1.3 Normative Ethics --- The Nature of Morality --- Pluralism
The Nature of Morality
“Pluralism”
Teaching objectives:



The moral development of China and the West
The impact of post-colonialism on moral development in
the East and West
The cornerstone of a pluralistic society: tolerance,
understanding and dialogue
Suggested teaching period: 5 lessons
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1.3 Normative Ethics --- The Nature of Morality --- Pluralism
Suggested Teaching Method
Lesson One
Teaching objective:
1. Briefly understand the moral and social development of China and the West
Preparation Work:
Teacher shall first prepare
1. Knowledge Content of the Subject: Similarities and differences between the
Chinese and Western cultures in the eyes of Liang Shuming
2. Knowledge Content of the Subject: The impact of post-colonialism on moral
development
Teaching Process:
1. Teacher distributes the Worksheet: Similarities and differences between the
Chinese and Western cultures in the eyes of Liang Shuming. Divide students
into groups of 5-6 and give them 10 minutes to discuss the questions set out in
the worksheet.
2. After discussion, choose 3 groups and 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. The discussion aims to
help students highlight the contradictions, similarities and differences between
culture and morality.
3. After summing up the opinions of the students, teacher distributes the
Knowledge Content of the Subject: The moral and social development of China
and the West and explains it in approximately 15 minutes.
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1.3 Normative Ethics --- The Nature of Morality --- Pluralism
Lesson Two
Teaching objective:
1. Briefly understand the impact of post-colonialism on moral development in the
East and West
Preparation Work:
Teacher shall first prepare
1. DVD: Episodes 2 and 4 of "On the Road．The 6th series --- Gigi Leung．The
Worship of Love in Yunnan, the Nation of Women [雲南女兒國戀愛崇拜]
2. Reflection: Worksheet: Monogamy － The mainstream marital system
3. Knowledge Content of the Subject: The impact of post-colonialism on moral
development
Teaching Process:
1. Play the DVD: Episodes 2 and 4 of " On the Road．The 6th series --- Gigi
Leung．The Worship of Love in Yunnan, the Nation of Women [雲南女兒國戀愛
崇拜]" for approximately 35 minutes. In the episodes, we heard about the
praises of a Mosuo woman on the traditional walking marriage system and the
criticism on the walking marriage system by a Guangzhou woman married to a
Mosuo man.
2. Distribute the Worksheet: Monogamy － The mainstream marital system and
ask the students to complete the worksheet at home and share their answers in
the next lesson.
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1.3 Normative Ethics --- The Nature of Morality --- Pluralism
Lesson Three
Teaching objectives:
1. Continue to analyse the impact of post-colonialism on moral development in the
East and West
2. Understand the cornerstone of a pluralistic society: tolerance, understanding
and dialogue
3. Understand the opinions on global ethics
Preparation Work:
Teacher shall first prepare
1. Worksheet: Monogamy － The mainstream marital system
2. Knowledge Content of the Subject: The impact of post-colonialism on moral
development
3. Knowledge Content of the Subject: Pluralism and Global Ethics
Teaching Process:
1. Ask 3 students to give answers to the questions set out in the Worksheet:
Monogamy － The mainstream marital system and ask at least 1 student to
raise questions.
2. Teacher explains the Knowledge Content of the Subject: The impact of
post-colonialism on moral development.
3. Teacher explains the Knowledge Content of the Subject: Pluralism and Global
Ethics, and stresses that we should tolerate, understand and communicate
when dealing with different cultural values.
4
1.3 Normative Ethics --- The Nature of Morality --- Pluralism
Lesson Four
Teaching objectives:
1. Help students understand the successful example of a harmonious pluralistic
society --- Finland
2. Strengthen students' understanding of "pluralism" through real examples
Preparation Work:
Teacher shall first prepare
1. Worksheet: Example of pluralistic society --- Finland
Teaching Process:
1. Teacher distributes the worksheet. Divide students into groups of 4-5 and give
them 10 minutes to discuss the content of the worksheet. This discussion
intends to let the students recognise the relationship between religion and
morality.
2. 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.
3. If the arguments of some groups contradict or differ from each other, teacher
may give some instructions or ask students in other groups to respond.
5
1.3 Normative Ethics --- The Nature of Morality --- Pluralism
Lesson Five
Teaching objectives:
1. Help students understand the failure example of building up a harmonious
pluralistic society --- Palestine and Israel
2. Strengthen students' understanding of "pluralism" through real example
Preparation Work:
Teacher shall first prepare
1. Worksheet: Example of a pluralistic society --- Israel and Palestine
2. DVD "Expedition --- A journey to Israel and Turkey, Episode 4"
Teaching Process:
1. Play the DVD: "Expedition --- A journey to Israel and Turkey". Episodes 2 and 3
tell us about the living conditions of the Jews in Israel (the Jews in Jerusalem)
and the Palestinians (the Palestinians in Bethlehem).
2. Distribute worksheet: Examples of pluralistic society --- Israel and Palestine.
Divide students into groups of 4-5 and give them 10 minutes to discuss the
content of the worksheet. This discussion intends to highlight the relationship
between religion and morality.
3. After the discussion, each group shall send 1 student as representative to
present the decision of his/her group in around 1 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.
4. If the arguments of some groups contradict or differ from each other, teacher
may give some instructions or ask students in other groups to respond.
6
1.3 Normative Ethics --- The Nature of Morality --- Pluralism
Worksheet: Similarities and differences between the Chinese
and Western cultures in the eyes of Liang Shuming
Where do Chinese people put their mind, thoughts and spirit to? They spend
them on interpersonal and ethical relationship. The so-called “kind father and filial
son”, “friendliness and respect between brothers”, “spouse harmony” are all issues
related to human and interpersonal relationship. No man is an island and children
need to be taken care of or they die of hunger. Chinese people emphasising their
culture on ethical relationship and how to get along with people. How should we get
along with other people? The key point is: respect each other. Parents’ respect for
their sons is kindness while children’s respect for parents is piety. All relationships
are developed based on “respect one another”, a good father respects his children.
A well-behaved child, likewise, respects his parents. People know their own duties,
this is Chinese traditional ethics. For example, when there’s a guest at home. The
host shall respect the guest and the guest shall do the same. After all, the Chinese
ethics in interpersonal and ethical relationship lies on respecting one another,
which is way different from the Westerners. I always describe Westerners’
characters in recent years with the following 2 adjectives: “Self-oriented and
egocentric”, and hence their demand for freedom and equality. This is exactly
against the Chinese theory which stress on respecting one other. As the traditional
Chinese saying goes, “Courtesy education is the foundation of ruling a country”, it
implies respecting one another and making inferior oneself, which is completely
opposite to being “self-oriented and egocentric”. The Chinese spirit of respecting
one another, in my point of view, is a principle that must be followed in a capitalist
society. I respect you and you respect me. The host is considerate of the guest and
the guest is considerate of the host. Courtesy is the key to get along with the
others, and also the spirit of Chinese traditional culture. For the sake of our future,
Westerners’ “egocentric” attitude, in my opinion, should gives way to the spirit of
courtesy.
Liang Shuming
1.
2.
3.
4.
According to the passage, what is the major difference between the essence of
the Chinese and Western cultures?
Why does being “Self-oriented and Egocentric” lead to the demand for
freedom and equality?
Chinese people stress interpersonal and ethical relationship. What kind of
value(s) do you think they would develop?
Which one, self-orientalism or the stress on interpersonal and ethical
relationship, would you identify with and why?
7
1.3 Normative Ethics --- The Nature of Morality --- Pluralism
Knowledge Content of the Subject:
The moral and social development of China and the West
Characteristics of morality in Western society：
1.
2.
4.
In Western society, religion is closely related to morality.
As seen from history and traditions, the Church directly interfered society and
politics. Therefore religious values are deeply reflected in legal matters.
There are many theologians with high academic achievements and a
well-structured Church organisation in western religions. Thus religious
opinions on different social and moral issues can be generated.
Western religions are more well-organised and structured. As a result, they
5.
may hold consistent attitudes towards different moral issues. Sometimes they
even come to the same conclusion, reasoning and standpoint.
Individualism is highly advocated.
3.
Characteristics of morality in Eastern society：
1.
2.
3.
4.
5.
Eastern society has a more consistent view towards “good” and “evil” on the
conceptual level. For example, what is “humanity” and what is “righteousness”,
etc. However, Eastern moral views talk little about practical moral issues on
the realistic level, such as euthanasia and environmental protection, etc.
Many new moral values, such as human rights and discrimination, are all
raised and developed in the Western society before being promoted to the
East.
Emphasise on interpersonal relationship.
When compared with the Western society, Eastern religions have less
influence over moral issues.
Personal moral accomplishment and virtue are especially emphasised. If a
person is well-accomplished in self morality and spread this spirit around,
he/she can do well to the family, the nation and eventually influence the world.
8
1.3 Normative Ethics --- The Nature of Morality --- Pluralism
Knowledge Content of the Subject:
The impact of post-colonialism on moral development
What is “post-colonialism”?
Religion, morality, culture and tradition have mutual impact on each other.
Post-colonialism mainly focus on analysing how Western cultural values affect
traditional values in the third world.
In the 19th and 20th century, Western countries massively expanded their
colonisation in third world countries. At the same time, they introduced their views
on economy, culture, values, ethics, morality and politics in the third world, which
became the mainstream ideas in those regions. Many traditional values in the third
world are seen as relatively inferior or uncivilised. For example, French and English
are considered as superior languages while local regional languages are inferior.
Similarly, moral values reflected in Western cultures are regarded as advanced. For
example, in the 19th century, monogamy in Western countries was seen as
civilised while polygyny in China and Islamic countries as well as the values behind
were regarded as uncivilised and immoral.
After World War II, many colonies declared independence and every country
started to gain independence and autonomy on politics and economy. However, in
terms of cultural values, the spirit and ideology in the third world were controlled by
Western cultural values. Eastern traditional values and cultural practices are still
seen as comparatively inferior. The freedom, stressed by Western values, became
the mainstream and was seen as modern; while the responsibility emphasised in
the Eastern traditions has gradually been eliminated and was regarded as
“old-fashioned”.
As Western culture and moral values dominated the society, or even became
the only value to be relied on, hegemony would easily appear, suppressing the
development of pluralistic values in a society.
9
1.3 Normative Ethics --- The Nature of Morality --- Pluralism
Reflection
Worksheet: Monogamy － The mainstream marriage system
“Walking marriage” of the
Mosuo
The Chinese polygyny
system
“Walking Marriage” is a marital
Confucianism is the official and
mainstream value and ideology in
Chinese tradition. Each school under
Confucius is very concerned with
ethical concepts in a clan.
practice of the Mosuo, a society that
runs on a matriarchal system. Men and
women seldom stay in pair during
daytime. They will only express their
Confucianism hopes to guide people
to live a harmonious life and to
maintain a stable atmosphere in the
society through establishing the social
relationship. Therefore as long as the
stability of family, clan and society was
not breached, many sex partners are
allowed for men under the Chinese
polygyny system. In Qing Dynasty, the
emperor could marry 1 empress, 1
feelings to the one they adore through
dancing and singing in gatherings. If a
man falls in love with a woman, he will
agree with her in daytime and go to her
bedroom in mid-night (the room of a
Mosuo grown woman is separated from
her grandparent’s house or the so-called
“family house”). Traditionally, the man
will go to the woman’s room by riding a
horse. He should not enter from the front
imperial noble consort, 2 noble
consorts, 4 consorts, 6 imperial
concubines and unlimited honored
ladies.
It is very common for the rich men
in the upper class to engage in
polygynous marriages.
door. Instead, he should climb over the
window and hang a hat or other
belongings at the door. This is to tell
other people not to disturb when they
are having a date. The man must leave
before dawn through the front door. It is
disrespectful if the man left after
daybreak or after the elders woke up.
“Walking Marriage” is a custom
practice of the Mosuo, a small ethnic
group in Yunnan. Some Mosuo people
adopt the marriage system to increase
family labour force. Apart from that, the
10
1.3 Normative Ethics --- The Nature of Morality --- Pluralism
The monogamy in
Christianity
Mosuo have basically no marriage
And he said in answer, Have you
not seen in the Writings, that he who
made them at the first made them
male and female, and said, For this
cause will a man go away from his
father and mother, and be joined to
his wife; and the two will become one
flesh? So that they are no longer two,
system. Walking marriage is a practice
for couples in love, where the man walks
to the woman’s house to maintain their
relationship and reproduce the next
generation. The key factor in keeping
their relationship is love since there is no
financial connection involved. Once they
are no longer in love with each other, or
that they do not really match in
character, they can separate any time.
but one flesh. Then let not that which
has been joined by God be parted by
man.
Thus they enjoy more freedom than the
conventional marriage system. Men and
women in the relationship also share an
Chapter 19, Gospel of Matthew
equal status, unlike marriages in other
ethnic groups which involves
complicated economic and social
networks.
1.
Among polygyny, monogamy and walking marriage, which one do you think is the
2.
3.
4.
mainstream practice in modern society? Why?
What do you think is/are the merit(s) of polygyny and walking marriage? Why?
Is/Are there any demerit(s) of monogamy? Why?
If you think that monogamy has its demerits, while polygyny and walking marriage
have their merits, why is monogamy the mainstream practice in modern society?
Reference materials:
1. Chou, Wah-shan [周華山]. Men and Women Equal in Matriarchal Mosuo --- A nation
with no father nor husband [重女不輕男的母系摩梭 --- 無父無夫的國度]. Hong
Kong: Hong Kong: Xianggang Tongzhi Yanjiu Shi [香港同志研究社], 2001。
2. On the Road．The 6th series --- Gigi Leung．The Worship of Love in Yunnan, The
Nation of Women [雲南女兒國戀愛崇拜]. Hong Kong, TVB, 2007. (DVD)
11
1.3 Normative Ethics --- The Nature of Morality --- Pluralism
Knowledge Content of the Subject: Pluralism and Global
ethics
What is “pluralism”?
What is “Global ethics”?
In the social science context,
pluralism refers to the continuous
and autonomous participation and
development of traditional culture or
benefits by different races, nations,
religions or social communities under
a civilisation or community
At a glance, it seems that we have
enough economic, political, scientific,
cultural and religious resources to
establish a better world order.
However, there are also various
conflicting forces in the world,
including racial, social, political,
framework.
In a pluralistic society, different
ethnic groups demonstrate mutual
economic and religious conflicts, etc.
The creation of a better world is indeed
threatened by growing crisis.
respect and acceptance to each
others. As a result, they can live in
harmony, without conflicts or
assimilation. Many people think that
pluralism is one of the important
features of a modern society. It is
In the face of the world situation
nowadays, what people need is
anticipation for peace and harmony.
Each race, ethical relationship, nation
and religious groups must join hands
to protect and treasure our earth. This
also a crucial driving force for
scientific, social and economic
development.
In ancient times, imperial power
dominated the society. This power
was controlled by very few people.
Decisions were made merely by few
people and therefore the interests of
the others were neglected. In a
pluralistic society, power,
responsibility is based on the hopes,
ideals, goals and codes of conduct we
share.
Since 1993 when global ethics
was introduced, the so-called global
ethics has become an ethical and
moral principle that is suitable to be
followed by the whole world. The key
points are listed below:
decision-making and benefit-sharing
are relatively diversified. People
believed that this help encourage
more social participation, while
bringing better control and results.
Pluralism reflects the spirits of
acceptance, respect, equality, justice
and benevolence.
1.
2.
3.
4.
12
The respect of lives and the
anti-violence spirit
The construction of a fair
economic order
The emphasis on acceptance,
forgiveness and the true, the good
and the beautiful of human nature.
The emphasis on gender equality
1.3 Normative Ethics --- The Nature of Morality --- Pluralism
and the establishment of
Reference material：
partnership.
http://www.pluralism.ca/
Reference materials：
http://gigabyte.fxsh.tyc.edu.tw/lesson/3/32/32c
down.htm
http://www.cpwr.org/resource/global_ethic.htm
https://www.weltethos.org/pdf_decl/Decl_chin
ese.pdf
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1.3 Normative Ethics --- The Nature of Morality --- Pluralism
Worksheet: Example of pluralistic society --- Finland
Majority rules Vs Minority rights
Over the last few centuries, Finland was once occupied by Sweden. Vassa,
420km from the Finnish capital Helsinki, is a town with population less than 60,000.
Around 72% of the population uses Finnish as their mother tongue, while around
25% speaks Swedish, with the remaining 3% speaks other languages. In Finland,
Finnish is always written above Swedish on signposts. However, in Vassa,
signposts are written with Swedish on top of Finnish.
A Chinese visitor asked a person from Vassa who speaks Swedish, “Are you
Finnish or Swedish? Are there more Swedes in Vassa?”
That person immediately replied in standard English and a kind manner, “We
are all Finnish. There are 30% of the population in Vassa who speaks Swedish and
70% who speaks Finnish. I am a Finn who speaks Swedish.”
This reply made the Chinese visitor realise that he had just asked an inappropriate
question.
Knowledge can change one’s fate
Education determines a country’s future
In Finland, 93% of the total population speaks Finnish and 6% of them speak
Swedish. However, all students must study Finnish and Swedish starting from
kindergarten. Besides, English is taught since primary 2 with French and German
being the most popular electives.
Textbooks of various subjects in Finland are highly “internationalised”. For
example, mathematics textbooks in Finland about subtraction show pictures of the
553-meter CN Tower in Toronto, Canada, the 139-meter pyramid in Egypt, the
431-meter Taipei 101 Tower in Taiwan and the 450-meter KL Tower in Malaysia.
The pictures take up a whole page of the textbook. Annotations for the building’s
location and a brief introduction of the establishment are also added next to the
pictures.
Many textbooks of different subjects in Finland are highly internationalised. An
equation alone helps broaden students’ horizon, while one scientific question helps
nurture students’ attitude as a global citizen.
Everyone is equally special
To thoroughly understand facts and matters relies on independent thinking. To
develop this ability, education system is the key. Education in Northern Europe puts
strong emphasis on group activities and discussion since primary level; Everything
must be discussed by all members before making a decision. Once the decision is
made, it cannot be changed. Thus some people think Northern Europeans are
14
1.3 Normative Ethics --- The Nature of Morality --- Pluralism
stubborn.
Education system in Northern Europe lacks America’s individualism. Becoming
the first in class or being different from the others is not encouraged. However, they
think everyone is independent and special. They are “similarly unique” and so
everyone is “equally special”.
If everyone engages themselves in the same business, the total productivity
will be very low. It may even turn into a vicious cycle due to intense competition.
Northern Europe is renowned for their design industry. From another perspective,
the industry can lead us to a new horizon and experience different elements in our
lives. In the end, you may find out that creativity origin from life itself.
1. Do you think more exposure to global information can help develop the spirit of
pluralism? Why?
2. Do you think the Finnish education system, which emphasise on learning
multiple foreign languages, can help students develop the spirit of pluralism?
Why?
3. How does the spirit of pluralism show in Vassa? Why?
4. In conclusion, do you think Finland is a pluralistic country? Why?
References：
1. 吳祥輝。＜芬蘭驚艷＞。臺北：遠流出版社，2006。
2. 黃世嘉。＜北歐魅力 --- 冰國淬煉的生活競爭力＞。臺北：天下雜誌出版社，2007。
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1.3 Normative Ethics --- The Nature of Morality --- Pluralism
Worksheet:
Example of pluralistic society --- Israel and Palestine
The Israel-Palestinian conflict started from the late 80’s in 19th century and not
yet settled now. The conflict has been intensified since 1948 when Israel
declared itself a country. By the end of 19th century, Zionism prevailed, which
also brought the Jews to establish their own country. At the same time, the
Jews started to move into Palestine. At first the Jews, as an ethnic minority,
lived in harmony with the Arabs in Palestine and no large-scale confrontation
occurred. After the First World War, other countries in the world took no notice
of the Arabs’ oppositions and divided part of Palestine’s territory to the Jews by
force. Eventually, Israel declared itself a country on 14th May 1948, prompting
the Arab League to proclaim war against Israel and reclaim the Palestinian
territory. Since then, many conflicts occurred between Israel and other Islamic
countries such as Palestine.
Pluralism Vs Secession
Nowadays, Israel, a multi-culture melting pot, is home to people of different
races from all over the world. The population consists of 60% Jews, 30% Arabs and
Palestinians, 3% Armenians, 5% Westerners from countries like UK, USA, France
and Germany, and the remaining 2% is people of other races. On the other hand,
Jerusalem, the capital of Israel, is a city of contrast. Different cultures, religions,
races and social classes are mixed in the same city. The eastern and western parts
of the city are entirely different with a wide gap in the development standard. West
Jerusalem is the core of modern Israel and the place where most Israelites live;
while the Old City and the eastern, northern and southern part of East Jerusalem,
are mainly concentrated with Palestinian. The most special area is the Jerusalem
Old City, which is enclosed by the city wall with total area of only 1km 2. That area is
further divided into 4 quarters according to religions and race, namely the Jewish
Quarter, Christian Quarter, Armenian Quarter and Muslim Quarter.
Rich and Poor
Freedom and Imprisonment
Turn Left
Turn Right
The territory, which was formally known as
Palestine, is now divided into the State of Israel
and the State of Palestine. The so-called
From the Book of
Genesis 13:7-9 of the Bible:
“Then Abram said to Lot. ‘Let
“state” implies that the State of Israel has the
ultimate authority over the area. Within the
State of Palestine, the Israeli armies set up
there be no strife between you
and me, and between your
herdsmen and my herdsmen,
16
1.3 Normative Ethics --- The Nature of Morality --- Pluralism
many checking points and guard the area with
for we are kinsmen. Is not
loaded rifles. Palestinians have to show their
passes whenever they want to cross the
border.
The Israel government issues documents
of different colours according to the residential
area of Palestinians. Some Palestinians who
were born in remote areas have to work in the
black market since they have no documents.
These workers are often seriously exploited by
their employers.
whole land before you?
Separate yourself from me. If
you take the left hand, then I
will go to the right, or if you
take the right hand, then I will
go to the left.’”
Israeli and Palestinian
are both descendants of
Abraham and Semitic.
However, strives arises
In the residential area of the Israeli, pools
and fountains are filled with sufficient water. On
the contrary, people are busy with carrying
between them. When one
takes the left, the other never
goes to the right. Instead, they
water by trucks in the State of Palestine. Their
usage of water is only one fifth of the Israeli.
stay in the same place and try
every effort to make the other
an outcast.
1. From the demographic analysis perspective, do you think Israel can easily
nurture people’s spirit of pluralism? Why?
2. With reference to the above analysis, do you think Israel is a pluralistic
country?
3. What do you think are the essential factors for a country to nurture one’s spirit
of pluralism? Why?
4. Do you think the Israeli society possesses these factors? Why?
References:
1. 張翠容，＜中東現場 --- 手揭開伊斯蘭世界的衝突迷霧＞。臺北：馬可孛羅文化，2006。
2. 沈旭暉，＜中東反恐新解讀＞。香港：CUP 出版社，2005。
3. DVD「地球深度行 --- 以色列、土耳其之旅」，第二集及第三集。
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1.3 Normative Ethics --- The Nature of Morality --- Pluralism
Teacher References
1.
2.
3.
4.
5.
6.
7.
8.
Michael Tobias, ＜心靈的殿堂：全球信仰探索＞。臺北：立緒文化事業有
限公司，1997。
薩依德，＜東方主義＞。臺北：立緒文化事業有限公司，1999。
陶東風，＜後殖民主義＞。臺北：揚智文化事業，2000。
張翠容，＜中東現場 --- 手揭開伊斯蘭世界的衝突迷霧＞。臺北：馬可孛羅
文化，2006。
沈旭暉，＜中東反恐新解讀＞。香港：CUP 出版社，2005。
吳祥輝，＜芬蘭驚艷＞。臺北：遠流出版社，2006。
黃世嘉，＜北歐魅力 --- 冰國淬煉的生活競爭力＞。臺北：天下雜誌出版社，
2007。
周華山，＜無父無夫的國度 --- 重女不輕男的母系摩梭＞。香港：香港同志
研究社，2001。
18
1.3 Normative Ethics --- The Nature of Morality --- Pluralism
Student References
Book:
1. 薩依德，＜東方主義＞。臺北：立緒文化事業有限公司，1999。
Visual and Audio:
1. 向世界出發．第六輯 --- 梁詠琪．雲南女兒國戀愛崇拜。香港：無線電視，
2007。(DVD)
19