Can One Be Moral and Not Believe in God? Essay

The stemma red mo forwards is best understood by the first line given by Hamlet in Act 3, view 1 in this 1600 play, Hamlet, written by William Shakespe be (1600). To be, or non to be, that is the interrogative moodWhether tis nobler in the nous to sufferThe slings and arrows of unconscionable fortune,Or to take arms against a sea of troubles,And by opposing hold back them? accept in a spiritual entity or a supernatural autocratic beingness toilet play a position in aces indemnifyeous stamps, exclusively it is non inf every(prenominal)ible. The argument testament start with breaking down what it is to be clean-living with the definition of incorrupt, which is of or relating to principles of reclaim and ill-use in style, ( h anestly speaking) conforming to a standard of effective bearing. (Merriam- entanglementster, 2011) With that in mind now, wholeness domiciliate be deterrent simulation and non believe in GOD, because it is up to the person to choo se to be lesson, consequently To be, or not to be This argument pull up stakes consist of a outline history in a about religions, church and secern, incorrupt schooling, ethical motive, and Platos and Aristotles take on living goodly. Again, believe in paragon is not inescapably pauperisationed for star to be honorable all that is needed is true clean-living philosophy, belief in iodinself, and be intimateledge.The origin of religion, experts think, arose from the fear and delight in of natural events (i.e. storms, earthquakes, and the how babies were born). Experts believe that the explanations of death were the subject ara of supernatural powers greater than ones self and the world around them. sacred activities, prehistorically, compound the most essential elements of existence, give c ar adequate rainfall and or a successful hunt for food. Prehistoric sight were in any case believed to befool performed rituals intended for good fertility of women, f or animals, and for succeeding in catch as well as make sacrifices for all good fortune. The study religions of straighta way of action whitethorn have been originated mingled with 1500 B.C. and A.D. 600. (Fontaine, 2011)As time progressed, there came a overbold understanding with religion being snarled in ones life. The justification by belief, the actions of an individual merchant ship be justified by their faith as it assists incorrupt goodness and faithfulness to duty. with Christianity, Christ died for their sins to sit before Gods judgment in their cast so that they cannot be found guilty. As an example of justification by faith, believers argon led to be more sweet towards God, their neighbors and to do good works.For instance, treat early(a)s the way you would identical to be treated. The understandings of justification by faith, good acts towards others, be justified by flock using their faith as justification for their actions. (Edwards, 2011) Religion excessively has a code of conduct, a set of good tutorings and set to uphold when conducting the business of living. From these moral philosophy and honour, one should treat others how one would interchangeable to be treated, whom one may marry, what jobs may be held, how to dress, and what foods may be eaten. (Fontaine, 2011) directly let us look at church and state. The understanding of church and state is that each should not be involved in the others using. In other words, disposal should operate non-religiously and churches should operate outside the boundaries of the establishment system. This was disagreed by military many, because many believed that religion improves the moral voice of citizens and should be actively promoted by authorities. Many others believed that government should support and breed some religious activities so great as any religion is not favored over some other. From these oppositions, arose intense debates in the joined States of Americ a for issues involving prayer in mankind schools, government funding for religious schools, government support for religious charities, and the uncover of religious symbols on government property. (Ivers, 2011)The inaugural Amendment of the U.S. Constitution guarantees that carnal knowledge shall make no law respecting an establishment of religion, or preclude the free exercise thereof. independence of religion is still an issue today, for it is interpret by many court rulings that the government may not promote or give any special discussion to any religion.(Morgan, 2011) Plans, which called for government financial economic aid for religious schools have been denied and courts have command it unconstitutional to many programs to teach the word of honor and or recite prayers in public schools. Yet, church and state are not totally separate, because (1), many of the nations mass are Christians, (2), the nations motto is In God We Trust, (3), sessions of Congress open up i n prayer, (4), witnesses in court swear oaths on the Bible, and (5), Christians governed the get together States since its existence. (Morgan, 2011)Moving along, worship in both(prenominal) religion and government is a major concern and work together when and if their moral goals desired are with the same intentions. It, of course, is the postulate opposite when both entitys desires and views of morality are different, like the belief in abortion. Where religiously it is viewed as morally persecute and governmentally allowed in some states. amendeous genteelness is focused on what is reform and what is wrong to bring the standard value by which people judge what is eventful, valuewhile, and good. honourable education is received from many angles of sources one may encounter, beginning with their family, church, friends, instructors, and television. chaste education lessons were given in schools either on purpose or unintentionally in the United States in the 1970s by develop special teaching methods in service with dealing with moral questions. These methods if given in a combination approach were called ecumenical moral education.Inculcation was the effort to teach values which educators believed to rent moral behavior to children. Values in moral behavior such as honesty, compassion, justice, and respect for others were taught by appropriate praise and punishment and reflected in whichever desired value in the teachers behavior. Values clarification was intentional to assist in developing ones own values and morality by stress setting goals, choosing thoughtfully from alternatives, and acting on their own convictions. Moral development assisted in the development in the abilities to judge moral questions.That which is ground on the surmisal that moral cogitate progresses from lower to higher stages in people (1) self-interest, (2) chitchatking approval of others, (3) to following rules, (4) respecting the rights of others, and so on to where opposing laws of society if it conflicts with moral principles that are even higher. An example of moraldevelopment would be putting one in a moral dilemma with a question like, Would you steal to fly the coop your starving family? or allow the principles of rectitude and justice up to the students to govern. Lastly, value analytic thought teaches the application of logical and scientifically inquiring techniques to matters involving values, where the enormousness of exploring, gathering, and evaluating facts and logically do decisions are highly stressed. (Kirschenbaum, 2011)Opposition to the teaching of moral education in schools believes it is a matter for the family and church to handle. In addition to their argument, it takes necessary time away from what should be taught in class, like reading, writing, and mathematics. In surveys though, parents have indicated that some forms of moral education in schools are needed. Their argument is that families need help in teaching moral behaviors consistent with values such as hard work, honesty, fairness, cooperation, tolerance, and respect. (Kirschenbaum, 2011) alone these values are built from roughage education including responsibility and caring.The goal, which was set forth here, was to develop a more amenable and caring society by implementing and punctuate on such programs dealing with morals and responsibility. The core basis in role education has to be established for it to be integrated into schools and in the community. Character education is introduced in early grades, which emphasizes on behavior skills and in later grades, which involves topics such as reducing prejudice and resolving conflicts. These character education programs have been widespread throughout the United States to nonprofit organizations, universities, and school districts frankincense giving all these organizations strategies on how to efficaciously incorporate character education into their curriculums. c reate character comes with ethical choices. Ethics is a branch of philosophy that attempts to help us understand which ways of life are worth following and which actions are right or wrong. Ethics addresses questions of right and wrong using reason rather than faith or tradition. (Hunt, 2011) Upholding high ethical standards can be complicated, because some decisions are vexed to make. For example, Joe has been in-trusted witha secret from a friend, John, that he stole some money from another friend. Thinking about doing the right thing, Joe realizes their friendly relationship can be jeopardized, because Joe and John are finisr than the other friend is. charge the secret though, can damage Joes integrity and his moral values. Conflicting thoughts can be very difficult to dig out which direction to take. Ethical theories have been made to direct a person in making the right choice and they also guide us when and where unlike ideas turn over and do not apply. Ancient ethical the orists such as Plato and Aristotle are two influential thinkers who have brought order into thinking about ethical problems. They have delimitate a sort of life that is worth living and the sort of people who can love such brisks. (Hunt, 2011)Plato believes that wisdom, courage, temperance or self-control, and justice are virtues that one should have. Plato has also acknowledged that wisdom is the most important of these virtues, for it is the knowledge of what is truly good. Having this wisdom will direct one to do what is right and this will set about harmony to them, thence building the virtue of justice. Plato wrote a book, which draw the life and death of a man who understood goodness, his teacher Socrates. Both believed that people did not know how to be moral, because they did not have the knowledge of moral ideas to act morally. Platos ethical theory is establish on the belief that one desires felicity and that moral virtue can bring that happiness within the soul of a person resulting in a well state of the soul. (Soll, 2011)Aristotle, Platos student, had similar beliefs, but added more traits needed to live a moral life. These traits are friendliness, generosity, gentleness, truthfulness, and wit. (Soll, 2011) He believed in one trait that brings out all of the virtues discussed, which he called phronesis, meaning prudence or good judgment the ability to know what one should do by forecast out what choices would direct one to lead a good life.The study of virtual(a) knowledge, knowledge that enables people to act right on and live happily, Aristotle argued that people do this to ascertain their function in life. Function like how ones eye functions, which is to see accept that a happy life is governed by reason. Believing also that moral virtue is finding the medium between the extremes, example, the virtue ofgenerosity is the mean between stinginess and wastefulness. (Soll, 2011)From these two superannuated theorists, the belief of et hical motive differs from modern ethical theories. The difference is ancient ethics cogitate a theory of normal life and offered no solutions to the dilemmas facing very critical decisions. Like the example of Joes dilemma. There were no rules or guides set in assisting us in making those difficult choices, whereas modern ethics is a theory of life in crisis. Modern ethics is directed towards fortune one sort out the conflicting reasons for different choices of action to take. It also assists ones decision-making in which, one will choose which reasons that hold more value and which ones hold lesser value.Modern ethics involve considerations of benefits and of obligations. Joe might feel induce to keep Johns, a close friend, secret and what benefits will arise from him not keeping his considered obligation, like closer ties with the other friend, who is not a thief. Modern theorists have reached the conclusion that giving equal importance to both obligations and benefits is diffi cult. They have also dual-lane its ethical theory into two shackles of thought (1) deontology, holding what really matters (ethically) and to what obligations one has, (2) teleology, claims to what really matters in which, ones actions or policies would best benefit the people. (Hunt, 2011)In conclusion, to live as righteous as one can be, does not need GOD or a supreme supernatural being to do so even though many of the teachings of how to live morally consists of values of spiritually related beliefs, building character comes with ethical choices. These choices develop or build ones personal strength in believing in one to do right as to wrong by educating on and building knowledge of moral values to which ethic standards one wants to live by. Again, moral education, ethics, and belief in ones self to do what is right are all one needs to live morally without GOD. To be, or not to be, that is the questionWhether tis nobler in the mind to sufferThe slings and arrows of outrageous fortune,Or to take arms against a sea of troubles,And by opposing end them (Shakespeare, 1600)ReferencesEdwards, M. U. (2011). Luther, Martin. Web ground record. Retrieved August 23, 2011, from solid ground Book cyclopedia Ashford University. Fontaine, C. R. (2011). Religion. Web domain Book. Retrieved August 23, 2011, from military personnel Book encyclopedia Ashford University. Hunt, L. H. (2011). Ethics. Web earthly concern Book. Retrieved August 25, 2011, from World Book encyclopedia Ashford University. Ivers, G. (2011). Church and State. Web World Book. Retrieved August 23, 2011, from World Book Encyclopedia Ashford University. Kirschenbaum, H. (2011). Moral education. Web World Book. Retrieved August 23, 2011, from World Book Encyclopedia Ashford University. Merriam-Webster. (2011). Moral. Retrieved August 23, 2011, from http//www.merriam-webster.com/. Morgan, R. 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