This document discusses research philosophy and ethics. It begins by defining research as systematic investigations driven by curiosity to satisfy curiosity and discover new knowledge. Research has owners who discover new things and recipients who learn about the discoveries. The document then discusses research ethics, noting that research should pursue truth in an ethical manner. It outlines various philosophical approaches to research like idealism, realism, pragmatism, and existentialism. Overall, the document provides an overview of key concepts in research philosophy and ethics.

1. Dr. Jagannath K. Dange
Professor and Chairman
Department of Education
Kuvempu University
Shankaraghatta
Dist: Shimoga, Karnataka
drjkdange@gmail.com
http://jkdange.blogspot.com

2. Ph.D. ?
 RESEARCH AND PUBLICATION ETHICS(RPE)
 Why the paper is being included in coursework?

3. What is Research?
 Curiosity and the self-driven efforts to satisfy the
curiosity lie at the root of research, which involves
systematic and creative investigations in any domain
of knowledge.
 These can be related to philosophy or matter, or
anything in this Universe that can be perceived by
our senses.
 Research has owner/s who actually find something
new, and recipients, who learn about the new
discovery when the owner communicates the new
information/knowledge to the larger group.

4.  The more we learn about something, we instinctively
become more curious about what still remains
unknown.
 Thus the philosophy underlying the human
learning is: the more we know, we get to know
what we still do not know.
 Aristotle stated “The more you know the more you
know you don’t know”.
 Albert Einstein said, “The more I learn, the more I
realize how much I don’t know.”

5.  Research as a Social Responsibility
 While the research output is self-satisfying for the researchers
as owners of the new knowledge/ understanding, and as a
stepping stone for the next level of enquiry, its dissemination to
a larger peer group is a social responsibility.
 Research and Ethics
 Research is the pursuit of truth. (Philosophy)
 One has to ensure ethical behaviour in the pursuit of
truth.
 It is common experience that new research studies reveal
varying degrees of error in the earlier accepted
inferences/interpretations that were based on past scholarly
studies and were conducted on the basis of the then known
principles and facts, using the best possible ethical,
experimental, and other precautions.

6.  Such finding of ‘error’ does not, however, mean that the
conclusions/interpretations advanced by the earlier
studies were arrived at by deliberate or erroneous or
unethical methods.
 All research studies rely on the available base
knowledge or as known to the investigator at the given
time.
 As the knowledge base expands, it is more likely that
something that was accepted as fact at a given point of
time, needs modification or even rejection.
 Being proven wrong, therefore, does not by itself imply
unethical conduct by earlier researchers.
 However, issues of research integrity and ethical
conduct arise if the results and/or their interpretations
in the previous study were arrived at by deliberately
biased methods or with some other selfish motive.

7. What Is Research Ethics?
 Generally, most people think of ethics as rules that
distinguish between right and wrong.
 Ethical codes are also considered moral codes.
 Most often ethics refers to rules that are a guide to
doing the right thing, although, what the right thing is,
remains relative to the context.
 Research ethics is grounded in the principles and practice
of science.
 “codification of ethics of science in practice”.
 There can then be no separation of science and ethics
since the latter is embedded in the practice of science.

8.  Following from this the fundamental questions that
every researcher must ask (Williams, 2003):
 What moral principles guide your research?
 How do ethical issues influence your selection of a
research problem?
 How do ethical issues affect how you conduct your
research: the design, sampling procedure, and so on?
 What responsibility do you have toward your research
subjects? For example, do you have their informed
consent to participate in your project?
 What ethical issues/dilemmas might come into play in
deciding what research findings you publish?
 Will your research directly benefit those who participated
in the study?

9.  Research ethics as it applies to:
 Choosing the topic of research, conducting literature
survey and framing the research question;
 Choosing the research design, methodology and
constructing or tools;
 Responsibilities towards the participants of research;
 Data collection, data storage, data utilization, and data
security and the analyses of the data;
 Responsibilities towards the community or society, which
is the subject area of research; informing the participant
population of the research findings;
 Narrating and presenting the findings, and
 Publishing the research.

10.  Why is Philosophy important in research?
1. Problem-Solving: The study of philosophy enhances
your ability to evaluate and resolve problems.
 It will help you to analyze concepts, definitions,
arguments, and problems.
 It contributes to your capacity to organize ideas and
issues, to deal with questions of value, and to extract
what is essential from masses of information.
 It helps you both to distinguish fine differences
between views and to discover common ground between
opposing positions.
 And it can help you to synthesize a variety of views or
perspectives into a coherent understanding.

11. 2. Research and Analysis of Methods
 Through reading, writing, and dialogue, philosophy
teaches students how to analyze and interpret texts,
concepts, and the reasoning of others.
 You’ll learn how to frame hypotheses and put problems
into manageable form.
 Philosophical thinking emphasizes clear formulation of
ideas and problems, selection of pertinent information,
and the organization and communication of complex
ideas.
 It also emphasizes development of a sense of the new
directions suggested by the hypotheses and questions
you might encounter in doing research.

12. 3.Persuasion(Encourage and Influence)
 Philosophy teaches students how to develop and
support their own positions, interpretations, and
analyses.
 It provides training in the construction of clear
formulations, good arguments, and apt examples.
 you’ll also become more convincing.

13. 4. Writing Skills and Effective Communication
 Philosophy teaches……..
 Interpretive writing
 Comparative writing,
 Argumentative writing, and
 Descriptive writing.
 Philosophy writing emphasizes clear structure, good
arguments, and original ideas.
 Students learn to be both critical and creative thinkers.

14.  Why is philosophy important in research?
 Philosophical perspectives are important because,
choices that are applied to the purpose, design,
methodology and methods of the research, as well as
to data analysis and interpretation.

15. What are the 3 research philosophies?
 Research philosophy is classified
as Metaphysics/ontology, epistemology and axiology.
 These philosophical approaches enable to decide which
approach should be adopted by the researcher and why,
which is derived from research questions (Saunders, Lewis,
& Thornhill, 2009).

16. What is Philosophy? (ತತವಶಾಸ್ತ್ರ)
 Derived from two Greek words. “Philos” and “Sophia”.
 Philos means ‘love of’ and sophia means ‘wisdom’.
 So the philosophy means “love of wisdom”.
 Philosophy gives answers such as, what is reality? What is
life for? What is the essence of the universe? etc.
 Philosophy is the systematic inquiry into the principles
and presuppositions(Assumptions, Beliefs) of any field of
study.

17. MEANING OF PHILOSOPHY
Philosophy is the study of general and fundamental
problems, such as those connected with
existence, (ಅಸ್ತಿತ್ವ)
knowledge,
values,
reason, (ಕಾರಣ)
mind, and (ಮನಸ್ಸು)
language.
Philosophy is the rational attempt to formulate,
understand, and answer fundamental questions.

18. The London Times in an article dealing with the 20th World
Congress of Philosophy:
 "The great virtue of philosophy is that it teaches not what
to think, but how to think. It is the study of meaning, of
the principles underlying conduct, thought and
knowledge”.
 Goal of philosophy: improved quality of life.
 Hence, philosophy is a way of transforming oneself for the
better, of what is the study of philosophy. It provides a
framework for life and our action.
 Can be useful in solving educational problems.

19.  DEFINITIONS
 Henderson “Philosophy is a search for
comprehensive view of nature and attempt at
universal explanation of the nature of things”.
 John Dewey “Philosophy is critical reviewing of just
those formalizer things”.
 Fichte “Philosophy is the science of knowledge”.
 Dr. Radhakrishnan “It is logical inquiry in to the
nature of reality”.

20. CHARACTERISTICS OF PHILOSOPHY
 Philosophy is a living force
 It is way of life
 It is the oldest and original discipline of thought
 It is search for truth and reality
 It is based on inquiry about life and existence
 It is a logical approach
 It is ever growing and developing
 It answers the questions of life

21. FUNCTIONS OF PHILOSOPHY
 Analytical function(ವಿಶ ್ಲ
ೇ಼ ಷಣಾತ್ಮಕ)
 Logical function (ತ್ಕಕ)
 Theoretical function (ಸ್ತದಾದಾಂತ್)
 Thinking function (ಆಲ ಲಚನ )
 Knowledge function (ಜ್ಞಾನ)
And
 Research function (ಸ್ಾಂಶ ಲಧನ )

22.  PHILOSOPHICAL APPROACHES
 Idealism- ಆದರ್ಕವಾದ Ideas Rule the world(Mind and
matter Separate)
 Realism- ವಾಸ್ಿವವಾದ Sense organs based reality
 Pragmatism- ಫಲಪ್ರಮಾಣವಾದ Everything changes from
time to time
 Existentialism-ಅಸ್ತಿತ್ವವಾದ Existing is reality
 Reconstructionism-ಪ್ುನರ್ ರಚನಾವಾದ(Addressing of social
questions and a quest to create a better society and
worldwide democracy)
 Naturalism- ಪ್ರಿಸ್ರವಾದ nature is supreme
 Marxism- struggle between social classes (bourgeoisie, or
capitalists, and the proletariat, or workers)

23. PHILOSOPHY AND EDUCATION BOTH ARE INTER-
RELATED AND INTER- DEPENDENT
 “Education is the dynamic side of philosophy” – John Adams
 “True education is practicable only by a true philosophy”-
Spencer
 “Philosophy and Education are like the sides of the same coin”-
Ross
 “Theory (Philosophy) directs practice (Education) practice
directs Theory”- Connor
 Philosophy is the foundation to decide the goals of life.
Education then equips people suitably to achieve the said goals.
 Philosophy helps in clarifying the numerous educational issues
and problems.
 Great philosophers have been great educationist also

24. NATURE OF PHILOSOPHY
1. Philosophy is a set of views or beliefs about life and
the universe, which are often held uncritically.
We refer to this meaning as the informal sense of
philosophy or “having” a philosophy.
Usually when a person says “my philosophy is,” he or she is
referring to an informal personal attitude to whatever topic
is being discussed.

25. NATURE OF PHILOSOPHY
2. Philosophy is a process of reflecting on and criticizing our most
deeply held conceptions and beliefs.
These two senses of philosophy— “having” and “doing”— cannot be
treated entirely independent of each other.
Having a philosophy, however, is not sufficient for doing philosophy.
A genuine philosophical attitude is searching and critical; it is open-
minded and tolerant—willing to look at all sides of an issue without
prejudice.
To philosophize is not merely to read and know philosophy; there are skills of
argumentation to be mastered, techniques of analysis to be employed, and a
body of material to be appropriated such that we become able to think
philosophically.

26. NATURE OF PHILOSOPHY
3. Philosophy is a rational attempt to look at the world as a
whole.
Philosophy seeks to combine the conclusions of the various
sciences and human experience into some kind of consistent
world view.
Philosophers wish to see life, not with the specialized slant of
the scientist or the businessperson or the artist, but with the
overall view of someone cognizant of life as a totality.

27. NATURE OF PHILOSOPHY
4. Philosophy is the logical analysis of language and
the clarification of the meaning of words and
concepts.
In fact, nearly all philosophers have used methods of
analysis and have sought to clarify the meaning of terms
and the use of language.
Some philosophers see this as the main task of
philosophy, and a few claim this is the only legitimate
function of philosophy.

28. NATURE OF PHILOSOPHY
5. Philosophy is a group of ever lasting problems that
interest people and for which philosophers always have
sought answers.
Philosophy presses its inquiry into the deepest problems of
human existence.
Many questions, however, have been answered only
tentatively, and many problems remain unsolved.
 What is truth?
 What is the distinction between right and wrong?
 What is life and why am I here?
 Why is there anything at all?

29. IMPORTANCE OF PHILOSOPHY
1. The study of Philosophy enables us to think carefully and clearly
about important issues.
2. we learn to take a step back from our everyday thinking and to
explore the deeper, bigger question which underpins our thought.
3. Philosophy is to learn not what to believe, but how to think.
4. Philosophy sharpens your analytical abilities, enabling you to
identify and evaluate the strengths and weaknesses in any position.
5. It hones your ability to construct and articulate arguments of
your own.
6. It prompts you to work across disciplinary boundaries and to think
flexibly and creatively about problems which do not present
immediate solutions.
7. Because philosophy is an activity as much a body of knowledge, it
also develops your ability to think and work independently

30. BRANCHES OF PHILOSOPHY
Historically, philosophical concerns have been treated
under these broad categories:
1. Metaphysics (Theory of Existence) ತ್ತ್ವ ಮಿಮಾಾಂಸ
2. Epistemology (Theory of Knowledge) ಜ್ಞಾನ ಮಿಮಾಾಂಸ
3. Axiology (Theory of Values) (Ethics and Aesthetics)
ಮೌಲಯ ಮಿಮಾಾಂಸ
4. Logic ತ್ಕಕ ಶಾಸ್ರ

31.  Ontology or Metaphysics: (meta–beyond, physica–nature)
 It means, the study or theory of reality.
 Some questions asked are
 What is the ultimate reality?
 Is reality one or many different things?
 Can reality be grasped by senses?
 What is it to exist?
 Which is truth?
 Is there a supreme being?
 It is concerned with such problems as the relation of mind to
matter, the nature of change, the meaning of “freedom,” the
existence of God, and the belief in personal
immortality(ಅಜರಾಮರ).
1. METAPHYSICS-ತತವ ಮಿಮಾಾಂಸೆ
(ಜೀವನ, ಸ್ತ್ತಯ, ವಾಸ್ತ್ತವಿಕತೆ, ಆತಮ, ದೆೀವರುಗಳಿಗೆ ಸ್ತ್ಾಂಬಾಂಧಿಸಿದ ಅಸಿತತವ ಸಿದಾದಾಂತ )

32.  Metaphysics : Metaphysics seeks to describe the world
on the basis of reason and experience.
 Metaphysics seeks to answer the questions:
 Who am I and
 Why am I here?
 Metaphysics is the philosophical investigations of the
nature of reality, being or existence.
DEFINITIONS OF THE METAPHYSICS
 Plato – metaphysics is a branch of philosophy whose
special concern is to answer the question ‘What is there?’.

33. SCOPE OF METAPHYSICS
 Metaphysics is the science of being as being
(ಭೌತಿಕ, ಮನಸಷಯನ ಅಸ್ತಿತ್ವ)
 Metaphysics is the science of immaterial being-
spiritual ಆಧ್ಾಯತಿಮಕ.
 Metaphysics is the science of the most abstract
conceptions.(ಅಮ ತ್ಕ ಪ್ರಿಕಲಪನ ಗಳು)
 Metaphysics is the science of the principals
 Metaphysics is the science of the most universal
conception.(ಸಾವಕತಿರಕ, ಜಗತ್ಸಿ, ಬ್ರಹಾಮಾಂಡ, ವಿರ್ವ
ಪ್ರಿಕಲಪನ ಗಳು)

34. 2. EPISTEMOLOGY(ಜ್ಞಾನ ಮಿಮಾಾಂಸ )ಜ್ಞಾನದ ಸ್ವರ ಪ್,
ವಾಯಪ್ತಿ,ಹಸಟ್ಸು,ಸ್ತಾಂಧಸತ್ವ ಮತ್ಸಿ ಮಾಗಕಗಳಿಗ ಸ್ಾಂಬ್ಾಂಿಸಸ್ತದ ಜ್ಞಾನ ಸ್ತದಾದಾಂತ್
The theory of knowledge is epistemology, which comes from
the Greek word episteme, meaning “knowledge.”
In general, epistemology is the branch of philosophy that studies
the sources, nature, and validity of knowledge.
There are three central questions in this field:
(1) What are the sources of knowledge? ಜ್ಞಾನದ ಆಕರಗಳು Where
does genuine knowledge come from or how do we know? This is
the question of origins.
(2) What is the nature of knowledge? ಜ್ಞಾನದ ಸ್ವರ ಪ್ Is there a
real world outside the mind, and if so can we know it? This is the
question of appearance versus reality.
(3) Is our knowledge valid? ಜ್ಞಾನದ ಸಿಾಂಧುತವ
How do we distinguish truth from error?
This is the question of the tests of truth, of verification.

35. DEFINITIONS OF EPISTOMOLOGY
 American Encyclopedia – “It is systematic philosophical
investigation of human knowledge”.
 Britanika Encyclopedia – “Epistemology is the study
about nature of knowledge and uses of knowledge”.
 International Education Encyclopedia – “
Epistemology is theory of knowledge, it is valuable and
natural”.

36. EPISTEMOLOGY
 The Rationalists (ವಿಚಾರವಾದಿಗಳು) hold that human
reason alone can discover the basic principles of the
universe.
 The Empiricists (ಪ್ರಯೀಗವಾದಿಗಳು)claim that all
knowledge is ultimately derived from sense experience
and, thus, that our knowledge is limited to what can be
experienced.
 It should be clear that there is a necessary relation
between metaphysics ತತವ ಮಿಮಾಾಂಸೆ and epistemology
ಜ್ಞಾನ ಮಿಮಾಾಂಸೆ.
 Conversely, our theory of knowledge depends on our
understanding of ourselves in relation to the whole of
reality

37. 3. AXIOLOGY/VALUE THEORY-ಮೌಲ್ಯಮಿಮಾಾಂಸೆ
(ಮೌಲ್ಯಗಳ ಸ್ತ್ವರೂಪ್, ವಾಯಪ್ತತ, ಹುಟ್ುು, ಸಿಾಂಧುತವ ಮತುತ ವಿಧಗಳಿಗೆ ಸ್ತ್ಾಂಬಾಂಧಿಸಿದ ಮೌಲ್ಯಶಾಸ್ತ್ರ)
 Value theory is the branch of philosophy that studies values.
 It can be subdivided into ethics (ನಲತಿ ಶಾಸ್ರ),
aesthetics(ಸೌಾಂದರ್ಕ ಶಾಸ್ರ), and Social and political philosophy
(ಸಾಮಾಜಿಕ ಮತ್ಸಿ ರಾಜಕಲರ್ ತ್ತ್ವಶಾಸ್ರ)
 Ethics: the study of values in human behavior or the study of
moral problems:
 e.g., (1) the rightness and wrongness of actions,
(2) the kinds of things which are good or desirable, and
(3) whether actions are blameworthy or praiseworthy.
 Ethics concerns itself with the question of morality. (ನ ೈತಿಕತ )
 What is right and what is wrong in human relations?
 We seek to identify, within the range of human conduct, the
motives, desires, and intentions as well as overt acts themselves.

38. ETHICS- 3 kinds
1. Descriptive ethics consider the conduct of individuals, or
personal morality; the conduct of groups, or social morality; and
the culture patterns of national and racial groups.
2. Normative ethics (what ought to be).
 Here philosophers try to work out acceptable judgments
regarding what ought to be in choice and value.
 “We ought to keep our promises” and “you ought to be
honorable” are examples of normative judgments— of the
moral ought, the subject matter of ethics.
3. The area of critical or metaethics.
 Here interest is centered on the analysis and meaning of the
terms and language used in ethical discourse and the kind of
reasoning used to justify ethical statements.
 What is the meaning of “good?” and Can ethical judgments be
justified? are typical problems for metaethics.

39. AESTHETICS-ಸೌಾಂದರ್ಯ ಶಾಸ್ತ್ರ
 Concerns the theory of art and beauty.
 Questions of art and beauty are considered to be part of
the realm of values because many philosophical problems
in aesthetics involve critical judgments. ವಿಮಶಾಕತ್ಮಕ
ನಣಕರ್ಗಳು

41.  There are wide differences of opinion as to what objects
call forth the aesthetic response, and what beauty really
is.
 Our concepts of beauty may differ not because of the
nature of beauty itself.
 Therefore, if we cannot perceive beauty in objects that
others find beautiful, it may be wise to withhold
judgment until we are capable ourselves of making a
competent analysis of the aesthetic experience.

42.  Aesthetics: the study of value in the arts or the inquiry
into feelings, judgments, or standards of beauty and
related concepts.
 Philosophy of art is concerned with judgments of
sense, taste, and emotion.
 E.g., Is art an intellectual or representational activity?
 Does art represent sensible objects or ideal objects?
 Is artistic value objective?
 Is it merely coincidental that many forms in architecture
and painting seem to illustrate mathematical principles?
 Are there standards of taste?
 Is there a clear distinction between art and reality?

43. SOCIAL AND POLITICAL PHILOSOPHY(ಸಾಮಾಜಕ
ಮತುತ ರಾಜಕೀರ್ ತತವಶಾಸ್ತ್ರ)
 Social and political philosophy investigates value judgments
concerning society, the state, and the individual’s relation to these
institutions.
The following questions reflect the concerns :
 Why should individuals live in society?
 What social ideals of liberty, rights, justice, equality and responsibility
are desirable?
 Why should anyone obey any government?
 Why should some individuals or groups have political power over
others?
 What criteria are to be used in determining who should have political
power?
 To what positive goals should political power be directed, and what are
the criteria for determining this?

44. 4. Logic – ತಕಯ ಶಾಸ್ತ್ರ, ವಾದಗಳ ಸ್ತ್ವರೂಪ್, ವಾಯಪ್ತತ,
ಹುಟ್ುು ಸಿಾಂಧುತವಗಳಿಗೆ ಸ್ತ್ಾಂಬಾಂಧಿಸಿದೆ)
 Logic is the systematic study of the rules for the correct
use of these supporting reasons, rules we can use to
distinguish good arguments from bad ones.
 Most of the great philosophers from Aristotle to the
present have been convinced that logic spread all other
branches of philosophy.
 The ability to test arguments for logical consistency,
understand the logical consequences of certain
assumptions, and distinguish the kind of evidence a
philosopher is using are essential for “doing” philosophy

45.  What is ethics? ನೀತಿ ಶಾಸ್ತ್ರ
 Ethics is concerned with what is good for individuals and
society and is also described as moral philosophy.(ನ ೈತಿಕ
ತ್ತ್ವಶಾಸ್ರ)
 The term is derived from the Greek word ethos which can
mean custom, habit, character or disposition(nature,
outlook)
Ethics covers the following dilemmas:
 How to live a good life?
 Our rights and responsibilities
 The language of right and wrong
 Moral decisions - what is good and bad?

46.  Meaning of Ethics:
 Ethics is also called as moral philosophy or philosophical
thinking about morality.
 This morality has been further elaborated as action and
behaviour which is concerned with ‘good’ or ‘evil’, of
particular traditions, groups or individual.
 The term ‘moral’ and ‘ethical’ is often used as equivalent
to right or good as opposed to ‘immoral’ and ‘unethical’.

47.  Ethics is that science which is concerned with moral behaviour or
with right or wrong and good or evil of human behaviour.
 It advocates those principles which make our conduct moral.
 The word right is derived from Latin word ‘rectus’, which literally
means ‘straight’ or ‘according to rule’.
 It means that we are concerned with those principles which make our
conduct right or straight.
 Rules are the means and whenever there are means, there must be an
end or goal as well.
 If Right is the mean of conduct, then the question arises that what
should be its end.
 Ethics as a science is not concerned with particular good of the
individuals; on the contrary it is concerned with the supreme goal or
the ultimate end with reference to which the entire life of individual is
directed – the ‘Summum Bonum’.

48.  MORAL PHILOSOPHY .(ನೆೈತಿಕ ತತವಶಾಸ್ತ್ರ)
 One of the big questions in moral philosophy is whether or not there
are unchanging moral rules that apply in all cultures and at all times.
 The moral philosophy involves systematizing, defending, and
recommending concepts of right and wrong behavior.
 Ethical theories divided into three general subject areas:
 Metaethics investigates where our ethical principles come from, and
what they mean. Are they merely social inventions? Do they involve
more than expressions of our individual emotions?
 Normative ethics takes on a more practical task, which is to arrive at
moral standards that regulate right and wrong conduct. This may
involve articulating the good habits that we should acquire, the duties
that we should follow, or the consequences of our behavior on others.
 Finally, applied ethics involves examining specific controversial
issues, such as abortion, infanticide, animal rights, environmental
concerns, homosexuality, capital punishment(Death sentence), or
nuclear war.

49. ನ ೈತಿಕ ಮೌಲಯಗಳು-Moral values
 ಸ್ತ್ಯ- Truth
 ಅಹಾಂಸ -Non-violence
 ದಯೆ-Kindness
 ಸ್ಮಾನತ - Equality
 ಸ್ಾಂತ ಲಷ- happiness
 ಸ ನಲಹಪ್ರ- friendship
 ಶಾಾಂತಿ-Peace
 ತಾಳ್ ಮ- Patience

50.  Meaning of moral judgment .(ನೆೈತಿಕ ನರ್ಯರ್)
The moral judgement is the judgement which deals with
the moral value or quality of an action.
 It is a judgement of value and it evaluates the rightness or
wrongness of our actions.
 When we analyse a moral judgement then we find that it
contains
a) a subject which will judge,
b) an object whose action will be judged,
c) a standard in conformity to which the action of the
subject will be judged and
d) a power of judging the action as required.

54.  Moral judgment is the judgment of moral quality of
voluntary habitual actions (ರ ಢಿರ್/ಸ್ಾಂಪ್ರದಾರ್ದ ಕರಮಗಳು).
Generally, a moral judgment is given on the voluntary and
habitual actions of a rational being.
 They are considered to be right or wrong with the reference
to the moral standard. And on the basis of this standard,
moral judgment is given. If the voluntary actions have
conformity ಆದರ್ಕ ಪ್ರಮಾಣಿತ್ ಅನಸಸ್ರಣ with the standard or
the ideal, then the moral judgment will express it as the
right action.
 If the action has conflict with the standard or norms, then
the moral judgment will express it as wrong. So, moral
judgment involves comparison of voluntary acts with
the moral standard.

55.  Moral judgment is active in nature. Because moral
judgment is given upon voluntary and habitual acts of persons
(ವಯಕಿರ್ ಸ್ವರ್ಾಂ/ಸ್ಾಂಪ್ರದಾಯಿಕ ಕರಮಗಳು)and not upon their passive
experiences(ನಷ್ಕ್ರಲರ್ ಅನಸಭವಗಳು)
 Moral judgment is social in character. Because, as we know,
voluntary acts of a person are right or wrong, because they
more or less affect the of interest of others.
 Man is a social being. His rights and duties of actions rise out
of his relation to other persons in society. So, moral judgment,
apart from society is inconceivable. Moral judgment can be
said to be obligatory (ಕಡ್ಾಾರ್ವಾದ/ ಕಟ್ುುಬಿದದ) in character.
Because a judgment can be given as right, while we feel the
moral obligation to do it. Similarly, moral judgment is given on
an act as wrong, when we feel the moral obligation to refrain
from it.
 Thus, moral judgment is always accompanied by the sense of
duty or moral obligation(ನ ೈತಿಕ ಕಟ್ಸುಪಾಡಸ). And this moral
obligation is essentially self-imposed.

56. Nature of Moral judgment
 Ethics is a science of morality and it discusses the contents of
moral consciousness (ನ ೈತಿಕ ಪ್ರಜ್ಞ )and the various problems of
moral consciousness.
 Moral consciousness is the consciousness of right and wrong. It
involves three factors 1. Cognitive or intellectual, 2. Affective or
emotional, 3. Conative or volitional(ಸ್ಾಂಕಲಪದ)
Moral judgement is the main cognitive factor in moral
consciousness. It involves intuition of moral standard (ನ ೈತಿಕ
ಗಸಣಮಟ್ುದ ಒಳಜ್ಞಾನ/)by reason and comparison of a voluntary
action with it.
 It also involves evaluation of voluntary action of it as right and
wrong.
 We feel we are under moral obligations to do what is right and
avoid what is wrong.

57.  Moral judgment is a judgment of values. It is distinct
from the judgment of facts.
 A Judgment of value is a judgment of “what ought to
be”.
 But a judgment of fact is a judgment of “what is”.
 Judgment of fact is a descriptive judgment, while moral
judgment is an appreciative or critical judgment.
 So, moral judgment is a mental act of pronouncing a
particular action to be right or wrong.
 Moral judgments are always accompanied by moral
obligation and moral sentiments, which are not
accompanied by logical and aesthetics judgments.

58.  When we judge an action to be right, we feel a moral
obligation to perform it and have a feeling of approval.
 And we judge an action to be wrong, we feel that under
moral obligation we are not to perform it and therefore, we
have a feeling of disapproval.
 Feeling of approval, disapproval, rightness, wrongness etc. are
called moral sentiments.
 ‘To speak the truth is always right’ is a moral judgement.
 Moral judgement is inferential in character though the
element of inference generally remains implicit. ನ ೈತಿಕ
ನಣಕರ್ವು ಅನಸಮಾನಸ್ತ ತಿಲಮಾಕನಸ್ಸವುದಾಗಿದ ಆದರ ತಿಲಮಾಕನಸ್ಸವ ಅಾಂರ್
ಸ್ ಚಯವಾಗಿರಸತ್ಿದ (ವಯಕಿವಾಗಿ ಹ ಲಳದಿದದರ ಅದ ಲ ಅರ್ಕ ಕ ಡಸವ)

60. Thank You
Dr. Jagannath K. Dange
Professor
Department of Education
Kuvempu University
Shankaraghatta
Dist: Shimoga,
Karnataka
drjkdange@gmail.com
http://jkdange.blogspot.com