1.1 Normative Ethics --- The Nature of Morality --- Moral Principles
The Nature of Morality
“Moral Principles”
Teaching objectives:




Understand “What is Morality”
Understand the reason of the occurrence of “Morality” :
Individual and Social levels
Understand the basic moral principles such as kindness, harm
avoidance, respect for autonomy and rights and
responsibilities
Differences between moral principles and moral rules
Suggested teaching period: 4 lessons
1
1.1 Normative Ethics --- The Nature of Morality --- Moral Principles
Suggested Teaching Method
Lesson One
Teaching objectives:
1. Let students discover moral and ethics studies are to deal with “oughtness” issues,
but not “isness” issues
2. Different people have different understandings towards what “oughtness” is
Preparation Work:
Teacher shall first prepare
1. Knowledge Content of the Subject: What is morality --- “oughtness” and “isness”
2. Student Performance Sheet --- For evaluating student’s presentation performance
3. Worksheet: Condemned to Hell
Teaching Process:
1. “Module 1” is the first lesson of the whole “Normative Ethics” curriculum. It is better for
the teacher to use 10 minutes to explain the issues to be handled in morality --- the
issue of “oughtness” and “isness”.
2. Divide the students in groups of 4-5 and let them discuss the “Condemn to Hell” story for
10 minutes. Invite students to share their answers on the 1st part of the questions and
complete the 2nd part at home. This discussion is to point out that when people make
moral decisions, they need to consider different aspects.
3. After the discussion, each group shall send 1 student as representative to present the
decision of his/her group in around 2 minutes. He/She shall also give reasons to support
their answers. After each presentation, teacher shall ask at least one other group to
raise questions. (Teacher may use the Student Performance Sheet to evaluate their
performance)
4. Homework Assignment:
．Ask the students to complete the 2nd part of the questions at home. They shall put it
down in words and submit it in the next lesson.
．Ask students to collect information on the “Origin of Morality” of 2 different schools of
thoughts
(Distribute the content for reference materials)
2
1.1 Normative Ethics --- The Nature of Morality --- Moral Principles
Lesson Two
Teaching objectives:
1. Understand the process of value establishment
2. Have an initial understanding towards the moral development on an individual level
stated in Freud’s and Maslow’s theories
3. Have an initial understanding towards the moral development on a social level, such
as The Social Contract and Social Relativism
Preparation Work:
Teachers shall first prepare
1. Knowledge Content of the Subject – S. Freud’s Theory, A. Maslow’s Theory, The
Social Contract and Moral Relativism
2. Worksheet: Nude Beach
3. Worksheet: Pros and cons of different theories
4. Student Performance Sheet – For evaluating student’s presentation performance
Teaching Process:
1. Revise the knowledge with the students that they have learnt in the last lesson:

Morality is to deal with “oughtness” issues


Different people will have different moral / value concepts
The different understanding of “oughtness” by different people will lead to
confrontations
(If students fail to refer to the above key points in their answers, teacher should
give them guidance)
2. Discuss with the students
(i) Why different people have different moral standards?
Suggested answers: Family education, Cultural factors, Media’s influence, Personal
experience
(ii) How do the above factors influence people to build up their own moral standards?
Suggested answers: Use the findings of the students—the origin of morality of two
different schools of thoughts to illustrate the Moral development theories
3. Allow each group 5 minutes for discussion and complete the Worksheet: Nude Beach.
Afterwards, invite 2 of the groups to present their answers.
3
1.1 Normative Ethics --- The Nature of Morality --- Moral Principles
4. Invite 5-8 students to briefly explain which groups’ views they most agree with. Let
them state their opinions and reasoning in details. Teachers shall point out how their
views are similar to the context of the Social Contract. (Teacher may use Student
Performance Sheet to evaluate their performance)
5. Teacher explains:

Individual level: S. Freud’s and A. Maslow’s Theories

Social level: The Social Contract, Moral Relativism
6. Ask students to complete Worksheet: Pros and cons of different theories
4
1.1 Normative Ethics --- The Nature of Morality --- Moral Principles
Lesson Three
Teaching objectives:
1. When making moral decisions, it is necessary to consider and understand some basic
moral principles -- humanity, righteousness, ritual, filial piety, love between siblings,
loyalty, integrity, harm avoidance, respect for autonomy as well as rights and duties
2. Core basic moral values of religious beliefs

The Buddhism concepts of Karma, Dependent Origination and Compassion

The Christian concepts of Faith, Hope and Love
Preparation Work:
Teacher shall first prepare
1. Worksheet: Basic Moral Principles
2. Worksheet: Virtue
3. Student Performance Sheet --- For evaluating students’ presentation performance
Teaching Process:
1. Revise with the students what they have learnt in the last lesson.
Suggested answers:

The formation of values is affected by many factors

Family and society has a profound impact on the formation of morality
2. Discuss with the students: Although not everybody has the same moral values, is there
any principle or element that we would most definitely consider when making moral
decisions?
3. Ask the students to complete Worksheet: Basic Moral Principles and Worksheet: Virtue
in 5 minutes and have them share their answers.
4. Teachers may ask students to share their views in class.
5. Teachers may conclude by writing down the moral principles to be considered, which
are suggested by the students, on the blackboard. They may add other important
principles or elements.
5
1.1 Normative Ethics --- The Nature of Morality --- Moral Principles
Lesson Four
Teaching objective:
1. The difference between moral principles and moral regulations --- Content of the
general direction and execution
Preparation Work:
Teachers shall first prepare
1. Worksheet : 24 Filial Piety – Burying his son for his mother
2. Student Performance Sheet – For evaluating students’ presentation performance
Teaching Process:
1. Revise with the students what they have learnt in the last 2 lessons and conclude.
Suggested answers:


Formation of our values is influenced by social and family factors
Although not everybody has the same moral values, most people would consider
some general moral principles and elements when making moral decisions, such
as humanity, righteousness, dignity, rights etc.
2. Divide the students in groups of 4-5 and let them discuss the “24 Filial Piety – Burying
his son for his mother” story for 10 minutes. Each group shall take the role of Guo Ju,
Guo Ju’s mother and Guo Ju’s son. They shall share their answers to the questions
and analyse the story according to the different roles they were given. This discussion
is to point out that when people make moral decisions, they need to consider different
aspects.
3. After the discussion, each group shall send 1 student as representative to present the
decision of his/her group in around 2 minutes. He/She shall also give reasons to
support their answers. After each presentation, teacher shall ask at least one other
group to raise question. (Teacher may use the Student Performance Sheet to evaluate
their performance)
4. Teacher shall point out that the discussion of the “24 Filial Piety – Burying his son for
his mother” story is to show that certain virtues, such as humanity, righteousness and
ritual, are core to morality and ethics. However, we cannot make these virtues overly
regular or rigid. Otherwise, morality will easily become “terrifying codes”.
6
1.1 Normative Ethics --- The Nature of Morality --- Moral Principles
Conclusion of this unit
(It is recommended that this stage shall not exceed 10 minutes to avoid students relying
on teacher’s distributing information)
Teaching objectives:
According to past experience, students lack sense of security and reality through merely
“Enquiry Learning” in class. Therefore, teacher shall explain and conclude the important
teaching points in this module after the whole teaching discussion. (This part is rather
informative and is not suitable for discussion. It is better for teachers to instruct directly)
This can train students’ independent exploring ability while feeling secure.
Preparation Work:
Teacher shall first prepare
1. Conclusion table
Teaching Process:
1. Conclude the key points in each lesson and ask students to note them down for future
revision.
7
1.1 Normative Ethics --- The Nature of Morality --- Moral Principles
Teacher References
i.
ii.
iii.
iv.
v.
vi.
vii.
陳特，＜倫理學釋論＞，臺北：東大出版社，1996。
羅炳祥，「道德思考方法」，＜生死男女---選擇你的價值取向＞，香港：突破出
版社，1994。頁 16-33。
羅炳祥，「效益主義的思考方法」，＜生死男女---選擇你的價值取向＞，香港：
突破出版社，1994。頁 34-49。
羅炳祥，「上篇 道德哲學」，＜繁星與道德＞，香港：三聯出版社，1993。頁
1-67。
H. Saddhatissa, 姚治華譯，「倫理學研究的範圍」，＜佛教倫理學＞，臺北，黎
明出版社，1993。頁 1-5。
釋昭慧，
「佛教倫理思考的意義」
，＜佛教倫理學＞，臺北，法界出版社，1995。
頁 1-12。
陳會昌，「精神分析學派的道德發展觀」，＜道德發展心理學＞，合肥：安徵教
育出版社，2004。頁 55-81。
8
1.1 Normative Ethics --- The Nature of Morality --- Moral Principles
Student Performance Sheet
Name of Student: _______________
Topic:
＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
Content:
＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
Score
Content
Presentation
1
Diverted from Unclear
the discussion presentation
topic
2
Content is
vague
Presentation
roughly clear
3
Capable to
briefly
express
personal
opinion
Suits the
topic.
Capable to
express
personal
opinion
appropriately
Suits the
topic.
Capable to
express
Clear
presentation
and
arrangement
4
5
Expression
The language
cannot convey
the ideas
intended
Language
roughly
accurate, with
occasional
inappropriate
words
Accurate use
of language;
ideas
explained
clearly
Accurate and
creative use of
language;
capable to
convey core
ideas
Accurate and
creative use of
language with
variations;
9
Tone
Talking too fast/too slow;
inappropriate tone
Talking speed appropriate;
suitable tone
Changes of talking speed
and tone according to
different needs
1.1 Normative Ethics --- The Nature of Morality --- Moral Principles
personal
opinion
appropriately
and elaborate
standpoint
capable to
convey core
ideas clearly
10
1.1 Normative Ethics --- The Nature of Morality --- Moral Principles
Knowledge Content of the subject
1. What is “Mortality”?
Morality/ethics concerns the question of "ought to or ought not to". It is therefore
about value judgment. Morality is not a depiction of human behaviour. Instead, it
tells us how to behave in a correct manner. Morality/ethics also points out the
principles we should follow in order to handle matters correctly. Therefore,
morality/ethics concerns the question "ought to". For example, many people in the
society adopt the following attitude: "Everyone for himself or else it will be the end of
the world", but we ought not to have such an attitude.
Since morality/ethics is about "sets of value" and "ought to", it is difficult to set a
universal, objective and everlasting standard. For example, which one has a higher
value: a panda or the terra-cotta warriors and horses of the Qin Dynasty?
2. The Origin of Morality --- The Individual Level and Social Level
The Individual Level --- Sigmund Freud’s Theory
Sigmund Freud was an important psychologist in the late 19th century and the
early 20th century. The school of psychoanalysis that he founded was not only an
important theory in the schools of psychology, but it also had great influence on
different theories in sociology, anthropology, literature, philosophy, art, religion and
so on. His personality theory and unconsciousness theory can explain why people
behave in a “moral way”.
Unconsciousness
Freud divided human psychological activities into two levels. Superficial
activities belong to the consciousness level while internal activities belong to the
unconsciousness level. He considered that the human wants, basic desires and all
desires that we repress and refuse to bring to mind are buried in our
unconsciousness. In fact, unconsciousness controls human behaviour all the time.
Consciousness, on the other hand, includes all the thoughts, behaviour and
languages that we are able to control freely. Human psychological activities are
composed of unconsciousness and consciousness. Unconsciousness affects our
behaviour most of the time even without our knowing.
11
1.1 Normative Ethics --- The Nature of Morality --- Moral Principles
Id
It contains everything
that is inherited, that is
present at birth, which
is laid down in the
constitution. Freud
believes that “sex” and
“violence” are human’s
instinct.
Ego
It mediates between the
id and the external world.
Superego
During childhood, children must depend on their
parents to live. This period has left a kind of “precipitate”
in their “ego” and hence parental influence can be
extended through this medium. We call it “superego” or
moral conscious.
“Ego” satisfies the demands of “id”, “superego” and “reality” simultaneously.
As long as we trace the attitude of children to their parents, we can then completely
understand the relationship between “ego” and “superego” in details. The actual
function of this kind of parental influence naturally does not limit to the personalities
of one’s biological parents. It also includes the family passed down by the parents,
race, and traditions of one’s nation as well as the requirements of the direct social
“environment” represented by the parents. Similarly, during the process of individual
development, “superego” also accepts the influences from successors and
substitutes of the parents, such as teachers and renowned social ideals in life.
Though “id” and “superego” are fundamentally different, we can still observe one
similarity – they both represent impacts in the past. “Id” refers impacts from
inheritance, while “superego” in nature represents impacts we inherited from other
people. “Ego” is mainly determined by individual experiences, which can be by
chance or determined by current affairs.
12
1.1 Normative Ethics --- The Nature of Morality --- Moral Principles
Abraham Maslow’s Theory
Maslow’s Theory divides human needs into 5 different levels, namely
physiological needs, safety needs, social needs, esteem needs and
self-actualisation needs. These needs are arranged from a lower level to a higher
level.
Physiological needs
Physiological needs include needs towards food, water, air and shelter, which
are of the lowest level. Before seeking for needs of a higher level, human tends to
try their best to satisfy these kinds of needs first. When a man is hungry, he will not
be interested in any other matter. His main motivation comes from food. Even today,
there are still many people whose basic physiological needs are not satisfied.
Safety needs
Safety needs includes needs towards security of body, life stability and to avoid
suffering, threats or illness. Just like our physiological needs, before safety needs
are being satisfied, people only concern about this kind of needs.
Social needs
Social needs include needs towards friendship, love and subordination
relationships. After physiological needs and safety needs are satisfied, social needs
will stand out and produce stimulating effects. In Maslow’s hierarchy of needs, this
level is very different from the previous two levels. If these needs are not satisfied,
the spirit of a person will be affected, leading to frustration, low productivity,
discontent with work and dejection.
Esteem needs
Esteem needs include personal feelings towards achievements and self-value
as well as other people’s approval and respect to oneself. People with esteem
needs want other people to accept them based on their actual image. They also
want people to think that they are capable to complete the task. What these people
concern about are achievements, reputations, status and chances to be promoted
and these concerns can only be achieved when other people get to know them.
When they have successfully achieved all these, not only do they win the respect
from the others, they themselves will also become more confident because of the
satisfaction they get towards their self-value. On the contrary, when these needs are
not satisfied, they will be depressed. When the honour other people give them are
not based on their true ability, they will feel threatened psychologically.
13
1.1 Normative Ethics --- The Nature of Morality --- Moral Principles
Self-actualisation needs
The objectives of self-actualisation needs are to actualise oneself and to bring
one’s potential into full play. People who have reached self-actualisation accept
themselves and other people. At the same time, their problem-solving skills and
self-awareness are enhanced. They are good at handling matters independently
and would want to be alone without disturbance. To satisfy these needs to develop
their talents to the fullest, they should have already partially satisfied other needs at
a certain time. Naturally, people who have reached self-actualisation could be
overly concerned about the satisfaction of these needs of the highest level, causing
them to give up, whether intentionally or unintentionally, satisfying needs of a lower
level. For those people whose perception of status is manipulated by their
self-actualisation needs, they will be encouraged to use innovative and
constructive skills in their work.
Self-actualisation
Love/belonging
(Social)
Biological and
logical level
Safety
Physical level
Physiological
Yin Haiguang - Meaning of life
Maslow - Hierarchy of Needs
14
Descending
Cultural level
Ascending
Biological &
Esteem
Descending
Ascending
Morals, ideals,
the true, the good
& the beautiful
1.1 Normative Ethics --- The Nature of Morality --- Moral Principles
The Social Contract
The Social Contract points out that social order is a sacred right which is at the
foundation of all other rights. It does not come from nature. The family is the most
ancient and the most natural of all societies; but this association of parents and
children, necessary as long as those provide for themselves, is maintained
afterwards only by convention. Social order is not based on force, but on human’s
basic rights, duties and agreements. Agreement forms the basis of all legitimate
authority and a congenial agreement is the origin of social order.
To a certain extent, social order can also be considered as founded on morality
and the most important goal of morality is to maintain social order. Morality is also
based on man’s experience over the years. Society has set up a set of intangible
principles, which help govern social order. Hence, a set of unwritten rules is formed.
Everybody has the responsibility to maintain these rules and the right to make use
of them.
Moral Relativism
Moral relativism states that there is no absolute or objective moral standard in
the world. Relativists think that morality is like arts, while good and evil, like beauty
and ugliness, has no absolute standard. Good, evil, beauty and ugliness are all
influenced by culture and outer environment. There is no eternal moral standard in
the world, nor is there one that can be applied to every corner of the world. All
concepts of right/wrong and good/evil are different according to different people,
different time and different places.
15
1.1 Normative Ethics --- The Nature of Morality --- Moral Principles
Core moral values of Buddhism ---
Core moral values of Christianity ---
Karma,
Dependent
Compassion
Faith, Hope, Love
Faith, Hope and Love can be
explained as belief, yearning and
benevolent. “Faith, Hope, Love” are the
icons for the early Church, representing
the virtues the Church should have. In the
letters from Paul the Apostle to different
churches, he always gives thanks to God
for the believers’ faith, hope and love. In
addition, he has also explained what
Origination,
The concept of Karma that Buddhism
emphases is that “the good we do may not
result in good returns immediately.
However, when other external and auxiliary
factors (fate) mature, one may get the good
result in return. The same applies to doing
something bad.” Just as farmers grow fruit
“Faith, Hope and Love” mean in the Bible.
trees. Some blossom and bear fruits once a
year while others do so only once every
several years. Fate is a condition. This is
just like when we plant a seed, we have to
provide adequate amount of water,
fertilisers and temperature to yield fruits. In
other words, you gather good fruits for good
deeds and bad fruits for evil deeds. Good
and evil will all be rewarded eventually.
Heaven’s vengeance is slow but sure.
Faith
Hope
Dependent origination points out that
everything is founded on the combination of
various conditions. This is termed
dependent origination. Anything will change
due to the interdependence of various
conditions. Therefore, whether a matter can
be successful or not depends on the
cooperation, support and encouragement of
Love
many people. As a result, we have to be
thankful to the people around us.
Now faith is the substance of
things hoped for, and the sign
that the things not seen are true.
(Hebrews 11:1)
If you are able! All things can be
done for the one who believes.
(Mark 9:23)
Looking unto Jesus the author
and finisher of our faith.
(Hebrews 12:2)
What sort of persons is it right for
you to be, in all holy behaviour
and righteousness? Looking for
and hasting unto the coming of
the day of God. (2 Paul 3:11-12)
Love is never tired of waiting;
love is kind; love has no envy;
love has no high opinion of itself,
love has no pride; Love's ways
are ever fair, it takes no thought
for itself; it is not quickly made
angry, it takes no account of evil;
It takes no pleasure in
wrongdoing, but has joy in what
is true. Love has the power of
Showing kindness to other sentient
beings and giving them happiness is called
benevolence while empathising,
commiserating people and taking away
their sufferings is known as mercy. The
16
1.1 Normative Ethics --- The Nature of Morality --- Moral Principles
combination of two is compassion. As we
undergoing all things, having
regard all sentient beings share the same
body with us, we will show mercy to take
people’s sufferings, give them with
happiness and treat everyone equally.
faith in all things, hoping all
things. Love has no end. (1
Corinthians 3:13)
“But now we still have faith, hope,
love, these three; and the
greatest of these is love.”
17
1.1 Normative Ethics --- The Nature of Morality --- Moral Principles
Student References
I. Books
1. 羅炳祥，「道德思考方法」，＜生死男女---選擇你的價值取向＞，香港：突
破出版社，1994。頁 16-33。
2. 羅炳祥，「效益主義的思考方法」，＜生死男女---選擇你的價值取向＞，香
港：突破出版社，1994。頁 34-49。
3. 羅炳祥，
「上篇 道德哲學」
，＜繁星與道德＞，香港：三聯出版社，1993。
頁 1-67。
II. Websites
1. 香港人權監察
2.
http://www.hkhrm.org.hk/chinese/index310706.html
維基百科 – 道德
3.
http://zh.wikipedia.org/w/index.php?title=%E9%81%93%E5%BE%B7&varian
t=zh-tw
維基百科 – 倫理學
http://zh.wikipedia.org/w/index.php?title=%E5%80%AB%E7%90%86&varia
nt=zh-tw
III. Newspaper
1. 星島日報(13-11-06) - 霍老素養 永恆價值
2.
http://edu.singtao.com/article/article_detail.asp?id=208
明報(6-9-06) - 與楊過小龍女談談情 演活人生角色 情節互動
3.
http://edu.singtao.com/article/article_detail.asp?id=67
明報(22-11-06) - 喪夫喪女 美婦無私奉獻
http://life.mingpao.com/cfm/lifenews3b.cfm?File=20061122/nse03/tam2.txt
18
1.1 Normative Ethics --- The Nature of Morality --- Moral Principles
Worksheet: Condemned to Hell
Read the following story and discuss the answers with your
group-mates:
In ancient India, there was a merchant. He wanted to transport 100
boxes of valuable goods by sea and sell them in another city. He
brought along 9 subordinates and together they rented a cargo ship out
to the sea. They also employed the owner of the ship and his 20 crew
members for carrying the goods and taking care of their well-beings
during the journey.
On the second night when they were out to the sea, the merchant
walked pass the kitchen before dinner. He overheard the ship owner
and his crew members were planning to poison him and his
subordinates over dinner. After killing them, the owner and his crews
would take away his valuables.
On one hand, the merchant feared his and his subordinates’ lives.
On the other hand, the merchant was filled with compassion. He
thought that if the ship owner was to be condemned to hell for killing the
10 merchants, it would be a terrible suffering. In order to protect the
people on the ship and to prevent the ship owner to commit murder, the
merchant would rather be condemned to hell himself. He secretly
swapped his dinner with the crew members. In the end, the evil ship
owner and his crew members were dead, while the merchant and his
subordinates arrived at the destination safely.
After several decades, the merchant was now 90 years old. He was
sick at home. He knew that committing murder will be condemned to
hell and was feeling very disturbed.
Do you think he should be condemned to hell? Why?
19
1.1 Normative Ethics --- The Nature of Morality --- Moral Principles
Worksheet: Nude Beach
In Europe, there are beaches where it is limited for pro-nudists
to swim and sunbathe. They are commonly known as “nude
beach”, which means that people swimming in that beach cannot
wear any clothing.
Below are the opinions of pro-nudists and anti-nudists.
Pro-nudists think that:
Nudity can promote harmony between oneself and
the nature. While getting rid of all artificial things, one
can interact with others in the most primitive way,
breaking away from the bondage of conventional
codes. This can enhance the understanding of all men
being equal. Therefore, collective nudity can prompt
our respect for ourselves, respect for others and
respect for the environment.
Anti-nudists think that:
Nudity is embarrassing, whether it is looking
at the naked body of oneself or others. I was
taught to be clothed ever since I was young.
Everybody wears swim suit or swimming
trucks to the beach. Only prostitutes will go
naked in front of strangers.
1. What are the opinions of pro-nudists and anti-nudists towards nude beach?
2. The above 2 groups of people have different orientations towards moral
values. What kind of fundamental belief and assumptions are their values
based on?
3. Based on the teachings of last lesson, how do people build up their own
values?
4. If everyone has their own set of unique values, why does our society often
have a mainstream opinion on most issues?
5. Taking “nude beach” as an example, do you think western and eastern
people would have a different opinion and degree of acceptance? Why?
20
1.1 Normative Ethics --- The Nature of Morality --- Moral Principles
Worksheet: Pros and cons of different theories
Merit
Demerit
Freud’s Theory
Maslow’s Theory
The Social
Contract
Moral Relativism
21
1.1 Normative Ethics --- The Nature of Morality --- Moral Principles
Worksheet: Basic Moral Principles
______________
Honesty
Because:
Because:
1. We do not want to be deceived. Therefore, we should
be honest to the others.
2. If we’re not honest, other people will be unwilling to
work with us.
___________________________________
___________________________________
Although not everybody has the same
moral values, is there any principle or
element that we would most definitely
consider when making moral decisions?
___________________________________
______________
______________
Because:
Because:
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Of all the 4 elements, which of them do you think is the most important?
22
1.1 Normative Ethics --- The Nature of Morality --- Moral Principles
Worksheet: Virtue (I)
Below are 18 different virtues. Choose 3 of them which you
think are the most important and explain your reason. Try to
define the virtues you choose.
Active
Having a clear
objective
Compassionate
Independent
Forgiving
Justice
Righteous
Polite
Patriotic
Reward and Punish
clearly
Loyal
Filial piety
Confident
Loving
Believing in others
Respect for others
Frugal
Protecting
environment
Optimistic & Hopeful
Generous
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1.1 Normative Ethics --- The Nature of Morality --- Moral Principles
Worksheet: Virtue (II)
3 most important virtues
1.
2.
3.
1. The definition of “
” is
2. The definition of “
” is
3. The definition of “
” is
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1.1 Normative Ethics --- The Nature of Morality --- Moral Principles
Worksheet:
2 4 Fili al Pie t y -- - Bur yi ng his s on f or his m ot her
In Chinese tradition, “filial piety” is an important virtue. The book “24 Filial Piety”
recorded many touching stories of such virtue. Compiled by Guo Jujing of the Yuan
dynasty, the book is a collection of the feats of 24 filial children demonstrated in
different angles, different environments and different experiences. It was a popular
collection to preach ancient Chinese Confucianism as well as filial piety and was a
must-read by ancient people. Below is the story of a man burying his son for his
mother taken from the “24 Filial Piety”.
“24 Filial Piety --- Burying his son for his mother ”
Guo Ju was born during the Eastern Han Dynasty in the Lin Prefecture, Henan
Province. He got by begging and wandering in the Jinti Town in Neiqiu Prefecture. He
lived on working as a servant and life was not easy for him.
Guo had an aged mother and a son less than 3. The old woman loved her grandson so
much that she would let him have all the food while bearing the hunger herself.
“How difficult to get enough food for Mother!” said Guo to his wife, “We still have our
child sharing her food. I’m so worried that Mother would die from hunger.” Out of respect
for the old woman, the couple made a painful decision: they brought their child to the
country side and prepared to bury him. Surprisingly, while digging a pit to about 3 feet
deep, they found an iron box which was full of gold. Guo then went home with the child
and all the gold. Since then, the family no longer suffered from poverty and Guo had been
renowned for his filial piety.
To express his gratitude to the Heaven’s mercy, Guo built the “Ci Ren Temple” at the
place where the gold was found. Later generations also built a “Guo Ju Pagoda” at the
same place in memory of his deeds.
1.
2.
3.
4.
Why was Guo Ju’s behaviour adored by ancient people?
What kind of virtues shall we learn from Guo Ju?
Do you think we should learn from what Guo Ju did in the story? Why?
If Guo Ju repeated his behaviour in Hong Kong today, what do you think will be
his consequence?
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1.1 Normative Ethics --- The Nature of Morality --- Moral Principles
5. If you’re a journalist of Hong Kong today, please write a front page report of Guo
Ju’s story. Please create:
i. a news headline (in less than 30 words) and
ii. a short news article (around 50 – 100 words)
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1.1 Normative Ethics --- The Nature of Morality --- Moral Principles
Key learning points of the “Moral Principles” Module
1.
2.
3.
4.
5.
6.
7.
8.
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