Transcript Chapter 3: Freedom and the Moral Act

Chapter 6: Morality in Action
OUR MORAL LIFE IN CHRIST
1. Introduction (pp. 118–119)
ANTICIPATORY SET
Lead a class discussion based on the following two questions to help
students begin analyzing moral actions:
❏ What is the difference between a man robbing a bank because he
does not want to work for a living and a man who steals food to feed his
starving children?
❏ What is the difference between an abortionist and a soldier?
1. Introduction (pp. 118–119)
BASIC QUESTIONS
 What does a moral action do to the human person?
 What are the three criteria in evaluating a human act?
KEY IDEAS
 Every moral action changes us for better or worse.
 The object, intention, and circumstances are the three criteria for
evaluating the morality of human acts.
1. Introduction (pp. 118–119)
GUIDED EXERCISE
Have the students perform a paragraph shrink on the paragraph
beginning “Perhaps these metaphorical examples . . .” (p. 119).
1. Introduction (pp. 118–119)
FOCUS QUESTIONS
What is the effect of every moral action on the person who performs it,
according to Catholic moral theology?
Each moral act leaves the individual changed: either a better or worse person,
but never the same.
Under what three criteria are human acts evaluated?
The object or act itself, the intentions of the actor, and the circumstances
surrounding the act are the criteria.
For a human act to be good which of the three components must be good?
All three must be good.
What is the order of importance in evaluating the morality of a human act?
First the object, then the intention, and then the circumstances are evaluated.
1. Introduction (pp. 118–119)
GUIDED EXERCISE
Lead a discussion of the account of the Fall of Adam and Eve.
Point out that the class is not reaching definitive answers but exploring a
profound story, which has been pondered by many generations of Jews and
Christians:
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Why did Adam and Eve hide themselves in the garden, according to Adam?
What made Adam realize his nakedness, according to God?
Did Adam take responsibility for disobeying God’s commandment?
Did Eve take responsibility for disobeying God’s command?
What will be the relationship between the serpent and the woman and their
descendants?
 What will the consequences be for the woman?
 What will be the consequences for Adam?
1. Introduction (pp. 118–119)
CLOSURE
Have the students write a paragraph on what this lesson has taught
them about object, intention, and circumstance.
1. Introduction (pp. 118–119)
HOMEWORK ASSIGNMENT
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Study Questions 1–5 (p. 136)
Practical Exercise 1 (p. 137)
Workbook Questions 1–2
Read “Analysis of the Human Act” (pp. 120–123)
1. Introduction (pp. 118–119)
ALTERNATIVE ASSESSMENT
Have the students free write for five minutes applying the statement,
“Every moral action changes the actor for better or worse,” to Adam and
Eve.
2. Analysis of the Human Act
(pp. 120–123)
ANTICIPATORY SET
Have the students work with a partner to come up with two acts that
can never be made good no matter what.
2. Analysis of the Human Act
(pp. 120–123)
BASIC QUESTIONS
 What is the importance of the object in analyzing the human act?
 What is the effect of intention on the human act?
 What are the effects of circumstances on the human act?
KEY IDEAS
 In analyzing the morality of a human act, the object, or act itself, is the
primary factor, because this determines the objective morality of the
action.
 Intention, which is the “end,” or why the person performs an act, can
make an act better or worse, but it can never make an evil act good.
 Circumstances, or the conditions prevailing when the act is committed,
can also make an act better or worse, but they can never make evil good.
2. Analysis of the Human Act
(pp. 120–123)
FOCUS QUESTIONS
Of the three criteria for the morality of an action, why does the
object carry the most weight?
Because the object determines the morality of an action. A wrong
action can never be made right.
Why will the act itself exhibit goodness or evil?
Every act tends either to comply with the Ten Commandments or
violate them.
What can the wrong intention do to a good act?
It can take away some or all of its goodness.
2. Analysis of the Human Act
(pp. 120–123)
FOCUS QUESTIONS
Why is it usually best to correct people in private?
Correcting a person in public can humiliate him or her, which makes our
act of correction wrong. Extension: In addition, humiliating people
usually makes them reject what we say, making the correction ineffective.
What do circumstances do to the morality of an act?
Circumstances can make a good act evil or lessen the gravity of an evil act,
but no circumstances make a wrong action right.
2. Analysis of the Human Act
(pp. 120–123)
GUIDED EXERCISE
Conduct a think/pair/share on the following question:
❏ What are some “good intentions” a member of the Mafia could have for
carrying out acts of bribery, extortion, illegal gambling, selling drugs, or
murder?
2. Analysis of the Human Act
(pp. 120–123)
GUIDED EXERCISE
Have the students summarize their knowledge of the effect of intention and
circumstance on the morality of an act.
Object
Good Circumstance
Example
Bad Circumstance
Example
Good Intention
Example
Bad Intention
Example
Good Object
Bad Object
Object
Good Object
Bad Object
2. Analysis of the Human Act
(pp. 120–123)
Object
Good Circumstance
Example
Bad Circumstance
Good Object
The act remains good.
I go to Mass in order
to please God.
The act becomes bad. I go to Mass to steal
money from the
collection plate.
Bad Object
The intention might
lessen the evil of the
act, which remains evil.
I lie out of loyalty to
my best friend.
The act remains bad.
I kill my enemy out
of hatred.
Object
Good Intention
Example
Bad Intention
Example
Good Object
The act remains good I go to Mass on a
The act becomes
(or becomes even
weekday in order to bad.
better).
please God.
I learn that rich
old ladies go to a
particular Mass, so
I go to that one to
steal their purses.
Bad Object
Could lessen the evil
of the act, which
remains evil.
I kill my enemy in
front of his
wife and children.
I lie out of fear of
punishment.
The act remains
bad (or becomes
even worse).
Example
2. Analysis of the Human Act
(pp. 120–123)
CLOSURE
Write a paragraph explaining in your own words what object,
intention, and circumstances mean in evaluating moral acts.
2. Analysis of the Human Act
(pp. 120–123)
HOMEWORK ASSIGNMENT
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Study Questions 6–14 (p. 136)
Practical Exercises 2–3 (p. 137)
Workbook Questions 3–11
Read “The Principle of Double Effect” and “Principle of
Double Effect in Action” (pp. 123–124, 134)
2. Analysis of the Human Act
(pp. 120–123)
ALTERNATIVE ASSESSMENT
Have the students turn one of the Graphic Organizers from this lesson
into a well-organized paragraph on the effect of intention or
circumstances on a moral act.
3. The Principle of Double Effect
(pp. 123–124)
ANTICIPATORY SET
Have the students work with a partner to try to think of an action that
is good in itself—that is, the object, intention and circumstances are all
good—but which could have a bad effect.
Then discuss the following question:
❏ Under what circumstances would you still perform the act even if
you knew for certain the bad effect would occur?
3. The Principle of Double Effect
(pp. 123–124)
BASIC QUESTIONS
 What is the purpose of the principle of double effect?
 What are the four conditions necessary to use the principle of double effect?
KEY IDEAS
 Some actions may have good objects, right intention, and good
circumstances, but nevertheless bring about bad effects. In these cases, the
principle of double effect could be used to choose an action that has
undesired bad outcomes.
 The principle of double effect requires that (a) the action be good in itself;
(b) the agent must have a right intention; (c) a good action must be the
means of the good effect; and (d) the good effect must be proportional to
the evil effect.
3. The Principle of Double Effect
(pp. 123–124)
GUIDED EXERCISE
Have the students work with a partner to identify (1) the four conditions of
the legitimate use of the principle of double effect from the Supplement
“Principle of Double Effect in Action” (p. 134) and (2) how the conditions
apply to the case studied.
3. The Principle of Double Effect
(pp. 123–124)
FOCUS QUESTIONS
What is the principle of double effect?
When a desired good action is foreseen to have good and evil effects, the
action may be morally licit under certain circumstances.
Why can an abortion never come under the principle of double effect?
Abortion is the direct killing of an innocent person and is intrinsically evil.
Therefore, it does not fulfill the first requirement, which is that the action to
be performed must be good in itself.
What does proportionalism mean in relation to the principle of double
effect?
It means that the good to be achieved must be equal to or greater than the
evil effect that will result from the action.
3. The Principle of Double Effect
(pp. 123–124)
GUIDED EXERCISE
Have the students work with a partner to analyze one of the following pairings of applications
of the principle of double effect and explain which of the pair is moral and which is not.
1
The terrorist bomber kills civilians in order to
weaken the resolve of the enemy.
The strategic bomber aims at military targets,
foreseeing that such bombings will cause civilian
deaths. Both kill civilians.
2.
A doctor intends to hasten the death of a terminally
ill patient by injecting a large dose of morphine.
A doctor intends to relieve the patient’s pain with
morphine and foresees the hastening of the patient’s
death.
3.
You kill a person whom you know is plotting to kill
you.
You strike a lethal blow in self-defense against an
aggressor.
4.
You throw someone into the path of a runaway
trolley in order to stop it and keep it from hitting five
people on the track ahead.
You direct a runaway trolley onto a track where one
person was standing and away from a track where
there were five.
5.
You sacrifice your own life in order to save the lives
of others.
You commit suicide.
3. The Principle of Double Effect
(pp. 123–124)
FOCUS QUESTIONS
How does amputation to stop the spread of cancer fulfill the
requirement that the agent must have a right intention?
The surgeon intends to stop the disease and restore health to the patient, not
mutilate him.
What does it mean that the good action must be the means of the
good effect?
It means that the good you desire must be brought about by a good action,
not a bad one. For example, in a war you cannot directly kill innocent
civilians to bring about the end of the war more quickly.
3. The Principle of Double Effect
(pp. 123–124)
CLOSURE
Have the students write a paragraph summarizing the
purpose and requirements of the principle of double effect.
3. The Principle of Double Effect
(pp. 123–124)
HOMEWORK ASSIGNMENT
 Study Questions 15–19 (p. 136)
 Workbook Questions 12–13
 Read “Errors in Moral Theology” through “Conclusion,” and
the “The Fundamental Option” (pp. 124–127, 132–133)
3. The Principle of Double Effect
(pp. 123–124)
ALTERNATIVE ASSESSMENT
Read Supplementary Readings 5 and 6 regarding St. Gianna Molla and
her decision not to invoke the principle of double effect.
4. Errors in Moral Theology and the
“Fundamental Option” (pp. 124–127, 132–133)
ANTICIPATORY SET
Incorporate Matthew 19:16–23 into the class’s opening prayer.
Have the students reflect and free write on the following questions:
❏ What does the young man’s fundamental orientation toward life seem to
be? To what extent is he divided between two or more basic orientations?
4. Errors in Moral Theology and the
“Fundamental Option” (pp. 124–127, 132–133)
BASIC QUESTIONS
 What is the error of situation ethics?
 What is consequentialism?
 What is proportionalism?
 What is the fundamental option theory?
KEY IDEAS
 In evaluating the goodness or evil of moral acts, situation ethics bases itself on the unique,
concrete circumstances prevailing but leaves out the universal moral law, thereby permitting
intrinsically evil acts.
 Consequentialism is a false ethical system that determines the goodness or evil of an action
from its effect, or result.
 Proportionalism is a false ethical system that deduces the moral value of an act from the
proportion between the actions’ good and evil effects.
 The “fundamental option,” in the traditional sense, is the free and responsible choice a
person makes to orient, in a radical manner, his or her whole existence in a moral direction
toward good or evil, God or self.
4. Errors in Moral Theology and the
“Fundamental Option” (pp. 124–127, 132–133)
GUIDED EXERCISE
Conduct a think/pair/share on the following questions:
❏ What is the truth at the heart of the error of situation ethics, according
to Pope Pius XII?
❏ What is the answer to the objection of situation ethics to a universal
moral law?
4. Errors in Moral Theology and the
“Fundamental Option” (pp. 124–127, 132–133)
FOCUS QUESTIONS
What do proponents of moral relativism mean when they argue that
moral actions can be judged by a purely subjective perspective?
They mean that moral standards are determined by personal dispositions and
circumstances, not by the natural law.
What is the result of moral relativism?
Each individual determines what he or she feels is right.
How does moral relativism strike at the heart of the Church’s
teachings on morality?
The Church teaches that, if an action does not reflect the objective and
changeless moral law, then no subjective disposition can justify the act. Moral
relativism claims that subjective dispositions can outweigh the moral law, if
the law is consulted at all.
4. Errors in Moral Theology and the
“Fundamental Option” (pp. 124–127, 132–133)
FOCUS QUESTIONS
What is the basic position of situation ethics?
The goodness or evil of an action is determined by the particular
circumstances of the individual who acts.
How is cohabitation justified by situation ethics?
If the financial situation of a man and woman make it advantageous for
them to live together without marrying or if they intend to marry someday
and feel they need to get to know each other better, the adherents of
situation ethics claim these reasons could justify the couple living together.
What is the problem with situation ethics, according to Pope Pius
XII?
This position leaves out the necessity of judging the object of the act
according to the universal moral law.
4. Errors in Moral Theology and the
“Fundamental Option” (pp. 124–127, 132–133)
FOCUS QUESTIONS
What is the basic position of consequentialism?
An action is good or evil according to the consequences that follow from it
and not from its relationship to the natural law.
What makes actions good or evil to consequentalists?
If a good outcome is achieved, the action is good. If an evil outcome is
achieved, then the act is evil.
How does consequentialism relate to the idea that the end justifies the
means?
Both ideas assert that a good outcome makes the action right.
4. Errors in Moral Theology and the
“Fundamental Option” (pp. 124–127, 132–133)
GUIDED EXERCISE
Have the students work with a partner to choose a concrete moral act that is
intrinsically wrong from the perspective of the universal moral law and then
explain how the act might be justified by situation ethics, consequentialism,
and proportionalism.
4. Errors in Moral Theology and the
“Fundamental Option” (pp. 124–127, 132–133)
FOCUS QUESTIONS
What is the basic position of proportionalism?
It judges the morality of acts based on the relationship between the good and evil
effects. Good acts are those in which the good effects outweigh the bad effects.
How do consequentalists and proportionalists differ on how they
justify abortion?
A consequentialist might justify abortion on the basis that good will come of
it. The proportionalist might say that the good results of an abortion exceed
the evil that comes from it.
Why do some proportionalists say abortion and euthanasia should be legal?
They say the state should respect the assertion that only a person present and
personally involved in a concrete situation can correctly judge the good and
evil effects at stake, even in the cases of abortion and euthanasia.
4. Errors in Moral Theology and the
“Fundamental Option” (pp. 124–127, 132–133)
FOCUS QUESTIONS
What is the traditional and legitimate sense of the term fundamental option?
It is the basic orientation of a person’s life in relation to God, either toward
obedience and fidelity or toward selfishness and disobedience.
What do current users of the fundamental option claim about mortal sin?
They say mortal sin only consists of a direct and formal refusal to respond
to the call of God, or it is found in an egoism by which one completely and
deliberately closes himself or herself to love of God and neighbor. Basically,
it is a rejection of the fundamental option for God, as they define it.
What is wrong with the fundamental option view of mortal sin?
First, it denies that virtually all gravely disordered acts could be a mortal sin.
Second, by making the only mortal sin an act that is carried out without
choice or conscious awareness, it robs the human person of freedom.
4. Errors in Moral Theology and the
“Fundamental Option” (pp. 124–127, 132–133)
GUIDED EXERCISE
Conduct a think/pair/share on the following questions:
❏ What are the two flaws in consequentialism?
4. Errors in Moral Theology and the
“Fundamental Option” (pp. 124–127, 132–133)
CLOSURE
Have the students write a paragraph explaining and illustrating
situation ethics, consequentialism, or proportionalism.
4. Errors in Moral Theology and the
“Fundamental Option” (pp. 124–127, 132–133)
HOMEWORK ASSIGNMENT
 Study Questions 20–32 (p. 136–137)
 Practical Exercises 4–5 (p. 137)
 Workbook Questions 14–17
4. Errors in Moral Theology and the
“Fundamental Option” (pp. 124–127, 132–133)
ALTERNATIVE ASSESSMENT
Have the students work with a partner to discuss the following scenario:
A man walks into an auto parts store to return a carburetor that he could
not get to work properly, becomes angry with the manager who will not
give him a refund, goes to his car, loads his handgun, returns to the store,
and kills the manager.
❏ What would a proponent of the contemporary error of the
fundamental option ask the man in order to determine if he had
committed a mortal sin?
The End