SOCIAL PROBLEMS AND POLICY ISSUES
Assignment #1 Answer Sheet
Part One
There are a number of moral or ethical standards without which society could not
function. One can find the origins and implications of many these moral or ethical
standards in the philosophical theories of philosophers written during the 17th to the
early to 20th century.
For Part One, there are 2 ethical standards to be considered:
1. It is “wrong” to break a promise; and
2. It is “wrong” to violate another human being’s right to “security of the
person”.
Starting with Emmanuel Kant’s “Categorical” or “Universal Imperative” reasoning, show
why each of these two moral standards are crucial to the effective functioning of a
society.
The moral value of one’s decisions or actions arises when one’s action or decision is
based on a duty or what one believes to be “right” rather than one’s self-interest.
The sources of these duties or what one believes to be “right” can be found in “pure or
practical reasoning”. Kant maintains this position based on his view of human-beings
are rational, and that therefore, the society’s morals, ethics or moral standards should
be determined by “logic or practical reasoning” and should be capable of being applied
consistently in every like situation. For Kant, since every person is assumed to be
rational, what is rational and moral should be the same for everyone. The basic principle
is that every person should act only on those principles which he or she, as a rational
person, would prescribe as universal laws or universal imperatives which can be
applied to the whole of mankind [to the whole of one’s society]. Even children
understand the concept of practical reasoning or consistency. If I say it is "morally
acceptable" for me (“right”) to eat ice cream, then how can I logically tell them that it is
“wrong” for them to eat ice cream?.
The moral or categorical imperative was summarized by Kant in the following terms.
Kant requires that a rational individual:
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“Act only according to that maxim [rule] whereby you can at the same time will
[desire] accept that it should become a universal law [followed by every person in
society].”1
The Golden Rule which directs a person ‘Do unto others only as you would have them
do unto you’ fits the Universal Imperative.
Answer:
“It is “right” for me to break a promise. To be rational, logical and consistent, I
have therefore to accept that is morally acceptable or “right” for everyone in
society [i.e. to break promises]. In such a situation, I could never be sure that any
promise [e.g. contracts to re-pay debts] to me would be fulfilled. Without general
certainty that promises in society would be fulfilled, the economy and individual
relationships would be greatly impaired and the society would become highly
dysfunctional. Therefore, it is “wrong” to break promises.
I maintain that it is “right for me” to violate another person’s “security of the
person”. If I am to be to be rational, logical and consistent, I have therefore to
accept that it is “morally acceptable for everyone in society to violate other
persons’ “security of the person.” Society would have to accept that it is “right”
for members of society to physically harm others when they feel so inclined. In
that society, I could never know whether or not I was physically safe. Society
would become an armed camp full of violence. It would be very dysfunctional.
Therefore, it is “wrong’ to violate other persons’ security of the person.”
Utilitarian Reasoning
The next part of the question is to determine that a person who followed Utilitarian
Reasoning would reach the same conclusions. Utilitarianism is a philosophical
theory which determines what is “right “or “wrong” on the basis of determining which
action of all the alternatives {to keep promises or not to keep promises] available to the
decision-maker creates the greatest “happiness” for the greatest number.
The “good” society is one that attempts to maximize the net total sum of “happiness”
in society [defined as minimizing pain and maximizing pleasure within society].
Answer:
“In both cases above, societies which accepted that it was morally acceptable
[therefore legal] to “break promises” and to physically violate other persons in
society would be unsure of promises [e.g. no reason to believe that debts would
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Immanuel Kant, Grounding for the Metaphysics of Morals (Hackett Publishing Co., 1993)
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be re-paid] and of whether they were safe at any given time or place. This
uncertainty and fear would make for a very unhappy society. Thus, it is essential
for the net happiness of society that its members widely accept [and that laws be
passed] to ensure that promises are kept [e.g. contract law] and that its citizens
respect each others’ right to “security of the person” [laws against “battery or
assault”].”
[There was originally a 3rd question: “Give a reason why “security of the person”
should also be considered an essential “human right”. [Hint: if you want it for yourself,
how can you logically deny the same human right to another person?]” If this question
was not included among the posted material, ignore it.]
Answer:
“I would like to have “a right to physical security”. I want to live in a society
where I can be reasonably certain of not being physically assaulted at any given
time or place. If I want that right for myself, how can I logically claim that others in
society are not entitled to the same human right? Thus, everyone should be
entitled to such a right.”
PART TWO
The questions to be answered in Part Two were as follows:
a. Briefly explain the difference between a “personal or private problem” and
a “social problem”; [0.5 marks]
b. What is the major distinguishing factor between a “social construction”
which affects society’s decisions about laws, enforcement, collective
actions, etc. and “sociological research” – a “real social problem”? [0.5
marks];
c. Sociologists bring “general preferences and values” which they use to
make judgments about whether or not a particular situation constitutes a
“social problem”. Identify 6 of these values or standards of judgment used
by sociologists; similarly, sociologists are concerned with identifying
factors which deny certain groups in society from having equal opportunity
to achieve specific “quality of life” opportunities. Name 5 of these ‘quality
of life” opportunities; [1 mark]
d. There are 3 general theoretical approaches or methods that sociologists
use when trying to analyze or research a ‘social problem – structural
functionalism, conflict theory and symbolic interaction. In as concise a
manner as you can, explain the basic features and nature of these 3
theoretical approaches [3 marks]
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a. A “social problem” may be defined as a condition or general pattern of behavior
in society which:
(1) Is considered “wrong” or incompatible with general social values;
(2) Is caused by factors – e.g. social values and attitudes, the interaction
between social organizations – that operate at multiple levels in
society;
(3) May involve “class conflict”; and
(4) Represent social conditions or patterns of behavior which require
social or collective actions to be resolved [e.g. the “victims” are
incapable of overcoming the problems on their own].
b. A “social construction” is the identification of a “social problem” primarily
based on value and moral standards judgments but not necessarily sustainable by
the true facts or evidence. A real social problem is sustainable by the true facts and
evidence.
c. General Preference or Values
 Quality of Life
 Health;
 Knowledge;
 Co-operation;
 Freedom of Movement [Basic Human Rights];
 Self-Determination;
 Freedom of Expression and Speech.
 Inequalities reduce the “quality of life” for different groups by denying
citizens equal opportunities to:
 Health
 Education
 Well-paid employment
 Be treated with dignity and respect
 Maintain self-esteem or personal worth;
d. The three methodologies:
- Structural Functionalism: It is “social organizations and systems”
[corporations, public institutions, schools], how the organizations behave
internally and the general values or attitudes of society which, acting together in
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interdependent ways, shape the conduct of members of the society and produce
“social problems”;
- Conflict Theory: Society generally comprises two opposing groups:
1. The owners of society’s productive capacity [“capitalists”] who
constitute the bourgeoisie, the rich and the powerful; and
2. The workers or labor [“the proletariat”] and the less well off.
The inequalities between the two groups and their behavior towards each other
create conditions under which social problems are spawned. They destroy social
cohesiveness, stratify society into opposing groups and increase and perpetuate
the inequalities which give rise to social problems.
-Symbolic Interaction: The social interactions of small groups of individuals
produce different levels of knowledge, experience, attitudes, values and beliefs,
attitudes (e.g. prejudices) and ideologies (e.g. a fixed set of ideas that fixes “the
lenses” through which people see the world) within the group. From these
interactions and the spread of their conclusions, the “social problems” which
people perceive and believe in are created.
PART THREE
Answers are required to the following questions:
a. Identify five roles or expectations which society places upon the
education system, including universities [1 mark];
b. Give one example, for each of the five roles or expectations that you
have identified in a.) above, where the system has failed to achieve
these roles or expectations;
c. Give 5 reasons why the educational system has failed to succeed in
playing the role or expectations desired by society.
a. To “socialize” young persons to engage in socially acceptable behavior;
To create “good” and effective citizens;
To provide individuals with upward mobility;
To aid people in their personal development;
To train individuals in emotional intelligence competencies
[This last item is based on the student’s judgment about what society
expects of the educational system or what the educational system should
provide which it is not]
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b. Bullying and other types of socially unacceptable behavior is not sufficiently
controlled;
Students are labeled and excluded from class groups, developing a self-belief
that they are inferior;
Students fail to achieve the upward mobility that they expected from
academic achievements;
Students are bored or terrified;
No instruction is given in EI or leadership;
c. Canada relatively high level of educational achievement is not reflected in our
relative standard of living;
Education has not affected inequalities in the distribution of income;
Education is not relevant to students’ expectations or needs;
The education system provides different quality of teaching [e.g. funding
differences between School Districts]
Fears created by school environments have caused students to “turn off” on
learning
[Essentially, these last five criticisms are found in the latter part of Lecture #3,
Education. Students may point out other failures which may be found in those
slides.]
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