本課程的目標在透過對主要倫理派別及其主要代表人物倫理思想的講述，輔以相關原典的閱讀，以使學生在了解各家倫理學思想的同時，也能逐步建立獨自閱讀哲學原典的能力。另外，透過對當前社會所面臨的一些與倫理學相關的重大爭議課題的討論，讓學生能夠更清楚地知道，倫理學並不只是一門學問，它還是一項活生生在我們眼前上演，影響著我們生活的重大任務。The goal of this course is to introduce the ethical thoughts of the main ethical schools and their main representatives, supplemented by the reading of relevant original texts, so that students can not only understand the ethical thoughts of each school, but also gradually build the ability to read the original philosophical texts independently. . In addition, through discussions on some of the major controversial issues related to ethics faced by the current society, students can understand more clearly that ethics is not just a subject, it is also a matter that is happening before our eyes and affects us. The great tasks of life.
倫理學不但探討善惡的本質、行為的正當性、責任意識、道德或倫理價值的規範等，而且也探討人性、研究道德行為的可能性等問題。倫理學與吾人的日常生活息息相關，由於倫理學探討行為的正當性，故它其實是吾人日常生活的指導原則。不管吾人在現實生活上追求甚麼，但此種追求不能離開「善」。在這個意義上，希臘人曾將倫理學視為人生哲學。即使從現代的觀點來說，倫理學仍是任何人生哲學的理論基礎。因為無論權力、財富、知識、地位等，一旦離開「善」，便失去其價值。
倫理學因問題性質的不同，主要可劃分為規範倫理學、後設倫理學（或分析倫理學）、及應用倫理學三部份。講授倫理學先從引論入門，引論包括介紹或闡述：（a）倫理學在日常生活的重要性。（b）倫理學的三部份及其主要問題。（c）倫理學的主要學派及其基本論點。接著是有計劃地分別從規範倫理學、後設倫理學及應用倫理學，選擇其中最具代表性及最具時代意義的理論講授。規範倫理學中以古典功利主義、杜威實用主義、休謨倫理學、斯賓諾薩倫理學及康德倫理學為代表。後設倫理學以邏輯實証論、穆爾（G.E.Moore），Charles L. Stevenson，R.M.Hare等為代表。至於應用倫理學，一般是討論安樂死、墮胎、死刑、自殺等問題，但為配合時代需求，故宜將重點放在「環境倫理」、「幹細胞、基因工程及被複製人」以及「倫理與民主政治及法治」等問題。
規範倫理學中可將儒家倫理包括進去，特別是孔、孟及王陽明的思想。將儒家倫理列入範倫理學講授，不但呼應本系中西哲學的宗旨，也有助於學子進入康德倫理學的奧堂。甚且也可藉此提供學子對中西哲學作「比較研究」的途徑。
Ethics not only explores the nature of good and evil, the legitimacy of behavior, sense of responsibility, norms of moral or ethical values, etc., but also explores issues such as human nature and the possibility of moral behavior. Ethics is closely related to our daily lives. Because ethics explores the legitimacy of actions, it is actually the guiding principle for our daily lives. No matter what we pursue in real life, this pursuit cannot be separated from "goodness". In this sense, the Greeks regarded ethics as a philosophy of life. Even from a modern point of view, ethics remains the theoretical foundation of any philosophy of life. Because no matter power, wealth, knowledge, status, etc., once they are separated from "goodness", they lose their value.
Depending on the nature of the issues, ethics can be divided into three parts: normative ethics, meta-ethics (or analytical ethics), and applied ethics. Teaching ethics starts with an introduction, which includes an introduction or explanation of: (a) the importance of ethics in daily life. (b) The three parts of ethics and their main issues. (c) The main schools of ethics and their basic arguments. Then there is a planned teaching of the most representative and contemporary theories from normative ethics, meta-ethics and applied ethics. Normative ethics is represented by classical utilitarianism, Dewey's pragmatism, Hume's ethics, Spinoza's ethics and Kant's ethics. Meta-ethics is represented by logical positivism, G.E. Moore, Charles L. Stevenson, R.M. Hare, etc. As for applied ethics, it usually discusses issues such as euthanasia, abortion, capital punishment, suicide, etc. However, in order to meet the needs of the times, it is appropriate to focus on "environmental ethics", "stem cells, genetic engineering and cloned humans" and "ethics and democracy". "Political and legal issues" and other issues.
Normative ethics can include Confucian ethics, especially the thoughts of Confucius, Mencius and Wang Yangming. Including Confucian ethics in the teaching of ethics not only echoes the purpose of the department's Chinese and Western philosophy, but also helps students enter the arcana of Kantian ethics. It can even provide students with a way to conduct "comparative research" on Chinese and Western philosophy.
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Alexander Miller, An introduction to contemporary metaethics, Polity Press, (2003)
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 期末報告期末報告 Final report |
10 | |
| 平時成績平時成績 usual results |
20 | 課堂分組報告與作業 |
| 期中考試期中考試 midterm exam |
30 |
