BOLIVARIAN REPUBLIC OF VENEZUELA

MINISTRY OF POPULAR POWER FOR UNIVERSITARY EDUCATION

NATIONAL EXPERIMENTAL UNIVERSITY RAFAEL MARIA BARALT

UNERMB

CABIMAS EDO-ZULIA

ADMINISTRATION PROGRAM

UNIT III
APPLIED ETHICS

Made by: Mariangel Gomez 29752075

Maria Gomez 29752077

Section: 30112

Asignatura: Formación Ética y Cívica

Cabimas July 5, 2020

 INTRODUCTION

Civic and ethical education seeks to create a space in which people

they can conceive of themselves as social individuals. Although in this
training is present in this social conception, at the same time each person
maintains its condition as an individual, which is essential for better understanding
what rights and duties correspond to him/her. In this work, we will address
these topics a bit deeper and how they connect with other areas or
branches of ethics such as: Ecological Ethics, Civic Ethics, Ethics
minimum, etc.
 INDEX

1 ETHICS OF LIFE

2 ECOLOGICAL ETHICS

3 ETHICS OF CITIZENS

4 ETHICS OF PROFESSIONAL WORK

 DEVELOPMENT

1 ETHICS OF LIFE

a) Bioethics: Bioethics is the branch ofethicsdedicated to promoting the

principles for the most appropriate conduct ofhuman beingregarding thelife,
both of human life and of other living beings, as well as the environment in the
that acceptable conditions can be provided for it.
b) Genesis and development: It is a relatively new discipline, and the
the origin of the term corresponds to the Protestant pastor, theologian, philosopher, and educator
GermanFritz Jahrwho in 1927 used the term Bio-Ethik in an article about the
ethical relationship of the human being with plants and animals. Later, in
1970, the American biochemist dedicated to theoncologyVan Rensselaer
Potterhe used the term bio-ethics in an article about 'the science of the
survival" and later in 1971 in his book Bioethics, a bridge towards the
future. In its broadest sense, bioethics, unlike themedical ethicsI don't know
it is not limited to the medical field, but includes all ethical problems that have
what to see with life in general, thus extending its field to
issues related to theenvironmentand to thetreatment due to animals.

c) Areas of general Bioethics: The areas of bioethics relate to

"The moral autonomy of the human being and its capacity to decide, and opposes the"
external decisions that aim to impose behavioral norms on many
cases unrelated to their personal wishes.
Main areas:

Abortion.

The quality of life.

Healthcare.

Human cloning.

Scientific advances.

Sustainable development.
Organ donation.

Euthanasia.

d) The moral norm in the field of ethics: the attitude of man towards some
phenomena are marked as good or bad, as fair or unfair, by virtue of a
social demand, current, etc., not by some laws of law, and this is what
distinguish such norms from legal ones. The normative character of morality is
determined by the fact that society (or social class) is in harmony
with their interests, it prohibits in the sphere of behavior the manifestation of that
that destroys a valuable asset for society (or the class) and stimulates the acts that
favorable results for good or produce it. Moral demands are reflected in
the ethical qualities of reality: one is objectively a good, something
beneficial, fair; another is not. Ethical standards merely change the
my human response transforming it into a proposal; the ethical standard makes it
more free man, since ethical behavior increases correctness and the
same possibilities of freedom, of that behavior. The rules are
essential for personal self-fulfillment and for living in society.
Those principles, although claiming permanent validity, suffer
inevitably the risks of historicity and the contingency that affects
everything human.

e) The subordinate principles of ethics: In 1979, bioethicistsTom

BeauchampyJames Franklin Childressthey defined the four principles of the
bioethics:autonomy, no maleficence, charityyjusticeIn a first
at the moment they defined that these principles are prima facie, that is, that they are binding
(they are mandatory) as long as they do not collide with each other, in which case there will be
to prioritize one over the other, depending on the case. However, in 2003
Beauchamp believes that the principles must be specified in order to apply them to
the analyses of specific cases, that is, must be discussed and determined
for the specific case at a case-by-case level.

The four principles defined by Beauchamp and Childress are:

° Principle of autonomy: Autonomy expresses the capacity to establish norms for oneself or
rules to oneself without the influence of pressures. The principle of autonomy has a
carácter imperativo y debe respetarse como norma, excepto cuando se dan
situations where people may not be autonomous or present a
reduced autonomy (people in a vegetative state or with brain damage, etc.)
in which case it will be necessary to justify why there is no autonomy or why it exists.
is diminished.
Principle of beneficence: Obligation to act for the benefit of others,
promoting their legitimate interests and suppressing prejudices. In medicine,
promotes the best interest of the patient but without taking their opinion into account.
Assume that the doctor has training and knowledge of which he
the patient lacks, so that the one knows (and therefore decides) what is most convenient
for this. That is to say, 'everything for the patient but without involving him.' A first
An obstacle to analyzing this principle is that it dismisses the patient's opinion.
First involved and affected by the situation, disregarding their opinion due to
due to their lack of medical knowledge.
° Principle of non-maleficence: Intentionally refraining from performing acts
that can cause harm or disadvantage to others. It is a valid ethical imperative for
everyone, not only in the biomedical field but in all sectors of life
human. In medicine, however, this principle must find a
proper interpretation because sometimes medical actions cause harm to
obtain an asset. So, it's about not harming
unnecessarily to others. The analysis of this principle goes hand in hand with that of
charity, so that benefit prevails over harm.
° Principle of justice: Treating each individual as appropriate, with the aim of
reduce situations of inequality (ideological, social, cultural, economic,
etc.). In our society, although in the health sector equality among all
men are just an aspiration, it is intended that everyone be less
unequal, so it is necessary to treat equals equally and
unequal to the unequal to reduce situations of inequality.
2 ECOLOGICAL ETHICS:
a) Ecological ethics: or environmental ethics is the part of philosophy and theethics
appliedwhat considers the ethical relationships between human beings and the
natural environment orenvironmentIt exerts influence over a long list of
subjects like theright, sociology, economy, ecology, geography, etc. In their
the field includes the aesthetics of nature and other branches of research
philosophicalepistemology, metaphysics, axiologyetc.)

Environmental ethics is a systematic account of the moral relationships between

human beings and their environment. The so-called environmental ethics is
a relatively new branch of philosophical ethics, which describes values
what the non-human natural world entails and prescribes an appropriate ethical response
to ensure the preservation or restoration of such values.

b) Deep ecology: Deep ecology is a recent branch of

theecological philosophywhat considers to thehumanitypart of their environment,
proposing cultural, political, social, and economic changes to achieve a
harmonious coexistence between human beings and the rest of living beings.
Establish certain rules that are based on a vision of nature with a
notion of reality and the place we occupy as individuals on the planet.
Consider that human beings do not have the right to trample over the
diversity, solely to meet their vital needs.

c) Biocentrism: term that appeared in the1970s to designate a

moral theory that asserts that every living being deservesrespectmoral. Associated in its
origins with the deep ecologyo radical environmentalism, biocentrism aims to
reclaim the primordial value of thelifeIt proposes that all living beings have
the same right to exist, to develop, and to express oneself autonomously and
they deserve the same respect for having the same value. It advocates that human activity
cause the least possible impact on other species and on the planet itself.
Given sus characteristics, is one philosophy contrary
to thetheocentrismyanthropocentrismBiocentrism explains that what we perceive
as reality is a process that demands the participation of consciousness. It grounds its
ideology in the concepts ofinteraction, thecoevolution, the complexity of the
relationships between thespecies, the nodiscrimination, the deal with the animals, the
the culture of the livinginteractivityof thesexes, the participatory democracy,
theorganic agricultureand the use of therenewable energies.
d) Anthropocentrism: Anthropocentrism is the doctrine that, on the level of
theepistemology, places at thehuman beingas the measure and center of all things, and
in theethicshe argues that the interests of human beings are those
that they must receive moral attention above anything else. Thus
thehuman nature, hisconditionand their well-being - understood as different and
peculiares en relación a otros seres vivos– serían los únicos principios de juicio
according to those who should really evaluate other beings and in general the
organization of theworldas a whole. Likewise, any moral concern
by any other being should be subordinate to that which must manifest through the
human beings. Anthropocentrism emerged in the early 16th century, already entering
to theModern Age, and it is considered as an alternative that replaces
thetheocentrism.
3 ETHICS OF CITIZENS:
a) Civic Ethics: By civic ethics, we know that it is the part of theethics, from the
reflection, which refers to our behavior in a social community. It is the
effort of human beings to think, justify and carry out the great project
of just coexistence. It is founded on theHuman Rights what
They gather the values that should guide our conduct. It is the instruction that has
a goal of learning to live in community and in harmony and is characterized by
values or ideals such as: Freedom, humility, justice, respect,
equality, solidarity, etc.
b) Civic Ethics in a pluralistic society: a civil morality responds to
a real need and as such felt. When there is a plurality of beliefs, of
ideas, ideologies, a moral foundation is needed to live harmoniously in
common. But, precisely because it responds to a need, the problem does not
it could be completely new, and some solution, no matter how imperfect, could
it has had to give, since while the degree of pluralism is perhaps today in the West
the greatest achieved in history, this is by no means the first time that
People of diverse beliefs and cultures live in the same society. Hence
that any attitude aiming for a completely ex novo solution, without
consideration of the historical precedents, is done for that very reason
suspicious. Why is the study of the defenders of civil morality lacking in the
precedents and the recognition of their contributions? In more than one case,
it would seem that History began with the French Revolution, being the
contemptible prehistoric past. In reality, precisely because it is necessary,
There has always been a certain civil morality. At least, since laws have existed.
crimes that did not have an immediate origin in a religious mandate, and that is already
find in the Code of Hammurabi. Most of them reflect
demands of social life that were understood and accepted as needs
moral and social, for one cannot live in peace if there are robbers, cattle rustlers,
The murderers and others who live poorly go unpunished.

c) Minimum ethics conceptualization: Minimum ethics is a way of looking at

the practical philosophy that relates to the general desire to find a better
communication and understanding to make the inevitable friendlier
relationships with others, it is called Justice Ethics and constitutes the
deontological moment of Ethics. It refers to the conditions and
minimum common coexistence behaviors in different areas
social issues in the world. It is made up of basic elements in which everyone
we can agree and that enable coexistence and tolerance.

d) The contents of civic ethics: Civic and ethical education is based on the
study of the basic principles related to democracy, as well as in the
moral aspects that citizens should take into account within the framework of
coexistence in a given society. To understand in a more
complete all those democratic and moral principles, civic and ethical education
it relies on other disciplines such as sociology, philosophy, history, law,
la ciencia política, la demografía, la antropología y la psicología, entre muchas
others.

e) The 3 generations of human rights:

First generation: they are individual rights that correspond to
civil and political rights.
Of second generation son the rights of the equality
or economic, social, and cultural rights.
Third generation: these are collective rights, of solidarity or
emerging.
f) The guiding values; Freedom, Equality, Solidarity:
FREEDOM: it is acquired as a decree of law that allows us to choose what
what to do with our life, how to manage our talents, possessions, time
etc. But this also leads us to have responsibilities. Establishment of a
framework of civic liberties for all. For example: the freedom of conscience, of
thought and religious worship, freedom of expression and of the press, freedom
of movements and of residence.
°LAEQUALITYunderstood as: Elimination of thedominationGuarantee of
minimum social material andculturalso that eachpersonmay develop
alifeworthy incomeeconomicworthyeducation, housing, attendance
sanitary, etc., Equal opportunities to hold positions andjobs,
reducing inequalitiesnaturaland social birth, Equality before
the law, applying the same rules to everyone
° SOLIDARITY: the sense of equality and justice, being supportive is not just in
material things. Solidarity seeks an altruistic goal; it should be pursued
helping everyone, without expecting anything in return. There are also emotional things,
emotional, motivational, spiritual, or simply companionship and support.

4 ETHICS OF PROFESSIONAL WORK:

a) Meaning of work: By work, we refer to the set of activities

that are carried out with the goal of reaching a target, solving a problem or
produce goods and services to meet human needs

b) The concept of profession: it is the action and effect of professing (exercising aofficial document,
ascienceor aartThe profession, therefore, is the job or work that
someone practices and for which they receive financial compensation.

c) Basic contents of a professional ethics: University education must

to instill in new professionals the role they play in the
improvement of the material living conditions of society, the care of the
environment and sustainability, the dignity of all human beings and
the promotion of a more just society. The origin, reason for being, and meaning of the
The profession is ethical: to offer a good to society: it is the internal good of the profession.
To heal, to seek health, and to prevent disease are the reasons for being of the
medicine, its inner good. Provide society with the techno-scientific invention that
improving the material conditions of human existence is the internal good in
General of the various engineering fields. These ethical principles are those of non-
maleficence, beneficence, autonomy, respect, justice, responsibility and
caution. Professional action must be based on these moral principles
very specific ones that underpin the codes of ethics.
d) The user principle of autonomy: Autonomy is linked to reflection.
deontological, and has a strong liberal tradition. It has been accepted by a
important number of medical and psychological schools and is the foundation of
important actions and duties in healthcare intervention, such as the
informed consent. Autonomy, from this perspective, is at the same
time a right and a capacity. As a right, it refers to the power.
what people have to decide about their own affairs and, in particular,
about her own body. Autonomy as a right goes against the
paternalism and therefore requires professionals not to intervene without consent
of the person subject to attention, even if such intervention is for their benefit. As
capacity autonomy is related to both intellectual skills and
user's emotional aspects as well as the opportunities to exercise them
autonomy.

e) The ethics of responsibility: Responsibility reveals the ethical character of

each person is an entirely voluntary act that leads us, on one hand, to more
respect, more transparency, and more cordiality towards others; and on the other hand, to
to respond to the needs of another human being. The other requires an attitude from me.
practice, which can be of hospitality, indifference, or rejection. To be
"Responsible" therefore means being ready and willing to "respond." Since
our own reality some of the aspects that must be addressed
Responsible answers are: social inclusion, gender equality, justice.
economic, the conservation of the environment, citizen security, and the
probity in public service.
 CONCLUSION

By doing this work, we have learned that civic and ethical education seeks
create a space where people can conceive of themselves as
social individuals. Although this conception is present in this training
social, at the same time each person maintains their status as an individual, which
it is essential to better understand what the rights and duties are that
competence. And civic and ethical education focuses on the potentials that
each individual has within themselves to achieve various objectives, such as promoting the
social welfare, create life projects for themselves and develop themselves in a way
integral. At the same time, elements related to law are also studied, with
the intention that people come to see themselves as responsible for
to respond both for their rights and for their duties which basically the
the main intention is to create citizens aware of their role within the
society, committed to the pursuit of common progress.