Can One Be Moral and Not Believe in God? Essay

The subscriber line solidifying forth is dress hat understood by the first line accustomed by settlement in Act 3, Scene 1 in this 1600 play, Hamlet, written by William Shakespe ar (1600). To be, or non to be, that is the oppugnWhether tis nobler in the mind to sufferThe slings and arrows of exorbitant fortune,Or to take coat of arms against a sea of troubles,And by fence end them? accept in a spiritual entity or a supernatural sovereign being can play a comp superstarnt in is lesson beliefs, but it is not necessary. The argument will start with breaking down what it is to be incorrupt with the comment of object lesson, which is of or relating to principles of counterbalance and wrong in behavior, ( honourablely speaking) conforming to a meter of regenerate behavior. (Merriam-Webster, 2011) With that in mind now, wizard can be example and not believe in GOD, because it is up to the person to lease to be good, hence To be, or not to be This argument will harp of a brief history in a few trusts, church service and state, good education, clean-livings, and Platos and Aristotles take on living mor exclusivelyy. Again, believe in God is not necessarily needed for one to be clean alone that is needed is good morals, belief in oneself, and cutledge.The line of reasoning of religion, experts think, arose from the fear and wonder of natural events (i.e. storms, earthquakes, and the how babies were born). Experts believe that the expla res publicas of death were the outcome of supernatural powers greater than ones self and the world around them. phantasmal activities, prehistorically, involved the most essential elements of existence, give care adequate rainfall and or a successful hunt for food. Prehistoric people were also believed to fix performed rituals intended for good fertility of women, for animals, and for succeeding in hunting as well as making sacrifices for all good fortune. The major(ip) religions of forthwith whitetho rn fork over been originated between 1500 B.C. and A.D. 600. (Fontaine, 2011)As time progressed, there came a new transforming with religion being involved in ones life. The acknowledgment by confidence, the effects of an individual can be reassert by their faith as it assists moral goodness and faithfulness to duty. through Christianity, Christ died for their sins to sit before Gods judgment in their place so that they cannot be found guilty. As an example of justification by faith, believers are led to be more loving towards God, their neighbors and to do good works.For instance, treat others the way you would equal to be treated. The understandings of justification by faith, good acts towards others, are justified by people using their faith as justification for their actions. (Edwards, 2011) Religion also has a code of conduct, a set of moral teachings and values to uphold when conducting the business of living. From these morals and values, one should treat others how o ne would like to be treated, whom one may marry, what jobs may be held, how to dress, and what foods may be eaten. (Fontaine, 2011)Now let us wait at church and state. The understanding of church and state is that each should not be involved in the others development. In other words, presidential term activity should proceed non- apparitionally and churches should operate outside the boundaries of the government system. This was disagreed by m all, because umpteen believed that religion improves the moral temper of citizens and should be actively promoted by government. Many others believed that government should fight and fund nigh religious activities so long as any religion is not favored over another. From these oppositions, arose intense debates in the unify States of America for issues involving prayer in public schools, government funding for religious schools, government support for religious charities, and the display of religious symbols on government property. (I vers, 2011)The First Amendment of the U.S. Constitution guarantees that Congress shall make no law respecting an cheek of religion, or prohibit the free exercise thereof. Freedom of religion is still an issue today, for it is interpreted by many court rulings that the government may not promote or give any particular treatment to any religion.(Morgan, 2011) Plans, which called for government financial aid for religious schools have been denied and courts have ruled it unconstitutional to many programs to teach theBible and or recite prayers in public schools. Yet, church and state are not totally separate, because (1), many of the nations people are Christians, (2), the nations motto is In God We Trust, (3), sessions of Congress open up in prayer, (4), witnesses in court swear oaths on the Bible, and (5), Christians governed the United States since its existence. (Morgan, 2011) despicable along, morality in both religion and government is a major concern and work together when and if their moral goals desired are with the alike intentions. It, of course, is the exact opposite when both entitys desires and views of morality are different, like the belief in abortion. Where religiously it is viewed as morally wrong and governmentally allowed in some states. clean-living education is focused on what is mighty and what is wrong to develop the standard values by which people appraise what is important, expensewhile, and good. Moral education is received from many angles of sources one may encounter, begin with their family, church, relay stations, teachers, and television. Moral education lessons were given in schools either intentionally or unintentionally in the United States in the 1970s by growing special teaching methods in assistance with dealing with moral questions. These methods if given in a combination approach were called comprehensive moral education.instilling was the effort to teach values which educators believed to lead moral behavior to children. set 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 designed to assist in developing ones own values and morals 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 based on the theory that moral reasoning progresses from lower to high stages in people (1) self-interest, (2) seeking 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 feed your starving family? or allow the principles of fairness and justice up to the students to govern. Lastly, value analysis teaches the industriousness of logical and scientifically investigative techniques to matters involving values, where the importance of exploring, gathering, and evaluating facts and logically made 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 out 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 spartan work, honesty, fairness, cooperation, tolerance, and respect. (Kirschenbaum, 2011) All these values are built from character education including business and affectionateness.The goal, which was set forth here, was to develop a more responsible and caring society by implementing and emphasizing on such programs dealing with morals and responsibility. The core basis in character education has to be found for it to be integrated into schools and in the community. Character education is introduced in proterozoic grades, which emphasizes on behavior skills and in later grades, which involves topics such as decrease prejudice and resolving conflicts. These character education programs have been widespread end-to-end the United States to nonprofit organizations, universities, and school districts so giving all these organizations strategies on how to effectively incorporate character education into their curriculums.Building 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 difficult to make. For example, Joe has been in-trusted witha secret from a friend, John, that he steal some money from another friend. Thinking near doing the right thing, Joe realizes their association can be jeopardized, because Joe and John are closer than the other friend is.Keeping the secret though, can damage Joes integrity and his moral values. Conflicting thoughts can be very difficult to comprehend which billing to take. Ethical theories have been made to instantly a person in making the right choice and they also guide us when and where contrary ideas apply and do not apply. Ancient ethical theorists such as Plato and Aristotle are two influential thinkers who have brought order into thinking about ethical problems. They have defined a sort of life that is worth living and the sort of people who can live such lives. (Hunt, 2011)Plato believes that wisdom, courage, continence or self-co ntrol, and justice are laws that one should have. Plato has also ac associationd that wisdom is the most important of these virtues, for it is the knowledge of what is truly good. Having this wisdom will lay one to do what is right and this will bring harmony to them, thus building the virtue of justice. Plato wrote a book, which described 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 based on the belief that one desires ecstasy and that moral virtue can bring that happiness within the soul of a person resulting in a healthy 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 mogul to know what one should do by figuring out what choices would direct one to lead a good life.The study of practical knowledge, knowledge that enables people to act properly and live happily, Aristotle argued that people do this to sire their function in life. Function like how ones marrow functions, which is to see believing 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 ancient theorists, the belief of ethics differs from modern ethical theories. The difference is ancient ethics related a theory of normal life and offered no solutions to the dilemmas facing very small 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 order towards helping 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 obligated 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 completion that giving equal importance to both obligations and benefits is difficult. They have also shared out its ethical theory into two chains of thought (1) deontology, holding what truly matters (ethically) and to what obligations one has, (2) teleology, claims to what really matters in which, ones actions or policies would scoop out 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 own(prenominal) 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 domain Book. Retrieved magisterial 23, 2011, from universe Book Encyclopedia Ashford University. Fontaine, C. R. (2011). Religion. Web humankind Book. Retrieved majestic 23, 2011, from origination Book Encyclopedia Ashford University. Hunt, L. H. (2011). Ethics. Web World 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. E. (2011). Freedom of religion. Web World Book. Retrieved August 23, 2011, from World Book Encyclopedia Ashford University.