relationship,† University of California, Irvine, 1994

Business Etiquette, Vital Manners, Cross Cultural Communication Free Essay Example, 1000 words

a) In Saudi Arabia, an American businessman sat down and crossed his legs, so that the leather soles of his fine dress shoes were showing. He then refused an offer of a cup of coffee. Individuals involved in this case can be made to understand that the difference in culture was the root cause of their misunderstandings. The American business person is obsessed with the western culture which is viewed by some eastern countries as arrogant and boastful. This is the reason why he was crossing his legs so that the leather soles of his fine dress shoes could be seen. At the same time, refusing a cup of coffee from his Saudi friend was normal in western culture, unlike Arabic culture. b) How do people greet each other in Australia, India, Japan, Korea, Netherlands, and Spain? Shaking hands when people meet is a common form of greeting amongst people living in Australia. Women at times greet each other by making a kiss on the cheek while the tourists usually use the term "G' day" to mean " hello"(Cyborlink. com, 2014). In India, shaking hands is the most common way through which people greet, though men are not supposed to touch women. We will write a custom essay sample on Business Etiquette, Vital Manners, Cross Cultural Communication or any topic specifically for you Only $17.96 $11.86/page Kisses are acceptable in countries like Haiti, Kenya, USA, UK, and France among other countries. In India, kissing is acceptable for close family members(Cyborlink. com, 2014). In Egypt, it is acceptable for women to kiss.