IB Ethics Specification

IB Philosophy – Ethics Specification

 

Theme 2: Theories and Problems of Ethics

This theme deals with ethical questions from a variety of perspectives. It is concerned with practical decision-making and the way people think they ought to lead their lives. Ethics explores the possible grounds for making moral decisions and examines notions such as freedom, values, responsibility and virtue. Ethics also entails a reflection upon experiences such as friendship, hospitality and love.

A study of applied ethics explores approaches to important issues, some of which may be of international concern.  This theme allows students to explore philosophically such questions as: Are there fundamental moral principles that apply in every situation? How do we decide if a particular action is right or wrong? How should we treat people? Are moral decisions culturally influenced? What do we mean when we say something is right or wrong?

 

Possible topics for study:

Principles For Moral Action — Normative Ethics

• Do moral principles exist?
• Are they universal or relative to a particular situation or culture?
• Are some virtues more important than others?
• Self-interest versus the interests of others (ethical egoism Vs altruism)
• Doing the ”right thing” and doing the ”best thing” (deontological versus teleological theories)
• The greatest good of the greatest number
• Duty, dharma

The Nature of Moral Judgment — Metaethics

• The origins and nature of moral values
• Is moral sense natural or cultural? Relative or universal? Subjective or objective?
• What is the significance of calling something right or wrong?
• Is moral behaviour found only in human beings?
• Foundations for moral judgments: belief in a higher being, rationality, emotion, natural law, gender, environment

Applied Ethics

• Bio-medical ethics
• Environmental ethics
• Distribution of wealth – ethical responsibilities to humanity

IB Philosophy – Mark Scheme

A) Expression • Has the candidate presented the argument in an organized way? • How clear and precise is the language used by the candidate? • To what extent is the language appropriate to philosophy?   0   The candidate has not reached level 1.   1   The candidate expresses some basic ideas but it is not always clear what the argument is trying to convey. The use of language is not appropriate to philosophy.   2   The candidate presents some ideas in an organized manner. There is some clarity of expression, but the argument cannot always be followed. The use of language is not always appropriate to philosophy.   3   The candidate presents ideas in an organized way and the development of the argument can be easily followed. The use of language is appropriate to philosophy.   4   The candidate presents ideas in a clear and organized way and the argument is clearly articulated. The use of language is effective and appropriate to philosophy.   5   The candidate presents ideas in an organized, coherent and incisive way, insights are clearly articulated and the argument is focused and sustained. The use of language is precise and appropriate to philosophy.

B) Knowledge and Understanding • To what extent does the candidate demonstrate knowledge of philosophical issues? • How well has the candidate understood philosophical arguments and concepts?     0   The candidate has not reached level 1.   1   The candidate demonstrates a superficial knowledge of philosophical issues and there is only limited understanding of the concepts used.   2   The candidate demonstrates some knowledge of philosophical issues and there is a basic understanding of the concepts used.   3   The candidate demonstrates sufficient knowledge of philosophical issues and concepts are satisfactorily understood.   4   The candidate demonstrates a wide-ranging knowledge of philosophical issues that is used effectively to support arguments. Philosophical arguments and concepts are largely understood.   5  The candidate demonstrates knowledge that is comprehensive and in-depth, and used incisively to support arguments. Philosophical arguments and concepts are well understood.

C) Identification and Analysis of Relevant Material • How well has the candidate understood the specific demands of the question? • To what extent does the candidate provide relevant supporting material and analyse it? • To what extent does the candidate provide and analyse appropriate examples? • How effectively does the candidate identify and analyse relevant counterarguments?   0       The candidate has not reached level 1.   1–2   The candidate shows little awareness of the specific demands of the question and identifies relevant material in only a limited way. There is little analysis and few or no examples are given.   3–4  The candidate shows some awareness of the specific demands of the question and identifies and analyses some relevant material. Some appropriate examples are used.   5–6  The candidate shows a good understanding of the specific demands of the question and identifies material that is nearly always relevant. There is a sound analysis of this material. Examples are appropriate and give support to the argument.   7–8  The candidate shows a clear understanding of the specific demands of the question and identifies relevant material that is analysed in a sound and thoughtful way. Examples directly support the overall argument in a persuasive manner. Some counter-arguments are presented.   9–10  The candidate shows a full understanding of the specific demands of the question and identifies material that is always relevant. The implications of this material are drawn out in a detailed analysis. Examples are well chosen and compelling in their support of the argument. Counter-arguments are presented in a convincing way.

D) Development and Evaluation • Does the candidate develop the argument in a coherent way? • How well does the candidate explore and test ideas and arguments? • To what extent does the candidate express a relevant personal response?   0     The candidate has not reached level 1.   1–2  The candidate develops ideas and arguments in a basic way. There is little or no evaluation.   3–4  The candidate develops some ideas and arguments but the development is simple, or is asserted without support or reference. There may be some basic evaluation of the ideas and arguments, but it is not developed.   5–6  The candidate develops ideas and arguments in a satisfactory way, and evaluates them, even if this evaluation is not fully developed.   7–8  The candidate develops ideas and arguments from a consistently held perspective. Evaluation of the ideas and arguments is thoughtful and convincing. There is some evidence of personal reflection.   9–10  The candidate develops ideas and arguments from a consistently held and well-justified perspective. Evaluation of the ideas and arguments is compelling or subtle with clear evidence of personal reflection.

 

Past Paper Ethics Questions

 May 2009:

·         Critically assess the claim that moral judgements have meaning and value only if they are based on the current tastes of the majority.

·         To what extent do you agree that we have a moral duty to care for the environment?

 

November 2009:

·         To what extent is impartiality a necessary condition of moral judgments?

·         To what extent does living an ethical life mean living in accordance with the natural environment and living beings?

 

May 2010:

·         Critically evaluate the view that ethics should be more concerned with who you are than what you do.

·         “You cannot derive an ought from an is.” Discuss and critically evaluate this claim.

 

November 2010:

·         “Morality differs in every society and in every culture and is, therefore, a convenient term for socially approved habits.” Discuss and critically evaluate.

·         Critically evaluate the claim that we should never treat a person as a means to an end.

 

May 2011:

·         To what extent can the responsibility for the predictable consequences of our actions be a moral principle?

·         To what extent should applied ethics be committed to the promotion of change in the world?

 

November 2011:

·         Evaluate the claim that ethical judgments could be founded on self-interest alone.

·         With reference to one or more example(s) of applied ethics, evaluate the view that what makes an action right should be judged by the consequences of that action.

 

May 2012:

·         Evaluate the claim that there are some ethical principles that are universal

·         With reference to one or more example(s) from applied ethics, evaluate the claim that human beings are the sole concern of ethical theory and ethical action.